had 363 computer applications in clinical laboratory ... · had 363 computer applications in...
TRANSCRIPT
Stony Brook University School of Health Technology and Management
HAD 363 Computer Applications in Clinical Laboratory Sciences (2 credit) ON-LINE
Instructor Anna Seo Office Hours by Email
Email address Annabseogmailcom
Location Distance Learning
HAD 36304 Computer Applications in Clinical Laboratory Sciences - Fall 2017 in Blackboard will include BOTH
Lecture and Lab portions of the course Lectures Virtual Lab AssignmentsDiscussions if applicable will be uploaded each week on Blackboard every
Tuesday no later than 1200PM EST
AssignmentsDiscussionsExercises uploaded on Tuesday are due on Blackboard by Saturday of the same week no
later than 400PM EST
MidtermFinal Exams will always take place on a Friday
If there are to be any changes to the expected due dates an announcement will be posted on Blackboard at least two
weeks prior to the original due date
Description This course introduces students to the use of various computer hardware systems and
software applications used in both business and clinical laboratories settings It includes utilization and
multiple functions of computers in the clinical laboratory This course includes online computer
application software (eg MS ACCESS EXCEL VISIO etc) assignments providing practice with
various software applications used in the clinical laboratory and the healthcare environment
Goal Acquaints the student with how clinical software applications facilitates workflow in the clinical
laboratory and includes the use and application of standard computer terminologies network
communication protocols and laboratory information system software utilized throughout the healthcare
environment This course also acquaints the student with application software such as MS Office along
with commercial healthcare vendorrsquos software products
COURSE OBJECTIVES for HAD 363 Computer Applications in CLS
Upon completion of this course the student will be able to
COMPUTER HARDWARE AND SOFTWARE
1 List basic computer components and computer chips including CPU RAM ROM Cache
motherboard graphics cards network cards
2 Suggest and explain how computer hardware and software components may be upgraded to
optimize computer operation
3 Identify how to select computers and their components based on the needs of the user and cost
constraints
4 Discuss the evolution and history of computers with regard to design and functionality
5 Identify inputoutput devices which allow communication between the information systems and
the users
6 Define computer memory and hardware devices involved in digital data storage
HEALTH CARE INFORMATION SYSTEMS
7 Identify the ways in which hospital information systems (HIS) and laboratory information
systems (LIS) are integrated and utilized for formulating problems and arriving at solutions for
data transmission
8 Describe the motivation for health care informatics and the national initiative for Electronic
Health Record EHR
9 Describe the operation data transmission with regard to patient result input and data search
retrieval and reporting by LIS systems
10 Explain the types of instrumentLIS interfacing their capabilities and advantages
11 Describe the quality controlassurance standards (eg JCAHO and HIPAA) and quality control
management with laboratory information systems
12 List and explain Titles I II of HIPAA especially how they relate to information systems security
13 Explain new trends and terminology of laboratory information systems including OPENLAB
systems graphical user interfaces clientserver relational databases wireless and wired media
14 Identify medical informatics communication standards and agencies employed by hardware and
software vendors including HL7 ASTM LOINC SNOMED and ISO 9000
15 Describe how information is lost or corrupted and the appropriate preventative action taken to
avoid loss of information
16 Differentiate various types of databases such as hierarchical relational and object oriented types
17 List the types of databases used in Information Systems
18 Explain the benefits and problems related to the selection designing and utilization of the
electronic patienthealth record
LABORATORY INFORMATION SYSTEMS
19 Describe and discuss stepsphases involved with the process of the LISIT System Life Cycle
20 Review concepts issues and practices of information systems IT project management
21 Discuss project management concepts in day to day health informatics tasks to improve
management and teamwork skills
22 Discuss the need for relation between project management and organizational behavior which is
needed for successful implementation of projects within organizations
Statement of Rationale
This course is required for students in the Clinical Laboratory Sciences Program
Teaching Strategies
This course is delivered through the use of e-instruction Blackboard platform with a combination of presentations
case studies and discussion board assignments posted from both the instructor and guest presenters Information
will be presented in a sequential progression relevant to health care systems and applicable policy issues
Teaching strategies will include lecture videos case studies small and large online group discussions Weekly
assignments andor postings on discussion board will be required The instructor will provide and monitor
feedback throughout the assignments
Required Text
Pantanowitz Tuthill Baylis Pathology Informatics Theory and Practice ASCP Press Chicago Il 2012
Supplemental Readings
Additional readings journal articles to be assigned and found posted on Stony Brook Universityrsquos Blackboard
Site
Final grade and consists of
Lecture portion makes up 90 of final grade and consists of
Mid Term Examination 30
Final Examination 30
LIS Project 20
AssignmentsDiscussion 10
Lab portion makes up 10 of total final grade and consists of
Virtual Lab AssignmentsDiscussion 10
c
Description of the Assignments 1 Mid Term Examination Final Examination ndash Mid Term will be based on readings and lecture
presentations for weeks 1-4 final examination based on lecture presentations and readings for weeks 5-9
2 IT Life Cycle Project Management Project ndash Students are required to demonstrate the process of an IT
Life-Cycle or software selection process Students will be organized in groups of 2 students to act as consultant-
project managers to simulate the process of selecting and recommending an appropriate software system (LIS or
Pathology etc) system for their assigned healthcare institution The IT Life-Cycle Project will consist of creating a
PowerPoint presentation as well as a written report referred to as an executive summary paper which will include
typical documents or ldquodeliverablesrdquo such as a needs assessment survey needs assessment table a vendor
comparison matrix of software vendors a workflow analysis an IT departmenthealthcare system example budget
a project charter as appendices in the project report which is the executive summary Students are expected to
submit an electronic-formatted summary and any documentation which supports their position including background
information from readings and videos Summaries should be at least four pages no more than five Students
(assigned in groups) should submit a project rough draft of the individual ldquodeliverablesrdquo or items one week after
they are assigned in order for the instructor to review and provide ldquofeedbackrdquo to the group for final submission on
at the end of the course
Grade Percentage
A 93
A- 90
B+ 87
B 83
B- 80
C+ 77
C 73
C- 70
3 Virtual Computer Lab Application Software Assignments- Software exercise handout will be posted for
student review Students will be able to read and follow outline to complete and submit electronic software
assignments tofor database presentation and healthcare software applications
4 Discussion Questions ndash Students are required to participate in all discussion questions posted by the course
instructor and classmates Questions will correspond to weekly lecture topics videos and study of current
information system trends Students are expected to post responses to each question and interact with classmates
Students will be placed into small groups for some discussions
a Posts should reflect an understanding of the topic and assigned readings
b Posts should be organized free of grammatical and spelling errors and supportenhance their
positions
c Students are expected to read their professorrsquos and classmatesrsquo posts and respond to specific points
raised in these posts
d Students are encouraged to share any resources they have discovered that would be informative to
their classmates
e When appropriate it is necessary to cite the readings of the unit or to include outside readings to
substantiate your responses Your responses to the other learners should also be substantive and should
reflect critical reflection processes
f Students will lose credit if their response essentially duplicates previous posts Posts must make
unique substantial and informative contributions to the online discussion
g Students must post a minimum of one response in each discussion thread for each weekly lecture
topic and posted instructor question by midnight on the Sunday after the weekly topic lecture is posted
No post should be an ldquoislandrdquo Every post must incorporate acknowledge and respond to previous
relevant posts
COURSE OUTLINE READING AND OTHER ASSIGNMENTS
At the end of the course students will receive via email a course evaluation request from the CLS department
Please complete this course evaluation and return it as indicated
Expectations of Learners
Your full participation is necessary for you to be successful in this course This course is an interactive learning
experience with your peers and instructor To acquire the knowledge and skills to meet the objectives of this
course learners are required and expected to meet the following expectations
o You are required to have a working computer with speakers or other means to be able to participate on-
line and listen to Presentation Software eg PowerPoint that contain audio components
o You are required to have an active email address updated on Solar
o You are required to check your email daily and logon to the Blackboard course for announcements or
updates
o You are required to read and become familiar with the course syllabus including the objectives and
schedule in addition to the expectations
o You are required to keep up with the course calendar for assignments and readings
o You are required to submit your assigned Computer Application Software Exercise Reports and IT Life-
Cycle project management Report (or individual report deliverable items) and PowerPoint Presentation
in a word document via email by the date on the schedule to the instructor
o You must respond to all requests for clarification or questions generated by your assignments and IT
project management report submissions within 24 hours
o It is expected that studentrsquos postings will be grammatically correct and free of spelling errors
o This is NOT a self-paced course Students will need to complete all readings postings to discussion
threads Application Software reports examinations and IT-Life Cycle project management assignment
by the dates and times indicated Requests for time extensions will not be granted
o You are expected to be respectful of diverse opinions and perspectives and refrain from inappropriate
comments and personal accusations with all interactions and to adhere to the principles of basic Internet
etiquette and use the course room for course related discussionschats only
Learnerrsquos Expectation of Faculty
You can expect that I will be fully engaged in guiding and mentoring your progress in this course
o I will be available by appointment via phone or email
o If you have any question that is course related first read the discussion board section ldquoAsk the Instructorrdquo
since others may have either the same question or a similar one
o If your question has not already been answered or addressed please post it in the discussion board section
ldquoAsk the Instructorrdquo The response to your question will be posted to this discussion board section so that
others can see the answer as well unless your question had already been answered or addressed in this
section
o If you have a question that is more personal to you feel free to contact me through Stony Brook
University email
o I will forward emails for every announcement placed on Blackboard
o I will read and respond to every case study and posting within 48 hours
o I will respond to your email questions within 48 hours
o I will post a PowerPoint presentation for each topic The PowerPoint has been created to help guide your
exploration of the material and will serve as a tool to guide you but is not to be a substitute for doing the
readings In addition you can utilize the PowerPoint as a study outline for assigned readings case studies
and study for the quiz
Equipment Requirements for Participation
For this class the student will need the following computer internet access microphone for narrated Power Point
presentations on the computer (may be optional will depend on group presentation) speakers Microsoft Word
(or compatible word processing software) and Microsoft Excel and PowerPoint
Blackboard Information
Blackboard is the online platform used by Stony Brook University for distance learning You will need your
NETID and password in order to access Blackboard (if you need help obtaining your NETID please contact your
instructor or department) To access Blackboard httpblackboardstonybrookedu or wwwstonybrookedu ndash
from top of screen choose ldquoCurrent Studentrdquo and then from ldquoComputing and Techrdquo choose Blackboard (For future access
to Blackboard save this web address to your computerrsquos favorites) Helpful information about Blackboard has been loaded
into your course Once you have signed in to your course read the contents of the folder called ldquoBlackboard Infordquo This
folder contains information on how to use discussion board discussion board rules and etiquette wikis email groups saving
files printing files how to get help in Blackboard etc
How to Contact Instructor ndash And Asking Questions During the Course
If students have questions about the course or course content they should post questions under ldquoAsk the
Instructorrdquo which is found in the discussion board section of Blackboard Before posting questions students
should look in the ldquoAsk the Instructorrdquo section first to see if classmates have already posted questions on a
specific topic If students have personal questions they should directly email or call the instructor Instructor
will monitor discussion board on a daily basis
Discussion Board
Students are to post a response to each discussion board thread (this includes threads posted by the instructor and
the threads posted by each group) In addition for each thread students must provide a response to two other
studentsrsquo postings Students can expect to be participating in discussion board two ndash three times a week It is
suggested that students type responses to discussion board in Word save your work and then copy and paste your
work in to discussion board check spelling grammar word usage etc before posting to discussion board
Etiquette Rules (sometimes referred to as Netiquette Rules)
When participating in any aspect of an online course there are rules of etiquette that need to be followed These
rules will be observed students who fail to follow these rules of etiquette will lose points from their discussion
board grade Please do not use winks smiley faces etc in any of your postings Read the rules that are found
posted on this website httpmatcmadisoneduonline-etiquette-guide
Remember some basic rules
1 Respect others and their opinions In online learning students from various backgrounds come together
to learn It is important to respect their feelings and opinions though they may differ from your own
2 Tone Down Your Language Given the absence of face-to-face clues written text can easily be
misinterpreted Avoid the use of strong or offensive language and the excessive use of exclamation
points If you feel particularly strongly about a point it may be best to write it first as a draft and then to
review it before posting it in order to remove any strong language
3 Pick the right tone Since we depend on the written word in online learning it is especially important to
choose the right words to get your meaning across For example sarcasm is harder to detect when you
read the words rather than hearing them
4 Keep a Straight Face In general avoid humor and sarcasm These frequently depend either on facial or
tone of voice cues absent in text communication or on familiarity with the reader
5 Consider othersrsquo privacy Ask for permission if you want to forward someonersquos email messages to third
parties Keep in mind that all private email mail is considered copyrighted by the original author
6 Avoid inappropriate material Emailing should be used for course contentinformation classmatesrsquo
emails should not be used for private soliciting
7 Be forgiving If someone states something that you find offensive mention this directly to the instructor
Remember that the person contributing to the discussion might be new to this form of communication
What you find offensive may quite possibly have been unintended and can best be cleared up by the
instructor
8 Think before you hit the send button Think carefully about the content of your message before
contributing it Once sent to the group there is no taking it back Grammar and spelling errors reflect on
you and your audience might not be able to decode misspelled words or poorly constructed sentences
9 Test for Clarity Messages may often appear perfectly clear to you as you compose them but turn out to
be perfectly obtuse to your reader One way to test for clarity is to read your message aloud to see if it
flows smoothly If you can read it to another person before posting it even better
10 Brevity is best Be as concise as possible when contributing to a discussion Your points might me
missed if hidden in a flood of text
11 Stick to the point Contributions to a discussion should stick to the subject Donrsquot waste others time
by going off on irrelevant tangents
12 Frivolous email Donrsquot forward jokes chain letters or unimportant email to other students without
their permission Not only does it fill up their mailboxes but may offend people who do not share the
same sense of humor or who are tired of these types of email
13 Read First Write Later Dont add your comments to a discussion before reading the comments of
other students unless the assignment specifically asks you to Doing so is tantamount to ignoring your
fellow students and is rude Comments related to the content of previous messages should be posted
under them to keep related topics organized and you should specify the person and the particular point
you are following up on
14 Netspeak Although electronic communication is still young many conventions have already been
established DO NOT TYPE IN ALL CAPS This is regarded as shouting and is out of place in a
classroom Acronyms and emoticons (arrangements of symbols to express emotions) are popular but
excessive use of them can make your message difficult to read Some common ones include
UNIVERSITY POLICIES
Syllabus Disclaimer Although it is fully intended to follow the contents of this syllabus there may be a
situation(s) that occur which may result in the necessitation of change of its content Any such change will be
communicated to the students by the instructor as soon as available
Access to the Online Blackboard Site You can access class information on-line at httpblackboardsunysbedu
If you have used Stony Brooks Blackboard system previously your login information (Username and Password)
has not changed The materials in this course available online or via a website link are for the exclusive use of
registered students currently enrolled in this course and may not be further distributed In addition to legal
sanctions violation of these copyright prohibitions may result in University disciplinary action Our classs on-
line Blackboard site Make sure that the email address in Blackboard is one that you check frequently
since any emails that I or another student sends to you through the blackboard system will be sent to that email
address Change your email address in Blackboard if necessary To change your email address in Blackboard
go to the blackboard logon page at httpsblackboardsunysbedu and click on ldquoHelp for Studentsrdquo the click on
ldquoCAN I CHANGE MY EMAIL IN BLACKBOARDrdquo and follow the instructions
Blackboard Technical Support Blackboard technical issues are supported by the university and help can be
obtained by the web at httpstltstonybrookeduStudentServicesBbStudentsPagesdefaultaspx by calling 631-
632-9602 or by emailing helpmeicsunysbedu
Americans with Disabilities Act If you have a physical psychological medical or learning disability that may
impact your course work please contact Disability Support Services128 ECC Building (631) 632-6748 They
will determine with you what accommodations are necessary and appropriate All information and documentation
is confidential
Students who require assistance during emergency evacuation are encouraged to discuss their needs with their
professors and Disability Support Services For procedures and information go to the following web site
httpwwwehssunysbedu and search Fire Safety and EvacuationPhysical Disabilities For more information
go to httpstudentaffairsstonybrookedudss
Critical Incident Management Stony Brook University expects students to respect the rights privileges and
property of other people Faculty are required to report to the Office of Judicial Affairs any disruptive behavior
that interrupts their ability to teach compromises the safety of the learning environment or inhibits students
ability to learn as per the SHTM Academic Policies and Procedures
Plagiarism Policy Any act of plagiarism will be taken very seriously in this class Plagiarism is a form of
academic dishonesty Plagiarism is the use of othersrsquo words andor ideas without clearly acknowledging their
source That is plagiarism occurs when a writer uses another personrsquos words andor ideas in a paper without
giving credit to the original author As students you are learning about other peoplersquos ideas in your course texts
your instructorsrsquo lectures in-class discussions and when doing your own research When you incorporate those
words and ideas into your own work it is of the utmost importance that you give credit where it is due
Plagiarism takes many forms The form you might be most familiar with is direct copying of anotherrsquos words
without using quotation marks andor without citing the source of those words If you do quote verbatim from
another source always (a) use quotation marks around the words that are not yours and (b) properly cite the
source at the end of the quoted material Other forms of plagiarism are equally problematic and wrong One such
form is rewording parts of an authorrsquos point (but not others) and not citing that source Any portion be it ever so
small of another authorrsquos argument must be cited If you lsquoborrowrsquo phrases from an author these phrases must be
put in quotation marks and properly cited A third form of plagiarism is when you reword an authorrsquos words
entirely but you keep the authorrsquos original sentence structure and paragraph structure without proper citation
Whenever you rely on other peoplersquos work (which we all do) just make sure cite their ideas See the following
sties for help understanding plagiarism
httpwwwindianaedu~wtspamphletsplagiarismpdf
httpwwwprincetoneduprpubintegrity08plagiarism
Plagiarism intentional or unintentional is considered academic dishonesty and all instances will be reported to
the Academic Judiciary To avoid plagiarism you must give the original author credit whenever you use another
personrsquos ideas opinions drawings or theories as well as any facts or any other pieces of information that are not
common knowledge Additionally quotations of another personrsquos actual spoken or written words or a close
paraphrasing of another personrsquos spoken or written words must also be referenced Accurately citing all sources
and putting direct quotations ndash of even a few key words ndash in quotation marks are required For further
information on plagiarism and the policies regarding academic dishonesty go to the Academic Judiciary website
athttpnaplesccsunysbeduCASajcnsf
Academic Integrity Each student must pursue his or her academic goals honestly and be personally accountable
