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History of Asians in the United States
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- Class Number
- AA_S 0210
- Section
- 06
- Semester
- Fall 2020
- Description
- Comparative analysis of the experience of different Asian American groups and their place in the general history and development of American society.
Course Description
Online (Asynchronous)
This is the foundational course for the introduction of Asian Americans in the United States. In this course, we will conduct comparative examinations and discussions of the experiences of different Asian American groups and their integral place in the history and development of American society. Historical experiences and events are contextualized in relation to current global, political, and social issues to analyze parallel patterns and actions. Asian American groups to be covered in this class include Chinese, Japanese, Filipino, Korean, and South Asians. In order to more holistically understand the varying experiences of Asians in the United States, we will utilize a variety of frameworks and disciplines to investigate the history of Asian America. Such frameworks and perspectives will include history, immigration, legislation, community formation and development, and public policy. Ultimately, our goal is to understand our own positionality in American society through the contextualization of Asian Americans’ history of experiences in the United States.
Instructor
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Kira Donnell
Lecturer -
- Contact
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donnell@sfsu.edu
- Office Information
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Location: Zoom: 6162092626 | Password: 044908
Tuesdays and Thursdays 10:45 am-11:45am
*To attend office hours, please sign up for an appointment slot at https://kiradonnell.youcanbook.me/.
If you cannot attend my scheduled office hours, please email me and we will find an alternative time to meet.
Course Objectives
In our journey through this course, we will:
- Identify the range and diversity of historical, geographical and socio-cultural experiences of Asians in the United States.
- Analyze the Asian American experience and issues using multiple sources with interdisciplinary perspectives using critical thinking.
- Compare and critique explanations about the racial status of their family and of Asians in the U.S.
- Make well-reasoned arguments regarding Asian American issues in oral and written forms.
- Develop clearer understandings of personal identity and communities which you identify with and your responsibilities and obligations to them.
Materials
The required text for this course is Erika Lee’s The Making of Asian America: A History. Additional and supplementary readings will be provided on iLearn. Access to digital streaming platforms like Netflix, Amazon Prime Video, and Kanopy (through your public library system) are encouraged, but not required.
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The Making of Asian America: A History
(Required) -
- Author(s)
- Erika Lee
- Publisher
- Simon & Schuster
Either digital or hard copies of the textbook are acceptable.
*The Making of Asian America is available to read online through SFSU's Library login, however, only 3 people may access the text at a time, and multiple course sections are using the book as a required text as well.
Course Requirements and Points Distribution
Participation and Engagegment 6 points
Meet with Professor 6 points
Weekly Assignments 42 points
Midterm (online/take home) 20 points
Final Oral History Project 26 points
Total possible points 100 points
| Course Requirement | Description |
|---|---|
Participation and Engagement (6 points) |
This course is a collaborative project. You are expected to complete all class materials and participate in class discussions and activities. You are expected to treat each other with respect and ensure that each participant’s opinions and ideas are heard. Your participation includes contributing to our daily heart-check questions, participation in class discussion and activities. While this is an asynchronous online course in which we do not meet in person or at the same time, it is perhaps even more important that we remain engaged and participatory with the class content and with each other in order to create and maintain a thriving (digital) learning community. I will be keeping track of your contributions to the heart-check questions using the attendance feature on iLearn, which will factor into your participation and engagement grade. While they may not be graded for credit, the effort, thoughtfulness, and content of your responses in our iLearn discussion forums will also factor into your participation grade. |
Meet with Professor (6 points) |
Although we will not be meeting synchronously this semester, I want to make sure I still connect with each one of you on a one-to-one level. Thus, you are required to schedule at least one office hours appointment with me this semester and video chat through Zoom. We can talk about questions you may have about the course or you may schedule a meeting to just chat and get to know each other. Office hours appointments can be scheduled at kiradonnell.youcanbook.me. |
