EDU 1301, Intro to the Teaching Profession

Instructor Name: Marissa Anderson

Building/Office Number: Vidor High School

Office Hours: 8:00am-4:00pm

Email Address: manderson@vidorisd.org

This is a field-based course that provides students with foundational knowledge of child and adolescent development as well as effective teaching and training practices. Through hands-on experience and classroom observation, students work under the guidance of both a supervising teacher and exemplary educators in elementary, middle school, and high school settings. Throughout the course, students will learn to plan and lead individualized instruction and group activities, prepare instructional materials, assist with record keeping, contribute to the organization of educational environments, and take on responsibilities similar to those of teachers, trainers, paraprofessionals, and other educational professionals. I will use lectures, slide presentations, cooperative learning, internet research, individual work, and others. There will be projects and presentations, as well. You will be participating in an internship where you will be assisting a teacher and gain hands-on experience in the teaching field.  

TECA 1354 Child Growth & Development

TECA 1311 Educating the Young Child

Upon registration, LSCO students are automatically charged $25 per semester credit hour for access to all required textbooks, lab manuals, access codes, and e-books through the Gator Book Pack program. Physical materials may be picked up in Beaumont or shipped for an additional fee. Information and FAQs are available on the LSCO Gator Book Pack webpage. Students have until the second class day of the semester to opt out of the program.

Students are expected to have access to all required materials during the first week of class and are responsible for completing all assigned coursework. Students who do not have access to their materials during the first week should notify the instructor immediately for guidance.

Upon successful completion of this course, students will acquire the following course learning outcomes:

Course Level Learning Outcomes (ACGM or WECM)Core Objectives  Associated Course Activities/Assignments/Projects

Education and Training §127.G.

August 2025 Update Page 25 of 29

§127.345. Practicum in Education and Training (Two Credits), Adopted 2021.

(a) Implementation.

(1) The provisions of this section shall be implemented by school districts beginning with the 2022-

2023 school year.

(2) School districts shall implement the employability skills student expectations listed in

§127.15(d)(2) of this chapter (relating to Career and Technical Education Employability Skills) as

an integral part of this course.

(b) General requirements. This course is recommended for students in Grade 12. Prerequisite: Instructional

Practices. Recommended prerequisites: Principles of Education and Training, Human Growth and

Development, and Child Development. Students shall be awarded two credits for successful completion of

this course. A student may repeat this course once for credit provided that the student is experiencing

different aspects of the industry and demonstrating proficiency in additional and more advanced knowledge

and skills.

(c) Introduction.

(1) Career and technical education instruction provides content aligned with challenging academic

standards, industry-relevant technical knowledge, and college and career readiness skills for

students to further their education and succeed in current and emerging professions.

(2) The Education and Training Career Cluster focuses on planning, managing, and providing

education and training services and related learning support services.

(3) Practicum in Education and Training is a field-based course that provides students background

knowledge of child and adolescent development principles as well as principles of effective

teaching and training practices. Students in the course work under the joint direction and

supervision of both a teacher with knowledge of early childhood, middle childhood, and

adolescence education and exemplary educators in direct instructional roles with elementary-,

middle school-, and high school-aged students. Students learn to plan and direct individualized

instruction and group activities, prepare instructional materials, assist with record keeping, make

physical arrangements, and perform other duties of classroom teachers, trainers, paraprofessionals,

or other educational personnel.

(4) Students are encouraged to participate in extended learning experiences such as career and

technical student organizations and other organizations that foster leadership and career

development in the profession such as student chapters of related professional associations.

(5) Statements that contain the word "including" reference content that must be mastered, while those

containing the phrase "such as" are intended as possible illustrative examples.

(d) Knowledge and skills.

(1) The student analyzes strategies that promote health and wellness to address the unique challenges

in balancing work and personal responsibilities for educators. The student is expected to:

(A) examine signs of personal stress and anxiety;

(B) describe and develop appropriate boundaries for a healthy work-life balance; and

(C) identify and implement strategies to manage health and wellness.

(2) The student explores the teaching and training field and profession. The student is expected to:

(A) analyze current trends and issues that impact education such as political, societal, and

economic trends and issues;

(B) analyze practices of effective teaching and training professionals;

(C) analyze qualities of effective schools;

Education and Training §127.G.

