This page describes the general policies and procedures that apply in all of my courses. Note that there may be some differences for semesters where courses are designated as hybrid or online.
The link list below is a navigable table of contents. Each link takes you down to that section in the document. You can return to this list from each policy section.
If you are not able to speak with me during class or office hours, contact me by Vmail (campus email, aka Outlook). When sending me email, please provide a descriptive subject line. For example, identify yourself, the course in which you are enrolled, and the general purpose of your correspondence. If you do not receive a response within 48 hours (or 72 hours if you send it over the weekend), please feel free to follow up. Something may have gone awry. This actually seems to happen more often than we would like.
Note that I look for questions sent via email early in the day (typically prior to 9:00 am) and again in the evening (typically after 6:00 pm). The specifics for each semester are announced during classes.
If you struggle sometimes to articulate questions through standard email, consider audio or video. I accept questions submitted through MP3 (audio file, podcast) or MP4 (video file).
If you submit a question through an audio file, keep your question brief and focused. Give me some context, if necessary. For example, if I have recommended that you revise a document in a particular way, begin with that, and then move on to your question. Or if you have a question about an assignment, explain what element of which assignment you need assistance with, and then move on to ask your question. Before sending me your audio question, save the file to MP3 file format.
If you submit a question through a video file, follow the same general guidelines that I describe for audio questions. In this format, you need to then decide what to put on camera. You may record yourself asking the question. However, I recommend instead that you submit your question as a screencast. (I assign screencasts during every course, so we will cover what to do for this in your class.) A typical strategy for a screencast question might be to show on screen the document about which you have a question, and highlight the portion that relates to your query. Before sending me your video question, save the file to MP4 file format.
I cannot possibly set office hours at times when all students can make them. Therefore, I set office hours when I know I can be available. I sometimes offer optional, synchronous video conferences as well. If I do so, I will provide information about that process through SVSU Canvas. However, you are also welcome to set an alternate appointment time. Please note that I typically limit my availability for direct consultations to standard business hours.
People miss class sessions for a variety of reasons. Although I no longer maintain a specific attendance policy where absences count directly toward lost points, attendance is an essential element of success in my courses. I construct course experiences with respect for your time and investment. Thus, if we meet, there is a specific purpose for the session and there are specific outcomes you are expected to achieve. Students who miss one or two sessions in a semester are not likely to experience a negative impact on their final course grade. However, it is clear that students who miss sessions regularly rarely feel comfortable or confident of the quality of their work and tend to achieve lower scores than their classmates who prioritize attendance.
If you miss, you are responsible for attending to the following details.
If an emergency arises that impacts your ability to attend class or submit an assignment that is due, notify me by email. If you need to leave town immediately and do not have time to engage in correspondence, we can sort out the details later. But do make sure you follow up.
The university provides us with email accounts and access to a variety of software packages and educational services, including the SVSU Canvas learning management system. In addition to such support, I post course materials to this web site and make use of free software packages and communication services (e.g., Techsmith Capture, Screencast.com, Dropbox.com) that we can access through our campus Internet connection.
SVSU provides access to a variety of specialized software packages, such as Microsoft Word, and Adobe InDesign. Much of the work we do relies on specific tools. Everything required for the course is either provided by the university, or is available free of charge through other sources. When it is appropriate, I will recommend open-source alternatives to specialized tools and technologies that SVSU provides.
Given the increasingly specialized and complex nature of information design work, I am moving toward replacing some or all course texts with design tools and technologies when appropriate to the work of the course. For example, as we engage in more audio- and video-based projects, it makes sense to replace textbooks with recording and production equipment. Whenever possible, I will make sure to offer a range of cost options when I advocate such purchases.
