Skip to main content

Search Bar Icon Close Menu

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

COURSE SYLLABUS

17 / SPRG2 - Late Spring 8-week Session

Course Syllabus

Print this Syllabus « Return to Previous Page

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 400
 
Course Title: Senior Seminar
 
Semester Credit Hours: 3
 
Class Day and Time: Tue 
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. These instructions will also be listed in D2L under Announcements.

 

Catalog Description

This course is an integrative seminar that reviews the many theories and techniques of teaching, including the review and application of English Language Learner Methods and cultural influences, technology instructional methods, and reflective teaching practices. This seminar will have a culminating synthesis paper that demonstrates competency in major areas of theory and practice. A minimum grade of C is required for graduation and/or program completion. Prerequisites: EDUC 300 or EDUC 505; senior standing, and admission to the Teacher Certification Program. Must be taken in the semester or session prior to student teaching.

Prerequisites/Corequisites

EDUC 300 or EDUC 505; senior standing, and admission to the Teacher Certification Program.

Text

NO TEXTBOOK REQUIRED

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. 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 sensitivity to differences in culture, gender, intellectual, and physical ability in classroom communication and in communication with families. (6.2)
  20. Develops the ability to facilitate learner expression in speaking, writing, listening, and other media ensuring it adheres to district policy. (6.3)
  21. Develops skills in using a variety of technology media communication tools. (6.4)
  22. Has knowledge of the development, use, and analysis of formal and informal assessments. (7.1)
  23. Has knowledge of how data can be accessed, analyzed, and appropriately used to design instruction and improve learning activities.(7.2)
  24. 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)
  25. 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)
  26. Demonstrates a capacity to engage in a collaborative classroom/department/school data analysis process. (7.6)
  27. 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)
  28. 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)
  29. 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)
  30. Understands the importance of collegial activities designed to build a shared mission, vision, values, and goals; participates in collaborative curriculum and staff development meetings and demonstrates the ability to collaborate with his/her cooperating teacher and supervisor to establish relationships in the school, district, and community.  (9.1)
  31. Understands school-based systems designed to address the individual needs of students by working with the cooperating teacher/supervisor to engage with the larger professional community across the system to identify and provide needed services to support individual learners. (9.2)
  32. Recognizes the importance of developing relationships and cooperative partnerships with students, families and community members to support students' learning and well-being. (9.3)

Additional Instructor Objectives

  1. Successfully create a tool box of instructional and differentiation strategies for instructing English Language Learners.

  2. Demonstrate effective teaching methods while instruction a group of English Language Learners.

  3. Develop a resource guide of tools for helping English Language Learners Develop fluent English communication. Included in guide will be activities concerning Basic Interactive Communication Skills and Cognitive Academic Language Proficiency Development.

  4. Develop a resource guide of instructional strategies and tools for successful instruction of students in the appropriate use of technology for communicating and learning.

  5. Successfully complete tasks that exemplify readiness for full participation in the teaching profession such as:

    *Resume.

    *Development of Interviewing Skills.

    *MoREAP and TalentED registration.

    *Examination of national, state, and local professional organizations, benefits of memberships, advocacy, and representation versus professional development.

    *Development of teacher leadership skills by creating and delivering a workshop to faculty and staff.

    *A personal reflective journal of weekly reflective questions concerning the education of the teacher candidate and use of reflective processes to write a statement of learning, questions, and desired future learning.

Successfully complete a professional synthesis paper that includes the following:

  • A. written philosophy of education that builds upon previous philosophy statements from other courses and synthesizes knowledge skills attained.
  • Competency and reflective statements of defense for each quality indicator of the Missouri teaching Standards.
  • Exemplary artifacts to support competency and reflective statements.
  • Adequate synthesis with proof and rationale for successful teaching based on the Missouri Teaching Standards.
  • Artifacts and narrative proof and rationale of key areas of education which assist in preparation for student teaching.