August 2025 Update Page 26 of 29

(D) develop a written summary of professional beliefs and values about education and

training;

(E) determine the educational and academic requirements and possible degrees and

certifications necessary for a profession of interest in teaching and training;

(F) refine a personal career plan in preparation for a career in the field of education or

training;

(G) research and identify teaching and training opportunities in non-traditional settings such

as those in corporations, community outreach programs, nonprofits, and government

entities; and

(H) research and identify educational high-needs and teacher-shortage areas.

(3) The student understands the learner and learning process. The student is expected to:

(A) apply principles and theories of human development appropriate to specific teaching or

training situations;

(B) apply principles and theories about the learning process to specific teaching or training

situations;

(C) analyze the dynamics of educator and student behaviors that facilitate the learning

process;

(D) analyze teaching skills that facilitate the learning process; and

(E) demonstrate and evaluate effective instructional practices to accommodate diversity such

as learning differences, learner exceptionality, and special needs.

(4) The student interacts effectively in the role of an educator. The student is expected to:

(A) demonstrate and evaluate effective interaction skills with stakeholders such as students,

educators, parents/guardians, community members, and other professionals; and

(B) demonstrate and evaluate techniques that promote literacy and numeracy.

(5) The student plans and uses effective instruction. The student is expected to:

(A) apply principles and theories that impact instructional planning;

(B) use lesson planning tools such as unit plans and scope and sequence and vertical

alignment documents;

(C) develop instructional materials that align with the Texas Essential Knowledge and Skills;

(D) demonstrate competency in foundation and enrichment subject areas;

(E) apply research-based practices to create lessons plans that meet instructional goals;

(F) analyze the development of effective instructional strategies;

(G) evaluate and analyze effectiveness of lessons plans and instructional strategies used in a

lesson or series of lessons; and

(H) explain how learner and professional feedback is used to guide selection and adjustment

of instructional strategies.

(6) The student creates and maintains an effective learning environment. The student is expected to:

(A) apply principles of universal design to create and maintain a safe and effective learning

environment;

(B) integrate teacher or trainer practices that promote an effective learning environment;

(C) apply classroom management techniques that promote an effective learning environment;

and

Education and Training §127.G.

August 2025 Update Page 27 of 29

(D) demonstrate specific conflict-management and mediation techniques supportive of an

effective learning environment.

(7) The student assesses instruction and learning. The student is expected to:

(A) develop and apply formative and summative assessments to foster student learning;

(B) use assessment strategies to promote personal growth and teaching or training

improvement;

(C) use self-reflection techniques to promote personal growth and teaching or training

improvement; and

(D) use classroom and standardized test assessment data to drive instructional strategy.

(8) The student understands the relationship between school and society. The student is expected to:

(A) identify ways to support learning through advocacy;

(B) identify and select family, school, and community resources that support learning; and

(C) promote learning and build support through positive school partnership activities with

stakeholders such as families, schools, communities, and business/industry.

(9) The student develops technology skills. The student is expected to:

(A) access and use current technology applications appropriate for specific subject matter and

student needs; and

(B) integrate the use of technology as a tool for instruction, evaluation, and management

effectively.

(10) The student understands the professional, ethical, and legal responsibilities in teaching and

training. The student is expected to:

(A) analyze teacher and trainer practices that promote professional and ethical conduct;

(B) analyze professional and ethical standards that apply to educators and trainers;

(C) analyze situations requiring decisions based on professional, ethical, and legal

considerations; and

(D) analyze potential consequences related to non-compliance with the Code of Ethics and

Standard Practices for Texas Educators.

(11) The student explores the need and opportunities for continued professional development for

educators and trainers. The student is expected to:

(A) identify strategies and resources for the professional development of educators or trainers

such as research and assessment;

(B) demonstrate teacher or trainer practices that promote ongoing professional development

and lifelong learning; and

(C) develop a plan for professional growth.

(12) The student participates in field-based experiences in education or training. The student is

expected to:

(A) apply instructional strategies and concepts within a local educational or training facility;

and

(B) document, assess, and reflect on instructional experiences.

(13) The student documents technical knowledge and skills. The student is expected to:

(A) gather artifacts and documentation that support attainment of technical skill

competencies;

Education and Training §127.G.

August 2025 Update Page 28 of 29

(B) update a professional portfolio to include components such as a resume, samples of work,

service-learning logs, recognitions, awards, scholarship essays, letters of

recommendation, certifications, and evaluations; and

(C) present a professional portfolio to interested stakeholders.

Source: The provisions of this §127.345 adopted to be effective August 1, 2025, 50 TexReg 4421.

