COURSE SYLLABUS RED 0900 (Sections 01, 02), BASIC READING II, M-W-F, Spring 2016

Meeting Location: Main Campus, Building E, Room - Computer Lab E-216 English, Mathematics, and Education Division

ILLINOIS VALLEY COMMUNITY COLLEGE

Instructor: Linda Thomas Office Hours: Office Location: B-325 Monday: 8:30-9:00, 2:30-4:00 Office Phone: (815) 224-0478 Wednesday: 8:00-9:00, 2:30-4:00 Email: linda_thomas@ivcc.edu Friday: 8:00-9:00 REQUIRED INSTRUCTIONAL TEXTS AND MATERIALS:

• Ten Steps to Improving College Reading Skills, 6th ed. by John Langan, 2014 • Brain on Fire by Susannah Cahalan, 2012 • One-inch three-ring binder/Portfolio • Pocket folder • Five section dividers (for use in the three-ring binder/Portfolio) • Index cards or you may use a computer generated card template • Highlighter • USB drive • In or over-ear headphones

CATALOG DESCRIPTION: This course is designed to enhance student knowledge of word analysis, vocabulary, comprehension, digital literacy, and academic honesty. It explores and practices critical reading and thinking. Students will be introduced to study and test-taking strategies that promote academic success. This course builds on students' strengths and is for those who need greater efficiency in the reading skills necessary for academic success. IVCC college credit is awarded, but no transferable college credit. The course is evaluated with a letter grading system; however, it is not calculated into the GPA. Students must complete the course with a "C" or higher to satisfy the requirement for Basic Reading II. Students must earn 80 percent of the total points available to pass the course. Prerequisite: Successful completion of Basic Reading I or appropriate score on the Accuplacer Reading Test. Note Regarding the Use of Technology: Students in this course will be asked to use the computer to produce word-processed documents, send IVCC e-mails, use presentation software, search the Internet, and use Blackboard to check grades and assignments. Students, at minimum, should have a computer with Internet access at home or should have free time to work on the computers at IVCC to complete computer work. The student should possess the ability to independently navigate the computer, to create documents in a word-processing program, and to send attachments via email. If you do not know how to do these things, please contact me. EXPECTED LEARNING OUTCOMES AND RELATED COMPETENCIES: Upon completion of the course: 1. The student will improve and expand vocabulary. 1.1 The student will infer meanings of words using example, synonym, antonym, and context clues. 1.2 The student will use appropriate resources and study strategies to expand vocabulary. 2. The student will improve literal and critical comprehension skills in written and spoken language. 2.1 The student will identify and analyze the topic, the stated and implied main idea and theme. 2.2 The student will identify and analyze supporting details.

2.3 The student will improve comprehension by making inferences and drawing conclusions.

2.4 The student will recognize organizational patterns to extend comprehension. 2.5 The student will recognize idioms, analogies, and figurative language to extend comprehension. 2.6 The student will paraphrase and summarize. 2.7 The student will interpret graphs, charts, tables, and maps.

(EXPECTED LEARNING OUTCOMES AND RELATED COMPETENCIES Continued) Page 2 3. The student will apply study skills. 3.1 The student will learn and apply active reading strategies. 3.2 The student will learn and apply test-taking strategies. 3.3 The student will learn and apply a variety of note-taking strategies. 4. The student will apply critical reading and thinking skills to a variety of text. 4.1 The student will analyze elements of non-fiction and/or fiction. 4.2 The student will apply principles learned in reading comprehension and study skills to academic learning. 5. The student will be introduced to the digital literacy environment. 5.1 The student will demonstrate navigating a variety of communication technologies. 5.2 The student will routinely access and utilize digital tools for assignments, communication, assessment, and course progress. 6. The student will be aware of the standard of academic honesty in the use of information. 6.1 The student will make educational judgments on information, digital and written. 6.2 The student will follow the plagiarism guidelines found in the Student Rights and Responsibilities section of the IVCC Handbook. GRADING CRITERIA AND SCALE: The course will involve reading and coming to understand a wide variety of issues and content areas. Letter grades will be assigned to each student based upon attendance, the percentage of total points earned, and the final conference. Please see the listing below:

COURSE GRADE DISTRIBUTION

A = 94-100% B = 87-93% C = 80-86% F = 79% or less

APPROXIMATE POINT DISTRIBUTION

• Tests: chapter, vocabulary and comprehension. 235 • Guided/self-guided IVCC Jacobs Library Orientation & Research

