Course Syllabus

University of Minnesota—Twin Cities

Syllabus for Spring Semester 2019

ENGL 1001 W, Sections 705, 706 and 707

Introduction to Literature: Poetry, Drama, Narrative

Credits: 4

U of M Liberal Education Requirements Met: Literature, Writing Intensive

 

Instructor:  Patricia Nygren

Email:  nygre005@umn.edu or pnygren@farmington.k12.mn.us

Phone:  (651) 252-2721

Classroom:  Room 2206, Farmington High School, 20655 Flagstaff Avenue, Farmington, MN

Meeting Days:  M-W-F (occasionally a day will vary)

Office Hours:  T-Th and by appointment

Texts: 

Allison, Dorothy.  Bastard Out of Carolina.  Plume Printing, 1992. 

Baldwin, James.  Giovanni’s Room.  Delta Trade Paperbacks, 1956.

Dangarembga, Tsitsi.  Nervous Conditions.  Ayebia Clarke Publishing, 1988.

Faulkner, William.  As I Lay Dying.  Vintage Books, 1957.

Hacker, Diana, and Nancy Sommers.  A Pocket Style Manual.  Bedford/St. Martins, 2015.

Hwang, David Henry.  M. Butterfly.  Dramatists Play Service, 1988.

King, Thomas.  Green Grass, Running Water.  Bantam Books, 1993.

Morrison, Toni.  Sula.  Vintage Books, 1973.

Oliver, Mary.  American Primitive.  Little, Brown, and Company, 1978.

Whitehead, Colson.  The Underground Railroad.  Anchor Books, 2016.

 

Course Description

This writing-intensive course is designed for students who wish to develop a foundational understanding of literary study, inquiry, and analysis. This course is organized around literary genres, and thus will introduce students to the fundamentals of fiction, poetry, and drama. This course will also question the boundaries of genre and of the category "literature" itself. Throughout the semester, we will reflect on the central questions: "What is Literature" and "Why do we study it"? After successfully completing this class, students will be equipped with the basic critical vocabulary and toolset for engaging in literary study. They will be prepared to analyze literary voice, tone, symbol, motif, theme, imagery, narrative, and form, among other literary aspects. They will also be equipped with several critical cultural lenses, among them gender, race, ethnicity, class, language, and national identity.

This college course contains three main foci:  the literature is multi-cultural; the writing is mainly informal; the learning is active, based on discussion.  Because this is a college course, students have more freedom and more responsibility for their own learning.  In addition, the books, plays, and poetry we read may contain mature themes and images.  We will read and discuss words, images, and ideas that are much different than those normally encountered in high school literature.  We will entertain ideas, perspectives, and experiences different from, and perhaps opposed to, our own.  Expect to encounter things that may enlighten or offend you.

Course Expectations

Through intensive, close reading of a range of literary works, students will understand diverse experiences, languages, forms, and genres.  They will also find it necessary to understand knowledge in various fields (history, art, literature, music, politics, and philosophy) and social practices (gender, sexuality, class, and more) in order to understand the basic “facts” of literary works.  These are discoveries which students will make through the guidance of the instructor, other students, and themselves.  In the end, they will gain an awareness of themselves, other cultures, and other individuals; they will gain an ability to think critically and to express themselves orally and in writing; they will gain aesthetic sensitivity; and they will acquire or further develop their intellectual curiosity and perhaps be challenged by the remarkable range of knowledge available through literature.

Course Objectives

1. To practice and obtain analytical discussion skills.
2. To apply critical theories in both discussion and written work.
3. To evaluate the literary merit of works read and move beyond making unsupported value judgments about the readings—beyond “I liked or disliked this book.”
4. To formulate a stance on readings and defend it through the text, personal experience, and/or current and historical events.

Teaching Philosophy

As a teacher I see myself much like a tour guide on an expedition.  My students and I are embarking on an adventure together—an area of study which we wish to explore.  I have specific knowledge and understanding of our subject matter and will choose a viable route so that everyone involved in the classroom journey has the opportunity to find success.  This means that on this journey there will be planned sightseeing stops or points of entry into the curriculum, lectures, and significant time for questions and discussion.  My students are not just sightseers, however.  They play an essential and active role in our journey.  They do the work.  My job is to encourage and to push my students to strive beyond their comfort zones, so that when they leave my classroom, they can mount their own expeditions of discovery.  Teaching is as much about learning as it is about imparting information to others; therefore, as a guide, I model reading, writing, and thinking analytically, but as a fellow learner, I share in the excitement of new discoveries.  Ultimately, teaching is creating a learning community, where ideas and discourse are honored and celebrated.  The joy of teaching is taking that trip with my students. 

