Parsons School of Design - Integrative Seminar 1 - Fall 2023

First Year Integrative Seminar 1

Course Code: PUFY 1010
CRN: 5170

Fall 2023
Friday, 12:10pm to 2:50pm
6 East 16th Street, Room 1001
Canvas Site: https://newschool.instructure.com/courses/1722181

Instructor: Emma Bowen

E-mail: [email protected]
Office Hours: By appointment

Studio Instructor: Tsohil Bhatia, [email protected]

Course Description
Sol LeWitt famously said that “ideas are machines for making art.” Integrative Seminar 1
awakens the possibilities of writing as an exciting, dynamic source of inspiration. It can
be an experimental space full of play and invention. It can be a formal and rigorous
space for debate. It can be a tool used to process, explore, express or reflect. Writing
does not simply represent thought, it is a catalyst to form thought.

In this course you will be introduced to a diverse range of texts (fiction, non-fiction,
poetry, journalism, theory) in order to consider the expressive possibilities of language.
Class discussions will examine how writing conveys ideas and emotions. They will also
make room for your voice to enter into larger critical and creative conversations.

At the heart of the integrative model is the connection to your Integrative Studio class.
Our goal is to make reading, writing and critical thinking essential components of the art,
design and strategic thinking processes. The two courses are tied together conceptually
through a shared theme (as defined by the keyword of your class) and through bridge
projects. Bridge projects are shared assignments between studio and seminar. They ask
you to explicitly and productively blur the boundaries between the two courses. What
happens when writing becomes a form of making, and making becomes a form of
thinking?

Class Description: Memory

Memory is an act of imagination. It can be a process of recollecting or commemorating a
person, an object, an event. It can be individual or collective. How does memory shape
our identity and our understanding of the world? How can we use it as both a tool and a
topic for our work?

CURRICULAR JUSTICE ACKNOWLEDGMENT STATEMENT

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We acknowledge first and foremost that our New York City campus is sited on the
unceded territory of the Lenape Tribe, and that Manhattan derives from the original Lenni
Lenape name for this land, Mannahatta. We respect the history of this site, and we are
grateful to be the current inhabitants of this place.

We acknowledge that the existing canon of art and design education in the United States
represents a disproportionate number of white male artists, designers, thinkers, and
writers. White patriarchal supremacy has greatly impacted Eurocentric history books,
influencing what history has deemed important enough for inclusion. By first
acknowledging the inherent bias in a canon that diminishes the Global Majority, we
actively critique and challenge this canon with a curriculum that is more balanced, more
just, more fitting to our contemporary world. Our curriculum elevates excluded stories
and overlooked works that have shaped art, design, and culture. We understand the
negative impact that invisibility has in education, and we understand the positive impact
that representation has in education. We want our curriculum to bend towards the arc of
justice. We commit to creating syllabi in which our student body sees themselves justly
represented and supported. We understand that deep structural change cannot be
achieved overnight, but that each small step in the right direction is crucial for growth.

We acknowledge that these efforts towards curricular justice are not enough in and of
themselves, but that the quality of life for all students and faculty of all identities,
genders, and races is important. Discrimination, harassment, racial aggressions
(microaggressions) are not accepted. Together we work to cultivate a safe space for our
community, where all members feel that they belong.

*This Statement is written by Beau Bree Rhee, edited by Diane Dwyer and Maya Samat
in Summer, 2021.

Learning Outcomes
By the successful completion of this course, students will be able, at an introductory
level, to:

1. Bring writing and making together through critical thought. (Applies to the Studio
and Seminar)

2. Reflect on the relationship of self to context. Identify the relationship of individuals to

groups, institutions and socio-political entities such as Parsons, The New School,
and New York City. (Applies to the Studio and Seminar)

3. Use the online learning portfolio to engage with the idea of making as a form of
thinking. Demonstrate the ability to reflect on process, choices made, creative and
critical skills learned, and connections fostered, through analysis, reflection,
documentation and archiving on the learning portfolio. (Applies to the Studio and
Seminar)

