Syllabus for Visual Culture
ART-103 All OL Sections
(Adjunct Instructor Jessica Clark)
Greeting
Hello, my name is Jessie Clark and I will be your virtual instructor for this class. Please see the
specific Welcome Message and video in the resource module in Canvas. Welcome!
Contact Information
The Canvas Inbox must be used for all correspondence during the semester. After the
semester has concluded, you may contact me at jessiclark@faculty.camdencc.edu using your
CCC email account.
The director of the Visual Arts Department (Greg Brellochs) can be reached at
gbrellochs@camdencc.edu.
Response Expectations:
Messages received Monday through Thursday will be responded to within 48-hours. Messages
received on Friday or Sunday will be responded to within 72-hours. If response times will be
affected due to other commitments, an announcement will be generated notifying the class.
What to Include in Correspondence:
➢ Messages must include the name of the instructional material or assessment/task.
➢ Provide a detailed question or explanation. Remember the more detailed and clear the
original message, the better I can assist you and resolve your issue promptly.
➢ If you contacted Technical Support, please specify who you contacted (i.e. CCC Help
Desk, Canvas, etc), the name of the person you worked with, a ticket number (if
applicable) and their response.
➢ Assignments, quizzes, and other graded work will be graded and returned to you within
1 ½ weeks of the due date. I will do my best to meet this deadline
➢ Grades that receive less than full credit are always accompanied by
comments/feedback. Do not email me requesting an explanation of a grade. However,
you may ask for clarification of a comment via the Canvas Inbox. Be sure to include the
comment in your correspondence and an explanation of what you need clarified.
➢ Finally, this is academic correspondence and should be written as such. Do not compose
your message as you would a text to a friend.
➢ Never submit work via e-mail. You must use the designated areas within Canvas.
Textbook & Equipment
Required:
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Practices of Looking: An Introduction to Visual Culture, 3rd Edition, Marita Sturken and Lisa
Cartwright. Oxford University Press, ISBN-13: 978-0190265717, ISBN-10: 019026571X
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Device(s) that can stream videos/audio
Device(s) that can record videos in Canvas and/or outside Canvas.
Device(s) to take photos or screen grabs
Optional: Additional readings will be assigned and will be available in Canvas
Minimal Technical Skill Requirements:
• Basic computer skills are required to use Canvas. These include, but not limited to, the ability to
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create/save/edit documents, upload files, copy/paste/delete, and navigate the internet.
Ability to learn to use LMS enabled apps such as Flipgrid and Edpuzzle. Resource documents will
be provided for references.
Ability to record video/audio and/or willingness to learn.
If interested in increasing your computer skills, you may consider registering for a credit or noncredit course at Camden County College. There are also many helpful videos available
on YouTube. The Distance Education Department has provided basic information in the Helpful
Links Page in the Orientation Module.
Descriptions & Outcomes
Course Credits & Pre-requisites:
Credits: 3
Contact Hours: 3
Prerequisites: English 101
Co-requisites: None Required
Class Meets: Completely online
Course Description: This course will focus on aspects of culture that rely on visual images: the
fine arts, photography, advertising, comic books, film, television, text and the Internet. The
proliferation of visual media and the blurring of boundaries between high and low art demand
active rather passive participants. The course is organized thematically and designed to
encourage students to engage with a number of questions and issues that are critical to living in
today's visual age. For instance, do all cultures rely upon the same battery of concepts to define
the aesthetic? How are perceptions of visual culture and of art shaped not only by culture but
also by history? In addition, students will explore connections between visual media and
imagery as it relates to cultural, social, religious, political, and aesthetic change. Visual Culture
as a field of study is interdisciplinary in nature. This means that we study all kinds of things that
contain both images and words. At times, this course may seem less visual and more verbal.
