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PUAD 5006-E01 LEADERSHIP AND PROFESSIONAL ETHICS SYLLABUS- SPRING SEMESTER 2014
Instructor: Robyn Mobbs, Ph.D., M.B.A. Meeting location: online Email: [email protected] Phone: 303-315-0030 Office Location: 500R, 5th floor in the School of Public Affairs, Lawrence Street Center Office Hours: Mondays and Thursdays from 11:00-12:30pm; and by appointment. Welcome to Leadership and Professional Ethics. I look forward to having you in class. COURSE DESCRIPTION and OBJECTIVES: This course examines theories of leadership applied to the public and non-profit sectors and the skills and processes employed by effective leaders. The course also considers ethical theories as applied to problems in the public and non-profit sectors; emphasizes critical thinking to address value conflicts, notably in the context of a pluralistic society; and teaches moral reasoning as a practical professional skill. Through this course, we will explore of theories of leadership and how leaders set the ethical tone for their organizations. More specifically, this course aims to help you build knowledge, skills, and abilities in five important professional competency areas in public administration, as detailed below:
MPA Objective/ Competency Activities Toward Achieving Learning Objectives/
Assessment Strategies
To lead and manage in public governance
The student understands the roles and realities of public administration in society.
Case studies: - Online analysis and
discussion; - Case brief submission;
‘Theory to Practice’ assignment; Short essay; Final research project.
The student understands the context of public and nonprofit management and how that context differs from private sector management.
Case studies: - Online analysis and
discussion; - Case brief submission;
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‘Theory to Practice’ assignment; Final research project
The student understands organizational theory and behavior and can apply it to organizational improvement.
Case studies: - Online analysis and
discussion; - Case brief submission;
‘Theory to Practice’ assignment; Final research project.
The student understands and is able to apply theories of leadership to motivate people, build teams, and manage change.
Case studies: - Online analysis and
discussion; - Case brief submission;
‘Theory to Practice’ assignment; Online teamwork simulation; Final research project.
The student gains self-awareness and understands the leader’s emotional intelligence through self-reflection and social management.
Leadership questionnaires; Short essay.
To participate in the policy process
The student understands and is able to apply tools for engaging citizens in the policy process.
Online analysis and discussion of case studies.
The student understands and is able to apply techniques for generating and selecting among policy alternatives.
Case studies: - Online analysis and
discussion; - Case brief submission.
The student is able to identify common barriers to effective implementation and how to overcome them.
Case studies: - Online analysis and
discussion; - Case brief submission.
‘Theory to Practice’ assignment; Final research project.
To analyze, synthesize, think critically, solve problems, and make decisions
The student is able to select and use appropriate research methods and analytical tools for collecting and analyzing data.
Case brief submission; Final research project.
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The student is able to find and synthesize existing data to inform decisions.
Case studies: - Online analysis and
discussion; - Case brief submission;
Final research project.
The student is able to critically assess, review, and understand research.
Case studies: - Online analysis and
discussion; - Case brief submission;
Final research project.
The student understands and is able to apply different perspectives and assumptions to generate policy and management decision alternatives.
Case studies: - Online analysis and
discussion; - Case brief submission;
Final research project.
The student understands the factors affecting the decision-making process and is able to select and use appropriate criteria and processes for making decisions.
Case studies: - Online analysis and
discussion; - Case brief submission;
‘Theory to Practice’ assignment; Online simulation; Final research project.
The student is aware of and can apply different “ethical maps” to resolving ethical conflicts.
Online analysis and discussion of case studies.
To articulate and apply a public service perspective
The student is able to understand and apply professional codes of ethics to situations and decisions.
Online analysis and discussion of case studies. ‘Theory to Practice’ assignment.
The student understands and adheres to policies and practices advancing government and nonprofit transparency and accountability.
Short essay; ‘Theory to Practice’ assignment.
Have tools for identifying and dealing with conflicts between ethical values.
