SPED 505 01: Low Vision Assessment and Remediation

SPED 505 - Low Vision Assessment and Remediation

2023 Fall Syllabus, Section 01, CRN 15304

Course Information

You are responsible for knowing this material, so please read carefully. Any changes will be announced in a Blackboard Announcement. You will be responsible for any changes. Your continued enrollment in this course is your implicit agreement to abide by the requirements of this class.

Times and Location

Instructor Information

Dr. Renae Bjorg

Email: renae.bjorg@und.edu

Office: University of North Dakota 231 Centennial Drive Office 217 STOP 7189 Grand Forks, ND 58202-7189

2023 Fall Office Hours:
Tuesday 11:00-2:00 or by appointment. If you would like to schedule an appointment to meet (via phone, audiovisual, or in-person conferences) simply contact the instructor via email. When emailing to schedule an appointment, list several dates and times that you are available.

Office Phone: 701-777-6760

Course Description

A course which focuses on children who have severe visual deficits but with proper training are able to utilize their vision for learning. Effects of low vision are studied with respect to psychological/sociological development, academic learning, skills of independent living, and vocational choice. Methods of assessing visual function are examined with emphasis on adaptions needed in the educational settings. Optical and non-optical aids are compared and evaluated.

Learning Outcomes

The student will:Shape 

  1. Explain the human visual system and the effects of a visual impairment on development, learning, and experiences. (BVI.1.K1; BVI.1.K3; BVI.1.K4; InTASC 2; CAEP Standard

  2. Gather relevant medical, educational, and cultural information in preparation for assessment of students who have a visual impairment (BVI.4.S5 BVI.4.K1; ICSI.4.S1; InTASC 6; CAEP Standard 1) 

  3. Select adapt and administer appropriate assessments to determine visual efficiency across environments. (BVI.4.SI; ICSI.4.S2, ICSI.4.S4; InTASC 6; CAEP Standard 1)

  4. Use technology to conduct assessments (ICSI.4.S3; InTASC 6; CAEP Standard 1; ISTE 7) 

  5. Effects of visual impairment on receptive and expressive literacy and communication (BVI.1.K6; InTASC 2; CAEP Standard 1) 

  6. Analyze assessment data in making eligibility, program and placement decisions for individuals with visual impairments including those from culturally and/or linguistically diverse backgrounds (ICSI.4.S6; InTASC 6; CAEP Standard 1) 

  7. Identify accommodations and modifications appropriate for student learning. (BVI.5.K2. InTASC 8’ CAEP Standard 1) 

Course Materials

Required Textbooks 

Cleveland, J., Grimmet, E., Lindsey-Ramirez, L., McGrath, J., & Sewell, D. (2018). Essential tools of the trade, A “how to” guide for completing functional vision, learning media, and expanded core curriculum evaluations. Texas School for the Blind and Visually Impaired. ISBN: 798-1-880366-16-5 

Recommended Textbooks 

Lueck, A.H. (Ed.). (2004). Functional vision: A practitioner’s guide to evaluation and intervention. AFB Press: New York, NY.  

Additional readings will be available to you in the lessons for downloading. 

Technical Requirements/Assistance

Whether you’re taking courses in the classroom or online, it’s important to have the right technology and equipment.  Visit the UND Technical Requirements webpage for more information. Students are expected to use their official UND email in the course. For technical assistance, please contact UND Technical Support at 701.777.2222. Visit the University Information Technologies (UIT) website for their hours, help documents and other resources.

Minimum Technical Skills Needed

In order to succeed in this course, at a minimum, you should be able to:

  • Navigate in and use basic Blackboard functions
  • Download and open electronic documents
  • Create, save, and upload/attach electronic documents
  • Send, receive, and manage email

Course Logistics

Access and Log in Information

This course was developed and will be facilitated utilizing Blackboard. To get started with the course, please go to: http://blackboard.UND.edu and log in with your NDUS.Identifier, Username and Password. If you do not know your NDUS Identifier or have forgotten your password, please visit Your NDUS Account page on the UIT website.

