General Information for Humanities Faculty by yid18979




Teaching is the highest form
of understanding.

IMPORTANT CONTACTS                            4

HELPFUL URLS                                  5

FACULTY RESPONSIBILITIES                      7


      CALENDARS                               9

            Fall 2005                         9

            Spring 2006                       10

            Summer 2006                       11

      COMMUNICATIONS                          12


            E-MAIL                            12

            CAMPUS MAILBOX                    12

            PAY                               12

            EVALUATIONS OF INSTRUCTION        12

            ESSENTIAL DEADLINES               13


      STUDENT PRIVACY RIGHTS                  13

      SYLLABUS                                13

      GRADING                                 14


            ACADEMIC INTEGRITY                15

            STUDENT COMPLAINTS                16

            EMERGENCY PROCEDURES              16

RESOURCES                                     17

      ADMINISTRATIVE ASSISTANTS               17

      SUPPLIES                                17


      COPYRIGHTED MATERIALS                   17

     PHOTOCOPYING                               17

     BOOKSTORE                                  19

     GRADEBOOKS                                 20

     ACADEMIC SUCCESS CENTERS                   20

     LIBRARY                                    22

     STUDENTS WITH DISABILITIES                 23

     TESTING CENTERS                            23

     FACULTY MANUAL                             23

     OPERATIONS                                 23

USING ONLINE RESOURCES                          23

     ROSTERS, GRADES, TRANSCRIPTS               23

     E-MAIL AND WEB SPACE                       25

     MYLIBRARY@MTC                              25

     USING MULTIMEDIA ROOMS                     25

CURRICULUM INFORMATION                          28



     FOREIGN LANGUAGE AND ESL                   30

     STUDENT WRITING AND RESEARCH               32



FREQUENTLY ASKED QUESTIONS                      39

APPENDIX                                        41

     CAMPUS MAPS                                42

     DEPARTMENT VIDEOS AND DVD’S                44

                                Important Contacts
                     EMERGENCIES: 738-7199 (Security, both campuses)
                            NON-EMERGENCIES: 738-7850
DEPARTMENT CHAIR                                      Coordinator

Elena Martínez-Vidal                                  Frank Perez/Jan Jake
Humanities Interim Department Chair                   Foreign Language/ESL Coordinator
WM 317-A, 738-7707                                    WM 304C, 738-7816; WM 427A, 738-7171                      ;
Fax: 738-7848                                         Fax: 738-7848 ; 790-7509

Department Web Site:


Beltline Campus:                                      Airport Campus:

Lisa Cheeks (8-4:30)                                  Monica Boucher-Romano (7:30-4)
Departmental Assistant                      
WM 317, 738-7684                                      Administrative Specialist                              RO105, 822-3357
Fax: 738-7848

Tracy Cooper (7:30-4) 738-7612                        Vanessa Jumper, Night Assistant (4:30-9:30)                              Administrative Specialist
Shantina Foulks, Night Assistant (4-9)                RO105, 822-3357
Administrative Specialist
WM 445, 738-7612


Beltline Campus:                                      Airport Campus:

Workroom: WM 320                                      Workroom: RO 122

Mailboxes: WM 445                                     Mailboxes: RO 105


Beltline                                              Airport

Operations (parking sticker, rooms, etc.)             Operations
738-7666                                              822-3218
WM 113                                                OP-106
o.htm                                                 .htm

Academic Success Center                               Academic Success Center
WM 110, 738-7817                                      AC 151, 822-3545

Counseling Services                                   Counseling Services
738-7636                                              822-3505

Testing Center                                        Testing Center
738-7730                                              822-3659

SPECIAL OFFICES (both campuses)

Security 738-7850                                     Mary Holloway, Director
EMERGENCIES 738-7199                                  Campus Life (Student Problems)
ON CAMPUS PHONES ONLY: 7199                           ASC 109, 822-3529,

Cindy Rogers                                          Library: Laura Baker, Instructional Librarian
Writing Tutor Coordinator                             822-3533,
WM 412, 738-7889,

Wilfred Jeffcoat                                      Copy Center
Fort Jackson: Coordinator                             822-3490

Barbara Toms
Harbison Campus, Program Assistant


Multi-media and AV Help Line                          Computer Help Line
822-3550                                              738-7888

Keys for Multimedia Cabinets:
BC: Lisa Cheeks (Humanities Faculty only)
AC: Monica Boucher-Romano


For all Inside MTC sites, user name is "mtc" and password is "inside"


EXAM SCHEDULE     (scroll to click on ―Exam Schedule‖, lower right)

COPY CENTER (MEDIA SERVICES) REQUEST FORM (for second password request, click cancel)

DIGIPATH (submit material for copies online)





HUMANITIES SYLLABI (click ―cancel‖ if password screen appears)



http://rh117e1/datatel/openweb/fc/fcmenu.html     (click on ―How Do I‖)


                                  To teach is to learn twice.
                                        Joseph Joubert

                      Faculty Responsibilities
As an adjunct faculty member, you are required to meet all classes according to the college schedule, to
teach courses effectively, to observe departmental and college policies and guidelines, to give students a
syllabus that the class will follow, to return contracts, and input rolls, remind about student evaluations,
and input grades when requested, and to attend departmental meetings as may be required during the
semester (no more than two, including the orientation you are attending). You must provide students with
some means of contacting you. Here are some details about these important responsibilities.


                                      College Closing Information

The College may be closed on account of inclement weather. This news should be available on the
website at, at the main phone number at 738-1400, and announced on WIS-
TV and radio. Please check frequently in changeable weather for closings and re-openings. If the
College closing or reopening means that you will have at least 30 minutes of a class, you should plan to
meet the class.

                                      Faculty Cancellation of Class

Regular and punctual class attendance is expected of all faculty. Faculty are expected to teach ALL class
periods scheduled for the semester, and classes must meet on time for the full time. Please do not miss
class unless you have unavoidable, unforeseeable emergencies; we do not offer paid sick leave to part-
time faculty. If a class is cancelled, the hours will be deducted from your pay. If you make prior
arrangements to have someone cover your class, be sure that I know about these. In an emergency,
please use these procedures to cancel a class—do NOT leave a message for me, because I may not get
messages that day.

                                           Canceling Classes
                                  After 8:00 a.m. and Before 4:30 p.m.

Responsibility of Faculty in Canceling Classes:

1. Call the Administrative Specialist for your Department to request that Class Cancellation notices be
   posted for your classes:

Department                               AC                                BC

    Developmental Studies                822-3539                          738-7664
    English                              822-3357                          738-7667
    Humanities                           822-3357                          738-7684
    Math                                 822-3357                          738-7689
    Science                              822-3548                          738-7689
    Social & Behavioral Science          822-3292                          738-7612

If the Administrative Specialist for your department is not available, leave a voice mail to notify the
department that you are out. HOWEVER, don‘t assume that a voice mail to that person means that your
students will be notified. The Admin. Spec may be out of the office that day or otherwise unavailable to
post a notice outside of your classroom. If you do not talk to the Admin. Spec in person or receive a
return call from her within a few minutes of your message, please go to the next step.

2. If you do not speak to your Department's Administrative Specialist, call the Admin. Spec. for another
   Department to request that Class Cancellation notices be posted.

Department                       AC -- Building            BC -- Building

    Developmental Studies                 822-3539 (AC)            738-7664 (WM)
    English                               822-3357 (RO)            738-7667 (WM)
    Humanities                            822-3357 (RO)            738-7684 (WM)
    Math                                  822-3357 (RO)            738-7689 (LET)
    Science                               822-3548 (RO)            738-7689 (LET)
    Social & Behavioral Sciences          822-3292 (RO)            738-7612 (WM)
    Transfer                              822-3293 (RO)            738-7612 (WM)

3. If all else fails, notify Security to request that Class Cancellation notices be posted: 738-7850.

                                            Canceling Classes
                                             Before 8:00 a.m.

Responsibility of Faculty in Canceling Classes:

    TIME OF CALL: If at all possible, please observe this time guideline, but it is essential to make the
    call in any case. To cancel an 8 AM class, please make the call between 7:30 AM and 7:45 AM. After
    7:45 AM, the Admin. Asst. may be posting notices.


        1. Arts & Sciences/Transfer       822-3357 (RO)            738-7612 (WM)

        2. If all else fails, notify Security to request that Class Cancellation notices be posted: 738-7850.

        3. If you do not speak to someone in person by 8 AM, please follow directions for 8-4:30 calls,

                                            Canceling Classes
                                             After 4:30 p.m.

Responsibility of Faculty in Canceling Classes:

    TIME OF CALL: If at all possible, please observe this time guideline, but it is essential to make the
    call in any case. To cancel a 6 PM class, if possible, call between 8 and 4:30, and follow the
    guidelines for those times listed above. If you must call after 4:30, please make the call before 5:45
    PM. After 5:45 PM, the Admin. Asst. may be posting notices. If you do not speak to someone in
    person or receive a call back, please call Security, below.


        1. Arts & Sciences/Transfer       822-3357 (RO)            738-7612 (WM)

        2. If all else fails, notify Security to request that Class Cancellation notices be posted: 738-7850.

Here are some important dates for you to be aware of. Explanations are given for Fall Semester, but
dates only for Spring and Summer. For shorter session dates, please see the calendar; for the exam
schedule, look for the link on

Fall 2005
8/19/05:        Temporary Class Rolls Available Online

8/22/05:        Fall, Fall I & FJ Classes begin

8/27/05:        Online Enrollment Verification For Fall and Fall 1 thru 9/2

9/2/05:         Online Enrollment Verification for Fall; Fall I ends

9/5/05:         College Closed -- Labor Day Holiday

9/14/05:        Mid-Term, Fall I

9/20/05:        10 Week Classes Begin

9/23/05:        Online Enrollment Verification for 10 Week classes thru 9/29

9/29/05:        Online Enrollment Verification for 10 Week classes ends

10/7/05:        Fall I, FJ I classes end

Please Note: You must process the Enrollment Verification by the ―Complete By‖ date.
After that date you will not be able to access the information on line.

Where: Web site: Click on: Enrollment Verification

Username is your first name plus middle initial plus last name, lower case, no spaces.
Password is the last 6 digits of your social security number.

Please Note: No shows may not be indicated after the ―Verification Completion‖ date. If a student you
noted as a ―no show‖ does return to class, you may reinstate this student by
emailing the class prefix, number and section and the student‘s colleague ID and name to

10/10–10/11/05:           Student and Adjunct Faculty Holidays
During Fall Break there are no classes for students and adjunct faculty. These are workdays for fulltime
faculty and staff, and therefore the college is open if you need assistance in any way or need to use the
college‘s resources.

