Request for New Course
EASTERN MICHIGAN UNIVERSITY
DIVISION OF ACADEMIC AFFAIRS
REQUEST FOR NEW COURSE
DEPARTMENT/SCHOOL: HISTORY & PHILOSOPHY
COLLEGE: CAS
CONTACT PERSON: PETER HIGGINS
CONTACT PHONE: 303-378-4726
CONTACT EMAIL: PHIGGIN1@EMICH.EDU
REQUESTED START DATE: TERM FALL
YEAR 2012
A. Rationale/Justification for the Course
Questions related to sexual preference and identity inspire significant controversy worldwide. Some of these questions pertain to
ethical issues (e.g., what is the ethical status of homosexuality? Is outing ever ethically justified?), some to conceptual issues (e.g.,
what group of people does/should the acronym LGBT(etc.) seek to identify? What does “queer” mean?), and some to political
issues (e.g., should same sex marriage be legal? What is the relation between feminism and the liberation of sexual minorities?)
In order to respond to many of these questions well, it is often necessary to make use of the methods of Philosophy: conceptual
analysis, abstraction, and critical reasoning. While Philosophy is uniquely placed to address many of these questions productively,
the Philosophy section currently offers no course that systematically takes up these questions. This course will do just that.
Philosophy & Sexuality will be an elective for the Philosophy major and minor, as well as the newly-created minor in Critical
Sexuality and Gender Studies (housed in WGST). This course will be cross-listed in WGST (upon approval of the WGST
curriculum & instruction committee.)
B. Course Information
1. Subject Code and Course Number:
PHIL/WGST 326W
2. Course Title:
PHILOSOPHY & SEXUALITY
3. Credit Hours:
3
4. Repeatable for Credit? Yes
No
X
If “Yes”, how many total credits may be earned?_______
5. Catalog Description (Limit to approximately 50 words.):
This course applies philosophical methods to ethical, political, and conceptual questions related to sexual preference and identity,
including: What is the ethical status of homosexuality? Should same sex marriage be legal? What group does/should
“LGBT(etc.)” seek to identify? Who is “queer”? What is the relation between feminism and the liberation of sexual minorities?
6. Method of Delivery (Check all that apply.)
a. Standard (lecture/lab) X
On Campus
X
Off Campus
b. Fully Online
c. Hybrid/ Web Enhanced
7. Grading Mode:
Normal (A-E)
X
Credit/No Credit
8. Prerequisites: Courses that MUST be completed before a student can take this course. (List by Subject Code, Number and Title.)
One course in Philosophy other than PHIL 120 or PHIL 130
Miller, New Course
Sept. 09
.
New Course Form
9. Concurrent Prerequisites:
Code, Number and Title.)
Courses listed in #5 that MAY also be taken at the same time as a student is taking this course. (List by Subject
10. Corequisites: Courses that MUST be taken at the same time as a student in taking this course.
(List by Subject Code, Number and
Title.)
11. Equivalent Courses. A student may not earn credit for both a course and its equivalent. A course will count as a repeat if an equivalent
course has already been taken. (List by Subject Code, Number and Title)
12. Course Restrictions:
a. Restriction by College. Is admission to a specific College Required?
College of Business
Yes
No
X
College of Education
Yes
No
X
b. Restriction by Major/Program. Will only students in certain majors/programs be allowed to take this course?
Yes
No
X
If “Yes”, list the majors/programs
c. Restriction by Class Level Check all those who will be allowed to take the course:
Undergraduate
All undergraduates
Graduate
X
All graduate students____
Freshperson
Certificate
Sophomore
Masters
Junior
Specialist
Senior
Doctoral
Second Bachelor________
UG Degree Pending_____
Post-Bac. Tchr. Cert._____
Low GPA Admit_______
Note: If this is a 400-level course to be offered for graduate credit, attach Approval Form for 400-level Course for Graduate
Credit. Only “Approved for Graduate Credit” undergraduate courses may be included on graduate programs of study.
Note: Only 500-level graduate courses can be taken by undergraduate students. Undergraduate students may not register for
600-level courses
d. Restriction by Permission. Will Departmental Permission be required?
