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SYLLABUS

SOWK 3143 – Human Behavior in the Social Environment II SPRING 2019

Instructor: Esther T. Ogunjimi

Section # and CRN: P01 – 27286 P01 – 27288 PO2

Office Location: 214 W.R. Banks

Office Phone: 936-261-1675 Email Address: etogunjimi@pvamu.edu Office Hours: MFW: 08:20 am to 8:50 am; 11:20 am-11:50 am; 2:00pm- 4:00pm Mode of Instruction:

Face to Face (Lecture)

Course Location(s):

W.R. Banks Rm 208; W.R. Banks Rm 205

Class Days & Times:

SOWK 3143 (PO1): MWF 10:00am – 10:50am; W.R. Banks Rm 208 SOWK 3143 (PO2): MWF 12:00pm – 12:50pm W.R. Banks Rm 205

Dynamics of human behavior and effects of the social environment on individual development. Process of human development adaptation from Emerging/Young Adulthood through Late Adulthood with an examination of developmental states, transitions and problems inclusive of the person in the environment.

Prerequisites: Prerequisite: SOWK 3113 and Social Work Minor students. Co-requisites: Required Texts: Ashford, Jose B., LeCrou, Craig E., & Williams, Lela R.(2018). Empowerment

Series: Human Behavior in the Social Environment: A Multidimensional Perspectives (6th Ed). Boston, MA. Cengage. ISBN-13: 9781305879379; | ISBN-10: 1305879376

Recommended Texts:

The materials required for this course are included in Cengage Unlimited, a subscription service providing access to ALL Cengage ebooks and digital learning products—over 22,000. One Cengage Unlimited subscription can be used across all courses where Cengage products are assigned, at no additional cost. You can purchase access to Cengage Unlimited in the bookstore, or at www.cengage.com. This course will utilize content available from Cengage. You have the option to purchase access to your materials through Cengage Unlimited—a digital subscription service designed to save you a lot of money. With Cengage Unlimited you can access ALL Cengage materials you are using in ANY courses AND a library of over 22,000 ebooks, study guides and reference materials. Publication Manual of American Psychological Association (APA) (2010) (6th Ed.). Washington, D.C.: American Psychological Association. (Recommended Writing Manual)

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Student Learning Outcomes:

Upon successful completion of this course, students will be able to:

Program Learning

Outcome # Alignment

Core Curriculu

m Outcome Alignment

1 Apply critical thinking skills within the context of professional social work practice.

B2.0.2; B2.0.3;

B2.0.6; B2.0.7

2 Identify the value base of the profession and its ethical standards, principles, and practices accordingly.

B2.0.1

3 Apply knowledge of the processes of prejudice, oppression and discrimination, skills and strategies and social change that advance social and economic justice.

B2.0.3

4 Use of values, knowledge, and skills of generalist social work practice when working with clients of diverse race/ethnicity, gender (including transgender), social class, age marital status, religious beliefs and sexual orientation.

B2.0.2; B.2.0.6; B2.0.7; B2. 0.8; B2.0.9.

5 Apply the knowledge and skills of generalist social work perspectives to practice with individuals, families, groups, organizations and communities.

B2.0.6; B2.0.7;

B2.0.8; B2.0.9

6 Apply knowledge of Human Behavior and Social Environment across the life span.

B2.0.6; B2.0.7;

B2.0.8

7 Analyze existing social policies, and create and advocate for client populations and/or service delivery.

B2.0.5; B2.0.4;

8 Use knowledge of research and statistics for a critical evaluation of one’s own practice in order to become a more effective practitioner.

B2.0.4; B2.0.5;

B2.0.9

9 Use communication skills appropriately when working with individual, family, group, organization, communities, and professional colleagues.

B2.0.1; B2.0.6;

B2.0.7; B2.0.8;

10 Use supervision and consultation appropriate to social work practice. B2.0.1;

The goal of this course is to… 1. Prepare students to understand social welfare policy and its history, as well as policy analysis and its implementation; forms and mechanisms of oppression and discrimination, and the strategies of change that advance social and economic justice in both rural and urban settings.

