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Applied Psychology 610.085: PSYCHOPATHOLOGY AND DIAGNOSIS (3 credit hours)

Yale Gordon College of Arts and Sciences Division of Applied Behavioral Sciences

Fall 2016 Business Center 227

Mondays, 2:00PM – 4:30PM

Instructor: John Donahue, Psy.D. Office: Learning Commons 408 Email: jdonahue@ubalt.edu Phone: 410-837-5831; Cellular (emergency only please): (732) 371-4132 Office hours: Mon. 1-2PM; Tues. 4-5PM (or by appointment)

A note concerning communication. I prefer that students contact me via email. Please be sure to include the course number in the subject line. I will make every effort to respond to your inquiry within 48 hours or earlier. If an issue is urgent, please indicate "urgent" within the subject line of the email and I will respond as soon as is practical.

Course Overview

Course Description

From the course catalog. Problems in the epidemiology, diagnosis and treatment of behavior disorders. Major attention is given to changing applied and theoretical perspectives in the light of contemporary research methodologies and findings. Prerequisite: This course is open only to the following majors: Applied Psychology or Certificate in Professional Counseling Studies. Other majors may take this course with departmental permission only. Additional information. This course is designed to meet the state of Maryland LCPC licensure requirements, to enhance your knowledge of various forms of psychopathology and to understand the process of diagnostic assessment, case conceptualization, and diagnosis. Required Textbooks and Readings

American Psychiatric Publishing. (2013). Diagnostic and Statistical Manual of Mental Disorders (5th ed.).

Washington, DC: Author.

Castonguay, L.G. & Oltmanns, T. F. (2013). Psychopathology: From Science to Clinical Practice. New York, NY:

Guilford Press.

**Additional articles and text chapters are listed in the Assigned Readings section and will be provided on Sakai.

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Sakai: To access UB Online Sakai: On UB's home page (www.ubalt.edu), click "MyUB" and login. On the right hand side of the screen, click on the icon for UB Online Sakai. Your Sakai username and password are identical to your MyUB (Peoplesoft) username. For help with

MyUB and Sakai, contact OTS at callcenter@ubalt.edu or 410-837-6262.

Course Student Learning Outcomes

At the conclusion of this course, the student will be able to:

Describe different theoretical models of psychopathology and the empirical support for these theories.

Describe the DSM-5 classification system of mental disorders and the criteria for diagnosing major disorders.

Apply the DSM-5 classification system in determining the appropriate diagnosis(es) of clinical cases.

Integrate current perspectives on the hereditary, environmental, and psychological determinants in understanding the etiology of major psychological disorders

Critically evaluate the premises of the DSM system of classification in the context of alternate conceptualizations of psychopathology.

Identify the contextual and cultural influences on the development, diagnosis, and phenomenology of psychological disorders.

Course Expectations

As a graduate-level course, students are expected to develop and demonstrate skills in independent learning, critical thinking about assigned readings, and professional-level writing skills. Students are expected to spend 2-3 hours of independent preparation for every hour of class time in graduate courses. The teaching format is lecture, discussion, case analysis, videotape, and exercises. In addition, the following requirements and expectations should be followed:

1. All students should come to class prepared to discuss course readings. 2. Students are expected to be punctual in their arrival to class, and are expected to attend

every class period. 3. This class should be considered an important part of your professional training and students

are required to conduct themselves with the utmost professionalism both in class and in communications with the professor.

Course Requirements and Evaluation

The final grade for the course is based on the points earned out of the maximum. The specific requirements are as follows:

1. Attendance & Active Participation 25% 2. Exams (mid-term and final) 35% 3. Critical Thought Paper 10% 4. Group Project (paper & presentation) 30%

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Grading:

Final letter grades will be the based on the percentage of total possible points earned (% of 100 points). Letter grades will be assigned as follows: A 93% and above B- 80%-82% F 69% and below A- 90%-92% C+ 77%-79 B+ 87%-89% C 73%-76% B 83%-86% C- 70%-72% Requirements Explained

