Becoming a Historian and Educator Every history major pursuing a career in secondary history/social studies education should be knowledgeable about historical content, state and national standards, and best practices that can inform curriculum design and planning. Today’s history/social studies educators are digital and global citizens, and should likewise equip their students to develop those same traits. Ultimately, students in HIS 3626 should continually strive to infuse all of these elements into planning, teaching, and assessments.

ABH 240 • 11-12:15PM • T & TH 1 HIS 3626 • Prof. Rwany Sibaja

Part 1 Getting to know content & state-national standards

Part 2 Designing effective, engaged, and aligned curriculum

Part 3 Diversifying your teaching toolbox / Becoming a history educator

PLANNING Which sources inform the

content to teach, historical thinking skills to

reinforce, and best practices to use?

1INSTRUCTION

Does each activity in your lesson align with state &

national standards, stated learning objectives, and

targeted content & skills?

2ASSESSMENT

How do you know whether or not students

are “getting it,” or “got it”? How do students know? Planned > Taught > Assessed

3

ABH 240 • 11-12:15PM • T & TH 2019 FALL

ISHE Introduction to Secondary History Education • HIS 3626

Sequence & Focus Education scholar Jay McTighe once wrote that “the primary purpose of classroom assessment is to inform teaching and improve learning, not to sort or select students or generate grades.” McTighe is right! Our job is not to categorize students based on test scores, or, worse, on preconceived notions about groups of students.

Instead, our job is to consider how assessments, teaching strategies, and various tools can help learners make sense of the past. It’s our job to empower students to think like historians.

So, in HIS 3626 we begin with an understanding of secondary history/social studies standards at the state and national level, historical thinking skills, and how to make sense of vast amounts of content (Weeks 1 through 4). We will study the “backwards design” approach that considers big-picture assessments and learning objectives, and then work our way towards curriculum maps, unit plans, lesson plans, and assessments (Weeks 5 through 9). With these basic building blocks in place, we will then focus on how standards, assessments, and best teaching practices all work together towards designing an authentically engaging curriculum (weeks

10-12) … rather than a curriculum that simply teaches to the test. We will finish with discussions on how to become a professional history educator in the 21st Century (weeks 13-15).

Every reading, discussion, and assignment in this course is designed to be relevant well past this semester. Remember: you are only at the beginning of your journey. The work we do in HIS 3626 should demonstrate your best effort, ideas, creativity, and understanding of how to design an engaging history/social studies educators for young learners.

It takes an entire career to truly master curriculum design - ISHE is your first step along this path.

ABH 240 • 11-12:15PM • T & TH 2 HIS 3626 • Prof. Rwany Sibaja

COURSE INFORMATION INSTRUCTOR: Rwany Sibaja

OFFICE: 220 Anne Belk Hall

EMAIL: sibajaro@appstate.edu

PHONE: 828.262.8476

OFFICE HOURS: T & Th 9:15am to 10:15am (or by appt.)

@rwanysibaja (Twitter) / rwanysibaja.com

COURSE WEBSITE: http://isheASU.wordpress.com

NATURE OF THE COURSE This course is geared towards students who want to become effective teachers and curriculum designers of secondary history courses.

Primary objective To empower pre-service teachers to design and implement a student-focused history curriculum

Specific objectives Students should be able to … identify major questions and themes in US & World History

Students should be able to … explain how they will balance major questions & themes with the realities of covering material and addressing state and national standards

Students should be able to … locate appropriate, relevant, and quality resources for instruction and student learning

Students should be able to …conduct research for developing a practical “toolbox” geared towards making World/ U.S. History relevant and engaging to adolescent students

COURSE TEXTBOOKS (CT) TO BUY/RENT Roupp, Heidi, ed. Teaching World History in the Twenty-First Century: A Resource Book. NY: Routledge, 2010.

Gerwin, D. and Zevin, J. Teaching U.S. History as a Mystery. Second Edition. New York: Routledge, 2011. ISBN-13: 978-0415992275

RENTAL: Zevin, Jack. Social Studies for the Twenty-First Century: Methods and Materials for Teaching in Middle and Secondary Schools. 4 edition. New York: Routledge, 2015.

