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Effective: Late Fall 8-Week, 2018/2019

EDUC 392: *Adolescent Psychology

Course Description

The study of youth from puberty to young adulthood. Students study maturational and environmental factors that shape the physical, cognitive, and social development of the youth. Special emphasis is focused on the transescent stage of development.

Cross-listed as EDUC 392 and PSYC 392.

Prerequisite: PSYC 101

Proctored Exams: Final



Syllabus Contents

Textbooks

Required

  • Steinberg, L. . (2014). Adolescence (10th ed.). New York: McGraw Hill.
    • [ISBN-978-0-07-353211-0]

MBS Information

Textbooks for the course may be ordered from MBS Direct. You can order

For additional information about the bookstore, visit http://www.mbsbooks.com.


Course Overview

The study of youth from puberty to young adulthood. Students study maturational and environmental factors that shape the physical, cognitive, and social development of the youth. Special emphasis is focused on the transescent stage of development.



Technology Requirements

Participation in this course will require the basic technology for all online classes at Columbia College:
  • A computer with reliable Internet access
  • A web browser
  • Acrobat Reader
  • Microsoft Office or another word processor such as Open Office

You can find more details about standard technical requirements for our courses on our site.


Course Objectives

  • To understand how students learn, develop, and differ in their approaches to learning.
  • To provide learning opportunities that are adapted to diverse learners and that support the intellectual, social, and personal development of all students.

Measurable Learning Outcomes

  • Demonstrates a basic knowledge of principles of human development.
  • Demonstrates a basic knowledge of theories of learning.
  • Demonstrates an understanding that students differ in their approaches to learning.
  • Identifies how students' prior experiences, learning styles, multiple intelligences, strengths, and needs impact learning.
  • Explains how students' language, culture, family, and community impact learning.

Grading

Grading Scale
Grade Points Percent
A 900-1000 90-100%
B 800-899 80-89%
C 700-799 70-79%
D 600-699 60-69%
F 0-599 0-59%
Grade Weights
Assignment Category Points Percent
Discussions 240 24%
Research Activities 150 15%
Intervention Program Analysis 250 25%
Quizzes 210 21%
Final Exam 150 15%
Total 1000 100%


Schedule of Due Dates

Week 1
Assignment Points Due
Discussion 1 15 Friday/Sunday
Discussion 2 15
Dropbox 1 50 Sunday
Quiz 1 30
Week 2
Assignment Points Due
Discussion 3 15 Friday/Sunday
Discussion 4 15
Dropbox 2 50 Sunday
Quiz 2 30
Proctor Information N/A
Week 3
Assignment Points Due
Discussion 5 15 Friday/Sunday
Discussion 6 15
Dropbox 3 50 Sunday
Quiz 3 30
Week 4
Assignment Points Due
Discussion 7 15 Friday/Sunday
Discussion 15
Dropbox 4: Intervention Program Review 60 Sunday
Quiz 4 30
Week 5
Assignment Points Due
Discussion 10 15 Friday/Sunday
Discussion 9 15
Dropbox 5: Intervention Program Research Review 60 Sunday
Quiz 5 30
Week 6
Assignment Points Due
Discussion 11 15 Friday/Sunday
Discussion 12 15
Dropbox 6: Intervention Program Analysis (Rough Draft) 30 Sunday
Quiz 6 30
Week 7
Assignment Points Due
Discussion 13 15 Friday/Sunday
Discussion 14 15
Dropbox 7: Intervention Program Analysis (Final Draft) 100 Sunday
Quiz 7 30
Week 8
Assignment Points Due
Discussion 15 15 Thursday/Saturday
Discussion 16 15
Final Exam - Multiple Choice 100 Saturday
Final Exam - Essay 50
Total Points 1000

Assignment Overview

Discussions

To foster a productive classroom community, discussion posts are assessed. Each week you will have two discussions worth 15 points each. You earn points for your original, thoughtful post and for responding with substance to at least two posts from your classmates. Your posts should develops a central point, idea, or thesis that is clearly defined and supported by concrete substantial and relevant evidence. Your posts should clearly depict that you have read all assigned readings and properly cite the resource your opinions are based on (whether it’s the textbook or an outside resource). Your posts should be organized in paragraphs that are unified, coherent, and effective, with transitions between ideas. The sentences should be correctly constructed, logical and

Your original post is due by 11:59 PM on Friday and all responses are due by 11:59 PM Central Time on Sunday (except Week 8 when all work is due Thursday/Saturday).