Learning Outcomes:
By the end of this course you will be able to:
1. Demonstrate ability to use information resources by doing library, Internet, and field
research for written and creative assignments
2. Demonstrate active participation in a learning community by initiating discussion, presenting
ideas, and responding to questions
3. Explain the relationships between individuals and society by describing some of the factors
governing social and cultural life
4. Demonstrate increased respect for cultures different than their own
5. Identify and articulate the scientific and social processes of looking and increase awareness
of how visual images and media are influential in persuasion
6. Apply the vocabulary of visual literacy and use it to study and describe objects and images
from visual culture.
7. Demonstrate an understanding of the use of theories to study images and their contextual
meanings by using them to analyze their own visual culture and paraphrasing and distinguishing
between theories and critiques from the texts.
Assessment of Student Learning Outcomes: The student will be evaluated on the degree to
which student learning outcomes are achieved:
1. Demonstrate ability to use information resources by doing library, Internet, and field
research for written and creative assignments (this will involve technology)
1.1 Projects and Exercises (including Final Project)
1.2 Written Assignments
1.3 Discussion Posts
2. Demonstrate active participation in the classroom learning community by initiating
discussion, presenting own ideas, and responding to questions
2.1 Discussion Posts
2.2 Flipgrid
2.3 Video Discussion Posts
3. Explain the relationships between individuals and society by describing some of the factors
governing social and cultural life
3.1 Written Assignments
3.2 Projects and Exercises (including Final Project)
3.3 Discussion Posts
3.4 Quizzes
4. Demonstrate increased respect for cultures different than their own
4.1 Written Assignments
4.2 Discussion Posts
4.3 Flipgrid assignments
5. Identify and articulate the scientific and social processes of looking and increase awareness
of how visual images and media are influential in persuasion
5.1 Written Assignments
5.2 Discussion Posts
5.3 Projects and Exercises
6. Apply the vocabulary of visual literacy and use it to study and describe objects and images
from our visual culture
6.1 Written Assignments
6.2 Projects and Exercises (including Final Project)
6.3 Discussion Posts
6.4 Quizzes
7. Demonstrate an understanding of the use of theories to study images and their contextual
meanings by using them to analyze their own visual culture and paraphrasing and distinguishing
between theories and critiques from the texts
7.1 Written Assignments
7.2 Discussion Posts
7.3 Projects and Exercises (including Final Project)
7.4 Quizzes
Distance Learning Information & Requirements
For technical requirements, FAQ, self-assessment, technical support, and more visit
http://www.camdencc.edu/online/index.cfm.
Attendance & Expectations
Attendance:
This is not a self-paced course. Students are expected to participate regularly and submit
work by the deadlines. Attendance is monitored by discussions, assignments, exams/quizzes,
and participation.
Students who miss two deadlines by more than two days in a 7-week class may be asked to
withdraw from the course and will be given an attendance grade of NA.
Students who do not formally withdraw, but do not attend after Attendance Reports are
submitted will receive a grade of F.
Late Work
Students are able to view all work in the Modules/ Course Home Page in advance. Some
assignments will not be fully accessible until the week they are assigned. Due dates for all work
are clearly stated. All work is due at 11:59pm EST of the specified due date unless otherwise
stated; therefore, you should allow time for the submission to process. Once the clock turns to
12:00am EST, the submission may be rejected by the system. Late work will not be accepted
more than three days after the deadline. Late work will lose points every day past the
deadline.
Expectations
What I expect from you as a student:
Log into the course three or more times a week.
Read all course materials.
Complete work by the established deadlines.
Be respectful of your classmates and instructor.
Exhibit academic integrity.
What you should expect from me as an instructor:
A positive learning environment.
Materials prepared on time.
Clear and exact directions for each task.
Feedback, grades, and responses to e-mails provided in a timely manner.
Technical Support
Do not email me for technical support issues. You must contact one of the following areas for
assistance.
Technical Support
For Canvas Technical Support:
• Call the Canvas Technical Support Hotline 24 hours/7 days a week/365 days a year at
1(833) 374-8628.