Yes
No
(Note: Department permission requires the department to enter authorization for every student registering.)
Miller, New Course
Sept. ‘09
X
Page 2 of 4
New Course Form
13. Will the course be offered as part of the General Education Program?
Yes
X
No
If “Yes”, attach Request for Inclusion of a Course in the General Education Program: Education for Participation in the Global Community
form. Note: All new courses proposed for inclusion in this program will be reviewed by the General Education Advisory Committee. If this
course is NOT approved for inclusion in the General Education program, will it still be offered? Yes
X
No
C. Relationship to Existing Courses
Within the Department:
14. Will this course will be a requirement or restricted elective in any existing program(s)? Yes
No
X
If “Yes”, list the programs and attach a copy of the programs that clearly shows the place the new course will have in the curriculum.
Program
Required
Restricted Elective
Program
Required
Restricted Elective
15. Will this course replace an existing course? Yes
No
X
16. (Complete only if the answer to #15 is “Yes.”)
a. Subject Code, Number and Title of course to be replaced:
b. Will the course to be replaced be deleted?
Yes
No
17. (Complete only if the answer #16b is “Yes.”) If the replaced course is to be deleted, it is not necessary to submit a Request for
Graduate and Undergraduate Course Deletion.
a. When is the last time it will be offered?
Term
Year
b. Is the course to be deleted required by programs in other departments?
Contact the Course and Program Development Office if necessary.
Yes
No
c. If “Yes”, do the affected departments support this change?
Yes
No
If “Yes”, attach letters of support. If “No”, attach letters from the affected department explaining the lack of support, if available.
Outside the Department: The following information must be provided. Contact the Course and Program Development office for
assistance if necessary.
18. Are there similar courses offered in other University Departments?
If “Yes”, list courses by Subject Code, Number and Title
Yes
No
X
19. If similar courses exist, do the departments in which they are offered support the proposed course?
Yes
No
If “Yes”, attach letters of support from the affected departments. If “No”, attach letters from the affected department explaining the lack of
support, if available.
D. Course Requirements
20. Attach a detailed Sample Course Syllabus including:
a.
Miller, New Course
Sept. ‘09
Course goals, objectives and/or student learning outcomes
Page 3 of 4
New Course Form
b.
c.
d.
e.
f.
g.
h.
Outline of the content to be covered
Student assignments including presentations, research papers, exams, etc.
Method of evaluation
Grading scale (if a graduate course, include graduate grading scale)
Special requirements
Bibliography, supplemental reading list
Other pertinent information.
NOTE: COURSES BEING PROPOSED FOR INCLUSION IN THE EDUCATION FOR PARTICIPATION IN THE GLOBAL
COMMUNITY PROGRAM MUST USE THE SYLLABUS TEMPLATE PROVIDED BY THE GENERAL EDUCATION
ADVISORY COMMITTEE. THE TEMPLATE IS ATTACHED TO THE REQUEST FOR INCLUSION OF A COURSE IN THE
GENERAL EDUCATION PROGRAM: EDUCATION FOR PARTICIPATION IN THE GLOBAL COMMUNITY FORM.
E. Cost Analysis (Complete only if the course will require additional University resources.
Fill in Estimated Resources for the
sponsoring department(s). Attach separate estimates for other affected departments.)
Estimated Resources:
Year One
Year Two
Year Three
Faculty / Staff
$_________
$_________
$_________
SS&M
$_________
$_________
$_________
Equipment
$_________
$_________
$_________
Total
$_________
$_________
$_________
F. Action of the Department/School and College
1. Department/School
Vote of H&P faculty:
For ___7______
Against ____0______
Abstentions _____0_____
(Enter the number of votes cast in each category.)
Vote of WGST faculty:
For ___10_______
Against ____0______
Abstentions ____0______
(Enter the number of votes cast in each category.)
