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Effective: Late Fall 8-Week, 2018/2019

HIST 111: World History To 1500

Course Description

This course surveys the major developments that have shaped the human experience from the earliest civilizations to 1500 CE. The course will examine overall patterns of early global history, characteristics of the world’s major pre-modern civilizations, and the relationships and exchanges among these societies. Major themes include humans and their environment, culture, politics and government, economics, and social structures. The course offers insight into the historical roots of many of the world’s major cultural traditions. Course meets Multicultural graduation requirement. G.E.

Prerequisite: None

Proctored Exams: Final



Syllabus Contents

Textbooks

Required

  • Strayer, Robert W. Ways of the World: A Brief Global History, with Sources, Vol. 1. 3rd ed. MacMillan Higher Education, 2016.
    • ISBN-978-1-319-01841-2

Recommended

  • Rampolla, Mary Lynn. A Pocket Guide to Writing in History. 8th ed. Bedford/St. Martin's, 2016.
    • ISBN-978-1-4576-9088-4

MBS Information

Textbooks for the course may be ordered from MBS Direct. You can order

For additional information about the bookstore, visit http://www.mbsbooks.com.


Course Overview

HIST 111 approaches the history of the world from the Neolithic era to c1500 C.E. by dividing the material covered into three periods:

  • Part 1, “Beginnings in History to 500 B.C.E” (Weeks 1 & 2) moves from the beginning of history through the era of the first major civilizations (c.10,000 B.C.E. – 500 B.C.E). 
  • Part 2, “Second Wave Civilizations in World History, 500 B.C.E. to 500 C.E.“ (Weeks 3, 4, and 5) covers the period of the Eurasian and East Asian classical civilizations (c500 B.C.E. – 500 C.E.).
  • Part 3, “An Age of Accelerating Connections, 500 C.E. – 1500 C.E” (Weeks 6, 7, and 8) explores the acceleration of global connections in the period of the “third-wave” or post-classical civilizations (500 C.E. – 1500 C.E.).

The course emphasizes social, religious, intellectual, scientific, artistic, economic, and political developments within particular civilizations, encounters between civilizations, and the effects of such encounters.



Technology Requirements

Participation in this course will require the basic technology for all online classes at Columbia College:
  • A computer with reliable Internet access
  • A web browser
  • Acrobat Reader
  • Microsoft Office or another word processor such as Open Office

You can find more details about standard technical requirements for our courses on our site.


Course Learning Outcomes

  1. Analyze and interpret primary sources from the period to 1500CE and use them as evidence to support historical arguments.
  2. Identify and describe the context and significance of major figures, ideas, and events of world history to 1500CE.
  3. Construct an historical essay based on primary documents.
  4. Analyze other time periods and cultures to 1500CE with little or no ethnocentrism or modern bias.

Grading

Grading Scale
Grade Points Percent
A 900-1000 90-100%
B 800-899 80-89%
C 700-799 70-79%
D 600-699 60-69%
F 0-599 0-59%
Grade Weights
Assignment Category Points Percent
Assesment Pre- and Post-test 50 5%
Discussions (16) 200 20%
Essays (3) 300 30%
Quizzes (3) 250 25%
Final Exam 200 20%
Total 1000 100%


Schedule of Due Dates

Week 1
Assignment Points Due
Introduction -- Thursday/Sunday
Discussion 1 12
Discussion 2 13
Week 2
Assignment Points Due
Discussion 3 12 Thursday/Sunday
Discussion 4 13
Quiz 1 50 Sunday
Assessment Pre-test - required*** 0
Proctor Information N/A
Week 3
Assignment Points Due
Discussions 5 12 Thursday/Sunday
Discussions 6 13
Essay 1 100 Sunday
Week 4
Assignment Points Due
Discussion 7 12 Thursday/Sunday
Discussion 8 13
Quiz 2 100 Sunday
Week 5
Assignment Points Due
Discussion 9 12 Thursday/Sunday
Discussion 10 13
Essay 2 100 Sunday
Week 6
Assignment Points Due
Discussions 11 12 Thursday/Sunday
Discussions 12 13
Quiz 3 100 Sunday
Week 7
Assignment Points Due
Discussion 13 12 Thursday/Sunday
Discussion 14 13
Collaborative Assignment: Primary Source Compilation 100 Sunday
Week 8
Assignment Points Due
Discussions 15 12 Thursday/Saturday
Discussions 16 13
Final Exam 200 Saturday
Assessment Post-test - required*** 50
Total Points 1000