Course Overview

There will be weekly lessons posted on Blackboard. Students may work ahead, but assignments submitted early will not be graded until after the due date. Weekly lessons are considered “class time” similar to the time you would spend during a face-to-face classA tentative schedule is posted under the Schedule tab in the content area on Blackboard and will help guide you with assignment due dates. It will be important to read the course schedule and the “To Do List” in each lesson each week so that you know when to post answers to the discussion board, submit assignments, take quizzes or complete field work. 

Course Requirements/Expectations

  1. The student will review the syllabus and course schedule posted in Blackboard.
  2. The student will access and follow all course instructions found in the weekly area of the Blackboard course.
  3. The student will complete and submit assignments, exams, quizzes, etc. by the date noted and in the manner described in Blackboard and on the course schedule. We will use Central Standard Time for due dates and times.
  4. The student will participate fully and in a timely manner to get the benefit of learning from instructor and/or peers.

Online Procedures

Course Format: 

  • Blackboard will be utilized in this course for the following: making announcements, sending emails, using discussion forums, posting weekly lessons, posting handouts, posting assignments, submitting assignments, and managing grades. You are responsible for familiarizing yourself with the technology needed for this class. 

  • This course is going to be conducted like an independent study, with appropriate student interaction and 14 Modules. Modules are considered "class time;" similar to the time a student would spend in class if a student took this course face-to-face 

  • The instructor recommends that the students begin working through the Modules immediately. The students must complete assignments so plan accordingly. The instructor will begin grading these assignments when they are due. The instructor will have assignments graded one week after the due date pending any unforeseen circumstancesIf an assignment is not corrected within one week, please realize that an unforeseen circumstance has occurred.   

  • To maximize your learning in this online course, it is essential that you go through the lessons in their entirety. Blackboard has a component that allows the instructor to monitor each student’s activity. Just so you are aware, the instructor will use this tool to assist in the evaluation of student performance. 

  • Most of the assignments will be submitted electronically using Blackboard since the assignments route directly to the Grade Center. Always follow the submission guidelines. Assignments must be completed and submitted on time in Blackboard and NOT sent as email attachments. 

  • Lastly, if you reside outside the United States, you must plan ahead for meeting assignment deadlines.


  • When the instructor needs to communicate with students as a group, she will post an announcement through Blackboard. To stay informed, she recommends checking the Announcements section daily. 

When the instructor needs to communicate with students individually, she will do so through the official UND email. Check your UND email at least once daily to be sure you do not miss important information 

  • I will check my email and Blackboard Monday-Friday. I will usually respond within 24 hours and no later than 48 hours. If you are interested in virtual office hours, please email me with potential dates/times that you are available. If you do not hear from me in a reasonable amount of time, please resend the email. I welcome your communications! 

  • When emailing me with a specific question, include the course number you are enrolled in so I can answer your question promptlyIf you simply email me referring to the “assignment,” I won’t be able to answer your question until you provide specifics. 

  • Use professional courtesy when emailing the instructor. Include the name of the instructor (do not use, “Hey”). Do not use texting contractions.  

  • You will be given an opportunity to respond to at least one formative assessment during this course. Responses to the questions will guide me in determining what, if any, changes need to be made to ensure student success.  


Assessment Summary

Discussion Boards (10 points each-Total 50 points) 

Students will post comments to various questions/scenarios throughout the semester and discuss the information with other class members. Each discussion is worth 10 points. You must respond to at least 2 class members per posting to receive full credit. 

Discussion Board #1 (Lesson 1) Mini-biography -10 points 

Discussion Board #2 (Lesson 6) Question/reaction to FVA movies -10 points 

Discussion Board #3 (Lesson 9) Chapter 6 Content -10 points 

Discussion Board #4 (Lesson 12) Intervention Methods -10 points 

Discussion Board #5 (Lesson 14) LMA -10 points 


Quiz #1: Chapter 4 -10 points 

Quiz #2: Chapter 5 -10 points 

Quiz #3: Chapter 3 and You tube videos -10 points 

Quizzes will cover information from the textbook and PowerPoint presentations. You will be able to use your book and notes to take the quizzes. No proctor is needed.  


