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Course : Administration and Supervision of Diagnostic Imaging

Course Number
RADS 4513
Section Number
x21
Semester
Spring 2021
Location
N/A
Days & Times
Final Exam Day/Time
Attachments
  • No Attachments Added

Course Objectives:

 

 

Upon completion of this course, students will:

  • Develop their own strengths as leaders
  • Describe the basic skills of supervision and administration.
  • Describe strategies for managing people.
  • Apply the principles of administration and supervision to their own clinical environments.

Modules

 

 

 

The course content is divided into four modules associated with chapters in the textbook for the course.  Students should complete the reading assignments FIRST and then complete the module quizzes.

 

  

Module 1

So You Want to Be a Supervisor?

 

 

Chapter 1 – Do You Really Want to Be a Supervisor?

Chapter 13 – Leaders & Managers

Chapter 25 – Managed Care

Chapter 26 – Budgets and Cost Control

Chapter 27 – Change as a Way of Life

Chapter 30 – Spoken Communication

Chapter 31 – Written Communication

Chapter 34 – Time Management

Chapter 35 – Coping with Stress and Burnout

Chapter 37 – The Supervisor’s Future

 

Module 2

Nuts & Bolts of Supervision & Administration

 

 

Chapter 3 – Basic Management Functions

Chapter 5 – Position Descriptions & Performance Standards

Chapter 6 – Policies & Policy-Making

Chapter 7 – The Supervisor’s Legal Environment

Chapter 8 – Personnel Recruitment

Chapter 9 – Interviewing & Employee Selection

Chapter 10 – Orientation & Training of New Employees

Chapter 23 – Personnel Retention

Chapter 24 – Privacy & Confidentiality: Employees & Clients

Chapter 32 – Holding Effective Meetings

 

Module 3

Leading People:  Workplace Relations

 

 

Chapter 2 – Customer Service

Chapter 11 – Team Leadership

Chapter 15 – Motivation, Reward, & Recognition

Chapter 16 – Performance Feedback

Chapter 18 – Cultural Diversity: Managing the Changing Workforce

Chapter 28 – Staff Development

Chapter 29 – Delegation and Empowerment

Chapter 33 – Decision Making and Problem Solving

 

Module 4

Handling Difficult Employees

 

 

Chapter 12 – Safety & Workplace Violence

Chapter 14 – Coaching and Counseling

Chapter 17 – Disciplining:  Correction of Behavior

Chapter 19 – Conflict & Confrontation

Chapter 20 – Employees with Problems

Chapter 21 – Managing Difficult Employees

Chapter 22 – Complaints, Grievances, & Appeals

 

 

 

D2L Module Quizzes (Assessment)

 

Students should complete the reading assignments, answer the chapter objectives, and review the questions at the chapter end before attempting the module quizzes.

Each module includes an OPEN BOOK, two (2) hour timed quiz that requires independent and critical thinking and application of the topics in that module to real-life situations. Each quiz includes multiple choice, true/false, and essay questions chosen at random from chapters in the module. When answering the essay questions, you must answer in a manner that demonstrates your understanding of the question – one or two sentence answers are not going to be enough; 4 – 6 sentences (or in some cases, more) will be required to fully answer each question. Grammar, spelling, and sentence structure will be graded in addition to the content of the answers (it is suggested students type their answers in a word document, perform grammar- and spell-check, and then copy and paste into their test answer boxes). See the course syllabus for quiz due dates.

 

Quizzes will be scored and written feedback will be provided.  Feedback will occur within the quiz itself, but the short answer questions must be graded by the instructor before you will receive your grade.

 

If students have technical difficulties during a quiz, they should use the “Help” link at the top toolbar in D2L to contact the MSU Information Systems Support Staff and immediately send an email to the course instructor explaining what happened.

 

If a student finds a faulty quiz test item or believes that a quiz question has been scored incorrectly, he or she should send an email to the course instructor that includes the following:

Course identification

Module Quiz Number (I –IV)

Question Stem

Rationale Supporting Why the Student’s Answer is Correct

Page numbers must be included when referencing the textbook in a rationale

 

For example, a student cannot send the message “I think question number ten is wrong on quiz four” because each student gets a quiz of randomly generated test items.  The instructor has to know the question stem to find the question in the database. 

After reviewing the situation, if the course instructor thinks a revision is justified, the student’s quiz score will be revised to reflect the additional points and the test bank will be updated.  It may take several weeks for the student to receive a response because the instructor works on batches of questions for a particular quiz at a time. 