Research Activities

During Weeks 1-3, you will be given a set of topics to choose from, all of which are areas of difficulty during adolescent development. Research your chosen topic in the Stafford Library and find a scholarly article that describes a proposed solution or intervention to the issue you’ve chosen. Once you have identified an article, write a 1-2 page response. In the first section, describe what the problem is and what the article says about helping adolescents with your chosen issue. In the second section, explain whether you agree with this solution, then explain why or why not, basing your opinion on solid theories and specific details from your readings. Lastly, explain what you would do differently, why you would make that choice, and what you believe the results would be based on the knowledge you have gained in this course. The main goal is to analyze what research says about dealing with adolescent development issues, compare that to the textbook, then develop your own choices as a result of research and theory.

Papers are to be written in basic APA format: double-spaced, 1 inch margins, and 12 pt Times New Roman font (or other highly readable font). Any resources (including the textbook and outside resources) should be cited in APA format. You are not required to have a title page or abstract. All papers need to be original. Papers written by you in a previous class or session are not acceptable.

Intervention Program Analysis

During Week 4, you will be given 3 different cases to choose from that outline programs devised to help with biological, cognitive, and social changes during adolescence. Once you have chosen a case, you will create all of the following.

Program Review (Week 4)
After reading the information provided in the Content Area on the program you have chosen, you will write a 1-2 page paper describing the program and its aims, then analyze how effective you think it will be based on your knowledge from the textbook on adolescent development.

Research Review (Week 5)
After reading a research study on the effectiveness of this program, you will write a 1-2 page paper summarizing the research findings, comparing the results to your predictions, then provide further analysis using your knowledge of adolescent development to explain why the program did or did not succeed.

Analysis and Conclusions (Weeks 6 and 7)
Now it’s time to propose your solution. What does the program need to be more effective with adolescents? Does it require a few minor tweaks or does it need a complete overhaul? Your final analysis needs to be between 2-4 pages in length and should display your knowledge of best practices to help adolescents successfully navigate behavioral, cognitive, and social transitions. You will make your rough draft available for peer review during Week 6 and your final draft will be due at the end of Week 7.

It should be written in basic APA format: double-spaced, 1 inch margins, and 12 pt Times New Roman font (or other highly readable font). Any resources (including the textbook and outside resources) should be cited in APA format. It should include a title page and abstract. All papers need to be original. Papers written by you in a previous class or session are not acceptable.

Quizzes

During Weeks 1-7, there will be a quiz over the week’s readings. The quiz will contain 15 questions worth 2 points each with a 45 minute time limit. You will get only one attempt, so while you may use your book as a reference to check your answers, you will not have enough time to look up every answer!

Final Exam

Part 1 of the final exam will be a 50 question, comprehensive multiple-choice proctored exam with a two hour time limit. You will not be allowed to use your books or any outside materials and is due by 11:59 PM Central Time on Saturday of Week 8.

Part 2 of the final will be a 5 question, short essay exam that requires you to apply the theories you have learned. At the beginning of the week, a document will be made available in the content area for you to download. Once you have answered all the questions, save your document and upload it to the proper dropbox by 11:59 PM Central Time on Saturday of Week 8.


Course Outline

Click on each week to view details about the activities scheduled for that week.

Week 1: Biological Transitions
Readings

Introduction and Chapter 1

Wheaton, A. G., G. A. Ferro, and J. B. Croft. (2015).  School start times for middle school and high school students. MMWR, 64(30);809-813.  (in the Content area).

