1
SYLLABUS Fall 2016
COUN 500: Essential Interviewing and Counseling Skills
for the Professional Helper
Instructor: Kara Hurt-Avila, PhD, LPC (Texas) Office Hours: Mondays
Assistant Professor 1:00pm – 3:00pm
223Q Wham Education Bldg. Tuesdays
(618) 453-2311 10:00am – 12:00pm
Graduate TAs: name
22x Wham Education Bldg.
Course Meetings:
Mondays, 6:00-8:50pm
Wham 0305
Course Description: This course provides the foundation for counselors and other professionals-in-training for understanding the
counseling process in a multicultural society including an orientation to wellness, the development of
professional characteristics and behaviors that influence the helping process, and a mastery of the essential
interviewing and counseling skills.
Objectives/Learning Outcomes: The course objectives/learning outcomes are based on the accreditation
standards (2009) of the Council for Accreditation of Counseling and Related Education Programs (CACREP).
The following table articulates how these learning outcomes will be met and assessed in this course.
Learning Outcomes for COUN 500
CACREP
Standard
Course Objective Learning Activity Outcome Evaluation
Section 2: F. 1. b the multiple professional roles
and functions of counselors
across specialty areas, and their
relationships with human
service and integrated
behavioral health systems,
including interagency and
interorganizational
collaboration and consultation
Classroom discussion
Weekly journals
Assigned readings
Formative:
Oral responses during
class discussion
Weekly journals
Summative:
Exam 1
Exam 2
Section 2: F. 1. k strategies for personal and
professional self-evaluation and
implications for practice
Classroom discussion
Weekly journals
Skills self-evaluations
Formative:
Weekly journals
Skills self-evaluations
Summative:
Skills self-evaluations
2. SOCIAL
AND
CULTURAL
DIVERSITY, b.
attitudes, beliefs,
understandings, and
acculturative experiences,
including specific experiential
learning activities designed to
foster students’ understanding
of self and culturally diverse
clients;
Assigned readings
Experiential exercises
Class discussions
500: Classroom discussion
lead by Instructor.
Three reflection papers.
Assigned readings.
Optional reading in cross-
cultural fiction (Appendix
B).
Classroom discussion lead
Formative &
Summative
Journals and
participation
Summative
Personal and Social
Analyses Paper
500:
Formative: Oral
responses during class
discussion and
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SYLLABUS Fall 2016
Required Textbook and Readings: Young, M.E. (2013). Learning the art of helping: Building blocks and techniques (5th ed.) Upper Saddle
River, NJ: Pearson. (ISBN-13: 978-0-13-262750-4)
Rogers, C. R. (1957). The necessary and sufficient conditions of therapeutic personality change. Journal
of Consulting Psychology, 21, 95-103 / (1992). Journal of Consulting and Clinical Psychology, 60,
827-832.
Other readings as assigned.
Suggested References and Readings: Publication Manual of the American Psychological Association (6th ed.). (2009). Washington, DC: APA.
(978-1-4338-0561-5)
Section 2: F. 5. f
counselor characteristics and
behaviors that influence the
counseling process
Classroom discussion
Assigned readings
In-class skills practice
Weekly external skills
practice
Formative:
Peer, TA, and
instructor feedback
Weekly journals
Summative:
Exam 1
Recordings and
Transcriptions
Skills Self-Evaluation
Section 2: F. 5. g
essential interviewing and
counseling skills
Classroom discussion
Assigned readings
In-class skills practice
Weekly external skills
practice
Formative:
Peer, TA, and
instructor feedback
from in-class skills
practice
Recordings and
Transcriptions 1 and 2
Skills Self-Evaluations
1 and 2
Summative:
Exam 1
Exam 2
Skills Self-Evaluations
3
Recording and
Transcription 3
Section 2: F. 5.
m
crisis intervention, trauma-
informed, and community-
based strategies, such as
Psychological First Aid
Psychological First Aid
lecture and practice
Formative:
Weekly journal
Summative:
Instructor feedback
from in-class skills
practice
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SYLLABUS Fall 2016
Ivey, A. E., Ivey, M. B., & Zalaquett, C. P. (2010). Intentional interviewing and counseling: Facilitating
client development in a multicultural society 7th ed). Belmont, CA: Thomson Brooks/Cole. (ISBN-13:
9780495601234).
