For Prof. Eliud Peterson only
Salal
course_syllabus_1302.pdf
3/27/2016 Concourse | United States History II
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CONTACT INFORMATION HIST 1302091 History of the United States II Jason Fabianke
Social and Behavioral Science Email: [email protected]
Spring 2016 SLC 201
TTh 10:4512:00 Office Hours: As posted and by appt.
Office Number: 4862119 Office: SLC 219P
Part One: Student Responsibility
I will help you in your journey to learn more about U.S. history, but you are responsible for your learning. I am here to help you. Don’t give up on yourself. I will not give up on you.
Part Two: About Your Instructor
1. My Teaching Philosophy
Please refer to the website http://wp.me/P37kEVm (http://wp.me/P37kEVm) for my teaching philosophy.
2. How to Contact Me: Email, Telephone, or in Person
You are encouraged to contact me if you have any questions. Don’t wait until the absolute last second, since I might not be available at that exact, absolute last second. I look forward to answering your questions, but I may be engaged in activities other than simply sitting around and waiting for you to contact me. You may call, leave a message, or you may stop by my office.
The email account provided to you by the college is an effective means of communication. Circumstances permitting, I will reply within 24 hours. If you write on the weekend, I will not reply until Monday. Be sure to include a subject and make sure that your name is in the byline. Also, please call the office if you have any concerns or questions. It is helpful if you leave your name, section number and most importantly, a telephone number.
I will use your ACES or Canvas email account when communicating with you by email. Please do not send me emails from email accounts with strange names. Just to let you know, they will not be read! The college email system will send them straight into the junk mail folder. Please use the Canvas or the ACES email account.
The Canvas system also contains important class information, documents, and announcements. Be sure to check Canvas at least every Friday. Documents relating to our class discussions are also in Canvas.
Computers are available on campus, and computer help is also available.
No lame excuses, please.
Part Three: Reading Required
1. Textbook
You are required to read the textbook.
Shi, David. America: The Essential Edition. Volume Two. 9th Edition. New York: Norton, 2015. ISBN: 9780393938036 The chapters in the schedule will refer to the text listed above.
Bring your textbook to class.
2. Syllabus
You are required to read the course syllabus. I guess that you are reading it now. Keep on going until the end. Don’t stop! Important information follows! If you do not understand a part of the syllabus, please ask. The syllabus is subject to slight changes with a written update. Please refer to the schedule of classes or the college bulletin for other important collegewide dates and deadlines.
3. Schedule
You are required to read the schedule, which contains the hyperlinks to the documents and a list of the textbook chapter reading. It is at the end of this syllabus. Keep going! Don’t stop! A schedule for readings and activities is provided and is online under the ACES/Canvas system. Important due dates are on the schedule. Updates by the instructor may be made as the semester progresses.
4. Documents
You are required to read the documents that are on the schedule by the date listed on the schedule. Bring a printed or electronic copy of the document to class.
ALAMO COLLEGES • ST. PHILIP'S COLLEGE • • HISTHISTORY
UNITED STATES HISTORY II HIST1302 Full Term Spring 2016 Section 091.11741 330 Credits
01/19/2016 to 05/14/2016 Modified 01/12/2016
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5. How to Read the Text
Yes, you are required to read a textbook according to the reading schedule. Additional documents are also a required reading, and the documents are listed in the schedule. All documents are available online.
Your reading of the textbook will have the greatest value to you, if you do the following: first, read the document for the week, and second, read the assigned chapter from the textbook.
Bring your textbook to class. It is a tool, and you need the tools to do the job!
Part Four: Course Learning Outcomes (SLOs) and Section Assessments
The outcomes are the skills and abilities that you will practice in this course. The assessments are the methods and tools by which you and I can evaluate your mastery of the skills and abilities.
Outcome 1
You will demonstrate the ability to respect each other as participants in an academically and culturally rich environment.
You will demonstrate the ability to analyze the effects of historical, social, political, economic, cultural, and global forces on this period of United States history.
You will gain skills to assess your own values.
Assessment 1
You will engage in critical thinking activities and be prepared to participate actively in class.
Outcome 2
You will demonstrate the ability to analyze and interpret primary and secondary sources.
You will be able to demonstrate your ability to communicate effectively with others in determining solutions to complex problems
Assessment 2
You will write a historical interview.