Introduction Discussion
Introduce yourself to me and your classmates. Feel free to share information on your hobbies and interests, family, or pets, but definitely share why you are interested in this course and what you hope to gain from it.
Discussion 1
One of the major effects of biological change during adolescence is the body’s need for more sleep and a change in sleep patterns. This has led to some schools going to a later start time, but many schools have not made such a change. Read the article provided in the Content area and along with any of your own research, describe what you think the best school schedule looks like for adolescents and why you think schools would be resistant to making these changes. Respond with substance to at least two classmates and always be sure to back up your opinions with specific details from the textbook.
Discussion 2
We all remember going through biological changes during adolescence: coming back to school in the fall to find that everyone but you grew a foot, your voice cracking during choir rehearsal, or finding that your face had a massive acne breakout overnight! Think back to your own adolescence and recount a story that you’re comfortable sharing with the class about the impact of biological changes during adolescence. Try to make connections with how these changes affected your personality, social skills, or your ability to learn. Respond with substance to at least two classmates and always be sure to back up your opinions with specific details from the textbook.
Dropbox 1
Start by choosing one of the topics listed below. Research your topic in the Stafford Library and find a scholarly article that describes a proposed solution or intervention to the issue you’ve chosen. Once you have identified an article, write a 1-2 page response. In the first section, describe what the problem is and what the article says about helping adolescents with your chosen issue. In the second section, explain whether you agree with this solution, then explain why or why not, basing your opinion on solid theories and specific details from your readings. Lastly, explain what you would do differently, why you would make that choice, and what you believe the results would be based on the knowledge you have gained in this course. (More detailed information is available in the Content Area of the course).

Topics to choose from: biological changes, single sex classes (or schools), adolescent health (obesity), body image issues, gaps between physical and emotional development.
Quiz 1
Quiz 1 will consist of 15 multiple choice questions from chapter 1 worth 2 points each.
Week 2: Cognitive Transitions
Readings
Chapter 2
Discussion 3
Societies often set specific ages when people can start to legally engage in certain activities. Examples in the United States include driving, voting, drinking alcohol, joining the military and getting married. Reflecting on what you have learned about the development of the brain during adolescence, would you raise (or lower) any of these age restrictions? Which ones would you change, and why? What role does pushing limits play in the development of an individual’s behavior and decision making during adolescence? Respond with substance to at least two classmates and always be sure to back up your opinions with specific details from the textbook.
Discussion 4
As an adolescent, describe a major decision you (or a friend) made without first thinking it through. What was the potential risk, the potential reward, and the eventual outcome? Respond with substance to at least two classmates and always be sure to back up your opinions with specific details from the textbook.
Dropbox 2
Start by choosing one of the topics listed below. Research your topic in the Stafford Library and find a scholarly article that describes a proposed solution or intervention to the issue you’ve chosen. Once you have identified an article, write a 1-2 page response. In the first section, describe what the problem is and what the article says about helping adolescents with your chosen issue. In the second section, explain whether you agree with this solution, then explain why or why not, basing your opinion on solid theories and specific details from your readings. Lastly, explain what you would do differently, why you would make that choice, and what you believe the results would be based on the knowledge you have gained in this course. (More detailed information is available in the Content Area of the course).

Topics to choose from: developmental delays, gifted education, placement in remedial programs, gaps in basic skills (math, reading, writing)
Quiz 2
Quiz 2 will consist of 15 multiple choice questions from chapter 2 worth 2 points each.
Proctor Information
Submit your proctor form to the appropriate Dropbox folder by the end of the week. Remember to “Save” the form before placing it in Dropbox. See the Content area for more information.
Week 3: Social Transitions
Readings
Chapter 3
Discussion 5
How has the idea of adolescence changed in the United States throughout history? How does this compare to the rest of the world? Provide examples from your readings, research, or your own experiences. Respond with substance to at least two classmates and always be sure to back up your opinions with specific details from the textbook.
Discussion 6
In your own adolescence, how was adulthood defined for you (by family, society, or peers)? In comparison, when did you feel like you had reached adulthood? Respond with substance to at least two classmates and always be sure to back up your opinions with specific details from the textbook.
Dropbox 3
Start by choosing one of the topics listed below. Research your topic in the Stafford Library and find a scholarly article that describes a proposed solution or intervention to the issue you’ve chosen. Once you have identified an article, write a 1-2 page response. In the first section, describe what the problem is and what the article says about helping adolescents with your chosen issue. In the second section, explain whether you agree with this solution, then explain why or why not, basing your opinion on solid theories and specific details from your readings. Lastly, explain what you would do differently, why you would make that choice, and what you believe the results would be based on the knowledge you have gained in this course. (More detailed information is available in the Content Area of the course).

