Research paper
keerthi111
BA634Syllabus.pdf
May 14, 2018 through August 18, 2018 BA634 1
BA 634 – Current & Emerging Technologies
Instructor Information
Name:
Email: Office Hours:
Dr. Ehi Aimiuwu
ONLINE
Office Location: Online Access
Telephone: N/A
Preferred method of contact: Email; Expect response within 48 hours.
Course Information
Course Number: BA 634
Course Name:
Credits:
Format:
Prerequisites:
Current & Emerging Technologies
Semester 3 credit hours
Hybrid
None
Course Description:
This course focuses on the tools and skills needed to evaluate the acceptance and adoption of technology within various types of organizational cultures. The course will show how emerging technologies are identified, how they evolve, and the factors that may encourage or stifle their growth. Students will demonstrate the ability to make sound judgments regarding the selection, adoption, implementation, and evaluation of technologies as they relate to organizational culture, strateg y, and objective.
Course Objectives & Learning Outcomes
Upon successful completion of the course, student will demonstrate his/her ability to:
* Compose comprehensive definition of “emerging technologies”. * Summarize, with a high level of understanding, key terminology common to management trends,
principles and practices common to contemporary technology-intensive organizations. * Analyze, compare and assess current and future management models utilized in
contemporary emerging technology-intensive organizations. Explain how to avoid the pitfalls of emerging technology.
* Create an original analytical research report that complies with the course writing
guides and the APA Publication Manual, 6th Edition
May 14, 2018 through August 18, 2018 BA634 2
Course Requirements
Students are expected to correctly use word processing software (MS Word or Adobe Acrobat), presentation software (MS PowerPoint), as well as access CU eMail, properly utilize Moodle (including discussion forums, quizzes / assignments, exams, etc.). Google Docs and other technological tools may be used to enhance the content experience of this course. Please refer to the CU Distance Education Help Desk for additional instructions, when necessary.
Books: * Technology In Action, Complete, 14/E. Alan Evans, Kendall Martin, MaryAnne Poatsys, Pearson Inc., 2016. ISBN 978-0134608228.
Books: * Wharton Managing Emerging Technologies. Edited by: George S. Day, Paul J. H. Schoemaker and Robert E. Gunther. John W iley and Sons, Inc., 2000. ISBN 0-471-36121-6.
* http://campbellsville.bncollege.com/webapp/wcs/stores/servlet/BNCBHomePage? storeId=42563 &catalogId=10001&langId=-1.
Books: The Future of Technology Management and the Business Environment: Lessons on Innovation, Disruption, and Strategy Execution, Author: Alfred A. Marcus 1st Edition, 2010. ISBN: 10:0133996131.
Online Resources: https://owl.english.purdue.edu/owl/resource/679/01/
Online Resources: The Association of Technology, Management, and Applied Engineering www.atmae.org
Responsibilities of the Online Student
The following items apply to the student in hybrid and online degree programs or individual hybrid and online course. The student is responsible for:
1. Having consistent and easy access to a personal computer (W indows or Mac) with a
reliable high-speed Internet connection. 2. Gaining access to online courses in the learning management system (LMS). 3. Acquiring all course materials (textbooks, software, etc.) in a timely manner. 4. Knowing and abiding by all applicable policies and procedures as prescribed in the
Bulletin-Catalog, Online Student Handbook and individual course syllabi. 5. Acquiring and maintaining the knowledge base needed to operate successfully in an
hybrid/online program/course. 6. Communicating to and from the instructor via the LMS and the CU student e-mail address. 7. Accessing the online course regularly and complete course activities on time regardless
of equipment/technology problems. Students should log into their course once a day. 8. Observing deadlines as stated on the academic calendar and in individual course syllabi. 9. Communicating hardships with the advisor and instructor(s) immediately. 10. Paying the online technology fee, as applicable.
A more detailed explanation of policies and procedures governing online courses and degrees is provided in the Online Student Handbook.