Active Course Participation (25% total; Attendance/Participation = 15%; Discussion Postings = 10%). Students are required to come to class having read the assigned materials and ready for in-depth discussion of the same. Participation is defined as verbal discussion that demonstrates knowledge of assigned and integration of previously-covered class material. Your participation grade will therefore be partly based on the quality of your interactions with your classmates in meaningful discussions. Regular class attendance is critical to your success in this class. Two late arrivals beyond 15 minutes or leaving class 15 minutes prior to the end of class constitute an absence. After two unexcused absences, your final grade will be reduced ½ letter grade for each missed class (e.g., A to A-). Active participation is additionally gauged via weekly postings on the Sakai Discussion Forum (10 total, across the semester). Postings should be based on the week's readings, and may include reflections, critical analysis, and/or rationally derived questions. Simple summaries of readings are not sufficient. While these postings may be brief (two paragraphs) they must be a substantive contribution to the topic under discussion and reflect the quality of discourse characteristic of a master’s level class, as determined by the instructor. As comments and questions may be incorporated into the class discussion for the week, weekly discussion postings must be submitted by 9AM on the day of class (Monday). Late submissions will not be accepted. Exams (35% total; Midterm = 15%; Final = 20%). There will be two (2) exams, a midterm and final, as indicated on the tentative schedule provided below. These exams will include a combination of multiple-choice questions and two (2) equally-weighted essay questions. Questions may be drawn from both lectures and assigned readings. These exams are non-cumulative. Prior to the exam, you will be given a study guide to help you prepare. I will provide paper for the exam and you will bring no notes with you to the test. If you know you will not be able to attend class on the day of an exam, you should contact me about arranging an early exam administration. Makeup exams are only considered in the event of emergency situations. In these instances, you must notify the instructor, personally, by phone or e-mail BEFORE the exam, and you must supply documentation that provides supporting evidence (hospital or physician note, tow-truck receipt, etc.). Critical Thought Paper (10%). The first several classes of this course focus on the principles and paradigms of psychopathology and diagnostic classification. Following this section, students are required to complete one (1) typed paper (3-4 pages of content, plus references), due on 9/24/16, that requires you to engage in elaborative processing of the material you have learned up until that point. The paper should include (a) a brief summary of key points, (b) questions or challenges to some aspect of the reading, and (c) implications or hypotheses generated from the readings. Thought papers are not simple summaries of the readings, they should instead reflect a clear effort on your part to understand, critique, and synthesize the assigned material. Thought papers should be submitted using the Assignments Portal on Sakai.

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Group Project: (30% total; Paper = 15%; Presentation = 15%). For this project, you will work in groups of 3-4 students. The objective of this project is to present and write up a case conceptualization and treatment plan for a movie character who experiences significant life interference or distress as a function of his/her psychopathology. The movie must be easily obtainable so that I can view it as well. If the movie that you would like to use is obscure and not easily accessible, you can use it only if you provide me with a copy. You will sign up for the presentation during the two weeks of classes. It is OK if the movie character that you pick has a personality disorder. However if that is the case, your character must also have another disorder as well. Do not pick a movie where the character only has a personality disorder. Each group will write one paper. Papers are due by the last class, 12/5 and should be submitted using the Assignments Portal on Sakai. The format of the paper is presented below. It is OK if you have incomplete information for the first five items. You must use APA style. 1. Identifying information – Individual’s age, sex, social class, race, religion, marital status, living situation,

educational attainment, and family constellation (approximately ½ of a page). 2. Presenting problem – Your character may not be seeking help. Nevertheless, since your character, by

definition of this assignment, must be experiencing significant distress or interference as a result of his/her psychopathology, you should be able to talk about his/her current symptoms, anxieties, moods, and difficulties in personal or occupational roles (no more than 1 page).

3. Behavioral observations – Describe the character’s physical appearance and any salient mannerisms.

Relevant observations might include his/her apparent state of health, physical coordination, intellectual and cognitive functioning, affect, or any oddities or peculiarities in behavior (approximately ½ of a page).

