College Success Syllabus
College 110 (Item #2590) – 3 Credit Course
Summer Quarter 2021-Online Instruction
Instructor: Mandy Aaberg
Phone: contact me by email
E-mail: aaaberg@pierce.ctc.edu
Office Hours: As this quarter is completely online, you can contact me by email. If you like we can also talk by phone or schedule a Zoom meeting.
Class Zoom Meetings: (optional attendance): Tuesdays (11-12)
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. It is imperative you have a computer and internet access at home, as we are planning for the whole course to be online this quarter. 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.
I have had a lot of feedback from students that using an iPad or your phone for assignments has been mostly unsuccessful. If you do not have access to a computer at home, it is possible to rent a Chromebook at the college library. There may not be enough to go around, so contact them as early as possible. You may be put on a waitlist, although I do believe there are additional Chromebooks available this quarter.
Other recommended materials:
A desktop computer or laptop
Internet access
A desk, or area in which you can use as a regular study area
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, or any student Planner
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:
The best way to contact me is through the Canvas Inbox. You can also use your Pierce College email, but I do check the Canvas Inbox more frequently. Most class communication will be through the Announcements feature in Canvas and in the intro at the beginning of each Module. I will also occasionally send messages through the Pierce College email system and Canvas Inbox. Class announcements will be made through Canvas. You are responsible for information shared. It will be imperative that you check Canvas and your student email daily for new information and announcements.
It is best to contact me before an issue comes up, not after. If you are struggling, have lost the ability to work online, or need to attend to an emergency, you want to contact all of your instructors ASAP to explain your situation, rather than miss multiple assignments and try to catch up later.
I may not be available weekends or after 6pm on weekdays. You are still encouraged to email me whenever you need to, I just may not always email you right back. I encourage you to connect with a classmate if it is urgent on the weekend, or contact me early if you have questions or concerns about assignments, or anything else. Otherwise, I will do my best to respond within a 24-hour period to all emails. Because of this, it is best to plan ahead! Read assignments ahead of time, make sure you understand all directions, and give yourself plenty of time to work on assignments.
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:
Assignments = 100% of your grade (This includes the final)
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. The final is worth 100 points, more than any other assignment, but is factored in with the rest of the assignments. It is important that you complete ALL assignments. Missing assignments will quickly bring your grade down.
Grades are posted in Canvas and updated regularly. 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 your grades in this course. I usually grade assignments within 24-48 hours of the due date. I typically wait until all students’ assignments are turned in before grading, so you have time to make changes up until the due date. Please let me know if you have any questions or concerns regarding your grade. Again, earlier is better!
It is important to note you need a 75% to pass College Success. This is a C, not a D. 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
Note: In order for me to consider acting as a reference for you, you must pass this class with a 2.0 or better.
Withdrawing and Incompletes
If you experience unforeseen circumstances during the quarter and you’re not able to complete the class, you may want to consider withdrawing, which would result in a W on your transcript instead of a 0.0. This may impact your aid/benefits, so please discuss your options with your advisor and Financial Aid before making the decision to withdraw. If you think you need to take an Incomplete to finish this course after the term ends, please discuss the situation with me so we can find the best resolution for your situation.
Writing Format for Papers
Papers should be typed on Microsoft Word. This is what Canvas is set up to accept best.
Font: Arial or Times New Roman.
Font size: 12
Spacing: Papers should be double spaced. I will not accept handwritten papers or photos of papers.
Margins: 1” (This should be standard when opening a new Word doc.)
Be sure to include a heading on all of your papers and assignments. Your heading must contain your name, the date, and the assignment title. There is a template provided in Canvas, in the Getting Oriented Module, to be sure you are doing this correctly. Feel free to download this document and save it to your computer. It is also included as a link in many assignments.
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 grading on your writing skills, this is an opportunity to practice them, as you will use and improve them your entire college career. 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. Try to include a thesis sentence, topic sentences for each paragraph, supporting ideas, and 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.
Late Work Options: There are two options for late work, plus an opportunity to increase your grade on assignments.
Late work will be accepted for a possible half credit. It must be turned in within seven days of the original due date. What that means is that the most points you can get for the assignment is half the original total. So, in order to get half, it needs to be good. Essentially, it starts at half and goes down from there. You can submit it through the original assignment link up to seven days after the original due date. I would not get into the habit of using this option regularly.
As another option, you have 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. The coupon is to be downloaded, filled out, and sent to me with the assignment. Remember, use this strategically, ideally on an assignment with a larger amount of points.
Lastly, I will allow you to redo assignments within a week (seven days) of grading to get a better grade. You can submit it through the original assignment link up to seven days after the original due date. You need to submit the updated version as a second document. If you submit it as you did the first document, it will erase the first version. I will only accept resubmissions if you completed the assignment the first time, and evidence of significant effort was clear.
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, GED, English, Spanish, Environmental Education, and Leadership classes 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 skills, confidence, and information. It is important for students to gain independence, and create a support network to work towards their goals. I encourage you to tell me more about your challenges 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: These are all concepts we will practice throughout the quarter. I encourage you to push yourself slightly outside your comfort zones in these areas in order to gain new skills and get the most from class.
Get organized: Successful students are organized and use planners and other organizers as tools for learning. A Pierce College Planner is usually provided to you. In this case, you may want to use a paper or online calendar.
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, videos, discussion, etc.in a manner in which you can understand and connect to the material. Review your notes often to be sure that you understand your them. 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 for each class. Respect the opinions, ideas, and participation of the other students.
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. Do this early! Turning something in late because you didn’t understand how will not be a good excuse if you were given the tools and direction to learn the system.
GO TO THE eCAMPUS Orientation
If you lack reliable computer services, please let me know. This course/quarter may not be possible without the use of a computer and an internet connection. Use Chrome or Mozilla if possible, not Internet Explorer/Edge for improved reliability when using Canvas. There are opportunities to check out a Chromebook through the Pierce College Library. You can contact the library or ask me for more information on this option.
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.
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. You can open files after you have submitted them.
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.
I do not recommend uploading assignments through your phone. This is not a reliable tool to use to complete an online class.
If you need additional help with uploading files, please check the Getting Oriented module for Canvas tutorials. These are very helpful tools.
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.
*If you have any questions regarding plagiarism and cheating, please contact me, the tutoring center, or the writing center. I understand that if you are new to college and/or writing, you may be unsure of when this is occurring in your writing. Please check before submitting an assignment that may be plagiarized.
ALLY AND DISABILITY 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. These are some I highly recommend being familiar with early. When you need a resource, you will need to know where to find it quickly.
STUDENT TECHNOLOGY ASSISTANCE TEAM (STAT)
The STAT team is available through multiple formats to offer online technology support assistance to all Pierce College students. A friendly STAT member is available to help answer technology-related questions online using the Cranium Café platform in Canvas during the hours of Monday-Thursday from 8 a.m. to 8 p.m., Friday from 8 a.m. to 5 p.m., and Saturday from 1 p.m. to 5 p.m. They are a great resource if you are having trouble with Canvas, computer equipment loans, your Microsoft Office 365 account, your student email, and Zoom.
Visit the Student Support Center Homepage to learn more.
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, and even take advantage of online writing support. 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). 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.
There are so many more resources available to you through Pierce College. A good place to get an overview of those is the Student Handbook, which can be found at the Student Services Center, or on the Pierce College website, under Pierce College Publications.
Besides the college resources, 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.
CS 110 Syllabus – Aaberg