Course Director:
Adria Rodriguez, DVM, MSc, CVA, CVCH, MS TCVM
- Associate Professor, Small Animal Medicine and Surgery, Professional Development
- Certified Holistic Life, Career, and Executive Coach
- Office: Cassia Building Ground Floor (SGU Campus map #17)
- Office Hours: By appointment (office or Zoom)
- mail: AIRodriguez@sgu.edu
Course Faculty:
- Domain 1: Personal Development - Dr. Kerri Nigito (nigker1@sgu.edu)
- Domain 2: Wellness - Dr. Adria Rodriguez (airodriguez@sgu.edu)
- Domain 3: Ethics and Welfare - Dr. Austin Kirwan (akirwan@sgu.edu)
- Domain 4: Communication -Dr. Talia Guttin (tguttin@sgu.edu) and Dr. Stacey Byers (sbyers1@sgu.edu)
- Domain 5: Business and Financial Literacy - Dr. Heather Douglas (hdouglas@sgu.edu)
- Domain 6: Evidence-Based Veterinary Medicine - Dr. Heidi Janicke (hjanicke@sgu.edu)
Collaborating Faculty:
Ms. Kasey Larson (klarson@sgu.edu)
Ms. Suzanne Paparo (spaparo@sgu.edu)
Course Assistant: Ms. Keshia John (kjohn5@sgu.edu) Faculty Mentors
David Brown Hall and live online on Zoom
Equipment: Desktop or laptop computer, and/or tablet or other smart mobile device; functional camera, speakers and microphone
Software requirements: Sakai, Zoom, Panopto, Turning Point Mobile, Google Drive, Google Slides
Text: The Art of Veterinary Practice Management, 2nd ed., 2014; M. Opperman
- Students with disabilities who need accommodations should contact Student Accessibility and Accommodations Services (SAAS), located in the Welcome Center, inside the International Students Office.
- Information can be found at mycampus.sgu.edu/group/saas
Reliable internet connection
This course is the second of six courses within the curriculum focused on professional development. Through experiential learning methods, students will be exposed to topics and skills related to personal development, self-care, ethics and animal welfare, communication skills, business and financial literacy, and evidence based veterinary medicine.
Upon successful completion of this course, the student will be able to discuss and model the fundamentals and skills covered in the six professional development domains: personal development, wellness, ethics and welfare, communication, business and financial literacy, and evidence-based veterinary medicine.
Domain 1- Personal Development:
- Compose a professional letter of intent that may be used to communicate with potential externship clinics, mentors and/or employers in your desired field
- Construct professional curriculum vitae that may be used for future applications and will be maintained and updated throughout your career
- Discuss non-traditional careers in veterinary medicine including specialization
Domain 2-Wellness:
- Define the meaning of the practice of mindfulness
- Describe the benefits of practicing mindfulness
- Apply mindfulness principles to personal and professional life
- Define self-compassion
- Describe the benefits of applying self-compassion
- Apply self-compassion to personal life and in a professional setting
- Define QPR
- Apply QPR/Kognito Principles by: Recognizing the warning signs of suicide - Knowing how to offer hope -Knowing how to get help and save a life
- Apply prevention, intervention, and postvention in a crisis.
Domain 3-Ethics and Welfare:
- Differentiate between clinical care and research.
- Discuss the role of clinical research and trials and compare human and veterinary research limitations.
- Evaluate the function of journal clubs in practice and how to peer review a paper with an open mind.
- Describe the components of EBVM and the interface between clinical skills/availability, research and owner preferences.
- Evaluate the value of each component and make judgements informing sound clinical care to ensure animal welfare.
- Introduce the concept of lifelong learning and how this is a professional responsibility.
- Determine opportunities for learning, how they will be highlighted, identified, and recorded.
- Appraise the learning required by regulatory bodies in the jurisdiction they are going to practice and record and report them as required.
- Identify who you communicate with nonverbally.
