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LITIGATION SUPPORT PRACTICES AND PROCEDURES (ECF 625)

SPRING 2016

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 am currently completing my fourth year of teaching at LaSalle University.

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 time with the Defense Supply Center Philadelphia, I also served as the 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.

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 teach courses in constitutional issues of homeland security at Fairleigh Dickinson University. 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 DatesMarch 14, 2016 to May 6, 2016

STUDENT LEARNING OUTCOMES

This course provides detailed insight into the detection and investigation of white collar and corporate crime, the difficulties in prosecuting these types of cases and the non-attorney litigative support necessary for a successful remedial action. A wide variety of teaching tools will be employed, including extensive use of the professional literature, case analysis, lectures and text material.

Students completing this course will:

Analyze the causes and pervasiveness of fraud and white-collar and corporate crime in society

Examine and illustrate the methods of fraud detection, investigation, prosecution and prevention

Design and implement proactive fraud investigation strategies Integrate the various techniques utilized in the investigation and litigation of white-collar

and corporate crimes Examine the United States legal system and the processes included therein. Plan, prepare and organize the evidence and data needed to successfully introduce and

prosecute white collar and corporate crime in the legal system. Examine the challenges of prosecution and defense of economic crime criminals Construct an investigative plan that integrates all of the material discussed in the course. Propose and plan litigation support requirements and tools for a successful remedial

action.

REQUIRED TEXTBOOKS AND MATERIALS

EXPERT FRAUD INVESTIGATION: A STEP BY STEP GUIDETRACY L. COENENJOHN WILEY AND SONS, INC.HOBOKEN, NEW JERSEY: 2009

WEBSITES OF INTEREST

Will be supplied by the instructor on the course website during the class

COURSE STRUCTURE

The course structure entails five topical learning modules. Some of the modules are divided into more specific topics for each week of the learning module. 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 weekly module Slide presentation 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) A weekly quiz that focuses on the readings assigned for the week.

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 Monday to 11:59 PM Sunday. Learning modules will be available for your use at the latest by midnight on the Sunday prior to the start of the online week. If you have a schedule issue during the course, you need to contact me.

For purposes of this course, white collar crime will be divided into two distinct categories. The words “white collar crime” will refer to illegal or improper acts committed by employees or others against a business organization (my preferred definition) or as a general statement of business crimes, while “corporate crime” will refer to illegal or improper acts committed by or on behalf of a business organization, either individually or as a subcategory of white collar crimes. Both will also include civil and administrative violations as well as merely criminal violations.

The weekly schedule for the course is as follows:

Learning Module

Topic Assignments/Discussions/Tests

Learning Module 1 – The Basics: Introduction to White Collar and Corporate Crime(1 Week)

Week 1 – March 14, 2016 to March 20, 2016 (Course week 1)

Introduction to White Collar and Corporate Crime

Synchronous Session – Thursday, March 17, 2016, 7:00 to 9:30 PM, Eastern Time

Read the Overview and Instructions for the week. Read/View the material assigned.

Participate in the classroom meeting

Initiate and Respond to the discussion board comments and questions.

Read chapters 1, 2, and 10 in textbook

Learning Module 2 – The Rule of Law (1 week)

Week 1 – March 21, 2016 to March 27, 2016 (Course week 2)

The United States Judicial System

The Rule of Law

Civil, Criminal and Administrative Remedies





Complete weekly quiz

Learning Module 3 – Investigating White Collar Crime (2 Weeks)

Week 1 – March 28, 2016 to April 3, 2016 (course week 3)

Identifying and Deterring White Collar and Corporate Crime

Initial Investigative Planning





Read chapters 3-6 in textbook


Week 2 – April 4, 2016 to April 10, 2016 (course week 4)

Obtaining and Safeguarding Physical and Documentary Evidence

Audits

Interviews

Synchronous Session – Thursday, April 7, 2016, 7:00 to 9:30 PM, Eastern Time




Read chapters 7, 8, and 9 in textbook


Learning Module 4 – Litigating the White Collar or Corporate Crime (4 weeks)

Week 1 – April 11, 20 16 to April 17, 2016 (course week 5)

Presenting Evidence to Criminal and/or Civil Prosecutors

Investigative Report





Read chapters 10, 11, 12 in textbook


Week 2 – March 31 to April 6, 2014Course week 6)

Trial Preparation

Litigation Strategy

Discovery

Document Preparation

Preparing Witnesses






Week 3 – April 25, 2016 to May 1, 2016 (course week 7)

Trial of the case

Burden of Proof

Trial Tactics

Requirements to Prove the Crime

Synchronous Session – Thursday, April 28, 2016, 7:00 to 9:30 PM,





Eastern Time

Learning Module 5 – Summary: Litigation Support and Processes (2 weeks)

Week 1 – May 2, 2016 to May 5, 2016 (Course week 8)

Presentation of Group Projects

Synchronous Session – Thursday, May 5, 2016, 7:00 to 9:30 PM, Eastern Time

Presentation of Group Project will be during the synchronous session on Thursday, May 5, 2016.