Online analysis and discussion of case studies. ‘Theory to Practice’ assignment; short essay
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To communicate and interact productively with a diverse and changing workforce and citizenry
The student is able to partner effectively to accomplish goals.
Team case briefs; Team online simulation.
The student is able to communicate effectively in writing to a variety of audiences.
Case brief submission; Short essay; Final research project.
The student understands the value of and can effectively incorporate citizen participation.
Case studies: - Online analysis and
discussion; Case brief submission.
The student understands the diverse workforce and knows how to engage and manage it.
Case studies: - Online analysis and
discussion; - Case brief submission.
The student can recognize and manage the ethics of competing values.
Case studies: - Online analysis and
discussion; - Case brief submission;
‘Theory to Practice’ assignment; Short essay; Final research project.
TEACHING METHOD: My teaching method is based on an active learning model, which places greater emphasis on knowledge and skill development through online discussion and activities, and less emphasis on passive listening. This model requires that you prepare for each week by reading the textbook chapters and/or articles detailed in this syllabus. REQUIRED READING MATERIAL: The following texts are required for this course
1. Northhouse, P. G. (2012). Leadership: Theory and practice (6th ed). Los Angeles, CA:
Sage Publications. ISBN: 9781452203409.
2. Heifetz, R. (1998). Leadership without easy answers. Cambridge, MA: Harvard University
Press. ISBN: 9780674518582.
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Additional required reading material (articles and reports) are detailed in the course outline at the end of this document, and will be posted on our course’s companion Canvas site throughout the semester: http://www.ucdenver.edu/academics/CUOnline/OnlineCourses/Pages/CourseLogin.aspx. You are also strongly encouraged to read journals within the field. Some good journals within the field of public management include:
Administration & Society
American Review of Public Administration
Journal of Public Administration Research and Theory
Journal of Policy Analysis and Management
International Public Management Journal
Public Administration Quarterly
Public Administration Review There may also be additional reading assigned by the instructor during the semester. COURSE REQUIREMENTS: Canvas: This course is entirely online. You can access our Canvas course site at http://www.ucdenver.edu/academics/CUOnline/OnlineCourses/Pages/CourseLogin.aspx, starting on the first day of the semester. You will need your UCD Access/email username and password to access the site. If you have any problems accessing the site, please call the CU Online Helpdesk Toll Free number: 1-877-823-3644 or email them at: [email protected]. They are quite knowledgeable and available to help you between the hours of 7am and 7pm Monday through Friday. We also have 24/7 support from Canvas. Their phone number is 855-631-2250 and email is: [email protected]. You can also click the “help” link in the upper right hand corner from any Canvas page to view the Canvas guides, report a problem, love chat with Canvas support, ‘ask the community’ or request a new feature. You are expected to log in multiple times every week to our Canvas course to access lectures, articles and cases for your weekly preparation, and to participate in the online activities or and/or discussion threads. I also occasionally use the announcement feature for important mid-week updates, so please be sure to set your notifications in Canvas so that you receive course announcements. Learning Teams: You will be placed into learning teams inside our Canvas course shell early in the semester. I will offer an online sign-up page for self-selection into teams in week two. Your team will do a variety of activities together during the semester, including the threaded discussions, team case briefs, simulation and other online activities (more details on this below).
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Participation: Your active participation is an essential part of this course. To take advantage of the online environment and prepare for future work scenarios that require online/video communication and teamwork across geographical boundaries, we will be working together in a number of different formats. (It also helps to keep things interesting!) Lectures with narrated slides will be posted in weekly modules in Canvas, along with interactive ‘Voicethreads’ and discussion threads. These asynchronous interactive discussions/ discussion threads will take the place of all the lively discussion that would occur during the weekly three hour class sessions. Please be ready to participate in these discussions, having read and reflected upon the required textbook chapter(s) and article(s). You should have an understanding of the main topics and issues presented in the readings, as well as some thoughts on the underlying concepts, and connections to your own experiences and knowledge. We will also interact together in an online teamwork simulation (more on this later). Further, team projects will also require the use of online collaborative features integrated in Canvas, including conferences and collaborative online documents. All of the technology/programs that we will use are user-friendly and will be explained ahead of time. The discussion questions in the voicethreads and threaded discussion boards are meant to be a forum for interesting discussion and dialogue about the issues and concepts presented in the weekly material. There will be an area for discussion with your team each week. I will post questions to help facilitate discussion and reflection as if we were in the classroom. I encourage you to engage in as rich of dialogue as possible. Unless otherwise specified, these discussions will not count towards your final grade. That said, participation in the discussions is necessary for a full learning experience in this class.
