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


17 / FALL2 - Late Fall 8-week Session

Course Syllabus

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Course Syllabus
17 / FALL2 - Late Fall 8-week Session
Evening Campus
1001 Rogers Street
Columbia, MO 65216
(800) 231-2391

Course Prefix and Number: EDUC 298
Course Title: Field Placement II
Semester Credit Hours: 3
Class Day and Time: Thu 
4:00 PM-4:50 PM
Additional Notes:

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. 

Thursday November 23rd is Thanksgiving, Columbia College will be closed. Make-up day will Friday December 1st.  


Catalog Description

Students, under the guidance of college supervisors and classroom teachers, expand their knowledge of teaching through observation and participation in classroom activities. Successful completion of 15-45 clock hours in a mid-level field placement plus attendance at a weekly seminar is required. (Number of hours required is determined by course enrollment.) The student will explore student learning and success in the classroom. Students will become familiar with the ISTE standards for technology education and connect the standards to their field experience. Prerequisite: EDUC 198. $40 lab fee.


EDUC 198


A Guide to Observation, Participation, and Reflection in the Classroom 5th edition
Author: Reed, A. & Bergemann, V. (McGraw-Hill)
ISBN: 9780072985535
Category/Comments - NO LONGER REQUIRED
Engaging Students with Poverty in Mind: Practical Strategies for Raising Achievement
Author: Jensen, E. (ASCD)
ISBN: 9781416615729
The Classroom Teacher’s Technology Survival Guide
Author: Johnson, D. (Willey)
ISBN: 9781118024553

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. (1.1)
  2. Demonstrates understanding of diverse cultural perspectives by creating and implementing lessons to introduce those perspectives, recognizing the potential for bias. (1.5)
  3. Can plan learning activities to address students’ prior experiences, learning styles, multiple intelligences, strengths, and needs in order to positively impact learning. (2.5)
  4. Demonstrates an understanding that instruction should be connected to students’ prior experiences and family, culture, and community. (2.6)
  5. Understands how to select appropriate strategies for addressing individual student needs in meeting curriculum objectives. (3.2)
  6. 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. (4.1)
  7. Demonstrates knowledge of current instructional resources to support complex thinking and technological skills. (4.2)
  8. 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)
  9. Understands the importance of and develops the ability to use effective verbal and nonverbal communication techniques. (6.1)
  10. Develops sensitivity to differences in culture, gender, intellectual, and physical ability in classroom communication and in communication with families. (6.2)
  11. Develops skills in using a variety of technology media communication tools. (6.4)
  12. Understands strategies for reflecting on teaching practices to refine their own instructional process in order to promote the growth and learning of students. (8.1)
  13. Is knowledgeable of and demonstrates professional, ethical behavior and is aware of the influence of district policies and school procedures on classroom structure. (8.3)
  14. 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. (9.2)
  15. Recognizes the importance of developing relationships and cooperative partnerships with students, families and community members to support students’ learning and well-being. (9.3)

Special Course Requirements

  • Professional responsibilities of the field experience student
  • Reviewing of processes for observation and self-reflection
  • Comparing and contrasting school organization contexts; identifying the implications for teaching practices and student learning
  • Problem-solving issues surrounding ethical obligations, collaboration, and accountability
  • Complexities of student development and diversity
  • Design of instruction and assessment to meet the needs of all students
  • Implementation of instructional scaffolding through student progress monitoring, effective use of technology, and evidence-based instructional practices
  • Learning challenges and systems of support: problem-solving models to meet student needs
  • Inquiry processes to improve teaching and learning; action research
  • Collaboration with parents/guardians and community agencies
  • Use and apply the concept of reflective thinking in reflection of field experience, observation and work with students in writing a reflection concerning each class visit
  • Design a technology enhanced lesson plan

Instructional Methods

During the eight weeks of this course, the following instructional methodology will be employed:

  • Active participation
  • Small/large group discussion
  • Lecture
  • Guest speakers
  • Student-led discussions and presentations

Out of Class Activities

Field Experience: The completion of 15 clock hours of field experience in the assigned placement is required for a final grade in this course. Failure to complete up to half of the field experience hours 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 be completed expediently, at the discretion of the cooperating teacher. If more than half of the field experience hours have not been completed or if outstanding hours have not been completed expediently, a failing grade for the course may be issued. Note: Other information about the field experience will be shared in Content.