Computer Literacy
Required Materials
Suggested Materials (Optional)
May 14, 2018 through August 18, 2018 BA634 3
What to Expect from an Online Course
Hybrid and online course will require significantly more time than a traditional face-to-face course . The undergraduate student should allow five – eight hours a week to complete all activities prescribed for the week/unit. The graduate student should allow twelve – fifteen hours a week to complete all activities. It is the student’s responsibility to login and check for announcements, emails, new discussion postings, assignments or assessments that have been released and complete the work within the allotted time as specified in class syllabus. Students should not wait until the last minute to submit assignments or take exams. Technical glitches are a very real possibility. If something does happen while taking an assessment or trying to submit assignments, students should notify the instructor immediately as well as IT Technical Support.
What You Can Expect from your Instructor
You can expect that I will:
• Hold each student to a high standard of academic performance. • Challenge student intellectually. • Provide constructive feedback on learning activities. • Log on to the course daily.
• Be responsive to requests for help.
o Please allow 24-48 hours to respond to emails.
o Refer students to other sources when additional help is needed.
Class Attendance / Participation
Participation is essential to the success of the student activities and their subsequent grade. Positive, clear, and ethical contributions to class discussions at the initial cluster meetings and within discussion forums. Students are expected to use the discussion tool for quality discussions on Current Emerging Technologies via valid topic posts within the designated course topics. The discussion forum enable student activity, specifically related to this course, must include scholarly contributions that are accurately supported by the literature (use correct citations and references). All contributions must use proper English grammar, form, and style. I will monitor postings and will participate when appropriate. As stated in the Campbellsville University catalog, all students are expected to attend the three days of the hybrid class. To be counted present, a student in hybrid or online courses must log-in to their course in the LMS (Moodle) at least once a day and complete those activities as prescribed by the instructor in the syllabus. When the prescribed amount of inactivity has passed or the prescribed number of assignments have been missed (or any combination thereof), the instructor will issue the grade of “WA” This grade, representing administrative withdrawal, acts as the grade of “F” in the GPA calculation.
Revolving Technical Issues
Contact the helpdesk if you have a technical problem accessing the course.
Problems logging into Moodle – Contact the CU Distance Education Help Desk at (270) 789-5355. Other technical problems within Moodle – Contact the 24/7 Help Center at 800-985-9781 or 24/7 Help Center.
May 14, 2018 through August 18, 2018 BA634 4
Save and submit all your work in the appropriate area of Moodle. Please save your files using the convention LAST NAME, FIRST INITIAL, COURSE ABBREVIATION, SEMESTER AND YEAR, AND ACTIVITY NAME and NUMBER.
Example: Smith,C, BA634,October 2017,Quiz1
Expect to spend approximately 12-15 hours per week for graduate courses. The student should spend approximately 3-4 hours online each week (reading and responding to others) and 8-11 graduate hours off-line (reading and completing written learning activities). Make sure to reserve enough time to submit work that represents the best of your abilities and that has been completed without collaboration with other students. Collaboration without instructor knowledge/permission is considered academic dishonesty and can result in a failing grade for the course.
Deadlines are an unavoidable part of being a professional; this course is no exception. Be sure to avoid any inclination to procrastinate. To encourage student to stay on schedule, due dates have been established for each learning activity. The late submission policy is as follows: 10% of the total points will be deducted after the first day the learning activity is late; there will be an additional 20% penalty for each additional day late; no assignments being accepted after 6 days. At this point the assigned grade will be a zero.
It is student responsibility to ensure the learning activities are uploaded into Moodle properly and on-time. After the learning activity has been upload student should return to Moodle to ensure the learning activity has been properly uploaded. It is also student responsibility to allow enough time so that if there is an issue with the upload or a technology glitch, the student will have time to properly upload the learning activity before the due date.
