California State University, Long Beach
JOURNALISM 311
Reporting and Information Gathering
Fall 2012
Instructor: Judith Frutig
Class Meets: Mondays & Wednesdays, 12‑1:50 p.m., in SSPA, Room 108
Office Hours: Mondays & Wednesdays from 2-3 p.m.; Tuesdays & Thursdays from 1-2 p.m.;
other times by appointment.
Office: SSPA‑026 (two doors down from the Journalism Department)
Email: jkfrutig@aol.com ‑ In every message you send to me, please include this information on
the subject line: Jour 311 [your first and last name in these brackets]
Office Phone: 562‑985‑5361 (Please e‑mail first)
“If one morning I walked on top of the water across the Potomac River, the headline that
afternoon would read: ‘President Canʹt Swim.’ʺ ~Lyndon B. Johnson, 36th President of the
United States
“It sometimes takes a while for executives to figure out that the reporters they think of as little
bugs to be squashed or spun can be more powerful than they are.” ~Jonathan Alter, former
Newsweek editor and current columnist for Bloomberg.com News
CATALOGUE DESCRIPTION
Prerequisites: JOUR 120 with a grade of ʺCʺ or better. Teaches students to report, gather, process
and transform messages. Involves seeking sources in libraries, public records, books,
magazines, journals, corporate reports, computer databases and personal interviews.
PROGRAM REQUIREMENT
This is the Journalism and Mass Communication Department’s second core skills course. It is a
prerequisite for JOUR 310 and the gateway to the department’s upper division classes.
COURSE OVERVIEW
This upper division skills course gives students the opportunity to achieve the following:
1. Learn the basics of news gathering and news writing
2. Demonstrate a thorough familiarity with the conventions of journalism (as published by
reputable news outlets, spoofed on The Daily Show with Jon Stewart, and presented in your
own work).
3. Speak and write knowledgeably about important issues in journalism and how they interact
with the culture at large.
4. Accurately assess the credibility of a potential source (from a Web page, press release, or an
anonymous tip).
5. Exhibit communications skills and research methods that adhere to the standards and
conventions of the contemporary practice of ethical journalism.
If you work hard in this class, you will be a giant step closer to going to work in a professional
newsroom or public relations organization. Journalism 311 is designed as a hands‑on practical
course. It requires students to think more deeply about the news stories published in the mass
media ‑ and encourage you to ask why these organizations are saying what they’re saying and
doing what they’re doing at this time and in this place.
Many JOUR 311 students are looking forward to careers in online publications, some are
interested in the public relations industry; many others aren’t heading for careers as journalists
at all. But the qualities that characterize the best journalists – the ability to carefully weigh
information for its truthfulness; cautiously look at all sides of an issue or event or argument;
maintain a healthy sense of skepticism (but not cynicism); a passionate belief in the importance
of public service ‑ are critical to every citizen of this democracy and in all fields of endeavor.
Finding creative ways to get to the truth of something is an imperative for journalists, but it is
equally important in the day‑to‑day life of American democracy ‑‑ whether the matter at hand
is deciding what occupation to take up after graduation, weighing advice from family and
friends (including friendly professors), landing your first big job, or going to graduate school, or
whatever direction your interests take you.
REQUIRED READING
I have two books and one newspaper in mind:
1. Tim Harrower, Inside Reporting: A Practical Guide to the Craft of Journalism, 3rd edition (New
York: McGraw‑Hill, 2013). ISBN: 978‑0‑07‑352617
2. The Associated Press Stylebook and Briefing on Media Law (2012, preferably spiral‑bound, but
2011 is also OK).
3. A one‑semester, student‑rate subscription to the Los Angeles Times.
[You must be informed and knowledgeable about current events and you are required to read
the L.A. Times every day. You should pay special attention to the Sunday edition, where editors
often place their most important stories. I hope you will use this course to develop newsreading habits that will serve you for a lifetime – no matter what direction your career takes.]
RECOMMENDED READING AND NEWS SOURCES
1. Websterʹs New World College Dictionary, 11th edition (Hoboken, N.J.: Wiley, 2006). ISBN‑13:
9780764571251
2. William Strunk and E. B. White, Elements of Style, 4th edition (1995). ISBN‑13: 9780205309023
3. On‑line national editions of the New York Times (www.nytimes.com), San Francisco
Chronicle (www.sfgate.com),Washington Post (www.washingtonpost.com), USA Today
(www.usatoday.com)
4. On‑line regional editions for the Los Angeles Times (www.latimes.com), Long Beach
Press‑Telegram
(www.presstelegram.com) and Orange County Register (www.ocregister.com).
