Page 1 of 13 ECO 2013: PRINCIPLES OF MACROECONOMICS COURSE SYLLABUS Class number 363 Fall 2008 – regular session (face-to-face) Professor: Charles H. Moses II PROFESSOR MOSES CONTACT INFORMATION Primary E-mail (preferred): through http://angel.spcollege.edu Secondary E-mail: Moses.Charles@spcollege.edu Telephone: 813-784-3400 Office Hours via e-mail and phone: Flexible; including evenings and weekends Office Hours for meetings: By appointment MEETING INFORMATION Location: SPC Seminole Campus SE-UP193 Days/Times: MW 1:00pm – 2:15pm COURSE DESCRIPTION This course is a study involving theory on the nature and outcome of human action in a market economy. In macroeconomics, we will explore theory of stability, fluctuation, and growth of a market economy, including the nature of unemployment and inflation. The nature and impact of government intervention in a market economy will also be explored. During this session, students will read selected assignments, study lecture material, participate in class discussions, and complete writing assignments – and of course take exams . This course partially satisfies the Gordon Rule writing requirements outlined in the General Education Requirements. 3 Credits. Credit is not given for both ECO2013 and Honors Macroeconomics. PREREQUISITES - Basic computer skills (Microsoft Word, internet, Angel, etc.) - "G" Prerequisites: (ENC 0020 and REA 0002) or EAP 1695 or appropriate score on the placement test. TEXTBOOK; SOFTWARE McEachern, William A. Economics, A Contemporary Introduction. South-Western. WHICH EDITION: You can choose to purchase the current 7th Edition, or you may purchase one of the few prior editions which of course may be obtained in the textbook market at a lower price than the current edition. This class is based primarily on Powerpoint presentations; the textbook is will assist in understanding and applying the material in the presentations. The Study Guide that accompanies the textbook is optional. Even though this is a “face-to-face” course, it utilizes Angel. I will communicate to you via email messages through Angel regularly, so you must check that email regularly (at least twice weekly -- a few days before and after each class). I will post this syllabus, the class PowerPoint presentations, discussion topics, writing assignments, etc. on Angel for your use. You must have access to software that allows you to view Microsoft PowerPoint presentations, Microsoft Word documents, Adobe Acrobat (PDF) files, as well as access the Internet. Microsoft and Adobe have free viewers available on their websites. Page 2 of 13 CLASS STRUCTURE; GRADES Class Class discussion will comprise 15% of your grade. Discussion: Class discussion will be comprised of 2 parts: (a) Attendance and punctuality. Your (timely) presence is obviously a prerequisite to your involvement in class. Attendance will be taken! (b) Group work in class. Periodically, you will work in groups on discussion topics in class, and then one person from each group -- a different person each time -- will compile and present the group’s analysis to the class. Each group member will be graded on participation and quality of the group’s analysis. Each discussion topic is equally weighted. In the event of absence, participation in a class discussion topic cannot be made up (resulting in a grade of zero). Note: this is a thinking classroom. This class is structured more as a direct experience of thinking, and not just absorption and then regurgitation of facts from lecture/reading. You’ll have a printed copy of the PowerPoint presentations in hand, so the notes are already taken for you. Class discussion is essential for your understanding of the concepts presented. I will provoke you in class, not just feed you information. Writing Writing assignments will comprise 25% of your grade. Assignments: Written assignments will be assigned throughout the semester. They are generally due the following week they are assigned. Writing Assignments will be graded on content and writing/grammar. Each writing assignment is equally weighted. Late writing assignments will not be accepted (resulting in a grade of zero). Note: Writing assignments are the best tool for evaluating your critical thinking skills, and hence your quality as a student. Hence, I carefully consider every word you have to say, and give constructive criticism along the way to help you in your college quest of sharpening how you think. Exams: Exams will comprise 60% of your grade. There will be three exams: two incremental exams and one comprehensive final exam. Each exam is equally weighted, with 2 exceptions: (a) your grade on the comprehensive final exam can replace the lowest grade on an incremental exam; (b) if your course average is an “A” after the 2nd incremental exam, then you are exempt from taking the comprehensive final exam (subject to professor discretion). Exams are multiple choice. Do not confuse this with “multiple guess”, as guessing based on word association will not get you through. The exams are designed to test mastery of theory and its application, and are thus discerning and challenging. Welcome to college – the place where critical thinking rules and information