English 393 - Honors 290 Syllabus
COURSE SYLLABUS
English 393 Literacy Internship: Teaching English to Adults
Honors Tutorial 290: Literacy Center
Loyola University Chicago
LOYOLACOMMUNITY LITERACY CENTER
Dumbach Hall 06 & 05
http://www.luc.edu/literacy 773-508-2330
To contact the instructor, Jacqueline Heckman, please email jheckma@luc.edu Office: Crown Center 434
To contact the Center staff, please email them at locolice@gmail.com. The Center is also on Facebook.
Textbook: All students are required to use the textbook I Speak English by Ruth Johnson Colvin which will be available ONLY from the LCLC (and only from the LC). You may purchase a used copy from students who have tutored for us in previous semesters, and there are two copies on reserve in the library.
Additional articles will be assigned and links published in Blackboard.
The internship/tutorial at the Loyola Community Literacy Center is a service-learning program, combining the enthusiasm and generosity of public service with the rigor of professional discipline. While many of our learners are recent immigrants to the United States, some are native born citizens who are trying to improve their literacy skills. As you teach the basics of written and spoken English, you will assist the learners to improve their personal and professional lives and to assume a responsible position in society by improving their proficiency in English or in their fields of study. You will also learn about the diversity in Loyola's neighborhood, for our learners come from all continents, are members of all age groups, and range from those who may be illiterate in their native language to those who are professionals in their own country and need English proficiency in order to practice here in the US.
The learning outcomes of this class support the values of understanding diversity in the US and around the world, of understanding and promoting justice by enabling the learners to come to the Center to integrate more completely into US society, to practice faith in action, and to engage in service and leadership in the community. At the end of the term, you will discover that you have been enriched by your experience; it will change your life. You will discover strengths in yourself, because you have helped another person adjust to his/her new environment and to be prepared to assume a more responsible role in the community. You will assist that person in forging a deeper understanding of community and justice, and an appreciation of the relationships we all can form as we assist each other to grow stronger.
You are never alone: There are always at least two staff members present every evening to assist you, and you may contact the instructor at any time with any questions or comments.
The reading and writing assignments are all designed to assist you with your tutoring. You will write regular assignments that ask you to assess your progress as a tutor and to show how you are learning to teach better and to interact more effectively with our learners. To learn more about the LCLC, its history, objectives, and service learning programs, log on to our website, http://www.luc.edu/literacy. The instructor reserves the right to change the assignments, readings, meeting times and dates, and due dates for assignments as the needs of the class or circumstances require.
The internship/tutorial can be taken for one, two, or three hours of credit; the requirements vary with each option and are spelled out in detail below. When taken for three credit hours, the course qualifies for Core for Civic Engagement.
Please read this syllabus carefully; you will be asked to indicate in writing via email to the instructor that you are familiar with its terms.
Because this is an internship/tutorial, not a regular class, you are responsible for meeting deadlines and requirements without reminders from the instructor. You should be aware that students in this internship/tutorial sometimes fail to turn in assignments promptly, forget that they are due, fail to ask questions about the assignments before they are written, or claim not to know that this syllabus exists. These are not encouraging signs in students who volunteer for independent learning projects. You will be required to sign a statement, an agreement with the LCLC, specifying the credit options you wish to exercise and recognizing that meeting deadlines and course requirements is your responsibility (this statement is due at the end of the second week of the semester by email to the instructor).
Please note that there are no "cuts" in this course. If you miss a tutoring session, you must make it up either by tutoring an extra night or by working for the LCLC in another capacity as our needs require. If you know your regularly scheduled learner is not coming, you must still come to the LCLC and be assigned another learner for the evening or be asked to perform other duties; you may be assigned to assist with administrative tasks or to observe a learner-tutor pair and write a one-page observation report. Because there are so few class meetings, all are required; there are no allowed absences. If a student misses a tutoring session or a class and does not initiate a make-up, the student’s final grade will be lowered by one grade level for each such absence: for example, from an A- to a B+ for one missed tutoring session or class absence not made up.
