Top Posters
Since Sunday
5
o
5
4
m
4
b
4
x
4
a
4
l
4
t
4
S
4
m
3
s
3
A free membership is required to access uploaded content. Login or Register.

Ch 05

Uploaded: 4 years ago
Contributor: ILoveColdPizza J
Category: Travel and Tourism
Type: Lecture Notes
Rating: N/A
Helpful
Unhelpful
Filename:   CS 110-9091 Syllabus-Fall 2019.docx (47.42 kB)
Page Count: 9
Credit Cost: 1
Views: 149
Last Download: N/A
Transcript
College Success College 110 9091-5 Credit Course (Hybrid) 2:15-3:30 M/W Syllabus-Fall 2019 Instructor: Mandy Aaberg Phone: contact me by email E-mail: aaaberg@pierce.ctc.edu Class hours: Mon/Wed/Fri – 2:15-3:30pm Classroom: Puyallup Campus, Center Building, Room 252 Office Hours: By appointment only. As I do not have an office, we can arrange to meet before or after class, or somewhere on campus. COURSE OUTLINE: College Success is designed to prepare students to navigate the college system and enhance opportunities for success. The course emphasizes college success strategies, self-assessment, goal setting, career exploration, effective study habits, campus resources, and efficient use of online tools for learning, educational planning, and enrollment. REQUIRED COURSE MATERIALS: Computer and Internet Access. Please note: There is no required textbook for this course, therefore it is imperative you have internet access at home. We will be using many college and outside sources and links, such as online articles, career resources, and web links, so it is imperative you have easy access to these. If you do not have access to a computer at home, it is possible to rent a Chromebook at the college library. There is typically not enough to go around, so get there as early as possible. You may be put on a waitlist. In that case, expect to spend extra time at the computer lab at school. I have also had a lot of feedback from students that using an iPad or your phone for assignments has been mostly unsuccessful. Other recommended materials: A flash or thumb drive (USB) Pen with blue or black ink, pencil, and eraser Three-ring binder with dividers (for organizing class handouts and related materials) Highlighters and/or colored pens College lined loose-leaf paper or notebook Pierce College Planner (will provide) Student Outcomes: 1. Students will continually assess individual strengths, skills, characteristics, and interests in order to pursue personal, academic, and career goals.  • Complete an interest assessment in order to obtain career information that aligns with innate characteristics / qualities and identifies training opportunities  • Manage an Education Plan in order to efficiently pursue a college pathway  2. Students will identify and use college resources and services in order to aid in personal and academic success.  • Connect with and utilize professors to most effectively ask questions about class or course of study  • Identify academic or personal needs and match with correlating college services and resources  • Visit the library in order to gain an overview of services and resources  3. Students will utilize study skills to comprehend, retain, and apply class content.  • Learn and apply strategies for identifying key concepts in lectures and readings, organizing class notes, and increasing reading comprehension  • Practice key reading strategies, practices, and routines in order to increase metacognition and comprehension  • Distinguish between test-taking strategies to use before, during, and after taking tests  • Employ critical thinking skills when approaching challenging tasks and situations  4. Students will demonstrate productive self-monitoring habits in order to make sound decisions about personal, career, and academic choices.  • Explain how intrinsic and extrinsic motivations impact confidence in learning and college success  • Describe the importance of time management, the advantages of keeping a schedule and a to-do list, and the causes of and solutions for procrastination  • Recognize the malleability of the brain and the potential of developing a growth mindset in order to counter self-defeating beliefs about aptitude within specific academic areas  5. Students will engage with peers, instructors, and college community in order to build culturally diverse relationships that foster personal, academic, and career success.  • Employ context- and audience-appropriate language in oral and written communications with peers and instructor  • Identify expectations for successful performance in a collaborative learning or teamwork situation  6. Students will apply their understanding of the rigorous expectations of college in order to achieve success as a student.  • Associate success in college with effective effort and persistence over time when facing challenging tasks and situations  • Identify the importance of comprehending information on syllabi in order to successfully meet course requirements and expectations Students may meet student outcomes through: Personal Inventories  Instructor Observation  Exams and Quizzes  Daily Assignments  Essays  Portfolios  Journal Entries  Presentations  Self-Assessment  Group Projects HOW TO COMMUNICATE WITH YOUR INSTRUCTOR: You can contact me through the Canvas Inbox or through your Pierce email. I will utilize “Canvas Announcements” to notify the class as a whole of any changes or important information. You are responsible for information shared. I recommend checking Canvas daily for new information and announcements. When you have a question that is not personal in nature, please make an announcement or use the Discussion Board; this way all of us can help each other by providing information. I may not be available weekends or after 8pm on weekdays. I may not be online during this time, so I encourage you to connect with a classmate when additional insight is needed on the weekend, or plan ahead and contact me early if you have questions or concerns. I will make all attempt to respond within a 24-hour period to all emails. College 110 Policy As of Summer 2015, all students are required to successfully complete College Success (COLLG 110) during the first or second quarter of attendance. Students who do not pass with a 75% or higher are required to re-take COLLG 110 the next quarter that they are enrolled. For the entire policy, see the Pierce College course catalog.  Grading Your final grade will be broken down as follows: Attendance and Preparation = 15% of your grade Assignments = 85% of your grade Points are earned for each assignment based on length, difficulty and mastery of material. Points are converted to a percentage and the percentage into a 4-point grading scale. Grades are posted in Canvas. They are accessible in the GRADES tab in the course navigation menu on the left side of the screen. It is your responsibility to track and monitor grades in this course. Please let me know if you have any questions or concerns. It is important to note you need a 75% to pass College Success. If you do not pass, you will need to repeat the class. Common grading scale Percentage 95-100 (A) 90-94 (A-) 87-89 (B+) 84-86 (B) 80-83 (B-) 77-79 (C+) 76 (C) 75 (C) 74 (C) 70-73 (C-) 67-69 (D+) 65-66 (D) Below 65 GPA 4.0 3.5 – 3.9 3.2 – 3.4 2.9 – 3.1 2.5 – 2.8 2.2 – 2.4 2.1 2.0 1.9 1.5 – 1.8 1.2 – 1.4 1.0- 1.1 0.0 Writing Format for Papers Papers should be typed on Microsoft Word. Use a font that is professional and legible. Common options are Arial, Calibri, and Times New Roman. Font size 11 is standard for academic papers. Papers should be double spaced. I will not accept hand written papers or photos of papers. Include a single-spaced heading with your name, class name, class time, the date, and the assignment name. Writing Expectations: Look at the rubric to see how you will be graded. Focus on the content, this is the main goal of the paper. Note that I am looking for signs of metacognition, signs of real reflection, of deeper thinking about the topic. While I’m not necessarily focused on your writing technique or skills, this is an opportunity to practice good writing. It will make your paper stronger in terms of content and readability and give you a good start to college level writing. Try to remember the English writing skills you’ve learned thus far. Include a thesis sentence, topic sentences for each paragraph, supporting ideas, conclusion sentences that wrap up thoughts for each paragraph. Make sure you do not have one long, run-on paragraph. You should have multiple paragraphs that are broken up to illustrate separate ideas. You should also have an introductory and conclusion paragraph. This link provides a good reference for grammar and writing questions you may have: https://courses.lumenlearning.com/styleguide/ Remember, the writing and tutoring centers on campus are also good places to work on this skill. You may also ask me for help and directions on your writing. Be sure to include a heading, so that I can tell whose paper it is, and from which class if it is printed out. Follow the following format in the upper right-hand corner of your paper. Student Name Class Name Class Time Date Assignment Name Example: John Smith College Success 11:00-12:30 September 26, 2018 Paper-Why Am I Here? Late Work: Late work will not be accepted. The exception is the “Life Happens” Late Work Coupon. You are able to turn one assignment in late. I will accept this late assignment any time before the last day of classes. The completed assignment will be treated as “on time” with no questions asked, the idea being that – life happens. Once you have used your coupon, you cannot change your mind to use it differently, so be strategic about it. Late work coupons and instructions can be found in the first module, titled Course Information & Files. While no late work will be accepted, I will allow you to redo assignments within a week of grading to get a better grade. You can simply hand it to me on paper, in person, or email it to me. Be sure it is clearly labeled with a proper heading and assignment title. Teaching Philosophy My goal is to present relevant information to students in a way that meets their needs and keeps them engaged. I have taught ABE, English, Spanish, Environmental Education, and Leadership for youth and adults; I have taught in the US, Argentina, and Costa Rica. I also have worked for many organizations in a mentoring, teaching, management, and leadership capacity. All of which have necessitated varying teaching and leadership styles and tools. Many areas in which I have taught, have benefited from a practical approach to teaching, and one in which requires the