CHLD 15 -- Ms. Nunes -- Syllabus -- Barstow Community College

Syllabus

Name: (Always use your real name in this box)

Email: (Enter your exact email address)

Postal Address: Number & Street Telephone Number:

City, State, ZIP

Course CRN #:
Last four numbers of student ID:

User Name and Password

You must use a user name and password after the first week of class. Without these words you will not be able to access the course materials. The format of your username and password are clearly posted on the main page of your course. If you still need assistance with your username and password, please go to this page and read the instructions: http://www.bcconline.com/orient/password.htm, to receive further assistance.

In the box below please explain your understanding of user names and passwords, including how you expect to receive your user name and password for this class:

Instructor: Nancy Nunes-Gill

Textbook:

Textbook: Infants and Toddlers-Curriculum and Teaching with Professional Enhancement Booklet (7th Edition) by Watson and Swim

DVD Series: California Infant/Toddler Learning and Development Foundation by California Department of Education - Sacramento 2009

In the box below, type: I have my textbook for CHILD 15 or I will have it by the end of the first week of class.

Email Updates

One of the primary methods of contact in an online course is email. Your college is capable of extracting student names and email addresses from our registration system. The purpose of extracting this information is two fold. The information will be used by the instructor to remain in contact with the class in order to provide information necessary for the students' academic success. The information will also be used to send emails to the students from the college administration. The emails sent by the college administration will consist of links to course surveys which will be used to improve our online courses, important announcements for students, and links to college surveys, which will be used to satisfy requirements placed on the college by the California Community College Chancellor's Office. The college will not use this information to advertise any products and will not share student email addresses with any other organization.

In the box below type the following information:

As a student I understand it is my responsibility to ensure my email address is up to date in the registration system, and that failure to do so can seriously impact my ability to successfully complete my courses. Further, I consent to receive email communication from my instructor and from the college administration. This consent will remain in force until it is revoked in writing or I am no longer taking classes with the college. Upon submitting the syllabus, I agree to enter the registration system, check my email address and change it if necessary. I understand a tutorial is available to assist me with this procedure. I also understand I can contact 760-252-2411 x7236 to receive additional assistance if I encounter any difficulties when attempting to change my email address.

Online Office Hours:

Tuesday from 6 pm - 7 pm. I will be online during this time and will respond immediately. Journal Questions/chapter reviews will be returned with a grade within 72 hours. Papers and projects will have a one week return time.

In the space below type: I understand the instructor’s office hours.

Catalog Description: This course is designed to explore the cognitive/language, emotional, physical, social and theoretical contributions towards the development of children from birth to three years. The course reviews the practical approaches to program planning, the role of the caregiver, curriculum and environment, health and safety, and working with the families. This course fulfills the California licensing requirements for Infant Center personnel.

Course Objectives:

1. Describe the types of behaviors in terms of temperament that children and caregivers may demonstrate.
2. Define, analyze, articulate, and provide an example of the three A's of child care and their value with working with infants and toddlers.
3. Identify the key components involved in providing an environment that is safe, healthy, nurturing and allows for exploration by the infants and toddlers.
4. Articulate a philosophy of working with and involving parents and families.
5. Analyze current research on teratogens and how they can increase the risk of prenatal abnormalities.
6. Explore theories as they relate to cognitive/language, emotional, physical, and social development.

General Objectives:

At the completion of this class the learner will have a better working knowledge of:

The major historical and current trends of child care.

The five need levels of the child.

The five major developmental areas for assessment.

The pattern of the child’s physical, emotional, social, cognitive, and language development. (birth to 36 months)

The importance of communicating with parent and staff.

The difference of a family and child care center.

The components of the indoor and outdoor environment.

The caregiver’s role in curriculum and development.

Student Learning Outcomes:

1. Assess children and caregivers behavior(s) in terms of temperament and their responsive behavior through the three A's of child care- attention, approval and attunement process.
2. Evaluate the teacher/caregiver's role in providing a safe, healthy, nurturing environment for infants and toddlers.
3. Compare history, theories, and current research in the field of child development and early childhood education and it's impact on infants and toddlers.

In the space below type, I have read and am aware of the main objectives of the class. Further, I agree to abide by these objectives.

