Policies

The academic integrity policy should be included on all syllabi.

In all endeavors, Simpson College expects its students to adhere to the strictest standards of honesty and integrity. In keeping with the College’s mission to develop the student’s critical intellectual skills, while fostering personal integrity and moral responsibility, each student is expected to abide by the Simpson College rules for academic integrity. Academic dishonesty includes (but is not limited to) any form of cheating, plagiarism, unauthorized collaboration, misreporting any absence as college-sponsored or college-sanctioned, submitting a paper written in whole or in part by someone else, or submitting a paper that was previously submitted in whole or in substantial part for another class without prior permission. If the student has any questions about whether any action would constitute academic dishonesty, it is imperative that he or she consult the instructor before taking the action. All cases of substantiated academic dishonesty must be reported to the student’s academic advisor and the Dean for Academic Affairs. For further guidance on these rules and their sanctions, please see the college catalog.

Should the normal instructional activity on the campus be shortened or interrupted by a campus-wide closing, students will receive information from the instructor or other representative of the college about when and if the course might be continued or completed remotely.

Although there is no requirement to include information about accommodations, it’s good practice to include this information in your syllabi.  What follows is an example of how you might do this:

I truly want everyone in this class to feel supported and have the opportunity to succeed. If you have a physical, sensory, learning, or psychological disability — or if something temporary arises, like an injury or illness — you may be entitled to accommodations that can help remove barriers to learning. I want to make sure you have access to that support.

If you don’t already have accommodations in place, you can begin the process by contacting the Student Accessibility Office. They’ll guide you through the steps, which typically include submitting documentation and meeting with staff to determine what accommodations are appropriate. You can reach them at sas@simpson.edu or stop by Dunn 103. You can also schedule a meeting with Karen Lynch, Director of Student Accessibility Services via Symplicity (accessible through OneLogin). More information is also available in the academic catalog or online at https://bit.ly/SCaccessibility.

Once your accommodations are approved, you’ll receive an official letter from the Director of Student Accessibility Services that outlines the support you're entitled to, but it will not include any details about why you need them. You are never required to share personal or medical information with me. If you choose to share your letter with me (and I hope you will!), I’ll do everything I can to ensure your accommodations are implemented with care and respect.

Please don’t hesitate to reach out if you have questions or need support. I’m here for you.

The following statement is a blend of those created by the College of Education at the University of Iowa and California State University, CSU Chico . 

In this class, we will work together to develop a learning community that is inclusive and respectful. Our diversity may be reflected by differences in race, gender identity, culture, age, religion, sexual orientation, socioeconomic background, and myriad other social identities and life experiences. The goal of inclusiveness, in a diverse community, encourages and appreciates expressions of different ideas, opinions, and beliefs, so that conversations and interactions that could potentially be divisive turn instead into opportunities for intellectual and personal enrichment. A dedication to inclusiveness requires respecting what others say, their right to say it, and the thoughtful consideration of others’ communication. Both speaking up and listening are valuable tools for furthering thoughtful, enlightening dialogue. Respecting one another’s individual differences is critical in transforming a collection of diverse individuals into an inclusive, collaborative and excellent learning community.

It is my intent that students from all diverse backgrounds and perspectives be well-served by this course, that students’ learning needs be addressed both in and out of class, and that the diversity that students bring to this class be viewed as a resource, strength, and benefit. It is my intent to present materials and activities that are respectful of diversity: gender identity, sexual orientation, disability, age, socioeconomic status, ethnicity, race, culture, perspective, and other background characteristics.

Your suggestions about how to improve the value of diversity in this course are encouraged and appreciated. Please let me know ways to improve the effectiveness of the course for you personally or for other students or student groups. In addition, in scheduling exams, I have attempted to avoid conflicts with major religious holidays. If, however, I have inadvertently scheduled an exam or major deadline that creates a conflict with your religious observances, please let me know as soon as possible so that we can make other arrangements.

Another option you could use for your inclusive excellence statement:

It is my goal that every student in this class feels seen, respected, and supported. I want the learning environment we create together to serve students from all backgrounds, identities, and perspectives. I strive to ensure that the materials, activities, and conversations in this course reflect a commitment to inclusion — across dimensions such as gender identity, sexual orientation, disability, age, socioeconomic status, race, ethnicity, religion, culture, and more. The diversity you bring to this class is a resource, a strength, and an important part of our shared success.

To support that goal, we’ll work together to build a respectful and inclusive learning community. Each of us contributes to the classroom environment, and our differences — in lived experiences, identities, and viewpoints — have the potential to deepen our understanding. This includes differences in race, culture, age, gender identity, sexual orientation, religious belief, socioeconomic background, and other aspects of who we are.

In an inclusive classroom:

·       We appreciate the value of differing perspectives.

·       We engage in conversation with openness, curiosity, and respect.

·       We listen thoughtfully, speak with care, and recognize the impact of our words.

·       We approach challenging discussions not as obstacles, but as opportunities to learn and grow together.

You are always welcome to share suggestions for how I can make this course more inclusive or supportive — for you personally, or for others. I genuinely appreciate your input.

Finally, I have done my best to avoid scheduling exams or major deadlines on religious holidays. If I have inadvertently created a conflict with your religious observances, please let me know as early as possible so we can make alternate arrangements.

Knowing and using the names and pronouns that students go by is an important part of creating a respectful, inclusive, and welcoming learning environment — one where everyone can feel a sense of safety, dignity, and belonging.

You’re welcome to share your preferred name and pronouns with me at any time during the semester, and I will do my best to use them correctly. I understand that names and pronouns can change, and I’m always open to updates.

I go by [your name], and my pronouns are [your pronouns].

The academic integrity statement is a required element in all syllabi, but if you are going to ask your students to write papers, you may also want to include information about plagiarism. Here are a variety of sample plagiarism statements available online.

From the Yale University Center for Teaching and Learning

You must document all of your source material. If you take any text from somebody else, you must make it clear the text is being quoted and where the text comes from. You must also cite any sources from which you obtain numbers, ideas, or other material. If you have any questions about what does or does not constitute plagiarism, ask! Plagiarism is a serious offense and will not be treated lightly. Fortunately, it is also easy to avoid and if you are the least bit careful about giving credit where credit is due you should not run into any problems.

George Mason University provides the following information:

Plagiarism means using the exact words, opinion, or factual information from another person without giving that person credit. Writers give credit through the use of accepted documentation styles, such as parenthetical citation, footnotes, or end notes; a simple listing of books and articles is not sufficient. Plagiarism is the equivalent of intellectual robbery and cannot be tolerated in an academic setting.

Student writers are often confused as to what should be cited. Some think that only direct quotations need to be credited. While direct quotations do need citations, so do paraphrases and summaries of opinions or factual information formerly unknown to the writers or which the writers did not discover themselves. Exceptions to this include factual information which can be obtained from a variety of sources, the writer’s own insights or findings from their own field research, and what has been termed common knowledge. What constitutes common knowledge can sometimes be precarious, and what is common knowledge for one audience may be so for another. In such situations, it is helpful to keep the reader in mind and to think of citations as being reader friendly. In other words, writers provide a citation for any piece of information that they think their readers might want to investigate further. Not only is this attitude considerate of readers and establishes credibility, it will almost certainly ensure that writers will never be guilty of plagiarism.

You may also use or adapt the following:

According to the Excelsior OWL, “plagiarism means to take the words, ideas, or analysis that some other person has written and represent them as their own words, ideas, or analysis” (x). Plagiarism is determined by comparing your writing to the original source; whether you intended to plagiarize is not relevant. If you use the words written by someone else, you need to put quotation marks around those words as well as provide a citation. If you paraphrase someone else’s words, you are still using that person’s ideas. When paraphrasing, be sure to include a citation. In addition, be sure that your paraphrase is really in your words and uses your own sentence structure. Dropping a few words and replacing a few words with synonyms does not count as paraphrasing.

In this class, you should use APA style for your in-text citations and your reference section.

I want you to know that your safety, well-being, and dignity matter deeply to me. No one should ever have to experience sexual harassment, assault, domestic or dating violence, or stalking — and if you have, or if you do, you are not alone. I will listen, I will believe you, and I will help you connect with people who are trained to support you.

If you feel comfortable, you are welcome to reach out to me for help accessing campus resources. Please know that, as a faculty member, I am required to report any disclosures of sexual misconduct to the Title IX Coordinator, Heath Moenck. While I must share that a report has been made, you remain in control of how your situation is handled — including whether or not you wish to pursue a formal complaint. Our shared goal is to ensure that you know your rights, your options, and the support available to you.

Simpson College is committed to providing a learning environment that is free from discrimination, harassment, and violence. There are trained staff members available to assist with health and counseling services, academic or housing accommodations, and legal resources such as protective orders.

If you would prefer to speak with someone confidentially, you can reach out to:

·       Counseling Services: 515-961-1332

·       Sexual Assault Response Advocates (SARA): 515-330-6392 (call or text, 24/7)

·       Campus Chaplain: 515-961-1684

SARA advocates are Simpson College students who are specially trained to support anyone in need of help or guidance related to sexual assault. They offer compassionate, confidential support and can assist with a wide range of needs — including emotional support, understanding your options, and connecting you with additional resources. A SARA is on call 24/7 when classes are in session and can be reached by phone or text at 515-330-6392. When classes are not in session, the SARA line will direct you to Polk County Crisis and Advocacy Services at 515-286-3600.

For more information, visit https://simpson.edu/community-and-belonging/title-ix/ 

To support your learning, I may occasionally record class sessions and make those recordings available for student use. To protect everyone’s privacy and help us maintain a respectful classroom environment, no other audio or video recording, screenshots, or sharing of class content is allowed without the explicit permission of both the instructor and anyone else who appears in the recording. Thank you for helping to create a space where everyone feels safe to participate and learn.

I (Sal Meyers) have found it extremely helpful to use AI to help me give higher quality feedback to students. The text below is what I will put in my own syllabi. Feel free to use or adapt it for your own courses.

One of the most important ways I support your growth as a writer is by giving you clear, honest, and encouraging feedback on your work. I hold high standards because I believe in your ability to meet them. When I give you detailed feedback, it’s because I see your potential and want to help you get there. Please know that receiving a lot of feedback is not a sign that you’re doing poorly; it’s a sign that I’m engaging closely with your ideas, and that I care about your development.

To help make that feedback as clear and useful as possible, I sometimes use generative AI tools like ChatGPT or Claude to assist me. These tools can help me explain my thoughts in more student-friendly language and provide fuller explanations than I always have time to write on my own. That said, I want to be completely transparent with you about how I use these tools—and you get to decide what level of AI involvement you’re comfortable with.

You have three options to choose from:

Option 1: No AI Use

If you prefer that I do not use any AI tools in your feedback—perhaps for ethical, environmental, or personal reasons—I completely respect that. You’ll receive feedback directly from me, similar to what I provided before AI tools were available: focused and honest, though likely more concise. You’ll still know what needs the most attention, but explanations may be shorter.

Option 2: AI-Assisted Feedback Without Sharing Your Writing

If you’re okay with me using AI to help refine and expand my written feedback, but you prefer that I not upload your actual paper into the AI, this is a great middle-ground. In this case, I might summarize your issue (e.g., “student needs to elaborate on their discussion of topic X”) and ask the AI to help me rephrase that in more accessible language. The result is slightly longer and warmer feedback, though it may still be somewhat general.

Option 3: Full AI-Enhanced Feedback With Your Consent

If you’re comfortable allowing me to upload your paper along with my comments to an AI tool, this allows me to generate personalized, in-depth feedback that is specific to your writing. Importantly, the AI is not deciding what to say—I am. What it helps with is writing out the suggestions I would give you if I had unlimited time. For example, instead of simply saying “elaborate on your discussion of topic X,” your feedback might say: “You’ve already discussed A and B in this section—consider adding C or connecting it to D to strengthen your argument.”

You’ll be able to indicate your preference on a short form at the start of the semester, and you can change your choice at any time. No matter which option you choose, please remember: I give feedback because I care about your learning, and I know you are capable of growing as a writer. Feedback isn’t a judgment—it’s an invitation to take your ideas further, and I’ll be right here to support you along the way.