CI 527: ADVANCED FAMILY STUDIES

Department of Curriculum and Instruction Spring 2017

Class Meeting Times: Wednesdays, 4:00pm – 6:25pm Location: Wham 307 Instructor: Dr. Kimberly Crossman Office: 322J Wham Mailbox: 322S Wham Email: KCrossman@SIU.edu Phone: 618-453-4245

Note: Email is the best way to contact me. Office Hours: 2:00 – 5:00pm on Tuesdays and Thursdays (or by appointment)

Note: If you need to meet with me on a specific day or at a specific time, please contact me to set an appointment, even if it is during my regular office hours, so that I can be sure to reserve this time for you, as these office hours are also available to students outside of this class.

Course Website: http://online.siu.edu

Course Description:

This course is designed to examine the major theoretical approaches used in the study of family. The course will include a review of the nature and value of theory to the field of family studies. Evaluation of the use of theory in empirical research and implications for practice and policy are also covered. Total credit hours: 3

Course Objectives: During and upon completion of this seminar, students should be able to: 1. Describe each major theoretical framework used in the study of family in general terms

2. Explain the core concepts within each theory and how they are linked

3. Critique and evaluate each theory, including its strengths, weaknesses, and ethical implications

4. Explain the similarities and differences among each theory

5. Explain how each theory is or can be used in family research, practice, education, and/or policy

SYLLABUS CI: 527

2 COURSE REQUIREMENTS & POLICIES

Required Readings:

Textbook: Allen, K. A., & Henderson, A. C. (2017). Family theories: Foundations and applications. West Sussex, UK: John Wiley & Sons Inc.

Additional weekly required articles will be made available on SIUONLINE/D2L. Authors are noted on the abbreviated course schedule, and a complete list of references is provided in the detailed course schedule. Note that when you read “exemplars” you should be attending to how the authors use a given theory (implicitly or explicitly) to guide and inform their work. You should read these just as closely as other readings for the week. “Supplemental” readings are intended to give you additional information and may be read less closely than other readings and exemplars when you are short on time.

I strongly encourage you to also acquire a copy of the most current APA Publications Manual if you do not have it already. APA format is required in your writing assignments.

Weekly Quizzes (3 points each; 30 points total; 10% of grade):

There will 11 quizzes total, 1 at the start of each class to assess your understanding of the readings for the day. You must be present to complete the quiz, as there are no make-up opportunities. Of the 11 quizzes, your 10 best scores will count toward your final grade. Quizzes will be graded with a , -,, or +, which corresponds to a score of 0, 1, 2, or 3 points. A 0 is given only if you miss a quiz or if it is clear that you did not complete the readings. Weekly review questions will be provided on D2L to help guide your reading and preparation for quizzes. If you have carefully read and thought about each of the required readings before attending class, you should be prepared for the weekly quizzes.

Class Participation and Professionalism (45 points; 15% of grade):

Given that a major goal of graduate school is developing and honing the tools necessary to analyze theoretical, empirical, and even your own personal assumptions and to formulate alterative viewpoints to think critically, the format of this course will be a discussion-based seminar. To make every class a success, a seminar relies on all of us to share responsibility. Thus, it is expected that you come to every class having carefully read through and thought about all assigned material. It is also expected that you fully contribute to our discussion in every class. As a graduate student and developing professional, you should strive to not only learn but to become an actively engaged participant and scholar. Participation involves sharing information and ideas with others, contributing to a positive and enthusiastic class atmosphere, asking questions, volunteering ideas, and related activities.

Quality participation entails not only contributing meaningfully to discussions but also respectfully listening to, responding to, and learning from your peers and instructor and practicing self-awareness. If you tend to be a more vocal or talkative student, be mindful of how often and how much you speak. Consider allowing others to speak first and being attuned to whether or not you are dominating the discussion. If you tend to be a more shy or reserved student, set an initial goal of contributing 1-2 times per class and increase from there. Consider coming to class prepared with notes, questions, or comments to share, or to try and speak first if you find yourself struggling to keep up with the pace of discussion.

