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C I 550 Overview of Contemporary School Curriculum (3 credits): Current school programs and options and their impact on pupils; problems in introducing new content into the curriculum. Prerequisites: 12 credits in education and psychology or teaching experience.
Overview |
Objectives |
Materials |
Library Resources |
Technical Requirements |
Course Requirements, Assignments, and Grading |
Course Schedule |
Academic Integrity |
Accommodating Disabilities |
Additional Policies
Overview
This course presents a social historical overview of U.S. school curricula and reform through which contemporary schooling practices, issues, ideas, and contexts are explored. Within this curriculum studies framework, we will analyze changes in the established school curriculum, exploring current schooling practices such as assessment and standards, race, class, gender, sexual identity, ability, and morality, within a socio-historical context.
This course is cohort-based, which means that there is an established start and end date, and that you'll interact with other students. Materials include textbooks, videotape, and a Web site containing the lessons and communications tools.
Objectives
Throughout this course you will:
- Distinguish among various turning points in school curriculum and curriculum studies by observing historical trends and citing current examples.
- Identify select historical and contemporary school curriculum workers, describe the philosophies that they espoused and recognize their impact on contemporary schooling.
- Critique your school practices to enhance awareness of and discern ways in which school curriculum is undertaken.
- Begin to develop your own answers to the following questions:
- What should be taught in schools and why?
- How should educational experiences be organized?
- What are the purposes of education and schooling?
- What kinds of knowledge are of the most worth?
- Whom do schools serve? Whom should they serve?
- What values, beliefs, and practices are embedded in current educational policies and practices?
- How do race, class, gender, sexuality, and disability structure access to institutional resources and privileges?
- How have the answers to these questions changed over time? Who has been responsible for answering these questions? Who should be responsible? Who answers them now?
Required Course Materials
Most World Campus courses require that students purchase materials (e.g., textbooks, specific software, etc.). To learn about how to order materials, please see the Course Materials page. You should check LionPATH approximately 3–4 weeks before the course begins for a list of required materials.
Using the Library
Many of the University Libraries resources can be utilized from a distance. Through the Libraries website, you can
- access magazine, journal, and newspaper articles online using library databases;
- borrow materials and have them delivered to your doorstep—or even your desktop;
- get research help via email, chat, or phone using the Ask a Librarian service; and
- much more.
You must have an active Penn State Access Account to take full advantage of the Libraries' resources and service. The Off-Campus Users page has additional information about these free services.
Technical Requirements
For this course we recommend the minimum World Campus technical requirements listed below:
| Operating System | Windows Vista, Windows 7, Windows 8*; Mac OS X 10.5 or higher *Windows 8 support excludes the tablet only RT version |
|---|---|
| Processor | 2 GHz or higher |
| Memory | 1 GB of RAM |
| Hard Drive Space | 20 GB free disk space |
| Browser | We recommend the latest ANGEL-supported version of Firefox or
Internet Explorer. To determine if your browser fits this criterion,
and for advice on downloading a supported version,
please refer to the following ITS knowledge base article: Supported Browsers and Recommended Computers.
Note: Cookies, Java, and JavaScript must be enabled. Pop-up blockers should be configured to permit new windows from Penn State websites. Due to nonstandard handling of CSS, JavaScript and caching, older versions of Internet Explorer (such as IE 6 or earlier) do not work with our courses. |
| Plug-ins | Adobe Reader [Download from Adobe]
Flash Player (v7.0 or later) [Download from Adobe] |
| Additional Software | Microsoft Office (2007 or later) |
| Internet Connection | Broadband (cable or DSL) connection required |
| Printer | Access to graphics-capable printer |
| DVD-ROM | Required |
| Sound Card, Microphone, and Speakers | Required |
| Monitor | Capable of at least 1024 x 768 resolution |
If you need technical assistance at any point during the course, please contact the Service Desk.
For registration, advising, disability services, help with materials, exams, general problem solving, visit World Campus Student Services!
Course Requirements, Assignments, and Grading
General Course Information
Each of us will bring shared and unique perspectives based on various experiences and readings to inform discussions, explorations, personal reflections, and writings. As such, consider this course a work-in-progress or an emerging process in your understanding of contemporary school curriculum.
