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STONY BROOK UNIVERSITY
HEA 595.31 Project Seminar
Fall 2017 - Online
August 28-November 5, 2017
Instructor: Marilyn London, Ed.D., M.A., M.Mus. E-Mail: [email protected] Available by appointment
Course Description
The goal of the Project Seminar is to teach students to understand and conduct graduate-level research that culminates in a final research paper. Prerequisite: At least 24 credits completed in MA in HEA program. Co- or pre-requisite: HEA 504 Note: There are no transfer credits or substitutions permitted for HEA 595 Project Seminar. A grade of B or better is required in order to satisfy this degree requirement. All proposed topics must be pre-approved by the instructor.
Research Paper Details: Learning Objectives
To successfully complete this course, students must fulfill the following requirements:
● Students must write a 25 page paper. The 25 pages includes text, abstract and Works Cited page. It does not include the title page or appendices. (Learning Obj. A)
● Students select a topic that interests them, and MUST be one that they have not previously explored. Your final topic needs to be approved by your instructor. (I cannot approve a topic that you’ve written a paper on previously, or on which you’ve written a major portion of a paper on previously.) (Learning Obj. B)
● Students must double-space, use 12 point font, and use Times New Roman font with 1” margins. (Learning Obj. C)
● Students must include a cover page with a title, the student’s full name, and the name of the course, course number and section number (Learning Obj. D)
● Students must write a paper that includes proper citations in APA style and a substantial reference list (10-12 sources), using APA style. (Use the Bedford Handbook by Hacker as a resource for APA style, OR https://owl.english.purdue.edu/owl/resource/560/01/). References cannot include popular websites such as Wikipedia or other sites that do not indicate author, date published, research sources, etc. (peer reviewed articles and books are preferred sources) (Learning Obj. E)
● Interviews, surveys and other “field” research may be used as ‘case study’ material in the paper but are not appropriate for the time period allotted for this project as a major research/reference source. Literature review is preferred. (Learning Obj. F)
● Students should submit the final draft of their papers to Safe Assign prior to submission to the instructor. Any text that shows as a match MUST be appropriately cited in the paper with the source appearing on the reference page. Students who submit a paper that lacks proper citations will not pass the course. For a 25 page paper, a 10% match or less is optimal. Most of the paper should be your own thoughts and an analysis and/or synthesis of research that’s come before you used to support your research questions. The paper is NOT a summary of previous research or literature. (Learning Obj. G)
● Students should review the BLACKBOARD COURSE MATERIALS FOR TEMPLATE AND SPECIFIC INSTRUCTIONS ON WRITING YOUR PAPER. (Learning Obj. H)
Required Texts
Some students don’t get the required textbook or get it and don’t look at it. Many of those students have had difficulty writing the paper successfully. I advise that you get it and use it. That’s why it’s required. We do not
2 need to go through the book together, but you are definitely required to use it as a reference to format primary and secondary citations and a Works Cited page using APA style. If you have an earlier edition of The Bedford Handbook from your HEA 501 class, you do not need to purchase an updated edition. Hacker, D., & Sommers, N. (2013). The Bedford Handbook. Bedford: St. Martin’s Press. This text is available at Amazon.com. ISBN: 978-1457608025. (This particular edition is 9th edition but any edition is okay as long as it has APA citation and reference style.) Other Course Material can be found on Blackboard in the menu under Course Materials.
Course Delivery/Modality This is an asynchronous, online course, delivered in the Blackboard learning management system (LMS). Students must be mindful of all course expectations, deliverables and due dates. All assignments and course interactions will use internet technologies. See the “Technical Requirements” section for more information.
Preferred Method of Contact with Instructor: My preferred method of contact is via email, mentioned above on page 1 of this syllabus. Please be sure to include your full name, course name and section when you send me an email. I strive to respond to your emails as soon as possible, but please allow between 24-48 hours for a response. Please utilize your Stony Brook University email when getting in touch with me, as that is the preferred method of contact from the institution. In addition, please be sure that your email address is updated in Blackboard to reflect your university email account.