4. Demonstrate an understanding of value systems as social constructs. Engage with

art and design as a generator, embodiment and transmitter of cultural ideas.
(Applies to the Studio and Seminar)

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5. Write clear and cogent analyses of their own and others' work. Become conversant
with a variety of writing forms, both formal and informal, creative and academic,
including free-writing and process-writing. Begin to develop the skills and
vocabulary necessary for persuasive argumentation. Learn to craft coherent thesis
statements that result in a critical, thesis-driven essay with well supported
arguments. (Seminar)

6. Successfully attribute the use of others’ ideas and images by using a standard
citation format and thus avoid plagiarism. (Seminar)

7. Demonstrate critical reading skills by identifying the central arguments and

supporting evidence in various types of texts, including fiction, non-fiction, short
format, long format, critical essays, and graphic formats that combine words with
images/sounds etc. (Seminar)

Bridge Project Summary

Bridge projects are the heart of the Integrative Studio-Seminar pairing. These projects
will “bridge” the ideas, questions and content between these two courses. The following
units are explored in studio and seminar:
Bridge Project 1: Memoir | Remember
Write a 2-3 page memoir that speaks to one particular memory, a longer moment in time,
or your whole life. As you plan your memoir, consider how we can utilize the act of
remembering to either remember or forget, and include at least one of these ways of
remembering in your piece as you recount your memories. You will use elements of this
memoir to inspire your corresponding Bridge Project 1 in Studio. Please structure the
memoir in a way that offers the reader a sense of flow, meaning the memoir should have
some sense of an introduction, body, and conclusion. Due: 9/22.
Bridge 2: Peer to Peer | Inherited Knowledge
For this Bridge project, students explore how we engage with and connect to others
through memory. As a class, we will generate a list of interview questions with an eye
towards revealing the inherited knowledge of our peers. With a partner that will be
assigned to you in class, you will conduct an interview using the class-generated
questions. You will then transcribe and edit your interview as your deliverable for
Seminar. You will use this interview, and in particular the discussion of inherited
knowledge, to prompt a correlating Studio project. Due: 10/6.
Bridge 3: Multiple Perspectives | Memorial
In conjunction with Bridge Project 3, you will be introduced to diverse approaches to
memorializing: recollecting and commemorating a person, place, event, or series of
events. In groups, students will then research different perspectives of a New York
City-based historical event. The groups will try to define the unifying spirit of the time and

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also understand the various perspectives of individuals participating in or impacting it.

Due 11/3.
Bridge 4: Introduction to Research | Re-telling Stories
Taking inspiration from a story, fable, fairytale or urban myth, students reimagine its
contemporary retelling. In Seminar, students will write a research paper that examines
the historical and cultural context of both the original and contemporary stories. Due
12/8.
Bridge 5: Reflection and Moving Ahead | Artist’s Statement
Write a “project statement” that details your research project in Bridge 4, and post this to
your Learning Portfolio (LP). This statement will highlight your process, learning
achievements, and ongoing research pursuits, and can be utilized for the final review in
Studio. Due 12/15.

Course Outline

topic week + Activity Due

date

Memoir Week 1 ● Distribute and ● Complete: 10-minute

9/1 discuss syllabus In-class reading and
● 10 Minute In-Class writing based on the
Reading and Writing excerpt of Joe Brainard’s
based on Joe 1975 I Remember (this
Brainard’s 1975 I will be distributed, read,
Remember. and completed in class)
● Assign Reading 1
● Introduce talking
notes, format and
purpose

Week 2 ● Introduction and ● Complete: Reading 1:

9/8 discussion of the Ondaatje, Michael.
Learning Portfolio Excerpts from Running In
● Discuss Reading 1 The Family. New York:
● Assign Bridge Project Vintage Books, 1993.
1: Remember ● Turn in: Talking Notes for
● Discussion of Bridge Reading 1
Project 1 and using a
strong, authentic
first-person voice
● Assign Reading 2 /
review and practice
close reading by

