Source Criticism
Michelle_Michy
HIST1558Summer20197A1.docx
Living History of Hawai‘i
HIST 1558
Section OA
CRN 1916
MCP Summer 2019 (May 13 – Jun 30)
Welcome to this course on the history of Hawai‘i. This online course will introduce you to the events that helped shape these Islands into what they are today.
|
Instructor |
Jerome A. Nicolas, MA, MLISc |
|
|
Through the email built into the Blackboard course (primary), if the system is down use this alternate email: [email protected] (secondary). |
|
Office Phone |
(808) 544-0867 |
|
Office Hours |
By Appointment |
|
Meeting Times | |
|
Required Reading |
Shoal of Time by Gavin Daws ISBN: 9780824803247
A Military History of Sovereign Hawai‘i. by Neil Dukas ISBN: 9781566476362
Nation Within: The History of the American Occupation of Hawai‘i. by Tom Coffman ISBN: 9780822361978 https://ebookcentral.proquest.com/lib/hpu-ebooks/detail.action?docID=4603289#
|
|
Bookstore |
Books are available online at the HPU Bookstore website at www.hpu.bncollege.com . Books for MCP courses can also be obtained at the Downtown Campus Bookstore. Rentals and eBooks are available for many courses. The HPU Bookstore can be contacted at 808.544.0290 or [email protected] if you have any questions.
|
|
Other |
Speakers or headphones for your computer to play the audio enhanced PowerPoint Lesson is recommended (MS PowerPoint is not required). |
Additional Required Readings, Video, and like resources that are not listed in the syllabus will be made available via Blackboard.
Additional Resources:
Free online tutoring assistance is available for this class via SmartThinking online tutoring services. You may access these services by going to the “Resources” tab in HPU Pipeline
http://campus.hpu.edu/ and clicking the “Online Tutoring Services” link.
If you need to do external research for this course you should use HPU Library Resources available directly on the Blackboard login page or at the Library’s website: https://www.hpu.edu/library. You can locate the databases by going to the “Resource” box and selecting “Databases.” Examples of the type of databases you should use include: EBSCO & JSTOR. Assistance in using library resources is available any time through the “Chat With A Librarian’ button.
Course Description:
This cross-disciplinary course focuses on aspects of the history of the Hawaiian Islands from the arrival of Captain Cook in 1778. It includes interdisciplinary perspectives from history, museum studies, and preservation studies. In addition, the course includes experiential learning in the form of, for example, historic site visits and/or service learning. Instructors may focus on different time periods such as the monarchy era, the territorial period, and from statehood to the present. Instructors may also take different approaches including perspectives from political, social, cultural, military, or diplomatic history.
Prerequisites: None
Program Learning Outcomes:
GENERAL EDUCATION PROGRAM CURRICULUM AREA: Hawai‘i and the Pacific
HAWAI‘I AND THE PACIFIC STUDENT LEARNING OUTCOMES:
(1) Aesthetic Appreciation and Expression – Students will engage in creative practices to interpret creative works and express ideas through the arts.
a. This will be assessed through an aesthetic reflection paper which discusses the aesthetic components and appeal of an appropriate item from the course. This assignment also allows for a student to demonstrate their own creative work.
(2) Historical & Conceptual Perspectives – Students will investigate the major concepts, ideologies, and movements that have molded the development of human societies to interpret the temporal framework of contemporary society.
a. A key component of this course is using a historical perspective to consider the role that the military has played in shaping the society of Hawai‘i. This will be assessed through field study reflective papers, quizzes and the final exam.
(3) Sustainability – Through a multidisciplinary perspective and applied, experiential learning opportunities, students will examine the interconnections and interdependency of ecological, social-cultural, and economic systems, and explain how the dynamics of these systems impact nature, human communities and cultures.
a. Understanding the military history of Hawai‘i includes understanding the impact that military force has had upon the Islands. How different communities, cultures and systems view and respond to that impact, especially with the goal of mitigating ecological damage is a key component of the course. This will be assessed via questions on the quizzes and questions on the Final exam.
