Revision Date: 12/23/14 CALIFORNIA STATE UNIVERSITY, NORTHRIDGE COLLEGE OF SOCIAL & BEHAVIORAL SCIENCES DEPARTMENT OF SOCIOLOGY Sociology 426—Social Legislation Spring 2015, 4 Units Instructor: Moshe ben Asher, Ph.D. Phones: H:818-881-1295/S:818-224-9269 Class Meeting Days: Tue/Thurs Time: 2:00-3:40 Location: SH (Sierra Hall) 386 Email: [email protected] Office Hours: Tue/Thurs 1:15-1:45 Office Location: Santa Susana Hall 107 Class Web Page: http://www.gatherthepeople.org/Pages/CSUN-SOC426.htm Prerequisite: Completion of the lower-division writing requirement. PURPOSE The main purpose of this course is to stimulate the students’ interest in and understanding of social policy and social legislation. The course is intended to give students an understanding of historical and contemporary social policy issues and programs, to sharpen students’ abilities to analyze related social legislation, and to enable their understanding of the lobbying and legislative processes. The first part of the course focuses on troubled social institutions; problems related to inequality, conformity and deviance—problems of a changing world. The course defines “social development” and explores political, economic, and other conditions that influence social development in the United States. The second part of the course focuses on the changing context of political action, preliminary steps in lobbying, and practical demands of successfully influencing policy and legislation. This course is intended for Sociology students in Option II (Criminology) and Option III (Social Welfare), pre-law students, and any other upper-division students who are interested in the subject matter. STUDENT LEARNING OBJECTIVES • Students will demonstrate subject matter competency in the following areas: theory, research methods and statistics, and general knowledge of material related to one of the four options (general Sociology, criminology/criminal justice, social welfare, and counseling and interviewing). 1. Students will be able to recall and comprehend concepts, principles, theories, and knowledge in the field of Sociology and as related to their particular option. 2. Students will be able to recall and interpret common statistics used in Sociology utilizing computer printout. • Students will demonstrate the ability to employ sociological ways of thinking. 1. Students will be able to apply critical thinking skills to answer questions about social phenomena. 2. Students will demonstrate the ability to collect, process, and interpret research data. 3. Students will demonstrate the ability to link theory with observation using research methodologies. • Students will be able to apply their sociological knowledge in multiple facets of their lives and in the various social institutions in which they participate. • 1. Alumni will acknowledge the use of their sociological knowledge in graduate school, their workplace, and their personal life. Students will understand various cultural practices, values, and beliefs. 1. Students will be able to demonstrate understanding of the diverse nature of groups in society and their relevance to cross-cultural and global issues. BROAD SUBJECT-MATTER GOALS At the end of the semester, each student should understand: • The crisis of institutions occurring in the United States, and particularly the moneycorruption of the national government; • The extent to which the citizenry has lost control of the national government to wealthy individuals and powerful corporations, which are indifferent to the commonweal; • What is required for the citizenry to regain control of the government and respond to the institutional crisis, which is not exclusively a matter of devising the ideal policy or legislation, but employing applied sociology to build populist movement to countervail the power of the wealthy and corporations; and • The potential and importance of each person’s participation and each person’s leadership in the populist movement that is gaining momentum in the United States. SPECIFIC COURSE OBJECTIVES At the end of the semester, each student should be able to: • Provide definitions of social conditions, social problems, social issues, social policy, and social development; • Discuss the history of particular social policies in the United States; • Define a number of key concepts in social welfare policy; • Formulate policy development and implementation strategies and tactics, from identifying a social condition to achieving legislative enactments; • Analyze and