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working in class with

a passage from
Reading 2
● 10 Minute In-Class
Writing: Creating a
personal inventory

Peer to Peer Week 3 ● Discuss Reading 2 ● Complete: Reading 2:

9/15 ● Watch and discuss Chapter 1 of The Past is a
Marina Abramovic’s Foreign Country, “Reliving
Ted Talk, “An art
the Past: Dreams and
made of trust,
vulnerability and Nightmares,” Lowenthal.
connection,” March ● Turn in: Talking Notes for
2015 Reading 2

Week 4 ● Discuss Reading 3 ● Complete: Reading 3:

9/22 ● Discuss Bridge Letter from Sol LeWitt to
Project 1 Eva Hesse
● In-class letter writing
http://blog.art21.org/wp-co
assignment
● Assign Bridge Project ntent/uploads/2011/05/sol-
2: Inherited eva-letter.pdf; AND
Knowledge excerpt from Rainer Maria
● Create interview Rilke, Letters to a Young
questions for Bridge Poet
Project 2 ● Turn in: Talking notes for
Reading 3
● Turn in: Bridge Project 1:
Remember

Multiple Week 5 ● Discuss Reading 4 ● Complete: Reading 4:

Perspectives 9/29 ● In-class writing based Philip Gourevitch, “Behold
on the work of Now Behemoth: The
Gourevitch
Holocaust Memorial
● Foreshadow Bridge
Project 3: Memorial Museum,” in Harper’s
Magazine, July 1993
● Turn in: Talking notes for
Reading 4

Week 6 ● Discuss Reading 5 ● Complete: Reading 5:

10/6 ● Assign Bridge Project Oliver Sacks, “The Mind’s
3: Memorial Eye” from The New
● Define goals for peer
Yorker
review and workshop
writing in groups of 3 New Humanities Reader/4

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● Assign Reading 6 ● Turn in: Talking notes for

Reading 5
● Turn in: Bridge Project 2:
Inherited Knowledge

Week 7 ● Short in-class ● Complete: Reading 6:

10/13 presentation by each Will be assigned in Week
group for Bridge 5 and be specific to your
Project 3 on their
group’s topic of study for
reading
● In-class group work Bridge Project 3.
on Bridge Project 3
● Assign Reading 7
and practice close
reading and
annotation

Week 8 ● Library Tutorial

10/20 ● Midterm Check-Ins

Week 9 ● Discuss Reading 7 ● Complete: Reading 7:

10/28 ● Debate! Identify Teju Cole, “Getting Others
strengths and Right,” The New York
weaknesses of
Times Magazine, 2017
assigned reading
● Tutorial on proper ● Turn in: Talking notes for
quotation use, and 1) Reading 7
how to integrate and ● Turn in: Rough draft of
dissect quotes versus Bridge Project 3:
summarizing them Memorial
and 2) how to insert
your own voice
through a thesis and
quotes that
demonstrate a close
reading of the text

Introduction to Week 10 ● Discuss Reading 8 ● Complete: Reading 8:

Research 11/3 ● Assign Bridge Project Alexandra Schwartz,
4: Re-telling Stories “New York’s Necessary
New AIDS Memorial, The
New Yorker, 2016
● Turn in: Talking notes for
Reading 8
● Turn in: Bridge Project 3:
Memorial

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Week 11 ● Short in-class ● Complete: Step 1 of

11/10 presentation by each Bridge Project 4.
student to a small
group for Bridge
Project 4 on their
proposal
● Define goals for
research
● Review proper
quotation use

Week 12 ● Discuss Reading 10 ● Complete: Reading 10:

11/17 ● Work with Learning Joan Didion, “Goodbye to
Portfolio, time for All That,” in Slouching
reflection
towards Bethlehem, 2017.
● Turn in: Talking notes for
Reading 10
● Turn in: Rough draft of
Bridge Project 4:
Re-telling Stories

Week 13 ● Discuss Reading 11 ● Complete: Reading 11:

12/1 ● Review proper Jeanette Winterson,
footnote and citation “What Is Art For?,” in The
methods, vetting
World Split Open
online sources,
databases, etc. ● Turn in: Talking notes for
Reading 11

Reflection and Week 14 ● Student presentations ● Turn in: Final draft of

moving ahead 12/8 and reflection Bridge Project 4:
● Assign Bridge Project Re-telling Stories
5: Artist’s Statement |
Reflect on research
projects and
brainstorm/workshop
ideas for a “project
statement” or “artist’s
statement” that
relates your research
to your own area of
interest as a
practitioner
● Work with the
Learning Portfolio to
finalize selections
and reflect on
process/progress

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Week 15 ● Student presentations ● Post to Learning

12/15 and reflection Portfolio: Bridge Project
5: Artist’s Statement

Assessable Tasks
Assessable Tasks are activities, assignments, projects that satisfy the course's learning
outcomes.

● Write an essay integrating multiple points of view (learning outcome 5, 6, 7)

● Engage in the workshop process (learning outcomes 1, 2, 5)
● Write an essay related to studio work that integrates multiple points of view (learning
outcomes 5, 6, 7)
● Learn and practice critical reading methods (learning outcomes 4, 7)
● Engage in the workshop process (learning outcomes 2, 5)
● Develop an annotated bibliography (learning outcomes 1, 2, 6, 7)
● Write creative nonfiction text with a solid thesis (learning outcomes 5, 6, 7)
● Contribute drafts and final papers to the Learning Portfolio, discuss/write about
connections to studio and writing development over the semester (learning outcomes
1, 3)

Required Reading
You will be reading texts that are due each week. Unless otherwise stated, all class
readings are available via ereserves. You can access the readings through the course
Canvas page by clicking on the “ereserves” tab on the lower left. Announcements and
assignments are either listed in this syllabus or will be posted on/emailed to you via
Canvas. Please make sure to check your email and the course page on Canvas weekly.

Learning Together/Community Agreement

● We will speak using "I" language. E.g., rather than saying, "You said...", say, "I
heard you say...."
● We will criticize ideas, not people.
● We will back our opinions and arguments with facts and reasoning.
● We will practice active listening. (So often, when we are "listening", what we're
really doing is thinking about what we are going to say in response to the
speaker. Really listen to the speaker and allow some space following to see what
wants to be said. This slows the conversation and allows deeper and more
thoughtful engagement with the topic.)
● We will speak with fairness and call out bias, exclusion, and prejudice.
● This classroom is a brave space where we are willing to be uncomfortable in
order to learn.

Talking Notes

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These are one-page responses for all assigned readings that help practice critical
reading skills and stimulate class discussion. All talking notes should take the following
form on the page:

❏ Name
❏ Date
❏ Title of the article
❏ Author’s name
❏ A summary of the article in 3-5 sentences in your own words (no quotes)
❏ Your favorite quotation (or quotations) from the text (with page reference(s))
❏ A related question/issue for class discussion

These will be submitted online via Canvas and due at the start of every class; they will
be graded with either a ‘check plus’ (1 point), ‘check’ (.5 points), or ‘check minus’ (0
points). Late talking notes will not be accepted.

Writing assignments
Specific instructions will be given for each writing assignment. It is your responsibility to
make sure that you understand the assignment instructions. The following are general
guidelines that will apply to most of the larger writing assignments.

1. All written work is to be typed and double-spaced with one-inch margins, using a
clear 12-point font. Multiple pages must be stapled together, and your name and
the page number should appear on each page. All essays should have a title that
informs the reader of the essay’s main concern.

2. For writing assignments using citation, ideas and/or words that are not your own
must be cited using the Chicago Manual of Style format as explained here:
http://www.chicagomanualofstyle.org/tools_citationguide.html

3. The University Learning Center also has a great handout available for download
here: http://www.newschool.edu/learning-center/virtual-handout-drawer/

4. I recommend that all students visit the University Learning Center for help with
writing assignments. The University Learning Center provides students with
one-on-one help with all aspects of the writing process. To make an appointment,
log in to Starfish Connect, click “success network,” at the top of the screen, select
ULC from the list of offices, and follow the instructions.

