Effective: Late Fall 8-Week, 2018/2019

HUMS 350: *Social Gerontology

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  Course Description

Social, psychological and physical aspects of aging, including the consequences of the societal demographic shifts toward an increasingly aged society. Investigates the research on death and dying and the role of the elderly in our society. Additionally, generates an understanding of the theoretical perspective on aging. Cross-listed as SOCI 350.

Prerequisite: Junior standing

Proctored Exams: None



  Textbooks

As part of TruitionSM, students will receive their course materials automatically as described below.

Required

  •  Quadagno, J. (2018). Aging and the Life Course (7th ed). New York, NY: McGraw-Hill Education.  eText

Bookstore Information

Visit https://www.ccis.edu/bookstore.aspx for details.

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 print-on-demand copy of eligible eTexts can do so through the VitalSource bookshelf at an additional cost.  Once orders are placed, it can take approximately five to seven business days for students to receive their print-on-demand books.

Physical Course Materials Information

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

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

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

  Course Overview

From the minute we are born, we are aging. Most people aspire to longevity, but how is quality ensured with quantity of years? What issues may affect us, our loved ones, and our clients in the aging process? This course covers major topics related to aging, including ageism, research in the field, theories of aging, demographic and sociocultural issues, public policy, physical and psychological issues that affect older adults, death and dying, and careers in social gerontology.

  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 the social, psychological and physical aspects of aging.
  • To understand the development of the field of gerontology.
  • To understand the shifting roles of the aged and the manifestations of such.
  • To study the research on death and dying.
  • To understand sociological theories of aging and social policies pertaining to the aged and the needs of an increasingly aged society.

  Measurable Learning Outcomes

  • Explain the social, psychological and physical aspects of aging.
  • Describe the demographic shift toward an increasingly aged society and the manifestations of such a shift.
  • Explain the emergence of the discipline of gerontology.
  • Critically analyze and interrogate social policies for the aged, understanding their value as well as their limitations: Social Security, healthcare, Medicare, and Medicaid.
  • Evaluate differing sociological perspectives on aging.
  • Explain the intersection of race, gender, and class on aging.

  Grading

Grading Scale

Grade Points Percent
A 243-270 90-100%
B 216-242 80-89%
C 189-215 70-79%
D 162-188 60-69%
F 0-161 0-59%

Grade Weights

Assignment Category Points Percent
Discussions (18) 90 33%
Research Paper (1) 100 37%
Quizzes (8) 80 30%
Total 270 100%

  Schedule of Due Dates

Week 1

Assignment Points Due
Introduction Discussion -- Thursday
Discussion 1 5 Thursday/Sunday
Discussion 2 5
Quiz 1 10 Sunday

Week 2

Assignment Points Due
Discussion 3 5 Thursday/Sunday
Discussion 4 5
Research Discussion 1 5
Quiz 2 10 Sunday

Week 3

Assignment Points Due
Discussion 5 5 Thursday/Sunday
Discussion 6 5
Quiz 3 10 Sunday

Week 4

Assignment Points Due
Discussion 7 5 Thursday/Sunday
Discussion 8 5
Research Discussion 2 5
Quiz 4 10 Sunday

Week 5

Assignment Points Due
Discussion 9 5 Thursday/Sunday
Discussion 10 5
Quiz 5 10 Sunday

Week 6

Assignment Points Due
Discussion 11 5 Thursday/Sunday
Discussion 12 5
Quiz 6 10 Sunday

Week 7

Assignment Points Due
Discussion 13 5 Thursday/Sunday
Discussion 14 5
Quiz 7 10 Sunday
Research Paper 100

Week 8

Assignment Points Due
Discussion 15 5 Thursday/Saturday
Discussion 16 5
Quiz 8 10 Saturday
Total Points: 270

  Assignment Overview

Discussions

There is an ungraded introduction discussion in Week 1 intended to help you get to know your classmates. In addition, there will be two discussions each week intended to engage you in discussion of concepts relevant to the assigned readings. Each of these discussions are worth 5 points total, including the initial posts for the discussion and two response posts per topic. A detailed grading rubric is available in the Content area of the course.

