Attachments

Attendance Policy

Regular attendance is vital to your success in the course.  Numerous guest speakers will introduce you to material not covered in the text. 

Since participation,  in-class writings,  and in-class activities  determine a part of each student’s grade, each student is urged to attend all classes and to participate in all class discussions. Gratuitous cutting is strongly discouraged. Attendance is taken at at the beginning of each class. You are expected to be prompt.

 Further, many of the skills learned in First Year Experience cannot be acquired just by reading a text. For example,  there will be several guest speakers,  computer instruction, and on-site library instruction. There will be class debates and discussions where critical thinking and argumentative skills will be refined. Group projects  and activities will be accomplished during class.  Further, there will be  oral reports,  PowerPoint   presentations, and assignments where students will bring in interesting and informative material that will serve as a basis for discussion and test material.

If you miss a class, it is YOUR responsibility to find out what was covered during  your absence and what was assigned for homework.

If you are absent on a day that homework is due, mail or email  it to me at Three Rivers. The address is on the cover page of this syllabus. The envelope must be postmarked by the due date of the paper. Late homework is not accepted.

If you are absent for an exam, notify me ahead of time. I will make arrangements for makeups; which must be taken within one week.

Classroom Policy

I have only two rules:  Responsibility & Respect

I respect you and expect respect from you.
Being a mature college student entails responsibility. This means you are responsible for yourself,  your education,  your assignments, your behaviour, your attitude, your timeliness, your contributions to the classroom atmosphere.

Responsible students are generally

• Prompt: They avoid coming to class late. The class starting time is not a "suggested" started time. Stragglers distract from opening lectures.
• Attentive: They pay close attention to their classmates while they are speaking.  They are objective, open-minded, and tolerant of ideas, especially those that seem opposed to their own point of view. Federal Express was considered a dumb idea when presented as a business project in a college class.
• Prepared: They are  prepared  for active discussions. Reading and homework assignments are essential background for in-class assignments and discussions. We must recognize that a thoughtful question is at least as valuable as a conclusive response.
• Supportive: People are sensitive and anxious about oral and written communication. Encouragement and expressions of appreciation play an important role in teamwork. Strive to find the strengths in your classmates’ work. Also, suggestions for improvement are always welcome and improve everyone’s creativity and critical thinking skills.
• Contributors to a positive classroom atmosphere: Every assignment provides us with an opportunity for discussion. The quality of discussion depends on you. If you listen carefully, find something of value, and respond enthusiastically, you will help make the class an enjoyable and rewarding experience for everyone. Don't talk while classmates are talking or this will negatively affect your class participation/contribution grade.

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Modules
No modules are planned for this semester

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Reading:  A Special Note
There are many ways to read and there are many purposes for reading.  Certainly you do not read the newspaper in the same way and for the same reasons as reading a contract you are about to sign or novel you have been anxious to read.  

There are also many ways and reasons to read your college textbooks.  Not all texts should be read in the same way.  Also, not all texts are to be read for the same reasons.  It is important in your college classes that you understand what the professor means when he or she says, “Read chapter 10 for the next class.”  Would it be enough for you to glance your eyes across the pages?  Should you mark the pages?  Outline them?  Memorize anything?  Know only the biggest points?  Know every detail?  Does he or she really mean to read every word of the 60 pages in the chapter?  Only you and your professor know the answers to those questions.  Be sure to have a clear understanding of reading expectations at the start of the semester in each of your classes.  Otherwise, you might not be doing enough- or you might be doing too much!  

In your First Year Experience class, I expect you to read the assigned chapters in your text before class.  I would like you to do so in the following manner:  

·       First to look over the pages.  Note the general set up, the pictures, graphs, the headings and subheadings.  Gauge how long it will take you to read.  Make sure you will have enough time to complete the reading in the time you have allotted.

·        Read the questions (if any) at the beginning of the reading and consider how you would answer them without reading anything.  This kind of sets in your head what to think about as you read.

·       When you actually begin to read the words, sit back and enjoy the material. The text is not difficult. It is meant to give you ideas.  Think about whether the suggestions might be useful to you.

·       Use your pencil to check off ideas that intrigue you.  If you’re thinking as you read, there should be plenty of these.   (When you return to class I would like to hear about the ideas you checked off.)

·       Sit back and let the ideas gel.  They will be easier to retrieve from your very busy memory when you return to class.       

·       Go back to the questions at the beginning of the reading.  Can you answer them?  If so, you probably have a good enough understanding of the material to be a significant part of our classroom discussion.  If not, go back to review the weak points.  

Remember:  This is not necessarily the way to read in all of your classes.  Be sure to know what an instructor means by '‘read."  

To get the most out of reading anything, think while you do it:

Quotable

"Reading is to the mind what exercise is to the body." --Richard Steele

"To read without reflecting is like eating without digesting." --Edmund Burke

"When we read too fast or too slowly, we understand nothing." --Blaise Pascal

 

Writing Help from the Tutoring Center

Live and  electronic assistance  are available through the new Writing Center.
While the Center closes at 5:00 daily, students can get help from the Center
after hours by sending their draft papers either as  MS Word attachments or
by cutting and pasting them into  regular e-mails and submitting to:

TRWritingCenter@trcc.commnet.edu 

Students should type "WC draft submission" in the topic line and include name,
Banner ID number, a description of the assignment, and specific concerns
about the paper.  A tutor will respond usually within 24 hours!

Also, Jon Brammer, Writing Center Coordinator, can be reached at 860-892-5769 or jbrammer@trcc.commnet.edu

---

The professor reserves the right to revise syllabus

---

 

 Attachments

Attendance Policy

Regular attendance is vital to your success in the course.  Numerous guest speakers will introduce you to material not covered in the text. 

Since participation,  in-class writings,  and in-class activities  determine a part of each student’s grade, each student is urged to attend all classes and to participate in all class discussions. Gratuitous cutting is strongly discouraged. Attendance is taken at at the beginning of each class. You are expected to be prompt.

 Further, many of the skills learned in First Year Experience cannot be acquired just by reading a text. For example,  there will be several guest speakers,  computer instruction, and on-site library instruction. There will be class debates and discussions where critical thinking and argumentative skills will be refined. Group projects  and activities will be accomplished during class.  Further, there will be  oral reports,  PowerPoint   presentations, and assignments where students will bring in interesting and informative material that will serve as a basis for discussion and test material.

If you miss a class, it is YOUR responsibility to find out what was covered during  your absence and what was assigned for homework.

If you are absent on a day that homework is due, mail or email  it to me at Three Rivers. The address is on the cover page of this syllabus. The envelope must be postmarked by the due date of the paper. Late homework is not accepted.

If you are absent for an exam, notify me ahead of time. I will make arrangements for makeups; which must be taken within one week.

Classroom Policy

I have only two rules:  Responsibility & Respect

I respect you and expect respect from you.
Being a mature college student entails responsibility. This means you are responsible for yourself,  your education,  your assignments, your behaviour, your attitude, your timeliness, your contributions to the classroom atmosphere.

Responsible students are generally

• Prompt: They avoid coming to class late. The class starting time is not a "suggested" started time. Stragglers distract from opening lectures.
• Attentive: They pay close attention to their classmates while they are speaking.  They are objective, open-minded, and tolerant of ideas, especially those that seem opposed to their own point of view. Federal Express was considered a dumb idea when presented as a business project in a college class.
• Prepared: They are  prepared  for active discussions. Reading and homework assignments are essential background for in-class assignments and discussions. We must recognize that a thoughtful question is at least as valuable as a conclusive response.
• Supportive: People are sensitive and anxious about oral and written communication. Encouragement and expressions of appreciation play an important role in teamwork. Strive to find the strengths in your classmates’ work. Also, suggestions for improvement are always welcome and improve everyone’s creativity and critical thinking skills.
• Contributors to a positive classroom atmosphere: Every assignment provides us with an opportunity for discussion. The quality of discussion depends on you. If you listen carefully, find something of value, and respond enthusiastically, you will help make the class an enjoyable and rewarding experience for everyone. Don't talk while classmates are talking or this will negatively affect your class participation/contribution grade.

Modules
No modules are planned for this semester

Reading:  A Special Note
There are many ways to read and there are many purposes for reading.  Certainly you do not read the newspaper in the same way and for the same reasons as reading a contract you are about to sign or novel you have been anxious to read.  

There are also many ways and reasons to read your college textbooks.  Not all texts should be read in the same way.  Also, not all texts are to be read for the same reasons.  It is important in your college classes that you understand what the professor means when he or she says, “Read chapter 10 for the next class.”  Would it be enough for you to glance your eyes across the pages?  Should you mark the pages?  Outline them?  Memorize anything?  Know only the biggest points?  Know every detail?  Does he or she really mean to read every word of the 60 pages in the chapter?  Only you and your professor know the answers to those questions.  Be sure to have a clear understanding of reading expectations at the start of the semester in each of your classes.  Otherwise, you might not be doing enough- or you might be doing too much!  

In your First Year Experience class, I expect you to read the assigned chapters in your text before class.  I would like you to do so in the following manner:  

·       First to look over the pages.  Note the general set up, the pictures, graphs, the headings and subheadings.  Gauge how long it will take you to read.  Make sure you will have enough time to complete the reading in the time you have allotted.

·        Read the questions (if any) at the beginning of the reading and consider how you would answer them without reading anything.  This kind of sets in your head what to think about as you read.

·       When you actually begin to read the words, sit back and enjoy the material. The text is not difficult. It is meant to give you ideas.  Think about whether the suggestions might be useful to you.

·       Use your pencil to check off ideas that intrigue you.  If you’re thinking as you read, there should be plenty of these.   (When you return to class I would like to hear about the ideas you checked off.)

·       Sit back and let the ideas gel.  They will be easier to retrieve from your very busy memory when you return to class.       

·       Go back to the questions at the beginning of the reading.  Can you answer them?  If so, you probably have a good enough understanding of the material to be a significant part of our classroom discussion.  If not, go back to review the weak points.  

Remember:  This is not necessarily the way to read in all of your classes.  Be sure to know what an instructor means by '‘read."  

To get the most out of reading anything, think while you do it:

Quotable

"Reading is to the mind what exercise is to the body." --Richard Steele

"To read without reflecting is like eating without digesting." --Edmund Burke

"When we read too fast or too slowly, we understand nothing." --Blaise Pascal

Writing Help from the Tutoring Center

Live and  electronic assistance  are available through the new Writing Center.
While the Center closes at 5:00 daily, students can get help from the Center
after hours by sending their draft papers either as  MS Word attachments or
by cutting and pasting them into  regular e-mails and submitting to:

TRWritingCenter@trcc.commnet.edu 

Students should type "WC draft submission" in the topic line and include name,
Banner ID number, a description of the assignment, and specific concerns
about the paper.  A tutor will respond usually within 24 hours!

Also, Jon Brammer, Writing Center Coordinator, can be reached at 860-892-5769 or jbrammer@trcc.commnet.edu

The professor reserves the right to revise syllabus