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Draft Spring 2019 1
University of Hawai‘i – West O‘ahu General Education
Focus Requirement Contemporary Ethical Issues (ETH)
Sample Hallmarks and Syllabi
Rationale & Purpose
ETH narrative
Disclosure: During the forums sponsored by the General Education Committee and during numerous faculty conversations in Spring 2019, there has been lively and informed discussion of these hallmarks, the explanatory notes, and their interpretations. While the members of the subcommittee recognize that it is still unsettled as to whether the explanatory notes can be re-written by the subcommittee members, we attempted to reduce the most contentious of the explanatory notes to their salient point so as to aid faculty who are considering applying for an ethics designation for their courses in Fall 2019 for Spring 2020. We sincerely hope that faculty submitting courses for an ethics designation refer to the hallmarks and explanatory notes, but also peruse some syllabi that reflect the spirit and intentions of the ethics designation. The General Education Committee and Ethics Subcommittee will continue to work on these in consultation with faculty in AY 2019-2020. These samples are intended as a first step to help faculty meet the Fall 2019 proposal deadline.
Draft Spring 2019 2
Hallmarks: Ethics Designation (ETH)
Explain in detail how this course meets each of the following hallmarks. Explanatory
notes follow each hallmark and are colored in blue.
Ethics Hallmark 1 (E1)
E1. Contemporary ethical issues will be presented and studied in a manner that is
fully integrated into the main course content.
Explanatory Note to E1:
In addition to presenting students with ethical issues, the course includes
instruction on how students can analyze, deliberate on, and make ethical
decisions. This instruction is seen throughout the course rather than
consolidated in a few topics.
E1 Example #1 –
BUSA/ANTHRO 421 – Sustainability in Tourism
Students study a variety of issues in the tourism industry on a global scale, including but not limited to
the effects of tourism on Hawaii and how to improve the industry so that it has sustainable impact and
benefits the residents of Hawaii. Throughout the semester, readings explore ethical challenges in
tourism. Major ethical considerations include balancing economics with reduced environmental impact
and social responsibility. Each week’s topic explores ethics as students learn the components of how to
develop a sustainable industry in term of equity for all involved, especially indigenous populations. To
do this, they must learn unethical practices and the alternatives, as well as why it matters. The why it
matters aspect includes reading material and activities on human rights, cultural appropriation, climate
change, self-representation, equitable revenue generation, sensitivity towards societal conditions, the
respecting of what groups consider sacred, and etc. Different ethical theories in business as well as
tourism will be applied, such as Deontology, Care Ethics, Value Ethics, and Utilitarianism. Students
have the opportunity to apply different logic and reasoning to various viewpoints in the field of tourism
including Hawaii and Chinese tourism in Hawaii that will help them grow in their understanding of
contemporary issues in the tourism industry. The course is grounded in a justice and human rights
based ethical framework, examining both collective and individual human rights. Students learn about
the negative impacts of tourism on cultural and land rights and identify ways the industry can minimize
this impact and create space that empowers indigenous owned and operated social enterprise tourism.
Course material is critical of anthropologists’ and others’ role in the tourist industry, who are
representing indigenous peoples. For this reason, students learn about how different aspects of the
American Anthropological Association’s Code of Ethics is applicable in ensuring non-exploitive
interactions. In class activities and discussions are based on lectures that augment reading material.
They consist of students exploring case examples and current events in class, generating ideas for
Draft Spring 2019 3
increasing sustainability, and sharing examples based on personal experience. Four site visits are
integrated throughout the course to illustrate positive case examples here in Hawaii. Overall, students
learn how to understand and think critically about tourism implications.
E1 Example #2
HIST 370 – US Immigration History
The entire course will be devoted to the study of ethical issues related to immigration, immigration law,
and immigrant experiences in the diaspora throughout U.S. history, with an emphasis on the nineteenth
century to the present. Throughout, we will explore ethical issues including the role of ethnicity/"race,"
country of origin, nativism, and the rhetoric of “race” in immigration law and the impact of these on
immigrant experiences in the United States. In the second half of the class will look more specifically at
issues and debates related to contemporary immigration including the Mariel boat lift (1980s),
Proposition 187 in California (1990s), the DREAM Act (current), “Compact impact” and other issues
related to Micronesian migration to Hawai‘i (current), the Syrian refugee crisis (current), the role of the
immigration debate in the 2016 presidential election (current), and immigration in the era of Donald
Trump (e.g., border wall and illegal immigration, refugee crisis, rise of nativism, etc.). We will also
discuss issues relating the various challenges associated with immigrants maintaining/blending culture,
tradition, language, and values in the diaspora. Throughout, we will consider various theories of
immigration, as well as several ethical frameworks (rights, justice, and common good) to help us reflect
on an analyze these and other issues and topics related to U.S. immigration history. We will do this in
consultation with resources available through the Markkula Center for Applied Ethics at Santa Clara
University: https://www.scu.edu/ethics/.
E1 Example #3
PUBA 477 – Ethics in Health Care Administration
The entire course is devoted to the study and analysis of contemporary ethical issues. Topics of
discussion include: ethical principles in health care, external forces, technological impact and
organizational influences on ethical decision making, social and fiscal responsibility, quality of care,
patient autonomy, non-maleficence vs. beneficence, patient justice, regulations and corporate
compliance, professional codes of ethics, and current ethical challenges and future trends as a practicing
health care administrator. Discussion assignments will incorporate the use of the decision-making
framework in examining ethically determined judgements in health care.
Draft Spring 2019 4
Ethics Hallmark 2 (E2)
E2. The disciplinary approach(es) used in the class will give students tools for the
development of responsible deliberation and ethical judgment.
Explanatory Note to E2:
The course should provide students tools—which may include but are not limited
to a perspective or approach or framework—for the deliberation of an ethical
issue that goes beyond the mere statement of a personal opinion. The tools
utilized to teach ethical deliberation should be discussed here.
E2 Example #1
BUSA/ANTHRO 421 – Sustainability in Tourism
Through an anthropological disciplinary lens, students learn to situate groups’ everyday lives in a larger
political, economic, social, and historical context. This is to help them develop well informed and
transdisciplinary solutions to ethical issues in the industry. They will apply holistic thinking to their
understanding of sustainability in order to learn how to apply ethical business practices.
E2 Example #2
HIST 370 – US Immigration History
Throughout the semester, students will read/view and analyze primary and secondary sources related to
U.S. immigration history; these include immigration legislation, exclusionary laws targeted at particular
ethic groups or countries of origin, media depictions of immigrant groups and the immigration issue
over time, political cartoons, newspaper articles, podcasts, narrative accounts of immigrant experiences,
films, and others. Students will be required to incorporate and cite these sources in their weekly video
posts, NEWs and PSAs assignments, book reaction paper, and exam essays as supporting evidence for
their discussions, claims, and judgments about the ethical implications of immigration policy and
rhetoric for the contemporary social and political climate in the United States. Students will cite sources
using Chicago style, the preferred citation style for the discipline of history. Students will also apply
various ethical frameworks (e.g., rights, justice, and common good) to their reflections and analysis in
consultation with resources available through the Markkula Center for Applied Ethics at Santa Clara
University: https://www.scu.edu/ethics/.
Draft Spring 2019 5
E2 Example #3
PUBA 477 – Ethics in Health Care Administration
Students in Health Care Administration will be able to demonstrate proficiency in knowledge of ethical
responsibilities as administrators in health care organizations, by analyzing ethical dilemmas and
problems that occur in health care organizations and applying the ethical decision making process and
other ethical strategies to resolve ethical dilemmas that justify health care policy and action.
Disciplinary tools to assist in responsible deliberation and ethical judgment will include small group
discussions, formal debate, round-table discussions, Socratic questioning, essays and journals.
Ethics Hallmark 3 (E3)
E3. Students will achieve basic competency in analyzing and deliberating upon
contemporary ethical issues to help them make ethically determined judgments.
Explanatory Note to E3: In the course there needs to be evidence in the syllabus of assignments and/or class discussions that require students to make an ethical judgment.
E3 Example #1
BUSA/ANTHRO 421 – Sustainability in Tourism
Students work together in small groups to analyze and understand different topics and case studies.
Students form conclusions based upon research, selected readings and discussion with their peers as
well as incorporating outside sources and opinions to put together a comprehensive knowledge of
issues. Students learn to understand sustainability in a holistic sense. They also explore ethical reasons
for why sustainable tourism matters in light of issues related to globalization, human rights, economic
exploitation, and climate change. Students deliberate on how to balance a profit driven industry with
societal needs, environmentalism, and culture. It is through this material that they learn about systemic
indigenous rights in regards to the land and how tourism threatens these rights. The course prioritizes
these rights and students explore solutions for protecting these rights. Analysis and deliberation will be
evident in the group posters that they put together that are solution based.
Draft Spring 2019 6
E3 Example #2
HIST 370 – US Immigration History
Students will achieve graduated competency in analyzing and deliberating on contemporary ethical
issues related to U.S. immigration history in consultation with resources available through the
Markkula Center for Applied Ethics at Santa Clara University: https://www.scu.edu/ethics/. We will
begin with an overview of several ethical frameworks (rights, justice, and common good). Students will
then use these frameworks to reflect on immigration topics and issues through video posts and replies,
which will serve as class discussion for this online class; throughout, they will be required to refer to
specific primary and secondary sources to back up their judgment and claims. Students will use what
they learn in video posts/replies to conduct a more extensive ethical analysis in their book reaction
paper using at least one ethical framework (rights, justice, or common good). Students will then use
these assignments and the feedback they receive from the instructor to build more complex ethical
analyses and arguments in their book reaction paper and exam essays. Throughout, they will use the
introduced ethical frameworks (rights, justice, common good) to make ethical judgments through the
detailed analysis of primary and secondary source material related to immigration and immigrant
experiences in the United States.