Assessment & Schedule: There is no partial credit in this course. All assignments are required and must be submitted on time in order to pass. You cannot pass the course unless you submit a passing final paper by the due date as noted in the syllabus. There are no extensions for assignments or for the overall course. In this course, you will be assessed on the following:
Week Start-End Assignment (Learning Obj. A-H) Due Date Week 1 8/28-9/3/17 Brainstorm & identify a topic (B)
Week 2 9/4-9/10/17 Write proposal and submit to instructor to get approval. (B) W9/6/17 (2nd wk)
Week 3 9/11-9/17/17 Read, do research, keep track of references, create outline (AG) (rec’d 9/17)
Week 4 9/18-9/24/17 List 5 sources you will use in your paper—post in Discussion Bd (E)
S 9/24/17
Week 5 9/25-10/1/17 8-10 page draft: 50 POINTS OUT OF 100 not sufficient to pass the course but REQUIRED TO PASS THE COURSE (ACEFG)
9/27/17 BY 5PM! MUST BE ON TIME
Week 6 10/2-10/8/17 List 10 references in Discussion Bd, do revisions and keep writing (E)
10/8/17
Week 7 10/9-10/15/17 Keep writing (A)
Week 8 10/16-10/22/17 Submit best copy to SafeAssign, get report and revise as needed (10% or less is optimal). It can take a day or two to get report back. (G)
10/22/17
Week 9 10/23-10/29/17 Submit final best copy to Final Best Copy Forum in Discussion Board. Revise. (ACDEH)
10/25/17 BY 5PM MUST BE ON TIME
Week 10 10/30-11/5/17 Revise and submit passing paper on time to Pass the course (ADEFGH)
11/3/17 5PM NO EXTENSIONS
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Course Details
Project Seminar is a capstone class in which you will produce a 25-page research paper (see page 1 for details regarding what’s included in the 25 pages—do not submit a longer paper). If you have never written 25 pages before, don’t worry – think if it as if you are writing five, 5-page papers. The goal is to identify a topic that will sustain your interest for the 10 weeks and is researchable. I will serve as your coach through this process. Since this is only a 10-week course, you will need to be diligent about your research and writing schedule. (Survey and interview research are not appropriate for the scope and timing of this project.) [Technical requirements are included in this next section] All assignments, drafts and final papers should be e-mailed to me at [email protected], sent as a word attachment (formatted as .doc or .docx-no other format is accepted—You’ll need Microsoft Office Word for this. No pdf files are accepted and if you submit one at the last minute, you could miss the deadline and have to take the course again. If I receive from you and or open a file from you with a virus in it, you will fail the course. Please be sure you download Symantec from the Stony Brook University website to protect our computers! It’s free.), AND posted in the Blackboard discussion board under your name. When you attach the file in the Discussion Board, name it this way: lastname-due date as listed on above chart-one or two word description. [For example, name your file: Smith-9-27-17-8 to10 p draft] I will read all student work in the order received, with a goal to send feedback within 48-72 hours. I do not pre-read papers. When sending me updates, please make sure you have made the corrections I suggested in an earlier draft. Also, please include everything you have written from the beginning of the paper, not just a particular subsection. But, inform me what specific parts/pages where you are seeking feedback. The best way to do this is to highlight the new material that you want me to review. That way, I can read everything in the appropriate context. Be sure and save a back-up copy of your work on a regular basis either on a flash drive or another computer, just in case your computer crashes. You can also save it on iCloud or email it to yourself. These are viable ways to protect your work. I’ve had viruses on my computer and I understand that it is extraordinarily painful to lose your work—but unfortunately, no one (including me) will give you an extension for work lost. So be vigilant!! Scan your computer for viruses daily and save your work in multiple places. Note that you are not finished with the class until you receive an e-mail from me that states your final grade and the fact that you’re done. This might be in the form of your paper with my comments, instructions and your grade at the top. So, don’t post what you think is a final copy on Blackboard until you have received an OK from me to do so. You must earn at least a B or better in the course in order to meet the Project Seminar degree requirement. Your best complete draft must be submitted via e-mail (and in the Discussion Board) no later than October 25th at 5PM. This will allow me enough time to send the paper back and forth for additional editing, and ensure you meet the final course deadline of 5 p.m. on Friday, November 3rd. Again--Your final paper must pass with a B or better. If you do not earn at least a B, you will need to retake the course. No extensions are given. If you ever have any questions, contact me anytime by e-mail. Please send an e-mail directly to [email protected] which I check daily.
Grading Information The paper will be evaluated on content, spelling, grammar, organization, Citation and reference formatting, choice of references/sources, development and flow of ideas, transitions, and overall quality of presentation. A mid-term review is provided in week 5 when students submit 8-10 pages of the paper. Grades of 1 (highest), 2 or 3 are given at the midterm as formative feedback, along with comments and suggestions. The numeric grades are not an indication of your final grade. A “1” means you’re on the right track, keep going. A “2” means, you’ll most likely be fine but work hard and get it done. A “3” means that you need to do lots of work and might not make it unless you are very, very diligent (but if you are, you could still pass depending on the final version of your paper.)
