Course

Description:

This course is designed to be an overview of theoretical and research-based understandings of infant development. Principles of development as well as dynamics of human behavior and relations will be explored. A topical approach is taken to allow the understanding of how broad concepts of development apply to infant development and the Application of developmental knowledge in working with infants and toddlers. Students are required to have concurrent enrollment in CI 405B. *Prerequisite: C or better in EDUC 314 (CI 237, Psychology 301 or equivalent), CI 318A, and CI 318B

Course Objectives: To identify and understand the major developmental landmarks in the human

organism from conception to age three in the physical, cognitive, emotional, and social domains.

To understand the historical perspectives of infancy and early childhood and the study of child development.

To recognize, critically examine and cite key contributions made by major theorists in child development and to make practical applications of theories.

To identify the genetic and environmental factors that influence development. Application of developmental knowledge in working with or observing infants

and/or toddlers.

SYLLABUS CI: 405A

Curriculum & Instruction 405A

Infant and Toddler Development Amanda Heniff, M.S.ED

aheniff@siu.edu

618.453.4227

Quigley 116E

Office Hours:

WF 11:30-12:15 & MR

3:30-4:15 or by

appointment

Class Meetings:

Wednesday 4-6:50pm Wham 317

Texts:

Fogel, A. (2015). Infant Development: A Topical Approach. (2nd ed.). Cornwall-on-Hudson, NY: Sloan Publishing.

Harms, T., Cryer, D., & Clifford, R.M. (2006). Infant/Toddler Environment Rating Scale, revised edition. New York: Teachers College Press.

****This is a working syllabus and therefore subject to change

Week Date

Readings Scheduled Topic/Assignments

1 August 24

Chapter 1 Course Introduction/Syllabus Historical & Contemporary Perspectives on Infant

Development 2

August 31 Chapter 2 Prenatal Development: From Conception to Childbirth

Video: In the Womb 3

September 7 Chapter 3 The Fetus & Newborn: Health and Risk

Risk Factor Presentation 4

September 14 Chapter 4 The Developing Brain & Nervous System: Health

and Risk Review for exam 1

Prenatal Book Review 5

September 21 Review

chapters 1-4 Exam 1

6 September 28

ITERS-R Video: I am Your Child: Quality Childcare

7 October 5

Chapter 5 The Body: Moving & Sensing

8 October 12

Chapter 6 Cognition: Acting & Thinking Observation 1 due: Physical development

9 October 19

Chapter 7 Communication: Interacting & Speaking Observation 2 due: Cognitive development

10 October 26

Chapter 8 Emotion & Self-Awareness Review for exam 2

Observation 3 due: Language development 11

November 2 Review

chapters 5-8 Exam 2

Observation 4 due: Emotional Development 12

November 9 Chapter 9

Chapter 10 Parenting & Caregiving

Family & Society ITERS-R

13 November 16

XXX Video: Babies Review ITERS-R assignments

Cultural differences 14

November 23 XXX Thanksgiving Break: No class

15 November 30

Chapter 11 The Effects of the Infancy Period on the Formation of Individual Differences

Review for final exam 16

December 7 XXX Group Connections Presentations

Final Exam: Wednesday December 14 @ 5pm

Grading:

This course is designed for 3 undergraduate credit hours. Grades will be

determined according to a point system.

ASSIGNMENTS POINTS Risk Factor Presentation __________/25 points

Prenatal Book Review __________/50 points

Exam 1 __________/75 points

Observation 1 __________/25 points

Observation 2 __________/25 points

Observation 3 __________/25 points

Observation 4 __________/25 points

Exam 2 __________/75 points

ITERS-R __________/50 points

Cultural Differences __________/25 points

Workshop __________/75 points

Exam 3 __________/75 points

Participation Points __________/50 points

1._____2._____ 3._____ 4._____ 5._____ 6._____ 7._____ 8._____ 9._____ 10._____

____________________________________________________________________________________

Total __________/600 points

Desire 2 Learn:

Grades and notes will be posted on Desire2Learn. You can log-in at: online.siu.edu.

Assignments are to be turned in on D2L, unless otherwise directed. The above grading

sheet can be used to keep track of grades, and to check against D2L. Keeping track of your

grades throughout the semester ensures awareness of your progress in the course and

allows you to earn the grade you desire.