You must attend an orientation program if you are new to the Center and must attend ALL class meetings; failure to do so will reduce your comprehensive grade by 10% for each missed class. Everything involving this internship/tutorial takes place at the Literacy Center (address above), including your regularly scheduled tutoring and required bi-monthly meetings. In addition, meetings with the instructor may be scheduled by appointment.
When you have read and understood the terms of this program, please send an email to the instructor (jheckma@luc.edu) indicating the following three points. If your mail does not address all points it will have to be disregarded: 1) the number of evening/s you will tutor and which evening/s they are; 2) the number of hours of credit for which you are registered; and 3) your understanding and acceptance of the terms of this document.
If you have tutored for the LCLC before, you do not have to attend the orientation session. Just call us at 773-508-2330 or email locolice@gmail.com and let us know which night/s you will be able to tutor. Your assignments may vary from those outlined below; when you sign your agreement formalizing your credit option we will decide what modifications to the assignments are appropriate for you.
The required orientation program for new tutors is given on three separate evenings. The same material is presented; you must attend one of the three. Once you have completed the orientation, you may tutor any evening/s you wish, as arranged with the LCLC managers.
Orientation Sessions in Dumbach 06: you must attend one of three evenings during the second week of the semester – either Tuesday or Wednesday or Thursday of the second week– if you have never tutored at the Literacy Center before.
All orientation sessions run from 7 p.m. to approximately 9:30 p.m. The orientation sessions (and tutoring) take place at the LCLC.
Tutoring begins Monday of the 3rd week of class
Our hours for tutoring are 7-9:30 p.m., Monday through Thursday. Be sure you arrive early on the evenings for which you have signed up to tutor.
The orientation session for tutors new to the Center is essential. It will help you find out if you want to tutor--not everybody is sure when they first walk in the door--and the presenters will tell you what you need to know to be an effective tutor. You can't tutor if you are not trained; it's that simple. Once you are trained, however, you will find that there is still more you need to know--about grammar, about pronunciation, about helping your learner with specific questions. That's why there are always 2 or 3 trained staff members on hand to help you out. At the LCLC you are never on your own; there are staff and resources to help you whenever you have questions.
Bi-monthly class meetings. In addition to regular tutoring sessions, all for-credit tutors must attend five scheduled class meetings; Core students taking the course for 3 credit hours have one additional meeting. These meetings will be held from 5:45 p.m. to approximately 6:45 p.m. at the LCLC, and each is offered on two evenings; you attend one of the two. See the schedule which will be posted on Blackboard with specific dates. You must attend all required class meetings. The orientation session is not included in the class meeting schedule posted on Blackboard, but it is mandatory for tutors new to the Center. Your regular tutoring sessions are not included in the schedule of class meetings. If you have an evening class and cannot attend one of the scheduled meetings, please contact the instructor so that alternative arrangements can be made.
Guidelines for reading and writing assignments. Come to one of the scheduled classes for each week according to the class meeting schedule. Be prepared for the meeting with the assigned reading analyzed and the written papers prepared.
All journals and written assignments may be submitted in person or through Blackboard. 1) Journals are meant to be a record of your tutoring experiences and of your reading. They may be typed, handwritten, or kept in a spiral notebook and shown to the instructor, depending on your journaling practices. They are important for content, not for style and mechanics. There should be a journal entry for each week of your tutoring experience; some journal assignments will ask you to reflect on your experiences and others will ask you to respond to assigned articles. 2) Written assignments should be typed and written clearly with close attention to content, organization, and mechanics.
Due dates for papers. A one-page journal (minimum) is due every week; topics are assigned. Writing assignments are due every class meeting. All papers are due on the dates posted on Blackboard. You may submit them through Blackboard or in paper form. Extensions are possible only in cases of documented emergency. In some cases and with permission from the LCLC Director, you may present a research project rather than a paper for the final writing assignment.
We are closed for university holidays. The last night of tutoring will be announced; it is usually during the penultimate week of the semester. On the last evening we will have a closing party for all learners and tutors, a pot luck that is always a big success and a lot of fun. At the party we distribute Learning at Loyola, a collection of essays written by learners during the semester.
