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Los Angeles Valley College Advertising and Promotional Methods Companies Use Essay

Los Angeles · West Coast University
CHEM 280 Chemistry 202206SUI OL-A
202206SUI 2022 Section OL-A 06/13/2022 to 08/21/2022 Modified 06/01/2022
 Meeting Times
Online Classes
A “class week” for online courses starts on a Monday and ends on the following Sunday at 11:59 p.m. (Pacific time).
Class Length: 10 weeks
Your instructor may schedule optional synchronous/live sessions using Zoom in Canvas. Please check your course announcements
for specific dates and times. All meetings will be recorded and will be accessible in the course.
 Contact Information
Professor: Dr. Vyacheslav (Slav) Palchevskiy
Office: Zoom links in Calendar
Phone: 818-794-9321
Office Hours
Monday (Office), Thursday (Tutoring), 7:00 PM to 8:00 PM
via Zoom meeting (in Calendar)
Tutoring Hours: every Thursday, 7:00-8:00 p.m.
Office and Tutoring Hours will start during week 2.
Links are in the Calendar and will be sent via Remind app.
Individual appointments might be set up upon request. Contact me directly.
 Course Description
Provides an overview of general chemistry. Topics will include stoichiometry, nuclear and electronic structure, chemical bonding, and
thermochemistry, kinetic theory, equilibrium, acids and bases, as well as a periodic survey of the physical and chemical properties of
the elements. By using virtual laboratory simulation, Labster, students will become familiar with laboratory techniques used in
identifying and analyzing the strength and reactions surrounding acids and bases. Students will also be introduced to organic and
biochemical principles.
Total Course Credits:
Total Course Hours:
Lecture Hours Online:
Lab Hours Online:
Supervised Clinical/Practicum Hours:
Externship/Internship Hours:
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Prerequisites: ANAT 260, PHYS 261, MATH 108 or the equivalent
 Course Learning Outcomes
1. Evaluate the chemical and physical properties of atoms, ions, chemical bonds, Lewis structures, radioactivity, and VSEPR theory
as they relate to trends in the Periodic Table.
2. Predict and solve chemical reactions using gas behavior, the octet rule, properties of solutions, stoichiometry and dimensional
3. Investigate chemical principles by analyzing and interpreting data obtained from performing hands-on laboratory experiments.
4. Apply the principles of chemical energetics and intermolecular forces to predict the chemical and physical properties of
5. Recognize and examine structure and function of biochemical components of living organisms as; the basics of hydrocarbons,
the functional groups, carbohydrates, lipids, proteins and nucleic acids as they relate to biological molecules and real-life
This course meets the following outcomes and competency standards:
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1, 2
1, 5
1, 2
1, 5
1, 2
1, 3, 5
1, 2
1, 3, 5
1, 2
1, 3, 5
1, 2
1, 3, 5
1, 2
1, 3, 4, 5
1, 2
1, 3, 5
1, 2
1, 3, 5
1, 2
 Program Learning Outcomes
General Education Program Mission
The General Education program provides students with a measureable, outcomes-based foundational education that not only
integrates with and complements the chosen academic emphasis, but also transcends the major discipline. The General Education
program prepares students to be competent and ethical problem solvers. They will be adept at demonstrating critical reasoning,
scientific methodology, multidisciplinary inquiry, and communication skills that will enable them to make intellectually sound
decisions that will embody a cultivated and deep appreciation for cultural diversity for the world in which they live.
General Education Program Philosophy
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The General Education program prepares students to be responsible, informed, and ethical citizens, and to develop the dimensions of
character needed to navigate, adapt, and succeed in an ever-changing complex world. The General Education curriculum challenges
students to explore and analyze the dimensions of the human condition through an intellectually coherent, meaningful, and
transformative foundational education. The General Education program is designed such that engagement in high-impact learning
experiences, technology, and integrative learning will advance students’ knowledge and skills in written and oral communications,
critical reasoning, cultural diversity, scientific reasoning and innovation, quantitative reasoning, and technological and informational
literacy. The achievement of General Education core competencies affords students the foundation to grow personally, professionally,
and socially, and seek opportunities for lifelong learning.
