Nursing week 5 assignment
Adygarcia
NURS_535_Principles_of_Teaching_and_Learning_202401SPIOL_OL_D_202401SPIOL_2024.pdf
Meeting Times Online Classes Monday, 12:00 a.m. to Sunday, 11:59 p.m. (Pacific time)
Class Length 8 weeks
Your instructor may schedule optional synchronous/live sessions using Zoom in Canvas. Please check your course announcements for specific dates and times. All meetings will be recorded and will be accessible in the course.
Contact Information Dr Jennifer Lucy
Professor: Dr. JENNIFER M Lucy Email: [email protected] Phone: 7039942901
Office Hours 5-6pm EST M-Th Remote
Course Description
Orange County · West Coast University
NURS 535 Principles of Teaching and Learning 202401SPIOL OL-D 202401SPIOL 2024 Section OL-D 01/08/2024 to 03/03/2024 Modified 12/27/2023
This course focuses on the role of educator in both academic and clinical settings for advanced nursing practice. Various learning theories and scholarship will be explored with emphasis on discovery, integration, and application. Students will learn the four components of the educator role: teaching, curriculum, information technology, and evaluation of students and programs.
Total Course Credits:
3
Total Course Hours:
45
Lecture Hours Online:
45
Lab Hours:
0
Supervised Clinical/Practicum Hours:
0
Externship/Internship Hours:
0
Course Learning Outcomes 1. Discuss the faculty role and responsibilities in nursing education. 2. State your philosophy of teaching and learning. 3. Examine the major determinants of learning. 4. Compare the instructional paradigm with the learning paradigm. 5. Analyze the concepts of pedagogy and andragogy for their similarities and differences. 6. Analyze the characteristics of the learner in today's educational programs. 7. Evaluate current trends in nursing classroom and clinical education, discussing advantages and
disadvantages of each. 8. Assess legal and ethical issues related to academic performance, and issues related to students with
disabilities. 9. Assess the environments for clinical teaching and learning, and roles and responsibilities of clinical
teachers. 10. Develop a plan for creating a safe learning environment in the classroom and in the clinical setting. 11. Create a class for a group of diverse learners. 12. Examine the use of technology and various forms of media in nursing classes. 13. Evaluate classroom and clinical assessment methods, noting the advantages and disadvantages of
each. 14. Compare program evaluation methods used to assess student learning outcomes in classroom and
clinical instruction
Program Learning Outcomes
Program Mission
The mission of the College of Nursing is to provide evidence-based and innovative nursing education to culturally diverse learners, preparing nurses to provide quality and compassionate care that is responsive to the needs of the community and the global society.
Graduate Nursing Program Purpose
The purpose of the graduate program in nursing is to promote foundational competencies that are core to all advanced nurse practice in an ever-changing and globally reaching healthcare environment. Both academic, practicum, and interpersonal preparation is characterized by increased depth in organizational and systems’ leadership within a culture of integrity and personal accountability in a community that values the dignity and contributions of our members. Standards of ethical behavior and decision-making are essential foundations of our graduate education programs, which guide individuals to distinguish ethical principles and understand the consequences and implications beyond personal and organizational self- interest. By pursuing more effective and innovative methodologies through which students utilize administrative expertise with the foresight to analyze problems, structure and facilitate development, and find and implement solutions, WCU graduates can and will make a positive impact on society.
Program Learning Outcomes
MSN Core
1. Demonstrate innovative leadership strategies in complex healthcare settings to evaluate health outcomes in culturally diverse populations (MSN Essentials 1, 2, 3, 7, 8, and 10).
2. Appraise research findings to support evidence-based quality initiatives (MSN Essentials 1, 2, 3, 4, 6, 7, 8, and 9).
3. Employ communication and information technologies to promote interdisciplinary collaboration and guide clinical decisions (MSN Essentials 1, 2, 4, 5, 7, and 9).
4. Develop population-based care coordination strategies to promote health and disease management (Essentials 1, 7, and 8).
5. Present advocacy strategies to influence ethical and fiscally responsible policy and process changes to influence individual health and healthcare systems (Essentials 1, 2, 3, 4, 6, and 7).
MSN Nurse Educator
1. Integrate advanced nursing knowledge with the role of the nurse educator to facilitate learning in a variety of diverse healthcare and educational environments.
2. Assimilate evidence-based knowledge to design innovative curricula, teaching-learning strategies, assessments, and evaluations.