Team Case Briefs and Online Simulation (10% each; 30% total): In your learning team, you will discuss case study and course material together in light of the case studies and discussion questions posed. Hopefully, you will also encourage one another, challenge one another, and generate insightful and meaningful dialogue through the threaded discussion board. You will also work with your learning team to create a Team Case Study Brief two times in the semester.
The case studies each represent a real world scenario related to the topic that week. They allow us to explore the complex situations and decision points that one might face in the public and nonprofit sectors. Armed with the theories, models and concepts covered in the lecture and reading materials, you can use this new knowledge to illuminate the case dilemma and possible decisions or actions. Since there are no right or wrong answers to the case studies, preparing for the discussion could include consideration of the following fundamental questions:
Who is the decision maker in the case? What is the decision is to be made? What are the decision maker’s objectives?
Are there other important actors? What are their objectives?
What are the key issues/problems/questions which must be addressed or resolved in order to reach a decision?
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What is the environment in which the decision is to be reached? Are there specific opportunities or constraints affecting the decision?
What alternative actions can the decision maker take? With what consequences?
How can you apply the theories and models discussed in class and in the readings? Do they help illuminate possible decisions/action strategies?
Can you apply relevant examples from your own experience to the possible decisions/action strategies?
Our course’s Canvas site has collaboration and conference features available to you to work with your team. Each team will have a discussion forum. You may also decide, as a team, to use Ether Pad or Google Docs (both integrated within Canvas) to enable your collaborative work on a document in real time. You may also choose to use Big Blue Button (also integrated in Canvas) or other technology to host a synchronous conference with your team. In five- seven pages (double spaced), you will analyze the case as a team, including its decision makers and other stakeholders, organizational environment, key issues, and possible decisions and action strategies. At a minimum, your briefs should address:
the problem(s) or issue(s) at the core of the case and/or an evaluation of actions taken in the case to address the problem(s) or issue(s);
an application of the theories, models and other material covered in the course—please consider how the material may illuminate the case dilemma and possible decisions/action strategies; and
your team’s recommendation for next steps (as applicable). I strongly encourage you to limit your summary description of the case to a couple of paragraphs, and focus your attention to your analysis, assessment and/or recommendations. (You can assume your reader has knowledge about the facts of the case). Each Team Case Brief should be submitted by the due dates below:
King County Library System due on Sunday, February 16 at or before 11:59pm;
Safe Harbor due on Sunday, March 2 at or before 11:59pm.
Each team submission is worth 10% of your total grade. Your team will receive a group grade. In rare instances, I may increase or decrease an individual grade based on your team members’ team process and reflection forms.
Additionally, your team will work together in an online simulation. Further details will be provided in class, but this time, your team will work together to accomplish a goal amidst imperfect information and other challenges. Your team submission will be approximately five pages (double spaced), reflecting a discussion about the team leadership process, along with a one page personal reflection of your experience. Both the team submission and your reflection will be due on Sunday, March 16 at or before 11:59pm.
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Should external commitments interfere with your participation in one of the team projects, you may choose to complete one alternative assignment on your own. Please be sure to let your team know that you are choosing to do the alternative assignment as early as possible. As an alternative assignment, you may complete a case brief for one the following case studies that we will discuss in class:
The Board Chair's Dilemma due on Thursday, March 20 at or before 11:59pm.
