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HIST 294 A
Introduction to the Historian’s Craft
Late Fall Session 15-52
Monday, October 26 – Saturday, December 19, 2015
Course Description
Designed for the history major or minor, but open to non-majors as well, this course provides handson exploration of history and gives students a broad foundation in learning how to think and work as
historians. Topics include the assessment of issues such as the causes of events and the reliability of
evidence. Students will learn how to critically analyze primary and secondary sources and use a
variety of approaches to history, including oral history, quantitative history and digital history. As a
central project, students will craft a research proposal as a solid foundation for more advanced work
in the history major/minor. Completion with a grade of C or higher is required.
Prerequisite: A minimum of six hours of history at the 100 level
Proctored Tests: Midterm
Textbooks
Davidson, James West and Mark Hamilton Lytle. After the Fact: The Art of Historical Detection, 6th
edition. New York: McGraw Hill, 2010. ISBN: 978-0-073-38548-8
Furay, Conal and Michael J. Salevouris. The Methods and Skills of History: A Practical Guide, 4th
edition. Hoboken, New Jersey: Wiley-Blackwell Press, 2015. ISBN: 978-1-118-74544-1
PLEASE NOTE: THIS IS A WORKBOOK AND MUST BE PURCHASED NEW.
Turabian, Kate. A Manual for Writers of Term Papers, Theses, and Dissertations, 8th edition. Chicago:
University of Chicago Press, 2013. ISBN: 978-0-226-81638-8
Williams, Robert C. The Historian’s Toolbox: A Student’s Guide to the Theory and Craft of History, 3rd
edition. Armonk, New York: M.E. Sharpe, 2012. ISBN: 978-0-7656-3327-9
Textbooks for the course may be ordered from MBS Direct. You can order
 online at http://direct.mbsbooks.com/columbia.htm (be sure to select Online Education
rather than your home campus before selecting your class)
 by phone at 800-325-3252
For additional information about the bookstore, visit http://www.mbsbooks.com.
Course Overview
This course provides hands-on exploration of history and gives students a broad foundation in
learning how to think and work as historians. Topics include the assessment of issues such as causes
of events, the reliability of evidence, and analysis of primary and secondary sources. The course also
explores the interpretation of a variety of non-print sources and methods of analysis used by
historians. As a central project, students will craft a research proposal as a solid foundation for more
advanced work in the history major or minor.
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HIST 294 is designed to equip you to complete quality research projects in history electives and to
write the senior thesis in the capstone course, HIST 494. It is recommended that you take this course
in your second year of study after having completed at least two of the survey courses in American
History, World History, or Western Civilization.
Technology Requirements
Participation in this course will require the basic technology for all online classes at Columbia
College:
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A computer with reliable Internet access,
A web browser,
Acrobat Reader,
Microsoft Office or another comparable word processor (doc, docx or rtf only)
You can find more details about standard technical requirements for our courses on our site.
Course Objectives
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To think seriously and systematically about history as a discipline shaped by many and often
contradictory concerns.
To master the knowledge, theories and skills for properly researching a historical topic.
Measurable Learning Outcomes
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Identify appropriate primary sources on a historical topic.
Analyze primary source materials and explain their historical context.
Detect assumptions, bias, and opinions in secondary source materials on controversial issues
in the past.
Utilize a variety of approaches used by historians to analyze multiple types of primary
source material.
Produce a literature review and a research prospectus using the Chicago Style.
Describe and explain an essential question for historical research.