General Education Program Learning Outcomes
Following completion of the General Education curriculum, students will be able to:
1. Employ effective written communication skills
2. Employ effective oral communication skills
3. Interpret quantitative data using mathematical principles to effectively identify core issues and solve problems.
4. Locate disparate information through multiple sources demonstrating technological and informational literacy.
5. Demonstrate critical thinking skills by descriptively analyzing complex issues and interpreting diverse perspectives in order to
make conclusive, ethical, and defensible decisions.
 Course Materials
Your textbook is available for purchase through the West Coast University bookstore. (
Please be aware that used textbooks may not include access codes, study guides, and/or DVDs containing additional course materials
that may be required for the course. In some cases supplemental materials may be directly purchased from the publisher. However,
students will be held accountable for obtaining these materials in order to meet all course requirements.
Introductory Chemistry Plus Mastering Chemistry
Author: Tro, N. J.
Publisher: Pearson
Edition: 6th
Availability: The Access Code is required in this course. The “Required” ISBN is a bundle that includes the Access Code with
eBook and the print version of the book together. Students may choose to just purchase the “Optional” ISBN – that is, the stand
alone Access Code with eBook; That will fulfill the required materials for the course.
Publication Manual of the American Psychological Association
Author: American Psychological Association
Publisher: American Psychological Association
Edition: 7th
 Evaluation
West Coast University Grading Scale
(Reflective of final course grade; see
associated policy in Catalog)
WCU Grading Scale
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59 or below
Not Passed
Transfer Credit
(Before Drop Deadline)
(After Drop Deadline)
Note: AU, CR, P, NP, I, TC, W, and WF are used on the Academic Record but have no point values and are not computed in theCumulative Grade Point
Average (CGPA) (
A minimum passing grade is required for each course andvaries by program. Earned grades below the minimum passing grade reflect that the course
has not been successfully completed. Each academic program has unique prerequisite requirements. Please see the specific program section for
additional information.
Students should review the program specific grading scale in theUniversity Catalog. (
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Evaluation Criteria
The evaluation criteria consists of Formative and Summative assessments of student learning.
Formative: Assessment that occurs throughout the course to provide feedback and support for improved performance as part of an
ongoing learning process.
Examples: Evidence-based research, presentations, case studies, specific class projects, weekly quizzes, homework assignments,
clinical or lab assignments, practice exams
Summative: Assessment that occurs at the conclusion of the course to determine whether student learning outcomes have been
Examples: Final exam, term paper, or term project
Signature Assignments, where applicable, are course assignments designed to comprehensively measure student achievement of
course and program learning outcomes.
Additional Information:
All assignments are to be submitted via the online classroom except where otherwise noted. Email submissions will not be accepted. Grades and
comments on graded items will be posted in the Gradebook, unless otherwise specified. All assignments submitted for each course must be
created for that particular course. Any assignment (a paper or presentation) submitted for credit in one course may not be duplicated and
submitted for credit in any other course unless approved by the faculty or noted in the syllabus.
Please review all rubrics in the course for assignment grading criteria, found under the Grades tab.
It is important that you save all of your completed assignments for your records.
Please ensure that you have saved copies of all your work on a drive such as OneDrive or a personal hard drive as you may be asked to recall these
assignments as you near the end of your program.
*The Week 10 assignment for online classes is due by Monday, 11:59 p.m. (Pacific time) of Week 10.
Please see specific grading criteria and course outline below. Contact your instructor with any questions.
Weight / Week
Due Details
See the discussion board rubric for grading details. Weeks 1-8 are worth 10 points. Week 9 is worth 15 points.
You will complete weekly homework coaching assignments through Pearson Mastering. The homework can be
accessed under your assignments link. Each week is worth 20 points.
You will complete quizzes through Pearson Mastering. The quizzes can be accessed under your assignments
link. Each quiz is worth 20 points.
You will complete weekly lab simulations through Labster.
The midterm exam is accessed through Canvas using the Respondus Monitoring Lockdown Browser.
Midterm Exam
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Weight / Week
Due Details
See Canvas assignments for details.
Final Exam
The final exam is accessed through Canvas using the Respondus Monitoring Lockdown Browser.