As well, it is important to recognize that our learning and interactions are based upon access to our course Web site and are largely electronic in nature. Everyone will substantively contribute to learning as active and well-prepared participants and as thoughtful inquirers within our learning community. Each unit will provide various opportunities for reflection, researching, writing, and reading. Since these activities span the entire week and generally do not require you to be present at any particular time or day, there should be no need to "miss" class. However, in exceptional cases when such a need arises please communicate with the instructor IMMEDIATELY.
Logging On
Interaction with each other is an absolutely critical part of this course. It is recommended that you log on to the course Web site at least five times a week to work through course materials and to participate in course discussions. You should plan on spending the same amount of preparation and "in class" time on this course as you would if you were taking it on a residential campus.
Posting Responses
In an attempt to use our time most effectively and to be considerate of our various realities—beyond the requirements of this course—I would like to suggest that we operate under an agreed upon time frame for posting responses to assignments related to online discussions. For starters, let's view Wednesdays as the beginning of our week and Tuesdays as the end of it. So as to give people an opportunity to read and respond to each other's initial postings, let's also agree to have your initial responses to assignments posted on the first day of the discussion period. This way online discussion among peers can begin with everyone sharing and participating and you can have some sense of when to bring closure to your chats. Finally, in whole class discussions, it is not reasonable to expect each student to respond to every original posting (although you are certainly expected to read each). Therefore, in these large discussions you will respond to at least one-third of these original responses with a thoughtful follow-up posting.
Participating in Elluminate Live! Sessions
Elluminate Live!™ is a collaborative tool that allows you to communicate synchronously (real-time) with your instructor and classmates. The software package allows real-time voice, document, and whiteboard sharing, among other features.
We will use this tool as one forum of communication with different groups of people throughout the course. As it is synchronous, you will be expected to participate at a scheduled day/time. We will work as a class to find times mutually acceptable.
More information (and detailed instructions on how to install and use this tool) is available in the orientation unit. Please make sure that you have read the technical requirements for this class, including having available and being able to use a microphone with your computer.
Writing Issues
I consider writing in threaded conversations to be less formal than what you submit as written assignments in a "drop box." With online original postings and follow-up discussions, my preference is to focus on the exchange of ideas, spontaneity of thought, and maintenance of flow to the discussion rather than stilting this process unnecessarily with worries about grammar and punctuation. However, having read a range of great to not-so-great papers, I realize that excessive errors in the above can make it difficult (okay, painful!) to try to follow an author's thoughts. I will not evaluate your weekly postings and discussions on grammar and punctuation but rather on the degree to which -- taken as a whole -- your responses are: 1.) timely and consistent; 2.) substantive, supportive, and critical; and, 3.) connected with personal practical knowledge (see Rubric below).
In contrast, graded learning tasks, particularly the Final Project, will be subjected to the standards of properly written English, including the use of APA (5th edition) style of formatting, where appropriate.
Writing excellent papers is an important part of this course (and all graduate level courses). Those of you who feel like you are struggling with your writing might consider looking at any of the following books:
- Elbow, P. (1981). Writing with power. New York: Oxford University Press. (A practical handbook for anyone who needs to write)
- Lamott, A. (1994). Bird by bird. New York: Anchor Books. (Offers useful strategies and insights into the processes of writing that can be applied to any type of written work, though it centers on fiction writing)
- Zinsser, W. (1994). On Writing Well. New York: Harper Perennial. (Focused on writing non-fiction)
These books should be easy to find in any bookstore (or check on Amazon).
Another helpful resource is the Center for Excellence in Writing: Graduate Writing Center, located at http://www.psu.edu/dept/cew/GWC.shtml.
Course Assignments
Participation [40 points total]
Penn State on-line courses are not workbook simulations; instead, computer technology enhances communal discussions of cogent topics for each course. CI 550 is no exception. Frequent and substantive online participation from each student is essential to the effectiveness of this course. Through threaded discussion we become a community of learners and meaning-makers, intent on critical thinking and academic excellence.
Like my classes in the resident classroom, this course in cyberspace places a premium on thoughtful, sustained, and critical interactions among students. Participation includes completion of assigned readings, dynamic engagement in class discussions, and other learning activities. Active engagement means expressing your own thoughts and listening to those of others, engaging in respectful dialogue with classmates, guests, and instructor, and being willing to challenge and to be challenged by the important ideas in this course. Students will also be expected to take leadership roles in particular class discussions, and/or share their expertise in other ways.
As a way for each of us to gauge our levels of online participation, I've created guidelines that distinguish between minimal, average, and excellent participation, from my perspective. I provide these general guidelines with the assumption that many of you are new to web-based learning and may not have thought about this. Following these guidelines is a more specific evaluation rubric for participation.