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2. Utilize a liberal arts perspective and professional foundation that prepares students for direct services with client systems of various sizes and types in order for students to understand the social contexts of social work practice, the behavior of organizations, and the dynamics of change. 3. Prepare students to appreciate and conduct ethical social work research to evaluate service delivery at all levels of practice and to add to the social work knowledge base with qualitative and quantitative methodologies. 4. Prepare students for professional entry-level generalist social work practice with diverse populations such as individuals, families, groups, organizations, and communities in rural and urban settings at micro, mezzo, and macro levels of practice; based on knowledge, values, ethics, and skills of social work built to a liberal arts perspective and reinforced through classroom and field experiences. 5. Prepare students for a professional generalist social work career as well as graduate social work education and importance of ongoing professional growth and development for both students and faculty. Add other objectives or specialized accrediting agency requirements as needed. 6. Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies. Major Course Requirements This course will utilize the following instruments to determine student grades and proficiency of the learning outcomes for the course. Exams – written tests designed to measure knowledge of presented course material Exercises – written assignments designed to supplement and reinforce course material Projects – web development assignments designed to measure ability to apply presented course material Class Participation – daily attendance and participation in class discussions Method of Determining Final Course Grade Course Grade Requirement

Value Total

Instrument Value (points or percentages)

Total

Examination #1 15 points 15

Examination #2 15 points 15

Quizzes 10 Points 10

Contemporary Person-Environment Project 20 points 20

Genogram Project 10 points 10

Case Study Group Presentation 10 points 10

Class Participation/Mind Tap Activities 10 points 10

Class Attendance 10 points 10

Total: 100

Grading Criteria and Conversion: A = 100 – 90pts; B = 89 – 80pts; C = 79 – 70pts; D = 69 – 60pts; F = 59pts or below

Course Requirement Due Dates

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Examination #1 MID TERM Examination #2 FINAL Genogram FEBRUARY 15, 2019 Person-In-Environment Projectaper APRIL. 05 2019 Presentation APRIL 08 TO APRIL 26, 2019

Quiz #1 FEB. 04 TO FEB 08, 2019 Quiz # 2 MARCH 25 TO MARCH 29, 2019

Detailed Description of Major Assignments: Assignment Title or Grade Requirement

Description

1. Contemporary Person-Environment Project

Select a client (past or present) or an acquaintance between the ages of 55

and 70 years of age. Give a brief introduction of the client. When discussing

the client use a name (change it for confidentially) not initials. Identify where

the interview took place and how you came to interview this person. Interview

the person for approximately 45 minutes to one hour using the following

questions as a guide to elicit information. (Please adapt these questions to

your style and that of the interviewee—be creative!): Sub-headings are

required.

Write a paper (6-page minimum) about this person from a psychosocial framework? Identify the crisis and resolution or lack of resolution for each developmental life stage. In addition to the psychosocial perspective, apply two additional theories that you learned in this course to describe this individual’s life. Note: Use of the required texts in this section is necessary

a. Consider issues of ethnicity, gender, culture, age, social class, race, education, etc... Include bio-psycho-social factors or events that may have facilitated and/or inhibited the resolution of the psychosocial crisis.

1. Introduction of the client and topic focusing on adult life

developments in areas of Biophysical, Psychological, and Social Dimensions - (1 Para.: 2 points )

1 paragraph equals: I introductory sentence, 4 supporting sentences, and 1 transitioning sentence --

2. Ask the person to discuss in depth with you the following developmental stages (Emerging /Young Adulthood, Middle Adulthood, Late Adulthood): (a) Biological (1 para = 1 Pt) (b) Psychological (1 para = 1 Pt), and (c) Social Dimensions (1 para = 1 Pt) of their lives and some

important episodes/events that they recall from each stage? What was important about them?

(d) What issues were they working on in each developmental stage? (1pt)

(e) Relationships with significant other, children, family: (1 para = 1 Pt 1pt)

(f) How did they feel generally, during these stages in life (make sure to cover each dimension in the stage)?

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- About themselves? - About others around them?) - About their environment (think about it

from an ecological perspective (biological, psychological, and social dimensions) (1 para = 1 Pt)

(g) What did they want most during these stages? (1 para = 1 Pt) (h) What were some difficult challenges and proud accomplishments of key phases? (1 para = 1 Pt

- What were external/internal resources that made it possible/impossible to achieve these goals? (1 para = 1 Pt pt)

How did family, groups, culture, communities and organizations help or hinder the person in fulfilling aspirations? (1pt) What contributions has this person made to society in his/her own view? (1 para = 1 Pt) 5. Write a paragraph of your impression of the interview including any ethical issues 2 pts.

