Instructor Policies

TKBSB13S FIN 370 Campus/Learning Center: Tukwila

Facilitator Information
Alan Matthews (University of Phoenix) 206-386-1646 - W (Pacific Daylight Savings Time) Facilitator Availability I am available from 8 a.m.-5 p.m. Pacific Daylight Savings Time on most days, but I attempt to reserve Sunday for my family. On Saturdays, I tend to be online in the afternoon. If these times are not convenient for you, please let me know. I will be happy to accommodate your schedule, if possible. I provide you with these times to make it easier to communicate with me, and not to limit our contact. I want you to know that, should you need to contact me outside these time frames, you should not hesitate to do so. Also, I arrive on campus 45 minutes before the start of class to be available to meet with students.

Facilitator Bio I began my life as a real geek, with technical electronics night-school training while in high school, then receiving a B.S. in Electrical Engineering from the University of Ohio, in Athens, Ohio. I went to work for an electric utility, but couldn’t see myself designing distribution and transmission lines for my career. As an undergraduate, I took a couple of economics courses and knew I had an interest there. So, I enrolled in graduate school at the Ohio State University in Columbus, Ohio, where I received an MA in Economics, and was essentially ABD/PhD in Economics (concentrations: Economic Theory, Econometrics/statistics, Governmental Finance, and National Security Economics). I also studied PhD level Finance topics (mainly Portfolio Analysis/Risk Management, Financial Theory, and Money and Banking) and discovered that I liked finance even more than economics. (I also took a few accounting classes, discovering that, although I see the need for accountants, I did not want to be one.) I completed all the residency requirements for the Economics PhD, and passed the written PhD examinations. After completing the residency requirements, I accepted an economic and business consulting job far away from Columbus Ohio, relocating me to the Seattle area. With the exception of a 2.5 year period where I served in senior management roles for electric utilities in Sacramento and Connecticut, I have spent my career in the Seattle area providing financial, statistical, economic, and engineering consulting services primarily to public-owned electric, water, sewer, storm drainage, and natural gas utilities. I am currently a Senior Management Systems Analyst for the Budget Office of Seattle City Light. I am a “returning” faculty for the University. I was one of the first faculty to teach at the Bellevue campus when the University opened its Washington operations in the summer of 1998. Then I taught mostly statistics and became the lead statistics instructor for several years. I have substantial teaching experience, including full-time for 6 years at a competitor’s campus. In my career I have taught finance, economics, statistics (business and engineering), and math (through precalculus) classes, and many seminars on electric and water utility finance, economic theory, statistics/forecasting, and engineering planning and operations. Learning Teams
University of Phoenix students are expected to work effectively in diverse groups and teams to achieve tasks. They must collaborate and function well in team settings as both leaders and followers. They should respect human diversity and behave in a tolerant manner toward colleagues and peers. If you experience difficulties working with your team, you are expected to resolve them within the team if possible. However, please feel free to contact me for guidance if you have concerns in this area. Because Learning Team projects are outcome-based, all members of your Learning Team will generally earn the

same grade for Learning Team projects. However, I reserve the right to report different grades for different Learning Team members if I see a substantial imbalance in individual contribution. Learning Teams should provide a brief summary of any communication held outside the forum. Therefore, if you hold conference calls, work in a real-time chat room, or get together outside the OLS (Online Learning System) environment in another way, please post a log, transcript, or summary in the Learning Team forum. Further, do not use any of these supplementary communication tools unless everyone on your Learning Team agrees to the method and to the schedule. If you have any questions, please contact me. Learning Team Charters and Peer Evaluation forms are required. Students are required to complete a Learning Team Charter during the first team meeting. The Learning Team Charter needs to be submitted to me online before the beginning of Week 2. DO NOT post Learning Team assignments in the Learning Team Forum since this forum can be viewed by everyone. Instead, designate a team member who will submit the Learning Team assignment via the Assignments section. Learning Team members will now be able to see assignments posted for their team via the Assignments link. Each person is to fill out a Peer Evaluation form for their Team. The Peer Evaluation form will be completed and submitted to me at the beginning of the Week 5 class unless you are having Team issues before then. It is expected that you will actively participate with your learning team and contribute to the team discussions by a) contributing original work that is accepted and used by the team with proof of originality b) participating in the project from assignment organizing through meaningful final review of the team project for submission, and c) ensuring to your team that your contributions are your original work and properly quoted, cited, and referenced.