for all submitted work Representing another persons work as your own is always wrong (see plagiarism policy
above) Faculty are required to report any suspected instances of academic dishonesty as per the SHTM
Academic Policies and Procedures For more comprehensive information on academic integrity including
categories of academic dishonesty please refer to the academic judiciary website at
httpwwwstonybrookeduuaaacademicjudiciary
Academic Dishonesty Intellectual honesty is a cornerstone of all academic and scholarly work including in an
on-line format Penalties for misconduct may vary according to the circumstances of each particular case
Penalties may range in severity from verbal warning to expulsion from the University with the reason recorded on
the studentrsquos permanent transcript Academic dishonesty is a serious offense and will be treated in accordance
with the Universityrsquos Policies and Procedures Governing Undergraduate Student Academic Dishonesty which
can be located at httpwwwuhmcsunysbedustudservbulletin03_SHTM2006pdf
Writing Center The Stony Brook University Writing Center located in Humanities room 2009 supports writing
at Stony Brook University Trained undergraduate and graduate writing tutors help writers through one-on-one
tutoring sessions that focus on each individual writers needs Writers of all skill-levels at any stage of the writing
process are invited to make appointments at the Writing Center Writers can bring in anything theyre working on
be it a creative piece a personal statement or a paper for class Tutors will help writers brainstorm organize
focus and develop their written works To make an appointment on-line go to
httpstonybrookeduwritrhetwcaboutshtml
Grading Rubric for Discussion Questions
Criteria
Outstanding (90-
100)
Good (80 to
lt90)
Satisfactory (70 to
lt80)
Unsatisfactory (0
to lt70)
Critical thinking Analyzes and
evaluates relevant
theories and research
literature and data
Applies these
elements to a variety
of issues and
contexts
Analyzes relevant
theories and
research Uses
literature to create
coherent posting
with only minor
gaps
Makes references to
some key principles
Identifies literature
but does not
summarize it
Fewno references
to key points andor
to researched
literature Littleno
evidence that key
concepts are
understood andor
applied
Demonstrates
personal and
professional
application of
concepts
principles and
theories
Uses relevant
personal and
professional
examples to
demonstrate
application of
concepts principles
and theories
Refers to personal
and professional
examples that
relate to the
relevant concepts
principles
theories andor
research
Refers to personal
and professional
examples but does
not integrate them
effectively into the
response
Contains little or no
personal and
professional
references
Timeliness of
postings
Submitted 2 days
prior to the deadline
Submitted 1 day
prior to the
deadline
Submitted according
to deadline or late
with instructor
approval
Submitted late
(after established
deadline) or did not
submit at all
Reflection of
under-graduate
level writing skills
Language is clear
concise and easy to
understand without
spelling grammar
andor writing
mechanics errors
Thoughts are clearly
organized APA style
used as appropriate
Language is
comprehensible
but some passages
are difficult to
understand or have
minor spelling
grammar andor
writing mechanics
errors APA style
used with minor
errors
Satisfactorily
written but needs to
be read multiple
times to follow
loosely constructed
concepts Major or
many minor spelling
grammar andor
writing mechanics
errors Significant
APA style errors
Poorly written and
not comprehensible
Spelling grammar
andor writing
mechanics and
vocabulary poor
with little or no
regard for APA
style
Laboratory Informatics Project Presentation and Executive Summary Report RUBRIC
Score 4 or (90-100)
Excellent
Score 3 or (80 TO lt
90)
Acceptable
Score 2 or (70 TO lt80)
Marginal
Score 1 or ( lt 70)
Poor
Acc
ura
cy
Excellent Internal
consistency
Excellent diagrammatic
accuracy
Excellent diagnostic
accuracy
Excellent technical
accuracy
Acceptable internal
consistency
Acceptable diagrammatic
accuracy
Acceptable diagnostic
accuracy
Acceptable technical
accuracy
Marginal internal consistency
Marginal diagrammatic
accuracy
Marginal diagnostic accuracy
Marginal technical accuracy
Poor internal consistency
Poor diagrammatic accuracy
Poor diagnostic accuracy
Poor technical accuracy
Co
mp
lete
nes
s
Exceeds project
requirements
Excellent level of detail
or description
Acceptable fulfillment of
project requirements
Acceptable level of detail
or description
Project requirements
marginally fulfilled
Marginal level of detail or
description
Poor fulfillment of project
requirements
Poor level of detail or
description
Qu
ali
ty o
f
pre
sen
tati
on
Pro
ject
Excellent organizational
structure
Excellent language
clarity
Excellent emphasis of
important points
Excellent spelling andor
grammar
Acceptable organization
of structure
Acceptable language
clarity
Acceptable emphasis on
important points
Acceptable spelling andor
grammar
Marginal organizational
structure
Marginal language clarity
Marginal emphasis on
important points
Marginal spelling andor
grammar
Poor organizational
structure
Poor language clarity
Poor emphasis on important
points
Poor spelling andor
grammar
Lo
gic
Pro
ble
m S
olv
ing
Excellent presentation
showing clear
definition of problem
Demonstrates excellent
understanding of goals
Demonstrates excellent
understanding of
constraints
Excellent order of
operationndashsequence of
steps
Excellent consideration
of important factors
Presents acceptable
definition of problem
Demonstrates acceptable
understanding of goals
Demonstrates acceptable
understanding of
constraints
Acceptable order of
operation ndash sequence of
steps
Acceptable consideration
of important factors
Presents marginal definition
of problem
Demonstrates marginal
understanding of goals
Demonstrates marginal
understanding of constraints
Marginal order of operation ndash
sequence of steps
Marginal consideration of
important factors
Poor
definitionunderstanding of
problem
Poor demonstration of case
impact
Poor demonstration of
understanding goals
Poor demonstration of
understanding constraints
Poor order of operation
Poor demonstration of
troubleshooting skills
Qu
ali
ty o
f co
ncl
usi
on
inte
rpre
tati
on
Excellent
conclusioninterpretation
based on goals
Excellent
conclusioninterpretation
based on constraints
Excellent technical
rationale
Acceptable
conclusioninterpretation
based on goals
Acceptable
conclusioninterpretation
based on constraints
Acceptable technical
rationale
Marginal
conclusioninterpretation
based on goals
Marginal
conclusioninterpretation
based on constraints
Marginal technical rationale
Poor
conclusioninterpretation
based on goals
Poor
conclusioninterpretation
based on constraints
Poor technical rationale
Poor prevention strategy
HAD 363 Computer Applications in CLS
DATE TOPICS
Week 1 828 LECTURE 1 Introduction Computer Anatomy amp EMR
Choose LIS ldquoIT Life Cycle Project Managementrdquo Project Partner Week 2 94 LECTURE 2 EMR and IT Life Cycle
VIRTUAL LAB 1 Week 3 911 LECTURE 3 HIPAA and IT Standards used in Healthcare
Each group to submit completed LIS IT Life Cycle Survey Questions Week 4 918 LECTURE 4 Databases and Computer Networks
VIRTUAL LAB 2 Week 5 925 MID TERM EXAMINATION
Week 6 102 LECTURE 5 LIS WORKFLOW I
VIRTUAL LAB 3 Week 7 109 LECTURE 6 LIS WORKFLOW II
Week 8 1016 LECTURE 7 LIS Management
VIRTUAL LAB 4 Week 9 1023 LIS ldquoIT Life Cycle Project Managementrdquo Project Due
Week 10 1030 FINAL EXAMINATION
HEALTH CARE INFORMATION SYSTEMS
7 Identify the ways in which hospital information systems (HIS) and laboratory information
systems (LIS) are integrated and utilized for formulating problems and arriving at solutions for
data transmission
8 Describe the motivation for health care informatics and the national initiative for Electronic
Health Record EHR
9 Describe the operation data transmission with regard to patient result input and data search
retrieval and reporting by LIS systems
10 Explain the types of instrumentLIS interfacing their capabilities and advantages
11 Describe the quality controlassurance standards (eg JCAHO and HIPAA) and quality control
management with laboratory information systems
12 List and explain Titles I II of HIPAA especially how they relate to information systems security
13 Explain new trends and terminology of laboratory information systems including OPENLAB
systems graphical user interfaces clientserver relational databases wireless and wired media
14 Identify medical informatics communication standards and agencies employed by hardware and
software vendors including HL7 ASTM LOINC SNOMED and ISO 9000
15 Describe how information is lost or corrupted and the appropriate preventative action taken to
avoid loss of information
16 Differentiate various types of databases such as hierarchical relational and object oriented types
17 List the types of databases used in Information Systems
18 Explain the benefits and problems related to the selection designing and utilization of the
electronic patienthealth record
LABORATORY INFORMATION SYSTEMS
19 Describe and discuss stepsphases involved with the process of the LISIT System Life Cycle
20 Review concepts issues and practices of information systems IT project management
21 Discuss project management concepts in day to day health informatics tasks to improve
management and teamwork skills
22 Discuss the need for relation between project management and organizational behavior which is
needed for successful implementation of projects within organizations
Statement of Rationale
This course is required for students in the Clinical Laboratory Sciences Program
Teaching Strategies
This course is delivered through the use of e-instruction Blackboard platform with a combination of presentations
case studies and discussion board assignments posted from both the instructor and guest presenters Information
will be presented in a sequential progression relevant to health care systems and applicable policy issues
Teaching strategies will include lecture videos case studies small and large online group discussions Weekly
assignments andor postings on discussion board will be required The instructor will provide and monitor
feedback throughout the assignments
Required Text
Pantanowitz Tuthill Baylis Pathology Informatics Theory and Practice ASCP Press Chicago Il 2012
Supplemental Readings
Additional readings journal articles to be assigned and found posted on Stony Brook Universityrsquos Blackboard
Site
Final grade and consists of
Lecture portion makes up 90 of final grade and consists of
Mid Term Examination 30
Final Examination 30
LIS Project 20
AssignmentsDiscussion 10
Lab portion makes up 10 of total final grade and consists of
Virtual Lab AssignmentsDiscussion 10
c
Description of the Assignments 1 Mid Term Examination Final Examination ndash Mid Term will be based on readings and lecture
presentations for weeks 1-4 final examination based on lecture presentations and readings for weeks 5-9
2 IT Life Cycle Project Management Project ndash Students are required to demonstrate the process of an IT
Life-Cycle or software selection process Students will be organized in groups of 2 students to act as consultant-
project managers to simulate the process of selecting and recommending an appropriate software system (LIS or
Pathology etc) system for their assigned healthcare institution The IT Life-Cycle Project will consist of creating a
PowerPoint presentation as well as a written report referred to as an executive summary paper which will include
typical documents or ldquodeliverablesrdquo such as a needs assessment survey needs assessment table a vendor
comparison matrix of software vendors a workflow analysis an IT departmenthealthcare system example budget
a project charter as appendices in the project report which is the executive summary Students are expected to
submit an electronic-formatted summary and any documentation which supports their position including background
information from readings and videos Summaries should be at least four pages no more than five Students
(assigned in groups) should submit a project rough draft of the individual ldquodeliverablesrdquo or items one week after
they are assigned in order for the instructor to review and provide ldquofeedbackrdquo to the group for final submission on
at the end of the course
Grade Percentage
A 93
A- 90
B+ 87
B 83
B- 80
C+ 77
C 73
C- 70
3 Virtual Computer Lab Application Software Assignments- Software exercise handout will be posted for
student review Students will be able to read and follow outline to complete and submit electronic software
assignments tofor database presentation and healthcare software applications
4 Discussion Questions ndash Students are required to participate in all discussion questions posted by the course
instructor and classmates Questions will correspond to weekly lecture topics videos and study of current
information system trends Students are expected to post responses to each question and interact with classmates
Students will be placed into small groups for some discussions
a Posts should reflect an understanding of the topic and assigned readings
b Posts should be organized free of grammatical and spelling errors and supportenhance their
positions
c Students are expected to read their professorrsquos and classmatesrsquo posts and respond to specific points
raised in these posts
d Students are encouraged to share any resources they have discovered that would be informative to
their classmates
e When appropriate it is necessary to cite the readings of the unit or to include outside readings to
substantiate your responses Your responses to the other learners should also be substantive and should
reflect critical reflection processes
f Students will lose credit if their response essentially duplicates previous posts Posts must make
unique substantial and informative contributions to the online discussion
g Students must post a minimum of one response in each discussion thread for each weekly lecture
topic and posted instructor question by midnight on the Sunday after the weekly topic lecture is posted
No post should be an ldquoislandrdquo Every post must incorporate acknowledge and respond to previous
relevant posts
COURSE OUTLINE READING AND OTHER ASSIGNMENTS
At the end of the course students will receive via email a course evaluation request from the CLS department
Please complete this course evaluation and return it as indicated
Expectations of Learners
Your full participation is necessary for you to be successful in this course This course is an interactive learning
experience with your peers and instructor To acquire the knowledge and skills to meet the objectives of this
course learners are required and expected to meet the following expectations
o You are required to have a working computer with speakers or other means to be able to participate on-
line and listen to Presentation Software eg PowerPoint that contain audio components
o You are required to have an active email address updated on Solar
o You are required to check your email daily and logon to the Blackboard course for announcements or
updates
o You are required to read and become familiar with the course syllabus including the objectives and
schedule in addition to the expectations
o You are required to keep up with the course calendar for assignments and readings
o You are required to submit your assigned Computer Application Software Exercise Reports and IT Life-
Cycle project management Report (or individual report deliverable items) and PowerPoint Presentation
in a word document via email by the date on the schedule to the instructor
o You must respond to all requests for clarification or questions generated by your assignments and IT
project management report submissions within 24 hours
o It is expected that studentrsquos postings will be grammatically correct and free of spelling errors
o This is NOT a self-paced course Students will need to complete all readings postings to discussion
threads Application Software reports examinations and IT-Life Cycle project management assignment
by the dates and times indicated Requests for time extensions will not be granted
o You are expected to be respectful of diverse opinions and perspectives and refrain from inappropriate
comments and personal accusations with all interactions and to adhere to the principles of basic Internet
etiquette and use the course room for course related discussionschats only
Learnerrsquos Expectation of Faculty
You can expect that I will be fully engaged in guiding and mentoring your progress in this course
o I will be available by appointment via phone or email
o If you have any question that is course related first read the discussion board section ldquoAsk the Instructorrdquo
since others may have either the same question or a similar one
o If your question has not already been answered or addressed please post it in the discussion board section
ldquoAsk the Instructorrdquo The response to your question will be posted to this discussion board section so that
others can see the answer as well unless your question had already been answered or addressed in this
section
o If you have a question that is more personal to you feel free to contact me through Stony Brook
University email
o I will forward emails for every announcement placed on Blackboard
o I will read and respond to every case study and posting within 48 hours
o I will respond to your email questions within 48 hours
o I will post a PowerPoint presentation for each topic The PowerPoint has been created to help guide your
exploration of the material and will serve as a tool to guide you but is not to be a substitute for doing the
readings In addition you can utilize the PowerPoint as a study outline for assigned readings case studies
and study for the quiz
Equipment Requirements for Participation
For this class the student will need the following computer internet access microphone for narrated Power Point
presentations on the computer (may be optional will depend on group presentation) speakers Microsoft Word
(or compatible word processing software) and Microsoft Excel and PowerPoint
Blackboard Information
Blackboard is the online platform used by Stony Brook University for distance learning You will need your
NETID and password in order to access Blackboard (if you need help obtaining your NETID please contact your
instructor or department) To access Blackboard httpblackboardstonybrookedu or wwwstonybrookedu ndash
from top of screen choose ldquoCurrent Studentrdquo and then from ldquoComputing and Techrdquo choose Blackboard (For future access
to Blackboard save this web address to your computerrsquos favorites) Helpful information about Blackboard has been loaded
into your course Once you have signed in to your course read the contents of the folder called ldquoBlackboard Infordquo This
folder contains information on how to use discussion board discussion board rules and etiquette wikis email groups saving
files printing files how to get help in Blackboard etc
How to Contact Instructor ndash And Asking Questions During the Course
If students have questions about the course or course content they should post questions under ldquoAsk the
Instructorrdquo which is found in the discussion board section of Blackboard Before posting questions students
should look in the ldquoAsk the Instructorrdquo section first to see if classmates have already posted questions on a
specific topic If students have personal questions they should directly email or call the instructor Instructor
will monitor discussion board on a daily basis
Discussion Board
Students are to post a response to each discussion board thread (this includes threads posted by the instructor and
the threads posted by each group) In addition for each thread students must provide a response to two other
studentsrsquo postings Students can expect to be participating in discussion board two ndash three times a week It is
suggested that students type responses to discussion board in Word save your work and then copy and paste your
work in to discussion board check spelling grammar word usage etc before posting to discussion board
Etiquette Rules (sometimes referred to as Netiquette Rules)
When participating in any aspect of an online course there are rules of etiquette that need to be followed These
rules will be observed students who fail to follow these rules of etiquette will lose points from their discussion
board grade Please do not use winks smiley faces etc in any of your postings Read the rules that are found
posted on this website httpmatcmadisoneduonline-etiquette-guide
Remember some basic rules
1 Respect others and their opinions In online learning students from various backgrounds come together
to learn It is important to respect their feelings and opinions though they may differ from your own
2 Tone Down Your Language Given the absence of face-to-face clues written text can easily be
misinterpreted Avoid the use of strong or offensive language and the excessive use of exclamation
points If you feel particularly strongly about a point it may be best to write it first as a draft and then to
review it before posting it in order to remove any strong language
3 Pick the right tone Since we depend on the written word in online learning it is especially important to
choose the right words to get your meaning across For example sarcasm is harder to detect when you
read the words rather than hearing them
4 Keep a Straight Face In general avoid humor and sarcasm These frequently depend either on facial or
tone of voice cues absent in text communication or on familiarity with the reader
5 Consider othersrsquo privacy Ask for permission if you want to forward someonersquos email messages to third
parties Keep in mind that all private email mail is considered copyrighted by the original author
6 Avoid inappropriate material Emailing should be used for course contentinformation classmatesrsquo
emails should not be used for private soliciting
7 Be forgiving If someone states something that you find offensive mention this directly to the instructor
Remember that the person contributing to the discussion might be new to this form of communication
What you find offensive may quite possibly have been unintended and can best be cleared up by the
instructor
8 Think before you hit the send button Think carefully about the content of your message before
contributing it Once sent to the group there is no taking it back Grammar and spelling errors reflect on
you and your audience might not be able to decode misspelled words or poorly constructed sentences
9 Test for Clarity Messages may often appear perfectly clear to you as you compose them but turn out to
be perfectly obtuse to your reader One way to test for clarity is to read your message aloud to see if it
flows smoothly If you can read it to another person before posting it even better
10 Brevity is best Be as concise as possible when contributing to a discussion Your points might me
missed if hidden in a flood of text
11 Stick to the point Contributions to a discussion should stick to the subject Donrsquot waste others time
by going off on irrelevant tangents
12 Frivolous email Donrsquot forward jokes chain letters or unimportant email to other students without
their permission Not only does it fill up their mailboxes but may offend people who do not share the
same sense of humor or who are tired of these types of email
13 Read First Write Later Dont add your comments to a discussion before reading the comments of
other students unless the assignment specifically asks you to Doing so is tantamount to ignoring your
fellow students and is rude Comments related to the content of previous messages should be posted
under them to keep related topics organized and you should specify the person and the particular point
you are following up on
14 Netspeak Although electronic communication is still young many conventions have already been
established DO NOT TYPE IN ALL CAPS This is regarded as shouting and is out of place in a
classroom Acronyms and emoticons (arrangements of symbols to express emotions) are popular but
excessive use of them can make your message difficult to read Some common ones include
UNIVERSITY POLICIES
Syllabus Disclaimer Although it is fully intended to follow the contents of this syllabus there may be a
situation(s) that occur which may result in the necessitation of change of its content Any such change will be
communicated to the students by the instructor as soon as available
Access to the Online Blackboard Site You can access class information on-line at httpblackboardsunysbedu
If you have used Stony Brooks Blackboard system previously your login information (Username and Password)