Topics to choose from: behavioral changes at home or school, involvement in crime, violent behavior, pregnancy, sexually transmitted diseases, dating violence, gender identity issues, peer pressure, drug and alcohol abuse, self-esteem.
Quiz 3
Quiz 3 will consist of 15 multiple choice questions from chapter 3 worth 2 points each.
Week 4: Peer Groups and Schools
Readings
Chapters 5-6
Discussion 7
Which do you think are more similar around the world, the determinants of sociometric popularity, or the determinants of perceived popularity? Why? How does rejection play into this? Back up your answers with examples from the text, research, or your own experience. Respond with substance to at least two classmates and always be sure to back up your opinions with specific details from the textbook.
Discussion

Choose one of the two topics for your post:

  1. The common stereotype of peer influence is that it encourages adolescents to behave in ways that adults disapprove but peer pressure can also have positive results. How did your peers influence you?
  2. Did you attend an especially large (more than 1,500 students) or especially small (fewer than 500 students) high school? How do you think your experience was affected by the size of your school?

Back up your answers with examples from the text, research, or your own experience.  Respond with substance to at least two classmates and always be sure to back up your opinions with specific details from the textbook.

Dropbox 4: Intervention Program Review
Whether you plan on being a teacher, a counselor, or just a parent of adolescents, the goal is to help train and guide them towards being well-adjusted, intelligent adults who make positive choices in life. In your career, you will be trying to devise lessons, talks, interventions, and programs that will help give adolescents the skills they need. In this Case Study Analysis project, you will be given the choice of three different case studies that involve programs to help adolescents improve some area of their lives (available in the Content Area).

This week, you will complete part 1, which asks you to follow the link provided and read all of the information about the program and how it is conducted. Think about how it is set up, what its goals are, what materials are used, and what learning styles are targeted. Then write a 1-2 page paper, first summarizing the program, then providing your analysis on how effective you believe the program will or won’t be. Make sure that you tie your opinion to specific knowledge of developmental theories from the textbook, your own research, or your own experience. This paper is due by 11:59 PM CT on Sunday.
Quiz 4
Quiz 4 will consist of 15 multiple choice questions from chapters 5 and 6 worth 2 points each.
Week 5: Families, Work, Leisure, and Media
Readings
Chapters 4 and 7
Discussion 10
Was the parenting style in your family conducive to your adolescent needs or was it a source of conflict? Be sure to first describe the parenting style in your family, then what affect it had on you. Be sure to back up your response with examples from the reading, your own research, or your own experience. Respond with substance to at least two classmates and always be sure to back up your opinions with specific details from the textbook.
Discussion 9
As American society has changed, adolescents have not only had an increase in the amount of leisure time available to them, it has come to be an expected, vital part of adolescence. In your opinion, is this increase in leisure time good or bad? Be sure to back up your opinion with examples from the reading, your own research, or your own experience. Respond with substance to at least two classmates and always be sure to back up your opinions with specific details from the textbook.
Dropbox 5: Intervention Program Research Review
For part 2 of the case study analysis, you will now be given a research article (in the Content Area) on the very same program you analyzed last week. Each article reports the research methods and findings for the effectiveness of the program. You will once again write a 1-2 page paper, first summarizing the research findings. Next, discuss how the research findings do or don’t match up to your analysis and if any new conclusions are provided. Finally, synthesize your analysis and the conclusions of the research article and summarize the basics of what did and didn’t work in the program and why. Upload to the dropbox by 11:59 PM CT on Sunday.
Quiz 5
Quiz 5 will consist of 15 multiple choice questions from chapters 4 and 7 worth 2 points each.
Week 6: Identity and Autonomy
Readings
Chapters 8 and 9
Discussion 11
Erikson developed his ideas about identity development in the 1950s and is considered foundational research in the field. However, a great deal about society has changed since the fifties. Do you think his research is still relevant and if not, how would you redesign the research? Back up your opinion with examples from your readings, your own research, or your own experiences. Respond with substance to at least two classmates and always be sure to back up your opinions with specific details from the textbook.
Discussion 12
Dusek and Flaherty concluded that “the person who enters adolescence is basically the same as that who exits it.” Do you agree or disagree? Do you see elements of yourself that have always been present in your personality or was your personality significantly changed or shaped by your adolescence? Back up your opinion with examples from your readings, your own research, or your own experiences. Respond with substance to at least two classmates and always be sure to back up your opinions with specific details from the textbook.
Dropbox 6: Intervention Program Analysis (Rough Draft)
Now that you have had a chance to analyze the program and synthesize that with research on the program’s effectiveness, it’s time to propose your solution. What does the program need to be more effective with adolescents? Does it require a few minor tweaks or does it need a complete overhaul? Your final analysis needs to be at least 2 pages in length but no more than 4 and should display your knowledge of behavioral, cognitive, and social transitions in adolescents as well as an application of your knowledge of multiple learning styles.