3 Class Facilitation & Reflection (60 points; 20% of grade):

Students will facilitate class once during the semester. Your goal is to summarize important/relevant information from the readings and facilitate active class discussions and/or organized activities. Thus, your facilitation must move beyond simply regurgitating information from the readings by engaging the class in meaningful, critical discussions of the theory and readings. How you accomplish this is up to you and you can be as creative as you would like! Remember that you are facilitating class, not lecturing! Although it is fine to include mini presentations to review content or share media, most of your facilitation should be interactive and discussion-based. This means that your peers will hold as much responsibility as the participants as you will as the facilitator! Keep this in mind on non-facilitation days when you are the participant so that you and your peers support each other throughout the course. Further instructions and grading criteria will be provided.

Exams (165 total points; 55% total of grade):

There will be 2 exams – a midterm (worth 75 points; 25% of grade) and a final (2 parts; worth 90 points; 30% of grade). The midterm will be take-home and involve writing a series of short essays that are intended to evaluate how well you have met course objectives. It will include 3-5 prompts that you will respond to in about 8-12 pages of total writing. Part 1 of the final will involve an activity for students to complete together as a class. It is intended to evaluate your understanding of course material and the connections within it across the entire semester. Part 2 of the final will be take-home and structured similarly to the midterm exam. Part 1 of the final must be completed in class on the day indicated in the course schedule. You will have 2 weeks to complete the midterm and part 2 of the final, both due on D2L. Your work must be completed independently and be entirely your own, just as it would be for an in-class exam. APA formatting, including proper in-text citations and references, is required. Late policy: Late midterms will lose 5 points per day late, including weekends and holidays. There is no opportunity to make up part 1 of the final; you must attend class and participate on the scheduled day to earn credit. Late part 2 finals will lose 6 points per day late, including weekends and holidays. A final cut off day for each exam will be announced, beyond which no late exams will be accepted.

Expectations for Written Assignments:

Written assignments should be completed using correct grammar, spelling, and sentence structure. Writing must be prepared professionally, demonstrating the attention to detail expected in graduate school and professional settings. Points will be deducted when these expectations are not met, or you may be asked to redo or improve the assignment before grading for a lesser grade (90% of the points).

All written assignments (with the exception of in-class quizzes) must be computer-generated. There are computer labs in various locations on campus (including dorms) that are available to all SIUC students. The “Technology Fee” that you pay allows you to use these labs. Take advantage of this resource.

Expectations for Attendance and Punctuality:

Actively participating and demonstrating professionalism in graduate seminars requires regular attendance and punctuality. After 1 absence, each unexcused/undocumented absence will result in the drop of 1 letter grade. Because attendance is so crucial to your learning and development as a graduate student, missing more than 2 classes may result in you needing to drop or withdraw from this class. If you have a tendency

4 to be late to class, work on trying to arrive to class at least 5 minutes before class begins. If you expect there will be any class periods that you will be tardy to or if you will need to miss class (and can provide formal documentation), please contact me as soon as possible.

Expectations for Classroom Behavior: Be on time and do not engage in personal conversations during class. Do not text or otherwise use a cell

phone during class unless instructed to or given permission to do so. Laptop computers or any other electronic devices (e.g., tablets, iPads, cell phones) are not allowed during class, not even for taking notes, unless otherwise instructed by Dr. Crossman. This is a program policy (see syllabus attachments). If you are caught “checking” your cell phone or other digital devices during class, or taking pictures (without permission), you will be marked as absent for the day. A 5-10 minute “tech and rest” break will be provided about halfway through each class period when you can use your devices or attend to any other needs.

Academic Integrity:

Any breech of academic integrity (e.g., cheating, plagiarism, etc.) could result in a zero for the assignment or a failing grade for the entire course. Academic dishonesty or misconduct is neither condoned nor tolerated at SIU. Academic dishonesty or misconduct may include, but is not limited to, any of the following: attempting to receive credit for an assignment that is not earned; attempting to receive credit for work that does not belong to you (e.g., cheating, copying, having someone else prepare your work, and plagiarizing of any form); allowing another student access to your work to receive points for any graded assignment (helping each other is encouraged but allowing someone to copy is cheating!); using forbidden materials (including electronic devices) during an in-class quiz or assignment without permission; using your writing from another course or project to complete assignments in this course (this is plagiarizing yourself!). It is your responsibility to familiarize yourself with SIU’s policies to avoid misunderstandings. Do not hesitate to ask Dr. Crossman if you are ever in doubt about what constitutes plagiarism, cheating, or any other breech of academic integrity.

