An education leader promotes the success of every student...

EAHE 501 – Vision and Planning for School Improvement (Summer 2014), page 1

EAHE 501 Vision and Planning for School Improvement

Summer 2014 Class Schedule: M-F, 8am-12:30pm Location: 118 Pulliam Hall Instructor: Dr. Saran Donahoo Contact: Office – 129C Pulliam Hall Phone – (618) 453-6077 Email: [email protected] Office Hours: By appointment Purpose: This class seeks to acquaint students with the fundaments of educational administration in elementary and secondary school districts. Adequate preparation as a school administrator requires that student gain exposure to a variety of administrative components affecting K-12 education. In accordance with guidelines from the Illinois State Board of Education (ISBE), this course will emphasize and foster the following standards and functions of the Interstate School Leaders Licensure Consortium (ISLLC) (2008): http://www.wallacefoundation.org/NR/rdonlyres/50D2838C-18EC-4C9D-B09C-EB698F37E657/0/elps_isllc2008.pdf

1. An education leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders.

A. Collaboratively develop and implement a shared vision and mission C. Create and implement plans to achieve goals

2. An education leader promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.

A. Nurture and sustain a culture of collaboration, trust, learning, and high expectations C. Create a personalized and motivating learning environment for students F. Develop the instructional and leadership capacity of staff

3. An education leader promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment.


B. Obtain, allocate, align, and efficiently utilize human, fiscal, and technological resources C. Promote and protect the welfare and safety of students and staff D. Develop the capacity for distributed leadership E. Ensure teacher and organizational time is focused to support quality instruction and student learning

4. An education leader promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources.

A. Collect and analyze data and information pertinent to the educational environment B. Promote understanding, appreciation, and use of the community’s diverse cultural, social, and intellectual resources C. Build and sustain positive relationships with families and caregivers D. Build and sustain productive relationships with community partners

5. An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner.

B. Model principles of self-awareness, reflective practice, transparency, and ethical behavior C. Safeguard the values of democracy, equity, and diversity D. Consider and evaluate the potential moral and legal consequences of decision-making E. Promote social justice and ensure that individual student needs inform all aspects of schooling

6. An education leader promotes the success of every student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context.

A. Advocate for children, families, and caregivers B. Act to influence local, district, state, and national decisions affecting student learning C. Assess, analyze, and anticipate emerging trends and initiatives in order to adapt leadership strategies

In accordance with the National Council for the Accreditation of Teacher Education (NCATE), this course also emphasizes and addresses the standards established by the Educational Leadership Constituent Council (ELCC) for school building leaders. You may view the full document at http://www.ncate.org/LinkClick.aspx?fileticket=zRZI73R0nOQ%3D&tabid=676. The standards covered in this course are as follows:


ELCC 1.1: Candidates understand and can collaboratively develop, articulate, implement, and steward a shared vision of learning for a school. ELCC 2.1: Candidates understand and can sustain a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students. ELCC 2.3: Candidates understand and can develop and supervise the instructional and leadership capacity of school staff. ELCC 3.1: Candidates understand and can monitor and evaluate school management and operational systems. ELCC 3.2: Candidates understand and can efficiently use human, fiscal, and technological resources to manage school operations. ELCC 3.3: Candidates understand and can promote school-based policies and procedures that protect the welfare and safety of students and staff within the school. ELCC 3.4: Candidates understand and can develop school capacity for distributed leadership. ELCC 3.5: Candidates understand and can ensure teacher and organizational time focuses on supporting high-quality school instruction and student learning. ELCC 4.1: Candidates understand and can collaborate with faculty and community members by collecting and analyzing information pertinent to the improvement of the school’s educational environment. ELCC 4.2: Candidates understand and can mobilize community resources by promoting an understanding, appreciation, and use of diverse cultural, social, and intellectual resources with the school community. ELCC 4.3: Candidates understand and can respond to community interests and needs by building and sustaining positive school relationships with families and caregivers. ELCC 4.4: Candidates understand and can respond to community interests and needs by building and sustaining positive school relationships with community partners.