Possible Points:

Discussion Questions – 45 points

Discussion questions (total of 9) will be worth 5 points each. For full credit you will need to respond to each question with depth – (a two to three sentence response may not sufficiently cover the subject) by Wednesday of that week. This will allow for all students to review each other’s responses. Then by the following Monday you are to respond to 2 other students in a positive way either supporting or disagreeing.

These are due at the end of each respective week.

Chapter Review Activities – 80 points

Students will complete the chapter review activity at the end of each designated chapters. Please complete in an essay format using an Intro, body, and conclusion. Each is worth 5 points.

These are due at the end of each respective week.

Philosophy Paper – 20 points - Due Lesson Week 3

Creating a philosophy statement is one of the most important core concepts we can implement in a program. A philosophy statement focuses on our beliefs and values in working with young children and their families. The importance of including parents and families in your program, evaluating your role in providing an environment that is safe, healthy, nurturing and allows for exploration by the infants/toddlers and provides balancing of opposites, define, and analyze and articulate the three A’s and their value with working with infants and toddlers.

Please review the attached Rubric prior to writing your observation.

Research Paper – 20 points – Due Lesson Week 7

Choose a teratogen that if the fetus is exposed too can affect the development of a child in the developmental domain (i.e., medications, drug exposed, etc.). With that in mind write your paper on the developmental challenges this child may have and how the caregiver/teacher providing the three A’s will affect their learning.

Please review the attached Rubric prior to writing your paper.

Quizzes – 30 points

Quizzes (total of 3) will be worth 10 points each. These are due the week they are assigned. There will be no make-ups for discussion questions or quizzes.

　

Final – 50 points

Final Exam will be given. Only in extreme cases will make-up exams be given! Exam will be given during the week listed and covers the chapters listed in the course outline.

The final exam will be given week 9, is worth 50 points and is proctored.

**Total of 245 Points**

Assignments		Points
Discussion Questions	9 @ 5 points each	45
Journal Chapter Reviews Essay Questions	16 @ 5 points each	80
Research Paper	1 @ 20 points	20
Philosophy Paper	1 @ 20 points	20
Quizzes	3 @ 10 points	30
Final	1 @ 50 points	50
Total Points		245

**Total of 250 Points**

Grading Scale for Course Grade

220 - 245 = 90 - 100 = A
196 - 219 = 80 - 89 = B
171 - 195 = 70 - 79 = C
147 - 170 = 60 - 69 = D
0 - 146 = Below 59 = F

In the space below type, I understand and agree to abide by the grading scale listed above. I also understand how points can be accumulated in this class and that no late work will be accepted.

This schedule is tentative and is subject to modification.

A syllabus is not a contract between the instructor and students, but rather a guide to course procedures on attendance, requirements, grading, objectives and class topics and reading schedules. The instructor reserves the right to amend the syllabus when circumstances dictate or unusual opportunities for students learning arises. Student will be notified.

In the space below type I understand that a syllabus is not a contract between instructor and students but rather a guide to course procedures on attendance, requirements, grading, objectives and class topics and reading schedules. The instructor reserves the right to amend the syllabus when circumstances dictate or unusual opportunities for students learning arises. Student will be notified.

Attendance and Participation Policy:

Students are expected to attend class on a regular basis. Attendance through an online course is noted as assignments are turned in and discussion questions are answered. It's imperative that you check in on the Instructor's Posting Area on a regular basis. I may post any changes to do with the assignments/curriculum/syllabus and or answer another student's questions that you will need to know.

If the student misses the assignment for two weeks in a row, or misses three assignments, he or she will be dropped by the instructor. When emailing assignments, make sure that you annotate the specific chapter and activity number in the subject line. For example: Journal Chapter Review Essay Question #1

Please type your name in the space below to indicate that you understand the attendance and participation policy.

Course Schedule:

Lesson Week 1 –

Introduction to Course

Read Syllabus

Chapter 1 – A Developmental Perspective on Educating Infants and Toddlers

Chapter 2 – Birth to Thirty-six Months: Physical and Cognitive/Language Developmental Patterns

Discussion Question #1–

If your last name begins with A – L respond to the following question:

How does the diversity of families in today’s society influence early education programs and teachers?

