Course Syllabus

Course Information
ED 5345 Chess II - Institutional & Cultural Contexts of Chess

Instructor Contact Information

Dr. Alexey Root, 940-484-2265, aroot@utdallas.edu, office hours by appointment.
GR2.240 (administrative assistant’s office)--her name is Debbie Buckner and her phone
is 972-883-2057.

Course Pre-requisites, Co-requisites, and/or Other Restrictions

(including required prior knowledge or skills)
Students must have access to the Internet and to their UTD email during the semester that
they are enrolled in Chess Online. Students do not need prior knowledge of chess.

Course Description 3 semester hours. A consideration of the role of chess historically

and in contemporary culture. This course explores chess research and educational
resources. Analysis of the interactions of women and chess through the ages. Each
student prepares a proposal, based on the curriculum model of Ralph W. Tyler, for chess
at an institution. No previous knowledge of chess is required.

Student Learning Objectives/Outcomes ED 5345 students learn the history of chess

and consider its implications. Students summarize research and discuss resources to teach
the game of chess. Students demonstrate knowledge of chess through playing and
notating a game of chess with a classmate opponent. Students write a proposal for a chess
program for an institution. Students choose funding opportunities to support that program
ED 5345 students’ special project is writing a paper about women in chess, debating
theses in Marilyn Yalom’s Birth of the Chess Queen: A History.

Required Textbooks and Materials

Required Books (all students):

Course texts are on reserve at the UTD McDermott library. Required and suggested
course texts are available for sale at the UTD bookstore, Off Campus books, and through
online book retailers. Exception: Tim Redman’s book may only be available from:
Off Campus Books
561 W. Campbell Road, #201
Richardson, TX 75080
972-907-8398
fax 972-907-0311

Course Syllabus Page 1

These references are in APA style citation, which you will use for your papers for this
course. The Publication Manual of the American Psychological Association is
abbreviated as “APA” throughout this syllabus and the online course. For a quick
way to format references in APA citation, go to http://citationmachine.net/. Other APA
instruction will be within this course.
ISBN numbers are not listed when using APA citation, but are listed here for your
convenience.

Redman, T. (Ed.). (2006). Chess and education: Selected essays from the Koltanowski
conference. Dallas, TX: Chess Program. ISBN10: 0-9786742-0-0, ISBN13: 978-0-
9786742-0-5

Root, A. W. (2009). Read, write, checkmate: Enrich literacy with chess activities.
Westport, CT: Teacher Ideas Press. ISBN-10: 1591587549.

Root, A. W. (2010). People, place, checkmates: Teaching social studies with chess. Santa
Barbara, CA: Libraries Unlimited. ISBN-10: 1591587549.

Students receive a First Lessons in Chess© CD, available free from UTD
Interdisciplinary Studies, Debbie Buckner <dbuckner@utdallas.edu> or (972) 883-2057.

Required book for ED 5345 students:

Yalom, M. (2004). Birth of the chess queen: A history. New York: HarperCollins. ISBN:
0060090642
Suggested Course Materials
American Psychological Association. (2009). Publication manual of the American
Psychological Association (6th ed.). Washington, DC: Author. ISBN: 1-4338-0561-8,
ISBN 13: 978-1-4338-0561-5.

Root, A. W. (2006). Children and chess: A guide for educators. Westport, CT: Teacher
Ideas Press. ISBN: 1591583586.

Although Web sites and computer software display two-dimensional chess sets
and boards, I recommend that each Chess Online student acquire a chess board with
algebraic notation on its borders and a chess set. You can find such chess boards and sets
at www.uschess.org or www.amchesseq.com.

Technical Requirements
ED 5345 will be offered through eLearning. For information about eLearning, please go
to http://www.utdallas.edu/oee/distance/index.html

Assignments & Academic Calendar

Each Unit takes about two weeks if an ED 5345 student follows the 16-week
schedule. Each unit takes about one week if an ED 5345 student follows the second 8-
week schedule. It is highly recommended that each student register early for the courses

Course Syllabus Page 2

so that he or she may follow the 16-week schedule. Your course will be officially listed
as a 2nd 8 weeks course by UTD, but these two different schedule options (16-week and
2nd 8 weeks) are offered within your course by your instructor.
Schedules are stated on the Course Calendar, a separate document from this
syllabus. Each student completes assignments according to the Course Calendar schedule
(16-week or 8-week) that he or she elects to follow when first in contact with the
instructor. You must check the Course Calendar (a separate document created for each
semester) for specific due dates. All assignments within a unit must be completed by
midnight at the end of that unit.
There are no exams in the course. Since this course is online, the students read my
“lecture” for each unit. Students also have reading assignments for each unit, and must
summarize and analyze those readings in threaded discussions. By participating fully in
each Discussion Board question, you will be, in effect, writing parts of your Paper #1.
You will be able to re-use postings you’ve done from the Discussion Board in your Paper
#1. This course is offered through UTD eLearning.