For 1 hour of credit you agree to:
1. Attend the orientation program if you are a learner new to the Center. Tutor one night each week for the semester. You agree to arrive before 7 p.m. one night each week and to tutor, to observe and report, or to undertake other volunteer duties for the evening as needed (filing, typing, sorting books, etc.) as requested by the managers. You agree to make up any evening of tutoring that you miss because of your absence.
2. Attend the five bimonthly 5:45 class meetings and complete all the reading assignments in the textbook as well as the assigned research articles.
3. Write all the papers outlined on the syllabus (10 journals and 5 writing assignments). Your final assignment will be either a project description or a paper. If you are doing a project with the Director’s permission, your final Writing Assignment (# 5) will be a one page report on the project’s completion. If you are doing a paper, your final Writing Assignment (# 5) will be approximately 3-4 pages, will include some research, and will be submitted either to the instructor or on Blackboard and also posted to Turnitin.
For 2 hours of credit you agree to:
1. Attend the orientation program if you are a learner new to the Center. Tutor two nights each week for the semester. You agree to arrive before 7 p.m. two nights each week and to tutor, to observe and report, or to undertake other volunteer duties for the evening as needed (filing, typing, sorting books, etc.) as requested by the managers. You agree to make up any evening of tutoring that you miss because of your absence.
2. Attend the five bimonthly 5:45 class meetings and complete all the reading assignments in the textbook as well as the assigned research articles.
3. Write all the papers outlined on the syllabus (10 journals and 5 writing assignments). Your final assignment will be either a project description or a paper. If you are doing a project with the Director’s permission, your final Writing Assignment (# 5) will be a one page report on the project’s completion. If you are doing a paper, your final Writing Assignment (# 5) will be approximately 5-6 pages, will include some research, and will be submitted either to the instructor or on Blackboard and also posted to Turnitin.
For 3 hours of credit and to satisfy the Core Civic Engagement requirement, you agree to:
1. Attend the orientation program if you are a learner new to the Center. Tutor two nights each week for the semester. You agree to arrive before 7 p.m. two nights each week and to tutor, to observe and report, or to undertake other volunteer duties for the evening as needed (filing, typing, sorting books, etc.) as requested by the managers. You agree to make up any evening of tutoring that you miss because of your absence.
2. Attend the five bimonthly 5:45 class meetings and the additional 6th class meeting held for 3 credit-hour Core students; to complete all the reading assignments in the textbook as well as the assigned research articles.
3. Write all the papers outlined on the syllabus (10 journals and 5 writing assignments). Your final assignment will be either a project description or a paper. If you are doing a project with the Director’s permission, your final Writing Assignment (# 5) will be a one page report on the project’s completion. If you are doing a paper, your final Writing Assignment (# 5) will be approximately 9-10 pages, will include some research, and will be submitted either to the instructor or on Blackboard and also posted to Turnitin.
3. Complete an additional reading assignment, a text chosen from the suggested course supplementary reading list or another text approved by the instructor beforehand on topics related to the work of the Center: second language acquisition, adult education, adult literacy, specific language skill areas (pronunciation, reading, writing, grammar), immigration, refugee issues, sociolinguistics, culture.... Prepare a 3page review of the book. Your book review will include an objective statement of the purpose/audience/thesis of the book, a short summary as well as an analysis of the content, and then a subjective section discussing your evaluation of the text as well as an assessment of how it relates to your experience at the Literacy Center and to your special interests. There will also be a required 6th meeting for Core students in addition to the five required class meetings for all students so that Core students can discuss these readings.
Tutoring Policies: Our tutoring schedule is Monday through Thursday, 7-9:30 pm. You are required to tutor one or two nights a week, depending on the number of credits for which you are registered. If you are ill, you must phone the manager at 773-508-2330 to report that you will be absent; you must make up the tutoring session at a later date. If your regular learner is ill and notifies you, you must still come to the Center where you will be assigned to tutor a different learner, to perform some other task for the Center (filing, typing, etc.), or to observe another tutor-learner pair. Further instructions concerning communication via Facebook will be given to students on Blackboard.