Grading Scale

A 540/600

90%

B 480/600

80%

C 420/600

70%

D 360/600

60%

F Below

60%

Lectures:

Lectures are not meant to review the weekly readings, but rather to complement and

reinforce the concepts presented. Information and discussions that take place during class

cannot be captured in a textbook. Therefore, it is expected that you will read the assigned

readings before coming to class to make the most of the lecture and to ask questions to

complete your understanding of the content. If you miss class you are responsible for what

you missed. Participation points cannot be made up.

Exams:

Three exams will be given (see schedule for dates). Each exam will be worth 75 points.

Exams will consist of a variety of some or all of the following: multiple-choice, matching,

short answer, fill-in-the-blank, and essay questions. Students will be expected to be familiar

with major concepts throughout the course for each exam. The final exam is not

comprehensive.

Once exams are handed out, students will not be admitted.

Make-up exam policy: If you miss an exam, generally, you get a zero (don’t miss exams!).

If you have an unavoidable conflict, let me know ahead of time. In the case of extraordinary

circumstances (hospitalization, death in the family) you will have to produce

documentation; with acceptable documentation, we can make arrangements for a make-up.

Make-up exams will consist of 12 essay questions (one for each scheduled topic) and will

be comprehensive in nature. Make-up exams will be taken the week of December 5, 2016.

Assignments:

All written assignments are expected to be completed using correct grammar, spelling, and

sentence structure. Assignments are meant to stimulate thinking and application of course

content. Points will be deducted when a student does not follow these guidelines. Students

are expected to prepare written assignments that look professional and indicate attention

to detail that is expected in professional settings.

All assignments turned in on D2L must be submitted before the start of class on the due

date indicated in the schedule. Assignments collected in class must be turned in at the

beginning of the class period they are due.

There are computer labs in various locations on campus that are available to all SIUC

students. The “technology fee” paid by each student maintains these labs and allows you to

use them. Take advantage of this opportunity.

If written work has more than 5 grammatical errors on the first page, it will returned to the

student to redo and hand in for a lesser grade (90% of the total points). The Writing Center

is available on campus for those seeking assistance with written work before turning in

assignments.

Writing Center: 618.453.1231/write@siu.edu

Participation Points (50 points)

Students are expected to attend and be prepared for each class session. Focused and

appropriate participation in in-class activities will be considered in the final grade.

Students will be held accountable for all work covered in class.

10 participation activities (5 points each) will be given throughout the semester. These

may consist of in-class and out-of-class activities related to the topics discussed in the

course. These points cannot be made up if you are absent on a day participation points are

given. If you are late to class on a day participation points are given, you will only be

eligible to receive ½ of the points for that day. Points will also be taken off for those who

are on their cell phones during class, those who are completing work for other courses, or

who are otherwise not attentive during class.

Instructor reserves the right to give unannounced quizzes if students are not coming to

class prepared. These will be in addition to the 50 participation points.

Prenatal Book Review (50 points)

Choose a prenatal book (list of suggestions will be given during class) to read and review.

You will be gathering information about typical pregnancies and the typical development of

the fetus, potential problems that arise during pregnancy, birthing, and the postpartum

period. Use this information to write a summary of the book outlining the major themes

discussed within the book. After writing the summary, include a conclusion where you

respond to what you have learned and what you have questions about and how you can use

the information when working with children and families.

Risk Factor Presentation (25 points)

Each student will choose a risk factor to research and create a handout to present to the

class. Included in the handout and presentation should be things like symptoms, statistics

(number of infants that may inherit or develop this condition), what it looks like in the

newborn or young child, how it affects development, what can be done to support the

child’s development, and resources for the parents/family of the child. The handout should

be aesthetically pleasing, free of grammar/spelling errors, and include relevant

information.

Information can be found on the internet. Cite all sources in APA format.

Observations (4 @ 25 points each)

Each student will choose one child per observation to observe. You may either chose the

same child for all 4 observations or choose different children to observe for each

assignment. From working with the child and observing his/her development, you will

choose one aspect of development within the focus domain. You will make a connection to

the information given in the text about typical development and relate it to what you

observe the child doing. You will then research the area of development, and the specific

aspect of development, and find a research article that can support the child’s development.

