CMS 185
COLLEGE
SYLLABUS
Instructors:
Office:
Phone:
Email:
JCC’s Web Address: www.jcc.kctcs.edu
Online
Syllabus and Course Information To login to
your course, go to www.elearning.kctcs.edu.
Use the same username and
password that you use to access your KCTCS email and Peoplesoft
accounts to access your online courses.
If you do not have a username
and password for your KCTCS email and Peoplesoft, here are instructions for
creating an account.
1. Have
your student ID number available.
It is a nine digit number that begins with "00."
2. Use
Internet Explorer web browser to visit https://webmail.kctcs.edu (link opens in new window).
3. Select the
"New Users / Password Resets (for Applicants and Students)” link.
4. Enter your
last name and your nine-digit student ID.
5. Select
"Sign In." Your name should then appear on the screen. Select
"yes" if it is correct.
6. Print the
page with your account information so you will have it for future reference.
If you do
not have access to a printer, make sure you write down your username (example:
jsmith0004) and your email address (example: jsmith0004@kctcs.edu).
7. Set your
password.
The password must be 8 characters long. It must include uppercase (A-Z) and
lowercase (a-z) characters AND numbers (0-9) or symbols. It cannot include your
name.
8. Login to
Blackboard with this new account at www.elearning.kctcs.edu.
Office Hours: Monday and
Wednesday 12:00-2:00
Tuesday and
Thursday 9:00-2:00
By appointment as needed
Required Text/Materials: Strategies
for Academic Success, edited by Reneau
Waggoner and Maria Galyon, Anatomy and Physiology text provided free by publisher in
class, and JCC Planner/Calendar available in the
bookstore, and a 3-ring notebook with 5
tabbed dividers. Students are responsible for having their
assigned text and materials at all classes.
COURSE DESCRIPTIONS: The GE 101
course supports the college’s mission to offer degree programs and courses
designed to prepare individuals to excel in today’s technological
workforce. Students will be taught how
to have a successful college experience both academically and personally. The focus will be on the development of practical
knowledge and skills to assist students toward that goal. Topics include time planning, test taking,
study techniques, critical thinking, community and campus resources, and
managing the personal and relationship issues that face many students.
RDG
030 is a reading course which focuses on improving reading/study comprehension
and skills with the Anatomy and
Physiology course textbook. An
emphasis will be placed on teamwork, critical thinking, decision-making and
problem-solving. The major instructional
strategy will revolve around collaborative learning experiences, and sharing
and discussion of strategies for reading college reading materials. RDG 030 supports the college’s mission goal
to provide individuals with foundational skills necessary in a changing society
in order to begin college-level studies.
Reading/Academic Success Division Schedule –
Fall 2006
|
|
Topic |
Class |
Homework |
|
Aug 21 (M) |
Introduction to Natural Learning |
Natural Learning Exercise |
Short Article on brain and
dendrites and Summarize |
|
Aug 23 (W) |
Dendrites/Learning and ( |
Overview and Class Discussion |
Short Article on ( |
|
Aug 28 (M) |
Prior Knowledge, Reciting and Organizing Information Recursive: modeled
every class |
Modeling Prior Knowledge &
Introduction to Organization - Mapping |
Pages: List examples of tying prior
knowledge to new information & Map |
|
Aug 30 (W) |
Prior Knowledge, Predicting, Reciting and Organizing
Information. Recursive: modeled every class |
Modeling Prior Knowledge,
Predicting, Reciting and Organizing Information - Mapping |
Pages: List examples of tying prior
knowledge to new information, Predictions & Map selection |
|
Sept 4 (M) |
Labor Day |
|
|
|
Sept 6 (W) |
Determining what is important in reading selection.
