COURSE INFORMATION
| Instructor Name
|
Lakin Romero
|
| Building/Office Number
|
|
| Office Hours
|
M-F 2:45-3:15PM
|
| Virtual Hours
|
n/a
|
| Office Telephone
|
(409) 883-7750
|
| Email Address
|
Lakin.Romero@lsco.edu
|
Course Description
ENGL 1302 3-3-0
Composition II (23.1301)
Continuation of principles and intensive study and practice in techniques of written, expository, and persuasive composition; analysis of literary texts; and critical thinking. Prerequisite: ENGL 1301. AC.
Required Textbook & Materials
Literature: Portable Anthology-Access By Gardner, Janet E. Edition : 5TH 21 Publisher: Macmillan Higher ISBN: 13: 9781319355630
Upon registration for classes, LSCO students are automatically charged $14 per semester credit hour for access to all required textbooks, lab manuals, lab codes, and electronic books on the first day of class through the Gator Book Pack. Information about the LSCO Gator Book Pack as well as responses to common FAQs can be found on LSCO's webpage. ALL STUDENTS WILL HAVE UNTIL THE SECOND DAY OF THE SEMESTER TO OPT-OUT OF THE GATOR BOOK PACK.
Every student MUST have access to the required textbooks by the week of class. The student will be responsible for all assignments given. Failure to have a text may result in being dropped from the class. Failure to follow instructions (written or oral) will result in penalties.
Course Learning Outcomes (CLOs)
Upon successful completion of this course, students will acquire the following course learning outcomes:
Core Objectives
|
Course Learning Outcome 1 |
Core Objective |
Associated Course Activities/Assignments/Projects |
|
Demonstrate knowledge of individual and collaborative research processes |
Communication, Critical Thinking, Teamwork, Personal Responsibility |
Students will work in teams to conduct, evaluate, interpret, and appropriately present primary and secondary research in completion of a critical literary analysis (capstone project). |
|
Develop ideas and synthesize primary and secondary sources within focused academic arguments, including one or more research based essays. |
Critical Thinking, Communication, Personal Responsibility |
Students will develop appropriately focused topics with authoritative, rich content, exploring both primary and secondary research options, selecting relevant and credible information in preparation of three individually prepared academic essays with analytical, explicative, and comparative foci, respectively, and will work in teams to conduct, evaluate, interpret, and appropriately present primary and secondary research in completion of a critical literary analysis (capstone project). |
|
Analyze, interpret, and evaluate a variety of texts for the ethical and logical uses of evidence. |
Critical Thinking, Communication, Personal Responsibility |
Students will develop and/or enhance analytical critical reading, thinking, and writing skills, analyzing a wide variety of literary works from all three major genres and preparing interpretive compositions, participating in collaborative activities involving rubric-based assessment of evidence, synthetic invention, drafting, peer review, revision, and ethical presentation of research |
|
Write in a style that clearly communicates meaning, builds credibility, and inspires belief or action. |
Critical Thinking, Communication |
Students will learn and use the process approach to writing (including prewriting, drafting, revision, and preparation of the final document) to prepare a minimum of four academic essays in a variety of rhetorical and analytical styles, conforming to the criteria established by the Modern Language Association for grammar, mechanics, style, and usage, and addressing a range of potential audiences and rhetorical dynamics. |
|
Apply the conventions of style manuals for specific academic disciplines (e.g., APA, CMS, MLA, etc.) |
Communication, Critical Thinking, Personal Responsibility |
Students will read sample researched critical literary analysis essays and will develop and/or enhance their knowledge and use of appropriate documentation mechanics, completing correction exercises and application exercises created by the instructor, and will use MLA documentation style to create an annotated bibliography in a collaborative project and a Works Cited page for a researched critical analysis. |
Course Topical Outline
|
Week One: 08/21-08/27 |
