Course Syllabus

ENC1102 English Composition

Spring 2022 0003

 

Instructor and Course Information:

Rowan Neumeister (they/them/theirs)

ashley.neumeister@ucf.edu or through the Webcourse Inbox tool

Office: Trevor Colbourn Hall 171D

Office Hours (Zoom): Mondays and Wednesdays 12:00-1:30 PM or by appointment

Course Location: Visual Arts Building 113

Course Time: MWF 10:30AM – 11:20AM

Course Modality: Face-to-face (P)

Course Prerequisites: ENC1101 or equivalent

Course Credit Hours: 3.0

 

Required Texts and Materials:

• The Easy Writer - UCF Handbook By Andrea A. Lunsford Seventh Edition, 2020 APA Update
  ISBN-13: 978-1-319-37782-3
• Writing about Writing: A College Reader By Elizabeth Wardle and Doug Downs through the First Day Inclusive Access textbook program
  FourthEdition
  ISBN-13: 978-1-319-19586-1

 

First Day Inclusive Access

This course utilizes the First Day Inclusive Access textbook program, which provides you with discounted digital copies of your books. In this course, First Day applies only to Writing about Writing: A College Reader By Elizabeth Wardle and Doug Downs. Through the course Materials button available in Webcourses@UCF, and you can opt-in there to get access to your textbook. Every student will have the opportunity to Opt-In to their First Day™ content. If you choose to Opt-Out, you will be given the option to purchase the same content at the national retail price. In addition to negotiating huge discounts, the bookstore coordinates with the publishers to deliver materials through First Day™, so they are available the first day of class.

 

Course Description

Building on the key concepts of writing and rhetoric emphasized in ENC 1101, ENC 1102 further strengthens students’ understanding of the work that writing and research do in the world. The primary and secondary research at the heart of ENC 1102’s semester-long inquiry projects invites students to identify, analyze, and contribute effectively to the complex, real-world rhetorical situations that animate their academic, professional, civic, and personal lives. Through a sequence of writing and research tasks, students learn to continually revisit earlier ideas, refine emergent findings and questions, and trace the development of ideas and arguments across multiple sources and genres. In addition to generating new knowledge, the research process also occasions opportunities for students to interrogate and revise their own conceptions of writing and research.

 

Course Outcomes
Outcome 1: Students will be able to analyze and synthesize complex texts in ways that demonstrate an understanding of the situated and intertextual nature of writing and research.

Outcome 2: Students will engage in a recursive, inquiry-based writing and research process that is meaningful for a specific community.

Outcome 3: Students will be able to interpret their research findings in order to produce arguments that matter to specific communities by addressing real-world exigencies.

Outcome 4: Students will examine their own conceptions of writing and research in response to their inquiry, reading, and writing throughout the course.

 

For more information on course outcomes, check out the ENC1102 page on UCF’s Writing and Rhetoric Department website.

 

Composition Program Contact

This class is offered through the First Year Writing Program in the Department of Writing and Rhetoric. If you have any concerns, please see the instructor about these concerns as soon as possible. You may also contact the Composition Director: Angela Rounsaville, angela.rounsaville@ucf.edu if you require additional discussion after having worked with your instructor. 

 

Grading Policy

100-94% A

93-90% A-

89-87% B+

86-84% B

83-80% B-

79-77% C+

76-74% C

73-70% C-

69-67% D+

66-64% D

63-60% D-

59-0% F

 

University Grading Policies 

 

“Incomplete” (IC) grades are not given in ENC 1101 or 1102 courses under any circumstances.

 

A grade of “D” may be earned for individual assignments but is not an option for a final course grade in ENC 1101 or 1102. Any grade below a C- in ENC 1101 or ENC 1102 will result in a “F” as a final grade. 

No Credit (NC) grades can be assigned at the instructor’s discretion only if a student has completed all of their coursework on time and regularly attends class. This grade is reserved for extenuating cases in which the student, despite all the completed course work, is still not able to write at a level appropriate for ENC 1102.

 

UCF does not assign A+ grades as final grades.

 

If a student is in violation of the university academic conduct code for any reason, I will inform the student and report the infraction. Depending on the nature of the issue, the student may remain in the course, but may receive a “Z” preceding the letter grade they earn in the course. Example: ZA, ZB, etc.

