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M A R I E A . T A P A N E S
Cour se deve l opmen t p ro j ec t :
INT ROD U CTIO N TO TH E L OG IC O F P RO GRA M MIN G
ED H 7225- Cur r i cu lum De ve lopm en t i n H ighe r Educa t ion
P ro fe ss o r : D . D e l l ow, Ph .D .
Co l l e ge o f Educ a t ion
Un i ve r s i t y o f S ou th F l o r ida
Tampa , F lo r ida
1. Rationale
Introduction to the logic of programming is the second course of the sequence of
computer courses for the associate and baccalaureate degrees of Information Systems. It is a
required course which should be completed preferably during the students’ first year of
studies, before enrolling in major courses like Introduction to programming and Data
structures, among other specialization courses. Sections of the course are currently offered in
day and night sections.
A redesign of the course is necessary to offer the course online since many students
have difficulty taking on-campus classes due to their work and/or family commitments.
Offering an online course certainly does not mean uploading files from previous offerings.
Instead, it is needed a new instructional design to help guide and retain the online students,
reduce feelings of isolation and increase motivation to participate and submit course
requirements, offer assistance when needed, in addition to providing the student with a vast
diversity of online resources to help complete the course successfully. The redesign will be
based in part on Dr. Fink’s Significant Learning design principles.
2. Needs assessment
Institutions need to update their offerings to keep up with the requirements of society,
academy and its students. Technology is offering the means to reach more students and a
more diverse population. Now, students with full work and family commitments, as well as
full time students, can enjoy the opportunity to complete a course online. Many institutions
are offering that choice. Our students, from which a big percentage is comprised by an adult
population enrolled in the AHORA program, will benefit of this new offering. In the future,
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other courses will need to be offered online also as an alternate medium to reach our students
and give them the tools they need to complete their educational goals and programs of study.
3. Situational factors
3.1. Specific context of the teaching/learning situation
The course is a lower division course which is expected to be completed by the
students during their second semester of studies in the Information Systems program.
Currently, the average class size is 25 students per session. Because it is a required
foundational course, around 3-4 sections are offered each semester, afternoon and
evening. Each class meets twice a week for 2 hours.
3.2. General context of the learning situation- Description of the rationale for
instructional delivery
The course needs to be offered online, which will probably reduce the traditional
sessions to one in the afternoon and one in the evening for students who prefer traditional
education. Offering the course online will respond to a need students have to continue
their studies while having time for their other important responsibilities. It also responds
to a need to actualize the offerings and stay competitive with other higher education
institutions. Thus, an online course will offer more options to the students on how to
proceed with their coursework. This is part of the institution’s effort to attract more
students to the program, offering the flexibility of online courses with the convenient
anytime-anywhere philosophy.
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However, as said by Ehrmann (2005), “If you’re headed in the wrong direction,
technology won’t help you get to the right place” (p.439). Therefore, carefully planned
instructional strategies and goals are necessary to create a learning environment where
the students can learn online while giving them the tools they need to succeed in the
course while keeping a sense of belonging to a community of practice.
3.3. Teaching and learning strategies
The acquisition and the participation metaphors will be applied to the
instructional strategies (see Sfard, 2005). Acquisition will be related to the reading
assignments and the reading of the materials provided by the instructor to help students
gain the fundamental knowledge of the course content. The participation metaphor will
be evident in the discussion forums, where the students are expected to search and
contribute with credible sources of information (active-inquiry learning) for their peers
and engage in communications regarding the course assignments (active-collaborative
learning).
Active learning, as described by Angelo (2005), is “meaningful, long-lasting
changes in knowledge, understanding, behavior, dispositions, appreciations…” (p.454). It
is expected that what the students gain in knowledge and experience in the course will
help them academically and professionally in the future. This will be achieved by giving
the opportunity to actively search for reliable information relevant to the course
assignments and sharing/discussing those references and ideas with peers.
In addition, integrating role playing to activities or assignments can give the
opportunity to include knowledge about other cultures and globalization. Professionals in
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technology-related careers can work for any company anywhere in the world. Therefore,
the students enrolled in this course should be exposed to other cultures and the possibility
of having a “customer” from a different culture and country. The course will integrate a
project, which will substitute a third exam in the current offering, to help students
become sensitive and empathic interpreters, infusing diverse perspectives throughout the
curriculum (Nussbaum, 2005).
