Difference: CSC102SylF2026 (1 vs. 5)

Revision 52026-08-04 - CathyBareiss

Line: 1 to 1
 
META TOPICPARENT name="Syllabi"

CSC 102: Introduction to Programming: 2 hours.

Description

A gentle introduction to programming for students with no or limited computer programming experience. Students will write small computer programs to practice problem solving and programming methodologies. Labs will be structured around the language common in a given discipline. Lab: CSC 102L

Goals for CSC 102 are:

  1. Have an introductory knowledge of programming
  2. Be able to write simple programs

Course outcomes for CSC 102 are:

Upon completion of CSC 102, students will understand:
  • how to write simple programs
  • programming terms including variables, selection, repetition, functions/procedures.

Program outcomes for CSC 102 are:

  1. Analyze a complex computing problem and apply principles of computing and other relevant disciplines to identify solutions. (Computing student learning outcome 1.1)
  2. Design, implement, and evaluate a computing-based solution to meet a given set of computing requirements in the context of the program’s discipline. (Computing student learning outcome 2)
  3. Communicate effectively in a variety of professional contexts. (Computing student learning outcome 3)
  4. Function effectively as a member or leader of a team engaged in activities appropriate to the program’s discipline. (Computing student learning outcome 5)

Integration

  1. Note taking at the introductory level via accountability for class notes
  2. Team work at the introductory level by working in pairs with a robot
  3. Professionalism at the introductory level by requiring all communications about the course to be at a professional level
  4. Ethics at an introductory level by covering:
    • being honest about what your software can and cannot do
    • encouraging their project to be socially responsible
  5. Cybersecurity at the introductory level by covering:
    • secure programming in terms of what crazy input can be given to the program.
  6. Verbal communications at an introductory level by requiring each team to present their project and include the some grading of the quality of the presentation as part of the rubric with feedback on how to improve

Details

Changed:
<
<
  • Professor:
  • Office:
>
>
  • Professor: Dr. Cathy Bareiss
  • Office: S 031
 
  • Class Time: 2:00-2:50pm F
  • Lab Time: 2:00-2:50pm MW
Changed:
<
<
  • Class Location:
  • Textbook:
>
>
  • Class Location: S 030
  • Textbook: Membership in ACM
 

Course Content

Policies

Line: 23 to 23
 
  1. Lab 6: Tag along
  2. Lab 7: Do a job
  3. Lab 8: Doing the job neatly
Changed:
<
<
  1. Lab 9: Converting from decimal to binary
>
>
  1. Lab 9: Converting from binary to decimal
 
  1. Lab 10: Color Frequency Counter
  2. Lab 11: Project
  3. Lab 12: Present your project
  4. Lab 13: Evaluate the labs. This will be done during the last lab.

Assignments

Changed:
<
<
  1. Reactions to current events/publications. A reaction to an article includes enough to convince me that you have read the entire article and not just the headline or first paragraph. It should include s summary of what was said and your reaction. Be sure to give a complete reference to the item. These should be turned in as a hard copy in class within one week of the item being published. You may pick when. Each one does have a deadline. These must be unique to this course
>
>
  1. Reactions to current events/publications. A reaction to an article includes enough to convince me that you have read the entire article and not just the headline or first paragraph. It should include a summary of what was said and your reaction. Be sure to give a complete reference to the item. These should be turned in as a hard copy in class within one week of the item being published. You may pick when. Each one does have a deadline. These must be unique to this course
 
    1. Write a reaction to one article in the ACM TechNews. This needs to be completed by midterm.
Changed:
<
<
    1. Write a reaction to one article in XRDS. This needs to be completed before the final.
>
>
    1. Write a reaction to one article in the ACM XRDS. This needs to be completed before the final.
 
  1. Other assignments or quizzes as assigned.

Extra credit

To be eligible for extra credit you must be attending class 80% of the time (according to when you turn it in). If you are in sports that causes you to miss class, you should not be missing class on any of the other days.

Line: 79 to 79
 
11/09: Project 11/11: Project cont. 11/13: More programming and debugging types
11/16: Project cont. 11/18: Project cont. 11/20: Programming, the next step
11/23: Presentation your work 11/25: Thanksgiving Break 11/27: Thanksgiving Break
Changed:
<
<
11/30: Exam 4 12/02: Project presentations 11/04: Project evaluations
>
>
11/30: Exam 4 12/02: Project presentations 12/04: Project evaluations
 
12/07: 12/09: *Final*
3:30-5:30 pm 		12/11:

Deleted:
<
<

Campus Integrity Policy

The student handbook (p. 156) states: “Any act of deceit, falsehood or stealing by unethically copying or using someone else’s work in an academic situation is strictly prohibited.

