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ADULT EDUCATION & Literacy (AEL)

Business Technology Academy CE

C4UC 2000: Adult Ed & Literacy Fall 20XX | 16 Weeks (XX.XX.20XX-XX.XX.20XX)

In-Person/Online | Insert Campus | Days XX a.m./p.m.-XX a.m./p.m. X Credit Hours | XX hours per semester

Instructor Contact Information

Instructor: Jane Doe, Ph.D. Office Phone: 713-718-0000 Office: Northline, Room 321 Office Hours: M-R 9:30-10:45 a.m.

HCC Email: jane.doe@hccs.edu Office Location: Northline Faculty Area Please feel free to contact me concerning any problems that you are experiencing in this

course. Your performance in my class is very important to me. I am available to hear your concerns and just to discuss course topics.

Instructor’s Preferred Method of Contact

<< HCC Email address required including preferred method of contact (e.g., email, phone); additional contact information as required by the Division/Department, such as the program’s administrative assistant’s email address and phone number.

>> I will respond to emails within 24 hours Monday through Friday; I will reply to weekend messages on Monday mornings.

What’s Exciting About This Course

This course will prepare you for an exciting career in business technology. It will provide you an opportunity to develop the knowledge, skills, and abilities required for assuming administrative assistant and other office positions in today’s competitive workplace. In

addition this course will integrate reading, writing and math for students who require more preparation in fundamental math and Pre-Algebra for students who have been away from the

subject for some time.

My Personal Welcome

Welcome to AEL/Business Technology—I’m delighted that you have chosen this course. One of my passions is to know as much as I can about human behavior, and I can hardly wait to

pass that on. I will present the information in the most exciting way I know, so that you can grasp the concepts and apply them now and hopefully throughout your life. As you read and

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wrestle with new ideas and facts that may challenge you, I am available to support you. The fastest way to reach me is by my HCC email. The best way to really discuss issues is in

person and I’m available during posted office hours to tackle any questions you might have. My goal is for you to walk out of the course with a better understanding of yourself and of

human behavior. So please visit me or contact me whenever you have a question.

Prerequisites and/or Co-Requisites

Students are required to take the Tests of Adult Basic Education Assessment (TABE) 11/12. Students are tested which determine their NRS functioning level. ASE – Adult

Secondary Education levels are 5 & 6; grade levels 9–10 and 11–12. Please carefully read

and consider the repeater policy in the HCCS Student Handbook.

Eagle Online Canvas Learning Management System This section of AEL/Business Technology will use/not use Eagle Online Canvas (https://eagleonline.hccs.edu) to supplement in-class assignments, exams, and activities.

<< Insert more specific information about how you expect students to use Eagle Online Canvas here. Include information about scoring rubrics for assignments,

samples of class assignments, and other information to assist you in the course. >> HCCS Open Lab locations may be used to access the Internet and Eagle Online Canvas. It is recommended that you USE FIREFOX OR CHROME AS YOUR BROWSER.

HCC Online Information and Policies

Here is the link to information about HCC Online classes including the required Online Orientation for all fully online classes: http://www.hccs.edu/online/

Scoring Rubrics, Sample Assignments, etc.

Look in Eagle Online Canvas for the scoring rubrics for assignments, samples of class assignments, and other information to assist you in the course. https://eagleonline.hccs.edu/login/ldap

Instructional Materials

Textbook Information

Microsoft Office 2010 Essentials by Labyrinth Publishing

ISBN: 978-1-59136-303-3

Required Calculator: TI-30XS Multi-view ($18)

Other Supplies: Notebook paper, pens (red/blue/black), pencils,

USB Drive, Journal, and highlighter.

It is included in a package that contains the text as well as an

access code and are found at the HCC Bookstore. You may either

use a hard copy of the book, or rent the e-book from Pearson.

Order your book here: HCC Bookstore

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Other Instructional Resources

Publisher’s Digital Workbook

<< Insert information about how you will be using the Publisher’s digital workbook in your course. If you do not require a digital workbook, you can delete this section. >>

Tutoring

HCC provides free, confidential, and convenient academic support, including writing critiques, to HCC students in an online environment and on campus. Tutoring is provided by HCC

personnel in order to ensure that it is contextual and appropriate. Visit the HCC Tutoring Services website for services provided.

