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CI 1124: Global Stories of Education: Literature for Young Adults

Fall 2022, 3 credits

Course instructor: Marika Belusa, M.A., C & I Ph.D. Candidate

Office hours: After class Tuesdays & Thursdays or by appointment in-person or Zoom
E-mail: belus007@umn.edu
Section 006 meeting time & location: Tuesdays & Thursdays, 1:00-2:15pm | Peik 365
*Check our 1124 Canvas site for all course materials and updates to the syllabus*

Course Prerequisites: None

Course Description: Welcome to “Global Stories of Education: Literature for Young Adults,”
where we will investigate the ways that diverse stories help us encounter people navigating
obstacles and opportunities that reveal themes of learning and discovery in our global world.

This course was designed for non-English major undergraduate students throughout the
University of Minnesota in order to kindle or rekindle your love of reading, and to help you
make connections between the stories we read and your areas of study and lived experiences.
Through engaged reading, writing, research, discussing, and experiential learning, we will
identify the educational themes woven through these stories, as well as consider the cultural,
ideological, and political frameworks shaping these literary texts. In addition, you will be
(re)introduced to the tenets of literary analysis, and become familiar with literary terms and
themes. We want you to experience how stories can be both a mirror to your own life and a
window to cultures and ways of living very different from yours.

The stories we will read together are narratives about young people navigating conflicts often
spurred by systematic inequalities, and fighting for justice with resilience and creativity. These
narratives resonate with the ongoing seismic changes in our society around race, culture,
ethnicity, indigeneity, class, gender, sexuality, equality, and the natural environment.

Using novels, short stories, essays, poems, and multimedia geared toward young adults, we will
consider the learning experiences of youth in both formal and informal settings. Our focus on
literature created by a diverse group includes immigrant, minority, indigenous, and refugee
authors from around the world, and will immerse us in global lives and identities as we journey
with characters who cross geographic and cultural borders, and are faced with choices and
challenges that illuminate their identities and test their resilience.

Liberal Education and Literature: A liberal education is built around the belief in the value
of experiencing ideas in a wide range of disciplines in order to develop important tools that will
serve all students. Reading stories in an engaged and informed way deepens our awareness of
the world from a variety of vantage points and supports the ability to creatively solve problems,
to think both reflectively and critically about issues that arise not just in the classroom, but
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throughout an individual’s life. Building strong habits of mind through a liberal education
ensures that individuals carry within themselves the needed skills to interpret the complex
world around them. The study of literature in particular illuminates the human impulse to share
experience through narrative, and the power of story to convey ideas and to connect people
across geographic, racial, class or gender differences. This course uses literary texts to explore
the ways that literature works – to explore the world around us and to invite us to see ourselves
as well as others in new ways. At the heart of this course is the practice of literary interpretation,
a rigorous form of critical thinking, and an expansive cultural and social inquiry.

The study of literature requires a focused reading, with a growing attention to not only what
happens in a story, but of how meaning is shaped by a writer’s use of literary devices and your
own interpretive responses. In this course, we will also consider what distinguishes young adult
literature from other kinds of literature, and become familiar with the specific tenets of this
genre. We will practice reading with an awareness of how factors inside and outside a text create
meaning in a text. This dynamic space where the mind meets the story intended for young
readers will be our challenging and rewarding territory this semester.

This class course satisfies two CLE requirements: Literature Core and Global Perspectives
Theme.

The Literature Core:

CI 1124 students are immersed in the practice of literary analysis. You will read multiple texts
and through a variety of activities work to answer the question “What does it mean?” The
practice of developing thoughtful and supported interpretations of texts brings you directly into
the work of the field. You will be introduced to formal elements of literature such as character
development, setting, plot, and imagery, and consider the effect that particular writing strategies
such as these have on the meaning of a text. In addition, you will explore how external forces
such as political, social, historical, and cultural contexts shape both the writing of stories and
our reading of them. To raise questions about how the dynamics of power, gender construction,
patriarchy, class, and religion impact young people, and how they respond and in turn shape our
understanding of these influences. You will be encouraged to build a sense of yourself as a
skillful reader who can develop and articulate honest, intelligent responses to literary works.

The Global Perspectives Theme:

CI 1124 meets the CLE Global Perspectives theme requirement. Global Perspectives courses
must address three aspects of becoming a global citizen.