Initial posts must include at least two paragraphs (200 words minimum) and reflect college-level writing. For maximum point benefit, respond fully to all elements of the discussion prompt. Where your beliefs or opinion are asked in a discussion prompt, you must communicate effectively, demonstrate your understanding of the readings in your posts, and support your opinion factually with material from the reading assignment(s). You must incorporate supportive material from the textbook in every initial post and include APA-formatted in-text citations and references for your sources.  Initial posts are due by 11:59 pm CT on Thursdays. 

You are also expected to submit at least two response posts in the discussion topics for each week. This means that you will submit at least two response posts in every discussion. Response posts should add value by advancing discussion of the topic (“good post,” “I agree,” and other commentary about the quality of your classmates’ work is not substantive in advancing the topic or adding value to the discussion and will not receive credit). Response posts to classmates or your instructor are due by 11:59 pm CT on Sundays, except Week 8, due Saturday. Late discussion posts will not be accepted. 

Student Conduct: We will have many discussions on varying sociocultural and political perspectives as well as other issues in the next eight weeks. Please remember that this is an academic setting, and that all discussion posts must demonstrate application of the facts and theories as presented in the course textbook. Our discussions will help us to deconstruct many of these sociocultural and political issues; therefore, while differing perspectives are welcome, in an academic environment, personal opinions must be supported by factual evidence from texts, peer-reviewed journal articles, or other academic materials. Respectful communication is expected at all times. If posts are identified that are aggressive or disrespectful toward other students or the instructor, the student will be awarded a zero for that discussion topic.

“Must post first:” You must submit your own original posts before you will be able to view your classmates’ posts. A complete, original post is expected at initial submission. This means that initial posts should not be edited, deleted and resubmitted, or otherwise altered after submission. Students who attempt to violate the “must post first” expectations may receive a zero for their original posts.

Research Discussions

In addition to the weekly concept discussions, there are two research discussion topics (during Week 2 and Week 4) intended to help you prepare for your research paper. Each of these discussions is worth 5 points, including the initial posts for the discussion and two response posts per topic. A detailed grading rubric is available in the Content area of the course.

During Week 2, you will select the topic for your research paper and provide rationale for your choice. You will also give feedback to your peers about their paper topics. Initial posts must include at least one full paragraph (100 words minimum) and reflect college-level writing. Two thoughtful response posts are also required. 

In Week 4, you will select three peer-reviewed journal articles for your research paper, including a description of each article and APA-formatted references. Articles must be no more than 10 years old. This discussion must include  at least three full paragraphs (300 words minimum) and reflect college-level writing, including APA-formatted references. Two thoughtful response posts are also required. 

“Must post first:” You must submit your own original posts before you will be able to view your classmates’ posts. A complete, original post is expected at initial submission. This means that initial posts should not be edited, deleted and resubmitted, or otherwise altered after submission. Students who attempt to violate the “must post first” expectations may receive a zero for their original posts.

Research Paper

The research paper should be pertinent to an aging-related topic. Possible topics include: Health Promotion, Ageism, Retirement, Women and Older Adulthood, Sociological Perspectives on Aging (race, class, gender, etc.), or Federal Laws and Entitlement Programs Affecting Older Adults. You will select your topic during Week 2, in Research Discussion 1. Full assignment details and a grading rubric are provided in the Content area of the course. 

College-level writing in spelling, grammar, and punctuation is expected. Communicate your points about the selected topic and support them with factual evidence obtained from peer-reviewed journal articles. You will select and summarize three peer-reviewed articles during Week 4, in Research Discussion 2. Three peer-reviewed journal articles at a minimum should be cited throughout the paper to support your assertions. Peer-reviewed journal articles are available through the Stafford Library via the link on the course home page. The course textbook is acceptable as a supplemental source. Textbooks other than the course text will not be accepted as references. Books, websites, and articles from popular media are supplemental sources and do not count toward peer-reviewed journal articles. 

The research paper is due by 11:59 pm CT on Sunday of Week 7.  It should be double-spaced and use 12-point Times New Roman font and 1-inch margins. It should include 9 pages total: the title page, an abstract, 6 body pages, and an APA-formatted reference page. 

Quizzes

Each week, you will have a 10 point quiz covering the material from the assigned readings. Each quiz will consist of 10 multiple-choice questions. You will have 30 minutes to complete each quiz. Quizzes open at 12:01 AM on Mondays and are due by 11:59 pm CT on Sundays, except Week 8 due Saturday.

