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University of Hawai‘i – West O‘ahu General Education

Focus Requirement Contemporary Ethical Issues (ETH)

Sample Hallmarks and Syllabi

Rationale & Purpose

ETH narrative

Disclosure: During the forums sponsored by the General Education Committee and during numerous faculty conversations in Spring 2019, there has been lively and informed discussion of these hallmarks, the explanatory notes, and their interpretations. While the members of the subcommittee recognize that it is still unsettled as to whether the explanatory notes can be re-written by the subcommittee members, we attempted to reduce the most contentious of the explanatory notes to their salient point so as to aid faculty who are considering applying for an ethics designation for their courses in Fall 2019 for Spring 2020. We sincerely hope that faculty submitting courses for an ethics designation refer to the hallmarks and explanatory notes, but also peruse some syllabi that reflect the spirit and intentions of the ethics designation. The General Education Committee and Ethics Subcommittee will continue to work on these in consultation with faculty in AY 2019-2020. These samples are intended as a first step to help faculty meet the Fall 2019 proposal deadline.

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Hallmarks: Ethics Designation (ETH)

Explain in detail how this course meets each of the following hallmarks. Explanatory

notes follow each hallmark and are colored in blue.

Ethics Hallmark 1 (E1)

E1. Contemporary ethical issues will be presented and studied in a manner that is

fully integrated into the main course content.

Explanatory Note to E1:

In addition to presenting students with ethical issues, the course includes

instruction on how students can analyze, deliberate on, and make ethical

decisions. This instruction is seen throughout the course rather than

consolidated in a few topics.

E1 Example #1 –

BUSA/ANTHRO 421 – Sustainability in Tourism

Students study a variety of issues in the tourism industry on a global scale, including but not limited to

the effects of tourism on Hawaii and how to improve the industry so that it has sustainable impact and

benefits the residents of Hawaii. Throughout the semester, readings explore ethical challenges in

tourism. Major ethical considerations include balancing economics with reduced environmental impact

and social responsibility. Each week’s topic explores ethics as students learn the components of how to

develop a sustainable industry in term of equity for all involved, especially indigenous populations. To

do this, they must learn unethical practices and the alternatives, as well as why it matters. The why it

matters aspect includes reading material and activities on human rights, cultural appropriation, climate

change, self-representation, equitable revenue generation, sensitivity towards societal conditions, the

respecting of what groups consider sacred, and etc. Different ethical theories in business as well as

tourism will be applied, such as Deontology, Care Ethics, Value Ethics, and Utilitarianism. Students

have the opportunity to apply different logic and reasoning to various viewpoints in the field of tourism

including Hawaii and Chinese tourism in Hawaii that will help them grow in their understanding of

contemporary issues in the tourism industry. The course is grounded in a justice and human rights

based ethical framework, examining both collective and individual human rights. Students learn about

the negative impacts of tourism on cultural and land rights and identify ways the industry can minimize

this impact and create space that empowers indigenous owned and operated social enterprise tourism.

Course material is critical of anthropologists’ and others’ role in the tourist industry, who are

representing indigenous peoples. For this reason, students learn about how different aspects of the

American Anthropological Association’s Code of Ethics is applicable in ensuring non-exploitive

interactions. In class activities and discussions are based on lectures that augment reading material.

They consist of students exploring case examples and current events in class, generating ideas for

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increasing sustainability, and sharing examples based on personal experience. Four site visits are

integrated throughout the course to illustrate positive case examples here in Hawaii. Overall, students

learn how to understand and think critically about tourism implications.

E1 Example #2

HIST 370 – US Immigration History

The entire course will be devoted to the study of ethical issues related to immigration, immigration law,

and immigrant experiences in the diaspora throughout U.S. history, with an emphasis on the nineteenth

century to the present. Throughout, we will explore ethical issues including the role of ethnicity/"race,"

country of origin, nativism, and the rhetoric of “race” in immigration law and the impact of these on

immigrant experiences in the United States. In the second half of the class will look more specifically at

issues and debates related to contemporary immigration including the Mariel boat lift (1980s),

Proposition 187 in California (1990s), the DREAM Act (current), “Compact impact” and other issues

related to Micronesian migration to Hawai‘i (current), the Syrian refugee crisis (current), the role of the

immigration debate in the 2016 presidential election (current), and immigration in the era of Donald

Trump (e.g., border wall and illegal immigration, refugee crisis, rise of nativism, etc.). We will also

discuss issues relating the various challenges associated with immigrants maintaining/blending culture,

tradition, language, and values in the diaspora. Throughout, we will consider various theories of

immigration, as well as several ethical frameworks (rights, justice, and common good) to help us reflect

on an analyze these and other issues and topics related to U.S. immigration history. We will do this in

consultation with resources available through the Markkula Center for Applied Ethics at Santa Clara

University: https://www.scu.edu/ethics/.

E1 Example #3

PUBA 477 – Ethics in Health Care Administration

The entire course is devoted to the study and analysis of contemporary ethical issues. Topics of

discussion include: ethical principles in health care, external forces, technological impact and

organizational influences on ethical decision making, social and fiscal responsibility, quality of care,

patient autonomy, non-maleficence vs. beneficence, patient justice, regulations and corporate

compliance, professional codes of ethics, and current ethical challenges and future trends as a practicing

health care administrator. Discussion assignments will incorporate the use of the decision-making

framework in examining ethically determined judgements in health care.

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E2. The disciplinary approach(es) used in the class will give students tools for the

development of responsible deliberation and ethical judgment.

Explanatory Note to E2:

The course should provide students tools—which may include but are not limited

to a perspective or approach or framework—for the deliberation of an ethical

issue that goes beyond the mere statement of a personal opinion. The tools

utilized to teach ethical deliberation should be discussed here.

E2 Example #1


Through an anthropological disciplinary lens, students learn to situate groups’ everyday lives in a larger

political, economic, social, and historical context. This is to help them develop well informed and

transdisciplinary solutions to ethical issues in the industry. They will apply holistic thinking to their

understanding of sustainability in order to learn how to apply ethical business practices.

E2 Example #2


Throughout the semester, students will read/view and analyze primary and secondary sources related to

U.S. immigration history; these include immigration legislation, exclusionary laws targeted at particular

ethic groups or countries of origin, media depictions of immigrant groups and the immigration issue

over time, political cartoons, newspaper articles, podcasts, narrative accounts of immigrant experiences,

films, and others. Students will be required to incorporate and cite these sources in their weekly video

posts, NEWs and PSAs assignments, book reaction paper, and exam essays as supporting evidence for

their discussions, claims, and judgments about the ethical implications of immigration policy and

rhetoric for the contemporary social and political climate in the United States. Students will cite sources

using Chicago style, the preferred citation style for the discipline of history. Students will also apply

various ethical frameworks (e.g., rights, justice, and common good) to their reflections and analysis in

consultation with resources available through the Markkula Center for Applied Ethics at Santa Clara

University: https://www.scu.edu/ethics/.

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E2 Example #3


Students in Health Care Administration will be able to demonstrate proficiency in knowledge of ethical

responsibilities as administrators in health care organizations, by analyzing ethical dilemmas and

problems that occur in health care organizations and applying the ethical decision making process and

other ethical strategies to resolve ethical dilemmas that justify health care policy and action.

Disciplinary tools to assist in responsible deliberation and ethical judgment will include small group

discussions, formal debate, round-table discussions, Socratic questioning, essays and journals.


E3. Students will achieve basic competency in analyzing and deliberating upon

contemporary ethical issues to help them make ethically determined judgments.

Explanatory Note to E3: In the course there needs to be evidence in the syllabus of assignments and/or class discussions that require students to make an ethical judgment.

E3 Example #1


Students work together in small groups to analyze and understand different topics and case studies.

Students form conclusions based upon research, selected readings and discussion with their peers as

well as incorporating outside sources and opinions to put together a comprehensive knowledge of

issues. Students learn to understand sustainability in a holistic sense. They also explore ethical reasons

for why sustainable tourism matters in light of issues related to globalization, human rights, economic

exploitation, and climate change. Students deliberate on how to balance a profit driven industry with

societal needs, environmentalism, and culture. It is through this material that they learn about systemic

indigenous rights in regards to the land and how tourism threatens these rights. The course prioritizes

these rights and students explore solutions for protecting these rights. Analysis and deliberation will be

evident in the group posters that they put together that are solution based.

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E3 Example #2


Students will achieve graduated competency in analyzing and deliberating on contemporary ethical

issues related to U.S. immigration history in consultation with resources available through the

Markkula Center for Applied Ethics at Santa Clara University: https://www.scu.edu/ethics/. We will

begin with an overview of several ethical frameworks (rights, justice, and common good). Students will

then use these frameworks to reflect on immigration topics and issues through video posts and replies,

which will serve as class discussion for this online class; throughout, they will be required to refer to

specific primary and secondary sources to back up their judgment and claims. Students will use what

they learn in video posts/replies to conduct a more extensive ethical analysis in their book reaction

paper using at least one ethical framework (rights, justice, or common good). Students will then use

these assignments and the feedback they receive from the instructor to build more complex ethical

analyses and arguments in their book reaction paper and exam essays. Throughout, they will use the

introduced ethical frameworks (rights, justice, common good) to make ethical judgments through the

detailed analysis of primary and secondary source material related to immigration and immigrant

experiences in the United States.

