Online
Welcome to this seminar on military history. This accelerated course will discuss various aspects of naval and maritime history such as strategy, piracy, salvage and mutiny.
“He who commands the sea has command of everything.”
– Themistocles
Instructor feedback:
My goal is to reply to all student emails and inquiries within 48 hours.
The course Blackboard message tool will be the official method that I will use to communicate with you. The alternate/back-up method will be your _.edu email account so please check both of them regularly.
Required Materials:
Textbooks via Shark Bundle:
This course is part of the campus’ course material delivery program, Shark Bundle. The bookstore will provide each student with a convenient package for physical books and any digital materials for this course have been integrated into Blackboard.(This should provide you significant savings on book costs for the semester).
To access your Shark Bundle digital materialsfollow the below instructions for the appropriate delivery method (this course will mostly be eBook and physical books).
Courseware – SSO
Delivery Method Direction
eBook select the “Shark Bundle” link in Blackboard.
Physical Book Respond to bookstore email to pick or have your texts mailed to you.
IF you choose to OPT OUT of this program for the semester (all courses not just this one), you can order the textbooks online at the _ Bookstore website. Books for MCP courses can also be obtained at the Downtown Campus Bookstore. Rentals and eBooks are available for many courses. The _ Bookstore can be contacted if you have any questions.
The required textbooks are:
Black, Jeremy. Naval Power: A History of Warfare and the Sea from 1500. New York: Palgrave Macmillan, 2009. ISBN 978-0-230-20280-1
Cordingly, David. Under The Black Flag: The Romance and the Reality of Life among the Pirates. New York: Random House, 2006. ISBN 978-0-8129-7722-6
Guttridge, Leonard. Mutiny:A History Of Naval Insurrection.Annapolis: Naval Institute Press, 1992. ISBN 978-1-59114-348-2
Turabian, Kate. A Manuel for Writers of Research Papers, Theses, & Dissertations. Chicago: University of Chicago Press, 9th ed., 2018. ISBN 978-022-6430-577
ADDITIONAL RECOMMENDED TEXT:
For those of you interested in additional information on careers relevant to International Relations or DMS students as well as further research & writing tips then the below are useful resources to have.
Cressey, Laura et. al, eds. Careers in International Affairs. Washington D.C.: Georgetown University Press, 2014. ISBN 9781626160750
Other:
Speakers or headphones for your computerare recommended.
Additional Resources:
Free in-person and virtual tutoring is available through _’s Center for Academic Success (https://www._.edu/cas/tutoring/index.html).
Freeonline tutoring assistance is available for this class via SmartThinking online tutoring services. You may access these services by going to the “Student Services” tab in My_Portal and clicking the “Online Tutoring Services” channel. If you are a service member or dependant you may also access a tutoring resource not provided by _ but is available for free to service personnel at www.tutor.com/military.
As part of the research required for this course you should use _ Library Resources available directly on the Blackboard login page or through the main _ website. You can locate the databases by going to the “Libraries” Tab and selecting “Databases.” Examples of the type of databases you should use include: EBSCO& JSTOR. Assistance in using library resources is available any time through the Library “Help” function on the Libraries Tab as well as through the ”Chat with a Librarian” tool in the course menu.
Course Description:
A seminar style course that incorporates class discussions, oral presentations, and a major written research project. The focus varies depending on the instructor, but possibilities include historiography, a specific geographical region, or a chronological period. Includes discussion of methods of historical research and inquiry. Capstone course. The selected topic for this course will be Naval and Maritime History.
Prerequisites: At least one 3000-level history course and WRI 1200.
Program Learning Outcomes:
Students who major in diplomacy and military studies will be able to:
1. Discuss and apply the various methodologies and approaches to the study of history, political science, and international relations in a military context.
2. Place questions and issues concerning the role of the military within their chronological and geographical context to serve as a foundation for more in-depth inquiries.
3. Make use of critically reflective tools for interpreting pertinent historical, cultural, philosophical, and political issues.
4. Articulate the moral and ethical concerns raised through the study of the relationship of the military to society and technology.
5. Appreciate the importance of the military as an instrument for the preservation of peace rather than the waging of war.
6. Be prepared to undertake graduate study in history, political science, international relations, and related fields.
Students who major in history will be able to:
1. Demonstrate an understanding of diverse historical viewpoints.
2. Place historical questions and issues of enduring importance within their chronological and geographical contexts.
3. Gain an historical understanding of cultures and regions of the world across time.
4. Recognize the nature of global processes, as they operate in an historical framework, through the study of global systems such as capitalism, gender, warfare, religion, etc.