  Course Outline

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

Readings

Chapters 1 - 2

Website: This Chair Rocks

Introduction Discussion

Please introduce yourself to the class. Include any information you wish to share about your major, career interests, and personal interests. Discuss your interest in learning about aging and how you anticipate this course will fit into your future career. Due by 11:59 p.m. CT on Thursday.

Discussion 1

This Chair Rocks is a website created by aging activist Ashton Applewhite to address ageism. Explore the website.

Based on what you’ve read in Chapter 1, describe what constitutes ageism and give an example of how it is perpetuated in society.

Describe in detail something new or unexpected that you learned from the website about ageism. Include a link to the webpage that contains this information. Share your thoughts about ageism as a stereotype.

Include supportive material from the reading assignment and website in your posts. Be sure to credit your sources properly with APA-formatted citations and references. Initial posts are due by 11:59 p.m. CT on Thursday. Two responses to classmates are due by 11:59 p.m. CT on Sunday.

Discussion 2

Based on what you learned in Chapter 1, consider the timing, duration, and sequence of your parents’ or grandparents’ life courses. How typical would you say it was for a person in their generation?

Include supportive material from the reading assignment in your posts. Be sure to credit your sources properly with APA-formatted citations and references. Initial posts are due by 11:59 p.m. CT on Thursday. Two responses to classmates are due by 11:59 p.m. CT on Sunday.

Quiz 1

This quiz is comprised of 10 multiple-choice questions covering textbook Chapters 1 and 2. The quiz is timed. You will have only thirty-minutes to complete it, so please study in advance. Keep in mind, once the quiz is started, it cannot be stopped. It is a good idea to click "save" after responding to each question.

The quiz opens at 12:01 a.m. CT on Monday and must be submitted by 11:59 p.m. CT on Sunday.

Readings

Chapters 3 - 4

Discussion 3

Discuss a theory in Chapter 3 that could provide you with useful guidelines for working with older people who live in the community.  Give examples of practice guidelines that you could derive from this particular theoretical perspective.

Include supportive material from the reading assignment in your posts. Be sure to credit your sources properly with APA-formatted citations and references. Initial posts are due by 11:59 p.m. CT on Thursday. Two responses to classmates are due by 11:59 p.m. CT on Sunday.

Discussion 4

Poverty rates among older women, especially minority, women are very high. What kinds of measures might help to reduce poverty among older adults?

Include supportive material from the reading assignment in your posts. Be sure to credit your sources properly with APA-formatted citations and references. Initial posts are due by 11:59 p.m. CT on Thursday. Two responses to classmates are due by 11:59 p.m. CT on Sunday.

Research Discussion 1

Topic Selection

From the list of research paper topics below, choose the one you plan to write about.

  • Health Promotion
  • Ageism
  • Retirement
  • Women and Older Adulthood
  • Sociological Perspectives on Aging (race, class, gender, etc.)
  • Federal Laws and Entitlement Programs Affecting Older Adults

In your post, write a full paragraph (at least 100 words) identifying your choice of topic and discussing your rationale for choosing it, including your interest in the topic. What questions do you have about your topic that your research may help you answer? 

Initial posts are due by 11:59 p.m. CT on Thursday. Two responses to classmates are due by 11:59 p.m. CT on Sunday.

Quiz 2

This quiz is comprised of 10 multiple-choice questions covering textbook Chapters 3 and 4. The quiz is timed. You will have only thirty-minutes to complete it, so please study in advance. Keep in mind, once the quiz is started, it cannot be stopped. It is a good idea to click "save" after responding to each question.

The quiz opens at 12:01 a.m. CT on Monday and must be submitted by 11:59 p.m. CT on Sunday.

Readings

Chapters 5 - 6

Document: Age-related Impairment Simulation

Discussion 5

Describe differences between the health services provided under Medicare (Part A versus Part B) and Medicaid. How would you respond to arguments that Medicare and Medicaid must be cut and consequently that health care benefits to older people must be limited? Should the U.S. have a universal system of health care coverage that would treat all Americans regardless of age or income equally?

Include supportive material from the reading assignment in your posts. Be sure to credit your sources properly with APA-formatted citations and references. Initial posts are due by 11:59 p.m. CT on Thursday. Two responses to classmates are due by 11:59 p.m. CT on Sunday.