Learning Teams MUST be selected during the first break of our first class in order for the new OLS gradebook to be set up in a timely manner for you to submit your Learning Team assignments.
Effective collaboration is one of the University's fundamental learning goals. Learning to work effectively in teams, both as a team member and leader, is a critical organizational competency that University of Phoenix works to develop across the curriculum in all academic programs. Though each team is responsible for its own management and activities, in addition to your team members and the facilitator for this course, supplemental team support is available from Dr. Debbie Ranniger, facilitator and Area Chair for Communication Arts. If your team wishes to learn how to hold effective meetings, set meeting agendas, or work through conflicting ideas, Debbie may be able to assist you. She can be reached at Learning teams are expected to meet weekly. Supplementary communication tools (e.g. conference calls and real time chat rooms) can be used if everyone in the Learning Team agrees to the method(s) and to the schedule. If you have any questions, please contact me. Students will form teams of three to five for the learning team activities. The University of Phoenix emphasizes group interaction in and out of the classroom. If a student is absent, benefits received through class involvement are lost as well as contributions to the learning of fellow students. Within this context, group submissions are expected to equal the effort of all group members. Also, students will be graded on achievement rather than effort. Accordingly, it is the responsibility of the student to be fully prepared for each workshop and student group meeting. All members of the team should work diligently to put in 100% for a quality end product. It is expected that you will actively participate with your learning team and contribute to the team discussions by a) contributing original work that is accepted and used by the team with proof of originality b) participating in the project from assignment organization through to meaningful final review of the team project for submission, and c) ensuring to your team that your contributions are your original work and properly quoted, cited, and referenced.

Classroom Management Policies
Cell phone use in the classroom is not permitted. Generally, a single 15 minute break is permitted, and I generally hold this break around 8:00pm.

Technical Support
Technical Support is available 24 hours a day, 365 days a year. Call 1-877-832-4867, or use the e-mail support form. Answers to the most common issues are found in the Knowledge Base by clicking Help, found at the top of every student Web site.

Student Code of Academic Integrity
The University has developed a new Student Code of Academic Integrity. Please make sure you access and acknowledge the code of conduct. Please refer to the following link from your student website: Academic Coaching

Academic coaches are available at no cost to the student for assistance in written and oral communication skills as well as, technology. These coaching sessions are one on one with qualified instructors and can be scheduled by contacting your Student Services Counselor. There is a limit of three academic coaching sessions per student. Attendance and participation
Attendance and participation are paramount to your learning experience. Students are required to sign the attendance roster each workshop. It is the student’s responsibility to ensure that the roster is signed upon entry to class or before class is dismissed to avoid being counted as absent. Any absence after the first will result in a “W” grade regardless if assignments were submitted. Participation points will be graded on a per workshop basis (i.e. 2% per week). To obtain full points, you are required to ask questions, answer questions and contribute to discussion. Being fully prepared for each class session will assist you in being participatory within the class. Your discussion must be relevant to the subject matter and should add value. Partial points are awarded weekly for participation if the student does not demonstrate the level of participation expected or is not present for the entire duration of the class (i.e. arriving late (after 6:15pm) or leaving early (before 9:50pm)). Participation points are not awarded for silence or for class attendance. Students who are absent for any reason will receive zero participation points for that week. Constructive, positive participation occurs when the participant contributes timely and relevant discussion topics, exhibits independent thought and creative expression, asks pertinent questions and demonstrates knowledge of the material and application of the learning objectives. This is highly encouraged. Negative participation occurs when the participant monopolizes classroom discussion time, interrupts others, is non-receptive to opinions of others and/or uses disparaging or similar inappropriate remarks to other students. This is highly discouraged. UOP Server Issues UOP server troubles are NOT an excuse for late papers in this class. Technical difficulties will not be accepted as an excuse for late assignments. In the event you experience technical difficulties, please contact technical support and/or locate an optional resource to access the OLS. UOP Technical Support: 1-877-832-4867

If you are having a technical issue, you need to obtain a ticket # and you must provide me with that ticket number. You can then give me your work via alternative modes such as email or hard copy but you are required to submit your assignment through the Assignments link once the problem is resolved. Submission of Assignments

Assignments are due by 6:00 p.m. (Pacific Time) the evening of each workshop. All written assignments should be submitted via the Assignments link.

Assignment Section: This is where you will submit all formal assignments. Navigate to the Assignments link on eCampus. Locate the link to submit your assignment as an attachment. When submitting your assignment, please submit as a Microsoft Word, Excel, or PowerPoint attachment (depending on the requirements for the assignment) through the Assignments link and ensure that your name (or team name) is a part of the file name (e.g. Jane Doe Week 2 E-text Assignment,

or Team A Week 5 Final Research Project Presentation.ppt). Late Assignments

a 20% late penalty applies to each day late (6:00 p.m. to 6:00 p.m.). The accumulated late
If the assignment is time stamped after 6:00 (Pacific Time) of the due date, penalty will be deducted from the overall earned score. For example, if your overall earned grade was 92% but the paper was two days late, the net grade would be 52% (92 – 40). This would then be converted into the appropriate points based on how much the assignment was worth. NOTE: The OLS time stamp is recorded in Arizona Time which may be different than Pacific Time. All times mentioned within this syllabus are Pacific Time. No assignments will be accepted after 3 days from its due date unless approved by the instructor.