5. Pay attention to network and cable television and radio news. Whatever outlet you choose,
it’s up to you.
6. Six good Web sites to check out the current state of the news media: for Southern California,
www.LAObserved.com; for the national media, Jim Romenesko’s media blog at
www.poynter.org/medianews, and www.slate.com; for the political media, www.politico.com,
www.huffingtonpost.com and www.dailybeast.com.
WEB ACCESS, E‑MAILING YOUR INSTRUCTOR, AND IMPORTANT INTERNET SITES
1. Web access: You will need frequent online access over the course of the semester, and it is a
good idea to check our class Website between sessions. If you do not have Internet access at
home, make sure you allow enough time to check for new announcements and other postings
on Beachboard, and to complete your assignments on campus.
2. E‑mails: I am frequently online (except Sunday) and my policy is to respond to student
e‑mails the day I receive them. If you don’t hear from me by the next morning, please resend
your message and note that it is your second attempt. These exchanges are best for quick
clarifications or to schedule a meeting. I do not discuss grades on‑line or over the phone but you
are always welcome to talk to me before or after class, or in my office during my regular office
hours or by appointment. E‑mails should not be used to inquire into what you missed if you
were not in class. If your absence is excused, I will help you catch up. However, if your absence
is unexcused, you must get any information you missed from a classmate.
3. Internet sites: The following sites are designed to advance your learning process:
www.beachboard.csulb.edu/webapps/login: This is our class Website. Please get into the habit
of checking it between classes, especially on the mornings of the days we meet. This site
contains important announcements, assignments, class documents, lecture notes, and your
running grade scores.
www.mhhe.com/harrower2e: This is the companion website to our textbook. It offers workbook
exercises, interactive quizzes, grammar quizzes, web links, and key newsroom vocabulary
terms. Used with the textbook, this material is the foundation for our lectures and labs – and a
good study guide for our quizzes and exams.
GRADES AND GRADING STRUCTURE
Grades are based on the total number of points you obtain throughout the semester. Because
this is a skills class, I do not grade on a curve. Students receiving 100‑90% of the total points will
receive an A; 89‑80% will receive a B; 79‑70% will receive a C; 69‑60% will receive a D; 59% and
lower will receive an F.
To earn an honors grade ‑ an A or B ‑ you must complete everything on this syllabus, attend all
classes, turn in all assignments on time and work to the best of your ability. It’s unavoidable
that grading is a subjective judgment, but I will take into consideration your effort to apply
yourself, and the improvements you demonstrate over the course of this semester.
Learning Assessment
Assignments @ 25‑50 points each
Blog Assignment @ 150 points
AP Style Quiz @ 60 points
Math Quiz @ 60 points
Final Reporting Quiz and
pop quizzes @ 20‑50 points
Midterm @ 100 points
Final Exam @ 100 points
Class Participation (including “News
Total: 250 points
Total: 150 points
Total: 50 points
Total: 60 points
Total: 150 points
Total: 100 points
Total: 100 points
of the Day” presentation) @ 100 points
Option 1: Final Project (200‑point story,
info package) OR 200 points
Option 2: Daily Newspaper Beat stories
(10 minimum) 200 points
GRAND TOTAL 1,150 POINTS
Total: 100 points
Total: 200 points
Total: 200 points
OVERVIEW OF MAJOR PROJECTS
1. Boot camp: During the first few weeks of the semester, you’ll be tested on your basic
knowledge of newswriting, grammar and AP style, which you learned during JOUR 120. These
will help you be more prepared for the rest of the semester, when we focus on newsgathering –
although writing, grammar and style will still be key elements, and part of your grade!
2. In‑class assignments: We will be doing quite a few exercises in class during the semester, and
some out‑of‑class (homework) assignments also. These exercises will count as a major part of
your final grade. Each exercise will be worth the same. Therefore, to know the exact value of
each one, simply divide the total value listed below by the number of exercises turned in during
class throughout the semester. Please note that these do add up and are hard/impossible to
replace (aside from using the Free Pass for one), so missing one class/assignment may hurt your
final grade in the end.
3. News of the Day (NOD): Each student is responsible for a 15‑minute presentation of the
news of the day as reported by the L.A. Times, at least once during the semester.