Marginal Participation:
- offers a basic response to each required original posting assignment in a timely manner
- provides a personal responses to at least one-third of other students' original postings (in the whole class discussion forum) and to most of the original postings in other forums (i.e., eBase group and small group discussions)
- responds in some way to those students who have posted to your posting
- follows the threads of each weeks' on-line discussions and activities, evidencing four course site log-ons per week with five hours on-line time, on average;
- shows evidence of having read the course readings by providing at least a summary of the basic concepts
- participates in any required eLive session;
- original postings and responses to peers demonstrate a critical analysis of points made (versus a summary of what was written);
Average Participation
- offers an extended response to each required original posting assignment in a timely manner
- provides a personal and/or professional responses to at least one-third of other students' original postings (in the whole class discussion forum) and to all of the original postings in other forums (i.e., eBase group and small group discussions)
- responds in some way, at times substantively, to those students who have posted to your posting
- follows the threads of each weeks' on-line discussions and activities, evidencing five course site log-ons per week with seven hours on-line time, on average;
- shows evidence of having read and reflected on the course readings by applying one or more of the basic concepts to one's professional life
- participates in any required eLive session and at least one optional session during the course
- original postings and responses to peers demonstrate a critical analysis of points made (versus a summary of what was written);
Excellent Participation
- offers an extended response to each required original posting assignment in a timely manner, often generating thoughtful conversations among others
- provides professional and/or scholarly responses to more than one-third of other students' original postings (in the whole class discussion forum) and to all of the original postings in other forums (i.e., eBase group and small group discussions), at times, giving perspective-altering comments
- responds in some way, often substantively, to those students who have posted to your posting
- follows the threads of each weeks' on-line discussions and activities, evidencing six course site log-ons per week with ten hours on-line time, on average;
- shows evidence of having read, reflected, and applied the course readings by analyzing two or more of the basic concepts to one's professional life
- participates in any required eLive session and several optional sessions during the course
- original postings and responses to peers demonstrate a critical analysis of points made (versus a summary of what was written);
- offers a personal response to each required online posting in a timely manner and in following through with assigned leadership tasks shows exceptional leadership skills (as defined in this course), typically requiring more than 5 course site log-ons per week, on average;
- shows evidence of having read and responded to peer postings and, whether within an assigned eBase group or in a broader posting environment, weaving in references to shared and individually-sought readings.
Rubric for Participation
In the past, it has been difficult for some online students to assess the quality of their on-line threaded conversations (i.e. postings). The following categories clarify expectations for the extent and breadth of your on-line participation.
Category 1: Timeliness of Response/Initiative – indicative of active, consistent engagement with course members;
Category 2: Scholarship and Research - indicative of extent to which a student can clarify course content for himself/herself, research substantively, and use others' work in a professional manner. When using quotes and/or allusions to course material and/or other related research page numbers (in the case of course materials) or brief citations (in the case of outside material) are included;
Category 3: Personal-Practical Knowledge – indicative of extent student is making connections between course content and professional experience. Meaning making and personalizing of ideas and concepts, using practical experience to highlight understanding of the discussion;
Category 4: Supportive, Substantive, and Challenging Feedback – indicative of student contributions to develop a collaborative learning experience by providing a combination of supportive, substantive, and challenging comments to others that contribute to critical reflection within the Learning Community
Evaluation of participation, using this rubric, will take place during week 6 and at the end of week 12.
eBase Group Project -- Book Club [20 points]
There are three parts to this assignment: 1) together eBase groups decide on a book club text to read—based on list provided in the Materials section of this syllabus; 2) eBase group members read the text individually and write a no more than 2 page letter to the author of the text; 3) eBase groups develop a presentation to be posted by week 8 (while book club presentations occur during weeks 8-9-10, all presentations must be posted by the beginning of week 8. I will inform groups as to the week they will be presenting.). The presentation must include a power point that explains the main points of the group’s chosen text, one-two chapters for class members to read (to do this, scan chapters and make into PDF files), either questions or an activity to prompt discussion, and letters written by individual group members.
Integration Paper [20 points]
This 3-5 page paper will be a personal synthesis of assigned readings, class dialogue, and personal reflection of/on the curriculum issues we have explored within the course. I consider this assignment as a mid-term—specifically it is a work developed over the first 6 weeks of the course (it is due at the end of Unit 6).
