COURSE SYLLABUS AND INSTRUCTOR PLAN

Transcription

1 WACO, TEXAS COURSE SYLLABUS AND INSTRUCTOR PLAN FEDERAL GOVERNMENT GOVT F2 JONATHAN BUCKSTEAD AN EQUAL OPPORTUNITY INSTITUTION FALL

2 Course Description The course surveys the national government, focusing on its institutions and processes and on the substantive and critical issues facing a representative democracy in the contemporary world. Emphasis is placed on the U.S. Constitution and its protection of political and personal rights. Additional notions to be addressed include: the rise of constitutionalism; the national constitution; the federal system; the position of the individual; political parties and elections; civil liberties; administration, defense, and foreign policy. Prerequisites and/or Co-requisites Sophomore standing or completion of HIST 1301 and 1302 recommended. May be taken before or after GOVT Prerequisite: Must have passed the reading section of the THEA or approved alternative test or credit for READ Semester Hours 3 (3 lec) Instructor Information Instructor Name: Jonathan Buckstead MCC jbuckstead@mclennan.edu Office Phone Number: (can leave voic ) Office Location: online Office/Teacher Conference Hours (via phone): Monday Tuesday Wednesday Thursday 6-7pm 6-7pm 6-7pm 10-11am Friday Other Sunday, 6-7pm 2

3 Required Text & Materials We the People, 10 th Edition/Ginsberg MCC Bookstore Website Methods of Teaching and Learning This course will consist of the following learning objects: Textbook chapters Exam reviews Exams Website critique written report Weekly discussion board responses Course Objectives and/or Competencies The intention of this course is to provide the student with a "politically-correct" understanding and working knowledge of the American political system from its inception to the present day. All of us participate in some form or other, in the American political system. Our own political system determines our average political behavior and the variation in that behavior. In order for us to change our own or others' average political behavior and/or the variation in that behavior, with some reasonable likelihood of success via the efforts we undertake, we must understand the intricacies and subtleties of our own political system. We must have profound knowledge about the system, that is, sound theory about how it is created, maintained and changed, or designed and redesigned. To change the quality of our own lives and those of others around us, we must be ready, willing, and able to work constantly and forever for such change. Upon successful completion of all sections of this course, the student should have a fundamental understanding of the following key concepts: The American System Learning Statement: The student will understand the foundations, development, and features of the U.S. Constitution and the concept of federalism. Learning Objectives: After completing part one of the course (chapters 1-3), the student should be able to: Explain ideas of politics using the concepts of change and stability. Explain Lasswell's definition of politics: who gets what, when and how. Understand the relationship between politics and government. 3

4 Define attributes of governmental institutions: authority; legitimacy; power. Understand how compliance relates to power. Describe the different forms of government (totalitarian regime, oligarchy, aristocracy, democracy, anarchy). Explain the key features of democracies (universal suffrage, consent of the people, majority rule, and limited government). Describe the competing theories of how the U.S. democracy works (elitism, pluralism and hyperpluralism). Define political culture and describe the process of political socialization. Describe the importance of liberty, equality and property in American political culture. Define the concept of ideology and explain the dominant ideologies in the U.S. (liberalism and conservatism). Explain how changing demographics (the aging of Americans, and increased immigration) affect American political culture, and different priorities. Identify the patterns in early American colonization that influenced later governmental structure and operation. Explain the impact of the early settlements, including Jamestown (representative assembly) and Plymouth (social contract). Explain the development of colonies and more need for government: internal laws by the people; protection of rights. Trace the events and circumstances that led to the Revolutionary War. Explain the reasons for British attempts to raise revenue. Describe these attempts (Sugar Act, Stamp Act, then the Coercive Acts). Explain the colonial response: Boston Tea Party; First Continental Congress; Second Continental Congress; Common Sense; Resolution of Independence; Declaration of Independence. Explain the list of offenses by the British Explain the key ideas in the Declaration, including the concepts of natural rights and consent of the governed. Summarize the events leading to the calling of the Constitutional Convention. Explain the development of the Articles of Confederation. Explain the structure of the government created under the Articles of Confederation including the Congress. Explain the weaknesses of the Articles of Confederation (dependent upon the good will of states, the inability to tax or support a militia, the need for unanimous approval of amendments). Explain the impact of Shays' Rebellion. Explain the compromises reached in the Constitutional Convention on the branches of government. Explain the problem of representation in Congress, including the Virginia and New Jersey Plans. Describe the Great Compromise and the Three-Fifths Compromise. Explain the attempts at the distribution of power: separation of powers; checks and balances; the Electoral College. Describe the historical context surrounding the drafting and ratification of the Constitution including the motivations of the founders. Describe the Bill of Rights. 4

