This page and its various resources is designed to give you practical advice on the class syllabus. The syllabus is such an important document for all LTCC classes. There are many questions about the syllabus, ranging from: What should I include? Should it be long or short? Which policies should I list? How should I list my contact information?
After receiving this training, we hope that you will have all of the necessary elements in terms of crafting (or revising) a high-quality, comprehensive, and watertight syllabus. Please being with Background and have a look at the overarching issues related to the syllabus. Then, take a look at the many Useful Links that discuss the syllabus at conceptual, legal, and other levels. At that point, you can get practical and look at the Syllabus Snippets. These are actual bits of text (real resources!) that you can cut and paste and include in your upcoming class. Thanks to the outstanding faculty who shared many of these bits of text. Finally, scroll to the bottom of this page and look at the Downloads. Here, you will be able to download and use policies that include the following documents (as both Word and PDF formats): LTCC Academic Dishonesty and Plagiarism Policy, Student Conduct Standards, and Faculty Tolerance Statement. Also included are the handouts for this page (infographic and main page), important dates, logos for your syllabi, a Word syllabus template, and some sample syllabi.
There will be upcoming trainings related to the class syllabus. Good luck with your work as an LTCC faculty member and please reach out with questions or ideas.
Check out this video of the workshop.
What Is a Syllabus?
A syllabus is a document that contains all of the key items, foundations, and policies related to a class. Traditionally, a syllabus is provided to students on the first day of (or first opportunity in a DE) class. Many faculty call the syllabus a “boilerplate” document in that it indicates clearly to students what is to be expected in a class.
Etymology of Syllabus
A concise table or list of headings of a discourse.
Why Is It Important?
The syllabus is, perhaps, the single most significant document a student will receive in your class. Not only does the syllabus allow for student success as it indicates clearly what is to be expected in a given class, it protects the faculty member who may experience a grade dispute after a class is taught. Many in the academic world consider the syllabus to be a “contract” for all of the parties involved in a class—the student, instructor, and the institution.
Syllabus as a (Legal) Contract
It is impossible to overstate the legal/contractual values of a syllabus. In short, if there is a grade dispute related to your class, you need to be sure that you have put in place all of the necessary foundations that detail things like grades, late work, assignment requirements (for example, paper formatting, page length, etc.), and many other related areas. If a class and its instructor is challenged by a student and that same class lacks clarity in terms of these areas, the likelihood of the grade appeal being voted in favor of the student is much higher. A syllabus is about due diligence in terms of our professional and disciplinary standards.
Due to the obvious differences in the subjects that we teach, syllabi vary from one instructor to another. If you teach a class in a lab space that has clear safety implications, your syllabus would reflect this dynamic. Likewise, if you teach a writing-intensive class, you will emphasize plagiarism and related issues more in that class than in, say, a mathematics course. Even with this variation, we will note, later, some of the core areas or foundations that should be a part of all syllabi.
ISP, F2F, and DE Courses
Typically, ISP courses have their course syllabi built-in to the course or module content. If you have any questions, reach out to your department chair, dean, or the ISP Office for more information about the ISP syllabus. If you teach a F2F course, you will typically provide a paper copy of the syllabus on the first day of a class. In a DE course, the syllabus is a dedicated tab and may, depending on your preference, be set up as the front or home page in the Canvas course.
Here are some minimum elements to include in a syllabus:
Name and Pertinent Course Information
Instructor Contact/Preferred Contact Method
SLOs and Course Objectives
Course Texts or Readings
Grading (include requirements with as much detail as possible)
Campus Resources (such as Library, DRC, etc.)
Disability or Learning Accommodations
Safety and Evacuations (F2F class)
It is recommended that you include as many possible policies in your syllabus as you see fit. Part of this Syllabus Project is to provide you some preset snippets of text that you can immediately incorporate in your F2F or DE class syllabus. The more the better is true in terms of including policies on your syllabus. If a policy is not listed, one could argue that the situation or circumstance is not covered in terms of the legal or contractual requirements of the document (though we could argue that some general areas, like public safety and student behavior, are covered under aspects of BP, AP, College Catalog, and other official LTCC documents and policies).