5. Work submitted late without prior discussion with the professor will be lowered by
a letter grade for each day past the deadline (1 day late = B, 2 days = C, etc.).
Extensions will be granted on a case-by-case basis. If you think you will be
unable to meet a deadline, please let me know as soon as possible.

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The University Learning Center

For additional help with coursework assigned during the semester, you are encouraged
to schedule tutoring sessions at the University Learning Center (ULC). Individual
appointments are offered in Writing (all levels), Math, Adobe, Computer Programming,
Oral Presentations and Time Management. Sessions are interactive, with both tutor and
student participating. For a complete list of services, workshops, and general
information, visit www.newschool.edu/learning-center.

The Parsons Learning Portfolio

Though you will use the Parsons Learning Portfolio throughout your education at
Parsons, it is also key to the Integrative Studio and Seminar I courses. It is an ongoing,
cumulative repository for your experience across courses, and across years. It archives
your working process, skills learned, and connections you make between assignments,
courses, and years, as well as final “finished” work. The courses in the first year
emphasize the process – how you started, what happened next (and why), and how you
ended up at your final work for each project. So, showing preliminary work (sketches,
drafts, notes, research, etc.) as well as final documentation of your work will help to tell
your story and make connections that may not have otherwise been apparent. In
Integrative Seminar and Studio, the Parsons Learning Portfolio will serve as a bridging
mechanism to aid conversation and provide access to projects and writings across the
seminar and studio, and stimulate critically reflective learning, thinking, writing and
making.

Make sure to use the MANDATORY Parsons Learning Portfolio Template- and do
not change the template as this is a shared component of the Parsons experience. Also
please add a Learning Portfolio link to your Canvas Bio. This allows fellow students
and faculty to access your portfolio.

Libraries
Students complete an online library orientation as part of Integrative Seminar 1. They
learn about The New School Libraries and how to search BobCat, the library catalog, to
access physical and online books, articles, databases, images, and other resources.
Students may also schedule one-on-one research consultations with librarians through
the library website. The Integrative Studio and Seminar Research Guide is available at
http://guides.library.newschool.edu/iss1.

Grading and Evaluation

Your grade will be evaluated based on the following criteria:
● evidence of comprehension of the assignments and course material
● participation in class discussion and online discussion
● participation in collaborative work including self- and peer-assessment through the
workshop process
● improvement in writing, critical reading and problem-solving abilities

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● quality of work as evidenced in in-class exercises, drafts, final assignments, and the
learning portfolio
● attendance in class and the timely completion of assignments
● engagement in the cross-course exploration that occurs between the Integrative
Studio and Integrative Seminar

About Attendance and Grading

Your final grade will be calculated based on class participation (40% total) and projects
(60% total). The following grade calculation demonstrates the need for your consistent
attendance and promptness, and equally as important, your active engagement in each
step of the learning process. Weekly attendance and participation will allow you to
successfully complete coursework and to contribute to our learning community.

Attendance is also crucial because it allows you to hand in your work on time. Work
submitted late without prior discussion with me will be lowered by a letter grade for each
day past the deadline (1 day late = B, 2 days = C, etc.). Extensions will be granted on a
case-by-case basis. If you think you will be unable to meet a deadline, please let me
know as soon as possible. (This is reiterated on a section called “Writing assignments”
above.)

Students who must miss a class session should notify the instructor and make up any
missed work as soon as possible- ideally in an email prior to the class meeting. The
student is responsible for following the course on Canvas and continuing to meet due
dates, regardless of absences. A student who anticipates an extended absence should
immediately inform the faculty and his or her program advisor.

(For more information on attendance see the University Policies below.)

Final Grade Calculation

Class Participation: 40%

Attendance 10%
Collaborative activities 10%
In-class writing & revision 10%
Class discussions & Learning Portfolio engagement 10%

Projects*: 60%
Talking notes 10%
Bridge Project 1 10%
Bridge Project 2 10%
Bridge Project 3 10%
Bridge Project 4 and presentation 15%
Bridge Project 5 5%

* See individual assignment sheets for project grading criteria.

