Mid and Post Course Questions Assignment | Online Assignment

Description

Must use this book as a source: (2018). Collaborative consultation in mental health: Guidelines for the new consultant. (1st edition). Routledge. Hardcover: ISBN-13: 978-1138899087; Paperback: ISBN-13: 978-1138899094;eBook: ISBN-13: 9781315696652 All learners must post in this forum at least once, though you are welcome and encouraged to participate as often as you would like. Your posting should be 4-5 sentences as a brief personal response, or a brief response to another Learner’s post. Mid-way through your course on Consulting in Business, Education and Mental Health, I sincerely hope you have found it both interesting and rewarding. Thus far, you have engaged several interesting topics from the importance of collaboration, to working with group resources, to utilizing two consultants, to consultation endings, transition and evaluation, to several other interesting topics. Which topic do you find most interesting and briefly state “why” it is of particular interest to you? Question 2 As you near the end of your Consulting in Business, Education and Mental Health course, I hope you found this course both interesting and rewarding. In considering all of the informational topics you have studied, thus far, which topic do you believe is most important to implement and utilize in your current organization after completing this course and why? Final Question In Week 1, you were asked to share what you hope to learn in this course and how you plan to apply what you learn to your own personal and professional life. Now that you’ve completed the course, has anything changed? What might you add?
PREREQUISITES:
None
NUMBER OF CREDITS:
3
COURSE DESCRIPTION:
This course is an overview of consultation theory and practice for mental health professionals who perform duties in the roles of consultants and collaborators. Mental health, expert, collaborative, behavioral, and organizational models will be discussed and applied to a variety of settings. Course content includes the history, definition, fundamentals of consultation, models of consultation, consultation stages, effective consultant skills and characteristics, consultee variables, consultation with parents and teachers, and legal and ethical issues regarding consultation.
NUMBER OF ACTIVITIES:
10
COURSE CONCEPTS:
Learner will be able to recognize and comprehend the major concepts of….

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– Ethical, legal and moral issues
– Differences between consultation and supervision
– Cooperative partnerships with consultees
– Partnership roles and responsibilities with consultees
– Types and selection of consulting concepts and contributions
– Evaluation of consultant–consultee partnership and resulting outcomes
– Build an effective and lasting group partnership
– Characteristics of the two-consultants approach and collaborative end results
– Work and engage various levels during the consultation process

LEARNING OUTCOMES:
1. Develop effective principles and practices for consultation
2. Implement teamwork and group strategies in consulting objectives
3. Consider special populations, culture and diversity in consultation
4. Discuss collaborative consultation
5. Examine legal and ethical issues in consultation
Resources
PRIMARY RESOURCES:
These resources are required to complete the course.
Book
(2018). Collaborative consultation in mental health: Guidelines for the new consultant. (1st edition). Routledge.
Hardcover: ISBN-13: 978-1138899087; Paperback: ISBN-13: 978-1138899094;eBook: ISBN-13: 9781315696652
For your convenience you may purchase your textbooks from eCampus or from any other vendor of your choice. We encourage you to explore the use of e-books when available for a substantial savings.
ADDITIONAL RESOURCES:
These resources must be used to complete the assignments.
Book
American Psychological Association (2020). Publication manual of the American Psychological Association. (7th ed.).
MENTOR RESOURCES:
The mentor has not provided any additional resources for this syllabus.
SUPPLEMENTAL REFERENCES & READINGS:

Additional Information
GENERAL INFORMATION / COURSE ESSENTIALS:
COURSE LEARNING ASSESSMENT
Learners are expected to complete all performance requirements for the course and to demonstrate mastery of the course concepts and course learning outcomes. This may require Learners to use library resources and to document research with citations, bibliographies, and references as applicable in completing their coursework. Mastery of course concepts may require demonstration of critical thinking and communication skills by a combination of term papers, self-assessments, quantitative reasoning, interviews, and observations, written assignments or other activities.

POST COURSE SURVEYS
Complete the Post Course Survey after you finish your final assignment. The Post Course Survey goes directly to the University and provides information used in both course and Faculty Mentor evaluation and assessment. The Post Course Survey is located in the Course Review section of the Learner Website. The responses are anonymous.

HOW TO SUCCEED
Developing effective study habits is a key component to success in distance learning. To enhance the process, the University has developed a handbook that presents an overview of the CalSouthern technique. The Study Techniques Handbook also provides a collection of suggested strategies for reading and comprehending, note taking, studying, test taking and writing papers. You are encouraged to follow these approaches, analyze your results and select what works best for you. It is highly recommended that you edit and proofread all work prior to submitting to your Faculty Mentor for grading.
The Study Technique Handbook is located under the University Documents on your Learner website.

PRIMARY TEXTBOOK
In the traditional educational environment the textbook(s) has been the basis for the content of the faculty’s lecture. As an adult Learner utilizing the Active Self Learning model, you are expected to use the textbook as your primary instructional source. However, supplemental reading, research, and contact with your Faculty Mentor are also required to complete assignments and will enhance this learning experience for you.

COURSE DISCUSSION FORUM
The course discussion forum provides a mechanism for Learners to exchange information and ideas and demonstrate to the Faculty Mentor the Learner’s level of critical thinking and communication skills. Regular participation in the Discussion Forum is required for every class. This asynchronous interaction between Learners facilitates the sharing of experiences and provides opportunities for learning from your peers. The Discussion Forum is also a place to ask questions of peers and post in-depth responses to one or more of your classmates each week. Your mentor will also provide you with specific questions to answer or topics to discuss each week.