No assignments will be accepted after the conclusion of Workshop 5. Feedback
In accordance with University policy, all assignments will be returned to the student in a timely manner and will include a grade, as well as, specific feedback information to assist the student in mastering the material at hand. I will send graded papers with reviewer’s comments within the paper. Each week a cumulative point total will be available in the Gradebook to assist you in tracking where you stand in class. I attempt to get feedback on Learning Team assignments within 2 days of the end of the workshop in order to allow each Learning Team ample time to prepare for their next assignment, which often “builds” on your most recent assignment’s work efforts. Individual work assignment performance will be submitted via the Assignments section for this class within 5 days from the end of the prior week’s workshop. Since we discuss the individual assignments in class, less written feedback will be provided. Team paper submissions should be submitted by only one member of the team. The person assigned to submit each team’s weekly submission should do so via the Assignments link. All team members will now be able to view team submissions via the Assignments link. Always assign someone to submit the work for each week in advance and ensure that a backup person is available to submit the work in the event the primary person assigned does not follow through – there is no tolerance for miscommunication among the team members. Learning team project feedback will be posted via the Assignments link and can be viewed by all team members. Discussion, concerns, or disagreements about your grade should be conducted through your Individual Forum as only you and I can view the contents of the Individual Forum. Remember the University of Phoenix Learning Model rewards performance, not effort.

Guidelines for Papers and Presentations
Please adhere to the guidelines and standards for papers and presentations presented in this syllabus. Paper Format All papers must: • Be in APA format, per the Publication Manual of the APA (6th ed.). In addition to the APA materials posted in the Course Materials Forum, you can use the following websites to assist in producing quality work:

Be in Microsoft Word format. Statistical summaries and any graphics need to be in the body of this text. Any detailed statistical work that you may choose to submit will need to be done in Microsoft Excel format. Any version of Microsoft Office is acceptable to me. Be spell-checked and grammar checked.

Paper Content Each of the following numbered items is required to start on a new, separate page (Use Word’s Page Break option. Points will be deducted otherwise.) Only written assignments need to be submitted in this format. If your individual assignment is a computational problem, there is NO need to follow this formal structure. For these latter assignments, all I need is an MS Word readable document (or .pdf). 1. Cover Page (Paper Title, Student(s) Name(s), Course Number, Date, Instructor Name) 2. Table of contents (please follow the standard presentation of section heading followed by page number) 3. Abstract page (aka Executive Summary) – As per APA, between 120-250 words long. 4. Body of the research (there should be at least two in-text citations in your paper – two separate sources of reference – see below) 5. Personal Conclusions (I am interested in your opinion and comments, not the authors’; remember to write in third person) 6. References (it is general University policy that at least two are required to meet expectations; BUT, communicating and demonstrating your understanding of the information are much more important than a reference count!) Authoritative Sources Sources should be peer-reviewed. Academic papers must not cite online encyclopedias and dictionaries (i.e. Wikipedia,,,,, etc). Academic papers cite only authoritative sources. Authoritative sources include reading materials located on the course Materials page, the Weekly Reserve readings associated with this course, and relevant articles and other texts located in the University Library databases. Students must avoid non-authoritative and non-peer reviewed content from the Internet; unless the assignment specifically directs you to do so. Third Person/ First Person APA Rule University of Phoenix follows current APA recommendations in encouraging the use of third person as a general rule in all APA papers. The use of the first person and active voice (see APA, 2010, pp. 68-70) in the text should only be used when writing reflection type papers. Many University of Phoenix assignments have reflection sections; please use first person for only these sections and third person for all other sections. Abstracts, introductions, and conclusions are always written in third person even when they are reflection papers. Please avoid the use of the editorial "we" (see APA, 2010, pp. 69-70). Paper Delivery • Papers must be submitted via the Assignments link from your student website for this course.

Standards for Papers I strongly recommend utilizing the University of Phoenix’s Center for Writing Excellence. This service will evaluate your written work and provide feedback regarding improvements. The Writing Lab and Writepoint instructions for use can be found from your student website under “Services” – Center for Writing Excellence or at WRITEPOINT AND PLAGIARISM CHECKER POLICY