• Live support can also be accessed by clicking on the “HELP” icon in the lower left-hand
corner of the Canvas screen.
• From the Help screen you can also click on “Search the Canvas Guides” to access how-to
articles and video tutorials.
For login issues:
• Contact the CCC Help Desk at 856-374-4900 or 1-877-326-4512 for problems with
logging into the MyCCC Portal.
The CCC Help Desk can also help with:
• Student e-mail
• WebAdvisor
You must contact me (your instructor) for help with the following:
• Issues with exams. Please keep in mind that Canvas Technical Support and the CCC Help
Desk may not reset quizzes or exams.
• Your instructor must also be contacted regarding issues with third-party software
and/or websites that accompany textbooks.
Technical assistance I can provide:
• Issues with third party applications such as Pear Deck, Edpuzzle, and Flipgrid
o If your issue is due to problems with your student login, you should contact the
Help Desk
• You should also post these problems in the pinned discussion forum. This way you can
exchange information with your classmates.
College Resources
Information about the following Camden County College resources can be accessed via the
Helpful Links page in the Orientation Module in Canvas.
Disability Services
Advisement Office
Bookstore
Distance Learning
Financial Aid
Library
Open Access Computer Labs
Records and Registration
Testing Center
Transfer Services
Tutoring Center
Evaluation Policy
Final Grade Rubric:
Grade calculations are based on all work. Therefore, grades of zero from missed work are
factored into your final grade. Final grades are not rounded-up to the next letter grade. Grades
are based on exact calculations. For example: If you earn a 79.55, your final grade is a C. Extra
credit assignments and make-up assignments may not be offered. These policies are not
negotiable.
A
B
100 – 90
89.99 – 80
C
D
F
79.99 – 70
69.99 – 60
59.99 & below
**Violations of the Academic Integrity section of the Student Handbook will result in an
automatic final grade of F. Click the link for more information:
http://www.camdencc.edu/communications/College-Publications.cfm.
Grades of I (incomplete) are rarely given. Students will be issued final grades based on work
submitted (and not submitted). If permission is granted to accept work after the semester has
ended a Change of Grade form will be processed. Discussions are an interactive portion of the
course and will not be given full credit in the case of an incomplete.
Grades of NA are given to students who have logged into Canvas but stopped attending or
attended sporadically by the time Attendance Reports are submitted. Students who do not
formally withdraw, but do not attend or attend sporadically after Attendance Reports are
submitted will receive a grade of F.
Grades of XA are given to students who have never logged into Canvas and never participated
in class.
Grading & Grade Weights: Grades are weighted. This means the categories have differing
impacts on your final grade. Participation has the greatest impact on your grade.
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Participation 30%: Students will be asked to participate in class in a range of ways.
o Interactive Presentations via Pear Deck & PPT.
o Discussion Posts: active interaction with assigned discussion topics in Canvas is
essential to success
o Video Assignments via Flipgrid or other formats: some discussions will involve a
video component. Students will be responsible for communicating any issues
they may have with this type of assignment.
o What I’m looking for is Preparedness, Effort, and Quality Engagement: Students
should enter into a discussion prepared to participate, answer questions, ask
questions, etc. Reading and completion of assignments may be required
preparation for discussions.
o Group discussions: students may be broken down into groups for certain
participatory exercises.
o Please note the amount of points attached to a given assignment (these may
vary)
o Please review the civility guideline at the bottom of this syllabus.
o See the Types of Work portion of this syllabus for further information.
Response questions and Written Homework 20%: This comprises any assignments in
the “written homework” category in Canvas
Journal Entries
Edpuzzle interactive videos assignments
Please note the amount of points attached to a given assignment (these may
vary)
o See the Types of Work portion of this for more information.