5. Demonstrate critical analytic, reasoning, and research skills.
6. Effectively and clearly communicate historical ideas both orally and in writing.
Course Student Learning Outcomes:
1. Upon completion of the course students will have an understanding of key events, personalities, theories, trends, practices and contributions of Naval History and will be able to demonstrate it through discussion with others, through teaching it to others by class presentation, through analysis and review of scholarly works on aspects of Naval History, and through producing a scholarly research paper on a topic from Naval History or warfare.
2. Students will integrate their knowledge base, methodological approaches, and tools they have developed in their program of study by producing an original and polished scholarly research paper.
3. Understanding and knowledge acquired will equip students with a historical perspective that will aid them in all future decision making.
4. The course will help prepare students for graduate study in History.
5. Students will increase their analytical, writing, discussion, and presentation skills.
Institutional Learning Outcome:
1. Student can access needed information with appropriate strategies.
2. Student can interpret and critically evaluate sources and apply information effectively.
3. Student can use information ethically and legally.
_ Oral Communication Institutional Learning Objective: Students will demonstrate the ability to effectively express themselves in a variety of spoken formats at the bachelor’s level.
Definition: Oral communication is a prepared, purposeful presentation designed to increase knowledge, to foster understanding, or to promote change in the listeners’ attitudes, values, beliefs, or behaviors.
The following are the criteria for the Oral Communication rubric (see rubric attached)will be used to assess and score the student work. In thinking about the Oral communication assignment, know that submitted student work will be assessed against these five criteria:
• Central message: The main point/thesis/”bottom line”/”take-away” of a presentation. A clear central message is easy to identify; a compelling central message is also vivid and memorable.
• Organization: The grouping and sequencing of ideas and supporting material in a presentation. An organizational pattern that supports the effectiveness of a presentation typically includes an introduction, one or more identifiable sections in the body of the speech, and a conclusion. An organizational pattern that enhances the effectiveness of the presentation reflects a purposeful choice among possible alternatives.
• Reasoning: Analysis and support should be logical and consistent. Information and perspectives should be compared, classified, and interpreted to provide a unique perspective on a topic, draw significant and logical connections and conclusions, and create well-articulated, convincing arguments.
• Supporting Material: Explanations, examples, illustrations, statistics, analogies, and quotations from relevant authorities, and other kinds of information or analysis that supports the principal ideas of the presentation. Supporting material is generally credible when it is relevant and derived from reliable and appropriate sources. Supporting material is highly credible when it is also vivid and varied across the types listed above (e.g., a mix of examples, statistics, and references to authorities).
• Presentation: Posture, gestures, eye contact, and use of the voice. Delivery techniques enhance the effectiveness of the presentation when the speaker stands and moves with authority, looks more often at the audience than at his/her speaking materials/notes, uses the voice expressively, and uses few vocal fillers (“um,” “uh,” “like,” “you know,” etc.).
Technical requirements:
While _University provides educational software (Blackboard) for the class use, it is your personal responsibility as an online student to ensure that you have access to a reliable computer with an Internet connection. In addition to an Internet browser, you will need Microsoft Word, Adobe Reader, and a media player software installed on your computer. If you have any technical questions or/and problems, contact _’s Client Services at or.Students are expected to have some basic knowledge of how to navigate the web site, send a message with and without attachments, how to open the attachment from an e-mail, and how to use the Microsoft Word program.
Timeliness:
Quizzes, assignments, and discussion postings must be posted on time according to the dates in the course outline. Late quizzes, assignments, and postings will be accepted at the professor’s discretion only and will be penalized.
Course Structure:
Our online class will not have any chat sessions when everybody gets online at the same time. You will log onto the system to complete all required activities whenever it is convenient for you. However, keep in mind that there are deadlines for all required online activities.
Our online course is organized by the weekly Learning Modules – Unit 1, Unit 2, etc. Learning Modules are like folders that have all required online activities for that week. Each week there will usually be a reading assignment (as listed in the syllabus) and a quiz. Most weeks will also have some combination of recorded lecture, video assignment, exams, written assignment or a discussion question to answer/respond to your classmates’ posts.
Academic Integrity:
Any student who cheats on an academic exercise (all forms of work submitted within a course for points, grades, or credit), lends assistance to others, or who hand in, as a completed assignment, work that is not the result of the student’s own efforts, will be penalized.This also includes a student submitting their own work which was originally done for another class. Academic dishonesty could result in failure of the class. The ultimate penalty is suspension from the University. This will be strictly enforced and includes plagiarism (cutting and pasting or using essay writing services) from the Internet! If you can find it on the internet so can I! Be intelligent.While the internet has made plagiarism more tempting for students it has made it easier than ever to catch. Turnitin.com and other tools are used to uphold the highest academic integrity of the course.
