Course Syllabus
Course Information
Assessment
Course Expectations
Policies
Course Information
Course Description
In the first half of this course, students will study the history of human rights as they emerged from religious belief, a sense of duty to care for brothers and sisters suffering in distress, brutal exploitation, and discrimination to philosophical visions of natural law, social structures, legal systems, and the appropriate powers of government. Students will also examine the opposition to human rights over the centuries when rights threatened traditional patterns of authority, prejudices, vested interests, and the claims of national sovereignty.
Readings move to studying the Guiding Principles on Business and Human Rights, endorsed by the United Nations Human Rights Council in June 2011. Students will examine the different types of human rights violations that different industries tend to make and the challenges each faces in implementing human rights. Major U.S. and European corporations have adopted the Guiding Principles and are now in the process of implementing them across all of their operations, including vendors and suppliers. Companies that have begun to implement the Guiding Principles include Anglo American, Chevron, Coca-Cola, De Beers, Diageo, Flextronics, General Electric, HP, A.P. Moller-Maersk, Siemens, Sime Darby, Syngenta, Total, Unilever, and others.
Students will identify and research any area of human rights work performed by an individual or team working for a NGO or company. Ultimately, students will gain a historic perspective of human rights, explore how NGOs are working for human rights, and assess how corporations are beginning to include international human rights Guiding Principles within their workforce
Course Learning Goals
After completing this course, you will be able to:
- Describe the evolution of human rights over the centuries noting steps forward and the opposition.
- Identify the nine international conventions that have played a critical role in the advancement of human rights.
- Analyze the Guiding Principles on Business and Human Rights.
- Select and describe the human rights work of a NGO or company.
- Analyze the role of international human rights standards in your community and in businesses.
- Identify and describe the current actions the business community is taking in implementing the Guiding Principles on Business and Human Rights across their operations.
- Articulate the successes and challenges in human rights today.
Course Competencies
In this course, you will develop the following competencies:
|
Competence |
Competence Statement and Criteria |
|
H5 |
Can analyze issues and problems from a global perspective. |
|
H2B |
Can use public or private institutions as resources for understanding a social issue. |
|
FX |
Can describe and explain the application of international human rights in corporate or non–profit organizations. |
Competencies will be demonstrated by completing the assigned readings and four grid forms, postings to the course Discussion Forum and writing position papers.
Course Resources
To buy your books, go to http://depaul-loop.bncollege.com
Required Reading:
Required Textbook
- Lauren, Paul Gordon. The Evolution of International Human Rights – Visions Seen, third edition, Philadelphia: University of Pennsylvania Press, 2011, 414 pages. (chapter 1 is a pdf file on e–reserves)
Other Required Readings
- Business and Human Rights - A Brief Introduction, by Business and Human Rights Resource Council
- Companies Supporting the Guiding Principles on Business and Human Rights, edited by Pat Szczerba
- Ethics 101 – A Common Ethics Language for Dialogue, by DePaul University
- Evolution of Guiding Principles on Business and Human Rights, by Pat Szczerba
- Guiding Principles on Business and Human Rights, by John Ruggie, endorsed by UN Human Rights Council
- Human Rights Toolkit: A Human Rights Primer (booklet), by The Advocates for Human Rights. (online and pdf file on e–reserves)
- Human Rights Websites (course website), by Pat Szczerba
http://condor.depaul.edu/~pszczerb/humanrights.html - International Bill of Human Rights and list of Human Rights Instruments
http://www1.umn.edu/humanrts/instree/ainstls1.htm - Most Wanted” Corporate Human Rights Violators of 2012, by Global Exchange
- News Release: New Guiding Principles on Business and human rights endorsed by the UN Human Rights Council. 16 June 2011
- UN Global Compact current Bulletin, "About" the Compact, and select several articles.
