COURSE SYLLABUS: SOCIAL JUSTICE

Transcription

1 Term: Fall 2014 (2014-1) COURSE SYLLABUS: SOCIAL JUSTICE Course #: RLST 110 D Instructor Information: Instructor Name Dr. Joan Crist Office Number: 513 Phone Number: (219) jcrist@ccsj.edu Other Contact : (219) home. Feel free to call me at home on evenings and weekends during reasonable hours. If I cannot answer, please leave a voice message with a call-back number: we do not have caller I.D. Hours Available: Posted outside room 513 Instructor Background: B.A., classics, St. John s College, Annapolis, Maryland; M.A., Ph.D., systematic theology, University of Notre Dame, Indiana. Rowing club coach/advisor, CCSJ. Program director, Philosophy and Religious Studies. Course Information: Course Time: Classroom: Prerequisites: Tuesday / Thursday 10:15 am 11:45 pm. Don t know yet none Textbooks: Saints and Social Justice, by Brandon Vogt (Huntington, Indiana: OSV, 2013); a 70-page notebook or theme book to use as a journal. A binder for notes and hand-outs. Learning Outcomes/ Competencies: Through this course, you will be able: 1. To explain various concepts of justice; 2. To analyze current social justice issues; 3. To explain your role as an individual within a variety of communities; 4. To demonstrate familiarity with the hundred twenty year social teaching of Catholics and other persons of faith; 5. To help your community through a service project; 6. To explain the impact of your service on your community and yourself NEW YORK AVE. WHITING, IN TEL FAX

2 Course Description: This course focuses on reading and discussion of social justice issues. There is also an emphasis on collegelevel skills. This course includes ten hours of community service learning. This course must be taken in the student s first semester at the College. Learning Strategies: activities, reading, conversation, journal writing, service, committee work, research reports, paper writing. Experiential Learning Opportunities: expand and maintain the native plant garden on east campus Assessments: Your final grade will be the cumulative total of points for the following. 1. Participation in discussion & activities 2. Service project 3. Research reports, lectio divina, and other oral assignments 4. Journal entries, verbatim reports, and other written assignments 5. Blackboard Quizzes 6. Final paper. You must write an A final paper in order to pass the course. 7. Written and oral final exams: you must pass the oral exam in order to pass the course. Grading Scale: Grade Points A A B B B C C C D D D F 59 and below 2

3 HONOR CODE You are responsible for being on time, present for the whole class, and involved. There will be at least 1 point off your grade for the day for lateness. You cannot earn points if you are not here. You may take two excused absences for any personal reason: in this case you may make up missed work. At least 5 students must organize make-up sessions. You may take additional excused absences for college-sponsored events, such as athletics, or jury duty: provide official notification. You are responsible for meeting deadlines and requirements. Problems with technology will not be an excuse for late work. Complete assignments well in advance of deadlines, not at the last minute. You are responsible for tracking your grades, and checking these against what I post in Blackboard. I am responsible for returning graded assignments to you within one week. If I get behind, class will be canceled until I am caught up. If you make up missed work, you are responsible for making sure that the grades are entered in Blackboard. If you see a discrepancy, contact me to see that it gets corrected. You are responsible for an attentive presence in class. Make eye contact with speakers. Use appropriate posture. TURN OFF AND PUT AWAY all electronic devices for the duration of the class unless you are the primary caregiver of a dependent. Do not use them during class (unless it is for an assignment, with the instructor s permission): you will be asked to leave and lose points from your grade. If there is a true emergency, let me know that you need to step out. I reserve the right to make a judgment call about your grade in such an instance. DO NOT SLEEP in class. DO NOT HOLD SIDE CONVERSATIONS. Show respect toward your colleagues, your teacher, and your space. Dress, speak, and behave in a way that represents the College in a positive light. Keep our room clean. Use college property with care. Recycle. Show integrity. Do your own work. Be active in discussions and activities, but do not dominate. Give others a chance to speak. Begin and end your point clearly. Be ready to ask and to respond to respectful yet challenging questions. 3

4 Schedule: Assignments are due by the date given, no later. Class days are in bold. Blackboard deadlines are in italics. Dress for the weather on service days! We may change dates around as needed based on the weather and our decisions about the project. Assignments may be changed but not added. At the beginning of class each Tuesday, we will write a weekly reflective journal entry, add social justice issues to our wall, and practice lectio divina. Date Sept. 2 Sept. 4 Sunday, Sept 7, 5:00 pm Sept. 9 Sept. 11 Topic: what we are doing in class What is social justice? Hunger Banquet and Issue Brainstorm (keep adding issues as you think of them). The Learn Reflect Act method. Downtown Hammond Weather permitting: Observation walk. Optional lunch at St. Joe s. homework is due BY this day, not ON this day manage your time during the week to get it done well in advance of the deadline! Journaling and Lectio Divina study skills workshop, 10:45 Discussion: Downtown Hammond Assignment: homework to do outside of class After class, read the syllabus carefully. Write a weekly plan: see Blackboard for directions and example. Due in class Sept. 9. Come dressed for the outdoors! Park on Street just north of St. Joseph Church (5304 Hohman Ave., Hammond, IN 46320) and meet on the church steps. Be there by 10:30. Work on your report immediately after class. --Verbatim report and reflection due in Blackboard: Write a detailed narrative of your observation experience in downtown Hammond. What did you do, see, hear, smell, and feel? What did you learn? What assets did you observe in the city? What needs did you observe? In what ways is Hammond similar to your community? How is it different? What project do you think our class can do for the community? Bring a paper copy to class on 9/11. --Read Saints and Social Justice, Ch. 10, and take the Blackboard quiz on it. --go to and take the changemaker personality quiz. Also add social justice issues to our wall. Bring your weekly plan to class. Come prepared to discuss your verbatim report, your weekly plan, and the chapter. We may decide we need more information and assign small groups to go back out or to learn more. 4

5 Sunday, Sept. 14, 5:00 pm Sept. 16 Sept. 18 Saturday, Sept. 20 Sunday, Sept. 21, 5:00 pm Sept. 23 Sept. 25 Sunday, Sept. 28, 5:00 pm Sept. 30 theatre presentations Lectors: come on time and prepared for lectio divina. Theatre presentations II Bizarre Bazaar, Downtown Hammond How to do a research report Day off if you help out at the Bizarre Bazaar, service day if you did not. Research reports and discussion on your project proposals --Read Saints and Social Justice, Ch. 2 and take the Blackboard quiz on it. --Personal experience paper due in Blackboard under assignments : Write about a time when you were treated unjustly, or when you witnessed someone else being treated unjustly. Use details and conversation: bring the reader into the experience as if you were writing a novel or a screenplay for a movie. Conclude with a reflection on the experience: why was this treatment unfair? If you could go back to that situation, would you do anything differently? Why or why not? Keep in mind that you will be sharing your experience with classmates. BRING a copy with you to class on 9/16. --Come prepared to discuss the chapter. --Bring a copy of your personal experience essay. Meet in assigned small groups to share and to discuss the experiences you wrote about in your papers. You will choose one experience to dramatize, as a group, in a theatre presentation. Keep your classmates confidences. What is said in the classroom today stays there! --Bring in your weekly plan. Give your theatre presentations. Help out if at all possible! --Read Saints and Social Justice, Ch. 5, and take the Blackboard quiz on it. --Summary of a proposal for a service project related to downtown Hammond due in Blackboard under reports (bring a copy to class). Up to three students may propose the same project, but you MUST discuss different aspects of it. Come prepared to discuss the chapter. Bring your summaries to class. Come dressed to be outdoors. --Research report slide due in Blackboard on your project proposal under reports. You will argue to persuade the class to agree to your proposal. --Read Saints and Social Justice, Chs. 4 and 5, and take the Blackboard quiz on them. Come prepared to give your research report orally and to argue for your proposal in order to persuade the class to adopt it: you may read from your written summary. 5

6 Oct. 2 Sunday, Oct. 5, 5:00 pm Oct. 7 midterm progress review Reports and discussion on Utopian communities --Before class, check your grades and send Dr. Crist a professionally written (please spell my name correctly). In the , identify your grade, explain what you are doing well in the course and what you need to improve. --Come to class prepared to explain to me in a brief interview how you are doing in the course. During these meetings, the class will meet without me to discuss and to write down anonymous feedback: what is going well in the course? What could be better? Make final decisions on our project. --Research report slide and summary due in Blackboard (under reports ) on a Utopian community of your choosing. Up to three students may report on the same community, but you must discuss different aspects of it. --Read Saints and Social Justice, Chs. 9 and 11, and take the Blackboard quiz on them. Come prepared to give your research reports on your Utopian community and to Argue why this is the best attempt at Utopia. Oct. 9 What is Catholic Social Teaching? Come prepared to listen to a traditional lecture and take notes. Quiz at end of class. There may be an assignment due on this day! To be decided. Sunday, Oct. 14, 5:00 pm Oct. 14 Project You may need to come dressed for the outdoors or prepared in some other way for our project. Oct. 16 Project You may need to come dressed for the outdoors or We can take more time prepared in some other way for our project. on it if needed. Sunday, Oct. 21, 5:00 pm Oct. 21 Oct. 23 Reports on your social justice issues Discuss which issues and leaders we should study and organize our schedule. Social Justice leader of your choosing. --Summary and slide on a social justice issue of your choosing due in Blackboard. Up to three people may choose the same issue, but you must report on different aspects of it! --Scan the rest of the textbook. --Read about other social justice leaders listed in Blackboard under reports. Choose one social justice leader whom you think we should study: write and post a summary of this person s life and accomplishments to Blackboard. Come prepared to discuss the reading and to give your report. Argue for why your issue is important and serious enough for us to devote some time to studying it during this semester. We may view and discuss a film related to a leader of your choosing. 6

7 Sunday, Oct. 26, 5:00 pm Read: and take the quiz over it in Blackboard. --List of your elected officials contact information due in Blackboard bring a copy to class. --Further reading to be decided: Oct. 28 Issue to be decided: --Bring a copy of your list of elected officials to class. --Come prepared to discuss the reading. Oct. 30 Social Sunday, Nov. 2, 5:00 pm Read: and take the quiz over it in Blackboard. --Research report may be assigned: --Further reading to be decided: Nov. 4 Issue to be decided: Come prepared to discuss the readings: You may need to come prepared to give a report. Nov. 6 Issue to be decided Come prepared to discuss the reading: You may need to come prepared to give a report. Sunday, Nov. 9, 5:00 pm Nov. 11 Nov. 13 Sunday, Nov. 16, 5:00 pm Capitalism and Globalization: The Story of Stuff Globalization shopping spree! Read Chs. 13 and 14 and take the quiz over them in Blackboard. Come prepared to discuss the reading. Meet in our classroom. We will go on a field trip together. If you have a phone that can take photos or make videos, bring it!! Review slide and summary due in Blackboard. DO NOT DUPLICATE any previously posted topics: the point is to cover as much as possible to help you to prepare for the final. Two people can work together on putting our photos and clips together into a slide show. 7

8 Nov. 18 review Come prepared to give your review report. Nov. 20 Sunday, Nov. 23, 5:00 pm Field trip to the Art Institute of Chicago Have fun and look for something related to social justice. Write a verbatim report on your experience. Verbatim report on your field trip due in Blackboard. Include a discussion of an artwork related in some way to social justice. Nov. 25 November 27, Thanksgiving! Discuss the final paper and begin working on it. Review your notes from the semester and bring them to class. Dec. 2 Social until 11:00. Oral Final Exams will start at 10:15: come to room 513 at your assigned time. Dec. 4 Oral Final Exams: come to room 513 at your assigned time. Exam week: Exam day Oral Final Exams: come to room 513 at your assigned time. At 11:00, meet without jc as a class to discuss how the course went: what went well, what could have been better. Then complete evaluations in a computer lab. Work on your final paper. Take the written final exam in Blackboard on your own time. Final paper due in Blackboard through Safeassign. 8

