하이퍼링크가 살아있는 문서 보기 (클릭)

Sample Syllabus Policies 강의계획서 규정 문구 샘플 (영문)

Adapted from the following Princeton webpage.

https://mcgraw.princeton.edu/faculty/syllabus-resources-faculty

강의 계획서를 작성하실 때 다음항목의 문구에서 필요한 부분을 adapt하여 사용하실 수 있을 것 같습니다. UNIST 교수님들께서도 사용하신 강의계획서 문구 중 타 교수님께도 적용가능하다고 생각되는 부분을 공유해주시면 감사하겠습니다. (답글 기능 활용)

Sample Syllabus Policies for Faculty

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A syllabus is many things: a contract between you and your students, a conceptual map of your course, and an artifact documenting your teaching practice. Your syllabus provides an opportunity for you to communicate to your students course and University-level policies, set your expectations for the semester, and remind students of the resources available to them. Below, the McGraw Center for Teaching and Learning offers a précis of some important university policies and sample text that you may use or adapt for your own syllabus. You can find additional examples by browsing our Canvas Syllabus Library(Link is external). We also offer information on curating a syllabus on the Teaching at Princeton pages on our website.

다음의 항목을 강의계획서에 넣으실 때 참고하실 만한 문구 모음집입니다. 문구 자체는 영어로 되어 있습니다.

학업 편의

• 장애 학생을 위한 학업 편의 제공에 대한 정보

학문적 정직성

• 학문적 정직성의 중요성과 부정행위에 대한 정책

학문적 정직성과 AI

• AI 도구 사용에 대한 지침과 정책

학문적 정직성과 협력

• 과제 수행 시 학생들 간의 협력에 대한 지침

학업 자원

• 학생들을 위한 학업 지원 자원 안내

출석

• 수업 출석 정책과 결석에 대한 지침

교실 행동 및 에티켓

• 교실에서의 적절한 행동과 상호 존중에 대한 지침

의사소통 정책

• 수업 외 시간의 교수-학생 간 의사소통 방법

교재

• 필수 교재 정보 및 구매/대여 방법

교실에서의 다양성과 포용성

• 다양성을 존중하고 포용적인 학습 환경 조성에 대한 정보

교실에서의 전자기기 사용

• 수업 중 전자기기 사용에 대한 정책

성적 분포

• 과목의 성적 평가 방식과 각 항목별 비중

성적 기준

• 성적 평가 기준에 대한 설명

지각 과제 및 연장

• 과제 제출 지연 및 기한 연장에 대한 정책

학습 목표

• 과목을 통해 학생들이 달성해야 할 학습 목표

상담 시간

• 교수의 상담 시간 및 예약 방법

이름

• 학생들의 선호 이름 및 발음에 대한 정보

Academic Accommodations

Disability Services and Academic Accommodations

Students must register with the Office of Disability Services(Link is external) (ods@princeton.edu; 258-8840) for disability verification and determination of eligibility for reasonable academic accommodations. Requests for academic accommodations for this course should be made at the beginning of the semester or as soon as possible for newly approved students. I encourage students with approved accommodations to contact me at the beginning of the semester and again before major course assessments. Please note that no accommodations for a disability will be made without authorization from ODS or without advance notice.

Students with Disabilities or Learning Differences

Princeton welcomes students with disabilities and values their diverse experiences and perspectives. If you anticipate or experience a barrier to learning in the classroom or in completing assignments or exams, please know there is support for you. Students who wish to request classroom accommodations can do so through the Office of Disability Services(Link is external) (ODS). If you have been approved for accommodations through the ODS, please contact me via email as soon as possible so we can develop an implementation plan together.

Academic Integrity

Intellectual honesty is vital to an academic community and for my fair evaluation of your work. For these reasons, all students in this course are expected to abide by the Honor Code on examinations and to complete their written work in accordance with University regulations. On each written examination, test, or quiz administered in class, please write out and sign the following statement: “I pledge my honor that I have not violated the Honor Code during this examination.” At the end of any written work completed outside of class for a grade, please type or write out and sign the following statement: "This paper represents my own work in accordance with University regulations." For electronic submissions, you may type your name preceded by the notation /s/, which stands for “signature.” Please be aware that I will refer any suspected infractions of the honor code or the University’s academic regulations to the Honor Committee(Link is external) or the Faculty-Student Committee on Discipline(Link is external). If you are found to have plagiarized or copied the work of another scholar or student on any portion of an assignment or exam, you will receive an automatic “0,” which may result in a failing grade for the course.

