Course includes instructor welcome
Students are asked to introduce themselves.
In this discussion forum, students should introduce themselves to the class. They should provide:
Students should feel free to respond to their classmates.
Learning objectives need to be both measurable and precise. Avoid terms that are open to interpretation (e.g. understand, learn, or know). These terms are not measurable. An instructor cannot create an assessment that will enable them to observe or evaluate that the student "understands" the concept. The following example will help to clarify:
In the first example, what kind of assessment would enable you to evaluate or observe that your students understand the Civil War. The term, "understand" is vague and cannot be objectively assessed. In the second example, the instructor can evaluate or observe that the student is able to "describe the impact."
The integrity of the classes offered by any academic institution solidifies the foundation of its mission and cannot be sacrificed to expediency, ignorance, or blatant fraud. Therefore, I will enforce rigorous standards of academic integrity in all aspects and assignments of this course. For the detailed policy of West Virginia University regarding the definitions of acts considered to fall under academic dishonesty and possible ensuing sanctions, please see the Student Conduct Code at http://studentconduct.wvu.edu/policies-and-procedures. Should you have any questions about possibly improper research citations or references, or any other activity that may be interpreted as an attempt at academic dishonesty, please see me before the assignment is due to discuss the matter.
All course requirements must be completed before a grade is assigned.
Components of Evaluation (Discussions/Assignments/Quizzes)
|Item #1 Title|
|Item #2 Title|
|Item #3 Title|
|Weekly Discussion (15)|
|Item #5 Title|
*Please see the requirements for the specific Assignments on Blackboard.
The West Virginia University community is committed to creating and fostering a positive learning and working environment based on open communication, mutual respect, and inclusion.
Late/Make-up Work Policy
All assignments must be finished and turned in to complete the course. Unless the instructor is notified BEFORE the assignment is due and provides an opportunity for the student to submit his/her assignment late, points may be taken off for a late assignment.
An effective assignment description contains as much detail as is necessary to communicate to students the assignment's purpose, outlines the steps students must take to achieve goals, and should be written clearly in the students' perspective.
Course Structure is clear and understandable. Content is organized in modules or units.
The instructor should state his/her expectations about students' participation and how to interact with classmates.
Example - Preparation for class means reading the assigned readings and reviewing all information required for that week. Attendance in an online course means logging into eCampus on a regular basis and participating in the activities that are posted in the course.
Feedback Response Time
I will generally reply to email and discussion posts within 48 hours, except during holidays. Often I will reply much more quickly. Please plan accordingly so that you don’t miss deadlines!
I generally return assignments within one week of when a discussion or assignment closes. If you would like to chat or get help on an assignment ahead of the deadline, please email me! I am happy to give preliminary feedback or answer questions.
In your course, the discussions create an active learning environment that provides a good interaction between the students and instructor. Also, the group tasks will be an opportunity for the students to interact.
The readings approach literature and the reading process as “exploration”, which mostly emphasizes the interaction of the reader with the content. How does this view of reading relate to the cognitive processes of reading and schemata theory? And to meaning construction? What is the role of the author in the process of this “exploratory responsive reading” and the reader-text relationship? Should a reader think about the author being engaged in aesthetic reading? Students should feel free to respond to their classmates.
Group work Example
Please read over the two short stories we passed out in class last week. Consider the text YOU create as you read each one. Describe how you think your interpretive text may be different than the text someone would have composed who came from the cultures in which the stories were written. What inferences did you make that were culturally-specific to your experiences that may be different from the norms of Russia or Antigua? How did you repair any misunderstandings or uncertainty? Create a Journal with your group and discuss the difference in personal interpretations.
Research Brief Example
Create a representation that effectively captures the book reading. The focus can be on 1) the main ideas of the reading, 2) the structure of the reading, 3) your interaction with the reading, or some other significant aspect of the reading experience. The purpose of this assignment is to reflect upon the text-based features and personal resources that contributed to your meaning-making process. Research briefs will be required every other week. You will turn in your paper and get feedback from it until you refine it and turn in your final paper.
This course provides easy access to the invaluable learning tools used to engage students into assignments, encouraging them to participate in different activities to enhance the learning process.
A number of college campuses are confronted with the problem of students selling faculty members’ classroom lectures, class notes, exams, handouts, presentations, and other materials which are provided to students in class or via course management systems such as eCampus to commercial vendors. In light of this, some faculty at West Virginia University have voiced concerns about protection of intellectual property rights in the course materials. Therefore, the administration seeks to put the University community on notice of this potential issue and the consequences of engaging in this type of activity.
Sales of course materials may result in severe consequences. Students risk violating the Campus Student Code and vendors who improperly solicit this type of business risk violation of Board of Governors policy and legal action as a result of copyright infringement.
Students must be put on notice that selling faculty-authored course materials is prohibited at West Virginia University and those who engage in it will be reported to the Office of Student Conduct for adjudication under the Campus Student Code. Of equal import, students must be notified that no vendor has been approved or authorized by the University to solicit sales of this type and that they should report solicitation attempts to the Provost’s Office.
In an effort to protect course materials, faculty are encouraged to place a notice on course syllabi or in other relevant locations, as follows:
“All course materials, including lectures, class notes, quizzes, exams, handouts, presentations, and other materials provided to students for this course are protected intellectual property. As such, the unauthorized purchase or sale of these materials may result in disciplinary sanctions under the Campus Student Code.”
On your test, select “Edit the Test options”.
Go to the bottom of the page on “Test Presentation” and select the option “Prohibit Backtracking”.
Delete anonymous discussion posts
Edit the properties of your assignment, assessment or discussion and look for the “Due Date” settings.