Week 10
See the Week 10 Discussion forum for details. This response is due by Monday, 11:59 p.m. (Pacific time) in
Week 10.
Total Points
 Course- and Program-Specific Policies
Minimum Passing Grade
The Minimum Passing Grade in a General Education course is a C.
Late and Make Up Work
Assignments and Activities (written papers, journals, blogs, projects or similar, both in class or online):
Assignments submitted after the due date will be penalized at 10% per day. Late assignments will not be accepted more than
3 days after the due date, unless preapproval from the instructor has been obtained in writing. Note due dates and times
posted in the course. Be sure to contact the instructor if you believe you must submit an assignment after the due date.
Contact with the instructor regarding late assignments after the allowable 3 days does not guarantee approval to submit the
assignment outside this time frame. Approvals outside the 3 days are generally provided for extenuating circumstances only.
Quizzes and Tests*
It is the student’s responsibility to contact the faculty member within 48 hours of the original examination date of a quiz or test
and follow the program policies for missed work. Students will not be allowed access to a quiz or test after the due date. Students
may be able to complete a make-up quiz, test, or alternative assignment based on instructor discretion. Students who do not
contact the faculty within 48 hours of the original examination date will earn a zero.
Examinations (Midterm and Final Examinations, Proctored Examinations, Proctored Assessments, or similar)*
Students are required to be present for all examinations. If the student must miss an examination due to a compelling reason**,
the student must complete and submit the Examination Date Change Request form with the required supporting documentation
for the event to the faculty member for that course. The documentation must be submitted at least three (3) weeks in advance of
the examination. The faculty member will review and sign the request before submitting the documentation to the Dean, Director,
or designee for approval or denial of the request. The documentation must be submitted at the time of the request, and the
decision based on the original request is final.
Extenuating Circumstances
An extenuating circumstance is defined as an absence that is due to an unforeseeable circumstance and not a compelling reason
or scheduled event. The student must notify the faculty member of the course within 48 hours before or after the date and time
of the examination. The Dean, Director, or designee will make a determination regarding student eligibility to take an alternate
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form of make-up examination. If the student is able to demonstrate extenuating circumstances (such as the inclusion of
healthcare provider documentation, a copy of an obituary notice or death certificate, or a copy of police report for automobile
accidents), the Dean, Director, or designee may permit an alternate form of a make-up examination. The student may earn up to
100% on this make-up examination based on the review of the supporting documentation of the extenuating circumstances.
The make-up examination must be taken within five (5) business days of the initial examination administration or before the
date of the next class.
The make-up examination may not be the same examination but may be an alternative format such as an essay examination.
The student must take the make-up examination in a proctored environment.
If the student is not able to provide acceptable documentation for either a compelling reason or an extenuating circumstance,
the maximum score that the student may earn on the examination is 76%.
Students who do not take the examination on the scheduled make-up date or who do not contact the instructor within 48
hours of missing the examination will receive a zero score for the examination.
One form is required for each request. Any future make-up requests require a new form.
Receiving the maximum amount of points on a make-up examination will be considered only for students who provide
documentation of a compelling reason** for missing the examination or if an extenuating circumstance occurs and is
supported by documentation. This does not apply for students who miss their regularly scheduled examinations due to
student choice or error (e.g., oversleeping). The final determination for approval of a make-up examination is at the discretion
the Academic Dean, Director, or designee.
*Course curriculum varies from course to course. Not all courses have quizzes, tests, or examinations. It is your responsibility to
review each syllabus for assignment criteria.
** A compelling reason is defined as planned events or discretionary participation in activities such as weddings or required
Discussion Board Requirements
Discussion Board Requirements
The Online Discussion Board is designed to stimulate class dialogue that would normally take place in a face-to-face didactic
setting. Participation in the Discussion Board serves as a learning strategy to help demonstrate student knowledge of course
content. Each Discussion Board post will be assessed using a rubric (located under the “My Grades” menu). In addition to
reviewing the grading criteria in the rubric, please note the following Discussion Board post expectations, which must all be met
to earn full weekly discussion credit:
Discussion posts must be completed during the week they are assigned. Discussion posts made in advance of the
assigned week will not count toward the weekly discussion grade. If you wish to work ahead, please compose your
responses in a Word document, then post when the week arrives.