Your tutoring will be assessed on an on-going basis primarily by the Center staff, both as you are tutoring and in terms of the records you create based on your sessions. The staff members observe tutoring, discreetly and unobtrusively, and periodically sit in on the sessions of all of our tutors. From time to time a manager or lead tutor will stop by your table, say hello, and sit in for 10 minutes or so. (If you were taking tennis lessons, you'd want the coach to watch you play, and if the coach watched you play, you'd expect some feedback; friendly and supportive supervision is part of what the Literacy Center offers both learners and tutors.) Other tutors may also observe working pairs in order to gain valuable insight into the tutoring process. This is routine practice. In addition, after each evening of tutoring, you will fill out a session report on the work you and your learner completed and suggestions/lesson plans for the following session. Each session report from all tutoring sessions for all learner/tutor pairs are reviewed by the Center staff and the instructor on an ongoing basis; the reports constitute very important evidence of your tutoring skills, including the regularity and reliability of your attendance; promptness; willingness to adapt to the LCLC's needs; responsiveness to staff suggestions; thoroughness; resourcefulness; and attentiveness to learner's needs.
Schedule of Class Meetings: Dates may be changed but are near final
(1) (5th week of the semester); you attend one of the two class meetings scheduled – 5:45 p.m. LCLC.
Reading due: Colvin, chapters 5 and 10; review quickly chapters 1-3 (some of that material was used during orientation); be prepared to relate one specific topic from each chapter to your experience at the LCLC so far. Also, read and be prepared to discuss the assigned articles.
Writing assignment # 1 due: No fewer than 2 pages (no more than 3) explaining how issues of adult education and literacy raised during the orientation session have emerged in your own tutoring. You must read chapters 5 and 10 and review chapters 1-3 in Colvin's I Speak English before you begin to write, and your essay must work specifically with ideas in several (but not all) of these chapters. Avoid generalizations and avoid merely repeating ideas from the orientation session; focus instead on how the particulars of your own experience relate to the orientation and to the material in Colvin's book, to which you should refer specifically.
Journals # 1 and 2 due: Two journal entries from the first two weeks of tutoring. Journal # 1 should discuss your reflections on the orientation session and your first weeks of tutoring. Journal # 2 should
include your reflections on the assigned articles.
(2) (7th week of the semester); you attend one of the two class meetings scheduled – 5:45 p.m. LCLC.
Reading due: Colvin, chapters 4, 6, and 7; be prepared to relate one specific topic from each chapter to your experience at the LC; be sure you have an understanding of the specific content in each chapter. Also, read the article(s) which will be assigned on a topic related to the work of the Center.
Writing assignment # 2 due: No fewer than 2 pages (no more than 3) pages reflecting on your experience of the last 2 weeks. Address your experience in terms of growth, altered expectations, adjustment to the conditions of your LCLC experience. Refer to your first paper specifically and compare your views then to what you know now. Be specific about what your experience is teaching you, how your tutoring has changed, how it has been affected by your learners and their interests. Also, discuss the assigned chapters in Colvin, not only supporting your points but perhaps taking issue with some of her ideas.
Journals # 3 and 4 due: Two journal entries from the last 2 weeks. Each journal should discuss one of the assigned articles.
(3) (9th week of the semester); you attend one of the two class meetings scheduled – 5:45 p.m. LCLC.
Reading due: Read and be prepared to discuss the article(s) assigned for the journal.
Writing assignment # 3 due: No fewer than 3 pages (no more than 4) pages comparing how two different grammars, readers, workbooks, other LCLC texts, or websites handle a specific problem or error that you have worked on for several sessions. The paper should describe how you tried to address the problem (e.g., confusion between two tenses) and what you learned from comparing two different resources that treat the problem or error. You may choose materials from the LCLC library, websites, articles – two sources discussing the same topic. You may NOT choose any of the articles assigned for class; we’ve already responded to those and discussed them in class.
Journals # 5 and 6 due: In Journal 5, you will discuss your tutoring experiences over the past half semester as well as any other service to the Center. Journal 6 should be your response to the assigned article(s).
(4) (11th week of the semester); you attend one of the two class meetings scheduled – 5:45 p.m. LCLC.
Reading due: Read and be prepared to discuss the article(s) assigned.