 

The Family Educational Rights and Privacy Act (FERPA) of 1974, as amended, sets forth requirements designed to protect the privacy of student educational records. As such, grades cannot be shared with others (including parents), sent and/or discussed via email. If you have a grade concern at any point during the semester, please make an appointment during office hours so we can talk. 

 

Attendance

This course will invite you to collaborate and talk through ideas about writing and language use. Contributing to these conversations will be an important part of the learning process for this class. Failure to attend class regularly is likely to make it difficult to complete writing assignments according to course, program, and state standards. In-class work will be given periodically and cannot be made up without an excused absence. 

 

Early Alert Progress Reports

This class will participate in myKnight STAR (MKS) progress reports. Progress reports are designed to promote student success by connecting students to advising and academic resources in a timely manner when students are struggling in a course. If I notice that you are experiencing difficulties in the course (e.g., low assignment scores, absences, missing assignments, lack of comprehension, etc.), I may submit a progress report and you will receive an email indicating that I have entered feedback. I encourage you to meet with me and your academic advisor to ensure that you are receiving all available resources to aid in your success.

 

Gordon Rule

ENC 1101 and ENC 1102 are subject to the state-mandated “Gordon Rule.” You must earn at least a C- or higher in order to fulfill the university and state GEP requirements. Over the course of the semester, you will write at least four major writing assignments. Each assignment that fulfills the Gordon Rule is indicated with an asterisk in the assignment section. You must turn in all four of these major writing assignments to pass.

 

Revision Expectations

In the first-year writing program, writing is seen as a recursive and social process that emphasizes revision. Revision is a major component of the ENC 1102 course portfolio. Because of this, all major assignments will go through a process of drafting, review, and revision. 

When revising after my or your peer's review, please observe the following: 

1. Revise the draft in a new Microsoft Word document.
2. Use the comment feature in Microsoft Word (or similar—Google Docs, for instance, allows you to do this for free) to highlight and explain your revisions. These comments don't need to be lengthy. This will just make sure I can see what you've changed and why. You might also mark areas of concern. You can read about using the comment feature in Microsoft Word at this page.
3. Name the file for this draft something like "Gonzales_MA1_Revision 1" so it's obvious what it is.
4. Upload the new draft to an appropriate page in your ePortfolio. Do not remove the other drafts, as your ePortfolio allows you to show progress.
5. Write a new reflection on your revision in the space provided on your ePortfolio page. This might be 150-250 words long and should explain your current thinking about your draft as well as any questions you would like answered. Do not just say, "I don't have any questions." The goal here is to identify where you would like feedback. Your reflection might be longer or shorter depending on how extensive your comments within the draft are. 
6. Return to the assignment page and click "Re-Submit Assignment" to turn in the link to the revised post.

 

Major Assignments (* = Gordon Rule Assignment)

 

* Annotated Bibliography (Final draft due 11:59PM 11 February 2022)

The student will show their mastery of utilizing primary and secondary resources, synthesizing data into their thesis, and citing sources properly

 

* Research Proposal (Final draft due 11:59PM 4 March 2022)

The student will show how to ask an effective research question and argue for how their research can contribute to the conversational inquiry in their field.

 

* Final research paper (Final draft due 11:59PM 8 April 2022)

The student will show their mastery of all the skills we’ve learned in the course, creating a 10- to 12-page research paper that answers the question they addressed in their research proposal and expanding on the data they collected from the sources in their annotated bibliography.

 

* Final ePortfolio (due 11:59PM 2 May 2022)

The student will show how their views on writing have evolved and how their writing process has changed in an online web portfolio, utilizing artifacts from their coursework to show how they’ve fulfilled the course outcomes.  

 

Assignment Submission Guidelines

You will be submitting everything for this course through Webcourses. I will take URL submissions through GoogleDocs, file submissions such as .DOCX, as well as media submissions/recordings for some assignments. 

 

Final Exam

The final exam is in the form of an ePortfolio, submitted online through Webcourses@UCF. The final exam is due on 2 May 2022.

 

Assignment Weight

Participation (in-class/online discussions)                       20%

Process (free-writing, reading reflections, etc.)              20%

Major Assignments (Gordon Rule Assignments)           60%

            Annotated Bibliography                               10%

            Research Proposal                                      10%

            Final Research Paper                                 10%

            Final ePortfolio (Final Exam)                     30%

Final Total                                                                             100%

 

Emails and Office Hours

All office hours will be online through Zoom. If these times conflict with your schedule, please email me to schedule an appointment. In your email, please include 2-3 dates and times that will be convenient for you.

