After exams are returned, there will be a 24-hour waiting period before any quibbling may commence. I understand that students have questions, and may perhaps be upset and/or unclear about points deducted. But students swarming the instructor after class is just not constructive. It is more productive, and more conducive to critical thinking skills, if you take the time to collect your thoughts, and come to me prepared to evaluate your own answers in light of the exam question expectations (i.e., the learning objectives). I recommend that you first look back at your class notes, and see if you can figure out the correct answer, or determine why your answer might have received less than full credit. After the waiting period, I will discuss any questions and quibble about changes in points awarded. The quibble period will expire two weeks after exams are returned. At any time, I will be happy meet with students who would simply like to go over their exams and talk about how to improve their performance.


TEACHING & LEARNING: PHILOSOPHY AND POLICIES

There is shared responsibility in teaching and learning. I am excited to be teaching this class, and I would like this class to be an enjoyable, beneficial, and successful learning experience for you. It is my sincere hope that all of you will attain the level of achievement to which you aspire; and I am dedicated to helping you meet that goal. I do not grade on a ‘curve,’ so grades are not relative to the rest of the class: your grades reflect your level of accomplishment. There is a high correlation between effort and achievement— but effort is a choice. I will do my best to provide an interesting journey through history, and I ask that you do your best to engage yourself in this endeavor.

Here are some basic tips for success.

Ask questions in class or e-mail me. As the old saying goes, “the only silly question is the one not asked.” Any time you would like assistance with or clarification of an assignment, please contact me. I am happy to run through drafts of assignments and provide feedback for improvement (provided there is adequate time before the due date). There is absolutely no charge for this service :-)

• Come to class. Although you are not graded on attendance in this class, those who show up will undoubtedly learn more than those who don’t. As college students, you are responsible for making this choice--- just remember that you are also accountable for the consequences.

• Study in teams. This course is designed to sharpen your critical thinking skills. Discussing and debating the objectives given in lectures with classmates will be an outstanding way to learn the course material and to study for exams.

Electronic Correspondence

• Check your college e-mail (syr.edu or esf.edu account). If you do not use that account frequently, you may want to set up your college account to forward mail to an alternate address. In certain circumstances, I may contact individuals or the entire class, but this correspondence will be sent only to college e-mail addresses.

• All correspondence with the Instructor or TA should be professional and courteous. E-mail messages should begin with a greeting and end with a signed name. Please also identify which class (NRAH, FOR 204) you are in. We will not respond to anonymous messages.

• Please check the syllabus and web pages for the information you seek before contacting the Teaching Team. We are happy to clarify, or explain, or answer questions; but if the answers are contained in course resources, you will be referred to those sources (e.g., office hours are posted on the Teaching Team page).

Extenuating Circumstances and Accommodations

I understand that everyone has a personal life. Sometimes extenuating circumstances may affect a student’s academic performance. I am willing to work with you, but cannot help if you do not communicate with me. Please inform me of any problems, conflicts, learning accommodations, or extended absences. You may prefer to share your circumstances with the Senior Counselor, Career and Counseling Services, 110 Bray (470-6660), who may send a memo regarding any extenuating circumstances that may affect (or have affected) your course work. This office is also the contact for accommodation of students with learning disabilities. The forms for exam accommodations must be completed and discussed with me no less than one week prior to an exam.

Please note that I will be extremely reluctant to accommodate requests made “after-the-fact.” Do not wait until the day an assignment is due to request an extension. Do not wait until graded exams are returned to explain performance circumstances. Do not wait until the end of semester to apply yourself and then ask for extra credit. The best approach is to contact me immediately, via e-mail or phone. This may sound harsh, but the truth is that I have a high degree of empathy and understanding. I’ve been known to provide opportunities for make-up exams for students who simply overslept that fateful morning of the final exam. The nub of the issue is whether students maintain a proactive mentality or a victim mentality.

Extra Credit

I generally dislike the concept of extra credit; I consider it antithetical to my teaching philosophy. Lives and careers do not come with opportunities for extra credit—why should college learning? One of the biggest dilemmas with extra credit is equity: providing the same opportunity for each and every student in the class. For example, at the end of a semester, it is not fair to allow one person to raise his or her grade through an extra credit assignment, when other students do not have the same chance to raise their grades. I do provide an opportunity to earn a few extra points through bonus questions on exams, usually worth one point each.

Learning Environment

To maintain a productive teaching and learning environment, please follow these basic guidelines for civil and polite classroom behavior:

Be sure to come to class on time, and don’t leave early or start packing up before dismissal.