EngL 3040                                                                             Prof. Siobhan Craig     

Film Topics Seminar                                                             Department of English

Spring 2021                                                                          email: craig026@umn.edu

Fully online                                                                           office hours: after class

Thursdays 5-7:30                                                                   and by appointment

                                                                                                           

The City as Star

 

This course will look at cinematic representation of urban life across several different periods, beginning with silent film.  How does the camera imagine city spaces and the people who live in them? What are the epistemological, affective, aesthetic and political constructions that define the filmed city (or fail to?)  A central focus will be on race, gender, sexuality and class in connection to how different filmmakers think about urban spaces. Other topics to be considered include, among others: urban rhythms, both organic and mechanical, and montage; the camera’s epistemological ambivalence, both extending and limiting vision, offering ostensible “reality” in highly mediated context; the filmed city as an epistemological puzzle, offering both new kinds of surveillance, and new ways to “hide” from power; the filmed city as historiographic symbol. 

 

The course will introduce films from a variety of national cinemas and historical periods, from the 1920s to the present, including both mainstream Hollywood cinema and the avant-garde. Readings represent a wide range of points of view and theoretical agendas. We will view films ranging from Russian Formalism in the early 20^thC to Expressionism, Neorealism, Film Noir, avant-garde and postmodern cinema.

We will explore different ways of “reading” cinema, the historical contexts surrounding particular films, and some of the theoretical debates that characterize the field of cinema studies.

 

 I encourage each of you to be an active spectator. As you watch the films, think about your responses. How do films manipulate us—emotionally, aesthetically, politically? How are our expectations satisfied or challenged? What codes are at work?

 

Films: available at http://dcl.elevator.umn.edu/,

You will find direct links to each film within the course schedule (weekly modules) on the canvas site home page.  Please watch each film in its entirety by the date given on the syllabus, taking brief notes.

 

Dziga Vertov              Man With a Movie Camera (1929)

Sergei Eisenstein        Battleship Potemkin (1924) clip, shown during class time.

Fritz Lang                   M (1931)

                                    Metropolis (1927) clip, shown during class time.

Charlie Chaplin           Modern Times (1936) clip, shown during class time.

Vittorio De Sica          Bicycle Thieves (1948)          

Roberto Rossellini      Rome, Open city (1945)

Roberto Rossellini      Germany Year Zero (1948) clip, shown during class time.

Billy Wilder                A Foreign Affair (1948) clip, shown during class time.

Carol Reed                  The Third Man (1948)

Alain Resnais              Hiroshima mon amour (1959)

Chris Marker               La Jetee (1962)                                  

Gillo Pontecorvo         The Battle of Algiers (1966)

Stephen Frears            My Beautiful Launderette (1985)

Wim Wenders             Wings of Desire (1987)

Spike Lee                    Do The Right Thing (1989)                                       

Cheryle Dunye            The Watermelon Woman (1996)                                            

Barry Jenkins              Moonlight (2016)

 

Readings: on e-reserve site, accessible via your moodle page

 

Edgar Allen Poe          The Man in the Crowd                       

Michel Foucault          Panopticism

Martin Berger             Race, Visuality and History

Rahul Gairola              Capitalist Houses, Queer Homes: My Beautiful Launderette

Georges Toles             Adding Up the Gestures: What we see of Harry Lime

Laura Sullivan             Chasing Fae: Watermelon Woman and Black Lesbian Possibility

Roger Cook                 Angels, fiction, history in Berlin: Wim Wenders' Wings of Desire

Susan Hayward           Cinema Studies: the Key Concepts (ebook) Read entries as described in syllabus. 

Yale Film Website      https://filmanalysis.yale.edu/

 

 

Course requirements:

 

“Zoom fatigue” is a very real problem; it is difficult to maintain concentration for long periods.  Therefore, our weekly class time this semester will be shorter than the regular 2.5-hour block. Our usual pattern will be to meet for a total of 90 minutes of class time, in two 45-minute segments, with a 15 minute break in between.  I hope that this will help us all to remain energetic participants in the course.  Because we will have less time for discussion, I have also greatly reduced the readings and the number of formal writing assignments.  You will be able to watch all the films online. (See above.)

 

There will be two papers, which will be graded.  You will receive detailed written assignment sheets for each paper, which will be posted on the course Canvas site, which is also where you will turn in the assignment.  You will bring a one-page prospectus on the date indicated, to be discussed in small breakout groups. Due dates are given in the class schedule below.

 

Paper 1: (3-4 pages) A detailed analysis of a scene from one of the films, paying attention to film-specific terminology and categories of analysis, and a brief discussion of the function of the scene in the film as a whole.  How do specific visual choices affect us intellectually or emotionally?

Paper 3:  (5-7 pages) A discussion of two or more films in relation to each other and the larger themes of the course.  For example, how is race represented in relation to the city? How do cities shape the individual’s relationship to the power of the state?  How are urban spaces gendered?  There are many possible topics.

 

Discussion posts on Canvas

You will post a short (200-500 words) weekly response to films and readings to the course Canvas site.  (Post under numbered Discussions.)  The responses should be informal discussions of the film and/or readings for that week.  These responses are relatively unstructured; they are designed to allow you to explore your own interests in an informal way.  Lack of a formal structure, however, does not imply casualness or low expectations; the weekly responses, though brief, should show original thought and engagement with the course material.  One approach might be to briefly discuss a particular scene—or even a single shot—from that week’s film; alternatively, you could consider a passage or two from the readings or briefly discuss a historical or political issue raised by the film.  I will post short prompts on Canvas every week, but I think you will get more out of the responses if you focus on things that particularly interest you.  Responses should be posted by 8 PM on Wednesdays.  After you have posted to that week’s discussion you will have access to all the posts.  In addition, you will respond to other student posts in a structured way: you should reply to or comment on at least two posts by classmates each week, preferably more.  Since we are meeting remotely, I hope this will increase dialogue among you.  Needless to say, all posts must be constructive in tone.  The responses on the canvas site will not be graded individually, but will be included in the 30% of your grade also comprised by participation and quizzes. 

 

Quizzes

You will have a total of six quizzes, given randomly over the course of the semester.  Each quiz will have two brief questions, which will be easy to answer if you have completed all the reading/viewing assignments.  Your lowest quiz score will be dropped.

 

During our Zoom meetings you will have frequent short, informal and ungraded writing assignments, many of which will be shared and discussed in small breakout groups.  

I encourage each of you to participate at least once per class during our full-class Zoom discussions, as well as in small groups. 

I am counting on your engagement and energy to make this class fun, despite the Covid-related restrictions.  The atmosphere in our Zoom classes will be informal and relaxed, and I hope we’ll have lots of great conversations.

 

Attendance

This will be primarily a discussion class: attendance via Zoom is therefore particularly important.  However, given the Covid epidemic, I am willing to be flexible.  If you must miss a Zoom class for a legitimate reason (i.e., illness, university sponsored events, or other reasons as listed on p. 7 below) please notify me beforehand by email if possible,  In this era of Covid, documentation requirement for health absences are waived.  Unexcused absences may affect your grade: if you miss more than two classes your final grade will go down by one half grade, and half a grade for every missed class after that.  Written assignments must be submitted by the due date.  Please do be in touch with me by email if you must miss class, or anticipate difficulties with an assignment due date—this is the best way to avoid problems with your grade.  Please inform me right away if you are having technical difficulties with Zoom.  I hope all of you will attend class with video enabled.  Please let me know as soon as possible if that presents a problem for you.

 

If you have a disability, please let me know at the beginning of the semester; I am happy to make any necessary accommodations.  (See information about disability accommodations below.)

 

Please turn off social media during our Zoom class meetings.

 

Contact info and office hours

If you need to contact me, please do so over email.  I will respond within 48 hours.  (Please don’t call my office phone—I won’t be going there this semester, and won’t receive messages.)  I will generally be available for individual Zoom conversations (i.e. “office hours”) after our class meetings.  If that time doesn’t work for you, let me know and we’ll schedule a Zoom appointment.

 

Pronouns

 

My pronouns are she/her.  Please let me know your preferred name and pronouns, and I will be sure to address you accordingly.

 

Grade Distribution

Paper 1 will make up 30% of your final grade; the final paper will be 40%. Class participation, quizzes and required weekly canvas responses will determine the remaining 30%. 

 

This class complies with all relevant policies of the University of Minnesota and the College of Liberal Arts.  Policies are explained below, after the Course Schedule.  You are required to familiarize yourself with the contents by the second week of class.  Please ask me any questions you may have.  

 

Technology Requirements

These technical requirements will allow you to access the Canvas site successfully, send/receive online communications, complete assigned activities, and view multimedia content. 

• A U of M internet ID (your official U of M email address)
• Reliable, high-speed Internet access
• A supported web browser (Mozilla Firefox or Google Chrome are strongly recommended; if you’re a Mac user and you like Safari, you may run into problems at some point)
• Laptop, desktop or tablet with a webcam 

Student Writing Support:

Student Writing Support (SWS) offers free writing instruction for all University of Minnesota students—graduate and undergraduate—at all stages of the writing process. In collaborative consultations, SWS consultants from across the disciplines help students develop productive writing habits and revision strategies. Online consultation and appointments are available.  For more information, go to the SWS website or call 612-625-1893. In addition, SWS offers a number of web-based resources on topics such as avoiding plagiarism, documenting sources, and planning and completing a writing project.  I encourage you to make use of these resources as you write your papers.

You are expected to have read and viewed course material by the date indicated in the course schedule below.  Please be sure to give yourself adequate time to complete all assignments.  I hope you will enjoy the readings and movies.

Course Schedule:

 

January 21:                 Introduction; some film terminology and short clips.

                                    Sergei Eisenstein Battleship Potemkin (clip, shown during class)

           

January 28:                 Watch: Dziga Vertov Man With a Movie Camera

Read: Hayward, “editing/Soviet montage” (pp.109-113)

                                    Yale Film Website: Part 1 “Basic Terms”

 

February 4:                

Watch M; Metropolis clip; Modern Times (clip, shown during class) Read: Hayward, “German Expressionism” (pp.191-198;) Yale Film Website: Part 2 “mise en scene”

 

February 11:

Watch:  Bicycle Thieves; Read: Yale Film Website: Part 3 “Cinematography;” Edgar Allen Poe “The Man in the Crowd”

                       

February 18:               Watch: Rome, Open City; Germany Year Zero (clip, shown during class.)  Read: Foucault “Panopticon;” Yale Film Website: Part 4: “editing;” PROSPECTUS FOR PAPER ONE DUE

 

February 25:               Watch: The Third Man; A Foreign Affair (clip, shown during class.) Read: Toles “What We See of Harry Lime;” Yale Film Website: Part 5: “sound;”

 

March 4:                     Watch: Hiroshima mon amour; La Jetee; Read: Yale Film Website: Part 6 “analysis;” Hayward “Avant Garde”

PAPER ONE DUE

                                               

March 11:                   Watch: The Battle of Algiers; read Berger “Race, Visuality and History”

             

March 18:                   Watch: My Beautiful Launderette; Read: Gairola “Capitalist Houses, Queer Homes:

                       

March 25:                   Watch: Wings of Desire; Read: Cook “Angels, fiction, history in Berlin;” 

 

April 1:                       Watch: Do The Right Thing

 

April 8:                       Spring Break (no class)

 

April 15:                     Watch: The Watermelon Woman; Read: Sullivan “Chasing Fae;” PROSPECTUS FOR PAPER TWO DUE

 

April 22:                     Watch: Moonlight

 

April 29:                      Conclusions; PAPER 2 DUE                      

 

                                   

                                   

 

 

Additional Academic Learning Support Services

 

The University provides a wide range of resources to support your learning. These include: 

• SMART Learning Commons: An all-in-one undergraduate academic support center located in the three main libraries – Wilson, Walter, and Magrath. The SMART Learning Commons offers support through peer tutoring (tutoring for over 200 undergraduate courses), peer-assisted learning groups (weekly facilitated study sessions connected to specific courses), peer research consultants (one-on-one assistance in conducting research), and media consultants (individual help with media projects). https://www.lib.umn.edu/smart
• Multicultural Center for Academic Excellence: Group and individual tutoring and skill-building workshops where students can take their time to learn, study together, develop support groups, and build lasting friendships. https://mcae.umn.edu/
• Student Academic Success Services: One-on-one academic counseling and online self-help materials focusing on academic skills. http://www.sass.umn.edu
• Student Peer Tutoring: One-on-one assistance in developing skills needed to complete coursework. https://success.umn.edu/tutoring

 

CLA, Department and Course Policies

Students for Whom English is a Second Language (Department Policy)

University policy requires that undergraduate students in the same class be held to the same standards of academic performance and accomplishment. Students for whom English is a second language, however, may have difficulty with the readings, lectures, discussions, and writing assignments in a course. The University offers many resources to assist non-native speakers of English, including courses and consultations through the Minnesota English Language Program, the Center for Writing, the Department of Writing Studies, and International Student and Scholar Services. Please speak with your instructor if you would like to learn more about these opportunities.

Attendance (Department Policy)

Students are responsible for all information disseminated in class and all course requirements, including deadlines and examinations. The instructor will specify whether class attendance is required or counted in the grade for a class. In the absence of a course-specific attendance policy, the following department policy is in effect. Students should attend every class meeting, on time and prepared, and should remain in class for the duration of the class period. If a student misses the equivalent of one week of class with unexcused absences, his or her grade may be lowered. Once a student misses the equivalent of three weeks with unexcused absences, he or she may fail the course. Students are responsible for all material and assignments missed because of absence or lateness.

Makeup Work for Legitimate Absences

University policy recognizes that there are a variety of legitimate circumstances in which students will miss coursework, and that accommodations for makeup work will be made. Such circumstances include illness, physical or mental, of you or your dependent; medical conditions related to pregnancy; participation in intercollegiate athletic events; subpoenas; jury duty; military service; bereavement, including travel related to bereavement; religious observances; participation in formal University system governance, including the University Senate, Student Senate, and Board of Regents meetings, by students selected as representatives to those bodies; and activities sponsored by the University if identified by the senior academic officer for the campus or the officer's designee as the basis for excused absences. Such circumstances do not include voting in regional, state, or national elections. For more information, please see the University policy and FAQ page.

Grading and Workload Expectations

Grade Definitions

The University uses 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 the University policy on Grading and Transcripts.

Grading Systems

The two major grading systems used are the A-F and S-N. Departmental majors must take major courses on the A-F system; non-majors may use either system. The instructor will specify criteria and achievement levels required for each grade. All students, regardless of the system used, will be expected to do all work assigned in the course, or its equivalent as determined by the instructor. Any changes you wish to make in the grading base must be done in the first two weeks of the semester.

Expected Student Academic Work per Credit

The University prescribes the quantity of work needed to earn a credit as three hours per credit per week or 42-45 hours per semester. A student should therefore expect to spend about nine hours per week, including class time, on a 3-credit course. Workload expectations are an estimate of the amount of work needed for an average student to earn an average grade. Course grades are based on the quality of the work submitted, not on hours of effort. For more information, see the policy on Expected Student Academic Work per Credit.

Student Conduct

Student Academic Integrity and Scholastic Dishonesty

Academic integrity is essential to a positive teaching and learning environment. All students enrolled in University courses are expected to complete coursework responsibilities with fairness and honesty. Failure to do so by seeking unfair advantage over others or misrepresenting someone else’s work as your own can result in disciplinary action. The University Student Conduct Code defines scholastic dishonesty as: 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. Within this course, a student responsible for scholastic dishonesty can be assigned a penalty up to and including an "F" or "N" for the course. If you have any questions regarding the expectations for a specific assignment or exam, ask. To review, please see the University's Student Conduct Code.

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 to adhere to Board of Regents Policy: Student Conduct Code. 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." To review, please see the University's Student Conduct Code.

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 the policy on Student Responsibilities.

Equitable Access

Equity, Diversity, Equal Opportunity, and Affirmative Actio

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.

Sexual Harassment*

"Sexual harassment" means unwelcome conduct of a sexual nature under either of the following conditions: (a) when it is stated or implied that an individual needs to submit to, or participate in, conduct of a sexual nature in order to maintain their employment or educational standing or advance in their employment or education (quid pro quo sexual harassment); (b) when the conduct: (1) is severe, persistent or pervasive; and (2) unreasonably interferes with an individual's employment or educational performance or creates a work or educational environment that the individual finds, and a reasonable person would find, to be intimidating, hostile or offensive (hostile environment sexual harassment). Sexual harassment, sexual assault, stalking, relationship violence and related retaliation are all prohibited conduct at the University of Minnesota. 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  I want to let you know that, 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. You can also or alternately choose to talk with a confidential resource; the University offers victim-advocacy support professionals, health services professionals and counselors that will not share information that they learn about sexual misconduct.

 

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 (612.626.1333) to arrange a confidential discussion regarding equitable access and reasonable accommodations. 
• Students with short-term disabilities, such as a broken arm, can often 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. 
• If you are registered with the DRC and have questions or concerns about your accommodations please contact your (access consultant/disability specialist). 

Additional information is available on the DRC website: diversity.umn.edu/disability or e-mail drc@umn.edu with questions. 