Weekly Assignments (42 points) |
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Midterm (20 points) Due Friday October 23 by 11:59 pm |
The midterm will be conducted online through iLearn and will cover both the assigned texts and topics and concepts covered in lecture. It will be open-book, open-note, open-lecture recordings, etc. The midterm will consist of 5 short answer questions (~2 paragraphs) and 1 long essay question. The midterm will be available starting Wednesday October 21 at 12 noon and must be turned in by Friday October 23 by 11:59 pm. I will post the exam questions on Wednesday in PDF form. You will respond to the questions in a separate word processing document, which you will then upload to iLearn upon completion. |
Final Project (26 points: 3 points for proposal, 20 points for oral history paper, 3 points for transcript) Proposal due Friday November 13 by 5 pm. Final Oral History and transcript due Friday December 18, 2020 by 11:59 pm |
The final products of this course will be an oral history paper. You will conduct an oral history interview (via phone or Zoom is okay) of someone who identifies as Asian American in order to analyze and contextualize how their individual experiences correspond to the larger historical, cultural, and sociopolitical Asian American experience that we’ve read about and discussed throughout the semester. From the interview, you will craft a 3-5-page essay that describes your interview subject’s experiences and perspectives and places them in context with the events, policies, communities, and cultural shifts that have shaped and been shaped by the history of Asians in the United States. In addition to your 3-5-page analysis, you will also include at least 3 pages of typewritten transcript from your interview. A one-page proposal that will explain what aspect of your interview subject’s life you intend to focus on and why, who you intend to interview, and a list of questions you will ask. This proposal will be due Friday November 13 by 5 pm. A grading rubric and assignment criteria for the oral history project will be available on iLearn. The project should follow proper APA formatting. |
- Grading is based on a straight 100-point pool for the semester. There is no curve.
- Late work: Unless otherwise stated, assignments will be due by 9:30 am the morning of the due date. In general, late work will be accepted on a case-by-case basis. If extenuating circumstances arise, I am happy to work with you to devise a schedule and plan for you to catch up. Contacting me in a timely manner in regards to due dates will definitely influence my willingness and flexibility to extend deadlines.
- Plagiarism: All work turned in or presented in class must be a student’s own. Any form of plagiarism is absolutely not tolerated and shall be grounds for a failed assignment and may result in appropriate disciplinary action (including expulsion). Plagiarism includes: recycling previously written work verbatim, copying without proper citation from other sources, cutting and pasting from Internet sources, and so on. Other forms of academic misconduct will also be reported, such as paying someone else to do your work or purchasing written work online.
- Extra credit: you may earn up to 6 extra credit points with the following options:
- Community Event (2 points): If you attend a community event related to the Asian American community (in-person or virtually), you may earn 2 points. I will post eligible extra credit events in the News and Announcements section of iLearn. Turn in a brief description of the event (title, date, time, topic, etc.) and some type of proof you attended (a photo, flyer, ticket, screenshot, etc.).
- Campus policy dictates that students who wish to attend off-campus events for class must sign a liability waiver/permission form. If you plan on attending extra credit events, please turn in a signed waiver (available on iLearn) to me before you attend the event.
- Extra Credit Paper (3 points): You may earn extra credit by writing a short paper. All papers must be at least three pages long. Below are some ideas for paper topics (other topics are possible—please consult the instructor):
- Write a commentary on any current event related to Asian America.
- Write a report paper on an aspect of Asian merican culture, politics, history, etc.
- Community Event (2 points): If you attend a community event related to the Asian American community (in-person or virtually), you may earn 2 points. I will post eligible extra credit events in the News and Announcements section of iLearn. Turn in a brief description of the event (title, date, time, topic, etc.) and some type of proof you attended (a photo, flyer, ticket, screenshot, etc.).
All extra credit can be turned in at any point during the semester up until the last day of instruction, December 11.
(Digital) Classroom Expectations
Classroom Conduct
Civility in the classroom and respect of the opinions of others is critical in this course. You may not agree with everything said or discussed in the class, yet courteous behavior and responses are expected in order to create a safe learning environment. To optimize teaching and learning, we all share the responsibility of creating a civil, non-disruptive, and safe atmosphere.