- Develop the links of between stake holders in nonverbal communication, e.g. Professional bodies, insurers, clients, patients, etc.
- Understand the consequences of incorrect or lack of communication, i.e. RCVS v. Mulvey (2018).
- Diagnose the pathology of a communication breakdown and introduce how to remediate poor communication.
- Manage and develop clinical governance systems in the light of best and poor practice of nonverbal communication.
- Determine how money is accounted for in a business.
- Analyze practice accounts to determine how one can ethically manage money while ensuring animal welfare.
Domain 4-Communication:
- Be introduced to the basics of clinical communication with the Calgary Cambridge Guide.
- Identify appropriate non-verbal communication skills.
- Discuss the key components of initiating a client interaction and negotiating the agenda.
- Define feedback and review guidelines for giving and receiving it effectively.
- Complete an effective client interview focusing on: a. Initiating the session and negotiating the agenda b. Recognizing and reacting to verbal and non-verbal cues from the client
- Practice giving feedback to their peers.
- Practice receiving feedback from their faculty coaches, peers and simulated clients. 8. Engage in self-assessment techniques by reflecting on the interviews and determining what improvements can be made.
Domain 5-Business and Financial Literacy:
- Understand basic financial terminology and theory applicable to owning and/or working in a veterinary practice.
- Perform a self-assessment of the personal budget and discuss areas for improvement.
Domain 6-Evidence-Based Veterinary Medicine:
- Demonstrate how to search a database to answer a PICO question.
- Identify resources and tools available for literature search
- Obtain articles in full text.
- Identify the significance and key components of a literature review.
- Identify the significance and function of style guides.
- Recognize the importance of professional writing in research.
- Identify the importance of how to present research.
|
Course Level Outcome |
Program Level Outcome |
|
Discuss the fundamentals of the six domains of professional development |
B. Core Professional Attributes PLO 12 Demonstrate, evaluate, and model effective communication with clients, the general public, professional colleagues and responsible authorities. PLO 13 Demonstrate, evaluate, and model ethical and responsible behavior in relation to animal care and client relations, such as, honesty, respect, integrity and empathy. PLO 14 Demonstrate, evaluate, and model leadership, teamwork and conflict resolution skills as a member of a multidisciplinary team. PLO 16 Demonstrate and model adaptability and resilience. PLO 17 Demonstrate and model self- awareness including understanding personal limitations and willingness to seek advice. PLO 19 Demonstrate appropriate sensitivity to client diversity, such as cultural, economic, and emotional differences. |
LAMS 542 Lecture and Activities Schedule– Spring 2022
|
Modality/Activity/ Duration/Date/Time |
Lecture Topic |
Faculty |
Open Date/ Due Date |
|
Week 1 (January 17-23) |
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|
Lecture (1hr) Mon Jan 17 10:30-11:20 |
Welcome/Course Introduction/Logistics |
Dr. Adria Rodriguez |
Lecture Hall: Andrew Belford Level 3 West |
|
Lecture (1hr) Mon Jan17 11:30-12:20 |
Escape Debt-Make Room for Success |
Dr. Heather Douglas |
|
|
Sakai Assignment (1hr) |
The Art of Budgeting |
Dr. Heather Douglas |
Open Jan 17 Due Jan 30 |
|
Week 2 (January 24-30) |
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|
Lecture (1hr) Mon Jan 24 10:30-11:20 |
Practice Culture-An Introspective Approach |
Dr. Heather Douglas |
|
|
Lecture (1hr) Mon Jan 24 11:30-12:20 |
Wellness Effects of Budgeting, Debt Management and Practice Culture |
Dr. Heather Douglas |
|
|
Lecture (1hr) Tues Jan 25 11:30-12:20 |
Introduction to Communication Labs |
Dr. Guttin and Byers |
|
|
Lecture (1hr) Fri Jan 28 10:30-11:20 |
