LIBR 265-01
LIBR 265-10
Materials for Young Adults (Ages 15-18)
Summer 2012 Greensheet

Instructor/Lecturer: Elizabeth Wrenn-Estes
E-mail
Other contact information: Cell - 510-410-1959
Office location: Home Office
Office Hours: By Appointment

D2L/Greensheet Information:
This course will be available on d2L by June 1, 2012. You will be automatically enrolled into the site. I will send more information about course access through MySJSU as we approach the first day of class.

Visit the d2L class site often for course updates, resources, announcements, and other relevant information. Students are responsible to know the content on the d2L course site and Greensheet/Syllabus. It is also the student’s responsibility to ask questions and express concerns as quickly so that the instructor can provide an answer/response immediately.

DISCLAIMER
The instructor makes every effort to proofread the Greensheet/Syllabus and the d2L Course Site but errors can occur. Please contact the instructor with any errors you see or any questions or may have.

Course Description

This course will allow students to take an in depth look at materials in a variety of formats for teens (ages 15-18), including fiction, popular nonfiction, graphic novels, movies, computer games, websites, other media, and determine how they can meet developmental needs.

Required Textbooks - listed but also Note: Class will read Little Brother by Cory Doctorow. The novel is free download at craphound.com/littlebrother/

Course Requirements

d2L Course Site
You are expected to check into the d2L course site at least once, if not twice, per day. The instructor expects that you will promptly answer emails and keep up with additional postings and information put on the site.

Questions, Comments, Concerns- Discussion Thread
Please post all questions, concerns, and general comments on the discussion thread under Content/Discussion Threads on the d2L class site. If the question or concern is of a personal nature send directly to the instructor’s email address (bwestes@me.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.

Disclaimer
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.

Lectures
All lectures are posted under Content/Lectures and include the URL to access the lecture on the server. Lectures may have been recorded during an earlier semester but are still relevant for the present semester.

BLACKBOARD COLLABORATE SESSIONS – Mandatory

• Week 4 – Wednesday, June 26^th (7 points)
  Discussion of The Fault In Our Stars (Green)
  6:30 – 9:00 p.m. Pacific
  Session is Mandatory
  Discussion Questions will be sent out to class by June 19th.
• Week 8 – July 24th (20 points)
  GROUP PRESENTATIONS (Genre-Author Studies)
  6:30 – 9:00 p.m. Pacific
  Session is Mandatory

SLIS Competencies: A,F,I,M
Course Objectives: 1, 4, 5, 6

BLACKBOARD COLLABORATE SESSIONS – Optional
The instructor may schedule additional Blackboard Collaborate sessions but these, if held, will be optional and available through the Blackboard Collaborate archives or as lectures on the SLIS server. The instructor will let you know if and when scheduled and how to access.

GRADING
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 individual assignment/student evaluation forms are located under Contents on the d2L course site.

POINT ALLOCATION BY ASSIGNMENT

NOTE: The instructor reserves the right to deduct points for any work not done on time, Blackboard Collaborate session 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 265_YOUR LAST NAME
  (Example LIBR 265_WrennEstes)
• Format the file name for all of your assignments:
  LIBR 265_YOUR LAST NAME_KEYWORD OF ASSIGNMENT TITLE
  (Example LIBR265_WrennEstes_GenreAuthor)

E-mail Response Time
Instructor normally answers email on a regular basis throughout the day and evenings.
The “policy” for responding to email is: 24-hours from receipt of the email by the instructor.

The instructor will inform the class if a longer response time is needed (instructor out of town, illness, etc.)

Crisis or Emergency
Please call the instructor if a situation will prevent you from doing assignments, Blackboard Collaborate sessions and discussion threads. You will receive a zero for any course work missed unless you have received permission from the instructor for an extension. 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 Blackboard Collaborate sessions or non-participation in discussion threads. Instructor’s cell phone number is 510-410-1959 (pacific time zone).

Course Calendar
Subject to change with fair notice.

Technology Requirements
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.

SOTES
Students evaluate the course and instructor at the end of each term. An announcement will go out from the administration to let students/faculty know when they open for input. Those completing the SOTES, and informing me of doing so, will receive 1 point. The importance of SOTES are very easy to describe – it is the student’s voice to the administration and the instructor and it is so very important to improving courses and instruction.

DISCUSSION THREADS - MANDATORY
NOTE: The instructor will act as a facilitator for the forum. Students are expected to contribute to the forum and to keep the discussion moving throughout the designated time frame. The instructor may comment from time-to-time but the expectation is that the discussion is student driven.

MAKE SURE THAT YOU CHECK THE NUMBER OF TIMES YOU MUST POST TO EACH DISCUSSION THREAD – THE NUMBER OF POSTS DIFFERS FROM ONE TO THE OTHER.

• Discussion 1 - Week 1 (1 pt)
  June 4-10
  Introductions – Introduce yourself – tell us a little about yourself including how far into the program you are. (1 post per student due by 5 p.m. on June 12^th)
  
• Discussion 2 - Week 4 (3 pts)
  June 25 – July 1
  Discuss the brain articles and readings assigned. 2 points (2 posts per student)
  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 (June 28). The second post must be a response to one of you classmates and this post must be on the thread by 5 p.m. on July 1st.
  
• Discussion 3 - Week 6 (6 pts)
  July 9 – July 15
  Weetzie Bat will be discussed via the discussion thread. The instructor will provide discussion thread question(s) in advance of the thread start date. (3 posts per student)
  Class will be divided into discussion groups by the instructor and will only post to the group they are assigned to. First post – by Tuesday, July 10 (midnight), Second post – by Friday, July 13 (midnight), Third post – by Sunday, July 15th,  5 p.m. PST.
  
• Discussion 4 - Week 7 (3 pts)
  July 16 – July 22
  Discuss the value of controversial literature for young adults. The instructor will post a question to get the discussion going in advance of the thread start.  (3 posts per student)
  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 (Tuesday, July 17). The second post must be a response to one of you classmates and this post must be on the thread by Thursday, July 19^th and the final post to one of your classmates must be posted by 5 p.m. – Sunday, July 22nd.
  
• Discussion 5- Week 8 (6 pts)
  July 23 – July 29
  Boy Meets Boy will be discussed via the discussion thread. The instructor will provide discussion thread question(s) in advance of the thread start date. (3 posts per student)
  Class will be divided into discussion groups by the instructor and will only post to the group they are assigned to. First post – by Wednesday, July 25 (Midnight), Second post – by Friday, July 27^th (Midnight), Third post – by July 29th, 5pm PST.
  
• Discussion 6- Week 9 (6 pts)
  July 30 – August 5
  Little Brother will be discussed via the discussion thread. The instructor will provide discussion thread question(s) in advance of the thread start date. (3 posts per student)
  Class will be divided into discussion groups by the instructor and will only post to the group they are assigned to. First post – by Tuesday, July 31st (Midnight), Second post – by Friday, August 3^rd (Midnight), Third post – by August 5th, 5pm PST.
  
• Discussion 7 – Week 10 (3 pts)
  August 6 – August 10
  Intellectual Freedom (IF)/Censorship
  Base your posts on your feelings and observations from the readings (both print and web based) and the LaRue lecture. Discuss the different Intellectual Freedom/Censorship issues in school libraries versus those found in the public library setting. Focus your comments on adolescent materials you’ve read and experiences with youth this semester. (2 post per student)
  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 Tuesday, August 7th). The second post must be a response to one of you classmates and this post must be on the thread by FRIDAY, August 10^th,  5 p.m.

DISCUSSION PARTICIPATION = Remember that additional posts are welcomed and encouraged and participation is an important part of the distance learning environment and exhibits behavior that goes beyond just the required participation level and into the “Exceptional” level of effort.

SLIS Competencies: F,I,M
Course Objectives: 2, 3, 4, 5

Weekly Outlines

SCHEDULE/ASSIGNMENTS/READINGS
NOTE: The Instructor reserves the right to add readings with adequate notice (10 days).

• WEEK 1 – JUNE 4- JUNE 10
  • Discussion 1 (1 pt) 
    Introductions – Introduce yourself – tell us a little about yourself including how far into the program you are. (1 post per student due by 5 p.m. on June 12^th)
  • Lecture
    Introduction to Class – Instructor Lecture (Listen by June 8^th)
  • Readings
    Under Content on d2L class site/ Week 1
    Listed websites and articles
  • In Textbooks
    • Goodstein, Introduction and Chapter 1
    • Anderson, Chapter 1
    • Hart, Part 1, Chapters 1,2,3
  • Weekly Topics:
    Young Adult Materials/Literature, Adolescent Characteristics and explanation of the class assignment and expectations.
• WEEK 2 – JUNE 11 – JUNE 17
  • Discussion Thread - None
  • Readings
    Under Content on d2L Class Site – Week 2
    Listed websites and articles
  • In Textbooks
    • Goodstein, Chapter 2,3
    • Hart, Part 1, Chapter 4,5
  • Lecture
    Genre, Part 1
  • Weekly Topics:
    Teenage brain and emotional development, the young adult reader, trends and issues in young adult literature
• WEEK 3 – JUNE 18 – June 24
• Discussion Thread - None
• Readings
  Under Content on d2L Class Site - Week 3
  Listed websites and articles
  (Continue reading brain and development articles under Content-Week 2)
• Lecture
  Genre, Parts 2,3
  Controversial Literature
• Weekly Topics:
  Teenage brain and emotional development, YALSA site
• WEEK 4 – JUNE 25 – JULY 1
  • Discussion 2  (3 pts)
    Discuss the brain articles and readings assigned. 2 points (2 posts per student)
    
    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 (June 28). The second post must be a response to one of you classmates and this post must be on the thread by 5 p.m. on July 1st.
  • ELLUMINATE Session - Mandatory
    • Wednesday, June 26^th (7 points)
      Discussion of The Fault In Our Stars (Green)
      6:30 – 9:00 p.m. Pacific
      Session is Mandatory
      Discussion Questions will be sent out to class by June 19th.
  • Readings
    Under Content on d2L Class site - Week 4
    Listed websites and articles
  • In Textbooks
    • Goodstein, Chapters 4,5
    • Hart, Part 2, Chapters 6,7
  • Lectures
    Selection Tools, Reader’s Advisory
  • Weekly Topics:
    Serving Older Teens, Internet bullying, Parental controls and responsibilities, Intro to Selection Tools, Reader’s Advisory 
• WEEK 5 – JULY 2- JULY 8 (4^th is a holiday)
  • Discussion Thread - None
  • Readings
    Under Content on d2L Class site - Week 4
    Listed websites and articles
  • In Textbooks
    • Anderson, Chapter 4
    • Hart, Part 2, Chapters 8, 9
  • Listen to Booktalks - link to be provided
  • Assignment Due:  Digital Resource Paper by midnight, July 6^th (Friday) to Dropbox
  • Weekly Topics:
    BookTalking, Alternative Formats - Reading Interests of Older Teens
• WEEK 6 – JULY 9 - JULY 15
  • Discussion 3 - (6 pts)
    Weetzie Bat will be discussed via the discussion thread. The instructor will provide discussion thread question(s) in advance of the thread start date. (3 posts per student)
    Class will be divided into discussion groups by the instructor and will only post to the group they are assigned to. First post – by Tuesday, July 10 (midnight), Second post – by Friday, July 13 (midnight), Third post – by Sunday, July 15th,  5 p.m. PST.
  • Readings
    Under Content on the d2L site for Week 6
    Listed websites and articles
  • In Textbooks
    • Anderson, Chapters 3,5
    • Hart, Part 2, Chapters 9, 10
  • Weekly Topics:
    Genres – Realistic Fiction/Issues and Contemporary Life, Romance – Humor – Sports, Reader's Advisory
• WEEK 7 – JULY 16 – JULY 22
  • Discussion 4 (3 pts)
    Discuss the value of controversial literature for young adults. The instructor will post a question to get the discussion going in advance of the thread start.  (3 posts per student)
    
    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 (Tuesday, July 17). The second post must be a response to one of you classmates and this post must be on the thread by Thursday, July 19^th and the final post to one of your classmates must be posted by 5 p.m. – Sunday, July 22nd.
  • Readings
    Under Content on d2L Class site - Week 7
    Listed websites and articles
  • In Textbooks
    • Anderson, Chapter 6
    • Goodstein, Chapter 6,7
    • Hart, Part 2, Chapter 11
  • Lecture
    Author Visit from Spring 2011 with Cynthia Leitich-Smith, author of Tantalize
  • Weekly Topics:
    Selection Tools and Collection Development, Writing Reviews, Booktalking, Genres
• WEEK 8 – JULY 23 – JULY 29
  • Discussion 5  (6 pts)
    Boy Meets Boy will be discussed via the discussion thread. The instructor will provide discussion thread question(s) in advance of the thread start date. (3 posts per student)
    Class will be divided into discussion groups by the instructor and will only post to the group they are assigned to. First post – by Wednesday, July 25 (Midnight), Second post – by Friday, July 27^th (Midnight), Third post – by July 29th, 5pm PST.
  • ELLUMINATE SESSION – Mandatory
    • TUESDAY, JULY 24TH
      GROUP PRESENTATIONS (Genre-Author Studies) 20 pts.
      6:30 – 9:00 p.m. Pacific
      Session is Mandatory
  • Readings
    Under Content on d2L Class site - Week 8
    Listed websites and articles
  • In Textbooks
    • Anderson, Chapter 7
    • Hart, Part 2, Chapters 11,12
  • Weekly Topics:
    Genre - Fantasy/Science Fiction, Non-print collections, YA Lit-History
• WEEK 9 – JULY 30 – AUGUST 5
  • Discussion 6 (6 pts)
    Little Brother will be discussed via the discussion thread. The instructor will provide discussion thread question(s) in advance of the thread start date. (3 posts per student)
    Class will be divided into discussion groups by the instructor and will only post to the group they are assigned to. First post – by Tuesday, July 31st (Midnight), Second post – by Friday, August 3^rd (Midnight), Third post – by August 5th, 5pm PST.
  • Readings
    Under Content on d2L Class Site - Week 9
    Listed websites and articles
  • In Textbooks
    • Hart, Part 2, Chapters 13, 14
    • Anderson, Chapters 2, 7 and the Conclusion
  • Lecture
    Jack Baur lecture on Graphic Novels/Comics from spring semester 2011
  • Weekly Topics: Genres - Graphic Novels/Manga, Short Stories, Poetry, Drama, Non-fiction, Autobiographies, Biographies, and adolescent alienation, the future of YA, Marketing and Fiction
• WEEK 10 – AUGUST 6 – AUGUST 10th  (SHORT WEEK)
  • Discussion 7 (3 pts)
    Intellectual Freedom (IF)/Censorship
    Base your posts on your feelings and observations from the readings (both print and web based) and the LaRue lecture. Discuss the different Intellectual Freedom/Censorship issues in school libraries versus those found in the public library setting. Focus your comments on adolescent materials you’ve read and experiences with youth this semester. (2 post per student)
    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 Tuesday, August 7th). The second post must be a response to one of you classmates and this post must be on the thread by FRIDAY, August 10^th, 5 p.m.
  • Readings
    Under Content on d2L Class Site - Week 10
    Listed websites and articles
  • Lecture:
    Interview with Jamie LaRue
    Censorship In Schools
  • Assignment Due
    Database/Blog Project (30 points)  AUGUST 10 FRIDAY (midnight pacific). Please send instructor URL address as well as post URL on the proved discussion thread so your classmates may access your blog.
  • Weekly Topics:
    Intellectual Freedom and YA Materials ,Genres - Multicultural, Alternative, Christian Fiction, GLBT, Finish Database/Blog

Assignments

DETAILED DESCRIPTIONS OF ASSIGNMENTS

• DIGITAL RESOURCES PAPER with JOURNAL Appendix
  DUE JULY 6TH (by midnight)
  WORTH 14 points
  
  FORMAT: Electronic Document (Word preferred) – Research Paper
  
  DESCRIPTION
  The research paper (BODY) must include:
  • An Introduction
  • An Interview/Observation Overview (include the questions you asked observation conclusions – do not include your journal entries – this is a synopsis of them)
  • A Critical analysis and description of the technology you observed and the technology you discovered beyond your observations through additional research into the topic. You should spend a minimum of 2 hours researching and trying out digital resources used by older teens. See definitions of critical analysis under Content – Assignments on the d2L site
  • A Discussion (in detail) about the trends you see in digital resource use by older teens.
  • A Conclusion (synthesis of all parts of your paper)
  • A Reference Page(s) (there are no excuses for not having references for this assignment).
    
  APPENDICES
  The Journal required as an appendix at the end of your paper AFTER the reference page.
  
  Interview/Observation
  • Observe OLDER teens wherever you can find them (malls, coffee shops, your neighborhood, libraries, friends, etc).
  • Observe/Interview for a minimum of 1-2 hours.
  • Students may observe your own children if they are the age we are studying this semester or your children’s friends.
  • Interview at least two teens as part of this assignment. The questions must elicit answers that will be relevant to the subject of the assignment – using digital resources. Teens must be in the age group we are studying (15-18 years of age).
  • You may have to try more than one location to find teens to observe and interview.
    
  Length of Paper (approximately 20 pages MAXIMUM, including title and reference pages and the appendices)
  1. The body of your paper (see the required elements listed above) – 8-10 pages double-spaced – write clearly and concisely in academic/research style.
  • Reference page must be APA style.
  2. Journal – a detailed record of where, when and what you observed in journal format. Journal is single-spaced. Page lengths of journals are normally 3-5 pages. Include as an appendices.
     • Example:  Date and Place of Observation
       
       • Length of observation time
       • What was observed (in full sentences and grammatically correct
  WRITING STANDARDS
  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 writing 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 Content on the d2L class site for description of criteria/expectations for each grade level.
  
  SPELLING AND GRAMMAR ERRORS
  I may not read your entire paper for spelling and grammar mistakes; if, in my opinion, your paper or database 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.
  
  Digital Resources Research Paper MUST include:
  • Cover/Title page (name, course name and section number, school name, date, instructor’s name. Title should be what the Instructor has named the assignment. The title you have created for the assignment may be used as a secondary title.
  • Page Numbers (except on the Title Page).

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Course Workload Expectations

Success in this course is based on the expectation that students will spend, for each unit of credit, a minimum of forty-five hours over the length of the course (normally 3 hours per unit per week with 1 of the hours used for lecture) for instruction or preparation/studying or course related activities including but not limited to internships, labs, clinical practica. Other course structures will have equivalent workload expectations as described in the syllabus.

Instructional time may include but is not limited to:
Working on posted modules or lessons prepared by the instructor; discussion forum interactions with the instructor and/or other students; making presentations and getting feedback from the instructor; attending office hours or other synchronous sessions with the instructor.

Student time outside of class:
In any seven-day period, a student is expected to be academically engaged through submitting an academic assignment; taking an exam or an interactive tutorial, or computer-assisted instruction; building websites, blogs, databases, social media presentations; attending a study group;contributing to an academic online discussion; writing papers; reading articles; conducting research; engaging in small group work.

Course Prerequisites

LIBR 200, LIBR 260A or LIBR 261A. 

Student Learning Outcomes

Upon successful completion of the course, students will be able to:

1. Demonstrate an understanding of the external (societal) and internal (developmental) forces that influence teens' choices of recreational and informational sources and materials.
2. Evaluate selection tools, and use appropriate resources to develop a collection of materials for older teens, including all appropriate formats (print, nonprint, computer software, music, etc.).
3. Critically examine representative materials designed for older teens, including print and nonprint formats, books, graphic novels, television, movies, music, and a wide variety of computer software, including social networking software; apply criteria to evaluate materials in relation to developmental needs, multicultural concerns, and meeting the informational and recreational needs of this age group.
4. Create an appropriate materials collection for older teens, including print and nonprint materials and a variety of the digital resources currently available for this age group.
5. Exhibit knowledge of published resources about print and nonprint materials for older teens, such as reference materials, selection tools, and Web sites.
6. Assist parents and caregivers with questions about appropriate materials for their older teen children.

Core Competencies (Program Learning Outcomes)

LIBR 265 supports the following core competencies:

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Textbooks

Required Textbooks:

• Anderson, S. (2004). Serving Older Teens. Libraries Unlimited. Available through Amazon: 0313317623.

• Block, F. L. (2004). Weetzie Bat. HarperTeen. Available through Amazon: 0060736259.

• Cart, M. (2010). Young adult literature: From romance to realism. ALA. Available through Amazon: 0838910459

• Goodstein, A. (2007). totally wired: What teens and tweens are really doing online. New. York: St. Martin's Press. Available through Amazon: 0312360126.

• Green, J. (2012). The Fault In Our Stars. Dutton Juvenile. Available through Amazon: 0525478817

• Levithan, D. (2005). Boy Meets Boy. Alfred A. Knopf. Available through Amazon: 0375832998

Recommended Textbooks:

• Loertscher, D. V., Harland, M. A., & McElmeel, S. (2008). Young Adult Literature and Multimedia 4th edition. Hi Willow Research and publishing. Available through Amazon: 1933170107.

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Grading Scale

The standard SJSU School of Information Grading Scale is utilized for all iSchool courses:

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).

University Policies

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."

Academic integrity

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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