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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: PSYC 330
 
Course Title: Lifespan Developmental Psychology
 
Semester Credit Hours: 3
 
Class Day and Time: Wed 
5:30 PM-9:30 PM
Additional Notes:

This course is web-enhanced, taught entirely in a classroom setting using D2L course management software to supplement in-seat content.

 

Catalog Description

The study of physiological, environmental and interactive variables influencing human development from conception to death. Prerequisites: PSYC 101; PSYC 175/SOCI 175.

Prerequisites/Corequisites

Prerequisites: PSYC 101; PSYC 175/SOCI 175.

Text

Development Through the Lifespan
Author: Berk, Laura E. (Allyn & Bacon)
ISBN: 9780205968985
Publication Manual of the American Psychology Association
Author: APA (American Psychological Association)
ISBN: 9781433805622
Category/Comments - Recommended

Course Learning Outcomes

  1. Demonstrate knowledge and understanding of the major concepts and theories in developmental psychology
  2. Demonstrate an ability to understand the empirical primary source literature in the discipline
  3. Demonstrate the ability to produce written work consistent with disciplinary (i.e.; APA 6e) standards

Additional Instructor Objectives

READING YOUR TEXT! Yes, it IS your responsibility!
This is a web enhanced class. You will also need to access the course website through your CougarTrack account using the online course link. The D2L site contains links to several resources as well as all instructional materials, PowerPoints, and grades.
AND THE SURVEY SAYS: Students who access the course website get much better grades than those who do not!

Special Course Requirements

MAJOR SKILLS/TOPICS TO BE COVERED:

  • Prenatal Development
  • Birthing & the Neonate
  • Infant Cognition
  • Infant Psychosocial
  • Early Childhood Cognition
  • Early Childhood Psychosocial
  • Middle Childhood Cognition
  • Middle Childhood Psychosocial
  • Adolescent Physical
  • Adolescent Cognition
  • Adolescent Psychosocial
  • Young Adult Cognition
  • Young Adult Psychosocial
  • Middle Adulthood Cognition
  • Middle Adulthood Psychosocial
  • Older Adult Physical
  • Older Adult Cognition
  • Older Adult Psychosocial

Instructional Methods

This class follows the Constructivist Learning Model, which means the class is student centered and relies on a 'learning by doing' experiential learning environment. The role of the instructor will be that of a facilitator as you construct your learning experience. Regular attendance is not only important to your learning but to that of your classmates as well.

Out of Class Activities

Lectures do not always follow the text. YOU are responsible for all reading assignments.
This is a web-enhanced class.  Resources for the class can be found in your CougarTrack under Desire2Learn (D2L).

Graded Activities

Quizzes75 Points
Description -

There are five quizzes worth 15 points, each given in Weeks 1, 2, 3, 5, & 6. These quizzes help you stay on track with your readings and help you overcome test anxiety before the midterm and final. There are no makeups for the quizzes. No worries! Promise!

 
Midterm Examination150 Points
Description -

A 50 Question Multiple Choice and a 5 question Essay Exam to be taken in class Wednesday of Week 4, covering all reading assignments and lecture from the first four weeks.

 
APA Activity Paper150 Points
Description -

Learners will write an APA style paper of 1800 to 2000 words due Wednesday of week 7. The topic and rubric for the paper will be handed out at the start of week 3. The learner will discuss his/her paper in class during weeks 7 or 8. To get full credit, the learner must 1) turn the paper in on time, 2) present their paper the night they are assigned, and 3) be in class the night they are not presenting to provide an audience and feedback for their peers.  Papers are due before the beginning of class Week 8 IN THE DROPBOX. Late papers will be accepted through Saturday of Week 8 with a one letter grade reduction of what they earned on paper.

All papers must be submitted with complete paragraphs with proper sentence structure and adhere to all the rules of punctuation, grammar, citation, etc. Papers should be in your own words, not directly copied from segments of the course material and/or other scholarly sources. All work for this class must be original; no work is accepted if it was originally composed for another class. In the Dropbox each paper is automatically submitted to Turnitin.com to detect plagiarism. Documentable plagiarism results in zero points for the assignment.

Method of Evaluation -

Rubric to be handed out at the start of week 3.  Topics will be based upon your goals and objectives for the class.