Below are a few specific guidelines for Discussion Forum participation:
Maximize your forum participation
Even though you may have considerable experience in a particular area, the forums give you a chance to interact with others who may have different points of view. Visit the forums as much as you like. Each visit may yield a new idea as you proceed through the course. You can benefit from studying the questions and responses from other participants with varied levels of experience.
Avoid giving minimal responses
Avoid giving brief responses such as “I agree,” or “I’ve used that technique too.” Here are some suggestions for gaining the most results from your participation:
1. Ask questions about the topics and issues that you would like addressed in the course. This helps to tailor outcomes to your needs and gives you the opportunity to benefit not only from the knowledge and experience of your faculty mentor, but from other participants’ comments.
2. Add value to the other posts through your positive comments and explanations. It further stimulates discussion to everyone’s benefit.
3. Provide examples of challenges that you have experienced. This orients course discussions to practical solutions and applications that you can take directly to the workplace.
4. Share best practices that have worked for you. Other participants will benefit from your experience and may be able to add a tip or technique to help you in return.

Do not mention any individual or company names
To preserve the integrity and professional nature of the course, we ask that participants avoid using individual or company names in the discussions. This keeps everything above board and moving in a positive direction.
Track the discussions in the forums
The discussions in the course forums occur in an asynchronous fashion. So please don’t expect a reply right away. Check back regularly to see what has been added.

COURSE PARTICIPATION
Learners are ultimately responsible for participating in a course through the following academic activities: uploading assignments, posting to discussion folders and responding to Faculty Mentor and Academic Advisor inquiries. Learners are expected to be involved in ongoing instructional activities based on the recommended schedule for course completion as detailed in the syllabus. In order to actively participate in a course, Learners must make contact with their Faculty Mentor on a regular basis through one of the following methods:

• Posting of an assignment (e.g., a paper, project, case review, case brief, etc.) in the Course Work area of the course website.
• Posting of an assignment to share with the Faculty Mentor and other Learners in the course website (e.g., a review of a book or article, a proposal for a research study, a presentation in the form of a PowerPoint presentation file, reporting on participation in a research study, etc).
• Participation in a threaded discussion in the course website.
Viewing instructional materials (e.g., a PowerPoint presentation prepared by the Faculty Mentor, audio or video presentation, etc.).
Learners must use the University email system to contact Faculty Mentors. Learners who are unable to participate regularly in their course should contact their Faculty Mentor.

ASSIGNMENT SUBMISSIONS
When you “create” new assignments, use headers and footers to indicate your name, course number and assignment number. Save the file in Rich Text Format (.rtf) or as a Word document (.doc). When you save your assignments on your computer, you should “save as” using the following formula: Last Name-Course Number-Assignment Number.

It is very important that you send in your assignments with the proper name. Failure to name your assignments properly can result in you receiving the wrong assignment back and possibly losing points for your work. If you have questions about how to do this, please contact Learner Services for help.

Definition of bulk uploading at CalSouthern
Bulk uploading exists when a Learner uploads files for more than three weeks’ worth of assignments and does not wait for feedback and grading from the mentor.

Bulk Uploading Policy
Learners who bulk upload assignments miss the opportunity to learn from the feedback provided on each assignment submitted. The purpose of the bulk uploading policy is to encourage Learners to submit their coursework in a timely fashion so they benefit from feedback provided by their faculty mentor on each assignment.

In order to discourage bulk uploading and improve the learning experience, faculty mentors may implement a 10% penalty on each assignment that is bulk uploaded. Learners are not penalized for late assignments, but they might (at the discretion of the faculty mentor) be penalized if they submit more than three weeks worth of assignments without waiting for grading and feedback from the mentor. The penalty is a maximum of 10% of the points available for each assignment bulk uploaded. Mentors will not assess a penalty on discussion forum entries or proctored examinations.

ACADEMIC INTEGRITY
Academic freedom is a fundamental right. Honesty and integrity are the preconditions of this right. Essential to the mission of California Southern University is the commitment to the principles of academic honesty and integrity. In order to maintain an academic climate that is conducive to each Learner’s success, the University has established a set of policies and standards for all members of our academic family to adhere to. The University’s intellectual reputation is dependent upon its Learners who must assume responsibility for maintaining honesty in all work submitted, and its faculty whose cooperation is paramount in the application of the standards of academic integrity. The standards set by the University demonstrate our concern with academic dishonesty and our responsibility to our Learners to maintain this reputation. Integral to our Standards of Academic Integrity is a fair procedure for resolving complaints of academic dishonesty.

All work submitted in a course must be the Learner’s own work. The knowing submission of another’s work represented as that of the Learner without properly citing the source of the work will be considered plagiarism. Consequences for plagiarism will be determined by, and at the discretion of the Dean in consultation with the Academic Advisor and/or Faculty Mentor. The Learner who is accused of academic dishonesty can accept the accusation made by the mentor and accept the subsequent consequences or appeal to the Academic Committee who will make a decision on the accusation. Consequences include receiving a failing grade on the assignment and being placed on academic probation; or receiving a failing grade in the course and being placed on academic probation; or being dismissed from California Southern University. The Dean may require the completion of either ENG 1459 Undergraduate Academic Writing and Research Skills or ENG 60 Graduate Academic Writing and Research Skills, prior to registration in subsequent courses. The University may conduct an investigation to review past homework assignments submitted by the Learner and reserves the right to change past grades awarded by the University if plagiarism is subsequently found in previous assignments. The submission of the same work to multiple courses violates academic integrity unless substantially changed or cited as previous work. The submission of work completed by others violates academic integrity.

LIVETEXT ASSESSMENT
An active LiveText account is a required resource for this course; at least one key assignment must be submitted electronically using this online platform. LiveText is used by the university to demonstrate the quality of our academic programs and to improve teaching and learning, as well as to maintain our accreditation standards. As a student, you have the option to use your account for secure online storage of your academic work, and to create digital documents such as electronic portfolios or reflective journals, which can be shared with prospective employers or other audiences.