10/12/05:        Fall I, FJ I Exams; Fall Mid-Term
MTC does not require an official Midterm grade; however, if the last day that a student attends a class
(LDA) is after the Midterm date, student cannot receive a grade of W if they drop the course and have a
failing average. After midterm, students with failing averages will receive grades of F or WF, and only
students with passing averages will receive a grade of W. NOTE: a grade of W is
issued when the last date of attendance (LDA) is on or before the midterm date. For this reason, it‘s
essential that you provide students with some kind of information about their average in the course before
the midterm date. Do make sure that students understand that this is not an official grade and that it is
subject to change based on their performance during the second half of the semester.

10/14/05:       Fall I, FJ I Grades Due
Please note the last date that a student attends class and do NOT assign a grade of WF to a student
whose last date of attendance is on or before midterm.

10/17/05:       Fall II, FJ II Classes Begin

10/19/05:       Online Enrollment For Fall II thru 10/25

10/24/05:       Spring Registration Begin

10/26/05:       Mid-Term 10 week classes

11/8/05:        Mid-Term, Fall II

11/23/05:       Student, Adjunct Faculty Holiday

11/24-25/05:    Thanksgiving Holidays College Closed

11/30/05:         Last Day to Withdraw from Fall Credit Classes
This is the last day that students can complete the paperwork to officially withdraw from your class.
(However, even though students cannot withdraw, after this date faculty can still withdraw students for
exceeding absences.)

12/1/05:        Fall Grade Rosters Available Online

12/2/05:        Fall II, FJ II Classes End

12/5/05:        Fall, 10 Week Classes End

12/7-12/13/05: Fall, 10 Week Classes Exams

The Exam Schedule is determined by the college. You will find a link to the exam schedule on the MTC
Web Site at (look on lower left—you may need to scroll down). You may not
change the date, time, or place of your exam without permission from the department and the agreement
of all students in the class. Please put the exam date on your syllabus and announce it several weeks in
advance, because some exams are not scheduled for the same days of the week as the class.

Some students may not understand that the exam period for a course does not occur during normal class
times and days. Please explain this to your students; also, do not wait until the last day of class to
explain this and inform them of your final exam requirements as there may be students who miss the last

12/14/05:       Grades Due


01/10/06:       Temporary Class Rolls Available Online

01/11/06:       Spring, Spring I, FJ Classes Begin

01/16/06:       Martin Luther King Holiday College Closed

01/19/06:       Online Enrollment Verification for Spring & Spring 1 thru 1/25

01/25/06:       Online Verification ends

02/03/06:       Mid-Term, Spring I

02/14/06:       10 Week Classes Begin

02/17/06:       Online Enrollment Verification for 10 wk classes thru 2/23

02/28/06:       Spring I, Classes End

03/01/06:       Mid-Term Spring

03/03/06:       Spring 1 Grades Due

03/06/06–03/10/06:    Spring Break

03/13/06:      Spring II Classes Begin

03/15/06:      Online Enrollment Verification for Spring II Thru 3/21

03/21/06:      Spring II Official Class Rolls Verifications Ends

03/27/06:      Mid-Term 10 Week Classes

04/04/06:      Mid-Term, Spring II

04/25/06:      Grade Rosters Available Online

04/28/06:      Spring II Classes End

5/01/06:       Spring, 10 Week Classes End

05/03/06-05/09/06:    Spring Final Exams

05/10/06:      Grades Due

05/22/06:      Summer, Summer I , FJ Classes Begin

05/25/06:      Online Enrollment Verification for Summer, Summer I & FJ Thru 5/31

05/31/06:      Online Enrollment Verifications Ends

06/06/06:      Mid-Term, Summer I

06/16/06:      Summer I Grade Rosters Available Online

06/21/06:      Mid-Term, Summer

06/23/06:      Summer I Classes End

06/27/06:      Summer I Final Exams

06/28/06:      Summer I Grades Due

06/28/06:      Summer II Classes Begin

06/30/06:      Online Enrollment Verification for Summer II Thru 7/6

07/04/06:      Independence Day, College Closed

07/14/06:      Mid-Term, Summer II

07/25/06:      Last Day to Withdraw from Summer Classes

08/01/06:      Summer, Summer II Classes End

08/02/06:      Summer, Summer II Exams

08/0706:       Grades Due

             Education is the ability to listen to almost anything without
             losing your temper or your self-confidence.
                                                   --Robert Frost


COMMUNICATION WITH STUDENTS: Be sure that all students have some means of communicating
with you. You need not give them your home phone, but you must give them an e-mail address or some
other way to reach you. Also, try to be available for at least a few minutes before and after class so that
quick questions can be answered. You are not required to keep office hours. However, you may use the
Adjunct Workrooms as offices for conferences if you want. Also, try to make clear to students that you are
willing to discuss grades and other problems, even if you cannot make the changes they hope for. You
are expected to know the rules governing student privacy (see Student Privacy Rights, p. 14), and you
should also speak with all students in a professional manner.

E-MAIL: All faculty are expected to check e-mail regularly (several times a week) and to be sure that
the department has your correct e-mail address. Most essential information will be sent via e-mail, so you
must have an email account and you must keep it available to receive mail. You may open a free
MTC e-mail account to use which you may access from home or from computers on campus. We use
Campus Cruiser to open an account. If you have no home computer to check e-mail, please use the
computers in the adjunct workrooms (WM 320 and RO 122).

CAMPUS MAILBOX: Please check your campus mailbox each time you are on campus to teach a class,
WITHOUT FAIL. You will have a mailbox on each campus where you teach a class.

PAY: You must return your signed contract by the fifth working day of the semester or you will not be
paid on time. A list of paydays for adjunct faculty is attached. Call Lisa Cheeks about any problems or
questions concerning your paychecks or contract. If you move, notify the Payroll Office in writing.

EVALUATIONS OF INSTRUCTION:             Students evaluate instruction and instructor availability for
courses taught during every term. These evaluations are online. Each semester you will need to remind
the students about these evaluations. Directions to give the students:

Students will access the evaluations by going to MTC Online.
Username: first name + middle initial + last name
Password: last 6 digits of social security # (or what the students changed it to)
Click the link ‗Evaluate courses‘ under the column Additional Information/Services.
Click the course they are evaluating

In addition, the department chair will visit the classes of instructors new to Midlands Technical College
and a short student evaluation will be done prior to class.

 1. Enrollment Verification Online (Official Rolls) (about the third week of classes)
 2. Grading Online (by specific deadline at end of the exam period, usually 3:00 p.m. on the day after

Turn these in to Lisa Cheeks in WM 317.

    1. A copy of your Course Syllabus, including calendar of assignments and methods of grading. This
       must be done at the beginning of EVERY semester, within the first two weeks of class.
    2. At the end of the semester, submit a copy of your final examination, attendance record, and grade
       book for each class. Please submit your records, not the actual sign-in sheets or tests.
       Please keep your original records for at least one semester.

Please keep an accurate record of student attendance from the first day of class until the end of the
semester. On the official rolls, mark students as ―No Show‖ only if they never attended or dropped the
class during the first week. For students who attend even one day after the first week, be sure to record
the last date of attendance. The last date attended must also be recorded beside each ―W‖ or ―WF‖ on
the final grade report.

Department policy requires that a student attend at least 85% of all class meetings to be eligible to pass a
course. The requirement is higher in some classes (Speech, Spanish, French, ESL). Please be diligent,
take roll every day, and keep accurate records. The most frequent source of student complaint concerns
instructor initiated withdraws from a course, and an instructor‘s best response is an accurate record of
attendance and a consistently enforced policy

              Avoiding and Handling Problems
STUDENT PRIVACY RIGHTS: DO NOT POST GRADES in any form. This practice can violate student
confidentiality guidelines. And by college policy, you may not provide grades over the phone. Please
establish other ways for students to obtain grades if it is necessary for them to know before grades are
mailed by the college (e.g. have students submit a stamped addressed envelope to you at the final exam.
You can then mail them their test and/or final grades). Do not communicate any information about a
student, including grades and attendance, to ANYONE (including parents and police) unless the student is
present. To understand this issue, you MUST complete the brief tutorial found at:


                         USERNAME: mtc
                         PASSWORD: inside

When you complete the tutorial, you may try to send the verification by e-mail, but please also print out the
page showing your name and mail it to me. We must have on file a record that each instructor has
completed this tutorial, but you do not need to repeat it if you have already sent me a record of

SYLLABUS:        This is probably the most important aspect of classroom management and is your direct
responsibility. You MUST distribute a syllabus to each student during the first week of class (and must
send a copy to the Humanities office during that week). Departmental Master syllabi for each course
provide some guidelines for what a syllabus must include, but you must add your own contact information,
grading methods, and calendar of assignments. Master Syllabi can be downloaded from the departmental
website at:


                         NOTE: a screen asking for a password may appear. Just click ―cancel.‖ This could
                         possibly just be at the bottom of your screen, minimized.

                         NOTE: Be sure you have selected a format, such as Word. Be sure the screen has
                         loaded completely before you start using it. Otherwise it may not work.

They may also be obtained in the Department Chair‘s office, WM 317.

         Aside from this master syllabus, many elements are up to you: grading and the requirements on
which grading will be based, assignments (within the guidelines of the course objectives), course schedule,
etc. Some suggestions about some of these elements have already been given to you. In general, the
best policy is to anticipate problems and spell out your prescriptions in the syllabus. This includes matters
like tardiness, making-up missed tests and dated assignments, etc. You cannot grade students on
behavior, so don’t circumvent the attendance policy by some means like penalizing excessive
absences by a letter grade. Requirements for papers and projects, and their due dates, should be clearly

        Once a syllabus has been given to students, the college expects an instructor to adhere to it or give
the students written notice of change. Please remember that your syllabus is a legal contract, and that you
must notify students in writing of changes to the syllabus.

GRADING:         Grading is entirely a faculty prerogative and responsibility. However, DO NOT give a
grade of Incomplete “I” without the express permission of the Department Chair. If a student withdraws or
―over cuts‖ before midterm, give that student a ―W‖ and show last date of attendance on the grade roll. If a
student withdraws after midterm, award a ―W‖ or a ―WF‖ depending on whether or not the student was
passing on the last date of attendance. Finally, keep your grading policy as simple as possible, and make
sure that the students understand it. Be sure to state your grading percentages on your syllabus.

                The passion for truth is silenced by answers that have the
                weight of undisputed authority.
                                                                  Paul Tillich

motivated adults, but there is an outside chance that you will encounter a problem in behavior. Please do
the following to avoid or manage these problems:

       Make your expectations clear, both in writing and in classroom discussions
       Be available, at least before or after class, for questions
       Give students clear and timely information about their progress
       Do not change expectations in mid-course
       Let the Department Chair know immediately if you are having problems with a student
       If students disrupt class or cause other problems in class, first speak with them outside of class and
        make clear the changes you expect to see. If the problems continue, let the Department Chair
       If any situation arises that makes class impossible or that threatens the safety of you or any
        student, call security immediately, and then let the Department Chair know.
       If you cannot locate the Department Chair, the ultimate authority on student problems is Mary
        Holloway, Director of Campus Life. You can phone her at 822-3529 or email her at

ACADEMIC INTEGRITY (CHEATING AND PLAGIARISM): Cheating and plagiarism will continue to be a
growing problem on college campuses unless faculty are willing to be vigilant and active in combating it.