Quizzes/Tests 5%: Outlined in the Types of Work section of the syllabus
Projects and Exercises: 25%: some assignments will involve project-based learning.
o See the Types of Work section below
o Please note the amount of points attached to a given assignment (these may
vary)
Final Project 20%: The semester will culminate in a Final Project (The Culture Jam
Project). This project is outlined in its own document available in the Culture Jam
module in Canvas.
o See the Types of Work area below
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Grade points:
• Each assignment is assigned a certain amount of points.
• Be aware that the amount of points available varies from assignment to assignment.
**IT IS IMPORTANT YOU REVIEW the Types of Work section of this syllabus and the Welcome
Message in the Resource Module to familiarize yourself with assignment specifications, quizzes,
and my expectations. The Welcome Message can be found in the Resource module in Canvas.
Your Grade is Your Responsibility:
As your professor, it is my responsibility to provide you with the tools to succeed in this class.
Each student has a responsibility to this class and their grade. You must look at the role you
play in the grade you are earning (or will earn in the end). Are you utilizing all resources? This
includes completing all the work assigned as wells as the additional resources provided (Pear
Deck companion files, Tech Help documents, optional discussion forums, etc). How much time
should you expect to devote to a class? Essentially, for a 7 week three-credit course, you
should spend approximately 7+ hours “in-class” and six to nine hours “outside of class” per
week. There are time requirements for 3 credit courses we have to adhere to as educators.
I am always happy to help my students, but you have to also help yourselves. Read/watch/listen
to all instructional materials posted in this class. Read all directions carefully and follow
them! Look at every grade, review comments, and incorporate them into future
exams/quizzes, discussions, and assignments. If you need clarification on directions, post in the
weekly “I don’t get it” discussion forums so everyone can benefit from the response. All
questions need to be specific. What is the name of the task, what module, what do you need
clarification on?
Types of Materials
Modules: Modules are structured in order of completion. A “to do list” is provided to clarify all
the work due in a given week. Some weeks may be broken up into two separate modules in
order to break down assignments into more manageable clusters.
Textbook (independent learning, required): Students are responsible to read assigned
pages/chapters in their entirety. Materials within the chapters will appear on assessments. In
addition, this information is beneficial to the learning process. The textbook is also an aid for
Pear Deck assignments.
Lectures (independent learning, required): Lectures may appear in the form of a Pear Deck,
written notes, audio, video, and/or interactive PowerPoint presentations. Students are
responsible for reading, viewing and/or listening lectures.
Edpuzzle Videos (independent learning, required): Students are responsible for accessing and
viewing the videos. As with the readings, videos are also beneficial to the learning process.
Additional Videos (independent learning, required): Students are responsible for accessing
and viewing the videos. As with the readings, videos are also beneficial to the learning process.
The description will advise students where the video was obtained and its accessibility (i.e.
closed captioning, transcripts, and so on).
Handouts/Worksheets (independent learning, required): Students will be given handouts and
worksheets to aid with the development of assignments. As with readings and videos this
information is beneficial to the learning process.
Flipgrid (independent learning, required): Students will be given prompts to respond to in
Flipgrid (see the Types of Work section of the syllabus). As with readings and videos this
information is beneficial to the learning process.
Types of Work
Discussions:
• Throughout the semester you will see three types of discussions:
• Weekly discussion forums with a guided question/set of directions
▪ First, you will compose and post and answer to the question/directions
(see the posting guidelines below for more info)
▪ Afterwards you will respond to at least three classmates (see the posting
guidelines below for more info)
• Weekly Flipgrid video discussions see more information about Flipgrid in the
Flipgrid area of “Types of Work”
▪ Students will be given prompts to respond to in Flipgrid
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Students should compose a response video to another student’s video in
Flipgrid when instructed
• Optional discussion forums
▪ There is a discussion forum in the resource module and is open to general
questions regarding the course.
▪ There will be a weekly “I don’t get it” discussion forum for students with
issues and questions specific to that week’s assignments.
▪ Students should place their questions here in addition to messaging me
(unless a personal issue is in question). A classmate may be able to
answer the question.
