Teaching Reading and Writing in the Middle Grades

CI 460

Spring 2016 Hybrid- Online with Campus Meetings as Needed

Tuesday 6:30-9 in Wham 308

If literacy educators continue to define literacy in terms of alphabetic practice only, in ways that ignore, exclude or devalue new-

media texts, they not only abdicate a professional responsibility to describe the ways in which humans are now communicating

and making meaning, but they also run the risk of the curriculum no longer holding relevance for students who are

communicating in increasingly expansive networked environments (Selfe & Hawisher, 2004, p. 233 taken from Gainer & Lapp

2010).

Professor: Dr. Crystal Caffey Telephone: 618.453.4215

Wham 322N E-mail: ccaffey@siu.edu

Office hours: Tuesday & Wednesday.: 8:30a.m-11:30 a.m., or by appointment

Will hold virtual hours on D2L and Webmail during this time as well and as needed

Required Text/Media: Additional required readings will be posted on D2L

Hinchman, K. A., & Sheridan-Thomas, H. K. (Eds.). (2014). Best practices in adolescent

literacy instruction (2nd ed.). New York, NY: Guilford Press.

Sylvester, P.M.., & Summers, D. G.. (2012). Socially responsible literacy: Teaching adolescents

for purpose and power. New York, NY: Teachers College Press.

Required Internet Access: It is your responsibility to ensure that you have account access to these sites:

1. D2L (access via a tab at the top/bottom of the SIUC main page using dawgtag login)

2. Livetext (www.livetext.com)

3. Other (free) sites as required throughout the semesterCourse Description: CI 460 includes study about the teaching of developmental reading and writing at the middle

school level. Emphasis is placed on the understanding of the continued reading and writing instruction with current

methods and materials. This course includes class lecture, class discussion, and participation with selective writing

assignments, review of “work samplings”, and some observation and modeling activities. There is a strong emphasis

on literacy in the content areas as well as valuing and encouraging new literacies within classroom contexts.

Course Objectives: Upon completion of this course, each

student will have demonstrated knowledge of and/or

competency in the following:

IPTS IRA InTASC

Nature of the reading process, reading as a language art and

a literacy process as it pertains to students in middle grades. 1A-G, 2A-C 1.1, 2.1, 5.2, 5.3, 6.2 1d, 4j, 4k, 5i, 8j

Strategies to create independent, critical, and strategic

readers and writers

1H-L, 2B, 2E, 2G-I, 4A,

4M, 5D-E, 6A-H 2.1, 2.2, 2.3

1a, 2g, 3e, 4a, 4d,

5a, 5c, 5d, 7k, 8a,

8j,8i

Literature as a vehicle for reading instruction 4C 2.3 4a, 4b

Strategies for teaching and assessing vocabulary

development/word knowledge

1A, 1C, 1D, 1G, 4A-B, 4D

4L-S, 6A-H, 8A-B, 8D 2.2, 3.1, 3.2, 3.3 2g, 3e, 4d, 7k, 8a

Strategies for promoting comprehension 1A, 1C, 1D, 1G, 4A-B, 4D

4L-S, 6A-H, 8A-B, 8D 2.1, 2.2, 2.3, 3.3 2g, 3e, 4d, 5a, 7b, 8e

Integration of the literacy processes with content area

instruction 1D, 6L 2.2 2c, 5a, 5j, 7g, 7h

Development of independent recreational leisure reading 5D, 5K, 6A-B, 6D-E 5.2, 5.4 3i, 5g, 7a, 7b

Inclusivity of age, gender, race, ethnicity, culture, and class

in literacy instruction 2D-F, 3D-N, 4M-N

1.3, ,4.1, 4.2, 4.3, 5.1,

5.2, 5.3, 5.4, 6.4 1g, 2d, 3e, 5g, 5p

Assessment of learning in the literacy processes 8J 3.1 1a, 6a, 6j, 6b, 6e, 8b

Policies that influence literacy instruction and instruction

(Response to Intervention (RtI, Common Core State

Standards, PARCC)

1A, 11C-H 1.2, 6.4 8b

Incorporation of new literacies into instruction 1M, 4E-H, 6K, 6N 2.3

2a, 2c, 2g, 3b, 3g,

3h, 3i, 3m, 4g, 5i,

8g, 8n, 8o

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Dispositions

The professional attitudes, values, and beliefs demonstrated though verbal and nonverbal behaviors (dispositions) as

educators interact with students, families, colleagues, and communities should support student learning and

development. These dispositions are:

