Seminar in Youth Services
Topic: The Value of Controversial Literature for Youth
Spring 2016 Syllabus
Canvas Information: Courses will be available beginning January 28th, 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.
An analysis of novels that are considered ground-breaking or controversial because of their format, content, or treatment of difficult issues facing teens. Coursework will focus primarily on young adult novels by authors of frequently-challenged materials, and will feature information on the current trends on horror/monster books and realistic novels featuring “human monsters” or toxic adults and/or teens, and why they are currently popular with teens. Also included will be information on helpful resources for libraries facing challenges, and the processes and procedures that should be in place before the challenge occurs, including, but not limited to, selection policies, reconsideration procedures, and strategies and techniques useful to the YA librarian under attack.
Because YA literature is, by definition, controversial, because that literature is a rapidly-expanding genre, extending the limits of subject, language, and format into areas previously considered taboo, it is frequently challenged, and young adult librarians need to be equipped to defend it, to protect the intellectual freedom of their customers, and the integrity of their collections.
I will be in my office by appointment, Clark Hall, 418H, and will be on campus some weekdays, however, without an appointment, there’s no guarantee I will actually be IN my office.
I will answer e-mail on a daily basis or as quickly as I can. I will also be posting email responses to the FAQs section of the discussion board when questions are asked that are of interest to the whole class.
Please feel free to use BBIM to contact me. I will respond immediately if I am at the computer, and as quickly as possible if I am not. If I am writing or in the middle of something, my response may be quite brief. Such brevity is not intended to be construed as rudeness or lack of willingness to help you. Complex questions may be more efficiently handled via the FAQs or email.
If you need to speak to me by phone, I will do all I can to be available to you, but scheduling that call in advance to make it convenient for both of us, and ensure that I have enough time cleared to respond to your questions or problems.
I make every effort to proofread the Greensheet and the Canvas website, but errors can occur. Please contact me with any errors you see or any questions or may have so I can correct or explain them.
I want each of you in this course to succeed, and I will do everything I can to help you do so, but this is a partnership. Please make sure that communication is your top priority during the semester. Ask questions when you have them, seek clarifications when you need them, and take responsibility for understanding all expectations, content and assignments for the course. You are responsible for your own learning experience. I do not make you succeed. YOU make you succeed. You also make you fail. Understanding the contents and expectations explained in the Greensheet is critical for a student’s success in the class.
The Canvas Site
Please check the site regularly for announcements, discussion board questions, and so on. As soon as you are enrolled, go to the site, read my welcome message, then go to the discussion board and introduce yourself, both professionally and personally. I will give you a format for each part of your introduction. If you read someone’s introduction and think that you would like to work with them on a team, you are welcome to contact them either on that forum or privately and form your team immediately. The purpose of these introductions is to allow you to see who else is in class and what their interests are, so you can form presentations teams more easily and quickly.
Four Collaborate sessions have been scheduled, but unless the class is unusually large, not all of them will be used. Once the semester has begun, and all class members have signed up for their challenge presentations (including the challenged librarians, the person making the challenge, and the library reconsideration committee members), ALL OTHER SYNCHRONOUS CLASSES WILL BE CANCELLED.
Students will do their topical/author presentations asynchronously, and post the links to the presentations on the appropriate discussion forum. Students will watch the recordings of all presentations, discuss them on the appropriate discussion forums, and submit evaluations in the appropriate dropbox.
MORE DETAILS ON THESE PRESENTATIONS AND THE COLLABORATE SESSIONS WILL BE AVAILABLE ON THE CLASS WEBSITE.
The four sessions are currently scheduled for: 2/11, 3/17, 4/21, 5/11 (6:30-9:00 pm PT) REMEMBER THAT ONLY CHALLENGE PRESENTATIONS WILL BE LIVE—TOPICAL PRESENTATIONS WILL BE RECORDED ASYNCHRONOUSLY.
All assignments are designed to help you gain knowledge that will allow you to achieve competency in one or more of the competencies listed above. They are not busy work, and I have designed them carefully to give you both knowledge and skills that will help you promote the controversial and valuable titles written for teens. If you don’t understand how a particular assignment will help you do this, please ask me. I will be happy to explain.