Libraries

The HCC Library System consists of 9 libraries and 6 Electronic Resource Centers (ERCs) that

are inviting places to study and collaborate on projects. Librarians are available both at the libraries and online to show you how to locate and use the resources you need. The libraries

maintain a large selection of electronic resources as well as collections of books, magazines, newspapers, and audiovisual materials. The portal to all libraries’ resources and services is the HCCS library web page at http://library.hccs.edu.

Supplementary Instruction

Supplemental Instruction is an academic enrichment and support program that uses peer-

assisted study sessions to improve student retention and success in historically difficult courses. Peer Support is provided by students who have already succeeded in completion of

the specified course, and who earned a grade of A or B. Find details at http://www.hccs.edu/resources-for/current-students/supplemental-instruction/.

Course Overview

The Business Technology Academy curriculums are designed to provide students an

opportunity to develop the knowledge, skills, and abilities required for assuming administrative assistant and other office positions in today’s competitive workplace.

The curricula are competency-based and organized to teach industry-driven educational outcomes. Please carefully read and consider the repeater policy in the HCCS Student Handbook.

The support side of the course integrates reading, writing and math for students who

require more preparation in fundamental math and Pre-Algebra for students who have been away from the subject for quite some time. Topics include fundamental

operations in whole numbers, fractions and decimals, percent, ratios, proportions, descriptive statistics, and an introduction to Algebra.

Additionally, students should spend ten hours weekly using Edmentum/Plato, a

computer- based distance learning software. All students are required to attend

twelve hours of work force preparation training prior to the beginning of class.

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Core Curriculum Objectives (CCOs) Upon successful completion of the HSE preparation course, students will be able to take and achieve their TxCHSE certificate and enhance their Language, Reading &

Math skills in order to improve their Texas Success Initiative (TSI) scores. They will be able to:

Upon completion of this program the student will successfully use Windows XP Operating System:

• Recognize differences hardware and software. • Create, copy, and delete files. • Create, copy, and delete folders.

• Launch programs. • Use appropriate file structure commands.

• Identify and apply properties of real numbers, and perform accurate arithmetic operations with numbers in various formats and number systems.

• Read and understand a wide variety of literary and informational texts.

• Compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail.

• Know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information.

• Develop the knowledge and skills to make sound, informed financial decisions that will allow them to lead financially secure lifestyles and understand personal financial responsibility.

• Evaluate conclusions with evidence. • Express scientific information.

• Engage in casual and extended conversations with increasing fluency and control of grammatical patterns.

• Able to write compositions on familiar material using complex grammatical patterns

accurately. • Describe people, places, environment processes, and events, and the connections

between and among them. • Analyze information presented in a variety of maps, graphic organizers, tables and

charts; and in a variety of visual sources such as artifacts, photographs and political

cartoons.

Program Student Learning Outcomes (PSLOs) Can be found at:

http://www.hccs.edu/programs/XXXX

Course Student Learning Outcomes (CSLOs)

Subarea I.2 – Reading

Content Standards:

B.Comprehension of Literary Texts in a Variety of Genres and Presentation

Modes. Comprehend a wide range of literary texts (novels, poems,

plays, etc.) from different world cultures and historical periods.

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Benchmarks:

1. Analyze themes, structures, and elements of contemporary, traditional, and classical

literary texts from various cultures.

2. Analyze and compare the use of language in diverse literary works from a variety of

world cultures and historical periods.

C.Comprehension of Literary Texts: Locate explicit textual information, draw

inferences, and analyze and evaluate the varied structural patterns,

stylistic elements, and features of literary nonfiction and fiction.

Identify supporting evidence from the text to support understanding.

Benchmarks:

2. Identify explicit and implicit textual information including main ideas, supporting

evidence, and author’s purpose.

3. Evaluate the use of both literal and figurative language to inform and shape the

perceptions of readers: Compare and analyze how features of genres are used across

texts (e.g., tone; irony; mood; figurative language; allusion; diction; dialogue;

symbolism; point of view; voice; understatement and overstatement; time and

sequence; narrator; and poetic elements, such as sound, imagery, and personification).

D.Comprehension of Persuasive Texts. Locate explicit textual information,

draw inferences, and analyze and evaluate from the text to support

understanding.

Benchmarks:

2. Draw and support inferences from texts to summarize, draw conclusions, and distinguish

facts from opinions.

4. Evaluate the use of print and digital text features, graphics, and informational aides in

persuasive texts to determine where to locate information and enhance comprehension

and credibility (e.g., guide words; title page; table of contents; index; glossary;

headings, subheadings; keywords; and illustrations and photographs).