Fictional reading that crosses your cultural boundaries (see Appendix C).
Professional Links
American Counseling Association (ACA) http://www.counseling.org
Council for Accreditation of Counseling & Related Educational Programs (CARCEP)
http://www.cacrep.org
Illinois State Board of Education (ISBE) Rules http://isbe.net/rules/archive/default.htm
Illinois Department of Financial & Professional Regulation. Professional Counselor
http://www.idfpr.com/PROFS/Info/ProfCounselor.asp
Methods of Instruction:
COUN 500 uses a workshop format and is designed to be a safe place to acquire and practice counseling
skills. Most class sessions will contain a preliminary discussion of the reading assignment/session topic,
demonstrations of a counseling skill, and small group, skill acquisition and feedback sessions. Skill
acquisition will be assessed by formative and summative methods using simulated counseling sessions within
and outside the class sessions. This course is designed to be highly experiential; the instructor uses multiple
formats including lecture/discussion, skills modeling, role-play facilitation, and skills feedback.
Required Supplies:
You are required to video and audio record three sessions outside class. Whereas you are expected to
participate in and conduct weekly sessions with your assigned partners, only three should be recorded. A
variety of technologies are currently available; however, please use one of the following for your recordings:
(a) DVD or (b) USB flash drive. For confidentiality purposes, a smartphone is not an acceptable means of
recording your sessions.
A university email account and access to D2L are required. Additionally, you are required to purchase a
subscription to LiveText from the bookstore.
Grades will be assigned based on the Mastery Grading Protocol. The instructor will be using a modified
mastery approach for assigning course grades. To receive a specific course grade all criteria for that grade
must be met. High scores in one task cannot be used to supplement low scores in another. Assessments of
papers and skill development are subjective, that is, they are based on the judgments of a highly trained
instructor who will evaluate each student’s progress and skill level.
Assessments:
1. Exams. Two, 50-question multiple choice/short answer exams will be given during the semester.
The content of the exam will cover the Young text and any additional assigned readings.
2. Weekly Journals. Each week (with noted exceptions on the course schedule) the instructor will
provide a journal prompt in class. Students will be expected to complete a journal entry on the topic
in D2L. Each entry will be due by the start of the next class meeting. The journal topics are intended
to give you the opportunity to reflect between classes on your progress and on your personal sources
of knowledge as you integrate it with your formal learning in this course. To earn full points, each
entry should be reflective and focused on the topic. Content is more important than length, but
students typically write 5-7 paragraphs.
3. Sessions Recording and Transcription. Students will conduct weekly, 30-minute skills practice
sessions with their assigned partner outside of class meetings. Of these sessions, each student will
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SYLLABUS Fall 2016
chose three sessions to record and submit as evidence of skills development. Students will transcribe
verbatim 10 minutes of the 30-minute session. Students will also identify the skill used in each
transcribed response as well as a better response and rational for why that is a better response.
Following the transcription, students will answer the reflection questions: (a) what were you thinking
and feeling during this segment of your session? (b) what were the nonverbal behaviors of your client
during this segment of your session? (c) what were your nonverbal behaviors during this segment of
your session? (d) how did you demonstrate openness and authenticity to your client? (e) what would
you have liked to differently next time? (f) what guidance do you need from your
supervisor/instructor? See syllabus appendix A for sample format for transcription and refection.
Your paper must include an APA style cover page. It is expected that students will be actively
engaging in skills development throughout the course. The first two recordings and transcriptions will
be assessed for evidence of skills development and professional competence. You will be provided
written feedback that is intended to aid in your clinical development. Basic skills mastery is the
benchmark for passing this course and evidence of skills mastery will be assessed in the final session
recording and transcription.
***When you are acting as a client/helpee during these sessions please exercise your right to
self-censorship. You do not have to disclose major problems or issues, and I encourage you
to share about personal topics that are developmentally appropriate for the beginning
counselor-in-training to practice skills. You have the expectation of confidentiality from your
helper, doctoral teaching assistant, and instructor. However, should I have any concerns
about your ability to fully engage in the training program, I will discuss my concerns directly
with you and I will follow the outlined gatekeeping protocols established by the program.