regurgitation drools. You must bring a #2 pencil and a Scantron #882-E (standard green) sheet for the exams. You can use a calculator if you like, but you likely won’t need one. Exams are not only assessment tools, but are learning tools also. Hence, we go over the incremental exams afterward (whereas you simply run out the door right after the final exam!). Extra Credit: One extra credit assignment will be made available after the second incremental exam. It is optional. It will be worth 5% of the total course grade weight (subject to change). In general, I don’t believe in extra credit to improve exam grades. In college, your grade is a reflection of your ability plus effort. If you don’t have the ability to get a certain grade, then extra effort in the form of more volume of work can’t make up for that. (After all, college isn’t for Page 3 of 13 everyone -- only the fittest survive and thrive.) However, I can understand the use of extra credit as a second chance to make up for prior incomplete effort, such as undone writing assignments or lack of preparation for an exam for instance. Thus, my approach embodies both of the above considerations. The extra credit assignment will be offered, but it will be scrutinized and graded stringently. It must show ability and not just effort. Each grammar error, faulty step in logic, and unsupported claim will be dinged. It has to excel in all respects to get a high grade. GRADING GUIDELINES – A “MUST READ” Thoughtful professors do not give grades; rather, they assign them on the basis of the evidence provided by a student's work. Grades mean something more than flattery. Grades speak of performance, which is derived from a combination of cognitive ability plus effort. Grades speak to the world, and not just to classmates and parents and a college. Eventually, performance shows and counts, and must be competitive on the merits. “Average” is a definition for a C grade, and that has thus been the average grade throughout most of college history. But in recent history, college averages were no longer C. By 1990, I have read that averages were more often B, and have been continually rising toward A- by 2005. This phenomenon is known as grade inflation. If the average student were to receive a grade of A, what does that tell you about challenge and standards? How much did those students grow during their college years? Did those students obtain an education, or just a credential? Consider how much an inflated credential is worth when future evaluators do not see the ability that inflated grades led them to expect. Grade inflation is not as flattering as most students would like to believe. It lowers standards and discounts achievement; it hurts students in the outside world (probably more than they realize), and it hurts society as a whole. Why did you buy college? You are most likely not here to obtain (or more likely absorb-then-forget) information/knowledge. This is the information age, and you can get more information than you could ever hope to absorb/utilize in a lifetime on any topic without the use of college (indeed, with just a few clicks of a mouse). And the extreme rate of new information being generated today – more new information being generated this year alone than in the entire 5,000 years preceding it; technical information doubling every 2 years now and estimated to double every 72 hours by 2010; more than 3,000 new books being published each day; etc. -- means that possibly most of the information you absorb in college is obsolete by the time you graduate anyway! Clearly, you are not here to gain knowledge. Rather, you are largely here to obtain critical thinking skills. Yes, you are here to learn how to think. That is what you need to succeed going forward. It will enable to you analyze and understand all the new information you’ll encounter after college. That is, if you really choose to take what college is selling while you are here... …But if your approach to college is to simply seek to maximize grades with minimal engagement/input as a quick route to the degree as a credential – e.g., taking “easy A” classes/instructors, simply memorizing information to get by, scheming ways to reduce original content in your writing assignments by stretching the borders of plagiarism, scheming ways to reduce class involvement to simply transcribing information from textbook to exams, etc. -- then you are not actually taking what you are buying from the college. Stop and think about that; doesn’t that seem like an irrational act? Imagine going to the world’s most expensive movie theatre to watch the world’s longest movie, buying a coveted ticket for $10,000 but then just sitting in the parking lot for 4 years without watching it, then showing your family/friends/society your ticket stub and fibbing to them “I saw this movie” afterwards. First, why not bother to watch it -- that is otherwise a long, boring nap in the parking lot, and your physical life is short so why waste it like that. Second, what will happen to your credibility when they all ask you to demonstrate what you saw in the movie and your farce is exposed? Third and perhaps most importantly, how will you feel about yourself (self-doubt?) and your future prospects (fearful?) afterwards? You should exit college a different person of sorts, exhibited by the shedding of prejudicial opinion-based thought in favor of the new way you critically analyze what you see in the world. Again, that “life shift”, if you will, is what you are buying here, if you actually choose it. And that is what your degree tells the world you have experienced here – that you may not know anything about a topic/field you encounter, but you can quickly master it anyway, because as a critical thinker you can do anything you apply yourself to. Page 4 of 13 Speaking from experience, I can tell you that the freedom of being virtually unlimited in what you can do after this shift is wonderful. You won’t be limited by a specific skill (“gee, I only know how to wait on tables”) but you will instead be free to pursue your passions wherever they lie. Awesome! A case study of yours truly: After getting a B.S. degree and then an M.S. degree in economics, I hit the job market. While not related to economics, the money management field of trading markets fascinated me, so I focused my attention on that until I was eventually able to help run “hedge fund” (akin to mutual fund) companies, my most favorite. I was hired with zero experience (over a person with 20 years experience!) because my academic success illustrated I could think critically and apply myself to succeed without limits in anything, said the company owner. After 11 years of success there, my passion drifted elsewhere -- back to academic study, and academic teaching. So I then focused my attention on them (power of intention!), and am now teaching college, and fishing for a PhD dissertation topic that will be dear to me. The beauty of this story is that, as a critical thinker, I have enjoyed the freedom of being able to do most anything by thus doing the few things I love the most. You can do the same. Students are encouraged to “Rise to the Occasion” by actually taking what they are buying, to develop/sharpen their thinking skills now by selecting challenge. College is your chance to singularly focus on you by building a platform for all of your future endeavors. And maybe even more importantly, it is a chance to be true to thyself (“tibi ipsi fidelis esto”), receiving all the gifts of self-worth and happiness that can bring, instead of squandering around that and wallowing in self-doubt and fear of the future. Thus, I will largely* resist the tide of grade inflation in all of my classes -- to keep us all honest, to give you what you paid for, and to provide opportunity for the rich rewards of real personal growth. Specifically, getting an “A” in this class: (a) requires mastery of theory and its application – as it has traditionally required throughout most of college history; (b) is probably no more difficult to obtain in this class than it has been throughout most of college history; (c) probably feels relatively more difficult to obtain in this class in light of today's proliferation of grade inflation. * Assuming you actively engage in the class/work, getting below a “C” in this class is probably as easy to avoid as it is elsewhere. (Credit: Some of the above points on grade inflation are from Professor S.A. Miller, Hamilton College) Page 5 of 13 COURSE GOALS AND OBJECTIVES Goal Objectives for Goal The student will demonstrate an understanding of the - Define economic terminology. basic tools needed to understand the current - Identify and recall mathematical formulas used to macroeconomic theories. solve problems involving basic macroeconomic principles. - Identify, illustrate, and interpret graphs. - Recall basic math and algebra. The student will develop an understanding of basic - Illustrate economic principles graphically. theories involved in the study of macroeconomics. - Identify and explain these theories. The student will develop an understanding of the - Determine changes in equilibrium price and output operation of the market economy. under given market situations. The student will develop an understanding of how - Recall formulas involving national income economists measure production. accounting. - Solve mathematical problems involving national income accounting. The student will develop and understanding of the - Determine the macroeconomic equilibrium at various effects of aggregate demand and aggregate supply on the levels of aggregate demand. levels of output, employment, and prices. - Describe the individual components of aggregate demand and aggregate supply. The student will demonstrate an understanding of the - Determine the difference between monetary and fiscal different types of monetary and fiscal policy tools used policy. in the United States. - Describe the types of monetary and fiscal policy tools. The student will demonstrate an understanding of the - Determine what changes will occur in output, accomplishments and limitations of monetary and fiscal employment, incomes, and prices when certain policies. monetary and fiscal policy tools are implemented. The student will develop skills needed to apply basic - Predict the theoretical outcome of changes in various macroeconomic principles. market