Recommended but NOT required: Wineburg, S., Martin, D., and Monte-Sano, C. Reading Like a Historian: Teaching Literacy in Middle & High School History Classrooms. Second Edition. New York: Teacher’s College Press, 2013. ISBN-13: 978-0807754030

Stearns, Peter, ed. World History in Documents: A Comparative Reader. New York: NYU Press, 2008

ABH 240 • 11-12:15PM • T & TH 3 HIS 3626 • Prof. Rwany Sibaja

History Ed alums, Shannon Furr and Kenley Little (Spring ’19 and Fall ’18), recognized as finalists for the the 2018-2019 Appalachian State University Student Teacher of the Year Award. Little won the ASU STOY award.

ASSESSMENT OVERVIEW ★ Attendance & Participation = 8 pts.

★ Blogging/Critical Self-Reflection = 24 pts.

★ Curriculum Portfolio = 48 pts.

★ Presentation of Portfolio = 2 pts.

★ Final exam = 18 pts.

Total = 100 pts. —————————————————————

Curriculum Portfolio Items (see table)

World/US History curriculum map

Unit plan

Lesson Plan 1 w/aligned HCNs

Lesson Plans 2-3 w/aligned HCNs

Lesson Plans 4-5 w/aligned HCNs

Formative & summative assessment samples

Presentation of Curriculum Work included in final Curriculum Portfolio assessment

—————————————————————

Final Exam (18 pts.)

★ Professional Portfolio Website= 8 pts.

★ Resume = 4 pts.

★ Philosophy of Teaching = 6 pts.

** Any due dates are the last day to turn in work without penalty **

—————————————————————

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SCALE A 100-94/ A- 93-90

B+ 89-87 / B 86-83 / B- 82-80

C+ 79-77 / C 76-73 / C- 72-70

D+ 69-67 / D 66-63 / D- 62-60

F = 59 or lower

Item First Draft

Revised draft

Final Draft

Total

Curriculum Map

2 pts. —— 2 pts. 4 pts.

Unit Map 2 pts. 2 pts. 2 pts. 6 pts.

Lesson Plan #1 w/ HCNs

2 pts. 1 pt. 2 pts. 5 pts.

LPs # 2-3 w/ HCNs

3 pts. 2 pts. 3 pts. 8 pts.

LPs 4-5 w/ HCNs

3 pts. —- 5 pts. 8 pts.

Assessment Samples

3 pts. —- 4 pts. 7 pts.

History Content Notes (HCNs) for Entire Unit and Works Cited

(submitted w/ corresponding lesson plan)

10 pts. 10 pts.

TOTAL 15 pts.

5 pts. 28 pts. 48 pts.

PROJECTS: A CLOSER LOOK

BLOGGING / NETWORKING - CRITICAL REFLECTION This assignment asks students to critically think about relevant issues in history/social studies education as they examine the selected course readings. Throughout the semester, students have the opportunity to use Twitter (tweet, retweet, like) and write a blog post focused on the major issues and themes that run across the readings.

For the blog posts, students will leave comments on at least TWO peer blog posts.

Students will blog a total of 6 times, each post worth up to 3pts. of your final grade (18 pts. total). The grade is part-student/part-instructor evaluation. Your blog post will synthesize the recurring themes across several of the week’s readings.

Note: some readings are very short, others are longer, but all weeks possess about the same amount of reading. Rule of thumb: if you have a lot of reading selections in a given week, they are mostly short readings; if you have only 2 readings, they are both longer.

Choices: There are 12+ possible weeks for blogging; this means students can take off 6+ weeks without penalty. This being said, students are highly encouraged to post their first blog post assignments early - with a requirement to have at least 2 posts (with corresponding peer comments) by the midterm break.

For Twitter, students will create a professional history/social studies educator account. Throughout the semester, students will be expected to: a) create a list of social studies/education/history accounts to follow; b) tweet original observations about history-social studies education on a regular basis; c) retweet relevant posts to the nature of this course (bonus if you retweet, or link to an article relevant to the week’s readings). Bonus points if you join an online Seed-Type chat (#hashtags can point you in the right direction)

The purpose of this Twitter/Blog assignment is twofold. One, it encourages writing in order to think — a critical skill for any historian and educator. Two, it fosters a collaborative “think tank” of history educators by providing an online space for open, accessible, and online discussions.

******** CURRICULUM PORTFOLIO

Are history classes all about ‘The Lecture’? Are lectures the best method of helping learners learn history (and how we do history)? Should we rely on PowerPoint presentations, video clips, and worksheets? Are we being purposeful in our course design?