has not changed The materials in this course available online or via a website link are for the exclusive use of
registered students currently enrolled in this course and may not be further distributed In addition to legal
sanctions violation of these copyright prohibitions may result in University disciplinary action Our classs on-
line Blackboard site Make sure that the email address in Blackboard is one that you check frequently
since any emails that I or another student sends to you through the blackboard system will be sent to that email
address Change your email address in Blackboard if necessary To change your email address in Blackboard
go to the blackboard logon page at httpsblackboardsunysbedu and click on ldquoHelp for Studentsrdquo the click on
ldquoCAN I CHANGE MY EMAIL IN BLACKBOARDrdquo and follow the instructions
Blackboard Technical Support Blackboard technical issues are supported by the university and help can be
obtained by the web at httpstltstonybrookeduStudentServicesBbStudentsPagesdefaultaspx by calling 631-
632-9602 or by emailing helpmeicsunysbedu
Americans with Disabilities Act If you have a physical psychological medical or learning disability that may
impact your course work please contact Disability Support Services128 ECC Building (631) 632-6748 They
will determine with you what accommodations are necessary and appropriate All information and documentation
is confidential
Students who require assistance during emergency evacuation are encouraged to discuss their needs with their
professors and Disability Support Services For procedures and information go to the following web site
httpwwwehssunysbedu and search Fire Safety and EvacuationPhysical Disabilities For more information
go to httpstudentaffairsstonybrookedudss
Critical Incident Management Stony Brook University expects students to respect the rights privileges and
property of other people Faculty are required to report to the Office of Judicial Affairs any disruptive behavior
that interrupts their ability to teach compromises the safety of the learning environment or inhibits students
ability to learn as per the SHTM Academic Policies and Procedures
Plagiarism Policy Any act of plagiarism will be taken very seriously in this class Plagiarism is a form of
academic dishonesty Plagiarism is the use of othersrsquo words andor ideas without clearly acknowledging their
source That is plagiarism occurs when a writer uses another personrsquos words andor ideas in a paper without
giving credit to the original author As students you are learning about other peoplersquos ideas in your course texts
your instructorsrsquo lectures in-class discussions and when doing your own research When you incorporate those
words and ideas into your own work it is of the utmost importance that you give credit where it is due
Plagiarism takes many forms The form you might be most familiar with is direct copying of anotherrsquos words
without using quotation marks andor without citing the source of those words If you do quote verbatim from
another source always (a) use quotation marks around the words that are not yours and (b) properly cite the
source at the end of the quoted material Other forms of plagiarism are equally problematic and wrong One such
form is rewording parts of an authorrsquos point (but not others) and not citing that source Any portion be it ever so
small of another authorrsquos argument must be cited If you lsquoborrowrsquo phrases from an author these phrases must be
put in quotation marks and properly cited A third form of plagiarism is when you reword an authorrsquos words
entirely but you keep the authorrsquos original sentence structure and paragraph structure without proper citation
Whenever you rely on other peoplersquos work (which we all do) just make sure cite their ideas See the following
sties for help understanding plagiarism
httpwwwindianaedu~wtspamphletsplagiarismpdf
httpwwwprincetoneduprpubintegrity08plagiarism
Plagiarism intentional or unintentional is considered academic dishonesty and all instances will be reported to
the Academic Judiciary To avoid plagiarism you must give the original author credit whenever you use another
personrsquos ideas opinions drawings or theories as well as any facts or any other pieces of information that are not
common knowledge Additionally quotations of another personrsquos actual spoken or written words or a close
paraphrasing of another personrsquos spoken or written words must also be referenced Accurately citing all sources
and putting direct quotations ndash of even a few key words ndash in quotation marks are required For further
information on plagiarism and the policies regarding academic dishonesty go to the Academic Judiciary website
athttpnaplesccsunysbeduCASajcnsf
Academic Integrity Each student must pursue his or her academic goals honestly and be personally accountable
for all submitted work Representing another persons work as your own is always wrong (see plagiarism policy
above) Faculty are required to report any suspected instances of academic dishonesty as per the SHTM
Academic Policies and Procedures For more comprehensive information on academic integrity including
categories of academic dishonesty please refer to the academic judiciary website at
httpwwwstonybrookeduuaaacademicjudiciary
Academic Dishonesty Intellectual honesty is a cornerstone of all academic and scholarly work including in an
on-line format Penalties for misconduct may vary according to the circumstances of each particular case
Penalties may range in severity from verbal warning to expulsion from the University with the reason recorded on
the studentrsquos permanent transcript Academic dishonesty is a serious offense and will be treated in accordance
with the Universityrsquos Policies and Procedures Governing Undergraduate Student Academic Dishonesty which
can be located at httpwwwuhmcsunysbedustudservbulletin03_SHTM2006pdf
Writing Center The Stony Brook University Writing Center located in Humanities room 2009 supports writing
at Stony Brook University Trained undergraduate and graduate writing tutors help writers through one-on-one
tutoring sessions that focus on each individual writers needs Writers of all skill-levels at any stage of the writing
process are invited to make appointments at the Writing Center Writers can bring in anything theyre working on
be it a creative piece a personal statement or a paper for class Tutors will help writers brainstorm organize
focus and develop their written works To make an appointment on-line go to
httpstonybrookeduwritrhetwcaboutshtml
Grading Rubric for Discussion Questions
Criteria
Outstanding (90-
100)
Good (80 to
lt90)
Satisfactory (70 to
lt80)
Unsatisfactory (0
to lt70)
Critical thinking Analyzes and
evaluates relevant
theories and research
literature and data
Applies these
elements to a variety
of issues and
contexts
Analyzes relevant
theories and
research Uses
literature to create
coherent posting
with only minor
gaps
Makes references to
some key principles
Identifies literature
but does not
summarize it
Fewno references
to key points andor
to researched
literature Littleno
evidence that key
concepts are
understood andor
applied
Demonstrates
personal and
professional
application of
concepts
principles and
theories
Uses relevant
personal and
professional
examples to
demonstrate
application of
concepts principles
and theories
Refers to personal
and professional
examples that
relate to the
relevant concepts
principles
theories andor
research
Refers to personal
and professional
examples but does
not integrate them
effectively into the
response
Contains little or no
personal and
professional
references
Timeliness of
postings
Submitted 2 days
prior to the deadline
Submitted 1 day
prior to the
deadline
Submitted according
to deadline or late
with instructor
approval
Submitted late
(after established
deadline) or did not
submit at all
Reflection of
under-graduate
level writing skills
Language is clear
concise and easy to
understand without
spelling grammar
andor writing
mechanics errors
Thoughts are clearly
organized APA style
used as appropriate
Language is
comprehensible
but some passages
are difficult to
understand or have
minor spelling
grammar andor
writing mechanics
errors APA style
used with minor
errors
Satisfactorily
written but needs to
be read multiple
times to follow
loosely constructed
concepts Major or
many minor spelling
grammar andor
writing mechanics
errors Significant
APA style errors
Poorly written and
not comprehensible
Spelling grammar
andor writing
mechanics and
vocabulary poor
with little or no
regard for APA
style
Laboratory Informatics Project Presentation and Executive Summary Report RUBRIC
Score 4 or (90-100)
Excellent
Score 3 or (80 TO lt
90)
Acceptable
Score 2 or (70 TO lt80)
Marginal
Score 1 or ( lt 70)
Poor
Acc
ura
cy
Excellent Internal
consistency
Excellent diagrammatic
accuracy
Excellent diagnostic
accuracy
Excellent technical
accuracy
Acceptable internal
consistency
Acceptable diagrammatic
accuracy
Acceptable diagnostic
accuracy
Acceptable technical
accuracy
Marginal internal consistency
Marginal diagrammatic
accuracy
Marginal diagnostic accuracy
Marginal technical accuracy
Poor internal consistency
Poor diagrammatic accuracy
Poor diagnostic accuracy
Poor technical accuracy
Co
mp
lete
nes
s
Exceeds project
requirements
Excellent level of detail
or description
Acceptable fulfillment of
project requirements
Acceptable level of detail
or description
Project requirements
marginally fulfilled
Marginal level of detail or
description
Poor fulfillment of project
requirements
Poor level of detail or
description
Qu
ali
ty o
f
pre
sen
tati
on
Pro
ject
Excellent organizational
structure
Excellent language
clarity
Excellent emphasis of
important points
Excellent spelling andor
grammar
Acceptable organization
of structure
Acceptable language
clarity
Acceptable emphasis on
important points
Acceptable spelling andor
grammar
Marginal organizational
structure
Marginal language clarity
Marginal emphasis on
important points
Marginal spelling andor
grammar
Poor organizational
structure
Poor language clarity
Poor emphasis on important
points
Poor spelling andor
grammar
Lo
gic
Pro
ble
m S
olv
ing
Excellent presentation
showing clear
definition of problem
Demonstrates excellent
understanding of goals
Demonstrates excellent
understanding of
constraints
Excellent order of
operationndashsequence of
steps
Excellent consideration
of important factors
Presents acceptable
definition of problem
Demonstrates acceptable
understanding of goals
Demonstrates acceptable
understanding of
constraints
Acceptable order of
operation ndash sequence of
steps
Acceptable consideration
of important factors
Presents marginal definition
of problem
Demonstrates marginal
understanding of goals
Demonstrates marginal
understanding of constraints
Marginal order of operation ndash
sequence of steps
Marginal consideration of
important factors
Poor
definitionunderstanding of
problem
Poor demonstration of case
impact
Poor demonstration of
understanding goals
Poor demonstration of
understanding constraints
Poor order of operation
Poor demonstration of
troubleshooting skills
Qu
ali
ty o
f co
ncl
usi
on
inte
rpre
tati
on
Excellent
conclusioninterpretation
based on goals
Excellent
conclusioninterpretation
based on constraints
Excellent technical
rationale
Acceptable
conclusioninterpretation
based on goals
Acceptable
conclusioninterpretation
based on constraints
Acceptable technical
rationale
Marginal
conclusioninterpretation
based on goals
Marginal
conclusioninterpretation
based on constraints
Marginal technical rationale
Poor
conclusioninterpretation
based on goals
Poor
conclusioninterpretation
based on constraints
Poor technical rationale
Poor prevention strategy
HAD 363 Computer Applications in CLS
DATE TOPICS
Week 1 828 LECTURE 1 Introduction Computer Anatomy amp EMR
Choose LIS ldquoIT Life Cycle Project Managementrdquo Project Partner Week 2 94 LECTURE 2 EMR and IT Life Cycle
VIRTUAL LAB 1 Week 3 911 LECTURE 3 HIPAA and IT Standards used in Healthcare
Each group to submit completed LIS IT Life Cycle Survey Questions Week 4 918 LECTURE 4 Databases and Computer Networks
VIRTUAL LAB 2 Week 5 925 MID TERM EXAMINATION
Week 6 102 LECTURE 5 LIS WORKFLOW I
VIRTUAL LAB 3 Week 7 109 LECTURE 6 LIS WORKFLOW II
Week 8 1016 LECTURE 7 LIS Management
VIRTUAL LAB 4 Week 9 1023 LIS ldquoIT Life Cycle Project Managementrdquo Project Due
Week 10 1030 FINAL EXAMINATION
Supplemental Readings
Additional readings journal articles to be assigned and found posted on Stony Brook Universityrsquos Blackboard
Site
Final grade and consists of
Lecture portion makes up 90 of final grade and consists of
Mid Term Examination 30
Final Examination 30
LIS Project 20
AssignmentsDiscussion 10
Lab portion makes up 10 of total final grade and consists of
Virtual Lab AssignmentsDiscussion 10
c
Description of the Assignments 1 Mid Term Examination Final Examination ndash Mid Term will be based on readings and lecture
presentations for weeks 1-4 final examination based on lecture presentations and readings for weeks 5-9
2 IT Life Cycle Project Management Project ndash Students are required to demonstrate the process of an IT
Life-Cycle or software selection process Students will be organized in groups of 2 students to act as consultant-
project managers to simulate the process of selecting and recommending an appropriate software system (LIS or
Pathology etc) system for their assigned healthcare institution The IT Life-Cycle Project will consist of creating a
PowerPoint presentation as well as a written report referred to as an executive summary paper which will include
typical documents or ldquodeliverablesrdquo such as a needs assessment survey needs assessment table a vendor
comparison matrix of software vendors a workflow analysis an IT departmenthealthcare system example budget
a project charter as appendices in the project report which is the executive summary Students are expected to
submit an electronic-formatted summary and any documentation which supports their position including background
information from readings and videos Summaries should be at least four pages no more than five Students
(assigned in groups) should submit a project rough draft of the individual ldquodeliverablesrdquo or items one week after
they are assigned in order for the instructor to review and provide ldquofeedbackrdquo to the group for final submission on
at the end of the course
Grade Percentage
A 93
A- 90
B+ 87
B 83
B- 80
C+ 77
C 73
C- 70
3 Virtual Computer Lab Application Software Assignments- Software exercise handout will be posted for
student review Students will be able to read and follow outline to complete and submit electronic software
assignments tofor database presentation and healthcare software applications
4 Discussion Questions ndash Students are required to participate in all discussion questions posted by the course
instructor and classmates Questions will correspond to weekly lecture topics videos and study of current
information system trends Students are expected to post responses to each question and interact with classmates
Students will be placed into small groups for some discussions
a Posts should reflect an understanding of the topic and assigned readings
b Posts should be organized free of grammatical and spelling errors and supportenhance their
positions
c Students are expected to read their professorrsquos and classmatesrsquo posts and respond to specific points
raised in these posts
d Students are encouraged to share any resources they have discovered that would be informative to
their classmates
e When appropriate it is necessary to cite the readings of the unit or to include outside readings to
substantiate your responses Your responses to the other learners should also be substantive and should
reflect critical reflection processes
f Students will lose credit if their response essentially duplicates previous posts Posts must make
unique substantial and informative contributions to the online discussion
g Students must post a minimum of one response in each discussion thread for each weekly lecture
topic and posted instructor question by midnight on the Sunday after the weekly topic lecture is posted
No post should be an ldquoislandrdquo Every post must incorporate acknowledge and respond to previous
relevant posts
COURSE OUTLINE READING AND OTHER ASSIGNMENTS
At the end of the course students will receive via email a course evaluation request from the CLS department
Please complete this course evaluation and return it as indicated
Expectations of Learners
Your full participation is necessary for you to be successful in this course This course is an interactive learning
experience with your peers and instructor To acquire the knowledge and skills to meet the objectives of this
course learners are required and expected to meet the following expectations
o You are required to have a working computer with speakers or other means to be able to participate on-
line and listen to Presentation Software eg PowerPoint that contain audio components
o You are required to have an active email address updated on Solar
o You are required to check your email daily and logon to the Blackboard course for announcements or
updates
o You are required to read and become familiar with the course syllabus including the objectives and
schedule in addition to the expectations
o You are required to keep up with the course calendar for assignments and readings
o You are required to submit your assigned Computer Application Software Exercise Reports and IT Life-
Cycle project management Report (or individual report deliverable items) and PowerPoint Presentation
in a word document via email by the date on the schedule to the instructor
o You must respond to all requests for clarification or questions generated by your assignments and IT
project management report submissions within 24 hours
o It is expected that studentrsquos postings will be grammatically correct and free of spelling errors
o This is NOT a self-paced course Students will need to complete all readings postings to discussion
threads Application Software reports examinations and IT-Life Cycle project management assignment
by the dates and times indicated Requests for time extensions will not be granted
o You are expected to be respectful of diverse opinions and perspectives and refrain from inappropriate
comments and personal accusations with all interactions and to adhere to the principles of basic Internet
etiquette and use the course room for course related discussionschats only
Learnerrsquos Expectation of Faculty
You can expect that I will be fully engaged in guiding and mentoring your progress in this course
o I will be available by appointment via phone or email
o If you have any question that is course related first read the discussion board section ldquoAsk the Instructorrdquo
since others may have either the same question or a similar one
o If your question has not already been answered or addressed please post it in the discussion board section
ldquoAsk the Instructorrdquo The response to your question will be posted to this discussion board section so that
others can see the answer as well unless your question had already been answered or addressed in this
section
o If you have a question that is more personal to you feel free to contact me through Stony Brook
University email
o I will forward emails for every announcement placed on Blackboard
o I will read and respond to every case study and posting within 48 hours
o I will respond to your email questions within 48 hours
o I will post a PowerPoint presentation for each topic The PowerPoint has been created to help guide your
exploration of the material and will serve as a tool to guide you but is not to be a substitute for doing the
readings In addition you can utilize the PowerPoint as a study outline for assigned readings case studies
and study for the quiz
Equipment Requirements for Participation
For this class the student will need the following computer internet access microphone for narrated Power Point
presentations on the computer (may be optional will depend on group presentation) speakers Microsoft Word
(or compatible word processing software) and Microsoft Excel and PowerPoint
Blackboard Information
Blackboard is the online platform used by Stony Brook University for distance learning You will need your
NETID and password in order to access Blackboard (if you need help obtaining your NETID please contact your
instructor or department) To access Blackboard httpblackboardstonybrookedu or wwwstonybrookedu ndash
from top of screen choose ldquoCurrent Studentrdquo and then from ldquoComputing and Techrdquo choose Blackboard (For future access
to Blackboard save this web address to your computerrsquos favorites) Helpful information about Blackboard has been loaded
into your course Once you have signed in to your course read the contents of the folder called ldquoBlackboard Infordquo This
folder contains information on how to use discussion board discussion board rules and etiquette wikis email groups saving
files printing files how to get help in Blackboard etc
How to Contact Instructor ndash And Asking Questions During the Course
If students have questions about the course or course content they should post questions under ldquoAsk the
Instructorrdquo which is found in the discussion board section of Blackboard Before posting questions students
should look in the ldquoAsk the Instructorrdquo section first to see if classmates have already posted questions on a
specific topic If students have personal questions they should directly email or call the instructor Instructor
will monitor discussion board on a daily basis
Discussion Board
Students are to post a response to each discussion board thread (this includes threads posted by the instructor and
the threads posted by each group) In addition for each thread students must provide a response to two other
studentsrsquo postings Students can expect to be participating in discussion board two ndash three times a week It is
suggested that students type responses to discussion board in Word save your work and then copy and paste your
work in to discussion board check spelling grammar word usage etc before posting to discussion board
Etiquette Rules (sometimes referred to as Netiquette Rules)
When participating in any aspect of an online course there are rules of etiquette that need to be followed These
rules will be observed students who fail to follow these rules of etiquette will lose points from their discussion
board grade Please do not use winks smiley faces etc in any of your postings Read the rules that are found
posted on this website httpmatcmadisoneduonline-etiquette-guide
Remember some basic rules
1 Respect others and their opinions In online learning students from various backgrounds come together
to learn It is important to respect their feelings and opinions though they may differ from your own
2 Tone Down Your Language Given the absence of face-to-face clues written text can easily be
misinterpreted Avoid the use of strong or offensive language and the excessive use of exclamation
points If you feel particularly strongly about a point it may be best to write it first as a draft and then to
review it before posting it in order to remove any strong language
3 Pick the right tone Since we depend on the written word in online learning it is especially important to
choose the right words to get your meaning across For example sarcasm is harder to detect when you
read the words rather than hearing them
4 Keep a Straight Face In general avoid humor and sarcasm These frequently depend either on facial or
tone of voice cues absent in text communication or on familiarity with the reader
5 Consider othersrsquo privacy Ask for permission if you want to forward someonersquos email messages to third
parties Keep in mind that all private email mail is considered copyrighted by the original author
6 Avoid inappropriate material Emailing should be used for course contentinformation classmatesrsquo
emails should not be used for private soliciting
7 Be forgiving If someone states something that you find offensive mention this directly to the instructor
Remember that the person contributing to the discussion might be new to this form of communication
What you find offensive may quite possibly have been unintended and can best be cleared up by the
instructor
8 Think before you hit the send button Think carefully about the content of your message before
contributing it Once sent to the group there is no taking it back Grammar and spelling errors reflect on
you and your audience might not be able to decode misspelled words or poorly constructed sentences
9 Test for Clarity Messages may often appear perfectly clear to you as you compose them but turn out to