The candidate demonstrates professionalism:

dependability and reliability

honesty, trustworthiness, ethics

enthusiasm, love of learning and commitment to the profession

The candidate values human diversity:

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

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

individuals

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

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

individuals

collaborates with diverse peers, professional colleagues, staff and families

The candidate develops professionally:

engages in ongoing acquisition of knowledge

engages in development of research-based practices

assesses own performance and reflects on needed improvements

Alignment with the SIU COEHS Conceptual Framework: The conceptual

framework identified by Southern Illinois University-Carbondale’s College of

Education and Human Services illustrates the professional community’s commitment

to preparing reflective educational leaders at both the undergraduate and graduate

levels. Reflective educational leaders not only practice reflective thinking but also

become practitioners of reflective action, engaging in informed reflection during and

after interactions with their students. Thus, this course will develop skills and competencies related to the major

tenets of SIU-C’s Teacher Education Program.

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

providing leadership in the learning community and serving as advocates for students, parents/families/guardians,

and the profession.

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

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

media, scientific and quantitative literacy.

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

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

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

Course Requirements/Expectations (subject to revision due to student and/or instructor needs): **The

instructor would like to presume that each participant comes with a desire to develop scholarly attitudes and

expertise as an educator. Although assignments are given points to determine grades, the instructor would like

to believe that each participant endeavors to acquire knowledge beyond a concern about a transcript grade.

Students in this course are expected to:

1. Gain access to various sites: We will delve heavily into technology use. All assignments will be submitted

via D2L or an alternate site as noted during class. Some assignments may require both paper and online

submission. However, paper copies of assignments will only be accepted as specified by the instructor.

Therefore, you must have access to your D2L account no later than the 2nd class meeting.

2. Participate actively and regularly in class discussions and activities: In order to fully participate, you

must join the discussion having read all of the assigned materials, completed homework, and prepared to use

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the information in discussions and activities. Participation will be evaluated on the basis of quality as well

as quantity. You must be willing to engage in hand-on learning and assess your own practices and behaviors

as well as the practices and behaviors of your colleagues.

3. Exhibit professional behavior & civility (Netiquette): Students are expected to assist in maintaining an

environment which is conducive to learning. Evidence of professional tone, demeanor/disposition is expected

throughout all communications. Exhibit sensitivity to diversity (cultural and otherwise) and respect for colleagues’

opinions.

4. Demonstrate professional ethics (including honesty and trustworthiness) and work ethic:

All work that is to be turned in for an evaluation is expected to be the student’s own, prepared specifically for

CI 460, and have appropriate APA 6th edition citations where needed. Acts of academic dishonesty, including

but not limited to cheating and plagiarism, will not be tolerated! Minimally, in instances where academic

dishonesty is suspected, no credit will be given for the work. Additional recourses may be taken following the

university policies.

All work submitted must be submitted via D2L or other sites as noted during class. You will be given formats

to use for various assignments that are to be submitted. It is expected that you will follow these formats as you

prepare the assignments. Failure to do so will result in the grade being lowered significantly.

Assignments posted on the syllabus are due by 11:30 p.m. on the specified date unless you are told differently

by the instructor. In extreme circumstances where it may be necessary for you to turn in an assignment late,

arrangements must be made in advance. Otherwise, late assignments will not be accepted or graded.

Safeguards: It is highly recommended that you back up every piece of work that you do on a flash drive

and make a hard copy. Keep screen shots showing submission of online assignments.

Deadlines: Odd thing happen in cyberspace: emails get lost; servers disconnect temporarily, logins are

impossible, websites freeze up, etc. Do not wait until the last minute to complete your assignments. Allow

time to meet deadlines. Be sure to check your D2L course mail and announcements often for important

messages.

5. Netiquette: Netiquette is basically using good manners in cyberspace. Since all of your work is submitted over

the net, and you may be communicating with your instructor and colleagues online, be sure your written words are

not offensive to the receiver. Remember email, chat logs, discussion threads, texts, and are documents, and can be

read by those other than the intended audience. Flaming or making personal attacks on a person is unacceptable.

Whether you are in a chat room, using email, posting to a discussion area, or using other technology, remember to

show respect for others. Make sure that your work and words portray the image of a professional.

6. Exhibit appropriate written and oral language facility: It is important that teachers who are responsible for

children’s literacy development (as all teachers are) serve as models for students. Therefore, standard written and

oral English are valued highly in this class; students who anticipate difficulty with either are encouraged to speak

with the instructor as soon as possible. The S.I.U. Writing Center is an asset to those who may need the assistance.

SPECIAL ACCOMODATIONS: Special accommodations will be made for any student who has a documented

need. Students requesting special accommodations must inform the instructor during the first week of class.

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 BERT’s website at

www.bert.siu.edu, Department of Safety’s website www.dps.siu.edu (disaster drop down) and in Emergency

Response Guideline 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.

Assignment Expectations: Plagiarism will not be tolerated. All work that is to be turned in for an evaluation is

expected to be the student’s own, prepared specifically for this course, using appropriate APA 6th edition citations

when needed. University policies will be followed if plagiarism occurs. All work completed outside of class must

be typed or word-processed. You will be given formats and rubrics to use for assignments that are to be turned in.

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If assistance is needed, please seek help through the university Writing Center. It is expected that you will follow

these formats as you prepare the assignments. Failure to do so will result in a lowered grade. Assignments are due

at the beginning of the class period. A 10% penalty will be assessed and strictly enforced for each day assignments

are late and will only be accepted up to two days beyond the due date. Team projects and presentations must

provide evidence of equal participation among all members.

Course Grade Determination (subject to revision due to time constraints and/or needs):

Grading Scale

A= 92-100% B= 83-91% C= 70-82% D= 60-69% F= Below 60%

Please note the other criteria listed in this syllabus that might affect your grade such as attendance, attitude, class

participation, and on-time assignments.

As educators, we constantly strive to keep our students connected and interested in the material. In order to do this,

it is necessary to find creative approaches to enliven instruction and to integrate the multitude of literacies in which

students engage. The assignments that follow are meant to provide an opportunity for you to explore the course

content while simultaneously exposing you to resources for your 21st century educator’s toolbox!

Exit Slip Responses (20%) – Exit Slips are designed to provide an opportunity for you to analyze the topics while

demonstrating your level of comprehension. Personalize your responses to the prompts by discussing your

understanding of the readings, the impact of the content on your ideas and actions, your experiences, and what you

have seen in other classrooms. Always draw upon/cite course readings to substantiate your ideas. Responses

should be well written, meaningful, reflective, and exhibit critical analysis an in-depth comprehension of the

content.

Expanded Textual Lineage (15%) – Tatum describes enabling texts as “a text that moves beyond a sole cognitive

focus to include a social, cultural, political, spiritual, or economic focus (Hinchman and Sheridan-Thomas, 2014,

p.5). You will explore enabling text that you have encountered and further expand upon this by interviewing a

middle school student to learn about enabling texts that he/she has encountered.

(Re)Examining History His-Story Artifact Box (20%)-Brainstorm critical historical events that have occurred during the lifetime of

students currently in grades 4-8 (ages 9-15). Consider how these events are retold, portrayed, and narrated

across multiple kinds of texts (media/modes). Locate no fewer than 15 multimodal/multigenre texts

(artifacts/modes) that each tells one perspective of the event while possibly leaving others untold. It is

important to choose an interesting event that lends itself to texts/modes that have a strong story line, interesting

characters, conflict, plot/action that can be used to create dialogue as you will build upon this for the Tweeter’s

Theater. Using Blendspace (www.blendspace.com), you will create an interactive representation of the event

using the selected artifacts. The goal is to use the artifacts to artfully provide enough information about the

events as they were portrayed when they occurred. This is an opportunity for you to be creative in the ways that

you source and relay information. The chosen event topic must be appropriate for students in grades (4-8).

This Day in Tweets-Tweeter’s Theater (15%)- “Readers Theater is an integrated approach for involving

students in reading, writing, listening, and speaking activities. It involves children in: sharing literature, reading

aloud, writing scripts, performing with a purpose, and working collaboratively…It requires no sets, costumes,

props, or memorized lines. Instead of acting out literature as in a play, the performer’s goal is to read a script

aloud effectively, enabling the audience to visualize the action. Performers bring the text alive by using voice,

facial expressions, and some gestures (Cornwell, n.d.).” Reexamine the event selected for the His-Story Artifact

Box. Consider that many of the technologies that exist today didn’t exist when some adolescents were born.