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Grading
Grading Scale
Grade Weights
GRADE
POINTS
PERCENT
ASSIGNMENT
A
900-1,000
90-100
Discussions
B
800-899
80-89
C
700-799
70-79
Topic Selection
10
D
600-699
60-69
Research Questions
15
F
000-599
0-59
Annotated
Bibliography
50
Literature Review
75
Final Research
Proposal
100
Research Proposal Design
POINTS
PERCENT
340
34%
250
25%
Research Skills Labs
210
21%
Workbook Exercises
180
18%
History Assessment Test
Total
20
2%
1000
100
Schedule of Due Dates
WEEK
1
2
3
4
ASSIGNMENT
POINTS
DUE
Introduction
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Wednesday
Weekly Focus Discussion Question 1
15
Sunday
Application Discussion Question 1
15
Sunday
Research Skills Lab 1: Topics Worksheet
30
Sunday
Workbook Exercise 1: Chapters 1 & 2
30
Sunday
Weekly Focus Discussion Question 2
15
Sunday
Application Discussion Question 2
15
Sunday
Research Question Discussion 1: Topics
20
Sunday
Research Skills Lab 2: Library Assignment
30
Sunday
Workbook Exercise 2: Chapters 3, 4 & 7
45
Sunday
Research Topics
10
Sunday
Proctor Information
0
Sunday
Weekly Focus Discussion Question 3
15
Sunday
Application Discussion Question 3
15
Sunday
Research Question Discussion 2: Research Questions
20
Sunday
Research Skills Lab 3: Secondary Sources
30
Sunday
Workbook Exercise 3: Chapters 5, 8, & 12
45
Sunday
Research Questions
15
Sunday
Weekly Focus Discussion Question 4
15
Sunday
Application Discussion Question 4
15
Sunday
Research Skills Lab 4: Primary Sources
30
Sunday
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7
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Workbook Exercise 4: Chapters 10 & 15
30
Sunday
History Assessment Test (HAT)
20
Sunday
Weekly Focus Discussion Question 5
15
Sunday
Application Discussion Question 5
15
Sunday
Research Question Discussion 3: Sources
20
Sunday
Research Skills Lab 5: Citations
30
Sunday
Workbook Exercise 5: Chapter 11
15
Sunday
Annotated Bibliography
50
Sunday
Weekly Focus Discussion Question 6
15
Sunday
Application Discussion Question 6
15
Sunday
Research Question Discussion 4: Images
20
Sunday
Research Skills Lab 6: Material Culture
30
Sunday
Literature Review
75
Sunday
Weekly Focus Discussion Question 7
15
Sunday
Application Discussion Question 7
15
Sunday
Research Question Discussion 5: Public History Sites
20
Sunday
Research Skills Lab 7: Public History
30
Sunday
Weekly Focus Discussion Question 8
15
Saturday
Application Discussion Question 8
15
Saturday
Workbook Exercises: Chapter 9
15
Saturday
Research Proposal
100
Saturday
Total
1000
Assignment Overview
Discussions: There will be 3 types of discussion topics in the class. Weekly Focus questions will help
you to define and understand the basic concepts for that week. Application questions will ask you to
apply the concepts to specific historical events. Both the Weekly Focus and Application questions are
tied to the assigned readings for the week. Throughout the course there will also be a series of
research discussions where you will post updates about your research design and have the
opportunity to comment on your peers’ work.
Weekly discussion posts are objective academic exercises. Your postings should be original, relevant
observations of the assigned topic(s). They are formal writing. Therefore they should be intelligible
and effectively communicate your ideas by following the rules of proper grammar, including
capitalization, spelling, sentence structure, and paragraphs.
You are expected to read the posts of your fellow classmates and respond to at least one other
student posting in each discussion topic each week. Simply rephrasing another student’s post is not
acceptable. All responses should be original and relevant to the assigned topic.
The key to these posts is quality, NOT quantity! While you have until 11:59pm CT Sunday from
Weeks 1 to 7 to post, it is strongly advised that postings be done earlier in the week to facilitate the
discussion. For Week 8, all discussion posts are due by 11:59pm CT Saturday.
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Discussion posts will be graded according to the following criteria:
 Posts fully address all of the questions.
 Posts are well-written and free from grammatical errors.
 Posts utilize and properly cite the assigned materials.
 Student responds to at least one other student posting in each discussion topic.
Research Skills Labs: Each week there will be a set of readings and an assignment that will help you
build your research skills. Assignments vary by week and are tied to the skill set for that week. All
assignments are worth 30 points each. There is a total of 210 points possible for the research skills
lab assignments. Reading assignments for the skills labs are noted with (SL).
Workbook Exercises: In many of the weeks there are one or more chapters to complete in the
workbook, The Methods and Skills of History. Workbook exercises may either be scanned or typed
into a Word document and then uploaded to the appropriate dropbox each week. Each chapter’s
exercises is worth 15 points. There is a total of 180 points possible for the workbook exercises.