Grading Policy:
Grades will be based on two book reviews, a scholarly research paper in 3 parts, a presentation, quizzes, class participation/discussion postings. ALL components are crucial to success in the course. Each will be weighted as follows:
1 Research Paper Outline 50 pts. total 11% of final grade
1 Research Paper (Draft): 100 pts. total 22% of final grade
1 Research Paper (Revised Final): 95 pts. total 21% of final grade
1 Student Presentation 70 pts. total 16% of final grade
1 Oral Comm. Pres. & Assessment 20 pts. total 05% of final grade
Quizzes 35 pts. total 08% of final grade
9 Discussion Posts 75 pts. total 17% of final grade
There are 445 total points possible in the course.
Late work will only be accepted at the professor’s discretion and may be penalized.
Grading Scale:
94-100%=A 90-93%=A- 87-89%=B+ 84-86%=B 80-83%=B- 77-79%=C+ 74-76%=C 70-73%=C- 67-69%=D+ 60-67%=D 0-59%=F
Assignment Instructions: Assignments are due by 11:59pm HST on the dates indicated in the course outline. Submit all in attachment form through the assignment tool in the Blackboard course. The instructor reserves the right to anonymize any submitted work for use as a teaching tool in future courses. If you want your work excluded from this then contact the instructor with your request.
Writing Assignments:
All course work of a written nature, i.e. research paper and essay questions on quizzes &tests, will be graded according to the following rubric.
Content = 70% This includes the accuracy, appropriateness and logic of what you
said.
Grammar = 30% This includes such things as the format, structure, flow of
your text, punctuation and spelling.
Research Paper Outline (Include the following, in total will be 3-4 pages long):
1. working title(working meaning it may change as your research unfolds)
2. research topic/working thesis statement (the main point you will argue which your entire paper supports)
3. an outline of the framework of your paper (how you plan to organize the layout). There is no length requirement but the more detailed you make it, the more you will have done toward your final paper. Most will probably be 1 or 2 pages.
4. a working bibliographywith all sources collected so far. You will likely not have all the sources at this point but you should find enough to have decided you can actually prove your topic/thesis. This section should be 1 to 2 pages.
Research Paper:
Students will be required to write a research paper on a topic of relevance to the study of Naval History. The topic must be approved by the instructor. This paper should develop an argument that answers a research question. The length of this work should be 18-20 pages double spaced not including cover page and bibliography. The paper will need to make use of primary source material as well as the studies of modern scholars (books or journal articles). Students will be expected to consult and appropriately cite in Turabian/Chicago style (with endnotes or footnotes, not in-text citation) at least one primary source and 6 modern scholarly works, preferably including at least one study in a scholarly journal. The paper must include a bibliography that lists all works consulted, even if not cited. This project may require you to make use of assets beyond the University Libraries themselves such as local research or online collections (some of the latter are available through Campus Pipeline).
Final drafts of the Research Papers are due in week 7. I will give feedback and editing during that week which students will incorporate into their polishedpapers for final submission week 8.
Student Presentation:
Students will make a 10-15 minute presentation on their research. Prepare PowerPoint slides as a visual aid to your presentation. Limit yourself to the time frame provided. Evaluation is based on content, presentation style effectiveness, organization, and time. More details will be provided during the course on the technical Blackboard process to be used in making the physical presentations.
Oral Communication Presentation:
You will frequently be called upon by your boss (manager, supervisor, etc.) to brief them on a particular topic. Often, such a request may occur spontaneously between you and the supervisor while in the elevator, when you are walking past their office returning from a prior meeting, or when they request that you walk with them to a meeting. The briefing they want is a succinct presentation of material on a particular subject. This is your opportunity to shine. Reveal your intellectual, analytical, and communication strengths. Make him/her look informed and knowledgeable on the topic. Help him/her make the very best decision and/or recommendation possible.
