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Columbia College
Evening Campus
1001 Rogers Street
Columbia, MO 65216
(800) 231-2391

COURSE SYLLABUS

16 / 33 - Early Spring Session
January - February 2017

Course Syllabus

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Course Syllabus
16 / 33 - Early Spring Session
January - February 2017
Evening Campus
1001 Rogers Street
Columbia, MO 65216
(800) 231-2391

 
Course Prefix and Number: EDUC 100 A
 
Course Title: Introduction to Education
 
Semester Credit Hours: 3
 
Class Day and Time: Wed 
5:30 PM -7:00 PM
Additional Notes:

This is a sixteen-week course.

This is a virtual hybrid course which will meet weekly through Blackboard Collaborate (virtually) and online instruction through D2L using various resources, discussion and homework. The instructor will email instructions on how to access Blackboard Collaborate the week prior to the start of class. 

 

 

Catalog Description

Education 100 is an introduction to the teaching profession and the Teacher Certification Program at Columbia College. Students will examine the evolution of teaching and the current understanding of the knowledge skills, and dispositions of an effective teacher. Global, national, state, and local perspectives are presented through contemporary issues facing teachers and schools, and students will reflect upon their related beliefs, motivations, and goals. Information will be provided about certification requirements, content area majors, Missouri Department of Elementary and Secondary Education requirements, and portfolio construction. Successful completion of 15 clock hours in field is required. $40 lab fee.

Prerequisites/Corequisites

None

Text

A Guide to Observation, Participation and Reflection in the Classroom 5th edition
Author: Reed, A. & Bergeman V. (McGraw Hill)
ISBN: 9780072985535
Category/Comments - NO LONGER REQUIRED
Teach 3rd edition
Author: Koch, J (Cengage Learning)
ISBN: 9781305094642
Field Experience: A Guide to Reflective Teaching 7th edition
Author: Posner, George (Pearson)
ISBN: 9780137016877

Course Learning Outcomes

  1. Demonstrates knowledge of the academic language of the appropriate discipline applicable to the certifiation area(s) sought as defined by the Subject Competencies for Beginning Teachers in Missouri. (1.1)
  2. Demonstrates understanding of how to engage
    students in the methods of inquiry and research in his or her respective discipline. (1.3)
  3. Demonstrates an understanding that instruction should be connected to students’prior experiences and family, culture, and community. (2.6)
  4. Understands the components and organization of an effective curriculum, is able to create aligned learning experiences, can locate national and state standards, and is able to align them to learning outcomes. (3.1)
  5. Understands how to select appropriate strategies for addressing individual student needs in meeting curriculum objectives. (3.2)
  6. Understands the concept of differentiated instruction and short- and long-term instructional goal planning to address student needs in meeting curriculum objectives. (3.3) 
  7. 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. (5.1)
  8. Demonstrates competence in managing time, space, transitions, and activities to create an effective learning environment. (5.2) 
  9. Recognizes and identifies the influence of classroom, school and community culture on student relationships and the impact on the classroom environment and learning. (5.3) 
  10. Demonstrates competence in the use of basic classroom management techniques that reduce the likelihood of student misbehavior and address any misbehavior that does occur with the least disruption of instruction. (5.4) 
  11. Understands the importance of and develops the ability to use effective verbal and nonverbal communication techniques. (6.1) 
  12. Develops sensitivity to differences in culture, gender, intellectual, and physical ability in classroom communication and in communication with families. (6.2)

Additional Instructor Objectives

  • Students will complete 15 hours of field experience.
  • Students will complete the Missouri Educator Profile.

Special Course Requirements

  • Thinking about teaching
  • The evolution of schools and teaching practices
  • Looking at today's students
  • Classrooms as learning communities
  • The impact of social forces on education
  • Observing, preparing, implementing and reflecting upon instruction
  • Proctoring and scoring tests; developing and assessing learning tasks
  • Professional responsibilities
  • Certification, contracts, and salary schedules
  • Continual professional development and improvement
  • Observing classroom interactions and assisting with resulting behavioral interventions
  • Self-Reflection

Instructional Methods

  • Lecture and Discussion
  • Cooperative Group Work
  • Presentations
  • Field Experience

Out of Class Activities

Field Experience: The completion of 15 clock hours of Field Experience and paperwork in the assigned placement is required for a final grade in this course. Failure to complete up to half of the field experience hours and paperwork will necessitate the issuance of an incomplete (I) for the course until the hours have been completed. If a grade of "I" is issued, it is expected that the hours and paperwork be completed expediently, at the discretion of the cooperating teacher. If more than half of the field experience hours and paperwork have not been completed or is outstanding hours and paperwork have not been completed expediently, a failing grade for this course will be issued. Note: Other information about the field experience will be shared in Content.