As an Instructor, I will:
- Treat all students with courtesy and respect. I will do my best to support each and every one of your goals for this course.
- Be open to constructive input from students.
- Ensure that all students will equally have an opportunity to participate in discussion, group work, and other classroom activities.
- Prepare an engaging, enlightening, and enjoyable classroom experience for all students.
- Provide you with timely and constructive feedback in order to improve your scholarship and build your academic and life skills.
Students are Expected to:
- Come to class prepared, having completed assigned readings. Please have access to the assigned reading to class for reference and discussion.
- In discussions (in person or online) use respectful language and keep comments and questions relevant to the topic at hand. We can only hear a variety of viewpoints if we can create a safe learning space.
- Be open to a new way of understanding our global society, politics, culture, and your own positionality in the world.
- Take notes during class and participate fully in classroom discussions and activities.
- Exercise Zoom video conferencing etiquette:
- Please mute your microphone when others are speaking
- Refrain from multitasking activities that may be a distraction from learning for you and/or your classmates (driving, facecare routine, etc.).
Schedule
This syllabus is tentative and may be changed at a later date.
Prepare for class activities, lecture, and discussions by completing the readings before assigned date. Please have access to the readings during class for reference during discussion and activities. Asynchronous class activities and weekly assignments are to be completed by Friday by 5 pm of that week unless otherwise noted.
| Week | Topics & Activities | Readings/Due Dates |
|---|---|---|
Week 1 Introductions Week of August 24 |
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Reading: Chapter 1 of Making of Asian America by Erika Lee Due by Friday August 28: Week 1 Assignment: Community Profile |
Week 2 Racialization & Stereotypes Week of August 31 |
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Reading Introduction of Making of Asian America by Erika Lee Reading “Racialization and Panethnicity: From Asians in America to Asian Americans” by Kenyon S. Chan and Shirley Hune DUE by Friday September 4: Week 2 Assignment: iLearn Quiz |
Week 3 Coolies and Chinese Immigration Week of September 7 |
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Reading Chapter 2 of Making of Asian America by Erika Lee Reading Chapter 3 of Making of Asian America by Erika Lee DUE by Friday September 11: Week 3 Assignment: Chinese Railroad Reading Response |
Week 4 Exclusion and Discrimination Week of September 14 |
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Reading Chapter 4 of Making of Asian America by Erika Lee DUE by Friday September 18: Week 4 Assignment: iLearn Quiz |
Week 5 Japanese Immigration Week of September 21 |
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Reading Chapter 5 of Making of Asian America by Erika Lee DUE by Friday September 25: Week 5 Assignment iLearn Quiz |
Week 6 Korean Immigration Week of September 28 |
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Reading Chapter 6 of Making of Asian America by Erika Lee DUE by Friday October 2: Week 6 Assignment: iLearn Forum |
Week 7 Indian Immigration Week of October 5 |
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Reading Chapter 7 of Making of Asian America by Erika Lee DUE by Friday October 9 Week 7 Assignment: iLearn Forum |
Week 8 Filipino Immigration Week of October 12 |
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Reading Chapter 8 of Making of Asian American Immigration by Erika Lee DUE by Friday October 16 :Week 8 Assignment: iLearn Quiz |
Week 9 Undocumented Asians Week of October 19 |
*Midterm Questions available on iLearn starting on Wednesday October 21 at 12 noon. |
Reading Chapter 9 of Making of Asian American Immigration by Erika Lee DUE Friday October 23 by 11:59 pm: Midterm |
Week 10 WWII and Internment Week of October 26 |
