Week 8 Assignment Reflection Essay
Reflect on the course. write a short essay describing how you will apply concepts learned in the course as a nurse in order to reduce the global impact of such diseases. Bellow is the Syllabus of the class.
PATH 370 Pathophysiology 202111FAIIOL OL-A
Course Description
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Provides a comprehensive approach to diseases based on physiological concepts. Students will learn to differentiate acute versus chronic compensatory mechanisms in response to disturbances of homeostasis in major body systems, and both physical and chemical stressors.
Total Course Credits:
3 Total Course Hours:
47 Lecture Hours Online:
47
Lab Hours:
0 Supervised Clinical/Practicum Hours:
0 Externship/Internship Hours:
0
Course Learning Outcomes
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1. Identify concepts of health and disease.
2. Discuss interrelationships between pathophysiology, pharmacology, diagnostic testing, and management on health and disease.
3. Explain the physiologic signs and symptoms of disease and their impact on functional health status.
4. Delineate the risk factors highly correlated with specific health conditions.
5. Identify the impact of specific diseases upon the U.S. population and globally.
6. Differentiate between the basis of disease in relation to normal body function.
Week CLOs PLOs
1 1-6 1, 4, 6
2 1-7 1, 4, 5, 6
3 1-6 1, 4, 5, 6
4 1-7 1, 3, 4, 5, 6
5 1-6 1, 4, 5, 6
6 1-6 1, 4, 5, 6
7 1-6 1, 4, 5, 6
8 1-7 1, 4, 5, 6, 7
Program Learning Outcomes
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General Education Program Mission
The General Education program provides students with a measureable, outcomes-based foundational education that not only integrates with and complements the chosen academic emphasis, but also transcends the major discipline. The General Education program prepares students to be competent and ethical problem solvers. They will be adept at demonstrating critical reasoning, scientific methodology, multidisciplinary inquiry, and communication skills that will enable them to make intellectually sound decisions that will embody a cultivated and deep appreciation for cultural diversity for the world in which they live.
General Education Program Philosophy
The General Education program prepares students to be responsible, informed, and ethical citizens, and to develop the dimensions of character needed to navigate, adapt, and succeed in an ever-changing complex world. The General Education curriculum challenges students to explore and analyze the dimensions of the human condition through an intellectually coherent, meaningful, and transformative foundational education. The General Education program is designed such that engagement in high-impact learning experiences, technology, and integrative learning will advance students’ knowledge and skills in written and oral communications, critical reasoning, cultural diversity, scientific reasoning and innovation, quantitative reasoning, and technological and informational literacy. The achievement of General Education core competencies affords students the foundation to grow personally, professionally, and socially, and seek opportunities for lifelong learning.
General Education Program Learning Outcomes
Following completion of the General Education curriculum, students will be able to:
1. Employ effective written communication skills
2. Employ effective oral communication skills
3. Interpret quantitative data using mathematical principles to effectively identify core issues and solve problems.
4. Locate disparate information through multiple sources demonstrating technological and informational literacy.
5. Demonstrate critical thinking skills by descriptively analyzing complex issues and interpreting diverse perspectives in order to make conclusive, ethical, and defensible decisions.
Course Materials
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Your textbook is available in the Canvas course under the VitalSource E-Text menu item. The textbook is delivered through the VitalSource E-Text platform.
Pathophysiology
• Author: Banasik, J. L.
• Publisher: Saunders
• Edition: 6th
• 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
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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)
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.
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 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 Dropbox or a personal hard drive as you may be asked to recall these assignments as you near the end of your program.
Criteria
Types of evaluations and related weights
Assignment Weight / Points Week Due Details
Formative
Weekly Discussions 320 Weeks 1-8 Please see the discussion board rubric for grading criteria.
Chapter Quizzes 240 Weeks 1, 3, 5, 7 Timed 20-30 question quizzes over the textbook chapters.
