Friday, January 31, 2020
Career Over - GVSU Assistant Resigns
https://www.athleticbusiness.com/college/gvsu-assistant-coach-who-praised-hitler-resigns.html?eid=111326396&bid=2591943
https://www.mlive.com/news/grand-rapids/2020/01/gvsu-official-pressured-student-newspaper-to-censor-coachs-hitler-comment-editor-says.html
https://www.cnn.com/2020/01/28/us/college-football-coach-hitler-trnd/index.html
https://www.mlive.com/news/grand-rapids/2020/01/gvsu-official-pressured-student-newspaper-to-censor-coachs-hitler-comment-editor-says.html
https://www.cnn.com/2020/01/28/us/college-football-coach-hitler-trnd/index.html
Wednesday, January 29, 2020
Tuesday, January 28, 2020
Monday, January 27, 2020
Jobs in Athletics - are you getting the experience to get the job?
https://jobs.edinboro.edu/postings/7142
Are you getting the experience to get the job?
This is not a case analysis...
Are you getting the experience to get the job?
This is not a case analysis...
Northwestern Lawsuit to Unionized from 2014
https://www.nytimes.com/2015/08/18/sports/ncaafootball/nlrb-says-northwestern-football-players-cannot-unionize.html
and
https://www.nlrb.gov/case/13-RC-121359
and
https://www.nytimes.com/2014/03/27/sports/ncaafootball/national-labor-relations-board-rules-northwestern-players-are-employees-and-can-unionize.html?_r=0
and
https://www.nlrb.gov/case/13-RC-121359
and
https://www.nytimes.com/2014/03/27/sports/ncaafootball/national-labor-relations-board-rules-northwestern-players-are-employees-and-can-unionize.html?_r=0
Sunday, January 26, 2020
Friday, January 24, 2020
Daniel Miller 2020 - WV Makes news over Racist Locker Room Drawing
https://www.cbsnews.
Daniel Miller 2020 no one else
example of sending mcandrews an link to post
Daniel Miller 2020 no one else
example of sending mcandrews an link to post
Kyle Alexander 2020 - Oregon $115 Million Lawsuit over Taggart Injuries
https://www.espn.com/college-football/story/_/id/25722383/lawsuit-seeks-115-million-ncaa-oregon-ducks-willie-taggart-workout-caused-injuries
example of sending mcandrews an article to post
no one else can do this except Kyle Alexander Spring 2020
example of sending mcandrews an article to post
no one else can do this except Kyle Alexander Spring 2020
Kansas Bans Selling Alcohol at Basketball Games
https://www.athleticbusiness.com/drugs-alcohol/ku-abstains-from-alcohol-sales-at-allen-fieldhouse.html
Wow - this was before the season - can you imagine if the fracas/fight at the end of the Kansas State - Kansas game would have had a few hundred drunken fans to the melee?
Wow - this was before the season - can you imagine if the fracas/fight at the end of the Kansas State - Kansas game would have had a few hundred drunken fans to the melee?
Thursday, January 23, 2020
Wednesday, January 22, 2020
Monday, January 20, 2020
Friday, January 17, 2020
Law Suit - Student Suspension Boston College
http://media.ca1.uscourts.gov/pdf.opinions/19-1871P-01A.pdf
John Doe v. Boston College
Details of the case: In 2012, John Doe was attending an event on a cruise ship for Boston College's student newspaper. While Doe was crossing a crowded dance floor on the ship's deck, another student was sexually assaulted, turned around and saw him, and assumed he was at fault.
While Doe was arrested, his charges were eventually dismissed after prosecutors reviewed video of the night. But college officials did not wait for the criminal investigation to conclude, and they ultimately found him responsible for the assault. In September, a jury found that he was denied a fair process.
Why it's significant: It is the first sexual assault case to reach a federal jury trial since Obama introduced the 2011 guidance, according to media reports, though it claimed a state "breach of contract" rather than a Title IX violation.
Law Suits vs U Mass Amhearst
https://law.justia.com/cases/federal/appellate-courts/ca1/18-1248/18-1248-2019-08-06.html
James Haidak v. University of Massachusetts at Amherst
Details of the case: James Haidak is a former University of Massachusetts at Amherst student who was suspended and then expelled after his ex-girlfriend accused him of physical assault while they were studying abroad in 2013. Haidak sued the university, alleging administrators subjected him to a biased hearing process. A federal district court dismissed his claims, but an appellate court found his suspension was likely unconstitutional because he hadn't been given a chance to have a hearing beforehand.
Why it's significant: In the case, the U.S. Court of Appeals for the First Circuit deviated from an opinion issued last year by the Sixth Circuit's appeals court, which presides over Michigan, Ohio, Tennessee and Kentucky. In 2018, the latter wrote that accused students had a right to the cross-examine their accusers in most Title IX proceedings.