In the presentation, you will brief your audience (i.e., the class) on your research paper topic. Your presentation must be no less than 6 minutes and no more than 8 minutes. This will essentially be a shortened draft version of your final presentation.Visual aids, e.g. PowerPoint slides, may be used but are not necessary and your presentation should consist of the following sections:
1) Introduction
i. Motivate your audience by tying your topic to them
ii. Build your ethos by what you say and how you say it
iii. Clearly and explicitly state yourthesis question & central message
iv. The introduction should not be too brief or too long
2) Body
i. Use a variety of supporting materials, not just explanations, but also analogies, statistics, historical examples, personal experiences, opinions, etc.
ii. Offer evidence to support all doubtful assertions
iii. Cite sources for any information that is not general knowledge
3) Conclusion
i. Summarize the key evidence used to argue your thesis
ii. Have a smooth and final effective statement/conclusion
iii. Make sure the end of presentation is clear, and it does not stop abruptly or drift off
Once the presentation is uploaded, each student will watch and grade another student’s presentation using the rubric attached at the end of the syllabus. The student grade is intended to be diagnostic, essentially a way of checking if your presentation is clear to other students. Your grade will primarily be based on fully completing both portions of the assignment (not the score you receive from other students).
Quizzes: There will be a handful of short quizzes to be completed online each week. These will be based on the reading and/or video assignment for that week. These will be short essay, multiple choice and true/false format.
Discussion Area Participation Info:
At the beginning of each Unit a discussion topic will be posted by the Instructor. Students must post a response to the Instructor’s question or comment by and then post the required comments responding to other student responses by. (The exact number of posts may vary so read the weekly instruction posts carefully for each thread’s requirement). The main idea behind the discussion topics is class participation and the opportunity to learn from your peers (this is also why the instructor will monitor the exchanges but will only contribute to the discussion if it goes off course or comments are inappropriate), but students will also be graded on the content of each response. Make sure that your answers contribute to the class discussion. Your comment will be evaluated based on the quality of arguments used in it. “I agree”, “Good post”, “Cool stuff!” remarks are not considered valuable contribution to the discussion and will not be graded. You can certainly cheer your classmates but do not expect to receive any points for participation based solely on those “Way to go!” type postings. Each post should be approximately 1 paragraph in length. Additional discussion is welcome but not required. Please be courteous at all times in the discussion area. Derogatory language will not be tolerated. When you post messages online, follow the basic principles of netiquette – rules for communication online. (The Core Rules of Netiquette are located on the web site
As your instructor, I’ll be facilitating course discussion. I’ll post discussion questions, answer any of your questions and clarify any issues. The purpose of the discussion is to promote and encourage the exchange of ideas between students so I will not usually engage in the discussion directly.
Course Outline and Reading Assignments:
DATES READING SCHEDULE & ASSIGNMENTS DUE
All dates and times
Week 1
Read the syllabus carefully! It is your key to success.
Background and Introduction
Naval History
Start reading!
Online: Complete Week 1 Content
Week 2
Research Methods and Sources
Naval History – The Age of Sail
Read Turabian, A Manual for Writers pp 5-72
Read Black, Naval Power pp 1-149
Discuss Potential Paper Topics
Online: Complete Week 2Content
Week 3
Naval History – Piracy
Read Turabian, A Manual for Writers pp 73-121
Read Cordingly, Under the Black Flag pp 1-244
Online: Complete Week 3 Content
Week 4
Naval History – Mutiny pre-WWI
Read Guttridge, Mutiny pp 1-125
Research Paper Outline DUE
Week 5
Naval History – Submarines& Naval Archaeology
Handouts
Searle & Curtis, Undersea Valor
Rodgers & Richards, Ruling Theories Linger
Online: Complete Week 5Content
Week 6
Naval History – 20th century
Read Black, Naval Power pp 150-231
Online: Complete Week 6Content
Week 7
Naval History – Mutiny 20th century
Read Guttridge, Mutiny pp 126-297
RESEARCH PAPER DUE (FINAL DRAFT)
Oral Communication Presentation DUE
Online: Complete Week 7 Content
Week 8
Conclusion
Student Presentations
RESEARCH PAPER DUE (Polished with revisions)
Student Presentation (on research paper) DUE
Online: Complete Week 8Content
Additional bibliographic information about Naval History
NavalHistoricalCenter: http://www.history.navy.mil/
Pearl Harbor Naval Shipyard: http://www.phnsy.navy.mil
USS Arizona Memorial: http://www.nps.gov/usar
Naval History & Heritage Command: http://www.history.navy.mil/index.html
Naval Historical Foundation: http://www.navyhistory.org/
Royal Navy History: http://www.royal-navy.org/
International Journal of Naval History: http://www.ijnhonline.org/
Interdisciplinary Journal of Maritime Studies: http://ijms.nmdl.org/index
Withdrawal Procedure:
All withdrawals must be presented in writingand be signed and approved by an academic advisor, prior to being processed with your registration center. Late registrants, or those who have made only partial payments, or those who have not attended a course, are not exempt fromthis policy. Withdrawals are not considered finalized until such paperwork is presented to your registration center. Eligible students may process withdrawals using _’s online tools according to the published registration schedules.