E.Comprehension of Expository Texts. Locate explicit textual information, draw

complex inferences, and analyze and evaluate the information within

and across texts of varying length.

Benchmarks:

4. Evaluate the use of print and digital text features, graphics, and informational aides in

informational texts to determine where to locate information and enhance comprehension

(e.g., guide words; title page; table of contents; index; glossary; headings, subheadings;

keywords; and illustrations and photographs).

5. Identify, analyze, and evaluate similarities and differences in how multiple texts

present information (e.g., vocabulary, language use, expository structure, format,

arguments and evidence, and omissions or ambiguities).

Subarea I.3 – Writing Content Standard:

A.Writing Process. Use a recursive process to prewrite, compose, revise, and edit a

variety of texts that demonstrate clear focus, logical development of ideas in well-

organized paragraphs, and the use of language that advances the author’s

purpose.

Benchmarks:

4.Evaluate relevance, quality, sufficiency, and depth of preliminary ideas and infor- mation.

Organize material generated and formulate a thesis.

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6.Edit writing for proper voice, tense, and sentence structure and mechanics, assuring that

it conforms to Standard American English (e.g., use a checklist to guide proofread- ing;

edit for grammar, punctuation, capitalization; use resources to resolve issues of us- age).

7.Apply proper writing conventions (e.g., organizational pattern, format, language, and

tone) to write personal and business correspondence (e.g., informal letters, memos, job

application letters, and resumes); and use available digital and web-based resources, such

as publishing software or graphics programs, to produce and publish written work.

Subarea I.5 – Research

A.Planning Research. Use a variety of strategies to plan research.

Benchmarks:

1.Formulate research topics and questions from the curriculum, current events, and the

workforce (e.g., identify possible topics by brainstorming, listing questions, using idea

webs; organize prior knowledge about a topic; develop a course of action; and determine

how to locate necessary information).

Content Standards:

B.Gathering Sources. Determine, locate, explore, and systematically document a

broad range of relevant print, digital, and web-based resources for addressing a

re- search question.

Benchmarks:

1.Select information from credible sources related to the topic (e.g., informational books,

pictures, charts, indexes, videos, television programs, speeches; technical documents;

periodicals; Internet sources, such as web sites, podcasts, blogs, and electronic bulletin

boards, and personal observation).

2.Use source material ethically to avoid plagiarism and note how to properly cite a variety of

sources

C.Organizing and Presenting Ideas. Design and produce a written or oral

presentation.

Benchmarks:

1.Organize and present ideas and information according to the purpose of the research and

the audience.

2.Synthesize the research into a written or oral presentation.

Subarea I.6 - Listening and Speaking Content Standards:

A. Listening. Apply listening skills in informal and formal situations as an individual and

as a member of a group in a variety of settings (e.g., lectures, discussions, conversations,

team projects, presentations, and interviews) Benchmarks:

3.Use a variety of strategies to enhance listening comprehension (e.g., focus attention on

message, monitor message for clarity and understanding, provide and recognize verbal

and nonverbal cues to ensure one’s message is communicated, note cues such as change

of pace or words that indicate a new point is about to be made, and select and organize

key information).

4.Listen actively and effectively in a variety of communication situations.

5.Analyze and evaluate the effectiveness of an informal and formal presentation.

Content Standards:

Speaking. Understand the elements of communication in group discussions and for- mal

presentations (e.g., accuracy, relevance, rhetorical features, and organization of

information).

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Benchmark: 2.Adjust presentation (e.g., delivery, vocabulary, and length) for specific audiences and

purposes (e.g., to defend a position, to entertain, to inform, or to persuade).

Teamwork. Work collaboratively and communicate effectively with others

Benchmarks:

1.Understand and apply knowledge of team dynamics as well as expectations to par-

ticipate and listen actively and effectively in team discussions and projects, in either

academic or workplace settings.

4.Gather evidence systematically to support arguments, findings, and lines of reasoning as

determined by team effort to solve a problem.

5.Analyze, evaluate, and as needed, adjust team efforts to achieve individual and group

goals

Subarea II.1 – Numerical Representations and Relationships Content

Standards:

B. Apply knowledge of two-dimensional and three-dimensional shapes, including

exploration of early fraction concepts.

Benchmark: 3. Demonstrate an understanding of equivalent fractions by representing a fraction in two

ways of a uniform whole using objects or pictorial models such as 2/3 represented as

2/3 and 4/6.