(4) Civic Engagement – Students will identify best practices in civic engagement, and engage in efforts to constructively influence the public good.
a. This will be assessed via course discussion and a service learning project which highlights the methods discussed for influencing the public good.
Additional Student Learning Outcomes:
By the end of this course, students will be able to:
(1) Assess the transformation of Hawaiian society brought on by the arrival of Western civilization.
(2) Evaluate key themes, figures, and events in Hawaiian history.
(3) Interpret historical evidence in the form of oral and, in particular, written analysis.
(4) Address the concept of citizenship and foster a culture of civic and social responsibility.
Technical requirements:
While Hawai‘i Pacific University provides educational software (Blackboard) for the class use, it is your personal responsibility as an online student to ensure that you have access to a reliable computer with an Internet connection. In addition to an Internet browser, you will need Microsoft Word, Adobe Reader, and a media player software installed on your computer. If you have any technical questions or/and problems, contact HPU's Client Services at 566-2411 or [email protected]. Students are expected to have some basic knowledge of how to navigate the web site, send a message with and without attachments, how to open the attachment from an e-mail, and how to use MC Word.
FREE Microsoft Office 365 Package for College Students
Students and teachers are eligible for Office 365 for Education, which includes Word, Excel, PowerPoint, OneNote, and now Microsoft Teams, plus additional classroom tools. All you need to get started is a valid school email address. For more information, visit https://www.microsoft.com/en-us/education/products/office/default.aspx?v=2#
Instructor feedback:
My goal is to reply to all student emails and inquiries within 48 hours.
Timeliness:
Papers, assignments, and discussion postings must be posted on/turned in on time according to the dates in the course outline. Late papers, assignments, and postings will be accepted at the instructor’s discretion only and may be penalized.
Course Structure:
Our class will not have any chat sessions when everybody gets online at the same time. You will log onto the system to complete all required activities whenever it is convenient for you. However, keep in mind that there are deadlines for all required online activities.
Our online course is organized by the weekly Learning Modules - Unit 1, Unit 2, etc. Learning Modules are like folders that have all required online activities for that week. Each week there will usually be a reading assignment (as listed in the syllabus) and a quiz. Most weeks will also have some combination lecture, video assignment, exams, written assignment or a discussion question to answer/respond to your classmates’ posts.
Academic Integrity:
Any student who cheats on an academic exercise (all forms of work submitted within a course for points, grades, or credit), lends assistance to others, or who hand in, as a completed assignment, work that is not the result of the student’s own efforts, will be penalized. This also includes a student submitting their own work which was originally done for another class. Academic dishonesty could result in failure of the class. The ultimate penalty is suspension from the University. This will be strictly enforced and includes plagiarism (cutting and pasting or using essay writing services) from the Internet! If you can find it on the internet so can I! Be intelligent. While the internet has made plagiarism more tempting for students it has made it easier than ever to catch. Turnitin.com and other tools are used to uphold the highest academic integrity of the course.
Grading Policy:
Grades will be generated from 1 Civic Engagement paper, 1 Aesthetic Appreciation paper, 1 Source Criticism paper, 1 final exam, quizzes, attendance and participation. Exams and quizzes will be based on texts, lecture, and class discussion. See assignment instructions for further details. Each will be weighted as follows:
8 Quizzes 10 pts each 80 points total 15% of overall grade
8 Discussion Posts 9 pts each 72 points total 13% of overall grade
1 Civic Engagement Paper 100 pts 100 points total 18% of overall grade
1 Aesthetic Appreciation Paper 100 pts 100 points total 18% of overall grade
1 Source Criticism Paper 100 pts 100 points total 18% of overall grade
1 Final Exam 100 pts 100 points total 18% of overall grade
Late work will only be accepted at the instructor’s discretion and may be penalized.