 
Final Examination175 Points
Description -

A 50 Question Multiple Choice and a 5 Question Essay Exam to be taken in class Wednesday of Week 8. This exam may cover all reading assignments and lectures for the course. We will decide this during the first night of class so it pays to be there the first night!

 
Capstone Reflection50 Points
Description -

The learner will complete a structured essay assessment of the course.

 
In Class Discussions80 Points
Description -

Students are expected to be active contributors in this class.  Civility and respect are expected as we discuss the issues surrounding development.

 

Grading Scale

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

Additional Information / Instructions

VERY IMPORTANT!  PLEASE READ THIS!
What is Plagiarism?
Many people think of plagiarism as copying another's work, or borrowing someone else's original ideas. But terms like "copying" and "borrowing" can disguise the seriousness of the offense:|
According to the Merriam-Webster Online Dictionary, to "plagiarize" means

§  to steal and pass off (the ideas or words of another) as one's own

§  to use (another's production) without crediting the source

§  to commit literary theft

§  to present as new and original an idea or product derived from an existing source.

In other words, plagiarism is an act of fraud. It involves both stealing someone else's work and lying about it afterward.
But can words and ideas really be stolen?
According to U.S. law, the answer is yes. The expression of original ideas is considered intellectual property, and is protected by copyright laws, just like original inventions. Almost all forms of expression fall under copyright protection as long as they are recorded in some way (such as a book or a computer file).
All of the following are considered plagiarism:

§  turning in someone else's work as your own

§  copying words or ideas from someone else without giving credit

§  failing to put a quotation in quotation marks

§  giving incorrect information about the source of a quotation

§  changing words but copying the sentence structure of a source without giving credit

§  copying so many words or ideas from a source that it makes up the majority of your work, whether you give credit or not  

Columbia College Policy is my policy:
Your grade will be based in large part on the originality of your ideas and your written presentation of these ideas. Presenting the words, ideas, or expression of another in any form as your own is plagiarism. Students who fail to properly give credit for information contained in their written work (papers, journals, exams, etc.) are violating the intellectual property rights of the original author. In Psych 304, Personality Theory, you should reference the APA Manual, Version 6. 
Violations are taken seriously in higher education and may result in a failing grade on the assignment, a grade of "F" for the course, or dismissal from the College.
Collaboration conducted between students without prior permission from the instructor is considered plagiarism and will be treated as such.  
All required papers WILL be submitted for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers WILL be included in the Turnitin.com reference database for the purpose of detecting plagiarism. This service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.
Papers should be in your own words, not directly copied from segments of the course material and/or other scholarly sources. All work for this class must be original; no work is accepted if it was originally composed for another class.
Documentable plagiarism results in zero points for the assignment.

Schedule of Activities and Assignments

Week 1
Introduction, Conception and Birth
Activities:

Get to know each other, discuss the syllabus 
Explore genetics and take the Colors Personality Test.

Reading:

Reading: Chapters 1, 2 & 3

Examinations:

Quiz 1 

 
Week 2
Infancy & Toddler hood
Activities:

If we can find someone to lend us their baby/toddler, we will have some fun with observations. Promise....no infant or toddler will be hurt in these observations!

Reading:

Reading; chapters 4, 5 ,& 6

Examinations:

Quiz 2 

Additional Notes:

The class will examine the rapid motor development and perceptual changes that occur during the first 2 years of life. The mastery of motor skills involves acquiring increasingly complex, dynamic systems of action. Perception changes remarkably over the first years of life. Hearing and vision undergo major advances during the first 2 years as infants organize stimuli into complex patterns, improve their perception of depth and objects, and combine information across sensory modalities.
The class will also discus temperament and the goodness-of-fit model. Children’s unique temperamental styles are evident in early infancy. Researchers are exploring temperament, including: its stability, its biological roots, and its interaction with child-rearing practices. Ethological theory is the most widely accepted view of the development of the infant-caregiver relationship.