E3 Example #3


Upon completion of the course, students will demonstrate competency in analyzing and deliberating

upon ethical issues, and be able to:

• identify major contributors to ethics,

• describe the role of the health care administrator in meeting current ethical challenges and future

trends impacting the health care field,

• explain the importance of patient justice and ethics, social and fiscal responsibility, and role of

regulations, corporate compliance and professional codes of ethics that affect ethical decision making,

• discuss the influence of market forces and the impact of technology on the organization and its

culture, and • analyze and resolve ethical dilemmas in health care.


E4. The equivalent of one semester credit-hour or 30% of a 3-credit course will be

devoted to contemporary ethical issues.

Explanatory Note to E4: There is no minimum number of assignments needed but note E4 requires 30% of the course be devoted to contemporary ethical issues.

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E4 Example #1


Ethical considerations are addressed in eleven weeks of the assigned readings. In class activities,

discussion, and lecture augment these readings. The four site visits and guest speakers are selected

because they highlight some aspect of ethics discussed in class and students are invited to discuss ethics

with their hosts and guest speakers. For example, the heritage site visit is led by a local cultural

practitioner and illustrates the concept of self-representation in tourism. Students will be asked to

engage in discussion with their host as to why this is important. The final project is solution based and

pulls together what they have learned about ethics for creating both a sustainable industry and

developing tourism so that it has sustainable impacts in terms of cultural, societal, economic, and

environmental well-being. Each and every week is devoted to ethics in a variety of ways.

E4 Example #2


Video posts/replies (15%): Video posts/replies in the second half of the semester will ask students to use

ethical frameworks (rights, justice, common good) to reflect on and discuss current immigration issues

including but not limited to Prop 187, DREAM Act, Compact of Free Association, Syrian refugees,

immigration rhetoric in the era of Trump, border wall, illegal immigration, nativism, the 2019

government shutdown, etc. This portion of the video posts/replies is worth 15% of the total grade.

NEWs/PSAs: (4%): Students will use ethical frameworks to reflect on/analyze at least two news articles

and two primary source documents in the NEWs and PSA assignments, for a total of 4% of their total

grade. Book reaction paper (5%): Students will use ethical frameworks to reflect on/analyze the required

book (Rosa) in the book reaction paper. The book reaction paper is worth 15% of the total grade; the

ethical analysis reflection portion will be worth 5%. Final exam essay (10%): The final exam essay will

ask students to use ethical frameworks to reflect on/analyze contemporary immigration issues such as

Prop 187, DREAM Act, Compact impact, and Syrian/Muslim refugees, immigration rhetoric in the era

of Trump, border wall, illegal immigration, nativism, and the 2019 government shutdown, among

others. This portion of the final exam will be worth 100 points, or 10% of the total grade. Total: 34%

E4 Example #3


100% of this 3-credit course will be devoted to the study of contemporary ethical issues. Several type of

assignments such as discussions, essays, case studies, reflection journals will accomplish the required

credit hour (30% of a 3 credit course).

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E5. A minimum of 8 hours of class time will be spent in discussing contemporary

ethical issues.

Explanatory Note to E5: In the course there needs to be at least 8 hours of class time allocated to assignments, discussions, or lectures that deal with contemporary ethical issues.

E5 Example #1


Eleven weeks of reading address ethics. Students are required to answer a series of questions designed

for reflecting on the ethical components of the readings such as those in indigenous rights, non-

exploitive development, self-representation, etc. Lecture and in class activities build upon these reading

responses during those weeks. At least one hour of class time during each of these eleven weeks

includes discussion that explicitly addresses ethics for a total of 11 hours at the very minimum.

Discussion is integrated into lecture and occurs during small group activities in addition to any films or

speakers addressing ethics. The four site visits provide students with the opportunity to see how select

sites apply ethical considerations to their operations. 10-12 hours are spent at site visits in which

students will be invited to discuss ethics with their hosts.

E5 Example #2


This course will be offered in the online format. Students will spend the equivalent of eight required

class hours reflecting on/discussing contemporary ethical issues through the preparation of video posts

and replies to classmates, and the application of these discussions to their NEWs and PSAs, book

reaction papers, and the final exam essay.

E5 Example #3


All 48 hours of class time will be spent discussing contemporary ethical issues.

Sustainability in Tourism University of Hawaii West Oahu

ANTH/BUSA 421

Wednesday 5-7:50pm

Classroom D141

Instructor: Dr. Christy Mello

Office: E215

Phone: 689-2494

Email: [email protected]

Instructor: Holly Itoga, PhD

Office: E122

Phone: 689-2338

Email: [email protected]

https://laulima.hawaii.edu

Course Description

This course will focus on sustainability in tourism including a conscientious and authentic

approach to tourism that embraces culture and the environment. We will look at the current

trends and future of the industry and understanding the impact tourism has on a local and global

perspective as well as the economic, political and societal influences the industry faces. There

will be offsite visits where students will experience and learn from local practitioners that are

promoting sustainability in the tourism industry including the challenges they face as well as the

positive impact they are making.

Course Learning Outcomes

Viewing sustainability through a holistic lens, students will analyze how it intersects with tourism

in regards to the environment, culture, economics, and ethical considerations. Students will gain

the ability to create a sustainable tourism business model that demonstrates their mastery of

cultural environmental ethics and economically viable tourism. (DLO4, CLO3)

Create a model for a sustainable tourism business that will demonstrate their mastery of the

principle sustainability and economically viable tourism into the practices of sustainability in

tourism, including the importance and how we can incorporate it as an economically viable

practice. (ILO1, ILO2, ILO3, ILO4, IL05, DLO1, DLO2, DLO3, DLO4, CLO1, CLO2, CLO3)

Students will research topics concerning tourism issues that impacts communities locally and

globally. They will present their findings in oral and written format. (ILO1, ILO2, ILO3, ILO4,

DLO1, DLO2, DL04, CLO1, CLO2, CLO3)

https://laulima.hawaii.edu/

Students will also have the opportunity to lead discussions in class and demonstrate their

leadership abilities and improving interpersonal communication skills through group projects,

presentations and leading class discussions. (IL01, DL03, CL03)

Students will also have the opportunity to engage with outside organizations to learn more about

specific examples of sustainability in the tourism industry in Hawaii and the positive contribution

it makes as well as the challenges they face, while looking forward to possible future trends.

ILO1, ILO5, DL01)

Learning Outcomes

In accordance with the Institutional Learning Outcomes (*ILO) of UHWO, this course will provide

opportunities for:

(1) ILO1: Effective oral and written communication

(2) ILO2: Demonstrate knowledge of cultural awareness

(3) ILO3: Demonstrate critical thinking skills through application and research

(4) ILO4: Demonstrate disciplinary knowledge of subject matter

(5) ILO5: Demonstrate engagement with campus life and the broader community

In accordance with the Divisional Learning Outcomes (DLO) of the Division of Business

Administration this course will provide opportunities for:

(1) DLO1: Demonstrate critical thinking, research, and communication skills as applied to

organizations

(2) DLO2: Explain the cultural context of organizations operating in a global environment

(3) DLO3: Demonstrate the knowledge and skills necessary for responsible management and

leadership positions

(4) DLO4: Demonstrate the ethical and behavioral skills for effective job performance

In accordance with the Hospitality and Tourism Concentration Learning Outcomes (CLO) of the

Division of Business Administration this course will provide opportunities for:

(1) CLO1: Demonstrate interpersonal and leadership skills through the usage of oral or written

communication.

(2) CLO2: Analyze central concepts, current trends, and issues in the hospitality and tourism

industry within a local and global framework.

(3) CLO3: Demonstrate an awareness of the importance of ethical and cultural considerations

within the hospitality and tourism industry.

Required Reading

- Pacific Business News (accessed through the UHWO library)

- Honolulu Magazine (accessed through the UHWO library)

- Honolulu Star Advertiser (accessed through the UHWO library)

-Selected readings (Laulima)

Percentile Grading System

95% - 100% =

A

90% - 94.99% =

A -

87% - 89.99% =

B+

84% - 86.99% =

B

80% - 83.99% =

B-

77% - 79.99% =

C+

74% - 76.99% =

C

70% - 73.99% =

C -

67% - 69.99% =

D +

64% - 66.99% =

D

60% - 63.99% =

D -

Grading

20% Section 1 (Weekly Discussions, Community Involvement/ Participation Opportunity)




20% Group Presentation @ Fall 2018 Research Symposium and in class during Finals

Mello: Sections 1 and 3 (up to 100 points possible):

Reading Responses worth up to 15 points each= 60 total possible points

In Class Discussion worth up to 5 points each= 20 total possible points

Off-site Community Involvement worth up to 10 points each= 20 total possible points

Itoga: Sections 2 and 4 (up to 100 points possible):

Reading Responses worth up to 10 points each= 40 total possible points

In Class Discussion worth up to 10 points each= 40 total possible points

Off-site Community Involvement worth up to 10 points each= 20 total possible points

Section Assignments

Reading Responses

In preparation for the following week’s topic, students will be assigned readings as well as

questions to help them facilitate their critical thinking skills and incorporate relevant sources into

their discussion.

Community Involvement/ Participation Opportunity

Students will have the opportunity to learn firsthand from a “field trip” to learn from and support

leading practitioners in the industry. During this time they will be actively involved with asking

appropriate questions and contributing to the overall “conversation” of the day.

Students are responsible for their individual preparation and actively participate in the project

and writing thank you cards to each company we visit

In class discussion

Grading will be done on presenting logical, well thought out statements and questions,

incorporating readings and assignments, being prepared, and actively participating in all

discussions (pairs, groups, class) as well as utilizing the oral communication skills taught in

class.

There will be oral communication opportunities for discussion about their learning after each off

site visit- where students are required to present to the class what the learned from the off site

visit in cooperation with their readings and own research.