6. Use APA-style format:

(a) Cover Page – 1 point

(b) In-text Citation - 1 point

(c) Reference list page - 1 point

(d) SIX (6) Scholarly Journals - 1 Point

Due date or Early submission 1 point

USE TIMES NEW ROYAL 12 FRONT SIZE, 1 INCHES ON ALL SIDES, AND

DOUBLE SPACE FORMAT FOR THE ENTIRE PAPER.

Use areas in the textbook to illustrate the response of your client, i.e.,

relate the client’s responses to the topic areas in the text book. I DO NOT

WANT YOUR OPINON.OR A VERBATIM REPORT OF THE CLIENT.

Support your writings with SIX FACTS obtained from Scholarly

Journals and the Textbook in your in-text citations!

Make sure each question is answered. Please preserve confidentiality-do not

use any names or other clearly identifiable information. Assure the adult that

you will preserve confidentiality.

Please DO NOT reproduce the interview verbatim, but provide enough quotes that demonstrate your ability to apply some of the theoretical material to a real person. You may need to take some notes during the interview (you will need written permission to do so) or summarize an account of the interview as soon as you can follow the interview. The purpose of this paper is to integrate what you have learned from this course about human behavior and the life course and apply this knowledge to your client or acquaintance. Upload paper to TURNITIN on PVAMU eCourse platform on or before due date. (20 POINTS)

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2. Genogram/Ecomap Project

Students will construct their genogram and an Ecomap. This project will allow the student to understand the interplay of various family systems that help to make you what you are from a psychosocial perspective. The genogram is a method of diagramming your family tree. The student will look at three generations. Upload paper to Taskstream on or before due date. (10 POINTS)

3. Examinations 4. Quizzes

There will be two examinations which will include materials covered from textbook, lectures, and readings. PLEASE NOTE THAT THERE WILL NOT BE A MAKE UP EXAM EXCEPT IN SPECIAL DOCUMENTED EMERGENCY. Examinations are multiple choice questions and/or short answer questions. eCourse/Scantron and pencil required. (30 POINTS) There will be TWO quizzes (5 POINTS EACH)

5. Case Study group presentation

Class members will divide into groups to prepare and present to the class a selected aspect of a given stage of an adult life cycle (Young, Middle or Late Adulthood) and present a psychosocial assessment a case-study found in the book.

1. Conduct a psychosocial Assessment (biological, psychological, social, spiritual) of an individual using any case study found in the textbook.

2. Apply multidimensional approach (Micro, Messo, Exo, and Macro systems) and applicable theoretical perspectives.

3. Highlight the social worker intervention that can be applied to the case.

You may be as creative as you like in your presentations. The group is allowed 40 minutes total for presentation including 10 minutes of questions and answer time. (10 POINTS)

Course Procedures or Additional Instructor Policies Taskstream Taskstream is a tool that Prairie View A&M University uses for assessment purposes. At least one of your assignments is REQUIRED to be submitted as an "artifact,” an item of coursework that serves as evidence that course objectives are met. More information will be provided during the semester, but for general information, you can visit Taskstream via the link in eCourses. Formatting Documents: Microsoft Word is the standard word processing tool used at PVAMU. If you’re using other word processors, be sure to use the “save as” tool and save the document in either the Microsoft Word, Rich-Text, or plain text format. Exam Policy Exams should be taken as scheduled. No makeup examinations will be allowed except under documented emergencies (See Student Handbook).

Course Requirements & Evaluation Methods

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This course will utilize the following instruments to determine student grades and proficiency of the learning outcomes for the course. Class Attendance The attendance policy printed in the Prairie View A&M University Undergraduate Catalogue will be enforced. When a student is unable to attend class, it is the student’s responsibility to call the professor in advance, whenever possible. It is the student’s responsibility to obtain the notes, handouts, or other material for the missed class. Students remain responsible for all assignments due during the missed class. An absence does not excuse the student from any work or due dates. Attendance will be taken at the beginning of each class and students not present at that time will be marked absent. Students who come in late are required to inform the instructor immediately following that class period in order to be counted late rather than absent. Once in attendance, students should not leave class without the instructor’s permission. Class attendance is mandated for all Prairie View A&M University students. Students are responsible for attending class on time and adhering to the University’s Class Attendance Policy. The Attendance Policy is printed in the Prairie View A&M University Undergraduate Catalogue ad shall be enforced. Excessive absences will result in lowered grades. Excessive absenteeism, whether excused or unexcused, may result in a course grade being reduced or an assignment grade of ”F”. A student is allowed as many unexcused absences per semester as the class meets per week.