- CLASS PARTICIPATION
Read texts, attend Collaborate meetings, participate in class discussions on discussion boards, and participate in challenge presentations as assigned. Participating on discussion boards is defined as posting 2-3 times weekly, both in response to the questions, topics, or titles that I post, and to others’ reactions to them. (This is an averaged figure—some weeks you will have more to say, some weeks less. DON’T stress out over doing 3 every week, so you stretch out your comments to get to 3. Don’t include “attaboy” posts to get you to 3. Be consistent in your postings, making sure you contribute something worth reading every week. That will get you a higher grade than 3 “attaboys” a week.) Comments should be thoughtful and insightful, adding to our mutual learning process. Questions will be posted approximately weekly, depending on how the discussion is going. Answering a discussion question that has been answered previously, and repeating the same information in your own words is not appropriate. Do not repeat information, be comment on it and elaborate on it, responding to the information rather than starting from scratch.
Class participation also involves being an active group member, and contributing to your groups’ class presentations. Group members will also be required to do a self and peer evaluation as part of their participation grade, discussing your performance and the performances of the other people in your groups. The peer evaluations will be about one page, describing how the group came together, who did what, and how well or how poorly your process worked. You will also evaluate yourself as a member of the group. (If you do two group presentations, you will need two separate group evaluations. If you do one individual presentation, you will need to submit a self evaluation for it.) Group evaluations are turned in within 24 hours of the presentation, as described under the presentation descriptions.
This assignment is due on May 17 (evaluation documents due as noted below; discussion board participation due on May 17).
Please review Haycock’s video on working in virtual groups to help you work as effectively as possible in your groups. There is a link to it under the Course Docs area of the Content tab.
- COLLECTION OF CONTROVERSIAL TITLES
Many of the titles you will be reading are quite dark and bleak, and it’s easy to get overwhelmed by them. But not all controversial books are difficult or depressing. Consider reading some that are more humorous—Boy meets Boy or Will Grayson, Will Grayson, for example—inbetween the darker titles, so you will have some respite from them.
In addition to the ten (plus 1) required authors/titles (listed at the end of this document), read at least 25 titles by other controversial authors and prepare a database of all of the titles, both required and self-selected. This should be a searchable database, and created as a blog or a website. My rationale for this assignment is that doing the work now to create a searchable database will make it easier for you to add titles to it in the future. Please limit your selections to literature written for teens, rather than adult titles enjoyed by teens, such as those by Jodi Picoult. You can tell what’s written for teens by looking at Amazon, and under Product Details, you’ll find a reading level. If it is a YA title, it will say so. You can also look for where it was reviewed, and the reading level the review recommended.
Please include only titles that you would recommend. If you start a title (other than the required ones), and decide it is not of high enough quality to include in a general YA collection, DO NOT INCLUDE IT IN YOUR COLLECTION FOR THIS ASSIGNMENT. Stop reading it and go on to a more worthy title.
YOU MUST SUBMIT ORIGINAL WORK ONLY. DO NOT DO CUT AND PASTE FROM REVIEWS OR OTHER RESOURCES. Using titles you have read for other classes will result in a less rich and educational experience for you, and is not recommended.
You may use any format you choose to, but you must include the following information in each entry:
- cover image or images
- complete bibliographic information, including price and number of pages, ISBN, etc.
- summary of the plot and content of the title
- reading level and interest level—these may be two different levels (Cormier’s Tenderness is written at a fifth grade level, but is far too dark and complex for a reader that young)
- evaluation, how well-written, effective, valuable it is and why—this is your review of the title
- readers’ 1-2 sentence annotation (25 words or less) designed to intrigue the reader and make him/her want to read the book
- bibliotherapeutic usefulness (what issues or situations or problems does it include, and how could it be used to help a teen work through similar situations or problems?)
- issues present—why it might be challenged or controversial
- defenses for the issues in the book—brief ideas on how they might be countered
- booktalk ideas—what character/scene/plot line would you focus on? List page numbers as appropriate
- genre or subject—the main theme/issue of the book
- readalikes—similar titles or authors
- link to author’s website, or group’s website if it is jointly authored
- awards won and lists appeared on
- links to reviews in professional review sources
- why you chose it—as in why you were intrigued enough to pick it up—the HOOK in the book. (It looked interesting is NOT a sufficient reason, nor is that it was required or on a list—what hook did it have that made you want to read it?)
Do not combine elements, i.e., combine plot summary and evaluation. Each section should be distinct.
You may also want to include other information to help you remember the book for class discussion and for the future.
I have arranged for this class to have a free subscription to NoveList, and information on how to access it will be given during the first class.
IF YOU ARE UNSURE THAT YOU ARE INCLUDING THE RIGHT AMOUNT AND TYPE OF INFORMATION, YOU MAY SUBMIT ONE TYPICAL ENTRY TO ME FOR FEEDBACK.