Grades will be determined on percentage of points scored out of 552 points based on the following standard grading scale.
Grading Scale:
94-100%=A
90-93%=A-
87-89%=B+
84-86%=B
80-83%=B-
77-79%=C+
74-76%=C
70-73%=C-
67-69%=D+
60-67%=D
0-59%=F
Writing Assignments:
All course work of a written nature, i.e. research paper and essay questions on quizzes & tests, will be graded according to the following rubric.
Content = 70%
This includes the accuracy, appropriateness and logic of what you said.
Grammar = 30%
This includes such things as the format, structure, flow of your text, punctuation and spelling.
Format
All writing assignments must be typed and either single spaced or double spaced. One-inch margins and 10 or 12-point type should be used. Assignments are due on or before the dates listed on the syllabus.
Submission
Submit written assignments as a MS Word document in the Blackboard submission box. Do NOT send via email.
Source Criticism Paper (1-2 pages in length): One of the challenges historians have is evaluating the accuracy of sources they rely on. A major issue in this process is bias. Many works including firsthand accounts (primary sources) can have a bias to it. Historians themselves can have a bias as well. This can come in a variety of forms. One near universal form that everyone studying history needs to be aware of is that it is very hard to step outside of the cultural views and norms one was raised with in order to try and understand the perspectives and culture of the group you are studying Another challenge or bias can be if the historian is writing about something they feel very strongly about. Finally the last example and one I want you to consider for this assignment is if the issue still has a strong resonance in the historian's own culture or region. Sometimes historians want to see a certain perspective or result on an issue in their own time and use history to support their case.
With that in mind, please consider the issue of the overthrow and then annexation of Hawai‘i. The two primary textbooks (Daws & Coffman) both discuss the events yet they each have a different perspective on the event. How they go about describing the events around those actions are different and at the very least are presented with a different tone or leave the reader with a different emotional feeling regarding the actions. Also keep in mind that Daws was an Australian living in Hawai‘i who wrote his account in the 1970s at the very early stages of when the Native Hawaiian Sovereignty movement gained strength in Hawai‘i. He also based his work mostly on English language sources whereas Coffman has lived in Hawai‘i for decades and is writing today using English and Hawaiian language sources. He is not a formal historian like Daws but he has been present in the state observing how Hawaiians today look back on and view the end of the Hawaiian Monarchy.
The assignment then is to write a paper explaining your reaction to the two books as far as they relate to the Overthrow and Annexation of Hawai‘i. You don't need to try and say which source you think is more accurate or your view on the issue of Overthrow & Annexation but instead consider how each source helped you view the issue. Types of things to consider are: Did one provide you more insight than another? Did you feel one to have more bias than the other and if so why did you feel that way? If you thought there was a bias in one or both books then do you have any ideas why their might have been a bias? Did you get frustrated by one or the other and if so why? As a historian how do you think you should use each of these sources - are they of equal value, one stronger or more reliable than the other or do they both provide equal value to the student just with a different perspective? Would future generations understand the historical events with just one of these books or should they have both in order to fully understand what happened?
Aesthetic Appreciation Paper (1-2 pages in length): There is one aesthetic reflection paper to cover the aesthetic (visual, artistic, beautiful, etc) component of the course. For this assignment it is necessary to discuss the aesthetic aspect of one subject covered in the course (examples are: one specific or a comparisons of several different uniforms, weapons, ships, architecture, hula, surfing, etc.). Within these constraints you are free to consider in your reflection how does the item reflect an aesthetic appeal not just a practical military purpose, is there any evidence that aesthetic considerations were part of the initial design, how did the aesthetics effect your interest in the item, how would you redesign to improve the aesthetics (include visual aid if desired)?
Civic Engagement Paper (1-2 pages in length):
Each student will write a one to two page civic engagement paper. The paper must answer one of the following two questions:
1. Most of the sites relating to the history of Hawai‘i on the list below are non-profit institutions and heavily rely on community volunteers to be docents and/or aid in the process of doing historical research. However, it is often difficult for these historic sites to get enough volunteers.