Major Course Topics

• The Teaching Profession – Roles, responsibilities, career pathways, and expectations of education professionals
• Professionalism and Employability Skills – Communication, collaboration, leadership, work ethic, ethics, confidentiality, and professional conduct
• Child and Adolescent Development – Developmental characteristics and their impact on learning and instruction
• Learning and Instruction – Learning styles, instructional strategies, differentiation, and meeting the needs of diverse learners
• Lesson Planning and Curriculum – Learning objectives, TEKS, instructional planning, learning activities, and instructional resources
• Classroom Management – Positive learning environments, routines and procedures, student behavior, motivation, and effective teacher-student interactions
• Assessment and Student Learning – Formal and informal assessment strategies, feedback, observation, and monitoring student progress
• Communication and Collaboration – Effective communication with students, teachers, school personnel, families, and other educational stakeholders
• Educational Technology – Appropriate use of technology and digital resources to support teaching and learning
• Field-Based Experience – Observation and participation in classroom settings, assisting mentor teachers, working with individual students and groups, preparing instructional materials, and practicing teaching-related responsibilities
• Reflection and Professional Growth – Evaluating field experiences, identifying strengths and areas for improvement, setting professional goals, and exploring future education careers

Faculty who suspect violation of academic honesty, cheating, plagiarism, collusion, or abuse of resource materials may assign an academic penalty. Students must be notified of their right to appeal before the academic penalty is imposed.

Students subject to penalty due to academic honesty have the right to appeal the decision. Refer to the current LSCO Catalog for details on the appeal process.

LSCO students are required to use their LSCO email account (Office 365 / Microsoft Outlook) for all electronic communication. In order to ensure the privacy and identity of the student communicating via electronic methods, LSCO faculty will direct students to use their LSCO email accounts rather than personal accounts. If a student has trouble accessing their LSCO email account, they should contact the LSCO Help Desk at (409) 882-3033 or helpdesk@lsco.edu.

Federal regulations require students who receive financial aid to have begun “attending” and participate substantially in each course for which they are enrolled on or before the official census reporting date outlined on the LSCO Academic Calendar. Students documented as “not attending” a course upon the census date are assumed (for financial aid purposes) to have not begun attendance for that course This negatively affects their financial aid eligibility and disbursement and requires the student to repay any financial aid funds that have already been disbursed . Attendance in an ONLINE course is verified by substantial participation in the course on or before the census date published in the LSCO Academic Calendar. Substantial participation in this online course is defined as logging in and completing/participating in at least one requirement of the course. Note: Simply logging in to your online course does not constitute attendance.

Hybrid classes are a mix of face-to-face and online environments. Students will be expected to attend class during the scheduled meeting time. (Include the policy on absences and tardiness.) In addition to classroom attendance, your weekly active participation in the online component (Blackboard and/or homework software) will be considered and expected.

Hybrid-Flexible (HyFlex) courses utilize a blended course design that allows students to choose how they will ATTEND their class sessions. Students can choose to attend sessions in-person or live online without attending class on campus. A watch later option is available to students taking a HyFlex course, however, students may utilize watch later sessions no more than three classes during an 8-week term or five classes during a 16-week term.

Students will have the amount of days absent plus an additional day to make-up and turn in course work.

Please note that points will be deducted for late work.

• Face-to-Face - No food, drink, tobacco, cell phones, etc.

• Online - Since face-to-face meetings in the classroom may be replaced by online meetings through discussion boards, emails, and/or Blackboard Collaborate, students are expected to follow the rules of netiquette in these forums.

• Hybrid - When face-to-face meetings in the classroom are replaced by online meetings through discussion boards, emails, and/or Blackboard Collaborate, students are expected to follow the rules of netiquette in these forums.

• Hyflex - Whether attending in person or online (synchronously or asynchronously)—students are expected to engage respectfully and responsibly. Arrive prepared, minimize distractions, and participate actively using appropriate tools (e.g., microphones, chat, discussion boards). When joining remotely, keep your camera on when possible, mute your microphone when not speaking, and use the chat feature constructively. In the classroom, be mindful of peers who are joining online by speaking clearly and allowing space for all voices. All communication should remain professional.

Formal exams may be given as appropriate throughout the course. Assessment will primarily be based on assignments, projects, field-based experiences, demonstrations of skills, and other performance-based activities. Students will be provided with expectations and requirements for all assessments in advance.