ELCC 5.1: Candidates understand and can act with integrity and fairness to ensure a school system of accountability for every student’s academic and social success. ELCC 5.2: Candidates understand and can model principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles within the school. ELCC 5.3: Candidates understand and can safeguard the values of democracy, equity, and diversity within the school. ELCC 5.4: Candidates understand and can evaluate the potential moral and legal consequences of decision making in the school. ELCC 5.5: Candidates understand and can promote social justice within the school to ensure that individual student needs inform all aspects of schooling. ELCC 6.1: Candidates understand and can advocate for school students, families, and caregivers. ELCC 6.2: Candidates understand and can act to influence local, district, state, and national decisions affecting student learning in a school environment. ELCC 6.3: Candidates understand and can anticipate and assess emerging trends and initiatives in order to adapt school-based leadership strategies.

Primary Text: Lunenburg, F. C., & Ornstein, A. C. (2008). Educational administration: Concepts and practices (5th ed.). Belmont, CA: Wadsworth.

Articles as assigned Forbidden Source:

Wikipedia!

Course Objectives: o Become familiar with skills and behavior necessary for school

leadership o Develop an understanding of the roles and functions of educational

administrators o Become familiar with the organizational structure and control of K-

12 schools o Develop critical skills to resolve challenges encountered by school

administrators


Grading Scale 100-90% = A 89-80% = B 79-70% = C

Points Scale Assignments - Professional Reflection & Vision 15 points Midterm Exam 25 points Group Project & Report 20 points Final Exam 30 points Participation 10 points TOTAL 100 points Students must complete all of the assignments in order to satisfy the requirements of the course. Disability A student with a disability should contact Disability Support Services at 453-5738 (TTY: 453-2293) for service information. Please notify the instructor of necessary accommodations. Emergency Procedures As stipulated by the University, emergency procedures are as follows: “Southern Illinois University Carbondale is committed to providing a safe and healthy environment for study and work. Because some health and safety circumstances are beyond our control, we ask that you become familiar with the SIUC Emergency Response Plan and Building Emergency Response Team (BERT) program. Emergency response information is available on posters in buildings on campus, available on BERT’s website at www.bert.siu.edu, Department of Safety’s website www.dps.siu.edu (disaster drop down) and in Emergency Response Guideline pamphlet. 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. It is important that you follow these instructions and stay with your instructor during an evacuation or sheltering emergency. The Building Emergency Response Team will provide assistance to your instructor in evacuating the building or sheltering within the facility.” Attendance All students will prepare for, attend, and participate in each class period. Missing class meetings will effect your participation and may have a negative impact on your grade. Instructor reserves the right to apply this policy on a case-by-case basis. Students are responsible for obtaining course information and completing all assignments whether present in class or not.


Late Policy All students will complete assignments in the manner and by the due date specified by the instructor. Students needing extensions should consult with the instructor individually. Late assignments will result in a lower grade. Course Assignments Each student will complete his or her own work as required. Students should submit typewritten work in a 12-point font. All assignments should include a title, title page, and page numbers. The university rules regarding plagiarism and academic dishonesty as outlined in the Student Code of Conduct section of the SIU Graduate Student Catalog - http://www.siu.edu/gradschl/catalog/Student_Conduct_Code.pdf remain in effect for all students. Professional Reflection and Vision Craft a paper explaining why you want to be a school administrator or social worker? What do you feel you can contribute to the field? What stakeholders and issues do you believe that school administrators need to address? The final version should be a maximum of seven double-spaced pages. Due – June 10th Midterm Exam This exam will cover any and all topics discussed in the course or assigned in the readings up to this point. The exam will include both essay and short-answer questions. The exam will provide students with an opportunity to reflect on and synthesize the reading assignments and information covered during the class periods. Due – In-class on June 13th Group Project & Report Working in groups, the class will simulate a local school board of education. Each will group will identify two questions to which it should deliberate/respond to as if it were an actual school board. Selected within each group, the board secretary will provide a written summation of the process and record all final votes of the board of education. The full board will also make an oral report/presentation in class. The written portion should be a maximum of 10 double-spaced pages. Due – Both parts of the assignment are due June 18th Final Exam This exam will cover any and all readings or topics covered throughout the course. Similar to the midterm, this exam will require students to complete short-answer and essay questions by synthesizing the topics discussed throughout the course. Due – In-class on June 20th


Course Schedule Week 1 Introduction and Overview June 9th Administrative Theory Readings –

ISLLC Standards 2008 ELCC Standards 2011 Ash, R. C., Hodge, P. H., & Connell, P. H. (2013). The

recruitment and selection of principals who increase student learning. Education, 134(1), 94-100.

