In general the students who directly benefit from the extra stuff should pay for it when possible. For instance students are expected to pay admission to any outings and buy their own expendable supplies. We do have shared tools, facilities items for check out that are too expensive for students but these are not “expendable” need to be shared or returned. The potential cost of the class should be stated in the syllabus.
Faculty members can appeal to the ITP administration if:
the purchases will benefit each student in the department,
there are large bulk discounts on low cost items,
there are logistical difficulties with individual purchases.
Please note – We buy supplies for the Physical Computing foundation classes because all three of those criteria are met. For elective classes the first criteria is not as easily met.
Stocking for Physical Computing
Students in Intro to Physical Computing and IMA Creative Computing will receive the following parts in class from their instructors in the first class:
Arduino Nano 33 IoT
Breadboard
Jumper wire kit
The ITP shop stocks a number of electronics components, including potentiometers, pushbuttons, phototransistors, resistors, capacitors, voltage regulators. These are available for students to take as needed. Please take only what you need for a given class exercise, as stock re-supply is not fast, and we want to make sure everyone has the parts they need. Please inform shop staff if a given part is out of stock. It is possible to do all of the lab exercises in the intro classes with parts we have in shop stock, or in checkout.
Beyond this, students are expected to supply electronics parts for their projects. It’s not possible to anticipate every possible component that every project might need. However, we try to stock items to help you try things before you buy. Always consult with your instructors, shop staff, and research residents on how to choose the most appropriate and economical parts for your projects.
The shop also has parts available for check-out with an NYU ID, just like the equipment room. These include microcontrollers, advanced sensors, and items which may be specific to various advanced classes. These must be returned after use, just like equipment room stock.
There is a limited stock of components faculty and staff discretionary use. These are meant for loan to students so that you can try out a given component. If you’re considering a part for your project, talk to your instructor or a resident researcher in advance. They can advise whether it’s the right part for the job, and if there’s one available for loan on the floor, they can procure it. These should be returned to whomever loaned them to you when done.
Adjunct checks will be distributed on the following dates, on a semi-monthly basis, according to the NYU Payroll Calendar for “Semi-Monthly Employee,” based on the start/end dates of your class:
The Moses Center for Student Accessibility (CSA) determines qualified disability status and assists students in obtaining appropriate accommodations and services. CSD operates according to an “Independent Living Philosophy”, and strives in its policies and practices to empower each student to become as independent as possible. Our services are designed to encourage independence, backed by a strong system of supports.
726 Broadway, 2nd Floor New York, NY 10003 Phone: 212-998-4980 Fax: 212-995-4114 e-mail: mosescsd@nyu.edu
Useful Highlights For Faculty
Disability Higher Education functions under a “self identification” concept. It is the responsibility of the disabled student to request reasonable accommodations and to manage the use of their accommodations.
Reasonable Accommodations are provided free of charge for students who are eligible to attend, enroll or benefit from the University’s programs, services, and activities.
Accommodations are provided on an individual basis dependent on the need for services, request for reasonable accommodations, documentation of disability and program requirements
Include this statement regarding accommodations in your syllabi:
“It’s crucial for our community to create and uphold learning environments that empower students of all abilities. We are committed to creating an environment that enables open dialogue about the various temporary and long-term needs of students and participants for their academic success. We encourage all students and participants to discuss possible accommodations that would best support their learning with faculty and staff. Students may also contact the Moses Center for Student Accessibility (212-998-4980) for resources and support. Link to the Moses Center for Student Accessibility .”
I have received a letter from Moses Center listing accommodations for a student. How do I know that the student’ s request for accommodations is warranted?
If you have a question about a particular accommodation, please contact the Moses Center to discuss your concern. Federal Law requires reasonable accommodations for students who have a documented disability. In order for a student to be granted accommodations, the student must submit documentation of a condition which significantly impacts the student’s ability to participate in the educational opportunities at NYU. Experienced disability higher education specialists review the student’s history and documentation, and decide on appropriate accommodations. The documentation on file at the Moses Center is kept current and reviewed periodically with the student to determine appropriate and effective accommodations. You can contact the Moses Center if you have any questions about the appropriateness of the student’s accommodation request.