Class Format

The format of this class is somewhat nontraditional.  Your skills, motivation, and work ethic are assumed to be high.  We will not have remedial activities, “busy work,” or other activities that do not fully support our tasks:  reading, interpreting, discussing, and writing about literature.  The majority of time you spend related to this course will be outside of class, reading and responding to literary and critical texts.  While reading, you will write responses to the reading in a notebook.  The notebook will be read and evaluated by peers and the instructor.

Reading Overview

At the college level, just “reading” a book is of little value.  The fact that you’ve “read” through its pages makes little difference to the class or lifting your grade above an “F.”  Instead, you are expected to be able to discuss the text, allude to its passages, compare it to other things, identify issues and ideas, subject it to various critical approaches, internalize it, and more.  When you are able to do these things, then you have read the book.

Critical Perspectives

Students are expected to engage in the literature not only through close reading to identify issues and the author’s craft, but to analyze the text using critical theories, including archetypal, feminist, Marxist, deconstructionist, psychoanalytical, post-colonial, cultural continuance, reader response, and new historicism.  In other words, we will examine literature through many “lenses” or perspectives.  Themes for examination run the gamut from ideology and literary merit to desire, gender, the canon, and class.  This means we will not just read the stories to see “what happened” or “who did what to whom,” but we will read and discuss stories as they relate to ideas and issues that create the worlds in which we live.

Reading Notebook Overview

Quality notebook entries are essential in this course.  In addition to allowing the writer to display thought and interaction with the texts while reading, they provide foundation and details for classroom discussion and fodder for further writing.

• You should have a minimum of two notebook entries (averaging three pages each) per week. Each entry should be a prose style—sentences/paragraphs—unless instructed otherwise.  Each entry should be clearly marked with a date and separate from the others.
• Entries should use page numbers and partial quotations from the novels with frequency. In doing so, you will be better equipped with details during discussions or when collecting evidence for collaborative projects.
• The entries will vary between subjects of your choosing, prompts provided by your instructor, and classroom discussions.
• Your reading notebook may be collected at any time. If you do not have it with you when requested, you will not receive credit for the notebook.  In addition, there will be a formal notebook collection that is announced in advance.  In each case, your notebook will be assessed based on both the quantity and quality of entries.
• Your instructor will provide substantial feedback on notebook entries. You are expected to reflect on that feedback and to demonstrate improvement in your thinking and writing over the course of the semester.
• All entries must be word processed.

A handout outlining specific criteria for this assignment will be provided during the first week of class.  In addition to the required reading notebook, I encourage all readers to jot down character names, places, and important details as you meet them in the text.  For example, as you encounter details, add them, and the page number, to a list beneath the character’s name.  This is not part of your grade in class, but it will help you to focus on the details in the text, aiding in your overall understanding.  These notes will be extremely useful when you pull ideas together for your notebook entries.

Reading Notebook Portfolio Overview

At the end of the course, you will compile, revise, and edit a collection of your best notebook entries.  You will introduce each entry and reflect on how each demonstrates your growth as a reader of modern fiction.  This will be your opportunity to consider the course goals and comment on your learning this semester.  This portfolio will also act as a cover letter for your course materials, which you will save and, if need be, present to the college you attend next year as evidence of your work in this class.

Reading Notebook Portfolio Evaluation

“A” Portfolio is superior.  It is truly a thinking document that demonstrates intellectual growth and risk-taking.  The quality of all types of entries is outstanding.  The writer tackles tough issues, explores original topics, and carefully develops textual support for his/her ideas.  The writer demonstrates flexibility in thinking by writing many types/styles of entries.  This student is obviously engaged with course texts, materials, and discussion.  S/he has put a great deal of time and effort into his/her notebook.

“B” Portfolio is very well done.  It demonstrates higher level thinking, but not as consistently as in the “A” portfolio.  The writer may select entries that are not as challenging, original, or difficult as those developed in an “A” portfolio, but a high level of engagement with the class material and discussions is evident.

“C” Portfolio is complete.  Work may be inconsistent, with some originality and critical thinking, but frequent mediocrity.  Entries may not move much beyond plot summary, only limited types of entries may be explored, and they may just regurgitate class discussion.  Entries may seem rushed and to have broad generalizations with little textual exploration or support.