3. Create collaborative interprofessional partnerships to affect health outcomes for specific populations. 4. Demonstrate innovative teaching strategies through the delivery of learner-centered education. 5. Incorporate culturally responsive teaching practices embracing diversity, equity, and inclusion. 6. Synthesize advanced nursing knowledge to develop outcome-driven health education curriculum.
MSN Nurse Leader
1. Apply innovative leadership strategies and organizational management within complex healthcare systems (HR/Leadership).
2. Employ continuous process improvement using evidence to improve outcomes and affect patient safety and quality measures (Quality and Safety).
3. Develop strategic initiatives using performance metrics to improve outcomes (Business Management). 4. Incorporate health policy, regulation, and compliance standards to facilitate positive patient
experiences (Healthcare Delivery). 5. Analyze business acumen and strategies for financial literacy in complex healthcare systems
(Finance). 6. Develop entrepreneurial strategies for healthcare systems management (Entrepreneurship).
MSN Nurse Informatics
1. Demonstrate proficiency of information technology competencies for advanced knowledge. 2. Distinguish the metastructures in the application of the standards of informatics practice. 3. Develop a data-driven project management plan using the systems development life cycle. 4. Synthesize information technology strategies, policy, and regulation to guide decision-making. 5. Incorporate team-building strategies using functional areas of informatics along the continuum. 6. Analyze informatics to plan, use, and evaluate data that improve health outcomes in complex
healthcare settings.
MSN APRN Core and Specialty Program Learning Outcomes
1. Synthesize the core knowledge of advanced pathophysiology, pharmacology, health assessment, and physical examination to develop informed differential diagnoses.
2. Deliver individualized, evidence-based, culturally competent, and equitable person-centered care to diverse populations.
3. Employ therapeutic communication strategies utilizing and emerging technologies to facilitate interdisciplinary collaborative care across the healthcare continuum.
4. Coordinate effective patient-specific care utilizing policies, standards of care, and available resources. 5. Advocate for policy changes that create safe, accessible, and quality health care for patients leading to
principles of entrepreneurship and innovation within a dynamic healthcare environment.
Course Materials E-texts are available in the Canvas course or on your VitalSource Bookshelf.
Teaching in Nursing: A Guide for Faculty Author: Diane M. Billings and Judith A. Halstead Publisher: Elsevier Edition: 5th (2016) Availability: Available in your Vital Source Bookshelf
Clinical Teaching Strategies in Nursing Author: Kathleen B. Gaberson, Marilyn H. Oermann, and Teresa Shellenbarger Publisher: Springer Edition: 4th (2014) Availability: Available in your Vital Source Bookshelf
Publication Manual of the American Psychological Association
Author: American Psychological Association Publisher: American Psychological Association Edition: 7th Availability: Available in your VitalSource Bookshelf (from previous terms)
Evaluation
West Coast University Grading Scale (Reflective of final course grade; see associated policy in Catalog)
Grade Points WCU Grading Scale
A 4 93–100
A- 3.7 90–92
B+ 3.3 87–89
B 3.0 83–86
B- 2.7 80–82
C+ 2.3 76–79
C 2.0 73–75
C- 1.7 70–72
D+ 1.3 66–69
D 1.0 63–65
D- 0.7 60–62
F 0.0 59 or below
AU 0.0 Audit
CR 0.0 Credit
P 0.0 Pass
NP 0.0 Not Passed
I 0.0 Incomplete
TC 0.0 Transfer Credit
W 0.0 Withdrawal
(Before Drop Deadline)
WF 0.0 Withdrawal
(After Drop Deadline)
Note: AU, CR, P, NP, I, TC, W, and WF are used on the Academic Record but have no point values and are not computed in the Cumulative Grade Point Average (CGPA) (http://westcoastuniversity.smartcatalogiq.com/en/current/West-Coast- University-Catalog/Academic-Policies-and-Procedures/Calculating-the-Cumulative-Grade-Point-Average)
A minimum passing grade is required for each course and varies by program. Earned grades below the minimum passing grade reflect that the course has not been successfully completed. Each academic program has unique prerequisite requirements. Please see the specific program section for additional information.
Students should review the program specific grading scale in the University Catalog. (https://westcoastuniversity.smartcatalogiq.com/current/West-Coast-University-Catalog)
Evaluation Criteria
The evaluation criteria consists of Formative and Summative assessments of student learning.
Formative: Assessment that occurs throughout the course to provide feedback and support for improved performance as part of an ongoing learning process. Examples: Evidence-based research, presentations, case studies, specific class projects, weekly quizzes, homework assignments, clinical or lab assignments, practice exams
Summative: Assessment that occurs at the conclusion of the course to determine whether student learning outcomes have been achieved. Examples: Final exam, term paper, or term project Signature Assignments, where applicable, are course assignments designed to comprehensively measure student achievement of course and program learning outcomes.