4. Skills Self-Evaluations. Three times throughout the semester students will complete a skills self-
evaluation. The objective of this assessment is for students to critically reflect on their own skills
development and identify areas for growth. The organization of the assignment will have the
following format: (a) 2-3 paragraphs about your clinical strengths (skills specific); (b) 2-3 paragraphs
about your personal experiences related to any internal conflicts, new skills you have tried out, and
any aspects of the course that trouble, excite, or interest you; (c) 2-3 paragraphs about your clinical
areas for growth (skills specific); (d) 2-3 paragraphs about your perceptions of feedback you have
received from your peer, doctoral teaching assistant, and instructor; (e) a specific plan for addressing
your areas for growth and integration of feedback; and (f) a self-completed copy of the Counselor
Competencies Scale – Revised (provided in class). You must use APA style for this assignment.
5. Participation. Students are expected to attend every class meeting. Attendance and participation are
necessary in order to develop the knowledge and skills required of an ethical and effective
professional counselor. If you have a planned absence please contact the instructor immediately.
Note that a significant portion of the course involves skills practice during class time that includes
direct observation and feedback. Students are expected to attend class meetings having read the
assigned text and readings and completed assignments and journals prior. Students are expected to
respectfully engage in class discussions, participate in skills development role-plays and skills
practice, and provide effective feedback to peers that supports skill development and self-awareness
during skills practice. Do not use smartphones, tablets, laptops, etc. in ways that disrupt the learning
environment or keep you from being focused on the class.
Fictional Reading (optional). You may wish to read a work of fiction (syllabus appendix C) that
addresses an element of social or cultural diversity that differs from your identity and write a 5-page
reflection paper. This is an optional assignment that does not carry any weight toward your grade in
this course, but does provide an excellent opportunity to engage in personal growth and enrich your
experience as a counselor with a social justice orientation.
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SYLLABUS Fall 2016
Mastery Grading Protocol
Assessment A B C D
Exams: Combined
Scores
90 – 100 points 80 – 89 points 70 – 79 points < 70 points
Weekly Journals All journals
completed and
posted prior to
class meeting
One journal not
completed
Two journals not
completed
More than two
journals not
completed
Transcriptions 1 & 2 Transcripts
completed and
turned in on or
before deadline
Transcripts
completed and
turned in on or
before deadline
1 transcripts not
completed or not
turned in on or
before deadline
More than 1
transcripts not
completed or not
turned in on or
before deadline
Final Transcript
(graded)
At the minimum
each basic skill1 is
in evidence at
basic mastery
level3, two at the
advanced mastery
level4, one
advanced skill2 at
the basic level.
Each basic skill is
in evidence at basic
mastery level, one
skill at the
advanced mastery
level
Each basic skill in
evidence at basic
mastery level
Multiple basic
skills attempted but
are ineffective
Skills Self-
Evaluations
3 papers
completed and
turned in on or
before deadline;
thoughtful
reflections and
clear plan for
growth
3 papers completed
and turned in on or
before deadline;
writing
demonstrates a
need for deeper
reflection or plan
for growth is
unclear
1 paper not
completed or not
turned in on or
before deadline
More than 1 paper
not completed or
not turned in on or
before deadline
Participation No unexcused
absences; active
participation at
each class meeting
No more than one
unexcused absence;
active participation
Either attendance
or participation is
inconsistent
Both attendance &
participation are
inconsistent
1Basic skills include: (a) voice tone, (b) eye contact, (c) facial expressions and gestures, (d) body position and
physical distance, (e) attentive silence, (f) encouragers, (g) open-ended questions, (h) paraphrasing (i.e.,
reflecting thought and content), (i) reflecting feelings, and (j) summarizing.
2Advanced skills include: (a) reflecting meaning, (b) giving feedback, (c) confrontation, (d) assessment, (e)
setting constructive goals, (f) constructing measurable goals, (g) giving advice/information, (h) brainstorming,
(i) alternative interpretation, (j) outcome evaluation, (k) termination, and (l) planning for maintenance and
relapse.
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SYLLABUS Fall 2016
3Basic mastery is defined as: the skill is attempted at an appropriate time using standard/acceptable language
and the client gives some indication that the skill used affected the direction of the conversation.
4Advanced mastery is defined as: articulation or use of a skill in a unique or creative way, that is, more than
standard phrasing, with indications from the client that the counselor’s skill affected the tone or depth of the
conversation.