Writepoint is an essential tool that assists students in developing necessary written communication skills that will create writing that is articulate, cohesive, structured, concise, and easily understood by the reader. Using Writepoint will assist students in minimizing penalties in the areas of Grammar, Punctuation, Spelling, Clarity, and Style. Submitting papers to Plagiarism Checker will help students recognize and identify plagiarism so that they can avoid plagiarizing in written assignments. Recognizing plagiarism in papers will help students create original work without worrying about possible penalties. It is highly recommended that you submit your papers to the Center for Writing Excellence to be checked by WritePoint and the Plagiarism Checker prior to submitting your paper to the instructor. You may provide proof of this activity with the assignment submission as separate attachments along with your Final Paper. In addition, your Final Paper should incorporate the corrections identified in Writepoint and the Plagiarism Checker. Students are required to submit only their own original work with proper citation of third party sources quoted in that work. The University's Plagiarism Checker includes a database of all past papers submitted by UOPX students. Submission of copied or purchased assignments is likely to be caught by Turnitin and the resulting sanctions under the Code of Conduct can include a failing course grade, suspension, or expulsion from the University. Students should review the results of the Turnitin document received and make the necessary corrections before submitting the final version of the assignment to the instructor. Remember, a student’s submission to Plagiarism Checker checks only public sources. My submission checks also other student paper submissions. Sunday and Monday are the busiest days of the week for Plagiarism Checker and Writepoint services. Please allow two hours as a minimum guideline for the return of papers on these days. Note: No more than 30% of your paper can utilize outside authoritative sources and must be properly cited. Students need to construct assignments that summarize their own thoughts, opinions, examples, and statements in a well-written paper. Direct quotations and paraphrasing should only serve to support the student’s own thought. Standards for Presentations Good presentation skills are an essential quality for any professional to have. Just as with any skill, good presentations skills are the result of practice, followed by feedback, and the use of relevant and appropriate sources. Therefore, the quality of your presentation is an integral as part of your grade for the class. If you do not participate in the presentation you will not get any credit for it.

Student End-Of-Course Surveys
During the last workshop week of your class, please take the opportunity to share your opinions of the course, curriculum, and university services by filling out a Student End-of-Course Survey (SEOCS) on the University of Phoenix Student and Faculty Web. Please use this tool as a means of providing the University with feedback on your experience.

Final Exam
The Final Exam for this course is ON-GROUND. The Final Exam will be taken during the last two hours of the Week 5 class. It will be presented, in paper format, at 8:00pm during the Week 5 class. You will have two hours to complete it. The Final Exam will be collected at 10:00pm. The Final Exam will be comprised of 30 multiple-choice questions. Many of these questions will require computations. You will be permitted to access the two textbooks, your class notes, the textbooks’ powerpoint slides (as relevant), any hand-held calculator you may wish to use, and any PC-based calculator you wish to use (e.g. Excel). No other

outside resource will be permitted. Any attempts to access any other (re)source will be considered an academic violation. Gradebook
I will be utilizing the electronic gradebook weekly to record all graded assignments within 2-3 days after the evening workshop. This report will be posted on your student website each week. Your MyFinanceLab grade should be displayed to you on completion of each assignment. Grading will be awarded by the number of points you have earned out of the total possible number of points for an assignment. It is the student’s responsibility to check the Assignments link regularly to review graded assignments and weekly feedback from the Gradebook.

Grading Scale
Grade Percen tage A 95+ AB+ B BC+ C CD+ D DF <60

90-94 87-89 84-86 80-83 77-79 74-76 70-73 67-69 64-66 60-63

Grading Formula
Standard percentages equate to letter grades based on a 100 point scale. NOTE: "+"and "-"grades are included, but there is no A+ grade. If a final grade contains partial points (decimals), it will be "rounded up" or "rounded down" in order to determine the grade. Partial points with be rounded to the nearest full point, e.g. 94.4=94 which leads to a grade of A-; 94.5=95 which leads to a grade of A. A = Clearly stands out as excellent performance. Has unusually sharp insight into material and initiates thoughtful questions. Sees many sides of an issue. Articulates well and writes logically and clearly. Integrates ideas previously learned from this and other disciplines; anticipates next steps in progression of ideas. Example: “A” work should be of such a nature that it could be put on reserve for all students to review and emulate. The “A” student is, in fact, an example for others to follow. B = Grasps subject matter at a level considered to be good to very good. Is an active listener and participant in class discussion. Speaks and writes well. Accomplishes more than the minimum requirements. Work in and out of class is of high quality. Example: “B” work indicates a high quality of performance and is given in recognition for solid work; a “B: should be considered a high grade. C = Demonstrates a satisfactory comprehension of the subject matter. Accomplishes only the minimum requirement, and displays little or no initiative. Communicates orally and in writing at an acceptable level for a college student. Has a generally acceptable understanding of all basic concepts. Example: “C” work represents average work for the students in a program of class. A student receiving a “C” has met course requirements, including deadlines.

D = Quality and quantity of work in and out of class is below average and barely acceptable. Example: “D” work is passing by a slim margin. F = Quality and quantity of work in and out of class is unacceptable. Example: “F” work does not qualify the student to progress to a more advanced level of work. Plus or minus grades indicate a high or low end grade that has been assigned.

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