Here are some points to be aware of regarding cheating and plagiarism. Please also see more extensive
information online at


       Know the Humanities Department Policy On Academic Dishonesty: The MTC Student
       Handbook states, ―All forms of academic dishonesty including, but not limited to, cheating on tests,
       plagiarism, collusion, and falsification of information will call for discipline.‖ Students found
       responsible for acts of academic dishonesty will be subject to sanctions ranging from grades of
       zero on coursework, failure of course, disciplinary probation, suspension, and expulsion from the

       Prevent cheating and plagiarism: Here are some suggestions about preventing dishonest
       practices in the classroom:

              Sometimes students turn to cheating and plagiarism because they do not understand why
               these matter, or because they are frustrated by their inability to do the work required.

              Please discuss these issues and clarify what you expect in writing and testing situations
               (see Humanities Handbook for more information on avoiding problems with research)

              Be approachable

              Refer students to the Academic Success Center for assistance if they have problems with
               assignments and you have no time to help them

              Please do not leave the room during a test

              Walk around to be sure that you see every thing that happens in class

              Be sure your syllabus states and you remind students that all cell phones and beepers
               must be turned off during tests and that they may not look at them during the test.

              Require topic proposals and rough drafts from students on research assignments, and
               make students aware that it will be THEIR responsibility to find sources and show them to
               you if you suspect they have not been used fairly

       Follow due process: Some of the guidelines below may seem complex, but it‘s important to be
       sure that we follow due process when we suspect cheating—otherwise, it‘s possible that a student
       might be able to appeal and have the penalty reversed if the process is not followed. Also, it‘s
       sometimes possible that what appears to be cheating is not. Also, please be aware that student‘s
       intellectual property rights may conflict with use of plagiarism detectors such as, so
       discuss ways of proving plagiarism with the Department Chair in each case.

       Ask for guidance: If you suspect cheating or plagiarism, please be sure to keep copies of any
       papers that might be evidence. Also, please discuss the situation as soon as possible with Mary
       Holloway, Director of Campus Life (822-3529 or ) or with the
       Department Chair.
       Be willing to confront plagiarists and cheaters: Probably one of the causes of the increase in
       plagiarism and cheating is the fact that it does take time and effort to confront and follow up on
       cheating, but that is part of your responsibility as a professional. You can minimize the work for you
       by requiring that the students bring you the sources if you think they've copied something. Also, the
       Director of Campus Life or the Department Chair can suggest ways of finding material online--and
       will also help you decide if plagiarism has actually happened and will even talk with the student if
       you prefer not to do that.

        Keep copies of evidence: If you suspect cheating or plagiarism, be sure that you make
        photocopies of all work that could be considered evidence, including:

               the paper, test, or homework itself as well as examples of other work by the student that
                shows a different ability or knowledge

               possible papers by other students, books, or websites that might be original sources of the

               careful documentation of any conversations, assignments, directions, and syllabi related to
                the situation
        Talk with the student: Once you have conferred with the Department Chair or with Mary
        Holloway, you may talk with the students, or Mary will be glad to do that for you if you prefer. the
        Department Chair is also willing to talk with the students. If you do prefer to talk with the student
        yourself, please be sure you‘ve discussed the best way to handle this with one of us.

        Assign appropriate penalties: In general the penalty for the first offense is usually a grade of zero
        on the assignment. However, the nature of the assignment may suggest that some other penalty is
        more appropriate. Please discuss penalties with Mary Holloway or the Department Chair before
        assigning them.

        Document the cheating: If you have determined that a student has cheated, in addition to other
        penalties, please send a written notice of this to Mary Holloway, Campus Life, Airport Campus. She
        maintains a file that allows us to recognize a second offender, for whom more serious penalties
        may be appropriate.

STUDENT COMPLAINTS: When students come to the Department Chair with reports of problems in class,
s/he always listen to the student for information, and then immediately contact the instructor to hear that
version of the situation. This does not necessarily mean that the Department Chair accepts the student
version, but s/he will need to talk with you about it. It is always much better if the Department Chair has
already heard from you, so please let her/him know immediately of any problems in your class.

EMERGENCY PROCEDURES: In case of accident, illness, or threats to the safety of students, call the
Security Emergency line at 738-7199. Be prepared to give your location and the nature of the problems.
Suggestion: Take a cell phone with you to classes, especially in the evenings. If you do not have a cell
phone, identify students in your classes who do have them.

                     The first and worst of all frauds is to cheat
                     one's self. All sin is easy after that.
                                                            -- Pearl Bailey

ADMINISTRATIVE ASSISTANTS: Lisa Cheeks on Beltline is the administrative assistant for our
department. She can assist you with paperwork, salary questions, books, materials, software, keys, and
minor technical problems in creating Word documents and using other software. She can NOT type for you
or make copies. Monica Boucher-Romano can provide some of these services for you on Airport, as can
Shantina Foulks on Beltline at night and Virginia Jumper on Airport at night. Tracy Cooper in WM 445
works for the Transfer Program and is not primarily here for faculty assistance, but she can help with
malfunctions in the copy machine.

SUPPLIES: Supplies for the Humanities Department will be maintained in WM 317 on Beltline and RO
105 on Airport. At night, the Beltline supplies are available from the Night Administrative Assistant.

Beltline, see Minnie Thompson in WM 415 for problems with the WM 445 copy machine. Lisa Cheeks will
report problems with equipment in the Adjunct Workroom in WM 320. On Airport, Monica Boucher-Romano
in RO 105 will handle both types of problems. At night on both campuses, see the night assistant.

COPYRIGHTED MATERIALS: If you are copying or otherwise incorporating materials you did not
create yourself, including scanning pictures or documents for online or multimedia use, you must be sure
that you are observing the legal guidelines for this use. Please complete the online Copyright Tutorial at:


You should also look over the checklist for using materials online at


PHOTOCOPYING: Computers are available in the Adjunct workrooms for you to develop materials,
and satellite copiers are available throughout the campus for small emergency copy tasks. However,
copies at those machines are .05 per sheet; in the Copy Center, the cost is .03 per sheet. Also, you must
make these copies yourself; the administrative assistants cannot copy or type for you. You must use the
Copy Center in Media Services for more than 35 copies (total: that means 35 copies of one sheet, one
copy of 35 sheets, or any other combination).

Selling packets to students: If you use a large number of handouts, consider having them copied, bound,
and sold as a unit to the students through the books store. It is usually very cheap for a student to buy one
packet, but it can be very expensive for the college to copy enough packets for all students. See details at


Making copies to distribute: Please follow these guidelines for obtaining copies:

       35 pages or less –

        If you have time for these to be sent to the Copy Center (see instructions below), please do that.
        Otherwise, use the copier for making these copies.

       More than 35 pages/copies –

Airport Campus – by 2:00 p.m. each day
       Put the original to be copied and the copy request form in an envelope.
       Place this in the mailbox in RO 105
       Your copies will be returned to your mailbox in an envelope – 48-hour turnaround.

Beltline Campus – Wade Martin Building – by 2:00 p.m. each day
       Put the original to be copied and the copy request form in an envelope.
        Place this in the mailbox in WM 445
       Your copies will be returned to your mailbox in an envelope - 48-hour turnaround.

Beltline Campus – LET Building – by 2:00 p.m. each day
       Put the original to be copied and the copy request form in an envelope.
       Place this in the mailbox in WM 445
       Your copies will be returned to your mailbox in an envelope - 48-hour turnaround.

        If a copy request is too large for an envelope, you may pick it up from Mitzi, Tracy or Monica,
         depending on your location.
        Please do not place copy requests in Mitzi’s, Monica’s, or Tracy’s mailbox.

Instructions for e-mailing copy requests:

        The web site is:
        Down load the copy request form. The first time this will take a little time. But once you have it, you
         can fill it out and save the form for future use.
        From the MTC Intranet page, the form can be found by:
              o Clicking on the Advancement Tab at the top, then
              o Instructional Delivery,
              o Media Services, and
              o Request Form.
        If you e-mail your material to be copied and would like it mailed to you, make that clear on the
         request. State that it should be returned with the AS materials to your campus.

How To Send Materials To Copy Center Online
The MTC media services center recently debuted Digipath, a service that allows employees to
electronically receive and print jobs from any computer anywhere. Security issues preventing its use off
campus have been resolved, and Digipath can now be accessed from off-campus locations.

Initial set up on your computer: You will need to follow these steps one time only. To send documents,
college employees must first establish a dial-up connection with the MTC server. To establish this
connection, follow these instructions. After the initial set up, you may want to create a shortcut on your
desktop to the MTC dial-in connection icon for fast access.

    1. Double click on My Computer.

    2. If dial-up networking is installed, a Dial-up Networking folder will be displayed. If you don‘t have
       dial-up networking installed, you‘ll first need to install a dial-up connection.

    3. Double click on the Dial-up networking folder. If this is the first time you have installed a dial-up
       connection, a dialogue box will be displayed. Click next and follow the instructions for installing a

    4. Double click Make New Connection. A dialogue box will be displayed.

   5. Type in the name of the connection, i.e. MTC dial-up. Be sure the box labeled select a Modem has
      the correct modem in it. Click the Next button

   6. In the dialogue box, enter one of these phone numbers: 782-5247, 790-4460, or 790-4476. The
      area code is not necessary. Click the next button.

   7. A connection icon will be created. Double click on the icon. A dialog box will be displayed
      requesting the Username and Password. Enter the username and password you use for your e-
      mail account. Click the Connect button. You should hear the modem dialing and connecting to the
      MTC network.

   8. Once the connection is established, a dialog box is displayed. Close the box and run the
      application you need (QVT, Frontview, or Netscape).

   9. When you are finished, double click on the icon in the system tray (the box in the lower right hand
      corner with the small icons) that looks like two computers connected. A dialog box will be
      displayed. Click the disconnect button. The computer will be disconnected and the dialog box will
      no longer be displayed.

Using Digipath: You will need a password to use Digipath.

BOOKSTORE: The College Bookstore has a store on each campus, but they operate as one unit. If you
need anything special from the bookstore, please contact Lisa Cheeks who can help you with it.

      Please use the textbook for your course: When you agree to teach the course, you are agreeing to
       use the textbook. Students are very frustrated if they buy a book and it is not used. Discuss
       problems in textbooks with the Department Chair.

      Desk copies: Lisa Cheeks maintain the collection of books and ancillaries for all adoptions. Please
       let them know what you need.

      If there aren‘t enough books for your students: Please let Lisa Cheeks know IMMEDIATELY. She
       will be sure that the books are available as soon as possible.

      Special materials: If not too expensive, you may ask students to have certain types of notebooks,
       etc. Please let Lisa Cheeks know as soon as possible; she may need approval from the Chair
       before ordering.