 

Module 1-3 Discussion Board Questions (Discussion Boards)

 

There are two discussion topics for Modules 1-3. Students must post one (1) original post in response to EACH discussion question in EACH module. Every individual student will be responsible for replying to questions/comments made to his/her original post. Students must also respond to at least two (2) postings from other students for EACH discussion board in EACH module. Students must post responses by the deadlines to receive credit. Spelling, grammar, and substance really do count. Try not to veer off subject, and be respectful and considerate of your fellow students' submissions. This is an all or nothing assignment – if you meet ALL requirements you will receive credit.  If you miss any deadlines or forget any posts, you will receive a 0 (zero) for that discussion module.

 

What is a discussion-type question? A discussion-type question is one that does not necessarily have a right or wrong answer, unlike a factual question. It facilitates the exchange of knowledge and thought. On the other hand, if asked for the sum of 2 + 2, the answer is four. This is a fact and there is no room for discussion. There is a right answer and an unlimited number of wrong answers.

 

What is a meaningful response? A meaningful response is one that contributes to or, in some way, sheds new light on the discussion. “I agree with the others…” is an example of a meaningless response.

 

The forums are designed to encourage interaction between students. Have fun with this activity but take it seriously because it does contribute to your course grade. Remember that your original posting will account for a significant portion of the discussion grade and it must be posted before you can participate in the topic discussion. The remainder of the discussion grade will be based upon three (3) things: replying to any questions/comments from classmates regarding your post, responding to original posts of your classmates, and mechanics (grammar, spelling, punctuation, etc.).  All Unit Discussions MUST be submitted by the published due dates (see the course calendar).  * Please note – there are separate due dates for your original posts and your replies. The discussion boards are graded as MODULES (2 boards per module), so you must have 2 original posts (1 per board), and 4 replies (2 per board) by the due dates listed in the syllabus.  The ending date listed in the course is for REPLIES and is when the module closes.  If you miss the deadline for ANY posts, you will receive a zero (0) for that discussion MODULE. No exceptions.

           

Module 3 Weakness and Strengths in the Workplace (Dropbox Assignment)

 

Students will complete this assignment individually.  Page 159 (Chapter 11, Team Leadership) of the text has a checklist that describes elements of teamwork. 

 

This is a multi-part assignment: 1. Review the checklist.  2. Once you have considered all items, pick two items that you feel are your weaknesses and provide solutions about how you can turn them into strengths. 3. Finally, pick two items that you feel are your strengths, and provide specific examples of how you demonstrate them in your everyday work environment. Submit your file in the appropriate dropbox assignment.

 

Please see Module 3 Weaknesses/Strengths in the Workplace Instructions in Module 3 for completion of this assignment.

 

Please see the course schedule for the due date.

 

Module 4 Presentation (Dropbox Assignment AND Discussion Board)

 

Students will complete this assignment individually.  This is a two-part assignment: 1. Students must load their final PowerPoint presentation to the appropriate dropbox and discussion board. 2. All students must review at least 1 presentation from each of the other chapters in the module and provide one statement regarding what they learned from the presentation. Provide the chapter number of the presentation you reviewed.  

 

Each student will choose his/her chapter for the presentation. Students will make their selection using the “Groups” tool in D2L. (At the top of your page in D2L, click on the drop down arrow next to “Tools,” then select “Groups.”) Choose one chapter from the learning module. Up to 5 students will be allowed to choose any given chapter. Selection will be made on a first come/first served basis.

 

The PowerPoint presentations must contain between 8 and 12 content slides; this does not include title, subtitles, or reference slides. Please choose 1 (one) chapter for the presentation. Use other outside sources to bolster your presentation. You must use APA style citations – even if you don’t have the manual, there are websites demonstrating APA as well as resources within the course.

 

The presentation must be posted to the appropriate dropbox AND discussion board by the due date indicated in the course syllabus.  The individual responses to the presentations must be posted by the due date indicated in the course syllabus.

 

When posting the presentation in the appropriate discussion board, provide the presentation title and student name in the subject heading. Upload the PowerPoint (.pptx or .ppt) document as an attachment.

 

Please see Module 4 PowerPoint Presentation Instructions in Module 4 for completion of this assignment.  It is suggested students review the grading rubric attached to the dropbox to ensure they are completing all required criteria for the assignment.  There is a link in the Course Extras about using APA citations in PowerPoint presentations.