Discussion 6

Visit the Content area for Week 3 and review the document: “Age-related impairment simulation.” You will need to carry out the exercise described in this document before completing Discussion 6.

Using ordinary household items, you will simulate the experience of age-related impairments in vision, hearing, smell/taste, and mobility. Choose at least two of the impairments listed in the document and use the supplies indicated to carry out the activities. Attempt to carry out normal tasks, such as moving about your home, going outside, using your computer and phone, watching TV, eating or drinking something, etc.

Describe your experience. How did it feel? What difficulties did you encounter? What thoughts do you have about the reactions or behavior of older people who have a form of impairment? How have your thoughts or feelings about older adults changed as a result of this exercise?

Include supportive material from the reading assignment in your posts. Be sure to credit your sources properly with APA-formatted citations and references. Initial posts are due by 11:59 p.m. CT on Thursday. Two responses to classmates are due by 11:59 p.m. CT on Sunday.

Quiz 3

This quiz is comprised of 10 multiple-choice questions covering textbook Chapters 5 and 6. The quiz is timed. You will have only thirty-minutes to complete it, so please study in advance. Keep in mind, once the quiz is started, it cannot be stopped. It is a good idea to click "save" after responding to each question.

The quiz opens at 12:01 a.m. CT on Monday and must be submitted by 11:59 p.m. CT on Sunday.

Readings

Chapters 7 - 8

Discussion 7

Think about the issues discussed in Chapter 7 about learning and memory, cognitive changes in older adulthood, as well as dementias and mental disorders. In your post, discuss some of the societal stereotypes that surround older adults with regard to these issues. What do these stereotypes say about our society and the value we place on older adults? What could society do to encourage older adults to share their wisdom and experience with younger generations?

Include supportive material from the reading assignment in your posts. Be sure to credit your sources properly with APA-formatted citations and references. Initial posts are due by 11:59 p.m. CT on Thursday. Two responses to classmates are due by 11:59 p.m. CT on Sunday.

Discussion 8

Based on Chapter 8, discuss the importance of social supports in older adults’ lives. What role do social supports play? Discuss some examples of social support. Include in your discussion what happens to older adults when their social support systems break down and what can be done to strengthen social supports to help older adults avoid isolation? What are some concerns and needs for social support among older adults who are LGBTQ?

Include supportive material from the reading assignment in your posts. Be sure to credit your sources properly with APA-formatted citations and references. Initial posts are due by 11:59 p.m. CT on Thursday. Two responses to classmates are due by 11:59 p.m. CT on Sunday.

Research Discussion 2

Peer-Reviewed Journal Articles

Using the library resources available to you, identify three peer-reviewed journal articles to support your research paper. In the designated discussion topic, list the three articles you’ve identified, provide a summary (three paragraphs totaling 300 words) of each article, and provide the author and publication information for each article in an APA-formatted reference.

Peer-reviewed journal articles are required for this assignment. All students have access to the college’s Stafford Library via the course home page and can access journal articles there. If you don’t know how to use the library, librarians are available to assist you. Please provide them with sufficient lead time to help you. Please note that material from websites, Wikis, and sources of popular media, such as PsychCentral, Psychology Today, and other such sources will not meet the criteria for a peer-reviewed source. Your agency’s website, organizational manuals, and other similar sources will not meet the criteria for a peer-reviewed source.

Note: Appropriate in-text citations are expected in the summaries to credit your sources. Do not copy material word-for-word from these articles without using quotation marks and citations as needed to give proper credit to your sources and to avoid plagiarism.

Initial posts are due by 11:59 p.m. on Thursday. Two responses to classmates are due by 11:59 p.m. on Sunday.

Quiz 4

This quiz is comprised of 10 multiple-choice questions covering textbook Chapters 7 and 8. The quiz is timed. You will have only thirty-minutes to complete it, so please study in advance. Keep in mind, once the quiz is started, it cannot be stopped. It is a good idea to click "save" after responding to each question.

The quiz opens at 12:01 a.m. CT on Monday and must be submitted by 11:59 p.m. CT on Sunday.

Readings

Chapters 9 - 10

Discussion 9

Besides modifications that might be necessary to help an older adult age in place, what other measures might help them remain in their own homes?

Older adults may wait too long to adjust their living arrangements to match their health needs. What could be done to help older adults plan ahead to adjust their living arrangements?