Subarea II.3 – Geometry

Content Standards:

A. Identify, analyze, and use attributes of two-dimensional shapes and three dimen-

sional solids.

Benchmarks:

1. Identify, name, and create basic two-dimensional shapes and three- dimensional sol-

ids, and identify the attributes of each shape.

4.Construct and use drawings, models, and coordinate representations of plane and space

figures in order to solve problems with and without technology.

B.Use right triangle relationships, including the Pythagorean Theorem, to

describe relationships

Benchmark: 2. Use geometric concepts, including the Pythagorean Theorem, to solve problems.

C.Represent, apply, and analyze proportional relationships by graphing on the

coordinate plane.

Benchmark:

1. Use knowledge of proportions to draw representations on a coordinate plane (such as

the slope of a line) and solve real-life applications.

Subarea II.4 – Measurement Including Geometry Content Standards:

B. Measuring length, area, volume, and weight/mass in different measuring systems.

Benchmarks:

2. Identify area as an attribute that can be measured. List and use appropriate units to

solve real-world problems related to area.

3. Identify volume as an attribute that can be measured. List and use appropriate units to

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solve real world problems related to volume.

4. Identify weight and mass as an attribute that can be measured. List and use appropriate

units to solve real-world problems related to weight/mass.

C.Represent and solve problems with perimeter, area, and volume.

Benchmark:

3. Solve real-world mathematical problems involving surface area and volume of three-

dimensional shapes such as right prisms, pyramids, cylinders, spheres, cones, and compo-

site figures.

D. Describe characteristics of 2-D and 3-D geometric figures, including measurable

attributes.

Benchmark:

1. Use attributes to sort, classify, and measure two- and three-dimensional figures.

E.Measuring Angles and Using Angle Relationships.

Benchmark:

3. Analyze and use spatial relationships and basic concepts of geometry to construct, draw,

describe, and compare geometric models and their transformations. Use geometric relations

and patterns to solve real-world problems.

F. Use relationships between measures to analyze rates of change.

Benchmark:

1.Interpret, calculate, and apply rates including those involving time, such as velocity (e.g.,

mi/hr., ft. /sec, and m/sec), frequency (e.g., calls/hr.), consumption (e.g., Cal/day and

kw/hr.), flow (e.g., gal/min), and change (e.g., degrees/min and inches/year).

Subarea II.5 – Algebraic Relationships

Content Standards:

A.Represent and use algebra to solve problems for the unknown.

Benchmarks:

3. Use words, tables, and graphs as well as algebraic expressions and equations to model the

mathematical relationships (particularly functional relationships) found in real-world

problems.

6. Solve two and three-step linear equations.

9. Solve systems of equations in real-world applications.

11 Solve and graph absolute value equations.

B. Linear Inequalities

Benchmarks:

3. Solve and graph compound inequalities on a number line.

5. Solve and graph absolute value inequalities.

Content Standards:

C. Graphing.

Benchmarks:

5. Understand and use x- and y-intercepts to graph a linear function.

6. Identify and calculate the slope of a line from both a graph and given coordinates, in-

cluding vertical and horizontal functions.

8. Write linear functions with information given for slope and a point on a line.

10.Graph systems of linear functions.

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11.Use linear equations and inequalities to model or solve problems using real-world data.

Subarea II.6 – Non-Linear Equations, Functions, and Inequalities.

Content Standards:

A. Use Quadratic Functions and Equations.

Benchmarks:

3. Solve quadratic equations, with and without technology, by using the zero- product rule, in-

cluding applications to model situations, solve problems, and make predictions.

B. Rational Expressions

Benchmarks:

4. Select and justify appropriate symbolic representations to solve problems in varied

contexts, including use of geometric formulas for triangles and pyramids as well as the

equation of a circle.

5. Write a representative quadratic equation based on a graph or other given attributes.

Content Standards:

B. Radicals

Benchmarks:

4. Solve radical equations involving more than one radical.

5. Use properties of complex numbers to simplify expressions.

D.Use quadratic and square-root functions, equations, and inequalities.

Benchmarks:

1. Solve quadratic equations using completing-the-square and square-root property.

2. Solve quadratic equations using the quadratic formula.

E. Use cubic, cube root, absolute value, and rational functions, equations, and inequalities.

Benchmark:

1. Use cubic, cube-root, absolute value, and rational functions, equations, and inequalities to

model situations, solve problems, and make predictions. F.Use exponential functions and equations. 1.Use the properties of exponential functions and their related transformations to

represent exponential functions graphically, in a table, and as equation—with and without technology.

