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Criminal Justice and the Legal Concepts of Fraud (ECF 610)

INSTRUCTOR

Contact Information:

Instructor: Steven B. Hilkowitz, EsquireLocation: OnlineOffice Hours: We can set up appointments via phone or email.Email: [email protected]: (H) 215-233-0776; (C) 215-510-6233. I would appreciate it if you would not call after 9:00 PM or on weekends unless absolutely necessary.

Instructor Bio:I retired after thirty years with the United States Department of Defense in a variety of legal and operational positions. Included among my various assignments were many years in the Counsel’s Office of the Defense Supply Center Philadelphia. The Defense Supply Center Philadelphia annually buys over $15 billion worth of supplies for America’s warfighters worldwide. During my tenure with the organization, I worked in the contract law, procurement and trial areas, including as the Chief Trial Attorney and Associate Counsel for Procurement Integrity, where I was responsible for the resolution of contract fraud and noncompliance investigations.

In addition to my tenure at the Defense Supply Center Philadelphia, I also served as the Director and Chief Counsel of the Philadelphia Remedies Unit, a multidisciplinary team of lawyers, investigators, auditors, and contracts personnel, created to coordinate with the Department of Justice in resolving allegations of procurement fraud against major defense contractors and to serve as the primary DOD focal point for these cases.

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mailto:[email protected]

Mixed in with my fraud and other legal positions, I served on the Department of Defense Joint Staff as a political/military advisor to the Chairman of the Joint Chiefs of Staff; the team leader for the group providing legal services and advice to the Subsistence Directorate of the Defense Personnel Support Center; the Chief Trial Attorney for the Philadelphia Region of the Defense Contract Management Command, and in a variety of assignments focusing on homeland security and international and domestic disaster relief and humanitarian assistance. In my last position prior to my retirement, I was an Associate Deputy General Counsel, representing the United States in the litigation of Habeas Corpus Petitions and other legal motions filed in the United States District Court by individuals detained by the United States at the Guantanamo Bay Naval facility

I have a bachelor’s degree in business and political science from Truman State University in Kirksville, Missouri, a Juris Doctor degree from Temple University School of Law in Philadelphia, Pennsylvania, and a Master’s degree in strategic studies from the National War College of the National Defense University in Washington, D.C.

I have been an adjunct instructor at the Federal Law Enforcement Training Center and in courses given to Department of Defense and military criminal investigators, and currently an Adjunct Professor at Fairleigh Dickinson University where I teach courses in homeland security and the Constitution. In addition to my teaching, I have written a number of monographs and articles on various issues of procurement, international law, and international logistics. I am the recipient of numerous awards, including the Defense Logistics Agency Meritorious Civilian Service Award, The Joint Civilian Service Commendation Award, The Joint Civilian Service Achievement Award, and the Vice President’s Hammer Award for Government Reinvention of Acquisition.

COURSE OVERVIEW

Course Dates: August 31, 2015 to October 23, 2015Go to Training session every Thursday from 7:00 to 9:30 PM, Eastern Time, excluding holidays

STUDENT LEARNING OUTCOMES

This course provides insight into the variations of different types of fraudulent activities when viewed through the prism of the United States legal system. The course consists of four Learning Modules. Learning Module 1 is an introduction to the concept of “fraud” that entails a historical background, a discussion of what fraud actually means, and emphasis on the legal concepts subsumed by the term “fraud.” This will be followed by material covering the players

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that are involved in the fraud arena, the various types of fraudulent behavior that may arise, the legal responses that have been enacted to deal with fraudulent behaviors, and specific case studies that will interlace the factual material. A wide range of teaching tools will be employed, including extensive use of the professional literature, case analysis, lectures and text material.

