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Division: Teacher Education
Program Area: Early Childhood
Course: ELE 6040
Course Title: The Role of the Content Area in Early Childhood Education
Section: 10886
Credits: 3 semester hours
Term: Fall, 2012
Location: 137 State
Time: Tuesday, 5:00 p.m. – 7:45 p.m.
Instructor: Susan Madro
Office Hours: By appointment. Call 313.417.8995
Phone: 313.417.8995
E-Mail: [email protected]
Fax: None
Course Description:
Child growth and development as related to the content areas within the early childhood
years (birth through eight years). Appropriate subject matter, field experiences, reference
materials and audio-visual resources in the lives of young children will be explored.
Course Outcomes:
The course reading, activities, lectures, discussions and assignments are designed to meet
the following objectives:
Course Outcomes MDE Standard(s) for the
Preparation of Teachers
Related
Course
Assignment/
Activity
1. Students will make
meaningful
contributions in class
on the theories and
practices of the
integration of
curriculum content
areas and individual
1.1 Knowledge and understanding of young
children’s characteristics and needs, including
multiple interrelated areas of child
development and learning (including,
physical, cognitive, social, emotional,
language, aesthetic domains, play) learning
processes and motivation to learn.
1.3 Knowledge and understanding of the
Class
participation
and
discussion
Reflective
Journal
entries
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accommodations to
promote student
learning based on
their readings and
research.
Multiple influences on development and
learning, (i.e., cultural and linguistic context,
economic conditions of families, health status
and disabilities, learning styles, peer and adult
relationships; children’s individual
developmental and gender variations, and
learning styles, opportunities to play and
learn; family and community characteristics;
the influence and impact of technology and
the media):
1.5 Use of developmental knowledge to create
healthy, respectful, supportive, and
challenging learning environments through
such areas as curriculum, interactions,
teaching practices, technology, and learning
materials;
1.6 Knowledge and skills to create a learning
environment that supports young children’s
ability to learn and to make meaning from
his/her experiences through play, spontaneous
activity, and guided investigations; and
1.7 Application of their knowledge of theory
and research to construct learning
environments that provide achievable and
challenging experiences for all children,
including children with special
abilities and children with disabilities or
developmental delays.
4.6 Knowledge and understanding of the
central concepts, inquiry tools, and structures
of each content area (i.e., literacy, science,
mathematics, social studies, the arts, world
languages, technology, physical education
and health)
Professional
Journal
Article
Readings
Book Report
(Graduate)
Learning
Games and
Teacher
Made Books
(Under-
graduate)
2. Students will
develop age
appropriate
curriculum units that
explore a topic in
depth.
4.3 Knowledge about the research and theory
regarding early care and learning
environments for all children (birth through
age 8) that create optimal conditions which
foster exploration and learning;
4.4 Essential dispositions and skills to
develop positive, respectful relationships with
children whose cultures and languages may
differ from their own, as well as with children
who may have developmental delays,
disabilities and other learning challenges;
Curriculum
Units
3
3. Students will
demonstrate
knowledge of child
growth and
development and
developmentally
appropriate
classroom practice to
promote student
learning in course
discussions and
assignments.
4.5 Use of developmentally effective
approaches which foster language and
communication development embedded in
every aspect of the learning environment and
curriculum, thereby promoting appropriate
literacy and cognitive development as
foundations for continued educational
success;
Curriculum
Units
Project
Project
Journal
4. Students will
become familiar
with the theory and
demonstrate
application of the
Project Approach.
3.2 Knowledge about and use of ongoing
systematic observation, documentation,
screening tools and play-based assessment,
and other appropriate formative and
summative assessment tools, and approaches
embedded in assessment related activities in
curriculum and daily routines;
Project
Project
Journal
5. Students will
become familiar
with and develop
strategies for
accommodating the
special needs of
students.
1.7 Application of their knowledge of theory
and research to construct learning
environments that provide achievable and
challenging experiences for all children,
including children with special
abilities and children with disabilities or
developmental delays.
4.14 Knowledge of disabilities, including
etiology, characteristics, and classification of
common disabilities in young children and
implications for development and learning in
the early years.
