You can upload an existing syllabus file and students select the link to open it.  The syllabus will appear as a standalone item in the content list. The only restriction of file type, is that is must be in a format that students can open.
Creating a Content Item with an attached File.

It means people sometimes get confused!  The college is supportive of faculty offering no- or low-cost textbook alternatives as a method of getting to students to have ready access to course materials and ultimately increase student success.  However, not all no- or low-cost materials are OER.  In order to truly be considered an open educational resource, that resource must be free and open to share with anyone (typically under a Creative Commons license).  

The Teaching, Learning and Educational Technology Center serves as CLC's Clearinghouse for Open Education Resources, and we are happy to help you learn more about them, where to find them, and how to use them!  

CLOs are college-wide learning outcomes that were developed to ensure our students leave the College of Lake County with the skills and knowledge necessary to pursue their academic, career, and life goals.
 
There are eight CLOs:

• Critical Thinking,
• Reading,
• Writing,
• Oral Communication,
• Information Literacy,
• Quantitative Literacy,
• Technological Competency,
• Diversity and Social Justice.

 
It’s important that our students get repeated practice in each of the eight outcomes as they take coursework across disciplines and participate in extracurricular activities here at the college. Our systematic assessment of how well students are doing with each skill will help us identify strategies that lead to continuous improvement in the teaching and learning of the CLOs.

A description of each can be found at:
http://dept.clcillinois.edu/vpe/forms/CollegeofLakeCountyLearningOutcomes.pdf


(Source:  Vasilka Maslanka, Assessment Coordinator)

“Student-Faculty interaction has a stronger relationship to student satisfaction with the college experience than any other involvement variable, or indeed, any other student or institutional characteristic.” Alexander Astin
 
Focusing on student retention does not mean lowering academic standards in your classroom or lab. Retention is not the goal; rather it is the result of providing a quality undergraduate experience. In fact, setting high expectations, while providing adequate support, is a basic premise of all retention efforts.
 
What can faculty members do?
 
Connect with students and help them connect with each other:

• Get to know your students and learn their names.
• At the end of each class, ask one student to stay for a minute to chat (compliment them on something; see if they need help).
• Occasionally ask students to work together in groups during class, which not only increases student engagement, but also helps them get to know each other.
• Contact students if they miss class and let them know you missed seeing them.

 
Help students succeed:

• Provide feedback early and often, including mid-term grades/feedback.
• Make certain students know about help that is available for your course and for studying in general. (Tutoring Center, Open Labs, Study Zones, etc).

 
Identify students in trouble and reach out to them:

• Reach out to students who are doing poorly; they will probably not come in for help on their own; a personal email or phone call is more effective than a blanket statement. This interaction can positively impact and motivate students.

 
Encourage and acknowledge successful students:

• Reinforcing that they did a good job can build confidence. 

(Source:  Tanya Woltmann, Dean, Library, Testing, and Academic Success)