The First Circuit agreed, to an extent, that cross-examination should be allowed but maintained that the questions can come from a neutral panel rather than accused students or their proxies. The discrepancies in the court rulings potentially set up a Supreme Court challenge, and may clarify a major issue among Title IX practitioners, experts told Inside Higher Ed.
HS Refusing to Play Opponent - St. Frances
https://www.baltimoresun.com/sports/high-school/bs-md-st-frances-football-20180606-story.html
Tuesday, January 14, 2020
Spring 2020 HHP 428 Syllabus
HHP 428 Administration
of Physical Education
Sean McAndrews, MA
mcandrse@wvstateu.edu
Instructor Information
Professor: Sean McAndrews
Phone: 304-766-4122
Office Hours: Friday
9:00 AM until Noon Saturday & Sunday during Home Sporting Events.
Online: Email is
the preferred method of communication
Course Description (3 credit
hours) This course is a series of discussions, lectures and case studies that
assist students in application of the administrative theories, concepts,
principles and decision-making skills necessary for a successful career in
exercise-related professions.
Program Learning Outcomes (PLOs)
1. Demonstrate
coaches as a role model to athletes of all ages and diversities through study
and practice of Sport Philosophy, law, ethics, teaching and proper writing and
accurate oral communication skills
2. Demonstrate
knowledge of human growth and development from birth - death, kinesthetic
learning theories and tactics and current coaching and training trends by
planning physiologically and biomechanically correct practice and conditioning
sessions that allow for proper progression of skill and that are safe and
minimize the risk of injury.
3. Demonstrate
knowledge and skill for understanding diverse athletic population and
accommodating different learning styles and physical skill by planning,
coaching and evaluating athletic performance and progression that include
modifications that address these issues.
4. Exhibit
knowledge of and abilities to create responsible and effective communities of
sport learning and understanding by developing leadership and management
frameworks that include criteria with specific attention to respect for other
athletes, respect for the sport game, appreciation of diverse cultures, rules,
abilities and talents, and awareness of the need for communication.
5. Demonstrate
knowledge of and the psychomotor skill needed to perform proper fitness testing
and assessment data analysis to afford the fitness community the optimal
results based on their desired fitness goals.
6. Demonstrate
the appropriate use of technology required in the discipline of exercise
science and athletic coaching.
7. Exhibit
knowledge of what it means to be a member of the coaching/Athletic profession
by demonstrating ethical practice within the profession, demonstrating proper
oral and written communication skills, engaging in research within the
profession, following professional performance regulations and participating in
continual education to uphold the commitment to life-long learning.
Objectives
Students who successfully complete this course will be
able to
Week 1: Chapters 1 & 2
·
Students will
understand the Historical Foundations on Athletics/ Teacher Education/ Recreations
in perspective to today’s societal issues
·
Students will be
able to define to Key Terms from the chapter
·
Students will be
able to discuss Contemporary trends in Athletics/Teacher Education/
Recreation
·
Students will be
able to discuss the concept of Health Promotion and overall individual health
through the use of public education and programs to improve the quality of life
·
Student will be
able to define key terms from the chapter
Week 2: Chapters 3 & 4
·
Students will be
able to explain the term organization and identify the seven principles of the
organization process
·
Students will be
able to define various organizational topics
·
Students will be
able to define key terms from the chapter
·
Students will be able
to understand the difference of various organizational plans
·
Students will be
able to discuss the process of developing an effective organizational plan
·
Students will be
able to define key terms from the chapter
Week 3: Chapters 5 & 6
·
Students will be
able to identify and discuss the six principles of effective administration
·
Students will
identify the five components of an effective performance based objectives
·
Students will be
able to define key terms from the chapter
·
Students will be
able to identify and discuss the characteristics of an effective leader
·
Students will
identify the 6 – C’s of conflict resolution
·
Students will be
able to define key terms from the chapter
Week 4:
Chapters 7 & 8
·
Students will be
able to differentiate between the three types of decision making strategies
·
Students will be
able to define key terms from the chapter
·
Students will
identify and contrast the three types of listening skills that are critical for
effective organizational communication
·
Students will be
able to define key terms from the chapter
Week 5:
Chapters 9 & 10
·
Students will
explain the value of personal evaluation process to the success of an
organization
·
Students will
understand the causes of poor employee performance
·
Students will be
able to define key terms from the chapter
·
Students will
discuss the link between sound budget procedures and proper facility planning
and management
·
Students will be
able to define key terms from the chapter
Week 6:
Chapters 11 & 12
·
Students will be
able to describe the relationship between evaluations and planning
·
Students will be
able to discuss and explain each step in the evaluation cycle.
·
Students will be
able to differentiate between formative and summative evaluation
·
Students will be
able to discuss at least three sources of goals.