Imagine that you are in charge of volunteer recruitment at one of these sites. What specific plans could you develop to attract new volunteers to the site?
2. Each of the below sites focused on providing visitors, both Hawai‘i residents and those visiting the islands, with a positive experience and an increased understanding of Hawaiian history.
Imagine that you are in charge of online visitor services at one of the sites below. What specific plans could you develop to enhance the website and overall experience of online visitors as well as to increase their knowledge of Hawaiian history?
Washington Place (Reservations Required)
http://www.washingtonplacefoundation.org/contact/
The King Kamehameha V Judiciary History Center
USS Bowfin Submarine Museum & Park
Battleship Missouri Memorial
Pacific Historical Parks
http://www.pacifichistoricparks.org/
World War II Valor in the Pacific National Monument
http://www.nps.gov/valr/index.htm
Iolani Palace
Hawai‘i Army Museum
http://www.hiarmymuseumsoc.org/index.html
Hawaiian Mission Homes
Pearl Harbor Aviation Museum
https://www.pearlharboraviationmuseum.org/
Bernice Pauahi Bishop Museum
BONUS: If you choose to physically visit a historic site relevant to Hawaiian history then you can do a second engagement paper for extra credit. (It will be worth much less than the original assignment but still bonus points). Instead of answering the question specifically for the website, answer it for the actual location as a whole with an extra few lines about what you found interesting or unexpected about the site. This should be easy if you are located in Hawai‘i but might be a challenge if you are located outside the state. However, if you spend a little time researching you might find something unexpected. In my travels I’ve wandered across interesting museums, libraries and sites scattered from Tahiti, England, Portugal, Scotland, California and Michigan with a connection to Hawai‘i that I had no idea existed until I was there. The bonus assignment will be due by the last week of class (more details will be posted on Blackboard).
You may also include an annotated bibliography for extra credit (more details will be posted on Blackboard).
Quiz:
Quizzes will consist of a combination of multiple choice, true/false, short answer or essay questions based on the text, video assignments, class discussions, and lectures. Quizzes must be completed between the days/times determined by the instructor in the course outline. It is not the intention that the quizzes be timed but it is appropriate to establish certain parameters. Students will have a maximum of length of time to complete the quiz. All quizzes are open book, open note, but it is vital to be familiar with the material in advance to succeed. Quizzes will be posted in Blackboard.
Exams: There will be a final examination. This examination covers materials presented in the readings, lectures, class discussion, and video. It may contain any or all of the following: true/false, multiple choice, short answer identification questions and an essay section. The final exam is worth up to 100 points.
Discussion Area Participation Info:
Prior to each class meeting a discussion topic will be posted by the Instructor. Students must post a response to the Instructor’s question or comment by Wednesday 11:59pm and then post the required comments responding to other student responses by Saturday 11:59pm HST. The main idea behind the discussion topics is class participation and the opportunity to learn from your peers but students will also be graded on the content of each response. Make sure that your answers contribute to the class discussion. Your comment will be evaluated based on the quality of arguments used in it. “I agree”, “Good post”, “Cool stuff!” remarks are not considered valuable contribution to the discussion and will not be graded. You can certainly cheer your classmates but do not expect to receive any points for participation based solely on those "Way to go!" type postings. Please be courteous at all times in the discussion area. Derogatory language will not be tolerated. When you post messages online, follow the basic principles of netiquette - rules for communication online. (The Core Rules of Netiquette are located on the web site http://www.albion.com/netiquette/corerules.html)
As your instructor, I'll be facilitating course discussion. I'll post discussion questions, answer any of your questions and clarify any issues. The purpose of the discussion is to promote and encourage the exchange of ideas between students so I will not usually engage in the discussion directly.