E3 Example #3
PUBA 477 – Ethics in Health Care Administration
Upon completion of the course, students will demonstrate competency in analyzing and deliberating
upon ethical issues, and be able to:
• identify major contributors to ethics,
• describe the role of the health care administrator in meeting current ethical challenges and future
trends impacting the health care field,
• explain the importance of patient justice and ethics, social and fiscal responsibility, and role of
regulations, corporate compliance and professional codes of ethics that affect ethical decision making,
• discuss the influence of market forces and the impact of technology on the organization and its
culture, and • analyze and resolve ethical dilemmas in health care.
Ethics Hallmark 4 (E4)
E4. The equivalent of one semester credit-hour or 30% of a 3-credit course will be
devoted to contemporary ethical issues.
Explanatory Note to E4: There is no minimum number of assignments needed but note E4 requires 30% of the course be devoted to contemporary ethical issues.
Draft Spring 2019 7
E4 Example #1
BUSA/ANTHRO 421 – Sustainability in Tourism
Ethical considerations are addressed in eleven weeks of the assigned readings. In class activities,
discussion, and lecture augment these readings. The four site visits and guest speakers are selected
because they highlight some aspect of ethics discussed in class and students are invited to discuss ethics
with their hosts and guest speakers. For example, the heritage site visit is led by a local cultural
practitioner and illustrates the concept of self-representation in tourism. Students will be asked to
engage in discussion with their host as to why this is important. The final project is solution based and
pulls together what they have learned about ethics for creating both a sustainable industry and
developing tourism so that it has sustainable impacts in terms of cultural, societal, economic, and
environmental well-being. Each and every week is devoted to ethics in a variety of ways.
E4 Example #2
HIST 370 – US Immigration History
Video posts/replies (15%): Video posts/replies in the second half of the semester will ask students to use
ethical frameworks (rights, justice, common good) to reflect on and discuss current immigration issues
including but not limited to Prop 187, DREAM Act, Compact of Free Association, Syrian refugees,
immigration rhetoric in the era of Trump, border wall, illegal immigration, nativism, the 2019
government shutdown, etc. This portion of the video posts/replies is worth 15% of the total grade.
NEWs/PSAs: (4%): Students will use ethical frameworks to reflect on/analyze at least two news articles
and two primary source documents in the NEWs and PSA assignments, for a total of 4% of their total
grade. Book reaction paper (5%): Students will use ethical frameworks to reflect on/analyze the required
book (Rosa) in the book reaction paper. The book reaction paper is worth 15% of the total grade; the
ethical analysis reflection portion will be worth 5%. Final exam essay (10%): The final exam essay will
ask students to use ethical frameworks to reflect on/analyze contemporary immigration issues such as
Prop 187, DREAM Act, Compact impact, and Syrian/Muslim refugees, immigration rhetoric in the era
of Trump, border wall, illegal immigration, nativism, and the 2019 government shutdown, among
others. This portion of the final exam will be worth 100 points, or 10% of the total grade. Total: 34%
E4 Example #3
PUBA 477 – Ethics in Health Care Administration
100% of this 3-credit course will be devoted to the study of contemporary ethical issues. Several type of
assignments such as discussions, essays, case studies, reflection journals will accomplish the required
credit hour (30% of a 3 credit course).
Draft Spring 2019 8
Ethics Hallmark 5 (E5)
E5. A minimum of 8 hours of class time will be spent in discussing contemporary
ethical issues.
Explanatory Note to E5: In the course there needs to be at least 8 hours of class time allocated to assignments, discussions, or lectures that deal with contemporary ethical issues.
E5 Example #1
BUSA/ANTHRO 421 – Sustainability in Tourism
Eleven weeks of reading address ethics. Students are required to answer a series of questions designed
for reflecting on the ethical components of the readings such as those in indigenous rights, non-
exploitive development, self-representation, etc. Lecture and in class activities build upon these reading
responses during those weeks. At least one hour of class time during each of these eleven weeks
includes discussion that explicitly addresses ethics for a total of 11 hours at the very minimum.
Discussion is integrated into lecture and occurs during small group activities in addition to any films or
speakers addressing ethics. The four site visits provide students with the opportunity to see how select
sites apply ethical considerations to their operations. 10-12 hours are spent at site visits in which
students will be invited to discuss ethics with their hosts.
E5 Example #2
HIST 370 – US Immigration History
This course will be offered in the online format. Students will spend the equivalent of eight required
class hours reflecting on/discussing contemporary ethical issues through the preparation of video posts
and replies to classmates, and the application of these discussions to their NEWs and PSAs, book
reaction papers, and the final exam essay.
E5 Example #3
PUBA 477 – Ethics in Health Care Administration
All 48 hours of class time will be spent discussing contemporary ethical issues.
Sustainability in Tourism University of Hawaii West Oahu
ANTH/BUSA 421
Wednesday 5-7:50pm
Classroom D141
Instructor: Dr. Christy Mello
Office: E215
Phone: 689-2494
Email: [email protected]
Instructor: Holly Itoga, PhD
Office: E122
Phone: 689-2338
Email: [email protected]
https://laulima.hawaii.edu
Course Description
This course will focus on sustainability in tourism including a conscientious and authentic
approach to tourism that embraces culture and the environment. We will look at the current
trends and future of the industry and understanding the impact tourism has on a local and global
perspective as well as the economic, political and societal influences the industry faces. There
will be offsite visits where students will experience and learn from local practitioners that are
promoting sustainability in the tourism industry including the challenges they face as well as the
positive impact they are making.
Course Learning Outcomes
Viewing sustainability through a holistic lens, students will analyze how it intersects with tourism
in regards to the environment, culture, economics, and ethical considerations. Students will gain
the ability to create a sustainable tourism business model that demonstrates their mastery of
cultural environmental ethics and economically viable tourism. (DLO4, CLO3)
Create a model for a sustainable tourism business that will demonstrate their mastery of the
principle sustainability and economically viable tourism into the practices of sustainability in
tourism, including the importance and how we can incorporate it as an economically viable
practice. (ILO1, ILO2, ILO3, ILO4, IL05, DLO1, DLO2, DLO3, DLO4, CLO1, CLO2, CLO3)
Students will research topics concerning tourism issues that impacts communities locally and
globally. They will present their findings in oral and written format. (ILO1, ILO2, ILO3, ILO4,
DLO1, DLO2, DL04, CLO1, CLO2, CLO3)
Students will also have the opportunity to lead discussions in class and demonstrate their
leadership abilities and improving interpersonal communication skills through group projects,
presentations and leading class discussions. (IL01, DL03, CL03)
Students will also have the opportunity to engage with outside organizations to learn more about
specific examples of sustainability in the tourism industry in Hawaii and the positive contribution
it makes as well as the challenges they face, while looking forward to possible future trends.
ILO1, ILO5, DL01)
Learning Outcomes
In accordance with the Institutional Learning Outcomes (*ILO) of UHWO, this course will provide
opportunities for:
(1) ILO1: Effective oral and written communication
(2) ILO2: Demonstrate knowledge of cultural awareness
(3) ILO3: Demonstrate critical thinking skills through application and research
(4) ILO4: Demonstrate disciplinary knowledge of subject matter
(5) ILO5: Demonstrate engagement with campus life and the broader community
In accordance with the Divisional Learning Outcomes (DLO) of the Division of Business
Administration this course will provide opportunities for:
(1) DLO1: Demonstrate critical thinking, research, and communication skills as applied to
organizations
(2) DLO2: Explain the cultural context of organizations operating in a global environment
(3) DLO3: Demonstrate the knowledge and skills necessary for responsible management and
leadership positions
(4) DLO4: Demonstrate the ethical and behavioral skills for effective job performance
In accordance with the Hospitality and Tourism Concentration Learning Outcomes (CLO) of the
Division of Business Administration this course will provide opportunities for:
(1) CLO1: Demonstrate interpersonal and leadership skills through the usage of oral or written
communication.
(2) CLO2: Analyze central concepts, current trends, and issues in the hospitality and tourism
industry within a local and global framework.
(3) CLO3: Demonstrate an awareness of the importance of ethical and cultural considerations
within the hospitality and tourism industry.
Required Reading
- Pacific Business News (accessed through the UHWO library)
- Honolulu Magazine (accessed through the UHWO library)
- Honolulu Star Advertiser (accessed through the UHWO library)
-Selected readings (Laulima)
Percentile Grading System
95% - 100% =
A
90% - 94.99% =
A -
87% - 89.99% =
B+
84% - 86.99% =
B
80% - 83.99% =
B-
77% - 79.99% =
C+
74% - 76.99% =
C
70% - 73.99% =
C -
67% - 69.99% =
D +
64% - 66.99% =
D
60% - 63.99% =
D -
Grading
20% Section 1 (Weekly Discussions, Community Involvement/ Participation Opportunity)
20% Section 2 (Weekly Discussions, Community Involvement/ Participation Opportunity)
20% Section 3 (Weekly Discussions, Community Involvement/ Participation Opportunity)
20% Section 4 (Weekly Discussions, Community Involvement/ Participation Opportunity)
20% Group Presentation @ Fall 2018 Research Symposium and in class during Finals
Mello: Sections 1 and 3 (up to 100 points possible):
Reading Responses worth up to 15 points each= 60 total possible points
In Class Discussion worth up to 5 points each= 20 total possible points
Off-site Community Involvement worth up to 10 points each= 20 total possible points
Itoga: Sections 2 and 4 (up to 100 points possible):
Reading Responses worth up to 10 points each= 40 total possible points
In Class Discussion worth up to 10 points each= 40 total possible points
Off-site Community Involvement worth up to 10 points each= 20 total possible points
Section Assignments
Reading Responses
In preparation for the following week’s topic, students will be assigned readings as well as
questions to help them facilitate their critical thinking skills and incorporate relevant sources into
their discussion.
