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Biology 100 (17650- Allied Health Learning Community) Andrea Greenwell Intro. to Concepts of Human Fall 2012 Anatomy & Physiology (3 units) Sacramento City College

General Information Instructor: Andrea Greenwell Office: Lillard Hall 108B Office Hours: MW 10:20-10:45pm; TTH 11am-noon; Fri. 11am-1pm, or by appointment Office Phone: 916-558-2208 E-mail: [email protected] Virtual Classroom: http://d2l.losrios.edu Lecture: T & Th 8:00-9:20am in Lillard Hall Room 103 Course Description: In this class we will discuss the structure, relationship among structures, and histology of the organ systems of the human body. In addition, we will study how these organ systems function at the molecular, cellular and organ levels of organization. An intensive amount of memorization will be required to be successful in this class. Also, this lecture course is part of the Allied Health Learning Community (AHLC) and closely links with Chem. 309 and Soc. 300 whenever possible. You will be responsible for a capstone project, assigned in Soc. 300 and supported by this class, Chem. 309, and HDC 310. The project culminates in an end of the semester presentation. Learning Objectives: Upon completion of this course, the student will be able to:

• demonstrate professionalism through attendance, lack of tardiness, assignment completion, classroom participation, attitude, and respect for fellow students

• list and describe all eleven body systems including their organs and functions • discuss the concept of homeostasis and its maintenance through feedback loops • sketch and explain the components of a feedback loop • classify the four types of adult tissues based on structure and function • construct accurate concept maps that summarize challenging topics • diagnose, using scientific methodology, disease states based on medical case studies and explain

the basic underlying disease process for each case • describe the main homeostatic feedback loops for each of the 11 body systems.

Required Text: Structure and Function of the Human Body by Thibodeau & Patton, 14 Ed. (or earlier); text is on 2 hour reserve in the LRC (2nd floor) Recommended Materials: Study Guide to Accompany Structure and Function of the Body by Swisher; study guide is on 2 hour reserve in the LRC (2nd floor)

Student Services: Learning Skills and Tutorial Center- LRC 144 (558-2258) Learning Disability Program- SS 101 (558-2283) Early Assistance Program SG 226 (558-2266) Study habits: To be successful in Biology 100, a student must be motivated and have self-discipline. Adequate preparation and dedication are required. Expect to study a minimum of 2-3 hours for every hour of lecture. Former students have reported time commitments of 15-20 hours per week. Try to maintain a realistic school and social schedule this semester. Working is not recommended. The rigor of this course will start to prepare you for the greater challenge of completing your allied health program.

http://d2l.losrios.edu/

Virtual classroom: Visit the class website at http://d2l.losrios.edu to get class announcements, lecture outlines, homework assignments, and quizzes. If you are enrolled in the course, you can login using your student I.D number (for example w0906789) and your Los Rios unified password (the same one as eServices, iMail, etc.). Attendance: Students not regularly participating in the course (ex. missing 2 or more quizzes in a row or an exam “no show” without contacting me within 24 hours of exam, etc.) will be dropped from the course. Assignments & Grading: There will be five lecture exams worth 100 points each. The fifth exam will be given during finals week. There are seven homework assignments, seven Chem. 309 vignette summaries, as well as ten lecture quizzes. There are no make-up quizzes. I will drop your lowest quiz score at the end of the course. In addition, students will participate in a capstone project in conjunction with Chem. 309, Soc. 300, and HCD 310 which includes an end of the semester presentation. Final course grades will be determined by calculating the percentage of points earned out of the total points possible (your total points/class total points x 100 = your %). Letter grades will be assigned according to the following scale: 100-90%=A, 89.9-80%=B, 79.9-70=C, 69.9-60%=D, 59.9-below=F Exams: Lecture exams will consist of multiple choice, matching, true/false, diagram labeling, and possible short answer questions. Bring a scantron 815 to all quizzes and a scantron 882 to all exams. Make-up exams: Since your grade depends mainly on exams, it is essential that you make every effort to show up on exam days. Make-up exams will be given only in extreme cases arranged ahead of time or with a documented medical excuse. Missing an exam without an excuse will result in a grade of zero. If you absolutely cannot make it to an exam, please give me as much advance notice as possible so alternative arrangements can be made and be prepared to show documentation. If you cannot contact me by the day of the exam, you have up to 24 hours after the exam is given to make arrangements with me or you may not be allowed to make-up an exam. There are no make-up quizzes. Academic honesty: Students in this class are preparing for careers in which people’s lives will depend on their knowledge. Cheating in any form will result in a grade of F on the assignment and reporting to the Dean. This applies to all parties involved. I encourage the anonymous reporting of any incident of academic dishonesty. Cheating includes but is not limited to the following:

• Copying from someone else’s test or quiz • Submitting work that is not your own • Altering or interfering with grading • Using material during an exam or quiz that is not allowed • Consulting with someone, other than the instructor, during an exam or quiz • Committing other acts that defraud or misrepresent • See the student handbook for more information on academic honesty

Student conduct:

• Students must follow the student standards of conduct listed in the SCC Student Guide. Please read at http://wserver.scc.losrios.edu/~matric/guide/stuconduct.html

Students will treat each other with respect and dignity at all times Cell phones must be turned to silent mode during lectures and exams Excessive talking or disruption in lecture may result in point deduction Recycling is encouraged on campus!! Please use the blue cans around campus.

Important dates: Last day to drop without notation- Sept. 9

Last day to drop with “W” grade- Nov. 20

http://d2l.losrios.edu/

http://wserver.scc.losrios.edu/~matric/guide/stuconduct.html

Biology 100 Tentative Lecture Schedule

Wk Date(TTh) Topic Text Assignment(s) Due 1 8/28

8/30 Intro. & Anatomical organization Homeostasis

Ch. 1 Ch. 1

Chem 309 Ch.1 Iron vignette

2 9/4 9/6

Chemistry Cells

Ch. 2 Ch. 3

Ch. 1 Quiz

3 9/11 9/13

Cells cont. Tissues

Ch. 3 Ch. 3

Ch. 2 Quiz

4 9/18 9/20

Exam 1 Integument & Membranes

Ch.1-4 Ch. 5

Ch. 2 & 4 homework

5 9/25 9/27

Skeletal System Skeletal System cont.

Ch. 6 Ch. 6

Ch. 5 Quiz

6 10/2 10/4

Muscular System Muscular System cont.

Ch. 7 Ch. 7

Ch. 6 Quiz

7 10/9 10/11

Nervous System Nervous System cont.

Ch. 8 Ch. 8

Ch. 7 Quiz Case Studies #1

8 10/16 10/18

Exam 2 Endocrine System

Ch. 5-8 Ch. 10

Ch. 9 homework Chem 309 Ch. 13 Steroid vignette

9 10/23 10/25

Blood Cardiovascular System

Ch. 11 Ch. 12

Ch. 10 Quiz Chem 309 Ch. 6 Fat vignette

10 10/30 11/1

Cardiovascular System cont. Lymphatic System & Immunity

Ch. 12 Ch. 13

Ch. 11 Quiz Chem 309 Ch. 15 HIV vignette

11 11/6 11/8

Exam 3 Respiratory System

Ch. 10-13 Ch. 14

Case Studies #2

12 11/13 11/15

Respiratory System cont. Digestive System

Ch. 14 Ch. 15

Chem.309 Ch. 4 Diver vignette Ch. 14 Quiz

13 11/20 11/22

Digestive System cont. Holiday

Ch. 15

Chem 309 Ch.14 Weight loss vignette

14 11/27 11/29

Nutrition & Metabolism Exam 4

Ch. 16 Ch. 14-16

Ch. 15 Quiz Vitamin & mineral homework

15 12/4 12/6

Urinary System Fluid balance, Acid-Base balance

Ch.17 Ch.18 & 19

Chem 309 Ch. 5 Kidney vignette Capstone topic

16 12/11 12/13

Reproductive System Growth & Development

Ch. 20 Ch. 21

Ch. 17 Quiz Capstone Summary

17 12/20 (TH) Exam 5 (8-10am) Ch. 17-21 Case Studies #3

Course Handbook

Business Division Computer Information Science Department

Sacramento City College, Spring 2012

Zannakis Spring 2012 2

Ever feel this way about computers? This class will help you work past these feelings!