California Southern University will provide you with your LiveText Account and Key Code. LiveText will be a required resource in several different courses throughout your program, and you can use the same account for any course that requires it for up to five years. After five years you can extend your membership if you continue to need it for additional coursework or would like to maintain it for your personal use. Review the course syllabus. If you have questions, contact your academic advisor.

PROCTORED EXAMS
In order to ensure academic integrity and demonstrate compliance with the highest level of academic standards, all exams offered at California Southern University are proctored exams utilizing ProctorU except in the JD program.

Technical Specifications and Instructions
Learners who plan to be proctored online by ProctorU™ must be able to take exams using equipment with the following specifications:

1. A high speed internet connection
2. A computer running Windows XP or later versions
3. A webcam with 640 x 480 pixel video resolution
4. Audio capabilities, either through the webcam or through a stand alone microphone (most cams come with a built in microphone)
5. Speakers must be connected to the computer and working
6. The ProctorU™ program must be downloaded onto the computer (no installation necessary)

Each student will need to register for an account with ProctorU at http://www.proctoru.com/calsouthern/.

Once an account is created, learners should return to http://www.proctoru.com/calsouthern/ to schedule all exams at least 7 full days before the desired exam time. Learners can change reservations up until 24 hours before the exam, at which time they will need to contact ProctorU’s exam line at 205-870-8122.
At the scheduled exam time, learners should return to http://www.proctoru.com/calsouthern/ and follow the posted instructions to log into the assigned exam room.

Learners should make sure their webcam and speakers are plugged in and turned on. STUDENTS CANNOT TURN ON THE WEBCAM SOFTWARE BEFORE LOGGING INTO ProctorU™ (this will create issues with the video feed). Once in the room, learners should follow the instructions to connect to the proctor and follow the verbal instructions to begin their exam.

RECEIVING YOUR FINAL GRADE
The final grade should be posted by your Mentor within two weeks following the course end date. The Registrar will send you an e-mail notifying you of your grade and the grade will also appear on your Learner site, under the COURSE REVIEW section.

RECOMMENDED SCHEDULE FOR COURSE COMPLETION
If you are not able to complete your course by your semester end date, please contact your Academic Advisor to discuss your options. To obtain maximum feedback from your Faculty Mentor, please submit assignments as scheduled.

COURSE CREDIT HOUR DEFINED
A student should expect to spend a minimum of 135 hours in the successful completion of this course. At California Southern University, students receive 45 hours of instructional engagement in a 3-credit course. Instructional engagement includes: submitting academic assignments, computer-assisted instruction, listening to class lectures or webinars, taking exams, interactive tutorials, attending a study group assigned by the university, contributing to an academic online discussion, initiating contact with a faculty member, online research activities including interaction with the University Librarian, externship or internship. Instructional engagement occurs in both the online environment and in face-to-face contact. Additionally, students can expect to complete 90 hours of preparation. Preparation includes, but is not limited to: reading, study time and other research, reading, and writing needed to complete assignments and projects, as well as any activities related to preparation for instructional engagement.

GRADING SCALE
The final grade for this course will be determined based on the following percentages:

A 93% – 100% C 73% – 76%
A- 90% – 92% C- 70% – 72%
B+ 87% – 89% D+ 67% – 69%
B 83% – 86% D 63% – 66%
B- 80% – 82% D- 60% – 62%
C+ 77% – 79% F 0% – 59%
CR 83% and above (graduate level)
73% and above (undergraduate level)

I – Incomplete
S – Satisfactory
U – Unsatisfactory

COPYRIGHT INFORMATION
All University syllabi are protected by U.S. copyright laws and are the exclusive intellectual property of the University. Learners may use course syllabi for the purpose of completing courses for which Learners have themselves been enrolled. The University does not authorize Learners or Mentors to copy, transfer, or otherwise disseminate course syllabi to anyone. We encourage you to have online discussions of your experiences in your courses with your Mentors and fellow Learners, but the University does not allow public or private sharing of course syllabi.

SYLLABUS INFORMATION:
APA, BLUEBOOK AND ALWD CITATION FORMAT REQUIREMENTS:
APA (School of Behavioral Sciences and School of Business), Bluebook or ALWD (School of Law) citation style is required for all written course work. A Publication Manual of the American Psychological Association, Bluebook: A Uniform System of Citation, or ALWD Citation Manual: A Professional System of Citation is available at college libraries and bookstores.
California Southern University Grading Rubric – GRADUATE

WRITTEN COURSEWORK-Graduate
Course Work Activities 70% of Grade – Content
Includes evaluation of Focus, Development, and Organization for Thesis or Term Paper, Structure, Use of Sources, and Logic and Argumentation – See CalSouthern Writing Terms for more information.
Excellent Good Acceptable Unacceptable
(18-20%) (16 – 17%) (12 – 15%) (0 – 14%)
Thesis/Topic/Issue Learner demonstrates a well-developed focus and clearly identifies the issue in the presentation of the thesis. Where appropriate, relationship between research and theory is clear and accurate. All headings are clearly defined. Learner demonstrates a clear focus and discusses substantial aspects of the issue in the presentation of the thesis. Where appropriate, relationship between research and theory is mostly clear and accurate. All headings are defined. Learner demonstrates some focus and identifies some aspects of the issue in the presentation of the thesis. Where appropriate, relationship between research and theory is clear and accurate. Some headings are defined. Learner demonstrates a lack of focus, identifies few aspects of the issue in the presentation of the thesis. Where appropriate, relationship between research and theory is unclear and inaccurate. Headings are minimally defined.