Each week, you are required to submit a reply to each initial prompt and replies to your peers or instructors in the
Discussion Board. An automatic 10% point deduction will be assessed for all late initial postings.
Note: There may be more than one initial prompt per week, depending on the course and material covered. It is your
responsibility to reply accordingly.
The required posts per initial prompt are described as follows:
No later than Wednesday, 11:59 p.m. (Pacific time) each week, you must post one (1) response to each initial prompt
posted by the instructor AND
Throughout the week, and no later than the conclusion of each week, you must reply to a minimum of two (2) peers
and/or instructors, per initial prompt, although replying to more is highly encouraged. Replies must be made
throughout the week to show active participation.
Any post made in the Discussion Board must be well-developed.
A well-developed post is meaningful, clearly demonstrates relevance to the topic, reflects critical thinking and your
knowledge of the material, demonstrates synthesis of the subject matter, extends the discussion by building on
previous posts, and includes proper source citations, when applicable. Posts limited to “I agree,” “Great posting,” or
“Thank you” will not be assessed as well-developed and will therefore not be considered a contribution to the number
of required weekly posts.
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 Course Outline
The Course Outline below serves as a course roadmap, displaying the topics and activities intended to be covered each week. This
schedule is subject to change in the event of extenuating circumstances. Please see the weekly agenda and announcements page in
the Canvas course for further information.
Objectives reflect the teaching activities that, if engaged in, are intended to lead to specific, measurable student learning
Course Activities and Assignments outline the teaching strategies used and the assessment requirements that students are to
fulfill throughout the duration of the course.
*Refer to the assignment rubrics in your course for specific grading criteria, if applicable. Rubrics can be found in the Grades section
and in your assignment instructions.
Week Topic
Dimensional Analysis,
Laboratory Safety, and Energy
1. Identify the hazard symbols of chemicals
2. Locate the hazard symbols on the bottle or container
3. Understand the corresponding laboratory practice once the
hazards are identified
4. Learn the information provided in a safety data sheet
5. Learn about personal protective equipment
6. Describe the scientific method
7. Know what to consider when choosing an experimental model
8. Design an experiment and test a hypothesis
9. Select the correct experimental controls to verify your
Activities & Assignments
Assigned Readings
Syllabus and Acknowledgement
Pearson E-Text Chapter 1
Pearson E-Text Chapter 2
Pearson E-Text Chapter 3
Tour the menu items to preview the
course content and navigation
Explore Getting Started with Pearson
Take the Respondus Monitor
Practice Quiz
Complete your initial discussion
prompt and participate in the weekly
Complete and submit Week 1
Mastering Assignment
Complete and submit Week 1 Labster
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Week Topic
Periodic Table Properties and
Compound Nomenclature
1. Describe the structure and organization of the periodic table
2. Classify elements of a family based on their location in the
periodic table
3. Distinguish metals from other element classes based on typical
4. Use the flame color test to identify metals based on their
position in the periodic table
5. Relate valence electrons and oxidation state of the main group
element to its position in the periodic table
6. Describe the main trends among groups and periods for atomic
7. Explain the causes on the atomic level for the main trends
among groups and periods concerning atomic radii, ionization
energy, and electronegativity
8. Understand the basic steps and critical points of performing a
calorimetry experiment
9. Define the thermodynamics concept of enthalpy and its units
10. Explain the first law of thermodynamics
11. Understand the relationship between internal energy and
Activities & Assignments
Assigned Readings
Pearson E-Text Chapter 4
Pearson E-Text Chapter 5
Complete your initial discussion
prompt and participate in the weekly
Complete and submit Week 2
Mastering Assignment
Complete and submit Week 2
Mastering Quiz
Complete and submit Week 2 Labster
Chemical Compositions and
1. Explain the concept of an atom
Assigned Readings
2. Explain the properties of the basic subatomic particles: protons,
Pearson E-Text Chapter 6
neutrons, and electrons
Pearson E-Text Chapter 7
3. Use of the nuclear symbol notation to deduce the number of
protons, neutrons, and electrons in atoms and ions.