Students with Disabilities:

Students needing special accommodations must notify Dr. Crossman and request verification of eligibility for accommodations from the Office of Disability Support Services. Inform Dr. Crossman before, during, or immediately after the first scheduled class period if you require accommodations.

Syllabus Note: I will do my best to follow the outlined syllabus and schedule, but I do reserve the right to make changes as necessary.

5 GRADES

ASSIGNMENT POINT VALUE % OF FINAL GRADE

10 Weekly Quizzes @ 3 points each 30 10%

Class Participation & Professionalism 45 15%

Class Facilitation & Reflection 60 20%

Midterm Exam 75 25%

Final Exam 90 30%

TOTAL POINTS OR PERCENTAGE POSSIBLE 300 100%

The grading scale will be applied as follows:

LETTER GRADE PERCENTAGE

A 90% or higher

B 80 – 89.9%

C 70 – 79.9%

D 60 – 69.9%

F Below 60%

6 ABBREVIATED COURSE SCHEDULE

(note: schedule may change at the instructor’s discretion)

DATE THEORETICAL PERSPECTIVE OR TOPIC APPLICATION

READINGS DUE* FACILITATORS

1/18 Introductions & Overview Crossman

1/25 Theory & Theorizing in Family Studies Contemporary Families & Family Science

Chapter 1 Hollinger (2002) Coontz (2004) Review the website: family.science

Crossman

2/1 Planning Meeting Review readings for your facilitation day Submit accomplishments, questions, concerns

All Students

2/8 Symbolic Interactionist Theory Marriage & Divorce

Chapter 4 Garrett-Peters & Burton (2015) exemplar Hopper (1993) exemplar

Crossman

2/15 Family Development & Life Course Theories Singlehood

Chapters 5 & 9 Allen & Pickett (1987) exemplar Aldous (1990) supplemental

2/22 Family Systems Theory Parenting & Parent-Child Interactions

Chapter 6 Cox & Paley (2003) Segrin et al. (2012) exemplar

3/1 Family Stress & Resilience Theory - Overview Families Living in Poverty

Chapter 11 Boss (2002a) Vandsburger et al. (2008) exemplar Patterson (2002) supplemental

3/8 Family Stress & Resilience Theory - Ambiguous Loss Military Families & 9/11

Boss (2002b) Boss (2004) Faber et al. (2008) exemplar Boss (2002c) supplemental

3/15 NO CLASS – SPRING BREAK

3/22 MIDTERM DUE ONLINE BEFORE 11:59 PM

3/29 Social Exchange Theory Caregiving & Celibacy

Chapter 7 Raschick & Ingersoll-Dayton (2004) exemplar Donnelly & Burgess (2008) exemplar

4/5 Family Ecological Theory Family Work-Life Balance

Chapter 10 Perry-Jenkins et al. (2013) exemplar Song et al. (2014) exemplar

Crossman

4/12 Feminist Theory Sexual & Workplace Harassment

Chapter 8 West & Zimmerman (1987) Welsh et al. (2006) exemplar

4/19 Queer Theory Same-Sex Parenting & Hook Up Culture ACTIVITY SUMMARY DUE

Oswald et al. (2005) Berkowitz (2011) exemplar Rupp et al. (2014) exemplar

4/26 Future Directions in Family Theory Evidence-Based Policy & Practice

Chapter 12 Bengtson et al. (2005) Bogenschneider et al. (2012)

Crossman

5/3 FINAL PART 1 IN CLASS All Students

5/10 FINAL PART 2 DUE ONLINE BEFORE 11:59 PM

*Chapters are from course textbook. See Detailed Schedule for references of external articles, to be provided on D2L.

7 DETAILED COURSE SCHEDULE

Chapters listed are from the course textbook. External articles will be provided on D2L.

January 18: Introduction & Overview

No readings this week. January 25: Theory & Theorizing in Family Studies

Quiz 1 in class 1. Chapter 1: What Is Theory? 2. Hollinger, M. A. (2002). Family science: Historical roots, theoretical foundations, and disciplinary identity.

Journal of Teaching in Marriage and Family, 2(3), 299-328. 3. Coontz, S. (2004). The world historical transformation of marriage. Journal of Marriage and Family, 66,

974-979. 4. Review the website: family.science February 1: Planning Meeting

Review the readings assigned for your facilitation day and begin planning with your partner.