Student Behavior Policy
The Value of Headings
It is a good idea to use bolded, underlined, or other headings/subheadings in your syllabus design. This provides for ease of reading and clarity in terms of syllabus content. If you are teaching a DE course, be sure to use Styles to create major headings in the syllabus such that the content is fully accessible in terms of disability standards for students.
Emergency and Evacuations
Extensive or Brief Syllabus?
There are differing opinions as to whether a long or short syllabus is more effective for students. While a long syllabus could be considered dry or overburdensome, a short syllabus could equate with a lack of necessary foundations and policies. In such a scenario, a grade dispute could result in a favorable finding for a student—even if the student has no case—due to the lack of inclusion of policies like plagiarism, late work, and others in the syllabus.
Will Students Read It?
A challenge of any class is getting students to read the course syllabus. We have all encountered situations in which a student says, “I didn’t know the due date,” to which we may have responded, “It’s on the syllabus...did you read it?” Many instructors use the first day of a F2F class to go over the syllabus. Some DE instructors create a syllabus video that highlights similar points that one would cover in a F2F explanation of the syllabus on the first day. One idea is to create a syllabus quiz (F2F or DE) or a Module Prerequisite or Requirement (DE) to be sure that students have read the syllabus. Whatever your approach, we would suggest that you cannot spend too much time or stress too much the information in terms of the syllabus. In short, it is vital to student success in the class.
The Syllabus and Your Personality
The syllabus can be as unique as the instructor who writes it. While we often say that you should include standard elements regardless of the class that you are teaching (such as the Plagiarism policy, etc.), it is also important that you put some of your personality into the document. Feel free to mix things up and even experiment.
Please head to https://ltccteachingandlearning.com/syllabus to download and immediately use these syllabus resources.
How to Create a Syllabus – Advice Guide (Chronicle of Higher Education)
The Syllabus as a Contract (Chronicle of Higher Education)
Constructing Legally Sound Syllabi
Syllabus as a Legal Contract
Syllabus Design (Vanderbilt)
Creative Approaches to the Syllabus
Syllabi and Copyright (Forbes)
How to Write a Syllabus
The Course Syllabus: Legal Contract or Operator’s Manual?
A Road Map for Success: The Importance of the Course Syllabus for First-Year Students (Higher Ed Jobs)
Making the Most of the Syllabus (Inside Higher Ed)
Syllabus Design (University of Washington)
Syllabus Tyrannus (Slate)
Rubrics and Grade Appeals
Open Syllabi Project Described (Fast Company)
Open Syllabi Project
Please change any specific details as you see fit. An XXXX indicates text that you should fill in.
The best method of contact is to [send me a message in Canvas; e-mail me at XXXX; call me at XXXX] I will get back to you within XXXX but in most cases I will get back to you the very same day.
Instructor Contact (Earth Sciences, Scott Valentine)
To ask me a question, please post it in your Canvas Inbox. I will do my best to respond to your messages and questions within 48 hours. If you post a question late on Fridays, or on Saturdays and Sundays, I will respond on the following Monday (at the latest). If you must use e-mail for some reason, please include the course title in the subject box.
Hello and welcome to XXXX. As your professor, I hold the fundamental belief that everyone in the class is fully capable of engaging and mastering the material. My goal is to meet everyone at least halfway in the learning process. Our classroom should be an inclusive space, where ideas, questions, and misconceptions can be discussed with respect. There is usually more than one way to see and solve a problem and we will all be richer if we can be open to multiple paths to knowledge. I look forward to getting to know you all, as individuals and as a learning community.
Hello and welcome to XXXX. I am excited that you will be taking this journey in XXXX this term. Keep in mind that I am always here to help and hope to make your experience in this class the very best. Do not hesitate to reach out to me if you have any questions about the class. To get started, please XXXX
Professional courtesy and sensitivity are especially important with respect to individuals and topics dealing with differences of race, culture, religion, politics, sexual orientation, gender, gender variance, and nationalities. Class rosters are provided to the instructor with the student’s legal name. I will gladly honor your request to address you by an alternate name or gender pronoun. Please advise me of this preference early in the quarter so that I may make appropriate changes to my records.