Ashton, B., & Duncan, H. E. (2012). A beginning rural principal’s toolkit: A guide for success. Rural Educator, 34(1), 19-31.

Branch, G. F., Hanushek, E. A., & Rivkin, S. G. (2013). School leaders matter: Measuring the impact of effective principals. Education Next, 13(1), 62-69.

Gardner, J. M. (2008, March/April). The multifaceted role of principals. Principal, 87(4), 34-36, 38.

Lynch, J. M. (2012). Responsibilities of today’s principals: Implications for principal preparation programs and principal certification policies. Rural Special Education Quarterly, 31(2), 40-47.

Supplemental Readings – Richardson, J. W., McLeod, S., & Dikkers, A. G. (2011). How do

school districts treat K-12 principals and principal candidates with online candidates? International Journal of Leadership in Education, 14(3), 351-368.

June 10th Organizational Structure How do schools run? Readings – Lunenburg & Ornstein, Chapter 2

Grenda, J. P., & Hackman, D. G. (2014). Advantages and challenges of distributed leadership in middle-level schools. NASSP Bulletin, 98(1), 53-74. doi: 10.1177/0192636513514108

Loder, T. L., & Spillane, J. P. (2005, Aug.). Is a principal still a teacher? U. S. women administrators’ accounts of role conflict and role discontinuity. School Leadership & Management, 25(3), 263-279.

Schomburg, G. (2008, March/April). The principal as a systems thinker. Principal, 87(4), 20-26.

Ylimaki, R. M. (2007). Instructional leadership in challenging US schools. International Studies in Educational Administration, 35(3), 11-19.


ISBE Organizational Chart Professional Reflection and Vision due

Government Control and Involvement in Schools How do the federal and state governments affect education? Readings – Lunenburg & Ornstein, Chapter 9

ISBE Departments & Divisions ISBE ROE Services Regional Superintendent Responsibilities

June 11th Local School Districts

What role do school boards play in public schools? Are school boards necessary?

Readings – Lunenburg & Ornstein, Chapter 10 Code of Conduct for Members of School Boards (IASB) Illinois Association of School Boards. (2013, August).

Foundational principles of effective governance. Springfield, IL: Author.

Sherman, J., & Sage, R. (2011). Sending off all your good treasures: Rural schools, brain-drain, and community survival in the wake of economic collapse. Journal of Research in Rural Education, 26(11), 1-14.

Supplemental Readings – Preston, J. P., Jakubiec, B. A. E., & Kooymans, R. (2013). Common

challenges faced by rural principals: A review of the literature. Rural Educator, 35(1), 1-12.

Legal Aspects What are some of the legal mandates that influence school leadership?

Readings – Lunenburg & Ornstein, Chapter 12 Estep, S. (2013). Crisis planning: Building enduring

school-community relationships. Delta Gamma Kappa Bulletin, 79(3), 13-20.

Shoop, R. J., & Dunklee, D. R. (2002, December). Risk management. Principal Leadership, 3(4), 28-32.

Weiler, S. C., & Cray, M. (2011). Police at school: A brief history and current status of school resource officers. The Clearing House, 84(4), 160+163. doi: 10.1080/00098655.2011.564986

Wilson, H. (2014). Turning off the school-to-prison pipeline. Reclaiming Children & Youth, 23(1), 49-53.

Supplemental Readings – Elkind, S., & Kauffman, P. (2014). Gay talk: Protecting free speech

for public school teachers. Journal of Law & Education, 43(2), 147-187.


June 12th Human Resources Administration

How might teaching relationships affect leadership? Readings – Lunenburg & Ornstein, Chapter 15

Donaldson, M. L. (2011). Principal's approaches to hiring, assigning, evaluating, and developing teachers. The Education Digest, 76(9), 27-32.

Jazzar, M. (2004, Nov.). Bargaining chips. American School Board Journal, 191(11), 48-58.

Kimball, S. M. (2011). Principals: Human capital managers at every school. Phi Delta Kappan, 92(7), 13-18.