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Reading Chapter 10 of Making of Asian American Immigration by Erika Lee Reading Chapter 11 of Making of Asian American Immigration by Erika Lee DUE by Friday October 30: Week 10 Assignment: Erasure Poetry |
Week 11 Cold War Immigration Reform Week of November 2 |
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Reading Chapter 12 of Making of Asian American Immigration by Erika Lee DUE by Friday November 6: Week 11 Assignment: iLearn Quiz |
Week 12 Civil Rights Movement and the Birth of AAS Week of November 9 |
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Reading Chapter 13 of Making of Asian American Immigration by Erika Lee Reading ”Origins” by Malcolm Collier and Daniel Phil Gonzales from Mountain Movers: Student Activism and the Emergence of Asian American Studies DUE by Friday November 13: Week 12 Assignment: City-Data Demographics DUE by Friday November 13: Oral History Proposal |
Week 13 Refugees and New Communities Week of November 16 |
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Reading Chapter 14 of Making of Asian American Immigration by Erika Lee Reading Chapter 15 of Making of Asian American Immigration by Erika Lee DUE by Friday November 20: Week 13 Assignment: iLearn Quiz |
Week 14 FALL RECESS |
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Week 15 Global Citizenship and Model Minority Myth Week of November 30 |
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Reading Chapter 16 of Making of Asian American Immigration by Erika Lee Reading Chapter 17 of Making of Asian American Immigration by Erika Lee DUE by Friday December 4: Week 15 Assignment: iLearn Lesson: Breaking Down the Model Minority |
Week 16 Asian American in the Pandemic Era Week of December 7 |
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Reading CDC: Health Equity Considerations and Racial and Ethnic Minority Groups Reading Voices from Asian America During the COVID-19 Pandemic, Part One Reading Stop AAPI Hate National Report DUE by Friday December 11: Week 16 Assignment: iLearn Forum DUE by Friday December 11: Extra Credit |
Week 17 Friday December 18 by 11:59 pm |
DUE Final Oral History and transcript |
Student Learning Outcomes
This course fulfills the following G.E. requirements:
- AI: United States History
- GE D2: Social Sciences: U.S. History Lower Division
- SF State Studies: Amer Ethnic & Racial Minorities
U.S. History and Government Requirement (American Institutions)
The California State University (CSU) system requires that all graduates demonstrate an understanding of the historical development of American institutions and ideals, the Constitution of the United States, the operation of representative democratic government under that Constitution, and the processes of California's state and local governments. Because this is a competency requirement, it may be satisfied by passing examinations, by taking courses, or by a combination of examinations and courses. In unusual circumstances, students may be able to demonstrate competency in other ways as well.
Student Learning Outcomes for Lower Division Social Sciences: US History (D2)
After completion of a lower division general education course in US History, students will be able to:
- understand the interaction and evolution of economic, political, social and cultural processes in the development of the United States;
- evaluate information from a variety of sources and use this information to formulate well-reasoned responses to major ideas, concerns, and debates in the study of US history;
- describe the role of major ethnic and social groups in such events and the contexts in which the events have occurred, with attention to the multiple heritages of US culture;
- identify and appreciate ethical issues related to US history and its study and interpretation, including the treatment of the diversity of American peoples and cultures;
- situate significant historical events, across “a minimum time space of approximately 100 years,” in their cultural and sociopolitical contexts within and beyond the US; and
- articulate the relevance of events in US history to their own lives.