After taking this course, students should be able to:

Analyze and assess the nature of fraudulent behavior

Distinguish and contrast the legal entities dealing with fraud matters and the differences inherent in which legal entity is dealing with the specific matter

Distinguish between the different areas of United States legal system

Analyze the similarities and differences of various types of frauds

Propose and construct ideas for preventative and remedial actions

Formulate processes for fraud litigation, both prosecution and defense

Distinguish between law enforcement and investigative agencies, and their duties and responsibilities relative to fraudulent activities

REQUIRED TEXTBOOKS AND MATERIALS

TEXTBOOKS:

2012 CONTRACT ATTORNEYS DESKBOOK, VOLUME I - US ARMY JUDGE ADVOCATE GEBERAL SCHOOL

2012 CONTRACT ATTORNEYS DESKBOOK, VOLUME II - US ARMY JUDGE ADVOCATE GENERAL SCHOOL

2012 LEGAL DIVISION HANDBOOK - FEDERAL LAW ENFORCEMENT TRAINING CENTER

2012 LEGAL DIVISION REFERENCE BOOK - FEDERAL LAW ENFORCEMENT TRAINING CENTER

Identity Theft E-Pub - Office for Victims of Crime

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THESE BOOKS WILL BE MADE AVAILABLE TO YOU ON THE COURSE CANVAS PAGE. PARTS OF EACH WILL BE USED AT VARIOUS POINTS IN THE COURSE.

THERE MAY BE ADDITIONAL MATERIALS INCLUDED

In addition to the above texts, which will be provided at no cost online, due to the expansive nature of the material being covered in this course, covering legal matters, business matters and case studies, there will be other materials supplied by the instructor as supplemental readings and case studies. These materials will be provided both at the beginning of the course and within the Learning Modules.

The text material is meant to provide a fuller appreciation of the various behaviors, statutes and legal entities discussed in the course.

COURSE STRUCTURE

The course structure entails four broad Learning Modules, varying in length from one to two weeks. You will be asked to read the directions and complete the components of the learning module and the weekly lessons. For most modules and weeks, the typical learning module format will be:

An overview and instructions for the module Slide presentation with or without an audio explanation Supplemental Readings and/or case studies for the week One or more class problems and discussions Weekly assignment (this may be a “group” or individual project) Homework assignment Recording from prior class

All course work will be done online. When working online, all discussions, assignments, conversations, and postings that are scheduled and due in a week’s time are expected to be competed in that week. The online week runs from 12:01 AM Eastern Time Monday to 11:59 PM Eastern Time Sunday. Learning modules will be available for your use at the latest by midnight on the previous Sunday. It is expected, however, that the materials will be available at one week or more prior to the state date for that week. If you have a schedule issue during the course, you need to contact me.

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In order to provide context and detail to each Learning Module and the material put online, each week’s activities will include a synchronous Go to Training session that will take place Thursday from 7:00 PM to 9:30 PM. This session will also be recorded and made available on Canvas. A number of students each week will make topical presentations during this session.

You should understand that this course is not a law school course, and, although we will be covering many legal areas, there is no expectation that you will understand all of the legal details inherent in any legal statute or procedure. What is expected is that you will be able to recognize and propose the legal course of action best suited to the factual situation and understand the broad procedural requirements of that course of action. Accordingly, you do not need to develop an expertise of the rules of evidence and specifically how to enter something into evidence during the trial, but you are expected to understand and present the requirements to prove a crime.

The weekly schedule for the course is as follows:

Learning Module

Topics Class Room Assignments Individual Assignments

Learning Module 1 (1 Week)

Introduction to the Legal Concepts of Fraud

Week 1 – August 31 to September 6, 2015

IntroductionFraud OverviewUS Legal System

Go to Training Session - Thursday, September 3, 20157:00 to 9:30 PM

Participate in the classroom meeting and Initiate and Respond to the discussion board comments and questions.

Read and comply with the Overview and Instructions for this week

Read the documents placed on-line by the instructor

Review the recordings for this Learning Module

Learning Module 2 (3 Weeks)

The Faces of Fraud

Week 1 (Course Week 2) - September 7 to September 13, 2015

Building Blocks of Fraud

Government


Students that are assigned a presentation for this week will present the oral presentation during Go To



Review the recordings

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Procurement/Grant Fraud/Health Care Fraud

Go to Training Session - September 10, 20157:00 to 9:30 PM

Training Session on Thursday, September 10.

Written presentation is due by 11:59 PM Eastern Time on Sunday, September 13.

for this Learning Module


Financial Fraud



Students that are assigned a presentation for this week will present the oral presentation during Go To Training Session on Thursday, September 17.

Written presentation is due by 11:59 PM Eastern Time on Sunday, September 20





Cyber/Internet Fraud



Students that are assigned a presentation for this week will present the oral presentation during Go To Training Session on Thursday, September 24.

