Revised Version as of 02/12/2018By Dr. Rebekah Knight – New Professor of Record

Please see all updates noted in Red

University of North Texas, College of Public Affairs and Community Service, Program in Gerontology

AGER 2000: Global Aging and Individual Aging Sections 900, 950

Spring 2018

Syllabus Times: InternetInstructor: James H. Swan Rebekah KnightClass Room: InternetPhone: (9 40) 565 -3454 940-369-7889 Please use the Message area inside the

class first for our communicationOffice: Chilton 218-GE-Mail: s w a n @ u n t. e d u Rebekah.knight@unt.edu Please use the Message area

inside the class first for our communicationOffice Hours: Tues and Thurs, 3:00 – 5:00 pm and by arrangement

About the Professor I am very honored and pleased to be one of your professors this semester. Here is some

information about me…

I have a Bachelor's of Business Administration Degree in Management and Marketing from Baylor University that I received a very long time ago. I also have a Master’s Degree in Long Term Care and Healthcare Administration from UNT. After my Masters, I then chose to continue in graduate school and pursue my Doctorate Degree in Applied Gerontology. This allows me now to have a broader perspective in older adult healthcare issues including national and a world view of the older population. I began teaching in 2011 and have really enjoyed sharing my past work experiences in the healthcare field with graduate students.

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Before my academic career, I was “out in the real world” working in several different aspects of rehabilitation and health care over the last 30 years. I began in teaching hospitals, then to managing physician offices, then to owning my own rehabilitation clinic for 17 years. Additionally, during graduate school, I worked at a Good Samaritan Society CCRC (Continuing Care Retirement Community) as an Administrator in Training as part of my Master's Degree, so I have been working with healthcare facilities for a very long time.

My husband and I live right here in sunny Denton, Texas. We have eight children that include two sons-in-law, two sons, a daughter-in-law and three daughters. Our children range from age 33 to 22, so we understand students! We also have two granddaughters and two grandsons, so we enjoy life with them all. My husband and I are huge outdoor people and when we get away, you can find us hiking in the mountains, snorkeling in the blue waters, or fishing on a remote lake somewhere.

What I hope you learn the most in this course is the ability to transfer information from theory to practice. For those of you who have some experience with the older population, this course will fit you like a glove. For all others, you may have to wiggle that glove a bit, but if you stay steady and on task, it will fit you by the end of the semester!

About the ProfessorDr. Swan ’s has a Ph.D. in sociology from Northwestern University (1 981). He has been a Professor of Applied Ger ontology at the University of North Texas since 2004. His major research area has been long -term care finan ce and policy bu t has in recent years dev eloped research in physical activity & ag ing. His career has been in applied areas: doing health services res earch , and teaching in health ad ministration, public health, and gerontology programs. Professionally, he has oriented to public health, long being active in the Aging and Public Health Section of the Ame rican Public Heal th Association (APHA) and serv ed several years as one of that section’s APHA Governing Councilors. In Texas, he has been active in the Texas Public Health Association (TPHA), including as its President, on its governing council, and conference -planning committee, and as chair of its Aging & Public Health Section. Dr. Swan has maintained a steady and active publication record for nearly four decades, and has annually pres ented at the APHA con ference and other conferences (though

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recently too disabled to travel to a national conference). Dr. Swan ’s teaching interests have especially focu sed on res earch , social policy in aging, health and aging, and aging services . He has a strong commitmen t to global aging (and has taught gerontology courses in Mexico and Nigeria).

Course Description

This course is a brief introduction to gerontology as an interdisciplinary field of study, a field that includes important psychological, social, economic and demographic dimensions and forces that are altering the life of individuals and the operation of various societies. The course will briefly examine the biological, the psychological, the social, the economic factors and dimensions that make up the aging experiences of individuals as well as how "aging population" affects the way we organize in various societies. Public policy issues will be a focus of each class to show the relevance of the basic science material presented in the class.

Required TexteTextbook or paperback options

Issues in Aging, Second Edition by Mark NovakPublisher: Prentice Hall Copyright Year: 2009 Publishing Date: 2008You can use the eTextbook. Paperback version is fine also. Used

copies available, On-line text also. Shop around.