Confidentiality and ethics. During the practice sessions, both in- and out of class, it is possible that a
classmate will divulge something personal and confidential. As is the case with a professional counselor who
is bound by a professional code of ethics (see ACA 2014 Code of Ethics), it is your responsibility as the helper
to honor their trust in you and respect their confidentiality. When you play the role of the helpee/client, it is
your choice to share only as deeply as you wish. It also is the responsibility of the helper to ensure the out of
class session is conducted in a private setting free from interruptions or visual/hearing access by others.
Personal consent to taping. By enrolling in this course, you have consented to disclose personal
information, being taped both as helper and helpee/client, and having your tapes reviewed by the course
instructors. You will have to drop the course if you are not willing to be taped.
Other University Policies
Students with Disabilities
If you have any type of special need(s) or disability for which you require accommodations to promote your
learning in this class, please contact the instructor as soon as possible. The office of Disability Support
Services (DSS) offers various support services and can help you with special accommodations. You may
wish to contact DSS at (618) 453-5738 or go to Woody Hall Room 150 to verify your eligibility and options
for accommodations. NOTE: Admission to one of the Counselor Education Programs including
Community/Agency Counseling, School Counseling, or Couples, Marriage, and Family Counseling does not
guarantee graduation. Success in academic work is one of the many components of becoming a successful
counseling graduate student in this department. The following nonacademic conditions may result in
dismissal if they are observed to impair the student’s ability to work with others in class, practicum
experiences, or internship settings: 1.) personal concerns or psychopathology, 2.) interpersonal relationship
issues, and 3.) personal attitudes or value systems that conflict with effective counseling relationships.
Inclusive Excellence
SIU contains people from all walks of life, from many different cultures and sub-cultures, and representing all
strata of society, nationalities, ethnicities, lifestyles, and affiliations. Learning from and working with people
who differ from you is an important part of your education in this class, as well an essential preparation for
any career.
Academic Dishonesty
Academic dishonesty includes, but is not limited to, cheating and plagiarism. Academic dishonesty at the
graduate level is considered a serious offense and may result, at a minimum, in a failing grade on assignments
or in the course, with more serious potential for disciplinary action that can lead to dismissal from the
student’s graduate program of study.
Students are urged to familiarize themselves with SIU’s policies regarding academic dishonesty by consulting
with the instructor and visiting the following website from the Morris Library:
http://www.lib.siu.edu/departments/instruction/plagiarism, and the SIU Student Code of Conduct at
http://srr.siu.edu/student-conduct-code/index.php.
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SYLLABUS Fall 2016
Incompletes
An INC grade should be assigned when, for reasons beyond their control, students engaged in passing work
are unable to complete all class assignments. INC is not included in grade-point computation. An INC must
be changed to a completed grade within one year from the close of the term in which the course was taken or
graduation, whichever comes first. Should the student fail to complete the course within the time period
designated, that is, one year from the close of the term in which the course was taken or graduation,
whichever comes first, the Incomplete will be converted to a grade of F and the grade will be computed in the
student’s grade point average. To complete the work from the original registration, a student should not
register for the course again, but should complete the work for the original registration if the original
registration is within the normal time limits established for the degree. A contract for an INC grade must be
established between the instructor and student at the time the INC grade is assigned. An extension may be
granted if the request for the extension is made within the first year and approved by the Dean of the Graduate
School and the Provost.