Research Proposal: Over the eight weeks of this session you will select a research topic and
complete a variety of assignments related to that topic which will culminate in a written research
proposal. The project design includes selection of a topic, writing of research questions, compilation
of an annotated bibliography, literature review and the final research proposal. There is a total of
250 points possible for the assignments that are a part of the research project design.
History Assessment Test: The midterm exam is the History Assessment Test. This is a 120
question, multiple-choice exam that tests your knowledge of American, European, and World history
and historiography. The data we collect from this exam helps us to assess how much students learn
in their history electives. You will take the post-test version of the HAT in your HIST 494 course. This
is a proctored, closed-book exam and you will have 2 hours to complete it. You will earn 20 points for
completing the HAT, regardless of your score. You must complete the HAT in order to access the
Dropbox for your final Research Proposal.
Note: You must complete the HAT in order to access the Dropbox to submit your final
Research Proposal.
Course Schedule
Week 1 – History and the Historian’s Craft
Reading Assignments
 The Methods and Skills of History
Chapter 1, The Uses of History (pp. 3-11)
Chapter 2, The Nature of History (pp. 13-26)
 After the Fact
Prologue, The Strange Death of Silas Deane (pp. xvii-xxxii)
Chapter 2, Serving Time in Virginia (pp. 31-51)
 The Historian’s Toolbox
Part I (pp. 3-44) (SL)
Chapter 14, Everyday History (pp. 151-155)
 Manual for Writers
Chapter 1, What Research Is and How Researchers Think About it (pp. 5-11) (SL)
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Discussion Assignments
Introductions: To get started with the course, post a message in the “Introductions” topic on the
first day of the course.
Weekly Focus Discussion Question 1: What are the various ways that we can define history?
How and why can the definition of history change? How does the story of Silas Deane reflect the
complex nature of defining and doing history? Why is writing history considered a craft? What
skills are necessary to be a good historian? Please post your response and comment on at least
one other student’s posting by Sunday night.
Application Discussion Question 1: Why does perspective matter in understanding the history
of Pocahontas and John Smith in the Virginia Colony? How does the question of historical truth
come into play in this story? Please post your response to the posted application questions and
comment on at least one other student’s posting.
Dropbox Assignments
Research Skills Lab 1: Identify three potential research topics you might like to explore for your
research proposal in this class. One must be an American History topic; one must be a European
history topic; one must be a World History topic (Africa, Asia, Latin America—not the United
States, Western Europe, or Russia). Complete the Topics Worksheet found in the Content area
for Week 1 to help analyze each topic and assign it a total score out of 100.
Workbook Exercise 1: After reading the assigned chapter in the workbook The Methods and
Skills of History, complete Exercises A1 & A2 in Chapter 1 and Exercises B1 & B2 in Chapter 2 and
submit your work to the Dropbox.
Week 2 – Historical Thinking: Continuity & Change and Multiple Causality
Reading Assignments
 The Methods and Skills of History
Chapter 3, Historical Thinking: Continuity and Change (pp. 27-42)
Chapter 4, Historical Thinking: Multiple Causality (pp. 43-63)
Chapter 7, Libraries: Real and Virtual (pp. 103-129) (SL)
 After the Fact
Chapter 13, The Decision to Drop the Bomb (pp. 310-338)
Chapter 15, Sitting-In (pp. 366-395)
 The Historian’s Toolbox
Chapter 8, Doing History: An Overview (pp. 47-55)
Chapter 11, Narrative and Explanation (pp. 91-111)
 Manual for Writers
Chapter 3 (pp. 24-36) (SL)
Discussion Assignments
Weekly Focus Discussion Question 2: How does each of the following impact historical
thinking: continuity, change, and multiple causality? Please post your response to the posted
focus questions and comment on at least one other student’s posting.
Application Discussion Question 2: In what ways do you see the element of continuity in the
sit-ins of the civil rights movement? In what ways are the sit-ins evidence of change? How do the
multiple actors involved in the decision to drop the atomic bomb reflect the principles of
multiple causality? Please post your response to the application questions and comment on at
least one other student’s posting.
Research Question Discussion 1: Topic. Post a brief essay describing the historical topic you
plan to research for this course to the discussion and comment on at least one other student’s
posting.