Written presentation is due by 11:59 PM Eastern Time on Sunday, September 27




Learning Module 3 (2

Week 1 (Course Week 5) – September 28 to

Participate in the classroom meeting and Initiate and Respond to the discussion


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Weeks)

Legal Responses to Fraud

October 4, 2015

Distinctions in Remedies

Civil Remedies

Go to Training Session - October 1, 20157:00 to 9:30 PM

board comments and questions.

Students that are assigned a presentation for this week will present the oral presentation during Go To Training Session on Thursday, October 1.

Written presentation is due by 11:59 PM Eastern Time on Sunday, October 4.



Week 2 (Course Week 6) - October 5 to October 11, 2015

Criminal Remedies

Administrative Remedies



Students that are assigned a presentation for this week will present the oral presentation during Go To Training Session on Thursday, October 8.

Written presentation is due by 11:59 PM Eastern Time on Sunday, October 11.




Learning Module 4 (1 Week)

Tying it all together

Week 1 (Course Week 7) - October 12 to October 18, 2015


Participate in the classroom meeting. This session will be a review for the final Examination.

Final ExaminationFinal Examination is due by 11:59 PM, Eastern Time on Sunday, October 18.

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Learning Module 5

Case Studies

Week 1 (Course Week 8) – October 19 to October 25, 2015

Presentation of Projects

Go to Training Session - October 22, 2015,7:00 to 9:30 PM

Project consists of an oral presentation which will take place during the GO TO Training Session on Thursday, October 22, and a written report that is due by 11:59 PM on Sunday, October 25.

List of Go to Training Sessions:

Date - ThursayWeek 1 September 3, 2015Week 2 September 10, 2015Week 3 September 17, 2015Week 4 September 24, 2015Week 5 October 1, 2015Week 6 October 8, 2015Week 7 October 15, 2015Week 8 October 22, 2015

COURSE REQUIREMENTS

Participation:Active and informed participation is required in all Go to Training sessions, discussions and assignments, and the project.

Project/Assignment - Case Study

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Students, as part of a team, will be assigned a case study dealing with a specific fraudulent activity. Students will evaluate the facts set forth in the case study and analyze and present specifics as to the type of fraud that has occurred, and detail your ideas as to the appropriate actions that may have prevented the fraud, and why. You will then determine the appropriate agency to institute the investigation, and present your opinion on the appropriate remedial action(s) that should be taken. The case study presentation will be done orally and in writing. The oral presentation will consist of an overview of the material required to be discussed, and will take place during the Go to Training Session assigned. The written presentation is expected to cover the material in much more detail, incorporating all of the material covered in the course. All presentations will be graded in accordance with the rubric for projects set forth below.

Final Examination covering the Entire Course

The examination will consist of twenty to thirty short answer, multiple choice and/or true/false questions. Details will be discussed during the first Go To Training session of the term. Students are permitted to use their notes, books, and the Internet to answer the questions. Students are not permitted to collaborate with others when completing the exams.

Discussions

There will be weekly discussion questions covering some facet of that week’s topics. The discussion questions will be included in the weekly Canvas material. Students are responsible for an initial comment on the questions by Thursday at 11:59 PM Eastern Time. Additionally, all students are expected to provide comments to the discussion material presented by the other students and the instructor.by Sunday at 11:59 PM. All discussions will be graded in accordance with the rubric for discussions set forth below.

Assignments

Each week, a number of students will receive an assignment [there will be two or three assignments for each student during the term]. These assignments will require a 5-7 minute presentation during the Go To Training session for that week as well as a paper (3 to 5 pages) due by Sunday at 11:59 PM Eastern Time. The subject matter of the discussions will be based on the topics for that week. All assignments will be graded in

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accordance with the rubric for assignments set forth below and should try and follow the format of the think Piece discussed on Canvas. Examples of the topics for these assignments are to analyze a particular type of fraud, legal remedy of case so that all of the students in the class will understand the topic. Both the presentations and the papers will be placed on Canvas (ungraded) for the use of the other students.

