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

COURSE SYLLABUS

17 / SPRG2 - Late Spring 8-week Session

Course Syllabus

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Course Syllabus
17 / SPRG2 - Late Spring 8-week Session
Evening Campus
1001 Rogers Street
Columbia, MO 65216
(800) 231-2391

 
Course Prefix and Number: EDUC 380
 
Course Title: Diagnostic and Corrective Reading
 
Semester Credit Hours: 3
 
Class Day and Time: Thu 
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

The study of reading remediation. Students evaluate procedures and demonstrate understanding of standardized tests and informal assessments for diagnosis. Students formulate a theoretical base for choosing diagnostic tools, interpreting evaluative data and identifying corrective strategies. Prerequisites: EDUC 300 (or 505); EDUC 322 (or 580); or EDUC 331 (or 558); and admission to the Teacher Certification Program for full MAT or M.Ed status. Offered Spring.

Prerequisites/Corequisites

EDUC 300 (or 505); EDUC 322 (or 580); or EDUC 331 (or 558); and admission to the Teacher Certification Program for full MAT or M.Ed status.

Text

Understanding, Assessing and Teaching Reading A Diagnostic Approach 7th edition
Author: Michael F. Opitz and James A. Erekson (Pearson)
ISBN: 9780133831047
Qualitative Reading Inventory 6th edition
Author: Lauren Leslie and JoAnne Schudt Caldwell (Pearson)
ISBN: 9780134539409

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. Can create interdisciplinary lessons that are aligned with content standards. (1.4)
  5. Knows and identifies child/adolescent developmental stages and uses this knowledge to adapt instruction. (2.1)
  6. 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)
  7. Understands how to select appropriate strategies for addressing individual student needs in meeting curriculum objectives. (3.2)
  8. Understands the concept of differentiated instruction and short- and long-term instructional goal planning to address student needs in meeting curriculum objectives. (3.3)
  9. 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)
  10. Demonstrates knowledge of current instructional resources to support complex thinking and technological skills. (4.2)
  11. Can demonstrate knowledge of strategies for facilitating multiple configurations for student learning including cooperative, small group and independent learning. (4.3)
  12. 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)
  13. Demonstrates competence in managing time, space, transitions, and activities to create an effective learning environment. (5.2)
  14. 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)
  15. Has knowledge of the development, use, and analysis of formal and informal assessments. (7.1)
  16. Has knowledge of how data can be accessed, analyzed, and appropriately used to design instruction and improve learning activities.(7.2)
  17. Describes, explains, and analyzes a variety of self and peer assessment strategies, understands the need to prepare students for the demands of particular assessment formats, can set their own learning goals, and is able to teach students to set learning goals. (7.3)
  18. 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)
  19. Can explain ethical and legal implications of confidentiality of student records and can describe and analyze strategies to communicate student progress to students, families, colleagues, and administrators. (7.5)
  20. Demonstrates a capacity to engage in a collaborative classroom/department/school data analysis process. (7.6)

Special Course Requirements

Topical Outline

  • Structured observations and interviews
  • Using standardized tests scores
  • Identifying problem readers
  • Components and uses of the Informal Reading Inventory
  • Assessment of comprehension strategies
  • Assessment of word recognition and spelling strategies
  • Uses of corrective strategies for problem readers
  • The uses and misuses of miscue analysis

Instructional Methods

Effective diagnostic and correction reading instruction will be modeled, planned for, and practiced.  To do so, students will participate in cooperative learning groups, projects, administer informal and formal diagnostic procedures, and engage in problem-based learning, mini lectures, and a variety of authentic class work.

Out of Class Activities

Students are required to administer diagnostic reading instruments. It is the responsibility of enrollees in EDUC 380 to secure the necessary permissions.

Graded Activities

Web Research10 Points
Description -

Search the net to find information about the Nation's Reading Report Card, the National Assessment of Educational Progress. Write a 150-word summary telling which regions scored highest and lowest, and what improvements were made from four years ago. In your summary, be sure to answer the following questions: Where are the greatest difficulties found in trying to improve reading scores? What effect does computer use have on literacy? Do you think this factor is related to SES (socio-economic status)?

Method of Evaluation -

A Rubric

 
Interviews10 Points
Description -

Interview a school counselor or district test administrator to find out what reading assessments for different age levels are used. Some questions you might ask are: Are there any tests for visual and auditory perception available and who administers and interprets these tests?

