Handout

POLICIES AND PRACTICES OF TEACHING

Synchronous FACE TO FACE CLASSROOMS

by: Jeffrey Ian Ross, Ph.D.

revised: Saturday September 26January 7, 2020

I. INTRODUCTION

I give this lecture (and accompanying handout) to every student who has never taken a class from
me. This handout helps clarify my approach to teaching, my expectations of you, and prevents
misconceptions you may have about your role and mine. You may not like what I have to say, but
at least you know where I stand. My policies and practices are organized into four parts: my
purpose; what we do in class; how I evaluate you; and mundane nuts and bolts issues like office
hours and practices.

For those of you came from community college, please do not expect things in this classroom and
at the University of Baltimore to be the same as community college. In general, university is more
difficult than community college. That is why it is called university. Also, when you move up from a
300 level class to a 400 level class expect the material to be more difficult.

My policies and practices of teaching can be summarized by at least five well-known expressions or
maxims.

1. You can't get something for nothing;

2. If you snooze, you loose;
3. If you don't ask, you don't get;
4. The squeaky wheel gets oiled/gets the grease;
5. Everything in life is in balance, once you discover the mix, you need to respect it and focus your
energies to maintain that equilibrium or dynamic.

This also means that you shouldn’t expect to learn everything for this class the night before the
exam. Knowledge is my class is cumulative and you will need ample time to rest, before you
resume studying.

You, and no one else, must take ultimate responsibility for your learning.

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Finally, I am a professional. Thus, that is why I act professionally; not only do I try to treat you as a
professional, but I expect you to do act professionally to me and other students. What does this
mean? Students should not say or do anything in this class that they would not do in their
workplace.

II. MY PURPOSE AND RESPONSIBILITIES

My purpose as your instructor is to educate not to entertain. Now that's not to say that my
lectures, the readings, the movies, and other things we do or talk about in this class this semester
cannot sometimes be amusing. But entertainment is not my major purpose.

Next, as professors we are expected to do three things: teach, conduct research, and engage in
some sort of service. So when you don't see me during the week, I'm most likely engaging in the
other things I'm paid to do.

In general, my pedagogical style and level of student participation in course dynamics varies with
each class. It is usually dependent on the work and life experiences of students in that class,
whether students have taken a class from me before, the level, the size, and the complexity of the
subject matter of the course.

What you can be sure of is that, I try to discuss and decide with students’ components of the
subject matter covered, order, methods of evaluations, weighting, and breaks. These elements are
usually established in the first class and rarely do they change during the semester. Regardless, I try
to conduct our class and evaluate students as democratically and as fairly as possible. In fact, if you
read my student evaluations this is what they predominantly say.

III. WHAT WE DO IN CLASS: LECTURES, READINGS, POWERPOINTS, VIDEOS, GROUP EXCERCISES,

AND GUEST SPEAKERS.

Students are responsible for knowing the content communicated via lectures, readings,
powerpoints, videos, group exercises and guest speakers.

A. LECTURES

In general, I’m a lecture driven instructor.

Lectures are meant to express a range of ideas and concepts that are central to the course.
Sometimes the lectures will be very close in content to the required readings and at other times
they won't.

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Regardless of your preference, how you were taught when you went to community college, or the
format that other professors take, in my class you are responsible for knowing the material/s
covered in the lectures, required readings, videos/DVDs, group exercises, and by guest speakers, all
assignments covered in class, whether or not they are in class, and regardless of the reason you
missed a particular class.

And just because I have written the course text, does not mean that lectures will come directly
from the book. Why? Because my thinking, accumulated research, and current events change since
publication.

I often talk quickly or out of the side of my mouth. Just because I sometimes talk fast, does not
mean that you must suffer. So, do not hesitate to ask me to slow down, to repeat what I said, or to
clarify points that seem unclear to you.

I am also partially deaf in one ear. Thus, should I cup my hand behind my ear, do not think that I am
being disrespectful to you; it is simply an indication that I cannot hear what you said. Your
appropriate response when seeing me cup my hand behind my ear should be for you to repeat
what you said.

B. READINGS

By necessity textbooks are encyclopedic. They cover lots of material that their authors and
publishers think are important and both the instructor and the student will use. This also helps
justify their high prices. Students often complain that there is so much information to know. They
are correct. That is why when I lecture, my goal is to delimit what is important.

Students are responsible for reading the required readings. Although texts have been
selected with the length, complexity, and prices in mind, should you find the cost too high, try
sharing the purchase of the books with other student/s. Should you find the amount of readings
too much, prioritize them, form a study group, or share summaries of the readings. Moreover,
most studies suggest that it is cheaper to buy over the web.

Sometimes I will refer to my own research and at times may have you read it. This is
because I feel that it is most appropriate for the subject being discussed. Contrary to some
student’s beliefs, it is not immoral, unethical, or illegal, nor against university or Maryland state
policy to require students to purchase the textbook written by their professors. In fact, I’m not
forcing you to buy the textbook. If you can get by without purchasing a textbook, more power to
you. However, I doubt you will be able to do well, without a course textbook. If you do not
understand a reading the first time you read it, then go over it as many times as it is necessary until

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you do.

All attempts will be made to send students the readings, and/or put readings on Sakaii in a
timely fashion. Should you have difficulty locating a reading, feel free to e-mail me in a timely
fashion.

C. POWERPOINTS

Powerpoints placed on Sakai at the beginning of the semester. Occasionally I revise my

powerpoints. If there are significant revisions, I will update the powerpoints on Sakai. Revisions are
made to enhance clarity and/or to encompass what we talked about in class that was not reflected
in the original powerpoints.

Powerpoints are not supposed to be a substitute for taking lecture notes.

D. CLASSROOM DECORUM

• If you are late, grab a seat as quickly and as inconspicuously as possible.

• If you need to leave the class, do so as quickly and as inconspicuously as possible
• Don’t pass in front of me or walk up to me while I'm lecturing.
• If you are chronically late, and come late to a quiz or exam, I will NOT give you any extra
time
• Don’t raise your hand and ask for the attendance sheet in the middle of the lecture.
• Don’t excessively talk to classmates and text or e-mail during class.
• Don’t answer your cell phone during class.
• Do not watch movies on your electronic device or read the newspaper during the lecture.

• These behaviors are rude and unprofessional to your classmates and me.

What should you be doing while I am lecturing? You should be listening and taking notes. You
should not be copying down everything I say, but strive to write down the most important things I
say and we discuss. There is no taping of lectures and I do not give out my lecture notes.

How do you know what is important? You know what is important based on your personal and/or
work experience, familiarity with me, but most importantly reading the required material in
advance of the class.

How do you improve your note taking? Use short forms, write legibly, and review your notes
immediately after class to clean them up. Also, some of my students print out the powerpoints in

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such a way as leave lines to the right and fill out their notes on these aids.

What should you NOT be doing while I’m lecturing? Incessant talking to fellow classmates,
passing notes, text messaging, leaving class to put money in a parking meter, answering e-mail
and/or surfing the web is discourteous and disrespectful to your fellow classmates and me. If you
must chat etc., please do this before or after class, during a break, or do not come to class at all.
Also there is no cell phone calling in class. If you are expecting an important call or text, like your
wife is just about to give birth, don’t come to class. Here I’m not just talking about silencing your
call, but I’m also referring to you bolting out the door to go and answer it outside.

If you don't know someone already in this class, get the name, phone number, and e-mail
address of the person who is sitting immediately beside you.

Occasionally, there may be some confusion about what chapter or article to read for next
classes meeting. In general, we follow the syllabus and go lock step through it. If you are confused
e-mail me, don’t depend on another student unless you trust them. By the way, I don’t accept
friend requests through www.facebook.com.

Now that I have learned how to use PowerPoint, I make minimal use of the dry erase
board. When I use the board I try to write as clearly as possible. If my writing is too small or
illegible, then please tell me and/or move to the front of the class. Otherwise, I prefer not to be
interrupted for spelling clarifications. If you cannot spell, either ask me during break or after class
how to spell a word. If not knowing how to spell a word really bothers you during class you are
more than welcome to bring a dictionary.

I try to lecture the complete time. Sometimes, however, lectures are shorter than the
allotted period. In that case, we will more than likely start with the next lecture.

Alternatively, some lectures are longer and may spill into the next class. Please do not let
this stress you out. Frequently, I will periodically ask you if you understand whatever I've said. It is
in this context that I try to allow ample time for discussion of students' questions, opinions and
points of view.

E. CLASS PARTICIPATION

Although I encourage class discussion/participation, I do not conduct my class like an audience

participation talk show. Thus, I do not mark on class participation. It is up to you to decide the
level of input. If I feel that you are repeating ideas that have already been made by other
students, or you are getting tangential, this can waste a lot of time and cause us to fall behind
with the syllabus the whole semester.

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F. YOUR ATTENDANCE

Attendance is optional. With the exception of exams and quizzes, if you can get through this course
without showing up for one class, and get a grade that you are happy with, then more power to
you. That means, my ego is not hurt if you do not show up for class, and you don't have to explain
your absence (unless there was a quiz or exam via appropriate documentation) from lecture to me.