THIS ASSIGNMENT IS DESIGNED TO BE WORKED ON DURING THE ENTIRE SEMESTER. PLEASE BEGIN WORKING ON IT IMMEDIATELY. I also recommend that you read the required titles sooner rather than later.
The first part of this assignment, at least 18 entries, is due on March 13. The second half of this assignment, all the other entries, is due on May 15. You will receive two separate grades, which will be averaged together to get your final grade on this assignment.
In order to submit this assignment, you will put a document with the link to your blog, and login/password if necessary, in the assignment dropbox. I will let you know if the link doesn’t work, but you would be wise to test it first.
- SAMPLE PROGRAM AND DISPLAY
Create a program for Banned Books Week, or for some other event highlighting controversial fiction, including:
- the rationale for the program
- who it is aimed at
- displays and handouts for them
- anything else that would allow someone else to set up and run this program, based only on your description of it.
You need to include at least one display. The information on each display should include:
- the titles and types of materials you would put in the display
- how it was created
- what props you used
- where in the library it would be located
- when it would be available
When planning the display, consider how it will be perceived by teens and by other library customers. For instance, a display that looks good, but no self respecting teen would go near, for fear someone would see them checking out that topic or subject, isn’t going to be effective. This paper probably won’t be more than 3-4 pages long, outside of the pictures and promotional information—flyers/signs/bookmarks, etc.
Please post your work on the appropriate discussion forum after you have put it in the appropriate assignment dropbox. Due March 10.
- PRESENTATION ON CONTROVERSIAL TOPIC
This presentation will be done as part of a 2 person group. There are a number of topics and characteristics that cause a book to be challenged. Select one of these and prepare a presentation on it, including why this topic/situation is controversial, who is likely to object to the material, authors and titles that include this material, why the titles are important and valuable, including reviews and other information that would be valuable in writing rationales on these titles. You need to prepare a slideshow and a handout to accompany your presentation. Your audience will be a group of public or school librarians (specify) who want material on this topic in their collections but are concerned about how to show its value and appropriateness when someone objects to it, whether formally or informally.
These presentations will be done asynchronously, and recorded so everyone can see them. The due date for these presentations will be up to you. You may choose any of these dates: 2/28, 3/27, 4/24. This way you and your partner will be able to choose a date that works with your schedule.
You will post your handouts to the indicated discussion forum 24 hours before your presentation, so your audience will have access to them during the presentation. This allows you to refer to them as part of your presentation if you choose to do so. Discussion of the presentations will take place on the discussion forums during the week after the due dates, and all class members will discuss the CONTENT of the presentations. Evaluations of the presentations are due one week after the presentations were due. If class members choose to cluster the presentations around only two (or even one) due dates, the other one(s) will be cancelled. I just wanted to spread them out as much as possible, in theory anyway making it easier on you since you won’t have to watch a lot of presentations all at once.
- BOOK/MATERIALS CHALLENGE PRESENTATION
You and a colleague are librarians in a medium sized community, either in middle &/or high schools, or in the public library. A group or individual in the community has submitted a formal challenge to a book (or other material) in your library. You have been asked as the librarians in charge of this collection to do an introductory presentation for the 5 person reconsideration committee, which includes:
- library administrators
- community members (may include youth workers, parents, or other adults)
- students from the school or teens and tweens who use the public library (have active library cards)
- local experts in YA literature or with the subject of the titles being challenged
- other members as needed or preferred
You will need to create a slideshow and you will also need to have some handouts for the reconsideration committee, which should include in addition to a copy of the book/material being objected to (which the committee members should have already read/watched/listened to):
- General Information
- A YA selection policy designed for your department, including specific statements about why controversial materials are important. (However, you don’t need to do anything for the rest of the library collection.) 1 page limit
- A reconsideration procedure which would be appropriate for challenges to materials for youth—children as well as YAs 1 page limit
- Documents and statements from ALA and other organizations that you support in your library policies
- Specific Information
- A copy of the complaint, information on who filed it and if it involves a group, information on that group--2 page limit
- The report from the person who took the complaint and filed the reconsideration form, stating what happened during that interview--1 page limit
- Biographical data on the author, his/her importance and major titles (this is to be brief, you will expand on it in your presentation)--1 page limit
- Brief summary of title’s value and importance (expand in presentation)--1 page limit
- Excerpts from reviews on the title—from the most authoritative sources--1 page limit
- Brief summary of other challenges to title and how they were handled and resolved (expand in presentation)--2 pages limit
- Bibliography of articles on the title and articles on the author that are relevant to this title (include at least some of these in the presentation)--2 pages limit
- Other information you deem appropriate and important--2 pages limit
You also have finite amount of time—15-20 minutes for your presentation and 15 for Q&A afterwards. Your presentation needs to be informative, but not dull—it’s supposed to show your point of view, and support the library’s policies. It should be polished and persuasive—you are talking to one of the most important and diverse committees your library has. (This means practice.) You are limited only by your own creativity.
