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Effective: Early Spring 8-Week 2017/2018

EDUC 565: Advanced Application Learning Science

Course Description

This course examines learning theory within the context of today's pre K-12 classrooms and the increasing demand for differentiated instruction. The emerging interdisciplinary field of learning sciences is explored against the backdrop of effective teaching and student achievement and the challenges of preparing all students for a future that does not yet exist. Emphasis will be placed on the application of learning theory and science to instructional practices, with a particular focus on differentiated practice. Current pedagogical trends in education will be analyzed for their scientific merits. The professional learning of staff is also considered, as well as the application of theory and science to organizational learning and goal achievement.

Prerequisite: M.Ed. status

Proctored Exams: None



Syllabus Contents

Textbooks

Required

  • Benassi, V. A., Overson, C. E., and Hakala, C. M., Eds. (2014). Applying science of learning in education: Infusing psychological science into the curriculum.Society for the Teaching of Psychology.
    • [ISBN-978-1-941804-29-2 ]
    • Note: Full text available in the course Content.
  • Perkins, D. N. (2014). Future wise: Educating our children for a changing world.San Francisco, CA: Jossey-Bass.
    • [ISBN- 978-1-118-84408-3]
  • Phillips, D. C. and Soltis, J. F. (2009). Perspectives on learning (5th ed). New York: Teachers College Press.
    • [ISBN-978-0807749838]

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 science of learning is an interdisciplinary field, comprised of experts from education, psychology, neuroscience, cognitive science, communications, and other areas, who have an interest in optimizing the learning of individuals in various contexts. Some refer to this field as the science of learning and teaching, as research on learning is used to inform teaching practice, both instruction and assessment. Research on instruction and assessment are also used to inform the study of learning. This course will examine learning science within the dominant perspectives on learning and promote a deeper understanding of how the science can be applied in ways that will enhance the teaching-learning experience to prepare students for a future that does not yet exist. Weaved throughout the course is the science related to differentiating—and therefore optimizing—learning for all students.


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 promote the success and well-being of every student by enhancing instructional capacity. (ISLLC 1)
  • To promote the success and well-being of every student by promoting instruction that maximizes student learning. (ISLLC 2)
  • To promote the success and well-being of every student by promoting robust and meaningful curricula and assessment programs. (ISLLC 3)
  • To promote the success and well-being of every student by promoting robust and meaningful curricula and assessment programs. (ISLLC 4)
  • To promote the success and well-being of every student by ensuring the development of an equitable and culturally responsive school. (ISLLC 10)
  • To promote the success and well-being of every student by ensuring a culture of continuous school improvement. (ISLLC 11)

Measurable Learning Outcomes

  • Collaboratively develops, implements, and promotes a shared vision and mission for quality teaching and learning. (ISLLC 1A)
  • Creates and implements plans to achieve organizational learning goals. (ISLLC 1C)
  • Develops individual and collective capacity of staff. (ISLLC 2B)
  • Ensures on-going and differentiated professional learning. (ISLLC 2C)
  • Maintains a culture of high expectations and challenge. (ISLLC 3A)
  • Ensures a focus on authenticity and relevance in instruction. (ISLLC 3B)
  • Ensures that instruction is anchored on best understandings of child development. (ISLLC 3C)
  • Ensures strengths-based approaches to learning and teaching. (ISLLC 3D)
  • Ensures the use of effective pedagogy to close learning gaps. (ISLLC 3E)
  • Ensures the use of pedagogy that treats students as individuals and promotes self-esteem. (ISLLC 3G)
  • Ensures the presence of culturally congruent pedagogy and assessment. (ISLLC 3H)
  • Employs technology in the service of teaching and learning. (ISLLC 3J)
  • Ensures program rigor. (ISLLC 4A)
  • Maximizes opportunities to learn. (ISLLC 4C)
  • Ensures authentic learning and assessment experiences (ISLLC 4D)
  • Ensures the use of learning experiences that enhance the enjoyment of learning. (ISLLC 4F)
  • Fosters schools as affirming and inclusive places. (ISLLC 10B)
  • Attacks issues of student marginalization; deficit-based schooling; and limiting assumptions about gender, race, class, and special status. (ISLLC 10D)
  • Promotes understanding, appreciation, and use of diverse cultural, ecological, social, political, and intellectual resources. (ISLLC 10F)
  • Promotes a culture of data-based inquiry and continuous learning. (ISLLC 11E)

