course overview

 COURSE DESCRIPTION:  Child Development Associate Training I:  The course is based on the requirements for the Child Development Associate Credential (CDA). The areas of study are physical, cognitive, creative, and communication. Topics on CDA overview, general observation skills, and child growth and development are also covered.  (4-3-4)

INSTRUCTIONAL TECHNOLOGY:  A variety of instructional methods will be used including lecture, small group work, videos, role playing and focused listing.

 

COURSE RATIONALE:  CDA I is the first of three courses designed to meet the training hours requirement for the CDA Certificate.  The course provides hours in physical and motor development, cognitive development, communication, creativity, professionalism, principles of development, and observation.

 

SYLLABUS:  See the instructor for the official copy of your syllabus.

Student Learning Outcomes/Learning Objectives

  

 

 

NAEYC Standards and Program Level Outcomes: All coursework in ACC’s Child Development Department include student learning opportunities and outcomes that address the National Association for the Education of Young Children’s Standards for Early Childhood Professional Preparation in Associate Degree Programs. The Standards intentionally cover areas of professional preparation that are required to be sure that all young children will receive the kind of early education they need and deserve. Following are the Standards which are included in your coursework:

STANDARD 1: PROMOTING CHILD DEVELOPMENT AND LEARNING

1a: Knowing and understanding young children’s characteristics and needs 1b: Knowing and understanding the multiple influences on development and learning 1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging  learning       environments

STANDARD 3: OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT YOUNG CHILDREN AND FAMILIES

3a: Understanding the goals, benefits, and uses of assessment 3b: Knowing about and using observation, documentation, and other appropriate assessment tools 3c: Understanding and practicing responsible assessment 3d: Knowing about assessment partnerships with families and other professionals

STANDARD 5: BECOMING A PROFESSIONAL

5a: Identifying and involving oneself with the early childhood field 5b: Knowing about and upholding ethical standards and other professional guidelines 5c: Engaging in continuous, collaborative learning to inform practice 5d: Integrating knowledgeable, reflective, and critical perspectives on early education 5e: Engaging in informed advocacy for children and the profession

 

COURSE OBJECTIVES: By the end of the semester, students will identify methods to advance physical and intellectual competence.  Students will become aware of the CDA assessment process, observation skills, and principles of child development. The student will utilize skills in writing, speaking, teamwork, time management, creative thinking, and problem solving.

 

The student will

1. Identify methods to advance physical and intellectual competence.

1. offer a variety of activities, which enable children to develop their large muscles.
2. offer a variety of activities, which enable children to develop their small muscles.
3. adapt program activities to meet individual and special needs of children with disabilitis.
4. offer children opportunities to develop their senses.
5. recognize and plan for individual learning styles.
6. provide throughout the day a variety of age appropriate materials and activities that encourage curiosity, exploration, and problem solving.
7. provide for play, exploration, and learning.
8. communicate with each child frequently.
9. encourage children to talk.
10. communicate with children in developmentally appropriate ways.
11. respond positively to children’s attempts to communicate.
12. provide a developmentally appropriate, print rich environment in which children learn about books, literature, and writing.
13. appreciate individual expression and creativity.
14. provide many opportunities for appropriate music experiences.
15. provide age-appropriate, creative art experiences.
16. provide dramatic play experiences with a variety of age - appropriate props.
17. provide a variety of age-appropriate block play construction.
Standard 1

 

2. Maintain a commitment to professionalism.

1. be aware of the CDA assessment process.
Standard 5

 

3. Develop skills in objective observation.

1. be aware of and implement anecdotal observations.
2. observe and record observations objectively.
Standard 3

 

4. Be familiar with principles of development.

1. explain areas of development and general principles.
Standard 1 

 

SUBJECT MATTER AREAS AND EDUCATION

FOR CENTER BASED AND FAMILY CHILD CARE CREDENTIALS

 

 

 

SCANS COMPETENCIES: Seven SCANS competencies are covered in this course.  Students have experiences in identifying and using resources (Resources); acquiring, using and organizing new information (Information); working with others to plan and implement curriculum (Interpersonal); evaluating and improving plans as they are implemented (Systems); using basic skills (Basic Skills); thinking creatively and problem-solving as they develop and carry out new curriculum ideas (Thinking Skills); assuming responsible, ethical roles in the classroom (Personal Qualities).