Writing assignment # 4 due: If you are doing a final project with the Director’s permission (Writing Assignment # 5 will be a short report on this project), then Writing assignment # 4 will be a one page description of the project you propose to complete. You will discuss the project: its goals, the methods and materials you are using, and the practical arrangements you are making to complete the project. If you are doing a final paper for your Wr. Assgn. # 5, then Writing assignment # 4 will be a proposal for your final paper. This should be approximately 1 page in length and should include a statement of your purpose, your thesis, and a preliminary working bibliography.
Journals # 7 and 8 due: journal entries will discuss the articles assigned and how the information impacted your tutoring.
(5) (13th week of the semester); you attend one of two class meetings scheduled – 5:45 p.m. LCLC.
Reading due: Read and be prepared to discuss the article(s) previously assigned.
Writing assignment # 5 is your final project and the written report of the project’s results OR your final paper if you are not doing a project. It is due at the end of the semester. If you are doing a final project, you will write a one page minimum report on the project for Writing Assignment 5. The project can consist of visiting classrooms to recruit tutors for next semester (3 class visits per credit hour) or completing any project (with the Director’s prior approval) that would be of benefit to the Center. If you are doing a final paper, the topic may center on any aspect of the work of the Center: second language acquisition, adult education, adult literacy, specific language skill areas (pronunciation, reading, writing, grammar), immigration, refugee resettlement, sociolinguistics, culture ... You will include some research and submit it to the instructor or post it on Blackboard and will also submit it to Turnitin. The paper may include a discussion of your semester experience at the LCLC and the work of the LCLC as examples - not as the main topic. Please note that generalizations about literacy, poverty, and social conditions are not needed in these papers. The length of the paper depends on the number of credit hours for which you are registered: 1 cr. hr., 3-4 pp.; 2 cr. hrs., 5-6 pp. 3 cr. hrs., 9-10 pp.
Journal # 9 due: This journal will discuss an assigned article(s).*** The final journal # 10 will sum up your experience this semester tutoring at the Center.
(6) Final meeting (14th week of the semester) - for 3 cr hr Core students only. Dates may be adjusted.
Writing assignment # 6 and extra reading - for 3 cr hr Core students only
You will discuss your final reading project, the text you have chosen as described earlier in the syllabus. The 3 page minimum written report itself will be due during exam week. This paper will be submitted to the instructor or posted on Blackboard and will also be submitted to Turnitin.
Requirements and grading criteria for all students * See Note 1 below!
Tutoring, 50%; Writing assignments 1-4 and 10 journals, 35%; Final project/project written report or final paper (Writing assignment 5), 15%; 100% comprehensive grade;
Papers must be handed in on the dates and at the times requested. Late papers will be penalized 5% per calendar day that they are late.
Grading standards. Grading criteria are numerous and address, among other concerns, dedication, reliability, originality, thoroughness, coherence of written presentation, and quality of response to assignments.
Grade of A: loyal, enthusiastic, attentive tutoring, significant originality in using and devising materials for tutoring sessions, insightful observations about learner's work, detailed and accurate session reports; tutoring shows imagination and creativity; unfailingly prompt; flexible, showing progress as a tutor even when working with a series of learners only once or twice; written work consistently meets highest standards of insight and expression, and effectively integrates required reading with the objectives of the assignment. Final paper may well lead to revision of some LCLC policies and procedures.
Grade of B+: highly reliable and effective tutoring, showing some originality in using and devising materials for tutoring sessions; observations about learner's work are generally very useful; sessions reports are thorough; tutor has invariably been prompt and flexible; written work meets high standards of insight and expression, and integrates required reading with the objectives of the assignment. Final paper may lead to revision of some LCLC policies and procedures.
Grade of B: reliable tutoring, generally following recommended books and techniques; observations about learner's work sometimes need clarification and sharpening, and/or sessions reports sometimes lack detail; tutor has generally been prompt and flexible; written work meets general but not top standards in terms of expression and argument, and/or required reading sometimes not fully integrated with the objectives of the assignment.
Grade of C+: adequate tutoring but not showing much originality in using and devising materials; observations often need amplification; session reports somewhat thin; tutor not always reliable; written work clearly short of highest standards and/or does not integrate required reading with the objectives of the assignment.
