Summer 2016
SYLLABUS for L. FOSTER-EASON’S
COSU 0300.1S1
College Success 33487.201630
8:00 am - 10:00 am MTWR SCC/BB122
Jun 6, 2016 - July 8, 2016
COSU 0300.2S2
College Success 33491.201630
1:00 pm - 3:00 pm MTWR
Spring Creek Campus B114
July 11, 2016 – August 9, 2016
(note this section will also meet on Friday, July 15, 2016 and Friday, July 22, 2016
--Do not buy textbooks or other supplies until after the first class session has met.--
GENERIC SYLLABUS VERSUS THIS SYLLABUS
“Generic” syllabi for all courses are available through the college’s main web page. These generic syllabi offer brief descriptions
of a course, its basic requirements, and expected learning outcomes. This document does all these things, too, but it is more
specifically related to the class section in which you’re enrolled. In addition to providing a course overview and highlighting
pertinent college policies, it also attempts to familiarize you with your professor’s particular policies and the assignments you’ll be
asked to complete. Also included is a tentative course calendar and information on how grades will be determined. I suggest you
print it off and keep a copy for future reference. Students will be asked to sign a statement, acknowledging that they have been
told how to access the syllabus online and have been advised to read it.
The specific “details" for all assignments will be dealt with during class: this is an important point to note because, if you don't
come to class regularly, you're not likely to understand what's expected of you, and this document probably won't do much to
clarify things. Before any assignment is due, strategies and hints will be given, instructions will be reviewed, questions will be
answered, and examples will be discussed. You are strongly encouraged to visit me during my office hours and otherwise take
advantage of the opportunities that will be afforded you to "conference" about works in progress. You are further encouraged to
regularly visit my web site (http://iws.collin.edu/lfoster) for important course documents, reading assignments, assignment
instructions, and updates.
GETTING IN TOUCH WITH THE TEACHER
Your instructor is Laura Foster-Eason. (me!) I office at the Spring Creek Campus in J104. My phone number is 972.377.1036.
My e-mail address is lfoster@collin.edu. Office hours and web page information are noted below.
OFFICE HOURS Spring Creek Campus
J104
1:30 pm – 3:00 pm MTWR through June 6 - July 8
8:30 am – 10:00 am MTWR through July 11 – August 9
WEB PAGE http://iws.collin.edu/lfoster
Check this site regularly for important course documents, reading assignments, instructions, extra examples, practice
activities, and updates!
Please note: I do not maintain a Blackboard page, so students should understand that assignments and grades will
not be posted there. However, I do maintain a Facebook page to leave messages in the event of unexpected class
cancellations or campus closings caused by inclement weather or other reasons.
The address is
https://www.facebook.com/CollinINRW.)
E-MAIL ADDRESS lfoster@collin.edu
Send e-mails from your “CougarMail” account, listing your course and section number in the message’s subject line.
Mail from other sources may not be opened or even survive the college’s spam filtering system! A link on my web
page explains how the CougarMail system is accessed as gives instructions about forwarding those messages to a
personal e-mail account. When applicable, submit assignments as attachments (Microsoft Word or pdf documents);
do not put the work in the body of the e-mail.
Although I generally respond to e-mailed questions (with a 2-business-day turnaround), I do not address grade
questions via e-mail. Similarly, a student should not send e-mails following absences, inquiring after what was
missed in class. A more appropriate tact in these cases is to schedule an appointment and/or check the web page for
updates.
Final Note: Among other official communiques, students are sent notices and warnings related to the administrative
withdrawal policy to your CougarMail address. Be sure to check it.
LEARNING OUTCOMES AND DESCRIPTION OF THE COURSE
Course Number: COSU 0300
Course Title: College Success
Course Description: Explores various methods and techniques for improving study skills and habits, including time
management, note taking, reading, communication, test preparation, test taking, problem-solving, and learning styles.
