Course Syllabus
ART 170: Photography as an Art
Fall Quarter 2019, 5 Credits
Prerequisites: None
Section: 40, Monday and Wednesday, 1:15 to 2:05 PM
Olympic Hall (OLY), Room 102
Starts 9/23/19 Ends 12/11/19
Instructor: David Sokal
Preferred Title: David
Office Hours (student appointments scheduled in advance): Monday and Wednesday, 2:10 to 5:00 PM
Office Location: OLY 102, if not used by another class. Rainier Hall (RAH) 204A, if OLY 102 is in use.
Best way to contact me: David.Sokal@seattlecolleges.edu
or call: 206-934-5832, opt. 2 and leave a message. Message will be sent to the above email address.
Course Overview
Hybrid-Canvas+F2F - This online hybrid course has mandatory on-campus meetings every Monday and Wednesday.
Course Contents:
- Camera Operation - using a camera, tripod, lighting and other accessories
- Overview of Global History of Photography
- Overview of Global Issues in Contemporary Photography
- Art and design in photography
- Editing photographs in Photoshop
- Printing in the darkroom and using a digital inkjet printer
Knowledge, Skills Obtained:
- Skill in operating an analog or digital camera using manual controls and in using a tripod, lighting and other accessories
- Broad knowledge of the history of photographic technology, aesthetics, social functions and contemporary issues
- Ability to apply basic design principles to photography
- Basic skills in editing, printing and presenting an analog or digital photograph
Course Objectives
Camera Operation (first four weeks)
A. History of Photographic Technology:
-
- Know about the early history of photographic technology from the camera obscura to the invention of the first photographic process in 1826.
- Understand basic concepts revealed in the history of photographic technology: optics (reflection, projection, focus, inversion, refraction) and photo-chemistry (photo-sensitivity, latency, positive-negative process), and understand how they apply to photography today.
B. Exposure Factors:
-
- Understand what Exposure is and why it is important in controlling value, contrast and color in a photograph.
- Understand functions of aperture, shutter, sensitivity and their associated measures (f-stop, shutter-speed, ISO).
- Apply Exposure Factors to control exposure and obtain a desired result.
- Evaluate Exposure in a photograph - for example, is the range of detail sufficient to convey the desired result?
C. Focal Point and Depth of Field:
-
- Understand Focal Point and Depth of Field.
- Understand the factors controlling Depth of Field (aperture, focal distance and lens focal length).
- Apply Focal Point and Depth of Field to obtain a desired result.
- Evaluate Focal Point and Depth of Field in a photograph - for example, are the foreground and background separated using Depth of Field?
D. Camera & Subject Motion:
-
- Understand how Camera or Subject Motion creates blur and shake effects in a photograph.
- Understand how shutter-speed, a tripod and panning affects camera blur and shake.
- Utilize shutter-speed and a tripod to control blur and shake to achieve a desired result, such as freezing motion.
- Evaluate a photograph based on an understanding of Camera & Subject Motion.
E. Putting it all Together:
-
- Design an experiment exploring the technical aspects of photography using the following: f-stop, shutter-speed, ISO, depth of field, motion blur.
- Evaluate a photograph based on the technical aspects of photography: f-stop, shutter-speed, ISO, depth of field, motion blur.
- Analyze a situation to determine the best combination of f-stop, shutter-speed and ISO to obtain a desired result.
Overview of Global History of Photography (weeks 5 to 8)
A. Cave Painting to Kodak:
-
- Know the timeline of photography's technological development from the first human made images to the spread of photographic technology in the late 19th and early 20th centuries.
- Know the most important early inventors of photographic technology.
- Know some of the pioneers in establishing photographic activity throughout the world.
- Understand the relationship between colonialism and the spread of photography.
- Know the early uses of photography.
- Understand the relationship between accessibility of photographic technology and the rise of the middle class.
B. Painting and Photography:
-
- Understand the goals of Pictorialism.
- Recognize the elements that make a photograph Pictorialist.
- Understand the ongoing, intricate relationship between painting and photography.
- Understand the invention of photography as evolving from painting.
- Understand the differences between painting and photography.
- Analyze a photograph's elements to discover the influence of painting and the continuity of social norms between the two media.
- Create a Post-Modern Pictorialist photograph.
Overview of Global Issues in Contemporary Photography (weeks 9 to 11)
Photojournalism:
-
- Know what is photojournalism and what a photojournalist does.
- Understand the role of photojournalism in shaping today's world.
- Understand ethical issues in photographing people.
- Analyze and evaluate the work of photojournalists.
- Apply knowledge of photojournalism and ethical issues in creating your own photo-journal on a specific topic.
Art & Design in Photography (throughout)
-
- Apply basic elements of design (color, value, composition, etc.) to photography.
- Analyze (verbally and in writing) a photograph to discover how basic elements of design are used.
- Apply camera operation skills to control basic elements of design in creating an original photograph.