Graded Activities

Professional Disposition25 Points
Description -

As a teaching professional, there are several qualities that you are expected to demonstrate at all times in this class:

  • Professionals always value the contribution that they make and are rarely absent. Creating professional learning community in the class can only be achieved if all students are in class and contributing to the development of the community. Therefore, your attendance in class is critical and you should make plans accordingly. This includes having a backup plan for childcare, avoiding unnecessary travel which conflicts with class time, and avoiding making appointments that conflict with class time. Should you find it absolutely necessary to miss class, please inform your instructor prior to class time.
  • Professionals are rarely late. Please allow yourself extra travel time in case of traffic delays, and account for the difficult task of finding parking on campus.
  • Professionals are always ready to learn and are focused on instruction. Texting, emailing, or other personal tasks interferes with your engagement and should be avoided.
  • Professionals ask for further information when they are confused about or don’t know how to proceed on assigned tasks. If you are confused, more than likely others are too and there is a need for clarification. Never hesitate to take responsibility for your own learning, which includes asking for help.
  • Professionals are always considerate of and respectful toward their instructor and their peers. Viewpoints often differ during discussions, but please remember that others have a right (and I would argue, an obligation) to voice their ideas and beliefs. Argument is great for cognitive growth, but must be done within a context of validation and respect.
  • Professionals always have high expectations for themselves and others. The quality and richness of your learning experience depends more on your engagement in the class than it does on mine. Professionals have an open-mind and feel an obligation to participate fully and positively in all learning experiences. Professionals accept responsibility for their actions and accountability for the consequences of those actions, even if the consequence is a lower grade due to poor use of class or study time.
Method of Evaluation -

Rubric

 
Weekly Activity16 @ 10 points each = 160 Points
Description -
  1. Ice Breaker
  2. Autobiography - Write a personal autobiography.
  3. Teacher Story - Share story of teacher that influenced you to become a teacher.
  4. Metaphor and Picture of Self Teaching - Create a metaphor for teaching using the description in chapter one of the Koch book. Draw a picture of self teaching as described in chapter one of the Koch book.
  5. Teacher Interview - Interview the cooperating teacher for field experience and write a summary of the interview.
  6. Share Article Response #1 
  7. Road to Certification
  8. MEP
  9. Classroom Design - Draw and reflect on classroom design of your field experience classroom.
  10. Share Article Response #2
  11. Bloom's Taxonomy
  12. Missouri Teaching Standards
  13. Lesson Plan
  14. Case Study: What Would You Do?
  15. Share Field Experience Journal
  16. Share Synthesis Paper: Decision to Teach
Method of Evaluation -

Complete details are provided in Content. 

 
Discussion Questions15 @ 10 points each = 150 Points
Description -

There will be weekly Discussion Question. For each Discussion, an initial discussion post is to be submitted, as well as 2 or more responses to classmates.  All discussions are to be based on accurate knowledge and application of concepts and information contained in the readings or other resources. You will always be required to support your answers, provide specifics and show your thinking, as well as include citations. All work must be original and represent the thinking and understanding of the student author. Sources must be credited for the ideas, content and quotations used in the development of the assignment. Responses are a time to discuss, expand, enhance, question, apply - rather than evaluate - the contributions of others. Whether you agree or disagree, like or do not like is not the point; your thought process is what is important and what should be shared. When you respond be sure to discuss enough that we can really understand what you mean and what data you based your reasoning upon. This also means using and referring to the textbook as well as your experience. There will be a 300 word count.

Method of Evaluation -

Rubric

 
Field Experience and Forms
Description -

Successful completion of field experience, 15 hours and proper forms turned in. Complete details are provided in Content. 

Method of Evaluation -

Complete details are provided in Content. 

 
Article Responses2 @ 20 points each = 40 Points
Description -

Read and summarize two articles from an educational journal published by a professional organization.  Article topics will be assigned by instructor. Examples are Phi Delta Kappan, Educational Leadership, Social Studies and the Young Learner, Instructional Science, The Record, and School and Community. Complete details are provided in Content. 