be perfectly obtuse to your reader One way to test for clarity is to read your message aloud to see if it
flows smoothly If you can read it to another person before posting it even better
10 Brevity is best Be as concise as possible when contributing to a discussion Your points might me
missed if hidden in a flood of text
11 Stick to the point Contributions to a discussion should stick to the subject Donrsquot waste others time
by going off on irrelevant tangents
12 Frivolous email Donrsquot forward jokes chain letters or unimportant email to other students without
their permission Not only does it fill up their mailboxes but may offend people who do not share the
same sense of humor or who are tired of these types of email
13 Read First Write Later Dont add your comments to a discussion before reading the comments of
other students unless the assignment specifically asks you to Doing so is tantamount to ignoring your
fellow students and is rude Comments related to the content of previous messages should be posted
under them to keep related topics organized and you should specify the person and the particular point
you are following up on
14 Netspeak Although electronic communication is still young many conventions have already been
established DO NOT TYPE IN ALL CAPS This is regarded as shouting and is out of place in a
classroom Acronyms and emoticons (arrangements of symbols to express emotions) are popular but
excessive use of them can make your message difficult to read Some common ones include
UNIVERSITY POLICIES
Syllabus Disclaimer Although it is fully intended to follow the contents of this syllabus there may be a
situation(s) that occur which may result in the necessitation of change of its content Any such change will be
communicated to the students by the instructor as soon as available
Access to the Online Blackboard Site You can access class information on-line at httpblackboardsunysbedu
If you have used Stony Brooks Blackboard system previously your login information (Username and Password)
has not changed The materials in this course available online or via a website link are for the exclusive use of
registered students currently enrolled in this course and may not be further distributed In addition to legal
sanctions violation of these copyright prohibitions may result in University disciplinary action Our classs on-
line Blackboard site Make sure that the email address in Blackboard is one that you check frequently
since any emails that I or another student sends to you through the blackboard system will be sent to that email
address Change your email address in Blackboard if necessary To change your email address in Blackboard
go to the blackboard logon page at httpsblackboardsunysbedu and click on ldquoHelp for Studentsrdquo the click on
ldquoCAN I CHANGE MY EMAIL IN BLACKBOARDrdquo and follow the instructions
Blackboard Technical Support Blackboard technical issues are supported by the university and help can be
obtained by the web at httpstltstonybrookeduStudentServicesBbStudentsPagesdefaultaspx by calling 631-
632-9602 or by emailing helpmeicsunysbedu
Americans with Disabilities Act If you have a physical psychological medical or learning disability that may
impact your course work please contact Disability Support Services128 ECC Building (631) 632-6748 They
will determine with you what accommodations are necessary and appropriate All information and documentation
is confidential
Students who require assistance during emergency evacuation are encouraged to discuss their needs with their
professors and Disability Support Services For procedures and information go to the following web site
httpwwwehssunysbedu and search Fire Safety and EvacuationPhysical Disabilities For more information
go to httpstudentaffairsstonybrookedudss
Critical Incident Management Stony Brook University expects students to respect the rights privileges and
property of other people Faculty are required to report to the Office of Judicial Affairs any disruptive behavior
that interrupts their ability to teach compromises the safety of the learning environment or inhibits students
ability to learn as per the SHTM Academic Policies and Procedures
Plagiarism Policy Any act of plagiarism will be taken very seriously in this class Plagiarism is a form of
academic dishonesty Plagiarism is the use of othersrsquo words andor ideas without clearly acknowledging their
source That is plagiarism occurs when a writer uses another personrsquos words andor ideas in a paper without
giving credit to the original author As students you are learning about other peoplersquos ideas in your course texts
your instructorsrsquo lectures in-class discussions and when doing your own research When you incorporate those
words and ideas into your own work it is of the utmost importance that you give credit where it is due
Plagiarism takes many forms The form you might be most familiar with is direct copying of anotherrsquos words
without using quotation marks andor without citing the source of those words If you do quote verbatim from
another source always (a) use quotation marks around the words that are not yours and (b) properly cite the
source at the end of the quoted material Other forms of plagiarism are equally problematic and wrong One such
form is rewording parts of an authorrsquos point (but not others) and not citing that source Any portion be it ever so
small of another authorrsquos argument must be cited If you lsquoborrowrsquo phrases from an author these phrases must be
put in quotation marks and properly cited A third form of plagiarism is when you reword an authorrsquos words
entirely but you keep the authorrsquos original sentence structure and paragraph structure without proper citation
Whenever you rely on other peoplersquos work (which we all do) just make sure cite their ideas See the following
sties for help understanding plagiarism
httpwwwindianaedu~wtspamphletsplagiarismpdf
httpwwwprincetoneduprpubintegrity08plagiarism
Plagiarism intentional or unintentional is considered academic dishonesty and all instances will be reported to
the Academic Judiciary To avoid plagiarism you must give the original author credit whenever you use another
personrsquos ideas opinions drawings or theories as well as any facts or any other pieces of information that are not
common knowledge Additionally quotations of another personrsquos actual spoken or written words or a close
paraphrasing of another personrsquos spoken or written words must also be referenced Accurately citing all sources
and putting direct quotations ndash of even a few key words ndash in quotation marks are required For further
information on plagiarism and the policies regarding academic dishonesty go to the Academic Judiciary website
athttpnaplesccsunysbeduCASajcnsf
Academic Integrity Each student must pursue his or her academic goals honestly and be personally accountable
for all submitted work Representing another persons work as your own is always wrong (see plagiarism policy
above) Faculty are required to report any suspected instances of academic dishonesty as per the SHTM
Academic Policies and Procedures For more comprehensive information on academic integrity including
categories of academic dishonesty please refer to the academic judiciary website at
httpwwwstonybrookeduuaaacademicjudiciary
Academic Dishonesty Intellectual honesty is a cornerstone of all academic and scholarly work including in an
on-line format Penalties for misconduct may vary according to the circumstances of each particular case
Penalties may range in severity from verbal warning to expulsion from the University with the reason recorded on
the studentrsquos permanent transcript Academic dishonesty is a serious offense and will be treated in accordance
with the Universityrsquos Policies and Procedures Governing Undergraduate Student Academic Dishonesty which
can be located at httpwwwuhmcsunysbedustudservbulletin03_SHTM2006pdf
Writing Center The Stony Brook University Writing Center located in Humanities room 2009 supports writing
at Stony Brook University Trained undergraduate and graduate writing tutors help writers through one-on-one
tutoring sessions that focus on each individual writers needs Writers of all skill-levels at any stage of the writing
process are invited to make appointments at the Writing Center Writers can bring in anything theyre working on
be it a creative piece a personal statement or a paper for class Tutors will help writers brainstorm organize
focus and develop their written works To make an appointment on-line go to
httpstonybrookeduwritrhetwcaboutshtml
Grading Rubric for Discussion Questions
Criteria
Outstanding (90-
100)
Good (80 to
lt90)
Satisfactory (70 to
lt80)
Unsatisfactory (0
to lt70)
Critical thinking Analyzes and
evaluates relevant
theories and research
literature and data
Applies these
elements to a variety
of issues and
contexts
Analyzes relevant
theories and
research Uses
literature to create
coherent posting
with only minor
gaps
Makes references to
some key principles
Identifies literature
but does not
summarize it
Fewno references
to key points andor
to researched
literature Littleno
evidence that key
concepts are
understood andor
applied
Demonstrates
personal and
professional
application of
concepts
principles and
theories
Uses relevant
personal and
professional
examples to
demonstrate
application of
concepts principles
and theories
Refers to personal
and professional
examples that
relate to the
relevant concepts
principles
theories andor
research
Refers to personal
and professional
examples but does
not integrate them
effectively into the
response
Contains little or no
personal and
professional
references
Timeliness of
postings
Submitted 2 days
prior to the deadline
Submitted 1 day
prior to the
deadline
Submitted according
to deadline or late
with instructor
approval
Submitted late
(after established
deadline) or did not
submit at all
Reflection of
under-graduate
level writing skills
Language is clear
concise and easy to
understand without
spelling grammar
andor writing
mechanics errors
Thoughts are clearly
organized APA style
used as appropriate
Language is
comprehensible
but some passages
are difficult to
understand or have
minor spelling
grammar andor
writing mechanics
errors APA style
used with minor
errors
Satisfactorily
written but needs to
be read multiple
times to follow
loosely constructed
concepts Major or
many minor spelling
grammar andor
writing mechanics
errors Significant
APA style errors
Poorly written and
not comprehensible
Spelling grammar
andor writing
mechanics and
vocabulary poor
with little or no
regard for APA
style
Laboratory Informatics Project Presentation and Executive Summary Report RUBRIC
Score 4 or (90-100)
Excellent
Score 3 or (80 TO lt
90)
Acceptable
Score 2 or (70 TO lt80)
Marginal
Score 1 or ( lt 70)
Poor
Acc
ura
cy
Excellent Internal
consistency
Excellent diagrammatic
accuracy
Excellent diagnostic
accuracy
Excellent technical
accuracy
Acceptable internal
consistency
Acceptable diagrammatic
accuracy
Acceptable diagnostic
accuracy
Acceptable technical
accuracy
Marginal internal consistency
Marginal diagrammatic
accuracy
Marginal diagnostic accuracy
Marginal technical accuracy
Poor internal consistency
Poor diagrammatic accuracy
Poor diagnostic accuracy
Poor technical accuracy
Co
mp
lete
nes
s
Exceeds project
requirements
Excellent level of detail
or description
Acceptable fulfillment of
project requirements
Acceptable level of detail
or description
Project requirements
marginally fulfilled
Marginal level of detail or
description
Poor fulfillment of project
requirements
Poor level of detail or
description
Qu
ali
ty o
f
pre
sen
tati
on
Pro
ject
Excellent organizational
structure
Excellent language
clarity
Excellent emphasis of
important points
Excellent spelling andor
grammar
Acceptable organization
of structure
Acceptable language
clarity
Acceptable emphasis on
important points
Acceptable spelling andor
grammar
Marginal organizational
structure
Marginal language clarity
Marginal emphasis on
important points
Marginal spelling andor
grammar
Poor organizational
structure
Poor language clarity
Poor emphasis on important
points
Poor spelling andor
grammar
Lo
gic
Pro
ble
m S
olv
ing
Excellent presentation
showing clear
definition of problem
Demonstrates excellent
understanding of goals
Demonstrates excellent
understanding of
constraints
Excellent order of
operationndashsequence of
steps
Excellent consideration
of important factors
Presents acceptable
definition of problem
Demonstrates acceptable
understanding of goals
Demonstrates acceptable
understanding of
constraints
Acceptable order of
operation ndash sequence of
steps
Acceptable consideration
of important factors
Presents marginal definition
of problem
Demonstrates marginal
understanding of goals
Demonstrates marginal
understanding of constraints
Marginal order of operation ndash
sequence of steps
Marginal consideration of
important factors
Poor
definitionunderstanding of
problem
Poor demonstration of case
impact
Poor demonstration of
understanding goals
Poor demonstration of
understanding constraints
Poor order of operation
Poor demonstration of
troubleshooting skills
Qu
ali
ty o
f co
ncl
usi
on
inte
rpre
tati
on
Excellent
conclusioninterpretation
based on goals
Excellent
conclusioninterpretation
based on constraints
Excellent technical
rationale
Acceptable
conclusioninterpretation
based on goals
Acceptable
conclusioninterpretation
based on constraints
Acceptable technical
rationale
Marginal
conclusioninterpretation
based on goals
Marginal
conclusioninterpretation
based on constraints
Marginal technical rationale
Poor
conclusioninterpretation
based on goals
Poor
conclusioninterpretation
based on constraints
Poor technical rationale
Poor prevention strategy
HAD 363 Computer Applications in CLS
DATE TOPICS
Week 1 828 LECTURE 1 Introduction Computer Anatomy amp EMR
Choose LIS ldquoIT Life Cycle Project Managementrdquo Project Partner Week 2 94 LECTURE 2 EMR and IT Life Cycle
VIRTUAL LAB 1 Week 3 911 LECTURE 3 HIPAA and IT Standards used in Healthcare
Each group to submit completed LIS IT Life Cycle Survey Questions Week 4 918 LECTURE 4 Databases and Computer Networks
VIRTUAL LAB 2 Week 5 925 MID TERM EXAMINATION
Week 6 102 LECTURE 5 LIS WORKFLOW I
VIRTUAL LAB 3 Week 7 109 LECTURE 6 LIS WORKFLOW II
Week 8 1016 LECTURE 7 LIS Management
VIRTUAL LAB 4 Week 9 1023 LIS ldquoIT Life Cycle Project Managementrdquo Project Due
Week 10 1030 FINAL EXAMINATION
3 Virtual Computer Lab Application Software Assignments- Software exercise handout will be posted for
student review Students will be able to read and follow outline to complete and submit electronic software
assignments tofor database presentation and healthcare software applications
4 Discussion Questions ndash Students are required to participate in all discussion questions posted by the course
instructor and classmates Questions will correspond to weekly lecture topics videos and study of current
information system trends Students are expected to post responses to each question and interact with classmates
Students will be placed into small groups for some discussions
a Posts should reflect an understanding of the topic and assigned readings
b Posts should be organized free of grammatical and spelling errors and supportenhance their
positions
c Students are expected to read their professorrsquos and classmatesrsquo posts and respond to specific points
raised in these posts
d Students are encouraged to share any resources they have discovered that would be informative to
their classmates
e When appropriate it is necessary to cite the readings of the unit or to include outside readings to
substantiate your responses Your responses to the other learners should also be substantive and should
reflect critical reflection processes
f Students will lose credit if their response essentially duplicates previous posts Posts must make
unique substantial and informative contributions to the online discussion
g Students must post a minimum of one response in each discussion thread for each weekly lecture
topic and posted instructor question by midnight on the Sunday after the weekly topic lecture is posted
No post should be an ldquoislandrdquo Every post must incorporate acknowledge and respond to previous
relevant posts
COURSE OUTLINE READING AND OTHER ASSIGNMENTS
At the end of the course students will receive via email a course evaluation request from the CLS department
Please complete this course evaluation and return it as indicated
Expectations of Learners
Your full participation is necessary for you to be successful in this course This course is an interactive learning
experience with your peers and instructor To acquire the knowledge and skills to meet the objectives of this
course learners are required and expected to meet the following expectations
o You are required to have a working computer with speakers or other means to be able to participate on-
line and listen to Presentation Software eg PowerPoint that contain audio components
o You are required to have an active email address updated on Solar
o You are required to check your email daily and logon to the Blackboard course for announcements or
updates
o You are required to read and become familiar with the course syllabus including the objectives and
schedule in addition to the expectations
o You are required to keep up with the course calendar for assignments and readings
o You are required to submit your assigned Computer Application Software Exercise Reports and IT Life-
Cycle project management Report (or individual report deliverable items) and PowerPoint Presentation
in a word document via email by the date on the schedule to the instructor
o You must respond to all requests for clarification or questions generated by your assignments and IT
project management report submissions within 24 hours
o It is expected that studentrsquos postings will be grammatically correct and free of spelling errors
o This is NOT a self-paced course Students will need to complete all readings postings to discussion
threads Application Software reports examinations and IT-Life Cycle project management assignment
by the dates and times indicated Requests for time extensions will not be granted
o You are expected to be respectful of diverse opinions and perspectives and refrain from inappropriate
comments and personal accusations with all interactions and to adhere to the principles of basic Internet
etiquette and use the course room for course related discussionschats only
Learnerrsquos Expectation of Faculty
You can expect that I will be fully engaged in guiding and mentoring your progress in this course
o I will be available by appointment via phone or email
o If you have any question that is course related first read the discussion board section ldquoAsk the Instructorrdquo
since others may have either the same question or a similar one
o If your question has not already been answered or addressed please post it in the discussion board section
ldquoAsk the Instructorrdquo The response to your question will be posted to this discussion board section so that
others can see the answer as well unless your question had already been answered or addressed in this
section
o If you have a question that is more personal to you feel free to contact me through Stony Brook
University email
o I will forward emails for every announcement placed on Blackboard
o I will read and respond to every case study and posting within 48 hours
o I will respond to your email questions within 48 hours
o I will post a PowerPoint presentation for each topic The PowerPoint has been created to help guide your
exploration of the material and will serve as a tool to guide you but is not to be a substitute for doing the
readings In addition you can utilize the PowerPoint as a study outline for assigned readings case studies
and study for the quiz
Equipment Requirements for Participation
For this class the student will need the following computer internet access microphone for narrated Power Point
presentations on the computer (may be optional will depend on group presentation) speakers Microsoft Word
(or compatible word processing software) and Microsoft Excel and PowerPoint
Blackboard Information
Blackboard is the online platform used by Stony Brook University for distance learning You will need your
NETID and password in order to access Blackboard (if you need help obtaining your NETID please contact your
instructor or department) To access Blackboard httpblackboardstonybrookedu or wwwstonybrookedu ndash
from top of screen choose ldquoCurrent Studentrdquo and then from ldquoComputing and Techrdquo choose Blackboard (For future access
to Blackboard save this web address to your computerrsquos favorites) Helpful information about Blackboard has been loaded
into your course Once you have signed in to your course read the contents of the folder called ldquoBlackboard Infordquo This
folder contains information on how to use discussion board discussion board rules and etiquette wikis email groups saving
files printing files how to get help in Blackboard etc
How to Contact Instructor ndash And Asking Questions During the Course
If students have questions about the course or course content they should post questions under ldquoAsk the
Instructorrdquo which is found in the discussion board section of Blackboard Before posting questions students
should look in the ldquoAsk the Instructorrdquo section first to see if classmates have already posted questions on a
specific topic If students have personal questions they should directly email or call the instructor Instructor
will monitor discussion board on a daily basis
Discussion Board
Students are to post a response to each discussion board thread (this includes threads posted by the instructor and
the threads posted by each group) In addition for each thread students must provide a response to two other
studentsrsquo postings Students can expect to be participating in discussion board two ndash three times a week It is
suggested that students type responses to discussion board in Word save your work and then copy and paste your
work in to discussion board check spelling grammar word usage etc before posting to discussion board
Etiquette Rules (sometimes referred to as Netiquette Rules)
When participating in any aspect of an online course there are rules of etiquette that need to be followed These
rules will be observed students who fail to follow these rules of etiquette will lose points from their discussion
board grade Please do not use winks smiley faces etc in any of your postings Read the rules that are found
posted on this website httpmatcmadisoneduonline-etiquette-guide
Remember some basic rules
1 Respect others and their opinions In online learning students from various backgrounds come together
to learn It is important to respect their feelings and opinions though they may differ from your own
2 Tone Down Your Language Given the absence of face-to-face clues written text can easily be
misinterpreted Avoid the use of strong or offensive language and the excessive use of exclamation
points If you feel particularly strongly about a point it may be best to write it first as a draft and then to
review it before posting it in order to remove any strong language
3 Pick the right tone Since we depend on the written word in online learning it is especially important to
choose the right words to get your meaning across For example sarcasm is harder to detect when you
read the words rather than hearing them
4 Keep a Straight Face In general avoid humor and sarcasm These frequently depend either on facial or
tone of voice cues absent in text communication or on familiarity with the reader
5 Consider othersrsquo privacy Ask for permission if you want to forward someonersquos email messages to third
parties Keep in mind that all private email mail is considered copyrighted by the original author
6 Avoid inappropriate material Emailing should be used for course contentinformation classmatesrsquo
emails should not be used for private soliciting
7 Be forgiving If someone states something that you find offensive mention this directly to the instructor
Remember that the person contributing to the discussion might be new to this form of communication
What you find offensive may quite possibly have been unintended and can best be cleared up by the
instructor
8 Think before you hit the send button Think carefully about the content of your message before
contributing it Once sent to the group there is no taking it back Grammar and spelling errors reflect on
you and your audience might not be able to decode misspelled words or poorly constructed sentences
9 Test for Clarity Messages may often appear perfectly clear to you as you compose them but turn out to
be perfectly obtuse to your reader One way to test for clarity is to read your message aloud to see if it