Students should use AI technology responsibly and ethically. This includes refraining from using AI to engage in harmful or unethical activities, such as generating false information, spreading misinformation, or engaging in malicious behaviors. The use of AI should align with the principles of academic integrity, honesty, and respect for others. Students are responsible for adhering to LSCO's Academic Honesty policy found in the Catalog. LSCO's full AI policy can be found at AI Policy | Lamar State College Orange (lsco.edu)

For every hour in class (or unit of credit), students should expect to spend at least two to three hours per week studying and completing assignments. For a 3-credit-hour class, students should prepare to allocate approximately six to nine hours per week outside of class in a 16-week session OR approximately twelve to eighteen hours in an 8-week session. All Online/Hybrid students should expect to spend at least as much time in this course as you would in the traditional, face-to-face class.

A = 90 - 100%

B = 80 - 89

C = 70 - 79

D = 60 - 69

F = below 60

The instructor will respond to emails within 24 hours, excluding weekends and holidays. On weekends and holidays, the instructor will respond to emails from students within 24 hours of the first business day following the weekend or holiday.

Weekly participation and engagement in the courses are critical for student success. Assignments should be completed by the due date. Students should also refer to the instructor’s attendance policy for additional information. (See LSCO Catalog, Class Attendance.)

Students may request to review and discuss test or assessment grades with the instructor. Questions or concerns regarding a grade should be addressed with the instructor in a timely manner. Grade reviews will follow applicable campus and district grading policies.

This syllabus contains information, policies, and procedures for a specific course. By enrolling, the student agrees to read, understand, and abide by the rules, policies, regulations, and ethical standards of Lamar State College Orange as those contained in the current LSCO Catalog and schedule of classes.

The instructor reserves the right to make changes to this syllabus if deemed necessary. All changes will be provided to the students orally or in writing before the implementation of the change.

TimelyCare is a virtual health and well-being platform that is available 24/7 for all non-dual credit enrolled LSCO students. There is no cost to eligible students for this service. TimelyCare providers offer emotional support, mental health counseling, health coaching, psychiatry, and basic needs support. Non-Dual Credit students enrolled in classes can log in to the TimelyCare website or app available at timelycare.com/LSCO.

Any student who faces challenges securing their food, housing, transportation, or childcare for minor dependents and believes this may affect their performance in the course is encouraged to contact the student care office (studentcare@lsco.edu)for guidance on how to access possible resources. Please notify the instructor of your circumstance if you are comfortable doing so.

Lamar State College Orange (LSCO) is an equal opportunity educational institution and does not discriminate against any person regardless of race, sex, color, religion, national origin or ancestry, age, marital status, disability, sexual orientation, gender identity, or veteran status, in admissions, educational programs, student activities or employment. For further information about this policy, contact the Director of Student Care and Accessibility at studentcare@lsco.edu.

LSCO prohibits discrimination, including sexual harassment and retaliation, against any student on the basis of race, color, religion, gender, national origin, disability, or any other basis prohibited by law. Any student who believes that he or she has experienced prohibited conduct or believes that another student has experienced prohibited conduct should immediately report the alleged acts to the Title IX Coordinator, Rebecca Gentry rebecca.gentry@lsco.edu.

LSCO students will access Blackboard through the MyGator portal. Login credentials will use the following format: NetID@my.lsco.edu/Password. For help in identifying your NetID/Password, visit https://www2.lsco.edu/sspr/userinfo1.asp.

Students needing help learning how to navigate Blackboard are encouraged to reach out to LearningTechnology@lsco.edu. Blackboard student resource videos and help-sites are available at https://www.lsco.edu/distanceed/blackboard-student.asp.

Lamar State College Orange provides career advising services to all students and alumni through Career Coach, an online career planning tool. Career Coach assists students through all phases of developing, initiating, and implementing career plans.

Information regarding employment opportunities and career options are provided along with access to live local job postings. Full-time and part-time employment opportunities, as well as internships, are available through Career Coach. Access https://www.lsco.edu/advising/career-planning.asp for more details on how to use LSCO’s Career Coach to plan for and learn more about your future career.

Lamar State College Orange provides currently enrolled students support for daycare and/or transportation costs on a first come first serve basis as funding allows.

Access https://www.lsco.edu/advising/gator-assistance.asp for details on assistance services.

Students needing course content or study skills support are encouraged to make an appointment or walk in to receive tutoring and academic support services. Our series of student success seminars, named Lifesavers, are available Face-to-face, online, and self-paced throughout the semester. Reach out to OASIS@lsco.edu for more information on how students can receive academic support. Visit https://www.lsco.edu/student-life/library/lifesavers.php for more information about Lifesavers.

