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Teaching in a Pluralistic Society (updated 8.19.16)

EDUC-EM300; Section 9024/3300 Instructor: Tom Browning (thdbrown@indiana.edu) M-R, 2:30-3:45 p.m. in ED 1204/3017 Office: ED 3270; office hours by appointment M300 (Batchelor) Service Learning Coordinator: Mackenzie Mendel (macmende@umail.iu.edu) M300 (BGC Cresmont) Service Learning Coordinator: Bret Hoffman (crestmontace@bgcbloomington.org) E300 (BGC Lincoln St) Service Learning Coordinator: TBD

Our lives begin to end the day we become silent about things that matter.

– Martin Luther King, Jr.

A leader’s role…is to ask the right questions rather than provide the right answers because the answers may not be self-evident and will require a collaborative process to make any kind of progress.

-Keith Grint

Social problems are never solved. At best they are re-solved – over and over again. –Horst Rittel and Melvin Webber

Through signature pedagogies of the teaching profession, students realize that simply being present and

accounted for will no longer suffice. There is no opportunity to hide among the crowd and depend on peers to deflect questions from the professor. Action is expected.

-Benjamin Dotger

COURSE OVERVIEW M300 and E300 are designed to introduce future educators to the obvious and not so obvious variety of students, colleagues, and communities they will encounter during their tenure as educators and to assist in developing strong pedagogical strategies for educating all learners. Throughout the semester we will delve into the increasingly diverse educational environment of the United States in an effort to grapple with our personal experiences and how they relate to those of our future students. We will also investigate what a multicultural classroom looks like including the rapidly evolving composition of the United States. Through this process we will discuss how we, as educators, can best address the dynamic needs of a diverse body of learners. In this context we will not only look at race, religion, gender, sexual orientation, socioeconomic status, language and (dis)ability, but we will begin to understand that no matter how hetero or homogeneous a society may appear it is our mission to provide all children with a solid education geared toward their success in a pluralistic and increasingly global society. It is important to keep in mind that there are not simple answers to the questions posed in this course but that our job here is to start investigating these questions. The content of this course will raise many questions and challenge you to seriously and critically consider:

• What does it mean to teach in a pluralistic society? • What are the ways we can create learning opportunities for children different from us? • What role do human differences have in shaping teaching and learning? • What practices are helpful in creating an environment where all students feel safe, valued,

intellectually challenged, and respected? • What can we do to become reflective practitioners in our pursuit to create classrooms responsive to

the educational needs of our students?

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Note about H340 vs. E/M300: This course, E/M300, examines issues of race, ethnicity, class, gender, (dis)ability, sexual orientation, language, religion, multicultural education strategies, and their relationship to schooling and education beyond schools. H340 focuses on issues through a historical, global, and policy oriented perspective. E/M300 focuses on issues related to students and schools as well as teaching and learning in a pluralistic society. These courses may occasionally overlap on some topics, but this is done to intentionally reinforce, expand, and develop important concepts.

COURSE TEXTS There is only one required text purchase for this course: Adams, M., Blumenfeld, W. J., Castaneda, C., Hackman, H. W., Peters, M. L. & Zuniga, X. (Eds.). (2013).

Readings for diversity and social justice. New York: Routledge. ISBN: 978-0-415-99140-7 In addition, I will occasionally add brief supplementary readings (e.g., news items) that are not included on the reading list. All other readings may be accessed through IU Box (https://iu.box.com/s/fgj5ggex8berh7uq7v2n) Please bring the readings to class with you (hard copy or an electronic version).

EXPECTATIONS AND EVALUATION Course Goals

• Students will grow towards cultural competency through an in-depth service learning experience working with students who are different from themselves.

• Students will analyze and understand their own views on social identities, power, and privilege in the United States generally and systems of education particularly.

Course Objectives:

• Understand multiple elements of diversity and how those elements are socially constructed. • Understand how areas of difference can influence the life of a student and of a teacher. • Reflect upon one’s own life, teaching, and learning experiences in relation to each area of difference. • Broaden horizons of thought including critical and appreciative abilities.