Step through the door to CISP 301 where you will find keys to unlocking the mystery about programming computers…from a theoretical standpoint as well as a practical standpoint. You will also be exposed to different problem solving strategies. This course is a prerequisite for all other CIS Programming (CISP) courses. Now, for a little of my background – this is my thriteenth year teaching full-time at Sacramento City College. Before that, I taught part time for 2 years at American River College. My roots in teaching actually began in the 1980’s at McClellan AFB when personal computers were first becoming popular. I enjoyed teaching back then but due to promotions and politics, I moved to other jobs within the Communications and Computer Squadron while still at McClellan. These jobs ranged from networking computers to customer relations to computer support. In January 2000, I gave up that job to put my full heart into teaching at this institution, as teaching is truly what I enjoy most…at least in the career realm. What does all this mean for

you? It means I still bring at least some industry experience into the classroom. Now, for tips on the best way to succeed in this class - be prepared. Read the chapters before they are discussed in class. Be prompt with turning in your homework and lab assignments. If you do fall behind, please come to my office hours and let’s have a talk. If I am made aware of certain situations or unusual circumstances, I will go to great lengths to help you succeed. On the other hand, if you have not kept me informed, I generally will not be as accommodating. Regarding my office hours - it is normal and acceptable to ask questions or seek extra help during these hours…that is the reason for which they were designed. If several students are waiting, I do my best to make sure everyone gets my attention. One special note – if I happen to be in my office during non-office hours and I do not answer the door, please do not think me rude or uncaring. I simply need time to prepare for a class, grade assignments or gather my composure for the next portion of my day.


SACRAMENTO CITY COLLEGE

CISP 301 – ALGORITHM DESIGN AND IMPLEMENTATION INSTRUCTOR: Mrs. Amy Zannakis PHONE: 558-2375 OFFICE HOURS (B230): M 8:30 a.m. – 9:00 a.m., 11:40 a.m. – 12:40 p.m.

T 8:15 a.m. – 9:00 a.m., 11:40 a.m. – 11:55 p.m. W 8:30 a.m. – 9:00 a.m., 11:40 a.m. – 12:40 p.m. TH 8:30 a.m. – 9:00 a.m., 11:40 a.m. – 12:10 p.m.

EMAIL: [email protected] MEETING PLACE: SCC Main Campus, Business Building, Room 103, 9:00– 10:20 a.m. (lecture), 10:30 – 11:35 a.m. (mandatory lab) HOURS: 54 hours lecture 36 hours scheduled lab 18 hours lab (other) PREREQUISITE: None. ADVISORY: CISC 310 (Introduction to Computer Information Science); At least one year of high school algebra or MATH 100 DESCRIPTION: This course provides an introduction to the analysis, design, and implementation of software solutions to business-related problems. An overview of the following topics will also be included: main and cache memory, data representation, two’s complement addition and subtraction, instruction processing by the central processing unit, computer programming languages, and the software development process. COURSE OUTCOMES: Students will perform laboratory assignments and take tests make a class presentation to achieve the following outcomes. Analyze a real-world business problem and design a structured solution

Utilize flowcharts and/or pseudocode to document the solution.

Implement the solution using a programming language (C++ in this course).

Thoroughly test and debug the solution to be sure it has solved the problem and the output is correct.

Demonstrate an understanding of high to low level language translation.

Convert values between the binary, hexadecimal, and decimal numbering systems.

Demonstrate two's complement addition and subtraction.

mailto:[email protected]


RESOURCES: The following resources are required for this course: A Guide to Working with Visual Logic, by Thad Crews & Chip Murphy published by

Course Technology (ISBN-13: 978-0-324-60119-0)...available at the SCC bookstore. Programming Handbook, available at the SCC bookstore and can be viewed online at

cis.scc.losrios.edu/cisp301. Use of a microcomputer with access to the Internet, Windows operating system, Microsoft

Office 2003 or higher and Microsoft Visual Studio.net (for programming assignments). For work outside of class, the computers in the Business Division Lab in the Business building, room 151 (B151) or for non-programming assignments, the computers in the Business building, room 153 (B153) or the Learning Resource Center may be used. A valid library card is required for the B153 lab and the Learning Resource Center. For the B151 lab, you only need your student identification number. Open hours for each facility are listed outside their respective doors. If you have a computer at home or access to one somewhere else, you may use it as long as it has the minimum configuration previously mentioned.

Storage media for programs - USB drive (recommended) SCANTRONs – 2 Form 815 and 1 Form 882…available at the SCC bookstore.

GRADING POLICY: Grades will be based on the following: Activities Percent of Final Grade Standards Prelude to Programming Book Assignments 30% A = 90% C++ Programming Assignments 35% B = 80% Tests 20% C = 70% Final Exam 15% D = 60% ATTENDANCE: Each student is expected to attend each class on time and remain in class throughout the designated lecture/lab period. Attendance will be taken each day via a sign in sheet that will be circulated at the beginning of class. It is your responsibility to sign in. If you do not sign in, it may be counted as an absence. Arriving late or leaving early may be documented. Three instances of arriving late or leaving early constitute an absence. Students may be dropped for non-attendance in accordance with the Sacramento City College campus policy: “Students are expected to attend all sessions of classes in which they are enrolled. A student having excessive absences may be dropped from any course by the instructor any time during the semester. Excessive absences are defined as 6% of the total hours of class time.” (See the catalog for additional information.) For this course, that equates to approximately 3 absences.


ASSIGNMENTS: Exercises and problems will be assigned relating to most chapters in the Guide to Working with Visual Logic book and must be done neatly in blue or black ink or typed. When the class advances to C++ programming, the written portion of all programming assignments must be typed. When turning in a C++ programming assignment, the written portion along with the program listing and its output must be stapled neatly together or it will not be graded. Students are encouraged to study together when working on assignments, but you must turn in your own original work. Additionally, any programming help obtained by a tutor in the computer lab must include only topics covered in this class. If a program contains topics clearly not covered in this class, the program will be considered to be the work of the tutor and not your own original work. Duplicate work or work that is deemed not to be your own will be assigned a value of zero. See Academic Integrity heading further down in this document. TESTS: Students are expected to take tests on the scheduled day at the scheduled hour for class. In the event that a student must miss a test due to work or other, a special arrangement can be made to take the test prior to the regularly scheduled time. If a student misses a test due to sickness or an emergency and the sickness or emergency is documented, the test may be made up by special appointment up to 2 class periods following the test. LATE ASSIGNMENTS: Late assignments are accepted as long as the assignment has not yet been handed back to the class. Assignments that are late will receive an automatic 50% deduction unless prior arrangements have been made with the instructor. If you cannot attend class on the day an assignment is due, arrange to have someone turn it in for you or drop it off in the mail room, Business 217. Do not put an assignment under my door as it creates a hazard. Under extenuating circumstances, late assignments (even those which have already been passed back to the class) may be accepted without penalty. Such cases will be handled on a one-on-one basis. TUTORING SERVICES: Tutoring and assistance for students enrolled in CIS courses is available on a first-come, first-served basis in room 151 of the Business Building. Tutoring subjects and tutor availability are posted in the lab and on the web site: http://busdiv.scc.losrios.edu/stre_lab.html. ACADEMIC INTEGRITY: Academic honesty is expected. Students are required to do their own work. If cheating or plagiarism occurs on an assignment or exam, a grade of zero will be assigned. The matter will be referred to the Business Division Dean and the Campus Discipline Officer for appropriate action. ACCOMMODATIONS: If you are a student with a learning disability, a physical disability, or other special needs, please let me know as soon as possible if you need special accommodations. These discussions are best handled during my office hours or by special appointment. All needs that have been verified through the disability centers on campus will be accommodated.

http://busdiv.scc.losrios.edu/stre_lab.html


COMMUNICATION: All classes at Sacramento City College have different methods of communicating with the instructor and with fellow students. Some forms of communication are e-mails and discussion boards through the campus course management system. In all cases, the CIS department policy requires appropriate behavior with all contacts between fellow students and with instructors. Please note the following rules:

Remember that e-mail isn’t private. An informal tone is acceptable, but sloppy communication is not. Mind your manners and watch your tone. Be concise and professional. Treat e-mail as if in a business environment. Use correct spelling and proper grammar. No abbreviations or acronyms, such as

lol. No inappropriate language or images. Do not expect immediate response to e-mails.