- Solve a visual communication problem (convey information, express an idea or feeling, etc.) using basic elements of design in a photograph.
Editing Photographs in Photoshop (throughout)
-
- Understand the layout of the Photoshop basic work space.
- Understand and use layers, adjustment layers, exposure, contrast and color controls to create and enhance photographic material for onscreen and printed presentation.
- Create a digital negative in Photoshop.
Printing in the darkroom and using a digital inkjet printer (last two weeks)
-
- Understand the principles of color printing on a digital inkjet printer.
- Apply the principles of color printing to print a photograph or a digital negative.
- Understand the positive-negative printing process.
- Apply the positive-negative printing process to create a positive using darkroom technology (photo-chemical process) and a digital negative (color inkjet printer).
Meet the Learning Outcomes of South Seattle College applicable to this course (See South Seattle College Related Learning Outcomes)
Course Equipment, Software, Materials and Textbooks
Camera:
Required for Assignment Projects - Must have full manual control of exposure controls (aperture, shutter-speed, and film-speed). If using a smartphone camera, you may need to install an app to give you partial manual control. (NOTE: You will not be able to manually control aperture with a smartphone even with an app installed. If you must use a smartphone camera, an exception can be made to the requirement for manual control of aperture.) Preferred: a Digital Single Lens Reflex or mirrorless camera with interchangeable lenses and full manual control. Good: a Point and Shoot camera with full manual control. Acceptable with approval: a smartphone, ipod or tablet camera with maximum manual control possible. See this page for more detail - What You Will Need for Art 170 - Photography as an Art - under the heading, “Camera.”
Software:
Adobe Photoshop is available in our classroom and in the campus library computer lab. With internet access, you may use Adobe software from off-campus using South Seattle’s Citrix Server. Log in using your campus network credentials. Further instruction will be provided on the first day of class, or learn more here. Special student pricing is now available for all Adobe apps for $19.99 per month (minimum one year contract = $240). You can also buy older versions of Photoshop (must be CS6 or later) on eBay or similar websites. These are usually pre-owned, so buyer beware.
Materials:
- Paper at the bookstore for printing your work on the Canon Professional Printer. We will purchase as a group to save money. Estimated cost is $5 per person.
- Suggested: USB 8 GB (or larger) thumb drives.
Textbooks:
There is no textbook for this course. Written materials will be provided electronically as PDF or DOCX. For some assignments you may find excellent resources in the campus library. Through the library, your student ID will allow you access to excellent databases, including Artstor, which contains tens of thousands photographs.
Canvas Training:
Canvas does provide guidance if you are new to Canvas. Experienced users can access guides. South Seattle also provides eLearning support.
Class Meetings
This class is a hybrid course, meaning we have both in-classroom curriculum and online material. The Monday and Wednesday, 1:15 to 2:05 PM in-classroom meetings are mandatory.
- Attendance will be taken and count towards your final grade.
- Lecture, demonstration, quizzes and classroom activity related to Camera Operation.
- Lecture, demonstration, quizzes and classroom activity related to printing images.
- Lecture, discussion, quizzes and classroom activity related to the aesthetic and technological development of photography.
- Lecture, discussion, quizzes, demonstration and classroom activity related to applying basic design principles to photography.
- Critique of Project Assignment submissions (see next section of this syllabus).
- Assignments introduced and explained in detail.
While some assigned activities and quizzes will be conducted in classroom meetings, classroom time is NOT for working on project assignments - please plan to include ten hours every week outside of in-classroom meetings for working on project assignments.
Late and Leaving Early Policy
To be considered Present (1 point) you must spend at least 35 minutes in class.
If you spend less than 35 minutes but more than 20 minutes you will be considered Late (.8 point).
If you spend less than 20 minutes you will be considered Absent (0 point).
School policy requires that you inform the instructor in advance of absence. If you know you will be Absent, please inform me at least one hour before class starts. Also, if possible, please inform me at least one hour before class starts if you will be late or have to leave early.
Project Assignments
You are expected to meet the requirements and strive to do your best work for all Project Assignments. Please plan to include ten hours every week outside of in-classroom meetings for working on your Project Assignments.
For completed assignments, please submit images in the following formats:
Original Camera Files:
- Format - JPEG, minimum compression (no other format accepted)
- Resolution - 200 to 300 pixels per inch (ppi)
- Size - 2000 to 3000 pixels along the longest dimension
- Color Profile - Adobe RGB 1998, or sRGB
- Metadata - INCLUDE! This contains important information about your camera settings and the date and time the photo was taken. If I don't see this information I will not know if this photo was taken by you and I will not accept it.
Photoshop Files:
- Resolution - 200 ppi
- Size - 2000 pixels along the longest dimension
Prints:
- Use the classroom Canon imagePROGRAF, Pro-1000 or comparable quality device.
- Print on paper available in the classroom or buy Canon paper if you wish to experiment on your own.