This week, you will be turning in a completed rough draft which should include a title page, body, and resources page in APA format. Although you are still crafting your paper, your rough draft is still expected to be complete, address all of the topics above with full explanations and details. This will be an opportunity for you to receive feedback and improve your work. Therefore, instead of being graded on content, writing, or format, you will be graded simply on the completeness of your draft and for having it turned in on time.
Quiz 6
Quiz 6 will consist of 15 multiple choice questions from chapters 8 and 9 worth 2 points each.
Course Evaluation
Please evaluate the course. You will have an opportunity to evaluate the course near the end of the session. A link sent to your CougarMail will allow you to access the evaluation. Please note that these evaluations are provided so that I can improve the course, find out what students perceive to be its strengths and weaknesses, and in general assess the success of the course. Please do take the time to fill this out.
Week 7: Intimacy and Sexuality
Readings
Chapter 10 and 11
Discussion 13
Do you think that an adolescent is actually capable of intimacy or being in love? At what point do you think adolescents are ready for dating and intimacy? Respond with substance to at least two classmates and always be sure to back up your opinions with specific details from the textbook.
Discussion 14
Reflect on your friendships from adolescence. How many of those would you now consider real friends? Are any of them still friends? Did you have a falling out with a friend during adolescence and is it still a significant event? Respond with substance to at least two classmates and always be sure to back up your opinions with specific details from the textbook.
Dropbox 7: Intervention Program Analysis (Final Draft)
Based on the feedback from your rough draft, make any necessary revisions to your paper. Be sure that your final draft is built upon a strong foundation of knowledge and theories from the textbook and explains clearly how to best assist adolescents during their transitional years. Remember that your final draft needs to be in APA format with 1 inch margins and size 12 font with a highly readable font (such as Times New Roman).
Quiz 7
Quiz 7 will consist of 15 multiple choice questions from chapters 10 and 11 worth 2 points each.
Week 8: Achievement and Psychological Problems in Adolescence
Readings
Chapters 12 and 13
Discussion 15
Adolescents are notoriously melodramatic with a bad day equating to the end of the world and a good day making them bulletproof. Share with the class at least two ideas you have for being able to tell the difference between normal adolescent behavior and problematic behavior. Share successes and failures if you have them. Respond with substance to at least two classmates and always be sure to back up your opinions with specific details from the textbook.
Discussion 16
What kind of achiever were you during your adolescence and what was your motivation? How did that achievement meet your needs or what fears drove you in that direction? Respond with substance to at least two classmates and always be sure to back up your opinions with specific details from the textbook.
Final Exam - Multiple Choice
The proctored final exam will cover key terminology and concepts from the readings, discussions, and articles from Weeks 1-8. Your final exam will be in two parts. Part 1 will be in the Quizzes area and will consist of 50 multiple choice questions worth 2 points each. You will have two hours to take the proctored exam which is due by 11:59 PM CT on Saturday.
Final Exam - Essay
Part 2 of the exam will not be proctored. Start by downloading the Word document in the Content area titled “Final Exam Essay Questions.” You will be given 5 short essay questions to answer worth 10 points each. You will provide original answers to each question (backed up with principles and theories from your textbook) and upload the final document to the appropriate dropbox by 11:59 PM CT on Saturday.


Course Policies

Student Conduct

All Columbia College students, whether enrolled in a land-based or online course, are responsible for behaving in a manner consistent with Columbia College's Student Conduct Code and Acceptable Use Policy. Students violating these policies will be referred to the office of Student Affairs and/or the office of Academic Affairs for possible disciplinary action. The Student Code of Conduct and the Computer Use Policy for students can be found in the Columbia College Student Handbook. The Handbook is available online; you can also obtain a copy by calling the Student Affairs office (Campus Life) at 573-875-7400. The teacher maintains the right to manage a positive learning environment, and all students must adhere to the conventions of online etiquette.