Outcome 3
You will demonstrate the ability to create an argument through the use of historical evidence.
You will identify and be knowledgable of ethical issues and personal responsibility.
Assessment 3
You will read your text and documents at home.
Outcome 4
Analyze the influence of civic engagement on the development of regional, national and global communities within the context of U.S during the time period examined in this course.
Assessment 4
You will engage in critical thinking activities and be prepared to participate actively in class.
Outcome 5
Analyze the effects of historical, social, political, economic, cultural, and global forces on this period of United States history.
You will analyze various ethical perspectives.
Assessment 5
You will complete a final exam.
Outcome 6
You will take responsibility for learning and for remaining active in your group work and in your individual work.
You will demonstrate the ability to respect each other as participants in an academically and culturally rich environment.
Assessment 6
You will complete a selfevaluation in which you will evaluate your individual performance and participation in the course.
Part Five: Methods of Measurement and Description of Assignments
1. Methods of Measurement
Critical Thinking Exercises 60 percent
Historical Interview 30 percent
Final Exam 10 percent
100 percent
Grading scale: 90100=A 8089.99=B 7079.99=C 6069.99=D 059.99=F
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I will provide midterm grades. You may check your grades anytime in the Canvas online grade book.
2. Description of Graded Assignments
1. Critical Thinking Activities
You will work on Critical Thinking Activities in class throughout the semester. In our class discussion, we will develop themes, ideas, and arguments that will prepare you to engage in critical thinking. You must work in a group. Sorry, but you cannot earn credit if you sit in class and work by yourself. One of the THECB (Texas Higher Education Coordinating Board) core competencies is teamwork, and teamwork requires a group. You will work with those in your group and utilize your understanding of the document to produce a refined analysis of the weekly document and the textbook chapter in light of questions that I will pose to you. We will present and discuss the results at the end of the class.
You might not understand the document, but demonstrate that you attempted to understand the document or text. Be prepared in order to add to the group discussion. The activities will be more beneficial and make more sense if you have completed the assigned readings.
You DO NOT want to be a freeloader. Other group members DO NOT want you to be a freeloader. I, the instructor, WILL NOT allow you to be a freeloader. If you do not read the material before coming to class, it will be very obvious to the instructor and to the other members of your group. You may politely listen, but you may not earn credit with you group. “Winging it” wastes time and leads to distraction
The Critical Thinking Activities are evaluated with a 3, 4, or 5. Groups that show a clear understanding of the material, a wellargued position, and an active group discussion earn a 5. Groups whose members seem to know the material fairly well and discuss the material reasonably thoroughly earn a 4. Groups whose members do not discuss the material earn a 3.
The most important part of these activities is your active discussion with members of your group, and I will listen to the individual group discussion. Your written responses will not always be extensive or formal, but the responses should reflect the efforts made by the members during the group’s discussion. The grade will be the same for all members of your group.
If you come to class late or leave early without permission, you will not receive credit for the critical thinking activities.
Some weeks, we will conduct the Critical Thinking as a class.
Missed critical thinking activities cannot be “made up.”
2. Historical Interview
A rubric will be provided for you in Canvas. The interview will be an analysis and synthesis written in dialogue form. The historical interview can be submitted one day late for 50% credit. Who would want to submit this late for 50% credit? That would be a bummer. Please submit it on time and only through the Canvas assignment system—NOT through email, Canvas messenger, hand delivery, carrier pigeon, special courier, singagram, Western Union, sky writing, coded packet burst, FTD, dead drop, messageinabottle, drone delivery, etc.
3. Final Examination
The final exam will test your knowledge of the bibliographic information of the class documents and information from the critical thinking activities.
The final exam will be given during the prescribed final exam time. No exceptions can be made.
Note: If you are still reading the syllabus, pat yourself on the back and continue reading. You are already off to a good start this semester. Believe it or not, there are some students who never read the syllabus—ever—I mean never ever the whole semester—not even once—not even a little—not even this far into the syllabus. In previous semesters, other students waited until the semester was almost over, and then they read the syllabus— but it was too late. Rather than achieving the SLOs(Student Learning Outcomes), they were SOL. (Sh** Out of Luck). You are doing a good job. Keep on reading.