3.4 Articulation, transfer, approval, or professional licensing concerns
The Information systems program is offered completely in the main campus,
eliminating the need to transfer students to other campuses. However, other campuses of
the institution may transfer students to the main campus program. That will not pose a
problem since the transfer courses are equivalent in course code and content to the ones
offered in the main campus. Moreover, having the course offered online will facilitate
students from other campuses to enroll in it without the need to travel, transfer, or further
approvals.
3.5 Accreditation issues
Universidad del Este is accredited by the Council of Higher Education of Puerto
Rico (Consejo de Educación Superior de Puerto Rico) and Middle States Association of
Colleges and Schools. The Middle States Commission on Higher Education is a division
of the Middle States Association of Colleges and Schools that accredits educational
centers and universities located in the middle states region that confer associate degrees,
baccalaureate and beyond. The commission examines the institution in general and not
specific programs offered by the institution.
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3.6. Nature of the Subject
It is of vital importance that the students understand, practice and apply the tools
frequently used to solve logical problems and prepare the student with the good working
knowledge-base they will need in future programming courses and their careers. In
addition, the students will understand the logic of programming in general as the
foundation to make them capable to specify the logic of complex modern computer
problems. In addition, the C++ programming language syntax will provide the means to
teach a specific programming language that generalizes to other current programming
languages.
3.7. Characteristics of the Learners
Adult students from 18 years and older comprise the target population. From 2006
statistics, 64.6% are less than 20 years old, 18.6% are from 20-24 years old, and 16.8%
are more than 24 years old. Many have full-time jobs, full-time studies, and family
commitments to respond to. The university has an innovative program to help adult
student with full time jobs called Adult Program AHORA (NOW). This program had
2,740 students enrolled in 2006 with a 17.9% increase from the previous year. This
program is attracting students who need special assistance with their many life
responsibilities, while attempting to achieve a college education. Learners in this program
tend to be very focused on what they are looking for in terms of their educational goals,
tend to come with extensive prior experiences from their jobs, and are looking to achieve
their educational goals without sacrificing what is important to them and the quality of
their education.
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3.8. Characteristics of the Instructor- Professional qualifications
The instructor(s) should have at least an M.S. in Information Systems, Computer
Science or related fields. In addition, work experience as a programmer is necessary since
the students must be exposed in class to practical applications in the field. Previous
experience teaching an online course is desired.
4. Course content
4.1. Course description for the college catalog- Introduction to the development of
algorithms and computer programming using the C++ language. The course includes the
design, algorithm representation, flowcharts, pseudo-code and coding of programs. In
addition, study of the basic elements of the C++ language, such as basic data types,
control structures and routines. Structured programming concepts are also covered.
4.2. Prerequisites- COMP 110 Computer applications (Microsoft Office applications)
and College Algebra.
4.3. Outline of the course topics
I. Processes and programming structures
a. Fundamental concepts of computers
b. Tools used for programming
i. Definition of logic
ii. Algorithm
iii. Flowchart
iv. Pseudo code
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c. Constants and variables
d. Data types
i. Numerical
1. Integer
2. Real
ii. Alphanumeric
1. Character
2. String
iii. Logic
e. Functions
f. Operators
i. Arithmetic
ii. Relation
iii. Logic
iv. Assignment
g. Expressions and equations
h. Programming concepts
i. Data organization
ii. Communication with the computer and the compiler/debugger
1. Analysis of programming problems
2. Development of structured diagram
3. Algorithm notation
4. Development of flowcharts
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5. Internal and external documentation of a program
iii. Solution testing and debugging
iv. Coding of programs in the C++ programming language
II. Structured flowchart
a. Flowchart requirements
b. Modular flowcharts
i. Local functions and global functions
ii. Parameters
iii. Variable names
III. Logic structures in C++
a. Sequential
b. Decision
i. Sequential
ii. If/Then/Else
iii. Positive logic
iv. Negative logic
v. Logic conversion
vi. Decision tables
c. Loops
i. Counters
ii. WHILE
iii. DO WHILE
iv. FOR
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v. Nested loops
vi. Recursion
d. Selection
i. CASE/SWITCH
ii. Menus
4.4. Textbooks and other sources
Sprankle, M. & Hubbard, J. (2008). Problem Solving & Programming Concepts (8th
ed.). New Jersey: Pearson Prentice Hall (ISBN-10: 0136060609, ISBN-13: 978-
0136060604).
