LIBR 266-10
Collection Management
Fall 2009 Greensheet

Joni Richards Bodart
Phone: (408)924-2728
Web Site:

Greensheet Links
Textbooks and Readings
Course Requirements
Course Outline
ANGEL Tutorials
iSchool eBookstore

Students will be able to self-enroll in the ANGEL course site after August 19, 2009. You will need an access code which will be sent to all registered students on August 19 via MySJSU.

Course Description

Study of collection management in all types of libraries and information centers. Includes analysis of information needs, criteria for selection, collection use evaluation, and resources for collection development.

Course Objectives

At the conclusion of the course, students will be able to:

  • describe the contemporary concept of collection management in libraries and information agencies.
  • identify possible evolving futures of the collection.
  • develop a rationale for planning the management of a library or information agency collection and its growth and development.
  • identify the challenges of collection management facing information professionals in various types of library and information agencies.
  • evaluate issues surrounding ownership and access to information and materials.
  • identify cultural issues related to collection management.
  • create and evaluate collection policies.

LIBR 266 supports the following SLIS Core Competencies:

  • articulate the ethics, values and foundational principles of library and information professionals and their role in the promotion of intellectual freedom;
  • compare the environments and organizational settings in which library and information professionals practice;
  • use the basic concepts and principles related to the creation, evaluation, selection, acquisition, preservation and organization of specific items or collections of information;
  • evaluate programs and services on specified criteria.

In addition, this section supports the following SLIS Core Competencies:

  • use service concepts, principles and techniques that facilitate information access, relevance, and accuracy for individuals or groups of users;
  • demonstrate oral and written communication skills necessary for group work, collaborations and professional level presentations; and
  • contribute to the cultural, economic, educational and social well-being of our communities.

Course Requirements

Students will be able to self-enroll in the ANGEL course site after August 19, 2009 . You will need an access code which will be sent to all registered students on August 19, 2009 via MySJSU. If you were not enrolled on that day, you will need to contact me for the code.

Office Hours
I will be in my office by appointment, Clark Hall, 418H, and will be on campus most 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 to the FAQs section of the discussion board when questions are asked that are of interest to the whole class.

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.

The Angel Site
Please check the site regularly for announcements, discussion board questions, and so on. As soon as you sign up, 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. Explore the various forums for other information I think might be helpful to you, such as resources and links to sites you will find useful. And make sure you take a look at the policy manuals given as examples. Assignment due dates are also posted there, as well as below. Lecture information will be given via Elluminate classes. I will be doing a mini-lecture, 30-45 minutes, on each of the chapters of your policy manual, to let you know what I think the most important concepts are. These lectures may include information not in your text. All Elluminate sessions will be recorded for viewing later. I will have a student assistant who will be able to help you with technical issues. Be sure to log into the first class session at least 15 minutes ahead of time, so you can get any communication problems taken care of ahead of time, before class starts.

Group sites will be available by the end of the second week of the semester. Please use them as much or little as you want to, for your own convenience. I am a member of all the groups, so I can meet with you in your group space, but I will not be monitoring what you say or do there. Even if I meet with you in your group space, I will not be reading discussion boards or anything else on your site. Your group will have complete privacy. If you want me to see something from your group site, you will need to do some cut and paste and email it to me.

Please let me know right away if you have problems with anything.

I have posted advice/survival tips from previous classes under Course Information. Please take a look at it, as I think it will be helpful. I will ask you to add to these tips at the end of the semester, and your comments will be very valuable to me and to future students as I continue to develop this course.

Read text and participate in class discussions on discussion boards. Participate is defined as posting 3-4 times weekly, both in response to the questions I post and to others’ reactions to them. Comments should be thoughtful and insightful, adding to our mutual learning process. Questions will be posted on a biweekly basis.

There will be six Elluminate class sessions. All are required, but live attendance is required only for the first and last. Since all sessions will be recorded, you will be able to look at them asynchronously when necessary. These sessions will be from 630-830pm PST on8/24, 8/31, 9/28, 10/19, 11/2, 11/30 for Section A, and 8/24, 9/3, 10/1, 10/22, 11/5, 12/3 for Section B.  My assistant will send you a link to each session ahead of time so you can get to the sessions.  Now I can hear you all starting to panic about this new development--"sections?  what sections? does it have anything to do with regular or special sessions?  I don't understand!!!"  Take deep breaths, please.  I will explain it all now and also in our first E session, which is 8/24 for everyone, and which is mandatory.