Names and Pronouns

Please tell me how you would like to be referred to in class. I will happily address you by the name and gender pronoun you use, or by any other form of reference, and I would be glad to inform class members to do the same. Note that class rosters will list your legal name unless you enter a different one through your OneStop account. For more information, see: https://onestop.umn.edu/how-guides/set-preferred-name-or-degree-name

Academic Services

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.

Academic Freedom

Academic Freedom and Responsibility*

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.

Offensive Material (Department Policy)

In any course, students may be required to read words or view images that they may consider offensive. The ideas expressed in any given text do not necessarily reflect the views of the instructor, the Department of English, or the University of Minnesota. Course materials have been selected for their literary, cultural, and/or historical value, in order to achieve specific learning objectives and course goals. These materials are meant to be examined in the context of intellectual inquiry and critical analysis, as appropriate for a university-level course. If you are easily shocked and/or offended, please contact your instructor to discuss whether a course is suitable for you

College of Liberal Arts Grading Policies

The following grading policies apply to courses offered in the College of Liberal Arts. Instructors need not include statements about these policies on course syllabi, but students should familiarize themselves with these policies as applicable.

Satisfactory

Standards for the S grade ("satisfactory" work) may vary from one course to another. The instructor may also set different tasks or establish different criteria for S-N and A-F registrants. However, the work required for an S may not be less than that required for a C- (1.67 grade points). The S is not figured into the grade point average.

Maximum Limits for S-N Grades

In order to complete a degree at the University, a student must take a minimum of 30 semester credits offered through the University. This includes 24 credits taken after admission for students in the College of Liberal Arts. Seventy-five percent, or at least 22 credits of the 30 credit minimum, must be taken on the A-F grade basis (with grades of D or higher). No courses taken for major or minor credit may be taken on the S-N grade basis unless the courses are designated "S-N only" and approved by the major department.

Withdrawals

If a student officially withdraws from a course during the first two weeks of classes, no record of that course registration will remain on the student’s transcript. If a student officially withdraws from a course during the third through tenth week of class, or during the second or third weeks of summer sessions, a W (withdrawal) will be entered on the transcript. Withdrawal after the deadlines (with the exception of the one-time late withdrawal, noted below) will require approval of the College of Liberal Arts and may not be granted solely because a student is failing the course; there must be extenuating non-academic circumstances justifying late withdrawal.

One-time Late Withdrawal

Each student may, once during his or her undergraduate enrollment, withdraw from a course without college approval, and receive the transcript symbol W, after the deadline for withdrawal and at any time up to and including the last day of instruction for that course.  A student may not withdraw after completing the final examination or equivalent for a course.

Withdrawals and Misconduct

Students cannot evade (intentionally or unintentionally) a grade sanction by withdrawing from a course before or after a misconduct charge is reported. This also applies to late withdrawals, including the one-time late withdrawal.

Incompletes

The instructor will specify the conditions, if any, under which an "Incomplete" will be assigned instead of a grade. The instructor may set dates and conditions for makeup work, if it is to be allowed. The student and instructor must fill out an Agreement for the Completion of Incomplete Work stating the terms for completion whenever an incomplete is requested and approved. Undergraduates must submit work to make up an Incomplete within one year of the last final examination of the term in which the I was granted. (Students called to active military duty have up to one calendar year following their discharge from active duty to complete their incompletes). If the work is not submitted by that time, the I will automatically change to an F (A-F grade base) or an N (S-N grade base).Grade Disputes

Students are entitled to an explanation of the grade they received and to file a complaint if they believe they have been unfairly evaluated and graded. Instructors are expected to deal promptly with these complaints and, if possible, to come to a resolution with the student. If no resolution can be reached, students may appeal to the department chair or designate. Students may also make use of the Student Conflict Resolution Center, 612-624-7272, in resolving complaints.

Change of Grade

No student may initiate an appeal of the grade earned in a course, including changing a grade to a W (withdrawal), more than one calendar year after the grade was assigned. A student is not permitted to submit extra work in an attempt to raise his or her grade, unless the instructor has specified at the outset of the class such opportunities will be afforded to all students.

Grades for Repeated Courses

A student may repeat a course once. When a student repeats a course, (a) both grades for the course shall appear on the official transcript, (b) the course credits may not be counted more than once toward degree and program requirements, and (c) only the last enrollment for the course shall count in the student’s grade point average.