The quality of a student’s academic work is indicated by letter grades on a quality point system that determines the grade point average on the 4.0 scale. An explanation of the grades used, the scale, and how grades are calculated follow:
Letter Grade Definition Quality Points per
Semester Hour
A Excellent 4
B Good 3
C Average--only two “C” grades allowed in
graduate program; must maintain at least a 3.0
overall GPA
2
Submitted W ork Naming Convention
Time Management and Late Activities
Grading System
May 14, 2018 through August 18, 2018 BA634 5
D Not Passing Grade for graduate
1
F Failure 0
I Incomplete 0
W Withdraw 0
W A Withdraw – Absence 0
X Final Exam Missed 0
Evaluation of Learning Activities
Please note: Course weeks are from Monday through Saturday. Unless otherwise noted, all learning activities are due before Saturday by 11 pm Eastern Standard Time (EST) during the week listed and should be posted to Moodle. No email or hardcopy submission will be accepted.
Active participation is a must in this course. Each student will be required to respond to the both discussion forums and also make scholarly comments (a minimum of 3) on the responses of other student postings.
A running dialog about course topics will be maintained via the Moodle discussion forums. It is expected that each student will fully participate in the online discussions. This means posting your own thoughts about the topic and properly cited as appropriate, commenting on other student's ideas, and responding to questions about your own postings. Class participation points will be based on the quality of the respective postings. While it is relatively easy to post numerous, non- substantive comments, it takes more thought and effort to post intelligent, meaningful comments that move the discussion forward. Examples of a meaningful post tends to:
• Provide concrete examples, perhaps from your own experience or cited from the reading Identify consequences, implications, or challenge that support something that has been posted.
• Pose a related question or issue suggesting an alternative perspective or interpretation.
• Add the related information from sources using proper APA citation – journals, conference proceedings, books, articles, websites, courses, etc.
Your time commitment to the two discussions forums will be critical to your success as a learner, as well as to the success of the course. Because ongoing participation in the discussion forums are expected, grade points will be assigned to each discussion forum activities.
Timeline for Submission
Discussions / Forum
May 14, 2018 through August 18, 2018 BA634 6
1. There are two (2) discussion topics.
2. A total of 100 points (20% of the course grade) can be earned in this type of assignment.
3. The purpose of the discussion forum is to engage students in the knowledge sharing process. Each student is required to: 1 Initiating at least 2 quality major topics of the forum; and 2) actively participating throughout the period of the forum with at least 3
quality engagement postings (responses to other student threads).
4. All contributions must be made in the applicable discussion forum area in Blackboard.
5. All contributions must be made during the specified time period for the topic. Contributions made before or after the specified period will not be accepted. Student participation is
defined as providing a scholarly entry in the discussion board at a rate of once every 72
hours from the inception of the forum. 6. The primary goal for the discussion forum assignment is to simulate the free sharing of
ideas among peers that is typically experienced in graduate courses delivered in the more
traditional, face-to-face environment. Evaluating a student's performance on the assignment is not, therefore, very concrete. There are a number of factors that impact the
quality of a student's participation. The content of the contributions is, of course, one
rather obvious factor, but the context in which the contributions have been made is equally important. In evaluating performance on this assignment, the following factors will be
considered:
a. Add value to the content of the discussion by posting well-written, on-topic contributions.
b. Share resources with others by providing support for you contributions in the form
of citations from the literature. c. Promote peer-to-peer discourse by:
i. Initiating at least 2 quality major topics of the Forum.
ii. Actively participating throughout the period of the forum with at least 3 quality engagement postings (responses to other student threads).
iii. Respond to postings of others in a timely manner (within 72 hours).
iv. Each contribution (topic and thread) are expected to be though provoking and scholarly (i.e. "While a database is sometimes consider to consist of a
large single site repository, researchers have suggested..." and not simply (i.e. "Oracle is the best", "Yes, I agree" or
"Thanks for ..."). d. Note: There really is no way to quantify the relative weightings of the above
listed factors. The grade on this assignment is based upon the overall quality
of your participation, as described by the synthesis of the factors listed
above (peer-to-peer).
