FU link on academic integrity.
Academic Integrity
• Academic integrity at Furman is governed by the university's academic integrity policy (121.5). Students have the ultimate responsibility for understanding and adhering to university policy. They should therefore familiarize themselves thoroughly with the information on this web site, as well as with other university materials on this topic.
• Understanding what constitutes academic misconduct is essential for avoiding it. This is especially true of plagiarism. Check out the definitions of academic misconduct and tips for avoiding plagiarism on this web site. Ask for clarification from your instructor(s) if necessary. Do not automatically assume that what applies in one course applies in another. (Of course, some behaviors are always wrong, such as plagiarizing an assignment, fabricating data, or cheating on a test or quiz.)
• Furman students are not required to report suspected violations of academic integrity, but they are encouraged and empowered to do so by the policy.
• Disputed allegations of academic integrity are adjudicated by the Academic Discipline Committee (see 190.6). This committee consists of five faculty members and two students.
• The professor has the authority to determine the grade penalty for violations of academic integrity. The Academic Discipline Committee (ADC) has the authority to impose penalties for violations beyond the grade in the course, such as revocation of pass-fail status, suspension, and/or expulsion from the university. In addition, students can appeal a grade penalty to the ADC, which may choose to recommend a different penalty to the professor. The course instructor retains authority over the grade, however.
In short, Furman students should:
• Inform themselves about Furman policy and expectations through this web site and other available means;
• Abide by the university's academic integrity policies and encourage others to do the same;
• Ask for clarification from professors if necessary;
• Learn how to cite sources appropriately;
• Report suspected violations of the policy.
Thursday, July 17, 2008
Monday, July 14, 2008
Course Rationale
Rationale: Courses Taught by P. L. Thomas—
Welcome to the Occupation
Paulo Freire (1993) establishes early in his Pedagogy of the Oppressed, “One of the basic elements of the relationship between oppressor and oppressed is prescription. Every prescription represents the imposition of one individual’s choice upon another, transforming the consciousness of the person prescribed to into one that conforms with the prescriber’s consciousness” (pp. 28-29).
The course before you, your course, will be guided by some essential principles, beliefs, and research concerning the nature of learning and teaching along with the commitments I have to the dignity of each person’s humanity and to the sacredness of intellectual freedom within a democracy. The practices and expectations of this course are informed by many educators, writers, and researchers—many of whom are referenced at the end. But the guiding philosophies and theories of this course can be fairly represented as critical pedagogy, critical constructivism, and authentic assessment.
Now that I am in my third decade as a teacher, my classroom practices and expectations for students are all highly purposeful—although most of my practices and expectations are non-traditional and may create the perception that they are “informal.” For you, the student, this will be somewhat disorienting (a valuable state for learning) and some times frustrating. Since I recognize the unusual nature of my classes, I will offer here some clarity and some commitments as the teacher in this course.
In all of my courses, I practice “critical pedagogy.” This educational philosophy asks students to question and identify the balance of power in all situations—an act necessary to raise a your awareness of social justice. I also emphasize “critical constructivist” learning theory. Constructivism challenges students (with the guidance of the teacher) to forge their own understanding of various concepts by formulating and testing hypotheses, and by utilizing inductive, not just deductive, reasoning. A constructivist stance asks students to recognize and build upon their prior knowledge while facing their own assumptions and expectations as an avenue to deeper and more meaningful learning. My practices avoid traditional forms of assessment (selected-response tests), strive to ask students to create authentic representations of their learning, and require revision of that student work.
Some of the primary structures of this course include the following:
• I delay traditional grades on student work to encourage you to focus on learning instead of seeking an “A” and to discourage you from being “finishers” instead of engaged in assignments. At any point in the course, you can receive oral identification of on-going grades if you arrange an individual conference concerning your work. However, this course functions under the expectation that no student work is complete until the last day of the course; therefore, technically all students have no formal grade until the submission of the final portfolio. One of the primary goals of this course is to encourage you to move away from thinking and acting as a student and toward thinking and acting in authentic ways that manifest themselves in the world outside of school.