If your last name begins with M – Z respond to the following question:

Use Vygotsky’s theory to explain how you would scaffold a toddler with the skill of dressing, including the concept of private speech.

Journal Chapter Review Essay Question #1.1 –

Select two developmental theories. Compare and contrast them; in other words, explain how they are alike and how they are different.

Journal Chapter Review Essay Question #2.1 –

Discuss Piaget’s stages of cognitive development in terms of learning experiences for two-year-olds.

Include concepts such as assimilation, accommodation, and disequilibrium in your answer.

　

Lesson Week 2 –

Chapter 3 – Birth to Thirty-six Months: Social and Emotional Developmental Patterns

Chapter 4 – The Three A’s: The Master Tools for Quality Care and Education

Quiz # 1 – New Perspectives on Infant/Toddler Learning, Development, and Care: Disc 1 – Video Clips

Discussion Question #2 –

If your last name begins with A – L respond to the following question:

Why are early relationships important to later development?

How does knowing about and understanding the attachment relationships that the children in your care have with their family members help you as an early childhood educator?

If your last name begins with M – Z respond to the following question:

What factors influence how teachers use the concept of goodness-of-fit with children in their care? Why is it important to realize this concept with each child?

Journal Chapter Review Essay Question #3.1 –

What does it mean for a child to be securely attached? Insecurely attached? Why is it important for caregivers to establish secure relationships with the infants and toddlers in their care?

Journal Chapter Review Essay Question #4.1 –

List, define, describe, and provide a specific example for each of the three As of child care.

Lesson Week 3 –

Chapter 5 – Effective Preparation and Tools for Professional Educators

Chapter 6 – Building Relationships with and Guiding the Behaviors of Infants and Toddlers

Discussion Question #3 –

If your last name begins with A – L respond to the following question:

List and explain three strategies for positively guiding and supporting the development of very young children’s self-regulation skills?

If your last name begins with M – Z respond to the following question:

List four available community resources and explain how each can be used to add value and resources to your child care program.

Journal Chapter Review Essay Question #5.1 –

Why must teachers observe and record the behavior of infants and toddlers?

What observation tools will (or do) you use most often? Why? What are the benefits to you, the children, and families when using these tools?

Journal Chapter Review Essay Question #6.1 –

Why is taking a developmental approach to guidance beneficial for children and teachers?

Philosophy Paper Due

Lesson Week 4 –

Chapter 7 – Supportive Communication with Families and Colleagues

Chapter 8 – The Indoor and Outdoor Learning Environments

Quiz # 2 – New Perspectives on Infant/Toddler Learning, Development, and Care: Disc 2 – Video Clips

Discussion Question #4 –

If your last name begins with A – L respond to the following question:

What are effective communication skills and why?

Why is effective communication with families important?

If your last name begins with M – Z respond to the following question:

Why is it important to consider the child’s perspective when designing a learning environment?

What can teachers do to make sure that a given environment addresses a given child’s development and learning?

Journal Chapter Review Essay Question #7.1 –

Write an agenda for a family-teacher conference initiated by you to discuss a child’s toilet learning.

Journal Chapter Review Essay Question #8.1 –

Compare the teacher’s perspective, the child’s perspective, and society’s perspective on environmental design. How are they alike and how are they different?

When planning classroom environments, why do we need to balance opposites such as real objects versus open-ended materials, noisy versus quiet, and novel versus familiar?

Lesson Week 5 –

Chapter 9 – Designing the Curriculum

Chapter 10 – The Child from Birth to Four Months of Age

Discussion Question #5 –

If your last name begins with A – L respond to the following question:

Select one emotional and one social skill. Explain how a teacher would select caregiving strategies that demonstrate responsiveness and are appropriate for each skill.

If your last name begins with M – Z respond to the following question:

Choose three routine care times. Explain how each event can be used to promote the development of the child.

Journal Chapter Review Essay Question #9.1 –

Create a brief newsletter article for a child care center explaining their approach to cultural diversity.

Journal Chapter Review Essay Question #10.1 –

Choose three more toys or materials that can be used with infants from birth to four months of age. What are the area(s) of development that each can enhance?