Group Presentation

Topic- Sustainability in Tourism

Fall 2018 Research Symposium:

Tri-fold Presentation Board

Final Presentation on Dec. 5: 5-8pm

Presentation will be a culmination of the weekly discussions, off site visits, readings, and each

student’s own research, presenting a well rounded, informed presentation on a solution to

perpetuate sustainability in the tourism industry.

Weekly Course Schedule

Mello & Itoga

Week 1 August 22

Mello: Section 1

Week 2- August 29

3- September 5

4- September 12

Itoga: Section 2

Week 5- September 19

6- September 26

7- October 1-3 Global Tourism Conference

Mello: Section 3

Week 8- October 10

9- October 17

10- October 24

Group Work

Week 11- October 31

Itoga: Section 4

Week 12- November 7

13- November 14

15- November 28

Fall 2018 Research Symposium

Week 14- November 19

Finals Week/Group Presentation

December 5 @ 5-8pm

Dates

Week 1

Aug 22

Mello & Itoga

Introduction

Assignment Due:

NO CLASS

Hurricane Lane Preparedness

Week 2

Aug 29

Mello

Introduction

Why Sustainable Tourism Matters in

Hawai‘i and Globally

Speaker: Dr. Manulani Meyer

Readings: Vignati Introduction

(Laulima); Bunten_

Graburn Ch. 6 (Laulima); Sustainable

Tourism in HI (Laulima)

In Class Discussion:

2 questions for speaker

Reading Responses:

Due Aug. 28th 11:55pm via

Laulima

Week 3

Sep 5

Mello

Tourism and Ethical Considerations

Readings: Jacob (Laulima);

Buten_Graburn Ch. 2

(Laulima); UNDRIP (Laulima)

Film

Reading Responses:

Due Sep. 4th 11:55pm via

Laulima


Film discussion

and questions

Week 4

Sep 12

Mello

Heritage Tourism

Off-site Visit

Readings: Salazar 2013 (Laulima)

Reading Responses:


Laulima

Off-site Visit: Sep 12 pa’a

at Palehua with tour by

Practitioner/Ranger Anu

Week 5

Sep 19

Itoga

Sustaining the Land through Tourism

Readings: In Section 2 of Resources

(Laulima)

Reading Responses:


Laulima


Week 6

Sep 26

Itoga

Sustainable Tourism Businesses


(Laulima)

Reading Responses:


Laulima


Week 7

Oct 1-3

Itoga

Global Tourism Summit

http://www.globaltourismsummithawaii.com/

Day 2 (Oct 2); Concurrent Session #2 -

Sustainable Tourism

Reaching the Traveler of Tomorrow

Travel and buying behaviors vary from

Millennials to Generation Xers to Baby

Boomers. What motivates these generations

and segments? Where do they turn to for

inspiration? How are they traveling now and

how will they be in the future? What do they

value and how can you align with the

destination's needs? Discover how you can

more effectively reach these different

generations.

*Highly recommend attending all 3 days

**Stay tuned for scholarship and volunteer

opportunities

Week 8

Oct 10

Mello

Indigenous Based Tourism

Readings: Indigenous Peoples and

Travel Industry Guidelines (Laulima);

Larrakia (Laulima); Bunten_Graburn

Ch. 1 (Laulima)

Speaker: Laurien Nuss of Conscious

Concepts

Reading Responses:

Due Oct. 9th 11:59pm via

Laulima


2 questions for

speaker

http://www.globaltourismsummithawaii.com/

Week 9

Oct 17

Mello

Indigenous Based Tourism

Off-site Visit

Readings: Ruiz (Laulima)

Oct. 17th Speakers: Kamoauli

Founders

Reading Responses:

Due Oct. 16th 11:59pm via

Laulima

Off-site Visit: Oct. 20

Kamoauli 9am-11am

Week 10

Oct 24

Mello

Tourism and Sustainable Development

Readings: Vignati Ch. 1 and Ch. 2

(Laulima)

Film

Reading Responses:

Due Oct. 23rd 11:59pm via

Laulima


Film discussion

and questions

Week 11

Oct 31

Group Work

No in person class, please choose a

meeting time with your group members

Week 12

Nov 7

Itoga

Panel: Sustaining Culture


(Laulima)

Reading Responses:

Due Nov 6th 11:55pm via

Laulima


Week 13

Nov 14

Itoga

Aulani Disney Hotel

Sustainable Practices in Hospitality


(Laulima)

Week 14

Nov 19

Monday

Fall 2018 Research Symposium

Week 15

Nov 28

Itoga

Sustaining our Values

Balance


(Laulima)

Reading Responses:

Due Nov. 27th 11:55pm via

Laulima


Finals

Dec 5

5-8pm

FINAL PRESENTATION FINAL PRESENTATION

Class

Policies

● Late assignments will not be accepted.

● Late exams will not be rescheduled unless a verified reason is discussed.

● Arrive on time and do not leave early in less prior arrangements have been made.

● Assignments will not be accepted via email.

● Regularly check your email for notifications regarding the course.

● After the semester’s final assignment is due, students can not do “extra” work to improve

their grades.

● No cell phones or other smart devices are allowed in class in less they are being used to

search the Internet during an in class activity. Unauthorized use of a cell phone will

result in the student being asked to leave the remainder of the class with a deduction in

participation points.

● Laptop use is restricted to taking notes or for instructor designated in class activities.

● Students are responsible for monitoring their own progress in the course and being

aware of university deadlines for dropping courses.

Academic Honesty

All students are expected to demonstrate integrity and honesty in completion of class

assignments. Students must give credit to appropriate sources utilized in their work. Copying

the work of professional writers or other students and then turning it in as one’s own constitutes

plagiarism and are not allowed. Plagiarism and cheating re serious offenses and at the

discretion of the instructor, may be punished by failure on the exam, paper, or project; failure in

the course; and/or expulsion from the university. Integrity is expected of every student in all

academic work. The guiding principle of academic integrity is that a student’s submitted work

must be the student’s own. For further information on what is expected of UH West O’ahu

students, please refer to the student Academic Responsibilities and Student Code of Conduct

sections of the UHWO Student Handbook.

Learning Challenges and Accommodations

In keeping with University policy, any student with a disability who needs academic

accommodation for testing, note taking, reading, classroom seating, etc., is to call Student

Services, as soon as possible, and speak with Dr. Steven Taketa, Psychologist:

[email protected]

Office for Disability Accommodations: Any student who requires accommodations because of a

physical or learning disability must contact the Office for Disability Accommodations as soon as

possible. Contact Dr. Tom Hirsbrunner in Student Services ([email protected] or at 689-

2675). After you have documented your disability, please make an appointment or see me

during office hours to discuss your specific needs.

The No’eau Center- The No’eau Center offers services designed to help students improve their

overall academic performance. Tutoring in writing and many other subject areas is offered by

appointment, on a walk-in basis, and online via email. Students may schedule an appointment

by emailing or calling the center or stopping b to make and appointment at the front desk.

Workshops are also offered on topics including literature review, research papers, various

formatting styles (e.g. MLA, APA) studying for exams, and resumes and interviews. Testing

services and ADA accommodations are also available. For more information, stop by the

No’eau Center (Library, B203), visit the website (www.tinyurl.com/noeaucenter), or call 808-689-

2759

University Statement on Non-Discrimination

http://www.tinyurl.com/noeaucenter

The University of Hawai’i- West O’ahu (UHWO) strives to provide an environment that

emphasizes the dignity and worth of every member of its community and that is free from

harassment and discrimination. Such an environment is necessary to a healthy learning,

working, and living atmosphere because discrimination and harassment undermine human

dignity and the positive connection among all members in our UHWO community.

UHWO can help to provide valuable information. Examples of Behavior that may be considered

sex or gender-based discrimination may include, but is not limited to the following: sexual

harassment, harassment of LGBTQ students, sexual assault stalking, and domestic and dating

violence.

If you or someone you know is experience sex or gender-based discrimination, or if you have

and questions regarding UHWO’s process or policies, please feel free to contact the UHWO

Title IX Coordinator via email at: [email protected], or you can visit the UHWO Title IX

website for more information at http://www.uhwo.hawaii.edu/about-us/university-policies/title-ix/

UHWO Student Code of Conduct

UHWO supports a positive educational environment that will benefit student success. In order to

ensure this vision, UHWO has established the UHWO Student Code of Conduct to ensure the

protection of student rights and the health and safety of the UHWO community, as well as to

support the efficient operation of all UHWO programs.

All Currently enrolled students at UHWO are required to abide by UHWO’s Student Code of

Conduct. A copy of the most current Student Code can be found on UHWO’s website at

http://www.uhwo.hawaii.edu/campus-life/student-affairs/student-policies/#studentconductcode

Credit Hour Requirements

The UHWO Credit Hour Policy states that students in a 3-credit course are expected to devote a

minimum of 9-hours a week (135 hours/semester) on course related work (see UHWO General

Catalog). In accordance with the UHWO Credit Hour Policy, the work assigned to achieve the

stated student learning outcomes meets the credit hours that would be required for a

comparable in-person course section. To achieve adequate learning in this course, it is

expected that students will need to devote a minimum of 9 hours a week completing scheduled

lessons, completing assigned readings, working on the study questions, participating in chat,

researching and writing the reaction papers, and studying for scheduled exams and quizzes.

http://www.uhwo.hawaii.edu/about-us/university-policies/title-ix/







1

HIST 370: U.S. Immigration History (online)

CRN: TBD Instructor: Dr. Monica LaBriola

Day/Time: online/Laulima Email: via Laulima or [email protected]

Class Location: online/Laulima Office: D-108

Class Website: Log in with UH username

through Laulima: https://laulima.hawaii.edu

Phone: 689-2385 (email preferred)

Office Hours: TBD

Course Overview

This course explores the major frameworks, developments, and debates in U.S. immigration history,

with an emphasis on the early nineteenth century to the present. We will explore the causes of

immigration, the social, cultural and economic adaptation of various migrant groups, the

significance of race, the varied experiences of different immigrant groups, the development of

ethnic group identities, changing American policy and attitudes toward immigrants and ethnic

groups, and the impact of immigration and ethnicity on American society and culture. Given current

debates about immigration, immigrants, and immigration policy in the United States (including

Hawai‘i), the course provides a historicized understanding of an important contemporary issue.