Plagiarism

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. For proper citation of the original authors, you should reference the appropriate publication manual for your degree program or course (APA, MLA, etc.). 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. Spouses and roommates taking the same course should be particularly careful.

All required papers may be submitted for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers may 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.

Non-Discrimination

There will be no discrimination on the basis of sex, race, color, national origin, sexual orientation, religion, ideology, political affiliation, veteran status, age, physical handicap, or marital status.

Student Accessibility Resources

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 or email at sar@ccis.edu.

Online Participation

You are expected to read the assigned texts and participate in the discussions and other course activities each week. Assignments should be posted by the due dates stated on the grading schedule in your syllabus. If an emergency arises that prevents you from participating in class, please let your instructor know as soon as possible.

Attendance Policy

Attendance for a week will be counted as having submitted any assigned activity for which points are earned. Attendance for the week is based upon the date work is submitted. A class week is defined as the period of time between Monday and Sunday (except for week 8, when the work and the course will end on Saturday at midnight.) The course and system deadlines are based on the Central Time Zone.

Cougar Email

All students are provided a CougarMail account when they enroll in classes at Columbia College. You are responsible for monitoring email from that account for important messages from the College and from your instructor. You may forward your Cougar email account to another account; however, the College cannot be held responsible for breaches in security or service interruptions with other email providers.

Students should use email for private messages to the instructor and other students. The class discussions are for public messages so the class members can each see what others have to say about any given topic and respond.

Late Assignment Policy

An online class requires regular participation and a commitment to your instructor and your classmates to regularly engage in the reading, discussion and writing assignments. Although most of the online communication for this course is asynchronous, you must be able to commit to the schedule of work for the class for the next eight weeks. You must keep up with the schedule of reading and writing to successfully complete the class.

If you believe that you will be missing a deadline, and that your reason for missing the deadline is excusable (e.g., illness, accident, etc.), please notify me prior to the deadline unless circumstances are such that communication is impossible. (In the case that you cannot communicate, you may wish to have a close friend or family member inform me of your situation.) When a missed deadline is not excusable your grade will be reduced. 

No late discussion posts will be accepted.

Papers may be submitted up to four days late, but there will be a penalty of 10% of the grade for each day it is late.

Neither the quizzes nor the final exam can be submitted after the deadline without specific prior permission. 

All work must be submitted by the end of the session on Saturday of Week 8.

Course Evaluation

You will have an opportunity to evaluate the course near the end of the session. A link will be sent to your CougarMail that will allow you to access the evaluation. Be assured that the evaluations are anonymous and that your instructor will not be able to see them until after final grades are submitted.

Proctor Policy

Students taking courses that require proctored exams must submit their completed proctor request forms to their instructors by the end of the second week of the session. Proctors located at Columbia College campuses are automatically approved. The use of ProctorU services is also automatically approved. The instructor of each course will consider any other choice of proctor for approval or denial. Additional proctor choices the instructor will consider include: public librarians, high school or college instructors, high school or college counseling services, commanding officers, education service officers, and other proctoring services. Personal friends, family members, athletic coaches and direct supervisors are not acceptable.


Additional Resources

Orientation for New Students

This course is offered online, using course management software provided by Desire2Learn and Columbia College. The course user guide provides details about taking an online course at Columbia College. You may also want to visit the course demonstration to view a sample course before this one opens.

Technical Support

If you have problems accessing the course or posting your assignments, contact your instructor, the Columbia College Helpdesk, or the D2L Helpdesk for assistance. Contact information is also available within the online course environment.

Online Tutoring

Smarthinking is a free online tutoring service available to all Columbia College students. Smarthinking provides real-time online tutoring and homework help for Math, English, and Writing. Smarthinking also provides access to live tutorials in writing and math, as well as a full range of study resources, including writing manuals, sample problems, and study skills manuals. You can access the service from wherever you have a connection to the Internet. I encourage you to take advantage of this free service provided by the college.

Access Smarthinking through CougarTrack under Students -> Academics -> Academic Resources.


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