Richard Nation
H&P Department Head/School Director Signature
3/30/12
Linda Pritchard
WGST Department Head/School Director Signature
3/28/12
Date
Date
2. College/Graduate School
A. College
College Dean Signature
Date
B. Graduate School (if Graduate Course)
Graduate Dean Signature
Date
G. Approval
Associate Vice-President for Academic Programming Signature
Miller, New Course
Sept. ‘09
Date
Page 4 of 4
PHIL/WGST 3xx(W): PHILOSOPHY and SEXUALITY
[Semester, year]
[CRN]: [Days and time of class meeting (location)]
Professor: Dr. Peter Higgins
Office: Pray-Harrold 702-L
Office Hours:
Email: phiggin1@emich.edu
Course Description
This course brings philosophical methods to bear on ethical, political, and conceptual questions related
to sexuality (in the sense of sexual identity and preference). Questions to be considered in this course
include:
• What are the arguments for the moral wrongness of homosexuality? Are these arguments
sound? Are there reasons for questioning the morality of heterosexuality?
• Should same-sex marriage be legal?
• Are there circumstances in which “outing” is morally justified?
• What is “heterosexism”? How is this different from homophobia?
• Is there a single social group the acronym LGBT(etc.) seeks to identify? Who should be
included? Who should not be included?
• What does “queer” mean? Who is “queer”?
• How is the oppression of sexual minorities related to gender oppression? How is feminism
useful (or not) for the liberation of sexual minorities?
This course has several general learning objectives. This course will help students to
• appreciate philosophical contributions to ethical, political, and conceptual questions about
sexuality,
• cultivate their ability to think critically about ethical, political, and conceptual issues related
to sexuality;
• develop a capacity to recognize heterosexual bias in mundane, everyday interactions and
social institutions that are usually taken for granted as natural or inevitable;
• recognize ways in which their own beliefs, held out of convention, socialization, or
upbringing, may be informed by heterosexual bias; and
• prepare students to articulate reasoned responses to the expression of beliefs about sexuality
contrary to their own.
WGST Student Learning Outcomes
This course will enable students to integrate diverse sources of evidence to support a research
argument relating to sexuality, gender and feminism through in- and out-of-class writing assignments,
all of which require students to defend a thesis developed in response the arguments of multiple
authors, using the method of critical reasoning. (Outcome 1). This course will also enable students to
situate issues of sexuality, gender and feminism in theoretical frameworks. Readings will present
students with diverse and sometimes conflicting theories of sexual and gender identity, and the
relation between the oppression of sexual minorities and gender oppression. (Outcome 2) Finally,
through readings, essays, and class discussions, this course will enable students to evaluate the
philosophical perspectives of others on sexuality, gender and feminism, and to formulate their own
views, providing students with the means to engage justly in their communities. (Outcome 4)
Rationale for inclusion as a Writing Intensive Course
This course is writing intensive. In this course, students will complete 3 in-class essay exams and write
two substantial papers. Exams assess students’ understanding of assigned readings and the
relationship of authors’ views to each other, as well as students’ ability to effectively and clearly
express this. Both papers are a reasoned defense of a thesis. Students will select a thesis, developed in
response to required reading(s), and defend that thesis while demonstrating their understanding of
relevant works. Term papers will be assessed rigorously for the clarity with which they communicate
their arguments.
Required Texts
Same Sex: Debating the Ethics, Science, and Culture of Homosexuality, edited by John Corvino (New York:
Rowman & Littlefield, 1999). You must purchase a copy of this book before the second day of class.
Many of the assigned readings for this course are not included in the Corvino anthology. These articles
are noted below in the schedule by ***. They will be made available to you via EMU Online.
Assessment
1. Three in-class exams, each consisting of several short-essay comprehension questions. The first exam
is worth 10% of your final grade, while the second and third each constitute 20% of your final grade.
Exams are closed-book and closed-note, except as noted below. I will distribute a study guide a few
days prior to each exam.
Make-up exams will only be given in extraordinary circumstances (which must be
documented), must take place before graded exams are returned, and will be subject to a one
letter-grade (10%) penalty. Make-up exams will be scheduled at my (not necessarily your)
convenience. If you will miss the exam, you must notify me in advance in person, by email, or
by phone; if you don’t show up for class on the day of the exam, and I haven’t heard from you,
you will not be given an opportunity to make up the exam. If you miss or cancel a scheduled
make-up, you will not be given another opportunity.