The curriculum work for this semester begins with these basic questions and asks you to consider best practices in history/social studies education. Students will choose a course (World, US History 1, US History 2). They will come to understand the NC Essential Standards, and apply our analysis of cognitive levels and state standards, assessments, and research-based best practices in social studies towards the creation of a complete curriculum portfolio. Students will submit first drafts, and then

ABH 240 • 11-12:15PM • T & TH 5 HIS 3626 • Prof. Rwany Sibaja

edit and distribute second drafts for peer evaluation. They will submit final drafts on their own, personal, digital portfolio website.

Curriculum items to develop: A yearlong-curriculum map/pacing guide, a unit map, 5 lesson plans, assessment samples, and the history content notes (HCNs) related to the unit’s history content focus. The purpose of this assignment is to understand the importance of creating a thoughtful, purposeful, engaging, and aligned curriculum that allows young learners to succeed in the history/social studies classroom. The templates used in HIS 3626 will reappear in CI 3100 and in student teaching (CI 4900). These documents can help you navigate your first years as a teacher. Students will prepare their curriculum work for peer feedback. Students will deliver a “poster session” to a group of classmates towards the end of the semester. Colleagues will offer feedback and suggestions in an open Q&A format. One classmate will formally submit his/her feedback via email (copy emailed to instructor). Presenting to peers allows others to look at your work from different vantage points, and to catch problems you may not see for yourself. In turn, by evaluating others’ work, you can critically assess others’ history/social studies curriculum.

******** FINAL EXAM: PROFESSIONAL DIGITAL PORTFOLIO

Students will map out, design, and construct their own e-portfolios. We will use WordPress, but almost all e-portfolio tools (i.e. Wix, Weebly) have FREE plans. Students are welcome to secure their own domain name and web host for greater ownership and control. These e-portfolios will highlight your work, career trajectory, resume, etc., as you prepare to enter the job market.

Developing an online presence is critical for the modern historian and educator. Digital portfolios allow their creators to showcase their work to prospective employers, and, in the case of teachers, to parents and students. A sound portfolio contains an About/Bio page, a resume, a philosophy of teaching, and samples of curriculum work. Ideally, you will want to keep adding curriculum samples from CI 3100 and student teaching; and, especially, samples of student work from your student teaching field experience. Listing your website’s URL on your resume is a great way to let prospective employers see your work and you digital savviness.

FINAL EXAM: RESUME AND PHILOSOPHY OF TEACHING The second part of your final exam is your resume and philosophy of teaching. Your 2-page philosophy of teaching should be inspired by key readings from this semester, as well as outside research you conducted when designing your curriculum items and typing your history content notes. In addition, students will create a resume tailored for a historian and social studies educator.

Resume and Philosophy of Teaching will be posted on each student’s digital portfolio website by the end of the Final Exam period.

ABH 240 • 11-12:15PM • T & TH 6 HIS 3626 • Prof. Rwany Sibaja

Semester Schedule of Topics and Readings This syllabus is a living document, subject to changes throughout the semester.

(CT)=Course Textbook

ABH 240 • 11-12:15PM • T & TH 7 HIS 3626 • Prof. Rwany Sibaja

Week Date(s) Topic Readings

PART I: GETTING TO KNOW STATE & NATIONAL STANDARDS (CONTENT & SKILLS)

One AUG 20 & 22 Introductions (Before Aug 20, read the course syllabus) • (Emailed) Directions for setting up a WordPress.com website • (Emailed) Directions for how to join the

isheASU.wordpress.com website as an author (this is where you will publish your blog posts and leave peer comments). Join course website.

• Explore the homepage for the Zotero website, and become familiar with its history, design, and purpose via the Zotero Wikipedia entry [Before Aug 22 class, follow the instructions to download and setup Zotero, which will be emailed on/before Aug 20]

(CT) Jack Zevin, “What is (are) Social Studies?,” Social Studies for the Twenty-First Century: Methods and Materials for Teaching in Middle and Secondary Schools. 4 edition. New York: Rutledge (2015), pp. 3-6.

DYI - Read the Zotero Quick Start Guide, or visit this excellent tutorial site at Oregon State University

Two Aug 29 NC Essential Standards for 9-12 Social Studies

• Education Week, September 25, 2013: “New Social Studies Framework Aims to Guide Standards”

• The C3 framework for Social Studies State Standards,“The Inquiry Arc of the C3 Framework,” pgs. 6-7, 9-10, and 82-91.