Assignment Overview

***Assessment Pre- and Post-test

To earn the 50 points for this assignment, you must take both the Pre-test during Weeks 1-2 and the Post-test during Weeks 7-8.  The test consists of approximately 50 multiple-choice questions covering the entire course.  Full-credit is awarded only for completing both tests (the actual score on the test does not affect the course grade).  No partial credit is awarded; students must complete both tests to receive credit.


Discussions

Your discussion posts are a core part of this course. To that end, your instructor has posted two “Discussion Questions” for you to answer each week with a total of four brief posts as follows: 

First, you should write two substantive, Initial Posts, as your answers to each of the two weekly Discussion Questions. Both Initial Posts should be posted before Thursday 11:59 pm CTEach Initial Post should consist of at least 200-300 words of thoughtful prose and should include a properly written “Works Cited” statement. (The latter almost always is nothing more than a simple, properly written, footnote citing the textbook, its author, and page numbers you refer to in your initial post.)  

Second, you need to write two Response Posts each week. One should be in response to a fellow student’s Initial Post in one of the two Discussion Questions and a second Response Post should be directed to a fellow student’s Initial Post in the second Discussion Question.  (In other words, avoid writing two Response Posts in one Discussion Question.) Response Posts to each question should be at least 200 – 300 words and should include a “Works Cited” statement. (Please avoid minimal “Good Post!” type responses!  Engage!  Discuss!)

Third, you need to plan on following the progress of the discussions at least three times each week so that you can participate in ongoing discussions. Remember, both Initial Posts are due by Thursday 11:59 pm CT. Response Posts are due before Sunday 11:59 pm CT. Exception of Week 8, when response postings are due on the final Saturday. 

Fourth, you need to carefully read the Discussion Rubric in the course Content area to understand how your Discussion Posts will be graded. May I add that you will likely find our weekly conversations fascinating as we discuss the two questions at hand, and consequently, you may wish to make more than the four required posts. You are certainly encouraged to do that. (Response Posts beyond the two required need not be 200 – 300 words.)

Discussion Posts are central to the success of this course, so be aware of the guidelines below.

Discussions postings should respond to the relevant questions I have provided. Please do not use long quotations. Effective discussion posts will present ideas in your own words. Those that merely copy in text from the textbook or some other source will be much less effective and will not receive high scores. Learn to paraphrase and summarize, and always cite the source from which you are paraphrasing/summarizing. Paraphrasing—as opposed to mere copying—shows me that you have understanding of the material.

Each response to your classmates should add to the discussion in a meaningful way by bringing up an original and relevant point. It is not your job to tell other students that they have not addressed parts of the discussion topics, although you are encouraged to express a different interpretation or ask for additional information from other students on particular topics. Aim to support each other, stay respectful, and be aware that electronic communication can be read in ways you may not have intended. Note: in a college history course, all institutions and traditions are held up to light for examination and discussion. This may include institutions and beliefs to which you or your classmates are deeply attached. Please respect that others may hold different perspectives. This course examines traditions and institutions from a historical standpoint.

Be aware that each chapter is followed by a set of primary sources (sources from the actual period), including art. I will be especially impressed by discussion postings that aim to bring in some of those primary source materials. (Note that your textbook has a section on “Working with Primary Sources”; see p. xlv.) I will also be impressed with postings that use materials and resources found on the textbook's website or other reliable sources (do not use Wikipedia). If you do use any source other that the textbook, please note within the text of your discussion posting where you got the information.