Academic Integrity and AI

Intellectual honesty is vital to an academic community and for my fair evaluation of your work.  All work submitted in this course must be your own, completed in accordance with the University’s academic regulations(Link is external). You may not make use of ChatGPT or other AI composition software.

Students must obtain permission from me before using AI composition software (like ChatGPT) for any assignments in this course. Using these tools without my permission puts your academic integrity at risk.

On ChatGPT and other AI tools

It’s okay to use ChatGPT to support the work on your policy memo or mini paper. Proceed with caution, however, as we are all still learning how to use these new tools. In fact, we may include a related assignment in a problem set. If you decide to use ChatGPT, you must include an acknowledgment to that effect and, as part of your submission, briefly explain how you leveraged the tool. We will make available further guidance and a paper/memo rubric in due course. Note that you won’t be able to use any AI-assistants during the closed-book written exams.

Academic Integrity and Collaboration

Econometrics Course

You may work with other students on the problem sets, but the answers you submit must represent your own understanding of the solutions. Direct copying is not permitted and will be treated as cheating. In any event, it is not in your own interest to rely heavily on others in doing the problems. As with mathematical or analytical subjects, econometrics can be understood only by working problems.  If you do not do most of the problems yourself, understanding of the course will suffer, and as a result, so will your grade.

• Engineering Course
  
  You are encouraged to work together on the homework assignments. You should, however, be certain that you understand and can reproduce any work that you turn in.
  
  Students working in groups of 2-3 can submit a single homework assignment. All students will receive the same grade. When submitting a group assignment, the following statement must be written and signed by all students:
  
  “We agree that we have contributed equally to the preparation of this assignment.”

Computer Science Course

Programming is an individual creative process much like composition. You must reach your own understanding of the problem and discover a path to its solution. During this time, discussions with other people are permitted and encouraged. However, when the time comes to write code that solves the problem, such discussions (except with course staff members) are no longer appropriate: the code must be your own work. If you have a question about how to use some feature of Java, the operating system, or some other relevant application, you can certainly ask your friends or the teaching assistants, but specific questions about code you have written must be treated more carefully. For each assignment, you must specifically describe in your readme.txt file, whatever help (if any) that you received from others, and tell us the names of any individuals with whom you collaborated. This includes help from friends, classmates, lab TAs, and course staff members.

Do not, under any circumstances, copy another person's code. Incorporating someone else's code into your program in any form is a violation of academic regulations. This includes adapting solutions or partial solutions to assignments from any offering of this course or any other course. Abetting plagiarism or unauthorized collaboration by “sharing” your code is also prohibited. Sharing code in digital form is an especially egregious violation: do not e-mail your code or make your source files available to anyone. There is one exception to the code-sharing rule: You may adapt code from the COS 126 course materials provided that you explain what code you use and cite its source in your comments. An example citation appears in StdGaussian.java(Link is external).

Novices often have the misconception that copying and mechanically transforming a program (by rearranging independent code, renaming variables, or similar operations) makes it something different. Actually, identifying plagiarized source code is easier than you might think. Not only does plagiarized code quickly identify itself as part of the grading process, but also we can turn to software packages (such as Alex Aiken's renowned MOSS software(Link is external)) for automatic help.

This policy supplements the University's academic regulations, making explicit what constitutes a violation for this course. Princeton Rights, Rules, Responsibilities(Link is external) handbook asserts:

The only adequate defense for a student accused of an academic violation is that the work in question does not, in fact, constitute a violation. Neither the defense that the student was ignorant of the regulations concerning academic violations nor the defense that the student was under pressure at the time the violation was committed is considered an adequate defense.

If you have any questions about these matters, please consult a course staff member. Violators will be referred to the Committee on Discipline for review; if found guilty, you will receive an F as a course grade plus whatever disciplinary action the Committee imposes.