4. Define the atomic number and atomic mass
5. Understand the basics of the quantum atomic model and
Complete your initial discussion
describe the significance of the four quantum numbers
prompt and participate in the weekly
6. Define isotopes and explain how they relate to naturally
occurring element mass
Complete and submit Week 3
7. Describe how the atomic number and atomic mass apply to
Mastering Assignment
Complete and submit Week 3
Mastering Quiz
Complete and submit Week 3 Labster
Electron Configuration and
1. Describe the structure and organization of the periodic table
2. Describe some of the trends among groups and periods for
atomic properties
3. Classify elements of a family based on their location in the
periodic table
4. Distinguish metals from other element classes based on typical
5. Use the flame color test to identify metals based on their
position in the periodic table
6. Relate valence electrons and oxidation state of the main group
element to its position in the periodic table
7. Explain the relationship between mass, molecular weight, and
numbers of atoms or molecules and perform calculations
deriving these quantities from one another
8. Perform mass-to-mass stoichiometric calculations via
conversions to mole
9. Identify the limiting and excess reagents in a chemical reaction
10. Calculate the theoretical, actual, and percent reaction yield
11. Define Avogadro’s number and describe the mole quantification
of matter
Assigned Readings
Pearson E-Text Chapter 8
Pearson E-Text Chapter 9
Complete your initial discussion
prompt and participate in the weekly
Complete and submit Week 4
Mastering Assignment
Complete and submit Week 4
Mastering Quiz
Complete and submit Week 4 Labster
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Week Topic
VSEPR Theory, Molecular
Shapes, and Chemical
1. Describe the formation of ionic and covalent bonds
2. Identify anions and cations
3. Apply the octet rule
4. Describe ionic lattice structure
5. Draw Lewis dot structures
6. Explain the formation of single, double, and triple bonds
7. Distinguish between ionic compounds and covalent compounds
8. Describe the effects of industrial carbon dioxide emissions
9. Differentiate global warming and climate change
10. Relate greenhouse gas emissions to climate change
11. Describe the environmental impacts of algae blooms
12. Appraise the use of biodiesel as an alternative to fossil fuels
Activities & Assignments
Assigned Readings
Pearson E-Text Chapter 10
Complete your initial discussion
prompt and participate in the weekly
Complete and submit Week 5
Mastering Assignment
Complete and submit Week 5
Mastering Quiz
Complete and submit Week 5 Labster
Complete and submit Week 5
Midterm Exam
Gas Laws and Solutions
1. Define the relationship between pressure, volume, and
temperature in gases
2. Relate the behavior of ideal gases to the ideal gas law equation
3. Prepare an aqueous solution of a specific concentration from a
pure salt
4. Correctly use an analytical balance, a volumetric pipette, a
volumetric flask, and a measuring cylinder
5. Explain the relationship between molarity and mass
Assigned Readings
Pearson E-Text Chapter 11
Pearson E-Text Chapter 13
Complete your initial discussion
prompt and participate in the weekly
Complete and submit Week 6
Mastering Assignment
Complete and submit Week 6
Mastering Quiz
Complete and submit Week 6 Labster
Acid-Base Titration and
Introduction to Organic
Chemistry: Hydrocarbons
1. Understand that acids and bases can be found everywhere
2. Understand the logarithmic nature of the pH scale
3. Calculate the pH of a strong acid or base
4. Assemble the apparatus required for titration
5. Describe the function of each part of the titration apparatus
6. Explain the general steps of a colorimetric acid-base titration
and its uses
7. Perform a titration experiment
8. Describe the role of the 3 main reagents used in a titration:
sample, titrant, and indicator
9. Explain what is the endpoint of a titration and the role of the
10. Explain why the use of high-precision volumetric material is
essential for a titration
11. Calculate the concentration of the titrated solution from the
results of the titration experiment
12. Apply the nomenclature of simple hydrocarbons to given 2D and
3D structures
13. Interpret the core formula types for organic compounds
14. Decide the appropriate chemical formula type to use for a given
Assigned Readings
Pearson E-Text Chapter 14
Pearson E-Text Chapter 18
Complete your initial discussion
prompt and participate in the weekly
Complete and submit Week 7
Mastering Assignment
Complete and submit Week 7
Mastering Quiz
Complete and submit Week 7 Labster
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Week Topic
Activities & Assignments
Nuclear Chemistry and
Introduction to Biochemistry:
1. Identify common subatomic particles and energies involved in
Assigned Readings
nuclear reactions
Pearson E-Text Chapter 17
2. Recognize common modes of radioactive decay (alpha, beta,
Pearson E-Text Chapter 19