Community Involvement/ Participation Opportunity
Students will have the opportunity to learn firsthand from a “field trip” to learn from and support
leading practitioners in the industry. During this time they will be actively involved with asking
appropriate questions and contributing to the overall “conversation” of the day.
Students are responsible for their individual preparation and actively participate in the project
and writing thank you cards to each company we visit
In class discussion
Grading will be done on presenting logical, well thought out statements and questions,
incorporating readings and assignments, being prepared, and actively participating in all
discussions (pairs, groups, class) as well as utilizing the oral communication skills taught in
class.
There will be oral communication opportunities for discussion about their learning after each off
site visit- where students are required to present to the class what the learned from the off site
visit in cooperation with their readings and own research.
Group Presentation
Topic- Sustainability in Tourism
Fall 2018 Research Symposium:
Tri-fold Presentation Board
Final Presentation on Dec. 5: 5-8pm
Presentation will be a culmination of the weekly discussions, off site visits, readings, and each
student’s own research, presenting a well rounded, informed presentation on a solution to
perpetuate sustainability in the tourism industry.
Weekly Course Schedule
Mello & Itoga
Week 1 August 22
Mello: Section 1
Week 2- August 29
3- September 5
4- September 12
Itoga: Section 2
Week 5- September 19
6- September 26
7- October 1-3 Global Tourism Conference
Mello: Section 3
Week 8- October 10
9- October 17
10- October 24
Group Work
Week 11- October 31
Itoga: Section 4
Week 12- November 7
13- November 14
15- November 28
Fall 2018 Research Symposium
Week 14- November 19
Finals Week/Group Presentation
December 5 @ 5-8pm
Dates
Week 1
Aug 22
Mello & Itoga
Introduction
Assignment Due:
NO CLASS
Hurricane Lane Preparedness
Week 2
Aug 29
Mello
Introduction
Why Sustainable Tourism Matters in
Hawai‘i and Globally
Speaker: Dr. Manulani Meyer
Readings: Vignati Introduction
(Laulima); Bunten_
Graburn Ch. 6 (Laulima); Sustainable
Tourism in HI (Laulima)
In Class Discussion:
2 questions for speaker
Reading Responses:
Due Aug. 28th 11:55pm via
Laulima
Week 3
Sep 5
Mello
Tourism and Ethical Considerations
Readings: Jacob (Laulima);
Buten_Graburn Ch. 2
(Laulima); UNDRIP (Laulima)
Film
Reading Responses:
Due Sep. 4th 11:55pm via
Laulima
In Class Discussion:
Film discussion
and questions
Week 4
Sep 12
Mello
Heritage Tourism
Off-site Visit
Readings: Salazar 2013 (Laulima)
Reading Responses:
Due Sep. 11th 11:55pm via
Laulima
Off-site Visit: Sep 12 pa’a
at Palehua with tour by
Practitioner/Ranger Anu
Week 5
Sep 19
Itoga
Sustaining the Land through Tourism
Readings: In Section 2 of Resources
(Laulima)
Reading Responses:
Due Sep. 18th 11:55pm via
Laulima
In Class Discussion:
Week 6
Sep 26
Itoga
Sustainable Tourism Businesses
Readings: In Section 2 of Resources
(Laulima)
Reading Responses:
Due Sep. 25th 11:55pm via
Laulima
In Class Discussion:
Week 7
Oct 1-3
Itoga
Global Tourism Summit
http://www.globaltourismsummithawaii.com/
Day 2 (Oct 2); Concurrent Session #2 -
Sustainable Tourism
Reaching the Traveler of Tomorrow
Travel and buying behaviors vary from
Millennials to Generation Xers to Baby
Boomers. What motivates these generations
and segments? Where do they turn to for
inspiration? How are they traveling now and
how will they be in the future? What do they
value and how can you align with the
destination's needs? Discover how you can
more effectively reach these different
generations.
*Highly recommend attending all 3 days
**Stay tuned for scholarship and volunteer
opportunities
Week 8
Oct 10
Mello
Indigenous Based Tourism
Readings: Indigenous Peoples and
Travel Industry Guidelines (Laulima);
Larrakia (Laulima); Bunten_Graburn
Ch. 1 (Laulima)
Speaker: Laurien Nuss of Conscious
Concepts
Reading Responses:
Due Oct. 9th 11:59pm via
Laulima
In Class Discussion:
2 questions for
speaker
Week 9
Oct 17
Mello
Indigenous Based Tourism
Off-site Visit
Readings: Ruiz (Laulima)
Oct. 17th Speakers: Kamoauli
Founders
Reading Responses:
Due Oct. 16th 11:59pm via
Laulima
Off-site Visit: Oct. 20
Kamoauli 9am-11am
Week 10
Oct 24
Mello
Tourism and Sustainable Development
Readings: Vignati Ch. 1 and Ch. 2
(Laulima)
Film
Reading Responses:
Due Oct. 23rd 11:59pm via
Laulima
In Class Discussion:
Film discussion
and questions
Week 11
Oct 31
Group Work
No in person class, please choose a
meeting time with your group members
Week 12
Nov 7
Itoga
Panel: Sustaining Culture
Readings: In Section 2 of Resources
(Laulima)
Reading Responses:
Due Nov 6th 11:55pm via
Laulima
In Class Discussion:
Week 13
Nov 14
Itoga
Aulani Disney Hotel
Sustainable Practices in Hospitality
Readings: In Section 4 of Resources
(Laulima)
Week 14
Nov 19
Monday
Fall 2018 Research Symposium
Week 15
Nov 28
Itoga
Sustaining our Values
Balance
Readings: In Section 4 of Resources
(Laulima)
Reading Responses:
Due Nov. 27th 11:55pm via
Laulima
In Class Discussion:
Finals
Dec 5
5-8pm
FINAL PRESENTATION FINAL PRESENTATION
Class
Policies
● Late assignments will not be accepted.
● Late exams will not be rescheduled unless a verified reason is discussed.
● Arrive on time and do not leave early in less prior arrangements have been made.
● Assignments will not be accepted via email.
● Regularly check your email for notifications regarding the course.
● After the semester’s final assignment is due, students can not do “extra” work to improve
their grades.
● No cell phones or other smart devices are allowed in class in less they are being used to
search the Internet during an in class activity. Unauthorized use of a cell phone will
result in the student being asked to leave the remainder of the class with a deduction in
participation points.
● Laptop use is restricted to taking notes or for instructor designated in class activities.
● Students are responsible for monitoring their own progress in the course and being
aware of university deadlines for dropping courses.
Academic Honesty
All students are expected to demonstrate integrity and honesty in completion of class
assignments. Students must give credit to appropriate sources utilized in their work. Copying
the work of professional writers or other students and then turning it in as one’s own constitutes
plagiarism and are not allowed. Plagiarism and cheating re serious offenses and at the
discretion of the instructor, may be punished by failure on the exam, paper, or project; failure in
the course; and/or expulsion from the university. Integrity is expected of every student in all
academic work. The guiding principle of academic integrity is that a student’s submitted work
must be the student’s own. For further information on what is expected of UH West O’ahu
students, please refer to the student Academic Responsibilities and Student Code of Conduct
sections of the UHWO Student Handbook.
Learning Challenges and Accommodations
In keeping with University policy, any student with a disability who needs academic
accommodation for testing, note taking, reading, classroom seating, etc., is to call Student
Services, as soon as possible, and speak with Dr. Steven Taketa, Psychologist:
Office for Disability Accommodations: Any student who requires accommodations because of a
physical or learning disability must contact the Office for Disability Accommodations as soon as
possible. Contact Dr. Tom Hirsbrunner in Student Services ([email protected] or at 689-
2675). After you have documented your disability, please make an appointment or see me
during office hours to discuss your specific needs.
The No’eau Center- The No’eau Center offers services designed to help students improve their
overall academic performance. Tutoring in writing and many other subject areas is offered by
appointment, on a walk-in basis, and online via email. Students may schedule an appointment
by emailing or calling the center or stopping b to make and appointment at the front desk.
Workshops are also offered on topics including literature review, research papers, various
formatting styles (e.g. MLA, APA) studying for exams, and resumes and interviews. Testing
services and ADA accommodations are also available. For more information, stop by the
No’eau Center (Library, B203), visit the website (www.tinyurl.com/noeaucenter), or call 808-689-
2759
University Statement on Non-Discrimination
The University of Hawai’i- West O’ahu (UHWO) strives to provide an environment that
emphasizes the dignity and worth of every member of its community and that is free from
harassment and discrimination. Such an environment is necessary to a healthy learning,
working, and living atmosphere because discrimination and harassment undermine human
dignity and the positive connection among all members in our UHWO community.
UHWO can help to provide valuable information. Examples of Behavior that may be considered
sex or gender-based discrimination may include, but is not limited to the following: sexual
harassment, harassment of LGBTQ students, sexual assault stalking, and domestic and dating
violence.
If you or someone you know is experience sex or gender-based discrimination, or if you have
and questions regarding UHWO’s process or policies, please feel free to contact the UHWO
Title IX Coordinator via email at: [email protected], or you can visit the UHWO Title IX
website for more information at http://www.uhwo.hawaii.edu/about-us/university-policies/title-ix/
UHWO Student Code of Conduct
UHWO supports a positive educational environment that will benefit student success. In order to
ensure this vision, UHWO has established the UHWO Student Code of Conduct to ensure the
protection of student rights and the health and safety of the UHWO community, as well as to
support the efficient operation of all UHWO programs.