·
Students will be
able to identify situations in which qualitative and qualitative evaluation
would be used
·
Students will be
able to define key terms from the chapter
·
Students will be
able to define common laws and discuss the role of case precedent
·
Students will be
able to list and discuss the subsystems that make up our law system
·
Students will be
able to differentiate between civil and common law
·
Students will be
able to define key terms from the chapter
Week 7:
Chapter 13 & 14
·
Students will be
able to give example of Tort Law
·
Students will be
able to describe the concept of Fault and relate it to liability
·
Students will be
able to distinguish between unintentional and intentional torts
·
Students will be
able to list the four elements of negligence
·
Students will
give four methods used to counter the claims of negligence
·
Students will be
able to define key terms from the chapter
·
Students will be
able to identify individual rights guaranteed by the US Constitution and give
examples of how each one might be violation in their relative profession
·
Students will be
able to discuss the importance of the fourth amendment
·
Students will be
able to define state actors and give examples
·
Students will
identify at least five federal laws that extend constitutional protections
·
Students will be
able to define terms from the chapter
Week 8:
Chapters 15 & 16
·
Students will be
able to list and discuss the six elements of an enforceable contract
·
Students will
describe the difference between a void contract and voidable contract
·
Students will be
able to give examples of breach of contract
·
Students will be
able to define caveat emptor and caveat vendor and discuss the difference
between the two
·
Students will be
able to define terms from the chapter
·
Students will be
able to define Risk Management
·
Students will
discuss how Risk Management is an ongoing process
·
Students will be
able to discuss the difference between qualitative and quantitative supervision
and specific and general supervision
·
Students will be
able to list at least five ways to ensure safe environmental conditions
·
Students will be
able to define terms from the chapter
Week 9: 8 Quizzes due / Technology 10 points due
Week 10:
Final Exam 50 Questions
Week 11: Assignment
Due Performance Based objectives (5)
Week 12: Assignment
Due Title IX (3) / Presentations
Week 13: Assignment
Due Budget (2) / Presentations
Week 14:
Assignment Due Planning (1) / Presentations
Week 15: Assignment
Due Case Analysis (5) / Presentations
Week 16: Assignment
Due Case Analysis (5) / Presentations
Outcomes
By the end of the course,
successful students will be able to
using proper administrative terms.
2.
Demonstrate the ability to utilize basic administrative concepts and ethical
decision
making
within the realm of physical education and sport.
3. Apply
knowledge of finance and budget concepts to the profession of physical;
education
and
or sport.
West
Virginia Physical Education Content Standards Addressed in this course are:
Responsible
Personal and Social Behaviors (PE.S.5) students will be able to demonstrate
an understanding of responsible personal and
social behaviors in physical activity settings
West
Virginia Technology Standards addressed in this course are:
1.0
Pre-professional Skills
1.5
Demonstrate knowledge of uses of computers and technology in business,
industry, and society.
1.6 Use
productivity tools for word processing, database management,
and
spreadsheet applications.
1.8 Use
computer-based technologies, including telecommunications, to
access
information and enhance personal and professional productivity.
2.0 Content
Specialization
2.4 Use
advanced features of productivity tools to improve the teaching and learning
in the
content area.
2.12 Identify
professional technology organizations and support groups to
continue
growth of technology utilization and enhance content delivery.
3.0
Professional Education
3.7 Practice
responsible ethical and legal use of technology, information, and
software
resources.
National
Association for Sport and Physical Education (NASPE) Teacher
Education
Standards addressed in this course are:
Standard 4:
Management and Motivation
Physical
Education Teachers use an understanding of individual and group motivation
and behavior
to create a safe learning environment that encourages positive social
interaction,
active engagement and self-motivation.
Standard 5:
Communication
Physical
education teachers use knowledge of effective verbal, nonverbal, and medial
communication
techniques to enhance learning and engagement in physical activity
settings.
Standard 8:
Reflection
Physical
education teachers are reflective practitioners who evaluate the effects of
their
actions on
others and seek opportunity to grow professionally.
Standard 9:
Technology
Physical
education teachers use information technology to enhance learning and to
enhance
personal and professional productivity.
Standard 10:
Collaboration
Physical education
teachers foster relationships with colleagues, parents/guardians, and
community
agencies to support students’ growth and well-being.
Textbook
Graded Assignments and Point Values
Assignment
|
Point Values
|
Technology
|
10
|
Final Exam
|
50
|
Performance Objective
|
100
|
Budgets
|
100
|
Planning
|
100
|
Title IX Analysis
|
100
|
Case Analysis
|
200
|
Quizzes
|
400
|
Total Points Possible
|
1060
|
Grading Scale
Letter Grade
|
Range of Points
|
A
|
900 - 1060
|
B
|
800 - 899
|
C
|
700 - 799
|
D
|
600 - 699
|
F
|
000 - 599
|
Assignment Descriptions
Weekly Discussions – Question must be answered before Class
Active participation is a
must in this course. Each week one or
more key discussion questions, activities, debates, etc. will be posted.