Mental Health and Wellness
If you are experiencing undue personal and/or academic stress during the semester that may be interfering with your ability to perform academically, LTCC offers a range of services to assist and support you. I am available to speak with you about stresses related to your work in my course, and I can assist you in connecting with other on- and off-campus professionals. If you are ever experiencing suicidal thoughts, please contact the National Suicide Prevention Lifeline at 1-800-273-8255 or livechat at https://suicidepreventionlifeline.org
Food or Housing Insecurity
If you are experiencing issues with either food or housing insecurity, LTCC can help. Please contact the Equity Program for more information about food, housing, or other assistance. http://www.ltcc.edu/campusresources/equity-outreach.php
Basic Needs (Chemistry, Carl Franz)
Any student struggling with basic needs, including food insecurity, experiencing homelessness, or unstable housing situation such as an imminent eviction or unlivable, inadequate residence—please contact the following resources:
Laura Salinas, Director of Student Equity Equity Office [A258]
(530) 541-4660, Ext. 549
Julie Booth, Director of Lake Tahoe College Promise
(530) 541-4660 x 477
Title IX makes it clear that violence and harassment based on sex and gender are Civil Rights offenses subject to the same kinds of accountability and the same kinds of support applied to offenses against other protected categories such as race, national origin, etc. Lake Tahoe Community College provides a safe environment that supports learning and encourages all students to pursue their goals and successfully achieve them. This means the College does not tolerate sex discrimination—including sexual harassment and violence—and is committed to empowering all students and employees to take actions to eliminate sex discrimination on campus and to know how to get help if sex discrimination occurs. If you or someone you know has been harassed or assaulted, you can find the appropriate resources at: http://www.ltcc.edu/campusresources/title_ix/index.php
In this course, we will discuss a variety of sensitive topics, including XXXX, XXXX, XXXX, and XXXX. In addition, we will be examining issues and disturbing contexts that you may have personally experienced or know someone who has. Participating in class discussions, reading course materials, and completing course assignments may remind you of experiences that you, a friend, or family member may have gone through. It is important that we discuss these issues respectfully, while recognizing that some of us may have experienced them and their negative effects. If at any point, you have concerns about class content or want to discuss your personal reactions, I encourage you to e-mail me, come to office hours, or schedule an appointment.
In this course we may discuss potentially sensitive, troubling, or disturbing topics, contexts, and situations. At times, you may be reminded of some negative experiences in your own past, or those of a friend, family member, or acquaintance. If at any time you are too disturbed to discuss a situation, context, or example in our class, please contact me so that we may discuss an accommodation.
In addition to enrolling in this class, you have many opportunities to engage with the wider LTCC community. Included are the many clubs, activities, offices, and people who make Lake Tahoe Community College a vibrant and nurturing community. Please visit the LTCC website for more information regarding the many opportunity available at the college.
DRC Accommodations (Sociology, Scott Lukas)
Any registered student with a verifiable disability is eligible for Disability Resource Center services. The use of services is voluntary. Students do not necessarily need to have a disability to enroll in classes offered by the DRC. However, in order to receive academic accommodations students must have a verifiable disability. Students can be assessed at the DRC. For more information, please visit the DRC site: http://www.ltcc.edu/campusresources/disabilityresourcecenter/index.php
DRC Accommodations (Political Science, JD Duerk)
In compliance with accessibility laws, I am available at any time to discuss any accommodations any student requires for this class. Students are encouraged to contact the LTCC DRC (http://www.ltcc.edu/campusresources/disabilityresourcecenter/index.php) for information and assistance. Students with disabilities who may need accommodations for this class are encouraged to notify me and contact the Disability Resource Center (DRC) early in the quarter so that reasonable accommodations may be implemented as soon as possible. Students may contact the DRC in room A205 or by phone at (530) 541-4660, extension 249.
