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

COURSE SYLLABUS

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 358 A
 
Course Title: Teaching Mathematics in the Elementary School
 
Semester Credit Hours: 3
 
Class Day and Time: Mon 
5:30 PM-8:30 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.  

 

Catalog Description

This course focuses on methods and materials for teaching elementary school mathematics. The purpose of the course is to help pre-service teachers become confident in their ability to do mathematics so that they can do the same for their future students. Specific emphasis is given to trends and issues in mathematics education, including state and national recommendations. In addition, issues pertaining to lesson planning and implementation, assessment, integration of appropriate models, mathematics connections, and the use of technology are explored. Includes field experience of 15 hours. Prerequisites: EDUC 300 or EDUC 505 and admission to the Teacher Certification Program. $40 lab fee.

Prerequisites/Corequisites

Prerequisites: EDUC 300, or EDUC 505; and admission to the Teacher Certification Program.

Text

Elementary and Middle School Mathematics 9th edition
Author: Van de Walle, John A. (Pearson)
ISBN: 9780134046952

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 content knowledge and ability to use multiple subject specific methodologies for specific instructional purposes to engage students. (1.2)
  3. Demonstrates understanding of how to engage students in the methods of inquiry and research in his or her respective discipline. (1.3)
  4. Knows and identifies child/adolescent developmental stages and uses this knowledge to adapt instruction. (2.1)
  5. Applies knowledge of the theory of learning in all aspects instructional design. (2.3)
  6. Recognizes diversity and the impact it has on education. (2.4)
  7. Can plan learning activities to address students’ prior experiences, learning styles, multiple intelligences, strengths, and needs in order to positively impact learning. (2.5)
  8. Demonstrates an understanding that instruction should be connected to students’ prior experiences and family, culture, and community. (2.6)
  9. 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)
  10. Understands how to select appropriate strategies for addressing individual student needs in meeting curriculum objectives. (3.2)
  11. Understands the concept of differentiated instruction and short- and long-term instructional goal planning to address student needs in meeting curriculum objectives. (3.3)
  12. 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)
  13. Demonstrates knowledge of current instructional resources to support complex thinking and technological skills. (4.2)
  14. Can demonstrate knowledge of strategies for facilitating multiple configurations for student learning including cooperative, small group and independent learning. (4.3)
  15. 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)
  16. Demonstrates competence in managing time, space, transitions, and activities to create an effective learning environment. (5.2)
  17. 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)
  18. Understands the importance of and develops the ability to use effective verbal and nonverbal communication techniques. (6.1)
  19. Develops skills in using a variety of technology media communication tools. (6.4)
  20. Has knowledge of the development, use, and analysis of formal and informal assessments. (7.1)
  21. Develops a knowledge base of assessment strategies and tools, including how to collect information by observing classroom interactions and using higher order questioning, and uses analysis of the data to determine the effect of class instruction on individual and whole class learning. (7.4)
  22. 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)
  23. Identifies and understands the use of an array of professional learning opportunities including those offered by educator preparation programs, school districts, professional associations, and/or other opportunities for improving student learning. (8.2)
  24. 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)
  25. 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

Topic:

  1. Introduction to the course, a brief history of mathematics education and a peek into the mathematics classrooms of today
  2. Teaching mathematics in the era of the NCTM Standards and the Common Core
  3. Exploring what it means to do mathematics and developing understanding in mathematics
  4. Teaching and planning in the problem-based classroom
  5. Building assessment into instruction
  6. Teaching mathematics equitably to all children
  7. Technology and school mathematics
  8. Developing early number concepts and number sense
  9. Developing meanings for the operations
  10. Helping children master the basic facts
  11. Whole-number place-value development
  12. Strategies for whole-number computation
  13. Computational estimation with whole numbers
  14. Algebraic thinking: generalizations, patterns, and functions
  15. Developing fraction concepts
  16. Computation with fractions
  17. Decimal and percentage concepts and decimal computation
  18. Proportional reasoning
  19. Developing measurement concepts
  20. Geometric thinking and geometric concepts
  21. Concepts of data analysis
  22. Exploring concepts of probability

Other required readings

Principles and Standards for School Mathematics (PSSM)
Author: National Council of Teachers of Mathematics (NCTM)
Available online at www.NCTM.org  (120 day free access)

Common Core Standards for Mathematics

Author: The National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO)

Available as an app for smart phones and online at ttp://www.corestandards.org/Math

Technical Requirements

  • 256 MB of free RAM

  • 20 MB free disk space

  • 28.8 kbps Internet connection

  • Speaker and Microphone, headsets are preferred

  • Web Camera

Instructional Methods

The instructional methods include lecture, small group work, and individual exploration. We will have the opportunity to explore mathematics through the use of mathematical manipulatives, children's literature and technology, such as the calculator, software programs, online manipulatives and applets, and apps for the tablet and IOS devices.

