ADULT EDUCATION & Literacy (AEL) Business Technology ...
Transcript of ADULT EDUCATION & Literacy (AEL) Business Technology ...
Version 1.2.6191
1
ADULT EDUCATION & Literacy (AEL)
Business Technology Academy CE
C4UC 2000: Adult Ed & Literacy Fall 20XX | 16 Weeks (XX.XX.20XX-XX.XX.20XX)
In-Person/Online | Insert Campus | Days XX a.m./p.m.-XX a.m./p.m. X Credit Hours | XX hours per semester
Instructor Contact Information
Instructor: Jane Doe, Ph.D. Office Phone: 713-718-0000 Office: Northline, Room 321 Office Hours: M-R 9:30-10:45 a.m.
HCC Email: [email protected] Office Location: Northline Faculty Area Please feel free to contact me concerning any problems that you are experiencing in this
course. Your performance in my class is very important to me. I am available to hear your concerns and just to discuss course topics.
Instructor’s Preferred Method of Contact
<< HCC Email address required including preferred method of contact (e.g., email, phone); additional contact information as required by the Division/Department, such as the program’s administrative assistant’s email address and phone number.
>> I will respond to emails within 24 hours Monday through Friday; I will reply to weekend messages on Monday mornings.
What’s Exciting About This Course
This course will prepare you for an exciting career in business technology. It will provide you an opportunity to develop the knowledge, skills, and abilities required for assuming administrative assistant and other office positions in today’s competitive workplace. In
addition this course will integrate reading, writing and math for students who require more preparation in fundamental math and Pre-Algebra for students who have been away from the
subject for some time.
My Personal Welcome
Welcome to AEL/Business Technology—I’m delighted that you have chosen this course. One of my passions is to know as much as I can about human behavior, and I can hardly wait to
pass that on. I will present the information in the most exciting way I know, so that you can grasp the concepts and apply them now and hopefully throughout your life. As you read and
Version 1.2.6191
2
wrestle with new ideas and facts that may challenge you, I am available to support you. The fastest way to reach me is by my HCC email. The best way to really discuss issues is in
person and I’m available during posted office hours to tackle any questions you might have. My goal is for you to walk out of the course with a better understanding of yourself and of
human behavior. So please visit me or contact me whenever you have a question.
Prerequisites and/or Co-Requisites
Students are required to take the Tests of Adult Basic Education Assessment (TABE) 11/12. Students are tested which determine their NRS functioning level. ASE – Adult
Secondary Education levels are 5 & 6; grade levels 9–10 and 11–12. Please carefully read
and consider the repeater policy in the HCCS Student Handbook.
Eagle Online Canvas Learning Management System This section of AEL/Business Technology will use/not use Eagle Online Canvas (https://eagleonline.hccs.edu) to supplement in-class assignments, exams, and activities.
<< Insert more specific information about how you expect students to use Eagle Online Canvas here. Include information about scoring rubrics for assignments,
samples of class assignments, and other information to assist you in the course. >> HCCS Open Lab locations may be used to access the Internet and Eagle Online Canvas. It is recommended that you USE FIREFOX OR CHROME AS YOUR BROWSER.
HCC Online Information and Policies
Here is the link to information about HCC Online classes including the required Online Orientation for all fully online classes: http://www.hccs.edu/online/
Scoring Rubrics, Sample Assignments, etc.
Look in Eagle Online Canvas for the scoring rubrics for assignments, samples of class assignments, and other information to assist you in the course. https://eagleonline.hccs.edu/login/ldap
Instructional Materials
Textbook Information
Microsoft Office 2010 Essentials by Labyrinth Publishing
ISBN: 978-1-59136-303-3
Required Calculator: TI-30XS Multi-view ($18)
Other Supplies: Notebook paper, pens (red/blue/black), pencils,
USB Drive, Journal, and highlighter.
It is included in a package that contains the text as well as an
access code and are found at the HCC Bookstore. You may either
use a hard copy of the book, or rent the e-book from Pearson.
Order your book here: HCC Bookstore
Version 1.2.6191
3
Other Instructional Resources
Publisher’s Digital Workbook
<< Insert information about how you will be using the Publisher’s digital workbook in your course. If you do not require a digital workbook, you can delete this section. >>
Tutoring
HCC provides free, confidential, and convenient academic support, including writing critiques, to HCC students in an online environment and on campus. Tutoring is provided by HCC
personnel in order to ensure that it is contextual and appropriate. Visit the HCC Tutoring Services website for services provided.