 

When you send me a message, please expect a general response time of 24-48 hours. You may contact me using the Inbox tool in Webcourses or via email at ashley.neumeister@ucf.edu.

 

Academic Integrity

Students should familiarize themselves with UCF’s Rules of Conduct at <https://scai.sdes.ucf.edu/student-rules-of-conduct/>. According to Section 1, “Academic Misconduct,” students are prohibited from engaging in

1. Unauthorized assistance: Using or attempting to use unauthorized materials, information or study aids in any academic exercise unless specifically authorized by the instructor of record. The unauthorized possession of examination or course-related material also constitutes cheating.
2. Communication to another through written, visual, electronic, or oral means: The presentation of material which has not been studied or learned, but rather was obtained through someone else’s efforts and used as part of an examination, course assignment, or project.
3. Commercial Use of Academic Material: Selling of course material to another person, student, and/or uploading course material to a third-party vendor without authorization or without the express written permission of the university and the instructor. Course materials include but are not limited to class notes, Instructor’s PowerPoints, course syllabi, tests, quizzes, labs, instruction sheets, homework, study guides, handouts, etc.
4. Falsifying or misrepresenting the student’s own academic work.
5. Plagiarism: Using or appropriating another’s work without any indication of the source, thereby attempting to convey the impression that such work is the student’s own.
6. Multiple Submissions: Submitting the same academic work for credit more than once without the express written permission of the instructor.
7. Helping another violate academic behavior standards.
8. Soliciting assistance with academic coursework and/or degree requirements.

 

Responses to Academic Dishonesty, Plagiarism, or Cheating
Students should also familiarize themselves with the procedures for academic misconduct in UCF’s student handbook, The Golden Rule<https://goldenrule.sdes.ucf.edu/>. UCF faculty members have a responsibility for students’ education and the value of a UCF degree, and so seek to prevent unethical behavior and respond to academic misconduct when necessary. Penalties for violating rules, policies, and instructions within this course can range from a zero on the exercise to an “F” letter grade in the course. In addition, an Academic Misconduct report could be filed with the Office of Student Conduct, which could lead to disciplinary warning, disciplinary probation, or deferred suspension or separation from the University through suspension, dismissal, or expulsion with the addition of a “Z” designation on one’s transcript.

Being found in violation of academic conduct standards could result in a student having to disclose such behavior on a graduate school application, being removed from a leadership position within a student organization, the recipient of scholarships, participation in University activities such as study abroad, internships, etc.

Let’s avoid all of this by demonstrating values of honesty, trust, and integrity. No grade is worth compromising your integrity and moving your moral compass. Stay true to doing the right thing: take the zero, not a shortcut.

Plagiarism

In an instructional setting, plagiarism occurs when a writer deliberately uses someone’s language, ideas, or other original (not common-knowledge) material without acknowledging its source. This definition applies to texts published in print or online, to manuscripts, and to the work of other student writers.

Misuse of sources: The WPA and the DWR distinguish plagiarism from the misuse of sources. “A student who attempts (even if clumsily) to identify and credit his or her source, but who misuses a specific citation format or incorrectly uses quotation marks or other forms of identifying material taken from other sources has not plagiarized. Instead, such a student should be considered to have failed to cite and document sources appropriately.”

Consequences of academic dishonesty: DWR takes plagiarism and other forms of academic dishonesty seriously and responds in accordance with UCF policy. Plagiarizing or cheating—or assisting another student who plagiarizes or cheats—may result in a failing grade on an assignment or for the entire course; a report to the Office of Student Conduct; and/or a “Z” grade, which denotes academic dishonesty on your transcript.

 

Financial Aid Accountability Statement

All instructors/faculty are required to document students’ academic activity at the beginning of each course. In order to document that you began this course, please complete this activity by the end of the first week of classes or as soon as possible after adding the course. Failure to do so may result in a delay in the disbursement of your financial aid. 

 

In order to ensure your financial aid, all students will need to complete an Academic Engagement Activity. This will be a preliminary assignment that must be completed the first Friday of the school year. It will be titled "Academic Engagement Activity." 

 

Accommodations for deployed military students

Students who are deployed active duty military and/or National Guard personnel and require accommodation should contact their instructors as soon as possible after the semester begins and/or after they receive notification of deployment to make related arrangements.