Communication Basics Giving Feedback |
Dr. Guttin and Byers |
|
|
Panopto Lecture (1hr) Fri Jan 28 11:30-12:20 |
Calgary Cambridge Guidelines |
Dr. Guttin and Byers |
|
|
Forums x2 (1hr) |
Leadership Style/Workplace Culture and You |
Dr. Heather Douglas |
Open Jan 24 Due Jan 30 |
|
Week 3 (January 31-Feb 6) |
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|
Lecture (1hr) Mon Jan 31 11:30-12:20 |
Informatics for Veterinary Medicine |
Ms. Suzanne Paparo |
|
|
Lecture (1hr) Wed Feb 2 11:30-12:20 |
Literature Review and Reference Management |
Ms. Kasey Larson |
|
|
Lecture (1hr) Thurs Feb 3 11:30-12:20 |
Scientific Writing |
Ms. Kasey Larson |
|
|
Week 4 (February 7-13) |
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|
Lecture (1hr) Wed Feb 9 11:30-12:20 |
Presenting Research |
Ms. Kasey Larson |
|
|
Self-Study Module (2hr) Thurs Feb 10 9:30-11:20 |
CV and Letter of Intent |
Dr. Kerri Nigito |
No Lecture |
|
Week 5 (February 14-20) |
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|
Sakai/Assignment (1hr) |
Self-study: EBVM Assignment |
Dr. Heidi Janicke |
Open Jan 31 Due Feb 20 |
|
Week 6 (Feb 21-27) - Communication Labs Start |
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|
Week 7 (Feb 28-March 6) |
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|
Week 8 (March 7-13) MIDTERMS |
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|
Week 9 (March 14-20) |
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|
Lecture (1hr) Wed Mar 16 10:30-11:20 |
Ethics in Scientific Research and Writing |
Dr. Austin Kirwan |
|
|
Lecture (1hr) Fri March 18 11:30-12:20 |
Ethics in EBVM and Learning in Practice |
Dr. Austin Kirwan |
|
|
Sakai/Assignment (1hr) |
CV/Letter of Intent Writing |
Dr. Kerri Nigito/ Faculty Mentors |
Open Feb 10 Due Feb 27 |
|
Week 10 (March 21-27) -Mentor Meetings Start |
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|
Lecture (1hr) Wed Mar 23 10:30-11:20 |
Developing an Ethical Professional Approach to Life-long Learning |
Dr. Austin Kirwan |
|
|
Lecture (1hr) Fri Mar 25 11:30-12:20 |
The ethics of money |
Dr. Austin Kirwan |
|
|
Week 11 (March 28-April 3) |
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|
Lecture (2hr) Mon Mar 28 10:30-12:20 |
Mindfulness and Self- Compassion in Veterinary Medicine |
Dr. Adria Rodriguez |
|
|
Week 12 (April 4-10) |
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|
Sakai/Assignment (1hr) |
QPR Training |
Dr. Adria Rodriguez |
Open Mar 28 Due Apr 10 |
|
Week 13 (April 11-17) |
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|
Week 14 (April 18-24) |
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|
Week 15 (April 25-May 1) |
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|
Lecture (2hr) Thurs Apr 28 10:30-12:20 |
Navigating towards Internship and Residency/Non- Traditional Career Paths |
Dr. Kerri Nigito |
|
|
Sakai Assignment |
Communication Lab Self- Assessment |
Dr. Guttin and Byers |
Open Feb 21 Due Sunday after YOUR Comm lab by 11:55 pm AST |
Domain 1: Personal Development/Leadership
|
Weeks 6-7
Mon Feb 21 Mon Feb 28
1:30-3:30pm OR 3:30-5:30 AST (2 hrs) |
CV and Letter of Intent Q and A with Mentor and Peer Review Workshop
ONE session per student Reserve all dates until you get confirmation of your date |
Dr. Kerri Nigito Faculty Mentors |
Domain 3 Ethics: Professional Development Group Meeting
|
Weeks 10-13
Mon March 21 Mon March 28 Mon Apr 4 Mon Apr 11
1:30-3:30pm AST (2 hrs) |
Ethics and Welfare: Case Scenario Discussion
ONE session per student Reserve all dates until you get confirmation of your date |
Dr. Austin Kirwan Faculty Mentors |
Domain 4 Communication: Live Simulation Labs
|
Weeks 6,7, 10-15
Feb 21 Feb 28 Mar 21 Mar 28 Apr 4 Apr 11 Apr 25
1:30-4:30pm AST (3-4hrs) |
Communication Live Simulation Labs: ONE session per student Reserve all dates until you get confirmation of your date
Self-Assessment Assignment due the Sunday of the week of your Comm Lab Session |
Dr. Talia Guttin and Dr. Stacey Byers Communication Coaches |
The course will be graded Pass/Fail.