Libraries
The HCC Library System consists of 9 libraries and 6 Electronic Resource Centers (ERCs) that
are inviting places to study and collaborate on projects. Librarians are available both at the libraries and online to show you how to locate and use the resources you need. The libraries
maintain a large selection of electronic resources as well as collections of books, magazines, newspapers, and audiovisual materials. The portal to all libraries’ resources and services is the HCCS library web page at http://library.hccs.edu.
Supplementary Instruction
Supplemental Instruction is an academic enrichment and support program that uses peer-
assisted study sessions to improve student retention and success in historically difficult courses. Peer Support is provided by students who have already succeeded in completion of
the specified course, and who earned a grade of A or B. Find details at http://www.hccs.edu/resources-for/current-students/supplemental-instruction/.
Course Overview
The Business Technology Academy curriculums are designed to provide students an
opportunity to develop the knowledge, skills, and abilities required for assuming administrative assistant and other office positions in today’s competitive workplace.
The curricula are competency-based and organized to teach industry-driven educational outcomes. Please carefully read and consider the repeater policy in the HCCS Student Handbook.
The support side of the course integrates reading, writing and math for students who
require more preparation in fundamental math and Pre-Algebra for students who have been away from the subject for quite some time. Topics include fundamental
operations in whole numbers, fractions and decimals, percent, ratios, proportions, descriptive statistics, and an introduction to Algebra.
Additionally, students should spend ten hours weekly using Edmentum/Plato, a
computer- based distance learning software. All students are required to attend
twelve hours of work force preparation training prior to the beginning of class.
4 | P a g e
Version 1.2.6191
Core Curriculum Objectives (CCOs) Upon successful completion of the HSE preparation course, students will be able to take and achieve their TxCHSE certificate and enhance their Language, Reading &
Math skills in order to improve their Texas Success Initiative (TSI) scores. They will be able to:
Upon completion of this program the student will successfully use Windows XP Operating System:
• Recognize differences hardware and software. • Create, copy, and delete files. • Create, copy, and delete folders.
• Launch programs. • Use appropriate file structure commands.
• Identify and apply properties of real numbers, and perform accurate arithmetic operations with numbers in various formats and number systems.
• Read and understand a wide variety of literary and informational texts.
• Compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail.
• Know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information.
• Develop the knowledge and skills to make sound, informed financial decisions that will allow them to lead financially secure lifestyles and understand personal financial responsibility.
• Evaluate conclusions with evidence. • Express scientific information.
• Engage in casual and extended conversations with increasing fluency and control of grammatical patterns.
• Able to write compositions on familiar material using complex grammatical patterns
accurately. • Describe people, places, environment processes, and events, and the connections
between and among them. • Analyze information presented in a variety of maps, graphic organizers, tables and
charts; and in a variety of visual sources such as artifacts, photographs and political
cartoons.
Program Student Learning Outcomes (PSLOs) Can be found at:
http://www.hccs.edu/programs/XXXX
Course Student Learning Outcomes (CSLOs)
Subarea I.2 – Reading
Content Standards:
B.Comprehension of Literary Texts in a Variety of Genres and Presentation
Modes. Comprehend a wide range of literary texts (novels, poems,
plays, etc.) from different world cultures and historical periods.
5 | P a g e
Version 1.2.6191
Benchmarks:
1. Analyze themes, structures, and elements of contemporary, traditional, and classical
literary texts from various cultures.
2. Analyze and compare the use of language in diverse literary works from a variety of
world cultures and historical periods.
C.Comprehension of Literary Texts: Locate explicit textual information, draw
inferences, and analyze and evaluate the varied structural patterns,
stylistic elements, and features of literary nonfiction and fiction.
Identify supporting evidence from the text to support understanding.
Benchmarks:
2. Identify explicit and implicit textual information including main ideas, supporting
evidence, and author’s purpose.
3. Evaluate the use of both literal and figurative language to inform and shape the
perceptions of readers: Compare and analyze how features of genres are used across
texts (e.g., tone; irony; mood; figurative language; allusion; diction; dialogue;
symbolism; point of view; voice; understatement and overstatement; time and
sequence; narrator; and poetic elements, such as sound, imagery, and personification).
D.Comprehension of Persuasive Texts. Locate explicit textual information,
draw inferences, and analyze and evaluate from the text to support
understanding.
Benchmarks:
2. Draw and support inferences from texts to summarize, draw conclusions, and distinguish
facts from opinions.
4. Evaluate the use of print and digital text features, graphics, and informational aides in
persuasive texts to determine where to locate information and enhance comprehension
and credibility (e.g., guide words; title page; table of contents; index; glossary;
headings, subheadings; keywords; and illustrations and photographs).