What alternative living arrangement would be at the top of your list to suggest for your older aunt, grandparent, parent, or other loved one and why?

Include supportive material from the reading assignment in your posts. Be sure to credit your sources properly with APA-formatted citations and references. Initial posts are due by 11:59 p.m. CT on Thursday. Two responses to classmates are due by 11:59 p.m. CT on Sunday.

Discussion 10

Describe some factors that influence the employment and retirement patterns of older men and women. Considering the primary sources of income for older adults, what are some gender and ethnic inequities in these sources that result in significant variations in financial adequacy among the older population?

What can government do to help workers who have lost their jobs and health insurance but are not yet old enough to retire?

Include supportive material from the reading assignment in your posts. Be sure to credit your sources properly with APA-formatted citations and references. Initial posts are due by 11:59 p.m. CT on Thursday. Two responses to classmates are due by 11:59 p.m. CT on Sunday.

Quiz 5

This quiz is comprised of 10 multiple-choice questions covering textbook Chapters 9 and 10. The quiz is timed. You will have only thirty-minutes to complete it, so please study in advance. Keep in mind, once the quiz is started, it cannot be stopped. It is a good idea to click "save" after responding to each question.

The quiz opens at 12:01 a.m. CT on Monday and must be submitted by 11:59 p.m. CT on Sunday.

Readings

Chapters 11 - 12

Discussion 11

Think about a health habit that you have tried to modify, such as increasing your daily exercise or your consumption of fruits and vegetables. Discuss the obstacles or difficulties you faced in making the desired changes. What are some strategies or techniques that worked for you? Could these same methods be used to help older adults change lifelong habits?

To what extent do you think that lifestyle changes after age 65 can overcome the effects of poor health habits acquired earlier in life? What socioeconomic factors affect your response?

Include supportive material from the reading assignment in your posts. Be sure to credit your sources properly with APA-formatted citations and references. Initial posts are due by 11:59 p.m. CT on Thursday. Two responses to classmates are due by 11:59 p.m. CT on Sunday.

Discussion 12

Discuss some reasons why family members are the primary source of caregiving for frail older adults. Include a discussion of gender- and employment-related issues in caregiving. How does these relate to the concepts of caregiver burden described in Chapter 12?

How would you argue for greater government support of home-based services for older adults?

Include supportive material from the reading assignment in your posts. Be sure to credit your sources properly with APA-formatted citations and references. Initial posts are due by 11:59 p.m. CT on Thursday. Two responses to classmates are due by 11:59 p.m. CT on Sunday.

Quiz 6

This quiz is comprised of 10 multiple-choice questions covering textbook Chapters 11 and 12. The quiz is timed. You will have only thirty-minutes to complete it, so please study in advance. Keep in mind, once the quiz is started, it cannot be stopped. It is a good idea to click "save" after responding to each question.

The quiz opens at 12:01 a.m. CT on Monday and must be submitted by 11:59 p.m. CT on Sunday.

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.
Readings

Chapters 13 - 14

Discussion 13

What can human services professionals do to protect the rights of dying patients and ensure a “good death”? In what ways might these goals be in conflict with one another?

How do your attitudes about dying or death influence your perceptions about a “good death”? If you were dying, what kind of care would you prefer to receive and where? Would you refuse life-prolonging treatments? Would you want help in ending your life?

Include supportive material from the reading assignment in your posts. Be sure to credit your sources properly with APA-formatted citations and references. Initial posts are due by 11:59 p.m. CT on Thursday. Two responses to classmates are due by 11:59 p.m. CT on Sunday.

Discussion 14

The text describes three ways to restore solvency to the Social Security trust fund. Which of these do you favor and why?

Would you support means testing of Social Security beneficiaries? Why or why not?

What suggestions would you offer to encourage people to save privately for retirement? What barriers exist that affect people’s retirement savings, and how would your ideas address those barriers?

Include supportive material from the reading assignment in your posts. Be sure to credit your sources properly with APA-formatted citations and references. Initial posts are due by 11:59 p.m. CT on Thursday. Two responses to classmates are due by 11:59 p.m. CT on Sunday.

Quiz 7

This quiz is comprised of 10 multiple-choice questions covering textbook Chapters 13 and 14. The quiz is timed. You will have only thirty-minutes to complete it, so please study in advance. Keep in mind, once the quiz is started, it cannot be stopped. It is a good idea to click "save" after responding to each question.

