FTLA DAY 3

WELCOME BACK

GRUMPY CATS
WHAT WORKED?
Learning and discussing Connectivisn
Enjoyed creating the videos and looking forward to
creating welcome videos
Forced to think about teaching philosophy. Pseudo
philosophy on my resume was not thoughtful. Got
to reflect today
How the Golden Circle relates to the teaching
philosophy
Understanding that teaching philosophy may be
adjusted based on the audience
Facilitators are so intelligent, qualified and super
nice. There peers are also
The many creative and visual activities were very
helpful

Focusing on the why helped to clarify our motivation for why we have chosen
this field what gives us the passion to teach and how translates to our
students
You mean everything!
Ted talk video and how to do the teaching philosophy.
Feedback on our process
Videos for the class
Visuals, discussions and writing info on large sheets to facilitate learning
process

GRUMPY CATS
WHAT QUESTIONS REMAIN?
None
Manymoretech/videosharingquestionsbutwillneedtotryathomefirst.Class
wasgreat.
Ongoing,notnonepresent
Imconcernedhowthiswilleffectmylecturinginclass
Howtoaddressindividualstudentswhenyouhavesomany
Moreclarificationonwhatcompriseswhy,how,whatofteachingphilosophy
TeachingphilosophyremainsincompleteandIhopetogetdeeperintoitaswellas
contrastviewintermsofthecollege,districtandcollegephilosophy
Nonefornow

TED ED
http://ed.ted.com/on/CAYQHCjK

http://ed.ted.com/on/DvuRF16k

BRAINOLOGY

THIS AMERICAN LIFE WITH PAUL TOUGH

FIRST IMPRESSIONS: SYLLABUS REDESIGN

Bamdad Samii, Math Faculty

at Los Angeles Mission
College

WHY?

Students who experience informal

interactions tend to be more motivated,
engaged, and actively involved in the learning
process (Thompson, 2001; Woodside, Wong, &
Weist, 1999).
Perception of faculty has been identified as a
primary agent of college culture, and has an
important influence on the attitudes,
interests, and values of college students
(Chickering& Reisser, 1993; Lambert,
Terinzini, & Lattuca, 2007; Pascarella, 1980b;
Pascarella & Terenzini, 1991, 2005;
Thompson, 2001)
Faculty members allowing students to use
their first names are perceived as higher in
warmth, approachability, and respect in

First Impressions and Professor Reputation: Influence on

Student Evaluations of Instruction
Buchert, Stephanie; Laws, Eric L.; Apperson, Jennifer M.; Bregman, Norman J.
Social Psychology of Education: An International Journal, 2008-Nov

We examined the effects of professor reputation

versus first impressions on student evaluations of
instruction. Students in 19 Psychology courses
completed course evaluation surveys either before
meeting the instructor or 2 weeks into the semester.
Both groups then completed the course evaluation
again at the end of the semester. Unlike evaluations
completed prior to meeting the professor, students'
ratings 2 weeks into the semester did not differ from
end-of-semester evaluations.
Therefore, students considered first impressions more
important than professor reputation as determinants
of their end-of-the semester evaluations. Results
suggest that students form lasting impressions within
the first 2 weeks of classes.

During her time at Harvard, Nalini Ambady

performed an experiment to examine the effect of
first impressions on perception.
In this study, she divided students enrolled in a
college class into two groups. She showed each
group video clip of the professor in action. One
group saw clips which depicted the professor as
cold and uncaring. The other group saw clips
which portrayed the professor as warm and
caring. Each student was asked to write an
evaluation of the professor after viewing the clip.
At the end of the semester the students who
saw the videos depicting the professors as warm
and caring still described him as warm and
caring. Those who began the semester thinking
the professor was cold and uncaring ended by
describing the professor as cold and uncaring.

Students in a physiology course at Loyola University

Chicago Stritch School of Medicine were asked to
evaluate 16 professors who lectured during the course.
Students had the option of evaluating each professor at
the start of the course, or waiting until the course ended.
Students were allowed to change their minds before the
evaluations were finalized at the end of the course.
The study, published in the December 2010 issue of the
journal Advances in Physiology Education, included 144
students. Twenty-six percent filled out evaluations at the
start and 65 percent waited until the course ended. Nine
percent did not submit evaluations.
The scores professors received on early evaluations were
markedly similar to the scores they received on
evaluations made after the course ended. (In statistical
terms, the correlation was .91.) And students rarely
changed their minds about professors -- only 3 percent
of evaluations were revised before the evaluations were
finalized.

COMPONENTS

Content

Language

Visual

Syllabus Redesign!

Learning-Centered Syllabus
A learning centered syllabus requires that you shift from
what you, The instructor, are going to cover in your course to
a concern for what information and tools can provide for your
students to promote learning and intellectual development
(Diamond, p. xi).
An effective learning-centered syllabus should accomplish
certain basic goals (Diamond, p. ix):
1. define students' responsibilities;
2. define instructor's role and responsibility to students;
3. provide a clear statement of intended goals and student
outcomes;
4. establish standards and procedures for evaluation;
5. acquaint students with course logistics;
6. establish a pattern of communication between instructor
and students; and
7. include difficult-to-obtain materials such as readings,
complex charts, and graphs.

Diamond, R. M. (1997). "Forward" in Grunert, J., The Course

Syllabus, Bolton, MA: Anker Publishing Company, Inc

Content

Mandatory Content: (LACCD)

Office hours
Contact information
Approved Course SLOs
Basis of Grading
Work Product
Grading Criteria
Accommodation Statement for Students with Disabilities
Reference to the student code of conduct as it applies to
academic dishonesty
You can not count attendance as part of the grade or take off
points for lack of attendance

WHAT ELSE SHOULD IT HAVE?

