Earned Value Project Management - University of …



[pic]

Course Title

DEPT Xnnn.nn

# Units

Quarter 20nn

Class Meeting Information

The following information, as appropriate:

• Start date (include the time and time zone if this is an online course)

• End date (include the time and time zone if this is an online course)

• Modality (online, on-ground, hybrid)

• If your course will utilize any web-based synchronous tools (such as WebEx), list scheduled meetings here.

Instructor Information

Name: Full Name

Phone: (nnn) nnn-nnnn

Email: name@company.nnn

Website:

[pic]

Instructor biography goes here. Students often choose specific courses because they are attracted by the instructor’s experience, knowledge, and reputation. Hence it is important not only to provide the instructor’s name and contact information, but also a concise yet thorough instructor biography.

Course Description

This section should list the official, UCI Division of Continuing Education-approved course description as it appears in the course catalog and on the UCI Division of Continuing Education website. Please contact your program representative if you do not have the most updated version of the approved course description and/or if you wish to change this description in any way. We count on instructors to stay “up-to-date” on their course topics, which includes letting our academic planning staff know when changes are needed.

Prerequisites — Classes or Knowledge Required Before Taking This Course

This section lists specific courses that students must complete and/or knowledge students must have prior to enrolling in this course. For more information, please contact your program representative.

Course Sequencing

Your course may be part of a series of courses that students must complete in a defined order. This section will describe how this course relates to other courses in the program and should be defined by your program representative.

Course Objectives

At the end of this course, students will be able to:

• Learning objective no. 1 in measurable, action-oriented terms (“understand” cannot be used as a learning objective)

• Learning objective no. 2 in measurable, action-oriented terms (“understand” cannot be used as a learning objective)

• Add as many learning objectives as appropriate.

[pic]

Course Material

List of textbooks, web-based resources, software, hardware (microphone/web cam), etc. that students must acquire in order to participate in the course.

[pic]

Course Outline

This section should include a weekly breakdown of the learning objectives/topics covered, the activities/assignments that will assess students’ understanding of those objectives, and methods of instruction used to deliver content and facilitate discussions (ex. prerecorded lectures, WebEx sessions, discussion forums, etc.). We have provided you with a template for the first four weeks. Please add additional weeks as necessary.

|Week 1 |Topics/Objectives |Key Topics: |

| | |List the main topics that will be covered in this week’s lecture and learning activities. Topics |

| | |differ from learning objectives in that they list what the content will cover versus what students |

| | |will be expected to do by the end of the week. |

| | | |

| | |Learning Objectives: |

| | |Please list 3-5 measurable, action-oriented learning objectives for the week. All weekly learning |

| | |objectives should align with your course-level learning objectives and indicate what students should |

| | |be able to do by the end of the week. Students should be able to point to specific discussions, |

| | |assignments, etc. that ask them to demonstrate their ability to achieve these objectives. Refer to |

| | |the “Blooms Taxonomy Resource” for more information about how to develop effective and impactful |

| | |learning objectives. |

| |Learning Activities |Please list the types of learning activities that will occur in this week. This can include: |

| | |Reading assignments |

| | |Live/pre-recorded lectures |

| | |Synchronous/asynchronous discussions |

| | |Small group activities |

| | |Guest speakers |

| | |WebEx sessions |

| |Assignments Due |Please list any graded assignments/assessments that are due this week as well as the deadlines for |

| | |those activities. Deadlines should be specific and listed in Pacific Standard Time. If you are |

| | |teaching online, we recommend posting deadlines both in your syllabus on your UCI Learn course site. |

| | | |

| | |Additional information (such as assignment-specific instructions and grading criteria/rubrics) can be|