Student Learning Outcomes for American Ethnic and Racial Minorities (AERM)
After successfully completing a course designated as fulfilling the American Ethnic and Racial Minorities requirement, students will be capable of applying scholarship in the study of American Ethnic and Racial Minorities and will be able to do at least two of the following:
- identify the historical, political, and/or cultural and aesthetic experiences and actions of one or more US ethnic/racial minority groups
- identify the value systems and/or styles of creative expression of one or more ethnic/racial minority groups of the United States
- develop social and cultural participation skills, decision-making abilities, and political awareness in order to be citizens in an ethnically and racially diverse nation develop the understandings and behavioral competencies necessary for effective interpersonal and interethnic group interactions such as the following:
- recognizing the dynamics of racial hierarchies and power relations,
- recognizing the dynamics of interpersonal interactions,
- recognizing the problems of ethnic and racial minority stereotypes, and
- recognizing the diversity of attitudes and values which are projected in verbal and nonverbal behavior
Resources
Land Acknowledgement
Although we are meeting virtually and many of us may not be presently on Ohlone land, we welcome you first with an acknowledgement that our institution occupies the land of the Ramaytush (rah-my-toosh) Ohlone, who live in and actively cultivate and manage the coastal areas in what are now known as San Francisco and San Mateo Counties. Land Acknowledgements are a tradition of native peoples and function as recognition of those into whose home we have entered––either as guests or occupiers. Most of today’s Ohlone peoples are not federally recognized, making it even more important that we, as members of an institution on Ohlone land, do everything we can to acknowledge and celebrate not only their 15,000 years of history, but also their continued presence in this land. Please take this land acknowledgement as an encouragement to learn and teach more about American Indian people and Ohlone people, in particular, because we cannot achieve justice, equity, diversity, and inclusion through education without an understanding of our context.
Please take a moment to think about how you might acknowledge the people of the land you currently inhabit.
(Adapted from CEETL’s JEDI PIE Land Acknowledgement)
Black Lives Matter
https://ceetl.sfsu.edu/content/ceetl-solidarity-statement
This course, its participants, and its content is in solidarity with those harmed by state violence, particularly Black men, women, and gender-non-binary people. George Floyd, Tony McDade, Yassin Mohamed, Sean Reed, Breonna Taylor, Steven Taylor, Ahmaud Arbery, Nina Pop, and so many others have been murdered by the police, by vigilantes, and those emboldened by them. Let us learn from their lives as well as from their murders. We are also in unity with those who fight against this continued state-sanctioned violence against and murder of Black people. We are in unity with those who protest, those who shelter, those who raise their voices and their hearts to educate us all in the art of liberation. Unity is not just a feeling; like love, unity is a commitment to daily action. AAS 360 commits to justice, equity, diversity, and inclusion as the excellence in teaching and learning. AAS 360 is grounded in anti-racist pedagogy framed in equity and inclusion for excellence because education is liberation. This does not mean that the purpose of education is liberation––it means that freedom only comes from knowledge and wisdom. Our community of education is a community dedicated to liberation, while also being, as is every institution, a tool of subjugation. We struggle with this dichotomy daily, within ourselves and within every corner of our university. In both the ways that we educate, as well as in what we teach, we seek to be responsible to this core idea: education is liberation; liberation is education. (Adapted from SFSU’s CEETL Solidarity Statement)
Tutoring and Academic Support Center — TASC
https://ueap.sfsu.edu/tutoring
The Tutoring and Academic Support Center (TASC) is a new university-wide center that supports the academic success of all San Francisco State students.
Library Research Assistance
The librarians at SFSU can help you develop research questions, identify research strategies, search for relevant and reliable information and data, select the best sources for your paper or project, and cite that information. A librarian can meet with you in person (one-on-one or in groups), and provide assistance via email, phone, or chat. While every SFSU Librarian is able to help students with a project in any discipline, each department has a designated librarian to support the research needs of the students in that department.
Counseling and Psychological Services
The Counseling and Psychological Service provides psychological counseling to students and consultation services to the University community.
Disability Programs and Resource Center — DPRC
We work with students and employees with disabilities to ensure all aspects of life on campus including academics, events and employment are accessible.
Student Resource & Empowerment Center
https://ethnicstudies.sfsu.edu/studentcenter
The Ethnic Studies Student Resource & Empowerment Center provides information, referral and assistance for all Ethnic Studies under-graduate and graduate students as well as the larger campus community.
Asian American and Pacific Islander Retention and Education — ASPIRE
The goal of ASPIRE is to improve and expand SF State’s capacity to serve high-need Asian American and Native American Pacific Islanders (AANAPI) and low-income degree-seeking undergraduate students, improve the learning environment, and strengthen academic outcomes.