Grading

Grading Scale
Grade Points Percent
A 360-400 90-100%
B 320-359 80-89%
C 280-319 70-79%
F 0-279 0-69%
Grade Weights
Assignment Category Points Percent
Discussions 80 20%
KWL Chart 40 10%
Case Studies 40 10%
Lesson Redesign 40 10%
Inquiry Project 200 50%
Total 400 100%


Schedule of Due Dates

Week 1
Assignment Points Due
Introduction 0 Thursday/Saturday
Discussion 1 5
Discussion 2 5
KWL Chart 40 Sunday
Chapter 2 Case Study 20
Week 2
Assignment Points Due
Discussion 3 5 Thursday/Saturday
Discussion 4 5
Chapter 3 Case Study 20 Sunday
Inquiry Project Question Brainstorm 5
Week 3
Assignment Points Due
Discussion 5 5 Thursday/Saturday
Discussion 6 5
Lesson Redesign 40 Sunday
Inquiry Project Final Question and References 5
Week 4
Assignment Points Due
Discussion 7 5 Thursday/Saturday
Discussion 8 5
Reference List 20 Sunday
Week 5
Assignment Points Due
Discussion 10 5 Thursday/Saturday
Discussion 9 5
Annotated References 20 Sunday
Week 6
Assignment Points Due
Discussion 11 5 Thursday/Saturday
Discussion 12 5
Draft Inquiry Project 50 Sunday
Week 7
Assignment Points Due
Discussion 13 5 Thursday/Saturday
Discussion 14 5
Week 8
Assignment Points Due
Final Inquiry Project 100 Thursday
Discussion 15 5 Thursday/Saturday
Discussion 16 5
Total Points 400

Assignment Overview

Discussions

Discussions in this course are meant to probe your thinking about the content and deepen your understanding. As a learning community, it is my hope that everyone participates in creating a dynamic environment filled with evidence-based inquiry. You should build upon the ideas of others and those in the readings using your personal knowledge and experiences. You should also feel free to challenge the ideas of others (including me) and those in the readings, and raise questions or post new insights.

You are not required to quote from the readings or formally cite, but it should be evident from your posts that you have read the material. Discussions do not have to be lengthy, but must demonstrate that you are thinking critically about the issues in the course. You will be graded on the quality of your original response, as well as the quality of your interaction with peers, but not on the quantity of your posts.

You will complete your original post to a discussion item by Thursday of the assigned week; you may continue to post your peer responses to that item through Saturday.


KWL Chart

Prior to beginning your readings in the course in Week 1 you will create a three-column chart that contains the following information:

K: What current knowledge do you have about how students learn, how teachers can optimize learning, and how theory and research inform what we do in classrooms?

W: What do you want to know about how students learn, how teachers can optimize learning, and how theory and research can be applied to what we do in classrooms?

L: This part will be left blank for now. At the end of the class you will fill in this column with what you have learned.

A template for this assignment is available in the Week 1 Content area. The length of this assignment is open-ended, but the more you put into it the more you will get out of this class! Full points are awarded upon submission of the assignment to the proper Dropbox.


Case Studies

Your text,Perspectives on Learning, contains many case studies that represent authentic classroom applications of theory and research. Two have been selected for formal assignments in the first two weeks of class. Some of the others serve as the foundation of discussion questions in later weeks; some are simply to help you make the connections between theory and practice.