What if a student requests an accommodation which I feel is not appropriate for my course?
If you have a question about a particular accommodation, please contact the Moses Center to discuss your concern.
Other notes
If a student fails an exam because he/she chose to take it without their accommodations, you are under no obligation to offer them a make up or another assignment to supplement the grade. Accommodations are not retroactive.
If a student tells you they have a disability, they may not feel comfortable disclosing what the disability is. Do not ask. Whatever the discussion, listen and then refer the student to the Moses Center. Any information the student tells you must remain confidential. Conduct all disability-related meetings in a private location. Do not accept disability documentation. This information is confidential and should be on record only in the Moses Center office.
Contact the student’s disability specialist if you are uncertain what is appropriate.
Students who anticipate being absent because of any religious observance should, whenever possible, notify faculty in advance of such anticipated absence.
Whenever feasible, examinations and assignment deadlines should not be scheduled on religious holidays. Any student absent from class because of his/her religious beliefs shall not be penalized for any class, examination, or assignment deadline missed on that day or days.
If examinations or assignment deadlines are scheduled, any student who is unable to attend class because of religious beliefs shall be permitted the opportunity to make up any examination or to extend any assignment deadline missed on that day or days. No fees of any kind shall be charged by the University for making available to the student an opportunity to make up examinations or to extend assignment deadlines.
No adverse or prejudicial effects shall result to any student who avails him/ herself of the provisions of the resolution.
A violation of these policies and principles shall permit any aggrieved student to bring a grievance, provided under the University Grievance Procedure.
At ITP / IMA / NYU, regular class attendance is an important component of academic success. For this reason, we ask for all instructors and students in our department to please abide by the following class attendance guidelines for each program:
Students are permitted the following number of absences:
Unit
No of Classes
Absences Allowed = X
Undergraduate
4 unit
14-week classes that meet twice a week
3 absences
4 unit
14-week classes that meet once a week
2 absences
2 unit
7-week classes that meet twice a week
2 absences
2 unit
7-week classes that meet once a week
1 absence
1 unit
0 absences
Graduate
4 unit
14-week classes that meet once a week
2 absences
2 unit
7-week classes that meet once a week
1 absence
1 unit
0 absences
There are no excused absences or unexcused absences. There are only absences. Any more than [X] number of absences will affect your grade. Two late arrivals (more than 10 minutes after start time) will count as 1 absence. Any classes you miss due to not being enrolled during the drop/add period are not counted as absences.
Additional guidelines
It is reasonable to expect students to notify you if they will not be participating in classes due to illness, but you should not ask students to divulge their private health-related information.
When a student needs to miss more than one week of class, or has had repeated short-term absences, you should raise an “Excessive Absences” flag in NYU Connect. When you raise this flag, you will have the opportunity to provide comments that will support meaningful student outreach. These comments will not be shared with the student, just with those individuals in the student’s home school who can support them. (Faculty teaching Stern graduate courses should contact the academic advising team directly.) The goal of this action is to ensure that there is a coordinated effort to enable the student’s academic progress in all of their courses. We also remind you that, if you become aware of a mental-health issue, you should call the Wellness Exchange at 212-443-9999 or email them at wellness.exchange@nyu.edu. You can also raise a flag in NYU Connect, but this will be received by the student’s advisor first. If there is a known time sensitivity, please alert the mental health professionals directly.
Adjustments to the above policy are made by individual faculty members based on the nature of the class, the meeting pattern, and length of the class. The final policy for each class may be found on the syllabus for that class.
FYI – this policy also lives on the general student-facing Help site here.
For (ITPG-GT) ITP graduate courses, students receive pass / fail grades.
For (IMNY-UT) IMA NY undergraduate courses, students receive letter grades (except for Code! / Code! 2).
For (IMALR-GT) IMA Low Res. graduate courses, students receive pass / fail grades.
ITP
Pass or fail grades will be determined by the following breakdown:
Weightage
Coursework
20%
Participation
40%
Assignments
20%
Reading responses and other written work
20%
Final project
IMA
Grades for undergraduate courses will follow the standard A through F letter grading system and will be determined by the following breakdown:
Weightage
Coursework
20%
Participation
40%
Assignments
20%
Reading responses and other written work
20%
Final project
Midterm Grades
Instructors teaching undergraduate courses will complete Midterm Progress reports using NYU Connect. These reports will let students know if their progress is strong, satisfactory, or of concern, replacing the current process of uploading a midterm grade to Albert for undergraduate courses.
Plagiarism is presenting someone else’s work as though it were your own. More specifically, plagiarism is to present as your own: A sequence of words quoted without quotation marks from another writer or a paraphrased passage from another writer’s work or facts, ideas or images composed by someone else.
Collaboration is highly valued and often necessary to produce great work. Students build their own work on that of other people and giving credit to the creator of the work you are incorporating into your own work is an act of integrity. Plagiarism, on the other hand, is a form of fraud. Proper acknowledgment and correct citation constitute the difference.
You should treat AI tools just as you would any other source: cite the source and note how it was used (Harvard has a useful guide to citation of AIs). You should be prepared to explain how your use of it is the appropriate tool to fit your goal or concept and does not detract from your experience meeting the learning objectives of the assignment or course. There are some cases where the use of AI may fall under a form of plagiarism. Differentiate your work from your source’s work in a way that’s clear to the reader or viewer. Additionally, you should be prepared to discuss the ethical concerns around the widespread use of emerging AI tools.
For most of you, you will bring your own computer to class. If you do not have a laptop or need one with our specialized software, we have Classroom Laptop Kits available for checkout from the Equipment Room before class.
Someone from the technical staff or Equipment Room Staff will be assigned to check in on you before your classes to make sure you are able to connect to the screen, document camera or other peripherals if you need it. Only the technical staff is allowed to install software, plug-ins, special drivers on the Classroom Laptop Kits for checkout
All requests, questions, concerns, or problems should be e-mailed in advance to helpdesk@itp.nyu.edu.
Before Your First Class
Please send your syllabus to us at helpdesk@itp.nyu.edu along with a list of software, plug-ins, and special equipment that will need to be available for use during your class. Please include what the students will need access to during the course of the semester. If you have a week-by-week breakdown of your needs feel free to include that as well.
24-hours Before Each Class
E-mail requests for anything particular that you want to make sure will work on your classroom computer. DO NOT assume that because it worked last week that it will work this week. If you do not let us know your needs until 5 minutes before your class begins we cannot guarantee that that particular program/plug-in/equipment will be set up in time for you to use it in your class. In addition, with enough advance notice we may be able to advise you of any potential problems and suggest alternatives before your class begins.
Contact ITP Helpdesk (helpdesk@itp.nyu.edu) for help setting up an internal blog (itp.nyu.edu/classes), Google site, or re-direct to a URL of your choosing (some instructors host their materials on Github or other platforms) – see below for details, or use NYU’s LMS Brightspace/NYU Brightspace: Creating your course site (Instructors )– all instructors have Brightspace access. The department does not enforce using one platform over another for hosting your course materials – this is entirely up to you!
NYU adheres to the World Wide Web Consortium’s Web Content Accessibility Guidelines (WCAG) 2.0, Level AA standards. Anyone creating digital content at NYU is responsible for creating content that complies.
This agreement covers websites and content published publicly on NYU’s public websites as well as content posted on Social Media and other platforms (GitHub, Facebook, Instagram, YouTube, Vimeo, self hosted, etc) on behalf of NYU for class or other use.
While this agreement does not cover student or faculty personal pages or websites, it does cover work published by students to publicly available course websites such as a blog for a specific course where the students embed their work. If they are simply linking to their own site the content of their own site, that does not need to be compliant.
This agreement does not cover sites or content that are not publicly available such as those behind password protection or otherwise only available to students in a particular class. For instance, material for a class using NYU’s Learning Management System, NYU Classes, is only available to members of that class and is exempt. Therefore, putting materials behind password protection may be a viable short term solution. If this is something you would like to do, please contact us and we can help you work out a way to do so.
We at ITP/IMA are in the process of implementing a theme and installing a set of plugins for use with WordPress that will help ensure that our blogs (classes blogs and so on) meet these standards. If you would like to use our WordPress Classes, please contact ITP’s helpdesk@itp.nyu.edu to help set you up with an account. We will password-protect those sites until we have the theme ready and in-place. Please do ensure that any content you publish meets the accessibility standards (see the Content section below).
The NYU Web Publishing service also has a convenient list of accessibility-ready themes that they have tested, and a list of themes they know are not accessible.
The University of Washington has some great pages on web accessibility. See, for example, this page on creating accessible menus, and see the work of Terrill F. Thompson in general.
Other Platforms
For pages published elsewhere or using other technology, the onus is on the creator or maintainer of the site to ensure that it’s structure is compliant with WCAG 2.0AA standards. NYU has a set of guidelines and testing tools for developing accessible sites. Before you publish a custom site or pages hosted elsewhere please let us know so that we have a record of the site and can do a quick compliance check.
Some platforms that we currently use are already compliant on a site level and we feel confident in their continued use although any content published on these platforms should be compliant (see below).
GitHub
We have checked GitHub.com in general and its interface should be compliant (although any published GitHub Pages will have to be created using accessible standards and should go through the process outlined above).
Google Sites and Google Classroom
Google Sites and Google Classroom have support for screen readers although it is unclear at this moment if they are fully WCAG 2.0AA compliant. We recommend only making these sites or pages available to students in your class rather than public.
Other Platforms
We are evaluating other platforms as needed and will be updating this page with additional information. Please check in with us before publishing using platforms that we haven’t already checked.
For anyone creating content whether it is published on an ITP hosted blog, social media, or elsewhere, needs to be created in an accessible manner. Here is a quick rundown on how to create different types of content that are accessible with links to further resources:
Documents and PDFs
NYU’s Digital Accessibility site has a series of guides on ensuring that documents you create with Google Docs, Microsoft Word, PDFs, and so on are accessible. Please go through these as you create these types of documents for material that is posted online or for classroom use.
In particular, when creating PDFs, ensure that you are exporting as a PDF rather than printing as a PDF from your application. This will go a long way towards ensuring compliance as the text contained in the document will remain text rather than rendered as an image that happens when printing as a PDF.
Images
Images must have accurate “alt-text” when published online. Images should not contain textual information (phone numbers, addresses, names) and if they are info graphics they must contain full text descriptions in the body of the page.
When an image is purely aesthetic or decorative the “alt-text” may be blank (alt-text=””) but must still be included.
As videos are becoming increasingly important in our class use, it is important that we pay special attention to ensuring their accessibility. In particular, we have to ensure that videos have accurate closed captioning. Videos hosted on YouTube can be captioned using their captioning tool manually or automatically. If you use the automated service, these captions must be edited to correct punctuation and do things such as indicating speaker changes. Please review NYU’s Digital Accessibility site for more information on working with Audio and Video.
Training
On NYU’s Digital Accessibility site, there are a variety of resources including trainings and consultations on creating accessible sites and content. We are going to be attending this training as well as organizing sessions for ITP/IMA Faculty and Staff. Please feel free to attend and utilize these resources on your own as well.
Conflict of interest in faculty-student collaborative relationships
The educational relationship between students and teachers is the foundation upon which the Tisch School of the Arts succeeds in its mission. It is the intention of these guidelines to codify processes for managing circumstance that might compromise that educational relationship. Faculty should avoid any circumstance that could cast doubt or the appearance of doubt on the faculty member’s ability to act with only proper considerations impacting upon the student’s or university’s pedagogic interest.
Since the Tisch School of the Arts is involved in the preparation of students for careers in the performing arts, and other related arts and crafts, and since many faculty members are drawn from the world of professional artists and crafts personnel, and are encouraged to remain active as such, a primary field for concern is business relationships established between students and faculty in the professional industries. On occasion the professional business interests and skills of a faculty member and a student may coincide. The School has an interest in making certain that faculty not take unfair advantage of positions within the School when engaging in collaborative professional business relationships with students.
Guideline
Conflict of interest relates to situations in which financial or other personal considerations may compromise or involve the potential for compromise or have the appearance of compromising a faculty member’s ability to meet university duties or responsibilities in particular, the mentoring and support of young artists.
As a general policy, the School does not favor faculty entering into business agreements and collaborations which have as their objective financial award or professional advancement outside the university with students enrolled or matriculated in the School. The School’s concern is that such extramural arrangements could or could appear to interfere with a faculty member’s impartiality with respect to a student under the faculty member’s tutelage, either during the existence of the arrangement or at a later time during the student’s matriculation in the School. The School, nevertheless, recognizes that there may be occasions when it will be mutually beneficial for a student and faculty member to enter into a collaborative business arrangement. It is the policy of the School that a student and faculty member may do so, provided there has been disclosure, review and counseling as provided in these guidelines, and further provided that the student is not currently enrolled in coursework under the direction of the involved faculty member. A student will not be permitted to enter a professional business relationship with a faculty member whose course the student is currently enrolled. A faculty member may not enter a professional business relationship with a student currently enrolled in his/her course. Further, the work product or results of any business relationship between a student and a faculty member may not be offered to meet any course or degree requirements of the School.
Any individual faculty member or student, who has any question about whether a particular activity or relationship is permitted, should seek clarification from their department chair or the Office of the Dean.
Procedure
Prior to entering into any agreement between a faculty member and a student who is enrolled or matriculated in the School, both parties must disclose their intent to the chair of the department in which the student is enrolled or matriculated and must provide the chair with a draft agreement or written description of the proposed terms for review.
The chair will review the proposed agreement for the purpose of identifying any issues with respect to the faculty/student relationship. If the chair believes that the proposed agreement creates any likelihood that the student’s academic program in the School may be affected currently or in the future by entering into the proposed agreement, the chair shall refer the matter to an advisory committee, to be appointed by the dean and consisting of five faculty members, at least three of whom shall be members of the department. The advisory committee shall review the matter and make a recommendation to the chair. The recommendation of the advisory committee may include a recommendation for periodic review or assessment of the academic consequences of the proposed arrangement, in the event the proposed arrangement is finalized. The chair shall forward the recommendation of the advisory committee and the chair’s own recommendation in the matter to the dean.
The Dean shall advise the student and faculty member of the recommendations of the advisory committee and the chair. The Dean shall also counsel the student regarding potential future consequences of the collaboration with respect to the student’s academic program in the School.
All professional and collaboration agreements, deal memos or business contracts between students and faculty which have been reviewed in accordance with this policy shall be maintained on file in the Office of the Dean for so long as the student involved is enrolled or matriculated in the School, and for seven years thereafter.
If, upon conclusion of a business collaboration, a matriculated student wishes to renew curricular course work with an instructor with whom he has had a collaborative business relationship, he should petition the Office of the Dean for counsel and approval.
All parties to a professional agreement or business contract are encouraged to seek appropriate legal advice and counsel from their personal legal counsel.
Nothing in the procedure of disclosure should be construed as approval of the specific terms of the business contract or agreement between the parties involved. The objective of the procedure of disclosure is solely to separate professional business agreements from the academic environment and to provide an opportunity for review and appropriate academic counseling.
And although it is not required, we strongly encourage you to take the NYU online FERPA Tutorial which can be found on NYU’s iLearn portal — you can go to the following link, log in using your NYU credentials, and search for FERPA Tutorial: https://nyu.absorbtraining.com/#/dashboard — when you are on the iLearn landing page just type in FERPA in the search bar to find the tutorial.
The Equitable ITP/IMA group is generating resources around teaching practices that emphasize equity and racial justice. We’d like to encourage you to take an active stance in thinking about equitable and just practices in your classroom culture and pedagogy.
Some basic guidelines include:
Take the time to look at the diversity of voices represented within your syllabus (readings, example work, guests, critics). Your syllabus should prioritize including perspectives from non-dominant identities. The Equitable Syllabus Project is an excellent resource for help with developing your syllabus.
At the beginning of the semester, take time to set the tone of the class by reviewing Code of Conduct, and perhaps expanding on portions relevant to your specific course, or invite your students to co-create a group agreement. Here is an abridged CoC slide deck and an example intake form you can use!
Make a concerted effort to create a welcoming and nurturing environment, especially for your students with non-dominant identities. Make room for difficult conversations. Consider “calling in” versus “calling out”.
If you feel out of your depth in addressing a conversation or conflict, it is best to acknowledge that, and reach out for external support.
Consider what biases you carry, and that students are coming from all kinds of backgrounds, including racial, national, religious, economic, educational, learning ability, health, family circumstances, and so on. Avoid making assumptions about your students.
Whenever possible, encourage explicit discussion about the cultural context and social impact of the technology and/or subjects covered in your course.
If a member of the ITP/IMA community comes to you with an issue, an incident report, or a complaint (such as a violation of the Code of Conduct by another community member, harassment, interpersonal conflict, or inappropriate behavior) we want to make sure we know how to respond.
Before referring the student, professor or staff member to the resources below, it is important to be sympathetic and listen to their experience. Make sure that the person knows that they are being heard, understood, and believed. Acknowledge that you take seriously what they are saying, and operate under the assumption that they are coming to you in good faith.
Try to ascertain what kind of action the person wants you to take, assess the urgency of the issue, and offer the following options:
Ask if it is okay to share their experience with other parties who may be able to help. Never share what a community member has told you without first getting their consent, with the exception being if you are their supervisor and the student has reported an incident of Sexual Harassment (NYU Title IX Guidelines).
If the required or requested response is one that ITP/IMA does not have the resources to facilitate internally, or if the person reporting wants to raise the issue outside of the department, encourage them to use the NYU Bias Response Line. Ensure the student that if they use this channel to file an issue, they will absolutely get a response, however it may take time.
Additional Information and Resources
NYU Bias Response Line:
The NYU Bias Response Line provides a mechanism through which members of the NYU community can share or report experiences and concerns of bias, discrimination, or harassing behavior that may occur within our community.
Experienced administrators in the Office of Equal Opportunity (OEO) receive and assess reports, and then help facilitate responses, which may include referral to another University school or unit, or investigation if warranted according to the University’s existing Non-Discrimination and Anti-Harassment Policy.
The Bias Response Line is designed to enable the University to provide an open forum that helps to ensure that our community is equitable and inclusive.
Tisch School of the Arts is dedicated to providing its students with a learning environment that is rigorous, respectful, supportive and nurturing so that they can engage in the free exchange of ideas and commit themselves fully to the study of their discipline. To that end Tisch is committed to enforcing University policies prohibiting all forms of sexual misconduct as well as discrimination on the basis of sex and gender.
Detailed information regarding these policies and the resources that are available to students through the Title IX office can be found by using the following links:
The Wellness Exchange is your mental health resource at NYU. Call the 24-hour hotline at (212) 443-9999 or chat via the Wellness Exchange app anytime to speak with a certified counselor about any day-to-day challenges or health concerns.
Emergency
Please call 911 directly to report criminal activity (e.g. physical assault, sexual assault, theft), or to report a dangerous physical situation (e.g. fire, serious injury, fear that someone will hurt themselves or someone else).
3) Here you will see your schedule of courses for a given term. Please make sure you are looking at the correct semester. Scroll to your class and click on the icon in the first column titled “Class Roster” (see image below).
4) You can toggle between Enrolled, Waiting, Dropped, or All, which will show you a list of students who are either 1) actively enrolled, 2) waitlisted, or 3) dropped (see image below).
5) At the bottom of your roster, you can choose to select all students, clear all students, notify selected students, or notify all students, which will provide you with a copy and paste list of email addresses, depending on your selection (see image below).
If you do not have access to NYU Home, you will need to activate your Net ID by following this link: https://start.nyu.edu/. Your Net ID is listed in your hiring letter. Further details and Net ID-related FAQs can be found here.
Any issues accessing Albert or using your Ned ID and password should be directed to the NYU ITS Help Desk, available 24/7 at 212-998-3333.
