Child Development Associate School of Continuing … · 3 hour lecture course / 3 hour Computer Lab...
Transcript of Child Development Associate School of Continuing … · 3 hour lecture course / 3 hour Computer Lab...
Child Development Associate
School of Continuing Education
CDEC 2024 – Child Development Associate III
CRN# 70561
AVANCE-Jensen Drive Room # 2 | 9:00am – 3:00pm | Saturday
04/18/2015 - 06/06/2015
3 hour lecture course / 3 hour Computer Lab 48 hours 4.8 CEU’S
Instructor:
Mary Montgomery
Instructor Contact Information:
Office location and hours
Please feel free to contact me concerning any problems that you are experiencing in this course. You do not need
to wait until you have received a poor grade before asking for my assistance. Your performance in my class is
very important to me. I am available to hear your concerns and just to discuss course topics.
Course Description
CDEC 2022 is a continuation of CDAI and CDA II that provides instruction on fundamental skills needed in
working with young children and their families;
1. provides students with opportunities to participate in assessing their strengths, knowledge and weakness
in each of the 13 functional areas;
2. provides students with opportunities to utilize skills in writing, speaking, teamwork, time management,
creative thinking and problem solving.
Prerequisite CDA I and CDA II
High School Diploma or GED
Course Goal
Upon completion of this course the student will successfully:
1. Master course content through activities, examinations, projects, quizzes and handouts. 2. Engage in class activities and discussions, and be able to apply learned knowledge to common –life
experiences.
Student Learning Outcomes
The student will be able to:
1. Explain methods to establish and maintain a safe, healthy learning environment.
2. Identify methods to advance physical and intellectual competence.
3. Describe ways to support social and emotional development.
4. Describe techniques used to provide positive guidance.
Learning Objectives
Students will continue the study of:
1. Requirements for the Child Development Associate National Credential (CDA).
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2. Understand the six functional areas of study: safe, healthy, learning environment, self, social, and
guidance. 3. Understand the importance of a professional code of ethics and the legal
responsibilities of teachers. 4. Understand the Texas Child Care Minimum Standards 5. Review Texas Family Code, Title 5 6. Examine diversity in the classroom with consideration on culture, gender and
special needs.
SCANS or Core Curriculum Statement and Other Standards
This course is designed to help individuals decide whether teaching young children ages 0 to 5 years old could be
a satisfying career for them. Information concerning basic skills, thinking skills, personal qualities, resources,
information, interpersonal skills, systems and technology skills of education and educator’s rewards and
challenges of teaching is presented.
NAEYC
TECECD
S HSCKS
1. Identify methods to advance physical and intellectual competence. 4a, 4b 1 P1
2. Describe the CDA process. 5a, 5c, 5d 8
3. Develop general observation skills. 3a, 3b, 3c 7 P3
4. Summarize basic child growth and development. 1a, 1b 1 P1
5. Explain methods to establish and maintain a safe, healthy learning environment. 4c, 4d 2 P2
6. Describe ways to support social and emotional development. 1a, 1b 1 P1
7. Describe techniques used to provide positive guidance. 1b 4 P4
8. Utilize skills in writing, speaking, teamwork, time management, creative thinking,
and problem solving. SS3, 335
NAEYC Supportive Skills -The student will write competency goals for the Child Development Associate
credential portfolio requirements (SS3) and will set goals for completion of Child Development Associate
credential (SS1).