Incomplete Grade Procedure:
The assignment of an Incomplete (I) grade is reserved for cases of illness, unforeseen circumstances, military assignments, or other verified emergencies that prevent a student from completing a course by the due date. An Incomplete grade may only be issued if the student has completed a substantial portion (more than 50%) of the course work and the work to date has been of passing quality. If warranted, the student should initiate an Incomplete Grade Contract with the instructor, providing appropriate documentation to support the request. Granting an Incomplete is fully at the instructor’s discretion and is not guaranteed. If granted the student must complete the work needed with the instructor of the class, an incomplete does not mean they are able to sign up for the class again in a later term or take it with a new instructor. Also if granted, the Incomplete will allow a student a maximum period of six weeks (for an eight-week or shorter class) to complete the appropriate course work. A deadline that is reasonable given the parameters of the request, and the amount of work to be completed, should be decided on so many requests will be for shorter than the maximum six weeks. The Incomplete Grade Contract must be signed by the student, faculty member, and the Dean of the College. This Grade Contract shall include detailed information regarding what work must be completed, a final deadline for completion of said work (not to exceed the relevant twelve- or six-week period), and the grade to be issued if the work is not completed by the deadline. Incomplete Grade Contracts are due before the final grade deadline and will be submitted to the Registrar’s office by the Dean of the respective college for processing.
A student may not graduate with an outstanding Incomplete grade. Faculty members will submit a Change of Grade Form to the Registrar’s Office once the student has met the terms of the Incomplete Grade Contract. If the Incomplete Grade Contract terms are not met, the student will automatically be issued the grade indicated on the Contract.
Be aware that each military service branch has their own requirements for grade reporting so active duty military may be charged for tuition for not completing a course as soon as 60 days after the end of the course if the “I” is not changed to a passing grade.Therefore, completing the course in a timely manner is prudent.
If you feel you are in a situation that may warrant an Incomplete or are experiencing any other issue or situation that is impacting your performance in the class please discuss your situation with the instructor as soon as possible.
IMPORTANT FACTS FOR VETERANS USING POST 9-11 GI BILL BENEFITS & BAH
1. Attend all classes (face to face and online)
a. Attendance is verified with instructors
b. BAH repayment to VA may be required if you stop attending a class. Not logging on for online classes constitutes non-attendance.
2. To get the Hawaii BAH rate: One (l) class has to be face-to-face.
a. IMPORTANT!!! You cannot get the Hawaii BAH rate if you enroll in all online classes.
3. Only classes REQUIRED by your degree plan are considered.
4. BAH is based on your academic load:
a. Full time = 100% BAH rate
b. Greater than ½ time but below full time = 60 – 90 BAH rate
5. Maintain the GPA required by your degree/field of study
a. Usually 2.0 GPA but some degrees require more.
b. Know what is required for your major/degree
6. See your School Certifying Official (SCO) if you plan to repeat a class more than once
PARTICIPATION IN COURSE:
For purposes of federal, Title IV, student financial assistance, the U.S. Department of Education (ED) requires institutions to be able to demonstrate that federal aid recipients established eligibility for federal aid by participating in academic related activities for all enrolled course work.
Academically related activities include, but are not limited to —
• physically attending a class where there is an opportunity for direct interaction between the instructor and students;
• submitting an academic assignment;
• taking an exam, an interactive tutorial or computer-assisted instruction;
• attending a study group that is assigned by the school;
• participating in an online discussion about academic matters and
• initiating contact with a faculty member to ask a question about the academic subject studied in the course.
Academically related activities do NOT include activities where a student may be present, but not academically engaged, such as —
• living in institutional housing;
• participating in the school’s meal plan;
• logging into an online class without active participation or
• participating in academic counseling or advisement.
Participation in academic counseling and advising are no longer considered to be academic attendance or attendance at an academically related activity.
In a distance education context, documenting that a student has logged into an online class is not sufficient, by itself, to demonstrate academic attendance by the student. A school must demonstrate that a student participated in class or was otherwise engaged in an academically related activity, such as by contributing to an online discussion or initiating contact with a faculty member to ask a course-related question.