Course Requirements and AssignmentsStudents are required to prepare and submit all assignments by the due-date requested.  Assignments not received by the due-date requested may not be credited towards the final course grade.  Submit all materials via the Blackboard site, via Messaging. Please submit ALL assignments in the appropriate Gradebook drop boxes that I will place in each of the weekly modules or in the discussion areas.

This is now a course that will have 100 points to earn. The assignments and discussions already placed in the course will now total 100 points.

Discussions at up to 4pts each x 15 Weekly Discussions 60 ptsStatistics Report – Now moved to Week 6 10 ptsMajor Paper – Topic (2pts), Outline (3 pts), Bibliography (10 pts) and Final Paper (15 pts) 30 ptsTOTAL POINTS FOR THE CLASS 100 pts

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THIS IS A 100% ONLINE CLASS1-2-3 Assignments and grades:

1. Statistics report = 10% (10 pts)Due February 25th – Week 6

"The older population--persons 65 years or older--numbered 39.6 million in 2009 (the most recent year for which data are available). They represented 12.9% of the U.S. population, over one in every eight Americans. The number of older Americans increased by 4.3 million or 12.5% since 1999, compared to an increase of 12.3% for the under-65 population. However, the number of Americans aged 45-64 – who will reach 65 over the next two decades – increased by 26% during this period."

The information in this section of the AoA website brings together a wide variety of statistical information about this growing population.

Go to the AoA Profile of Older Americans at: http://www.aoa.gov/AoARoot/Aging_Statistics/Profile/index.aspx Each student should choose from one of these "Profile's" from the Table of Contents and write one report: Choose one:

•The Older Population•Future Growth•Marital Status•Living Arrangements•Racial and Ethnic Composition

•Geographic Distribution•Income•Poverty•Housing•Employment•Education

•Health and Health Care•Health Insurance Coverage•Disability and Activity Limitations•Caregiving

Write 5 paragraphs about your chosen topic - Use material both from the AoA Site from the Text. CITES = (AoA Report, page #) and (Text, page #) Posting due on Statistics Discussion area – Due at end of week 4. Due to the fact that I was given this course in Week 4, I have moved this assignment to Week 6. That way I can have time to create a rubric for you to follow as you build this paper as well as create an appropriate dropbox. Please see Week 6 for more details.

2. Major paper = 30% (30 pts)

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Sections due April 8th, 15th, 22nd and 29th

- Do a report on one of the nine trends in “ Why Population Aging Matters: A Global Perspective.” (You should read the whole report, about 32 pages.)

(In-Course) File: Why-Population-Aging-Matters_A-Global-Perspective.pdfPDF Report also, online at: Report Hosted at:

http://www.essaychartered.com/blog/population-aging-matters/

http://www.nia.nih.gov/research/publication/why-population-aging-matters-global-perspective

The Nine Trends to choose from are:Trend 1: An Aging Population.Trend 2: Increasing Life Expectancy. Trend 3: Rising Numbers of the Oldest Old. Trend 4: Growing Burden of Noncommunicable Diseases. Trend 5: Aging and Population Decline. Trend 6: Changing Family Structure. Trend 7: Shifting Patterns of Work and Retirement. Trend 8: Evolving Social Insurance Systems. Trend 9: Emerging Economic Challenges.

Include material from our Discussions and Text that can help us understand your chosen Trend, as well as any other material relevant to the subject that you wish. You may include charts and graphs - but do not count them in page count. (10-12 pages plus references plus charts and graphs if needed.)

Cite the report and any other material you reference.“Why Population Aging Matters: A Global Perspective,” National Institute on Aging, March 2007. Prepared

for the U.S. State Department Summit on Global Aging, this booklet outlines nine trends in aging around the world.

(NIH, 2007)o Submit a topic statement etc. to the Major Paper discussion areao See Major Paper grading rubric for guidance.o Submit your Final paper to Instructor via the Assignment drop box.oo Major paper due on or before April 29 th , 2018 .o To help all students stay on task for this important paper, I have devised a point

spread that will keep you better on track. All information needed about this paper will be available in a link on the left side of the course and can now also be found in Weeks 11-14. The rubric to follow will also be found in the link and in these weeks.

o Week 11 – Topic Statement of Paper will be due April 8th. (2 pts)o Week 12 – Outline of Paper will be due April 15th. (3 pts)

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o Week 13 – Bibliography used in the paper will be due April 22nd. (10 pts.)o Week 14 – Final Paper will be due April 29th (15 pts.)o Each week will have appropriate instructions and drop boxes for these

assignments to be placed.