All Currently enrolled students at UHWO are required to abide by UHWO’s Student Code of
Conduct. A copy of the most current Student Code can be found on UHWO’s website at
http://www.uhwo.hawaii.edu/campus-life/student-affairs/student-policies/#studentconductcode
Credit Hour Requirements
The UHWO Credit Hour Policy states that students in a 3-credit course are expected to devote a
minimum of 9-hours a week (135 hours/semester) on course related work (see UHWO General
Catalog). In accordance with the UHWO Credit Hour Policy, the work assigned to achieve the
stated student learning outcomes meets the credit hours that would be required for a
comparable in-person course section. To achieve adequate learning in this course, it is
expected that students will need to devote a minimum of 9 hours a week completing scheduled
lessons, completing assigned readings, working on the study questions, participating in chat,
researching and writing the reaction papers, and studying for scheduled exams and quizzes.
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HIST 370: U.S. Immigration History (online)
CRN: TBD Instructor: Dr. Monica LaBriola
Day/Time: online/Laulima Email: via Laulima or [email protected]
Class Location: online/Laulima Office: D-108
Class Website: Log in with UH username
through Laulima: https://laulima.hawaii.edu
Phone: 689-2385 (email preferred)
Office Hours: TBD
Course Overview
This course explores the major frameworks, developments, and debates in U.S. immigration history,
with an emphasis on the early nineteenth century to the present. We will explore the causes of
immigration, the social, cultural and economic adaptation of various migrant groups, the
significance of race, the varied experiences of different immigrant groups, the development of
ethnic group identities, changing American policy and attitudes toward immigrants and ethnic
groups, and the impact of immigration and ethnicity on American society and culture. Given current
debates about immigration, immigrants, and immigration policy in the United States (including
Hawai‘i), the course provides a historicized understanding of an important contemporary issue.
*This section of HIST 370 has been approved to fulfill the Contemporary Ethical issues (ETH) focus
requirement; you will receive ETH credit on completing the course.
Student Learning Outcomes (SLOs)
By the end of this course, you will be able to do the following through discussions, activities,
exams, oral presentations, and written assignments:
1. SLO 1: Write well organized and competent expository prose about the causes of significant
events in U.S. immigration history [GLO-1, CLO-1/3, ILO-1/3]
2. SLO2: Deliver oral presentations on course readings and major concepts and themes in U.S.
immigration history [GLO-2, CLO-2/3, ILO-1/3]
3. SLO 3: Analyze and demonstrate knowledge of historical developments in the history of U.S.
immigration [GLO-5/6, CLO-3/4, ILO-1/2/3]
4. SLO 4: Make clear historical arguments concerning U.S. immigration history and develop them
using recognized historical methods [GLO-1/2/6, CLO-1/2/3/4, ILO-1/3/4]
5. SLO 5: Use a variety of primary source documents as well as other sources such as newspapers,
historic legislation, memoires, and films to analyze events, issues, and developments in the
history of U.S. immigration [GLO-5/6, CLO-3/4/5, ILO-3/4]
6. SLO 6: Use ethical frameworks such as the rights, justice, and common good approaches to
analyze and reflect on ethical issues related to U.S. immigration history [GLO-8, CLO-3, ILO-
3]
Credit Hour Statement
The UHWO Credit Hour Policy states that students in a three-credit course are expected to devote a
minimum of 9 hours per week (135 hours/semester) to course related work (see UHWO General
Catalog). This course was reviewed to assure that the work assigned to achieve the stated student
learning outcomes meets the UHWO credit hour policy. To achieve adequate learning in this
course, you are expected to devote a minimum of nine hours per week attending scheduled class
meetings, completing readings and films, working on video posts, conducting oral presentations,
and preparing for schedule exams and quizzes.
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Course Materials
Laulima
This course will be conducted via Laulima (https://laulima.hawaii.edu). You will need regular
Laulima and a reliable internet connection to access lectures, readings, films, quizzes, video
posts/replies, assignments, and exams.
YouTube
This semester, you will be required to upload video posts to YouTube and link them in Laulima. To
do this, you will need access to a device (e.g., laptop, phone, camera) that you can use to make
simple videos. You will also need to know or learn how to upload a video to YouTube and embed
the video in the discussion forum area on Laulima. Instructions can be found here:
• How to upload videos to YouTube (click link)
o If you are using your Google@UH account to access YouTube, you may need to
activate the Google@UH Consumer Apps here (click link)
• How to embed videos into at text box on Laulima (click link)
Readings
1. Required book: Ets, Marie Hall. Rosa: The Life of an Italian Immigrant. University of
Wisconsin Press, 1999
2. Online ethics resources: Markkula Center for Applied Ethics at Santa Clara University:
https://www.scu.edu/ethics/ (marked “ETH” in Schedule)
3. Weekly readings posted to Laulima
The required book is available for purchase at the UHWO Bookstore or through online vendors.
The book is also on course reserve at the UHWO Library for you to check out in three-hour
increments (library use only). All other course materials will be posted to Laulima.
Films
1. “American Experience: The Pilgrims” (PBS, 2015)
2. “Caught in the Crossfire: Arab-Americans in Wartime,” (David Van Taylor, Brad Lichtenstein,
2002)
3. “Destination America,” (David Grubin, 2005; 4-part series) (Films on Demand streaming)
4. “Documented” (Jose Antonio Vargas, 2013)
5. “El Norte” (Gregory Nava, 1983)
6. “The Italian Americans: Becoming American” (PBS, 2014)
7. “The Namesake” (Mira Nair, 2006)
8. “The Land of Eb” (Andrew Williamson, 2014)
Lectures: At the start of each week, I will post links to narrated lectures on the topics listed in the
Schedule. All material covered in lectures should be incorporated into your video posts and replies,
is subject to appear on quizzes and exams, and may help you with your PSAs, so review them
carefully.
Skill-Building: At the start of the semester, I will post PDF slides that address the skills you need to
construct successful quiz responses, video posts/replies, and exam short answers/essays. Topics
include: reading/watching for the main idea, how to construct a thesis statement, how to respectfully
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critique/respond to your classmates’ posts, among others. I will also provide instructions on how to
prepare the short answer and essay portions of the midterm and final exams. To distinguish these
from regular lecture topics, I have designated them as “Skill-building” in the schedule (they are not
narrated). Review these slides before working on quizzes, video posts, and exams, as they will
provide instructions and techniques for successfully completing each. Several early quizzes and
video posts will ask you to practice and implement these skills; I will provide feedback to help you
improve on future assignments.
Discussion Prompts: I will post a discussion prompt to Laulima at the start of each week. The
prompts will help you locate key points and main ideas in readings and films as you craft your
video posts and replies. See the assignments section for requirements and instructions. Several of
these posts will ask you to apply one or more ethical frameworks to your reflections and analysis.
PSAs and NEWs: I will post a blank, form fillable Primary Source Analysis (PSA) sheet and News
Analysis (NEWs) sheet each week for you to complete and upload. You will complete five of each
of these throughout the semester in response to various primary source (PS) readings and news
articles, with no more than one submitted in a given week. Several of these posts will ask you to
apply one or more ethical frameworks to your reflections and analysis.
Evaluation & Grading
7 Quizzes @ 10 points each (2 lowest scores dropped) 50 points
5 News Analyses (NEWs) @ 10 points each 50 points
5 Primary Source Analyses (PSAs) @ 10 points each 50 points
5 Video Posts @ 40 points each 200 points
5 Video Replies @ 20 points each 100 points
1 Book Reaction Paper 150 points
2 Take-Home Exams (Exam #1=150 points; Exam #2=250 points) 400 points
Total 1000 points
Grading Scale
87 – 89% = B+ 77 – 79% = C+ 67 – 69% = D+
59% & below = F 93 – 100% = A 83 – 86% = B 73 – 76% = C 63 – 66% = D
90 – 92% = A- 80 – 82% = B- 70 – 72% = C- 60 – 62% = D-
Grades will be available on the Grades feature on Laulima as soon as possible after you complete
each assignment. Use the Grades tool to keep track of your grades throughout the semester.
NOTE: I reserve the right to round your grade up or down based on your effort and class
participation. For example, if you end the class with a 79.4% but have demonstrated considerable
effort throughout the semester, I may consider rounding your grade up to a B- (or leave it at a C+ if
your effort and engagement have been minimal). I also reserve the right to deny you extra credit at
the end of the semester if all required assignments have not been completed.
Course Requirements & Assignments
Quizzes (100 points total): Seven quizzes (10 points each) will cover material from the week’s
lectures, readings, and films. will cover material from the week’s lectures, readings, and films. One
or more quiz will allow you to practice for the short answer portion of the exams. Laulima will drop
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your two lowest quiz grades for a total of 100 possible quiz points. Quizzes will cover lectures,
readings, and films according to the schedule, so make sure you are caught up on lectures, readings,
and films before starting a quiz. Quizzes will be open for completion most Fridays from 5:00 a.m.
to 11:55 p.m., with a ~30 minute time limit depending on content (many will not take that long).
Quizzes will auto-submit at 11:55 p.m., so give yourself enough time to complete them (i.e., do not
start a quiz at 11:45 p.m.).
News Analysis (NEWs) (50 points total): You will complete five News Analysis (NEWs) sheets
over the course of the semester in response to a weekly news article (not the book or PS readings)
and upload them to Laulima for ten points each. NEWs will help you with your video posts/replies,
quizzes, and exams, and you will be expected to incorporate news articles into these assignments as
support evidence. They will also help draw connections between U.S. immigration history and
immigration discussions, events, and policies currently making headlines. You will be required to
apply one of the ethical frameworks discussed to at least two of these. To complete the assignment,
read the news article posted for that week and complete a NEWs sheet (blank sheets will be
provided). Upload completed NEWs sheets through the Laulima weekly lesson or at Turn in
Quizzes, Assignments & Exams in the left navigation. There are more than five opportunities to
complete NEWs, so it is up to you to complete five. NOTE: You cannot submit more than one
NEWs or PSA per week, so plan ahead.