In
Curriculum
Units, lesson
plans and
activities that
provide
simplifica-
tions and
extensions of
the activities
for students
6. Students will
become families
with and
demonstrate
understanding of
appropriate tools for
assessment of young
children in the
classroom setting.
3.2 Knowledge about and use of ongoing
systematic observation, documentation,
screening tools and play based assessment,
and other appropriate formative and
summative assessment tools, and approaches,
embedded in assessment related activities in
curriculum and daily routines;
3.3 Knowledge about and use of responsible
assessment practices including administering
assessment tools; adapting assessment tools
for specific disabilities and needs (i.e. sensory
motor disabilities, generation of reports,
communication of results, and data driven
decision making for alignment and adjustment
of instruction and curriculum);
In
Curriculum
Units,
assessment
plan
4
7. Students will
become familiar
with and
demonstrate
appropriate
application of the
Michigan
Curriculum
Framework,
Michigan
Department of
Education Early
Childhood Standards
of Quality for
Prekindergarten
Programs and
Michigan
Department of
Education Grade
Level Content
Expectations (K-3).
4.13 Knowledge of Michigan’s curriculum
standards and age-grade level expectations
and the appropriate implementation of those
standards in the early childhood classroom,
using and appropriately modifying a variety
of instructional methods, and materials
In
Curriculum
Units,
citations of
appropriate
grade level
standards for lesson
plans
8. Students will
research and develop
strategies to involve
families in
classroom activities
and incorporate them
into their curriculum
units.
2.2 A variety of communication
strategies that support and
empower families and
communities
through respectful, reciprocal
relationships;
2.3 Strategies that involve families in
children’s developmental learning.
In
Curriculum
Units,
sample
communica-
tions and
activities for
families
related to the
units
Required Readings:
Helm, J.H., & Katz, L.G. (2001). Young investigators: The project approach in the early
years. 2nd
ed. New York: Teachers College.
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The following journal articles will also be read and are available in Blackboard under
“Content” in Journal Articles Folder.:
Harvey,C. (2010). Experiences with an outdoor prop box: Addressing standards during
recess. Young Children, 65, 30-33.
Kumar, Rashmi (2009). Why is collaboration good for my child? Engaging families in
understanding the benefits of cooperative learning. Young Children, 64,91-95.
Larson, M., Whitin, P.& Vultaggio B.(2010). Bridges or barriers to friendship: an
assessment guide for books about autism spectrum disorders.
The Dragon Lode,29, 29-37.
Paciga, K.A., hoffman, J.L. &Teale B.H. (2011) The national early literacy panel and
preschool literacy instruction; Green lights, caution lights and red lights. Young Children,
66, 50-57.
Rinaldi, C. (2001). The pedagogy of listening: The listening perspective from reggio
emilia. Innovations in early education, 4, 1-4.
Schiller, P. & Willis, C. A.. (2008). Using brain-based teaching strategies to create
supportive early childhood environments that address learning standards. Young
Children,63,52-55.
Seitz, H. (2008). The power of documentation in the early childhood classroom. Young
Children, 63, 88-92.
Vagovic, J., (2008). (2008). Transformers: movement experience for early childhood
classrooms. Young Children,63,28-32.
Whitin, P. & Whitin, D.(2011) Mathematical pattern hunters. Young Children, 3, 84-90.
Wirth, S. & Rosenow, N. (2012) Supporting whole-child learning in nature-filled outdoor
classrooms. Young Children, 1, 42-48.
Additional References
Althouse, R., M. H. Johnson, & S.T. Mitchell. 2003. The colors of learning: Integrating
the visual arts into the early childhood curriculum. New York: Teachers College Press.
Andrews, A.G. & P.R. Trafton. 2002. Little kids-powerful problem solvers: Math stories
from a kindergarten classroom. Portsmouth NH: Heinemann.
Bennett-Armistead, V.S., N.K. Duke, & A.K. Moses. 2005. Literacy and the youngest
learner: Best practices for educators of children from birth to 5. New York: Scholastic.