TITLE IX – SEX DISCRIMINATION AND SEXUAL MISCONDUCT POLICY:
_ is committed to providing a safe learning, living, and work environment free from sex discrimination and sexual harassment. Students, faculty and staff should report incidents of sexual harassment, sexual assault, stalking, domestic violence, dating violence and retaliation to prompt interim measures and resolution, as well as support services. Support services include assistance with filing police reports, referrals to counseling and medical providers, assignment of a victim or respondent advocate, and assistance with academic accommodations. Faculty and students who become aware of incidents should contact the Title IX Coordinator or file an online report or anonymous online report using the red Report Sexual or Relationship Violence button located at www._.edu/titleix . More details can be found at https://www._.edu/student-life/files/student-handbook.pdf
SECURITY AND SAFETY – DOWNTOWN/HAWAII LOA CAMPUS:
Wewantallstudentstohelpkeepourcampussafeandsecure.Foremergencysituations,call911; for non-emergencies, contact _. Timely reports of observations to security and the police can go a long way in preventing future crimes. Also, _ security provides a walking escort known as SafeWalk for anyone walking alone on foot to any university parking lot, facility, or city bus stop. for all other _ locations and a security officer will be dispatched to your location. To receive critical information via text messaging, update your mobile number with Rave Alert (http://phone._.edu ), _’s emergency text program. Go to: https://www._.edu/security/index.html formoreinformationregardingcampus security and emergencypreparedness
List of _ FREE Resources for Academic Success:
_ students have access to a comprehensive list of free services. For the most up-to-date information please view our website: www._.edu and click on “Student Life” then “Student Services.” A few critical services are highlighted below. Please view their websites for services, locations, and hours of availability.
• Center for Academic Success: https://www._.edu/cas/index.html
• Smart Thinking Online Tutoring: https://www._.edu/cas/tutoring/online-tutoring.html
• Counseling and Behavioral Health Services: https://www._.edu/health-services/counseling.html
• Academic Advising: https://www._.edu/academic-advising/index.html
• Career Development Center: https://www._.edu/career-development-center/index.html
• Office of International Student & Scholars: https://www._.edu/oiss/
• Information Technology Services: https://www._.edu/its/index.html
_ Student Conduct for Online Programs:
In addition to the on-campus student conduct policy, students enrolled in online program are expected to demonstrate the same tolerance, respect, and understanding that would prevail in any campus situation. All online users are expected to support the same respect for individuals, commitment to issue and problem resolution, and open communication and feedback as in the face-to-face environment.
Specifically, online students are expected to:
• Accept responsibility and accountability for all use actions and content posted to any online classroom, public meeting or personal inbox (email).
• Maintain the same ethical standards expected in a collaborative, academic environment.
• Demonstrate respect for all faculty, students, and staff regardless of age, race, gender, religion, national origin, veteran’s status, disability, or sexual orientation.
In the online environment, the following will not be tolerated:
• Harmful, threatening, libelous, or abusive content
• Profanity of any kind
• Copyright infringement or violation of patent, trademark, proprietary information, or confidentiality agreements Plagiarism (refer to the _ ACADEMIC HONESTY POLICIES AND PROCEDURES included at the bottom of the page)
• Misrepresentation of identity through alteration of inbox (email) names
• Posting unsolicited advertisements to public meetings or private inboxes (no spamming)
• Transferring computer viruses, intentionally or unintentionally, or other code that disrupts or interferes with other users’ use of the online environment or personal computers, systems, or networks.
Users who are in violation of the terms listed above are subject to the following sanctions:
• Student may be placed on disciplinary probation.
• Student may be suspended from a class in which the student disrupted the learning environment.
• The student’s user account, by which the student may access the virtual classroom, may be terminated
• The student may be terminated from the _ Online Campus.
• In the case of academic dishonesty in the form of plagiarism, the student will receive, at minimum, an “F” or zero points for the assignment that was plagiarized, including essays, examinations, term papers, projects, theses, messages posted to discussion boards, email messages, and chat sessions
POLICY ON ACADEMIC INTEGRITY:
I. General Statement
It is Hawai‘i Pacific University’s policy that any act of academic dishonesty will incur a penalty up to and including expulsion from the University. A student who cheats on an academic exercise, lends unauthorized assistance to others or who hands in a completed assignment that is not his or her work will be sanctioned. The term academic exercise includes all forms of work submitted either electronically or on paper for points, grade or credit.
II. Definitions
Academic Dishonesty involves the following:
A. Cheating
1. The intentional use of or attempted use of unauthorized assistance, materials, information and/or study
aids incompleting an academic exercise.
2. The act of collaborating and working together on any academic exercise without the approval of the
instructor,producing an exercise which is similar in content and form, so as to create doubt as to
whether the work was trulythe product of individualized effort.