3. Attendance and participation = Discussion Postings - 60% for 15 units @ up to 4 % per unit. 15 Weekly Discussions at up to 4 pts per Discussion = 60 pts

o Notice the grade value of the discussion portion of the course grading. Participation is measured by the scholarly quality of your postings.

The New Discussion Rubric that begins February 12th can be found in the Week 5 Discussion Area and on the Home Page in the Rubrics Folder. Please see the updated instructions about how to post and when to post.

Class Discussions are graded. - Valid contributions in a discussion will involve posting pertinent questions, answers to issues, or problems; providing helpful answers in such postings, recommending helpful learning resources outside the course such as useful Internet Websites; or any other SUBSTANTIVE contribution to the learning process. BE SURE TO READ THE DISCUSSION ASSIGNMENT AND RESPOND TO ALL ITS' PARTS.

HTML Creator:  Turn on HTML Creator to utilize simple formatting tools, like in Word... Bold, Italic, etc.  Use it to make WWW Links "live" - insert pictures Etc.

Copy/Paste -  You should ALWAYS construct your discussion posts using Word or Notepad. - use spellcheck - If you use Word: construct your posting, turn on HTML Creator, highlight your Word post and drag it to the post window. Line breaks will not be perfect... it depends how you use the return/Enter key in Word, and more.  A great feature about doing it this way is live links in Word will become live links in HTML Creator.  You can always edit your post later.

Attaching Files: To ensure a lively discussion and encourage substantive replies, you are asked NOT to just attach a file to your post. You are welcome to attach files but we much prefer to see the post without having to open an attachment to view it. Do both, post AND attach, if you need to.

Subject Lines:  Use a descriptive subject line that represents the content of your posting. - "week-1 Discussion" (Etc.) is OK for your discussion assignment post, but if you want to make another original post you may want to change that to reflect the content, EX: "I found these links about..."

Always use Netiquette please. Post can be moved by instructor, and crude, rude or vile problem post removed. You are allowed to Edit postings later if you find a mistake

CITE your material... when referring to or quoting our Textbook it is OK to simply use (Text, page#) as a reference in Discussions.

Please refer to the Discussion Board Grading Guideline Rubric to guide construction of your postings.

It is advised you complete your assigned reading before you post... You may find it easier to post before reading other student postings. You are all reading the same

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material to discuss the same assignment so there is bound to be repetition in the answers... you overcome this by completing the assignment to get the highest grade possible for yourself and not worrying that you may have stated the same as another.

Please reply to other student postings after you post. Read them all and reply to others as you feel moved to do so, especially if you have something to add to the discussion. It is a "Discussion" board, open to all your thoughtful comments.   Posting of substantial reply(s) / comments to other student postings enhance the topic discussion.

TIMELINE FOR THE COURSE

Week-1Aging Today

Week 1 Tue. January 16th to Sunday January 21nd 2018

“Introduction to gerontology as an interdisciplinary field of study, a field that includes important psychological, social, economic, and demographic dimensions and forces that are altering the life of individuals and the operation of various societies.”

Introductions What is Gerontology? What is ageism? What is the Aging Network? History of Gerontology at UNT

1) Reading Assignment: Review Novak Chapter 1 - “Aging Today” 2) Post you Introduction3) Discussion: Disc-1: Aging Today - Graded Post on/before January 22nd: You should

briefly:a) define gerontology, b) define/discuss ageism, and c) describe the Baby Boomer generations.

Objective 1: Be able to define the following term clearly: Gerontology, ageism, aging network and outline the history of origins for gerontology in USA.

Week-2Theory and Methods

Week 2 Monday January 22nd to Sunday January 28th 2018

“Brief examination of biological, psychological, social, and economic factors and dimensions that make up the aging experiences of individuals as well as how the “aging population” affects the way we organize our various societies.”

What is theory? Three theoretical perspective used in gerontology

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Three research designs Quantitative and Qualitative Methods

1. Reading Assignment: Review Novak Chapter 2 - “Theories and Methods”2. Discussion “Introductions” 3. Discussion: Disc-2 - Theory and Methods - Graded Post on/before January 29th:

Define and discuss: a) Gerontological theory, b) three theoretical perspectives, c) three research designs and finally, d) define/describe the difference between quantitative and qualitative

methods in research.