Final Project [20 points]
Each of you has different reasons for taking this course: perhaps obtaining graduate credits moves you higher on the pay scale; perhaps you are thinking about graduate school and this is a way for you to experiment with course work; perhaps you see yourself as a life long learner and credits mean absolutely nothing; perhaps you are in a graduate program that requires this course; perhaps this is your area of interest and the focus of your dissertation work. Whatever the reason, I want this course to work best for your particular goals. As such, I have designed the culminating assignment to suit your needs.
There are three options (all approximately 10 – 12 pages in length) available for the culminating assignment: curriculum worker profile; continuation of mid-term integration paper; or a scholarly piece. (Please note that I might be persuaded to add a fourth option if you have something else in mind). A proposal for this project is due at the end of Unit 3 (instructions for proposal can be found on the Lessons page in the Unit 3 folder). Students will present Final Projects during Unit 12.
- Curriculum Worker Profile
If you choose this option, you will have an opportunity to identify and research an individual who has had a noteworthy influence in the curriculum field (see possible list found on Lessons page). You will write a profile that includes: personal background, timeframe and context within which the person lived/or is living, what s/he is known for or has accomplished regarding curriculum issues, school reform, and/or in the curriculum field of study, and a select bibliography of their work.
- Continuation of Mid-Term Integration Paper
If you choose this option, you will write a personal/integration essay reflecting on and articulating the central values and beliefs that inform your perspective on curriculum theory and practice. This paper must be informed by/through course readings. Please note that outside resources are welcome, but the bulk of your citations must come from course readings.
As another means for continuing with the reflection you began during your mid-term, this paper is an opportunity for you to synthesize, analyze, and interpret course concepts in relation to your personal understandings of curriculum. This is an opportunity for you to represent the "so what?" of your work in this course and an indicator of where the course has pushed your thinking.
- Scholarly Article/Publication
If you choose this option, your culminating project will take the form of a literature review or a theoretical argument. Your work for the semester will be focused on accomplishing library research, on reading theory/reseach based on your topic, and on writing a scholarly paper. I strongly encourage you to think towards a final goal of publication.
Since specific publications, and hence, their audience, vary from journal to journal, criteria for this assignment will need to reflect the selected journal or source of publication. This article submission may include a local, state, or nationwide source of publication. I will work with individuals to personalize this assignment.
Additional Assignment Information
While most assignments will be submitted electronically, there may be requirements to provide hard copies of select assignments (i.e., final papers or projects). You will be informed in a timely manner when this is the case.
Be sure to include the following information in all of the assignments that you submit:
- Course name and number
- Your PSU ID Number
- Your name, and
- Your surface-mail address (include street, city, state, postal/zip code, and country).
Please keep a copy of all your work. We cannot assume responsibility for lost items.
Late Policy
Please contact your instructor directly. Situations will be dealt with on a case-by-case basis.
Grading
I provide the following information so that you can better understand the ways that I approach grading.
For written papers:
- An outstanding paper; some minor revisions necessary but could be submitted for conference presentation/publication.
- A strong paper; needs major revisions; research/thinking is very good, but academic writing still needs work.
- A weak paper; inadequate writing and analytical skills; descriptive rather than critical; writing skills are poor; student needs to attend the campus writing center.
For the course:
- An outstanding effort. Your written assignments successfully and consistently demonstrate/s an independent, critical, and exploratory approach to research/thinking. You are relentless in your search for relevant information that relates to our class sessions. You are willing to look in unconventional places/ sources. Class participation is effective, considerate, and demonstrates both a willingness to provoke discussions and to listen to others/ and other points of view. All class assignments are complete and turned in on time.
- A solid effort. Your work is thoughtful, clearly organized, thorough, well written, and draws from the readings and class discussions in ways that reflect the depth of your understanding of the material presented. You participate in class, yet you may have one or two absences.
- Work is of uneven quality and commitment. You fail to participate in class. [Please note if I think that your work and commitment is falling into this category, I will discuss the situation with you personally at mid semester.]
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Please refer to the University Registrar's information about University grading policies.
If, for reasons beyond the student's control, a student is prevented from completing a course within the prescribed time, the grade in that course may be deferred with the concurrence of the instructor. The symbol DF appears on the student's transcript until the course has been completed. Non-emergency permission for filing a deferred grade must be requested by the student before the beginning of the final examination period. In an emergency situation, an instructor can approve a deferred grade after the final exam period has started. Under emergency conditions during which the instructor is unavailable, authorization is required from one of the following: the dean of the college in which the candidate is enrolled; the executive director of the Division of Undergraduate Studies if the student is enrolled in that division or is a provisional student; or the campus chancellor of the student's associated Penn State campus.