Orientation with word-processed summary. 40 • Combination of activities, reflections, evaluations, conference/s,

portfolio check/s, written or on-line assignments, and discussions. 80 • Counselor visits and follow up verifications. 20 • Final research project. 50

*Student must maintain attendance requirement. Total points 425

*Available Extra Credit is described on pages 8 & 9 of the Course Syllabus 25 INSTRUCTIONAL METHODS: • Lecture and discussions • Guided practice • Assigned readings • Guest presenters • Individual and collaborative work • Presentations • Rubric/Module guides • Classroom management system – Blackboard • Individualized conferences (at the discretion of the instructor) • Written assessments (at the discretion of the instructor)

COURSE POLICIES: Page 3 1. Attending class is critical for students who are seeking successful course completion. Arrive promptly for class and

stay for the duration of the class. More than 6 class periods (two weeks) of course absences during the semester will result in failure. * being tardy (late) to class twice will be equivalent to one absence It is mandatory to notify the instructor by phone at (815) 224-0478 or e-mail linda_thomas@ivcc.edu whenever unable to attend class. In critical situations of injury or hospitalization, alert the instructor as soon as possible so an evaluation of the situation can be made on a case-by-case basis.

2. Complete and submit all work on time and present it professionally. One piece of late work or a test will be accepted if

the student has phoned (815) 224-0478 or emailed linda_thomas@ivcc.edu the instructor about the absence. These late submissions should be verified with the instructor by the student showing his/her Blackboard grade report and by the student sending an email to request that the missed test be set up in the Assessment Center E-215 or in C-211 (in cases where the student receives accommodations in that office). If you know in advance that you will be absent the day of a test or assessment, alert the instructor and work to complete the test/assessment early.

3. Whenever emailing or leaving a phone message for the instructor, always state your full name, the course name,

and section number. Use standard written English. When requesting that a missed test be set up, include the name of the specific test that you want the instructor to set up in the Assessment Center E-215 or in C-211. The student should complete the missed test within 48 hours or as directed by the instructor.

4. Actively participate in all class activities. Appreciate the classroom as an active environment of intellectual challenge

and exchange. Exhibit a willingness to share and to respect others’ ideas and the classroom setting.

5. Avoid using the lab computer, printer, or any personal technology device for any activities that are not directed by the reading instructor. Make sure phones are silenced and put completely away during regular class and assessment/testing time unless instructor directs usage.

6. Please refer to the IVCC Student Code of Conduct as outlined in the Student Handbook. A respectful demeanor and discourse is expected at all times. Cheating/Plagiarism of any kind will result in failure.

7. Read and complete all assignments thoroughly. Most comprehension question answers on tests and assigned writings

must be word-processed. 8. Maintain an organizational Portfolio divided into five sections: (1) Master Schedule, (2) Course Syllabus, (3) Handouts, (4) Research, and (5) Grade/Conference. 9. Each RED student is responsible for checking Blackboard and IVCC email. All electronic correspondence will only be sent to the IVCC email and/or IVCC Blackboard account. For more information on accessing these accounts, contact Student Tech Support at (815) 224-0318, email your question from the Student Tech Support homepage, or request help in person at the HELP desk in the Learning Commons located in D-201. 10. Computer Lab E-216 is a food free area. You may bring an appropriate beverage to drink as long as it is in a lidded container. *If a health issue requires food consumption during class, please see Tina Hardy for the accommodation. IMPORTANT STUDENT ACCOMMODATIONS INFORMATION: This course is designed to support learners in a safe environment. If you want to discuss your learning experience, please talk to me as early in the term as possible. If you know you have, or suspect you have a disability (learning disability, physical disability, or psychiatric disability such as anxiety, depression, bipolar disorder, AD/HD, post-traumatic stress, or others) for which you may need accommodations, please contact Tina Hardy, the Coordinator of Disability Services, in C-211 to help determine if you are eligible for support. If you are eligible, bring your accommodations letter to me as soon as possible. *Those qualifying for the Brain on Fire text in an alternative audio format can get assistance registering for Bookshare and/or using Read, Write, Gold in the C-211 office. To receive the alternative audio text for the Ten Steps to Improving College Reading Skills, you will need to make the request and bring a new 8gb USB, drive along with an IVCC Bookstore sales receipt for the book purchase, to C-211 so a copy of the text can be downloaded for your use during the semester. Additional contact information: tina_hardy@ivcc.edu, (815) 224-0284.