4. Blog Assignment: You will be expected to keep a personal blog. You will be required to post
1 entry a week, for a total of 10 entries. All entries on your blog will revolve around the specific
beat to which you were assigned. (For example, if you were given the police beat, you’ll work
on police stories.) We will set it up in class, using Blogger.com. Even if you already have a
personal blog, you will be required to post your entries for class using Blogger, on a brand new
blog, so it’s clear what work should be graded.
IMPORTANT NOTE: You may not use the words “I”, “me,” “we” in your posts, unless they
come in a quote. Blogs are not opinion columns, but objective journalistic entries. Each entry
must be between 150 and 200 words. You’ll lose points for having less than 150 or more than
200 words. Each entry must include a photo and/or video. You must give proper credit to each
video or photo you use, by adding a line at the end of the post that includes the name of the
person or site that posted it, and a link to the original post. This exercise should make you more
proficient with blogging. It also should make sure you understand your beat, and know as
much as possible about it.
Students will then present and their blogs twice during the semester (once in the middle; one
at the end). Presentation is mandatory, and part of your grade. Missing one presentation will
automatically mean a 25‑point deduction on your final grade for the blog assignment; missing
both will mean a 50‑point deduction. The schedule for presentation dates will be posted under
Assignments.
5. Final Project:
Students have two options for your final project:
Option 1: Information Package
For this option, students will write a 700‑800‑word original story related to their beat.
* Students must interview at least three sources for their stories, and include original quotes.
* Stories must also include an information chart/graph that shows data pertaining to their
stories OR a 150 to 170‑word sidebar story on a smaller yet related topic.
* Students must also submit an original photo you shot yourself, that is relevant to the story.
Option 2: The Daily 49er Option
As an alternative to Option 1, students will be able to work a news beat for the Daily 49er,
writing stories, covering events as needed for the paper.
* Beat availability depends on the needs of the Daily 49er as well as the student’s schedule.
* Students who opt for this plan will sign a contract, agreeing to write at least 10 print or online
stories for the Daily 49er and to cover breaking news on the beat as needed.
* Students have until Thursday, February 16 (Week 4) to decide if they want to take the
newspaper option. Students who agree to the option and fail to do the stories could see their
final grade drop 30 percent.
* For each published story, it’s the student’s responsibility to give the professor a copy, either on
paper or by e‑mailing a link to the online version of the story on daily49er.com.
* Students have in the past appreciated this option because it gives them daily writing
experience, getting their work published ‑‑ and clips for their portfolios.
* Grades will be assigned for completing the assignment, and also for the quality of the articles.
* These 10 stories must be published no later than Week 14.
CLASS STRUCTURE AND PROCEDURES
Reading and Homework Assignments: All reading and homework assignments must be
completed before class. All written assignments will be submitted by e‑mail before class and
turned in as a hard copy at the end of class.
Class time: Our sessions will feature lectures, discussions, presentations and lab work.
Tuesdays, typically, will be lecture days. Thursdays are lab days, and they will simulate the
experience of a professional newsroom. As much lab work as possible will be done in the
classroom. What we can’t do in class will be assigned as homework.
Attendance and Participation: On‑time daily attendance is mandatory and your participation is
encouraged. Most of you hold down part time or full time jobs, and you should treat class time
in the same responsible way you treat your work time. When the session starts, it’s your job to
be here and ready to participate. At the beginning of each class, I will pass around a daily
attendance sheet, and it is your responsibility to make sure your signature and student ID
number appear on it. If you come late to class and don’t sign the sheet – even though you are
here – you will be officially absent. Your presence is important because new material will be
introduced at every session, which is essential to your progress as college students in whatever
area of the media that is of interest to you.
Excused Absences: Everyone experiences challenges. If an emergency should arise, and you
must miss a class because of a job conflict, mandatory campus event, family emergency or a
religious holiday, you are expected to send me a detailed e‑mail message before class begins to
explain what is keeping you away. (The complete department policy on absences is explained in
an addendum to this syllabus.) Excused absences must fall within university policies, but to be
excused, the reason(s) must be documented. At the next class session you must provide some
kind of written confirmation, as for example, from the campus health clinic, verifying that an
emergency situation conflicted with class time. If you need to leave a class early you must
inform your instructor as why, and bring documentation to the next class that explains
where you went.