Field/lab policies

 Lab Experiences: This class has a lab component of 8-hours-per week = 64 total lab hours. This means you must be actively employed in a home or center-based setting serving children 0-5 years. The place of your employment will be used as your fieldwork placement.  Assignments and observations will be given for completion during your time with children.  I will observe you twice working as a lead teacher or home visitor and will provide feedback and assistance as you work toward preparing for the CDA Assessment.

 

Course Grading Lab Pass Statement

To pass the course, you must receive at least 75 percent on your classroom teaching. If you do not receive a passing evaluation from your supervisor and from me, you may not pass the course. You may be asked to withdraw, receive an “F” or be asked to continue working on lab competencies for this course. All of this is explained in more detail on your handouts: “Procedure for Assisting Child Development Students to Improve Their Lab Practice” and the “Child Development Department Lab and Field Work Agreement”.

 

To successfully complete the lab portion of this course, you are expected to:

-       demonstrate the behaviors required in Minimum Standards for Licensed Child Care Centers and noted

      on the “Child Development Department Lab and Field Work Agreement”

-     demonstrate the competencies discussed in “Lab Expectations” below

-     follow the policies of your center

 

Lab Expectations

 

With the children:

 

• Demonstrate the following attitudes when relating to the children: enthusiasm about teaching and children; patience; warmth; responsibility; curiosity about the children’s interests.
• Talk with the children, discussing their interests and activities
• Call children by name
• Show respect, consideration and warmth and affection for each child
• Awareness of personal biases that are aroused by individual children and dealing with your feelings in an appropriate way
• Listen to children with respect and attention, providing them with as much time a possible to express themselves. Make eye contact while talking
• Provide individual attention to children
• Respond to children’s questions and requests
• Encourage children to be self-reliant and permit them to do as much for themselves as possible
• Involvement in the children’s activities and play as appropriate
• Facilitate gross and fine motor development
• Awareness and supervision of the whole classroom even while facilitating a learning center
• Provide developmentally appropriate materials and activities to facilitate children’s cognitive development.
• Ask appropriate questions to facilitate thinking
• Provide developmentally appropriate open ended art materials to encourage creativity.
• Assign other adults in the classroom to facilitate learning centers, prepare for snack/lunch, handle guidance problems while you’re facilitating circle, etc.  Give feedback as needed.
• Provide developmentally appropriate music and movement experiences
• Sing spontaneously with the children
• Provide a print rich environment
• Read a variety of books with the children
• Use self talk, parallel talk, and extensions to facilitate language learning

Child Development Department’s Eligibility for Field Experiences and Lab Work Policy (rev. 7/09)

Students enrolled in child development courses must be eligible for field experiences as determined by the Child Development’s Eligibility for Field Experiences Policy.  The Child Development Department’s policy reflects the standards established by both:

·         the Texas Department of Family and Protective Services, which is explained in the catalog and on the “Austin Community College Children’s Lab School Criminal Conviction Statement for Child Development Lab Students”,

·         and criteria set by the Austin Independent School District for volunteer eligibility which prohibit anyone with a felony within the last five years for offenses involving moral turpitude (acts that are generally considered morally or ethically wrong, including crimes that involve dishonesty, fraud, deceit, theft, misrepresentation) or offenses involving drugs and /or alcohol that are not ineligible for participation in field experiences/lab word in a child care center under the Texas Department of Family and Protective Services.

 

To continue in child development coursework in which the student is currently enrolled,

he or she must be eligible to participate in field experiences/lab work under these criteria.

 

Students who are determined as ineligible for field experiences under Texas Department of Family and Protective Services (TDFPS) criteria will need to work with the Child Department Chair, the Lab School Director and TDFPS to complete a risk assessment.  This typically takes a few months to complete and should be begun the semester before taking child development course.