Service Learning Purposes:

• To increase the service of SOE students in the Bloomington community • To develop a sense of service & civic engagement in preservice teachers • To meet an identified community need • To encourage partnership between the SOE, Batchelor Middle School, and the Boys/Girls Club

A once weekly service learning experience is required in this course. Class assignments and discussions will depend on the successful completion of the service learning. The class cannot be passed without these weekly service learning experiences. The service learning schedule will be established by week 2 of the class and must be maintained throughout the rest of the semester.

Unsuccessful completion of the service learning or removal from the field due to not meeting agency expectations will

result in the grade of F for the class. Expectations: Although each of us comes to the classroom with our own worldviews, grounded in our upbringing, our culture, our faith, and our way of seeing the world, we must employ the very democratic values we hope to teach in our daily interactions with our students, their families, and each other. Among these are respect, civility, integrity, reciprocal

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support that is both critical and constructive, a willingness to listen as well as share our own knowledge and experiences, and openness to intellectual risk-taking. The success of this class will depend largely on thoughtful preparation, regular attendance, and active participation in discussion by everyone involved. Your course grade will be determined as follows: Reading Response and Contributions to Classroom Discourse (30% of course grade) For each reading assignment you will be asked to complete a reading response. Please also bring your reading each day and a hard copy of your response to class on the first day of class of the week (e.g., Monday or Tuesday). These hard copy responses will always be collected. Your hard copies will be counted as part of your participation grade. Additionally, reading responses will be reviewed more thoroughly on a randomized basis. I will indicate on your hard copy if you are one of those whom had been reviewed more thoroughly. Be prepared to discuss the reading and the response. It is important that your responses are thoughtful about both the reading and your experiences and how those will impact your teaching. These are designed to ensure students are actively reading the assigned materials and to evaluate student understanding of major course concepts. Additionally, we will have “exit slip question(s)” at the conclusion of each class. These questions will be answered either on your reading response and turned in following class. These “exit slips” will help determine future readings/classroom tasks. If you are absent the day a reading response is graded, no make-up will be offered unless the absence is excused. In the instance of an excused absence the written response must be completed within a week of the absence. Classroom discourse is not simply vocal participation in full group discussion. Effective classroom discourse is also demonstrated through detailed preparation for each class, active small group participation, and careful listening to others so that your responses help build upon previous insights rather than serve as disjointed soliloquies. Class participation may also be assessed through peer evaluation. Student Selected Articles/Topics and Response (5% of course grade) In addition to contributing to discussion, each seminar participant will also be responsible for leading or co-leading part of a class meeting, focused on a facet of our broader topic for the day. By September 6th, each group should prepare the following: A short bibliography of 5 articles (one relevant internet video may substitute for an article) that have sparked your interest related to your topic. This bibliography should include an in-depth annotated summary and response. You should read these 5 articles in some depth and write about 100-200 words for each of these articles, communicating the reasons for your particular interest, how it aligns with the course goals, and your initial response to each article. I will then select four of these as common course jigsaw readings for your presentation week. Your group should prepare to be a co-discussant on these readings for the day. Signature Pedagogies and Reflection (10% of course grade) You will be placed in a group to present on a topic related to teaching in a pluralistic society (these are marked with a ℗ on the syllabus calendar). In addition to facilitating discussion on this day, you will practice implementing signature pedagogies of multicultural teaching (e.g., encouraging participation of all students in the class). You may assume your classmates have done all of the required reading and therefore a summary of

