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


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 360 A
Course Title: Teaching Mathematics in Middle and Secondary School
Semester Credit Hours: 3
Class Day and Time: Wed 
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 is designed to not only encourage pre-service teachers to explore aspects of teaching mathematics, but also to enhance pre-service teachers’ content knowledge of “school” mathematics. Considerable emphasis is placed on exploring multiple ways to make mathematics comprehensible to all of their future students. 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.


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


Teaching Secondary and Middle School Mathematics
Author: Brahier, Daniel (Taylor & Francis)
ISBN: 9781138922785

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

Other Required Course Materials:

  • TI-84 Plus Graphing Calculator Texas Instruments. Douglas Stewart Co. Publishing.
  • Desmos (free online grapher--
  • GeoGebra (free online interactive geometry software -
  • Common Core Standards for Mathematics

Instructional Methods

The instructional methods will include lecture, small group work, and individual exploration.? We will have the opportunity to explore mathematics and the teaching of mathematics through the use of technology, such as the calculator, spreadsheets, geometric software programs and various online resources.

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.

Graded Activities

Field Experience Assignments (4 @ 25 points)100 Points
Description -

Field Experience Assignments

Students are expected to complete 15 hours of observation in a middle or secondary mathematics classroom. As part of this observation, you will have specific tasks to complete. Each of these tasks is worth 25 points. 

One of these four assignments is due on Week 2, 4, 6 and 8 by midnight on Saturday of that week.  Place them in the dropbox in D2L.

  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

Complete each of the forms and write a 2-3 paragraph reflection on what you learned for each task.

Method of Evaluation -

15 points for the form
10 point for the reflection paragraphs = 25 points

Integrated Lesson, Presentation, and Reflection100 Points
Description -

You will design a 50-60 min lesson that integrates mathematics, technology and at least one other subject areas (i.e. science, engineering, literature, etc). The lesson plan and reflection must follow the CC lesson plan format. Students may choose the concept and the type of technology. Some suggestions are calculators, online software or applets, Desmos, Geogebra, iPad apps or built-in applets for the Smart Board. You will need to present a shortened version of this lesson during class. I will grade this lesson, the presentation and reflection using the lesson plan rubric and scoring guide. I will also grade your reflection and presentation to your classmates. (lesson = 70 points, presentation = 10 points, reflection = 20 points)


*In addition to teaching this lesson to our class, you will need to teach a lesson in the classroom you are observing.? It may be that you could teach this lesson, or part of this lesson, but you will need to clear that with your coordinating teacher.

Method of Evaluation -

CC Field Experience Rubric and corresponding scoring sheet.

Online Discussion (6 @ 25 points each)150 Points
Description -

Weekly (weeks 1-3 and 5-7) online discussion posts are objective academic exercises. Discussion questions are structured around the readings and activities for each week, but you may be expected to incorporate information from secondary sources into your answers on occasion. Your postings should be original, relevant observations of the assigned topic(s). You are expected to read your classmates’ postings and respond to them. Simply rephrasing the textbook or another student’s post is not acceptable. All responses should be original and relevant to the assigned topic. While discussion postings are informal, they should be intelligible and effectively communicate your idea(s). Please pay attention to use of capitalization and avoid misspellings, incomplete sentences, and other violations of grammatical rules.

Method of Evaluation -

To receive full credit, you must post a minimum of three times throughout the week, and on at least three separate days. Once you have posted your initial response, read your classmates’ posts and respond to a minimum of two posts. Your responses to your classmates do not have to be as thorough as your initial posts, but they must be substantive, thought provoking, and contribute to the topic and conversation in a meaningful way. Your initial post must be submitted by 11:59 pm CT on Wednesday of each week. Responses are due 11:59 pm CT on Saturday of each week.

In-Class Discussions (8 @ 25 points each)200 Points
Description -

You will be expected to participate in weekly class discussions during our virtual meeting time on Wednesday nights. These discussions will relate to the readings and activities both inside and outside of class that are completed during that week. The expectations for discussions are that you are engaged, prepared and have an appropriate attitude. Each of these discussions is worth up to 25 points. A rubric for in-class discussions is provided separately.

Method of Evaluation -

A rubric for in-class discussions is provided separately.

Explorations (6 @ 25 points points each)150 Points
Description -

During weeks 1-3 and 5-7 you be asked explore/research topics related to mathematics education. You will thoroughly complete the activity assigned and submit your typed responses in the dropbox. Each of these explorations will be worth 25 points. These assignments are due by Saturday at midnight of the week they are assigned.

Method of Evaluation -

These assignments will be graded for completeness and also on grammatical and spelling accuracy.

Exams (2 @ 150 points each)300 Points
Description -

You will have two exams. The first exam will be the midterm.? This will cover the readings and activities from the first four weeks of the session. The final exam will cover the readings and activities from the second four weeks of the session.? Each exam is worth 150 points.

Method of Evaluation -

Each exam will be graded for completeness and accuracy.