Objective 1: Be able to outline the basic theories in three theoretical perspective or traditions.

Objective 2: Be able to outline three difference research strategy to create a better understand of a social situation, and how do quantitative and qualitative methodological approach differ. What the strengths and weaknesses of these two basic approaches or way to know something about social reality?

Week-3Aging at Other Times in Other Places

Week 3 Monday January 29th to Sunday February 4th 2018

Four stages of socio-cultural evolution Aging in Modern Industrial Societies What is the Demographic Transition? Challenge of Population Aging

Japan vs. USA vs. China. What is current world population and projects for 2060?

1. Assignment: Review Chapter 3 in Text2. Discussion: Disc-3 - Aging at Other Times in Other Places - Graded Post

on/before Feb. 8th: Compare aging of populations in a) USA b) Japan c) China

Objective 1: Be able to discuss current and future demographic projects of population size, % of those 65 years and older in China, Japan and USA.

Week-4Demographics

Week 4 Monday February 5th to Sunday February 11th 2018

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o Absolute Number vs. Percentage of the Aged.o Causes of Population Change?o Life in a Retirement Community – Pros and Cons? o Dependency Ratios – Elderly vs. Youth Dependency vs. Overall Dependency.o Critique of Dependency Ratio

1. Assignment: Review Chapter 4 2. Discussion: Disc-4 Demographics - Graded Post on/before Feb. 12th: Discuss why

Iowa and Florida have a high proportion of elders.

Objective 1: Be able to discuss of the various reasons why the % of those 65 shift in a state and nation.

Objective 2: Be able to discuss the dependency theory and ratio, and discuss it limitation as concept

Objective 3: Be able to explain the pros and cons of age segregation.

Week-5Personal Health and Well-Being

Week 5 Monday February 12th to Sunday February 18th 2018o Sensory Changeso Activity of Daily Living (ADL) means what? o Instrumental Activities of Daily Living (IADL) means what? o Disability-Free Life expectancy o Successful Aging? What is old age for? o Anti- Aging Medicine and Science: What are pros and cons of Anti- aging

movement? o How is an increase in obesity in various nations likely to affect disability rates? o Geriatric Medicine: What is the primary focus of the branch of Medicine ?

1. Assignment: Review Chapter 4 in Text 2. Discussion: Disc-5 - Personal Health and Well-Being - Graded Post on/before Feb.

19st: Begin to use the NEW Rubric for your Discussions starting this week.3. Briefly define and discuss:

a) ADLs b) IADLs c) Disability-Free Life Expectancy, and d) Why these issues are important.

Objective 1: Be able to define and discuss the importance of the following concepts: ADLs, IADs, Disability-Free Life Expectancy?

Objective 2: Be able to compare anti-aging movement vs the geriatric medical approach to care of the elderly.

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Week-6The Life Course

Week 6 Monday February 19th to Sunday February 25th 2018

o Memory and Everyday Life o Mental Ability in Late Lifeo Meaning of Late Life o Continuity Theory o Alzheimer’s Disease

1. Assignment: Review Chapter 6 2. Discussion: Disc-6 - The Life Course - Graded Post on/before February 26th :

Define and describe the "meaning of life in old age." 3. Create a Statistics Paper. All instructions can be found in the Week 6 Module.

The rubric can be found in Week 6 Module and in the Rubrics Folder on the Home Page.

Objective 1: Be able to define and discuss the following issues: Normal vs Abnormal mental changes with aging Objective 2: Be able to begin to outline what successful aging should be for elders.

Week-7Minority Aging

Week 7 Monday February 26th to Sunday March 4th 2018

o Why study minority aging? o Notion of Multiple Jeopardy o Structural Inequality

1. Assignment: Review Chapter 7 2. Discussion: Disc-7 - Minority Aging - Graded Post on/before March 5th: Select one

minority group and review their social and economic status as it related so aging.

Objective 1: Be able to define the concepts: multiple jeopardy and structural inequality in old age. Objective 2: Be able to how the aging experience varies by social class and by ethnicity.