Essays

Essay 1 and 2

You will write two essays in this course, due in Weeks 3 and 5. Both essays are responses to questions based on your reading of primary source documents, but will require that you understand the background material presented in the required textbook. Essays 1 and 2 must be a minimum of 700-900 words in length, double-spaced, completed in either MS Word or saved in Rich Text Format, and submitted to the dropbox. (Note that MS Word has a word-count function.) Longer essays are allowed, but do not get extreme; learn to self-edit.  A longer essay is not a guarantee of a better grade.  See “Writing Guidelines and Grading Standards” for advice on essay composition. Be aware also that your textbook has a section on “Working with Primary Sources” (pp. xlv-xlix).  Be sure that your essay actually points to evidence from the documents. Show me, don’t just tell me.  Be sure to see the late-assignment policy for this course, below in the “Course Policies” section.

 

In responding to the questions in the discussions and on the essay, you may want to use resources in addition to your textbook. This is encouraged, as it allows you to explore areas of interest in more detail. I do caution you, however, to be aware of any biases that some authors might have in dealing with the subject matter. Remember that Wikipedia is not an acceptable resource, as it is not refereed, and therefore not reliable. I recommend the sources found in the databases available through the Columbia College library. Be sure to document your sources properly using the Turabian (Chicago Manual of Style) format, which is also covered by the Rampolla text. Please see the plagiarism tutorial within the course website; essays that have any plagiarized material will receive zero points.

Note: The dropbox folder for Essay 1 will not open until students have taken the Plagiarism Tutorial and Quiz, located in the “Quizzes” section of the course.

Collaborative Assignment - Primary Source Compilation

The collaborative assignment must be a minimum of 1,200-1,400 words in length, double-spaced, completed in either MS Word or saved in Rich Text Format, and submitted to the dropbox.

You will work in two-person teams. Early in the session, each team chooses a particular resonant historical event, process, or phenomenon from a list I will create (immigrants in ancient Egypt; the Song Dynasty economic miracle, Disease on the Silk Roads, The Islamic Golden Age, etc.).

Working together, you will compile from the web a set of primary sources (documents, images, and/or artifacts) which shed light on the above event, process, phenomenon. You will work to arrive at a reasonable 4-6 required resources. At least 75% of the sources/artifacts, etc., will come from digitized state archives, museums, or libraries. 

Working together, teams will compose a Sources Introduction document--which features  interpretive introductions and discussion questions relating to each source chosen (this will be a single document, uploaded into the dropbox.

Written sources must be submitted as .pdfs; images and artifacts as .jpgs. The assignment will be graded on the content of the Sources Introduction and how well each introduction engages with the historical background, its level of source-analysis, the quality of the discussion questions and grammar.


Quizzes

There will be three quizzes in this course in Weeks 2, 4, and 6. Quizzes will open on Monday of each week, and must be completed before 11:59 pm CT Sunday of that week. The quizzes will consist of approximately 30 multiple-choice questions covering the assigned reading material. There will be a 45-minute time-limit, set to where you should have ample time to answer the questions, but not enough time to “look them up” in the book (or online) while taking the quiz. You will need to study for the quizzes.


Final Exam

The Final Exam will be comprehensive and will consist of two main parts of roughly equal weight. The first section will consist of around 30 multiple-choice questions, and the second part will consist of a single essay. The Final Exam must be taken in a proctored setting. (Please see the Proctor Policy for more information.) You will have two hours to take the exam. This will be a closed-book exam. You will not be able to use your text or other references or notes during the exam. The exam is due Saturday by 11:59 pm CT. You can post questions about the Final Exam in the discussion forum that will open in Week 4.



Course Outline

Click on each week to view details about the activities scheduled for that week.

Week 1: First Peoples & First Farmers
Readings

Strayer and Nelson, Ways of the World

  • "Prologue," pp. lvi-ixiv
  • "The Big Picture," pp. 2-9
  • Chapter 1, "First Peoples, First Farmers," pp. 10-57
Introduction

In the "Introductions" discussion, introduce yourself to your fellow students. Please tell us a little about yourself, including your name and your major, and discuss any special interests you may have in history. If you don't think you have any interest in history (and this course aims to change that), think about any books or movies you have read or seen that are set any time in the past. What intrigues you about the book or movie's setting?

Discussion 1

In what ways did various Paleolithic societies differ from one another (choose, say, three societies), and how did they change over time? How might our attitudes towards the modern world affect our assessment of Paleolithic societies? Try to use specific examples from the reading.

Discussion 2

Using specific examples, describe how early agricultural societies differed from those of the Paleolithic. Was the Agricultural Revolution inevitable? Why did it occur so late in human history? Did it provide solely progress, or was its legacy more complex?

Assessment Pre-test

The Pre-test is taken during Weeks 1-2.  It consists of approximately 50 multiple-choice questions covering the entire course.  The actual score on the test does not affect your course grade.  No partial credit is awarded; students must complete both tests to receive credit.

Week 2: First Civilizations and First Empires
Readings

Strayer and Nelson, Ways of the World

  • “Working with Evidence,” pp. lii-lv
  • Chapter 2, “First Civilizations,” pp. 59-95
  • “The Big Picture, Second Wave Civilizations in World History,” pp. 96-104
  • Chapter 3, State and Empire in Eurasia/North Africa
Discussion 3

How do historians use the term “civilization” and how does that differ from its everyday usage?  Did “civilization” represent progress in comparison with earlier Paleolithic and Neolithic societies?  What setbacks accompanied the development of civilization?

Discussion 4
Using the “Working with Evidence” sections at the end of Chapters 2 and 3 (together with what you learn from the initial “Working with Evidence” section on pp. lii-lv), describe how these primary sources shed important light on the First Civilizations and the Second-Wave empires.  Which three artifacts or documents contribute most to our understanding of these periods and why?
Quiz 1

Covers material from Week 1 and Week 2. Please complete in the Quizzes area by 11:59 pm CT Sunday.

Assessment Pre-test - required***

The Pre-test must be taken during Weeks 1-2.  It consists of approximately 50 multiple-choice questions covering the entire course.  In order to earn the 50 points for this assignment, you must also take the Post-test during Weeks 7-8. (The actual score on the test does not affect your course grade.)  No partial credit is awarded; students must complete both tests to receive credit.

Proctor Information
Submit your proctor form to the appropriate Dropbox folder by the end of the week. Remember to “Save” the form before placing it in Dropbox. See the Content area for more information.
Week 3: Eurasian/North African Empires, 500 B.C.E. – 500 C.E.: Culture and Society
Readings

Strayer and Nelson, Ways of the World

  • Chapter 4, “Culture and Religion in Eurasia/N. Africa, 500 BCE – 500 CE,” pp. 147-189
  • Chapter 5, “Society and Inequality in Eurasia/North Africa, 500 BCE – 500 CE,” pp. 191-227
  • Columbia College Stafford Library, HIST 111 Course Guide
Discussions 5

What historical factors contributed to the development of Second-Wave “wisdom traditions”?  Discuss any three of the following: Judaic monotheism, Greek rationalism, Confucianism, Daoism, Hinduism, Buddhism, and early Christianity.  Use specific evidence from the assigned reading and at least one quality source found using the CC library’s  HIST 111 Course Guide to support your main claims. 

Discussions 6

What philosophical, religious, or cultural ideas served to legitimate the class and gender inequities so prominent in Second-Wave civilizations?  Discuss at least three specific civilizations and support your claims with specific evidence from the assigned reading.

Essay 1

Essay 1: Re-read the “Working with Evidence” section on pp. lii-iv (especially the section on working with visual sources) and then examine closely the images associated with the Roman city of Pompeii, found on pp. 220-227 in your textbook.  Write an analytical essay of 700-900 words addressing the following question:  How do these images and artifacts shed light on the gender and class dynamics of this Second-Wave Roman city?  Your essay must discuss all four images, connecting them with what you have learned from the assigned reading about the Roman world.

 Note: The dropbox folder for Essay 1 will not open until you have taken the Plagiarism Tutorial and Quiz, located in the “Quizzes” section of the course.