There are too many of you to teach together as if you were all one class, regular and special sessions all together.  If I divide you along regular/special lines, it doesn't give enough flexibility to allow each of you to join a team that will allow you to work on a manual for the kind of library you are most interested in, in order to make the class more useful and enjoyable to you.  Therefore, all 30 of you will come to the first E session, talk about the kind of library you would like to study, form into groups of 3-4, go to a breakout room to exchange contact information and if you want to, start your first team meeting.  You will not be required to come back to the main classroom once you have left it for a breakout room.  Generally, this first class is over between 730-800.

All the teams with odd numbers will make up Section A.  All the teams with even numbers will make up Section B. Each section will have its own weekly discussion board, with about half the class posting to "Weekly Discussion Board for A" and the other half posting to "Weekly Discussion Board for B".  There will be only one forum for FAQs, and one place to post assignments for grading.  There will be separate E sessions for the two Sections, and if you can't make it to the session for Section A, you are welcome to attend the session that week for Section B, so you can be a part of an active discussion, rather than just watching a recording that gives you no chance to interact.  Also, not all of the E sessions require synchronous attendance.  Session 1 does require synchronousity, and so do E sessions 5 and 6.  E session 5 is about censorship and intellectual freedom, and always inspires lots of participation.  You will be doing your class presentations during E session 6, so obviously all of you will need to be there with your team.                

 I am sure you have questions, and you can bring them with you to the first session, or email me before the it.   I assure you it won't be as confusing as trying to keep track of 30 people on one discussion board, or in 1 E session.  Also, I have run this class in this format several times, and know what to expect.  You may seem to be confused right now, but I think it will all work out, and you will have just as good a time and learn just as much as previous classes have.

You are required to have a microphone and speaker to use this software. I suggest purchasing a headset with a mike attached, since that will give the best sound quality and also leave your hands free for typing and mousing. You will need to get to class AT LEAST 15 minutes ahead of time, so my assistant can check to see that you can speak and hear. When this has been confirmed, she will tell you how to indicate that you’ve stepped away from your computer, and you don’t have to come back till 630. BTW, I have to do this too, to make sure my hardware is working properly as well.

Take a look at the Elluminate tutorials at Log in with your first and last name. If this is the first time you will be using Elluminate, you may be prompted to download some software which may take anywhere from 2 to 20 minutes depending upon your Internet connection speed. You can pre-configure your system with the required software by going to the support page located at:

Topics for E sessions will be:

  1. Greensheet, Introductions, Forming Teams, Q&A
  2. Defining CM, Community assessment, Publishing Industry, Selection process
  3. Acquisitions, Budgets, Weeding
  4. Evaluation, Preservation, Resource Sharing, Serials, GovDocs
  5. Censorship, Intellectual Freedom, Reconsideration
  6. Class presentations

This scheduling and the due dates for assignments should inform your reading of the text, articles on Angel, and outside readings.

Work as a team member with the others in your team, using email, your discussion board, and your VC. You are welcome to meet f2f if that is possible, but it is not required. You are REQUIRED to be a member of a team for this class.

At the end of the semester, after you have turned in your revised policy manual, you will be required to evaluate your team members on their participation and the quality of work that they contributed to the project. These evaluations will be incorporated into the participation grade. You will submit this document via the assignments page, as described below.

Angel sites (VC, email, discussion boards) for each team will be set up as soon as possible but you are welcome to begin your work immediately after your teams are formed. I will be happy to meet with groups to work on questions/problems at a time convenient for all of us. I will meet with you in your team’s collaboration area, in person, or over the phone via Elluminate or a conference call, whatever is most convenient. I will be a member of all the teams, however, these team utilities are for your ease and convenience, not so I can keep an eye on you. I will not be monitoring your participation in them.

It is up to the members of each team to work out interpersonal problems. I am available for advice and consultation, but it is ultimately up to the team members to figure out how to work together successfully and ensure that everyone contributes equally. You will spend a good part of your professional life as part of one team or another, and knowing how to be a good team player, both in contributing and convincing others to contribute, is essential. This semester will give you a chance to practice that.


    There are many print and online sources on collection development outside the textbook. You will need to explore those items in order to get information that will help you put together your policy manual, and to examine the current and evolving collection development theory. We are moving from a print society to one that will be partially or completely digitized in the future. In the text and in lectures, we will be examining the role of the librarian in collection development now. In addition to finding materials that will help with your policy manual, use this assignment to seek out and examine information on what may happen in this area in the future, and how it will impact your career as an information professional.