*This section of HIST 370 has been approved to fulfill the Contemporary Ethical issues (ETH) focus

requirement; you will receive ETH credit on completing the course.

Student Learning Outcomes (SLOs)

By the end of this course, you will be able to do the following through discussions, activities,

exams, oral presentations, and written assignments:

1. SLO 1: Write well organized and competent expository prose about the causes of significant

events in U.S. immigration history [GLO-1, CLO-1/3, ILO-1/3]

2. SLO2: Deliver oral presentations on course readings and major concepts and themes in U.S.

immigration history [GLO-2, CLO-2/3, ILO-1/3]

3. SLO 3: Analyze and demonstrate knowledge of historical developments in the history of U.S.

immigration [GLO-5/6, CLO-3/4, ILO-1/2/3]

4. SLO 4: Make clear historical arguments concerning U.S. immigration history and develop them

using recognized historical methods [GLO-1/2/6, CLO-1/2/3/4, ILO-1/3/4]

5. SLO 5: Use a variety of primary source documents as well as other sources such as newspapers,

historic legislation, memoires, and films to analyze events, issues, and developments in the

history of U.S. immigration [GLO-5/6, CLO-3/4/5, ILO-3/4]

6. SLO 6: Use ethical frameworks such as the rights, justice, and common good approaches to

analyze and reflect on ethical issues related to U.S. immigration history [GLO-8, CLO-3, ILO-

3]

Credit Hour Statement

The UHWO Credit Hour Policy states that students in a three-credit course are expected to devote a

minimum of 9 hours per week (135 hours/semester) to course related work (see UHWO General

Catalog). This course was reviewed to assure that the work assigned to achieve the stated student

learning outcomes meets the UHWO credit hour policy. To achieve adequate learning in this

course, you are expected to devote a minimum of nine hours per week attending scheduled class

meetings, completing readings and films, working on video posts, conducting oral presentations,

and preparing for schedule exams and quizzes.

mailto:[email protected]


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Course Materials

Laulima

This course will be conducted via Laulima (https://laulima.hawaii.edu). You will need regular

Laulima and a reliable internet connection to access lectures, readings, films, quizzes, video

posts/replies, assignments, and exams.

YouTube

This semester, you will be required to upload video posts to YouTube and link them in Laulima. To

do this, you will need access to a device (e.g., laptop, phone, camera) that you can use to make

simple videos. You will also need to know or learn how to upload a video to YouTube and embed

the video in the discussion forum area on Laulima. Instructions can be found here:

• How to upload videos to YouTube (click link)

o If you are using your Google@UH account to access YouTube, you may need to

activate the Google@UH Consumer Apps here (click link)

• How to embed videos into at text box on Laulima (click link)

Readings

1. Required book: Ets, Marie Hall. Rosa: The Life of an Italian Immigrant. University of

Wisconsin Press, 1999

2. Online ethics resources: Markkula Center for Applied Ethics at Santa Clara University:

https://www.scu.edu/ethics/ (marked “ETH” in Schedule)

3. Weekly readings posted to Laulima

The required book is available for purchase at the UHWO Bookstore or through online vendors.

The book is also on course reserve at the UHWO Library for you to check out in three-hour

increments (library use only). All other course materials will be posted to Laulima.

Films

1. “American Experience: The Pilgrims” (PBS, 2015)

2. “Caught in the Crossfire: Arab-Americans in Wartime,” (David Van Taylor, Brad Lichtenstein,

2002)

3. “Destination America,” (David Grubin, 2005; 4-part series) (Films on Demand streaming)

4. “Documented” (Jose Antonio Vargas, 2013)

5. “El Norte” (Gregory Nava, 1983)

6. “The Italian Americans: Becoming American” (PBS, 2014)

7. “The Namesake” (Mira Nair, 2006)

8. “The Land of Eb” (Andrew Williamson, 2014)

Lectures: At the start of each week, I will post links to narrated lectures on the topics listed in the

Schedule. All material covered in lectures should be incorporated into your video posts and replies,

is subject to appear on quizzes and exams, and may help you with your PSAs, so review them

carefully.

Skill-Building: At the start of the semester, I will post PDF slides that address the skills you need to

construct successful quiz responses, video posts/replies, and exam short answers/essays. Topics

include: reading/watching for the main idea, how to construct a thesis statement, how to respectfully


https://support.google.com/youtube/answer/57407?co=GENIE.Platform%3DDesktop&hl=en

https://www.hawaii.edu/google/extra/

https://sakai.screenstepslive.com/s/sakai_help/m/13982/l/604819-how-do-i-embed-a-youtube-video-in-a-text-box#!prettyPhoto

https://www.scu.edu/ethics/

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critique/respond to your classmates’ posts, among others. I will also provide instructions on how to

prepare the short answer and essay portions of the midterm and final exams. To distinguish these

from regular lecture topics, I have designated them as “Skill-building” in the schedule (they are not

narrated). Review these slides before working on quizzes, video posts, and exams, as they will

provide instructions and techniques for successfully completing each. Several early quizzes and

video posts will ask you to practice and implement these skills; I will provide feedback to help you

improve on future assignments.

Discussion Prompts: I will post a discussion prompt to Laulima at the start of each week. The

prompts will help you locate key points and main ideas in readings and films as you craft your

video posts and replies. See the assignments section for requirements and instructions. Several of

these posts will ask you to apply one or more ethical frameworks to your reflections and analysis.

PSAs and NEWs: I will post a blank, form fillable Primary Source Analysis (PSA) sheet and News

Analysis (NEWs) sheet each week for you to complete and upload. You will complete five of each

of these throughout the semester in response to various primary source (PS) readings and news

articles, with no more than one submitted in a given week. Several of these posts will ask you to

apply one or more ethical frameworks to your reflections and analysis.

Evaluation & Grading

7 Quizzes @ 10 points each (2 lowest scores dropped) 50 points

5 News Analyses (NEWs) @ 10 points each 50 points

5 Primary Source Analyses (PSAs) @ 10 points each 50 points

5 Video Posts @ 40 points each 200 points

5 Video Replies @ 20 points each 100 points

1 Book Reaction Paper 150 points

2 Take-Home Exams (Exam #1=150 points; Exam #2=250 points) 400 points

Total 1000 points

Grading Scale

87 – 89% = B+ 77 – 79% = C+ 67 – 69% = D+

59% & below = F 93 – 100% = A 83 – 86% = B 73 – 76% = C 63 – 66% = D

90 – 92% = A- 80 – 82% = B- 70 – 72% = C- 60 – 62% = D-

Grades will be available on the Grades feature on Laulima as soon as possible after you complete

each assignment. Use the Grades tool to keep track of your grades throughout the semester.

NOTE: I reserve the right to round your grade up or down based on your effort and class

participation. For example, if you end the class with a 79.4% but have demonstrated considerable

effort throughout the semester, I may consider rounding your grade up to a B- (or leave it at a C+ if

your effort and engagement have been minimal). I also reserve the right to deny you extra credit at

the end of the semester if all required assignments have not been completed.

Course Requirements & Assignments

Quizzes (100 points total): Seven quizzes (10 points each) will cover material from the week’s

lectures, readings, and films. will cover material from the week’s lectures, readings, and films. One

or more quiz will allow you to practice for the short answer portion of the exams. Laulima will drop

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your two lowest quiz grades for a total of 100 possible quiz points. Quizzes will cover lectures,

readings, and films according to the schedule, so make sure you are caught up on lectures, readings,

and films before starting a quiz. Quizzes will be open for completion most Fridays from 5:00 a.m.

to 11:55 p.m., with a ~30 minute time limit depending on content (many will not take that long).

Quizzes will auto-submit at 11:55 p.m., so give yourself enough time to complete them (i.e., do not

start a quiz at 11:45 p.m.).

News Analysis (NEWs) (50 points total): You will complete five News Analysis (NEWs) sheets

over the course of the semester in response to a weekly news article (not the book or PS readings)

and upload them to Laulima for ten points each. NEWs will help you with your video posts/replies,

quizzes, and exams, and you will be expected to incorporate news articles into these assignments as

support evidence. They will also help draw connections between U.S. immigration history and

immigration discussions, events, and policies currently making headlines. You will be required to

apply one of the ethical frameworks discussed to at least two of these. To complete the assignment,

read the news article posted for that week and complete a NEWs sheet (blank sheets will be

provided). Upload completed NEWs sheets through the Laulima weekly lesson or at Turn in

Quizzes, Assignments & Exams in the left navigation. There are more than five opportunities to

complete NEWs, so it is up to you to complete five. NOTE: You cannot submit more than one

NEWs or PSA per week, so plan ahead.

Primary Source Analysis (PSAs) (50 points total): You will complete five Primary Source

Analysis (PSA) sheets over the course of the semester in response to weekly primary source (PS)

readings (not the book or news articles) and upload them to Laulima for ten points each. PSAs will

help you with your video posts/replies, quizzes, and exams, and you will be expected to incorporate

primary sources into these assignments as support evidence. You will be required to apply one of

the ethical frameworks discussed to at least two of these. To complete the assignment, read the

primary source (PS) reading assigned for that week and complete a PSA sheet (blank sheets will be

provided). Upload completed PSAs through the Laulima weekly lesson or at Turn in Quizzes,

Assignments & Exams in the left navigation. NOTE: You cannot submit more than one NEWs or

PSA per week, so plan ahead.

Video Posts & Replies (300 points total): Video posts and replies are your opportunity to address

and reflect on the issues raised in the course materials, class discussions, readings, and films

assigned for a given week, and to engage your classmates in thoughtful discussion and reflection on

course topics. They will also give you opportunities to apply one or more ethical frameworks to

your reflections and analysis in preparation for your final exam essay, and as part of the

requirements for this ETH-designated class. You will be required to apply one of the ethical

frameworks discussed to your posts and replies in the second half of the semester.

Video Post & Reply Requirements

➢ Over the course of the semester, you will make five original video posts (40 points each,) and

five video posts that are replies to a classmate’s original video post (20 points each).

➢ Each week, I will post a prompt for you to reflect on and respond to in your video post.

❖ Submit either an original video post in response to the prompt or a video reply to a

classmate’s post, not both.

❖ Submit posts and replies by 11:55 p.m. on the dates listed on the Schedule, with original

posts due on Thursdays and replies due the Saturday of the same week.

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❖ It is up to you to plan and keep track of your posts to ensure that you end the semester

with a total of five originals and five replies, and that you do not submit an original and a

reply in the same week.

➢ Post requirements:

❖ Original posts should respond to the prompt and demonstrate that you have completed

the week’s lectures, readings, and films by presenting a brief but thoughtful analysis of

and reaction to topics and issues raised in a given reading or film in relation to what it

reveals about U.S. immigration history. In the second half of the semester, you will also

be required to apply/discuss one ethical framework in your posts. See Skill-building:

Creating Effective Video Posts & Replies for tips.

❖ Replies should demonstrate that you have reviewed the week’s lectures, readings, and

films by responding to a classmate’s video original post for that week. In the second half

of the semester, you will also be required to apply/discuss one ethical framework in your

replies. See Skill-building: Creating Effective Video Posts & Replies for tips.

❖ As part of the goal is to engage in meaningful discussion with your classmates, video

posts and replies should be crafted as discussions rather than a series of unrelated

submissions. Be sure to address your classmates directly, and to thoughtfully and

respectfully engage with each other and the issues/topics considered.

➢ Original video posts must be two-three minutes (posts under two minutes will not receive full

credit; excessively long videos will also be docked points).

➢ Replies are worth fewer points and can be shorter at one to two minutes (replies under one

minute will not receive full credit; excessively long videos will also be docked points). I will

provide feedback after each post and reply to help you improve subsequent submissions.

➢ Always read the prompts carefully for instructions and requirements.

How to Submit a Video Post & Reply

➢ Before submitting your first video post, upload a photo/avatar to your profile. This will give

discussions a more personal feel. To upload a photo/avatar:

❖ Go to “Video Posts & Replies” in the left navigation or access the discussion area

through the weekly lesson

❖ Click “My Profile”

❖ Scroll down to “Avatar Control Panel”

❖ Under “Load avatar from your computer,” click “Choose File”

❖ Select a photo/avatar from your computer that represents you

❖ Click “Submit” to upload your avatar, which will appear next to all your posts.

➢ To submit an original video post:

❖ Access the weekly discussion forum via “Week [X] Lectures, Readings, Films &

Assignments” or directly via Video Posts & Replies in the left navigation

❖ Review the two discussion prompts posted for that week and decide which one you

would like to address in your original post

❖ Review Skill-building: Creating Effective Video Posts & Replies

❖ Create a short, 3-4 minute video response to the discussion prompt using your laptop

camera, phone camera, or other device

o Upload the video to your Google@UH YouTube account. To do this, you may

need to activate Google@UH Consumer Apps at

https://www.hawaii.edu/google/extra/. If you prefer to use your private Google

account to access YouTube, that’s okay, too.


6

o If you do not want people beyond our class to see your video, change the status

of the video from Public to Unlisted (not Private). This will ensure that only

people with the link can access it.

❖ Go back to Video Posts & Replies to post a link to your video to Laulima

o For an original post, click “New Topic” in the Laulima

o In the Subject line, give your topic a title that reflects the content of your post

o Then follow these instructions to embed your YouTube video in the message

body (click link)

o Click “Save.” You should see your video embedded in the message body.

❖ All posts are due at 11:55 p.m. on the date listed in the Schedule.

➢ To submit a reply:

❖ Access the weekly discussion forum via “Week [X] Lectures, Readings, Films &

Assignments” or directly via Video Posts & Replies in the left navigation

❖ Go to the prompt you did not already respond to for your original

❖ Watch your classmates’ original video posts

❖ Click the link for the post you want to reply to

❖ Review Skill-building: Creating Effective Video Posts & Replies

❖ Create a short, 2-3 minute video response to the discussion prompt using your laptop

camera, phone camera, or other device

o Upload the video to your Google@UH YouTube account. To do this, you may

need to activate Google@UH Consumer Apps at

https://www.hawaii.edu/google/extra/. If you prefer to use your private Google

account to access YouTube, that’s okay, too.

o If you do not want people beyond our class to see your video, change the status

of the video from Public to Unlisted (not Private). This will ensure that only

people with the link can access it.

❖ Go back to Video Posts & Replies to post a link to your video to Laulima

❖ Go back to the Laulima Video Posts & Replies to post a link to your video

❖ Click the link for the post you are replying to

o Click “Post Reply”

o Then follow these instructions to embed your YouTube video in the message

body (click link)

o Click “Save.” You should see your video embedded in the message body.

❖ All posts are due at 11:55 p.m. on the date listed in the Schedule.

Reaction Paper (100 points): The reaction paper (RP) will address the assigned book. The paper

will be approximately 3 pages in length (double spaced, Times New Roman, 12-point font) and

must include at least two relevant direct quotes from the reading. We will go over accepted styles

for quoting and citing sources during the first two weeks of class. A grading rubric will be available

based on the criteria outlined below.

The Reaction Paper should include the following:

• An introductory paragraph that includes basic information about the reading (title, author,

historic/geographic context (i.e., when/where), etc.) and a brief statement about the type of

sources and writing employed (e.g., primary/secondary source, fiction/nonfiction, novel,

historical work, graphic novel, etc. ~½ page)

• A one-paragraph overview of the book (what is it about? main ideas/events/issues? ~½ page)






7

• Several paragraphs that provide an overview of the book’s main themes as they relate to this

course and to U.S. immigration history more generally (~1 to 2 pages)

• A paragraph that uses one ethical framework (e.g., rights, justice, or common good) to reflect on

the issues raised in the book (~½ page)

• At least two relevant direct quotes from the reading with proper citations. See Skill-building:

Citing Sources.

• A bibliography that lists any sources used to complete your reaction paper. See Skill-building:

Citing Sources.

Exams (400 points total): There will be two exams (midterm and final) for 200 points each. Exams

are noncumulative; study guides will be provided. Exams will consist of matching, short answers

(one paragraph each), and an essay on the material covered in lectures, readings/films, quizzes, and

discussions (minimum two pages, double-spaced). The essay portion of the final exam will ask you

to use one ethical framework (e.g., rights, justice, or common good) to reflected on an analyze

contemporary issues related to U.S. immigration history. I will provide skill-building instruction

throughout the semester and before each exam to help you prepare for the short answers and essays.

At least one quiz will help you prepare for the short answer portion.

Exams will be available from 5:00 a.m. to 11:55 p.m. on the dates listed in the Schedule (Friday-

Saturday). You will have four hours to work on the exams during the time of your choice over the

course of the day. Exams will automatically close after four hours or at 11:55 p.m. on the second

day, so be sure you give yourself enough time to complete them.

I will provide feedback on Exam #1 to help you improve your writing and responses on Exam #2.

You will be required to schedule a short conference with me during Weeks 9-10 via chat, phone, or

in person to discuss Exam #1 and strategies to help you improve on Exam #2. I will deduct 15

points from Exam #1 exam grade if you do not complete the feedback conference.

Extra Credit: There may be extra credit opportunities to help boost your grade. To be eligible for

extra credit, you must complete all regular assignments and participate in class. I reserve the right to

deny you extra credit at the end of the semester if required assignments have not been completed.

Class Rules, Expectations & Reminders

Respect: The Laulima classroom should be a safe environment where the primary goal is the

advancement of learning, knowledge, and skills. Please show respect to me and to your fellow

students. While opinions are certainly welcomed and encouraged during online discussions, be

respectful toward others regardless of what you think about their opinions. Disrespect toward others

in the class will not be tolerated.

Course Materials: To fully participate and engage in this course, you must complete all assigned

lectures, readings, films, and assignments. As quizzes and video posts will often focus on or

highlight the readings and films, it is essential that you review all course materials to date before

starting a quiz or composing a video post/reply.

Meeting with the Instructor: If you have any concerns about readings, quizzes, video posts,

grades, or anything pertaining to the course, please contact me right away. I will be available for in-

person, phone, or online office hours. If you are not available at that time, contact me to make an

8

appointment or email me at [email protected]. I generally respond to email as quickly as

possible. Please do not hesitate to contact me!

Laulima & Email: Other than the required books, all course materials will be available on the

course Laulima site (https://laulima.hawaii.edu). Check the site regularly, as I will periodically post

updates, announcements, supplemental readings, assignments, etc. I will also send out emails and

announcements via Laulima; these will go directly to your UH email, so please check your email

regularly (i.e., at least once per day).

Online/Network Etiquette (“Netiquette”)

When we use the Internet, it is easy to forget that there is a human being with emotions on the other

side of the screen/connection. As the computer can show no emotions, it can thereby be easy to

unintentionally write something that can be taken out of context or misinterpreted by other person.

For example, I can joke to you in person, “Oh, be quiet!” and we can laugh, but it could come off as

offensive on the computer. We therefore need to watch our language on the Internet. Also keep in

mind that you are accountable to the UH Student Conduct Code even online. Keep the following in

mind over the course of the semester:

• Conduct yourself on the Internet as you would to your peers face-to-face.

• WRITING IN ALL CAPITAL LETTERS IS THE EQUIVALENT OF SHOUTING AT

SOMEONE. As you can see, it is offensive and does not feel good to read. Please do not do

this in your posts.

• Do not harass people on the Internet. Rules against racial, sexual, or any other harassment

apply online. Report any abusive language or threats to me.

• Avoid sarcasm. It is easy to misread such posts online.

For more information, visit:

• For the UH Student Conduct Code: http://www.uhwo.hawaii.edu/campus-life/student-

affairs/student-policies/#studentconductcode

• For more on “Netiquette”: http://www.hawaii.edu/askus/570 and

http://www.uhh.hawaii.edu/academics/dl/netetiquette.php

Academic Support

The No‘eau Center offers services designed to help students improve overall academic

performance. Tutoring in writing and other subject areas is offered by appointment, on a walk-in

basis, and online (via email and live video chat). Students may schedule an appointment by calling

or stopping by the center. Workshops are also offered on topics including various formatting styles

(e.g. ASA, APA, Chicago). Testing services and ADA accommodations are also available. For more

information, stop by the No‘eau Center (Library, B203), visit www.tinyurl.com/noeaucenter, or call

808-689-2750.

Laulima Support

We will be using Laulima for this class. If you are not familiar with Laulima, I have posted links to

various Laulima help resources on the Week 1 lesson page. You can also contact the UHWO IT

Service Center in person (IT Service Center, UHWO Library first floor), via email at

[email protected], or by phone at (808) 689-2411.Online requests for assistance may also be

submitted to the Laulima support staff at UH ITS by clicking on the “Request Assistance” link at

https://laulima.hawaii.edu or by going directly to the Laulima request assistance page at





http://www.hawaii.edu/askus/570

http://www.uhh.hawaii.edu/academics/dl/netetiquette.php

http://www.tinyurl.com/noeaucenter



9

https://www.hawaii.edu/simp/laulima-feedback.php. Provide a description of the request and your

contact information (name, phone number, email address).

Access

If you are a student with a documented disability and have not done so already, contact Tom

Hirsbrunner, ADA/504 Coordinator, at 689-2935 or [email protected] to arrange any

accommodations you may need. You may also contact me to discuss your situation further.

Academic Honesty

You are expected to demonstrate integrity and honesty in the completion of all class assignments

and you must give credit to appropriate sources utilized in you work. Copying the work of

professional writers or other students and turning it in as your own constitutes plagiarism and is not

allowed. Plagiarism and cheating are serious offenses and may be punished by failure on the exam,

paper, or project at the discretion of the instructor; failure of the course; and/or expulsion from the

university. The guiding principle of academic integrity is that your submitted work must be your

own; integrity is expected of every student in all academic work. For further information on what is

expected of all UHWO students, refer to the Student Code of Conduct:

http://www.uhwo.hawaii.edu/campus-life/student-affairs/student-policies/#studentconductcode.

University Statement on Non-Discrimination

UHWO strives to provide an environment that emphasizes the dignity and worth of every member

of its community and that is free of harassment and discrimination. Such an environment is

necessary to a healthy learning, working, and living atmosphere because discrimination and

harassment undermine human dignity and the positive connection among all members of the

UHWO community. Examples of behavior that may be considered sex or gender-based

discrimination may include but are not limited to: sexual harassment, harassment of LGBTQ

students, sexual assault, stalking, and domestic and dating violence. If you or someone you know is

experiencing sex- or gender-based discrimination or if you have questions about UHWO’s process

or policies, contact the UHWO Title IX Coordinator at [email protected] or visit the Title IX

website at http://www.uhwo.hawaii.edu/about-us/university-policies/title-ix/.

UHWO Student Code of Conduct

UHWO supports a positive educational environment that promotes student success. To ensure this

vision, UHWO has established a Student Code of Conduct to protect student rights and the health

and safety of the UHWO community and to support the efficient operation of all UHWO programs.

All currently enrolled UHWO students are required to abide by the Student Code of Conduct. A

copy of the most current Student Code can be found on the UHWO website:

http://www.uhwo.hawaii.edu/campus-life/student-affairs/student-policies/#studentconductcode.

https://www.hawaii.edu/simp/laulima-feedback.php






10

SCHEDULE & ASSIGNMENTS

HIST 370: U.S. Immigration History (online)

*While I will make every effort follow the Schedule, it is subject to change at my discretion.

I will inform you of any changes as soon as possible.

Topic(s) Lectures, Readings, Films & Skill-

building

Assignments Due

SECTION 1

Week 1

What and Who is

Immigration?

Watch: Lecture #0 (Course Logistics)

Watch: Lecture #1

News: “Without New Laws or Walls,

Trump Presses the Brake on Legal

Immigration”

ETH: Markkula Center: What is Ethics:

Introductory Articles (read all under

heading)

Skill-building #1: Reading & Watching

for the Main Idea

Wednesday: NEWs option

Thursday: Video Post self-

introduction due by 11:55 p.m. (part

of Quiz #1)

Saturday: Video Reply self-

introduction due by 11:55 p.m. (part

of Quiz #1)

Quiz #1 due Thursday and Saturday

this week only

Week 2

Settlers,

Servants,

Women &

Slaves in Early

America

Watch: Lecture #2

News: See Laulima for news article

Watch: “American Experience: The

Pilgrims”

ETH: Markkula Center: The Rights

Approach (read all under heading)

Skill-building #2: Creating Effective

Video Posts & Replies

Wednesday: PSA or NEWs option

(complete five of each during the

semester)

Thursday: Video Post option

(complete five during the semester)

Friday: Quiz #2

Saturday: Video Reply option

(complete five during the semester)

Week 3

Early 19th

Century National

Expansion:

European

Migration & the

Southwest

Borderlands

Watch: Lecture #3

PS: “1798 Naturalization Act”


Watch: “Destination America: The Golden

Door”

ETH: Markkula Center: The

Fairness/Justice Approach (read all under

heading)

Skill-building #3: Writing for Quizzes &

Exam Short Answers



Friday: Quiz #3


Week 4

Citizenship &

Migration in the

time of the Civil

War

Watch: Lecture #4


PS: “1864 Immigration Act”

ETH: Markkula Center: The Common

Good Approach (read all under heading)

Skill-building #4: Citing Sources



Friday: Quiz #4


https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/a-framework-for-ethical-decision-making/

https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/a-framework-for-ethical-decision-making/

https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/






11

Week 5

Native

Hawaiians on the

West Coast

Watch: Lecture #5

Read: “Native Hawaiians in the Mainland

U.S. in the 1800s” (choose one article of

interest to you)




Friday: Quiz #5


Week 6

National

Citizenship and

Federal

Regulation in the

Era of

Industrialization

and Urbanization

Watch: Lecture #6

PS: “1882 Chinese Exclusion Act”


Read: Rosa (book)

ETH: Markkula Center: “Birthright

Citizenship for Everyone Born on U.S. Soil

is the Law of the Land”

Skill-building #5: Exam Essays and Short

Answer Prep



Friday: Quiz #6


Week 7

Colonialism &

Immigration

Watch: Lecture #7

Read: “Nursing Matters: Women and U.S.

Colonialism in the Philippines” in Empire

of Care: Nursing and Migration in Filipino

American History by Catherine Ceniza

Choy


Wednesday: Reaction paper option

(Rosa)




Friday-Saturday: Exam #1

This week: Schedule Exam #1

feedback conference for Week 9-10

SECTION 2

Week 8

Immigrant

Incorporation,

Identity &

Nativism in the

Early 20th

Century

Watch: Lecture #8



Watch: “The Italian Americans: Becoming

American”

Read: Rosa (book)

ETH: Markkula Center: “The Dangers of

Immigration Rhetoric”


Saturday: Extra Credit event: Lonnie

Bunch at UHWO, 12:30-1:30 p.m.


Friday: Quiz #7


Week 9

Patterns of

Inclusion and

Exclusion,

1920s-1940s

Watch: Lecture #9



Watch: “Destination America: The Art of

Departure”

Read: Rosa (book)



Friday: Quiz #8


This week: Exam #1 feedback

conferences

https://www.scu.edu/ethics/all-about-ethics/birthright-citizenship-for-everyone-born-on-us-soil-is-the-law-of-the-land-/



https://www.scu.edu/ethics/all-about-ethics/the-dangers-of-immigration-rhetoric/

https://www.scu.edu/ethics/all-about-ethics/the-dangers-of-immigration-rhetoric/

12

Week 10

“Military

Necessity” &

Japanese

Internment

Watch: Lecture #10

PS: “Executive Order 9066”

Watch: “Destination America: The Earth

is the Lord’s”


Read: Rosa (book)



Friday: Quiz #9


This week: Exam #1 feedback

conferences

Week 11

Immigration

Reform and

Ethnic Politics in

the Era of Civil

Rights and the

Cold War

Watch: Lecture #11


News: “Fresh Air: How The 1965

Immigration Act Made America A Nation

Of Immigrants” (podcast)

Watch: “The Namesake”

Read: Rosa (book)



Friday: Quiz #10


Week 12 (SPRING BREAK) SPRING BREAK Read: Rosa (book) SPRING BREAK

Week 13

Immigration

Debates in the

late 20th to early

21st Century:

Proposition 187

and Refugees/

Asylees

Watch: Lecture #12

PS: “1975 Indochina Migration and

Refugee Assistance Act”


Watch: “Destination America: Breaking

Free: A Woman’s Journey”

Read: Rosa (book)

ETH: Markkula Center: “Nonprofit

Detention Centers for Migrant Children”



Friday: Quiz #11


Week 14

Immigration

Debates in the

late 20th to early

21st Century:

Illegal

Immigration

Watch: Lecture #13

PS: “Remarks by the President in Address

to the Nation on Immigration”

Listen: “Embedded: The Immigrant”

(podcast)


ETH: Markkula Center: “Prioritizing

Others’ Humanity”

Watch: “El Norte” OR “Documented”

Read: Rosa (book)



Friday: BONUS make-up quiz

(optional)


https://www.scu.edu/ethics/all-about-ethics/nonprofit-detention-centers-for-migrant-children/

https://www.scu.edu/ethics/all-about-ethics/nonprofit-detention-centers-for-migrant-children/

https://www.scu.edu/ethics/all-about-ethics/prioritizing-others-humanity/

https://www.scu.edu/ethics/all-about-ethics/prioritizing-others-humanity/

13

Week 15

Immigration

Debates in the

late 20th to early

21st Century:

Muslims in

America

Watch: Lecture #14

Read: American Immigration: Conclusion

Read: “Donald Trump Calls for Barring

Muslims From Entering U.S.”


Watch: “Caught in the Crossfire: Arab-

Americans in Wartime”

Read: Rosa (book)

ETH: Markkula Center: “Ethical Principles

for Immigration Reform in 2019”



Friday: Quiz #12


Week 16

Immigration

Debates in the

late 20th to early

21st Century:

Compact of Free

Association

Migrants and

Racism in

Hawai‘i

Watch: Lecture #15

PS: U.S.-RMI Compact of Free

Association immigration provisions


Watch: “Land of Eb”

Skill-building: Exam Essays and Short

Answer Prep (revisit)

Wednesday: Reaction paper option

(Rosa)




Friday-Saturday: Exam #2

https://www.scu.edu/ethics/all-about-ethics/ethical-principles-for-immigration-reform-in-2019/

https://www.scu.edu/ethics/all-about-ethics/ethical-principles-for-immigration-reform-in-2019/

1

Course Syllabus

University of Hawaii – West Oahu

PUBA 477 – Spring

Instructor Contact Information: Dr. Susan Young, DHA, MSA, RN Health Care Administration Telephone: 808-383-0185 (leave message) Email: [email protected] Office: D106 Location: UH West Oahu Office Hours: By Appointment Note: The instructor reserves the right to amend the syllabus or course schedule during the course of the semester as may be required or appropriate.

Required Text:

Morrison, Eileen E. (2011). 2nd Edition Ethics in Health Administration: A Practical Approach for Decision Makers. MA: Jones and Bartlett. ISBN: 9780763773274

In addition to the required textbook, additional readings may be assigned that correspond to the weekly topics .

Course Description: This course examines global and personal ethical issues that arise in the context of health care and introduces students to main ethical principles, codes of ethics, and ethical theories that are relevant to understanding and resolving ethical problems/issues in health care.

Credit Hour Policy:

The UHWO Credit Hour Policy states that students in a 3-credit course are expected to

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devote a minimum of 9-hours a week (135 hours/semester) on course related work (see UHWO General Catalog). In accordance with the UHWO Credit Hour Policy, this course was reviewed to assure that the work assigned to achieve the stated student learning outcomes meets the credit hours that would be required for a comparable in-person course section. To achieve adequate learning in this course, it is expected that students will need to devote a minimum of 9-hours a week completing scheduled lessons, completing assigned readings, working on study questions, participating in online discussions, researching and writing papers, and studying for scheduled quizzes and exams.

Course Objectives:

The student will be able to discuss the following topics upon completion of this course:

Identify global, organizational, and personal ethical principles and codes of ethics that arise in the context of health care (ILO3,4,5, PUBA3,4,6; HCA1,2,3); Explain the role of the health care administrator in patient autonomy, justice, and beneficence (ILO3,5, PUBA3,6; HCA2,3);

Discuss the importance of regulators and market forces and their impact on

health care administrators and organizations (ILO3,5, PUBA3,6; HCA2,3);

Analyze ethical dilemmas and problems that occur in health care organizations (ILO1,3,5, PUBA1,3,6; HCA1,2,3);

Apply the ethical decision making process to resolve ethical dilemmas that justify

health care policy and action (ILO1,3,5; PUBA1,3,4,6; HCA1,2,3); Compare and contrast various ethical strategies used to maintain staff

competency, fiscal and social responsibility and quality assurance (ILO3,5, PUBA3,6; HCA2,3);

Demonstrate proficiency in knowledge of ethical responsibilities as administrators

in health care organizations (ILO3,5; PUBA3,4,6; HCA1,2,3);

Explain current ethical challenges and future ethical trends in health care (ILO3,4,5, PUBA3,4,6; HCA1,2,3).

Institutional Learning Outcomes

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Students at UH West Oahu are expected to apply certain educational skills towards mastering materials in an academic major and concentration. University of Hawaii West Oahu Learning Outcomes can be located on the UHWO web site at www.hawaii.edu reference the general catalog. University of Hawaii West Oahu Public Administration Divisional learning outcomes can be found at www.hawaii.edu reference the general catalog. University of Hawaii West Oahu Public Administration Concentration Learning objectives for General Public Administration, Justice Administration, Healthcare Administration, and Disaster Preparedness and Emergency Management can be found at www.hawaii.edu reference the general catalog

Accommodations for the Disabled

Americans With Disabilities Act Special Note: Any student with a documented disability who would like to request special accommodation should contact the Student Services Specialist, Dr. Steven R. Taketa, at 689-2675 and/or the instructor of this course for information on how to access the accommodation you need.

Library Resources and the Learning Information Literacy Online

The library’s information literacy program includes in-depth personal research assistance for students, and use of the online LILO tutorial, which is a UH system-wide program. LILO (Learning Information Literacy Online) is intended to introduce students to the essentials of information literacy, and follows the ACRL Information Literacy Competency Standards for Higher Education. It may be viewed at http://www.hawaii.edu/lilo. LILO can help students to develop specific research projects including an appropriate research strategy, conducting a search for information, evaluating the information, and synthesizing the information into an integrated product using proper citation techniques. The UHWO library subscribes to 44 print serials and has full-text access to another 20,000+ serials online through the Hawaii Library Consortium EBSCOhost databases joint purchase plan, LexisNexis, and other databases. Altogether, there are 63,000+ unique (unduplicated title count) resources available online. To access EBSCO: http://www2.hawaii.edu/~uhwolib/

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Click on the Research link on the left side Click on Research Databases (for full text research articles) Click on EBSCO Log in with your UH id and password.

No’eau Writing Center, Math and Academic Success Center Students who need assistance with writing and referencing sources of information are recommended to seek additional help by accessing the No’eau Writing Center website and visiting the Writing Center at http://www.uhwo.hawaii.edu/wicenter.

Turn-it-in Anti-Plagiarism Software UH West Oahu has a license agreement with iParadigms, LLC for the use of their plagiarism prevention and detection service popularly known as Turnitin. Faculty may use Turnitin when reading and grading your assignments. By taking a course where Turnitin is used, you agree that your assigned work may be submitted to and screened by Turnitin. Turnitin rates work on instances of the Internet, millions of student papers previously submitted to Turnitin, and commercial databases of journal articles and periodicals. Turnitin does not make a determination if plagiarism has taken place. It makes an assessment of the submission’s originality and reports that to the course instructor. These Originality Reports are tools to help your teacher locate potential sources of plagiarism in submitted papers. All papers submitted to Turnitin become part of Turnitin’s reference database solely for the purpose of detecting plagiarism. Use of Turnitin is subject to the Usage Policy as posted on the Turnitin.com website. Information about Turnitin for West Oahu students is at: http://socrates.uhwo.hawaii.edu/library/turnitin/turnitinstudentinformation.html.

Course Requirements:

All students are expected to submit assignments according to the schedule in Laulima and your course syllabus. All assignments must be submitted in Microsoft word or Microsoft PowerPoint depending on the assignment. Assignments need to follow APA format and must be submitted using the template located in Resources. Check with the writing center for information on APA format as well as the resources I have supplied you in the Resource tab in Laulima. In addition, all reading assignments must be completed in a timely manner, prior to class. There will be a Final Exam that will be

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administered through Laulima with a limit of three hours to complete. Completion of assignments on the due dates posted in Laulima is required.

Course Attendance/Participation

The University of Hawaii – West Oahu emphasizes interaction in the virtual classroom. If a student does not participate, benefits received through involvement are lost as well as contributions to the learning of fellow students. It is the responsibility of the student to be prepared for each assignment. Students are expected to submit assignments when noted in Laulima and your course syllabus. A student is expected to inform the instructor of anticipated or unavoidable absences. The responsibility for make up work lies with the student. NO EXTRA CREDIT, NO EXCEPTIONS. Course work must be completed on time according to the due dates posted in Laulima. A student is expected to inform the instructor of anticipated delays in completing assignments prior to the due date. Unexcused absences exceeding 20% per calendar month is considered unsatisfactory attendance.

Class Policies and Expectations Students are expected to behave courteously and respect others in and out of the classroom. In addition, students should not engage in academic misconduct. For specific guidelines on academic honesty related to cheating and plagiarism, see the Student Handbook. Students are expected to behave courteously and respect others in and out of the classroom. In addition, students should not engage in academic misconduct. For specific guidelines on academic honesty related to cheating and plagiarism, see the Student Handbook

Course Attendance: The University of Hawaii – West Oahu emphasizes interaction in the virtual classroom. If a student does not participate (on line discussions) , benefits received through involvement are lost as well as contributions to the learning of fellow students. It is the responsibility of the student to be prepared for each assignment. Students are expected to submit assignments when noted in Laulima and your course syllabus. NO EXTRA CREDIT, NO EXCEPTIONS. Course work must be completed on time according to the due dates posted in Laulima.

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A student is expected to inform the instructor of anticipated delays in completing assignments prior to the due date.

Cell phones and Computers (for face to face class) Cell phones are to be on silent, and reading emails or texting during class will result in your phone being placed in Electronic Day Care for the class. Please keep your phone in your book bag or pocket. You may use your computer for class work, however, only for class work, no surfing the net or emailing during class time

Course Grading:

Discussion case studies and/or article postings 40% Research Paper and PowerPoint 20% Health Administration Journal 20% End of Term Exam 20% Grades are based on the following point system: A 94% -100% A- 90% - 93% B+ 87% - 89% B 83% - 86% B- 80% - 82% C+ 76% - 79% C 71% - 75% C- 67% - 70% D+ 63% - 66% D 58% - 62% D- 51% - 57% F 50% and below Discussion Posts (article postings) or case analysis (refer to syllabus) -40% Specific topics/articles that correspond to weekly chapters are assigned as General Discussions on the General Discussion Forum. There may be assigned videos to view as well and specific discussions assigned (see your Syllabus). Students are expected to post an article OR provide information on a specific topic (refer to your weekly assignments) as assigned with comments, descriptions or discussions expressing your view and/or describing interesting findings. In order to receive all of the points for each posting, be sure to include the following:

• Cut and paste the article AND provide the link • Article should not be older than 4 years (from 2014 to present)

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• Discussion postings will be graded based on originality and quality as well as the use of correct grammar and spelling.

• You must summarize your article and provide a comment to a fellow students post, note summary and comment clearly in your post

• If a topic is assigned vs. an article you still must comment on another students posting.

Research Paper- 20% Topic Due Paper due Each student is responsible for writing a research paper and creating a presentation using PowerPoint based on your research findings compiled from several assignments. This paper should examine a topic or issue of interest to you from within the framework of concepts that you have learned about ethics in health care and ethical decision-making. The goal of this paper is to help make this course more relevant to you and identify a topic you may wish to explore further. Topics of interest you may wish to research and explore further include but are not limited to the following: Ethics and managed care; ethics and elders; Medicare HMOs and ethics, ethics and quality assurance; government and ethics, professional code of ethics for health care administrators/professionals, social responsibility in health care, ethics and the pharmaceutical industry; physicians and administrators: ethical decision making; ethics and technology; ethics in behavioral and mental health; euthanasia; physician assisted suicide, stem cell research, cloning, The paper should identify why the issue is problematic, what approaches have been expressed by ethicists and/or the public, what are the relative strengths and weaknesses of these approaches, and what position would the student take and why. Evaluation will be based on demonstration of an appreciation for ethical complexity, variety of approaches and positions expressed by contemporary ethical analysis, and the clear and logical articulation of an ethical position on the part of the student.

Paper should be in good grammatical form and use proper citation of sources.

The paper can include, but not be limited to the following:

1. Introduction: Present background information about your topic/issue 1a. Current Situation: Present a summary of the current situation associated with your topic/issue.

2. Challenges: Describe one or two challenges associated with your topic.

3. Key Stakeholders: Describe one or two key healthcare players/stakeholders involved in this problem area.

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4. Discussion/Conclusion: Present and discuss possible responses/solutions to the challenges previously discussed, and describe how the key players might be affected. Draw a conclusion about the problem and discuss related areas for further study.

Each student is expected to research the topic, write a research paper (approximately 8-10 pages in length), and summarize your findings through a presentation format (8-10 slides) using PowerPoint. This presentation should be uploaded and posted on the Discussion Board for viewing, critique and comments by the entire class. Health Administration Journal (20%): Due Students will complete a Health Administration Journal. Begin your journal early and continue throughout the course due date: Thursday: Late journals will not be accepted!! Choose 8-10 items and write at least two paragraphs about what was learned and how the learning could be used in your future as health care professionals - including any new information, “a-ha” moments. Identify the Ethical term in each of the items above and an example of how you as a Health Care Administrator would approach the dilemma, who would be included in your review or decision? Do NOT cut and paste or copy from the book, I want to hear “your voice” End of Term Exam (20%): Final exam will be posted via Laulima. Due date TBA

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Schedule/Weekly Assignments **Check Announcements on your Laulima page weekly

Date Lesson Due Date

Week 1 Monday

Chapter 1 Introduction

Topic: Ethic Theories & Applications

Due: In the Discussion Forum: Review one of the theorists that are presented in Chapter 1. Identify at least five ways that this person’s ideas could be use in health care. **Minimum 500 words

Week 2 Tuesday

Chapter 2 & Chapter 3

Topic: Autonomy

Due: End of Chapter Case Study I, pg 38 In the Discussion Forum identify threats to patient autonomy in this environment and discuss “What are the top 5 strategies for protecting patient autonomy? When is it ethical NOT to tell the truth? How should the truth be told? **Minimum 500 words

Week 3 Monday

Chapter 4

Topic: Justice & Justice Applied

Due: Article: Discussion Forum Post (Cut & paste an article, include link) on a healthcare issue involving an issue related to justice. *Describe issues of justice that do or might exist How did the organization balance market justice with social justice? ** Minimum 500 words

Week 4 Monday

Chapters 5

Topic: Who Guards the Guardians? Accountability Applied

Due: Discussion Forum: Discuss who YOU are, what do you want from health care? What ethic principles do you use? Finally, summarize the need

10

Date

Lesson

to protect the community through competency assurance. **Minimum 500 words

Due Date

Week 5 Monday

Chapter 6

Topic: Market Forces & Ethics Market Forces Applied

Due: Article Discussion Forum: *Research, copy & paste an article on Integrative Medicine (alternative medicine, complementary medicine) *Explain an ethics issue that needs to be considered.

Week 6

Tuesday Chapters 7

Topic: Social Responsibility and Ethics Social Responsibility Applied

Due: Discussion Forum: *Describe the functions of public health and the relationship to social responsibility. Do we have a moral duty to provide quality services? *Identify 5 ways a healthcare manager can meet these duties.

I **Minimum 500 words:

Week 7 Monday

Chapter 8 Topic: Technology & Ethics

Due: Article Discussion: *Research, cut and paste an article on a technological error resulting in harm to a patient. *Review and describe the principle of deontology, beneficence and nonmaleficence for the article you post

Week 8 Monday

Chapter 9

Topic: Fiscal Responsibility & Ethics

Due Discussion Forum: *Read the case studies at the end of the chapter. Select one and discuss the decisions made. *What are the ethic problems and conflicts of interest? 8What are your reactions to the decisions and what would you have done differently?

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*What is the price of your integrity as an administrator? **Minimum 500 words

Date

Lesson Due Date

Week 9 Monday

Chapter 10 Topic: Organizational Culture & Ethics Organizational Culture & Ethics Applied

Due: Discussion Forum: *Post a list of subcultures that might exist in a mid-sized hospital and identify at least three myths or beliefs that may exist in their posted organizational culture *What area of potential cultural clashes may occur? *What can be done to prevent these clashes? * Minimum 500 words

Week 10 Monday

Chapter 11 Topic: Quality & Ethics Quality Applied

Due: Discussion Forum: *You are a Joint Commission surveyor for a local hospital, in this survey; you are looking for how the facility practices ethics on a daily basis. * Post what you, as the surveyor would look for to determine this information. *In addition post what you would do as the Healthcare manager to ensure you were meeting standards? **Minimum 500 words

Week 11 Monday

Chapter 12 Topic: Patient Issues & Ethics Patient Issues Application

Due: Discussion Forum: *Describe your experience as a patient (or family member) in a health care facility. *What ethical principles were honored or violated? *How do you measure if a patient had a good experience and how would you determine how ethics played into the

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Date

Lesson

care? *Minimum 500 words

Due Date

Week 12 Monday

Chapter 13

Topic: Moral Integrity Ethics

Due: Discussion Forum: * Read each of the 10 challenges that are presented at the end of the chapter (pg 280) * Select3 of these challenges and test your moral integrity * Discuss the main ethical issues and the process you used to arrive at a solution. **Minimum 500 words

Week 13 Monday

Chapter 14 Topic: Code of Ethics Professional Code of Ethics

Due: Sunday Final Paper No Discussion Forum Due

Week 14 Monday

Chapter 15 Topic: Practicing Ethically

Due: Discussion Forum, work to continue your Journal due 4/30/2015

Week 15 Monday

Week 15

Final Exam Date TBA

Chapter 16 Topic: Ethics Challenges

Ethic Health Assessment Due Research paper due

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