Time Class Meets Per Week Unexcused Absences Allowed

3 3

2 2

1 1

Students who do not exceed the allowable number of absences will receive five points as part of the total points for the final course grade. After the allowed number of unexcused absences has been used, students will receive points as part of the final course grade according to the following table for unexcused absences greater than the allowed absences

Number Greater Than Excused Absences Points Earned

Present for all but 1class 4

Present for all but 2 classes 3

Present for all but 3 classes 2

Present for all but 4 classes 1

Present for all but 5 or more classes 0

Missing more than five classes Another 10 points will be deducted for each additional class missed

Class Participation: Students are expected to actively participate in a positive manner in the learning process. Participation includes: demonstrating critical thinking, active learning, development and use of listening and speaking skills needed for career success, and the ability to join a discipline’s conversation. Such participation will include asking questions, active listening, seeking out and valuing the opinion of others, and showing respect for peers and the instructor. Participation also includes evidence that the student has read the assigned material prior to class and by contributing to class discussions, and asking questions about the readings and lectures.

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Semester Calendar

Week 1: [01/14/2019 TO 01/20/2019] Description: Introduction, overview of course, review of syllabus Topic Description: Emerging/Young Adulthood – including the physical functioning in young adulthood. Theories and theorists. Developmental themes. Biophysical, Psychological, and Social Strengths Hazards, and Risks. Reading: MWF: Ashford, et al: Chapter 8: Emerging/Young Adulthood. Assignments: Syllabus and chapter Week 2: [01/21/2019 TO 01/27/2019] Topic Description: Emerging/Young Adulthood – Biophysical functioning in young adulthood. Theories and theorists. Developmental themes. Biophysical Growth Dimension: Strengths, Hazards, and Risks. Reading: MWF: Ashford, et al: Chapter 8: Emerging/Young Adulthood Assignment: MIND TAP ACTIVITIES: QUIZES

Week 3: 01/28/2019 TO 02/03/2019

Topic Description: Emerging/Young Adulthood – Psychological Dimension: Cognitive Development and Information Processing: Strengths, Hazards, and Risks. Readings: MWF: Ashford, et al: Chapter 8: Emerging/Young Adulthood. Assignment: MIND TAP ACTIVITIES: Videos, quizzes, Case studies, In-class CASE STUDY GROUP PRESENTATION.

Week 4: 02/04/2019 TO 02/10/2019

Topic Description: Human Behavior in the Social Dimension: Groups and families, Communities and support Systems, Multicultural, Gender, and Spiritual Considerations: Strengths, Hazards, and Risks. Reading: MWF: Ashford, et al: Chapter 8: Emerging/Young Adulthood. Assignment: Quiz #1: [02/04 TO 20/08/2019]

Week 5: 02/11/2019 TO 02/17/2019

Topic Description: Essentials of Human Behavior — ECOMAP AND GENOGRAM Reading: MWF: Ashford, et al: Chapter 9: Middle Young Adulthood: Biophysical Dimension: Biophysical Growth and Development: Strengths, Hazards, and Risks. Assignment: ECOMAP AND GENOGRAM DUE F: [02/15/2019]

Week 6: 02/18/2019 TO 02/24/2019

Topic Description: Essentials of Human Behavior — Reading: MWF: : Ashford, et al: Chapter 9: Middle Young Adulthood: Biophysical Growth Dimension: Strengths, Hazards, and Risks. Assignment: Review entire Chapter and submit MIND TAP ASSIGNMENT

Week 7: 02/25/2019 TO 03/03/2019

Topic Description: Middle Young Adulthood: Reading: MWF: : Ashford, et al: Chapter 9: Middle Young Adulthood: Psychological Dimension: Cognitive Development and Information Processing: Strengths, Hazards, and Risks. Social Dimension: Groups and families, Communities and support Systems, Multicultural, Gender, and Spiritual Considerations: Strengths, Hazards, and Risks Assignment: Assignment: MIND TAP ACTIVITIES: Videos, quizzes, Case studies, In-class Group Presentations.