Grade of C: adequate tutoring but showing little or no originality in using and devising materials; observations frequently needed amplification; session reports thin; tutor not always reliable; written work clearly short of high standards and/or does not integrate required reading with the objectives of the assignment.
Grade of D and below: unsatisfactory tutoring; unreliable, diffuse reports; unresponsive to staff suggestions and assistance; poor written work, unresponsive to suggestions for improvement.
NOTE 1: Assessment. Your tutoring will be assessed on an on-going basis primarily by the Center staff, both as you are tutoring and in terms of the records you create based on your sessions. The staff members observe tutoring, discreetly and unobtrusively, and periodically sit in on the sessions of all of our tutors. From time to time a manager or lead tutor will stop by your table, say hello, and sit in for 10 minutes or so. (If you were taking tennis lessons, you'd want the coach to watch you play, and if the coach watched you play, you'd expect some feedback; friendly and supportive supervision is part of what the Literacy Center offers both learners and tutors.) Other tutors may also observe working pairs in order to gain valuable insight into the tutoring process. This is routine practice. In addition, after each evening of tutoring, you will fill out a session report on the work you and your learner completed and suggestions/lesson plans for the following session. Each session report from all tutoring sessions for all learner/tutor pairs are reviewed by the Center staff and the instructor on an ongoing basis; the reports constitute very important evidence of your tutoring skills, including the regularity and reliability of your attendance; promptness; willingness to adapt to the LCLC's needs; responsiveness to staff suggestions; thoroughness; resourcefulness; and attentiveness to learner's needs. Contributions to our regularly-scheduled meetings will also be factored into this part of your grade. If you sometimes tutor at another off-site location as directed by the LCLC staff because of space constraints, you will be asked to alternate the practice with tutoring on-site to enable observation. The LCLC supports its tutors with a trained, highly experienced staff. You should not feel that observation is an intrusion; it is a necessary part of what we do.
NOTE 2: It is assumed that you have a copy of this syllabus no later than the end of the second week of the semester, that you will have determined how many hours of credit you wish to earn, and that you understand and agree to abide by the rules governing this internship/tutorial and the regulations of the LCLC as explained to you during orientation sessions. You are required to email the instructor with an acknowledgement of your understanding and acceptance of all the terms of the syllabus.
NOTE 3: Absences. You are required to tutor one or two nights a week, depending on the number of credits for which you are registered. If you are ill, you must phone the manager at 773-508-2330 or email the manager at locolice@gmail.com to report that you will be absent; you must make up the tutoring session at a later date. If your regular learner is ill and notifies you, you must still come to the Center where you will be assigned to tutor a different learner, to observe another tutor-learner pair and write a report, or to perform some other task for the Center (filing, typing, etc.). You may also report absences via Facebook.
NOTE 4: If you are a returning tutor, your grading criteria may be altered to suit the course work agreed on in conference with the instructor.
NOTE 5: Academic integrity. Please be advised that the Dean of the College of Arts and Sciences instructs all instructors at Loyola University Chicago to make their students aware of the penalties for any form of academic dishonesty as those penalties are outlined in the Undergraduate Studies Catalogue and on the Department of English webpage. It is assumed that you are familiar with these penalties; if you have any questions about fair use of material, contact the instructor. See the website at http://www.luc.edu/english/writing.shtml and the section “The Use and Misuse of Source Materials” for examples of what is and what is not plagiarism.
The English language research community has strict standards regarding plagiarism (to use or appear to use another’s words or ideas without proper credit to the source.). Proper documentation techniques must always be followed when using outside sources. University policy requires that a report be sent to the chairperson of the course in which the student is enrolled for any instance of plagiarism. Plagiarism will result in a student’s failing the paper and the course.
It is the policy of this instructor that students enrolled in their first semester at Loyola will receive a failing grade on the assignment and will not be permitted to revise it. In addition, their final grade will be lowered by one step (from a C to a C-, for example). Students enrolled in their second and subsequent semesters at Loyola will fail the course, as will first semester students who have engaged in egregious examples of plagiarism. to fail for the course any student who submits
College of Arts & Sciences Statement on Academic Integrity
A basic mission of a university is to search for and to communicate the truth as it is honestly perceived. A genuine learning community cannot exist unless this demanding standard is a fundamental tenet of the intellectual life of the community. Students of Loyola University Chicago are expected to know, to respect, and to practice this standard of personal honesty.