Part Six: How Class Time Will and Will Not Be Used
Parts Six and Seven are NOT intended to “talk down” to you by defining clearly what and what we will not do in the classroom. We all know the vast majority of students are aware that their presence in a classroom means that they are committed to respecting the human dignity of their fellow class members. In a classroom, you are not a bunch of people who happen to be in the same room, but rather, like it or not, you a part of a community that requires commitment to yourself, to your classmates, and to your instructor. If there is doubt, these sections define the level of commitment.
Our class time will be important. You are the historians in this course. It is your task to prepare for every class by reading the assignments, answering any questions posed, and participating in class as we try to arrive at some conclusion about the historical problem under discussion.
In class discussion, you must respect your fellow students and instructor through your choice of words and your demeanor, and you must not interrupt them. I will conduct an organized forum, and you must wait to be recognized before speaking.
If you are formulating your response while a fellow student is still talking, you are probably not listening and evaluating the other’s argument. We are not here to create winners and losers. We should be willing to listen with our guard down.
Proper preparation for class includes the completion of reading and assignments before the beginning of the class period.
I will help you in your attempt to learn more about U.S. history, but you are responsible for your learning. I am here to help you.
Everyone is welcome to ask questions, but one single student or a group of students should not dominate class time. Such actions are considered a class disruption.
Any actions that distract from discussion are considered class room disruptions, and anyone disrupting class will be required to leave.
1. Use Your Computer in the Classroom Like an Intelligent & Socially Aware Person
You are free to use laptops or other handheld computers in order to take notes. The Wifi on campus is a convenience and an enhancement for your studies and class work. Other uses, such as sending personal emails, chatting, playing games, reading the news, reading pseudonews, “reading” I knowit’shastobebogusbutIdon’tcare news, zoning out with earphones, watching movies, continuing a Netflix TV series binge, relishing in
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grumpy cat videos, catching up on fabulous fails, etc., etc., etc., are not considered an appropriate use of class time, and even more importantly, such uses are a distraction and an annoyance for other students.
Any actions that distract from discussion are considered class room disruptions, and anyone disrupting class will be required to leave.
2. DO NOT Use Mobile Phones in the Classroom
Please respect your fellow students by not using your phone in class (conversing, sending SMSs, chatting, texting, etc.) Students and the instructor find this a distraction and an annoyance. Feel free to leave in order to take a call or to respond to a text, and we will see you the in next class meeting.
Any actions that distract from discussion are considered class room disruptions, and anyone disrupting class will be required to leave.
3. DO NOT Complete other work or activities in the class
DO NOT disrespect your fellow students by using the class time as a place to hang out and do other things. Doing your algebra homework in history is not multitasking, but rather, it is wasting time—yours and your fellow students. Students and the instructor find this a distraction and an annoyance. If you have better things to do, don't come to history class. Come when you are ready to participate
Any actions that distract from discussion are considered class room disruptions, and anyone disrupting class will be required to leave.
Part Seven: Other Course Information and College Requirements to Remember
1. Attendance (coming to class)
Please DO NOT bring me doctor’s excuses or other personal information. Your business is your business, and you do not need to explain it to me. If you were not in class, you were considered absent, and please refer to the syllabus and the schedule for detailed information about what you missed. The only excused absences eligible for makeup work consideration are those connected to college business, to religious holy days, and to protections under Title IX. Please refer to the Student Policy Handbook and to the Department of Education’s description of Title IX protections. With the exception of the rules relating to Smart Start (being dropped for not attending the first day),if you plan to discontinue the course, it remains your responsibility to officially withdraw from the course.
**************If you do not withdraw, you will earn an F in the course.*************
If you do not attend the first day of class, you must be withdrawn from the course. This is a district policy. If your previous withdraws have exceeded six, you will not able to be withdrawn. See “Six Drop Rule.”
2. Tardiness (coming to class late)
Tardiness is a sign of great disrespect for the other members of the class and for your instructor. Repeated tardiness will be referred to the Vice President of Student Affairs as a disruption of the class environment. Please arrive in class on time and do not leave early unless you have an emergency. If you are late or if you leave class early, you cannot earn credit for Critical Thinking.
3. Presence (staying in class)
Please stay in the class and participate. Leaving class consistently is a sign of great disrespect for the other members of the class and for your instructor. If you need to leave for an emergency, you may do so. Do not consider the class to be similar a movie theater, a room of comatose people from which it is not a big deal to go to the lobby and pick up popcorn and a drink refill, since the show will go on while you are gone. Repeated comings and goings will be referred to the VicePresident of Student Affairs as a disruption of the class environment. If you must leave early, please sign out on the Sign Out Sheet.