 

Students who are ineligible for field experiences due to current, prior or pending felony charges within the last 5 years that are offenses of moral turpitude must obtain departmental approval prior to enrollment in child development courses. The student will meet with the Child Development Chair and the Lab School Director to discuss the student’s situation.  Factors such as the nature of the offense and a pattern of offenses will be reviewed. A student ineligible for field experiences under offenses of moral turpitude may apply for departmental approval prior to enrolling in classes or during the first week of the semester.

If the student chooses to obtain departmental approval during the first week of semester, it is possible that he or she may be asked to withdraw from their child developmental courses.

 

If any criminal record with a felony, including a pending felony charge, is returned as a result of a criminal background, the student will be withdrawn from child development courses. A student who willfully misrepresents the information on these forms will be withdrawn immediately from all Child Development coursework requiring laboratory experiences in a child care setting and may be subject to the ACC student disciplinary policy outlined in the Austin Community College Student Handbook.

 

Criminal History Statement:  Because of the criteria for child care center volunteers determined by the Texas Department of Protective and Regulatory Services (TDPR) Minimum Standards for Day Care Centers, there are special requirements for enrollment in child development courses with laboratory components.  The special requirements are discussed in the Child Development section of the ACC Catalog.  Students will be required to complete a criminal history statement during the first weeks of class, which may be submitted for verification of the information provided.  Failure to accurately report the information required by Minimum Standards for Day Care Centers will result in withdrawal from this course and possible withdrawal from Austin Community College.  See also the current Student Handbook at http://www.austincc.edu/handbook/ for ACC’s policy.

 

Course Requirements

 CDA Requirements: Upon completion of CDA I, II, and III students will be assessed by their CDA Advisor using the CDA Formal Observation Instrument.  This instrument rates the student in the competency areas covered by CDA.  Because of this, the program where the student teaches should reflect the teaching philosophy supported by CDA.  This is a child-centered approach where children learn through actively exploring objects and their world, at their own level and pace.

 

Grade Requirements for Child Development Majors: Students majoring in Child Development must receive a “C” or above in this course to receive credit for this course in the Child Development Certificate or AAS degree.  This course may be retaken for a higher grade.  See the ACC Catalogue for more information.

 

GRADING:  The Grading system will be divided into two components. 

 

Component 1:  Theory/Academic, covers the knowledge base and portfolio aspect of the CDA Assessment.  Academic/Theory will comprise 50% of your grade.  This includes the following items:

4 Exams                                                                       Resource File Collection (5,6,14,15)       

Competency Statement (#2 – rough and revised drafts)              

Autobiography                                                              Attendance / Class Participation

 

Exams:   There will be four exams during the semester over readings and assignments.  The exams will cover the subject areas to be included in the CDA Formal Assessment.  Since mastery of the materials is important for the CDA, students will be allowed to retake the exams until they have achieved mastery.  Exam I will be worth 6 points; Exams 2-4 will be worth 5 points each.  Missed exams must be made up at least 2 weeks after the exam date.

 

Competency Statement:  Successful rough and revised drafts of Competency Statement II. Because the competency statement needs to meet the guidelines for CDA, you may need to turn in your Competency Statement several times until it meets CDA requirements.  I will be available to work with students who need additional help with their competency statements.  Students may also get assistance at the Developmental Writing Lab.  When requirements are reached, you will receive the full number of points for the statement.  CDA also requires that Competency Statements be written about practices within six months of applying for the CDA Assessment.  During CDA III you will review and revise your competency statements if needed. 

The competency statement for CDA I is:

II.  To advance physical and intellectual competence.

     Functional Areas:  (1) Physical  (2) Cognitive  (3) Communication  (4) Creative

 

Resource File:  Collect Resource File materials for the competency areas discussed this semester. (#5,6,14,15)

Candidates will receive feedback during the semester on Competency Statement, Autobiography, and Resource File Items.  Final grading of Competency Statement, Autobiography, and Resource File items will be done at the end of the semester. These will be graded according to CDA Guidelines. 