CLASSROOM BEHAVIOR: First off, please familiarize yourself with the Student Standard of Conduct brochure. These brochures can be found around campus. Please pick one up. Alternatively, you can find the brochure online at: https://file.scc.losrios.edu/insidescc/StudentServices/Crisis%20Intervention/Student_Standard_of_Conduct_Brochure.pdf In addition, please note the following:

Cellular phones and pagers should be off during all lecture and lab time. Headphones are not allowed. Children are not allowed in classrooms, labs, or unattended in the halls. Sleeping in class is considered as not participating and may directly or indirectly

affect your grade. Disrespect of the other students in the class and/or the instructor will result in

disciplinary action. EXTRA-CREDIT: None. IMPORTANT DATES: January 27 Last day to drop to qualify for a refund February 17, 20 Holiday – Lincoln’s and Washington’s Birthday (no classes, offices closed) February 10 Last day to petition for pass/no pass February 12 Last day to drop without notation on record April 2 – 8 Spring Recess (no classes, labs closed) April 15 Last day to drop with “W” grade. After this date, a letter grade must be

assigned. May 14 MW Class Final Examination - 8:00 a.m. – 10:00 a.m. May 15 TTH Class Final Examination - 8:00 a.m. – 10:00 a.m.

https://file.scc.losrios.edu/insidescc/StudentServices/Crisis%20Intervention/Student_Standard_of_Conduct_Brochure.pdf

https://file.scc.losrios.edu/insidescc/StudentServices/Crisis%20Intervention/Student_Standard_of_Conduct_Brochure.pdf

Communication 301 Public Speaking

Spring 2012 Course Information Sheet

Instructor: Julie Hawthorne Course Sections COMM 301 M 6:00-9:25PM Temp 7 17996 COMM 301 MW 1:30-2:50 A 34 18876 COMM 301 T Th 10:30-11:50 Temp 5 18731 Office Hours (Office hours also by appointment.) MW 12:30-1:20 T Th 2:00-3:50 Office Location B 221-A is in the Business Building (next to the Student Center and the library). How to Contact Me e-mail: [email protected]

• Be sure your e-mail address is correct on e-services.

• When you e-mail me, please always write the following in the subject line: o COMM 301 o the day/s our class meets (not the time) o your first and last name if not in the e-mail address “from” line o the topic of your message

• Use standard English in the message (e.g., “you,” not “u”). Phone: 650-2720 Office: B 221-A Mailbox: RS 226 Division Dean and Secretary, Humanities and Fine Arts: (916) 558-2551 Proof of the prerequisite is required. You may not take the class without it.

• ENGWR 100 (College Writing, formerly English 57) with a grade of "C" or better; or • ESLW 320 (Advanced-Low Writing) with a grade of "C" or better; or • Placement through the assessment process into ENGWR 300 (1A) or ESL 341; or • Enrollment in, or successful completion of, ENGWR 300 or ESLW 341.

Proof of prerequisite can be a grade report, transcript, assessment verification, or counselor verification. Please highlight your name and the class or score which serves as your prerequisite. If you took classes at a different college, take your transcript to the counseling center for verification. If you have a special situation, see a college counselor. You will be dropped if you do not bring or send proof of prerequisite.

Textbook You will need the text book (Concise Public Speaking Handbook, 3rd edition, by Beebe and Beebe, ISBN 9780205753703). The text is on two-hour reserve for use only in the library and in the RISE Center. You must have regular access to a computer with Web access. You will need to use e-mail, a word processing program, PowerPoint, and D2L. Supplies

• a 3-ring binder with standard lined paper (please do not hand in spiral edges) • a stapler (please do not hand in unstapled work or ask me for a stapler) • blue or black ballpoint pens; a pencil with eraser; highlighters • a computer with Internet access and a printer (available on campus) • a flash drive (thumb drive) for PowerPoint slides

Learning Outcomes and Objectives: Upon completion of this course, the student will be able to:

• demonstrate the skills necessary to compose/create and present informative and persuasive messages.

• demonstrate competence in active listening skills.

• compose and present appropriate oral messages to diverse audiences.

• evaluate, plan, and organize coherent structured oral messages.

• analyze the speaking situation and create messages appropriate to diverse audiences and contexts.

• incorporate language as appropriate to diverse audiences and varying communication contexts.

• analyze, develop, and implement strategies to productively manage oral communication apprehension to minimize its impact on the message.

• apply ethical standards to every phase of the communication process (e.g., selection of arguments, support, and delivery).

• demonstrate knowledge of classical rhetorical theories, motivational theories, and psychosocial theories.

Academic Counseling: I encourage you to see an SCC counselor at least once each semester. Counselors can help you with your program of courses, transfer, academic planning, or personal issues which interfere with your success in school. Special Accommodations: If you have a disability of any kind and will need special accommodations, please bring the required paperwork as soon as possible. For more information, or for documentation of needed accommodations, contact the Learning Disabilities office (558-2454) or the Disability Resource Center (558-2528). I would like to meet with you to discuss how I can help you succeed.

Students who disrupt class may be suspended for one or more class days. Appropriate classroom behavior includes the following:

• Contribute to a positive, respectful, supportive learning environment.

• Give the instructor and classmates, including speakers and group members, your

full and courteous attention. Only one person should speak at a time.

• Keep cell phones off and put away except to use as timers. Do not text during class. If you need to be available by phone, please tell me before class begins.

• If you use a computer in class, please use it only for class-related notes. During

speeches, it should be put away.

• Read and follow the code of conduct as explained in the on-line Student Guide.

• Complete individual assignments on your own. Copying some or all of someone else’s work or your work from another class may result in a zero on the exam or assignment as well as in discipline.

• Be on time to class, attend regularly, and participate in class activities.

Time Required for Work Outside of Class Typically, college students should expect to spend at least two hours on coursework outside of class for each hour in class (e.g., at least six hours/week for COMM 301.) Important Dates Holiday Mon 1/16

Last day to drop with a refund Fri 1/27

Last day to petition for pass/no pass Fri 2/10

Last day to drop without a “W” Sun 2/12

Holidays Fri 2/17 & Mon 2/20

Spring Break Mon 4/2 to Sun 4/8

Last day to drop with a “W” Sun 4/15

Last day of classes before finals Wed 5/9

Final exam schedule (contact me to attend with a different section) Monday class: Mon 5/14 5:45-7:45 PM MW class: Wed 5/16 12:45-2:45 PM T Th class: Tues 5/15 10:15-12:15

Communication 301 Spring 2012

Grading Handout Attendance Please be on time to class. If you arrive late, even when a classmate is speaking, come in quickly and quietly. Being late, missing part of a class, or not participating in class activities may count as part of an absence. Disrupting a speaker or class (e.g., texting during class or talking during someone’s speech) may count as part of an absence. I do not differentiate between excused and unexcused absences. You may be dropped if you miss a week or more of class. If you must miss class, contact me via e-mail to let me know as soon as you can. Since there are no excused absences, you are not required to tell me why you missed class. Late or Missed Assignments or Exams If you are absent, for any reason, your assignments are still due. If you will be late or absent, post the assignment to the D2L drop box by the day and time it is due. Any assignment not turned in when collected (usually at the beginning of class) is late. In general, late work does not earn credit. There are no individual exceptions to the late work policy regardless of reason. If you would like feedback on a late assignment, write “late” and hand it in. If you have a printer problem, save the document to a flash drive (or e-mail it to yourself, not to me) and print it out in a computer lab at SCC. Make-up/Extra Credit for Assignments and Exams Instead of accepting late assignments or exams, I offer a variety of extra credit opportunities. These will be announced and/or posted on D2L. You may earn up to 100 points in extra credit. See the semester schedule for deadlines. Keep Your Work until Your Final Grade is Posted Be sure that I’ve graded each assignment you do. Keep all work until your final grade is posted. Track your grades for each speech and assignment, and check your grades on D2L. You will need to show me your graded work if there is a question about a grade.