Additional Information:
All assignments are to be submitted via the online classroom in the week they are due, except where otherwise noted. Email submissions will not be accepted. Grades and comments on graded items will be posted in the Gradebook, unless otherwise specified. All assignments submitted for each course must be created for that particular course. Any assignment (a paper or presentation) submitted for credit in one course may not be duplicated and submitted for credit in any other course unless approved by the faculty or noted in the syllabus. Please review all rubrics in the course for assignment grading criteria, found under the Grades tab. It is important that you save all of your completed assignments for your records. Please ensure that you have saved copies of all your work on a drive such as OneDrive or a personal hard drive as you may be asked to recall these assignments as you near the end of your program.
Criteria
Assignment Weight / Points
Week Due Details
Formative
Weekly Discussion 200 Weeks 1- 8
Each week you will participate in the discussion board.
Week 1 Paper 100 Week 1 Personal Teaching Philosophy Part I
Week 2 Interview Activity 50 Week 2 Develop Nurse Educator Interview Questions and Schedule Interview
Week 4 Reflection 150 Week 4 Nurse Educator Interview Reflection
Week 5 Syllabus 200 Week 5 Nursing Course Syllabus
Summative
Week 6 Signature Assignment Teaching Plan
125 Week 6 Nursing Lesson Teaching Plan
Week 7 Presentation 75 Week 7 Teaching Plan Presentation
Week 8 Paper 100 Week 8 Revised Personal Teaching Philosophy Part II
Total 1000
Course- and Program-Specific Policies
Nursing Nursing students may repeat no more than one failed or unsuccessfully completed course. Please see the university catalog for more information under Course Withdraw and Dismissal Policies. A student who previously withdrew from a course may not subsequently withdraw from the same course. In addition, a student who fails a course may not subsequently withdraw from the same course. In either case, if a student chooses to withdraw from a course being repeated before successfully completing the course, the student will receive a grade of “F” in the course. Please see the university catalog for more information under Course Withdrawal and Dismissal Policies.
All written assignments will be submitted to the Canvas assignments area using the Turnitin Plagiarism Detection. Students may resubmit a previous assignment from the same course only with prior instructor approval.
Please see the RN Student Handbook (https://westcoastuniversity.edu/student-affairs/student- services.html) for specific policies.
Practicums
The practicum provides the Master of Science in Nursing students with the opportunity to observe, actively participate in, and influence the delivery of health care in roles that meet the needs of individuals, population-focused care, administration, informatics, education, or health policy, incorporating advanced nursing practice concepts to influence healthcare outcomes.
Practicum experiences are associated with every MSN program, track, or concentration. Required hours will vary based on concentration or track.
MSN Essentials The purpose of this section of the syllabus is to guide the student in understanding how the specific AACN MSN Essentials are incorporated into the curriculum: http://www.aacn.nche.edu/Education/pdf/Master'sEssentials11.pdf (https://westand4health.com/concourse/WCU_MSN_Docs/MastersEssentials11.pdf)
The Essentials that are met by this course include the following:
Essential I: Scientific and Humanistic Background for Practice
Recognizes that the master’s-prepared nurse integrates scientific findings from nursing, biopsychosocial fields, genetics, public health, quality improvement, and organizational sciences for the continual improvement of nursing care across diverse settings.
Essential II: Organizational and Systems Leadership
Recognizes that organizational and systems leadership are critical to the promotion of high-quality and safe patient care. Leadership skills are needed that emphasize ethical and critical decision- making, effective working relationships, and a systems perspective.
Essential III: Quality Improvement and Safety
Recognizes that a master’s-prepared nurse must be articulate in the methods, tools, performance measures, and standards related to quality, as well as be prepared to apply quality principles within an organization.
Essential IV: Translating and Integrating Scholarship into Practice
Recognizes that the master’s-prepared nurse applies research outcomes within the practice setting, resolves practice problems, works as a change agent, and disseminates results.
Essential V: Informatics and Healthcare Technologies
Recognizes that the master’s-prepared nurse uses patient-care technologies to deliver and enhance care and uses communication technologies to integrate and coordinate care.
Essential VI: Health Policy and Advocacy
Recognizes that the master’s-prepared nurse is able to intervene at the system level through the policy development process and to employ advocacy strategies to influence health and health care.
Essential VII: Interprofessional Collaboration for Improving Patient and Population Health Outcomes
Recognizes that the master’s-prepared nurse, as a member and leader of interprofessional teams, communicates, collaborates, and consults with other health professionals to manage and coordinate care.
Essential VIII: Clinical Prevention and Population Health for Improving Health
Recognizes that the master’s-prepared nurse applies and integrates broad, organizational, client- centered, and culturally appropriate concepts in the planning, delivery, management, and evaluation of evidence-based clinical prevention and population care and services to individuals, families, and aggregates/identified populations.
Essential IX: Master’s-Level Nursing Practice
Recognizes that nursing practice, at the master’s level, is broadly defined as any form of nursing intervention that influences healthcare outcomes for individuals, populations, or systems. Master’s-level nursing graduates must have an advanced level of understanding of nursing and relevant sciences as well as the ability to integrate this knowledge into practice. Nursing practice interventions include both direct and indirect care components.
Discussion Board Requirements* The Online Discussion Board is designed to stimulate class dialogue that would normally take place in a face-to-face didactic setting. Participation in the Discussion Board serves as a learning strategy to help demonstrate student knowledge of course content. Each Discussion Board post will be assessed using a rubric (located under the “Grades” menu). In addition to reviewing the grading criteria in the rubric, please note the following Discussion Board post expectations, which must all be met to earn full weekly discussion credit:
Discussion posts must be completed during the week they are assigned. Discussion posts made in advance of the assigned week will not count toward the weekly discussion grade. If you wish to work ahead, please compose your responses in a Word document and then post when the week arrives. Each week, you are required to submit a reply to each initial prompt and replies to your peers or instructors in the Discussion Board. An automatic 10% point deduction will be assessed for all late initial postings. Note: There may be more than one initial prompt per week, depending on the course and material covered. It is your responsibility to reply accordingly. The required posts per initial prompt are described as follows:
No later than Wednesday, 11:59 p.m. (Pacific time) each week, you must post one (1) response to each initial prompt posted by the instructor AND Throughout the week, and no later than the conclusion of each week, you must reply to a minimum of two (2) peers and/or instructors, per initial prompt, although replying to more is highly encouraged. Replies must be made throughout the week to show active participation.
Any post made in the Discussion Board must be well-developed. A well-developed post is meaningful, clearly demonstrates relevance to the topic, reflects critical thinking and your knowledge of the material, demonstrates synthesis of the subject matter, extends the discussion by building on previous posts, and includes proper source citations, when applicable. Posts limited to “I agree,” “Great posting,” or “Thank you” will not be assessed as well-developed and will therefore not be considered a contribution to the number of required weekly posts.
Late and Make-Up Work Policy Weekly discussion posts will be assessed according to the Discussion Board rubric in the Grades area. Late postings that occur after Wednesday will reflect an automatic 10% point deduction. Discussion postings made after the week will not count toward the weekly discussion grade.
Assignments submitted after the due date will be penalized at 5% per day. Late assignments will not be accepted more than 5 days after the due date, unless preapproval from the instructor has been obtained in writing. Note the due dates and times posted in the course. Be sure to contact the instructor if you must submit an assignment after the due date. Contact with the instructor regarding late assignments after the allowable 5 days does not guarantee approval to submit the assignment
outside this time frame. Approvals outside the 5 days are generally provided for extenuating circumstances only.
Late work is not accepted after the close of the course without prior approval from the instructor unless there are extenuating circumstances.
* Individual programs may have additional or varied discussion board requirements. Please see the program policy section of the syllabus for specific requirements.
Course Outline The Course Outline below serves as a course roadmap, displaying the topics and activities intended to be covered each week. This schedule is subject to change in the event of extenuating circumstances. Please see the weekly agenda and announcements page in the Canvas course for further information.
Objectives reflect the teaching activities that, if engaged in, are intended to lead to specific, measurable student learning outcomes. Course Activities and Assignments outline the teaching strategies used and the assessment requirements that students are to fulfill throughout the duration of the course.
*Refer to the assignment rubrics in your course for specific grading criteria.
Week Topic Objectives Activities & Assignments
1 Introduction to Teaching and Learning in Nursing Education
Determine the various competencies, rights and responsibilities of a faculty member.
Identify generational differences among nursing students.
Distinguish between various learning styles and learning needs of students.
Explain the elements and philosophy of clinical teaching that provide a framework and environment for learning activities.
Billings & Halstead: Read Chapters 1, 2, 8
Gaberson & Oermann: Read Chapter 1
Access the following website to determine your learning style:
http://www.educationplanner.org/students/self- assessments/learning-styles-quiz.shtml
Personal Philosophy of Teaching Part I
Discussion Prompt #1 and #2
Week Topic Objectives Activities & Assignments
2 Legal and Ethical Issues in Nursing. Student Faculty Relationships.
Explain the legal and ethical concepts that guide student and faculty interactions.
Discuss boundaries that guide the development of student-faculty relationships.
Differentiate between student concerns or grievances based on academic performance and those based on disciplinary circumstances.
Examine methods of assisting students through academic failure while ensuring their rights to due process.
Evaluate the special needs of culturally diverse students and discuss approaches to meet their individual needs.
Explain the process of clinical Teaching (needs, outcomes, activities).
Describe the elements of negligence and unsafe practice as they pertain to students in the clinical setting.
Billings & Halstead: Read Chapters 3, 4, 16
Gaberson & Oermann: Read Chapters 5-6
Clinical Teaching Scenario Video
Submit Interview Questions
Discussion Prompt #1 and #2
Week Topic Objectives Activities & Assignments
3 Nursing Curriculum Analyze the changes in today’s society that have impacted the restructuring of curricula in health care.
Discuss the process, barriers, and facilitators of change in curriculum development and program improvement.
Evaluate changes that are necessary to lower the cost of nursing education while maintaining high quality curricula based on sound educational principles.
Debate the types of organizational culture that are most likely to facilitate innovative and successful curriculum in nursing education.
Discuss the relationship of philosophy to educational practice.
Critique personal educational experiences and philosophical beliefs, and assess how they serve as both the source of and influence for curriculum development.
Billings & Halstead: Read Chapters 5-7
Gaberson & Oermann: Read Chapter 3
Discussion Prompt #1 and #2
Week Topic Objectives Activities & Assignments
4 Nursing Curriculum Development
Analyze the factors that affect program design in nursing
Explain the guiding principles that should be taken into consideration when designing nursing curricula.
Provide examples of outcomes and competencies in nursing education, and illustrate their link between curricula, faculty expectations, and student learning.
Discuss the principles for selecting learner-centered experiences and explain how the principles help to ensure that the learning activities will maximize student learning.
Appraise sources of constraints that may interfere with choosing and implementing learning activities.
Compare and contrast the teaching models used to support a successful clinical experience.
Billings & Halstead: Read Chapters 8-11
Gaberson & Oermann: Read Chapter 2
Discussion Prompt #1 and 2
Nurse Educator Interview Paper
Week Topic Objectives Activities & Assignments
5 Student Misconduct and Incivility
Differentiate between the processes of teaching and the processes of learning.
Summarize selected learning theories and pedagogical frameworks that can be used to guide faculty and learners to discover nursing knowledge.
Analyze developmental, legal and risk management aspects of student misconduct and learning, and discuss steps faculty can take to minimize disruptive student conduct and maintain a well-managed learning environment.
Evaluate how critical thinking tools that are evidence-based can be used to measure student progress with critical thinking.
Discuss the steps involved with designing learning experiences that assist in the development of critical thinking abilities, and enhance retention of the body of knowledge required for licensed nurses.
Examine classroom assessment techniques as formative evaluation tools and procedures, and analyze how nursing faculty can use the techniques to improve teaching and learning.
Billings & Halstead: Read Chapters 13, 14, 15, 17
Gaberson & Oermann: Read Chapter 4
Classroom Management Scenario Video
Discussion Prompt #1 and 2
Develop Course Syllabus
Week Topic Objectives Activities & Assignments
6 Teaching and Life- Long Learning. Teaching in the Clinical Environment.
Describe the functions of the LRC, the management and operational issues for the administration of an LRC, and opportunities the LRC offers for research and evaluation.
Examine clinical simulations as an experiential, student-centered pedagogical approach.
Discuss the advantages, challenges and barriers of using simulation in the curriculum.
Explain the steps in designing and writing simulation scenarios.
Explore the use of various forms of media and technology-rich learning environments in nursing education, and discuss their advantages and disadvantages.
Describe the process for selecting appropriate media for instruction.
Billings & Halstead: Read Chapters 18, 19
Gaberson & Oermann: Read Chapters 7, 9
Clinical Teaching Scenario Video
Discussion Prompt #1 and 2
Teaching Plan Paper
Week Topic Objectives Activities & Assignments
7 Distance Education Examine factors that must be considered in planning and implementing online learning, and describe online course design issues.
Explore evidence of the effectiveness of online teaching and learning.
Analyze how online learning has revolutionized higher education in nursing.
Investigate how faculty can evaluate outcomes and report results to stakeholders.
Discuss the uses, advantages, disadvantages, and issues related to a variety of strategies that faculty can use to assess student learning.
Explain how nursing faculty can select learning strategies, improve their validity and reliability, and increase the effectiveness of their use.
Examine delivery strategies used to educate nursing students in a distance education program, and discuss their advantages and disadvantages.
Billings & Halstead: Read Chapters 20, 21
Grade Dispute Scenario Video
Discussion Prompt #1 and 2
Teaching Plan Mini Presentation
Week Topic Objectives Activities & Assignments
8 Assessment and Evaluation
Describe the approach to planning, developing, administering, and revising classroom tests.
Explore issues in assessment of clinical performance, clinical evaluation methods and tools, and the evaluation process.
Explain how to conduct a comprehensive evaluation of nursing education programs.
Summarize the accreditation process with regional and programmatic accrediting agencies.
Discuss how to prepare a self-study report, the value of a consultant and the site visit for accreditation of a nursing program.
Billings 7 Halstead: Read Chapters 22, 23, 24, 25, 26, 27
Discussion Prompt #1 and 2
Revised Personal Philosophy of Teaching (Part II)
Institutional Policies
University Mission At West Coast University, we embrace a student-centric learning partnership that leads to professional success. We deliver transformational education within a culture of integrity and personal accountability. We design market-responsive programs through collaboration between faculty and industry professionals. We continuously pursue more effective and innovative ways through which students develop the competencies and confidence required in a complex and changing world.
Institutional Learning Outcomes Institutional learning outcomes are designed by the University as a whole, taking into account the role that both instruction and student services play in contributing to a student's success. Institutional learning outcomes assume achievement of the stated programmatic learning outcomes of one's discipline. Upon graduating from a degree program offered by West Coast University, students will be able to:
1. Implement intellectual and practical problem solving skills through information assessment and critical thinking.
2. Demonstrate effective written communication skills. 3. Demonstrate effective oral communication skills. 4. Demonstrate computer proficiency and information literacy. 5. Describe ethical standards and legal guidelines associated with one’s chosen career field. 6. Explain why knowledge of and respect for the societal contributions of diverse cultures and
perspectives is an important quality in one’s discipline. 7. Apply professional values and ethics, knowledge of roles and responsibilities, and effective
communication skills as a contributing member of a cohesive interprofessional team.
Academic Integrity and Dishonesty Students should review the Academic Dishonesty Policy in the University Student Handbook. (https://westcoastuniversity.edu/current-students/student-handbooks) Students are expected to approach their academic endeavors with the highest academic integrity. They must cite sources and submit original work. Academic honesty is central to the institution/student partnership toward student success. Students are accountable for adhering to the Academic Integrity and Academic Dishonesty policies in the University Student Handbook. (https://westcoastuniversity.edu/current-students/student-handbooks)
Attendance Policy West Coast University has a clear requirement for students to attend courses. Students should review the Attendance Policy in the University Catalog. (https://westcoastuniversity.smartcatalogiq.com/current/West- Coast-University-Catalog/Academic-Policies-and-Procedures/Attendance-Policy)
Reasonable Accommodations West Coast University strives to provide reasonable accommodations to students who have a defined need and who follow the appropriate steps toward seeking the accommodation. The Reasonable Accommodations Policy is found in the University Catalog (https://westcoastuniversity.smartcatalogiq.com/current/West-Coast-University-Catalog) and the Student Handbook. (https://westcoastuniversity.edu/current-students/student-handbooks)
Classroom Policies Students are expected to dress professionally during class time as required by the Code of Conduct in the Catalog and any rules in your programmatic handbook. No children are allowed in classes or to be unattended on campus. Use of cell phones, smart phones, or any other electronic devices in the classroom during class time is strictly prohibited. Unauthorized use may lead to faculty member confiscation of the device for the remainder of the class. Behavior that persistently or grossly interferes with classroom activities is considered disruptive behavior and may be subject to disciplinary action. A student responsible for disruptive behavior may be required to leave the class.
Viewing Grades Points received for graded activities are posted to your course in the Learning Management System. To review scores and grades, navigate to your course in Canvas and then select Grades from the course menu. Your grades for assignments, quizzes/exams, and discussions will be posted three to four days after submission of the assignment and final grades will be available three to four days after the class completes. Your program may specify different timelines for sharing grades.
Grade Rounding At West Coast University, scores are not rounded to the whole number until the end of the term. All student assignments, quizzes, and examinations will be rounded to the first decimal point. At the end of the terms, final course grades will be rounded to the nearest whole point. For programs that use the exam average to determine whether other course assignments are included in the final scoring (e.g., Nursing), the end-of- term exam average may be rounded (using the above rules) to make that determination.