Campus Safety Information
https://upd.sfsu.edu/html/care
Safety Escort Program
To arrange for a safety escort on campus, call (415) 338-7200 and tell the dispatcher where you would prefer to be met. For more information, visit the UPD webpage for the Safety Escort program, here: https://upd.sfsu.edu/html/care
In case of a fire alarm
During an emergency evacuation, take your valuables ONLY if it is safe to do so. You could put yourself or someone else at risk by delaying your exit. Plan to return to class once the alarm has stopped. Do not return until you have received an all-clear from somebody "official," the web or email.
In case of an earthquake
DROP, COVER, and HOLD. Once the shaking stops, take your valuables and leave the building. Do not plan to return for the rest of the day. Do not return to the building until you have received an all-clear from somebody "official," the web or email.
Children in the Classroom
https://studentlife.oregonstate.edu/childcare/family-friendly-syllabi-examples
Most semesters, I make a point of letting students know that if childcare scheduling issues arise, they are welcome to attend class with the children in their care (see above link for Dr. Melissa Cheyney's perspective on children in the classroom—a policy and practice on which I concur). Although we are not meeting in person this semester, I recognize that perhaps especially now, our living, work, school, and family arrangements are not necessarily able to be clearly defined. Thus, I extend welcome and understanding to those of us who may sign in to our synchronous sessions with “life” going on in the background. To that extent, while I currently have childcare for my 3-year-old daughter, the uncertainty of the times may force unexpected closures as it did in March 2020. That is, if other arrangements cannot be made, Paisley may make a guest appearance to our meetings.
Additionally, please reach out if personal responsibilities including caring for family members are making it difficult for you to complete the coursework and meet deadlines. We will devise a plan for you to continue to succeed in the course that takes into account your other responsibilities and obligations.
Observance of Religious and Cultural Holidays
https://senate.sfsu.edu/policy/observance-religious-and-cultural-holidays-policy-current
The faculty of San Francisco State University shall accommodate students wishing to observe religious and cultural holidays when such observances require students to be absent from class activities. It is the responsibility of the studetn to inform the instructor, in writing, about such holidays during the first two weeks of the class each semester. If such hoidays occur doing the first two weeks of the semester, the student must notify the instructor, in writing, at least three days before the date that they will be absent. It is the responsibility of the instructor to make every reasonable effort to honor the student request without penalty, and of the student to make up the work missed.
COVID-19 and Our Campus
Your health and safety is our paramount concern at SF State. During the COVD-19 pandemic, every member of our Gator community is expected to do their part in keeping fellow students, faculty, and staff safe and well. Feeling well and safe will support you in focusing on your academic success.
For the limited number of classes meeting face-to-face, In-person class attendance is an option, but not a requirement. Students who do not wish to or are unable to comply with these requirements will be allowed to take the class virtually or provided with other remote options for course completion.
Please consult the campus plan website (https://news.sfsu.edu/campus-plan) for up-to-date information and explanation of requirements. For all students attending in-person, the following are required: 1. Wear a face covering when around other people outside of those in your household. 2. Stay at least 6 feet physically distant from people outside the members of your household. 3. Stay home if you have one or more symptoms of COVID-19 (Please check in with the SF DPH website for the most up-to-date symptoms & testing: https://www.sfcdcp.org/wp-content/uploads/2020/04/GetTestedSF-Eng-052920.pdf) 4. If you would like to discuss reasonable accommodations based on disability related to COVID- 19, please contact the Disability Programs & Resource Center: dprc@sfsu.edu
Information is changing rapidly, as our health professionals, scholars, and researchers are learning more about COVID-19, and as such, we encourage you to frequently check your San Francisco State University email account and https://news.sfsu.edu/campus-plan/students-families for the most current information.