Primary Source Analysis (PSAs) (50 points total): You will complete five Primary Source
Analysis (PSA) sheets over the course of the semester in response to weekly primary source (PS)
readings (not the book or news articles) and upload them to Laulima for ten points each. PSAs will
help you with your video posts/replies, quizzes, and exams, and you will be expected to incorporate
primary sources into these assignments as support evidence. You will be required to apply one of
the ethical frameworks discussed to at least two of these. To complete the assignment, read the
primary source (PS) reading assigned for that week and complete a PSA sheet (blank sheets will be
provided). Upload completed PSAs through the Laulima weekly lesson or at Turn in Quizzes,
Assignments & Exams in the left navigation. NOTE: You cannot submit more than one NEWs or
PSA per week, so plan ahead.
Video Posts & Replies (300 points total): Video posts and replies are your opportunity to address
and reflect on the issues raised in the course materials, class discussions, readings, and films
assigned for a given week, and to engage your classmates in thoughtful discussion and reflection on
course topics. They will also give you opportunities to apply one or more ethical frameworks to
your reflections and analysis in preparation for your final exam essay, and as part of the
requirements for this ETH-designated class. You will be required to apply one of the ethical
frameworks discussed to your posts and replies in the second half of the semester.
Video Post & Reply Requirements
➢ Over the course of the semester, you will make five original video posts (40 points each,) and
five video posts that are replies to a classmate’s original video post (20 points each).
➢ Each week, I will post a prompt for you to reflect on and respond to in your video post.
❖ Submit either an original video post in response to the prompt or a video reply to a
classmate’s post, not both.
❖ Submit posts and replies by 11:55 p.m. on the dates listed on the Schedule, with original
posts due on Thursdays and replies due the Saturday of the same week.
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❖ It is up to you to plan and keep track of your posts to ensure that you end the semester
with a total of five originals and five replies, and that you do not submit an original and a
reply in the same week.
➢ Post requirements:
❖ Original posts should respond to the prompt and demonstrate that you have completed
the week’s lectures, readings, and films by presenting a brief but thoughtful analysis of
and reaction to topics and issues raised in a given reading or film in relation to what it
reveals about U.S. immigration history. In the second half of the semester, you will also
be required to apply/discuss one ethical framework in your posts. See Skill-building:
Creating Effective Video Posts & Replies for tips.
❖ Replies should demonstrate that you have reviewed the week’s lectures, readings, and
films by responding to a classmate’s video original post for that week. In the second half
of the semester, you will also be required to apply/discuss one ethical framework in your
replies. See Skill-building: Creating Effective Video Posts & Replies for tips.
❖ As part of the goal is to engage in meaningful discussion with your classmates, video
posts and replies should be crafted as discussions rather than a series of unrelated
submissions. Be sure to address your classmates directly, and to thoughtfully and
respectfully engage with each other and the issues/topics considered.
➢ Original video posts must be two-three minutes (posts under two minutes will not receive full
credit; excessively long videos will also be docked points).
➢ Replies are worth fewer points and can be shorter at one to two minutes (replies under one
minute will not receive full credit; excessively long videos will also be docked points). I will
provide feedback after each post and reply to help you improve subsequent submissions.
➢ Always read the prompts carefully for instructions and requirements.
How to Submit a Video Post & Reply
➢ Before submitting your first video post, upload a photo/avatar to your profile. This will give
discussions a more personal feel. To upload a photo/avatar:
❖ Go to “Video Posts & Replies” in the left navigation or access the discussion area
through the weekly lesson
❖ Click “My Profile”
❖ Scroll down to “Avatar Control Panel”
❖ Under “Load avatar from your computer,” click “Choose File”
❖ Select a photo/avatar from your computer that represents you
❖ Click “Submit” to upload your avatar, which will appear next to all your posts.
➢ To submit an original video post:
❖ Access the weekly discussion forum via “Week [X] Lectures, Readings, Films &
Assignments” or directly via Video Posts & Replies in the left navigation
❖ Review the two discussion prompts posted for that week and decide which one you
would like to address in your original post
❖ Review Skill-building: Creating Effective Video Posts & Replies
❖ Create a short, 3-4 minute video response to the discussion prompt using your laptop
camera, phone camera, or other device
o Upload the video to your Google@UH YouTube account. To do this, you may
need to activate Google@UH Consumer Apps at
https://www.hawaii.edu/google/extra/. If you prefer to use your private Google
account to access YouTube, that’s okay, too.
6
o If you do not want people beyond our class to see your video, change the status
of the video from Public to Unlisted (not Private). This will ensure that only
people with the link can access it.
❖ Go back to Video Posts & Replies to post a link to your video to Laulima
o For an original post, click “New Topic” in the Laulima
o In the Subject line, give your topic a title that reflects the content of your post
o Then follow these instructions to embed your YouTube video in the message
body (click link)
o Click “Save.” You should see your video embedded in the message body.
❖ All posts are due at 11:55 p.m. on the date listed in the Schedule.
➢ To submit a reply:
❖ Access the weekly discussion forum via “Week [X] Lectures, Readings, Films &
Assignments” or directly via Video Posts & Replies in the left navigation
❖ Go to the prompt you did not already respond to for your original
❖ Watch your classmates’ original video posts
❖ Click the link for the post you want to reply to
❖ Review Skill-building: Creating Effective Video Posts & Replies
❖ Create a short, 2-3 minute video response to the discussion prompt using your laptop
camera, phone camera, or other device
o Upload the video to your Google@UH YouTube account. To do this, you may
need to activate Google@UH Consumer Apps at
https://www.hawaii.edu/google/extra/. If you prefer to use your private Google
account to access YouTube, that’s okay, too.
o If you do not want people beyond our class to see your video, change the status
of the video from Public to Unlisted (not Private). This will ensure that only
people with the link can access it.
❖ Go back to Video Posts & Replies to post a link to your video to Laulima
❖ Go back to the Laulima Video Posts & Replies to post a link to your video
❖ Click the link for the post you are replying to
o Click “Post Reply”
o Then follow these instructions to embed your YouTube video in the message
body (click link)
o Click “Save.” You should see your video embedded in the message body.
❖ All posts are due at 11:55 p.m. on the date listed in the Schedule.
Reaction Paper (100 points): The reaction paper (RP) will address the assigned book. The paper
will be approximately 3 pages in length (double spaced, Times New Roman, 12-point font) and
must include at least two relevant direct quotes from the reading. We will go over accepted styles
for quoting and citing sources during the first two weeks of class. A grading rubric will be available
based on the criteria outlined below.
The Reaction Paper should include the following:
• An introductory paragraph that includes basic information about the reading (title, author,
historic/geographic context (i.e., when/where), etc.) and a brief statement about the type of
sources and writing employed (e.g., primary/secondary source, fiction/nonfiction, novel,
historical work, graphic novel, etc. ~½ page)
• A one-paragraph overview of the book (what is it about? main ideas/events/issues? ~½ page)
7
• Several paragraphs that provide an overview of the book’s main themes as they relate to this
course and to U.S. immigration history more generally (~1 to 2 pages)
• A paragraph that uses one ethical framework (e.g., rights, justice, or common good) to reflect on
the issues raised in the book (~½ page)
• At least two relevant direct quotes from the reading with proper citations. See Skill-building:
Citing Sources.
• A bibliography that lists any sources used to complete your reaction paper. See Skill-building:
Citing Sources.
Exams (400 points total): There will be two exams (midterm and final) for 200 points each. Exams
are noncumulative; study guides will be provided. Exams will consist of matching, short answers
(one paragraph each), and an essay on the material covered in lectures, readings/films, quizzes, and
discussions (minimum two pages, double-spaced). The essay portion of the final exam will ask you
to use one ethical framework (e.g., rights, justice, or common good) to reflected on an analyze
contemporary issues related to U.S. immigration history. I will provide skill-building instruction
throughout the semester and before each exam to help you prepare for the short answers and essays.
At least one quiz will help you prepare for the short answer portion.
Exams will be available from 5:00 a.m. to 11:55 p.m. on the dates listed in the Schedule (Friday-
Saturday). You will have four hours to work on the exams during the time of your choice over the
course of the day. Exams will automatically close after four hours or at 11:55 p.m. on the second
day, so be sure you give yourself enough time to complete them.
I will provide feedback on Exam #1 to help you improve your writing and responses on Exam #2.
You will be required to schedule a short conference with me during Weeks 9-10 via chat, phone, or
in person to discuss Exam #1 and strategies to help you improve on Exam #2. I will deduct 15
points from Exam #1 exam grade if you do not complete the feedback conference.
Extra Credit: There may be extra credit opportunities to help boost your grade. To be eligible for
extra credit, you must complete all regular assignments and participate in class. I reserve the right to
deny you extra credit at the end of the semester if required assignments have not been completed.
Class Rules, Expectations & Reminders
Respect: The Laulima classroom should be a safe environment where the primary goal is the
advancement of learning, knowledge, and skills. Please show respect to me and to your fellow
students. While opinions are certainly welcomed and encouraged during online discussions, be
respectful toward others regardless of what you think about their opinions. Disrespect toward others
in the class will not be tolerated.
Course Materials: To fully participate and engage in this course, you must complete all assigned
lectures, readings, films, and assignments. As quizzes and video posts will often focus on or
highlight the readings and films, it is essential that you review all course materials to date before
starting a quiz or composing a video post/reply.
Meeting with the Instructor: If you have any concerns about readings, quizzes, video posts,
grades, or anything pertaining to the course, please contact me right away. I will be available for in-
person, phone, or online office hours. If you are not available at that time, contact me to make an
8
appointment or email me at [email protected]. I generally respond to email as quickly as
possible. Please do not hesitate to contact me!