Unit One:
Here are the objectives for this Unit, and the points you earn for achieving each objective.
More details about each objective can be found by reading the pages of the online Unit.
I. Students will acquire the course texts and CD. Students will read chapters 2 and 3 of
Root (2009) and compare how chess is taught in that book to how it is taught in chapters
on the same topic on the CD. From his or her UTD email, the student will email the
instructor a three paragraph response. (50 points)
II. Students will select an institution about which to write a Paper #1 (program proposal)
to improve, or develop, a chess program there, and, from their UTD email account, email
their choice to the UTD instructor. The instructor will email back and forth with the
student until a clear agreement is reached. (20 points)
III. Students post a self-introduction on the Discussion Board, in Discussion A. The self-
introduction will tell the student’s chess level, major in college (or degree earned), job,
and other general introductory information. (30 points)
IV. Students know all the rules of chess. Read Root (2010, chapter 5) to review the rules
of chess. (0 points)

Unit Two:
Here are the objectives for this Unit, and the points you earn for achieving each objective.
More details about each objective can be found by reading the pages of the online Unit.
I. Play at least 5 moves of chess with a classmate. The instructor will assign you a
classmate to play with. You will need to finish the game by Unit Six, to post about it
again in Unit Six. For Unit Two, you will post the notation and annotations of the first
five moves of the game in Discussion B. Read Chapter 4 of Root (2009) for how to notate
and annotate a chess game. (50 points)
II. Post on Discussion C the one best chess book, Web site, or piece of chess software for
your proposed chess program. Tell why this one curriculum item is best for your
institution (remind us of the name of the school, grade levels OR the name of the center,
ages taught, etc.). Your Paper #1, which is a chess program proposal, is based on this

Course Syllabus Page 3

discussion and subsequent discussions! Read Tom Brownscombe’s essay “Chess
Resources for Classroom Teachers” in Redman (2006). (50 points)

Unit Three:
Here are the objectives for this Unit, and the points you earn for achieving each objective.
More details about each objective can be found by reading the pages of the online Unit.
I. Discussion Board D: Identify the characteristics of successful chess lessons according
to MacEnulty. Tell which characteristics you plan to implement in your proposed chess
program, and describe how you would ensure their implementation. (50 points)
II. To be successful on Discussion D, students read and quote from Redman (2006):
David MacEnulty essays “Tips and Tricks for Teaching Total Beginners,” and
“Developing a Successful Chess Program in the Elementary School.” (0 points)
III. For Discussion E, tell how your instructor, Dr. Alexey Root, improved her Chess
Program at Strickland Middle School in 2007-2008. (15 points)
IV. For Discussion F, share what ideas from the assigned readings (Unit Three, Part V)
you will borrow for your Paper #1. (35 points)
V. Students read and quote from Chapter 1, Chapter 5, Chapter 6, and Appendixes A and
B of Root (2009) to successfully answer Discussions E and F. (0 points)

Unit Four:
Here are the objectives for this Unit, and the points you earn for achieving each objective.
More details about each objective can be found by reading the pages of the online Unit.
I. Discussion Board G. What are the mental processes associated with chess? Which
processes are most in need of development among your community’s members? (50
points)
II. To be successful on Discussion G, students read and quote from Redman (2006): Bart
essays, “How children solve simple endgame problems” and “What is known about what
occurs in the brain.” (0 points)
III. Discussion Board H: What negative outcomes are associated with chess, and how can
those be avoided? Are there particular negative outcomes that members of your
community might be susceptible to? (50 points)
IV. To be successful on Discussion H, students read and quote from Redman (2006):
Problems section which includes Root, “Crying” and Kiewra & Igo, “Distractions.”
V. ED 5345 students read the first half of Birth of the Chess Queen by Yalom (2004). (0
points)