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 if outstanding hours and paperwork have not been completed expediently, a failing grade for this course will be issued.

Graded Activities

Field Experience Assignments6 @ 25 points each = 150 Points
Description -

Students are expected to complete 15 hours of observation in an elementary classroom during a period when mathematics is being taught. As part of this observation, you will have specific tasks to complete. Each of these tasks is worth 25 points. These tasks come from the Reed and Bergemann text.

  1. pg. 172 Form 6: Coding System - Type and Tally of Student-Teacher Interactions.
  2. pg. 174 Form 7: Observation Form for Examining Questions
  3. pg. 176 Form 8.1: Checklist for Determining Teaching Style
  4. pg. 177 Form 8.2: Checklist for Examining Teaching Practices Which Accommodate Diversity of Learning Styles
  5. pg. 187 Form 15: Form for a Classroom Map
  6. pg. 192 Form 17: Checklist to Determine Student Assessments in the Classroom

For each completed form, you will write a 2-3 paragraph reflection on what you learned.

Method of Evaluation -

The forms and reflections will be graded for completion.

 
Children’s Literature and Math Lesson100 Points
Description -

You will design a 50-60 minute lesson that integrates children’s literature with a mathematics concept(s). Each student should choose a different piece of children’s literature, so; let me know your choice as soon as you make it. You will be required to reflect on your lesson and presentation, and make suggestions for improvement. You will need to present a shortened version of your lesson to your classmates (15 minutes or so). You will reflect on your lesson and presentation using CC reflection form. 

Method of Evaluation -

I will grade this lesson using the first part of the Lesson plan evaluation for FE Supervisor. 

lesson = 75 points
reflection =  15 points
presentation = 10 points

 
Technology Lesson100 Points
Description -

You will design a 50-60 min lesson that integrates technology to enhance the teaching of a mathematics concept(s). The lesson plan must follow the CC lesson plan format. You may choose the concept and the type of technology. Some suggestions are calculators, online software or applets, LOGO, Geogebra, iPad apps or built-in applets for the Smart Board. You may not present the same lesson as another student in the class, so; let me know your choice as soon as you make it. You will need to present the highlights of lesson in class to your classmates (5 minutes or so). You will reflect on your lesson and presentation using CC reflection form. 

Method of Evaluation -

I will grade this lesson using the first part of the Lesson plan evaluation for FE Supervisor. 

lesson = 75 points
reflection =  15 points
presentation = 10 points

 
MCTM Paper100 Points
Description -

Two articles from: Teaching Children Mathematics. You will write a 2-4 page paper that addresses the following:

1. The Math Practices: While reading the articles, look for the Mathematical Practices from the Common Core State Standards (CCSS). Explicitly describe instances or occurrences in these articles that you believe address one or all of these practice standards. Clearly explain why you think so.

2. The Math Content: While reading the articles, look for the mathematical content domains/standards from the CCSS. Explicitly describe instances or occurrences in the articles that you believe addresses one or all of these content domains. Clearly explain why you think so.

3. Your Perspective: Would you recommend these articles to other preservice teachers? Why or why not? What (if anything) did you learn? Describe the professional development opportunities that you feel were made available to you (and other preservice teachers) by reading these articles.

Note: This paper should contain a reference list, which includes information about the articles you read. Use APA style.

Method of Evaluation -

This paper will be graded based on inclusion of all aspects as described.  Poor grammar, spelling or content may result in a deduction of points.  You must follow APA style.

 
Exams2 @ 145 points each = 290 Points
Description -

You will be expected to complete two exams each worth 145 points. The first will cover the material in the first four weeks of the course and the second the material covered in the second four weeks of class. The questions on the exams will relate to both the readings, discussions and activities for those weeks. 

Method of Evaluation -

Tests will be scored for accuracy of knowledge, application and evaluation.

 
Online Discussions16 @ 10 points each = 160 Points
Description -

You will be expected to participate in 2 weekly discussions.  These discussions will relate to the readings and activities both inside and outside of class that completed during that week. 

Method of Evaluation -

The expectations for discussions are provided in a separate document. Each of these discussions is worth 10 points.

 

Grading Scale

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

Additional Information / Instructions

EDUC 358 Total Possible Points: 900

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 up from .5% and up, to the next whole number.

Your grade will be calculated by dividing the total points you earn in the course by the total points that are possible and then applying the Grading Scale above. Extra credit will not be provided, nor will grades be assigned based on a curved distribution.