Exams are required; you must take them to pass the course. Thus, if you miss an exam, and do
not make it up, you will automatically fail the course.
Exam Notecards: At the end of each class period, you may submit one notecard (3”x5”)
containing on its front only notes from that day’s assigned reading and lecture. You may not
submit a notecard unless you are present at the end of class. Please note that you must fill out
your notecard during the course of class; you will not receive extra time at the end of class to fill
it out. Submission of a notecard is optional. On the day of the exam, I will return each student’s
notecards for use during the exam. These will be the only notes any student is permitted to use
during the exam. I will revoke your privilege to use notecards on exams should I find that
you’ve included information on a notecard that does not originate in that day’s assigned
reading or lecture.
2. Two critical analysis essays, one 3-4 pages in length (worth 15% of your final grade) and one 8-10
pages in length (worth 25% of your final grade). See the schedule on the next page for due dates. These
shall be argumentative essays, which is to say each must defend a thesis developed in response to the
views of one or more of the assigned authors. They will be graded in terms of three factors: (a) the
accuracy of your explanation of relevant readings; (b) the quality of the arguments you make in defense
of your thesis; and (c) spelling, grammar, clarity and organization. I will provide detailed instructions
on how to write and organize a philosophy essay in advance.
2
Prior to turning in your essay, you must submit your introduction (one paragraph, no more
than one page, containing your thesis and a summary of your arguments) to me. See the
schedule on the next page for due dates. I will return it to you in the next class period with
suggestions for revision. Your introduction is worth 10% of your essay grade.
3. Daily quizzes: At the beginning of each non-exam class period, I will administer a reading
comprehension quiz consisting of 3 “objective” questions (e.g., true/false, multiple-choice, fill-in-theblank, etc.), each worth 1 point. Each quiz will be scored out of 2. This means that if, at the end of the
term, you have answered 67% of quiz questions correctly, you will have earned a 100% overall quiz
grade. If you answer a greater percentage of quiz questions correctly, you will earn extra credit.
Altogether, quizzes are worth 10% of your final grade in the course. Quizzes may not be made-up, so
you must be in class on time to take them. (Disputes over quiz answers must be presented privately,
the same day, either after class or over email. Public disputes of quiz answers will not be considered.)
4. Daily participation in class discussion is expected. For more detailed information on class
participation, see the note on page 5 of the syllabus. If you participate frequently and thoughtfully, I
will raise your final grade in the class by one-third a letter (e.g., B+ to A-). If you do not participate or
participate in a way that is disrespectful toward me or other students, I will lower your final grade by
one-third of a letter (e.g., B- to C+).
Attendance will not be directly scored. This does not mean there is no reason to attend, however. There
are many costs to missing class; if you miss class, you will:
• learn less,
• not be able to take the daily quiz,
• not be able to submit an exam notecard,
• lose the opportunity to participate in class discussion,
• not understand assigned readings as well as you would if you were in class, and
• not have access to course content presented only in lecture. (If you miss class, you should
make arrangements with another student to copy her or his notes. I do not distribute my notes
to students, but am happy to answer questions about material you missed during office hours.)
Schedule
I will only change exam dates in extreme circumstances. However, you should expect changes to the
reading schedule, which I will announce at the end of each class. You are expected to have completed
the assigned reading before class on the date indicated. (This is part of your daily homework.) You
will be accountable for understanding assigned readings on exams, whether or not we finish discussing
them in class. (If you’ve read the article before class as required, you will be able to ask questions about
any points my lecture does not explain.)