Online resources posted by the instructor of the course such as presentations,
examples, and practice exercises.
5. Significant learning goals (outcomes)
5.1. Foundational knowledge
5.1.1. Understand the importance of new tools in the solution of programming
problems.
5.1.2. Understand and apply the logic of computer programming to practical
problems.
5.1.3. Understand and remember the control structures in a structured
programming language.
5.1.4. Understand and remember functions and procedures.
5.1.5. Understand and remember the syntax of the C++ programming language.
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5.2. Application and integration
5.2.1. To solve complex computer programming problems using algorithms,
flowcharts and C++ code.
5.2.2. Identify alternative algorithms and tools to solve different logic problems
in computer programming.
5.2.3. Analyze logical programming problems that are usually involved in
computer programming.
5.2.4. Integrate the techniques and concepts of structured programming.
5.3. Human dimensions- Globalization
5.3.1. Develop a complex programming solution for a hypothetical foreign
customer, integrating the concepts and tools presented in class.
5.4. Learning how to learn
5.4.1. Recognize valid sources to search for additional tools and guidance when
needed in their practice of the computer programmer profession.
6. Detailed description of the course
6.1. Syllabus- See Appendix
6.2. Description of online activities- Apart from a midterm and final take-home exam,
practical real-life assignments will provide an opportunity for collaboration among peers
in the online forum (or blog). Collaboration to search for resources and generation of
ideas is encouraged among the online students. Thus, creating a learning-centered course
where in addition to exams, the students can talk about their assignments and help each
other with resources and ideas on how to solve the problems. However, all students are
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expected to submit their own original version for the solutions of online assignments,
creating an opportunity to condense various sources of information and ideas into their
own solution. The student’s solution to the problem must be representative of the
knowledge required to solve the problem in a real-life context. Such assignments will
prepare the students for the workforce when they graduate and begin to practice their
professions.
7. Evaluation
7.1. Major assignments and grading criteria
7.1.1. Assignments (6 for a total of 40 points)
Assignment 1 and 2 will be worth 6 points each. Assignments 3-6 will
be worth 7 points each.
Each assignment along with comprehensive explanation will be posted
by the instructor the week of the corresponding chapter(s).
Assignments will be attached to a forum (or blog) activity, where the
students are expected to collaborate with each other with ideas and
resources to solve the problems from the assignments. This
participation is part of the evaluation, counting for 2 points on each
assignment as an incentive for collaborating and sharing ideas. This is
representative of the actual environment where programmers share
ideas in the workplace to solve problems.
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After students submit their original solutions to the problems in the
assignments, the instructor will provide extensive feedback regarding
the solutions offered by the student, the compiling errors if any, how to
solve them, and if needed, comments regarding a more appropriate
solution.
7.1.2. Programming project (20 points)
The project will give an opportunity to create a solution to a real world
problem for a hypothetical foreign customer. The instructor will
generate a variety of problem scenarios, each describing the
programming problem and the cultural setting along with relevant
cultural characteristics of the foreign customer (i.e. etiquette,
conversation, respect…). Students must select and inform the
instructor which problem they prefer to work on by the 7th week. The
student will work individually to solve the problem and will present it
to the “customer” (i.e. the instructor and other students) during an
online presentation using the E-lluminate V-room at a predetermined
concurrent session that must take place on the 11th week.
7.1.3. Midterm and Final take-home exams (20 points each)
The exams will be take-home open book style and will include
theoretical and practical problems. The student will be able to access
the exam at the first day of the 12th week and will have until the end of
the week to complete and submit their individual and original answers.
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No collaboration is allowed in these evaluations. No online forums or
blogs will be created or accessed for these. For the midterm, extensive
feedback will be offered by the instructor. For the final exam,
feedback will be also provided per student request.
8. Integration
Learning goalWays of assessing
this kind of learning
Actual teaching-learning
activitiesHelpful resources
Understand the importance of
new tools in the solution of
programming problems.
1. Assignment 1
2. Online forum
participation for
Assignment 1
1. Reading of Ch. 1-2
2. Online forum participation
for Assignment 1
Textbook, WWW, other
students through the use
of the forum or blog to
discuss resources and
ideas to solve problems.
Understand and apply the logic
of computer programming to
practical problems.
1. All assignments
and course project
1. All assigned book chapters
2. Online forum participation
Textbook, WWW, other
students through the use
of the forum or blog to
discuss resources and
ideas to solve problems.