Week 8: 03/04/2019 TO 03/10/2019

Topic Description: Essentials of Human Behavior — Emerging Young and Middle Adulthood

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Reading: MWF: Chapters 8 & 9. Biological, Psychological, Social, Spirituality, Cultural, Family, Group, and Community functioning. Assignment: Review Chapters 8 & 9 for Examination preparation. Review MIND TAP ACTIVITIES, VIDEOS, QUIZZES. MID TERM EXAM. EXAM #1 [15 points] [03/04 to 03/08/2019]

Week 9: 03/11/2019 TO 03/17/2019 (Spring Break – University Closed)

Topic Description: Late/Very Late Adulthood. Chapter 10. Reading: MWF: Assignment: n/a Week 10: 03/18/2019 TO 03/24/2019 Topic Description: Late/Very Late Adulthood – The years from age 60 until death. Aging process. Biophysical functioning in Middle adulthood. Theories and theorists. Developmental themes. Biophysical Growth Dimension: Strengths, Hazards, and Risks. Reading: MWF: Ashford, et al: Chapter 10: Late/Very Late Adulthood Assignment: MIND TAP ACTIVITIES, VIDEOS, QUIZZES. Week 11: 03/25/2019 TO 03/31/2019 Topic Description: Late/Very Late Adulthood – The years from age 60 until death. Aging process. Reading: MWF: Ashford, et al: Chapter 10: Late/Very Late Adulthood: Psychological Dimension: Cognitive Development and Information Processing: Strengths, Hazards, and Risks. Assignment: Quiz # 2 [03/25/2018-03/29/2019] Week 12: 04/01/2019 TO 04/07/2019 Topic Description: Late/Very Late Adulthood – The years from age 60 until death. Aging process. Reading: MWF: Ashford, et al: Chapter 10: Late/Very Late Adulthood: Social Dimension: Groups and families, Communities and support Systems, Multicultural, Gender, and Spiritual Considerations: Strengths, Hazards, and Risks Assignment: PERSON-IN-ENVIRONMENT PROJECT DUE Due F: [4/05/18] Week 13: 04/08/2019 TO 04/14/2019 Topic Description: GROUP PRESENTATON Assignment: MIND TAP ACTIVITIES, VIDEOS, QUIZZES. GROUP PRESENTATIONS Assignment: : CASE STUDY GROUP PRESENTATION : MWF Week 14: 04/15/2019 TO 04/21/2019 Topic Description: GROUP PRESENTATON Assignment: : CASE STUDY GROUP PRESENTATION: MWF Week 15: 04/22/2019 TO 04/28/2019 Topic Description: GROUP PRESENTATON Reading: MWF: Assignment: : CASE STUDY GROUP PRESENTATION: MWF Week 16: 04/29/2019 TO 05/05/2019 Topic Description: GROUP PRESENTATON Assignment: Review Chapter 10 for exam (Review week). [4/30-5/1 2018] Week 17: 05/06/2019 TO 05/12/2019 Final Exam TBA