Unit Five:
Here are the objectives for this Unit, and the points you earn for achieving each objective.
More details about each objective can be found by reading the pages of the online Unit.
I. Discussion Board I: What stories from the history of chess will resonate most with your
proposed chess program population? Summarize the history contained in the readings
you picked, and then explain why those historical lessons will be meaningful in your
proposed Paper #1 chess program. (100 points; this means an extra long and detailed
answer.)
II. To succeed on Discussion Board I, all students in ED 4359 and ED 5345 choose and
then read three lessons from Root (2010): one lesson from chapter 2, one lesson from

Course Syllabus Page 4

chapter 3, and one lesson from chapter 4. In Redman (2006), read the “In the Spirit of
Caissa: Chess and Holistic Education” essay by Ed Hirsch. ED 5345 students cite also
from all parts of Yalom (2004). (0 points)
III. For Discussion I, and to continue preparing for their Paper #2, ED 5345 students will
read the second half of Yalom (2004). (0 points)
IV. Rough draft of Paper #1 is due. Turning in your rough draft by the due date for Unit
Five is worth 300 points toward your Paper #1 grade. (300 points toward Paper #1 grade)
V. Complete APA Tutorial by the due date for Unit Five. (50 points toward Paper #1
grade)

Unit Six:
Here are the objectives for this Unit, and the points you earn for achieving each objective.
More details about each objective can be found by reading the pages of the online Unit.
I. Discussion Board J: Play, notate, and analyze the remaining moves of your chess game
with your classmate opponent, which you first posted about during Unit Two. (50 points)
II. Discussion Board K: Summarize and analyze your choice of one of the following
author’s essays from Redman (2006): Redman, Kopec, Bayley, Moreno, Potts, Kiewra
(“Developing Masters” essay), Samer, or Gobet & Jansen. Show how the essay applies to
your institution. (50 points)
III. ED 5345 students only: Paper #2 is due.

Unit Seven:
Here are the objectives for this Unit, and the points you earn for achieving each objective.
More details about each objective can be found by reading the pages of the online Unit.
I. Discussion Board L: Which chess in education research study do you think would be
most persuasive to leaders of your target institution? Describe the methods, results, and
implications for members of your institution of the study that you selected. To be
successful on Discussion Board L, read in Redman (2006) all of the following: Eberhard,
Gobet & Campitelli, Benson, and Ferguson. (50 points)
II. Discussion Board M: Give one example of chess as metaphor, art, sport, science,
history, or symbol that you plan to use in Paper #1. To be successful on Discussion M,
choose one lesson plan from Root (2010) to discuss. (50 points)

Unit Eight:
Here are the objectives for this Unit, and the points you earn for achieving each objective.
More details about each objective can be found by reading the pages of the online Unit.
I. Paper #1 is due for all students. (450 points toward Paper #1 grade)
II. Discussion N: Funding opportunities. All students search online and find funding
source(s) for their proposed program. Post the granting institution, description of grant,
and the link. ED 4359 students describe one opportunity. ED 5345 students summarize
three opportunities. (50 points)
III. Email me what you liked about the course, what you didn’t like, and your suggestions
for future versions of this course. (50 points)

Grading Policy

Course Syllabus Page 5

 Each Unit is worth 100 points. Thus the Units are worth 800 points (32% of an
ED 5345 student’s course grade), Paper #1 is worth 1200 points (48% of an ED 5345
student’s course grade), and Paper #2 is worth 500 points (20% of student’s course
grade). Please see previous section of this syllabus for detailed point by point break-
down within each 100 point unit. Please see after the grading scale for criteria for your
Paper #1 and your Paper #2. Grading scale is as follows (out of 2500 points possible):
2250-2500 is an A
2000-2249 is a B
1750-1999 is a C
1500-1749 is a D
1499 and below is an F
The Gradebook is shared with ED 4359 which has different point values. Please refer to
the grading scale above to figure out your grade for ED 5345.
Here are the guidelines for that Paper #1 assignment:
Paper #1 final draft is due by the last class day (end of Unit Eight). The final draft
is worth 850 points toward the Paper #1 grade. During the semester, you earn 350 of the
1200 Paper #1 points. That is, for Unit Five, you earn 300 points for turning in a rough
draft of Paper #1 and 50 points for completing an APA tutorial. Since the total for Paper
#1 is 1200 points, that means that 850 points remains for the final draft of Paper #1.
The final draft must be a minimum of 5 double-spaced pages and a maximum of
10 double-spaced pages. All students taking ED 5345 write a proposal (Paper #1) for
introducing, expanding, or formalizing chess at an educational, recreational, community,
work or worship institution. The final draft of this paper is due on the final day of class.
There is no final exam for this course. You will email Paper #1 to me in Word format as
an attachment. If you do not have Word, you can paste your paper in the body of your
email. There should NOT be graphics or illustrations with this paper.
The sections of the paper are developed through your coursework. Paper #1 is
based on the curriculum theory of Ralph Tyler (The Tyler Rationale), which states that
three sources must be addressed by curricula. Those sources are content, societal
concerns, and developmental needs of learners.
Here are the questions your Paper #1 final draft must answer to get a good grade:
1) Is this a proposal for a new chess program, or an improvement of an existing program?
Does the proposal detail the institution (name, location, mission), the learners (ages,
developmental needs, cognitive abilities), and the chess resources (books, software, Web
sites, and other chess content) that will be involved? Are positive and negative effects of
chess or the chess program covered? Are appropriate historical references used? Does
Paper #1 show how the chess program will meet the needs of the learners, the institution,
and the community?****Addressing the questions listed here, in 1), will earn 40% of
your Paper #1 final draft grade*****