Excellent Good Acceptable Unacceptable
(14 – 15%) (12-13%) (9-11%) ( 0 – 8 % )
Organization & Development The work is well organized, integrates concepts, and includes thorough development of points/ideas and logical transitions with strong topic sentences. The length is acceptable and within the page requirements. The work is organized, integrates concepts, and includes substantial development of points/ideas and logical transitions. Most paragraphs have topic sentences. The length is acceptable and within the page requirements. The work is organized, integrates concepts, adequately with some development of points/ideas with weak transitions. Some paragraphs are without topic sentences. The length is acceptable and within the page requirements. The work is poorly organized, shows little development of points/ideas with weak transitions. Paragraphs are without topic sentences. The length is unacceptable and not within the page requirements.
Excellent Good Acceptable Unacceptable
(18 – 20%) (16 – 17%) (12 – 15%) (0 – 14%)
Use of Sources and for JD: other general legal considerations The work is outstanding in the paraphrasing and integration of assigned readings, scholarly and peer-reviewed sources and/or other general legal considerations. The work demonstrates substantial use of paraphrasing and integration of assigned readings, scholarly and peer-reviewed sources and/or other general legal considerations. The work demonstrates adequate use of paraphrasing and integration of assigned readings, scholarly and peer-reviewed sources and/or other general legal considerations. The work lacks paraphrasing and integration of assigned readings, scholarly and peer-reviewed sources. For the JD program and/or other general legal considerations.
Excellent Good Acceptable Unacceptable
(14 – 15%) (12 – 13%) (9 – 11%) (0 – 8%)
Analysis and Argumentation The Learner demonstrates an exemplary ability to apply and integrate theory and concepts. Analysis is logical and thorough. The Learner demonstrates a substantial ability to apply and integrate theory and concepts. Analysis is logical. The Learner demonstrates an adequate ability to apply and integrate theory and concepts. Analysis is mostly logical. The Learner does not demonstrate the ability to apply and integrate theory and concepts. Analysis is minimal.
Course Work Activities: 30% of Grade- Style and Format (Mechanics)
Includes evaluation of Style and Conventions for Reference List, APA, Bluebook or ALWD citation styles, Mechanics and Timeliness of Post. See CalSouthern Writing Terms for more information.
Excellent Good Acceptable Unacceptable
5% 4% 3% (0 – 2%)
Reference List The reference list includes a predominance of assigned readings, primary and peer-reviewed sources and/or recent journal articles as required. The work has a relevant number of recent sources. The reference list includes a sufficient number of assigned readings, primary and peer-reviewed sources and/or recent journal articles as required. The work has a relevant number of recent sources. The reference list includes a minimal number of assigned readings, primary and some peer-reviewed sources and/or recent journal articles as required. The work has a minimal number of recent sources. The reference list is inadequate or non-existent.

Excellent Good Acceptable Unacceptable
(14 – 15%) (12 – 13%) (9 – 11%) (0 – 8%)
Style Guide Format The work is publishable in APA, Bluebook or ALWD citation style, and includes a proper title page, an introduction, and a conclusion. The font size is 12 pts., double-spaced, with one inch margins along with proper headings and page numbering. The work is substantially completed in APA, Bluebook or ALWD citation style, and includes a proper title page, an introduction, and a conclusion. The font size is 12 pts., double- spaced, with one inch margins along with proper headings and page numbering. The work has adequate APA, Bluebook or ALWD citation style, although there are some errors in the title page, the margins, the indentation, the font size, formatting, headers and page numbering. The work is not in proper APA, Bluebook or ALWD format and contains numerous errors in the title page, margins, indentation, font size, headers and page numbering.
Excellent Good Acceptable Unacceptable
(9 – 10%) (7 – 8%) (5 – 6%) (0 – 4%)
Mechanics The work has outstanding sentence structure, grammar, and diction. Punctuation is used correctly and there are no spelling errors or run-on sentences. The work has good sentence structure, grammar and diction. Punctuation is used correctly but there are some minor spelling errors along with run-on sentences. The work has adequate sentence structure, grammar and diction, although there are some errors in punctuation and spelling. There are some run-on sentences. The work has poor sentence structure, grammar, and diction. There are frequent errors in punctuation and spelling and numerous run-on sentences.
Oral Communication Grade Computation Sheet
Category Scoring Criteria Maximum Percentage Allowed
Organization The presentation is appropriate for the topic and audience. 10
Information is presented in a logical sequence. 5
Content Introduction is attention-getting, lays out the problem well, and establishes a framework for the rest of the presentation. 5
Technical terms are defined in language appropriate for the target audience. 5
Presentation contains accurate information. 10
Material included is relevant and points made reflect their importance to the topic. 20
Conclusion summed up main points/purpose. 10
Presentation Speaker maintains good eye contact with the audience and is appropriately animated (e.g., gestures, movement, etc.) 5
Speaker uses a clear, audible voice. 5
Delivery is poised, controlled, and smooth. 5
Good voice skills and pronunciation are used. 5
Length of presentation is within the assigned limits. 10
Information was well communicated. 5
Totals 100
DISCUSSION FORUM
Discussion Board Activities 80% of Grade – Content
Includes evaluation of Focus, Development and Organization for Relevance of Response and the Quality of the Comment. – See CalSouthern Writing Terms for more information.
Excellent Good Acceptable Unacceptable
(35 – 40%) (29 – 34%) (23 – 28%) (0 – 22%)
Relevance of Response The post is substantial and represents a broad integration of relevant knowledge and understanding of course content. The post represents acceptable integration of relevant knowledge and understanding of course content. The post represents evidence of integration of relevant knowledge and understanding of course content. The post exhibits minimal or no evidence of integration of relevant knowledge nor understanding of course content.
Excellent Good Acceptable Unacceptable
(35 – 40%) (29 – 34%) (23 – 28%) (0 – 22%)
Quality of Comment Post to other Learners/ Faculty Mentor The posting addresses the topic thoroughly and integrates from other Learner(s)/mentor. The posting addresses the topic and integrates views from other Learner (s)/mentor. The posting minimally addresses the topic and integrates views from other Learner(s)/mentor. The posting does not address the topic but may integrate views from other Learner(s)/mentor.
Discussion Board Activities 20% of Grade- Mechanics
Includes evaluation of Style and Convention for the Mechanics of Posting and the Timeline of Posting to other Learners/Mentors. See CalSouthern Writing Terms for more information.
Excellent Good Acceptable Unacceptable
(17 – 20%) (15 – 16%) (13 – 14%) (0 – 12%)
Mechanics of Posting The post is clear and contains exemplary grammar and spelling. The post is clear but contains minimal grammatical or spelling errors. The post is clear but may contain minor grammatical or spelling errors. The post is unclear and/or may contain inappropriate language, and contains numerous grammatical or spelling errors.