DRC Accommodations (DE Specific)
In this DE class, I respect your specific disability or learning accommodation as it may relate to communication in this class. Please let me know immediately if any of the methods of communication in this class—text, video, audio, etc.—interfere with or challenge your specific disability or learning accommodation. Please also know that I will verify your disability or learning accommodation with the LTCC Disability Resource Center.
This class respects and welcomes students of all backgrounds, identities, and abilities. If there are circumstances that make our learning environment and activities difficult, if you have medical information that you need to share with me, or if you need specific arrangements, please let me know. I am committed to creating an effective learning environment for all students, but I can only do so if you discuss your needs with me as early as possible. I promise to maintain the confidentiality of these discussions. If appropriate, also contact the LTCC Disability Resource Center to get more information about specific accommodations.
Library & Learning Services (Sociology, Scott Lukas)
The Library & Learning Services at Lake Tahoe Community College promotes LTCC’s mission by providing personalized research and tutoring support services, quality information literacy instruction, and course-related library materials for all students. We facilitate access and success through student-centered services, spaces, and collections. We strive to be an engaging and dynamic academic hub for students’ individualized and collaborative tutoring, learning, and research needs. For more information, please visit the Library & Learning Services site: http://www.ltcc.edu/campusresources/library/
Subject Tutors will be scheduled according to the needs of students and instructors. Online tutoring is available 24 hours a day, 7 days a week, 365 days a year! LTCC students can access NetTutor via Canvas. Call the main library desk (x232) or email firstname.lastname@example.org to schedule a proctoring appointment at least 24 hours in advance.
Office Hours are an opportunity for you to receive one-on-one mentoring and feedback on any of the course topics or content. Please take advantage of my office hours. These are held: XXXX
LTCC is moving towards a meta major/Guided Pathways model in terms of its programs. This new emphasis takes a bit of the busywork out of figuring out your classes and major pathways and provides you, the LTCC student, more direction in terms of finishing your path on time and landing that new job, skill, or college transfer that you might be seeking. The five meta majors include: Art, Languages, and Humanities; Business, Hospitality, and Leadership; Health and Public Safety; Society, Culture, and Education; and Science, Technology and Environment. Each meta major has an icon (you may have noticed them on LTCC T-shirts lately!) and each will be connected to exciting events and career opportunities in the future. We are excited to launch Guided Pathways here at LTCC!
..........................................................Plagiarism and Behavior........................................................
Academic Dishonesty and Plagiarism
All students who enroll in this course are required to abide by the LTCC Academic Dishonesty and Plagiarism Policy, which is included in this Canvas class. Students who violate the policy will XXXX
Academic Dishonesty and Plagiarism (Political Science, JD Duerk)
All submitted work for this course must be in your own words. Do not copy from the Internet or other sources nor allow someone else to do assignments for you. Papers that are plagiarized will receive a grade of zero. Papers and other submitted assignments that are similar in content will result in both students receiving a grade of zero. Academic dishonesty is a serious offense and will not be tolerated. Please do your own work at all times. If you have any questions please refer to the LTCC college catalog: Student Rights & Responsibilities - Academic Dishonesty and Plagiarism Policy; Disciplinary Actions, current catalog. The use of any electronic device during quizzes/exams will be considered academic dishonesty and dealt with in accordance with the LTCC Student Catalog, Academic Dishonesty policy.
Academic Dishonesty and Plagiarism (Psychology, Christina Tomolillo)
Academic dishonesty and plagiarism will result in a failing grade on the assignment. Using someone else’s ideas or phrasing and representing those ideas or phrasing as our own, either on purpose or through carelessness, is a serious offense known as plagiarism. “Ideas or phrasing” includes written or spoken material, from whole papers and paragraphs to sentences, and, indeed, phrases but it also includes statistics, lab results, art work, etc. Please see the LTCC Student Handbook for the LTCC policies regarding plagiarism.