This class will be conducted in an inquiry seminar format. Each week we will discuss different aspects of teaching, typically based on unanswered questions from the week before in addition to the topic scheduled. Students will take turns sharing their experiences in the field, and any challenges will be put forward to the group for collaborative problem solving. In addition, we will be discussing two books this semester (Teach and A Guide to Observation, Participation, and Reflection in the Classroom) and students will be expected to read the assigned chapters prior to class. Occasionally an article or reading will be assigned, or students will be asked to find information outside of class to bring into the in class problem solving process. The discussions and readings will provide critical knowledge to incorporate into all the various assignments. Also, being prepared for class is a key criterion of professional dispositions.

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 misspelling, 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 grade by a minimum of one letter grade. Assignments must have student's and assignment's name on the Title Page in order for the assignment 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 course 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 change.

Schedule of Activities and Assignments

Week 1
Introduction to the Course and Teaching Mathematics in the 21st Century and Exploring What it Means to Know and Do Math and Teaching Through Problem Solving
Activities:

Students will learn about the history of mathematics education, the National Council of Teachers of Mathematics, the Common Core Standards and the State Standards. Students will learn about what it means to know and do mathematics.

Reading:
  • Van de Walle: Chapters 1-3
  • Familiarize yourself with the Principle and Standards for School Mathematics (PSSM) and the Common Core Standards (CCS)
Assignments:
  • Discussion Question 1
  • Discussion Question 2
 
Week 2
Planning in the Problem-Based Classroom, Building Assessment into Instruction, Teaching Math Equitably to All Children and Using Technology Tools
Activities:

Students will learn about mathematical problem solving.  Students will learn about assessing mathematics.  Students will learn how to teach in a manner that is equitable to all children and learn how to incorporate technology to aid in the teaching and learning of mathematics.

Reading:
  • Van de Walle: Chapters 4-7
Assignments:
  • Field Experience Paper #1 and Form 6
  • Discussion Question 1
  • Discussion Question 2
 
Week 3
Number and Operations
Activities:

Students will learn about how to develop early number concepts and number sense in children.  Students will learn how to develop meanings for operations.  Students will learn how to develop children master the basic facts and develop whole-number place-value concepts.

Reading:
  • Van de Walle: Chapters 8-11
Assignments:
  • Field Experience Paper #2 and Form 7
  • Discussion Question 1
  • Discussion Question 2
 
Week 4
Technology Lessons and Midterm and Developing Strategies for Computations
Activities:
  • Students will present their technology lessons.
  • Students will learn how to develop strategies for addition, subtraction, multiplication and division computation.
Reading:
  • Van de Walle: Chapters 12-13
Assignments:
  • Technology Lesson Plan and Presentation
  • Field Experience Paper #3 and Form 17
  • Discussion Question 1
  • Discussion Question 2
Examinations:
  • Mid-Term Exam 
Additional Notes:

Class will not meet Wednesday November 23 due to the Thanksgiving holiday. The make-up day is Friday November 18.

 
Week 5
Algebraic Thinking and Developing Fraction Concepts
Activities:

Students will learn algebraic thinking skills: generalizations, patterns, and functions. Along with developing fraction concepts

Reading:
  • Van de Walle: Chapters 14-16
Assignments:
  • Technology Lesson Reflection
  • Field Experience Paper #4 and Form 8.2
  • Discussion Question 1
  • Discussion Question 2
Additional Notes:

Class will not meet Wednesday November 23 due to the Thanksgiving holiday. The make-up day is Friday November 18.

 
Week 6
Decimals, Percents, Proportional Reasoning, and Geometry Concepts
Activities:

Students will learn about decimals and percents. Students will learn about proportional reasoning, measurement concepts, geometric thinking and geometric concepts.

Reading:
  • Van de Walle: Chapters 17-20
Assignments:
  • Field Experience Paper #5 and form 8.1
  • Discussion Question 1
  • Discussion Question 2
 
Week 7
Children Literature Lessons
Activities:

Students will be presenting their Children's Literature Lesson

Assignments:
  • MCTM Paper
  • Children Literature Lesson Plan and Presentation
  • Field Experience Paper #6 and Form 15
  • Discussion Question 1
  • Discussion Question 2
 
Week 8
Probability, Data Analysis, Exponents, Integers and Real Numbers
Activities:

Students will learn about how to teach concepts related to probability, data analysis, exponents, integers, and real numbers.

Reading:
  • Van de Walle: Chapters 21-23
Assignments:
  • Children Literature Lesson Plan Reflection
  • Discussion Question 1
  • Discussion Question 2
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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