Course Credit Hours: 3
Lecture Hours: 3
Student Learning Outcomes: In order to successfully complete this course, a student will be able to demonstrate mastery in the
following areas:
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Goal-setting
Time management
Textbook marking
Note-taking
Preparation for Tests
Test-taking
While this “official” description (drawn from the course catalog) is accurate, I will add that my overriding purpose is to help
students improve their “student” skills. And while the focus is on time management and study techniques, I have the goal of
acclimating students to the collegiate environment and forming a positive view of all their classes, even the hard ones or the
required ones that don’t particularly inspire them.
HOW THE CLASS IS STRUCTURED
There are three components to the course:
1. satisfactory completion of the instructor-specified course work (assignments differ per professor)
(Some assignments and tests may be administered at the college’s Testing Center and/or other campus facilities.)
2. successful completion of a final exam
3. satisfactory attendance/participation (in accordance with the professor’s policies)
Needless to say, my classes adhere to these guidelines. Other parts of this syllabus explain the grading system, provide you with
a tentative course calendar, and give general descriptions of the various assignments I’ll be making, and, of course, throughout
the semester, you’ll also get more detailed instructions on them (most often via class-time explanations, handouts, online links, or
your textbook).
GRADES IN DEVELOPMENTAL CLASSES
It should be noted, first of all, that Integrated Reading and Writing courses may not be used to satisfy the requirements of an
Associate's degree and do not qualify for academic credit. And there are other ways in which grades in developmental classes
are different from those in credit courses, but one aspect is quite normal: one cannot pass if the basic criteria are not met. Here
are some additional points about grades in developmental courses:
1. Grades in developmental courses are designated with a “D” to distinguish them from grades earned in credit-bearing
courses. Therefore, an “A” in a developmental course would appear as "AD" on a student’s transcript, a “B” as “BD,”
and so forth.
2. If a student is unable to earn a passing grade (“AD,” "BD," or "CD"), then he or she will receive an "FD" in the course. In
other words, it is not possible to receive a "DD" in a developmental course. “W” is for students who voluntarily withdraw
from a course before the drop deadline, and “WZ” is assigned to students who have been administratively withdrawn for
excessive absences or non-participation.
3. While grades in developmental courses are excluded from grade point calculations, they do appear on student
transcripts. Moreover, they typically "count" for purposes of financial aid as well as scholarship and tuition
reimbursement programs.
GRADES IN THIS CLASS
Your grade will derive from a series of tests, a notebook wherein you collect notes and assignments you’ve worked on throughout
the semester, the departmental final, and a grade that factors in your attendance and participation. The math is outlined below:

Attendance/Participation 20% (See Note #1)

Course Notebook 25% (See Note #2)

Tests 30% (See Note #3)

Final Exam 25% (See Note #4)
Here are some fleshed-out descriptions of each of the components mentioned above:
Note #1 about Attendance/Participation (20%):
While I will assign a letter grade for attendance/participation grade, think in terms of “good,” “fair,” and “poor.” You should
probably have a good sense for your level of participation and obviously you will know whether you miss class sessions or
come well-prepared for class periods and conferences or not; however, if you request it, I will provide you a tentative grade
for this area during an office hour visit or brief, private conversation.
For long terms, “good” attendance means zero or one absence only, “fair” attendance means only two to three absences,
and “poor” attendance means four or more absences. Every two tardies (or early departures) will count as an absence.
Summer and express terms are adjusted accordingly.
“Good” participation means one is attentive during class, regularly joins in discussions, seeks out feedback with a positive
attitude, and appears to be making a genuine effort to improve. “Fair” participation is for those whose attention wanders,
who are less involved in discussions, and whose effort seems “average.” “Poor” participation will be assigned to those who
sleep in class or are frequently distracted, those who rarely or never fully engage in discussions or conferences, those who
do not undertake the assignments in a serious or thoughtful way, and those who display only minimal effort.