Air Force Materiel Command due on Thursday, April 10 at or before 11:59pm.
Ethics Case: What's Really Going On? due on Thursday, April 24 at or before 11:59pm. ‘Theory to Practice’ Wiki Page (20%): This assignment aims to help us learn from the leadership and ethical challenges that occur every day around the world. To this end, you will find and post a news article, interview piece, video, movie clip, etc., about an ethics and/or leadership situation, and then post your thoughts, reflections and questions about the piece. You may consider explaining the situation, reflecting upon how the theories/model/frameworks may apply and help illuminate the situation, and pose interesting questions to your classmates for discussion. Ideally, the situation/clip should be related to the topic for discussion that week; however, that does not always need to be the case. Three to four students will develop their ‘theory to practice’ wiki page each week within our weekly course modules, so you have tremendous flexibility over when this project is due. I will post an online signup sheet in the first week of class- please sign up based upon interest in the weekly topic and your schedule. Short Essay (10%) This essay should reflect the culmination of your thoughts about ethics and leadership in the class to this point. The assignment is loosely based on the NPR series “This I Believe”, but rather than crafting a statement about your beliefs in general, you are asked to write a concise summary of your beliefs about leadership and ethics in the public and nonprofit sector. In preparation, you are asked to read at least few “This I Believe” columns online to see the range of people and ideas represented: http://thisibelieve.org/search/. You may use the following quotation from Warren Bennis as a starting point: “The point is not to become a leader. The point is to become yourself, and to use yourself completely – all your gifts, skills and energies – to make your vision manifest. You must withhold nothing. You must, in sum, become the person you started out to be, and to enjoy the process of becoming.” -Warren Bennis, On Becoming a Leader. Your essay should be 500 words or less (1.5- 2 pages, double-spaced). Your essay will be due on Thursday, April 3 at or before 11:59pm.
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Final Research Project (40%): For the final research project, you may select to focus on a leader from history, or a leadership/ethical situation from your own experience. If you select to focus on an historical leader, you should examine and analyze a specific act of leadership/ critical incident and/or ethical incident in the life of a public figure. You will write this in a form similar to an in-depth case study analysis. For example, the case of Truman deciding to drop atomic bombs on Japan or the case of Lyndon Johnson and his handling of the Vietnam War would be appropriate topics. Or you could pick something much more current, even a case study of a leader in Colorado (or Obama and Syria or Bush and the Iraq War, for example). After reading your chosen scholarly references (journals and/or books), and succinctly reviewing the facts of the act/incident/period of life, please focus your paper on your analysis. For example, you could focus on an adaptive challenge as Heifetz defines it and/or a period that contains serious ethical challenges for your leader. Your paper should not exceed 10 pages, double-spaced. Please use appropriate scholarly citations for all sources, preferably APA citation format. If you select to analyze a leadership/ethical situation from personal experience, you should focus on an incident in which you served in a leadership position or in which you or a co-worker faced an ethical dilemma and/or an adaptive situation in the organization in which you work. For example, you may have played the role of a whistleblower calling attention to some unethical behavior by the organization or by a specific manager. Alternatively, you could write a case involving leadership and/or ethics in an organization in which you were involved but were not the leader. For example, you may have worked for an individual who dealt successfully with a difficult leadership challenge. Use this opportunity to reflect on your own behavior, to evaluate the choices you made, and to think about whether you could have done better. Did you or the leaders involved have alternatives? Why did you or they choose a specific course of action? What were the consequences? What style of leadership (using the Northhouse text or Heifetz’s categories) or what model of ethical reasoning was employed? If you choose to do this assignment, make sure that you communicate with me early enough so that we can clarify and agree on your focus. Your case study should not exceed 10 pages, double-spaced. You will need to use at least three outside sources, preferably scholarly sources. For example, you might be able to find an important historical case that shares characteristics with your own. Or, if you are writing about a whistle-blowing incident (as an example), you could access sources about that. Your final project will be due on Thursday, May 8 at or before 11:59pm. Further details on grading and evaluation of these assignments will be discussed in class. There may be additional academic exercises assigned during semester.