situations. The student will develop an understanding of the effects - Calculate or determine changes in these variables of international trade and finance on employment, prices, under various economic systems. and incomes. The student will demonstrate increased ability in writing. - Plan and write one of the following: (a) research, analysis, outline, evaluation, or other types of papers completed outside of the direct classroom experience; (b) research, analysis, outline, journal, evaluation, or other types of essays completed during the direct classroom experience; (c) any type of expository, evaluative, persuasive or personal response writing as described in the college publication entitled “A Resource Manual for Writing Across the Curriculum”. SCIENTIFIC ABSTRACTION AND THE ECONOMIC WAY OF THINKING Economics is not about making money, or trading stock markets, or running a business -- those things are discussed in business/finance classes. Economics is actually a social science that seeks to understand, and thus predict, the fundamental nature of human action. The goal is to learn a way of thinking analytically and picking up gems of economic wisdom and knowledge about how human society tends to function so that we can understand it better. Like any science, its theories are an abstraction from reality, i.e. based on abstract thinking. Whereas concrete thinking centers on objects or events that are available to the senses, abstract thinking refers to ideas or concepts. Abstract thinking is needed to understand the fundamental nature of things; hence, it is the core of scientific inquiry. Page 6 of 13 For instance, the oak tree outside is easily identified by the eyes as a tree (concrete), but the idea of what a tree is, or “tree-ness”, is abstract. Of course, only the abstract idea of tree-ness can enable us to really identify and understand trees. Let’s consider an economics example: the recent, sharp rise in the price of gasoline. An accountant/analyst might explain the price rise in a factual, concrete manner by saying “the price of gas rose by 250% in the last 3 years”. As an accounting student, all you would have to do is look at the beginning price and ending price of gas for the 3 year period and do the percentage equation to find your concrete answer “250% rise”. Conversely, an economic scientist (economist) would explain the price rise in an abstract manner in order to understand its nature. There are three core facets to a complete understanding: the reason for it, an interpretation of what it means, and behavioral predictions resulting from it. So as an economics student, you will first find yourself determining the reason for the price rise, such as “both a decrease in supply and an increase in demand drove up the price of gas”. You will then interpret a reasonable meaning of the price rise, such as “the rise in price indicates that gas has become more scarce”. You will finally predict what natural human behavior that will likely result from it, such as “higher gas prices motivate drivers to conserve gas more than they used to, and/or seek alternative energy sources, which helps alleviate the increased scarcity of gas” as well as “higher prices motivate profit-seeking sellers to expand production of gas, and/or seek alternative fuel sources, which also helps alleviate the increased scarcity of gas”. Whoa, the economic way of thinking helps explain -- and predict -- what is really going on! You need to transition beyond simple, concrete thinking toward abstract thinking in college, in science, and this course. The good news is that concrete thinking can be a mechanical bore, and abstract thinking about the nature of things is innately interesting! WORKFLOW OF THIS COURSE Guidance on your workflow in this class: The course is based on a set of PowerPoint presentations. I hand out a hardcopy in each class, as well as post a softcopy on Angel. Come to each and every class and immerse yourself in the discussion so that you innately understand the abstract concepts presented in the presentations. The reason I hand out hardcopies of the presentations is so that you are free to engage in the discussion instead of taking notes to “study later”. Take just a few notes garnished from the class discussion that made each theory “sink in” for you – a key word or two maybe – on the sides of the paper slides. Skipping class and simply reading the presentations on your own isn’t nearly as effective as getting the flavor of the abstract theories through our class discussions. Indeed, many who miss the class discussions struggle with just the presentations; don’t rely solely on reading them! Bonus characteristic: rather than study time on your own, the classroom can easily be the main time for learning in this class if you attend and immerse yourself every week! Obviously, the presentations contain much less explanation and examples than the textbook contains. After each class, research any theories from the presentations that you didn’t innately understand by reading the relevant textbook chapter(s). You’ll have to find the relevant material in the book, but realize we mostly follow the flow of the book chapters. Caveat: some concepts