　

Lesson Week 6 –

Chapter 11 – The Child from Four to Eight Months of Age

Chapter 12 – The Child from Eight to Twelve Months of Age

Discussion Question # 6 –

If your last name begins with A – L respond to the following question:

Deborah, a five-month-old, is sitting up against a pillow on the floor. She is looking at the toy she has just thrown out of her reach. She leans forward, tips over, and cries. Describe what you would do next. Explain why you would do it.

If your last name begins with M – Z respond to the following question:

An 11-month-old is responding to labels of objects. Describe a game you can play with this child to stimulate the child’s understanding and use of language.

Why is sharing difficult for the infant between 8 and 12 months of age?

Journal Chapter Review Essay Question #11.1 –

List three caregiver strategies that facilitate the social development of the infant between four and eight months.

Journal Chapter Review Essay Question #12.1 –

Identify four ways an infant in this age range asserts independence.

Research Paper Due

Lesson Week 7 –

Chapter 13 – The Child from Twelve to Eighteen Months of Age

Chapter 14 – The Child from Eighteen to Twenty-four Months of Age

Quiz # 3 – New Perspectives on Infant/Toddler Learning, Development, and Care: Disc 3 – Video Clips

Discussion Question #7 –

If your last name begins with A – L respond to the following question:

Explain the concept of object permanence and how it reflects and impacts both social and cognitive development.

If your last name begins with M – Z respond to the following question:

Identify two possible developments in the child’s language and state two strategies for each that a caregiver can use to facilitate that development.

Journal Chapter Review Essay Question #13.1 –

With the development of eye-hand coordination, what can toddlers do now that they could not do as well several months earlier?

Journal Chapter Review Essay Question #14.1 –

List three physical changes that enable a child to become more independent.

List three ways symbolic play helps a child.

Lesson Week 8 –

Chapter 15 – The Child from Twenty-four to Thirty Months of Age

Chapter 16 – The Child from Thirty to Thirty-six Months of Age

Discussion Question #8 –

If your last name begins with A – L respond to the following question:

List two developing social accomplishments of a child 24 to 30 months old.

Describe a situation in which the child is asserting independence.

If your last name begins with M – Z respond to the following question:

Provide two examples of cultural differences in expressing emotions. Describe which aspects of emotional expression those differences reflect.

Journal Chapter Review Essay Question #15.1 –

Share an example for each of the following language patterns: demonstrative naming, attribution, possession, action sentences, recurrence, and negation.

Journal Chapter Review Essay Question #16.1 –

Give an example of a child’s statement that uses a word that for the child has a meaning different from the one an adult gives the word.

Lesson Week 9 –

Discussion #9 – Identify three concepts or strategies that you have learned in this class and how you will be able to implement them either in your personal life and or in a infant/toddler setting.

Final Exam Week - Proctored

Final Exam Proctor Instructions

Given in the Barstow Community College Computer Commons located in the LRC.

Final Exam to be taken at BCC in the Computer Commons or to be proctored. Students who require a proctor must fill out the proctor form by the end of the second week of class.
Residents of the following cities should take their proctored exams at the Barstow Community College Computer Commons: Barstow, Hinkley, Yermo, Daggett and Newberry.

Residents of Ft. Irwin should take their proctored exams at the Ft. Irwin Satellite location or the Barstow Community College Computer Commons.

All other students should find individual proctors that meet the following guidelines:

All proctors must be librarians, military educational officers, college professors, professional proctors (such as our lab aides) or clergy.

The proctor must have a professional email address and phone. (Hotmail, Yahoo, Excite, AOL, GMail, Earthlink, Verizon, Netzero etc email accounts are unacceptable).

The email address should correspond to a school or business.

All proctoring at Barstow Community College should be done by our designated proctors in the Computer Commons.

Individual proctoring issues can be forwarded to either the instructor or the Instructional Technology Center staff at 760-252-2411 x7319 for resolution.

Please type in the space below: I understand and agree to abide by the course schedule and due dates listed above. I realize that if I require a proctor I must fill out a proctor form by the end of the second week of class.

SO WHY A DISCUSSION BOARD IN ONLINE COURSES?