 

Component 2: Teaching Skills, focuses on the classroom teaching aspect of the CDA Assessment and will comprise 50% of the grade.  Classroom teaching will be determined by the following:

CDA Instructor Classroom Observation – in your classroom         

Lab assignments in Essentials              

Observation Journal – written observations of the children using different observation methods               

Student Self Evaluation                                                Supervisor Feedback

 

 

Theory/Academic Component		Teaching Skill Component
4 tests over course material	21	Teacher Observation	21
Resource File Collection	10	Lab assignments in Essentials	10
Competency Statement  ( # 2 Rough and Revised Drafts)	7	Observation Journal	7
Autobiography	6	Student Self Evaluation	6
Attendance / Class Participation	6	Supervisor Feedback	6
Total	50	Total	50

 

A = An average of 90% or above on Teaching Skill and Theory/ Academic Components

       Completion of CS 2;   All required resource file items or approved substitutes

 

B = An average of 80% or above on Teaching Skill and Theory/ Academic Components

       Completion of Rough Draft for CS 2;  3 resource file items or approved substitutes

 

C = An average of 75% on Teaching Skill and Theory/ Academic Components

       Completion of Rough Draft for CS 2;  1 or 2 resource file items or approved substitutes

 

Readings

REQUIRED TEXTS:  Brunson Day, C.P ed  Essentials for Child Development Associates Working With Young Children.  2^nd ed. Washington: Council for Professional Recognition, 2004.

 Week 1             pp i-iv; 1-34

 Week 2             pp 81-86; Handouts

 Week 3             pp 286-300

 Week 4             check weeks 1,2,3

 Week 5             pp 273-286

 Week 6             pp 336-350

 Week 7             pp 300-327

Week 8              pp 300-327

Week 9              pp 331-336

Week 10            pp 327-330; 290-292    

Week 11            pp 327-330; 290-292   

 

  

Course Subjects

 

CDEC 1417    CDA Training I

Summer 2012

 

CDEC 1417    CDA Training I

Summer 2012

 

 

Week      of	Topic	Readings/Resource File	In Class Assignment
May    30	Introduction to course   Introduction to CDA Process   The Early Childhood Professional	1. Essentials -  pg i-iv; 1-34;     Complete pg 2,6,7,11,12    2. Prepare timeline to share in        class on June 4
June     4	Sharing of Timelines   Writing Your Autobiography   Becoming an Objective Observer   Principles of Development	1. Essentials - pg 81-86; Handouts     Complete all pages   2. Rough Draft Autobiography     Due: June 11   3. RF #14  Due: June 18	1. Share Timelines in     class on June 4
June   11	Physical 1.    Principles of Development 2.    Gross and Fine Motor Dev 3.    Encouraging gross and fine               motor development        4.    Principles, Sensory        5.   Sensory Activities	1. Essentials -  pg 286-300    Complete all pages   2. Anecdotal obs. Due: June 11     3. RF #15  Due: June 18	1. Bring materials which foster the development of fine and gross motor skills and also bring sensory materials on June 11.
June      18	EXAM I   Setting Up Your Resource File   Writing Competency Statements   RF #6 Learning Experiences	1. Turn in Essentials for check   2. Turn in Journal for grading   3. Turn in Resource File items              #14 and 15   Due: June 18
June     25	Cognitive 1.   Principles of Cognitive Dev 2.   How Children Learn 3.   Play and Learning 4.   Learning Styles 5.   Implications for Teaching	1. Essentials – 273-286     Complete all pages   2. Revised Autobiography     Due: June 25   3. Rough Draft CS 2 ?     Phy: Due: June 25   4. Work on RF #6 Learning        Experiences – Due: July 30	1. Practice encouraging thinking, problem solving, and open-ended questions. Be prepared to discuss in class June 25.   2.  Catch a “teachable moment” with a child.  Be ready to share in class June 25. (p. 344-348)
July    2	Cognitive        1.  Encouraging             Exploration             Cognitive Skills             Thinking                    Problem Solving        2.  Asking Questions        3.  Science and Math	1. Essentials – 336-350     Complete all pages   2. Rough Draft CS 2 ?     Cog: Due: July 2   3. Work on RF #6 Learning Experiences –    Due: July 30.	1. Bring to class materials that could be used for cognitive for the age group you teach.  Be prepared to explain use of the materials in class on July 2.
July     9	EXAM II   Communication Principles – Language Encouraging Listening and Speaking   1.     Prereading and Prewriting Print Rich Environment Encouraging Writing	1. Turn in Essentials for check   2. Turn in Journal for grading   3. Essentials – 300-327     Complete all pages    4. Revised CS 2 ?     Phy: Due: July 9   5. Revised RF #6 Learning     Experiences – Due: July 9   6. Revised CS 2 ?     Cog: Due: July 9
July   16	Communication Using Books Reading to Children Puppets, flannel boards, props, poetry, other storytelling methods	1. Rough Draft CS 2 ?     Comm: Due July 16   2. Turn in cover sheets for all 17     Resource File items.     Due: July 16   3.  RF #5   Due: July 30	1. Bring a book to read to a child or children in your group on July 16.
July     23	EXAM III   Creative Principles The Creative Process DAP Art Activities          Art Lab	1. Turn in Essentials for check   2. Turn in Journal for grading   3. Essentials -  pg 331-336     Complete 334   4. Rough Draft – CS 2 ?     Creative: Due: July 23   5. Checkpoint for RF #5       Due: July 30	1. Bring materials for an art activity to make in class on July 23.
July   30	Creative Principles - Music Singing with children   1.   Principles 2.   Using Musical Instruments 3.   Movement        1.   Dramatic Play: Symbolic and       Pretend Play 2.   Blocks	1. Essentials -  pg 327-330; 290-     292   Complete all pages     2. Revised – CS 2 ?     Comm and Creative:     Due: July 30   3. Turn in your Resource File     with Revised CS II (complete –         all areas) and RF #14, 15, 5,     6 for final grading. Due: July 30   4. Supervisor Feedback Form     Due: July 30		1. Be prepared to share a song with the class July 30.   2. Be prepared to share a movement activity with the class July 30.
Aug      6	EXAM IV Celebration	1. Turn in final revisions to CS 2 2. Self Evaluation  Due: Aug 6

