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Wayne State University Course Syllabus

Division: Teacher Education

Program Area: Elementary Education Course Family, Community, & School Partnerships: Supporting Children’s Learning ELE 6070 Course Credit: 3

Term/Year: Fall 2016

Course Location Macomb Center UC1-226 UNIV

Time: Tuesdays 12:50 – 3:35 pm

Professor: Janice E. Hale, Ph.D., D.H.L. Professor of Early Childhood Education 213 Education Office: (313) 577-0954; 577-0902 Home: (248) 661-4339; Office Fax: (313) 577-4091 Email Address: janiceehale@cs.com

Ms. Saundra Sumner, Secretary (313) 577.0991 2nd Floor South, ssumner@wayne.edu

Course Description This course will cover program models, research and the relationship between schools and parent intervention programs. This course includes both theoretical subject matter and practical applications for the early childhood and elementary teacher working with parents and families. The subject matter will also include discussions about the contemporary American family, parenting styles and special issues related to families. In addition, the students will have an opportunity to conduct field studies gathering information from contemporary settings. The field studies will enable them to create parent involvement programs, conduct parent meetings and learn some basic skills for communicating with parents. Special emphasis will be placed on contrasts between urban and suburban parent involvement in the schools. Emphasis will be given to the special needs of African American families and other low opportunity families in urban educational settings.

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Course Outcomes

Knowledge 1 .The student will be able to identify models of parent involvement, parent intervention and parent education programs, birth through the elementary school years. (Class Attendance/Class Participation 20 points) 2. The student will be able to identify different parenting styles utilized by contemporary American families. (Class Attendance/Class Participation 20 points) 3. The student will be able to identify agencies that deliver services to families with a diversity of needs. (Choice Activities 35 points) 4. The student will be able to evaluate the effectiveness of agencies that deliver services by interviewing clients. (Choice Activities 35 points) 5. The student will be able to explain the ways in which children from low opportunity ethnic groups have been disadvantage by American educational public policy. (Class Attendance/Class Participation and Choice Activities 20 points and 35 points respectively,

Skills 1 . The student will be able to plan a parent meeting for an early childhood or elementary school setting. (Class Attendance/Class Participation 20 points) 2. The student will be able to plan a parent involvement program for an early childhood or elementary school setting. (Parent Involvement Project 45 points)

Attitudes and Values 1. The student will be able to identify ways in which parents in different cultural and economic situations express love and concern for their children. (Choice Presentations 35 points)

2. The student will exhibit the ability to communicate effectively with parents in a variety of cultures and

socioeconomic situations. (Choice Activities 35 points)

Course Outcomes Related to Standards: Course audio-visuals, readings, field activities, and discussions are designed to meet the following Standards for the Preparation of Teachers of Early Childhood General and Special Education (ZS) –

Michigan State Board of Education and the InTACS Core Teaching Standards:

Outcomes (Wording aligned to

Bloom’s Taxonomy &

Standards for the preparation

of Teachers of Early Childhood

ZS (Gen & Special Ed.)

A. National PTA standards

developed on Epstein’s Famous

Model of Parent and

community involvement

B. B. Interstate Teacher

Assignment / Classroom Learning

Activities

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Assessment and Support

Consortium (inTASC

Standards) 1. Comprehension and

application of knowledge about

community assets and resources

including collaborative

community services, and (b) the

ability to actively assist families

in seeking those resources. (2.7)

A. Primarily National PTA

Standard 6: Community

Involvement.

Other five standards, namely (1)

communication, (2) parenting, (3)

student learning, (4) volunteering,

and, (5) decision making and

advocacy may also be covered

within one or more listed

assignments/activities.