9 Assignment Guidelines RESEARCH REPORTS: Each time we study selected topics, students will give brief presentations. Before class: Search out information about the topic. Write a paragraph summary of your information. Use your own words. If you quote directly from your source, place the passage in quotation marks. Create a slide summarizing your knowledge: use the template posted in the Blackboard discussion board (same as below). Your report must NOT duplicate information previously posted by others students. Include your name in the slide or in the notes. Get creative. Feel free to make it funny! You may include brief video clips, jokes, games, or other means of engaging the class. Post the slide to the appropriate Blackboard discussion forum by the deadline. Late slides will not count. You are responsible for figuring out the technology. Get help from the tutoring center. During class Present your slide to the class, speaking extemporaneously from your seat, in a two-minute report. Respond to questions from the teacher or students. Take notes on other people s reports. Ask a question of a speaker to earn points. Participate in discussion on the issue to earn points. If you miss class, you will earn points for your slide, but not for the report. After class I will give you feedback on your report. Study your feedback to learn how to improve your report next time. 9

10 Research Report Guidelines Guidelines SLIDE A brief title communicates the main idea in an attentiongetting way. Three bullet points on slide communicate accurate details related to main idea. Use correct English; end points with periods. Image and caption or brief clip: creative but relevant; helps listeners to understand main idea or a detail. References cite sources of information and image. Include your name on the slide. A Quiz question pertaining to the topic is included in notes section of slide. SUMMARY Paragraph summary of topic, included in the notes section of the slide. ORAL REPORT Covers and expands on the information in the slide. Read from summary for first report. Responds knowledgeably to at least one question. Extra points for inspiring discussion. DELIVERY Speaks clearly and slowly enough to be heard. Establishes & maintains eye contact with all participants in the room. Points possible Points earned, notes *Speaks in complete sentences..5 Avoids fillers, such as ah, you.5 know Total 20 10

11 Delivery Guidelines for Research Reports and Final Exam Speak clearly, slowly, and loudly enough to be heard. Listeners should be able to hear you easily. Your voice should sound clearly on recording, as well. This will reveal confidence in your knowledge and ideas. A little nervousness at the beginning is OK! Don t try to hide or to suppress it. Establish and maintains eye contact. When giving a research report, do not look at the slide: if needed, have a copy of your slide in front of you. Make eye contact with all participants in the room. Consideration will be made for diverse cultural customs. Sound practiced but not read or memorized. Your speech should flow conversationally, revealing that you are familiar with your information and confident in your ideas. Avoid using rising inflections at the ends of sentences: it sounds as if you are unsure. Your sentences should be your own: they should not copycat lectures or readings. It is OK to pause while you are thinking about how to formulate a sentence. Long pauses or hesitation, however, reveals a lack of knowledge. Use some expressiveness. Your unique personality should shine through your speech! Allow some natural variety in pitch, rhythm, and volume: this shows you feel some energy and interest for the topic. Speak in complete sentences. Avoid fragments sentences that are missing a subject or main verb. *AVOID RUN-ONS: this is the most common pitfall for speakers! Run-ons are sentences that go on too long, confusing the listener, falling apart grammatically, and precluding conversation: no one else can get a word in if you never end a sentence! Begin each sentence clearly and end it clearly. Do not link sentences with conjunctions, such as and, so, or then. Avoid fillers, such as ah, um, so, ya know, well, okay, like, etc. It is OK to pause, rather than using a filler. Maintain posture: sit upright but relaxed; do not lean on the table; do not slouch; do not play with anything, such as papers or a pencil. Gestures may accompany your words, but do not let them become too rapid. Avoid touching your face, hair, or clothes. Avoid folding your arms. 11

12 FINAL PAPER Write a reflective five-paragraph essay describing the most meaningful learning, achievements, and challenges of the semester. Use your weekly journal entries to craft your paper. Turn in your draft and final paper through Safeassign in Blackboard. Guidelines below. FINAL EXAMS You must write an A final paper in order to pass the course. The written exam will consist of questions over all the topics discussed throughout the semester, including questions from past quizzes. The exam will be posted in Blackboard. You will take it during exam week. The oral exam will be a 15-minute interview with the instructor, in her office, where you discuss what you have learned from the course. See the guidelines below. You may choose which details you wish to discuss. I will also ask you follow-up questions: I may ask you to show your knowledge of additional information from the course; I may ask you to reflect more deeply on your views. The exam will be video-taped to ensure fairness in grading, to be reviewed by faculty for oral communication skills, and for your personal portfolio. You may receive a copy upon request: please provide a DVD or flash drive. If you have questions about your exam grade, contact the instructor to request a review. Dress formally and modestly as you would for a job interview. This is serious. You need to be prepared for formal occasions. No T-shirts, sweats, hats, jeans, or shorts. No zippered jackets or tops. Guys, wear a shirt with a collar, and shave, unless you normally wear a beard. No gum. If you arrive late or are not dressed appropriately, you will not be admitted to the exam. You will take an F for the semester and make up the exam after grades are due for a grade change. You must pass the oral final exam in order to pass the course. 12

13 Final Paper Guidelines You must write an A final paper in order to pass the course. Discuss the most meaningful and valuable learning you have achieved this semester. Describe knowledge and skills you have gained in classes and explain why these are valuable to you. Narrate experiences of personal growth in diverse areas of your life, such as school, personal, athletic, work, spiritual. Discuss a challenge that you have successfully overcome. Identify something you could have done better and explain how you intend to change this in the future. Guidelines (points possible) Content (10 points): Accurate, original, substantive ideas Responds appropriately to assignment Thesis (1 point) Clear and Focused/Asserts a Position Introduction (5) Grabs Attention Clearly States Thesis Indicates how thesis will be supported Body Paragraphs (15) States main idea in topic sentence that supports thesis States specific, accurately-reported details that support topic sentence Includes transition words that make logic of paragraph and essay clear, linking sentences within paragraph and paragraphs to one another. Conclusion (5 points) Restates the thesis Recaps the support for the thesis Concludes with a personal reflection on what is next: the coming semester and longer-term future. Sentence Grammar and Style: 1 point off for each error. Uses correct, appropriate grammar Uses proper punctuation and spelling Prose is concise and clear Total: 36 points Points earned 13

14 Oral Final Exam Guidelines Arrive on time, dressed formally and modestly, as for a job interview, or you will not be admitted to the exam. You must pass the oral final exam in order to pass the course. Guidelines (points possible) Points earned, notes 1. What is justice? What is social justice? Student demonstrates understanding of concepts of justice, and how social justice differs from charity. (5 points) 2. In your view, what are the most urgent social justice issues facing our world today? Student uses details learned from the course to identify and to discuss at least two issues, and argues for their urgency. (10) 3. What is Catholic Social Teaching? Student narrates elements from the history and concepts of Catholic Social Teaching, may include a story of a leader who has been active in the struggle for justice. (10) 4. How did you do social justice in your service project/s? What difference has/will this project make in your community? What difference has it made in you? Student demonstrates sustained personal reflection and relates details from experience. (10) 5. Look back over the semester: have you achieved your goals? What is next? Student reflects on progress, challenges, and achievements, and discusses intentions for the coming semester, possibly the longer-term future. (10) Responds knowledgeably and reflectively to 2 or 3 follow-up questions. (10) Sustains the conversation without too many long pauses, BS, or excessive prompting. (points off) Discusses what we learned in class and what he/she reflected on in verbatim reports. (points off for inaccuracies.) Meets oral communication standards in signature assignment rubric, level one.* Total: 55 points *see rubric below and delivery guidelines for research reports in syllabus 2400 NEW YORK AVE. WHITING, IN TEL FAX

15 Delivery (0)* Benchmark(1) Developing (2) Sufficient (3) Capstone Goal Delivery techniques Delivery techniques Delivery techniques (posture, gesture, eye (posture, gesture, eye (posture, gesture, eye contact, verbal fluency contact, verbal fluency contact, verbal fluency and expressiveness, and expressiveness, and expressiveness, volume and clarity) volume and clarity) volume and clarity) make detract from make the presentation the presentation understandability. understandable. interesting and speaker Speaker frequently uses Speaker primarily uses consistently uses full, full sentences in a fluid full sentences fluidly. conversational sentences. manner. Verbal pauses Speaker uses very few Verbal pauses and fillers or fillers predominate. verbal pauses or are almost completely fillers. absent. Exemplary (4) Delivery techniques (posture, gesture, eye contact, verbal fluency and expressiveness, volume and clarity) make the presentation compelling, and speaker appears polished and confident. Verbal pauses and fillers are completely absent. Language Language choices are unclear or minimally support the effectiveness of the presentation. Terminology is inappropriate, mispronounced or misused. Language in presentation is not appropriate to audience. Language choices are commonplace or partially support the effectiveness of the presentation. Terminology is only partially appropriate. Language in presentation is entirely appropriate to audience. Language choices are thoughtful and generally support the effectiveness of the presentation. Terminology is used with accuracy and precision. Language in presentation is appropriate to audience. Primarily standard academic English is used. Language choices are imaginative, memorable, and compelling, and enhance the effectiveness of the presentation. Appropriate terminology has been mastered. Language in presentation is appropriate to audience. Standard academic English is used. Handling Evidence Information is taken directly from source(s) without attribution, interpretation or evaluation. Comprehension may be partial or misunderstood. Information is taken from source(s) with adequate attribution and comprehension, interpretation, evaluation, but not enough to develop a coherent analysis or synthesis. Information is taken from source(s) with appropriate attribution, enough interpretation / evaluation to develop a coherent analysis or synthesis. Viewpoints of experts are subject to reasoned questioning. Information is taken from source(s) with enough interpretation/ evaluation to develop a comprehensive analysis or synthesis. Viewpoints of experts are questioned thoroughly. Student is familiar and fluent in the subject. Comprehension Sporadically relates units of information with some accuracy. Coherently relates a body of prepared information with accuracy, though perhaps with some rigidity. Very little inaccuracy or partial understanding. Appropriately selects relevant information from among a large body of knowledge and coherently discusses the information with accuracy. Appropriately selects information from among a large body of knowledge, and thoroughly discusses the information with complete accuracy, revealing personal comprehension and synthesis Conclusions and related outcomes Conclusions are inconsistently tied to some of the information discussed; related outcomes (consequences and implications) are oversimplified. Conclusions are logically tied to information (because information is chosen to fit the desired conclusion); some related outcomes (consequences and implications) are identified clearly. Conclusions are logically tied to a range of information, including opposing viewpoints; related outcomes (consequences and implications) are identified clearly. Conclusions and related outcomes (consequences and implications) are logical and reflect student s informed evaluation and ability to place evidence and perspectives discussed in priority order. 15

16 Ethical Self- Awareness Student states their core beliefs and/or the sources of core beliefs. Student gives an account of their core beliefs, and articulates the sources of the core beliefs. Student discusses and analyzes both core beliefs, the sources of the core beliefs AND indicates possible implications of this framework. Student discusses and analyzes core beliefs, the sources of the core beliefs and the implications of these with great depth and clarity. Connections to Experience Identifies connections between life experiences and those academic texts and ideas perceived as similar and related to own interests. Compares life experiences and academic knowledge inferring differences and similarities; acknowledges other perspectives. Effectively selects and develops examples of life experiences, drawn from a variety of contexts (family life, arts, athletics, civic involvement, work), to illuminate academic work. Meaningfully synthesizes connections from outside the formal classroom (experiential learning, work, athletics, etc.) to deepen understanding of academics and own point of view. *A score of zero will be assessed whenever student doesn't FULLY reach the benchmark. Policies and Procedures Class Policy on Attendance: Class Policy on Electronic Devices Class Participation: Statement of Plagiarism: See honor code above. See honor code above See assessment If an instructor or other Calumet College of St. Joseph personnel find that a student has plagiarized or been involved in another form of academic dishonesty, the instructor or other personnel may elect to bring the matter up for judicial review. The maximum penalty for any form of academic dishonesty is dismissal from the College. The procedures for judicial review are listed under the section of CCSJ handbook that addresses student grievances. PLEASE NOTE: All papers can and may be submitted for checks on plagiarism from the Internet/Electronic sources/databases. Citation Guidelines: Calumet College of St. Joseph uses citation guidelines, generally MLA or APA format, to document sources quoted or paraphrased in student papers. Check the syllabus for each course to see what each instructor requires. The Library has reference copies of each manual; the Follett has copies for sale when required by the instructor. In addition, there are brief MLA and APA checklists in your spiral Student Handbook and Planner and on the Library website and literature rack. These texts show how to cite references from many sources, including electronic media, as well as how to space and indent the Works Cited and References pages respectively. EBSCO and ProQuest articles provide both formats for you to copy and paste. Proper documentation avoids plagiarism. 16

17 Withdrawal from Classes Policy: After the last day established for class changes has passed (see College calendar), students may withdraw from a course in which they are registered and wish to discontinue. A written request detailing the reason(s) for the withdrawal must be completed with the Office of Academic Advising and filed with the Registrar. The Office of Academic Advising must receive written request for withdrawal by the last day of classes prior to the final examination dates specified in the catalogue. Written requests should be submitted in person or, when an in-person visit is not possible, may be mailed to the Office of Academic Advising, ed, or faxed to Students are to make note of the refund schedule when withdrawing from courses. If the request requires instructor approval per the College calendar, it must be forwarded to the faculty member, who makes the final determination to accept or deny the request. If the request is honored by the faculty member, the student will receive notification of official withdrawal from the Registrar after meeting or speaking with a member from Academic Advising, Financial Aid and Athletics (if applicable). These departments will notify the student of academic, financial, and athletic eligibility effects of a possible withdrawal. If the request is denied by the faculty member, the notification will indicate why the withdrawal is disallowed. Please note that if the request does not require instructor approval, the student must still meet or speak with a member from Academic Advising, Financial Aid and Athletics (if applicable) before the withdrawal will be processed. An official withdrawal is recorded as a "W" grade on the student's transcript. Discontinuing a course without a written request for withdrawal automatically incurs an "FW" grade for the course (see Refund Schedule). Failure to Withdraw (FW) is indicated when the student does not complete withdrawal paperwork with the Office of Academic Advising nor does the student notify the instructor of their intent to withdraw due to an illness, accident, grievous personal loss, or other circumstances beyond the student s control. This grade is submitted by the instructor at the end of term. Student Success Center: Resources The Student Success Center supports Calumet College of St. Joseph students through an interactive learning experience. Students work with faculty tutors to develop course competencies and study skills such as time management, test preparation, and note taking. In addition, students are provided with tutoring support to help pass courses, to improve grade point average, and to promote continuing education and career advancement. Tutors have a specific charge: to help students learn how to master specific subject matter and to develop effective learning skills. The Student Success Center is open to all students at Calumet College of St. Joseph at no charge and is available to support academic courses at the introductory and advanced levels. For assistance, please contact the Student Success Center at or stop by the Library. 17

18 Disability Services: Disability Services strives to meet the needs of all students by providing academic services in accordance with Americans Disability Act (ADA) guidelines. Students must meet with the Coordinator of Disability Services to complete an intake form in order to request an accommodation and/or an auxiliary aid (e.g., additional time for tests, note taking assistance, special testing arrangements, etc.). It is the student s responsibility to contact the Academic Support Programs Office to request an accommodation at least one month prior to enrollment for each academic term. Students who are requesting an accommodation and/or an auxiliary aid must submit documentation from a professional health care provider to verify eligibility under Section 504 of the Rehabilitation Act of 1973 and/or the Americans with Disabilities Act of The cost of obtaining the professional verification is the responsibility of the student. If a student believes that he or she needs a reasonable accommodation of some kind because of a physical, psychological, or mental condition, he or she should contact Disabilities Services. The Coordinator will secure documentation pertinent to the disability and work with faculty and staff, if necessary, to address the matter. All questions and inquiries pertaining to disability services should be directed to the Disability Services Coordinator at CCSJ Alert: Calumet College of St. Joseph utilizes an emergency communications system that transmits messages via text, , and voice platforms. In the event of an emergency, of weather related closings, or of other incidents, those students who are registered for the system shall receive incident specific message(s) notifying them of the situation. Please sign-up for this important service at any time on the College s website. Alternatively, you can register at the time you register for classes. This service requires each user to register once per academic year. Therefore, at the beginning of each academic year, please remember to re-register for the system. This can be done at: School Closing Information: Internet: Facility: Calumet College of St. Joseph Phone: Radio: WAKE 1500 AM WGN AM WIJE FM WLS 890 AM WZVN FM WBBM NEWS RADIO 78 TV Channels: 2, 5, 7, 9, 32 18