Subarea II.7 – Data Analysis Content Standards:

A. Organizing, Representing, and Interpreting Sets of Data. Select and apply appropriate

visual representations of data.

Benchmark:

1. Organize and construct graphical displays of data (e.g., line plots, bar graphs,

histograms, box plots, scatter plots, and coordinate planes) to describe data based on the

attributes of a given data set.

B. Read, analyze, interpret, and draw conclusions from data.

Benchmarks:

5. Analyze data sets using graphs and summary statistics.

6. Analyze relationships between paired data using spreadsheets, graphing calculators, or

soft-ware.

C.Determine and use probability to solve problems.

Benchmark:

2. Understand the influence of independence and dependence of events and variables.

Subarea II.8 – Financial Literacy

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Content Standards:

A.Understand the Connections Among Income, Expenses, and Careers.

Benchmarks:

1. Research and analyze college and career opportunities.

2. Understand skills needed for a specific career and income potential of different types

of jobs and careers.

B.Develop and use an economic way of thinking and problem solving useful in one’s life

as a knowledgeable employee, consumer, provider, and investor.

Benchmarks:

1.Apply critical thinking skills to analyze the costs and benefits of personal financial

decisions, including assumption of large amounts of debt.

3.Compare and understand the various financial-aid methods available for college and

other postsecondary education and training.

4.Develop an economic way of thinking and problem solving useful in one’s life as a

knowledgeable consumer, employee, and investor.

7.Calculate and compare simple interest and compound interest as it applies to saving,

borrowing, and lines of credit.

Science

Content Standard: Comprehending Scientific Presentations

Benchmark:

1.Understand and explain textual scientific presentations

Content Standard: Investigation Design Experimental and Observational

Benchmarks:

1. Identifying and refine hypothesis for scientific investigations.

2. Design a scientific investigation.

3. Identify and interpret independent and dependent variables in scientific investigations.

Content Standard: Scientific Theories

Benchmarks:

1. Understand and apply scientific models, theories and processes.

2. Apply formulas from scientific theories.

Content Standard: Probability and Statistics

Benchmarks:

1. Describe a data set statistically

2. Determine the probability of events

Social Studies

Content Standard: Drawing conclusions and making inferences

Benchmark:

1.Cite or identify specific evidence to support inferences or analysis of primary and

secondary sources, attending to the precise details of explanations or descriptions of a

process, event, or concept.

Content Standard: Determining central ideas, hypothesis and conclusions.

Benchmark:

1.Determine the central ideas or information of a primary or secondary source document,

corroborating or challenging conclusions with evidence.

Content Standard: Analyzing Events and Ideas

Benchmarks:

1.Analyze in detail how events, processes, and ideas develop and interact in a written

document, determine whether earlier events caused later ones or simply preceded them.

2.Analyze cause and effect relationships and multiple causation, including action by

individuals, natural and societal processes, and the influence of ideas,

3.Compare differing sets of ideas related to political, historical, economic, geographic, or

societal contexts, evaluate the assumptions and implications inherent in differing positions.

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Content Standard: Analyzing Purpose and Point of View

Benchmarks:

1.Identifying aspects of a historical document that reveal an author’s point of view or

purpose.

2.Analyze how a historical context shapes an author’s point of view. Content Standard:

Evaluating Reasoning and Evidence.

Benchmark:

1.Distinguish among fact, opinion, and reasoned judgment in a primary or secondary

source document.

Content Standard: Integrating content presented in different ways.

Benchmark:

1.Analyze information presented in a variety of maps, graphic, organizers, tables and

charts; and in a variety of visual sources such as artifacts, photographs, political

cartoons.