• I include individual conferences for all students at mid-term (and any time one is requested), based on a self-evaluation, a mid-course evaluation, and an identification of student concerns for the remainder of the course. You will receive a significant amount of oral feedback (“feedback” and “grades” are not the same, and I consider “grades” much less useful than feedback), but much of my feedback comes in the form of probing questions that require you to make informed decisions instead of seeking to fulfill a requirement established by me or some other authority. Your learning experience is not a game of “got you”; thus, you have no reason to distrust the process. I value and support student experimentation, along with the necessity of error and mistakes during those experiments. My classroom is not a place where you need to mask misunderstandings and mistakes. I do not equate learning with a student fulfilling clearly defined performances (see Freire’s commentary on prescription above), but I do equate learning with students creating their own parameters for their work and then presenting their work in sincere and faithful ways.
• I include portfolio assessment in my courses, requiring students to draft work throughout the course, to seek peer and professor feedback through conferences, and to compile at the end all of their assignments in a course with a reflection on that work; my final assessments are weighted for students and guided by expectations for those assignments, but those weights and expectations are tentative and offered for negotiation with each student. Ultimately, the final grade is calculated holistically and based on that cumulative portfolio. All major assignments in this course must be drafted in order to be eligible for a final grade of “A.” The drafting process must include at least two weeks of dedication to the assignment, student-solicited feedback from the professor, and peer feedback. Assignments must be submitted in final forms in the culminating portfolio, but documentation of the drafting process must also be submitted with the final products. Any major assignments that do not fulfill the expectation of drafting will not receive a grade higher than a “B.” Revision is a necessary aspect of completing academic work.
Welcome to the occupation. This is your class, a series of moments of your life—where you make your decisions and act in ways you choose. Freedom and choice, actually, are frightening things because with them come responsibility. We are often unaccustomed to freedom, choice, and responsibility, especially in the years we spend in school. So if you are nervous about being given the freedom to speak and the responsibility for making your own choices, that is to be expected. But I am here to help—not prescribe, not to judge. That too will make you a bit nervous. I am glad to have this opportunity in your life, and I will not take it lightly. I will be honoured if you choose not to take it lightly either.
References
Ayres, W. (2001). To teach: The journey of a teacher. New York: Teachers College Press.
Brooks, J. G., & Brooks, M. G. (1999). In search of understanding: The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
Dewey, J. (1938/1997). Experience and education. New York: Free Press.
Freire, P. (1993). Pedagogy of the oppressed. New York: Continuum.
Gardner, H. (1999). The disciplined mind: What all students should understand. New York: Simon and Schuster.
Gardner, H. (1991). The unschooled mind: How children think and how schools should teach. New York: Basic Books.
Greene, M. (1995). Releasing the imagination: Essays on education, the arts, and social change. San Francisco: Jossey-Bass.
hooks, b. (1999). remembered rapture: the writer at work. New York: Henry Holt and Company.
———. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.
Kincheloe, J. L. (2005a). Critical constructivism primer. New York: Peter Lang.
Kincheloe, J. L. (2005b). Critical pedagogy primer. New York: Peter Lang.
Pinker, S. (1994). The language instinct. New York: Harper Perennial.
———. (1999). Words and rules: The ingredients of language. New York: Basic Books.
Popham, W. J. (2001). The Truth about testing: An educator’s call to action. Alexandria, VA: ASCD.
Popham, W. J. (2003). Test better, teach better: The instructional role of assessment. Alexandria, VA: Association for Supervision and Curriculum Development.
Zemelman, S., Daniels, H., & Hyde, A. (2005). Best Practice: Today’s standards for teaching and learning in America’s schools (3rd ed.). Portsmouth, NH: Heinemann.
Welcome to the Occupation
Paulo Freire (1993) establishes early in his Pedagogy of the Oppressed, “One of the basic elements of the relationship between oppressor and oppressed is prescription. Every prescription represents the imposition of one individual’s choice upon another, transforming the consciousness of the person prescribed to into one that conforms with the prescriber’s consciousness” (pp. 28-29).
The course before you, your course, will be guided by some essential principles, beliefs, and research concerning the nature of learning and teaching along with the commitments I have to the dignity of each person’s humanity and to the sacredness of intellectual freedom within a democracy. The practices and expectations of this course are informed by many educators, writers, and researchers—many of whom are referenced at the end. But the guiding philosophies and theories of this course can be fairly represented as critical pedagogy, critical constructivism, and authentic assessment.