Rounds Episodes 40 Weeks 1, 2, 3, 4, 5, 6, 7 Watch a scenario and answer the questions in this series.
Mini-Systematic Literature Review (Evidence-Based Medicine) 100 Week 2 A systematic review focusing analysis on the treatments, causes, diagnosis, and prognosis presented in the literature.
Mini-Scientific Literature Review (Data Analysis) 100 Week 4 A scientific review focusing analysis on the author’s hypothesis (thesis), scientific method used in the research, and results of the study. The reviewer identifies the strengths and weaknesses of the study and analyzes the author’s findings and conclusions.
Reflection Essay 50 Week 8 An opportunity for students to reflect on the selected course and program outcomes.
Summative
Signature Assignment 150 Week 6 Comprehensive Case Study. Must be submitted by Sunday, 11:59 PT of week 6. No late submissions will be accepted.
Total 1000
Course and Program Specific Policies
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Minimum Passing Grade
The Minimum Passing Grade in a General Education course is a C-.
Assignments and Activities (written papers, journals, blogs, projects or similar, both in class or online):
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 due dates and times posted in the course. Be sure to contact the instructor if you believe 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.
Quizzes and Tests*
It is the student’s responsibility to contact the faculty member within 48 hours of the original examination date of a quiz or test and follow the program policies for missed work. Students will not be allowed access to a quiz or test after the due date. Students may be able to complete a make-up quiz, test, or alternative assignment based on instructor discretion. Students who do not contact the faculty within 48 hours of the original examination date will earn a zero.
Examinations (Midterm and Final Examinations, Proctored Examinations, Proctored Assessments, or similar)*
Students are required to be present for all examinations. If the student must miss an examination due to a compelling reason**, the student must complete and submit the Examination Date Change Request form with the required supporting documentation for the event to the faculty member for that course. The documentation must be submitted at least three (3) weeks in advance of the examination. The faculty member will review and sign the request before submitting the documentation to the Dean, Director, or designee for approval or denial of the request. The documentation must be submitted at the time of the request, and the decision based on the original request is final.
Extenuating Circumstances
An extenuating circumstance is defined as an absence that is due to an unforeseeable circumstance and not a compelling reason or scheduled event. The student must notify the faculty member of the course within 48 hours before or after the date and time of the examination. The Dean, Director, or designee will make a determination regarding student eligibility to take an alternate form of make-up examination. If the student is able to demonstrate extenuating circumstances (such as the inclusion of healthcare provider documentation, a copy of obituary notice or death certificate, or a copy of police report for automobile accidents), the Dean, Director, or designee may permit an alternate form of a make-up examination. The student may earn up to 100% on this make-up examination based on the review of the supporting documentation of the extenuating circumstances.
• The make-up examination must be taken within five (5) business days of the initial examination administration or before the date of the next class.
• The make-up examination may not be the same examination but may be an alternative format such as an essay examination.
• The student must take the make-up examination in a proctored environment.
• If the student is not able to provide acceptable documentation for either a compelling reason or an extenuating circumstance, the maximum score that the student may earn on the examination is 76%.
• Students who do not take the examination on the scheduled make-up date or who do not contact the instructor within 48 hours of missing the examination will receive a zero score for the examination.
• One form is required for each request. Any future make-up requests require a new form.
• Receiving the maximum amount of points on a make-up examination will be considered only for students who provide documentation of a compelling reason** for missing the examination or if an extenuating circumstance occurs and is supported by documentation. This does not apply for students who miss their regularly scheduled examinations due to student choice or error (e.g., oversleeping). The final determination for approval of a make-up examination is at the discretion the Academic Dean, Director, or designee.
*Course curriculum varies from course to course. Not all courses have quizzes, tests, or examinations. It is your responsibility to review each syllabus for assignment criteria.
** A compelling reason is defined as planned events or discretionary participation in activities such as weddings or required travel.
No work is accepted after the last scheduled class (on ground) or the last day of class (online).