4. Precipitating factors and history of the problem – To the extent that it is available, describe the events or life

changes that accompanied the appearance of psychological distress. Explain the development and course of the problem (no more than 1-2 pages).

5. Developmental and historical information – Describe any significant family, school, and peer relationships.

Social/ethnic/racial/cultural/gender/sexual/economic factors that organize and impact psychological functioning should be articulated. School and work history should be summarized. Provide information about medical conditions, psychiatric history, and any treatments, if relevant (no more than 3-4 pages; depending on the movie, little information may be available for this section).

6. Diagnostic Formulation – Provide all elements of a DSM-based diagnosis (see DSM 5, pp. 21-23). Substantiate your diagnosis (or diagnoses) with data from the movie. Also describe differential diagnostic issues, including related disorders that you may have considered but ruled out. Discuss what instruments you might administer to clarify diagnostic issues as appropriate (2-3 pages).

7. Analysis/Formulation/Case Conceptualization – Describe what model(s) you are using to conceptualize the

patient’s problem (you must include references here, and you do not need to limit yourself to models that we discuss in class). In general, one theoretical model should be sufficient but you may attempt to integrate two theoretical perspectives if you wish (if you do this, be careful that you do it in a sensible way that I can easily understand). If you do use only one theoretical model, it must have a psychological component (i.e., do not focus only the biological aspect of the illness). Explain the factors related to the

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development and maintenance of the character’s problem according to your theoretical model (approximately 3 pages).

8. Treatment plan/recommendations – Provide a brief review of the empirical support for the treatment(s) that you will be proposing (you must include references here). The treatment plan should not only have empirical support but must also logically flow from the case conceptualization (i.e. – it does not make sense to give a purely biological explanation of a disorder and present a treatment plan that consists of family therapy). Describe your clinical goals and planned interventions. Include objective measures to track treatment progress (approximately 3 pages).

Your presentation should cover the same material as your paper and should be approximately 20 minutes in length. If appropriate or desirable, the presentation may contain more of an explanation of the movie’s plot than will be possible in your paper. Your presentation must include movie clips in support of the points you are making. The entire paper (across all sections) should be no more than 15 pages of content (1 inch margins, double spaced, 12 point font). You do not need to count the title page and references in this page count. Typically, papers will use 6-8 references.

For written assignments: All written assignments are due on the date stated on the syllabus. Unexcused late papers will be subjected to a 10% grade reduction per day. Assignments turned in more than five days late will receive a grade of zero. In cases of excused late assignments, you must communicate with me prior to the due date, to set up a date by which the assignment will be turned in. Extensions to due dates will be granted only for dire unforeseen situations. I expect you to write clearly and succinctly and to use standard writing organizational tools (i.e. thesis statements, transition sentences, etc). You need to use correct grammar and spelling and write in complete sentences. You need to use APA style for your citations and your tables and figures. In addition, when writing your papers, remember that the most common form of academic dishonesty is plagiarism. Plagiarism occurs when one fails to adequately give credit to others for their ideas. In your writings, you should (a) use your own words to express your own ideas; or (b) use your own words to express someone else’s ideas (paraphrase) and cite the source. When citing, list the author(s) last name and the year of publication in your text (e.g., “…as described by Smith (2000)”), and also list the full reference at the end of your paper with the article name, journal issue, etc. Follow APA format (see https://owl.english.purdue.edu/owl/resource/560/02/) and avoid direct quotations. In general, I am looking for your understanding of the class material. Therefore, I am looking for your ability to paraphrase what you have learned from the text and other sources. I strongly discourage the use of quotes because they suggest a lack of understanding of the material – if you cannot rephrase the material, you do not understand it. The Achievement and Learning Center (ALC) is a free resource for all UB students and offers support in three ways: Tutoring An ALC tutor may be available for this course, either on campus or online. All tutors have been recommended by a faculty member and receive ongoing training. Tutors can assist you with learning course content as well as computer skills. To get the most out of your session, come with specific goals and all relevant materials. To