The reading list in this course is comprised of multicultural and global books representing a
wide range of responses to contemporary challenges; the authors you encounter here add their
voices to debates on critical issues in global communities. The texts provide a range of
perspectives on questions related to individual, cultural, national and human identity.
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This course addresses the learning experiences of young people in several countries, in formal
and informal settings, as they confront global issues: the legacy of colonialism, the tensions
inherent in cross-cultural encounters, an emerging translocal and transnational identity, the
historical context surrounding ethnic violence, the cultural norms that shape identity
development, education and the coming-of-age process. Key assignments throughout the class
encourage students to compare how young people across the globe react to these tensions.

Students discuss the implications of issues raised for the international community and for their
own lives. The course assignments and activities ask you to consider your own position in the
world, and your own relationship to a diversity of communities. As you read you will deepen
your thinking about the human condition and the promises and challenges that face the global
community and the education of young people. The stories provide a compelling context in
which to reflect on your place and responsibility within this interconnected framework of
individuals and communities. The collaborative work you do and the discussions you have with
your peers around key questions raised by the texts will also be an important piece of your
evolving understanding of community and difference.

Required texts & materials:

In order to complete the course, you will need the following required books, available at the
University Book Store, online, and in independent and used bookstores. (Have you discovered
The Book House, a secondhand bookstore in Dinkytown? You can buy and sell books there.)

You can choose whether to read e-books or printed texts.

● Binti (book one) by Nnedi Okorafor. Tordotcom, 2015.

● They Call Me Guero: A Border Kid’s Poems by David Bowles. Kokila, 2018.
● The Marrow Thieves by Cherie Dimaline. DCB, 2017. *Change from the original
● Everything Is Beautiful And I'm Not Afraid: A Baopu Collection by Yao Xiao.
Andrews McMeel Publishing, 2020.
● A digital device that can access our Canvas page & other extension sites
● Writing utensils (pens, pencils, colored pencils, etc.).

In addition to the texts listed above, we will be viewing TEDtalks and other media, and reading
selected short stories, poems, essays, a novella, and scholarly articles which will be provided for
you via our course site.

Coursework
Attendance & in-class participation (materials, notes, small and large 30%
group discussions, “risk-taking” preparedness)

Author event & reflection (Oct 18, 2022- see below) 10%

Weekly Reflections & Writing Assignments (weekly reflections, in-class 30%

writing and prompts, analysis mini paper/add-ons)
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Group assignments (contextual teach-in presentations, novel small group 30%

discussions, final presentation, etc.)

Attendance and Participation: 30% This course relies on student presence, participation,
collaboration, and contribution. We will be writing, reading and sharing thoughts openly during
class. While attendance will be noted*, “participation” is active engagement that relies on
presence, preparation, and a willingness to put yourself/ideas out there. Because we will have
many assignments that require collaboration, missing class will not only potentially hurt your
own work, but also the work of others in the course.
*If you must miss mandatory class sessions due to illness or other constraints, please
communicate with me via email as soon as possible.
**Missing more than one class due to illness or a family emergency will result in a lower final
grade.

Weekly Reflections & Writing Assignments 30%

Part of participating means preparedness, as well as your ability to not only discuss but think
through your learning. This will mean that you complete a weekly reflection that will
include any pre-reading, during reading, and in-class realizations/reflections.
Please see assignment details and requirements on Canvas. Reflections are due
each Thursday by 10:00 pm CT.
While these are not due until Thursday, it is expected that you bring the beginnings/
continuations of your analysis to class on Tuesdays to use in class discussions and to collaborate
on ideas and explorations with your classmates.
At the end of each unit/text, we will engage in a slightly deeper reflection/analysis. I will post
these instructions on Canvas and share them with you in class.

Author event & reflection: 10%

We are so lucky to have one of our authors coming to campus to read and speak this year! David
Bowles is the Book Week author for 2022, and will be speaking at the McNamara Alumni Center
on Tuesday, October 18. (RSVP here) The event is from 5:30-8:30, with your attendance
expected from 6:15-7:30 (both in-person and zoom options are available). A brief
reflection assignment will accompany the event.

Group assignments: 30%

Much of your learning will occur in small groups, in the form of both formal and informal
assignments.
- Contextual teach-in assignment: You will be expected to research and teach an historical,
cultural, political, or theoretical topic that builds context for some aspect of one of our
course texts (see schedule and assignment sheet).
- Small group text discussions
- Small group class activities
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- Final group presentation

Grading
93-100% A
90-92% A-
87-89% B+
83-86% B
80-82% B-
75-79% C+
70-74% C
65-69% C-
60-64% D
59% or less F

Students registered S/N must earn a C to pass the class. Incompletes are given only with a
written contract, and only when a person has an illness or family emergency after having
completed 2/3 of the coursework.