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:
o 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.
o 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 Discussions
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
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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. Rubrics can be found in the Grades section and/or in your assignment dropbox.
Outline of topics, objectives, and activities
Week Topic Objectives Activities & Assignments
1 Introduction to Pathophysiology Identify concepts of health and disease
Differentiate between the basis of disease in relation to normal body function
Discuss interrelationships between pathophysiology, pharmacology, diagnostic testing, and management on health and disease
Explain the physiologic signs and symptoms of disease and their impact on functional health status
Delineate the risk factors highly correlated with specific health conditions
Identify the impact of specific diseases on the U.S. population and globally Assigned Readings
• Review the Syllabus and Course Agenda.
• Read Chapters 1, 2, 4, 7
Content & Activities
• View this week’s presentation and other course materials.
Assignments
• Post your introduction in the Student Lounge.
• Complete Week 1 Episode 1: “Just Breathe”.
• Participate in this week’s discussions.
• Complete the Chapter Quiz.
2 Alterations in Immune Function Identify concepts of health and disease
Differentiate between the basis of disease in relation to normal body function
Discuss interrelationships between pathophysiology, pharmacology, diagnostic testing, and management on health and disease
Explain the physiologic signs and symptoms of disease and their impact on functional health status
Delineate the risk factors highly correlated with specific health conditions
Identify the impact of specific diseases on the U.S. population and globally
Successfully critically consider current scholarly literature on a topic (write a literature review) using proper APA citations, references, and formatting Assigned Readings
• Read Chapters 10, 11, 13-15.
Content & Activities
• View this week’s presentation and other course materials.
Assignments
• Complete Week 2 Episode 2: “Go With the Flow”.
• Participate in this week’s discussions.
• Submit Mini-Systematic Literature Review (Evidence-Based Medicine)
3 Alterations in Blood Pressure and Cardiac Function Identify concepts of health and disease
Differentiate between the basis of disease in relation to normal body function
Discuss interrelationships between pathophysiology, pharmacology, diagnostic testing, and management on health and disease
Explain the physiologic signs and symptoms of disease and their impact on functional health status
Delineate the risk factors highly correlated with specific health conditions
Identify the impact of specific diseases on the U.S. population and globally Assigned Readings
• Read Chapters 16, 18-20.
Content & Activities
• View this week’s presentation and other course materials.
Assignments
• Complete Week 3 Episode 3: “Just a Few Z’s”.
• Participate in this week’s discussions.
• Complete the Chapter Quiz.
4 Pulmonary Disorders, Homeostasis and Imbalances Identify concepts of health and disease
Differentiate between the basis of disease in relation to normal body function
Discuss interrelationships between pathophysiology, pharmacology, diagnostic testing, and management on health and disease
Explain the physiologic signs and symptoms of disease and their impact on functional health status
Delineate the risk factors highly correlated with specific health conditions
Identify the impact of specific diseases on the U.S. population and globally
Successfully critically consider current scholarly literature on a topic (write a literature review) using proper APA citations, references, and formatting Assigned Readings
• Read Chapters 22-25.
Content & Activities
• View this week’s presentation and other course materials.
Assignments
• Complete Week 4 Episode 4: “Doing My Part”.
• Participate in this week’s discussions.
• Submit Mini-Scientific Literature Review (Data Analysis)
5 Disorders of the Urinary Tract and Reproductive System Identify concepts of health and disease
Differentiate between the basis of disease in relation to normal body function
Discuss interrelationships between pathophysiology, pharmacology, diagnostic testing, and management on health and disease
Explain the physiologic signs and symptoms of disease and their impact on functional health status
Delineate the risk factors highly correlated with specific health conditions
Identify the impact of specific diseases on the U.S. population and globally Assigned Readings
• Read Chapters 27-29, 31, 33.
Content & Activities
• View this week’s presentation and other course materials.
Assignments
• Complete Week 5 Episode 5: “Seeing Signs”.