Save a copy of the Snapshot look at NC Essential Standards for 9-12 Social Studies

Read the C3 Dimension 2: History skills, and keep a copy of the full C3 Dimension 2 Social Studies skills

Three Sep 5 Cognitive Skills / Historical Thinking Skills

• “What Skills Should You Have When You Leave a History Class?” At American Historical Association website

• Sam Wineburg and Jack Schneider’s, “Inverting Bloom’s Taxonomy”

• “What is an Inquiry Lesson?’” at teachinghistory.org.(CT) Zevin, Social Studies for the Twenty-First Century,

either chapter 9 or 10. (Examine the chapter for your selected 9-12 social studies course: World or US History)

Re-familiarize with Revised Bloom’s Taxonomy A useful chart of historical thinking skills

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Week Date(s) Topic Readings PART II: LEARNING HISTORY BY DOING HISTORY (PLANNING)

Four SEP 10 & 12 Understanding History/Social Studies by Design: Mapping Out Your Course

• Grant Wiggins and Jay McTighe, Improve Curriculum, Assessment, and Instruction Using the Understanding by Design Framework, “Introduction: What is the UbD Framework?” (ASCD Professional Learning Services, 2014), pgs. 1-7 (up to question #3).

(CT) Thomas Mounkhall’s “Understanding World History: Some Frequently Asked Questions” in Teaching World History in the Twenty-first Century: A Resource Book, pp. 44-48.

• “‘Uncoverage’ in History Survey Courses,” at Teachinghistory.org, Issues and Research, Research Briefs.

• Gini Cunningham, “Unit Plans: The Basis for Instruction,” ASCD, Books & Publications, 2009.

Five SEP 17 & 19 Mapping Out Units and Lessons /Tackling the Problem of Content Coverage

• Gini Cunningham, “Lesson Plans: The Basis for Instruction,” ASCD, Books & Publications, 2009.

(CT) Janet Martin’s, “Bell-Ringers,” in Teaching World History in the Twenty-first Century, pp. 110-112.

• Bruce VanSledright, The Challenge of Rethinking History Education, pp. 5-14. (scanned – go to “Readings-Private” page and enter the password)

• Sandi Mann, “Why Do 60% of Students Find Their Lectures Boring?” The Guardian, May 11, 2009, sec. Education.

Six SEP 24 & 26 Diversifying Instruction: How Do We Truly Learn About the Past?

(CT) Zevin, Social Studies for the Twenty-First Century, pp. 67-69 (browse 70-77).

(CT) David Gerwin and Jack Zevin, Teaching U.S. History as Mystery, Chp. 1 – pp. 1- 6. (scanned – go to “Readings-Private” page and enter the password)

• Edward Tufte, “The Cognitive Style of PowerPoint: Pitching Out Corrupts Within” in Beautiful Evidence, Cheshire, CT: Graphics Press, 2006, Chapter 7. (scanned – go to “Readings-Private” page and enter the password)

PART III: STUDENT-CENTERED LEARNING >> HOW DO WE ACTUALLY LEARN?Seven OCT 1 & 3 Resume /teacher-

focused to student-centered learning

(CT) Zevin, Social Studies for the Twenty-First Century, pp.48-56. (CT) David Gerwin and Jack Zevin, Teaching U.S. History as

Mystery, Chp. 1 – pp. 7- 15 (stop midway on pg. 15), 21-24.

Eight OCT 8 & 10 Digital literacy in History/Social Studies

• Tom Daccord, “Teaching History with Technology: Reflections on 16 Years & Counting,” TomDaccord.com

• Brilee Weaver, “From Digital Native to Digital Expert,” Usable Knowledge: Relevant Research for Today’s Educators (Harvard Graduate School of Education), June 7, 2018.

• “A Fake Trump Tweet Goes Out of Control,” News Literacy Project.(CT) Suzanne Litrel, “A Low-Tech Approach to Teaching

World History,” in Teaching World History in the Twenty-first Century, pp. 16-19.

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Week Date(s) Topic Readings

Fall Break is Oct 14-15

PART IV: ASSESSMENT (DESIGN & APPLICATIONS / SELF-ASSESSMENT)Nine OCT 17 Assessments for and

of learning history/social studies

* Last day to drop course (pass/fail, career drop) is Oct 24

• Richard Stiggins and Jan Chappuis, “What a Difference a Word Makes: Assessment FOR Learning Rather Than Assessment OF Learning Helps Students Succeed,” National Staff Development Council 27, No.1 (2006), pp. 10-14.

• “The History Classroom: Connections Between Instruction and Assessment,” at teachinghistory.org, Issues and Research, Research Briefs

• Bryan Dorst, “8 Digital Formative Assessment Tools to Improve Motivation,” at AMLE (2016)

• Rebecca Alber, “Using Graphic Organizers Correctly” Edutopia (2016)

• (CT) Zevin, Social Studies for the Twenty-First Century, pp. 177-189.

Ten OCT 22 & 24 Assessments: Nuts & Bolts

(CT) Monty Armstrong, “Nuts and Bolts,” in Teaching World History in the Twenty-first Century: A Resource Book, pp. 94-97.

• April Zawlocki, “What Have Rubrics Got To Do With It?,” at AMLE (2016)

• David Gooblar, “Getting Them to Read Our Comments,” Chronicle Vitae (2015).

• For lists of formative digital tools, see: Wabisabi Learning (17 tools); Common Sense Media; NWEA.org (75 tools)

Eleven OCT 29 & 31 Assessing your own approach: Chronological, geographic, thematic, or hybrid approaches

• Jayson Chang, “Civic Spotlight: Redesigning a Thematic World History Curriculum,” The Civic Educator (2017).

• Mary E. Connor, “Teaching United States History Thematically,” Social Education (April/May 1997).

• Diana Laufenberg on “The Pitfalls of Chronology” at teachinghistory.org (April 20, 2011)

CHOOSE ONE: (CT) Christopher Ferraro’s “Teaching the Long Nineteenth

Century (1750-1914) in World History: A Document-Based Lesson and Approach” in Teaching World History in the Twenty-first Century, pp. 54-56.

OR … (CT) Sharon Cohen’s “Listening to Students Talk About Gender in the World History Classroom” in Teaching World History in the Twenty-first Century, pp. 146-151.

ABH 240 • 11-12:15PM • T & TH 10 HIS 3626 • Prof. Rwany Sibaja

Week Date(s) Topic Readings

PART V: BECOMING A PROFESSIONAL HISTORY/SOCIAL STUDIES EDUCATORTwelve Nov 4-8 Individual

Conferences in lieu of class meeting

• None

Thirteen NOV 12 & 14 Resume & Philosophy of Teaching/ Hitting the Job Market

• Kelly Cherwin, “Why Join a Professional Association,” HigherEd Jobs.

• Autumn Tooms and Alicia Crowe, “Hiring Good Teachers: The Interview Process,” in Principal (November/December 2004), pp. 50-53.

• Diana Hess, "How do Teachers' Political Views Influence Teaching about Controversial Issues?," Democracy Education in Social Education 69 (1), pp. 47-48. (scanned – go to “Readings-Private” page and enter the password)

Fourteen Nov 19 & 21 Resume & Philosophy of Teaching/ Year One, Year Two, and More…

(CT) Helen Grady’s “What Should Happen on the First Day in a World History Class?” in Teaching World History in the Twenty-first Century, pp. 107-109.

(CT) Mike Burns’ “The First-year World History Teacher’s Survive-and-Thrive Guide” in Teaching World History in the Twenty-first Century, pp. 85-89.

(CT) Sigrid Reynolds’ “Year Two: Moving from Survival to Fun,” in Teaching World History in the Twenty-first Century, pp. 101-104.

Fifteen Nov 26 * No class meeting; Optional Open Lab

• None: Continue editing your curriculum [readings this week count as EC blog post, or to fulfill blogging requirements]; work on website

Thanksgiving Break Nov 27-29Sixteen Dec 3 Helping Students

Learn: Prioritizing the Curriculum and Setting Students Up to Succeed / Final Thoughts

Choose: (CT) Zevin, Social Studies for the Twenty-First Century, pp.

39-47. • Raymond Jones, “The Architecture of Learning,” at

ReadingQuest.org. (CT) Chris Peek and Angela Wainright, “Time Management

and Student Ownership,” in Teaching World History in the Twenty-first Century, pp. 90-93

OR …. (CT) Zevin, Social Studies for the Twenty-First Century, chapters

5 & 6.