For a complete list of all standards visit HCC Central College Learning Web http://learning.cc.hccs.edu/Courses/
NAEYC – National Association for Education of Young Children Standards for Early Childhood
Professional Preparation Associate Degree Programs
TECECDS – Texas Early Care and Education Career Development System
HSCKS – Head Start Core Knowledge and Skills for Practitioners
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SCANS Competencies:
1
3
0
3
1
3
1
1
1
3
1
3
1
3
1
7
1
3
1
8
1
3
1
9
1
3
2
1
1
3
2
3
1
3
5
4
1
3
5
6
1
3
5
7
1
3
5
8
1
3
5
9
1
3
9
3
2
1
8
6
2
2
8
6
2
3
2
2
2
3
2
4
2
3
2
6
2
3
2
8
2
3
4
1
2
3
8
0
Basic Skills X X X X X X X X
Thinking Skills X X X X
Personal
Qualities X X X X X X X X X X X
Resources X X X X X
Information X X X X X X X X X
Interpersonal X X X X
Systems X X X X
Technology X X X X
Basic Skills: The student will write competency goals for the Child Development Associate credential portfolio
requirements (writing).
Personal Qualities: The student will set goals for completion of Child Development Associate credential (self-
management) and demonstrates NAEYC code of ethics (integrity/honesty).
Instructional Methods
CDEC 2024
As a student wanting to learn about the field of child development, it is your responsibility to read the textbook,
submit assignments on the due dates, study for the exams, participate in classroom activities, attend class, and
enjoy yourself while experiencing the real world of infant to preschool.
As I believe that engaging the students in the learning is essential for teaching to be effective, you will spend the
majority of class time involved in collaborative activities. You will be involved in discussions with your
classmates and your instructor. As you will want to contribute to these discussions, you will need to come to
class prepared to discuss, analyze and evaluate information from your text and other assigned readings.
Student Assignments
Assignments have been developed that will enhance your learning. To better understand a topic, you will be
given assignments on key information that you will need to remember for your success in your career as an
educator. Students will be required to successfully complete the following:
Quizzes and Exams
All quizzes and exams will begin at approximately 9:30am. Quizzes/exams will be timed and will be collected at
the end of the designated time. Therefore, arrive on time.
Multiple Choices, true/false and open ended questions through group discussion from assigned chapters which
includes knowledge and comprehension questions from text book, scenarios of ethical dilemmas and true or false
type questions. I may administer pop-quizzes. The student may earn additional points added to final exam or final
grade for each pop-quiz.
Final Exam
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The final exam will consist of multiple choice questions, True /False statements and Student Learning Activities
to apply knowledge learned from chapters 9-13. Questions will include knowledge and comprehension of Skills
for Preschoolers.
Field Study
Students are required to complete 16 hours of observation in a center-based child care, Head Start program and /
or Prekindergarten setting. A field experience agreement and document log will be provided.
You must submit a signed, activities and hours completed sheet. In addition, you will also have weekly checklists
and/or assignments to complete during your observation period.
CDA application, number of clock hours to record by course
Content Area Number of
Hours Course WCEM Course Name
1. Planning a safe, healthy, learning environment 24 CDEC 2022 CDA II
2. Steps to advance children’s physical and intellectual
development
16 CDEC 1017 CDA I
3. Positive ways to support children’s social and
emotional development
24 CDEC 2022 CDA II
4. Strategies to establish productive relationships 16 CDEC 2024 CDA III
5. Strategies to manage an effective program operation 10 CDEC 2024 CDA III
6. Maintaining a commitment to professionalism 16 CDEC 2024 CDA III
7. Observing and recording children’s behavior 16 CDEC 1017 CDA I
8. Principles of child development and learning 16 CDEC 1017 CDA I
*Some hours may overlap within CDA I, II and III.
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Course Content Calendar:
Week 1 – April 18, 2015
Time Assignments/Tests/Projects/Lecture/Videos/Lab/Other Handouts
9:00 – 9:30 Hot Topic: Current social activities on preschoolers
9:30-10:30 Introduction: CDA III-Review course requirements
Continuation of CDA I: Review Chapters 4,5,6,7, & 8
Syllabus
12 principles of Child
Development and Learning
10:30-11:00 Developmental Appropriate Practices for Young Children (DAP)
Overview of teaching strategies
10 effective DAP teaching
strategies
11:00-12:00 Video clips: PBS kids Thomas & Friends for children ages 2-5 as
they develop important social-emotional skills and helps to build
an early foundation for preschoolers’ success.