Submit your accomplishments and any concerns or questions on D2L. February 8: Symbolic Interactionist Theory

Quiz 2 in class 1. Chapter 4: Symbolic Interactionist Theory 2. Garrett-Peters, R., & Burton, L. (2015). Reframing marriage and marital delay among low-income mothers:

An interactionist perspective. Journal of Family Theory & Review, 7, 242-264. 3. Hopper, J. (1993). The rhetoric of motives in divorce. Journal of Marriage and Family, 55(4), 801-811. February 15: Family Developmental Theory

Quiz 3 in class 1. Chapter 5: Family Developmental Theory 2. Chapter 9: Life Course Theory 3. Allen, K. R., & Pickett, R. S. (1987). Forgotten streams in the family life course: Utilization of qualitative

retrospective interviews in the analysis of lifelong single women’s family careers. Journal of Marriage and the Family, 49(3), 517-526.

4. Aldous, J. (1990). Family development and the life course: Two perspectives on family change. Journal of Marriage and the Family, 52(3), 571-583.

February 22: Family Systems Theory

Quiz 4 in class 1. Chapter 6: Family Systems Theory 2. Cox, M. J., & Paley, B. (2003). Understanding families as systems. Current Directions in Psychological

Science, 12(5), 193-196. 3. Segrin, C., Woszildlo, A., Givertz, M., Bauer, A., & Murphy, M. T. (2012). The association between

overparenting, parent-child communication, and entitlement and adaptive traits in adult children. Family Relations, 61, 237-252.

March 1: Family Stress & Resilience Theory: Overview

Quiz 5 in class

8 1. Chapter 11: Family Stress & Resilience Theory 2. Boss, P. (2002a). Definitions: A guide to family stress theory. In P. Boss (Ed.), Family stress management: A

contextual approach (2nd ed., pp. 39-70). Thousand Oaks, CA: Sage. 3. Vandsburger, E., Harrigan, M., & Biggerstaff, M. (2008). In spite of all, we make it: Themes of stress and

resiliency as told by women in families living in poverty. Journal of Family Social Work, 11(1), 17-35. 4. Patterson, J. (2002). Integrating family resilience and family stress theory. Journal of Marriage and Family,

64, 349-360. March 8: Family Stress & Resilience Theory: Ambiguous Loss

Quiz 6 in class

Midterm exam distributed in class 1. Boss, P. (2002b). Boundary ambiguity: A risk factor in family stress management. In P. Boss (Ed.), Family

stress management: A contextual approach (2nd ed., pp. 93-112). Thousand Oaks, CA: Sage.

2. Boss, P. (2004). Ambiguous loss research, theory, and practice: Reflections after 9/11. Journal of Marriage and Family, 66(3), 551-566.

3. Faber, A. J., Willerton, E., Clymer, S. R., MacDermid, S. M., & Weiss, H. M. (2008). Ambiguous loss, ambiguous presence: A qualitative study of military reserve families in wartime. Journal of Family Psychology, 22(2), 222-230.

4. Boss, P. (2002c). The link between ambiguity and ambivalence in family stress management. In P. Boss

(Ed.), Family stress management: A contextual approach (2nd ed., pp. 113-122). Thousand Oaks, CA: Sage.

March 15: Spring Break

No class. Enjoy your break! March 22: Midterm Due

No readings this week. Complete and submit your midterm. March 29: Social Exchange Theory

Quiz 7 in class 1. Chapter 7: Social Exchange Theory 2. Raschick, M., & Ingersoll-Dayton, B. (2004). The costs and rewards of caregiving among aging spouses and

adult children. Family Relations, 53, 317-325. 3. Donnelly, D. A., & Burgess, E. O. (2008). The decision to remain in an involuntarily celibate relationship.