Students who participate thoughtfully in online discussion, who post regularly and observe the deadlines do the best, excel in quizzes, midterms and the final. The class has been structured to incrementally build a cognitive schema in your mind about this subject, so you want to work as regularly as you can during these 9 weeks. Put the deadline dates in your personal calendar and share them with your family and friends. Keep your schedule. Do not get behind in your lessons, quizzes and midterms. Students who work regularly find that their discussions improve as they move through the 9 weeks of the course. They also learn to develop collaborative insight with their colleague students. Working together, an excellent discussion panel stimulates innovative thinking and assists us in wanting to be part of conversations that matter.

Cognition, (I am sure you have noticed) is a human domain we develop as adults; our thinking expands beyond our adolescent perspectives. We begin to find the art of discourse and dialectical thinking (able to consider both sides of a question) to be broader and more satisfying. We want to hear those who have an opinion different than our own so we can learn more about the world. We use this cognitive development period (20’s, 30’s, 40’s especially) to make major decisions about life-mates, higher education, careers, activities and places to live. Obviously we want to make productive decisions and live a "good life," for the benefit of our families and ourselves. Our discussion assignment is designed to aid such cognitive development.

What is an excellent and even just good posting to the discussion panel? The following are ideas which may assist students in constructing responses. At the end are notes about responding to a colleague student. Remember we want to build a broad, coherent and expansive view of the topic so that we can understand, recall and use these learnings (make a good grade in the class). Here are some "principles" to consider when constructing a response to the discussion question. Obviously it is not necessary for a student to use them all at one discussion panel. Some students are already using these "principles." I appreciate feedback from students on these guidelines/principles and their rationale.

Remember discussion group postings are not simply "opinion," they need to contain facts and research from your reading and other independent sources.

BUILD A BACKGROUND: I assume a student has read the chapter, the lesson and has answered the lesson quiz or exercise prior to attempting to respond to the topic sentence of the discussion. The questions are listed at the end of each lesson so students can prepare a response prior to posting to the discussion panel.

REACTION TO THE TOPIC AND THE READINGS: Were you surprised at the research statements in the text and lesson? Had you ever thought of these topics?

THE PAST: What contributed to the topic in your life experience? Recall prior readings, education and/or experiences.

THE PRESENT: Consider the breadth of the topic, i.e., what might different disciplines have to contribute: biology, sociology, education, other psychology courses. How did this topic develop in our culture, others?

THE FUTURE: What are the implications? What could be the effects of this topic, i.e. (I am using ">" to mean, "lead to"):

Stereotypes > prejudice > negative prejudice > injustice to others > injustice could spread to you.

OTHER PLACES TO LEARN: "Go to Google" and type in a few of the terms in the topic question, lesson and/or text. Report the links found in response to the posting.

PERSONAL EXAMPLES: Share relevant examples in your own life or in the lives of those around you which will help validate and illuminate the topic and its implications or contradict it!

COMMENTING ON OTHER STUDENTS: although your comment to other students is not expected to be as extended as your original comment to the discussion question, it must maintain quality. Some students think posting, "I agree with _______ and I think she/he did a good job" is adequate; it is not. What does that tell us? Nothing. It does not move the discussion forward to another facet. You will not be given credit.

In the box below type: I understand what makes a good discussion group posting and I agree that all of my discussion group postings will meet the standards outlined above.

ACADEMIC HONESTY:

Plagiarism is claiming as your own a paper, report, article, outline or speech which in whole or in part was prepared by someone other than yourself. Plagiarism can result in failure of the course.

The instructor assumes that registration in this class reflects a motivating value to the student. Students are expected to understand their own unique and most productive learning styles and maintain motivation in order to integrate the material covered in the readings and in class or discussions and to be able to recall this material.

In the box below type: I understand what plagiarism is and know that committing plagiarism will result in failure of the course.

Syllabus Disclaimer:

This schedule is tentative and is subject to modification.

In the space below type: I understand that a syllabus is not a contract between instructor and students but rather a guide to course procedures on attendance, requirements, grading, objectives and class topics and reading schedules. The instructor reserves the right to amend the syllabus when circumstances dictate or unusual opportunities for students learning arises. Student will be notified.

Attendance and Participation Policy:

Students are expected to attend class on a regular basis. Attendance through an online course is noted as assignments are turned in and discussion questions are answered. It’s imperative that you check in on the Instructor’s Posting Area on a regular basis. I may post any changes to do with the assignments/curriculum/syllabus and or answer another student’s questions that you will need to know.