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Student Support and Success John B. Coleman Library The library and its partners have as their mission to provide resources and instructional material in support of the evolving curriculum, as a partner in Prairie View A&M University's mission of teaching, research, and service and to support the University's core values of access and quality, diversity, leadership, relevance, and social responsibility through emphasis on ten key areas of service. It maintains library collections and access both on campus, online, and through local agreements to further the educational goals of students and faculty. https://www.pvamu.edu/library/ Phone: 936-261-1500 The Learning Curve (Center for Academic Support) The Learning Curve offers Tutoring via peer tutoring. The services include workshops (i.e., Save My Semester, Recalculate Your Route), seminars (i.e., Tools You Can Use: TI-84), group review sessions (i.e., College Algebra Topic Description Reviews, GRE Preparation), group study opportunities (i.e., TSIA, HESI, Study Break, Exam Cram), and test-taking strategies (How to take Notes, Study Buddy, 5 Day Study Guide). The Learning Curve is a nationally certified tutoring program through the National Tutoring Association. The peer tutors are trained and certified by the coordinator each semester. Location: J.B. Coleman Library Rm. 207F. Phone: 936-261-1561 The Center for the Oversight and Management of Personalized Academic Student Success (COMPASS) The Center for the Oversight and Management of Personalized Academic Student Success (COMPASS) is designed to help Prairie View students in their second year and beyond navigate towards graduation by providing the following services: Academic Advisement, Targeted Tutorials for Personalized Learning, Campus-Wide Referrals, and Academic & Social Workshops. Location: J.B. Coleman Library Rm. 306. Phone: 936-261-1040 Writing Center The Writing Center provides student consultants on all aspects of the writing process and a variety of writing assignments. Writing Center consultations assist students in such areas as prewriting, brainstorming, audience awareness, organization, research, and citation. Students taking on-line courses or courses at the Northwest Houston Center or College of Nursing may consult remotely or by email. Location: Hilliard Hall Rm. 121. Phone: 936-261-3724. Student Counseling Services The Student Counseling Services unit offers a range of services and programs to assist students in maximizing their potential for success: short-term individual, couples, and group counseling, as well as crisis intervention, outreach, consultation, and referral services. The staff is licensed by the State of Texas and provides assistance to students who are dealing with academic skills concerns, situational crises, adjustment problems, and emotional difficulties. Information shared with the staff is treated confidentially and in accordance with Texas State Law. Location: Owens-Franklin Health Center Rm. 226. Phone: 936-261-3564 Testing The Department of Testing administers College Board CLEP examinations, the HESI A2 for pre-nursing majors, LSAT for law school applicants and MPRE for second-year law students, the Experiential Learning Portfolio option, the Texas Success Initiative (TSI) Assessment, which determines college readiness in the state, and exam proctoring, among other service such as SAT and ACT for high school students. Location: Delco Rm. 141. Phone: 936-261-4286

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Office of Diagnostic Testing and Disability Services As a federally-mandated educational support unit, the Office of Disability Services serves as the repository for confidential disability files for faculty, staff, and students. For persons with a disability, the Office develops individualized ADA letters of request for accommodations. Other services include: learning style inventories, awareness workshops, accessibility pathways, webinars, computer laboratory with adapted hard and software, adapted furniture, proctoring of non-standardized test administrations, ASL interpreters, ALDs, digital recorders, livescribe, Kurtzweil, and a comprehensive referral network across campus and the broader community. Location: Evans Hall Rm. 317. Phone: 936-261-3585 Veteran Affairs Veterans Services works with student veterans, current military and military dependents to support their transition to the college environment and continued persistence to graduation. The Office coordinates and certifies benefits for both the G.I. Bill and the Texas Hazlewood Act. Location: Evans Hall Rm. 323. Phone: 936-261-3563 Office for Student Engagement The Office for Student Engagement delivers comprehensive programs and services designed to meet the co-curricular needs of students. The Office implements inclusive and accessible programs and services that enhance student development through exposure to and participation in diverse and relevant social, cultural, intellectual, recreational, community service, leadership development and campus governance. Location: Memorial Student Center Rm. 221. Phone: 936-261-1340 Career Services Career Services supports students through professional development, career readiness, and placement and employment assistance. The Office provides one-on-one career coaching, interview preparation, resume and letter writing, and career exploration workshops and seminars. Services are provided for students at the Northwest Houston Center and College of Nursing in the Medical Center twice a month or on a requested basis. Distance Learning students are encouraged to visit the Career Services website for information regarding services provided. Location: Evans Hall Rm. 217. Phone: 936-261-3570 University Rules and Procedures Disability Statement (Also See Student Handbook): The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact Disability Services, in Evans Hall, Room 317, or call 936-261-3585/3. Academic Misconduct (See Student Handbook): You are expected to practice academic honesty in every aspect of this course and all other courses. Make sure you are familiar with your Student Handbook, especially the section on academic misconduct. Students who engage in academic misconduct are subject to university disciplinary procedures. Forms of Academic Dishonesty:

1. Cheating: deception in which a student misrepresents that he/she has mastered information on an academic exercise that he/she has not mastered; giving or receiving aid unauthorized by the instructor on assignments or examinations.

2. Academic misconduct: tampering with grades or taking part in obtaining or distributing any part of a scheduled test.

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3. Fabrication: use of invented information or falsified research.

4. Plagiarism: unacknowledged quotation and/or paraphrase of someone else’s words, ideas, or

data as one’s own in work submitted for credit. Failure to identify information or essays from the Internet and submitting them as one’s own work also constitutes plagiarism.