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Dropbox Assignments
Research Skills Lab 2—Library Assignment: Complete the Library Assignment worksheet
found in the Content area for Week 2 and upload it to the appropriate Dropbox.
Workbook Exercise 2: After reading the assigned chapter in the workbook The Methods and
Skills of History, complete exercises A1 & B1 in Chapter 3, A1 & A2 in Chapter 4 and all of the Set
A exercises in Chapter 7 and submit your work to the Dropbox.
Research Topics: Write a brief essay describing the historical topic you plan to research for this
course. Your description should include information about the topic, why you chose this topic,
and what you think your thesis might be. Submit it to the appropriate Dropbox by Sunday night.
Please note that you must receive approval of your topic from the instructor before
completing any future assignments in the research project design.
Proctor Information: Please read “How to Submit Proctor Information” topic in the Proctoring
Information section of the Content area. Fill out the Student Proctor Information Form and submit it
to the Proctor Information Dropbox by the end of Week 2.
Week 3 – Historical Thinking: Context and Interpretation
Reading Assignments
 The Methods and Skills of History
Chapter 5, Historical Thinking: Context (pp. 65-81)
Chapter 8, Reading History (pp. 131-150)
Chapter 12, Interpretation (pp. 217-240) (SL)
 After the Fact
Chapter 3, The Visible and Invisible Worlds of Salem (pp. 52-74)
 The Historian’s Toolbox
Chapter 12, Interpretation (pp. 112-127) (SL)
 Manual for Writers
Chapter 2, Moving from a Topic to a Question to a Working Hypothesis (pp. 12-23)
Chapter 4, Engaging Sources (pp. 37-48)
Discussion Assignments
Weekly Focus Discussion Question 3: What does context mean to historians? Why is it
important to adequately understand and explain the context of historical events? How is
interpretation different from context? Why does interpretation vary among different historians?
Please post your response to the posted focus questions and comment on at least one other
student’s posting.
Application Discussion Question 3: What factors explain the historical context of the events in
Salem Village in 1691-1692? Be sure to discuss both the invisible and the visible factors.
Please post your response to the posted application questions and comment on at least one other
student’s posting.
Research Question Discussion 2: Research Questions: Post the list and explanation of the 3-4
research questions about your topic that you will use for your research and comment on at least
one other student’s posting.
Dropbox Assignments
Research Skills Lab 3: Secondary Sources: Read the information posted in the Research Skills
Lab section for Week 3 and complete the assignment noted there. See the description of the
Secondary Sources Research Skills Assignment in the Content area for the specific details of this
assignment.
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Workbook Exercise 3: After reading the assigned chapter in the workbook The Methods and
Skills of History, complete exercises A1 & B1 in Chapter 5, the Set A exercises in Chapter 8 and
exercises A1, A2 & A4 in Chapter 12.
Research Questions: List and explain the 3-4 research questions about your topic that you will
use for your research proposal. This must be uploaded to the appropriate Dropbox. Please note
that you must receive approval of your research questions from the instructor before
completing any future assignments in the research project design.
Week 4 – Historical Thinking: Historiography and Primary Sources
Reading Assignments
 The Methods and Skills of History
Chapter 10, Evidence (pp. 167-196) (SL)
Chapter 14, The History of History (pp. 253-270)
Chapter 15, History and the Disciplines (pp. 271-286)
 After the Fact
Chapter 4, Declaring Independence (SL)
Chapter 6, Jackson’s Frontier—and Turner’s
Chapter 7, The Madness of John Brown
 The Historian’s Toolbox
Chapter 9, Sources and Evidence (pp. 56-78) (SL)
Discussions
Weekly Focus Discussion Question 4: What is the basic form of evidence that historians use to
make their arguments? How are primary sources interpreted? How has the writing of history
(historiography) changed over time? Why? What is the relationship between history and other
disciplines? Please post your response to the posted focus questions and comment on at least
one other student’s posting.
Application Discussion Question 4: How does our understanding of the Declaration of
Independence change with a close reading and analysis of it as a primary source? What is
Frederick Jackson Turner’s Frontier Thesis and how has it impacted the interpretation of
American History? How can the story of John Brown be understood as an exercise in
psychological history? Please post your response to the posted application questions and
comment on at least one other student’s posting.