E.Comprehension of Expository Texts. Locate explicit textual information, draw
complex inferences, and analyze and evaluate the information within
and across texts of varying length.
Benchmarks:
4. Evaluate the use of print and digital text features, graphics, and informational aides in
informational texts to determine where to locate information and enhance comprehension
(e.g., guide words; title page; table of contents; index; glossary; headings, subheadings;
keywords; and illustrations and photographs).
5. Identify, analyze, and evaluate similarities and differences in how multiple texts
present information (e.g., vocabulary, language use, expository structure, format,
arguments and evidence, and omissions or ambiguities).
Subarea I.3 – Writing Content Standard:
A.Writing Process. Use a recursive process to prewrite, compose, revise, and edit a
variety of texts that demonstrate clear focus, logical development of ideas in well-
organized paragraphs, and the use of language that advances the author’s
purpose.
Benchmarks:
4.Evaluate relevance, quality, sufficiency, and depth of preliminary ideas and infor- mation.
Organize material generated and formulate a thesis.
6 | P a g e
Version 1.2.6191
6.Edit writing for proper voice, tense, and sentence structure and mechanics, assuring that
it conforms to Standard American English (e.g., use a checklist to guide proofread- ing;
edit for grammar, punctuation, capitalization; use resources to resolve issues of us- age).
7.Apply proper writing conventions (e.g., organizational pattern, format, language, and
tone) to write personal and business correspondence (e.g., informal letters, memos, job
application letters, and resumes); and use available digital and web-based resources, such
as publishing software or graphics programs, to produce and publish written work.
Subarea I.5 – Research
A.Planning Research. Use a variety of strategies to plan research.
Benchmarks:
1.Formulate research topics and questions from the curriculum, current events, and the
workforce (e.g., identify possible topics by brainstorming, listing questions, using idea
webs; organize prior knowledge about a topic; develop a course of action; and determine
how to locate necessary information).
Content Standards:
B.Gathering Sources. Determine, locate, explore, and systematically document a
broad range of relevant print, digital, and web-based resources for addressing a
re- search question.
Benchmarks:
1.Select information from credible sources related to the topic (e.g., informational books,
pictures, charts, indexes, videos, television programs, speeches; technical documents;
periodicals; Internet sources, such as web sites, podcasts, blogs, and electronic bulletin
boards, and personal observation).
2.Use source material ethically to avoid plagiarism and note how to properly cite a variety of
sources
C.Organizing and Presenting Ideas. Design and produce a written or oral
presentation.
Benchmarks:
1.Organize and present ideas and information according to the purpose of the research and
the audience.
2.Synthesize the research into a written or oral presentation.
Subarea I.6 - Listening and Speaking Content Standards:
A. Listening. Apply listening skills in informal and formal situations as an individual and
as a member of a group in a variety of settings (e.g., lectures, discussions, conversations,
team projects, presentations, and interviews) Benchmarks:
3.Use a variety of strategies to enhance listening comprehension (e.g., focus attention on
message, monitor message for clarity and understanding, provide and recognize verbal
and nonverbal cues to ensure one’s message is communicated, note cues such as change
of pace or words that indicate a new point is about to be made, and select and organize
key information).
4.Listen actively and effectively in a variety of communication situations.
5.Analyze and evaluate the effectiveness of an informal and formal presentation.
Content Standards:
Speaking. Understand the elements of communication in group discussions and for- mal
presentations (e.g., accuracy, relevance, rhetorical features, and organization of
information).
7 | P a g e
Version 1.2.6191
Benchmark: 2.Adjust presentation (e.g., delivery, vocabulary, and length) for specific audiences and
purposes (e.g., to defend a position, to entertain, to inform, or to persuade).
Teamwork. Work collaboratively and communicate effectively with others
Benchmarks:
1.Understand and apply knowledge of team dynamics as well as expectations to par-
ticipate and listen actively and effectively in team discussions and projects, in either
academic or workplace settings.
4.Gather evidence systematically to support arguments, findings, and lines of reasoning as
determined by team effort to solve a problem.
5.Analyze, evaluate, and as needed, adjust team efforts to achieve individual and group
goals
Subarea II.1 – Numerical Representations and Relationships Content
Standards:
B. Apply knowledge of two-dimensional and three-dimensional shapes, including
exploration of early fraction concepts.
Benchmark: 3. Demonstrate an understanding of equivalent fractions by representing a fraction in two
ways of a uniform whole using objects or pictorial models such as 2/3 represented as
2/3 and 4/6.