4. Withdrawal “Six Drop Rule”
Senate Bill 1231 limits the total dropped courses over a student’s academic career at Texas public institutions of higher education to six (6) courses. This affects only “entering firsttimeincollege students in fall 2007.” Please contact your counselor or academic advisor for more information.
5. Academic Honesty
The St. Philip’s College Bulletin describes the student obligations: “The philosophy and goals of the institution are to protect equality of opportunity of a person qualifies to attend. The enrollment of a student in the College assumes obligations of performance and behavior that are compatible to its mission. The College expects the student to recognize and accept his or her responsibilities which are respects for the rights of others, academic and personal integrity, and adherence to federal, state and local laws.” This means that as a student, you must do your own work. You are not allowed to use passages or “pastes” that you do not cite properly. Additionally, this means that you are not allowed to copy from another source or from another person and then submit the work as your own. You may not “recycle” the work of other students. Academic honesty means that you may not collude. This means that you may study and discuss ideas with your fellow students, but the content of your submitted work must be original and different that other students.
5. Students’ Responsibility at St. Philip’s College
1. Observe the policies and procedures of St. Philip’s College as outlined in the College Bulletin http://myspccatalog.alamo.edu/ (http://myspccat alog.alamo.edu/)
and the Student Policy Manual http://www.alamo.edu/spc/pdf/Student_Policy.pdf (http://www.alamo.edu/spc/pdf/Student_Policy.pdf)
Please refer to the Office of the Vice President of Student Success for more information.
2. Students are expected to be in class on time.
3. St. Philip’s College does not permit eating in any classroom.
4. The college does not permit the use of mobile phones in class. Telephones and pagers are to be turned off or silent
5. The college does not allow individuals to attend the class who are not registered for the class. Students are not to have guests in class.
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DESCRIPTION
OUTCOMES
SCHEDULE
6. All students are responsible for reading, understanding, and abiding by all rules and regulations of the Alamo Colleges, St. Phillip’s College, and the rules of the classroom.
Please continue on to the schedule. The schedule will let you know what we will do each day.
A survey of the social, political, economic, cultural, and intellectual history of the United States from the Civil War/Reconstruction era to the present. United States History II examines industrialization, immigration, world wars, the Great Depression, Cold War and postCold War eras. Themes that may be addressed in United States History II include: American culture, religion, civil and human rights, technological change, economic change, immigration and migration, urbanization and suburbanization, the expansion of the federal government, and the study of U.S. foreign policy. This course fulfills the American History foundational component area of the core and addresses the following required objectives: Critical Thinking, Communication, Social Responsibility, and Personal Responsibility.
Prerequisites INRW 0420
1 Create an argument through the use of historical evidence.
2 Analyze and interpret primary and secondary sources.
3 Analyze the effects of historical, social, political, economic, cultural, and global forces on this period of United States history.