Laulima & Email: Other than the required books, all course materials will be available on the
course Laulima site (https://laulima.hawaii.edu). Check the site regularly, as I will periodically post
updates, announcements, supplemental readings, assignments, etc. I will also send out emails and
announcements via Laulima; these will go directly to your UH email, so please check your email
regularly (i.e., at least once per day).
Online/Network Etiquette (“Netiquette”)
When we use the Internet, it is easy to forget that there is a human being with emotions on the other
side of the screen/connection. As the computer can show no emotions, it can thereby be easy to
unintentionally write something that can be taken out of context or misinterpreted by other person.
For example, I can joke to you in person, “Oh, be quiet!” and we can laugh, but it could come off as
offensive on the computer. We therefore need to watch our language on the Internet. Also keep in
mind that you are accountable to the UH Student Conduct Code even online. Keep the following in
mind over the course of the semester:
• Conduct yourself on the Internet as you would to your peers face-to-face.
• WRITING IN ALL CAPITAL LETTERS IS THE EQUIVALENT OF SHOUTING AT
SOMEONE. As you can see, it is offensive and does not feel good to read. Please do not do
this in your posts.
• Do not harass people on the Internet. Rules against racial, sexual, or any other harassment
apply online. Report any abusive language or threats to me.
• Avoid sarcasm. It is easy to misread such posts online.
For more information, visit:
• For the UH Student Conduct Code: http://www.uhwo.hawaii.edu/campus-life/student-
affairs/student-policies/#studentconductcode
• For more on “Netiquette”: http://www.hawaii.edu/askus/570 and
http://www.uhh.hawaii.edu/academics/dl/netetiquette.php
Academic Support
The No‘eau Center offers services designed to help students improve overall academic
performance. Tutoring in writing and other subject areas is offered by appointment, on a walk-in
basis, and online (via email and live video chat). Students may schedule an appointment by calling
or stopping by the center. Workshops are also offered on topics including various formatting styles
(e.g. ASA, APA, Chicago). Testing services and ADA accommodations are also available. For more
information, stop by the No‘eau Center (Library, B203), visit www.tinyurl.com/noeaucenter, or call
808-689-2750.
Laulima Support
We will be using Laulima for this class. If you are not familiar with Laulima, I have posted links to
various Laulima help resources on the Week 1 lesson page. You can also contact the UHWO IT
Service Center in person (IT Service Center, UHWO Library first floor), via email at
[email protected], or by phone at (808) 689-2411.Online requests for assistance may also be
submitted to the Laulima support staff at UH ITS by clicking on the “Request Assistance” link at
https://laulima.hawaii.edu or by going directly to the Laulima request assistance page at
9
https://www.hawaii.edu/simp/laulima-feedback.php. Provide a description of the request and your
contact information (name, phone number, email address).
Access
If you are a student with a documented disability and have not done so already, contact Tom
Hirsbrunner, ADA/504 Coordinator, at 689-2935 or [email protected] to arrange any
accommodations you may need. You may also contact me to discuss your situation further.
Academic Honesty
You are expected to demonstrate integrity and honesty in the completion of all class assignments
and you must give credit to appropriate sources utilized in you work. Copying the work of
professional writers or other students and turning it in as your own constitutes plagiarism and is not
allowed. Plagiarism and cheating are serious offenses and may be punished by failure on the exam,
paper, or project at the discretion of the instructor; failure of the course; and/or expulsion from the
university. The guiding principle of academic integrity is that your submitted work must be your
own; integrity is expected of every student in all academic work. For further information on what is
expected of all UHWO students, refer to the Student Code of Conduct:
http://www.uhwo.hawaii.edu/campus-life/student-affairs/student-policies/#studentconductcode.
University Statement on Non-Discrimination
UHWO strives to provide an environment that emphasizes the dignity and worth of every member
of its community and that is free of harassment and discrimination. Such an environment is
necessary to a healthy learning, working, and living atmosphere because discrimination and
harassment undermine human dignity and the positive connection among all members of the
UHWO community. Examples of behavior that may be considered sex or gender-based
discrimination may include but are not limited to: sexual harassment, harassment of LGBTQ
students, sexual assault, stalking, and domestic and dating violence. If you or someone you know is
experiencing sex- or gender-based discrimination or if you have questions about UHWO’s process
or policies, contact the UHWO Title IX Coordinator at [email protected] or visit the Title IX
website at http://www.uhwo.hawaii.edu/about-us/university-policies/title-ix/.
UHWO Student Code of Conduct
UHWO supports a positive educational environment that promotes student success. To ensure this
vision, UHWO has established a Student Code of Conduct to protect student rights and the health
and safety of the UHWO community and to support the efficient operation of all UHWO programs.
All currently enrolled UHWO students are required to abide by the Student Code of Conduct. A
copy of the most current Student Code can be found on the UHWO website:
http://www.uhwo.hawaii.edu/campus-life/student-affairs/student-policies/#studentconductcode.
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SCHEDULE & ASSIGNMENTS
HIST 370: U.S. Immigration History (online)
*While I will make every effort follow the Schedule, it is subject to change at my discretion.
I will inform you of any changes as soon as possible.
Topic(s) Lectures, Readings, Films & Skill-
building
Assignments Due
SECTION 1
Week 1
What and Who is
Immigration?
Watch: Lecture #0 (Course Logistics)
Watch: Lecture #1
News: “Without New Laws or Walls,
Trump Presses the Brake on Legal
Immigration”
ETH: Markkula Center: What is Ethics:
Introductory Articles (read all under
heading)
Skill-building #1: Reading & Watching
for the Main Idea
Wednesday: NEWs option
Thursday: Video Post self-
introduction due by 11:55 p.m. (part
of Quiz #1)
Saturday: Video Reply self-
introduction due by 11:55 p.m. (part
of Quiz #1)
Quiz #1 due Thursday and Saturday
this week only
Week 2
Settlers,
Servants,
Women &
Slaves in Early
America
Watch: Lecture #2
News: See Laulima for news article
Watch: “American Experience: The
Pilgrims”
ETH: Markkula Center: The Rights
Approach (read all under heading)
Skill-building #2: Creating Effective
Video Posts & Replies
Wednesday: PSA or NEWs option
(complete five of each during the
semester)
Thursday: Video Post option
(complete five during the semester)
Friday: Quiz #2
Saturday: Video Reply option
(complete five during the semester)
Week 3
Early 19th
Century National
Expansion:
European
Migration & the
Southwest
Borderlands
Watch: Lecture #3
PS: “1798 Naturalization Act”
News: See Laulima for news article
Watch: “Destination America: The Golden
Door”
ETH: Markkula Center: The
Fairness/Justice Approach (read all under
heading)
Skill-building #3: Writing for Quizzes &
Exam Short Answers
Wednesday: PSA or NEWs option
Thursday: Video Post option
Friday: Quiz #3
Saturday: Video Reply option
Week 4
Citizenship &
Migration in the
time of the Civil
War
Watch: Lecture #4
News: See Laulima for news article
PS: “1864 Immigration Act”
ETH: Markkula Center: The Common
Good Approach (read all under heading)
Skill-building #4: Citing Sources
Wednesday: PSA or NEWs option
Thursday: Video Post option
Friday: Quiz #4
Saturday: Video Reply option
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Week 5
Native
Hawaiians on the
West Coast
Watch: Lecture #5
Read: “Native Hawaiians in the Mainland
U.S. in the 1800s” (choose one article of
interest to you)
News: See Laulima for news article
Wednesday: PSA or NEWs option
Thursday: Video Post option
Friday: Quiz #5
Saturday: Video Reply option
Week 6
National
Citizenship and
Federal
Regulation in the
Era of
Industrialization
and Urbanization
Watch: Lecture #6
PS: “1882 Chinese Exclusion Act”
News: See Laulima for news article
Read: Rosa (book)
ETH: Markkula Center: “Birthright
Citizenship for Everyone Born on U.S. Soil
is the Law of the Land”
Skill-building #5: Exam Essays and Short
Answer Prep
Wednesday: PSA or NEWs option
Thursday: Video Post option
Friday: Quiz #6
Saturday: Video Reply option
Week 7
Colonialism &
Immigration
Watch: Lecture #7
Read: “Nursing Matters: Women and U.S.
Colonialism in the Philippines” in Empire
of Care: Nursing and Migration in Filipino
American History by Catherine Ceniza
Choy
News: See Laulima for news article
Wednesday: Reaction paper option
(Rosa)
Wednesday: PSA or NEWs option
Thursday: Video Post option
Saturday: Video Reply option
Friday-Saturday: Exam #1
This week: Schedule Exam #1
feedback conference for Week 9-10
SECTION 2
Week 8
Immigrant
Incorporation,
Identity &
Nativism in the
Early 20th
Century
Watch: Lecture #8
PS: “1917 Immigration Act”
News: See Laulima for news article
Watch: “The Italian Americans: Becoming
American”
Read: Rosa (book)
ETH: Markkula Center: “The Dangers of
Immigration Rhetoric”
Wednesday: PSA or NEWs option
Saturday: Extra Credit event: Lonnie
Bunch at UHWO, 12:30-1:30 p.m.