I present are not in your book, in which case you’ll have to utilize your research skills (internet?) or else come to me for help (I am always available to you) if the presentation/discussion aren’t enough for you. Important note: much of the material in this course unfolds cumulatively; I can tell you that keeping up with the material will be required in order for you to succeed. As previously noted, economic theory is highly abstract; there is less memorization of facts in favor of innate comprehension. If you are a hands-on, concrete type of thinker and this abstract theory stuff is boggling you, apply the theory to extra concrete examples on your own by completing the relevant end of chapter questions in the textbook and/or the optional study guide that accompanies the textbook. And you can always set up meetings with me for further clarification. Again, this is college; thus, while I am here to guide and help you, you are primarily on your own in creating the learning experience. Page 7 of 13 In addition to presentations, I post (on Angel) a set of “discussion topics” for each presentation as a study aid to test yourself before exams. I will also post answer keys to each set of discussion topics about a week before the exam – compare your answers to my answer keys to gauge your learning. NOTE: you may be tempted just to review the answer keys as exam preparation, but that doesn’t give you the chance to really assess your understanding! To sum up, here is your workflow: 1. Attend every class and absorb presentation concepts during the discussion, taking very few notes of keywords by which “the light bulb went on” in the margins of the presentation handouts. 2. Read textbook, etc. to shore up any concepts that you didn’t innately understand in class. 3(a). Optional (for the concrete thinkers who need repeated application of theory): do end of chapter questions and/or study guide questions on your own. 3(b). Answer the posted discussion topics on your own, then compare your answers to my answer keys during the week before an exam. Shore up weaknesses you discover. 4. Take exam! 5. Oh, and don’t forget to do the periodic writing assignments as they arise... Page 8 of 13 TENTATIVE CLASS CALENDAR The following is a tentative class calendar. Activities and dates are approximate and subject to change. Actual writing assignment dates and exam dates will be announced in class and/or communicated via email in Angel. Class Week Class Dates Notable Events #1 8/25 and 8/27 DEADLINE TO DROP WITH REFUND IS 8/29 #2 9/1 and 9/3 NO CLASS ON MON 9/1 (HOLIDAY) #3 9/8 and 9/10 Writing Assignment #1 assigned after Presentation 3 is finished #4 9/15 and 9/17 Writing Assignment #1 Due Writing Assignment #2 assigned after Presentation 4 is finished #5 9/22 and 9/24 Writing Assignment #2 Due #6 9/29 and 10/1 Incremental Exam #1 on Wed. #7 10/6 and 10/8 #8 10/13 and 10/15 Writing Assignment #3 assigned after Presentation 7 is finished #9 10/20 and 10/22 Writing Assignment #3 Due #10 10/27 and 10/29 DEADLINE TO WITHDRAW WITH A GRADE OF “W” IS 10/30 #11 11/3 and 11/5 Writing Assignment #4 assigned after Presentation 11 is finished #12 11/10 and 11/12 Writing Assignment #4 Due #13 11/17 and 11/19 Incremental Exam #2 on Wed. Extra Credit Assignment Made Available (Optional) #14 11/24 and 11/26 NO CLASS ON WED 11/26 (HOLIDAY) #15 12/1 and 12/3 Writing Assignment #5 assigned after Presentation 15 is finished #16 12/8 and 12/10 Writing Assignment #5 Due #17 12/15 and 12/17 Comprehensive Final Exam Date/Time to be announced FINAL GRADES WILL BE POSTED TO SPC ON 12/19 Page 9 of 13 OTHER POLICIES Attendance SPC’s attendance policy changed starting Spring 2008. Active participation in this class is required by SPC, and since regular attendance is necessary for active participation, it follows that attendance is (still) mandatory at SPC. Attendance is taken at the beginning of every class. This class starts promptly; common courtesy requires that you be present and ready on time. Further, tardiness hurts the class participation component of your grade. Since attendance is taken at the beginning of class, if you enter late then you will not be marked as present at that time, and therefore you must approach your instructor during a class break (or after class) to be added to the attendance roster --as tardy but present. Being tardy hurts the class discussion component of your grade. SPC requires that instructors verify that students are in attendance at least once each week during the first two weeks of class. Students classified as “No Show” for both of the first two weeks will be administratively withdrawn immediately thereafter by SPC. This means at you must complete Week 1 and/or Week 2 assignments on time or else you will be withdrawn! Immediately following the 60% point of the term, SPC requires that each instructor verify which students are actively participating in class, as defined in the “Active Participation For This Class” section below. Students classified as not meeting the criteria for active class participation (as outlined below) will be administratively withdrawn with a “WF” immediately thereafter by SPC. Students will be able to withdraw themselves