Nonacademic Misconduct (See Student Handbook) The university respects the rights of instructors to teach and students to learn. Maintenance of these rights requires campus conditions that do not impede their exercise. Campus behavior that interferes with either (1) the instructor’s ability to conduct the class, (2) the inability of other students to profit from the instructional program, or (3) campus behavior that interferes with the rights of others will not be tolerated. An individual engaging in such disruptive behavior may be subject to disciplinary action. Such incidents will be adjudicated by the Dean of Students under nonacademic procedures. Sexual Misconduct (See Student Handbook): Sexual harassment of students and employers at Prairie View A&M University is unacceptable and will not be tolerated. Any member of the university community violating this policy will be subject to disciplinary action. Title IX Statement Prairie View A&M University (PVAMU) is committed to supporting students and complying with the Texas A&M University System non-discrimination policy. It seeks to establish an environment that is free of bias, discrimination, and harassment. If you experience an incident of sex- or gender-based discrimination, including sexual harassment, sexual assault or attempted sexual assault, we encourage you to report it. While you may talk to a faculty member about an incident of misconduct, the faculty member must report the basic facts of your experience to Ms. Alexia Taylor, PVAMU’s Title IX Coordinator. If you would like to speak with someone who may be able to afford you privacy or confidentiality, there are individuals who can meet with you. The Title IX Coordinator is designated to handle inquiries regarding non-discrimination policies and can assist you with understanding your options and connect you with on- and off-campus resources. The Title IX Coordinator can be reached by phone at 936-261-2123 or in Suite 013 in the A.I. Thomas Administration Building. Class Attendance Policy (See Catalog for Full Attendance Policy) Prairie View A&M University requires regular class attendance. Attending all classes supports full academic development of each learner whether classes are taught with the instructor physically present or via distance learning technologies such as interactive video and/or internet.

Excessive absenteeism, whether excused or unexcused, may result in a student’s course grade being reduced or in assignment of a grade of “F”. Absences are accumulated beginning with the first day of class during regular semesters and summer terms. Each faculty member will include the University’s attendance policy in each course syllabus.

Student Academic Appeals Process Authority and responsibility for assigning grades to students’ rests with the faculty. However, in those instances where students believe that miscommunication, errors, or unfairness of any kind may have adversely affected the instructor's assessment of their academic performance, the student has a right to appeal by the procedure listed in the Undergraduate Catalog and by doing so within thirty days of receiving the grade or experiencing any other problematic academic event that prompted the complaint. TECHNICAL CONSIDERATIONS Minimum Recommended Hardware and Software:

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Intel PC or Laptop with Windows 7; Mac with OS X; Smartphone or iPad/Tablet with Wi-Fi

High speed Internet access

8 GB Memory

Hard drive with 320 GB storage space

15” monitor, 800x600, color or 16 bit

Sound card w/speakers

Microphone and recording software

Keyboard & mouse

Most current version of Google Chrome, Safari, Internet Explorer or Firefox

Note: Be sure to enable Java & pop-ups in the Web browser preferences Participants should have a basic proficiency of the following computer skills:

Sending and receiving email

A working knowledge of the Internet

Proficiency in Microsoft Word (or a program convertible to Word)

Proficiency in the Acrobat PDF Reader

Basic knowledge of Windows or Mac O.S. Netiquette (online etiquette):

Students are expected to participate in all discussions and virtual classroom chats as directed. Students are to be respectful and courteous to others on discussions boards. Foul or abusive language will not be tolerated.

Technical Support:

Students should go to https://mypassword.pvamu.edu/ if they have password issues. The page will provide instructions for resetting passwords and contact information if login issues persist. For other technical questions regarding eCourses, call the Office of Distance Learning at 936-261-3283

Communication Expectations and Standards:

Emails or discussion postings will receive a response from the instructor, usually in less than 48 hours. Urgent emails should be marked as such. Check regularly for responses.

Discussion Requirement:

Online courses often require minimal to no face-to-face meetings. However, conversations about the readings, lectures, materials, and other aspects of the course can take place in a seminar fashion. This will be accomplished by the use of the discussion board. The exact use of discussion will be determined by the instructor. It is strongly suggested that students type their discussion postings in a word processing application and save it to their PC or a removable drive before posting to the discussion board. This is important for two reasons: 1) If for some reason your discussion responses are lost in your online course, you will have another copy; 2) Grammatical errors can be greatly minimized by the use of the spell-and-grammar check functions in word processing applications. Once the post(s) have been typed and corrected in the word processing application, it/they should be copied and pasted to the discussion board.

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