student to be involved in their learning through multiple aspects. I try to create activities and exercises that incorporate active participation in the learning process. I encourage learning through participation and sharing. I’ve felt this also keeps the students more engaged and invested. I feel it’s important that people understand how they learn best, but still challenge themselves by incorporating all learning styles. I also expect students to do their part to be successful learners, by being prepared, being present (both physically and mentally), working hard, taking on challenges, and asking for help where necessary. You being successful is a team effort on both our parts. My theory is to look at each student as an individual, to understand their unique background, perspective, and needs, and to meet them where they are at. Everyone has different strengths and their own way of learning. I believe it is my job to empower students with not just skills, but confidence and information. It is important for students to gain independence, but also help them create a support network to work towards their goals. I encourage you to approach me if you feel it would be helpful to know more about your strengths and/or limitations, in order to better meet your needs and help you succeed. I am a fan of productive, regular communication, in whatever method you are most comfortable. More is more in this area. I cannot help with an issue I am not aware of. EXPECTATIONS/STRATEGIES FOR SUCCESS: Get organized: Successful students are organized and use planners and other organizers as tools for learning. A Pierce College Planner will be provided to you. Please purchase the following: Manage your time: Develop a plan to set aside a time and place for daily quiet study and homework. Actively engage: Actively listen, read, and take notes. Take notes from readings and during class in a manner in which you can understand and connect to the material. Review your notes following class to be sure that you understand your notes. Be sure to ask questions as well as research anything that you do not understand. Contribute positively: Contribute to the learning environment in a positive and productive manner. Be prepared and punctual for each class. Respect the opinions, ideas, and participation of the other students. WEB-ENHANCED CLASSES (CANVAS): This is a "web-enhanced" class using the student learning system Canvas. You will use Canvas to obtain assignments, turn in assignments, and view announcements that I post off and on throughout the quarter. Assignment due dates and your course points (grade) are also available through Canvas. The web address is: https://pierce.instructure.com/ CANVAS ASSISTANCE: If you are new to using a learning management system like this, please click on the link below to visit the Pierce College eCAMPUS Orientation for students You will find helpful tutorials and information for students on how to get around in our online classroom space.  GO TO THE eCAMPUS Orientation If you lack reliable computer services be proactive and plan to complete your assignments in the Pierce College computer lab or the Pierce College Library. I highly encourage you to ensure you have internet access at home to set yourself up early for success. You’ll want to be able to work from home to have the most access to your coursework and assignments. Use Chrome or Mozilla, not Internet Explorer/Edge for improved reliability when using Canvas. Uploading Files: All documents uploaded to Canvas must be a doc or docx file. If I am not able to open your file, the assignment is late. You are allowed one late assignment the entire quarter. After uploading a file to Canvas, open it to make sure you uploaded the correct file. Uploading a wrong file means the assignment is late. If I cannot view the file or if the wrong file is uploaded, AND you have already used the Late Assignment coupon, the assignment earns a 0. DO NOT upload assignments through your phone; it does not work! STUDENT RIGHTS AND RESPONSIBILITIES, CODE OF CONDUCT: http://www.pierce.ctc.edu/about/policy/studentrr (Full Version is available through this link) Excerpt: WAC 132K-126-190 Rules and regulations. Any student found to have committed, aided, or abetted others to commit any of the following violations is subject to disciplinary actions including a 0.0 in the course and possible expulsion from the College. Acts of dishonesty, including, but not limited to, the following: Cheating, plagiarism, or other forms of academic dishonesty; Furnishing false information to any Pierce College official, faculty member, staff department; Forgery, alteration, or misuse of a Pierce College document, record, fund or instrument of identification; Tampering with the election of any Pierce College recognized student organization; Assuming the identity of another student; Allowing another student to assume your identity. Academic dishonesty means plagiarism, misrepresentation of self or student work product or representation of work of others as your own, or other acts of academic dishonesty. Plagiarism includes, but is not limited to, the use, by paraphrase or direct quotation, of the published or unpublished work of another person without full and clear acknowledgment of the source, to include print or electronic means, using recognized and acceptable citation. It also includes the unacknowledged use of materials prepared by another person or agency engaged in the selling of term papers or other academic materials. ALLY AND DISABILITLY SERVICES: Students with permanent or temporary disabilities may be eligible for services. Please contact Access & Disability Services (ADS) for more information on required documentation and the process for eligibility. Pierce College values diversity and inclusion; we are committed to fostering mutual respect and full participation for all students. My goal is to create a learning environment that is equitable, inclusive, and welcoming.  