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A, B, C, F grading applies. Students must earn a grade of B or better to pass the course and receive graduation clearance. Students who earn a B- or less are required to retake the course until a B or better is earned. No transfer credit or substitutions are permitted. If you are retaking the course, I will require that you use a new topic. Incompletes (I) are generally granted only upon evidence that good cause (serious, protracted, documented illness, for example) preventing completion of course requirements. The granting of incompletes must be approved in writing by the instructor before the end of the term. Students are not automatically entitled to this privilege, an it’s rare that an incomplete is offered. Additional information may be found in the SPD Bulletin: http://www.stonybrook.edu/spd/bulletin/2014_bulletin.pdf In general, the Registrar of the university does not grant extensions for online courses.
Tuesday August 29th at 6:30PM Optional, but Strongly Recommended: Please join me and your classmates on a conference call. I’ll email the number to call and the access code. You’ll see this information in the Announcements on Blackboard. At this session, we will review the syllabus in detail as well as answer your questions and offer strategies for successful completion of this course. Be sure to update your email address in Blackboard so that you receive my emails. I will ONLY use the email link in Blackboard to send out my emails. ASSIGNMENT DUE BY 9/6/17 - BRAINSTORM TOPIC IDEAS, SELECT YOUR TOPIC, AND SUBMIT YOUR TOPIC PROPOSAL 8/28-9/6/17: This is the week when you have the opportunity to brainstorm topic ideas. You should select a topic you have not researched or written about before, and one that is related to the higher education field and/or student affairs profession. You don’t want a topic that is too broad because you’re not writing a doctoral dissertation; yet, you also don’t want a topic that is too narrow or has too little research because you need to reach 25 pages. Submit a 2-3 paragraph topic proposal for approval to [email protected]. Include 4-5 research questions you wish to answer in your paper. Also, post your submission in Blackboard under your name.
Your topic proposal should include the following information:
Proposed title for your paper. Your title should be a short phrase, usually with a few words that describe the topic in broad terms, followed by a colon, and then specific words about your topic. For example, “Breaking Barriers in Higher Education: An Exploration of Female Presidents.” In this example, the text to the left of the colon begins to engage the reader by describing the topic more broadly; the text to the right of the colon gets into more detail to help the reader know the exact focus of the paper. Note that this is a draft; you can edit your title throughout the process (but if you need to change your topic, the new topic must be approved before you start to work on it and doing so might limit how much time you have to get the paper completed.)
Two introductory paragraphs. Write a couple of paragraphs that introduce the topic you wish to research. It should frame the paper and provide a brief overview of the topic, avoiding too much detail. You will likely have a reference to one outside source in your introduction. If you share anything about yourself in this section, don’t use the word “I” (no “first person”). Instead, say “the researcher” or “the author.” These paragraphs are about the topic, not about you. However, you can include why you feel this topic is important to HEA.
Research questions. After writing your two-paragraph introduction, start a new paragraph with a statement to the effect of “In this paper, the author will explore the following research questions:” And then list 4-5 questions you want to explore. They should be open-ended questions (not “yes” or “no” answer questions) that focus on the ‘who, what, when, where, why, or how’ of the topic you want to learn more about. Each research question will serve as a subheading in the literature review section of your paper, thus giving you about 4-5 five-page sections that will be logically connected. Refer to “Class Materials #1” in the Class Materials link on Blackboard, which comes from Dr. Gatteau’s doctoral dissertation. It provides you with an example of a paper title and sample research questions.
Do some initial research on the web or visit the online library or a local library/bookstore to help craft your topic proposal. You can see what information is already published, and then help formulate your research questions. Understand that your
5 research questions are a work-in-progress. You may change or tweak questions as you gather new research or information along the way as long as your topic doesn’t change.
**Recommended benchmark to keep you on track: BY 9/17/17 – DEVELOP YOUR PAPER OUTLINE (You do not have to submit the outline to me but you should post it in the Discussion Board. This will cue me that you are on task and moving along on schedule.)
Once you have composed 4-5 solid research questions, developed an introductory paragraph, and started finding articles, books, etc. related to your topic, develop a working outline of your paper. You should not email your outline to me. Post is in the Discussion Board under your name; it’s meant to help keep your writing structured and organized. Your outline should look as follows:
WORKING TITLE OF PAPER
I. INTRODUCTION
II. LITERATURE REVIEW
A. Research question 1
a.
b.
B. Research question 2
a.
b.
C. Research question 3
a.
b.
D. Research question 4
a.
b.
III. CONCLUSION
By 9/24/17 post 5 references that you plan to use for your paper in the Discussion Board under your name. Use APA referencing style to list the sources.
Continue… - RESEARCH & BEGIN WRITING YOUR PAPER [REQUIRED 8-10 page draft due 9/27/17]
Once you have identified a solid research paper topic that has been approved by me, you should next focus on the details related to successfully researching and writing your paper. Note that 8-10 pages of your paper are due by 5PM on 9/27/17. As you have questions or would like feedback along the way, feel free to e-mail me. (I will read your submissions and return a Word Document using Word Track Changes with my comments and corrections during the week between 9/27/17 and 10/8/17. For more information on this, keep reading….)