4 Appraise the choices, actions, and consequences of ethical decision making in a historical context.
5 Analyze the influence of civic engagement on U.S. History during the time period being examined in this course.
Date Discussion Topics and Assignments
Readings
Week 1
Jan. 19 and 21
Jan. 19: The Qualities of a Nation State and the Idea of Progress as Ideology
Jan. 21 "The Significance of the Frontier in American History"
Jan. 19: Read Chapter17, The South and the West Transformed, 18651900”
Jan. 21: Read
Document: "The Significance of the Frontier in American History"
Author: Frederick Jackson Turner
Date: 1893
http://www.learner.org/workshops/primarysources/corporations/docs/turner.html (http://ww w.learner.org/workshops/primarysources/corporations/docs/turner.html)
Week 2
Jan. 26 and 28
Jan. 26: The “Gospel” and the Worker and the Worker
Jan. 28: “Gospel of Wealth”
For Jan. 26: Read Chapter 16, “Big Business and Organized Labor, 18601900
Jan. 28: Read Document: Gospel of Wealth
Author: Andrew Carnegie
Date: 1889
http://xroads.virginia.edu/~DRBR/wealth.html (http://xroads.virginia.edu/~DRBR/wealth.ht ml)
Week 3
Feb. 2 and 4
(Census
day: Feb. 3)
Feb. 2: The Business of Politics and the Politics of Business
Feb. 4: “Populist Party Platform”
Feb. 2: Read Chapter 18, “Society and Politics in the Gilded Age, 18651900”
Feb. 4: “Populist Party Platform”
Date: 1892
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http://www.wwnorton.com/college/history/eamerica/media/ch22/resources/documents/pop ulist.htm (http://www.wwnorton.com/college/history/eamerica/media/ch22/resources/docu ments/populist.htm)
Week 4
Feb. 9 and 11
Feb. 9: Imperialism, the Changing Idea of Borders
Feb. 11: “The Strenuous Life”
For Feb. 9: Read Chapter 19, “Seizing an American Empire, 18651913”
For Feb. 11.: Read Document: "The Strenuous Life"
Author: Theodor Roosevelt
Date: 1899
http://voicesofdemocracy.umd.edu/rooseveltstrenuouslife1899speechtext/ (http://voice sofdemocracy.umd.edu/rooseveltstrenuouslife1899speechtext/)
Week 5
Feb. 16 and 18
Feb. 16: Progressivism. For Whom?
Feb. 18: “Lynch Law” and Progressivism
For Feb. 16: Read Chapter 20, “The Progressive Era, 18901920”
Feb. 18: Read Document: "Lynch Law in America"
Author: Ida Well
Date: 1900
http://courses.washington.edu/spcmu/speeches/idabwells.htm (http://courses.washington. edu/spcmu/speeches/idabwells.htm)
Week 6
Feb. 23 and 25
Feb. 23: Progress, Neutrality and War
Feb. 25: “Four Minute Man Speech”
For Feb. 23: Read Chapter 21, “America and the Great War, 19141920”
For Feb. 25: Read
Document: (Four Minute Man Bulletin, No. 17)
Author: Committee on Public Information
Date: 1917
http://historymatters.gmu.edu/d/4970/ (http://historymatters.gmu.edu/d/4970/)
Week 7
Mar. 1 and 3
Mar. 1: Distant Worlds
Mar. 3: “Shut the Door” and What should happen on both sides of the door?
For Mar. 1: Read Chapter 22, “A Clash of Cultures, 19201929”
For Mar. 3: Read Document: “Shut the door,” Debate over JohnsonReed Act of 1924
Author: Ellison DuRant Smith
Date: 1924
http://historymatters.gmu.edu/d/5080/ (http://historymatters.gmu.edu/d/5080/)
Week 8
Mar. 8 and 10
(Spring
Break:
March 14
18)
Mar. 8: Keep the Faith or Seek a New Maxim
Mar. 10: “Commonwealth Club Address” and Those Who Sought Redress
For Mar. 8: Chapter 23, “A New Deal America, 19291939”
For Mar. 10:
Read
Document: “Commonwealth Club Address”
Author: Franklin D. Roosevelt
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Date: 1932
http://www.presidency.ucsb.edu/ws/index.php?pid=88391 (http://www.presidency.ucsb.ed u/ws/index.php?pid=88391)
Week 9
Mar. 22 and 24
Mar. 22: Ideological Competitors and the World Engaged
Mar. 24: Who offers the best chance at progress?
For Mar. 22: Read Chapter 24, “The Second World War, 19331945”.
For Mar. 24: Read
Document: “Let America be America Again”
Author: Langston Hughes
Date: 1938
http://www.poets.org/viewmedia.php/prmMID/15609 (http://www.poets.org/viewmedia.php/ prmMID/15609)
and
Read
Document: “Why We Should March?”
Author: A. Philip Randolph
Date: 1942
http://wps.ablongman.com/wps/media/objects/1483/1518614/primarysources1_27_2.html (http://wps.ablongman.com/wps/media/objects/1483/1518614/primarysources1_27_2.htm l)
Week 10
Mar. 29 and 31
Mar. 29: Ideology Protected…but when will peace and prosperity return?