Physics Course

Since we are not grading on a curve, you are not in competition with your classmates. Collaboration is therefore encouraged. Research shows that when one student helps another student both will benefit. The benefits to the recipient are clear. The person offering the help also benefits since the mere act of explaining something helps solidify one’s knowledge. There are, of course, obvious limits. Collaboration on quizzes and exams is clearly forbidden. For the Expert TA and Learning Guide problems, you can ask your friends for help, but it is important that you be the one entering (and understanding!) the solutions. Collaboration policies for the lab are similar. You can work closely with your partner(s) on gathering the data and on developing strategies to analyze it. The online lab reports that you will be asked to submit should, however, be your own work. As a general rule, if you find yourself blindly copying work from another student, you have probably gone too far.

Freshman Seminar

Collaborative learning—that is, working together on assignments with one or more classmates or other students—can often be a very effective technique for mastering material.  It can also get you into a lot of trouble (collaborating on an assignment that you are required to do by yourself is called “cheating,” and it can put you in front of a disciplinary committee). Rules differ from assignment to assignment and course to course.  When in doubt, ask.

Here are some rules and guidelines applicable to this course:

Reading assignments. You can always gather with classmates to discuss readings in advance of class. Doing so is a great way to learn the material.  Keep in mind, however, that reading itself is a solitary act—you need to read cases on your own before you begin discussing them with others. If you rely on other people to tell you what they say, you will understand them less well. And studies suggest that when students read the material in groups, they actually learn it less well—reading gives way to talking.

Individually authored papers. You may ask classmates (or other students) to read a draft of your paper, to identify flawed or unpersuasive arguments, and to mark grammatical errors or awkwardly written sentences.  You may NOT, however, have the classmates (or other students) revise or edit the paper for you.  Nor may you allow them to suggest new or better arguments that you did not come up with yourself.  In other words, you are responsible for generating both the content of the paper and its style or presentation, and you cannot allow anyone else to take these responsibilities from you.

Joint projects.  On these projects, I encourage you to collaborate fully with the other students assigned to your topic.  You can edit one another’s drafts of the background memo, for example. You can also rehearse your oral presentations, and you can accept suggestions from your partner about how to improve your arguments. (These rules apply, however, only to collaborations with other students assigned to your team; the rules of individually authored papers apply with regard to other students in the class and with regard to anyone not in the class.)

Language Course

A word on academic integrity as it relates to homework assignments and tests in this course:

As Rights, Rules, and Responsibilities (as well as common sense) makes clear, you are not allowed to submit someone else’s work for a grade as if it were your own.  In any University course, this means that you are not allowed to take someone else’s work and present it as if it were your own. But in a language class such as this, it means additionally that the common practice of asking someone to look over your own work in order to check it for typos, grammar mistakes, and word choice before you hand it in – a practice actively encouraged in some courses – is strictly verboten. It is precisely spelling, grammar, and word choice (among other things) that form the basis of evaluation in this course, and any graded assignment, written or oral, is assumed to represent your own language competence. For graded assignments, we allow you to use dictionaries (including online lexicons such as Beolingus, LEO or dict.cc) but not online translation tools, German spell-check or other such writing aids, and you are not allowed to consult German speakers (including classmates) for help.

Evidence of violating these guidelines will result in the submission of the case to the Committee on Discipline(Link is external). No one, your instructors included, wants that to happen. It is therefore your responsibility if you are unsure of what is and what is not allowed, to discuss the assignment with your instructor and then to adhere to the instructor’s guidelines rigorously.

Academic Resources

Princeton offers extensive academic support to undergraduates. I encourage you to take advantage of the following resources:

Attendance

Attendance Policy

Students are expected to attend class regularly and complete all assigned readings in advance of our course meetings. If you have a compelling reason to miss a class – for example, you are ill, are observing a religious holiday, or are participating in a varsity athletic competition – please contact me. For other absences, I will lower the participation portion of your grade by one-third of a letter grade, e.g from an A to an A-, and so on. A late arrival of more than ten minutes will count as an absence.