2) Does your Paper #1 use the readings from this course (Root (2010) and essays from
Redman’s book mostly, and also resources that students investigated in Discussions such
as books and software for learning chess) to support its points? *****Citing course texts
to support your Paper #1’s arguments will earn 30% of your Paper #1 final draft
grade*****

Course Syllabus Page 6

3) Is APA citation used? By the way, when I say APA citation I am only referring to
a) (author, date) or (author, date, p. #) in the text of your paper, i.e. the main part of your
paper and
b) Your References section
So when you learn APA citation, please concentrate on getting these parts
correct.*****Having correct APA citation will earn 20% of your Paper #1 final draft
grade*****
4) As an ED 5345 student, did your Paper #1 price the different parts of the program
(include a budget) and then propose a funding source or sources to pay for the
program?****Having a budget in your Paper #1, along with proposing a funding source,
is worth 10% of your Paper #1 final draft grade.*****
Paper #1’s grade will not be reflected in your semester grade for the course if it is
turned in after the last day of class, as indicated by the Course Calendar for this class.

Paper #2 (for students taking ED 5345 only, 500 points) requires graduate students to
consider the role of chess in history and culture with respect to women. After giving a
historical overview of women in chess (when has participation been greatest, and why),
students consider contemporary US culture and write a considered opinion about whether
it is possible, desirable, and/or necessary to increase female participation in chess. If
possible, how that end might be accomplished. If not possible, justify the value of chess
as a cultural activity. I will weight my grading of Paper #2 at 50% for your historical
overview of women in chess (which must be based on Yalom, 2004), 30% for correct
APA citation, and 20% for your opinions about women, chess, and present-day society.
To complete this second paper, due at the end of Unit Six, graduate students read
and cite Marilyn Yalom’s Birth of the Chess Queen: A History. There is more advice for
how to complete this paper in Unit Four and Unit Five.
You will email these papers to me in Word format as an attachment. If you don’t
have Word, you can paste your paper in the body of your email. There should NOT be
graphics or illustrations with Paper #1 and #2. Please refer to the Course Calendar for due
dates.

Course & Instructor Policies

Each unit is valued at 100 points. Because the course is 8 units long, the highest
possible score for unit completion is 800 points. Thus the Units are worth 800 points
(32% of an ED 5345 student’s course grade), Paper #1 is worth 1200 points (48% of an
ED 5345 student’s course grade), and Paper #2 is worth 500 points (20% of student’s
course grade). Please see the grading scale elsewhere in this syllabus. Late assignments
not accepted. To get credit, each unit’s assignments must be turned in by the due date for
that unit as indicated by the course calendar. Due dates are indicated by the Course
Calendar. If you have extenuating circumstances, see the policy on Incomplete grades
and Religious Holy Days in this syllabus for your options.
Depending on what special chess and education events are available, one or two
extra credit assignments may be offered to you. Such extra credit opportunities will be
emailed to you and posted within your course.
Student Resources

Course Syllabus Page 7

Access to many University resources are available to students. Some sources of interest
include:

UTD Distance Learning: http://www.utdallas.edu/distancelearning/students

McDermott Library: Distance Learners (UTD students who live outside the boundaries of
Collin, Dallas, Denton, Rockwall, or Tarrant counties) will need a UTD-ID number to
access all of the library’s electronic resources (reserves, journal articles, ebooks,
interlibrary loan) from off campus. For UTD students living within those counties who
are taking online courses, a Comet Card is required to check out materials at the
McDermott Library. For more information on library resources go to
http://www.utdallas.edu/distancelearning/students/libraries.html

Technical Support
If you experience any problems with your UTD account you may send an email to:
assist@utdallas.edu or call the UTD Computer Helpdesk at 972-883-2911.