Here is important information on how to format your work. Please review the information below carefully and make reference to the materials located in the Class Materials section on Blackboard.
Research Paper Template:
1. Refer to “Class Materials #2” on Blackboard to view the sample template for your paper, which will include seven sections: Title page, Abstract, Introduction, Literature Review (the body of your paper), Conclusion, References, and Appendices (if needed).
2. You should use a Microsoft Word document, using this template so your paper stays organized (but don’t include the template headings—use the ones for your own paper). Note that the Title Page, Abstract, References, and Appendices each go on their OWN page. Your paper must be a minimum of 20 double spaced pages ( for the text of
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the paper) (max. 25 ppg.—this includes Works Cited page and Abstract) of written text in 12 point Times New Roman font, excluding your cover page and appendices with 1” margins. (the 25 pages does NOT include the title/cover page or the appendices if you have any.)
3. Write your abstract last. The abstract is a 100-word (or less) summary of your paper and is intended to give a quick summary to a reader about the focus of your paper -- and so you cannot write that until your paper is complete. The abstract may include a sentence from your introduction and one from your conclusion, but it should be no more than a paragraph.
4. To keep your paper organized, you will take each research question and write it as a subheading in your literature review. For example, if a research question is “What is the history of female provosts in higher education?” the subheading in your literature review could read, “The History of Female College Provosts.” In other words, rewrite the question so that it is in heading format.
5. The conclusion should nicely wrap up your paper in a couple of paragraphs. It should not be longer than 3 paragraphs (1 page), and should not introduce new material.
6. Write your reference list first. Since you are gathering references now, create your list in APA style from the beginning – put it in alphabetical order by author last name – and you will save time later. There’s nothing worse than having to go back to the library to find the APA required information on a source you could have gathered the first time around! Note that a reference list is the same as the bibliography or works cited.
Please consider that it’s best to use Primary sources:
e.g. In the work that you are reading, an author might cite the work of another author. The source you are reading is the secondary source for the other author who is being cited there. Since this is a research paper, you are obligated to be sure that the source that you cite states the material and intent of the other author’s work correctly. The best way to assure that this occurs is to go directly to the primary source to see what the other author said in his/her own work. (Smith cites Jones. Smith is secondary source for Jones. Go to Jones’ primary source to see what Jones said.) You can do this by looking in the bibliography of the work you have (e.g. Smith’s bibliography) to find the referenced citation of the other source (Smith will cite Jones in his bibliography. This helps you find Jones’ primary source). This will enable you to find the primary source by going to the Library website and searching there for “Jones’” work. If you must cite a secondary source, look up the format in the Bedford Handbook. It should be similar to this:
According to Jones (date), “quoted or paraphrased information here” (as cited in Smith, date, page).
7. Some papers may not have an appendix section. It depends upon your topic. In most cases, appendices are used to present tables and charts that don’t fit nicely into the text of the paper itself. If you interview someone and plan to use what they said in your paper, cite them as (firstinitial. Lastname, Personal Communication, date you interviewed them). Please see #8.
8. If you wish to interview someone and use what they said in your paper, I require you to include the following in an appendix:
a. Person’s name and professional title, place of employment (I want to see that the person is qualified to provide viable information about your topic).
b. An email or letter from the person you interviewed stating that they give you permission to use what they said either in full or in part in your Project Seminar paper. Please be sure the person dates and signs the letter or email.
c. In your paper, cite what the person said: (first initial. last name, personal communication, date of interview) and explain how it relates to your thesis/research questions.
Please keep in mind that you still need 10-12 peer reviewed sources for your paper. The interviewed person’s statement is not considered a peer reviewed source. It’s an interesting piece of information added to your paper by someone who is familiar with the topic.
Research Paper Checklist:
7 Refer to “Class Materials #3” on Blackboard, called the Project Seminar paper checklist. It includes a thorough checklist related to the content and style of your paper. In order to ensure that you earn at least a B in the class, please carefully read and follow each item.
Reference List:
In order to give appropriate credit to authors, you will follow APA style for this paper. You should use The Bedford Handbook or other current APA manual for details. Below are a few key points related to your reference list, but The Bedford Handbook provides more detail and examples.
1. Only include the author’s last name and first name initial in the text: For example, London, M. (2013) …
2. Tab in 5 spaces, the second and subsequent line of each reference in your Works Cited page.
3. Put in alphabetical order by author last name; if you don’t have an author’s last name, use the first word of the title of the article. For example, Students Protest Over Tuition Hikes (2012, April 15) should be alphabetized under the letter “S”. (Keep in mind that if you don’t know who wrote the article, you also don’t know if that person is a viable source for the information you are using in your paper. Articles on the web that are not associated with peer reviewed journals or which are from Wikipedia are not viable sources.)