Your two formal case studies each contain two sets of prompts, and each prompt is worth 10 points (for a total of 20 points per case study). A simple, holistic grading rubric will be utilized for each prompt. Case studies will be due at 11:59 pm CT Sunday of their respective weeks.


Lesson Redesign

Choose a non-lifeworthy lesson you have taught in the past, or one from the Internet (cite appropriately). In MS Word, use the Track Changes feature to identify the changes you would make so that the lesson can meet the criteria for lifeworthiness. Use the Insert a Comment feature on the Review menu in Word to provide an explanation for the changes you are making. Then, provide one or two paragraphs reflecting on the process of adapting the lesson.

At a minimum, you should consider the following in your reflection:

(1) the ease/difficulty of adapting the lesson, and whether or not the resulting lesson would be feasible in terms of implementation

(2) how student learning in the lifeworthy lesson compares to student learning in the original lesson.

Other than addressing these two points, your reflection is Your Lesson Redesign is due at 11:59 pm CT Sunday of Week 3.


Inquiry Project

The culminating assignment for this course is to complete an investigation into an area of learning science. You will develop this project throughout the session as follows:

• Week 2: Brainstorm questions
• Week 3: Identify question and 3 references
• Week 4: Full reference list and one annotated reference
• Week 5: Two annotated references
• Week 6: Rough draft
• Week 8: Final project

You will begin by brainstorming questions about learning, the answers for which would be of high interest to you and have practice implications for educators. Some possible sources for questions include:

• your KWL Chart from Week 1
• readings from this or other courses
• personal experiences, instruction or assessment challenges
• school or district priorities; or
• discussions with colleagues

You’ll find that the more specific you are with your questions, the easier it will be to complete this project. After receiving feedback on your question brainstorm, you will select one question to pursue in the research literature. Because we are interested in the science of learning, you will be limited to using scholarly articles from peer-reviewed journals. In total you must review a minimum of 12 articles for this project, and at least 10 must be write-ups of an original research study. Other requirements of the project are provided below. Additional details and an example of a completed project is available in the Content area.

Inquiry Project Components

You will create the following for the final draft of this project (in correct APA format):

• Cover page
• Research synthesis
• A set of recommendations for educators
• Annotated reference list

Research Synthesis: Length: 5-8 pages, typed, double-spaced, 1” margins, Times New Roman 12-pt. (APA format)

Your synthesis should show that you understood the articles and can integrate/compare/contrast them, as well as relate them to material from the class. Use headings and subheadings to separate the main ideas, and include a brief introduction and conclusion. Note that there is a difference between summarizing research and synthesizing research, and you are expected to do the latter (see example).

Recommendations for Educators: Your project must include a set of recommendations based on the findings of your literature review that can inform educators and improve their practice. These can be recommendations contained within the literature (you must cite), or recommendations you derive from your readings of the literature. In other words, what are the practical applications of learning science related to your inquiry?

Annotated Reference List: The annotated bibliography must be placed in reference order, with the full citation (APA) provided for each article you reviewed. Follow the full citation with your summary and reflection, which should adhere to the following guidelines:

• The purpose of the study, research questions and/or hypotheses are presented using your own words
• The participants are clearly described
• Included is an explanation of what data was collected and how; this includes a description of instruments other materials used to collect data, and the timeframe of the data collection
• Findings or conclusions are clearly stated and parallel the research questions
• The author’s interpretations of findings (discussion) are briefly stated
• Limitations of the study are presented (author(s) and your own thoughts)
• A reflection on how the article fits into your research (i.e., helps to answer your research question) is provided

Project timeline: You will begin working on this project in Week 2 This way you can receive feedback along the way and make improvements before the final project is due