    Besides the required and recommended textbooks, you should read the equivalent of 350 pages of professional reading, most of which will support your writing you policy manual.
    There is a bibliography of articles and sites students from previous classes have found useful to get you started, although you don’t have to use it if you don’t want to. However, it’s just a beginning point—I do expect you to research other sources as well. A log that contains citations only from the bibliography will not be eligible for an A, so you might want to indicate the new articles in some way to show me that you did indeed add new resources. This bibliography is updated every semester I teach this course.

    Keep a log of your readings and web work, including for each item, the bibliographic citation including the number of pages in the chapter/article, and a summary/evaluation, including what you did or didn’t find useful about it. The information on each item should be at least half a page to a maximum of one page (single spaced). Organize your log into chapters like the ones in your policy manual. At the end of the course, write a synthesis of your interpretation of the current state of collection development theory and your projection of how it might develop in the future, based on the materials in your log and in your textbook. In a separate section or document, you also need to explain and discuss what you have learned/how you have changed or grown this semester, and how you will be using what you have learned in the future. (This is the “informal paper.”)

    While I am not going to add up the number of pages for each and every log, please be aware that if I think you have not read the required number of pages, I will go back and count them. When you count the number of pages in a book, include only the pages in the chapters you read, not front matter, bibliographies or indexes. You may have used these sections, but I doubt you will have actually read them for content.

    • chapters in books about collection development in the specific type of library you are using for your policy manual.
    • professional articles about collection development from current journals in the field.
    • web sites that are particularly useful in the collection development process. (Estimate time spent as pages read.)
    Working in groups of 3-4, based on the type of library you are interested in, develop a comprehensive collection management policy, including the following sections:
    Appropriate forms and documents will be included in an appendix as appropriate for each section. These can be ones developed by the group or ones from actual libraries. This assignment can be done using an actual physical library or one that the group creates. Either way, precise information about the library, its policies, staff, and collections will be required. Be aware that including tables, graphs and charts will help you convey information more concisely and in formats that can be more easily understood than straight text. Each section will contain a bibliography citing the various sources, print and online, that you used while writing that section. When the completed manual is turned in as a whole at the end of the semester, these chapter bibliographies will be as the end of the manual, rather than at the end of each chapter. (I.e., a bibliography section, with items from Chapter 1, Chapter 2, and so on. In other words, you don’t have to realphabetize the whole list.)

    Those of you who are writing about a real library will need to cite the extant documents very carefully. Using an existing policy manual with minor changes IS NOT ACCEPTABLE. Your manuals must be your own work, even when you include forms, surveys or other supportive documents from the library you are writing about. If I think you are using chunks of material from an existing manual, rather than writing your own policies, I will want to discuss it with your group. You will be required to demonstrate why you have not plaigerized any materials.

    The completed manual will be detailed enough that an actual library could use it to define, create, and implement collection development and management policies. It will be a demonstration of the depth of your knowledge of the subject, and may be added to your portfolio documenting your accomplishments as a library school student.

    Please note that this manual will differ in some aspects from the actual policy manuals you will find in libraries and on the web. Many policies do not contain the detail that I am requiring. All chapters must be complete and detailed, even if it is unlikely that an actual policy for your type of library would have them. This is an exercise, not reality. Therefore, even though a real special library might not have a reconsideration policy, saying “We don’t have an intellectual freedom problem in this library” will not suffice.

    You will turn in each section above, based on the due dates given below. Please include a cover sheet for each chapter, giving the chapter title, the name and type of the library, the group number, and names of group members. Points will be deducted if you do not have a cover sheet for each section you turn in. They will be evaluated, and returned to you. At the end of the semester, you will be able to turn in (if your group chooses to do so) a corrected final version of your entire project. This does not mean that every section will need to be rewritten, since only those that receive less than satisfactory grades (in the team’s opinion) will need to be rewritten. Other sections can be turned in without further changes, assuming their formatting is the same as the corrected chapters. While this is not required, it will allow you to raise the grade received for the project. (See grading standards below.) All members of a team will receive the same grade for the policy manual, but due to differing paricipation grades, may not receive the same grade for the course.

    Each section of your policy manual will be submitted in document format. When you are ready to submit a chapter, use the following procedures for the Angel sitel:

    Scan document for viruses before sending. REQUIRED (I have gotten them, and they are NOT fun!!)