4. If you are using an Internet source, list the reference, followed by the date of retrieval and the website. For example, … Retrieved January 27, 2014 from the Department of Education website, www.ed.gov.
5. Your final reference list should include only those references you actually cite in your paper (10-12 sources).
Citations:
The following includes some details on proper citations in your text. This is not a substitution for The Bedford Handbook, so refer to that publication for more information on APA style.
1. Since this is a research paper, you might have as much as one citation per paragraph. Don’t get in trouble with plagiarism; be careful by giving credit where credit is due. (This does NOT mean that every paragraph has a different source! It simply means that if you are paraphrasing what someone else wrote, you need to give them credit for it.) If you are writing something original—i.e. your own ideas—you don’t need a citation. Most of the paper should be in your own words with your own ideas, using your sources to support your ideas.
2. Be suspect of Internet sources that don’t have an author’s name or article title. You should be writing facts, not opinions in your paper. (Web Advice-style articles, even with an author’s name are not viable sources.)
3. For direct quotes, use quotation marks “xx” around the quote, and then include the author’s last name, year of publication, and page #. For example, “Inclusion classrooms are beneficial to students” (London, 2013, p. 5). Or said another way, According to London (2013), “Inclusion classrooms are beneficial to students” (p. 5). If you interview someone and include a quotation from the interview, a citation would look like this: (M. London, personal communication, January 2, 2016). Be careful where you put your punctuation—follow APA rules for punctuation.
4. For paraphrases/ideas that are not direct quotes, include the author’s last name and year of publication. For example … Research has concluded the positive impact of tutoring on college student academic performance (London, 2013).
5. If there is no author last name, write the citation using the first few words of the article title. For example … (“Impact of Tutoring”, 2013, p. 5). In general, however, it’s important to know whom are you quoting to be sure they are qualified to write on your topic.
6. If there is no year, write the citation using “n.d.” for “no date”. For example, (London, n.d., p. 5). It’s rare that you’ll use a source with no date. Doing so runs the risk of using out-of-date information in your paper. You can usually find the date if you look carefully at the source.
7. If there is no page # for a direct quote, write the citation giving the reader information on where to find the quote. For example, (London, 2013, parental views subsection, paragraph 5, sentence 3).
8. Direct quotes that are more than 40 words should be tabbed (5 spaces for the entire quote), and quotation marks should be removed. The citation goes after the punctuation in this case only. These long quotations are double spaced just like the rest of the paper. In general a quotation this long is rare and is only used when what the author had to say was said so well that you can’t paraphrase it in another, shorter way.
9. IMPORTANT: Make sure that EVERY citation you include in the text of your paper matches up with your reference list. Check for correct spelling and dates too. This is a common reason why I send a paper back to a student
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saying “not complete.” Another reason is for reference lists that are not formatted in APA style or for citations that are incorrectly formatted.
Conducting Your Own Study:
Because this is only a 10-week class, I do not expect you to conduct your own independent research; however, you can certainly include a brief survey or interview. For example, in a paper about employee motivation in the higher education workplace, it’s appropriate to interview employees about what motivates them. You would develop and ask a set of interview questions that connect to your research questions (which you will include in the appendix – and make note of such in the text of your paper). In your paper, you could present it as a section called a “case study” and provide summary information, or you could integrate the answers to the questions in the various subsections of your paper. It is a good way to provide more depth to your work, and provide a basis for comparing/contrasting your findings with the results of other published research. If you are considering doing an interview or survey, let me know and we can discuss more details. For example, if you conduct an interview, the interviewee should have credentials in the area of expertise you are discussing and should give you permission to use their name and to describe their credentials in your paper. If you conduct a survey, the people who complete it should know that their information will be included in your paper.
General Advice on Writing Your Paper:
1. Your paper can be written using various techniques. It can be an argumentative piece, it can be a compare/contrast, a pro/con, or a positive/negative viewpoint. The key here is to provide enough depth and information to support your point. A paper that only lists the works of others is not original and does not show that you have put effort and thought into your work.