• Complete Week 5 Episode 6: “It’s Complicated”.
• Participate in this week’s discussions.
• Complete the Chapter Quiz.
6 Gastrointestinal Disorders Identify concepts of health and disease
Differentiate between the basis of disease in relation to normal body function
Discuss interrelationships between pathophysiology, pharmacology, diagnostic testing, and management on health and disease
Explain the physiologic signs and symptoms of disease and their impact on functional health status
Delineate the risk factors highly correlated with specific health conditions
Identify the impact of specific diseases on the U.S. population and globally Assigned Readings
• Read Chapters 36-38, 40-41.
Content & Activities
• View this week’s presentation and other course materials.
Assignments
• Complete Week 6 Episode 7: “Time for a Change”.
• Participate in this week’s discussions.
• Submit the Comprehensive Case Study.
7 Disorders of Neurological Function, Pain, and Alterations to Musculoskeletal Function Identify concepts of health and disease
Differentiate between the basis of disease in relation to normal body function
Discuss interrelationships between pathophysiology, pharmacology, diagnostic testing, and management on health and disease
Explain the physiologic signs and symptoms of disease and their impact on functional health status
Delineate the risk factors highly correlated with specific health conditions
Identify the impact of specific diseases on the U.S. population and globally Assigned Readings
• Read Chapters 44-45, 47, 51.
Content & Activities
• View this week’s presentation and other course materials.
Assignments
• Complete Week 7 Episode 8: “Just Look At You”.
• Participate in this week’s discussions.
• Complete the Chapter Quiz.
8 Review Identify concepts of health and disease
Differentiate between the basis of disease in relation to normal body function
Discuss interrelationships between pathophysiology, pharmacology, diagnostic testing, and management on health and disease
Explain the physiologic signs and symptoms of disease and their impact on functional health status
Delineate the risk factors highly correlated with specific health conditions
Identify the impact of specific diseases on the U.S. population and globally
Successfully critically consider current scholarly literature on a topic (write a literature review) using proper APA citations, references, and formatting Content & Activities
• View this week’s presentation and other course materials.
Assignments
• Participate in this week’s discussions.
• Submit the Reflection Essay.
Institutional Policies
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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. Articulate the importance of working collaboratively with other healthcare providers in support of the client/patient.
Academic Integrity and Dishonesty
Students should review the Academic Dishonesty Policy in the University Student Handbook. 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.
Attendance Policy
West Coast University has a clear requirement for students to attend courses. Students should review the Attendance Policy in the University Catalog.
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 and the Student Handbook.
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.
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.
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. 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
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
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 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 courses in several delivery modalities: face-to-face web enhanced, blended, and online (asynchronous, synchronous).
• Face-to-face web enhanced course is delivered entirely on campus or at a learning site (e.g., clinical, practicum, externship, internship) and uses the institution’s Learning Management System.
• Blended course is delivered with a portion that is face-to-face on campus or at a learning site (e.g., clinical, practicum, externship, internship) and a portion that is online (asynchronous or synchronous or both) through the institution’s Learning Management System.
• Online course
o Online course, synchronous course* is delivered by faculty to students using online lessons and resources in real time with live online instruction and uses the institution’s Learning Management system.
o Online course, asynchronous* is delivered by faculty to students using online lessons and resources, but without live online instruction and uses the institution’s Learning Management System.
*Online courses are 100% asynchronous, 100% synchronous, or a combination of both. See course syllabus for details.
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 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 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 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:
o 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.
o Using standard capitalization can be considered by some that all CAPS IS THE SAME AS YELLING.
o Respect the privacy of others.
o Delay writing during instances if you are angry, emotional, or frustrated.
o Write in a professional, academic manner that does not overuse abbreviations, TXT language, and emoji’s.
o Cite fully the work of others. Academic integrity is valued and expected.
o Report instance of cyberbullying and inappropriate netiquette privately via email to the instructor.
o 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 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.