Students will participate in group and individual activities
12:00-12:30 Break/
12:30-1:00 Continue working on Competency Statement III
Progress Conference: Sign up for a 20 minute time slot for
reviewing portfolio.
1:00-3:30 Computer Lab- Continue collecting resources for portfolio
Assignment: Read chapter 9 and prepare for discussion.
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Course Content Calendar Week 2 – April 25, 2015
Time Assignments/Tests/Projects/Lecture/Videos/Lab/Other Handouts
9:00-9:30 Hot Topic: Current events on Preschoolers
9:30-10:15 Lecture: Chapter 9 Promoting Social Skills
General Objective: To help children develop the social skills of interacting in
harmony with others.
10:15-11:00
Framing Activity: Make a machine. Divide the class into groups of three or
four students. Challenge each group to think of a machine and to “build it”
using all their members. Each group will then pantomime the actions of their
machine, and the rest of the class will guess what it is. Ask students to reflect
on how this activity illustrates what it takes to work with other people.
Suggest that young children don’t yet know how to cooperate and work
together. This activity is meant to help students understand what young
children are going through as they learn, over many experiences, how to work
together with others.
Framing
Activity
11:00-12:00 Video Clip: Early Years in Action-Personal, Social, and Emotional
Development
12:00-12:30 Break
12:30-1:00 Ethical Social Dilemma: Role- play the ethical dilemma at the end of the
chapter, choosing roles of Rinaldo, his mother, the teacher, and the program
director. Afterwards, discuss this dilemma using the NAEYC Code of Ethical
Conduct to suggest how the program should respond. Ask for class comments.
1:00-1:30 Review Observation: Figure 9.1 Social Skills Checklist (pg. 232) Fig. 9.1
1:30-3:30 Computer Lab: Continue collecting resources for professional portfolio
Utilize: skills in writing, speaking, and teamwork
Read: Chapter 10-Providing Guidance
Assignment: Study the Partner’s Play Categories
Make observation of several children, looking for and recording each of the 6
categories of play described by Parten that each child is demonstrating as he
or she plays. Take several digital photos of each child and show to class in a
power point presentation. Pg. 234 (Due May 2, 2015)
Partner’s Play
Categories
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Course Content Calendar
Week 3 – May 2, 2015
Time Assignments/Tests/Projects/Lecture/Videos/Lab/Other Handouts
9:00 - 9:30 Hot Topic:
9:30 - 10:15
Lectures: Chapter 10 Providing Guidance
(using positive preventive measures to help children eliminate
inappropriate behavior).
Pyramid Model Consortium (video)
The Pyramid Model for Supporting Social Emotional
Competence in Infants and Young Children
Preventing
Challenging
Behavior in
young
Children:
Effective
Practices
10:15-10:45 NAEYC Criteria for Teaching Standard
Describe how you would meet the following standard:
3.A.05 Teachers work to prevent challenging or disruptive behaviors
through environmental design and engaging activities.
10:45 – 11:30 Review: Partner’s Play theory(Due)
11:30 – 12:00 Small Group: #3 Each group member will decide on whether to be pro
or con on the issue of using a time-out chair in a preschool classroom.
(Why?) Pg. 268
12:00-12:30 Break
12:30-1:00 Framing Activity: Behavior challenges. Ask the class to brainstorm a
list of all the things the children in their care do that annoy them.
Reassure students that all of these issues will be addressed during this
unit on guidance. Doing this tends to reduce students’ anxiety about the
behavior challenges that are of great concern in child care settings. At
the end of the class session on guidance, return to this list and review
what students have learned about handling each challenge effectively.
1:00-3:30 Computer Lab: Continue collecting resources for professional
portfolio.
Utilize skills in writing, speaking, and teamwork.
Wrap –Up Activity: Complete the competency statement for functional
area 9 and start functional area 10.
