1.1.1 [X] SPN-1002-100 Fully Online
1.2. Semesters offered: Summer "B2" and Spring
1.3 Classroom: Virtual - Fully Online
2.1 Name: Anna Marie Pietrolonardo
2.2 Preferred method of communication: campus e-mail
2.2.1 E-mail address: firstname.lastname@example.org
2.3 Office: A316
2.4.1 Fall through Spring (Summer by appointment)
As posted below, or by appointment
8:30 AM – 9:30 AM
1:45 PM – 3:15 PM
ISBN: 978-0-495-91379-5, Boston: Thomson-Heinle, 2012.
* This is an electronic book key code included with the text in a course text bundle in the IVCC Book Store
3.1.2 It is essential that you purchase the correct "text bundle" that includes the textbook and the Quia/Heinle Learning Center Student Book Code. Contact the IVCC Bookstore to make your purchase before class begins.
3.1.3 Do not purchase a "used" text book with the idea of saving money. The Heinle Learning Center book code that comes as part of the text bundle is not transferrable from original owner to subsequent book owners, and it is the most significant part of the expense of the text bundle.
3.2 BlackBoard Course Shell
4.1 An elementary Spanish course designed to foster development of the four essential skills of language acquisition: comprehension of spoken Spanish, reading comprehension, speaking and writing, through resources available in the instructor’s Black Board course; faculty web page; an Internet-based platform for electronic text book, videos, work book and laboratory manual; several hyperlinks to diverse resources provided by the instructor. The student will develop, review and expand skills acquired through assigned study and will collaborate with other learners to develop projects, write journals and participate in discussions. Daytime and evening blended sections and a fully online section are available.
5.1 Upon completion of the class, student will be able to
5.1.1. Speak comprehensibly in the target language [TL].
5.1.2 Comprehend statements spoken in the TL.
5.1.3 Demonstrate comprehension of readings in the TL.
5.1.4 Write comprehensibly in the TL.
5.1.5 Demonstrate elementary knowledge of the global Hispanic culture.
5.1.6 Demonstrate awareness of cultural diversity.
5.2 Outcome 1 - Student will speak comprehensibly in the target language [TL].
5.2.1 Competency 1.1 Begin, sustain and close a brief conversation.
5.2.2 Competency 1.2 Ask and answer questions.
5.2.3 Competency 1.3 Speak in brief, but complete sentences.
5.2.4 Outcome 2 - Student will comprehend statements spoken in the TL.
5.2.5 Competency 2.1 Understand classroom instructions.
5.2.6 Competency 2.2 Understand classmates when they speak in TL during class activities.
5.2.7 Competency 2.3 Understand the main ideas in native speaker conversations during class activities.
5.3 Outcome 3 - Student will demonstrate comprehension of readings in the TL.
5.3.1 Competency 3.1 Guess the meaning of unknown words through cognate recognition, prefixes and suffixes and context clues.
5.3.2 Competency 3.2 Comprehend authentic materials containing basic vocabulary for thematic units studied.
5.3.3 Competency 3.3 Comprehend the main ideas in readings about material studied in class.
5.4 Outcome 4 - Student will write comprehensibly in the TL.
5.4.1 Competency 4.1 Write same information as oral exercises in class.
5.4.2 Competency 4.2 Write elementary paragraphs and narratives that could be understood by a native speaker..
5.5 Outcome 5 - Student will demonstrate elementary knowledge of global Hispanic culture.
5.5.1 Competency 5.1 Recognize and discuss cultural differences in material studied in class.
5.5.2 Competency 5.2 Understand origins of customs and traditions in other cultures.
5.5.3 Competency 5.3 Understand origins of customs and traditions in student's own culture.
5.6 Outcome 6 - Student will demonstrate awareness of cultural diversity.
5.6.1 Competency 6.1 Examine and reflect on personal and civic values and responsibilities in the global community.
5.6.2 Competency 6.2 Understand and develop sensitivity to language, values, customs and traditions of others.
6.1 If you are a student with a documented cognitive (learning disabilities), physical, or psychiatric (anxiety, depression, bipolar disorder, AD/HD, post-traumatic stress, and others) you may be eligible for academic support services such as extended test time, texts on disc, note taking services, etc... If you are interested in learning if you can receive these academic support services, please contact either Tina Hardy (email@example.com, or 224-0284) or Judy Mika Judy_Mika@ivcc.edu or 224-0350), or stop by the Disability Services Office in B-204.