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the readings is not expected nor desired. You will facilitate an icebreaker, a discussion, and provide an assessment to gauge the success of your discussion. A detailed lesson plan for this discussion facilitation is due by 5pm on the Friday before your presentation. We will debrief your discussion facilitation as a class at a later date. Participation in this discussion is optional, but a written lesson debrief must be turned in if you forgo in-class participation. I encourage you to check out Teach Tech Lab for ideas on how technology may assist you in meeting discussion goals: http://education.indiana.edu/ttl/home.php Resources that may help with planning discussion may be found here: http://cw.routledge.com/textbooks/readingsfordiversity/resources.asp Service Learning Reflection (20% of course grade) After each of the 10 visits to the after school program for a total of at least 20 hours, you will write in a summary for each of these visits. You want to write these summaries as if you were describing a scene from a movie. In other words, write them with as much detail as you can (including your thoughts and feelings as these events were taking place). Entries must be uploaded to Canvas every Friday by 11:59 pm. Please number and date each entry (e.g., Week 5: October 10th). An entry will not be included if you did not go into service learning on a particular week, but you should email your ACE and whomever you are working with that day if you will not be in attendance. Also carbon copy me (thdbrown@indiana.edu) to the email. We will also be reflecting more thoroughly on these service learning experiences on two occasions and you will write up and turn in these reflections. A final summative assessment will also be given at the end of the semester for the final reflection grade. Wicked Problem Analysis and Philosophy of Multicultural Education (30% of course grade) You will demonstrate your emerging philosophy of multicultural education through the analysis of some essential Wicked Problems that may be inherent in teaching in a pluralistic society. You will choose these Wicked Problems and discuss the implications of them as a way to construct a multicultural philosophy. A separate document explaining this assignment may be found on Canvas.

First Complete Draft (250 points) Send to Canvas through assignments tab no later than 12:59 pm on November 11th

Peer Evaluations of First Complete Draft (50 points)

Send to Canvas through assignments tab no later than 12:59 pm on November 28th

Final (Optional) Draft (up to 100 points added to original first draft score) Due December 12th, 2:30 pm (only accepted with copies of previous draft(s) and peer edits)

Please note: Philosophy projects submitted past the assigned dates will receive a grade deduction and will forfeit their right to evaluative feedback. Peer evaluations submitted after the due date will receive no credit.

Final Reflection (5% of course grade) You will write an informal letter to yourself in the future. The contents of this letter will be the ideas, concepts, and strategies you found valuable from this course of which you wish to remind yourself in 2021. Further details will be provided later in the semester. Send to Canvas through assignments tab no later than 12:59 pm on December 13th

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Additional Notes Regarding Class Expectations Per university policy, please make sure you check your IU e-mail account on a regular basis, as I will occasionally send changes, clarifications, or other information to the class. Finally, please make sure you are completely familiar with the content of the Indiana University Code of Student Rights, Responsibilities, and Conduct, especially the section addressing plagiarism. In addition, all students in the School of Education are expected to complete the following online tutorial (and review as necessary): http://www.indiana.edu/~istd/. **All paper assignments should adhere to APA, MLA, or Chicago Style formatting and be turned in by the specified due date and time. For emailed assignments, the document must be saved as a .doc or .docx file and then attached. Failure to attach the document(s), save in the proper format, or any other issues with turning in the assignment will result in the assignment being late** Late Assignments: Assignments must be turned in on time. Late assignments are not accepted unless prior arrangements have been made (see due date section of syllabus for more information). The only exception to these rules is an excused absence, in which case the assignment is due the following class. See “Writing Guidelines and Assignments” section of the syllabus for additional information.

COURSE SCHEDULE This schedule is subject to revision as we progress. Listed underneath each day’s topic are the texts we will discuss during that seminar.

℗Indicates student group presentation *Indicates jigsaw readings Week 1 (Aug 22) Introductions, Overview and Orientation to Service Learning

Review for Day 2 - Kameniar, B., Imtoual, A., & Bradley, D. (2013). “Mullin’ the yarndi” and other wicked problems at a multiracial early childhood education site in regional Australia. Educational Policy. (focus on pages 15-24)

Screencast of Syllabus Week 2 (Aug 29) Learning to Teach in a Pluralistic Society

Hess, D. (2009). Teaching Diverse Ideas. Controversy in the Classroom: The Democratic Power of

Discussion. AND “Lesson Procedures for Deliberation” (2007). Deliberating in a Democracy Korthagen, F. (2013). A Focus on the Human Potential (Chapter 2 ONLY). Teaching and Learning from