Assignment: Observe in a classroom noting children’s behavior for
three days different days. Take digital photos if allowed. If any
disruptive behavior occurs try to determine its cause by referring to
Figure 10.1 and tell how you would eliminate this disruptive behavior.
Write up results and report to the class. (Due: May 9,2015)
Figure 10.1
Room
Arrangement
Check list
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Course Content Calendar
Week 4 – May 9, 2015
Time Assignments/Tests/Projects/Lecture/Videos/Lab/Other Handouts
9:00 - 9:30 Hot Topics
9:30 -10:30 Continuation on Providing Guidance: Teacher’s responsibility
Understands the difference between guidance and discipline
Anticipates disruptive behavior & arranges classroom to prevent it
Sets limits & involves children in rule-making focuses on positive
behavior to eliminate inappropriate behavior
10:30-11:00 Review outline on: Opening Up your Own Child development Center
Present in power point (Due June 6,2015)
11:00-12:00 Ethical guidance dilemma: Role-play the dilemma at the end of the
chapter, choosing roles of Rhonda, the teacher, the two girls, their mothers,
and the director. Afterward, discuss this dilemma using the NAEYC Code
of Ethical Conduct to suggest how the program should respond. Open the
discussion to the class. (page 276)
12:00-12:30 Break
12:30-1:00 Video clip: The Center for Evidence-based Practice: Young Children with
Challenging Behavior. www.challengingbehavior.org
1:00-01:30 Wrap Up Activity: Complete the competency statement for functional
area 10(Guidance)
01:30-03:30 Computer Lab: Continue collecting resources for portfolio
Collect resources for Power point presentation(Due June 6,2015)
Check portfolio lay out.
Read Chapter 11 prepare for discussion.
Assignment: Study for Quiz on Chaptes9 & 10
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Course Content Calendar
Week 5 –May 16, 2015
Time Assignments/Tests/Projects/Lecture/Videos/Lab/Other Handouts
9:00 - 9:30 Hot Topic:
9:30-10:30 Quiz: Chapters 9 &10
10:30-11:00 Class participation: Bingo Game
Teacher’s
Guide
literacy &
language
11:00-12:00
Lecture Chapter 11 promoting Family Involvement
General Objective: To encourage family involvement in center activities
to promote their children’s positive development.
Involving families in participating in children’s programs supporting
families of different makeups,
Building teacher-family relationships through meetings.
Helping parents contribute to child’s welfare while in the program
12:00-12:30 Break
12:30-1:00 Group Activity: Classroom learning centers. Help set up classroom
learning centers (real or virtual) for a family classroom meeting. Make a
poster for each 5 learning centers telling what children learn in each
center, how children use the center, and what a visitor can do in each
center. Share these with the class and ask for suggestions.
Group
Activity:
Classroom
learning
centers.
01:00-1:30 Video: The ABC’s of Parent Involvement
1:30-3:30 Computer Lab: Continue Collecting resources for professional portfolio
Utilize skills in writing, speaking, and teamwork
Assignment: Develop a Parent handbook to be given to parents at the
beginning of the year to help them understand the program and their
involvement. It can contain Figure 11.1 Family Involvement in Children’s
Program that lists ways that parents can contribute as well as Figure 11.3
Parents’ Learning Goals for Children. In addition it can contain
information about the program, how it is supported (funding, sponsors),
ways parents can add to this support, healthful recipes for meals and
snacks, words to songs and finger plays the children will learn, favorite
picture book children like to hear, follow-up activities about the stories,
suggestions for supporting children’s emergent reading and writing at
home, directions for making hand puppets, finger puppets, and book
character dolls, other craft ideas with throw-away items, a calendar of
annual events, names and phone numbers of various community services,
and staff names and phone numbers.
(Due May 30, 2015)
Figure 11.1
Figure 11.3
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Course Content Calendar
Week 6 – May 23, 2015
Time Assignments/Tests/Projects/Lecture/Videos/Lab/Other Handouts
9:00-9:30 Hot Topic:
9:30-10:30 Lecture: Chapter 12 Providing Program Management
General Objective: To develop an effective early childhood classroom
program based on the needs and interests of the children.