Thursday: Video Post option
Friday: Quiz #7
Saturday: Video Reply option
Week 9
Patterns of
Inclusion and
Exclusion,
1920s-1940s
Watch: Lecture #9
PS: “1924 Immigration Act”
News: See Laulima for news article
Watch: “Destination America: The Art of
Departure”
Read: Rosa (book)
Wednesday: PSA or NEWs option
Thursday: Video Post option
Friday: Quiz #8
Saturday: Video Reply option
This week: Exam #1 feedback
conferences
12
Week 10
“Military
Necessity” &
Japanese
Internment
Watch: Lecture #10
PS: “Executive Order 9066”
Watch: “Destination America: The Earth
is the Lord’s”
News: See Laulima for news article
Read: Rosa (book)
Wednesday: PSA or NEWs option
Thursday: Video Post option
Friday: Quiz #9
Saturday: Video Reply option
This week: Exam #1 feedback
conferences
Week 11
Immigration
Reform and
Ethnic Politics in
the Era of Civil
Rights and the
Cold War
Watch: Lecture #11
PS: “1965 Immigration Act”
News: “Fresh Air: How The 1965
Immigration Act Made America A Nation
Of Immigrants” (podcast)
Watch: “The Namesake”
Read: Rosa (book)
Wednesday: PSA or NEWs option
Thursday: Video Post option
Friday: Quiz #10
Saturday: Video Reply option
Week 12 (SPRING BREAK) SPRING BREAK Read: Rosa (book) SPRING BREAK
Week 13
Immigration
Debates in the
late 20th to early
21st Century:
Proposition 187
and Refugees/
Asylees
Watch: Lecture #12
PS: “1975 Indochina Migration and
Refugee Assistance Act”
News: See Laulima for news article
Watch: “Destination America: Breaking
Free: A Woman’s Journey”
Read: Rosa (book)
ETH: Markkula Center: “Nonprofit
Detention Centers for Migrant Children”
Wednesday: PSA or NEWs option
Thursday: Video Post option
Friday: Quiz #11
Saturday: Video Reply option
Week 14
Immigration
Debates in the
late 20th to early
21st Century:
Illegal
Immigration
Watch: Lecture #13
PS: “Remarks by the President in Address
to the Nation on Immigration”
Listen: “Embedded: The Immigrant”
(podcast)
News: See Laulima for news article
ETH: Markkula Center: “Prioritizing
Others’ Humanity”
Watch: “El Norte” OR “Documented”
Read: Rosa (book)
Wednesday: PSA or NEWs option
Thursday: Video Post option
Friday: BONUS make-up quiz
(optional)
Saturday: Video Reply option
13
Week 15
Immigration
Debates in the
late 20th to early
21st Century:
Muslims in
America
Watch: Lecture #14
Read: American Immigration: Conclusion
Read: “Donald Trump Calls for Barring
Muslims From Entering U.S.”
News: See Laulima for news article
Watch: “Caught in the Crossfire: Arab-
Americans in Wartime”
Read: Rosa (book)
ETH: Markkula Center: “Ethical Principles
for Immigration Reform in 2019”
Wednesday: PSA or NEWs option
Thursday: Video Post option
Friday: Quiz #12
Saturday: Video Reply option
Week 16
Immigration
Debates in the
late 20th to early
21st Century:
Compact of Free
Association
Migrants and
Racism in
Hawai‘i
Watch: Lecture #15
PS: U.S.-RMI Compact of Free
Association immigration provisions
News: See Laulima for news article
Watch: “Land of Eb”
Skill-building: Exam Essays and Short
Answer Prep (revisit)
Wednesday: Reaction paper option
(Rosa)
Wednesday: PSA or NEWs option
Thursday: Video Post option
Saturday: Video Reply option
Friday-Saturday: Exam #2
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Course Syllabus
University of Hawaii – West Oahu
PUBA 477 – Spring
Instructor Contact Information: Dr. Susan Young, DHA, MSA, RN Health Care Administration Telephone: 808-383-0185 (leave message) Email: [email protected] Office: D106 Location: UH West Oahu Office Hours: By Appointment Note: The instructor reserves the right to amend the syllabus or course schedule during the course of the semester as may be required or appropriate.
Required Text:
Morrison, Eileen E. (2011). 2nd Edition Ethics in Health Administration: A Practical Approach for Decision Makers. MA: Jones and Bartlett. ISBN: 9780763773274
In addition to the required textbook, additional readings may be assigned that correspond to the weekly topics .
Course Description: This course examines global and personal ethical issues that arise in the context of health care and introduces students to main ethical principles, codes of ethics, and ethical theories that are relevant to understanding and resolving ethical problems/issues in health care.
Credit Hour Policy:
The UHWO Credit Hour Policy states that students in a 3-credit course are expected to
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devote a minimum of 9-hours a week (135 hours/semester) on course related work (see UHWO General Catalog). In accordance with the UHWO Credit Hour Policy, this course was reviewed to assure that the work assigned to achieve the stated student learning outcomes meets the credit hours that would be required for a comparable in-person course section. To achieve adequate learning in this course, it is expected that students will need to devote a minimum of 9-hours a week completing scheduled lessons, completing assigned readings, working on study questions, participating in online discussions, researching and writing papers, and studying for scheduled quizzes and exams.
Course Objectives:
The student will be able to discuss the following topics upon completion of this course:
Identify global, organizational, and personal ethical principles and codes of ethics that arise in the context of health care (ILO3,4,5, PUBA3,4,6; HCA1,2,3); Explain the role of the health care administrator in patient autonomy, justice, and beneficence (ILO3,5, PUBA3,6; HCA2,3);
Discuss the importance of regulators and market forces and their impact on
health care administrators and organizations (ILO3,5, PUBA3,6; HCA2,3);
Analyze ethical dilemmas and problems that occur in health care organizations (ILO1,3,5, PUBA1,3,6; HCA1,2,3);
Apply the ethical decision making process to resolve ethical dilemmas that justify
health care policy and action (ILO1,3,5; PUBA1,3,4,6; HCA1,2,3); Compare and contrast various ethical strategies used to maintain staff
competency, fiscal and social responsibility and quality assurance (ILO3,5, PUBA3,6; HCA2,3);
Demonstrate proficiency in knowledge of ethical responsibilities as administrators
in health care organizations (ILO3,5; PUBA3,4,6; HCA1,2,3);
Explain current ethical challenges and future ethical trends in health care (ILO3,4,5, PUBA3,4,6; HCA1,2,3).
Institutional Learning Outcomes
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Students at UH West Oahu are expected to apply certain educational skills towards mastering materials in an academic major and concentration. University of Hawaii West Oahu Learning Outcomes can be located on the UHWO web site at www.hawaii.edu reference the general catalog. University of Hawaii West Oahu Public Administration Divisional learning outcomes can be found at www.hawaii.edu reference the general catalog. University of Hawaii West Oahu Public Administration Concentration Learning objectives for General Public Administration, Justice Administration, Healthcare Administration, and Disaster Preparedness and Emergency Management can be found at www.hawaii.edu reference the general catalog
Accommodations for the Disabled
Americans With Disabilities Act Special Note: Any student with a documented disability who would like to request special accommodation should contact the Student Services Specialist, Dr. Steven R. Taketa, at 689-2675 and/or the instructor of this course for information on how to access the accommodation you need.
Library Resources and the Learning Information Literacy Online
The library’s information literacy program includes in-depth personal research assistance for students, and use of the online LILO tutorial, which is a UH system-wide program. LILO (Learning Information Literacy Online) is intended to introduce students to the essentials of information literacy, and follows the ACRL Information Literacy Competency Standards for Higher Education. It may be viewed at http://www.hawaii.edu/lilo. LILO can help students to develop specific research projects including an appropriate research strategy, conducting a search for information, evaluating the information, and synthesizing the information into an integrated product using proper citation techniques. The UHWO library subscribes to 44 print serials and has full-text access to another 20,000+ serials online through the Hawaii Library Consortium EBSCOhost databases joint purchase plan, LexisNexis, and other databases. Altogether, there are 63,000+ unique (unduplicated title count) resources available online. To access EBSCO: http://www2.hawaii.edu/~uhwolib/
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Click on the Research link on the left side Click on Research Databases (for full text research articles) Click on EBSCO Log in with your UH id and password.
No’eau Writing Center, Math and Academic Success Center Students who need assistance with writing and referencing sources of information are recommended to seek additional help by accessing the No’eau Writing Center website and visiting the Writing Center at http://www.uhwo.hawaii.edu/wicenter.
Turn-it-in Anti-Plagiarism Software UH West Oahu has a license agreement with iParadigms, LLC for the use of their plagiarism prevention and detection service popularly known as Turnitin. Faculty may use Turnitin when reading and grading your assignments. By taking a course where Turnitin is used, you agree that your assigned work may be submitted to and screened by Turnitin. Turnitin rates work on instances of the Internet, millions of student papers previously submitted to Turnitin, and commercial databases of journal articles and periodicals. Turnitin does not make a determination if plagiarism has taken place. It makes an assessment of the submission’s originality and reports that to the course instructor. These Originality Reports are tools to help your teacher locate potential sources of plagiarism in submitted papers. All papers submitted to Turnitin become part of Turnitin’s reference database solely for the purpose of detecting plagiarism. Use of Turnitin is subject to the Usage Policy as posted on the Turnitin.com website. Information about Turnitin for West Oahu students is at: http://socrates.uhwo.hawaii.edu/library/turnitin/turnitinstudentinformation.html.
Course Requirements:
All students are expected to submit assignments according to the schedule in Laulima and your course syllabus. All assignments must be submitted in Microsoft word or Microsoft PowerPoint depending on the assignment. Assignments need to follow APA format and must be submitted using the template located in Resources. Check with the writing center for information on APA format as well as the resources I have supplied you in the Resource tab in Laulima. In addition, all reading assignments must be completed in a timely manner, prior to class. There will be a Final Exam that will be
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administered through Laulima with a limit of three hours to complete. Completion of assignments on the due dates posted in Laulima is required.
Course Attendance/Participation
The University of Hawaii – West Oahu emphasizes interaction in the virtual classroom. If a student does not participate, benefits received through involvement are lost as well as contributions to the learning of fellow students. It is the responsibility of the student to be prepared for each assignment. Students are expected to submit assignments when noted in Laulima and your course syllabus. A student is expected to inform the instructor of anticipated or unavoidable absences. The responsibility for make up work lies with the student. NO EXTRA CREDIT, NO EXCEPTIONS. Course work must be completed on time according to the due dates posted in Laulima. A student is expected to inform the instructor of anticipated delays in completing assignments prior to the due date. Unexcused absences exceeding 20% per calendar month is considered unsatisfactory attendance.
Class Policies and Expectations Students are expected to behave courteously and respect others in and out of the classroom. In addition, students should not engage in academic misconduct. For specific guidelines on academic honesty related to cheating and plagiarism, see the Student Handbook. Students are expected to behave courteously and respect others in and out of the classroom. In addition, students should not engage in academic misconduct. For specific guidelines on academic honesty related to cheating and plagiarism, see the Student Handbook
Course Attendance: The University of Hawaii – West Oahu emphasizes interaction in the virtual classroom. If a student does not participate (on line discussions) , benefits received through involvement are lost as well as contributions to the learning of fellow students. It is the responsibility of the student to be prepared for each assignment. Students are expected to submit assignments when noted in Laulima and your course syllabus. NO EXTRA CREDIT, NO EXCEPTIONS. Course work must be completed on time according to the due dates posted in Laulima.
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A student is expected to inform the instructor of anticipated delays in completing assignments prior to the due date.
Cell phones and Computers (for face to face class) Cell phones are to be on silent, and reading emails or texting during class will result in your phone being placed in Electronic Day Care for the class. Please keep your phone in your book bag or pocket. You may use your computer for class work, however, only for class work, no surfing the net or emailing during class time
Course Grading:
Discussion case studies and/or article postings 40% Research Paper and PowerPoint 20% Health Administration Journal 20% End of Term Exam 20% Grades are based on the following point system: A 94% -100% A- 90% - 93% B+ 87% - 89% B 83% - 86% B- 80% - 82% C+ 76% - 79% C 71% - 75% C- 67% - 70% D+ 63% - 66% D 58% - 62% D- 51% - 57% F 50% and below Discussion Posts (article postings) or case analysis (refer to syllabus) -40% Specific topics/articles that correspond to weekly chapters are assigned as General Discussions on the General Discussion Forum. There may be assigned videos to view as well and specific discussions assigned (see your Syllabus). Students are expected to post an article OR provide information on a specific topic (refer to your weekly assignments) as assigned with comments, descriptions or discussions expressing your view and/or describing interesting findings. In order to receive all of the points for each posting, be sure to include the following:
• Cut and paste the article AND provide the link • Article should not be older than 4 years (from 2014 to present)
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• Discussion postings will be graded based on originality and quality as well as the use of correct grammar and spelling.
• You must summarize your article and provide a comment to a fellow students post, note summary and comment clearly in your post
• If a topic is assigned vs. an article you still must comment on another students posting.
Research Paper- 20% Topic Due Paper due Each student is responsible for writing a research paper and creating a presentation using PowerPoint based on your research findings compiled from several assignments. This paper should examine a topic or issue of interest to you from within the framework of concepts that you have learned about ethics in health care and ethical decision-making. The goal of this paper is to help make this course more relevant to you and identify a topic you may wish to explore further. Topics of interest you may wish to research and explore further include but are not limited to the following: Ethics and managed care; ethics and elders; Medicare HMOs and ethics, ethics and quality assurance; government and ethics, professional code of ethics for health care administrators/professionals, social responsibility in health care, ethics and the pharmaceutical industry; physicians and administrators: ethical decision making; ethics and technology; ethics in behavioral and mental health; euthanasia; physician assisted suicide, stem cell research, cloning, The paper should identify why the issue is problematic, what approaches have been expressed by ethicists and/or the public, what are the relative strengths and weaknesses of these approaches, and what position would the student take and why. Evaluation will be based on demonstration of an appreciation for ethical complexity, variety of approaches and positions expressed by contemporary ethical analysis, and the clear and logical articulation of an ethical position on the part of the student.
Paper should be in good grammatical form and use proper citation of sources.
The paper can include, but not be limited to the following:
1. Introduction: Present background information about your topic/issue 1a. Current Situation: Present a summary of the current situation associated with your topic/issue.
2. Challenges: Describe one or two challenges associated with your topic.
3. Key Stakeholders: Describe one or two key healthcare players/stakeholders involved in this problem area.
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4. Discussion/Conclusion: Present and discuss possible responses/solutions to the challenges previously discussed, and describe how the key players might be affected. Draw a conclusion about the problem and discuss related areas for further study.
Each student is expected to research the topic, write a research paper (approximately 8-10 pages in length), and summarize your findings through a presentation format (8-10 slides) using PowerPoint. This presentation should be uploaded and posted on the Discussion Board for viewing, critique and comments by the entire class. Health Administration Journal (20%): Due Students will complete a Health Administration Journal. Begin your journal early and continue throughout the course due date: Thursday: Late journals will not be accepted!! Choose 8-10 items and write at least two paragraphs about what was learned and how the learning could be used in your future as health care professionals - including any new information, “a-ha” moments. Identify the Ethical term in each of the items above and an example of how you as a Health Care Administrator would approach the dilemma, who would be included in your review or decision? Do NOT cut and paste or copy from the book, I want to hear “your voice” End of Term Exam (20%): Final exam will be posted via Laulima. Due date TBA
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Schedule/Weekly Assignments **Check Announcements on your Laulima page weekly
Date Lesson Due Date
Week 1 Monday
Chapter 1 Introduction
Topic: Ethic Theories & Applications
Due: In the Discussion Forum: Review one of the theorists that are presented in Chapter 1. Identify at least five ways that this person’s ideas could be use in health care. **Minimum 500 words
Week 2 Tuesday
Chapter 2 & Chapter 3
Topic: Autonomy
Due: End of Chapter Case Study I, pg 38 In the Discussion Forum identify threats to patient autonomy in this environment and discuss “What are the top 5 strategies for protecting patient autonomy? When is it ethical NOT to tell the truth? How should the truth be told? **Minimum 500 words
Week 3 Monday
Chapter 4
Topic: Justice & Justice Applied
Due: Article: Discussion Forum Post (Cut & paste an article, include link) on a healthcare issue involving an issue related to justice. *Describe issues of justice that do or might exist How did the organization balance market justice with social justice? ** Minimum 500 words
Week 4 Monday
Chapters 5
Topic: Who Guards the Guardians? Accountability Applied
Due: Discussion Forum: Discuss who YOU are, what do you want from health care? What ethic principles do you use? Finally, summarize the need
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Date
Lesson
to protect the community through competency assurance. **Minimum 500 words
Due Date
Week 5 Monday
Chapter 6
Topic: Market Forces & Ethics Market Forces Applied
Due: Article Discussion Forum: *Research, copy & paste an article on Integrative Medicine (alternative medicine, complementary medicine) *Explain an ethics issue that needs to be considered.
Week 6
Tuesday Chapters 7
Topic: Social Responsibility and Ethics Social Responsibility Applied
Due: Discussion Forum: *Describe the functions of public health and the relationship to social responsibility. Do we have a moral duty to provide quality services? *Identify 5 ways a healthcare manager can meet these duties.
I **Minimum 500 words:
Week 7 Monday
Chapter 8 Topic: Technology & Ethics
Due: Article Discussion: *Research, cut and paste an article on a technological error resulting in harm to a patient. *Review and describe the principle of deontology, beneficence and nonmaleficence for the article you post
Week 8 Monday
Chapter 9
Topic: Fiscal Responsibility & Ethics
Due Discussion Forum: *Read the case studies at the end of the chapter. Select one and discuss the decisions made. *What are the ethic problems and conflicts of interest? 8What are your reactions to the decisions and what would you have done differently?
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*What is the price of your integrity as an administrator? **Minimum 500 words
Date
Lesson Due Date
Week 9 Monday
Chapter 10 Topic: Organizational Culture & Ethics Organizational Culture & Ethics Applied
Due: Discussion Forum: *Post a list of subcultures that might exist in a mid-sized hospital and identify at least three myths or beliefs that may exist in their posted organizational culture *What area of potential cultural clashes may occur? *What can be done to prevent these clashes? * Minimum 500 words
Week 10 Monday
Chapter 11 Topic: Quality & Ethics Quality Applied
Due: Discussion Forum: *You are a Joint Commission surveyor for a local hospital, in this survey; you are looking for how the facility practices ethics on a daily basis. * Post what you, as the surveyor would look for to determine this information. *In addition post what you would do as the Healthcare manager to ensure you were meeting standards? **Minimum 500 words
Week 11 Monday
Chapter 12 Topic: Patient Issues & Ethics Patient Issues Application
Due: Discussion Forum: *Describe your experience as a patient (or family member) in a health care facility. *What ethical principles were honored or violated? *How do you measure if a patient had a good experience and how would you determine how ethics played into the
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Date
Lesson
care? *Minimum 500 words
Due Date
Week 12 Monday
Chapter 13
Topic: Moral Integrity Ethics
Due: Discussion Forum: * Read each of the 10 challenges that are presented at the end of the chapter (pg 280) * Select3 of these challenges and test your moral integrity * Discuss the main ethical issues and the process you used to arrive at a solution. **Minimum 500 words
Week 13 Monday
Chapter 14 Topic: Code of Ethics Professional Code of Ethics
Due: Sunday Final Paper No Discussion Forum Due
Week 14 Monday
Chapter 15 Topic: Practicing Ethically
Due: Discussion Forum, work to continue your Journal due 4/30/2015
Week 15 Monday
Week 15
Final Exam Date TBA
Chapter 16 Topic: Ethics Challenges
Ethic Health Assessment Due Research paper due