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SYLLABUS Fall 2016
Tentative Course Schedule
Date Topic Readings Assignments Due
1 8/22 Introductions, Course
Expectations, Helping as a
Personal Journey
Small Group Organization-
part 1
Course syllabus
2 8/29 Nuts & Bolts of Helping
Effective Counselor
Characteristics, Ethics
Small Group Organization-
part 2
Young, Chapter 1
Young, Chapter 2
Journal 1
9/5 Labor Day Holiday NO CLASS
3 9/12 The Therapeutic Relationship
Nonverbal Skills, Opening
Skills
Young, Chapter 3
Young, Chapter 4 Skills Self Evaluation 1
Journal 2
4 9/19 Reflecting Skills:
Paraphrasing/Reflecting
Content
Young, Chapter 5
Journal 3
5 9/26 Reflecting Skills: Reflecting
Feelings
Young, Chapter 6 Tape 1
Journal 4
6 10/3 Reflecting Skills: Reflecting
Meaning & Summarizing
Integration of Reflecting
Skills
Young, Chapter 7
Journal 5
10/10 Fall Break NO CLASS
7 10/17 Exam 1
Psychological First Aid Exam 1 (Chapters 1-7,
Rogers 1992)
Psychological First Aid
Journal 6
8 10/24 Challenging Skills Young, Chapter 8 Tape 2
Skills Self-Evaluation 2
9 10/31 Assessment & the Initial
Interview, Social and
Cultural Diversity
Young, Chapter 9
Journal 7
10 11/7 Goal-Setting Skills Young, Chapter 10 Journal 8
11 11/14 Change Techniques Young, Chapter 11 Tape 3
Journal 9
12 11/21 Outcome Evaluation &
Termination Skills
Young, Chapter 12 Journal 10
13 11/28 Exam 2 Exam 2 (Chapters 8-12)
14 12/5 Course Evaluation, Self-care Skills Self-Evaluation 3
15 12/12 Final Exam Week NO CLASS
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SYLLABUS Fall 2016
APPENDIX A
Session Recording and Transcription Format
Transcription begins at: _____
Response
Number
Response
(CO – Counselor, CL – Client)
Skill Better Response
CL: It wasn’t like I wanted to say anything that
I actually did say, but I just couldn’t stop
myself. I really hurt his feelings and now he
won’t talk to me at all.
1. CO: You didn’t mean to say all of that,
especially because it hurt his feelings.
Paraphrase/
ROC
“You really wish you could take
back all that you said.”
This response sums up what CL
said in a different way that
captures her feeling of regret.
CL: Exactly, I mean he won’t even
acknowledge me when we are in the same
room at work. I just don’t know what to do to
make it better.
2. CO: You just don’t know what to do. Paraphrase/
ROC
“You want to make it right with
him but you don’t know where to
start.” This response is more action
oriented and reframes the idea that
CL is stuck.
CL: Yeah, like, I guess I could ambush him in
the break room and make him talk to me. But I
think that might make him hate me even more.
3. CO: You are worried that that plan might
backfire.
ROF Silence. CL could have continued
thinking of other ideas for how to
solve the problem.
Transcription ends at: _____
Reflection Questions
What were you thinking and feeling during this segment of your session?
What were the nonverbal behaviors of your client during this segment of your session?
What were your nonverbal behaviors during this segment of your session?
How did you demonstrate openness and authenticity to your client?
What would you have liked to differently next time?
What guidance do you need from your supervisor/instructor?
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SYLLABUS Fall 2016
APPENDIX B
Guidelines for Peer Feedback
Feedback is a form of discourse that takes place in a here-and-now interaction and provides information to
help the receiver recognize the impact of his or her words or behaviors. To be effective, feedback must be
kindly delivered by the sender and graciously accepted by the receiver, without becoming defensive or hurt. It
is conveyed in such a way that the relationship remains intact.
Delivering feedback effectively: 1. Be specific when you describe the behavior of interest. What exactly has happened? What did the
receiver do that elicited the feedback?
2. Deliver the feedback as quickly as possible following the behavior.
3. Deliver the feedback directly to the receiver.
4. Uses “I” messages to indicate that you assume full ownership and responsibility for what is being
said.
5. Addresses behaviors that can be changed, not traits or characteristics of which the receiver has no
control.
Receiving feedback effectively: 1. Be open and listen first, without interrupting or immediately objecting to what is being said.
1. Listen without turning the focus of the discussion back on the sender.
1. Accept the feedback, rather than immediately refuting it.
1. Recognize that the speaker has a right to his or her perceptions and to say what he or she is sharing.
1. Be open and attentive to the sender and ask for clarification, if needed.
1. Actively hear what is being said and try to understand what the sender means.
1. Reflect upon what is being said about the behavior that prompted the feedback and accept
responsibility for that behavior.
1. Convey a genuine interest in receiving the feedback and in making the appropriate personal changes.
Format for Peer Feedback
Counselor: ______________ Client: ______________ Observer: ______________ Date: _______
Brief description (1-2 sentences) about the content of the session:
Personal reaction (how you think the session went, counselor’s strengths, specific responses/skills that
helped)
Areas for growth (things that could have helped the counselor be more effective, skills that could be
improved)
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SYLLABUS Fall 2016
APPENDIX C
Multicultural Fiction
African-Americans
Angelou, M. I Know Why Caged Birds Sing.