You may divide the work in any way you choose, but all group members should participate in the presentation in some way. I must approve all titles that are challenged.
Handouts should be posted at least 24 hours before the presentation so other students can access them. In addition, handouts, slideshow, script for your presentation need to be submitted to the appropriate assignment Dropbox within 48 hours after your presentation.
Each student will evaluate the presentation and each of the students who participated, and submit their evaluations to the appropriate dropbox within 48 of the presentation. Due as scheduled—see Collaborate session dates above.
COMMITTEE MEMBERS: You should study the handouts ahead of time and be ready with questions based on them. Formulate other questions based on the presentation, just as a real committee would. When the presentation is over, play your role as assigned, asking questions and responding to the content of the presentation. After checking the greensheet, I realize that the assignment didn't include participants or leaders of the book challenge presentations to do a post-presentation evaluation. Therefore, you don't have to write anything in response. I will correct the error for future classes.
However, the assignment does include several other requirements for committee members: they need to have read the book, they need to have decided on their role, and whether or not they are going to be conservative or liberal in their views--a little conflict never hurt anyone--and may or may not decide ahead of time to contact each other to see how their roles fit together. Some may decide to work together, others to confront each other or the librarians.
Committee members will be given points toward their participation grade based on their performance. Leaders will be given points based on their presentation and on their responses to questions during the discussion afterwards.
- REFLECTION PAPER
You will also do a separate summary/self-evaluation/reflection paper will be about two-four pages, and will include an overview and comparison of your thinking about controversial YA literature at the beginning and at the end of the class, showing how you have changed in your thinking—or how you haven’t, and why. How has your participation in this class affected your thinking and perceptions? What is your own philosophy of intellectual freedom and how you will exhibit it as a part of your career in librarianship? What do you think are the most important things you will take away from this class? How and why has this class been valuable? Due May 13.
- Database, topic presentation, challenge presentation (as a librarian): 25% EACH
- Participation (discussion boards, committee membership for challenge presentations), program/display, reflection paper: 25% COMBINED
Required and Recommended Titles
These titles are ones that are widely available, so you shouldn’t have to buy them unless you choose to do so.
TEN (PLUS 1) REQUIRED TITLES AND AUTHORS
TITLES IN BOLD ARE REQUIRED, other titles are recommended
- Laurie Halse Anderson—Speak OR Wintergirls--rape, anorexia
- Robert Cormier—The Chocolate War OR Rag and Bone Shop--manipulation
- Chris Crutcher—Whale Talk OR Ironman OR Staying Fat for Sarah Byrnes--bullies, anger; death
- Nancy Garden—Annie on my Mind OR Endgame--lesbian, school shooter
- John Green—Looking for Alaska OR The Fault in our Stars—drugs, language, sexuality, death
- Gail Giles—Shattering Glass OR What Happened to Cass McBride? OR Right Behind You--bullying, manipulation, revenge
EACH OF THESE AUTHORS IS REQUIRED, BUT YOU CAN CHOOSE WHICH OF THE TITLES LISTED YOU WOULD LIKE TO READ
- Ellen Hopkins—Identical OR Tricks OR Crank--multiple family related problems, drugs
- David Levithan—Will Grayson, Will Grayson OR Nick and Nora's Infinite Playlist OR Boy Meets Boy--homosexuality, vulgar language
- Barry Lygas--Boy Toy OR I Hunt Killers—sexual abuse or serial killer
- Todd Strasser--Boot Camp OR Give a Boy a Gun--physical, psychological manipulation, school shootings
- Walter Dean Myers--Fallen Angels OR Sunrise over Fallujah OR Monster--vulgar language, realistic view of war, guilt and criminals
THESE SPECIFIC TRENDS/ISSUES ARE REQUIRED—READ AT LEAST ONE TITLE FROM EACH
Feel free to go beyond these titles—these are major trends, and many books have been written about each.
