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MISSION STATEMENT
“The urban educator:
Reflective, innovative and committed to diversity.”
Course Syllabus
Division: Teacher Education Program Area: Bilingual, ESL, and Foreign Language Education Program
Course: BBE 5000: Multicultural Education in Urban America
Credit/Section Number: 002 (CRN/Section: 31505)
Term/Year: Spring 2015
Course Location: ON-LINE
Instructor: Prof. Elver Peruzzo
Office Address: College of Education, Room 260
Office Hours:
E-mail/Phone: [email protected] (313) 577-0902
Cell: 519-890-9666
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Course Description:
This course explores the cultural, social, political, and economic realities of our
complex pluralistic society in relation to our education system. The history of
multicultural education will be examined along with current understandings of
culturally responsive pedagogies. Through course readings and online discussions,
students will understand the role of critical, analytic and evaluative abilities to deal with
racism, sexism, value clarification, power and access in schooling.
Course Outcomes:
As a result of their experience in BBE 5000 students will:
demonstrate an understanding of major cultural concepts, acculturation,
multicultural education, and the associated best practices and skills in becoming a
competent multicultural educator.
demonstrate knowledge of internal and external elements of culture (e.g., values,
beliefs, and expectations; patterns of communication; social roles and status) and
identify strategies for making thoughtful comparisons between English-speaking
and heritage cultures in the context of teaching and learning.
explain and reflect on significant events in the struggles for equality amongst
various underrepresented minorities.
apply procedures for interpreting, synthesizing, and organizing cultural
information as they develop their instructional strategies, curriculum,
assessments, and the integration of knowledge specific to their curriculum.
apply strategies for gaining, analyzing, and reflecting on one's own linguistic and
cultural competence and professional knowledge (e.g., establishing professional
goals, pursuing professional growth opportunities).
develop knowledge on constructing culturally inclusive learning environments
that support individual students' needs, development and academic achievement.
develop awareness of different teaching and learning styles shaped by cultural
differences and create strategies to address these differences
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examine the sources of cultural identity and socializing agents (including the
‘white privilege’) that have influenced them and will influence their students
research about a broad range of topics and issues related to bilingual/bicultural
education history, politics, theory and practice.
understand theories of second language acquisition and methodologies for
teaching English as a Second Language and teaching within a bilingual classroom
understand assessment practices
have an awareness of resources related to diversity, equity, language acquisition,
intercultural interaction.
The above list of Outcomes for the course meet the Standards for the Preparation of
Teachers of Bilingual Education (all Y codes) and Standards for the Preparation of
Teachers of English as a Second Language (Adopted by the Michigan State Board of
Education July 13, 2004) with specific emphasis on:
o 2.1 Knowledge, understanding, and use of the major concepts, principles,
theories, and research related to the nature and role of culture in language
development and academic achievement that support student learning.
o 2.2 Application of knowledge and understanding of how cultural groups and
students’ cultural identities affect language learning and school achievement
o 2.3 An understanding of the value and role of literary and cultural texts and
use them to interpret and reflect upon the perspectives of cultures over time.
o 2.4 An understanding of the connections among perspectives of cultures and
their practices and products, and be able to make comparisons.
o 2.5 Ability to identify distinctive cultural viewpoints in multiple content areas
through English and the target non-English language.
o 3.2 Ability to use language acquisition knowledge to create a supportive
classroom-learning environment that includes opportunities for interaction and
negotiation of meaning in English and the target-non-English language
o 3.4 Knowledge and utilization of a variety of strategies for instructional
management that facilitates language acquisition and student achievement for
limited-English proficient learners.
o 5.1 Knowledge of the ongoing nature of assessment and multiple age-and
level-appropriate ways to assess that provides purposeful outcome data.
o 6.2 Knowledge of the value that multilingualism brings to the overall success
of all students and understands the teacher’s role as an advocate with students,
colleagues, and members of the community in promoting multilingualism.
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o 6.7 An ability to serve as a professional resource, an advocate for students, and
an ability to build partnerships with students’ families and communities.
Required Texts:
Cushner, K., McClelland, A., & Stafford, P. (2014). Human Diversity in
Education: An Intercultural Approach, 8th Edition, McGraw-Hill
Spring, J (2012). Deculturalization and the Struggle for Equality: A Brief History
of the Education of Dominated Cultures in the United States, 7th Edition, McGraw-Hill.