evaluate the effects of social policy and social legislation; • Define a number of key concepts in criminal justice policy; • Discuss policy issues related to the family, poverty, education, mental health, children and the elderly, drug use, crime, urbanization, population, the environment, globalization, war and terrorism; • Analyze the impact of social policy and social legislation on social justice and social development; • Discuss the context of political action to influence legislation; • Understand the fundamental principles and practices of lobbying; and • Plan or participate knowledgably in a lobbying campaign to influence legislation. COURSE FORMAT The course includes lectures and discussion on highlights of the text subjects and supplementary material, educational films and videos, in-class group exercises and roleplays, out-of-class field assignments, and guest speakers. Students are expected and encouraged to bring questions and ideas that will stimulate thinking and discussion in the various areas covered in this course. Each student brings his or her own life experience and, by contributing to the class, can enrich the total learning experience. Students are also encouraged to meet with the instructor during office hours to discuss or clarify course material and written assignments or to share any comments or ideas on class format and content. 2 REQUIRED TEXT D. Stanley Eitzen, Maxine Baca Zinn, and Kelly Eitzen Smith, Social Problems, THIRTEENTH Edition (Boston-New York-San Francisco: Pearson Education, Inc.: 2014). The textbook is on two-hour reserve at Oviatt Library. EXPECTATIONS Students are expected to attend each class and, showing courtesy to other class members, to be on time. Poor attendance and participation can easily lower one’s final grade in the course a full letter-grade or more, for example from an A to a B or from a C to an F. Students are expected to read the textbook, and to analyze and compare the lectures, class discussions, and text materials, integrating their perspectives and conclusions. Reading assignments are to be completed before the day they are scheduled for discussion. • • • • • Due dates for assignments are firm and extensions will be given only under unusual circumstances and by prior arrangement with the instructor. Assignments that are turned in late without prior approval, if accepted, will be marked off the equivalent of at least one full letter-grade. Missed examinations, for which the student has not arranged a new completion date with the instructor by the day of the examination, may not be accepted or if accepted will be penalized up to two full letter-grades. Students shall identify themselves on all written examinations and assignments only by their CSUN student I.D. number. Names are not to be used. Unless otherwise noted on the assignment document or grade feedback form, five points will be deducted from any examination or written assignment on which a student identifies him- or herself by name rather than student I.D. number. All devices that beep, ring, chime, make music, alarm, buzz, or otherwise make noise shall have their sound turned off or, if they can’t be disabled, shall not be brought to class. Students who fail to respect this class requirement in any particular session will be asked to leave that session of the class. At the first meeting of the class, students will select the seat that they will occupy for the remainder of the semester. Students are expected to keep up with assigned reading and come to class prepared to raise questions, share opinions, and otherwise participate in class discussions. Class participation will count for a possible 100 points (approximately 3.7 points/class session) or 25 percent of the final course grade. One instance of participation—making a comment or raising a question—in a class session will earn a maximum of four points for that session. EXAMINATIONS Approximately 50 percent of each student’s final grade in the course will depend on a mid-term exam and a final exam. The mid-term and final exams will consist of 100 truefalse and multiple-choice questions and cover the assigned chapters of the text, as well as class discussions, lectures, and both in-class and online videos/films, up to the date of the exam. A practice exam of 150 questions will be distributed one week before the mid-term and final exams, from which the 100 questions will be drawn. Students will have the full class period to complete the mid-term exam. Mid-term and final exam answers must be turned in on SCANTRON 882-E forms. As noted above, students are to identify themselves only by student I.D. number on all exams. 