Introduce course; review and study syllabus, course policies, course overview; access course text: Literature: Portable Anthology; complete diagnostic assessments: pretest in grammar and mechanics, course survey(s); study stages, steps, strategies, and techniques of writing process: introduce the elements of fiction |
|
Week Two: 08/28—09/03 |
Analyze the elements of fiction; review of the process of interpretive and analytical reading of short narrative fiction; complete interpretive reading assignments and associated reading proficiency assessments; begin preparation of Essay 1, analysis of a short story |
|
Week Three: 09/04-09/10 |
Complete interpretive reading assignments; complete strategic planning for preparation of Essay 1, analysis of a short story; submit draft for peer review |
|
Week Four: 09/11-09/17 |
Complete Essay 1 peer review; complete and submit final draft of essay 1 for grading; begin preparation of Proficiency Enhancement Plan; Introduce drama unit |
|
Week Five: 09/18-09/24 |
Review the process of interpretive and analytical reading of drama; complete interpretive reading assignments and associated reading proficiency assessments; complete correction logs for Essay 1 |
|
Week Six: 09/25-10/01 |
Introduce the elements of drama; complete interpretive reading assignments; complete and submit corrections for Essay 1; submit initial Proficiency Enhancement Plan |
|
Week Seven: 10/02-10/08 |
Introduce Essay 2 assignment, comparative analysis of drama; review rhetorical elements of analytical comparison; deploy Proficiency Enhancement Plan for submission, deployment; complete reading assignments in ancient and modern drama |
|
Week Eight: 10/09-10/15 |
Complete interpretive reading assignments; complete and submit final draft of essay 2 for grading; prepare for midterm exam |
|
Week Nine: 10/23-10/29 |
Complete the midterm exam; orientation to strategic planning and preparation of an extensively researched, collaboratively authored critical analysis of a literary work; create teams; submit analytical topic proposals for approval |
|
Week Ten: 10/30-11/05 |
Complete corrections on Essay 2; submit updated Proficiency Enhancement Plan; introduce elements of poetry; conduct collaborative research and strategic development of content for the critical analysis of a literary work; prepare bibliographic citations and annotations for Annotated Bibliography |
|
Week Eleven: 11/06-11/12 |
Introduce Essay 3 assignment, explication of a poem; complete interpretive reading assignments; complete individually assigned team tasks for collaborative composition of researched critical analysis |
|
Week Twelve: 11/13-11/19 |
Complete interpretive reading assignments; complete rough draft of paragraphs addressing subtopics for researched critical analysis |
|
Week Thirteen: 11/20-11/26 |
Complete interpretive reading assignments; complete prewriting and rough draft of Essay 3, explication of a poem; assemble complete rough draft of researched literary critical analysis (from individually contributed paragraphs addressing subtopics) |
|
Week Fourteen: 11/27-12/03 |
Complete and submit final draft of Essay 3 for grading: complete Achievement Test of grammar and mechanics; complete and submit reflective review of Proficiency Enhancement Plan |
|
Week Fifteen: 12/04-12/10 |
Complete and submit strategic planning and final draft of researched literary critical analysis; complete teamwork assessments; prepare for Final Exam |
|
Week Sixteen: 12/11-12/12 |
Complete and submit essay component of the final exam; complete objective component of final exam |
Major Assignments Schedule
Major Assignment Schedule
Week 1
Unit 0: Introduction, Overview
orientation to course, expectations, navigation, policies, outcome rubrics; acquire text
reading: content files, items found on Blackboard information page
Unit 1: Introduction to reading, interpreting, and writing about literature: a process approach
review the elements and process of analytical reading
reading:
text, Part One, Chapter 2
Blackboard: Unit 1 learning module content items
complete Diagnostic Test of Grammar and Mechanics
Unit 1: Introduction to reading, interpreting, and writing about literature: a process approach
review of the process approach to writing;
reading:
Text, Part One, Chapter 3
Blackboard: Unit 1 learning module content items
complete Quiz 1 (Writing Process) using information from Bb files
introduction to the elements of fiction
reading:
text, Part One, chapter 5 (do not read the student essay included)
Blackboard: Unit 2 learning module content items
Unit 2: Studies in short narrative prose fiction
apply the process of interpretive and analytical reading of short narrative fiction complete interpretive reading assignments
reading:
text, Part Two
“Young Goodman Brown” (Nathaniel Hawthorne)
“The Cask of Amontillado” (Edgar Allan Poe)
final due date for Quiz 1
begin preparation of Essay 1, analysis of a short story
reading:
text, Part One, chapter 4
Blackboard: Unit 2 learning module content items
Essay 1 assignment description
sample of five steps of prewriting
Week 2
Unit 2: Studies in short narrative prose fiction
complete interpretive reading assignments
reading:
text, Part Two
“An Occurrence at Owl Creek Bridge” Ambrose Bierce
“The Yellow Wallpaper” Charlotte Perkins Gilman
“A Rose for Emily” William Faulkner
Complete Quiz 2
Unit 2: Studies in short narrative prose fiction
complete interpretive reading assignments
reading:
text, Part Two
“The Lottery” (Shirley Jackson)
“Sonny’s Blues” (James Baldwin)
“Everyday Use” (Alice Walker)
complete Quiz 3
complete preparation of Essay 1, analysis of a short story
Unit 2: Studies in short narrative prose fiction
Submit Essay 1 (submission portal in Unit 2 learning module)
reading:
no new reading
07/13Unit 3: Studies in poetry
introduction to the elements of poetry
reading:
text, Part One, chapter 6
Blackboard: Unit 3 learning module content items
Unit 3: Studies in Poetry
complete interpretive reading assignments
reading:
text, Part Three
“My Papa’s Waltz” (Theodore Roethke)
“My Last Duchess” (Robert Browning)
“Dulce et Decorum Est” (Wilfred Owen)
“Death of the Ball Turret Gunner” (Randall Jarrell)
“Do not go gentle into that good night” (Dylan Thomas)
“Aunt Jennifer’s Tigers” (Adrienne Rich)
complete Quiz 4
reading:
text, Part Three
“The Fish” (Elizabeth Bishop)
“Cinderella” (Anne Sexton)
“The Second Coming” (William Butler Yeats)
“Jabberwocky” (Lewis Carroll)
Correct Essay 1
reading:
Blackboard: Unit 2 learning module content items
Essay 1 corrections instructions
create correction log; submit to portal in Unit 1 learning module
create Proficiency Enhancement Plan
reading:
Blackboard, Unit 2 learning module content items
Preparing the Proficiency Enhancement Plan
begin preparation of Essay 2, explication of a poem
reading:
Blackboard: Unit 3 learning module content items
Essay 2 assignment description
complete interpretive reading assignments
reading:
text, Part Three
“Whoso list to hunt” (Sir Thomas Wyatt)
“On Monsieur’s Departure (Queen Elizabeth I)
“The Passionate Shepherd to His Love” (Christopher Marlowe)
“The Nymph’s Reply to the Shepherd” (Sir Walter Raleigh)
“Because I could not stop for death” (Emily Dickinson)
“The Love Song of J. Alfred Prufrock” (T.S. Eliot)
Week 3
Unit 3: Studies in Poetry
complete Quiz 6
submit Essay 1 corrections
submit Proficiency Enhancement Plan (portal in Unit 1 Learning Module)
complete interpretive reading assignments
reading:
text, Part Three
“Leda and the Swan” (William Butler Yeats)
“Dulce et Decorum Est” (Wilfred Owen)
“Death of the Ball Turret Gunner” (Randall Jarrell)
“Do not go gentle into that good night” (Dylan Thomas)
“Morning Song” (Sylvia Plath)
“Daddy” (Sylvia Plath)
“The Emperor of Ice Cream” (Wallace Stevens)
“Stopping by Woods on a Snowy Evening” (Robert Frost)
“Acquainted with the Night” (Robert Frost)
“The Red Wheelbarrow” (William Carlos Williams
Unit 3: Studies in Poetry
complete Quiz 7
complete preparation of Essay 2
Unit 4: Midterm Exam
prepare for midterm exam
reading:
Blackboard, Unit 4 learning module content
Midterm Test Study Guide
text:
no new reading
Unit 3: Studies in Poetry
submit Essay 2 (portal in Unit 3 leaning module)
Unit 4: Midterm Exam
complete preparation for midterm exam
Unit 5: Researched Critical Analysis
introduction to the researched critical literary analysis project and paper
reading:
text:
Part one, Chapter 8
Blackboard, Unit 5 learning module content (all)
Unit 4: Midterm Exam
complete midterm exam
Unit 5: Researched Collaborative Critical Analysis
receive group assignments; initiate organizational meeting
reading:
Blackboard
individual group wikis
complete step one; submit topic proposal for researched critical analysis
(submit one proposal per group to portal in Unit 5 learning module)
Unit 1: Writing about Literature
complete and submit updated correction log (with data from Essay 2 corrections)
Unit 3: Studies in Poetry
complete and submit corrections on Essay 2
Unit 5: Researched Critical Analysis
complete collaborative work as assigned in group wiki
Unit 6: Studies in Drama
introduction to the elements of drama
reading:
text:
Part one, Chapter 7
Blackboard
Unit 6 learning module content
complete analytical and interpretive reading assignments in ancient and modern drama
reading:
text:
Part Four
Trifles (Susan Glaspell)
complete quiz 8
Week 4
Unit 5: Researched Critical Analysis
complete collaborative work as assigned in group wiki (ongoing)
Unit 6: Studies in Drama
begin preparation of Essay 3, comparative analysis of drama
reading:
text, Part One, chapter 4
Blackboard: Unit 6 learning module content items
Essay 3 assignment description
complete analytical and interpretive reading assignments in ancient and modern drama
reading:
text:
Part Four
Oedipus the King (Sophocles)
Unit 5: Researched Critical Analysis
complete collaborative work as assigned in group wiki (ongoing)
Unit 6: Studies in Drama
complete Quiz 9
complete analytical and interpretive reading assignments in ancient and modern drama
reading:
text:
Part Four
Othello, the Moor of Venice (Shakespeare)
Unit 5: Researched Critical Analysis
complete collaborative work as assigned in group wiki (ongoing)
Unit 6: Studies in Drama
complete Quiz 10
complete analytical and interpretive reading assignments in ancient and modern drama
reading:
text:
Part Four
A Doll House (Ibsen)
Unit 5: Researched Critical Analysis
complete collaborative work as assigned in group wiki (ongoing)
Unit 6: Studies in Drama
complete Quiz 11
begin preparation of Essay 3: comparative analysis of drama
reading:
no new reading
Unit 5: Researched Critical Analysis
complete collaborative work as assigned in group wiki (ongoing)
Unit 6: Studies in Drama
complete preparation of Essay 3
Week 5
07/31
Unit 5: Researched Critical Analysis
complete draft of annotated bibliography
Unit 6: Studies in drama
Submit Essay 3
reading:
no new reading
Unit 5: Researched Critical Analysis
complete rough draft (optional)
Unit 7: Final exam
Review essay component assignment instructions
reading:
Blackboard, unit 7 learning module content (all)
Unit 1: Writing about Literature
update correction log with essay 3 corrections
complete Grammar and Mechanics Post-Test
Unit 5: Researched Critical Analysis
complete revision of rough draft (optional)
Unit 6: Studies in drama
submit Essay 3 corrections (portal in Unit 6 learning module)
Unit 7: Final exam
review essay component assignment instructions
reading:
Blackboard, unit 7 learning module content (all)
Unit 4: Researched Critical Analysis
complete preparation of Works Cited page, final draft (optional)
proofread (all group members) (optional)
reading:
no new reading
Unit 1: Introduction Unit
complete and submit Proficiency Enhancement Plan self-assessment
Unit 4: Researched Critical Analysis
complete all composition; prepare documents for final submission
Week 6
Unit 4: Researched Critical Analysis
submit all project materials to portal in Unit 4 (required) and submit essay to portal in
Unit 5 (optional). Submit one attempt per group.
Unit 7: Final exam (essay)
complete essay components of final exam, including personal responsibility self-
assessments
reading:
no new reading
Unit 7: Final exam (objective)
submit essay components of final exam, including teamwork assessments
complete and submit objective component of the final exam
reading:
no new reading
Final Exam Deadline Date:
December 9, 2023
By 11:59 PM
online
Final Exam Date
December 9, 2023 - :00
COURSE POLICIES
Academic Honesty
Faculty who suspect violation of academic honesty, cheating, plagiarism, collusion, or abuse of resource materials may assign an academic penalty. Students must be notified of their right to appeal before the academic penalty is imposed.
Students subject to penalty due to academic honesty have the right to appeal the decision. Refer to the current LSCO Catalog for details on the appeal process.
Electronic Communication
LSCO students are required to use either their LSCO Blackboard account or their LSCO email account (Office 365 / Microsoft Outlook) for all electronic communication. In order to ensure the privacy and identity of the student communicating via electronic methods, LSCO faculty will direct students to use their LSCO email accounts rather than personal accounts. If a student has trouble accessing their LSCO email account, they should contact the LSCO Help Desk at (409) 882-3033 or helpdesk@lsco.edu.