Recursive: modeled every class |
Model determining what is
important in reading selection |
Pages: Map selection and explain
selection of main points on placed on map |
|
Sept 11 (M) |
Elaborating: Asking
Questions and Reciting Recursive:
modeled every class |
Model Asking Questions and
Reciting |
Pages: Write questions asked while
reading and Map List Cognitive Skills and
Elaborations used. |
|
Sept 13 (W) |
Elaborating: Ongoing
discussion in head. Recursive:
modeled every class |
Model Ongoing discussion in head |
Pages: List Cognitive Skills and
Elaborations used. Map and summarize |
|
Sept 18 (M) |
Elaborating: Comparing
and Contrasting. Recursive:
modeled every class |
Model Comparing and Contrasting;
illustrating in mapping |
Pages: List Cognitive Skills and
Elaborations used. Map and Summarize |
|
Sept 20 (W) |
Elaborating: Visualizing,
using imagery. Recursive: modeled
every class |
Model Visualizing and Imagery |
Pages: List Cognitive Skills and
Elaborations used. Use imagery in map. |
|
Sept 25 (M) |
Applying information
learned to novel situation |
Model Application to novel
situation. |
Pages: List Cognitive Skills and
Elaborations used. Map and apply to given novel
situation. |
|
Sept 27 (W) |
Applying information
learned to novel situation |
Model Application to novel
situation. |
Pages: List Cognitive Skills and
Elaborations used. Map and apply to given novel
situation. |
|
Oct 2 (M) |
Applying information
learned to novel situation |
Model Application to novel
situation. |
Pages: List Cognitive Skills and
Elaborations used. Map and apply to given novel
situation. |
|
Oct 4 (W) |
Applying information
learned to novel situation |
Model Application to novel
situation. |
Pages: List Cognitive Skills and
Elaborations used. Map and apply to given novel
situation. |
|
Oct 9 (M) |
Fall Break |
|
|
|
Oct 11 (W) |
Problem Solving |
Model Problem Solving with
information learned. |
Pages: |
|
Oct 16 (M) |
Problem Solving |
Model Problem Solving with
information learned. |
Pages: |
|
Oct 18 (W) |
Problem Solving |
Model Problem Solving with
information learned. |
Pages: |
|
Oct 23 (M) |
Problem Solving |
Model Problem Solving with
information learned. |
Pages: |
|
Oct 25 (W) |
Review ( |
Review ( |
Pages: |
|
Oct 30 (M) |
Integrated ( |
Model integrating ( |
Pages: |
|
Nov 1 (W) |
( |
Model integrating ( |
Pages: |
|
Nov 6 (M) |
( |
Model integrating ( |
Pages: |
|
Nov 8 (W) |
( |
Model integrating ( |
Pages: |
|
Nov 13 (M) |
Practicing Exit Competency Test |
Practicing Exit Competency Test |
Pages: |
|
Nov 15 (W) |
Practicing Exit Competency Test |
Practicing Exit Competency Test |
|
|
Nov 20 (M) |
Practicing Exit Competency Test |
Practicing Exit Competency Test |
|
|
Nov 22 (W) |
Practicing Exit Competency Test |
Practicing Exit Competency Test |
|
|
Nov 23-24 |
Thanksgiving |
|
|
|
Nov 27 ( (M) |
Review ( |
Review ( |
|
|
Nov 29 (W) |
Exit Competency Test |
|
|
|
Dec 4 (M) |
Faculty/Student Conference |
Faculty/Student Conference |
|
|
Dec 6 (W) |
Faculty/Student Conferencez |
Faculty/Student Conferencez |
|
GE/RDG PAIRED PASS/FAIL POLICY
Note: a
student failing for any reason has the right to continue to attend class.
ATTENDANCE POLICY
Since
a clear relationship exists between class attendance and successful completion
of a course, the following attendance policy will be used. Students who miss more than the equivalent of
two weeks of class (4 classes) will not receive a passing grade, unless the
instructor approves additional class absences on an exceptional basis.
Note:
Any student not meeting the attendance guidelines should be given their option
of withdrawing from the class or receiving a failing grade. The student can
continue in the class even though they are receiving a failing grade. They are
not required to withdraw or stop coming to class.
Students
Being tardy or leaving class early will count as ˝ absence. Any student who is physically in class, but
is not participating (i.e. Absent mentally) may be marked absent. Homework assignments are due the following
class regardless of absence. The student
is responsible for getting homework assignments. You will receive points for class attendance
which is figured into the class grade.