Unexcused Absences and Unexplained Departures: An unexcused absence means that you did
not show up for class, did not sign the daily attendance sheet, did not alert your instructor in
advance that you were not coming, or did not provide documentation showing that your
absence was excused. An unexcused early departure means you walked out of class without
permission and counts as an unexcused absence. You are allowed to take one unexcused
absence with no penalty, but two unexcused absences will reduce your cumulative score by five
percentage points; three or more unexcused absences are considered excessive in a 15‑week
instructional semester and will reduce your cumulative score by 10 percent or one letter grade.
If you miss any NOD or BLOG presentations, lab exercises, a quizzes or exams, this will result
in a score of zero and cannot be made up. Friendly warning: unexcused absences can lead to a
failing grade.
Responsibility for Course Content: If you must miss a class for any reason, you are still
responsible for the information. If your absence is excused, I will give you any notes or handout
material you missed. However, if your absence is unexcused, you must get the information or
documents from a fellow student. You may always ask for clarification of any material from any
class that you either missed or do not understand.
Make‑ups: If you miss a quiz or an exercise or an exam, you may make it up only if you have a
valid excused absence. But if your absence or late arrival was not excused, please don’t ask for a
make‑up! I reserve the right to compensate students who come to class, are alert and prepared
and fully participate in our lectures and labs.
OTHER OBLIGATIONS AND REQUIREMENTS
Our Class Standard for Story Formatting: Every paper you turn in must be in a Microsoft
Word format, typed in Times‑New Roman 12 font and double‑spaced for editing. If you turn in
a paper that is single spaced or handwritten or prepared in any typeface besides Times‑New
Roman 12 font, I will turn it back to you to redo and the reformatted copy will be graded as a
late paper. (More about this in a handout posted on Beachboard.)
Vocabulary and Spelling: All journalists must regularly consult a dictionary and know how to
use spellcheck. Use your dictionary! Spel check! Spell chek! Spell check! This includes all proper
names, which will be counted as a major inaccuracy. Warning: Any story with a major factual
error that is in a quote or material to the story will receive an F.
Deadlines: Journalism is a deadline‑driven profession and your instructor will treat all writing
assignments, including in‑class lab exercises, the same way they are treated in the day‑to‑day
world of a professional, daily newsroom. Your assignments are due before the deadline. If you
have a legitimate reason for turning something in late, you must discuss it with your instructor
before the deadline passes. Otherwise, no late assignments will be accepted.
CLASSROOM CONDUCT
Talking is a gradable commodity: All students are encouraged to ask informed questions and
speak up during discussions. On the other hand, excessive side talking is a distraction in a
classroom this size, and inattentiveness signals that you are not taking your college education –
or student fees ‑ seriously. If you have unanswered questions, please talk to the whole room.
Ask questions! Democracy has been famously called “the Great Conversation.” And journalism
is a profession of educated people who spend their working days finding out what they don’t
know, so they can talk about it. All of this means there is no such thing as a “dumb question” in
this class. If someone designed a T‑shirt slogan to explain what journalism is about, it would
probably say, “I’M A JOURNALIST. I DON’T KNOW.” So never hesitate to ask about anything
‑ any idea or concept I have explained or a term I have used, or a historical or literary or social
reference that you do not understand.
Take good notes: Bring a notebook and use it. If you want to record class proceeding for your
personal use, please advise me in advance.
Do original work: If two or more students turn in identical, incorrect answers to a weekly quiz
or on a writing exercise or homework, you will each receive a score of zero.
Be active in our classroom community: Tolerance, respect for diverse opinions, and good will
toward others is crucial to successful journalism. In class, we will treat each other as working
colleagues, appreciate our differences, and focus on the work at hand.
FURTHER THOUGHTS ON CLASSROOM CONDUCT
Put away your cell phones and iPods: Cell phone interruptions, texting, and the use of iPods
are not tolerated in most business meetings and are not permitted here. If you must leave your
cell phone turned on during class, please put it on the silent or vibrate setting and check any
messages after the session ends. At the very least, texting is rude, and your instructor may treat
repeated incidents as early departures.
Cell phones and iPods are banned during quizzes and exams: All cell phones and iPods must
be closed inside a backpack or purse during quizzes and exams. No exceptions. Any student
who tries to use a cell phone during a quiz or exam will receive an automatic “F.”
Those tantalizing computer screens: At the beginning of each session, students are required to
set your monitors to the home screen and place your mice behind it. The only appropriate use
of the computers in JOUR 311 is when all of us are working on them together. Using class time
to e‑mail your friends, or to check Facebook, Twitter or You Tube ‑ or any social Website ‑ is
inappropriate in a university classroom. Any violation of this basic house rule will result in a
three‑point deduction from your participation score. This is your fair warning: I may not advise
you in real time that the deduction has been taken, but it will show up on your cumulative
score.
ACADEMIC ACCOMMODATIONS
Any student requesting academic accommodations based on disability should notify me as soon
as possible, and go to Brotman Hall, Room 270, to obtain the necessary papers. If you need a
stenographer or want to take your exams at the Disabled Student Services office, I want to work
with you. You may call DSS at 562‑985‑5401.
REPEAT / DELETE
Any student who receives a grade of D, F, WU or NC must retake this course for a passing
grade before being eligible to enroll in JOUR 311, which is the gateway to most upper division
journalism courses. Under the university’s repeat/delete policy, your failing grade will be
erased one time from your transcript when your passing grade is added.
A WORD ABOUT GREAT EXPECTATIONS AND ACADEMIC INTEGRITY
The Department of Journalism and Mass Communication maintains a commitment to the
highest standards of academic integrity and excellence, and I expect you to have enough
self‑respect that the idea of cheating or plagiarizing is beyond the range of consideration.
Plagiarism is defined as using someone else’s ideas or written work and representing them as
your own, and this includes appropriating someone else’s organization, or information from a
website, without clear attribution. Any student found guilty of cheating on quizzes, exams or
exercises, or of plagiarizing or purchasing papers will receive a failing grade. There are no
exceptions to this policy.
FINALLY…
Visit me in my office as often as you want. Every one of you has earned your seat at this
university, and you need to take full advantage of your time here. I am interested in your
progress and want all of you to be successful. Don’t wait until the final instructional weeks to
talk about any problems. If you come in early enough, I can work with you but I have little
sympathy for students who come to me at the end of the semester – or worse, after the posting
of final grades, asking for mercy.
A FEW WORDS ABOUT YOUR PROFESSOR
JUDITH FRUTIG is an award‑winning journalist and communications consultant. Before
joining the Cal State Long Beach faculty in 2005, she worked for three decades in the related
fields of print and broadcast journalism, corporate communications and political public
relations.
As a print journalist, she served as a reporter, for some of the most notable news
organizations in the United States, including The Christian Science Monitor (bureau chief and
senior correspondent in Los Angeles and Chicago, specializing in national politics), Detroit Free
Press (general assignment, investigative reporting, politics and education) and Newsweek
magazine (office manager in the Detroit editorial bureau while earning her bachelor’s degree in
journalism at Wayne State University).
She was the managing editor and host of “On the Record with Judy Frutig,” a weekly,
one‑hour public affairs program on KPLS (830‑AM) radio in Los Angeles. The program aired
for two years across Southern California and in western regions of Arizona and Nevada when
the wind was right.
In corporate communications, she served as an executive speechwriter and spokesman for the
Irvine Company of Newport Beach, one of the largest private landowners and developers in the
United States.
For ten years, as owner of Judith K. Frutig/Corporate Communications, she served as a
consultant for land developers, local government entities, environmental organizations, and
high‑profile, Fortune 500 executives in Southern California.
In political public relations, she worked as a press secretary for two statewide election
campaigns (a U.S. Senate primary campaign, and a ballot initiative to tax the profits of major oil
companies to upgrade California’s public transportation system), three regional initiatives
(including the battle for the commercial future of El Toro MCAS) and numerous local
candidates and ballot issues (mostly in Newport Beach). She also served as communications
director for one of California’s largest unified public school districts (K‑12).
She was nominated for a Pulitzer Prize for a 10‑part feature series, “America’s Ten Most
Livable Cities,” published in The Christian Science Monitor. Her writing skills have been
honored by the Detroit Press Club Foundation, and the Orange County chapters of the Public
Relations Society of America (OCPRSA) and International Association for Business
Communication (HELIOS).
She co‑wrote a screenplay for CBS‑TV under contract to Warner Brothers Television. She has
authored major chapters in three books, including, “The Press and the Founding of the Nation”
in American Media History, by Anthony R. Fellow (2005), which is the textbook she uses in her
Media History class; Of Sneetches and Whose and the Good Dr. Seuss: Essays on the Writings and Life
of Theodor Geisel, edited by Thomas Fensch (1997); and a history of the Newport Coast in
Newport Beach: The First Century, 1888‑1988, edited by James P. Felton (1995). Her syndicated
byline has appeared in newspapers from Alaska to Maine. She has written op‑ed pieces for the
L.A. Times and the Orange County Register, and feature stories for Sunday magazines
published by the Detroit Free Press and the Cincinnati Enquirer. She also contributed the entry
for the Encyclopedia Britannica (1980) on the construction of the trans‑Alaska pipeline, which she
witnessed firsthand.
ANTICIPATED CLASS SCHEDULE AND TOPIC OUTLINE*
*(This schedule is flexible and is based on class needs, progress and requests ‑
keep checking Beachboard for updates)
Week/Days Topic Readingments
Week 1
Aug. 27
Introductions, review of syllabus, course overview and assignments.
Aug. 29
Newswriting Boot Camp – What goes into a lede? Review grammar, active
writing, verbs, style, the basic elements of lede‑writing.
Reading and Homework Assignment: Harrower, Chap. 3, “Newswriting
Basics,” pp. 35‑61
Week 2
Sept. 3
Sept. 5
Week 3
Sept. 10/12
Week 4
Sept. 17/19
Week 5
Sept. 24
Sept. 26
Week 6
Labor Day Holiday – No class
Newswriting Boot Camp continues. More lede‑writing. Review 66 newswriting
tips. Write a longer news story. Practice the art of copy editing. Start your
student‑rate subscription to the LA Times.
Take AP Style Quiz
Reading and Homework Assignment: Still in Harrower, “Newswriting Basics,”
pp. 35‑61
More Newswriting Boot Camp. Writing crime & fire stories, obits. Using quotes
Discuss Blogs/ News of the Day presentations begin
Reading and Homework Assignment: Harrower, “Reporting Basics, pp. 67‑87
Lecture topic: What’s a good source? The joy of using clips. Start News of the
Day presentations. Sign up for beats. Set up blogs.
Reading and Homework Assignment: Harrower, “Covering the News,” pp. 93‑
113, 157‑173
Story Research. Visit the Library on Monday. Meet with Carol Perruso‑Brown in
first floor Spidell Classroom.
Follow‑up assignment due.
Reading and Homework Assignment: Harrower, “Beyond Breaking News,” pp.
115‑135
Oct. 1/3
Week 7
Oct. 8/10
Week 8
Oct. 15
Oct. 17
Week 9
Oct. 22/24
Week 10
Oct. 29/31
Week 11
Nov. 5/7
Week 12
Nov. 12
Nov. 13
Week 13
Nov. 19/21
Week 14
Nov. 26/28
Week 15
Dec. 3
Dec. 5
Week 16
Dec. 14
Lecture topics: Public Documents and Government Sources. Working from
agendas, minutes, legislative information, regulatory agencies, voting sites, U.S.
Census. Budgets, statistics & math for reporters
Reading and Homework Assignment: Harrower, “Math for Journalists,” pp.
86‑87
Beats vs. General Assignment Reporting. Public Relations/PR releases – good and
bad
Reading and Homework Assignment: Harrower, pp. 94‑95; 189‑197
Catch‑up and Midterm Review
MIDTERM EXAM
People sources & interviewing skills (in‑class interview)
Reading and Homework Assignment: TBA
In‑depth Interviewing
Reading and Homework Assignment: TBA
Lecture topic: Man on the Street reporting.
First Blog reports
Reading and Homework Assignment: TBA
Veterans Day Holiday – campus closed
Monday class meets on Tuesday. The difficult/sensitive interview
Finish first blog reports
Reading and Homework Assignment: TBA
Ethics in newsgathering
Blog reports
Reading and Homework Assignment: Harrower, pp. 129‑133
Blog Reports
Discussion/work on final project
Final Exam Review
FINAL EXAM – Friday, from 12:30 to 2:30 p.m.
Important Dates
Aug. 27
Sept. 3
Sept. 10
Sept. 10
Sept. 17
First day of instruction
Labor Day – Campus Closed
Instructor Drop deadline – 10 PM
Deadline for students to add and drop using MyCSULB and to drop without a
‘W’ grade – 10 PM
Deadline for students to enroll using the Late Registration Request form –
without a $10 missed deadline fee
Sept. 24
Census – Deadline to add a class – with a $10 missed deadline fee
Nov. 12
Veteran’s Day Observed – Campus Closed
Nov. 16
Last day to drop a course without Dean’s signature
Nov. 22-23 Thanksgiving Break – Campus Closed
Dec. 7
Last day of instruction
Dec. 7
Last day to drop a class (three signatures required & approval from Provost)
Dec. 10-15 Final Exam Week