Special Course Requirements

Professional ConductAs a future teaching or psychology professional, there are several qualities that you are expected to demonstrate at all times in this class:

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

*I retain the right to deduct points from your final grade for serious or repeated violations of the above standards.

Instructional Methods

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

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

Out of Class Activities

Readings: A series of scholarly articles on current methods for teaching English Language Learners, Technology, and MEES, will be provided by the Instructor.

Graded Activities

Final Synthesis Paper430 Points
Description -

Final Synthesis Paper over entire education preparation program experience and readiness for student teaching.

Method of Evaluation -

Rubric

 
Discussion Board8 2 15 points each = 120 Points
Description -

Weekly Reflective Journal Question on Discussion Board

8 total, 15 points each

Method of Evaluation -

Rubric

 
Practice MoPTA Task 1100 Points
Description -

Practice MoPTA Task 1

Method of Evaluation -

Rubric

 
Practice MoPTA Task 2100 Points
Description -

Practice MoPTA Task 2

Method of Evaluation -

Rubric

 
Practice MoPTA Task 3100 Points
Description -

Practice MoPTA Task 3

Method of Evaluation -

Rubric

 
Practice MoPTA Task 4100 Points
Description -

Practice MoPTA Task 4

Method of Evaluation -

Rubric

 
Resume25 Points
Description -

Resume

Method of Evaluation -

Scoring Guide

 
Interview Essay Responses25 Points
Description -

Given typical interview questions, student will respond with short essay responses for interview preparation.

Method of Evaluation -

Scoring Guide

 

Grading Scale

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

Additional Information / Instructions

EDUC 400 Total Points Possible 1000
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
Introduction
Activities:
  • Syllabus, MOTS, Overview of Course, Student Teaching

    Rita Pierson

Reading:

Assigned Reading:  Article on student teaching

Assignments:

Discussion Board

 
Week 2
Task 1 & Collaboration
Activities:
  • MoPTA Task 1, Collaboration, Stress reducing

    Cult of Pedagogy

Reading:

Assigned Reading:  Article on Stress Reduction

Assignments:

Discussion Board

 
Week 3
Task 2 & Climate
Activities:
  • MoPTA Task 2, Management, Culture and Climate, Unwritten Rules

    Conscious Discipline-Becky Bailey, Love and Logic Jim Faye

Reading:

Assigned Reading:  Article on Hot Climate

Assignments:

Discussion Board

Task 1

 
Week 4
Task 4 & MOTS
Activities:

MoPTA Task 3, MOTS in depth, Go, Slow, or No Advice

Malcolm Gladwell

Reading:

Assigned Reading:  Article on Mindfulness

Assignments:

Discussion Board

Task 2

 
Week 5
Task 4 & Dispositions
Activities:

MoPTA Task 4, Dispositions, Co-Teaching, Withitness,

Chris Biffle, Harry Wong

Reading:

Assigned Reading:  Article on Withitness

Assignments:

Discussion Board

Task 3

 
Week 6
Resume & Interview
Activities:
  • Resume and Interview Tips, Dress, Mama ducks have big feet, dispositions, Enthusiasm and Engagement

    TLAC and TLAP

Reading:

Assigned Reading:  Article on Landing Your First Teaching Job

Assignments:

Discussion Board

Task 4

 

 
Week 7
Synthesis Paper & Handling Criticism
Activities:
  • Synthesis Paper Discussion, Handling Criticism with Honesty and Grace

    Magic Phrases

Reading:

Assigned Reading:  Article on First Year of Teaching

Assignments:

Discussion Board

Resume 

Interview Questions Short Essay Response

 
Week 8
Wrap Up
Activities:
  • Student Teaching Worries and Fears, Current Student Teachers-panel of experts for Q&A
Reading:

NA

Assignments:

Discussion Board

Synthesis Paper

 

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 - Ed Map is Columbia College’s bookstore for Online, Nationwide, and Evening students.  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 Ed Map storefront 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, but may do so through the Ed Map storefront.  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 questions about the Ed Map storefront, please contact the Columbia College Technology Solutions Center.  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.

+

Request info