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learn more or make an appointment, visit www.ubalt.edu/tutoring, or stop by our office in the Academic Center 113. Writing Consulting Writing consultants work with you one-on-one and provide suggestions for revisions. You can receive feedback on anything you are writing for UB courses at any point in the writing process, from getting started to final editing. We ask that you bring in the following three things to each appointment: assignment instructions, a specific goal for the session and a printed copy of anything they have done (e.g. outline, notes, first draft). Appointments are available face to face in the ALC or, during certain times, at Langsdale Library. We also offer live online consultations, either via video or text chat. You can also submit their work to the Online Writing Link (OWL) through the MyUB portal to receive written feedback on how to revise your papers. Please note that this process takes up to two business days. Please see our website for details on all appointment and OWL options. Graduate students can also contact the assistant director for writing services, Isabell May (imay@ubalt.edu), directly for support on lengthier graduate writing projects. Academic Coaching To gain a competitive edge in the classroom or the workplace, make an appointment with one of our academic coaches. They can work with you on goal-setting, time management, efficient learning strategies, working in teams, oral presentations and exam-taking. To learn more or to make an appointment, visit www.ubalt.edu/alc.

Academic Misconduct

Each student is responsible for personal academic integrity, and avoidance of such misconduct as cheating, plagiarism, falsification or attempts of these acts. Any violation of the University of Baltimore Academic Integrity Policy can result in a minimum sanction of failure on the assignment, with no chance to resubmit the assignment and I will document the infraction in accordance with the recommendation of the Dean of Students. Other sanctions are possible for even one infraction, including failure in the course and referral to Academic Affairs, with a maximum being expulsion from the University. The Academic Integrity Policy can be found at:

http://www.ubalt.edu/campus-life/student-handbook.cfm#Academic_Integrity Accommodations for Students with Disabilities (temporary and permanent)

I actively and affirmatively seek to accommodate any currently enrolled student with a documented disability according to the regulations established by Section 504 of the Rehabilitation Act of 1973 and the American Disabilities Act of 1990. Accommodations for students with disabilities can be arranged through the Center for Educational Access. For information see: www.ubalt.edu/cea

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Course Requirements Explained

Course Outline*

Class

Topic

Assignments Due

1 (8/29)

Introduction to the course; Syllabus Review; What is a mental disorder? Readings:

Castonguay & Oltmanns (2013): Ch. 1

DSM 5 (pp. 5-24)

Wakefield, J. C. (1992). The concept of mental disorder: On the boundary between biological facts and social values. American Psychologist, 47, 373-388.

Lilienfeld, S.O., & Marino, L. (1995). Mental disorder as a Roschian concept: A critique of Wakefield’s “harmful dysfunction” analysis. Journal of Abnormal Psychology, 104, 411-420.

Bring Syllabus to Class

9/5 No Class - Labor Day

N/A

2 (9/12)

Issues in models, diagnosis, and classification Readings:

Alarcón, R. D. (2009). Culture, cultural factors and psychiatric diagnosis: review and projections. World Psychiatry, 8(3), 131-139.

Kendell, R.E., & Jablensky, A. (2003). Distinguishing between the validity and utility of psychiatric diagnoses. American Journal of Psychiatry, 160, 4-12.

Helzer, J. E., Kraemer, H. C., & Krueger, R. F. (2006). The feasibility and need for dimensional psychiatric diagnoses. Psychological Medicine, 36(12), 1671-1680.

Hayes, S.C., Wilson, K.G., Gifford, E.V., Follette, V.M., & Strosahl, K. (1996). Experiential avoidance and behavioral disorders: A functional dimensional approach to diagnosis and treatment. Journal of Consulting and Clinical Psychology, 64, 1152-1168.

Welch, H.G., Schwartz, L., & Woloshin, S. (2007, January 2nd). What’s making us sick is an epidemic of diagnoses. New York Times.

Discussion Post

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3 (9/19)

Issues in models, diagnosis, and classification continued Readings:

Szasz, T. S. (1960). The myth of mental illness. American Psychologist, 15(2), 113.