2. So, you are at the point of having all of your research, articles, journals, books, etc. in front of you … now what? There are a variety of ways to write your paper, and you need to select what works best for you. I find it easiest to sit at a desk with my Microsoft Word document open, and the pile of research next to me, taking one article at a time, reading through it, and identifying key themes that relate to the research questions I have posed (which are now the subheadings in the Literature Review section). You can use a highlighter (or different color highlighters for each theme), but the goal is to read each article only ONCE and extract the most important details – type out the best quotes (including citations) right into the subsection of your paper where it fits best – and then move on to the next article. Just as important, summarize, in your own words, how the article is related to your questions. For example, does the article support your ideas or refute it and how? Have things changed since the article was written? How? When? Why? If so, why is it important to include the article (or—now that you’ve considered these questions, is it important to include?) You will feel that you’re making progress, and while you may wind up with just a bunch of quotes in a subsection of your paper that aren’t nicely organized (just yet!), after you go through several articles/sources, you will go back to your paper and organize all of the quotes you’ve written into something more logical. (Keep in mind that you might remove some of the quotes and discover that some are not relevant. And, you might need to add some.) Again, this is only one suggestion on how to tackle this task, so do what works best for you. Also, remember that in the end, your paper will NOT be just a list of quotes. Generally, you only actually use a quotation if it says something in a unique way. Also, quotes are used to support your ideas. Your paper is not simply a string of quotes from the works of other people.
3. Your paper SHOULD NOT be one long quote after another. Yes, you will have some direct quotes in your paper, but make sure you connect ideas in your own words to guide the reader through each section.
4. Everything, including quotes and references, should be double-spaced in your paper.
5. Be sure and write good transitions to connect your paper. Even though you have subheadings that will logically divide the paper, you still need good transition sentences to weave your ideas through the paper.
6. EDIT EDIT EDIT! In order to write well, you need to continually edit your work. Whether you like to pull an all-nighter to write, or you write in spurts, you must spend ample time editing your paper. This includes editing for proper grammar, spelling, sentence structure, citations, references, and strong content.
7. Now that you have written 8-10 pages, go back to the Grading section in the syllabus. Have you paid attention to the things I’ll be looking at? (content, grammar, spelling, organization, etc.).
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8. Review the Power Point about using SafeAssign (in Blackboard course materials). Submit your paper to the ‘draft’ link for SafeAssign—under assignments—and use the Power Point to properly use SafeAssign BEFORE you submit the 8-10 page draft to me.
** ASSIGNMENT DUE BY 5PM 9/27/17 – SUBMIT 8-10 PAGES OF YOUR PAPER AND REFERENCE LIST (Works Cited Page)** Submit 8-10 pages of paper and reference list as a .doc or .docx file (.pdf’s are not acceptable and submitting one is not a good reason to submit your assignment late) to [email protected] for feedback. Please also submit the 8-10 page draft in Blackboard under your name. Meeting this deadline is required for passing the course. If 8-10 pages are not submitted by 5 PM on 9/27/17, a grade of F is given and you must retake the class. ASSESSMENT OF 8-10 PAGE DRAFT: Papers will be read in the order I receive them, with the goal to provide feedback within one week of submission. I will provide a rating of 1, 2 or 3 for this submission, along with detailed comments to improve your paper. 1 is high, 2 is average, 3 is low. These numbers are not equivalent to the final grade, as this submission reflects only part of your final paper. The entire writing process is reviewed in determining the final grade. Due October 8: List 10 references you plan to use in your paper. List them in the Discussion Board under your name. 9/27-10/25/17 – CONTINUE TO WRITE, EDIT, AND COMPLETE A DRAFT OF YOUR PAPER As you continue to write more of your paper and work towards a final draft, please contact me via e-mail if you have any questions or concerns. Use the comments I give you in your 8-10 page draft to guide you to the finish line! **ASSIGNMENT DUE BY 5 PM OCTOBER 25TH – PRIOR TO 10/25 (FOR EXAMPLE ON 10/22), SUBMIT YOUR PAPER TO SAFEASSIGN AND CHECK THE SAFEASSIGN REPORT. THEN, MAKE ANY NEEDED CORRECTIONS. BY 10/25 AT 5PM, SUBMIT FINAL, WELL-EDITED DRAFT OF YOUR PAPER (one copy in Discussion Board under your name and one copy via email to [email protected])
Prior to October 25th (perhaps a few days beforehand—say on 10/22), you may wish to submit your paper to the
SafeAssignment “draft” link via the Assignments link on Blackboard. SafeAssign will then generate a report (which may take up to 24-48 hours) that identifies where your writing matches the work of any other authors’ writing included in the database. This is an important step to ensure that you are citing properly and that you don’t have excessive quotes in your paper. Once you receive the SafeAssign report, download it, review it, and update your paper appropriately to ensure that your paper correctly reflects required citations. (There is a Power Point in the Documents section of Blackboard that tells you how to use SafeAssign.) You must look at the report to determine whether or not changes are needed PRIOR to submitting your final draft to me on October 25th. (Look at the Power Point about using SafeAssign if you have questions about how to do this.). Use this process with your full draft once before submitting it to me for review. Do NOT submit your paper to the final SafeAssignment link or final paper grading link until I let you know that your paper is finished. Excellent papers have 10% or less match in the SafeAssign report (any matches must be correctly cited). More than 10% match means that you need to include more of your own thoughts and less direct quotes from others. Make these changes prior to submitting your well-edited draft to me. (If you go over 10% (11%, 13%, for example), check with me to confirm what you have to change).