Journal of Marriage and Family, 70, 519-535. April 5: Family Ecological Theory

Quiz 8 in class or online 1. Chapter 10: Family Ecological Theory 2. Perry-Jenkins, M., Newkirk, K., & Ghunney, A. K. (2013). Family work through time and space: An ecological

perspective. Journal of Family Theory and Review, 5, 105-123. 3. Song, J., Mailick, M. R., Greenberg, J. S. (2014). Work and health of parents of adult children with serious

mental illness. Family Relations, 63, 122-134. April 12: Feminist Theory

Quiz 9 in class

Reminder: complete out-of-class activity for next week’s quiz 1. Chapter 8: Feminist Theory

9 2. West, C., & Zimmerman, D. (1987). Doing gender. Gender and Society, 1, 125-151. 3. Welsh, S., Carr, J., MacQuarrie, B., & Huntley, A. (2006). “I’m not thinking of it as sexual harassment”:

Understanding harassment across race and citizenship. Gender & Society, 20(1), 87-107. April 19: Queer Theory

Quiz 10: Submit typed summary of your out-of-class activity and participate in class discussion 1. Oswald, R., Blume, L., & Marks, S. (2005). Decentering heteronormativity: A model for family studies. In V.

Bengston, A. Acock, K. Allen, P. Dilworth-Anderson, & D. Klein (Eds.), Sourcebook of family theory and research (pp. 143-165). Thousand Oaks: Sage.

2. Berkowitz, D. (2011). Maternal instincts, biological clocks, and soccer moms: Gay men’s parenting and family narratives. Symbolic Interactionism, 34(4), 514-535.

3. Rupp, L. J., Taylor, V., Regev-Messalem, S., Fogarty, A., England, P. (2014). Queer women in the hook up scene: Beyond the closet? Gender & Society, 28(2), 212-235.

April 26: Future Directions in Family Theory

Quiz 11 in class

Final Exam distributed in class 1. Chapter 12: Conclusion 2. Bengtson, V. L., Allen, K. R., Klein, D. M., Dilworth-Anderson, P., Acock, A. (2005). Controversies and

firestorms: An epilogue. In V. L. Bengtson, A. C. Acock, K. R. Allen, P. Dilworth-Anderson, & D. M. Klein (Eds.), Sourcebook of family theory and research (pp. 613-630). Thousand Oaks, CA: Sage.

3. Bogenschneider, K., Little, O. M., Ooms, T., Benning, S., Cadigan, K., & Corbett, T. (2012). The Family Impact Lens: A family-focused, evidence-informed approach to policy and practice. Family Relations, 61(3), 514-531.

May 3: Final Part 1

No readings this week. Prepare to complete Final Part 1 during class. May 10: Final Part 2

No readings this week. Complete and submit your final exam.

Early Childhood Programs Statement of Professional Conduct

Professional behavior of students is expected at all times, in all practicum settings and in lecture

sessions. Keep in mind that you represent the University and the Early Childhood program. Professionalism

should be displayed in your attire, attitude, and behavior. Because every student is entitled to full participation

in class without interruption, all students are expected to come to class prepared and on time, and remain for the

full class period. Disruptive behaviors, including excessive talking, texting, reading newspapers, and using

unauthorized electronic devices during class are not permitted.

Use of Electronic Devices

The use of personal pagers, cell phones, laptops and other electronic communication devices is strictly

prohibited during class/lab/field placement time. Cell phones are for emergencies only and should be silenced

when entering the classroom, labs, field placements, or any other instructional area. In the case of emergencies,

students should indicate this to the instructor and leave the class to address the situation. Laptops are not

permitted in class without instructor approval. Students found texting, checking emails, surfing the internet,

etc, during class or laboratory times may be asked to leave the classroom. In addition, devices with

photographic capabilities may not be used for photographing individuals against their will or knowledge. While

Southern Illinois University is a public institution, it is not a public place, and therefore taking photographic

images of people, places, etc. requires prior approval.

Academic Integrity

The highest standards of academic integrity are expected from all students. The failure of any student to

meet these standards may result in suspension or expulsion from the university or other sanctions as specified in

the University Student Academic Integrity Policy. Violations include:

1. Plagiarism, representing the work of another as one's own work;

2. Preparing work for another that is to be used as that person's own work;

3. Cheating by any method or means;

4. Knowingly furnishing false information to a university official relative to academic matters;

5. Soliciting, aiding, abetting, concealing, or attempting conduct in violation of this code.

The University Student Academic Integrity Policy is available from the office of the Senior Vice President and

Provost and from the deans of the individual colleges.