Course Outline and Reading Assignments:
DATES |
READING SCHEDULE & ASSIGNMENTS DUE
|
|
|
All dates and times are Hawai‘i Standard Time (HST)
|
|
Unit 1 May. 13-19 |
Hawai‘i: Migration & Settlement Reading: Dukas, Ch. 1-6 Notes on the Discovery and Settlement of Polynesia http://archive.hokulea.com/ike/moolelo/discovery_and_settlement.html View The Navigators: Pathfinders of the Pacific
|
|
|
Post responses to Discussions 1 in Discussion Area Complete Quiz 1
|
|
Unit 2 Jun. 20-26 |
Classical Era, Contact, and Response Reading: Dukas, Ch. 7-8 Daws, Ch. 1-2 Mo‘oku‘auhau versus Colonial Entitlement in English Translations of the Kumulipo [Blackboard PDF] View Ahupua‘a Fishponds and Lo‘i
|
|
|
Post responses to Discussions 2 in Discussion Area Complete Quiz 2
|
|
Unit 3 May. 27-Jun. 02 |
Missionaries, Development of a Nation, Hawai‘i & the American Civil War Reading: Online: “The Effects of the American Civil War on Hawai‘i and the Pacific World.” http://worldhistoryconnected.press.uillinois.edu/9.3/vance.html Daws, Ch. 3-5
|
|
|
Post responses to Discussions 3 in Discussion Area Complete Quiz 3 |
|
Unit 4 Jun. 03-09
|
Overthrow and Annexation/Occupation Reading: Dukas, Ch. 9 – p. 187 Daws, Ch. 6-7 Coffman, all View Act of War: The Overthrow of the Hawaiian Nation
|
|
|
Post responses to Discussion 4 in Discussion Area Complete Quiz 4 Civic Engagement Paper DUE
|
|
Unit 5 Jun. 10-16
|
US Annexation Early Territorial Era Reading: Daws, Ch. 8 (293 – 317) Coffman, Ch. 15 – Ch. 21 (p. 204-323) View Picture Bride
|
|
|
Post responses to Discussion 5 in Discussion Area Complete Quiz 5 Source Criticism Paper Due
|
|
Unit 6 Jun. 17-23
|
Beginning of US military in Hawai‘i The Interwar Years The Massey Affair Reading: Daws Ch. 8 View The Massie Affair
|
|
|
Post responses to Discussions 6 in Discussion Area Complete Quiz 6 Aesthetic Appreciation Paper Due
|
|
Unit 7 Jun. 24-30
|
WW II to Present Reading: Daws, Ch. 9 View Kaho‘olawe Aloha ‘Aina
|
|
|
Post responses to Discussions7 in Discussion Area Post responses to Discussions 8 in Discussion Area Complete Quiz 7 Complete Sustainability Quiz (Quiz 8) Complete Final Exam |
IMPORTANT FACTS FOR VETERANS USING POST 9-11 GI BILL BENEFITS & BAH
1. Attend all classes (face to face and online)
a. Attendance is verified with instructors
b. BAH repayment to VA may be required if you stop attending a class. Not logging on for online classes constitutes non-attendance.
2. To get the Hawai‘i BAH rate: One (l) class has to be face-to-face.
a. IMPORTANT!!! You cannot get the Hawai‘i BAH rate if you enroll in all online classes.
3. Only classes REQUIRED by your degree plan are considered.
4. BAH is based on your academic load:
a. Full time = 100% BAH rate
b. Greater than ½ time but below full time = 60 – 90 BAH rate
5. Maintain the GPA required by your degree/field of study
a. Usually 2.0 GPA but some degrees require more.