- Dystopias—Hunger Games, Maze Runner, Shipbreaker, Rot and Ruin, Divergent, Quarantine, Unwind, Ashfall, Gone
- Serial killers—I Hunt Killers, Ripper, Name of the Star, Tenderness, Acceleration, I am not a Serial Killer, Wish You were Dead
- School shootings—Hate List, Endgame, Give a Boy a Gun, Quad, Shooter
- Bullying—Butter, Twisted, Whale Talk, Chronicles of Vlad Tod series, Geography Club, Cornered, Skinny, By the Time You Read This, I’ll be Dead, 13 Reasons Why, Send, Bait
- GLBTQ—Boy meets Boy, She Loves You, She Loves You Not, Rainbow Boys, Boyfriends with Girlfriends, I am J, Absolutely, Positively Not, Personal Effects, The Difference Between You and Me, Will Grayson, Will Grayson
- Toxic parents and teachers—Hope in Patience, Rules of Survival, Breathing Underwater, Wild Roses, Boy Toy, Crackback, Leverage, Chocolate , How to Save a Life, Sold, Tap Out, Lush, Staying Fat for Sarah Byrnes, The Compound
- Supernatural monsters—choose several titles from They Suck, They Bite, They Eat, They Kill…, or look for more current supernatural titles. (Dystopian titles are not really supernatural, even if they are set in a alternate form of Earth, but are more closely related to science fiction.)
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.
INFO 200, INFO 204, INFO 260A, or INFO 261A.
Course Learning Outcomes
Upon successful completion of the course, students will be able to:
- Identify reasons why YA literature is inherently controversial.
- Identify the characteristics that make a book controversial.
- List the reasons why controversial titles are important.
- Explain why controversial literature can be a positive influence on the social, intellectual, and ethical development of teens.
- Develop strategies for explaining the value of edgy and difficult YA literature to teachers, parents, and other interested adults.
- Present their own philosophy of intellectual freedom.
- Recognize, evaluate, and take into account self censorship tendencies in order to objectively evaluate materials in the light of community standards.
- Explain why novels currently being published for teens are more graphic and intense than those of previous generations.
- Explain the bibliotherapeutic value of controversial titles.
- Identify print and online resources that will be helpful before and during a challenge situation.
- Prepare bibliographies on a variety of controversial subjects or situations.
- Write a YA selection policy and reconsideration procedure.
- Write a rationale for a challenged title.
- Explain the steps to take to defend library materials before and after a challenge occurs.
- Demonstrate familiarity with the steps to take when interacting with an angry customer making a challenge.
- Identify organizations and the services that they offer that can be of assistance in a challenge situation.
Core Competencies (Program Learning Outcomes)
INFO 267 supports the following core competencies:
- D Apply the fundamental principles of planning, management, marketing, and advocacy.
- I Use service concepts, principles, and techniques to connect individuals or groups with accurate, relevant, and appropriate information.
- M Demonstrate oral and written communication skills necessary for professional work including collaboration and presentations.
- N Evaluate programs and services using measurable criteria.
- Aronson, M. (2001). Exploding the Myths. Lanham, MD: Scarecrow Press. Available through Amazon: 0810839040.
- Bodart, J. R. (2009). Radical Reads 2: Working with the Newest Edgy Titles for Teens. Lanham, MD: Scarecrow Press. Available through Amazon: 081086908X.
- American Library Association. (2010). Intellectual freedom manual (8th ed.). Chicago: American Library Association. Available through Amazon: 0838935907
- Auguste, M. (2012). Voya's guide to intellectual freedom for teens. Voya Press. Available through Amazon: 1617510076
- Bodart, J. R. (2012). They suck, they bite, they eat, they kill: The psychological meaning of supernatural monsters in young adult literature. Lanham, MD: Scarecrow Press. Available through Amazon: 0810882272
- Bodart, J. R. (2002). Radical Reads: 101 YA Novels on the Edge. Lanham, MD: Scarecrow Press. Available through Amazon: 0810842874.
- Campbell, P. (2006). Robert Cormier: Daring to Disturb the Universe. New York: Delacorte Press. Available through Amazon: 0385730462.
- LaRue, James (2007). The New Inquisition. Westport, CT: Libraries Unlimited. Available through Amazon: 1591582857.
- Magi T., Garnar M., & Office for Intellectual Freedom (2015). Intellectual freedom manual (9th ed.). Chicago, IL: American Library Association. Available through Amazon: 0838912923
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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