Week-8The Health Care System

Week 8 Monday March 5th to Sunday March 11th 2018

o Medical vs. Social Model? o Who uses hospitals?

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o Medicare vs. Medicaid differ how? o Long Term Care Insurance covers what? o Social Health Maintenance Organizations (SHMOs): Purpose? o Three Major Evaluation Criteria for what? Availability- Accessibility-Coordination

1. Assignment: Review Chapter 8 2. Discussion: Disc-8 - The Health Care System - Graded Post -a on/before March

12th: Evaluating the health care reform (Affordable Care Act, or “Obamacare”) as it relates to aging; also address whether you would buy long term care insurance.

Objective 1: Be able to define medical vs social model of health care and explain why this important to question of the hospitalization on elderly individuals.

Objective 2: Be able to define in some detail programs and term such as; Medicaid, Medicare, LTC insurance, SHMOs, HMOs.

Objective 3: Be able to discuss why SHMOs and LTC insurance were created and if they are effective in the care of elders.

Spring-BreakMonday March 12th to Sunday March 18th 2018

Optional assignment: Read “Talkin' 'bout my generation: The economic impact of aging U.S. Baby Boomers Baby Boomers will shape the U.S. economy over the coming decades as they age and retire”.

http://www.mckinsey.com/mgi/publications/Impact_Aging_Baby_Boomers/index.asp One-time registration allows you to access all the content on McKinsey.com

Week-9Finances and Economics

Week 9 Monday March 19th to Sunday March 25th 2018

o History of US Pension Systemo Who secures Social Security in USA? o What was the impact of Supplemental Security Income? o Five Principles of Social Security Program in USA

1. Assignment: Review Chapter 9 2. Discussion: Disc-9a - Finances and Economics Discuss how you would

strengthen social security in USA; and discuss how you would strengthen private pensions in USA.

Objective 1: Be able to discuss history and impact of Social Security, US pension systems, SSI reform of Social Security , and outline five principles of the Social Security program in USA.

Week-10Retirement and Work

Week 10 Monday March 26th to Sunday April 1st 2018

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o Origins of retirement as a concept and policyo Why is participation in labor force after age 65 increasing? o Personal responses to retirement: Five Phases. o Is preretirement education effective?

1. Assignment: Review Chapter 10 2. Discussion: Disc-10 - Retirement and Work - Write your personal plan for

retirement, including what you have learned about the subject from our readings.

Objective 1: Be able to discuss why retirement policy was created and when, why is age of retirement rising, and what are the five phases of retirement that some individual experience.

Week-11Housing and Transportation

Week 11 Monday April 2nd to Sunday April 8th 2018

o Aging in place or Aging in Community o Housing options o Home Equity Conversion Loans (Reverse Mortgages): Pros and Cons. o Sustainable Senior Living- Means what? o Supportive Housing Options

1. Assignment: Review Chapter 112. Discussion: Disc-11 Housing and Transportation - Go to the Internet and study

what it means to create sustainable senior living and then discuss what you found.

3. Create a Topic Statement for your Major Paper. All instructions can be found in the Week 11 Module. The rubric can be found in Week 11 Module and in the Rubrics Folder on the Home Page.

4.

Objective 1: Be able to discuss in some detail the housing option for retirees and define what does sustainable senior housing mean. Objective 2: Be able to design your own model for ‘aging in place’.

Week-12Leisure, Recreation and Education in Later Life

Week 12 Monday April 9th to Sunday April 15th 2018

o What is old age for? o Fitness in old age: how to maintain it? o Brain Fitness in old age: Can we maintain it? o Who goes to senior centers? o How does Elderhostel operate/

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o Lifelong Learning Instituteso Community service and volunteerism

1. Assignment; Review Chapter 12 and visit website for Brain Health Institute in Dallas and review.

2. Discussion: Disc-12 - Leisure, Recreation and Education in Later Life - Discuss how to maintain brain health in later life.

3. Create an Outline for your Major Paper. All instructions can be found in the Week 12 Module. The rubric can be found in Week 12 Module and in the Rubrics Folder on the Home Page.

Objective 1: Be able to discuss the function of senior centers, elder hostels, and lifelong learning institutesObjective 2: Be able to design to an individual and a community approach to maintain a health brain in old age.