Course Outline

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

Week 1: Introduction to the Learning Sciences
Readings
Perspectives: Chapters 1, 2, and 7
Future Wise: Introduction; Chapters 1 and 2
Introduction
Introduce yourself to others in the course.
Discussion 1
React to the issue on pages 103-104 of Perspectives: “Different Kinds of Learning.” Are there different kinds of learning? Can you elaborate?
Discussion 2
React to Perkins’s ideas on “lifeworthy” learning. Do you agree with his premise? Why or why not? Give examples from your own experiences of lifeworthy and non-lifeworthy learning.
KWL Chart
Use the template provided in the Content Section for Week 1 to develop a KWL chart for this course. More details are available in the Content area.
Chapter 2 Case Study
Review pages 18-20 in Perspectives and the corresponding issue “A Starting Place for Learning” on pages 104-105.
  1. In Case 3 the students learned how to be quiet, but does Plato or Locke’s theory explain how they learned that? How would you explain it?
  2. What innate knowledge or equipment is necessary in order for humans to learn?
Week 2: Behavior Science
Readings

Perspectives: Chapter 3

Readings in Course Content:

  • Poncy, B. C., Skinner, C. H., & O'Mara, T. (2006). Detect, practice, and repair: The effects of a class-wide intervention on elementary students' math fact fluency. Journal of Evidence Based Practices for Schools, 7(1), 47-68.
  • Schoppek, W. & Tulis, M. (2010). Enhancing arithmetic and word-problem solving skills efficiently by individualized computer-assisted practice. Journal of Educational Research, 103, 239-252.
  • Molenda, M. (2012). Individualized instruction: A recurrent theme. TechTrends, 56 (6), 12-14.
Discussion 3
Using what you know about behavior theory, discuss how this theory is best applied to teaching (i.e., when and for what is it most appropriate?). Then discuss inappropriate applications of this theory to teaching. Provide specific examples from your own experiences.
Discussion 4
What would the ideal personalized learning environment look like to you? Provide specific details based on the research you have read thus far. Would there be any drawbacks to your design?
Chapter 3 Case Study
Review pages 30-32 in Perspectives and the corresponding issue “Learning and Behavior Change” on pages 105-106. 
  1. Imagine that you are Joan in this case study. What did you learn?
  2. Which of the theories dealt with thus far help explain any of the learnings represented in the case?
Inquiry Project Question Brainstorm
Brainstorm at least 8 questions about learning, the answers for which would be of high interest to you and have pratice implications for educators. Some possible possible sources for questions include your KWL Chart assignment from Week 1, readings from this and other courses, and of course your personal and professional experiences, instruction, or assessment challenges. You must submit at least 8 questions to receive full credit
Week 3: Science of the Inquiring and Organizing Mind: Opening the Black Box
Readings

Perspectives: Chapters 4, 5, and 6

Future Wise: Chapters 3, 4, and 5

Discussion 5
Vygotsky’s scaffolding is used often in education to describe supporting the learner’s development of a particular skill or concept. Choose a skill or concept and explain how you would scaffold a student’s understanding. Be sure to incorporate the Zone of Proximal Development and the use of “psychological tools” in your explanation.
Discussion 6
What does a “big understanding” need to be like to be “lifeready”? In what ways would a “lifeready” curriculum change current teaching practices? How would this benefit student learning?
Lesson Redesign

Choose a non-lifeworthy lesson you have taught in the past, or one from the Internet (cite appropriately). In MS Word using Track Changes, identify the changes you would make to that lesson so that it meets the criteria for lifeworthiness. Then, use the Insert a Comment feature to provide an explanation for the changes you are making. Finally, provide a brief reflection that addresses the process you undertook to adapt the lesson. Submit the Lesson Redesign to the appropriate Dropbox by 11:59 pm CT Sunday. Additional details and requirements are available in the Content area.