Generally, you will be required to respond to the main discussion and then also
make comments (a minimum of 2 or 3) on the responses of others in the course. Please note that the quantity of responses is
not as important as the quality of the responses.
A running dialogue about
course topics will be maintained via the website discussion forums. It is
expected that you will fully participate in the online discussions. This means
posting your own thoughts about the weekly topics, commenting on others’ ideas,
and responding to questions about your own postings. Class participation points
will be based more on quality than quantity. While it is relatively easy to
post numerous, non-substantive comments, it takes more thought and effort to
post intelligent, meaningful comments that move the discussion forward. For
example, meaningful posts tend to:
·
Provide concrete
examples, perhaps from your own experience
·
Identify
consequences or implications
·
Challenge
something that has been posted, perhaps by playing devil’s advocate
·
Pose a related
question or issue
·
Suggest a
different perspective or interpretation
·
Pull in related
information from other sources – books, articles, websites, courses, etc.
Consider your time commitment
to our online discussions to be critical to your success as a learner, as well
as to the success of the course. Because ongoing participation is expected, a
portion of your final grade will be based on participation. Participation
scores will be based on three primary criteria:
1. Frequency and timeliness of postings
2. Content of your postings (the
thoughtfulness/reflection that goes into your responses and the extent to which
they address the topic for the week, including the assigned readings)
3. Adherence to online protocol
An online discussion forum is
a “technological cognitive tool” that stimulates cognitive learning and
critical thinking. Students engaged with course content in forums engage with
other students in a generative processing of information. “Students draw upon
their own experiences and interpretations and share these in the group
discussion. They read other student responses and interpretations and compare
these with their own thoughts. This involves the processes of reflection and
the construction and reconstruction of domains of knowledge. The resulting
kinds of learning from these processes are not a regurgitation of a lecture or
reading. It is a negotiated interpretation of knowledge with student ownership.
The learning is deeper and more long lasting and students refine their thinking
and their voice” (Markel, 2009).
Asynchronous discussion
enhances learning as you share your ideas, perspectives, and experiences with
the class. You develop and refine your thoughts through the writing process,
and you broaden your classmates’ understanding of the course content. Use the
following feedback to improve the quality of your discussion contributions.
Examples of posts that
demonstrate higher levels of thinking:
·
“Some common
themes I see between your experiences and our textbook are….” (analysis)
·
“These newer
trends are significant if we consider the relationship between ….” (synthesis)
·
“The body of
literature should be assessed by these standards ….” (evaluation)
[include a list of discussion topics per
module]
Quizzes and Tests
Eight (8) 50-point quizzes are available online as of
the first day of class. Quizzes will consist of matching, listing, essay, and
fill-in the blank completion. You have multiple opportunities to take each quiz
and I take the average grade. All quizzes are available as of the first day of
class. (400 points) These
assessments will assess NASPE standards 4, 5, 8, 9, 10
Final
1 50-point Exam that is available online as of the
first day of class. Quizzes will consist of matching, listing, essay, and
fill-in the blank completion. You have multiple opportunities to take and I
take the average grade. The Final is available as of the first day of class. (50 points) These assessments will
assess NASPE standards 4, 5, 8, 9, 10
Education
– Sport Technology/Social Media/ Question of The Week
Students will choose from a variety of media to add to
their vitae and life experiences. The objective is for the student to get
practical experience in the area of work they are going into. Do one YouTube
video; join LinkedIn; create a blog; Twitter, etc. (10 points)
Chapter
Assignments
We will cover a chapter and then you will have an
assignment due per the syllabus Some
Assignments will be presented in class (600
points) this assessment will assess NASPE Standards 4, 5, and 9.
Assignment 1
Writing Performance Based Objectives – You will
write 5 Performance Based Objectives depending on your area of emphasis (100 points)
Assignment 2
Planning Projects – This will be over 6 months to
a Year depending on your area of Teaching, Coaching, Athletic Administration,
Recreation, and/or Strength/Conditioning/Rehabilitation. It will include daily
and monthly organization. (100 points)
Assignment 3
Budgets you will two budgets based on your area of Teaching,
Coaching, Athletic Administration, Recreation, and/or Strength/Conditioning. (100 points)
Assignment 4
Case Analysis- You will produce ten summaries/ conclusions, each
worth 20 points each. There are samples in the book (chapters 17-21). The ten will
come from posts on http://macdaddyncaasidhhp01.blogspot.com/. Students
will sign on to the blog and put their name. Repeating a topic will result in
zero points. The form is on the assignment tab online. The students will
present 3 in front of the class for total points. (200 total points) These
assessments will assess NASPE standards 4, 5, 8,9,10.