Week-13Family Life and Social Support

Week 13 Monday April 16th to Sunday April 22nd 2018

o Marriage: Is marriage as an institution in decline and will it go away? o Cohabitation - Divorce – Singlehood: Implication of old age.o Sexuality in old age: Increasing?o Creating new family models? o Informal vs. formal supportso Care of Caregiverso Foster Grandparenting role: Increasing? o Elder Abuse by Family Members and Institutional staff: Increasing?

1. Assignment: Review Chapter 13 2. Discussion: Disc-13 - Family Life and Social Support - Discuss one of the topics

from Chapter 13.3. Create a Bibliography for your Major Paper. All instructions can be found

in the Week 13 Module. The rubric can be found in Week 13 Module and in the Rubrics Folder on the Home Page.

Objective 1: Be able to discuss how institutions such as marriage and the family are affecting informal and formal care supports and the occurrence on elder abuse in families and in institutions.

Week-14Politics and Policy

Week 14 Monday April 23rd to Sunday 29th 2018o Gray Pantherso ARRP o Older Voters

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o Older American Act o Generational Equity

1. Assignment: Review Chapter 15 2. Discussion: Disc-14 - Politics and Policy - Discuss Generational Equity.3. Create your Major Paper. All instructions can be found in the Week 14

Module. The rubric can be found in Week 14 Module and in the Rubrics Folder on the Home Page.

Objective 1: Be able to discuss the impact of various laws and non-governmental groups on the status on elders in USA.

Week-15Monday April 31st to May 6th 2018

1. Assignment: Interview an older relative about their retirement 2. Discussion: Disc-15 - Interview - Graded Post: Discuss their retirement or plans

for retirement, and bring in two concepts from the class that relate to their life.

.--- May 11th, Friday - Term Ends

Updated: January 2018

CORE Program Standards

TECHNICAL REQUIREMENTS/ASSISTANCEThe following information has been provided to assist you in preparation for the

technological aspect of the course. - UIT Help Desk: http://www.unt.edu/helpdesk/index.htm - Hardware and software necessary to use Bb Learn:

http://www.unt.edu/helpdesk/bblearn/ - Browser requirements: http://kb.blackboard.com/pages/viewpage.action?

pageId=84639794 - Computer and Internet Literacy: http://clt.odu.edu/oso/index.php?

src=pe_comp_lit - Necessary plug-ins: http://goo.gl/1lsVF - Internet Access with compatible web browser - Headset/Microphone (if required for synchronous chats)

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- Word Processor

Minimum Technical Skills Needed:Examples include:

- Using the learning management system- Using email with attachments - Creating and submitting files in commonly used word processing program

formats- Copying and pasting- Downloading and installing software- Using spreadsheet programs

Student SupportThe University of North Texas provides student technical support in the use of

Blackboard and supported resources. The student help desk may be reached at: - Email: helpdesk@unt.edu - Phone: 940.565-2324- In Person: Sage Hall, Room 130

Regular hours are maintained to provide support to students. Please refer to the website: http://www.unt.edu/helpdesk/hours.htm for updated hours.

ACCESS & NAVIGATION

Access and Log in InformationThis course was developed and will be facilitated utilizing the University of North Texas’

Learning Management System, Blackboard Learn. To get started with the course, please go to: https://learn.unt.edu

You will need your EUID and password to log in to the course. If you do not know your EUID or have forgotten your password, please go to: http://ams.unt.edu.

Student ResourcesAs a student, you will have access to:

- Student Orientation via Blackboard Learn . It is recommended that you become familiar with the tools and tutorials within the Orientation to better equip you in navigating the course.

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- Blackboard’s On Demand Learning Center for Students . It is recommended that you become familiar with the tools and tutorials to better equip you to navigate the course.

- From within Blackboard, you will have access to the “UNT Helpdesk” tab which provides student resources and Help Desk Information.

Being a Successful Online Student- What Makes a Successful Online Student? - Self-Evaluation for Potential Online Students

Course OrganizationThis course is organized into weekly lesson plans with specific topics for each week.

Each week begins on Monday and ends at 11:59 pm Sunday. All assignments will be due no later than Sunday of each week. All materials will be offered in multiple formats for accessibility purposes.

Late Work The faculty member has the prerogative to accept or not to accept late work. Specify

your policy in this section.