Initial Posts:
• should be a minimum of four sentences. Writing the minimum does not ensure
that you will receive full credit.
• Be sure to start your own thread when entering your initial post (and not enter
your initial post as a reply to someone else’s post)
• Proofread your work and use the spell check option on Canvas. Pose questions to
your classmates to generate conversations.
Responses to posts
o Deadlines will be specified within the assignment.
o You must respond to at least three classmates.
o Make sure no one is left out. If you see that someone already has multiple
responses choose another discussion thread.
o Responses such as "I agree" or “Good point" do not count.
o Responses contribute to your overall discussion grade.
Access to your classmates’ posts will be restricted until you have started your own
thread and responded to the question. It is advised that you submit an initial post, even
if it is late, so that you may earn participation points for your responses to your
classmates.
See the guide to maximizing discussion points document in the Resource Module
Pear Deck Assignments
• Count towards your participation grade unless otherwise specified
• A Pear Deck is an interactive presentation with embedded questions accessible by way
of a weblink
o Preferably, you should use your student email account to access these, you may
access the Pear Deck with a personal Microsoft or Gmail account. Just be sure to
share that account information with me in Canvas (if you name is not in your
email address)
• Answer all the questions within the Pear Deck to the best of your ability
o Some questions will open to interpretation
▪ For these questions, provide support for your position
o Your textbook may be necessary for completing questions in the Pear Deck
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o I am looking for careful consideration and willingness to answer difficult
questions
A rubric for grading these assignments may be available upon request
Edpuzzle Videos:
• Count toward your written assignments grade unless otherwise specified
• Edpuzzle videos are videos that have questions that pop up as you watch the video
o There may be written notes/audio messages you have to read/listen to before
continuing with the video
o Answer the questions to the best of your ability, following the given directions
• These videos are accessible by opening the assignment (you do not need to go to an
outside website)
• Please look at the Tech Help doc in the resource center of the website before asking for
help with technical problems. The solution may be in that document.
Flipgrid Discussions:
• Count toward your participation grade
• Flipgrid discussions: a prompt for the discussion/response videos will be given within
the assignment
o Students are to complete the video using the directions and prompts provided in
the assignment
• Flipgrid discussions:
o Allow us to humanize the discussion by putting a face and voice to the discussion
o Create an opportunity for students to engage in an oral discussion as they might
in a classroom.
• These videos are only accessible to students within the class, no one outside our “grid”
can access these videos.
Other Written Assignments
• Journal Assignment: journal assignments are written assignments that involve putting
your thoughts, observations, and/or interpretations into words. Support for your
position is always encouraged/required. Prompts for journal assignments will often be
given in different formats, including:
o A verbal prompt: you are to respond to the prompt using directions provided
o A set of response questions: you will provide responses to assigned questions.
These questions could be based on readings, videos, lectures, and/or some other
material.
o Video Response Papers: you will provide responses to assigned videos, either
inside or outside Edpuzzle. You may be asked be asked to provide observations,
interpretations, or some other type of information to successfully complete
these assignments.
• Written Assignments Format (independent assessment, required): Assignments must be
typed in Times New Roman or Arial 12pt font and must be typed (or copied/pasted)
directly into the Canvas text entry box. The font may reformat when pasted into the text
box (that is fine). Do not send as a Word attachment unless the directions state
otherwise.
Quizzes:
• Evaluations (independent assessment, required): Quizzes cover readings, videos,
lectures, and so on.
o Generally, they will consist of between 5-15 questions and may include
true/false, multiple choice, short answer/fill-in-the-blank, and/or essay
questions. Responses to short answer/fill-in-the-blank questions must be spelled
correctly to earn credit (Canvas rejects misspelled words).
o The quiz can be accessed via Canvas **be sure to note the access dates
attached to each quiz**
o You will have at least 30-minutes to complete each quiz (possibly more). Three
attempts are permitted. The best score will count towards your final grade.