  1. A student found guilty of plagiarism or cheating will receive an “F”(zero) for that particular paper, assignment or exam. Should this occur, the professor will have an interview with the student and will submit a written report of the incident to the academic dean.
  2. If a second offense should occur, the student will be asked to appear before the professor, the academic dean and the vice president for student development.

The student should realize that at this point continuation in a course and even his/her academic career may be in jeopardy. In the event of a recommendation for dismissal, the matter shall be referred to the Student Development Committee.”

AI Use Policy

It is expected that any coursework (including, but not limited to, essays, papers, exams, projects, and lab reports) submitted by a student will be a product of their own creation, demonstrating their achievement of the learning outcomes related to the assigned task. With this in mind, note that submitting work that includes unauthorized or undocumented use of Artificial Intelligence (AI) may be considered as cheating or plagiarism. If you are unsure about appropriate use of AI on a given assignment, talk with your professor.

Services

The Americans with Disabilities Act (ADA) is a law which provides civil rights protection for people with disabilities. Bethel University, in compliance with equal access laws, requests that students with disabilities seeking to acquire accommodations make an appointment with the Center for Academic Success—Disability Services. It is located in the Miller-Moore Academic Center, 033. You may also phone 574-807-7460 or email rachel.kennedy@betheluniversity.edu for an appointment.

Education Majors:

Please use the link below to review all appropriate standards. Standards
 \ No newline at end of file
Added:
>
>

Campus Integrity Policy

The student handbook (p. 156) states: “Any act of deceit, falsehood or stealing by unethically copying or using someone else’s work in an academic situation is strictly prohibited.

  1. A student found guilty of plagiarism or cheating will receive an “F”(zero) for that particular paper, assignment or exam. Should this occur, the professor will have an interview with the student and will submit a written report of the incident to the academic dean.
  2. If a second offense should occur, the student will be asked to appear before the professor, the academic dean and the vice president for student development.

The student should realize that at this point continuation in a course and even his/her academic career may be in jeopardy. In the event of a recommendation for dismissal, the matter shall be referred to the Student Development Committee.”

AI Use Policy

Bethel University recognizes that Artificial Intelligence (AI) tools are becoming increasingly common in professional, academic, and educational settings. The purpose of this policy is to encourage the responsible, ethical, and transparent use of AI, while preserving academic integrity and ensuring that students develop and demonstrate the critical thinking, knowledge, skills, and competencies required by each course. Because learning outcomes and appropriate uses of AI vary across disciplines, courses, and assignments, expectations for AI use will be established by individual instructors in accordance with the learning objectives of their courses.

Services

The Americans with Disabilities Act (ADA) is a law which provides civil rights protection for people with disabilities. Bethel University, in compliance with equal access laws, requests that students with disabilities seeking to acquire accommodations make an appointment with the Center for Academic Success—Disability Services. It is located in the Miller-Moore Academic Center, 033. You may also phone 574-807-7460 or email rachel.kennedy@betheluniversity.edu for an appointment.

Education Majors:

Please use the link below to review all appropriate standards. Standards

Revision 42026-07-16 - CathyBareiss

Line: 1 to 1
 
META TOPICPARENT name="Syllabi"

CSC 102: Introduction to Programming: 2 hours.

Description

A gentle introduction to programming for students with no or limited computer programming experience. Students will write small computer programs to practice problem solving and programming methodologies. Labs will be structured around the language common in a given discipline. Lab: CSC 102L

Goals for CSC 102 are:

  1. Have an introductory knowledge of programming
  2. Be able to write simple programs

Course outcomes for CSC 102 are:

Upon completion of CSC 102, students will understand:
  • how to write simple programs
  • programming terms including variables, selection, repetition, functions/procedures.