Class ParticipationStudents are required to login regularly to the online class site. The instructor will use

the tracking feature in Blackboard to monitor student activity. Students are also required to participate in all class activities such as discussion board, chat or conference sessions and group projects.

Virtual Classroom CitizenshipThe same guidelines that apply to traditional classes should be observed in the virtual

classroom environment. Please use proper netiquette when interacting with class members and the professor.

IncompletesStudents are expected to complete the course within the session time frame. A grade of

Incomplete will only be given if the student is (a) passing the course, (b) has completed 75% of the course requirement, (c) has very compelling special circumstances, and (d) provides adequate documentation. I will require that the

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course requirements be fulfilled by the end of the following semester. According to UNT policy:

An Incomplete Grade ("I") is a non-punitive grade given only during the last one-fourth of a term/semester and only if a student (1) is passing the course and (2) has a justifiable and documented reason, beyond the control of the student (such as serious illness or military service), for not completing the work on schedule. The student must arrange with the instructor to finish the course at a later date by completing specific requirements. These requirements must be listed on a Request for Grade of Incomplete form signed by the instructor, student, and department chair; and also entered on the grade roster by the instructor. (http://essc.unt.edu/registrar/incomplete.htm, p. 1)

If you fail to complete the course requirements by the end of the subsequent semester the grade of Incomplete will be replaced with an “F”. I strongly urge you to complete the course. If you find you are falling behind, or not passing, I recommend you consider withdrawing from the class so that your record and GPA is not negatively affected. Please come talk to me if you find yourself having any difficulties with keeping up with the assignments or are not doing well on the quizzes.

Copyright NoticeSome or all of the materials on this course Web site may be protected by copyright.

Federal copyright law prohibits the reproduction, distribution, public performance, or public display of copyrighted materials without the express and written permission of the copyright owner, unless fair use or another exemption under copyright law applies. Additional copyright information may be located at: http://copyright.unt.edu/content/unt-copyright-policies.

Information about the University of Texas’ Attendance Policy may be found at: http://policy.unt.edu/policy/15-2-5

Syllabus Change PolicyThe course syllabus is a general plan for the course; deviations announced to the class

by the instructor may be necessary.

Policy on Server Unavailability or Other Technical Difficulties The University is committed to providing a reliable online course system to all users.

However, in the event of any unexpected server outage or any unusual technical difficulty which prevents students from completing a time sensitive assessment activity, the instructor will extend the time windows and provide an appropriate accommodation based on the situation. Students should immediately report any problems to the instructor and also contact the UNT Student Help Desk:

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helpdesk@unt.edu or 940.565.2324. The instructor and the UNT Student Help Desk will work with the student to resolve any issues at the earliest possible time.

UNT POLICIESStudent Conduct and DisciplineThe primary concern of the University of North Texas is the student. The university

attempts to provide for all students a campus environment that is conducive to academic endeavor and social and individual growth. To that end, rules, regulations and guidelines governing student behavior and the student's relationship with the university have been formulated into a student code of conduct and discipline. Enrollment at the University of North Texas is considered implicit acceptance of these and other policies applicable to students, all of which are educational in nature and designed to help students understand expectations and accept responsibility for their own actions. Additional information can be found in the Code of Student Conduct.

Academic Honesty PolicyPolicies regarding student conduct and academic honesty posted by the University Center for Student Rights and Responsibilities in the Student Handbook apply to this class. As stated in the Policy: http://www.unt.edu/csrr/student_conduct/misconduct.html, misconduct for which students are subject to discipline falls into the following categories:

A. Acts of Dishonesty, including but not limited to: 1. Academic dishonesty - cheating. The term "cheating" includes, but is not limited to:

a. use of any unauthorized assistance in taking quizzes, tests, or examinations;b. dependence upon the aid of sources beyond those authorized by the

instructor in writing papers, preparing reports, solving problems, or carrying out other assignments;

c. the acquisition, without permission, of tests, notes or other academic material belonging to a faculty or staff member of the University;

d. dual submission of a paper or project, or resubmission of a paper or project to a different class without express permission from the instructor(s);

e. any other act designed to give a student an unfair advantage. 2. Academic Dishonesty — plagiarism. The term "plagiarism" includes, but is not limited

to: a. the knowing or negligent use by paraphrase or direct quotation of the

published or unpublished work of another person without full and clear acknowledgement and/or

b. the knowing or negligent unacknowledged use of materials prepared by another person or by an agency engaged in the selling of term papers or other academic materials.