Course Requirements and Overall Grade Category of Course Work Percent

Possible Points Possible

Assignments 40 400 Quizzes and Exams 10 100 Speeches (see table below) 50 500 Total Possible 100 1000 Speech Minutes

Required Speaking Time

Points Possible

Points Earned

Self Intro (Bag Speech) 2-3 50 Student Services 2-3 50 Poem/Quotation 2-3 50 Informative 6-8 150 Persuasive 7-10 200 Total oral comm. requirement

22 500

Track your own time for each speech. Stay within the required time ranges. In order to pass the class, you will need to do the following:

• Complete every speech • Fulfill the 22-minute oral communication requirement • Earn a passing overall speech grade • Earn a passing class grade

Grades 90-100% A=credit 60-69% D=no credit 80-89% B=credit 0-59% F=no credit 70-79% C=credit Pass/no pass grading option You may take a class for credit/no credit (CR/No CR) instead of a grade. The deadline is listed under “Important Dates” in the Course Information Sheet. The class time is group time. If you have personal issues to discuss with me such as your attendance or your grade, please contact me outside of class.

COMM 301 Format for Written Work If your work does not follow this format, it may not receive full credit. Write the following at the top of the page, single spaced, on the right- or left-hand side:

First and last name Date (month/day/year) Course number/class days Hawthorne (or Prof. Hawthorne) Assignment name

Example: Vang Xiong 2/14/12 COMM 301/Monday

Hawthorne Informative Outline Draft 1

• Skip two lines after the heading.

• Double space essays. Outlines may be single- or double-spaced.

• Staple multiple pages. Do not use paperclips or folded corners.

Typed essays and homework written outside of class

• Use a word processor (computers and printers are available on campus) • Save the document on your computer or flash drive • Use black ink (or dark blue if you run out of black) • Use a simple font such as Arial or Calibri in size 14. • Use default 1” margins (If there are only a few lines on the last page, you may save

paper by using smaller top and bottom margins.) If you have a printer or other emergency, or if you will be late or absent, post your assignment to the D2L drop box on time in order to earn credit. You may e-mail me the draft of an assignment for feedback several days before it is due. In the e-mail, ask specific questions. Don’t just ask for general feedback. Do not e-mail completed assignments for grading unless I offer that as an option for your assignment. Handwritten in-class work

• Paper size: full-sized, 81/2 by 11" with no spiral edges • Dark blue or black ballpoint pen, not pencil (except for tests) • Skip lines • Leave 1" margins at the top, bottom, and both sides • Write neatly.

Revised S 2012

Course Syllabus Page 1 of 11

Norman Lorenz, M.Ed., Sacramento City College, Spring 2012

ECE 430: Culture and Diversity in Early Childhood & Elementary Education Course Syllabus, Spring 2012

Contact Information

Instructor: Norman Lorenz, M.Ed. Time Room Rodda South 287; 916-558-2249

[email protected] http://web.scc.losrios.edu/fcs/lorenzn

http://www.epsilen.com/nhlorenz Skype: norman.lorenz

January 17-May 14 M/W 9:00-10:20 a.m.

Final Exam:

Wednesday May 9, 9-10:20 & Monday, May 14, 8-10 a.m.

Child Development

Center upstairs Room 208

Class Number 19162 Student Office Hours: Main Campus

M/W-10:30-11:30 a.m. & M- 4:30-5 T-Th- 10:30-11:30 a.m.

West Sac. F- 8:30-9:00 a.m. or By appointment or Skype

3 Units/ UC & CSU Transfer

Textbook and Supplies

Teaching Young Children in Multicultural Classrooms: Issues, Concepts, and Strategies, 3rd Edition

by de Melendez; Beck Publisher: Wadsworth, Cengage Learning

Copyright Year: 2010 Publishing Date: 2009/02/10 eText ISBN-10: 1-4390-2367-0 Print ISBN-10: 1-4283-7698-4

e-Portfolio flash drive with tabbed folders to retain information sections and chapter resources. Or a Web based storage site:

www.officelive.com ; www.wikispaces.com ; www.google.com; www.wordpress.com http://www.wadsworth.com/cgi-wadsworth/course_products_wp.pl?fid=M20b&product_isbn_issn=9781428376984&discipline_number=29&token=6D9FB26F1297E378556BC33527E3CF3F96F655A77992D1FD4843E8E5DEE60D49103C9CC3A6883334FBF4B79EBF7A079CB7A7ECD98569C915 This innovative new program for the Foundations of Education course combines traditional coverage of the history, philosophy, and sociology of education with content for multicultural education courses, examining the wide diversity of classrooms across the US. In addition to blending these important perspectives, the text examines the interrelationship between the history and structure of the American education system, the changing nature of the teaching profession, and the socio-cultural factors influencing education. The author considers foundational themes from a critical theory perspective. Often, pre-service teachers lack the basic understanding of why inequities exist in today's schools. They are unaware of the historical events that put a system in place and are not empowered with strategies to address these issues once they enter a classroom. Providing students with this important background information, this text's goal is to enable teachers to help every child fulfill his or her potential. (Los Rios CCD, SCC Course Outline, 2009)



Basic Course Information Identifier: ECE 430

Title: Culture and Diversity in Early Childhood Education

Units: 3.00

Advisory: ENGWR 100 or ECE 312 with a “C” or better

Hours: 54 hours lecture

Description: This course covers culturally responsive care and education in early childhood settings. It includes the study of socio-cultural issues as they vary across the diverse cultures represented in the classroom and as they impact a child's development. Included are strategies for helping children negotiate and resolve conflicts caused by cultural differences, with a focus on using an anti-bias approach in the classroom.

Learning Outcomes and Objectives (SLO’s)- Student Learning Outcomes

Upon completion of this course, the student will be able to:

1. compose rationale and goals for a multicultural, anti-bias early childhood program 2. distinguish stereotypic and biased classroom materials and environments 3. assess his/her own cultural background and upbringing and identify how this experience impacts personal

perceptions of others 4, construct multicultural curriculum which promotes understanding of diversity and elimination of stereotypic

themes 5. examine how children develop an awareness of differences and how prejudice is formed in the early years 6. identify ways in which cultural and family patterns affect children's behavior and learning 7. implement care-giving techniques and problem-resolution practices that respond to the diversity of cultures

represented in a program, including differences in race, gender roles, socio-economic status, abilities and disabilities, and family structure

8. describe various techniques teachers can use when responding to children's developing discriminatory behaviors

Topic Lec

6 Multicultural education and anti-bias curriculum - definition, rationale, goals and approaches

6 Racial and cultural awareness - affirming one's own racial and cultural identify; examining racism, prejudice and stereotypes in our our lives and in the lives of young children

6 Sociocultural issues - review child-rearing practices, family styles, home languages, socialization, and behavior patterns as they vary across various cultural backgrounds

3 Children's development of prejudice - how children develop racial awareness; how this can lead to prejudice; how prejudice and discrimination can affect children

6 Review and examine various types of discrimination - racism, sexism, classism, heterosexism, able-ism, bilingualism, biculturalism; how do these issues affect young children

6 Talking to children about differences - expanding their awareness and challenging their discriminatory behavior

4 Classroom environment - providing non-stereotypic, anti-bias/multicultural materials in classrooms reflective of the diversity of children and families served