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GRADING: Points are distributed between your participation, research proposal, homework and research project as follows:
Team Case Briefs/Simulation 30% (10% each) 300 points ‘Theory to Practice’ Wiki Page 20% 200 points Short Essay 10% 100 points Final Project 40% 400 points
Total: 100% Please note that late papers will be penalized with 1/2 letter grade deduction per day. I expect students to perform the assignments according to the University of Colorado Denver honor code. Evidence of plagiarism or cheating will not be tolerated and will result in a failing grade. If one has a question regarding the academic honor code please visit the University’s website, as listed below, or contact me in person or via email. Your final grade is permanent and final. Adhering to the School of Public Affair’s grading scheme: a grade of an A means that the student has exceeded expectations and demonstrated superior competencies in all aspects of the course. (Please note: this denotes exceptional effort and performance). A grade of a B means the student has met general expectations for graduate student performance and demonstrates competence in the subject matter studied. A grade of a C indicates the student needs more work to achieve competence in the study area, while a grade of D indicates substandard performance in all aspects of the course.
Incompletes are reserved solely for documented emergencies situations- please refer to the Handbook for the Master in Public Administration Program: http://www.ucdenver.edu/academics/colleges/SPA/Academics/programs/PublicAffairsAdmin/Master/Documents/MPA%20Handbook.pdf. If you find yourself unable to complete the course, please speak with me as soon as possible to discuss options. Formatting: I encourage you to use APA style formatting and citations for all written assignments. The Writing Center at Purdue has a free and comprehensive online reference guide at: http://owl.english.purdue.edu/owl/section/2/10/. I will not deduct points if you choose to use another style; however, your citation style needs to be consistent throughout an assignment. Communication formats: Being able to communicate to a number of different audiences, both verbally and in writing, is crucial in today’s public sector workforce. To this end, the different assignments require different writing styles and tones. I also encourage you to use the various technologies integrated in Canvas and our regular ‘VoiceThread’s to practice and hone your verbal presentation skills and experience.
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COURSE OUTLINE:
Week of: Class Topics and Requirements: PART I: Introduction to Leadership and Professional Ethics Week 1: Jan. 21 (Jan. 20 is MLK Day)
Welcome / Introduction to the study of leadership and professional ethics Reading:
Northhouse text- chapter 1
Week 2: Jan. 27
Relationship between leadership and ethics Reading:
Northhouse text- chapter 15
Kidder excerpt (posted on Canvas) Case Study:
Practice Case: Parking Tickets (posted on Canvas)
PART II: Major schools of leadership / ethical challenges Week 3: Feb. 3
Individual differences in leadership Reading:
Northhouse text- chapters 2-4
Heifetz text- begin Case Study (begin):
King County Library System (posted on Canvas)
Week 4: Feb. 10
Contingencies, context, situation, and leadership Reading:
Northhouse text- chapters 5-6
Optional: Lawton, A. (2005). Public service ethics in a changing world, Futures, 37(2), 231-243.
Case Study (finish):
King County Library System (posted on Canvas) Assignment Due:
Team Case Brief – King County Library System (posted on Canvas) due on Sunday, February 16 at or before 11:59pm
Week 5: Feb. 17
Transformational leadership Reading: • Northhouse text- chapter 9
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Week 6: Feb. 24
Relational and shared leadership Reading:
Northhouse text- chapter 8
Article – to be assigned to teams Case Study:
Safe Harbor (posted on Canvas) Assignment Due:
Team Case Brief - Safe Harbor (posted on Canvas) due on Sunday, March 2 at or before 11:59pm.
Week 7: Mar. 3
Emotionally intelligent leadership Reading Due (all three articles are posted on Canvas):
Goleman, D. (1996). What Makes a Leader? Harvard Business Review, June.