Policies, Requirements & Class Etiquette This course involves active participation both in class and online. It is vital to attend

class, arrive on time, and participate. Now is the time to develop the professional habits that will serve you well as a history/social studies teacher. [Penalties take effect after 2 absences]

>> The University’s attendance policy (including its policy on religious observance) can be found at: academicaffairs.appstate.edu/syllabi

Every semester, an illness or a family emergency forces someone to miss an assignment. If you find yourself in this situation, fairness to all students is to speak to the instructor as soon as possible in person, by phone, or by email. Without an effort to communicate, missed assignments will be marked as such – including class participation due to unexcused absences.

Please keep in mind: this is a professional-preparation course. You should approach HIS 3626 as you would any field placement or internship at a school, and how you would communicate with administrators as a teacher.

By enrolling in this course, each student assumes the responsibilities of an active participant in ASU's scholarly community in which everyone's academic work and behavior are held to the highest standards of honesty. Cheating, fabrication, plagiarism, and helping others to commit these acts are all forms of academic dishonesty … and they are wrong. Academic misconduct could result in disciplinary action that may include—but is not limited to—suspension or dismissal.

The Academic Integrity Code

Students attending ASU agree to abide by the following Code: Students will not lie, cheat, or steal to gain academic advantage.

Students will oppose every instance of academic dishonesty.

Students shall agree to abide by the Academic Integrity Code when submitting the admission application.

• You can read the full .pdf document on ASU’s policy on plagiarism and cheating at academicintegrity.appstate.edu (click on “Academic Integrity Code”).

• If you have any questions about what constitutes plagiarism in a history course, please arrange a time to talk to the instructor. [Read: how to avoid it at all costs please read: library.acadiau.ca/tutorials/plagiarism/]

Drinks are permissible, but only if covered. please be mindful of where you place your cups and keep other students in mind. Food and tobacco are prohibited (please take care of your food before class, or store it away for after class).

Please value each other’s ideas and questions. (As a future middle or high school teacher, you will come to realize the importance of fostering a welcoming environment, one where students are free to share their thoughts.)

ABH 240 • 11-12:15PM • T & TH 11 HIS 3626 • Prof. Rwany Sibaja

Attendance

Medical and Other Issues

Plagiarism and Cheating

Food, Drink, Tobacco

Mutual Respect

The Department of History at Appalachian State University is committed to supporting our students and fostering an environment that is free of bias, discrimination, and harassment, in the classroom and in the broader university community. We are a faculty that strives to model reflection, advocacy, and care for community in order to work toward an equitable, democratic, and sustainable society. We value your participation in this process.

If you feel that our courses, programs, or department fall short of this commitment, we encourage you to engage in dialogue with your instructor and/or other program faculty. Please visit https://edc.appstate.edu/equity-issues for information related to Appalachian State University's Title IX and http://academicaffairs.appstate.edu/syllabi for the most up-to-date policies on students with special needs, academic integrity, religious observances, and student engagement with courses.

To meet this commitment, and to comply with state and federal laws, Appalachian faculty are required to formally report instances of interpersonal violence, such as sexual harassment, relationship violence, stalking, and retaliation, to the Office of Title IX Compliance. Those impacted by interpersonal violence will be provided support, resources, and applicable information. Please visit https://titleix.appstate.edu or call (828) 262-2144 for more information.

Portable technology is now an indispensable tool for teaching and learning history/social studies. Participants in this course are encouraged to bring their own laptop and/or tablet to class when possible. Remember: computing devices are to be used for course work and the tasks at hand only. Your screen is visible to others; please do not let your screen become a distraction. *Please silence mobile computing alerts and ringers before class begins*

Any student who has difficulty affording groceries or accessing sufficient food to eat every day, or who lacks a safe and stable place to live, and believes this may affect their performance in the course, is urged to contact the Dean of Students, 324 Plemmons Student Union, for a list of resources and support. The ASU Food Pantry and Free Store is a free resource with pantry and personal care items, located in the Office of Sustainability on the bottom floor of East Hall.  Furthermore, please notify the professor if you are comfortable in doing so. This will enable him/her to assist you with finding the resources you may need.

Appalachian State University is committed to making reasonable accommodations for individuals with documented qualifying disabilities in accordance with the Americans with Disabilities Act of 1990, and Section 504 of the Rehabilitation Act of 1973. If you have a disability and may need reasonable accommodations in order to have equal access to the University’s courses, programs and activities, please contact the Office of Disability Services (828.262.3056 or http://ods.appstate.edu). Once registration is complete, individuals will meet with ODS staff to discuss eligibility and appropriate accommodations.

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Technology Policy

Reporting Obligations

Food Insecurity

Special Needs