The version you submit on October 25th is the version I’ll review for your final grade. I will not ‘preview’ your paper
prior to your submitting it. My review of your 8-10 pages serves the purpose of a ‘pre-review’. Please also submit your final paper to the forum under your name in the Discussion Board.
10 Please do not submit your paper to SafeAssign until you are sure it’s your best copy. After I review your paper, if it still needs revisions, you’ll have time to make them before the end of the semester. There are no extensions. That’s why it’s so important to stick to the deadlines/due dates. If you wait until after 10/25 to submit your final paper, you cannot pass the course.
Meeting this deadline—October 25th at 5PM-- is required for passing the course. If a final paper is not submitted by 5pm on October 25th, a grade of F is given and you must retake the class. Papers will be read in the order I receive them, with the goal to provide feedback within one week of submission. Submitting the paper at the end of week 8 allows time for you to do rewrites if they are necessary so that you can complete the course on time. For me to get to everyone’s paper and give equal time and energy to each paper, I will not (cannot) read multiple “dry runs” for students. Please stay on schedule and submit only your final best version— “I’m almost done, can you read it and let me know if this is on the right track” is not acceptable for the final version. That’s what the 8-10 page version was for. If you’ve read this far in the syllabus and are paying attention—you will be on track. **ASSIGNMENT DUE BY FRIDAY, November 3rd at AT 5 P.M. – FINAL DEADLINE FOR REWRITES FINAL DEADLINE TO EARN A GRADE OF B OR BETTER! No extensions or opportunities for revision after 5 p.m. on Friday, Nov. 3rd. Submit a final Microsoft Word copy via e-mail to [email protected] and, after receiving an e-mail approval from me, submit a final Microsoft Word copy on the Project Seminar course “Assignments” link on Blackboard.
Academic Honesty
Intellectual honesty is the cornerstone of all academic and scholarly work. Therefore, the University views any form of academic dishonesty as a serious matter and requires all instructors to report every case of academic dishonesty to the SPD Committee on Academic Standing, which keeps records of all cases. All work submitted or posted by students in this course must be their own. Submission of writing or ideas which are not the original work of the student (and not properly referenced) is considered plagiarism. Unintentional plagiarism is still plagiarism, so if you have any questions about the proper acknowledgement of sources, be sure to ask your instructor who can advise you about various electronic tools available to assist you in self-screening your work. Using a paper or a significant portion from a paper that you submitted (or will submit) to another professor in another course is considered to be academically dishonest. Refer to the online SPD Student Handbook for further information on academic honesty and associated grievance procedures: http://www.stonybrook.edu/spd/assets/pdf/dishonesty.pdf
Disability Support Services If you have a physical, psychological, medical, or learning disability that may impact your coursework, please contact Disability Support Services at 631-632-6748 or [email protected], or visit their website at http://studentaffairs.stonybrook.edu/dss/index.html. They will determine with you what accommodations are necessary and appropriate. All information and documentation is confidential. Students who require assistance during emergency evacuation are encouraged to discuss their needs with their professors and Disability Support Services. For procedures and information, visit the following website: https://ehs.stonybrook.edu/programs/fire-safety
Critical Incident Management Stony Brook University expects students to respect the rights, privileges, and property of other people. Faculty are required to report to the Office of University Community Standards any disruptive behavior that interrupts their ability to teach, compromises the safety of the learning environment, or inhibits students’ ability to learn.
11 Grades and Grading Scale:
Assignment of letter grades is based on a percentage of points earned. The letter grade will correspond with the following percentages achieved. All course requirements must be completed before a grade is assigned. Remember, you must receive an A or B grade to receive credit for having passed requirements for Project Seminar in the HEA program.
Grade Points
A 94-100
B 83-86
B- 80-82
C+ 77-79
C 74-76
C- 71-73
F 0-70
University Academic Policies:
Disability Support Services (DSS) Statement:
If you have a physical, psychological, medical or learning disability that may impact your course work, please contact Disability Support Services, ECC (Educational Communications Center) Building, room 128, (631) 632-6748. They will determine with you what accommodations, if any, are necessary and appropriate. All information and documentation is confidential.
For face-to-face classes [In addition, this statement on emergency evacuation is often included, but not required: Students who require assistance during emergency evacuation are encouraged to discuss their needs with their professors and Disability Support Services. Go to the Stony Brook University Fire Safety page to learn more.