100%-69.5% = Pass
<69.5% = Fail
|
Evaluation |
Weight |
Grade |
|
QPR Training |
5% |
P/F (1/0) |
|
EBVM Assignment |
10% |
P/F (1/0) |
|
BFL Forums (2) |
5% |
P/F (1/0) |
|
BFL Assignment (1) |
5% |
P/F (1/0) |
|
CV/Letter of Intent Assignment/Mentor Meeting |
15% |
56 points |
|
Communication Lab Participation and Self- Assessment |
10% |
P/F (1/0) |
|
PD Mentor Meeting Participation |
10% |
P/F (1/0) |
|
Professionalism evaluation at midterm |
20% |
20 points |
|
Professionalism evaluation end of term |
20% |
20 points |
- A grade of passing will be determined by:
- Successful completion of assignments (see below)
- Mandatory attendance-Faculty mentor meeting
- Mandatory attendance/engagement in the course content which includes:
- Attendance to ALL lectures (in-person or Zoom)
- Viewing of all scheduled Panopto lectures
- Completion of asynchronous forums and activities.
Unexcused absences are not allowed. Any absences or technical difficulties must be immediately addressed by emailing the course director (Dr. Adria Rodriguez at airodriguez@sgu.edu). Failure to attend mandatory meetings, lectures, and/or engage in course content without following the appropriate reporting/excused absence protocols will be placed on non-academic probation by the CAPPS committee.
Course Assignments: Listed below are descriptions of the assignments to be encountered in the course. COMPLETE assignment and rubric (if applicable) information will be found in Sakai when the assignment opens. Open and due dates are listed on the lecture and assignment schedule.
- Domain 1 Personal Development: CV and Letter of Intent Workshop and Mentor Meeting (See Mentor Meeting Schedule)
- Domain 2 Wellness: QPR Certificate
- Domain 3 Ethics and Welfare: Professional Development Mentor Group Meeting: Ethics and Welfare Scenario Review and Discussion (See Mentor Meeting Schedule)
- Domain 4 Communication: Communication Skills Communication Labs with Simulated Clients (1 lab per student)
Refer to Sakai Resources and Weekly Requirement Tabs for Groups and Dates and Lab Information
Communication Lab Session Self-Assessment: Due the Sunday after your Communication Lab Session 11:55pm AST - Domain 5 Business and Financial Literacy: Forums x 2 and 1 assignment
- Domain 6 Evidence Based Veterinary Medicine: Assignment
|
LAMS 542 Cover Letter/Letter of Intent Assignment Grading Rubric |
||||
|
ROWS (Dimensions) |
Meets expectations consistently (4) |
Meets expectations most of the time (3) |
Occasionally meets expectations (2) |
Does not meet expectations (1) |
|
Student includes an introduction paragraph |
Student clearly and concisely describes who they are, their role, future career goals, the position they are applying for and the reasons they are interested in the specific opportunity. |
Student generally clearly and concisely describes who they are, their role, future career goals, the position they are applying for and the reasons they are interested in the specific opportunity and may be missing one of these introduction criteria. |
Student occasionally clearly and concisely describes who they are, their role, future career goals, the position they are applying for and the reasons they are interested in the specific opportunity and may be missing one of these introduction criteria. |
The student did not clearly and concisely describe who they are, their role, future career goals, the position they are applying for and the reasons they are interested in the specific opportunity in the introduction. |
|
Student discusses the goals for the opportunity experience |
Consistently and clearly explained the specific goals to be accomplished during the opportunity. |
Generally explained the specific goals to be accomplished during the opportunity with an occasional lack of clarity. |
Inconsistently and/or unclearly explained the specific goals to be accomplished during the opportunity. |
The student did not explain the specific goals to be accomplished during the opportunity. |
|
Student discusses the relevance of opportunity to personal professional development |
Consistently and clearly explained the relevance of the proposed opportunity experience to personal professional development. |
Generally explained the relevance of proposed opportunity experience to personal professional development with an occasional lack of clarity. |
Inconsistently explained the relevance of the proposed opportunity experience to personal professional development. |
The student failed to explain the relevance of the proposed opportunity experience to personal professional development. |
|