flows smoothly If you can read it to another person before posting it even better
10 Brevity is best Be as concise as possible when contributing to a discussion Your points might me
missed if hidden in a flood of text
11 Stick to the point Contributions to a discussion should stick to the subject Donrsquot waste others time
by going off on irrelevant tangents
12 Frivolous email Donrsquot forward jokes chain letters or unimportant email to other students without
their permission Not only does it fill up their mailboxes but may offend people who do not share the
same sense of humor or who are tired of these types of email
13 Read First Write Later Dont add your comments to a discussion before reading the comments of
other students unless the assignment specifically asks you to Doing so is tantamount to ignoring your
fellow students and is rude Comments related to the content of previous messages should be posted
under them to keep related topics organized and you should specify the person and the particular point
you are following up on
14 Netspeak Although electronic communication is still young many conventions have already been
established DO NOT TYPE IN ALL CAPS This is regarded as shouting and is out of place in a
classroom Acronyms and emoticons (arrangements of symbols to express emotions) are popular but
excessive use of them can make your message difficult to read Some common ones include
UNIVERSITY POLICIES
Syllabus Disclaimer Although it is fully intended to follow the contents of this syllabus there may be a
situation(s) that occur which may result in the necessitation of change of its content Any such change will be
communicated to the students by the instructor as soon as available
Access to the Online Blackboard Site You can access class information on-line at httpblackboardsunysbedu
If you have used Stony Brooks Blackboard system previously your login information (Username and Password)
has not changed The materials in this course available online or via a website link are for the exclusive use of
registered students currently enrolled in this course and may not be further distributed In addition to legal
sanctions violation of these copyright prohibitions may result in University disciplinary action Our classs on-
line Blackboard site Make sure that the email address in Blackboard is one that you check frequently
since any emails that I or another student sends to you through the blackboard system will be sent to that email
address Change your email address in Blackboard if necessary To change your email address in Blackboard
go to the blackboard logon page at httpsblackboardsunysbedu and click on ldquoHelp for Studentsrdquo the click on
ldquoCAN I CHANGE MY EMAIL IN BLACKBOARDrdquo and follow the instructions
Blackboard Technical Support Blackboard technical issues are supported by the university and help can be
obtained by the web at httpstltstonybrookeduStudentServicesBbStudentsPagesdefaultaspx by calling 631-
632-9602 or by emailing helpmeicsunysbedu
Americans with Disabilities Act If you have a physical psychological medical or learning disability that may
impact your course work please contact Disability Support Services128 ECC Building (631) 632-6748 They
will determine with you what accommodations are necessary and appropriate All information and documentation
is confidential
Students who require assistance during emergency evacuation are encouraged to discuss their needs with their
professors and Disability Support Services For procedures and information go to the following web site
httpwwwehssunysbedu and search Fire Safety and EvacuationPhysical Disabilities For more information
go to httpstudentaffairsstonybrookedudss
Critical Incident Management Stony Brook University expects students to respect the rights privileges and
property of other people Faculty are required to report to the Office of Judicial Affairs any disruptive behavior
that interrupts their ability to teach compromises the safety of the learning environment or inhibits students
ability to learn as per the SHTM Academic Policies and Procedures
Plagiarism Policy Any act of plagiarism will be taken very seriously in this class Plagiarism is a form of
academic dishonesty Plagiarism is the use of othersrsquo words andor ideas without clearly acknowledging their
source That is plagiarism occurs when a writer uses another personrsquos words andor ideas in a paper without
giving credit to the original author As students you are learning about other peoplersquos ideas in your course texts
your instructorsrsquo lectures in-class discussions and when doing your own research When you incorporate those
words and ideas into your own work it is of the utmost importance that you give credit where it is due
Plagiarism takes many forms The form you might be most familiar with is direct copying of anotherrsquos words
without using quotation marks andor without citing the source of those words If you do quote verbatim from
another source always (a) use quotation marks around the words that are not yours and (b) properly cite the
source at the end of the quoted material Other forms of plagiarism are equally problematic and wrong One such
form is rewording parts of an authorrsquos point (but not others) and not citing that source Any portion be it ever so
small of another authorrsquos argument must be cited If you lsquoborrowrsquo phrases from an author these phrases must be
put in quotation marks and properly cited A third form of plagiarism is when you reword an authorrsquos words
entirely but you keep the authorrsquos original sentence structure and paragraph structure without proper citation
Whenever you rely on other peoplersquos work (which we all do) just make sure cite their ideas See the following
sties for help understanding plagiarism
httpwwwindianaedu~wtspamphletsplagiarismpdf
httpwwwprincetoneduprpubintegrity08plagiarism
Plagiarism intentional or unintentional is considered academic dishonesty and all instances will be reported to
the Academic Judiciary To avoid plagiarism you must give the original author credit whenever you use another
personrsquos ideas opinions drawings or theories as well as any facts or any other pieces of information that are not
common knowledge Additionally quotations of another personrsquos actual spoken or written words or a close
paraphrasing of another personrsquos spoken or written words must also be referenced Accurately citing all sources
and putting direct quotations ndash of even a few key words ndash in quotation marks are required For further
information on plagiarism and the policies regarding academic dishonesty go to the Academic Judiciary website
athttpnaplesccsunysbeduCASajcnsf
Academic Integrity Each student must pursue his or her academic goals honestly and be personally accountable
for all submitted work Representing another persons work as your own is always wrong (see plagiarism policy
above) Faculty are required to report any suspected instances of academic dishonesty as per the SHTM
Academic Policies and Procedures For more comprehensive information on academic integrity including
categories of academic dishonesty please refer to the academic judiciary website at
httpwwwstonybrookeduuaaacademicjudiciary
Academic Dishonesty Intellectual honesty is a cornerstone of all academic and scholarly work including in an
on-line format Penalties for misconduct may vary according to the circumstances of each particular case
Penalties may range in severity from verbal warning to expulsion from the University with the reason recorded on
the studentrsquos permanent transcript Academic dishonesty is a serious offense and will be treated in accordance
with the Universityrsquos Policies and Procedures Governing Undergraduate Student Academic Dishonesty which
can be located at httpwwwuhmcsunysbedustudservbulletin03_SHTM2006pdf
Writing Center The Stony Brook University Writing Center located in Humanities room 2009 supports writing
at Stony Brook University Trained undergraduate and graduate writing tutors help writers through one-on-one
tutoring sessions that focus on each individual writers needs Writers of all skill-levels at any stage of the writing
process are invited to make appointments at the Writing Center Writers can bring in anything theyre working on
be it a creative piece a personal statement or a paper for class Tutors will help writers brainstorm organize
focus and develop their written works To make an appointment on-line go to
httpstonybrookeduwritrhetwcaboutshtml
Grading Rubric for Discussion Questions
Criteria
Outstanding (90-
100)
Good (80 to
lt90)
Satisfactory (70 to
lt80)
Unsatisfactory (0
to lt70)
Critical thinking Analyzes and
evaluates relevant
theories and research
literature and data
Applies these
elements to a variety
of issues and
contexts
Analyzes relevant
theories and
research Uses
literature to create
coherent posting
with only minor
gaps
Makes references to
some key principles
Identifies literature
but does not
summarize it
Fewno references
to key points andor
to researched
literature Littleno
evidence that key
concepts are
understood andor
applied
Demonstrates
personal and
professional
application of
concepts
principles and
theories
Uses relevant
personal and
professional
examples to
demonstrate
application of
concepts principles
and theories
Refers to personal
and professional
examples that
relate to the
relevant concepts
principles
theories andor
research
Refers to personal
and professional
examples but does
not integrate them
effectively into the
response
Contains little or no
personal and
professional
references
Timeliness of
postings
Submitted 2 days
prior to the deadline
Submitted 1 day
prior to the
deadline
Submitted according
to deadline or late
with instructor
approval
Submitted late
(after established
deadline) or did not
submit at all
Reflection of
under-graduate
level writing skills
Language is clear
concise and easy to
understand without
spelling grammar
andor writing
mechanics errors
Thoughts are clearly
organized APA style
used as appropriate
Language is
comprehensible
but some passages
are difficult to
understand or have
minor spelling
grammar andor
writing mechanics
errors APA style
used with minor
errors
Satisfactorily
written but needs to
be read multiple
times to follow
loosely constructed
concepts Major or
many minor spelling
grammar andor
writing mechanics
errors Significant
APA style errors
Poorly written and
not comprehensible
Spelling grammar
andor writing
mechanics and
vocabulary poor
with little or no
regard for APA
style
Laboratory Informatics Project Presentation and Executive Summary Report RUBRIC
Score 4 or (90-100)
Excellent
Score 3 or (80 TO lt
90)
Acceptable
Score 2 or (70 TO lt80)
Marginal
Score 1 or ( lt 70)
Poor
Acc
ura
cy
Excellent Internal
consistency
Excellent diagrammatic
accuracy
Excellent diagnostic
accuracy
Excellent technical
accuracy
Acceptable internal
consistency
Acceptable diagrammatic
accuracy
Acceptable diagnostic
accuracy
Acceptable technical
accuracy
Marginal internal consistency
Marginal diagrammatic
accuracy
Marginal diagnostic accuracy
Marginal technical accuracy
Poor internal consistency
Poor diagrammatic accuracy
Poor diagnostic accuracy
Poor technical accuracy
Co
mp
lete
nes
s
Exceeds project
requirements
Excellent level of detail
or description
Acceptable fulfillment of
project requirements
Acceptable level of detail
or description
Project requirements
marginally fulfilled
Marginal level of detail or
description
Poor fulfillment of project
requirements
Poor level of detail or
description
Qu
ali
ty o
f
pre
sen
tati
on
Pro
ject
Excellent organizational
structure
Excellent language
clarity
Excellent emphasis of
important points
Excellent spelling andor
grammar
Acceptable organization
of structure
Acceptable language
clarity
Acceptable emphasis on
important points
Acceptable spelling andor
grammar
Marginal organizational
structure
Marginal language clarity
Marginal emphasis on
important points
Marginal spelling andor
grammar
Poor organizational
structure
Poor language clarity
Poor emphasis on important
points
Poor spelling andor
grammar
Lo
gic
Pro
ble
m S
olv
ing
Excellent presentation
showing clear
definition of problem
Demonstrates excellent
understanding of goals
Demonstrates excellent
understanding of
constraints
Excellent order of
operationndashsequence of
steps
Excellent consideration
of important factors
Presents acceptable
definition of problem
Demonstrates acceptable
understanding of goals
Demonstrates acceptable
understanding of
constraints
Acceptable order of
operation ndash sequence of
steps
Acceptable consideration
of important factors
Presents marginal definition
of problem
Demonstrates marginal
understanding of goals
Demonstrates marginal
understanding of constraints
Marginal order of operation ndash
sequence of steps
Marginal consideration of
important factors
Poor
definitionunderstanding of
problem
Poor demonstration of case
impact
Poor demonstration of
understanding goals
Poor demonstration of
understanding constraints
Poor order of operation
Poor demonstration of
troubleshooting skills
Qu
ali
ty o
f co
ncl
usi
on
inte
rpre
tati
on
Excellent
conclusioninterpretation
based on goals
Excellent
conclusioninterpretation
based on constraints
Excellent technical
rationale
Acceptable
conclusioninterpretation
based on goals
Acceptable
conclusioninterpretation
based on constraints
Acceptable technical
rationale
Marginal
conclusioninterpretation
based on goals
Marginal
conclusioninterpretation
based on constraints
Marginal technical rationale
Poor
conclusioninterpretation
based on goals
Poor
conclusioninterpretation
based on constraints
Poor technical rationale
Poor prevention strategy
HAD 363 Computer Applications in CLS
DATE TOPICS
Week 1 828 LECTURE 1 Introduction Computer Anatomy amp EMR
Choose LIS ldquoIT Life Cycle Project Managementrdquo Project Partner Week 2 94 LECTURE 2 EMR and IT Life Cycle
VIRTUAL LAB 1 Week 3 911 LECTURE 3 HIPAA and IT Standards used in Healthcare
Each group to submit completed LIS IT Life Cycle Survey Questions Week 4 918 LECTURE 4 Databases and Computer Networks
VIRTUAL LAB 2 Week 5 925 MID TERM EXAMINATION
Week 6 102 LECTURE 5 LIS WORKFLOW I
VIRTUAL LAB 3 Week 7 109 LECTURE 6 LIS WORKFLOW II
Week 8 1016 LECTURE 7 LIS Management
VIRTUAL LAB 4 Week 9 1023 LIS ldquoIT Life Cycle Project Managementrdquo Project Due
Week 10 1030 FINAL EXAMINATION
o You are expected to be respectful of diverse opinions and perspectives and refrain from inappropriate
comments and personal accusations with all interactions and to adhere to the principles of basic Internet
etiquette and use the course room for course related discussionschats only
Learnerrsquos Expectation of Faculty
You can expect that I will be fully engaged in guiding and mentoring your progress in this course
o I will be available by appointment via phone or email
o If you have any question that is course related first read the discussion board section ldquoAsk the Instructorrdquo
since others may have either the same question or a similar one
o If your question has not already been answered or addressed please post it in the discussion board section
ldquoAsk the Instructorrdquo The response to your question will be posted to this discussion board section so that
others can see the answer as well unless your question had already been answered or addressed in this
section
o If you have a question that is more personal to you feel free to contact me through Stony Brook
University email
o I will forward emails for every announcement placed on Blackboard
o I will read and respond to every case study and posting within 48 hours
o I will respond to your email questions within 48 hours
o I will post a PowerPoint presentation for each topic The PowerPoint has been created to help guide your
exploration of the material and will serve as a tool to guide you but is not to be a substitute for doing the
readings In addition you can utilize the PowerPoint as a study outline for assigned readings case studies
and study for the quiz
Equipment Requirements for Participation
For this class the student will need the following computer internet access microphone for narrated Power Point
presentations on the computer (may be optional will depend on group presentation) speakers Microsoft Word
(or compatible word processing software) and Microsoft Excel and PowerPoint
Blackboard Information
Blackboard is the online platform used by Stony Brook University for distance learning You will need your
NETID and password in order to access Blackboard (if you need help obtaining your NETID please contact your
instructor or department) To access Blackboard httpblackboardstonybrookedu or wwwstonybrookedu ndash
from top of screen choose ldquoCurrent Studentrdquo and then from ldquoComputing and Techrdquo choose Blackboard (For future access
to Blackboard save this web address to your computerrsquos favorites) Helpful information about Blackboard has been loaded
into your course Once you have signed in to your course read the contents of the folder called ldquoBlackboard Infordquo This
folder contains information on how to use discussion board discussion board rules and etiquette wikis email groups saving
files printing files how to get help in Blackboard etc
How to Contact Instructor ndash And Asking Questions During the Course
If students have questions about the course or course content they should post questions under ldquoAsk the
Instructorrdquo which is found in the discussion board section of Blackboard Before posting questions students
should look in the ldquoAsk the Instructorrdquo section first to see if classmates have already posted questions on a
specific topic If students have personal questions they should directly email or call the instructor Instructor
will monitor discussion board on a daily basis
Discussion Board
Students are to post a response to each discussion board thread (this includes threads posted by the instructor and
the threads posted by each group) In addition for each thread students must provide a response to two other
studentsrsquo postings Students can expect to be participating in discussion board two ndash three times a week It is
suggested that students type responses to discussion board in Word save your work and then copy and paste your
work in to discussion board check spelling grammar word usage etc before posting to discussion board
Etiquette Rules (sometimes referred to as Netiquette Rules)
When participating in any aspect of an online course there are rules of etiquette that need to be followed These
rules will be observed students who fail to follow these rules of etiquette will lose points from their discussion
board grade Please do not use winks smiley faces etc in any of your postings Read the rules that are found
posted on this website httpmatcmadisoneduonline-etiquette-guide
Remember some basic rules
1 Respect others and their opinions In online learning students from various backgrounds come together
to learn It is important to respect their feelings and opinions though they may differ from your own
2 Tone Down Your Language Given the absence of face-to-face clues written text can easily be
misinterpreted Avoid the use of strong or offensive language and the excessive use of exclamation
points If you feel particularly strongly about a point it may be best to write it first as a draft and then to
review it before posting it in order to remove any strong language
3 Pick the right tone Since we depend on the written word in online learning it is especially important to
choose the right words to get your meaning across For example sarcasm is harder to detect when you
read the words rather than hearing them
4 Keep a Straight Face In general avoid humor and sarcasm These frequently depend either on facial or
tone of voice cues absent in text communication or on familiarity with the reader
5 Consider othersrsquo privacy Ask for permission if you want to forward someonersquos email messages to third
parties Keep in mind that all private email mail is considered copyrighted by the original author
6 Avoid inappropriate material Emailing should be used for course contentinformation classmatesrsquo
emails should not be used for private soliciting
7 Be forgiving If someone states something that you find offensive mention this directly to the instructor
Remember that the person contributing to the discussion might be new to this form of communication
What you find offensive may quite possibly have been unintended and can best be cleared up by the
instructor
8 Think before you hit the send button Think carefully about the content of your message before
contributing it Once sent to the group there is no taking it back Grammar and spelling errors reflect on
you and your audience might not be able to decode misspelled words or poorly constructed sentences
9 Test for Clarity Messages may often appear perfectly clear to you as you compose them but turn out to
be perfectly obtuse to your reader One way to test for clarity is to read your message aloud to see if it
flows smoothly If you can read it to another person before posting it even better
10 Brevity is best Be as concise as possible when contributing to a discussion Your points might me
missed if hidden in a flood of text
11 Stick to the point Contributions to a discussion should stick to the subject Donrsquot waste others time
by going off on irrelevant tangents
12 Frivolous email Donrsquot forward jokes chain letters or unimportant email to other students without
their permission Not only does it fill up their mailboxes but may offend people who do not share the
same sense of humor or who are tired of these types of email
13 Read First Write Later Dont add your comments to a discussion before reading the comments of
other students unless the assignment specifically asks you to Doing so is tantamount to ignoring your
fellow students and is rude Comments related to the content of previous messages should be posted
under them to keep related topics organized and you should specify the person and the particular point
you are following up on
14 Netspeak Although electronic communication is still young many conventions have already been
established DO NOT TYPE IN ALL CAPS This is regarded as shouting and is out of place in a
classroom Acronyms and emoticons (arrangements of symbols to express emotions) are popular but
excessive use of them can make your message difficult to read Some common ones include
UNIVERSITY POLICIES
Syllabus Disclaimer Although it is fully intended to follow the contents of this syllabus there may be a
situation(s) that occur which may result in the necessitation of change of its content Any such change will be
communicated to the students by the instructor as soon as available
Access to the Online Blackboard Site You can access class information on-line at httpblackboardsunysbedu
If you have used Stony Brooks Blackboard system previously your login information (Username and Password)
has not changed The materials in this course available online or via a website link are for the exclusive use of
registered students currently enrolled in this course and may not be further distributed In addition to legal
sanctions violation of these copyright prohibitions may result in University disciplinary action Our classs on-
line Blackboard site Make sure that the email address in Blackboard is one that you check frequently
since any emails that I or another student sends to you through the blackboard system will be sent to that email
address Change your email address in Blackboard if necessary To change your email address in Blackboard
go to the blackboard logon page at httpsblackboardsunysbedu and click on ldquoHelp for Studentsrdquo the click on
ldquoCAN I CHANGE MY EMAIL IN BLACKBOARDrdquo and follow the instructions
Blackboard Technical Support Blackboard technical issues are supported by the university and help can be
obtained by the web at httpstltstonybrookeduStudentServicesBbStudentsPagesdefaultaspx by calling 631-
632-9602 or by emailing helpmeicsunysbedu
Americans with Disabilities Act If you have a physical psychological medical or learning disability that may
impact your course work please contact Disability Support Services128 ECC Building (631) 632-6748 They
will determine with you what accommodations are necessary and appropriate All information and documentation
is confidential
Students who require assistance during emergency evacuation are encouraged to discuss their needs with their
professors and Disability Support Services For procedures and information go to the following web site
httpwwwehssunysbedu and search Fire Safety and EvacuationPhysical Disabilities For more information
go to httpstudentaffairsstonybrookedudss
Critical Incident Management Stony Brook University expects students to respect the rights privileges and