Also, if you miss a class, whatever you do, don’t ask me if we did anything important in the last
class. Even if you feel this way, what you are telling me is that I waste your time each time you
come to class.

On the other hand, and you can speak to any one of my former students if you don’t believe me, it
is very difficult to get a decent grade without attending almost all the classes. Even if you don’t
take notes, you will probably learn something.

That is not to say that I don't monitor your presence, because I do. I take attendance for what I call
“diagnostic purposes.” What does this mean? If you are doing poorly and complain to me about
your mark, I'll check your attendance, and if you have NOT demonstrated good attendance, I will
NOT take your inquiries seriously. If it looks like you hardly attend, I will give you my best advice;
start coming to class.

Also, if you regularly come to class, don’t stress out about getting your name on the sheet every
time.

Attendance is also important for those students who want a letter of reference from me. It is very
difficult for me to sing your praises if you were hardly in class.

Thus, write your name on the sheet that is passed around each class. For this I typically depend on
someone to start the list.

This also means that I do not always repeat announcements. So if you do not attend classes it is
your responsibility to consult your syllabus, or ask a fellow student if there was anything
unexpected you should be aware of that was discussed in the class you missed.

Once a semester a student informs me that they have mandatory work related training that will
force them to either miss a significant amount of classes including one exam. Under normal
circumstances, and given that you submit the appropriate documentation, in a timely fashion,
missing one test is fine. I will schedule an oral, but if you are going to miss more than a couple of
weeks of class and more than one exam, I encourage you not to take the class.

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G. ABSENCE IN CONNECTION WITH QUIZZES, EXAMS, FAILURE TO HAND IN ASSIGNMENTS ON
TIME, OR MAKE A CLASS PRESENTATION ON THE ASSIGNED DATE

Only compelling and legitimate reasons, accompanied by appropriate documentation from an

appropriate authority (e.g., doctor, lawyer, parole officer, etc.) will be accepted for failure to
write a quiz, exam, hand in assignments on time, or make a class presentation on the assigned
date. Examples of appropriate/legitimate reasons for missing quizzes, exams, or failing to hand
in assignments on time (and appropriate documentation) include: personal illness (e.g., a note
from a physician, other medical personnel, or supervisor); death of an immediate family
member (e.g., obituary, program for a funeral or memorial service); mandatory training (note
from supervisor), or other instances of compelling and legitimate personal distress. Students are
expected to notify the instructor on or before the day of the exam if they are unable to take it,
or shortly there after. You must produce this documentation within a week after the date of the
quiz, exam, or due date of the assignment. Failure to produce this documentation and in the
time period specified will result in a zero for your grade for that exam, quiz, or assignment.
Forgetting when the exam is scheduled, having to work, possessing airline tickets, not enough
money to pay for gas, parking, or car repairs, car not starting, heavy traffic, inability to find a
parking space, computers crashing, stolen, or files lost, are generally not acceptable reasons not
to write an exam, take a quiz, or hand materials in on time. Failure to comply with these
requirements will mean that the student earns an F (= 0) in that quiz or exam. Students
providing appropriate documentation will be granted an oral examination at the end of the
semester.

For individuals who miss a quiz, mid-term, or final exam and present compelling reasons, I will
schedule a make-up oral examination. This will be held in the week following the final examination.
In the week before the final exam, students should get in touch with me (via e-mail) indicating that
you will be taking the make-up exam, and make suitable arrangements to schedule the exam at a
mutually agreeable time. Oral quizzes and exams focus on the material that you were responsible
for knowing in the missed quiz, midterm or final. It will not be the same quiz or exam that students
were given. Please remember scheduling a make-up is your responsibility not mine and absolutely
no requests for a make up oral exam will be honored after the final exam.

H. MY ABSENCE

If I am absent, I will try to give you forewarning. The lecture may be delivered by a guest speaker,
or substituted by a video/DVD. Just because I am not present does not mean that the material that
is delivered is irrelevant. In other words, expect to be evaluated on this information too.

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I. PREREQUITES

According to the University calendar, you must have the appropriate prerequisites to take this
course. If you take this course without the prerequisites, it may not count towards your degree. I
have, however, the prerogative to waive the prerequisites. This is only done in special
circumstances. If you do not have the necessary prerequisites speak to me after class.

J. CHANGES IN SYLLABUS

Occasionally, during the semester, the syllabus will be changed to reflect the rate and pace of
learning, the suitability of materials, and unpredictable circumstances (e.g., closures of the
university due to inclement weather). The syllabus is NOT a contract. It is a guideline, like an
itinerary, liable to change to accommodate situations that cannot always be anticipated. However,
the addition and deletion of material will be discussed with the students before hand. Failure to
attend class on a regular basis, or ask the instructor, is no excuse for not studying the appropriate
materials, take tests at the revised time, and hand in assignments on the new deadlines.