Using all of this information, you will describe the connection between the development

observed, typical development, and the research you have done. To conclude, you will

describe how you will use this new knowledge to support the child’s continued

development.

Include a copy of your article with your assignment.

ITERS-R (50 points)

You will use the ITERS-R to assess either the Infant or Toddler classroom at CDL. You will

score the ITERS-R as instructed and write a plan for enriching the curriculum. Results will

be presented to the class.

Cultural Differences (25 points)

Each student will choose a culture to focus on and summarize information about the

cultural beliefs surrounding children’s development and learning and adult behavior

toward infants and toddlers. Included in the paper should be an introduction to the culture,

information related to the cultures beliefs regarding children, and a conclusive paragraph.

Include citations to reference sources in APA format. Paper should be 2-3 pages in length.

Group Connections (75 points)

Working with a partner or group, you will develop a Parent/Child workshop to present at a

Southern Region Infant and Toddler Group Connections covering a topic related to infant

and/or toddler development. Possible topics will be gathered from the families enrolled in

the Infant and Toddler Program and a sign-up sheet will be created for students to choose

their topic. Included in your Group Connections presentation should be information

relevant to the topic that would be helpful for families of young children, a handout or

visual to supplement your presentation, and an activity for the parents/children to do in

conjunction with the presentation. Students can also contact professionals in a given field

to come as a guest speaker to supplement the presentation given by the student. The Group

Connections dates will be decided upon in September, once families are enrolled and begin

the school year. The December Group Connections will be used as presentation times for

students and exact dates will be forthcoming.

Special Needs:

If any member of this class feels that s/he has a qualified disability and needs special

accommodations, s/he should notify the instructor and request verification of eligibility for

accommodations from the Office of Student Disabilities. Please advise the instructor of such

disability and the desired accommodations at some point before, during, or immediately

after the first scheduled class period.

Academic Dishonesty:

Academic dishonesty by a student degrades the student’s character and reputation and

impedes the teaching-learning process. Any action intended to obtain credit for work that

is not one’s own is considered academic dishonesty (also known as cheating or plagiarism).

Academic dishonesty or misconduct is neither condoned nor tolerated at SIU.

Academic dishonesty may include, but is not limited to, the following:

Submitting another student’s work as one’s own

Copying from another student’s test, or allowing another student to copy during a

test

Using materials that are not permitted during a test

Copying or having someone other than the student prepare the student’s paper,

project, report, or take-home test

Permitting another student to copy your work or writing another student’s project,

report, paper, or take-home test

Plagiarizing (presenting material as one’s own original work when, in fact, the

material is copied from a published source without adequate documentation).

Any instance of academic dishonesty on an assignment will result in a zero for that

assignment and may result in the failure of the course. Other penalties may include a

card recommending that the student not be retained in the early childhood education

major and a faculty vote on suspension or expulsion from the major.

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. 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.

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.

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.

Teacher Education Program The Teacher Education Program (TEP) at Southern Illinois University Carbondale is fully

accredited by the National Council for the Accreditation of Teacher Education/ Council for the

Accreditation of Educator Preparation (NCATE/CAEP) and by the Illinois State Board of

Education. Spanning the entire university, the Teacher Education Program is administered

through the College of Education and Human Services and includes majors from the College of

Education and Human Services, the College of Science, the College of Liberal Arts, and the

College of Agricultural Sciences. Teacher education programs approved by the State Educator

Preparation and Licensure Board (SEPLB) are offered at the undergraduate level in early

childhood education, elementary education, special education, secondary education, and in

majors and minors that lead to the special certificate to teach K-12 art, music, physical education,

and foreign languages.

Teacher Education Conceptual Framework: Preparing Reflective Educational Leaders

The conceptual framework identified by Southern Illinois University Carbondale’s College of

Education and Human Services reflects the professional community’s commitment to preparing

reflective educational leaders at both the undergraduate and graduate levels. Reflective

educational leaders are able to review, reconstruct, reenact, and critically analyze their own and

their students’ performances as a means to formulate explanations with evidence. A reflective

educational leader fosters his/her professionalism in practice when he/she values students’

myriad identities, equips students with the literacies required to participate in a democratic

society, and engages stakeholders to make this learning accessible, rigorous, and relevant.