property of other people Faculty are required to report to the Office of Judicial Affairs any disruptive behavior
that interrupts their ability to teach compromises the safety of the learning environment or inhibits students
ability to learn as per the SHTM Academic Policies and Procedures
Plagiarism Policy Any act of plagiarism will be taken very seriously in this class Plagiarism is a form of
academic dishonesty Plagiarism is the use of othersrsquo words andor ideas without clearly acknowledging their
source That is plagiarism occurs when a writer uses another personrsquos words andor ideas in a paper without
giving credit to the original author As students you are learning about other peoplersquos ideas in your course texts
your instructorsrsquo lectures in-class discussions and when doing your own research When you incorporate those
words and ideas into your own work it is of the utmost importance that you give credit where it is due
Plagiarism takes many forms The form you might be most familiar with is direct copying of anotherrsquos words
without using quotation marks andor without citing the source of those words If you do quote verbatim from
another source always (a) use quotation marks around the words that are not yours and (b) properly cite the
source at the end of the quoted material Other forms of plagiarism are equally problematic and wrong One such
form is rewording parts of an authorrsquos point (but not others) and not citing that source Any portion be it ever so
small of another authorrsquos argument must be cited If you lsquoborrowrsquo phrases from an author these phrases must be
put in quotation marks and properly cited A third form of plagiarism is when you reword an authorrsquos words
entirely but you keep the authorrsquos original sentence structure and paragraph structure without proper citation
Whenever you rely on other peoplersquos work (which we all do) just make sure cite their ideas See the following
sties for help understanding plagiarism
httpwwwindianaedu~wtspamphletsplagiarismpdf
httpwwwprincetoneduprpubintegrity08plagiarism
Plagiarism intentional or unintentional is considered academic dishonesty and all instances will be reported to
the Academic Judiciary To avoid plagiarism you must give the original author credit whenever you use another
personrsquos ideas opinions drawings or theories as well as any facts or any other pieces of information that are not
common knowledge Additionally quotations of another personrsquos actual spoken or written words or a close
paraphrasing of another personrsquos spoken or written words must also be referenced Accurately citing all sources
and putting direct quotations ndash of even a few key words ndash in quotation marks are required For further
information on plagiarism and the policies regarding academic dishonesty go to the Academic Judiciary website
athttpnaplesccsunysbeduCASajcnsf
Academic Integrity Each student must pursue his or her academic goals honestly and be personally accountable
for all submitted work Representing another persons work as your own is always wrong (see plagiarism policy
above) Faculty are required to report any suspected instances of academic dishonesty as per the SHTM
Academic Policies and Procedures For more comprehensive information on academic integrity including
categories of academic dishonesty please refer to the academic judiciary website at
httpwwwstonybrookeduuaaacademicjudiciary
Academic Dishonesty Intellectual honesty is a cornerstone of all academic and scholarly work including in an
on-line format Penalties for misconduct may vary according to the circumstances of each particular case
Penalties may range in severity from verbal warning to expulsion from the University with the reason recorded on
the studentrsquos permanent transcript Academic dishonesty is a serious offense and will be treated in accordance
with the Universityrsquos Policies and Procedures Governing Undergraduate Student Academic Dishonesty which
can be located at httpwwwuhmcsunysbedustudservbulletin03_SHTM2006pdf
Writing Center The Stony Brook University Writing Center located in Humanities room 2009 supports writing
at Stony Brook University Trained undergraduate and graduate writing tutors help writers through one-on-one
tutoring sessions that focus on each individual writers needs Writers of all skill-levels at any stage of the writing
process are invited to make appointments at the Writing Center Writers can bring in anything theyre working on
be it a creative piece a personal statement or a paper for class Tutors will help writers brainstorm organize
focus and develop their written works To make an appointment on-line go to
httpstonybrookeduwritrhetwcaboutshtml
Grading Rubric for Discussion Questions
Criteria
Outstanding (90-
100)
Good (80 to
lt90)
Satisfactory (70 to
lt80)
Unsatisfactory (0
to lt70)
Critical thinking Analyzes and
evaluates relevant
theories and research
literature and data
Applies these
elements to a variety
of issues and
contexts
Analyzes relevant
theories and
research Uses
literature to create
coherent posting
with only minor
gaps
Makes references to
some key principles
Identifies literature
but does not
summarize it
Fewno references
to key points andor
to researched
literature Littleno
evidence that key
concepts are
understood andor
applied
Demonstrates
personal and
professional
application of
concepts
principles and
theories
Uses relevant
personal and
professional
examples to
demonstrate
application of
concepts principles
and theories
Refers to personal
and professional
examples that
relate to the
relevant concepts
principles
theories andor
research
Refers to personal
and professional
examples but does
not integrate them
effectively into the
response
Contains little or no
personal and
professional
references
Timeliness of
postings
Submitted 2 days
prior to the deadline
Submitted 1 day
prior to the
deadline
Submitted according
to deadline or late
with instructor
approval
Submitted late
(after established
deadline) or did not
submit at all
Reflection of
under-graduate
level writing skills
Language is clear
concise and easy to
understand without
spelling grammar
andor writing
mechanics errors
Thoughts are clearly
organized APA style
used as appropriate
Language is
comprehensible
but some passages
are difficult to
understand or have
minor spelling
grammar andor
writing mechanics
errors APA style
used with minor
errors
Satisfactorily
written but needs to
be read multiple
times to follow
loosely constructed
concepts Major or
many minor spelling
grammar andor
writing mechanics
errors Significant
APA style errors
Poorly written and
not comprehensible
Spelling grammar
andor writing
mechanics and
vocabulary poor
with little or no
regard for APA
style
Laboratory Informatics Project Presentation and Executive Summary Report RUBRIC
Score 4 or (90-100)
Excellent
Score 3 or (80 TO lt
90)
Acceptable
Score 2 or (70 TO lt80)
Marginal
Score 1 or ( lt 70)
Poor
Acc
ura
cy
Excellent Internal
consistency
Excellent diagrammatic
accuracy
Excellent diagnostic
accuracy
Excellent technical
accuracy
Acceptable internal
consistency
Acceptable diagrammatic
accuracy
Acceptable diagnostic
accuracy
Acceptable technical
accuracy
Marginal internal consistency
Marginal diagrammatic
accuracy
Marginal diagnostic accuracy
Marginal technical accuracy
Poor internal consistency
Poor diagrammatic accuracy
Poor diagnostic accuracy
Poor technical accuracy
Co
mp
lete
nes
s
Exceeds project
requirements
Excellent level of detail
or description
Acceptable fulfillment of
project requirements
Acceptable level of detail
or description
Project requirements
marginally fulfilled
Marginal level of detail or
description
Poor fulfillment of project
requirements
Poor level of detail or
description
Qu
ali
ty o
f
pre
sen
tati
on
Pro
ject
Excellent organizational
structure
Excellent language
clarity
Excellent emphasis of
important points
Excellent spelling andor
grammar
Acceptable organization
of structure
Acceptable language
clarity
Acceptable emphasis on
important points
Acceptable spelling andor
grammar
Marginal organizational
structure
Marginal language clarity
Marginal emphasis on
important points
Marginal spelling andor
grammar
Poor organizational
structure
Poor language clarity
Poor emphasis on important
points
Poor spelling andor
grammar
Lo
gic
Pro
ble
m S
olv
ing
Excellent presentation
showing clear
definition of problem
Demonstrates excellent
understanding of goals
Demonstrates excellent
understanding of
constraints
Excellent order of
operationndashsequence of
steps
Excellent consideration
of important factors
Presents acceptable
definition of problem
Demonstrates acceptable
understanding of goals
Demonstrates acceptable
understanding of
constraints
Acceptable order of
operation ndash sequence of
steps
Acceptable consideration
of important factors
Presents marginal definition
of problem
Demonstrates marginal
understanding of goals
Demonstrates marginal
understanding of constraints
Marginal order of operation ndash
sequence of steps
Marginal consideration of
important factors
Poor
definitionunderstanding of
problem
Poor demonstration of case
impact
Poor demonstration of
understanding goals
Poor demonstration of
understanding constraints
Poor order of operation
Poor demonstration of
troubleshooting skills
Qu
ali
ty o
f co
ncl
usi
on
inte
rpre
tati
on
Excellent
conclusioninterpretation
based on goals
Excellent
conclusioninterpretation
based on constraints
Excellent technical
rationale
Acceptable
conclusioninterpretation
based on goals
Acceptable
conclusioninterpretation
based on constraints
Acceptable technical
rationale
Marginal
conclusioninterpretation
based on goals
Marginal
conclusioninterpretation
based on constraints
Marginal technical rationale
Poor
conclusioninterpretation
based on goals
Poor
conclusioninterpretation
based on constraints
Poor technical rationale
Poor prevention strategy
HAD 363 Computer Applications in CLS
DATE TOPICS
Week 1 828 LECTURE 1 Introduction Computer Anatomy amp EMR
Choose LIS ldquoIT Life Cycle Project Managementrdquo Project Partner Week 2 94 LECTURE 2 EMR and IT Life Cycle
VIRTUAL LAB 1 Week 3 911 LECTURE 3 HIPAA and IT Standards used in Healthcare
Each group to submit completed LIS IT Life Cycle Survey Questions Week 4 918 LECTURE 4 Databases and Computer Networks
VIRTUAL LAB 2 Week 5 925 MID TERM EXAMINATION
Week 6 102 LECTURE 5 LIS WORKFLOW I
VIRTUAL LAB 3 Week 7 109 LECTURE 6 LIS WORKFLOW II
Week 8 1016 LECTURE 7 LIS Management
VIRTUAL LAB 4 Week 9 1023 LIS ldquoIT Life Cycle Project Managementrdquo Project Due
Week 10 1030 FINAL EXAMINATION
Equipment Requirements for Participation
For this class the student will need the following computer internet access microphone for narrated Power Point
presentations on the computer (may be optional will depend on group presentation) speakers Microsoft Word
(or compatible word processing software) and Microsoft Excel and PowerPoint
Blackboard Information
Blackboard is the online platform used by Stony Brook University for distance learning You will need your
NETID and password in order to access Blackboard (if you need help obtaining your NETID please contact your
instructor or department) To access Blackboard httpblackboardstonybrookedu or wwwstonybrookedu ndash
from top of screen choose ldquoCurrent Studentrdquo and then from ldquoComputing and Techrdquo choose Blackboard (For future access
to Blackboard save this web address to your computerrsquos favorites) Helpful information about Blackboard has been loaded
into your course Once you have signed in to your course read the contents of the folder called ldquoBlackboard Infordquo This
folder contains information on how to use discussion board discussion board rules and etiquette wikis email groups saving
files printing files how to get help in Blackboard etc
How to Contact Instructor ndash And Asking Questions During the Course
If students have questions about the course or course content they should post questions under ldquoAsk the
Instructorrdquo which is found in the discussion board section of Blackboard Before posting questions students
should look in the ldquoAsk the Instructorrdquo section first to see if classmates have already posted questions on a
specific topic If students have personal questions they should directly email or call the instructor Instructor
will monitor discussion board on a daily basis
Discussion Board
Students are to post a response to each discussion board thread (this includes threads posted by the instructor and
the threads posted by each group) In addition for each thread students must provide a response to two other
studentsrsquo postings Students can expect to be participating in discussion board two ndash three times a week It is
suggested that students type responses to discussion board in Word save your work and then copy and paste your
work in to discussion board check spelling grammar word usage etc before posting to discussion board
Etiquette Rules (sometimes referred to as Netiquette Rules)
When participating in any aspect of an online course there are rules of etiquette that need to be followed These
rules will be observed students who fail to follow these rules of etiquette will lose points from their discussion
board grade Please do not use winks smiley faces etc in any of your postings Read the rules that are found
posted on this website httpmatcmadisoneduonline-etiquette-guide
Remember some basic rules
1 Respect others and their opinions In online learning students from various backgrounds come together
to learn It is important to respect their feelings and opinions though they may differ from your own
2 Tone Down Your Language Given the absence of face-to-face clues written text can easily be
misinterpreted Avoid the use of strong or offensive language and the excessive use of exclamation
points If you feel particularly strongly about a point it may be best to write it first as a draft and then to
review it before posting it in order to remove any strong language
3 Pick the right tone Since we depend on the written word in online learning it is especially important to
choose the right words to get your meaning across For example sarcasm is harder to detect when you
read the words rather than hearing them
4 Keep a Straight Face In general avoid humor and sarcasm These frequently depend either on facial or
tone of voice cues absent in text communication or on familiarity with the reader
5 Consider othersrsquo privacy Ask for permission if you want to forward someonersquos email messages to third
parties Keep in mind that all private email mail is considered copyrighted by the original author
6 Avoid inappropriate material Emailing should be used for course contentinformation classmatesrsquo
emails should not be used for private soliciting
7 Be forgiving If someone states something that you find offensive mention this directly to the instructor
Remember that the person contributing to the discussion might be new to this form of communication
What you find offensive may quite possibly have been unintended and can best be cleared up by the
instructor
8 Think before you hit the send button Think carefully about the content of your message before
contributing it Once sent to the group there is no taking it back Grammar and spelling errors reflect on
you and your audience might not be able to decode misspelled words or poorly constructed sentences
9 Test for Clarity Messages may often appear perfectly clear to you as you compose them but turn out to
be perfectly obtuse to your reader One way to test for clarity is to read your message aloud to see if it
flows smoothly If you can read it to another person before posting it even better
10 Brevity is best Be as concise as possible when contributing to a discussion Your points might me
missed if hidden in a flood of text
11 Stick to the point Contributions to a discussion should stick to the subject Donrsquot waste others time
by going off on irrelevant tangents
12 Frivolous email Donrsquot forward jokes chain letters or unimportant email to other students without
their permission Not only does it fill up their mailboxes but may offend people who do not share the
same sense of humor or who are tired of these types of email
13 Read First Write Later Dont add your comments to a discussion before reading the comments of
other students unless the assignment specifically asks you to Doing so is tantamount to ignoring your
fellow students and is rude Comments related to the content of previous messages should be posted
under them to keep related topics organized and you should specify the person and the particular point
you are following up on
14 Netspeak Although electronic communication is still young many conventions have already been
established DO NOT TYPE IN ALL CAPS This is regarded as shouting and is out of place in a
classroom Acronyms and emoticons (arrangements of symbols to express emotions) are popular but
excessive use of them can make your message difficult to read Some common ones include
UNIVERSITY POLICIES
Syllabus Disclaimer Although it is fully intended to follow the contents of this syllabus there may be a
situation(s) that occur which may result in the necessitation of change of its content Any such change will be
communicated to the students by the instructor as soon as available
Access to the Online Blackboard Site You can access class information on-line at httpblackboardsunysbedu
If you have used Stony Brooks Blackboard system previously your login information (Username and Password)
has not changed The materials in this course available online or via a website link are for the exclusive use of
registered students currently enrolled in this course and may not be further distributed In addition to legal
sanctions violation of these copyright prohibitions may result in University disciplinary action Our classs on-
line Blackboard site Make sure that the email address in Blackboard is one that you check frequently
since any emails that I or another student sends to you through the blackboard system will be sent to that email
address Change your email address in Blackboard if necessary To change your email address in Blackboard
go to the blackboard logon page at httpsblackboardsunysbedu and click on ldquoHelp for Studentsrdquo the click on
ldquoCAN I CHANGE MY EMAIL IN BLACKBOARDrdquo and follow the instructions
Blackboard Technical Support Blackboard technical issues are supported by the university and help can be
obtained by the web at httpstltstonybrookeduStudentServicesBbStudentsPagesdefaultaspx by calling 631-
632-9602 or by emailing helpmeicsunysbedu
Americans with Disabilities Act If you have a physical psychological medical or learning disability that may
impact your course work please contact Disability Support Services128 ECC Building (631) 632-6748 They
will determine with you what accommodations are necessary and appropriate All information and documentation
is confidential
Students who require assistance during emergency evacuation are encouraged to discuss their needs with their
professors and Disability Support Services For procedures and information go to the following web site
httpwwwehssunysbedu and search Fire Safety and EvacuationPhysical Disabilities For more information
go to httpstudentaffairsstonybrookedudss
Critical Incident Management Stony Brook University expects students to respect the rights privileges and
property of other people Faculty are required to report to the Office of Judicial Affairs any disruptive behavior
that interrupts their ability to teach compromises the safety of the learning environment or inhibits students
ability to learn as per the SHTM Academic Policies and Procedures
Plagiarism Policy Any act of plagiarism will be taken very seriously in this class Plagiarism is a form of
academic dishonesty Plagiarism is the use of othersrsquo words andor ideas without clearly acknowledging their
source That is plagiarism occurs when a writer uses another personrsquos words andor ideas in a paper without
giving credit to the original author As students you are learning about other peoplersquos ideas in your course texts
your instructorsrsquo lectures in-class discussions and when doing your own research When you incorporate those
words and ideas into your own work it is of the utmost importance that you give credit where it is due
Plagiarism takes many forms The form you might be most familiar with is direct copying of anotherrsquos words
without using quotation marks andor without citing the source of those words If you do quote verbatim from
another source always (a) use quotation marks around the words that are not yours and (b) properly cite the
source at the end of the quoted material Other forms of plagiarism are equally problematic and wrong One such
form is rewording parts of an authorrsquos point (but not others) and not citing that source Any portion be it ever so
small of another authorrsquos argument must be cited If you lsquoborrowrsquo phrases from an author these phrases must be
put in quotation marks and properly cited A third form of plagiarism is when you reword an authorrsquos words
entirely but you keep the authorrsquos original sentence structure and paragraph structure without proper citation
Whenever you rely on other peoplersquos work (which we all do) just make sure cite their ideas See the following
sties for help understanding plagiarism
httpwwwindianaedu~wtspamphletsplagiarismpdf
httpwwwprincetoneduprpubintegrity08plagiarism
Plagiarism intentional or unintentional is considered academic dishonesty and all instances will be reported to
the Academic Judiciary To avoid plagiarism you must give the original author credit whenever you use another
personrsquos ideas opinions drawings or theories as well as any facts or any other pieces of information that are not
common knowledge Additionally quotations of another personrsquos actual spoken or written words or a close
paraphrasing of another personrsquos spoken or written words must also be referenced Accurately citing all sources
and putting direct quotations ndash of even a few key words ndash in quotation marks are required For further
information on plagiarism and the policies regarding academic dishonesty go to the Academic Judiciary website
athttpnaplesccsunysbeduCASajcnsf
Academic Integrity Each student must pursue his or her academic goals honestly and be personally accountable
for all submitted work Representing another persons work as your own is always wrong (see plagiarism policy
above) Faculty are required to report any suspected instances of academic dishonesty as per the SHTM
Academic Policies and Procedures For more comprehensive information on academic integrity including
categories of academic dishonesty please refer to the academic judiciary website at
httpwwwstonybrookeduuaaacademicjudiciary
Academic Dishonesty Intellectual honesty is a cornerstone of all academic and scholarly work including in an
on-line format Penalties for misconduct may vary according to the circumstances of each particular case
Penalties may range in severity from verbal warning to expulsion from the University with the reason recorded on
the studentrsquos permanent transcript Academic dishonesty is a serious offense and will be treated in accordance
with the Universityrsquos Policies and Procedures Governing Undergraduate Student Academic Dishonesty which
can be located at httpwwwuhmcsunysbedustudservbulletin03_SHTM2006pdf
Writing Center The Stony Brook University Writing Center located in Humanities room 2009 supports writing
at Stony Brook University Trained undergraduate and graduate writing tutors help writers through one-on-one
tutoring sessions that focus on each individual writers needs Writers of all skill-levels at any stage of the writing
process are invited to make appointments at the Writing Center Writers can bring in anything theyre working on
be it a creative piece a personal statement or a paper for class Tutors will help writers brainstorm organize
focus and develop their written works To make an appointment on-line go to
httpstonybrookeduwritrhetwcaboutshtml
Grading Rubric for Discussion Questions
Criteria
Outstanding (90-
100)
Good (80 to
lt90)
Satisfactory (70 to
lt80)
Unsatisfactory (0
to lt70)
Critical thinking Analyzes and
evaluates relevant
theories and research
literature and data
Applies these
elements to a variety
of issues and
contexts
Analyzes relevant
theories and
research Uses
literature to create
coherent posting
with only minor
gaps
Makes references to
some key principles
Identifies literature
but does not
summarize it
Fewno references
to key points andor
to researched
literature Littleno
evidence that key
concepts are
understood andor
applied
Demonstrates
personal and
professional
application of
concepts
principles and
theories
Uses relevant
personal and
professional
examples to
demonstrate