“D” or “F” Portfolio is incomplete, submitted late, or may show little original or complex thinking.

Discussion Overview

In class, much of our time will focus on discussing issues and ideas raised in the novels.  Every student is expected to participate in discussion activities, both large and small group.  Good discussion skills include regular participation; thoughtful, well-founded contributions (not just talking a lot); listening attentively; and responding intelligently to others’ ideas.  An individual or small group of students will sometimes be asked to lead discussions.

I encourage all of you to spend some time thinking about the nature of class discussions in other courses and your participation in them.  Students who think of themselves as “shy” or “quiet,” who have typically been reluctant to speak in class, will need to change their perceptions in this course.  At the level of academic inquiry expected in this course, the purpose of oral discussion of literature is to enlarge the scope of the student’s understanding in a very immediate and (to an extent) ephemeral way.  When discussions work correctly, students leave with more ideas, more questions, and more possibilities in their thinking than when they came in.  To achieve the widest range of thinking, all students must participate.  Furthermore, I believe you will find your own education deepened when you participate in a good class discussion.  Unlike turning in a formal essay, participating in class discussion affords you immediate response and feedback to your ideas.  For example, someone in the class might revise your idea slightly to be more specific, or another student might be able to explain how your idea also works in another situation or another piece of literature.  Another classmate might ask you a question about your observation that helps you to clarify your own thinking.  In each of these cases, your participation in an active class discussion has made your thinking broader and deeper.

Here are five questions I will ask myself (and sometimes ask you) at the end of a class discussion to help me evaluate how we’re doing as a class:

1. Did everyone speak?
2. Were my questions open ended?  Were they questions that I didn’t know “The Answer” to, or were they actually my interpretation of the text rephrased and masquerading as a question?
3. Did students speak to each other rather than funnel everything through me?
4. Did people disagree?  Did they model respectful disagreement?
5. Were students listening to each other, not just listening to me?

Course Requirements

The following contribute to success in this course:

• Thorough preparation—the time commitment averages three to four hours of preparation for every class.
• Active participation in group discussions and activities.
• Satisfactory completion of the reading notebook in accordance with instructions.
• Final submission of the reading notebook portfolio.

Grading

• Reading Notebook, including the Portfolio—about 60%
• Class Discussion—about 35%
• Short, connecting activities, including Quizzes—about 5%

Work turned in after the due date will be reduced ten percent per day.  (Late work/make-up work will not be reduced more than 50 percent.)

Extra credit will not be available in this course.

Upon successful completion of this course, students will receive four semester credits from the University of Minnesota, College of Continuing Education.  Credits are paid for by the Farmington School District.  These credits may be transferred to other colleges or universities via an official University of Minnesota transcript.  Students also receive 1.5 English credits toward graduation at Farmington High School. 

Plagiarism

Plagiarism is the deceptive use of someone else’s words or ideas as if they were your own.  Plagiarism is considered to be theft, lying, and cheating all rolled up into one.  In this University of Minnesota course, the consequences for plagiarism include failure and removal from the course.  These consequences are real.  (Note the University’s Scholastic Dishonesty policy on Page 9 of this syllabus.)

***Students must submit all notebook entries to Turnitin.

Course Materials

• Three ring binder divided into the following sections:
• Handouts (Your syllabus goes in this section, along with any other handouts for the course.)
• Reading Notebook (This is graded.)
• Novel Notes (These are the notes you take while reading—these are for you and not graded.  These do not need to be word processed.)
• Class Notes (Again, these are for you.  They are not graded, but thorough notes will aid in future assignments and discussions.)
• Reading Notebook Portfolio (This section will be empty until the end of the course.  Upon completing the portfolio, you will place it at the beginning of your binder where it will serve as a cover letter for all of your work.)
• Post-it Notes to mark passages in the books.
• Copies of required texts.  (You may use the school’s books or you may purchase your own, in which case you could write notes directly in the books.)
• Access to the Internet for research and course activities.

Online Resources

All course materials, including grades, and many course activities will be posted online. 

Sign in at MyU Home (https://twin-cities.umn.edu/) to access our course Canvas site.

 

College in the Schools Website:

http://www.cce.umn.edu/College-in-the-Schools/

 

CIS Field Days

As U of M students, you should expect to spend time on campus.  College in the Schools Field Day events are opportunities to become acquainted with the University of Minnesota Twin Cities Campus, meet your fellow CIS classmates from the greater metropolitan area, and use the expertise and experience you have gained in the CIS course.