Inquiry Project Final Question and References
Submit your final question along with 3 references to the appropriate Dropbox by 11:59 pm CT Sunday. You must provide references in APA format. Points will be deducted if APA is not followed, or if there are fewer than 3 references provided. Additional details and requirements are available in the Content area.
Week 4: Science of the Inquiring and Organizing Mind: Opening the Black Box (Continued)
Readings

Perspectives: Chapters 4 (Review), 7, 8 (Review), and 9

Future Wise: Chapters 6, 7, and 8

ASLE: Bertsch & Pesta, pages 71-77; Nguyen & McDaniel, pages 104-117

Optional Readings (from ASLE)

  • Ambrose & Lovett, pages 7-19;
  • Mayer, pages 59-70
  • Pyc, Agarwal, & Roediger, III, pages 78-90;
  • Renkl, pages 118-130;
  • Girash, pages 152-168
Discussion 7
“Active learning” is one of the most misused terms in education. What does it really mean? Why is it so effective? How does this relate to “big understandings” and “big questions”? How does it improve transfer of learning? Provide specific classroom examples in your explanations.
Discussion 8
Discuss the dilemma of “rabbit holes.” How would you strike a balance between too many and too few rabbit holes when designing instruction? Provide a specific classroom-based example.
Reference List
Submit your preliminary reference with 1 annotated reference (include article with reference) to the appropriate Dropbox by 11:59 pm CT Sunday. You must provide references in APA format. Points will be deducted if APA is not followed, or if there are fewer than 8 references provided. The annotated reference must address all 7 of the requirements listed in the Assignment Overview; if not points will be deducted. Additional details and requirements available in the Content area.
Week 5: Brain Science: Fad or Future?
Readings
  • Edelenbosch, R., Kupper, F., Krabbendam, L., & Broerse, J. E. (2015). Brain-based learning and educational neuroscience: Boundary work. Mind, Brain, and Education, 9(1), 40-49.
  • Howard-Jones, P. A. (2015). Evolutionary perspectives on mind, brain, and education. Mind, Brain, and Education, 9(1), 21-33.
  • Jenson, E. (2009). How poverty affects behavior and academic performance. Teaching with poverty in mind: What being poor does to kids’ brains and what schools can do about it. Alexandria, Virginia: ASCD.
  • Osgood-Campbell, E. (2015). Investigating the educational implications of embodied cognition: A model interdisciplinary inquiry in mind, brain, and education curricula. Mind, Brain, and Education, 9(1), 3-9.
  • Tardif, E., Doudin, P.A., Meylan, N. (2015). Neuromyths among teachers and student teachers. Mind Brain, and Education, 9(1), 50-59.
Discussion 10

Using what you have read on brain-based learning, how would you respond to the following arguments:

  • Direct teaching segments should be no longer than 15 minutes. After that time, individuals can no longer pay attention.
  • Instruction should be differentiated for students who are left-brain dominant versus students who are right-brain dominant.
  • If teachers are doing 80% of the talking, students are doing 20% of the learning. (In other words, the brain doesn’t process or retain verbal information very well.)
Discussion 9
How does the research on brain functioning applied to learning and thinking relate to the learning theories discussed thus far? Be specific.
Annotated References
Submit your annotated references to the appropriate Dropbox by 11:59 pm CT Sunday. You must provide references in APA format. Points will be deducted if APA is not followed. The annotated references must address all 7 requirements listed above; if not, points will be deducted. Upload copies of the 2 articles along with the annotated references. Additional details and requirements available in the Content area.
Week 6: Assessment Science: Keys to Learning
Readings
  • Koenig, J.A., (2011). Assessing 21st century skills: Summary of a workshop. Washington (DC): National Academies Press. (Note: skim only)
  • Marion, S. & Leather, P. (2015) Assessment and accountability to support meaningful learning. Education Policy Analysis Archives, 23(9), 1-19.
  • Childre, A., Sands, J.R. & Pope, S.T. (2009). Backward design. Teaching Exceptional Children, 41(5), 6-14.
  • Black, P. & Wiliam, D., (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80 (2), 139-144.
  • Stiggins, R. (2008). Assessment FOR Learning, the achievement gap, and truly effective schools. Presentation at the Educational Testing Service and College Board Conference, Educational Testing in America: State Assessments, Achievement Gaps, National Policy and Innovations, Washington, DC.
  • Siewert, L. (2011). The effects of written teacher feedback on the academic achievement of fifth-grade students with learning challenges. Preventing School Failure, 55(1), 17-27.
Discussion 11

Using the research on effective assessment, describe how you would

a) use assessment as a learning tool for students

b) use assessment to improve instruction. Be specific.