Students who regularly break rules about phone usage, those who sleep in class, or those who do not return to class from
any breaks in a timely fashion will have their Attendance/Participation mark downgraded.
It might be mentioned here that some of the activities we will do in class will actually begin outside of class, and you will
have to have read something or prepared something ahead of a class session. Other times, an assignment may arise out
of a class discussion or lecture and require you to do some follow-up work outside of class to continue the concept.
Sometimes that follow-through will be at the center of a class activity that takes place during a subsequent class period.
(Obviously, I will give you advance notification of these instances by way of class announcements and online directives, so
even students who have been absent can keep up.) However, if you come unprepared for one of these special class
sessions, you will be dismissed early and will need to put a page in your Course Notebook that says, “I was not prepared
for Assignment X.” (This is less a punishment as it is the reality that an unprepared student would have no way to
participate in the activity in a meaningful way.)
Note #2 about Course Notebook (25%)
The Course Notebook is a 1-inch 2-ring binder that you will bring with you to each class and maintain regularly and
according to specific instructions. It should contain six sections (created by dividers):
1.
2.
3.
4.
5.
6.
Syllabus & Course Calendar
Class Announcements/Questions to Raise/Conference Check-Ins
Lecture Notes
Chapter Notes
Assignments
Handouts/Print-Outs
The will be a variety of assignments that will go in your Course Notebook. Some will involve activities from the textbook
(including self-assessments and self-reflective journals), but others will involve typing up paragraphs or short essays on
concepts/questions covered during class. You will be expected to read selected pages from the text and/or other assigned
reading material and take notes over the material. (In some cases, the material may be visual or audible.) You will also
take notes over the course lectures. In addition, some of the assignments will have you visiting various campus locations
and/or utilizing the services of some of our offices. Still others will ask you to “test out” certain recommended techniques
designed to improve your note-taking, test-preparation, or time-management.
With the exception of chapter notes, lecture notes, and annotation assignments, assignments should be typed.
Please note, the various assignments and sets of notes will not be graded individually as you do them, but your entire
Notebook will be assigned an overall grade at the semester’s end. The notebook grade will be based on the following
criteria:
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neatness, organization, completeness
compliance with instructions
the quality and quantity of notes, and
the apparent effort made on the self-assessments and self-reflective assignments.
Also note that for the most part, you will not turn your assignments in as you may have in the past with traditional
“homework.” Instead, you will work on your chapter and class notes all throughout the semester, keeping track of them in
your notebook. The same is true of the other assignments. Then, you will turn the Course Notebook (with all your notes as
well as the other required assignments in it) toward the end of the semester. The due date is noted on the calendar. If it is
submitted late, you will suffer a ten-point grade penalty off your final course grade.
So, to be clear, the various assignments and sets of notes will not be graded individually as you do them, but your Course
Notebook will be assigned an overall grade at the semester’s end. However, feedback will be offered on this work via
individual conferences. Such conferences can also help you to confirm that you are doing a good job of keeping your
notebook complete and well organized. Depending on how class discussions go, we may be able to devote specific class
days (or, more often, portions of class sessions) to working on assignments and/or having conferencing opportunities, but I
strongly recommend that you arrange at least one one-on-one conference to discuss your notebook, talk about
assignments, or address any questions you have. (Expect such a conference to last about twenty minutes.) Students may
also seek out additional conferences during office hour visits if they wish.
Note #3 about Tests (30%): There are likely to be three or four this semester, depending on the robustness or class
discussions. Tests generally will pose open-ended questions to which you will write out answers in three to four complete
sentences to reflect your understanding of the big concepts we’re covering in class. In some cases, you will be asked to
demonstrate techniques, explain the rationale behind certain techniques, or think of original examples of certain principles.
The tests will cover the following concepts: college jargon, study techniques, note-taking, grade point average, and locus
of control. Most of the tests will be administered during class, but it may arise that one or more will be given at the Testing
Center.