Assignment 5
Title IX Analysis Students will be given the EADA
report for three NCAA D1, D2, D3, or NAIA colleges. The Student will review the
data of 3 Institutions and determine if the school is in compliance using one
of the three prongs per Law. Students will present their finding to the class
and turn in a review form for each institution. (100 points).
School and Course Policies
School Closings
Due to inclement weather or
other such emergencies, there may be circumstances when the University campus
and in-seat classes are delayed or cancelled. In such instances, online courses
shall continue as normal unless otherwise indicated.
Netiquette Policy
“Netiquette” or “network etiquette” is a set of guidelines
and standards that encourage appropriate behavior while on the Internet. This includes all points of internet access
such as emails, discussions, wikis, virtual meetings, text messages, social
media, etc. As a student in an online
course here at West Virginia State University, you are expected to comply with
the following code of conduct or “netiquette” while engaging in the course.
Please review the syllabus to understand how faculty prefer
to be contacted for class related questions (e.g., WVSU Online email, campus
email, discussion boards, etc.).
1. When
corresponding with faculty and staff outside of the WVSU Online email system,
use your WVSU campus email account (e.g., imastudent@wvstateu.edu).
2. Maintain
a level of professionalism in your correspondence. Your course work is part of your own career
preparation, so interact with your instructor and peers as you would in a
business setting. This means checking
grammar, style, and spelling in all course communications.
3. Respect
all participants and constituents in your online classroom including your
teachers, fellow participants, and technical staff supporting online
courses. This includes
·
honoring their right to their opinions;
·
respecting the right of each person to disagree
with others;
·
responding honestly but thoughtfully and
respectfully using language which others will not consider foul or abusive;
·
always signing your name to any contribution you
choose to make;
·
respecting your own privacy and the privacy of
others by not revealing information which you deem private and which you feel
might embarrass you or others;
·
being constructive in your responses to others
in the class; and
·
being prepared to clarify statements which might
be misunderstood or misinterpreted by others.
4. Maintain
an adequate level of activity in your online course by signing in and reviewing
course content at least 3 days a week.
5. Review
assignments descriptions and available rubrics and guidelines BEFORE
participating in these activities. This
includes discussions, written assignments, exams, wiki assignments, etc.
6. If
you are experiencing difficulties in the course, contact your instructor in a
timely fashion (i.e., early enough for the issues to be rectified).
7. If
you feel that another member of the class is violating netiquette guidelines,
contact your professor for additional guidance.
What to Expect from an Online Course
A self-disciplined student
will find online college courses to be rigorous, challenging, and engaging. A
typical online college course will require as much or more work as a
traditional college course. Most online courses require substantial reading and
writing skills to master the subject. You should expect to spend 10-15 hours
per week working in the course in order to complete the learning activities and
assignments, take quizzes or exams, and participate in the classroom
discussions.
Being a successful online
student requires knowing where to go for the information you need and
activities you are to complete.
Become familiar with the
Moodle environment and the technology necessary to be successful in an online
classroom. You will want to learn how to access course materials, communicate
with classmates and your instructor, submit homework, take tests, and check
your grades.
Students enrolled in online
courses need good time management and communication skills to be successful.
Below are guidelines to help you be a successful online student:
·
Pace yourself.
You will need to pace yourself and stay on top of the course schedule at all
times. You also will need to set aside blocks of time to do your coursework
when you will not have distractions. Be diligent and protective of your study
time.
·
Do not fall
behind. If you must be away from the course for a legitimate reason such as
illness, contact your instructor immediately and arrange for when you will be
able to get caught up with your coursework.
·
Follow up with
your instructor(s) if you think something is wrong within the course. It may be
that you missed something and need clarification, or that the instructor has
not had a chance to respond to something in a timely manner.
·
Engage yourself.
You will need to communicate regularly with your instructor(s). You also will
engage with your classmates in discussion forums or other types of learning
activities. The more you communicate within the course, the more comfortable
you will become with your instructor and classmates.
·
Log into the
course often and check for new announcements, assignments, and messages.
·
Review the course
schedule and keep track of due dates for projects, assignments, exams, etc.
·
Ask questions
when you don’t understand something, and don’t wait until the day before an
assignment is due or you may not be able to get the help you need.
·
Save all your
work in the appropriate file format, such as MS Word or Excel, PDF, or other
file format that the instructor can download and open. Save all of your work in
a safe and recoverable storage location, such as an external hard drive.
·
Contact the
helpdesk if you have a technical problem accessing the course.
o
For technical
assistance with WVSU Online, please submit a help desk request at the Center for Online Learning (COL) help desk website.
o
You may also
contact the WVSU COL Monday through Friday between 8:30 a.m. and 5:00 p.m.
After hours and on weekends, you may call Learning House technical support
directly at 1-800-985-9781 or by contacting support@learninghouse.com.
Class Participation, Attendance, Deadlines,
and Makeup
All Quizzes/Exams have the 3 or 4
opportunities and take the average of your test scores submitted.