Dropbox Assignments
Research Skills Lab 4: Primary Sources: See the description of the Primary Sources Research
Skills Assignment in the Content area for the specific details of this assignment.
Workbook Exercise 4: After reading the assigned chapter in the workbook The Methods and
Skills of History, complete exercises A1, A2, A3 & A4 in Chapter 10 and exercises 1, 2 &3 in
Chapter 15.
History Assessment Test (HAT): Please complete the HAT exam by midnight Sunday. This is the
History Assessment Test and will assess your knowledge of basic historical facts. You must complete
the HAT in order to access the Dropbox for your final research proposal.
Week 5 – Varieties of Sources: Oral History and Quantitative Analysis
Reading Assignments
 The Methods and Skills of History
Chapter 11, Oral Histories, Statistics, and Photographs (pp. 197-216)
 After the Fact
Chapter 8, The View from the Bottom Rail (pp. 171-202)
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Chapter 12, Dust Bowl Odyssey (pp. 284-309)
The Historian’s Toolbox
Chapter 10, Credit and Acknowledgment (pp. 79-90) (SL)
Chapter 15, Oral History (pp. 156-163)
Manual for Writers
Chapter 15, General Introduction to Citation Practices (pp. 135-143) (SL)
Chapter 16, Notes-Bibliography Style: The Basic Form (pp. 144-163) (SL)
Chapter 17, Notes-Bibliography Style: Specific Types of Sources (pp. 164-215) (SL)
Discussion Assignments
Weekly Focus Discussion Question 5: What are the advantages and disadvantages of oral
histories? How can statistics be used as primary sources, and what do they allow historians to
understand that other primary sources do not? Please post your response to the posted focus
questions and comment on at least one other student’s posting.
Application Discussion Question 5: In what ways do the two different accounts of slavery told
by Susan Hamlin/Susan Hamilton demonstrate the potential pitfalls of using oral histories as
primary source material? What factors do you believe account for the differences in these
accounts by the same woman? How does the use of statistical evidence challenge the traditional
narrative of the Dust Bowl and those who left it? Please post your response to the posted
application questions and comment on at least one other student’s posting.
Research Question Discussion 3: Sources: Post a brief description of one primary source and
one secondary source for your research project. Explain why each of these is a useful source for
your topic. You must comment on at least one other student’s posting.
Dropbox Assignments
Research Skills Lab 5: Citations: See the description of the Citations Research Skills
Assignment in the Content area for the specific details of this assignment.
Workbook Exercise 5: After reading the assigned chapter in the workbook The Methods and
Skills of History, complete exercises A1, A2, and A3 in Chapter 11.
Annotated Bibliography: As part of your research proposal you must submit an annotated
bibliography of primary and secondary sources on your research topic. Specific details regarding
this assignment are in the Content area of the course.
Week 6 – Varieties of Sources: Images and Material Culture
Reading Assignments
 The Historian’s Toolbox
Chapter 16, Material Culture (pp. 164-169) (SL)
 After the Fact
Chapter 5, Material Witness (pp. 98-123) (SL)
Chapter 9, The Mirror with a Memory (pp. 203-228)
Discussion Assignments
Weekly Focus Discussion Question 6: What kinds of items constitute material culture? How
can they be used as primary sources? What are the advantages of these types of sources? What
are the challenges to interpreting them? What kinds of images can be used as primary sources?
What are the challenges to interpreting images? What kind of information is necessary when
analyzing an image? Please post your response to the posted focus questions and comment on at
least one other student’s posting.
Application Discussion Question 6: What does the use of material culture as primary source
tell us about how daily life in America changed over time? What is the importance of the images
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captured by Jacob Riis? What do they tell us about poverty in New York City that written
documents cannot? Please post your response to the posted application questions and comment
on at least one other student’s posting.
Research Question Discussion 4: Images: Post an image which can be used as a primary
source in your research proposal. Briefly explain what that image tells you about your topic. You
must comment on at least one other student’s posting.
Dropbox Assignments
Research Skills Lab 6: Material Culture: See the description of the assignment in the Content
area for the specific details. Submit your assignment to the appropriate Dropbox.
Literature Review: See the description of the Literature Review Assignment in the Content area
for the specific details of this assignment. Submit your assignment to the appropriate Dropbox by
Sunday night.
Course Evaluations: Please evaluate the course. You will have an opportunity to evaluate the course
near the end of the session. A link sent to your CougarMail will allow you to access the evaluation.
Please note that these evaluations are provided so that I can improve the course, find out what
students perceive to be its strengths and weaknesses, and in general assess the success of the course.
Please do take the time to fill this out.
Week 7 – Varieties of Sources: Public History and Television
Reading Assignments
 After the Fact
Chapter 14, From Rosie to Lucy (pp. 339-365)
 The Historian’s Toolbox
Chapter 17, Public History (pp. 170-176) (SL)
Chapter 18, Event Analysis (pp. 177-181)
Chapter 20, History on the Internet (pp. 187-192)
Discussion Assignments
Weekly Focus Discussion Question 7: How would you define public history? Give some
examples of what constitutes public history. Why is it important for historians to be involved in
crafting public history? What are the challenges in doing public history? Please post your
response to the posted focus questions and comment on at least one other student’s posting.
Application Discussion Question 7: How can television shows be a primary source? What does
the show I Love Lucy teach us about American ideas regarding gender roles in the 1950s? Do you
believe that this show reflects American attitudes on this topic more than it shapes them? Please
post your response to the posted application questions and comment on at least one other
student’s posting.
Research Question Discussion 5: Public History Sites: Identify a public history site that is
related to your topic. Write a brief description of it and provide a link to any websites about it.
Explain whether or not you believe this is a quality explanation of your topic. You must comment
on at least one other student’s posting.
Dropbox Assignments
Research Skills Lab 7: Public History: See the description of the Public History Assignment in
the Content area for the specific details of this assignment. Submit your assignment to the
appropriate Dropbox.
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Week 8 – History and Film
Reading Assignments
 The Methods and Skills of History
Chapter 9, History on Film (pp. 151-166) (SL)
 After the Fact
Chapter 17, Where Trouble Comes (pp. 420-448)
 The Historian’s Toolbox
Chapter 13, Speculation (pp. 128-150) (SL)
Discussion Assignments: Discussion posts are due by midnight Saturday.
Weekly Focus Discussion Question 8: Why is it important to understand how to analyze
history on film? How do we as historians evaluate history on film? Please post your response to
the posted focus questions and comment on at least one other student’s posting.
Application Discussion Question 8: What are the various ways that the Vietnam War has been
portrayed on film? How has film changed the ways we interpret the events of Vietnam? Please
post your response to the posted application questions and comment on at least one other
student’s posting.
Dropbox Assignments
Workbook Exercise 8: After reading the assigned chapter in the workbook The Methods and
Skills of History, select a film from the list in the History on Film Assignment in the Content area
for Week 8 and complete the Chapter 9 workbook exercises on page 166.
Research Proposal: See the description of the final Research Proposal for the specific details of
this assignment. Submit your proposals to the appropriate Dropbox. Remember that you must
have taken the History Assessment Test in order to access the Dropbox.
Course Policies
Student Conduct
All Columbia College students, whether enrolled in a land-based or online course, are responsible for
behaving in a manner consistent with Columbia College's Student Conduct Code and Acceptable Use
Policy. Students violating these policies will be referred to the office of Student Affairs and/or the
office of Academic Affairs for possible disciplinary action. The Student Code of Conduct and the
Computer Use Policy for students can be found in the Columbia College Student Handbook. The
Handbook is available online; you can also obtain a copy by calling the Student Affairs office (Campus
Life) at 573-875-7400. The teacher maintains the right to manage a positive learning environment,
and all students must adhere to the conventions of online etiquette.
Plagiarism
Your grade will be based in large part on the originality of your ideas and your written presentation
of these ideas. Presenting the words, ideas, or expression of another in any form as your own is
plagiarism. Students who fail to properly give credit for information contained in their written work
(papers, journals, exams, etc.) are violating the intellectual property rights of the original author. For
proper citation of the original authors, you should reference the appropriate publication manual for
your degree program or course (CMS). Violations are taken seriously in higher education and may
result in a failing grade on the assignment, a grade of "F" for the course, or dismissal from the College.
Collaboration conducted between students without prior permission from the instructor is
considered plagiarism and will be treated as such. Spouses and roommates taking the same course
should be particularly careful.
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All required papers may be submitted for textual similarity review to Turnitin.com for the detection
of plagiarism. All submitted papers may be included in the Turnitin.com reference database for the
purpose of detecting plagiarism. This service is subject to the Terms and Conditions of Use posted on
the Turnitin.com site.
Non-Discrimination
There will be no discrimination on the basis of sex, race, color, national origin, sexual orientation,
religion, ideology, political affiliation, veteran status, age, physical handicap, or marital status.
Disability Services
Students with documented disabilities who may need academic services for this course are required
to register with the Coordinator for Disability Services at (573) 875-7626. Until the student has been
cleared through the disability services office, accommodations do not have to be granted. If you are a
student who has a documented disability, it is important for you to read the entire syllabus before
enrolling in the course. The structure or the content of the course may make an accommodation not
feasible.
Online Participation
You are expected to read the assigned texts and participate in the discussions and other course
activities each week. Assignments should be posted by the due dates stated on the grading schedule
in your syllabus. If an emergency arises that prevents you from participating in class, please let your
instructor know as soon as possible.
Attendance Policy
Attendance for a week will be counted as having submitted a course assignment for which points
have been earned during that week of the session or if the proctoring information has been
submitted or the plagiarism quiz taken if there is no other assignment due that week. A class week is
defined as the period of time between Monday and Sunday (except for Week 8, when the week and
the course will end on Saturday at midnight). The course and system deadlines are all based on the
Central Time Zone.
Cougar E-mail
All students are provided a CougarMail account when they enroll in classes at Columbia College. You
are responsible for monitoring e-mail from that account for important messages from the College and
from your instructor. You may forward your Cougar e-mail account to another account; however, the
College cannot be held responsible for breaches in security or service interruptions with other e-mail
providers.
Students should use e-mail for private messages to the instructor and other students. The class
discussions are for public messages so the class members can each see what others have to say about
any given topic and respond.
Late Assignment Policy
An online class requires regular participation and a commitment to your instructor and your
classmates to regularly engage in the reading, discussion and writing assignments. Although most of
the online communication for this course is asynchronous, you must be able to commit to the
schedule of work for the class for the next eight weeks. You must keep up with the schedule of
reading and writing to successfully complete the class.
Tests must be completed according to the course schedule, unless an emergency leave is obtained in
advance. Late work will be assessed an automatic 10% penalty reduction in score for each late day
(including weekends), up to a total reduction of 50%.
Columbia College Online Campus
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Course Evaluation
You will have an opportunity to evaluate the course near the end of the session. A link will be sent to
your CougarMail that will allow you to access the evaluation. Be assured that the evaluations are
anonymous and that your instructor will not be able to see them until after final grades are
submitted.
Proctor Policy
Students taking courses that require proctored exams must submit their completed proctor request
forms to their instructors by the end of the second week of the session. Proctors located at Columbia
College campuses are automatically approved. The use of ProctorU services is also automatically
approved. The instructor of each course will consider any other choice of proctor for approval or
denial. Additional proctor choices the instructor will consider include: public librarians, high school
or college instructors, high school or college counseling services, commanding officers, education
service officers, and other proctoring services. Personal friends, family members, athletic coaches
and direct supervisors are not acceptable.
Additional Resources
Orientation for New Students
This course is offered online, using course management software provided by Desire2Learn and
Columbia College. The Student Manual provides details about taking an online course at Columbia
College. You may also want to visit the course demonstration to view a sample course before this one
opens.
Technical Support
If you have problems accessing the course or posting your assignments, contact your instructor, the
Columbia College Helpdesk, or the D2L Helpdesk for assistance. Contact information is also available
within the online course environment.
CCHelpDesk@ccis.edu
helpdesk@desire2learn.com
800-231-2391 ex. 4357
877-325-7778
Online Tutoring
Smarthinking is a free online tutoring service available to all Columbia College students.
Smarthinking provides real-time online tutoring and homework help for Math, English, and Writing.
Smarthinking also provides access to live tutorials in writing and math, as well as a full range of study
resources, including writing manuals, sample problems, and study skills manuals. You can access the
service from wherever you have a connection to the Internet. I encourage you to take advantage of
this free service provided by the college.
Access Smarthinking through CougarTrack under Students->Academics->Academic Resources.