If you lose your syllabus, I am happy to mail it to you again, or you should be able to find it on the
Sakaii site for this course.

III. HOW I EVALUATE YOU: EXAMS, WRITTEN ASSIGNMENTS, AND QUIZZES

A. EXAMS

1. Purpose

Throughout the semester students have ample opportunity for independent critical thought. In
particular, the methods of examination I use encourage students to go beyond mere regurgitation.
I use multiple ways in order for you to demonstrate to me what you have learned.

Yet you must master the material first before engaging in independent critical thought. This means
that sometimes you may be required to memorize certain types of information. This includes
definitions, names of theorists and dates.

2. Format

Typically three parts: 30 multiple-choice questions, each worth 1 mark each; 12 short answer
questions, each worth 2 marks. I ask you to choose 8, and 5 essay question, each worth 5 marks
each. I ask you to answer 2.

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With respect to essay questions, in general, there is no wrong or right answer but a situation,
scenario, or dilemma that could have multiple interpretations that requires a reasoned response,
and demonstrates your ability to marshal an appropriate argument.

3. Grading and Review of test

In general, immediately after administering the test, I do not discuss the questions, nor your
answers until we have reviewed-taken up the test in class. I will attempt to grade quizzes, exams,
and written assignments and return and review them in class within one week of administration. If
you are not in class the day I hand them back, and we review the answers, I store them in my
office. In this case, if you want your evaluative materials back, then you have to make suitable
arrangements to pick them up from me.

I will make a minimum of spelling, grammar, clarity, and word choice and punctuation notations on
your written material. Should your writing be marginal, I generally make note of it on your exam or
paper and recommend you attend the university’s writing lab. This type of comment extends to
research skills as well. Also, please write legibly. If I cannot read what you have written I cannot
give you the grades you deserve.

There is no need to bring blue books.

After giving an exam, quiz, assignment, or paper I calculate the average. If it is below a B I
transform the grades so that the average is B. Which if you consult the scale on the last page of the
syllabus is 77 percent. However, if it is above a B then I keep your grades as they are originally
calculated. In other words, grades for exams, quizzes, assignments, and papers are never belled
down neither are final grades.

I review examination answers in class. It is in this setting that you learn why you got certain
questions right and others wrong. Mathematical errors can be dealt with during breaks, after class,
and during office hours. Errors or test corrections must be done in a timely fashion. Usually I do this
right after class on the day it was reviewed in class. This procedure is consistent with the
University's grade appeals process. Should you not make the deadlines, discrepancies or challenges
to the graded work will be non disputable.

In the case of finals, students have one week after exams or essays are graded to initiate this same
process. I hold on to the originals of final exams until the end of the grade appeal process. You are
welcome to visit my office and take a look at it, and photocopy it should you wish. Should students
want a copy of their final exam or other assignments before the end of appeals, I will gladly
photocopy and mail it to them.

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However, you must provide me OR Ms. Linda Garrett, in the Criminology/Criminal Justice office,
with a self-addressed stamped envelope. I will mail them to you when I am next in my office. I
hold on to exams for three months after the end of the semester and then I shred them.

Regardless of whether the exam/quiz/essay is a midterm or final, I will gladly regrade your material
with the understanding that I can raise or lower your mark.

Details regarding extra assignments for extra credit are on the file directory. Please read them
carefully.

Remember that just because something is not in your notes does not mean it was not discussed in
class. It could very well be that you never copied it down or were absent the day the issue was
reviewed. Additionally, just because you have something written in your notes, does not
necessarily mean that you copied it down accurately. Check the class notes of another student
(who takes good notes) before trying this type of reasoning with me.

According to state law, I can only use UB Online for distributing final grades. As you can well
imagine neither most of my students nor am I happy about this, but that's the law. In the
meantime the only other way to get you grade is to get it in person from me.

Professors at UB have about two weeks after the last day of final exams to submit grades. Check
MyUB to see if your final grade has been submitted. Constantly asking me for your final grade is
not helpful.

When submitting written work for marking, use the spell check function on your word processing
program installed on your computer. In its absence, use a dictionary to check on words that you do
not know how to spell.

Do not use www.wikipedia.com as a source.

Essays and assignments that are not handed in on time will be marked down a grade a day (i.e.,
from A- to B +). Those assignments and essays which are substantially over the page length
requirement (25% is normally accepted) will be handed back to the student for editing. Marks will
be deducted each day until the edited assignments and essays are handed back to me.