Supplemental Readings – Anzia, S. F., & Moe, T. M. (2014). Collective bargaining, transfer

rights, and disadvantages schools. Educational Evaluation & Policy Analysis, 36(1), 83-111.

School Finance and Productivity How do we fund public schools? How does this impact the education and resources offered to students?

Readings – Lunenburg & Ornstein, Chapter 11 Boer, H., & Dombrowski, R. J. (2008,

January/February). Property taxes 101: Taking the mystery out of the process. Illinois School Board Journal [Online]. Retrieved from http://archives.iasb.com/journal/j010208_03.cfm

Illinois Association of School Boards. (2012). Understanding school finance: Twelve Questions and Answers. Springfield, IL: Author.

Illinois Department of Revenue. (2011). The Illinois property tax system. Springfield, IL: Author. – Assessment/Tax Cycle (pp. 7); Budget & Levy Cycle (pp. 8); Calculating your tax bill (pp. 21)

Perry, M. (2013). Site-based budgeting: A new age of district finance. Leadership, 42(5), 8-11.

Smith, M. (2009, January 3). Tax levy explanation: School district tax levy and budget process. PrincipalsPage.com [Online] Retrieved from www.principalspage.com/superintendent/taxlevyexplaination3.doc

Willis, J., & Hill, M. (2011). Budgeting based on student needs. District Administrator, 47(5), 79-84.

June 13th Curriculum Development and Implementation

How do we know we are teaching the right or enough information?


Readings – Lunenburg & Ornstein, Chapter 13 Demski, J. (2012). The seven habits of highly effective

tech-leading principals. T H E Journal, 39(5), 48-55.

Finkel, E. (2012). Principals as instructional leaders: But can they do it all? And at what cost? District Administrator, 48(6), 50-55.

Kafele, B. (2014). Closing the attitude gap. Principal Leadership, 14(5), 32-35.

Landsman, J., & Gorski, P. (2007, May). Countering standardization. Educational Leadership, 64(8), 40-4.

Supplemental Readings – Frey, S. (2011). Focus on success. Leadership, 41(2), 24-38.

MIDTERM EXAM! Week 2 June 16th Public Education Alternatives

Does the existence or threat of competition improve public schools?

Readings – Harvey, J. (2011/2012). Privatization: A drain on

public schools. Educational Leadership, 69(4), 48-53.

Knaak, W. C., & Knaak, J. T. (2013). Charter schools: Educational reform or failed initiative? Delta Kappa Gamma Bulletin, 79(4), 45-53.

Levine, M., & Levine, A. (2014). Charters and foundations: Are we losing control of our public schools? American Journal of Orthopsychiatry, 84(1), 1-6.

Supplemental Readings – Fleming, D. J. (2014). Learning from schools: School choice,

political learning, and policy feedback. The Policy Studies Journal, 42(1), 55-78.

Decision Making

How do we know we are doing things right? What are ethics? How do they impact schools? Readings – Lunenburg & Ornstein, Chapter 6

Burns, W. R. T., & DiPaola, M. F. (2013). A study of organizational justice, organizational citizenship behavior, and student achievement in high schools. American Secondary Education, 42(1), 4-23.


Helm, C. M. (2010). Leadership dispositions: What are they and are they essential to good leadership. Academic Leadership [Online], 8(1).

Illinois Principals Association. (n.d.). What we believe. Springfield, IL: Author. Retrieved from http://www.ilprincipals.org/about-ipa/what-we-believe

Linek. W. M., Fleener, C., Fazio, M., Raine, I. L., & Klakamp, K. (2003, Nov./Dec.). The impact of shifting from “how teachers teach” to “how children learn.” Journal of Educational Research, 97(2), 78-89.

National Association of Secondary School Principals. (2013). Ethics for school leaders. Reston, VA: Author. Retrieved from http://www.nassp.org/Content.aspx?topic=47104

June 17th Organizational Culture

What is the difference between leadership and management? How do we know when a school administrator is succeeding in the position?

Readings – Lunenburg & Ornstein, Chapter 3 Armstrong, D. E. (2012). Connecting personal change

and organizational passage in the transition from teacher to vice principal. Journal of School Leadership, 22(3), 398-424.

Johnson, L. (2007). Rethinking successful school leadership in challenging U.S. schools: Culturally responsive practices in school-community relationships. International Studies in Educational Administration, 35(3), 49-57.

