Policies

Grading. I gave you approximate percentages above; I may weight your strongest result higher to respect that different people have different strengths. Here is how tasks are likely to figure into your final grade:

Factor (* = final grade penalty if incomplete)	Weight of grade
participation* (attending, diligence, outside group meetings, visits, etc.)	heavy
written assignments*	moderate

You probably want a rubric with precise percentages, but after twenty years of teaching I'm unsatisfied with those and especially with the way the grading process distorts the learning process. Some students' understanding is best reflected (for better or for worse) in written work; others, in test scores; still others, in oral communication. Your grade will be whatever in my judgment best reflects your understanding at semester's end. You may appeal if you think the results are inaccurate.

Your course grade reflects the final product as well as the process, and the process is what produces the product. I consider lectures, readings, discussion of course, written assignments, and even mid-term tests to be preliminary steps along the way of our course. They give you exposure to material, experience processing, and some feedback. They are for getting you ready. So use them that way!

I am not using grades as rewards along the way to direct the process. If you are the type of learner who needs such incentives and is unlikely to adapt, you should either work out an accountability structure for yourself or reconsider taking the course at this time.

Late work. Work that is late may be penalized, moderately, unless I have excused it.

Note well: If you upload 'the wrong file' for an assignment, or a 'corrupt' version of a file, you have not submitted the assignment. If I notice two weeks later while grading and ask for the correct one, I'll regard your submission as two weeks late. (Dishonest students use this trick for extra time on assignments.)

Integrity. You will not engage in academic dishonesty (as described in the student handbook) such as cheating, plagiarism, or representing others' work (including AI) as your on. Students who do will fail the course.

Writing Center. The writing center is a creative, collaborative space where you can improve in writing skill and confidence. Our peer tutors serve as friendly 'test readers' for your projects, helping you develop and revise your writing before submitting it to professors, employers, and others. We encourage you to meet with a tutor at least 48 hours before your writing deadline. Be ready to share your assignment prompt and your latest draft, no matter how rough. All tutorials are free of charge. Make an appointment at westmont.mywconline.com.

Tutoring. Further help may be available through the library's tutoring program.

Academic accommodations. Westmont is committed to ensuring equal access to academic courses and college programs. In keeping with this commitment under the Americans with Disabilities Act (ADA) of 1990, Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Amendments Act (ADAAA) of 2008, individuals with diagnoses that impact major life activities are protected from discrimination and are entitled to reasonable accommodations. Students who choose to disclose a disability are encouraged to contact the Accessibility Resource Office (ARO) as early as possible in the semester to discuss potential accommodations for this course. Accommodations are designed to ensure equal access to programs for all students who have a disability that impacts their participation in college activities. Email aro@westmont.edu or see westmont.edu/accessibility-resources for more information.