    Go to the Angel Assignments page and click on “View/complete assignment” for the chapter you are turning in. For each assignment, in the subject line write: Chapter __ followed by your group number and the last names of the members. Attach the file, and leave me a note if you want to. When you have submitted an assignment, go to the Drop Box for that assignment. If you can see that there is a file attached to your file, you have submitted it properly. Assignments may also be attached to email, but I prefer the gradebook, since it’s easier to give you feedback there. I don’t penalize students for technology glitches, and will just ask you to resubmit asap.

    When I grade the assignment, I will post the grade for all of the group members, however, my comments will go only to the one person who submitted it on behalf of the group. Therefore, that person needs to share the comments with other group members.

    Be sure to keep copies of all your work on CDs and/or on all group members’ computers, so if one of you has a problem or a crash, you won’t lose your work.

    You may use only Microsoft Word or ClarisWorks (AppleWorks) either mac or pc versions. Your graphics should be integrated into the word processed chapter.

    I recommend sending each chapter back and forth from at least one group member to another in the exact version you will be turning in, just to see if you have any problems attaching or opening it. I will let you know if I have any problems about this. Glitches exist, and I understand this.
    • Description of the Library Building and its Collection, including the size of both and the number and kinds of employees currently on staff
    • Community Assessment Methods and Survey Results, including a survey of your community, the methods you used to get information, and what the results of the survey were.
    • Collection Development Statement and Rationale, stating briefly the library’s overall policy and philosophy, including the national guidelines and statements it supports.
    • Types of Materials Available, describing the different kinds of materials available in each department, what percentage they are of the whole collection, and why this figure is appropriate.
    • Review Sources, including a comprehensive annotated list of sources you will use to select materials for all parts of your collection. The annotations should be brief, yet clearly indicate why you chose this source.
    • Budget, including amounts for different departments and rationales for your allotments.
    • Selection Procedures, with specific policies for various departments and types of materials. Include rationales for each part of the policy and a list (not annotated) of the review sources used to select materials.
    • Acquisition Procedures, describing the process of ordering, receiving and processing all types of materials.
    • Evaluation and Weeding Procedures, based on age, format, relevancy, usage, and space available.
    • Reconsideration Policy and Procedures, with detailed information on steps to be taken from the first complaint about an item to the final resolution of the matter.
    Teams will present their libraries and policy manuals during the last Elluminate session. I expect each team member to participate in the presentation, and discuss part of either the library or the team process. PowerPoint slideshows or some other form of visual presentation will illustrate and organize your presentations. Your complete presentation will be no longer than 15-20 minutes, which means that you will have to give a lot of information in a short amount of time, so writing down and practicing what you will say and how you will use the visual part of your presentation will be important. You will need to include several topics: You can upload the visual part of your presentation to Elluminate before the Esession begins, or ask the Elluminate student assistant to do it for you. All presentations will fit on Elluminate at one time, and the assistant will help you find yours in the queue when you are ready to present. The assistant can also help you practice on Elluminate before you present, so your presentation will be smoother and more effective. You will set up these practice sessions during the semester with the assistant. For instance, since you will be changing speakers during the presentation, it will be necessary to figure out ahead of time who will say what and in what order and how the “hand-off” to another group member will be managed. Practicing with the assistant will also mean that he/she can give you tips about these things that you may not have been aware of. You will post to the appropriate forum a copy of your visual presentation and the script to go with it when you turn in your revised policy manuals.
    • How you decided on what library to use, and whether it would be real or fictional
    • Brief description of your library and why you think it’s important
    • Unique or interesting features of your library
    • How you went about setting up your team process
    • Division of labor—who wanted to do what and why
    • Communication—how often, and about what
    • Problem resolution
    • What you’ve learned about team work during the semester
    • Most valuable part of the process, what you learned most from
    • What you’d recommend to future students to help them succeed in their team work

All assignments are due on Sundays before midnight. This means the midnight between Sunday and Monday, not between Saturday and Sunday.