B. inTASC 1.c. The teacher

collaborates with families,

communities, colleagues, and

other professionals to promote

learner growth and development.

a. Interview community expert(s)

(e.g. Parent, teacher, director, school

social worker, parent specialist, and

principal. Students may relate it to

Epstein’s model as presented in the

text or National PTA standards)

and/or

Incorporate video interviews in class

presentations to address primarily

community involvement; however

they may cover other components of

Epstein’s model/National PTA

standards (e.g., librarian on student

learning, school social worker on

parenting, technology experts on

communication parent of child with

special needs on school decision

making & advocacy).

b. Integrate community resources

within other assignments (e.g.,

Choice Presentations or Parent

Involvement Project, design parent-

child interactive home-work/ home

learning activities on locations

within the community.)

c. Discussions in class of assigned

readings and in class viewing of

DVDs on community involvement

(e.g., Contribute to group

discussions on text book readings

and DVDs presented in class

2. Comprehension and

application of knowledge about

(a) a variety of communication

strategies that support and

empower families and

communities through respectful,

reciprocal relationships; and

(b) strategies for clarifying and

communicating sensitive issues

with appropriate parties (2.2, 2.6)

(c) the student will be able to

identify different parenting styles

utilized by contemporary

American families;

(d) the student will be able to

plan a parent meeting for an early

childhood or elementary school

setting;

(d) the student will be able to

A. National PTA Standard 1:

Communication.

B. In TASC 3. f. The teacher

communicates verbally and

nonverbally in ways that

demonstrate respect for and

responsiveness to the cultural

backgrounds and differing

perspectives learners bring to the

learning environment.

B. inTASC 10 d. The teacher

works collaboratively with

learners and their families to

establish mutual expectations and

ongoing communication to

support learner development and

achievement.

a. Develop written communication

and/or weekly quiz and/or critique

samples of written communication

available in the textbook (e.g.,

volunteer survey, parent asset check

list, parent need assessment survey,

child’s home background

questionnaire, happy grams,

informal notes).

b. Examine oral, face-to-face

communication strategies by using

videos and classroom discussions

drawn from activities provided in the

(e.g., parent-teacher conferences,

parent meetings, parent workshops,

home visits, dialog during pick up

and drop off time).

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plan a parent involvement

program for an early childhood or

early elementary school setting;

(e) the student will be able to

identify ways in which parents in

different cultural and economic

situations express love and

concern for their children;

(f) the student will exhibit the

ability to communicate

effectively with parents in a

variety of cultures and

socioeconomic situations.

c. Develop and/or examine

communication using technology

(e.g., email, PowerPoint, Prezi,

YouTube Video, iMovie/

Moviemaker File, twitter, face book,

parent blog, e-newsletter, e-

portfolios, parents using free apps on

community resources, and students

developing apps on children).

d. Class discussions and/or role-

playing in class on clarifying and

communicating sensitive issues (e.g.,

role-playing or text book or

supplementary readings reading on

culturally sensitive communication;

different parenting styles, power

relationship, rephrase, reframe,

reflective responses; and

sandwiching when communicating

about poor academic performance

and inappropriate social behaviors).

3. Comprehension and

application of knowledge about

(a) diverse family characteristics;

(b) the critical role they play in

children’s development; and (c)

apply strategies that involve

families in children’s

developmental learning (2.1, 2.3,

2.4, 2.5, 2.9)

(c) the student will be able to

communicate effectively with

parents in a variety of cultures

and socioeconomic situations.

A. National PTA Standard 2:

Parenting; and standard 3:

Student learning.

B. inTASC 2. d. The teacher

brings multiple perspectives to

the discussion of content,

including attention to the

learners’ personal, family and

community experiences and

cultural norms.

B. inTASC 3. a. The teacher

collaborates with learners,

families, and colleagues to build a

safe, positive learning climate of

openness, mutual respect,

support, and inquiry.

B. inTASC 7.e. The teacher plans

collaboratively with professional

who have specialized expertise

(e.g., Special educators, related

service providers, language

learning specialists, librarians,

media specialists) to design and

deliver as appropriate learning

experiences to meet unique

learning needs.