Learner Expectations:Students are expected to:

Complete all readings and assignments by the due date Check the online course material and discussion forum at least 3 times a week (each

week runs from Monday – Sunday; new material will be available each Monday) Participate actively in both online and in-class discussions Take initiative to review suggested reading sources and contribute items of interest to

course discussions Engage the instructor immediately if any problems arise that may prevent the student

from completing the above requirements

The instructor is expected to:

Post all course materials and assignments in a timely manner Make him/herself available by email and/or online chat for student questions or concerns Check the course regularly and contribute to the online discussion areas Provide each student with timely feedback on their progress in the course Grade and return all assignments in a timely manner

EVALUATION AND ASSESSMENT OF LEARNER PERFORMANCE

Weekly Assignments 20% of total gradeWeekly Discussion Board 20% of total gradeProject 45% of total gradeFinal Exam 15% of total grade

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Rubric for Discussion Scoring

Each week of the class will include one or more discussion questions covering the class topic for the week, or an assignment (discussed below). The discussions are considered to be the equivalent of classroom discussions in a face to face class. You are expected to comment on the discussion question by Wednesday of each week and then provide appropriate responses to the comments of other students by Saturday. The discussions will make up 10% of your total grade. The scoring of the discussions will not be based on the number of comments you place on-line, but will be in accordance with the following criteria:

Criteria Needs Work(0 or 1 point)

Satisfactory(2 points)

Exemplary(3 points)

Timeliness

10% of total score

Postings and/or responses are not made by the date and time they are due.

Postings and responses are completed at or before the due date

Critical Analysis(Understanding of readings and outside source material)

50% of total score

Discussion postings show little or no evidence that readings were completed or understood. Postings are largely personal opinions or feelings, or “I agree” or “Great idea”, without supporting statement with concepts from the readings, outside resources, relevant research, or specific real-life application.

Discussion postings repeat and summarize basic, correct information, but do not link readings to outside references, relevant research or specific real-life application and do not consider alternative perspectives or connections between ideas. Sources are not cited.

Discussion postings display an excellent understanding of the required readings and underlying concepts including correct use of terminology. Postings integrate an outside resource, or relevant research, or specific real-life application (work experience, prior coursework, etc.) to support important points. Well-edited quotes are cited appropriately. No more than 10% of the posting is a direct quotation.

Contribution is responsive to another contribution

The text mentions other contributions but neither explains the reference nor substantially adds to it, so there is no clear

The writer makes references to earlier works that are a starting point for new ideas but, apart from the reference to the

The writer links ideas submitted by others to their own contribution in a manner that substantially strengthens the group’s efforts to

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20% of total score benefit to the resolution of the main problem from citing the earlier contribution.

earlier work, not much information is incorporated

resolve the main problem. This linkage can include elaboration of what was previously written, a critique or questioning of it, demonstration of linkages among two or more earlier contributions, and/or utilization of an earlier contribution as a foundation to build your own.

Connections to Professional Practice

10% of total score

Discussion postings provide little or no evidence of reflective thought pertaining to personal perspectives and professional development.

Discussion postings provide evidence of some reflective thought pertaining to personal perspectives and professional development.

Discussion postings provide evidence of strong reflective thought pertaining to personal perspectives and how the module’s learning objectives relate to professional development.

Quality of Writing and Proofreading

10% of total score

Many sentences are poorly structured so the reader must stop often to reflect on the meaning of the text. Many paragraphs lack topic sentences or have poor flow so the main points and linkages among explanatory text are not clear. Many errors in grammar, spelling and/or punctuation make reading the text difficult and communication is impaired.

Minor lapses in sentence structure, such as run-on sentences and unnecessarily complex sentence structures, force the reader to pause and reflect on the meaning of the text. Paragraphs present a complete argument, but may not flow so well. Some minor errors in grammar, spelling and/or punctuation detract from the quality of the text, but do not impair the

Sentences and paragraphs are well structured and clear so the reader can focus on what is written. Each paragraph has a topic sentence that indicates the subject matter. Grammar, spelling and punctuation are flawless, which allows the reader to focus on the message.

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communication.