100% TOTAL
______________________________________________________________________

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UNIVERSITY POLICY & RESOURCES

Resources
The university provides many resources to help students achieve academic and artistic
excellence. These resources include:

● The University (and associated) Libraries

● The University Learning Center
● University Disabilities Services
In keeping with the university's policy of providing equal access for students with
disabilities, any student with a disability who needs academic accommodations
must contact SDS. There are several ways for students to contact the office: via
email at [email protected], through the Starfish service catalog,
or by calling the office at 212.229.5626. A self-ID form can also be completed on
the SDS webpage at www.newschool.edu/student-disability-services. Once you
contact the office, SDS staff will arrange an intake appointment to discuss your
concerns and, if appropriate, provide you with accommodation notices to give to
me. Please note that faculty will not work unilaterally with students to provide
accommodations. If you inform me of a disability but do not provide any official
notification, I must refer you to SDS.

● Making Center
The Making Center is a constellation of shops, labs, and open workspaces that
are situated across the New School to help students express their ideas in a
variety of materials and methods. We have resources to help support
woodworking, metalworking, ceramics and pottery work, photography and film,
textiles, printmaking, 3D printing, manual and CNC machining, and more. A staff
of technicians and student workers provide expertise and maintain the different
shops and labs. Safety is a primary concern, so each area has policies for
access, training, and etiquette with which students and faculty should be familiar.
Many areas require specific orientations or training before access is granted.
● Health and Wellness: additional services and support available to New School
students.

Grading Standards

Undergraduate
A student’s final grades and GPA are calculated using a 4.0 scale.

A [4.0] Work of exceptional quality, which often goes beyond the stated goals of
the course (95-100%)
A- [3.7] Work of very high quality (90% - <95%)
B+ [3.3] Work of high quality that indicates higher than average abilities (87% -
<90%)
B [3.0] Very good work that satisfies the goals of the course (83% - <87%)
B- [2.7] Good work (80% - <83%)
C+ [2.3] Above-average work (77% - <80%)
C [2.0] Average work that indicates an understanding of the course material;

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passable (73% - <77%); Satisfactory completion of a course is considered

to be a grade of C or higher.
C- [1.7] Passing work but below good academic standing (70% - <73%)
D [1.0] Below-average work that indicates a student does not fully understand the
assignments (60% - <70%); Probation level though passing for credit
F [0.0] Failure, no credit (0% - <60%)
GM Grade missing for an individual

Grade of W
The grade of W may be issued by the Office of the Registrar to a student who officially
withdraws from a course within the applicable deadline. There is no academic penalty,
but the grade will appear on the student transcript.

Grades of Incomplete
The grade of I, or temporary incomplete, may be granted to a student under unusual and
extenuating circumstances, such as when the student’s academic life is interrupted by a
medical or personal emergency. This mark is not given automatically but only upon the
student’s request and at the discretion of the instructor. A Request for Incomplete form
must be completed and signed by the student and instructor. The time allowed for
completion of the work and removal of the “I” mark will be set by the instructor with the
following limitations:

Undergraduate students: Work must be completed no later than the seventh

week of the following fall semester for spring or summer term incompletes and no
later than the seventh week of the following spring semester for fall term
incompletes. Grades of “I” not revised in the prescribed time will be recorded as a
final grade of “F” by the Registrar’s Office.

College, School, Program, and Class Policies

A comprehensive overview of policy may be found under Policies: A to Z. Students are

also encouraged to consult the Academic Catalog for Parsons.

Canvas
Use of Canvas may be an important resource for this class. Students should
check it for announcements before coming to class each week.

Electronic Devices
The use of electronic devices (phones, tablets, laptops, cameras, etc.) is
permitted when the device is being used in relation to the course's work. All other
uses are prohibited in the classroom and devices should be turned off before
class starts.