 

Tentative Schedule

Novels must be read by the first date listed and at least one notebook entry must be completed.

Jan. 25 – Feb. 1           Introductory Work/American Primitive

Feb. 4 – Feb. 15          As I Lay Dying

Feb. 11                        Notebook Check

Feb. 19 – Mar. 1         Sula

Feb. 25                        Notebook Check

Mar. 4 – Mar. 15         Nervous Conditions

Mar. 11                       Notebook Check

Mar. 18                       CIS Field Day

Mar. 20 – April 6        Giovanni’s Room

April 1                         Notebook Check

April 8 – April 19       Green Grass, Running Water

April 16                       Notebook Check

April 23 – May 3        Bastard Out of Carolina

April 29                       Notebook Check

May 6 – May 17         M. Butterfly

May 13                        Notebook Check

May 20 – May 31       The Underground Railroad

May 24                        Notebook Check

May 31                        Reading Notebook Portfolio Due

June 4                          Pick up Portfolios and Grades

 

Inclusivity Statement

You are a diverse group of students, even if on the surface you may appear more or less homogeneous.  Diversity is a strength in our society.  In this class, you will be expected to maintain an open mind to the differences around you, and you are encouraged to place a positive value on those differences.

Racism, sexism, homophobia, classism, ageism, and other forms of bigotry are inherent in our culture.  We need to learn how to recognize and address statements of these attitudes so that our classroom can be as inclusive as possible.  Students are encouraged to acknowledge diversity by listening actively to one another.  It is especially important that you listen to students whose opinions differ from your own, arguing with the opinions while remaining respectful of the individual.

All of us learn in different ways and with varying degrees of success.  If you know of any factors in your life which hinder your abilities to learn up to your potential in this course, please notify me at once.  If these factors are recognized disabilities under the ADA, please provide me with appropriate notification.  If they fall outside official categories, stop by and discuss them with me so that we may arrive at a satisfactory program of study/performance for you in this course.  (Note the Disability Accommodations policy on page 11 of this syllabus.)

Insider Information

In addition to academic gifts and work ethic, another important skill of successful college students is trying to determine the instructor’s quirks, hidden agendas, and classroom systems.  In order to save you time and energy in reading me correctly, I will tell you things about myself that could possibly influence grading and relating to one another in the classroom:

• I value people being kind to one another, not only in the physical things we do for each other—opening doors, picking up items, saying thank you—but by respecting each other’s minds, perspectives, backgrounds, and worldviews.
• I value open-mindedness.
• I appreciate authentic, energetic contributions in class discussions.  This can be a combination between your observations of the world, your personal experience, or references to other literary works, but always, always, always go to the text at hand to support any assertions you make.  Our focus should always be on the text.
• I love specific details.  Quote copiously and accurately.
• Be sure to explain the significance of your examples and quotations.  This is the key to a high grade in this class.
• I appreciate when students make this class a priority.  I do not appreciate other school activities appearing to be more important.
• In grading, I reward clear evidence of students spending time with the ideas and texts.  To the contrary, I penalize the evidence of lack of time spent with ideas and texts.
• In grading, those students who are gone frequently will simply not receive strong grades.
• I value creativity and freshness in perspective.  I value the demonstration of going way beyond what is required simply to sate your own hunger for knowledge.
• Talk to me.  If you have questions or concerns, please talk to me about them.
• If you discover a fun connection or a new twist, share it with our class.  Let’s celebrate this journey together!  I love ah-ha moments, and I’ll be sharing mine with you.
•  I do not enjoy working with those who make excuses for their behavior, shortcomings, or actions:  “My mom said she would wake me up, but she didn’t.”  Or, “I had the paper finished, but then the computer crashed.”
• I enjoy working with people who take responsibility for their actions:  “The paper was due.  I did not finish it.  What are the consequences?”  We all struggle with the desire to shift blame, but we all grow when we avoid doing so and accept responsibility for our actions and choices.
• I do not enjoy spending my time on things that you have not spent time on.  I reject scribbled-down, last-minute, turn-something-in-so-I-don’t-get-a-zero type of work.  I also reject superficial, go-through-the-motions-and-act-like-I’ve-read-the-text-when-I-really-haven’t type of comments during class discussions.  Both of these approaches are almost always obvious to those who have spent the time with the reading and writing.  Just acknowledge when you’ve not done things, accept the consequences, and let’s move on.
• Be sure to follow all my directions exactly, especially those presented on written handouts.  It really bugs me when students do not take the time to understand and fulfill the assignment.
• I consider email a necessary but hated tool.  Do not send your essays or notebooks to me via attachments to emails.  My blood pressure will go up.  Emergencies are, of course, the exception.
• I believe our class should be a safe place for everyone, a community of learners.  I will not tolerate gossip (in any form) outside our class session.  Talk about our books.  Do not talk about people.
• This class is important to me.  I enjoy studying literature with my students.  I want you to enjoy it too.
• I’m willing to laugh at myself.  Don’t worry.  It’s contagious.

