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Online classes

Effective: Late Spring 8-Week, 2017/2018

EDUC 390: Education & Psychology Of Exceptnl Child

Course Description

The study of teaching children with exceptionalities.  Students study the effects of exceptionality on children's cognitive, affective, behavioral, social and psychomotor behaviors.

Prerequisite: None

Proctored Exams: None



Syllabus Contents

Textbooks

Required

  • Turnbull, A. P., Turnbull, R. H., Wehmeyer, M. L., & Shogren, K. A.. (2016). Exceptional lives: Special Education in Today’s Schools (8th). Boston: Pearson.
    • [ISBN-978-0-13-375407-0]

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

The goal of this course is to help you achieve the skills required to teach and understand the needs of all children with disabilities, as well as those who have special needs but do not come under federal mandates.

We will examine the laws that govern the education system for children with special needs, as well as how those laws are interpreted and applied by educational institutions.

We will look in-depth at a variety of disabilities, including their characteristics, diagnoses, and treatments both in and out of school.

We will examine best practices, the links between home and school, and the advantages of aligning schools to communities to better serve children with diverse needs.



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. Demonstrates knowledge of the academic language of the appropriate discipline applicable to the certification area(s) sought as defined by the Subject Competencies for Beginning Teachers in Missouri.
  2. Demonstrates content knowledge and ability to use multiple subject specific methodologies for specific instructional purposes to engage students.
  3. Can create interdisciplinary lessons that are aligned with content standards.
  4. Knows and identifies child/adolescent developmental stages and uses this knowledge to adapt instruction.
  5. Applies knowledge of the theory of learning in all aspects instructional design.
  6. Recognizes diversity and the impact it has on education.
  7. Can plan learning activities to address students’ prior experiences, learning styles, multiple intelligences, strengths, and needs in order to positively impact learning.
  8. Understands how to select appropriate strategies for addressing individual student needs in meeting curriculum objectives.
  9. Understands the concept of differentiated instruction and short- and long-term instructional goal planning to address student needs in meeting curriculum objectives.
  10. Demonstrates knowledge of researched-based models of critical thinking and problem-solving, including various types of instructional strategies, to support student engagement in higher level thinking skills.
  11. Demonstrates knowledge of current instructional resources to support complex thinking and technological skills.
  12. Can demonstrate knowledge of strategies for facilitating multiple configurations for student learning including cooperative, small group, and independent learning.
  13. Knows how classroom management, motivation, and engagement relate to one another and has knowledge of strategies and techniques for using this to promote student interest and learning.
  14. Understands the importance of and develops the ability to use effective verbal and nonverbal communication techniques.
  15. Develops sensitivity to differences in culture, gender, intellectual, and physical ability in classroom communication and in communication with families.
  16. Can explain ethical and legal implications of confidentiality of student records and can describe and analyze strategies to communicate student progress to students, families, colleagues, and administrators.
  17. Demonstrates a capacity to engage in a collaborative classroom/department/school data analysis process.
  18. Understands strategies for reflecting on teaching practices to refine their own instructional process in order to promote the growth and learning of students.
  19. Is knowledgeable of and demonstrates professional, ethical behavior and is aware of the influence of district policies and school procedures on classroom structure.
  20. Understands school-based systems designed to address the individual needs of students by working with the cooperating teacher/supervisor to engage with the larger professional community across the system to identify and provide needed services to support individual learners.
  21. Recognizes the importance of developing relationships and cooperative partnerships with students, families, and community members to support students’ learning and well-being.