Responsibility
Students are responsible for all assignments, even if they are absent. Late
assignments, failure to complete the assignments for class discussion and/or
critique, and lack of preparedness for in-class discussions, presentations and/or
critiques will jeopardize your successful completion of this course.

Active Participation and Attendance

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Class participation is an essential part of class and includes: keeping up with

reading, assignments, projects, contributing meaningfully to class discussions,
active participation in group work, and attending synchronous sessions regularly
and on time.

Parsons’ attendance guidelines were developed to encourage students’ success

in all aspects of their academic programs. Full participation is essential to the
successful completion of coursework and enhances the quality of the educational
experience for all, particularly in courses where group work is integral; thus,
Parsons promotes high levels of attendance. Students are expected to attend
classes regularly and promptly and in compliance with the standards stated in
this course syllabus.

While attendance is just one aspect of active participation, absence from a

significant portion of class time may prevent the successful attainment of course
objectives. A significant portion of class time is generally defined as the
equivalent of three weeks, or 20%, of class time. Lateness or early departure
from class (more than 5 minutes) may be recorded as one full absence.
Students may be asked to withdraw from a course if habitual absenteeism or
tardiness has a negative impact on the class environment.

I will assess each student’s performance against all of the assessment criteria in
determining your final grade.

Academic Honesty and Integrity

Compromising your academic integrity may lead to serious consequences,
including (but not limited to) one or more of the following: failure of the
assignment, failure of the course, academic warning, disciplinary probation,
suspension from the university, or dismissal from the university.

Students are responsible for understanding the University’s policy on academic

honesty and integrity and must make use of proper citations of sources for writing
papers, creating, presenting, and performing their work, taking examinations, and
doing research. It is the responsibility of students to learn the procedures specific
to their discipline for correctly and appropriately differentiating their own work
from that of others. The full text of the policy, including adjudication procedures,
is found on the university website under Policies: A to Z. Resources regarding
what plagiarism is and how to avoid it can be found on the Learning Center’s
website.

The New School views “academic honesty and integrity” as the duty of every
member of an academic community to claim authorship for his or her own work
and only for that work, and to recognize the contributions of others accurately
and completely. This obligation is fundamental to the integrity of intellectual
debate, and creative and academic pursuits. Academic honesty and integrity
includes accurate use of quotations, as well as appropriate and explicit citation of
sources in instances of paraphrasing and describing ideas, or reporting on
research findings or any aspect of the work of others (including that of faculty
members and other students). Academic dishonesty results from infractions of
this “accurate use.” The standards of academic honesty and integrity, and citation
of sources, apply to all forms of academic work, including submissions of drafts

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of final papers or projects. All members of the University community are expected
to conduct themselves in accord with the standards of academic honesty and
integrity. Please see the complete policy in the Parsons Catalog.

Use of AI (e.g., ChatGPT): Writing / No submission use, brainstorming only

It is important that the written work required by the course is yours. You
should not use ChatGPT or other AI tools for any purpose other than idea
generation.

Intellectual Property Rights

The New School (the "university") seeks to encourage creativity and invention
among its faculty members and students. In doing so, the University affirms its
traditional commitment to the personal ownership by its faculty members and
students of Intellectual Property Rights in works they create. The complete policy
governing Intellectual Property Rights may be seen on the university website, on
the Provost’s page.

Student Course Ratings (Course Evaluations)

During the last two weeks of the semester, students are asked to provide
feedback for each of their courses through an online survey. They cannot view
grades until providing feedback or officially declining to do so. Course evaluations
are a vital space where students can speak about the learning experience. It is
an important process which provides valuable data about the successful delivery
and support of a course or topic to both the faculty and administrators. Instructors
rely on course rating surveys for feedback on the course and teaching methods,
so they can understand what aspects of the class are most successful in
teaching students, and what aspects might be improved or changed in future.
Without this information, it can be difficult for an instructor to reflect upon and
improve teaching methods and course design. In addition, program/department
chairs and other administrators review course surveys. Instructions are available
online here.

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