A note to emergent multilingual learners: You are enthusiastically welcome in this

course. I have designed this CI 1124 for diverse learners from throughout this University as well
as the globe. Careful proofreading is required for all students on all written assignments, but an
accent in both written and spoken language is acceptable and expected, and will not affect your
grade on any given assignment. Writing assignments will be assessed on your ability to
communicate your understanding of the literary texts and practice in light of current societal
issues. Reading assignments are designed to focus on close reading of the writing and content
rather than covering large quantity of pages.

What to do if you can’t get work done in time-

Please email me if you cannot submit an assignment on time. In-class work cannot be
made up in the case of unexcused absences. Major assignments will be graded down by a step of
a grade each 24-hour period they are late (for example, B+ becomes a B one day late; B- two
days late; C+ three days late, etc.) and will not accepted beyond one week after the due date.
There are no extra credit opportunities in this class.

Course Schedule: This schedule may be changed to accommodate the progress or needs of
the class. Any changes will be announced in class and posted on Canvas.

[See table below]

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Date In class Required Reading (due Assignments Due

before class begins)

Tuesday, Sept. 6 Introductions &

Syllabus

Thursday, Sept. 8 Danger of a single story Read syllabus Sign up for Contextual
Teach-in lesson group on
Contextual Teach-in Sample Canvas

Tuesday, Sept. 13 Close reading strategies and Nnedi Okorafor TED talk
basic elements of literature

Thursday, Sept. 15 Binti, p. 1-29 Weekly Reflection due by

(the last line is “I lay back and 10:00pm on Canvas
fell into the deepest sleep I’d
had since the ship left Earth.”)

Tuesday, Sept. 20 Binti, finish book Context Presentation, group

1: Nnedi Okorafor

Thursday, Sept. 22 Read and annotate the

Themes, Motifs, Symbols text
[print copy in class | digital Weekly Reflection due by
copy here. Add examples. Go 10:00pm on Canvas
do more
reading/watching/digging if
these are still not making
sense to you.

Tuesday, Sept. 27 Binti, final discussion Watch, listen & take notes in Context Presentation group 2:
your weekly reflection on ​Kojey AfricanFuturism
Radical - Water (If only they
knew) ft. Mahalia

Thursday, Sept 29 They Call Me Güero
Tuesday, Oct. 4
Thursday, Oct. 6
Tuesday, Oct. 11
Thursday, Oct. 13 They Call Me Güero, final
discussion
Tuesday, Oct. 18 NO CLASS - ATTEND
BOOK WEEK EVENT
The event is from 5:30-8:30,
with your attendance
expected from 6:15-7:30
(either in person or via
Zoom).
Thursday, Oct. 20
On borderlands/border society
They Call Me Güero, p. 1-6 &
skim glossary p. 99-103
They Call Me Güero,
p. 7-54
They Call Me Güero,
p. 55-97
David Bowles is the Book
Week author for 2022, and will
be speaking at the McNamara
Alumni Center on Tuesday,
October 18. (RSVP here).
read McCloud, Chapter 2: “The
Vocabulary of Comics”
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Context Presentation, group
3: David Bowles
Weekly Reflection due by
10:00pm on Canvas + Binti,
final writing assn due
TBD
Context Presentation, group
4: Mexico/US border history
Context Presentation, group
5: Mexico/US border now
Weekly Reflection due by
10:00pm on Canvas
Weekly Reflection due by
10:00pm on Canvas +
They Call Me Güero final
writing assn due TBD
Book talk reflection
included in Thursday
weekly reflection
Context Presentation, group
6: Graphic novels
Weekly Reflection due by
10:00pm on Canvas (include
Tuesday’s book talk
reflection)
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Tuesday, Oct. 25 Everything is Beautiful Everything is Beautiful, Context Presentation, group

p. 1-41 1: Yao Xiao

Thursday, Oct. 27 Everything is Beautiful, Context Presentation, group

p. 42-87 2: LGBTQ+ rights in China
Weekly Reflection due by
10:00pm on Canvas +

Tuesday, Nov. 1 Everything is Beautiful,

p. 88-125

Thursday, Nov. 3 Everything is Beautiful, Weekly Reflection due by

final discussion 10:00pm on Canvas +
Everything is Beautiful,
final writing due TBD