Attendance Requirements
Federal regulations require students who receive financial aid to have begun "attending" and participate substantially in each course for which they are enrolled on or before the official census reporting date outlined on the LSCO Academic Calendar. Students documented as "not attending" a course upon the census date are assumed (for financial aid purposes) to have not begun attendance for that course, negatively affecting their financial aid eligibility and disbursement.
Attendance in an ONLINE course is verified by substantial participation in the course on or before the census date published in the LSCO Academic Calendar. Substantial participation in this online course is defined as logging in and completing/participating in at least one requirement of the course. Note: Simply logging in to your online course does not constitute attendance.
Hybrid classes are a mix of face-to-face and online environments. Students will be expected to attend a certain number of classes as required by the instructor. (Include the policy on absences and tardiness.) In addition to classroom attendance, your weekly active participation in the online component (Blackboard and/or homework software) will be considered and expected.
Attendance is mandatory and will be monitored by the instructor. The school week begins on Monday at 12:00 AM and concludes on Saturday at 11:59 PM. Readings are assigned by days of the school week, with four (4) discussion postings due each week (no make-ups allowed on discussion postings). Consequently, work will be due in this course almost every day, as indicated in the Major Assignments schedule above and in the ENGL 2331-80 Summer 2023 Activity and Assignment Schedule (included as a file linked to the course's Blackboard Information page). Students who fail to log in and complete coursework prior to the census date may be dropped without refund. Prior to June 19, students failing to log in and complete course work for longer than four school days will be penalized 2 points on the final class average per each additional day of class time, as reflected on the course outline above. When applicable, Dual Enrollment students with excessive absence (defined as failure to engage in and complete significant credit-bearing coursework) will also be reported to their high school administrators for counseling, as well as for discipline if appropriate. The conscientious student will confer with the instructor by phone or email prior to an absence. It is the responsibility of the student to initiate a drop or withdrawal, even if the student is seriously ill or has been injured. It is furthermore the responsibility of the student who chooses to drop a class to personally verify that the drop form is completed and processed on or before the deadline date. Students who do not attend class and who fail to drop or withdraw from the course will receive a final grade of “F” for the course.
Make-up Work Policy
Due dates are important elements of most major college assignments. A student who misses or submits late work with prior approval may make up the missed work with no penalty according to a schedule determined by the instructor. It is the student’s responsibility to contact the instructor BEFORE THE deadline for submission of the assignment in question. Appropriate documentation may also be required. A student who fails to communicate with the instructor prior to the deadline being missed or who fails to give an acceptable reason for the late submission WILL be penalized as late work (see below). Late work (penalty assessed): Assignments are due on the due date, at the time stipulated in Blackboard to be the assignment or test deadline. Major projects (research, writing, or presentation projects, essays, tests) submitted after the deadline without prior authorization will be considered late and will be penalized 5 points per calendar day late. Quizzes will not be accepted late without instructor permission. Emergent or exigent circumstances could mitigate the application of this policy. LSCO Syllabus 2022-2023 Revised 8/8/2022 15 Work after a deadline but with prior approval may be rescheduled only with the instructor’s permission. See section entitled “Make-up Work” for further information regarding penaltyfree submission of late work.
Classroom Etiquette
Online - Since face-to-face meetings in the classroom may be replaced by online meetings through discussion boards, emails, and/or Blackboard Collaborate, students are expected to follow the rules of netiquette in these forums. • Hybrid - When face-to-face meetings in the classroom are replaced by online meetings through discussion boards, emails, and/or Blackboard Collaborate, students are expected to follow the rules of netiquette in these forums.
Exam Policy
Quizzes, unit exams, and the final exam will be administered online. Proctoring using BioSig, a proctoring and identify verification service provided to students at no cost to them, will be required for all quizzes and tests, or students may take quizzes and tests in the LSCO Testing Center with prior approval. If a student or group of students acting in collusion is determined to have committed a single offense of academic dishonesty, such person or persons will receive a grade of “F” on the assignment during which the breach occurred. A second offense will result in expulsion from the course.
Expected Time Requirement for this Course
For every hour in class (or unit of credit) taught in a 16-week session, students should expect to spend at least two to three hours per week studying and completing assignments. Example: For a 3-credit hour class taught in a 16-week session, students should prepare to allocate approximately 6 to 9 hours per week outside of class studying and completing assignments. For a 3-credit hour taught in a 10-week summer session, students should prepare to allocate approximately 10 to 15 hours per week outside of class studying and completing assignments. For a 3-credit hour taught in an 8-week session, students should prepare to allocate approximately 12 to 18 hours per week outside of class studying and completing assignments. For a 3-credit hour taught in a 5-week summer session, students should prepare to allocate approximately 20 to 29 hours per week outside of class studying and completing assignments.
Grading and Evaluation Method
A = 90 - 100%
B = 80 - 89
C = 70 - 79
D = 60 - 69
F = below 60
The student's grade will be determined by compiling scores on the following assignments:
• 3 individually prepared critical essays 300 points
• composite quiz score* 100 points
• researched Critical Analysis planning project 100 points
• researched Critical Analysis essay 100 points
• Midterm exam 100 points
• online discussion postings 100 points
• final exam: objective test 100 points
• final exam: essay components 100 points
Instructor Response Time
The instructor will respond to emails within 24 hours, excluding weekends and holidays. On weekends and holidays, the instructor will respond to emails from students within 24 hours of the first business day following the weekend or holiday.
Participation Requirements
Continual active participation and engagement in the course are critical for student success. Students are required to complete assigned weekly discussion postings, actively and meaningfully participate in assigned group work, and monitor announcements and emails daily. Assignments should be completed by the due date. Students should also refer to the instructor’s attendance policy for additional information. (See LSCO Student Handbook, Class Attendance.)
Review of Test Grades
Students wishing to review or contest a grade for a major assignment should contact the instructor within three (3) calendar days of the class period in which the student receives the grade, and no later than three (3) class periods prior to the end of the term.
Student's Responsibility
This syllabus contains information, policies, and procedures for a specific course. By enrolling, the student agrees to read, understand, and abide by the rules, policies, regulations, and ethical standards of Lamar State College Orange as those contained in the current LSCO Catalog and schedule of classes.
Syllabus Content
The instructor reserves the right to make changes to this syllabus if deemed necessary. All changes will be provided to the students orally or in writing before the implementation of the change.
Textbook and Required Materials Access
Every student MUST have access to the required textbooks by the second week of class. The student will be responsible for all assignments given. Failure to have a text may result in being dropped from the class. Failure to follow instructions (written or oral) will result in penalties.
STUDENT SUPPORT RESOURCES
Advocacy Information
Any student who faces challenges securing their food or housing and believes this may affect their performance in the course is encouraged to contact the advising office for guidance on how to identify possible resources. Please notify the instructor of your circumstance if you are comfortable doing so.
Affirmative Action
LSCO is an affirmative action/equal opportunity institution which provides educational and employment opportunities on the basis of merit and without discrimination or harassment in full compliance with the Civil Rights Act of 1964, as amended; the Rehabilitation Act of 1973 (Section 503,504); Americans with Disabilities Act, as amended, Title IX of the Educational Amendments of 1972; the Vietnam Era Veterans Assistance Act of 1974; Article 522lk V.A.C.S.; and Executive Orders 11246 and 11758.
Title IX of the Education Amendments
LSCO prohibits discrimination, including sexual harassment and retaliation, against any student on the basis of race, color, religion, gender, national origin, disability, or any other basis prohibited by law. Any student who believes that he or she has experienced prohibited conduct or believes that another student has experienced prohibited conduct should immediately report the alleged acts to the Title IX Coordinator, Patty Collins, at patty.collins@lsco.edu.
Blackboard Resources
LSCO students will access Blackboard through the MyGator portal. Login credentials will use the following format: username@my.lsco.edu and Password. For help in identifying your Username/Password, visit
https://www2.lsco.edu/sspr/.
Blackboard student resource videos and help-sites are available at
https://www.lsco.edu/distanceed/blackboard-student.asp.
Career Coach
Lamar State College Orange provides career advising services to all students and alumni through Career Coach, an online career planning tool. Career Coach assists students through all phases of developing, initiating, and implementing career plans.
Information regarding employment opportunities and career options are provided along with access to live local job postings. Full-time and part-time employment opportunities, as well as internships, are available through Career Coach. Visit
https://www.lsco.edu/advising/career-planning.asp for more details on how to use LSCO's Career Coach to plan for and learn more about your future career.
Gator Assistance Services
Lamar State College Orange provides currently enrolled technical students support for daycare costs as well as other services.
Visit
https://www.lsco.edu/advising/gator-assistance.asp for details on assistance services.
Gator Success Center
Students are encouraged to make an appointment or walk in to receive tutoring, support services, or access to an open computer lab. Face-to-face and online supplemental instruction sessions are available to help students through any LSCO course. Reach out to learning.center@lsco.edu for more information on how students can receive academic support.
Library Services
Students are encouraged to visit library.lsco.edu to find the library's current operating hours, access the catalog to locate print materials, and access GatorSearch to explore the vast electronic collection. The library provides over 77 electronic database collections that include eBooks, newspapers, magazines, academic journals, and streaming video. The physical library contains a specialized collection of research materials specifically chosen to support the degrees and courses offered. Additionally, Students with research questions or questions about library services are encouraged visit the library in person, call 409-882-3352, access the chat on the library webpage, or to email their question to lscolibrary@lsco.edu.
Student with Disabilities
Under the Texas State System, Lamar State College Orange complies with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, pertaining to the provision of reasonable academic adjustments/auxiliary aids for students with disability. We strive to provide reasonable academic adjustments/auxiliary aids to students who request and require them.
Students who believe they have a disability requiring an academic adjustment/auxiliary aid are encouraged to contact the Special Populations Advisor at (409) 882-3393 or visiting the Advising Office located on the first floor of the Ron Lewis Library Building (RLB) room 113. Students are encouraged to apply before the start of the semester when at all possible. The Accommodation Request Form and details regarding the appropriate documentation needed can be found here:
https://www.lsco.edu/advising/disability.asp. Once approved, the signed accommodation form provided by the Special Populations Advisor must be submitted to the instructor at least two business days in advance of need.
Upswing 24/7 FREE Tutoring Services
Lamar State College Orange provides currently enrolled students with access to online tutoring through a partnership with Upswing, an online tutoring platform. Tutors are available 24/7 online in almost every subject.
Visit
https://www.lsco.edu/tutoring/online-tutoring.asp for details on how to log-in to the FREE services.
INSTITUTIONAL POLICIES
Campus Closure
In the event of an emergency campus closure in excess of three class days, Lamar State College Orange's classes will continue via the use of Blackboard. In such an instance, the college website, www.lsco.edu, will have information concerning the event and anticipated re-opening plans.
Civility
Please be considerate of other classmates' feelings, ethnic background, cultural differences, situations, and level of maturity. Students will be asked to leave the course if disruptive or inappropriate behavior is exhibited in any of the course requirements. If your instructor feels that you have not contributed appropriately to course requirements, your final course grade may be reduced accordingly.
The instructor reserves the right to manage a positive learning environment and will not tolerate inappropriate conduct in the course. Rude correspondence (discourteous or impolite, especially in a deliberate way) in e-mails, telephone calls, in person, or comments made to other class members, the instructor, or the office staff.
Contingency Plans
Students should develop a backup plan should their computer system or their Internet provider fail. Computer or internet connectivity issues are not valid excuses for missing a deadline. The College provides many opportunities for using computer equipment, as do many public libraries. Refer to the LSCO website for operational hours of the Library and Success Center.
COVID Notification Policy
Students who have been diagnosed with COVID 19 are required to report their condition to their instructor and to the College via the COVID Notification Form. Guidance on how to proceed will be delivered to the student's email after completing the required notification form.
Credit Transfer
Students should check in advance with the institution to which they plan to transfer credit to confirm transferability.
Criminal Background Policy
LSCO awards some certificates and degrees in which a criminal history MAY disqualify candidates from becoming licensed, certified, and/or employed upon degree/certificate completion. Students with a criminal background enrolling in courses leading to a degree/certificate in Criminal Justice, Cosmetology, Emergency Medical Technology, Massage Therapy, Medical Assisting, Vocational Nursing (VN), Registered Nursing (RN), Pharmacy Technician, Real Estate, or Teacher Preparation program are STRONGLY ENCOURAGED to discuss the certification and/or licensing regulations of the program with the program director listed in order to learn more about the current guidelines related to criminal history as well as the right of individuals to request a criminal history evaluation letter.
Drops and Withdrawals
Never attending or ceasing to attend classes DOES NOT constitute a drop or withdrawal. You remain registered until you request a drop from the instructor. Failure to act in a timely manner will result in an "F" grade for the course. It is the student's responsibility to follow up with the LSCO advising office to ensure that all drops/withdrawals are processed as desired.
Grade of "Incomplete"
The grade of "I" may be given when any requirement of the course, including the final examination, is not completed. Students seeking an incomplete should have completed 75% of the course requirements and be passing the course at the time of the request. Arrangements to complete deficiencies in a course should be made in advance of the end of the semester with the instructor. The instructor will process the Incomplete form online, and a confirmation will be sent to the student's LSCO email.
Incomplete work must be finished during the next long semester. If not, the Office of Admission and Records must change the "I" grade to the grade of "F." The course must then be repeated if credit is desired. An "I" grade also automatically becomes an "F" if the student registers for the course prior to removing the deficiencies and receiving a grade change. The instructor may record the grade of "F" for a student who is absent from the final examination and is not passing the course.
Grade Appeals and the Academic Grievance Process
Grade determination and awarding of grades in a course are the responsibility of the instructor and should be calculated according to college policy, procedures, and written details provided in the course
syllabus. NOTE: Final grades are available to students within 48 hours of the instructor posting the grade in Banner. Students may view final grades by logging into MyGator and then accessing Gator Self-Service.
An academic appeal process is afforded to students who desire to dispute a grade or any decision that affects the student's ability to complete and earn a grade for the course provided it is not related to a violation outlined in the LSCO Student Code of Conduct. If an informal conference with the faculty member regarding an academic complaint fails to reach the outcome requested by the student, the student may initiate the formal process outlined below. Even after initiating the formal complaint process, students are encouraged to seek informal resolution of their concerns. A student whose concerns are resolved may withdraw a formal complaint at any time.
Refer to the current catalog or for details on the formal grade appeal process.
Institutional Educational Goals
Lamar State College Orange has identified seven educational goals to specify the knowledge and skills that students should gain from completing academic and technical programs with the College. These goals are:
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Critical thinking (General Education, Technical) - Students will be able to demonstrate creative thinking, innovation, inquiry, analysis, evaluation, and synthesis of information.
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Communication (General Education, Technical) - Students will be able to effectively develop, interpret and express of ideas through written, oral and visual communication.
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Empirical and quantitative skills (General Education, Technical) - Students will be able to manipulate and analyze numerical data or observable facts and create informed conclusions.
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Teamwork (General Education, Technical) - Students will be able to consider different points of view and to work effectively with others to support a shared purpose or goal.
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Social responsibility (General Education, Technical) - Students will be able to recognize and acquire a sense of intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national and global communities.
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Personal responsibility (General Education, Technical) - Students will be able to connect choices, actions, and consequences to ethical decision-making.
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Professional competency (Technical) - Students will be able to recognize or demonstrate skills and that depict professional values and employability. If the career has licensure or certification requirements, students may prepare for the licensure and certification in a capstone course and sit for the licensure or certificate at the end of the program.
MyGator and Log-In Credentials
Current students will access many LSCO applications through the MyGator portal. Login credentials will use the following format: username@my.lsco.edu/Password. For help in identifying your username/Password, visit
https://www2.lsco.edu/sspr/.
It is a violation of College policy, state laws, and federal laws for anyone to gain or help others gain unauthorized access to MyGator or any LSCO application or service. All accounts shall be for use by a single individual - the person for whom the account was approved or assigned. This includes Blackboard accounts as well as any application within MyGator. Sharing or loaning accounts is strictly prohibited, can be construed as a form of cheating, and violates College policy, state laws, and federal laws.
Policies and Procedures
LSCO adheres to the policies and procedures established in the Texas Education Code, Texas State University System Rules and Regulations, LSCO Faculty Handbook, LSCO Student Handbook, and LSCO Catalog.
Prohibited Items in the Classroom
No food or tobacco products are allowed in the classroom. Only students enrolled in the course are allowed in the classroom, except by special instructor permission. It is inappropriate for minor children to be on campus due to the potential liability to the College, the risk of harm to the children, and decreased employee productivity due to distractions and disruptions.
Student Privacy
The privacy of all students, including Distance Education students, is protected through strict adherence to the rules of the Family Education Rights and Privacy Act. LSCO's statement regarding the Family Education Rights and Privacy Act can be found in LSCO's Student Handbook, page 70. Additional information regarding privacy for Distance Education students can be found in the Distance Education Handbook, appendix D.