Grade Inflation All student grades are earned by the student and are a direct representation of the student’s achievement with each individual assignment, and overall achievement in the course.
Students will be given every opportunity to succeed, but faculty will not engage in grade inflation with the intent to improve grades, for any student under any circumstance. Some examples of grade inflation are:
Retakes: Students cannot be assigned multiple attempts and retakes with the intent of improving earned. Extra Credit: Students cannot be given extra credit or bonus points beyond the prescribed course requirements. Grade Curving: Students cannot have grades curved or artificially adjusted for any reason. Other: There can be no other alterations to the students’ earned grades, both during the course and final grade assignment.
WCU Quiz, Test, and Exam Policies Quiz, test, and exam policies vary by course objectives and programmatic expectations. Some quizzes, tests, and exams utilize a timed approach, password verification, authentication process, proctoring protocols, and academic integrity software. Students must follow the policies as outlined in the syllabus and in accordance with the university, program, and any third-party company (i.e., ATI®) policies. Refer to the Code of Conduct and Academic Honor Code found in the University Student Handbook. Reference the Late and Make-Up Work policy for specifics regarding missed quizzes, tests, and exams.
Late and Make-Up Work Policy All students are expected to submit evidence of learning as established by the academic program, which is outlined in the course syllabus. Students are required to meet the course objectives by submitting coursework no later than the assigned due date. In order to demonstrate achievement of the course learning outcomes, students may be allowed to submit late work. Specifics regarding late work are listed in the program and/or course section of the course syllabus. If a student submits late coursework, the instructor, at her or his discretion, may deny acceptance of the assignment or award partial to full credit in alignment with the program policies. Technological issues are not an excuse for late submissions unless the problem stems from university equipment, Canvas outages, or third-party content providers.
Missed Quizzes, Tests, and Exams All quizzes, tests, and exams must be completed by the date they are assigned. If a quiz, test, or exam is missed due to a documented emergency situation (e.g., death in the immediate family), it is the student's responsibility to contact the faculty member within 48 hours of the original due date and follow the
program policies for missed work. Students who do not make up the quiz, test, or assessment as scheduled or who do not contact the instructor within 48 hours will receive a zero score for that assessment.
Final Week of Term/Semester/Trimester Quizzes, tests, and exams must be completed and assignments must be submitted no later than the last scheduled day of class during the final week of the term/semester/trimester. In the final week, some courses will have an alternative class meeting day, time, and room, or submission deadline. Specifics regarding the final week are listed in the course syllabus. Refer to the University Attendance Policy for maximum absences and other details. Technology
West Coast University utilizes the Canvas Learning Management System. Technical support for Canvas is offered 24 hours per day, 7 days per week. There are minimum system requirements to access not only Canvas but also any resources that may be posted in Canvas or utilized in a course. Please refer to the University Student Handbook. (https://westcoastuniversity.edu/current-students/student-handbooks) for minimum technical requirements. For tech support options, please click on the Help link located on the left menu navigation. Canvas can be accessed here: https://canvas.westcoastuniversity.edu (https://canvas.westcoastuniversity.edu)
Library Information You can access the library through the Help link located on the left menu navigation in Canvas by clicking on the WCU Resources, or here: https://westcoastuniversity.edu/academics/library-resources.html (https://westcoastuniversity.edu/academics/library-resources.html)
Course Related Policies West Coast University has specific course related policies for overload, auditing, repeats, courses passed but not successfully completed, add/drop and withdrawal. Please see the University Catalog (https://westcoastuniversity.smartcatalogiq.com/current/West-Coast-University-Catalog) for course related policies.
Diversity Equity and Inclusion West Coast University is committed to actively pursuing an environment of inclusiveness for all students, faculty, and staff from diverse backgrounds. We value diversity defined by, but not limited to, ethnicity, culture, gender, socioeconomic class, religion, nationality, sexual orientation, age, physical ability, learning styles, and political perspectives.
The University believes that its mission and core values are strengthened by an environment that encourages diverse perspectives and the free exchange of ideas in an unbiased and non-prejudicial way. Our graduates acquire knowledge and learn skills that help them thrive in a culturally diverse world.
Course Delivery Modalities West Coast University offers the following types of course delivery modalities. Please see an Admissions Representative or Registrar for a current listing of courses and delivery methods.