STUDENT EVALUATION: Students will be evaluated on a variety of
assignments. These will include group
projects, an individual career research project, homework assignments, a
notebook, quizzes and exams. The
notebook will contain all course materials:
lecture notes, homework assignments, project materials, returned tests,
returned quizzes, and any handouts.
Grades
for the GE 101 course are based on the number of points you earn. To receive an ‘A’, you must earn 90% of the
possible points; for a ‘B’ 80%, for a ‘C’ 70% and for a ‘D’ 60%. For Rdg 030, the
following grading policy will be used: A
– 90-100%, B – 80-89%, C – 70-79%, E – 69% or below, or 4 unexcused absences.
JCC Reading/Academic Success Division Required Homework
Policy: Homework is required assignments and due at
the beginning of class on the due date.
Many students do not succeed in courses because they fail to complete
their homework, which is part of their grade.
To help students increase their chances of success, the following Homework Alert has been set up for the
first 2 weeks of our division’s classes.
Homework Policy:
JCC Reading/Academic Success Division Required Homework
Policy: Homework is required assignments and due at
the beginning of class on the due date.
Many students do not succeed in courses because they fail to complete
their homework, which is part of their grade.
To help students increase their chances of success, the following Homework Alert has been set up for the
first 2 weeks of our division’s classes.
Homework Alert:
1.
First Homework Assignment: An assignment
will be given the first day of class and checked in class on the second day of
class. If this first homework assignment
is not successfully completed by the beginning of class on the due date,
then the student will be given a warning that if the next homework assignment
is not completed by the beginning of class on the due date, then the student
will be required to attend one of
the scheduled workshops on completing homework assignments in order to continue
in the class.
2.
Second Homework Assignment: If the second
homework assignment is not successfully completed by the beginning of class on
the due date, the student will be given a number of Homework Workshops dates
for which attendance is required in
order to pass the class. If the student does not attend Homework Workshops ,
then the student should be given their option of withdrawing from the class or
receiving a failing grade. The student can continue in the class even though
they are receiving a failing grade.
*Any
exceptions must have been arranged
between the student and the instructor before
the assignment due date.
Note to instructor: homework for Homework Policy should not be from materials (text)
or sources (internet) for which some students will not have access the first
two weeks.
Late Work: Late work is not accepted unless prior arrangements
have been made with the instructor.
Quizzes
will cover material contained in the textbook or course pack. Missed quizzes may not be made up under
any circumstance. Exams may only be
made up at the discretion of the instructor and if the student contacts the
instructor prior to the exam. A
cumulative final exam may be given.
Individual
Career Research Project: Students will explore various career
possibilities. Students will then
research one career, submit a paper, and will also present their findings to
the class. Detailed instructions will be
given later in the semester. NOTE:
THIS COURSE CANNOT BE PASSED WITHOUT SATISFACTORY COMPLETION OF THE
CAREER RESEARCH PROJECT.
Group Activities:
Throughout the semester students will be assigned groups to complete projects
or assignments. All students must
actively participate as members of groups in order to earn points for group
work. Besides instructor evaluations,
groups may also evaluate their individual members.
PROTOCAL FOR STUDENT COMPLAINTS
If a student has an issue or complaint
concerning an instructor or course, the student should first speak with the
instructor. If the two are unable to
resolve the issue, the student may then carry the complaint further according
to the following protocol. Instructor =
Academic Program Coordinator (Dan Kesterson, Office
221) = Division Chair; Dean of Academic Affairs (Randall Davis, 213-2123).
NON-DISCRIMINTATION STATEMENT: Jefferson
Community College is an Equal Opportunity Institution. The colleges of the Kentucky Community and
Technical College System are committed to a policy of providing educational
opportunities to all qualified students regardless of economic or social
status, beliefs, sexual orientation, age, national origin, or physical or
mental disability.