Rubric for Assignment Scoring

There will be a number of assignments scheduled during the semester. All of the assignments will most probably be in the form of case studies. It is expected that you provide a 3 to -5 page paper discussing the facts set forth in the case study, and analysis of the type of fraud that has occurred, and your ideas as to the appropriate actions that may have prevented the fraud, and why. You will present your opinion on the appropriate remedial action(s) that should be taken. These assignments will make up 10% of your total grade. The scoring of the assignments will be in accordance with the following criteria:

Criteria Unsatisfactory Satisfactory Exemplary


10% of total score

Many sentences are poorly structured so the reader must stop often to reflect on the meaning of the text. Many paragraphs lack topic sentences or have poor flow so the main points and linkages among explanatory text are not clear. Many errors in grammar, spelling and/or punctuation make reading the text difficult and communication is impaired.

Minor lapses in sentence structure, such as run-on sentences and unnecessarily complex sentence structures, force the reader to pause and reflect on the meaning of the text. Paragraphs present a complete argument, but may not flow so well. Some minor errors in grammar, spelling and/or punctuation detract from the quality of the text, but do not impair the communication.

Sentences and paragraphs are well structured and clear so the reader can focus on what is written. Each paragraph has a topic sentence that indicates the subject matter. Grammar, spelling and punctuation are flawless, which allows the reader to focus on the message.

Audience appropriateness of writing or oral presentation

10% of total score

There is little evidence of writing or speaking for the intelligent professional. Most of the communication includes colloquial expressions, use of first person, and so on.

Some parts of the communication include colloquial expressions, use of first person, and so on.

This communication is written or presented for the intelligent professional.

Timeliness The assignment was submitted three of more

The assignment was submitted one or two

The assignment is submitted on or

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10% of total score

days after the due date. days after the due date. before the due date.


50% of total score

Discussion postings show little or no evidence that readings were completed or understood. Postings are largely personal opinions or feelings, or “I agree” or “Great idea”, without supporting statement with concepts from the readings, outside resources, relevant research, or specific real-life application.

Discussion postings repeat and summarize basic, correct information, but do not link readings to outside references, relevant research or specific real-life application and do not consider alternative perspectives or connections between ideas. Sources are not cited.

Discussion postings display an excellent understanding of the required readings and underlying concepts including correct use of terminology. Postings integrate an outside resource, or relevant research, or specific real-life application (work experience, prior coursework, etc.) to support important points. Well-edited quotes are cited appropriately. No more than 10% of the posting is a direct quotation.

Connections to Professional Practice

10% of total score

Discussion postings provide little or no evidence of reflective thought pertaining to personal perspectives and professional development.

Discussion postings provide evidence of some reflective thought pertaining to personal perspectives and professional development.

Discussion postings provide evidence of strong reflective thought pertaining to personal perspectives and how the module’s learning objectives relate to professional development.

Use of credible sources in support of communication in weekly unit assignments

10% of total score

The course materials are infrequently referenced. There is a lack of relationship between the response and the question.

In general the writing examines and includes materials from the course

The course materials are synthesized within the writing

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Rubric for Project Scoring

The course includes a project. Students will be assigned a group case study dealing with a specific fraudulent activity. Students will evaluate the facts set forth in the case study and analyze and present specifics as to the type of fraud that has occurred, and detail your ideas as to the appropriate actions that may have prevented the fraud, and why. You will then determine the appropriate agency to institute the investigation, and present your opinion on the appropriate remedial action(s) that should be taken. The case study presentation will be done orally and in writing. The oral presentation will consist of an overview of the material required to be discussed, and will take place during the Go to Training session assigned.. The written presentation is expected to cover the material in much more detail, incorporating all of the material covered in the course

The scoring of the project will be in accordance with the following criteria:

Criteria Unsatisfactory Satisfactory Exemplary


35% of total score

Project shows little or no evidence that readings were completed or understood. Material consists largely of personal opinions or feelings, without supporting statement with concepts from the readings, outside resources, relevant research, or specific real-life application.

Project repeats and summarizes basic, correct information, but do not link readings to outside references, relevant research or specific real-life application and do not consider alternative perspectives or connections between ideas. Sources are not cited.

Project displays an excellent understanding of the required readings and underlying concepts including correct use of terminology. Postings integrate an outside resource, or relevant research, or specific real-life application (work experience, prior coursework, etc.) to support important points. Well-edited quotes are cited appropriately. No more than 10% of the posting is a direct quotation.

