curriculum & instruction 405a infant and toddler development€¦ · this course is designed...

Course Description:

This course is designed to be an overview of theoretical and research-based understandings of infant development. Principles of development as well as dynamics of human behavior and relations will be explored. A topical approach is taken to allow the understanding of how broad concepts of development apply to infant development. Application of developmental knowledge involved for working with infants and toddlers. Students are required to have concurrent enrollment in CI 405B. *Prerequisites: C or better in EDUC 214, CI 317, CI 318A, and CI 318B

Course Objectives:

To identify and understand the major developmental landmarks in the human organism from conception to age three in the physical, cognitive, emotional, and social domains.

To understand the historical perspectives of infancy and early childhood and the study of child development.

To recognize, critically examine and cite key contributions made by major theorists in child development and to make practical applications of theories.

To identify the genetic and environmental factors that influence development. Application of developmental knowledge in working with or observing infants and/or toddlers.

Curriculum & Instruction 405A

Infant and Toddler Development

Amanda Heniff, M.S.ED

[email protected]

618.453.4227

Quigley 116E

Office Hours:

MTRF 3:15-4:15

Please schedule an

appointment

Class Meetings:

Wednesday 4-6:50pm Wham 302

Texts:

Fogel, A. (2015). Infant Development: A Topical Approach. (2nd ed.). Cornwall-on-Hudson, NY: Sloan Publishing.

Harms, T., Cryer, D., & Clifford, R.M. (2006). Infant/Toddler Environment Rating Scale, revised edition. New York: Teachers College Press.

CI 405A Spring 2017

****This is a working syllabus and therefore subject to change

Week Date

Readings Scheduled Topic/Assignments

1 January 18

Chapter 1 Course Introduction/Syllabus Historical & Contemporary Perspectives on Infant

Development 2

January 25 Chapter 2 Prenatal Development: From Conception to Childbirth

Video: In the Womb 3

February 1 Chapter 3 The Fetus & Newborn: Health and Risk

Risk Factor Presentation 4

February 8 Chapter 4 The Developing Brain & Nervous System: Health

and Risk Review for exam 1

Prenatal and Childbirth Interview 5

February 15 Review

chapters 1-4 Exam 1

*Watch ITERS-R video before class next week 6

February 22 ITERS-R

Video: I am Your Child: Quality Childcare 7

March 1 Chapter 5 The Body: Moving & Sensing

8 March 8

Chapter 6 Cognition: Acting & Thinking Observation 1 due: Physical development

9 March 15

XXX Spring Break No Class

10 March 22

Chapter 7 Communication: Interacting & Speaking Observation 2 due: Cognitive development

11 March 29

Chapter 8 Emotion & Self-Awareness Review for exam 2

Observation 3 due: Language development 12

April 5 Review

chapters 5-8 Exam 2

Observation 4 due: Emotional Development 13

April 12 Chapter 9 Parenting & Caregiving

Family & Society ITERS-R

Group Connections Information 14

April 19 XXX Video: Babies

Review ITERS-R assignments Cultural differences

15 April 26

Chapter 10 Chapter 11

The Effects of the Infancy Period on the Formation of Individual Differences

Review for final exam 16

May 3 XXX Group Connections Presentations

Final Exam: Wednesday May 10 @ 5pm

CI 405A Spring 2017

Grading:

This course is designed for 3 undergraduate credit hours. Grades will be determined

according to a point system.

ASSIGNMENTS POINTS Risk Factor Presentation __________/25 points

Prenatal and Childbirth Interview __________/30 points

Exam 1 __________/75 points

Observation 1 __________/25 points




Exam 2 __________/75 points

ITERS-R __________/50 points

Cultural Differences __________/15 points

Workshop __________/75 points

Exam 3 __________/75 points

Participation Points __________/50 points

1._____2._____ 3._____ 4._____ 5._____ 6._____ 7._____ 8._____ 9._____ 10._____ E.C. _____

________________________________________________________________________________________________________

Total __________/570 points

Desire 2 Learn:

Grades and notes will be posted on Desire2Learn. You can log-in at: online.siu.edu. Assignments are to

be turned in on D2L, unless otherwise directed. The above grading sheet can be used to keep track of

grades, and to check against D2L. Keeping track of your grades throughout the semester ensures

awareness of your progress in the course and allows you to earn the grade you desire.

Lectures:

Lectures are not meant to review the weekly readings, but rather to complement and reinforce the

concepts presented. Information and discussions that take place during class cannot be captured in a

textbook. Therefore, it is expected that you will read the assigned readings before coming to class to make

the most of the lecture and to ask questions to complete your understanding of the content. If you miss

class you are responsible for what you missed. Participation points cannot be made up.

Grading Scale

A 513/570

90%

B 456/570

80%

C 399/570

70%

D 342/570

60%

F Below

60%

CI 405A Spring 2017

Exams:

Three exams will be given (see schedule for dates). Each exam will be worth 75 points. Exams will

consist of a variety of some or all of the following: multiple-choice, matching, short answer, fill-in-the-

blank, and essay questions. Students will be expected to be familiar with major concepts throughout the

course for each exam. The final exam is not comprehensive.

Once exams are handed out, students will not be admitted.

Make-up exam policy: If you miss an exam, generally, you get a zero (don’t miss exams!). If you have an

unavoidable conflict, let me know ahead of time. In the case of extraordinary circumstances

(hospitalization, death in the family) you will have to produce documentation; with acceptable

documentation, we can make arrangements for a make-up. Make-up exams will consist of 12 essay

questions (one for each scheduled topic) and will be comprehensive in nature. Make-up exams will be

taken the week of December 5, 2016.

Assignments:

All written assignments are expected to be completed using correct grammar, spelling, and sentence

structure. Assignments are meant to stimulate thinking and application of course content. Points will be

deducted when a student does not follow these guidelines. Students are expected to prepare written

assignments that look professional and indicate attention to detail that is expected in professional

settings.

All assignments turned in on D2L must be submitted before the start of class on the due date indicated in

the schedule. Assignments collected in class must be turned in at the beginning of the class period they

are due.

There are computer labs in various locations on campus that are available to all SIUC students. The

“technology fee” paid by each student maintains these labs and allows you to use them. Take advantage of

this opportunity.

If written work has more than 5 grammatical errors on the first page, it will returned to the student to

redo and hand in for a lesser grade (90% of the total points). The Writing Center is available on campus

for those seeking assistance with written work before turning in assignments.

Writing Center: 618.453.1231/[email protected]

Participation Points (50 points)

Students are expected to attend and be prepared for each class session. Focused and appropriate

participation in in-class activities will be considered in the final grade. Students will be held accountable

for all work covered in class.

10 participation activities (5 points each) will be given throughout the semester. These may consist of in-

class and out-of-class activities related to the topics discussed in the course. These points cannot be made

up if you are absent on a day participation points are given. If you are late to class on a day participation

points are given, you will only be eligible to receive ½ of the points for that day. Points will also be taken

off for those who are on their cell phones during class, those who are completing work for other courses,

or who are otherwise not attentive during class.

Five (5) participation points assignments will come from chapter reflections. These are to be turned in on

or before the day the chapter is covered in class. Each chapter reflection should cover 3-5 topics

CI 405A Spring 2017

discussed within the chapter. Options are to describe phenomena that were previously unfamiliar, topics

that raise questions/are not fully understood, topics that relate to development that the student has

observed in the lab, etc. These assignments should be typed and turned in to D2L. The assignment folders

will be titled Chapter Reflection 1-5. Students should begin with #1 and proceed in order to #5. Students

can choose which chapters to reflect on, however, once the chapter is covered in class, it will no longer be

available as an option for a reflection. Should a student fail to turn in chapter reflections before we have

reached the point in the semester where we have less than 5 chapters left to cover, the chapter reflection

participation points for the appropriate number of chapter reflections not completed will automatically

turn to zeros (0).

Instructor reserves the right to give unannounced quizzes if students are not coming to class prepared.

These will be in addition to the 50 participation points.

Prenatal and Childbirth Interview (30 points)

Interview a mother or father of a child under the age of 2 about her/his prenatal and childbirth

experiences. You may interview a couple or an individual. See attached assignment details for more

information.

Risk Factor Presentation (25 points)

Each student will choose a risk factor to research and create a handout to present to the class. Included in

the handout and presentation should be things like symptoms, statistics (number of infants that may

inherit or develop this condition), what it looks like in the newborn or young child, how it affects

development, what can be done to support the child’s development, and resources for the parents/family

of the child. The handout should be aesthetically pleasing, free of grammar/spelling errors, and include

relevant information.

Information can be found on the internet. Cite all sources in APA format.

Observations (4 @ 25 points each)

Each student will make 4 30-45 minute observations of an infant or toddler at CDL and write about the

child’s development in 4 developmental areas. See attached assignment details for more information.

ITERS-R (50 points)

You will use the ITERS-R to assess either the Infant or Toddler classroom at CDL. You will score the

ITERS-R as instructed and write a plan for enriching the curriculum.

Cultural Differences (25 points)

Each student will choose a culture to focus on and summarize information about the cultural beliefs

surrounding children’s development and learning and adult behavior toward infants and toddlers.

Included in the paper should be an introduction to the culture, information related to the cultures beliefs

regarding children, and a conclusive paragraph. Include citations to reference sources in APA format.

Paper should be 2-3 pages in length.

Group Connections (75 points)

Working with a partner or group, you will develop a Parent/Child workshop to present at a Southern

Region Infant and Toddler Group Connections covering a topic related to infant and/or toddler

development. Possible topics will be gathered from the families enrolled in the Infant and Toddler

Program and a sign-up sheet will be created for students to choose their topic. Included in your Group

CI 405A Spring 2017

Connections presentation should be information relevant to the topic that would be helpful for families of

young children, a handout or visual to supplement your presentation, and an activity for the

parents/children to do in conjunction with the presentation. Students can also contact professionals in a

given field to come as a guest speaker to supplement the presentation given by the student. The Group

Connections dates will be decided upon in January, once families are enrolled and begin the school year.

The April and/or May Group Connections will be used as presentation times for students and exact dates

will be forthcoming.

Prior to implementing the workshops, topics, activities, handouts, etc. must be approved by the course

instructor. There will be paperwork required by Parents as Teachers (PAT) that will need to be

completed based on the activities being planned, which will be provided to you. Material requests will

need to be completed so that the program can purchase any materials needed for the planned activities.

Special Needs:

If any member of this class feels that s/he has a qualified disability and needs special accommodations,

s/he should notify the instructor and request verification of eligibility for accommodations from the

Office of Student Disabilities. Please advise the instructor of such disability and the desired

accommodations at some point before, during, or immediately after the first scheduled class period.

Academic Dishonesty:

Academic dishonesty by a student degrades the student’s character and reputation and impedes the

teaching-learning process. Any action intended to obtain credit for work that is not one’s own is

considered academic dishonesty (also known as cheating or plagiarism). Academic dishonesty or

misconduct is neither condoned nor tolerated at SIU.

Academic dishonesty may include, but is not limited to, the following:

Submitting another student’s work as one’s own

Copying from another student’s test, or allowing another student to copy during a test

Using materials that are not permitted during a test

Copying or having someone other than the student prepare the student’s paper, project, report, or

take-home test

Permitting another student to copy your work or writing another student’s project, report, paper,

or take-home test

Plagiarizing (presenting material as one’s own original work when, in fact, the material is copied

from a published source without adequate documentation).

Any instance of academic dishonesty on an assignment will result in a zero for that assignment and

may result in the failure of the course. Other penalties may include a card recommending that the

student not be retained in the early childhood education major and a faculty vote on suspension or

expulsion from the major.

Early Childhood Programs Statement of Professional Conduct

Professional behavior of students is expected at all times, in all practicum settings and in lecture

sessions. Keep in mind that you represent the University and the Early Childhood program.

Professionalism should be displayed in your attire, attitude, and behavior. Because every student is

entitled to full participation in class without interruption, all students are expected to come to class

prepared and on time, and remain for the full class period. Disruptive behaviors, including excessive

CI 405A Spring 2017

talking, texting, reading newspapers, and using unauthorized electronic devices during class are not

permitted.

Use of Electronic Devices

The use of personal pagers, cell phones, laptops and other electronic communication devices is strictly

prohibited during class/lab/field placement time. Cell phones are for emergencies only and should

be silenced when entering the classroom, labs, field placements, or any other instructional area. In the

case of emergencies, students should indicate this to the instructor and leave the class to address the

situation. Laptops are not permitted in class without instructor approval. Students found texting,

checking emails, surfing the internet, etc, during class or laboratory times may be asked to leave the

classroom. In addition, devices with photographic capabilities may not be used for photographing

individuals against their will or knowledge. While Southern Illinois University is a public institution, it

is not a public place, and therefore taking photographic images of people, places, etc. requires prior

approval.

Academic Integrity

The highest standards of academic integrity are expected from all students. The failure of any student

to meet these standards may result in suspension or expulsion from the university or other sanctions

as specified in the University Student Academic Integrity Policy. The University Student Academic

Integrity Policy is available from the office of the Senior Vice President and Provost and from the

deans of the individual colleges. Violations include:

1. Plagiarism, representing the work of another as one's own work;

2. Preparing work for another that is to be used as that person's own work;

3. Cheating by any method or means;

4. Knowingly furnishing false information to a university official relative to academic matters;

5. Soliciting, aiding, abetting, concealing, or attempting conduct in violation of this code.

NAEYC Standards Knowledge Indicators – The competent teacher: 1a) Knowing and understanding young children’s characteristics and needs, from birth through age 8;

1b: Knowing and understanding the multiple influences on early development and learning;

2a: Knowing about and understanding diverse family and community characteristics;

3b: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection;

4a: Understanding positive relationships and supportive interactions as the foundation of their work with young children;

5c: Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate developmentally meaningful and challenging curriculum for each child.

6b: Knowing about and upholding ethical standards and other early childhood professional guidelines

7a. Opportunities to observe and practice in at least two of the three early childhood age groups (birth – age 3, 3-5, 5-8)

CI 405A Spring 2017

Teacher Education Program The Teacher Education Program (TEP) at Southern Illinois University Carbondale is fully accredited by the

National Council for the Accreditation of Teacher Education/ Council for the Accreditation of Educator

Preparation (NCATE/CAEP) and by the Illinois State Board of Education. Spanning the entire university, the

Teacher Education Program is administered through the College of Education and Human Services and includes

majors from the College of Education and Human Services, the College of Science, the College of Liberal Arts,

and the College of Agricultural Sciences. Teacher education programs approved by the State Educator

Preparation and Licensure Board (SEPLB) are offered at the undergraduate level in early childhood education,

elementary education, special education, secondary education, and in majors and minors that lead to the special

certificate to teach K-12 art, music, physical education, and foreign languages.

Teacher Education Conceptual Framework: Preparing Reflective Educational Leaders The conceptual framework identified by Southern Illinois University Carbondale’s College of Education and

Human Services reflects the professional community’s commitment to preparing reflective educational leaders

at both the undergraduate and graduate levels. Reflective educational leaders are able to review, reconstruct,

reenact, and critically analyze their own and their students’ performances as a means to formulate explanations

with evidence. A reflective educational leader fosters his/her professionalism in practice when he/she values

students’ myriad identities, equips students with the literacies required to participate in a democratic

society, and engages stakeholders to make this learning accessible, rigorous, and relevant.

Our conceptual framework views the professional development of teachers and other educational personnel to

be an evolutionary and maturational process. Our goal is to prepare a competent, reflective educational leader,

ready to assume the responsibilities of educating individuals but with full awareness that his or her induction

into the profession continues throughout the duration of his or her professional career. We believe that our

teacher candidates not only practice reflective thinking but also become practitioners of reflective action. We

believe that effective teaching is characterized by interactions with students to present subject matter, followed

by informed reflection on these interactions and presentations. Teachers should make decisions among methods

and content based on their competence in both subject matter and pedagogy, rather than acting as technicians

following a predetermined curriculum. All unit programs are aligned to the Illinois Professional Teaching

Standards as well as standards from their respective content areas.

The model below represents the three major tenets of SIU’s Teacher Education Program: Literacies, Identities,

and Engagement:

CI 405A Spring 2017

Literacies:

Reflective educational leaders understand the vast array of literacies students need to function in today’s

modern society. This includes knowledge of reading, writing, and aural communication within the content area

as well as media, scientific and quantitative literacy (Chessin & Moore, 2004; Crowe, Connor, & Petscher,

2009; Cunningham & Stanovich, 2001; Delpit, 1995; Kear, Coffman, McKenna, & Ambrosio, 2000; Leinhardt

& Young, 1996; McKenna & Kear, 1990; Moje, 2008; Perry, & Delpit, 1998; Shulman, 1987; Schwartz, 2005;

Wilson, 2006; Wineburg, 2001).

Identities:

Reflective educational leaders understand the diverse characteristics and abilities of all students and how these

students develop and learn within the context of their social, economic, cultural, linguistic, and academic

experiences. Using these experiences they create instructional opportunities to maximize student learning

(Brown, 2005; Cramer, 2006; Epstein, 2009; Irvine, 1997; Olsen, 2010; Rose & Meyer, 2002; Vygotsky,

1962/1996; Washburn, Joshi, & Binks-Cantrell, 2011).

Engagement:

Reflective educational leaders are ethical and reflective practitioners who exhibit professional engagement by

providing leadership in the learning community and by serving as advocates for students, parents or guardians,

and the profession (Amatea, Daniels, Bringman, & Vandiver, 2004; Bemak, & Chung, 2008; Hiebert, Morris,

Berk, & Jansen, 2007; Keys, Bemak, Carpenter, & King-Sears, 1998; Lach & Goodwin, 2002; Ladson-Billings,

1995; McCann & Johannessen, 2008; Ratts, DeKruyf, & Chen-Hayes, 2007).

Dispositions

The professional attitudes, values, and beliefs demonstrated though verbal and nonverbal behaviors

(dispositions) as educators interact with students, families, colleagues, and communities should support student

learning and development. These dispositions are:

The candidate demonstrates professionalism:

dependability and reliability

honesty, trustworthiness, ethics

enthusiasm, love of learning and commitment to the profession

The candidate values human diversity:

shows respect and sensitivity to the learning needs and abilities of all individuals

shows respect and sensitivity to the diverse cultures, languages, races, and family compositions of all

individuals

strives for best practices to address diverse learning needs and abilities of all individuals

strives for best practices to address diverse cultures, languages, races, and family compositions of all

individuals

collaborates with diverse peers, professional colleagues, staff and families

The candidate develops professionally:

engages in ongoing acquisition of knowledge

engages in development of research-based practices

assesses own performance and reflects on needed improvements

CI 405A Spring 2017

References Amatea, E. S., Daniels, H., Bringman, N., & Vandiver, F. M. (2004). Strengthening counselor-teacher-family connections: The family-school

collaborative consultation project. Professional School Counseling, 8(1), 47-55.

Bemak, F., & Chi-Ying Chung, R. (2008). New professional roles and advocacy strategies for school counselors: A multicultural/social justice

perspective to move beyond the nice counselor syndrome. Journal of Counseling & Development, 86(3), 372-382.

Brown, B. (2005). The politics of public discourse, identity, and African-Americans in science education. The Negro Educational Review, 56(2&3),

205-220.

Chessin, D. B., & Moore, V. J. (2004). The 6-E learning model. Science & Children, 47-49.

Cramer, K. (2006). Change the Way You See Everything through Asset-Based Thinking. Running Press.

Crowe, E. C., Connor, C. M., & Petscher, Y. (2009). Examining the core: Relations among reading curricula, poverty, and first through third grade

reading achievement. Journal of School Psychology, 47, 187-214.

Cunningham, A. E., & Stanovich, K. E. (2001). What reading does for the mind. Journal of Direct Instruction, 1(2), 137-149.

Delpit, L. (1995). Other people’s children. Cultural conflict in the classroom. New York: The New Press.

Epstein, T. (2009). Interpreting national history: Race, identity, and pedagogy in classrooms and communities. New York: Routledge.

Hiebert, J., Morris, A., Berk, D., & Jansen, A. (2007). Preparing teachers to learn from teaching. Journal of Teacher Education, 58(1), 47-61.

Irvine, J. (1997). Critical knowledge for diverse teachers and learners. Washington, DC: American Association of Colleges for Teacher Education.

Kear, D. J., Coffman, G. A., McKenna, M.C., & Ambrosio, A. L. (2000). Measuring attitude toward writing: A new tool for teachers. The Reading

Teacher, 54(1), 10-23.

Keys, S. G., Bemak, F., Carpenter, S. L., & King-Sears, M. (1998). Collaborative consultant: A new role for counselors serving at-risk youths.

Journal of Counseling & Development, 76(2), 123-133.

Lach, M. & Goodwin, D. (2002). Everyone needs a mentor. The Science Teacher, 50-52.

Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491.

McCann, T., & Johannessen, L. (2008). Mentoring matters. The English Journal, 98(2), 86-88.

McKenna, M.C., & Kear, D.J. (1990). Measuring attitude toward reading: A new tool for teachers. The Reading Teacher, 626-639.

Olsen, B. (2010). Teaching for Success: Developing Your Teacher Identity in Today's Classroom. Boulder, CO: Paradigm.

Perry, T., & Delpit, L. (eds.) (1998). The real Ebonics debate. Power, language, and the education of African-American children. Boston: Beacon

Press.

Ratts, M. J., DeKruyf, L., & Chen-Hayes, S. (2007). The ACA advocacy competencies: A social justice advocacy framework for professional school

counselors. Professional School Counseling, 11(2), 90-97.

Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for

Supervision and Curriculum Development.

Leinhardt, G. & Young, K. (1996). Two texts, three readers: Distance and expertise in reading history. Cognition and Instruction, 14(4), 441-486.

Moje, Elizabeth. 2008. “Foregrounding the disciplines in secondary literacy teaching and learning: A call for change.” Journal of Adolescent and

Adult Literacy 52, 96-107.

Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-32.

Schwartz, G. (2005). Overview: What is media literacy, who cares and why? In G. Schwartz & P. Brown (Eds.), Media literacy: Transforming

curriculum and teaching, pp. 5-17. Malden, MA: Blackwell Publishing.

Vygotsky, Lev (1962/1996). Thought and language, Rev. Ed. Cambridge, MA: MIT Press.

Washburn, E. K., Joshi, R. M., & Binks-Cantrell, E. S. (2011). Teacher knowledge of basic language concepts and dyslexia. Dyslexia, 17, 165-183.

Wilson, M. (2006). My trouble with rubrics. In Rethinking rubrics in writing assessment, pp. 1-10. Portsmouth, NH: Heinemann.

Wineburg, Sam. 2001. Historical Thinking and other unnatural acts: Charting the future of teaching the past. Philadelphia, PA: Temple University

Press.

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Syllabus Attachment Spring 2017 Office of the Provost: http://pvcaa.siu.edu/

IMPORTANT DATES * Semester Class Begins :……...…………………………………….01/17/2017

Last day to add full-term course (without Dean’s signature): …..01/22/2017

Last day to withdraw from the University with a full refund: …….01/27/2017

Last day to drop a full-term course for a credit/refund:…………...01/29/2017

Deadline to apply to graduate at the end of this term: ..……………04/2/2017

Final examinations: …………………………………………05/8–05/12/2017

Commencement: ……………………………………………….05/13/2017 *For more detailed information on the above deadlines, please visit http://registrar.siu.edu/calendars. For add/drop dates that apply to shorter-than-full-term

courses, please look at the Schedule of Classes search results at http://registrar.siu.edu/schedclass/index.php

SPRING SEMESTER HOLIDAYS Martin Luther King Jr.’s Birthday Holiday 01/16/2017

Spring Break 03/11—03/19/2017

WITHDRAWAL POLICY ~ Undergraduate only Students who officially register for a session must officially withdraw from that registration in a timely manner to avoid being charged as well as

receiving a failing grade for those classes. An official withdrawal must be initiated by the student, or on behalf of the student through the

academic unit, and be processed by the Registrar’s office. For the proper procedures to follow when dropping courses and when with-drawing

from SIU visit: http://registrar.siu.edu/students/withdrawal.php

INCOMPLETE POLICY~ Undergraduate only An INC grade may be assigned when, for reasons beyond their control, stu-dents engaged in passing work are unable to complete all class

assignments for the course. An INC must be changed to a completed grade within one full semester (undergraduates), and one full year (graduate students), from the close of the term in which the course was taken or graduation, whichever occurs first. Should the student fail to complete the

remaining course requirements within the time period designat-ed, the incomplete will be converted to a grade of F and such grade will be

computed in the student's grade point average. For more information visit: http://registrar.siu.edu/grades/incomplete.php

REPEAT POLICY An undergraduate student may, for the purpose of raising a grade, enroll in a course for credit more than once. For students receiving a letter

grade of A, B, C, D, or F, the course repetition must occur at Southern Illinois University Carbondale. Effective for courses taken Summer 2013 or later, only the most recent (last) grade will be calculated in the overall GPA and count toward hours earned.

This policy will be applied to all transferrable credit in that only the last grade will be used to calculate grade point average. Only those courses

taken at the same institu-tion are considered repeats under this policy. See full policy at http://registrar.siu.edu/students/repeatclasses.php

GRADUATE POLICIES Graduate policies often vary from Undergraduate policies. To view the applicable policies for graduate students, please refer to the graduate

catalog at

http://gradschool.siu.edu/about-us/grad-catalog/

DISABILITY POLICY Disability Support Services provides the required academic and programmatic sup-port services to students with permanent and temporary

disabilities. DSS provides centralized coordination and referral services. To utilize DSS services, students must contact DSS to open cases. The

process involves interviews, reviews of student-supplied documentation, and completion of Disability Accommodation Agreements. http://disabilityservices.siu.edu/

PLAGIARISM Student Conduct Code http://srr.siu.edu/student-conduct-code/ Guidelines for Faculty http://pvcaa.siu.edu/_common/documents/Plagiarism/Guide%20to%20Preventing%20Plagiarism.pdf

SAFETY AWARENESS FACTS AND EDUCATION Title IX makes it clear that violence and harassment based on sex and gender is a Civil Rights offense subject to the same kinds of accountability and the same kinds of support applied to offenses against other protected categories such as race, national origin, etc. If you or someone you

know has been har-assed or assaulted, you can find the appropriate resources here:

http://safe.siu.edu

SALUKI CARES The purpose of Saluki Cares is to develop, facilitate and coordinate a univer-sity-wide program of care and support for students in any type of

distress—physical, emotional, financial, or personal. By working closely with faculty, staff, students and their families, SIU will continue to

display a culture of care and demonstrate to our students and their families that they are an im-portant part of the community. For Information on

Saluki Cares: call(618) 453-1492, email [email protected], or http://salukicares.siu.edu/

SIU's EARLY WARNING INTERVENTION PROGRAM (EWIP) Students enrolled in courses participating in SIU’s Early Warning Interven-tion Program might be contacted by University staff during a

semester. More information can be found at the Core Curriculum’s Overview webpage: http://corecurriculum.siu.edu/program-overview/

EMERGENCY PROCEDURES We ask that you become familiar with Emergency Preparedness @ SIU. Emergency response information is available on posters in buildings

on cam-pus, on the Emergency Preparedness @ SIU website, and though text and email alerts. To register for alerts visit:

http://emergency.siu.edu/

STUDENT MULTICULTURAL RESOURCE CENTER The Student Multicultural Resource Center serves as a catalyst for inclusion, diversity and innovation. As the Center continues its work, we are

here to ensure that you think, grow and succeed. We encourage you to stop by the Center, located in Grinnell Commons, to see the resources available and discover ways you can get involved on the campus. Visit us at http://inclusiveexcellence.siu.edu/

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LEARNING AND SUPPORT SERVICES

Help is within reach. Learning support services offers free tutoring on cam-pus and math labs. To find more information please visit the Center for Learning and Support Services website:

Tutoring : http://tutoring.siu.edu/

Math Labs http://math.siu.edu/courses/course-help.php

WRITING CENTER The Writing Center offers free tutoring services to all SIU students and facul-ty. To find a Center or Schedule an appointment please visit:

http://write.siu.edu/

AFFIRMATIVE ACTION & EQUAL OPPORTUNITY Our office's main focus is to ensure that the university complies with federal and state equity policies and handles reporting and investigating of

discrimi-nation cases. For more information visit: http://diversity.siu.edu/#

MILITARY COMMUNITY There are complexities of being a member of the military community and also a student. Drill schedules, calls to active duty, complications with

GI Bill disbursement, and other unforeseen military and veteran related develop-ments can complicate academic life. If you are a member of the military community and in need of accommodations please visit Veterans Services at http://veterans.siu.edu/

Additional Resources:

ADVISEMENT: http://advisement.siu.edu/ SIU ONLINE: https://online.siu.edu/

SALUKI SOLUTION FINDER: http://solutionfinder.siu.edu/

MORRIS LIBRARY HOURS: http://libguides.lib.siu.edu/hours

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