If you have or think you may have a disability that may affect your work in this class and feel you need accommodations, contact Access and Disability Services at ADS@pierce.ctc.edu  or (253) 964-6468 to see if you are eligible to receive services. If you are already approved for accommodations through the ADS, have requested your accommodations for this quarter and would like to use your accommodations in my class please connect with me outside of class time to discuss your needs. Ensuring that all students, including students with disabilities, have access to instructional materials is paramount to their success; therefore, all materials in this course have been reviewed and evaluated for accessibility. When possible, course materials are available in a digital format in Canvas, and students may download accessible versions of files via a tool called Ally. To learn more about accessing accessible versions of files, check out the short video Ally: Student View (http://bit.ly/student-view-ally). In general, students using assistive technologies should be able to access all course materials; however, if you do encounter a barrier, please contact me/your instructor as soon as possible so that the problem can be remediated. DIVERSITY AND INCLUSION STATEMENT: In this class, we will make an effort to read material from a diverse group of authors. I acknowledge that that there may be both overt and covert biases in the material due to the lens with which it was written. Integrating a diverse set of experiences is important for a more comprehensive understanding of news, information and literature. It is my intention to discuss issues of diversity in relationship to the course material from time to time. Please contact me (in person or electronically) or submit anonymous feedback if you have any comments or suggestions to improve the quality of the course materials. Furthermore, I would like to create a learning environment for students that supports a diversity of thoughts, perspectives and experiences, and honors your identities (including race, gender, class, sexuality, religion, ability, etc.) To help accomplish this: If you have a name and/or set of pronouns that differ from those that appear in your official records, please let me know! If you feel like your performance in the class is being impacted by your experiences outside of class, please don’t hesitate to come and talk with me. I want to be a resource for you. Remember that you can also submit anonymous feedback (which will lead to me making a general announcement to the class, if necessary, to address your concerns). If you prefer to speak with someone outside of the course, your advisor is an excellent resource. I (like many people) am still in the process of learning about diverse perspectives and identities. If something was said in class (by anyone) that made you feel uncomfortable, please talk to me about it. (Again, anonymous feedback is always an option.) As a participant in course discussions, you should also strive to honor the diversity of your classmates. ACCOMMODATIONS: Students with disabilities who believe they may need academic adjustments, auxiliary aids or services to fully participate in course activities or meet course requirements are encouraged to register with the Access and Disability Services (ADS) Office.  Students requesting accommodations must obtain the "Approved Quarterly Academic Adjustments, Auxiliary Aids or Services Green Form" provided by ADS. For more information contact one of the ADS Office – Fort Steilacoom/JBLM, Cascade Building, Welcome Center, 253-964-6526/6527 or Puyallup, Gaspard Building, Room A106, 253-840-8335/3301. SAFETY AND EMERGENCIES: In the event of an emergency, call 911 and then Campus Safety. Save both of these numbers in your cell phone: (253) 840-8481 – Puyallup Safety, (253) 964-6751 Ft. Steilacoom Safety. In the event of inclement weather, check the Pierce College website, local news/radio reports, or call (253) 840-8400 (Puyallup), (253) 964-6500 (Ft. Steilacoom) for a recorded message about whether or not campus is open. PIERCE COLLEGE RESOURCES You will want to take advantage of any and all resources available. WRITING CENTER-https://www.pierce.ctc.edu/writing-center The writing center can help with understanding assignments, planning and outlining your writing, integrating sources and references, reading and grammar questions, plus offering feedback on your essays and papers. They also offer 1:1 and small group consultations. You can make appointments online. Find out more by following the link. TUTORING