Professor contact information
Professor:
Mr. Peter Kurtz
Cell Phone:
832-677-3349
Office:
E-mail:
206 HAIS Campus
Pkurtz@houstonisd.org
Peter.kurtz@hccs.edu
Office Hours:
Website:
TBA
www.hccs.edu
Welcome to
Course Title:
United States
History 1877 to
Present
Course Prefix:
HIST 1301 &
1302
Course Number:
1301 & 1302
Credit Hours:
6
6
Lecture Hours:
Total Contact
Hours:
(All hrs. x 16)
Semester and Year: Fall & Spring
2011-12
Class Days &
Times:
Mon., Wed., and
Fri.
Class Room
Location:
206
96
Catalog Description 1301
The American nation from the English colonization to the close of the Civil War through Reconstruction.
Core Curriculum Course.
Catalog Description 1302
A survey of U.S. history from the end of Reconstruction to the present. Special emphasis is placed on the
emergence of the United States as a world power and our subsequent assumption of international
responsibilities. Other topics will include westward expansion, industrialization, immigration, World War
I, World War II, the subsequent Cold War, Vietnam, and the collapse of the Soviet Empire.
2010 - 2011 Learning Outcomes for HIST 1301
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Trace the development of an American nation in the world of the eighteenth and nineteenth
century. Note especially, the factors that made this growth possible, and assess its social,
economic, and political consequences on the American way of life.
Analyze the development of American culture in the decades following the American
Revolutionary War.
Explain the reasons for the outbreak of the American Revolutionary War. Trace the major events
of the war.
Trace the development of Jacksonian Democracy and the market economy of the early nineteenth
century.
Explain the leading causes of the American Civil War. Trace major events of the war.
2010 – 2011 Learning Outcomes for HIST 1302
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Trace the rise of American power in the world of the late nineteenth century. Note especially, the
factors that make this growth possible, and assess its social, economic, and political consequences
on American life.
Ascertain the roots and manifestation of Wilsonian moralism, identify the causes of American
entry into World War I and discuss the role played by the US in ending the war.
Analyze the development of American culture in the two decades between World War I & II,
noting in particular the causes and consequences of the Great Depression and the reaction to it by
Franklin Roosevelt's administration.
Explain the reasons for the outbreak of World War II in Europe in 1939 and America's entry in
1941. Trace the major events of the war, and explain America's contribution to the war effort at
home and abroad.
Trace the development of America's Cold War with the Soviet Union (including our involvement
in Vietnam), and assess its impact on the social, economic, and political character of the nation.
Analyze the major trends and developments in America's Domestic legislation in the post-WW II
era, and assess their impact on American culture.
1301-Required Material:
a. Louise A. Mayo, et al: American Dreams & Reality; A Retelling of the American
Story, Volume I, 6th Edition.
b. Joseph J. Ellis: Founding Brothers; the Revolutionary Generation
c. (Free online) Frederick Douglass: The Narrative of the Life of Frederick
Douglass. -See- http://www.gutenberg.org/files/23/23-h/23-h.htm.
d. (Free online) Olaudah Equiano/ Gustavus Vassa (The African): The
Interesting Narrative of the Life of Olaudah Equiano.
-See- http://www.gutenberg.org/files/15399/15399-h/15399-h.htme. James M. McPherson: Abraham Lincoln and the Second American
Revolution
1302-Required Material:
a. John Moretta, et al: American Dreams & Reality, Volume II, 6th Edition. 2009.
b. John Moretta, et al: Public Pillars, Private Lives, 2nd Edition. 2009
c. John Kasson: Amusing the Million. 1978.
d. Schulman, Bruce J. From Cotton Belt to Sunbelt. Oxford University Press.
1991.
Supplemental Materials (Highly Recommended):
William Strunk and E.B. White, The Elements of Style, 4th edition 2000.
2
Kate L. Turabian, A Manual for Writers of Research Papers, Theses, and Dissertations,
7th edition, (Chicago: University of Chicago Press, 2007).
Supplemental Materials (optional):
James Henretta, et al: America’s History, Volume II, 5th Edition
Kevin J. Fernlund: Documents to Accompany, Volume II, 5th Edition
Anne Moody: Coming of Age in Mississippi
David Von Drehle: Triangle; the Fire that Changed America
Howard Zinn: A Peoples’ History
Phillip Caputo: A Rumor of War. 1996.