Page 4 RED 0900 BASIC READING II (Sections 01, 02) M-W-F Spring 2016

ASSIGNMENT FRAMEWORK (Subject to possible change)

DIRECTIONS FOR THIS ASSIGNMENT FRAMEWORK: Bolded print in this Assignment Framework shows tests and assignments that are due that particular week and indicates pre-scheduled guest speakers and dates when there are no IVCC classes.

Regular print is reserved for upcoming homework assignments, due dates, and other course information. COUNSELOR VISITS: As part of your grade for this course, you are required to meet with an IVCC counselor for two visits. You will be responsible for making these two appointments, worth 10 points each. One should take place in January or February and the other should take place in March or April. Contact the IVCC Counseling Office by phone (815) 224-0360 or in person to schedule your two appointments. These visits will give you the opportunity to: discuss academic issues; set future goals; learn about support services, student clubs and organizations; discuss personal issues; and schedule classes. JACOBS LIBRARY ORIENTATIONS: You are required to complete two Jacobs Library Orientations. Each is worth 10 points. (1) The self-guided or group orientation to the library should be completed no later than March 11. You can do this by taking your IVCC photo ID and going to the Jacobs Library main desk and requesting to take the self-guided library orientation. If you have any difficulty during the self-guided orientation, just return to the desk to ask for assistance. It will take you about 15-20 minutes to complete. *If you are enrolled in an ENG course this semester, and you are required to do the library orientation, just bring paper verification of having completed the orientation, and it will count for these points. (2) We will devote a class period to the second Jacob’s Library orientation, as it will focus on finding research sources for your reading research project. (Jan. 15) Complete Degrees of Reading Power (DRP) Assessment in class on Friday, Jan. 15.

Homework: Do: Read the RED 0900 Course Syllabus by Wed. Jan. 20. Do: Fill out carefully and hand in the Reading Inventory before leaving class on Friday, Jan. 22. Do: Purchase Ten Steps to Improving College Reading Skills, 6th ed. by John Langan, Brain on Fire by Susannah Cahalan, three ring binder, 5 section dividers, pocket folder, highlighter, USB drive, and in or over-ear headphones. Do: Organize Portfolio into 5 sections with the following labels: (1) Master Schedule, (2) Course Syllabus, (3) Handouts/Reflections, (4) Research and (5) Grades. Show your organized Portfolio and texts to the instructor by Friday, Jan. 22.

(Jan. 20, 22) College Closed on Monday, January 18, in observance of Martin Luther King Day. Show your Portfolio organization and your two texts to instructor by Friday, Jan 22. Hand in your completed Reading Inventory by Friday, Jan. 22. Guest Speaker: Tina Hardy for RED 0900-02 at 9:30 and for RED 0900-01 at 10:30 on Friday, Jan 22. Homework:

Do: Begin reading and completing Ten Steps to Improving College Reading Skills Chapter 2 “Main Ideas” for test Fri., Jan. 29.

Do: Practice the MLA heading for word-processed material. Refer to handout. (Jan. 25, 27, 29) Test: Ten Steps to Improving College Reading Skills Chapter 2 “Main Ideas” on Friday, Jan. 29. Hand in all assigned work prior to the test. Homework:

Do: Begin reading and completing Ten Steps to Improving College Reading Skills Chapter 3 “Supporting Details” for test on Friday, Feb. 5. Do: Have twenty-five vocabulary cards completed on Brain on Fire, “Author’s Note,” “Preface,” and Chapters 1-10 to share in discussion on Wednesday, Feb. 3. Refer to vocabulary handout. Begin to study cards for test over these words on Fri., Feb. 12. Do: Contact IVCC Counseling Office (815) 224-0369 to set up your 1st counselor visit to be completed no later than Feb. 29.

Page 5 (Feb. 1, 3, 5) Come to class with vocabulary cards completed on Wednesday, Feb. 3. Discuss and practice Brain on Fire, “Author’s Note,” “Preface,” and Chapters 1-10 vocabulary cards. Test: Ten Steps to Improving College Reading Skills Chapter 3 “Supporting Details” on Friday, Feb. 5. Homework: Do: Review twenty-five vocabulary cards for test on Friday, Feb. 12.

