GREAT BASIN COLLEGE
Fall Semester 2006
Desktop Publishing Using a Word Processing Program
COT 222
ER1
Instructor Kathy Schwandt
office: High Tech Center (HTC) Room 129, 753-2218
Textbook
/Signature Advanced Microsoft Word 2003: Desktop Publishing
Arford, BurnsideEMC Paradigm Publishing
© 2005
ISBN: 0-7638-2182-9
Places Elko: HTC Room 107, Ely: Room 108, Winnemucca: Room 110
Time & Day Thursdays, 4:00 – 6:45
Prerequisite Working knowledge of the Windows operating system
Web Site http://cot.gbcnv.edu/~schwandt/222home.htm
COURSE DESCRIPTION
A hands-on course combining word processing skills and graphics. Topics include imaging and creation of newsletters, fancy labels, certificates, books, brochures, flyers, and magazine layouts. 3 credits.
Kathy’s Office Schedule for Fall 2006
11:00 - 12:00 / 11:00 - 12:00
Office / Office
1:00 - 2:15 / 1:00 - 2:30 / 1:00 - 2:15 / 1:00 - 2:30
GRC 119 E01 / GRC 119 E01
Office / Office
4:00 - 5:15 / 4:00 - 5:15
GRC 119 ER1 / 4:00 - 6:45 / GRC 119 ER1 / 4:00 - 6:45
GRC 156 / COT 222
The grey boxes are the times when I should be available to meet with students
in my office, preferably by appointment.
The other labeled boxes are the times when I will be teaching in class.
If I am unavailable, please leave a voice mail message at 753-2218, an e-mail
message at or leave a message with Tami, the receptionist.
I will contact you ASAP.
COURSE OBJECTIVES
Identify the design concepts of focus, balance, proportion, contrast, directional flow, consistency, and color. / Participation in Class Discussions, Weekly Assignments, Performance Assessments and Portfolio
Evaluate documents for the use of basic design concepts. / Participation in Class Discussions, Weekly Assignments, Performance Assessments and Portfolio
Integrate basic layout and design concepts using the desktop-publishing features of Word. / Participation in Class Discussions, Weekly Assignments, Performance Assessments and Portfolio
Enhance the readability of documents such as letterheads, business cards, personal documents, flyers, brochures, promotional documents, presentational materials, and newsletters. / Participation in Class Discussions, Weekly Assignments, Performance Assessments and Portfolio
Produce and enhance business and personal documents with variable page layouts using standardized type and graphic design techniques. / Participation in Class Discussions, Weekly Assignments, Performance Assessments and Portfolio
Use Word to manage desktop publishing files and document templates within the Windows environment. / Participation in Class Discussions, Weekly Assignments, Performance Assessments and Portfolio
ADDITIONAL MATERIALS NEEDED FOR PORTFOLIO
· Three-ring binder with a plastic cover slot, and with at least 1½” rings
· Plastic page protector sheets
· Sheet divider tabs
ATTENDANCE
You must attend class regularly if you intend to obtain the full benefit of instruction. I keep attendance records and you must notify me (in advance whenever possible) by phone, email, or in person if you expect to miss a class. If you do not notify me, your absence will be recorded as unexcused. The college catalog states that a student who has an excessive number of absences may be dropped from a course. In general, unexcused absences in excess of the number of credits to be earned in the course is considered excessive; after 3 absences you may be dropped from this class.
If, for some reason, you feel that you cannot complete this class, you must officially withdraw by the course drop deadline (November 18) by contacting Admissions & Records at 753-2102, and completing the Course Withdraw Form.
§ Officially withdrawing results in a "W" on your grade report. The "W" is not used in computing your cumulative GPA; it will appear on your transcript and be permanent.
§ If you do not officially withdraw, your grade will be based on the work you have completed averaged with zeros for work you have not completed.
COURSE GRADE
Attendance and Participation 15%
Weekly Assignments 40%
Unit 1 Performance Assessments 10%
Unit 2 Performance Assessments 10%
Unit 3 Performance Assessments 10%
Portfolio 15%
Attendance and Participation is evaluated based on quality of participation during class discussions and hands-on work.