Discipline may range from not having an assignment accepted for credit to expulsion from the course. For more information regarding policies regarding student conduct, please visit: http://www.unt.edu/csrr/student_conduct/index.html

ADA Policy

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The University of North Texas makes reasonable academic accommodation for students with disabilities. Students seeking accommodation must first register with the Office of Disability Accommodation (ODA) to verify their eligibility. If a disability is verified, the ODA will provide you with an accommodation letter to be delivered to faculty to begin a private discussion regarding your specific needs in a course. You may request accommodations at any time, however, ODA notices of accommodation should be provided as early as possible in the semester to avoid any delay in implementation. Note that students must obtain a new letter of accommodation for every semester and must meet with each faculty member prior to implementation in each class. For additional information see the Office of Disability Accommodation website at http://www.unt.edu/oda. You may also contact them by phone at 940.565.4323.

Add/Drop/Incomplete PoliciesPlease refer to the Office of the Registrar regarding the following policies:

Add/Drop Policy Incomplete Policy

Important Notice for F-1 Students taking Distance Education Courses: Federal RegulationTo read detailed Immigration and Customs Enforcement regulations for F-1 students

taking online courses, please go to the Electronic Code of Federal Regulations website at http://www.oea.gov/index.php/links/electronic-code-of-federal-regulations. The specific portion concerning distance education courses is located at "Title 8 CFR 214.2 Paragraph (f) (6) (i) (G)” and can be found buried within this document: http://www.gpo.gov/fdsys/pkg/CFR-2012-title8-vol1/xml/CFR-2012-title8-vol1-sec214-2.xml

The paragraph reads: (G) For F–1 students enrolled in classes for credit or classroom hours, no more than the equivalent of

one class or three credits per session, term, semester, trimester, or quarter may be counted toward the full course of study requirement if the class is taken on-line or through distance education and does not require the student's physical attendance for classes, examination or other purposes integral to completion of the class. An on-line or distance education course is a course that is offered principally through the use of television, audio, or computer transmission including open broadcast, closed circuit, cable, microwave, or satellite, audio conferencing, or computer conferencing. If the F–1 student's course of study is in a language study program, no on-line or distance education classes may be considered to count toward a student's full course of study requirement.

University of North Texas Compliance To comply with immigration regulations, an F-1 visa holder within the United States may

need to engage in an on-campus experiential component for this course. This

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component (which must be approved in advance by the instructor) can include activities such as taking an on-campus exam, participating in an on-campus lecture or lab activity, or other on-campus experience integral to the completion of this course.

If such an on-campus activity is required, it is the student’s responsibility to do the following:1. Submit a written request to the instructor for an on-campus experiential

component within one week of the start of the course.2. Ensure that the activity on campus takes place and the instructor documents it in

writing with a notice sent to the International Student and Scholar Services Office. ISSS has a form available that you may use for this purpose.

Because the decision may have serious immigration consequences, if an F-1 student is unsure about his or her need to participate in an on-campus experiential component for this course, s/he should contact the UNT International Student and Scholar Services Office (telephone 940-565-2195 or email internationaladvising@unt.edu) to get clarification before the one-week deadline.

RESOURCESLinks to Academic Support Services, such as Office of Disability Accommodation,

Counseling and Testing Services, UNT Libraries, Online Tutoring, UNT Writing Lab and Math Tutor Lab can be located within Blackboard Learn on the “Academic Support” tab.- Computer Labs: General access computer lab information (including locations

and hours of operation) can be located at: http://www.gacl.unt.edu/- UNT Portal: http://my.unt.edu- UNT Blackboard Student Resources: Technical Support:

https://ecampussupport.unt.edu/index.cfm?M=Student_Resources- UNT Library Information for Off-Campus Users:

http://www.library.unt.edu/services/for-special-audiences/offcampus/information-for-off-campus-users

- UNT Computing and Information Technology Center: http://citc.unt.edu/services-solutions/students

- UNT Academic Calendar: http://www.unt.edu/catalogs/2014-15/pdf/calendar.pdf

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