NOTE: Both books are available at the bookstore and on-line in an electronic format on
http://www.coursesmart.com/
Course Assignments and Evaluation:
The evaluation, which is based on the following 5 components, has been designed to assess students’ achievement of the course outcomes:
1. Blogs (400 points): As assigned each week (16 Blogs@ 25 points each, total 400
points). You are required to provide two posts to each forum in the Blog Spot
within the allowable timeline. The first post you contribute to each forum serves
as a response to the question as posted by the instructor. The second post should
be made as a commentary on a classmate’s contribution. Please note that
your contributions must be meaningful, constructive and organized, and focused
on the question in concern. The responses should also be courteous in nature,
factual and free of grammatical and spelling errors. Furthermore, postings with
“just an opinion” or “I agree with you, sounds good, great job,” etc. are
insufficient. All postings must be backed by references to readings and other
source materials.
Evaluation Note: Students will achieve a maximum of 25 points per Blogs for
full compliance with the above set standards. Those who exhibit less than full
compliance, but provide a meaningful and constructive response will achieve 15-
22 points. Postings that lack adherence to the required guidelines and standards
(or partially address the question) will be evaluated at a range of 0-14 points.
NOTE: late postings will be allowed at the discretion of the instructor and, if
allowed, will result in fewer points.
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NOTE: The blogs will begin on Mondays and end on Sundays at 11:59 p.m. The
Instructor will then make overall comments on each blog. For evaluation
purposes, please see Rubric for: Online Discussions.
Access to Blackboard and Technical Support: In order to access Blackboard,
you must use your university ID to log into http://blackboard.wayne.edu/. For
help with Blackboard and related technical matters, please contact the C&IT
Help Desk by phone 313-577-4778 or email to [email protected].
NOTE: For Grad Students concerning Blogs: It is expected that Grad
Students will respond to two other students in the class instead of only one.
2. On-Line Journal (100 points): Each student must maintain an on-line journal on
Blackboard. The journal entries (see schedule for due dates) should based on the
student’s personal reflections on their readings of various chapters of Joel
Spring’s Deculturalization and the Struggle for Equality: A Brief History of the
Education of Dominated Cultures in the United States, 7th Edition, McGraw-Hill.
(Total 100 points/ 5 entries @20 points each). The reflection should also contain
information concerning the chapter to show evidence to the Instructor that the
student has read the chapter. NOTE: There is no need to respond to another
colleague with Journal postings.
Evaluation Note: Each journal posting must contain a minimum of 400 words,
and must be reflective in nature. For evaluation purposes, please see Rubric for:
Online Journals
NOTE: For Grad Students concerning Journals: It is expected that Grad
Students will respond to a student in the class whereas undergrads do not need to
respond.
3. Self-Assessment (50 points) This assignment is simply a completion of a survey
entitled Intercultural Competence. It is a matter or completing the questionnaire
and then reflecting on your personal strengths and area of improvement within
this domain. Total points for this assignment: 50 points. For evaluation
purposes, please see Rubrics for: Self-Assessment on Intercultural Competence
NOTE: For Grad Students concerning Assignment on Self Assessment:
Grade Students are expected to elaborate on all identified strengths and to have a
definitive plan for improvement that would include at least two paragraphs.
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4. English Language Learners: (150 points) In this assignment, students will
first view the learning modules from Star Legacy Modules about English
Language Learners and then develop a 2-3 page report responding to questions.
Evaluation Note: This report will be evaluated according to the Rubric for:
English Language Learners
NOTE: For Grad Students concerning this Assignment on teaching ELLs:
Grad Students are expected to choose one content area, identify a lesson from that
content area and provide a brief plan on strategies they will use with ELLs during
that lesson.
5. Internet/ Field Study (300 points)
PURPOSE
To write a reaction paper that describes and analyzes the observations made while
researching and also while making contact with an ethnic person in the
Metropolitan Detroit area
To be exposed to an ethnic group/person that is different and unfamiliar.
INSTRUCTION
There are TWO parts to this paper: 1) an internet search, and 2) an interview with
a person from a different ethnic group from yours.
First, identify an ethnic group that is different from and unfamiliar to you.
Do a search on the Internet and find sources that can provide information about
the background of the selected group such as its geography, history, language,
culture, customs, holidays, and religions.
Be sure to include your Internet resources on your reference page.
Write about THREE information items related to the culture of this particular
ethnic group.
Here are some ethnic groups you may wish to think about:
African Americans, Arab Americans, Albanian Americans
Chaldean, Chinese, Egyptian, Eastern European, East Indian
Filipino, Greek, Hmong, Italian, Japanese, Jewish, Korean, Lebanese
Latino (Hispanic Americans), Native Americans, Polish,
Russian, Ukranian, Vietnamese, etc.