Class discussions on diverse family

characteristics described in the text

book chapters 2, 3 10 and 11

and/or

Discuss family characteristics

described in explicit readings

focused on a specific population

(e.g, publications on African

American families by Dr. Hale)

and/or

Discuss in class attitudes, values,

empathy and perspective taking on

young children’s literature depicting

diverse family characteristics

(e.g., single parents, blended

families, low-income families,

homeless families, culturally and

linguistically different families,

families who abuse children, and

families having children with special

needs)

and/or

Visit community agencies that

address special populations (e.g.,

early childhood program for low

income families, Detroit Parent

Network for families with children

with special needs, welfare agency,

homeless shelter, parenting

programs for single parents, teen

parents, foster families, adoption,

incarcerated families)

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and/or

Invite guest speaker who has worked

with special populations (e.g. Child

Protection Services for child

abuse/neglect, Head Start Director

for migrant and ESL families).

b. Examine Chapter 1 in the

textbook on child development

and/or activities that promote

children’s development (e.g parent-

child interactive home work/home

learning activities

Readings: The following publication is available at the college bookstore for purchase.

Required Text: Berger, E. (2012). Parents as Partners in Education: The School and Home Working Together. (Ninth Edition). Columbus: Charles Merrill Publishing Company.

Supplementary Texts - Lectures will be taken from this material. It is not required that they are

purchased: Hale, Janice E. (1986). Black children: Their roots, culture and learning styles. Baltimore: The Johns Hopkins University Press. Hale, Janice E. (1994). Unbank the Fire: Visions for the education of African American children. Baltimore: The Johns Hopkins University Press. Hale, Janice E, (2001). Learning while Black: Creating educational excellence for African American children. Baltimore: The Johns Hopkins University Press.

COURSE ASSIGNMENTS

PROJECT

Design a parent involvement program for an early childhood or elementary school setting. (15 - 75 pages) (45 points) This is a required assignment that every class member must complete. Students have a choice of working in groups of two or four members.

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The students are to identify an educational setting and describe the components of a parent involvement program in detail. This should be conceptualized as a proposal to the board of trustees of a program, a school board, or a foundation to obtain funding. The student should review the literature and utilize the field visits and class discussions to formulate their own ideas about what constitutes an exemplary parent involvement program for a particular population. Students are encouraged to include appendices with photographs, forms collected and designed to illustrate ideas. Two class period will be devoted to group meetings and/or library research. The references used in the paper should be drawn from journal articles published within the past five years, American Psychological Association (APA) notation is required. Grade will be lowered if APA notation is not used. There is an online video from APA (it’s about ½ hour long) and it is an excellent introduction and I highly recommend that you watch it. Here is the online tutorial. Select the View the Tutorial link to see the APA tutorial http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx. Please review the How to Cite References Using APA Style Guide http://guides.lib.wayne.edu/apastyle, which includes the tutorial and lots of other resources to help with writing a paper in APA style.

Please do not use page protectors on any assignment. Papers that do not use APA notation will receive an incomplete and must resubmit the project. CHOICES (35 Points) Two class sessions will be designated as field study days that provide flexibility for preparing choice activities. Each student should select one activity listed below to complete on those days. An oral presentation should be made in class that fulfills the assignment. The student should be prepared to make their presentation on the dates once they are finalized. A grade will be assigned for the totality of the oral presentation of the choice activity. Students are welcome to prepare Power Point Presentations, use handouts, distribute artifacts, brochures, newsletters, collections and other enhancements. They will be given credit for everything that enhances their presentation. However, these written materials will not be graded on a separate basis. The student will receive one grade for the overall class presentation. A sign-up sheet will be provided for selecting Choice Activities. If the student wants to change the selection, a correction should be made on that sheet. 1. Read Savage Inequalities by Jonathan Kozol. Other books by Kozol can be substituted.) Kozol

examines the Inequities in school financing between urban and suburban schools. Chapter 3 2. Read Unbank the Fire by Janice Hale. Hale examines upward mobility and outlines the role that the public

schools can play in making this a reality for families that are not connected to the culture of power. Chapter 3