In the box below type, I understand and agree to abide the the attendance and participation policy listed above.

ONLINE INSTRUCTIONS:

It is your responsibility to make sure the instructor has the all the contact information stated at the top of this syllabus by the start of classes!! It is your responsibility to email the instructor if you have any problems or do not understand this syllabus.

It is your responsibility to confirm your enrollment either via the Internet at http://bcregweb.barstow.edu/ or by calling (760)252-2411 x7236 if you are having problems accessing the course material. After you have confirmed your enrollment go to http://www.bcconline.com/orient/ and read the password link. Following this procedure will ensure you are helped in the fastest manner possible.

By enrolling for this class, the assumption is that you possess the necessary skills to read at the college level, to enter and perform research on the internet, to email using proper email etiquette and to post to the discussions.

When emailing your instructor: (nnunes@bcconline.com) include your full name. Send all email with the name of the course in the subject line and Lesson No. or the words: problem, question or comment. Many times I receive email with no name in the body of the email. Sign all email with your name as registered at school, or else you will not receive a reply and your assignment will not be graded.

You must explain the problem in the subject line, i.e., Marriage and Family, Research 1 -- no research available. Email without an appropriate subject line will be deleted and will not be read. With the current high incidence of viruses and unsolicited email I automatically delete all email without appropriate subject lines.'

Remember I do not answer email on the weekends, so 48 hours response time do not include Fridays, Saturdays, Sundays and holidays. If an email stating problem, help, or question in the subject line is sent on Monday through Thursday you can expect a response within 24-48 hours. If an email stating problem, help, or question in the subject line is sent on the weekends there will be a longer turn around time, but the email will be answered by Tuesday of the following week.

Email assignments will have a one week turnaround time, and you should not expect an answer to a successfully submitted and completed assignment before the end of the one week turnaround time period. Receiving graded assignments or answers to your questions before the above stated timelines have passed does not guarantee that you will receive replies that quickly in the future.

Online classes are NOT conducted via instantaneous transmission. Just as I am giving you a NINE day period to complete your work, I am to be given SEVEN days to reply to your assignments. In addition, the above stated timelines apply to ALL students and ALL responses to your questions and concerns.

I appreciate your understanding of the above stated timelines and will respond to ALL questions and concerns about this class within the timeframes stated above.

A posting place at the top of the discussion page indicates the instructor’s message board to you. Be sure to check this each week so that you don’t miss messages and clarifications; remember that sometimes no instructor posting will have been made. Students are not to post in the instructor's posting area. Should you have a concern with your class please email me your question. It is not appropriate for students to post their concerns in the instructor's posting area. Students who post in the instructor's posting area will receive a warning and their posting will be deleted unanswered. Students who ignore the warning and post again to the instructor's posting area will be dropped from the class.

At the conclusion of the class students may find out their grades by going on the Internet at http://bcregweb.barstow.edu/. I do not email or post student grades and will not respond to inquiries about grades at the conclusion of the course.

In the box below type, I understand and agree to abide by the online instructions written above.

IMPORTANT:

You will not officially start this course until after you have completed the orientation sessions at http://www.bcconline.com/orient/. No work should be completed until AFTER the you have reviewed the orientation area. The orientation area will answer many frequently asked questions about online instruction and also provides tutorials on common problems students encounter while doing online courses. If you are experiencing technical difficulties and/or need to learn how to use our courseware you should first check the orientation area to see if it answers your technical question. If your technical question is not answered on the website you may then email the webmaster@bcconline.com with your question.

If your question pertains to class materials you should email nnunes@bcconline.com. The webmaster cannot answer course related questions, and Ms. Nunes does not answer technical questions. Remember that you must state your full name, problem, question or concern and your class name in the subject line when asking a question.

In the box below type: I understand there is one meeting for this course (the final). If I am unable to take the final on the main campus, or at Barstow College's Ft. Irwin site, I understand it is my responsibility to find a proctor and completely fill out the proctor from. I understand I must fill out the syllabus in order to complete this course and that completing the online orientation before beginning my course work is mandatory. I realize that I should email the instructor with any class related questions. I also understand that I should first check the orientation area for answers to my technical questions and can email the webmaster@bcconline.com my technical questions ONLY after checking the orientation area for the answer to my question first.