application of
concepts principles
and theories
Refers to personal
and professional
examples that
relate to the
relevant concepts
principles
theories andor
research
Refers to personal
and professional
examples but does
not integrate them
effectively into the
response
Contains little or no
personal and
professional
references
Timeliness of
postings
Submitted 2 days
prior to the deadline
Submitted 1 day
prior to the
deadline
Submitted according
to deadline or late
with instructor
approval
Submitted late
(after established
deadline) or did not
submit at all
Reflection of
under-graduate
level writing skills
Language is clear
concise and easy to
understand without
spelling grammar
andor writing
mechanics errors
Thoughts are clearly
organized APA style
used as appropriate
Language is
comprehensible
but some passages
are difficult to
understand or have
minor spelling
grammar andor
writing mechanics
errors APA style
used with minor
errors
Satisfactorily
written but needs to
be read multiple
times to follow
loosely constructed
concepts Major or
many minor spelling
grammar andor
writing mechanics
errors Significant
APA style errors
Poorly written and
not comprehensible
Spelling grammar
andor writing
mechanics and
vocabulary poor
with little or no
regard for APA
style
Laboratory Informatics Project Presentation and Executive Summary Report RUBRIC
Score 4 or (90-100)
Excellent
Score 3 or (80 TO lt
90)
Acceptable
Score 2 or (70 TO lt80)
Marginal
Score 1 or ( lt 70)
Poor
Acc
ura
cy
Excellent Internal
consistency
Excellent diagrammatic
accuracy
Excellent diagnostic
accuracy
Excellent technical
accuracy
Acceptable internal
consistency
Acceptable diagrammatic
accuracy
Acceptable diagnostic
accuracy
Acceptable technical
accuracy
Marginal internal consistency
Marginal diagrammatic
accuracy
Marginal diagnostic accuracy
Marginal technical accuracy
Poor internal consistency
Poor diagrammatic accuracy
Poor diagnostic accuracy
Poor technical accuracy
Co
mp
lete
nes
s
Exceeds project
requirements
Excellent level of detail
or description
Acceptable fulfillment of
project requirements
Acceptable level of detail
or description
Project requirements
marginally fulfilled
Marginal level of detail or
description
Poor fulfillment of project
requirements
Poor level of detail or
description
Qu
ali
ty o
f
pre
sen
tati
on
Pro
ject
Excellent organizational
structure
Excellent language
clarity
Excellent emphasis of
important points
Excellent spelling andor
grammar
Acceptable organization
of structure
Acceptable language
clarity
Acceptable emphasis on
important points
Acceptable spelling andor
grammar
Marginal organizational
structure
Marginal language clarity
Marginal emphasis on
important points
Marginal spelling andor
grammar
Poor organizational
structure
Poor language clarity
Poor emphasis on important
points
Poor spelling andor
grammar
Lo
gic
Pro
ble
m S
olv
ing
Excellent presentation
showing clear
definition of problem
Demonstrates excellent
understanding of goals
Demonstrates excellent
understanding of
constraints
Excellent order of
operationndashsequence of
steps
Excellent consideration
of important factors
Presents acceptable
definition of problem
Demonstrates acceptable
understanding of goals
Demonstrates acceptable
understanding of
constraints
Acceptable order of
operation ndash sequence of
steps
Acceptable consideration
of important factors
Presents marginal definition
of problem
Demonstrates marginal
understanding of goals
Demonstrates marginal
understanding of constraints
Marginal order of operation ndash
sequence of steps
Marginal consideration of
important factors
Poor
definitionunderstanding of
problem
Poor demonstration of case
impact
Poor demonstration of
understanding goals
Poor demonstration of
understanding constraints
Poor order of operation
Poor demonstration of
troubleshooting skills
Qu
ali
ty o
f co
ncl
usi
on
inte
rpre
tati
on
Excellent
conclusioninterpretation
based on goals
Excellent
conclusioninterpretation
based on constraints
Excellent technical
rationale
Acceptable
conclusioninterpretation
based on goals
Acceptable
conclusioninterpretation
based on constraints
Acceptable technical
rationale
Marginal
conclusioninterpretation
based on goals
Marginal
conclusioninterpretation
based on constraints
Marginal technical rationale
Poor
conclusioninterpretation
based on goals
Poor
conclusioninterpretation
based on constraints
Poor technical rationale
Poor prevention strategy
HAD 363 Computer Applications in CLS
DATE TOPICS
Week 1 828 LECTURE 1 Introduction Computer Anatomy amp EMR
Choose LIS ldquoIT Life Cycle Project Managementrdquo Project Partner Week 2 94 LECTURE 2 EMR and IT Life Cycle
VIRTUAL LAB 1 Week 3 911 LECTURE 3 HIPAA and IT Standards used in Healthcare
Each group to submit completed LIS IT Life Cycle Survey Questions Week 4 918 LECTURE 4 Databases and Computer Networks
VIRTUAL LAB 2 Week 5 925 MID TERM EXAMINATION
Week 6 102 LECTURE 5 LIS WORKFLOW I
VIRTUAL LAB 3 Week 7 109 LECTURE 6 LIS WORKFLOW II
Week 8 1016 LECTURE 7 LIS Management
VIRTUAL LAB 4 Week 9 1023 LIS ldquoIT Life Cycle Project Managementrdquo Project Due
Week 10 1030 FINAL EXAMINATION
6 Avoid inappropriate material Emailing should be used for course contentinformation classmatesrsquo
emails should not be used for private soliciting
7 Be forgiving If someone states something that you find offensive mention this directly to the instructor
Remember that the person contributing to the discussion might be new to this form of communication
What you find offensive may quite possibly have been unintended and can best be cleared up by the
instructor
8 Think before you hit the send button Think carefully about the content of your message before
contributing it Once sent to the group there is no taking it back Grammar and spelling errors reflect on
you and your audience might not be able to decode misspelled words or poorly constructed sentences
9 Test for Clarity Messages may often appear perfectly clear to you as you compose them but turn out to
be perfectly obtuse to your reader One way to test for clarity is to read your message aloud to see if it
flows smoothly If you can read it to another person before posting it even better
10 Brevity is best Be as concise as possible when contributing to a discussion Your points might me
missed if hidden in a flood of text
11 Stick to the point Contributions to a discussion should stick to the subject Donrsquot waste others time
by going off on irrelevant tangents
12 Frivolous email Donrsquot forward jokes chain letters or unimportant email to other students without
their permission Not only does it fill up their mailboxes but may offend people who do not share the
same sense of humor or who are tired of these types of email
13 Read First Write Later Dont add your comments to a discussion before reading the comments of
other students unless the assignment specifically asks you to Doing so is tantamount to ignoring your
fellow students and is rude Comments related to the content of previous messages should be posted
under them to keep related topics organized and you should specify the person and the particular point
you are following up on
14 Netspeak Although electronic communication is still young many conventions have already been
established DO NOT TYPE IN ALL CAPS This is regarded as shouting and is out of place in a
classroom Acronyms and emoticons (arrangements of symbols to express emotions) are popular but
excessive use of them can make your message difficult to read Some common ones include
UNIVERSITY POLICIES
Syllabus Disclaimer Although it is fully intended to follow the contents of this syllabus there may be a
situation(s) that occur which may result in the necessitation of change of its content Any such change will be
communicated to the students by the instructor as soon as available
Access to the Online Blackboard Site You can access class information on-line at httpblackboardsunysbedu
If you have used Stony Brooks Blackboard system previously your login information (Username and Password)
has not changed The materials in this course available online or via a website link are for the exclusive use of
registered students currently enrolled in this course and may not be further distributed In addition to legal
sanctions violation of these copyright prohibitions may result in University disciplinary action Our classs on-
line Blackboard site Make sure that the email address in Blackboard is one that you check frequently
since any emails that I or another student sends to you through the blackboard system will be sent to that email
address Change your email address in Blackboard if necessary To change your email address in Blackboard
go to the blackboard logon page at httpsblackboardsunysbedu and click on ldquoHelp for Studentsrdquo the click on
ldquoCAN I CHANGE MY EMAIL IN BLACKBOARDrdquo and follow the instructions
Blackboard Technical Support Blackboard technical issues are supported by the university and help can be
obtained by the web at httpstltstonybrookeduStudentServicesBbStudentsPagesdefaultaspx by calling 631-
632-9602 or by emailing helpmeicsunysbedu
Americans with Disabilities Act If you have a physical psychological medical or learning disability that may
impact your course work please contact Disability Support Services128 ECC Building (631) 632-6748 They
will determine with you what accommodations are necessary and appropriate All information and documentation
is confidential
Students who require assistance during emergency evacuation are encouraged to discuss their needs with their
professors and Disability Support Services For procedures and information go to the following web site
httpwwwehssunysbedu and search Fire Safety and EvacuationPhysical Disabilities For more information
go to httpstudentaffairsstonybrookedudss
Critical Incident Management Stony Brook University expects students to respect the rights privileges and
property of other people Faculty are required to report to the Office of Judicial Affairs any disruptive behavior
that interrupts their ability to teach compromises the safety of the learning environment or inhibits students
ability to learn as per the SHTM Academic Policies and Procedures
Plagiarism Policy Any act of plagiarism will be taken very seriously in this class Plagiarism is a form of
academic dishonesty Plagiarism is the use of othersrsquo words andor ideas without clearly acknowledging their
source That is plagiarism occurs when a writer uses another personrsquos words andor ideas in a paper without
giving credit to the original author As students you are learning about other peoplersquos ideas in your course texts
your instructorsrsquo lectures in-class discussions and when doing your own research When you incorporate those
words and ideas into your own work it is of the utmost importance that you give credit where it is due
Plagiarism takes many forms The form you might be most familiar with is direct copying of anotherrsquos words
without using quotation marks andor without citing the source of those words If you do quote verbatim from
another source always (a) use quotation marks around the words that are not yours and (b) properly cite the
source at the end of the quoted material Other forms of plagiarism are equally problematic and wrong One such
form is rewording parts of an authorrsquos point (but not others) and not citing that source Any portion be it ever so
small of another authorrsquos argument must be cited If you lsquoborrowrsquo phrases from an author these phrases must be
put in quotation marks and properly cited A third form of plagiarism is when you reword an authorrsquos words
entirely but you keep the authorrsquos original sentence structure and paragraph structure without proper citation
Whenever you rely on other peoplersquos work (which we all do) just make sure cite their ideas See the following
sties for help understanding plagiarism
httpwwwindianaedu~wtspamphletsplagiarismpdf
httpwwwprincetoneduprpubintegrity08plagiarism
Plagiarism intentional or unintentional is considered academic dishonesty and all instances will be reported to
the Academic Judiciary To avoid plagiarism you must give the original author credit whenever you use another
personrsquos ideas opinions drawings or theories as well as any facts or any other pieces of information that are not
common knowledge Additionally quotations of another personrsquos actual spoken or written words or a close
paraphrasing of another personrsquos spoken or written words must also be referenced Accurately citing all sources
and putting direct quotations ndash of even a few key words ndash in quotation marks are required For further
information on plagiarism and the policies regarding academic dishonesty go to the Academic Judiciary website
athttpnaplesccsunysbeduCASajcnsf
Academic Integrity Each student must pursue his or her academic goals honestly and be personally accountable
for all submitted work Representing another persons work as your own is always wrong (see plagiarism policy
above) Faculty are required to report any suspected instances of academic dishonesty as per the SHTM
Academic Policies and Procedures For more comprehensive information on academic integrity including
categories of academic dishonesty please refer to the academic judiciary website at
httpwwwstonybrookeduuaaacademicjudiciary
Academic Dishonesty Intellectual honesty is a cornerstone of all academic and scholarly work including in an
on-line format Penalties for misconduct may vary according to the circumstances of each particular case
Penalties may range in severity from verbal warning to expulsion from the University with the reason recorded on
the studentrsquos permanent transcript Academic dishonesty is a serious offense and will be treated in accordance
with the Universityrsquos Policies and Procedures Governing Undergraduate Student Academic Dishonesty which
can be located at httpwwwuhmcsunysbedustudservbulletin03_SHTM2006pdf
Writing Center The Stony Brook University Writing Center located in Humanities room 2009 supports writing
at Stony Brook University Trained undergraduate and graduate writing tutors help writers through one-on-one
tutoring sessions that focus on each individual writers needs Writers of all skill-levels at any stage of the writing
process are invited to make appointments at the Writing Center Writers can bring in anything theyre working on
be it a creative piece a personal statement or a paper for class Tutors will help writers brainstorm organize
focus and develop their written works To make an appointment on-line go to
httpstonybrookeduwritrhetwcaboutshtml
Grading Rubric for Discussion Questions
Criteria
Outstanding (90-
100)
Good (80 to
lt90)
Satisfactory (70 to
lt80)
Unsatisfactory (0
to lt70)
Critical thinking Analyzes and
evaluates relevant
theories and research
literature and data
Applies these
elements to a variety
of issues and
contexts
Analyzes relevant
theories and
research Uses
literature to create
coherent posting
with only minor
gaps
Makes references to
some key principles
Identifies literature
but does not
summarize it
Fewno references
to key points andor
to researched
literature Littleno
evidence that key
concepts are
understood andor
applied
Demonstrates
personal and
professional
application of
concepts
principles and
theories
Uses relevant
personal and
professional
examples to
demonstrate
application of
concepts principles
and theories
Refers to personal
and professional
examples that
relate to the
relevant concepts
principles
theories andor
research
Refers to personal
and professional
examples but does
not integrate them
effectively into the
response
Contains little or no
personal and
professional
references
Timeliness of
postings
Submitted 2 days
prior to the deadline
Submitted 1 day
prior to the
deadline
Submitted according
to deadline or late
with instructor
approval
Submitted late
(after established
deadline) or did not
submit at all
Reflection of
under-graduate
level writing skills
Language is clear
concise and easy to
understand without
spelling grammar
andor writing
mechanics errors
Thoughts are clearly
organized APA style
used as appropriate
Language is
comprehensible
but some passages
are difficult to
understand or have
minor spelling
grammar andor
writing mechanics
errors APA style
used with minor
errors
Satisfactorily
written but needs to
be read multiple
times to follow
loosely constructed
concepts Major or
many minor spelling
grammar andor
writing mechanics
errors Significant
APA style errors
Poorly written and
not comprehensible
Spelling grammar
andor writing
mechanics and
vocabulary poor
with little or no
regard for APA
style
Laboratory Informatics Project Presentation and Executive Summary Report RUBRIC
Score 4 or (90-100)
Excellent
Score 3 or (80 TO lt
90)
Acceptable
Score 2 or (70 TO lt80)
Marginal
Score 1 or ( lt 70)
Poor
Acc
ura
cy
Excellent Internal
consistency
Excellent diagrammatic
accuracy
Excellent diagnostic
accuracy
Excellent technical
accuracy
Acceptable internal
consistency
Acceptable diagrammatic
accuracy
Acceptable diagnostic
accuracy
Acceptable technical
accuracy
Marginal internal consistency
Marginal diagrammatic
accuracy
Marginal diagnostic accuracy
Marginal technical accuracy
Poor internal consistency
Poor diagrammatic accuracy
Poor diagnostic accuracy
Poor technical accuracy
Co
mp
lete
nes
s
Exceeds project
requirements
Excellent level of detail
or description
Acceptable fulfillment of
project requirements
Acceptable level of detail
or description
Project requirements
marginally fulfilled
Marginal level of detail or
description
Poor fulfillment of project
requirements
Poor level of detail or
description
Qu
ali
ty o
f
pre
sen
tati
on
Pro
ject
Excellent organizational
structure
Excellent language
clarity
Excellent emphasis of
important points
Excellent spelling andor
grammar
Acceptable organization
of structure
Acceptable language
clarity
Acceptable emphasis on
important points
Acceptable spelling andor
grammar
Marginal organizational
structure
Marginal language clarity
Marginal emphasis on
important points
Marginal spelling andor
grammar
Poor organizational
structure
Poor language clarity
Poor emphasis on important
points
Poor spelling andor
grammar
Lo
gic
Pro
ble
m S
olv
ing
Excellent presentation
showing clear
definition of problem
Demonstrates excellent
understanding of goals
Demonstrates excellent
understanding of
constraints
Excellent order of
operationndashsequence of
steps
Excellent consideration
of important factors
Presents acceptable
definition of problem
Demonstrates acceptable
understanding of goals
Demonstrates acceptable
understanding of
constraints
Acceptable order of
operation ndash sequence of
steps
Acceptable consideration
of important factors
Presents marginal definition
of problem
Demonstrates marginal
understanding of goals
Demonstrates marginal
understanding of constraints
Marginal order of operation ndash
sequence of steps
Marginal consideration of
important factors
Poor
definitionunderstanding of
problem
Poor demonstration of case
impact
Poor demonstration of
understanding goals
Poor demonstration of
understanding constraints
Poor order of operation
Poor demonstration of
troubleshooting skills
Qu
ali
ty o
f co
ncl
usi
on
inte
rpre
tati
on
Excellent
conclusioninterpretation
based on goals
Excellent
conclusioninterpretation
based on constraints
Excellent technical
rationale
Acceptable
conclusioninterpretation
based on goals
Acceptable
conclusioninterpretation
based on constraints
Acceptable technical
rationale
Marginal
conclusioninterpretation
based on goals
Marginal
conclusioninterpretation
based on constraints
Marginal technical rationale
Poor
conclusioninterpretation
based on goals
Poor
conclusioninterpretation
based on constraints
Poor technical rationale
Poor prevention strategy
HAD 363 Computer Applications in CLS
DATE TOPICS
Week 1 828 LECTURE 1 Introduction Computer Anatomy amp EMR
Choose LIS ldquoIT Life Cycle Project Managementrdquo Project Partner Week 2 94 LECTURE 2 EMR and IT Life Cycle
VIRTUAL LAB 1 Week 3 911 LECTURE 3 HIPAA and IT Standards used in Healthcare
Each group to submit completed LIS IT Life Cycle Survey Questions Week 4 918 LECTURE 4 Databases and Computer Networks
VIRTUAL LAB 2 Week 5 925 MID TERM EXAMINATION
Week 6 102 LECTURE 5 LIS WORKFLOW I
VIRTUAL LAB 3 Week 7 109 LECTURE 6 LIS WORKFLOW II
Week 8 1016 LECTURE 7 LIS Management
VIRTUAL LAB 4 Week 9 1023 LIS ldquoIT Life Cycle Project Managementrdquo Project Due
Week 10 1030 FINAL EXAMINATION
will determine with you what accommodations are necessary and appropriate All information and documentation
is confidential
Students who require assistance during emergency evacuation are encouraged to discuss their needs with their
professors and Disability Support Services For procedures and information go to the following web site
httpwwwehssunysbedu and search Fire Safety and EvacuationPhysical Disabilities For more information
go to httpstudentaffairsstonybrookedudss
Critical Incident Management Stony Brook University expects students to respect the rights privileges and
property of other people Faculty are required to report to the Office of Judicial Affairs any disruptive behavior
that interrupts their ability to teach compromises the safety of the learning environment or inhibits students
ability to learn as per the SHTM Academic Policies and Procedures
Plagiarism Policy Any act of plagiarism will be taken very seriously in this class Plagiarism is a form of
academic dishonesty Plagiarism is the use of othersrsquo words andor ideas without clearly acknowledging their
source That is plagiarism occurs when a writer uses another personrsquos words andor ideas in a paper without
giving credit to the original author As students you are learning about other peoplersquos ideas in your course texts
your instructorsrsquo lectures in-class discussions and when doing your own research When you incorporate those
words and ideas into your own work it is of the utmost importance that you give credit where it is due
Plagiarism takes many forms The form you might be most familiar with is direct copying of anotherrsquos words
without using quotation marks andor without citing the source of those words If you do quote verbatim from
another source always (a) use quotation marks around the words that are not yours and (b) properly cite the
source at the end of the quoted material Other forms of plagiarism are equally problematic and wrong One such
form is rewording parts of an authorrsquos point (but not others) and not citing that source Any portion be it ever so
small of another authorrsquos argument must be cited If you lsquoborrowrsquo phrases from an author these phrases must be
put in quotation marks and properly cited A third form of plagiarism is when you reword an authorrsquos words
entirely but you keep the authorrsquos original sentence structure and paragraph structure without proper citation
Whenever you rely on other peoplersquos work (which we all do) just make sure cite their ideas See the following
sties for help understanding plagiarism
httpwwwindianaedu~wtspamphletsplagiarismpdf
httpwwwprincetoneduprpubintegrity08plagiarism
Plagiarism intentional or unintentional is considered academic dishonesty and all instances will be reported to
the Academic Judiciary To avoid plagiarism you must give the original author credit whenever you use another
personrsquos ideas opinions drawings or theories as well as any facts or any other pieces of information that are not
common knowledge Additionally quotations of another personrsquos actual spoken or written words or a close
paraphrasing of another personrsquos spoken or written words must also be referenced Accurately citing all sources
and putting direct quotations ndash of even a few key words ndash in quotation marks are required For further
information on plagiarism and the policies regarding academic dishonesty go to the Academic Judiciary website
athttpnaplesccsunysbeduCASajcnsf
Academic Integrity Each student must pursue his or her academic goals honestly and be personally accountable
for all submitted work Representing another persons work as your own is always wrong (see plagiarism policy
above) Faculty are required to report any suspected instances of academic dishonesty as per the SHTM
Academic Policies and Procedures For more comprehensive information on academic integrity including
categories of academic dishonesty please refer to the academic judiciary website at
httpwwwstonybrookeduuaaacademicjudiciary
Academic Dishonesty Intellectual honesty is a cornerstone of all academic and scholarly work including in an
on-line format Penalties for misconduct may vary according to the circumstances of each particular case
Penalties may range in severity from verbal warning to expulsion from the University with the reason recorded on
the studentrsquos permanent transcript Academic dishonesty is a serious offense and will be treated in accordance