gamma) by observing differences in nucleic mass defect and/or
binding energies
3. Explain the concept of half-life
4. Describe common applications of radioactive isotopes (nuclear
Complete your initial discussion
medicine, radiometric/carbon dating, nuclear energy)
prompt and participate in the weekly
5. Describe how carbon dating works
6. Understand the molecular structure of sugars and
Complete and submit Week 8
Mastering Assignment
7. Understand digestion and appreciate the complexity of the
Complete and submit Week 8
human body
Mastering Quiz
8. Experiment with different foods and measure their impact on the
Complete and submit Week 8 Labster
blood sugar level
Complete and submit Week 8
Signature Assignment
Comprehensive Review
1. Demonstrate satisfactory understanding of all course
Assigned Readings
Review all Textbook chapters, as
needed, to study for the final exam
Complete your initial discussion
prompt and participate in the weekly
Complete and submit Week 9 Final
1. Discuss the role chemistry will play in your future career.
Assigned Readings
No readings this week
Complete your response in the Week
10 Discussion Forum. Due Monday,
11:59 p.m. (Pacific time)
 Institutional Policies
University Mission
At West Coast University, we embrace a student-centric learning partnership that leads to professional success. We deliver
transformational education within a culture of integrity and personal accountability. We design market-responsive programs through
collaboration between faculty and industry professionals. We continuously pursue more effective and innovative ways through which
students develop the competencies and confidence required in a complex and changing world.
Institutional Learning Outcomes
Institutional learning outcomes are designed by the University as a whole, taking into account the role that both instruction and
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student services play in contributing to a student’s success. Institutional learning outcomes assume achievement of the stated
programmatic learning outcomes of one’s discipline. Upon graduating from a degree program offered by West Coast University,
students will be able to:
1. Implement intellectual and practical problem solving skills through information assessment and critical thinking.
2. Demonstrate effective written communication skills.
3. Demonstrate effective oral communication skills.
4. Demonstrate computer proficiency and information literacy.
5. Describe ethical standards and legal guidelines associated with one’s chosen career field.
6. Explain why knowledge of and respect for the societal contributions of diverse cultures and perspectives is an important quality
in one’s discipline.
7. Apply professional values and ethics, knowledge of roles and responsibilities, and effective communication skills as a
contributing member of a cohesive interprofessional team.
Academic Integrity and Dishonesty
Students should review the Academic Dishonesty Policy in the University Student Handbook.
( Students are expected to approach their academic endeavors
with the highest academic integrity. They must cite sources and submit original work. Academic honesty is central to the
institution/student partnership toward student success. Students are accountable for adhering to the Academic Integrity and
Academic Dishonesty policies in the University Student Handbook. (
Attendance Policy
West Coast University has a clear requirement for students to attend courses. Students should review the Attendance Policy in the
University Catalog. (
Reasonable Accommodations
West Coast University strives to provide reasonable accommodations to students who have a defined need and who follow the
appropriate steps toward seeking the accommodation. The Reasonable Accommodations Policy is found in the University Catalog
( and the Student Handbook.
Classroom Policies
Students are expected to dress professionally during class time as required by the Code of Conduct in the Catalog and any rules in
your programmatic handbook. No children are allowed in classes or to be unattended on campus. Use of cell phones, smart phones, or
any other electronic devices in the classroom during class time is strictly prohibited. Unauthorized use may lead to faculty member
confiscation of the device for the remainder of the class. Behavior that persistently or grossly interferes with classroom activities is
considered disruptive behavior and may be subject to disciplinary action. A student responsible for disruptive behavior may be
required to leave the class.
Viewing Grades
Points received for graded activities are posted to your course in the Learning Management System. To review scores and grades,
navigate to your course in Canvas and then select Grades from the course menu. Your grades for assignments, quizzes/exams, and
discussions will be posted three to four days after submission of the assignment and final grades will be available three to four days
after the class completes. Your program may specify different timelines for sharing grades.