at any time during the term. Student withdrawal requests received before the 60% point of the term will receive a grade of “W”; student withdrawal requests submitted after the 60% point of the term will result in a grade of “WF”. Students and instructors will automatically receive an e-mail notification to their SPC email whenever a withdrawal occurs. Beyond being required by SPC, attendance is necessary in order to be successful in this course. There is a clear, positive correlation between attendance and exam grades. To that end, see the section “Workflow of This Course” above, which alludes to the fact that you’ll get the flavor of the concepts in the classroom which is not easy to grasp just by reading the words in the presentations. Further, missing classes will cause you to miss information that is not in the textbook, and to miss handing in assignments that cannot be made up. Lastly, absences hurt the class discussion component of your grade. Active Participation For This Class Active participation for this class includes all of the following: 1. A maximum of four (4) unexcused absences through the 60% point in the term (withdrawal deadline). If you have valid extenuating circumstances why you must miss a class, you may attempt to negotiate an excused absence with the instructor. 2. Completion of Interim Exam #1. Withdrawal The last day a student can withdraw from this course and receive a grade of W is 10/30/2008. Under no circumstances will a student receive a W grade after the withdrawal deadline. If a student withdraws after 10/30/2008, then they will receive a WF grade. For voluntary student withdrawals, it is the responsibility of the student to withdraw from the course themselves, which is done online at http://my.spcollege.edu. Do NOT ask your instructor to withdraw you from the course, as they cannot do so. It is your responsibility. Third attempts: Students attempting this course for the third time (or more) cannot withdraw (State of Florida regulation), and failing to meet the attendance requirement will result in a grade of WF. Page 10 of 13 If this is your third time taking the course, you cannot withdraw from the course. (State of Florida regulation) Grading Point System Your grade for individually-graded assignments and exams, as well as your weighted, cumulative grade for the entire course, is based upon the traditional point system: A = 90 – 100% B = 80 – 89.99% C = 70 – 79.99% D = 60 – 69.99% F = below 60% I = Incomplete X = Audit Status W = Withdrawal WF = Withdrawal + Failure Note: Failure to do portions of the assigned work harms a student’s cumulative grade, and could result in a non- passing grade, regardless of the percentage earned on the assignments and exams that are completed. Page 11 of 13 ACADEMIC HONESTY As the saying goes…winners never cheat and cheaters never win. Cheating and plagiarism of any kind are serious violations of college policy and will not be tolerated. Students are expected to know and follow all class policies found in the syllabus and academic honesty policies found in the student handbook. It is the responsibility of the student to act above suspicion when completing any assignment. Ask your instructor for clarification on any policy before taking any action. Examples of cheating and plagiarism include but are not limited to: presenting another person’s work as if it were the work of the presenter, allowing someone to copy your work, using published information without proper citations, using unauthorized references (cheat sheets or programmed information) on a test or examination, or allowing another individual to take a test or examination for you. Disciplinary measures for academic dishonesty can range from a failing grade for an assignment to a failing grade in the class to expulsion from the college. Instances of academic dishonesty will also be referred to the Associate Provost to be filed in the student’s permanent record. Academic honesty policies are available online at: Academic Honesty Policy http://www.spcollege.edu/webcentral/admit/honesty.htm Student Conduct Code http://www.spcollege.edu/ecampus/help/conduct.shtml Student Expectations http://www.spcollege.edu/ecampus/help/expectations.shtml Additional information can be found in the “Academic Honesty and Behavior Pamphlet” or the SPC Student Handbook. Page 12 of 13 GENERAL COLLEGE POLICIES Special Accommodations: If you wish to request accommodations as a student with a documented disability, please make an appointment with the Learning Specialist on campus. If you have a documented hearing loss, please contact the Program for the Deaf/Hard of Hearing at 791-2628. If you need assistance during an emergency classroom evacuation, please contact your campus learning specialist immediately about arrangements for your safety. The Office of Services for Students with Disabilities can be reached at: Campus Counselor Room Phone Seminole Linda Giar UP 110 394-6289 Sexual Predator Information: Federal and State law requires a person designated as a “sexual predator or offender” to register with the Florida Department of Law Enforcement (FDLE). The FDLE then is required to notify the local law enforcement agency where