Method of Evaluation -

Complete details are provided in Content. 

 
Midterm100 Points
Description -

100 multiple choice questions over Koch, Chapters 1 thru 5

Method of Evaluation -

Each question is worth 1 point

 
MEP
Description -

Missouri Educator Profile

The MEP is an assessment of work style preferences used to support the development of effective educator work habits. It is not being used for admission into a program. There are no right or wrong answers, so it is important to answer the questions honestly.

Your results are presented in a Development Report so that you can better understand how your current work habits compare to those of effective educators and what you can do to develop your work habits further. You are encouraged to review the results with your adviser and to create a plan for your professional development.

You are required to complete the MEP upon entry into a Missouri educator program (traditional and alternative programs).

 
Field Experience Journal50 Points
Description -

This is a virtual hybrid course which will meet weekly through Blackboard Collaborate (virtually) and online instruction through D2L using various resources, discussion and homework. The instructor will email instructions on how to access Blackboard Collaborate the week prior to the start of class. The student will complete a daily journal of observation/activities and reflection.  This journal should include how the student spends his/her time in the classroom/school each day.  For example, on the first day of any placement, the student would note the classroom arrangement, organization of materials and supplies, evidence of routines, differentiated instruction, groupings, engagement of students, etc.  As the student becomes more familiar with the assigned classroom, he/she may include specific observations of students and the effectiveness of strategies and interventions used.  Additionally, the student should reflect on the various observations for the day; for example, effectiveness of instructional strategies, classroom management, etc. 

The heading of each daily entry should include the day, date, and time of each observation.  Example:  Monday, June 17, 2013, 11 am. to 2 pm.  There should be two parts to each daily entry labeled as follows:  Observation/Activities and Reflection:

Guidelines for completing and turning in the observation log: 

  1. Type the observation log using only complete sentences.
  2. Include a cover page containing your name, the date, the school assignment; the town; the cooperating teacher’s name and classroom assignment.
  3. Include a table of contents; including the day, date and time of each observation and total time served that day. 
  4. It should be free of any spelling, grammar, punctuation, and typographical/proofreading errors.
  5. The Observation and Reflection entries should be double spaced.
Method of Evaluation -

Complete details are provided in Content. 

 
Synthesis Paper: Decision to Teach125 Points
Description -

Student's will write a paper concerning their decision to become a teacher or not to become a teacher based on rubric. Complete details are provided in Content. 

Method of Evaluation -

Rubric

 
Chapter Group Presentation20 Points
Description -

Groups will be assigned a chapter to present to class. Complete details are provided in Content. 

Method of Evaluation -

Rubric

 
Final Exam100 Points
Description -

100 multiple choice questions over Koch, Chapters 6 thru 10

Method of Evaluation -

Each question is worth 1 point

 

Grading Scale

90%-100% A
80%-89% B
70%-79% C
60%-69% D
0-59% F

Additional Information / Instructions

EDUC 100 - Total Points Possible 770

Grades are based on accumulation of points. Points are assigned to each of the assignments. (See points at end of each assignment). Grades will be rounded from .5% and up, to the next whole number.

APA (American Psychological Association) writing style is the format accepted in the behavioral sciences and is to be used in this course. Students are encouraged to always cite sources, whether specifically called for or not. Whether found in writing assignments, group papers, or research papers, outside resources are to be documented; APA must be used to reference them. Double spacing throughout and written in third person.

Formal rules of proper English and grammar apply for these assignments, and points will be deducted for misspellings, incomplete sentences, and poor sentence structure, etc.

Assignments must be typed and saved as a Word document. Failure to do so will result in the lowering of a grade by a minimum of one letter grade. Assignments must have student's name and assignment's name on the Title Page in order for the assignments to be graded. Assignments missing these two important items will result in a grade of 0.

The instructor reserves the right to adjust or make changes to the schedule and differentiated instruction as needed. All changes will be announced and each student will be responsible for recording and responding to the changes. 

Schedule of Activities and Assignments

Week 1
Becoming a Teacher
Activities:
  • Introduction 
  • Virtual Hybrid
    • Introduction Training
  • Weekly Activity - Ice Breaker
  • Syllabus
  • Field Experience
    • Requirements
    • Forms    
    • Video
Reading:
  • Posner, Chapter 1
  • Read, Chapter 1
Assignments:
  • Professionalism Disposition 
  • Weekly Activity
  • Discussion Question

 

 
Week 2
Becoming a Teacher: Looking Forward and Backward at the Same Time
Activities:
  • Weekly Activity - Autobiography
  • Chapter Group Presentations
    • Groups
    • Sign up
  • Field Experience
    • Turn in Forms
    • Field Experience Placements
  • Reflect on your own educational history and its implications for your future as a teacher.
  • Examine the "goodness of fit" between your own personal qualities and the the demands of teaching.
  • Explain the effect that a committed teacher has on the climate and culture within a school.
  • Consider how the current era of testing and standardization affects the way contemporary schools function.
Reading:
  • Koch, Chapter 1
  • Posner, Chapter 2
Assignments:
  • Professionalism Disposition 
  • Weekly Activity
  • Discussion Question
 
Week 3
Teaching Stories
Activities:
  • Weekly Activity - Teacher Story
  • Chapter Group Presentations
    • Group Time
  • "We teach who we are!" Describe what that means.
  • Examine how the hidden curriculum may affect the climate in the classroom.
  • Explore the support systems that are in place for new teachers.
  • Compare the lifelong learning needs of teachers with those in other professions.
  • Create your own teaching story as you explore teaching as a career.
Reading:
  • Koch, Chapter 2
  • Posner, Chapters 3 and 4
Assignments:
  • Professionalism Disposition 
  • Weekly Activity
  • Discussion Question
 
Week 4
A History of Schooling in America
Activities:
  1. Weekly Activity - Metaphor and Picture of Self Teaching
  • Analyze the influence of the early pioneers of public education in the United States.
  • Explain the dominant philosophies that influenced education.
  • Discuss the impact of federal government legislation on the ways that public education has increased accountability in the twenty-first century.
  • Create a theme that would describe the period of educational history in which we currently find ourselves.
Reading:
  • Koch, Chapter 3
  • Posner, Chapters 5 and 6
Assignments:
  • Professionalism Disposition 
  • Weekly Activity
  • Chapter Group Presentation
  • Discussion Question
 
Week 5
What Does it Mean to Teach and to Learn?
Activities:
  • Weekly Activity - Teacher Interview
  • Explain why there exists the common myth that "anyone can teach."
  • How is academic language different from everyday language?
  • Compare learning theories and examine how neuroscience has influenced current theories about how people learn.
Reading:
  • Koch, Chapter 4
  • Posner, Chapter 7
Assignments:
  • Professionalism Disposition 
  • Weekly Activity
  • Chapter Group Presentation
  • Discussion Question
 
Week 6
What Does it Mean to Teach and to Learn?
Activities:
  • Weekly Activity - Share Article Response #1
  • Examine the ways in which curriculum is developed and the promised influence of the Common Core State Standards on mathematics and English curricula.
  • Analyze the statement that "we can teach our students but we cannot learn for them."
  • Explain how understanding how your students learn and what their lives are like influence your role as their teacher.
Reading:
  • Koch, Chapter 4
  • Posner, Chapter 8 and 9
Assignments:
  • Professionalism Disposition 
  • Article Response #1
  • Discussion Question
 
Week 7
Who Are Today's Students?
Activities:
  • Weekly Activity - Road to Certification
  • Examine the ways in which students may be different from one another.
  • Examine factors that might hinder a student's success in school.
  • Explain why teachers must have an understanding of their students' lives through the lens of their ethnic, cultural, and daily life experiences.
Reading:
  • Koch, Chapter 5
  • Reed, Chapter 2
Assignments:
  • Professionalism Disposition 
  • Weekly Activity
  • Chapter Group Presentation
  • Discussion Question
 
Week 8
Who Are Today's Students?
Activities:
  • Weekly Activity - MEP
  • Analyze how your students' life histories and unique ways of learning could explain their performance in your class.
  • Assess the importance of knowing who students are, what their lives are like, and how they learn best.
  • Examine the statement that "student diversity is a gift and not a barrier to overcome."
Reading:
  • Reed, Chapter 1
  • Koch, Chapter 5
Assignments:
  • Professionalism Disposition 
  • Weekly Activity
  • Discussion Question
Examinations:
  • Midterm
 
Week 9
Contemporary Trends in Education
Activities:
  • Weekly Activity - Classroom Design
  • Explain why inclusion classrooms look no different from mainstream classrooms.
  • Analyze the ways in which students are labeled gifted and talented and how inclusion students may also be considered gifted or talented.
  • Examine how differentiated instruction meets the needs of all the students.
  • Evaluate the role of social and emotional learning for classroom teaching.
Reading:
  • Reed, Chapter 1
  • Koch, Chapter 6
Assignments:
  • Professionalism Disposition 
  • Weekly Activity
  • MEP
  • Discussion Question
 
Week 10
Contemporary Trends in Education
Activities:
  • Weekly Activity - Share Article Response #2 
  • Compare problem and project based learning to each other and to the traditional class discussion. Relate this to the STEM education movement.
  • Examine the effect of Common Core State Standards on curriculum and instruction and standardized testing.
  • Analyze the results of experimental school design, initially encouraged by the passage of No Child Left Behind (NCLB) Act in 2002.
  • Debate the need for middle schools in today's school culture.
Reading:
  • Koch, Chapter 6
Assignments:
  • Professionalism Disposition 
  • Weekly Activity
  • Article Response #2
  • Discussion Question
 
Week 11
Contemporary Trends in Education
Activities:
  • Weekly Activity - Bloom's Taxonomy
  • Examine the precautions that schools and teachers take to prevent violence in the classroom or the school.
  • Analyze the legislation ensuring students' rights as part of the US public school system.
  • Examine teacher's rights and their legal responsibilities as they perform their professional duties.
  • Debate the merits of standardized testing and the ways that today's contemporary trends pose challenges to teachers.
Reading:
  • Koch, Chapter 6
Assignments:
  • Professionalism Disposition 
  • Weekly Activity
  • Discussion Question
  • Chapter Group Presentation
 
Week 12
Digital Technologies and Education
Activities:
  • Weekly Activity - Missouri Teaching Standards
  • Assess the value of using digital technology as a tool to foster interactive, real-world learning.
  • Describe the digital tools available to maximize communication with parents and students.
  • Explain the most important rules for safeguarding students as they communicate on the Internet.
  • Analyze why having computer access only at school is not enough in today's knowledge economy.
  • Examine how assisted technology in the classroom can benefit students with disabilities.
  • Create an argument for the significance of meaningful integration of technology in the classroom.
Reading:
  • Reed, Chapter 2
  • Koch, Chapter 7
Assignments:
  • Professionalism Disposition 
  • Weekly Activity
  • Discussion Question
  • Chapter Group Presentation
 
Week 13
The Global Classroom
Activities:
  • Weekly Activity - Lesson Plan
  • Explain how online high schools can foster critical thinking and collaboration in the global marketplace of ideas.
  • Explain why globalization can enhance the learning experiences and the lives of today's students.
  • Describe how the language of the digital age and serious learning games help students to take control of their own learning.
Reading:
  • Koch, Chapter 8
Assignments:
  • Professionalism Disposition 
  • Weekly Activity
  • Discussion Question
  • Chapter Group Presentation
 
Week 14
The Classroom as Community
Activities:
  • Weekly Activity - Case Study: What Would You Do
  • Explain how classrooms with diverse students can share a common set of beliefs, values, and goals.
  • Examine the role of personal power in the abusive behaviors by bullying and sexual harassment.
  • Explain how being fully conscious in the classroom can promote a sense of community.
  • Describe the roles of communication and collaboration for classroom communities.
Reading:
  • Koch, Chapter 9
Assignments:
  • Professionalism Disposition 
  • Weekly Activity
  • Discussion Question
  • Field Experience Journal
  • Chapter Group Presentation
 
Week 15
Making the Decision to Become a Teacher
Activities:
  • Weekly Activity - Share Field Experience Journal
  • Explain how teachers in the twenty-first century are challenged in ways their predecessors were not.
  • Examine the requirements of your state for earning a teaching certificate
  • Analyze the roles of the MSTA Missouri State Teacher Association for beginning teachers.
  • Discuss how a teaching portfolio can demonstrate your talents for teaching.
  • Analyze the self-reflections that lead you to believe that teaching is for you.

 

Reading:
  • Koch, Chapter 10
Assignments:
  • Professionalism Disposition 
  • Weekly Activity
  • Discussion Question
  • Chapter Group Presentation
  • Synthesis Paper: Decision to Teach
 
Week 16
Decision to Teach
Activities:
  • Wrapping it Up
  • Weekly Activity - Share Synthesis Paper: Decision to Teach
Assignments:
  • Professionalism Disposition 
  • Weekly Activities
Examinations:
  • Final Exam
 

Library Resources

Columbia College Resources - Online databases are available at the Columbia College Stafford Library.  You may access them using your CougarTrack login and password when prompted.

Course Policies and Procedures

Attendance

Columbia College Policy - Columbia College students are expected to attend all classes and laboratory periods for which they are enrolled.  Students are directly responsible to instructors for class attendance and work missed during an absence for any cause.  If absences jeopardize progress in a course, an instructor may withdraw a student from the course with a grade of "F" or "W" at the discretion of the instructor.  For additional information, see the Columbia College policy on Student Attendance.

Campus Policy - Regular attendance is expected of all students. Attendance is one of the most important measures of your interest and desire to do well academically. Your attendance helps your instructor facilitate better discussions and your fellow students benefit from your ideas and experiences.

Unforeseen circumstances occasionally dictate that you must miss class; please make every effort to discuss such circumstances with your instructor before the absence. Remember that if you are not in class, you are absent - regardless of the reasons - and that you are still responsible for all in-class assignments made. Your instructor is not responsible for providing this information to you - you must plan ahead with another student who would agree to share notes, etc., with you and vice versa.

Instructor Policy -


  1. Attendance and Participation: Students are expected to come to class, and therefore a loss of points for unexcused or excessive absences will occur. It is impossible to ever duplicate the time spent in class, and the professor cannot use class time to try to “catch-up” those students who were absent. If you must miss class, it is your responsibility to obtain notes from a fellow student. Do not ask the instructor to provide this for you. Note that any assignments that are not turned in because you are absent will be counted as late. To avoid the late penalty, assignments may be submitted via Dropbox prior to the start of class time. Additionally, when you are late to class, it will be your responsibility to insure that you have been marked present by the professor. Students expecting a superior grade must demonstrate superior attendance. A grade of “A” will not be issued for any student missing more than one class session. The instructor reserves the right to issue a grade of F, U, W, or I for any student who, for any reason, misses three or more classes or more than one hour of field experience. Finally, students must come to class prepared with a notebook and pen or pencil to take notes, and any assignments that are due. Also be prepared to ask questions and participate in class discussion. Borderline grades will be influenced by class participation.

  2. Late Assignments: If the student have justifiable cause for missing student will have 1 day from due date to makeup assignment with a -10% deduction from the maximum possible score. If turned in later than 1 day will receive a 0.

  3. In Class Work: (Weekly Assignments, Class Activities, Discussions, and Group Activities) No Makeup.


Academic Integrity

Columbia College Policy - Columbia College students must fulfill their academic obligations through honest, independent effort.  Dishonesty is considered a serious offense subject to strong disciplinary actions.  Activities which constitute academic dishonesty include plagiarism, unauthorized joint effort on exams or assignments, falsification of forms or records, providing false or misleading information, or aiding another in an act of academic dishonesty.  For more information, see the Columbia College Academic Integrity Policy and Procedures.

Instructor Policy -


  1. All work must be original and represent the thinking and understanding of the student. Sources must be credited for the ideas, content and quotations used in the development of the assignment and must be cited using APA format.

  2. Plagiarism will not be tolerated. Those found plagiarizing will be dropped from the course and receive an F.


Class Conduct and Personal Conduct

Columbia College Policy - Students must conduct themselves so others will not be distracted from the pursuit of learning.  Students may be disciplined for any conduct which constitutes a hazard to the health, safety, or well-being of members of the College community or which is deemed detrimental to the College's interests. Discourteous or unseemly conduct may result in a student being asked to leave the classroom.  For more information, see the Columbia College Student Code of Conduct and Student Behavioral Misconduct Policy and Procedures.

Cancelled Class Make-Up

Columbia College Policy - Classes cancelled because of inclement weather or other reasons must be rescheduled.  For more information, see the Columbia College Inclement Weather Policy.

Campus Policy - Information about class cancellations due to inclement weather will be available at 875-SHUT (875-7488). Class cancellation information will also be broadcast over local radio and television stations. Students may also check the college website, www.ccis.edu.

If a class is cancelled due to weather or any other reason a make up night will be scheduled.   The typical make up night will be scheduled for a Friday night.   Watch your CougarMail concerning the class make up schedule.

Make-Up Examinations

Columbia College Policy - Make-up examinations may be authorized for students who miss regularly scheduled examinations due to circumstances beyond their control.  Make-up examinations must be administered as soon as possible after the regularly scheduled examination period and must be administered in a controlled environment.

Campus Policy - Make up examinations are scheduled on designated Saturday mornings 9am in 103 Buchanan. Students must present a picture I.D. in order to be admitted to the testing session. Students must arrange with the instructor to take the exam before or after it is given in class and permission to take a makeup examination (or any graded activity) is granted at the discretion of the instructor.

Instructor Policy -


  1. Midterm and Final Exams: If the student has justifiable cause for missing, student will have 1 day from the due date to makeup the Exam with a 10% deduction from the maximum possible score. If turned in later than 1 day will receive a 0.


Adding, Dropping, or Withdrawing from a Course

Columbia College Policy - Students may add a course through Wednesday of the first week of the session and drop a course without academic or financial liability through close of business on Monday of the second week of the session.  Once enrolled, a student is considered a member of that class until he or she officially drops or withdraws in accordance with College policy.  An official drop/withdrawal takes place only when a student has submitted a Drop/Add/Withdrawal form.  A failure to attend class, or advising a fellow student, staff or adjunct faculty member of an intent to withdraw from a class does not constitute official drop/withdrawal.  The drop/add/withdrawal periods begin the same day/date the session starts, not the first day a particular class begins. If a student stops attending a class but does not submit the required Drop/Withdrawal form a grade of "F" will be awarded.  For more information, see the Columbia College Registration Policy and Procedures.

Withdrawal Excused

Columbia College Policy - A student may request an excused withdrawal (WE) under extraordinary circumstances by submitting a Drop/Withdrawal form accompanied by a complete explanation of the circumstances and supporting documentation to the location director.  The WE request must include all classes in which the student is currently enrolled.  The Vice President for Adult Higher Education is the approving authority for all WE requests.  A student who receives approval of their WE request may still be required to return some or all of the federal financial assistance received for the session.  For more information, see the Columbia College Withdrawal Policy.

Incomplete

Columbia College Policy - A student may request that the instructor award a grade of "I" due to extraordinary circumstances (unforeseen or unexpected circumstances beyond the student's control) that prevent a student from completing the requirements of a course by the end of a session.  An "I" will not be given because a student is failing, negligent or not meeting requirements.  If the instructor believes an "I" is appropriate, the instructor will specify the work needed to complete the course and the time allowed to complete the work.  Work missed must be made up within two subsequent sessions unless the instructor specifies an earlier date.  Extensions beyond two sessions must be approved by the Vice President for Adult Higher Education.  If the work is completed during the specified time period, the instructor will change the "I" to the grade earned.  If the work is not completed during the specified time, the instructor may allow the incomplete to remain on the student's permanent record or change it to any other letter grade.  For more information, see the Columbia College Undergraduate Grading Policy.

Grade Appeal

Columbia College Policy - A student may appeal any grade given if it is believed to be in error or in conflict with Columbia College policy and procedures.  The student must state in writing to the location director why the grade awarded is believed to be in error and request a desired remedy.  The faculty member who awarded the grade will be given the opportunity to comment on all student allegations.  If the issue cannot be resolved at the location the appeal will be transmitted through the location director to the Vice President for Adult Higher Education.  A grade appeal must be received for review by the Vice President for Adult Higher Education prior to the end of 60 days from the date the grade was awarded.  For more information, see the Columbia College Undergraduate Grading Policy.

Prerequisites

Columbia College Policy - Course prerequisites are established to ensure that a student has adequate academic preparation to succeed in a particular course.  Staff members will attempt to ensure that students meet prerequisite requirements.  However, it is the student's responsibility to closely examine the course descriptions to determine if prerequisites exist and to enroll in courses in the proper sequence.  In some exceptional cases it may be apparent that the student possesses the required skills and knowledge to succeed in a particular course, even though they have not taken the prerequisite course.  In this case the prerequisite course may be waived by the location director.  Waiver of a course as a prerequisite does not remove the requirement to complete the course if it is a requirement for the student's degree program.

CougarTrack

Columbia College Policy - The College provides all students access to CougarMail (the official means of e-mail communication for the College), online resources from the Stafford Library, and their Columbia College records (transcripts, grades, student schedules, etc.) through CougarTrack.

Instructor Policy - Student should check D2L Announcements and Cougar email each week for messages from the instructor.

CougarMail

Columbia College Policy - The official student email address (also known as CougarMail) will be used for all official correspondence from faculty and staff.  Students are responsible for the information received and are required to monitor their CougarMail account on a regular basis.  Students may forward their CougarMail to another email account but will be held responsible for the information sent over CougarMail, even if there is a problem with the alternate mail service.

Instructor Policy - Cougar email will be the official email address for students in this class. Instructor will reply to messages and emails. If student does not receive a reply, the message or email was not received.

Cell Phones

Columbia College Policy - Cell phones can be a distraction to the learning process.  Location directors or course instructors may require that cell phones be turned off or set to vibrate during class periods.  Students requiring special arrangements to receive a cell phone call during class should make prior arrangements with their location director or course instructor.

Instructor Policy - Cell phones should be put on silent in class.

Textbooks

Columbia College Policy - The textbooks listed on this syllabus are required for this course.  They are guaranteed to be available through the authorized textbook suppliers designated by Columbia College. 

FERPA

Columbia College Policy - The Family Educational Rights and Privacy Act (FERPA) affords students certain rights with respect to their education records.  For more information, see the Columbia College Family Education Rights and Privacy Policy.

Student Accessibility Resources

Columbia College Policy - 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.  For more information, see the Columbia College ADA and Section 504 Policy for Students.

Instructor Policy - Students needing accomodations must work with the office of ADA to get the accomodations approved and in place for the class.

Alcohol and Other Drugs: Columbia College Policies & Resources

Columbia College Policy - Columbia College recognizes the negative health effects associated with the use, possession, and distribution of controlled and/or illicit substances, and their detrimental impact on the quality of the educational environment.  Therefore, all members of the College community share in the responsibility of protecting the campus environment by exemplifying high standards of professional and personal conduct.  For more information and resources, see the Columbia College Alcohol and Other Drugs Policy.

Tobacco-Free Policy

Columbia College Policy - The following policy goes into effect on August 21, 2017.  Columbia College values and is concerned for the health and well-being of its students, employees and visitors. The College is committed to providing a healthful and productive educational and employment environment for members of the College community. Consistent with this commitment and in the interest of the general health and welfare of the College community, the College prohibits the use of all tobacco products and related devices on all College property and premises.  For more information, see the Columbia College Tobacco-Free Policy.

Non-Discrimination

Columbia College Policy - Discrimination, harassment, and retaliation on the basis of protected status (see Notice of Non-Discrimination and Equal Opportunity for a definition of "protected status") are strictly prohibited. Persons who engage in such conduct are subject to discipline up to and including termination or dismissal.  For more information, see the Columbia College Non-Discrimination and Equal Opportunity Policy and Complaint Resolution Procedure.

Columbia College Policy Library

Columbia College Policy - The policies set forth in the Online Policy Library are the current official versions of College policies and supersede and replace any other existing or conflicting policies covering the same subject matter.  The Online Policy Library is currently under construction with new policies being added on a frequent basis and the policies currently listed are not comprehensive of every College policy.  Questions regarding the Online Policy Library should be directed to the Office of the General Counsel.  For more information on policies applicable to students, see Student Policies.  For more information on policies applicable to the entire Columbia College community, see College-Wide Policies.

ADDITIONAL CAMPUS POLICIES

Course Evaluations - All students are encouraged to complete the online course evaluations. Students are notified by way of CougarMail when the evaluations are available. The evaluations are used to help instructors improve their teaching techniques. They are reviewed carefully by the Evening Campus Director, Assistant Director, and several AHE Administrators. Student should know that all responses are completely confidential, instructors only view results after grades are posted. Your input is valued and appreciated.

Late graded assignment/activity policy - All graded assignments or activities are due when stated in the syllabus or by the instructor. Graded assignments or activities submitted after the stated due date/time will not receive any credit unless the instructor has specifically stated that full or partial credit may be awarded to late submissions.

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