Face-to-Face Web Enhanced Course: Course delivered entirely face-to-face on campus or at a learning site (e.g., clinical, practicum, externship, internship) and uses the institution's Learning Management System to augment and support learning. Blended Course: Course with a portion that is delivered face-to-face and a portion that is delivered online (synchronous and/ or asynchronous) and uses the institution's Learning Management System. The course must meet at least once, in person, per term on campus or at a learning site (e.g. clinical, practicum, externship, internship.) Online Course: Course delivered entirely online which uses technology(s) to instruct students who are physically separated from the faculty during synchronous (live or real time) and/ or asynchronous (without real time) instruction through the institution's Learning Management System.
NOTE: Information for veteran benefits related to course delivery modalities is outlined in the Catalog on the Military Educational Benefits page.
Students utilizing veteran benefits and attending only blended online or online courses during a given term will be certified as distance learning for VA purposes and will receive a lesser amount for their monthly housing allowance.
Student Responsibilities and Expectations for 100% Online Asynchronous Courses
1. Class Week: A "class week" for 100% online asynchronous learning courses starts on a Monday and ends on the following Sunday at 11:59 PM PST.
2. Location: Online asynchronous courses are located in the Canvas learning management system. All course content and learning resources are available 24 hours a day, seven days a week. Each activity has a time frame which is listed in the course. To access the course, login to Canvas (https://canvas.westcoastuniversity.edu) using your West Coast University username and password. For help with Canvas, contact the Canvas 24/7 Technical Support team at 877-251-6441. Please see the WCU Student Handbook (https://westcoastuniversity.edu/current-students/student-handbooks) for the required equipment including hardware and software.
3. Course Structure: Online asynchronous courses are conducted in a fully asynchronous format (without live instruction). Students are not required to be on campus for any portion of a 100% online asynchronous course. Online asynchronous courses are engaging and enriched and include but are not limited to video content, simulations, adaptive quizzing, and self-guided and faculty created learning resources. Courses are intuitive to navigate and timely access to faculty, peers, Student Affairs, and Technical Support is available through a hotline, live chat, email, and links to academic resources and academic support associates.
4. Complete Assignments: All assignments in a 100% online asynchronous course must be submitted electronically through the Canvas learning management system unless otherwise instructed by the faculty. Please see the Evaluation section of the syllabus for more details.
5. Grading and Attendance: 100% online asynchronous courses require Academically Related Activities (ARAs). When the course includes participation in a discussion board, please see the rubric for grading criteria and the Course and Program Specific Policies section of the syllabus for more details. Points received for graded activities are posted in the Canvas Gradebook. Points are typically posted 3-4 days after submission of assignments or assessments. No late submission of assignments or assessments are accepted after the academic term ends. Final course grades are typically available 3-4 days after
the end of the term. Please see the University Catalog (https://westcoastuniversity.smartcatalogiq.com/current/West-Coast-University-Catalog) for the University attendance policy for 100% online asynchronous courses.
6. Netiquette: Interactions through written discussions and blogs, peer critique, sharing of memes, videos, and academic debate are appropriate exercises for students to reach a higher understanding of theories, content, and variables impacting professional decision making. While these experiences may similar to interactions students engage in on social media, it is important to maintain academic composure and etiquette. Students are expected to maintain the highest level of netiquette in all interactions with faculty and peers online. Online safety is important. Before commenting or posting, consider:
Would I say this to the person if we were face-to-face? If the answer is no, rewrite your reply considering your peer’s feelings, social norms, and cultural/personal identity. Using standard capitalization can be considered by some that all CAPS IS THE SAME AS YELLING. Respect the privacy of others. Delay writing during instances if you are angry, emotional, or frustrated. Write in a professional, academic manner that does not overuse abbreviations, TXT language, and emoji’s. Cite fully the work of others. Academic integrity is valued and expected. Report instance of cyberbullying and inappropriate netiquette privately via email to the instructor. Follow the “Golden Rule,” do unto others….
7. Build Rapport: If a student is having trouble keeping up with assignments or other aspects of the 100% online asynchronous course, contact the faculty as soon as possible. Building rapport and effective relationships is key to becoming an effective professional. Make sure to be proactive in informing the faculty when difficulties arise during the course, so that the faculty can assist in finding a solution and providing academic support.
8. Student Services and Resources: Student services and resources are available to all students. Please see the WCU Student Handbook (https://westcoastuniversity.edu/current-students/student- handbooks) for details. Students taking 100% online asynchronous courses are provided comprehensive support through numerous self-guided experiences. These online experiences provide an orientation to online learning, guide students through an overview of the Canvas learning management system and course tour, and access to helpful mobile applications. In addition to access to technology support, online resources provide students access to library services, electronic textbooks, research and writing help, study tools, and student success tips to master life skills necessary for student success.