Observes, records, and interprets the needs of the children.
Plans and implements an emergent curriculum based on children’s needs
and interest
Assesses outcomes and arranges follow-up.
10:30-11:00 Group Activity: Divide the class into small groups, and give each one a
lesson plan form. Challenge each group to select a theme for the month
and to develop a weekly lesson plan for a group of preschool children.
Each lesson plan should include the list of materials needed to carry it out.
Have the groups share their lesson plans with the class.
Lesson plan
11:00- 12:00 Each student will design their own curriculum web Curriculum
web.
12:00-12:30
Break
12:30-1:30 Groups will discuss team work from their lesson plan and curriculum
web.
Ethical program management Dilemma. Each group member takes one
of the roles (mother, child, teacher, director) and has a round table
discussion in front of the class, relating your point of view on the matter.
Give several possible possible solutions for the problem, also telling what
you think the results would be for each of the solutions.(More than one
person in the same role is allowed)
1:30-3:30 Wrap Up Activity: Complete competency statements for functional area
11 and 12
Computer lab: collect resources for portfolio
Read chapter 13- Promoting Professional Professionalism (prepare for
discussion.
Prepare presentation for June 6,2015
Utilize skills in writing, speaking, and teamwork.
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Course Content Calendar
Week 7 –May 30, 2015
Time Assignments/Tests/Projects/Lecture/Videos/Lab/Other Handouts
9:00 - 9:30 Hot Topics
9:30-10:45 Lecture; Chapter 13 Promoting Professionalism
Making a commitment to the early childhood profession.
Behaving ethically toward children, families, and co-workers
Taking every opportunity to improve professional growth
Recognizing the NAEYC standards for professional preparation of early
childhood professionals.
10:45-11:30 Ethical responsibilities
Reread the list of four ethical responsibilities to Children and four
Ethical Responsibilities to Families in Figure 13.4. Find at least one of
the 12 ethical dilemmas in the book chapters that relates to each of these
eight dilemmas. Write up your findings, telling what the relationship is.
Fig.13.4
11:30-12:00 NAEYC video Clip
National Association of Education for Young Children
12:00-12:30 Break
12:30-1:00 Group Activity: Hang five large sheets of chart paper around the room.
Use the following labels (one per sheet) oneach sheet of paper:
“Professional Organizations,” Early Childhood Readings, Conferences
and Workshops, Courses and Degree programs, and Early Childhood
Advocacy. Ask students to take a marker and to add to each sheet how
they have achieved this level of professionalism.
Note: No duplicates, only new ideas should be added. Share the
completed list with the whole class.
1:00-3:30 Computer Lab: Complete research on all resources for portfolio
Study for Quiz on Chapters 11,12,&13
Complete all competent statements for coals 1,2,3,4,5, & 6
Prepare for Power point presentation(due June 6,2015)
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Course Content Calendar
Week 8 – June 6, 2015
Time Assignments/Tests/Projects/Lecture/Videos/Lab/Other Handouts
9:00 – 9:30 Hot Topics
9:30:10:45 Quiz Chapters 11,12, & 13
10:45-12:00 Opening a Child Development Center
Group I- Individual Power Point Presentation
Group II- Individual Power Point Presentation
12:00-12:30 Break
12:30-01:30 Opening a Child Development Center
Group III Individual Power Point Presentation
01:30- 3:30 Computer Lab: work to gather information for completion of
Professional Portfolio.
Final review of Professional Portfolio
Presentation of completion certificates
*Weekly times may vary based on class size and student’s level of comprehension.
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Instructional Materials
• TEXT: Beaty, J. (2012). Skills for Preschool Teachers (9th Ed.) Upper Saddle River, NJ: Merrill
• The Child Development Associate Assessment System and Competency Standards – visit the Council
website at www.cdacouncil.org to purchase the packet of your credentialing interest.