      Adding a text for your course: We have departmental adoption of texts, but sometimes an
       additional text can be added for your section if it is clearly helpful AND if it does not cost too much.
       This must be approved by the Department Chair, so talk with me well in advance of the first day of
       class if possible.

      Custom Publishing (Selling course section handouts in the bookstore): If you use a large number
       of handouts, consider having them copied, bound, and sold as a unit to the students through the
       books store. (NOTE: You must observe copyright laws and regulations—see p.18.) It is usually
       very cheap for a student to buy one packet, but it can be very expensive for the college to copy
       enough packets for all students. Also, it‘s easier for you—no last minute frantic searches and
       dashes to the Media Center. You can find details about this at


       NOTE: Remember to tell Lisa to order new copies for the next semester. If you change your
       packet, you must get new material to the bookstore at least a month before the semester begins. If
       there are no changes, just remind Lisa as soon as you get your teaching assignment.

GRADEBOOKS: You may keep your grades, attendance, etc. in any format you desire, paper or
electronic. Be sure that you write on the grades for each section the following information:

       Course, Section, Semester

       Instructor‘s name

       Students‘ names

       Clear labels and dates for grades

       Clear indication of attendance status for each date

       Clear translation of any symbols you use for absent, tardy, missing or late work, etc.

Paper grade books are available—please let Lisa Cheeks know if you need one.

Electronic grade books exist in many formats. The college has a site license for Gradekeeper. Go to


Use the following information:
                 Name: Midlands Technical College
                 Code:      603844

You may also use other software. Please let the department know if you have found software that you find
more flexible than Gradekeeper.

ACADEMIC SUCCESS CENTERS: Each campus has an Academic Success Center open to all MTC
students. The use of these Centers is free to all enrolled students, and includes the following resources:

   Computer Access:

    All students have access to computer resources for the purposes of academic computing. Resources
    include Microsoft Office products, e-mail, the Internet (including access to library databases), and a
    wide variety of educational software.

   Tutoring Services:

    Tutoring is available to assist students who experience difficulties in selected courses, usually
    developmental studies courses, general education courses or introductory courses in a program of
    study. Writing tutors can assist with writing and research assignments for any subject. Foreign
    Language tutors are available at certain hours. For tutor referral forms, go to:

   Language labs in the Centers:

    Certain computers in each Center are equipped with materials for language learning to support
    Spanish, French, and ESL classes. Please be sure your students ask for these computers and for
    assistance using the software if necessary.

   Oral Communications Centers:

    Students may videotape themselves making oral presentations using a camera and VCR in a small
    room inside each Center. They may reserve this equipment or use it on a walk-in basis if available.

   Instructional rooms

    Each ASC has a room with computers for students (not networked, however) and multimedia. To
    reserve an instructional room contact Jean Pritchard at 822-3291. Faculty may reserve a room three
    times a semester. If there is no prior reservation, the rooms may also be reserved with two weeks'
    notice for additional time. A link on the ASC web site shows room availability.

   Hours of Operation and Tutoring are posted each semester, and may be changed as needed in
    response to student usage and the operating budget.

   For additional information, contact the Academic Success Center Offices on the Airport Campus
    (822-3545) or Beltline Campus (738-7871).

                            Education is not the filling of a pail, but the
                            lighting of a fire.
                                              --William Butler Yeats

LIBRARY:       Please consult Laura Baker (the Instruction Librarian on campus) or the coordinator off-
campus before making library assignments, and follow the Guidelines for Library Instruction. See the
Department Chair if you have problems. MTC students may use USC's Thomas Cooper Library for
research and borrow materials under a reciprocal borrowing agreement. (see Librarian for further details.)

Guidelines For Library Instruction

    1. The library offers three types of instruction: individual instruction, which may or may not be
       scheduled, assignment-based group instruction, and tours. Both types of group instruction are
       normally scheduled in advance.
    2. Librarians perform individual instruction whenever needed or requested by students and faculty.
    3. Library tours are offered the first six weeks of classes. Tours are designed to provide a brief
       orientation to the library building, library services, and electronic resources. The length of the tour
       varies, depending on which resources are demonstrated. Tours are available for students, faculty
       and staff.
    4. In order to maximize student success, assignment-based group library instruction should take
       place after the assignment has been made by the instructor.
    5. Library instruction for groups should be scheduled far enough in advance (at least 1 week) to allow
       the librarians to prepare for the class and the assignment. The instructor should provide the
       librarians with a copy of the assignment at the time the library instruction is scheduled.
    6. Instructor‘s are required to be present for all group library instruction sessions, but must be there
       for those scheduled at the time that the class meets. Library instruction sessions will not be
       scheduled as a replacement for the classroom instructor.
    7. No more than two group library instruction sessions per day, per campus, and one group library
       instruction session per night, per campus may be scheduled, due to space as well as personnel
       limitations in the library.
    8. The librarians commit to making every reasonable effort to accommodate the library instruction
       requests of the faculty; however, the library schedule may prevent instruction on the specific day or
       time the instructor requests.

    9. The librarians will make every reasonable effort to accommodate faculty‘s request for a specific
        librarian. However, the library schedule, reference desk assignments, and balance of workload may
        necessitate that assignment of librarian lecturer be determined by the Instruction Librarian.
    10. Once an assignment has been made, instructors may schedule library workdays for groups of
        students or individuals to work on the assignments. Instructors should notify the Instruction
        Librarian to ensure that the library schedule permits librarians to assist students. The amount and
        quality of instruction depends on the availability of the staff and equipment.
    11. Library instruction classes for groups will cease approximately two weeks before the end of classes
        during the Fall and Spring semesters. Fall semester instruction will cease on the Friday before
        Thanksgiving. Spring semester instruction will cease on April 15. However, librarians will continue
        to perform individual instruction whenever needed or requested by students and faculty.


    1. The librarians will assist instructors who want to create, update or enliven their library assignments.
       The librarians may suggest modifications of assignments as necessary and as technologies
       change. Librarians will make these suggestions to the instructor, not the students.
    2. Faculty who do not currently assign library or information related research are encouraged to meet
       with a librarian to develop methods for introducing students to research and information gathering.
    3. The library will acquire, within reason, whatever materials the instructor needs for library
       assignments that promote courses and curricula, information literacy in specific disciplines, and life
       long learning. Instructors are encouraged to communicate their needs to the Library.
    4. The librarians are committed to promoting the library‘s philosophy of service through effective and
       innovative library instruction. These guidelines support the success of that endeavor.

STUDENTS WITH DISABILITIES: If students in your class have documented disabilities, they
will give you a form from the Counseling Office explaining the disability and the accommodations needed--
of course this information is confidential. Please talk with the student privately (before or after class) about
these accommodations. The Counseling Office on each campus provides many services such as note-
takers, interpreters, books on tape, large-screen computers, etc., and can assist with testing if necessary.
         Any student with a documented disability seeking accommodations should contact Counseling
Services at 822-3505. Students must provide
documentation of their disability and meet with a member of the counseling services staff to determine the
appropriate accommodations. If you have questions about the form or how best to help the student, or if
you don't know how to meet the student's needs, contact
the Counseling Office at 738-7636 (BC) 822-3505, or call the Humanities Department. You may also find
information, including a downloadable Disability Resource Handbook, at:


TESTING CENTERS: The Testing Center on each campus can give make up exams for you if necessary.
Please make advance arrangements, especially at the end of the semester. Contact the centers at 738-
7730 (BC) and 822-3659 (AC). A list of dates for testing for online courses will be distributed each
semester. NOTE: Faculty are responsible for drop-off and pick-up of tests.

FACULTY MANUAL: For important information on many other topics, please see the Faculty Manual. It
can be found on-line at:


                         USER NAME: mtc
                         PASSWORD: inside

OPERATIONS: Operations is the office in the College that maintains the physical plant, so this is the office
to contact for parking permits, room problems, etc. Generally it‘s very important that Lisa Cheeks and Elena
Martínez-Vidal know of any problems you encounter, especially if they occur more than once. However, if
you have an immediate problem with things that really prevent or disrupt class so that students are unable
to learn, such as extreme heat or cold, spills or breakage, missing light bulbs, etc., you should call 738-
7666 on Beltline or 822-3218 on Airport. Please also visit the web site at:


                                 USER NAME: mtc
                                 PASSWORD: inside

However, for locked classrooms, call Security at 738-7850.

                          USING ONLINE RESOURCES

                    Education, then, beyond all other devices of
                    human origin, is the great equalizer of the
                    conditions of man, the balance-wheel of the social
                    machinery.                             --Horace Mann

MTC Online is the part of the MTC website that allows instructors to enter grades online, view and print
rosters, and find many other valuable kinds of information. There is an excellent online training at:


                                 USER NAME: mtc
                                 PASSWORD: inside
                                 Click on ―How Do I‖

However, here is a quick-and-dirty set of directions for submitting grades and viewing rosters:

                             SUBMIT GRADES AND VIEW ROSTERS ONLINE

    1. Go to
    2. Enter username and password:

                USER NAME: mtc
                PASSWORD: inside
                Click ―OK‖

   3. THEN go to
   4. Click Log In.
   5. Enter username and password:

                  Username: usually is your first name, middle initial, and last name—all in lower case with
                        no spaces (for example, nancymkreml) NOTE: this may not work for all; if it does
                        not work for you, try it without your middle initial or contact Lisa Cheeks.
                  Password: the last 6 digits of your social security number

   6. Click Submit.
   7. Click ―MTC Online for Faculty and Advisors.‖

   8.     Click ―grading‖ under Faculty.
   9.     Choose the term from the drop-down menu. Ignore the dates if you choose a term.
   10.    Click Submit.
   11.    Click the box beside one of your courses
   12.    Click Submit
   13.    Enter the grade and appropriate date for each student
   14.    Click Submit
   15.    Repeat steps 9 – 12 for any additional course

             a.           Recorded grades of ―W‖, ―WF‖ and ―#‖ should already have a last date of
                          attendance listed in Last Date Attended (LDA) column. You just need to change
                          the “#” to “W” or “WF” as appropriate. If an LDA is not listed, please enter.
                          Please do not change the dates already listed. For a student-initiated withdrawal,
                          the date listed here represents the date the student processed the withdrawal form.
             b.           If you are just now recording a grade of ―W‖ or ―WF‖, you need to enter the last
                          date of attendance in the LDA column.
             c.           For incomplete (I) grades, enter an expiration date, which will be the date grades
                          are due next term. The actual date is listed on roster instruction sheet.
             d.           Any changes to the web roster after you click submit must be done by using the
                          Instructor Grade Change form.
             e.           IMPORTANT: when entering grades online, you may NOT list a student as
                          “no show” or add a name that is not on your roster. This should be done at
                          the time of the Official Roll at the beginning of the semester. If you must add
                          a student, use a grade change form; the previous grade will be blank. Send
                          this form to Student Records by the grading due date. Questions may be
                          directed to
                          Ginger Blackmon at 738-7616.


   1. Go to
   2. Enter username and password:

                  USERNAME: mtc
                  PASSWORD: inside
                  Click ―OK‖
   3. THEN Go to
   4. Click Log In.
   5. Enter username and password:

                 Username: usually is your first name, middle initial, and last name—all in lower case with
                       no spaces (for example, nancymkreml) NOTE: this may not work for all; if it does
                       not work for you, try it without your middle initial or contact Lisa Cheeks.
                 Password: the last 6 digits of your social security number

    6.    Click Submit.
    7.    Click ―MTC Online for Faculty and Advisors.‖
    8.    Click ―Class Roster‖ under Faculty.
    9.    Choose the term from the drop-down menu. Ignore the dates if you choose a term.
    10.   Click Submit.
    11.   Click the box beside one of your courses.
    12.   Click Submit.

E-MAIL and Web Space
You will have an email address with MTC. It will be: your last name and first

          Example: Joan Smith

We will first use the email address that you give us.

Web space, including threaded discussion boards, is also available through WebCT and on the regular
MTC site—see the Department Chair for information on how to obtain this service. Training opportunities
for learning WebCT are also offered.

MyLibrary@MTC is a service provided by the MTC Library. It allows faculty and students to create a
personalized library web page, organizing all the research tools they may be using on one page. A training
CD for this service is available from the Humanities Department Office or the Library. The Library can also
create a template for your course, which shows students the sites you‘d like for them to use. If you would
like the library to create this for you, contact Shawn Carraway at or 738-

Ask a Librarian is an email service that allows students, especially those from off-campus, to ask research
questions electronically. Students can go the MTC Library site and click ―Ask a Librarian‖ in the column on
the left, or go directly to:


                    Problems with multimedia equipment?

                    Call Media Support Line at 822-3550


Multimedia (MM) classrooms are equipped with computers and with projectors that allow you to show on a
big screen anything you can see on a computer screen, including web pages, Word documents, Power
Point presentations, etc. Some rooms have large monitors instead of projectors and screens, and some
have SmartBoards, big screens showing the computer display. Many rooms also have VCR‘s and DVD‘s
which can be projected on the large screen or monitor, and ELMO‘s or visual presentation devices that let
you project images of objects, transparencies, or opaque pages on the large screen.


MM allows you to show things that students might not be able to see without and to focus student attention.
Here are a few examples of things you might want to show with MM:

         Syllabus or other handout (can be useful along with a paper handout OR instead of one)
         Test answers for review after test
         Web site related to the lesson
         Video, CD-ROM, DVD
         Demonstration of online supplements
         Student paper as example (Word document, transparency)
         Transparencies originally created for overhead (works fine on ELMO)
         Outline of lesson (Word document or Powerpoint)
         New terms or names (Word document or Powerpoint)
         Works of art
         Library sites for research discussion
         Material from your web site—discussions, links, notes, etc.
         Student presentations

The advantage of using MM is that you can make things visually clear and attention-getting, and you will
not be distracted from the class while you write on the board. The disadvantage is that you will need to
prepare in advance—but sometimes MM can be used for spontaneous things as well, such as a link
suggested by a student or a closer look at a picture in the text book (projected from the ELMO, so you can
point to details). You do not need to learn complex new applications to use MM unless you want to.


Important: You should attend a training session if you have not used MM rooms before. Contact the
department assistant or chair to set up a training session.

The MM equipment should always be locked when you come into a room, so you will need to get a key
from the department office (contact Lisa Cheeks)—and remember to return the key if you are no longer
using it. NOTE: There are two types of keys, so let Lisa know what room you are using so that she can be
sure you have the correct key. Use the key to unlock the cabinet and LOCK IT AT THE END OF EACH
CLASS. Follow these steps:

    1.   Unlock the cabinet.
    2.   Open the drawer and find the remotes.
    3.   Identify the projector remote and turn on the projector.
    4.   Look to see what equipment is on. If necessary, turn on the computer, monitor, VCR, ELMO, or
         whatever other equipment you may be using.
    5.   If there is an amplifier, adjust the volume but do NOT change other settings.
    6.   Use the ―Input‖ button on the projector remote to select input (that means VCR, computer, ELMO,
         etc.—each click of the button takes you to a different one).
    7.   Operate the input equipment as normal (e.g., play for VCR, select application for computer, etc.)
    8.   When finished, turn off all equipment EXCEPT the computer.

    9. Turn off the projector (this is essential because the bulbs cost $550.00 each). Use the remote to do
        this, not the power source.
    10. Put the remotes in the drawer and lock the cabinet.


                     1. Turn off ELMO, VCR, etc.
                     2. Turn off the projector using the remote. Do not turn
                          off power to projector.
                     3. Leave the computer running. You may turn off
                          ELMO, VCR, or DVD.
                 Put all remotes in the drawer and lock the cabinet.

FOREIGN LANGUAGE CHANNELS: Multimedia classrooms on Beltline and in SA 135 and perhaps other
Airport locations can receive the French and Spanish channels through the VCR in the multimedia
equipment, NOT the TV on the wall. Using the remote for the multimedia projector, press "INPUT" until you
see VIDEO (not S-VIDEO--that gives you the elmo). Then using the VCR remote or front panel, change the
channels until the one you want appears.


You can prepare materials at home, in your office, or in the Adjunct Workroom on each campus. Please
contact the following for assistance in these areas:

       Learning Powerpoint or FrontPage software: call Lisa Cheeks or Elena Martínez-Vidal to set up a
        training session.
       Making a transparency: ask the assistant nearest the copy machine for help with copying onto
        transparencies or printing on transparencies. They should have some blank transparencies for this
        use in the supplies.
       Putting material on a website: contact Elena Martínez-Vidal to obtain web space to put materials

Please do not try to use the computers in the classrooms to create and save MM materials. Many other
people use these machines, and if there is a problem with them, all files may be erased. You can access
your materials by using a disk or CD, or by putting materials online.


Here is the standard software installation for the computers in the MM rooms:

        Windows 98 or Windows 2000
        Office 2000 suite of programs: Word, PowerPoint, Excel, Access
        McAfee Antivirus
        Flash Macromedia
        Real Player
        Internet Explorer
        Projector Central control software (for some rooms)
        Go Back
        DVD player software

          Team Board/Smart Board software in the classrooms with Team Boards/Smart Boards

                     Please do not install new software on the computers
                     in MM rooms. Call 822-3550 if you need plugins to
                     run CD’s or web pages, or if you need new software
                     of any kind.



        Learning is not so much an additive process, with new learning simply
        piling up on top of existing knowledge, as it is an active, dynamic
        process in which the connections are constantly changing and the
        structure reformatted.
                                                              K. Patricia Cross

Since many of your students will be working with coworkers whose cultural and ethnic backgrounds will be
very different from the students‘ own, you may want to try to find places in your course where you can help
them understand a variety of viewpoints. You may do this in many ways, but here are just a few:

         Include units that focus on different cultural approaches to the material in your course (e.g., the
          philosophy of Asia, the music or art of Africa). You can‘t cover the whole world in each course, but
          you can introduce some new features.
         Include international perspectives on US issues (e. g., the Mexican view of the War with the US in
          1848; European views on American ethical issues such as abortion)
         Encourage students to find international sources for research, or assign topics that will require
          them to learn about other cultures
         If your subject already focuses on another area of the world, help students connect that subject
          matter to their traditional courses (e.g., how does learning about Islam in comparative religion help
          explain events in western civilization courses)

       Use the international students in your courses as resources—ask them if they would be willing to
        make a formal or informal presentation on topics related to your course, or if they mind being called
        on to make connections during class discussion (for example, what is it like now in the former
        Soviet Union classes; how is MTC different from boarding schools in Africa)
       Join us for lectures and other activities designed to help faculty learn about the world through the
        International Committee. Learn more about the committee at:


                (username: mtc password: inside)

       Encourage students to participate in activities of International Relations Club:


 INTERNATIONAL RESOURCES PAGE The Humanities Department maintains a listing of the
international resources available at the college, including books, videos, and more. View this at:


You may have students in your classes who grew up in other countries or parts of this country where the
culture is very different from what‘s common in Columbia, SC. Some of these students are truly
international students, while others are refugees, immigrants, or in some other group. All students must
take our reading and writing placement tests and the required courses in reading and writing if needed, so
they should be able to handle the same material as your other students. However, reading and writing in
another language often takes longer than the same tasks in your native language, so expect that time will
be an issue for reading in class and on essay tests. Many instructors allow students to have extra time for
essay exams; if you choose to do that, let the department know if you need assistance monitoring the tests
outside of class time.

ESL CLASSES: Students enrolled in curriculum classes have taken placement tests and should be able to
read well enough for your classes, but may still have difficulty in speaking and understanding and in writing.
If students request additional ESL work in these areas, you can let them know that the college offers these
classes. However, you should probably talk with Jan Jake before recommending them to students who
have not expressed interest:

                ESL 103 Spoken American English

                         This class focuses on helping students speak clearly so that they can be
                         understood by most native speakers.

                ESL 110 Introduction to Composition for ESL

                         This writing and grammar class is the equivalent of ENG 100, but is adapted to the
                         needs of ESL students, and has more focus on grammar.

                ESL 038 ESL Writing and Grammar III

                         This writing and grammar class is the equivalent of ENG 038, but is adapted to the
                         needs of ESL students, and has more focus on grammar.

              If international students are having problems with reading and
              writing, they may need to be referred to ESL tutors in the
              Academic Success Centers.

Cultural differences can also be a problem. Jokes, references, and stories may not make as much sense to
students from other countries. They may also be more or less formal and respectful of the teacher, as well
as more or less aware of American academic attitudes toward plagiarism. Some international students may
not know how to work on group projects, while others may be very much at ease in that format.
Also, please let your local and international students know about the International Relations Club. It‘s a
great way for students to become familiar with new cultures, practice new languages, and learn about the
world. Times and places of meetings and events will be publicized; see the web site at:

If you are having any problems working with international students in your classes, please get in touch with
the Department Chair immediately. We can discuss ways to handle the difficulties described above.

                                 FOREIGN LANGUAGE & ESL
                                   SPECIAL CONCERNS
Foreign Language/ ESL Coordinators:

Frank Perez is the coordinator for Foreign Language . Frank‘s office is located in WM 304C, his phone is
738-7816, and his email is

Jan Jake is the coordinator for ESL. Jan‘s office is located in WM 427A, her phone number is 738-7171
and her email is

The Department Chair can help you when Frank or Jan is not available, but in general They are
responsible for all activities in Spanish, French, Swahili, German and ESL. They will assist with recruiting,
hiring, training, and supervising faculty, and will have all the materials for those courses. Requests for
material or assistance, as well as student problems in these areas, should go through them.

Foreign Language/ ESL Resources Website: The department maintains a site for tutors, students, and
faculty at:


This site includes syllabi, assignments, and links to online exercises and other resources. Please get your
syllabi and assignments to Lisa as soon as possible at the beginning of each semester, and let us know of
any new links or other material we should add.

Foreign Language TV Channels: Multimedia classrooms on Beltline and soon in SA 135 and perhaps
other Airport locations can receive the French and Spanish channels through the VCR in the multimedia
equipment, NOT the TV on the wall. Using the remote for the multimedia projector, press "INPUT" until you
see VIDEO (not S-VIDEO--that gives you the elmo). Then using the VCR remote or front panel, change the
channels until the one you want appears.

Foreign Language Placement Testing

WHO IS TESTED: Students who plan to take foreign languages must be tested BEFORE enrolling in a
course if they have any recent background in the language they plan to study:

Take Placement test BEFORE signing up for               Do NOT take test
Students who have taken SPA/FRE within last five        Students who have never taken SPA/FRE or took
years but do not have college credits                   SPA/FRE more than 5 years ago: Can go into
                                                        SPA/FRE 101 WITHOUT taking test
                                                        Students who have college credit for a language
                                                        course proceed to the next course WITHOUT
Students familiar with the language from personal       Students who are native speakers of the language:
experience                                              Should NOT take course; students cannot take
                                                        course in their native language

WHEN and WHERE: Students take the test before they enroll in the course. The tests are given on
demand. Students should go by or call the Assessment Centers to schedule a test, which will usually be
given to the student on the following Monday. The Assessment Center on Beltline is in WM 245 and on
Airport is in ASC 262. If they have not already taken the FLPT, students will be required to test on the first
day of class in the Assessment Center. (A test schedule for the FLPT will be provided by the Director of
Assessment prior to the first day of class.)

ATTENDANCE ON DAY OF TEST: If a student attends one class but takes the test and is moved to
another level of language, the attendance from the first class will be transferred to the second class; the
test day will not be counted as an absence in any class.

WHAT DO SCORES MEAN: The FLPT scores are recorded in Colleague and MTC Online. The scores
are given with course recommendations:

               Spanish                                                  French
0-24    SPA 101                                     0-20    FRE 101
25-39    SPA 102                                    21-29   FRE 102
40-52    SPA 122                                    30-44   FRE 122
Above 52 exempt                                     Over 44 exempt


    1. Go to
    2. Click Log In.
    3. Enter STUDENT"S username and password:

                Username: (all lowercase, no spaces) the letters adv, the first 4 letters of the student's last
                      name, the last 6 digits of the student's social security number (found on temporary

                         EXAMPLE, for imaginary student Susie Jones whose Social Security number
                         is 251-87-6694: advjone876694;
                         for imaginary Ken Wu: advwu375349 (for names with fewer than 4 letters, use
                         whole name)

                 Password: almost0 (this will change each semester so ask chair, coordinator, or admin.
                       asst. for the new one)

    4. Click Submit.
    5. Click "MTC Online for Faculty and Advisors."
    6. Click "Test Summary" under Advisor Menu.

EXEMPTION AND CREDIT: A student who places into a course above 101 and makes a grade of B or
better will receive exemption credit for the course(s) below the one for which the grade was given.
However, a student who exempts all courses cannot receive any credit, since we have no way of validating
the student‘s knowledge. That student may take the CLEP for credit if desired. NOTE: Students who
successfully complete a course above 101 with a grade of B or better must contact the Humanities
Department in order to have this credit awarded. The exemption is NOT automatic, but can be done quickly
once the department is notified.

MANDATORY PREREQUISITES: Students must abide by the results of the test, and may not take a class
either lower or higher than the one into which they place. However, instructor assessment of a student‘s
work in the first week of class may be used for re-determining placement. Also, students must have the
required prerequisite class or score to be permitted to enroll in a foreign language course at any level.

AT USC AND OTHER COLLEGES: The exempted courses do not transfer. Students should contact other
colleges for their policies on foreign language exemptions, CLEP, etc. (Columbia College, a private college,
does not accept MTC‘s 122 level courses; USC accepts them from MTC, but not other colleges in the state
technical college system). However, USC is concerned with proficiency, not with course credits. Students
who complete our courses will be able to enter USC at the next level, and students who take the MTC
placement test will be able to transfer the scores to USC. Students who exempt 122 may need to take an
additional test at other colleges.

QUESTIONS? CONTACT: Frank Perez (738-7816)

                          STUDENT WRITING AND RESEARCH
Assigning papers and presentations in Humanities courses of all types is one of the best ways of helping
students develop analytical reasoning as well as depth of knowledge in a specialized area. The vast
majority of the assignments that are given in this department are very successful, but occasionally changes
in assigning and responding to this work can add a great deal to its usefulness, as well as saving time and
energy for instructors. Here are a few general thoughts.

    A. Make Expectations Clear

        1. On the syllabus, state the percent of the grade that each paper will carry; in the directions for
           the assignment, state clearly how much each aspect of the paper will count.
        2. Decide whether you will have very specific requirements or general ones in areas such as the

            A.   Topics and approach (what they‘ll write about and how they will develop it)
            B.   Sources (how many, what kind)
            C.   Length, Contents, Organization
            D.   Format and Layout (Margins, headings, titles, spacing, etc.)
            E.   Typed or handwritten; grammar and vocabulary
            F.   Documentation style (footnotes, endnotes, parenthetical documentation)
            G.   Accompanying material (photocopies, printouts, illustrations, tables, etc.)

          3. If you have very specific requirements, state them clearly. If we don‘t do that, students will use
             whatever they happen to remember from some other class—or make up their own. There is no
             universal standard for any of these. Here are some possible examples of clear and unclear

  TYPE OF            CLEAR                                                            UNCLEAR
ASSIGNMENT           These assignments make instructor’s              These assignments leave the students
                     requirements clear.                              free to do many various things.
Topic of paper       You must analyze the development of one          Write about a topic we‘ve studied in this
                     musical instrument.                              course.

Sources              You may use anything written by or about         Use material from the library.
                     this theorist. You may use electronic
                     databases to locate articles, but you may not
                     use material from undocumented web sites.
Documentation        Use APA format for parenthetical citations.      Give footnotes.
Contents,            Your paper must contain the following            Explain why the problem developed and
organization         sections, clearly headed:                        how it can be solved.
                         1. Background of problem
                         2. Causes
                         3. Attempted Solutions

          4. If you make a very specific requirement, such as using APA or MLA documentation style, be
             sure to follow the guidelines consistently. If you pick and choose what parts of a style to
             require, students will need written guidance. Most students learn MLA parenthetical style in
             English classes, so that will probably be their default style unless you tell them otherwise.

          5. One additional reason for making research assignments is to increase students‘ skills in
             locating, evaluating, and synthesizing information. A little instructor intervention can greatly
             increase these benefits. There are many libraries and many different resources in each library.
             Consider these:

Resource         Benefits                                       Drawbacks
MTC              Extensive support from librarians, tailored    Print collection smaller than some
Library          to your assignments; good access to
                 electronic databases, microfilm, etc.
USC              Extensive collection and electronic access     Limited librarian assistance for novice
Library                                                         researchers; multitude of different resources
                                                                can be challenging; students are required to
                                                                travel to and learn to use a new institution
Public           Good collection in general areas; good         Limited access to scholarly journals, books,
Libraries        assistance                                     databases
Electronic       Online versions of general and some            Requires some training to use index; some
Database         scholarly periodicals                          material from 1989-93 is no longer available in
                                                                electronic form or even in indexes
Internet         Easy to use; some good information             Possibility of unreliable information requires
                 available. Students need practice in           careful evaluation
                 evaluating materials found online

    B. Make Reasonable Demands

                1. Put major papers and research assignments on the syllabus; if you make a change, be
                   sure to give the students enough time to adapt to the change. It is not reasonable to assign
                   a major paper less than a week before it is due. Your syllabus should make clear how
                   much writing will be expected, and later additions of major or multiple small writing
                   assignments should be avoided if possible.

                2. Make sure that material is available on the topic you assign, and make sure that all
                   students have comparably difficult topics. For example, a student will easily find
                   information on the American Civil War or Michelangelo‘s David, but another student might
                   have great difficulty locating extensive information on a minor battle or an obscure painter.
                   If students tell you that they can‘t find material, check with the librarians to verify the

    C. Provide Guidance

                1. Students in history classes will have completed ENG 100; students in other classes will not
                   necessarily have completed any writing courses. You will find a wide variety of skills in your
                   classes. It‘s important to let students know the resources available to them, and it‘s
                   important for you to work with these resources as much as possible.

RESOURCE             ASSISTANCE OFFERED                                  INSTRUCTOR CONTRIBUTION
Learning             Computer use; guidance in locating information,     Assignments; sample papers;
Center               esp. electronic; assistance in taking notes,        information on how much and what
                     organizing, documenting, editing papers.            type of assistance to give
MTC Library          Library orientation; individual assistance with     Attend orientation with class; send
                     research problems; print and/or electronic          assignment, other guidelines
Instructor           Models of papers; bibliographies or suggestions
(that’s you!)        for resources; conferences

Handbooks            Details of documentation styles; rules and          Recommend specific handbooks; be
                     guidelines for editing                              familiar with contents of
                                                                         recommended books

Model papers         Examples of length, writing style, organization,    Make models available: pass out in
                     development, documentation                          class; put on reserve in library; post

    D. Avoid Plagiarism (also see p. 16)

                1. The best way to avoid plagiarism in long papers is to see the work in several stages and
                   make suggestions for changes. This is also a good way to make your expectations clear,
                   and to make writing the paper a true learning experience. You might consider:

                    A. Make clear assignments that students can accomplish, so they won‘t turn to cheating
                       out of desperation.

                B. Refer students to Learning Center for help with making clear the difference between
                   their work and someone else‘s.
                C. Proposals: Students turn in short descriptions of proposed topics and possible
                D. Bibliographies—students submit list of sources
                E. Group research—students work together to locate sources, but write different papers
                   based on the same material
                F. Rough drafts—While the class watches a video or does other class work, take a quick
                   glance at each paper and in a brief conference, make one or two global suggestions
                   for change (or write short notes).
                G. Be sure students know that you may check sources, both print and electronic, and that
                   they must be able to produce the sources.
                H. Make students aware of the Humanities Department Policy On Academic Dishonesty.

            2. If you find suspected plagiarism:

                        A. Try typing the first sentence into an Internet search engine such as Google.
                           You may well find the paper there.
                        B. Ask the student to bring in the sources and let you see them.
                        C. Ask the student to explain sentences and words that seem to mark a
                           professional writer‘s hand.
                        D. Try to distinguish between intentional cheating and lack of understanding of
                           how to use sources.
                        E. Talk with other instructors or the Department Chair if you‘re in doubt.
                        F. If you‘re sure that deliberate plagiarism has occurred, make copies of the
                           paper and other relevant material and notify the Department Chair.