Understand and remember the
control structures in a
structured programming
language.
1. Assignments 4- 6
and course project
1. Reading of Ch. 5-8
2. Online forum participation
for Assignments 4-6
Textbook, WWW, other
students through the use
of the forum or blog to
discuss resources and
ideas to solve problems.
Understand and remember
functions and procedures.
1. Assignments 2- 3
and course project
1. Reading of Ch. 2-4
2. Online forum participation
for Assignments 2-3
Textbook, WWW, other
students through the use
of the forum or blog to
discuss resources and
ideas to solve problems.
Understand and remember the
syntax of the C++
programming language.
1. All assignments
and course project
1. All assigned book chapters Textbook, WWW, other
students through the use
of the forum or blog to
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2. Online forum participation discuss resources and
ideas to solve problems.
To solve complex computer
programming problems using
algorithms, flowcharts and C+
+ code.
1. All assignments
and course project
1. All assigned book chapters
2. Online forum participation
Textbook, WWW, other
students through the use
of the forum or blog to
discuss resources and
ideas to solve problems.
Identify alternative algorithms
and tools to solve different logic
problems in computer
programming.
1. All assignments
and course project
2. Online forum
participations
1. All assigned book chapters
2. Online forum participation
Textbook, WWW, other
students through the use
of the forum or blog to
discuss resources and
ideas to solve problems.
Analyze logical programming
problems that are usually
involved in computer
programming.
1. All assignments
and course project
2. Online forum
participations
1. All assigned book chapters
2. Online forum participation
Textbook, WWW, other
students through the use
of the forum or blog to
discuss resources and
ideas to solve problems.
Integrate the techniques and
concepts of structured
programming.
1. Assignments 4- 8
and course project
1. Reading of Ch. 4-8
2. Online forum participation
for Assignments 4-6
Textbook, WWW, other
students through the use
of the forum or blog to
discuss resources and
ideas to solve problems.
Develop a complex
programming solution for a
foreign customer, integrating
the concepts and tools
presented in class.
1. Course project 1. Select, from the list of
problems provided by the
instructor, a hypothetical
foreign customer and a
programming problem where
the student can apply what
was learned in class. The
student will present the
solution to the hypothetical
foreign client online using an
E-lluminate session.
Textbook, WWW
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Recognize valid sources to
search for additional tools and
guidance when needed in their
practice of the computer
programmer profession.
1. Online forum
participations
1. All assigned book chapters
2. Online forum participation
Textbook, WWW, other
students through the use
of the forum or blog to
discuss resources and
ideas to solve problems.
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9. References
Angelo, T. A. (2005). A “Teacher’s Dozen”: Fourteen general, research-based principles for
improving higher learning in our classrooms. In Lattuca, L., Haworth, J., Conrad, C.
(Eds.), College and University Curriculum: Developing and Cultivating Programs of
Study that Enhance Student Learning. (pp. 452-459). Boston, MA: Pearson Custom
Publishing. (ASHE Reader)
Dee-Fink, L. (2003). A Self-Directed Guide to Designing Courses for Significant Learning.
Retrieved March 10, 2009 from
trc.virginia.edu/Workshops/2004/Fink_Designing_Courses_2004.pdf.
Ehrmann, S. C. (2005). Asking the right questions: What does research tell us about technology
and higher learning. In Lattuca, L., Haworth, J., Conrad, C. (Eds.), College and
University Curriculum: Developing and Cultivating Programs of Study that Enhance
Student Learning. (pp. 438-446). Boston, MA: Pearson Custom Publishing. (ASHE
Reader)
Lattuca, L., Haworth, J., Conrad, C. (eds.). College and University Curriculum: Developing
and Cultivating Programs of Study that Enhance Student Learning. (2005). Boston, MA:
Pearson Custom Publishing. (ASHE Reader)
17
Nussbaum, M. C. (2005). Citizens of the world. In Lattuca, L., Haworth, J., Conrad, C. (Eds.),
College and University Curriculum: Developing and Cultivating Programs of Study that
Enhance Student Learning. (pp. 242-261). Boston, MA: Pearson Custom Publishing.
(ASHE Reader)
Sfard, A. (2005). On two metaphors for learning and the dangers of choosing just one. In
Lattuca, L., Haworth, J., Conrad, C. (Eds.), College and University Curriculum:
Developing and Cultivating Programs of Study that Enhance Student Learning. (pp. 409-
423). Boston, MA: Pearson Custom Publishing. (ASHE Reader)
Sprankle, M. & Hubbard, J. (2008). Problem Solving & Programming Concepts (8th
ed.). New Jersey: Pearson Prentice Hall.