Do: Finish assigned Cornell Notes odds or even questions Brain on Fire, “Author’s Note,” “Preface,” and Chapters 1-10 for discussion and to submit on Friday, Feb. 19.

(Feb. 8, 10, 12) Test: Brain on Fire, “Author’s Note,” “Preface,” & Chapters 1-10 vocabulary test on Fri., Feb. 12. Hand in cards prior to test. Homework:

Do: Finish assigned Cornell Notes odds or even questions Brain on Fire, “Author’s Note,” “Preface,” and Chapters 1-10 for discussion and to submit on Friday, Feb. 19.

Do: Discuss active reading strategies: turning headings into questions, highlighting, note taking. (Feb. 17, 19) College Closed Monday, Feb. 15, in observance of Presidents’ Day Discussion: bring completed Brain on Fire, “Author’s Note,” “Preface,” Chapters 1-10 Cornell Notes for discussion on Friday, Feb. 19. *Hand in notes following discussion. Homework:

Do: Actively read Brain on Fire Chapters 11-21. Complete vocabulary cards for discussion on Wednesday, Feb. 24. Vocab. Test will be on Wednesday, March 2. Do: Complete the 1st counselor visit by Monday, February 29.

*Optional Extra Credit Support Services listed on pages 8-9 of your Course Syllabus due on Mon., May 9.

(Feb. 22, 24, 26) Bring Brain on Fire Chapters 11-21 vocabulary cards for discussion on Wednesday, Feb. 24. Vocab. Test will be on Wednesday, March 2. *Harper College Feb. 26.

Homework: Do: Complete the 1st counselor visit by Monday, February 29. Do: Ten Steps to Improving College Reading Skills Chapter 5 “Relationships I.” *Test over Chapter 5 on Friday, March 11. Do: Show proof of self-guided or guided Jacobs Library Orientation no later than Friday, March 11.

(Feb. 29. March 2, 4) Hand in verification of completed 1st counselor visit no later than February 29. Test: Brain on Fire Chapters 11-21 vocabulary on Wednesday, March 2. Homework: Do:

Do: Show proof of self-guided or guided Jacobs Library Orientation no later than Friday, March 11. *Optional Extra Credit Support Services listed on pages 8-9 of your Course Syllabus due on Mon., May 9.

(March 7, 9, 11) Show proof of self-guided or guided Jacobs Library Orientation no later than Friday, March 11. Midterm test: Ten Steps to Improving College Reading Skills Chapter 5 “Relationships I,” Friday, March 11. *Make topic selections for the final research project. Discuss criteria sheet. *Upcoming research guidance is scheduled with librarians in Jacobs Library.

Homework: Do: Actively read Brain on Fire Chapters 11-21 and complete assigned odds or even Cornell Notes questions for discussion on Wednesday, March 16. Do: Make appointment for 2nd counselor visit to be completed by April 29. *Optional Extra Credit Support Services listed on pages 8-9 of the Course Syllabus due Mon., May 9.

Page 6 (March 14, 16) *Presentation in Jacobs Library on researching magazine sources and Consumer Health on March ________. Bring completed Brain on Fire Chapters 11-21 assigned odds or even Cornell Notes questions for discussion on Wednesday, March 16. No classes scheduled on Friday, March 18, for Development Day.

Homework: Do: Ten Steps to Improving College Reading Skills Chapter 6 “Relationships II” for Wednesday, March 23. Do: Practice assigned pages for group reading of Brain on Fire Chapters 22-30 for Monday, March 21. My assigned pages are _______________________. Do: Final research presentation due on Monday, May 2.

(March 21, 23, 25) Group read Chapters 22-30 until each student has read his/her section. Students are responsible for reading any part of Chapters 22-30 not covered while in class. Test: Ten Steps to Improving College Reading Skills Chapter 6 “Relationships II” for Wednesday, March 23.

Homework: Do: Actively read Brain on Fire Chapters 31-42 and take your own Cornell, outline, mapping or card notes over this section for a comprehension test on Wednesday, April 6. Some notes are available for your use. They are posted to Blackboard under Course Document sin a file for these chapters. *You will be able to use your notes during the test. Do: Make an appointment with the Writing Center tutors in the Learning Commons located in D-201 to go over your summary so you can get the required assistance proofreading your paragraph summary before submitting the final draft on Fri., April 15.