PREREQUISITES:
None
NUMBER OF CREDITS:
3
COURSE DESCRIPTION:
This course is an overview of consultation theory and practice for mental health professionals who perform duties in the roles of consultants and collaborators. Mental health, expert, collaborative, behavioral, and organizational models will be discussed and applied to a variety of settings. Course content includes the history, definition, fundamentals of consultation, models of consultation, consultation stages, effective consultant skills and characteristics, consultee variables, consultation with parents and teachers, and legal and ethical issues regarding consultation.
NUMBER OF ACTIVITIES:
10
COURSE CONCEPTS:
Learner will be able to recognize and comprehend the major concepts of….

– Ethical, legal and moral issues
– Differences between consultation and supervision
– Cooperative partnerships with consultees
– Partnership roles and responsibilities with consultees
– Types and selection of consulting concepts and contributions
– Evaluation of consultant–consultee partnership and resulting outcomes
– Build an effective and lasting group partnership
– Characteristics of the two-consultants approach and collaborative end results
– Work and engage various levels during the consultation process

LEARNING OUTCOMES:
1. Develop effective principles and practices for consultation
2. Implement teamwork and group strategies in consulting objectives
3. Consider special populations, culture and diversity in consultation
4. Discuss collaborative consultation
5. Examine legal and ethical issues in consultation
Resources
PRIMARY RESOURCES:
These resources are required to complete the course.
Book
(2018). Collaborative consultation in mental health: Guidelines for the new consultant. (1st edition). Routledge.
Hardcover: ISBN-13: 978-1138899087; Paperback: ISBN-13: 978-1138899094;eBook: ISBN-13: 9781315696652
For your convenience you may purchase your textbooks from eCampus or from any other vendor of your choice. We encourage you to explore the use of e-books when available for a substantial savings.
ADDITIONAL RESOURCES:
These resources must be used to complete the assignments.
Book
American Psychological Association (2020). Publication manual of the American Psychological Association. (7th ed.).
MENTOR RESOURCES:
The mentor has not provided any additional resources for this syllabus.
SUPPLEMENTAL REFERENCES & READINGS:

Additional Information
GENERAL INFORMATION / COURSE ESSENTIALS:
COURSE LEARNING ASSESSMENT
Learners are expected to complete all performance requirements for the course and to demonstrate mastery of the course concepts and course learning outcomes. This may require Learners to use library resources and to document research with citations, bibliographies, and references as applicable in completing their coursework. Mastery of course concepts may require demonstration of critical thinking and communication skills by a combination of term papers, self-assessments, quantitative reasoning, interviews, and observations, written assignments or other activities.

POST COURSE SURVEYS
Complete the Post Course Survey after you finish your final assignment. The Post Course Survey goes directly to the University and provides information used in both course and Faculty Mentor evaluation and assessment. The Post Course Survey is located in the Course Review section of the Learner Website. The responses are anonymous.

HOW TO SUCCEED
Developing effective study habits is a key component to success in distance learning. To enhance the process, the University has developed a handbook that presents an overview of the CalSouthern technique. The Study Techniques Handbook also provides a collection of suggested strategies for reading and comprehending, note taking, studying, test taking and writing papers. You are encouraged to follow these approaches, analyze your results and select what works best for you. It is highly recommended that you edit and proofread all work prior to submitting to your Faculty Mentor for grading.
The Study Technique Handbook is located under the University Documents on your Learner website.

PRIMARY TEXTBOOK
In the traditional educational environment the textbook(s) has been the basis for the content of the faculty’s lecture. As an adult Learner utilizing the Active Self Learning model, you are expected to use the textbook as your primary instructional source. However, supplemental reading, research, and contact with your Faculty Mentor are also required to complete assignments and will enhance this learning experience for you.

COURSE DISCUSSION FORUM
The course discussion forum provides a mechanism for Learners to exchange information and ideas and demonstrate to the Faculty Mentor the Learner’s level of critical thinking and communication skills. Regular participation in the Discussion Forum is required for every class. This asynchronous interaction between Learners facilitates the sharing of experiences and provides opportunities for learning from your peers. The Discussion Forum is also a place to ask questions of peers and post in-depth responses to one or more of your classmates each week. Your mentor will also provide you with specific questions to answer or topics to discuss each week.

Below are a few specific guidelines for Discussion Forum participation:
Maximize your forum participation
Even though you may have considerable experience in a particular area, the forums give you a chance to interact with others who may have different points of view. Visit the forums as much as you like. Each visit may yield a new idea as you proceed through the course. You can benefit from studying the questions and responses from other participants with varied levels of experience.
Avoid giving minimal responses
Avoid giving brief responses such as “I agree,” or “I’ve used that technique too.” Here are some suggestions for gaining the most results from your participation:
1. Ask questions about the topics and issues that you would like addressed in the course. This helps to tailor outcomes to your needs and gives you the opportunity to benefit not only from the knowledge and experience of your faculty mentor, but from other participants’ comments.
2. Add value to the other posts through your positive comments and explanations. It further stimulates discussion to everyone’s benefit.
3. Provide examples of challenges that you have experienced. This orients course discussions to practical solutions and applications that you can take directly to the workplace.
4. Share best practices that have worked for you. Other participants will benefit from your experience and may be able to add a tip or technique to help you in return.

Do not mention any individual or company names
To preserve the integrity and professional nature of the course, we ask that participants avoid using individual or company names in the discussions. This keeps everything above board and moving in a positive direction.
Track the discussions in the forums
The discussions in the course forums occur in an asynchronous fashion. So please don’t expect a reply right away. Check back regularly to see what has been added.

COURSE PARTICIPATION
Learners are ultimately responsible for participating in a course through the following academic activities: uploading assignments, posting to discussion folders and responding to Faculty Mentor and Academic Advisor inquiries. Learners are expected to be involved in ongoing instructional activities based on the recommended schedule for course completion as detailed in the syllabus. In order to actively participate in a course, Learners must make contact with their Faculty Mentor on a regular basis through one of the following methods:

• Posting of an assignment (e.g., a paper, project, case review, case brief, etc.) in the Course Work area of the course website.
• Posting of an assignment to share with the Faculty Mentor and other Learners in the course website (e.g., a review of a book or article, a proposal for a research study, a presentation in the form of a PowerPoint presentation file, reporting on participation in a research study, etc).
• Participation in a threaded discussion in the course website.
Viewing instructional materials (e.g., a PowerPoint presentation prepared by the Faculty Mentor, audio or video presentation, etc.).
Learners must use the University email system to contact Faculty Mentors. Learners who are unable to participate regularly in their course should contact their Faculty Mentor.

ASSIGNMENT SUBMISSIONS
When you “create” new assignments, use headers and footers to indicate your name, course number and assignment number. Save the file in Rich Text Format (.rtf) or as a Word document (.doc). When you save your assignments on your computer, you should “save as” using the following formula: Last Name-Course Number-Assignment Number.

It is very important that you send in your assignments with the proper name. Failure to name your assignments properly can result in you receiving the wrong assignment back and possibly losing points for your work. If you have questions about how to do this, please contact Learner Services for help.

Definition of bulk uploading at CalSouthern
Bulk uploading exists when a Learner uploads files for more than three weeks’ worth of assignments and does not wait for feedback and grading from the mentor.

Bulk Uploading Policy
Learners who bulk upload assignments miss the opportunity to learn from the feedback provided on each assignment submitted. The purpose of the bulk uploading policy is to encourage Learners to submit their coursework in a timely fashion so they benefit from feedback provided by their faculty mentor on each assignment.

In order to discourage bulk uploading and improve the learning experience, faculty mentors may implement a 10% penalty on each assignment that is bulk uploaded. Learners are not penalized for late assignments, but they might (at the discretion of the faculty mentor) be penalized if they submit more than three weeks worth of assignments without waiting for grading and feedback from the mentor. The penalty is a maximum of 10% of the points available for each assignment bulk uploaded. Mentors will not assess a penalty on discussion forum entries or proctored examinations.

ACADEMIC INTEGRITY
Academic freedom is a fundamental right. Honesty and integrity are the preconditions of this right. Essential to the mission of California Southern University is the commitment to the principles of academic honesty and integrity. In order to maintain an academic climate that is conducive to each Learner’s success, the University has established a set of policies and standards for all members of our academic family to adhere to. The University’s intellectual reputation is dependent upon its Learners who must assume responsibility for maintaining honesty in all work submitted, and its faculty whose cooperation is paramount in the application of the standards of academic integrity. The standards set by the University demonstrate our concern with academic dishonesty and our responsibility to our Learners to maintain this reputation. Integral to our Standards of Academic Integrity is a fair procedure for resolving complaints of academic dishonesty.

All work submitted in a course must be the Learner’s own work. The knowing submission of another’s work represented as that of the Learner without properly citing the source of the work will be considered plagiarism. Consequences for plagiarism will be determined by, and at the discretion of the Dean in consultation with the Academic Advisor and/or Faculty Mentor. The Learner who is accused of academic dishonesty can accept the accusation made by the mentor and accept the subsequent consequences or appeal to the Academic Committee who will make a decision on the accusation. Consequences include receiving a failing grade on the assignment and being placed on academic probation; or receiving a failing grade in the course and being placed on academic probation; or being dismissed from California Southern University. The Dean may require the completion of either ENG 1459 Undergraduate Academic Writing and Research Skills or ENG 60 Graduate Academic Writing and Research Skills, prior to registration in subsequent courses. The University may conduct an investigation to review past homework assignments submitted by the Learner and reserves the right to change past grades awarded by the University if plagiarism is subsequently found in previous assignments. The submission of the same work to multiple courses violates academic integrity unless substantially changed or cited as previous work. The submission of work completed by others violates academic integrity.

LIVETEXT ASSESSMENT
An active LiveText account is a required resource for this course; at least one key assignment must be submitted electronically using this online platform. LiveText is used by the university to demonstrate the quality of our academic programs and to improve teaching and learning, as well as to maintain our accreditation standards. As a student, you have the option to use your account for secure online storage of your academic work, and to create digital documents such as electronic portfolios or reflective journals, which can be shared with prospective employers or other audiences.

California Southern University will provide you with your LiveText Account and Key Code. LiveText will be a required resource in several different courses throughout your program, and you can use the same account for any course that requires it for up to five years. After five years you can extend your membership if you continue to need it for additional coursework or would like to maintain it for your personal use. Review the course syllabus. If you have questions, contact your academic advisor.

PROCTORED EXAMS
In order to ensure academic integrity and demonstrate compliance with the highest level of academic standards, all exams offered at California Southern University are proctored exams utilizing ProctorU except in the JD program.