Week 4: American, African, and Pacific Trajectories, 500 B.C.E. – 1200 C.E.
Readings

Strayer and Nelson, Ways of the World

  • Chapter 6, “Commonalities and Variations: Africa, the Americas, and Pacific Oceana, 500BCE – 1200 CE”
Discussion 7

“The histories of Africa and the Americas during the Second-Wave era largely resemble those of Eurasia.”  Do you agree with this statement or not?  Why? Discuss at least one African society and one American society and use specific information from the assigned reading to support your response.

Discussion 8

Late in this chapter the authors raise the issue of “balance” in history.  Re-read that section carefully and discuss why you think Strayer and Nelson devoted a chapter to the civilizations discussed in Chap. 6. What is added to our understanding of the Second-Wave era by considering these civilizations?

Quiz 2

Covers material from Weeks 3 and 4. Please complete in the Quizzes area by 11:59 pm CT Sunday.

Week 5: Commerce, Culture, and East Asian Connections, 500 – c1500 C.E.
Readings

Stayer and Nelson, Ways of the World

  • “The Big Picture: Defining a Millennium,” pp. 272-279
  • Chapter 7, “Commerce and Culture, 500 CE – 700 CE,” pp. 281-321
  • Chapter 8, “China and the World: East Asian Connections, 500 CE – 1300 CE,” pp. 323-361
Discussion 9

“Cultural change often derived from commercial exchange during the Third-Wave era.”  What evidence supports this claim?  Discussion at least three significant examples of cultural change and use specific evidence from the assigned reading to support your argument.

Discussion 10
 What major affects did the Tang and Song states have upon their nearby neighbors and upon Eurasia during this period?  Use specific evidence from the assigned reading to support your argument.
Essay 2

Choose one of the following options for Essay 2:

  • OPTION 1: Using the primary sources in “Working with Evidence: Travelers’ Tales and Observations (pp. 312-321), write a 700-900 word essay assessing the credibility of these sources.What information in these sources is most useful for historians seeking to understand India, China, and West Africa during the period? What claims in these sources might be viewed by historians with the most skepticism? It is important to consider the authors’ purposes and their intended audiences as you prepare for this essay.
  • OPTION 2: Using the primary sources in “Working with Evidence: The Leisure Life of China’s Elites (pp. 356-361), write a 700-900 word essay analyzing the different ways that women are depicted in these images.  Remember that all the artists are men; how might this affect the ways that women are represented?  Considering the changes Chinese women underwent during this period (see pp. 211-13 and 331-32), can these images be used to illustrate those changes?  If so, how?

Week 6: Worlds of Islam and European Christendom, 500-c1500 C.E.
Readings

Strayer and Nelson, Ways of the World

  • Chapter 9, “The Worlds of Islam: Afro-Asian Connections, 600 CE – 1500 CE,” pp. 363-407
  • Chapter 10, “The Worlds of Christendom: Contraction, Expansion, and Division, 500 CE – 1300 CE”
Discussions 11

How can we account for the exceptional religious, political and military success of Islam during its first several centuries?  Your response should include discussion of both specific chapter material and at least one image from the “Working with Evidence,” section at the end of Chapter 9.  

Discussions 12
 In what ways was the European West distinctive and unique and in what ways was it broadly comparable to other Third-Wave civilizations.  Use specific evidence from assigned readings to support your response.
Quiz 3

Covers material from Week 5 and 6. Please complete in the Quizzes area by 11:59 pm CT Sunday.

Course Evaluation
Please evaluate the course. You will have an opportunity to evaluate the course near the end of the session. A link sent to your CougarMail will allow you to access the evaluation. Please note that these evaluations are provided so that I can improve the course, find out what students perceive to be its strengths and weaknesses, and in general assess the success of the course. Please do take the time to fill this out.
Week 7: The Mongol Moment
Readings

Strayer and Nelson, Ways of the World

  • Chapter 11, “Pastoral Peoples on the Global Stage, 1200 CE – 1500 CE,” pp. 456-493
Discussion 13

Discussion Question 13:  What was distinctive about Mongolian society that contributed to the success of its expansion during the Third-Wave era?  What were the most important effects of that expansion upon the societies the Mongols encountered?  Your response should discuss at least two non-Mongolian civilizations.  Use specific evidence from the assigned reading to support your argument.

Discussion 14
Using the primary sources in the “Working with Evidence: Perspectives on the Mongols” section at the end of the chapter, discuss how the nature of written evidence has shaped common perceptions of the Mongols as mere “destructive barbarians.”  Do the primary sources in “Working with Evidence” support or challenge those perceptions?  Discuss at least two of the primary sources in the above section and use specific evidence from the assigned chapter to support your claims.
Collaborative Assignment: Primary Source Compilation

Working together, teams will compose a Sources Introduction document--which features  interpretive introductions and discussion questions relating to each source chosen. This will be a single document, uploaded into the appropriate dropbox.

Written sources will be submitted as .pdfs; images and artifacts as .jpgs. The assignment will be graded on the content of the Sources Introduction and how well each introduction engages with the historical background, its level of source-analysis, the quality of the discussion questions and grammar. Due Sunday by 11:59 pm CT.

Assessment Post-test

The Post-test is taken during Weeks 7-8.  It consists of approximately 50 multiple-choice questions covering the entire course.  The actual score on the test does not affect your course grade.  No partial credit is awarded; students must complete both tests to receive credit.

Week 8: The Worlds of the Fifteenth Century
Readings

Strayer and Nelson, Ways of the World

  • Chapter 12, “The Worlds of the Fifteenth Century,” pp. 498-545
Discussions 15

How do Ming China, Renaissance Europe, and the civilizations of the Islamic world represent periods of cultural renewal?  What were the most impressive achievements of each?  Discuss all three, and use specific evidence from the assigned reading to support your argument.  Incorporate at least one of the primary sources in the “Working with Evidence” section into your response.

Discussions 16
While the civilizations of the Americas were certainly different from those of Eurasia/Africa during this period, did they also share some similarities?  If so, which stand out as the most important?  Why?  Support your response with specific evidence from the assigned reading.
Final Exam

The exam may be taken any time during Week 8. You will have two hours to complete the exam. No notes or textbooks are allowed at the proctored Final Exam. The exam is due Saturday by 11:59 pm CT.

  • Part 1: approximately 50 multiple-choice questions covering the material assigned since Quiz 3
  • Part 2: a single essay of approximately 800 words, covering the entire course

You can post questions about the final in the discussion forum that will open in Week 4.

Assessment Post-test - required***

The Post-test must be taken during Weeks 7-8.  It consists of approximately 50 multiple-choice questions covering the entire course.  In order to earn the 50 points for this assignment, you must also have taken the Pre-test during Weeks 1-2. (The actual score on the test does not affect your course grade.)  No partial credit is awarded; students must complete both tests to receive credit.



Course Policies

Student Conduct

All Columbia College students, whether enrolled in a land-based or online course, are responsible for behaving in a manner consistent with Columbia College's Student Conduct Code and Acceptable Use Policy. Students violating these policies will be referred to the office of Student Affairs and/or the office of Academic Affairs for possible disciplinary action. The Student Code of Conduct and the Computer Use Policy for students can be found in the Columbia College Student Handbook. The Handbook is available online; you can also obtain a copy by calling the Student Affairs office (Campus Life) at 573-875-7400. The teacher maintains the right to manage a positive learning environment, and all students must adhere to the conventions of online etiquette.

Plagiarism

Your grade will be based in large part on the originality of your ideas and your written presentation of these ideas. Presenting the words, ideas, or expression of another in any form as your own is plagiarism. Students who fail to properly give credit for information contained in their written work (papers, journals, exams, etc.) are violating the intellectual property rights of the original author. For proper citation of the original authors, you should reference the appropriate publication manual for your degree program or course (APA, MLA, etc.). Violations are taken seriously in higher education and may result in a failing grade on the assignment, a grade of "F" for the course, or dismissal from the College.

Collaboration conducted between students without prior permission from the instructor is considered plagiarism and will be treated as such. Spouses and roommates taking the same course should be particularly careful.

All required papers may be submitted for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers may be included in the Turnitin.com reference database for the purpose of detecting plagiarism. This service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.

