LIBR 264-10
Materials for Tweens
Spring 2015 Greensheet

Beth Wrenn-Estes, Lecturer
E-mail
Phone : 510-410-1959
Office Hours: By Appointment 


Greensheet Links
Textbooks
SLOs
Competencies
Prerequisites
Weekly Outlines
Discussion Threads
Detailed Assignment Descriptions
Why Group Work?
Crisis and Emergency Situations
Collaborate Sessions
Resources
Canvas
iSchool eBookstore



CANVAS SITE AND COURSE GREENSHEET/SYLLABUS

NOTE: The Instructor uses “I” or “me” throughout the document.

Canvas Information: Courses will be available beginning January 22nd, 12:01am PST unless you are taking an intensive or a one unit or two unit class that starts on a different day. In that case the class will open at 12:01am PST on the first day that the class meets.

You will be enrolled into the Canvas site automatically.

Dates of spring semester are January 22 to May 13, 2015.

I expect each student to check into the CANVAS course site at least once, if not twice, per day to see course updates, resources, announcements, and other relevant information. Students are responsible to know the content on the CANVAS course site as well as information included in the Greensheet/Syllabus. It is also the student’s responsibility to ask questions and express concerns quickly so that the instructor can provide an answer/response or solution immediately.

DISCLAIMER
I make every effort to proofread the Greensheet/Syllabus and the CANVAS Course Site but errors still can occur. Please contact me with any errors, conflicts in information or areas that need clarification.

Instructor’s Instructional Philosophy
I want 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 communication and your engagement in class activities stays a top priority for you 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.

WHY GROUP WORK?
I am a believer in the value of working in groups in my classes. Every job in youth services will involve working with groups of people some of whom you will know well and others that you won’t know well at all.

How well you work in a group or a team is determined by your understanding of group dynamics compounded by the fact that you are working in a distance education program where staying connected to one another and to me as your instructor is critical to success.
Just as in real life when you work in a group or as I like to think of the experience as "being on a team” you will have weak members of the group/team and you will have strong group members (leaders) of the group/team. I expect each group member work to their fullest capacity on all of the group assignments.

I will ask from time to time throughout the semester how things are going in each group and I will require outlines on group work that show who has been assigned to each part of the project/assignment. 

I expect that as librarians or librarians to be that you have high ethical standards and that you will participate fully in the group work process, including but not limited to, collaborating with your group mates, researching your given part of the assignment and completing evaluations when asked to.

I hold students to high standards of conduct and hope that the group work you do will be of value to you as you go out into the world of youth services.

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. The importance of SOTES is very easy to describe – they are student voices 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. 

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

E-mail Subject Lines/Naming of Assignment Files - Mandatory   Format for subject line for all email correspondence: LIBR 264_10_YOUR LAST NAME   Format the file name for all of your assignments: LIBR 264_10_YOUR LAST NAME_KEYWORD OF ASSIGNMENT TITLE  

E-mail Response Time I answer email on a regular basis throughout the day and evenings however the official policy is: “Instructor will respond to student emails within 24-hours of receipt”. I will inform the class if a longer response time is needed (I’m out of town, illness, etc.). Students are expected to promptly answer emails.  

Crisis or Emergency Please call me if a situation prevents you from doing assignments or other class activities. You will receive a zero for any course work missed unless you have received permission from me for an extension. I reserve the right to deduct points (the number of points is determined by the me) for any work not submitted on time or lack of participation in Blackboard Collaborate session, group work or individual assignments and discussion threads.  

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.  

GRADING
Grading Scale:
The standard SJSU SLIS Grading Scale is utilized for all SLIS courses: Grades not rounded up to the next grade level. For example if at semester’s end you have a 90.7%/100 you will get a B (90%) in the class. I do not round up to the next number.

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.  

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.

Grading Rubric/Individual Assignment Evaluation Forms
Rubrics have been worked into the gradebook in Canvas and I will provide evaluation forms to you when needed for specific assignments.

COLLABORATE SESSIONS – Mandatory

Week 8 - Thursday,  March 12th (5 pts)
Guest Speaker(s)
6:30 – 9:00 p.m. Pacific
Session is Mandatory 

Week 13- Thursday,  April 16th (15 pts)
Group Presentations
6:30 – 9:00 p.m. Pacific
Session is Mandatory

SLIS Competencies: D,I,M,N
Course Outcomes: 1,5,7,8

WEEKLY OUTLINES
I will provide instruction and details on every week in the semester. Weekly Outlines appear under Modules on the Canvas course website, which opens January 22, 2015. These outlines will include the information in the chart below but will also have additional details including Discussion Threads, Lectures to listen to, Readings, Collaborate Session Information, Assignment Due Date Reminders and anything else of importance to that week.