Materials are due per the syllabus date.
Materials turned in late will result in ZERO points. Materials can always be submitted
early, 14 days or greater from the due date. Turn it in early and you will have a second
chance for complete points.
You are penalized
for not following directions. You are penalized for not coming to class
prepared (I cover the chapter and ask questions from the chapter being covered.
I sometimes give an old school quiz). You will be assigned items every class.
There are 11 class sessions. You will be assigned materials to discuss in
class. Failure to be prepared will count the same as a miss. You are allowed
three missed classes without penalty. Upon your
fourth miss, your grade will drop by 25 points for every miss after the fourth
missed class; you will
start the class with an “F” and your grade will improve as your points total
increases.
Proctored Testing
Technical
Requirements
This is an online course,
which means you are expected to be familiar with the university’s learning
management system (LMS), WVSU Online. If you are unfamiliar or uncomfortable
with the WVSU Online, please contact the Center for Online Learning at 304-766-3300
to schedule training. Additionally, it means that you are expected and/or
required to meet the minimum technical requirements for the course. You can
access the WVSU Online log on from the WVSU Homepage or directly at https://myonline.wvstateu.edu.
Login ID
Your username and password for WVSU Online is the same as
your WVSU email log in information (i.e., everything before the @ sign in your
email is your username). Example: If your email is janedoe2@wvstateu.edu, your
username is janedoe2.
Password
Your password is the same as
the password for your WVSU email and myState.
Be sure to login to your WVSU
Online course during the first day of class and resolve any technical issues
immediately during the first day of class. There may be reading assignments,
online assignments, quizzes, or discussion forums that will begin during the
first couple of days of the semester. Unresolved technical issues after the
first few days of class are not valid excuses for not completing assignments.
All assignments and course interactions will utilize Internet technologies.
Computer Requirements
This course requires that you
have access to a computer that can access the Internet. It is important that
you have access to a reliable high-speed Internet connection to be able to
perform the required online activities of this course. It is also important
that you have a backup plan for securing an Internet connection if your
personal connection fails. Loss of Internet services is not an excuse for late
assignment submission or for missing an exam. In addition, you need to make
sure your computer is up-to-date with Java, Flash, Shockwave, Adobe Reader, and
a current Web browser. These are free updates and should be done prior to the
first week of class.
·
You will need to
have access to, and be able to use, the following software packages:
·
A web browser (Internet
Explorer, Mozilla Firefox, Google Chrome, Safari)
·
Adobe Acrobat
Reader (free)
·
Adobe Flash
Player (free)
·
Microsoft Word
·
Microsoft
PowerPoint
If you do not own a copy of
Microsoft Office and plan to use Open Office or another other word processing
program instead, please be sure to save and upload all assignments in Microsoft
WORD format or Rich Text Format (.rtf).
You are responsible for
having a reliable computer and Internet connection throughout the course.
Technical Assistance
You may also contact the WVSU
Center for Online Learning Monday through Friday between 8:30 a.m. and 5:00 pm.
After hours and on weekends, you may call The Learning House technical support
directly at 1-800-985-9781 or by contacting support@learninghouse.com.
Counseling and Accessibility Services (CAS)
The Counseling
and Accessibility Services office provides students with mental health counseling,
and accessibility services for students with a disability. All
students, including online students, are eligible for in person free counseling
services. Counselors are available by appointment by calling (304) 766-3262, by
email at toledoke@wvstateu.edu, or in person in 125 Sullivan Hall, East. CAS is
open Monday-Friday from 8:30 am-5:00 pm.
Students
with Disabilities – Access/Accommodations
The University strives to
make all learning experiences as accessible as possible. If you anticipate or experience academic
barriers based on a temporary health condition or permanent disability
(conditions include but not limited to; mental health, attention-related,
learning, vision, hearing, physical or health impacts), please let me know
immediately so that we can privately discuss options.
NEED ACCOMMODATIONS?
To establish reasonable
accommodations, you are required to register with Student Accessibility
Resources (SAR) and completed an intake process. Reasonable accommodations are established
through an interactive process between you, your faculty and the accessibility
specialist. It is important to start
this process in a timely manner in order to receive accommodations as soon as
practically possible. You are welcome to
contact the accessibility specialist to inquire about or initiate the process
through any of the following:
·
phone – 304-766-3083
·
text – 681-533-0850
·
in person – 123 Sullivan Hall East
After registering with SAR
and if approved for accommodations, make arrangements with me as soon as
possible to discuss your accommodations so that they may be implemented in a
timely fashion.
ALREADY APPROVED FOR ACCOMMODATIONS?
If you have registered
with Student Accessibility Resources (SAR) for the current semester, please
communicate your approved accommodations to me in a timely fashion. We can arrange a private meeting to discuss
your Accommodations Implementation Plan and how we will be implementing your
accommodations in this course.