For additional information please refer to the Deferring a Grade page.
Course Schedule
Note: If you are planning to graduate this semester, please communicate your intent to graduate to your instructor. This will alert your instructor to the need to submit your final grade in time to meet the published graduation deadlines. For more information about graduation policies and deadlines, please refer to Graduation at the Chaiken Center for Student Success.
- Course length: 13 weeks
| Unit 0: Orientation | |
|---|---|
| Readings: | Refer to the Learning Tasked listed for this unit. |
| Assignments: | Refer to the Learning Tasked listed for this unit. |
| Unit 1: Foundational Curriculum Questions | |
|---|---|
| Readings: | Pages v-14 in Turning Points. |
| Assignments: | Refer to the Learning Tasks listed for this unit. |
| Unit 2: One-Room Schools | |
|---|---|
| Readings: | Constructing the Concept of Curriculum on the Wisconsin Frontier: How School Restructuring Sustained a Pedagogical Revolution by Kliebard, Herbert M. – located in eReserves.
Subsequent educational and professional attainment of Black and White students from two segregated schools by Ensign, Jacque. – located in eReserves. |
| Assignments: | Refer to the Learning Tasks listed for this unit.
Make sure to keep up with your Book Club readings. |
| Unit 3: Women as Emergent Participants in Schooling: Laboring for Curriculum Reform | |
|---|---|
| Readings: | "Not satisfied with stupid band-aids": A portrait of a justice oriented, democratic curriculum serving a disadvantaged neighborhood by Brian D. Schultz – located in eReserves.
View the film, "Women of Summer: An Unknown Chapter of American Social History." It's about an hour in length. |
| Assignments: | Refer to the Learning Tasks listed for this unit.
Make sure to keep up with your Book Club readings. Proposal for final project is due at the end of Unit 3. |
| Unit 4: : Rise and Fall of Curriculum Specialists: White Architects of Education | |
|---|---|
| Readings: |
Excerpt from William Watkins (The white architects of black education) – located in eReserves.
Chapters 2 and 3 in Turning Points. Review at least three of the following websites: http://en.wikipedia.org/wiki/Brown_v._Board_of_Education |
| Assignments: |
Refer to the Learning Tasks listed for this unit.
Make sure to keep up with your Book Club readings. |
| Unit 5: Re-establishing Agency and Agendas: Literacies of Social Class | |
|---|---|
| Readings: |
Patrick Shannon's excerpt – located in eReserves.
Chapters 4 and 5 in Turning Points. Part III (pp. 105-134) in Curriculum, Religion and Public Education – located in eReserves. |
| Assignments: |
Refer to the Learning Tasks listed for this unit.
Make sure to keep up with your Book Club readings. |
| Unit 6 : Personal Reflections of/on Learning | |
|---|---|
| Readings: | Refer to the Learning Tasks listed for this unit. |
| Assignments: |
Refer to the Learning Tasks listed for this unit.
Integration Paper is due at the end of Unit 6. |
| Unit 7: (Re)Shaping the Contemporary Curriculum Field | |
|---|---|
| Readings: |
Chapters 6 and 7 (pp. 102-162) in Turning Points.
Article/Chapter of choice – using ERIC (or another data base of your choice), find and read an article or book chapter written by one of the "visitors" from chapter 6 or 7 of Turning points. |
| Assignments: |
Refer to the Learning Tasks listed for this unit.
Book Club presentations are due on the first day of Unit 8. |
| Unit 8: Book Club | |
|---|---|
| Readings: | Refer to Book Club postings |
| Assignments: |
Refer to the Learning Tasks listed for this unit.
Draft of Final Project is due on the first day of Unit 11. |
| Unit 9: Book Club | |
|---|---|
| Readings: | Refer to Book Club postings |
| Assignments: |
Refer to the Learning Tasks listed for this unit. Draft of Final Project is due on the first day of Unit 11. |
| Unit 10: Book Club | |
|---|---|
| Readings: | Refer to Book Club postings |
| Assignments: |
Refer to the Learning Tasks listed for this unit. Draft of Final Project is due on the first day of Unit 11. |
| Unit 11: Peer Review of Draft Papers and Paper Revision | |
|---|---|
| Readings: | eBase group members' draft papers. |
| Assignments: | Refer to the Learning Tasks listed for this unit. |
| Unit 12: Concluding Conversations | |
|---|---|
| Readings: | Read Chapters 8, 9, & 10 of Turning Points. |
| Assignments: |
Refer to the Learning Tasks listed for this unit.