 

University of Minnesota, Twin Cities Campus Academic Policies, Spring 2019

Student Conduct Code

The University seeks an environment that promotes academic achievement and integrity, that is protective of free inquiry, and that serves the educational mission of the University. Similarly, the University seeks a community that is free from violence, threats, and intimidation; that is respectful of the rights, opportunities, and welfare of students, faculty, staff, and guests of the University; and that does not threaten the physical or mental health or safety of members of the University community.

As a student at the University you are expected adhere to Board of Regents Policy: Student Conduct Code. To review the Student Conduct Code, please see: http://regents.umn.edu/sites/regents.umn.edu/files/policies/Student_Conduct_Code.pdf.

Note that the conduct code specifically addresses disruptive classroom conduct, which means "engaging in behavior that substantially or repeatedly interrupts either the instructor's ability to teach or student learning. The classroom extends to any setting where a student is engaged in work toward academic credit or satisfaction of program-based requirements or related activities."

Use of Personal Electronic Devices in the Classroom

Using personal electronic devices in the classroom setting can hinder instruction and learning, not only for the student using the device but also for other students in the class. To this end, the University establishes the right of each faculty member to determine if and how personal electronic devices are allowed to be used in the classroom. For complete information, please reference: http://policy.umn.edu/education/studentresp.

Scholastic Dishonesty

You are expected to do your own academic work and cite sources as necessary. Failing to do so is scholastic dishonesty. Scholastic dishonesty means plagiarizing; cheating on assignments or examinations; engaging in unauthorized collaboration on academic work; taking, acquiring, or using test materials without faculty permission; submitting false or incomplete records of academic achievement; acting alone or in cooperation with another to falsify records or to obtain dishonestly grades, honors, awards, or professional endorsement; altering, forging, or misusing a University academic record; or fabricating or falsifying data, research procedures, or data analysis. (Student ConductCode: http://regents.umn.edu/sites/regents.umn.edu/files/policies/Student_Conduct_Code.pdf) If it is determined that a student has cheated, the student may be given an "F" or an "N" for the course, and may face additional sanctions from the University. For additional information, please see: http://policy.umn.edu/education/instructorresp.

The Office for Community Standards has compiled a useful list of Frequently Asked Questions pertaining to scholastic dishonesty: https://communitystandards.umn.edu/avoid-violations/avoiding-scholastic-.... If you have additional questions, please clarify with your instructor for the course. Your instructor can respond to your specific questions regarding what would constitute scholastic dishonesty in the context of a particular class-e.g., whether collaboration on assignments is permitted, requirements and methods for citing sources, if electronic aids are permitted or prohibited during an exam.

Makeup Work for Legitimate Absences

Students will not be penalized for absence during the semester due to unavoidable or legitimate circumstances. Such circumstances include verified illness, participation in intercollegiate athletic events, subpoenas, jury duty, military service, bereavement, and religious observances. Such circumstances do not include voting in local, state, or national elections. For complete information, please see: http://policy.umn.edu/education/makeupwork.

Appropriate Student Use of Class Notes and Course Materials

Taking notes is a means of recording information but more importantly of personally absorbing and integrating the educational experience. However, broadly disseminating class notes beyond the classroom community or accepting compensation for taking and distributing classroom notes undermines instructor interests in their intellectual work product while not substantially furthering instructor and student interests in effective learning. Such actions violate shared norms and standards of the academic community. For additional information, please see: http://policy.umn.edu/education/studentresp.

