THE SJSU GREENSHEET

Download the latest Greensheet policy from the Academic Senate

Here are the current statements on Plagiarism and disability that must be included:

Ethical Considerations in Greensheet Preparation and Classroom Conduct

Adapted for the Department of TV-Radio-Film-Theatre
From a Broadcast Education Association document

1. The Greensheet is a contract between the faculty member and the student. The requirements and demands of the course must be clearly and explicitly stated for all students.

2. Greensheet is passed out on the first day so all can decide if it is a contract into which they wish to enter.  In it tell students how you are going to evaluate/grade them, the work expected and by when, percentage of grade for tests, papers and class participation. At the top of the Greensheet put your name, the name of the class, your office hours and phone/E-Mail. Part time faculty are required to have one office hour per week for each 3 unit class.

3. Greensheet should detail/tailor attendance to class purposes:

(A.)  responsibility to self  (many lecture classes) leave it to students to attend or not as mark of their own maturity and commitment.
(B.)  responsibility to others  (lab and seminar classes) require attendance to support colleagues in group work and cooperative learning.
(C.)  hybrid responsibility  (courses such as script writing) attendance not taken at lecture sessions: attendance is taken at             reading/presentation sessions where feedback to peers an important and valuable component.

4. Greensheet should clearly communicate and adhere to entry level expectations:

a.  match and reflect the prerequisites
b:  make it clear for whom class would be a major stretch and for whom it would be a redundancy
c. articulate class objectives to candidly frame the experience: not "creative video self-expression" when it's really  "construct television messages conforming to precise market strategies"

5. Greensheet should set forth importance of deadlines to sensitize students to a time-bound industry; explicitly lay out penalties for             lateness and the documentation required for waiver or mitigation of penalties (medial/family emergency/university); this documentation             may also apply to absences if that is a factor in the course.

6. Greensheet should detail requirements for Incomplete grade. To receive an "incomplete" a student must have completed at least 2/3 of the semester work and be passing the class.

7. Greensheet should make "extra credit" weight and type clear or specify extra credit not a possibility.

8. Greensheet should specify any required outside event attendance by date, time, and cost (if any).

9. Greensheet should give estimation of costs of class supplies, books, word processing access, Web and E-mail access.

10. Greensheet should estimate expected weekly out-of-class preparation time.

11. San Jose State University requires a statement in the Greensheet about plagiarism; what it is, why it is against policy, why it is wrong, how a student can be kicked out of the university of caught. Possible wording: "Each student is responsible for understanding and observing the University policy regarding Academic Dishonesty and the resulting consequences." Booklets are available.

Classroom Ethics

1. Start every class on time and end on time, training students to enter a time-fixated industry; our own disciplined conduct should be no less.

2. Start each class with announcements of department happenings; make every student feel they're involved or can be involved in the department.

3. Develop a system for learning names and use it until  names are mastered no "in group"/"out group."

4. If discussion participation is a part of grade, use a tally sheet (perhaps a seating chart) to keep accurate track of it.

5. Avoid canceling before holiday classes because "no one will show upanyway;" a twin ethical responsibility.

a. must meet the obligation for which we personally have been contracted.

b. must model professional expectations and behavior as part of our teaching role.

6. Integrate classroom topics and progressions with the required texts ---and only require texts for which this is possible.

7. Make sure group projects include clear mechanisms for delineating/measuring individual contributions --- or don't use them as evaluative instruments.

8. Schedule presentations by blind draw for fairness when presentations extend over multiple days; make it clear no assignment questions will be answered after the first day's set of presenters.

9. Guest lecturers must be appropriate to the instructional mission,  help inform the topic area contemporaneously covered in class, and  represent positive industry role models  (attitudes, knowledge, diversity).

10. Use language to describe students and their relationships that is equally applicable to all members of class.  ("partner" rather than "spouse")

11. Take opportunity to motivate student consideration of role that knowledge of diversity will play in their career plans both as to             colleagues and audiences with which they will be associated.

12. Post and keep office hours --- fulfill your promise of professional mentoring; encourage face-to-face  contacts.

13. Resolve to have previous assignment corrected and back to students before the next one is assigned.

14. Refer to all students in same manner--all first names, or all last names.

15. Rehearse for class as you would for one of your own productions or presentations;  pride in performance" demonstrates the importance of, and respect for, students.

Based on a document by Peter Orlick, professor, Western Michigan University