- You are encouraged to keep your emergency information updated on Campus Solutions in order to receive campus emergency alerts: https://upd.sfsu.edu/ENSFAQ
- You are also encouraged to provide your contact information to receive city of SF emergency alerts, including COVID-19 updates and instructions for public safety: https://sfdem.org/get-cityalerts
- If you have any questions regarding COVID-19 or your own health during this time, please reach out to Student Health Services: https://health.sfsu.edu
- If you are feeling overwhelmed, you are encouraged to connect with our on-campus health professionals in Counseling & Psychological Services: https://caps.sfsu.edu
- If you are looking for education on how to keep yourself and your loved ones healthy, then reach out to our Health Promotion & Wellness Team: https://wellness.sfsu.edu
Withdrawal University Policy
https://dos.sfsu.edu/content/sf-state-student-withdrawal-services
During the first three weeks of instruction, withdrawing from courses is permitted without restriction or academic penalty. This action is commonly referred to as “dropping a class.” No symbol is recorded on the student’s permanent record, future class lists, or grade report. The drop period (the withdrawalwithout-penalty period) is the three-week period beginning when all classes meeting more than once a week begin. Instructors may also initiate withdrawals if students have not participated in course activities during this period. The procedure for dropping a course during this period is described in detail by the Registrar’s Office.
During the fourth through the twelfth week of instruction, students may initiate withdrawals for serious and compelling reasons, as specified by the student. Students should be informed of potential consequences of withdrawal and referred to advising resources. The instructor and department chair or director of school review and approve or deny, except in cases that violate limits on total units for withdrawal or number of times a student may withdraw from the same course, which will not be approved.
From the thirteenth week through the last week of instruction, students may initiate withdrawals in cases, such as accident or serious illness, where the cause of withdrawal is due to circumstances clearly beyond the student's control and the assignment of an Incomplete is not practicable. Such withdrawals will not count against the maximum number of withdrawal units.
SF State Policies
Disability Access
Students with disabilities who need reasonable accommodations are encouraged to contact the instructor. The Disability Programs and Resource Center (DPRC) is available to facilitate the reasonable accommodations process. The DPRC is located in the Student Service Building and can be reached by telephone (voice/415-338-2472, video phone/415-335-7210) or by email (dprc@sfsu.edu).
Disclosures of Sexual Violence (Title IX)
SF State fosters a campus free of sexual violence including sexual harassment, domestic violence, dating violence, stalking, and/or any form of sex or gender discrimination. If you disclose a personal experience as an SF State student, the course instructor is required to notify the Title IX Coordinator by completing the report form available at https://titleix.sfsu.edu, emailing vpsaem@sfsu.edu, or calling (415) 338-2032. To disclose any such violence confidentially, contact:
- The SAFE Place – (415) 338-2208; http://www.sfsu.edu/~safe_plc/
- Counseling and Psychological Services Center – (415) 338-2208; psyservs.sfsu.edu
For more information on your rights and available resources, visit http://titleix.sfsu.edu.
Academic Integrity
Academic integrity, the ethical presentation of one's own work in accordance with the rules established for this class, is required. Instances of academic misconduct will be reported to the College in which the course is housed, the Division of Graduate Studies (if a graduate student), and the Office of Student Conduct with the report being kept in those offices until a student earns his/her degree. Any instances of cheating, deceit, fabrication, forgery, plagiarism, unauthorized altering of records or submitting false documents, unauthorized collaboration, unauthorized submission of work previously given credit, or other forms of academic misconduct will be assigned a grade penalty, likely an F or a grade of zero. Failing one or more assignments or examinations for reasons of academic integrity violations may result in a final class grade of F. Students may not withdraw from classes in which they have committed academic misconduct. Consequences for violations of academic integrity may exceed an F on the assignment, examination, or class as determined by the Academic Integrity Review Committee.
Members of our academic community have a responsibility to develop an awareness of academic integrity, to cultivate skills to realize honesty in academic and community work, and to sustain actively academic honor as a core value of our community. Students are expected to engage in behaviors that reflect well upon the university. In addition to attending to one's own actions, the Standards for Student Conduct require that students who witness academic dishonesty notify their faculty/instructor, department chair, or the Office of Student Conduct. Supporting academic integrity enhances the reputation of the University and the value attributed to degrees awarded by the University.