 
Week 3
Early Childhood
Reading:

Readings: Chapters 7 & 8

Examinations:

Quiz 3

Additional Notes:

Early Childhood: Emotional deprivation and malnutrition can interfere with physical development, and illness can interact with malnutrition to undermine children’s growth. However, the leading cause of childhood death is unintentional injury. Hostile family atmospheres, poor parenting practices, and heavy television viewing promote childhood aggression, which can spiral into serious antisocial activity. The class will discuss children at risk and how early intervention might correct the problems before they become life long.
Television can play a powerful role in young children’s socialization. In early childhood, self-concept begins to take shape. The child mimics what is seen. The class will discuss the pros and cons of television’s influence in early childhood. Students will compare the incidents of pro-social behavior with the aggressive acts and discuss the socialization messages children might internalize.

 
Week 4
Middle childhood
Reading:Readings: Chapters 9 & 10
Examinations:

Midterm Examination will cover Chapters and lectures from the first four weeks of class

Additional Notes:

During Week 4: Middle Childhood: During middle childhood, although less dramatic, language development continues. Vocabulary increases rapidly, and pragmatic skills are refined. Erikson’s stage of industry versus inferiority captures the school-age child’s capacity to become productive and experience feelings of competence and mastery. During middle childhood, psychological traits and social comparisons appear in children’s self-concepts, and a hierarchically organized self-esteem emerges. Class size; teacher’s educational philosophy; interaction with pupils; and grouping practices have an important impact on learning. Teaching children with learning disabilities or special intellectual strengths introduces unique challenges. The class will examine the impact of class size and educational philosophies on the child’s motivation and academic achievement.
By the end of middle childhood, children form peer groups. Improvements in gross motor skills occur as a result of gains in flexibility, balance, agility, force, and reaction time, and fine motor coordination increases. Rule-oriented games become common, and physical education helps ensure that all children have access to regular exercise and play. During middle childhood, attention becomes more adaptable and playful, and memory strategies improve. Metacognition moves from a passive to an active view of the mind. Still, school-age children have difficulty regulating their progress toward goals. The class will examine the effects of competitive school activities. Do they encourage or discourage students? Do they foster a mastery orientation or a learned-helplessness approach?

 
Week 5
Adolescence
Reading:

Readings: Chapters 11 & 12

Examinations:

Quiz 4 

Additional Notes:

Adolescence: Egocentrism during adolescence can result in limitations, erroneous beliefs, and cognitive distortions. The personal fable, the invincibility fable, the imaginary audience and peer pressure can leave some adolescents vulnerable to negative influences and potentially dangerous behaviors. The class will examine current media information related to adolescents and discuss the implications of the concepts of imaginary audience, personal fable and peer pressure.
Depression is the most common psychological problem of the adolescent. Drugs and alcohol use can adversely influence the adolescent. Suicide rates increase dramatically during adolescence. Many even become involved in some delinquent activity. The class will examine crisis situations that an adolescent might face. An evaluation of local services will be performed to determine if the adolescent has community support available to learn to effectively deal with their problems.

 
Week 6
Early & Middle Adulthood
Reading:

Readings: Chapters 13 -15

Examinations:

Quiz 5 

Additional Notes:

Early Adulthood: College experiences contribute to gains in knowledge and reasoning, revised attitudes and values, enhanced self-knowledge, and career preparation. In societies with many career possibilities, occupational choice is a gradual process. Vocational choices are influenced by personality, parents’ occupations, and teachers. Gender-stereotyped messages continue to prevent many women from reaching their career potential. Many young people would benefit from greater access to vocational information. The class will discuss the impact that their academic and non-academic activities have had on their cognitive development, their attitudes and their values.
Young adults face the conflict of intimacy versus isolation. Successful resolution of this stage of Erickson's psychological conflict requires a balance of independence and intimacy. Conformity to a culturally determined timetable for major life events gives young adults confidence, while departure from it can lead to distress. The class will discuss the related thoughts and feelings about leaving their parental home for the first time. The issues of autonomy vs. attachment and interdependence vs. independence will be addressed.

 
Week 7
Middle, Late Adulthood & Death and Dying
Activities:

Paper due before the beginning of class Week 7 IN THE DROPBOX. Late papers will be accepted through Saturday of Week 7 with a one letter grade reduction. Paper presentations may begin.

Reading:

Preview: Chapters 16- 19 for discussion.

