Film wk 1

Facilitator Availability

Instructor Policies

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HUM 150 Introduction to Film Studies

I am available from 10 a.m.-8 p.m. Pacific Standard Time every day except Sundays. If these times are not convenient for you, please let me know. I will be happy to accommodate your schedule, if possible. I provide you with these times to make it easier to communicate with me, and not to limit our contact.
I want you to know that, should you need to contact me outside these time frames, you should not hesitate to do so.

For emergencies, when you are not able to gain access to messages in the classroom, please send a message to my personal email address. In the event a third party needs to contact me, please direct them to my contact information listed under "facilitator information." No third party should use your login credentials to gain access to the classroom.

Late Assignments

Late assignments receive a 10% deduction for each day they are late if assignments are not posted by 11:59 p.m. M.S.T. on the day they are due. Assignments more than 4 days late will not be accepted. Technological issues are not considered valid grounds for late assignment submission. In the event of a University of Phoenix server or classroom outage, students should submit assignments to the instructor via email to demonstrate timely submission and when systems are restored, submit those assignments according to syllabus instructions. Unless an Incomplete grade has been granted, learner assignments submitted after the last day of class will not be accepted.

Learning Teams

Learning Teams are not required for this particular course.

Student Code of Academic Integrity

Please see the Academic Policies for information.

APA Format and Requirements

American Psychological Association (APA) format is required for all individual and team papers. The University of Phoenix provides support services to assist students with APA formatting at the Center for Writing Excellence and through the use of tutoring. However, it is the student’s responsibility to make sure all papers are properly formatted. Spelling counts. All assignments completed at home are meant to be individual efforts. It is assumed that students will perform professionally in preparing work for class. For help with APA go to Campus, Library, Center for Writing Excellence. Go to Tutorials and Guides. APA samples are provided to assist you, especially the Sample Paper. All text taken from reference sources

must be properly quoted, cited, and referenced. Quoted material is limited to a maximum of 15% of the total text. Outside material included in assignments is grounds for an automatic zero score.

Written Work

Work submitted for evaluation should be the student’s best effort, show familiarity with the course objectives, and demonstrate mastery of the concepts and theory presented by use of examples and expression of practical applications of the theory and concepts written into each assignment. As a comparative practical example, you should assume the work you present for grading will be judged and evaluated as if submitted to your supervisor and the results of the evaluation had the potential to impact your continued employment, salary level, or promotion within your organization. Final grades are determined by a student’s demonstrated level of achievement of the course learning objectives not merely on effort, participation, and/or attendance. All submitted work will be graded on relevance, comprehensiveness, specificity, clarity, analytical skills, and writing skills. Students should submit all written work to the WritePoint program in the Center for Writing Excellence and make corrections before submission of the assignment.

Private Messaging

Students are expected to respond to private Instructor communication(s) within 24-48 hours. Instructor communication(s) may be found in Private Messaging, and also in the Assignment Files tab.

Academic Resources

Resources in this class are restricted to the University of Phoenix resources available through the University of Phoenix website (the textbook itself and the Electronic Reserve Readings and videos), the materials from the University of Phoenix Library, the assigned films, and any instructor handouts. Assignments will be assessed based on this expectation. Any submitted work with information from a source outside of these accepted sources is subject to an automatic zero. In the instance of use of images, pictures and other pertinent graphics are welcome as long as they are not copyrighted and are cited according to appropriate level APA guidelines and expectations. Free websites like https://creativecommons.org/ and https://pixabay.com/ are permissible. Coursework in this class must uphold the high standards of academic integrity established by the University of Phoenix.

Grading Scale

Grade Definitions and Criteria
The University of Phoenix has established the following grading guidelines and grading system:
A: Clearly stands out as an excellent performer. Has unusually sharp insight into material and initiates thoughtful questions. Sees many sides of an issue. Articulates well and writes logically and clearly. Integrates ideas previously learned from this and other disciplines. Anticipates next steps in progression of ideas. The “A” student is an example for others to follow.

B: Grasps subject matter at a level considered to be good to very good. Participates actively in class discussion. Writes well. In local campus environments, speaks well. Accomplishes more than the minimum requirements. Produces high quality work. “B” work indicates a high quality of performance and is given in recognition for solid work.

Grade

A

A-

B+

B

B-

C+

C

C-

D+

D

D-

F

Percentage

95+

90-94

87-89

84-86

80-83

77-79

74-76

70-73

67-69

64-66

60-63

<60

C: Demonstrates a satisfactory comprehension of the subject matter. Accomplishes only the minimum requirements and displays little or no initiative. Communicates orally (local campus environments) and in writing at an acceptable level for a college student. Has an acceptable understanding of all basic concepts. A student receiving a “C” has met the requirements, including deadlines, of the course.

D: Quality and quantity of work is below average and barely acceptable. F: Quality and quantity of work is unacceptable.
University of Phoenix 2014-2015 Faculty Handbook
Participation Grading

PLEASE SEE THE SUBSTANTIVE POSTS DOCUMENT FOR INFORMATION. For full participation credit during participation weeks, you are required to contribute a total of eight substantive messages each week in the classroom. The eight messages must occur on at least three different days during the online week to earn full credit. On each of those three days, you must interact with at least 3 of your fellow classmates.

If substantive messages are posted on only two days, you are eligible for only 2/3 credit. If substantive messages are posted on only one day, you are eligible for only 1/3 credit.

For more detailed information concerning post expectations, please see the additional document A Note About Substantive Participation. Each student will be held to the standards in this document.

Participation

Some of the characteristics of effective class participation are: Are the student’s points made relevant to the discussion in terms of increasing everyone’s understanding, or is he or she merely regurgitating course content? Do student comments take into consideration the ideas offered by others earlier in the class, or are the points isolated and disjointed? The best contributions to class discussions are those that reflect not only excellent preparation, but also good listening, interpretative, and integrative skills as well. Do student comments show evidence of a thorough reading and analysis of course content? Does the student distinguish between facts, opinions, assumptions, and inferences? Does the student demonstrate an open mind and a willingness to test new ideas and challenge his or her own conclusions?

Satisfactory Contributor: The student contributions in the classroom help clarify information, and provide added value to the class discussion. Questions asked and comments made are substantive and helpful, and assist in the learning process.
Unsatisfactory Contributor: Contribution in class reflects inadequate or nonexistent preparation. Ideas offered are seldom substantive; they provide few, if any, insights; and, the ideas rarely provide a constructive direction for the class discussion. Integrative comments and effective arguments are completely absent. Class contributions are, at best, efforts to make isolated, obvious, or confusing points.

STUDENT END-OF-COURSE SURVEYS (SEOCS)

During the last week of your class, please take the opportunity to share with us your opinions of the course, curriculum, and university services by filling out a Student End-of-Course Survey. This will be available to you via the Alert notice on the student Web page, starting on the first day of the final week of class. Please note that the survey may not be available after the last day of class.