Interview a teacher from any school, any level to find out what screening tools are used for vision and hearing tests at their school, as well as what reading tests are given in that teacher’s grade. Are the students tested every year? How is the resulting information used diagnostically?

Synthesize your interviews in a 2-page paper relating the new information to the practice of a classroom teacher.

Method of Evaluation -

A Rubric

 
Phonological Awareness Test5 Points
Description -

Administer the Phonological Awareness Test to a student, preferably a preschool-aged child, whose hearing falls within normal limits. Follow the directions given; score the results; and reflect on the experience. How could an instrument of this type relate to reading instruction? What would you recommend for your student after reviewing the results? The Phonological Awareness Test may be found on in your textbook. Be sure to reflect on what all the scores mean, in the context of what we have learned to date.

Method of Evaluation -

A Rubric

 
IRI20 Points
Description -

Administer the IRI found in Appendix B of the textbook.  Detailed directions for administering the instrument are found in chapter 8.  Submit a scored and completed summary sheet, which includes summary and reflection.

Method of Evaluation -

A Rubric

 
Cloze Procedure5 Points
Description -

Administer the Cloze Procedure located in your textbook, to an upper primary student of your choice. Compute the results of the Procedure, as described in your textbook. Submit the results and your reflections of your student’s independent, instructional, and frustration reading.

Method of Evaluation -

A Rubric

 
Lesson Plans5 @ 20 points each = 100 Points
Description -

Observe a reader informally. Utilizing your knowledge to date, write a week (5 days) of lesson plans for 30 minutes of daily reading instruction to address the needs of the observed reader. 

Method of Evaluation -

A Rubric

 
Standardized Tests20 Points
Description -

Choose 2 of the tests from the following list, familiarize yourself with the administration procedures, administer the test to a classmate(s), and teach the class how to utilize the instrument. Submit your written findings and outline for how you will teach the class.

  • Auditory Discrimination Test
  • Detroit Test of Learning Aptitude
  • Detroit Test of Learning Aptitude-IV
  • Gray Silent Reading Tests
  • K-ABC Assessment Battery for Children
  • Leiter-R
  • Metropolitan Readiness Test VI
  • Peabody Picture Vocabulary Test
  • Test of Auditory Processing Skills 3rd Edition
  • Test of Early Reading Ability II
  • Test of Early Written Language
  • Test of Reading Comprehension
  • Test of Visual Motor Integration
  • Test of Visual Perceptual Skills-Revised
  • Test of Written Language-III
  • Test of Written Spelling-IV
  • Wechsler Individual Achievement Test (WIAT)
  • WIAT-II
  • Woodcock-Johnson Achievement
  • Woodcock Reading Mastery-Revised
  • WPPSI-3
  • WRAT
Method of Evaluation -

A Rubric

 
CRP30 Points
Description -

This exam is designed as a synthesis for the theory and practice learned in this course. Choose a student who is experiencing reading difficulty (it may be a student with whom you have worked before). Diagnose this student’s reading difficulties, utilizing at least 3 different instruments, and determine a Comprehensive Reading Plan (CRP) to ameliorate these difficulties. One of the diagnostic tools must be the Quality Reading Inventory - 5 (QRI-5).

A CRP is analogous to an Individualized Education Plan, utilized with special education students; it is not a series of lesson plans. The CRP should include the diagnostic tests administered, their results, what corrective techniques you have decided to employ, and your reflections why you believe these techniques will be successful. When formulating your CRP, be sure to include your reading recommendations for the student’s total learning environment: reading class, classes in other subjects, the child’s home, and even environments outside of school and home. 

Note: An example of a CRP will be handed out, formatting will follow this example.

Method of Evaluation -

 A Rubric

 
Professionalism and Participation10 Points
Description -

Since a teacher's presence is integral to student success, points will be awarded per rubric

Method of Evaluation -

A rubric

 
Journal8 @ 10 points each = 80 Points
Description -

Using D2L Discussion, construct a journal to reflect, access and analyze about required readings, class discussions and other new information, relating the content your experiences. You will need to assimilate the information and speculate how you might, as a future teacher, apply it to the classroom. Minimum 300 word count.

Required 2 responses to classmates posts. 

 

Grading Scale

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

Additional Information / Instructions

EDUC 380 - Total Points Possible 290

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 required 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.

PLEASE NOTE:  The following assignments require diagnostic test administration using children.

  • Phonological Awareness
  • Midterm
  • Cloze Procedure
  • Final Exam

It is imperative to secure written permission from students’ families and teachers prior to administering any instrument.