Grading

Grading Scale
Grade Points Percent
A 392-435 90-100%
B 348-391 80-89%
C 304-347 70-79%
D 261-303 60-69%
F 0-260 0-59%
Grade Weights
Assignment Category Points Percent
Discussions (11) 165 38%
Paper Assignment 1 Reflection Paper 50 11%
Paper Assignment 2 Philosophy of Education paper 100 23%
Quizzes (8) 120 28%
Total 435 100%


Schedule of Due Dates

Week 1
Assignment Points Due
Introduction Discussion -- Wednesday
Discussion 1 15 Wednesday/Sunday
Quiz 1 15 Sunday
Week 2
Assignment Points Due
Discussion 2 15 Wednesday/Sunday
Quiz 2 15 Sunday
Week 3
Assignment Points Due
Discussion 3 15 Wednesday/Sunday
Discussion 4 15
Quiz 3 15 Sunday
Week 4
Assignment Points Due
Discussion 5 15 Wednesday/Sunday
Discussion 6 15
Quiz 4 15 Sunday
Week 5
Assignment Points Due
Discussion 7 15 Wednesday/Sunday
Paper Assignment 1: Reflection Paper 50 Sunday
Quiz 5 15
Week 6
Assignment Points Due
Discussion 8 15 Wednesday/Sunday
Quiz 6 15 Sunday
Week 7
Assignment Points Due
Discussion 9 15 Wednesday/Sunday
Paper Assignment 2: Philosophy of Education Paper 100 Sunday
Quiz 7 15
Week 8
Assignment Points Due
Discussion 10 15 Wednesday/Saturday
Discussion 11 15
Quiz 8 15 Saturday
Total Points 435

Assignment Overview

Discussions

There is a non-graded Introduction discussion to be completed by Wednesday 11:59 p.m. Central Time (CT) of Week 1. Besides the Introduction Discussion, there are eleven (11) Weekly Discussion Posts worth 15 points each.

You will be expected to submit an initial post and one (1) response to another student’s posting. Each initial post is worth 10 points and your response to a classmate’s post is worth 5 points. Initial discussion posts should be completed by 11:59 p.m. CT Wednesdays, with at least one (1) response to classmate’s post by 11:59 p.m. CT Sundays of each assigned week (with the exception of Week 8, when responses are due by 11:59 p.m. CT Saturday). The initial posts and responses to the peer posts need not follow any particular writing style.

The minimum number of words is 200 for the initial post, and 75 for the response to a classmate’s post. Each of your posts (original posts and replies) must demonstrate your understanding of the topic. The discussion posts should not only address the questions asked, but reference the textbook when appropriate, and prompt further discussion. Connections between lecture content, textbook content, and discussion should be exhibited. The student responses to classmates should be more than “I agree” or “Great job.” Student responses should help facilitate the discussion. Discussion posts will be graded according to the Discussion Rubric available in the Content area of the course.

No late discussions will be accepted.


Paper Assignments

There are two (2) Paper Assignments in the course, to be posted in the Dropbox section promptly by 11:59 p.m. CT Sundays of Weeks 5 and 7. Both the Paper Assignments will have the originality check turned on to check for Plagiarism.

Reflection Paper

This paper is worth 50 points and is due on Sunday by 11:59 p.m. CT of Week 5. You have to submit a brief reflection on your learning thus far in this course. Bear in mind that this is NOT a research paper, nor should it be a play-by-play of the information that’s been covered. Instead, reflect on and share your personal thoughts, feelings, questions, insights, and/or conclusions about the information you have learned. Please also include a line or two of evaluation, letting the instructor know how the class is going for you. The Reflection Paper should be 550-700 words in length, must be double-spaced, and written in Informal Style. The Reflection Paper will be graded according to the Reflection Paper Rubric available in the Content area of the course

Philosophy of Education Paper

This paper is worth 100 points and is due on Sunday by 11:59 p.m. CT of Week 7. This paper is your opportunity to reflect on the law related to special education, your understanding of how these laws affect you as a teacher, and your growth in your ability to serve individuals with exceptionalities. Specifically, you will do the following:

  • Choose three laws related to special education. Provide a thorough explanation of each law and include a specific example of how each of these laws affects the general classroom teacher.
  • Describe your philosophy of special education. Based on what you have learned:
    • What do you believe are the most important considerations for general classroom teachers when working with students with exceptionalities?
    • What do you want your classroom environment to “look like” with regard to exceptionalities?
  • Analyze the impact this class has had on your ability to work with individuals with exceptionalities, including your comfort level, fears and/or concerns, and personal goals.

The Philosophy Paper should be a minimum of 1200 words in length and must be double-spaced and written in the APA style. The Philosophy Paper will be graded according to the Philosophy Paper Rubric available in the Content area of the course.