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3. Read Learning While Black by Janice Hale. Hale critiques existing school reform movements and outdated conceptions of parental involvement which require the parents to carry the weight of instructing their children. Strategies are outlined for locating school reform within the school rather than passing the reform back to the parents. Chapter 3

4. Visit agencies that work with single parents. Find out what needs they address and available resources.

Interview a single parent who is served by that agency. Find out about the advantages and disadvantages of rearing children alone. What support systems do they need? Which of their needs are being met by this agency? Which are not? Chapter 3

5. Interview social agencies concerned with families, for example, a welfare agency, a homeless shelter, a

child care association, or Head Start. Find out their income level requirements. Which services do they provide? Chapter 3

6. Identify a school system that has programs for teen-age mothers.

Visit one of the programs. Report on the services they provide. Interview a teen-age mother or group of mothers who participate in the program. What are they Learning? How do they feel about motherhood and their futures? Are their needs being met in this program? What other needs do they have? Chapter 3

7. Interview parents in (from at least 2 families) your neighborhood, school district or college community.

Which kinds of support systems and types of activities do they want? What do they describe as an ideal parent involvement program? Be sure to interview parents who have children in school. They should be reflecting on their experience in guiding their children through school. Chapter 4

8. Visit a school and inquire about parent programs. Interview the principal. Ask her about parent

involvement. What recommendations does she have for working with a variety of parents? Interview a parent or a teacher in the same school. Is there agreement between the descriptions given by the two parties? What recommendations does the teacher have for a successful program. Chapter 4

9. Develop a packet of home learning activities and field trips that parents can use with their children during spring break. As much as possible, these should be activities that are child directed. The field trips should be practical and inexpensive. Chapter 4

10. Collect information on reporting to parents from 2 different school districts. Obtain copies of report

cards/progress reports and describe how they differ. Try to identify schools that differ. Obtain information for the same grade in each school. Do not select kindergarten. Also, report on how parent conferences are different. Do any provide child care? Are they held in the evening for the convenience of parents or during the working day? Do they provide samples of children's work? Are they held only when there are behavioral or academic problems? Chapter 4

11. Collect information about 3 fundraising projects that could be utilized in schools with parent

involvement. You can contact nonprofit organizations and interview them about their fundraising strategies. You can also go on the internet and collect information that can be shared with the class. Many of the companies that create fundraising vehicles will send you demonstration kits for free that can be shared with the class. Be sure to contact them immediately so that there is time for the fundraising kits to arrive in time for your presentation. Chapter 4

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12. Develop a workshop or meeting for parents. Two suggested formats are available on Blackboard.

Additional resources are provided in the textbook. Include the objectives of the meeting, the agenda, an icebreaker, handouts, topic, evaluation form and a list of additional resources or a guest speaker. Plan the meeting for 1 hour to 1 ½ hours. Present an overview of the meeting in class using either a PowerPoint and/or handouts. Chapter 6

13. Survey two schools that have federal funding. How do they differ in their approaches to parent involvement? What are the commonalities? Are there different responses to the various types of funding, for example, Title I, Head Start, Follow Through, etc.. Chapter 7

14. Read For the Children by Madeline Cartwright. Summarize her initiatives as a principal in the

Philadelphia Public Schools for the class. Chapter 7 15. Conduct two comparative interviews:

Principal in an inner city school

Principal in a suburban or private school

Determine what the differences are in the way the parent involvement program is conceptualized and implemented in these two settings. Are the goals different? Is there agreement or conflict in the reports of the principals and the parents. What ideas are appealing to you that you can use in designing your program? Chapters 7/8

16. Develop a list of home learning activities that can be used by a Home Visitor with a parent and child. Use Chapter 8 to select a format. You can create a unit as shown on p. 345 or you can create a home activities file as described on p. 346. Chapter 8 17. Interview the coordinator of a program that serves exceptional children (this can encompass any

category of exceptionality as defined in the text.. Interview that person on parent involvement. Collect any forms they use to create individualized instruction and reporting to parents. Chapter 9