A note about Google Docs. The Google Doc app/service is very useful in appropriate contexts. I encourage you to use it to develop prototypes of project content for written/designed projects. I do so at times. I appreciate that I can work on a document on a computer, tablet, or even on my smartphone. However, Google Docs is never appropriate for final submissions of projects that include advanced formatting or that implement images. It is not robust enough for these purposes, and is incapable of producing documents that are ADA compliant. Microsoft Word is the minimum baseline for designed documents in my courses.
Also, although you may be able to do some or all of the work for the course on your own computer, if that machine does not have the required tools, it is your responsibility to acquire them, or to use a campus facility to complete your work.
Students sometimes say they cannot meet a deadline because of issues with their personal computers. Because the university provides you with ample technical support for my classes, this is not a valid reason to miss a deadline. There are no exceptions to these policies.
My efforts to support your success in any course you enroll in with me result in you having access to documents in a variety of specific file formats: audio (mp3), video (typically streamed mp4), portable document format (pdf), rich text format (rtf), and (sometimes) Microsoft Word native file format (docx). All of these are considered universal or common. The one exception (docx) is supported by SVSU: all students have permission to use the Microsoft software titles provided on campus systems even when you are working off campus. It is your responsibility to make sure that any devices other than those directly provided by the university (e.g., your personal computer, smartphone, or tablet) are properly equipped for class. If you are not sure how to do so, I encourage you to contact campus ITS for assistance.
Please note that I typically optimize any course materials for viewing on a laptop-sized screen. Understand that if you access this material on your smartphone (or even a small tablet), you might NOT be able to see the details effectively or clearly in those documents. For most of these sample or instructional docs, the details are essential. Always plan to access posted course materials through a computer screen.
Understand that online and hybrid courses represent special cases, and that they may require you to engage in specific activities, require special tools or resources, or differ in other significant ways from courses offered in a physical classroom setting. Online and hybrid courses typically require more technology use than a comparable course that meets in person.
I therefore must assume that any student who enrolls in an online or hybrid course is able, willing, and has permission to customize her or his computer to meet the expectations for course work and participation. Such expectations are specific to the course within which you are enrolled. But again, I can offer no exceptions to this policy.
Good students tend to foster quality professional relationships with faculty, staff, and peers. Such relationships are based on good faith and trust, which can only be established through good communication. If you are not in the habit of communicating about your work with faculty, make it a habit now. Discuss your assignment plans with me. I will offer what guidance I can. If you are not sure how to proceed, or need clarification of any written comments, seek my assistance. You should think of me as a resource for your professional development, not as an obstacle to your success in the course.
Note that I rely heavily on Canvas to connect with students in classes. Any messages that are time-sensitive will generally be posted as Canvas announcements. For example, if I need to miss a class session for any reason, I will announce that through Canvas. Make sure your notification settings are configured to generate email messages when I post announcements. That way you are more likely to keep up with those details.
Most of the courses I teach focus on information design (i.e., writing, speaking, recording, coordinating content in many forms). Thus, the projects represent a significant element of the learning opportunities for the semester. The following policies apply to assigned work.
Many projects are completed through a process that includes submitting one or more working/prototype versions/stages for review and a revised/project version for final evaluation. If you do not submit all assigned versions of an assignment, or submit both versions together (and thus do not allow me time to provide feedback on the in-process version), then you will not receive full points for the assignment. By standard practice, any such submissions will receive zero points for the Revision segment of that assignment evaluation. (Note that revision often contributes 20% or more of the possible points in the final evaluation.)
Unless otherwise noted in class or in an assignment description, assume that all of your work will be submitted electronically using Dropbox.com (for most projects and some workshops) or SVSU Canvas (for many workshops and some projects). Some assignments may require you to use different submission tools or processes. Always make note of the posted requirements, and proceed accordingly. Until you have met the required submission standards (e.g., location, process), the work does not count as submitted.
All assignment descriptions stipulate required file types (or other formats and standards) for project submissions. Portable document format (pdf), hypertext markup language (html), moving picture experts group, format 3 (mpeg-3, aka mp3), and moving picture experts group, format 4 (mpeg-4, aka mp4) are the most common. Such submission requirements ensure that I will be able to access and evaluate your work. Until you have met the required submission standards (e.g., file type), the work does not count as submitted. If your submission for any assignment does not meet posted specifications, I will not take responsibility for converting your files to formats I can access. Any work that I cannot access will earn 0 (zero) points.
Although I do my best to be understanding and compassionate about late work, if you know you will have difficulty meeting a deadline, discuss your situation with me before the assignment is due. I will likely ask you to offer a prediction of when you can meet your responsibilities.
Note that I reserve the right not to accept late submissions for any project or workshop. If I choose to accept an assignment after the posted deadline, there is no guarantee that I will award a passing grade for the work. In general, I drop late work by 10% of the total possible points if it is submitted within 3 days of the deadline. Work submitted later than this will typically result in a failing grade for the assignment, with any points allotted being subject to my discretion.
The submission windows for assignments close after a grace period that varies depending on the assignment and the individual circumstances.
Note that project prototypes are also often connected to feedback opportunities, peer review workshops, and to revision points for final submissions. Even if you miss out on prototype submission points, complete the work required. If you do not, you may miss out on points for other workshops and for points earned during the evaluation of your final project submission.
Note as well that near the end of the semester, our timeline always becomes more urgent and compressed. I am required to submit grades to the university by the Tuesday or Wednesday following Finals Week (depending on the semester). Unless you negotiate otherwise, all assignments and all projects must be submitted no later than noon on Wednesday of Finals Week to earn points.
All projects and workshops in my courses are graded on the basis of standard processes. I discuss the general parameters for those scores in this section.
Because each course is different in its content and core goals, I evaluate projects in each course based on course-specific criteria. But generally speaking, the following parameters guide my evaluation of student work.
Most design projects are graded in 4 parts: content development (30%); design execution (30%); professionalism and attention to detail (20%); and impact of revision (20%).
Projects where the first submission is the final submission (e.g., some audio & video projects, presentations) are graded in 3 parts: content development (40%); delivery and design execution (40%); and professionalism and attention to detail (20%).
Like design projects, most research projects are graded in 4 parts: content development (30%); quality of inquiry (30%); professionalism and attention to detail (20%); and impact of revision (20%).
Note that for research projects where the first submission is the final submission, your work will be evaluated according to the following point categories:
I evaluate prototype (in-progress) projects based on execution and timeliness. You earn one of three grades for each such assignment.
Essentially, this means that if you do what is required in a timely manner, you will likely earn full credit. If you fall short in any way, but still submit the working version, you will earn partial credit. If you do nothing, or submit materials later than 1 week past the deadline, you will likely earn no credit. Remember, until you have met the required submission standards (e.g., file type, location), the work does not count as submitted. Also, remember the policy about submitting all prototype and final projects
I evaluate workshops based on attendance, preparation and participation. You earn 1 of 3 grades for each such assignment.
Thus, this means that if you do what is required in a timely manner, you will likely earn full credit. If you fall short in any way, but still complete the workshop, you will earn partial credit. If you do nothing, or submit materials later than 72 hours past the deadline, you will likely earn no credit.
Project and workshop values combine to establish the total possible points you can earn in the course. At the end of the semester, I compute your earned points, and assess that total according to the grade scale presented below. I compute the milestones for grades based on the same percentages. To offer examples for illustration, the table shows how the scaled milestones translate to grades for a typical 200-point assignment, and for final grades in a 1000-point course.
| Letter Grade | % of Points Possible | Milestones, 200-pt assignment | Milestones, 1000-pt course |
|---|---|---|---|
| A | 93+ | 186 | 930 |
| A- | 90–92.99 | 180 | 900 |
| B+ | 87–89.99 | 174 | 870 |
B |
83–86.99 |
166 |
830 |
B- |
80–82.99 |
160 |
800 |
C+ |
77–79.99 |
154 |
770 |
C |
70–76.99 |
140 |
700 |
D |
60–69.99 |
120 |
600 |
F |
0–59.99 |
0–119 |
0–599 |
I assume that all students will respect and follow the SVSU Academic Integrity Policy (note that this link takes you to a web site outside of the one you are in). At the core, this means that you will only submit work you create in response to each assignment or activity for our course(s) together.