Within Pink, D. (2010). “RSA ANIMATE: Drive: The surprising truth about what motivates us.”

https://youtu.be/u6XAPnuFjJc Read for Day 2 - Wong, D. (2015) “We Didn’t Start the Fire: 5 Helpful Answers to Society’s Most

Uncomfortable Questions” Cracked Week 3 (Sept 5)

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Structure and Agency: The Complexity of Identity RDSJ: Section 1 Introduction, 1, 2, 3, 6, 7 Anyon, J. (1981). Social class and school knowledge. Curriculum Inquiry, 11(1), 3-42. *Working Class Schools (p. 1-6) *Middle Class Schools (p. 7-11) *Affluent Professional School (p. 12-17) *Elite Executive School (p. 18-25)

***Student Selected Articles and Response Due on September 6th***

Week 4 (Sept 12) Race and Ethnicity℗ RDSJ: 8, 11, 20, 21, 23, 24 Larson, C. L. (1997). Is the land of Oz an Alien Nation? A sociopolitical study of school

community conflict. Educational Administration Quarterly, 33(3). (Read 319-345)

*JIGSAW To Be Determined

Week 5 (Sept 19) Sex and Gender℗ RDSJ: Section 5 Introduction, 60, 61, 62, 63, 69, 88, 90, 93

*JIGSAW To Be Determined

RECOMMENDED: Rands, K. (2009). Considering transgender people in education: A gender complex approach. Journal of

Teacher Education, 60, 419. Weaver-Hightower (2003) The “Boy Turn” in Research on Gender and Education. Review of

Educational Research 471-498. Rowntree, W. (2013) “5 Reponses to Sexism that Just Make Everything Worse” AND Sargent, J.F. (2015). “5 Ways

Politically Correct Critics have it Backwards.” Cracked Chapman, A. (2003). “Gender bias in education.”

Week 6 (Sept 26) Reflecting on Signature Pedagogies, Service Learning, and Unanswered Questions (Part 1) Readings to Be Determined Based on Exit Slips “Citing medication education’s use of clinical rounds, Shulman describes how signature pedagogies increase student visibility and accountability. When a few medical students and residents engage in rounds and discuss a particular patient, everyone is held responsible for contributions toward a diagnosis and discuss of treatment options. In essence, every person – regardless of seniority or status – is in the limelight and expected to perform. This increased visibility does not allow medical students or their thinking to hide, and therefore fosters professional uncertainty” (Dotger, 2015, p. 5). Week 7 (Oct 3)

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Language and ESL℗ RDSJ: 15 Beckman-Anthony, A. R. (2008). Output Strategies for English-Language Learners: Theory into

Practice. The Reading Teacher, 60(6), 472-482. Curran, M. E. (2003). Linguistic Diversity and Classroom Management. Theory into Practice, 42(4),

334-340. Harper, C. & de Jong, E. (2004). Misconceptions about Teaching English Language Learners. Journal

of Adolescent and Adult Literacy, 48(2), 152-162. *JIGSAW To Be Determined

Week 8 (Oct 10) Socioeconomic Status℗ RDSJ: 25, 27, 35, 40, 41 Rothstein, R. (2009). Equalizing opportunity: Dramatic differences in children’s home-life and health

mean that schools can’t do it alone. American Educator.

*JIGSAW To Be Determined Week 9 (Oct 17) Reflecting on Signature Pedagogies, Service Learning, and Unanswered Questions (Part 2) Readings to Be Determined Based on Exit Slips “The first uncertain front emerges through the unanticipated. Novice teachers often reference a ‘gap’ between the sheltered nature of teacher preparation and the unguarded challenges of daily practice in the classroom. Other times, novice teachers anticipate a problem of practice, draw on past school experiences as they prepare for these problems, but incorrectly assume a classroom exchange will occur in a manner similar to past experience” (Dotger, 2015, p. 15) Week 10 (Oct 24) Ability℗ RDSJ: 31, 98, 103, 108, 113 Curry, C. (2003). Universal design: Accessibility for all learners. Educational Leadership, 61(2), 55-