Quizzes

There are eight (8) Quiz Assignments in the course, with one assigned per week, worth 15 points each, and based on the readings for that week. Each Quiz has MCQs (multiple-choice questions), T/F (true/false), FIB (fill-in-the-blank), and short-answer questions. The number of questions, however, may vary from week to week. The quizzes are non-proctored but timed (30 minutes), and you must complete each quiz in one (1) attempt. The quizzes open at 12:01 a.m. CT Wednesdays of each week, and close on Sundays (Saturday in Week 8) at 11:59 p.m. CT.



Course Outline

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

Week 1: Overview of Special Education & Ensuring Progress in the General Education Curriculum
Readings

Turnbull A., et al: Exceptional lives: Special Education in Today’s Schools (7th Ed.)

  • Chapter 1: Overview of Today's Special Education
  • Chapter 2: Ensuring Progress in the General Education Curriculum: Universal Design for Learning and Inclusion
Introduction Discussion

The students will introduce themselves to the other classmates and the instructor in the "Introductions" topic in the course’s Discussions area.

Discussion 1

Consider the following case study and post your response to the discussion board:

For more than two months, Ms. Smith has been trying to get Justin, a nine-year-old student with Down syndrome, to acquire basic math, reading, and social skills. At the insistence of his parents, Justin has been included in a general education third-grade class. This is the second year that he has been fully included, with limited support from Ms. Smith, the special education teacher, in a classroom comprised of 24 students without disabilities.

Ms. Smith, who has a caseload of 15 students in the building, works directly with Justin for one hour a day. She also provides regular consultative support to Ms. Lopez, the third-grade teacher. She is an advocate for her students and believes that they should be included in the general education classroom with necessary supports whenever appropriate.

However, she is beginning to sense that this is not the most appropriate learning environment for Justin. In both academic and social domains, his needs are quite extensive. Ms. Lopez has done her best to engage him, but several parents of other children have complained that Justin requires so much attention that Ms. Lopez cannot fully attend to other students who have no difficulties.

Ms. Smith worries about Justin constantly and believes that the school is not providing the most appropriate education for his needs. In spite of his parent’s objections, she would like to see him placed in a setting where he can get the intensive academic and social instruction he deserves. Her supervisor agrees that a change of placement is best for him, but is afraid that the advocacy for inclusion in the district may hamper their efforts.

What should they do?

Quiz 1

You will have 13 multiple-choice questions, T/F, and short answer questions from chapters 1 & 2 for Quiz 1. You can attempt the quiz only once. The quiz is worth 15 points and you have 30 minutes to complete it. It will be available from 12:01 a.m. CT, Wednesday and will close at 11:59 p.m. CT, Sunday of Week 1.

Week 2: Family Partnerships & Today’s Multicultural, Bilingual, and Diverse Schools
Readings

Turnbull A., et al: Exceptional lives: Special Education in Today’s Schools (7th Ed.)

  • Chapter 3: Today's Multicultural, Bilingual, and Diverse Schools
  • Chapter 4: Today's Families and Their Partnerships with Professionals
Discussion 2

What are three things you believe teachers can and should do when working with the parents and families of children with disabilities?

What added challenges would you anticipate if these children are also of racial, cultural, or linguistic minorities?

Quiz 2

You will have 10 multiple-choice questions, T/F, and short answer questions from chapters 3 & 4 for Quiz 2. You can attempt the quiz only once. The quiz is worth 15 points and you have 30 minutes to complete it. It will be available from 12:01 a.m. CT, Wednesday and will close at 11:59 p.m. CT, Sunday of Week 2.

Week 3: Learning Disabilities and Communication Disorders
Readings

Turnbull A., et al: Exceptional lives: Special Education in Today’s Schools (7th Ed.)

  • Chapter 5: Understanding Students with Learning Disabilities
  • Chapter 6: Understanding Students with Communication Disorders
Discussion 3

There are many ways to diagnose or determine the presence of a disability. Two of the more common ways are the discrepancy model and response to intervention (RtI).