Goleman, D. (2000). Leadership that gets results. Harvard Business Review, 78(2), 78-93.
Optional: Edmondson, A. C., Roberto, M. A., & Watkins, M. D. (2003). A dynamic model of top management team effectiveness: Managing unstructured task streams. The Leadership Quarterly, 14(3), 297-325.
Week 8: Mar. 10
Team Leadership Reading:
Northhouse text- chapter 12 Assignment Due:
Team Simulation and Reflection - Everest Online Simulation (HBR Coursepack) due on Sunday, March 16 at or before 11:59pm.
Week 9: Mar. 17
Decision making- leadership, law and ethics Reading (all three articles are posted on Canvas):
Barker, R. (2010). No, Management Is Not a Profession. Harvard Business Review, 88(7/8).
Sims, R. and Brinkmann, J. (2003). Enron Ethics (Or, Culture Matters More Than Codes). Journal of Business Ethics, 45(3), 243-256.
Davis, M. (1991). Thinking Like an Engineer: The Place of a Code of Ethics in the Practice of a Profession. Philosophy and Public Affairs, 20(2).
Case Study:
The Board Chair's Dilemma (posted on Canvas) o Should you select to submit an individual brief on this case, it will be
due on Thursday, March 20 at or before 11:59pm.
Week 10: Mar. 24
No class- Enjoy spring break!
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Week 11: Mar. 31
Authentic leadership Reading:
Northhouse text- chapter 11
George, B., Sims, P., McLean, A., and D. Mayer. (2007). Discovering Your Authentic Leadership. Harvard Business Review, February (posted on Canvas)
Assignment Due:
Short Essay due on Sunday, April 6 at or before 11:59pm.
Week 12: Apr. 7
Adaptive leadership Reading:
Heifetz text- complete Case Study:
Air Force Materiel Command (posted on Canvas) o Should you select to submit an individual brief on this case, it will be
due on Thursday, April 10 at or before 11:59pm.
Week 13: Apr. 14
Leadership, culture and gender Reading:
Northhouse text- chapters 14-15
Week 14: Apr. 21
Ethics in public service Reading (please review):
ASPA Code of Ethics
U.S. Office of Government Ethics Website
Journal articles to be assigned to teams Case Study:
Ethics Case: What's Really Going On? (posted on Canvas) o Should you select to submit an individual brief on this case, it will be
due on Thursday, April 24 at or before 11:59pm.
Week 15: Apr. 28
Final Project No new reading and postings due- please focus on your final projects. I will be available online and on the phone to discuss your projects and any challenges that you face.
Week 16: May 5
Leadership and professional ethics looking forward Reading:
Articles – to be assigned to teams Final Project:
Final project due on Sunday, May 11 at or before 11:59pm. Congratulations!
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COMMUNICATION Email is the best way to reach me. Please feel free to email questions or concerns at any time: [email protected]. I will endeavor to check email each day, and to reply within 24 hours during the week/ 48 hours over the weekend. If the matter is particularly complicated or sensitive, I may request that we set up a time to speak in person or over the phone. I am also available during office hours and by appointment throughout the semester. Please email to set up an appointment at any time. If you are experiencing a problem, please do not wait to speak with me until after you miss a class or assignment deadline. If you are unable to turn in work on time due to unexpected circumstances, you must make prior arrangements with me; otherwise, your grade on the assignment will be penalized with a ½ letter grade deduction per day. Student email addresses: Throughout the semester, I may be contacting you through your UCD student email address. Please check your student email account regularly, or have it forwarded to an account that you do check often. If you do not know how to access your student email, please contact the Help Desk at: 303-724-4357. ADDITIONAL REQUIREMENTS: Academic Honesty: All students must read and abide by the University of Colorado Denver policy regarding academic honesty. Any suspected form of cheating or plagiarism will be thoroughly investigated and a mark will be filed with the Associate Dean. The University policy on academic honesty may be accessed at http://catalog.ucdenver.edu/content.php?catoid=6&navoid=530#Academic_Honor_Code_and_Discipline_Policies . Policy on Plagiarism Plagiarism is generally defined as incorporating words or ideas from an outside information source into one’s written work without acknowledging the original source of the words or ideas; that is, creating the impression that the words or/and the ideas are the student’s rather than those of the source from which they have been taken. The best way to avoid committing plagiarism is to carefully note the citation to all sources of outside information that are being used in preparation of the research paper, and then to use these citations to carefully reference all of these outside sources whenever a direct quote or well-defined substance of a concept or principle from that information is being incorporated into a paper. Any paper that exhibits plagiarism will be given a failing grade. Please note that any evidence of plagiarism or cheating will be filed with the Program Director and Associate Dean. After two violations students are expelled from the program without possibility of readmittance.