Format for Written Assignments:
- Microsoft Word
- Adobe PDF
- Plain Text or Rich Text Format
- Other formats will not be accepted if they cannot be opened directly without conversion in Microsoft Word.
Naming Files:
Always name your files with your first name and the title of the assignment. For example: Samantha, Project 1.jpg
Canvas, Email, Communication
- Best method for getting help - ask the instructor or another student during class on Monday or Wednesday.
- Email instructor, david.sokal@seattlecolleges.edu, or via Canvas email system (use the "Inbox" icon in the blue vertical bar on the left sign of the Canvas window).
- Global Canvas problem (all users affected) - staff will notify you.
- Canvas problem with our course - instructor will notify you.
- Individual problems with Canvas - contact eLearning Support.
- Problems with Citrix - Call Long Ngo, (206) 934-7931 right away. If no answer, leave a message with general outline of issue and then email ITHelp@seattlecolleges.edu and CC: Long.Ngo@seattlecolleges.edu, with full details (including screen shots, browser version, operating system, etc.).
- For all network issues email the IT Help Desk, or call (206) 934-5844.
Course Format
The course will be divided into three main segments (also see “Course Objectives” above):
Camera Operation (first four weeks)
Overview of Global History of Photography (weeks 5 to 8)
Overview of Global Issues in Contemporary Photography (weeks 9 to 11)
Integrated throughout the course you will be learning about and practicing photographic art & design, editing in Photoshop and printing photographs.
There are also concepts that are thematic throughout the course:
- The relationship between Painting and Photography
- The role of Photography in society
- The relationship of Photography to reality - is a photograph a record of facts, self-expression, or simply an object unto itself?
- Photography as a design tool for fine and commercial art
Camera Operation (first four weeks)
History of the Camera - Through lecture, online content and video, overview of the development of the camera from the camera obscura to the invention of the photographic process in 1826. This overview will focus on concepts basic to camera operation in optics (reflection, projection, focus, inversion, refraction) and photo-chemistry (photo-sensitivity, latency, positive-negative process).
Exposure - Through lecture, online content and classroom activity, understand what Exposure is; why it is important in controlling the basic design elements of value, contrast and color in your photograph; and how your camera's aperture, shutter and sensitivity control Exposure. Through team-based classroom activity, you will practice using aperture, shutter and sensitivity to control Exposure. You will also practice evaluating photographs based on their Exposure.
Focal Point and Depth of Field - Through lecture and online content learn about Focal Point and Depth of Field and the factors that control Depth of Field (aperture, focal distance and lens focal length). Through team-based classroom activity apply the Depth of Field factors to obtain a desired result. You will also practice evaluating photographs based on their Focal Point and Depth of Field.
Camera & Subject Motion - Through lecture and online content learn how Camera & Subject Motion affects picture results by creating shake and blur effects and learn to control these effects using shutter-speed, a tripod and panning. Through team-based classroom activity apply the factors controlling shake and blur to obtain a desired result. You will also practice evaluating photographs based on observable Camera & Subject Motion.
Putting it all Together - Through team-based project assignment (PROJECT 1 - Camera Operation, 40 points) explore the camera controls of aperture (f-stop), shutter (shutter-speed) and sensitivity (ISO). Teams of five or six students will each design an experiment using the camera controls and then carry out the experiment, evaluate the results and provide a verbal report to the whole class.
Overview of Global History of Photography (weeks 5 to 8)
Cave Painting to Kodak - Through lecture, online content, video, and an essay assignment, explore the development of photography from the earliest human effort at making images representing their world to the advent of photographic processes in France and England, and then the spread of photography throughout the world. Learn about the most important early inventors, the pioneer photographers who spread photography around the globe, and how photography was used. Learn about the relationship between the spread of photography and colonialism, and the relationship between the accessibility of photographic technology and the rise of the middle class.
Painting and Photography - Through lecture, online content, video, and a quiz, explore the historical relationship between Painting and Photography, learn about the Pictorialist movement, and understand what is similar and what is different between Painting and Photography. Look at Pictorialist photographs and analyze the elements making them similar to paintings and how they reflect the social norms established in painting. Through a project assignment, PROJECT 2 - Create a Post-Modern Pictorialist Photograph, 40 points, fully research a painting and create a photograph based on it.
Overview of Global Issues in Contemporary Photography (weeks 9 to 11)
Photojournalism - Through lecture, online content, video and essay writing, explore what photojournalism is, what a photojournalist does, and how this field shapes today's world. Also, gain a basic understanding of the ethical issues in photographing people. In essays, analyze and evaluate critical literature on photography and its effects on society. Through a project assignment (PROJECT 3 FINAL - Keep a Photo-Journal on a Specific Issue, 50 points), create your own photojournalist perspective on an issue.
Art & Design in Photography (throughout)
All Project Assignments entail using basic elements of design and application of camera operation skills to solve visual communication problems (convey information, express an idea or feeling, etc.). In lectures and class activities look at, examine, interpret and analyze photographs from around the world. This activity develops your own design sensibility. Critique your Project Assignment products in class. This feedback will further develop your understanding of the design process.
Printing in the darkroom and using a digital inkjet printer (last two weeks)
Learn to use the classroom color printer to print your photographs. In a class activity, take one of your favorite photographs created during the course and use it to create a digital negative on the printer. Take the negative into the darkroom and using photo-chemical processing print a positive from the negative.
Course Schedule
|
Wk |
Date |
Topic |
Assignment/Activity |
|
1 |
Camera Operation (first four weeks) | ||
|
Mon. 9/23 |
- Welcome to ART 170 - What is TILT (Transparency in Learning & Teaching)? - History of the Camera |
- Survey: About My Camera - Class Discussion of Expectations
|
|
|
Wed. 9/25 |
- History of the Camera - Exposure
|
- Review: Camera Obscura to 1826 - Lect: Exposure Factors - Aperture, Shutter, ISO - PROJECT 1 (DUE 10/21) |
|
|
2
|
Mon. 9/30 |
- Exposure - Prepare for Wednesday Class Activity |
- Review: Exposure Factors … - BRING CAMERA, TRIPOD WEDNESDAY |
|
Wed. 10/2 |
- Exposure |
- Class Activity: [OLY 120 - Auditorium] - In teams, experiment using Aperture, Shutter, ISO to control Exposure |
|
|
3 |
Mon. 10/7 |
- Focal Point & Depth of Field - Prepare for Wednesday Class Activity |
- Lect: Focal Point & Depth of Field - BRING CAMERA, TRIPOD WEDNESDAY |
|
Wed. 10/9 |
- Focal Point & Depth of Field |
- Class Activity: [OLY 120 - Auditorium] - In teams, experiment using Aperture, Shutter, ISO to control Depth of Field |
|
|
4 |
Mon. 10/14 |
- Camera & Subject Motion - Prepare for Wednesday Class Activity |
- Lect: Camera & Subject Motion - BRING CAMERA, TRIPOD WEDNESDAY |
|
Wed. 10/16 |
- Camera & Subject Motion |
- Class Activity: [OLY 120 - Auditorium] - In teams, experiment using Aperture, Shutter, ISO to control Camera Motion |
|
|
5 |
Mon. 10/21 |
- PROJECT 1 DUE |
- Class Activity: Team presentations of PROJECT 1 results with feedback from rest of class |
| Overview of Global History of Photography (weeks 5 to 8) | |||
|
Wed. 10/23 |
- Cave Painting to Kodak
|
- Lect: Cave Painting to Camera Obscura - PROJECT 2 (DUE 11/13) |
|
|
Mon. 10/28 |
- Photography Conquers the Globe |
- Lect: Spread of Photography Around the Globe |
|
|
Wed. 10/30 |
FACULTY DEVELOPMENT DAY |
||
|
7 |
Mon. 11/4 |
-Photography Conquers the Globe
|
- Class Activity: DVD - "The Eyes of Empire" about Photography & Colonialism |
|
Wed. 11/6 |
- Painting & Photography - Enhancing Photographs in Photoshop |
- Lect: Painting, Photography, Pictorialism & Photoconceptualism - Demo: Enhancing Photographs in Photoshop |
|
|
8 |
Mon. 11/11 |
- Painting & Photography - Enhancing Photographs in Photoshop |
- Class Activity: Video - "Pictorialism" - Demo: Enhancing Photographs in Photoshop |
|
Wed. 11/13 |
PROJECT 2 DUE |
- Class Activity: Small Group Critiques of PROJECT 2 submissions. Group & class favorite selected. |
|
|
9 |
Overview of Global Issues in Contemporary Photography (weeks 9 to 11) | ||
|
Mon. 11/18 |
- Photojournalism: - Intro. to PROJECT 3 FINAL - Ethics & Laws for Photographing People |
- Lecture & Discussion on Photojournalism - Read: about Sebastiao Salgado, On Photography, The Cruel Radiance (DUE 11/25) - Quiz: (1 page Essay) - What do you think? (DUE 11/25) - PROJECT 3 FINAL (DUE 12/4) - Lect: Ethics & Laws for Photographing People |
|
|
Wed. 11/20 |
- Intro. to PROJECT 3 FINAL - Keep a Photo-Journal on a Specific Issue - Photojournalism |
- Class Activity: Small Group discussions of each of your chosen Specific Issues for your journal. - Class Activity: Film - The Salt of the Earth (Sebastiao Salgado), followed by class discussion. |
|
|
10 |
Mon. 11/25 |
- Preliminary Critique: PROJECT 3 … - Creating a Digital Negative in Photoshop |
- Class Activity: Small Group Critiques of your first 20 photographs. - Demo: Creating a Digital Negative in Photoshop |
|
Wed. 11/27 |
- Creating a Digital Negative in Photoshop - Library Research |
- Class Activity: Darkroom Basics + Photoshop (Groups 1, 2, 3 in Darkroom) - Extra Credit: Library Research (Groups 4, 5, 6) |
|
|
11 |
Mon. 12/2 |
- Creating a Digital Negative in Photoshop - Library Research |