    E. Respond in a Helpful Way

            1. Make sure that your expectations for the paper and your method of grading have been
               made very clear to the students. If you plan to deduct points for grammar, format, number
               of sources, length, etc., etc., tell the students your policies before they submit the paper.

            2. Don‘t feel compelled to correct every grammar mistake. You have the option of simply
               requiring the student to revise the paper with a tutor in the Learning Center; you can tell
               them from the beginning that you expect cleanly edited work.

            3. Consider the learning benefits of allowing students to revise.

            4. Cut down your work by making checklists and attaching them to the returned paper.

            5. Put in writing the reasons why you assigned a particular grade.

                             Departmental Writing Standards

Faculty and students will use the following standards for all graded written compositions and essays for
courses taught in the Humanities Department, (except foreign language and ESL). These courses are:
history, philosophy, religion, art, music, theater, and public speaking.

    1. Students will use standard academic formatting (APA or MLA style):
           a. All major papers will be written using a computer.
           b. Brief papers may be hand-written in blue or black ink.

              c. A standard font (Times New Roman or Arial) will be used, in 12-point type.
              d. 1-inch margins will be used for all margins.
    2.   If any outside sources are used, they will be credited using either MLA or APA documentation
    3.   Basic essay format as taught in ENG 100 will be expected unless another format is specifically
              a. Paper organized around main idea or thesis that responds to demands of assignment,
                  clearly stated in introductory paragraph
              b. Supporting body paragraphs that develop main idea, each organized around supporting
                  topic sentence
              c. Reasonable amount of detail, example, or explanation will be used to develop each idea.
              d. A clear distinction will be made between the writer‘s ideas and those from any other
                  source, using APA or MLA documentation appropriately.
              e. A clear conclusion will be provided.
    4.   Students will use a reasonable standard of editing.
    5.   Papers will follow the specific requirements of the assignment.
    6.   Students who need assistance to meet the standards will be referred to the Academic Success
    7.   Assignments for papers will be given in writing by instructors, and will clearly state the
         requirements of the paper and the grading standards, including weight given to format/editing and
         to content.


Since almost every subject in the Humanities requires a good bit of serious reading, helping our students
read as well as they can is essential. You may wish that someone else had done this for you, so that all
students enter your classes ready to read every text easily. However, if you think about it, we never stop
learning how to read. With every new subject we study, we encounter new concepts, or learn to see old
concepts in a new way. This entails learning new vocabulary and new rhetorical structures. When you first
begin to learn a new subject, it‘s not only challenging to understand the concepts themselves, but we have
to learn new ways of structuring knowledge. At first it‘s very difficulty to distinguish essential ideas from
illustrations and details. Remember that reading:

                Builds on previous knowledge: a student can‘t understand something completely new, but
                 must start with some basic knowledge and then see some differences and new features
                Makes new connections: students can‘t rest comfortably with their old assumptions, but
                 must see new comparisons or differences among ideas

Reading Placement, Developmental Readers, and Cultural differences

Students who come to MTC are tested for reading ability and required to take reading courses if they do
not score high enough on the placement test (we use COMPASS, a computerized test created for
community college assessment by ACT). However, a test score doesn‘t give an accurate picture of a
student‘s ability to read in a particular field, because that ability will relate directly to the student‘s
Students who have not always planned to attend college, or have been away from school for sometime, or
those who come from very different cultures, may have particular difficulties with reading when they first
enter college courses. Partly this is a result of unfamiliarity with academic culture. Academic texts are often
abstract and hierarchical, while students may be accustomed to very concrete, narrative ways of thinking.

                         When you teach a subject, you are also teaching
                         students how to read in that discipline.

Don‘t assume that your students will never be able to read the text and that you must cover all the material
in lecture. Instead, find ways to make sure that they do the reading, and give them some guidance in
working with the texts.

For reading and writing, it helps to remember that language is acquired as much as it is learned. That
means that students learn vocabulary words and complex sentence structure by being exposed to the
material repeatedly in various forms. In other words, the way to learn how to read better is to read more
and read more difficult material.

General Techniques

Here are some ways to work with reading in almost every subject in the Humanities:

            1. Spend time early in semester explaining what you expect of students when they read:
               notes, highlighting, remembering; pop quizzes, reading reports, reference to reading in
               discussions and on exams

            2. Make clear whether the textbook is the ultimate authority or one resource among many,
               open to discussion and disagreement

            3. Give reading quizzes or ask them to write about what they read-otherwise they won't do it

            4. Make them responsible for the reading, but also realize that they will need some help

            5. If vocabulary in your discipline is very important, ask students to keep a vocabulary log,
               entering new words with definitions as they read.

            6. Good suggestions on remembering what you read are at:

Reading process:

Like many academics, you may read so well—and may always have read so well-- that you‘re unaware of
how reading works. Some of it is not done on the conscious level, but some steps that you probably use
automatically can be taught to your students. You see these steps in various combinations, but essentially
good reading involves these tasks:

        Read Actively
        Evaluate and/or Apply

Listed below are some suggested activities to help student with each task.

Preview Techniques:

        Provide overview as lecture/discussion
        Ask reading questions
        Ask them to create questions as they read

       Use reading questions as pop quiz
       Provide key vocabulary
       Explain rhetoric of your field (how usually organize, what to look for)
       Overview essential parts of text (tables, etc)
       Provide web links to summaries
       Ask students to write on general topic of reading
       Generate Reading Questions from class discussion
       Generate Reading Questions as part of previous day's lecture/discussion

Active Reading Techniques

       Occasionally take time to read a paragraph together in class
       Ask for impressions from reading, list on board, build lecture
       Ask for questions from reading
       Have students work in groups with specific passages, bring class together to put whole reading
       Ask student to locate parts of reading

Reviewing Techniques

      Write summaries at home or at beginning of class (can be short and informal)
      Give quizzes
      Have students work in groups with roles (microtheme groups)
      Review sample answers to reading questions (as class or in groups)
      Have students write paragraphs linking reading to class discussion
      Allow students to use reading notes for tests or parts of tests

Evaluating Techniques

      Give evaluation guidelines to class
      Model evaluation in class discussion
      Give application questions as homework, re-use on quizzes

              Where there is much desire to learn, there of necessity must be
              much arguing, much writing, many opinions; for opinion…is but
              knowledge in the making.
                                                John Milton

                          FREQUENTLY ASKED QUESTIONS

Below are some questions often asked at the beginning of the semester. Please let us know your other
questions as well.

When will I be paid? How will I get the check?
       Adjunct instructors are paid in 5 equal installments on the 15 of the month. The first pay date will
       be in the second month of the semester (September, February, June, for full semesters). Your
       check will be mailed to your home address, unless you have arranged direct deposit. Lisa Cheeks
       will help you with direct deposit.

How can I find my classroom?

       Maps of campus are in this booklet on p. 42 and available online at:

Do I need a key for my classroom?

       If your room is multimedia, you will need a key for the cabinet and possibly for the classroom.
       Contact Lisa Cheeks or the administrative specialist for your time and campus.

What do I do if the classroom is locked and I DON’T have a key?

       Call Security at 738-7850 and they should come immediately to open it. If this happens more than
       once, please let Lisa Cheeks or the Department Chair know as soon as possible.

When is the exam for my class scheduled?

       The exam schedule is often not published until after this document is printed, so we can‘t always
       include it. You can find it on the MTC main page at; look at the lower
       right and click the appropriate semester.

Can I use a Scantron for grading tests?

       It is possible, but not simple. You must obtain the Scantron forms from Lisa Cheeks (no others will
       work with this machine) and use the Scantron itself in WM 310A.

The media in my room doesn’t work. What should I do?

       Call 822-3550 to report problems, but let the Department Chair know about repeated or ongoing

How do I get a key for the media and/or storage cabinet?

       Lisa has keys on Beltline and the admin specs on Airport can give them to faculty there. Please
       RETURN at the semester‘s end.

How do I get a copy of the text, teacher’s manual, etc.?

       Contact Lisa Cheeks or the Department Chair for books and book questions.

Do I have to use the departmental textbook?

       Yes. If you see problems with the text, discuss them with the Department Chair. We may be able to
       change an adoption, even for one campus, if we can reach an agreement, but changes take at
       least 6 months to go into effect.

Can I add a book to the required texts?

       Please discuss this with the Department Chair. It is more complicated here than at schools like
       USC, but it is possible in many cases.

Can I take the students on a field trip?

       Yes, but you may need to get them to sign release forms to protect you and the school from liability
       in case of accident, and you must work with the students‘ existing schedules—some may not be
       able to attend outside of class hours. Please discuss this with the Department Chair.

Can I require students to attend tutoring and study sessions?

       Yes, you can require them to attend tutoring IF you put that on the syllabus; you can amend the
       syllabus to include it. If you schedule study sessions outside of class hours, you can‘t require
       students to attend, nor should you go over new material. The exception to this would be make-up
       classes for college closings, if and only if ALL students agree to the newly scheduled time.

When will I know about courses for next semester?

       The Department Chair will send an information request in the early part of the semester and
       communicate with you during the semester before. Please check your email for this!


          CAMPUS MAPS


              “The best thing for being sad," replied Merlin, beginning to puff and
              blow, "is to learn something. That's the only thing that never fails. You
              may grow old and trembling in your anatomies, you may lie awake at
              night listening to the disorder of your veins, you may miss your only
              love, you may see the world about you devastated by evil lunatics, or
              know your honour trampled in the sewers of baser minds. There is only
              one thing for it then — to learn. Learn why the world wags and what
              wags it. That is the only thing which the mind can never exhaust, never
              alienate, never be tortured by, never fear or distrust, and never dream
              of regretting. Learning is the only thing for you. Look what a lot of
              things there are to learn."