Schedule of Activities and Assignments

Week 1
Introduction to a Diagnostic-Reading and Improvement Program
Activities:
  • Introduction
  • Syllabus
  • Discuss Methods found successful while teaching reading. If you have not taught before, share what you think might work best. Reflect on how you became a mature reader.
  • Make a list of all the characteristics you think a good teacher of reading should have in a diagnostic-reading and improvement program. Think of one of the best teachers you have ever had. Write down the characteristics of the teacher you remember best. Think of the worst teacher you have ever had. Write down the characteristics that you feel made him or her your worst teacher.
Reading:
  • Opitz: Chapters 1 and 2
  • Leslie: Sections 1 and 2
Assignments:
  • Participation
  • Journal
 
Week 2
Developing a Knowledge Base about Tests, Measurement, and Evaluation and Factors that Affect Reading Performance
Activities:
  • Discuss some of the important criteria that good tests must have.
  • Explain why cultural factors have been suggested as an explanation for why there are more boys with reading disabilities than girls.
Reading:
  • Opitz: Chapters 3 and 4
  • Leslie: Sections 3, 4, and 5
Assignments:
  • Participation
  • Journal
  • Web Research Paper
 
Week 3
Helping Children Achieve in Reading and Using Alternative Assessment Techniques
Activities:
  • Construct a workshop session focused on how children change as readers.
  • Construct 3 checklists
    • One for a reading skill to use for instruction
    • Two that uses a rating scale
    • Three that lists all the reading behaviors that you feel are important
Reading:
  • Opitz: Chapters 5 and 6
  • Leslie: Sections 5 and 6
Assignments:
  • Participation
  • Journal
  • Interviews
 
Week 4
Assessing and Teaching Early Literacy and Listening in on Students' Oral Reading
Activities:
  • Create a list of alphabet books that could be used to help children learn more about the alphabet.
  • Using the guidelines stated in textbook, develop a list of books that could be used to teach children about the different aspects of phonological awareness.
  • Choose a story from a reading program and make up comprehension questions for it, including literal, interpretive, and critical reading questions.
Reading:
  • Opitz: Chapters 7 and 8
  • Leslie: 7 and 8
Assignments:
  • Participation
  • Journal
  • Phonological Awareness Test
  • Standardized Tests
 
Week 5
Using Texts to Help Children Overcome Reading Difficulties and Helping Children Acquire and Apply Phonics
Activities:
  • In being interviewed for a second-grade teaching position, the committee has asked you to explain how you would use both basal readers and children's literature titles to teach reading. They are very sensitive to diversity. Construct your response.
  • Search for websites related to phonics. Select one website from your search that provides you with some additional information about phonics instruction. Be ready to share with class.
Reading:
  • Opitz: Chapters 9 and 10
  • Leslie: Sections 9 and 10
Assignments:
  • Participation
  • Journal
  • IRI
  • Standardized Tests
 
Week 6
Helping Children Acquire and Apply Vocabulary and Comprehend
Activities:
  • Develop a Word Wall activity to help children learn to read and spell.
  • How would you develop a recreational reading program in your classroom? What techniques and procedures would you use?
Reading:
  • Opitz: Chapters 11 and 12
  • Leslie: Sections 11 and 12
Assignments:
  • Participation
  • Journal
  • Cloze Procedure
  • Standardized Tests
 
Week 7
Learning Strategies and Study Skills in a Diagnostic-Reading and Improvement Program
Activities:
  • What is the role of graphic representations such as semantic maps in learning information?
  • If you were asked to conduct an opinion poll concerning parents' attitudes about school and in particular about the reading program, what kinds of questions would you ask?
Reading:
  • Opitz: Chapters 13 and 14
  • Leslie: Sections 13 and 14
Assignments:
  • Participation
  • Journal
  • Lesson Plans
  • Standardized Tests
 
Week 8
Putting it All Together and Wrapping Up
Activities:
  • Wrapping it Up
Reading:
  • Opitz: Chapter 15
Assignments:
  • Participation
  • Journal
  • Standardized Tests
  • CRP
 

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.

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.

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.

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.

Note: 
Students who opt-out of having their books provided as part of TruitionSM are responsible for purchasing their own course materials.  Visit https://www.ccis.edu/bookstore.aspx for details.

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.

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:  CCHelpDesk@ccis.edu, 1-800-231-2391 ext. 4357

        - D2L Helpdesk:  helpdesk@d2l.com, 1-877-325-7778

        - VitalSource:  support@vitalsource.com, 1-855-200-4146

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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