In this class, all students are expected to abide by codes of professional behavior that focus on respect of all who are a part of the classroom learning environment. You are expected to act in a professional manner. This includes respecting the instructor and all in the class. Students are not allowed to have side conversations with others during the class. If such conversation occurs, a warning will be issued in the first instance. In the second instance, the student will be asked to leave the class for the reminder of its time and, upon returning to the next class, refrain from such future inappropriate behavior. On the third instance, the student will be removed from the class and officially sanctioned by LTCC’s BP 5500 that relates to student behavior. Please respect the other students and the instructor in this class.
All students who enroll in this class are expected to abide by the following rules in terms of acceptable behavior, conversation, and discourse in all areas of this Canvas class, including discussions:
By enrolling in this DE course at Lake Tahoe Community College, you agree to abide by the College’s official Student Conduct Standards (BP 5500). The policy is included below and is taken from the LTCC College Catalog.
Online Behavior (Business, Treva Thomas)
Disruptive behavior, such as abusive language, rudeness, or impoliteness, will not be
tolerated. Students are expected to maintain the same ethical and academic standards as expected in a regular classroom environment. Students are expected to conduct themselves professionally at all times. Students violating this expectation are subject to the same consequences as those violating the academic honesty policies below.
Online Behavior (Sociology, Scott Lukas)
While I support free speech and the critical debate of issues in the class, I will not tolerate bullying behavior—either of the student or the instructor. The content that you share in this class should be focused on academic and critical approaches to the ideas. If you have a question in terms of what is appropriate or not, ask me first….send me your proposed post and I will let you know. In most cases, people in my courses display great behavior. I will not tolerate inappropriate, immature, and bullying conduct. Here is the rule: if I find something to be inappropriate or offensive, I will ask you to fix it. After the first warning, you will be blocked from the class and I will initiate disciplinary proceedings as per the LTCC student code of conduct. Thanks for respecting your fellow students and the instructor.
Classroom Etiquette (Art, Phyllis Shafer)
Studio Use: Printmaking is a messy and studio-intensive course. Students are responsible to clean up their own work station as well as the common printing areas in the classroom at the end of each class or open lab. People not enrolled in this course are not allowed to visit during working class-time. Breaks will be taken in your own time when instructor is not lecturing.
Classroom Behavior (Art, Phyllis Shafer)
Maintain a positive, respectful attitude during class, open lab hours, and critiques. Please familiarize yourself with your student rights and responsibilities as stated in the College Catalog. Disciplinary action will be imposed for misconduct including, but not limited to: “Continued disruptive behavior, continued willful disobedience, habitual profanity or vulgarity, or the open and persistent defiance of the authority of, or persistent abuse of, college personnel.”
Drug-Free Classroom (Art, Phyllis Shafer)
The LTTC Catalog states that disciplinary action will be imposed for “Use, possession, distribution, or being under the influence of narcotics or dangerous drugs, including, but not limited to, marijuana and alcohol.”
Faculty Statement on Tolerance and Diversity
By enrolling in this DE course at Lake Tahoe Community College, you agree to abide by the Academic Senate’s official Faculty Statement on Tolerance and Diversity. The policy is included below: The Lake Tahoe Community College Academic Senate promotes a positive learning environment and culture based on open-mindedness, critical thinking, inclusion, tolerance, equity, and respect. Free speech is at the core of our college, but we will not tolerate racist, sexist, homophobic, or any other forms of discriminatory language or behavior. Hate speech and other such language or behavior, as defined in Lake Tahoe Community College Board Policy 5500 — Standards of Student Conduct, will result in Disciplinary Sanctions/Actions, as stated in Administrative Procedure 5520 — Student Discipline Procedures.
Students consistently report that they find it distracting when other students around them use their phones or computers for non‐class related matters. For that reason, I prohibit the use of technology for any purpose other than note‐taking. If another student tells you that your use of technology is distracting, please be respectful and stop doing whatever it is that is distracting them.
Electronic Devices (Art, Phyllis Shafer)
Turn off your cell phone before class begins. Cell phone use during class and open lab is extremely disruptive and rude, particularly during demos, lectures, and critiques. Therefore, if a cell phone is used for any reason during class, that student will lose classroom behavior points. Do not conduct personal phone calls within the F101 studio at any time.
