course syllabus - wayne state university · course description: this course explores the cultural,...
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MISSION STATEMENT
“The urban educator:
Reflective, innovative and committed to diversity.”
Course Syllabus
Division: Teacher Education
Program Area: Bilingual, ESL, and Foreign Language Education Program
Course: BBE 5000: Multicultural Education in Urban America
Credit/Section Number: 005 (CRN/Section: 23862)
Term/Year: Winter 2015
Course Location: ON-LINE
Instructor: Prof. Elver Peruzzo
Office Address: College of Education, Room 260
Office Hours:
E-mail/Phone: [email protected] (313) 577-0902 CELL: (519- 890-9666)
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Course Description:
This course explores the cultural, social, political, and economic realities of our complex pluralistic
society in relation to our education system. The history of multicultural education will be examined
along with current understandings of culturally responsive pedagogies. Through course readings and
online discussions, students will understand the role of critical, analytic and evaluative abilities to deal
with racism, sexism, value clarification, power and access in schooling.
COURSE OUTCOMES
As a result of their experience in BBE 5000 students will:
demonstrate an understanding of major cultural concepts, acculturation, multicultural
education, and the associated best practices and skills in becoming a competent multicultural
educator.
demonstrate knowledge of internal and external elements of culture (e.g., values, beliefs, and
expectations; patterns of communication; social roles and status) and
identify strategies for making thoughtful comparisons between English-speaking and heritage
cultures in the context of teaching and learning.
explain and reflect on significant events in the struggles for equality amongst various
underrepresented minorities.
apply procedures for interpreting, synthesizing, and organizing cultural information as they
develop their instructional strategies, curriculum, assessments, and the integration of
knowledge specific to their curriculum.
apply strategies for gaining, analyzing, and reflecting on one's own linguistic and cultural
competence and professional knowledge (e.g., establishing professional goals, pursuing
professional growth opportunities).
develop knowledge on constructing culturally inclusive learning environments that support
individual students' needs, development and academic achievement.
develop awareness of different teaching and learning styles shaped by cultural differences and
create strategies to address these differences
examine the sources of cultural identity and socializing agents (including the ‘white privilege’)
that have influenced them and will influence their students
research about a broad range of topics and issues related to bilingual/bicultural education
history, politics, theory and practice.
understand theories of second language acquisition and methodologies for teaching English as a
Second Language and teaching within a bilingual classroom
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understand assessment practices
have an awareness of resources related to diversity, equity, language acquisition, intercultural
interaction.
The above list of Outcomes for the course meet the Standards for the Preparation of Teachers of
Bilingual Education (all Y codes) and Standards for the Preparation of Teachers of English as a
Second Language (Adopted by the Michigan State Board of Education July 13, 2004) with specific
emphasis on:
o 2.1 Knowledge, understanding, and use of the major concepts, principles, theories, and
research related to the nature and role of culture in language development and academic
achievement that support student learning.
o 2.2 Application of knowledge and understanding of how cultural groups and students’
cultural identities affect language learning and school achievement
o 2.3 An understanding of the value and role of literary and cultural texts and use them to
interpret and reflect upon the perspectives of cultures over time.
o 2.4 An understanding of the connections among perspectives of cultures and their practices
and products, and be able to make comparisons.
o 2.5 Ability to identify distinctive cultural viewpoints in multiple content areas through
English and the target non-English language.
o 3.2 Ability to use language acquisition knowledge to create a supportive classroom-learning
environment that includes opportunities for interaction and negotiation of meaning in
English and the target-non-English language
o 3.4 Knowledge and utilization of a variety of strategies for instructional management that
facilitates language acquisition and student achievement for limited-English proficient
learners.
o 5.1 Knowledge of the ongoing nature of assessment and multiple age-and level-appropriate
ways to assess that provides purposeful outcome data.
o 6.2 Knowledge of the value that multilingualism brings to the overall success of all students
and understands the teacher’s role as an advocate with students, colleagues, and members
of the community in promoting multilingualism.
o 6.7 An ability to serve as a professional resource, an advocate for students, and an ability to
build partnerships with students’ families and communities.
Required Texts:
Cushner, K., McClelland, A., & Stafford, P. (2008). Human Diversity in Education: An
Intercultural Approach, 8th Edition, McGraw-Hill
Spring, J (2012). Deculturalization and the Struggle for Equality: A Brief History of the
Education of Dominated Cultures in the United States, 7th Edition, McGraw-Hill.
NOTE: Both books are available at the bookstore and on-line in an electronic format on
http://www.coursesmart.com/
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Course Assignments and Evaluation: The evaluation, which is based on the following 5 components, has been designed to assess students’ achievement of the course outcomes:
1. Blogs (400 points): As assigned each week (16 Blogs@ 25 points each, total 400 points). You are
required to provide two posts to each forum in the Blog Spot within the allowable timeline. The first
post you contribute to each forum serves as a response to the question as posted by the instructor. The
second post should be made as a commentary on a classmate’s contribution. Please note that your
contributions must be meaningful, constructive and organized, and focused on the question in concern.
The responses should also be courteous in nature, factual and free of grammatical and spelling errors.
Furthermore, postings with “just an opinion” or “I agree with you, sounds good, great job,” etc. are
insufficient. All postings must be backed by references to readings and other source materials.
Evaluation Note: Students will achieve a maximum of 25 points per Blogs for full compliance with the
above set standards. Those who exhibit less than full compliance, but provide a meaningful and
constructive response will achieve 15-22 points. Postings that lack adherence to the required guidelines
and standards (or partially address the question) will be evaluated at a range of 0-14 points. NOTE:
late postings will be allowed at the discretion of the instructor and, if allowed, will result in fewer
points.
NOTE: The blogs will begin on Mondays and end on Sundays at 11:59 p.m. The Instructor will then
make overall comments on each blog. For evaluation purposes, please see Rubric for: Online
Discussions.
Access to Blackboard and Technical Support: In order to access Blackboard, you must use your
university ID to log into http://blackboard.wayne.edu/. For help with Blackboard and related
technical matters, please contact the C&IT Help Desk by phone 313-577-4778 or email to
2. On-Line Journal (100 points): Each student must maintain an on-line journal on Blackboard. The
journal entries (see schedule for due dates) should based on the student’s personal reflections on their
readings of various chapters of Joel Spring’s Deculturalization and the Struggle for Equality: A Brief
History of the Education of Dominated Cultures in the United States, 7th Edition, McGraw-Hill. (Total
100 points/ 5 entries @20 points each). The reflection should also contain information concerning the
chapter to show evidence to the Instructor that the student has read the chapter. NOTE: There is no
need to respond to another colleague with Journal postings.
Evaluation Note: Each journal posting must contain a minimum of 400 words (maximum of 600
words), and must be reflective in nature. For evaluation purposes, please see Rubric for: Online
Journals
3. Self-Assessment (50 points) This assignment is simply a completion of a survey entitled Intercultural
Competence. It is a matter or completing the questionnaire and then reflecting on your personal strengths and area
of improvement within this domain. Total points for this assignment: 50 points. For evaluation purposes, please
see Rubrics for: Self-Assessment on Intercultural Competence
4. English Language Learners: (150 points) In this assignment, students will first view the learning modules from
Star Legacy Modules about English Language Learners and then develop a 2-3 page report responding to
questions.
Evaluation Note: This report will be evaluated according to the Rubric for: English Language Learners
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5. Internet/ Field Study (300 points)
PURPOSE
To write a reaction paper that describes and analyzes the observations made while researching and also while
making contact with an ethnic person in the Metropolitan Detroit area
To be exposed to an ethnic group/person that is different and unfamiliar.
INSTRUCTION
There are TWO parts to this paper: 1) an internet search, and 2) an interview with a person from a different ethnic
group from yours.
First, identify an ethnic group that is different from and unfamiliar to you.
Do a search on the Internet and find sources that can provide information about the background of the selected
group such as its geography, history, language, culture, customs, holidays, and religions.
Be sure to include your Internet resources on your reference page.
Write about THREE information items related to the culture of this particular ethnic group.
Here are some ethnic groups you may wish to think about:
African Americans, Arab Americans, Albanian Americans
Chaldean, Chinese, Egyptian, Eastern European, East Indian
Filipino, Greek, Hmong, Italian, Japanese, Jewish, Korean, Lebanese
Latino (Hispanic Americans), Native Americans, Polish,
Russian, Ukranian, Vietnamese, etc.
Gay/Lesbian/Transgendered OR any other minority/ethnic group not mentioned.
In preparation for the interview of the ethnic person, you may use the following questions as a GUIDE while you
write this part of the paper.
What were your expectations and feelings before making contact with the ethnic/minority group?
How did you arrange the contact?
What was your first impression?
What questions did you ask in order to inquire about the culture? Questions could reference such items as gender
roles, education, learning styles, teaching styles, customs. etc.
Describe the experience.
Did the experience have a negative or positive impact on you?
How did the experience contribute to your understanding of the selected ethnic/minority group?
Did you feel included or excluded during the experience?
Provide a final reflection or closing statement regarding the value, if any, of the field study.
The paper itself may be in the form of an informal report. The first part, the Internet Search should not exceed
TWO pages. You may insert images beside your information if you wish. The second part may be written in
narrative style or in a question/answer format and should be no more than FOUR pages.
Double-space using Times New Roman, 12 point font (about 250 -300 words per page). This paper will be
evaluated in accordance with the Rubric for: Internet/Field Study
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Overview of Points and Percentage Weights
Discussions: 400 points 40%
Self Assessment: 50 points 5%
ELLs 150 points 10%
Journals 100 points 20%
Internet/Field Study 300 points 30%
TOTAL: 1000 points 100%
Class Schedule:
1. Following the folders in the Content area, you will note that the third folder entitle ‘Internet /Field Study’ is there to prepare you for the final assignment. This final assignment is not due until the end of the course.
2. All Discussions will begin on Tuesday of the each week and end on the following Sunday at 11:59 p.m. This will give time on Monday for the Instructor to review the Discussions of the week before the next one begins on Tuesday.
3. In some weeks, there will be two discussions. Both discussions pertain to the content of ONE chapter.
4. Please note the assignment due dates. Week Tasks and Required
Reading
Assignments Notes/Due Dates Standards Met
JAN/
12-25, 2015
View LIVE presentation
Chapter 1 (Cushner)
Chapter 2 (Cushner)
Blog 1a - introducing yourself
Blog 1b -Understanding changes
in today’s institutions
Blog 2- Civil Rights: Person or
Event
All discussion
boards are due at the
end of the week on
Sundays by 11:59
p.m.
These blog
discussions are due
January 25
2.1
2.2
JAN 25-
FEB 1
Assignment 1: Assessing
your intercultural
competence
Chapter 1 and 2 (Spring)
Native Americans
(Spring)
Assignment 1 due
Online Journal 1
Assignment due
February 1
All on-line journals
are due at the end of
the week on Sundays
by 11:59 p.m..
Journal 1 is due
February 1
2.2
2.3
2.4
2.5
FEB 2-
FEB 8
Chapter 3 (Cushner)
Blog 3a- Sources of Cultural
Identity
Blog 3b- Dealing with
Stereotypes
February 8 2.1
2.2
FEB/9-15 Chapter 4 (Cushner) Blog 4a- My U-curve hypothesis
Blog 4b- The culture-General
Framework
February 15 2.1
2.2
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FEB/ 16-22 Chapter 3 (Spring)
African Americans
On-line Journal 2 February 22 2.3
2.4
2.5
FEB/ 23-
MAR. 1
Chapter 5 (Cushner) Blog 5a- Race and Ethnic
Identity
Blog 5b- Developing
Intercultural Sensitivity
Mar. 1 2.3
2.4
2.5
MAR. 2-8 Chapter 6 (Cushner)
Blog 6a- Prejudice and Prejudice
reduction
Blog 6b - The Liver Transplant
Problem
Blog 6c – White Privilege
March 8 2.4
MAR 9- 24 Chapter 7 (Cushner)
Chapter 8 (Cushner)
White Privilege
Blog 7 – Global Perspectives
Assignment 2: English
Language Learners due
March 24
Assignment for
ELLs is due March
24
3.2
3.3
5.1
6.2
MAR 25-29 Chapter 3 (Spring)
Asian Americans
Chapter 9 (Cushner)
Online Journal 3
Blog 8 (Religion in the Public
Schools)
March 29
2.3
2.4
2.5
3.2
3.3
5.1
6.2
MAR/30-
APR. 5
Chapter 4 (Spring)
Hispanic/Latino
Americans
Chapter 10 (Cushner)
On-line Journal 4
Blog 9a- Sexual Orientation
April 5 2.3
2.4
6.7
APR. 6- 12 Chapter 13 (Cushner)
Chapter 6 (Spring)
The Great Civil Rights
Movement and the new
Culture Wars
Blog 9b- Social Class
On-line Journal 5
April 12 2.4
6.7
APR. 13-23 Final Assignment due Final Assignment due April 23
2.1
2.2
2.3
2.4
6.7
* Additional reading materials will be posted under content on Blackboard
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RUBRIC for: ONLINE BLOGS
Levels of Achievement
Criteria Novice Competent Proficient
Post
0 to 1 points No post or post is
poorly done.
2 to 4 points Post is developed and
engaging with support
material. Lacks some
conceptual clarity
5 to 5 points Post is well done, engaging
in a substantive way with
conceptual clarity.
Comments to
another peer
0 to 1 points No comment or
comment was brief with
shallow contribution.
2 to 4 points Elaborates on the post
with further comments or
observations.
5 to 5 points Analyzes the post and
extends the comments in
new directions.
Content
Contribution
0 to 1 points Posts irrelevant
information or does not
add substantively to the
discussion.
2 to 4 points Content is factually
accurate, but does not
include much conceptual
development.
5 to 5 points Post draws directly upon the
material to make a creative
and substantive point that
extends the material.
Clarity and
Mechanics
0 to 1 points Unclear, disorganized
and/or unedited. Errors
noted.
2 to 4 points Organized, well edited
and thoughtfully
composed. Some errors.
5 to 5 points Very well organized with
concise easy to ready style
and error free.
Connections
0 to 1 points Makes little or no
connections within
personal or social
contexts
2 to 4 points Makes considerable
connections within
personal or social
contexts.
5 to 5 points Makes a large number of
connections within personal
or social contexts.
Points for Post:
TOTAL POINTS (out of 25) COMMENTS:
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Rubric for: ONLINE JOURNALS
Levels of Achievement
Criteria Novice Competent Proficient
Content
0 to 1 points Demonstrates little or
no knowledge of
content as presented in
the Joel Spring text.
Lacks analysis and
meaningful insight.
2 to 4 points Demonstrates some
evidence of knowledge
of content as presented
in the Joel Spring text.
Provides some
meaningful insight.
5 to 5 points Demonstrates relevant
information as presented in
the Joel Spring text.
Provides meaningful insight
in a highly focused and
comprehensible manner.
Organization
0 to 1 points Not organized
logically. Ideas related
to the content are not
presented clearly.
2 to 4 points Well organized. Ideas
related to the content
are arranged logically to
support the content.
Ideas are linked but not
consistently.
5 to 5 points Very well organized. Ideas
related to the content
logically support the topic.
Ideas are linked, flow
smoothly and create interest
for the reader.
Grammar
and
Mechanics
0 to 1 points Many errors creating
confusion and lack of
interest.
2 to 4 points Some errors, but do not
represent major
distractions.
5 to 5 points Error free.
Reflection
and
connection
0 to 1 points Makes limited
connections within
personal or social
contexts.
2 to 4 points Makes considerable
connections within
personal or social
contexts.
5 to 5 points Makes a high degree of
connections within personal
or social contexts.
TOTAL POINTS : _____________/20 points______
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Rubric for: Self-Assessment on Intercultural Competence
Levels of Achievement
Criteria Novice Competent Proficient
Summary of
strengths and
areas of
improvement
0 to 10 points Limited
summary
11 to 15 points All aspects summarized.
16 to 17 points All aspects summarized with
added observations.
Reflecting on
strengths and
areas of
improvement
0 to 10 points Not clear. Might
include some
original thinking
on how to
improve.
11 to 15 points Reflection is clear,
includes areas of
strengths and
improvement and some
original thinking on how
to improve.
16 to 17 points Reflection is clear, includes all
areas of strengths and
improvement. Includes original
thinking that extends views on
personal strengths and areas of
improvement.
Grammar and
mechanics
0 to 10 points Reflection is
poorly
organized. Many
errors are
evident.
11 to 15 points Reflection is organized,
clear and somewhat
consistent with few
errors.
16 to 17 points Reflection is organized, clear
and consistent with no errors.
TOTAL POINTS: ________________________/50
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RUBRIC FOR: ENGLISH LANGUAGE LEARNERS
Levels of Achievement
Criteria Novice Competent Proficient
Understanding
the needs of ELLs
0 to 24 points Vaguely understood.
25 to 34 points Mostly understood.
35 to 38 points Clearly understood.
Pedagogical
Insight for ELLs
0 to 24 points Weak evidence of
information for
teaching strategies for
ELLs with limited
reflection
25 to 34 points Good evidence of
teaching strategies
and a good critical
reflection.
35 to 38 points Strong evidence of
teaching strategies with
a sound critical
reflection.
Considerations
for Assessment of
ELLs
0 to 24 points Limited understanding
of assessment for
ELLs.
25 to 34 points Good understanding
of assessment of
ELLs.
35 to 38 points Excellent understanding
of assessment of ELLs.
Organization and
Mechanics
0 to 24 points Work is unfocused and
poorly organized.
Errors are distracting.
25 to 34 points Organization is
clear. Format is
consistent. Very few
errors.
35 to 38 points Organization is clear.
Format is consistent.
Effectively
communicates ideas.
No errors.
Total Points: ________________________/150
Extra Points allowance as determined by Instructor: ___________
Final TOTAL: _______________
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RUBRIC For: Internet /Field Study
Levels of Achievement
Criteria Novice Competent Proficient
Information
from Internet
Search
0 to 29 points Very little
information
presented.
30 to 44 points Considerable to required
amount of information
with description
45 to 50 points Required amount of
information, detailed
description.
Reflection on
the culture
0 to 29 points Limited range of
commentary. Very
little comparison of
similarities and
differences of
cultures.
30 to 44 points Good range of
commentary. Good
comparison of
similarities and
differences of cultures
with a good personal
reflection.
45 to 50 points Very good range of
commentary with
significant number of
comparisons related to
similarities and differences
of cultures with a very good
personal reflection.
Information
based on
Interview
0 to 29 points Limited and lacking
interest.
30 to 44 points Variety of information
generating thoughts and
interest.
45 to 50 points Thorough amount of
information generating
thoughts, interest and
reflection.
Reflection on
the Interview
0 to 29 points Limited review of the
interview with
scarcity of personal
thoughts.
30 to 44 points A good review of the
interview with a range
of personal thoughts
including personal
direction for the future.
45 to 50 points An excellent review of the
interview with a wide range
of personal thoughts
including personal direction
for the future.
Organization of
content based
on interview
0 to 29 points Not well organized.
Little direction about
the individual's life.
30 to 44 points Organized with good
direction of the
individual's life and
history.
45 to 50 points Very well organized with an
evaluation of the
individual's life and history.
Grammar and
Mechanics
0 to 29 points Not well developed.
Many grammatical
errors.
30 to 44 points Well developed, but
with evidence of errors.
45 to 50 points Very well developed with
no evidence of error.
TOTAL POINTS: ________/300
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Graduate Grades: Undergraduate Grades:
A B+ C+ F A B+ C+ D+ F
A- B C A- B C D
B- B- C- D-
General Note on Grading
The College of Education faculty members strive to implement assessment measures that
reflect a variety of strategies in order to evaluate a student's performance in a course. For
undergraduates and post-degree students C grades will be awarded for satisfactory work that satisfies
all course requirements; B grades will be awarded for very good work, and A grades will be reserved
for outstanding performance. [For graduate students B grades will be awarded for satisfactory work
that satisfies all course requirements; B+ grades will be awarded for very good work, and A grades will
be reserved for outstanding performance.] Please note that there is a distribution of grades from A-F
within the College of Education. Grades with plusses and minuses carry distinct grade point averages.
TOTAL POSSIBLE POINTS = 1000
Course Evaluation and Grading
A 950 -- 1000 points
A- 930 -- 949 points
B+ 910 -- 929 points
B 860 -- 909 points
B- 840 -- 859 points
C+ 820 -- 839 points
C 770 -- 819 points
C- 750 -- 769 points
D+ 730 -- 749 points
D 710 -- 729 points
D- 700 -- 709 points
F 699 and below
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Class Policies:
1. Cheating, plagiarism or any form of academic dishonesty are strictly prohibited, and will
be handled in accordance with university policy.
2. Professional courtesy, mutual respect and teamwork.
3. E-mail will be the primary mode of communication between the instructor and
students. The instructor will respond to inquiries and e-mails within 48 hours.
4. Students should assume responsibility for the technical capabilities of their personal
computers, internet connections and software. Please note that the University’s computer
labs are available for individual student use.
5. Alteration to the syllabus will be made by instructor as deemed necessary.
6. Submission of required assignments on time and according to guidelines: Students are
required to post their “Discussion Boards” within the required timeline. Those submitted
after the due date will not be evaluated, nor will they be provided partial credit. However,
the instructor will consider evaluation of other course assignments (other than Discussion
Boards) in some emergency cases. Students who wish to have their late work evaluated
should notify the instructor via email in advance, or within ONE DAY after the due date to
discuss submission of required work, or scheduling of make-up exams. Accepted late
assignments and make up exams will be evaluated at a 10% reduction of the grade.
Furthermore, failure to contact the instructor according to the recommended timeline may
result in the denial of individual requests regarding late assignments.
7. On-Line Classroom Etiquette and Professional Behavior: This class is intended to
prompt an open and honest dialogue about various topics. However, due to the content and
structure of this course, it is very likely that we will engender passionate discussions on
race and ethnic relations, personal and political beliefs, racism, prejudice, gender and
sexual stereotypes, ethnic and religious biases, etc. It is critical that we take full
responsibility for engaging in a respectful and professional manner in all discussions and
e-mail communications. Please refrain from asserting stereotypes, using derogatory
remarks, or “pigeon-holing” your fellow classmates into categories, as “racist,” ‘sexist,”
“PC,” “anti-American,” “anti-Arab,” “anti-Christian,” “anti-Jewish,” etc. Maintaining
respect and courtesy is a central requirement of this course. The discussion boards and
the email class list should be utilized for engaging in rich discussion pertinent to class
requirements and not for non academic or personal concerns. Individuals with personal
concerns (i.e. requirements, grading) should contact the instructor directly. In addition,
students are advised to refrain from using the class e-mail list to send emails or post
content that includes commercial advertisements, chain/junk emails, indecent materials,
derogatory comments (of any nature), ethnic jokes, personal attacks, put downs, or any
content prohibited by university policies. Students who engage in this type of behavior
will be warned, and will likely be asked to withdraw from class, or given a failing grade.
Academic Dishonesty/Plagiarism
The College of Education has a ‘zero tolerance’ approach to plagiarism and other forms of
academic dishonesty. (See Student Code of Conduct http://doso.wayne.edu/codeofconduct.pdf)
Plagiarism includes copying material (any more than 5 consecutive words) from outside texts or
presenting outside information as if it were your own by not crediting authors through citations.
It can be deliberate or unintended. Specific examples of academic dishonesty, including what
constitutes plagiarism, can be found in the Unviersity’s Undregraduate Bulletin
(http://bulletins.wayne.edu/ubk-output/index.html) , the Undergraduate Student Handbook
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(http://comm.wayne.edu/files/undergradhandbook.pdf) and inprint and online versions of the
Graduate Catalog (http://www.bulletins.wayne.edu/gbk-oputput/index.html) under the heading
“Student Ethics.” It is every student’s responsibility to read these documents to be aware which
actions are defined as plagiarism and academic dishonesty. Sanctions could include failure in the
course involved, probation and expulsion, so students are advised to think carefully and
thoroughly, ask for help from instructors if it is needed, and make smart decisions about their
academic work. To enforce this policy, all outside references must be submitted with assignments.
Withdrawal Policy
Beginning the FALL, 2011, the last day to withdraw classes will be moved forward to the end of
the 14th week to the end of the 10th full week of classes.
For the Fall Term 2012, this means the course withdrawal Saturday, November 10.
The withdrawal deadline for courses longer or shorter than the full 15 week term will be adjusted
proportionally.
Students who withdraw from a course after the end of the 4th week of class will receive a grade of
WP, WF, or WN.
- WP will be awarded if the student is passing the course (based on work due to date) at the
time the withdrawal is requested
- WF will be awarded if the student is failing the course (based on work due to date) at the time
the withdrawal is requested
- WN will be awarded if no materials have been submitted, and so there is no basis for a grade
Students must submit their withdrawal request on-line through Pipeline. The faculty member
must approve the withdrawal request before it becomes final, and students should continue to
attend class until they receive notification via email that the withdrawal has been approved.
Withdrawals can be requested at any point from the fifth week of class through the study day.
Attention Students with Disabilities:
If you have a documented disability that requires accommodations, you will need to register with
Student Disability Services (SDS) for coordination of your academic accommodations. The
Student Disability Services (SDS) office is located at 1600 David Adamany Undergraduate
Library in the Student Academic Success Services department. SDS telephone number is 313-
577-1851 or 313-577-3365 (TDD only). Once you have your accommodations in place, I will be
glad to meet with you privately during my office hours to discuss your special needs. Student
Disability Services’ mission is to assist the university in creating an accessible community where
students with disabilities have an equal opportunity to fully participate in their educational
experience at Wayne State University.
Please be aware that a delay in getting SDS accommodation letters for the current semester may
hinder the availability or facilitation of those accommodations in a timely manner. Therefore, it is
in your best interest to get your accommodation letters as early in the semester as possible.
Religious Observance Policy:
Because of the extraordinary variety of religious affiliations represented in the University student
body and staff, the Wayne State University calendar makes no provision for religious holidays. It
is University policy, however, to respect the faith and religious obligations of the individual.
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Students who find that their classes or examinations involve conflicts with their religious
observances are expected to notify their instructors well in advance so that alternative
arrangements as suitable as possible may be worked out.