John A. Moretta: William Penn and the Quaker Legacy
Sam W. Haynes: James K. Polk and the Expansionist Impulse
The AP U.S. History Exam is a three hour and five minute exam administered by ETS
Corporation. In Section I, students will be provided 55 minutes to answer 80 multiplechoice questions. In Section II, part A, students will be provided 45-minutes to complete
an essay demonstrating their ability to use historical evidence (the document-based
question or DBQ), which includes a 15-minute reading period. For part B and C of the
essay section, students will have the option of answering one of the two options provided.
Students must answer one of the questions provided for each section (one essay will be
from the first half of the course, the other will be from the second half of the course).
Further examination of the format and techniques for the exam will take place prior to
students taking the exam currently scheduled in May on 11, 2011.
Break down of the AP Exam-
Section I
Section II
Part A
Part B
Part C
% of Grade
Number of
Questions
50%
50%
25%
12 ½ %
12 ½ %
Number of
Questions
Time Allotted
80
3 Essay Questions
1 DBQ Essay
1 FRQ Essay
1 FRQ
55 minutes
45 minutes
30 minutes
30 minutes
Reading Period
15 minutes
5 minutes
5 minutes
AP United States History Exam - Writing Requirement
Part A: Document Based Question (DBQ) Essay
Part B: Free Response Question (FRQ) from the 1st half of the course
Part C: Free Response Question (FRQ) from the 2nd half of the course
Guidelines and policies
Cell phones and beepers: Turn off all cell phones, pagers and beepers prior to the beginning
of class. See below for possible outcome if you fail to comply with this policy.
Attendance: Class attendance is required to ensure full understanding of subject material, to
foster a sense of community, and to participate in group projects and discussions.
 The Professor will take daily attendance. Students absent for more than 4 class
periods per term will be dropped from the class in compliance with School policy.
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In line with recent changes, students dropped for attendance will receive a grade of “FX”
indicating they received an “F” for attendance. (See 2.4.1 Excessive Student Absences
of the HCC Faculty handbook. Note that for the purpose of calculating absences,
HCCS Instructional Policy does not distinguish between excused and unexcused
absences.)
Attendance to the additional Friday sessions is required as part of the course and will
count toward the overall record of the student.
If Students miss class for any reason, they need to contact the Professor as soon as
possible to learn what areas will be covered during the absence and arrange for any
makeup work. The Professor will not contact missing students.
Plagiarism is unacceptable for any reason.
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Plagiarism means the use of someone else’s words or ideas without attribution.
Examples of plagiarism include, but are not limited to, directly copying material from a
book or textbook either with or without attribution, cutting and pasting material from
online sources including sparknotes.com and Encarta.com, and / or purchasing or
downloading papers from internet sites.
Students who plagiarize on papers or exams will suffer harsh penalties.
No excuses for plagiarism will be accepted at any time.
AP US History /Non-HCC Students enrolled in the class will have to adhere to the same
requirements, guidelines, and grading policies as stated in this syllabus. As an enrolled student in
the course, the same obligations and requirements must be met in order to receive credit.
Personal Issues: The professor has an open door policy. Please schedule a time to meet for any
issues pertaining to the development of your education. Remember:
“Before the deadline, I am your teacher. After the deadline, I am your advisor.”
Assignments:
Fall Term:
Book Quizzes:
 A total of 6 book quizzes will be administered in class during the duration of the fall
semester.
 Each quiz will be will be worth a maximum of 20 pts.
 At the end of term, the Professor will drop the student’s lowest quiz grade before
computing the overall score. For computation, see below.
 No make-up on any book quizzes. Any quiz not taken when administered will result in
a zero. No exceptions allowed. Again, class attendance is required to ensure full
understanding of the subject material.
Pop Quizzes:
 A total of 10 short answer quizzes will be administered in class during the duration of the
fall semester.
 Each quiz will be worth a maximum of 20 points.
 At the end of term, the Professor will drop the student’s lowest quiz grade before
computing the overall score. For computation, see below.
4
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No make-up on any pop quizzes. Any quiz not taken when administered will result in a
zero. No exceptions allowed. Again, class attendance is required to ensure full
understanding of the subject material.