Each graded Weekly Assignment is worth 100 points; not all assignments are graded. Assignments may be turned in only once; there are no re-dos. No late work is accepted, unless turning in work late has been approved by the instructor prior to its due date. An assignment will typically be due at the start time of the next class.
Each set of Unit Performance Assessments is worth 100 points. Points deducted for errors will vary depending on what work is required for the set of Performance Assessments.
The Portfolio is a collection of specific assignments completed throughout the semester and displayed in a notebook. These documents should have any errors corrected since, in concept, they are to be used to show a prospective employer a wide range of your desktop publishing skills.
If you have any questions about any of the assignments, please let me know—before the due date!
The final course grade is calculated on a percentage scale and then recorded as the corresponding grade point value and letter grade as shown below.
Percentage Grade Point Value Letter Grade Quality of Work
94-100 4.0 A Superior
90-93 3.7 A-
87-89 3.3 B+
83-86 3.0 B Above Average
80-82 2.7 B-
77-79 2.3 C+
73-76 2.0 C Average
70-72 1.7 C-
67-69 1.3 D+
63-66 1.0 D Below Average
60-62 0.7 D-
<60 0.0 F Failure
CLASS WORK
Students should keep their graded work until the end of the semester when final grades are available in case there is any discrepancy in grades.
GRADE APPEALS
If a student has concerns or complaints about grading, s/he should follow the steps of the published procedures as stated on page 50 in the 2006-2007 GBC General Catalog.
ACADEMIC INTEGRITY
Although students are encouraged to work together, assignments are to be completed on an individual basis. Great Basin College is dedicated to education. Therefore, the college demands a high level of scholarly behavior and academic honesty. No form of academic dishonesty is acceptable. If two or more students turn in the same assignments, punitive measures as described in the Rules and Disciplinary Procedures for Members of the University Community will be enforced.
College Class/Being Employed Analogy
Attending a college class is analogous to being employed.
Success on the job is achieved only with hard work and effort. This is also true of a college class.
Your employer (your instructor) expects you to be
o on the job everyday (attend each class)
o on time
o prepared to work each day
You are allowed only a specific number of sick days each year after which your pay is “docked.” This is also true of this class. Regular and prompt attendance is essential, and your “sick” days are limited (see the Attendance section of this syllabus, above). Excessive absences will result in the loss of your job (dropped from the class).
Meetings are an essential part of the workplace, and everyone is expected to attend regularly and contribute to the discussion. If you miss an excessive number of meetings and/or do not share vital information, your employment success is in jeopardy. The same holds true for this class. You are not only expected to attend all of our “meetings,” but you are expected to contribute to class discussions. This requires you come to each class prepared to discuss the assigned material. Failure to do so will put your success in jeopardy and can result in a reduction in your “salary” (grade).
College Class/Being Employed Analogy, continued
Your employer requires you to submit all reports on time. Failure to do so will endanger your employer’s business and your success. The same is true for this class. All “reports” (weekly assignments) are due at their scheduled time. Failure to submit reports will result in a reduction in your “salary” (grade) or the loss of your job (dropped from the class).
Performance reviews occur in the workplace, and your employer determines the degree of your success during these reviews. Such is the case in this class. The “performance review” for this class is the project. This project requires you to show not only your knowledge of the material, but also your ability to use this knowledge in real-world situations. Your “pay” (grade) depends upon the magnitude of your performance.
If you…
o attend class regularly, well-prepared and in a timely manner
o participate in class discussions
o complete all assignments on time and do well on them
…you have the potential to excel in this class. Good luck!
A grade of “A” versus “C”
The following chart is a profile of the characteristic attitudes and behaviors of both the typical “A” student and the typical “C” student, originated by John H. Williams of Pepperdine University.
Hopefully, this chart will help you to see that the path to a grade of A is not vague; you can consciously adopt these attitudes and behaviors to increase your likelihood of success. Conversely, if you do not have the time or desire to earn an A, you are encouraged to modify your expectations and work toward a more attainable grade.