 

Absence and Make-Up Policy

Students who represent the university in an authorized event or activity (for example, student-athletes) and who are unable to meet a course deadline due to a conflict with that event must provide the instructor with documentation in advance to arrange a make-up. No penalty will be applied. For more information, see the UCF policy at <https://policies.ucf.edu/documents/4-401.pdf>

 

Students must notify their instructor in advance if they intend to miss class for a religious observance. For more information, see the UCF policy at <http://regulations.ucf.edu/chapter5/documents/5.020ReligiousObservancesFINALJan19.pdf>.

Late/Missing Assignments Policy

If you are concerned about not submitting an assignment on time, I encourage you to contact me. My late work policy differs based on the assignment type. For minor assignments (such as: reflections, reading discussions), I will consider accepting a late submission without a grade penalty if you have been in contact with me in advance to discuss an alternative due date.  If you have not contacted me in advance of the minor assignment’s due date, I will not accept the submission for credit. As a whole, I reserve the right to accept or not accept late work for minor assignments based on each specific set of circumstances and the work in question. For major assignments (research proposal, annotated bibliography, and the research paper), I will accept late submissions for credit, without a grade penalty, up to one week past the due date. Once this timeframe has passed, the major assignment will receive a score of zero. My late assignment submission policy for major assignments DOES NOT apply to the final e-portfolio. Late submissions of final exams will not be accepted. 

Disability Policy

The University of Central Florida is committed to providing access and inclusion for all persons with disabilities. Students with disabilities who need access to course content due to course design limitations should contact the professor as soon as possible. Students should also connect with Student Accessibility Services (SAS) <http://sas.sdes.ucf.edu/> (Ferrell Commons 185, sas@ucf.edu, phone 407-823-2371). For students connected with SAS, a Course Accessibility Letter may be created and sent to professors, which informs faculty of potential course access and accommodations that might be necessary and reasonable. Determining reasonable access and accommodations requires consideration of the course design, course learning objectives and the individual academic and course barriers experienced by the student. Further conversation with SAS, faculty and the student may be warranted to ensure an accessible course experience.

 

Inclusivity, Access, and Disability Statement

No two people learn exactly the same way. If you find that the materials are difficult for you to absorb, don’t immediately assume that you don’t understand the material! Perhaps you prefer to process information through speaking or listening, but all I am providing are written handouts, making it difficult for you to process. If there are aspects of the design, instruction, and/or experiences within this course that result in barriers to your inclusion or accurate assessment of achievement, please notify me as soon as possible.

 

Disabilities are visible and invisible, documented and undocumented; I do not distinguish between these designations. If you have a disability, or think you may have a disability, I encourage you to speak with me as soon as you can about your learning needs and how I can best accommodate them, and/or contact Student Accessibility Services (SAS).

 

TL;DR: I do not require documentation for accessibility in my classroom. If you have learning needs from me that I'm not meeting, come tell me! You may contact SAS without notifying me if you wish; you may also speak with me without contacting SAS at all.

 

Statement on Inclusivity

Every student in this class, regardless of background, sex, gender, race, ethnicity, class, political affiliation, physical or mental ability or any identity category, is a valued and equal member of the group. We all bring different experiences to this class and no one experience has more value or import than another. In fact, it is our different experiences that will enrich the course content. I encourage every student to share their own experiences as they are relevant to the course, but I also stress that no student is ever presumed to speak for anything or anyone more than their own experience or point of view. Furthermore, in this classroom, you have the right to determine your own identity. You have the right to be called by whatever name you wish, and for that name to be pronounced correctly. You have the right to be referred to by whatever pronoun you identify. You have the right to adjust those things at any point. If there are aspects of the instruction of this course that result in barriers to your inclusion or a sense of alienation from the course content, please contact me privately without fear of reprisal. If you feel uncomfortable contacting me, please contact Student Development and Enrollment Services.

 

In class discussions, please feel free to discuss openly, seriously and passionately. I will not, however, tolerate disruptive or insulting remarks, gender or racial slurs, or other forms of bullying, intimidation or hate speech. Publication of the remarks or questions or work of any classmate - in any form, written or recorded - without clear consent will be regarded as a violation of the UCF Rules of Conduct and treated as such. I expect you to act with respect for this space, this subject, our process and each other.

 

Statement on Language Diversity

The Composition Program at UCF believes that writers need to understand that
language variation is the norm and not the exception in all situations and writing activities. Thus, the goal for writers is not a singular standardization, but how to build upon their existing proficiencies to negotiate language in use in real rhetorical and material situations. As a result, in ENC 1011 and 1102, we teach linguistic meta-awareness as opposed to acontextual standardized and rigid approaches to language use, as an integral part of engaging in all ill-structured writing problems. I understand variation as an outcome of all living and lived languages rather than as so- called “error.” Students may bring variation to their writing as (1) part of language learning; (2) resistance to dominant language use and racialized language hierarchies; (3) purposeful use of a range of languages and dialects; and/or (4) creative play with language.

 

Additionally, language scholars since the 1970's have discussed and argued for embracing language varieties in the writing classroom. Because of all their hard work, I would like to copy and paste the official Students Right to Their Own Language statement here:

We affirm the students' right to their own patterns and varieties of language -- the dialects of their nurture or whatever dialects in which they find their own identity and style. Language scholars long ago denied that the myth of a standard American dialect has any validity. The claim that any one dialect is unacceptable amounts to an attempt of one social group to exert its dominance over another. Such a claim leads to false advice for speakers and writers, and immoral advice for humans. A nation proud of its diverse heritage and its cultural and racial variety will preserve its heritage of dialects.

 

Title IX and Accessibility

The University of Central Florida considers the diversity of its students, faculty, and staff to be a strength and critical to its educational mission. UCF expects every member of the university community to contribute to an inclusive and respectful culture for all in its classrooms, work environments, and at campus events. Dimensions of diversity can include sex, race, age, national origin, ethnicity, gender identity and expression, intellectual and physical ability, sexual orientation, income, faith and non-faith perspectives, socio-economic class, political ideology, education, primary language, family status, military experience, political beliefs, cognitive style, and communication style. The individual intersection of these experiences and characteristics must be valued in our community.

 

Title IX prohibits sex discrimination, including sexual misconduct, sexual violence, sexual harassment, and retaliation. If you or someone you know has been harassed or assaulted, you can find resources available to support the victim, including confidential resources and information concerning reporting options at www.shield.ucf.edu

If there are aspects of the design, instruction, and/or experiences within this course that result in barriers to your inclusion or accurate assessment of achievement, please notify the instructor as soon as possible and/or contact Student Accessibility Services.

 

For more information on diversity and inclusion, Title IX, accessibility, or UCF’s complaint processes contact:

Title IX – EO/AA - http://www.eeo.ucf.edu/ & askanadvocate@ucf.edu

Disability Accommodation – Student Accessibility Services - http://sas.sdes.ucf.edu/ & sas@ucf.edu

Diversity and Inclusion Training and Events – www.diversity.ucf.edu

Student Bias Grievances – Just Knights response team - http://jkrt.sdes.ucf.edu/

UCF Compliance and Ethics Office - http://compliance.ucf.edu/ & complianceandethics@ucf.edu

Ombuds Office - http://www.ombuds.ucf.edu

The Faculty Center also has some helpful information on accessibility in course design: http://fctl.ucf.edu/TeachingAndLearningResources/Accessibility/

 

Campus Safety

Emergencies on campus are rare, but if one should arise during class, everyone needs to work together. Students should be aware of their surroundings and familiar with some basic safety and security concepts.

• In case of an emergency, dial 911 for assistance.
• Every UCF classroom contains an emergency procedure guide posted on a wall near the door. Students should make a note of the guide’s physical location and review the online version at <http://emergency.ucf.edu/emergency_guide.html>.
• Students should know the evacuation routes from each of their classrooms and have a plan for finding safety in case of an emergency.
• If there is a medical emergency during class, students may need to access a first-aid kit or AED (Automated External Defibrillator). To learn where those are located, see <https://ehs.ucf.edu/automated-external-defibrillator-aed-locations>.
• To stay informed about emergency situations, students can sign up to receive UCF text alerts by going to <https://my.ucf.edu> and logging in. Click on “Student Self Service” located on the left side of the screen in the toolbar, scroll down to the blue “Personal Information” heading on the Student Center screen, click on “UCF Alert”, fill out the information, including e-mail address, cell phone number, and cell phone provider, click “Apply” to save the changes, and then click “OK.”
• Students with special needs related to emergency situations should speak with their instructors outside of class.
• To learn about how to manage an active-shooter situation on campus or elsewhere, consider viewing this video (<https://youtu.be/NIKYajEx4pk>).

 

Third-Party Software and FERPA

During this course you might have the opportunity to use public online services and/or software applications sometimes called third-party software such as a blog or wiki. While some of these could be required assignments, you need not make any personally identifying information on a public site. Do not post or provide any private information about yourself or your classmates. Where appropriate you may use a pseudonym or nickname. Some written assignments posted publicly may require personal reflection/comments, but the assignments will not require you to disclose any personally identity-sensitive information. If you have any concerns about this, please contact your instructor.

 

Research Involving Human Subjects

This course will focus on scholarly inquiry about writing. All students will be required to produce a scholarly project on one of the focus topics. This inquiry may include (but does not have to include) surveys or interviews of human subjects, so therefore all students will be required to complete CITI training for the protection of human subjects during scholarly inquiry. Projects for this course will entail very minimal risk to participants, and any projects that involve vulnerable populations (e.g. children under 18) or ask research subjects about illegal activities (e.g. underage drinking or illegal drug use) will be disallowed in this course.

 

Copyright

This course may contain copyright protected materials such as audio or video clips, images, text materials, etc. These items are being used with regard to the Fair Use doctrine in order to enhance the learning environment. Please do not copy, duplicate, download or distribute these items. The use of these materials is strictly reserved for this classroom environment and your use only. All copyright materials are credited to the copyright holder.

 

University Writing Center Information

The University Writing Center provides valuable support for student writers at UCF, including those in ENC 1101 and 1102. You should include information about the UWC on your syllabus:

University Writing Center, Trevor Colbourn Hall 109

Satellite Locations: Main Library, Rosen Library, Online

407-823-2197    http://uwc.cah.ucf.edu/

The University Writing Center (UWC) offers writing support to students from first-year to graduate in every discipline. Tutors provide help at every stage of the writing process, including understanding assignments, researching, drafting, revising, incorporating sources, and learning to proofread and edit. The UWC’s purpose is not merely to fix or edit papers, but to teach writing strategies that can be applied to any writing situation. Consultations are available for individuals and small groups. You may schedule a 45-minute appointment by clicking the Success Resources tab on Webcourses, calling the UWC at 407-823-2197, or through the UWC website.

The UWC seeks graduate and undergraduate tutors from all majors. To learn more about becoming a writing tutor, please contact us.

 

Stylus

The Department of Writing and Rhetoric publishes a journal for outstanding writing produced by composition students called Stylus. You may find the student work published in this journal helpful during our exploration of writing this semester. Also, you should consider submitting your own work for publication. Students published in Stylus become eligible for the President John C. Hitt Prize for Excellence in First-Year Writing, a $500 book scholarship awarded annually. To submit your work, simply email your essay to me as a Microsoft Word-friendly attachment and I’ll send it to the editors. To see previous issues and learn more information, visit the Stylus website.

 

COVID and COMMUNITY Statement

I recognize and understand the difficult times we are all in. The COVID-19 pandemic impacts us all in many ways, including physically, mentally, emotionally, financially, academically, and professionally. I will work with you on challenges you may be encountering and to provide support to help you succeed.

 

UCF expects that all members of our campus community who are able to do so get vaccinated, and we expect all members of our campus community to wear masks indoors, in line with the latest CDC guidelines. Masks are required in approved clinical or health care settings.

 

If the instructor falls ill during the semester, there may be temporary changes to this course, including having a backup instructor take over the course or going remote for a short time. Please look for announcements or mail in Webcourses@UCF or Knights email for any temporary alterations to this course.

 

Students who believe they may have been exposed to COVID-19 or who test positive must contact UCF Student Health Services (407-823-2509) so proper contact tracing procedures can take place. Students should not come to campus if they are ill, are experiencing any symptoms of COVID-19 or have tested positive for COVID-19.

 

Students should contact their instructor(s) as soon as possible if they miss class for any illness to discuss reasonable adjustments that might need to be made. When possible, students should contact their instructor(s) before missing class.

 

Accommodations may need to be added or adjusted should this course shift from an on-campus to a remote format. Students with disabilities should speak with their instructor and should contact sas@ucf.edu to discuss specific accommodations for this or other courses.