• Additional quizzes: written assignments may be given that will contribute to your quiz
average. These assignments will be clearly labelled. Follow instructions provided within
the assignment to complete these quizzes.
Projects/Exercises:
• Students will be asked to create their own images and/or videos based on prompts and
instructions provided
o Plagiarism policies also apply to submitting someone else’s image/video as your
own
• Creating visual culture is a great way to learn about Visual Culture
• Projects and exercises are assessed based on the student’s ideas and effort
o This is not a studio course, as such I am looking for consideration and effort
rather than impeccable artistic skill
• These projects/exercises often require a written component to accompany the
assignment
Final Project: Creating your own “Culture Jam Image”
• The final project is worth 20% of your grade
• This is a multi-step project that involves both planning an implementation
• Each step is graded and contributes to the overall grade of this project
• Students are graded on all resources provided (planning materials, final image, etc)
• The specific details of the final project are provided in a dedicated “Culture Jam
Module,” somewhere between Week 2 and Week 3. Students should begin working on
this Final Project when the Culture Jam assignment appears in a Weekly module (this
will happen at Week 2 or Week 3.
Miscellaneous: Additional materials may be provided to aid in the learning process. Items
include, but are not limited to, application exercises, articles, handouts, and links to external
web pages.
It is acceptable to work ahead on readings, materials, media files, outlines, and assignments.
However, you must complete the previous unit before advancing to the next. Please do not skip
around and complete random tasks. It may impact your grade negatively. One week’s
assignments and materials build on those assignments and materials provided in a previous
week’s module.
Course Outline/Schedule
Course Outline/Schedule: See the Course Outline Doc in the RESOURCE TAB IN CANVAS. All
work is due by 11:59 pm of the specified due date. Course Outline is subject to change.
Disclaimer
**Important information to consider**
1. Writing: This course has an extensive amount of writing in it. Forum posts, journal
assignments, Edpuzzles, and assigned Pear Decks all involve writing. Portions of the
project and exercise assignments also involve writing. English 101 is a prerequisite due
in part to the large writing component of this course. Words are essential to expressing
interpretations and analyzing images.
2. Assigned Readings:
• The class entails a substantial amount of reading. Reading assignments that are
not in our textbooks will be assigned in the week’s module. Additionally, Pear
Deck assignments involve text and images
• A few of the assigned readings are complex and not as easy to read. The
textbook itself is quite dense. These readings are a lot of work for me to
comprehend as well. Feel free to place any questions in the weekly I don’t get it
discussion forums.
• You may run into terms in the readings that are unfamiliar: these terms play a
key role in your understanding and are quite important. Taking the time to look
terms you don’t understand is essential to your success in this class. There is a
glossary in the back of your textbook that should help.
• In many ways visual culture is not a typical “art course” and may seem like a
class about words not images. Visual Culture is interdisciplinary: it includes
aspects of communications, psychology, sociology and philosophy. As such, the
course requires you to grapple with difficult concepts that are often open to
interpretation.
• Visual Culture is not black and white: it exists in gray areas.
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I am certainly here to guide you but like all online courses you will get out of the
course what you put into it.
• The Tutoring Center is available to help with reading and writing (see the info at
the bottom of the syllabus)