- Class Activity: Darkroom Basics + Photoshop (Groups 4, 5, 6 in Darkroom) - Extra Credit: Library Research (Groups 1, 2, 3) |
|
Wed. 12/4 |
- PROJECT 3 (FINAL) DUE |
- Class Activity: Small Group Critiques select one favorite from each student. Student prints selection. |
|
|
12
|
Mon. 12/9 |
- PROJECT 3 (FINAL) DUE |
- Class Activity: Printed favorites displayed, each student chooses three favorites. |
|
Wed. 12/11 |
All assignments due by 12/11. Instructor available Wednesday during regular class meeting time for one-on-one assistance. |
||
Grading
Assignments are graded by awarding points based on performance up to the maximum shown in the chart below (although the instructor may add extra credit points for exceptional work). Each Project Assignment has a rubric breaking down scoring into distinct criteria. Carefully read the rubric for each Project Assignment so you know what is expected for each Project. Also, when grading your Project, the instructor often includes comments in the rubric that explain why you did not receive full points. These will help you do better on future Projects.
DUE DATES for all Project Assignments, Quizzes and Participation/Class Activities are included in the assignment description. You can also see the Due Dates listed under the name of each assignment in the Canvas Assignments page or in the Modules page.
All three Project Assignments are due at least three weeks after the date they are assigned (see Due Dates in Course Schedule above).
EXTENSIONS: If you have an emergency or other unusual circumstance preventing you from meeting the Due Date, and wish to request an extension, a request must be made in writing within three days of the Due Date, sent by Canvas email explaining the exact circumstances and the amount of time needed (no more than one week). YOU WILL AUTOMATICALLY BE DEDUCTED 10 POINTS even if granted an extension.
FINAL GRADE FOR THE COURSE is based on Project Assignments, Quizzes and Participation/Class Activities. Your instructor may adjust your final grade so it reflects your relative merit in the class as a whole, to reflect exceptional obstacles you worked hard to overcome, or based on an assessment of your creative talents as demonstrated consistently in your assignment products.
NOTE: Your grade as reported by Canvas is not exact and may require some adjusting for your final grade. During the course, it can be off by a wide margin depending on how up-to-date the instructor is in scoring your assignments, how up-to-date you are in submitting assignments, as well as other factors. The following is the official scoring chart for this course. It may be adjusted by the instructor at any time to reflect changes in course content. Please talk to your instructor if you have any questions:
| Project Assignments |
Points |
| PROJECT 1 - Camera Operation (points given through Class Participation) | see below* |
| PROJECT 1 - Camera Operation (alternative for those studying predominantly online) | 40 |
| PROJECT 2 - Create a Post-Modern Pictorialist Photograph | 40 |
| PROJECT 3 (FINAL) - Keep a Photo-journal on a Specific Issue | 50 |
| Project Assignments Subtotal (excluding 40 pts. for online students): | 90 |
| Quizzes | |
| Camera Obscura to 1826, Parts 1 & 2 | 10 |
| Exposure Factors | 10 |
| Focal Point & Depth of Field | 10 |
| Camera Motion | 10 |
| Cave Painting to Kodak | 10 |
| Spread of Photography | 10 |
| The Eyes of Empire (1 page Essay) | 10 |
| Pictorialism (1 page Essay) | 10 |
| Photojournalism: What Do You Think? (1 page Essay) | 10 |
| Quizzes Subtotal: | 90 |
| Total Assignments & Quizzes (72% of Grade) | 180 |
| Participation/Class Activities | |
| *Experiment Using Aperture, Shutter, ISO to Control Exposure (teams) | 10 |
| *Experiment Using Aperture, Shutter, ISO to Control Depth of Field (teams) | 10 |
| *Experiment Using Aperture, Shutter, ISO to Control Camera Motion (teams) | 10 |
| *Team Presentation of PROJECT 1 Results (teams) | 10 |
| Critique: PROJECT 2 - Class Chooses Favorite Submission | 10 |
| Darkroom Basics + Photoshop | 10 |
| Critique: PROJECT 3 - Choose & Print Favorites | 10 |
| Roll Call Attendance | 10 |
| Total Participation (28% of Grade) | 80 |
| TOTAL POSSIBLE POINTS | 260 |
| Extra Credit Assignments (to help boost your score if needed) | |
| Concept Photography | 15 |
| Library Research | 10 |
| Evaluate Your Instructor | 5 |
Extra Credit or Make Up Assignments can also be created by students and approved by the instructor either to make up for missed Class Activities or for the student to pursue an area of interest.
Your final grade as recorded on your transcript is in Grade Point Average (GPA). This chart shows how your point total as a percent of Total Possible Points (260 points) translates to GPA. When translating your total score in points to GPA, a very precise formula is used. Accordingly, to earn a 4.0 GPA you must have at least 257 points out of 260.
| Percent of Points | GPA A | GPA B | letter | |
| 100% | 90% | 4.000 | 3.500 | A |
| 89% | 80% | 3.400 | 2.500 | B |
| 79% | 70% | 2.400 | 1.500 | C |
| 69% | 60% | 1.400 | 1.000 | D |
| 59% | 0% | 0.000 | 0.000 | F |
Success Notes
- Check Canvas regularly.
- Canvas works best with Chrome.
- When participating in interactions with other students, faculty and staff via the internet, ask questions clearly, read all the contents of an email or post carefully before you reply and always be polite.
- It is best to use your own photos, drawings, and other created images for your projects. However, it is usually OK to use others’ work for reference material (as long as it isn’t replicated in your work) and for strictly education purposes (Fair Use). See Course Policies below for more information on plagiarism.
- Click one of these links for more support: Canvas training, eLearning, and tutoring.
- For general help using South Seattle College websites, email ssccweb@seattlecolleges.edu.
South Seattle College Related Learning Outcomes
Please visit southseattle.edu for complete information about Student Learning Outcomes. This course addresses these outcomes:
Communication
- Read and listen actively to learn and communicate.
- Speak and write effectively for academic and career purposes.
Computation
- Use arithmetic and other basic mathematical operations as required by program of study
- Apply quantitative skills for academic and career purposes.
Human Relations
- Use social interactive skills to work in groups effectively.
- Have knowledge of the diverse cultures represented in our multicultural society.
Critical Thinking & Problem-Solving
- Think critically in evaluating information, solving problems and making decisions.
Technology
- Select and use appropriate technological tools for academic and career tasks.
Personal Responsibility
- Uphold the highest standard of academic honesty and integrity.
- Respect the rights of others in the classroom, online and in all other school activities.
- Attend class regularly, complete assignments on time and effectively participate in classroom and online discussions, group work and other class-related projects and activities.
- Abide by appropriate safety rules in laboratories, shops and classrooms.
Information Literacy
- Independently access, evaluate and select information from a variety of appropriate sources.
- Have knowledge about legal and ethical issues related to the use of information.
- Use information effectively and ethically for a specific purpose.
Ethical Behavior
- Student Dishonesty: Please refer to the student handbook about student honesty and WAC 132F-121-120 for appropriate penalties.
- Late Policy: Each project has a due date. If you have a situation that will cause your work to be late (illness, family matter, medical emergency, etc.), email me before the due date if at all possible. See Course Policies below for more information.
Course Policies
Plagiarism, or academic dishonesty, is presenting someone else’s ideas or writing as your own. In your writing for this class, you are encouraged to refer to other people’s thoughts and writing — as long as you cite them. Many students do not have a clear understanding of what constitutes plagiarism, so feel free to ask questions about these matters at any time. Plagiarism includes:
- failing to cite sources of ideas
- failing to cite sources of paraphrased material
- failing to site sources of specific language and/or passages
- submitting someone else’s work as his or her own
- submitting his or her own work produced for another class
- submitting his or her own work that has been heavily edited and/or rewritten by another
If you have any doubt about how to cite or acknowledge another’s writing, please talk to me. It is always better to be safe than sorry. As a matter of policy, any student found to have plagiarized any piece of writing in this class will automatically receive 0 points without the possibility of make-up and an incident report will be filed with the Dean of Academic Programs. If a student plagiarizes more than once over the course of a quarter, he or she will receive a 0.0 grade for the course as a whole.
Late assignments will be turned in within a time period agreed upon between the student and instructor. All late assignments will automatically be deducted 10% of total points for that assignment.
Extra credit opportunities will be presented by the instructor either in the original course syllabus or as the situation arises. Such opportunities will be presented to all students in the course. Points given will not raise a student from an F to a higher grade but will apply to grades above F.
Participation is required in all class meetings, assignments, projects, quizzes, discussions and other activities, except those for extra credit. If a situation arises, such as illness, and you cannot attend class (or participate in an online discussion or other similar time-limited online group activity), please see your instructor for alternative options to receive credit. If you miss more than two classes (or other similar time-limited online group activity) with an acceptable excuse, please see the next paragraph, "Incomplete." If you miss any classes without an acceptable excuse, please see "Incomplete." If you cannot complete any assignment, quiz, project or similar activity during the timespan of the course, please see "Incomplete."
