General Course Policies

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The following policies and resources apply to courses I teach at East Carolina University.

Helpful Resources

The following resources may be useful to students:

Academic Support

Canvas

Joyner Library

University Writing Center

Additional Support

ECU Cares: https://ecucares.ecu.edu/

Center for Counseling and Student Development: https://www.ecu.edu/counselingcenter/

Specific Services through ECU Center for Counseling: https://www.ecu.edu/cs-studentaffairs/counselingcenter/services.cfm

ECU PASS (Psychological Assessment and Specialty Services) Clinic:https://www.ecu.edu/cs-cas/psyc/ecupass/index.cfm

Non-ECU affiliated resources:

REAL Crisis: 252-758-4357

National Suicide Prevention Lifeline: 1-800-273-8255

Crisis Text Line: text HOME to 741741

The Steve Fund (specific to young people of color): text STEVE to 741741

The Trevor Project (specific to those who identify as LGBTQ+): 1-866-488-7386 or text START to 678678

Veterans Crisis Line: 1-800-273-8255 and press 1 or text 838255; for deaf and hard of hearing call 1-800-799-4889

Policies

Learning Environment & Attendance

The Americans with Disabilities Act (ADA) is a federal antidiscrimination statute that requires that all qualified students with documented disabilities be guaranteed reasonable accommodation. I prefer to consider the requirements of the ADA a minimum threshold. In other words, I want to work with students on strategies to promote success and I hope you will each talk with me about how I can best provide the means for you to do well in this course. Any student needing further information or to arrange accommodation for a documented disability under the Americans with Disabilities Act (ADA) should contact the Department for Disability Support Services, (252) 737-1018 / ada-coordinator@ecu.edu. Please do be aware that I may not be able to provide retroactive accommodations, so you should make arrangements as soon as possible. I also am dedicated to creating a learning environment that is just regardless of social situation as well as ability. If you need to bring your child/children to class occasionally, so long as you can do so with minimal disruption to others’ learning, please do so.

I will make every effort to make the classroom space accessible to students. In turn, I expect students to attend class. Much of our learning will be collaborative and thus will happen during discussions that occur when we meet. Generally speaking, if you are in a position of missing more than 10% of class meetings, you should expect your grade to be significantly affected unless you’ve spoken with me about your situation and we’ve reached an agreement about how to address the collaborative learning you will miss. If you are in a position of missing more than 20% of class meetings, you should not expect to pass the course unless we have had a conversation and made an agreement about alternate plans.

Academic Integrity & Professionalism

The Academic Integrity Policy governs student conduct directly related to academic activities. All alleged violations of the policy must be resolved in accordance with the procedures outlined in Part IV Academic Integrity of the East Carolina University Faculty Manual. You are responsible for knowing this code. In this course, engaging in these practices are signs that you exhibit academic integrity and professionalism:

  • Thoroughly prepare the readings so that you can best complete the hard work of this course. This means you should actively read for content and themes (rather than trying to read every word on every page), taking main ideas and significant occurrences from the texts we cover and critically examining them. You should be prepared to offer notes, questions, and ideas about the readings. In most cases, reading every word on every page is not required, nor is it a strategy that will best serve you. For more on reading for class visit the following two links:http://caseyboyle.net/2016/01/16/something-like-a-reading-ethics/

     

    How to Read for Grad School

    Some class readings are quite challenging. You should be sure to look over all readings at the beginning of the course and estimate for yourself how long it will take you to thoroughly prepare each. Readings should be prepared by the day they are listed on the schedule , but you should allow yourself more than a few days beforehand to thoroughly process each of these readings. In other words, don’t start reading the day before and wind up surprised when you aren’t able to complete your homework on time. Also be aware of instructions given in class about how to prepare particular readings. As noted above, I am usually asking you to read for key themes and ideas, not for minutiae. Unless otherwise stated, you should come to class with notes on the readings and at least a couple questions.

  • Be a responsible member of the class community. Be respectful of peers, the instructor, and guests. Hate speech and discriminatory language will not be tolerated. Be aware that mutual respect includes educating yourself so that you can address people by their appropriate titles and pronouns in person and in written correspondence. Failure to do so may impact your grade in the course. [Note: One common issue that women professors and professors of color encounter is being addressed by incorrect titles. Please be cognizant of this to demonstrate your rhetorical awareness.]
  • Employ honesty. This means, among other things, completing and submitting your own original work. The use of all sources should be properly documented in all work for this course. If you have any questions about how or when to cite sources, contact me. In 3000-level and above courses, ignorance is not an excuse for plagiarism or improperly cited work.
  • Prepare your work on time. I do not accept late work. I do, however, understand that life does not begin or end with class and I am willing to grant extensions or otherwise work with students who make an effort to communicate with me. While you may touch base with me in-person beforehand if you like, all extensions must be officially requested by email. This provides us both with a record of the request and my response. Although I almost always agree to extensions, please do realize that I have the right to refuse such a request and schedule your request for an extension accordingly. (Note that backing up digital files is a necessary professional practice and I may not grant extensions if you failed to back up files.)

Grading

Writing is a major part of your work here, and good writing is hard work that happens over time. Writing is never done, and no one is ever an expert in every genre of writing. For this reason, you should expect that good writing in the context of this course will take practice. You should plan multiple drafts, utilize the University Writing Center, and make use of office hours if you expect an above-average grade. If you take the course seriously, challenge yourself, accept feedback, and pay careful attention to your writing and to the writing of others, then your skills, confidence, and success in writing will grow.

To learn the details of each assignment, please carefully read the assignment instructions given in class. Note that some assignments have multiple parts. It is important to complete all parts of each assignment; even the strongest writing can become ineffective if the entire assignment is not complete.

In some cases, I may allow revisions of assignments. While you should not always expect this to be possible, do ask about revising if you are not satisfied with your earned grade. To revise, I require that you visit the UWC and then turn in 1) your original draft 2) your UWC visit report  3) your revised draft and 4) a memo detailing the changes you made and why.

I am available for grade consultations and discussions about how to improve performance. If you ever have a question about your grade, please don’t hesitate to ask. I always want you to understand why you earned what you did. However, do be aware that the Family Educational Rights and Privacy Act (FERPA) does not allow me to discuss specifics of grades over email (although it does not prevent you from talking to me about your grades over email, since your grades are your private information to do with as you wish). While I may be able to offer generalized feedback to you over email, any detailed discussion involving specific grades will require an office hours meeting.

Style

All assignments in this class should be submitted via the course learning management system (Canvas) unless otherwise noted. They may be submitted as Word documents or PDFs. All assignments, unless otherwise noted, should be single-spaced and should adhere to a style that is appropriate for the genre. (For example, if you’re writing copy for a website, you would cite a source using a hyperlink.) For academic genres, use APA Style.

Electronic Devices in Class

Electronic devices in class are encouraged. In the digital era, you will consistently use multiple electronic devices in your daily work and it is important that you begin now to develop strategies for making effective use of those devices in the workplace. You should engage in good studentship practices in your use of electronic devices. This means being on-task. I will rarely intervene if I notice you are off-task on your electronic devices unless you are disrupting others; however, I will not repeat material from class that you missed because you were otherwise occupied, and I may count you absent if your distraction prevents you from engaging in class.