5 Detail the ways in which Constitutional amendments are proposed and ratified. Describe the informal ways in which Congress, the President, and the courts can change the Constitution. Explain the Constitutional issues that will be on the agenda in the near future. Define the three ways of ordering relations between a central government and local or subdivision governments (unitary, confederal and federalist systems). Describe the historical arguments for and against federalism in the United States. Identify and explain the classification of powers between the national and state governments in the United States federal system: National powers (expressed/ (implied) and the importance of the Elastic, or Necessary and Proper, Clause; inherent; State powers (reserved and implied); Concurrent powers; Powers denied by the Constitution. Explain the supremacy doctrine. Explain vertical checks and balances between the states and national governments. Explain horizontal federalism. Explain the Constitutional questions posed in McCulloch v. Maryland and Gibbons v. Ogden and describe the Supreme Court s findings as they relate to federalism (including the necessary and proper clause, the commerce clause and transfer of power). Explain the power struggle between the states and the national government during the Civil War. Trace the phases of the national-state relationship as it pertains to the sharing of power (dual federalism, cooperative federalism and picket-fence federalism). Explain the tools of cooperative federalism, including grants-in-aid and block grants. Describe the impact of federal mandates on state and local governments. Explain recent Supreme Court ruling affecting new federalism. Civil Rights and Liberties Learning Statement: The student will understand how civil liberties and civil rights protect both the individual and categories of people. Learning Objectives: After completing part two of the course (chapters 4-5), the student should be able to: Understand the historical context for the importance of the Bill of Rights within the Constitution. Understand the significance of the 14th Amendment, Gitlow v. New York and the incorporation issue in nationalizing the Bill of Rights. Identify the Constitutional basis for freedom of religion and describe recent Supreme Court rulings on freedom of religion. Identify the different types of speech the Supreme Court has defined, and the historical tests that have been applied to freedom of speech and freedom of the press. Explain the rulings regarding freedom of the press, including prior restraint. Identify the Constitutional concepts in the development of the right to privacy. Identify the civil liberties pertaining to criminal rights, including limitations on police conduct, defendant s pretrial rights and defendant s trial rights. Explain current debate concerning the issue of the right to die. Describe the expansion of civil rights through legislation and amendments to the Constitution in the post-civil War period, including the Emancipation Proclamation, the Thirteenth, Fourteenth 5

6 and Fifteenth Amendments, the Civil Rights Acts of and the Civil Rights cases of 1883 (especially Plessy v. Ferguson). Explain the impact that the Supreme Court s decision in Brown v. Board of Education of Topeka had on education. Describe the impact of the end of separate but equal doctrine (the end of de jure segregation) Describe the most significant pieces of modern civil rights legislation (the Civil Rights Acts of 1964 and 1968 and the Voting Rights Act of 1965). Explain the difference between de facto segregation and de jure segregation. Describe both of the early struggles for equal rights by women. Explain the modern women s movement and the objectives of ratification of the ERA, fighting gender discrimination in the courts and expanding women s political opportunities. Describe current trends regarding contemporary women s political participation. Explain the nature of the problem of gender-based discrimination in the workplace, and the importance of Title VII, definitional problems associated with regulations and the problem of wage discrimination. Explain why affirmative action policies were originally established, and how the Supreme Court has placed limitations on affirmative action. Describe the Bakke case and other limitations on affirmative action. Explain the primary forms of age discrimination, and the impact of strong levels of participation for older Americans. Describe the forms of discrimination against people with disabilities. Identify the key components of the Americans with Disabilities Act. Describe the politicization of gay rights activists in the U.S. Explain the status of anti-gay laws and policies, including military policy. Describe efforts by gay men and lesbians to secure gay rights. Explain the legal status of juveniles, especially with regard to voting rights and civil and criminal rights. People and Politics Learning Statement: The student will understand how political values, attitudes, and behaviors are learned, organized, and expressed. The student will also understand the structure, functions, and operations of the institutions of U.S. government, including interest groups. Additionally, the student will understand how media and political parties serve as institutions to connect people to government. The student will also understand the operation of a political campaign, types of elections, and the factors that affect election outcomes. Learning Objectives: After completing part three of the course (chapters 6-9), the student should be able to: Define public opinion, and explain its uses by policy-makers and interest groups. Describe consensus opinion, divisive opinion and non-opinion. Describe the qualities of public opinion (intensity, fluidity, stability and relevance). Describe the flaws of early opinion polls. Describe current sampling techniques, including random sampling and quota sampling. Explain problems associated with polls. 6