60. Lee, P. (2015). Someone left a “faker note” by her handicapped tag.

*JIGSAW To Be Determined Week 11 (Oct 31) Sexual Orientation℗ RDSJ: Section Introduction, 77, 79, 80, 81, 82, 84

*JIGSAW To Be Determined

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Recommended: Mufioz-Plaza, Quinn & Rounds. (2002). Lesbian, Gay, Bisexual and Transgender Students:

Perceived Social Support in the High School Environment. The High School Journal, 85(3), 52-63. Week 12 (Nov 7) Religion℗ RDSJ: 43, 44, 54, 55, 58 Abu El-Haj, T.R. (2010). “The beauty of America”: Nationalism, education and the “War on Terror”

Harvard Educational Review, 80(2). *JIGSAW To Be Determined

****WICKED PROBLEM PAPER DUE on Friday, Nov 11th****

Week 13 (Nov 14) Reflecting on Signature Pedagogies, Service Learning, and Unanswered Questions (Part 3) Readings to Be Determined Based on Exit Slips “[Reflecting on] signature pedagogies inspire ‘accountable talk’ among students, working to ‘build on each other’s work.’ This communal, collective investment is evident in a student’s words: ‘What I liked most was the group connection that developed further as we all shared our mistakes. I like how we confided in each other and how we all tried to learn from each other.’” (Dotger, 2015, p. 8) Week 13 (Nov 21) No Class (Thanksgiving) Week 14 (Nov 28) Strategies for Change – Partnerships and Cultivating a Shared Vision RDSJ: 128, 129, 133, 135 Haberman, M. & Post, L. (1994). Multicultural schooling: Developing a curriculum for the real world. Peabody Journal of Education, 69(3), 101-115.

*Brown, D. F. (2004). Urban teachers’ professed classroom management strategies: Reflections of culturally responsible teaching. Urban Education, 39(3), 266-289.

*Friere, P. (1970/2000). The Banking Model of Education. Pedagogy of the oppressed. New York: Continuum Books.

*Style (1996). “Curriculum as Mirror and Window” AND Wong, D. (2015). “5 Powerful Ways People Trick You Into Hating Protesters.” Cracked.

*Henderson et al. (2007). “Addressing Differences [in Parent Involvement]: How Can You Deal with Issues of Race, Class, and Culture”. Beyond the Bake Sale ****Peer Edits of Multicultural Platform to Canvas on Nov. 28th****