I try to deal with students work as objectively as possible.

All lengthy assignments and essays should be e-mailed to me. I will then send them to the
plagiarism detection software site www.turnitin.com. Plagiarism, duplication, and cheating are
academic offenses. Sanctions are provided for committing these acts. If you are caught doing these

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sorts of things I will give you an automatic F (which numerically means 0) and not 39 for that
assignment or test.

Although I have a number of practices to minimize the possibility of cheating, every few years I
catch one or two students committing this offence. I take no pleasure in processing these kinds of
academic code violations. But the university requires it of me. This is usually an embarrassing
experience for the student.

Consult your University Calendar if you are unclear of these offences and procedures.

Also, remember to hold on to all of your exams and other written graded material (e.g.,
assignments, essays, etc.) Why? There may be a clerical error I discover. Failure to hold on to your
graded exam, assignment or essay does not constitute a problem on my behalf.

IV. OFFICE HOURS AND PRACTICES

Office hours for all the courses I teach are established at the beginning of the semester. If you are
in doubt about which times they are, consult your syllabus. Alternatively, they are posted on my
door. Immediately after class is usually the best time to discuss matters of concern. While I am
happy to clarify points raised in readings, the lectures, and discuss paper topics, I do not think it is
appropriate to repeat lectures during office hours. Once again, ask a fellow student for their notes
instead. If office hours are inconvenient then you should arrange to make an appointment with me.
I am easily accessible by telephone and electronic mail.

VI. CONTACTING ME

Should you call and leave a decipherable message, I will only call you back once. If you are not in,
do not have a reliable roommate or relative to take a message, or an answering machine, I will not
continue calling until you personally have received the message.

I promise to respond to student e-mail within 24 hours, but with several caveats. I now
will only respond to student e-mails during standard work hours, Monday through
Friday, between the hours of 8 a.m. and 5 p.m. As a result, students have to plan
accordingly when asking questions. They can’t e-mail at 10 p.m. the night before class
and expect to get an answer about the next day’s assignment. I frequently answer
messages from students in the evening or very early morning hours, but I can’t get to a
message until the next work day.

Also, because e-mail messages are often sources of malware/viruses, I generally delete e-mail
messages if the subject line is not filled in, if it says hi, or hello, business opportunity, urgent reply

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needed, Viagra, etc. This is particularly so if your e-mail address is not from UB.

In order to prevent me from doing this, please reference this class in the subject line. And if when I
respond, you have some sort of spam filter which I have to fill out I will not take the time to do this.

Although this may sound overly picky, when you write me an e-mail, pretend like you are writing
your boss and not your best friend. So if you start by writing “Hey,…” or start with your question
“What are the five causes of x,” I may not answer. Also in order to minimize potential confusion in
our e-mail communications, it would be helpful if the content of your e-mail corresponded with the
subject line, and not simply tag it off the last e-mail message, or none at all.

Additionally, dropping in to my office and expecting immediate attention, especially immediately

before one of my classes (hours posted on my door), your request may not be honored. Regularly
scheduled office hours end the last day of classes. If you need to speak to me after that time get in
touch with me by telephone and/or electronic mail.

Moreover, if you rarely attend classes, but continuously ask me basic content questions during
office hours, I will probably not honor your request. Finally, and this is an extremely rare occasion,
should verbal communication fail between us, I will insist that further discussions between us to be
carried out in a written manner.

Office hours end on the last day of class.

The delivery of services and the technological infrastructure on this campus is uneven. Glitches
occur at unpredictable times. I do my best to accommodate to the situation.

If you are uncertain about whether classes have been cancelled due to poor weather conditions,
you should call the University of Baltimore Weather line at 410 837-4201 and/or check the UB
website. Do not assume that just because I have to come up from Washington that I will not be
here. I might be a few minutes late, but as long as UB is open I will be present.

I am happy to provide letters of recommendation, but I have a number of requirements. If this is

something that you think you may be requesting of me please see me early in the semester.

Apologies if I sound a little harsh or abrupt, but for a variety of ethical reasons, I don’t normally
socialize with my undergraduate students.

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Concluding Thoughts

I don't grade on attendance.

I don't grade on participation;
I don't grade on effort, or how hard you worked; and
I don't grade on how well you have improved over the semester.

Unless there are formal in class presentations by students, your grade is calculated solely on the
basis of the written materials (quizzes, tests, assignments, and essays).

Finally, if you demonstrate disrespectful behavior to me or to your classmates this will be called not
only to your attention but to the Dean of Students’ Kathy Anderson

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