6 Curriculum planning - how teachers of young children can plan appropriate curriculum for the classroom that promotes an understanding of diversity and is non-stereotypic; planning activities that help recognize biased situations, including racism, sexism, classism, able-ism, bilingualism, biculturalism, and heterosexism

3 Holidays - understanding and evaluating how holidays can be incorporated in a respectful, culturally inclusive and age-appropriate way

6 Culturally responsive care and education - resolving conflicts between families and early childhood staff; involving families in early childhood programs; communicating with families about different perspectives based on cultural values; different communication styles based on family culture

2 Final exam



Course Topics and Tentative Schedule- date and time Dalton Sherman keynote: http://www.youtube.com/watch?v=HAMLOnSNwzA & Changing the Education Paradigms: http://www.youtube.com/watch?v=zDZFcDGpL4U&feature=relmfu

Date Ch Lecture Topic #SLO Group Topic Homework Due

Monday January 16, Martin Luther King Jr. Day, No school

1/18 Introductions, Syllabus, Course Overview/Flash Drive Text Website, Writing Resource & d2l Values of Prior Knowledge, Activity & Metacognition

1-8 www.d2l.losrios.edu http://d2lresources.losrios.edu/ Multiple Intelligences http://www.edutopia.org/howard-gardner-interview#

D2L orientation

1/23-25 Part1

Part I. Foundations for Multicultural Education in Today’s Early Childhood Classrooms, 1 Observation & Methodologies of Learning Multiple Intelligence & Thinking Styles Values & overview- Metacognition Activities 1, 2, & 3 Unity & Diversity-http://www.learner.org/resources/series176.html?pop=yes&pid=1889#

1,2,5,6 Research summary & Review of Literature Group project & Research choice with MLA formatting

Writing Resource Introduction due 1/25 to the drop box http://www.mypersonality.info/ Multiple Intelligence & Thinking Styles

1/30-2/1

Ch.1 E -Portfolio resources- meet in Computer lab LRC 141 Ch. 1. Facing the Reality of Diversity: The Intricate Nature of Our Society, 3- http://www.youtube.com/watch?v=hN8GDHZPOvE

1 Cultural Diversity & demographic awareness

e-Portfolio introduction Mi & PTT Assessments

2/6-8 Ch. 2 Ch. 2. The Nature of Culture, the Nature of People, 43 http://educationnext.org/interview-with-kaleem-caire/

2,3,6 Cultural Influences D2L Ch. 1DB

2/13-15 Ch. 3 Chapter 3. Families in Our Classrooms: Many Ways, Many Voices, 79 http://www.edutopia.org/arts-opening-minds-integration-video

3,6 Family & Culture

D2L Ch. 2 DB

February 17th – 20th President’s Lincoln & Washington’s Birthdays- No Class

2/20- NO CLASS 2/22

Ch. 4 Chapter 4. Who Is the Child? Dev. Characteristics of Young Children in a Diverse Society, 119

4,5 Culture & Environment- #6 http://www.learner.org/vod/vod_window.html?pid=1863

D2L Ch. 3 DB & MA1 summary

2/27-29 Leap Year!

Part 2

Ch.5

Metacognition Activity 1: Individual Research Review of Literature Presentation Part II. Exploring the Roots of Multicultural Education: Issues and Directions, 157

3,4,7,8 Research Articles Prior Knowledge

D2L Ch. 4 DB & Quiz Part 1, Ch.1-4 1/18-2/22- Part 1 closes 2/26 at 11:59 p.m.

3/5-7 Chapter 5. Everything Started When . . . Tracing the Beginnings of Multicultural Education, 159 http://educationnext.org/desegregation-down-but-not-out/ Work in your Small groups on your final outline for end semester oral project presentation

1,2,5,6 Multiculturalism & Civil Rights

3/12-14 Ch. 6 Chapter 6. Approaches to Multicultural Education: Ways and Designs for Classroom Implementation, 195

7,8 Multiculturalism & Curriculum D2L Ch. 5 DB & MA2

3/19-21 Metacognition Activity 2: Developing Multicultural Awareness: A Sample Activity; Appendix C “Waiting For Superman”

3,4,7,8 Curriculum Models & Plans D2L Ch. 6 DB & Quiz Part 2, Ch. 5-6 2/27-3/21- Part 2 Closes 3/25 at 11:59 p.m.

3/26-28 Part 3 Ch. 7

Part III. Into Action: Implementing a Culturally Appropriate Program for All Children, 237 “Cultural Psychology & Society in Action” #26 http://www.learner.org/vod/vod_window.html?pid=1523 Ch.7 The Classroom, Where Words Become Action, 239 http://www.edutopia.org/high-expectations

1,2,5,6 Role of the Teacher and Assessments

April 2nd- 8th – Spring Recess- NO CLASS

4/9-11 Ch. 8

Chapter 8. Preparing to Bring Ideas into Action, 279 http://www.edutopia.org/newsome-park

7,8 Curriculum Planning & Implementation Children’s Literature as a medium

D2L Ch. 7 DB

4/16-18 Ch.9 Chapter 9. Activities and Resources for Multicultural Teaching: A World of Possibilities!, 313

7,8 Curriculum Planning & Implementation Children’s Literature as a medium

D2L Ch. 8 DB

4/23-25

Babies- The Culture and Tradition of Value in the World Understanding in Raising Infants as young Humans

4,7,8 Multiculturalism & the Prepared Environment

4/30

Ch.10 Chapter 10. A World of Resources: Engaging Families, Friends, and the Community, 367 http://www.nbcphiladelphia.com/news/local/133858078.html

http://www.edutopia.org/conflict-resolution-peace-helpers-video

4,7,8 3,4

Responsive & Dev. Appropriate Class Profiles Multiculturalism & Families

D2L Ch. 8 & 9 DB D2L Ch. 10 DB & Quiz Part 3, Ch7-10 & MA 3



5/2

Metacognition Activity 3: Small group Reflections on Plan for Cultural Diversity; Appendix E Class time available to finalize group presentations

Course Summary 3/26-5/2-Part 3 Closes 5/6 at 11:59

5/7 Computer Lab- Bring all your material on your flash drive 212* www.youtube.com/watch?v=FpJQqzJj534

3,4,7,8 Computer lab- will complete and turn in

e-Portfolio due

5/9 5/14

Final Exams

By lottery

9:00-10:20 a.m. 8:00-10:00 a.m.- Final Exam: Group Presentations Conclusion: We are Family! http://www.youtube.com/watch?v=dYLk34GCXbo

#1-8 Assessments 1 2 3 4 5 6

Course Policies Student Conduct In Class Policy Any acts of classroom disruption that go beyond the normal or typical rights of students to question and discuss with instructors the educational process relative to subject content will not be tolerated, in accordance with the Academic Code of Conduct described through Los Rios Community College District. http://www.scc.losrios.edu/Current_Students/From_Enrollment_to_Graduation/MatriculationStudent_Support_Services_and_Student_Development/Student_Guide/Student_Standard_of_Conduct.htm Children In Class Policy Only in extreme cases are children allowed in classroom or laboratory facilities, and then only with approval of the instructor prior to beginning class. Electronic Devices in Class Policy Cellular phones, pagers, CD players, radios, and similar devices shall be on vibrate only in the classroom and laboratory facilities. Please refrain from use of texting and/or phone during the class period; if you “must” take a call or text, it is expected that you exit the classroom. Realize that this warrants being absent from class. Reasonable laptop-size computers may be used in lecture and/or student participation time frames for the purpose of taking notes and/or assessments. Examination Policy There are announced examinations. D2L will be used (www.d2l.losrios.edu )with directions provided in class. Preparing for Examinations: Attend lecture and read the chapters. At least 90% of the questions are taken directly from the reading material. These assessments are open book. In Case You Are Late or Absent: It is your responsibility to get the course notes, handouts, and laboratory assignments should you miss class or be late. In nearly every case, lecture notes can be available via D2L. Code of Conduct Students are expected to uphold the school’s standard of conduct relating to academic honesty. Students assume full responsibility for the content and integrity of the academic work they submit. The guiding principle of academic integrity shall be that a student's submitted work, examinations, reports, and projects must be that of the student's own work. Students shall be guilty of violating the honor code if they: 1. Represent the work of others as his/her product. See plagiarism-

http://www.youtube.com/watch?v=Mwbw9KF-‐ACY 2. Use or obtain unauthorized assistance in any academic work. 3. Give unauthorized assistance to other students. 4. Modify, without instructor approval, an examination, paper, record, or report for the purpose of obtaining

additional credit. 5. Misrepresent the content of submitted work. The penalty for violating the honor code is severe. Any student violating the honor code is subject to receive a failing grade for the course and will be reported to the Office of Student Affairs. If a student is unclear about whether a particular situation may constitute an honor code violation, the student should meet with the instructor to discuss the situation. For this class, it is permissible to assist classmates in general discussions of computing techniques. General advice and interaction are encouraged. Each person, however, must develop his or her own solutions to the assigned



projects, assignments, and tasks. In other words, students may not "work together" on graded assignments unless specified by the assignments identified. http://scc.losrios.edu/~harrispa/syllabi/general_syllabus/code_of_conduct.pdf Disabilities Policy In compliance with the Americans with Disabilities Act (ADA), all qualified students enrolled in this course are entitled to “reasonable accommodations.” Please notify the instructor during the first week of class of any accommodations needed for the course. Lecture, Laboratory, and Examination schedule You are expected to read each assigned project prior to the lecture. Lectures will be clear, to the point, and will discuss the highlights of the Project focus for that week. Most of the class time will be spent working on your project assignments. No LATE assignments will be accepted (unless arrangements are made in advance). Make sure at time of submission, to upload to d2l prior to the close deadline. Discussion boards must be posted, not attached, while drop box items must be attached and not posted. Instructional Delivery Modalities

This course may be taught using the following instructional delivery modalities:

• In-Person • There will be homework and exam responsibilities on line as a hybrid, through e-mail and D2L.

Instruction Methods and In class Activities

Lectures will be presented on the socialization process and influences. Large and small group discussions will be conducted to problem-solve issues based on text reading. Multimedia presentations, guest presentations, field trips and demonstrations will be part of in-class activities. Students will be asked to apply theory and research presented in the text to scenarios in the life of a fictional child. Students will use their critical thinking skills to decide which theories are applicable in different situations.

Evaluation Methods

Students will complete written examinations with objective questions that analyze, evaluate and synthesize concepts related to the children in family systems. Students will write and present a case study of a child, in which child development principles and an understanding of the whole child within the context of culture, family, society and the physical environment will be applied. Students will research and examine community agencies and referral systems that specialize in support and resources for children and families. Students will reflect on the socialization influences of their own life and write a paper about these influences as they relate to the Systems Theory.

Assignments- Rubric & Grading

Course Grade Point Value SLO # Percent % of Grade Attendance/Participation 32 sessions @ 5 points each 1-8 /160= 18% Chapter Discussion boards 1-10 totaling 150 point (15 pts. Each) 1-8 /150= 17% Metacognition Activities 2 Items at 50 points each 2,3,4,5,6 /100=11% Research Review of Literature

One written research literature summary & one oral summary @50 each

3,6 /100=11%

Quizzes 3 Section Quizzes 1-8 /180=21% Group Oral Project One group project at 100 points 1-8 /100=11% e-Portfolio Resources Portfolio at 100 points (see table of contents at

end of syllabus) 1-8 /100= 11%



Total Course /890=100% Attendance: Instruction Methods/In Class Participation

Lecture, group discussion, role playing, observation, guest speakers multi-media presentations, reading and application of course content to in-class activities will be used. See the Participation rubric in the D2L under Rubrics for purposes of Attendance.

• Students shall be in attendance a minimum of 80% to pass the course or may be dropped after three absences without prior notification to the instructor.

• Students who arrive more than 10 minutes late will be marked absent. It is your responsibility to check in at the end of class for between 1/3 & 2/3 points.

• It is advised to contact the instructor by e-mail to receive an excused absence if unable to attend class and have a valid reason for an excused absence. It is recommended that any appointments be made around class hours. 0 points are earned however, absence is not counted toward a drop.

• During the semester, the instructor may DROP a student from class when the student has missed three-four unexcused classes without notifying the instructor.

• It is the Student's responsibility to drop a class or risk receiving an "F" grade. • It is the students’ responsibility to get missing notes and assignments from other class members. • Exam make-ups or late homework assignments will not be accepted without prior approval of the instructor.

Discussion Boards on D2L: www.d2l.losrios.edu

Chapter Discussions: Ten D2L chapter discussions consisting of Chapters 1,2,3,4,5,6, 7,8,9, & 10 worth 15 points each totaling 150 points. This exercise is based on your perceptions of the topic areas and requests your responses for each of the ten chapters. Review of the Literature: Research Summary: Summary of Current Research: Part I: Written Summary (50 points)

Choose one of the topics covered in this textbook and in this course. It can be on any topic that interests you from the age span of birth to adolescence, i.e., the four age groups. You may use any RESEARCH JOURNAL (such as Child Development or Developmental Psychology) or on-line resource. Guidelines for research methods may be in D2L under Writing Short essays.

Examples: http://www.hfrp.org/research-areas ; www.preschoolcalifornia.org; http://nieer.org/; www.wested.org; http://www.buildinitiative.org/ ; http://qrisnetwork.org/ ; (See the content page for more resources.) Written Summary questions:

Include the title of the research, author, date, and the name of the research journal; the name of the newspaper or magazine, article title, date, and author if available. Summarize the main point of the research based on the rubric: Overview, thesis statement of the research, your interest in why you chose the article, in your opinion, how it provides school readiness for the student learner and finally, how this article connects to your career path.

Your written summary needs to respond to these questions in complete paragraphs. Do not simply answer the questions. Type your summary in 12-point font double-spaced and submit it along with the article itself to the drop box in d2l under “research summary”. Part II: Discussion and Presentation (50 points)

Summarize the research based on the above rubric and present the main points orally to a selected group. Limit your presentation to 3-5 minutes. You will be assessed by a peer in your group using the rubric.\

Metacognition Activities 1 (Appendix C) & 2 (Appendix E) (located on the D2L Content page: Students will conduct student and/or classroom/school visits that support children and families using Appendices C & E. Forms are located on the website of the book and also in the D2L website under content. Once you complete the assignments with a summarization of these assignments using the primary goals noted below, you will turn them into the drop box of D2L.

Primary Goals: 1. Content of Resource described 2. Relevancy of the Resource is explored and determined important for 3-5 reasons they connect to your career path. 3. Structure is dynamic and shows examples and conclusion.

Section Quizzes: See website for exam choices, Parts 1, 2, & 3.

www.d2l.losrios.edu

Oral Project Groups: Expectations and Grading Rubric

Group 1 Explain the process of the foundations for Multicultural Education based on Diversity



Group 2 Analyze the Nature of Culture

Group 3 Describe the importance of families in our Classrooms

Group 4 Differentiate the importance of Issues and Directions and Approaches in Multicultural Education

Group 5 Examine the roles and functions of the Classroom environment and the role of the teacher in relating diversity

Group 6 Evaluate the needs of resources to engage families

Grading Grading Criteria Points 50 Content= Presentation Concepts 25 Ability to describe the major aspects of the multicultural concepts /25 25 Shows Knowledge of approaches within the values presented that connect to the practices in multicultural education

/25

Total /50 Relevancy 30 Describes own opinion as to the most meaningful parts of the principles and how it connects to culture and diversity along with career path development

/30

Total /30 20 Structure: Preparation and rationale/ Professional appearance

10 Lecture form/visual presentation- connection to career path /10 10 Props used to exemplify approach relating to career and personal life span perspective /10 Total /20 100 Total Score Grading percentage scale: 100-90- A 89-80- B 79-70- C 69-60- D 59- 0- F

/100 Grade

e-Portfolio Resources: See following page for table of contents concerning resources beyond the introduction and summary. Introduction to e-Portfolio resource

A two page double space exercise using the “Writing Resource” (located under writing resources in the D2L Content page) with MLA formatting. Introduce yourself (how you identify yourself), one point of what brings you or interests you in taking this class and what you hope to learn based on at least one of the Student Learning Outcomes listed. See the writing rubric for details on grading.

Summary of Accomplishments: A two page double space exercise using the “Writing Resource” (located under writing resources in the D2L Content page) with MLA formatting. Summarize what you have learned in this course. Capture one element that you will use in your career path and professional development. See the writing rubric for details on grading.

Rubric & Grading for all written assignment Students will be graded based on three levels of criterion: Content; Relevancy, & Structure. Grading Rubric 100-90 % Advanced 89-80 % Proficient 79-70 % Basic 69-60 % Below Basic All categories met

Categories addressed

Categories unclear

Categories not met

Content q Clearly communicates a central

idea/thesis worthy of development

and sufficiently limited to be manageable

q Has a clearly stated thesis or

central idea, but may have minor

lapses in development.

q May develop paragraphs that

are related individually to the

main idea, although the relationship may occasionally be

unclear

q Does not have a clear central

idea or does not respond

clearly to the topic.

Relevancy q Employs sophisticated transitional

sentences to develop one idea

from the previous one or identify their logical relations

q Offers generally relevant evidence

and reasons to support its points.

q Often depends on unsupported

opinion or assumes that

evidence speaks for itself.

q May have paragraphs that

lack topic sentences or main

ideas, or that present ideas too general or too specific to

be developed effectively.

Structure q Uses sentences that are varied,

clearly structured, and carefully

focused

q May contain a few errors that distract the reader but do not

impede understanding

q May contain several mechanical errors which may temporarily

confuse the reader but do not

q Contains several awkward or ungrammatical sentences.



impede understanding

Grades Grade Percent Conversions A= 90% - 100%; B= 80% - 89%; C 70% - 79%; D 60% - 69%; F below- 59% (re-submit)



Student Name:

ECE 430: Culture and Diversity in Early Childhood & Elementary Education

Educator e-Portfolio Resources

Table of Contents

Section/ Tab

Resources Grade

1 Class Attendance/Participation (32 sessions @ 5 points each)

/160= 18% 2 Chapter Discussion (Chapter 1,2,3,4,5,7,8,9,10@ 15 each)

/150= 17% 3 Metacognitive Activity, Appendix C

/50 points Metacognitive Activity, Appendix E

/50 points

/100=11% 4 Current Research (100 points)

/100=11% 5 Oral Project

/100=10% 6 Exams (3@60 each) Section 1

/60 points Section 2

/60 points Section 3

/60 points

/180=21%

7 Resource Binder-

Introduction (

25 points) Syllabus & above sections (

50 points) Multiple Intelligence Bloom’s Taxonomy Summary of accomplishments (

25 points) Includes all materials above plus in the class discussions

/100= 11%

Course Outcomes

/890=100%

Final Grade



Group Project Assignments Options Group 1

Foundations for Multicultural Education in Today’s Early Childhood Classrooms Explain the process of the foundations for Multicultural Education based on Diversity Resources: Chapters 1-4

Group 2

Foundations for Multicultural Education in Today’s Early Childhood Classrooms Analyze the Nature of Culture Resources: Chapters 1-4

Group 3

Exploring the Roots of Multicultural Education: Issues and Directions Describe the importance of Diversity of families in our Classrooms Resources: Chapters 5-6

Group 4 Into Action: Implementing a Culturally Appropriate Program for All Children Differentiate the importance of Issues and Directions and Approaches in Multicultural Education Resources: Chapters 7-10

Group 5

Into Action: Implementing a Culturally Appropriate Program for All Children Examine the roles and functions of the Classroom environment and the

role of the teacher in relating diversity Resources: Chapters 7-10

Group 6

Into Action: Implementing a Culturally Appropriate Program for All Children Evaluate the needs of resources to engage families Resources: Chapters 7-10



Individual and Group Participation Rubric

The intention of sharing this information is to heighten awareness about individual and group classroom discussion. The level name introduces the area of interest as we experience a social, face to face interaction with one another concerning content and course materials. The “A,B,C” graded equivalent columns provide students with areas of performance with respect to reaching the student learning outcomes in such a way as to fully implement them across all developmental categories.

Level Name Advanced in Goals 100-90%- A

Proficient in Goals 89-80%- B

Basic/Not meeting Goals

79-70%- C Prepared for Class - Questions, ideas

and interpretations - Assignments are

completed prior to class

- Thorough understanding - Well formed questions - Fits with discussion - Illustrates ideas with examples - Assignments completed prior to class

- Information from assignment summarized and not used - Assignments disconnected with discussion - Assignments partially complete prior to class

- Unclear whether and how well preparation is completed. - Assignments incomplete prior to class.

Promoting Discussion - Respects class

dynamics - Presents clear ideas - Listens to others - Asks relevant

questions - Challenges ideas - Maintains respect for

others

- Thoughtfully presents ideas - Listens intently - Works to involve others - Listens to others points of view - Relevant questions

- Intent of making points heard - Focuses on examples - Some peripheral discussion - Asks clarifying questions

- Emphasizes individual ideas - Monopolizes conversation at times - Interrupts or restates ideas of others - Some questions are trivial or off topic

Progression of Growing Ideas - Synthesizes ideas - Connects content

and context within discussion

- Rephrases for comprehension

- Fosters support in group understanding

- Questions, opinions in depth with topic areas - Clarifies & draws illustrated connections - Draws upon experience to highlight understanding

- Follows discussion - Summarizes ideas - Occasionally takes initiative to advance own & others ideas & thinking

- Ideas are static - Often off topic - Individualizes statements - Disconnect between share and topics.

Attending to Work - Present - Engaged

- On time - Prepared and ready to begin - Actively engaged

- Most often present and engaged - May arrive/leave late/early & distracted

- Significantly late or disengaged

ENGWR 50

Spring 2012

Course Information Sheet

Julie Hawthorne, Instructor

Course ENGWR 50 T Th 5:30-6:50PM LR 121 17484

Office Hours (Office hours also by appointment.)

MW 12:30-1:20

T Th 2:00-3:50

Office Location B 221-A is in the Business Building (next to the Student Center and the library).

How to Contact Me e-mail: [email protected]

Be sure your e-mail address is correct on e-services.

When you e-mail me, please always write the following in the subject line: o ENGWR 50 o the days our class meets (not the time) o your first and last name if not in the e-mail address “from” line o the topic of your message

Use standard English in the message (e.g., “you,” not “u”). Phone: 650-2720 Office: B 221-A Mailbox: RS 226 Division Dean and Secretary, Language and Literature: (916) 558-2325

Prerequisite ENGWR 40 with a grade of "C" or better and ENGWR 49 with a grade of "P" (pass)

or Placement through the SCC assessment process into ENGWR 50 and 59.

Proof of prerequisite can be a grade report, transcript, assessment printout, or counselor verification. If you took classes at a different college, take your transcript to the counseling center. If you have a special situation, see a college counselor in the first week of the semester.

You will be dropped if you do not bring or send proof of prerequisite.

Co-requisite Enrollment in ENGWR 59 or a grade of "P" (pass) in ENGWR 59.

Proof of co-requisite can be a class schedule or grade report or transcript.

You cannot move to ENGWR 100 without passing both ENGWR 50 and 59.

Course Description: This developmental writing course offers individualized and group

instruction for students who need to improve their ability to write increasingly complex and

varied formal paragraphs and to advance to the writing of short essays. Each student writes a

minimum 2,500 words divided into at least twelve writing assignments (formal and informal, to

include paragraphs, short essays, and at least three (3) in-class, timed writings). Principles of

basic grammar, effective sentence structure, formal paragraph, and short essay development

are included. Reading is used to stimulate writing. Students must have passed ENGWR 59 or

be enrolled concurrently in ENGWR 59.

Textbook Writing Matters + Connect Composition ISBN 9780077624422. This package is available in the College Store.

Computer Access This is a web-enhanced (computer assisted) class. You must have access to a computer and the Internet in order to use E-services, e-mail, a word processing program, and D2L.

Supplies

a 3-ring binder with standard lined notebook paper (please do not hand in spiral edges)

a stapler (please do not hand in unstapled work or ask me to staple it for you)

blue or black ballpoint pens; pencil and eraser; highlighters

a computer with Internet access and a printer (available on campus)

a thumb drive (flash drive)

a print card, with enough money on it to print on campus

Learning Outcomes/Objectives: Upon completion of this course, the student will be able to:

Compose fully developed, logically structured paragraphs and short essays.

Recognize principles of basic grammar, effective sentence structures, and various rhetorical modes, and apply these in written assignments.

Analyze readings and formulate written (formal and informal) responses to readings.

Demonstrate an understanding of prewriting and revising strategies

Academic Counseling: I encourage you to see an SCC counselor at least once each semester. They can help you with your choice of courses, transfer, academic planning, or personal issues which get in the way of your success as a student. If you are confused or stressed, see a counselor. They are here to help you succeed.

Special Accommodations: If you have a disability of any kind and will need special accommodations, please bring the blue paper in the first two weeks of the semester. For more information, or for documentation of needed accommodations, contact the Learning Disabilities office (558-2454) or the Disability Resource Center (558-2528).

Academic Integrity Students who disrupt class may be asked to leave class, and may be required to miss an additional class day. Appropriate college behavior includes the following:

Contribute to a positive, respectful, supportive learning environment.

Give the instructor and classmates your full and courteous attention. Only one person should speak at a time.

Keep cell phones off and put away during class. If you have an emergency and need to be available by phone, please tell me before class begins.

If you use a computer in class, please use it only for class-related work.

Follow the code of conduct as explained in the on-line Student Guide.

Complete your own assignments on your own. Copying some or all of someone else’s work may result in a zero on the exam or assignment.

Be on time to class, attend regularly, and participate in class activities.

Time Required for Work Outside of Class Typically, college students should expect to spend at least two hours on homework and study outside of class for each hour in class (e.g., at least six hours/week for ENGWR 50.)

Important Dates Last day to drop with a refund Fri 9/2 Last day to add Sun 9/4 Last day to petition for credit/no-credit Fri 9/16 Last day to drop without a “W” Fri 9/16 Veterans Day Holiday Fri 11/11 Last day to drop with a “W” Tue 11/15 Thanksgiving Break 11/24-11/25

Final exam schedule After Thursday, December 8, the final exam schedule begins, and classes do not meet at the regular times. You may attend either of the following days and times for our final class meeting: Monday 12/12 5:45-7:45 (David Hagerty) Thursday 12/15 12:45-2:45 (Julie Hawthorne)

ENGWR 50

Fall 2011

Grading Handout

Attendance Please be on time to class. If you arrive late, come in quickly and quietly. Being late, missing part of a class, or not participating in class activities may count as part of an absence. If you have missed 20% or more of the class time at any point (for example, 1 of the first 5 meetings, 2 of the first 10 meetings, or 3 of the first 15 meetings), you may be dropped. Absences are not excused, even for good reasons. If you are absent too many times, you may be dropped. If you must miss class, contact me as soon as you can, via e-mail (not phone), to let me know. Since there are no excused absences, you do not have to tell me why you missed class. If you do not contact me and you have had more than one absence, you may be dropped.

Late or Missed Assignments or Exams Any assignment not turned in when collected (usually at the beginning of class) is late. In general, late work does not earn credit. I will announce any exceptions. There are no exceptions to the late work policy. If you are absent, for any reason, your assignments are still due. If you will be late or absent, you may e-mail the assignment to me by the day and time it is due. (See the Format for Written Work for details about how to send it.) Send a copy to yourself. Be sure the document is attached. Keep it in your e-mail Sent folder until the end of the semester. If you would like feedback on a late assignment, write “late” and hand it in. If you have a printer problem, save the document to a flash drive (or e-mail it to yourself, not to me) and print it out from a different computer.

Keep all handouts and returned work in your binder When I return your work, make sure that I’ve marked it or graded it. If you sent it via e-mail, look for my e-mail message that I received it. You need to show me your work or my e-mail message if you have a question about your grade. Keep your work until your final grade is posted.

Group and Partner Activities Group and partner activities are required. They are a mandatory part of this class. You will often share your writing in pairs or small groups. You may be asked to bring more than one copy of an assignment. If you do not wish to share a particular piece of writing (once during the semester), you must talk to me before the group activity begins. If you are not prepared to fully participate with your partner or group, you may be counted absent.

Make-up/Extra Credit for Assignments and Exams Instead of giving credit for late assignments or exams, I offer many extra credit opportunities. We will talk about these in class. See the semester schedule for deadlines. Extra credit can raise the homework grade but not the in-class writing grade.

Course Requirements and Course Grade

Category of Course Work Percent

Possible

In-class writing 50

Homework (assignments and quizzes) 50

Total Possible 100

If the essay score or sentence score of an in-class writing is

not passing, the entire assignment receives a zero.

In order to pass the class, you must earn both an overall

passing in-class writing grade (70% or higher) and a passing

class grade (70% or higher).

Extra credit can raise the homework grade but not the in-class writing grade.

Keep track of the points you earn for each assignment.

Check your grades on D2L. If there is an error, show your returned work to me.

In order to qualify for ENGWR 100, you must pass both ENGWR 50 and ENGWR 59.

Grades 90-100% A=credit 60-69% D=no credit, not passing 80-89% B=credit 0-59% F=no credit, not passing 70-79% C=credit

Credit/No-Credit Grading Option You may take a class for credit/no credit (CR/No CR) instead of a grade. We will discuss this in class. The deadline is listed under “Important Dates” in the Course Information Sheet.

Individual Questions or Concerns The class time is group time. In class, you may ask questions about what we are learning. If you have questions or concerns about your own grade or other issue, talk with me individually, outside of class. See me after class, or contact me via e-mail, or see me during office hours.

I would like to meet with you in my office at least twice. My office hours are for you.

ENGWR 50

Format for Written Work If your work does not follow this format, it may not receive full credit. Write the following at the top of the page, single spaced, on the right- or left-hand side:

First and last name Date (month/day/year) Course number/class days (not class time) Hawthorne (or Prof. Hawthorne) Assignment name

Example: Vang Xiong 9/26/11 ENGWR 50 T Th

Hawthorne Student Services

Skip two lines after the heading.

Write a title if you like. Capitalize the main words, and center it.

Do not underline your title, put it in bold or quotation marks, or use large font.

Skip two lines before the first paragraph.

Double space the paragraph or essay (skip lines).

Staple multiple pages. Do not use paperclips or folded corners.

Typed essays and homework written outside of class

Use a word processor (computers and printers are available on campus)

Save the document on your computer or flash drive

Use black ink (or dark blue if you run out of black)

Use a simple font such as Arial in size 12 or 14 font

Use default 1” margins (If there are only one or two lines on the last page, you may save paper by using smaller top and bottom margins.)

If you have a printer emergency, or if you will be late or absent, you may e-mail your assignment to me as an attachment in RTF or DOC, not WPS. Do not write the assignment directly into the body of the e-mail message. The assignment must arrive by the start of class on the due date. E-mail your assignment only if you have computer problems or an emergency which causes you to be late or to miss class. In the e-mail, tell me why you are sending the assignment.

Handwritten in-class assignments and journals

Use full-sized, lined paper with no spiral edges

Use dark blue or black ballpoint pen, not felt pen or pencil

Skip lines

Leave 1" margins at the top, bottom, and both sides

Write neatly. Revised Fall 2011

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