Tuesday, Nov. 8 Everything is Beautiful, Context Presentation, group

final work 3: Climate literacy

Thursday Nov. 10 Marrow Thieves, p. 1-51 Context Presentation, group

4: Cherie Dimaline

Weekly Reflection due by

10:00pm on Canvas

Tuesday, Nov. 15 Marrow Thieves, p. 52-99 Context Presentation, group

5: Indigenous Canada

Thursday, Nov. 17 Asycnhronous Class - check Marrow Thieves, Assignments on Canvas +

Canvas p. 100-153
Weekly Reflection due by
10:00pm on Canvas

Tuesday, Nov 22 Asycnhronous Class - check Assignments on Canvas

Canvas

Thursday, Nov 24 NO CLASS

Tuesday, Nov. 29 Introduce final project finish Marrow Thieves, Context Presentation, group
p. 154-231 6: Residential Schools history
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Thursday, Dec 1 Marrow Thieves, final Weekly Reflection due by

discussion 10:00pm on Canvas+
Marrow Thieves, final
written reflection TBD

Tuesday, Dec. 5 Marrow Thieves, final work Final project proposal

/ Final project Brainstorm

Thursday, Dec. 7 Share final project (in Final Weekly Reflection due
process)/ by 10:00pm on Canvas
Final course reflections

Tuesday, Dec. 13 Work Session- NO - complete student Final project due 11:59pm
CLASS MEETING evaluation of teaching
(on Canvas)
- finish and turn in final
project

Thursday, Dec. 15 NO CLASS MEETING - complete student Have a happy, healthy,

evaluation of teaching safe break!
(on Canvas

Addressing General Liberal Education Theme Requirements

Thinking ethically about important challenges facing our world

The range of literary texts in CI 1124 invite students to engage in thoughtful reflection on
important challenges facing young people around the globe today. The course texts and
assignments demand that students grapple with the ethics of education in the midst of civil war,
colonization, migration, identity formation, family relationships, and social divisions along
class, race and gender lines. Coming to terms with these dilemmas demands an ethical response
from students: honesty and accountability as they explore challenging global topics.

Reflecting on the shared sense of responsibility required to build and maintain community

CI 1124 addresses the building and maintenance of community in three primary ways. First, a
central site for students in CI 1124 to reflect on shared responsibility for building and
maintaining community is the classroom itself. Because this course is not taught in a traditional
lecture format, the exploration of the texts and the questions raised by the texts is a community
endeavor. Through small and large group discussion and activities, students and instructor
continually experience the challenges and rewards of community. Next, informal writing
assignments and discussions ask students to find places where a particular text affirms his or
her values or understanding of the way the world works, where he or she feels connected to
characters, and also to reflect on places where the reader’s sense of the way the world works is
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challenged and where he or she feels distant or disconnected from characters. This interaction
with the text helps students develop an awareness of the challenges of forming connections and
building community across differences. Finally, the required texts all raise questions about how
communities are formed, on what they are based, how they are maintained, and what threatens
them.

Fostering a stronger sense of our roles as historical agents

CI 1124 fosters a sense of individuals as historical agents by examining the act of writing and the
creative use of language as a way that writers not only reflect on but shape the world. In
addition, each of the required course texts highlight this relationship between the individual and
history. Each text comments on and invites questions about the way history works on
individuals and the ways that individuals work on history. As many students who will enroll in
this course are preparing for careers as educators, this perspective is essential.

The selected literature for CI 1124 is written by authors representing diverse cultures primarily
from parts of the world other than the United States. Additional short texts and poems are used
throughout the course to provide connections and context from an even wider array of countries
around the world. Texts address young people’s experience of formal and informal education in
different countries and cultures. In addition to this uniting theme, several others are shared by
multiple texts including: complex identity, ethnic violence, social divisions and inequality, and
family.

Connecting knowledge and practice

Formal and informal assignments ask that students to practice global citizenship skills by using
new cultural awareness gained through textual analysis and thoughtful exploration of
transnational issues. In conversation and assignments, students are compelled to consider the
relationships that exist between individuals, communities, cultures and nations, and to
recognize their own place within this interconnected framework. Over the course of the
semester, students have an opportunity to practice critical global citizenship through debate and
discussion.

Student Learning Outcomes: The work of this course will help you build knowledge and
skills that are central to the University of Minnesota’s liberal education requirements. These
include developing:

(1) Have mastered a body of knowledge and mode of inquiry-- literary analysis: Careful and
critical reading is at the heart of honest and intelligent interpretation. Our work as readers
begins with a willingness to be attentive to and to explore the range of thoughts, emotions,
memories, hopes or fears that a text arouses, and to see the ways that an author uses language to
evoke response. You will build your capacity for literary analysis through formal and informal
writing activities, discussion and close reading practice.

(2) Understand diverse philosophies and cultures within and across societies: The texts that
we will study this semester tell stories that can help us think both about ourselves and the world
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in which we live. These stories come from and are set in parts of the world we may have little or
no knowledge of; when we enter these worlds, we gain new cultural knowledge and experience
diverse perspectives that might otherwise be unavailable to us. We will also see aspects of the
human experience that are universal and bind us together. Class activities will ask you to enter
the points of view expressed in texts and reflect on how those perspectives resonate with or
challenge each other and your own.

(3) Understand the role of creativity, innovation, discovery, and expression across disciplines:
Though we will read the same books in this course, we won’t share the same experience of each
book. This is because reading and making meaning of texts is an interactive experience that
begins with an author’s desire to create. An author writes because he or she has something to
share, express, represent. A reader reads for many reasons, and brings to the page his or her
own personal history, values, and experience, but often finds herself transformed by the reading.
This course will invite you to explore how literary texts can shape your understanding of yourself
and the world you live in. Our aim in the class will be to see both what is at work in the books,
and what is at work in our own minds, and how stories can illuminate our own selves and the
world around us.

(4) Can communicate effectively: Throughout the course you will be engaged in a variety of
activities including large and small group discussions and presentation, informal and formal
writing projects. These activities invite you to work at finding meaning and significance in the
literary texts of the class in a variety of contexts. Through this work you will hone the skills that
enable you to convey ideas effectively in a variety of forms, both written and oral, in
collaboration and on your own. The deepest and most insightful reading of a text will not be
appreciated unless it can be communicated effectively – with clear development and support.

CEHD Mission

The mission of the University of Minnesota College of Education and Human Development is to
contribute to a just and sustainable future through engagement with the local and global
communities to enhance human learning and development at all stages of the life span.

Department Statement of Commitment to Social Justice

The Department of Curriculum and Instruction is committed to promoting social justice and
dismantling racial, socioeconomic, gender and language injustices in education. We actively
work to eliminate barriers and obstacles created by institutional discrimination. We are
committed to developing future teachers, practitioners, technologists and researchers who are
equipped to identify and challenge systems and structures of racism and oppression in their
field(s), locally, and globally.

University Policies for Undergraduate Classes:

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,
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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 adhere to Board of Regents Policy: Student
Conduct Code. To review the Student Conduct Code, please see:
http://regents.umn.edu/sites/regents.umn.edu/files/policies/Student_Conduct_Code.pdf.

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."

Use of Personal Electronic Devices in the Classroom: Using personal electronic devices
in the classroom setting can hinder instruction and learning, not only for the student using the
device but also for other students in the class. To this end, the University establishes the right of
each faculty member to determine if and how personal electronic devices are allowed to be used
in the classroom. For complete information, please reference:
http://policy.umn.edu/education/studentresp.

Scholastic Dishonesty: You are expected to do your own academic work and cite sources as
necessary. Failing to do so is scholastic dishonesty. Scholastic dishonesty means 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. (Student Conduct Code:
https://regents.umn.edu/sites/regents.umn.edu/files/2022-07/policy_student_conduct_code.
pdf). If it is determined that a student has cheated, the student may be given an "F" or an "N" for
the course, and may face additional sanctions from the University. For additional information,
please see: http://policy.umn.edu/education/instructorresp.

The Office for Community Standards has compiled a useful list of Frequently Asked Questions
pertaining to scholastic dishonesty:
https://communitystandards.umn.edu/avoid-violations/avoiding-scholastic-dishonesty. If you
have additional questions, please clarify with your instructor for the course. Your instructor can
respond to your specific questions regarding what would constitute scholastic dishonesty in the
context of a particular class-e.g., whether collaboration on assignments is permitted,
requirements and methods for citing sources, if electronic aids are permitted or prohibited
during an exam.

Workload Expectation per Undergraduate Credit: One credit represents, for the average
University undergraduate student, three hours of academic work per week (including lectures,
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laboratories, recitations, discussion groups, field work, study, and so on), averaged over the
semester, in order to complete the work of the course to achieve an average grade. One credit
equals 42 to 45 hours of work over the course of the semester (1 credit x 3 hours of work per
week x 14 or 15 weeks in a semester equals 42 to 45 hours of academic work).

Modality transparency: This course is scheduled as an in-person course. I intend to hold all
class sessions in-person except if situational factors arise, such as personal illness of the
instructor, when the class may be held synchronously via Zoom or asynchronous or small group
work assigned.

Legitimate (i.e., Excused) Absences: While makeup work for legitimate absences is
part of University policy, faculty and instructors choose how to accommodate absences based on
their course. In this course, excused absences will be handled as follows:
- Students should email the instructor as soon as possible.
- Much of our work in this course is small group work. Students are expected to discuss
their absences with their group members and determine how best to help the group.
- Students should check Canvas for the daily slides, review them, and complete all class
writing assignments.

COVID-19 Symptoms, Vaccination, Excused Absences, and Face Coverings: You

should stay at home if you experience any signs of illness or have a positive COVID-19 test
result. If this occurs, please consult with your healthcare provider about an appropriate course
of action. I will follow these same protocols and will let you know if the delivery of this course
has to be temporarily changed as the result of my own circumstances. Absences related to
illness, including COVID-19 symptoms, for yourself or your dependents, are legitimate
“excused” absences.

Vaccines: COVID-19 Vaccinations (or approved exemptions) are required for all students and
employees. Learn about vaccine and booster appointments on campus by visiting the FAQ on
Get the Vax page.

Face coverings: Up-to-date policy information is available on the Safe Campus page. The
University expects all community members to respect those who choose to wear a mask, as well
as those who choose not to wear one. I intend to wear a mask in class myself, depending on
community numbers, the University’s recommendations, and my own family’s current situation.
I fully support your individual choices around masking.

Indoor masking continues to be an important tool in high risk situations. High-quality masks
(N-95 or certified KN-95) will be available to students Fall 2022. Check the Safe Campus website
for information on the location(s) for each campus.

Testing: Information on When, Where, and What if for testing is available on MTest webpage.
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The above policies and guidelines are subject to change. The University regularly updates
pandemic guidelines in response to guidance from health professionals and in relation to the
prevalence of the virus and its variants in our community.

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:
http://policy.umn.edu/education/studentresp.

Grading and Transcripts: The University has two distinct grading scales: A-F and S-N.

A-F grading scale. The A-F grading scale allows the following grades and corresponding GPA
points:

Grade GPA Points Definitions for undergraduate credit

A 4.000 Represents achievement that significantly exceeds expectations in the course.

A- 3.667
B+ 3.333
B 3.000 Represents achievement that is above the minimum expectations in the course.
B- 2.667
C+ 2.333
C 2.000 Represents achievement that meets the minimum expectations in the course.
C- 1.667
D+ 1.333
D 1.000 - Represents achievement that partially meets the minimum expectations in the
course. Credit is earned but it may not fulfill major or program requirements.
F 0.000 Represents failure in the course and no credit is earned.

S-N grading scale. The S-N grading scale allows for the following grades and corresponding
GPA points:

Grade GPA Points Definitions for undergraduate credit

S 0.00 Satisfactory (equivalent to a C- or better)
N 0.00 Not Satisfactory

For additional information, please refer to:

https://policy.umn.edu/education/gradingtranscripts.

Sexual Harassment: "Sexual harassment" means unwelcome sexual advances, requests for
sexual favors, and/or other verbal or physical conduct of a sexual nature. Such conduct has the
purpose or effect of unreasonably interfering with an individual's work or academic performance
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or creating an intimidating, hostile, or offensive working or academic environment in any

University activity or program. Such behavior is not acceptable in the University setting. For
additional information, please consult Board of Regents Policy:
https://regents.umn.edu/sites/regents.umn.edu/files/policies/Sexual_Harassment_Sexual_As
sault_Stalking_Relationship_Violence.pdf.

Equity, Diversity, Equal Opportunity, and Affirmative Action: 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:
http://regents.umn.edu/sites/regents.umn.edu/files/policies/Equity_Diversity_EO_AA.pdf.

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 (UM Twin Cities - 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: (https://diversity.umn.edu/disability/)

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:
http://www.mentalhealth.umn.edu.

Academic Freedom and Responsibility: for courses that do not involve students in
research
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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.