3 FIELD ASSIGNMENTS Students may earn a maximum of 50 points each for completing two field assignments: (1) a City Council Meeting Report, which is due on 2/9; and (2) a One-to-One Report, which is due on 4/16—requirements for both of which may be found on the class web page (www.gatherthepeople.org/Pages/CSUN-SOC426.htm). EXTRA-CREDIT Students may earn a maximum of 50 extra-credit points for completing no more than one extra-credit assignment during the semester. Extra-credit assignments that may be submitted this semester include: (1) Female Genital Circumcision, which is due on 3/5; or (2) Visions of the American Dream, which is due on 3/19—requirements for both of which may be found on the class web page (www.gatherthepeople.org/Pages/CSUNSOC426.htm). GRADING • Class participation: 100 points • Field assignments: 100 points (2 @ 50) • Mid-term examination: 100 points • End-term examination: 100 points • [Possible extra-credit points: 50] Total possible points based on required assignments: 400 (450 with extra-credit points) FINAL COURSE LETTER-GRADE RANGES A- = 360-373 B- = 320-333 C- = 280-293 D- = 240-253 F = 239 and below A = 374-387 B = 334-345 C = 294-305 D = 254-265 A+ = 388-400 B+ = 346-359 C+ = 306-319 D+ = 266-279 ASSIGNMENT DUE DATES • February 19: Field Assignment: City Council Meeting Report • March 5: Optional Extra-Credit Assignment: Female Genital Circumcision • March 19: Optional Extra-Credit Assignment: Visions of the American Dream • April 16: Field Assignment: One-to-One Report PROVISIONAL COURSE SCHEDULE & ASSIGNMENTS Class 1 Date 1/20 Topic Introduction and orientation to the course Assignments ONLINE READINGS: (1) course syllabus; (2) Moran, “The Presence of Malice”; (3) GTP Training Guide #22, Reforming Organizations ("The Moral Career of the Human Service Functionary"); (4) “‘Why did you shoot me? I was reading a book’: The new warrior cop is out of control”; and LECTURE NOTES: “Social Policy, Social Problems, and Social Movements” [ALL ON CLASS WEB PAGE] 4 2 1/22 3 1/27 4 1/29 5 2/3 6 2/5 7 2/10 8 2/12 Progressive Plan to Solve Social Problems TEXT READING: Chapter 19; IN-CLASS VIDEO/FILM: “The Democratic Promise”; ONLINE VIDEO: “Chris Hedges: ‘The many failures of U.S. society and how change can occur’” (29) The Sociological TEXT READING: Chapter 1; ONLINE Approach to Social LECTURE NOTES: “Unified Theory,” Problems “Theory Review,” and “Conditions of Power”; ONLINE HANDOUT: “Unified Theory Schematic” (print out and bring to class) [ALL ON CLASS WEB PAGE] Wealth and Power: TEXT READING: Chapter 2; IN-CLASS The Bias of the VIDEOS/FILMS: “Park Avenue: Money, System Power & the American Dream”; ONLINE READINGS: “Inequality Is Not Inevitable” and “Essay: Anatomy of the Deep State”; ONLINE VIDEO: “Credit and Credibility” (26) [CLASS WEB PAGE] World Population and TEXT READING: Chapter 3; IN-CLASS Global Inequality VIDEO/FILM: “Daughters For Sale” Threats to the TEXT READING: Chapter 4; IN-CLASS Environment VIDEO: “Al Gore: A Generational Challenge to Repower America” (18); ONLINE READINGS: “Risky Business: The Economic Risks of Climate Change in the United States” (Executive Summary only); “The Biggest Reason Chicken Is Healthier Than Beef”; and “Facts & Figures: California’s Drought” [CLASS WEB PAGE] Demographic TEXT READING: Chapter 5; ONLINE Changes in the VIDEO/FILM: “The Border Fence” (27) United States: The [CLASS WEB PAGE] Browning and Graying of Society Problems of Place: TEXT READING: Chapter 6; ONLINE Urban, Suburban, and READING: “It’s the Public Powers, Stupid!” Rural [CLASS WEB PAGE]; FIELD ASSIGNMENT REMINDER (DUE 2/19): City Council Meeting Report of a regularly scheduled meeting of the elected governing council of an incorporated city (e.g., Burbank, San Fernando, Culver City, Los Angeles, Glendale, Pasadena, etc.—a complete list of incorporated cities in Los Angeles County is available at http://ceo.lacounty.gov/forms/0910%20cities%20alpha.pdf) [SEE CLASS WEB PAGE FOR DETAILS] 5 9 10 11 2/17 2/19 2/24 Poverty Racial and Ethnic Inequality Gender Inequality 12 2/26 Sexual Orientation 13 3/3 Disability and Ableism 14 3/5 Crime and Justice 15 3/10 MID-TERM EXAM TEXT READING: Chapter 7; IN-CLASS VIDEO/FILM: “The Forgotten Americans” (57); ONLINE VIDEO: “US homelessness & poverty at an alarming high” (26) [CLASS WEB PAGE] TEXT READING: Chapter 8; IN-CLASS VIDEO/FILM: “White Like Me: Race, Racism, and White Privilege in America” (68); ONLINE READING: “15 Charts That Prove We’re Far from Post-Racial” and “The Fire This Time” [CLASS WEB PAGE]; FIELD ASSIGNMENT DUE: City Council Meeting Report; OVIATT LIBRARY FILM REMINDER (FOR 2/26 CLASS): “The Brandon Teena Story” [OVIATT 2-HOUR RESERVE and AVAILABLE ON NETFLIX] TEXT READING: Chapter 9; OPTIONAL EXTRA-CREDIT ASSIGNMENT REMINDER (DUE 3/5): Female Genital Circumcision [CLASS WEB PAGE FOR DETAILS]; ONLINE VIDEO: “Women, Power and Politics” (60) [CLASS WEB PAGE] TEXT READING: Chapter 10; OVIATT LIBRARY FILM (DVD): “The Brandon Teena Story” [OVIATT RESERVE and NETFLIX] TEXT READING: Chapter 11; IN-CLASS VIDEO/FILM: “Lives Worth Living” (54); ONLINE VIDEO: “Rolling”; ONLINE READING: “Parents of Autistic Boy . . . Question Police Actions” [CLASS WEB PAGE]; MID-TERM PRACTICE EXAM DISTRIBUTED in class TEXT READING: Chapter 12; IN-CLASS VIDEOS/FILMS: “Taking on the Mafia” (21), “18 LA Sheriffs ARRESTED!” (5), “Rampart Police Corruption Scandal” (6), and “Officer Herrera Goes Public” (14); ONLINE VIDEOS: “Did white collar crime and fraud trigger the meltdown?” (5), and “20-20 Interview with Frances Ellen—White Collar Crime, Speaker & Consultant” (6) [CLASS WEB PAGE] OPTIONAL EXTRA-CREDIT ASSIGNMENT DUE: Female Genital Circumcision Covers textbook chapters 19 and 1-12, online readings, class lectures and discussions, online videos, and in-class exercises 6 16 3/12 Drugs 17 3/17 The Economy and Work 18 3/19 Families 19 3/24 Education 20 3/26 The Health Care System 21 3/31 4/2 NO CLASS National Security in the Twenty-First Century TEXT READING: Chapter 13; IN-CLASS VIDEO/FILM: “Retired Police Captain Demolishes the War on Drugs (16); ONLINE READING: “10 things to know about the nation’s first recreational marijuana shops in Colorado”; OPTIONAL EXTRA-CREDIT ASSIGNMENT REMINDER (DUE 3/19): “Visions of the American Dream” [CLASS WEB PAGE] TEXT READING: Chapter 14; IN-CLASS VIDEO/FILMS: “Wage Crisis—The USA’s new underclass” (26); ONLINE READINGS: "City of Los Angeles Living Wage Ordinance," "Los Angeles County Living Wage Program," "San Francisco Minimum Wage," "Seattle $15 Minimum Wage." [ALL ON CLASS WEB PAGE] TEXT READING: Chapter 15; ONLINE READING: “Lifelong Erotic Sex in Marriage: Replacing Infatuation with Intimacy” [CLASS WEB PAGE]; OPTIONAL EXTRA-CREDIT ASSIGNMENT DUE: “Visions of the American Dream” TEXT READING: Chapter 16; IN-CLASS VIDEO/FILMS: “Challenges to equity in American public education” (50); ONLINE READING: “An 8th Grade Education in 1895” [CLASS WEB PAGE] TEXT READING: Chapter 17: ONLINE READING: “The Perils of Ignoring History: Big Tobacco Played Dirty and Millions Died. How Similar Is Big Food?”; “5 Clues You Are Addicted to Sugar”; and “Obesity Stigma: Important Considerations for Public Health”; ONLINE VIDEOS: “What a McDonald’s Commercial SHOULD Look Like” (2) “Is Sugar Toxic?” (14); ONLINE GRAPHIC: “The 56 Names of Sugar” [ON CLASS WEB PAGE]; FIELD ASSIGNMENT REMINDER (DUE 4/16): One-to-One Report CESAR CHAVEZ HOLIDAY TEXT READING: Chapter 18; IN-CLASS VIDEOS/FILMS: “Olbermann and Greenwald expose war profiteers” (6) and “Torture Tactics” (19); ONLINE READING: “Conflict and Cooperation in Macro Theory and Practice”; ONLINE VIDEO: “On America and Empire” (Bill Moyer’s interview of Andrew J. Bacevich, Parts I [27] & II [26]) [CLASS WEB PAGE] 7 22 4/7 4/9 4/14 NO CLASS NO CLASS Media Monopolies 23 4/16 Populism as a movement driving organizing and lobbying for social, political, and economic change 24 4/21 Introduction to the methods of organizing and lobbying 25 4/23 Assessing the opposition 26 4/28 Coalitions 27 4/30 28 5/5 29 5/7 Organizing movement power for effective lobbying: winners and losers The Democratic Promise reviewed; leadership development as a strategic antidote Moral vision and action for the commonweal 5/14 FINAL EXAM SPRING BREAK SPRING BREAK ONLINE READINGS: “How ACORN Was Framed” and “Media Reform Information Center” [CLASS WEB PAGE] IN-CLASS VIDEO/FILM: “Distracted from Democracy” (27) ONLINE READING: “Social Movements and Democracy,” “The Progressive Movement,” and “Introduction” to The Populist Moment [CLASS WEB PAGE]; IN-CLASS VIDEOS/FILMS: “Historian Nell Irwin Painter [on populism]” (19); FIELD ASSIGNMENT DUE: One-to-One Report ONLINE READINGS: “GTP Training Guide #46, Principles and Methods of Grassroots Lobbying” and “Excerpts from The Soul of A Citizen” [CLASS WEB PAGE]; ONLINE VIDEO: “Dan Rather Reports, ‘The Best Congress Money Can Buy’” (57) [CLASS WEB PAGE] ONLINE READING: “The Stench of the Potomac”; IN-CLASS VIDEOS/FILMS: “Congressional Ethics”(18), “Pay for Play” (24), and “Under the Influence” (13); ONLINE VIDEO: “The United States of ALEC” (50) [CLASS WEB PAGE] ONLINE READING: “GTP Training Guide #39, Coalitions” [CLASS WEB PAGE]; INCLASS VIDEOS/FILMS: “Immokalee: A Story of Slavery and Freedom” and “The Battle Fields: Coalition of Immokalee Workers” IN-CLASS VIDEO/FILM: “Guns and Mothers”; ONLINE VIDEO: “STAND How To Lobby” (6) and “New Powerful Form of Lobbying” (3) [CLASS WEB PAGE ONLINE READING: “Swimming With Sharks”; ONLINE VIDEO: “‘Pernicious' Effects of Economic Inequality’” [CLASS WEB PAGE]; IN-CLASS VIDEO/FILM: “Bill Moyers Interview with David Simon” ONLINE READING: “Public Powers for the Commonweal: A Challenge to Faith-Based Organizing” [CLASS WEB PAGE]; INCLASS VIDEO/FILM: “How People Power Generates Change” (56); ONLINE READING: “What Can We Learn From Denmark?”; FINAL PRACTICE EXAM DISTRIBUTED 3:00-5:00 p.m. (SH 386) 8 ACADEMIC DISHONESTY The maintenance of academic integrity and quality education is the responsibility of each student within this university and the California State University system. Cheating or plagiarism in connection with an academic program at a campus is listed in Section 41301, Title V, California Code of Regulations, as an offense for which a student may be expelled, suspended, or given a less severe disciplinary sanction. Academic dishonesty is an especially serious offense and diminishes the quality of scholarship and defrauds those who depend upon the integrity of the campus programs. Such dishonesty includes: A. CHEATING Intentionally using or attempting to use unauthorized materials, information, or study aids in any academic exercise—comments: • Students completing any examination should assume that external assistance (e.g., books, notes, calculators, conversation with others) is prohibited unless specifically authorized by the instructor. • Students must not allow others to conduct research or prepare any work for them without advance authorization from the instructor. This comment includes, but is not limited to, the services of commercial term paper companies. • Substantial portions of the same academic work may not be submitted for credit in more than one course without authorization. • University cheating and plagiarism policies: 1. Violation of the CSUN Policy on Academic Dishonesty is very serious. If you have any doubts about what constitutes cheating or plagiarism, please be sure to review the Policy at http://www.csun.edu/~studaff/studentconduct/academic_dishonesty.pdf 2. This class adheres to the University’s policies on academic dishonesty as outlined at sections E-2 through E-4 in 2012-2014 CSUN catalog. Students found cheating/plagiarizing will receive zero credit for the quiz/assignment and will not be given the opportunity to make up the assignment. 3. Cheating on any assignment, depending on the circumstances, may also result in an F for the course. This includes cheating, fabrication, and dishonesty on exams, copying exam answers or otherwise submitting the work of another student as your own, as well as plagiarism on written assignments. 4. To avoid plagiarism, do not use anyone else's words or ideas without clearly acknowledging the source, including a complete citation of the original work. B. FABRICATION Intentional falsification or invention of any information or citation in an academic exercise—comments: • “Invented’’ information may not be used in any laboratory experiment or other academic exercise without notice to and authorization from the instructor. It would be improper, for example, to analyze one sample in an experiment and covertly “invent’’ data based on that single experiment for several more required analyses. • One should acknowledge reliance upon the actual source from which cited information was obtained. For example, a writer should not reproduce a quotation from a book review and indicate that the quotation was obtained from the book itself. 