8. Virtual Attendance Policy
8.1 This is a fully online class.
8.1.1 Students are expected to complete all requirements described in the Course Outline according to the Schedule of Assignments. The course assignments are presented in module format. Each module is opened in two week intervals during Fall semester and in condensed, shorter intervals during Summer Semester. Grades are reported shortly after the end of each module in the BlackBoard grade book.
8.2 If, for any reason, you cannot meet an assignment deadline, it is your responsibility to notify me by e-mail [in advance of the due date if possible]and to obtain information about any work that you need to make up from your course outline, from my web site or from a classmate.
8.3 Late work may be excused at the discretion of the professor.
8.3.1Any unexcused late work will result in the lowering of the project grade by one letter each time.
9.1 Summative Assessments - These assessments measure student progress against course objectives and contribute to the course grade.
9.1.1 Participation in class assignments
188.8.131.52 Participation in class activities is important to your success in a world language class.
184.108.40.206 By being prepared and willingly participating in class activities, you can earn maximum participation points.
220.127.116.11 Likewise, lack of participation in activities and discussions will adversely affect your final grade.
18.104.22.168 Counter-productive behaviors, such as, but not limited to- speaking out of turn, chatting off-task to the point of distracting classmates and/or disrupting the class by continually speaking in English in class instead of the target language [TL] will be adversely reflected in your final course grade.
22.214.171.124 Each journal entry will consist of five complete sentences written in the TL in response to a given prompt. Journals in the fully online class are incorporated into the module activity assignments.
Homework per module - 50 points
126.96.36.199 Includes, but is not limited to
188.8.131.52.1 Work done by student in text, Heinle Learning Center and/or BlackBoard to acquire knowledge
184.108.40.206.2 Minimum two hours per week during Fall semester or two hours per chapter during Summer Semester in the Heinle Learning Center and/or BlackBoard activities in addition to Module Activities.
Four quizzes - each 100 points
220.127.116.11 Quizzes are incorporated into module activities.
Capstone Performance - 100 points
18.104.22.168 Students will work individually to prepare a project according to an assigned theme during Module 5. The project will provide the student with an opportunity to demonstrate successful completion of the course objectives, with particular emphasis on Objectives One and Four - Speaking and Writing.
9.1.6 Final Cumulative Oral Examination - 100 points
9.1.7 Final Cumulative Written Examination 100 points
Final Cumulative Oral Examination
Listening comprehension  __________
Is there negotiation of meaning between learners to establish comprehension? Is the learner’s response appropriate to the context?
Fluency and completeness of response  __________
Did the learner respond fluently or haltingly? Were there long pauses in the learner’s speech? Did the learner use complete sentences? Did the learner provide many details?
Pronunciation  __________
Are the sounds that the learners use those of Spanish? Is the influence of English noticeable in the learner’s pronunciation?
Vocabulary  __________
Does the learner use a wide range of vocabulary, or do many words appear to be recycled in response after response? Does the learner respond incompletely or incorrectly due to a lack of appropriate vocabulary?
Grammatical accuracy  __________
Is there subject/verb and noun/adjective agreement? Are genders correct? Is adjective placement correct?
Are verb tenses used correctly and appropriately? Is word order correct and logical?
9.2 Formative Assessments - These assessments are
not for grades; instead, they provide information to help students to learn and
the instructor to teach.
9.2.1 Pre-Examination - a written pre-examination will be administered the first week of class to help determine the level of prior knowledge with the target language [TL]. This examination is not part of the course grade.
9.2.2 Classroom Assessment Techniques [CATs] - In this Online class, these assessments will be administered as part of the Survey available after the completion of each module to help determine class acquisition of new material, identify subjects for review and prepare for summative assessments. CATs used include "Clearest/Muddiest", "Minute Paper", "RSQC2" and others. CATs are not taken for a grade. Feedback resulting from CAT administration is reported back to the class in a timely manner to help students learn. This feedback is provided in the BlackBoard Course "Announcements" and "Frequently Asked Questions" sections. In the fully online class section, CATs are administered through the Survey conducted at the end of each module.
10.1 IVCC Grading
Scale: <60%=F, 60-69%=D, 70-79%=C, 80-89%=B, 90-100%=A
10.2 Grade Point Calculation - SPN-1002-100
|Final Oral Exam||100|
|Final Written Exam||100|
|Total Possible Points||1170|
10.3.1 My "Extra Credit Philosophy"
As a faculty advisor to two IVCC student organizations I am deeply committed to supporting student activities that provide cultural enrichment and opportunities for extra curricular learning. Throughout the semester, I'll post a series of activities that are eligible for extra credit points toward the grade in this course. Some are passive activities such as attending a special event; others are active opportunities to work on a World Language Organization (WLO) project as a volunteer; others are purely academic opportunities to earn points - such as writing an optional essay.
10.3.2 Guidelines for the ethical application of "Extra
As an instructor, my two-fold purpose in offering "extra credit" opportunities includes encouragement of students to participate in extra curricular activities at IVCC and provision of a "safety cushion" of points to help counterbalance a disappointing performance on an assessment or serve as a means to improve a grade for a student who has done all the coursework but may have had some difficulty on assessments.
It is not my intention to provide "extra credit" points to students who participate in these activities instead of completing required course work.
10.3.3 "Extra Credit" Policy
"Extra credit" points will be applied toward the grade of students who have completed all course work. If a student has an incomplete grade for a missing assignment or assessment, then the "extra credit" points will not be applied until the missing assignments are completed for late, partial credit. Any quizzes missed because of unexcused absences may not be made up.
11.1 Syllabus statement:
11.1.1 Effective Summer 2011, students will have the ability to initiate a withdrawal from classes. By completing the form in the Records Office or through the form located within WebAdvisor, the student is authorizing IVCC to remove him/her from the course. Entering the student ID number serves as the student’s electronic signature. IVCC has the right to rescind a withdrawal in cases of academic dishonesty or at the instructor’s discretion.
11.1.2 Students should be aware of the impact of a withdrawal on full-time status for insurance purposes and for financial aid. It is highly recommended that students meet with their instructor or with a counselor before withdrawing from a class to discuss if a withdrawal is the best course of action for that particular student.
11.1.3 More detailed information is available at www.ivcc.edu/admissions and selecting the menu item for Withdrawals on the left side of the page.
11.2 It is the responsibility of the student to request a withdrawal from this course before the final withdrawal date.
11.3 Students will not be automatically withdrawn by the professor for failure to attend class.
11.4 If a student has attended class after the Last Date for Withdrawal, that student is not eligible for a withdrawal unless there are extenuating circumstances.
11.5 If a student has extenuating circumstances and needs to request a withdrawal after the Final Withdrawal Date, it is necessary to obtain the signatures of both the professor and the dean of the division. Such approvals are not granted automatically.
12.1 Withdrawal from a course can affect financial aid. Students who receive financial aid should see an advisor in the Financial Aid Office before withdrawing from a course.
13.1 Academic integrity is directly linked to the Core Values of Illinois Valley Community College, three of which are RESPONSIBILITY, RESPECT and HONESTY. It is the RESPONSIBILITY of each student to RESPECT the academic integrity of our course by doing their own work, and by refusing to assist others in deception. Academic dishonesty violates the academic integrity expected of all students.
13.2 Academic dishonesty is defined as, but is not limited to:
13.2.1 Cheating – using or attempting to use unauthorized materials, study aids, or information in any academic exercise, including copying from another person’s work or preparing work for another person that is to be presented as the other person’s own work.
13.2.2 Fabrication – furnishing false information to a College official relative to academic matters, including, but not limited to, misrepresentation of written information provided in admission documents.
13.2.3 Plagiarism – comes from the Latin plagiare, which means “to steal.” Therefore, plagiarism is a form of cheating. Plagiarism is defined as using the words or ideas of another as one’s own either on purpose or unintentionally. This includes, but is not limited to, copying whole, portions or the paraphrasing (rewording) of passages or information from any source in any academic exercise (written or oral) without giving credit to the author or source using an appropriate citation style. Students must be able to prove that their work is their own.
13.2.4 Facilitating Academic Dishonesty – helping or attempting to help another to violate any provision of this code.
13.3 Academic dishonesty violates the Student Code of Conduct. The professor has full authority to identify academic dishonesty in her classroom and to impose any of the following sanctions:
13.3.1 Failure of any assignment, quiz, test, examination or paper, project or oral presentation for the work in which the violation occurred.
13.3.2 Lower grade.
13.3.3 Involuntary withdrawal from the course.
13.3.4 Failure of the course.
13.3.5 The professor may report extreme cases of academic dishonesty (such as, but not limited to, collusion among a number of students, selling or providing papers or repeated violations of academic dishonesty, etc.) directly to the Vice President for Student Services for disciplinary action as outlined in section VII Disciplinary Process.
13.3.6 Other sanctions as determined by the professor. The sanction will be put in writing and signed by the student, professor and the Dean of Humanities, Fine Arts and Social Sciences Division.
14.1 Be prepared for class.
14.2 Complete assignments on time.
14.2.1 Be courteous.
14.3 Unexpected delays or cancellations of class: Because the delivery of this class depends on access to the Internet, it is possible that access will be delayed from time to time due to technical difficulties. Please remain calm, patient and courteous should we experience technical difficulties. Appropriate adjustments in course expectations will be made to allow students an opportunity to complete any assignments that are interrupted due to such system-wide delays.
14.3.1 Direct access to BlackBoard Course Management System in
the event that IVCC Web Page becomes unavailable:
Because the IVCC BlackBoard is not housed at IVCC, it may still be accessible when the IVCC web page is down due to technical difficulties. Instead of using the IVCC Web Page www.ivcc.com to link to BlackBoard, go directly to BlackBoard using http://ivcc.blackboard.com/
14.4 In the event of a school closing due to inclement weather, announcements will be released by IVCC to local media. School-wide closings are also posted to the college web site at www.ivcc.edu.
14.4.1 In the event of a class cancellation, it will be posted on the college web site, in the BlackBoard course and - for those of you who are physically on campus, on my office door A316.
Communication Procedures and
14.5.1 Effective Summer 2011, all students will be responsible for checking their IVCC email. All electronic college correspondence will only be sent to the IVCC email. Students still have the ability to forward their email to another account.
14.5.2 Appropriate routing of information requests
22.214.171.124 For information on accessing your IVCC student e-mail account, Web Advisor, BlackBoard log on or other IVCC technology issue, go to the Learning Commons.
126.96.36.199 For technical information regarding the Heinle Learning Center [HLC] in Quia such as browser incompatibilities with your computer that might require adjustments, difficulty logging on to your course in HLC, contact Quia technical support from the home page of your quia platform at http://books.quia.com .
188.8.131.52 For all course content related questions you have four available
184.108.40.206 Go to BlackBoard [BB]-Course Information-Frequently Asked Questions [FAQ] and search the topics for the information you need. This resources is a compendium of answers that I have given to questions asked often. Make FAQ your first resource. It is available 24/7 and you will very likely find the information you need in FAQ.
220.127.116.11.2 Post your question in the BB-Discussion Forum-General Instructions for Collaboration at the top of the BB Discussion Forum. Members of the class are encouraged to ask and reply to questions in this forum. Sometimes, the best way to remember something that you are trying to learn is to explain it in your own words to someone else. I also monitor the posts and will offer helpful comments when needed.
18.104.22.168.3 E-mail me at firstname.lastname@example.org using the protocol listed below in 13.4.3.
22.214.171.124.4 Call or visit me in person during scheduled office hours on the IVCC campus in A316.
to expedite the
process when you send me an e-mail, identify yourself by first and last name,
course and class section and the topic of your message. Here is an example of a
clearly worded e-mail subject line:
Subject: Bill Jones SPN-1002-100-13SU - M1 Homework Question
126.96.36.199 Please do not expect me to take the time to look up your name in all my course rosters to determine which class and section you are in.
188.8.131.52 Although I do try to learn the names of all my students, I often have several students with similar names. Please do not assume I will be able to identify you if you only give me your first name.
184.108.40.206 AND, be specific about the question you are asking me. Please don't expect me to search through all the course resources for the specific place where you were in an exercise in BlackBoard or Heinle Learning Center in order to reply. Either send me a screen shot, clip and paste, or key in the actual question so I can reply more promptly. The more specific you are in wording your request, the more promptly you will receive a response.
220.127.116.11 I use a triage system to prioritize messages when I face a full inbox. If you are having a problem that requires urgent attention, please indicate that in the subject line. Example: Mary Garcia, SPN-1002-100, Problem with Quiz #2. When I see a clearly identified urgent message, I'll read it first. However, please don't say that everything is "urgent" when it is not.
14.6.4 Response Time
18.104.22.168 Because of the large number of unidentified e-mails that I have received, I have adopted the policy of reading and responding to unidentified e-mails LAST.
22.214.171.124 Please allow 48 hours (not including weekends or holidays) for a reply. Often, I am able to respond very quickly, but please do not expect an immediate reply.
14.7 Collaborative learning - In class, students will often work with a partner, and will be assigned to a study group. Many students find it helpful to extend this practice in their study routine outside of class, too. Exchange e-mail addresses and phone numbers with members of your study group. Encourage them to contact you to discuss the assignments studied in class, work together in collaborative study and help one another in learning new material. Also, if you should ever be late for class or have to be absent, members of your study group can be contacted to determine what information was missed and needs to be made up.
14.8 A note to my students about learning a new language:
14.8.1 A language cannot be learned overnight. Daily practice is much more useful than cramming the night before the exam. When learning new vocabulary, it is helpful to use the terms in original sentences several times. Write them; say them out loud; turn them into questions; answer them; make flash cards; use them in conversations with classmates. Use the study methods that work best for your personal learning style. It is essential to come to class prepared for the lesson. Read the materials, do the assignments in advance of the class. Be ready to discuss and use the new material in Spanish. Unprepared students are at least as boring as unprepared instructors – and nearly as damaging to the class.
14.8.2 However, even with careful preparation, do not expect to speak perfectly. Expect to make mistakes, to sound and feel silly at times. Most importantly, expect to enjoy this class, too. That is what learning a language is about. But, everyone must make a genuine commitment of time and energy to do so.
This course syllabus is tentative. I reserve the right to amend it at any time.
16.1 Respect and Responsibility-- two of IVCC's core values of respect, caring, honesty, fairness and responsibility, represented by the acronym ReaCHFaR-- has been chosen as this year's campus wide theme. Respect influences each of us daily -- at school, in our homes, at work, and in our fields of study. Responsibility is what capable adults accept for their own decisions in life.
[X] SPN-1002-100 Fully Online SPRING 2015
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rev- amp 12/28/2014