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Biddle, J.K. 2012. The three rs of leadership: Building effective early childhood
programs through relationships, reciprocal learning, and reflection. Ypsilanti, MI:
HighScope Press.
Bredekamp, S. & Copple, C. (eds.). 1998. Developmentally appropriate practice in early
childhood programs. Washington DC: NAEYC.
Chalufour, I. & K. Worth. 2004. Building structures with young children. St. Paul, MN:
Redleaf Press.
Charlesworth, R. 2005. Experiences in math for young children. 5th
ed. Clifton Park NY:
Thomson Delmar Learning.
Curtis, D., & M. Carter. 2003. Designs for living and learning: Transforming early
childhood environments. St. Paul MN: Redleaf Press.
Curtis, D., & M. Carter. 2008. Learning together with young children: A curriculum
framework for reflective teachers. St. Paul MN: Redleaf Press.
DeVries, R., & B. Zan. 1994. Moral classrooms, moral children: creating a
constructivist atmosphere in early education. New York: Teachers College Press.
Diller, D. 2003. Literacy work stations: Making centers work. Portland, ME: Stenhouse
Publishers.
Dodge, D.T., & L.J., Colker, 1992. The creative curriculum for early childhood.
Washington, DC: Teaching Strategies.
Epstein, A. 2007. The intentional teacher. Ypsilanti, MI: High/Scope Press.
Fu, V., A.J. Stremmel, & L.T. Hill. 2002. Teaching and learning: Collaborative
exploration of the reggio emilia approach. Upper Saddle River, NJ: Pearson.
Galinsky, E. 2010. Mind in the making: The seven essential life skills every child needs.
New York: Harper.
Genishi, C. & A.H. Dyson 2009. Children language and literacy: Diverse learners in
diverse times. New York: Teachers College Press.
Glover, M. 2009. Engaging young writers. Portsmouth, NH: Heinemann.
Harms, T., R.M. Clifford & D. Cryer 1998. Early childhood environment rating scale,
Revised ed. New York: Teachers College Press.
Hannaford, C. 1995. Smart moves: Why learning is not all in your head. Arlington VA:
Great Ocean Publishers.
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Hohmann, M., & D.P. Weikart. 2002. Educating young children: Active learning
practices for preschool and child care programs. Ypsilanti, MI: High/Scope Press.
Jablon, J.R., A. L. Dombro, & M. Dichtelmiller. 2007. The power of observation. 2nd
ed.
Washington, DC: Teaching Strategies.
Jensen, E. 1998. Teaching with the brain in mind. Alexandria, VA: Association for
Supervision and Curriculum Development.
Kostelnik, M.J., A.K. Soderman, & A.P.Whiren. 2007. Developmentally appropriate
curriculum: Best practices in early childhood education. 4th
ed. Upper Saddle River, NJ:
Prentice Hall.
McAfee, O., D.J. Leong, & E. Bodrova. 2004. Basics of assessment. Washington, DC:
NAEYC.
Neuman, S.B., C. Copple, & S. Bredekamp. 2000. Learning to read and write:
Developmentally appropriate practices for young children. Washington DC: NAEYC.
Neuman, S.B. & Roskos, K. 2007. Nurturing knowledge: Building a foundation for
school success by linking early literacy to math, science, art, and social studies. New
York: Scholastic.
Owocki, G. 2001. Make way for literacy! Teaching the way young children learn.
Portsmouth, NH: Heinemann.
Ray, K.W. & Glover, M. 2008. Already ready: Nurturing writers in preschool and
kindergarten. Portsmouth, NH: Heinemann.
Robb, Laura. Literacy links: Practical strategies to develop the emergent literacy at-risk
children need. Portsmouth, NH: Heinemann.
Scheinfeld, D.R., Haigh, K.M. & Scheinfeld, S.J.P. 2008. We are all explorers: Learning
and teaching with reggio principles in urban settings. New York: Teachers College
Press.
Schickedanz, J.A., & R.M. Casbergue. 2005. Writing in preschool: Learning to
orchestrate meaning and marks. Newark, DE: International Reading Association.
Short, K.G., Schroeder, J., Laird, J., Kauffman, G., Ferguson, M.J., & Crawford, K.M.
1996. Learning together through inquiry: From columbus to integrated curriculum.
York, ME: Stenhouse.
Soderman, A.K., Gregory, K.M., & L.T. McCarty. 2005. Scaffolding emergent literacy:
A child-centered approach for preschool through grade 5. Boston: Pearson.
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Thompson, S.C. 2005. Children as illustrators: Making meaning through art and
language. Washington DC: NAEYC.
Trehearne, M.P., L.H. Healy, & M. Cantalini-Williams. 2005. Comprehensive literacy
resource for preschool teachers. Vernon Hills, IL: ETA Cuisenaire.
Wien, C.A. (ed.). 2008 Emergent curriculum in the primary classroom: Intepreting the
reggio emilia approach in schools .New York: Teachers College Press.
Wong, H.K. & R.T. Wong. The first days of school. 1998. Mountain View, CA: Harry K.
Wong Publications, Inc.
Wood, C. 1997.Yardsticks. Greenfield, MA: The Northeast Foundation for Children.
Web Resource
www.projectapproach.org Web site shares ideas of project examples and how they can be
integrated into the school day. There is a link to this web site on the class Blackboard
web site.
Course Assignments: The course content is covered in class through lectures, group discussions and activities,
and through readings and assignments done outside of class and on our Blackboard (Bb)
web site (http://blackboard.wayne.edu). If you are new to e-mail and computing on the
internet and need help getting started, telephone the Computing and Information
Technology (C&IT) help desk at (313) 577-4778 or visit the HELP DESK on the first
floor computer area in the Adamany Undergraduate Library.
1. Reflective Journal Entries (10 points) Each student is to write 10 Reflective
Journal entries over the weekly Blackboard Discussion Board Forum The
Reflective Journal Entries are thoughtful comments or responses (5-6 sentences) to
other class members’ or the instructor’s entries. Personal, confidential, or identifying
information about others outside of class must be omitted from entries to protect the
privacy rights of individuals and agencies. Each Reflective Journal Entry will be
graded pass/fail and evaluated on the extent that course content is integrated with
thoughtful professional reflections. All entries are to be written in complete
sentences and paragraphs with correct spelling and grammar. The instructor will
monitor entries.
2. Curriculum Units (30 points) Each student will create 2 Curriculum Units. One
unit will address the needs of Preschool children (ages 3-4) and the other will
address the needs of one of the following grade levels: K, 1, 2.or 3.
Different topics of study must be used for the units.
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The curriculum units will be described in a paper written using APA conventions. It
will include:
an explanation of how you arrived at the topic for investigation/study and how
the children were involved in this process
a teacher’s anticipatory planning web
a children’s web that shows initial thinking about the topic
a list of terms/facts/principles that will be addressed during the
investigation/study
an assessment plan chart that outlines possible assessments/cognitive levels
for the activities in the unit
a whole group “focusing activity” (This may or may not be your full lesson
plan.)
3 written activities that integrate the areas of science, social studies, English
language arts and mathematics. The WSU lesson plan format that includes
expected outcomes, student inquiry process, materials, strategies, lesson
simplifications and extensions for students with special needs and assessments
will be used for one activity in either unit. The other activities in the units
must include outcomes, description of the activity that features the student
inquiry process, activity simplifications and extensions for students with
special needs and an assessment.
a list of 5 or more related children’s literature titles that supports the learning
in the curriculum unit (This literature may be included in the activities.)
a field trip/experience that might be included in the curriculum unit
a description of how parents/families will be involved in the curriculum unit
a sample of a home communication about the curriculum unit.
A curriculum unit rubric will be available on Blackboard after the first class meeting.
3. Project Journal and Documentation (10 points) Students will maintain a journal
on the progress of a project as outlined in Helm, J.H., & Katz, L.G. (2011). Young
investigators: The project approach in the early years. 2nd
ed. New York: Teachers
College.
Please use the “Project Planning Journal” at the back of Young investigators: The
project approach in the early years as a guide for your journal. The journal will
describe the progress of the project from inception to conclusion.
Documentation of the project you initiate will be used to share your thinking of how
you developed the project. Samples of student work, questions and findings are
expected. The documentation may take the form of photographs, videos, powerpoint,
sketches, 3 dimensional work, recordings, etc.
The journal should be approximately 5-6 pages, double spaced. The documentation
should include a minimum of 4 items.
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4. Presentation of Projects and Curriculum Units (5 points) Each student is to
present to the class a summary of the project they wrote about in the project journal.
The presentation should include a brief description, how the project was determined,
what he/she feels was most successful and what he/she would do differently in the
future as well as sharing of the documentation..
Each student is also responsible for presenting a brief summary of the activities from
each of their curriculum units. You may choose which aspects of the curriculum units
that you wish to feature. Please do not plan to present all of them.
Each student should plan to present for 20 minutes and be prepared to answer
questions from the class.
5 (Graduate Only) (10 points) Book Report Graduate students will write a book
report on the following book:
Wien, C.A. (ed.). 2008 Emergent curriculum in the primary classroom:
Interpreting the reggio emilia approach in schools. New York: Teachers College
Press.
The book report will consist of a 1-2 page summary of the book and 2-3 pages of
personal reflections on the content as it relates to teaching students in the content
areas. Graduate students will also lead a discussion of the book in class.
(Undergraduate Only) (10 points) Learning Game/Book. Undergraduate students
will create a learning game or book for student use that relates to the topic in one of
the curriculum units. The game/book must be developmentally appropriate and refer
to the MDE Standards of Quality (PK) or Grade Level Content Expectations
(K, 1, 2 or 3).
5. Curriculum Area Report and Review of Literature (15 points) Each student will
select a curriculum area, read and review 5 articles from professional journals
published within the last four years and present a report that summarizes the content
expectations for this age level on the given curriculum area and what they learned in
terms of recommended practices from their readings/research. Students are expected
to investigate a variety of journals for their reports.
Professional organizations such as: National Association for the Education of Young
Children, International Reading Association, National Council for Teachers of
Mathematics, National Science Teachers Association, Association for Childhood
Education International and National Council for Social Studies publish journals that
provide a wealth of information on research based practices for teachers. Please do
not limit yourself to this list of journals.
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Curriculum areas will be selected at the first class meeting.
7. Midterm and Final Exams (10 points) Each student will take a midterm and final
exam based on the readings and lectures. The exams will reflect the format of the
MTTC.
Evaluation and Grading
Assignments must be carefully written and include correct sentence/ paragraph structure,
grammar and spelling in accordance with the Publication Manual of the American
Psychological Association (APA). 5th
Edition (2001)
Assignments must be turned in on time. Points will be deducted for late assignments
without an instructor’s approval.
The class incorporates lecture, discussion and activities done in class. Full participation
on the part of students is expected.
Attendance is taken at the beginning of each class. Students are expected to attend all
classes and are responsible for obtaining information shared if they are absent/late. Each
student is allowed one excused absence or two early leave/late arrivals. After that, the
student will have 1 point deducted for each absence and ½ point deducted for each early
leave/late arrival.
The use of electronic devices during class is not allowed unless the instructor grants
permission.
Reasonable accommodations will be made for persons with documented disabilities.
Please contact the instructor for information on obtaining these services.
All submitted work must be the original work of the student. The instructor will follow
procedures per Dishonesty Disclaimer in the WSU Student Handbook.
Plagiarism 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. If you are in doubt about the use of
a source, cite it. Students caught plagiarizing information from other sources will receive
a failing grade in the course. University policy states that students can be subject to
multiple sanctions, from reprimand to expulsion as a consequence of academic
dishonesty. To enforce this policy, all outside references must be submitted with
assignment
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ELE 6040 The Role of Content in Early Childhood Education
Fall, 2012
Date Topic Pre-Class Readings Assignments Due
9/4/12 Introductions
Review syllabus
What Do We Want For
Children?
Approaches to Learning
Active Learning
9/11/12 100 Languages of
Children
Reggio Emilia Approach
Listening
“Listening” Reflective
Journal Entry
#1 due on
Blackboard
9/18/12 Begin with the End in
Mind
Observing Children
Documentation
Assessment
Anecdotal Notes
“Power of
Documentation” Reflective
Journal Entry
#2 due on
Blackboard
9/25/12 Inquiry Process
Importance of Play
“Standards”
“Brain-based
Strategies”
Reflective
Journal Entry
#3 due on
Blackboard
10/2/12 Terms, Facts and
Principles
Curriculum Area Report
____________
Assessment Plans
“National Early
Literacy Panel”
Chapter 1, Young
Investigators
Reflective
Journal Entry
#4 due on
Blackboard
10/9/12 Environments for Young
Children
Field Trip (Location
TBD)
Curriculum Area Report
____________
Introducing Projects
“Nature Filled
Classrooms”
“Outdoor Prop Box”
Chapter 2, Young
Investigators
Reflective
Journal Entry
#5 due on
Blackboard
10/16/12
Curriculum Area Report
____________
Incorporating Standards
Midterm Exam
“Mathematical Pattern
Hunters”
Reflective
Journal Entry
#6 due on
Blackboard
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Date Topic Pre-Class Readings Assignments Due
10/23/12 Curriculum Area Report
____________
Students with Special
Needs/Rights
Developing Projects
“Bridges or Barriers”
Chapter 3, Young
Investigators
Reflective
Journal Entry
#7 due on
Blackboard
10/30/12 Curriculum Area Report
____________
Curriculum Area Report
____________
Investigations in the
Project
“Transformers”
Chapter 4, Young
Investigators
Reflective
Journal Entry
#8 due on
Blackboard
11/6/12 Curriculum Area Report
____________
Family Involvement
“Why is Collaboration
Good for My Child?” Reflective
Journal Entry
#9 due on
Blackboard
11/13/12 Concluding Projects
Diversity
English Language
Learners
Social/Emotional Domain
Chapters 5, 6 and 7,
Young Investigators Curriculum
Units Due
11/20/12 Issues and Challenges
Book Reports (Graduate)
Learning Game/Book
(Undergraduate)
Finishing Up
Chapter 8, Young
Investigators (Graduate
Only) Book
Reports Due
(Undergraduate
Only) Learning
Game/Book
11/27/12 Student Presentations
Completed
Project
Journals and
Documentation
Due
12/4/12 Student Presentations Reflective
Journal Entry
#10 due on
Blackboard
12/11/12
Study Day
12/18/12 Final
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Grading is based on absolute, rather than comparative criteria. Grades will be:
Undergraduate Graduate
95-100 =A 95-100 =A
90-94 = A- 90-94 = A-
87-89 = B+ 87-89 = B+
83-86 = B 83-86 = B
80-82 = B- 80-82 = B-
77-79 = C+ 77-79 = C+
73-76 = C 73-76 = C
70-72 = C- 70-72 = C-
67-69 = D+
63-66 = D
60-62 = D-
59 and below = F
The 100 points are divided across assignments as follows:
Assignment Number of Points
Reflective Journal Entries 10
Curriculum Units 30
Presentation of Project and Curriculum Units 5
Project Journals 10
Curriculum Area Report and Review of Literature 15
(Graduate Students Only) Book Report 10
(Undergraduate Students Only)Learning Game/Book 10
Midterm and Final 10
Class Attendance and Professional Participation 10
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 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 and that plusses and minuses are recorded and distinguish distinct
grade point averages.
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Enrollment/ Withdrawal Policy
Beginning in Fall 2011, students must add classes no later than the end of the first
week of classes. This includes online classes. Students may continue to drop classes
(with full tuition cancellation) through the first two weeks of the term.
Students who withdraw from a course after the end of the 4th week of class will receive a
grade of WP, WF, or WN.
o WP will be awarded if the student is passing the course (based on work
due to date) at the time the withdrawal is requested
o WF will be awarded if the student is failing the course (based on work due
to date) at the time the withdrawal is requested
o 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. Beginning in Fall 2011, the last day to withdraw will be
at the end of the 10th
full week of classes. The withdrawal date for courses longer or
shorter than the full 15-week terms will be adjusted proportionately.
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. 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.