Field Experience School Site Procedures:  Students must follow school district/building policy for signing in and out and wearing identification. Students are expected to arrange field visits according to the field experience school’s schedule and at a time the cooperating teacher desires.  Professional dress is required at all times while at the school.  You may complete more than the minimum required number of hours if it is agreeable with your cooperating teacher and the field experience school.  If you must miss a scheduled observation time, you must contact your teacher as soon as you know you will need to miss.  You will need to agree upon a way for you to contact the teacher; such as, telephone, email, text, etc.  PLEASE NOTE:  Additional professional guidelines applicable to class and to your field experience will be presented and discussed in class.

Graded Activities

Professionalism and Participation10 Points
Description -

Students’ professionalism and participation will be evaluated both during class and throughout the field experience.  Information will be given in class.

Method of Evaluation -


Observation Responses2@ 35 points each = 70 Points
Description -

 You will be required to complete various “observation responses” during the semester.  Each relates to a form from the Guide to Observation book. In addition to completing each section of the Form, you will write a reflection.  /the reflection should be a minimum of 3 pages, must be typed and double-spaced, and must contain a section applying a minimum of 3 Mo Teaching Standard(s) to which your response(s) connect(s) and explaining why that/those standard(s) apply (ies) to the observation.  Assigned observation responses will include but not be limited to the following:

Response A.  Using FORM 9, observe your teacher teaching two lessons and record examples for each of the various components listed on FORM 9.  Respond to each section of the form; then write your reflection.  You will use two copies of Form 9.  Your reflection should answer the following questions: Do you see all of the different components described? If not, why do you think this is so? Are there some components that occur more frequently than others?  If so, why do you think this happens?  You should include 2 other points of reflection/learning as they occur to you as you reflect on this observation/assignment.  Respond to all sections on FORM 9.  Retype Form if necessary.

Response B.  Using FORM 11 rate your cooperating teacher on each principle.  Describe specific teacher behaviors in 5 of the 10 principles rated and apply a minimum of one Mo Teaching Standards to each of the 5 principles you have chosen.

MoPTA Task 1.235 Points
Description -

TASK 1.2.1, 1.2.2, and 1.2.3 require you to study the resources and procedures used in the classroom you are observing and complete the forms provided to record the information and write a narrative description according to the writing prompts provided for 1.2.1.  Second you will create a student interest inventory and give it to the students in your field placement class.  The information from the inventories will be used to describe the students in the writing prompt for 1.2.2.  Third, you will create a letter, PowerPoint, or some form of communication to introduce yourself to the students and parents of your field class according to the rubric and prompts for 1.2.3.

Field Experience
Description -

Successful completion of your assigned field experience placement is a requirement of this class before a satisfactory grade can be recorded.  This requirement includes completing the required minimum number of hours assigned, turning in your attendance blue sheet signed by your cooperating teacher for each date of attendance for the required minimum number of hours assigned, a completed and signed cooperating teacher evaluation, and your evaluation of your field experience.  PLEASE NOTE: These are requirements of the field experience.  A satisfactory grade and credit for the class cannot be assigned until these items have been submitted.   

Field Experience/Mo Teaching Standards Application Journal50 Points
Description -

The student will complete a daily journal of observation/activities and Mo Teaching Standards Applications.  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 will include specific observations of students and the effectiveness of strategies and interventions used.  Additionally, the student should list and explain no less than 2 Mo Teaching Standard to observations and experiences for the day; for example, effectiveness of an instructional strategy, classroom management, etc.  

The heading of each daily entry should include the day, date, and time of each observation.  Example: Monday, August 25, 2015, 11 a.m. to 2 p.m.  There should be two parts to each daily entry labeled as follows: (1)Observation/Activities; (2) Mo Teaching Standards Applications

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/grade/subject 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 double spaced, in 12-point font, free of any spelling, grammar, punctuation, and typographical/proofreading errors. 

Field Experience Final Reflection/Synthesis Summary Paper35 Points
Description -

The student will type a three page (minimum) reflection paper including the analysis and synthesis of the field experience.  It should include an evaluation of personal knowledge acquired, skills and competencies learned as well as how this experience will contribute to overall personal potential for success in teaching.  Application to a minimum of 5 different Mo Teaching Standards/Quality Indicators should be referenced and explained from the field experience.  This paper should include a cover page, an introduction, and conclusion and be typed, double spaced using complete sentences and free of any spelling, grammar, punctuation, and typographical/proofreading errors.