Rosenhan, D. L. (1973). On being sane in insane places. Science, 179(4070), 250-258.

Deacon, B. J. (2013). The biomedical model of mental disorder: A critical analysis of its validity, utility, and effects on psychotherapy research. Clinical Psychology Review, 33(7), 846-861.

Cicchetti, D., & Rogosch, F. A. (1996). Equifinality and multifinality in developmental psychopathology. Development and Psychopathology, 8(04), 597-600.

Werner, K., & Gross, J. J. (2010). Emotion regulation and psychopathology: A conceptual framework. In A. M. Kring & D. M. Sloan (Eds.), Emotion Regulation & Psychopathology: A Transdiagnostic Approach to Etiology & Treatment (pp. 13-37). New York: Guilford Press.

Discussion Post

4 (9/26)

Anxiety Disorders Readings:

Castonguay & Oltmanns (2013): Chs. 3 & 4

DSM 5 (pp. 189-190; 197-233)

Barlow, D. H. (2000). Unraveling the mysteries of anxiety and its disorders from the perspective of emotion theory. American Psychologist, 55(11), 1247-1263.

Mineka, S., & Zinbarg, R. (2006). A contemporary learning theory perspective on the etiology of anxiety disorders: it's not what you thought it was. American Psychologist, 61(1), 10-26.

Critical Thought Paper Due

Discussion Post

5 (10/3)

Obsessive-compulsive and related disorders Readings:

Castonguay & Oltmanns (2013): Ch. 5

DSM 5 (pp. 235-264)

Franklin, M. E., & Foa, E. B. (2011). Treatment of obsessive compulsive disorder. Annual Review of Clinical Psychology, 7229-243.

Berle, D., & Starcevic, V. (2005). Thought–action fusion: Review of the literature and future directions. Clinical Psychology Review, 25(3), 263-284.

Discussion Post

6 (10/10)

Trauma- and stressor-related disorders Dissociative disorders Readings:

Castonguay & Oltmanns (2013): Ch. 6

DSM 5 (pp. 271-298)

Keane, T., & Barlow, D. H. (2002). Posttraumatic stress disorder. In D. H. Barlow (Ed.) Anxiety and its Disorders (pp. 418-453). New York: Guilford Press

Bonanno, G. A. (2004). Loss, trauma, and human resilience: have we underestimated the human capacity to thrive after extremely aversive events?. American Psychologist, 59(1), 20-28.

Movie Selection for Group Project

Due

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7 (10/17)

Mid-Term Exam None

8 (10/24)

Depressive disorders Readings:

Castonguay & Oltmanns (2013): Ch. 2

DSM 5 (pp. 160-188)

Liu, R. T., Kleiman, E. M., Nestor, B. A., & Cheek, S. M. (2015). The Hopelessness Theory of Depression: A Quarter‐Century in Review. Clinical Psychology: Science and Practice, 22(4), 345-365.

Jacobson, N. S., Martell, C. R., & Dimidjian, S. (2001). Behavioral activation treatment for depression: Returning to contextual roots. Clinical Psychology: science and practice, 8(3), 255-270.

Discussion Post

9 (10/31)

Depressive disorders cont. Bipolar and related disorders Readings:

Castonguay & Oltmanns (2013): Ch. 10

DSM 5 (pp. 123-154)

Barlow, D.H., Allen, L.B., & Choate, M.L. (2004). Toward a unified treatment of emotional disorders. Behavior Therapy, 35 (2), 205 – 230

Johnson, S. L., & Kizer, A. (2002). Bipolar and unipolar depression: A comparison of clinical phenomenology and psychosocial predictors. In I. H. Gotlib & C. L. Hammen (Eds.), Handbook of Depression (pp. 141-165). New York: Guilford Press.

Hawton, K., Comabella, C. C., Haw, C., & Saunders, K. (2013). Risk factors for suicide in individuals with depression: a systematic review. Journal of Affective Disorders, 147(1), 17-28.