Haley, Alex. The Autobiography of Malcolm X.
Mosley, W. RL’s Dream.
Naylor, Gloria. The Women of Brewster Place.
Ralph Ellison. The Invisible Man.
American Indian
Dorris, Michael. Yellow Raft in Blue Water.
Edrich, L. Tracks.
Asian-Americans
Kingston, Maxine. China Men.
Tan, Amy. The Joy Luck Club.
Sone, Monica. Nisei Daughter.
Jewish-American
Potok, Chaim. The Chosen.
Latino(a) Americans
Esquivel, Laura Like Water for Chocolate
Marquez, G. G. One Hundred Years of Solitude.
Lesbian/Gay Americans
Brown, Rita. Rubyfruit Jungle.
Hardy, J. E. B-Boy Blues.
People with Disabilities Neugeboren, Jay. Imagining Robert
Nolan, Christopher. Under the Eye of the Clock.
Kisor, Henry. What's the Pig Outdoors?
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SYLLABUS Fall 2016
APPENDIX D
Southern Illinois University Carbondale Campus and Course Policies
As adult students it is your responsibility to understand the campus, college, and program policies related to
instruction, grading, and granting degrees. These policies are stored and readily available through various
SIU Carbondale web pages. For a summary, see SIUC Provost’s Syllabus Attachment: http://pvcaa.siu.edu
Emergency Procedures
Emergency Procedures: Southern Illinois University Carbondale is committed to providing a safe and healthy
environment for study and work. Because some health and safety circumstances are beyond our control, we
ask that you become familiar with the SIUC Emergency Response Plan and Building Emergency Response
Team (BERT) program. Emergency response information is available on posters in buildings on campus,
available on the BERT's website at www.bert.siu.edu, Department of Public Safety's website
www.dps.siu.edu (disaster drop down) and in the Emergency Response Guidelines pamphlet. Know how to
respond to each type of emergency.
Instructors will provide guidance and direction to students in the classroom in the event of an emergency
affecting your location. It is important that you follow these instructions and stay with your instructor during
an evacuation or sheltering emergency. The Building Emergency Response Team will provide assistance to
your instructor in evacuating the building or sheltering within the facility.
All students:
Students can receive assistance with writing assignments and study skills from the Writing Center
(http://write.siu.edu) and Learning Support Services (http://tutoring.siu.edu).
Saluki Cares coordinates a university-wide program of care and support for students in any type of distress—
physical, emotional, financial, or personal. To contact Saluki Cares: (618) 453-5714, [email protected],
http://salukicares.siu.edu/index.html
Email is a mechanism for official communication within Southern Illinois University Carbondale. The
University has the right to expect that such communications will be received and read in a timely fashion.
Official email communications are intended only to meet the academic and administrative needs of the
campus community. http://policies.siu.edu/policies/email.htm
Review http://www.plagiarism.org/learning_center/what_is_citation.html for a brief overview of
plagiarism and the benefit of accurate citations within your work,
Syllabus change policy – This syllabus is a guide and every attempt is made to provide an accurate
overview of the course. However, circumstances and events may make it necessary for the instructor to
modify the syllabus during the semester and may depend, in part, on the progress, needs, and experiences of
the students. Changes to the syllabus will be made with advance notice.
Americans with Disabilities Statement & Non-Discrimination Statement – SIU abides by Section
504 of the Rehabilitation Act of 1973 which mandates reasonable accommodations be provided for
qualified students with disabilities. SIU’s Disability Support Services (DSS) in Woody Hall B-150, (453-
5738), http://disabilityservices.siu.edu. is the designated office on campus to provide services and
accommodations to students with diagnosed disabilities. You need to provide documentation of your
disability to the instructor if you seek accommodations in this course. DSS will provide the instructor with
accommodation methods specific to the student.
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SYLLABUS Fall 2016
Your success as a student is of utmost importance to me. If you have a disability or any other special
circumstance that may have some impact on your work in this class, and for which you may require
special accommodations, please contact me early in the semester so that accommodations can be made in
a timely manner.