Incomplete indicates that the student performed at a passing level, completed most of the course requirements, and intends to make up the missing work. An Incomplete is given only at the discretion of the instructor when the student has attended regularly, done satisfactory work, and furnished satisfactory proof to the instructor that the work cannot be completed because of illness or other circumstances beyond the student's control. Coursework must be completed during the following quarter, excluding summer quarter. If the student fails to remove the "I" by completing the coursework in the specified time period, the "I" will remain on the transcript. The instructor must file a written statement of reasons for giving the Incomplete, listing a description of the work which the student will need to do to remove it, with the dean of the division in which the course is offered. If the student elects to repeat a course rather than make up the work, the "I" will remain on the transcript. The grade earned will compute in the GPA; after receiving an "I" in a course, a student may repeat that course only once.
NC — No Credit Indicates that the student did not fulfill the requirements for receiving an "S" grade, an "N" grade or a numerical grade in the course. A student in good standing may request an "NC" symbol from the instructor prior to the final examination, granted at the instructor's discretion. After an "NC" is issued, the course may be repeated no more than one (1) more time. An "NC" does not affect a student's GPA but may affect a student’s financial aid or visa status.
Course Withdrawal - If you decide to drop this course for any reason, and you do not wish your current grade to appear on your transcript, it is your responsibility to officially withdraw with the Registrar’s office by the dates listed in the South Seattle College catalog.
Notification is required if you will be absent from a class or late in submitting an assignment, quiz, test, project, etc. If you are experiencing problems with Canvas or any other SSC provided online service, contact the appropriate service provider and your instructor as soon as possible. If your instructor is experiencing issues that will delay or prevent his or her attendance, or providing scheduled contents or services online, s/he will announce this through Canvas and the regular SSC administrative process.
Student Absences for Reasons of Faith or Conscience - Seattle Colleges will grant reasonable accommodation so that students who are absent for reasons of faith or conscience, or for an organized activity conducted under the auspices of a religious denomination, church, or religious organization will not have their grades or other learning opportunities from the class be negatively affected. Such absences must be requested in writing within the first two weeks of the quarter. Students who have concerns about approval or a grade impact may utilize the student grievance procedure for concerns not directly related to grades, or to the grade appeal process in cases impacting a final grade (WAC 132F-121-090). Also see: Senate Bill 5166 http://lawfilesext.leg.wa.gov/biennium/2019-20/Pdf/Bills/Session%20Laws/Senate/5166-S.SL.pdf.
Special Needs
Students subject to provisions of the Americans with Disabilities Act: If you are a student with a documented disability who will require accommodations in this course, please register with Disability Support Services in the Robert Smith Building, Room RS 12 (763-5137) for assistance in developing a plan to address your academic needs.
Student Resources
Tutor Center: offers free Study Skills tutoring. Students use these skills in order to learn well and get the grades they want. Topics include:
- Take Good Notes That Will Help You Study
- Understand What You Read
- Do Your Best on Tests
- Avoid Procrastinating
South Seattle College is committed to the success of its diverse student population. Academic support, drop-in centers, small group tutoring and online tutoring are available to ensure that students get the help they need and are able to complete their educational goals. All tutoring is free of charge. The college has several centers that are open during the week, evenings, and weekends. All of the centers have experienced, trained tutors available as well as computers with printing capability. Tutors offer encouragement, flexible schedules, clear explanations, and help students develop good study skills.
If you seriously aim to succeed in college, go to RSB 12 to request a one-to-one 45 minute tutoring session. If you have questions or would like more information, contact Marianna Asaturova, Manager of Tutoring Services at 206 934-6650 or email her at Marianna.asaturova@seattlecolleges.edu.
Math Tutoring: Drop in help for students needing assistance in developmental math courses are available in the Math and Learning Lab (MALL) located in LIB 215/216. Help with college-level math and science classes is available in the Math and Science Center (MAST) located in RSB 18.
Writing Center: You can find additional writing help at South Seattle Writing Center in LIB 215. There, you will find FREE assistance to help you successfully complete your writing assignments for this course. In addition to writing workshops, you can also sign up to work with a tutor one-on- one to help you through all stages of the writing process--from understanding your assignment, to outlining, to the revision and refinement stages of paper writing process.
Northwest E-Tutoring Consortium: An online-only service. Their e-writing lab allows students to submit a draft of one’s paper to a tutor, ask for specific feedback, and receive a tutor’s response within 24-28 hours. Additional services such as live tutoring via chat and an e-questions discussion board are available for interested students as well.
Collaborative Learning and Instruction Center (CLIC): Also available for students enrolled in the Student Success Services program. Located in RSB 66, CLIC provides assistance in all subjects, including writing.
Computer Labs: There are computers at various locations on campus, including the Library and Writing Center. If you do not have a computer or printer of your own, arrange to use these public resources well before an assignment is due.
The Wall (Writing and Learning Lab): Similar to the Writing Center, but more focused on grammar and mechanics. This is a great place to meet students and create study groups. Located in RSB 16.
Academic Accommodations: SSC’s Disability Support Services serves students with a wide array of learning challenges and disabilities. If you are a student who has a physical or mental limitation for which you have documentation or have seen someone for treatment and if you feel you may need accommodations in order to be successful in college, please contact the Disability Support Service’s office at Robert Smith Building, room 12, or call (206) 934-5137, or (206) 934-6648. Email: Rose.Kolovrat@seattlecolleges.edu. Any contacts and/or information will remain strictly confidential.
Religious Accommodations: Students are entitled to two days of excused absences per academic year for reasons of faith or conscience or for organized activities conducted by a religious organization. These absences will not affect your grade, but it is your responsibility to inform your instructor about the planned absence and to make arrangements to complete the course work for those days. You must request the excused absence two weeks’ prior to the date of the absence. If you wish to request an absence for reasons of faith or conscience, you may obtain a form and guidelines for completing the form from the division office in UNI.
Campus emergencies: If you want to know whether or not the campus has closed due to snow, ice, or any other reason, you can:
- Check the campus closure information page.
- Check Flash Alert and register your email for alerts.
- Call the school’s main number (206) 934-5300 for a recorded message
- Make sure you are subscribed for email and/or text alerts. Click on the "Register" button in the upper right to register.
Special Instructions
(e.g. lab safety policies, field trip information, etc. as appropriate) – lab classes must include
- Lab Safety instructions and requirements
- Indication that lab waiver form will need to be signed and submitted (note that these forms are in the Academic Programs Canvas shell)
Diversity and Safety
South Seattle Community College is one of the most diverse colleges in the Pacific Northwest. While this strength stems from the demographics of our campus population, we as a community believe our identity goes beyond that. We strive to create a welcoming learning community for all. We encourage multiple perspectives and the free exchange of unbiased and non-prejudicial ideas and experiences, which broaden our understanding of one another and the world around us. The expectation is that you will join us in this endeavor by contributing to an accessible, safe, and respectful classroom environment, free of discrimination and harassment. If you are offended, hurt or made to feel unsafe by something that either another student does or says, please let me know. In the same way, please let me know if you are offended, hurt, or made to feel unsafe by something I say or do. It is my intention to ensure this classroom is a safe place for all. Visit the equal opportunity pages to learn more about the college’s efforts to create and foster an inclusive campus community.
Equal Opportunity Statement: South Seattle College is committed to the concept and practice of equal opportunity for all its students and does not discriminate on the basis of race or ethnicity, color, age, national origin, religion, marital status, sex, gender, sexual orientation, gender identity, veteran or disabled veteran status, political affiliation or belief, citizenship/status as a lawfully admitted immigrant authorized to work in the United States, or presence of any physical, sensory, or mental disability, except where a disability may impede performance at an acceptable level. In addition, reasonable accommodations will be made for known physical or mental limitations for all otherwise qualified persons with disabilities.
Title IX Statement: South Seattle College is committed to fostering a safe, productive learning environment. Title IX and our school policy (per WAC 132F-121-110) prohibit discrimination on the basis of sex, which regards sexual misconduct — including harassment, domestic and dating violence, sexual assault, and stalking. We understand that sexual violence can undermine students’ academic success and we encourage students who have experienced some form of sexual misconduct to talk to someone about their experience, so they can get the support they need. You can reach out to me, or any of the following you feel most comfortable with:
- Counselors, 206-934-6409, for appointments
- Linda Manning, Director of HR, Seattle College District, 206-934-6415, Manning@seattlecolleges.edu
- District Compliance Officer, 206-934-3873
- Campus Security, 206-934-0911
ALL reports are handled with utmost care and sensitivity.
Mandatory Reporting: As an instructor, one of my responsibilities is to help create a safe learning environment on our campus, and I also have a mandatory reporting responsibility. It is my goal that you feel able to share information related to your life experiences in classroom discussions, in your written work, and in our one-on-one meetings. I will seek to keep information you share private to the greatest extent possible. However, I am required to share information regarding sexual misconduct or information about a crime that may have occurred on South’s campus with the Title IX Coordinator. ALL reports are handled with utmost care and sensitivity.
Please see Campus Information to learn more about campus policies, procedures and rights on these issues.
Emergency Preparedness
See South campus emergency preparedness.
Sign up for emergency alerts: Flash Alert or Rave Mobile Safety (click on Register button in upper right).
In case of an Earthquake: Duck, hold, and cover — don’t run.
In case of an active shooter: Run, hide, fight.
Complaint Process
When possible, students are encouraged to talk with their instructor about any concerns or problems they are encountering in class. Concerns can also be directed to:
- the relevant Associate Dean - Academic Transfer (currently Johnny Hu, johnny.hu@seattlecolleges.edu)
- a counselor
- the Center for Equity, Diversity, & Inclusion
Also, use these links for learning about complaints in general, grade complaints, or non-grade complaints.
Course Summary:
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