Retention and Student Success
The Retention
and Student Success office provides all students, including online students,
with free academic support through walk-in tutoring centers, one-on-one
tutoring, supplemental instruction for historically difficult courses, academic
coaching, and our online live tutoring services through Smarthinking.
Learning
Enrichment Center for Writing
The Learning
Enrichment Center for Writing is located in Wallace Hall, Room 216. Tutors are
available to help you with your writing assignments for any of your courses.
Walk-in
Hours: Monday, Tuesday, Thursday: 10:00am – 6:00pm
Wednesday: 10:00am – 12:30pm, 2:15pm – 6:00pm
Learning
Enrichment Center for Science, Business, and Mathematics
The Learning
Enrichment Center for Science, Business, and Mathematics is located in 117
Wallace Hall. Tutors are available to
help in math, science and many math based business course.
Walk-in
Hours: Mon – Thurs from 10:30 a.m. until 6:00 p.m.
For
one-on-one tutoring or academic coaching, please contact Alana Weyant, Academic
Support Specialist, at 304-766-3041 or alana.weyant@wvstateu.edu
Smarthinking.com
offers
live, online tutoring in a variety of subjects to help you succeed. The service
is available 24 hours a day and is also available for offline tutoring such as
submitting writing assignments for review.
To
use Smarthinking.com:
Log
on at www.services.smarthinking.com
•
Username: your complete WVSU e-mail address
•
Password: wvstate
Library Support
The WVSU Drain-Jordan Library
works to adhere to the Association of College and Research Libraries (ACRL)
distance learning guidelines in providing library services to students and
faculty participating in WVSU distance learning programs. These services are
designed to assist those affiliates who receive all their courses off campus.
Visit the library
access for distance learning Web page
for detailed information about the services and resources available to distance
learning participants through the WVSU library.
Course Registration Issues
Students are responsible to
make sure that they are registered for this course and classes are not dropped
for any reason (e.g., nonpayment). Students receive neither credit nor a grade
for this course if they are not officially registered. Students can access
their records via web using MyState. Also, students are advised to properly and
officially withdraw from, or drop, a class that they no longer wish to complete
in order to avoid receiving the default F. Consult the university catalog for
details or see someone in the office
of the registration and records in:
Ferrell
Hall 128
Registration
and Records
(304)
766-4146
WVSU Policy on Plagiarism
Plagiarism is a form of
cheating; it is using someone else’s words or ideas as if they were your own.
If you are borrowing words or ideas from a published source, you must indicate
the source in some way, usually a brief reference to the author or title. If
you use the exact words of the source, you must put these words in quotation
marks and also mention the source. Copying an article from an encyclopedia or a
page from a book and submitting it as your own work is obviously plagiarism,
but so is using a sentence or paragraph from a published source, even if you
have changed it slightly or rewritten it—unless you identify the source. The
special techniques for referring to published sources, called documentation, are
taught in English 102, among other courses.
However, the source does not
have to be published or written for the offense to be labeled plagiarism. It is
also possible to plagiarize in an oral presentation as well as written work.
Copying another student’s work is sometimes called plagiarism. This form of
cheating is subject to the same penalties as copying from published sources.
Penalties Associated with Plagiarism
If a student is discovered to
have plagiarized the material for an essay or research paper, the student is
subject to penalties similar to those for any form of cheating. These penalties
will be imposed at the discretion of the instructor, who will take care to
produce the evidence of plagiarism and see that the penalty is in proportion to
the offense.
·
Any instance of
plagiarism discovered in the student’s work may result in a lower grade on the
assignment.
·
If substantial
portions of a document are plagiarized, that is, copied from one or more
published sources, then a grade of F for that assignment would be appropriate.
·
If substantial
portions of a research paper are plagiarized, then a grade of F would be
appropriate. Since the research paper is often the most important assignment in
a course, a failing grade caused by plagiarism may also result in failure of
the course.
Appealing a Failing Grade
If a student wishes to appeal
the failing grade given on the basis of plagiarism, both the student and the
instructor should present, as soon as possible, all relevant evidence to the
department chairperson, who may then rule on the merits of the case, or select
a committee of three department members to review the evidence.
Academic Honesty Statement
From Policy Bulletin
#57, the West Virginia Board of Directors of the State College System,
Policies, Rules, and Regulations Regarding Student Rights, Responsibilities,
and Conduct in West Virginia State Universities and Colleges 7.05
c. Procedures related to
academic dishonesty (e.g., plagiarism, cheating, falsifying records, etc.).
Charges of academic dishonesty on the part of a student may be filed by any
member of the academic community. Such charges shall be reviewed first at the
department level by the chairperson, faculty member, and student involved. A
written admission of guilt at this level may be resolved with a maximum penalty
of F in the course.