with the Universityrsquos Policies and Procedures Governing Undergraduate Student Academic Dishonesty which
can be located at httpwwwuhmcsunysbedustudservbulletin03_SHTM2006pdf
Writing Center The Stony Brook University Writing Center located in Humanities room 2009 supports writing
at Stony Brook University Trained undergraduate and graduate writing tutors help writers through one-on-one
tutoring sessions that focus on each individual writers needs Writers of all skill-levels at any stage of the writing
process are invited to make appointments at the Writing Center Writers can bring in anything theyre working on
be it a creative piece a personal statement or a paper for class Tutors will help writers brainstorm organize
focus and develop their written works To make an appointment on-line go to
httpstonybrookeduwritrhetwcaboutshtml
Grading Rubric for Discussion Questions
Criteria
Outstanding (90-
100)
Good (80 to
lt90)
Satisfactory (70 to
lt80)
Unsatisfactory (0
to lt70)
Critical thinking Analyzes and
evaluates relevant
theories and research
literature and data
Applies these
elements to a variety
of issues and
contexts
Analyzes relevant
theories and
research Uses
literature to create
coherent posting
with only minor
gaps
Makes references to
some key principles
Identifies literature
but does not
summarize it
Fewno references
to key points andor
to researched
literature Littleno
evidence that key
concepts are
understood andor
applied
Demonstrates
personal and
professional
application of
concepts
principles and
theories
Uses relevant
personal and
professional
examples to
demonstrate
application of
concepts principles
and theories
Refers to personal
and professional
examples that
relate to the
relevant concepts
principles
theories andor
research
Refers to personal
and professional
examples but does
not integrate them
effectively into the
response
Contains little or no
personal and
professional
references
Timeliness of
postings
Submitted 2 days
prior to the deadline
Submitted 1 day
prior to the
deadline
Submitted according
to deadline or late
with instructor
approval
Submitted late
(after established
deadline) or did not
submit at all
Reflection of
under-graduate
level writing skills
Language is clear
concise and easy to
understand without
spelling grammar
andor writing
mechanics errors
Thoughts are clearly
organized APA style
used as appropriate
Language is
comprehensible
but some passages
are difficult to
understand or have
minor spelling
grammar andor
writing mechanics
errors APA style
used with minor
errors
Satisfactorily
written but needs to
be read multiple
times to follow
loosely constructed
concepts Major or
many minor spelling
grammar andor
writing mechanics
errors Significant
APA style errors
Poorly written and
not comprehensible
Spelling grammar
andor writing
mechanics and
vocabulary poor
with little or no
regard for APA
style
Laboratory Informatics Project Presentation and Executive Summary Report RUBRIC
Score 4 or (90-100)
Excellent
Score 3 or (80 TO lt
90)
Acceptable
Score 2 or (70 TO lt80)
Marginal
Score 1 or ( lt 70)
Poor
Acc
ura
cy
Excellent Internal
consistency
Excellent diagrammatic
accuracy
Excellent diagnostic
accuracy
Excellent technical
accuracy
Acceptable internal
consistency
Acceptable diagrammatic
accuracy
Acceptable diagnostic
accuracy
Acceptable technical
accuracy
Marginal internal consistency
Marginal diagrammatic
accuracy
Marginal diagnostic accuracy
Marginal technical accuracy
Poor internal consistency
Poor diagrammatic accuracy
Poor diagnostic accuracy
Poor technical accuracy
Co
mp
lete
nes
s
Exceeds project
requirements
Excellent level of detail
or description
Acceptable fulfillment of
project requirements
Acceptable level of detail
or description
Project requirements
marginally fulfilled
Marginal level of detail or
description
Poor fulfillment of project
requirements
Poor level of detail or
description
Qu
ali
ty o
f
pre
sen
tati
on
Pro
ject
Excellent organizational
structure
Excellent language
clarity
Excellent emphasis of
important points
Excellent spelling andor
grammar
Acceptable organization
of structure
Acceptable language
clarity
Acceptable emphasis on
important points
Acceptable spelling andor
grammar
Marginal organizational
structure
Marginal language clarity
Marginal emphasis on
important points
Marginal spelling andor
grammar
Poor organizational
structure
Poor language clarity
Poor emphasis on important
points
Poor spelling andor
grammar
Lo
gic
Pro
ble
m S
olv
ing
Excellent presentation
showing clear
definition of problem
Demonstrates excellent
understanding of goals
Demonstrates excellent
understanding of
constraints
Excellent order of
operationndashsequence of
steps
Excellent consideration
of important factors
Presents acceptable
definition of problem
Demonstrates acceptable
understanding of goals
Demonstrates acceptable
understanding of
constraints
Acceptable order of
operation ndash sequence of
steps
Acceptable consideration
of important factors
Presents marginal definition
of problem
Demonstrates marginal
understanding of goals
Demonstrates marginal
understanding of constraints
Marginal order of operation ndash
sequence of steps
Marginal consideration of
important factors
Poor
definitionunderstanding of
problem
Poor demonstration of case
impact
Poor demonstration of
understanding goals
Poor demonstration of
understanding constraints
Poor order of operation
Poor demonstration of
troubleshooting skills
Qu
ali
ty o
f co
ncl
usi
on
inte
rpre
tati
on
Excellent
conclusioninterpretation
based on goals
Excellent
conclusioninterpretation
based on constraints
Excellent technical
rationale
Acceptable
conclusioninterpretation
based on goals
Acceptable
conclusioninterpretation
based on constraints
Acceptable technical
rationale
Marginal
conclusioninterpretation
based on goals
Marginal
conclusioninterpretation
based on constraints
Marginal technical rationale
Poor
conclusioninterpretation
based on goals
Poor
conclusioninterpretation
based on constraints
Poor technical rationale
Poor prevention strategy
HAD 363 Computer Applications in CLS
DATE TOPICS
Week 1 828 LECTURE 1 Introduction Computer Anatomy amp EMR
Choose LIS ldquoIT Life Cycle Project Managementrdquo Project Partner Week 2 94 LECTURE 2 EMR and IT Life Cycle
VIRTUAL LAB 1 Week 3 911 LECTURE 3 HIPAA and IT Standards used in Healthcare
Each group to submit completed LIS IT Life Cycle Survey Questions Week 4 918 LECTURE 4 Databases and Computer Networks
VIRTUAL LAB 2 Week 5 925 MID TERM EXAMINATION
Week 6 102 LECTURE 5 LIS WORKFLOW I
VIRTUAL LAB 3 Week 7 109 LECTURE 6 LIS WORKFLOW II
Week 8 1016 LECTURE 7 LIS Management
VIRTUAL LAB 4 Week 9 1023 LIS ldquoIT Life Cycle Project Managementrdquo Project Due
Week 10 1030 FINAL EXAMINATION
Academic Integrity Each student must pursue his or her academic goals honestly and be personally accountable
for all submitted work Representing another persons work as your own is always wrong (see plagiarism policy
above) Faculty are required to report any suspected instances of academic dishonesty as per the SHTM
Academic Policies and Procedures For more comprehensive information on academic integrity including
categories of academic dishonesty please refer to the academic judiciary website at
httpwwwstonybrookeduuaaacademicjudiciary
Academic Dishonesty Intellectual honesty is a cornerstone of all academic and scholarly work including in an
on-line format Penalties for misconduct may vary according to the circumstances of each particular case
Penalties may range in severity from verbal warning to expulsion from the University with the reason recorded on
the studentrsquos permanent transcript Academic dishonesty is a serious offense and will be treated in accordance
with the Universityrsquos Policies and Procedures Governing Undergraduate Student Academic Dishonesty which
can be located at httpwwwuhmcsunysbedustudservbulletin03_SHTM2006pdf
Writing Center The Stony Brook University Writing Center located in Humanities room 2009 supports writing
at Stony Brook University Trained undergraduate and graduate writing tutors help writers through one-on-one
tutoring sessions that focus on each individual writers needs Writers of all skill-levels at any stage of the writing
process are invited to make appointments at the Writing Center Writers can bring in anything theyre working on
be it a creative piece a personal statement or a paper for class Tutors will help writers brainstorm organize
focus and develop their written works To make an appointment on-line go to
httpstonybrookeduwritrhetwcaboutshtml
Grading Rubric for Discussion Questions
Criteria
Outstanding (90-
100)
Good (80 to
lt90)
Satisfactory (70 to
lt80)
Unsatisfactory (0
to lt70)
Critical thinking Analyzes and
evaluates relevant
theories and research
literature and data
Applies these
elements to a variety
of issues and
contexts
Analyzes relevant
theories and
research Uses
literature to create
coherent posting
with only minor
gaps
Makes references to
some key principles
Identifies literature
but does not
summarize it
Fewno references
to key points andor
to researched
literature Littleno
evidence that key
concepts are
understood andor
applied
Demonstrates
personal and
professional
application of
concepts
principles and
theories
Uses relevant
personal and
professional
examples to
demonstrate
application of
concepts principles
and theories
Refers to personal
and professional
examples that
relate to the
relevant concepts
principles
theories andor
research
Refers to personal
and professional
examples but does
not integrate them
effectively into the
response
Contains little or no
personal and
professional
references
Timeliness of
postings
Submitted 2 days
prior to the deadline
Submitted 1 day
prior to the
deadline
Submitted according
to deadline or late
with instructor
approval
Submitted late
(after established
deadline) or did not
submit at all
Reflection of
under-graduate
level writing skills
Language is clear
concise and easy to
understand without
spelling grammar
andor writing
mechanics errors
Thoughts are clearly
organized APA style
used as appropriate
Language is
comprehensible
but some passages
are difficult to
understand or have
minor spelling
grammar andor
writing mechanics
errors APA style
used with minor
errors
Satisfactorily
written but needs to
be read multiple
times to follow
loosely constructed
concepts Major or
many minor spelling
grammar andor
writing mechanics
errors Significant
APA style errors
Poorly written and
not comprehensible
Spelling grammar
andor writing
mechanics and
vocabulary poor
with little or no
regard for APA
style
Laboratory Informatics Project Presentation and Executive Summary Report RUBRIC
Score 4 or (90-100)
Excellent
Score 3 or (80 TO lt
90)
Acceptable
Score 2 or (70 TO lt80)
Marginal
Score 1 or ( lt 70)
Poor
Acc
ura
cy
Excellent Internal
consistency
Excellent diagrammatic
accuracy
Excellent diagnostic
accuracy
Excellent technical
accuracy
Acceptable internal
consistency
Acceptable diagrammatic
accuracy
Acceptable diagnostic
accuracy
Acceptable technical
accuracy
Marginal internal consistency
Marginal diagrammatic
accuracy
Marginal diagnostic accuracy
Marginal technical accuracy
Poor internal consistency
Poor diagrammatic accuracy
Poor diagnostic accuracy
Poor technical accuracy
Co
mp
lete
nes
s
Exceeds project
requirements
Excellent level of detail
or description
Acceptable fulfillment of
project requirements
Acceptable level of detail
or description
Project requirements
marginally fulfilled
Marginal level of detail or
description
Poor fulfillment of project
requirements
Poor level of detail or
description
Qu
ali
ty o
f
pre
sen
tati
on
Pro
ject
Excellent organizational
structure
Excellent language
clarity
Excellent emphasis of
important points
Excellent spelling andor
grammar
Acceptable organization
of structure
Acceptable language
clarity
Acceptable emphasis on
important points
Acceptable spelling andor
grammar
Marginal organizational
structure
Marginal language clarity
Marginal emphasis on
important points
Marginal spelling andor
grammar
Poor organizational
structure
Poor language clarity
Poor emphasis on important
points
Poor spelling andor
grammar
Lo
gic
Pro
ble
m S
olv
ing
Excellent presentation
showing clear
definition of problem
Demonstrates excellent
understanding of goals
Demonstrates excellent
understanding of
constraints
Excellent order of
operationndashsequence of
steps
Excellent consideration
of important factors
Presents acceptable
definition of problem
Demonstrates acceptable
understanding of goals
Demonstrates acceptable
understanding of
constraints
Acceptable order of
operation ndash sequence of
steps
Acceptable consideration
of important factors
Presents marginal definition
of problem
Demonstrates marginal
understanding of goals
Demonstrates marginal
understanding of constraints
Marginal order of operation ndash
sequence of steps
Marginal consideration of
important factors
Poor
definitionunderstanding of
problem
Poor demonstration of case
impact
Poor demonstration of
understanding goals
Poor demonstration of
understanding constraints
Poor order of operation
Poor demonstration of
troubleshooting skills
Qu
ali
ty o
f co
ncl
usi
on
inte
rpre
tati
on
Excellent
conclusioninterpretation
based on goals
Excellent
conclusioninterpretation
based on constraints
Excellent technical
rationale
Acceptable
conclusioninterpretation
based on goals
Acceptable
conclusioninterpretation
based on constraints
Acceptable technical
rationale
Marginal
conclusioninterpretation
based on goals
Marginal
conclusioninterpretation
based on constraints
Marginal technical rationale
Poor
conclusioninterpretation
based on goals
Poor
conclusioninterpretation
based on constraints
Poor technical rationale
Poor prevention strategy
HAD 363 Computer Applications in CLS
DATE TOPICS
Week 1 828 LECTURE 1 Introduction Computer Anatomy amp EMR
Choose LIS ldquoIT Life Cycle Project Managementrdquo Project Partner Week 2 94 LECTURE 2 EMR and IT Life Cycle
VIRTUAL LAB 1 Week 3 911 LECTURE 3 HIPAA and IT Standards used in Healthcare
Each group to submit completed LIS IT Life Cycle Survey Questions Week 4 918 LECTURE 4 Databases and Computer Networks
VIRTUAL LAB 2 Week 5 925 MID TERM EXAMINATION
Week 6 102 LECTURE 5 LIS WORKFLOW I
VIRTUAL LAB 3 Week 7 109 LECTURE 6 LIS WORKFLOW II
Week 8 1016 LECTURE 7 LIS Management
VIRTUAL LAB 4 Week 9 1023 LIS ldquoIT Life Cycle Project Managementrdquo Project Due
Week 10 1030 FINAL EXAMINATION
Grading Rubric for Discussion Questions
Criteria
Outstanding (90-
100)
Good (80 to
lt90)
Satisfactory (70 to
lt80)
Unsatisfactory (0
to lt70)
Critical thinking Analyzes and
evaluates relevant
theories and research
literature and data
Applies these
elements to a variety
of issues and
contexts
Analyzes relevant
theories and
research Uses
literature to create
coherent posting
with only minor
gaps
Makes references to
some key principles
Identifies literature
but does not
summarize it
Fewno references
to key points andor
to researched
literature Littleno
evidence that key
concepts are
understood andor
applied
Demonstrates
personal and
professional
application of
concepts
principles and
theories
Uses relevant
personal and
professional
examples to
demonstrate
application of
concepts principles
and theories
Refers to personal
and professional
examples that
relate to the
relevant concepts
principles
theories andor
research
Refers to personal
and professional
examples but does
not integrate them
effectively into the
response
Contains little or no
personal and
professional
references
Timeliness of
postings
Submitted 2 days
prior to the deadline
Submitted 1 day
prior to the
deadline
Submitted according
to deadline or late
with instructor
approval
Submitted late
(after established
deadline) or did not
submit at all
Reflection of
under-graduate
level writing skills
Language is clear
concise and easy to
understand without
spelling grammar
andor writing
mechanics errors
Thoughts are clearly
organized APA style
used as appropriate
Language is
comprehensible
but some passages
are difficult to
understand or have
minor spelling
grammar andor
writing mechanics
errors APA style
used with minor
errors
Satisfactorily
written but needs to
be read multiple
times to follow
loosely constructed
concepts Major or
many minor spelling
grammar andor
writing mechanics
errors Significant
APA style errors
Poorly written and
not comprehensible
Spelling grammar
andor writing
mechanics and
vocabulary poor
with little or no
regard for APA
style
Laboratory Informatics Project Presentation and Executive Summary Report RUBRIC
Score 4 or (90-100)
Excellent
Score 3 or (80 TO lt
90)
Acceptable
Score 2 or (70 TO lt80)
Marginal
Score 1 or ( lt 70)
Poor
Acc
ura
cy
Excellent Internal
consistency
Excellent diagrammatic
accuracy
Excellent diagnostic
accuracy
Excellent technical
accuracy
Acceptable internal
consistency
Acceptable diagrammatic
accuracy
Acceptable diagnostic
accuracy
Acceptable technical
accuracy
Marginal internal consistency
Marginal diagrammatic
accuracy
Marginal diagnostic accuracy
Marginal technical accuracy
Poor internal consistency
Poor diagrammatic accuracy
Poor diagnostic accuracy
Poor technical accuracy
Co
mp
lete
nes
s
Exceeds project
requirements
Excellent level of detail
or description
Acceptable fulfillment of
project requirements
Acceptable level of detail
or description
Project requirements
marginally fulfilled
Marginal level of detail or
description
Poor fulfillment of project
requirements
Poor level of detail or
description
Qu
ali
ty o
f
pre
sen
tati
on
Pro
ject
Excellent organizational
structure
Excellent language
clarity
Excellent emphasis of
important points
Excellent spelling andor
grammar
Acceptable organization
of structure
Acceptable language
clarity
Acceptable emphasis on
important points
Acceptable spelling andor
grammar
Marginal organizational
structure
Marginal language clarity
Marginal emphasis on
important points
Marginal spelling andor
grammar
Poor organizational
structure
Poor language clarity
Poor emphasis on important
points
Poor spelling andor
grammar
Lo
gic
Pro
ble
m S
olv
ing
Excellent presentation
showing clear
definition of problem
Demonstrates excellent
understanding of goals
Demonstrates excellent
understanding of
constraints
Excellent order of
operationndashsequence of
steps
Excellent consideration
of important factors
Presents acceptable
definition of problem
Demonstrates acceptable
understanding of goals
Demonstrates acceptable
understanding of
constraints
Acceptable order of
operation ndash sequence of
steps
Acceptable consideration
of important factors
Presents marginal definition
of problem
Demonstrates marginal
understanding of goals
Demonstrates marginal
understanding of constraints
Marginal order of operation ndash
sequence of steps
Marginal consideration of
important factors
Poor
definitionunderstanding of
problem
Poor demonstration of case
impact
Poor demonstration of
understanding goals
Poor demonstration of
understanding constraints
Poor order of operation
Poor demonstration of
troubleshooting skills
Qu
ali
ty o
f co
ncl
usi
on
inte
rpre
tati
on
Excellent
conclusioninterpretation
based on goals
Excellent
conclusioninterpretation
based on constraints
Excellent technical
rationale
Acceptable
conclusioninterpretation
based on goals
Acceptable
conclusioninterpretation
based on constraints
Acceptable technical
rationale
Marginal
conclusioninterpretation
based on goals
Marginal
conclusioninterpretation
based on constraints
Marginal technical rationale
Poor
conclusioninterpretation
based on goals
Poor
conclusioninterpretation
based on constraints
Poor technical rationale
Poor prevention strategy
HAD 363 Computer Applications in CLS
DATE TOPICS
Week 1 828 LECTURE 1 Introduction Computer Anatomy amp EMR
Choose LIS ldquoIT Life Cycle Project Managementrdquo Project Partner Week 2 94 LECTURE 2 EMR and IT Life Cycle
VIRTUAL LAB 1 Week 3 911 LECTURE 3 HIPAA and IT Standards used in Healthcare
Each group to submit completed LIS IT Life Cycle Survey Questions Week 4 918 LECTURE 4 Databases and Computer Networks
VIRTUAL LAB 2 Week 5 925 MID TERM EXAMINATION
Week 6 102 LECTURE 5 LIS WORKFLOW I
VIRTUAL LAB 3 Week 7 109 LECTURE 6 LIS WORKFLOW II
Week 8 1016 LECTURE 7 LIS Management
VIRTUAL LAB 4 Week 9 1023 LIS ldquoIT Life Cycle Project Managementrdquo Project Due
Week 10 1030 FINAL EXAMINATION
Laboratory Informatics Project Presentation and Executive Summary Report RUBRIC
Score 4 or (90-100)
Excellent
Score 3 or (80 TO lt
90)
Acceptable
Score 2 or (70 TO lt80)
Marginal
Score 1 or ( lt 70)
Poor
Acc
ura
cy
Excellent Internal
consistency
Excellent diagrammatic
accuracy
Excellent diagnostic
accuracy
Excellent technical
accuracy
Acceptable internal
consistency
Acceptable diagrammatic
accuracy
Acceptable diagnostic
accuracy
Acceptable technical
accuracy
Marginal internal consistency
Marginal diagrammatic
accuracy
Marginal diagnostic accuracy
Marginal technical accuracy
Poor internal consistency
Poor diagrammatic accuracy
Poor diagnostic accuracy
Poor technical accuracy
Co
mp
lete
nes
s
Exceeds project
requirements
Excellent level of detail
or description
Acceptable fulfillment of
project requirements
Acceptable level of detail
or description
Project requirements
marginally fulfilled
Marginal level of detail or
description
Poor fulfillment of project
requirements
Poor level of detail or
description
Qu
ali
ty o
f
pre
sen
tati
on
Pro
ject
Excellent organizational
structure
Excellent language
clarity
Excellent emphasis of
important points
Excellent spelling andor
grammar
Acceptable organization
of structure
Acceptable language
clarity
Acceptable emphasis on
important points
Acceptable spelling andor
grammar
Marginal organizational
structure
Marginal language clarity
Marginal emphasis on
important points
Marginal spelling andor
grammar
Poor organizational
structure
Poor language clarity
Poor emphasis on important
points
Poor spelling andor
grammar
Lo
gic
Pro
ble
m S
olv
ing
Excellent presentation
showing clear
definition of problem
Demonstrates excellent
understanding of goals
Demonstrates excellent
understanding of
constraints
Excellent order of
operationndashsequence of
steps
Excellent consideration
of important factors
Presents acceptable
definition of problem
Demonstrates acceptable
understanding of goals
Demonstrates acceptable
understanding of
constraints
Acceptable order of
operation ndash sequence of
steps
Acceptable consideration
of important factors
Presents marginal definition
of problem
Demonstrates marginal
understanding of goals
Demonstrates marginal
understanding of constraints
Marginal order of operation ndash
sequence of steps
Marginal consideration of
important factors
Poor
definitionunderstanding of
problem
Poor demonstration of case
impact
Poor demonstration of
understanding goals
Poor demonstration of
understanding constraints
Poor order of operation
Poor demonstration of
troubleshooting skills
Qu
ali
ty o
f co
ncl
usi
on
inte
rpre
tati
on
Excellent
conclusioninterpretation
based on goals
Excellent
conclusioninterpretation
based on constraints
Excellent technical
rationale
Acceptable
conclusioninterpretation
based on goals
Acceptable
conclusioninterpretation
based on constraints
Acceptable technical
rationale
Marginal
conclusioninterpretation
based on goals
Marginal
conclusioninterpretation
based on constraints
Marginal technical rationale
Poor
conclusioninterpretation
based on goals
Poor
conclusioninterpretation
based on constraints
Poor technical rationale
Poor prevention strategy
HAD 363 Computer Applications in CLS
DATE TOPICS
Week 1 828 LECTURE 1 Introduction Computer Anatomy amp EMR
Choose LIS ldquoIT Life Cycle Project Managementrdquo Project Partner Week 2 94 LECTURE 2 EMR and IT Life Cycle
VIRTUAL LAB 1 Week 3 911 LECTURE 3 HIPAA and IT Standards used in Healthcare
Each group to submit completed LIS IT Life Cycle Survey Questions Week 4 918 LECTURE 4 Databases and Computer Networks
VIRTUAL LAB 2 Week 5 925 MID TERM EXAMINATION
Week 6 102 LECTURE 5 LIS WORKFLOW I
VIRTUAL LAB 3 Week 7 109 LECTURE 6 LIS WORKFLOW II
Week 8 1016 LECTURE 7 LIS Management
VIRTUAL LAB 4 Week 9 1023 LIS ldquoIT Life Cycle Project Managementrdquo Project Due
Week 10 1030 FINAL EXAMINATION
HAD 363 Computer Applications in CLS
DATE TOPICS
Week 1 828 LECTURE 1 Introduction Computer Anatomy amp EMR
Choose LIS ldquoIT Life Cycle Project Managementrdquo Project Partner Week 2 94 LECTURE 2 EMR and IT Life Cycle
VIRTUAL LAB 1 Week 3 911 LECTURE 3 HIPAA and IT Standards used in Healthcare
Each group to submit completed LIS IT Life Cycle Survey Questions Week 4 918 LECTURE 4 Databases and Computer Networks
VIRTUAL LAB 2 Week 5 925 MID TERM EXAMINATION
Week 6 102 LECTURE 5 LIS WORKFLOW I
VIRTUAL LAB 3 Week 7 109 LECTURE 6 LIS WORKFLOW II
Week 8 1016 LECTURE 7 LIS Management
VIRTUAL LAB 4 Week 9 1023 LIS ldquoIT Life Cycle Project Managementrdquo Project Due
Week 10 1030 FINAL EXAMINATION