b. Know what is required for your major/degree
6. See your School Certifying Official (SCO) if you plan to repeat a class more than once
Incomplete Grade Procedure:
Incomplete grades are reserved for cases of illnesses and other emergencies that cause a student to be unable to complete the course by the due date. In such cases, the instructor has the option of issuing an "incomplete" grade at the end of the semester. Requests for an "incomplete" must be accompanied by substantive documentation. If granted, the "incomplete" grade will then require a written agreement between the instructor and the student clearly defining the remaining course requirements and the time frame within which they are to be completed. Granting an Incomplete is fully at the instructor’s discretion and is not guaranteed. If granted the student must complete the work needed with the instructor of the class, an incomplete does not mean they are able to sign up for the class again in a later term or take it with a new instructor. The University will review "I" grades six months subsequent to posting. Unresolved "I" grades will be converted to "F" grades subsequent to the review. Be aware that active duty military can be charged for tuition for not completing a course as soon as 90 days after the end of the course if the "I" is not changed to a passing grade. Therefore, completing the course in a timely manner is prudent.
Accessibility Services (ADA accommodations)
Under the Rehabilitation Act of 1973 (Section 504), the Americans with Disabilities Act Amendments Act 2008 (ADAAA), and Title III (Public Accommodations) Hawai'i Pacific University does not discriminate against individuals with disabilities. Any student who feels he/she may need an accommodation based on the impact of a disability is invited to contact Accessibility Services at HPU (808-544-1197); at [email protected], or at the LB Bldg., Suite 602, 1060 Bishop Street). This is a necessary step in order to ensure reasonable accommodations in a course. Students are not expected to disclose their specific disability to the professor; Accessibility Services will provide a letter for an instructor explaining the accommodations and NOT the nature of the disability. If you would like to discuss other concerns, such as medical emergencies or arrangements in the event of an emergency evacuation, please make an appointment to talk with the professor as soon as possible.
Counseling & Behavioral Health Services (CBHS)
CBHS provides current HPU students with free and confidential psychological counseling. Sometimes the stress of school along with personal issues can be too much to handle. CBHS provides the opportunity for students to discuss any personal problems or concerns and explore solutions. Appointments can be scheduled by phone at (808) 687-7076 or in person at the Downtown campus at UB 905. Office hours are Monday – Friday, 8:00 a.m. – 5:00 p.m.
Title IX - Sexual Discrimination and Sexual Misconduct Policy
HPU is committed to providing an educational environment free from sexual discrimination. Students, faculty and staff must report violations of sexual harassment, sexual assaults, stalking, domestic violence, dating violence, and retaliation to trigger corrective and preventative actions as well as victim support services. Victim support services include assistance with filing police reports, referrals to counseling and medical providers, assignment of a victim advocate, and assistance with academic accommodations. Faculty and students who become aware of such violations should contact the Title IX Coordinator (808-687-7014) or file an anonymous report using the Compliance Hotline (877-270-5054 or www.tnwinc.com/hpu). More details can be found in the Student Handbook.
List of HPU FREE Resources for Academic Success:
HPU students have access to a comprehensive list of free services. For the most up-to-date information please view our website: www.hpu.edu and click on “Student Life” then “Student Services.” A few critical services are highlighted below. Please view their websites for services, locations, and hours of availability.
· Center for Academic Success: https://www.hpu.edu/cas/index.html
· Smart Thinking Online Tutoring:
https://www.hpu.edu/cas/tutoring/online-tutoring.html
· Counseling and Behavioral Health Services:
https://www.hpu.edu/health-services/counseling.html
· Academic Advising: https://www.hpu.edu/academic-advising/index.html
· Career Development Center:
https://www.hpu.edu/career-development-center/index.html
· Office of International Student & Scholars: https://www.hpu.edu/oiss/
· Information Technology Services: https://www.hpu.edu/its/index.html
HPU Student Conduct for Online Programs:
In addition to the on-campus student conduct policy, students enrolled in online program are expected to demonstrate the same tolerance, respect, and understanding that would prevail in any campus situation. All online users are expected to support the same respect for individuals, commitment to issue and problem resolution, and open communication and feedback as in the face-to-face environment.
Specifically, online students are expected to:
• Accept responsibility and accountability for all use actions and content posted to any online classroom, public meeting or personal inbox (email).
• Maintain the same ethical standards expected in a collaborative, academic environment.
