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MISSION STATEMENT

“The urban educator:

Reflective, innovative and committed to diversity.”

Course Syllabus

Division: Teacher Education

Program Area: Bilingual, ESL, and Foreign Language Education Program

Course: BBE 5000: Multicultural Education in Urban America

Credit/Section Number: 005 (CRN/Section: 23862)

Term/Year: Winter 2015

Course Location: ON-LINE

Instructor: Prof. Elver Peruzzo

Office Address: College of Education, Room 260

Office Hours:

E-mail/Phone: bb7744@wayne.edu (313) 577-0902 CELL: (519- 890-9666)

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Course Description:

This course explores the cultural, social, political, and economic realities of our complex pluralistic

society in relation to our education system. The history of multicultural education will be examined

along with current understandings of culturally responsive pedagogies. Through course readings and

online discussions, students will understand the role of critical, analytic and evaluative abilities to deal

with racism, sexism, value clarification, power and access in schooling.

COURSE OUTCOMES

As a result of their experience in BBE 5000 students will:

demonstrate an understanding of major cultural concepts, acculturation, multicultural

education, and the associated best practices and skills in becoming a competent multicultural

educator.

demonstrate knowledge of internal and external elements of culture (e.g., values, beliefs, and

expectations; patterns of communication; social roles and status) and

identify strategies for making thoughtful comparisons between English-speaking and heritage

cultures in the context of teaching and learning.

explain and reflect on significant events in the struggles for equality amongst various

underrepresented minorities.

apply procedures for interpreting, synthesizing, and organizing cultural information as they

develop their instructional strategies, curriculum, assessments, and the integration of

knowledge specific to their curriculum.

apply strategies for gaining, analyzing, and reflecting on one's own linguistic and cultural

competence and professional knowledge (e.g., establishing professional goals, pursuing

professional growth opportunities).

develop knowledge on constructing culturally inclusive learning environments that support

individual students' needs, development and academic achievement.

develop awareness of different teaching and learning styles shaped by cultural differences and

create strategies to address these differences

examine the sources of cultural identity and socializing agents (including the ‘white privilege’)

that have influenced them and will influence their students

research about a broad range of topics and issues related to bilingual/bicultural education

history, politics, theory and practice.

understand theories of second language acquisition and methodologies for teaching English as a

Second Language and teaching within a bilingual classroom

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understand assessment practices

have an awareness of resources related to diversity, equity, language acquisition, intercultural

interaction.

The above list of Outcomes for the course meet the Standards for the Preparation of Teachers of

Bilingual Education (all Y codes) and Standards for the Preparation of Teachers of English as a

Second Language (Adopted by the Michigan State Board of Education July 13, 2004) with specific

emphasis on:

o 2.1 Knowledge, understanding, and use of the major concepts, principles, theories, and

research related to the nature and role of culture in language development and academic

achievement that support student learning.

o 2.2 Application of knowledge and understanding of how cultural groups and students’

cultural identities affect language learning and school achievement

o 2.3 An understanding of the value and role of literary and cultural texts and use them to

interpret and reflect upon the perspectives of cultures over time.

o 2.4 An understanding of the connections among perspectives of cultures and their practices

and products, and be able to make comparisons.

o 2.5 Ability to identify distinctive cultural viewpoints in multiple content areas through

English and the target non-English language.

o 3.2 Ability to use language acquisition knowledge to create a supportive classroom-learning

environment that includes opportunities for interaction and negotiation of meaning in

English and the target-non-English language

o 3.4 Knowledge and utilization of a variety of strategies for instructional management that

facilitates language acquisition and student achievement for limited-English proficient

learners.

o 5.1 Knowledge of the ongoing nature of assessment and multiple age-and level-appropriate

ways to assess that provides purposeful outcome data.

o 6.2 Knowledge of the value that multilingualism brings to the overall success of all students

and understands the teacher’s role as an advocate with students, colleagues, and members

of the community in promoting multilingualism.

o 6.7 An ability to serve as a professional resource, an advocate for students, and an ability to

build partnerships with students’ families and communities.

Required Texts:

Cushner, K., McClelland, A., & Stafford, P. (2008). Human Diversity in Education: An

Intercultural Approach, 8th Edition, McGraw-Hill

Spring, J (2012). Deculturalization and the Struggle for Equality: A Brief History of the

Education of Dominated Cultures in the United States, 7th Edition, McGraw-Hill.