18. Visit a school that has been altered to accommodate handicapped children. Which changes were needed? Are the changes adequate? Be creative, bring back pictures and brochures. Chapter 9 19. Interview a social worker who is involved in child abuse cases. Investigate the policies, difficulties and successes of child abuse programs. Chapter 10 20. Visit a school in your area and find out what programs exist for the reduction of drug abuse. Chapter 10 21. Secure information on the Children’s Defense Fund located in Washington, D.C. Is there an office in Michigan? Secure an interview with someone locally or in the national office. Or, you can obtain information on the internet and in journals. Obtain literature and present a report. Give special attention to biographical information on Marian Wright Edelman, the Founder. Chapter 11

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22. Secure information on the National Black Child Development Institute, located in Washington, D.C. Interview someone in Detroit or in the national office. Obtain literature and present. Chapter 11 23. College information on the National Association for the Education of Young Children located in Washington, D.C. This is a professional Association for teachers of children from birth to 8 years old. Collect information on the advocacy activities of the association. 24. Read Worlds apart: Relationships between families and schools by Sara Lawrence Lightfoot. Chapter 2 25. Read Black students in an affluent suburb: A study of academic disengagement by John Ogbu. Chapter 3 26. Visit the Detroit Parent Network and interview the director. Chapter 6. 27. Design your own field study and submit the concept to the professor in writing prior to implementation.

Important Dates Parent Involvement Projects due - Tuesday, December 6, 2016 Choice presentations dates will be finalized once students have made their choices. The due dates listed on the course schedule are tentative. Choice presentations will coincide with discussion of chapters in the text.

Class Policy IF YOU MISS MORE THAN 2 CLASS MEETINGS, YOU WILL NOT RECEIVE AN A IN THIS CLASS. This includes absences that you consider excused. Records will be kept of students who attend class late as well as those who submit assignments late. Adjustments will be made in one point increments to the final grade, based upon the frequency of those occurrences.

Agreements

The students are asked to enter into an agreement with the instructor on points such as those listed below:

1. Attend class sessions.

2. Complete the assigned readings

3. Observe time commitments - arrive on time, return from breaks promptly, stay until the end

4. Turn in assignments on time. (students)

5. Participate in class and small group sessions - listen attentively, contribute to discussions, support others, stay focused on purpose (students).

6. Handle problems and complaints responsibly. If you have a complaint, it should be discussed with the professor first. If a resolution cannot be reached between professor and student, then and only

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then should a complaint be made to a college administrator (students).

7. Give and receive feedback constructively.

8. Return assignments within two weeks, except for final project which is returned at the end of the term. (professor)

Plagiarism:

Plagiarism includes copying material (any more than 5 consecutive words) from outside texts or presenting outside information as if it were your own by not crediting authors through citations. It can be deliberate or unintended. If you're in doubt about the use of a source, cite it. Students caught plagiarizing information from other sources will receive a failing grade in the course. University policy states that students can be subject to multiple sanctions, from reprimand to expulsion as a consequence of academic dishonesty. To enforce this policy, all outside references must be submitted with assignments.

SCHEDULE OVERVIEW

Session 1 September 6, 2016 Introductions, overview of course Explanations of projects

Session 2 September 13, 2016 Explanations of projects Review examples of Parent Involvement Projects on Blackboard Videotape: Partnerships with Parents. The CDA Professional Preparation Program

Session 3 September 20, 2016 Field Day 1 Preparation of Choice Project NO CLASS

Session 4 September 27, 2016 Explanations of Projects

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Videotape: “Common Miracles: A New Revolution in Learning” ABC News Documentary Professor Lecture Class Presentations of Choices Numbers 1-6; 25-26 Readings: 1. Hale. Black Children – Chapter 1 The African Background Considered Chapter 2 How Culture Shapes Cognition Chapter 3 Culture and Child-Rearing 2 . Berger, Chapter 1 Parent Involvement - Essential for a Child's Development Berger, Chapter 2 Historical Overview of Family Life and Parent Involvement Berger, Chapter 3 The Family and Community