DETAILED ASSIGNMENT DESCRIPTIONS
I will post additional details for each assignment along with any resources that will aid you in successfully completing the assignment including examples (when possible) on January
22, 2015 when the Canvas course website opens.

WEBSITES AND DATABASES

Write reviews, approx. 250 words in length, of the following: two paid library databases that are aimed at the Tween audience (not adult Databases that can be used by youth), three free websites that are aimed at the Tween audience to use for homework or research, and two free entertainment websites and/or Apps aimed at the Tween audience that they use for games, listening to music, social networking, or other entertainment. Talk about the site’s content and visual look, if it can be used successfully by Tweens and what homework/research topic you used as an example to test the site, and comments from Tweens about some of the sites (often found on blogs or other site review sources).

Remember, these six sites are all things designed specifically for and used by Tweens, not adult databases or websites that young people use but are not aimed specifically at them (like YouTube which young people visit but it is not aimed at them). List all the sources you used.

Related competencies: I. 
Related Student Learning Objectives: 2, 4

More details and assignment requirements will be provided on the Canvas site in January.

 
Collaborate Session (synchronous)
Guest Speakers

Related competencies: A, F
Related Related Student Learning Objectives: 1, 3

More details about the speakers will be provided on the Canvas site in January.

 
Informational/Nonfiction Books (Paper)

Choose a nonfiction/Dewey Decimal numbered subject area to do a “collection development” project. This area should be somewhat limited; i.e. “Insects and Spiders,” not animals, and not Beetles which is too limited. A good example is “Baseball,” not sports. Other topics could include poetry from a specific culture (African-American, Latino, Asian-American, etc.), history from a certain time period (the Holocaust, the Civil War), biographies of a specific focus (contemporary American women), etc. Select ten items (eight books, one media item, and one free website) to suggest for purchase on that subject, for children grades 4 through 8.

All of the items should be in print (not out of print; check Books in Print, Titlewave, or publishers’ sites), and at least one of the ten items should be a DVD, CD or other non-book media you would purchase, and one other should be a free website (not a paid database). Compile these into a list, with each item having a one-paragraph annotation that includes both what the book is about and why you chose it, as well as the book design, photos, illustrations, and back matter.

Write up a 4 to 6 page essay (includes title page and reference page) on the selection tools, review journals, and other sources you used to select the items; which were most helpful? 

  1. What tool(s) did you use to determine if an item is still in print?
  2. How did you decide what to choose?
  3. What did the local library have or lack in this area?
  4. Which items did you actually read or see?
  5. How did you choose the media item?
  6. How did you choose the website?
  7. Be sure to give a list of all the sources you used.

In addition:Format the list into a bookmark that would be attractive to tweens 

Related Competencies: M.
Related Student Learning Objectives: 5, 6

More details and assignment requirements will be provided on the Canvas site in January.

 
Media – DVD and Recordings (Paper)

Choose two DVDs and two audio recordings that are made for Tweens – these can be feature films, documentaries, instructional DVDs, music CDs, books on CD, Playaways, and so forth, but the primary audience for the media items must be Tweens. For example, a good choice would be “Despicable Me” or “Harry Potter,” but not a movie aimed at adults like “Magic in the Moonlight” that Tweens would like, and definitely no “R” rated movies.

Choose a wide variety of items – not all animated films, a mix of audiobooks and music recordings, etc. Write reviews of these four recordings, talking about the plot, whether they are well made, how they could be used in a library program, and Tweens’ reactions to the media items (check customer reviews on Amazon, tween blogs, Commonsensemedia.org, etc.).

Each review should be approx. 250 words (you can make it longer, but I wouldn’t make it shorter), and review a wide range of materials (not two DVDs in the same series, or items by the same performer). Media for the Tween market is a billion dollar industry so we need to know not just what is popular but why, and if it is well made. Be sure to list all your sources!

Related competencies: I, M.
Related Student Learning Objectives: 2, 4

More details and assignment requirements will be provided on the Canvas site in January.

 
Presentation Groups – Genre Fiction – Collaborate synchronous session

Group members decide on genre (Instructor will provide Google Doc to sign up), each member of the group will read 5 Tween fiction titles. Groups will create a 20 minutes (PowerPoint) presentation discussing the books read. These books should be each of the group member’s top five reads. Groups should coordinate selection so that there are no duplications.

