World War II marked the inception of an entirely new brand of warfare. No longer could commanders think in only two dimensions, the air war added a deadly third. And it was from this third dimension that Allied forces penetrated Hitler's "Fortress Europe" and rained the devastation that ultimately led to the capitulation of the once venerated Reich. But even as B-17s and B-24s fought their way through Europe's flak-filled skies, the real victory was being won at home, on the drawing boards and assembly lines of the aircraft designers and manufacturers.B-17s leaving contrails
This course introduces students to the topic of the WWII Allied bomber offensive from an engineering and development point of view. The development cycle of each of the three heavy bombers used in the war (B-17 Flying Fortress, B-24 Liberator, and B-29 Superfortress) is outlined in detail.

At the completion of the course, each learner should be able to:

  • A B-29 amoung the cloudsDescribe the concepts, contexts, and reasoning behind the evolution of heavy bomber design throughout the Second World War.
  • Discuss the incremental nature of Heavy Bomber re-design and retrofitting.
  • Critically assess a number of web, print, and multimedia resources as to their context, accuracy, and message in regards to the Air War.
  • Assert and defend a position on ethical dilemmas that surrounded the Combined Bomber Offensive and the Atom Bomb.
  • Complete a self-directed, individualized study or project related in some way to the course content and personal interests or needs.

Dan Clark, InstructorDan Clark
Saint Joseph College
Academic Technology Manager
860.231.5549
Dclark@sjc.edu

Instructor's Bio

A blend of instructional methodologies will be used throughout this course. In addition to the traditional lecture approach where the instructor controls most of the direction and content, this course will feature question-and-answer based group discussion, as well as more facilitative Individualized Instruction learning tasks.

B-24 nose turretIn the Individualized Instruction model, learners are expected to assume increased responsibility for specific content determination and acquisition, including; adequate preparation through related pre and post-course readings, critical thinking about the various issues raised, participation in class discussion where appropriate, and preparation of various materials required for the learning activities. It also will include the development and execution of a (simplified) personal learning contract.

Learning Contracts
The intent of utilizing learning contracts in a learning endeavor is to provide for personalization of the learning experience. Learning contracts provide a vehicle for making the learning objectives and goals clear and explicit, and the planning of learning and learning tasks a mutual undertaking between a learner and instructor. Click for Example Learning Contract. (.pdf file)

War Bonds Campaign PosterLearning Tasks
For this course, students will propose 3 learning tasks appropriate to the course goals and objectives that reflect their own interests, experience, skills, and needs. Two Unit-based learning tasks (roughly equivalent to a 5 page paper) will be related directly to course units Two, Three, and Five. The third (slightly longer) learning task will consist of a concluding project that explores aspects of the course material in greater detail. Click for Learning Task Examples.

The Fall of Fortresses Elmer BendinerThere is no assigned textbook for this course. However, it is expected that students will reference several publications and other resources in the completion of the coursework. Books that receive positive reviews from students will be added to a course recommended reading list (under construction.)

Student Responsibilities: students in this course are expected to:

  • Learn to effectively use the Blackboard software. Consult the tutorial as needed, and contact the Online Help Desk if you have technical difficulties.
  • Maintain an active presence on the course site and discussion board. Check the site for updates at least every other day.
  • Complete a (simplified) learning contract with the instructor no later than week four of the semester.
  • Satisfactorily complete all tasks in said contract while adhering to the course timeline. (.pdf file)
  • Complete the structured course activities within the course timeline. (.pdf file)
  • Abide by ethical standards. Your work must be your own. You may debate and disagree but your comments online must be respectful of the views of others.
  • Submit quality work in fulfillment of the learning contract.

Instructor Responsibilities: students in this course should expect the Instructor to:

  • Maintain an active presence on the Discussion Board. While I may not comment on every posting individually, I will make periodic comments to help keep the discussion on track.
  • Respond to email within 1 business day. If I receive multiple emails regarding the same question or concern, I may post a general reply as an announcement.
  • Provide meaningful and constructive feedback on all course deliverables.
  • Help guide students through the course material and their endeavors to provide an effective learning experience.

B-17 and P-51 in formation

Grading
Students can earn a total of 100 points, apportioned as such:

  • A B-17 rolls off the line in Seattle15 Points for active and meaningful participation in course activities such as discussion and participation in (and critique of) student presentations and seminars.
  • 20 Points apiece for each of two Unit-based learning tasks negotiated in the learning contract.
  • 45 Points for a final project as outlined in the learning contract.

    note: all work must be completed to pass this course. Failure to deliver any of the three learning task products will result in a course grade of F. Incomplete grades may be granted in extraordinary circumstances.

Grade Distribution

Point Total Grade
87 A
80 B
70 C
Less than 70 F


note: Rewriting of any associated papers or other products will be permitted during the current course semester the if they do not initially match the expected criteria.

Grading Criteria
In grading the submitted papers, the essential dimensions are Clarity, Coherence (logicality), Overall organization, Evidence, and Readability. Click for example grading criteria.

Submission Policy
B-29 cockpitAll deliverables must be submitted as an attachment to an email to the instructor. Compositions should be submitted in Word format. Use the following convention to name each assignment: lastname_assignmentname.doc. Submission of multimedia, discussion seminars, or other presentations will be negotiated on a case-by-case basis.

Your final products assignment will be graded and posted in the Graded Assignments forum of the Discussion Board with instructor comments for review.

Participation in Discussions
Student participation is essential to an on-line course. The quality of postings is paramount. Students should make every effort to post clear, concise, and insightful comments to class discussions. Your thoughts should contribute to the depth of the discussion and prompt critical thinking. Quantity does not equal quality. Posting should be kept at a minimum length. Overlong diatribes that serve only to detract from the momentum of the discussion may be removed by the instructor. Hone your thoughts, make a point, and get to it.

Instructor Availability/Feedback
Whenever possible, I will respond to e-mails within one business day. Constructive feedback will be provided on all products and drafts within a week of their submission, hopefully sooner.

I welcome your phone calls, which I will return should I be out when you call. I am most likely reached weekdays from 7:30-4:00 (Eastern Time).

Office Hours
I will schedule several virtual office hours to be held in the chat room over the course of the semester. Dates and times will be included in a course announcement. Arrangements for one-on-one consultations (via chat room or phone) can be made as needed.

B-17s drop their payload.Course Standards
This course is being offered based on the assumption that students have satisfied all prerequisites prior to enrollment. Throughout the course, students will be expected to achieve certain learning outcomes intended to build competencies in leadership, communications, and problem solving. Performance assessments for this course are designed to directly reflect the accomplishment of these outcomes. Students are graded on achievement, rather than effort. It is the responsibility of the student to be fully prepared for all class workshops (virtual or otherwise). It is assumed that students will perform professionally in preparing materials required for this class.

Saint Joseph College trusts that each student will maintain high standards of honesty and ethical behavior. All assignments submitted in fulfillment of course requirements must be the student’s own work. All assignments except those designated as learning team are meant to represent the effort of each individual student. Learning team projects and assignments should represent equal efforts by all team members.

Special Needs & 508 Compliance
Saint Joseph College is committed to providing education to a diverse population of people. Please see the Rules & Regulations publication for further information regarding The American Disabilities Act and the College's commitment to this Federal Law. Please let us know if you are a special needs student so that we can work with you during the semester to ensure your educational success.

B-17s in formation over New York CityAcademic Integrity
The academic community of Saint Joseph College requires the highest standards of professional ethics and integrity from all members. Violations of these standards are violations of a mutual obligation characterized by trust and honesty. Every student in this course is entitled to feel comfortable that his or her work will be respected, and credited fully if used by another student, just as the work of professional authors should be. Moreover, academic honesty is as highly valued in online courses as it is on the Saint Joseph campus. A student (or collaborative group) must always submit work that represents his or her original words or ideas. If any words or ideas are used that do not represent the student's original words or ideas, the student must cite all relevant sources. The student should also make it clear the extent to which such sources were used. Words or ideas that require citation include, but are not limited to, all hardcopy or electronic publications, whether copyrighted or not, and all verbal or visual communication when the content of such communication clearly originates from an identifiable source. At Saint Joseph College, all submissions to any class listserve fall within the scope of words and ideas that require citations if used by someone other than the original author.

Academic dishonesty in an online learning environment could involve:

  • Having a tutor or friend complete a portion of your assignments;
  • Copying work submitted by another student;
  • Using information from online information services without proper citation.

Sanctions for academic honesty may include but are not limited to:

  • Rejecting the student work that was dishonestly created, and giving the student a zero or failing grade for that work;
  • Giving a failing grade for the course;
  • Reporting the violation to the Dean.

If you have any questions about how to cite a work, please consult the MLA or APA websites.

Tips For Success

  • Extended reading on-line can be hard on the eyes. For longer passages, it may be more comfortable for you to print the page out, and read the hardcopy.
  • "Mouse over" any picture to read a caption (may not work in all browsers.)
  • B-24 Flying through heavy flak.Click on any picture for more information from the website where it was found.
  • Try to get the narrative read completely before getting too sidetracked chasing links.
  • When completing assignments, try to keep track of source materials (links, etc.) that support your case, for later reference.
  • Remember, the world wide web can be a great research tool, but it can be filled with misinformation and opinion. Know your source!

In A Nutshell
How to do well: Stay with it. Online courses invariably feature unforeseen obstacles (technology, schedule, life.) Do the best you can, and work with the instructor to overcome hurdles. Attend. As in most online courses you will probably do better if you exceed the minimum requirement for checking the course site and posting on the discussion board. Participate. Engage with your classmates' ideas, show in detail that you have done your research, add to the learning experience for everyone. Communicate. Let me know if you have any questions, concerns, or problems. If you feel overburdened or find the work problematic or troubling let me hear from you. Most importantly Enjoy the ride. Things can seem a little chaotic in an online individualized instruction course. Don't panic. When we all meet at Dublin, you'll probably be amazed at the quality of the products you (and your classmates) created, and pleased with the depth of your learning. Have Fun!

How to do poorly: One word: Procrastination

B-17s in formation

This course is divided into seven units (see course structure, below.) Units Two Three and Five are core content units, B-26 Marauder loses an engineUnits Four and Six are discussion topic units, and units One Two and Seven present introductory and wrap up material.

Unit readings and tasks should be completed in accordance with the Course Schedule. Research and other activities related to students individual learning tasks (as outlined in the learning contract) should be completed in parallel with the unit tasks.

In each unit, Students will be presented with:
- The instructor’s topic introduction
- unit objectives for the instruction
- various web and multimedia resources
- opportunities to interact with other students on the discussion board
- unit task assignments
- appropriate deadlines
- opportunities to respond to the instructor with formative evaluation feedback
- a checklist of tasks to be completed for each unit

As the course progresses, unit activities may change as completed individual learning products (that may or may not require class participation) are posted.

Because of the Individualized Instruction nature of this course, no two versions will be the same. The course structure listed below can be thought of as a bit of scaffolding to help guide you through your personal discovery of the course material.

A note on the Evolution of this course: When originally developed, all images used in this course were linked to their original source websites. As the world wide web continues to grow and change, many of these sites have lapsed or been moved, creating 'dead' links. Wherever possible, I have corrected and updated all of the text-based hyperlinks for the course. I have elected to leave image links 'dead' as documentation of the original source websites for the images used.

This course was designed to be viewed using Internet Explorer 5.0 or higher. As of yet, no major problems have been discovered related to the use of alternate browsers , but images and backgrounds may be incorrectly formatted, and image captions may not appear.

Due to the Multimedia-rich nature of this course, students may need to download a number of plug-ins to fully experience all aspects of the material. A plug-in is a small program that can be downloaded free of charge that enables your web browser to access and play various types of multimedia files. For this course, you will need the following plug-ins.

Get Acrobat Reader. Quicktime .Real Player

To download the plug-in to your computer, simply click on the icon and follow the instructions.

Technical support for problems and questions related to Blackboard is available Monday through Friday during normal business hours. Students should call the Network Center Help Desk @ 860.231.5310. The CTDLC provides extended hours on their support line @ 860.832.3887. Academic Advising is also an essential component of the SJC Online experience. Saint Joseph College is committed to providing the individual advice and assistance that students require at every step throughout their degree program. For academic questions, students should contact the Academic Advising office at 860.231.5219 or email advising@sjc.edu.
Her Majesty the Queen by Brian Bateman