Student discusses the skills, qualifications, and/or experiences that make them a candidate for the experience in the body of the letter |
Consistently and clearly explained the skills, qualifications, and/or experiences that make them a candidate for the experience |
Generally explained the skills, qualifications, and/or experiences that make them a candidate for the experience |
Inconsistently explained the skills, qualifications, and/or experiences that make them a candidate for the experience |
The student failed to explain the skills, qualifications, and/or experiences that make them a candidate for the experience |
|
Student includes a conclusion paragraph |
Student clearly and concisely emphasizes interest in the position and summarizes the skills that make them a candidate |
Student generally clearly and concisely emphasizes interest in the position and summarizes the skills that make them a candidate |
Student occasionally clearly and concisely emphasizes interest in the position and summarizes the skills that make them a candidate |
The student did not clearly and concisely emphasize interest in the position and/or summarizes the skills that make them a candidate |
|
Letter formatting, organization, and structure |
Formatting is professional in appearance, tone & style well organized and easy to follow with a natural flow. |
Formatting is generally organized and professional in appearance, tone and/or style with minor areas of improvement needed and/or there were times when it was difficult to follow the thought process or content. |
Formatting is occasionally unprofessional in appearance, tone and/or style with major areas of improvement needed and/or the assignment was generally disorganized making it difficult to follow the thought process and content |
Formatting is unprofessional in appearance, tone and/or, style and/or there was no discernible organization or flow of the assignment and it was difficult to follow the writing and content. |
|
Demonstrates appropriate writing and grammar skills |
Wrote an appropriate assignment using correct grammar and spelling with no mistakes. |
The assignment had 2 or fewer minor grammatical and/or spelling errors. |
The assignment had 3-4 major grammatical and/or spelling errors |
The assignment had more than 4 grammatical and/or spelling errors. |
|
Appropriately adheres to word count/length guidelines |
Student submitted an assignment within the 500- word count and 1-page maximum requirements |
Student submitted an assignment that was less than 550 words within the 1-page limit |
Student submitted an assignment that was less than 600 words but within the 1- page limit |
Student submitted an assignment that was greater than 600 words and greater than the 1-page limit |
|
Appropriately adheres to deadlines |
Assignment was submitted by the deadline and/or student communicated with course director PRIOR to deadline with any technical/medical/personal issues |
Assignment was submitted after the deadline and/or not submitted and student communicated with course director the same day of assignment submission with any technical/medical/personal issues |
Assignment was not submitted, and student communicated with course director more than 24 hours after assignment submission with any technical/medical/personal issues |
Assignment was not submitted, and student never communicated with course director |
|
LAMS 542 Curriculum Vitae Assignment Grading Rubric |
||||
|
ROWS (Dimensions) |
Meets expectations consistently (4) |
Meets expectations most of the time (3) |
Occasionally meets expectations (2) |
Does not meet expectations (1) |
|
Structure and Organization |
Student includes all major sections in recommended order with supporting experience listed in appropriate chronological order from most to least recent dates |
Student includes all major sections but may not be in recommended order or supporting information is not listed in appropriate chronological order from most to least recent dates |
Student includes all major sections but may not be in recommended order and supporting information is not listed in appropriate chronological order from most to least recent dates |
The student did not include all major sections and/or may not be in recommended order and/or supporting information is not listed in appropriate chronological order from most to least recent dates |
|
Content |
Student clearly and concisely provides supporting and detailed information for each major section in the document |
Student generally clearly and concisely provides supporting information which may lack some details for each major section in the document with minor areas of improvement needed. |