http://www.unglobalcompact.org - Universal Declaration of Human Rights
http://www.un.org/en/documents/udhr/index.shtml - International Human Rights Questions and Answers, by Pat Szczerba
Course Videos
- Introduction to Human Rights in Business and Society , by Pat Szczerba
- Course Review of Successes and Challenges in the Quest for Human Rights, by Pat Szczerba
Course Videos on YouTube
- The Universal Declaration of Human Rights, on YouTube, 4 min 31 sec
http://www.youtube.com/watch?v=hTlrSYbCbHE
Describes the UDHR in text, animations and music - The Universal Declaration of Human Rights, on YouTube, 23 min 23 sec
by Amnesty International http://www.youtube.com/watch?v=epVZrYbDVis
This animation brings all 30 articles to life using different techniques, from pen and ink to digital animation. - John Ruggie -- Business Practice and Human Rights, 9 May 2011
http://www.youtube.com/watch?v=ZLnF4qIL9lk
Full interview: http://www.hks.harvard.edu/news-event... - Link to 45 videos of John Ruggie and others on human rights in business
Websites
See course human rights website for full listing:
http://condor.depaul.edu/~pszczerb/humanrights.html
- Business and Human Rights Resource Center
http://www.business-humanrights.org/Home - Global Compact Convenes at First Annual Forum on Business and Human Rights – 12 Dec. 2012
http://www.unglobalcompact.org/news/288-12-06-2012 - Human Rights. The Stanford Encyclopedia
http://plato.stanford.edu/archives/spr2009/entries/rights-human - Human Rights Advocates
http://www.humanrightsadvocates.org - Institute for Global Labor and Human Rights
http://www.globallabourrights.org/ - Institute for Human Rights and Business
http://www.business-humanrights.org - Midwest Coalition for Human Rights
http://midwesthumanrights.org - Online Forum for the Special Representative of the UN Secretary-General on business and human rights
http://www.srsgconsultation.org/index.php - Portal to work by John Ruggie
http://www.business-humanrights.org/SpecialRepPortal/Home - Slides: Business and Human Rights
http://www.slideshare.net/compartuser/business-human-rights-an-introduction-to-the-protect-respect-and-remedy-framework-and-its-draft-guiding-principles - The Advocates for Human Rights
http://www.mnadvocates.org - The Telco Hall of Shame
http://qz.com/50237/teliasoneras-uzbekistan-scandal-is-a-warning-to-telecom-ceos-everywhere/ - The 2012 Top Ten List of Business & Human Rights Issues
http://nzbpw.wordpress.com/2013/02/06/the-2012-top-ten-list-of-business-human-rights-issues/ - Top Ten Business and Human Rights Issues 2013
- http://www.ihrb.org/top10/business_human_rights_issues/2013.html
- VTech Sweatshop in China: AT&T, Motorola, Wal-Mart and others endorse the China model http://www.globallabourrights.org/reports?id=0649
- World Report 2013 by Human Rights Watch
http://www.hrw.org/world-report/2013/essays/without-rules?page=1
Company human rights policies
All are Members of the UN Global Compact and/or support the Guiding Principles on Business and Human Rights
- AngloAmerican - Human Rights
http://www.angloamerican.com/development/approach-and-policies/human-rights/approach - Chevon - Human Rights
http://www.chevron.com/globalissues/humanrights/ - Coca-Cola - 2011/2012 Sustainability Report
http://www.coca-colacompany.com/sustainabilityreport/we/human-and-workplace-rights.html - Coca-Cola - Supplier Guiding Principles\
http://www.coca-colacompany.com/our-company/supplier-guiding-principles - De Beers - Group Employee Human Rights Policy
http://www.debeersgroup.com/ImageVaultFiles/id_555/cf_5/DBG_Employee_Human_Rights_Policy.PDF - HP - Global Citizenship
http://www.hp.com/hpinfo/globalcitizenship/society/ethics.html - Maersk - Social Responsibility
http://www.maersk.com/Sustainability/SocialResponsibility/Pages/SocialResponsibility.aspx - Nokia Siemens – Doing the Right Thing – Ethics and Human Rights
http://www.nokiasiemensnetworks.com/about-us/sustainability/ethics-and-human-rights - Siemens - International guidelines
http://www.siemens.com/sustainability/en/understanding-of-sustainability/international-guidelines/index.php - Sime Darby - Developing Sustainable Futures
http://www.simedarby.com/csr/Menu/Our-Focus/Community/Introduction.aspx
Course Grading Scale
|
A = 95 to 100 |
A- = 91 to 94 |
B+ = 88 to 90 |
|
B = 85 to 87 |
B- = 81 to 84 |
C+ = 77 to 80 |
|
C = 73 to 76 |
C- = 69 to 72 |
D+ = 65 to 68 |
|
D = 61 to 64 |
F = 60 or below |
INC |
Please note: Grades lower than a C- do not earn credit or competence in the School for New Learning.
