Policies

Attendance. Attendance contributes to your participation grade. If you are absent, then compensate with some other form of participation. When we take class time for discussions in squads, stay on topic. I now have a no-computers rule. Bring a different way to take notes. Let me know if I need to make accommodations; it may mean you're in the back row, where your screen won't be a distraction to others. You can use phones only to look up Bible passages.

Grading. I gave you approximate percentages above; I may weight your strongest result higher to respect that different people have different strengths. Here is how tasks are likely to figure into your final grade:

Factor (* = final grade penalty if incomplete)	Weight of grade
participation* (attending, diligence, outside group meetings, visits, etc.)	moderate
written assignments*	moderate
midterms and final exam	moderate

You probably want a rubric with precise percentages, but after twenty-five years of teaching I'm unsatisfied with those and especially with the way the grading process distorts the learning process. Some students' understanding is best reflected (for better or for worse) in written work; others, in test scores; still others, in oral communication. Your grade will be whatever in my judgment best reflects your understanding at semester's end. You may appeal if you think the results are inaccurate.

Your course grade reflects the final product as well as the process, and the process is what produces the product. I consider lectures, readings, discussion of course, written assignments, in-class appraisals, and even mid-term tests to be preliminary steps along the way of our course. They give you exposure to material, experience processing, and some feedback. They are for getting you ready. So use them that way!

You aren't rats in a maze. So I am not using grades as rewards along the way to direct the process. If you are the type of learner who needs such incentives and is unlikely to adapt, you should either work out an accountability structure for yourself or reconsider taking the course at this time.

Excused and unexcused absences. Participation is part of your overall grade. Missing class meetings means less participation, even if an absence is 'excusable' due to illness, athletic or other schedule conflict, disability, or some overriding crisis in one's immediate family. How will you compensate with other forms of participation? That question is yours to answer by proposing alternatives. Here are some suggestions: Will you go through the in-class discussion questions with teammates while on the road? Will you take on additional tasks or other tasks (listed on that page) and assignments so you are learning and processing actively? Will you watch the longer online lectures and schedule office hour visits to work through concepts you missed?

If you can't compensate because you are overcommitted, then bear the cost in learning and your grade, in gratitude for the commitments for which you are sacrificing. You might also evaluate whether you need to reprioritize. This will be a good discipline in the future anyway; you might as well practice in this season of your life where the stakes are lower.

Exam dates. These are listed on your schedule. Put them on your calendar (for all your classes) and share them with your family. If you will miss an exam date for 'excusable' reasons such as those listed above, notify me in person or over email ahead of time to work something out. I will not accept an excuse that your family already made plans for you or you got a great travel fare and you'll just have to miss an exam. Rescheduling final exams must be petitioned ahead of time through the registrar anyway.

Classroom ethos. I want in-person class time to be fun, but it must also be fruitful. We will minimize distractions with a no laptop policy; get my permission if you truly need an exception. Take notes the old-fashioned way, which is more effective anyway. Discussion time is precious, so help one another stay on topic! You may use a Bible on your phone, but otherwise leave phones alone during class. Please try to arrive on time, and don't start packing up until class time is over.

Late work. Work that is late may be penalized, moderately, unless I have excused it. If you need an extension, ask me ahead of time in writing or in class.

Note well: If you upload 'the wrong file' for an assignment, or a 'corrupt' version of a file, or send me to a Google Doc without access rights, you have not submitted the assignment. If I notice two weeks later while grading and ask for the correct one, I'll regard your submission as two weeks late. (Dishonest students use this trick for extra time on assignments.)

Integrity. You will not engage in academic dishonesty (as described in the student handbook) such as cheating, plagiarism, or representing others' work (including AI) as your own. Students who do will fail the course.

AI is tempting our entire culture to outsource its thinking, and also making cheating harder to catch. But its worst cheat is against yourself—depriving you of both your moral integrity and an actual education. What will it profit you to gain the whole world and forfeit both your soul and your mind? What could you offer in return? "For the Son of Man is going to come with his angels in the glory of his Father, and then he will repay each person according to what he has done" (Matthew 16:26–27). Take that warning seriously.

Regarding AI tools, below is the college's official policy:

Academic Integrity and Artificial Intelligence (AI) Tools. Westmont's academic integrity policy prohibits us from "present[ing] another's work as our own." Generative AI tools such as ChatGPT attempt to do the work of writing and other creation for their users. Therefore, students should not substitute AI-generated content or ideas for original academic work. Westmont faculty members design assignments for students' incremental and active learning through methods such as reading, summarizing, discussion, and an authentic generative process in which a student does the work of critical thinking and message construction.

It is possible for original academic work (e.g., a student-authored essay) that has been grammar-checked or proofread by AI editing tools (including ChatGPT and Grammarly) to be flagged by AI detection tools on Turnitin.com, etc. Our academic integrity policy does not prohibit students from using AI editing tools unless the extent of usage meets the threshold for plagiarism. However, a student should seek permission from an instructor prior to an assignment submission if considering using an AI tool for editing or another assignment-related task. Failing to do so may result in that student's work being flagged for disciplinary action.

If for any reason your writing makes me suspect academic disonesty, I may interview you to follow up. If you don't respond to my invitation, I will assume academic dishonesty.

Writing Center. The writing center is a creative, collaborative space where you can improve in writing skill and confidence. Our peer tutors serve as friendly 'test readers' for your projects, helping you develop and revise your writing before submitting it to professors, employers, and others. We encourage you to meet with a tutor at least 48 hours before your writing deadline. Be ready to share your assignment prompt and your latest draft, no matter how rough. All tutorials are free of charge. Make an appointment at westmont.mywconline.com.

Tutoring. Further help may be available through the library's tutoring program.

Academic accommodations. Westmont is committed to ensuring equal access to academic courses and college programs. In keeping with this commitment under the Americans with Disabilities Act (ADA) of 1990, Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Amendments Act (ADAAA) of 2008, individuals with diagnoses that impact major life activities are protected from discrimination and are entitled to reasonable accommodations. Students who choose to disclose a disability are encouraged to contact the Accessibility Resource Office (ARO) as early as possible in the semester to discuss potential accommodations for this course. Accommodations are designed to ensure equal access to programs for all students who have a disability that impacts their participation in college activities. Email aro@westmont.edu or see westmont.edu/accessibility-resources for more information.