Grade Rounding
At West Coast University, scores are not rounded to the whole number until the end of the term. All student assignments, quizzes, and
examinations will be rounded to the first decimal point. At the end of the terms, final course grades will be rounded to the nearest
whole point. For programs that use the exam average to determine whether other course assignments are included in the final scoring
(e.g., Nursing), the end-of-term exam average may be rounded (using the above rules) to make that determination.
WCU Quiz, Test, and Exam Policies
Quiz, test, and exam policies vary by course objectives and programmatic expectations. Some quizzes, tests, and exams utilize a
timed approach, password verification, authentication process, proctoring protocols, and academic integrity software. Students must
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follow the policies as outlined in the syllabus and in accordance with the university, program, and any third-party company (i.e., ATI®)
policies. Refer to the Code of Conduct and Academic Honor Code found in the University Student Handbook. Reference the Late and
Make-Up Work policy for specifics regarding missed quizzes, tests, and exams.
Late and Make-Up Work Policy
All students are expected to submit evidence of learning as established by the academic program, which is outlined in the course
syllabus. Students are required to meet the course objectives by submitting coursework no later than the assigned due date. In order
to demonstrate achievement of the course learning outcomes, students may be allowed to submit late work. Specifics regarding late
work are listed in the program and/or course section of the course syllabus. If a student submits late coursework, the instructor, at her
or his discretion, may deny acceptance of the assignment or award partial to full credit in alignment with the program policies.
Technological issues are not an excuse for late submissions unless the problem stems from university equipment, Canvas outages, or
third-party content providers.
Missed Quizzes, Tests, and Exams
All quizzes, tests, and exams must be completed by the date they are assigned. If a quiz, test, or exam is missed due to a documented
emergency situation (e.g., death in the immediate family), it is the student’s responsibility to contact the faculty member within 48
hours of the original due date and follow the program policies for missed work. Students who do not make up the quiz, test, or
assessment as scheduled or who do not contact the instructor within 48 hours will receive a zero score for that assessment.
Final Week of Term/Semester/Trimester
Quizzes, tests, and exams must be completed and assignments must be submitted no later than the last scheduled day of class
during the final week of the term/semester/trimester. In the final week, some courses will have an alternative class meeting day, time,
and room, or submission deadline. Specifics regarding the final week are listed in the course syllabus. Refer to the University
Attendance Policy for maximum absences and other details.
West Coast University utilizes the Canvas Learning Management System. Technical support for Canvas is offered 24 hours per day, 7
days per week. There are minimum system requirements to access not only Canvas but also any resources that may be posted in
Canvas or utilized in a course. Please refer to the University Student Handbook. ( for minimum technical requirements. For tech support options, please click on the Help link located on
the left menu navigation. Canvas can be accessed here:
Library Information
You can access the library through the Help link located on the left menu navigation in Canvas by clicking on the WCU Resources, or
here: (
Course Related Policies
West Coast University has specific course related policies for overload, auditing, repeats, courses passed but not successfully
completed, add/drop and withdrawal. Please see the University Catalog
( for course related policies.
Diversity Equity and Inclusion
West Coast University is committed to actively pursuing an environment of inclusiveness for all students, faculty, and staff from
diverse backgrounds. We value diversity defined by, but not limited to, ethnicity, culture, gender, socioeconomic class, religion,
nationality, sexual orientation, age, physical ability, learning styles, and political perspectives.
The University believes that its mission and core values are strengthened by an environment that encourages diverse perspectives
and the free exchange of ideas in an unbiased and non-prejudicial way. Our graduates acquire knowledge and learn skills that help
them thrive in a culturally diverse world.
Course Delivery Modalities
West Coast University offers courses in several delivery modalities: face-to-face web enhanced, blended, and online (asynchronous,
Face-to-face web enhanced course is delivered entirely on campus or at a learning site (e.g., clinical, practicum, externship,
internship) and uses the institution’s Learning Management System.