Now that I am in my third decade as a teacher, my classroom practices and expectations for students are all highly purposeful—although most of my practices and expectations are non-traditional and may create the perception that they are “informal.” For you, the student, this will be somewhat disorienting (a valuable state for learning) and some times frustrating. Since I recognize the unusual nature of my classes, I will offer here some clarity and some commitments as the teacher in this course.
In all of my courses, I practice “critical pedagogy.” This educational philosophy asks students to question and identify the balance of power in all situations—an act necessary to raise a your awareness of social justice. I also emphasize “critical constructivist” learning theory. Constructivism challenges students (with the guidance of the teacher) to forge their own understanding of various concepts by formulating and testing hypotheses, and by utilizing inductive, not just deductive, reasoning. A constructivist stance asks students to recognize and build upon their prior knowledge while facing their own assumptions and expectations as an avenue to deeper and more meaningful learning. My practices avoid traditional forms of assessment (selected-response tests), strive to ask students to create authentic representations of their learning, and require revision of that student work.
Some of the primary structures of this course include the following:
• I delay traditional grades on student work to encourage you to focus on learning instead of seeking an “A” and to discourage you from being “finishers” instead of engaged in assignments. At any point in the course, you can receive oral identification of on-going grades if you arrange an individual conference concerning your work. However, this course functions under the expectation that no student work is complete until the last day of the course; therefore, technically all students have no formal grade until the submission of the final portfolio. One of the primary goals of this course is to encourage you to move away from thinking and acting as a student and toward thinking and acting in authentic ways that manifest themselves in the world outside of school.
• I include individual conferences for all students at mid-term (and any time one is requested), based on a self-evaluation, a mid-course evaluation, and an identification of student concerns for the remainder of the course. You will receive a significant amount of oral feedback (“feedback” and “grades” are not the same, and I consider “grades” much less useful than feedback), but much of my feedback comes in the form of probing questions that require you to make informed decisions instead of seeking to fulfill a requirement established by me or some other authority. Your learning experience is not a game of “got you”; thus, you have no reason to distrust the process. I value and support student experimentation, along with the necessity of error and mistakes during those experiments. My classroom is not a place where you need to mask misunderstandings and mistakes. I do not equate learning with a student fulfilling clearly defined performances (see Freire’s commentary on prescription above), but I do equate learning with students creating their own parameters for their work and then presenting their work in sincere and faithful ways.
• I include portfolio assessment in my courses, requiring students to draft work throughout the course, to seek peer and professor feedback through conferences, and to compile at the end all of their assignments in a course with a reflection on that work; my final assessments are weighted for students and guided by expectations for those assignments, but those weights and expectations are tentative and offered for negotiation with each student. Ultimately, the final grade is calculated holistically and based on that cumulative portfolio. All major assignments in this course must be drafted in order to be eligible for a final grade of “A.” The drafting process must include at least two weeks of dedication to the assignment, student-solicited feedback from the professor, and peer feedback. Assignments must be submitted in final forms in the culminating portfolio, but documentation of the drafting process must also be submitted with the final products. Any major assignments that do not fulfill the expectation of drafting will not receive a grade higher than a “B.” Revision is a necessary aspect of completing academic work.
Welcome to the occupation. This is your class, a series of moments of your life—where you make your decisions and act in ways you choose. Freedom and choice, actually, are frightening things because with them come responsibility. We are often unaccustomed to freedom, choice, and responsibility, especially in the years we spend in school. So if you are nervous about being given the freedom to speak and the responsibility for making your own choices, that is to be expected. But I am here to help—not prescribe, not to judge. That too will make you a bit nervous. I am glad to have this opportunity in your life, and I will not take it lightly. I will be honoured if you choose not to take it lightly either.
References
Ayres, W. (2001). To teach: The journey of a teacher. New York: Teachers College Press.
Brooks, J. G., & Brooks, M. G. (1999). In search of understanding: The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
Dewey, J. (1938/1997). Experience and education. New York: Free Press.
Freire, P. (1993). Pedagogy of the oppressed. New York: Continuum.
Gardner, H. (1999). The disciplined mind: What all students should understand. New York: Simon and Schuster.
Gardner, H. (1991). The unschooled mind: How children think and how schools should teach. New York: Basic Books.
Greene, M. (1995). Releasing the imagination: Essays on education, the arts, and social change. San Francisco: Jossey-Bass.
hooks, b. (1999). remembered rapture: the writer at work. New York: Henry Holt and Company.
———. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.
Kincheloe, J. L. (2005a). Critical constructivism primer. New York: Peter Lang.
Kincheloe, J. L. (2005b). Critical pedagogy primer. New York: Peter Lang.
Pinker, S. (1994). The language instinct. New York: Harper Perennial.
———. (1999). Words and rules: The ingredients of language. New York: Basic Books.
Popham, W. J. (2001). The Truth about testing: An educator’s call to action. Alexandria, VA: ASCD.
Popham, W. J. (2003). Test better, teach better: The instructional role of assessment. Alexandria, VA: Association for Supervision and Curriculum Development.
Zemelman, S., Daniels, H., & Hyde, A. (2005). Best Practice: Today’s standards for teaching and learning in America’s schools (3rd ed.). Portsmouth, NH: Heinemann.
Syllabus
FYW EDU 01
Democracy and Public Education: Confronting the Text, Confronting the World (Fall 2008)
Instructor: Dr. P. L. Thomas
Phone: 294-3386 (office); 590-5458 (cell)
Class time: M, W, F 9:30-10:20
Room: HH
Office hours: by appointment, 101F Hipp Hall
Email: paul.thomas@furman.edu
Course Blog: http://democracyandeducation.blogspot.com/
Academic Integrity: http://www.furman.edu/integrity/InformationforStudents.htm
"The unexamined life is not worth living." Socrates
REQUIRED TEXTS
Students must select one each of the following:
[ ] One major scholarly work on education. (See “Virtual Bookshelf: Scholarly Considerations” on course blog.)
[ ] One novel with education as central element. (See “Virtual Bookshelf: Education in Fiction” on course blog.)
And read as assigned:
[ ] All supplemental texts distributed in class or through course blog.
Students will need a reference source for writing assignments. You will be provided an electronic version of the following text:
Thomas, P. L. (unpublished). Conventional language: Academic and scholarly writing.
As referenced in the text above, students will find the online writing lab at Purdue University very helpful as a resource—The OWL at Purdue:
http://owl.english.purdue.edu/
COURSE DESCRIPTION
From the letters and public writings of Thomas Jefferson to the debates among Governors, Presidents, and Superintendents of Education, public discourse in the United Stated never strays too far from, “Why universal public education in a democracy?” This course will explore the history and arguments about universal public education in the U.S. We will read and debate major works directly addressing education along with novels that dramatize the complexity of being a teacher. Some of the leading thinkers about education to be read include Thomas Jefferson, Ralph Waldo Emerson, Henry David Thoreau, John Dewey, Paulo Freire, bell hooks, and Maxine Greene.
FYW GOALS AND OBJECTIVES
• Enthusiasm for learning and reflection.
Students will read, write, discuss, reflect during class and throughout the semester—both as a fulfillment of the course requirements and by choice outside of class. The semester will be an opportunity to explore the nature of democracy and education along with how the two have and do interact in the U. S. and internationally.
• Critical consideration of established knowledge.
Student will read and research key schools of thought about education; further, they will focus on major works about education in order to share these important areas of the field of education with the class.
• Critical evaluation of preconceptions and assumptions.
Students will identify their own preconceptions about education and democracy. They will also begin to outline the assumptions that drive ideological tensions about education and democracy within the historical and contemporary debates about education.
• Understanding available and emerging sources of information and appreciating the importance of independent work and appropriate citation.
• Appreciation of the research process and of the creative expansion of information and understanding.
Students will draft and complete original essays and a final autobiographical collage. This original writing will reflect the students’ scholarship, including their skills at selecting and interpreting sources along with their ability to craft original written scholarship that conforms to the conventions of the genre (including appropriate documentation).
• Proficiency in expository and argumentative writing.
Students will draft original academic and scholarly compositions within a workshop format that requires multiple drafts and conferencing with peers and the professor.
ASSIGNMENTS
[ ] Students are expected t0 attend all class sessions, read all assigned texts, participate fully in class discussions, and contribute during writing workshop activities.
[ ] Students should begin and maintain a journal throughout the course. The writing journal can be either a hard-copy journal (purchased or created) or an electronic journal maintained on a computer. Entries should include dates. Students should establish and consider throughout the course their writing process and research process as part of the journal.
[ ] Students will complete a number of writing exercises throughout the course; they may be completed directly in the writing journal or added to the journal when submitted at the end of the course.
[ ] Students will compose and submit four original essays throughout the course (see Course Schedule); then, students will craft an autobiographical collage from those essays to submit as a culminating assignment (minimum 20 pages). Guidelines for essays/collage:
• Topics and genres are the choice of the writer, but students are expected to remain within the parameters of academic and scholarly writing and to consider questions, ideas, and topics related to the relationship between public education and democracy.
• Essays/collage must be drafted during workshop sessions, including sharing drafts with peers and the professor. All drafts must be collected and maintained throughout course to be submitted with all writing evidence at the end of the course.
• A minimum of two of the four essays (and the collage) must include primary and secondary sources referenced fully and appropriately in the original text. Students must comply with the requirements of MLA documentation.
[ ] Students submit all work in a final portfolio, including all work throughout the course.
Academic Integrity
• Academic integrity at Furman is governed by the university's academic integrity policy (121.5). Students have the ultimate responsibility for understanding and adhering to university policy. They should therefore familiarize themselves thoroughly with the information on this web site, as well as with other university materials on this topic.
• Understanding what constitutes academic misconduct is essential for avoiding it. This is especially true of plagiarism. Check out the definitions of academic misconduct and tips for avoiding plagiarism on this web site. Ask for clarification from your instructor(s) if necessary. Do not automatically assume that what applies in one course applies in another. (Of course, some behaviors are always wrong, such as plagiarizing an assignment, fabricating data, or cheating on a test or quiz.)
• Furman students are not required to report suspected violations of academic integrity, but they are encouraged and empowered to do so by the policy.
• Disputed allegations of academic integrity are adjudicated by the Academic Discipline Committee (see 190.6). This committee consists of five faculty members and two students.
• The professor has the authority to determine the grade penalty for violations of academic integrity. The Academic Discipline Committee (ADC) has the authority to impose penalties for violations beyond the grade in the course, such as revocation of pass-fail status, suspension, and/or expulsion from the university. In addition, students can appeal a grade penalty to the ADC, which may choose to recommend a different penalty to the professor. The course instructor retains authority over the grade, however.
In short, Furman students should:
• Inform themselves about Furman policy and expectations through this web site and other available means;
• Abide by the university's academic integrity policies and encourage others to do the same;
• Ask for clarification from professors if necessary;
• Learn how to cite sources appropriately;
• Report suspected violations of the policy.
Democracy and Public Education: Confronting the Text, Confronting the World (Fall 2008)
Instructor: Dr. P. L. Thomas
Phone: 294-3386 (office); 590-5458 (cell)
Class time: M, W, F 9:30-10:20
Room: HH
Office hours: by appointment, 101F Hipp Hall
Email: paul.thomas@furman.edu
Course Blog: http://democracyandeducation.blogspot.com/
Academic Integrity: http://www.furman.edu/integrity/InformationforStudents.htm
"The unexamined life is not worth living." Socrates
REQUIRED TEXTS
Students must select one each of the following:
[ ] One major scholarly work on education. (See “Virtual Bookshelf: Scholarly Considerations” on course blog.)
[ ] One novel with education as central element. (See “Virtual Bookshelf: Education in Fiction” on course blog.)
And read as assigned:
[ ] All supplemental texts distributed in class or through course blog.
Students will need a reference source for writing assignments. You will be provided an electronic version of the following text:
Thomas, P. L. (unpublished). Conventional language: Academic and scholarly writing.
As referenced in the text above, students will find the online writing lab at Purdue University very helpful as a resource—The OWL at Purdue:
http://owl.english.purdue.edu/
COURSE DESCRIPTION
From the letters and public writings of Thomas Jefferson to the debates among Governors, Presidents, and Superintendents of Education, public discourse in the United Stated never strays too far from, “Why universal public education in a democracy?” This course will explore the history and arguments about universal public education in the U.S. We will read and debate major works directly addressing education along with novels that dramatize the complexity of being a teacher. Some of the leading thinkers about education to be read include Thomas Jefferson, Ralph Waldo Emerson, Henry David Thoreau, John Dewey, Paulo Freire, bell hooks, and Maxine Greene.
FYW GOALS AND OBJECTIVES
• Enthusiasm for learning and reflection.
Students will read, write, discuss, reflect during class and throughout the semester—both as a fulfillment of the course requirements and by choice outside of class. The semester will be an opportunity to explore the nature of democracy and education along with how the two have and do interact in the U. S. and internationally.
• Critical consideration of established knowledge.
Student will read and research key schools of thought about education; further, they will focus on major works about education in order to share these important areas of the field of education with the class.
• Critical evaluation of preconceptions and assumptions.
Students will identify their own preconceptions about education and democracy. They will also begin to outline the assumptions that drive ideological tensions about education and democracy within the historical and contemporary debates about education.
• Understanding available and emerging sources of information and appreciating the importance of independent work and appropriate citation.
• Appreciation of the research process and of the creative expansion of information and understanding.
Students will draft and complete original essays and a final autobiographical collage. This original writing will reflect the students’ scholarship, including their skills at selecting and interpreting sources along with their ability to craft original written scholarship that conforms to the conventions of the genre (including appropriate documentation).
• Proficiency in expository and argumentative writing.
Students will draft original academic and scholarly compositions within a workshop format that requires multiple drafts and conferencing with peers and the professor.
ASSIGNMENTS
[ ] Students are expected t0 attend all class sessions, read all assigned texts, participate fully in class discussions, and contribute during writing workshop activities.
[ ] Students should begin and maintain a journal throughout the course. The writing journal can be either a hard-copy journal (purchased or created) or an electronic journal maintained on a computer. Entries should include dates. Students should establish and consider throughout the course their writing process and research process as part of the journal.
[ ] Students will complete a number of writing exercises throughout the course; they may be completed directly in the writing journal or added to the journal when submitted at the end of the course.
[ ] Students will compose and submit four original essays throughout the course (see Course Schedule); then, students will craft an autobiographical collage from those essays to submit as a culminating assignment (minimum 20 pages). Guidelines for essays/collage:
• Topics and genres are the choice of the writer, but students are expected to remain within the parameters of academic and scholarly writing and to consider questions, ideas, and topics related to the relationship between public education and democracy.
• Essays/collage must be drafted during workshop sessions, including sharing drafts with peers and the professor. All drafts must be collected and maintained throughout course to be submitted with all writing evidence at the end of the course.
• A minimum of two of the four essays (and the collage) must include primary and secondary sources referenced fully and appropriately in the original text. Students must comply with the requirements of MLA documentation.
[ ] Students submit all work in a final portfolio, including all work throughout the course.
Academic Integrity
• Academic integrity at Furman is governed by the university's academic integrity policy (121.5). Students have the ultimate responsibility for understanding and adhering to university policy. They should therefore familiarize themselves thoroughly with the information on this web site, as well as with other university materials on this topic.
• Understanding what constitutes academic misconduct is essential for avoiding it. This is especially true of plagiarism. Check out the definitions of academic misconduct and tips for avoiding plagiarism on this web site. Ask for clarification from your instructor(s) if necessary. Do not automatically assume that what applies in one course applies in another. (Of course, some behaviors are always wrong, such as plagiarizing an assignment, fabricating data, or cheating on a test or quiz.)
• Furman students are not required to report suspected violations of academic integrity, but they are encouraged and empowered to do so by the policy.
• Disputed allegations of academic integrity are adjudicated by the Academic Discipline Committee (see 190.6). This committee consists of five faculty members and two students.
• The professor has the authority to determine the grade penalty for violations of academic integrity. The Academic Discipline Committee (ADC) has the authority to impose penalties for violations beyond the grade in the course, such as revocation of pass-fail status, suspension, and/or expulsion from the university. In addition, students can appeal a grade penalty to the ADC, which may choose to recommend a different penalty to the professor. The course instructor retains authority over the grade, however.
In short, Furman students should:
• Inform themselves about Furman policy and expectations through this web site and other available means;
• Abide by the university's academic integrity policies and encourage others to do the same;
• Ask for clarification from professors if necessary;
• Learn how to cite sources appropriately;
• Report suspected violations of the policy.
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