Student occasionally clearly and concisely provides supporting information which may lack details for each major section in the document with major areas of improvement needed. |
The student did not clearly and concisely provide supporting information for each major section in the document |
|
CV formatting and style |
Formatting is professional in appearance and style containing a header, section separations, bullet points and other necessary formatting components |
Formatting is generally professional in appearance and/or style containing a header, section separations, bullet points and other necessary formatting components with minor areas of improvement needed |
Formatting is occasionally unprofessional in appearance and/or style and may be missing part of or 1 of the following: header, section separations, bullet points with major areas of improvement needed |
Formatting is unprofessional in appearance and/or style and is missing part or more than 1 of the following: header, section separations, bullet points and other necessary formatting components |
|
Demonstrates appropriate writing and grammar skills |
Wrote an appropriate assignment using correct grammar and spelling with no mistakes. |
The assignment had 2 or fewer minor grammatical and/or spelling errors. |
The assignment had 3-4 major grammatical and/or spelling errors |
The assignment had more than 4 grammatical and/or spelling errors. |
|
Appropriately adheres to deadlines |
Assignment was submitted by the deadline and/or student communicated with course director PRIOR to deadline with any technical/medical/personal issues |
Assignment was submitted after the deadline and/or not submitted and student communicated with course director the same day of assignment submission with any technical/medical/personal issues |
Assignment was not submitted, and student communicated with course director more than 24 hours after assignment submission with any technical/medical/personal issues |
Assignment was not submitted, and student never communicated with course director |
Professionalism rubric (20 Points)
|
Criteria |
Meets expectations consistently (4) |
Meets expectations most of the time (3) |
Occasionally meets expectations (2) |
Does not meet expectations (1) |
|
Punctuality |
Student is on time for all sessions and/or communicates with the course director within 2 hours of the session if more than 10 minutes late |
Student is more than 10 minutes late and communicates with course director on the same day as the session |
Student is more than 10 minutes late and communicate with course director but not on the same day as the session |
Student is not on time for sessions and does not communicate at any time with the course director |
|
Attendance |
Student attends or views all mandatory sessions for the entire duration of the session and/or communicates with the course director within 2 hours of the session |
Student misses/does not view 1 or more mandatory sessions and/or does not attend for the entire duration of the session (90%) and communicates with course director on the same day as the session |
Student misses/does not view 1 or more mandatory sessions and/or does not attend for the entire duration of the session (90%) and communicate with course director but not on the same day as the session |
Student misses/does not view 1 or more mandatory zoom sessions and/or does not attend for the entire duration of the session (90%) and does not communicate at any time with the course director |
|
Engagement - Assignments |
Student completes assignments on time and/or communicates with the course director PRIOR to deadline with any technical/medical/personal issues. |
Student submitted assignment after the deadline and/or not submitted and student communicated with course director the same day of assignment deadline with any technical/medical/personal issues |
Assignment reflection question was not submitted, and student communicated with course director more than 24 hours after assignment deadline with any technical/medical/personal issues |
Student does not turn in assignments on time and did not communicate with the course director at any time. |
|
Engagement – Reflection/in- class activity |
Student completes reflection questions/in-class activities on time and/or communicates with the course director PRIOR to deadline with any technical/medical/personal issues. |
Student submitted reflection questions/in-class activity after the deadline and/or not submitted and student communicated with course director the same day of assignment deadline with any technical/medical/personal issues |