Mar. 31: “Truman Doctrine” and The Age to Come
For Mar. 29: Read Chapter 25, “The Cold War and the Fair Deal, 19451952
Mar. 31: Read
Document: “Truman Doctrine”
Author: Harry S. Truman
Date: 1947
http://www.trumanlibrary.org/whistlestop/study_collections/doctrine/large/documents/pdfs/ 59.pdf#zoom=100 (http://www.trumanlibrary.org/whistlestop/study_collections/doctrine/lar ge/documents/pdfs/59.pdf#zoom=100)
Week 11
Apr. 5 and 7
Apr. 5: Historical Interview is Due
Changing Dialogue
Apr. 7: Who is to blame for the “Cracks in the Picture Window”
For Apr. 5: Read Chapter 26, “Affluence and Anxiety in the Atomic Age, 19501959”
For Apr. 7: Read
Document: “Television and the Public Interest”
Author: Newton N. Minnow
Date: 1961
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http://www.americanrhetoric.com/speeches/PDFFiles/Newton%20Minow%20%20Televisi on%20and%20the%20Public%20Interest.pdf (http://www.americanrhetoric.com/speeche s/PDFFiles/Newton%20Minow%20%20Television%20and%20the%20Public%20Interest. pdf)
Week 12
Apr. 12 and 14
Apr. 12: Proceeding with Great Certainty
Apr. 14: “A Time to Break the Silence” and The Sounds after the Silence Breaks
For Apr. 12: Read Chapter 27, “New Frontiers, 19601968
For Apr. 14.: Read
Document: “A Time to Break the Silence”
Author: Martin Luther King
Date: 1967
http://www.americanrhetoric.com/speeches/mlkatimetobreaksilence.htm (http://www.ameri canrhetoric.com/speeches/mlkatimetobreaksilence.htm)
Week 13
Apr. 19 and 21
Apr. 19: Crisis? Whose crisis?
Apr. 21: “Crisis of Confidence”
For Apr. 19: Read Chapter 28, “Rebellion and Reaction, the 1960s and 1970s
For Apr. 21: Read
For Document: “Crisis of Confidence”
Author: Jimmy Carter
Date: 1979
http://millercenter.org/president/carter/speeches/speech3402 (http://millercenter.org/presi dent/carter/speeches/speech3402)
Week 14
Apr. 26 and 28
Apr. 26: The New Established Dialogue
Apr. 28: Reagan’s First Inaugural Address and the new “Nothing to fear but fear itself...,”
For Apr. 26: Read Chapter 29, “The Conservative Revival, 19771990
For Apr. 28: Read
Document: First Inaugural Address
Author: Ronald Reagan
Date: 1981
http://millercenter.org/scripps/archive/speeches/detail/3407 (http://millercenter.org/scripps/ archive/speeches/detail/3407)
Week 15
May 3 and 5
(Last Day
of Classes:
May 6)
May 3: Language, Division and the "Consumer State"
May 5: "President Bush Addresses Joint Session of Congress" and Some Final Questions
For May 3: Read Chapter 30, TwentyFirstCentury America, 1993present”
and
Read
Document: Address to the Nation on the Invasion of Iraq
Author: George H. W. Bush
Date: 1991
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INSTITUTIONAL POLICIES
Final Self Evaluation
http://millercenter.org/president/speeches/detail/3428 (http://millercenter.org/president/spe eches/detail/3428)
For May 5: Read
Document: Document: President Bush Addresses Joint Session of Congress
Author: George W. Bush
Date: September 20, 2001
http://georgewbushwhitehouse.archives.gov/news/releases/2001/09/200109208.html (ht tp://georgewbushwhitehouse.archives.gov/news/releases/2001/09/200109208.html)
Finals Week
Thurs., May 12
May 12:
Final Exam
The final exam will be completed at this time.
10:0011:50
STUDENT RESPONSIBILITIES:
A. Attendance:
Effective Spring Term 2010, student absences will be recorded from the first day the class meets. Regular and punctual attendance in all classes and laboratories, day and evening, is required. Students who are absent for any reason should always consult with their instructors. Course syllabi must provide specific information regarding attendance, including, for courses involving the internet, online activity that constitutes “attendance.” Also, both tardiness and early departure from class may be considered forms of absenteeism. In all cases, students will be held responsible for completion of course requirements covered in their absence.
Additionally, it is the student’s responsibility to drop a course for nonattendance. Course instructors establish policy with regard to attendance in their respective syllabi and may drop a student for excessive absences. Absences are considered excessive when more than 12.5 percent of the total contact hours of instruction in a semester, including lecture and lab, are missed. For example, in a threecredithour lecture class, students may be dropped after more than six contact hours of absences. In a fourcredithour lecture/lab class, students may be dropped after more than eight contact hours of absences. Absences are counted regardless of whether they occur consecutively.