3
CLASS
1
TOPIC
Introduction to course
2
The morality of homosexuality
3
4
The morality of homosexuality
The morality of homosexuality
5
Sexual voluntarism and ethics
6
7
8
Sexual voluntarism and ethics
9
10
11
The morality of heterosexuality
The morality of heterosexuality
The metaphysics of sexuality
The ethics of outing
ASSIGNMENT DUE
(none)
Corvino, “Why Shouldn’t Tommy and Jim Have Sex? A Defense of
Homosexuality”
Bradshaw, "A Reply to Corvino"
***Corvino, "Homosexuality and the PIB Argument"
Finnis, "Law, Morality, and 'Sexual Orientation'"
Koppelman, “Homosexual Conduct: A Reply to the New Natural Lawyers”
Stein, “The Ethical Relevance of Scientific Research on Sexual Orientation"
Suppe, “Explaining Homosexuality: Who Cares Anyhow?”
***Wilkerson, "Is it a Choice? Sexual Orientation as Interpretation"
EXAM 1
Mohr, "The Case for Outing"
Stramel, "Outing, Ethics, and Politics: A Reply to Mohr"
***Rich, "Compulsory Heterosexuality and Lesbian Existence"
***Higgins, "Sexual Disorientation: Moral Implications of Gender Norms"
Boswell, “Revolutions, Universals, and Sexual Categories”
12
"Homophobia"/"Heterosexism"
13
14
"Homophobia"/"Heterosexism"
LGBTQ (etc.): What/Who is this group?
15
LGBTQ (etc.): What/Who is this group?
16
LGBTQ (etc.): What/Who is this group?
Halperin, “Sex Before Sexuality: Pederasty, Power, and Politics in Ancient
Athens”
INTRODUCTION (short paper) DUE
***Card, “Why Homophobia?”
***Colwell, “Turning the Tables with ‘Homophobia'”
TBD/ Original content by instructor
***Blasius, “An Ethos of Lesbian and Gay Existence”
***Zita, “Male Lesbians and the Postmodern Body”
Queen, “Strangers at Home: Bisexuals in the Queer Movement”
SHORT PAPER DUE
***Bettcher, “Without a Net: Starting Points for Trans Stories”
LGBTQ (etc.): What/Who is this group?
***Bettcher, “Evil Decivers and Make-Believers: On Transphobic Violence
and the Politics of Illusion”
***Behrensen, “Passing Bodies: Are Out Intersexuals Queer?”
17
18
19
20
LGBTQ (etc.): What/Who is this group?
21
Feminism and Sexuality
Feminism and Sexuality
22
Feminism and Sexuality
23
Feminism and Sexuality
24
Same-Sex Marriage
25
Same-Sex Marriage
26
Same-Sex Marriage
27
The Military
28
29
***Holmes, “Mind the Gaps: Intersex and (Re-productive) Spaces in Disability
Studies and Bioethics"
TBD/ Original content by instructor
EXAM 2
***Hoagland, “Why Lesbian Ethics?”
***Calhoun, “Separating Lesbian Theory from Feminist Theory”
***Calhoun, “The Gender Closet: Lesbian Disappearance Under the Sign
‘Women’”
***Ferguson, “Cheshire Calhoun’s Project of Separating Lesbian Theory from
Feminist Theory”
***Hale, “Are Lesbians Women?”
***Card, “Radicalesbianfeminist Theory”
***Daumer, “Queer Ethics; or, The Challenge of Bisexuality to Lesbian
Ethics”
Knight, “How Domestic Partnerships and ‘Gay Marriage’ Threaten the
Family”
Rauch, Jonathan, “Who Needs Marriage?”
INTRODUCTION (long paper) DUE
***Wedgwood, "The Fundamental Argument for Same-Sex Marriage"
***Boonin, "Same-Sex Marriage and the Argument from Public
Disagreement"
Card, "Against Marriage"
***Ferguson, “Gay Marriage: an American and Feminist Dilemma”
Luddy, “Make War, Not Love: The Pentagon’s Gay Ban is Wise and Just”
Siegel, “Dry-Cleaning the Troops and Other Matters: A Critique of DADT”
LONG PAPER DUE
EXAM 3
Additional information and advice
As students in a 400-level course, you know that mere physical presence is not sufficient to pass. In
order to do well, you must thoughtfully complete each reading and regularly participate in discussion.
Many students find philosophy courses more difficult than other courses at the same level due to the
unique and, for most people, unfamiliar method of inquiry it employs (critical analysis). You may need
to work harder in this course to earn the sort of grade you are accustomed to receiving in nonphilosophy courses, especially if you have not taken many philosophy courses in the past. I employ the
following grading scale:
A
AB+
B
BC+
(94-100)
(90-93.9)
(87-89.9)
(83-86.9)
(80-82.9)
(77-79.9)
excellent work
good work
C
CD+
D
DF
(73-76.9)
(70-72.9)
(67-69.9)
(63-66.9)
(60-62.9)
(0-59.9)
adequate work
minimally acceptable work
unmeritorious work
If you find the material in this class difficult, I am more than happy to assist you in your effort to
understand and engage with it. You may meet with me during office hours without appointment, by
appointment outside of office hours, or seek help over e-mail. Students often fail a course because they
do not seek help when they need it. Don’t wait until the last minute – or worse, until you’ve already
failed an exam – to seek assistance if your are struggling.
Required pre-class preparation
In addition to completing assigned readings before class on the date indicated, you should take notes
on the reading before class as well. This will enable you to thoughtfully participate in class discussion,
and aid in your understanding of the material. A good way to take notes on philosophy is to, first, read
the article straight through, annotating the text in the margins and underlining important points. Once
you’ve done this, create a separate page of notes in which you answer the following questions:
• What is the main claim (thesis) that the author defends?
• What positive arguments or evidence does the author provide to support this claim?
• What objections does the author consider to her arguments, and how does she respond to
these objections?
• Are there any compelling objections to the author’s arguments that she fails to consider?
• Did the author make any points that you did not understand? (If so, explain.)
Guidelines for participation in class discussion
Each student should contribute to class discussion on a regular basis (i.e., at least once per class). This
can take many forms, but typical contributions involve either:
• asking questions about points in the reading or lecture that you do not entirely understand,
• raising criticisms of claims made by authors that seem potentially objectionable,
• providing (possibly personal) examples of concepts discussed by the author, or
• raising questions about the topic that seem important but that the author does not address.
If you read the assigned article carefully and thoughtfully before class, and take notes on it, answering
the questions I mention above, coming up with interesting things to say in class should be easy.
Students who actively take part in discussions about the concepts and principles relevant to a
philosophy course develop an understanding of the material that is substantially more sophisticated
than those who don’t. Developing a sophisticated understanding of the material is important not only
for its own sake but also because it will positively affect your performance on exams. Those who truly
understand the material don’t need to stay up all night cramming, and those who try to get by with
mere memorization will inevitably perform worse than those who possess a critical understanding of
the material. What’s more, class will be far more enjoyable if you’re engaged in the discussion;
passively listening to other people talk for 75 minutes is boring!
Please note that I grade class participation for both quantity and quality. If you do not participate, or
participate very rarely, I will lower your final grade by one-third of a letter (e.g., B- to C+). I will also
lower your final grade by this amount if your participation in class is distracting or disrespectful
(toward me or other students), even if you participate frequently. Please observe the following rules
regarding classroom behavior and participation:
1. All students must devote their full attention to lecture and discussion from the beginning to
the end of the class period. Students who are whispering to other students, texting, reading
anything other than assigned material, using their laptop for any purpose other than taking
notes, wearing headphones or earphones, or sleeping are not giving their full attention to the
class. I will lower the participation grade of students engaged in such behaviors. In accordance
with this rule, cell phones must be turned off or set to “silent” (not “vibrate”) during class, and
must be put away; your phone should not be visible to you or to me during class.
2. Please wait to speak until I have called on you. I will call on all students who raise their
hands, in the order they raised their hands, inasmuch as I can keep track, with one exception: I
will give priority to students who have not yet spoken during the current class period.
3. All comments must be public. There should be no private discussions in class; all comments
must be addressed to the entire class.
4. All comments must be respectful of other students and of me. Whether you agree or disagree
with something that has been said, if you wish to respond, you must do so in a considerate way.
This excludes not only general ridiculing and laughing, but also sexist, racist, or homophobic
comments directed at me or other students.
EMU Writing Support
The University Writing Center (115 Halle Library) offers one-to-one writing consulting for both
undergraduate and graduate students. Students can make appointments or drop in between the hours
of 10 a.m. and 6 p.m. Mondays through Thursdays and from 11 a.m. to 4 p.m. on Fridays. Students
should bring a draft of what they’re working on and their assignment.
http://www.emich.edu/english/writing-center
The Academic Projects Center (116 Halle Library) offers one-to-one consulting for students on writing,
research, or technology-related issues. The APC is open 11 a.m. to 5 p.m. Monday through Thursday
for drop-in consultations. Additional information about the APC can be found at
http://www.emich.edu/apc. Students visiting the Academic Projects Center should bring with them a
draft of what they’re working on and their assignment sheet.
6
University Policies
Special Needs Accommodations: “If you wish to be accommodated for your disability, EMU Board of Regents
Policy 8.3 requires that you first register with the Students with Disabilities Office (SDO) in 240 EMU Student
Center. You may contact SDO by telephone (734.487.2470). Students with disabilities are encouraged to register
with the SDO promptly as you will only be accommodated from the date you register with them forward. No
retroactive accommodations are possible.”
Religious Holidays: “Current University policy recognizes the rights of students to observe religious holidays
without penalty to the student. Students will provide advance notice to the instructor in order to make up work,
including examinations, they miss as a result of their absence from class due to observance of religious holidays.
If satisfactory arrangements cannot be made with the instructor, the student may appeal to the school director or
head(s) of department(s) in which the course(s) is / are offered.”
Academic Dishonesty: “Academic dishonesty, including all forms of cheating, falsification, and/or plagiarism,
will not be tolerated in this course. Penalties for an act of academic dishonesty may range from receiving a failing
grade for a particular assignment to receiving a failing grade for the entire course. In addition, you may be
referred to the Office of Student Conduct and Community Standards for discipline that can result in either a
suspension or permanent dismissal. The Student Conduct Code contains detailed definitions of what constitutes
academic dishonesty but if you are not sure about whether something you are doing would be considered
academic dishonesty, consult with the course instructor. You may access the Code online at:
www.emich.edu/student conduct/.”
Classroom Behavior: “Students are expected to abide by the Student Conduct Code and assist in creating an
environment that is conducive to learning and protects the rights of all members of the University Community.
Incivility and disruptive behavior will not be tolerated and may result in a request to leave class and referral to
the Office of Student Conduct and Community Standards (SJS) for discipline. Examples of inappropriate
classroom conduct include repeatedly arriving late to class, using a mobile/cellular phone while in the class
session, or talking while others are speaking. You may access the Code online at
www.emich.edu/studentconduct/.”
Family Educational Rights and Privacy Act (FERPA): “The Family Educational Rights and Privacy Act (FERPA)
is a Federal law designated to protect the privacy of a student’s education records and academic work. The law
applies to all schools and universities which receive funds under an applicable program of the U.S. Department of
Education and is applicable to students at EMU. All files, records, and academic work completed within this
course are considered educational records and are protected under FERPA. It is your right, as a student in this
course, to expect that any materials you submit in this course, as well as your name and other identifying
information, will not be viewable by guests or other individuals permitted access to the course. The exception
will be only when you have given explicit, written, signed consent. Verbal consent or email is insufficient.”
Student and Exchange VISitor Statement (SEVIS): “The Student exchange Visitor Information System (SEVIS)
requires F and J students to report the following to the Office of International Students 244 EMU Student Center
within ten (10) days of the event:
• Changes in your name, local address, major field of study, or source of funding;
• Changes in your degree-completion date;
• Changes in your degree-level (ex Bachelors to Masters)
• Intent to transfer to another school.
Prior permission from OIS is needed for the following:
• Dropping ALL courses as well as carrying or dropping BELOW minimum credit hours;
• Employment on or off-campus;
• Registering for more than one ONLINE course per term (F visa only)
• Endorsing I-20 or DS-2019 for re-entry into the USA.
Failure to report may result in the termination of your SEVIS record and even arrest and deportation. If
you have questions or concerns, contact the Office of International Students at 734.487.3116, not the
course instructor.
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