Attendance and Participation

This seminar requires your full participation. Complete all assigned readings before class and come to class on time, prepared with comments and questions. Class participation will be evaluated by the overall quality of your contributions, which includes attendance and listening as well as speaking. You are expected to contribute to a classroom atmosphere of mutual respect and productivity. Each unexplained absence will result in a one-letter reduction in your participation grade.

Participation (HUM 340 - Stacy Wolf/Betsy Armstrong)

I expect that you’ll attend every class meeting, and of course, you’ll get the most out of the class if you’re 100% present 100% of the time.  That said, you may miss no more than two class meetings.

Religious Holidays (ANT 311 - Hanna Garth)

Students who miss work for religious observance are permitted to make up this work. Students should submit in writing to me by the end of the second week of classes their religious holiday schedule for the semester.

Classroom Conduct and Etiquette

Code of Conduct (Physics Department)

The Princeton Physics Department strives to ensure that all members are supported as individuals and as scientists, regardless of their age, race, ethnicity, religion, gender identity or expression, sexual orientation, and disability status. To do so, the department has adopted the Code of Conduct(Link is external). It applies to all faculty, staff, researchers, and students as representatives of the department both on and off campus. The following are its central tenets:

Respect and Support Colleagues:

• Be courteous in your interactions with others.


• Refrain from personally critical commentary.


• Give others a chance to voice their thoughts.


• Do not make judgments based on stereotypes.

Take Initiative:

• Speak up if others are disrespectful of a group or class of people.

Commit to Openness:

• Be receptive to discussing ways to improve the work environment.


• Do not engage in any overt or perceived retaliation against others.

The Physics Department strongly encourages its members to report suspected violations of the Code of Conduct and/or University policy to any of the resources in the above chart.

Code of conduct (ECO 312 - Mikkel Plagborg-Moller)

All course activities, including class meetings and homework assignments, are subject to the university’s academic code and code of conduct as detailed in the “Rights, Rules, Responsibilities(Link is external)” publication.

Etiquette (ANT 311 - Hanna Garth)

I consider this classroom to be a place where we all need to be treated with respect, and I welcome individuals of all ages, backgrounds, beliefs, ethnicities, genders, gender identities, gender expressions, national origins, religious affiliations, sexual orientations, ability – and other visible and non-visible differences. All members of this class are expected to contribute to a respectful, welcoming, and inclusive environment for every other member of the class. This also includes not chatting with others in class or creating distractions with technology.

Communication Policy

You may use your syllabus to indicate how you prefer to communicate with students outside class and to set expectations for the timeliness of your response to email.

Coursebooks

Sample Syllabus Language:

Coursebooks

The following books are required and are available for purchase through Princeton's online bookstore.

Copies of each required text are also available on reserve at Firestone Library.

Diversity and Inclusion in the Classroom

Welcoming and Diverse Classroom

We strive to create a respectful and welcoming environment for all students, and expect the same from both the instructional team and members of the course. Our course and dialogue are enhanced by the diversity of perspectives, backgrounds, and lived experiences among all who are a part of this course.

Diversity in Science

“Learning about diversity, equity, and inclusion is a lifelong learning process.”

We acknowledge that racism and sexism have resulted in unequal opportunities for people to succeed in the sciences by creating barriers for people who are underrepresented in science. Racism, sexism, and other forms of discrimination still exist in the sciences today and the scientific community needs to remain vigilant about addressing these problems. The diversity that students bring to this class is viewed as a resource, a strength, and a benefit. Science is stronger when there are diverse ideas and thoughts, and we will strive to create an environment in which students from all backgrounds and with different perspectives feel included, valued, and respected. We strive to create a learning environment for students that supports a diversity of thoughts, perspectives, and experiences. To help accomplish this goal, please let a professor know if anything occurs or is said in the classroom by an instructor or student that is troubling or is offensive.

Inclusion

It is my aim to create an inclusive learning space where no one feels isolated, excluded, or diminished. You have a right to respect and to freely express your ideas, while expecting privacy and confidentiality, and to be assessed and graded fairly. Please help me to create this inclusive learning environment. Be respectful of others and speak up if you see someone being excluded. Hold yourself responsible for being a part of creating this inclusive learning environment, including coming to me if I have done something to harm that. I will always want to know if I have said or done something offensive and no harm will come to you for speaking up. I have changed my teaching many times over the years according to student feedback and I have only ever been grateful to those who took the time to let me know their concerns.