In special programs with additional accreditation or certification standards, additional attendance requirements may be enforced but faculty must clearly explain these policies in their syllabi. Students who stop attending class for any reason should contact the instructor and the college registrar to officially withdraw from the class. Students may be required to consult with an advisor or designee before dropping.
Failure to officially withdraw may result in a failing grade for the course. It is the student’s responsibility to withdraw officially from a class by submitting a completed Withdrawal Form to the Admissions and Records Office.
B. Student Responsibility for Success (Alamo Colleges Policy F.6.2):
As members of the Alamo Colleges learning community, students, faculty, staff and administrators all share the responsibility to create an atmosphere where knowledge, integrity, truth, and academic honesty are valued and expected. A clear acknowledgment of the mutual obligations of all members of the academic community emphasizes this implicit partnership in fostering the conditions necessary for student success.
In this relationship, the Alamo Colleges provides institutional policies, procedures, and opportunities to facilitate student learning that encourage interaction, involvement and responsible participation. Inherent in the academic climate is the expectation that students will assume responsibility for contributing to their own development and learning. Academic success is directly tied to the effort students put into their studies, the degree to which they interact with faculty and peers, and the extent to which students integrate into the campus life.
1. Engagement
1. Create connections and build relationships with faculty, staff and students (visit during office hours, join clubs and organizations, participate in student activities, etc.);
2. Stay informed of policies, procedures, deadlines and events for academic and cocurricular activities; 3. Complete all requirements for admission, registration, and payment by deadlines; 4. Apply for financial assistance, if needed, complying with all federal, state and local regulations and procedures; 5. Meet all federal, state and local health care regulations.
2. Communication
1. Seek guidance from faculty, advisors or counselors for questions and concerns in regards to degree plans, major selection, academic status, grades, and issues impacting college success;
2. Develop a peer support system to identify student contacts for questions, group assignments, etc. regarding academic and cocurricular
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COLLEGE POLICIES
activities; 3. Communicate with College personnel promptly regarding academic or cocurricular concerns and assistance requests; 4. Carefully consider the information provided by College personnel and make decisions using that information; 5. Check the Alamo Colleges’ Web Services regularly for emails, holds, student records, financial aid status and announcements; 6. Submit disability documentation if seeking services and request academic accommodations in advance of each semester.
3. Academic Success
1. Complete courses with passing grades and maintain in good academic standing (2.0 GPA) status; 2. Read and follow all syllabi; 3. Purchase textbooks and required supplies in a timely manner; 4. Attend classes regularly and on time, with as few absences, late arrivals, and early exits as possible; 5. Arrive to class with all needed materials and completed assignments for that class period; 6. Be attentive in class and actively participate as appropriate; 7. Devote sufficient time for studying; 8. Ensure integrity in all aspects of academic and career development; 9. Accurately represent one’s own work and that of others used in creating academic assignments. Use information ethically and exercise appropriate caution to avoid plagiarism on all assignments;
10. Notify faculty in advance or as soon as possible about absences and provide documentation as appropriate; 11. Consult faculty members in advance when unable to complete projects, assignments, or take examinations as scheduled.
4. SelfResponsibility and Responsibility to Others
1. Maintain accurate and complete degree/certificate major selection and contact information including name, address, phone number and emergency contact;
2. Balance personal obligations and educational pursuits. Work with a counselor / advisor to design a realistic schedule that dedicates adequate effort to be successful in college studies;
3. Know and follow the regulations and guidelines outlined in the Student Code of Conduct and Student Handbook; 4. Maintain respectful and appropriate behavior within and outside the classroom; 5. Ask for help when needed. Use all available resources and facilities provided by the College to enhance the learning experience; 6. Attend scheduled advising sessions, tutorials, and other appointments. Cancel or reschedule only with good reasons as early as possible;
7. Arrive prepared for tutorial sessions, bringing all needed materials (books, syllabi, rough drafts, calculators, assignment sheets, etc.).
C. Textbook Availability
A student of this institution is not under any obligation to purchase a textbook from a universityaffiliated bookstore. The same textbook may also be available from an independent retailer, including an online retailer.