Review the information on pages 107-110, and consider the strengths and challenges with both.

Which do you believe to be the most effective/appropriate? Why?

Discussion 4

Choose one of the speech disorders or language impairments described on pages 129-132.

Provide a brief explanation of that disorder or impairment, and then describe an instructional strategy, assessment accommodation, or inclusion strategy to best meet the needs of that student.

Quiz 3

You will have 14 multiple-choice questions, FIB, and short answer questions from chapters 5 & 6  for Quiz 3. You can attempt the quiz only once. The quiz is worth 15 points and you have 30 minutes to complete it. It will be available from 12:01 a.m. CT, Wednesday and will close at 11:59 p.m. CT, Sunday of Week 3.

Week 4: Emotional and Behavioral Disorders and Attention-Deficit/Hyperactivity Disorder
Readings

Turnbull A., et al: Exceptional lives: Special Education in Today’s Schools (7th Ed.)

  • Chapter 7: Understanding Students with Emotional or Behavioral Disorders
  • Chapter 8: Understanding Students with Attention Deficit Hyperactivity Disorder
Discussion 5

Of all the disabilities covered under IDEA (Individuals with Disabilities Educational Act of 1975), EBD (Emotional Behavioral Disorder) is the one that tends to concern and even intimidate general classroom teachers the most.

  • What can teachers do to be prepared to work with students with EBD?
  • Describe one thing they can do to prepare themselves as professionals, and one thing they can do to best accommodate these students in their classroom.
Discussion 6

On page 175, your textbook discusses the 504 plan, an option for students with AD/HD who do not qualify for services under IDEA.

  • What is your understanding of why a student might not qualify under IDEA, yet still need a 504 plan?
  • What types of accommodations might be provided in a 504 plan for a student with AD/HD?
Quiz 4

You will have 14 multiple-choice questions, T/F, and short answer questions from chapters 7 & 8 for Quiz 4. You can attempt the quiz only once. The quiz is worth 15 points and you have 30 minutes to complete it. It will be available from 12:01 a.m. CT, Wednesday and will close at 11:59 p.m. CT, Sunday of Week 4.

Week 5: Intellectual Disabilities & Autism
Readings

Turnbull A., et al: Exceptional lives: Special Education in Today’s Schools (7th Ed.)

  • Chapter 9: Understanding Students with Intellectual Disability
  • Chapter 10: Understanding Students with Autism
Discussion 7

Review the following information in the Content area:

Retracted Autism Study

Vaccines Don’t Cause Autism

Autism and the Vaccine Debate

  • Prior to this information, what had you heard about the role of vaccines in autism?
  • What is your stance on that now?
Paper Assignment 1: Reflection Paper

Submit a brief reflection on your learning thus far in this course. Bear in mind that this is NOT a research paper, nor should it be a play-by-play of the information that’s been covered.

Instead, reflect on and share your personal thoughts, feelings, questions, insights, and/or conclusions about the information you have learned.

Please also include a line or two of evaluation, letting the instructor know how the class is going for you.

Quiz 5

You will have 13 multiple-choice questions, FIB, and short answer questions from chapters 9 &10 for Quiz 5. You can attempt the quiz only once. The quiz is worth 15 points and you have 30 minutes to complete it. It will be available from 12:01 a.m. CT, Wednesday and will close at 11:59 p.m. CT, Sunday of Week 5.

Week 6: Multiple Disabilities & Physical Disabilities and Other Health Impairments
Readings

Turnbull A., et al: Exceptional lives: Special Education in Today’s Schools (7th Ed.)

  • Chapter 11: Understanding Students with Multiple Disabilities
  • Chapter 12: Understanding Students with Physical Disabilities and Other Health Impairments
Discussion 8

Students with multiple disabilities and physical disabilities have similar needs, included in the accommodations and instructional strategies outlined in their IEPs.

  • What similarities have you noted between the two?
  • Describe and discuss at least two similarities in the disabilities themselves, and two similarities in their appropriate accommodations and instructional strategies.
Quiz 6

You will have 13 multiple-choice questions, T/F, and short answer questions from chapters 11 &12 for Quiz 6. You can attempt the quiz only once. The quiz is worth 15 points and you have 30 minutes to complete it. It will be available from 12:01 a.m. CT, Wednesday and will close at 11:59 p.m. CT, Sunday of Week 6.

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: Traumatic Brain Injury & Hearing Loss
Readings

Turnbull A., et al: Exceptional lives: Special Education in Today’s Schools (7th Ed.)

  • Chapter 13: Understanding Students with Traumatic Brain Injury
  • Chapter 14: Understanding Students with Hearing Loss
Discussion 9

You are teaching 8th grade math, and have a student in your class with TBI. Marissa was in a skiing accident just two years ago that crushed her skull and left her paralyzed from the waist down. She has metal plates and screws in her head, and has scarring on her face.

Her recovery, however, has been incredible. At one time, there was a question of whether she would live, and even then, there was a question of whether she would be able to lead any sort of a normal life. But instead, she has maintained an IQ in the normal range, and for the most part, her ability to relate to other people seems to have been maintained. She is close with the friends she had prior to the accident, and is earning As and Bs in her classes.

It takes her twice as long as other students to do most of her work, though, and she becomes easily frustrated with her inability to do what she used to be able to do. She is also struggling with being in a wheelchair, and with accepting the limitations it presents. For example, she used to play basketball, but now refuses to even attend games.

In addition to her other limitations, Marissa has been diagnosed with Post-Traumatic Stress Disorder. She has trouble sleeping due to persistent nightmares, which means she is often tired at school. Her friends have been very supportive emotionally and in helping her out with her physical limitations, but she has expressed feeling like they just “feel sorry” for her and “wish they could get away” from her.

What kinds of interventions would you recommend?

Paper Assignment 2: Philosophy of Education Paper

This paper is your opportunity to reflect on the law related to special education, your understanding of how these laws affect you as a teacher, and your growth in your ability to serve individuals with exceptionalities. Specifically, you will do the following:

  1. Choose three laws related to special education. Provide a thorough explanation of each law, and include a specific example of how each of these laws affects the general classroom teacher.
  2. Describe your philosophy of special education. Based on what you have learned:
    • What do you believe are the most important considerations for general classroom teachers when working with students with exceptionalities?
    • What do you want your classroom environment to “look like” with regard to exceptionalities?

Analyze the impact this class has had on your ability to work with individuals with exceptionalities, including your comfort level, fears and/or concerns, and personal goals.

Quiz 7

You will have 11 multiple-choice questions, T/F, and short answer questions from chapters 13 &14 for Quiz 7. You can attempt the quiz only once. The quiz is worth 15 points and you have 30 minutes to complete it. It will be available from 12:01 a.m. CT, Wednesday and will close at 11:59 p.m. CT, Sunday of Week 7.

Week 8: Visual Impairments & Gifted and Talented Students
Readings

Turnbull A., et al: Exceptional lives: Special Education in Today’s Schools (7th Ed.)

  • Chapter 15: Understanding Students with Visual Impairments, Including Blindness
  • Chapter 16: Understanding Students Who are Gifted and Talented
Discussion 10

Chapter 15 includes a section on Determining Supplementary Aids and Services that outlines a variety of classroom challenges and strategies.

Choose a lesson you might teach as a classroom teacher and describe how you would adapt that lesson to accommodate a student with a visual impairment.

Discussion 11

Gifted students, although highly capable, are not always academically successful.

Explain why this is, and provide two examples of strategies classroom teachers might use to help promote these students’ academic success.

Quiz 8

You will have 6 multiple-choice questions, and 6 short answer questions from chapters 15 &16 for Quiz 8. You can attempt the quiz only once. The quiz is worth 15 points and you have 30 minutes to complete it. It will be available from 12:01 a.m. CT, Wednesday and will close at 11:59 p.m. CT, Saturday of Week 8.



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 can be accepted, as discussion involves dialogue with fellow students. Once the week is over, it is time to move on. Late Dropbox assignments will be accepted, but a penalty of 10% per day will be imposed. However, this may be waived for extraordinary circumstances.

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.


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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