Requirements:

There is no prerequisite for this course. However there are several requirements in order to take the class:

An Internet browser to access web pages.
An email address to receive class materials. A free email account such as GMail, Hotmail or Yahoo is acceptable.
The ability to structure your own time to do the readings, weekly assignments and be prompt. There are no make-ups. Be sure to schedule the midterm and the final in your personal scheduler. Do not plan to move, get married, go on vacation or any other such activity during these times. The midterm and the final are a significant portion of your grade.
The ability to create and submit college level written materials.
Facility with using email, the discussion groups, the web, and word processing.
If you do not have Internet access you may use the computer lab on campus; be sure to check times available for each lab to coordinate with your schedule.

In the box below type: I understand and have the ability to meet the requirements listed above. Further I have the necessary materials to complete this course

INTERNET RESEARCH

Internet research can be a fun and fascinating way to learn more about our subject. In order to utilize the extensive resources of the Internet students may be required to research a website and post their findings on the discussion group each week. It is important, however, to remember that students cannot post duplicate Internet sites. Once a site has been posted as homework to a discussion posting, other students must find a different site on which to report. If a site is extensive and the instructor believes that more than one student could use the site, the instructor will notify the students of her decision in the discussion group.

Evaluating Internet Resources

Purpose

Audience

Consider the intended audience of the page, based on its content, tone and style. Does this mesh with your needs?

Consider the Source

Web search engines often amass vast results, from memos to scholarly documents. Many of the resulting items will be peripheral or useless for your research

Source

Author/producer is identifiable

Author/producer has expertise on the subject as indicated on a credentials page. You may need to trace back in the URL (Internet address) to view a page in a higher directory with background information

Sponsor/location of the site is appropriate to the material as shown in the URL

Good Indicators for Valid Resources:

.edu for educational or research material

.gov for government resources

.com for commercial products or commercially-sponsored sites

Mail-to link is offered for submission of questions or comments

Bad Indicators for Valid Resources:

~NAME in URL may mean a personal home page with no official sanction

http://geocities.com, http://angelfire.com, http://tripod.com, http://xoom.com are all free home page sites usually maintained by an individual -- not an authority on the subject.

Content

Accuracy

Don't take the information presented at face value

Web sites are rarely refereed or reviewed, as are scholarly journals and books

Look for: point of view/evidence of bias

Source of the information should be clearly stated, whether original or borrowed from elsewhere

Comprehensiveness: Depth of information: determine if content covers a specific time period or aspect of the topic, or strives to be comprehensive.

Use additional print and electronic sources to complement the information provided -- if necessary.

Currency

Look to see if site has been updated recently, as reflected in the date on the page. See if the material contained on the page is current

Links

Are links are relevant and appropriate?

Don't assume that first links in a website search engine are the best available. Be sure to investigate additional sites on the topic before posting to the discussion group. The first site you investigate may not be the one you want to post.

Style and Functionality

Site is laid out clearly and logically with well organized subsections

Writing style is appropriate for the intended audience

Site is easy to navigate, including

Clearly labeled Back, Home, Go To Top icons/links

Internal indexing links on lengthy pages

Links to remote sites all work

Search capability is offered if the site is extensive

Bookmarks or favorites are such a time saver!

To make a bookmark in Netscape Communicator or a favorite in Internet Explorer:

Go to the page

Hold down the CTRL key and TAP the D key ONCE

I understand the standards for researching on the Internet, how to make a bookmark or favorite and that it is not a good idea to just post the first website I find without conducting further research.

Disability Statement:

If you have a disability which may impact your success in this course, you may contact the Office of Student Support (OSS) to arrange any reasonable accommodations and supports to which you are entitled. It is the responsibility of the student to initiate these procedures. The OSS department can be contacted by calling 760-252-2411 x7225 or 760-252-6759 TTY/TDD or emailing oss@bcconline.com.

In the box below type: I understand that if I have or suspect I have a disability I can contact the OSS program at the number or email address listed above and request reasonable accommodations. Further I realize it is my responsibility to contact the OSS department.

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Name:		*(Always use your real name in this box)*
Email:		*(Enter your exact email address)*
Postal Address:	Number & Street	Telephone Number:
	City, State, ZIP
Course CRN #:		Last four numbers of student ID: