DRAM 2366 0310 - FILM APPRECIATION

Introduction

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Syllabus

SYLLABUS - DRAM 2366 Spring 2021

NORTH CENTRAL TEXAS COLLEGE

COURSE SYLLABUS

Course Title: Film Appreciation

Course Prefix & Number: DRAM2366

Section Number: 310

Term Code: Spring 2021

Semester Credit Hours: 3

Lecture Hours: 48

Lab Hours: 0

 

Course Description (NCTC Catalog):

An introductory course in motion pictures which surveys the film industry as a business, means of communication, but most importantly as an art form. The course places an emphasis on the analysis of the visual and aural aspects of selected motion pictures, the dramatic aspect of narrative films, and the historical growth and sociological effect of film as an art.

 

Course Prerequisite(s): There is no prerequisite for this course.

Course Type:

o - Academic General Education Course (from Academic Course Guide Manual but not in NCTC Core)

x- Academic NCTC Core Curriculum Course

o - WECM Course

Name of Instructor:

Alison Trapp

Campus/Office Location:

online

Telephone Number:

 

E-mail Address:

atrapp@nctc.edu

 

 

Name of Chair/Coordinator:

Thom Talbott

Office Location:

CPA 2001B

Telephone Number:

940-668-3324

E-mail Address:

ttalbott@nctc.edu

Instructor:           Alison Trapp
                            Adjunct Faculty - Drama
                            atrapp@nctc.edu
                
                Note: While enrolled in one of my courses, students should contact 
                me via CANVAS INBOX (conversations). I will typically respond 
                to CANVAS INBOX (conversations) within 24 hours.

Start Date:                 January 19, 2021
Last Drop Day:          April 5, 2021
Final Exams begin:    May 10, 2021


 

REQUIRED COURSE MATERIALS

Required Text: Looking at the Movies, 6th Edition by Richard Barsam and Dave Monahan

Students are required to obtain six films:

It is up to the student to obtain these films they are not provided by the instructor or the college.

Hugo (2011), Cloud Atlas (2012), Stagecoach (1939), Jaws (1975), Citizen Kane (1941), and Vertigo (1958)

GRADING  CRITERIA

 

 

 

12 Chapter Quizzes (worth up to 20 points each.)

6 Movie Quizzes (worth up to 20 points each.)

240

120

18 Discussion Forums Original Posts (worth up to 30 points each.)

540

32 Discussion Responses (worth 10 points each.)

320

Integrity Pledge (10 points) & Syllabus Quiz (20 points)

30

Online Chat (worth up to 50 points each.)

50

1 Critical Film Review (worth up to 100 points)

100

1 Group Project Discussion (worth up to 100 points)

100

Genre Analysis Paper  (worth up to 150 points)

150

 

                                                                                   TOTAL POSSIBLE POINTS

 

1650

 

A= 1650-1485 Points; B=1484-1320 Points; C=1319-1155 Points; D=1154-990 Points; F less than 989 Points

Here is my philosophy for grading the content of this course.  A “C” grade is a grade earned by doing the basic elements of a class.  You, the student, have demonstrated an average understanding of the material and have done the bare minimum asked of you in the class.  A “B” grade means you have achieved a basic understanding of the class material and you have demonstrated an ability to take that material and begin a personal re-interpretation of its lessons. An “A” grade means you have accomplished the prior two steps and demonstrated an excellent command of the vocabulary, techniques, and ideas of the class.  Additionally, you have shown an advanced degree of analytical ability and personal discipline.  “D” and “F” grades are the result of failing to achieve a basic understanding of the material and/or a refusal to engage honestly in the intellectual pursuit of the class.

STUDENT   LEARNING OUTCOMES

 

  

 

At the successful completion of this course the student will be able to:

 
  1. Analyze film through written response.

 
  1. Demonstrate a basic knowledge of film history, form, and genre.

 
  1. Describe the collaborative nature of cinema and the many jobs required to develop a motion picture.

 
  1. Discuss/Describe the relationship of cinema to society as it relates to his/her perspective.

CORE CURRICULUM FOUNDATIONAL COMPONENT AREA 

Creative Arts

REQUIRED CORE OBJECTIVES

x Critical Thinking

x Communication

  • Empirical and Quantitative

x Teamwork

  • Personal Responsibility

x Social Responsibility

Last Day to Withdraw

The last day to withdraw from a course with a “W” is April 5

Course Assignments

REEL ONE: OPENING CREDITS INSTRUCTIONS
January 19 – January 31 at 11:55PM
LEARNING OUTCOMES FOR REEL:
  • 1-1: Demonstrate the ability to navigate in Canvas
  • 1-2: Demonstrate the ability to take a quiz in Canvas
  • 1-3: Demonstrate the ability to use a Submission Page in Canvas.
  • 1-4: Demonstrate how to post to a Discussion Forum in Canvas.
ASSIGNMENTS:
Assignment #1: Read over the Syllabus. (LO# 1-1)

Assignment #2: Read over the Films To Watch page and learn about where to obtain the films that are required for this course. (LO# 1:1)

Assignment #3: Take the Syllabus Quiz.  DUE AUG 30 (LO# 1-2)

Assignment #4: Post in the Projection Room discussion forum: your name, why you chose to take this Intro to Cinema online course, what is your first memory in regards to movies, and of course, what is your favorite movie and why? You are responsible for one original post. (LO# 1-4)

Assignment #5:  Read the Academic Integrity Pledge. Copy and paste the Academic Integrity Pledge into a Microsoft Word document- -sign it by typing your name and your student i.d.at the bottom then submit it using the Academic Integrity Pledge Submission Page by AUGUST 30. No grades will be entered until I have your Integrity Statement. (LO# 1-4)

Assignment #6: Read over the Critical Movie Review Handout. You will be required to write one critical movie review during the course of the semester. The first can be over any movie that you have seen outside of class. The paper needs to be at three pages in length (12 pt. times roman/double spaced) You will use this handout as your guide. (After this unit closes you can find it in the course document folder.) The Critical Review will be due on Feb. 28 by 11:55 PM.(LO#1-1)

Assignment #7: Watch the YouTube video about This Film Is Not Yet Rated and then respond to the question on the Ratings discussion forum. You are responsible for one original post and two responses to peer's posts. (LO#1-4)

Assignment #8: Watch the video The Film Before The Film then respond to the question on the Art of the Title discussion forum. You are responsible for one original post and two responses to peer’s posts. (LO#1-4)

REEL TWO: HUGO (2011) INSTRUCTIONS
WHAT IS A MOVIE? and FORM AND CONTENT
February 1 – February 14 at 11:55PM

LEARNING OUTCOMES FOR REEL:

  • 2-1: Appreciate the difference between passively watching movies and actively looking at mov
  • 2-2: Understand the defining characteristics that distinguish movies from other forms of art.
  • 2-3: Begin to look at movies more analytically and perceptively.
  • 2-4: Differentiate between form and content in a movie and be able to explain how they're related.
  • 2-5: Understand how movie's use light and how lighting helps shape a movie's meaning.
ASSIGNMENTS:

Assignment #1: Read CHAPTER ONE in Looking at the Movies and then take the What is a Movie? quiz. (LO# 2-1 & 2.2)

Assignment #2: Auguste and Louis Lumiere are credited with the world's first public film screening on December 28, 1895. The showing of approximately ten short films lasting only twenty minutes in total was  held in the basement lounge of the Grand Cafe on the Boulevard des Capucines in Paris and would be the very first public demonstration of their device they called the Cinematograph which effectively functioned as camera, projector and printer all in one. Their work consisted mainly of moving images from scenes of everyday life. Ironically, as we look back in retrospect in comparison to what film has developed into today, the Lumiere Brothers believed it to be a medium without a future as they suspected that people would bore of images that they could just as easily see by walking out into the street.

Watch the Lumiere Brothers video and then respond to the question on the Lumiere Brothers discussion forum. You are responsible for one original post and two responses to peer's posts. (LO# 2-1, 2-2 & 2-3)

Assignment #3: Watch Hugo (2011) and then respond to the question on the Hugo discussion forum. You are responsible for one original post and two responses to peer's posts. (LO#2-2 & 2-3)

Assignment #4: After watching the movie, take the Hugo Quiz. (LO#2-3)

Assignment #5: Read CHAPTER TWO in Looking at the Movies and then and then take the Form & Content quiz. (LO# 2-4 & 2-5)

Assignment #6: Watch Disney’s The Little Matchgirl on YouTube and then post in the The Little Match Girl Discussion Forum. You are responsible for one original post and two responses to peer's posts. (LO# 2-4 & 2-5)

REEL THREE: CLOUD ATLAS (2012) INSTRUCTIONS
TYPES OF MOVIES
February 15 – February 28 at 11:55PM

LEARNING OUTCOMES FOR REEL:

  • 3-1: Explain how and why movies are classified.
  • 3-2: Understand what genre is and why it is important.
  • 3-3: Explain the most significant (or defining) elements of each of the six major American genres featured in Chapter 3 of Looking at the Movies.
ASSIGNMENTS:

Assignment #1: Read CHAPTER THREE in Looking at the Movies and then take the Film Genre quiz. (LO# 3-1, 3-2, 3-3)

Assignment #2: Watch Cloud Atlas (2012) and then respond to the question on the Cloud Atlas discussion forum. You are responsible for one original post and two responses to peer's posts. (LO# 3-1, 3-2, 3-3)

Assignment #3: After watching the movie, take the Cloud Atlas Quiz.

Assignment #4: Read over the infographic for Cloud Atlas (2012) and then answer the question in the Cloud Atlas Infographic Discussion Forum. Did the infographic help you understand the narrative better? What did you think overall about the narrative style of Cloud Atlas? Remember to use examples from the film and infographic to back up your opinions. You are responsible for one original post and two responses to peer's posts. (LO# 3-1, 3-2, 3-3)

Assignment #5: Critical Movie Review must be submitted on the Critical Movie Review Submission Page . Please see Critical Movie Review Handout for criteria for this report. The paper needs to be at three pages in length (12 pt. times roman/double spaced/1” margins). (LO# 6-4)

REEL FOUR: STAGECOACH (1939) INSTRUCTIONS

Elements of Narrative

March 1 – March 14 at 11:55PM

LEARNING OUTCOMES FOR REEL:

  • 4-1: Understand how narrative structure function
  • 4-2: Differentiate between the story and the plot of a movie
  • 4-3: Know the difference between diegetic and nondiegetic elements of a movie's plot. .

ASSIGNMENTS:

Assignment #1: Read CHAPTER FOUR pg 121-156 in Looking at the Movies and then take the Narrative quiz. (LO# 4-1, 4-2 & 4-3)

Assignment #2: Watch Maestro (2005) by Geza M.Toth on YouTube and then respond to the question on the Maestro discussion forum. You are responsible for one original post and two responses to peer's posts. (LO# 4-3)

Assignment #3: Watch Stagecoach (1939) and take the Stagecoach Quiz.

Assignment #5: Read the short story "Stage to Lordsburg" by Ernest Haycox that was the basis for John Ford's Stagecoach (1939) and then respond to the question in the Stage to Lordsburg discussion forum. (LO#4-1)

Assignment #6: The plot of Stagecoach is based on a familiar convention sometimes called ship of fools. The ship of fools is an allegory that has long been a fixture in Western literature and art. The allegory depicts a vessel populated by human inhabitant who are deranged, frivolous, or oblivious, passengers aboard a ship without a pilot and seemingly innocent of their own direction.

In the twentieth century with the rise of films, the ship of fools plot convention took on a new life. In this case, it is a group of strangers that have been thrown into a situation (usually a confined space: airplane, stagecoach, building, and yes, a boat) and must work together by revealing or concealing their pasts.

Using YouTube find a trailer from another "ship of fools" movie and post the link in the Ship of

Fools discussion forum. You are also responsible for writing a two to three sentence description of why you think it is a "ship of fools" movie. Use examples from the trailer to back up your opinion.

This week instead of posting two responses, I want to you to pick the trailer that best represents the Ship of Fools by making a simple response to the trailer’s post. (LO# 4-1)

Assignment # 7 Sign-up for groups for group projects. Groups are named by the date/time of the group chat session. make sure that you sign-up for a time that you are available to participate in the live online group chat. Group Chats are the week of tba

REEL FIVE: JAWS (1975) INSTRUCTIONS
MISE-EN-SCÈNE AND CINEMATOGRAPHY
March 15 - April 4 at 11:55PM

LEARNING OUTCOMES FOR REEL:

  • 5-1: Define mise-en-scène overall and in terms of its constituent p
  • 5- 2: Explain how composition is different from, but complementary to design.
  • 5-3: Describe the difference among a shot, a setup, and a take.
  • 5-4: Understand the basic elements of composition within the frame.
  • 5-5: Define the rule of thirds.
ASSIGNMENTS:

Assignment #1: Read CHAPTER FIVE in Looking at the Movies and then and then take the Mise-en-Scène: Design and the Mise-en-Scène: Composition quizzes. (LO# 5-1 & 5-2)

Assignment #2: Watch Jaws (1975) and then respond to the question on the Jaws Discussion Forum. You are responsible for one original post and two responses to peer’s posts. (LO# 5-1 & 5-2)

Assignment #3: After watching the movie, take the Jaws Movie Quiz.

Assignment #4: Read CHAPTER SIX in Looking at the Movies and then take the Cinematography and the Framing the Shot quizzes. (LO# 5-3, 5-4 & 5-5)

Assignment #5: Watch the Spielberg: Shot by Shot on YouTube and then answer the question in the Dive Deep discussion forum. You are responsible for one original post and two responses to peer's posts. (LO# 5- 3, 5-4 & 5-5)

REEL SIX: VERTIGO (1958) INSTRUCTIONS
ACTING
April 5 - April 18 at 11:55PM

LEARNING OUTCOMES FOR REEL:

  • 6-1: Describe how movie acting today differs from that of the classical studio e
  • 6-2: Explain why the relationship between the actor and the camera is so important
  • 6-3: Explain the potential effects on acting of framing, composition, lighting, shot types, and shot length
  • 6-4: Analyze film through written response
ASSIGNMENTS:

Assignment #1: Watch Vertigo (1958) and then take the Vertigo Movie Quiz.

Assignment #2: Read CHAPTER SEVEN in Looking at the Movies and then take the Acting quiz. (LO# 6-1, 6-2 & 6-3)

Assignment #3: Watch the following four different film versions of the "To be or not to be" speech from Shakespeare's Hamlet on YouTube and then respond to the question on the Acting in Hamlet discussion forum. You are responsible for one original post and two responses to peer's posts. (LO# 6-2 & 6-3) David Tennent, Ethan Hawke,  Mel Gibson,  Laurence Olivier

Assignment #4: Respond to the question on the Vertigo: Acting discussion forum. You are responsible for one original post and two responses to peer's posts. (LO# 6-1, 6-2 & 6-3)

REEL SEVEN: CITIZEN KANE (1941) INSTRUCTIONS
EDITING
April 19 – May 2 at 11:55PM

LEARNING OUTCOMES FOR THE REEL:

  • 7-1: Understand the relationship between the shot and the cut.
  • 7-2:Understand the significance of the rhythm of a movie and describe how editing is used to establish that rhythm.
  • 7-3: Describe the fundamental building blocks of continuity editing.
ASSIGNMENTS:

Assignment #1: Read CHAPTER EIGHT in Looking at the Movies and then take the Film Editor and the Editing: Continuity and Discontinuity quizzes. (LO# 7-1, 7-2 & 7-3)

Assignment #2: Watch Citizen Kane (1941) and then respond to the question on the Citizen Kane Editing discussion forum. You are responsible for one original post and two responses to peer's posts. (LO# 7- 1, 7-2 & 7-3)

Assignment #3: After watching the movie, take the Citizen Kane Movie Quiz.

Assignment #4: Watch the YouTube video of the opening of Touch of Evil (1958) and then respond to the question in the Orson Wells: Touch of Evil discussion forum. You are responsible for one original post and two responses to peer’s posts.(LO# 7-1, 7-2 & 7-3)

REEL EIGHT: SHORT ANIMATED FILM FESTIVAL INSTRUCTIONS
SOUND
April 26 - May 9 at 11:55PM

LEARNING OUTCOMES FOR THE REEL:

  • 8-1: Explain the functions of film sou
  • 8-2: Explain how sound helps to create meaning in a movie.
  • 8-3: Distinguish between the four major types of film sound.
ASSIGNMENTS:

Assignment #1: Read CHAPTER NINE in Looking at the Movies and then take the Sound quiz. (LO# 8-1, 8-2& 8-3)

Assignment #2: Watch the three films that comprise the Short Animated Film Festival and post Short Animated Film Festival Discussion Forum. You are responsible for one original post and two responses to your peer's posts. (LO# 8-1 & 8-2)

Assignment #3: Watch the Wilhelm Scream video on YouTube and then respond in the Wilhelm

Scream Discussion Forum. You are responsible for one original post and two responses to your peer's posts. (LO# 8-1 & 8-2 )

THE FINAL CREDITS INSTRUCTIONS

LEARNING OUTCOMES FOR THE ASSIGNMENT:

1: Analyze film through written response.

2: Demonstrate a basic knowledge of film history, form, and genre.

DRAM 2366: FILM APPRECIATION

The Final Credits – Film Genre Analysis Paper (Final Exam) Due on May 10 at 11:55 PM

 

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The Student Success Center is designed to help all students at NCTC develop tools to achieve their academic goals. The center links students to FREE tutoring, including a Writing Center, a Math Lab, and free online tutoring.  The program helps students acclimate to college by providing free interactive online workshops. For more information, please visit your nearest Student Success Center.

Student Success offers academic coaching, tutoring, including a Writing Center, and a Math Lab to assist new students acclimate to college by providing computer lab services for prospective students. http://www.nctc.edu/student-services/student-success/tutoring/index.html

First generation students can also participate in TRIO which offers specialized services.

http://www.nctc.edu/student-services/trio-student-support-services.html

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The NCTC Completion Center is a comprehensive student engagement program that increases retention and completion rates of first-time, low income students. Services include:

Success coaching to address students’ academic and non-academic challenges and issues; Success Seminars, and a centralized career readiness and job placement program.

http://www.nctc.edu/student-services/completion-center/index.html

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The NCTC Career Services Center is the place you can go for educational and career planning. Services include: Career/Degree Exploration, Job Search Tools and Resources, Resume and Professional Portfolio Development, Interview Skills and Preparation. Our Career Advisors partner with you in making your educational journey an efficient process towards a rewarding career. http://www.nctc.edu/career-services/index.html

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Testing Service Center

The mission of NCTC Testing Services is to provide high-quality testing services that adhere to the professional standards and guidelines to meet the needs of students, faculty, and community members. http://www.nctc.edu/testing-center/index.html

Early Alert and CARES          

The NCTC Early Alert program assists students who are at risk of failing or withdrawing from a course. Faculty and staff may refer students through the Early Alert process at any point in the semester in an effort to provide appropriate intervention and access to support services. Examples of behaviors that could prompt an Early Alert referral could be missing assignments, failing tests, excessive absences, or personal circumstances impacting academic performance. A student submitted as an Early Alert will be contacted by an academic advisor or success coach through text, phone, and/or via their NCTC e-mail address to discuss any current challenges as well as helpful resources and success strategies-we want our students to finish strong and know that education is a partnership!

The NCTC CARES (Campus Assessment Response Evaluation Services) Team is concerned not only about our students' academic success, but also their emotional and physical well-being. The CARES Team promotes a safe learning environment for students, faculty, and staff and is committed to taking a proactive approach in helping our students succeed by addressing the mental, emotional or psychological health and safety of the NCTC community. As a student, you have the ability to report concerning behavior which could impact your own safety or the safety of another NCTC student, such as stalking, harassment, physical or emotional abuse, violent or threatening behavior, or self-harm. Visit the NCTC CARES site to also locate campus and community resources, or email counseling@nctc.edu to get in touch with a member of the CARES Team directly.  As always, if you feel there is an immediate threat to your own safety or welfare (or to another student), please call 911 immediately.

Financial Aid

Financial Aid offers financial resources for students that qualify, visit the financial aid offices for more information.   http://www.nctc.edu/financial-aid/index.html

Student Success

At NCTC, student success​ is progress towards collegiate goals, reached in an affordable and timely manner, under professional guidance, empowering students to serve skillfully in their chosen role within their community

Equity

NCTC defines equity as encompassing the practice of acknowledging individual differences and systemic disparities when developing new programs and resources for our campus community, which may sometimes challenge our own beliefs and assumptions, in order to ensure balanced educational opportunities toward completion.

 

Affinity Groups

Staff and faculty representing the Employee Resource Groups (ERG’s), along with academic advisors, counselors and success coaches, serve as mentors for NCTC’s student-centered ​Affinity Groups​.

An ​Affinity Group​ is a population of students who have specific needs, barriers or systems they are needing to navigate not only within college, but within life. Providing mentorship, support and resources for identified Affinity Groups such as Black/African American students, veterans and active military, single parents, students with disabilities, adult learners, Latinx, LGBTQ+ and students who have experienced foster care and/or homelessness, enables us to make more impactful, meaningful connections with students who are in dire need of equity and understanding.

Student Rights & Responsibilities

NCTC Board policy FLB (Local) Student Rights and Responsibilities states that each student shall be charged with notice and knowledge of the contents and provisions of the rules and regulations concerning student conduct. These rules and regulations are published in the Student Handbook published in conjunction with the College Catalog.

Scholastic Integrity

Scholastic dishonesty shall constitute a violation of college rules and regulations and is punishable as prescribed by Board policies. Scholastic dishonesty shall include, but not be limited to cheating on a test, plagiarism, and collusion.  See the Student Handbook for more information.

STUDENT SUPPORT SERVICES

Disability Services (OSD)

The Office for Students with Disabilities (OSD) provides accommodations for students who have a documented disability. On the Corinth Campus, go to room 170 or call 940-498-6207. On the Gainesville Campus, go to room 110 or call 940-668-4209. Students on the Bowie, Graham, Flower Mound, and online campuses should call 940-668-4209.

North Central Texas College is on record as being committed to both the spirit and letter of

federal equal opportunity legislation, including the Americans with Disabilities Act (ADA) of 1990, ADA Amendments Act of 2009, and Section 504 of the Rehabilitation Act of 1973 (P.L. 93- 112). http://www.nctc.edu/StudentServices/SupportServices/Disabilityservices.aspx (Links to an external site.)Links to an external site.

 

Syllabus Addendum – Spring 2021

NCTC Student Services and Resources

Affinity Groups (Links to an external site.)

Staff and faculty representing the Employee Resource Groups (ERG’s), along with academic advisors, counselors and success coaches, serve as mentors for NCTC’s student-centered ​Affinity Groups​.

An ​Affinity Group​ is a population of students who have specific needs, barriers or systems they are needing to navigate not only within college, but within life. Providing mentorship, support and resources for identified Affinity Groups such as Black/African American students, veterans and active military, single parents, students with disabilities, adult learners, Latinx, LGBTQ+ and students who have experienced foster care and/or homelessness, enables us to make more impactful, meaningful connections with students who are in dire need of equity and understanding.

Career Services Center (Links to an external site.)

In need of employment? NCTC Career Coaches meet one-on-one to provide training in writing resumes, job searches, interviewing, and more. The Skills to Succeed Academy is also a free interactive, online employability training program focused on building the skills and confidence you need to find the best career.

Completion Center (Links to an external site.)

The Completion Center provides a variety of services for first-time in college students. These include academic success coaching, goal setting, course planning, student resources, career development, and job placement services for all new college students. Free online Success Seminars are also available through Student Lingo (Links to an external site.) and new students will also enroll in a First Year Experience (NCTC 1001) course to get started on the right track!

Counseling and Advising (Links to an external site.)

Academic Advisors and Counselors help students explore majors and programs offered, how to take the best combination of classes to meet your goals, assist with questions related to university transfer, and guide students towards academic and personal success, and more. At NCTC, you are assigned to a specific advisor or success coach based on your major or career interests. You can locate our advisors and their majors, along with contact information on the Meet Your Advisor page-and even schedule an appointment with them through their online calendar!

Early Alert and CARES (Links to an external site.)

The NCTC Early Alert program assists students who are at risk of failing or withdrawing from a course. Faculty and staff may refer students through the Early Alert process at any point in the semester in an effort to provide appropriate intervention and access to support services. Examples of behaviors that could prompt an Early Alert referral could be missing assignments, failing tests, excessive absences, or personal circumstances impacting academic performance. A student submitted as an Early Alert will be contacted by an academic advisor or success coach (Links to an external site.) through text, phone, and/or via their NCTC e-mail address to discuss any current challenges as well as helpful resources and success strategies-we want our students to finish strong and know that education is a partnership!

The NCTC CARES Team (Links to an external site.) is concerned not only about our students' academic success, but also their emotional and physical well-being. As a student, you have the ability to report concerning behavior which could impact your own safety or the safety of another NCTC student, such as stalking, harassment, physical or emotional abuse, violent or threatening behavior, or self-harm. Visit the NCTC CARES site to also locate campus and community resources (Links to an external site.), or email counseling@nctc.edu.  As always, if you feel there is an immediate threat to your own safety or welfare (or to another student), please call 911 immediately.

Equity, Diversity and Inclusion (EDI) (Links to an external site.)

EDI partners with the entire campus community to create, maintain and demonstrate NCTC’s commitment to an equitable, diverse and inclusive learning environment where NCTC students succeed. NCTC defines equity as encompassing the practice of acknowledging individual differences and systemic disparities when developing new programs and resources for our campus community, which may sometimes challenge our own beliefs and assumptions, in order to ensure balanced educational opportunities toward completion. Everyone Included. Everyone Belongs. Everyone Valued. Everyone Inspired.  

Financial Aid (Links to an external site.)

The Office of Financial Aid provides students with information and guidance with applying for eligible types of financial assistance, such as the FAFSA (Free Application for Federal Student Aid). Students who have any types of exemptions or tuition waivers will also work with the Financial Aid Office to have these funds applied to their accounts. Additionally, the Scholarship Office (Links to an external site.) provides local scholarship opportunities through an online application process, and tips on how to secure other types of scholarship awards which can help finance educational goals.

Student Success Center (Links to an external site.)

The Student Success Center is designed to help all students at NCTC develop tools to achieve their academic goals. The center links students to FREE tutoring, including a Writing Center, a Math Lab, and free online tutoring.  Student Success offers academic coaching, tutoring, including a Writing Center, and a Math Lab to assist new students acclimate to college by providing computer lab services for prospective students. First generation students can also participate in TRIO (Links to an external site.) which offers specialized services.

Testing Services (Links to an external site.)

The mission of NCTC Testing Services is to provide high-quality testing services that adhere to the professional standards and guidelines to meet the needs of students, faculty, and community members.

Syllabi Statements Spring 2021 - COVID-19 Specific

Conversion of Onsite Classes to Online/Remote Format: North Central Texas College students should be aware that in the event of a college closure due to COVID-19, onsite classes will be converted to an online/remote format. Students should plan ahead to ensure they have access to the computer equipment (either PC, MAC, or tablet), webcam, and internet connectivity to continue their classes in an online/remote format. Please read all your official North Central Texas College student emails as the transition from onsite to online/remote might require a reorganization in your personal situation. Students will be granted a 72-hour transition and grace period. Online classes will continue as scheduled without disruption. Wear a mask, stay safe, and contact your Instructor as the situation arises. These policies and procedures were updated on July 30, 2020 and are subject to change as conditions change.

Face Coverings: Per the North Central Texas College guidance on face coverings on campus, in the instructional setting, faculty and students must wear face coverings, such as masks or face shields. Students without coverings, or those who do not comply with the rules relating to face coverings, will not be able to participate in on-campus classroom activities. To request an exception to this requirement, students should contact the NCTC HR Office of Enrollment Management (ccove@nctc.edu). Failure to comply with the face coverings requirement may result in the Instructor directing the student to leave the classroom. Any student asked to leave the classroom may be referred to the student conduct officer. These policies and procedures were updated on July 30, 2020 and are subject to change.

Temporary COVID-19 Attendance Policy for Face-to-Face Meetings: We are facing an unprecedented situation in which all of us must be flexible and make prudent decisions in the best interest of our families, our campus, and our community. In light of this, North Central Texas College is temporarily establishing the requirement that faculty keep records of student attendance for face-to-face course meetings as well as a documented seating chart. In addition, students who are sick or need to quarantine should not attend classes. Students will not be required to provide formal documentation from a health care provider and will not be penalized for COVID-19 related absences when proper notification to campus health officials is made in accordance with the guidelines stated below.

Faculty will:

  • Notify students about important course information and delivery changes through Canvas and campus email.

Students should:

  • Provide notification to campus officials (via NCTC Daily Health Check protocol through Canvas) if they have tested positive for COVID-19 or have to quarantine so we can confirm reported absence with instructors, monitor, and assist the campus community.
  • Notify instructors in advance of the absence.
  • Connect with that class through Webex if the class session is being transmitted in a hybrid fashion.
  • Keep up with and/or make up missed classwork or assignments.
  • Submit assignments digitally through Canvas or other means as announced by your instructor.
  • Work with their instructors to reschedule exams, labs, and other critical academic activities described in the course syllabus.
  • Check Canvas and campus email daily to receive important announcements pertaining to the course.

During the spring 2021 semester, faculty with face-to-face meetings will establish assigned seating/work stations to facilitate roll-taking, and, if necessary, contact tracing. Additionally, we ask all members of the College community to be attentive to their health, and safeguard others, by following the CDC’s guideline to “stay home when you are sick.” You should stay home if you have symptoms. More information on what to do if you are sick is available at the CDC’s website.

Additional NCTC information is available at http://www.nctc.edu/coronavirus/index.html (Links to an external site.)

 

 

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