3. Examples of cheating include, but are not limited to:
a. Giving or receiving unauthorized assistance during examinations.
b. Submitting an assignment that is so similar in appearance, content and form to an assignment
submitted by another person that it could not have been independently produced.
B. Plagiarism
1. The use or reproduction of ideas,words or statements of another as one’s own without proper
acknowledgement or citation.
2. Examples of plagiarism include, but are not limited to:
a. Using verbatim or paraphrased text without proper citation.
b. Paraphrasing so as to mislead the reader regarding the source.
c. Submitting, without permission, the same written or oral material in more than one course.
d. Obtaining research or laboratory data from another individual or source but presenting it as
one’s own.
C. Facilitating Academic Dishonesty
This is defined as intentionally or knowingly helping or attempting to help another to commit an act or acts of academic dishonesty as defined in this policy. Those who help others to commit acts of academic dishonesty are in violation of the Code of Student Conduct, 11.ff, and may be subject to the penalties described in that section of the Student Handbook.
D. Fabrication
1. The intentional or unauthorized falsifying or inventing of any information or citation in an academic exercise or University document.
2. Examples of fabrication include, but are not limited to:
a. Falsifying data or signatures of an official University document (e.g., registration form, college
record and/or transcript).
b. Misrepresenting a fact in order to obtain a course exemption, waiver or withdrawal.
III. Procedures for Academic Dishonesty
A. Instructor Action
Incidents of academic dishonesty substantiated by evidence may be dealt with by the instructor in any number of ways. Suggested penalties are:
1. Require thestudent to redo the exercise or do a new exercise as a condition for continuing in the course
oravoiding one of the other penalties below.
2. Give the student an F or a 0 for the exercise and permit it to be redone with or without a penalty at the
instructor’s discretion. For example, the grade on the new exercise could replace the F or 0, or it could
beaveraged with it or lowered by one letter grade.
3. Give the student an F or a 0 for the exercise and not permit it to be redone.
4. Lower the course grade or assign a course grade of F.
A Report of Academic Dishonesty must be submitted to the appropriate academic Dean in any instance in which academic dishonesty is alleged. The report should detail the dishonest act and the penalty assigned. If the student disagrees with the instructor’s decision, the student may make a written appeal to the appropriate academic Dean in accordance with this policy.
B. Academic Dishonesty Reports
The Office of the Dean of Students maintains files and a confidential tracking system of all acts of academic dishonesty. The academic Dean will forward the Report of Academic Dishonesty to the Assistant Dean of Students. The Assistant Dean of Students will notify the academic Dean if the student is a repeat offender.
IV. Time Line for Academic Dishonesty Incidents
A. Instructor Action
The Report of Academic Dishonesty should be submitted to the academic Dean within 5 working days of discovery of the incident.
B. Appropriate Dean Action
The academic Dean will review the instructor’s Report of Academic Dishonesty and forward it to the Office of the Dean of Students within 5 working days. The Assistant Dean of Students will tell the academic Dean if the student is or is not a repeat offender within another 3 working days.
If a student has violated the Academic Integrity Policy in the past, the Dean or his or her designee will invite the student to be interviewed within 5 working days. If the student cannot meet in this time period, the Dean or his or her designee may proceed to the next step immediately or choose to make a reasonable delay to accommodate the student. If the Dean decides to take punitive action beyond that recommended by the instructor,the Dean or his or her designee will decide on appropriate action and inform the student within an additional 10 working days.If the student refuses to be interviewed without a verifiable reason (e.g., a documented medical emergency), then this will be noted in all future correspondence regarding the case. If the student is unsatisfied with the response and wishes to request a hearing, the student’s request must be in writing and must be filed with the Office of the Provost within 10 working days of receiving the academic Dean’s response.
The student who has violated the academic integrity policy for the first time may appeal the instructor’s decision to the appropriate academic Dean. The appeal letter and any supporting documentation submitted by the student will be forwarded by the Dean or his or her designee to the instructor within five working days, with a request for a response to be submitted no more than five working days later. When the instructor’s response is returned, the Dean or his or her designee will send a lettertothe student and instructor within five working days indicating his or her findings and recommendations. If the student is unsatisfied with the response and wishes to request ahearing, the student’s request must be in writing and must be filed with the Office of the Provost within 10 working days of receiving the academic Dean’s response. The instructor may also appeal the recommendation of the Dean to the Office of the Provost within 10 working days.