Note #4 about the Departmental Final (25%): There will be a comprehensive final exam. There will be an objective portion
and an applied portion. It will be closely associated with the textbook readings, but will also cover some of the same
concepts that are the subject of the other exams.
Before leaving the subject of grades behind, let me remind you that official progress reports are not distributed in college (except
for dual credit student and students on academic probation), and I do not address grade questions via e-mail or during class time.
However, I urge any student wishing to discuss his or her progress with me to set up a conference. Also note that if you are a
student on academic probation or one who otherwise requires my signature on a progress report, you are responsible for handling
that matter in an appropriate and respectful manner, which means presenting the form (your portion filled out) in a timely and nondisruptive way. The best strategy is to come by during my office hours or to present it during a conference.
DROPPING THE CLASS
Provided he or she does so before the deadline, a student may voluntarily withdraw from any class he or she is unable/unwilling
to complete. Withdrawal deadlines for most classes come at a mid-point in the term and are published on various Collin web
pages and academic calendars. (Students in “express” sections are advised to consult the Registrar’s Office to ascertain the
relevant date for their sections is generally adjusted to fit the compact calendar for those courses.) Please be aware that there
are certain costs associated with dropping classes (possible fees, prorated refunds, et cetera).
Common courtesy dictates that students notify instructors before "dropping," but, in any case, students should be understand that
to withdraw is to do something more than to no longer attend class; one must initiate a formal procedure through the Admissions
Office to change his or her enrollment status. (Copies of the withdrawal form are available through one’s advisor.) Now, as has
been mentioned, there may be financial implications involved in withdrawing from a class, but there are also academic
considerations as well, including the effect that it can have on one’s grades and/or one’s eligibility for future enrollment into
specific courses. (These implications are discussed both below and also in the section of this syllabus discussing enrollment
policies.)
It might also be noted that if a person ignores college procedures and simply stops coming to class without withdrawing, the
instructor may have the student involuntarily dropped or assign the individual a failing grade. (This “Administrative Withdrawal
Policy” is discussed in more detail in a separate part of this syllabus.)
I have placed several links on my web page to direct students to the wide range of support services available to them to assist
with academic difficulties. I encourage you to avail yourself of these before problems become insurmountable. However, as an
educator, I will encourage students who have extensive or repeated bouts of sickness to drop since it is frequently very difficult for
such students to "catch up." This has less to do with make-up policies as it has to do with the realities of missing instruction. Not
having the opportunity to ask questions in class (or hear the questions of classmates) and not being able to participate represent
real obstacles because these missed opportunities cannot truly be made up. Combine missed opportunities with the continuing
nature of the semester and the problems of catching up really begin to multiply. It is frankly hard to keep up with current
assignments while making up old ones. Often a student won't fully understand the already-covered concepts. This is critical
because these concepts are usually the building blocks for the new ones. Then, too, dwindling time and countless other
unstoppable factors may make dropping the wisest move. A fresh start during another semester may be "better" than struggling
by with less-than-quality work that recuperating-but-often-still-feeling-poorly people sometime turn in. The same is true of
students undergoing a personal or family crisis or those whose job is interfering with schoolwork.
As a final word on “dropping,” I caution students to be aware of and heed the college’s enrollment policies, which, by their very
nature, discourage frivolous decisions regarding course enrollment and course completion. (The three most significant of these
are described in the next section of this syllabus and are also outlined fully in the Collin Student Handbook.)
OTHER HIGHLIGHTED COLLEGE POLICIES
All students should be familiar with the Collin Student Handbook. Still, I’ve highlighted a few important policies for you to keep in
mind.
STUDENT CONDUCT: Any student who disrupts class with unruly behavior will be asked to leave the room immediately and,
perhaps, to withdraw from the course. Rudeness, sullenness, and other forms of passive-aggressive behavior are also
perceived as discipline problems. Severe or repeated disciplinary lapses will be reported to the Dean of Students. Also note
that sleeping in class is not allowed, and, if it proves to be an ongoing issue, will be treated as a disciplinary problem. This is
also true of repeated tardiness.