Technical Specifications and Instructions
Learners who plan to be proctored online by ProctorU™ must be able to take exams using equipment with the following specifications:

1. A high speed internet connection
2. A computer running Windows XP or later versions
3. A webcam with 640 x 480 pixel video resolution
4. Audio capabilities, either through the webcam or through a stand alone microphone (most cams come with a built in microphone)
5. Speakers must be connected to the computer and working
6. The ProctorU™ program must be downloaded onto the computer (no installation necessary)

Each student will need to register for an account with ProctorU at http://www.proctoru.com/calsouthern/.

Once an account is created, learners should return to http://www.proctoru.com/calsouthern/ to schedule all exams at least 7 full days before the desired exam time. Learners can change reservations up until 24 hours before the exam, at which time they will need to contact ProctorU’s exam line at 205-870-8122.
At the scheduled exam time, learners should return to http://www.proctoru.com/calsouthern/ and follow the posted instructions to log into the assigned exam room.

Learners should make sure their webcam and speakers are plugged in and turned on. STUDENTS CANNOT TURN ON THE WEBCAM SOFTWARE BEFORE LOGGING INTO ProctorU™ (this will create issues with the video feed). Once in the room, learners should follow the instructions to connect to the proctor and follow the verbal instructions to begin their exam.

RECEIVING YOUR FINAL GRADE
The final grade should be posted by your Mentor within two weeks following the course end date. The Registrar will send you an e-mail notifying you of your grade and the grade will also appear on your Learner site, under the COURSE REVIEW section.

RECOMMENDED SCHEDULE FOR COURSE COMPLETION
If you are not able to complete your course by your semester end date, please contact your Academic Advisor to discuss your options. To obtain maximum feedback from your Faculty Mentor, please submit assignments as scheduled.

COURSE CREDIT HOUR DEFINED
A student should expect to spend a minimum of 135 hours in the successful completion of this course. At California Southern University, students receive 45 hours of instructional engagement in a 3-credit course. Instructional engagement includes: submitting academic assignments, computer-assisted instruction, listening to class lectures or webinars, taking exams, interactive tutorials, attending a study group assigned by the university, contributing to an academic online discussion, initiating contact with a faculty member, online research activities including interaction with the University Librarian, externship or internship. Instructional engagement occurs in both the online environment and in face-to-face contact. Additionally, students can expect to complete 90 hours of preparation. Preparation includes, but is not limited to: reading, study time and other research, reading, and writing needed to complete assignments and projects, as well as any activities related to preparation for instructional engagement.

GRADING SCALE
The final grade for this course will be determined based on the following percentages:

A 93% – 100% C 73% – 76%
A- 90% – 92% C- 70% – 72%
B+ 87% – 89% D+ 67% – 69%
B 83% – 86% D 63% – 66%
B- 80% – 82% D- 60% – 62%
C+ 77% – 79% F 0% – 59%
CR 83% and above (graduate level)
73% and above (undergraduate level)

I – Incomplete
S – Satisfactory
U – Unsatisfactory

COPYRIGHT INFORMATION
All University syllabi are protected by U.S. copyright laws and are the exclusive intellectual property of the University. Learners may use course syllabi for the purpose of completing courses for which Learners have themselves been enrolled. The University does not authorize Learners or Mentors to copy, transfer, or otherwise disseminate course syllabi to anyone. We encourage you to have online discussions of your experiences in your courses with your Mentors and fellow Learners, but the University does not allow public or private sharing of course syllabi.

SYLLABUS INFORMATION:
APA, BLUEBOOK AND ALWD CITATION FORMAT REQUIREMENTS:
APA (School of Behavioral Sciences and School of Business), Bluebook or ALWD (School of Law) citation style is required for all written course work. A Publication Manual of the American Psychological Association, Bluebook: A Uniform System of Citation, or ALWD Citation Manual: A Professional System of Citation is available at college libraries and bookstores.
California Southern University Grading Rubric – GRADUATE

WRITTEN COURSEWORK-Graduate
Course Work Activities 70% of Grade – Content
Includes evaluation of Focus, Development, and Organization for Thesis or Term Paper, Structure, Use of Sources, and Logic and Argumentation – See CalSouthern Writing Terms for more information.
Excellent Good Acceptable Unacceptable
(18-20%) (16 – 17%) (12 – 15%) (0 – 14%)
Thesis/Topic/Issue Learner demonstrates a well-developed focus and clearly identifies the issue in the presentation of the thesis. Where appropriate, relationship between research and theory is clear and accurate. All headings are clearly defined. Learner demonstrates a clear focus and discusses substantial aspects of the issue in the presentation of the thesis. Where appropriate, relationship between research and theory is mostly clear and accurate. All headings are defined. Learner demonstrates some focus and identifies some aspects of the issue in the presentation of the thesis. Where appropriate, relationship between research and theory is clear and accurate. Some headings are defined. Learner demonstrates a lack of focus, identifies few aspects of the issue in the presentation of the thesis. Where appropriate, relationship between research and theory is unclear and inaccurate. Headings are minimally defined.