7 Explain how public opinion ins formed in the United States, including political socialization by families, education and peers and the influence of religion, economic status, political events, and opinion leaders. Describe the impact of the media on political socialization. Describe the impact of demographic traits including race and gender on public opinion. Describe the trends in public opinion regarding trust in government and confidence in institutions. Identify the spectrum of political beliefs. Define interest group and describe their functions. Describe the incentives for interest group participation. Identify the major categories of interest groups and their representatives in the business, agricultural, labor, public employee sectors. Describe professional interest groups, public interest pressure groups, single-interest groups, environmental groups and how foreign governments act as interest groups. Identify the direct tactics used by interest groups, including lobbying, rating systems, campaign assistance and the formations of political action committees. Identify the indirect tactics used by interest groups, including public pressure, using constituents as lobbyists and alliance building. Describe efforts to regulate interest group activity. Distinguish between a political party, interest group and faction. Describe the evolution of political party development within the United States including the formative years, the era of personal politics, national two-party rule, the post-civil-war period, the Progressive movement and the modern era. Describe the different constituent orientations of the Republican and Democrat parties. Describe the three faces of a political party, including the party organization, the party in electorate and the party-in-government. Identify the national and state political party structure and organization: theoretical structure (pyramid); formal structure (layer cake); national committee and chairperson; state central committee. Describe the reasons for a two-party system, including the historical, those associated with selfperpetuation, those associated with ideology, and the impact of the electoral system, state and federal laws and the Electoral College. Identify the obstacles faced by third parties. Identify emerging trends in political party preference by the electorate (changes in party identification, the increase in independent voters and the rise of ticket splitting. Identify the reasons people have for seeking public office. Describe the changes that have occurred in campaigning for public office over the last decade. Describe the presidential election process from primaries to the general election. Explain the value of polls during a campaign. Explain the reason for campaign financing and what legislative action has led to campaign financing reforms. Describe the Federal Election Campaign Act of 1972, the Federal Election Campaign Act of 1974 and the 1995 reforms. 7

8 Identify the factors associated with nonvoting and trace historically the movement toward universal suffrage. Explain the psychological factors that influence voting decisions. Discuss the presidential nominating procedure from primary elections through convention proceedings. Describe the different forms of selecting delegates (or candidates), including the open closed and blanket primaries and the caucus system. Describe the Electoral College, and proposed reforms to it. Identify the major functions performed by the mass media in our society including entertainment, reporting news, identifying public problems, socializing a new generation and providing a political forum. Describe the relationship between the First Amendment protection of freedom of the press and government s regulation of the media. Explain the media s impact on politics, both on the impact in electoral politics and investigative reporting of the government. Political Institutions Learning Statement: The student will understand the structure, functions, and operations of the branches of U.S. government, including Congress, the Presidency, the Bureaucracy, and the Courts. Learning Objectives: After completing part four of the course (chapters 10-13), the student should be able to: Explain the major functions of Congress, including lawmaking, constituent service, and oversight and conflict resolution. Compare the basic differences between the House of Representatives and the Senate. Trace the development of Congressional reapportionment through the Supreme Court, including the following cases: Baker v. Carr, Reynolds v. Sims, and Wesberry v. Sanders. Explain gerrymandering. Explain the types of committees in Congress and what impact committees have on the legislative process; standing committees; select committees; joint committees; conference committees. Identify the leadership positions in both the House of Representatives and the Senate, including the Speaker of the House and the Majority and Minority Leaders of both the House and Senate. Explain how a bill becomes a law. Explain how the federal budget is developed and the roles played by the OMB and the CBO. Identify and explain two current views concerning the status of presidential power. Identify and explain the roles of the President (including Chief of State, Chief Executive, Commander in Chief, Chief Diplomat, Chief Legislator). Identify and explain the sources of presidential power; constitutional powers; statutory powers; express powers; inherent powers. Describe the organization of the executive branch and how the organization has changed over time: Cabinet; kitchen cabinet; Executive Office of the President; White House Staff; CEA; OMB; NSC Discuss the evolving role for the vice president as an advisor and successor to the president. 8