Week 15 (Dec 5) Strategies for Change – Looking Back and Looking Ahead

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RDSJ: 131, 132, 137

***Final Reflection Essay due December 14th at 12:59 pm****

WRITING GUIDELINES AND ASSIGNMENTS The following guidelines are meant to clarify my expectations about most written assignments completed out of class. Plagiarism: Representing another person's ideas as your own constitutes academic dishonesty. Such plagiarism will not be tolerated. Be sure to reference ideas that are not your own, to give the author credit s/he deserves. Direct quotes must always include a citation with a page number. Format: Each assignment may specify a different set of expectations, but all writing should meet the standards of quality in professional work. This means that you should develop coherent introductory and concluding paragraphs. Your paper should be clearly organized, with a logical progression of ideas from one paragraph to the next, with necessary transitional or connecting phrases. Each paragraph should be clearly organized around a topic sentence or theme. Each sentence should be clearly stated and well developed, avoiding fragments and run-ons. Typographical errors and misspellings should be avoided. Grading Conventions: Each assignment will have its own set of criteria for evaluation, but there are some general criteria that apply across assignments. As a rule, I begin reading a paper with the assumption that it will be adequate for undergraduate studies, that is to say, will end up with a grade of A- or B+. An adequate paper is one that is well organized and written, attends well to all components of the assignment, and has some good ideas that are only marred by a few problems of grammar, organization, or style. The adequate paper may have a few awkward passages and errors in punctuation, and it may lack freshness or precision, but “none of these errors is glaring or highly distracting.” In order to receive a grade higher than an A-, a paper must be truly excellent. To receive an A, a paper is “well organized...and sentences are smooth and carefully crafted. There are virtually no errors in punctuation or spelling, grammar or usage. Words are chosen with precision. Informal language or dialect is used only when appropriate. The paper avoids triteness and generalizations; the language is fresh and vivid. The paper is tight, not wordy.” Evidence and/or supporting examples are carefully and judiciously employed, and the student shows a creative ability to bring original thought or experience to bear on the assignment. To receive a grade lower than a B+, a paper is basically adequate, but there are significant problems with its organization and writing. A C+ paper has a number of errors, and its insights generally do not go beyond the obvious. The writing is competent and fairly well organized, but meaning is often unclear. A C paper, while still adequate in certain respects, is one that has failed to attend to an important component of the assignment, and/or possesses numerous “highly distracting” errors and organizational breakdowns. Finally, a D paper fails to cover the minimum requirements of the assignment. It lacks a thesis or coherent organization, uses language in a vague or hurried fashion, and is generally poorly written throughout. (All direct quotes, and some ideas, are from Dr. Bradley Levinson and Walvoord, "Helping Students Write Well," MLA, 1986, p. 152; other ideas are taken from the “Skeletal Scale For Evaluating Papers,” Raymond Smith, Indiana University Campuswide Writing Program, “http://www.indiana.edu/ ~wts/cwp/skelscale.html”, 8/13/97). It may also help you to know that I typically balance three factors in assigning a final numerical grade to a paper. These factors can be expressed as follows:

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1. Organization, logic, and writing mechanics. 2. Evidence and supporting examples from readings. 3. Originality and creativity. Thus, it is possible that a poorly written paper might still have some compensating virtues under Points #2 and #3; conversely, a very well-written paper might be lacking on points #2 and #3, and be graded lower accordingly. Due Dates: Written assignments are due on the date indicated on the syllabus and assignment guidelines. You should always make a copy, or have a back-up file, of any paper you turn in. I do not accept excuses for “lost” papers. Extensions may only be granted to students who make a formal, written request at least two full days before the original due date. Late papers, if accepted, may be discounted 5 or 10 percent of the total grade for each day they are late (depending on the total point value of the assignment), with a maximum deduction of up to one third the total point value of the assignment.

SUPPORTING COURSE GOALS AND PRINCIPLES

IU’s School of Education expects that students who complete EM 300 will demonstrate and benefit from the established principles below:

INTASC Principle Description

2.2 Provides learning opportunities that support students’ intellectual, social and personal development

3.2 Creates instructional opportunities adapted to diverse learners 6.1 Understands effective verbal, nonverbal, and media communication techniques 9.1 Is a reflective practitioner who continually evaluates effects of his/her choices and

actions on others (students, parents, other professionals in the learning community).I

SoE Guiding Principle Description 1.2 Fosters a sense of community when working with colleagues and faculty

members 3.2 Appreciates the complexity of teaching and learning 5.2 Understands how students can differ in their approaches to learning,

specifically with respect to culture, ethnicity, class, and gender 5.3 Is sensitive to students’ individual learning styles and their diversity IMPORTANT COURSE POLICIES: As a future teacher who will be responsible for the well-being and education of children, professionalism is of the utmost importance. Fair or not, teachers are held to a higher standard than many other people, and the time to develop a positive and professional teacher persona is now. This includes expectations that all students will: (1) prepare in advance by completing readings and assignments prior to class, (2) participate fully in class discussions and activities, (3) reference readings, and raise questions about the material and subject, (4) pay attention to classmates and myself. Following you will find other issues related to professionalism that are part of class expectations.