Our conceptual framework views the professional development of teachers and other educational

personnel to be an evolutionary and maturational process. Our goal is to prepare a competent,

reflective educational leader, ready to assume the responsibilities of educating individuals but

with full awareness that his or her induction into the profession continues throughout the

duration of his or her professional career. We believe that our teacher candidates not only

practice reflective thinking but also become practitioners of reflective action. We believe that

effective teaching is characterized by interactions with students to present subject matter,

followed by informed reflection on these interactions and presentations. Teachers should make

decisions among methods and content based on their competence in both subject matter and

pedagogy, rather than acting as technicians following a predetermined curriculum. All unit

programs are aligned to the Illinois Professional Teaching Standards as well as standards from

their respective content areas.

The model below represents the three major tenets of SIU’s Teacher Education Program:

Literacies, Identities, and Engagement:

Literacies:

Reflective educational leaders understand the vast array of literacies students need to function in

today’s modern society. This includes knowledge of reading, writing, and aural communication

within the content area as well as media, scientific and quantitative literacy (Chessin & Moore,

2004; Crowe, Connor, & Petscher, 2009; Cunningham & Stanovich, 2001; Delpit, 1995; Kear,

Coffman, McKenna, & Ambrosio, 2000; Leinhardt & Young, 1996; McKenna & Kear, 1990;

Moje, 2008; Perry, & Delpit, 1998; Shulman, 1987; Schwartz, 2005; Wilson, 2006; Wineburg,

2001).

Identities:

Reflective educational leaders understand the diverse characteristics and abilities of all students

and how these students develop and learn within the context of their social, economic, cultural,

linguistic, and academic experiences. Using these experiences they create instructional

opportunities to maximize student learning (Brown, 2005; Cramer, 2006; Epstein, 2009; Irvine,

1997; Olsen, 2010; Rose & Meyer, 2002; Vygotsky, 1962/1996; Washburn, Joshi, & Binks-

Cantrell, 2011).

Engagement:

Reflective educational leaders are ethical and reflective practitioners who exhibit professional

engagement by providing leadership in the learning community and by serving as advocates for

students, parents or guardians, and the profession (Amatea, Daniels, Bringman, & Vandiver,

2004; Bemak, & Chung, 2008; Hiebert, Morris, Berk, & Jansen, 2007; Keys, Bemak, Carpenter,

& King-Sears, 1998; Lach & Goodwin, 2002; Ladson-Billings, 1995; McCann & Johannessen,

2008; Ratts, DeKruyf, & Chen-Hayes, 2007).

Dispositions

The professional attitudes, values, and beliefs demonstrated though verbal and nonverbal

behaviors (dispositions) as educators interact with students, families, colleagues, and

communities should support student learning and development. These dispositions are:

The candidate demonstrates professionalism:

dependability and reliability

honesty, trustworthiness, ethics

enthusiasm, love of learning and commitment to the profession

The candidate values 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

The candidate develops professionally:

engages in ongoing acquisition of knowledge

engages in development of research-based practices

assesses own performance and reflects on needed improvements

References Amatea, E. S., Daniels, H., Bringman, N., & Vandiver, F. M. (2004). Strengthening counselor-teacher-family connections: The

family-school collaborative consultation project. Professional School Counseling, 8(1), 47-55.

Bemak, F., & Chi-Ying Chung, R. (2008). New professional roles and advocacy strategies for school counselors: A

multicultural/social justice perspective to move beyond the nice counselor syndrome. Journal of Counseling & Development,

86(3), 372-382.

Brown, B. (2005). The politics of public discourse, identity, and African-Americans in science education. The Negro Educational

Review, 56(2&3), 205-220.

Chessin, D. B., & Moore, V. J. (2004). The 6-E learning model. Science & Children, 47-49.

Cramer, K. (2006). Change the Way You See Everything through Asset-Based Thinking. Running Press.

Crowe, E. C., Connor, C. M., & Petscher, Y. (2009). Examining the core: Relations among reading curricula, poverty, and first

through third grade reading achievement. Journal of School Psychology, 47, 187-214.

Cunningham, A. E., & Stanovich, K. E. (2001). What reading does for the mind. Journal of Direct Instruction, 1(2), 137-149.

Delpit, L. (1995). Other people’s children. Cultural conflict in the classroom. New York: The New Press.

Epstein, T. (2009). Interpreting national history: Race, identity, and pedagogy in classrooms and communities. New York:

Routledge.

Hiebert, J., Morris, A., Berk, D., & Jansen, A. (2007). Preparing teachers to learn from teaching. Journal of Teacher Education,

58(1), 47-61.

Irvine, J. (1997). Critical knowledge for diverse teachers and learners. Washington, DC: American Association of Colleges for

Teacher Education.

Kear, D. J., Coffman, G. A., McKenna, M.C., & Ambrosio, A. L. (2000). Measuring attitude toward writing: A new tool for

teachers. The Reading Teacher, 54(1), 10-23.

Keys, S. G., Bemak, F., Carpenter, S. L., & King-Sears, M. (1998). Collaborative consultant: A new role for counselors serving

at-risk youths. Journal of Counseling & Development, 76(2), 123-133.

Lach, M. & Goodwin, D. (2002). Everyone needs a mentor. The Science Teacher, 50-52.

Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3),

465-491.

McCann, T., & Johannessen, L. (2008). Mentoring matters. The English Journal, 98(2), 86-88.

McKenna, M.C., & Kear, D.J. (1990). Measuring attitude toward reading: A new tool for teachers. The Reading Teacher, 626-

639.

Olsen, B. (2010). Teaching for Success: Developing Your Teacher Identity in Today's Classroom. Boulder, CO: Paradigm.

Perry, T., & Delpit, L. (eds.) (1998). The real Ebonics debate. Power, language, and the education of African-American children.

Boston: Beacon Press.

Ratts, M. J., DeKruyf, L., & Chen-Hayes, S. (2007). The ACA advocacy competencies: A social justice advocacy framework for

professional school counselors. Professional School Counseling, 11(2), 90-97.

Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA:

Association for Supervision and Curriculum Development.

Leinhardt, G. & Young, K. (1996). Two texts, three readers: Distance and expertise in reading history. Cognition and

Instruction, 14(4), 441-486.

Moje, Elizabeth. 2008. “Foregrounding the disciplines in secondary literacy teaching and learning: A call for change.” Journal of

Adolescent and Adult Literacy 52, 96-107.

Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-32.

Schwartz, G. (2005). Overview: What is media literacy, who cares and why? In G. Schwartz & P. Brown (Eds.), Media literacy:

Transforming curriculum and teaching, pp. 5-17. Malden, MA: Blackwell Publishing.

Vygotsky, Lev (1962/1996). Thought and language, Rev. Ed. Cambridge, MA: MIT Press.

Washburn, E. K., Joshi, R. M., & Binks-Cantrell, E. S. (2011). Teacher knowledge of basic language concepts and dyslexia.

Dyslexia, 17, 165-183.

Wilson, M. (2006). My trouble with rubrics. In Rethinking rubrics in writing assessment, pp. 1-10. Portsmouth, NH: Heinemann.

Wineburg, Sam. 2001. Historical Thinking and other unnatural acts: Charting the future of teaching the past. Philadelphia, PA:

Temple University Press.

Syllabus Attachment Fall 2016

Office of the Provost: http://pvcaa.siu.edu IMPORTANT DATES * Semester Class Begins :……...…………………………………….08/22/2016 Last day to add full-term course (without Dean’s signature): …..08/28/2016 Last day to withdraw from the University with a full refund: …….09/02/2016 Last day to drop a full-term course for a credit/refund:…………...09/04/2016 Deadline to apply to graduate at the end of this term:………….....09/16/2016 Last day to drop a full-term course (W grade, no refund): ………..10/30/2016 Final examinations: ………………………………………12/12–12/16/2016 Commencement: ………………………………………………..…12/17/2016 Note: 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

FALL SEMESTER HOLIDAYS Labor Day Holiday 09/05/2016

Fall Break 10/08—10/11/2016

Veterans Day Holiday 11/11/2016

Thanksgiving Vacation 11/23—11/27/2016

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, stu-dents 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

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/#

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

Office of the Provost: http://pvcaa.siu.edu/