Course Structure
This course consists of 10 modules. The estimated time to complete each module is one week.
The following table outlines the course:
|
Week, Module # and Title |
Readings |
Assignments |
|---|---|---|
|
Week 1, Module 1: The Beginnings of Human Rights |
Read Lauren, Paul, The Evolution of International Human Rights Chapters 1 & 2 online Watch video: Course Introduction Course Introduction.ppt (342.5 Kb) |
1.1 Introduce Yourself to the Group Discussion 1.2 Historic Views Discussion |
Week 2, Module 2: Human Rights in the 20th Century |
Read Lauren, Paul, The Evolution of International Human Rights Chapter 3: Entering the 20th Century: Visions, War, Revolutions, and Peacemaking, pp 79-108 Chapter 4: Opportunities and Challenges: Visions and Rights between the Wars, pp 109-136 |
2.1 1900 to World War II Discussion |
Week 3, Module 3: Human Rights during World War II |
Read Lauren, Paul, The Evolution of International Human Rights Chapter 5: A "People’s War:" The Crusade of World War II, pp 137-164 Chapter 6: A "People’s Peace:" Peace and a Charter with Human Rights, pp 165-194 Utilize Human Rights websites |
3.1 World War II Discussion |
Week 4, Module 4: The Universal Declaration of Human Rights |
Read Lauren, Paul, The Evolution of International Human Rights Read Chapter 7: Proclaiming a Vision-The Universal Declaration of Human Rights, pp 195-226 Read Chapter 8: Transforming Visions into Reality-The First Fifty Years of the Universal Declaration, pp 227-266 Read Universal Declaration of Human Rights (Full text) Read Universal Declaration of Human Rights (summary) For H5 and H2B: Articles on how to conduct an interview: Watch UDHR video by Amnesty International, 23 min, 23 sec Utilize Human Rights websites |
4.1 Universal Declaration of Human Rights Discussion 4.2 Begin Competency Papers
|
Week 5, Module 5: Your Human Rights Interview |
Read Lauren, Paul, The Evolution of International Human Rights Chapter 9: The Continuing Evolution, pp 267-288 Chapter 10: Toward the Future, pp 289-315 |
5.1 Recent Human Rights Achievements Discussion 5.2 Assignment
5.3 Your Human Rights Interview Discussion |
Week 6, Module 6: Human Rights Overview |
Read Human Rights Toolkit by The Advocates, 32 pp Read Q&A on International Human Rights Read Universal Declaration of Human Rights Read International Bill of Human Rights Highlights Read The Nine International United Nations Human Rights Covenants/Conventions Read United Nations Human Rights Conventions Signed, Ratified or Acceded to by the U.S. Read International Intergovernmental Organizations Supporting Human Rights Courts Utilize Human Rights websites |
6.1 Take the Human Rights Quiz (online) 6.3 Major Human Rights Documents |
Week 7, Module 7: Guiding Principles on Business and Human Rights |
Read Evolution of Guiding Principles on Business and Human Rights Read UN Global Compact current Monthly Bulletin, "About" the Compact, and select several articles Read Business and Human Rights - A Brief Introduction Read Guiding Principles on Business and Human Rights, II. The Corporate Responsibility to Respect Human Rights, page 1 and pp 13-26 Read The Corporate Responsibility to Respect Human Rights - Overview |
7.1 Guiding Principles on Business and Human Rights Discussion |
Week 8, Module 8: Businesses Implementing Human Rights |
Read Top Ten 2014 Business and Human Rights Issues Watch Top Ten 2014 Business and Human Rights Issues, YouTube video (1:14min) Read UN Human Rights Council: Weak Stance on Business Standards , by Human Rights Watch Read Top Ten 2013 Corporate Criminals Read U.S. National Contact Point for the OECD Guidelines for Multinational Enterprises Read Companies Supporting the Guiding Principles on Business and Human Rights Read Sample of NGOs contacting companies on violations and responses Read Guiding Principles on Business and Human Rights, II. The Corporate Responsibility to Respect Human Rights, page 1 and pp 13-26 Utilize Human Rights websites
|
8.1 Business Implementing Human Rights Discussion 8.2 Assignment
|
Week 9, Module 9: Human Rights in Your Community or Business Student Reports |
Read Summaries of student papers Read Ethics 101 - A Common Ethics Language for Dialogue Read Comparing Ethics and Human Rights Utilize Human Rights websites |
9.1 Submit Final Human Rights Paper
9.2 Human Rights in Your Community Discussion |
Week 10, Module 10: Human Rights in Your Community or Business |
Read at least two H5, two H2B, and two FX human rights papers by classmates. Read PowerPoint: Review of Successes and Challenges Watch video: Review of Successes and Challenges |
10.1 Analysis of Current Human Rights Issues Discussion |
Assessment of Learning
Percentage distribution of Assessments
If you are taking this course for two competencies, you will receive a grade for each competency.