Session 5 October 4, 2016 – Guest Speaker Ms. Veronica Bielat, Wayne State University Librarian Macomb Center UC1-226 UNIV Explanations of projects Complete APA writing tutorial (link on page 1) prior to class Review handout on Blackboard related to APA format Review examples of Parent Involvement Projects on Blackboard

Session 6 October 11, 2016 Group Meetings/Library Research NO CLASS Students work in groups on their parent involvement projects

Session 7 October 18, 2016 Professor lecture Videotape: “Unequal Education: Failing Our Children” by Jonathan Kozol, NYU Film Class. Class Presentations of Choices Numbers 1-6; 25-26

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Readings: 1. Berger, Chapter 1 Parent Involvement - Essential for a Child's Development Berger, Chapter 2 Historical Overview of Family Life and Parent Involvement Berger, Chapter 3 The Family and Community 2. Hale. Unbank the Fire – Chapter 1 Cultural Styles of African American Children Chapter 2 Social Context: Historical and Cultural Factors

Session 8 October 25, 2016 Field Day 2 Preparation of Choice Project NO CLASS

Session 9 November 1, 2016 Professor lecture Panel discussion by principals from: 1) an urban school; 2) a suburban school; and 3) a director of Detroit Head Start on a description of how parent involvement is implemented in each setting. Class Presentations of Choices Numbers 7-12) Readings: 1. Berger. Chapter 4 Effective Home/School Community Relationships

Session 10 November 8, 2016 Group Meetings/Library Research NO CLASS Students work in groups on their parent involvement projects

Session 11 November 15, 2016 Professor presentation on involving parents in fundraising using culturally appropriate strategies 1. Berger. Chapter 4 Effective Home/School Community Relationships

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Class Presentations of Choices Numbers 7-12 Presenters: Crystal Locke #4 Natalie Saroli #7

Session 12 November 22, 2016 Videotape: Parent-Teacher Conferencing Class Presentations of Choice Numbers 13 and 27 Readings: 1. Berger, Chapter 5 Communication and Parent Programs 2. Berger, Chapter 6 Collaborative Leadership – Working with Parents Presenter: Stephanie Cole #16

Session 13 November 29, 2016 Videotaped presentation by Dr. James P. Comer, MD., Maurice Folk Professor of Child Psychiatry, Yale University Medical School and Designer of the School Development Model 1. Berger, Chapter 7 School Based Programs Berger, Chapter 8 Home Based Programs Class Presentations of Choices Number 14-17 Presenters: Pamie Fortson #8 Olivia Varlamos #8

Parent Involvement Projects Due

Session 14 December 6, 2016 Professor Presentation of Culturally Appropriate Pedagogy Parent Involvement School Reform Model

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Videotape: Creating Caring Communities: A Responsive Classroom for Urban Children. The District of Columbia Public Schools Class Presentations of Choices Numbers 14-17) Readings: 1. Berger, Chapter 7 School Based Programs Berger, Chapter 8 Home Based Programs 2. Hale, Learning While Black – Chapter 6 – A Model for Culturally Appropriate Pedagogy

University Study Day NO CLASS December 13, 2016

Session 15 (Exam Period) December 20, 2016 Class Presentations of Choices Numbers 18-24, 27, 28) Presenters: Hanna Carter #23 Adrianna Papas #20 Amy Thomas #19 Readings: 1. Berger, Chapter 9 Working with Parents of Exceptional Children Berger, Chapter 10 The Abused Child

Berger, Chapter 11 Rights, Responsibilities and Advocacy

Grading System Each activity of the course will be counted in the following manner for the final grade: Required Paper (Design of a parent involvement program) 45 points Choice Activities and presentations 35 points Class Attendance/Class Participation* 20 points