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Blended course is delivered with a portion that is face-to-face on campus or at a learning site (e.g., clinical, practicum, externship,
internship) and a portion that is online (asynchronous or synchronous or both) through the institution’s Learning Management
Online course
Online course, synchronous course* is delivered by faculty to students using online lessons and resources in real time with
live online instruction and uses the institution’s Learning Management system.
Online course, asynchronous* is delivered by faculty to students using online lessons and resources, but without live online
instruction and uses the institution’s Learning Management System.
*Online courses are 100% asynchronous, 100% synchronous, or a combination of both. See course syllabus for details.
Student Responsibilities and Expectations for 100% Online Asynchronous Courses
1. Class Week: A “class week” for 100% online asynchronous learning courses starts on a Monday and ends on the following Sunday
at 11:59 PM PST.
2. Location: Online asynchronous courses are located in the Canvas learning management system. All course content and learning
resources are available 24 hours a day, seven days a week. Each activity has a time frame which is listed in the course. To access
the course, login to Canvas ( using your West Coast University username and password.
For help with Canvas, contact the Canvas 24/7 Technical Support team at 877-251-6441. Please see the WCU Student Handbook
( for the required equipment including hardware and
3. Course Structure: Online asynchronous courses are conducted in a fully asynchronous format (without live instruction). Students
are not required to be on campus for any portion of a 100% online asynchronous course. Online asynchronous courses are
engaging and enriched and include but are not limited to video content, simulations, adaptive quizzing, and self-guided and
faculty created learning resources. Courses are intuitive to navigate and timely access to faculty, peers, Student Affairs, and
Technical Support is available through a hotline, live chat, email, and links to academic resources and academic support
4. Complete Assignments: All assignments in a 100% online asynchronous course must be submitted electronically through the
Canvas learning management system unless otherwise instructed by the faculty. Please see the Evaluation section of the syllabus
for more details.
5. Grading and Attendance: 100% online asynchronous courses require Academically Related Activities (ARAs). When the course
includes participation in a discussion board, please see the rubric for grading criteria and the Course and Program Specific
Policies section of the syllabus for more details. Points received for graded activities are posted in the Canvas Gradebook. Points
are typically posted 3-4 days after submission of assignments or assessments. No late submission of assignments or
assessments are accepted after the academic term ends. Final course grades are typically available 3-4 days after the end of the
term. Please see the University Catalog (
for the University attendance policy for 100% online asynchronous courses.
6. Netiquette: Interactions through written discussions and blogs, peer critique, sharing of memes, videos, and academic debate are
appropriate exercises for students to reach a higher understanding of theories, content, and variables impacting professional
decision making. While these experiences may similar to interactions students engage in on social media, it is important to
maintain academic composure and etiquette. Students are expected to maintain the highest level of netiquette in all interactions
with faculty and peers online. Online safety is important. Before commenting or posting, consider:
Would I say this to the person if we were face-to-face? If the answer is no, rewrite your reply considering your peer’s feelings,
social norms, and cultural/personal identity.
Using standard capitalization can be considered by some that all CAPS IS THE SAME AS YELLING.
Respect the privacy of others.
Delay writing during instances if you are angry, emotional, or frustrated.
Write in a professional, academic manner that does not overuse abbreviations, TXT language, and emoji’s.
Cite fully the work of others. Academic integrity is valued and expected.
Report instance of cyberbullying and inappropriate netiquette privately via email to the instructor.
Follow the “Golden Rule,” do unto others….
7. Build Rapport: If a student is having trouble keeping up with assignments or other aspects of the 100% online asynchronous
course, contact the faculty as soon as possible. Building rapport and effective relationships is key to becoming an effective
professional. Make sure to be proactive in informing the faculty when difficulties arise during the course, so that the faculty can
assist in finding a solution and providing academic support.
8. Student Services and Resources: Student services and resources are available to all students. Please see the WCU Student
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Handbook ( for details. Students taking 100% online
asynchronous courses are provided comprehensive support through numerous self-guided experiences. These online
experiences provide an orientation to online learning, guide students through an overview of the Canvas learning management
system and course tour, and access to helpful mobile applications. In addition to access to technology support, online resources
provide students access to library services, electronic textbooks, research and writing help, study tools, and student success tips
to master life skills necessary for student success.
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