Grading and Transcripts

The University utilizes plus and minus grading on a 4.000 cumulative grade point scale in accordance with the following:

A	4.000 - Represents achievement that is outstanding relative to the level necessary to meet course requirements
A-	3.667
B+	3.333
B	3.000 - Represents achievement that is significantly above the level necessary to meet course requirements
B-	2.667
C+	2.333
C	2.000 - Represents achievement that meets the course requirements in every respect
C-	1.667
D+	1.333
D	1.000 - Represents achievement that is worthy of credit even though it fails to meet fully the course requirements
S	Represents achievement that is satisfactory, which is equivalent to a C- or better.

For additional information, please refer to: http://policy.umn.edu/education/gradingtranscripts.

Sexual Harassment

"Sexual harassment" means unwelcome sexual advances, requests for sexual favors, and/or other verbal or physical conduct of a sexual nature. Such conduct has the purpose or effect of unreasonably interfering with an individual's work or academic performance or creating an intimidating, hostile, or offensive working or academic environment in any University activity or program. Such behavior is not acceptable in the University setting. For additional information, please consult Board of Regents Policy: https://regents.umn.edu/sites/regents.umn.edu/files/policies/Sexual_Harassment_Sexual_Assault_Stalking_Relationship_Violence.pdf

 

Sexual assault, sexual harassment, stalking and relationship violence

In my role as a University employee, I am required to share information that I learn about possible sexual misconduct with the campus Title IX office that addresses these concerns. This allows a Title IX staff member to reach out to those who have experienced sexual misconduct to provide information about the personal support resources and options for investigation that they can choose to access. You are welcome to talk with me about concerns related to sexual misconduct. Within the requirements of my job, I will be as responsive to your requests for confidentiality and support as possible. You can also or alternately choose to talk with a confidential resource that will not share information that they learn about sexual misconduct. Confidential resources include The Aurora Center, Boynton Mental Health and Student Counseling Services.

Equity, Diversity, Equal Opportunity, and Affirmative Action

The University provides equal access to and opportunity in its programs and facilities, without regard to race, color, creed, religion, national origin, gender, age, marital status, disability, public assistance status, veteran status, sexual orientation, gender identity, or gender expression. For more information, please consult Board of Regents Policy: http://regents.umn.edu/sites/regents.umn.edu/files/policies/Equity_Diversity_EO_AA.pdf.

Disability Accommodations

The University of Minnesota views disability as an important aspect of diversity, and is committed to providing equitable access to learning opportunities for all students. The Disability Resource Center (DRC) is the campus office that collaborates with students who have disabilities to provide and/or arrange reasonable accommodations. 

• If you have, or think you have, a disability in any area such as, mental health, attention, learning, chronic health, sensory, or physical, please contact the DRC office on your campus (UM Twin Cities - 626.1333) or CIS Associate Director, Jan Erickson (j-eric1@umn.edu or 612.624.9898), to arrange a confidential discussion regarding equitable access and reasonable accommodations. 
• Students with short-term disabilities, such as a broken arm, canoften work with instructors to minimize classroom barriers. In situations where additional assistance is needed, students should contact the DRC as noted above.
• If you are registered with the DRC and have a disability accommodation letter dated for this semester or this year, please contact your instructor early in the semester to review how the accommodations will be applied in the course. 

Additional information is available on the DRC website: (UM Twin Cities - https://diversity.umn.edu/disability/ ) or e-mail (UM Twin Cities - drc@umn.edu) with questions.

Mental Health and Stress Management

As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance and may reduce your ability to participate in daily activities. University of Minnesota services are available to assist you. You can learn more about the broad range of confidential mental health services available on campus via the Student Mental Health Website: http://www.mentalhealth.umn.edu.

Academic Freedom and Responsibility: for courses that do not involve students in research

Academic freedom is a cornerstone of the University. Within the scope and content of the course as defined by the instructor, it includes the freedom to discuss relevant matters in the classroom. Along with this freedom comes responsibility. Students are encouraged to develop the capacity for critical judgment and to engage in a sustained and independent search for truth. Students are free to take reasoned exception to the views offered in any course of study and to reserve judgment about matters of opinion, but they are responsible for learning the content of any course of study for which they are enrolled.*

Reports of concerns about academic freedom are taken seriously, and there are individuals and offices available for help. Contact the instructor, the Department Chair, your adviser, the associate dean of the college, or the Vice Provost for Faculty and Academic Affairs in the Office of the Provost. [Customize with names and contact information as appropriate for the course/college/campus.]

* Language adapted from the American Association of University Professors "Joint Statement on Rights and Freedoms of Students".

Spring 2019 Policies