Written report on project is due by Friday, May 6, 2016 at 11:59 PM, Eastern Time PM

Synchronous Sessions:

Thursday, March 17, 2016, 7:00 to 9:30 , Eastern TimeThursday, March 24, 2016, 7:00 to 9:30 , Eastern TimeThursday, March 31, 2016, 7:00 to 9:30 , Eastern TimeThursday, April 7, 2016, 7:00 to 9:30 , Eastern TimeThursday, April 14, 2016, 7:00 to 9:30 , Eastern TimeThursday, April 21, 2016, 7:00 to 9:30 , Eastern TimeThursday, April 28, 2016, 7:00 to 9:30 , Eastern TimeThursday, May 5, 2016, 7:00 to 9:30 , Eastern Time

COURSE REQUIREMENTS

Participation:Active and informed participation is required in all in-class and online discussions and exercises, and projects.

Group Project - Case Study Students will be assigned a case study related to the planning of a complete investigation into an allegation that a white collar or corporate crime has occurred. Students will evaluate the facts set

forth in the case study, determine the appropriate investigative course, the evidence that is necessary to obtain remedial action against the perpetrator of the crime or improper action (if one has occurred). Students will then prepare an investigative plan that meets the factual situation, develops and safeguards the necessary evidence, and sets forth the findings in a cogent manner. The completed assignment will consist of a written paper and PowerPoint presentation outlining the results of the findings.

DiscussionsThere will be one or two discussion questions for each weekly. The questions will be included in the instructions for that week on Canvas. Initial responses to the discussion question(s) are due by Thursday of each week at 11:59 PM Eastern Time. Additionally, students are expected to provide comments to the discussion material presented by the other students and the instructor by Sunday at 11:59 PM Eastern Time. All discussions will be graded in accordance with the rubric for discussions set forth below. Discussions are expected to be submitted within these time-frames and late assignments will be downgraded at least one full grade per day for two days after they are due. After two days, the discussions will receive a zero.

Assignments There will be assignments due during the course, with each student being assigned 2-for the semester. The topics will be assigned to students in a random manner. Assignments will cover a topical issue being discussed during the Learning Module weekly synchronous discussion. Students will be required to prepare written response (3 to 5 pages) as well as a short (5 - 10 minutes) presentation to the class on the assignment during the weekly Go To Training synchronous session.

The assignments will be set forth in the week’s material on Canvas. The oral presentation is due by the Go To Training Synchronous session for that week (Thursday from 7:00 PM to 9:30 PM Eastern Time. The written portion of the assignment is due by 11:59 PM on Saturday night of that week. All assignments will be graded in accordance with the rubric for assignments set forth below.

Weekly QuizzesThere will be a short weekly quiz every week beginning with week 2. The quizzes will focus on the reading materials assigned for that week. I intend to review the answers prior to the synchronous session and incorporate the material into the session. Accordingly, due to the nature of the computer system and the necessary timing, I will make the quiz questions available on Canvas by 5:00 PM Eastern Time on Tuesday, and the responses will be due by 11:59 PM Eastern Time on Wednesday.

Weekly Synchronous SessionsThere will be a weekly synchronous Go To Training session each week on Thursday from 7:00 to 9:30 PM Eastern Time. If students are unable to attend any particular session, notification must be made to the Professor by Tuesday of that week (unless it is an emergency), and an assignment will be substituted for attendance. The assignment will generally be a paper on a topic that we are covering that week.

EXPECTATIONS

Course Expectations

As the course is being presented in a condensed eight week format, the reading requirements will be more intensive than a full semester course, and the online discussion portion will be more detailed.

Students will be assigned on a random basis specific material to research and report on both orally [as part of the synchronous portion of the course] and in writing. In addition to the short written/oral assignment, discussion questions will be presented each week for students to discuss among themselves during the week.