“A” or Outstanding Students / “C” or Average Students1. Ability (Talent)
...have special aptitude, motivation, or a combination of both. This talent may include either or both creativity and organizational skills. / ...vary greatly in aptitude. Some are quite talented but their success is limited by a lack of organizational skills or motivation. Others are motivated but lack special aptitude.
2. Attendance (Commitment)
...never miss class. Their commitment to the class resembles that of their instructor. Attending class is their highest priority. / ...periodically miss class and/or are often late. They either place other priorities, such as a job, ahead of class or have illness/family problems that limit their success.
“A” or Outstanding Students / “C” or Average Students
3. Attitude (Dedication)
...show initiative. Their desire to excel makes them do more work than is required. / ...seldom show initiative. They never do more than required and sometimes do less.
4. Communication Skills
...write well and speak confidently and clearly. Their communication work is well-organized, covers all relevant points, and is easy to listen to/read. / ...do not write or speak particularly well. Their thought processes lack organization and clarity. Their written work may require a second reading by the instructor to comprehend its meaning.
5. Curiosity
...are visibly interested during class and display interest in the subject matter through their questions. / ...participate in class without enthusiasm, with indifference, or even boredom. They show little, if any, interest in the subject matter.
6. Performance
...obtain the highest scores in the class. They exhibit test-taking skills such as an ability to budget their time and to deal with test anxiety. They often volunteer thoughtful comments and ask interesting questions. / ...obtain mediocre or inconsistent scores. They often do not budget their time well on exams and may not deal well with test anxiety. They rarely say much during class discussion and their answers indicate a cursory understanding rather than mastery of material.
Note: Performance is a joint function of a student’s native ability and motivation. Punctuality, attendance, attitude, curiosity, effort or time commitment, and preparation all indicate motivation.
7. Preparation
...are always prepared for class. They always respond when called on. Their attention to detail sometimes results in catching text or teacher errors. / ...are not always prepared for class. They may not have fully completed the assignment, have completed it in a careless manner, or hand in their assignments late.
8. Retention
...learn concepts rather than memorize details so they are better able to connect past learning with present material. / ...memorize details rather than learn concepts. Since they usually cram for tests, they perform relatively better on short quizzes than on more comprehensive tests such as the final exam.
9. Time Commitment (Effort)
...maintain a fixed study schedule. They regularly prepare for each class no matter what the assignment. They average 3-4 hours of study for every hour in class. / ...study only under pressure. When no assignment is due, they do not review or study ahead. They average not more than 2 hours of study for every hour in class. They tend to cram for exams.
COMPUTER LAB USE
The computer labs are provided as a service to students. Use of a computer lab is a privilege, not a right. Users must refrain from doing anything that annoys others or disrupts their education. The computer lab cannot be used for non-college work. If you notice anyone violating this policy of the computer lab, notify one of the lab assistants or a faculty member immediately.
Expect to use the lab often unless you have the software available to you outside the lab. For your assistance, there are several hours each week when a lab aide monitors the lab.
COMPUTER LAB RULES
- Computer lab use is restricted to authorized individuals: students, faculty, and staff with appropriate logins.
- Logins are issued to individual users and ARE NOT to be used by anyone else.
- Food and drink are prohibited while in a computer lab. Items may be left on a table outside of a lab.
- Children are allowed in the labs only if they are enrolled in a course offered specifically for them.
- Internet access is to be used for class-related work only. Internet activities will be randomly monitored.
- Computer labs are for students to use for class-related work only.
- Copying of ANY software is prohibited without prior authorization.
- No ringing cell phones in the labs.ïÈð
Americans with Disabilities Act (ADA) Statement
Qualified students with physical or documented learning disabilities have the right to free accommodations to ensure equal access to educational opportunities at Great Basin College. For assistance, contact Student Services at 753-2279 or 753-2361.
If you need special course adaptations or accommodations because of a disability, please let me know at your earliest convenience.