Gay/Lesbian/Transgendered OR any other minority/ethnic group not
mentioned.
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In preparation for the interview of the ethnic person, you MAY use the following
questions as a GUIDE while you write this part of the paper.
What were your expectations and feelings before making contact with the
ethnic/minority group?
How did you arrange the contact?
What was your first impression?
What questions did you ask in order to inquire about the culture? Questions could
reference such items as gender roles, education, learning styles, teaching styles,
customs. etc.
Describe the experience.
Did the experience have a negative or positive impact on you?
How did the experience contribute to your understanding of the selected
ethnic/minority group?
Did you feel included or excluded during the experience?
Provide a final reflection or closing statement regarding the value, if any, of the
field study.
The paper itself may be in the form of an informal report. The first part, the
Internet Search should not exceed TWO pages. You may insert images beside
your information if you wish. The second part may be written in narrative style or
in a question/answer format and should be no more than FOUR pages.
Double-space using Times New Roman, 12 point font (about 250 -300 words per
page). This paper will be evaluated in accordance with the Rubric for:
Internet/Field Study
NOTE: For Grad Students concerning this Final Assignment: Grad Students
will provide a one page summary on how they would assist this individual if
he/she were in their class. How would they demonstrate ‘culturally responsive
teaching’.
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Overview of Points
Discussions: 400 points
Self Assessment: 50 points
ELLs 150 points
Journals 100 points
Internet/Field Study 300 points
TOTAL: 1000 points
Class Schedule:
1. Following the folders in the Content area, you will note that the third folder entitled ‘Internet /Field Study’ is there to prepare you for the final assignment. This final assignment is not due until the end of the course.
2. The course start date is May 11 and the end date is June 26. This Spring Semester is a compressed timeline and so it is important to allow for careful organization of time for submission of work. Please be sure to check this Course Schedule for blog, journal and assignment dates and deadlines.
3. All blogs will begin on Monday of each week and end on the following Sunday at 11:59 p.m. The instructor will provide feedback at the end of the blog times. The instructor tracks each blog worth 25 points and includes these points each week in the Grade Center. These points are cumulative each week and therefore it is up to the student to keep track of the points as well in order to determine the exact points for each blog.
4. In some weeks, there will be two blogs or a combination of one blog and one journal. Please see the Syllabus schedule below for the flow of the course, assignments and due dates.
* Additional reading materials will be posted under content on Blackboard
Week Tasks and
Required Reading
Assignments Notes/Due
Dates
Standards
Met
May
11-17,
2015
View LIVE
presentation
Read Chapter 1
and 2 (Cushner)
Blog 1a –introducing
yourself
Blog 1b- understanding
changes in today’s
institutions
Blog 2 – Civil Rights –
person or event
All blogs and
journals are
due at the end
of the week on
Sundays by
11:59 p.m.
Blogs are due
May 17
2.1
2.2
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2
May
18-24
Assignment 1:
Assessing your
intercultural
competence
Read Chapter 3
and 4 (Cushner)
Blog 3a –Sources of
Cultural Identity
Blog 3b – Dealing with
Stereotypes
Blog 4a- My U-curve
hypothesis
Blog 4b- The Culture
General Framework
Assignment
and four blogs
due
May 24
2.1
2.2
3
May
25-31
Read Chapters 1 ,
2 and 3 (Spring)
Read Chapter 5
(Cushner)
Journal 1- (chapter 2)
Native Americans
Journal 2 – (chapter 3)
African Americans
Blog 5a- Race and Ethnic
Identity
Blog 5b – The Culture-
General Framework
Journals and
blogs due on
May 31
2.3
2.4
2.5
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June 1-
June 7
Read Chapter 6
(Cushner)
Review Star
Legacy Modules
on ELLs
(See website link
in Assignments)
Blog 6a
(Prejudice and Prejudice
reduction)
Blog 6b (The Liver
Transplant Problem)
Blog 6c (White Privilege)
Blogs due
June 7
Note that
Assignment 2
is due on June
9
2.4
3.2
3.3
5.1
6.2
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June 8-
June 14
Assignment 2 -
English Language
Learners
Read Chapter 4
and 5 and 6
(Spring)
Read Chapter 8
(Cushner)
Journal 3- Asian
Americans
Journal 4 – Hispanic
Americans /Latinos
Journal 5 - the Great Civil
Rights Movement and the
New Culture Wars
Journals due
on June 14
2.3
2.4
June15- Read Chapter 7 Blog 7 (Global Blogs due on 2.4
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June 21 and 9
(Cushner)
Perspectives)
Blog 8 (Religion in the
Public Schools)
June 21
2.5
June
15-24
Read Chapter 10
and 13 (Cushner)
Blog 9a (Sexual
Orientation)
Blog 9b (Social Class)
Blogs due on
June 24
2.4
6.7
June 26 Final Assignment
due on Internet
/Field Study
Final Assignment due June 26 2.1
2.2
2.3
2.4
6.7
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RUBRIC for: ONLINE BLOGS
Levels of Achievement
Criteria Novice Competent Proficient
Post
0 to 1 points No post or post is
poorly done.