7. As a graduate student you are expected to be proficient in the use of the English
Language. Errors in grammar, spelling, or syntax will affect your grade. As your professor, I will not provide remedial help for writing problems. If you are unable to write clearly and
correctly, I urge you to contact the CU Writing Center for remedial help. 8. Plagiarism will result in a grade of zero for the offending Discussion Forum. The
department chairperson will be notified of the violation. Additional CU penalties may be
applicable. 9. Refer to the course schedule for specific topics as well as starting and ending dates for
each of the discussion forums. 10. A separate discussion forum "Ask the Professor" is established to allow students to
post sharable class material related questions. Using this forum will allow all students to
review previously asked questions along with their respective answers.
Details of the Discussion Forums
October 23, 2017 through March 16, 2018 BA634 8
WORKING DEFINITION: Emerging Technologies are ones that arise from converging technologies that create new efficiencies; arise from new knowledge or the innovative application of existing knowledge; lead to the rapid development of new capabilities; are projected to have significant systemic and long-lasting economic, social and political impacts; create new opportunities for and challenges to addressing global issues; and have the potential to disrupt or create entire industries.
In today’s business environment, companies find themselves working with reduced resources while they are expected to do more with those limited funds and at the same time they are also expected to increase company profits. With limited funds to invest in new and innovative technologies that would have an impact on the company’s bottom line, the process of determining technologies that would add value to the company and the management of those technologies is critical. The overriding objective of this course is threefold:
1. First is to understand the processes that may be used to evaluate and assess new
technologies that would be beneficial to the company’s employees, management, products/services, customer service and satisfaction and to the stockholders.
2. Second is to have an understanding and application knowledge of the new and changing principles and practices of managing technology-intensive organizations in an ever mutating global economy and marketplace.
3. Third is to understanding the changing relationships between the company and the workforce and the evolving operational models that may/will define the worker- company relationship in the future.
Students are advised to begin work on your major research paper as early as possible.
Multiple choice, fill-in, true/false, and essay questions will be posted in the assigned Quiz area of Moodle. Assignments will usually be due on a weekly basis (see Course
Schedule). The average of the Quiz assignments will be use to determine student final
grade. Twenty percent (20%) of this average of the Quiz grades will be used to form the student grade. Each weekly quiz will consist of two parts: Part 1 relates to the
"Technology In Action" (~50 points); Part 2 relates to the "Wharton Managing Emerging
Technologies" textbook (~50 points).
Midterm and Final Exams
A Moodle Midterm and Final Exam will be posted. The exams will be based on the
assigned textbooks, quizzes, and collaborative discussion forums. A student may only take each exam once. Each exam will be timed and will end at a predetermined time interval.
Each student will receive a different set of questions that will be randomized for each
exam. Twenty percent (20%) of the Midterm Exam will be used to form the student grade. Twenty percent (20%) of Final Exam will be used to form the student grade.
Graded Assignments
Quizzes / Assignments
October 23, 2017 through March 16, 2018 BA634 9
The research report must include materials found in at least 2 chapters of the assigned Wharton textbook. The research report must be based on your reading of the assigned textbooks and literature research (peer reviewed journals and conference proceedings, etc.). Write an original research report consisting of one of the following topic areas: 1) Virtual Organizations, 2) Network Organizations, 3) Spin-out Organizations, 4) Ambidextrous Organizations, 5) Front-Back Organizations, 6) Sense and Response Organizations.
Your research report topic area is to include a comparative analysis of at least 4 organizations
that have either succeeded or failed. Success and failure should be measured according to factors that you establish and reasonably supported by the literature.
NOTE: NO ARTICLE PUBLISHED ON THE INTERNET THAT IS NOT DIRECTLY CONNECTED TO AN ESTABLISHED PEER-REVIEW ED PROFESSIONAL CONFERENCE, JOURNAL OR MAGAZINE IS ACCEPTABLE AS A CITED REFERENCE SOURCE. Your Paper is to have a title page, introduction, well defined literature review (body), findings, Conclusion, and reference pages. The paper must be at least 2,500 words.
Always keep in mind the intended reader(s) of your research paper when developing and writing your paper. The reader must receive value from your research and what you write. Utilize graphs, charts, tables or figures if it enhances the point(s) you are making. Plagiarism will be checked and if found, will result in a zero grade for the Research Report
Your research paper must be written at the graduate level and should demonstrate a high degree of understanding of the topic being discussed. These assignment will be worth 100 points and will constitute 20% of student grade.
Assignment Percent
Research Paper 20%
Midterm Exam 20%
Final Exam 20%
10 Quizzes (averaged) 20%
2 Discussion Forums / Participation (averaged) 20%
Total 100%
The following criteria will be used to determine the letter grade you receive.
Grade A B C D F
Percentage 90-100% 80-89% 70-79% 60-69% 50-59%
Major Research Paper
Grading:
Course Schedule (Starting 05/14/2018; Ending 08/18/2018)
Residency dates 06/08, 06/09, and 06/10
The course will be structured into weekly modules. Weeks will run from 12:01 am Eastern Standard Time (EST) Monday to 11 pm EST Saturday.
As the instructor of this course, I reserve the right to make adjustments to the schedule.
Start Date
Research
Project
Quiz /
Chapter
Number
Topic Learning Activity
5/14 Start
Working on
Research
paper
1/1
Due Date:
On Moodle
TIA_Chapter 1 Using
Technology to Change the
World
WAR - Chapter 1
Read Assigned TIA Chapter
Contribute to Discussion Forum
Continue Research Project
Quiz #1
5/21 Continue
Working on
Research
paper
2/2
Due Date: On Moodle
TIA_Chapter 2 Looking at
Computers: Understanding the
Parts
WAR - Chapter 2
Read Assigned TIA Chapter
Contribute to Discussion
Continue Research Project
Quiz #2
5/28 Continue
Working on
Research
paper
3/3
Due Date: On Moodle
TIA_Chapter 3 Using the
Internet: Making the Most of
the Web’s Resources
WAR - Chapter 3
Read Assigned TIA Chapter
Contribute to Discussion
Forum
Continue Research Project
Quiz #3
6/4 Continue
Working on
Research
paper
4/4
Due Date: On Moodle
TIA_Chapter 4 Application
Software: Programs That Let
You Work and Play
WAR - Chapter 4
Read Assigned TIA Chapter
Contribute to Discussion
Continue Research Project
Quiz #4
6/11 Forum 1
Closed
5/5
Due Date: On Moodle
TIA_Chapter 6 System
Software: The Operating
System, Utility Programs, and
File Management
WAR - Chapter 5
Read Assigned TIA Chapter
Contribute to Discussion
Forum
Continue Research Project
Quiz #5
6/18 Forum 2
Open
6/7
Due Date:
On Moodle
TIA_Chapter 6 Understanding
and Assessing Hardware:
Evaluating Your System
WAR - Chapter 6
Read Assigned TIA Chapter
Discussion Forum 2 Open
Continue Research Project
Project Quiz #6
Study for Midterm Exam
6/25 Forum 2
Week 2
Continue
Working on
Research
paper
Due Date:
On Moodle
Midterm Exam Midterm Exam
7/2 Forum 2
Week 3
Continue
Working on
Research
paper
7/8
Due Date: On Moodle
TIA_Chapter 7 Networking:
Connecting Computing
Devices
WAR - Chapter 7
Read Assigned TIA Chapter
Contribute Discussion Forum
Continue Research Project
Quiz #7
7/9 Forum 2
Week 4
Continue
Working on
Research
paper
8/9
Due Date:
On Moodle
TIA_Chapter 8 Managing a
Digital Lifestyle: Media and
Ethics
WAR - Chapter 8
Read Assigned TIA Chapter
Contribute Discussion Forum
Continue Research Project
Quiz #8
7/16 Forum 2
Week 5
Continue
Working on
Research
paper
9/10
Due Date:
On Moodle
TIA_Chapter 9 Securing Your
System: Protecting Your
Digital Data and Devices
WAR - Chapter 9
Read Assigned TIA Chapter
Contribute Discussion Forum
Continue Research Project
Quiz #9
7/23 Submit Final
Research
Paper
Submit Final
Research
Paper
Due Date:
On Moodle
Research Report Due Research Report Due
Contribute Discussion Forum
7/30 Forum 2
Closed
Forum 2
Closed 10/11
Due Date:
On Moodle
TIA_Chapter 10 Behind the
Scenes: Software
Programming
WAR - Chapter 10
Read Assigned TIA Chapter
Discussion Forum 2 Closes
Quiz #10
8/6 10/11
Due Date:
On Moodle
TIA_Chapter 11 Behind the
Scenes: Databases and
Information Systems
WAR - Chapter 10
Read Assigned TIA Chapter
Quiz #10
8/13 Final Exam
Final
Exam
Due Date:
On Moodle
Final Exam Final Exam
October 23, 2017 through March 16, 2018 BA634 12
University Policies
A student attends Campbellsville University voluntarily and is expected, for the sake of the community, to conduct himself or herself with a high standard of personal behavior. While we realize that it is impossible to create an academic community whose behavioral norms will be acceptable to every person, we believe that it is important to identify the ways in which individual and community concerns can be harmoniously balanced. Personal and communal values must be formed by specific behavioral expectations (rules and regulations). Campbellsville University has defined the values, behavioral expectations, rights and responsibilities that we feel will create an environment in which students can grow spiritually, morally, and intellectually. Of course, a student whose conduct violates stated behavioral expectations faces specific disciplinary sanctions. Behavioral expectations are clustered around the following individual and community values: worth of the individual, self-discipline, academic integrity, property and the environment, and respect for authority.
All students are expected to know and to follow Campbellsville University policy and procedures that govern the entire college student experience (from admission to graduation) as set forth in admissions materials, the CU Bulletin-Catalog, the CU Student Handbook, and other printed/published materials. This includes a unique form of behavior in online courses called “netiquette.”
"Netiquette" stands for "Internet etiquette", and refers to the set of practices which help make the Internet experience pleasant for everyone. Like other forms of etiquette, netiquette is primarily concerned with matters of courtesy in communications. The following sections provide more information.
General Netiquette for Email, Discussion Boards and Chat Rooms
Check spelling, grammar, and punctuation before sending your words over the Internet. Chatting and posting are more like speaking, but they are still academic when done for a course. Abbreviated writing that might be appropriate when text messaging might NOT be appropriate in an email. Also, avoid using all lower case words. Clear writing is a form of common courtesy and good manners. Write so that the recipient will not attribute unintended nonverbal meanings into the verbal message. Being online will not allow you to use non-verbal cues that are common in face-to-face discussion (i.e. tone of voice, winks, and facial expressions). Sarcasm or jokes could be misunderstood. Use your common sense and avoid saying things that MIGHT be offensive to others. Emoticons are sometimes acceptable, but if others do not know what they mean, they become useless. Better to use straightforward language. In a formal setting, text-message acronyms should not be used at all (i.e., LOL or AFAIK). And remember, ALL CAPS is often perceived as SHOUTING! Think about email, chatting, and posting in the same way as making a verbal comment in a classroom. Any words you post can be made public! When in doubt, leave it out. Decorum is crucial in any online correspondence. If you attach documents or photos, be sure they follow the standards of respectful classroom behavior.
Student Behavioral
Student Conduct / Netiquette
October 23, 2017 through March 16, 2018 BA634 13
W hen sending attachments, be sure they can be opened by the recipient of the email (e.g., W ord, Excel, PowerPoint, Adobe).
Specific Netiquette for Various Communication Tools
Email Netiquette for Academic Purposes
Always use your CU email account for official or class-related business. Always provide the purpose of the email in the subject line. Use an appropriate salutation or greeting to begin an email. “Hey, Dude!” may be an appropriate greeting for a friend, but it is not the type of respectful salutation that you should use when emailing a professor. Professors and staff should be addressed with appropriate title: Dr., Professor, Mr./Mrs./Ms., President, Vice President, etc. Conclude your message with complete identification and contact information at the bottom of the email. Be brief. Separate ideas into clear, concise paragraphs with spaces in between; do not write one long paragraph containing diverse points and information. Do not address several issues in one email; limit emails to one, two, or three related points on the topic in your subject line. Use distribution lists sparingly, preferring the Notice Board when there is a mass email to the entire campus community. Double check the “To” line in your replies to make sure that the email goes to the right party. Avoid “Replying to All” when you do not mean to. When appropriate, use the “Options” icon in Outlook to mark messages as personal, private, or urgent or to request that the message has been received or read. When you receive an email, reply within 48 hours, excluding weekends or holidays. Set auto response in “Option” to “Out of Office” if away for an extended time period.
Discussion Board and Forum Netiquette for Academic Purposes
Pay attention to the discussion question posed by the instructor and answer the question in your posting. Label your posting appropriately to fit your message; an automatic reply keeps the instructor and class from looking down the list to find your message quickly. For example, if you’re posting your speech topic for approval, could you find your group members’ postings out of a list of 30 subject lines that say “Re: Speech Topic”? Respond to other student postings; after all, this is a discussion that is occurring in an on- line format. To engage in the discussion, read other postings and respond to them directly. If other students reply to your posting, respond to their questions or comments. As you would in a face-to-face conversation, acknowledge the person speaking to you. If you don’t have anything substantial or constructive to say for your reply, please do not reply. Responses like “that’s nice” do not keep the discussion going. For long responses, attach a document and type a message in the discussion box indicating what is in the attachment.
October 23, 2017 through March 16, 2018 BA634 14
Students who choose to violate these policies are subject to disciplinary action which could include denial of access to courses, suspension, and expulsion.
Each person has the privilege and responsibility to develop one’s learning abilities, knowledge base, and practical skills. We value behavior that leads a student to take credit for one’s own academic accomplishments and to give credit to other’s contributions to one’s course work. These values can be violated by academic dishonesty and fraud.
Academic honesty is essential to the maintenance of an environment where teaching and learning take place. It is also the foundation upon which students build personal integrity and establish standards of personal behavior. Campbellsville University expects and encourages all students to contribute to such an environment by observing the principles of academic honesty outlined in the Bulletin Catalog and the Online Student Handbook.
Campbellsville University and its faculty are committed to assuring a safe and productive educational environment for all students. In order to meet this commitment and to comply with Title IX of the Education Amendments of 1972 and guidance from the Office for Civil Rights, the University requires all responsible employees, which includes faculty members, to report incidents of sexual misconduct shared by students to the University’s Title IX Coordinator. Please contact the Title IX Coordinator, Terry VanMeter, at 270-789-5016 or [email protected].
Terry VanMeter 1 University Drive UPO Box 944 Administration Office 8A Campbellsville, Kentucky 42718
Information regarding the reporting of sexual violence and the resources that are available to victims of sexual violence is set forth at: www.campbellsville.edu/titleIX.
No qualified individual with a documented disability shall be excluded from participation in, denied benefits of, or otherwise subjected to discrimination in any of Campbellsville University’s programs, courses, services and/or activities in compliance with the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. Requests for reasonable accommodations in programs, courses, services and/or activities requires current (i.e. within three years) documentation of the disability after acceptance to the University and before registration.
Campbellsville University is committed to reasonable accommodations for students who have documented physical and learning disabilities, as well as medical and emotional conditions. If a student has a documented disability or condition of this nature, he or she may be eligible for disability services. Documentation must be from a licensed professional and current in terms of assessment (within the last 3 years). Please contact the Coordinator of Disability Services, Teresa Elmore, at (270) 789-5192 [email protected] or Ashley Abner at (270) 789-5450 [email protected] to inquire about services.
Academic Integrity
Title IX
Americans with Disabilities Act
October 23, 2017 through March 16, 2018 BA634 15
Verification of Disability
The Coordinator of Disability Services will ask for documentation to verify the disability, and if appropriate, will cooperate with instructors and Academic Support services to facilitate and track accommodations and services.
No accommodation will be provided without documentation. In addition, Campbellsville University will be unable to provide accommodations in the classroom if the student does not give permission to notify faculty that accommodations are needed. Information regarding a student’s disability is considered confidential. Information will not be released to anyone without the express written permission of the student.
Reasonable Accommodations:
Accommodations are provided on an individual basis. Accommodations are provided to support the educational development of students with disabilities.
In addition to the academic support services available to all Campbellsville University students, some examples of reasonable accommodations include extended time for tests, administration of oral test, note-taking assistance, and use of assistive devices such as calculators or computers.
Disability Services
Within the office of Career Services, accommodations are provided for students with disabilities. Helping remove barriers is the goal of Disability Services. Students who have a documented physical, psychological, emotional, and/or learning disability can work with Career Services to receive necessary accommodations. Students who want to inquire about required documentation and possible accommodations may contact the office of Career Services by calling (270) 785-5192 or emailing Teresa Elmore [email protected] or Ashley Abner at [email protected].
The @campbellsville.edu extension will be considered the official e-mail address for writing and forwarding electronic correspondence.
A student may appeal the fairness of any academic action or register a complaint, including a course grade, to the Academic Council following consultation with his/her advisor, the professor, and the appropriate department chair and/or the dean. Such an appeal must be submitted in writing to the vice president for academic affairs by end of the regular semester after the semester in which the action was taken. The Academic Council will then determine whether a hearing is necessary. The decision of the Academic Council is final. Student complaints other than appeals for course grades should be submitted in writing to the vice president for academic affairs. W hen the complaint is against the vice president for academic affairs, it should be submitted in writing to the president of the University.
Official Email
Academic Appeal and Complaint Process
October 23, 2017 through March 16, 2018 BA634 16
MISSION STATEMENT
Campbellsville University
Campbellsville University is a comprehensive, Christian institution that offers pre-professional, undergraduate and graduate programs. The University is dedicated to academic excellence solidly grounded in the liberal arts that fosters personal growth, integrity and professional preparation within a caring environment. The University prepares students as Christian servant leaders for life-long learning, continued scholarship, and active participation in a diverse, global society.
CORE VALUES
• To foster academic excellence through pre-professional certificates, associates, baccalaureate, masters, and doctoral programs through traditional, technical and online systems
• To provide an environment conducive for student success.
• To uphold the dignity of all persons and value diverse perspectives within a Christ- centered community To model servant leadership through effective stewardship of resources
MISSION STATEMENT OF THE CENTER FOR DISTANCE EDUCATION AT CAMPBELLSVILLE UNIVERSITY
Campbellsville University, in support of its mission, strives to meet the needs of all students including those who may be unable to participate in the traditional university environment. Greater flexibility in scheduling provided by distance education courses allows CU to draw from a pool of students from all areas of society. These courses provide students with the education and tools that they need to reach their goals, whether these goals are professional or personal. Distance education provides an understanding level of education to everyone by removing the traditional barriers of time and place.