For H5 competency
| Discussions | 30% |
| Quiz | 10% |
| Personal interview set up | 20% |
| Personal interview paper | 40% |
For H2B competency
| Discussions | 30% |
| Quiz | 10% |
| NGO/business interview set up | 20% |
| NGO/business interview paper | 40% |
For FX competency
| Discussions | 30% |
| Quiz | 10% |
| Paper: FX set up | 20% |
| Human rights paper | 40% |
Grading Policies and Practices
- Each Discussion Forum will be graded each week according to the Discussion Board Grade Rubric.
- Grids will be graded according to the Grid Grade Rubric.
- Papers will be graded according to the H5 Paper Grade Rubric and the MLA Grade Form, H2B Paper Grade Rubric and the MLA Grade Form, and the FX Paper Grade Rubric and the MLA Grade Form.
To complete the course, you must complete each of the assignments as described in the course and submit them to your instructor by the assigned deadline. In addition, you must participate in the course discussion forum by responding to all instructor requests and by interacting with fellow classmates as necessary.
Points are deducted for late work.
Assessment Criteria for your Final Paper or Project by Competence
| Competence | Competence Assessment |
|---|---|
| H5 |
|
| H2B |
|
| FX |
|
General Assessment Criteria for All Writing Assignments
Formatting is 20% of your paper’s grade. All written assignments must adhere to the Modern Language Association (MLA) Manual of Style 7th Edition, 2009. See MLA Grade Form for specific directions.
All writing assignments are expected to conform to basic college-level standards of mechanics and presentation.
Consider visiting the Writing Center to discuss your assignments for this course or any others. You may schedule appointments (30 or 50 minutes) on an as–needed or weekly basis, scheduling up to 3 hours worth of appointments per week. Online services include Feedback–by–Email and IM conferencing (with or without a webcam). All writing center services are free.
Writing Center tutors are specially selected and trained graduate and undergraduate students who can help you at almost any stage of your writing. They will not do your work for you, but they can help you focus and develop your ideas, review your drafts, and polish your writing. They can answer questions about grammar, mechanics, different kinds of writing styles, and documentation formats. They also can answer questions and provide feedback online, through IM/webcam chats and email.
Obviously, the tutors won’t necessarily be familiar with every class or subject, but they are able to provide valuable help from the perspective of an interested and careful reader as well as a serious and experienced student-writer.
Schedule your appointments with enough time to think about and use the feedback you’ll receive. To schedule a Face-to-Face, Written Feedback by Email, or Online Appointment, visit www.depaul.edu/writing.
Discussion Forums
Discussion Forums are an important component of your online experience. This course contains discussion forums related to the topics you are studying each week. For requirements on your participation in the Discussion Forums, please see "Course Expectations" in the syllabus.
A Course Q & A discussion forum has also been established to manage necessary, ongoing social and administrative activities. This is where the management and administrative tasks of the course are conducted, and where you can ask 'process' questions and receive answers throughout the course. Please feel free to answer any question if you feel you know the answer; this sharing of information is valuable to other students.
Assessment Criteria for Online Discussion Participation
In order to receive credit for your participation in the online discussion parts of the course it is important that:
- You contribute to the online discussion in a collegial fashion. You should begin your contributions by addressing your peer students, maintain a kind and collegial tone, and close with your signature.
- You regularly demonstrate good "listening" skills and active inquiry skills. This means that you pay attention with openness to the commentary of others and you offer constructive and interested commentary, whether in the form of questions or statements.
- You contribute your own original ideas to the online discussion in ways that facilitate learning for other people.
- You actively participate in informal online discussion with your classmates and the facilitator when they are required by the syllabus. "Active participation" means that you read and contribute to the online discussions. This discussion is "informal" in the sense that it is meant to encourage interested discussion.