| | |included in this section and/or the “Evaluation & Grading” section. |

|Week 2 |Topics/Objectives |Key Topics: |

| | |Key topic #1 |

| | |Key topic #2 |

| | |Add as needed |

| | | |

| | |Learning Objectives: |

| | |By the end of this lesson, students will be able to : |

| | |Weekly learning objective #1 |

| | |Weekly learning objective #2 |

| | |Weekly learning objective #3 |

| | |Add as needed |

| |Learning Activities | |

| |Assignments Due | |

|Week 3 |Topics/Objectives |Key Topics: |

| | |Key topic #1 |

| | |Key topic #2 |

| | |Add as needed |

| | | |

| | |Learning Objectives: |

| | |By the end of this lesson, students will be able to : |

| | |Weekly learning objective #1 |

| | |Weekly learning objective #2 |

| | |Weekly learning objective #3 |

| | |Add as needed |

| |Learning Activities | |

| |Assignments Due | |

|Week 4 |Topics/Objectives |Key Topics: |

| | |Key topic #1 |

| | |Key topic #2 |

| | |Add as needed |

| | | |

| | |Learning Objectives: |

| | |By the end of this lesson, students will be able to : |

| | |Weekly learning objective #1 |

| | |Weekly learning objective #2 |

| | |Weekly learning objective #3 |

| | |Add as needed |

| |Learning Activities | |

| |Assignments Due | |

Evaluation and Grading

[pic]

Evaluation of Student Performance Weighted as Percentages of the Total Grade

|First graded item |nn% |

|Second graded item |nn% |

|Third graded item |nn% |

|Fourth graded item | nn% |

|…add as many graded items as needed | |

| |100% |

[pic]

Grading Scale

A = 93% – 100%

A- = 90% – 92%

B+ = 87% – 89%

B = 83% – 86%

B- = 80% – 82%

C+ = 77% – 79%

C = 73% – 76%

C- = 70% – 72%

D+ = 67% – 69%

D = 63% – 66%

D- = 60% – 62%

F = 59% or less

Grading Scale

A = 90% – 100%

B = 80% – 89%

C = 70% – 79%

D = 60% – 69%

F = 59% or less

[pic]

Code of Conduct

All participants in the course are bound by the University of California Code of Conduct, found at

Netiquette

[pic]

In an online course, the majority of our communication takes place in the course forums. However, when we have a need for communication that is private, whether personal, interpersonal, or professional, we will use individual email or telephone. Our primary means of communication is written. The written language has many advantages: more opportunity for reasoned thought, more ability to go in-depth, and more time to think through an issue before posting a comment. However, written communication also has certain disadvantages, such a lack of the face-to-face signaling that occurs through body language, intonation, pausing, facial expressions, and gestures. As a result, please be aware of the possibility of miscommunication and compose your comments in a positive, supportive, and constructive manner.

Academic Honesty Policy

The University is an institution of learning, research, and scholarship predicated on the existence of an environment of honesty and integrity. As members of the academic community, faculty, students, and administrative officials share responsibility for maintaining this environment. It is essential that all members of the academic community subscribe to the ideal of academic honesty and integrity and accept individual responsibility for their work. Academic dishonesty is unacceptable and will not be tolerated at the University of California, Irvine. Cheating, forgery, dishonest conduct, plagiarism, and collusion in dishonest activities erode the University's educational, research, and social roles.

Students who knowingly or intentionally conduct or help another student engage in dishonest conduct, acts of cheating, or plagiarism will be subject to disciplinary action at the discretion of UCI Division of Continuing Education.

Disability Services

If you need support or assistance because of a disability, you may be eligible for

accommodations or services through the Disability Service Center at UC Irvine. Please

contact the DSC directly at (949) 824-7494 or TDD (949) 824-6272. You can also visit the

DSC’s website: . The DSC will work with your instructor to

make any necessary accommodations. Please note that it is your responsibility to initiate

this process with the DSC.

-----------------------

**TIP: For continuity among courses, please…

• Do not change the font, line spacing, character spacing, sequence of the sections, or any other visual element.

• Do not alter any BLACK or BLUE text within the template (aside from the TIP boxes).