Logic and Argumentation

Ideas do not flow well. Project takes a simplistic view of the

Argument of project is generally clear, usually flows logically and

The ideas in the paper flow logically, and the .arguments are

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15% of total score

topic. There is little or no support for the position taken in the paper.

makes sense. Some insightful connections are made

identifiable, reasonable, and supported by evidence. The author makes original connections to outside material, whether from class discussions, other classes or independent research, that illuminate the thesis and its constituent parts

Audience appropriateness of writing

15% of total score

There is little evidence of writing for the intelligent professional. Most of the communication includes colloquial expressions, use of first person, and so on.

Some parts of the communication include colloquial expressions, use of first person, and so on.

This communication is written for the intelligent professional.

Completeness of the projects

10% of total score

The project ignores all or nearly all of the elements of the assignment.

The project addresses most of the elements assigned; however some elements are superficially covered.

The project addresses all of the elements and incorporates innovative ideas

Insight of the projects

10% of total score

The project presents few or no insights that link the course materials to authentic work experiences.

The project presents some insights that link the course materials to authentic work experiences.

The project presents numerous insights that link the course materials to authentic work experiences.

Use of credible sources in support of communication in weekly unit assignments

10% of total score

The course materials are infrequently referenced. There is a lack of relationship between the response and the question.

In general the writing examines and includes materials from the course

The course materials are synthesized within the writing


10% of total score

Many sentences are poorly structured so the reader must stop often to reflect on the meaning of the text. Many paragraphs lack topic sentences or

Minor lapses in sentence structure, such as run-on sentences and unnecessarily complex sentence structures, force the reader to pause and reflect on the

Sentences and paragraphs are well structured and clear so the reader can focus on what is written. Each paragraph has a topic sentence that indicates

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have poor flow so the main points and linkages among explanatory text are not clear. Many errors in grammar, spelling and/or punctuation make reading the text difficult and communication is impaired.

meaning of the text. Paragraphs present a complete argument, but may not flow so well. Some minor errors in grammar, spelling and/or punctuation detract from the quality of the text, but do not impair the communication.

the subject matter. Grammar, spelling and punctuation are flawless, which allows the reader to focus on the message.

ACADEMIC HONESTY

A high level of responsibility and academic honesty is expected from our students and it is imperative that a student demonstrates high ethical standards in his/her academic work. Academic dishonesty includes, but is not limited to, submission as one’s own work or material that is not one’s own. Plagiarism from the Web or from any other source is unacceptable and will be dealt with under the University’s policy on plagiarism. Students suspected of academic dishonesty are subject to disciplinary actions. Please refer to the La Salle Student Handbook.

COURSE POLICIES

I understand how pursuing a higher education while working full-time and/or raising a family can be challenging at times. I admire your tenacity and efforts. When things get difficult in this class (or in others) and as deadlines loom ahead, remember that you are working towards a goal. Having said this, please understand that we must adhere to established guidelines of high academic standards and communication procedures. Some of these standards and procedures are outlined below. Please refer to the syllabus for additional course expectations.

Late Work Policy

The policy is that you do not want to submit late work.

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Assignment presentations are due during the Thursday Go TO Training sessions. The written portion of the assignment is due by 11:59 PM Eastern Time on Sunday. The initial response to the discussion questions is due by 11:59 PM Eastern Time on Thursday and your comments responding to the input of others is due by 11:59 PM Eastern Time on Sunday. Work turned in after 11:59 PM Sunday will be penalized as set forth in the rubrics above. In the event that an assignment is turned in late, you are required to notify me by -mail that the work has been completed. At my earliest convenience, I will then consider the late work and update your grade, as set forth in the rubric above (No points will be given for assignments submitted more than three (3) days after the due date).

No credit will be given for any late threaded discussion posts or late group projects. The rationale underlying this policy is that since the threaded discussions are a central part of the class, student participation is necessary (and required) during the current week of each lesson. Consequently, students must post their reply to the threaded discussion question(s) and reply to at least two classmates' posts during the week of the relevant unit in order to be eligible for credit. Concerning the final project, external deadlines prevail so flexibility is not an option.

Communication Policy

Please be aware when you e-mail me with a question or concern to allow 24 hours for a response. In most cases the reply will be much sooner. I believe that prompt and relevant feedback to your questions, concerns, and posts is of extreme importance.