- You follow accepted standards of English spelling, grammar, and usage, although you will not be assessed for these particular characteristics when you are on the discussion board. These discussions are a place for you to exchange your reflections with others in the class about what you are learning. The discussion will be organized into forums around the particular assignment you are studying in specific periods of time, mostly weekly.
- You may be asked by your facilitator to take leadership in a certain group for a certain time of the course. If this happens, you will receive further instructions from the facilitator.
- If your participation is unacceptable at any time during the course, your facilitator will alert you and encourage your engagement as necessary. If you must be away and unable to access the Discussion Forum during the course, you must let your facilitator know and be ready to make up missed work as instructed.
- You should contribute your responses to other particular assignment for that specific discussion heading, which will be posted. Directions are provided with each assignment. They must be followed according to the due dates given. Principles of good practice for participating in online discussion should be adhered to when it comes to responding to the contributions of other people in the class. These "principles" are provided in the Online Participation Guidelines section in this study guide.
- Online discussions will be graded each week according to the criteria in the "Discussion Forum Grading Criteria" form.
Online Participation Guidelines
The following guidelines are provided to you as a way to clarify what our facilitator experts of you as a member of the course:
- Participation is essential, so please connect to the course every day or at least every second day. If you cannot login and you need assistance, email the Center for Distance Education Support services at snlonline@depaul.edu. You will receive assistance within 24 hours.
- Discuss critically, give support to your peers, provide your own ideas and experiences, challenge the ideas of others, or just make a comment that you read the posting. This is not an independent study course, but a paced online group learning experience. This study guide indicated 6 to 11 hours per week of your time to be spent on this course of 10 weeks. If you miss any weekly discussion, make sure to communicate with your facilitator to receive direction on make-up work.
- Please accept the challenge to work with others, to construct knowledge in negotiation with others.
- Your contribution must reflect a firm understanding of the assigned readings. You will be asked to write based on your experience too; however, you will need to exhibit ideas and concepts discovered in course readings.
- Your writing in online forums must be clear and concise, offering structured ideas.
- Your contributions should be pertinent to the subject under discussion. You do not need to post one-sentence messages to be “seen” by your facilitator. Work at developing original ideas.
- You must observe responsible etiquette while communicating your thoughts. The use of a respectful style is expected.
- As a member of this course, you must participate in all electronic forums regardless of the competencies you are taking this course for.
Course Expectations
Time Management and Attendance
SNL's online courses are not self-paced and require a regular time commitment EACH week throughout the quarter.
You are required to log in to your course at least four times a week so that you can participate in the ongoing course discussions.
Online courses are no less time consuming than "face to face" courses. You will have to dedicate some time every day or at least every second day to your studies. A typical four credit hour "face to face" course at SNL involves three hours of classroom meeting per week, plus at least three to six hours of study and homework per week.
This course will require at least the same time commitment, but your learning activities will be spread out through the week. If you have any problems with your technology, or if you need to improve your reading or writing skills, it may take even longer.
The instructor should be notified if your life events do not allow you to participate in the course and the online discussions for more than one week. This is particularly important when there are group discussions or you are working as part of a team.
If you find yourself getting behind, please contact the instructor immediately.
Your Instructor's Role
Your instructor's role in this course is that of a discussion facilitator and learning advisor. It is not their responsibility to make sure you log in regularly and submit your assignments. As instructor, s/he will read all postings to the general discussion forums on a daily basis but may not choose to respond to each posting. You will receive feedback to assignments.
The instructor may choose to designate "office hours" when s/he will be online and available and will immediately respond to questions. Depending on the instructor, this response may be by e-mail, instant messenger or telephone. Otherwise, you will generally receive a response to emailed or posted queries within 48 hours.
Your Role as a Student
As an online student, you will be taking a proactive approach to your learning. As the course instructor's role is that of a learning guide, your role is that of the leader in your own learning.
You will be managing your own time so that you can complete the readings, activities and assignments for the course, and you will also be expected to take a more active role in peer learning.
Please also note that this is a course offered by DePaul University's School for New Learning (SNL), a college for undergraduate and graduate degree-seeking students 24 years and older. SNL welcomes the perspectives and encourages the participation of all DePaul students, and students who take this course should respect and be mindful of SNL's mission in supporting a diverse and inclusive environment. More information about SNL can be found here.
