STANDARDS: The student will be able to evaluate the economic development of the United States. Analyze the cause and effect relationships in economic history. Interpret the impact of the organizations and development of economic institutions in the American Economy.

The Teaching/Learning Model used at the College of the Canyons is based on the assumption that in preparation for every course, students will satisfy all prerequisites. During the course itself, students will achieve certain learning outcomes. All performance assessment will depend upon the accomplishment of these outcomes. Students are graded on achievement rather than effort. It is the responsibility of the student to be prepared for each workshop.

The College trusts each student to maintain high standards of honesty, ethical behavior, and academic integrity. It is assumed that students will perform professionally in preparing work required for this class. All assignments submitted in fulfillment of course requirements must be the student’s own work. All assignments, except those designated as "group," are meant to represent the effort of each individual student. Group projects and assignments should represent equal efforts by all group members. While the University’s Teaching/Learning Model emphasizes the sharing of professional experiences in the context of analyzing relevant course materials, it is against the policy of the College for students or faculty members to share information in class about present or past employers that would be considered proprietary, confidential, company sensitive, or a trade secret.

Out of consideration for others, please turn your cell phone and laptops to the silent mode. If they do not have a silent or vibratory mode, please turn them off. These items tend to distract the other students when they ring during class discussions or learning team activities and presentations.

DEPARTURE: Late arrival and early departure may constitute loss of participation points at the discretion of the instructor.

TEAMS: Learning Teams are an essential part of the academic experience for students and Learning Team members need to make the necessary commitment to working together to meet the criteria for Learning Team Assignments. In addition to providing supplemental learning environment for mastery of course content, learning teams provide students with an opportunity to develop and refine teamwork skills. Learning Teams are comprised of three to five students and will meet weekly outside of class times in person, via teleconference, real-time electronic conferencing, or asynchronous conferencing. Team grades will be awarded for Learning Team assignments.

Plagiarism or academic dishonesty, whether accidental or deliberate, is a serious violation of the Student Code of Conduct. The faculty member has the option of using classroom sanctions or elevating the case to campus level. Students are advised that written assignments may be submitted by the faculty member to an online plagiarism detection service.

It is plagiarism to go to the Internet, find an article, copy it to the clipboard and then drop it into your word processor. Listing the article as a reference on the last page will not cover you. This is plagiarism.

There are a few things that you can do that will help you to avoid being charged with academic dishonesty.

3. APA in-text requirements:

(e.g., Washington, D.C. is the capital of the U.S.) Do not need a citation, even if you had to look them up. When in doubt, CITE.

The Professor uses turnitin.com

WRITTEN WORK: Students are encouraged to use the Plagiarism Checker such as turnitin.com to check each written paper before submitting it to the instructor. All papers are to be typed, spell-checked and grammar checked, well written with a logical flow of thought. Submit double-spaced with 1" margins, and prepared in the APA format found in the Publication Manual of the American Psychological Association. Papers should be in 12-pitch font, using a serif font such as Courier or Times Roman.　 Indent paragraphs five spaces to indicate a new paragraph.　 Please include a title page on all papers.　 Although numbered, the title page does not count toward the required number of content PAGES.

All students will receive feedback each week after workshop 1 of each class. All student written assignments will be returned to the student with appropriate feedback and points earned no later than the next class meeting. Also, students will receive feedback and points earned on oral presentations that same night of class.

LATE WORK:　 Late work will not earn the full points possible.　 Students will lose one full letter grade each day the assignment is late. Assignments must be submitted by the end of the workshop. No assignments will be accepted after the end of the final workshop.

INCOMPLETE: An Incomplete will be considered only if the request for an Incomplete is submitted before the end date and all assignments from a minimum of three workshops are completed with a passing grade prior to the course end date. Incompletes are given at the discretion of the faculty member.

College of the Canyons policy on Incompletes states, "If a student is granted an Incomplete grade, the student’s final grade will be reduced one full letter grade by the faculty member, regardless of the circumstances under which the Incomplete was granted."

　STUDENT

ASSIGNMENTS: In order to receive graded final workshop written assignment(s) the student is responsible for providing the faculty member with a self-addressed envelope. The College of the Canyons will pay postage to mail back to the student the envelope with the assignment feedback and assignment points.　 Students must provide their own envelopes in all off-site (non learning center) locations.　 Postage will be paid by the College.　

GRADING

CRITERIA: Participation is graded on individual and Learning Team contributions to class discussions and participation in the Learning Team itself. The vast majority of managers' interactions with others are oral. They generally spend very little time reading and even less time writing reports. For this reason, the development of oral skills is given a high priority in this course. The classroom should be considered a laboratory in which a student can test their ability to convince their peers of the correctness of their approach.

Gregory Shrout, Instructor