Method of Evaluation -


Personal Resume35 Points
Description -

Students will write their personal resume.  Specific guidelines will be given in class.

Method of Evaluation -


Jensen Book--Engaging Student with Poverty in Mind Assignments6 @ 10 points each = 60 Points
Description -

Students will summarize each reading assignment and apply the information to classroom teaching.  Specific guidelines will be given in class.

Method of Evaluation -


Mo Teaching Standard Assignments7 @ 10 points each = 70 Points
Description -

Weekly assignments will be given to identify and apply Mo Teaching  Standards and Quality Indicators.  Specific guidelines will be given in class.

Weekly Class Assignments8 @ 5 points each = 40 Points
Description -

Specific guidelines for each assignment will be given in class when assigned.


Grading Scale

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

Additional Information / Instructions

EDUC 298 Total Points Possible 405
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
Getting Started
  • Introductions
  • Syllabus
  • Dispositions
  • Field Experience Assignments Announced
  • The Seven Engagement Factors
  • The Rules for Engagement
  • Jensen, Chapters 1 and 2 
  • Johnson, Chapter 1
  • Weekly Class Activity 
  • Professionalism and Participation
Week 2
Engage for Positive Climate
  • Field Experience 
  • Professionalism
  • Dispositions
  • Mo Teaching Standard 1
  • MoPTA Introduction
  • Jensen, Chapter 3
  • Johnson, Chapters 2 and 3
  • Mo Teaching Assignment 1
  • Jensen Assignment
  • Weekly Class Activity 
  • Professionalism and Participation
Week 3
Engage to Build Cognitive Capacity
  • Field Experience
  • Mo Teaching Standards 1 & 2 Applications
  • MoPTA continued
  • Jensen Discussion
  • Jensen, Chapter 4
  • Johnson, Chapter 4
  • Mo Teaching Standard Assignment 1 and 2
  • MoPTA Assignment
  • Jensen Assignment
  • Weekly Class Activity 
  • Professionalism and Participation
Week 4
Engage for Motivation and Effort
  • Field Experience
  • Mo Teaching Standards 3 & 4 Applications
  • MoPTA continued
  • Resume Writing Instruction
  • Jensen Discussion
  • Jensen, Chapter 5
  • Johnson, Chapter 5
  • Mo Teaching Assignment 3 and 4
  • Observation Response A and Form 9
  • MoPTA Assignment
  • Jensen Assignment
  • Weekly Class Activity 
  • Professionalism and Participation
Week 5
Engage for Deep Understanding
  • Field Experience
  • Mo Teaching Standards 5 & 6 Applications
  • MoPTA continued
  • Jensen Discussion
  • Jensen, Chapter 6
  • Johnson, Chapter 6
  • Mo Teaching Standards Assignment 5 and 6
  • MoPTA Assignment
  • Jensen Assignment
  • Weekly Class Activity 
  • Professionalism and Participation
Week 6
Engage for Energy and Focus
  • Field Experience
  • Mo Teaching Standards 7 & 8 Applications
  • MoPTA continued
  • Jensen Discussion
  • Jensen, Chapter 7
  • Johnson, Chapter 7
  • Mo Teaching Standards 7 and 8 Assignment
  • MoPTA Assignment
  • Jensen Assignment
  • Resume
  • Weekly Class Activity 
  • Professionalism and Participation
Week 7
How to Automate Engagement
  • Field Experience
  • Mo Teaching Standard 9 Applications
  • Jensen Discussion
  1. Jensen, Chapter 8
  2. Johnson, Chapter 8
  • Mo Teaching Standard 9 Assignment
  • Field Experience/Mo Teaching Standards Application Journal
  • Signed Blue Time Card
  • Signed Cooperating Teacher Evaluation
  • Student Evaluation
  • Jensen Assignment
  • Weekly Class Activity 
  • Professionalism and Participation
Week 8
Wrapping Up
  • Field Experience
  • Mo Teaching Standard Review and Applications
  1. Jensen, Chapter 9
  2. Johnson, Chapter 9
  • Mo Teaching Standards Assignment
  • Field Experience Final Reflection/Synthesis Summary Paper
  • Observation Response B and Form 11
  • Weekly Class Activity 
  • Professionalism and Participation

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


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,

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.


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.


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.


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.


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.


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. 


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.


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.


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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