Students are encouraged to visit library.lsco.edu to find the library’s current operating hours, access the catalog to locate print materials, and access GatorSearch to explore the vast electronic collection. The library provides over 77 electronic database collections that include eBooks, newspapers, magazines, academic journals, and streaming video. The physical library contains a specialized collection of research materials specifically chosen to support the degrees and courses offered. Additionally, Students with research questions or questions about library services are encouraged visit the library in person, call 409-882-3352, access the chat on the library webpage, or to email their question to lscolibrary@lsco.edu.

Under the Texas State System, Lamar State College Orange complies with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, pertaining to the provision of reasonable academic adjustments/auxiliary aids for students with disability. We strive to provide reasonable academic adjustments/auxiliary aids to students who request and require them.

Students who believe they have a disability requiring an academic adjustment/auxiliary aid are encouraged to contact the Director of Student Care & Accessibility at studentcare@lsco.edu. Students are encouraged to apply before the start of the semester when at all possible. The Accommodation Request Form and details regarding the appropriate documentation needed can be found here: https://www.lsco.edu/advising/disability.asp. Once approved, the signed accommodation form provided by the Director of Student Care & Accessibility must be submitted to the instructor at least two business days in advance of need.

Lamar State College Orange provides currently enrolled students with access to online tutoring through a partnership with Upswing, an online tutoring platform. Tutors are available 24/7 online in almost every subject.

Access https://www.lsco.edu/tutoring/online-tutoring.asp for details on how to log-in to the FREE services.

In the event of an emergency campus closure in excess of three class days, Lamar State College Orange’s classes will continue via the use of Blackboard. In such an instance, the college website, www.lsco.edu, will have information concerning the event and anticipated re-opening plans.

Please be considerate of other classmates’ feelings, ethnic background, cultural differences, situations, and level of maturity. Students will be asked to leave the course if disruptive or inappropriate behavior is exhibited in any of the course requirements. If your instructor feels that you have not contributed appropriately to course requirements, your final course grade may be reduced accordingly.

The instructor reserves the right to manage a positive learning environment and will not tolerate inappropriate conduct in the course. Rude correspondence (discourteous or impolite, especially in a deliberate way) in e-mails, telephone calls, in person, or comments made to other class members, the instructor, or the office staff.

Students should develop a backup plan should their computer system or their Internet provider fail. Computer or internet connectivity issues are not valid excuses for missing a deadline. The College provides many opportunities for using computer equipment, as do many public libraries. Refer to the LSCO website for operational hours of the Library and OASIS.

Students should check in advance with the institution to which they plan to transfer credit to confirm transferability.

LSCO awards some certificates and degrees in which a criminal history MAY disqualify candidates from becoming licensed, certified, and/or employed upon degree/certificate completion. Students with a criminal background enrolling in courses leading to a degree/certificate in Criminal Justice, Barber, Cosmetology, Emergency Medical Technology, HVAC, Electrician, Plumbing, Massage Therapy, Medical Assisting, Vocational Nursing (VN), Registered Nursing (RN), Pharmacy Technician, Real Estate, or Teacher Preparation program are STRONGLY ENCOURAGED to discuss the certification and/or licensing regulations of the program with the program director listed in order to learn more about the current guidelines related to criminal history as well as the right of individuals to request a criminal history evaluation letter.

Never attending or ceasing to attend classes DOES NOT constitute a drop or withdrawal. You remain registered until you request a drop from the instructor. Failure to act in a timely manner will result in an "F" grade for the course. It is the student's responsibility to follow up with the LSCO advising office to ensure that all drops/withdrawals are processed as desired.

The grade of "I" may be given when any requirement of the course, including the final examination, is not completed. Students seeking an incomplete should have completed 75% of the course requirements and be passing the course at the time of the request. Arrangements to complete deficiencies in a course should be made in advance of the end of the semester with the instructor. The instructor will process the Incomplete form online, and a confirmation will be sent to the student’s LSCO email.

Incomplete work must be finished during the next long semester. If not, the Office of Admission and Records must change the "I" grade to the grade of "F." The course must then be repeated if credit is desired. An "I" grade also automatically becomes an "F" if the student registers for the course prior to removing the deficiencies and receiving a grade change. The instructor may record the grade of "F" for a student who is absent from the final examination and is not passing the course.