How might the coverage of the event look today? You will blend traditional and new literacy practices as you

create the script for a Reader’s Theater that captures the essence of the chosen event. The twist is that your

script will unfold as a series of historical tweets. Together, with a group of adolescents, you will record your

Tweeter’s Theater to share with colleagues.

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Literature Link Text Set (15%)- “Texts sets are generally multi-genre collections that focus on one theme or

topic. They may include fiction books, pamphlets, poetry, songs, photographs, maps, encyclopedias, non-fiction

books, charts, almanacs, web sites, and other information. The reading levels of the material are diverse. Using

text sets is one way to provide for the diverse readers in the classroom (Bader, 2006)”. Again consider the event

selected for the His-Story Artifact Box. Consider the theme(s) that might allow you to further build upon it as a

content area topic in science, social studies, or history. This project calls for you to consider additional

literature/texts that you would use to involve students, from a particular grade level, in learning about the chosen

topic. In addition, consider how students will be involved in research.

Using either Projeqt (www.projeqt.com) or Biblionasium(https://www.biblionasium.com/#tab/all-books) as your

creative canvas, you will develop an annotated bibliography (text set) of no fewer than 30 texts/resources (varied

genres and modalities) that compliments the chosen theme/topic. The text set must include material suitable for the

different reading levels that may be present in a middle level classroom. Some texts should be suitable for

struggling readers while others may suit advanced learners as well as those at grade level. In addition, you will want

to consider multiple ways in which you might engage students in searching for related texts.

Genius Hour Remix (15%)- “Genius hour is a movement that allows students to explore their own passions and

encourages creativity in the classroom. It provides students a choice in what they learn during a set period of time

during school (Kesler, 2013).” You will have an opportunity to explore a topic of your choosing related to

adolescent literacy. The project begins with the identification of a question that you wish to research. Choose a

topic in which you have a strong interest. A wide range of possibilities exists for the topic as well as for the final

presentation. After researching the topic, you will design a remix that illustrates your learning. “The term remix

refers to the use, combination, and manipulation of cultural artifacts to create something new (Knobel & Lankshear,

2008) and was most commonly associated with music until recently (Gainer & Lapp, 2010).” You will use elements

from pop culture, literature/texts, and technology to manipulate and recreate a traditional text(s) that reflects upon

and speaks to your experiences and learning in the course. This final piece provides an opportunity for you to

analyze and make connections to the materials and its implications for you as a literacy teacher of middle school

students. This piece should be grounded in the knowledge that you have gained about adolescents and literacy

during your research as well as during the course. See http://www.youtube.com/watch?v=jjXyqcx-mYY for an

example of remix and, http://www.geniushour.com/ for an explanation of genius hour.

Useful Sites:

http://historicaltweets.com/

https://www.biblionasium.com/#tab/all-books

www.padlet.com Padlet, formerly called Wallwisher, makes posting things on the Internet as easy as pinning notes

on a bulletin board. Using the idea of a blank piece of paper, you can put whatever you want on your wall by

dragging and dropping documents and images from your desktop, copying and pasting links to websites or videos or

just typing notes on your page. When you finish posting things to your wall you will be able to collaborate with

others using a unique URL as well as through a variety of social networks. Grades 4-12.

https://www.blendspace.com/ A connected space where students and adults can organize, present and share

information. Gather, annotate and share presentations easily by dragging and dropping images, movies, maps, audio

and text and embedding hyperlinks onto a blank canvas. Use multiple frames on each canvas to pre-teach a topic,

provide 1:1 and differentiated instruction, and share pathfinders and explore connections. Use your own content or

searching on the Internet, without leaving the Edcanvas page to create collaborative projects. Older elementary and

secondary students can create collaborative projects by copying individual canvases to make a complete dynamic

canvas. Grades 6-12.

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Week Date Topic: Readings

Articles in D2L *Videos not listed but in D2L **Sylvester & Summers Text Assignment (Due)

1 1/19 Perspectives on Adolescent Literacy

IRA Adolescent Literacy Position Statement

NCTE Position Statement

Reading Next

Moje, et. al-Reinventing Adolescent Literacy

Snow & Moje-Why is Everyone Talking about Adolescent Literacy?

Jacobs-Putting the Crisis into Context

** Ch. 2: A Socially Responsible Pedagogy of Adolescent Literacy

** Ch 4: Capacities for Nurturing Social Responsibility

FTF Introductions

(1/19)

Exit Slip #1

(2/2)

2 1/26

3 2/2

4 2/9 Effective Literacy Instruction: Valuing Adolescence

Ch 1: Text and Adolescents

Ch 5: Teaching Literacy to Youth Who Struggle…

Blair, et. al-The Effective Teacher of Reading

Brown-It’s the Curriculum Stupid

Marchand-Martella et al-Key Areas of Effective Adolescent Literacy Programs

**Ch 1:Adolescent Voices on Literacy and Power

**Ch 3: Necessary Conditions, Rights, and Responsibilities

Expanded Textual

Lineage

Exit Slip #2

(2/23)

5 2/16

6 2/23

7 3/1 Developing Literacy Strategies for Multiple Contexts

Ch. 7: Active Engagement with Words

Ch 8: Comprehension in Secondary Schools

Ch 9: Expanding Adolescent Writing…

Ch 10: Reading and Writing Across Multiple Texts

Ch 13: Teaching History and Literacy

Boyd and Thompson-Multimodality and Literacy Learning

**Ch 6: Taking Responsibility Through Learning Strategies

** Ch 7: Academic Language and the Discourse of Power

Literature Link

Text Set

Exit Slip #3

**(3/12)**

8 3/ 8

9 3/15

10 3/22

Supporting Adolescents’ Literacy Development

Ch 2: Meaningful Discipline Specific Language Instruction...

Ch 3: The Role of Motivation in Engaged Reading…

Ch 6: Text Complexity and Deliberate Practice…

Ch 14: Literacy Support in English/LA Classrooms

Ch. 15:Assisting Struggling Readers with Textbook Comprehension

Ch18: Differentiating Literacy Instruction for Adolescents

Casey-Engaging the Disengaged

Thomas & Wexler-10 Ways to Teach and Support Adolescent Readers

IRA-Literacy Implementation Guidance for the ELA Common Core State Standards

Johnston-An Instructional Framework for RtI

RtI in Middle Schools

Tweeter’s Theater

Exit Slip #4

(4/5)

11 3/29

12 4/5

13 4/12

Multi-Literacies & Critical Literacy in the Middle Level Classroom

Ch 4: Using Discourse Study…to Develop 21st Century Literacies…

Ch 16: Multimodality and Literacy Learning…

Long-The Full Circling Process

Maples & Groenke-Who is an American?

Shelby-Caffey. et. al.-The Promise of Remix

Reilly & Robinson-Extending Media Literacy

Simmons-Class on Fire

Sweeny-Writing for an Instant Messaging Generation

Tarasiuk-Combining Traditional and Contemporary Text

Walsh-Creativity as Capital

*Chapter 8: Reading Powerfully

*Chapter 9: Writing to Create Change

His-Story Artifact

Box

Select Special Topic

Exit Slip #5

(5/3)

14 4/19

15 4/26

16 5/3

17 5/10 Genius Hour Remix Due Tuesday, May 10, 2016 (5p.m-7p.m)

Spring 2016 R.O’Rourke

Syllabus Attachment Spring 2016

IMPORTANT DATES *

Semester Class Begins……………………………………………...01/19/2016

Last day to add a class (without instructor permission):…………...01/24/2016

Last day to withdraw completely and receive a 100% refund: …....01/31/2016

Last day to drop a course using SalukiNet:.………………………. 04/03/2016

Last day to file diploma application (for name to appear in Commencement

program): ………………...………………………………………...02/12/2016

Final examinations: ………………………………………..05/09–05/13/2016

Note: For outreach, internet, and short course drop/add dates, visit Registrar’s Academic

webpage http://registrar.siu.edu/

SPRING SEMESTER HOLIDAYS

Martin Luther King, Jr.'s Birthday Holiday 01/18/2016

Spring Break 03/12—03/20/2016

WITHDRAWAL POLICY ~ Undergraduate only

Students who officially register for a session may not withdraw merely by the stopping of attendance. An official withdrawal form needs to be initiated by the student and processed by the University. For the proper procedures to follow when dropping courses and when withdrawing from the University, please visit http://registrar.siu.edu/catalog/undergraduatecatalog.html

INCOMPLETE POLICY~ Undergraduate only

An INC is assigned when, for reasons beyond their control, students engaged in passing work are unable to complete all class assignments. An INC must be changed to a completed grade within one semester following the term in which the course was taken, or graduation, whichever occurs first. Should the student fail to complete the course within the time period designated, that is, by no later than the end of the semester following the term in which the course was taken, or graduation, whichever occurs first, the incomplete will be converted to a grade of F and the grade will be computed in the student's grade point average. For more information please visit:

http://registrar.siu.edu/grades/incomplete.html

REPEAT POLICY

An undergraduate student may, for the purpose of raising a grade, enroll in a course for credit no more than two times (two total enrollments) unless other-wise noted in the course description. For students receiving a letter grade of A,B,C,D, or F, the course repetition must occur at Southern Illinois University Carbondale. Only the most recent (last) grade will be calculated in the overall GPA and count toward hours earned. See full policy at

http://registrar.siu.edu/catalog/undergraduatecatalog.html

GRADUATE POLICIES

Graduate policies often vary from Undergraduate policies. To view the applica-ble policies for graduate students, please visit

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

DISABILITY POLICY

Disability Support Services provides the required academic and programmatic support services to students with permanent and temporary disabilities. DSS provides centralized coordination and referral services. To utilize DSS ser-vices, students must come to the DSS to open cases. The process involves interviews, reviews of student-supplied documentation, and completion of Disability Accommodation Agreements.

http://disabilityservices.siu.edu/

PLAGIARISM

Student Conduct Code http://srr.siu.edu/student_conduct_code/

Guidelines for Faculty http://pvcaa.siu.edu/_common/documents/Plagiarism/Guide%20to%20Preventing%20Plagiarism.pdf

MORRIS LIBRARY HOURS

http://www.lib.siu.edu/about

SAFETY AWARENESS FACTS AND EDUCATION

Title IX makes it clear that violence and harassment based on sex and gender is a Civil Rights offense subject to the same kinds of accounta-bility and the same kinds of support applied to offenses against other protected categories such as race, national origin, etc. If you or someone you know has been harassed or assaulted, you can find the appropriate resources here: http://safe.siu.edu

SALUKI CARES

The purpose of Saluki Cares is to develop, facilitate and coordinate a university-wide program of care and support for students in any type of distress—physical, emotional, financial, or personal. By working closely with faculty, staff, students and their families, SIU will continue to display a culture of care and demonstrate to our students and their families that they are an important part of the community. For Information on Saluki Cares: (618) 453-5714, or siucares@siu.edu,

http://salukicares.siu.edu/index.html

EMERGENCY PROCEDURES

Southern Illinois University Carbondale is committed to providing a safe and healthy environment for study and work. We ask that you become familiar with the SIU Emergency Response Plan and Build-ing Emergency Response Team (BERT) programs. Emergency re-sponse information is available on posters in buildings on campus, available on BERT’s website at www.bert.siu.edu, Department of Safety’s website at www.dps.siu.edu (disaster drop down) and the Emergency Response Guideline pamphlet. 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.

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 is an important part of education as well an essential preparation for any career. For more information please visit: http://www.inclusiveexcellence.siu.edu/

LEARNING AND SUPPORT SERVICES

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

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

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

WRITING CENTER

The Writing Center offers free tutoring services to all SIU students and faculty. To find a Center or Schedule an appointment please visit http://write.siu.edu/

AFFIRMATIVE ACTION & EQUAL OPPORTUNITY

Our office's main focus is to ensure that the university complies with federal and state equity policies and handles reporting and investigating of discrimination cases. For more information visit:

http://diversity.siu.edu/#

Additional Resources Available:

SALUKINET: https://salukinet.siu.edu/cp/home/displaylogin

ADVISEMENT: http://advisement.siu.edu/

PROVOST & VICE CHANCELLOR: http://pvcaa.siu.edu/

SIU ONLINE: http://online.siu.edu/

http://pvcaa.siu.edu/