View this brief demo Taking SNL Online courses in D2L to learn how to navigate through your course.
If you’re new to SNL Online see additional resources on the course home page under Student Resources/Getting Started.
Course Netiquette
Online discussions are an important part of your course experience. To ensure a positive learning environment, please follow the following minimum expectations. Use your common sense, as not all situations can be covered:
- Be polite
- Respect other participants’ views or opinions
- Think before you write, and ask yourself if you would say the same thing in person
- Use positive phrases (i.e., "Good idea!" or "Thanks for the suggestions," etc.)
- Be sensitive to cultural differences
- Avoid hostile, curt or sarcastic comments
- No objectionable, sexist, or racist language will be tolerated
- Create a positive online community by offering assistance and support to other participants.
- Use correct grammar and syntax
Policies
Academic Integrity
DePaul University is a learning community that fosters the pursuit of knowledge and the transmission of ideas within a context that emphasizes a sense of responsibility for oneself, for others and for society at large. Violations of academic integrity, in any of their forms, are, therefore, detrimental to the values of DePaul, to the students' own development as responsible members of society, and to the pursuit of knowledge and the transmission of ideas.
Violations include but are not limited to the following categories: cheating; plagiarism; fabrication; falsification or sabotage of research data; destruction or misuse of the university's academic resources; alteration or falsification of academic records; and academic misconduct. Conduct that is punishable under the Academic Integrity Policy could result in additional disciplinary actions by other university officials and possible civil or criminal prosecution. Please refer to your Student Handbook for further details.
Plagiarism
Plagiarism is a major form of academic dishonesty involving the presentation of the work of another as one's own. Plagiarism includes but is not limited to the following:
- The direct copying of any source, such as written and verbal material, computer files, audio disks, video programs or musical scores, whether published or unpublished, in whole or part, without proper acknowledgement that it is someone else's.
- Copying of any source in whole or part with only minor changes in wording or syntax, even with acknowledgement.
- Submitting as one's own work a report, examination paper, computer file, lab report or other assignment that has been prepared by someone else. This includes research papers purchased from any other person or agency.
- The paraphrasing of another's work or ideas without proper acknowledgement.
- Resubmitting one's own previous work from a different course or college, without the permission of the current instructor.
Plagiarism, like other forms of academic dishonesty, is always a serious matter. If an instructor finds that a student has plagiarized, the appropriate penalty is at the instructor's discretion.
DePaul University Incomplete Policy
The intent of the Incomplete grade is to allow students extra time to complete their final assignments. This need arises because, in the closing weeks of the course, they have an event of significant magnitude that adversely affects their ability to complete the course, e.g. serious illness, death in the family, overseas deployment, or natural disaster.
You must request an incomplete grade in writing two weeks before the end of the quarter. Incomplete grades will be considered only after you have satisfactorily completed at least 75 percent of the coursework, and you have such an unexpected, uncontrollable event that prevents you from completing your course. Do not assume that you will qualify for an incomplete. Students who are failing the course at the point where they request an incomplete will not receive one, nor will they be granted after the end of the quarter. Incomplete grades are given at the discretion of the instructor.
If you do receive permission from the instructor to take an incomplete in the course, you will be required to complete a contract with the instructor, specifying how you will finish the missing work within the next two quarters (excluding summer). See the Incomplete Grade Contract Form.
Undergraduate and graduate students will have up to two quarters to complete an incomplete. At the end of the second quarter (excluding summer) following the term in which the incomplete grade was assigned, remaining incompletes will automatically convert to "F" grades. Ordinarily no incomplete grade may be completed after the grace period has expired. Instructors may not change incomplete grades after the end of the grace period without the permission of a college-based Exceptions Committee. This policy applies to undergraduate, graduate and professional programs. NOTE: In the case of a student who has applied for graduation and who has been approved for an Incomplete in his or her final term, the incomplete must be resolved within the four-week grace period before final degree certification.
Description of Pass/Fail Grading Options
Students have the option of taking all SNL undergraduate courses as Pass/Fail even if a class is initially structured for a letter grade assessment. In these cases a Pass is awarded when competence is demonstrated at a level that would otherwise earn a grade of C- or higher.