Electronic Devices (Political Science, JD Duerk)
Please set your cell phone to silent and put it away. If yours is a distraction, then I will ask you to leave – no, I’m not kidding. Tablets or computers of any kind may only be used for note taking or viewing my presentation slides (not gaming or surfing the web, i.e. gambling, shopping, watching or downloading pornography, etc.). I won’t compete for your attention.
All cell phones and pagers are to be turned off or silenced during class (not on vibrate). All cell phones are to be put away out of view during class; there is no text messaging, web browsing, etc, during class.. Failure to adhere to these classroom rules may result in your being dismissed from class.
This course requires you to be a mindful and courteous participant during in-class discussions. Therefore, laptops and cellphones are not allowed except in the following situations: fact-checking, referencing required readings, and finding relevant resources to aid in our understanding of the course content (such as YouTube clips or recent newspaper articles). If I find that you are abusing this policy, I will ask you to turn off the device. Repeated infractions will lower your participation grade.
Technical Support (Psychology, Christina Tomolillo)
Need Technical Support?
For questions regarding online course offerings, prerequisites, assessments, or enrolling in an online course, call (530) 541-4660 x211 or email:
If you are having technical difficulties that are specifically related to course content please send your instructor XXXX a message. If it is an easy fix or related to course content I should be able to assist you.
For all other issues in canvas please click on the ? in the menu to the left of your screen first. If you still need assistance please contact Treva Thomas.
Distance Education Coordinator
(530) 541-4660 x 247
Technology (DE Class)
By enrolling in this class, you agree that technology—including your personal inability to access a computer, Wi-Fi outages, computer problems, and all other technological issues—will not be considered acceptable excuses for missing a deadline or not turning in an assignment. A general rule is to not wait until the last minute to complete your work in Canvas, thus eliminating the possibility of these technology issues. It is your responsibility to complete work in the class by the assigned dates and times, regardless of technology issues. Only in cases of system-wide Canvas outages—which, though rare, do occur—will I allow for make-up work.
...................................................Grading and Requirements............................................................
Make-Ups/Late Work (Sociology, Scott Lukas)
Please understand this policy as it applies to the class: Examinations, assignments, and any and all class work may not be made up for credit, under any circumstance, with the exception of a verified doctor’s note. Any other reasons for a make-up for any work in the class including, but not limited to missed rides, weather, oversleeping, computer or technology problems, vacations, flights and travel, work commitments, will not be considered legitimate reasons to make up work in the class. Please do not ask me to make exceptions to this policy.
Make-Ups/Late Work (Political Science, JD Duerk) (DE Course)
No late work will be accepted for any reason in this course. Always check the calendar for how forums are structured, i.e. specific due dates and times. The same applies to exams. If you experience an equipment failure or service outage, then it is your responsibility to find a functioning machine or a signal to access Canvas. Please devise a contingency plan (e.g. a friend’s or library computer, coffee shop WiFi connection) if problems were to arise. Make sure that you download the Canvas app to your smartphone. Note: If you have a medical situation that leads to you missing more than one week of class, then you should withdraw from the course and re-enroll in a future quarter.
No extra credit will be provided in this class.
You will have the following opportunity to earn extra credit in this class: XXXX
Your grade will be calculated on a 90/80/70/60 percentage scale based on the XXXX points:
XXXX - XXXX A
XXXX - XXXX B
XXXX - XXXX C
XXXX - XXXX D
0 - XXXX F
Your grade is based on the following major assignment areas:
At any time, you may check your grade and class progress using XXXX
Feedback/Grading (Psychology, Christina Tomolillo)
Assignments will be graded and feedback returned to you within the week after an assignment is due. In most cases, if you submit assignments early, I will get them back to you a day or two after you submit them.
As a general rule, I will respond to you within XXXX of receiving a message. In terms of your class assignments, I will grade them within XXXX of receiving them. Please let me know if you have any questions about the feedback in this class.
In this class, all papers must be submitted with the following formatting:
* 1-inch margins on all sides
* Times New Roman 12-point font
* Microsoft Word or PDF document
Papers that do not follow these requirements will not be accepted for credit in fulfilling any of the course assignments.