COLLEGE REQUIREMENTS:
While other exams are given at the discretion of the instructor, a final assessment is given at the end of each semester for each course. The Final Exam Schedule changes with each term and differs from normal class meeting dates and times. See the Final Exam Schedule in the Catalog/Schedule of Classes in the left hand navigation bar.
A student who must be absent from a final evaluation should petition that instructor for permission to postpone the evaluation. A student absent without permission from a final evaluation is graded "0" on the exam.
Incomplete Grades. The conditional grade of “I” may be issued to a student having a passing average on all completed coursework but for a justified reason, such as illness or death in the family or by providential hindrance, has been prevented from taking the final examination or completing other required coursework. The “I” becomes an “F” in one hundred twenty (120) calendar days from the end of the term unless the student completes the balance of the coursework with a performance grade of “D” or higher. Reenrollment in the course will not resolve the “I.” The student and faculty must fill out an Incomplete Contract, clearly defining the work remaining to be finished.
St. Philip’s College Mission Statement
St. Philip's College, founded in 1898, is a comprehensive public community college whose mission is to empower our diverse student population through personal educational growth, ethical decision making, career readiness, and community leadership. As a Historically Black College and Hispanic Serving Institution, St.Philip's College is a vital facet of the community, responding to the needs of apopulation rich in ethnic, cultural, and socioeconomic diversity. St. Philip's College creates an environment fostering excellence in academic and technical achievement while expanding its commitment to opportunity and access.
The college fulfills its mission by offering:
1) General courses in arts and sciences leading to an associate degree.
2) Transfer education for students desiring to attend senior institutions.
3) Developmental courses that improve the basic skills of students whose academic foundations require strengthening.
4) Applied Science and technical programs leading to an associate degree or certificate designed to prepare students for employment and/or to update crucial skills.
5) Workforce and Career development training programs for business, industryand government.
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6) Continuing education programs for occupational and educational enrichment or certification.
7) Counseling and guidance designed to assist students in achieving their educational and professional goals.
8) Educational support services including library services, tutoring, open usecomputer labs and writing center.
9) Services and appropriate accommodations for special populations, to include adult literacy and distance education.
10) Quality social, cultural, and intellectual enrichment experiences for the community.
11) Opportunities for participation in community service and economic development projects.
St. Philip’s College Quality Enhancement Plan: Ethical Decision Making
St. Philip's College is committed to quality education, as such the focus of the 2016 Quality Enhancement Plan is ethical decisionmaking which is the ability to connect values and choices to actions and consequences.
QEP Student Learning Outcomes:
Values: Students gain skills to assess their own values. Ethical Issues: Students identify and are knowledgeable of ethical issues. Perspectives: Students analyze various ethical perspectives.
For more information on the Quality Enhancement Plan,
click HERE https://www.alamo.edu/spc/qep/ (https://www.alamo.edu/spc/qep/)
.
Policies for St. Philip's College:
A. All of the Alamo Colleges are tobacco free.
B. Alamo Colleges DPS Emergency Phone Numbers:
Emergency Phone (210) 4850911
General Phone (210) 4850099
Weather Phone (210) 4850189 (For information on college closures)
C. Disability Access Statement – In accordance with the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act, it is the responsibility of the student to selfidentify with the campus Disability Support Services office. Only those students with appropriate documentation will receive a letter of accommodation from the Disability Support Services office. Instructors are required to follow only those accommodation and/or services outlined in the letter of accommodation. For further information, please contact the Disability Support Services office at (210) 486 2295 / (210) 4862199 or SWC (210) 4867175 or visit the office located:
MLK Campus – Located at the Sutton Learning Center, Ste. 102
SWC – Located in the LIFEspace office, Bldg. 1, A135
Web http://www.alamo.edu/spc/disabilityservices/ (http://www.alamo.edu/spc/disabilityservices/)
If you have specific needs, please discuss them privately with your instructor.
D. Mandatory Student Training for Online Classes:
**Note** If you are new to online classes, it is MANDATORY to take the Orientation to Online Learning course, OLRN 0001, CRN #18893 or 20359. This course familiarizes students with navigating through the online system for a successful start. Register for the free, selfpaced OLRN course the same way as any other course. See www.alamo.edu/spc/distancelearning (http://www.alamo.edu/spc/distancelearning) or call (210) 4862239 for more information