• National Association for the Education of Young Children. (1997) Developmentally Appropriate
Practices for Early Childhood Programs.-Washington, DC: NAEYC
HCC Policy Statement - ADA
Services to Students with Disabilities
Students who require reasonable accommodations for disabilities are encouraged to report to Dr. Becky Hauri at
713-718-7910 to make necessary arrangements. Faculty is only authorized to provide accommodations by the
Disability Support Service Office
HCC Policy Statement: Academic Honesty
A student who is academically dishonest is, by definition, not showing that the coursework has been learned, and
that student is claiming an advantage not available to other students. The instructor is responsible for measuring
each student's individual achievements and also for ensuring that all students compete on a level playing field.
Thus, in our system, the instructor has teaching, grading, and enforcement roles. You are expected to be familiar
with the University's Policy on Academic Honesty, found in the catalog. What that means is: If you are charged
with an offense, pleading ignorance of the rules will not help you. Students are responsible for conducting
themselves with honor and integrity in fulfilling course requirements. Penalties and/or disciplinary proceedings
may be initiated by College System officials against a student accused of scholastic dishonesty. “Scholastic
dishonesty”: includes, but is not limited to, cheating on a test, plagiarism, and collusion.
Cheating on a test includes:
• Copying from another students’ test paper; • Using materials not authorized by the person giving the test; • Collaborating with another student during a test without authorization;
• Knowingly using, buying, selling, stealing, transporting, or soliciting in whole or part the contents of a
test that has not been administered; • Bribing another person to obtain a test that is to be administered.
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Plagiarism means the appropriation of another’s work and the unacknowledged incorporation of that work in
one’s own written work offered for credit.
Collusion mean the unauthorized collaboration with another person in preparing written work offered for credit.
Possible punishments for academic dishonesty may include a grade of 0 or F in the particular assignment, failure
in the course, and/or recommendation for probation or dismissal from the College System. (See the Student
Handbook)
HCC Policy Statements
B.1.8.5 Minors and Relatives on HCC Property
Minors and relatives requiring special care are not permitted on any HCC property unless they are directly
supervised by a parent or legal guardian, or the responsible adult. Minors and relatives of HCC employees
requiring special care are not allowed in HCC work areas. Minors and relatives of enrolled HCC students
requiring special care are not permitted in classrooms unless they are invited by the classroom instructor for
instructional purposes.
A. Attendance Policy
Students are expected to attend all lecture and labs regularly. You are responsible for materials covered during
your absences. Class attendance is recorded. If an absence is anticipated, the student is to make a scheduling
arrangement in advance with the instructor. A student who is fifteen (15) minutes late is considered TARDY and
points will be deducted from attendance. Additionally, if you leave class early, points will also be deducted. It is
the student’s responsibility to keep tract of his/her attendance record and for all assignments, materials,
examinations, etc. missed. In order to receive CEUs (if applicable) and a Certificate of Completion, a minimum
of 80% attendance is required.
B. Dress Code
Students will be expected to attend class and student laboratory clean and neatly dressed to present a professional
appearance.
1. Clothing For safety purposes, students are expected to wear proper clothing, similar to the one used in the workplace.
2. Foot Wear Appropriate footwear will be required in the student laboratory. No sandals or canvas shoes are allowed.
C. Cell Phones and Pagers
Cell phones and pagers are very disruptive to class. They must be turned off or set to mute while in the classroom
or student laboratory.
D. Behavior
Disruptive behavior or any behavior that interferes with any educational activity being performed by the instructor
will not be allowed. Additionally, no student may interfere with his/her fellow students’ right to pursue their
academic goals to the fullest in an atmosphere appropriate to a community of scholars. The following specific
rules will apply throughout the course:
1. Be on time. 2. Be respectful and courteous.
3. Be prepared. 4. Be helpful.
Classroom Behavior / Lab Guidelines
Student behavior should promote a positive learning environment for everyone. Breaks will be determined
based upon classroom activities due to the length of the class meeting time.