course policies

Attendance/Class Participation:   Regular and punctual class and laboratory attendance is expected of all students. If attendance or compliance with other course policies is unsatisfactory, the instructor may withdraw students from the class.

 

CDA Candidates must document 120 clock hours of formal child care education, with no fewer than 10 hours in each of 8 subject matter areas.  Class attendance is essential to document the number of hours needed for the CDA. Two absences are allowed over the 11-week semester: MW class. Three points will be deducted from your total points for the class for the third absence. If you have four absences, you may be withdrawn from the class.

 

Classroom Etiquette:  There are certain expectations of students attending a class at ACC or any other college.  These expectations are necessary to have an environment where everyone can learn and participate.  These are:

• When someone else is talking, there should be no other conversations in the room.  Listening while others speak shows respect for the person talking as well as the other students.
• Doing homework or other assignments during class is not allowed, as it prevents the student from being actively involved in the class activities.
• Cell phones and pagers must be turned off during class; turn off sound before class begins.  It is difficult to concentrate when cell phones and pagers interrupt class with their electronic noise. If there is an emergency situation, students should talk to the instructor before class begins.  It is never okay to make cell phone calls during class.    

Quality of Assignments:  I expect all assignments to be written in complete sentences, and to contain understandable paragraphs. Work that does not reflect these expectations will be returned to the student for correction.  The ACC Learning Labs are wonderful resources and Lab tutors will help you be sure that your assignments meet these expectations.

 

Late Assignments: To encourage you to complete your work on time, the following procedure will be used for late papers.  Assignments turned in 1 week late will not have points counted off.  Assignments turned in two weeks or more late will receive half credit for the assignment. This includes your Competency Statements, Resource File Items, Observation Journal and assignments in Essentials.

 

Withdrawal Policy: It is the responsibility of each student to ensure that his or her name is removed from the roll should he or she decide to withdraw from the class. The instructor does, however, reserve the right to drop a student should he or she feel it is necessary. If a student decides to withdraw, he or she should also verify that the withdrawal is submitted before the Final Withdrawal Date: August 1. The student is also strongly encouraged to retain their copy of the withdrawal form for their records.

If a student withdraws before the official reporting date, it will not appear as a W on the student’s transcript.  The official reporting date for the 16 week semester for Summer 2012 is June 7.

 

State law permits students to withdraw from no more than six courses during their entire undergraduate career at Texas public colleges or universities.  With certain exceptions, all course withdrawals automatically count towards this limit.  Details regarding this policy can be found in the ACC college catalog.

Students who enroll for the third or subsequent time in a course taken since Fall, 2002, may be charged a higher tuition rate, for that course.

 

Incompletes: An incomplete means that there are extenuating circumstances which have prevented you from completing the class within the semester time-frame. An “I” will be given upon the request of the student only if at least 50% of course and lab work has been completed in a satisfactory manner. You will then have a limited amount of time to complete the course requirements. The completion date is determined by the instructor but may not be later than the final deadline for withdrawal in the subsequent semester. An automatic F results when the course is not completed as agreed upon. An incomplete grade cannot be carried beyond the established date in the following semester.

 

Use of ACC email: All College email communication to students will be sent solely to the students’s ACCmail account, with the expectation that such communications will be read in a timely fashion. ACC will send important information and will notify you of any college related emergencies using this account. Students should only expect to receive email communication from their instructor using this account. Likewise, students should use their ACCmail account when communicating with instructors and staff. Instructions for activating an ACCmail account can be found at http://www.austincc.edu/accmail/index.php

 

Electronic Technology: During all tests, please be sure that all electronic technology like cell phones, PDA’s etc. are turned off. Doing this prevents any misunderstanding about the use of the equipment for obtaining test information. 

 

Professional Ethics:   Please keep in mind that the children and families encountered in completing laboratory experiences for this course deserve respect at all times. Talking or gossiping about children, families or center staff is disrespectful and undermines the trust the children and their families have in their child care providers. You are expected to maintain professional ethics while in this course. Careful adherence to NAEYC’s Professional Code of Ethics when dealing with families, children, colleagues and supervising teachers is mandatory. Information about the Code of Ethics is available on NAEYC’s website at www.naeyc.org. Information about the Code of Ethics is available on NAEYC’s website at  www.naeyc.org. In addition, classroom discussions and all written work must reflect our commitment to maintaining issues of confidentiality for all children and families who allow our observations.

 

Statement on Scholastic Dishonesty: A student attending ACC assumes responsibility for conduct compatible with the mission of the college as an educational institution. Students have the responsibility to submit coursework that is the result of their own thought, research, or self-expression. Students must follow all instructions given by faculty or designated college representatives when taking examinations, placement assessments, tests, quizzes, and evaluations. Actions constituting scholastic dishonesty include, but are limited to, plagiarism, cheating, fabrication, collusion, and falsifying documents. Penalties for scholastic dishonesty will depend upon the nature of the violation and may range from lowering a grade on one assignment to an “F” in the course and/or expulsion from the college. See the Student Standards of Conduct and Disciplinary Process and other policies at http://www.austincc.edu/current/needtoknow

 

Student Rights and Responsibilities: Students at the college have the rights accorded by the U.S. Constitution to freedom of speech, peaceful assembly, petition, and association. These rights carry with them the responsibility to accord the same rights to others in the college community and not to interfere with or disrupt the educational process. Opportunity for students to examine and question pertinent data and assumptions of a given discipline, guided by the evidence of scholarly research, is appropriate in a learning environment. This concept is accompanied by an equally demanding concept of responsibility on the part of the student. As willing partners in learning, students must comply with college rules and procedures.

 

Student Freedom of Expression: Each student is strongly encouraged to participate in an open dialog. In any instructional situation that includes critical thinking, there are bound to be many differing viewpoints. These differences enhance the learning experience and create an atmosphere encouraging us to think and learn. I do expect that we respect the views of each other even if they differ substantially on volatile and sensitive topics.

 

Statement on Students with Disabilities:  Each ACC campus offers support services for students with documented disabilities. Students with disabilities who need classroom, academic or other accommodations must request them through the Office for Students with Disabilities (OSD). Students are encouraged to request accommodations when they register for courses or at least three weeks before the start of the semester, otherwise the provision of accommodations may be delayed.

Students who have received approval for accommodations from OSD for this course must provide the instructor with the “Notice of Approved Accommodations” from OSD before accommodations will be provided. Arrangements for academic accommodations can only be made after the instructor receives the “Notice of Approved Accommodations” from the student.

Students with approved accommodations are encouraged to submit the “Notice of Approved Accommodations” to the instructor at the beginning of the semester because a reasonable amount of time may be needed to prepare and arrange for the accommodations.

Additional information about the Office for Students with Disabilities is available at http://www.austincc.edu/support/osd

 

Safety Statement: Austin Community College is committed to providing a safe and healthy environment for study and work. You are expected to learn and comply with ACC environmental, health and safety procedures and agree to follow ACC safety policies. Additional information on these can be found at http://www.austincc.edu/ehs  Because some health and safety circumstances are beyond our control, we ask that you become familiar with the Emergency Procedures poster and Campus Safety Plan map in each classroom. Additional information about emergency procedures and how to sign up for ACC Emergency Alerts to be notified in the event of a serious emergency can be found at http://www.austincc.edu/emergency/

Please note, you are expected to conduct yourself professionally with respect and courtesy to all. Anyone who thoughtlessly or intentionally jeopardizes the health or safety of another individual will be dismissed from the day’s activity, may be withdrawn from the class, and/or barred from attending future activities.

 

Testing Center Policy

Under certain circumstances, an instructor may have students take an examination in a testing center. Students using the Academic Testing Center must govern themselves according to the Student Guide for Use of ACC Testing Centers and should read the entire guide before going to take the exam. To request an exam, one must have:

• ACC Photo ID
• Course Abbreviation (e.g., ENGL)
• Course Number (e.g.,1301)
• Course Synonym (e.g., 10123)
• Course Section (e.g., 005)
• Instructor's Name

 

Do NOT bring cell phones to the Testing Center. Having your cell phone in the testing room, regardless of whether it is on or off, will revoke your testing privileges for the remainder of the semester. ACC Testing Center policies can be found at http://www.austincc.edu/testctr/

 

 

Student And Instructional Services:

ACC strives to provide exemplary support to its students and offers a broad variety of opportunities and services.  Information on these services and support systems is available at:   http://www.austincc.edu/s4/

 

Links to many student services and other information can be found at: http://www.austincc.edu/current/

 

ACC Learning Labs provide free tutoring services to all ACC students currently enrolled in the course to be tutored.  The tutor schedule for each Learning Lab may be found at:  http://www.autincc.edu/tutor/students/tutoring.php

 

For help setting up your ACCeID, ACC Gmail, or ACC Blackboard, see a Learning Lab Technician at any ACC Learning Lab.

 SUGGESTIONS FOR SUCCESS: 

1. Review your syllabus weekly to know what assignments you have to read, complete, and turn in.

 

2. Read the class assignments before each seminar. Come to class with any questions you have about your  

    readings. Fill in any blanks after class.

 

3. Set aside at least two hours each week to read, review notes, and work on class assignments.   

    Establishing a schedule with those times blocked out each week will prevent other activities from having a

    higher priority. Bring questions about readings to class for discussion.

 

4. Plan to complete assignments on time.  Assignments turned in 1 week late will not have points counted off. 

    Assignments turned in two weeks or more late will receive half credit for the assignment. Do not worry if the

    work is not perfect.  Often feedback can help you identify what needs to be changed.  The final product

    is what counts.

 

5. Turn in your Essentials, with pages completed, and Journal, on the days listed on your syllabus.

 

6. Missed exams must be made up at least 2 weeks after the exam date.  If you use the testing center, you will

    need an ID card to make up the exam.

 

7. Attend all class sessions!!  Class attendance will help in understanding the material.  Missed classes can

    result in not having hours needed for CDA Assessment.  If you miss a class, it is your responsibility for

    contacting a classmate or the instructor to find out what material and assignments missed.

 

8. If you do not understand an assignment, ask the instructor in class or after class for clarification.

 

9. Take care of yourself.  Get plenty of rest, relaxation, and exercise.