3. WARNING: This course does touch on many things that you may see as taboo subjects.
Visual Culture tackles thinks like race, sex, religion and various other touchy subjects as
they relate to our visual world. Required materials are not meant to reflect my personal
beliefs; they are assigned due to their essential relationship to Visual Culture. My role is
to explain these materials/concepts, not defend them. If at any point there is something
you find triggering then you may elect not to view it. I am not here to indoctrinate you,
but to assist you in deciphering and analyzing the multitude of visual images that are in
the world today and yesterday. Please read the Civility Policy (taken from the student
handbook):
• DIVERSITY AND CIVILITY As an educational institution comprised of individuals
from diverse backgrounds, Camden County College is committed to creating an
atmosphere that is free from all manifestations of bias and from all forms of
harassment, exploitation and intimidation. As an intellectual community that
attaches great value to freedom of expression and vigorous debate, the College
condemns expressions of hatred and insensitivity directed against any individual
or group. Statements that undermine the civility and sense of community on
which the well-being of the college depends; that devalue the distinct
contributions of individuals and groups; and that impair individuals'
opportunities to contribute their views and talents to the community have no
place at Camden County College. Not every idea or view expressed on a campus
or in a classroom will be popular and acceptable to everyone. But a discussion
marked by civility permits everyone to critically weigh the strengths and
weaknesses of new ideas and views, understand different perspectives, develop
empathy for others and, perhaps most importantly, engage in self-reflection and
personal growth.
1. Given this information, I expect students to put maximum effort in all of
their communications and to be respectful and beyond that to support
their views. Make sure to do everything you can to make our online
classroom a comfortable learning environment for everyone. Say what
you need to say but say it in an appropriate way. Judgmental or
confrontational comments break down good will and create an
inhospitable atmosphere. Bullying comments are inappropriate and
unacceptable.
2. This course deals with politics, religion, inequity, race, sex and other hot
button topics and it is import that we can all express our thoughts on
these topics. This is not social media where you can simply express an
opinion without backing it up with something, expert opinions, data,
etc. I am looking for academic thinking and writing. When I challenge you
in a responding post it is not because I might believe differently, most
likely I don’t. I am not here to express my views on things but to
challenge you to present your ideas in the best way possible.
Plagiarism: Don’t Do It!
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Plagiarism is a serious infraction.
You must not take someone else's work, writing or ideas and pass them off as your own,
without proper quotation, citation, or acknowledgement.
This not only applies to print publications but websites and the work of your peers.
If you are caught doing this:
o You will receive no credit on the assignment. Depending on the circumstance,
you may not be given the chance to redo the assignment.
o You could receive an F for the course depending on the severity of the action
o You could be subject to academic discipline from the college.
Plagiarism is not dependent on intentionality: an act of plagiarism can occur
unintentionally.
All of the following are considered plagiarism:
o turning in someone else's work as your own
▪ This includes images
• If you hand in images created by someone else to hands on
project assignments with no editing or changes, that act will be
considered plagiarism.
o copying words or ideas from someone else without giving credit
o failing to put a quotation in quotation marks
o giving incorrect information about the source of a quotation
o changing words but copying the sentence structure of a source without giving
credit
o copying so many words or ideas from a source that it makes up the majority of
your work, whether you give credit or not (this pertains to "fair use" rules)
o having someone else do your video assignments
o this list is not exhaustive.
FOR THIS COURSE: IT’S BETTER TO HAND NOTHING IN THAN TO PLAGIARIZE.
Familiarize yourself with the school’s policy regarding Academic Honesty in the School
handbook (a PDF copy of the school handbook is available in the resource module in
Canvas). Here’s a link:
o https://www.camdencc.edu/wp-content/uploads/CCC_Handbook_2020-final.pdf
Resource Module:
The resource module contains multiple resource documents to help you successfully complete
this course. It is up to you to utilize these resources.
Welcome Message:
Please read the Welcome Message for additional information about this course.
Tutoring Services
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The Tutoring Center may be a helpful resource for the reading/writing portion of this
course
The Tutoring Center has virtual tutoring available Monday – Friday and some weekend
hours, we will set up times that are convenient for each student.
More information can be found on the CCC website at:
o https://www.camdencc.edu/student_life/student-services/tutoring-center/
There are 2 types of virtual tutoring formats available:
o Schedule a live virtual session with a CCC tutor
o Access an external chat-based tutoring service-GradeResults. For some subjects,
this tutoring is available 24/7.
Students can email bpalmer@camdencc.edu or tutoringservices@camdencc.edu
from their CCC student email, they need to include:
o Name:
o Student ID#:
o Subject/Course:
o Topic:
o Preferred Date and Time: