Professional Documents
Culture Documents
Course Information:
This course will concentrate on developing multi-disciplinary understandings of issues related to the
relationships between key cultural processes and products and schooling in contemporary American
society. The course will explore the functions of schooling in society, and how teachers influence and
contribute to these functions. The functions of education include socialization, acculturation, assimilation, and
the transmission and reproduction of culture. These functions always involve contentious issues of taste and
style, ethics, morals and values. In order to understand those contentious issues, key concepts will be used as
tools to reflect on school structure, functions and practices.
The iTeachAZ Professional Program Retention and Continuation Policy states that a grade of "C" or better is
needed in all education courses to be eligible as a student in good standing
(http://education.asu.edu/webfm_send/39).
Enrollment in field experience is a co-requisite for this course and your Field experience component needs to
match age range for your program (1-8 placement)
Catalog Description
This course is for the professional teacher preparation program. This course is an overview of the cultural,
social, and political milieus in which formal schooling takes place in the United States.
Course Format
This course is a face to face lecture format. The primary learning intent of this course is to facilitate your
exploration of culture and schooling in a way that is personally meaningful to you. We will provide the basic
framework for the course, but what you learn and how much you learn will depend on the choices you make
during each class period and in your independent reading and projects. Your enrollment in the course indicates
your acceptance of the course expectations and requirements as outlined in this syllabus. Please see your
Required Materials
Mary Lou Fulton Teachers College Internet resource – Tk20 via the web: Tk20 CampusTools is a
comprehensive online data management system that enables you to participate and manage your
academic activities in this class, throughout your college experience and beyond. There is a one-time
only, non-refundable subscription fee for Tk20. You can purchase the program online at
http://mytc.asu.edu/tk20-system.
o You may also purchase a Tk20 Student Access Kit from the ASU Bookstore, which may have a
higher price, although purchasing there will allow you to receive requisite compensation from
financial aid, if eligible.
Children’s Literature (can be purchased, checked out at the library, or borrowed)
ASU Google Account
Pink, yellow and blue highlighters
APA guidelines. APA formatting is required for all written assignments
Provided Materials
ASU Blackboard Course Management Website at http://myasucourses.asu.edu (All ASU
students have FREE access to this web resource)
In-class materials related to activities conducting during class time
Student Learning Outcomes InTASC Standard ISTE Standards ISTE-S (Student Standards)
Understand the social, economical, political and cultural 2(j), 2(k), 2(m), 7(i), 1(b), 4(d)
functions of schooling in the United States 9(i), 9(m), 10(l), 10(m)
Understand how schools contribute to the production and 2(j), 2(k), 2(m), 7(i), 4(a), 4(d), 5(a)
re-production of social, economical, political, and cultural 9(i), 9(m), 10(l), 10(m)
structures and values in society
Understand how concepts such as race, ethnicity, sex, 2(j), 2(k), 2(m), 7(i), 3(d) 1(a), 2(a)
and class relate to teaching and learning in schools 9(i), 9(m), 10(l), 10(m)
Understand the processes of socialization and 1(d), 1(e), 1(g), 1(h), 5(a), 5(c) 1(a), 2(a)
enculturation related to schooling 1(j), 1(k), 2(g), 2(i), 2(j),
2(k), 2(m), 2(n), 2(o),
3(k), 3(n), 3(q), 3(r),
7(i), 7(n), 8(k), 8(p),
8(q), 8(s), 9(i), 9(m),
10(l), 10(m)
Explain why teaching is not value neutral 2(j), 2(k), 2(m), 7(i), 1(a), 3(c)
9(i), 9(m), 10(l), 10(m)
Explain what they believe is the purpose of education; 2(j), 2(k), 2(m), 7(i), 4(d), 5(d)
what kinds of adults they hope to mold; and what kind of 9(i), 9(m), 10(l), 10(m),
society they wish to create by means of the educational 10(p), 10(q), 10(r),
system 10(s), 10(t)
Articulate what they believe to be their roles and 10(l), 10(m), 10(p), 1d, 5(d)
responsibilities as teachers 10(q), 10(r), 10(s), 10(t)
Justify the intended and unintended consequences of 2(g), 2(i), 2(j), 2(k), 1(c), 1(d), 3(b)
their teaching 2(m), 2(n), 2(o), 7(i),
9(i), 9(m), 10(l), 10(m)
Reflect on how their experiences as students and 2(g), 2(i), 2(j), 2(k), 2(a), 2(b), 2(c), 2(d), 1(a), 1(c), 1(d), 2(a), 3(c)
teachers influence their teaching practices 2(m), 2(n), 2(o), 7(i), 4(b), 5(b)
9(i), 9(m), 10(l), 10(m)
Use theoretically based concepts as tools to analyze 2(g), 2(i), 2(j), 2(k), 2c 1(a), 1(c), 1(d), 2(a), 3(c)
teaching and learning processes explain how their social 2(m), 2(n), 2(o), 7(i),
identities influence their teaching 9(i), 9(m), 10(l), 10(m)
Week 3 What is Culture? Read prior to class and come prepared to discuss: Journal entry # 1
1/24, 26 Defining culture - Black Ants and Buddhists Chapter 1: Introduction
-Tobin, J., Hsueh, Y., and Karasawa, M. (2009). Preschool in three My Culture Worksheet
Black Ants & Buddhists cultures revisited: China, Japan, and the United States. London:
The University of Chicago Press. (pp. 54-64, 96-106, 159-164) Readings
Culture Comparison
My Culture Worksheet Homework:
Making Sense of Culture -Review article: Postman, N. (1995). The end of education:
Preschool in 3 Cultures Redefining the value of school. Vintage Books: New York.
-Read Black Ants and Buddhists Chapter 2: Compassion, Action
and Change
-Journal #2
- Digital Story
Submit digital Presentation & Reflection Paper to
Blackboard by 11:55 pm on 1/31.
Bring a copy of your presentation on your laptop or flash
drive to class for small group activity on 2/2.
Week 5 Schooling vs. Education Read prior to class and come prepared to discuss: Journal entry # 3
2/7, 9 How do you learn? -Dewey, J. (1933). Dewey outlines utopian schools. New York
Visiting Utopia Times, April 23, p. 7 Children’s Literature Book
- Black Ants and Buddhists Chapter 3: Routines: A Day in the Life NOTE: Must bring actual
Black Ants & Buddhists of the Peace Class book to class
-Find a piece of children’s literature that has a character in which
Culture in Field Placement you can relate to their culture. Read prior to class and bring the 2-3 examples of culture in your
Classrooms – small group book to class. classroom
discussions
Homework: Readings
Children’s Literature -Find and read an Arizona school funding article from the last 12
Graphic Organizers months in a reliable source. Be prepared to discuss how funding
Journal Entry #4 in class (or lack of) could impact you as a teacher.
-Summarize your school funding article and its potential impact on
Cultural Product Assignment you as a teacher in an Arizona classroom as part of Journal
–Journal Entry #5
NOTE: You will be adding to Journal #5 after the class discussion
- Black Ants and Buddhists Chapter 4: It Takes a Village to Teach
-Begin working on your cultural product progress check
Week 7 Politics and the Classroom Read prior to class and come prepared to discuss: Journal entry # 6
2/21, 23 Role of policy agendas on - Black Ants and Buddhists Chapter 5: Talking About Peace
your classroom -Research your legislative district candidates’ stances on education Candidate Position Paper
Methods for advocating for and policies affecting your classroom.
your students in the political Readings
arena Homework:
Analyzing local candidate -Johnston, N. (1980). The Material Culture of Public School
stances on education Classrooms: The Symbolic Integration of Local Schools and
National Culture. Anthropology and Education Quarterly, 11(2),
Black Ants & Buddhists 173-190.
- Black Ants and Buddhists Chapter 6: Learning Through Activism
-Bring in an object or material from your school experience
-Reflect on 1-2 rituals and routines that are in place at your school
placement. How do you the routines and rituals affect the cultural
diversity in your classroom? Why do these rituals and routines
continue to be implemented in our schools and classrooms? What
does this mean for students and teachers of different cultural
backgrounds?