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Test Benchmarks

A Project of the U.S. Department of Education

NRS Test Benchmarks for Educational Functioning Levels – ABE/ASE Updated February 2018

Educational Functioning Level (EFL)

Test Benchmarks

Beginning ABE Literacy

(Level 1)

Beginning Basic Education

(Level 2)

Low Intermediate Basic Education

(Level 3)

High Intermediate Basic Education

(Level 4)

TABE (11–12) scale scores

(grade level 0–1): Reading: 300–441 Mathematics: 300–448

Language: 300–457

TABE (11–12) scale scores

(grade level 2–3): Reading: 442–500 Mathematics: 449–495

Language: 458–510

TABE (11–12) scale scores

(grade level 4–5): Reading: 501–535 Mathematics: 496–536

Language: 511–546

TABE (11–12) scale scores

(grade level 6–8): Reading: 536–575 Mathematics: 537–595

Language: 547–583

Low Adult Secondary Education

(Level 5) TABE (11–12) scale

scores (grade level 9–10): Reading: 576–616

Mathematics: 596–656

Language: 584–630

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High Adult Secondary Education

(Level 6)

TABE (11–12) scale

scores (grade level 11–

12): Reading: 617–800

Mathematics: 657–800

Language: 631–800

Student Success Expect to spend at least twice as many hours per week outside of class as you do in class

studying the course content. Additional time will be required for written assignments. The assignments provided will help you use your study hours wisely. Successful completion of

this course requires a combination of the following: Reading the textbook Attending class in person and/or online

Completing assignments Participating in class activities

There is no short cut for success in this course; it requires reading (and probably re-reading) and studying the material using the course objectives as your guide.

Instructor and Student Responsibilities As your Instructor, it is my responsibility to:

Provide the grading scale and detailed grading formula explaining how student grades are to be derived

Facilitate an effective learning environment through learner-centered instructional techniques

Provide a description of any special projects or assignments

Inform students of policies such as attendance, withdrawal, tardiness, and make up Provide the course outline and class calendar which will include a description of any

special projects or assignments Arrange to meet with individual students before and after class as required

As a student, it is your responsibility to: Attend class in person and/or online

Participate actively by reviewing course material, interacting with classmates, and responding promptly in your communication with me

Read and comprehend the textbook

Complete the required assignments and exams Ask for help when there is a question or problem

Keep copies of all paperwork, including this syllabus, handouts, and all assignments Attain a raw score of at least 50% on the departmental final exam

Be aware of and comply with academic honesty policies in the HCCS Student Handbook

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Assignments, Exams, and Activities

Written Assignment << Modify Section & Delete Placeholder Text >> At least one written assignment is

required. The written assignment(s) should be clearly linked to the course student learning outcomes and learning objectives. Written assignment(s) must count at least 15% of

students’ course grades or a minimum of 150 points on a 1,000-point scale (see Grading Formula below).

Exams

<< Modify Section & Delete Placeholder Text >> Insert a specific description of your

exams. Include the number and types of questions, such as “50 multiple-choice questions.” You must also state how much each question counts and how much each exam counts

toward students’ course grades. If your exams are on Eagle Online Canvas, advise students of the dates of availability of each exam, the time limit, if any, and the number of attempts allowed. HCC does not provide students with Scantron forms. They are sold in campus

bookstores.

In-Class Activities

<< Modify Section & Delete Placeholder Text >> You may choose to include in-class activities. If so, specify the types of activities student should expect, such as quizzes, participation in activities during class, projects, etc.

Final Exam

<< Modify Section & Delete Placeholder Text >> All students will be required to take a comprehensive departmental final exam consisting of 100 multiple- choice questions.

Students must provide their own Scantron forms (FORM NUMBER 882-E-LOVAS). All the information students need to prepare for the exam is in the Final Exam Handbook.

You must get at least 50% (50 of 100) of the items correct on the final to pass the course (departmental decision). Students who are absent from the final exam without discussing

their absence with the instructor in advance or within 24 hours afterward will receive a course grade of Incomplete. Any student who does not take a makeup exam by the end of the following long semester will receive a final exam grade of zero and a course grade of F.

Grading Formula

<< Modify Section & Delete Placeholder Text >> The psychology department strongly recommends that you adopt a points-based grading system with a maximum 1,000 total

points possible. Written Assignment(s) 200 points

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Exams 500 points In-Class Activities 100 points

Departmental Final Exam 200 points

Grade Total Points

A 900+

B 800-899

C 700-799

D 600-699

F <600

B. HCC Grading Scale can be found on this site under Academic Information:

http://www.hccs.edu/resources-for/current-students/student-handbook/

Course Calendar

Week Dates Topic/What’s due

1 Syllabus

Place weekly class requirements here.