STUDENTS WITH DISABILITIES: Students with
documented disabilities who require accommodations (academic adjustments and/or
auxiliary aids or services) for this course must contact the Access*Ability
Resource Center at the appropriate campus. Please do NOT request
accommodations directly from the professor or instructor.” Downtown
Campus, Terri Martin,
213-5333. VTO #112, (TTY) 213-2522
Students needing special accommodations for the deaf and hard of hearing
should contact the Coordinator for Deaf Services, Venetia Lacy, at 213-4217,
Jefferson Tech B-206, Venetia.lacy@kctcs.edu
SERVICES: As members of
this institution, students have access to Academic Success Learning Center (LRC
213), tutoring (LRC 210), writing labs (SEM), counseling (VTI 101), academic
advising (JEC, 6th floor), campus organizations (JEC basement), multi-cultural
affairs (JEC basement), math lab (HB 508) and additional services. A listing of
services and office locations can be found in the Schedule Book.
CLASSROOM ETIQUETTE/BEHAVIOR: Classroom
behavior that seriously interferes with either (1) the instructor’s ability to
conduct the class or (2) the ability of other students to profit from the
instructional program will not be tolerated.
When a student’s behavior in a class is so seriously disruptive as to
compel immediate action, the instructor has the authority to remove a student
from the class. Disruptive class
behavior includes, but is not limited to, verbal or physical threats, repeated
obscenities, unreasonable interference with class discussion, making/receiving
personal phone calls or pages during class, leaving and entering class
frequently in the absence of notice to instructor of illness or other
extenuating circumstances and persisting in disruptive personal conversations
with other class members. Students
should not read newspapers or other materials during class, complete homework
for other classes, sleep, or behave in a generally disruptive manner. It may
also be considered disruptive behavior for a student to exhibit threatening,
intimidating, or other inappropriate behavior toward the instructor or
classmates outside of class. Students
engaging in these activities may be marked absent and/or asked to leave. Food is not allowed in class. Referrals may be made to other departments or
administrators if needed. Se the Student
Code of Conduct at: www.jefferson.kctcs.edu/students/prospective/default.htm
Procedures:
Instructor Response to Disruptive Behavior – Reading/Academic Success
Division
When
disruptive behavior occurs in a class.
1.
The instructor will warn the
student. The warning will consist of
orally notifying the student that his/her behavior is disruptive and that it
must cease immediately or the student will face removal from the classes.
2.
If the student fails to comply
with the instructor’s warning, the instructor may require the disruptive
student to immediately leave the classroom for the remainder of the class
period. If the student refuses to leave,
the instructor may summon the campus police to remove the student.
3.
If the instructor believes the
disruptive behavior poses an immediate threat to the safely of the instructor,
the student, or any other students or persons, the instructor may summon the
campus security (418-9051) to remove the student, regardless of whether a warning
has been issued. This action must be
immediately reported by the instructor to the Division Chair and the Dean of
Student Affairs for review with respect to whether the student’s behavior poses
an imminent threat to self or others such that s/he should be removed from the
College, pending disciplinary proceedings.
PLAGIARISM GUIDELINES
Faculty must make their plagiarism policies clear early in
the semester.
Steps to Take Before Requiring Formal Sanctions for Student
Plagiarism:
Online Plagiarism Tutorials
http://www.lib.ncsu.edu/scc/tutorial/plagiarism/plag.html
How to
Recognize Plagiarism
http://www.indiana.edu/~istd/definition.html
You Quote
it, You Note It
http://library.acadiau.ca/tutorials/plagiarism/
Plagiarism
Tutorial with Pre-Test
http://www.lib.usm.edu/research/plag/plagiarismtutorial.php
Understanding and Avoiding Plagiarism: A
Self-Directed Tutorial
http://www.lib.sfu.ca/researchhelp/tutorials/interactive/plagiarism/tutorial/introduction.htm
Lemonade
Plagiarism Tutorial
http://www.coedu.usf.edu/~dorn/Tutorials/plagiarism/plagiarism.htm
IRCC
Plagiarism
http://www.ircc.cc.fl.us/learnres/libsrv/libresrc/plagiarism/plagiarism.htm#objectives
The
Plagiarism Court
http://library2.fairfield.edu/instruction/ramona/plagicourt.html
How to
Avoid Plagiarism
http://www.umuc.edu/prog/ugp/ewp_writingcenter/modules/plagiarism/intro.html
ISU
Plagiarism Tutorial
http://panther.indstate.edu/tutorials/plagiarism/
Is It
Plagiarism?