In addition to the readings and online discussions, I intend to have a synchronous session every Thursday from 7:00 to 9:30 PM, Eastern Time, Beginning January 14, 2016. Prior to the sessions, there will be a short quiz focused on the weekly readings. (Discussed in more detail below) The sessions themselves will include a discussion of the weekly topics interspersed with the student assignments for the week and a question and answer session. I would hope that you attend each of the sessions as they will provide a big picture view of the course. In the event that you are unable to attend a session, it is school policy that you must complete an assignment focused on that week’s topic. You need to advise me that you are going to miss a session, and I will forward to you a make-up assignment.

The last session will be reserved for your presentations of the term project, which will be discussed in more detail below and during the term.

The assessments for the course will include the weekly quizzes, the online discussions, the assignments, and the final project. These are covered in more detail later in the syllabus. You should clearly understand my expectations that this course will require the level of effort that graduate courses typically require. Expect to work.

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

Instructor Expectations:

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

Learning Module Assignments 20% of total gradeWeekly Discussions 20% of total gradeWeekly Synchronous Session Participation 10% of total gradeWeekly Quizzes 15% of total GradeGroup Project 35% of total grade

Rubric for Discussion Scoring

Each week will include one or more discussion questions covering the class topic for the week, or an assignment (discussed below). The discussions will be submitted in the form of a blog so that the input of all students will be included together. 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 Tuesday of each week and then provide appropriate responses to the comments of other students by Thursday. 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 Satisfactory Exemplary

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

20% of total score

The text mentions other contributions but neither explains the reference nor substantially adds to it, so there is no clear benefit to the resolution of the main problem from citing the earlier contribution.

The writer makes references to earlier works that are a starting point for new ideas but, apart from the reference to the earlier work, not much information is incorporated

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

Rubric for Learning Module Assignment Scoring

There is currently one assignment scheduled for each of the Learning Units making up the course. It is possible that additional material will be assigned during the semester. These assignments will make up 15% of your total grade. The scoring of the assignments will be in accordance with the following criteria:


(0 or 1 point) (2 points) (3 points)


10% of total score




Audience appropriateness of writing

10% 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.

Timeliness

10% of total score

The assignment was submitted three of more days after the due date.

The assignment was submitted one or two days after the due date.

The assignment is submitted on orBefore 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

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

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

resources, relevant research, or specific real-life application.

cited. 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

Rubric for Project Scoring

The course includes a group project that requires the planning of a complete investigation into an allegation that a white collar or corporate crime has occurred. Students will evaluate the facts set forth in the case study, determine the appropriate investigative course, the evidence that is necessary to obtain remedial action against the perpetrator of the crime or improper action (if one has occurred). Students will then prepare an investigative plan that meets the factual situation, and can be expected to develop and safeguards the necessary evidence. The completed assignment will consist of a written paper and PowerPoint presentation outlining the results of the findings. The group will make its own determination of how the workload for the project is to be divided, but each individual is expected to substantially contribute to the final product. The project will make up 35% of your total grade, and all individuals in the group will receive the same grade for the project.

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



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

15% of total score

Ideas do not flow well. Project takes a simplistic view of the topic. There is little or no support for the position taken in the paper.

Argument of project is generally clear, usually flows logically and makes sense. Some insightful connections are made

The ideas in the paper flow logically, and the .arguments are 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 The project ignores all The project addresses The project addresses

projects

10% of total score

or nearly all of the elements of the assignment.

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

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




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. Assignments and discussions are due by 11:59 PM Sunday. Work turned in after 11:59 PM Sunday will be penalized 10% for each day it is late. 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 discussion posts or late group projects. The rationale underlying this policy is that since the 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/Blog Etiquette

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 the new IM language derived from writing instant messages on the Web. Not everyone understands the 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

The intention is to grade discussions and 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.

Final Grades will reflect the following concepts:

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.)

STUDENT SUPPORT SERVICES

Information from the Writing Center:

All writers benefit from working with an objective reader who offers feedback. At the Sheekey Writing Center, in Olney 203, tutors give feedback and assist students in expanding and sharpening their writing skills and strengths. Tutors deal with work from all disciplines and across all college levels, including graduate. Papers may be in any stage of development, including idea development. Besides focusing on organization and clarity issues, tutors also provide research and documentation information. Tutors assist students in learning to identify and correct grammar as well as enhance the editing and proofreading process to help build these important skills. When available, tutors will work with students on a drop-in basis but appointments are highly recommended (in GradesFirst—under Tools in the portal—schedule an appointment for WRT 101). For more information, contact Mary Robertson at 215.951.1299 or [email protected]

If you attend a branch campus or take only online courses, we offer “distance” writing tutoring, a hybrid of online and in-person tutoring or sessions conducted through Skype or Collaborate (located in the Student Resources Blackboard) or by phone. Instructions for distance writing tutoring by phone or Collaborate as well as handouts, online workshops, other useful resources, and information on all areas of Academic and Learning Support Services are available at www.lasalle.edu/portal/learningsupport. Contact Mary Robertson at 215.951.1299 or [email protected] with any questions.