Nocero, J., & Beckerman, L. (2014). Breaking the culture of silence. The Education Digest, 79(8), 60-65.

Vodicka, D. (2006, November). The four elements of trust. Principal Leadership, 7(3), 27-30.

Instructional Leadership and Special Populations

How do school leaders improve teaching? What responsibilities to do building leaders have in working with various special populations?

Readings – Lunenburg & Ornstein, Chapter 14 Cruzeiro, P. A., & Morgan, R. L. (2006, Spring). The

rural principal’s role with consideration for special education. Education, 126(3), 569-579.


Eckes, S., & Gibbs, J. (2012). The legal aspects of bullying and harassment of students with disabilities: School leaders’ legal obligations. Journal of School Leadership, 22(6), 1065-1086.

Horng, E., & Loeb, S. (2010). New thinking about instructional leadership. Phi Delta Kappan, 92(3), 66-69.

Marzano, R. J. (2013). The principal’s role in hierarchal evaluation. Educational Leadership, 70(7), 82-83.

June 18th Communication

What elements should we consider in communicating with others? How can we communicate with and include parents and the community in what goes on at our schools? How can or should schools deal with the media?

Readings – Lunenburg & Ornstein, Chapter 7 Burns, T., & Wagner, C. (2013). Organizational dissent.

Principal Leadership, 14(4), 28-32. Constantino, S. M. (2007, March). Families welcome:

Tips for moving parents to the secondary school. Principal Leadership, 7(7), 34-39.

Henderson, A. T., & Whipple, M. (2013). How to connect with families. Educational Leadership, 70(9), 44-48.

Johnson, J. (2011). Communications and Engagement 101. In J. Johnson, What’s trust got to do with it? (pp. 23-33). New York: Public Agenda.

Tyson, N. L. (2006, Oct.). Rules for engaging challenging people. Education Digest, 72(2), 48-51.

Group Projects and Reports due Revised Professional Reflection and Vision (include 1st draft)

June 19th Final Exam Preparation June 20th Leadership and Change How has this class changed your perspective?

How do school leaders change organizations? Readings –

Bardaus, A. W. (2012). The coolest schools in America. Scholastic Parent & Child, 78-88.

Kellison, M. (2007, May/June). Transforming a school into a community. Principal, 86(5), 58-59.

Malone, H. J. (2011). Building an expanded learning time and opportunities school: Principals’


perspectives. New Directions for Youth Development, (131), 107-117.

Nunnelley, J. C., Whaley, J., Mull, R., & Hott, G. (2003, Dec.). Brain compatible secondary schools: The visionary principal’s role. NASSP Bulletin, 87(637), 48-59.

Spiro, J. D. (2013). Effective principals in action. Phi Delta Kappan, 94(8), 27-31.

FINAL EXAM!

¹ Southern Illinois University Carbondale. (2013). Pathways to Excellence: A Strategic Plan. Fall 2014 R.O’Rourke

Retrieved from http://chancellor.siu.edu/_common/docs/A_Strategic_Plan.pdf

Syllabus Attachment Summer 2014

IMPORTANT DATES * Full Session Courses Begin ……………………………………….06/09/2014

Last day to add a class (without Dean’s permission): …………….06/15/2014

Last day to withdraw completely and receive a 100% refund: ….06/22/2014

Last day to drop a course using SalukiNet: ……………………….07/13/2014

Final examinations:…………………………………………07/31–08/01/2014

Commencement:……………Ceremonies now held only in May & December

Note: For outreach, internet, and short course drop/add dates, visit

Registrar’s Academic webpage http://registrar.siu.edu/

FALL SEMESTER HOLIDAYS

Independence Day Holiday 07/04/2014

WITHDRAWAL POLICY ~ Undergraduate only

Students who officially register for a session may not withdraw merely by the

stopping of attendance. An official withdrawal form needs to be initiated by the

student and processed by the University. For the proper procedures to follow

when dropping courses and when withdrawing from the University, please visit

http://registrar.siu.edu/pdf/ugradcatalog1314.pdf

INCOMPLETE POLICY~ Undergraduate only

An INC is assigned when, for reasons beyond their control, students engaged in

passing work are unable to complete all class assignments. An INC must be

changed to a completed grade within one semester following the term in which

the course was taken, or graduation, whichever occurs first. Should the student

fail to complete the course within the time period designated, that is, by no

later than the end of the semester following the term in which the course was

taken, or graduation, whichever occurs first, the incomplete will be converted

to a grade of F and the grade will be computed in the student's grade point

average. For more information please visit:

http://registrar.siu.edu/grades/incomplete.html

REPEAT POLICY

An undergraduate student may, for the purpose of raising a grade, enroll in a

course for credit no more than two times (two total enrollments) unless

otherwise noted in the course description. For students receiving a letter grade

of A,B,C,D, or F, the course repetition must occur at Southern Illinois

University Carbondale. Only the most recent (last) grade will be calculated in

the overall GPA and count toward hours earned. See full policy at


GRADUATE POLICIES

Graduate policies often vary from Undergraduate policies. To view the

applicable policies for graduate students, please visit

http://gradschool.siu.edu/about-us/grad-catalog/index.html

DISABILITY POLICY

Disability Support Services provides the required academic and programmatic

support services to students with permanent and temporary disabilities. DSS

provides centralized coordination and referral services. To utilize DSS

services, students must come to the DSS to open cases. The process involves

interviews, reviews of student-supplied documentation, and completion of

Disability Accommodation Agreements.

http://disabilityservices.siu.edu/

PLAGIARISM CODE

http://pvcaa.siu.edu/_common/documents/Plagiarism/Guide%20to%20Preventing%

20Plagiarism.pdf

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: (618) 453-5714, or [email protected],

http://salukicares.siu.edu/index.html

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 SIU Emergency Response Plan and Build-

ing Emergency Response Team (BERT) programs. Emergency re-

sponse information is available on posters in buildings on campus,

available on BERT’s website at www.bert.siu.edu, Department of

Safety’s website at www.dps.siu.edu (disaster drop down) and the

Emergency Response Guideline pamphlet. Instructors will provide

guidance and direction to students in the classroom in the event of an

emergency affecting your location. It is important that you follow these

instructions and stay with your instructor during an evacuation or

sheltering emergency.

INCLUSIVE EXCELLENCE

SIU contains people from all walks of life, from many different

cultures and sub-cultures, and representing all strata of society,

nationalities, ethnicities, lifestyles, and affiliations. Learning from and

working with people who differ is an important part of education as well

an essential preparation for any career. For more information please

visit: http://www.inclusiveexcellence.siu.edu/

MORRIS LIBRARY HOURS

http://www.lib.siu.edu/about

LEARNING AND SUPPORT SERVICES

Help is within reach. Learning support services offers free tutoring on

campus 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://tutoring.siu.edu/math_tutoring/index.html

WRITING CENTER

The Writing Center offers free tutoring services to all SIU students and

faculty. To find a Center or Schedule an appointment please visit

http://write.siu.edu/

AFFIRMATIVE ACTION & EQUAL OPPORTUNITY

Our office's main focus is to ensure that the university complies with

federal and state equity policies and handles reporting and investigating

of discrimination cases. For more information visit:

http://diversity.siu.edu/#

Additional Resources Available: SALUKINET: https://salukinet.siu.edu/cp/home/displaylogin

ADVISEMENT: http://advisement.siu.edu/

PROVOST & VICE CHANCELLOR: http://pvcaa.siu.edu/

SIU ONLINE: http://online.siu.edu/

“We emphasize student achievement and success because achievement and

success are essential if we are to shape future leaders and transform lives.” ¹ http://pvcaa.siu.edu/

http://chancellor.siu.edu/_common/docs/A_Strategic_Plan.pdf

http://registrar.siu.edu/


http://registrar.siu.edu/grades/incomplete.html


http://gradschool.siu.edu/about-us/grad-catalog/index.html

http://disabilityservices.siu.edu/

http://salukicares.siu.edu/index.html

http://tutoring.siu.edu/

http://www.lib.siu.edu/about

http://tutoring.siu.edu/

http://tutoring.siu.edu/math_tutoring/index.html

http://write.siu.edu/

http://diversity.siu.edu/#

https://salukinet.siu.edu/cp/home/displaylogin

http://advisement.siu.edu/

http://pvcaa.siu.edu/

http://pvcaa.siu.edu/

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