                                                 T.H. White
                                             The Once and Future King

                                     HUMANITIES DEPT. VIDEOS

The Western Tradition

1.    Prog. #1 The Dawn of History                    Prog. #2 The Ancient Egyptians
2.    Prog. #3 Mesopotamia                            Prog. #4 From Bronze To Iron
3.    Prog. #5 The Rise of Greek Civilization         Prog. #6 Greek Thought
4.    Prog. #7 Alexander the Great                    Prog. #8 The Hellenistic Age
5.    Prog. #9 The Rise of Rome                       Prog. #10 The Roman Empire
6.    Prog. #11 Early Christianity                    Prog. #12 The Rise of the Church
7.    Prog. #13 The Decline of Rome                   Prog. #14 The Fall of Rome
8.    Prog. #15 The Byzantine Empire                  Prog. #16 The Fall of Byzantium
9.    Prog. #17 The Dark Ages                         Prog. #18 The Age of Charlemagne
10.   Prog. #19 The Middle Ages                       Prog. #20 The Feudal Order
11.   Prog. #21 Common Life in the Middle Ages        Prog. #22 Cities Cathedrals the Middle Ages
12.   Prog. #23 The Late Middle Ages                  Prog. #24 The National Monarchies
13.   Prog. #25 Renaissance & Age of Discovery        Prog. #26 The Renaissance & New World
14.   Prog. #27 The Reformation                       Prog. #28 The Rise of the Middle Class
15.   Prog. #29 The Wars of Religion                  Prog. #30 The Rise of the Trading Cities
16.   Prog. #31 The Age of Absolutism                 Prog. #32 Absolutism and Social Contract
17.   Prog. #33 The Enlightened Despots               Prog. #34 The Enlightenment
18.   Prog. #35 The Enlightenment and Society         Prog. #36 The Modern Philosophers
19.   Prog. #37 The American Revolution               Prog. #38 The American Republic
20.   Prog. #39 The Death pf the Old Regime           Prog. #40 The French Revolution

21.    Prog. #41   The Industrial Revolution           Prog. #42   The Industrial World
22.    Prog. #43   Revolution and Romantics            Prog. #44   The Age of the Nation-States
23.    Prog. #45   A New Public                        Prog. #46   Fin de Siecle
24.    Prog. #47   First World War & Rise of Fascism   Prog. #48   The Second World War
25.    Prog. #49   The Cold War                        Prog. #50   Europe and Third World
98.    Prog. #51   The Technological Revolution        Prog. #52   Toward The Future

Art of the Western World

26.   a. The Classical Ideal                         b. Romanesque and Gothis
27.   a. The Baroque                                 b. The Age of Reason
28.   a. The Early Renaissance                       b. High Renaissance
29.   a. Impressionism                               b. Post Impressionism
30.   Return to Glory: Michelangelo Revealed  The Restoration of the Sistine Chapel    Volume I
31.   Return to Glory: Michelangelo Revealed  The Restoration of the Sistine Chapel    Volume II

The World of Art

32.       Episode 101 and Episode 102
33.       Episode 103 and Episode 104
34.       Episode 105 and Episode 106
35.       Episode 107 and Episode 108
36.       Episode 109 and Episode 110
37.       Episode 110: Beliefs and Believers
38.       The Renaissance: The Origin of the Modern West
39.       J. S. Bach
40.       Picasso and Braque
41.       New Ways of Seeing: Picasso Braque and the Cubist Revolution
42.       Vincent Van Gogh
118.      Picasso: A Portrait of an Artist (FP)
127.      Japanese Art, SCIEC A Teacher‘s Guide To
127a.     Japanese Art, A Teacher‘s Guide to (booklet)


43.     Cello and Piano Works
44.     The Music of Man; New Voices for Man and The Age of the Composer
101.    Diaghilev: The Paris Opera Ballet     Volume I
102.    Diaghilev: The Paris Opera Ballet     Volume II
103.    Richard Wagner Die Walkϋre: Acts 1 & 2
104.    Richard Wagner Die Walkϋre: Act 3
105.    Pagliacci

American Cinema

45. The Studio System
46. Film Language Writing and Thinking About Film        Classical Hollywood Style Today
47. The Hollywood Style
48. Romantic Comedy
120. The Film School Generation
121. Film in the Television Age
122. The Combat Film
123. The Western
124. The Edge of Hollywood

124a Film Noir


49.   Van Gogh: His Art and His Life Volume I
50.   Van Gogh: His Art and His Life    Volume II
51.   Vincent: The Life and Death of Vincent Van Gogh
52.   LBJ: The American Experience       1991     (4 hours) Volume I
53.   LBJ: The American Experience        1991              Volume II
54.   Thomas Jefferson: Philosopher of Freedom (50 Min.)
55.   Senator Joseph McCarthy: An American Inquisitor

American Culture

56. America: The More Abundant Life
57. America: The Arsenal
58. Huey Long: America.…Home Away From Home
59. Ethics in America
60. American: The Newfound Land
61. Liberty! The American Revolution: The Reluctant Revolutionaries Volume I   
       The Times That Try Men‘s Souls Volume II          Are We To Be A Nation? Volume III
62. America: The First Impact

Other Cultures   
63.      The Nature of Culture
64.      Heritage: Civilization and the Jews     a: A People is Born b. The Power of the Word
65.      The Five Suns: A Sacred History of Mexico
66.      The Search for African History
67.      Ancient Africans
68.      Business Culture in Japan w/Carol Yaeger
69.      Songs of the Gauchos: An Argentine Journey
70.      The Women‘s Bank of Bangladesh
71.      Hawaii‘s Last Queen
72.      I Am a Sufi, I Am a Muslim
107.     Quebec and the Atlantic Provinces (FP)
108.     Seville: Jewel of Andalusia (FP)
109.     Touring Mexico (FP)
110.     Mexico (FP)
111.     Mexico: Emerging Powers (FP)
112.     Mexico City: SuperCities (FP)
113.     Inca: Secrets of the Ancestors (FP)
114.     Spain (FP)
115.     Paris (FP)
116.     Peru (FP)
119.    The True Values of Islam : Mohammad Saadeddin (1:00)
126.     Gordon Smith: Russian Culture
130.    Dr. Shirin Zubair: Literacies, Gender and Power in Rural Pakistan
131.     The Blending of Culture: Latino Influence on America (Enid‘s Office)


73.       French Revolution  Napoleon  Versailles        Egypt: gift of Nile      Romans
            Seven Wonders of the World

74.    Tours of the World‘s Most Magnificent Structures, Hosted by David Macaulay: Castle      
        Pyramid  Roman City
75.    Columbus: Age of Discovery    Parts I – VI
76.    Columbus: Age of Discovery Parts VII  Road From Runnymede  Shape of the World, 1 &2
77.     The Seven Wonders of the Ancient World  Egypt
78.    Seventh Seal
79.    The Parthenon  The Acropolis          Music of the Middle Ages
80.    Kamikaza: Death From the Sky
81.    The Holocaust: In Memory of Millions
82.    Panama Canal
83.    a. Romer‘s Egypt    b. World War II
84.    The Aroma of Enchantment
85.    a. Monuments of Ancient Egypt     b. Mysteries of the Pyramids
117.   The Aztec Empire: In Search of History   (FP)
128.   Seared Souls: Voices from the Holocaust
129.   South Carolina Voices: Lessons from the Holocaust (Booklet)

86. Titus w/ Anthony Hopkins and Jessica Lange
87. Mark Mathabane: South African Writer April 8, 1999 Volume I
88. Mark Mathabane: South African Writer April 8, 1999 Volume II
89. The African Novel w/Professors Scott and Dawes January 4, 1996
90. Global Environmental Issues w/Dr. Dennis Pirages
91. Clashing Civilizations? w/Dr. Don Puchala, January 3, 1996
92. Conversatioon on Pluralism - 1995 (edited)
93. Speakers‘ Showcase 1999
94. Humanities Department Colloquium February 4, 1999
95. Thy Kingdom Come: God and Politics
96. Monument to the Dream: Construction of the Gateway Arch
97. Architecture
98. Prog. #51 The Technological Revolution         Prog. #52 Toward The Future
106. Like Water For Chocolate
125. Religions of the World ● Buddhism ● Catholicism ● Hinduism ● Islam ● Judaism
    ● Protestantism

                           Videos in Helen Kingkade's Office
Theatre of Social Problems: Hedda Gabler
Lorraine Hansberry: The Black Experience in the Creation of Drama
The Negro Ensemble Company
Shakespeare and his Theatre: The Globe

                              Videos in Colin Dodd’s office
Art of the Dogon (Africa—from Met. Museum)
Faith Ringgold: The Last Story Quilt
Landmarks of Western Art: Romanticism

Hudson River and Its Painters (from Met. Museum)
Watercolor Special Techniques
The Indian and his Homeland: American Images 1590-1876
Laurie Anderson: Collected Videos
The Definitive Dali: A Lifetime Retrospective
Leonardo da Vinci (A&E Biography)
Michelangelo (A&E Biography)
Apocalypse Now
Sunset Boulevard

American Cinema
The Studio System

The Hollywood Style
Romantic Comedy

Humanities Department Videos Located in Reid Holland's office,
Robinson Hall 112
The Home Front: 1940-41
The Home Front: 1942-43
The Home Front: 1944-45
The Buried Mirror: The Virgin and the Bull
The Buried Mirror: Conflicts of the Gods
The Buried Mirror: The Age of Gold
The Buried Mirror: Unfinished Business
500 Nations: The Ancestors
History of the Twentieth Century: 1900-1909
History of the Twentieth Century: 1910-1919
Senator Joseph McCarthy
Pancho Villa and Other Stories
Mi Puerto Rico
Consequences of Contact
English Colonization
A Puritan Way
Diversification of the Colonies
The Colonial Experience
A New Society
Struggle for Dominance
A Revolution of Confederation
The Problems of Confederation
Creating a Stronger Union
The Republic in a Hostile World
The Rural Republic
Expanding nation
The South‘s Slave System
The Fitful Fifties
Crisis of Union
A Frightful Conflict
The Home Front
The Closing of the Frontier
The Rise of Big business
Labor‘s Struggles

The huddled Masses
The American Dream Deferred
Populist Challenge
War and Empire
The Progressive Impulse
The Progressive Presidents
The Big Stick
The Great War
Transition and Tensions
Hard Times
The New Deal
The Road to War
The Good War
The Cold War Begins
The Age of Conformity
Toward the American Dream
Expanding the American Dream
Limits of Power
Limits of Politics
The Conservative Resurgence
An Age of Excess
Looking Backward/Looking Forward

1.     Before Night Falls       (FP)
2.     The Crime of Padre Amaro (FP)
3.     A Day Without a Mexican (ES)
4.     Grave of the Fireflies (WM 317)
5.     Intacto (FP)
6.     Life is Beautiful (FP)
7.     Monsoon Wedding (WM 317)
8.     IL Postino The Postman (FP)
9.     Rashomon (WM 317)
10.    The Wind Will Carry Us (WM 317)
11.    Les Miserables (WM 317)
12.    Y TU Mamá También (FP)
13.    Europa Europa (FP)
14.    Election 2004 speeches from the Campaign (WM 317)
15.    Midnight Cowboy (WM 317)
16.    The Bicycle Thief (WM 317)
17.    Tootsie (WM 317)
18.    The Graduate (WM 317)
19.    Thelma and Louise (WM 317)
20.    Some Like it Hot (WM 317)
21.    The Philadelphia Story (WM 317)
22.    AFI‘s 100 Years; 100 Stars (WM 317)
23.    Sullivan‘s Travels w/ Veronica Lake (WM 317)
24.    Joseph Campbell and The Power of Myth w/Bill Moyers (WM 317)
25.    Joseph Campbell and The Power of Myth w/Bill Moyers (ST)
26.    The General w/Buster Keaton (WM 317)
27.    High Noon w/Gary Cooper and Grace Kelly (WM 317)
28.    Singin‘ in the Rain (WM 317)
29.    Casablance (WM 317)

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