CENTER-https://www.pierce.ctc.edu/tutoring The tutoring center offers help with about any class you could ask for (English, Math, College Success, Computers, Accounting, Business, etc.). They take walk-ins, but it may be best to make an appointment. You can do that in person, on the website, or on the phone. They also offer online tutoring (etutoring). Follow the link above for more information. There is also LOTS of information and resources on the Pierce tutoring website. https://www.pierce.ctc.edu/tutoring-resources ADVISING-https://www.pierce.ctc.edu/advising I highly encourage you to connect with your advisor. You can find their information through your My Pierce Portal. You’ll need your Student ID and PIN # to log in. Advisors help students clarify and achieve their educational goals. Advising staff also assist students with quarterly course selection, transfer planning, educational planning, and student success strategies. Besides the college there are many resources online that can help you if you get challenged. These include online tutoring at the library, using your peers as resources, using the discussion board on Canvas, and Khan Academy. Additional resources will be presented and encouraged throughout the quarter. Student Accommodation for Faith/Conscience:  Reasonable Accommodations for Faith/Conscience: Students who will be absent from or endure significant hardship in course activities due to reasons of faith or conscience may seek reasonable accommodations so that grades are not impacted. Such requests must be made in writing within the first two weeks of the beginning of the course. Students should review the Accommodations for Faith/Conscience Policy and follow the procedures: https://www.pierce.ctc.edu/policy-faith-conscience. Procedures Students must submit a completed Request for Accommodation for Faith/Conscience form. Forms are available in the Offices of the Vice President for Learning and Student Success at Fort Steilacoom and Puyallup, and of the Executive Director of Pierce College at Joint Base Lewis McChord (JBLM), as well as online at https://www.pierce.ctc.edu/policy-faith-conscience. The form must be submitted to the Office of the Vice President for Learning and Student Success, the Executive Director of Pierce College at JBLM, or via email to LSSoffice@pierce.ctc.edu within the first two weeks of the beginning of the course in which the absence/hardship will occur. All requests under this policy must be approved in advance by either the Office of the Vice President for Learning and Student Success or the Executive Director of Pierce College at JBLM; consideration will be given for absence/hardships that occur within the first two weeks of the term. After the first two weeks of the beginning of the course, the college will not authorize an accommodation for an absence/hardship for a student without exceptional and compelling circumstances. Once approved, students should obtain a signature from each professor with whom they have class on the affected day(s). After notification of the absence/hardship, each professor will determine what adjustments, if any, will need to be made to the scheduled assignments/activities. These adjustments should be communicated from the professor to the student within four business days of receiving the notification. Students enrolled in Veterinary Technology, Nursing, Dental Hygiene, and other programs with an internship or clinical component should consult with their Program Director and consider Program Handbook policies and procedures early in this process to assure that a reasonable accommodation can be determined. Students whose courses include a performance or residency requirement that conflicts with an anticipated absence/hardship should speak with the professor to determine whether a reasonable accommodation can be made (e.g. a concert cannot be rescheduled, a host institution may not be able to adjust their calendar, etc.). If the student’s absence/hardship occurs on a day when a test/assessment is scheduled or an assignment is due, the professor may require that the student take the test or submit the assignment before or after the regularly assigned date. If a substantial group engagement activity/project is planned, students should work with their professor to determine whether a reasonable accommodation can be made to minimize impact on other students and assure a similar opportunity for learning can be implemented. If a student fails to complete the formal process, the professor is not obligated to make any accommodations for the student or treat an absence/hardship as authorized under this policy or the law. If there is disagreement with regard to determining reasonable accommodation, either party may make their concerns known to the campus vice president/JBLM executive director. Students who have concerns about approval or a grade impact may utilize the student grievance procedure for concerns not directly related to grades https://www.pierce.ctc.edu/policy-grievance, or to the grade appeal process in cases impacting a final grade https://www.pierce.ctc.edu/policy-grade-appeal.

Explore
Post your homework questions and get free online help from our incredible volunteers
  1183 People Browsing
Your Opinion
Where do you get your textbooks?
Votes: 284