Teaching Philosophy
Purpose of the course
Course Objectives
Other student resources on campus (labs/ counseling / financial aid )
Textbook ISBN number
Study skill suggestions
Online resources & difficult-to-obtain materials like videos, readings, charts and
graphs.
Establish a pattern of communications between instructor and student
Course title, number, credits
Time, Dates & Location
List Important Campus dates (drop dates, registration dates, etc.)
Prerequisites to the course

SYLLABUS LANGUAGE
The deadline for completing the homework is the day and time of the applicable Midterm. NO LATE
WORK WILL BE ACCEPTED. Failure to do the homework (that is, failure to practice/rehearse/prepare
for tests) is a sure way to fail any College course. This syllabus is based on the expectation that the
student will put in at least two hours of homework for every hour in class. All students are expected to
arrive on time and stay for the entire class. Late arrivals are disruptive to both the lecturer and
students. Once you are seated, do not leave the room, as such comings and goings are disruptive.
Students must turn off all pagers and cell phones while in class. Students are encouraged to ask
questions and make comments on the lecture material. This should be done in a courteous manner by
raising ones hand and being recognized. Side conversations between students that disrupt the flow of
the lecture will not be tolerated as they are a distraction to other students. It is the students
responsibility to manage his or her academic workload.
It is the students responsibility to know all Add and Drop dates and procedures, and to follow
procedures by the deadlines. Also, please be aware of Financial Aid opportunities, and special
programs such as EOPS, MESA, and Internship possibilities. DSPS students should inform me ASAP
in order to make any applicable arrangements. Except for bottled water, no food or drink in the
classroom.

PRE: Regular and punctual attendance is expected

from all of us. Unlike most other courses, missing
just one mathematics class will immediately place
you at a disadvantage because it is difficult, if not
impossible, to catch up on the missed material by
yourself.
POST: To be successful in this and any other math
class, expect to spend at least two hours for every
class hour. The majority of learning that you do in
college courses takes place outside of class. What
you get out of this class will depend on how much
you put into it. Mathematics is not a spectator
sport, you have to put in the work to see the
results. Participation is greatly appreciated, and
encouraged!

I like my classes to have a fun, encouraging

environment. I expect you to come to class with a
commitment to learn, take good notes and
participate in discussions and classwork. I like
group learning in my class. I expect my students to
work together and encourage each other. With that
being said, I do expect students to abide by the
code of conduct in the college handbook. Please do
not disrupt the class by talking during lecture or
using profane language. I do encourage you to talk
and work together during classwork time, but
please keep your conversations to a whisper and
make sure they are math related.

SYLLABUS REDESIGN

EXAMPLESYAY!

LosAngelesSouthwestCollege
CHILD DEVELOPMENT 30
Infant andToddler Studies
Syllabus Fall 2015

Instructor:

Dawn Robinson

Office:
OfficeHours:

CDC 206
Mon, Wed 9:00 am 9:30 am
Mon, Tue5:00 pm 6:00 pm
Tue, Thur 9:45 am - 10:45 am
Saturday 11:15 am 12:15 pm
Orby appointment!
OfficeTelephone: (323) 241-5021
Email:
1monalisan97@gmail.com
CourseTitle:
Infant and Toddler Studies
CourseNumber#: CD 30
Section #:
438
Units:
3
Class Schedule:
Monday & Wednesday 11:10 am 12:35 pm
Class Location:
CDC 217
Course
Description:

Prerequisite:
Required Texts:

This course providesprinciples of inclusive, respectful caregivingfor infantsand toddlers with avarietyof
programdesigns. Topicscover typical and atypical development appropriate environments, curriculum,
health, safety, and licensingissuesaswell asobservations, assessments, familycommunications, home
visiting, resources, and current research on brain development.

CD 8
Monday Wednesday
9:35 am 11: 00 am
Section # 0426
I nstructor: Dawn Robinson

Spring 2016

Curriculum in Early Childhood

Education

Course Description

Verification of Annual Tuberculosis Test

th

Infants, Toddlers, andCaregiversMena&Eyer. 9 Edition

ISBN-13: 978-0-07-802435-1

Contact Me:
OFFICE:
HOURS:

CDC 206
M, W

12:45 -1:30 PM

T, TH

10:30-11:30 AM
5:30 6: 00 PM

Students design and evaluate developmentally appropriate

curriculum and environments for young children from birth to
age 8. Based on the value of play, students demonstrate the
teachers role in applying theory to practice in supporting
childrens concept development. Preparing and assessing the
implementation of curriculum will include but not be limited to:
language and literacy, social studies, art and creativity, music
and rhythm, physical and motor mastery, mathematics and
physical sciences.

S
PHONE:
EMAIL:

Course
Materials:

Textbook, Scantron, Materials for Assigned Projects and Classroom Activities ,

Notebook for journaling, new vocabulary and notes

11 AM -12 PM

323. 241.5021

robinsdl@lasc.edu

Follow me to Page

What Does Dawn Believe About Teaching?

Teaching and learning go hand in hand. As a student and teacher, its important
to understand that no one has all of the answers. My best teaching experiences
have been when I see learning in action. What does that mean? When we can
engage with classmates and learn from their expertise, we all learn something
more than we did before. Its important to me that you know that I believe
teaching is reciprocal and that I want to learn from your experiences. I want you
to share your expertise with our class during discussions, class activities and
experiences. Learning is active! We have learned from theorists like Piaget and
Vygotsky that children must construct knowledge through active and hands-on
experiences. In this class, I hope that you too will construct knowledge along the
way and make personal connections to the course content. When you leave this
course, I envision you being more comfortable thinking critically about what it
really means to plan curriculum for children using Developmentally Appropriate
Practices. I hope that you are equipped with additional information so that you
can apply what you have discovered to your daily lives; and that you will have an
additional tool box of resources, ideas, thoughts and skills that you will use for
years to come! Welcome to CD 8 Spring 2016!

Sed

Ipsum Augue?

Tips For Success!