Commitment to Diversity

It is essential we build our class community into a place where everyone feels comfortable participating. I expect all students to be respectful of the varied experiences and backgrounds represented by the classroom members as a group. Disrespect or discrimination on any basis will not be tolerated.

Electronic Devices in the Classroom

Electronic Devices and Recording

Electronic devices may be used in class so long as they do not become a distraction to those around you. If you plan to take notes on a laptop or other electronic device please be considerate of your classmates so that your electronic device does distract others sitting behind or around you. Students who become a distraction with their use of an electronic device may be asked to move seats or discontinue the use of their electronic device.

You may make audio recordings of class but they are for personal use only. Any other use of recordings from class is prohibited

Technology Policy

The use of electronic devices during class is distracting to you and your colleagues (see Sana, Weston, & Cepeda, 2013(Link is external)). Often students who use laptops spend considerable time on non-course-related tasks (see Fried, 2008(Link is external)). Studies show that taking notes by hand, rather than on a laptop, encourages students to process information more deeply (see Mueller & Oppenheimer, 2014(Link is external)). In light of this research, I will not permit the use of electronic devices in class. Please turn off and put away your phone before class begins. You should purchase a notebook dedicated to this class and use it to take notes on the readings and on our class discussions. Good note-taking will be especially important for the three in-class open notes tests you will take this semester. Please see me if you have ODS accommodations that include using a laptop for note-taking.

Policy on Electronic Devices (ANT 344/GSS 419 - Onür Gunay)

Please do not use laptops and cellphones in class. Studies now conclusively show that they detract from learning -- for you and those around you. See, for instance, "Students are better off without a laptop in the classroom(Link is external)." If you have an academic accommodation that requires the use of an electronic device, please be in touch with me.

Technology (CBE 250 - Emily Davidson)

Given that all problem sets and exams will be submitted electronically, we recommend (but do NOT require) having a tablet for this course. Our experience has been that submitting (on the student side) and grading (on the instructor side) handwritten documents created with a tablet has been clearer and more straightforward than scanned documents on paper.

Recording Policy (GSS 201 - Catherine Clune-Taylor)

Unauthorized photographic, video and/or audio recording of class activities (lectures, workshops, precepts, exercises) is prohibited. Students eligible for approved accommodations through the Office of Disability Resources due to religious observance or other reasons approved by the Office of the Dean of the College are strongly encouraged to alert the professor as soon as possible so that appropriate arrangements can be made. On occasion, the instructor may grant permission for individual students to record particular course activities; in such instances, the professor will make every effort to notify all course contributors in advance that class activities will be recorded. Such recordings are only to be used to directly support active participation in the work of the course during the term of enrollment by the student receiving the accommodation. Further, such recordings are not to be shared, distributed, or retained beyond the semester’s end. Disregard for the specific terms of accommodation allowing the recording of course activities will be considered a violation of academic integrity.

Grade Breakdown

Grading Rubric

10% Precept Attendance

10% Class Attendance

10% Weekly Journal Entries

15% Midterm

40% Research Collaboration Project

15% Final Exam

Grading and Assignments (PSY 심리학)

For this class, we’re going to use a collaborative grading approach. An in-depth description of each assignment and the mastery of skills you are expected to achieve is listed on the separate Grading and Projects sheet. The course grade will be based on several components: Class participation, SMART goals, critical evaluation papers, facilitating a small-group discussion, and a final project and presentation. Each must be completed to mastery to “pass” and contribute to your grade. We will collaboratively discuss and agree on your grade at the end of the term.