2 Place weekly class requirements here.

3 Place weekly class requirements here.

4 Place weekly class requirements here.

5 Place weekly class requirements here.

6 Place weekly class requirements here.

7 Place weekly class requirements here.

8 Place weekly class requirements here.

9 Place weekly class requirements here.

10 Place weekly class requirements here.

11 Place weekly class requirements here.

12 Place weekly class requirements here.

13 Place weekly class requirements here.

14 Place weekly class requirements here.

15 Place weekly class requirements here.

16 Place weekly class requirements here.

C. D. Syllabus Modifications

The instructor reserves the right to modify the syllabus at any time during the semester and

will promptly notify students in writing, typically by e-mail, of any such changes.

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Instructor’s Practices and Procedures

E. Missed Assignments

<< Modify Section & Delete Placeholder Text >> Insert your make-up policy for course work other than the departmental final exam. It is acceptable to have a “no makeups” for

exams if you drop the lowest exam. You may also allow makeups accompanied by a late-work penalty. Another option is to state that you may allow makeups on a case-by-case basis. Please also clearly state that a make-up exam is not a retake. That is, make-up

exams are allowed only for missed exams. You are responsible for proctoring make-up exams if you allow them.

F. Academic Integrity

<< Modify Section & Delete Placeholder Text >> Insert a specific description of your expectations for academic integrity. Specify the consequences for cheating, plagiarism, collusion, etc. Consider including the following statement: Scholastic Dishonesty will result in

a referral to the Dean of Student Services. See the link below for details.

Here’s the link to the HCC information about academic integrity (Scholastic Dishonesty and Violation of Academic Scholastic Dishonesty and Grievance): http://www.hccs.edu/about-hcc/procedures/student-rights-policies--procedures/student-

procedures/

G. Attendance Procedures

<< Modify Section & Delete Placeholder Text >> Insert a specific description of your expectations for attendance. Be specific about In-Person, Hybrid, and Online classes.

Include your practice regarding withdrawals, never attending, etc.

H. Student Conduct

<< Modify Section & Delete Placeholder Text >> Insert a specific description of your

expectations for student conduct. Be specific about In-Person, Hybrid, and Online classes and the consequences that will be implemented for disruptive behavior.

I. Instructor’s Course-Specific Information (As Needed)

<< Modify Section & Delete Placeholder Text >> Insert additional information on how

you manage your course. For example, include your grading policy describing when students can expect grades and feedback after they submit coursework.

J. Electronic Devices

<< Modify Section & Delete Placeholder Text >> Insert a specific description of your expectations regarding electronic devices.

Additional Resources

• Steck-Vaughn HSE Math (Student Edition) 2016 Powered by Paxen, Houghton Mifflin

Harcourt

• Steck-Vaughn HSE Reading (Student Edition) 2016 Powered by Paxen, Houghton

Mifflin Harcourt

• Steck-Vaughn HSE Writing (Student Edition) 2016 Powered by Paxen, Houghton Mifflin

Harcourt

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• Steck-Vaughn HSE Science (Student Edition) 2016 Powered by Paxen, Houghton Mifflin

Harcourt

• Steck-Vaughn HSE Social Studies (Student Edition) 2016 Powered by Paxen,

Houghton Mifflin Harcourt

• Steck-Vaughn Reasoning Through Language Arts (Workbook & student book) (2018)

Paxen, Houghton Mifflin Harcourt

• Score boost Writing Across the Tests 2nd Edition, New Readers Press, (2018)

• Score boost Writing Across the Tests 2nd Edition, New Readers Press, (2018)

• Score boost Writing Across the Tests - Sentence Structure, Usage and Mechanics, (2018)

New Readers Press

• Score boost Thinking Skills - Data and Graphic Skills for Mathematics, Science, and

Social Studies (2018) New Readers Press

• Score boost Thinking Skills - Critical Thinking for Reading, Social Studies and Science

(2018) New Readers Press - HISET

• Score boost Algebraic Concepts - New Readers Press (2018) - HISET

• Score boost Data Analysis, Probability, and Statistics (2018) New Readers Press - HISET

• Steck-Vaughn Science Student & Workbook (2018) Powered by Paxen, Houghton Mifflin

Harcourt.

• Steck-Vaughn Social Studies Student & Workbook (2018) Powered by Paxen,

Houghton Mifflin Harcourt.

• Steck-Vaughn Mathematical Reasoning Student & Workbook (2018) Powered by Paxen, Houghton Mifflin Harcourt

• Score boost Mathematics - Graphs, Data, Analysis and Probability, New Readers Press,

(2018)

• Score boost Mathematics, Algebraic Reasoning (2018) New Readers Press

• Score boost Mathematics Measurement and Geometry (2018) New Readers Press

• Top 50 Math Skills for GED Success Contemporary's.

• Workplace Skills Applied Mathematics Career Readiness Preparation, McGraw Hill

Contemporary (2011)

Online Resources

• ple.platoweb.com

• www.gcflearnfree.org

• www.Brainpop.com

• https://www.newreaderspress.com/scoreboost-ged (click login/create an account)

• www.gedmathlessons.com

• www.thatquiz.org

• www.ged.com

• www.khanacademy.org

• www.youtube.com

• Contemporary GED (Math, Science, Social Studies, Reading & Language)

HCC Policies Here’s the link to the HCC Student Handbook http://www.hccs.edu/resources-for/current-

students/student-handbook/ In it you will find information about the following:

Academic Information Incomplete Grades

Academic Support International Student Services

Attendance, Repeating Courses, and

Withdrawal

Health Awareness

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Career Planning and Job Search Libraries/Bookstore

Childcare Police Services & Campus Safety

disability Support Services Student Life at HCC

Electronic Devices Student Rights and Responsibilities

Equal Educational Opportunity Student Services

Financial Aid TV (FATV) Testing

General Student Complaints Transfer Planning

Grade of FX Veteran Services

K. EGLS3

The EGLS3 (Evaluation for Greater Learning Student Survey System) will be available for most courses near the end of the term until finals start. This brief survey will give invaluable

information to your faculty about their teaching. Results are anonymous and will be available to faculty and division chairs after the end of the term. EGLS3 surveys are only available for

the Fall and Spring semesters. EGLS3 surveys are not offered during the Summer semester due to logistical constraints. http://www.hccs.edu/resources-for/current-students/egls3-evaluate-your-professors/

L. Campus Carry Link

Here’s the link to the HCC information about Campus Carry: http://www.hccs.edu/departments/police/campus-carry/

M. HCC Email Policy

When communicating via email, HCC requires students to communicate only through the HCC email system to protect your privacy. If you have not activated your HCC student email

account, you can go to HCC Eagle ID and activate it now. You may also use Canvas Inbox to communicate.

N. Housing and Food Assistance for Students

Any student who faces challenges securing their foods or housing and believes this may affect their performance in the course is urged to contact the Dean of Students at their college for support. Furthermore, please notify the professor if you are comfortable in doing

so.

This will enable HCC to provide any resources that HCC may possess.

Office of Institutional Equity Use the link below to access the HCC Office of Institutional Equity, Inclusion, and Engagement (http://www.hccs.edu/departments/institutional-equity/)

O. disability Services

HCC strives to make all learning experiences as accessible as possible. If you anticipate or experience academic barriers based on your disability (including mental health, chronic or

temporary medical conditions), please meet with a campus Abilities Counselor as soon as possible in order to establish reasonable accommodations. Reasonable accommodations are established through an interactive process between you, your instructor(s) and Ability

Services. It is the policy and practice of HCC to create inclusive and accessible learning

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environments consistent with federal and state law. For more information, please go to http://www.hccs.edu/support-services/disability-services/

P. Title IX

Houston Community College is committed to cultivating an environment free from inappropriate conduct of a sexual or gender-based nature including sex discrimination, sexual

assault, sexual harassment, and sexual violence. Sex discrimination includes all forms of sexual and gender-based misconduct and violates an individual’s fundamental rights and personal dignity. Title IX prohibits discrimination on the basis of sex-including pregnancy and

parental status in educational programs and activities. If you require an accommodation due to pregnancy please contact an Abilities Services Counselor. The Director of EEO/Compliance

is designated as the Title IX Coordinator and Section 504 Coordinator. All inquiries concerning HCC policies, compliance with applicable laws, statutes, and regulations (such as Title VI, Title IX, and Section 504), and complaints may be directed to:

David Cross

Director EEO/Compliance Office of Institutional Equity & Diversity 3100 Main

(713) 718-8271 Houston, TX 77266-7517 or Institutional.Equity@hccs.edu

http://www.hccs.edu/departments/institutional-equity/title-ix-know-your-rights/

Office of the Dean of StudentsContact the office of the Dean of Students to seek assistance in determining the correct complaint procedure to follow or to identify the appropriate academic dean or supervisor for

informal resolution of complaints. https://www.hccs.edu/about-hcc/procedures/student-rights-policies--procedures/student-

complaints/speak-with-the-dean-of-students/

Department Chair Contact InformationDepartment Chair’s name, email address, and office phone number