SPRING BREAK No Classes March 28-April 2 (April 4, 6, 8) Group Work: Avoiding Plagiarism and Learning to Paraphrase, April 4. Test: Brain on Fire comprehension Chapters 31-42, Wednesday, April 6. *Heartland College April 8. Homework:

Do: Word-process using MLA formatting a summary paragraph containing the five main pieces of information gathered at the two Jacobs Library orientations that will be helpful to you as you work to complete your final project or go forward in your college career. Develop your paragraph with the five major details and enough minor supporting details to go into the second page. When submitting the summary on Friday, April 15, you will need three items stapled together: your revised final word-processed copy, a Writing Center form showing proof of your meeting with a tutor, and your original word-processed paragraph. *Optional Extra Credit Support Services listed on pages 8-9 of the Course Syllabus due Mon., May 9.

(April 11, 13, 15) Hand in your MLA formatted summary paragraph containing the five main pieces of information gathered at the two Jacobs Library orientations that will be helpful to you as you work to complete your final project or go forward in your college career. Develop your paragraph with the five major details and enough minor supporting details to go into the second page. To receive full credit, you will need to submit three items stapled together: your revised word-processed final copy, a Writing Center form showing proof of your meeting with a tutor, and your original word-processed paragraph by Friday, April 15.

Homework: Do: Work on presentation: Brain on Fire Chapters 43-53. My assigned pages __________________are due on Friday, April 22.

*Last Day for student withdrawal from 16-week classes, Tuesday, April 12. 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 and their financial aid officer before withdrawing from a class to discuss if a withdrawal is the best course of action for that particular student. The instructor reserves the right to withdraw a student who exhibits attendance or behavior inconsistent with course policies. By the final withdrawal date, if the student has not been attending and the student is failing the course with no possibility in the final weeks to pass the course, the instructor reserves the right to withdraw the student.

Page 7 (April 18, 20, 22) Present assigned Chapters 43-53 pages on Friday, April 22.

Homework: Do: Work on Power Point or Prezi Research Project that is due Monday, May 2. Do: Ten Steps to Improving College Reading Skills Chapters 8 “Purpose and Tone” and Chapter 9 “Argument” for test on Monday, May 9. *Optional Extra Credit Support Services listed on pages 8 & 9 due on Monday, May 9.

(April 25, 27, 29) Hand in proof of 2nd counselor visit by April 29. Homework: Do: Work on PowerPoint Research Project due Monday, May 2.

Do: Ten Steps to Improving College Reading Skills Chapters 8 “Purpose and Tone” and Chapter 9 “Argument” for test on Monday, May 9.

*Optional Extra Credit Support Services listed on pages 8 & 9 due on Monday, May 9. (May 2, 4, 6) Power Point or Prezi Research Projects to begin on Monday, May 2 and continue on Wednesday, May 4. Homework:

Do: Ten Steps to Improving College Reading Skills Chapters 8 “Purpose and Tone” and Chapter 9 “Argument” for test on Monday, May 9.

*Optional Extra Credit Support Services listed on pages 8 & 9 due on Monday, May 9. (May 9 and May 11 or May 13 *see explanation below) Test: Ten Steps to Improving College Reading Skills Chapters 8 “Purpose and Tone” & Chapter 9 “Argument” on Mon., May 9. Hand in any final Optional Extra Credit points on Monday, May 9. RED 0900-01 will meet on Wednesday, May 11, from 10:00-12:00. RED 0900-02 will meet on Friday, May 13, from 9:00-11:00.

Page 8

*Extra Credit SUPPORT SERVICES: Each student has the opportunity to complete by May 9, 2016, a maximum of 5 services as described below to earn 25 extra credit course points. There are 14 different services listed below to choose from. *You may use four services more than once for points: 1. seeking direct reading course help from the instructor, Linda Thomas, during office hours, 2. seeking reading course help in the Learning Commons from tutors in the Peer Tutoring Center in D-201, 3. seeking reading course help from tutors in the Writing Center in D-201, or 4. attending more than one IVCC sponsored speaker, film, drama, etc. *Points will start calculating into course average as soon as they are earned. 1. Seek reading course assistance from the instructor, Linda Thomas, in B-325 during office hours. Your

instructor knows what is expected in the course and wants to help you succeed. My office hours are stated at the top of the first page of this RED 0900 Course Syllabus.