Blog Session #1 Participation -10 points 

Blog Session #2 Participation -10 points 

Bloqs will be used to ask/answer questions about the assessment they administered.  


Chapter Assignments/Responses

Throughout the semester, students will be required to submit assignments. 

Assignment #1 Comprehensive Low Vision Care -10 points 

(See lesson  #2 for assignment directions) 

Assignment #2 Low Vision Simulations - 20 points 

(See lesson 3 for assignment directions) 

Assignment #3: Functional Vision Evaluation (Younger Student)  -100 points 

Assignment #4: Functional Vision Evaluation (Older Student) -100 points 

Assignment #5 Learning Media Assessment -100 points 

Assignment #6: Roles of Team Members - 20 points 

(See lesson 13 for assignment directions) 

Assignment #7: Functional Vision Evaluation Kit -50 points 

Discussion Board Grading Rubric - posted in Blackboard

Total Possible points          500 points

Assignment                                               Final Grade

  1. Quizzes (3 @ 10 pts each)                                            30 Points
  2. Discussion Boards (5 @ 10 pts each)                           50 Points
  3. Blog Session (2 @ 10 pts each)                                    20 Points
  4. Chapter Assignments/Responses                              400 Points

                  Total: 500 Points

Final Grade Scale

> 92% A

84-91.9% B

76-83.9% C

68-75.9% D

< 67.9% F

Grading Policies: 

  • Assignments must be submitted on the due dates that are provided. 1- point deduction will be taken for everyday your assignment is lateIf you need an extension on an assignment, communicate with me in advance so that alternative due dates can be discussed. For most situations, an extension will be granted, unless making this request has become patterned. 

  • If you receive a grade of D or lower on the Final Project, you may redo the work to improve your score by 1 letter grade…79% or lower is considered a DYou will have one week to resubmit the assignment and all original documents must also be resubmitted. 

  • The mark of “I”, Incomplete, will be assigned only to the student who has been in attendance and has done satisfactory work up to a time within four weeks of the close of the semester, including the examination period, and whose work is incomplete for reasons satisfactory to his or her instructor.  

  • Prior to submitting your assignment for grading, it is vital that you review the detailed requirements to ensure not only quantity but also quality in your work production. Students are only entitled to good grades when they produce quality work.  

  • The instructor will be happy to answer questions about assignments, but the student is responsible to review all the requirements of each assignment before contacting the instructor with questions.  

  • Should students have any questions or concerns about their grades, they are encouraged to contact the instructor to ask questions and explain their concerns.   

Schedule of Topics and Assignments

Week of Reading(s): Agenda/Topic: Due:
8/21 Course Calendar with specific due dates is posted in Blackboard. Following is a master calendar. This course runs from Monday 8 am CT to Monday 8:00am CT. Orientation to the Course *Mini biography
8/28 Comprehensive Low Vision Care *Assignment #1Consumer Organization & Supplier of Low Vision Devices
9/4 Vision Functions as Components of Functional Vision *Assignment #2 Low Vision Simulation
9/11 Overview of Functional Evaluation of Vision *Quiz #1  
9/18 Evaluation Methods & Functional Implications: Young Children with VI & Students with multiple disabilities (part 1 *Quiz #2
9/25 Evaluation Methods & Functional Implications: Young Children with VI & Students with multiple disabilities (part 2) *Discussion Board
Thursday (DB1) Monday (DB2)
10/2 Fieldwork *Complete first functional vision evaluation draft on a child with multiple disabilities
10/9 Questions & Answers Session *Discussion Board
Thursday (DB1) Monday (DB2)
*Complete Formative Assessment (How is the course going?)
10/16 Evaluation Methods & Functional Implications: Children & Adults with Visual Impairment *Discussion Board #3
Thursday (DB1) Monday (DB2)
10/23 Fieldwork *Complete second functional vision evaluation draft on a child who is school age.
10/30 Live Questions & Answers Session Live Questions & Answers Session
11/6 Overview of Intervention Methods *Discussion Board #4
Thursday (DB1) Monday (DB2)
11/13 Compensatory Instruction for Academically Orientated Students with Visual Impairments; Interventions for Adults with VI *Assignment #5 Role of Team Members
11/20 Learning Media Assessment *Discussion Board #5
*Course Evaluation extra credit (SELFI)
11/27 Fieldwork *Complete Learning Media Assessment
12/4 Technology: Basic Optics & Low Vision Devices *Quiz
*Submit both FVE’s (all components)