Units and Unit Codes (Business, Treva Thomas)
Students earn credits (or units) based upon the Carnegie unit standard which equates 1 unit of course credit to 3 hours of coursework per week (Title 5 §55002.5). Thus, to earn 4 quarter units for XXXX (a lecture and lab course), you must:
* attend 3 hours per week of in-class lecture and 2 hours of guided lab...for an online class this would equate to time committed to reading the text and studying the modules in Canvas, previewing the PowerPoint presentations, watching videos/multimedia materials, participating/reviewing instructor-led lectures (sessions archived) and
* complete 8 hours per week of outside work...re-reading, completing homework assignments
and case analyses, preparing for and completing exams, etc.for a total course workload of 13 hours per week. Some students may find these time requirements to be more than sufficient to successfully complete this course. However, some students will be challenged to complete the course assignments within these time requirements.
Carnegie Unit Standard
Students earn credits (or units) based upon the Carnegie unit standard which equates 1 unit of course credit to 3 hours of coursework per week (Title 5 § 55002.5). Thus, to earn 4 quarter units for a lecture course, you must attend and participate in 4 hours per week of “in-class” lecture and complete 8 hours per week of outside work (studying, reading, completing homework assignments, preparing for quizzes and examinations, etc.) for a total course workload of 12 hours per week.
Modules (Psychology, Christina Tomolillo)
In the Module section you will find PDFs of PowerPoint presentations for each of the chapters, these will help you to understand the chapter material but are not a substitution for the readings. In the modules you will also find the assigned readings, assignments, and discussions. Modules are organized by weeks so you can clearly see what chapters, tasks, and materials you will need to complete that week in order to submit your assignments. The modules will guide you through the course.
Attendance (Political Science, JD Duerk)
Each week I will be monitoring who is logging into Canvas. Reflecting on my years as a student and as a teacher, I know that consistent participation increases the likelihood that you’ll learn the content because you have heard it in person. If you can’t commit to this class, then you should pick a different section. Please exhibit some emotional maturity and plan a schedule that fits your life. It doesn’t make sense to enroll in a class that you won’t partake in because the outcome will most likely be a D or F.
Attendance (English, Michael O’Laughlin)
College policy calls for students who have missed two or more class sessions than the number of times the class meets per week to be dropped. This means students can be dropped after the fourth class missed. Attendance is important in that points are earned by the student participating actively in class processes: workshops, group exercises, and class-wide discussion on textbook readings that connect to homework assignments. It is precisely your participation in the class that will enable you to achieve points for your course grade. You will benefit from practice as both readers and writers; therefore, it is important that you come to each meeting with your reading and writing assignments complete.
When you miss class, you miss important information. If you are absent, you are responsible for learning material covered in class. If you are absent when an assignment is due, you must have submitted the assignment prior to the due date to receive credit. If you miss more than XXXX% of the classes, whether excused or unexcused, your grade will be dropped XXXX letter grade.
In this class, you are required to purchase the following equipment/items for use in our class: XXXX
These are available for purchase at: XXXX
Much of your success in this class relates to your access to, and successful engagement with, the course readings. In this class, the following text(s) are required:
These texts may be purchased (XXXX eliminate if OER/ZTC class) at the LTCC Barnes and Noble Bookstore:https://ltcc.bncollege.com/shop/lt-cc/home
How to Succeed (Mathematics, Larry Green)
* Come to every class meeting.
* Get seated early, get yourself settled, spend a few minutes looking at your notes from the previous class meeting, and have your materials ready when class starts.
* Read each section before it is discussed in class.
* Do some math every day.
* Start preparing for the exams at least a week in advance.
* Submit your online quizzes by Friday. Computer problems always seem to occur at the worst times.
* Get help from a tutor or from your instructor whenever you are confused. Your instructor is there to help you pass. With hard work, many hours on task, and persistence, you can achieve your goals.