Related competencies: F.
Related Student Learning Objectives: 1, 4

More details and assignment requirements will be provided on the Canvas site in January.

 
Global and Multi-Cultural Literature for Tweens – (Paper)

Instructor will provide students with websites and articles to visit in order to research the topic of global and multi-cultural literature for Tweens.

Students can expand from the resource list provided and include any additional websites or other electronic or print resources found on the topic. One such link Primary Source – Global Literature
http://resources.primarysource.org/globalliterature

See if you can make contact with one or two librarians working in a different country by email/Facebook, Twitter, etc. and find out what the top reads for tweens are in their country. Feel free to ask other questions you find interesting to inquire about.

For example here is the Facebook page for The Surrey England Library. Start by sending a message and seeing if you can contact a youth librarian working there about Tween materials.

Feel free to look at other library sites for contact information. Librarians are a great group internationally so have fun!

Assignment has two parts – submit as one document:

1.  Compose a 3 to 4 page narrative on the conversations had with the librarians you contacted and any insights or observations made from conversations as they pertain to our course of study.

2.  Create a list of the titles found from another country that you recommend to Tweens here is the US. Compile a list of 10-15 titles with each item having a one-paragraph annotation that includes both what the book is about and why you chose it, as well as the book design, photos, illustrations, and back matter.

Related competencies: I, M, O.
Related Student Learning Objectives: 2, 4

More details and assignment requirements will be provided on the Canvas site in January.

 
Reader’s Advisory/Database Project – Blog Format

Create an entry for 50 items appropriate for tweens ages 9-13.

For books each entry should include the bibliographic information, a brief plot description, a genre label, a reading level, and mention of any books or materials that are similar in style, content, theme or characters. Also include any of the following items that you think might help you with reader's advisory activities in the future: Personal thoughts, Subjects/themes, Awards, Series Information, Character names/descriptions, One/two sentence high interest annotation (that might be used on reader's advisory bibliography), read-alikes, and programming/lesson ideas.

Complete project should include entries for all different book genres and reading levels discussed in class. Complete project should include several recent (2000+) award-winning titles. Entries should be written up using Microsoft Word. You may not use any of the books used in your other written assignments. These are 50 other books or items besides those. However, you may use books discussed on the Discussion Board. You must include at least 20 novels.

The other 30 can be a mix of nonfiction, folklore, poetry, biography, graphic novels, DVDs, magazines, and audio recordings for our age group (but not websites).

Related competencies: A, F.
Related Student Learning Objectives: 3,5,6

More details and assignment requirements will be provided on the Canvas site in January.

 
Discussion Threads (4 total)   
 
TOTAL POINTS  

DISCUSSION THREAD SCHEDULE

Week 1 - Discussion #1
January 22 – January 25th

Introductions
Introduce yourself to the class. This is your opportunity to tell us a few things about you. One of the things I’d like to know if where each of you is in the iSchool program and what are you doing in your professional life right now. Feel free to tell us other things about you but only if you are comfortable doing so - post pictures (we love to see and hear about dogs, cats, children, hobbies - 1 point/1 post)

Post/Deadlines: 1 post by 5 p.m. PST, Sunday, January 25th (11:59 p.m. PST)..

Week 4  - Discussion #2
February 9 – February 15th

Tween Development
Thread will focus on insights and observations on the readings about Tween developmental stages (brain, emotional and physical - 5 points/4 posts)

Post/Deadlines: You must post two substantial posts and two responses to others. One substantial post on Tuesday, February 10th 11:59 p.m. PST, one substantial post on Thursday, February 12th 11:59 p.m. PST and three responses to classmates by Sunday at 5 p.m. February 15th 5:00 p.m. PST.

Week 7 – Discussion #3
March 2 – March 8

Reviews
So far in this semester’s assignments you’ve written several reviews of different types of materials. In the course text Cover to Cover (especially Chapter 8) the author laid out how to write reviews and how to think of them compared to say a Literary Criticism you might write about the same texts? The author says “As a novice reviewer, you may find it helpful to read and analyze their reviews (and those of other professional reviewers), thinking critically about how they structure them and noting the verbs and adjectives they use.” Looking to the reviews you’ve read and the ones you’ve written what elements do think most valuable in and review and why? – 4 pts/3 posts.

Post/Deadlines: You must post two substantial posts and one response to another classmate. One substantial post on Tuesday, March 4th 11:59 p.m. PST, one substantial post on Thursday, March 6 11:59 p.m. PST and one responses to a classmate by Sunday at 5 p.m. March 8th 5:00 p.m. PST.