Unless you have advance permission from me, it also means that you will only submit your own original work created during this semester specifically in response to the assignments and activities for our class together. In other words, it is not permissable to submit work done for another course unless you secure specific permission from me to do so. There may be circumstances where that kind of assignment overlap is appropriate, or even expedient. However, we will determine that on a case-by-case basis.
If you choose not to comply with this code, you will be subject to appropriate disciplinary action, potentially including failure of and dismissal from the course.
The list of tools available to us that provide advanced, adaptive support for writing and design is already long. Regardless of the terminology used to describe these technologies--smart, artificially intelligent--all have their strengths and weaknesses. Consistent with professional development standards for industrial application, I expect you to develop and hone strategies for effectively and ethically implementing such tools into your work processes.
There is no appropriately applicable universal policy for smart tools and technologies. As of this policy version, there are some relatively universal qualities and characteristics of smart tools, however.
Smart tools are essentially useless in the hands of someone who does not already understand how to complete the kinds of tasks that the tools are designed to support. However, when harnessed by someone who understands the tools, the strategies that are most likely to succeed in any given writing or design scenario, and who is already a good (or better than good) writer/designer, smart tools can increase productivity and can assist in the creation of quality information products.
The biggest mistake made by people is believing that smart tools produce good results without smarter writing & design guidance. Thus, your goal ought to be becoming a smart designer who understands how best to adapt and implement smart tools. That is the pathway to academic and professional success.
Certain elements of the course materials are subject to change at any time. For example, I reserve the right to alter assignments or the course calendar within the emerging dynamic of a semester. However, I will not add required, graded assignments to the course after the syllabus is set for the semester.
Although I may offer credit for additional participation opportunities, any such work will be optional. (For example, I frequently offer extra credit to students who participate in research projects. However, do not assume that such opportunities will be available every semester.)
The following content is drawn from the University's posted policites about student challenges and accommodation.
"SVSU seeks to comply with the 1990 Americans with Disabilities Act, and all subsequent amendments to that legislation. Students who have disabilities that may limit their full participation in course activities are encouraged to meet with the instructor, or to contact the SVSU Office of Disability Services for assistance.
SVSU views disability as an important aspect of diversity and is committed to providing equitable access to learning opportunities for all students. Accessibility Resources and Accommodations (ARA) is the campus office that collaborates with students who have disabilities to provide and/or arrange reasonable accommodations.
To begin a discussion about accommodation, please follow this link: Accessibility Resources & Accommodations: Steps to Request Services>, call 989.964.7000, or stop by Wickes Hall 260B."
I will comply with reasonable requests for assistance that do not offer advantage to students who request accommodation, or that do not relieve students of responsibilities that are core to the work of the course.
Note that many of the standard accommodations requested by the SVSU ARA apply to courses where timed evaluations (e.g., tests, quizzes) are standard for assessing student knowledge and ability, or request support for note taking. These support strategies are rarely relevant in my courses. I offer you ample time by default to develop your submission for a workshop or project. I record the in-class discussions for most class sessions.
That said, do not hesitate to reach out to discuss any struggles that I may be able to assist with. Do your best to cultivate strategies for personal and professional success, regardless of the challenges you face. Colleagues in most contexts appreciate teammates who strive to meet their responsibilities despite obstacles, whatever they may be. When they perceive that you are committed to the greater success of the team, you will earn their respect in the moment and will be able to bank good will for the times when you truly need it. That said, please be collegial to colleagues who would benefit from your grace and respect, especially if they ask for it.