C. Office of the Provost Action
In all student appeals, the Provosthas 10 working days to decide on the appropriate penalty or to convene the Academic Conduct Review Board.
D. Academic Conduct Review Board Action
Within 10 working days of notification of convening, Board members, as identified in the “Student Handbook,” will meet with the offending student and conduct a hearing to decide on an outcome regarding the student’s appeal.
Results of the Board recommendation will be presentedto the Provost for consideration and final determination of the penalty will be made within 10 working days of receiving the Board’s report. The Provost will notify the student, concerned Dean and instructor of the outcome.
Procedures for students with academic grievances involving issues other than academic dishonesty can be found in the Student Handbook under Academic Grievance Procedures for Students (www._.edu/studenthandbook). The Student Handbook states that grievances typically involve “allegations of unfair treatment in coursework or other academic concerns.”
(From _ 2022-2023 Student Handbook p. 53-55, available at:
COMPETENCY 0
NOT PRESENT 1
INITIAL
(shows some comprehension) 2
EMERGING 3
DEVELOPED 4
HIGHLY DEVELOPED
1 Central Message Central message can be deduced, but is not explicitly stated in the presentation. Central message is basically understandable but is not often repeated and is not memorable. Central message is clear and consistent with the acceptable support and reinforcement. Central message is compelling (precisely stated, appropriately repeated, memorable, and strongly supported.)
2 Organization Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is poorly constructed or not observable within the presentation. Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is intermittently observable within the presentation. Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is clearly and consistently observable within the presentation. Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is clearly and consistently observable and is skillful and makes the content of the presentation cohesive.
3 Reasoning Makes few connections and draws erroneous conclusions. Rarely if ever provides convincing analysis for their arguments. Overlooks critical parts of a problem or solution and does not clearly describe their reasoning. Some claims are compared, classified, or interpreted but there are also logical inconsistencies or gaps in reasoning. Analysis tends to be summarized or generalized and conclusions are unconvincing. With a few exceptions, most reasoning, logic and analysis interpret material to provide a unique perspective on a topic, draw some significant conclusions, and create persuasive arguments. Reasoning, logic and analysis interpret material to provide a unique perspective on a topic, draw significant conclusions, and create well-articulated, convincing arguments.
4 Supporting Material Insufficient supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) make reference to information or analysis that minimally supports the presentation or establishes the presenter’s credibility/authority on the topic. Supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) make appropriate reference to information or analysis that partially supports the presentation or establishes the presenter’s credibility/authority on the topic. Supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) make appropriate reference to information or analysis that generally supports the presentation or establishes the presenter’s credibility/authority on the topic. A variety of types of supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) make appropriate reference to information or analysis that significantly supports the presentation or establishes the presenter’s credibility/authority on the topic.
5 Presentation Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) detract from the understandability of the presentation, and speaker appears uncomfortable. Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) make the presentation understandable, and speaker appears tentative. Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) make the presentation interesting, and speaker appears comfortable. Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) make the presentation compelling, and speaker appears polished and confident.
Oral Communication Presentation Grading Rubric
NOTES:
Definition: Oral communication is a prepared, purposeful presentation designed to increase knowledge, to foster understanding, or to promote change in the listeners’ attitudes, values, beliefs, or behaviors.
• Central message: The main point/thesis/”bottom line”/”take-away” of a presentation. A clear central message is easy to identify; a compelling central message is also vivid and memorable.
• Organization: The grouping and sequencing of ideas and supporting material in a presentation. An organizational pattern that supports the effectiveness of a presentation typically includes an introduction, one or more identifiable sections in the body of the speech, and a conclusion. An organizational pattern that enhances the effectiveness of the presentation reflects a purposeful choice among possible alternatives.
•Reasoning: Analysis and support should be logical and consistent. Information and perspectives should be compared, classified, and interpreted to provide a unique perspective on a topic, draw significant and logical connections and conclusions, and create well-articulated, convincing arguments.
• Supporting Material: Explanations, examples, illustrations, statistics, analogies, and quotations from relevant authorities, and other kinds of information or analysis that supports the principal ideas of the presentation. Supporting material is generally credible when it is relevant and derived from reliable and appropriate sources. Supporting material is highly credible when it is also vivid and varied across the types listed above (e.g., a mix of examples, statistics, and references to authorities).
• Presentation: Posture, gestures, eye contact, and use of the voice. Delivery techniques enhance the effectiveness of the presentation when the speaker stands and moves with authority, looks more often at the audience than at his/her speaking materials/notes, uses the voice expressively, and uses few vocal fillers (“um,” “uh,” “like,” “you know,” etc.).