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Appendix- Syllabus
Course Syllabus
COIS 115, Introduction to the Logic of Programming, 4 creditsFall 2009, AHORA Program
12 weeks online course
Instructor: Marie A. Tapanes, M.S. Office: E-lluminate! V-RoomE-mail: mtapanes@mail.usf.edu
Online Office Hours: By appointmentBest Way to Contact the Instructor: By e-mail
Class Location
and Format:
On-line: Blackboard Course Management SystemE-lluminate! V-Room
Class Hours: Weekly access to COIS 115 course Blackboard, weekly participation in online assignment discussions on COIS 115 course Blackboard, and assignment submissions to Blackboard are required.
The COIS 115 course Blackboard environment must be consulted a minimum of three (3) times each week. The Blackboard content may be updated daily.
Students must use Blackboard Mail to communicate with the instructor regarding all course-related issues.
Required
Textbook:Text: Problem Solving & Programming Concepts – Required
Authors:Sprankle, M. & Hubbard, J.
ISBN: ISBN-10: 0136060609, ISBN-13: 978-0136060604
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Edition:8th edition
Publisher:New Jersey: Pearson Prentice Hall
Required
Software:
A Word processing program (Word 2002 or later version) is necessary to complete the written assignments and a C++ compiler (available also at the Computer Lab).
COIS115
Course
Description:
Introduction to the development of algorithms and computer programming using the C++ language. The course includes the design, algorithm representation, flowcharts, pseudo-code and coding of programs. In addition, study of the basic elements of the C++ language, such as basic data types, control structures and routines. Structured programming concepts are also covered.
COIS115
Exit
Competencies:
Upon completing this course students will be able to:
Understand the importance of new tools in the solution of programming problems.
Understand and apply the logic of computer programming to practical problems.
Understand and remember the control structures in a structured programming language.
Understand and remember functions and procedures. Understand and remember the syntax of the C++ programming language. Solve complex computer programming problems using algorithms,
flowcharts and C++ code. Identify alternative algorithms and tools to solve different logic problems
in computer programming. Analyze logical programming problems that are usually involved in
computer programming. Integrate the techniques and concepts of structured programming. Develop a proposal to solve a complex programming problem for a
hypothetical foreign customer. Develop a complex programming solution for a foreign customer,
integrating the concepts and tools presented in class. Recognize valid sources to search for additional tools and guidance when
needed in their future practice of the computer programmer profession.
Course Outline: AHORA program COIS 115 covers a 12 week term.
Week Topic Readings Assignments Assignments Due
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1 Programming concepts and solutions to programming problems
Ch. 1, Ch.2 1.Blackboard Webpage
2. Online Forum presentation
2 Cont. Solutions to programming problems
Ch. 2 Assignment 1 1. Blackboard Webpage
2. Online Forum presentation
3 Expressions and equations Ch. 2 Assignment 2 Assignment 1
4 Programming concepts Ch. 3 Assignment 3 Assignment 2
5 Introduction to structured programming
Ch. 4 Midterm Practice/Review
Assignment 3
6 Midterm (Chapters 1-4) Ch. 1-4 1. Midterm
2. Inform programming project idea for a foreign customer
7 Structured programming- Sequential Logic
Ch. 5 Assignment 4 1. Midterm
2. Inform programming project idea for a foreign customer
8 Structured programming- Decision Logical structure
Ch. 6 Assignment 5 Assignment 4
9 Structured programming- Repetition structures
Ch. 7 Assignment 6 Assignment 5
10 Structured programming- Case structure
Ch. 8 Final Practice/Review
Assignment 6
11 Programming projects for a foreign customer
Final exam E-lluminate presentations
12 Take home Final exam (Chapters 5-8)
Ch. 5-8 Final exam
Assignments,
Exams and
Project:
Rules: All assignments, project, and exams will be independent. General ideas and sources of information to solve the problems may be discussed by the students in the discussion forum (or blog) without providing the solutions. The purpose is to get the ideas flowing providing a place to collaborate and learn more about where to locate resources and increase creativity and applicability.
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However, all solutions must be submitted independently, show an independent effort, and be independently written and commented.
Assignments (40 points)
The program solutions submitted must: compile without errors, run correctly, present an original solution to the intended problem and have comments explaining the main steps of the code.
Programming project (20 points)
For this assignment, you will select, from the list of problems provided by the instructor, a hypothetical foreign customer and a programming problem of interest to you where you can apply what you learned in class. You will present your solution to the hypothetical foreign client online using an E-lluminate session to take place in the 11th week of the term.
Midterm (20 points)
The exam will be open book take-home style and it will include theoretical questions and practical application problem(s) where a program must be planned, designed, and implemented correctly as in the course assignments.
Final exam (20 points)
The exam will be open book take-home style and it will include theoretical questions and practical application problem(s) where a program must be planned, designed, and implemented correctly as in the course assignments.
Grading
Criteria:
Student grades will be determined based upon performance in meeting the following course requirements:
Products submitted reflect the required content knowledge Compliance with specified course assignment guidelines Organization of products Timely submissions
Grading Scale
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A B C D F
100 – 90 89 – 80 79 – 70 69 – 60 59 - 0
The total value of course requirements is 100 points Blackboard allows resubmission of course assignments before the
deadline cutoff time Submission of products is due on or before the due date and time deadline Late submission of course assignments has to be granted permission by
the course instructor before the deadline and will suffer a 20% point deduction
Students may not do additional work or repeat an examination to raise a final grade
Instructor's
Schedule:
Students must use Blackboard Mail to communicate with the instructor. Every effort will be made to provide a response within two regular
University business days.
Instructional
Methods and
Tools:
Internet Blackboard Universidad del Este Online Library
Class Rules: Civility is required in public and private course communications.
Due dates and delivery time deadlines are defined as 11:55 p. m on the date the course requirement is due.
Course requirements must be completed and submitted on or before specified due dates and delivery time deadlines. Late submission of products is prohibited by the Blackboard system.
The end of term marks the termination of the course. Work submitted after the end of the term date will not be reviewed or graded.
Attendance policy: COIS 115 attendance is demonstrated by weekly online posting using the course Blackboard.
Universidad del
Este Policies:
1. Standards of Academic Integrity
For the university-wide policy on academic standards, see the Universidad del Este Student Handbook. Each student is responsible for maintaining academic integrity and intellectual honesty in his or her academic work. It is the policy of the school that each student must:
Submit original work Not engage in cheating (e.g., giving or receiving help during
examinations; acquiring and/or transmitting test questions prior to an examination)
Not commit plagiarism
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Original WorkAssignments, exams, and the project must be the original work of the student. Work is not original when it has been copied or partially copied from any other source, including the internet or another student, unless sharing or joint authorship is a part of the assignment. Exams and tests are original work when no unauthorized aid is given, received, or used before or during the course of the examination.
2. Disabilities and ADA
Universidad del Este complies with the American with Disabilities Act (ADA). The university’s detailed policy on disabilities is contained in the Universidad del Este Student Handbook. Student requests for accommodation based on ADA will be considered on an individual basis. Each student with a disability should discuss his or her needs with the disability service representative at The Development and Retention Office before classes begin if possible.
3. Communication by Email
Students must use their Universidad del Este e-mail accounts when sending email to faculty and staff and must clearly identify their names and other appropriate information. When communicating with students via email, faculty and staff members will send email only to Universidad del Este email accounts using Universidad del Este recognized usernames. Students are encouraged to check their Universidad del Este email account daily.
4. The Temporary Grade of Incomplete (I)
The temporary grade of Incomplete (I) will be granted only in cases of extreme hardship and requests will be assessed on a case by case basis. A student desiring an incomplete must submit a formal notification to the course instructor at least two weeks prior to the end of the term. In the notification, the student must: (1) provide a rationale; (2) demonstrate that he/she has been making a sincere effort to complete the assignments during the term; and (3) explain how all the possibilities to complete the assignments on time have been exhausted.
5. Grade Policy Regarding Withdrawals
Course withdrawal requests must be submitted to the program office in writing by the student. Requests for withdrawal must be received by the program office by the calendar midpoint of the course (see dates in the academic calendar).
6. Acceptable Use of Computing Resources Students must comply with the Universidad del Este policy on Use of Computing Resources (see the Student Handbook).
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Syllabus
Modification:
The instructor reserves the right to make changes as may be required to the course syllabus and its online version. Students will be notified of syllabus changes by posting a notice on the course Blackboard.
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