Requirements/Evaluation (ART 아트)

Class participants are encouraged to explore as much as possible and to keep their minds open about what may constitute achievement. In that spirit, you and your professor will collaborate on the assessment of your work, not only to identify a final grade for your transcript but, equally important, to find ways to support your intellectual and creative growth in the seminar and beyond. What is graded is your engagement in the course and your effort in acquiring academic skills. Assessment will be based on the following:

• Self-evaluation and monitoring of your academic plans


• Discussions with classmates (in pairs and small groups)


• Feedback from your professor and from the community partners


• A final conference with your professor to agree on your final grade

Assignment Bundles and Specs Grading (AMS 공학)

For our class, we’re going to use a variation on “specs” or specifications grading. This is a method that was developed to enable students to have more control over their grades and to focus on progress and growth more than simply on earning a grade. I believe that specs grading will offer all of us a positive, curious, and growthful mindset.

The basic idea is that you’ll decide which “bundles” of projects you want to (or able to) complete for a specific grade in the course. Each of the bundles is a great option and signals full engagement in the class. All projects must “pass” in order to count towards your chosen bundle (that is, each project must meet the project’s goal of quality, as outlined below). You’ll be able to revise a project (within a specific timeframe) if it doesn’t pass.

Grading Standards

Your syllabus should also articulate a framework for grading student work that aligns with your department’s grading standards. The university’s standards for letter grades can be found in the Undergraduate Announcement here.(Link is external)

Requirements/Grading (ANT 인문학)

The success of this course depends on your commitment to complete all required readings for each class meeting, to critically reflect on the readings, to participate actively in class discussions, and to creatively integrate these insights into the midterm paper and final project.

The reading selections for each week are relatively short – between 50 and 100 pages.  Some of them are dense, some are an easy read. In all cases, please plan ahead and give yourself enough time during the week to read and reflect on the texts, and please come to class prepared to engage actively in analysis, debate, and creative speculation. Full attendance and active participation in class discussions are expected.

Grading (ARC 인문학)

It is a requirement of this course that all work be completed and presented eloquently, precisely, and thoughtfully. Drawings are to be constructed with great care and printed with consideration as to framing, line-weights, and legibility.

The graded components of the course are outlined below:

Exercise 1: 20% of final grade

Exercise 2: 20% of final grade

Exercise 3: 20% of final grade

Reading Responses / Project Statements: 20% of final grade

Section Participation: 20% of final grade

In addition to the requirements described above, each of the exercises asks you to demonstrate an understanding and proficiency with representational concepts and techniques. Work will be evaluated based on these standards as well as the degree to which each student is able to articulate a clear and concise project statement based on a conceptual point of departure and execute an exemplary project as a reflection of that.

Late Work and Extensions

Faculty are encouraged to make clear policies regarding late work at the start of the term.

Sample Syllabus Language

Late Work and Extensions:

Unless otherwise stated, all deadlines in this course syllabus are firm. Work that is not submitted on time will be subject to a 1/3 letter grade penalty for each day it is late, unless you have contacted me for an extension prior to the deadline.

General Course Policies (SOC 302 - John N. Robinson III)

As mentioned above, late papers will be penalized, and extensions will be granted only in the case of a serious and unforeseeable problem, the definition of which is subject to my discretion. (Printing problems, untimely computer crashes, and heavier-than-normal workloads are examples of problems that do not warrant an extension.) Thus, it is best simply to submit assignments on time.

Extensions (SML 301 - Daisy Huang)

I understand that there might be family emergencies, personal sickness, conferences, interviews, or things that come up unexpectedly, etc. To reduce stress related to the deadlines, you are given 2 late passes for the problem set and projects (no late pass for the final project). A late pass allows you to turn in an assignment up to 24 hours late without a penalty. You cannot use more than one late pass toward an assignment. A late pass cannot be used for the final project. Each time you are late for submitting an assignment, a late pass will automatically be applied until you have used up all the late passes. Therefore, please try to save the late passes for the later assignments. Note: It is important that you do not email any of the instructors to just let them know that you are using a late pass.

Extreme Cases

For severe illness or hospitalization, if after using your late pass you still cannot meet the deadline, please make your extension request through your college dean or assistant dean for studies –in this case, you must also inform your college dean or assistant dean for studies that you have already received a 24-hour extension. All extension requests must be received before the deadline.

Learning Goals

Many faculty members’ syllabi include learning goals that identify what students will learn or achieve by taking the course. Setting learning goals puts the emphasis on how you want students to engage course content, as well as the content itself.