Additional Notes:

Middle & Late Adulthood: During middle adulthood, the gradual physical changes that began in young adulthood continue. The climacteric, or decline in reproductive capacity, occurs over a ten-year period for women. Many doctors recommend hormone replacement therapy to counteract the negative effects of menopause. Physical and psychological symptoms of menopause vary greatly between individuals and cultures. The class will evaluate current media advertisement to determine if there is a double standard in their approach to male and female aging issues.
Concerns about making meaningful contributions to family and society increase greatly during middle adulthood. This is consistent with Erikson’s psychological conflict of generativity versus stagnation. Middle-aged adults seek to increase the personal meaning and self-direction of their work. Overall job satisfaction improves during midlife. Life transitions often motivate a return to college, especially for women. Vocational development is less available to older workers and many women and ethnic minorities leave the corporate world to escape the glass ceiling. Unemployment is especially difficult for middle-aged individuals, and retirement is an important change that is often stressful, making effective planning important for positive adjustment. The class will examine our cultural beliefs about midlife via a debate as to whether midlife is “prime of our lives” or strictly “over the hill.”

Late Adulthood: Physical appearance begins to change during middle age, especially in men who have sedentary lifestyles. In Late Adulthood, skin becomes paler and splotchy; age spots become more prominent with age. Changes in vision occur with age, particularly presbyopia that requires reading glasses or bifocal lenses. The lens turns yellow with age and filters out light so that greater amounts of light become necessary in order to see well. Hearing losses begin to occur as early as age 20; men tend to loose the ability to hear higher speaking voices first (presbycusis) and then lower tones after about age 55. People compensate for hearing loss by using microprocessor-enhanced hearing aids. Taste and smell begin to decline in midlife; illness, aging, smoking, medications, or environmental pollution may contribute to losses. Aging decreases sensitivity to touch and pain, and reduces ability to regulate temperature. The class will research the resources available to an individual who is faced with age related changes to the five senses.
Our understanding of death progresses gradually in childhood. While the death concept is grasped by adolescence, it is not yet fully applied to everyday reality. Both children and adolescents benefit from open, honest communication about death, and death anxiety declines with age. Kübler-Ross’ s stage theory provided structure to our understanding of the psychological side of dying. However, many factors contribute to the experience of dying. Death education is helpful when it helps people confront their own mortality. Being in touch with death, although sometimes disturbing, can help us appreciate life and live more fully. The class will examine the stages that individuals must face as they approach their own mortality.

 
Week 8
Presentations, Final, and Flatbranch
Activities:

Paper presentations begin

Examinations:

Final Examination-

Additional Notes:

After the final, we will meet at Flat Branch for a philosophical discussion of wombs and tombs!  I will provide appetizers!

 

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 - BE THE DRIVER OF YOUR OWN BUS!



Class preparation and participation is important to YOUR success. Students who miss more than two classes may have their final grade reduced by one letter grade. Students who come to class late or leave early may be counted as absent on that day for purposes of this class attendance/grading policy. This may be done at the discretion of the instructor.



This is an interactive and experiential class where we learn much from each other. Regular attendance is required.

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 -

All papers must be submitted with complete paragraphs with proper sentence structure and adhere to all the rules of punctuation, grammar, citation, etc. Papers should be in your own words, not directly copied from segments of the course material and/or other scholarly sources. All work for this class must be original; no work is accepted if it was originally composed for another class. In the Dropbox each paper is automatically submitted to Turnitin.com to detect plagiarism. Documentable plagiarism results in zero points for the assignment.



Please read the policy on Academic Integrity and Plagiarism. Students who choose to cheat are students who choose to flunk. When writing your APA paper, if?in doubt....use a citation!??If still in doubt, please come see me and ask!??I will be happy to help you sort it out.??The writing center is also a wonderful resource!

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.

Instructor Policy - We discuss many aspects of psychology in this class. We won't always agree with each other. At least I hope we won't! That's when we learn from each other!



It is my strong belief that we learn best from each other in a variety of formats. I ask that you keep an open mind and allow each of your peers to safely express his/her own thoughts and beliefs without judgment or criticism. That being said, it's fine to disagree as long as we remember to use civility and respect.

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 - PLEASE NOTE: THERE IS NO MAKEUP FOR THE FINAL!

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.

Instructor Policy - I am not inclined to give incompletes.

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.

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.

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 - Please turn your cell phones to vibrate during class. Cell phone Karma. Don't let it happen to you!

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.

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:  suport@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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