• Demonstrate respect for all faculty, students, and staff regardless of age, race, gender, religion, national origin, veteran’s status, disability, or sexual orientation.
In the online environment, the following will not be tolerated:
• Harmful, threatening, libelous, or abusive content
• Profanity of any kind
• Copyright infringement or violation of patent, trademark, proprietary information, or confidentiality agreements Plagiarism (refer to the HPU ACADEMIC HONESTY POLICIES AND PROCEDURES included at the bottom of the page)
• Misrepresentation of identity through alteration of inbox (email) names
• Posting unsolicited advertisements to public meetings or private inboxes (no spamming)
• Transferring computer viruses, intentionally or unintentionally, or other code that disrupts or interferes with other users' use of the online environment or personal computers, systems, or networks.
Users who are in violation of the terms listed above are subject to the following sanctions:
• Student may be placed on disciplinary probation.
• Student may be suspended from a class in which the student disrupted the learning environment.
• The student's user account, by which the student may access the virtual classroom, may be terminated
• The student may be terminated from the HPU Online Campus.
• In the case of academic dishonesty in the form of plagiarism, the student will receive, at minimum, an "F" or zero points for the assignment that was plagiarized, including essays, examinations, term papers, projects, theses, messages posted to discussion boards, email messages, and chat sessions
Withdrawal Procedure:
All withdrawals must be presented in writing and be signed and approved by an academic advisor, prior to being processed with your registration center. Late registrants, or those who have made only partial payments, or those who have not attended a course, are not exempt from this policy. Withdrawals are not considered finalized until such paperwork is presented to your registration center. Eligible students may process withdrawals using HPU Pipeline according to the published registration schedules.
POLICY ON ACADEMIC INTEGRITY
I. General Statement
It is Hawai‘i Pacific University’s policy that any act of academic dishonesty will incur a penalty up to and including expulsion from the University. A student who cheats on an academic exercise, lends unauthorized assistance to others or who hands in a completed assignment that is not his or her work will be sanctioned. The term academic exercise includes all forms of work submitted either electronically or on paper for points, grade or credit.
II. Definitions
Academic Dishonesty involves the following:
A. Cheating
1. The intentional use of or attempted use of unauthorized assistance, materials, information and/or study aids in completing an academic exercise.
2. The act of collaborating and working together on any academic exercise without the approval of the instructor, producing an exercise which is similar in content and form, so as to create doubt as to whether the work was truly the product of individualized effort.
3. Examples of cheating include, but are not limited to:
a. Giving or receiving unauthorized assistance during examinations.
b. Submitting an assignment that is so similar in appearance, content and form to an assignment submitted by another person that it could not have been independently produced.
B. Plagiarism
1. The use or reproduction of ideas, words or statements of another as one’s own without proper acknowledgement or citation.
2. Examples of plagiarism include, but are not limited to:
a. Using verbatim or paraphrased text without proper citation.
b. Paraphrasing so as to mislead the reader regarding the source.
c. Submitting, without permission, the same written or oral material in more than one course.
d. Obtaining research or laboratory data from another individual or source but presenting it as one’s own.
C. Facilitating Academic Dishonesty
This is defined as intentionally or knowingly helping or attempting to help another to commit an act or acts of academic dishonesty as defined in this policy. Those who help others to commit acts of academic dishonesty are in violation of the Code of Student Conduct, 11.ff, and may be subject to the penalties described in that section of the
Student Handbook.
D. Fabrication
1. The intentional or unauthorized falsifying or inventing of any information or citation in an academic exercise or
University document.
2. Examples of fabrication include, but are not limited to:
a. Falsifying data or signatures of an official University document (e.g., registration form, college record and/or transcript).
b. Misrepresenting a fact in order to obtain a course exemption, waiver or withdrawal.