Book Essays:

Students will complete 3 book essays on the selected reading material.
Essay Question 1
Students are to read Joseph J. Ellis’ book Founding Brothers; the Revolutionary Generation. In
preparation for the AP Exam, students will complete their essay in class on September 19.
Students must bring a blue book for their answer document. Students will be provided the essay question
on the day of the exam. As a series of documents, Joseph Ellis’ book may be used during the essay writing
session. This essay will simulate the DBQ essay of the AP exam since the book will serve as the
documents.
No make up for this essay will be allowed unless prior arrangements are made in advance with the
professor. Students will receive 15 minutes of reading time and 45 minutes of writing time. The essay
must be completed during the time allotted. This essay will be worth a total of 100 pts.
Essay Question 2
Students are to read Olaudah Equiano’s, The Interesting Narrative of the Life of Olaudah
Equiano/Gustavus Vassa & Frederick Douglass’ The Narrative of the Life of Frederick Douglass. Students
are to write a “university level” essay complete with a cover sheet including name, course, title of book,
and date (see professor for further instruction if needed), double-spaced using Times New Roman, 12 point
font, one-inch margins all around, use Chicago style footnotes, and include a bibliography. This essay is
not to exceed a word count of 2,500 words (5 pages).
Students are to write a university essay analyzing the similarities and differences of Fredrick Douglas’ and
Gustavus Vassa’s experiences in slavery using their autobiographies. It is understood that Gustavus Vassa
entered slavery before Fredrick Douglas and that Gustavus was not an African American, but a world
traveler. The essay should focus on the similarities and differences in the institution of slavery as it
continued/changed over time. This essay will be worth 100 points of the total grade and is due at the
beginning of class on October 24.
Essay Question 3
Students are to read James M. McPherson’s, Abraham Lincoln and the Second American Revolution.
Students are to write a “university level” essay complete with a cover sheet including name, course, title of
book, and date, double-spaced using Times New Roman, 12 point font, one-inch margins all around, use
Chicago style footnotes, and include a bibliography. This essay is not to exceed a word count of 2,500
words (5 pages).
Students are to write a university essay analyzing whether the author is correct in labeling the U.S. Civil
War as America’s second revolution and explain Lincoln’s role in the “revolution/war.” This essay should
focus on the information provided by the assigned text and make a clear connection to the discussion of the
chapters. This essay will be worth 100 points of the total grade and is due at the beginning of class on
November 28.
Examinations:
 All exams will cover the lectures, class discussions, videos, book quizzes, classroom
quizzes, and textbooks. The exams are not cumulative.
 The exams will be multiple-choice and may include short answers.
5
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Bring a scantron, pencil, and a pen to each exam.
No outside books or notes will be allowed during the exams unless specified by the
Professor beforehand.
Each exam will account for 100 points of the total grade.
In accordance with school policy and the above syllabus, instead of a makeup
exam, the lowest exam score shall be dropped and replaced with the highest score
earned on any of the exams.
Participation:
 Bonus points for attendance and participation may be given without prior notification.
These points cannot be made up for any reason. They serve to reward students who came
and participated in class, rather than to punish those who did not.
Computation of Grades:
Grades will be calculated using the point system documented below.
6 Book Quizzes / 5 Scored
10 Pop Quizzes / 9 Scored
3 Essays / 3 Scored
3 Examinations / 2 Scored
Total possible points
(5 x 20) =
(9 x 20) =
(3 x 100) =
(2 x 200) =
To receive an A
To receive a B
To receive a C
To receive a D
To receive an F
100 pts.
180 pts.
300 pts.
200 pts.
780 pts.
698-780 points
621-697 points
543-620 points
465-542 points
Less than 465 points
Spring Term:
Book Quizzes:
 A total of 6 book quizzes will be administered in class during the duration of the fall
semester.
 Each quiz will be will be worth a maximum of 20 pts.
 At the end of term, the Professor will drop the student’s lowest quiz grade before
computing the overall score. For computation, see below.
 No make-up on any book quizzes. Any quiz not taken when administered will result in
a zero. No exceptions allowed. Again, class attendance is required to ensure full
understanding of the subject material.
Pop Quizzes:
 A total of 10 short answer quizzes will be administered in class during the duration of the
fall semester.
 Each quiz will be worth a maximum of 20 points.
 At the end of term, the Professor will drop the student’s lowest quiz grade before
computing the overall score. For computation, see below.
 No make-up on any pop quizzes. Any quiz not taken when administered will result in a
zero. No exceptions allowed. Again, class attendance is required to ensure full
understanding of the subject material.
6
Book Essays:

Students will complete 4 book essays on the selected reading material.
Essay Question 1
Students are to read John Kasson’s, Amusing the Million. In preparation for the AP Exam, students will
complete their essay in class on January 23.
Students must bring a blue book (purchase at HCC book store) for their essay. Students will be provided
the essay question on the day of the exam. As a series of documents, John Kasson’s book may be used
during the essay writing session. This essay will simulate the DBQ essay of the AP exam since the book
will serve as the documents. No make up for this essay will be allowed unless prior arrangements are made
in advance with the professor. Students will receive 15 minutes of reading time and 45 minutes of writing
time. The essay must be completed during the time allotted. This essay will be worth a total of 100 pts.
Essay Questions 2/3/4
Students are to write a “university level” essay complete with a cover sheet including name, course, title of
book, and date (see professor for further instruction if needed), double-spaced using Times New Roman, 12
point font, one-inch margins all around, use Chicago style footnotes, and include a bibliography. These
essays are not to exceed a word count of 2,500 words (5 pages). Each essay will be worth 100 pts and due
at the beginning of class.
Essay Question 2Students are to read the positive and negative accounts of President Franklin Delano Roosevelt and
President John Fitzgerald Kennedy from John Moretta’s Public Pillars, Private Lives. Students are then to
write a university essay comparing and contrasting the two administrations. Make sure to focus on the
similarities and differences in their presidential policies as well as the growth in their political party’s
ideology. Make sure to follow the guidelines listed above. This Essay is due at the beginning of class on
February 6.
Essay Question 3Students are to read the positive and negative accounts of President Dwight D. Eisenhower and President
Ronald Reagan from John Moretta’s Public Pillars, Private Lives. Students are then to write a university
essay comparing and contrasting the two administrations. Make sure to focus on the similarities and
differences in their presidential policies as well as the growth in their political party’s ideology. Make sure
to follow the guidelines listed above. This Essay is due at the beginning of class on March 5.
Essay Question 4Students are to read Bruce J. Schulman’s From Cotton Belt to Sunbelt. Students are then to write a
university essay analyzing the growth and development of the southern United States. During the Civil
War, the North devastated the economic foundation of the South by means of war and by freeing all slaves.
Schulman states, “In July 1938 President Franklin D. Roosevelt declared the South “the Nation’s NO. 1
economic problem.”1 Students are to explain how the South, once the poorest part of the nation, rose to
become the richest part of the nation. Make sure to follow the guidelines listed above. This Essay is due at
the beginning of class on April 23.
1
Schulman, Bruce J. From Cotton Belt to Sunbelt. Oxford University Press. 1991. Pg. 3.
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Examinations:
 All exams will cover the lectures, class discussions, videos, book quizzes, classroom
quizzes, and textbooks. The exams are not cumulative.
 The exams will be multiple-choice and may include short answers.
 Bring a scantron, pencil, and a pen to each exam.
 No outside books or notes will be allowed during the exams unless specified by the
Professor beforehand.


Each exam will account for 100 points of the total grade.
In accordance with school policy and the above syllabus, instead of a makeup
exam, the lowest exam score shall be dropped and replaced with the highest score
earned on any of the exams.
Participation:
 Bonus points for attendance and participation may be given without prior notification.
These points cannot be made up for any reason. They serve to reward students who came
and participated in class, rather than to punish those who did not.
Computation of Grades:
Grades will be calculated using a point system.
6 Book Quizzes / 5 Scored
10 Pop Quizzes / 9 Scored
4 Essays / 4 Scored
2 Examinations / 2 Scored
Total possible points
(5 x 20) =
(9 x 20) =
(4 x 100) =
(2 x 200) =
To receive an A
To receive a B
To receive a C
To receive a D
To receive an F
100 pts.
180 pts.
400 pts.
200 pts.
880 pts.
788-880 points
700-787 points
612-699 points
524-611 points
Less than 524 points
Tentative Schedule: This schedule may change with or without prior notice. All
readings are to be completed by the day of class indicated.
Week of August 22
Introduction
The Discovery of the Americas
Read-Founding Brothers
Chapter 1
Week August 29
Colonization
Read-Founding Brothers
Chapter 2
Week of September 5
Colonial Society
Read-Founding Brothers
Chapter 3
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Week of September 12
Toward Revolution
Discussion on AP Exam Essays
Review Essay writing skills
Finish-Founding Brothers
Chapter 4
Week of September 19
Essay 1: AP Simulation on Founding Brothers; the Revolutionary Generation
1st Examination (Chapters 1-4)
Read- Olaudah Equiano & Frederick Douglass Autobiography
Week of September 26 (End of Cycle 1)
The New Nation is Created
Chapter 5
Read- Olaudah Equiano & Frederick Douglass Autobiography
Week of October 3
The Early Republic
Chapter 6
Finish- Olaudah Equiano & Frederick Douglass Autobiography
Week of October 10
Claiming the Commons
Write Essay 2
Chapter 7
Week of October 17
Age of Reform
Write Essay 2
Chapter 8
Week of October 24
American Life 1840-60
Chapter 9
Essay 2 due Monday, October 24-Beginning of Class
2nd Examination (Chapters 5-9)
Read- Abraham Lincoln and the Second American Revolution
Week of October 31(End of Cycle 2)
The Road to War
Chapter 10
Read- Abraham Lincoln and the Second American Revolution
Week of November 7
Civil War
Chapter 11
Finish- Abraham Lincoln and the Second American Revolution
Week of November 14
Discussion on Abraham Lincoln the Second American Revolution
Write Essay 3
Week of November 21
Thanksgiving break
Write Essay 3
9
Week of November 28
Reconstruction
Chapter 12
Essay 3 due Monday, November 28-Beginning of Class
Week of December 5
Prep time for AP Examination
Class Discussions
Week of December 12 (End of Cycle 3)
3rd Final/Examination (Chapters 10-12)
Read- Amusing the Millions
(Christmas Break)
(Christmas Break)
Week of January 2
Introduction
Reconstruction post-Civil War
Read- Amusing the Millions
Chapter 15-Brinkley American Hist. (BAH)
Chapter 12-American Dreams (ADR)
Week of January 16
The Rise of Industrial America
& the Politics of the New Order
The Corporation
Finish- Amusing the Millions
Read- Public Pillars; Private Lives (FDR/JFK)
Chapter 17-BAH
Chapter 13-ADR
Video
Week of January 23
The Trans-Missouri West
Essay 1: AP Simulation on Amusing the Millions
Finish- Public Pillars; Private Lives (FDR/JFK)
Chapter 16- BAH
Chapter 14- ADR
Week of January 30
The Imperial Republic
The Progressive Era
Write Essay 2
Chapter 17 through 20- BAH
Chapter 15 &16- ADR
Week of February 6
The “Great” War: World War I
Chapter 23- BAH
Chapter 17- ADR
Essay 2 due by Monday, February 6-Beginning of Class
Week of February 13 (End of Cycle 4)
The Roaring Twenties
Read- Public Pillars; Private Lives (DE/RR)
Chapter 24- BAH
Chapter 18- ADR
Week of February 20
1st Examination (Chapters 12-18)
The Depression and the New Deal
Finish- Public Pillars; Private Lives (DE/RR)
Chapter 25 & 26 - BAH
Chapter 19- ADR
10
Week of February 27
The “Good” War: World War II
Write Essay 3
Chapter 27 and 28-BAH
Chapter 20- ADR
Week of March 5
The Cold War
Chapter 29- BAH
Essay 3 due by Monday, March 5-Beginning of Class Chapter 21- ADR
Read- From Cotton Belt to Sunbelt
Week of March 12
No Class (Spring Break)
Read- From Cotton Belt to Sunbelt
Week of March 19
Hope to Despair: Kennedy-Johnson Years
Read- From Cotton Belt to Sunbelt
Chapter 30- BAH
Chapter 22- ADR
Week of March 26
Vietnam: A Television History
The Seventies: The Crisis of Conflict
Read- From Cotton Belt to Sunbelt
Video
Chapter 31 and 32- BAH
Chapter 23-ADR
Week of April 2(End of Cycle 5)
Week of TAKS
Finish- From Cotton Belt to Sunbelt
Week of April 9
The Rise of Conservatism:
Ronald Reagan to George H.W. Bush
Write Essay 4
Chapter 33- BAH
Chapter 24-ADR
Week of April 16
The Rise of Conservatism:
Ronald Reagan to George H.W. Bush
Write Essay 4
Chapter 33- BAH
Chapter 24-ADR
Week of April 23
A Divided America:
Chapter 34- BAH
Bill Clinton to George Bush
Chapter 25- ADR
Essay 4 due by Monday, April 23-Beginning of Class
Week of April 30
A Divided America:
Bill Clinton to George Bush
Chapter 25
Week of May 7
Final Examination (Chapters 19-25)
Prep for AP Examination
Week of May 14
11
Prep for AP Examination
Week of May 21-31 (End of Cycle 6)
Selected Studies of US History
Houston Community College Central District Policy
Regarding Plagiarism:
Academic Integrity (Faculty Handbook Instructional Policies and Procedures)
Houston Community College is committed to a high standard of academic integrity in the academic
community. In becoming a part of the academic community, students are responsible for honesty and
independent effort. Therefore, any form of scholastic dishonesty is entirely unacceptable. Scholastic
dishonesty includes, but is not limited to, cheating on a test, plagiarism, and collusion.
a. Cheating on a test includes:
o Copying from another student's test paper;
o Using materials during a test not authorized by the person giving the test;
o Collaborating with another student during a test without authority;
o Knowingly using, buying, selling, stealing, transporting, or soliciting in whole or part the contents of an
un-administered test;
o Bribing another person to obtain a test that is to be administered.
b. Plagiarism means the appropriation of another's work and the unacknowledged incorporation of that
work in one's own written work for credit.
c. Collusion means the unauthorized collaboration with another person in preparing written work offered
for credit.
2.14.1 Scholastic Dishonesty: Disciplinary Actions
Students guilty of academic dishonesty can be given a grade of “F” or “0” for the particular test or
assignment involved. In extreme cases or for repeated violations, guilty students can be assigned a failing
grade in a course or recommended for probation or dismissal from the College System. The Professor's
policy must be clearly stated in the syllabus.
2.14.2 Controlling Scholastic Dishonesty
The College System requires that Professors take the following steps to control scholastic dishonesty:
a. Include a policy on scholastic dishonesty in class syllabi defining scholastic dishonesty and identifying
possible disciplinary action for offenders. The following is an example of a scholastic dishonesty policy an
Professor might include in a syllabus:
“Plagiarism, cheating, and unauthorized collusion are prohibited by College System policy and the rules of
this class. Plagiarism involves using the ideas or words of another person (either in whole or in part)
without crediting the source. Cheating involves fraud and deception for the purpose of violating legitimate
testing rules. Unauthorized collusion means the unauthorized collaboration with another person in
preparing written work offered for credit. A student guilty of a first offense will receive a grade of “F” on
the assignment involved. For a second offense, the student will receive a grade of “F” for the course.”
b. Take steps to prevent cheating by designing out-of-class assignments that are difficult to plagiarize,
controlling preparation and dissemination of tests, and monitoring students taking tests in the classroom.
Also, be cautious about allowing students to take unsupervised make-up examinations.
12
2.8.2 Official Class Roll
Official class rolls are the documents the College System must use to receive state funding based on
enrollment. Class rolls are audited by the State of Texas, and the College System must be able to show that
a student did, in fact, attend class in order for the College System to receive state funds for instructing that
student. Therefore, faculty must keep an accurate record of student attendance for every class session. The
official rolls are distributed to the faculty early in the semester (see 2.8.3 (a) and (b) below). These records
contain two parts: (1) the “Official Class Roll,” listing all students registered in the class as of the official
date of enrollment; and (2) the “Grade Roster Report,” providing Professors with the space to record grades
throughout the term of the class.
2.16 Student Discipline/Conduct
According to its policy on student conduct, the Houston Community College System views college-level
students as adults who subscribe to a basic standard of conduct which requires that they not violate any
municipal, state, or federal laws. At the same time, HCCS has a duty and corollary disciplinary power to
protect its educational purpose through the setting of standards of conduct and through the regulation
Revised November 21, 2004 Instructional Faculty Evaluation PAGE 21of the use of System property. A
student's membership in the community of scholars is a privilege and carries with it obligations to
participate in and contribute to the educational mission of the College and to avoid any behavior that is
contrary to that mission. Therefore, no student may disrupt or otherwise interfere with any educational
activity being performed by a member of the College System. In addition, no student may interfere with
his/her fellow students’ right to pursue their academic goals to the fullest in an atmosphere appropriate to a
community of scholars.
Student conduct and responsibilities are described in the HCCS Student Handbook, and students are
expected to use these policies as guidelines for their behavior. An Professor may establish additional
reasonable behavioral guidelines for his/her class. Any student failing to abide by appropriate standards of
conduct during scheduled College activities may be asked to leave that day's class or activity by the
Professor or another College official. The student has the right to return to the next class/activity. If the
problem persists, the Professor should consult with the appropriate Dean(s) concerning disciplinary action.
If a student refuses a well-founded request to leave the classroom voluntarily, security can be summoned to
remove the student so that the scheduled activity may resume without further disruption. In cases of serious
problems, the faculty member should report the incident to his or her instructional supervisor. If a faculty
member who is having a disciplinary problem with a student feels that the student is a threat to the faculty
member’s safety and/or the safety of the other students, the faculty member should immediately alert
Campus Security. Further disciplinary action may be pursued according to System guidelines presented in
the HCCS Student Handbook. The above policy does not diminish the student's freedom to take reasoned
exception to the data or views offered in any course of study and to reserve judgment about matters of
opinion. However, students are responsible for learning the content of any course of study in which they are
enrolled. Free inquiry and free expression, both by the Professor and the student, are indispensable to the
pursuit of truth and the development of students. Students must exercise their liberty with responsibility.
2.2 Academic Freedom
Institutions of higher learning exist for the common good. The common good depends upon a free search
for truth and its free expression. Therefore, it is essential that College System faculty be free to pursue
scholarly inquiry without undue restriction and to voice and publish their conclusions concerning the
significance of evidence they consider relevant. The faculty member must be free from the corrosive fear
that others, inside or outside the college community, may threaten his or her professional career because
their vision differs from that of others. Faculty members are entitled to freedom in the classroom in
discussing the subject being taught to the full extent permitted by law. Furthermore, faculty members are
free from institutional censorship or discipline when they speak, write, or act as citizens of their nation,
state, and community. The concept of academic freedom must be accompanied by an equally demanding
concept of responsibility, shared by the Board, administrators, and faculty members. Exercise of
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professional integrity by a faculty member includes recognition that the public will judge the member’s
profession and the College System by the faculty member’s statements. Therefore, faculty members should
strive to avoid creating the impression that they are speaking or acting for the College System when
speaking or acting as private citizens. Faculty members should be judicious in the use of controversial
material in the classroom and should only introduce such material when it has a clear relationship to the
subject matter of the course being taught.
Students with Disabilities
Any student with a documented disability (e.g. physical, learning, psychiatric, vision, hearing, etc.) who
needs to arrange reasonable accommodations must contact the Disability Services Office at the respective
college at the beginning of each semester. Upon completion of the forms, please notify your Professor as
soon as possible and preferably before the end of the first two weeks of class to arrange for reasonable
accommodations.
Equal Opportunity Statement
1.2 The Open Door Policy
Community colleges offer educational opportunities to everyone who is 17 years of age or a high school
graduate, regardless of background or academic preparation. The college door is open to everyone.
Community colleges assess the skills of entering students and direct them to appropriate courses. In so
doing, community colleges attempt to ensure that students who lack basic skills do not enroll in courses for
which they currently lack the background to succeed. Instead, community colleges direct those students to
take courses that will prepare them to achieve their educational goals.
Withdrawal Policy
Withdrawal from the course after the official day of record and prior to “W” Day will result in a final grade
of “W” on your transcript. No credit will be awarded for a course earning a “W”. If you stop attending
class, you must withdraw at the registration office prior to “W” day. If you stop attending class and do not
officially withdraw, you will receive an “F” for the course. The final deadline to drop a course is four
weeks before fall or spring semester finals and one week before summer semester exams. For further
details on how to withdrawal, please see the registration office.
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