NOTE: Both books are available at the bookstore and on-line in an electronic format on

http://www.coursesmart.com/

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Course Assignments and Evaluation: The evaluation, which is based on the following 5 components, has been designed to assess students’ achievement of the course outcomes:

1. Blogs (400 points): As assigned each week (16 Blogs@ 25 points each, total 400 points). You are

required to provide two posts to each forum in the Blog Spot within the allowable timeline. The first

post you contribute to each forum serves as a response to the question as posted by the instructor. The

second post should be made as a commentary on a classmate’s contribution. Please note that your

contributions must be meaningful, constructive and organized, and focused on the question in concern.

The responses should also be courteous in nature, factual and free of grammatical and spelling errors.

Furthermore, postings with “just an opinion” or “I agree with you, sounds good, great job,” etc. are

insufficient. All postings must be backed by references to readings and other source materials.

Evaluation Note: Students will achieve a maximum of 25 points per Blogs for full compliance with the

above set standards. Those who exhibit less than full compliance, but provide a meaningful and

constructive response will achieve 15-22 points. Postings that lack adherence to the required guidelines

and standards (or partially address the question) will be evaluated at a range of 0-14 points. NOTE:

late postings will be allowed at the discretion of the instructor and, if allowed, will result in fewer

points.

NOTE: The blogs will begin on Mondays and end on Sundays at 11:59 p.m. The Instructor will then

make overall comments on each blog. For evaluation purposes, please see Rubric for: Online

Discussions.

Access to Blackboard and Technical Support: In order to access Blackboard, you must use your

university ID to log into http://blackboard.wayne.edu/. For help with Blackboard and related

technical matters, please contact the C&IT Help Desk by phone 313-577-4778 or email to

helpdesk@wayne.edu.

2. On-Line Journal (100 points): Each student must maintain an on-line journal on Blackboard. The

journal entries (see schedule for due dates) should based on the student’s personal reflections on their

readings of various chapters of Joel Spring’s Deculturalization and the Struggle for Equality: A Brief

History of the Education of Dominated Cultures in the United States, 7th Edition, McGraw-Hill. (Total

100 points/ 5 entries @20 points each). The reflection should also contain information concerning the

chapter to show evidence to the Instructor that the student has read the chapter. NOTE: There is no

need to respond to another colleague with Journal postings.

Evaluation Note: Each journal posting must contain a minimum of 400 words (maximum of 600

words), and must be reflective in nature. For evaluation purposes, please see Rubric for: Online

Journals

3. Self-Assessment (50 points) This assignment is simply a completion of a survey entitled Intercultural

Competence. It is a matter or completing the questionnaire and then reflecting on your personal strengths and area

of improvement within this domain. Total points for this assignment: 50 points. For evaluation purposes, please

see Rubrics for: Self-Assessment on Intercultural Competence

4. English Language Learners: (150 points) In this assignment, students will first view the learning modules from

Star Legacy Modules about English Language Learners and then develop a 2-3 page report responding to

questions.

Evaluation Note: This report will be evaluated according to the Rubric for: English Language Learners

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5. Internet/ Field Study (300 points)

PURPOSE

To write a reaction paper that describes and analyzes the observations made while researching and also while

making contact with an ethnic person in the Metropolitan Detroit area

To be exposed to an ethnic group/person that is different and unfamiliar.

INSTRUCTION

There are TWO parts to this paper: 1) an internet search, and 2) an interview with a person from a different ethnic

group from yours.

First, identify an ethnic group that is different from and unfamiliar to you.

Do a search on the Internet and find sources that can provide information about the background of the selected

group such as its geography, history, language, culture, customs, holidays, and religions.

Be sure to include your Internet resources on your reference page.

Write about THREE information items related to the culture of this particular ethnic group.

Here are some ethnic groups you may wish to think about:

African Americans, Arab Americans, Albanian Americans

Chaldean, Chinese, Egyptian, Eastern European, East Indian

Filipino, Greek, Hmong, Italian, Japanese, Jewish, Korean, Lebanese

Latino (Hispanic Americans), Native Americans, Polish,

Russian, Ukranian, Vietnamese, etc.

Gay/Lesbian/Transgendered OR any other minority/ethnic group not mentioned.

In preparation for the interview of the ethnic person, you may use the following questions as a GUIDE while you

write this part of the paper.

What were your expectations and feelings before making contact with the ethnic/minority group?

How did you arrange the contact?

What was your first impression?

What questions did you ask in order to inquire about the culture? Questions could reference such items as gender

roles, education, learning styles, teaching styles, customs. etc.

Describe the experience.

Did the experience have a negative or positive impact on you?

How did the experience contribute to your understanding of the selected ethnic/minority group?

Did you feel included or excluded during the experience?

Provide a final reflection or closing statement regarding the value, if any, of the field study.

The paper itself may be in the form of an informal report. The first part, the Internet Search should not exceed

TWO pages. You may insert images beside your information if you wish. The second part may be written in

narrative style or in a question/answer format and should be no more than FOUR pages.

Double-space using Times New Roman, 12 point font (about 250 -300 words per page). This paper will be

evaluated in accordance with the Rubric for: Internet/Field Study

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Overview of Points and Percentage Weights

Discussions: 400 points 40%

Self Assessment: 50 points 5%

ELLs 150 points 10%

Journals 100 points 20%

Internet/Field Study 300 points 30%

TOTAL: 1000 points 100%

Class Schedule:

1. Following the folders in the Content area, you will note that the third folder entitle ‘Internet /Field Study’ is there to prepare you for the final assignment. This final assignment is not due until the end of the course.

2. All Discussions will begin on Tuesday of the each week and end on the following Sunday at 11:59 p.m. This will give time on Monday for the Instructor to review the Discussions of the week before the next one begins on Tuesday.

3. In some weeks, there will be two discussions. Both discussions pertain to the content of ONE chapter.

4. Please note the assignment due dates. Week Tasks and Required

Reading

Assignments Notes/Due Dates Standards Met

JAN/

12-25, 2015

View LIVE presentation

Chapter 1 (Cushner)

Chapter 2 (Cushner)

Blog 1a - introducing yourself

Blog 1b -Understanding changes

in today’s institutions

Blog 2- Civil Rights: Person or

Event

All discussion

boards are due at the

end of the week on

Sundays by 11:59

p.m.

These blog

discussions are due

January 25

2.1

2.2

JAN 25-

FEB 1

Assignment 1: Assessing

your intercultural

competence

Chapter 1 and 2 (Spring)

Native Americans

(Spring)

Assignment 1 due

Online Journal 1

Assignment due

February 1

All on-line journals

are due at the end of

the week on Sundays

by 11:59 p.m..

Journal 1 is due

February 1

2.2

2.3

2.4

2.5

FEB 2-

FEB 8

Chapter 3 (Cushner)

Blog 3a- Sources of Cultural

Identity

Blog 3b- Dealing with

Stereotypes

February 8 2.1

2.2

FEB/9-15 Chapter 4 (Cushner) Blog 4a- My U-curve hypothesis

Blog 4b- The culture-General

Framework

February 15 2.1

2.2

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FEB/ 16-22 Chapter 3 (Spring)

African Americans

On-line Journal 2 February 22 2.3

2.4

2.5

FEB/ 23-

MAR. 1

Chapter 5 (Cushner) Blog 5a- Race and Ethnic

Identity

Blog 5b- Developing

Intercultural Sensitivity

Mar. 1 2.3

2.4

2.5

MAR. 2-8 Chapter 6 (Cushner)

Blog 6a- Prejudice and Prejudice

reduction

Blog 6b - The Liver Transplant

Problem

Blog 6c – White Privilege

March 8 2.4

MAR 9- 24 Chapter 7 (Cushner)

Chapter 8 (Cushner)

White Privilege

Blog 7 – Global Perspectives

Assignment 2: English

Language Learners due

March 24

Assignment for

ELLs is due March

24

3.2

3.3

5.1

6.2

MAR 25-29 Chapter 3 (Spring)

Asian Americans

Chapter 9 (Cushner)

Online Journal 3

Blog 8 (Religion in the Public

Schools)

March 29

2.3

2.4

2.5

3.2

3.3

5.1

6.2

MAR/30-

APR. 5

Chapter 4 (Spring)

Hispanic/Latino

Americans

Chapter 10 (Cushner)

On-line Journal 4

Blog 9a- Sexual Orientation

April 5 2.3

2.4

6.7

APR. 6- 12 Chapter 13 (Cushner)

Chapter 6 (Spring)

The Great Civil Rights

Movement and the new

Culture Wars

Blog 9b- Social Class

On-line Journal 5

April 12 2.4

6.7

APR. 13-23 Final Assignment due Final Assignment due April 23

2.1

2.2

2.3

2.4

6.7

* Additional reading materials will be posted under content on Blackboard

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RUBRIC for: ONLINE BLOGS

Levels of Achievement

Criteria Novice Competent Proficient

Post

0 to 1 points No post or post is

poorly done.

2 to 4 points Post is developed and

engaging with support

material. Lacks some

conceptual clarity

5 to 5 points Post is well done, engaging

in a substantive way with

conceptual clarity.

Comments to

another peer

0 to 1 points No comment or

comment was brief with

shallow contribution.

2 to 4 points Elaborates on the post

with further comments or

observations.

5 to 5 points Analyzes the post and

extends the comments in

new directions.

Content

Contribution

0 to 1 points Posts irrelevant

information or does not

add substantively to the

discussion.

2 to 4 points Content is factually

accurate, but does not

include much conceptual

development.

5 to 5 points Post draws directly upon the

material to make a creative

and substantive point that

extends the material.

Clarity and

Mechanics

0 to 1 points Unclear, disorganized

and/or unedited. Errors

noted.

2 to 4 points Organized, well edited

and thoughtfully

composed. Some errors.

5 to 5 points Very well organized with

concise easy to ready style

and error free.

Connections

0 to 1 points Makes little or no

connections within

personal or social

contexts

2 to 4 points Makes considerable

connections within

personal or social

contexts.

5 to 5 points Makes a large number of

connections within personal

or social contexts.

Points for Post:

TOTAL POINTS (out of 25) COMMENTS:

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Rubric for: ONLINE JOURNALS

Levels of Achievement

Criteria Novice Competent Proficient

Content

0 to 1 points Demonstrates little or

no knowledge of

content as presented in

the Joel Spring text.

Lacks analysis and

meaningful insight.

2 to 4 points Demonstrates some

evidence of knowledge

of content as presented

in the Joel Spring text.

Provides some

meaningful insight.

5 to 5 points Demonstrates relevant

information as presented in

the Joel Spring text.

Provides meaningful insight

in a highly focused and

comprehensible manner.

Organization

0 to 1 points Not organized

logically. Ideas related

to the content are not

presented clearly.

2 to 4 points Well organized. Ideas

related to the content

are arranged logically to

support the content.

Ideas are linked but not

consistently.

5 to 5 points Very well organized. Ideas

related to the content

logically support the topic.

Ideas are linked, flow

smoothly and create interest

for the reader.

Grammar

and

Mechanics

0 to 1 points Many errors creating

confusion and lack of

interest.

2 to 4 points Some errors, but do not

represent major

distractions.

5 to 5 points Error free.

Reflection

and

connection

0 to 1 points Makes limited

connections within

personal or social

contexts.

2 to 4 points Makes considerable

connections within

personal or social

contexts.

5 to 5 points Makes a high degree of

connections within personal

or social contexts.

TOTAL POINTS : _____________/20 points______

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Rubric for: Self-Assessment on Intercultural Competence

Levels of Achievement

Criteria Novice Competent Proficient

Summary of

strengths and

areas of

improvement

0 to 10 points Limited

summary

11 to 15 points All aspects summarized.

16 to 17 points All aspects summarized with

added observations.

Reflecting on

strengths and

areas of

improvement

0 to 10 points Not clear. Might

include some

original thinking

on how to

improve.

11 to 15 points Reflection is clear,

includes areas of

strengths and

improvement and some

original thinking on how

to improve.

16 to 17 points Reflection is clear, includes all

areas of strengths and

improvement. Includes original

thinking that extends views on

personal strengths and areas of

improvement.

Grammar and

mechanics

0 to 10 points Reflection is

poorly

organized. Many

errors are

evident.

11 to 15 points Reflection is organized,

clear and somewhat

consistent with few

errors.

16 to 17 points Reflection is organized, clear

and consistent with no errors.

TOTAL POINTS: ________________________/50

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RUBRIC FOR: ENGLISH LANGUAGE LEARNERS

Levels of Achievement

Criteria Novice Competent Proficient

Understanding

the needs of ELLs

0 to 24 points Vaguely understood.

25 to 34 points Mostly understood.

35 to 38 points Clearly understood.

Pedagogical

Insight for ELLs

0 to 24 points Weak evidence of

information for

teaching strategies for

ELLs with limited

reflection

25 to 34 points Good evidence of

teaching strategies

and a good critical

reflection.

35 to 38 points Strong evidence of

teaching strategies with

a sound critical

reflection.

Considerations

for Assessment of

ELLs

0 to 24 points Limited understanding

of assessment for

ELLs.

25 to 34 points Good understanding

of assessment of

ELLs.

35 to 38 points Excellent understanding

of assessment of ELLs.

Organization and

Mechanics

0 to 24 points Work is unfocused and

poorly organized.

Errors are distracting.

25 to 34 points Organization is

clear. Format is

consistent. Very few

errors.

35 to 38 points Organization is clear.

Format is consistent.

Effectively

communicates ideas.

No errors.

Total Points: ________________________/150

Extra Points allowance as determined by Instructor: ___________

Final TOTAL: _______________

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RUBRIC For: Internet /Field Study

Levels of Achievement

Criteria Novice Competent Proficient

Information

from Internet

Search

0 to 29 points Very little

information

presented.

30 to 44 points Considerable to required

amount of information

with description

45 to 50 points Required amount of

information, detailed

description.

Reflection on

the culture

0 to 29 points Limited range of

commentary. Very

little comparison of

similarities and

differences of

cultures.

30 to 44 points Good range of

commentary. Good

comparison of

similarities and

differences of cultures

with a good personal

reflection.

45 to 50 points Very good range of

commentary with

significant number of

comparisons related to

similarities and differences

of cultures with a very good

personal reflection.

Information

based on

Interview

0 to 29 points Limited and lacking

interest.

30 to 44 points Variety of information

generating thoughts and

interest.

45 to 50 points Thorough amount of

information generating

thoughts, interest and

reflection.

Reflection on

the Interview

0 to 29 points Limited review of the

interview with

scarcity of personal

thoughts.

30 to 44 points A good review of the

interview with a range

of personal thoughts

including personal

direction for the future.

45 to 50 points An excellent review of the

interview with a wide range

of personal thoughts

including personal direction

for the future.

Organization of

content based

on interview

0 to 29 points Not well organized.

Little direction about

the individual's life.

30 to 44 points Organized with good

direction of the

individual's life and

history.

45 to 50 points Very well organized with an

evaluation of the

individual's life and history.

Grammar and

Mechanics

0 to 29 points Not well developed.

Many grammatical

errors.

30 to 44 points Well developed, but

with evidence of errors.

45 to 50 points Very well developed with

no evidence of error.

TOTAL POINTS: ________/300

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Graduate Grades: Undergraduate Grades:

A B+ C+ F A B+ C+ D+ F

A- B C A- B C D

B- B- C- D-

General Note on Grading

The College of Education faculty members strive to implement assessment measures that

reflect a variety of strategies in order to evaluate a student's performance in a course. For

undergraduates and post-degree students C grades will be awarded for satisfactory work that satisfies

all course requirements; B grades will be awarded for very good work, and A grades will be reserved

for outstanding performance. [For graduate students B grades will be awarded for satisfactory work

that satisfies all course requirements; B+ grades will be awarded for very good work, and A grades will

be reserved for outstanding performance.] Please note that there is a distribution of grades from A-F

within the College of Education. Grades with plusses and minuses carry distinct grade point averages.

TOTAL POSSIBLE POINTS = 1000

Course Evaluation and Grading

A 950 -- 1000 points

A- 930 -- 949 points

B+ 910 -- 929 points

B 860 -- 909 points

B- 840 -- 859 points

C+ 820 -- 839 points

C 770 -- 819 points

C- 750 -- 769 points

D+ 730 -- 749 points

D 710 -- 729 points

D- 700 -- 709 points

F 699 and below

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Class Policies:

1. Cheating, plagiarism or any form of academic dishonesty are strictly prohibited, and will

be handled in accordance with university policy.

