Intellectual Freedom and Youth
Fall 2010 Greensheet
Textbooks and Readings
THE ANGEL SITE AND COURSE GREENSHEET/SYLLABUS
Visit the Angel class site often for course updates, resources, announcements, and other relevant information. Students are responsible to know the content on the Angel course site and Greensheet/Syllabus. It is also the student’s responsibility to ask questions and express concerns as quickly as possible so that the instructor can provide an answer/response immediately.
The instructor makes every effort to proofread the Greensheet/Syllabus and the Angel Course Site but errors can still occur. Please inform the instructor about any errors you might find.
This course will focus on intellectual freedom issues with youth, the value of youth literature to enhance individuals’ lives, the ethics of intellectual freedom, the psychology of censorship and how to combat it, and how to defend materials for youth.
At the end of this course, students will be able to:
- Identify characteristics and topics that are frequently associated with challenged materials
- Identify the elements needed to write a reconsideration policy for a school or public library
- Train library staff in reconsideration procedures and how to handle an angry customer
- Write a rationale for a challenged book
- State own philosophy of intellectual freedom
- Discuss the value of books that present graphic material or controversial subjects
- Describe the psychology of the censor and their emotions and motivations
- Discuss the motivations of authors who write material that might be challenged and why they are willing to risk censorship
In addition, this course supports the following SLIS core competencies:
- A) articulate the ethics, values and foundational principles of library and information professionals and their role in the promotion of intellectual freedom
- C) recognize the social, cultural and economic dimensions of information use
- D) apply the fundamental principles of planning, management and marketing/advocacy
- H) demonstrate oral and written communication skills necessary for group work, collaborations and professional level presentations
- N) evaluate programs and services on specified criteria
The Importance of SOTES
Students evaluate the course and instructor at the end of each term. This evaluation is known as the SOTES. An announcement will go out from the administration letting students/faculty know when the SOTES are available to complete. Those completing the SOTES, and informing me of doing so, will receive 1 point towards their overall grade. 1 point can make the difference between a higher and a lower grade overall. The importance of SOTES is very easy to describe – it is the student voice to the administration and the instructor giving feedback on the positives and negatives of the student’s experience in the class. Completing the SOTES is so very important to improving courses and instruction.
ANGEL Course Site
You must check into the Angel course site at least once per day if not more. The instructor expects that you will promptly answer emails.
Questions, Comments, Concerns Discussion Thread
Please post all questions, concerns, and general comments on the discussion thread under Lessons/Discussion Threads on the Angel class site. If the question or concern is of a personal nature send directly to the instructor’s email address (email@example.com).
It is your responsibility to ask questions and express concerns you have about assignments or other materials provided for the class. The Greensheet/Syllabus and the class site in tandem provide you with as much information as possible but if you need clarification please do not hesitate to ask.
The instructor reserves the right to assign additional readings on the weekly outlines. Additional readings will be assigned no less than 10 days out from the week the readings are to be read.
All lectures are posted under Lessons/Lectures and include the URL to access the lecture on the server OR on the instructor’s blog. The blog is created and maintained by the instructor and SJSU/SLIS has nothing to do with its creation or problems. Contact the instructor for any issues you are having with the blog. The address of the blog is: http://web.me.com/bwestes/LIBR_267_-_01,_10_INTELLECTUAL_FREEDOM_FOR_YOUTH,_Fall-2010/Intellectual_Freedom_and_Youth/Intellectual_Freedom_and_Youth.html
Lectures may have been recorded during an earlier semester but are still relevant for the present semester.
ELLUMINATE SESSIONS – Mandatory
- Week 2 - Monday, August 30 (1 point)
Introduction to Class – Instructor Lecture and Question/Answer Session
7-8:30 p.m. Pacific (Note this is a shorter sessions than the others)
- Week 10 - Thursday, October 28 (7 points)
7-9:30 p.m. Pacific
Session is Mandatory
- Week 16 - Thursday, December 9 (20 points)
Hot Topics in IF for Youth
7-9:30 p.m. Pacific
Session is Mandatory
SLIS Competencies: A,D,H
Course Outcomes: 1,2,5,6,7,8
Rounding – The instructor does not round points to the next whole number. If you receive an 89.6 you will get the grade equivalent for those points.
Grading Rubric/Individual Assignment Evaluation Forms
The rubric for written assignments and the instructor’s evaluation forms are located on the Lessons page on the Angel course site.
Point Allocation by Assignment with Due Dates
|Discussion Threads||17||Weeks 2,6,8,10,12|
|Elluminate Intro Session||3||August 30|
|Selection Policy Paper||15||September 30|
|Elluminate Group Presentations – Controversial Authors/Genres||22||October 28|
|Rationales Paper||10||November 19|
|Philosophy Paper||10||December 3|
Elluminate Group Presentations
|SOTES Completion||1||End of Semester|
NOTE: The instructor reserves the right to deduct points for any work not done on time, Elluminate sessions not attended and not participating in discussion threads.
E-mail Subject Lines/Naming of Assignment Files - Mandatory
Format for subject line for all email correspondence:
LIBR 267_01_10_YOUR LAST NAME
(Example LIBR 267_ WrennEstes)
Format the file name for all of your assignments:
LIBR 267_01_10_YOUR LAST NAME_KEYWORD OF ASSIGNMENT TITLE
E-mail Response Time
Instructor answers email on a regular basis throughout the day and evenings.
The “policy” for responding to email is up to 24-hours from receipt of the email by the instructor. The instructor, from time-to-time, may have to increase response time between receipt and answer but will inform the class if and when a longer response time is needed.
Crisis or Emergency
Please call the instructor if a situation will prevent you from doing assignments, Elluminate sessions and discussion threads. You will receive a zero for any course work missed unless you have received permission from the instructor and other arrangements have been made. The instructor reserves the right to deduct points (the number of which is determined by the instructor) for any work not done on time, missed Elluminate sessions or non-participation in discussion threads. Instructor’s cell phone number is 510-410-1959 (pacific time zone).
Students will produce assignments that meet writing and research standards appropriate for students in a Master’s program of study. It is critical to proofread your work before turning it in. Graduate level writing standards do not tolerate spelling or grammatical errors of any kind. Students are encouraged to refer to a writer’s handbook - Strunk and White’s Elements of Style for example. APA is mandated for citations included within the text of the paper and reference/bib page(s). See class rubric under Lessons on the Angel class site for description of criteria/expectations.
Spelling and Grammar
I may not read your entire paper for spelling and grammar mistakes; if, in my opinion, your assignments contains too many I will reduce your points substantially stop grading your paper for mechanics and will go on for content and other elements that are required in the assignment.
- May not exceed the number of pages specified by the instructor.
- Must have a title page with the following information: Title of paper, Class number and title, Name of Student, Name of Instructor, University and Date of Assignment
- Papers must be doubled spaced
- Reference page must be included and meet APA guidelines
- Citations within the paper itself must be done according to APA guidelines
- Page numbers and the name of the assignment must appear on all pages except the title page
- All papers are to be written in formal style unless otherwise noted on the assignment description.
Tips on how to create effective PowerPoint presentations are included under Lessons.
The instructor has a zero tolerance policy in regards to plagiarism and will inform the University of any incidences of plagiarism for disciplinary action.
Subject to change with fair notice.
You will need a high-speed connection (DSL, cable, etc.) to successfully participate in this class. Please see the Technology Requirements and Instructions for Success handout.
Mandatory participation is required
Introduction Thread – One post required by 5pm on Sunday of the week assigned. See description below. Worth -1 point.
Topic Discussion Threads
There are 4 topic discussion threads each worth 4 points and requiring two posts.
The first post addresses the topic of the thread and includes your insights and opinions on the topic and references to your readings and our discussions. You need to create a short bib indicating what resources you are using in your post. The substantial post must be on the thread by midnight Thursday of the week assigned. The second post must be a response to one of you classmates and this post must be on the thread by the 5pm on Sunday of the week assigned.
Remember that additional posts are always welcome and show work that goes beyond just the required amount and into the “Exceptional” work category.
SLIS Competencies: A,C,H
Course Outcomes: 1,5,6,7
DISCUSSION THREAD SCHEDULE
Discussion 1 - Week 2 (1 pt) August 30 – September 5
Introductions – Introduce yourself – tell us a little about yourself including how far into the program you are. (1 post per student)
Discussion 2 - Week 6 (4 pts) September 27 – October 3
Discussion for this thread centers on self-censorship of librarians selecting materials for their collections. Put yourself in the hot seat and discuss what biases you have and whether they have or could affect your judgment. What parts of the ALA Code of Ethics and Library Bill of Rights does self-censorship violate or come into conflict with and how can you avoid letting yours affect your professional responsibilities.
Discussion 3 - Week 8 (4 pts) October 11 - 17
Students will discuss the topic of the purpose of selection policies and reconsideration procedures. Each student must post twice. The first post should be substantial in nature and include the student’s opinion of the topic. The second should be a thoughtful response to another student’s post.
Discussion 4 - Week 10 (4 pts) October 25 – October 31
Students will discuss the topic of the psychology of the censor. Each student must post twice. The first post should be substantial in nature and include the student’s opinion of the topic. The second should be a thoughtful response to another student’s post.
Discussion 5 - Week 12 (4 pts) November 8 – November 14
Students will discuss the issues of suggesting controversial titles to teens in a reader’s advisory capacity. Discussion will center around your personal opinions on the topics and influence of the discussion and readings for the class. Each student must post twice. The first post should be substantial in nature and include the student’s opinion of the topic. The second should be a thoughtful response to another student’s post.
WEEKLY OUTLINE AND ASSIGNMENT DESCRIPTIONS
Lectures can be accessed by the links provided under Lessons on the Angel site or on the
Instructor’s blog - http://web.me.com/bwestes/LIBR_267_-_01,_10_INTELLECTUAL_FREEDOM_FOR_YOUTH,_Fall-2010/Intellectual_Freedom_and_Youth/Intellectual_Freedom_and_Youth.html
DISCLAIMER: The instructor may add readings to the outline at any time. The instructor will make an announcement of such postings but the student has the ultimate responsibility to check the Course Outline on a regular basis.
|Wk. 1 (8/25-8/29)||Readings||LaRue (The New Inquisition), Introduction and Chapter 1 (A Historical Perspective)
Study: First Amendment Still Left Behind in Schools
ALA-Office of Intellectual Freedom
List of Banned Books (1990-2000) http://www.ala.org/ala/oif/bannedbooksweek/bbwlinks/challengedauthorsofcolor.cfm
List of Most Commonly Challenged Books in the US (since 1900)
List of Banned Films (International)
|Wk. 2 (8/30-9/5)||Readings||LaRue (The New Inquisition), Chapters 2 (Religion and Libraries) and 3 (Generations)
Reichmann (Censorship and Selection),
|Discussion Thread #1||Introductions – Introduce yourself – tell us a little about yourself including how far into the program you are, any other details you’d like to include. (1 post per student)||1|
|Elluminate Session||Week 2 - Monday, August 30 (3 points)
Introduction to Class – Instructor Lecture and Question/Answer Session
7-8:30 p.m. Pacific (Note this is a shorter sessions than the others)
|Value of Controversial Materials, Bibliotherapy
Controversial Lit Lecture Link
|Group Assignment||Topics and group members will be assigned by the instructor and announced by September 10|
|Wk. 3 (9/6-9/12)
9/6 is holiday
|Reading||American Library Association. “Access to Resources and Services in the School Library Media Program: An Interpretation of the Library Bill of Rights”
American Library Association. “Free Access to Libraries for Minors: An Interpretation of the Library Bill of Rights”
Literacies and Issues of Intellectual Freedom in the Digital Age, How Librarians Are Coping with New Challenges, BC Library Conference, April, 2010
|Instructor Lecture||Censorship in Schools
|Wk. 4 (9/13-9/19)||Readings||Reichman (Censorship in Schools)
Chapter 2 (Arenas of Conflict)
Websites: Examples of selection policies and how to write them.
American Library Association – Workbook for Selection Policy Writing
Book Selection Policy – PDF under Lessons Course Documents
|Readings||Reichman (Censorship and Selection)
Chapter 3 (Issues in Dispute)
Fear Factor: Kids’ Lit Style, Brian Kenney, July 2010 from School Library Journal Newsletter online. http://www.schoollibraryjournal.com/slj/printissue/currentissue/885494-427/fear_factor_kids_lit_style.html.csp
|Wk. 6 (9/27-10/3)||Readings||La Rue, Chapter 4 (Responding to Challenges) and 5 (Beyond the Basics: Taking It to the Street)
Trites (Disturbing the Universe), Chapter 4, Sex and Power in YA Literature (under Course Documents)
Laurie Halse Anderson, TWISTED banning update, September 26, 2009
Banned Books Week adopts author’s anti-censorship poem as manifesto from guardian.co.uk by Alison Flood, September 24, 2009
Ellen Hopkins – Poem “manifesto” from article above
|Discussion Thread #2||Discussion for this thread centers on self-censorship of librarians selecting materials for their collections. Put yourself in the hot seat and discuss what biases you have and whether they have or could affect your judgment. What parts of the ALA Code of Ethics and Library Bill of Rights does self-censorship violate or come into conflict with and how can you avoid letting yours affect your professional responsibilities.
Each student must post twice. The first post should be substantial in nature and include the student’s opinion of the topic (Thursday by midnight). The second should be a thoughtful response to another student’s post (Sunday by 5 p.m.)
||Interview with Jamie LaRue, author of The New Inquisition
Link Part 1
Link Part 2
Selection Policy Analysis (Paper)
|Select a public or school library. Find the materials selection policy.
Compare the policy you have found with the ALA guidelines for writing a Selection Policy. How do they differ? How are they similar?
Analyze the selection policy for materials that are directly used or accessible to “youth” (including selection philosophy, selection criteria, reconsideration policy and procedures, intellectual freedom and access to information and statement of privacy and confidentiality). Describe any legal precedence for content/statements that are included and dig a bit deeper into the details of what makes a good selection policy.
Papers are to be no more than 15 pages in length. Follow writing standard guidelines posted in the first part of the Greensheet.
Writing style for paper is formal. Visit: http://ezinearticles.com/?The-Difference-Between-Formal-and-Informal-Writing&id=594208 for more information on differences between formal and informal writing style.
Post papers to the dropbox provided.
A excellent resource for this assignment is Ensuring Intellectual Freedom and Access to Information in the School Library Media Program, Helen R. Adams, 2008
Examples: There is no current example of the assignment in this form.
|Wk. 7 (10/4-10/10)||Readings||Reichman (Censorship and Selection)
Chapter 4 (Establishing Selection Policies, Chapter 5 (What Do We Do If….?)
The New Book Banning, Eye on the News, February 12, 2009 by Walter Olson. Retrieved from http://www.city-journal.org/2009/eon0212wo.html
(10/11 – 10/17)
|Reading||LaRue (The New Inquisition), Chapter 6 (Conclusion: The Fourth Turning?)|
|Discussion #3||Students will discuss the topic of the purpose of selection policies and reconsideration procedures. Each student must post twice. The first post should be substantial in nature and include the student’s opinion of the topic (Thursday by midnight). The second should be a thoughtful response to another student’s post (Sunday by 5 p.m.).||4|
|Lecture||Instructor - Silent Censoring – our own “hot” buttons, selection policies, reconsideration, and filtering software (lecture link under Lessons). Will be posted by October 5|
|Wk. 9 (10/18-10/24)||Readings||Rubin (Defusing the Angry Patron, Chapters 1 and 2 (do the self-test – you will not turn it in.
Banning books is alive and well in American and Arizona, Tucson Citizen.com, by Rynski, Sept. 29, 2009. http://tucsoncitizen.com/rynski/2009/09/29/banning-books-is-alive-and-and-well-in-america-and-arizona/
|Instructor Lecture||Dealing with Angry Patrons
Link: http://amazon.sjsu.edu/html-bwestes/Angry Patrons.mp3
|Wk. 10 (10/24-10/31)||Readings||The role of censorship in school, Journal of Instructional Psychology, Sept, 2005 by Ken Petress
Homework Help: Social Studies: Psychology: Ban the Book! By David A. Gershaw, PhD
First Amendment Center
|Discussion Forum #4||
Students will discuss the topic of the psychology of the censor. Each student must post twice. The first post should be substantial in nature and include the student’s opinion of the topic (Thursday by midnight). The second should be a thoughtful response to another student’s post (Sunday by 5 p.m.).
|Instructor Lecture||The Right to Read (lecture link under Lessons) Will be posed by October 15|
Genre Presentation - Elluminate
|The instructor will assign each group an author that writes for children/young adults. Each group must do research on the author and the genre they write in. During each group’s presentation the following will be addressed: a complete look at the author’s life and works, their attitudes about Intellectual Freedom. Each group will provide a bibliography of the author’s work with a short synopsis of each title. Research into the author and the primary genre they write within must be in-depth and thorough and go well beyond readings for the class and the author’s website. Your presentation needs to include presentation tools and as well as audio. Other tools can be used to make the presentation more professional and entertaining for the audience. The final number of students will determine how many groups there will be. The length of the presentation is influenced by this number and therefore can’t be announced until the final number of students determined. The instructor will announce the length as soon as possible after the semester starts.
Each member of the group must participate in the presentation and an outline from the team leader must be provided to the instructor indicating the division of research tasks and what each member will be presenting. This outline is due to the instructor no later than October 15th.
Competencies: A, D, H
|Readings||Rubin (Defusing the Angry Patron), Chapters 3-4-5
Reichman (Censorship and Selection)
Colorado Supreme Court to Hear Tattered Cover Case from Bookselling This Week, November 30, 2001
|Wk. 12 (11/8-11/14)||Instructor Lecture||Privacy in School Library Media Programs (lecture link under Lessons) Will be posted 11/1|
|Discussion Forum #5||Students will discuss the issues of suggesting controversial titles to teens in a reader’s advisory capacity. Discussion will center around your personal opinions on the topics and influence of the discussion and readings for the class. Each student must post twice. The first post should be substantial in nature and include the student’s opinion of the topic. The second should be a thoughtful response to another student’s post.||4|
|Wk. 13 (11/15-11/21)||Rationales||Based on the lists available at intellectual freedom websites online and class discussions, write detailed rationales for two controversial titles. Explain their value and usefulness, and why they should be included in a public/school library collection.
Papers are to be no more than 6 pages in length.
Paper – example of assignment from past student
How to write a rationale - PDF Under Course Documents
Post papers to the dropbox provided.
|HAPPY THANKSGIVING! Keep working………|
(11/29 – 12/5)
The Daily Banning from July 28, 2009
|Philosophy Essay||Write an essay on your personal philosophy of the importance of intellectual freedom (IF), and why IF is important to you as a youth advocate/librarian. Has you understanding of the issues involved with IF and youth changed from when you started the course to now. Do you still have concerns? If so, what are they?
Writing style for paper is informal. Visit http://ezinearticles.com/ for more information on differences between formal and informal writing style.
Papers are to be no more than 5 pages in length.
| Wk. 16
Group Pres – Elluminate
Important Issues in Intellectual Freedom and Youth
|The instructor will assign each group a topic that addresses an important issue involved with intellectual freedom and youth. The group will research the topic extensively and develop a presentation for the Elluminate session on December 9th.
Presentations need to include professional tools (PowerPoint, YouTube, etc.) as well as the traditional audio voice over. The goal is to make the presentation professional and entertaining for the audience.
The final number of students will determine how many groups there will be. The length of the presentation is influenced by this number and therefore can’t be announced until the final number of students determined. The instructor will announce the length as soon as possible after the semester starts.
Timeframe for grading papers
Papers are graded within ten days from the date turned in. Turning in assignments late is not allowed except in the case of true extenuating circumstances and with prior approval of the instructor. The instructor requires a note from the student’s doctor to verify sickness that illness prevents assignment deadlines from being met. Extenuating circumstance discussions are facilitated on a one-to-one basis and the instructor will determine whether consideration is granted and a time extension is granted for the assignment. Students should contact instructor as early as possible with potential problems or issues.
The instructor will always inform the student(s) if papers will take longer than 10 days to grade.
Instructor’s Instructional Philosophy
The instructor wants each student in the course to succeed and will do everything to help students do so but it is a partnership. Please make sure that your communication stays one of the top priorities you have during the semester. Ask questions when you have them, seek clarifications when you need them, take responsibility for understanding all expectations, content and assignments for the course.
The instructor expects students to work hard and to come away with a love of YA literature, the ability to defend it, and an understanding of how to best serve tween and teenage patrons/students. The expectations are that students in this class are responsible for their learning experience. Understanding the contents and expectations explained in the Greensheet is critical for a student’s success in the class.
Writing expectations are that students will be able to write on a graduate level and will check papers for spelling and grammar, all transitions, APA style format, and content BEFORE turning the paper into the instructor. Please make sure that you understand the writing requirements and have reviewed the rubrics and guidelines provided in the Greensheet and on the Angel course site.
Each group will choose a leader from within their members. This person will be the liaison between the group and the instructor. All questions and inquiries regarding the group’s presentations will be facilitated by this method. Having one person serve in this capacity allows less emails and less confusion to occur.
Group leader names must be given to the instructor by September 15th.
- LaRue, James (2007). The New Inquisition. Westport, CT: Libraries Unlimited. Available through Amazon: 1591582857.
- Reichman, H. (2001). Censorship and selection: Issues and answers for school (3rd ed.). Chicago: American Library Association. Available through Amazon: 0838907989.
- Rubin, R. J. (2000). Defusing the angry patron. New York: Neal-Schuman. Available through Amazon: 1555703720.
The standard SJSU School of Information Grading Scale is utilized for all iSchool courses:
|97 to 100||A|
|94 to 96||A minus|
|91 to 93||B plus|
|88 to 90||B|
|85 to 87||B minus|
|82 to 84||C plus|
|79 to 81||C|
|76 to 78||C minus|
|73 to 75||D plus|
|70 to 72||D|
|67 to 69||D minus|
In order to provide consistent guidelines for assessment for graduate level work in the School, these terms are applied to letter grades:
- C represents Adequate work; a grade of "C" counts for credit for the course;
- B represents Good work; a grade of "B" clearly meets the standards for graduate level work;
For core courses in the MLIS program (not MARA) — INFO 200, INFO 202, INFO 204 — the iSchool requires that students earn a B in the course. If the grade is less than B (B- or lower) after the first attempt you will be placed on administrative probation. You must repeat the class the following semester. If -on the second attempt- you do not pass the class with a grade of B or better (not B- but B) you will be disqualified.
- A represents Exceptional work; a grade of "A" will be assigned for outstanding work only.
Students are advised that it is their responsibility to maintain a 3.0 Grade Point Average (GPA).
General Expectations, Rights and Responsibilities of the Student
As members of the academic community, students accept both the rights and responsibilities incumbent upon all members of the institution. Students are encouraged to familiarize themselves with SJSU's policies and practices pertaining to the procedures to follow if and when questions or concerns about a class arises. See University Policy S90-5 at http://www.sjsu.edu/senate/docs/S90-5.pdf. More detailed information on a variety of related topics is available in the SJSU catalog at http://info.sjsu.edu/web-dbgen/catalog/departments/LIS.html. In general, it is recommended that students begin by seeking clarification or discussing concerns with their instructor. If such conversation is not possible, or if it does not serve to address the issue, it is recommended that the student contact the Department Chair as a next step.
Dropping and Adding
Students are responsible for understanding the policies and procedures about add/drop, grade forgiveness, etc. Refer to the current semester's Catalog Policies section at http://info.sjsu.edu/static/catalog/policies.html. Add/drop deadlines can be found on the current academic year calendars document on the Academic Calendars webpage at http://www.sjsu.edu/provost/services/academic_calendars/. The Late Drop Policy is available at http://www.sjsu.edu/aars/policies/latedrops/policy/. Students should be aware of the current deadlines and penalties for dropping classes.
Information about the latest changes and news is available at the Advising Hub at http://www.sjsu.edu/advising/.
Consent for Recording of Class and Public Sharing of Instructor Material
University Policy S12-7, http://www.sjsu.edu/senate/docs/S12-7.pdf, requires students to obtain instructor's permission to record the course and the following items to be included in the syllabus:
- "Common courtesy and professional behavior dictate that you notify someone when you are recording him/her. You must obtain the instructor's permission to make audio or video recordings in this class. Such permission allows the recordings to be used for your private, study purposes only. The recordings are the intellectual property of the instructor; you have not been given any rights to reproduce or distribute the material."
- It is suggested that the syllabus include the instructor's process for granting permission, whether in writing or orally and whether for the whole semester or on a class by class basis.
- In classes where active participation of students or guests may be on the recording, permission of those students or guests should be obtained as well.
- "Course material developed by the instructor is the intellectual property of the instructor and cannot be shared publicly without his/her approval. You may not publicly share or upload instructor generated material for this course such as exam questions, lecture notes, or homework solutions without instructor consent."
Your commitment, as a student, to learning is evidenced by your enrollment at San Jose State University. The University Academic Integrity Policy F15-7 at http://www.sjsu.edu/senate/docs/F15-7.pdf requires you to be honest in all your academic course work. Faculty members are required to report all infractions to the office of Student Conduct and Ethical Development. The Student Conduct and Ethical Development website is available at http://www.sjsu.edu/studentconduct/.
Campus Policy in Compliance with the American Disabilities Act
If you need course adaptations or accommodations because of a disability, or if you need to make special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presidential Directive 97-03 at http://www.sjsu.edu/president/docs/directives/PD_1997-03.pdf requires that students with disabilities requesting accommodations must register with the Accessible Education Center (AEC) at http://www.sjsu.edu/aec to establish a record of their disability.
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