Emergency Procedures

Southern Illinois University Carbondale is committed to providing a safe and healthy environment for

study and work. We ask that you become familiar with the SIUC Emergency Response Plan and Building

Emergency Response Team (BERT) program. Know how to respond to each type of emergency. Instructors

will provide guidance and direction to students in the classroom in the event of an emergency affecting your

location. Emergency response information is available on posters in buildings on campus, available on the

BERT’s website at www.bert.siu.edu, It is important that you follow these instructions during an

evacuation or emergency.

Student Progress

The early childhood faculty work hard to support students in our program. Each semester we meet to

discuss concerns that we may have about a student’s progress. Records are kept on the early childhood students

so that we can trouble shoot areas of concern with a student early. The following is the evaluation form used.

11

Evaluation of Student Proficiency and Dispositions

Student: ________________________________________ Course: ________ Semester: ________

Student’s email: Instructor:

Basis for Judgment of Student: ( ) University Coursework ( ) Working with Children or Families

Mastery of Course Content: ( ) Competent ( ) Adequate ( ) Weak

Retention in Program: ( ) Recommended with Reservation ( ) Not Recommended

Dispositions Potential Areas of Concern

1. The candidate does not demonstrate

professionalism: · dependability and reliability

· honesty, trustworthiness, ethics

· enthusiasm, love of learning, and commitment to the

profession

Attendance/punctuality

Turn in assignments on time

Participation in class/field

Attitude

Plagiarism

Commitment to teaching or

working with families & children

Honesty

Ethics

Other:

2. The candidate does not value human diversity: · shows respect and sensitivity to the learning needs and

abilities of all individuals

· shows respect and sensitivity to the diverse cultures,

languages, races, and family

compositions of all individuals

· strives for best practices to address diverse learning

needs and abilities of all individuals

· strives for best practices to address diverse cultures,

languages, races, and family

compositions of all individuals

· collaborates with diverse peers, professional

colleagues, staff, and families

Rapport with students

Attitude

Appropriate classroom behavior

Rapport with peers

Respect for others

Collaborates with others

Sensitive to others’ needs &

differences

Commitment to best practices for

diverse cultures, languages, races,

and families

Other:

3. The candidate does not develop professionally: · engages in ongoing acquisition of knowledge

· engages in development of research-based practices

· assesses own performance and reflects on needed

improvements

Verbal skills

Written skills

Attitude

Overall academic performance

Performance in field experience

Other:

If applicable, the student does not meet the following Illinois Professional Teaching Standard(s) #

_______________

Final (or projected) grade for course: __________

Comments:

-------------------------------------------------------------------------------------------------------------

I have read the above statement and understand my responsibilities as a student in this course.

Course #_________ Signed by Date

12 Syllabus Attachment Spring 2017 Office of the Provost: http://pvcaa.siu.edu/ IMPORTANT DATES * Semester Class Begins: ……...…………………………………….01/17/2017

Last day to add full-term course (without Dean’s signature): …..01/22/2017

Last day to withdraw from the University with a full refund: …….01/27/2017

Last day to drop a full-term course for a credit/refund: …………...01/29/2017

Deadline to apply to graduate at the end of this term: ..……………04/2/2017

Final examinations: …………………………………………05/8–05/12/2017

Commencement: ……………………………………………….05/13/2017 *For more detailed information on the above deadlines, please visit http://registrar.siu.edu/calendars. For add/drop dates that apply to shorter-than-full-term courses, please look at the

Schedule of Classes search results at http://registrar.siu.edu/schedclass/index.php

SPRING SEMESTER HOLIDAYS Martin Luther King Jr.’s Birthday Holiday 01/16/2017 Spring Break 03/11—03/19/2017 WITHDRAWAL POLICY ~ Undergraduate only Students who officially register for a session must officially withdraw from that registration in a timely manner to avoid being charged as well as receiving a failing

grade for those classes. An official withdrawal must be initiated by the student, or on behalf of the student through the academic unit, and be processed by the Registrar’s office. For the proper procedures to follow when dropping courses and when with-drawing from SIU visit: http://registrar.siu.edu/students/withdrawal.php

INCOMPLETE POLICY~ Undergraduate only An INC grade may be assigned when, for reasons beyond their control, students engaged in passing work are unable to complete all class assignments for the course. An INC must be changed to a completed grade within one full semester (undergraduates), and one full year (graduate students), from the close of the term in which the

course was taken or graduation, whichever occurs first. Should the student fail to complete the remaining course requirements within the time period designated, the

incomplete will be converted to a grade of F and such grade will be computed in the student's grade point average. For more information visit: http://registrar.siu.edu/grades/incomplete.php