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Attendance: Students are expected to attend all scheduled classes on scheduled days for the entire designated class time. Because learning takes place as a result of active participation in discussion and class activities, attendance in this course is critical. You are allowed two absences for any reason without incurring a grade penalty other than loss of participation points for the day missed (these “free absences” are your “excused” absences). The accumulation of more than 2 absences will result in the loss of one third of a letter grade from your final grade (e.g., A- converts to a B+). Subsequent absences after will receive continued 1/3 grade reductions (e.g., 3rd absence drops A- to B+, 4th absence drops B+ to B, and so forth). Absences will only be excused for religious holidays and military service. Please adhere to the University policy regarding this kind of absence. Two late arrivals to class (i.e., arriving after the scheduled start time) may be equivalent to one unexcused absence. Civility: All students are expected to maintain a civil, professional, and respectful stance toward classmates and the instructor. This means that certain behaviors are not acceptable in class, and are considered both rude and unprofessional. Please:

• Turn off ALL electronic devices and cell phones and put them away for the entire class period. They should not be taken out to check time, text, or check messages, etc. Laptop computers may only be used during class at designated times, and should be turned off and put away otherwise. I will notify you of these times. If there is a family emergency that absolutely necessitates a cell phone being available, please notify me before class begins.

• Do not read materials unrelated to this class or work on assignments from other classes • Refrain from talking when other class members, including the instructor, are speaking. Talking while others are

talking communicates disregard for the message and messenger. • Do not sleep in class • Feel free to have a beverage and a snack- no full meals, please. • Refrain from other behaviors that distract presenters or others engaged in the material, or which communicate

disrespect to others in the class. • Avoid interrupting classmates and avoid ad hominem arguments.

If you do these things during our class time, I will remind you that these behaviors are unprofessional and a distraction. The first time will simply be a reminder. The second time will necessitate a meeting with me to discuss professional dispositions, and will result in losing a third of a letter grade from your final course grade. A third problem will result in a loss of a full letter grade from your final course grade, and an alert* will be filed. If I deem it necessary, this step may also involve a meeting with the course coordinator. *To monitor student achievement and pinpoint areas of professional weakness, a system of “alerts” is used. The purpose of the alerts is to provide a way for instructors to identify students who, for nonacademic or dispositional reasons, may not be successful in teaching. Ethics/Academic Integrity: An act of academic dishonesty, which includes plagiarism, cheating, fabrication, and the facilitation of such acts may result in an automatic “F” in the course. At the very least, a student will receive no higher than a “B” in the course. Please review the university policy at http://dsa.indiana.edu/Code/index.html COURSE GRADING SCALE: Grades for this course are computed by averaging together all assignments for the course, which are weighted as described earlier. Be aware that issues with attendance and professionalism can result in further points being subtracted after all the assignments have been calculated together. 100% A+ 88-89% B+ 78-79% C+ 68-69% D+ 94-99% A 83-87% B 73-77% C 63-67% D 90-93% A- 80-82% B- 70-72% C- 60-62% D-

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COURSE ACCOMMODATIONS: Students who require accommodations for religious reasons or for a disability should contact me immediately to discuss your needs and modifications. Remember that you must prove your eligibility with documentation from Indiana University and/or the Office of Disabled Student Services, respectively. Please have your documentation to me no later than the second week of class. Assistance determining if you may need accommodations may be found at: https://studentaffairs.indiana.edu/disability-services-students/ GETTING OUTSIDE HELP: Resources are available to you if you need help outside of what this class and/or instructor can provide. Writing tutorial services are available for those who wish to get help with their writing. Further information is found here: http://www.indiana.edu/~wts/ Resources are also available if you are simply feeling stressed out. Counseling and Psychological Services (http://healthcenter.indiana.edu/counseling/) and the Center for Human Growth and Counseling (http://education.indiana.edu/chg/) are both great options if you need someone to talk with about the stresses that come with student life. CONCERNS: Finally, if you have questions, comments or concerns about our EM300 class, please speak to me directly. I am here to help you, and want to hear from my students. If there are any potential issues that may hinder your academic engagement or progress this semester, please share them with me as soon as you know about them, so that we can work together to devise a plan to address those needs and concerns. If for some reason you are reluctant to speak with me, please contact the course coordinator, Dr. Kathryn Engebretson, kenge@indiana.edu.