Field Trip Policies

Off-campus Instruction and Course Activities

Off-campus, out-of-state, and foreign instruction and activities are subject to state law
and University policies and procedures regarding travel and risk-related activities.
Information regarding these rules and regulations may be found at the website address
http://www.utdallas.edu/BusinessAffairs/Travel_Risk_Activities.htm. Additional
information is available from the office of the school dean. Below is a description of any
travel and/or risk-related activity associated with this course.

No risks anticipated with this online course.

Student Conduct & Discipline

The University of Texas System and The University of Texas at Dallas have rules and
regulations for the orderly and efficient conduct of their business. It is the responsibility
of each student and each student organization to be knowledgeable about the rules and
regulations which govern student conduct and activities. General information on student
conduct and discipline is contained in the UTD publication, A to Z Guide, which is
provided to all registered students each academic year.

The University of Texas at Dallas administers student discipline within the procedures of
recognized and established due process. Procedures are defined and described in the
Rules and Regulations, Board of Regents, The University of Texas System, Part 1,
Chapter VI, Section 3, and in Title V, Rules on Student Services and Activities of the
university’s Handbook of Operating Procedures. Copies of these rules and regulations
are available to students in the Office of the Dean of Students, where staff members are
available to assist students in interpreting the rules and regulations (SU 1.602, 972/883-
6391).

Course Syllabus Page 8

A student at the university neither loses the rights nor escapes the responsibilities of
citizenship. He or she is expected to obey federal, state, and local laws as well as the
Regents’ Rules, university regulations, and administrative rules. Students are subject to
discipline for violating the standards of conduct whether such conduct takes place on or
off campus, or whether civil or criminal penalties are also imposed for such conduct.

Academic Integrity

The faculty expects from its students a high level of responsibility and academic honesty.
Because the value of an academic degree depends upon the absolute integrity of the work
done by the student for that degree, it is imperative that a student demonstrate a high
standard of individual honor in his or her scholastic work.

Scholastic dishonesty includes, but is not limited to, statements, acts or omissions related
to applications for enrollment or the award of a degree, and/or the submission as one’s
own work or material that is not one’s own. As a general rule, scholastic dishonesty
involves one of the following acts: cheating, plagiarism, collusion and/or falsifying
academic records. Students suspected of academic dishonesty are subject to disciplinary
proceedings.

Plagiarism, especially from the web, from portions of papers for other classes, and from
any other source is unacceptable and will be dealt with under the university’s policy on
plagiarism (see general catalog for details). This course will use the resources of
turnitin.com, which searches the web for possible plagiarism and is over 90% effective.
Copyright Notice

The copyright law of the United States (Title 17, United States Code) governs the making of
photocopies or other reproductions of copyrighted materials, including music and software.
Copying, displaying, reproducing, or distributing copyrighted works may infringe the copyright
owner’s rights and such infringement is subject to appropriate disciplinary action as well as
criminal penalties provided by federal law. Usage of such material is only appropriate when that
usage constitutes “fair use” under the Copyright Act. As a UT Dallas student, you are required to
follow the institution’s copyright policy (Policy Memorandum 84-I.3-46). For more information
about the fair use exemption, see http://www.utsystem.edu/ogc/intellectualproperty/copypol2.htm

Email Use
The University of Texas at Dallas recognizes the value and efficiency of communication
between faculty/staff and students through electronic mail. At the same time, email raises
some issues concerning security and the identity of each individual in an email exchange.
The university encourages all official student email correspondence be sent only to a
student’s U.T. Dallas email address and that faculty and staff consider email from
students official only if it originates from a UTD student account. This allows the
university to maintain a high degree of confidence in the identity of all individual
corresponding and the security of the transmitted information. UTD furnishes each
student with a free email account that is to be used in all communication with university

Course Syllabus Page 9

personnel. The Department of Information Resources at U.T. Dallas provides a method
for students to have their U.T. Dallas mail forwarded to other accounts.

Withdrawal from Class

The administration of this institution has set deadlines for withdrawal of any college-level
courses. These dates and times are published in that semester's course catalog.
Administration procedures must be followed. It is the student's responsibility to handle
withdrawal requirements from any class. In other words, I cannot drop or withdraw any
student. You must do the proper paperwork to ensure that you will not receive a final
grade of "F" in a course if you choose not to attend the class once you are enrolled.

Student Grievance Procedures

Procedures for student grievances are found in Title V, Rules on Student Services and
Activities, of the university’s Handbook of Operating Procedures.

In attempting to resolve any student grievance regarding grades, evaluations, or other

fulfillments of academic responsibility, it is the obligation of the student first to make a
serious effort to resolve the matter with the instructor, supervisor, administrator, or
committee with whom the grievance originates (hereafter called “the respondent”).
Individual faculty members retain primary responsibility for assigning grades and
evaluations. If the matter cannot be resolved at that level, the grievance must be
submitted in writing to the respondent with a copy of the respondent’s School Dean. If
the matter is not resolved by the written response provided by the respondent, the student
may submit a written appeal to the School Dean. If the grievance is not resolved by the
School Dean’s decision, the student may make a written appeal to the Dean of Graduate
or Undergraduate Education, and the deal will appoint and convene an Academic
Appeals Panel. The decision of the Academic Appeals Panel is final. The results of the
academic appeals process will be distributed to all involved parties.

Copies of these rules and regulations are available to students in the Office of the Dean of
Students, where staff members are available to assist students in interpreting the rules and
regulations.

Incomplete Grade Policy

As per university policy, incomplete grades will be granted only for work unavoidably
missed at the semester’s end and only if 70% of the course work has been completed. An
incomplete grade must be resolved within eight (8) weeks from the first day of the
subsequent long semester. If the required work to complete the course and to remove the
incomplete grade is not submitted by the specified deadline, the incomplete grade is
changed automatically to a grade of F.

Disability Services

Course Syllabus Page 10

The goal of Disability Services is to provide students with disabilities educational
opportunities equal to those of their non-disabled peers. Disability Services is located in
room 1.610 in the Student Union. Office hours are Monday and Thursday, 8:30 a.m. to
6:30 p.m.; Tuesday and Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to 5:30
p.m.

The contact information for the Office of Disability Services is:

The University of Texas at Dallas, SU 22
PO Box 830688
Richardson, Texas 75083-0688
(972) 883-2098 (voice or TTY)

Essentially, the law requires that colleges and universities make those reasonable
adjustments necessary to eliminate discrimination on the basis of disability. For example,
it may be necessary to remove classroom prohibitions against tape recorders or animals
(in the case of dog guides) for students who are blind. Occasionally an assignment
requirement may be substituted (for example, a research paper versus an oral presentation
for a student who is hearing impaired). Classes enrolled students with mobility
impairments may have to be rescheduled in accessible facilities. The college or
university may need to provide special services such as registration, note-taking, or
mobility assistance.

It is the student’s responsibility to notify his or her professors of the need for such an
accommodation. Disability Services provides students with letters to present to faculty
members to verify that the student has a disability and needs accommodations.
Individuals requiring special accommodation should contact the professor after class or
during office hours.

Religious Holy Days

The University of Texas at Dallas will excuse a student from class or other required
activities for the travel to and observance of a religious holy day for a religion whose
places of worship are exempt from property tax under Section 11.20, Tax Code, Texas
Code Annotated.
The student is encouraged to notify the instructor or activity sponsor as soon as possible
regarding the absence, preferably in advance of the assignment. The student, so excused,
will be allowed to take the exam or complete the assignment within a reasonable time
after the absence: a period equal to the length of the absence, up to a maximum of one
week. A student who notifies the instructor and completes any missed exam or
assignment may not be penalized for the absence. A student who fails to complete the
exam or assignment within the prescribed period may receive a failing grade for that
exam or assignment.
If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose
of observing a religious holy day] or if there is similar disagreement about whether the
student has been given a reasonable time to complete any missed assignments or
examinations, either the student or the instructor may request a ruling from the chief
executive officer of the institution, or his or her designee. The chief executive officer or

Course Syllabus Page 11

designee must take into account the legislative intent of TEC 51.911(b), and the student
and instructor will abide by the decision of the chief executive officer or designee.
These descriptions and timelines are subject to change at the discretion of the Instructor.

Course Syllabus Page 12