  • Week 4, September 20
    Chapters 1-4

    • Description of the Library Building and its Collection, including the size of both and the number and kinds of employees currently on staff
    • Collection Development Statement and Rationale, stating briefly the library’s overall policy and philosophy, including the national guidelines and statements it supports.
    • Community Assessment Methods and Survey Results, including a survey of your community, the methods you used to get information, and what the results of the survey were. (If you don’t have time to do a real survey, create a credible faux survey and results.)
    • Types of Materials Available, describing the different kinds of materials available in each department, what percentage they are of the whole collection, and why this figure is appropriate.
  • Week 6, October 4
    Chapter 5
    • Selection Procedures, with specific policies for various departments and types of materials. Include rationales for each part of the policy and a list (not annotated) of the review sources used to select materials.
  • Week 7, October 11
    Chapter 6
    • Review Sources, including a comprehensive annotated list of sources you will use to select materials for all parts of your collection. The annotations should be brief, yet clearly indicate why you chose this source.
  • Week 8, October 18
    Chapter 7
    • Acquisition Procedures, describing the process of ordering, receiving and processing all types of materials.
  • Week 10, November 1
    Chapter 8
    • Budget, including amounts for different departments and rationales for your allotments.
  • Week 12, November 15
    Chapter 9
    • Evaluation and Weeding Procedures, based on age, format, relevancy, usage, space available, and other individual factors.
  • Week 14, November 29
    Chapter 10
    • Reconsideration Policy and Procedures, with detailed information on steps to be taken from the first complaint about an item to the final resolution of the matter. Information on staff training in challenge situations should also be included.
  • Week 15, December 6
    • Final completed and revised policy manual
  • Week 16, December 13
    • Reading log and synthesis
      Informal paper
      Group evaluation

I am willing to be flexible about due dates and will always give you extra time when you ask for it. However, any assignment that does not come in on time when no extension has been requested will be penalized one letter grade for lateness. When in doubt, ask for more time, just in case. You have a huge project before you, and my due dates are designed to keep you caught up, so you don’t have too many things overwhelming you at the end of the semester.


Grading Standards

25% Reading and web work log and synthesis
50% Individual project parts, averaged together
25% Class participation (including group evaluations), informal paper and final revised project, averaged together

Course Outline

  • Week 1 Chapters 1,2,5
    What, why, and how is collection management?
    The Publishing Industry
  • Week 2 Chapter 3
    Selection policies
    • What are they?
    • Why are they important?
    • Components
  • Week 3 Chapter 4
    Review sources
    • Characteristics
    • Variation by type of library
  • Week 4 Chapters 11,12
    • What is it?
    • Procedures
  • Week 5 Chapter 13
    • Where does the money come from?
    • Where does it go?
    • How should it be apportioned?
  • Week 6 Chapters 14, 15
    Weeding and evaluation
    • Methods and criteria
    • Budgetary concerns
    • Variations by type of library
  • Week 7 Chapter 16
    Resource Sharing
    • Methods
    • Issues
  • Week 8 Chapter 17
    Maintaining Collections
    • Fragile or rare materials
    • Conservation
    • Availability
  • Week 9 Chapters 18,19
    • Psychology of censors
    • Issues
    • Print, nonprint, and electronic censorship
    • Self censorship
    • Reconsideration Policies
    • What to include
    • Forms
    • Procedures
  • Week 10 Chapter 6
    Printed serials
    • What’s a serial?
    • Choosing serials
    • Budgetary concerns
    • Usage of serials
    • Policy variations by type of library
  • Week 11 Chapter 7
    Electronic serials
    • Paper or virtual?
    • Choosing formats
    • Usage policies
    • Budgetary concerns
    • Policy variation by type of library
  • Week 12 Chapter 8
    Electronic materials
    • Ebooks
    • Databases
    • Websites
    • Electronic collections
    • Usage policies
    • Policy variation by type of library
    • Evaluating formats
    • Budgetary concerns
  • Week 13 Chapters 9
    Government documents
    • Types
    • Acquiring
    • Archiving
    • Federal depository libraries
    • What’s important? In what format?
    • Policy variation by type of library
  • Week 14 Chapter 10
    Audiovisual materials
    • Types
    • Importance
    • Acquiring
    • Previewing
    • Evaluating
    • Policy variation by type of library

Textbooks and Readings

Required Textbook:

  • Disher, W. T. (2007). Crash Course in Collection Development. Westport, CT: Libraries Unlimited. Available through Amazon: 1591585597. arrow gif indicating link outside sjsu domain
  • Evans, G.E., & Saponaro, M. Z. (2005). Developing Library and Information Center Collections. Westport, CT: Libraries Unlimited. Available through Amazon: 1591582199. 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 More detailed information on a variety of related topics is available in the SJSU catalog at 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 Add/drop deadlines can be found on the current academic year calendars document on the Academic Calendars webpage at The Late Drop Policy is available at 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

Consent for Recording of Class and Public Sharing of Instructor Material

University Policy S12-7,, 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 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

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 requires that students with disabilities requesting accommodations must register with the Accessible Education Center (AEC) at to establish a record of their disability.

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