Discussion Post

10 (11/7)

Schizophrenia spectrum disorders Readings:

Castonguay & Oltmanns (2013): Chs. 11 & 12

DSM 5 (pp. 87-122)

Hashemi, A. H. & Cochrane, R. (1999). Expressed emotion and schizophrenia: A review of studies across cultures. International review of Psychiatry, 11(2-3), 219-224.

Walker, E., Kestler, L., Bollini, A., & Hochman, K. M. (2004). Schizophrenia: etiology and course. Annual Review of Psychology, 55, 401-430.

Discussion Post

11 (11/14)

Gender dysphoria Substance use disorders Readings:

Castonguay & Oltmanns (2013): Ch. 8

DSM 5 (pp. 451-459; 481-503)

Zucker, K. J. (2005). Gender identity disorder in children and adolescents. Annual Review of Clinical Psychology, 1, 467-492.

Witkiewitz, K., & Marlatt, G. A. (2004). Relapse prevention for alcohol and drug problems: that was Zen, this is Tao. American Psychologist, 59(4), 224.

Discussion Post

10

12 (11/21)

Paraphilic disorders Personality disorders I Readings:

Castonguay & Oltmanns (2013): Ch. 9

DSM 5 (pp. 645-684; 695-700)

Ward, T., & Beech, A. (2006). An integrated theory of sexual offending. Aggression and Violent Behavior, 11(1), 44-63.

Zanarini, M. C., Frankenburg, F. R., Hennen, J., & Silk, K. R. (2003). The longitudinal course of borderline psychopathology: 6-year prospective follow-up of the phenomenology of borderline personality disorder. American Journal of Psychiatry, 160(2), 274-283.

Discussion Post

13 (11/28)

Personality disorders II Eating Disorders Group Presentation Readings:

Castonguay & Oltmanns (2013): Ch. 7

DSM 5 (pp. 761-781)

Widiger, T. A., & Trull, T. J. (2007). Plate tectonics in the classification of personality disorder: Shifting to a dimensional model. American Psychologist, 62(2), 71-83.

Soh, N. L., Touyz, S. W., & Surgenor, L. J. (2006). Eating and body image disturbances across cultures: A review. European Eating Disorders Review, 14(1), 54-65.

Group Presentation 1

Discussion Post

14 (12/5)

Neurodevelopmental disorders Future directions in the understanding, classification, and treatment of psychopathology Group Presentations Readings:

Castonguay & Oltmanns (2013): Ch. 14

DSM 5 (pp. 31-41; 50-59)

Wing, L., & Potter, D. (2002). The epidemiology of autistic spectrum disorders: Is the prevalence rising?. Mental Retardation and Developmental Disabilities Research Reviews, 8(3), 151-161.

Taylor, L. E., Swerdfeger, A. L., & Eslick, G. D. (2014). Vaccines are not associated with autism: An evidence-based meta-analysis of case-control and cohort studies. Vaccine, 32(29), 3623-3629.

Wilson, K. G. (1997). Science and treatment development: Lessons from the history of behavior therapy. Behavior Therapy, 28(4), 547-558.

Group Presentation 2&3

Final Group Paper

Due

(12/12) Final Exam None

*This is an expected outline of the course schedule. The instructor reserves the right to alter topics, readings, and assignments listed in this schedule as needed. All attempts will be made to give students ample notice of any changes. Students will be alerted to any changes in class, by email, and through Sakai.

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UB Policies and Procedures

Academic Integrity The Academic Integrity Policy for the University of Baltimore provides information regarding plagiarism. Incorrect use of other individuals’ work will likely result in plagiarism charges, which can lead to a failing grade on an assignment, a failing grade in the course, or even suspension from UB. Not understanding the definition of plagiarism or improper attribution are not excuses for failure to abide by originality requirements in this or any other course.

Student Rights and Responsibilities The University’s policy on Student Rights and Responsibilities can be found in the UB Student Handbook. The University of Baltimore is a community comprised of students, faculty, administrators, and staff who share a commitment to learning. Exceptional academic honesty is essential to the university’s mission of learning, scholarship and integrity. We believe:

Honesty is the foundation of personal integrity.

Honesty promotes substantive learning.

Honesty validates the recognition of scholarly achievement.

Honesty demonstrates respect for the work of others and enables effective cooperation. All members of our community share responsibility for actively fostering academic honesty, actively

discouraging academic dishonesty, and engaging in ongoing discussion of activities that may violate the spirit of honesty. Plagiarism Tutorial

UB’s plagiarism tutorial

Turnitin As a part of an institution-wide effort to ensure the originality of student work, the University of Baltimore licenses Turnitin, a commercial text-matching service that analyzes students’ submissions against its own archive of student papers, articles, and web sites to report on student originality and identify possible plagiarism. All UB faculty members reserve the right to use this or other measures to evaluate your work for originality and proper attribution.

Accommodations for Students with Special Needs The University of Baltimore’s Center for Educational Access ensures that all UB students can achieve their academic potential unhindered by any disabilities. If you have a documented disability (either temporary or permanent) that requires accommodations, please contact the CEA. The center provides reasonable and appropriate accommodations for students with documented disabilities Center for Educational Access.

Code of Conduct Students are expected to maintain a high standard of conduct. Since the university's role is to provide the best possible atmosphere for learning, individuals who violate its rules or regulations are subject to discipline. To the extent described in the Code of Conduct, the president of the university delegates authority over student discipline to the provost and the associate vice president for student affairs.

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Grade Challenges Students have the right to a grade based on their actual course performance as compared to an articulated standard that is applied to all those taking a course. Each instructor must therefore be able to articulate a uniform, identifiable standard that is applied in calculating any part of a student's course grade. That standard must relate to the course syllabus, academic instruction, and the assignments and materials that were provided to the class. Policies and procedures related to grade challenges (click on grading challenges)

Incomplete Grades and Requests Incomplete (INC) grades will not be considered prior to the official WD deadline. After this date, and INC may be granted at the discretion of the instructor and the appropriate dean’s office based on tan anticipated extenuating circumstance. Incompletes are ordinarily issued to students whose circumstances meet all five of the following conditions: Your situation is emergent. By that we mean your situation was clearly unexpected, and there was simply no way you could have predicted it.

Your situation is exceptional, which often coincides with the first condition. By that we mean your situation is unique and extraordinary.

Your situation prevents you from completing your work. By that we mean your situation must seriously jeopardize your ability to complete work in the class.

Prior to requesting the Incomplete, you must be passing the course and have completed the vast majority of your work.

When your situation emerges, you must contact your professor about it as soon as possible.

A timeline for grade completion is outlined in the catalog.

For any of the above conditions, documentation may be required to officially issue the Incomplete. It is a good idea for students and faculty to have a formal written plan for completing coursework when an incomplete is issued. Please see specific dates on the Academic Calendar for WD and refunds.

Mid-Semester Progress Reporting for Undergraduates Mid-Semester Progress Reports will be issued for all undergraduate students halfway through the semester. You will be issued an S/Satisfactory – which means you are passing the class with a C or better; an NS/Not Satisfactory – which means your grade is a C- or lower; or an FA/Failure due to absences. If you are in the NS or FA categories, you should contact your professor and advisor to discuss ways to improve your performance before it is too late.

Privacy Act Public Law 93-380 (Family Educational Rights and Privacy Act of 1974, also known as the “The Buckley Amendment”) provides certain rights to students (and, in some cases, parents) concerning access to educational records. For more specific information on your privacy rights, visit the FERPA for Students website.

Title IX Sexual Harassment and Sexual Misconduct Policy The University of Baltimore’s Sexual Harassment and Sexual Misconduct policies are compliant with Federal laws prohibiting discrimination. Title IX requires that faculty, student employees and staff members report any known, learned or rumored incidents of sex discrimination, including sexual harassment, sexual misconduct, stalking on the basis of sex, dating/intimate partner violence or sexual exploitation and/or related experiences or incidents. Policies and procedures related to Title IX and UB’s nondiscrimination policies

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UB Resource Centers for Students

Academic and counseling resources for students include but are not limited to:

Achievement and Learning Center Academic Center 113 alc@ubalt.edu 410.837.5383 Make an appointment at the ALC

The ALC is a free resource for all UB students and offers support in three ways:

A tutor or study facilitator may be available for this course, either on-campus or online. Assistance in a variety of computer skills may also be available. Learn more about tutoring, or stop by AC113.

Writing consultants can work with you one-on-one to improve your papers and provide suggestions for revisions. Writing consultants provide feedback on anything you're writing for UB courses at any point in the writing process, from getting started to final editing. You can also submit to the Online Writing Link through the MyUB portal to receive audio MP3 feedback; look for the OWL icon.

To gain a competitive edge in the classroom or the workplace, make an appointment with the ALC Learning Consultant. Consultants work with students on goal-setting, time management, efficient learning strategies, working in teams, oral presentations, and exam taking. They can help you develop a personalized "master plan" for accomplishing your goals.

Center for Educational Access Academic Center 139 cea@ubalt.edu 410.837.4775 The University of Baltimore’s Center for Educational Access ensures that all UB students can achieve their academic potential unhindered by any disabilities. If you have a documented disability that requires accommodations, please contact the CEA. The center provides reasonable and appropriate accommodations for students with documented disabilities.

Counseling Center Academic Center 111 counseling@ubalt.edu 410.837.5159 The Counseling Center delivers mental health services to UB students, promoting personal growth and assisting students with personal, social and academic concerns. Services include: individual counseling; group counseling; psychiatric referrals; consultation with faculty and staff to address student concerns; outreach programs; crisis intervention.

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Note that this is neither a secure nor confidential email address. It also is not an emergency contact. If you are experiencing an emergency: dial 911, call the UB Police Department at 410.837.4444, or report to your nearest emergency room.

Dean of Students and Office of Community Life Academic Center 112 communitylife@ubalt.edu 410.837.4755 The Office of Community Life and the Dean of Students provides students with the knowledge, skills and support necessary to become successful members of the UB community. The office encourages responsible decision making and community development through its services and programs and offers support and guidance to anyone with questions or concerns about university procedures or who are facing a personal difficulty.

Langsdale Library Reference & Instruction Librarians

Learning Commons 3rd Floor langref@ubalt.edu 1.888.LANGREF or 410.837.4274

Reference and Instruction Librarians help students develop core information literacy skills, improving their ability to locate, evaluate, and use information as independent, life-long learners. In addition, librarians meet regularly with students in one-on-one and small group settings to provide guidance as students work through various aspects of the research and writing process, such as topic formulation, search strategies, and the evaluation of sources. You can contact the Reference & Instruction Librarian “on call” at the Reference Desk at Langsdale Library by phone, email, instant messaging, and in person. In addition, you can get reference assistance even when the library is closed through Langsdale’s partnership with Maryland AskUsNow!’s chat service.

University Police Charles Royal Bldg. 200 ubpolicedepartment@ubalt.edu 410.837.5520 EMERGENCY PHONE: 410.837.4444 Relay users dial 7-1-1 From time to time, the weather, power outages, and other factors play a role in the daily life of the UB campus. Emergency announcements will be communicated via: the UB home page; campus emails (to UB email addresses); the emergency notification phone line (410.837.4201); local media outlets; and the emergency Campus Text Alert System. Students, faculty and staff are strongly encouraged to register for this emergency notification system. Once registered, you will be alerted to any emergency on campus regardless of where you are - on, off or on route to campus. Sign up for the Campus Text Alert System through the tools in the MyUB portal.

Sakai Support

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ubsakaisupport@ubalt.edu 1.855.501.0856 Having trouble with Sakai? Call or email UB Sakai Support. You’ll speak with a real person who can help you with your problem or create an incident report for following up with your professor.

Office of Technology Services Academic Center 101 callcenter@ubalt.edu 410.837.6262 OTS provides technology support to the UB community.