2. To get help with your reading course, use the free on campus Peer Tutoring Center available to all IVCC

students under the directorship of Cathi Nelson at 224-0479 in the Learning Commons, D-201. cathi_nelson@ivcc.edu *To receive reading course assistance at the IVCC Ottawa Campus contact (815) 224-0800.

3. To get help with your reading course, use the free Main Campus Writing Center available to all IVCC

students in the Learning Commons in D-201 under the directorship of Nora Villarreal at nora_villarreal@ivcc.edu or (815) 224-0318. *To receive reading course assistance at the IVCC Ottawa Campus contact (815) 224-0800.

4. Attending class regularly is critical for students who are seeking successful course completion. Students

who attend regularly hear instructor presentations and expectations, learn about upcoming assignments, and participate actively in the course. Students who maintain perfect attendance will qualify for these points.

5. During the semester, IVCC will offer special programs, speakers, films, or dramas to build students’

background knowledge in a range of topics or in the study skills necessary for college success. As the semester unfolds, I will alert you to opportunities that qualify for support points. *If you hear of an IVCC sponsored event that I have not told you about, please check with me ahead of time to ensure qualification.

6. If you know you have, or suspect you have a disability (learning disability, physical disability, or psychiatric disability such as anxiety, depression, bipolar disorder, AD/HD, post-traumatic stress, or others) for which you may need accommodations, please contact the Disability Services Office in C-211. Tina Hardy, Coordinator of Disability Services, can help determine if you are eligible for support. Her contact information is tina_hardy@ivcc.edu, (815) 224-0284. Activating and using your services in this reading course qualifies for these service points. 7. If you are identified as having possible light sensitivity, complete the individual Irlen Sensitivity Screening (approximately one hour) for the support service points. Discuss with your instructor. 8. The college offers a study skills course to support students as they work toward their academic goals. The course is SSK 0904 College Study Skills. It is a 3-credit course. Taking this course and successfully completing it qualifies for the support service points (partial points will be awarded until course completion).

Page 9 9. The Reading, Writing, Study Skills Lab in B-201 under the directorship of Coordinator Jennifer Bubb offers students 1-credit Pass/Fail courses to improve overall reading, study, and test-taking skills. Enrolling and successfully completing one of these specific Pass/Fail courses will qualify for the support service points: Vocabulary RED 0901, Test-taking Techniques SSK 0902, Using Study Systems SSK 0903, Reading Rate/Comprehension RED 0904, Spelling RED 0906, and Motivation and Planning RED 0907. (Partial points will be awarded until course completion.) jennifer_bubb@ivcc.edu (815) 224-0277. 10. The college offers a 2-credit Strategies for College course, SFC 1000, to support students as they work toward their academic goals. Taking this course and successfully completing it qualifies for the support service points (partial points will be awarded until course completion). 11. The Basic Computer Skills Inventory is free to IVCC students. Many of you took this inventory when you took the placement exam. It assesses your computer concepts, file management, word processing, Internet, email, PowerPoint and keyboarding skills. If you have not taken this inventory, please contact the Assessment Center in room E-215 and make an appointment to complete the inventory. Once the inventory is taken, you can earn the points for this support service by showing proof of passing the assessment with a 75% or higher or by enrolling in the appropriate computer course to build your computer skills. 12. After the class session in Jacobs Library devoted to finding two sources for your research project, if you still

need one-on-one source help from a librarian for your research Power Point or Prezi final reading project, please ask for verification from the librarian regarding what help was given to you on what specific date, and this will count for support service points.

13. The Student Technology Orientation is a scheduled 50-minute free orientation session where students receive assistance with logging into their Network, Blackboard and Email accounts. Orientation sessions are held in the Learning Commons D-201 and are open to all online and on-campus students. Please visit the Learning Commons in D-201 or contact Michelle Story via email, michelle_story@ivcc.edu or phone (815) 224-0441, to set up an appointment to receive the orientation. 14. You may be eligible to receive services from Project Success located in CTC-204. Many students consider Project Success an oasis of support that really feels like a second family to them. Its primary purpose is to assist students who plan to transfer to 4-year colleges or universities. You can start the process by completing the online application posted on the IVCC Project Success website. Make a copy of your online application before submitting. Applicants will receive notification after the application is processed. The Director of Project Success/Student Support Services is Chris Herman. Contact chris_herman@ivcc.edu or (815) 224-0593.