Grading Scale

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

Additional Information / Instructions

EDUC 360 - Total Points Possible 1,000

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 - Jan. 4, 2017
What Does It Mean to

Mathematics as a Process,

Principles of Mathematics Education, and Learning Theories, and

Psychology in Mathematics Education (part 1)


Chapter 1, 2, and 3 (part 1)
pg. 1-64


Online Discussions

Discussion Questions and Activities pg. 31-32 #1, 7, pg. 49-50 #3

In-Class Discussions

How Would You React pg. 12,
How Would You React pg. 37,
Discussions and Activities pg. 49-50 #2,
How Would You React pg. 54


Discussion Questions and Activities pg. 31-32 #8



Week 2 - Jan. 11, 2017
Mathematics Curriculum and Planning

More on Learning Theories and Psychology in Mathematics Education,

and Standards, Objectives, and Resources


Chapter 3 (part 2) and 4


Online Discussions

Discussion Questions and Activities pg. 83-84 #1, 3

In-Class Discussions

Discussion Questions and Activities pg. 83-84 #6

How Would You React pg. 90,

Discussions and Activities pg. 129-130 #2


Discussion Questions and Activities pg. 83-84 #2



Additional Notes:

Field Experience Assignment #1 is due

Week 3 - Jan. 18, 2017
Mathematics Curriculum, Planning and Teaching

Planning for Instruction and

Teaching and Learning: Tasks, Learning Environment, and Discourse


Chapter 5 and 6
pg. 131-201


Online Discussion

Discussion Questions and Activities

pg. 164-165 #9, 10 pg. 200-201 #2, 3

In-Class Discussion

How Would You React?

pg. 137, pg. 179

Discussion Questions and Activities

pg. 200-201 #5


Discussion Questions and Activities

pg. 164-165 #1



Week 4 - Jan. 25, 2017
Review and Midterm

Review chapters 1-6 and midterm.


Revisit Chapters 1-6.


In-Class Discussion

Big ideas from each chapter (1-6).


Midterm over Chapters 1-6

Additional Notes:

Field Experience #2 is due

Week 5 - Feb. 1, 2017
Mathematics Teaching (Continued)

Teaching and Learning: Tools and Technology

Teaching Number Sense and Algebra

Teaching Geometry, Statistics/Probability, and Discrete Mathematics (part 1)


Chapter 7, 8, and 9 (part 1)

pgs. 202-280


Online Discussion

Discussion Questions and Answers

pg. 228 #6, 9 pg. 256-257 #4

In-Class Discussion

How Would You React?

pg. 233, pg. 263

Discussion Questions and Answers

pg. 228-229 #1, pg. 257-257 #2


Discussion Questions and Answers

pg. 256-257 #7



Week 6 - Feb. 8, 2017
Mathematics Teaching and Assessment in Mathematics

Teaching Geometry and Statistics/Probability, and Discrete Mathematics (part 2)

Assessment: Purposes and Strategies

Assessment: Standards, Homework, and Grading (part 1)


Chapter 9 (part 2), 10, 11 (part 1)

pgs. 281-349


Online Discussion

Discussion Questions and Activities

pg. 296 #3,5, pg. 335-336 #1,2

In-Class Discussion

Discussion Questions and Activities

pg. 296 #1, pg. 335-336 #5

How Would You React?

pg. 309, pg. 342


pg. 296 #6,7



Additional Notes:

Field Experience Assignment #3 due

Week 7 - Feb. 15, 2017
Assessment in Mathematics and Meeting Individual Student and Teacher Needs

Assessment: Standards, Homework, and Grading (part 2)

Managing a Mathematics Classroom

The Teacher of Mathematics in the School Community


Chapter 11 (part 2), 12, 13

pgs. 350-428


Online Discussion

Discussion Questions and Activities

pg. 365-366 #4,9, pg. 401-402 #6, pg. 427-428 #5,8

In-Class Discussion

How Would You React?

pg. 376, pg. 409

Discussion Questions and Activities

pg. 401-402


Research professional learning communities (PLCs)/Teacher Learning Cadres (TLCs).  Find out what they are, what purpose they serve, and characteristics of ones that are successful.  Write up your findings and then give your personal opinion on whether you think they are important and whether you would want to be involved in one.



Additional Notes:

Integrated Lesson Plan Due

Week 8 - Feb. 22, 2017
Lesson Presentation and Finals

Integrated Lesson Presentations (short version of lesson)

Review for Final



Revisit Chapters 7-13


In-Class Discussion

Big Ideas from chapters 7-13



Additional Notes:

Field Experience Assignment #4 Due

Lesson Presentations


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.

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.

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.

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.

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.


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.

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.

Bookstore Information

Columbia College Policy - As part of Truition, students will receive their course materials automatically as described below. 

eText Information

If a course uses an eText, (see Textbook information above) the book will be available directly in Desire2Learn (D2L) and through the VitalSource eText reader the Friday before the session begins, if registered for courses prior to that date.  Students will have a VitalSource account created for them using their CougarMail email address.  Upon first login to VitalSource, students may need to verify their account and update their VitalSource password.  More information about how to use the VitalSource platform, including offline access to eTexts, can be found in D2L.  Students that would like to order an optional loose-leaf print-on-demand copy of eligible eTexts can do so through the VitalSource Bookshelf at an additional cost.  Once orders are placed, it can take approximately five to seven business days for students to receive their print-on-demand books.

Physical Course Materials Information

Students enrolled in courses that require physical materials will receive these materials automatically at the address on file with Columbia College.  Delivery date of physical materials is dependent on registration date and shipping location.  Please refer to confirmation emails sent from Ed Map for more details on shipping status.

Returns:  Students who drop a course with physical course materials will be responsible for returning those items to Ed Map within 30 days of receipt of the order.  More specific information on how to do so will be included in the package received from Ed Map.  See here for Ed Map's return policy.  Failure to return physical items from a dropped course will result in a charge to the student account for all unreturned items.

Students who opt-out of having their books provided as part of TruitionSM are responsible for purchasing their own course materials.  Visit for details.


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.

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.

Technical Support

Columbia College Policy - If you have problems accessing the course or posting your assignments, contact your instructor, the Columbia College Technology Solutions Center, or the D2L Helpdesk for assistance.  If you have technical problems with the VitalSource eText reader, please contact VitalSource.  Contact information is also available within the online course environment.

        - Columbia College Technology Solutions Center:, 1-800-231-2391 ext. 4357

        - D2L Helpdesk:, 1-877-325-7778

        - VitalSource:, 1-855-200-4146


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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