 

Please see the course schedule for the due dates.

 

Independent reading assignments, D2L open book module quizzes, discussion boards, individual writing assignments, and a PowerPoint presentation. There is NO final exam for this course.

 

Evaluation:

Module Discussions                          20%

Module Quizzes                                 30%

Module Activities                               50%

Grade Scale: (This instructor does NOT round grades.)

A = 100 - 90

B = 89 - 80

C = 79 - 70

D = 69 – 60

F = 59 and below

**Please note, late submissions will NOT be accepted for this course and will result in a grade of “0”** Do not ask for extra credit at any time. I will not provide it. It is your responsibility to keep up with the course work and adhere to posted due dates and deadlines

Attendance

 

This is an online course and there are no mandatory sessions.  However, the student should be vigilant in logging onto D2L.  Regular checks will insure that messages from the instructor are received in a timely manner. This course is on a schedule that will be strictly adhered to. See the Course Schedule for specific information about activities and due dates.

 

**Please note, late submissions will NOT be accepted for this course and will result in a grade of “0”** Do not ask for extra credit at any time. I will not provide it. It is your responsibility to keep up with the course work and adhere to posted due dates and deadlines

Note: You may not submit a paper for a grade in this class that already has been (or will be) submitted for a grade in another course, unless you obtain the explicit written permission of me and the other instructor involved in advance.

Plagiarism is the use of someone else's thoughts, words, ideas, or lines of argument in your own work without appropriate documentation (a parenthetical citation at the end and a listing in "Works Cited")-whether you use that material in a quote, paraphrase, or summary. It is a theft of intellectual property and will not be tolerated, whether intentional or not.

Student Honor Creed

As an MSU Student, I pledge not to lie, cheat, steal, or help anyone else do so."

As students at MSU, we recognize that any great society must be composed of empowered, responsible citizens. We also recognize universities play an important role in helping mold these responsible citizens. We believe students themselves play an important part in developing responsible citizenship by maintaining a community where integrity and honorable character are the norm, not the exception.

Thus, We, the Students of Midwestern State University, resolve to uphold the honor of the University by affirming our commitment to complete academic honesty. We resolve not only to be honest but also to hold our peers accountable for complete honesty in all university matters.

We consider it dishonest to ask for, give, or receive help in examinations or quizzes, to use any unauthorized material in examinations, or to present, as one's own, work or ideas which are not entirely one's own. We recognize that any instructor has the right to expect that all student work is honest, original work. We accept and acknowledge that responsibility for lying, cheating, stealing, plagiarism, and other forms of academic dishonesty fundamentally rests within each individual student.

We expect of ourselves academic integrity, personal professionalism, and ethical character. We appreciate steps taken by University officials to protect the honor of the University against any who would disgrace the MSU student body by violating the spirit of this creed.

Written and adopted by the 2002-2003 MSU Student Senate.

The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the Disability Support Services in Room 168 of the Clark Student Center, (940) 397-4140.

The professor considers this classroom to be a place where you will be treated with respect as a human being - regardless of gender, race, ethnicity, national origin, religious affiliation, sexual orientation, political beliefs, age, or ability. Additionally, diversity of thought is appreciated and encouraged, provided you can agree to disagree. It is the professor's expectation that ALL students consider the classroom a safe environment.

All instructors in the Department have voicemail in their offices and MSUTexas e-mail addresses. Make sure you add your instructor's phone number and e-mail address to both email and cell phone lists of contacts.

All students seeking a Bachelor's degree from Midwestern State University must satisfy a writing proficiency requirement once they've 1) passed the 6 hours of Communication Core and 2) earned 60 hours. Students may meet this requirement in one of three ways: by passing the Writing Proficiency Exam, passing two Writing Intensive Courses (only one can be in the core), or passing English 2113. If you have any questions about the exam, visit the Writing Proficiency Office website at https://msutexas.edu/academics/wpr, or call 397-4131.

Senate Bill 11 passed by the 84th Texas Legislature allows licensed handgun holders to carry concealed handguns on campus, effective August 1, 2016. Areas excluded from concealed carry are appropriately marked, in accordance with state law. For more information regarding campus carry, please refer to the University’s webpage at https://msutexas.edu/campus-carry/rules-policies.

If you have questions or concerns, please contact MSU Chief of Police Patrick Coggins at patrick.coggins@msutexas.edu.