Sample Syllabus Language

Learning Goals for a Physics Course (물리학부)

• An understanding of mechanics is a prerequisite to many other fields of study. The acquisition of “subject knowledge” is therefore an important goal.


• Skill in problem-solving is also of general importance in science and engineering, and indeed in life in general. In this course, we will learn systematic approaches that will find a wide range of applicability. It is hard to overstate the satisfaction that can come from the successful solution of a real-world problem and we want every student who completes this course to be well prepared for that experience.


• Closely related to problem-solving is the ability to build a mathematical model. Like problem-solving, this skill is widely applicable in science, engineering, and business.


• Although calculus was initially developed along with mechanics, it now finds applications in many other fields—for example, statistics, reaction theory, and economics. Newtonian mechanics provides an excellent opportunity to develop a deeper and more intuitive understanding of this beautiful subject.


• Mastery of facts and figures is perhaps the least important of the learning goals for this course. There are, however, a few such items that are so frequently employed that it is worthwhile to learn them by heart.

Learning Goals for a Literature Course (인문학부)

Students will gain knowledge of:

• The medieval African writing tradition, including its manuscript cultures and scripts


• African literatures in Gəˁəz and Arabic about the Virgin Mary

Students will gain skills in two different areas.

First, students will develop their communication skills in

• close reading and unpacking complex texts;


• offering cogent and succinct oral presentations on texts and concepts; and


• writing original essays analyzing texts.

Second, they will learn how to structure data in the humanities and understand

• data literacy (understanding terms, programs, and concepts)


• project and data management (setting and tracking goals)


• data design (creating ways of thinking about data that enable end users to grasp it easily)


• data curation (data cleanup, analysis, and visualization)


• data visualization (creating visual text analysis)

Learning Goals for an Engineering Course (공학)

1. Formulate and solve mass, momentum, and energy balances for macroscopic control volumes;


2. Formulate and solve mass, momentum, and energy balances for one-dimensional differential control volumes;


3. Employ dimensional analysis to interpret experimental data;


4. Develop a basic understanding of the physical phenomena that drive transport processes;


5. Formulate and solve transport problems by simplifying the general balances in the form of partial differential equations;


6. Employ dimensional analysis to assess the importance of competing processes;


7. Appreciate intuitively and mathematically the parallel forms of the three transport modes (mass, momentum, and energy);


8. Formulate and solve interphase heat and mass transfer problems to design processes.

Office Hours

You should plan to hold regular weekly office hours in which students may consult with you outside of class time to discuss course material and other related matters. An online scheduling system(Link is external) is available to assist you in setting aside blocks of time for students to schedule appointments in advance. You should be willing to arrange alternative appointments for students with course conflicts or required athletic practices during the faculty member’s regularly scheduled office hours.

Office Hours

I encourage you to sign up online and attend my Office Hours to discuss any questions you have about the readings, assignments, or course policies. I am happy to meet with you on Zoom or in person. If you cannot make it to my scheduled Office Hours, email me for an alternative appointment time. This will help me to get to know you, and it will help you get more out of the class.

Coffee Hour (대형 강의사이즈)

This is a big class, and I want to meet as many of you as possible. If you would like to meet over coffee or a snack in the XXX Café, I will be available some Fridays 2 – 3 pm (please email me to confirm).

Office Hours (Physics Department)

Each instructor will have weekly office hours (the times will be announced early in the course). Instructors look forward to the chance to interact with students one-on-one or in small groups, so you should definitely not feel like you are imposing. The course director is also available to meet with you as needed.

Contacting the Instructor

If you want to discuss any aspect of the course, please feel free to make an appointment to see me using Calendly. Any times available there are open to you; you are not required to ask me first. I am happy to answer short questions by email; if the question requires a long answer, I will ask you to make an office appointment.

Names

A note about names (Physics Department)

Instructors are provided with class rosters with potentially out-of-date preferred names. We encourage any corrections and look forward to learning your names.

I will gladly honor your request to address you by a name that is different from what appears on the official roster

A note about pronouncing names

Instructors will do their best to learn to pronounce your names. There is a feature on Blackboard (student account profile) that you can use to record your voice.