Come to class
Plan ahead
Make connections and seek support (from me, classmates, lab
assistants, etc.) when you need it
Check your campus email regularly
Read your book
Turn in all assignments
Read your syllabus and refer to it regularly
Be Present and actively participate in class
Resources
ME!
Child Development Tutor Availability posted in Department
Child Development Lab
Online Student Support
http://www.lasc.edu/students/onlineservices/

Course Schedule

Week
1
2
3
4

Note: Schedule may be revised as some topics may require more or less discussion time.
Date Tasks
Date Tasks
2/8
Introduction & Course Overview
2/10
Chapter 1 DAP, TB Skin Test Due
2/15 No Class Presidents Day
2/17
Chapter 1
2/22 Chapter 3 Assessment
2/24
Chapter 3 Assessment Observe at CDC
2/29 Chapter 4
3/1
Chapter 4
Planning the Curriculum-Webbing
Planning the CurriculumAssessment & Observation Due
Curriculum Web Due
3/7
Chapter 7 & 8
3/9
Chapter 7 & 8
Language and Literacy
Language and Literacy
L esson Plan Draft in Class
Schedule to I mplement Next Week
3/14 Implement #1 this Week
3/16
Implement #1 this Week
Chapter 12 Problem Solving &
Chapter 12 - Problem Solving &
Mathematics
Mathematics
3/21 #1 Language and Literacy Lesson
3/23
Math Lesson Plan Due
Plan, Self Evaluation and Peer
In-Class Implementation
Review Due
Math L esson Plan I n-Class
3/28 Chapter 5
3/30
Chapter 6
Appreciating Differences
Physical Motor/Social Emotional
Chapter 6
Schedule to I mplement After Break
Myself & Others/Physical Motor
Spring Break
Implement #2 this Week
Physical Motor or Social Emotional In
Class
Lesson Plan Draft Due
Chapter 9 Physical Science
#2 Physical Motor or Social Emotional
Self Refection, Peer Evaluation, &
Lesson Plan Due
Chapter 11 Life Science

4/6
4/13
CDC

5/2

Implement #3 this Week

Chapter 14 Creativity & Dramatic Play
(I ntroduce Dramatic Play K its)

5/4

13

5/9

5/11

Chapter 13 Music & Rhythm

14

5/16

Chapter 14 Creativity & Dramatic Play

#3 Physical Science or Life Science
Self Reflection, Peer Evaluation &
Lesson Plan Due
Chapter 13 Music & Rhythm Circle Time
Experiences

5/18

15
16

5/23
5/30

Work on Final Project

Holiday

5/25
6/1
Final

Music and Rhythm Large Group

Experience in Class & Lesson Plan
Due
ECERS In Class Weekly Plan Due
Final Class 10:15 12:15 pm!!!!
Presentations
Final Notebook Project-Enjoy your Break!

4/4
4/11

10

4/18

11

4/25

12

Online Library http://lasc.edu/students/library/about_library.html - sthash.oowOYhtw.dpuf

http://libguides.lasc.edu/home
In compliance with the Americans with Disabilities Act (ADA), all qualified
students enrolled in this course are entitled to reasonable accommodations.
Please notify the instructor during the first week of class if you need any
accommodations to be successful in the course. Audio and video tools will be
utilized, so please notify me as soon as possible if transcribed information is
needed.
Disabled Students Programs and Services: is dedicated to promoting
academic success by providing services and accommodations that assure
educational success for students with disabilities. Any student who feels
she/he may need an accommodation based on the impact of a disability
should contact DSP&S at (323) 241-5480 or visit the DSP & S office in room
SSB 117.
Process for Addressing Concerns:
If you have a concern regarding your learning opportunities in this class, please
follow these steps:
st
1 Talk to Me!
nd
2 If you need to address your concern further, schedule an appointment with
the Department Chair, Ms. Brinson at (323) 241 5023
rd
3 For further discussion, schedule an appointment with Dean Hodge

4/20

4/27

Spring Break
Implement #2 this Week
Physical Motor or Social Emotional Lesson
Plan at Center
ECERS 1
Chapter 9 Physical Science

Chapter 11 Life Science

Schedule to I mplement Physical
Science or Life Science Lesson Plan
Next Week
Implement #3 this Week
Chapter 14 Creativity & Dramatic Play

THEATER 110 SECTION 0273

PREREQUISITE: NONE UNITS: 3
M/W 9:35 am-11:00am RM: COX 535
Instructor: Connie Bullock (Upload video here)
E-mail: bulloccm@lasc.edu
OfficeHours: by appointment: directly before class in classroom 10am-11:00am Phone:
REQUIRED TEXTS (In book store):
Edwin Wilson, THEATRE the lively art: 9th Edition, McGraw-Hill Education, ISBN 978-0- 07- 3514307 or 8th Edition, McGraw-Hill, ISBN 978-0-073514-20-8. The book should be available in the campus
bookstore, on reserve in the library, and can be purchased at amazon.com. You may also purchase
electronic copies at www.courseSmart.com
We will read a selection of plays (online campus library or www.simplyscripts.com/plays_a_h.html),
and a few pages from History of the Theatre, 10th Edition, Oscar G. Brockett (two book on reserve in
campus library).
COURSE DESCRIPTION: This course is a study of the development of the theater Its playwrights
and structure, from primitive origins to the present day.

COURSE OBJECTIVES:
Examine and discuss the development of the theater by comparing and contrasting different movements
and styles throughout the history of Western theater, its traditions from ancient origin to modern day.
Examine and analyze theatrical history and dramatic literature in the context of its time through the works
of various playwrights, and how these works reflect upon the cultural, economical, social and political
issues of the period and time.
Assess the different genres of plays, how they reflect upon the writers style and politics of the period.
Analyze a plays structure, the beginning, middle and end, and determine how these elements of structure
has changed over time; Comprehend how and why great dramatic literature continues to resonate through
the ages a result of the topics, characters, situations and philosophies which they cover.
Examine various cultures, identifying and understanding why periods and civilizations develop various
kinds of art forms and the relationship between art and the particular cultural needs of that society.
STUDENT LEARNING OUTCOMES:
Evaluate the relationship of theatre to its art and culture through its writing styles.
Identify and analyze the major playwrights, innovators and practitioners, and plays of Western theater.
METHOD OF INSTRUCTION: Lecture, video or video clips pertaining to subject theatrical culture and
time period, including plays or scenes from plays, in-class discussion of the material we read and view,
and weekly tests.
READING, ORAL PRESENTATION, WRITING, and LIVE THEATER ASSIGNMENT (EXTRA
CREDIT): Students will read 3 chapters per week. Readings include the primary text, plays and
playwright