Concerning e-mail, you must put your NAME on the e-mail and YOUR CLASS AND THE ASSIGNMENT OR ISSUE YOU ARE REFERRING TO IN THE SUBJECT LINE OR the reply may be delayed. Please comply with this request to ensure a prompt response from me.

Furthermore, feel free to post questions in discussion threads, but address them specifically to me so I know it's something you want me to look at as soon as possible. Another mode of communication is the main chat room in the course, which allows us to chat in "real-time" during a mutually-arranged appointment. Alternatively, my office hours will be every Thursday from 5:00 PM to 7:00 PM.

In the event you need to talk to me on a more immediate timeframe, please do not hesitate to call me. My number is listed in my contact information. I am happy to talk to you at any time you feel the need to do so.

I am also available on a case-by-case basis to meet individually with you.

Discussion Board Etiquette

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Please understand that there is a certain type of etiquette that must be upheld in the class when posting in discussion areas and when turning in college work. To this end, refrain from slang, derogatory language, caps, and any potentially offensive forms of expression. Hence, when you approach your instructor or other students with questions or comments, you should always maintain a professional tone.

Discussion Board Tips Most times you will be replying to the same topic each week. You will stay within the

thread to keep the conversation threaded. This does not mean you cannot start your own topic within a topic. If so, start your own with a unique topic.

Keep your responses short and to the point. Remember, everyone needs to read all of the posts. Try to keep within two paragraphs.

Be articulate as you can and at the same time exercise brevity. If you want to post something with more than one point, break it up into two posts. This

will allow someone to reply to only one point. If you post a comment and it does not sound the way you expect it to go back and

respond to your own post to clarify your point. Go ahead and address someone personally. This is great for creating a sense that you are

really “speaking” to that person. In fact, it helps all the readers follow the threads in the discussions easily.

Feel free to be funny. Everyone likes humor - especially if you are relating to a personal experience.

Paste Web links into your message to help prove a point or bring attention to a new way of thinking. Just a word of caution: don’t depend on Web links to prove your point, use it as supporting information only. You should always be involved in the discussion drawing from your own knowledge base and your own experiences.

Be aware of your tone – irony doesn’t always work it could be completely misinterpreted. The professor and your classmates cannot see your facial expressions online and your comment may be taken the wrong way.

Your posts should be full sentences. Do not use IM language derived from writing instant messages on the Web. Not everyone understands IM language. Besides your discussion responses are to be thoughtful and critical observations about the subject matter.

Only use caps for emphasis otherwise it may sound as if you are yelling. Be aware of spelling and grammar. Use the same standards that you would in the

classroom. Criticize the idea, not the person. Be constructive in criticism and offer alternatives.

Grading Policy

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The intention is to grade assignments within one week after the scheduled due date. I ask that you please refrain from asking questions on grades before the one week window.

A -- Superior level of competency (94 - 100%)A- --Very good level of competency (90 - 93%)B+ - Good level of competency (87 - 89%)B -- Average, satisfactory level of competency (80 - 86%) B- --Less than average level of competency (76 - 79%)C -- Marginally satisfactory level of competency (70 - 75%)F -- Failure to demonstrate a satisfactory level of competency (below 70%)I -- Work not completed within the current semester period W -An authorized withdrawal from a course (This must be processed by the graduate office.)

COMMON STUDENT RESOURCES

Student Guide on how to use the Canvas - https://lasalle.instructure.com/courses/111

Student Guide to Resources, Rights and Responsibilities - http://www.lasalle.edu/students/dean/divpub/manuals/sgrrr/

Academic Integrity Policy - http://www.lasalle.edu/students/dean/divpub/manuals/sgrrr/index.php?accordion_num=2&vn2_accordion_num=4&content=policies&anchorID=inte

American Disabilities Act - http://www.lasalle.edu/students/dean/divpub/manuals/sgrrr/index.php?accordion_num=2&vn2_accordion_num=4&content=policies&anchorID=supp

IT Help Desk Support - Please call 215-951-1860.

http://www.lasalle.edu/technology/?section=support_training&page=getting_help

Academic and Learning Support Services - http://www.lasalle.edu/provost/academiclearningsupport/index.php?section=whoweare&page=welcome

Library - http://www.lasalle.edu/library

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