Discussion 12
What aspects of assessment are important, but not reflected in the research you read this week? In other words, what are your beliefs about assessment that you think you could substantiate with research, given the right resources? Or, what are those complex or “hidden” aspects of assessment that are not easy to research, but are important to the teaching and learning process? Be specific. 
Draft Inquiry Project

Submit your draft of the Final Inquiry Project to the appropriate Dropbox folder by 11:59 pm CT Sunday. The rough draft should include a nearly complete synthesis and annotated reference list. You may also include a beginning list of recommendations, but this is not required. Points will be deducted for lack of adherence to APA, fewer than 8 annotations, and fewer than 4 pages of synthesis. Additional details and requirements available in the Content area.

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: Bad Science
Readings
  • Lemire, D. (2002). Math problem solving and mental discipline—the myth of transferability. Journal of College Reading and Learning, 32 (2), 229-238.
  • Lowell, B.L. & Salzman, H. (October 2007). Into the eye of the storm: Assessing the evidence on science and engineering education, quality, and workforce demand. The Urban Institute. 1-48.
  • Waterhouse, L. (2006). Inadequate evidence for multiple intelligences, Mozart effect, and emotional intelligences theories. Educational Psychologist, 41 (4), 247-255.
  • Willingham, D. (2012). Measured approach or magical elixir? How to tell good science from bad. American Educator, 36 (3), 4-12, 40.
  • Willingham, D. & Daniel, D. (2012). Teaching to what students have in common. Educational Leadership, 69 (5), 16-21.
  • Wren, S. (2002). Ten myths of reading instruction, SEDL Letter, 14 (3), 1-13.
  • Kohn, A. (2002). The Dangerous Myth of Grade Inflation. The Chronicle of Higher Education, 49 (11), B7.
  • Olson, J.K. (2006). The Myth of Catering to Learning Styles. Science and Children, 44 (2), 56.
  • Riener, C. & Willingham, D. (September/October 2010). The Myth of Learning Styles. Change Magazine, 35-35.
Discussion 13
What is your general reaction to the myths explored in this week’s readings? Were your previous beliefs changed? If so, how? Will this change your practice? Explain. Provide specific examples.
Discussion 14
Explore the What Works Clearinghouse (link available in the Content area). What long-held practices in education are actually not supported by research evidence? Were you surprised? If so, how? Will this change your practice? If so, how? Be specific.
Week 8: Pulling it All Together
Readings
  • Future-Wise: Chapter 9
  • ASLE: Gurung, pages 185-193
  • Rotherham, A.J., & Willingham, D.T. (2010). “21st-Century skills”: Not new, but a worthy challenge. American Educator, 34(1), 17-20.
Final Inquiry Project
With the feedback you’ve received on your Draft Inquiry Project (Week 6), you will now revise and complete the Inquiry project and submit for final grading.
Discussion 15
Post a summary of your project. Include your question and a brief summary of the literature you reviewed. Then list your recommendations.
Discussion 16
Revisit the KWL assignment from Week 1. Reflect on your learning in the course. How has this course changed your thinking? How has it or will it change your practice? Provide specific examples.


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.

No late discussion posts will be accepted.

Assignments turned in late will be assessed a penalty of 10% per day. Assignments more than one week late will not be accepted. Any exceptions to this policy (e.g., hospitalization, family emergency) must be substantiated with the appropriate documentation.

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 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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