The quiz opens at 12:01 a.m. CT on Monday and must be submitted by 11:59 p.m. CT on Sunday.

Research Paper

Complete assignment expectations for the research paper including format and length are available in the Content area within the Start Here module.

Please upload your research paper to the Dropbox before 11:59 p.m. CT on Sunday. Papers that are not submitted by the deadline will not be accepted unless prior arrangements have been made with the instructor. You will receive a Dropbox receipt in your CougarMail account when your paper has been uploaded successfully. Please check your CougarMail account for the receipt. If you do not get a receipt, then your paper has not been uploaded. It is the student's responsibility to ensure the upload was successful before the deadline. Students must troubleshoot problems with uploading by contacting D2L tech support. 

Readings

Chapters 15 - 16

Discussion 15

Discuss the economic disparities among women and persons of color with regard to Social Security and private retirement funds in comparison with white males. What factors are involved in these disparities? Include discussion of the theory of cumulative disadvantage.

What public policy and other suggestions would you offer to address these gender and racial or ethnic disparities? What barriers would you foresee?

Include supportive material from the reading assignment in your posts. Be sure to credit your sources properly with APA-formatted citations and references. Initial posts are due by 11:59 p.m. CT on Thursday. Two responses to classmates are due by 11:59 p.m. CT on Saturday, the last day of the course.

Discussion 16

Previously, older adults in our society were thought to be deserving. What are your thoughts about the shifting perspective in our society from viewing older adults as deserving to the more current view of generational equity? How does the entitlement crisis affect societal perspectives about generational equity and the deserving older adult?

Include supportive material from the reading assignment in your posts. Be sure to credit your sources properly with APA-formatted citations and references. Initial posts are due by 11:59 p.m. CT on Thursday. Two responses to classmates are due by 11:59 p.m. CT on Saturday, the last day of the course.

Quiz 8

This quiz is comprised of 10 multiple-choice questions covering textbook Chapters 15 and 16. The quiz is timed. You will have only thirty-minutes to complete it, so please study in advance. Keep in mind, once the quiz is started, it cannot be stopped. It is a good idea to click "save" after responding to each question.

The quiz opens at 12:01 a.m. CT on Monday and must be submitted by 11:59 p.m. CT on Saturday, the last day of the course.

  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 and Academic Integrity

Academic integrity is a cumulative process that begins with the first college learning opportunity. Students are responsible for knowing the Academic Integrity policy and procedures and may not use ignorance of either as an excuse for academic misconduct. Columbia College recognizes that the vast majority of students at Columbia College maintain high ethical academic standards; however, failure to abide by the prohibitions listed herein is considered academic misconduct and may result in disciplinary action, a failing grade on the assignment, and/or a grade of "F" for the course.

Additionally, 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

Columbia College is committed to creating a learning environment that meets the needs of its diverse student body. If you anticipate or experience any barriers to learning, communicate your concerns with the instructor. In addition to speaking with the instructor, the following resources are available to ensure an opportunity to learn in an inclusive environment that values mutual respect.

  • For students with disabilities/conditions who are experiencing barriers to learning or assessment, contact the Student Accessibility Resources office at (573) 875-7626 or sar@ccis.edu to discuss a range of options to removing barriers in the course, including accommodations.
  • For students who are experiencing conflict which is impacting their educational environment, contact the Office of Student Conduct at studentconduct@ccis.edu or (573) 875-7877.
  • For students who have concerns related to discrimination or harassment based on sex, gender identity, sexual orientation, pregnancy or parental status, please contact the Title IX Office at titleixcoordinator@ccis.edu. More information can be found at http://www.ccis.edu/policies/notice-of-non-discrimination-and-equal-opportunity.aspx

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.

  • No late discussions will be accepted.
  • Requests for late research paper and quizzes must have instructor approval before submission.
  • Late research papers and quizzes are subject to point deductions at instructor’s discretion as follows: 25% for one day late; 50% for two days late; 75% for three days late.
  • Late research papers and quizzes will not be accepted more than three days after the deadline.

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.

  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 Technology Solutions Center, or the D2L Helpdesk for assistance. If you have technical problems with the VitalSource eText reader, please contact VitalSource. Contact information is also available within the online course environment.

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.