Week 15 Discussion #4
April 27  - May 3

Reflection
Reflect back on the semester. What will you take into your professional life, from what you learned taking this class? Discuss what your favorite tween materials were from your readings for the semester and why you liked them the best. You can add anything you’d like to reflect on as well – 2 points/2 posts.

Post/Deadlines: You must post one substantial post and one response to another student. One substantial post on Thursday, April 29th 11:59 p.m. PST and one response to another student by Sunday, May 3rd 5:00 p.m. PST.

Writing-Research 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 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 rubric under Modules on the Canvas site for the breakdown of elements and grading criteria.

Spelling and Grammar
I may not read entire paper for spelling and grammar mistakes; if, in my opinion, the assignment contains too many errors a reduction in points in that section of the rubric will occur.

Paper Composition/Blog Banner and general formatting informatio

  • Prepare all assignments in MS Word. Blogs do not have this requirement.
  • 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. This applies to banner/homepages on blogs
  • 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. This applies to banner/homepages on blogs.
  • Papers must be doubled spaced – this does not apply to the Blog formatted assignments.
  • Reference page must be included and meet APA guidelines. Please check with instructor on how you do this if you chose a blog format.
  • 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 – does not apply to blogs.
  • All papers are to be written in formal style unless otherwise noted on the assignment description.
  • Students and faculty are bound by the U.S. copyright regulations and need to cite the sources of the intellectual property of others, including information, images, or ideas that do not belong to us. Follow the regulations located in the Fair Use of Copyrighted Materials policy at http://www.utsystem.edu/ogc/intellectualproperty/copypol2.htm
  • Because this is an online class, students must pay particular attention to the Distance Learning (iSchool/SJSU), Copyright, and Fair Use, and Plagiarism Guidelines at http://www.sjlibrary.org/services/distance/fac_copyright.htm. Students need to pay special attention to the third bullet item at the website: Fair Use Guidelines for Educational Multimedia;If you submit work with words, images, or ideas that are not their original ideas, words, or images, you must cite the sources of those words, images, or ideas. It is important for students in library science courses to develop a respect for the work of others and to be responsible users of the work of others. Although the work of students does have some fair-use protection, you are never safe in using words, images, or ideas of others in a course in which we share our work with one another. Not only will you need to remember this when you are posting to the discussion forums, you must also practice responsible use of resources in your projects that you will be sharing with your colleagues.

Presentations
Tips on how to create effective PowerPoint presentations are included under Content.

Plagiarism
I have a zero tolerance policy in regards to plagiarism and will inform the University of any incidences of plagiarism for disciplinary action. All assignment documents are run through Turnitin through the Canvas site.

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 200LIBR 260Aor 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 young teens' choices of recreational and informational sources and materials.
  2. Evaluate selection tools, and use appropriate resources to develop a collection of materials for younger teens, including all appropriate formats.
  3. Critically examine representative materials designed for younger teens and tweens, and apply criteria to evaluate them in relation to child development, multicultural concerns, and meeting the informational and recreational needs of this age group.
  4. Create an appropriate materials collection for younger 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 literature for young teens and tweens, such as reference materials, selection tools, and Web sites.
  6. Assist parents and caregivers with questions about appropriate materials for their tween children.

Core Competencies (Program Learning Outcomes)

LIBR 264 supports the following core competencies:

  1. A Articulate the ethics, values, and foundational principles of library and information professionals and their role in the promotion of intellectual freedom.
  2. F Use the basic concepts and principles related to the selection, evaluation, organization, and preservation of physical and digital items and collections.
  3. I Use service concepts, principles, and techniques to connect individuals or groups with accurate, relevant, and appropriate information.
  4. M Demonstrate oral and written communication skills necessary for professional collaboration and presentations.

Textbooks

Required Textbooks:

  • Horning, K. T. (2010). From Cover to Cover (revised ed.): Evaluating and Reviewing Children's Books. New York: HarperCollins. Available through Amazon: 0060777575. arrow gif indicating link outside sjsu domain
  • Peck, P. (2010). Readers' Advisory for Children and 'Tweens Santa Barbara, CA: Libraries Unlimited. Available through Amazon: 1598843877. arrow gif indicating link outside sjsu domain

Recommended Textbooks:

  • Lesesne, T (2006). Naked Reading. Portland, ME: Stenhouse Publishers. Available through Amazon: 1571104168. arrow gif indicating link outside sjsu domain

Grading Scale

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
Below 67 F

 

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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