REPEAT POLICY An undergraduate student may, for the purpose of raising a grade, enroll in a course for credit more than once. For students receiving a letter grade of A, B, C, D, or F, the course repetition must occur at Southern Illinois University Carbondale. Effective for courses taken Summer 2013 or later, only the most recent (last) grade will be

calculated in the overall GPA and count toward hours earned. This policy will be applied to all transferrable credit in that only the last grade will be used to calculate

grade point average. Only those courses taken at the same institution are considered repeats under this policy. See full policy at http://registrar.siu.edu/students/repeatclasses.php

GRADUATE POLICIES Graduate policies often vary from Undergraduate policies. To view the applicable policies for graduate students, please refer to the graduate catalog at http://gradschool.siu.edu/about-us/grad-catalog/

DISABILITY POLICY Disability Support Services provides the required academic and programmatic sup-port services to students with permanent and temporary disabilities. DSS provides centralized coordination and referral services. To utilize DSS services, students must contact DSS to open cases. The process involves interviews, reviews of student-

supplied documentation, and completion of Disability Accommodation Agreements. http://disabilityservices.siu.edu/

PLAGIARISM Student Conduct Code http://srr.siu.edu/student-conduct-code/

Guidelines for Faculty http://pvcaa.siu.edu/_common/documents/Plagiarism/Guide%20to%20Preventing%20Plagiarism.pdf

SAFETY AWARENESS FACTS AND EDUCATION Title IX makes it clear that violence and harassment based on sex and gender is a Civil Rights offense subject to the same kinds of accountability and the same kinds of

support applied to offenses against other protected categories such as race, national origin, etc. If you or someone you know has been harassed or assaulted, you can

find the appropriate resources here: http://safe.siu.edu

SALUKI CARES The purpose of Saluki Cares is to develop, facilitate and coordinate a university-wide program of care and support for students in any type of distress—physical,

emotional, financial, or personal. By working closely with faculty, staff, students and their families, SIU will continue to display a culture of care and demonstrate to our students and their families that they are an important part of the community. For Information on Saluki Cares: call (618) 453-1492, email siucares@siu.edu, or

http://salukicares.siu.edu/

SIU's EARLY WARNING INTERVENTION PROGRAM (EWIP) Students enrolled in courses participating in SIU’s Early Warning Intervention Program might be contacted by University staff during a semester. More information can

be found at the Core Curriculum’s Overview webpage: http://corecurriculum.siu.edu/program-overview/

EMERGENCY PROCEDURES We ask that you become familiar with Emergency Preparedness @ SIU. Emergency response information is available on posters in buildings on cam-pus, on the

Emergency Preparedness @ SIU website, and though text and email alerts. To register for alerts visit: http://emergency.siu.edu/

STUDENT MULTICULTURAL RESOURCE CENTER The Student Multicultural Resource Center serves as a catalyst for inclusion, diversity and innovation. As the Center continues its work, we are here to ensure that you

think, grow and succeed. We encourage you to stop by the Center, located in Grinnell Commons, to see the resources available and discover ways you can get involved on the campus. Visit us at http://inclusiveexcellence.siu.edu/

LEARNING AND SUPPORT SERVICES Help is within reach. Learning support services offers free tutoring on cam-pus and math labs. To find more information please visit the Center for Learning and Support Services website: Tutoring: http://tutoring.siu.edu/ Math Labs: http://math.siu.edu/courses/course-help.php

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For more information visit: http://diversity.siu.edu/#

MILITARY COMMUNITY There are complexities of being a member of the military community and also a student. Drill schedules, calls to active duty, complications with GI Bill disbursement,

and other unforeseen military and veteran related developments can complicate academic life. If you are a member of the military community and in need of accommodations please visit Veterans Services at http://veterans.siu.edu/

Additional Resources: ADVISEMENT: http://advisement.siu.edu/ SIU ONLINE: https://online.siu.edu/

SALUKI SOLUTION FINDER: http://solutionfinder.siu.edu/ MORRIS LIBRARY HOURS: http://libguides.lib.siu.edu/hours