2 to 4 points Post is developed and
engaging with support
material. Lacks some
conceptual clarity
5 to 5 points Post is well done,
engaging in a
substantive way with
conceptual clarity.
Comments to
another peer
0 to 1 points
No comment or
comment was brief
with shallow
contribution.
2 to 4 points
Elaborates on the post
with further
comments or
observations.
5 to 5 points
Analyzes the post and
extends the comments
in new directions.
Content
Contribution
0 to 1 points Posts irrelevant
information or does
not add
substantively to the
discussion.
2 to 4 points Content is factually
accurate, but does not
include much
conceptual
development.
5 to 5 points Post draws directly
upon the material to
make a creative and
substantive point that
extends the material.
Clarity and
Mechanics
0 to 1 points Unclear,
disorganized and/or
unedited. Errors
noted.
2 to 4 points Organized, well
edited and
thoughtfully
composed. Some
errors.
5 to 5 points Very well organized
with concise easy to
ready style and error
free.
Connections
0 to 1 points Makes little or no
connections within
personal or social
contexts
2 to 4 points Makes considerable
connections within
personal or social
contexts.
5 to 5 points Makes a large number
of connections within
personal or social
contexts.
Points for Post:
TOTAL POINTS (out of 25)
COMMENTS:
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Rubric for: ONLINE JOURNALS
Levels of Achievement
Criteria Novice Competent Proficient
Content
0 to 1 points Demonstrates little
or no knowledge of
content as presented
in the Joel Spring
text. Lacks analysis
and meaningful
insight.
2 to 4 points Demonstrates some
evidence of
knowledge of
content as presented
in the Joel Spring
text. Provides some
meaningful insight.
5 to 5 points Demonstrates relevant
information as
presented in the Joel
Spring text. Provides
meaningful insight in a
highly focused and
comprehensible
manner.
Organization
0 to 1 points Not organized
logically. Ideas
related to the
content are not
presented clearly.
2 to 4 points Well organized.
Ideas related to the
content are arranged
logically to support
the content. Ideas
are linked but not
consistently.
5 to 5 points Very well organized.
Ideas related to the
content logically
support the topic. Ideas
are linked, flow
smoothly and create
interest for the reader.
Grammar
and
Mechanics
0 to 1 points Many errors
creating confusion
and lack of interest.
2 to 4 points Some errors, but do
not represent major
distractions.
5 to 5 points Error free.
Reflection
and
connection
0 to 1 points Makes limited
connections within
personal or social
contexts.
2 to 4 points Makes considerable
connections within
personal or social
contexts.
5 to 5 points Makes a high degree of
connections within
personal or social
contexts.
TOTAL POINTS : _____________/20 points______
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Rubric for: Self-Assessment on Intercultural Competence
Levels of Achievement
Criteria Novice Competent Proficient
Summary of
strengths and
areas of
improvement
0 to 10 points
Limited
summary
11 to 15 points
All aspects
summarized.
16 to 17 points
All aspects summarized
with added observations.
Reflecting on
strengths and
areas of
improvement
0 to 10 points Not clear.
Might include
some original
thinking on
how to
improve.
11 to 15 points Reflection is clear,
includes areas of
strengths and
improvement and
some original
thinking on how to
improve.
16 to 17 points Reflection is clear,
includes all areas of
strengths and
improvement. Includes
original thinking that
extends views on
personal strengths and
areas of improvement.
Grammar and
mechanics
0 to 10 points Reflection is
poorly
organized.
Many errors
are evident.
11 to 15 points Reflection is
organized, clear and
somewhat consistent
with few errors.
16 to 17 points Reflection is organized,
clear and consistent with
no errors.