Academic dishonesty can take several forms, including, but not limited to cheating, plagiarism, copying another student’s work, and submitting false documents. Academic cheating is a serious act that violates academic integrity. Cheating includes,
but is not limited to, such acts as
• Obtaining, distributing, or communicating examination materials prior to the scheduled examination without the consent of the teacher
• Providing information to another student during an examination
• Obtaining information from another student or any other person during an examination
• Using any material or equipment during an examination without consent of the instructor, or in a manner which is not authorized by the instructor
• Attempting to change answers after the examination has been submitted
• Unauthorized collaboration, or the use in whole or part of another student’s work, on homework, lab reports, programming assignments, and any other course work which is completed outside of the classroom
• Falsifying medical or other documents to petition for excused absences or extensions of deadlines
• Any other action that, by omission or commission, compromises the integrity of the academic evaluation process
Plagiarism is a serious form of violation of the standards of academic dishonesty. Plagiarism is the appropriation of ideas, language, work, or intellectual property of another, either by intent or by negligence, without sufficient public acknowledgement
and appropriate citation that the material is not one's own. It is true that every thought probably has been influenced to some degree by the thoughts and actions of others. Such influences can be thought of as affecting the ways we see things and express all thoughts. Plagiarism, however, involves the taking and use of specific words and ideas of others without proper acknowledgement of the sources, and includes the following:
• Submitting as one's own material copied from a published source, such as print, internet, CD-ROM, audio, video, etc.
• Submitting as one's own another person's unpublished work or examination material
• Allowing another or paying another to write or research a paper for one's own benefit
• Purchasing, acquiring, and using for course credit a pre-written paper:
The above list is in no way intended to be exhaustive. Students should be guided by the principle that it is of utmost importance to give proper recognition to all sources. To do so is both an act of personal, professional courtesy and of intellectual honesty. Any failure to do so, whether by intent or by neglect, whether by omission or commission, is an act of plagiarism. A more detailed description of this issue can be found at http://luc.edu/english/writing.shtml#source .
In addition, a student may not submit the same paper or other work for credit in two or more classes without the expressed prior permission of all instructors. A student who submits the same work for credit in two or more classes without the expressed prior permission of all instructors will be judged guilty of academic dishonesty, and will be subject to sanctions described below. This applies even if the student is enrolled in the classes during different semesters. If a student plans to submit work with similar or overlapping content for credit in two or more classes, the student should consult with all instructors prior to submission of the work to make certain that such submission will not violate this standard.
Plagiarism or any other act of academic dishonesty will result minimally in the instructor’s assigning the grade of "F" for the assignment or examination. The instructor may impose a more severe sanction, including a grade of “F” in the course. All instances of academic dishonesty must be reported by the instructor to the chairperson of the department involved, and to the Dean of the College of Arts and Sciences. The chairperson may constitute a hearing board to consider the imposition of sanctions in addition to those imposed by the instructor, including a recommendation of expulsion, depending on the seriousness of the misconduct. In the case of multiple instances of academic dishonesty, the academic dean of the student's college may convene a hearing board.
Students have the right to appeal the decision of the hearing board to the academic dean of the college in which they are registered. The decision of the dean is final in all cases except expulsion. The sanction of expulsion for academic dishonesty may be imposed only by the Provost upon recommendation of a dean. Students have a right to appeal any finding of academic dishonesty against them. The procedure for such an appeal can be found at http://www.luc.edu/academics/catalog/undergrad/reg_academicgrievance.shtml .
The College of Arts and Sciences maintains a permanent record of all instances of academic dishonesty. The information in that record is confidential. However, students may be asked to sign a waiver which releases that student’s record of dishonesty as a part of the student’s application to a graduate or professional school, to a potential employer, to a bar association, or to similar organizations.
Approved by the CAS Council of Chairs & Program Directors on 9/17/07; Endorsed by the CAS Academic Council on 9/19/07
http://luc.edu/cas/pdfs/CAS_Academic_Integrity_Statement_December_07.pdf; http://www.luc.edu/cas/faculty_resources.shtml