Pg 2
bios and any additional helpful reference or resource materials. All assigned reading must be completed
prior to the class meeting. You are expected to come to class prepared to engage in discussions.
Thepaper is exemplary if it is well organized and the content includes a listing and differentiation of
the various periods of Western theatre; an analysis of theatrical history and dramatic literature in the
context of its time, including the relationship of the theatre art form to other art forms and historical,
cultural sociological and economic influences; an explanation on how and why great dramatic literature
continues to resonate through ages as a result of the topics, characters, situations and philosophies which
they cover; and, an identification and explanation why periods and civilizations develop various kinds of
art forms and the relationship between art and the particular cultural needs of that society. The writing
will be clearly written utilizing college-level writing techniques and spelling, with supportive illustrations
and examples. Further, the paper will include thoughts regarding how the content may be applicable to
one's life.
Acceptable: The paper is acceptable if it is organized and the content includes a general listing and
differentiation of most of the periods of Western theatre; a brief analysis of theatrical history and
dramatic literature in the context of its time, including the relationship of the theatre art form to other art
forms and historical, cultural sociological and economic influences; a brief, yet general explanation on
how and why great dramatic literature continues to resonate through the ages as a result of the topics,
characters, situations and philosophies which they cover; and, a general identification and explanation
why periods and civilizations develop various kinds of art forms and the relationship between art and the
particular cultural needs of that society. The paper will be written, utilizing acceptable college-level
writing techniques and have several grammatical errors and misspellings, with few supportive
illustrations and examples. Further, the paper will indicate how the content may be applicable to one's life.
Unacceptable: The paper is unacceptable if it lacks organization and the content is unsupported by
examples and illustrations that are either not included or are too general, brief and vague. Aside from
being a paper that lacks demonstration of critical thinking skills at the college level, the style of writing
lacks appropriate sentence structure, grammar, spelling and clarity. Further, there is little or no response
to ways in which the material taught in the class can be applied to one's life.
NOTE: All written assignments are to be typed, double-spaced, font size 12, MLA style. Type your full
name, section of this class, current semester and date in the upper right-hand corner of your papers.
Students will attend a livetheater performance, during the semester and write a one-two page review of
the production. The goal is for student to experience and relate the performance to our class discussions.
Guidelines for this Theater Performance Review will be handed out in class. The report will be typed,
double spaced as directed in the above paragraph, and is due the week before the final exam. Attach
ticket stub or program for proof of attendance.
TESTS:
Weekly quizzes will evaluate your understanding of the assigned readings, lectures and class discussions
as well as serve as a review for the final exam. Tests cannot be made up under any circumstances.

LOS ANGELES SOUTHWEST COLLEGE

bulloccm@lasc.edu

SYLLABUS SPRING SEMESTER 2016

THEATER 110

HISTORY
WORLD
THEATER

OF THE

LOS ANGELES SOUTHWEST COLLEGE

OF 6

bulloccm@lasc.edu

SYLLABUS SPRING SEMESTER 2016, 2

COURSE DESCRIPTION:
Study of the development of the theaterIts playwrights and structure,
from primitive origins to the present day.
COURSE OBJECTIVES:
and discuss how theater has developed and evolved,
by
comparing and contrasting different movements and styles
throughout the history of Western theater (its traditions from ancient
origin to modern day).

SECTION
0273
M/W 9:30AM-11:00AM COX 535
INSTRUCTOR: CONNIE BULLOCK - bulloccm@lasc.edu
OFFICE HOURS BY APPOINTMENT IN CLASSROOM

9:00AM-9:30AM
WELCOME TO THE HISTORY AND STORY OF THEATER
CLASS TEXTS (In book store):
Edwin Wilson, THEATRE the lively art: 9th Edition, McGraw-Hill
Education, ISBN 978-0- 07- 351430-7. Available in the campus bookstore,
on reserve in the library, and can be purchased at amazon.com. You may
also purchase electronic copies at
www.courseSmart.com.

Examine and analyze theatrical history and dramatic literature.

How does the works of these playwrights reflect upon the cultural,
economical, social and political issues of the period and time.
Analyze a plays structure (the beginning, middle and end)consider
how and why great dramatic literature continues resonate through
the ages as a result of its topics, its characters, situations and
philosophies.
various cultures, identifying and understanding why periods
and civilizations develop various kinds of art forms, and the
relationship between art and the particular cultural needs of that
society.

We will also read a selection of plays

(found in campus online library or
www.simplyscripts.com/plays_a_h.html), and a few pages
from History of the Theatre, 10th Edition, Oscar G. Brockett
(two books on reserve in campus library).
LOS ANGELE SOUTHWEST COLLEGE

bulloccm@lasc.edu

SYLLABUS, SPRING SEMESTER 2016

LOS ANGELE SOUTHWEST COLLEGE

bulloccm@lasc.edu

SYLLABUS, SPRING SEMESTER 2016

Gather information for showing the properties to prospective clients and write a
presentation that reflects your assessment of the properties and the culturally diverse
neighborhoods. Your presentation should reflect and document the following:
Research and analyze the neighborhood where the property is located, the
property (or site) itself, and the improvements on the property.
Preview the homes and assess the design, layout and design deficiencies of the
structures and landscape.
Research the neighborhoods origin and history.
Research the local streets, nearby freeways, public transportation information,
school districts, neighborhood shopping and recreational facilities.
Visit business establishments unique to that neighborhoods culture (i.e.
restaurants, cultural centers, etc.)

4. CourseMaterials & Methods: This is a hybrid course that will betaught online using ETUDES
(Easy To Use Distance Education Software) and on campus in CE 205, Tuesdays from 5:45 9:50pm.
All assignments, quizzes, tests, and other materials will be posted in ETUDES. This course is
supported by MAC and PC. Access to a computer with a reliable, stable Internet connection is required.
5. Accessing Your Course: Your course will not be accessible before August 29th. Please review the
information on West Los Angeles Colleges (WLAC) Distance Learning website at
http://www.wlac.edu/online where you will find links to course information including required materials,
login instructions, Technical Requirements and videos on How to Login, Navigate within Etudes, Read &
Post in the Discussion area.
6. Assignments, Quizzes and Exams: Real Estate Finance includes 15 chapters, 15 quizzes, 3 exams and
a written assignment. There may also be assignments for extra credit. Written assignments and Quizzes
are located in Etudes under the Assignments, Tests and Surveys tab. ALL WRITTEN
ASSIGNMENTS, QUIZZES AND EXAMS ARE TIME-SENSITIVE AND WILL NOT BE
ACCEPTED BY THE ETUDES SYSTEM AFTER THE DUE DATE. Make-up exams are not
allowed. You should completetwo chapters per week in Etudes. This leaves sufficient time to
complete your coursework and take your final exam.
ALL COURSE WORK (QUIZZES AND WRITTEN ASSIGNMENTS) MUST BE COMPLETED
AND SUBMITTED BY FRIDAY, OCTOBER 21st , 2011, 11:00PM. COURSE WORK
SUBMITTED AFTER THIS TIME WILL NOT BE ACCEPTED.
7. Attendance: Students are expected to login consistently throughout thesemester and attend scheduled
classes on campus. All students must be logged in by Monday, September 6th. Students not logged in
by Friday, September 16th will beexcluded from thecourse and might not bereinstated. A student
who does not regularly login and does not complete the coursework is subject to being dropped from the
course or receiving an F.
8. CourseWithdrawal Procedure: Any student intending to withdraw from thecoursemust follow
the proper procedure, in accordancewith the college catalogue. Theproper form must be fled with
the Office of Admissions and Records, and theinstructor must be notifed in writing to avoid
receiving an F as thefinal grade. If you fail to officially drop theclass and do not completethe
course you will receivean F on your permanent records.
9. Grading: Grading will be on the point system and students may earn up to a total of 500 points. The
fnal grade will bebased upon thetotal number of points (out of 500) received during the course
from exams, quizzes, and written assignments. Additional points may be earned from class
participation, and other possible items as determined by the instructor.

;
West L os Angeles College

www.wlac.edu

Syllabus, Spring 2016

WL A C Real Estate Finance, RE 007, Section 8167

Course Goals &

Student L earning Objectives

Real Estate Finance

RE 007, Section 8167 (Online)

February 8 J une 6, 2016

Online Access

Course Description and Purpose

In this course, forms and sources of financing
property, construction and permanent financing are
studied. The procedures for FHA, Cal Vet and VA
financing, mortgage capital from savings and loan
associations, commercial banks, insurance
companies and other sources, junior mortgages,
appraising for mortgages, loan ratios and leaseholds
are also covered. Course Credit: 3 Units.

Course Textbook Information

Real Estate Finance, 7th Edition
Author: Walt Huber, L evin P.
M essick.
Publisher: Educational Textbook
Company (ETC).
ISBN 978-0-916772-48-2.
Bookstore Ph: (310) 287-4560
http:/ / onlinestore.wlac.edu

Instructor: Dr. Arnita Porter | PorterAE@wlac.edu | Office hours by appt (9 am - 2pm)

Course Goals and Student

L earning Objectives
(SL Os)
Page 2

Spring 2016 Calendar,

Course Objectives, Study
Tips, Classroom and Social
M edia Info, and Teaching
Philosophy.

Course Overview,
Requirements, and
Expectations
Page 3

Pages 4 & 5

Syllabus, Spring 2016

This course is taught online

using ETUDES (Easy To Use
Distance Education Software).
All assignments, quizzes, tests,
and other materials will be
posted in ETUDES. This
course is supported by MAC
and PC. Access to a computer
with a reliable, stable Internet
connection is required. Your
coursewill not beaccessible
beforeFebruary 8th. Please
review the information on West
Los Angeles Colleges
(WLAC) Distance Learning
website at
http://www.wlac.edu/online to
find links to course information
including required materials,
login instructions, Technical
Requirements and videos on
How to Login, Navigate within
Etudes, Read & Post in the
Discussion area.

This course will provide

students with information
to develop real estate
knowledge sufficient to
pass the State of
California Bureau of
Real Estate Agent
Licensing Examination,
and will create a
foundation for additional
real estate study and
personal development.
This course will also
achieve the following
institutional Student
Learning Outcomes:

Describeandexplain
theroleandfunction
of theFederal Reserve
System
Interpret andanalyzea
UniformStandard
Residential Application
(1003)
List, compareand
contrast conventional
andgovernment loan
programs

STUDENT SUCCESS
ASSISTANCE:
For CourseContent Issues:
Please contact me via the ETUDES
site or at: PorterAE@wlac.edu.
For Technical Support Issues:
visit the Online Student Help Desk
at
http://www.wlac.edu/online/helpdesk.asp.

Distance Learning Program Office:

(310) 287-4305
Email: online@wlac.edu
Counseling Services and
Programs: visit wlac.edu.

ACCOMODATIONS:
West DSPS Program
If you have a documented
disability and believe you may
need accommodations with this
class, please contact
Supportive Services
Located in HRLC 119
Ph: (310) 287-4450
DSPS will better ensure the
accommodations you need are
implemented in a timely fashion.

http:/ / www.wlac.edu/ dsps

2
2

;
WL AC Real Estate Finance, RE 007, Section 8167

Attendance
Students'are'expected'to'

Assignments, Quizzes & Exams

login'consistently'throughout'
the'semester.''(

All(students(must(be(logged(
in(by(Friday,(February(14th.(

Students(not(logged(in(by(
th
Monday,(February(17 (will(
be(excluded(from(the(course(
and(might(not(be(reinstated.''''

A(student(who(does(not(
regularly(login(and(does(not(
complete(the(coursework(is(
subject(to(being(dropped(
from(the(course(or(receiving(
an(F.(((
If(you(are(having(problems(
with(the(course(material(or(
class(participation,(please(
contact(me(at(the(outset,(
rather(than(waiting(until(an(
assignment(is(due.((

Course Withdrawal Procedure

Course Withdrawal

Course'work'is'located'in'Etudes'
under'the'Assignments,(Tests(
and(Surveys'tab.(
15'chapters'(one'chapter'per'
week);'15'quizzes;'3'exams;'1'
written'assignment.(
Course'work'is''time'sensitive.''
The'Etudes'system'does'not'
accept'submissions'after'the'due'
date.''MakeHup'exams'are'not'
allowed.(
All(course(work(must(be(
completed(and(submitted(by(
Monday,(June(2,(2014.(

Syllabus, Spring 2014

Syllabus, Spring 2014

WL AC Real Estate Finance, RE 007, Section 8167

Spring 2014: Traditional Semester
SESSION PERIOD
APPLICATIONS ACCEPTED BEGINNING
REGISTRATION BEGINS
-Priority
-Continuing Students
-New & Returning Students
-Residency Determination Required
Special Registration Hours

Grading
Students may earn up to a total of
500 points. The final grade will be
based upon the total number of
points (out of 500) from exams,
quizzes, and the written
assignment. Additional points
may be earned from class
participation, and extra credit.

Feb 10 - J une 9 2013

Mon, Oct. 14
Nov 13 - 17
Nov 18 - Dec 8
Dec 9
Feb 9
Feb 3 - Feb 21 Mon - Thur: 8:30am - 7:00pm
Fri: 8:30am - 2:00pm
Mon, Feb 10
Sat, Feb 22
J UNE 3 - J UNE 9

M-F CLASSES Begin

Sat CLASSES Begin
FINALS (pdf schedule)
LAST DAY TO
Third Attempt Petitions
Add/Audit Traditional Classes

Written Assignment =100 points

Drop a Class with a refund/no fee owed

Drop a Class w/o a "W"

Fri, Jan 31
Online:
Feb 9
In-person: Feb 21
Feb 21
Feb 21

Drop w/ a W
File Pass / No Pass
GRADUATION PETITION ACCEPTED

May 9
Feb 21
Nov 18 - April 25

Quizzes =100 points (Chapters 1 15)

Exam 1 =100 points (Chapters 1 6)
Exam 2 =100 points (Chapters 7 12)
Exam 3 =100 points (Chapters 13 15)

GRADUATION CEREMONY
CAMPUS CLOSED
Presidents' Day: Feb 14-17
Cesar Chavez Day: Mar 31

The course grade will be based

upon the following:
90% and over will earn a gradeof A
80% to 89.9% will earn a gradeof B
70% to 79.9% will earn a gradeof C
60% to 69.9% will earn a gradeof D
59.9% and below will earn a gradeof
F

J une 10
Spring Break: Apr 7 - April 13
Memorial Day: May 26 Non-Instruction Day: May 27

C o u r s e O b je c t iv e s

Thanks for being here

A grade of C or better is required by

the Bureau of Real Estate in order to
take the State of California Bureau of
Real Estate Examination for real estate
licensing.

Upon successful completion of this course, students will be able to

A.
B.
C.

If you intend to withdraw from

the course, you must follow the
proper procedure, in accordance
with the'college'catalogue.''The'
proper'form'must'be'filed'with'
the'Office'of'Admissions'and'
Records,'and'you'must'notify'
me'in'writing'to'avoid'receiving'
an'F'as'the'final'grade.''
Failing'to'complete'the'course'
and'officially'dropping'the'class'
may'result'in'you'receiving'an'
F'on'your(permanent'records.

D.
E.
F.
G.
H.
I.

Define mortgage terms and explain the history of real estate finance.
Employ vocabulary and terminology specific to the field of Real
Estate Finance
Identify financing terms, documents, forms and sources for financing
property
Identify and articulate distinctions between FHA, Cal Vet, VA loans ,
primary and secondary markets, and mortgage products.
Identify procedures for securing financing for home, commercial and
investment properties.
Utilize computers, the internet and social media to for research,
marketing and expanding clientele.
Demonstrate knowledge of leasehold estates
Identify federal and state laws that influence and impact the market.
Identify ethical laws, policies, guidelines and standards adhered to
within the industry

4
3

Instructor: Dr. Arnita Porter | Email: PorterAE@wlac.edu | PorterAE@ymail.com

WEEK
1

CLASS ACTI VI TI ES

ASSI GNMENTS

CHAPTER 1: A SHORT HISTORY OF FINANCE AND THE FED

FEB 8 - 14, 2016

- READ CHAPTER 1
QUIZ AND DISCUSSION QUESTION DUE BY
FEB 14TH

CHAPTER 2: THE REAL ESTATE CYCLE AND THE SECONDARY MARKET

FEB 15- 21, 2016

- READ CHAPTER 2
QUIZ AND DISCUSSION QUESTION DUE BY
FEB 21ST

CHAPTER 3: SOURCES OF FUNDS: THE PRIMARY MARKET

FEB 22 28, 2016

- READ CHAPTER 3
QUIZ AND DISCUSSION QUESTION DUE BY
FEB 28TH

CHAPTER 4: THE SECONDARY MARKET AND FEDERAL CREDIT

AGENCIES
FEB 29 MARCH 6, 2016

-READ CHAPTER 4
QUIZ AND DISCUSSION QUESTION DUE BY
MARCH 6TH

CHAPTER 5: FEDERAL REGULATION AND CONSUMER PROTECTION

MARCH 7 13, 2016

- READ CHAPTER 5
QUIZ AND DISCUSSION QUESTION DUE BY
MARCH 13TH

CHAPTER 6: STATE REGULATION OF LENDING

MARCH 14 20, 2016

- READ CHAPTER 6.
QUIZ, DISCUSSION QUESTION DUE BY
MARCH 20TH. EXAM 1DUE BY MARCH 28TH

REVIEW FOR EXAM 1 (CHAPTERS 1 6)

7

EXAM 1DUE MONDAY, MARCH 28, 11:59PM (CHAPTERS 1 6)

CHAPTER 7: FINANCE I NSTRUMENTS
MARCH 21 27, 2016

CLASS PROJ ECT RELEASED - DUE

CHAPTER 8: OVERVIEW OF THE L OAN PROCESS
MARCH 28 APRIL 3, 2016
SPRING BREAK: APRIL 1 8, 2016

- REVIEW FOR EXAM 1

- READ CHAPTER 7
QUIZ AND DISCUSSION QUESTION DUE BY
MARCH 27TH
- READ CHAPTER 8
QUIZ AND DISCUSSION QUESTION DUE BY
APRIL 3RD

CHAPTER 9: CONVENTIONAL FINANCING

APRIL 11- 17, 2016

- READ CHAPTER 9
QUIZ AND DISCUSSION QUESTION DUE BY
APRIL 17TH

10

10

CHAPTER 10: ALTERNATIVE FINANCING

APRIL 18- 24, 2016

- READ CHAPTER 10
QUIZ AND DISCUSSION QUESTION DUE BY
APRIL 24TH

11

11

CHAPTER 11: GOVERNMENT PROGRAMS: FHA AND VA LOANS

APRIL 25 MAY 1, 2015

- READ CHAPTER 11
QUIZ AND DISCUSSION QUESTION DUE BY
MAY 1ST

12

12

CHAPTER 12: SELLER FINANCING

MAY 2 8, 2016

- READ CHAPTER 12
QUIZ AND DISCUSSION QUESTION DUE BY
MAY 8TH
REVIEW FOR EXAM 2
EXAM 2DUE BY MAY 13TH

REVIEW FOR EXAM 2 (CHAPTERS 7 12)

**EXAM 2 DUE BY 11PM MAY 13TH (CHAPTERS 7 12)

1
2

East Los Angeles College

Spring 2014/ English 101:Section 1667

English: 101
CollegeReading and Composition I

Instructor: Jessica Cristo

Email: cristojr@elac.edu
Office Phone: (323) 780-6795
Office Hours: Tuesdays 1:00 p.m.-2:30 p.m.
Office Location: B2-107

!
!
!

A FIRST YEAR EXPERIENCE COURSE (FYC)

Course Objectives
(learning outcomes)
By the end of the semester students will be
able to:

1. Students will compose an essay in

accordance with the Modern Language
Association format.
2. Students will demonstrate critical
thinking by conducting research,
evaluating source material, and
presenting reasoned arguments with
relevant support on an assigned or
chosen topic.
3. Students will demonstrate an
understanding of a variety of texts by
connecting concepts from the texts to
course themes or current issues.

!
!
!

Course Description
English Department: This is a college-level freshman
composition course which focuses on expository writing and
argumentation and requires the writing of a minimum of 6000 words
in essays and a research paper. Students study a variety of texts
written at the college level, including literature, that reflect current
academic concerns relating to issues of language, ethnicity, class,
gender, identity, psychology, and cultural studies. The course is
intended for students who plan to transfer to a four-year college or
university.

Class Participation & Conduct

Because this class consists of lectures, in-class work, and
discussions, each student should come to class ready to actively
participate and to discuss all assigned readings or exercises. If you
repeatedly come to class unprepared you will be encouraged to
drop the course. Treat your instructor and fellow students with
respect. Unacceptable behavior includes: talking while the
instructor is lecturing or another student is speaking, being
disruptive in class, including sleeping, using cell phones or other
devices or repeatedly going in and out of classroom.

Required Textbooks
The Tattooed Soldier, By Hector Tobar
Under the Feet of Jesus, By Helena Maria Viramontes
Translation Nation, By Hector Tobar
*Instructor will provide supplemental reading materials

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!

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issue, date

Reading & Writing Assignments

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Issue!#,!Date!

Class schedule (subject to change with notification by instructor)

Week: 1 Introduction
6/ 26/ 2013

Introduction to the
course
Themes in Education
Reviewing course
materials

Week 3: Introduction to
Mindset

Buy course Materials

Create Moodle account
Login and respond to the
Moodle forum titled
Students Introductions

Introduction to Mindset.
Review of in-class note
taking
Watch interview(s) with
Carl Dweck, Ph. D. and
related video(s).
Students will take inclass notes and pose
discussion questions.
Discuss chapter 1 & 2 of
Mindset
Review Essay#1promt
Review grading rubric
Essay Mapping

Assignments for Tuesday:

Week 2: Educational Discourse

9/ 2/ 2013

The Death and Life of the Great American School System: How Testing and Choice Are Undermining
Education Diane Ravitch

9/ 23/ 13

Discuss chapter 5 of
Mindset
Discuss Essay #2 prompt
Writing Introduction &
Thesis statements

The Shame of the Nation: The Restoration of Apartheid Schooling in America J onathan Kozal

Assignments for Tuesday:

Read and annotate chapter

5 of Mindset
Read handouts*
Final Essay #1 due

Education either functions as an instrument

which is used to facilitate integration of the
younger generation into the logic of the present
system and bring about conformity or it becomes
the practice of freedom, the means by which men
and women deal critically and creatively with
reality and discover how to participate in the
transformation of their world.
Paulo Freire, Pedagogy of the Oppressed

Assignment for Thursday

Bring a draft of your

Introduction and Thesis
paragraph to submit and
share.

9/ 16/ 2013

Introduction to Key
Terms
Discussion on
Educational
Experiences
Computer Lab

Read College
Pressures, How to
mark a book.
Watch how to mark a
book, video clip of
Reading Between the
Lives (in class)
Answer discussion

Read and annotate

chapter 1 and 2
Read Essay #1
prompt on Moodle

Week 5: Mindset

Week 4: Mindset

Assignments due Tuesday

Writing and Community Action: A Service-Learning Rhetoric with ReadingsThomas Deans

9/ 9/ 2013

Assignments for Thursday

The Flat World and Education: How America's Commitment to Equity Will Determine Our Future
(Multicultural Education)-Linda Darling Hammond

to class, 2 copies.

Review grading
rubric
Essay Mapping
Discuss Chapter 3
and 4 of Mindset
Peer review of
Essay#1

Assignments for Tuesday:

Read and annotated

chapter 3 & 4 of
Mindset

Assignment for Thursday

Bring draft of Essay#1

Week 6: Mindset

Resources:)

9/ 30/ 13

http://dictionary.reference.com/)

Discuss chapter 6 and 7 of

Mindset
Discuss body paragraphs
Discuss using quotes for
evidence
Grammar review
http:/ /www.youtube.com/
watch?v=zDZFcDGpL4U
Changing Education
Paradigms

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2!
!

Assignments for Tuesday:

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ipsum dolor
issue, date
Assignments:
You will be responsible for writing approximately 3 formal essays, annotated

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L

Issue!#,!Date!

bibliography and 2 in-class essays (at midterm and final). Keep in mind that missing even one
essay puts you at risk for failure. You will also keep a writing journal (notebook or composition
book) and a portfolio that will be turned in at then of the semester. There will be short writing
assignments for your journal and you will keep all feedback on assignments , including rough
drafts and final drafts in your portfolio (folder).

Grade Scale/Evaluation
Writing Assignments: 85%
Homework (forums): 10%

Paper submission: All final drafts of your essays must be

typed (expect, of course, for the in class essay) and submitted
in doc., docx., or rtf. format.

Grammar (syntax) & Vocabulary: 5%

Double Space

Writing Assignments
Essay 1
Essay 2
Essay 3 (midterm)
Midterm Revisions
Annotated Bibliography
Essay 4
Essay 5 (final)
Total

12-point size font in Times New Roman

MLA-formatted, including headings and pagination

format. Failure to follow submission requirements will
result in loss of points. You must keep all graded
essays; you may need them at some point in the
semester. Late essays will be lowered 1 full grade
level.

%
5%
10%
5%
15%
10%
20%
20%
85%

We#
will#
be#
using#
tech#
devices#
in#
and#
outside#
of#
the#
classroom.#
#
Please#
bring#
a#
device#
that#
you#
are#
comfortable#
with;#
cell#
phone,#
#
laptop,#
ipad,#
tablet,#
etc.#
Bring#
textbooks,#
pdfs,#
notebook.

Attendance: Promptness and good attendance are required. When you are absent are tardy you miss vital
information that diminishes your understanding of concepts taught in this course. More than 3 absences may lead the
instructor to drop you from this class, especially if they are consecutive absences. You are expected to arrive at class
on time. Every 3 tardy arrivals equal 1 absence. In order to be excused from an absence or tardy, you MUST get
permission from the instructor at least 24 hours BEFORE miss class or part of a class. If you need to miss because of an
illness, you should provide a doctors note or a note from a nurse at the student Heath Center. Overall, you need to
communicate with the instructor regarding missing classes.
Academic Dishonesty: Please review carefully the following policy from the college catalog:
Students, you are expected to refrain fromengaging in the following behaviors: 1. Using, receiving, or providing unauthorized information during tests or on
any written assignments. 2. Changing answers on assignments after work has been graded. 3. Using unauthorized electronic devices, such as cell phones,
PDAs, electronic dictionaries, IPODs, etc. 4. Having another student take an examination for you or taking an examination for another student. Photo
identification may be required at the first examination. 5. Plagiarizing or presenting someone elses work as your own. 6. Forging or altering registration
documents, grades, or add permits. 7. Bribing or attempting to bribe an instructor or other college official for grade consideration or other special favors. 8.
Violating any other standard that an instructor identifies as cheating in that particular course or subject area. When there is evidence of academic
dishonesty, the instructor may issue the student a zero or Fon that particular assignment or test. The instructor may also initiate student discipline under
LACCD Board Rule 91101, which may include the issuance of a verbal or written warning. Pursuant to LACCD Board Rule 91101.11 (a), the Vice President
of Student Services will place documentation of such warnings in the students file. Any student concerned about the implementation of this policy should
reviewthe College Catalog Student Information, where he/she will find references to the Student Grievance Procedure and the relevant Board Rules.
He/she might also contact the VP of Student Services

!Essay!1!(10%);!Midterm!(15%),!Essay!
3!(20%),!Annotated!Bibliography!(25%)!Final!
Project!(30%).!Percentage!points!for!extra!credit!
may!be!assigned!throughout!the!course.!As!a!class,!
we!will!decide!the!grading!for!late!papers.!

Grading: Essays are graded based on three basic criteria: mechanics, organization (including MLA style) and
content.
When looking at mechanics, your writing is judged on how well you can implement the basic grammar rules of
English. In the early party of the semester, your individualized errors will be identified, but by the end of the
semester, you will be expected to identify and correct all grammar errors in your essays before you hand them in. the
instructor may only mark the first two or three paragraphs for grammar errors; you will be expected to notice your
patters of errors in the reminder of the paper. Please refer to your writing handbook and ask the instructor if there are
any editing marks/ corrections you do not understand.
When looking at organization, your essay is evaluated on how well you format your essay in accordance with
academic standards and logic, and the structural balance of paragraphs within the essay as a whole. You will apply the
paragraph structure youve learned in class, including proper placement of thesis statements, body paragraphs, topic
sentences, quotes, etc.
When looking at content, your essay is evaluated on how well you present a well-reasoned argument of your own that

3!

ADDITIONAL RESOURCES FOR SYLLABI

Syllabus Samples:
http://chronicle.com/blogs/profhacker/creative- approaches-tothe-syllabus/35. Retrieved on January 13, 2012
Learning-Centered Syllabus Workshop:
http://www.celt.iastate.edu/teaching/syllabi.html. Retrieved on
January 13, 2012
Davis, B. G. (1993). Tools for Teaching, San Francisco: JosseyBass Publishers.