-Journal #7
- Cultural product progress check due next week
Week 9/10 Ethnic Studies Read prior to class and come prepared to discuss: Journal entry # 8
3/5-12 Debate -Childress, H. (2006). A subtractive education. The Phi Delta
(Spring Twitter Discussions Kappan, 88(2), 104-109. Preparation for debate
Break) -Sleeter, C. (2011). The academic and social value of ethnic
3/14, 16 Hidden Curriculum studies: A research review. National Education Association. Readings
Reading Discussion -Gay, G. (2002). Preparing Culturally Responsive Teaching.
What kind of students? Journal of Teacher Education 53, 106-114.
-Research on debate topic
Lesson Plan Analysis Overview
Homework:
-Journal #9 on in-class debate and social media in the classroom
- Black Ants and Buddhists Chapter 7: Teaching History So
Children Will Care
-Anyon, Jean (1980). Social Class and the Hidden Curriculum of
Work. Journal of Education, 161 (1), 67-92.
-http://www.thinkingarizona.com/2013/11/arizona-students-edge-
upward/
http://www.youtube.com/watch?v=n-1vmvNuO0E
http://youtu.be/1tPQ-xOLSSE
-Journal #10
-Select a lesson plan to analyze (will review expectations in class
on 3/21)
Homework:
-Signature Assignment rough draft must be uploaded to
Blackboard by midnight 4/20 after reviewing peer-review feedback
for instructor review/feedback.
- Black Ants and Buddhists Chapter 12: Going Against the Grain
Week 16 Summative Activities Black Ants and Buddhists Final Discussion Signature Assignment TK20
4/25, 27 Comparing Solutions Submission
Who would you hire? Cultural Product Design Presentations Due 4/29 by Midnight
Evaluations
NOTE: Tentative Course Schedule subject to changes. All changes will be noted in Blackboard and shared in class.
Blackboard and Class Participation Each session ISTE-T 1(a), 1(c), 1(d), 3(c) 20%
Cultural Product Design (Progress Check) 2/29/2016 InTASC 2(m), 2(o), 4(j), 2%
4(q), 5(j)
You will write a minimum of 1 page paper explaining your plan for
the Creative Application of Topics assignment. You will also need Course Objectives: 1-10
to show your progress on this assignment throughout course.
Lesson Plan Analysis Due 3/28 InTASC 1(g), 2(g), 2(j), 14%
2(k), 3(i), 4(k), 4(m), 4(o),
Choose a lesson plan about any topic that is relevant to your future 4(p) 4(q), 7(i), 8(k), 8(p),
plans as a teacher. Consider using one of your mentor teacher’s 8(q) 8(t), 9(i), 9(m), 10(q)
existing lessons. Write a 2-3 page paper analyzing and reflecting
on this lesson as it relates to the topics we have covered in class. Course Objectives:
Be sure to attach your lesson plan upon submission to Blackboard. 3,7,9,10
Grading Scale
A 93%-100%
B 85%-92%
C 77%-84%
D 69%-76%
E 69% and below
1) For you to develop and establish personal understandings and connections to the course content.
When I grade your assignments, I will interpret, understand, and evaluate every assignment that you submit according to the assigned criteria and
rubrics. Be very clear and specific with what you mean or intend to convey.
Assignment Details
You may only use each essay you write ONE TIME. The same paper MAY NOT be submitted for multiple assignments.
Assignments will be graded on both content and language usage. All assignments should be checked for spelling, sentence construction,
grammatical errors, and clarity. In other words, you are responsible for editing your papers before submitting them.
All submitted written assignments should be titled, dated, and of college quality and appearance. Assignments must be typed in 12-point font Times
New Roman, double-spaced with one inch by one inch borders and submitted in Blackboard before the specified time and date.
All major assignments are due at 11:55 pm on the due date unless otherwise noted.
All Reading Guided Questions, Summaries, and Journals are due prior to start of class on their due date.
Use APA formatting. The following website can help you format your courses correctly:
http://owl.english.purdue.edu/owl/section/2/10/
Be sure to REFER to our in class readings/content when appropriate. This is a good academic habit to develop, as well as a way to demonstrate
how you are making connections between your understanding and the class topics.
There are rubrics available for every major assignment in this course. Please read the rubrics carefully, as they will clearly explain grading criteria
for each major assignment.
Attendance
Due to the interactive nature of this class, your participation and attendance is expected and required. We will cover material and participate in
activities and discussions that enhance and expand upon the content in our readings. If you miss these interactive elements, you will be missing
important parts of the class.
In each class, in-class points will be available (through different activities) for your in-class participation. These points are part of your overall
participation grade. These points CANNOT be made up for missing class regardless of the reason.
If you know AHEAD of time about missing a class, please contact me as soon as possible so we can discuss the issue.
Two or more absences is considered excessive and may result in you being dropped from the class.
Two tardies equal an absence and may have an impact on your grade and/or result in being dropped from the class (see excessive
absences).
It is extremely important that you prepare for each of our meetings by following the syllabus and Blackboard content folders and completing the
readings indicted therein. Our class is going to be as great as we all make it. If we extend a lot of thought, care, effort, and consideration to our
work and to our peers, we will experience great returns. I anticipate remarkable writing, thinking, debate, and overall scholarly contributions from
every one of you. I sincerely hope that you will all contribute to our class in positive ways every time we get together.
5) Miscellaneous homework/updates/etc.
Each reading is accompanied by Guided Reading Questions. Each set of questions can be found under the appropriate folder in Blackboard
corresponding with each reading. You may work on the questions multiple times, but the finished version is due at 8:55 am on the day of class. Do
NOT e-mail me your guided reading responses. Guided reading question homework should be uploaded/submitted to the appropriate assignment
in the content folder in Blackboard.
Preparation expectations:
1) Follow the detailed schedule below and the content folders on Blackboard to be prepared for class thoroughly each day.
2) Be prepared to ask and answer questions, to share ideas, and to be fully present and involved during the times that we meet.
3) Engage in and complete in-class assignments to the very best of your ability.
4) Listen to your peers.
5) Respond thoughtfully and respectfully to your peers.
Utilizing a program such as Power Point, Prezi or another digital presentation too and using only 8-10 images, create a digital story/narrative of your
culture. You will also write a 2-3 page paper explaining how your images represent your culture and in what way you are a part of that culture. You
will need to reference our in-class topics and readings as part of your reflection. You will be presenting your digital story to a small group in class.
Be sure to attach your presentation with your paper upon submission to Blackboard.
Confusing
presentation of a
culture, or
presentation of
multiple cultures.
Quality of Concepts are clearly Concepts are Concepts lack Concepts and terms are not
Content and defined and have mostly defined clear definition defined and paper does not
Information strong supporting and have some and the have any supporting quotes
quotes from readings supporting supporting from readings and lectures.
and/or lectures. Course quotes from quotes from There is no attempt to
themes are well readings and readings and connect the supplemental
connected to the lectures. Course lectures are not material (videos, external
supplemental materials themes are well connected. readings, etc.) and class
(videos, external generally There is an discussion.
readings, etc.) and connected to the attempt to
class discussions supplemental connect course
materials themes to the
(videos, external supplemental
readings, etc.), materials
class (videos, external
Self Reflection Paper provides a clear Paper provides Paper provides a Paper does not provide a
reflection on the an adequate minimal reflection on the concepts
concepts covered in reflection on the reflection on the covered in class.
class. concepts concepts
covered in class. covered in class.
Mechanics/ Paper is well Paper is mostly Paper is not very Paper is not organized at all.
Organization of organized. Paper is well organized. well organized, Paper is not written according
paper grammatically correct, Paper contains but there is to any standards and is
proofread for spelling minor grammar evidence of mostly ungrammatical and full
errors, and correctly and spelling some of spelling errors. Paper does
Project Met all requirements: Missing 1-2 Missing 2-3 Missing 4 or more
requirements requirements requirements
8-10 images requirements
Presentation
given in class
text is limited
deals with
student's own
culture
Choose a lesson plan about any topic that is relevant to your future plans as a teacher. Consider using one of your mentor teacher’s existing
lessons. Write a 2-3 page paper analyzing and reflecting on this lesson as it relates to the topics we have covered in class. Be sure to attach your
lesson plan upon submission to Blackboard.
CRITERION A B C D-E
Quality of Concepts are Concepts are Concepts lack Concepts and terms are not
Content and clearly defined mostly defined clear definition defined and paper does not
Information and have strong and have some and the have any supporting quotes
supporting supporting supporting from readings and lectures.
quotes from quotes from quotes from There is no attempt to
readings and/or readings and readings and connect the supplemental
lectures. Course lectures. Course lectures are not material (videos, external
themes are well themes are well connected. readings, etc.) and class
connected to the generally There is an discussion.
supplemental connected to the attempt to
materials supplemental connect course
(videos, external materials themes to the
readings, etc.) (videos, external supplemental
and class readings, etc.), materials
discussions class (videos, external
discussions. readings, etc.),
class
discussions, but
is very minimal
and unclear.
Self Reflection Paper provides a Paper provides Paper provides a Paper does not provide a
clear reflection an adequate minimal reflection on the concepts
on the concepts reflection on the reflection on the covered in class.
covered in class. concepts concepts
covered in class. covered in class.
Mechanics/ Paper is well Paper is mostly Paper is not very Paper is not organized at all.
Organization of organized. Paper well organized. well organized, Paper is not written according
paper is grammatically Paper contains but there is to any standards and is
correct, minor grammar evidence of mostly ungrammatical and full
proofread for and spelling some of spelling errors. Paper does
spelling errors, errors, and organization. not cite sources that are used
and correctly generally Paper contains in the paper.
cites any correctly cites many grammar
sources that are sources that are and spelling
referenced. referenced. errors and/or
incorrectly cites
sources that are
referenced.
In this assignment, you will synthesize topics and ideas covered in this class and apply them to a product of your own design for your future
classroom. This assignment is designed to have you reflect upon and present your understanding of course topics in a format you feel best
demonstrates your ideas. You will design and create your own product to demonstrate your understanding of between three and five class topics
and how they relate to your teaching and learning experiences. The goal is to design a cultural product that you could introduce in a lesson or unit
with your future scholars.
Examples of possible products can include (but are not limited to): writing a short story, composing a song, creating an art work, altering a
book, or writing a short play.
You will also write a 2-3 page paper reflecting upon your project. In your reflection you will explain the meaning of your product and how it relates to
the course topics and readings. Finally, you will present your product to the class. The act of reflecting upon your understanding, transforming that
knowledge and presenting in an alternative format (for example, transforming your ideas from a written or in class discussion to a visual
representation of those ideas) will help you to remember and internalize the concepts. Finally, you will prepare a 4 sentence summary of your
project to display with your product through a class gallery walk.
CRITERION A B C E
Cultural Product Content of paper Content of paper Content of paper Content of paper does not
Paper Content is well is generally loosely show any thoughtfulness and
developed. thoughtful, but incorporates the the information presented is
Concepts are the concepts concepts thin and lacks any degree of
well defined. presented need presented in the reflection. Concepts are not
strengthening. course, but the defined or incorrect definitions
Concepts are information have been presented.
mostly designed. presented seems
undeveloped.
Concepts lack
clear definition.
Self Reflection Paper provides a Paper provides Paper provides a Paper does not provide a
clear reflection an adequate minimal reflection reflection on the concepts
on the concepts reflection on the on the concepts covered in class.
covered in class. concepts covered covered in class.
in class.
Mechanics/ Paper is well Paper is mostly Paper is not very Paper is not organized at all.
Organization of organized. Paper well organized. well organized, Paper is not written according
paper is grammatically Paper contains but there is to any standards and is mostly
correct, minor grammar evidence of some ungrammatical and full of
proofread for and spelling organization. spelling errors. Paper does not
spelling errors, errors, and Paper contains cite sources that are used in
Cultural Product Product Product is Product is vague Product is not appropriate for
appropriateness, demonstrates a generally and unclear, class, shows no reflection or
and content. high level of thoughtful and shows limited understanding of class
thoughtfulness mostly reflects reflection and concepts.
and clearly concepts and shows
reflects concepts shows understanding of
and shows understanding of concepts and
understanding of ideas from class. ideas from class.
ideas from class.
You will write a minimum of 1 page paper explaining your plan for the Creative Application of Topics assignment. You will also need to show your
progress on this assignment. You will be able to turn in any additional in-progress aspect of your Creative Application of Topics assignment that
you would like feedback on.
In this paper you are asked to consider the type of teacher you intend to be. In your journal, you will have
different theories and concepts (“lenses”) to help you think through different schooling scenarios, the purposes
of education, what kinds of adults you hope we will produce, the kind of society you wish to create by means of
the educational system, how you intend to bring about the results you desire, and what your role and
responsibilities will be as a teacher.
Describe the kind of a teacher you will be based on the readings and discussions from class. Explain what you
believe is the purpose of education, what it means to be an educated person, what you will teach, how you will
teach it, and how you will evaluate it. Describe what you think is important and why. Regardless of the
position you take, present reasons (justification) for your position. Have your thoughts about education and
what kind of teacher you want to be changed over the course of the semester (as evidenced in your journal
entries)? Give at least 3 concrete examples to clarify and support your position whenever you can. Your
paper should be at least five (5) pages in length, though you may write more if you want. These five (5) pages
do not include your journals. You should have at least 3 strong supporting quotes from the texts or
supplemental materials, and you must also use APA style when using and listing references.
Journals
You will begin keeping a journal starting on the first week of class.
Each journal entry will be completed in a Word Doc prior to start of class on the due date. Will be graded for
completion only.
The journal will be submitted as part of the signature assignment for a grade. Each week’s entry must be
thoughtful and substantive, related to the topic discussed for that week, and should address the following
questions:
The journal entries must be handed in as the first part of the signature assignment.
Performance InTASC 5 4 3 2 1
Approaching
Standard Exemplary Highly Proficient Unsatisfactory
Proficient
Proficient
Paper 5(r), 7(i), Paper is well Paper is Paper is Paper is Paper does not
Content and 9(m), developed thoughtful generally vague and show any
evidence of 10(l), and critically and analyzes thoughtful, has limited thoughtfulness
sources 10(m), reflects on the content but the critical and the
10(q) the content presented in information reflection on information
presented in the course. presented the presented is
the course. Response seems information thin and lacks
Response contains at undeveloped. presented in any degree of
contains at least 2 The paper the course. reflection.
least 3 personal may make There is an Discussion of
personal examples. limited, attempt to the content is
examples. superficial connect rudimentary
connections personal and lacks
between examples, depth. There is
class but the no connection
readings and attempt is to personal
supplemental vague. experience.
materials, Response
and may contains no
contain few personal
novel ideas. examples.
Response
contains at
least 1
personal
example.
Quality of 5(r), 7(i), Concepts Concepts and Concepts and Concepts and Concepts and
Content and 7(n), and terms terms are terms are terms are terms are
Information 10(l), are clearly mostly superficially present but missing and
Self 9(i), 9(m) Paper Paper Paper Paper Paper does not
Reflection provides provides provides provides provide a
thorough adequate limited self- vague self- reflection on the
self- self-reflection reflection on reflection on concepts
reflection on on the the concepts the concepts covered in
the concepts concepts covered in covered in class.
covered in covered in class. class.
class. class.
Journal All journal Most journal Some journal Few journal Few or no
Entries articles are articles are articles are entries are journal articles
included and included and included but included and are included,
reflected reflected are not present a and lack any
upon. upon. reflected vague depth of
upon reflection. reflection.
adequately.
Total Score 35
Grade
Academic Integrity/Plagiarism
The ASU Student Handbook contains the following information: “The highest standards of academic
integrity are expected of all students. The failure of any student to meet these standards may result in
suspension or expulsion from the university and/or other sanctions as specified in the academic
integrity policies of the individual academic unit. Violations of academic integrity include, but are not
limited to, cheating, fabricating, tampering, plagiarizing, or facilitating such activities. The university and
unit academic integrity policies are available from the Office of the Executive Vice President and
Provost of the University and from the Deans of the individual academic units.”
The rest of the code, which consists of several pages, is available at the following URL:
http://students.asu.edu/srr/code.
Dependent upon instructor’s discretion, penalties for plagiarism range from loss of points on plagiarized
Harassment Prohibited
ASU policy prohibits harassment on the basis of race, sex, gender identity, age, religion, national origin,
disability, sexual orientation, Vietnam era veteran status and other protected veteran status. Violations
of this policy may result in disciplinary action, including termination of employees or expulsion of
students. Contact Student Life (Downtown campus- 522 N. Central Ave., Post Office Room 247, 480-
496-4111; Polytechnic campus- Administration building suite 102, 480-727-1060; Tempe campus-
Student Services Building room 263, 480-965-6547; or the West campus- UCB 301, 602-543-8152) if
you feel another student is harassing you based on any of the factors above. Contact Equal
Opportunity/Affirmative Action (EO/AA) at 480-965-5057 if you feel an ASU employee is harassing you
based on any of the factors above. http://www.asu.edu/aad/manuals/acd/acd401.html.
Grade Appeals
The professional responsibility for assigning grades is vested in the instructor of the course, and
requires the careful application of professional judgment. A student wishing to appeal a grade must first
meet with the instructor who assigned the grade to try to resolve the dispute. The process for grade
appeals is set forth for the undergraduate and graduate programs are available at
https://education.asu.edu/student-forms-policies
Electronic Communication
Acceptable use of university computers, internet and electronic communications can be found in the
Student Code of Conduct (http://www.asu.edu/aad/manuals/usi/usi104-01.html ) and in the University’s
Computer, Internet, and Electronic Communications Policy
(http://www.asu.edu/aad/manuals/acd/acd125.html).
Student Purchases:
o Discounted pricing for students purchasing laptop or desktop computers is available at
through the ASU bookstore or online.
(http://www.bkstr.com/arizonastatestore/shop/technology)
ASU Campus Classroom Connectivity:
o In-class use of laptops is encouraged by the Mary Lou Fulton Teachers College. In
cases where students need to make presentations during class, most classrooms have
the capability of allowing laptops to connect to classroom projectors. Mac laptops may
require an adaptor. For collaborative work, social networking tools are provided to ASU
students through a Google partnership, including Google docs, spreadsheets,
presentations, forms, and sites. (https://docs.google.com/a/asu.edu/#all)
Hardware and Software Support:
o ASU 1:1 Technology Studios provide support to students on all four campuses for
hardware, software, operating systems, security, networking, etc.
(https://ucc.asu.edu/techstudio/)
o MyApps provides free software tools including free virus scan software, online
applications, and information about discounted software for purchase.
(https://webapp3.asu.edu/myapps/)
All writers—all ASU undergraduate or graduate students—can benefit from visiting the Writing Center
to:
For more information about ASU’s Writing Centers, including how to make an appointment, please visit
our website at https://tutoring.asu.edu/writing-centers.
SI (Supplemental Instruction)
SI seeks to help students process material presented in class through group facilitated discussion led
by a trained peer (SI Leader) who has already successfully completed the course. More information will
be available on Blackboard under the SI Study Group. Students can receive tutoring for various
courses through University Academic Success Programs (UASP). Refer to our website:
https://tutoring.asu.edu.
Tutoring
Tutoring is available on all ASU campuses and Online for a variety of courses in small groups on a
walk-in/drop-in basis. Appointments are not taken. For a full list of sites and courses, visit
https://tutoring.asu.edu.
Title IX
Title IX is a federal law that provides that no person be excluded on the basis of sex from participation
in, be denied benefits of, or be subjected to discrimination under any education program or
activity. Both Title IX and university policy make clear that sexual violence and harassment based on
sex is prohibited. An individual who believes they have been subjected to sexual violence or harassed
on the basis of sex can seek support, including counseling and academic support, from the
university. If you or someone you know has been harassed on the basis of sex or sexually assaulted,
you can find information and resources at http://sexualviolenceprevention.asu.edu/faqs/students.