9 Describe the Twenty-fifth Amendment and discuss potential problems associated with it. Recognize the impact of the bureaucracy upon presidential initiatives. Identify the types of governmental organizations in the federal bureaucracy and distinguish between functions and responsibilities (including Cabinet departments, independent executive agencies, independent regulatory commissions and government corporations). Identify the legislation controlling political activity by the bureaucracy (the Civil Service Reform Act of 1883 and the Hatch Act) Explain Congressional control on bureaucracies, including enabling legislations and budgetary authorization. Identify the recent reforms within the federal civil service: sunshine laws; sunset laws; whistleblowers. Explain the iron triangle model of the bureaucracy and the role of executive agencies, subcommittees and interest groups. Explain the major concepts of the American legal system that were developed in the English common law system including the common law tradition, precedent, jurisdiction and stare decisis. Outline the federal court system and explain the major function of each court: District Court (trial court); U.S. Court of Appeals (appellate court); U.S. Supreme Court (appellate court with small original jurisdiction). Identify and explain the different types of opinions that are delivered by justices of the Supreme Court: unanimous opinion; majority opinion; concurring opinion; dissenting opinion. Summarize the presidential appointment process for all levels of federal courts including nominating candidates, their common qualifications, the role of senatorial courtesy, and how ideology has played an important role in the politics of appointments. Describe the Rehnquist court, including its ideology and the types of cases it chooses to hear. Explain the policymaking function of the courts. Public Policy Learning Statement: The student will understand the nature of various policies of the US government, including domestic, economic, foreign, and defense policy. Learning Objectives: After completing part five of the course (chapters 14-15), the student should be able to: Describe the policy-making process: agenda building; agenda formulation; agenda adoption; agenda implementation; agenda evaluation. Describe the history of the problem of crime in American society. Explain what factors are involved in the concept of poverty. Describe governmental efforts to reduce poverty, and describe the Welfare Reform Act. Explain the controversy surrounding the government s environmental policy. Explain the Clean Air Act of Explain the concept of policy trade-offs. Describe the politics surrounding both the creation of taxes and subsidies, and explain the concepts of policy trade-offs and action-reaction syndrome. Define a tax loophole. 9

10 Describe the difference between fiscal policy and monetary policy. Explain Keynesian economics. Describe the Federal Reserve System. Describe current trends in the public debt, and explain current policy debate concerning budget surplus. Describe the roles played by GATT and the WTO in opening up world trade. Define foreign policy and describe the process for developing foreign policy and the tools for implementing it. Describe the two competing perspectives of viewing foreign policy (moral idealism and political realism). Describe the formal and informal powers of the president to make foreign policy: commander-inchief; treaty power; executive agreements; access to information; legislative leader; shaper of public opinion. Identify the principal agencies that assist the president in developing foreign policy: State Department; National Security Council; the intelligence community; Department of Defense. Trace the stages of United States foreign policy development including early foreign policy, the Monroe Doctrine and isolationism, internationalism, the Cold War, the Truman Doctrine and containment, detente and post-cold War policy. Describe the impact of issues such as nuclear proliferation, terrorism and the global economy on foreign policy. Summarize contemporary regions of conflict in the world. Course Outline or Schedule See separate attached document Course Grading Information WEEKLY HOMEWORK ASSIGNMENTS/DISCUSSION BOARDS (required) There will be one (1) question per chapter (chapters 4/5 combined) to think about as you read each of the chapters of the textbook and complete each study unit. After having read the appropriate chapter, your next step will be to answer the question for that chapter as you engage in a class discussion using the appropriate discussion board. You will be required to add one (1) answer/comment per question, to the class discussions taking place on the appropriate discussion board. The questions for each chapter are located in the "Discussion Board" section of the course homepage. (Of course, more than one answer/comment is encouraged - some of you will find that you have a lot of input to give - that's great!) (Course maximum of 85 points for 17 postings). 10

11 WEBSITE CRITIQUE REPORT (required) There will be one (1) website critique report due during the semester. The length of the report should be between 1-2 pages. Basically, I would like you to find a national government-related website and review it critically, kind of like you would do with a book review. By "national government", I mean any site that originates from the federal government or interacts with the federal government. For example, sites dealing with interest groups, political parties, think-tanks, political organizations, etc.would be fine as long as they are not directed at the "state-level". As part of your critique, let me know if the site has good information, if you found it useful, if you would recommend it, etc. This assignment will exercise your "surfing" skills and ask you to research and evaluate information available on a national government-related website. The website critique report will be worth up to 25 points. (Course maximum of up to 25 points for 1 report). Check out the "Course Documents" section of the course homepage for a link to website evaluation criteria that you should use as you critique your website. There is also a link to a sample critique here for you to review. ASSESSMENTS (required) There will be a total of six (6) exams. Each exam will consist of 50 multiple-choice questions covering three chapters from our text. Each exam will be worth up to 50 points. There will be no mid-term exam or comprehensive final exam. There will no re-takes of exams or make-up exams, except in the event of a serious emergency. Make every attempt to take exam no later than the date specified in the course schedule. If you are not able to take an exam on or before the due date, please let me know this via messages. Exams will become available in the Assessments section beginning two days before their due date (which would be the Friday before the Sunday that they are due, for the most part). All exams will be taken online through the course on BlackBoard. After completing exams online, you will receive your score immediately. (Course max. of up to 300 points for 6 exams). LETTER GRADE BREAKDOWNS Examinations (6) Each examination will be worth up to 50 points. The following scale will be used to determine letter grades for each exam: A=45-50; B=39-44; C=33-38; D=27-32; F= (300 total points possible). Website critique (1) The website critique will be worth up to 25 points. The following scale will be used to determine 11

12 letter grades: A=23-25; B=20-22; C=17-19; D=14-16; F=0-13. (25 total points possible). Discussion board contributions (17) Each contribution will be worth 5 points if submitted on time. If you submit your contribution after the due date, the appropriate late penalties (1 point deduction per day) will be applied and the lowered score will be reflected in your grade book. If a contribution is made which is 5 or more days late, you will receive 1 point for your contribution. Although submitting more than one contribution to any particular discussion board will not earn you additional points, you are encouraged to actively participate beyond the required minimum level. The following scale will be used to determine letter grades for each contribution: A=5; B=4; C=3; 2=D; 1 or 0=F. (85 total points possible). FINAL CUMULATIVE GRADE Your final grade will be based on accumulation of points as follows: Total points possible A= ; B= ; C= ; D= ; F=0-245 Note: Final point totals may be "curved" if deemed appropriate towards the end of the term. Late Work, Attendance, and Make up Work Policies Missed exams and activities cannot be made-up nor will late work be accepted, unless prior arrangements have been made between you and the instructor. Student Behavioral Expectations or Conduct Policy HOW THIS CYBER CLASSROOM WILL WORK COMMUNICATION Communication between the instructor and individual students will occur largely through . I promise you a quick turnaround time - never longer than two days (or three on weekends.) You should also feel free to leave me a voic message. You will also be engaging in discussions with your fellow classmates on the web. We will be using the discussion board accessory via the BlackBoard program. If you want to learn more about this program, click on the "User Guide" link within the "Student Tools" section of the 12

13 course homepage. Submission of assignments will take place largely through directly to me. When you submit your assignments via direct to me, include them in the body of your message; not as an attachment. I will return graded material (including website critique, discussion board contributions, exams, etc...) through your grade book (located under the "My Grades" link in the "Student Tools" section of the course homepage). You can also send your work to me through the regular mail; however, it must be postmarked one day before the assignment is due. My home address is: 7015 Avignon Drive Round Rock, TX PACE OF THE CLASS Most of the work required for this class will be done at your own pace when it is convenient for you. YOU will determine when to do the reading during the week, and when you feel ready to enter the class discussion online. However, you must complete and submit all assignments by Sunday of each week or of the week that the assignment is due. The dates for all study unit work to be completed are included in the "homework schedule" section of the course homepage. The due dates for other class assignments are also indicated in the "homework schedule" section. The key is not to fall behind. Assignments that are submitted late (those submitted any time after Sunday of the week that they are due) will be assessed a late penalty: (1 point per day for all assignments). STUDENT REQUIREMENTS Taking a course over the web requires patience, an interest in learning more about technology, and personal discipline. You will be the one responsible for keeping up with the material, and using the technology available for research and communication. I will certainly be here to help you, and you will be able to communicate with other members of the class - but ultimately the responsibility lies with YOU to seek the help you need, and commit the time necessary. The rewards will be great. Not only will you be pursuing important and interesting questions about American government, you will be honing your communication skills, your writing skills, your thinking skills and your computer skills at the same time. 13