2. Professional courtesy, mutual respect and teamwork.

3. E-mail will be the primary mode of communication between the instructor and

students. The instructor will respond to inquiries and e-mails within 48 hours.

4. Students should assume responsibility for the technical capabilities of their personal

computers, internet connections and software. Please note that the University’s computer

labs are available for individual student use.

5. Alteration to the syllabus will be made by instructor as deemed necessary.

6. Submission of required assignments on time and according to guidelines: Students are

required to post their “Discussion Boards” within the required timeline. Those submitted

after the due date will not be evaluated, nor will they be provided partial credit. However,

the instructor will consider evaluation of other course assignments (other than Discussion

Boards) in some emergency cases. Students who wish to have their late work evaluated

should notify the instructor via email in advance, or within ONE DAY after the due date to

discuss submission of required work, or scheduling of make-up exams. Accepted late

assignments and make up exams will be evaluated at a 10% reduction of the grade.

Furthermore, failure to contact the instructor according to the recommended timeline may

result in the denial of individual requests regarding late assignments.

7. On-Line Classroom Etiquette and Professional Behavior: This class is intended to

prompt an open and honest dialogue about various topics. However, due to the content and

structure of this course, it is very likely that we will engender passionate discussions on

race and ethnic relations, personal and political beliefs, racism, prejudice, gender and

sexual stereotypes, ethnic and religious biases, etc. It is critical that we take full

responsibility for engaging in a respectful and professional manner in all discussions and

e-mail communications. Please refrain from asserting stereotypes, using derogatory

remarks, or “pigeon-holing” your fellow classmates into categories, as “racist,” ‘sexist,”

“PC,” “anti-American,” “anti-Arab,” “anti-Christian,” “anti-Jewish,” etc. Maintaining

respect and courtesy is a central requirement of this course. The discussion boards and

the email class list should be utilized for engaging in rich discussion pertinent to class

requirements and not for non academic or personal concerns. Individuals with personal

concerns (i.e. requirements, grading) should contact the instructor directly. In addition,

students are advised to refrain from using the class e-mail list to send emails or post

content that includes commercial advertisements, chain/junk emails, indecent materials,

derogatory comments (of any nature), ethnic jokes, personal attacks, put downs, or any

content prohibited by university policies. Students who engage in this type of behavior

will be warned, and will likely be asked to withdraw from class, or given a failing grade.

Academic Dishonesty/Plagiarism

The College of Education has a ‘zero tolerance’ approach to plagiarism and other forms of

academic dishonesty. (See Student Code of Conduct http://doso.wayne.edu/codeofconduct.pdf)

Plagiarism includes copying material (any more than 5 consecutive words) from outside texts or

presenting outside information as if it were your own by not crediting authors through citations.

It can be deliberate or unintended. Specific examples of academic dishonesty, including what

constitutes plagiarism, can be found in the Unviersity’s Undregraduate Bulletin

(http://bulletins.wayne.edu/ubk-output/index.html) , the Undergraduate Student Handbook

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(http://comm.wayne.edu/files/undergradhandbook.pdf) and inprint and online versions of the

Graduate Catalog (http://www.bulletins.wayne.edu/gbk-oputput/index.html) under the heading

“Student Ethics.” It is every student’s responsibility to read these documents to be aware which

actions are defined as plagiarism and academic dishonesty. Sanctions could include failure in the

course involved, probation and expulsion, so students are advised to think carefully and

thoroughly, ask for help from instructors if it is needed, and make smart decisions about their

academic work. To enforce this policy, all outside references must be submitted with assignments.

Withdrawal Policy

Beginning the FALL, 2011, the last day to withdraw classes will be moved forward to the end of

the 14th week to the end of the 10th full week of classes.

For the Fall Term 2012, this means the course withdrawal Saturday, November 10.

The withdrawal deadline for courses longer or shorter than the full 15 week term will be adjusted

proportionally.

Students who withdraw from a course after the end of the 4th week of class will receive a grade of

WP, WF, or WN.

- WP will be awarded if the student is passing the course (based on work due to date) at the

time the withdrawal is requested

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

the withdrawal is requested

- 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.

Withdrawals can be requested at any point from the fifth week of class through the study day.

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.

3

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.