• Participant is not allowed to modify the local computers and is prohibited from uploading files or programs.
• Participant is asked to return the computer to its original condition at the end of each class period.
• Students should backup all work on a personal storage device, such as a flash drive, zip drive etc. Any
information saved onto HCC computers may be deleted at any time.
• No food or drinks are allowed in the classrooms or lab.
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• Participant is not allowed in the lab without the supervision of instructor or lab aide.
Parking Permits
Students are responsible for displaying a valid HCC parking permit on their vehicle. To get your parking permit, students
need to go to Self Service after logging into the Student System on the HCC Web site, hccs.edu. Once in the Student
Center, click the link “Parking Access” in the Personal Information section located at the bottom of the page. Fill out the
registration form for your parking permit and print the permit. You will need drop by an HCC Police Department office
and pick up a plastic holder. Insert the permit in the holder and display it on the dashboard of your car. The permit is good
for a year.
Access CE Policies on their Web site: http://hccs.edu/CE-student-guidelines
Access Student Services Policies on their Web site: http://hccs.edu/student-rights
Repeat Course Fee
The State of Texas encourages students to complete college without having to repeat failed classes. To increase student
success, students who repeat the same course more than twice, are required to pay extra tuition. The purpose of this extra
tuition fee is to encourage students to pass their courses and to graduate. Effective fall 2006, HCC will charge a higher
tuition rate to students registering the third or subsequent time for a course. If you are considering course withdrawal
because you are not earning passing grades, confer with your instructor/counselor as early as possible about your study
habits, reading and writing homework, test taking skills, attendance, course participation, and opportunities for tutoring or
other assistance that might be available.
HCC Course Withdrawal Policy
Prior to the first scheduled class meeting, students must complete a Drop form in a Campus/Center office. Requests made
after class has begun result in No Refund. Materials fees paid to instructors are not refundable.
Use of Camera and/or Recording Devices
As a student active in the learning community of this course, it is your responsibility to be respectful of the learning
atmosphere in your classroom. To show respect of your fellow students and instructor, you will turn off your phone and
other electronic devices, and will not use these devices in the classroom unless you receive permission from the instructor
Use of recording devices, including camera phones and tape recorders, is prohibited in classrooms, laboratories, faculty
offices, and other locations where instruction, tutoring, or testing occurs. Students with disabilities who need to use a
recording device as a reasonable accommodation should contact the Office for Students with Disabilities for information
regarding reasonable accommodations.
Course Requirements and Expectations
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 class activities, discussions, and lectures • 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
To be successful in this class, it is the student’s responsibility to:
• Attend class and participate in class discussions and activities • Read and comprehend the textbook • Complete the required assignments and exams • Ask for help when there is a question or problem
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• Keep copies of all paperwork, including this syllabus, handouts and all assignments • Register for HCC Student Email Address • Obtain HCC parking permits
• Purchase Flash Drive, a pack of 25-50 clear sheet protectors, 3” binder for your professional portfolio, 9
divider tabs, 1 ream of copy
Participant Assessment
Your instructor will conduct quizzes, exams, and assessments that you can use to determine how successful you are at
achieving the course learning outcomes (mastery of course content and skills) outlined in the syllabus. If you find you are
not mastering the material and skills, you are encouraged to reflect on how you study and prepare for each class. Your
instructor welcomes a dialogue on what you discover and may be able to assist you in finding resources on campus that
will improve your performance.
Assessment Point Value
Attendance 80
Class Participation 80
Exams 100
Final Grading Scale
100-90=A
89-80=B
79-70=C
69-60=D
I = Incomplete
W = Withdrawal
COM = Complete
CRN 63694-CDEC 2022
Mini Research 100
Individual Presentation 100
Professional Portfolio 500
Field Experiences 40
Total 1000