Subarea II.3 – Geometry
Content Standards:
A. Identify, analyze, and use attributes of two-dimensional shapes and three dimen-
sional solids.
Benchmarks:
1. Identify, name, and create basic two-dimensional shapes and three- dimensional sol-
ids, and identify the attributes of each shape.
4.Construct and use drawings, models, and coordinate representations of plane and space
figures in order to solve problems with and without technology.
B.Use right triangle relationships, including the Pythagorean Theorem, to
describe relationships
Benchmark: 2. Use geometric concepts, including the Pythagorean Theorem, to solve problems.
C.Represent, apply, and analyze proportional relationships by graphing on the
coordinate plane.
Benchmark:
1. Use knowledge of proportions to draw representations on a coordinate plane (such as
the slope of a line) and solve real-life applications.
Subarea II.4 – Measurement Including Geometry Content Standards:
B. Measuring length, area, volume, and weight/mass in different measuring systems.
Benchmarks:
2. Identify area as an attribute that can be measured. List and use appropriate units to
solve real-world problems related to area.
3. Identify volume as an attribute that can be measured. List and use appropriate units to
8 | P a g e
Version 1.2.6191
solve real world problems related to volume.
4. Identify weight and mass as an attribute that can be measured. List and use appropriate
units to solve real-world problems related to weight/mass.
C.Represent and solve problems with perimeter, area, and volume.
Benchmark:
3. Solve real-world mathematical problems involving surface area and volume of three-
dimensional shapes such as right prisms, pyramids, cylinders, spheres, cones, and compo-
site figures.
D. Describe characteristics of 2-D and 3-D geometric figures, including measurable
attributes.
Benchmark:
1. Use attributes to sort, classify, and measure two- and three-dimensional figures.
E.Measuring Angles and Using Angle Relationships.
Benchmark:
3. Analyze and use spatial relationships and basic concepts of geometry to construct, draw,
describe, and compare geometric models and their transformations. Use geometric relations
and patterns to solve real-world problems.
F. Use relationships between measures to analyze rates of change.
Benchmark:
1.Interpret, calculate, and apply rates including those involving time, such as velocity (e.g.,
mi/hr., ft. /sec, and m/sec), frequency (e.g., calls/hr.), consumption (e.g., Cal/day and
kw/hr.), flow (e.g., gal/min), and change (e.g., degrees/min and inches/year).
Subarea II.5 – Algebraic Relationships
Content Standards:
A.Represent and use algebra to solve problems for the unknown.
Benchmarks:
3. Use words, tables, and graphs as well as algebraic expressions and equations to model the
mathematical relationships (particularly functional relationships) found in real-world
problems.
6. Solve two and three-step linear equations.
9. Solve systems of equations in real-world applications.
11 Solve and graph absolute value equations.
B. Linear Inequalities
Benchmarks:
3. Solve and graph compound inequalities on a number line.
5. Solve and graph absolute value inequalities.
Content Standards:
C. Graphing.
Benchmarks:
5. Understand and use x- and y-intercepts to graph a linear function.
6. Identify and calculate the slope of a line from both a graph and given coordinates, in-
cluding vertical and horizontal functions.
8. Write linear functions with information given for slope and a point on a line.
10.Graph systems of linear functions.
9 | P a g e
Version 1.2.6191
11.Use linear equations and inequalities to model or solve problems using real-world data.
Subarea II.6 – Non-Linear Equations, Functions, and Inequalities.
Content Standards:
A. Use Quadratic Functions and Equations.
Benchmarks:
3. Solve quadratic equations, with and without technology, by using the zero- product rule, in-
cluding applications to model situations, solve problems, and make predictions.
B. Rational Expressions
Benchmarks:
4. Select and justify appropriate symbolic representations to solve problems in varied
contexts, including use of geometric formulas for triangles and pyramids as well as the
equation of a circle.
5. Write a representative quadratic equation based on a graph or other given attributes.
Content Standards:
B. Radicals
Benchmarks:
4. Solve radical equations involving more than one radical.
5. Use properties of complex numbers to simplify expressions.
D.Use quadratic and square-root functions, equations, and inequalities.
Benchmarks:
1. Solve quadratic equations using completing-the-square and square-root property.
2. Solve quadratic equations using the quadratic formula.
E. Use cubic, cube root, absolute value, and rational functions, equations, and inequalities.
Benchmark:
1. Use cubic, cube-root, absolute value, and rational functions, equations, and inequalities to
model situations, solve problems, and make predictions. F.Use exponential functions and equations. 1.Use the properties of exponential functions and their related transformations to
represent exponential functions graphically, in a table, and as equation—with and without technology.
Subarea II.7 – Data Analysis Content Standards:
A. Organizing, Representing, and Interpreting Sets of Data. Select and apply appropriate
visual representations of data.
Benchmark:
1. Organize and construct graphical displays of data (e.g., line plots, bar graphs,
histograms, box plots, scatter plots, and coordinate planes) to describe data based on the
attributes of a given data set.
B. Read, analyze, interpret, and draw conclusions from data.
Benchmarks:
5. Analyze data sets using graphs and summary statistics.
6. Analyze relationships between paired data using spreadsheets, graphing calculators, or
soft-ware.
C.Determine and use probability to solve problems.
Benchmark:
2. Understand the influence of independence and dependence of events and variables.
Subarea II.8 – Financial Literacy
10 | P a g e
Version 1.2.6191
Content Standards:
A.Understand the Connections Among Income, Expenses, and Careers.
Benchmarks:
1. Research and analyze college and career opportunities.
2. Understand skills needed for a specific career and income potential of different types
of jobs and careers.
B.Develop and use an economic way of thinking and problem solving useful in one’s life
as a knowledgeable employee, consumer, provider, and investor.
Benchmarks:
1.Apply critical thinking skills to analyze the costs and benefits of personal financial
decisions, including assumption of large amounts of debt.
3.Compare and understand the various financial-aid methods available for college and
other postsecondary education and training.
4.Develop an economic way of thinking and problem solving useful in one’s life as a
knowledgeable consumer, employee, and investor.
7.Calculate and compare simple interest and compound interest as it applies to saving,
borrowing, and lines of credit.
Science
Content Standard: Comprehending Scientific Presentations
Benchmark:
1.Understand and explain textual scientific presentations
Content Standard: Investigation Design Experimental and Observational
Benchmarks:
1. Identifying and refine hypothesis for scientific investigations.
2. Design a scientific investigation.
3. Identify and interpret independent and dependent variables in scientific investigations.
Content Standard: Scientific Theories
Benchmarks:
1. Understand and apply scientific models, theories and processes.
2. Apply formulas from scientific theories.
Content Standard: Probability and Statistics
Benchmarks:
1. Describe a data set statistically
2. Determine the probability of events
Social Studies
Content Standard: Drawing conclusions and making inferences
Benchmark:
1.Cite or identify specific evidence to support inferences or analysis of primary and
secondary sources, attending to the precise details of explanations or descriptions of a
process, event, or concept.
Content Standard: Determining central ideas, hypothesis and conclusions.
Benchmark:
1.Determine the central ideas or information of a primary or secondary source document,
corroborating or challenging conclusions with evidence.
Content Standard: Analyzing Events and Ideas
Benchmarks:
1.Analyze in detail how events, processes, and ideas develop and interact in a written
document, determine whether earlier events caused later ones or simply preceded them.
2.Analyze cause and effect relationships and multiple causation, including action by
individuals, natural and societal processes, and the influence of ideas,
3.Compare differing sets of ideas related to political, historical, economic, geographic, or
societal contexts, evaluate the assumptions and implications inherent in differing positions.
11 | P a g e
Version 1.2.6191
Content Standard: Analyzing Purpose and Point of View
Benchmarks:
1.Identifying aspects of a historical document that reveal an author’s point of view or
purpose.
2.Analyze how a historical context shapes an author’s point of view. Content Standard:
Evaluating Reasoning and Evidence.
Benchmark:
1.Distinguish among fact, opinion, and reasoned judgment in a primary or secondary
source document.
Content Standard: Integrating content presented in different ways.
Benchmark:
1.Analyze information presented in a variety of maps, graphic, organizers, tables and
charts; and in a variety of visual sources such as artifacts, photographs, political
cartoons.
12 | P a g e
Version 1.2.6191
Test Benchmarks
A Project of the U.S. Department of Education
NRS Test Benchmarks for Educational Functioning Levels – ABE/ASE Updated February 2018
Educational Functioning Level (EFL)
Test Benchmarks
Beginning ABE Literacy
(Level 1)
Beginning Basic Education
(Level 2)
Low Intermediate Basic Education
(Level 3)
High Intermediate Basic Education
(Level 4)
TABE (11–12) scale scores
(grade level 0–1): Reading: 300–441 Mathematics: 300–448
Language: 300–457
TABE (11–12) scale scores
(grade level 2–3): Reading: 442–500 Mathematics: 449–495
Language: 458–510
TABE (11–12) scale scores
(grade level 4–5): Reading: 501–535 Mathematics: 496–536
Language: 511–546
TABE (11–12) scale scores
(grade level 6–8): Reading: 536–575 Mathematics: 537–595
Language: 547–583
Low Adult Secondary Education
(Level 5) TABE (11–12) scale
scores (grade level 9–10): Reading: 576–616
Mathematics: 596–656
Language: 584–630
13 | P a g e
Version 1.2.6191
High Adult Secondary Education
(Level 6)
TABE (11–12) scale
scores (grade level 11–
12): Reading: 617–800
Mathematics: 657–800
Language: 631–800
Student Success Expect to spend at least twice as many hours per week outside of class as you do in class
studying the course content. Additional time will be required for written assignments. The assignments provided will help you use your study hours wisely. Successful completion of
this course requires a combination of the following: Reading the textbook Attending class in person and/or online
Completing assignments Participating in class activities
There is no short cut for success in this course; it requires reading (and probably re-reading) and studying the material using the course objectives as your guide.
Instructor and Student Responsibilities As your Instructor, it is my responsibility to:
Provide the grading scale and detailed grading formula explaining how student grades are to be derived
Facilitate an effective learning environment through learner-centered instructional techniques
Provide a description of any special projects or assignments
Inform students of policies such as attendance, withdrawal, tardiness, and make up Provide the course outline and class calendar which will include a description of any
special projects or assignments Arrange to meet with individual students before and after class as required
As a student, it is your responsibility to: Attend class in person and/or online
Participate actively by reviewing course material, interacting with classmates, and responding promptly in your communication with me
Read and comprehend the textbook
Complete the required assignments and exams Ask for help when there is a question or problem
Keep copies of all paperwork, including this syllabus, handouts, and all assignments Attain a raw score of at least 50% on the departmental final exam
Be aware of and comply with academic honesty policies in the HCCS Student Handbook
14 | P a g e
Version 1.2.6191
Assignments, Exams, and Activities
Written Assignment << Modify Section & Delete Placeholder Text >> At least one written assignment is
required. The written assignment(s) should be clearly linked to the course student learning outcomes and learning objectives. Written assignment(s) must count at least 15% of
students’ course grades or a minimum of 150 points on a 1,000-point scale (see Grading Formula below).
Exams
<< Modify Section & Delete Placeholder Text >> Insert a specific description of your
exams. Include the number and types of questions, such as “50 multiple-choice questions.” You must also state how much each question counts and how much each exam counts
toward students’ course grades. If your exams are on Eagle Online Canvas, advise students of the dates of availability of each exam, the time limit, if any, and the number of attempts allowed. HCC does not provide students with Scantron forms. They are sold in campus
bookstores.
In-Class Activities
<< Modify Section & Delete Placeholder Text >> You may choose to include in-class activities. If so, specify the types of activities student should expect, such as quizzes, participation in activities during class, projects, etc.
Final Exam
<< Modify Section & Delete Placeholder Text >> All students will be required to take a comprehensive departmental final exam consisting of 100 multiple- choice questions.
Students must provide their own Scantron forms (FORM NUMBER 882-E-LOVAS). All the information students need to prepare for the exam is in the Final Exam Handbook.
You must get at least 50% (50 of 100) of the items correct on the final to pass the course (departmental decision). Students who are absent from the final exam without discussing
their absence with the instructor in advance or within 24 hours afterward will receive a course grade of Incomplete. Any student who does not take a makeup exam by the end of the following long semester will receive a final exam grade of zero and a course grade of F.
Grading Formula
<< Modify Section & Delete Placeholder Text >> The psychology department strongly recommends that you adopt a points-based grading system with a maximum 1,000 total
points possible. Written Assignment(s) 200 points
15 | P a g e
Version 1.2.6191
Exams 500 points In-Class Activities 100 points
Departmental Final Exam 200 points
Grade Total Points
A 900+
B 800-899
C 700-799
D 600-699
F <600
B. HCC Grading Scale can be found on this site under Academic Information:
http://www.hccs.edu/resources-for/current-students/student-handbook/
Course Calendar
Week Dates Topic/What’s due
1 Syllabus
Place weekly class requirements here.
2 Place weekly class requirements here.
3 Place weekly class requirements here.
4 Place weekly class requirements here.
5 Place weekly class requirements here.
6 Place weekly class requirements here.
7 Place weekly class requirements here.
8 Place weekly class requirements here.
9 Place weekly class requirements here.
10 Place weekly class requirements here.
11 Place weekly class requirements here.
12 Place weekly class requirements here.
13 Place weekly class requirements here.
14 Place weekly class requirements here.
15 Place weekly class requirements here.
16 Place weekly class requirements here.
C. D. Syllabus Modifications
The instructor reserves the right to modify the syllabus at any time during the semester and
will promptly notify students in writing, typically by e-mail, of any such changes.
16 | P a g e
Version 1.2.6191
Instructor’s Practices and Procedures
E. Missed Assignments
<< Modify Section & Delete Placeholder Text >> Insert your make-up policy for course work other than the departmental final exam. It is acceptable to have a “no makeups” for
exams if you drop the lowest exam. You may also allow makeups accompanied by a late-work penalty. Another option is to state that you may allow makeups on a case-by-case basis. Please also clearly state that a make-up exam is not a retake. That is, make-up
exams are allowed only for missed exams. You are responsible for proctoring make-up exams if you allow them.
F. Academic Integrity
<< Modify Section & Delete Placeholder Text >> Insert a specific description of your expectations for academic integrity. Specify the consequences for cheating, plagiarism, collusion, etc. Consider including the following statement: Scholastic Dishonesty will result in
a referral to the Dean of Student Services. See the link below for details.
Here’s the link to the HCC information about academic integrity (Scholastic Dishonesty and Violation of Academic Scholastic Dishonesty and Grievance): http://www.hccs.edu/about-hcc/procedures/student-rights-policies--procedures/student-
procedures/
G. Attendance Procedures
<< Modify Section & Delete Placeholder Text >> Insert a specific description of your expectations for attendance. Be specific about In-Person, Hybrid, and Online classes.
Include your practice regarding withdrawals, never attending, etc.
H. Student Conduct
<< Modify Section & Delete Placeholder Text >> Insert a specific description of your
expectations for student conduct. Be specific about In-Person, Hybrid, and Online classes and the consequences that will be implemented for disruptive behavior.
I. Instructor’s Course-Specific Information (As Needed)
<< Modify Section & Delete Placeholder Text >> Insert additional information on how
you manage your course. For example, include your grading policy describing when students can expect grades and feedback after they submit coursework.
J. Electronic Devices
<< Modify Section & Delete Placeholder Text >> Insert a specific description of your expectations regarding electronic devices.
Additional Resources
• Steck-Vaughn HSE Math (Student Edition) 2016 Powered by Paxen, Houghton Mifflin
Harcourt
• Steck-Vaughn HSE Reading (Student Edition) 2016 Powered by Paxen, Houghton
Mifflin Harcourt
• Steck-Vaughn HSE Writing (Student Edition) 2016 Powered by Paxen, Houghton Mifflin
Harcourt
17 | P a g e
Version 1.2.6191
• Steck-Vaughn HSE Science (Student Edition) 2016 Powered by Paxen, Houghton Mifflin
Harcourt
• Steck-Vaughn HSE Social Studies (Student Edition) 2016 Powered by Paxen,
Houghton Mifflin Harcourt
• Steck-Vaughn Reasoning Through Language Arts (Workbook & student book) (2018)
Paxen, Houghton Mifflin Harcourt
• Score boost Writing Across the Tests 2nd Edition, New Readers Press, (2018)
• Score boost Writing Across the Tests 2nd Edition, New Readers Press, (2018)
• Score boost Writing Across the Tests - Sentence Structure, Usage and Mechanics, (2018)
New Readers Press
• Score boost Thinking Skills - Data and Graphic Skills for Mathematics, Science, and
Social Studies (2018) New Readers Press
• Score boost Thinking Skills - Critical Thinking for Reading, Social Studies and Science
(2018) New Readers Press - HISET
• Score boost Algebraic Concepts - New Readers Press (2018) - HISET
• Score boost Data Analysis, Probability, and Statistics (2018) New Readers Press - HISET
• Steck-Vaughn Science Student & Workbook (2018) Powered by Paxen, Houghton Mifflin
Harcourt.
• Steck-Vaughn Social Studies Student & Workbook (2018) Powered by Paxen,
Houghton Mifflin Harcourt.
• Steck-Vaughn Mathematical Reasoning Student & Workbook (2018) Powered by Paxen, Houghton Mifflin Harcourt
• Score boost Mathematics - Graphs, Data, Analysis and Probability, New Readers Press,
(2018)
• Score boost Mathematics, Algebraic Reasoning (2018) New Readers Press
• Score boost Mathematics Measurement and Geometry (2018) New Readers Press
• Top 50 Math Skills for GED Success Contemporary's.
• Workplace Skills Applied Mathematics Career Readiness Preparation, McGraw Hill
Contemporary (2011)
Online Resources
• ple.platoweb.com
• www.gcflearnfree.org
• www.Brainpop.com
• https://www.newreaderspress.com/scoreboost-ged (click login/create an account)
• www.gedmathlessons.com
• www.thatquiz.org
• www.ged.com
• www.khanacademy.org
• www.youtube.com
• Contemporary GED (Math, Science, Social Studies, Reading & Language)
HCC Policies Here’s the link to the HCC Student Handbook http://www.hccs.edu/resources-for/current-
students/student-handbook/ In it you will find information about the following:
Academic Information Incomplete Grades
Academic Support International Student Services
Attendance, Repeating Courses, and
Withdrawal
Health Awareness
18 | P a g e
Version 1.2.6191
Career Planning and Job Search Libraries/Bookstore
Childcare Police Services & Campus Safety
disability Support Services Student Life at HCC
Electronic Devices Student Rights and Responsibilities
Equal Educational Opportunity Student Services
Financial Aid TV (FATV) Testing
General Student Complaints Transfer Planning
Grade of FX Veteran Services
K. EGLS3
The EGLS3 (Evaluation for Greater Learning Student Survey System) will be available for most courses near the end of the term until finals start. This brief survey will give invaluable
information to your faculty about their teaching. Results are anonymous and will be available to faculty and division chairs after the end of the term. EGLS3 surveys are only available for
the Fall and Spring semesters. EGLS3 surveys are not offered during the Summer semester due to logistical constraints. http://www.hccs.edu/resources-for/current-students/egls3-evaluate-your-professors/
L. Campus Carry Link
Here’s the link to the HCC information about Campus Carry: http://www.hccs.edu/departments/police/campus-carry/
M. HCC Email Policy
When communicating via email, HCC requires students to communicate only through the HCC email system to protect your privacy. If you have not activated your HCC student email
account, you can go to HCC Eagle ID and activate it now. You may also use Canvas Inbox to communicate.
N. Housing and Food Assistance for Students
Any student who faces challenges securing their foods or housing and believes this may affect their performance in the course is urged to contact the Dean of Students at their college for support. Furthermore, please notify the professor if you are comfortable in doing
so.
This will enable HCC to provide any resources that HCC may possess.
Office of Institutional Equity Use the link below to access the HCC Office of Institutional Equity, Inclusion, and Engagement (http://www.hccs.edu/departments/institutional-equity/)
O. disability Services
HCC strives to make all learning experiences as accessible as possible. If you anticipate or experience academic barriers based on your disability (including mental health, chronic or
temporary medical conditions), please meet with a campus Abilities Counselor as soon as possible in order to establish reasonable accommodations. Reasonable accommodations are established through an interactive process between you, your instructor(s) and Ability
Services. It is the policy and practice of HCC to create inclusive and accessible learning
19 | P a g e
Version 1.2.6191
environments consistent with federal and state law. For more information, please go to http://www.hccs.edu/support-services/disability-services/
P. Title IX
Houston Community College is committed to cultivating an environment free from inappropriate conduct of a sexual or gender-based nature including sex discrimination, sexual
assault, sexual harassment, and sexual violence. Sex discrimination includes all forms of sexual and gender-based misconduct and violates an individual’s fundamental rights and personal dignity. Title IX prohibits discrimination on the basis of sex-including pregnancy and
parental status in educational programs and activities. If you require an accommodation due to pregnancy please contact an Abilities Services Counselor. The Director of EEO/Compliance
is designated as the Title IX Coordinator and Section 504 Coordinator. All inquiries concerning HCC policies, compliance with applicable laws, statutes, and regulations (such as Title VI, Title IX, and Section 504), and complaints may be directed to:
David Cross
Director EEO/Compliance Office of Institutional Equity & Diversity 3100 Main
(713) 718-8271 Houston, TX 77266-7517 or [email protected]
http://www.hccs.edu/departments/institutional-equity/title-ix-know-your-rights/
Office of the Dean of StudentsContact the office of the Dean of Students to seek assistance in determining the correct complaint procedure to follow or to identify the appropriate academic dean or supervisor for
informal resolution of complaints. https://www.hccs.edu/about-hcc/procedures/student-rights-policies--procedures/student-
complaints/speak-with-the-dean-of-students/
Department Chair Contact InformationDepartment Chair’s name, email address, and office phone number