14 GENERAL OBSERVATIONS A web course is, in a few key respects, very different from a traditional classroom. For one thing, there is more responsibility put on the student to interact with the teacher. If you do not understand something, I cannot read that in your face, or call on you in class to determine how well the idea is comprehended. You must communicate with me and with your fellow classmates through the computer - either through or through our discussion program. If you do not make the effort to communicate - you cannot truly benefit from interaction with the instructor and with the classroom. If you are confused or need more guidance, you have to let me know. I am hoping that one benefit of this web delivery is that I will actually get to know many of you better than I would if you were sitting in my class. I usually get to know some students out of every class because they come to see me, but many students are too shy, too busy or unmotivated. However, with the ease and greater flexibility created by computer communication, I am hoping that many more of you will communicate with me to ask questions, give feedback or offer YOUR insights. Also, I think that we can have really interesting discussions as a class since you will have time to think about and compose your ideas and responses, and will not have to deal with the heart stopping fear of speaking up in class. I eagerly look forward to getting to know many of you through this new form of communication. MCC Academic Integrity Statement The Center for Academic Integrity, of which McLennan Community College is a member, defines academic integrity as a commitment, even in the face of adversity, to five fundamental values: honesty, trust, fairness, respect, and responsibility. From these values flow principles of behavior that enable academic communities to translate ideals into action. Individual faculty members determine their class policies and behavioral expectations for students. Students who commit violations of academic integrity should expect serious consequences. For further information about student responsibilities and rights, please consult the McLennan website and your Highlander Student Guide. MCC Attendance Policy Regular and punctual attendance is expected of all students, and each instructor will maintain a complete record of attendance for the entire length of each course, including online and hybrid courses. Students will be counted absent from class meetings missed, beginning with the first official day of classes. Students, whether present or absent, are responsible for all material presented or assigned for a course and will be held accountable for such materials in the 14

15 determination of course grades. In the case of online and hybrid courses, attendance will be determined in terms of participation, as described in the course syllabus. "Absence from 25 percent or four consecutive weeks (whichever occurs first) of scheduled lecture and/or laboratory meetings will be taken as evidence that a student does not intend to complete the course; the student will be dropped by the instructor." Please refer to the Highlander Guide for the complete policy. Instructor Attendance Policy Regular participation and input is required for this web-based course as is continued satisfactory performance. If, for any reason, you are unable to participate in any class activity, please inform the instructor as much in advance as possible. Failure to meet the attendance requirements in a course may lower a grade and/or result in an instructor-initiated withdrawal. ADA Statement In accordance with the requirements of the Americans with Disabilities Act (ADA), and the regulations published by the United States Department of Justice 28 C.F.R (a), MCC s designated ADA coordinators, Dr. Drew Canham Vice President, Student Success and Mr. Gene Gooch - Vice President, Finance and Administration shall be responsible for coordinating the College s efforts to comply with and carry out its responsibilities under ADA. Students with disabilities requiring physical, classroom, or testing accommodations should contact Ms. Renee Jacinto, Disabilities Specialist, Student Services Center, Student Development Department, Room 227 or at orrrjacinto@mclennan.edu TITLE IX No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance. Legal Citation: Title IX of the Education Amendments of 1972, and its implementing regulation at 34 C. F. R. Part 106 (Title IX) In accordance with the requirements of the Title IX Education Amendments of 1972 MCC s designated Title IX Coordinator, Drew Canham Vice President, Student Services and Deputy Coordinator, Melissa (Missy) Kittner Director of Human Resources shall be 15

16 responsible for coordinating the College s effort to comply with and carry out its responsibilities under Title IX. Contact information Drew Canham, Title IX Coordinator Vice President, Student Success McLennan Community College Administration Building, Room 408 Administration Building, Room College Drive 1400 College Drive FAX FAX dcanham@mclennan.edu mkittner@mclennan.edu Melissa (Missy) Kittner, Title IX Deputy Coordinator Director, Human Resources McLennan Community College 16