In deciding to select Pass/Fail grading students should be aware that competencies assessed in a course as Pass will earn credit hours toward degree completion but will not be included in computing grade point averages. Attempted competence demonstration assessed within a class as Fail will not only be recorded as credit hours attempted but will also be included in computing a student's grade point average.
For SNL students, competencies awarded for Independent Learning Pursuits and in the Lifelong Learning Domain do not count toward the university's specification that only twenty credit hours may be earned through the Pass/Fail assessment option.
Please note:There are three SNL courses within the BA curriculum that are always assessed on a Pass/Fail basis: Foundations of Adult Learning (course number LL 250; competences L-2 and F-1), Advanced Project (course number FA 303; competences F-11 and F-12) and Summit Seminar (course number LL 390; competence L-12). These classes may not be taken for a letter grade assessment. Therefore, work that might otherwise be assessed at grades A through C- will earn a Pass in these classes.
There are an additional five SNL courses within the Lifelong Learning Area of the BA curriculum for which instructors regularly use a Pass/Fail grading system that may instead be taken for a letter grade assessment if this is a student's preference. These classes are: Independent Learning Seminar (course number LL 103; competence L1); Writing for Competence (course number LL 260; competence L-4), Critical Thinking (course number LL 270; competence L-5), Research Seminar (course number LL 300; competences L-8 and L-9), and Externship (course number LL 302; competences L-10 and L-11). In addition, SNL's undergraduate Writing Workshop (course number LL 140; competence H-3-J) regularly uses Pass/Fail, although students may request a letter grade assessment. In these instances SNL offers undergraduate students the opportunity to request a letter grade assessment from their instructor. Students who need a letter grade for tuition reimbursement may wish to consider this option, as well as those who wish to raise their GPA. Students planning to attend graduate school may also prefer letter grades to Pass/Fail assessments.
If a student wants to switch the method of assessment, either to or from the Pass/Fail option, this must be requested from the instructor in writing by the beginning of the third week of the quarter. For courses that meet fewer than ten weeks of the quarter, this request must be made by the beginning of the third week of the course. The grading basis may not be changed after these deadlines, with no exceptions.
For Students Who Need Accommodations Based on the Impact of a Disability
Students seeking disability-related accommodations are required to register with DePaul's Center for Students with Disabilities (CSD) enabling you to access accommodations and support services to assist your success. There are two office locations:
Center for Students with Disabilities (CSD)
Loop Campus: Lewis Center 1420. (312) 362-8002
Lincoln Park Campus: Student Center 370. (773) 325-1677
csd@depaul.edu
Students are also invited to contact their instructor privately to discuss your challenges and how the instructor may assist in facilitating the accommodations you will use in this course. This is best done early in the term and the conversation will remain confidential.
Dean of Students Office
The Dean of Students Office (DOS) helps students in navigating the university, particularly during difficult situations, such as personal, financial, medical, and/or family crises. Absence Notifications to faculty, Late Withdrawals, and Community Resource Referrals, support students both in and outside of the classroom. Additionally we have resources and programs to support health and wellness, violence prevention, substance abuse and drug prevention, and LGBTQ student services. We are committed to your success as a DePaul student. Please feel free to contact us.
Protection of Human Subjects
For more information see: http://research.depaul.edu/
Demonstrating the acquisition of competencies in this course can involve "interactions"—interviewing and or observing other people—discussing those interviews or observations with other class members and writing them up in one or more final report(s). As such, these activities qualify as "research" with "human subjects" and are subject to University and Federal guidelines. Because it takes place in the context of this course, your research is exempt from approval by the School for New Learning's Local Review Board only under the following conditions:
- The information you collect is EXCLUSIVELY for the purpose of classroom discussion and will NOT be used after the term is over. If there is any possibility that you will EVER use it in further research or for publication, you must obtain approval from the Local Review Board before you begin.
- You assess and ensure that no "harm"—physical, mental, or social—does or could result from either your interviews and/or observations or your discussion and/or reports.
- The privacy and confidentiality of those that you interview or observe must be protected. Unless you receive specific permission, in writing, from the person(s) you interview or observe, please change their names, and make sure that their identity cannot be readily ascertained from the information you provide.
- If you want to use real names and relationships, they must sign an "informed consent" document. For information on creating an "informed consent document" see, for example, http://www.research.umn.edu/consent.
Copyright and Student Privacy
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Credits
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