Final project is due on the last day of Unit 12. |
Formal instruction will end on the last day of class. Provided that you have an active Penn State Access Account user ID and password, you will continue to be able to access the course materials for one year, starting from the end date of the academic semester in which the course was offered (with the exception of library reserves and other external resources that may have a shorter archival period). After one year, you might be able to access the course based on the policies of the program or department offering the course material, up to a maximum of three years from the end date of the academic semester in which the course was offered. For more information, please review the University Course Archival Policy.
Academic Integrity
According to Penn State policy G-9: Academic Integrity (for undergraduate students in undergraduate courses) and policy GCAC-805 Academic Integrity (for graduate students and undergraduate students in graduate courses), an academic integrity violation is “an intentional, unintentional, or attempted violation of course or assessment policies to gain an academic advantage or to advantage or disadvantage another student academically.” Unless your instructor tells you otherwise, you must complete all course work entirely on your own, using only sources that have been permitted by your instructor, and you may not assist other students with papers, quizzes, exams, or other assessments. If your instructor allows you to use ideas, images, or word phrases created by another person (e.g., from Course Hero or Chegg) or by generative technology, such as ChatGPT, you must identify their source. You may not submit false or fabricated information, use the same academic work for credit in multiple courses, or share instructional content. Students with questions about academic integrity should ask their instructor before submitting work.
Students facing allegations of academic misconduct may not drop/withdraw from the affected course unless they are cleared of wrongdoing (see G-9: Academic Integrity or GCAC-805 Academic Integrity as appropriate). Attempted drops will be prevented or reversed, and students will be expected to complete course work and meet course deadlines. Students who are found responsible for academic integrity violations face academic outcomes, which can be severe, and put themselves at jeopardy for other outcomes which may include ineligibility for Dean’s List, pass/fail elections, and grade forgiveness. Students may also face consequences from their home/major program and/or The Schreyer Honors College.
How Academic Integrity Violations Are Handled
World Campus students are expected to act with civility and personal
integrity; respect other students' dignity, rights, and property; and help
create and maintain an environment in which all can succeed through the
fruits of their own efforts. An environment of academic integrity is
requisite to respect for oneself and others, as well as a civil community.
In cases where academic integrity is questioned, procedures allow a student to accept or contest/appeal the allegation. If a student chooses to contest/appeal the allegation, the case will then be managed by the respective school, college or campus Academic Integrity Committee. Review procedures may vary by college, campus, or school, but all follow the aforementioned policies.
All academic integrity violations are referred to the Office of Student Accountability and Conflict Response, which may assign an educational intervention and/or apply a Formal Warning, Conduct Probation, Suspension, or Expulsion.
Information about Penn State's academic integrity policy is included in the information that students receive upon enrolling in a course. To obtain that information in advance of enrolling in a course, please contact us by going to the Contacts & Help page.
University Policies
Additional Policies
For information about additional policies regarding Penn State Access Accounts; credit by examination; course tuition, fees, and refund schedules; and drops and withdrawals, please see the World Campus Student Center website.
Accommodating Disabilities
Penn State welcomes students with disabilities into the University’s educational programs. Every Penn State campus has an office for students with disabilities, including World Campus. The Disabilities and Accommodations section of the Chaiken Center for Student Success website provides World Campus students with information regarding how to request accommodations, documentation guidelines and eligibility, and appeals and complaints. For additional information, please visit the University's Student Disability Resources website.
In order to receive consideration for reasonable accommodations, you must contact the appropriate disability services office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation. If the documentation supports your request for reasonable accommodations, your campus's disability services office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. You must follow this process for every semester that you request accommodations.
Students with disabilities participating in internship, practicum, student teaching, or other experiential learning opportunities as part of their degree requirements may also be eligible for reasonable accommodations to ensure equal access and opportunity. These accommodations are determined through an interactive process involving the student, their University supervisor, and the site supervisor. Student Disability Resources can assist students with identifying potential barriers, facilitating accommodation requests, and coordinating with University supervisors to promote inclusive learning experiences.