Excellent Good Acceptable Unacceptable
(14 – 15%) (12-13%) (9-11%) ( 0 – 8 % )
Organization & Development The work is well organized, integrates concepts, and includes thorough development of points/ideas and logical transitions with strong topic sentences. The length is acceptable and within the page requirements. The work is organized, integrates concepts, and includes substantial development of points/ideas and logical transitions. Most paragraphs have topic sentences. The length is acceptable and within the page requirements. The work is organized, integrates concepts, adequately with some development of points/ideas with weak transitions. Some paragraphs are without topic sentences. The length is acceptable and within the page requirements. The work is poorly organized, shows little development of points/ideas with weak transitions. Paragraphs are without topic sentences. The length is unacceptable and not within the page requirements.
Excellent Good Acceptable Unacceptable
(18 – 20%) (16 – 17%) (12 – 15%) (0 – 14%)
Use of Sources and for JD: other general legal considerations The work is outstanding in the paraphrasing and integration of assigned readings, scholarly and peer-reviewed sources and/or other general legal considerations. The work demonstrates substantial use of paraphrasing and integration of assigned readings, scholarly and peer-reviewed sources and/or other general legal considerations. The work demonstrates adequate use of paraphrasing and integration of assigned readings, scholarly and peer-reviewed sources and/or other general legal considerations. The work lacks paraphrasing and integration of assigned readings, scholarly and peer-reviewed sources. For the JD program and/or other general legal considerations.
Excellent Good Acceptable Unacceptable
(14 – 15%) (12 – 13%) (9 – 11%) (0 – 8%)
Analysis and Argumentation The Learner demonstrates an exemplary ability to apply and integrate theory and concepts. Analysis is logical and thorough. The Learner demonstrates a substantial ability to apply and integrate theory and concepts. Analysis is logical. The Learner demonstrates an adequate ability to apply and integrate theory and concepts. Analysis is mostly logical. The Learner does not demonstrate the ability to apply and integrate theory and concepts. Analysis is minimal.
Course Work Activities: 30% of Grade- Style and Format (Mechanics)
Includes evaluation of Style and Conventions for Reference List, APA, Bluebook or ALWD citation styles, Mechanics and Timeliness of Post. See CalSouthern Writing Terms for more information.
Excellent Good Acceptable Unacceptable
5% 4% 3% (0 – 2%)
Reference List The reference list includes a predominance of assigned readings, primary and peer-reviewed sources and/or recent journal articles as required. The work has a relevant number of recent sources. The reference list includes a sufficient number of assigned readings, primary and peer-reviewed sources and/or recent journal articles as required. The work has a relevant number of recent sources. The reference list includes a minimal number of assigned readings, primary and some peer-reviewed sources and/or recent journal articles as required. The work has a minimal number of recent sources. The reference list is inadequate or non-existent.

Excellent Good Acceptable Unacceptable
(14 – 15%) (12 – 13%) (9 – 11%) (0 – 8%)
Style Guide Format The work is publishable in APA, Bluebook or ALWD citation style, and includes a proper title page, an introduction, and a conclusion. The font size is 12 pts., double-spaced, with one inch margins along with proper headings and page numbering. The work is substantially completed in APA, Bluebook or ALWD citation style, and includes a proper title page, an introduction, and a conclusion. The font size is 12 pts., double- spaced, with one inch margins along with proper headings and page numbering. The work has adequate APA, Bluebook or ALWD citation style, although there are some errors in the title page, the margins, the indentation, the font size, formatting, headers and page numbering. The work is not in proper APA, Bluebook or ALWD format and contains numerous errors in the title page, margins, indentation, font size, headers and page numbering.
Excellent Good Acceptable Unacceptable
(9 – 10%) (7 – 8%) (5 – 6%) (0 – 4%)
Mechanics The work has outstanding sentence structure, grammar, and diction. Punctuation is used correctly and there are no spelling errors or run-on sentences. The work has good sentence structure, grammar and diction. Punctuation is used correctly but there are some minor spelling errors along with run-on sentences. The work has adequate sentence structure, grammar and diction, although there are some errors in punctuation and spelling. There are some run-on sentences. The work has poor sentence structure, grammar, and diction. There are frequent errors in punctuation and spelling and numerous run-on sentences.
Oral Communication Grade Computation Sheet
Category Scoring Criteria Maximum Percentage Allowed
Organization The presentation is appropriate for the topic and audience. 10
Information is presented in a logical sequence. 5
Content Introduction is attention-getting, lays out the problem well, and establishes a framework for the rest of the presentation. 5
Technical terms are defined in language appropriate for the target audience. 5
Presentation contains accurate information. 10
Material included is relevant and points made reflect their importance to the topic. 20
Conclusion summed up main points/purpose. 10
Presentation Speaker maintains good eye contact with the audience and is appropriately animated (e.g., gestures, movement, etc.) 5
Speaker uses a clear, audible voice. 5
Delivery is poised, controlled, and smooth. 5
Good voice skills and pronunciation are used. 5
Length of presentation is within the assigned limits. 10
Information was well communicated. 5
Totals 100
DISCUSSION FORUM
Discussion Board Activities 80% of Grade – Content
Includes evaluation of Focus, Development and Organization for Relevance of Response and the Quality of the Comment. – See CalSouthern Writing Terms for more information.
Excellent Good Acceptable Unacceptable
(35 – 40%) (29 – 34%) (23 – 28%) (0 – 22%)
Relevance of Response The post is substantial and represents a broad integration of relevant knowledge and understanding of course content. The post represents acceptable integration of relevant knowledge and understanding of course content. The post represents evidence of integration of relevant knowledge and understanding of course content. The post exhibits minimal or no evidence of integration of relevant knowledge nor understanding of course content.
Excellent Good Acceptable Unacceptable
(35 – 40%) (29 – 34%) (23 – 28%) (0 – 22%)
Quality of Comment Post to other Learners/ Faculty Mentor The posting addresses the topic thoroughly and integrates from other Learner(s)/mentor. The posting addresses the topic and integrates views from other Learner (s)/mentor. The posting minimally addresses the topic and integrates views from other Learner(s)/mentor. The posting does not address the topic but may integrate views from other Learner(s)/mentor.
Discussion Board Activities 20% of Grade- Mechanics
Includes evaluation of Style and Convention for the Mechanics of Posting and the Timeline of Posting to other Learners/Mentors. See CalSouthern Writing Terms for more information.
Excellent Good Acceptable Unacceptable
(17 – 20%) (15 – 16%) (13 – 14%) (0 – 12%)
Mechanics of Posting The post is clear and contains exemplary grammar and spelling. The post is clear but contains minimal grammatical or spelling errors. The post is clear but may contain minor grammatical or spelling errors. The post is unclear and/or may contain inappropriate language, and contains numerous grammatical or spelling errors.

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