the registrant resides, attends or is employed by an institution of higher learning. Information regarding sexual predators or offenders attending or employed by an institution of higher learning may be obtained from the local law enforcement agency with jurisdiction for the particular campus, by calling the FDLE hotline at 1-888-357-7332, or by visiting the FDLE website at www.fdle.state.fl.us/sexual_predators. If there are questions or concerns regarding personal safety, please contact the Provost, Associate Provost, Campus Security Officer or Site Administrator on your campus. Campus Safety and Security: For information on campus safety and security policies please contact 727- 341-4657. For information on sexual offenders on your campus please contact campus security or the associate provost office or for general information go to the State of Florida website at http://www3.fdle.state.fl.us/sopu/index.asp Emergency Preparedness: In the event that a hurricane or other natural disaster causes significant damage to the St. Petersburg College facilities, you may be provided the opportunity to complete your course work online. Following this event, please visit the college website for an announcement of the College’s plan to resume operations. This syllabus is currently available in ANGEL for your convenience. Log in to ANGEL to confirm that you have access, reporting any difficulty to the SPC Student Technical Call Center at 727- 341-4357 or via email at Onlinehelp@spcollege.edu Internet Usage and Electronic Devices: Students will use the internet on campus to access class-related resources only. Students using computers and the internet on campus may be subject to electronic monitoring. Inappropriate use will result in disciplinary action. All electronic devices such as cell phones, beepers, pagers, and related devices are to be turned off prior to entering any classroom, library or laboratory. Use of any device in these areas is a violation of College Policy and subject to disciplinary action. No food or drinks in the classroom. Using ANGEL: In order to better serve our faculty and students we are asking that both the instructor and student use the logoff button when completing online course work. By logging off, ANGEL server space is freed, and therefore, optimizing the system. In addition, logging off will more accurately record students’ time involved in the course. TECHNICAL SUPPORT: ANGEL requirements: http://www.spcollege.edu/ecampus/help/technical/index.shtml SPC helpdesk: 727-341-4357 email@example.com or www.spcollege.edu/helpdesk/ Page 13 of 13 STUDENT RESPONSIBILITIES Course Policies and Procedures: The student is responsible for knowing all course policies listed in the syllabus and discussed in class. Class Participation and Etiquette: The student is responsible for participating in class and coming to class prepared. The student will respect the rights of other students to learn. The student will communicate with others in a courteous and respectful manner at all times, including the instructor. Assignment Due Dates and Procedures: The student is responsible for knowing when assignments are due, the formats required, and the procedures for completing and submitting assignments. Academic Honesty: The student is expected to know the SPC Academic Honesty Policy and to act above suspicion at all times with regard to academic issues. Attendance: The student is responsible for attending class on time, paying attention in class, and remaining in class until dismissed. The student is responsible for reviewing the attendance record in ANGEL for inaccuracies and excessive absences. INSTRUCTOR RESPONSIBILITIES Course Policies and Procedures: The instructor is responsible for providing a syllabus the first day of class that clearly explains all course policies. The instructor will provide a Student Survey of Instruction for fall and spring semesters. The instructor will post grades in MySPC by the end of the semester. Class Participation and Etiquette: The instructor will create a learning environment in the classroom that engages students and facilitates learning. The instructor is responsible for coming to class prepared. The instructor will enforce the right of all students to learn. The instructor will communicate with students in a courteous and respectful manner at all times. The instructor will respond to emails within 48 hours, 5 of 7 days per week. Assignment Due Dates and Procedures: The instructor will provide clear guidelines and information regarding when assignments are due, the format required, and the procedure for completing and submitting assignments. The instructor will grade all assignments within 7 days of each due date, with additional time for late assignments, if accepted. Academic Honesty: The instructor will enforce SPC Academic Honesty policies at all times. Attendance: The instructor will begin and end class on time. The instructor will maintain student attendance records in ANGEL for students to access and review. The instructor will maintain weekly office hours or come to class one half hour early for questions, as determined by college policy.
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