• Once RED text has been populated with course information, change the font color to black.

• Delete the TIP boxes upon completion.

**TIP: Be sure to include a few sentences about how/when students should contact you via phone/email. Students should be encouraged to use your phone/email for personal questions only (i.e. request for extensions, questions about grades, etc.). If you are teaching online, encourage students to submit general questions about the course (be they content-related, due date related, etc.) via the general Q&A forum on your UCI Learn course site. This ensures that all students can benefit from the question and your response and that all important information has been communicated to all students.

**TIP: Course-level learning objectives must be approved by your program representative and describe what students should be able to do by the end of the course. In order to keep courses targeted and make proper assessment of student performance manageable, we recommend having no more than 4-6 overall objectives for your course. All graded activities and assessments in the course should objectively measure the extent to which students were able to successfully complete the listed objectives.

Course objectives should be listed in measureable, action-oriented terms. Refer to the “Blooms Taxonomy Resource” for more information about how to develop effective and impactful learning objectives.

**TIP: This section should list any course materials that the student will need to use in order to pass the course. If you course contains a required textbook, be sure to communicate this to your program representative so that this information can be included on the registration website. Any required textbooks must be used in the course in an explicit way. This may mean that students will use the textbook to complete an assignment or case study or that information presented in the textbook will be assessed in some way and not duplicated in your lectures. Materials that are helpful but not necessarily required for the course should be listed as recommended.

**TIP: The upper part of this section lists tasks on which you intend to evaluate student performance. It is generally better to list categories of items rather than individual assignments in order to keep the table uncluttered, although we do encourage you to include the number of assignments that fall into a category in parentheses. On the right side, you can list the relative weighting that each item contributes toward the total grade. Please express this as a percentage, not as points.

Example: Case Study Reflections (2) - 20%.

Some instructors like to assign points for participation, such as speaking up in class with meaningful comments or participating in an online discussion forum. Please note that UCI Division of Continuing Education policy places the following limits on “participation” credit:

• Classroom-based course: Maximum of 15% of the total grade

• Online course: Maximum of 30% of the total grade

The maximum value is greater for online courses because online discussion forums are more visible and it is easier for instructors to track and evaluate participation.

**TIP: Choose one of the two grading scales below and delete the other. The grading scale is fixed. Please note that you must choose one scale, show the appropriate table in your course syllabus, and then assign letter grades at the end of the course according to the scale you chose. If you tell students that you will not be assigning plusses and minuses, then you must not do so when submitting final grades.

UCI Division of Continuing Educatione courses are not graded on any type of “curve” so the course letter grade you assign must be determined by using one of the tables below. It is important to use numerical scales for evaluating all gradable assignments and learning activities, and to assign a final letter grade only at the end of a course.

**TIP: The final portion of this “Evaluation and Grading” section should contain additional information about expectations and grading criteria for each category listed in the student performance table. If, for example, you will be awarding participation points for students’ contributions to online discussion forum, you should provide students with some basic participation guidelines. This can be as simple as:

“Each week will contain an opportunity for you to engage your classmates in discussion. Participation in these discussion forums is required and counts as 25% of your final grade. To receive full participation points, you will need to post a substantive response to the prompt by 11:55pm PST on the Thursday of each week and provide critical feedback to at least 2 of your peers by 11:55pm PST on the Sunday of each week. Although I am not looking for you to meet a specific word count, I am looking for well thought-out and interesting contributions to the conversation. Simply posting a link to a resource or letting your classmate know that he/she did a “Great job!” will not result in full participation points.”

Some instructors will even provide rubrics and/or samples of student work for large assignments, such as an electronic portfolio, case study write up, or group presentation.

**TIP: This section should appear in your course syllabus if you are teaching a fully online course, hybrid course, or classroom-based course that utilizes the UCI Learn site. If your course does not contain any online components, please remove this section from your syllabus.

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download