During the course of this program, you are expected to listen to and speak with others as you wish to be heard and addressed. You are expected to show respect when a faculty member, guest speaker, or another student is talking to the class or listening to the speaker. Your talking or whispering disrupts others’ learning and presenting. One whisper affects everyone in the group. If you have questions, ask the speaker and not someone else. Please assist faculty in creating an optimum learning environment for the class community. If you are late for a class, please have your books out and coat off when you enter the classroom.
1. Become mindful and aware of others in the program,
respecting diversity (gender, race, age, ethnicity,
class, sexual orientation, religious and political affiliation, learning styles, languages,
2. Read and follow the Evergreen Social Contract, the Student
Conduct Code, and the Campus Sexual
4. Food and drink are allowed during class time except in the
COM building. Show respect for your learning
community members by eating quietly.
5. No swearing (inappropriate language).
6. Before any unavoidable absence for any class
activity, contact one of your Learning Summary group
7. Contact your seminar faculty in the event of a week-long absence.
8. Practice personal hygiene and cleanliness, out of respect for yourself and others.
9. Meet at least one learning challenge weekly. Examples
of learning challenges are: speaking more; listening
more; managing time better; collaborating willingly and openly.
10. Leave all classrooms clean and orderly at the end of sessions. We have all chosen to come here and make this our home for various lengths of time. Let’s celebrate the beauty and uniqueness of Evergreen by taking some ownership and pride in being here—make your corner of Evergreen sparkle J.
11. No cell phones (silence), cameras, or
other electronic devices in classrooms, other than computers
necessary for academic work. Computers should be used only for note taking. This is an attempt to assist you to pay attention in class and not distract others who want to learn.
12. If there is snow or inclement weather, call 867-6000 to check on campus closure. If the campus is open, class will meet.
13. Disagreements and differences of opinion happen in all
groups. Substantial disagreements and differences
of opinion should be dealt with in the following order:
First, speak with the person(s) involved.
If the disagreement is still unresolved, speak with your seminar faculty,
If the disagreement remains unresolved, speak with program faculty as a group,
If the disagreement remains unresolved, speak with campus grievance officer.
- Take full responsibility for all required assignments.
Bring all appropriate books and materials to each class.
Come prepared to participate in each class.
- Attend all classes on time. Attendance and tardiness (including Monday Learning Summary Group) will be noted and will be included in your evaluation. Three sessions missed equals one credit loss (at faculty discretion). Repeated tardiness will be equated with missed classes. Note that there are two class sessions on Tuesday and three on Thursday.
- Take responsibility for obtaining all handouts and announcements when you attend class or if you miss class. Extra handouts will not be available.
- Sign in on respective faculty attendance sheets, at every meeting.
- No make-up work and no late work.
- Type all written assignments and hand in hard copy, not electronic copy. Keep a copy for yourself.
- Address appropriate questions to peers, faculty and guests at the appropriate time, not to those sitting or working near you.
- Demonstrate appropriate college-level writing (see attachment).
- Submit self-produced work. All forms of academic dishonesty, including cheating, fabricating, and plagiarizing are reasons for dismissal from the program with zero credit.
- Expectations for workload: 16 in-class contact hours (including Learning Summary Group work), 35 out-of-class hours.
- Submit completed self-evaluations on official forms, at the end of each quarter. One copy of self-evaluation must be included in your portfolio at the end of each quarter
- For credit in this program, self-evaluations are required to be submitted to the registrar and be part of your transcript. .
- Evaluation conferences are required. Be
on time and be fully prepared. There are no changes in
appointment times once they are made. Evaluation conferences are held in evaluation week. Please be
available during evaluation week.
- Faculty evaluation is required for your seminar faculty each quarter. Submit it to the program secretary (Lab II) prior to evaluation conference or to seminar faculty at the time of conference. Evaluationsfor the faculty members who are not your seminar facilitator are optional. If you choose to evaluate them, submit your evaluations directly to the program secretary, prior to evaluation conference.
- Deadline for revision of faculty evaluation of your work is the Monday following the evaluation week in each quarter.
- Please note that while each faculty member has somewhat different requirements for writing letters of recommendation, we all agree on the following: complete all 3 quarters with excellent attendance at all program activities (at least 90%) and complete all work with distinction. Please give faculty the application in which you filled out your portion, at least 15 working days prior to the due date except Week 10 of each quarter (F, W, SP) and Summer. Faculty will not be available during the summer in order to nourish our body, mind and soul for the following year.
GUIDELINES TO SUPPORT THE COVENANT
“Be impeccable with your word
Take nothing personally
Make no assumptions
Do the best you can”
from The Four Agreements, Miguel Ruiz
My signature below indicates that I have read the program covenant and agree to abide by throughout the year.
print name signature date
Make your own copy before submitting this page (page 3) to your faculty in class on Tuesday, 2nd week.
Criteria for Appropriate College-Level Writing
Human Health and Development
- Students should demonstrate that they can take positions rather than merely describing topics; college-level writers should be able to analyze and to argue rationally.
- Students should organize their papers' major points in a logical fashion, using different modes of development appropriately (e.g., definition, comparison, illustration).
- Students' description of what they learned should be clear and appropriate for their papers' size, with appropriate transition among major parts. Their paragraphs should be coherent.
- Students should use supporting evidence appropriate to their description of learning and should document evidence properly (e.g., lecturer’s name, text page numbers, etc.).
- Students should use standard grammar and spelling. Sentences should be coherent, unambiguous, complete and properly punctuated, should maintain consistent gender and number in pronoun reference, and should maintain proper subject-verb relations.