Grade determination and awarding of grades in a course are the responsibility of the instructor and should be calculated according to college policy, procedures, and written details provided in the course syllabus. NOTE: Final grades are available to students within 48 hours of the instructor posting the grade in Banner. Students may view final grades by logging into MyGator and then accessing Gator Self-Service.

An academic appeal process is afforded to students who desire to dispute a grade or any decision that affects the student’s ability to complete and earn a grade for the course provided it is not related to a violation outlined in the LSCO Student Code of Conduct. If an informal conference with the faculty member regarding an academic complaint fails to reach the outcome requested by the student, the student may initiate the formal process. Even after initiating the formal complaint process, students are encouraged to seek informal resolution of their concerns. A student whose concerns are resolved may withdraw a formal complaint at any time.

Refer to the current catalog or for details on the formal grade appeal process.

Lamar State College Orange has identified seven educational goals to specify the knowledge and skills that students should gain from completing academic and technical programs with the College. These goals are:

• Critical thinking (General Education, Technical) – Students will be able to demonstrate creative thinking, innovation, inquiry, analysis, evaluation, and synthesis of information.

• Communication (General Education, Technical) – Students will be able to effectively develop, interpret and express ideas through written, oral and visual communication.

• Empirical and quantitative skills (General Education, Technical) – Students will be able to manipulate and analyze numerical data or observable facts and create informed conclusions.

• Teamwork (General Education, Technical) – Students will be able to consider different points of view and to work effectively with others to support a shared purpose or goal.

• Social responsibility (General Education, Technical) – Students will be able to recognize and acquire a sense of intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national and global communities.

• Personal responsibility (General Education, Technical) – Students will be able to connect choices, actions, and consequences to ethical decision-making.

• Professional competency (Technical) – Students will be able to recognize or demonstrate skills that depict professional values and employability. If the career has licensure or certification requirements, students may prepare for the licensure and certification in a capstone course and sit for the licensure or certificate at the end of the program.

Current students will access many LSCO applications through the MyGator portal. Login credentials will use the following format: NetID@my.lsco.edu/Password.

Students can set a password here: https://www2.lsco.edu/sspr/

IMPORTANT: It is a violation of College policy, state laws, and federal laws for anyone to gain or help others gain unauthorized access to MyGator or any LSCO application or service. All accounts shall be for use by a single individual – the person for whom the account was approved or assigned. This includes Blackboard accounts as well as any application within MyGator. Sharing or loaning accounts is strictly prohibited, can be construed as a form of cheating, and violates College policy, state laws, and federal laws.

LSCO adheres to the policies and procedures established in the Texas Education Code, Texas State University System Rules and Regulations, LSCO Faculty Handbook, and LSCO Catalog.

No food or tobacco products are allowed in the classroom. Only students enrolled in the course are allowed in the classroom, except by special instructor permission. It is inappropriate for minor children to be on campus due to the potential liability to the College, the risk of harm to the children, and decreased employee productivity due to distractions and disruptions.

LSCO believes that all matters involving a staff member (non-instructor) OR an instructor are best resolved directly with the employee. Should it not be resolved at that level, access and complete the Student Complaint Intake form within five (5) business days from the date of the offense. The Student Complaint Intake Form can be found in any of these locations: 

• LSCO Website (Current Students) 
• LSCO Catalog (Student Services, Complaints) 
• MyGator Card 
• Blackboard (Student Resources, Student Services, Student Resources) 

After a student completes the Student Complaint Intake Form, they will be contacted by an LSCO employee unrelated to the offense and provided guidance on how to proceed with the Complaint process. 

Refer to the LSCO Catalog (Student Services, Complaints) for details on the complaint process. 

Student-Staff and Student-Instructor Complaint Process involving Safety, Harassment, or Title IX: 

Students who have experienced a safety, harassment, or title IX event should access and complete the Title IX/Clery: Anonymous Reporting Form found in any of these locations: 

• LSCO Website (Sexual Misconduct & Title IX)
• LSCO Catalog (Student Services, Complaints)
• MyGator Card 
• Blackboard (Student Resources, Student Services, Student Resources)

After a student completes the intake form, they will be contacted by an LSCO employee and provided guidance on how to proceed. 

Refer to the LSCO Catalog (Student Services, Complaints) for details on the complaint process. 

The privacy of all students, including Distance Education students, is protected through strict adherence to the rules of the Family Education Rights and Privacy Act. LSCO’s statement regarding the Family Education Rights and Privacy Act can be found in LSCO’s Catalog. Additional information regarding privacy for Distance Education students can be found in the Distance Education Handbook, appendix D.