http://library.umf.maine.edu/plagiarism/is_it.html
GE 101 LEARNING OUTCOMES:
1. HIGH SCHOOL VS. HIGHER EDUCATION: KEY DIFFERENCES
ex. Roles & Responsibilities of Successful College Students
2. History & Mission of JCC
3. Understanding the college curriculum.
4. ex. General Education and Liberal Arts: Their Meaning
& Value
5. Increasing knowledge of student support services
6. Self-Assessment (e.g., assessment of individual
learning style).
7. Motivational Awareness (e.g., intrinsic vs. extrinsic
motives)
8. Values Clarification (e.g., resolving value conflicts;
self-assessment of personal values and their implications for future life
plans).
9. Social Development: Enhancing The Quality of
Interpersonal Relationships
10. Emotional
Development: Managing Stress & Developing Coping Skills
11. Physical Development: Promoting
Bodily Health
12. Long-Range Planning, Goal-Setting,
& Decision-Making
13. Identifying Educational Degree
Objectives: Associate, Baccalaureate, & Post-Graduate Degrees
14. Planning for Successful Transfer to
4-Year Institutions (for students at 2-year colleges)
15. Career Exploration & Choice
16. Information Procession: Perception,
Reception and Retention of Information
17. Critical & Creative Thinking
18. Information Management ("Information Literacy")
19. Time Management
RDG 030 Learning Outcomes:
(Meta)cognitive Skills
·
Activating
prior knowledge
·
Predicting
·
Identifying
what is important
·
Organizing
information
·
Elaborating
information (tying new information to prior knowledge)
Elaboration Strategies: (tying new information to old
information; making thinking visible)
1. Asking Questions
Before Reading: Ask questions as you survey the text
before reading.
While Reading: A very powerful elaboration
strategy is to change headings and/or subheading to questions as you come to
them and read to answer those questions. Also changing the first sentence of
new paragraphs to questions is very powerful. This increases concentration as
you read and increases the chances that you will identify the most important
information.
After Reading: Review reading selection by
going back over the questions you made from text clues* such as headings and
subheadings to see if you can answer those questions. If you made a visual map
to organize the information in the reading selection, use it to ask and answer
questions.
2. Talking About the Material with Yourself
Before Reading, While
Reading, and After Reading, always have a conversation going on in your head about what you are
reading. This is a very powerful way for the brain to connect new information
to information already stored in your brain. It is also a powerful memory
strategy.
3. Comparing and Contrasting
Before Reading, While
Reading, and After Reading, think about how what you are learning is similar and how it is
different from what you already know. You are probably beginning to see that
connecting new information to what you already know is one of the key
strategies for understanding what you are reading, being able to recall it
later, and for being able use the information.
4. Visualizing
Before Reading, While
Reading, and After Reading, create mental pictures of everything you are
learning. If you are majoring in an allied health field (nursing, physical
therapy, etc.), having or creating a mental picture in your mind of everything
you are learning is one of the single most important strategies for success.
Creating visual maps and creating pictures of the information you are learning
is very powerful as a learning strategy.
5. Transforming
Before Reading, and While
Reading, take
the time to create a visual map of the information you are learning. Anytime
you change the shape of the information you are learning, such as creating a
visual map, using pictures in the visual map, creating a diagram, or creating
lyrics (song) or poem about new information, the brain really works to store
that information.
6. Explaining the Material in Your Own Words
The single most powerful elaboration strategy
for improving memory of what you have determined is important to learn and
remember is to “say it in you own words, out loud.” Many studies on
memory have found that changing headings and subheadings to questions,
reading to answer those questions, and saying the answer to those questions in
the student’s own words as they find them improved memory for that
information. Without using this strategy, the average student remembers about
20% after two weeks. Student who use this strategy remember around 80%. This
represents huge gains in memory for such a small effort on the part of
students.
Higher Level-Thinking
·
Expressing
new information
·
Applying
information in novel situations (transfer)
·
Solving
problems with information learned