If the student denies guilt,
or the department chairperson feels the penalties at this step are insufficient
for a specific act, the case shall be forwarded in writing to a presidentially
designed academic officer with the rank of dean or equivalent. The case may be
resolved at this level, or if thought warranted by the designated academic
officer or requested by the student, the case shall be forwarded to be heard by
an academic appeals committee.
The academic appeals
committee shall present to the accused student and the person making the
accusation written notification of the charges, which shall include at least:
I.
A statement that
a hearing will be held before an academic appeals committee, together with the
notice of the date, time, and place of the hearing. A recommendation by an
academic appeals committee for imposition of sanctions in a case of academic
dishonesty is final.
II. A clear statement of the facts and evidence to be
presented in support of the charges made.
The academic appeals
committee may also recommend that the imposition of sanctions be held in
abeyance where appropriate.
WVSU Sexual Harassment Policy (Title IX)
West Virginia State University is committed to
combatting sexual misconduct. As a result, you should know that University
faculty and staff members are required to report any instances of sexual
misconduct, including harassment and sexual violence, to the University’s Title
IX office so that the involved parties may be provided appropriate resources
and support options. What this means is that as your professor, I am required
to report any incidents of sexual misconduct that are directly reported to me,
or of which I am somehow made aware.
There are two important exceptions to this
requirement about which you should be aware:
1. As a student of West Virginia State University, you may also talk to
on-campus counselors that are here to assist you free of charge. Counselors do
not have this mandatory reporting responsibility and can maintain
confidentiality. More information regarding the office of Counseling and
Accessibility Services (CAS) can be found here: http://www.wvstateu.edu/Current-Students/Counseling-and-Accessibility-Services.aspx
2. An important exception to the reporting requirement exists for academic
work. Disclosures about sexual misconduct that are shared as part of an
academic project, classroom discussion, or course assignment, are not required
to be disclosed to the University’s Title IX office.
If you are the victim of sexual misconduct, WVSU
encourages you to reach out to these resources:
· Title IX Office: 304-533-5392 (24-hour number)
· Counseling and Accessibility Services (CAS): 304-766-3168
If you have a safety concern, please contact
Public Safety, 304-766-3353 or dial 911.
Course Schedule
Week
|
Readings
|
Assignments Due
|
QUESTION OF WEEK
|
WEEK
1
1/17/20
|
Intro Chapter 1 – Chapter 2
|
Quiz Due Mar 13
Can take multiple times Before March
1
|
Is the Olympics Still Relevant? Does Amateurism
Matter
|
WEEK
2
1/24/20
|
Chapter 3 – Chapter 4
|
Quiz Due Mar 13
Can take multiple Times before March
1
|
Find an example off the blog of a
lawsuit in a gymnasium/workout situation?
|
WEEK
3
1/31/20
|
Chapter 5 – Chapter 6
|
Quiz Due Mar 13
Can take multiple times before March
1
|
Find an example of a coach being sued?
|
WEEK
4
2/7/20
|
Chapter 7 – Chapter 8
|
Quiz Due Mar 13
Can take multiple times before March
1
|
How would you increase attendance at
a WVSU Football or Basketball Game?
|
WEEK
5
2/14/20
|
Chapter 9 – Chapter 10
|
Quiz Due Mar 13
Can take multiple times before March
1
|
Find an example from the blog dealing
with Fraud, Embezzlement, or Worker Termination/Firing?
|
WEEK
6
2/21/20
|
Chapter 11 – Chapter 12
|
Quiz Due Mar 13
Can take multiple times before March
1
|
Find an example of a constitutional
lawsuit in the area of Sports?
|
WEEK
7
2/28/20
|
Chapter 13 – Chapter 14
|
Quiz Due Mar 13
Can take multiple times before March
1
|
Find a Title IX Lawsuit off the blog
|
WEEK
8
3/6/20
|
Chapter 15 – Chapter 16
|
Quiz Due Mar 13
Can take multiple times before March
1
|
Find something interesting off the
blog or internet that deals with your current situation or your career path
|
WEEK
9
3/13/20
|
All Quizzes Due
|
March 13
|
|
3/20/20
|
Final
Can Take Multiple Times
|
Final Due March 22 –
Sunday of Spring Break
|
|
WEEK
10
3/23/20
|
Class Evaluation
|
||
WEEK
11
3/30/20
|
Title IX Presentation
|
Performance Based Objectives Due
|
|
WEEK
12
4/6/20
|
Title IX Presentation
|
Title IX Assignment Due
|
|
WEEK
13
4/13/20
|
Title IX Presentation
|
Budget Assignment due
|
|
WEEK
14
4/20/20
|
Title IX Presentation
|
Planning Assignment Due
|
|
WEEK
15
4/27/20
|
Title IX Presentation
|
Case Analysis Due
|
|
WEEK
16
5/4/20
|
Title IX Presentation
|
Case Analysis Due
|
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