9 • Students who attempt to alter and resubmit returned academic work with intent to defraud the faculty member will be in violation of this section. For example, a student may not change an answer on a returned exam and then claim that they deserve additional credit. C. FACILITATING ACADEMIC DISHONESTY • Intentionally or knowingly helping or attempting to help another to commit an act of academic dishonesty. • For example, one who knowingly allowed another to copy from his or her paper during an examination would be in violation of this section. D. PLAGIARISM Intentionally or knowingly representing the words, ideas, or work of another as one’s own in any academic exercise: • Direct Quotation: Every direct quotation must be identified by quotation marks, or by appropriate indentation or by other means of identification, and must be promptly cited in a footnote. Proper footnote style for any academic department is outlined by the MLA Style Sheet or K.L. Turabian’s A Manual for Writers of Term Papers, Theses and Dissertations. These and similar publications are available in the Matador Bookstore and at the reference desk of the Oviatt Library. • Paraphrase: Prompt acknowledgment is required when material from another source is paraphrased or summarized in whole or in part in your own words. To acknowledge a paraphrase properly, one might state: “to paraphrase Locke’s comment . . .’’ and conclude with a footnote identifying the exact reference. A footnote acknowledging only a directly quoted statement does not suffice to notify the reader of any preceding or succeeding paraphrased material. • Borrowed facts or information: Information obtained in one’s reading or research that is not common knowledge among students in the course must be acknowledged. Examples of common knowledge might include the names of leaders of prominent nations, basic scientific laws, etc. • Materials that contribute only to one’s general understanding of the subject: Such materials may be acknowledged in the bibliography and need not be immediately footnoted. One footnote is usually sufficient to acknowledge indebtedness when a number of connected sentences in the paper draw their special information from one source. When direct quotations are used, however, quotation marks must be inserted and prompt acknowledgment is required. UNIVERSITY GRADES AND GRADING POLICIES A. INCOMPLETE • The symbol “I” indicates that a portion of the required coursework has not been completed and evaluated in the prescribed period due to unforeseen, but fully justified reasons, that a substantial portion of the course requirement has been completed with a passing grade, and that there is still a possibility of earning credit. The work that is incomplete normally should be of such a nature that it can be completed independently by the student for later evaluation by the instructor. An Incomplete shall not be assigned when a student would be required to attend a major portion of the class when it is next offered. It is the responsibility of the student to bring pertinent information to the attention of the instructor and to determine from the 10 instructor the remaining course requirements that must be satisfied to remove the Incomplete. A final grade is assigned when the work agreed upon has been completed and evaluated. 1. Unless an approved “Request for Extension of Time to Remove Incomplete” form has been filed with Admissions and Records, an “I” must normally be made up within one calendar year immediately following the end of the term during which it was assigned. This limitation prevails whether or not the student maintains continuous enrollment. 2. An Incomplete will be counted as equivalent to an F (or an NC if applicable) for grade point average computation under the following conditions: —If the Incomplete is unresolved within the allotted time, A& R will change the grade to “F”. (Students are NOT encouraged to petition the removal of this “F”, because it is a legitimate part of their permanent Academic Record.) —If a student fails to complete the assigned work within one calendar year. —If an undergraduate student re-enrolls in the course before making up the work during the calendar year. B. WITHDRAWAL UNAUTHORIZED (WU) • For purposes of grade point computation, the “WU” grade is equivalent to an “F”. The symbol “WU” indicates that an enrolled student did not officially withdraw from the course and failed to complete course requirements. It may also be assigned by the instructor when assignments or course activities or both were insufficient to evaluate academic performance using A, B, C, D, or F. (Replaces “U” grading symbol.) WU counts as F as soon as it is posted. C. CREDIT/NO CREDIT POLICY • Undergraduate students, not on probation, may elect the Credit/No Credit (CR/NC) option for one or more courses each term, up to a maximum of 18 units applicable to the bachelor’s degree. The CR or NC grade will not be considered in computation of the student’s grade point average. Students with a catalog year of 1986-87 or after CANNOT apply courses taken on a CR/NC basis toward the satisfaction of ANY of the following degree requirements: 1. THE MAJOR, except those courses offered on a CR/NC basis only, subject to department approval. (NOTE: additional courses in the discipline of the major beyond those used to satisfy major requirements may not be taken for Credit/No Credit.) 