Smoking is disallowed on campus, and this prohibition now includes e-cigarettes.
Cell phones and other devices should not be used in class for non-class purposes as they can distract other students and/or
the instructor and must be completely turned off prior to any tests, especially those administered in the Testing Center. If you
are expecting an emergency phone call, please notify the professor beforehand, put the phone on vibrate, and exit the room
quietly to take the call. Also note that the use of personal laptop computers must be approved ahead of time, but their use
should be strictly connected to class activities and will be disallowed (even if ACCESS approved) if a student abuses that
requirement. Finally, misuse of the college’s computers and printers also represents a violation of the student code of conduct,
and like other inappropriate behavior, may subject a student to disciplinary actions ranging from grade penalties to expulsion.
BEHAVIORAL INTERVENTION: Collin College’s Strategies of Behavioral Intervention (SOBI) team is an interdisciplinary,
college-wide team whose mission is to provide support for students, faculty, and staff, and to facilitate a positive and
effective learning environment. In order to accomplish this, the SOBI team has designed a process for assisting students
who may display various levels of concerning behavior (e.g., strange or unusual behavior; changes in dress, personal
hygiene, or physical appearance; threats of harm to self or others; etc.). Any behavior that becomes a concern to you or
that negatively affects your ability to succeed as a student at Collin College may be referred to SOBI.
Please note that SOBI is not a disciplinary committee, and SOBI actions are not a substitute for disciplinary procedures.
Reports of Student Code of Conduct (Code) violations will be referred directly to the Dean of Student Development Office
for disciplinary action.
To submit a SOBI referral through CougarWeb, go to the “Student” tab, scroll down to the section entitled, “Safety and
Wellness” and then click on “Refer information of concern (SOBI)”. Complete the form as fully and as accurately as
possible. You can obtain more information about SOBI (including how to submit a referral from off-campus) on the SOBI
website, which can be found here (https://www.collin.edu/studentresources/SOBI/).
ACADEMIC ETHICS: Every member of the Collin College community is expected to maintain the highest standards of
academic integrity. Therefore, Collin College may initiate disciplinary proceedings against a student accused of scholastic
dishonesty. Scholastic dishonesty includes, but is not limited to, statements, acts, or omissions related to applications for
enrollment or the award of a degree, and/or the submission of one’s own work material that is not one’s own. Scholastic
dishonesty may also involve one or more of the following acts: cheating, plagiarism, collusion, use of annotated texts or
teacher’s editions, use of information about exams posted on the Internet or electronic medium, and/or falsifying academic
records. While specific examples are listed below, this is not an exhaustive list and scholastic dishonesty may encompass
other conduct, including any conduct through electronic or computerized means:
Plagiarism is the use of an author’s words or ideas as if they were one’s own without giving credit to the source,
including, but not limited to, failure to acknowledge a direct quotation.
Cheating is the willful giving or receiving of information in an unauthorized manner during an examination; collaborating
with another student during an examination without authority; using, buying, selling, soliciting, stealing, or otherwise
obtaining course assignments and/or examination questions in advance, copying computer or Internet files, using
someone else’s work for assignments as if it were one’s own; or any other dishonest means of attempting to fulfill the
requirements of a course.
Collusion is intentionally or unintentionally aiding or attempting to aid another in an act of scholastic dishonesty,
including but not limited to, failing to secure academic work; providing a paper or project to another student; providing an
inappropriate level of assistance; communicating answers to a classmate about an examination or any other course
assignment; removing tests or answer sheets from a test site, and allowing a classmate to copy answers.
See the current Collin Student Handbook for additional information.