Subject Tutoring - Tutoring for various subject areas (70+ courses) is available for La Salle undergraduates. Subject tutors help students identify what as well as how to learn, clarify course content, and help students understand their strengths and weaknesses regarding the subject matter. Students should take advantage of tutoring at the first indication of difficulty in a course or whenever they wish to improve their performance or knowledge in a course, for example, to improve grades or to maintain high grades. Students can make tutoring appointments through GradesFirst located under Tools in the mylasalle portal. Online subject tutoring is available to any student in BIO 164, HIS 151, HSC 217, MTH 114, NUTR 165, PHL 151, REL 150, SLH 100, 102, 200, 202, 304, 306, SOC 301, 302. For students who have created their own study groups but would like a tutor to assist the group with the material, “facilitated study groups” can be arranged. Contact Kitty Kaar at 215.951.1822 or [email protected] for more information about subject tutoring or to request online tutoring or a facilitated study group.

Academic Coaching, Academic Skills Workshops, and Online Student Resources

Individual appointments are available that focus on time management, study strategies, reading strategies, note-taking, test-taking, and workload organization. Students should contact Melissa Hediger Gallagher to schedule an appointment. Academic Skills Workshops are offered face to face and online on a variety of topics such as study strategies, documentation styles, test taking, decoding assignments, group study, and time management. A number of workshops are also archived online. Students are advised to go to www.lasalle.edu/portal/learningsupport for current workshop descriptions, dates, and times as well as information about those

https://email.lasalle.edu/owa/redir.aspx?C=Y7Ur_dEDUUGyvz1AESJX9vxO9nEdztAIf2SHOIu5K3eklMvglHN6ieN-I9l_y25oTwn3vMO10ok.&URL=https%3A%2F%2Fexchange.lasalle.edu%2Fowa%2Fredir.aspx%3FC%3Dfaccf5f93fe3433f9f1e5ff220efca64%26URL%3Dhttp%253a%252f%252fwww.lasalle.edu%252fportal%252flearningsupport

https://email.lasalle.edu/owa/redir.aspx?C=Y7Ur_dEDUUGyvz1AESJX9vxO9nEdztAIf2SHOIu5K3eklMvglHN6ieN-I9l_y25oTwn3vMO10ok.&URL=mailto%[email protected]

https://email.lasalle.edu/owa/redir.aspx?C=Y7Ur_dEDUUGyvz1AESJX9vxO9nEdztAIf2SHOIu5K3eklMvglHN6ieN-I9l_y25oTwn3vMO10ok.&URL=https%3A%2F%2Fexchange.lasalle.edu%2Fowa%2Fredir.aspx%3FC%3Dfaccf5f93fe3433f9f1e5ff220efca64%26URL%3Dmailto%253arobertso%2540lasalle.edu

https://email.lasalle.edu/owa/redir.aspx?C=Y7Ur_dEDUUGyvz1AESJX9vxO9nEdztAIf2SHOIu5K3eklMvglHN6ieN-I9l_y25oTwn3vMO10ok.&URL=https%3A%2F%2Fexchange.lasalle.edu%2Fowa%2Fredir.aspx%3FC%3Dfaccf5f93fe3433f9f1e5ff220efca64%26URL%3Dhttp%253a%252f%252fwww.lasalle.edu%252fportal%252flearningsupport


recordings. Additional academic resources are also available on the site and include helpful handouts and web links. For more information, contact Melissa Hediger Gallagher at 215.951.5115 or [email protected].

An important note: GradesFirst, located on the Academics page of the mylasalle portal under Learning Resources, is the mechanism through which students can make appointments for writing (WRT 101) or subject tutoring. Generally, this is also the way students can schedule an individual session with Melissa Hediger Gallagher, the Learning Instructor/Academic Coach.

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

http://www.lasalle.edu/library

http://www.lasalle.edu/provost/academiclearningsupport/index.php?section=whoweare&page=welcome

http://www.lasalle.edu/provost/academiclearningsupport/index.php?section=whoweare&page=welcome

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

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

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

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

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

http://www.lasalle.edu/students/dean/divpub/manuals/sgrrr/

https://lasalle.instructure.com/courses/111


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