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SPA Academic Policies: Further SPA academic policies can be found in the Handbook for the Master in Public Administration Program at: http://www.ucdenver.edu/academics/colleges/SPA/Academics/programs/PublicAffairsAdmin/Master/Documents/MPA%20Handbook.pdf ADDITIONAL RESOURCES: CU Online Help Desk (24/7) and Computer Labs: If you have technical questions or problems specific to Canvas, please contact the CU Online Helpdesk at 1-877-823-3644 or: [email protected]. If you have questions regarding the university’s computing and networking facilities, please contact the help desk by phone at 303- 724-4357. Internet access is available on campus: 1) SPA offers a PC computer lab for student use. The lab is located in the SPA office (1380
Lawrence Street Center, Suite 500, Denver CO 80217). This lab is accessible seven days a week, but you must use your student ID after hours or on weekends (ID must be coded for access).
2) Other computer labs are located around Auraria campus. These labs are accessible with a valid student ID.
Student Services: Dawn Savage and Antoinette Sandoval are the liaisons for the School of Public Affairs Student Services. If you have questions concerning registration, adding/dropping courses, paperwork, financial aid, graduation, etc., please contact them directly. They are extremely knowledgeable and can assist you in your graduate process. Student Services’ physical location is with the School of Public affairs. Alternatively, you can email either of them directly at [email protected] or [email protected]. Auraria Library: The Auraria Library is a great resource for graduate students, with a vast collection of full-text online journals. In addition, the library also has resources such as Endnote Web, interlibrary loan, general and specialized databases, and an online librarian chat service. In order to access and use these e-resources you must secure a student ID number. The library staff provides trainings and assistance with using the online database for research. The website is: http://library.auraria.edu/ . University of Colorado Denver Writing Center: The UCD Writing Center is a free service that will assist you in building sound arguments and refining work appropriate at the graduate level. I strongly encourage you to utilize the resources available through the Writing Center. The website is: http://www.ucdenver.edu/academics/colleges/CLAS/Centers/writing/Pages/TheWritingCenter.aspx.
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Disability Services Information: To ensure disability-related concerns are properly addressed, students with disabilities who require assistance to participate in this class should contact the Office of Disability Resources and Services, 177 Arts Building at 303.556.3450 to request accommodation. UCD is committed to provide reasonable accommodation and access to students with disabilities. In order to be eligible for accommodation, students must be officially registered with the Auraria Disability Services Office (DSO). The DSO staff works in an advisory capacity with students and faculty to developer reasonable instructional accommodations at the beginning of the semester to ensure full participation in academic programs. It is the responsibility of the student, not the instructor, to contact the DSO! Family Educational Rights and Privacy Act: FERPA was created to protect the privacy rights of the students. Due to the privacy restrictions, you will need to refer to your syllabus for each class for specific information regarding the collection and the return of student work. For more information on FERPA please go to: http://www.ed.gov/policy/gen/guid/fpco/ferpa/index.html . Call to Military Duty: If you are a student in the military with the potential of being called to military service and /or training during the course of the semester, you are encouraged to contact your school/college Associate Dean or Advising Office immediately.