ADA STATEMENT: It is the policy of Collin College to provide for qualified individuals with documented disabilities. The
college adheres to all applicable federal, state, and local laws, regulations, and guidelines with respect to providing
reasonable accommodations as required to afford equal educational opportunity. It is the student's responsibility to contact
the ACCESS Office in a timely manner to arrange for appropriate accommodations. This office is housed in D140 at the
Spring Creek Campus (972.881.5898), F118 at the Preston Ridge Campus (972.377.1785), and D118i at the Central Park
Campus (972.54.6816). The V/TTD phone number is 972.881.5950.
RELIGIOUS HOLY DAYS: In accordance with Section 51.911 of the Texas Education Code, Collin will allow a student who
is absent from class for the observance of a religious holy day to take an examination or complete an assignment scheduled
for that day within a reasonable amount of time. A copy of the state rules and procedures regarding this provision as well as
the form for notification of absence are available from the Admissions and Records Office (972.881.5710).
IMPORTANT ENROLLMENT POLICIES:
“REPEAT POLICY:” In accordance with policies put forth by the Texas Higher Education Coordinating Board, the catalog
states, “a course in which a grade (including W) has been received can be repeated only one time to replace the grade.”
Although developmental courses were previously exempt, effective Fall 2012, the repeat policy now applies to any such
courses. Such courses taken before Fall 2012 will not count against students. (Changes are in the works to allow for the
“three-peating” of certain classes for an additional tuition fee, but students in this situation are advised to consult with the
Registrar.)
“27-HOUR RULE:” This policy, sometimes referred to as the “Rule of 27,” restricts students to an aggregate total of 27
hours of developmental education courses. This rule, which is also based on legislative directives, has the practical effect
of limiting a student to nine 3-hour courses (which number is to include all the remedial English, math, and reading classes
a student may take in an effort to qualify for college-level courses).
“ADMINISTRATIVE WITHDRAWAL:” The Collin College philosophy is that participation in class is an essential
requirement of any course. Therefore, if you miss more than 20% of the meetings (calculated as a running tally) of a
developmental class, your professor is encouraged to administratively withdraw you from the course. Administrative
withdrawal may have academic, financial, financial aid, and visa implications. Administrative withdrawal takes place after
the tuition refund period, counts toward Collin’s Repeat Policy and the 27-hour limitation on Developmental Education
courses, and appears on transcript records. Students are sent notices and warnings related to the administrative
withdrawal policy via CougarMail.
TEXAS H.B. 1231: Recently passed laws now require all state colleges and universities to monitor and limit the number of
course withdrawals (i.e., Ws) a student may make during his or her college tenure. While there are some exceptions
outlined in the law, the number in question is six.
For specific questions related to these state guidelines, you are referred to Academic Advising (972.881.5782) and/or
Student Development Office (972.881.5770). Let me stress, however, that both earned Fs—and Ws—count when it comes
to enrollment policies. On the other hand, if you drop a class before census day, it will not count against you. Hence, I
encourage students to pay special attention to the add-drop period. It behooves every student to review each syllabus and
see whether he or she will be able to comply with the attendance policy and/or meet the expected time and work
commitments. If not, he or she should withdraw before the “census date,” the date by which class rolls are deemed final.
(The census date for every semester is published in online academic calendar/registration guide. I have also recorded it for
you on the tentative course calendar.)
BOOKS AND SUPPLIES
I will begin with some pretty standard college-going advice: do not buy textbooks or other supplies until after the first class
session has met. And I will quickly note that while the college bookstore is a good source for buying your books and supplies, you
are certainly free to purchase your books from non-affiliated, off-campus bookstores and/or commercial websites if you wish.
Having said that, the book/supply list for this class is fairly typical for a study skills course.
1. TEXT: Skip, Downing. On Course Plus Study Skills. 2nd Ed. Cengage. 2014. ISBN#: 978-1-305-74765-4. (This
book can be bought from the bookstore or purchased directly from the publisher via this link:
www.cengagebrain.com/course/1-1UFL3EZ.)
2. Pens, paper, and highlighters (for note-taking/annotation purposes)
3. ½-inch three-ring binder and at least six dividers
4. a flash drive (or any other dependable means for backing up work)(Students in the computer classroom should bring the
device to class—labeled!)
5. copies (that is, the ability to make them)
6. calendar (or some other reliable system to keep up with due dates)
You are advised to bring your textbook to each class. It may also come into play with some of the class discussions and activities.
Also come to class prepared to take notes.
ATTENDANCE POLICY
Regular, prompt attendance is both expected and appreciated. (Research also suggests that it’s practically a necessity for
academic success.) But, be that as it may, let it be noted here that attendance will be recorded, that all absences count toward
both the Administrative Withdrawal Policy and the Attendance/Participation grade, and that excessive absences (defined as more
than four) have severe negative consequences (including the possibility that an individual could fail the course in spite of receiving
passing grades on assignments and tests). (See “Administrative Withdrawal” and “Grades in This Class” earlier in this document.)
It might be noted that, unlike public high schools, colleges generally do not “excuse” absences, and students should realize that
"explanations"--even those from doctors, employers, or coaches--will not alter these policies. Only absences for jury duty and
those for religious reasons are exempt from these requirements, and these are permitted only when students follow college rules
regarding such absences. See Collin's handbook for specifics.
Obviously, this policy implies that a student make the effort to come to class regularly. If, however, a student finds he or she has
missed--or must miss--a class, he or she remains responsible for the material covered/assignments made during the missed
session(s). As the best means for keeping up, I advise students to visit my web site for missed handouts/instructions and check in
with me about retrieving returned work. I stress this because, as it is impossible to do so anyway, I will not attempt to repeat a
previous period in a few minutes before or after class. And also because I go to the trouble to maintain the aforementioned web
site, I generally do not respond to e-mails requesting information about “what I missed." Of course, students are always
encouraged to schedule an appointment or come by during office hours to discuss what material they might have missed. Absent
students are also reminded of the tried-and-true wisdom of "getting notes” from classmates.
Whenever possible, make arrangements before absences to ensure that you understand what principles are being covered in
class. Doing so does not excuse an absence, but it helps ensure that you have every opportunity to complete all course
requirements. If an instructor is informed of absences ahead of time, it may be possible to forestall the problem of falling behind.
For example, a test could possibly be rescheduled, or a paper could be turned in early or be submitted by a friend or family
member. Be aware that doing these things is the responsibility of the student, not the instructor!!
Please note that I have a system for keeping attendance that involves students signing in. I will explain the procedure to follow
early in the semester, but know that if you do not sign in, you will be counted as absent.
The attendance sheets you will use for sign-in purposes have columns to indicate late arrivals or early departures. Students will
be responsible for self-reporting these occurrences. Students should only sign in for themselves, not for classmates. Any abuse
of the sign-in procedures will be treated as an academic dishonesty issue.
TARDINESS
Promptness is also expected. Students should arrive when class begins and remain until it is over. (For sections that have threehour long class periods, I will generally try to reserve time for a short break midway through.)
Promptness is also expected. Students should arrive when class begins, remain until it is over, and return from any breaks in a
timely way. Repeated instances of tardiness, early departures, or untimeliness related to breaks will be treated as signs of poor
participation. Latecomers are expected to demonstrate common courtesy by entering the room and settling into a nearby seat
quickly and quietly. Also, a late-arriving student should not interrupt me or disturb classmates with whispered questions. Neither,
however, should a tardy student just sit there doing nothing. Instead, he or she should look for an appropriate moment to "get up
to speed." Similarly, early exiting students should be polite about the manner in which they leave the room.
WHEN AND WHERE TO TURN IN WORK
I will make class announcements or online announcements if a practice activity should be prepared ahead of time for a class
session; otherwise, students are responsible for keeping track of their Course Notebook and the material it should contain. While
the notebook itself is not due until the tail end of the semester, students should adhere to any special due dates that will be
announced in class or noted on the course web page. Late submission of the notebook will result in a ten-point penalty off of
one’s final course grade.
As a reminder of information appearing earlier in this document, if you come to class unprepared for a class session designed to
follow through on one of the assigned activities, you will be dismissed early since you would have no way to participate in the
activity in a meaningful way. Also remember that, when it comes to the assignments included in your Course Notebook, know that
there will sometimes be class time set aside for the purpose of reviewing the rough drafts of your work before you submit the final
versions when you turn you Notebook in at the semester’s end. And you can always schedule a conference with me or the
Writing Center before the final due date.)
OVERALL EXPECTATIONS (STUDENTS’ AND TEACHER’S)
I’ll begin by saying that I expect all the work you do for me to meet standards of quality. After all, as an English professor of many
years, I have to insist that you make the effort to make your writing consistent in person, tense, and tone and also to conform to
standard conventions regarding proper usage, punctuation, and spelling. Similarly, I also expect your work to adhere to the
formatting requirements laid out for you. (The hardest rule I have in this respect, incidentally, is that the vast majority of
assignments must be typed and bear the student’s name, the date, and accurate course information.) Mostly, however, I just want
to see evidence that you’re trying to improve and that you’re paying attention.
In the same vein, let me also say that while this is certainly a serious class with important goals (and its fair share of rules), it can
be fun. Hence, as long as learning is being accomplished and student writing skills are improving, the class atmosphere can be
kept good humored and casual. In this spirit, I invite you to buy into the hands'-on, active learning of which I’m speaking, for,
hokey as it sounds, students who immerse themselves in the process of learning almost always find the experience successful.
As a closing word or two on this subject, if the thought of participation troubles any shy ones among you, let me lessen your
concerns by saying that I don’t believe that participation means you always have to be talking out loud in class. I want you to do
that, as much as you can stand, but I’ve built in other ways for you to show you are interested and attentive. It’s also pretty
common for students to be a bit nervous at the start of the semester, especially if they are weak in a subject matter or if the
assignments sound hard. But don’t panic! I’ll get a lot more specific about all the various assignments long before you are
required to complete any. And we’ll review examples and easy-to-follow strategies.
My hope is that you’ll like the course, but, even if you’re never particularly “into” studying, you’ll learn to be much better at it by the
end by the end of the semester—and that’ll feel good! The day is yours! Make the most of it!
FOR QUESTIONS NOT ANSWERED BY THIS HANDOUT
Glance over the handout again. (It really does answer most questions.) If any confusion remains, I am always available to
students to discuss any concern.
COSU 0300 SUMMER 2016 Tentative Course Calendar
I will assign new readings/practice activities in class and post follow-up information online
(check “Announcements/Assignments” on the course web page).(Note: Tests may be
conducted in class, in the Testing Center, or given as take-home exams.)
Week
WEEK 1
6/6 --- 7/11
Emphasis
Review Roll/Syllabus/Student Paperwork
Understanding College Environment/College
Jargon
Notebook Check
Notes
Census date, June 9 (for 1s1
class) and July 14 (for 2s2
class)
2s2 class meets Friday, July 15
WEEK 2
6/13 --- 7/18
College Jargon Test
Note-Taking/Active Reading
2s2 class meets Friday, July 22
WEEK 3
6/20 – 7/25
Note-Taking Test
GPA
Withdrawal deadline June 21
(for 1s1 class) and July 26 (for
2s2 class)
WEEK 4
6/27 – 8/1
WEEK 5
7/4 – 8/8
GPA Test
Studying/Preparing for Tests/Test-Taking
Notebooks due
Exam Review
Final Exam: July 8 for 1s1 class and August 11
for 2S2 class
Grade Conference If requested
No class, July 4, 2016