TOTAL POINTS: ________________________/50
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RUBRIC FOR: ENGLISH LANGUAGE LEARNERS
Levels of Achievement
Criteria Novice Competent Proficient
Understanding
the needs of
ELLs
0 to 24 points Vaguely
understood.
25 to 34 points Mostly
understood.
35 to 38 points Clearly understood.
Pedagogical
Insight for ELLs
0 to 24 points Weak evidence of
information for
teaching strategies
for ELLs with
limited reflection
25 to 34 points Good evidence of
teaching
strategies and a
good critical
reflection.
35 to 38 points Strong evidence of
teaching strategies
with a sound
critical reflection.
Considerations
for Assessment
of ELLs
0 to 24 points
Limited
understanding of
assessment for
ELLs.
25 to 34 points
Good
understanding of
assessment of
ELLs.
35 to 38 points
Excellent
understanding of
assessment of
ELLs.
Organization
and Mechanics
0 to 24 points Work is unfocused
and poorly
organized. Errors
are distracting.
25 to 34 points Organization is
clear. Format is
consistent. Very
few errors.
35 to 38 points Organization is
clear. Format is
consistent.
Effectively
communicates
ideas. No errors.
Total Points: ________________________/150
Extra Points allowance as determined by Instructor: ___________
Final TOTAL: _______________
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RUBRIC For: Internet /Field Study
Levels of Achievement
Criteria Novice Competent Proficient
Information
from Internet
Search
0 to 29 points Very little
information
presented.
30 to 44 points Considerable to
required amount of
information with
description
45 to 50 points Required amount of
information, detailed
description.
Reflection on
the culture
0 to 29 points Limited range of
commentary. Very
little comparison
of similarities and
differences of
cultures.
30 to 44 points Good range of
commentary. Good
comparison of
similarities and
differences of
cultures with a good
personal reflection.
45 to 50 points Very good range of
commentary with
significant number of
comparisons related to
similarities and
differences of cultures
with a very good
personal reflection.
Information
based on
Interview
0 to 29 points Limited and
lacking interest.
30 to 44 points Variety of
information
generating thoughts
and interest.
45 to 50 points Thorough amount of
information generating
thoughts, interest and
reflection.
Reflection on
the Interview
0 to 29 points Limited review of
the interview with
scarcity of
personal thoughts.
30 to 44 points
A good review of
the interview with a
range of personal
thoughts including
personal direction
for the future.
45 to 50 points
An excellent review of
the interview with a
wide range of personal
thoughts including
personal direction for
the future.
Organization
of content
based on
interview
0 to 29 points Not well
organized. Little
direction about the
individual's life.
30 to 44 points Organized with
good direction of the
individual's life and
history.
45 to 50 points Very well organized
with an evaluation of
the individual's life
and history.
Grammar and
Mechanics
0 to 29 points Not well
developed. Many
grammatical
errors.
30 to 44 points Well developed, but
with evidence of
errors.
45 to 50 points Very well developed
with no evidence of
error.
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TOTAL POINTS: ________/300
Graduate Grades: Undergraduate Grades:
A B+ C+ F A B+ C+ D+ F
A- B C A- B C D
B- B- C- D-
General Note on Grading
The College of Education faculty members strive to implement assessment measures
that reflect a variety of strategies in order to evaluate a student's performance in a
course. For undergraduates and post-degree students C grades will be awarded for
satisfactory work that satisfies all course requirements; B grades will be awarded for
very good work, and A grades will be reserved for outstanding performance.
For graduate students B grades will be awarded for satisfactory work that satisfies all
course requirements; B+ grades will be awarded for very good work, and A grades will
be reserved for outstanding performance. Please note that there is a distribution of
grades from A-F within the College of Education. Grades with plusses and minuses
carry distinct grade point averages.
For the purpose of this course, the follow point range will determine the final letter
grade:
TOTAL POSSIBLE POINTS = 1000
Course Evaluation and Grading
A 950 -- 1000 points
A- 930 -- 949 points
B+ 910 -- 929 points
B 860 -- 909 points
B- 840 -- 849 points
C+ 820 -- 839 points
C 770 -- 819 points
C- 750 -- 769 points
D+ 730 -- 749 points
D 710 -- 729 points
D- 700 -- 709 points
F 699 and below
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Class Policies:
1. Cheating, plagiarism or any form of academic dishonesty are strictly
prohibited, and will be handled in accordance with university policy.
2. Professional courtesy, mutual respect and teamwork.
3. E-mail will be the primary mode of communication between the
instructor and students. The instructor will respond to inquiries and e-
mails within 48 hours.