Program outcomes for CSC 102 are:

  1. Analyze a complex computing problem and apply principles of computing and other relevant disciplines to identify solutions. (Computing student learning outcome 1.1)
  2. Design, implement, and evaluate a computing-based solution to meet a given set of computing requirements in the context of the program’s discipline. (Computing student learning outcome 2)
  3. Communicate effectively in a variety of professional contexts. (Computing student learning outcome 3)
  4. Function effectively as a member or leader of a team engaged in activities appropriate to the program’s discipline. (Computing student learning outcome 5)

Integration

  1. Note taking at the introductory level via accountability for class notes
  2. Team work at the introductory level by working in pairs with a robot
  3. Professionalism at the introductory level by requiring all communications about the course to be at a professional level
  4. Ethics at an introductory level by covering:
    • being honest about what your software can and cannot do
    • encouraging their project to be socially responsible
  5. Cybersecurity at the introductory level by covering:
    • secure programming in terms of what crazy input can be given to the program.
  6. Verbal communications at an introductory level by requiring each team to present their project and include the some grading of the quality of the presentation as part of the rubric with feedback on how to improve
Line: 21 to 21
 
  1. Lab 4: Play a song
  2. Lab 5: Don't fall
  3. Lab 6: Tag along
Changed:
<
<
  1. Lab 7: Actor
  2. Lab 8: Actor with blocks
>
>
  1. Lab 7: Do a job
  2. Lab 8: Doing the job neatly
 
  1. Lab 9: Converting from decimal to binary
  2. Lab 10: Color Frequency Counter
  3. Lab 11: Project
Line: 73 to 73
 
9/28: Parallel: Don't Fall 9/30: Parallel cont. 10/02: Exam 2
10/05: Tag along 10/07: Tag along cont. 10/09: Fall Break
10/12: Do a job 10/14: Do a job cont. 10/16: Abstraction
Changed:
<
<
10/19: Abstraction: clean up last week 10/21: Clean up cont. 10/23: Advanced abstraction
>
>
10/19: Abstraction: Doing the job neatly 10/21: Neat job 10/23: Advanced abstraction
 
10/26: Binary converter 10/28: Binary cont. 10/30: Exam 3
11/02: Arrays: Counting 11/04: Arrays cont. 11/06: Project discussion
11/09: Project 11/11: Project cont. 11/13: More programming and debugging types

Revision 32026-07-14 - CathyBareiss

Line: 1 to 1
 
META TOPICPARENT name="Syllabi"

CSC 102: Introduction to Programming: 2 hours.

Description

A gentle introduction to programming for students with no or limited computer programming experience. Students will write small computer programs to practice problem solving and programming methodologies. Labs will be structured around the language common in a given discipline. Lab: CSC 102L

Goals for CSC 102 are:

  1. Have an introductory knowledge of programming
  2. Be able to write simple programs

Course outcomes for CSC 102 are:

Upon completion of CSC 102, students will understand:
  • how to write simple programs
  • programming terms including variables, selection, repetition, functions/procedures.

Program outcomes for CSC 102 are:

  1. Analyze a complex computing problem and apply principles of computing and other relevant disciplines to identify solutions. (Computing student learning outcome 1.1)
  2. Design, implement, and evaluate a computing-based solution to meet a given set of computing requirements in the context of the program’s discipline. (Computing student learning outcome 2)
  3. Communicate effectively in a variety of professional contexts. (Computing student learning outcome 3)
  4. Function effectively as a member or leader of a team engaged in activities appropriate to the program’s discipline. (Computing student learning outcome 5)

Integration

  1. Note taking at the introductory level via accountability for class notes
  2. Team work at the introductory level by working in pairs with a robot
  3. Professionalism at the introductory level by requiring all communications about the course to be at a professional level
  4. Ethics at an introductory level by covering:
    • being honest about what your software can and cannot do
    • encouraging their project to be socially responsible
  5. Cybersecurity at the introductory level by covering:
    • secure programming in terms of what crazy input can be given to the program.
  6. Verbal communications at an introductory level by requiring each team to present their project and include the some grading of the quality of the presentation as part of the rubric with feedback on how to improve
Line: 65 to 65
 

Tentative Schedule

Monday Lab
<-- -->
Sorted descending 		Wednesday Lab Friday
8/17: 8/19: 8/21: Syllabus and Introduction and how to program and selection
Changed:
<
<
8/24: Build your robot 8/26: Draw a square 8/28: Variables
8/31: Variables and selection 9/02: Variables and selection 9/04: Selection and debugging
9/07: Labor Day 9/07: Variables and selection 9/11: Exam 1
9/14: Repetition 1 lab 9/16: repetition 1 lab 9/18: Repetition and debugging
9/21: Repetition 2 9/23: repetition 2 lab 9/25: Programming in general
9/28: lab that needs abstraction 9/30: lab that needs abstraction 10/02: Exam 2
10/05: Abstraction Lecture 10/07: Abstraction lab 10/09: Fall Break
10/12: Abstraction lab 10/14: Abstraction lab 10/16: Parallel programming
10/19: parallel lab 10/21: parallel lab 10/23: Advanced abstraction
10/26: Abstraction lab 2 10/28: Abstraction lab 2 10/30: Exam 3
11/02: Enhancing a previous lab 11/04: Enhancing a previous lab 11/06: Project discussion
11/09: Project work 11/11: Project work 11/13: More programming and debugging types
11/16: Project work 11/18: Project work 11/20: Programming, the next step
11/23: Project work 11/25: Thanksgiving Break 11/27: Thanksgiving Break
11/30: Exam 4 12/02: Project work 11/04: Project presentations
>
>
8/24: Build your robot 8/26: Draw a square 8/28: Selection and debugging
8/31: Selection 9/02: Selection 9/04: Variables and repetition
9/07: Labor Day 9/09: Repetition and variables: Draw 9/11: Exam 1
9/14: Repetition: cont. 9/16: Repetition cont. 9/18: Repetition and debugging
9/21: Repetition: Play a song 9/23: Repetition 2 cont. 9/25: Parallel Programming
9/28: Parallel: Don't Fall 9/30: Parallel cont. 10/02: Exam 2
10/05: Tag along 10/07: Tag along cont. 10/09: Fall Break
10/12: Do a job 10/14: Do a job cont. 10/16: Abstraction
10/19: Abstraction: clean up last week 10/21: Clean up cont. 10/23: Advanced abstraction
10/26: Binary converter 10/28: Binary cont. 10/30: Exam 3
11/02: Arrays: Counting 11/04: Arrays cont. 11/06: Project discussion
11/09: Project 11/11: Project cont. 11/13: More programming and debugging types
11/16: Project cont. 11/18: Project cont. 11/20: Programming, the next step
11/23: Presentation your work 11/25: Thanksgiving Break 11/27: Thanksgiving Break
11/30: Exam 4 12/02: Project presentations 11/04: Project evaluations
 
12/07: 12/09: *Final*
3:30-5:30 pm 		12/11:

Revision 22026-06-24 - CathyBareiss

Line: 1 to 1
 
META TOPICPARENT name="Syllabi"

CSC 102: Introduction to Programming: 2 hours.

Description

A gentle introduction to programming for students with no or limited computer programming experience. Students will write small computer programs to practice problem solving and programming methodologies. Labs will be structured around the language common in a given discipline. Lab: CSC 102L

Goals for CSC 102 are:

  1. Have an introductory knowledge of programming
  2. Be able to write simple programs

Course outcomes for CSC 102 are:

Upon completion of CSC 102, students will understand:
  • how to write simple programs
  • programming terms including variables, selection, repetition, functions/procedures.

Program outcomes for CSC 102 are:

  1. Analyze a complex computing problem and apply principles of computing and other relevant disciplines to identify solutions. (Computing student learning outcome 1.1)
  2. Design, implement, and evaluate a computing-based solution to meet a given set of computing requirements in the context of the program’s discipline. (Computing student learning outcome 2)
  3. Communicate effectively in a variety of professional contexts. (Computing student learning outcome 3)
  4. Function effectively as a member or leader of a team engaged in activities appropriate to the program’s discipline. (Computing student learning outcome 5)

Integration

  1. Note taking at the introductory level via accountability for class notes
  2. Team work at the introductory level by working in pairs with a robot
  3. Professionalism at the introductory level by requiring all communications about the course to be at a professional level
  4. Ethics at an introductory level by covering:
    • being honest about what your software can and cannot do
    • encouraging their project to be socially responsible
  5. Cybersecurity at the introductory level by covering:
    • secure programming in terms of what crazy input can be given to the program.
  6. Verbal communications at an introductory level by requiring each team to present their project and include the some grading of the quality of the presentation as part of the rubric with feedback on how to improve
Line: 11 to 11
 
  • Textbook:

Course Content

Policies

Added:
>
>
 

Programs

Added:
>
>
  1. Lab 1: Build and program your robot
  2. Lab 2: Selection and the sensors
  3. Lab 3: Geometric drawing
  4. Lab 4: Play a song
  5. Lab 5: Don't fall
  6. Lab 6: Tag along
  7. Lab 7: Actor
  8. Lab 8: Actor with blocks
  9. Lab 9: Converting from decimal to binary
  10. Lab 10: Color Frequency Counter
  11. Lab 11: Project
  12. Lab 12: Present your project
  13. Lab 13: Evaluate the labs. This will be done during the last lab.
 

Assignments

Added:
>
>
  1. Reactions to current events/publications. A reaction to an article includes enough to convince me that you have read the entire article and not just the headline or first paragraph. It should include s summary of what was said and your reaction. Be sure to give a complete reference to the item. These should be turned in as a hard copy in class within one week of the item being published. You may pick when. Each one does have a deadline. These must be unique to this course
    1. Write a reaction to one article in the ACM TechNews. This needs to be completed by midterm.
    2. Write a reaction to one article in XRDS. This needs to be completed before the final.
  2. Other assignments or quizzes as assigned.

Extra credit

To be eligible for extra credit you must be attending class 80% of the time (according to when you turn it in). If you are in sports that causes you to miss class, you should not be missing class on any of the other days.

There are only two types of extra credit available:
  1. Extra credit for an assignment or exam. This will be if I determine to offer the entire class some credit for improving work on a given item. This will be used to raise the grade on that item. Details will be given in class when/if this happens. 1. Extra credit that will be used at the end of the class to decide if I should "bump" you up to the next mark.
    1. There may be events that I give extra credit for attending. To earn this, you must attend the event (in person unless otherwise stated) and write a 1/2 page summary of what was said. This is to be turned in as a hard copy within 3 working days of the event.
    2. Do a reaction to an article in the Communications of the ACM
 

Grades

Your grades are made up of:

Added:
>
>
  • Programs are worth 50% of the grade
  • Exams are worth 45% of the grade (with the final exam being comprehensive and worth double)
  • Assignments are worth 5% of the grade
 
  • Grade scale
    • 93% <= average <= 100% -> A
Line: 35 to 64
 

Tentative Schedule

Monday Lab Wednesday Lab Friday
Changed:
<
<
8/17: 8/19: 8/21:
8/24: 8/26: 8/28:
8/31: 9/02: 9/04:
9/07: Labor Day 9/07: 9/11:
9/14: 9/16: 9/18:
9/21: 9/23: 9/25:
9/28: 9/30: 10/02:
10/05: 10/07: 10/09: Fall Break
10/12: 10/14: 10/16:
10/19: 10/21: 10/23:
10/26: 10/28: 10/30:
11/02: 11/04: 11/06:
11/09: 11/11: 11/13:
11/16: 11/18: 11/20:
11/23: 11/25: Thanksgiving Break 11/27: Thanksgiving Break
11/30: 12/02: 11/04:
>
>
8/17: 8/19: 8/21: Syllabus and Introduction and how to program and selection
8/24: Build your robot 8/26: Draw a square 8/28: Variables
8/31: Variables and selection 9/02: Variables and selection 9/04: Selection and debugging
9/07: Labor Day 9/07: Variables and selection 9/11: Exam 1
9/14: Repetition 1 lab 9/16: repetition 1 lab 9/18: Repetition and debugging
9/21: Repetition 2 9/23: repetition 2 lab 9/25: Programming in general
9/28: lab that needs abstraction 9/30: lab that needs abstraction 10/02: Exam 2
10/05: Abstraction Lecture 10/07: Abstraction lab 10/09: Fall Break
10/12: Abstraction lab 10/14: Abstraction lab 10/16: Parallel programming
10/19: parallel lab 10/21: parallel lab 10/23: Advanced abstraction
10/26: Abstraction lab 2 10/28: Abstraction lab 2 10/30: Exam 3
11/02: Enhancing a previous lab 11/04: Enhancing a previous lab 11/06: Project discussion
11/09: Project work 11/11: Project work 11/13: More programming and debugging types
11/16: Project work 11/18: Project work 11/20: Programming, the next step
11/23: Project work 11/25: Thanksgiving Break 11/27: Thanksgiving Break
11/30: Exam 4 12/02: Project work 11/04: Project presentations
 
12/07: 12/09: *Final*
3:30-5:30 pm 		12/11:

Revision 12026-04-17 - CathyBareiss

Line: 1 to 1
Added:
>
>
META TOPICPARENT name="Syllabi"

CSC 102: Introduction to Programming: 2 hours.

Description

A gentle introduction to programming for students with no or limited computer programming experience. Students will write small computer programs to practice problem solving and programming methodologies. Labs will be structured around the language common in a given discipline. Lab: CSC 102L

Goals for CSC 102 are:

  1. Have an introductory knowledge of programming
  2. Be able to write simple programs

Course outcomes for CSC 102 are:

Upon completion of CSC 102, students will understand:
  • how to write simple programs
  • programming terms including variables, selection, repetition, functions/procedures.

Program outcomes for CSC 102 are:

  1. Analyze a complex computing problem and apply principles of computing and other relevant disciplines to identify solutions. (Computing student learning outcome 1.1)
  2. Design, implement, and evaluate a computing-based solution to meet a given set of computing requirements in the context of the program’s discipline. (Computing student learning outcome 2)
  3. Communicate effectively in a variety of professional contexts. (Computing student learning outcome 3)
  4. Function effectively as a member or leader of a team engaged in activities appropriate to the program’s discipline. (Computing student learning outcome 5)

Integration

  1. Note taking at the introductory level via accountability for class notes
  2. Team work at the introductory level by working in pairs with a robot
  3. Professionalism at the introductory level by requiring all communications about the course to be at a professional level
  4. Ethics at an introductory level by covering:
    • being honest about what your software can and cannot do
    • encouraging their project to be socially responsible
  5. Cybersecurity at the introductory level by covering:
    • secure programming in terms of what crazy input can be given to the program.
  6. Verbal communications at an introductory level by requiring each team to present their project and include the some grading of the quality of the presentation as part of the rubric with feedback on how to improve

Details

  • Professor:
  • Office:
  • Class Time: 2:00-2:50pm F
  • Lab Time: 2:00-2:50pm MW
  • Class Location:
  • Textbook:

Course Content

Policies

Programs

Assignments

Grades

Your grades are made up of:

  • Grade scale
    • 93% <= average <= 100% -> A
    • 90% <= average < 93% -> A-
    • 87% <= average < 90% -> B+
    • 83% <= average < 87% -> B
    • 80% <= average < 83% -> B-
    • 77% <= average < 80% -> C+
    • 73% <= average < 77% -> C
    • 70% <= average < 73% -> C-
    • 67% <= average < 70% -> D+
    • 63% <= average < 67% -> D
    • 60% <= average < 63% -> D-
    • 0% <= average < 60% -> F

Tentative Schedule

Monday Lab Wednesday Lab Friday
8/17: 8/19: 8/21:
8/24: 8/26: 8/28:
8/31: 9/02: 9/04:
9/07: Labor Day 9/07: 9/11:
9/14: 9/16: 9/18:
9/21: 9/23: 9/25:
9/28: 9/30: 10/02:
10/05: 10/07: 10/09: Fall Break
10/12: 10/14: 10/16:
10/19: 10/21: 10/23:
10/26: 10/28: 10/30:
11/02: 11/04: 11/06:
11/09: 11/11: 11/13:
11/16: 11/18: 11/20:
11/23: 11/25: Thanksgiving Break 11/27: Thanksgiving Break
11/30: 12/02: 11/04:
12/07: 12/09: *Final*
3:30-5:30 pm 		12/11:

Campus Integrity Policy

The student handbook (p. 156) states: “Any act of deceit, falsehood or stealing by unethically copying or using someone else’s work in an academic situation is strictly prohibited.

  1. A student found guilty of plagiarism or cheating will receive an “F”(zero) for that particular paper, assignment or exam. Should this occur, the professor will have an interview with the student and will submit a written report of the incident to the academic dean.
  2. If a second offense should occur, the student will be asked to appear before the professor, the academic dean and the vice president for student development.

The student should realize that at this point continuation in a course and even his/her academic career may be in jeopardy. In the event of a recommendation for dismissal, the matter shall be referred to the Student Development Committee.”

AI Use Policy

It is expected that any coursework (including, but not limited to, essays, papers, exams, projects, and lab reports) submitted by a student will be a product of their own creation, demonstrating their achievement of the learning outcomes related to the assigned task. With this in mind, note that submitting work that includes unauthorized or undocumented use of Artificial Intelligence (AI) may be considered as cheating or plagiarism. If you are unsure about appropriate use of AI on a given assignment, talk with your professor.

Services

The Americans with Disabilities Act (ADA) is a law which provides civil rights protection for people with disabilities. Bethel University, in compliance with equal access laws, requests that students with disabilities seeking to acquire accommodations make an appointment with the Center for Academic Success—Disability Services. It is located in the Miller-Moore Academic Center, 033. You may also phone 574-807-7460 or email rachel.kennedy@betheluniversity.edu for an appointment.

Education Majors:

Please use the link below to review all appropriate standards. Standards
View topic | History: r5 < r4 < r3 < r2 | More topic actions...
 
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