Statement of Teaching Philosophy
Everything written in my syllabi, on this website, and presented in class is based upon an assumption of mutual respect. I intend to treat my students as adults who are responsible for their own choices and who take an active role in their own education. All of my policies flow from that assumption. While I am always available for additional help, guidance, and clarification, I am a scholar and teacher, not a mind-reader, and thus I cannot always know when you are struggling. When in doubt, ask for help.
Grading Rubrics and other Grading Policies
Attendance and Participation
Whether you are absent or not, you are responsible for any information disseminated in class. The nature of discussion-based classes means I am incapable of re-creating the learning experience for whoever happens to be absent. Make friends as quickly as possible: my best students have study groups. The majority of our class time will be spent discussing (in both small and large groups) the reading assignments, and you are expected to bring the day's text with you to class. If you do not bring a copy of the text to class with you, you are extremely limited in your ability to participate -- so much so that I reserve the right to ask any student who does not have the text that day to leave, as you are more or less "not all there" in terms of being able to contribute to the class (detailed participation rubric).
According to University policy, you are allowed one week’s worth of excused absences (i.e., 3 absences in a MWF course, 2 in a TTH course) during the semester. I encourage you to save these absences for emergencies -- once they're gone, they're gone, no exceptions. Additional absences over this number may lead to failure through excessive absences (“F-A” grade). In addition, will jeopardize your participation grade, resulting in an F (0 to 50) for this area of evaluation. If you earn such a mark, you will find it very difficult to pass the course.
If you are hospitalized or become seriously ill, contact me (or have someone else contact me) to make alternate arrangements to complete coursework. Further, any chronic conditions or other circumstances which may affect your attendance should be brought to my attention as early in the semester as possible.
On Participation
The late, great novelist and essayist David Foster Wallace was also a college professor of literature (at the end of his short life, he held the Roy Edward Disney Endowed Professor of Creative Writing, which is posisbly the coolest English-professor-title ever). His attitude on participation mirrors my own:
You are required to do every last iota of the reading and writing assigned, exactly in the format requested, and it needs to be totally done by the time class starts. There is no such thing as "falling a little behind" in the course reading: either you've done your homework or you haven't. Chronic lack of preparation (which is easy to spot) will effect your final grade.
...it seems a little silly to require participation. Some students who are cripplingly shy, or who can't always formulate their best thoughts and questions in the rapid back-and-forth of a group discussion, are nevertheless good, serious students. On the other hand, our class can't really function if there isn't student participation -- it will become just me giving a half-assed ad-lib lecture for 90 minutes, which (trust me) will be horrible in all kinds of ways. There is, therefore, a percentage of the final grade that evaluates the quantity and quality of your participation in class discussions. But the truth is that I'm way more concerned about creating an in-class environment in which all students feel totally free to say what they think, ask questions, object, criticize, request clarification, return to a previous subject, respond to someone else's response, etc. Clinically shy students, or those whose best, most pressing questions and comments occur to them only in private, should see me outside of class, or take advantage of the weekly responses on Blackboard in a more frequent way.
(syllabus courtesy of The Valve, edited slightly to be more universal)
The majority of class time is spent discussing the reading assignments, written work, etc. A-level participation in these activities involves preparation, and shows you are truly reflecting on the material. Active listening will likely neither help nor hurt your grade (B-C). The presence of your body in class might give you a D-level, but extreme inattention, absences, and tardiness will put you closer to failing. At midterm you will receive a tentative participation grade. This grade is non-binding, but it does show you what your semester participation grade would be if the class ended at that point. I'm always happy to consult with you on strategies for how to better participate in class.
Class Netiquette (Originally derived from the University of Missouri's ET@MO)
Your instructor and fellow students wish to foster a safe on-line learning environment. All opinions and experiences, no matter how different or controversial they may be perceived, must be respected in the tolerant spirit of academic discourse. You are encouraged to comment, question, or critique an idea but you are not to attack an individual. Our differences, some of which are outlined in the University's nondiscrimination statement, will add richness to this learning experience. Please consider that sarcasm and humor can be misconstrued in online interactions and generate unintended disruptions. Working as a community of learners, we can build a polite and respectful course ambience.
Official University Policies
Plagiarism
Cheating and plagiarism are serious violations of the Student Academic Honesty Code (Title XII) and will be treated according to the procedures outlined in the Tiger Cub. Of particular importance for English students is the following section of the code, which prohibits:
The submission of themes, essays, term papers, tests, design projects, similar requirements or parts thereof that are not the work of the student submitting them. When direct quotations are used, they should be indicated, and when the ideas of another are incorporated into a paper, they must be appropriately acknowledged. Almost every student has heard the term "plagiarism." Nevertheless, there is a danger of failing to recognize either its full meaning or its seriousness. In starkest terms, plagiarism is stealing--using the words or ideas of another as if they were one's own. If, for example, another person's complete sentence, syntax, key words, or the specific or unique ideas and information are used, one must give that person credit through proper documentation or recognition, as through the use of footnotes.
It is also a violation of academic honesty to have others (roommates, family members, paid consultants) materially assist you in the actual writing of essays. It is acceptable practice to have a peer review your work and make suggestions for improvement; in such cases, you should always include a footnote or endnote acknowledging those contributions. However, if someone else composes or rewrites part of your essay and you do not formally indicate that this has occurred, it is cheating and a violation of academic honesty. It is also cheating yourself of the opportunity to learn by doing. You are responsible for asking your instructor any questions you may have about honest use of sources or proper documentation.
Special Consideration for Students with Disabilities
Students who need accommodations are asked to arrange a meeting during office hours the first week of classes or as soon as possible if accommodations are needed immediately. If you have a conflict with my office hours, an alternate time can be arranged. To set up this meeting, please contact me by e-mail. Bring a copy of your Accommodation Memo and an Instructor Verification Form to the meeting. If you do not have an Accommodation Memo but need accommodations, make an appointment with The Program for Students with Disabilities, 1244 Haley Center, 844-2096 (V/TT).