Non-Discrimination

There will be no discrimination on the basis of sex, race, color, national origin, sexual orientation, religion, ideology, political affiliation, veteran status, age, physical handicap, or marital status.

Student Accessibility Resources

Students with documented disabilities who may need academic services for this course are required to register with the office of Student Accessibility Resources. Until the student has been cleared through this office, accommodations do not have to be granted. If you are a student who has a documented disability, it is important for you to read the entire syllabus as soon as possible. The structure or the content of the course may make an accommodation not feasible. Student Accessibility Resources is located in Student Affairs in AHSC 215 and can be reached by phone at (573) 875-7626 or email at sar@ccis.edu.

Online Participation

You are expected to read the assigned texts and participate in the discussions and other course activities each week. Assignments should be posted by the due dates stated on the grading schedule in your syllabus. If an emergency arises that prevents you from participating in class, please let your instructor know as soon as possible.

Attendance Policy

Attendance for a week will be counted as having submitted any assigned activity for which points are earned. Attendance for the week is based upon the date work is submitted. A class week is defined as the period of time between Monday and Sunday (except for week 8, when the work and the course will end on Saturday at midnight.) The course and system deadlines are based on the Central Time Zone.

Cougar Email

All students are provided a CougarMail account when they enroll in classes at Columbia College. You are responsible for monitoring email from that account for important messages from the College and from your instructor. You may forward your Cougar email account to another account; however, the College cannot be held responsible for breaches in security or service interruptions with other email providers.

Students should use email for private messages to the instructor and other students. The class discussions are for public messages so the class members can each see what others have to say about any given topic and respond.

Late Assignment Policy

An online class requires regular participation and a commitment to your instructor and your classmates to regularly engage in the reading, discussion and writing assignments. Although most of the online communication for this course is asynchronous, you must be able to commit to the schedule of work for the class for the next eight weeks. You must keep up with the schedule of reading and writing to successfully complete the class.

No late discussion posts will be accepted.

I will penalize late work by 50% unless I have granted an extension to an individual before the due date. Without an extension, late essays submitted more than 5 days after the due date will not receive credit. If you need an extension on an assignment, email me well ahead of time and be sure to make an honest case for your request so that I can make an informed decision. If you are granted an extension on an assignment, you must remind me of my consent when you turn in the late assignment.  The late penalty applies to all essays submitted to the “late essays” folder in the Dropbox area.

Quizzes cannot be taken late, unless the instructor has approved a late quiz ahead of the deadline for completion.  No late final exams will be accepted.

Course Evaluation

You will have an opportunity to evaluate the course near the end of the session. A link will be sent to your CougarMail that will allow you to access the evaluation. Be assured that the evaluations are anonymous and that your instructor will not be able to see them until after final grades are submitted.

Proctor Policy

Students taking courses that require proctored exams must submit their completed proctor request forms to their instructors by the end of the second week of the session. Proctors located at Columbia College campuses are automatically approved. The use of ProctorU services is also automatically approved. The instructor of each course will consider any other choice of proctor for approval or denial. Additional proctor choices the instructor will consider include: public librarians, high school or college instructors, high school or college counseling services, commanding officers, education service officers, and other proctoring services. Personal friends, family members, athletic coaches and direct supervisors are not acceptable.


Additional Resources

Orientation for New Students

This course is offered online, using course management software provided by Desire2Learn and Columbia College. The course user guide provides details about taking an online course at Columbia College. You may also want to visit the course demonstration to view a sample course before this one opens.

Technical Support

If you have problems accessing the course or posting your assignments, contact your instructor, the Columbia College Helpdesk, or the D2L Helpdesk for assistance. Contact information is also available within the online course environment.

Online Tutoring

Smarthinking is a free online tutoring service available to all Columbia College students. Smarthinking provides real-time online tutoring and homework help for Math, English, and Writing. Smarthinking also provides access to live tutorials in writing and math, as well as a full range of study resources, including writing manuals, sample problems, and study skills manuals. You can access the service from wherever you have a connection to the Internet. I encourage you to take advantage of this free service provided by the college.

Access Smarthinking through CougarTrack under Students -> Academics -> Academic Resources.


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