Academic Integrity Statement:
Each student must pursue his or her academic goals honestly and be personally accountable for all submitted work. Representing another person's work as your own is always wrong. Faculty are required to report any suspected instances of academic dishonesty to the Academic Judiciary. Faculty in the Health Sciences Center (School of Health Technology & Management, Nursing, Social Welfare, Dental Medicine) and School of Medicine are required to follow their school-specific procedures. For more comprehensive information on academic integrity, including categories of academic dishonesty, please refer to the Stony Brook University Academic Integrity website.
Critical Incident Management Statement:
Stony Brook University expects students to respect the rights, privileges, and property of other people. Faculty are required to report to the Office of Judicial Affairs any disruptive behavior that interrupts their ability to teach, compromises the safety of the learning environment, or inhibits students' ability to learn. Faculty in the HSC Schools and the School of Medicine are required to follow their school-specific procedures.
12
Course Content:
Course material accessed from Blackboard, SB Connect, SB Capture or a Stony Brook Course website is for the exclusive use of students who are currently enrolled in the course. Content from these systems cannot be reused or distributed without written permission of the instructor and/or the copyright holder. Duplication of materials protected by copyright, without permission of the copyright holder is a violation of the Federal copyright law, as well as a violation of Stony Brook's Academic Integrity and Student Conduct Codes. You can find out more at the Stony Brook University Student Conduct Code website.
Other Policies: Communication Competency: You convey a certain image of yourself every time you express yourself-whether it's through the written or spoken word. As such, successful professionals (students, managers, employees) must have effective written and oral communication skills. Therefore, communication errors (such as improper grammar, improper sentence and paragraph structure, misspelling and incorrect punctuation) are unacceptable in coursework throughout. Faculty members also consider communication competency when evaluating student performance in addition to coursework. Email and Internet
You must have an active Stony Brook University e-mail account and access to the Internet. All instructor correspondence will be sent to your SBU e-mail account. Please plan on checking your SBU email account regularly for course related messages. To log in to Stony Brook Google Mail, sign in with NetID and password here. Net-Etiquette Guidelines: Please follow these guidelines for participation in any Discussion Forums, Chat rooms, and other electronic space in which course participants interact:
• Remember that in the absence of face-to-face communication, it's easy to misunderstand what is being said;
• Carefully review and read materials that you receive electronically to ensure that you fully understand the message;
• Be sure to carefully re-read and understand what you will be sending in order to ensure that you are not misunderstood by anyone;
• Avoid cluttering your messages with excessive emphasis (stars, arrows, exclamations);
• If you are responding to a message, either include the relevant part of the original message in your message, or make sure refer to the original's contents so as to avoid confusion;
• Be specific and clear, especially when asking questions;
• Please use UPPER and lower case appropriately. Using all UPPERCASE characters gives the appearance of shouting and makes a message less readable;
• Remember that not all readers have English as their native language, so make allowance for possible misunderstandings and unintended discourtesies;
• Do not abuse new users of computer networks for their lack of knowledge;
• Follow the same standards of politeness as you do in any other professional aspect of your life.
13 Technical Requirements:
This course requires that you have access to the Internet. You are responsible for having a reliable computer and internet connection throughout the course. You will need to have access to, and be able to use the following software packages:
• A web browser (for instance, Google Chrome, Mozilla Firefox or Internet Explorer) • Adobe Acrobat Reader (free)
• Adobe Flash Player (free)
• Microsoft Word - free by downloading Microsoft Office (Office 365 ProPlus)
Please note! You will be limited if you expect to complete your work on a smart phone or tablet. It will not be possible to submit the Microsoft Word files required for your homework assignments. This course uses Blackboard for the facilitation of communications between faculty and students, submission of assignments, and posting of grades. This is Blackboard login page for SBU. Getting Technical Help:
Campus Network or Blackboard Outage When access to Blackboard is not available for an extended period of time (greater than one entire evening - 6pm till 11pm) you can reasonably expect that the due date for assignments will be changed to the next day (assignment still due by midnight). Help-Desk Go to the Discussion Board of SPD Blackboard Student Support. There you will find a Technical Questions and Answers Forum. Post your question there, and someone from the Office of E-Learning will respond. Alternatively, you can send an e-mail to [email protected] For assistance after 5 PM or over the weekend, please contact the Open SUNY Technical Support, information can be found on the Current Student Support website.
Getting Help with Blackboard Learning Management System (LMS) Students who need help with Blackboard can contact the TLT Student Help Desk by calling (631) 632-9602, emailing [email protected]; more information, and frequently asked questions about the Blackboard LMS is available on the Navigate/Manage Your Course on Blackboard website. Academic Support:
SPD Subject Guides is a library website specifically designed to guide students in the School of Professional Development with their research. Library Instruction Website SBU Library Research Basics and Tutorials