2. THE MINOR, except those courses offered on a CR/NC basis only. 3. GENERAL EDUCATION 4. TITLE 5 REQUIREMENTS D. UNIVERSITY CRITERIA FOR LATE ADD/DROP OR CHANGES IN THE BASIS OF GRADING • Enrollments recorded by the end of third week of instruction are considered official and unalterable. Unless unforeseen events occur which in the University’s judgment justify an adjustment, students are expected to complete all courses in their academic programs. Students should note that a deficient academic performance is not sufficient reason for dropping a class or changing the basis of grading. • The following conditions as used by faculty as guidelines to judge the merits of each particular situation. These conditions should be evident for all late adjustments for 11 any course after deadlines. Students in these circumstances will be asked to provide appropriate verification in writing that they meet both of these conditions: 1. There is a serious and compelling reason, and 2. There is no viable alternative. STATEMENT ON DISABILITIES The California State University does not discriminate on the basis of disability in admission or access to, or treatment or employment in, its programs and activities. Sections 504 and 508 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990, and various state laws prohibit such discrimination. The Director of Equity and Diversity has been designated to coordinate the efforts of CSUN to comply with all relevant disability laws. Inquiries concerning compliance may be addressed to Jo Ann Fielder, Director Office of Equity and Diversity, University Hall 385 (818) 677-2077. (From CSUN 2010-2012 Catalog, Appendix D. Nondiscrimination Policy, D-3. Disability, page 611.) Disability-related accommodations will be made for students with special needs. Students are asked to inform their instructors during the first week of class and register with the Students with Disabilities Resources Office, in SB 110 (818-677-2684). Reasonable and effective accommodations and services will be provided to students who make requests in a timely manner and with appropriate documentation in accordance with federal, state and university guidelines. INSTRUCTOR’S POLICIES • • • • The standard grade if a student fails to complete the work for a class is a “WU”. This is the equivalent of an “F”, but the grade may be changed if you re-take the course at a future time. This grade may also be assigned to students who have not attended after the first few classes of the semester but have not officially “withdrawn” from the course. I may assign an Incomplete (“I”) if you meet all of the following conditions: 1. You have completed most of the course work; 2. You are passing the course; and 3. You fill out and bring to me a “Request for an Incomplete” form, on which I detail exactly what is still needed for completion of the course. I do not make exceptions to this policy, even when it affects a student’s financial aid. Once you take an incomplete, you have a year from the date recorded on the form to complete the requirements of the course and have your grade changed; therefore, you should submit work early enough to allow me to grade your work and fill out the necessary forms to assign you a new grade. CONTACTING THE INSTRUCTOR You need not have an appointment to meet with me during my office hours, but if you plan to come from off campus it would be sensible to call ahead and make sure I’m available to meet with you. 12 You can send e-mail to me at [email protected] and I will almost always reply on the same day. You can phone me on campus during office hours at (818) 224-9269 or at home at (818) 881-1295, although I don’t take calls from mid-afternoon on Friday until after dark on Saturday evening. Please don’t call after 8 p.m. in the evening except for very urgent matters. If you have questions, suggestions, concerns, or complaints about anything related to the class, please take the initiative to raise them with me, either in class or privately. 13
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