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Electronics Class Policies - Landiss |
These classes may be taught in a style with which you are not yet familiar. This teacher believes that traditional lecturing is only one of many ways for students to learn, and probably not the best way at that. Additional learning may be achieved through alternate methods of presentation (such as READING, library research, video tapes, laboratory experiments, students presenting material to the class). In order to help you plan how you will learn in these classes, these suggestions are offered.
Goals: The following is a representative sample of the 33 performance standards proposed by the Missouri Department of Elementary and Secondary Education. The standards are grouped around four goals, which will also be among the goals of this class:
| Goal 1: Students will acquire the knowledge and skills to gather, analyze and apply information and ideas. Students will demonstrate the ability to: | ||
| Develop questions and
ideas to initiate and refine research. Conduct research to answer questions and evaluate information and ideas. Comprehend and evaluate written, visual and oral presentations and works. Use technological tools and other resources to locate, select and organize information. Identify, analyze and compare the institutions, traditions and art forms of the past and present societies. Apply information and ideas to different contexts in school, the workplace and everyday life. |
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| Goal 2: Students will acquire the knowledge and skills to communicate effectively within and beyond the classroom. Students will demonstrate the ability to: | ||
| Plan and make written,
oral and visual presentations for
various purposes and audiences. Exchange information, questions and ideas while recognizing the perspectives of others. Perform or produce works in the fine and practical arts. Apply communication techniques to the job search and the workplace. |
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| Goal 3: Students will acquire the knowledge and skills to recognize and solve problems. Students will demonstrate the ability to: | ||
| Recognize problems and
define their scope and elements. Develop and apply strategies based on ways others have prevented or solved problems. Examine problems and proposed solutions from multiple perspectives. Evaluate the extent to which a strategy addresses the problem. |
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| Goal 4: Students will acquire the knowledge and skills to make decisions and act as responsible members of society. Students will demonstrate the ability to: | ||
| Explain reasoning and
identify information to support
decisions. Analyze the duties and responsibilities of individuals in societies. Recognize and practice (see section G17) honesty and integrity in academic work. Explore and prepare for educational and job opportunities. |
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Teacher: The role of the teacher in this class may be better understood by realizing that "learning" is an activity performed by students (literally, "those who study"), and "teaching" is the directing or managing of that activity. Reading is an important part of studying. The teacher will help lead the class, prepare a schedule, and attempt to make that schedule available to all students during the first week of class. He will make himself available to assist student learning within practical limits. He will schedule and produce at least three quizzes and one final exam. He will schedule and grade labs or other homework.
Teams: Study Teams may be formed by the students at the beginning of the semester, for the purpose of studying, presenting material to the class, or performing lab experiments. Teams who wish to reorganize may trade members upon a consensus of the members of both Teams. Teams may choose a leader if they wish. It is not necessary to keep the same leader all semester, or to have one at all. Teams may seek assistance from the teacher while studying, preparing, or presenting. Teams are encouraged to share ideas with other Teams.
Presentations: Classroom presentations by any method are for the purpose of helping other class members learn the assigned material. The presentation format is free, and might (for example) take the form of lectures, question-and-answer sessions, blackboard problem solving, films, or video tapes.
Students are expected to read the text assignment before class, as the presentation will not simply be a re-reading of the book. Class is expected to start and end on time as a courtesy to classmates. No behavior is permitted which inhibits the learning potential of other students.
Grading: We are required to evaluate student progress by assessing the skills each student has learned. In order to measure this progress we assign grades. During the semester the teacher will attempt to assign at least ten labs (or other homework) worth 40 points each, at least three quizzes worth 100 points each, and a final exam worth 300 points. Thus, at least 1000 points will be available to each student. It is anticipated that 900 points (90%) will earn an "A", 800 a "B", 700 a "C", and 600 a "D". Shorter courses may have fewer points. There will be no make-up tests.
Extra credit assignments may be suggested by Teams to the teacher, and will be accepted at his discretion. Extra credit points up to 10% of the normal course total may be earned by each student.
Feedback to the students about their progress is a vital part of evaluation. The teacher will attempt to post student progress on a chart with code numbers known only to that student and the teacher. Each student is also advised to print a copy of the chart available at http://ee.stlcc.info/score.htm and keep a personal copy of points earned. This will be your feedback about your progress in this course and the grade you may expect to earn.
Every student should be aware of the (see section G.17) College policies and (see section G.14) Administrative Procedures regarding plagiarism. See also the "Fact Finder" handbook and http://newark.rutgers.edu/~ehrlich/plagiarism598.html.
Lab experiments: It has been demonstrated many times that each half-hour spent reading an experimental handout and preparing for it before arriving in the laboratory room saves over an hour in performing the experiment. To enable the participation of all, more than two persons to a lab bench is prohibited.
Teams might choose to split in half to perform the labs. They may then choose to combine the data recorded into one lab report, or each "half-Team" might submit its own report. Any Team member not satisfied with the group report is free to submit an individual report. Team members will indicate on which report they wish to be graded by signing the lower right corner of the title page.
Signing a report (or any other class material) is a student's personal guarantee that he performed that experiment and assisted substantially in writing the report. Dishonoring that guarantee is grounds for (see section G14) disciplinary action. Labs may be performed any time an unused lab bench is available. Teacher assistance will be available during most of the regularly scheduled lab periods for this course. All students are expected to leave the laboratory in better condition than they found it.
Lab reports: Lab reports (or other homework assignments) will be written in standard English with good grammar, spelling and punctuation. Reports are due at the beginning of class seven days after the assigned lab day (in the case of other homework, the first class meeting of that week). In case of holidays, illness or bad weather the teacher will attempt to keep the lab room open additional hours so the report can be submitted on time. Reports must be submitted in the laboratory room or placed in the teacher's mailbox in the Department Office. The format should include no less than the following, or it may be returned ungraded:
| 1) A separate title page having: | ||
| a) the student's (or
Team members') name(s), class number and
section (example: XX:000-000), date lab performed, and date report
submitted (label what each date means!) printed in the upper right
corner; b) lab number (as noted in the Lesson Schedule) and experiment title printed in the center of the page; and c) written signatures of Team members wishing to be graded on that report in the lower right corner. |
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| 2) A descriptive section including no less than: | ||
| a) the purpose of the
experiment, b) a summary of the methods used (does not apply to "other homework"), and c) conclusions, including analysis of errors made and a summary of what the student learned. |
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| 3) A schematic drawing (or block diagram or computer output where this is more appropriate) of the topic being studied and the test setup, if this helps clarify the concept (does not apply to "other homework"). | ||
| 4) Recorded data with graphs or computer output where useful for reporting data, clarity, understanding and comparisons (this may be the same as item 3 in some cases, especially computer courses). | ||
Graded reports can be picked up in the teacher's office.
The need for flexibility in this format where certain questions are assigned to be answered, etc., is understood. If pre-printed lab forms are used, students should assure themselves that all of the above data is supplied or the report may be returned ungraded. The guidelines given in the "Laboratory Report Writing Guide" handout are not required for this class, but may be used in situations where more formal reports are desired.
Americans with Disabilities Act: The ACCESS Office - Disability Support Services has been designated by the College as the primary office to assist students with disabilities. If any student in this class has a need for special testing arrangements, note taking, or other accommodations; please contact the ACCESS office and feel free to discuss your approved recommendations with the teacher.
General: Students in these classes must acquire and learn to effectively use email accounts. They must also join the free EE discussion list which will be used to communicate vital course information and last-minute scheduling changes. This discussion list is also an appropriate way for students to exchange ideas and information about their classes.
This course organization is a blending of several ideas tried and tested in past years. Realizing that the needs of every school district, every campus, every division, every department, every course, every student, and every teacher won't be the same; we must all be prepared to fine-tune the process as we go along. The purpose is to enhance your learning. The method needs to remain flexible.
Dan Landiss ** FVCC Room E-151 ** 513-4315 ** fax 513-4718 ** dan@stlcc.info