4. Students should assume responsibility for the technical capabilities of their
personal computers, internet connections and software. Please note that the
University’s computer labs are available for individual student use.
5. Alteration to the syllabus will be made by instructor as deemed necessary.
6. Submission of required assignments on time and according to guidelines:
Students are required to post their “Discussion Boards” within the required
timeline. The instructor will consider evaluation of other course assignments
(other than Discussion Boards) in some emergency cases. Students who wish
to have their late work evaluated should notify the instructor via email in
advance, or within ONE DAY after the due date to discuss submission of
required work, or scheduling of make-up exams. Accepted late assignments
and will be evaluated at a reduction of points of the grade. Furthermore,
failure to contact the instructor according to the recommended timeline may
result in the denial of individual requests regarding late assignments.
7. On-Line Classroom Etiquette and Professional Behavior: This class is
intended to prompt an open and honest dialogue about various topics.
However, due to the content and structure of this course, it is very likely that
we will engender passionate discussions on race and ethnic relations,
personal and political beliefs, racism, prejudice, gender and sexual
stereotypes, ethnic and religious biases, etc. It is critical that we take full
responsibility for engaging in a respectful and professional manner in all
discussions and e-mail communications. Please refrain from asserting
stereotypes, using derogatory remarks, or “pigeon-holing” your fellow
classmates into categories, as “racist,” ‘sexist,” “PC,” “anti-American,” “anti-
Arab,” “anti-Christian,” “anti-Jewish,” etc. Maintaining respect and
courtesy is a central requirement of this course. The discussion boards and
the email class list should be utilized for engaging in rich discussion pertinent
to class requirements and not for non academic or personal concerns.
Individuals with personal concerns (i.e. requirements, grading) should contact
the instructor directly. In addition, students are advised to refrain from using
the class e-mail list to send emails or post content that includes commercial
advertisements, chain/junk emails, indecent materials, derogatory comments
(of any nature), ethnic jokes, personal attacks, put downs, or any content
prohibited by university policies. Students who engage in this type of
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behavior will be warned, and will likely be asked to withdraw from class, or
given a failing grade. Academic Dishonesty/Plagiarism
The College of Education has a ‘zero tolerance’ approach to plagiarism and other
forms of academic dishonesty. (See Student Code of Conduct
http://doso.wayne.edu/codeofconduct.pdf)
Plagiarism includes copying material (any more than 5 consecutive words) from
outside texts or presenting outside information as if it were your own by not
crediting authors through citations. It can be deliberate or unintended. Specific
examples of academic dishonesty, including what constitutes plagiarism, can be
found in the University’s Undergraduate Bulletin (http://bulletins.wayne.edu/ubk-
output/index.html) , the Undergraduate Student Handbook
(http://comm.wayne.edu/files/undergradhandbook.pdf) and in print and online
versions of the Graduate Catalog (http://www.bulletins.wayne.edu/gbk-
oputput/index.html) under the heading “Student Ethics.” It is every student’s
responsibility to read these documents to be aware which actions are defined as
plagiarism and academic dishonesty. Sanctions could include failure in the course
involved, probation and expulsion, so students are advised to think carefully and
thoroughly, ask for help from instructors if it is needed, and make smart decisions
about their academic work. To enforce this policy, all outside references must be
submitted with assignments.
Enrollment/Withdrawal Policy
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 5th 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.
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Beginning the fifth week of class students are no longer allowed to drop but
must withdraw from classes. 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.
See the university webpage for full details:
http://reg.wayne.edu/students/information.php
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.
Resources for optional inclusion in course syllabi:
Wayne State University Writing Center:
The Writing Center (2nd floor, UGL) provides individual tutoring consultations
free of charge for students at Wayne State University. While the center serves
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both graduate and undergraduate students, undergraduate students in General
Education courses, including composition courses, receive priority for tutoring
appointments. The Writing Center serves as a resource for writers, providing
tutoring sessions on the range of activities in the writing process – considering the
audience, analyzing the assignment or genre, brainstorming, researching, writing
drafts, revising, editing, and preparing documentation. The Writing Center is not
an editing or proofreading service; rather, students are guided as they engage
collaboratively in the process of academic writing, from developing an idea to
correctly citing sources. To make an appointment, consult the Writing Center
website: http://www.clas.wayne.edu/writing/.
To submit material for online tutoring, consult the Writing Center HOOT website
(Hypertext One-on-One Tutoring) http://www.clas.wayne.edu/unit-
inner.asp?WebPageID=1330.