III. Procedures for Academic Dishonesty
A. Instructor Action
Incidents of academic dishonesty substantiated by evidence may be dealt with by the instructor in any number of ways. Suggested penalties are:
1. Require the student to redo the exercise or do a new exercise as a condition for continuing in the course or avoiding one of the other penalties below.
2. Give the student an F or a 0 for the exercise and permit it to be redone with or without a penalty at the instructor’s discretion. For example, the grade on the new exercise could replace the F or 0, or it could be averaged with it or lowered by one letter grade.
3. Give the student an F or a 0 for the exercise and not permit it to be redone.
4. Lower the course grade or assign a course grade of F.
A Report of Academic Dishonesty must be submitted to the appropriate academic Dean in any instance in which academic dishonesty is alleged. The report should detail the dishonest act and the penalty assigned. If the student disagrees with the instructor’s decision, the student may make a written appeal to the appropriate academic Dean in accordance with this policy.
B. Academic Dishonesty Reports
The Office of the Dean of Students maintains files and a confidential tracking system of all acts of academic dishonesty. The academic Dean will forward the Report of Academic Dishonesty to the Assistant Dean of Students.
The Assistant Dean of Students will notify the academic Dean if the student is a repeat offender.
IV. Time Line for Academic Dishonesty Incidents
A. Instructor Action
The Report of Academic Dishonesty should be submitted to the academic Dean within 5 working days of discovery of the incident.
B. Appropriate Dean Action
The academic Dean will review the instructor’s Report of Academic Dishonesty and forward it to the Office of the
Dean of Students within 5 working days. The Assistant Dean of Students will tell the academic Dean if the student is or is not a repeat offender within another 3 working days.
If a student has violated the Academic Integrity Policy in the past, the Dean or his or her designee will invite the student to be interviewed within 5 working days. If the student cannot meet in this time period, the Dean or his or her designee may proceed to the next step immediately or choose to make a reasonable delay to accommodate the student. If the Dean decides to take punitive action beyond that recommended by the instructor, the Dean or his or her designee will decide on appropriate action and inform the student within an additional 10 working days. If the student refuses to be interviewed without a verifiable reason (e.g., a documented medical emergency), then this will be noted in all future correspondence regarding the case. If the student is unsatisfied with the response and wishes to request a hearing, the student’s request must be in writing and must be filed with the Office of the Provost within 10 working days of receiving the academic Dean’s response.
The student who has violated the academic integrity policy for the first time may appeal the instructor’s decision to the appropriate academic Dean. The appeal letter and any supporting documentation submitted by the student will be forwarded by the Dean or his or her designee to the instructor within five working days, with a request for a response to be submitted no more than five working days later. When the instructor’s response is returned, the
Dean or his or her designee will send a letter to the student and instructor within five working days indicating his or her findings and recommendations. If the student is unsatisfied with the response and wishes to request a hearing, the student’s request must be in writing and must be filed with the Office of the Provost within 10 working days of receiving the academic Dean’s response. The instructor may also appeal the recommendation of the Dean to the Office of the Provost within 10 working days.
C. Office of the Provost Action
In all student appeals, the Provost has 10 working days to decide on the appropriate penalty or to convene the
Academic Conduct Review Board.
D. Academic Conduct Review Board Action
Within 10 working days of notification of convening, Board members, as identified in the “Student Handbook,” will meet with the offending student and conduct a hearing to decide on an outcome regarding the student’s appeal.
Results of the Board recommendation will be presented to the Provost for consideration and final determination of the penalty will be made within 10 working days of receiving the Board’s report. The Provost will notify the student, concerned Dean and instructor of the outcome.
Procedures for students with academic grievances involving issues other than academic dishonesty can be found in the Student Handbook under Academic Grievance Procedures for Students (www.hpu.edu/studenthandbook).
The Student Handbook states that grievances typically involve “allegations of unfair treatment in coursework or other academic concerns.”
(From HPU 2018-2019 Student Handbook p. 48-49, available at: https://www.hpu.edu/student-life/files/student-handbook.pdf )