Reflection question/in-class activity was not submitted, and student communicated with course director more than 24 hours after assignment deadline with any technical/medical/personal issues |
Student does not complete reflection questions/in-class activity on time and did not communicate with the course director at any time. |
|
Communication |
Student always communicates in a professional tone and timely manner. |
Communication is mostly professional and timely with some minor areas of improvement needed. |
Communication is generally professional in tone, but often untimely and major improvement is needed. |
Student does not communicate in a professional tone and/or timely manner. |
Course content will be released week by week. Students must visit the weekly requirements tab in Sakai to ensure they complete all the necessary requirements and use the checklist to aid in staying on track. Once all live lectures are attended and the different activities and assignments are completed, the student will have successfully attained the intended knowledge and will have achieved the course learning outcome.
- The student is expected to adhere to the guidelines provided throughout this syllabus including attendance, engagement, and assignment and forum submission.
- The student is expected to communicate with the Course director professionally and in a timely manner in the event of technical difficulties, inability to attend lectures or hand in assignments on time for any reason.
Always exhibit professional and respectful behavior towards colleagues, faculty and staff. Please be on time and engaged in course content as directed. Off-island students may be required to turn on their cameras during live sessions. Please be mindful of this regarding attire and surroundings. If you are asked to turn on your camera and you are not able to, please email your lecturer in advance prior to the live session.
Attendance to lectures is mandatory and may be in person or through Zoom for ALL students. Turning Point will be used to take attendance during the first 10 minutes of every lecture. Students are expected to be available during the standard 8:30am-5:20pm AST school day, to attend, engage with in- person/online content, and participate in all classes and clinical rotations for which they have registered. Employment is not an excusable absence. Although attendance, engagement, and participation may not be recorded at every academic activity, attendance, engagement, and participation is graded for mandatory sessions. Students’ lack of attendance, engagement, and participation may adversely affect their academic status as specified in the grading policy.
If failure to attend, engage, or participate in individual classes, examinations, and online activities, or from the University itself is anticipated, or occurs spontaneously due to illness or other extenuating circumstances, proper notification procedures must be followed.
In-Person or Zoom Synchronous Seminar Attendance policy: Attendance is mandatory. If a student has received an excused absence or there are external circumstances which are communicated to the course director in a timely manner, students will be required to view the video of the lecture by Sunday 11:55pm AST of the week of the missed lecture.
Asynchronous Activities Engagement Policy: Every requirement in the Weekly Requirements MUST be completed by Sunday 11:55pm AST that week.
Students who fail to attend an examination (Sakai quiz/test or ExamSoft) or submit an assignment by the deadline without a valid reason (see student manual: SGUSVM POLICY ON AN EXCUSED ABSENCE (EA) FOR STUDENTS) will receive a score of “0” points for the examination.
Students who have technical issues during assignment submission MUST inform the Course Director (Dr. Adria Rodriguez airodriguez@sgu.edu) and IT (tellexaminationservices@sgu.edu OR support@sgu.edu OR call 1-631-665-8500 ext. 4444 (US, NU, International) OR 1-473-439-2000 ext. 4444 (Grenada), AND Dean of Students (DOS@sgu.edu) during the open period for the examination.
Failure to do so immediately will result in the student receiving the highest score recorded at the time, but NOT being eligible for a remediation. Scheduling of remediations is at the discretion of the Course Director and the School.\
Failure to submit or re-submit any assignment will result in the student being placed on non-academic probation by the CAPPS committee.
N/A
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