How to Succeed (Political Science, JD Duerk)
1. Read and study your assigned textbook;
2. Show up to every class meeting and show up on time;
3. Bring a copy of the presentation slides to each class meeting so you’re able to listen more and ask
questions when needed;
4. Review your presentation slides at least 2-3 times per week so you more thoroughly understand
the information and commit it to long term memory;
5. Print out and mark up all supplemental materials that are tied to assignments;
6. Watch the calendar and start working on assignments a week or two before they’re due so you
have time to revise and speak to me if you’re having difficulty;
7. Make an appointment during office hours if you’re having problems so we can discuss ways to
increase the likelihood that you will be successful. Also, never be afraid to visit the Tutoring Center
for tips on how you can write more effectively;
8. Read my feedback and make changes going forward.
How to Succeed (Business, Treva Thomas)
Work on this class a little bit each day. Spend at least one hour per day doing some combination of the following: reading the text, reviewing your notes, studying with classmates, and/or meeting with your instructor.
* Stay “on top” of the assigned readings/activities for each week;
* Log into the class at least three times per week;
* Complete and submit each assignment on time;
* Participate in each class discussion board activities;
* Participate in the CCC Confer online “class” sessions for each workshop (chapter); and
* Discover some aspect of XXXX that you are interested in and explore and enjoy the journey!
How to Succeed (Earth Sciences, Scott Valentine)
LTCC courses and programs are based on interactive teaching, learning, and communication. To acquire knowledge and build skills, you are expected to:
* Read and become familiar with the course syllabus and the faculty’s expectations.
* Keep up with assignments and readings.
* Ask for clarifications about material or course expectations.
*Analyze assigned readings and provide thoughtful responses on assignments.
As a learner at LTCC, you are a member of a scholarly community. The benefits of this community come in many forms, such as critical dialogue with faculty, collaborative learning with peers, and access to academic support resources. While LTCC faculty and staff are here to facilitate this experience, you are expected to play an active role in your scholarly journey, and I expect that you take ownership of your actions so that you can succeed.
Formula for Success (English, Michael O’Laughlin)
* Complete all assigned writing and readings on time.
* Take an active role in class discussions and group work.
* Complete the tests.
* Actively participate in all workshops.
* Present a full research paper employing the rhetoric of argument on a complex social issue.
Course Requirements and Responsibilities (Business, Treva Thomas)
Below are both the requirements and expected responsibilities for online students enrolled in this class:
* Students are expected to meet all hardware and software requirements prior to the beginning of class.
* Students are expected to log onto the class website multiple times a week to check course announcements, assignments, and deadlines.
* Students accept responsibility and are accountable for all actions and content posted in the online classroom, such as on discussion boards, Student Lounge, chat room, and private messages.
* Students will demonstrate respect for all faculty, students, and staff.
* Students are expected to read completely through the class syllabus as soon as possible
when class begins.
* Students are responsible for completing all required coursework by respective due dates.
* Students are expected to participate in discussions of topics with postings to share ideas, experiences, critical thinking, and questions.
* Written assignments should be done with good writing practices. Please proof read and spell check materials prior to submitting and/or posting to the discussion board.
It is important that you be proactive in the class. Proactive is defined as “creating or controlling a situation by causing something to happen rather than responding to it after it has happened.” What this means is that you have to take charge of your education at the college. In terms of grades and assignments, please be aware that you need to track whether you are reaching your required requirements in the class.
Modifications to Syllabus
This syllabus is intended to give the student guidance in what may be covered during the semester and will be followed as closely as possible. However, the professor reserves the right to modify, supplement, and make changes as the course needs arise.
Letter of Recommendation Policy (Political Science, JD Duerk)
I will not write a letter for a LTCC scholarship. In my professional opinion, that should be done by someone outside of this institution. What I will write letters for is admission to a specific program at a four year college or university. In order for me to do that, you must meet the following criteria: (1) I know who you are, which means that you have taken at least one on-campus class with me where you earned an A or B; (2) you have a GPA of 3.25 or higher; (3) you provide a copy of your resume complete with activities in and outside of school; (4) we have a private conversation during office hours about your professional goals; and (5) you give me at least two weeks’ notice.