GRADES: Graduate Undergraduate Annotated Bibliography 35%

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(Graduate Students Only)

Choice Activity Presentation (Undergraduate & Post Bach Students Only) 35% Parent Involvement Project Team Assignment 45% 45% Class Participation 20% 20% Graduate Grades – Total Points Possible = 100 100 – 93 A 92 – 90 A- 89 – 87 B+ 86 – 83 B 82 – 80 B- 79 – 77 C+ 76 – 73 C Below 73 F Undergraduate & Post Baccalaureate Grades – Total Points Possible = 100 100 – 93 A 92 – 90 A- 89 – 87 B+ 86 – 83 B 82 – 80 B- 79 – 77 C+ 76 – 73 C 72 – 70 C- 69 – 67 D+ 66 – 63 D 62 – 50 D Below 50 F

*Clarification of Class Attendance/Class Participation Grade In this category an evaluation is made of the contribution of each student to the class on a variety of dimensions. First of all you must be present – that is the attendance factor. If you do not attend the class, your participation cannot be evaluated. However, attendance is a very small portion of this grade. You will be graded by the manner in which you function and present yourself as a member of the classroom community. The student should present themselves a being open to new ideas and allowing themselves to be taught. If one cannot enter into an exchange with new ideas in the classroom community, it raises the question of whether one can fit into a classroom with children, an elementary school faculty with colleagues or work effectively with parents. The student must demonstrate the ability to tolerate and engage with different points of view.

Disclaimer Examples of assignments completed successfully by students in previous classes will be placed on Blackboard for review by the members of the class.

The professor makes no assurance that such examples, if followed will assure that a student will obtain the same grade. The

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grading of assignments evolves over time and is determined by the interpretation of the assignment by the members of each class, as well as the standards set by the professor. The papers in this course will be graded according to the guidelines set forth in the explanation provided by the professor. Any discrepancies in the interpretation of examples should be discussed with the professor prior to submitting final papers.

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 4th week of class will receive a grade of WP, WF, or WN.

o WP will be awarded if the student is passing the course (based on work due to date) at the time the withdrawal is requested

o WF will be awarded if the student is failing the course (based on work due to date) at the time the withdrawal is requested

o WN will be awarded if no materials have been submitted, and so there is no basis for a grade Students must submit their withdrawal request on-line through Pipeline. The faculty member must approve the withdrawal request before it becomes final, and students should continue to attend class until they receive notification via email that the withdrawal has been approved. Beginning in Fall 2011, the last day to withdraw will be at the end of the 10th full week of classes. The withdrawal date for courses longer or shorter than the full 15-week terms will be adjusted proportionately. Attention Students with Disabilities: If you have a documented disability that requires accommodations, you will need to register with Student Disability Services (SDS) for coordination of your academic accommodations. The Student Disability Services (SDS) office is located at 1600 David Adamany Undergraduate Library in the Student Academic Success Services department. SDS telephone number is 313-577-1851 or 313-577-3365 (TDD only). Once you have your accommodations in place, I will be glad to meet with you privately during my office hours to discuss your special needs. Student Disability Services’ mission is to assist the university in creating an accessible community where students with disabilities have an equal opportunity to fully participate in their educational experience at Wayne State University. Please be aware that a delay in getting SDS accommodation letters for the current semester may hinder the availability or facilitation of those accommodations in a timely manner. Therefore, it is in your best interest to get your accommodation letters as early in the semester as possible. Religious Observance Policy: Because of the extraordinary variety of religious affiliations represented in the University student body and staff, the Wayne State University calendar makes no provision for religious holidays. It is University policy, however, to respect the faith and religious obligations of the individual. Students who find that their classes or examinations involve conflicts with their religious observances are expected to notify their instructors well in advance so that alternative arrangements as suitable as possible may be worked out.

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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 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.