Assignment #3 and #4: Functional Vision Evaluations (FVE) 

1. The completion of two functional vision evaluations will be required for this course. The first will need to be completed on a younger child with low vision between the ages of birth to five or a student with a visual impairment and additional disabilities. The second will need to be completed on a school-age student with low vision.  

Note: If you are employed for Vocational Rehabilitation, both evaluations will be completed on adults with low vision.  

2. Obtaining materials for the FVE’s 

You will need to borrow or purchase testing items so that you can administer the different tests of the FVE’sIn Lesson 2, there is a PowerPoint presentation that gives you suggestions for items that can be used for different tests within the FVE. Some items you might find within your home (e.g., flashlight, wooden spoon for an occluder, small toys that are 1 inch, 2 inches, 3 inches and 4 inches, books for varying age levels, page in a phone book…) and some items can be purchased at your local dollar store.  

Some testing materials that you will need are too expensive to purchase. It is recommended that you contact your state’s Vision Resource Center, School for students who have visual impairments or a teacher of students with visual impairments to see if you can borrow these items for a two-month period. Names of specific tests in each area are listed in chapters 5 and 6 of your textbook. Items that you will need to borrow would include a test for: 

  • Near and far distance acuity (older students and a younger child) 

  • Stereopsis (Fly or butterfly stereopsis test or Worth dot four test 

  • Contrast Sensitivity (older student and a younger child) 

  • Color Vision test 

  • Visual Perceptual Skills 

If you have difficulty obtaining testing instruments, please let me know at least two weeks prior to when you will need to administer the test. 

3. Each evaluation will be completed in two parts (i.e., draft and final submission). The first part that you will submit for review will be a draft of the FVE (without recommendations). The first draft should be submitted in lesson 8 and the second draft should be submitted in lesson 11. You will receive constructive feedback from the instructor and will be able to make changes for your final submission. In the final submission (which will be graded), you will also include a summary and recommendations. Submit final reports separately in lesson 15. Please refer to the course schedule for the due dates of the drafts and the final submissions. 

4. Requirements for each FVE report includes the following: 

Obtain parent permission.  

Identifying information  

  • Name  

  • Address 

  • Parents/guardians 

  • Date of evaluation 

  • Student’s date of birth  

  • Referral source (teacher and program) 

  • Reason for referral 


  • Medical 

  • Ophthalmological 

  • Educational 

Description of the settings   

People present at the FVE 

Parental/teacher reports of visual functioning 

Special considerations (e.g., with/without glasses, positioning, communication strategies) 

Length of evaluation  


  • Describe each test given (see examples in your textbook and in lesson 8 FVE examples) 




Note: The Functional Vision Evaluation Grading Rubric is located as an attachment below. 

Assignment # 6: Learning Media Assessment 

1.The completion of one learning media assessment (LMA) will be required for this course. Complete the LMA on the school-age student with low vision you selected for the functional vision evaluation.   

Note: If you are employed for Vocational Rehabilitation, the LMA will be completed on adults with low vision.  

2. Obtaining materials for the LMA 

You will need to gather reading passages at various font sizes to conduct the informal reading inventory. Tinted overlays (green, yellow, red, etc.) will be used to assess contrast sensitivity. The LEA Numbers Low Contrast Flip Chart and LEA Numbers Uncrowded and Crowded Near Vision Test (or other similar test) may be borrowed from your state’s Vision Resource Center.  

If you have difficulty obtaining testing instruments, please let me know at least two weeks prior to when you will need to administer the test. 

3. The LMA will be completed in two parts (i.e., draft and final submission). The first part that you will submit for review will be a draft of the LMA (without recommendations). You will receive constructive feedback from the instructor and will be able to make changes for your final submission. In the final submission (which will be graded), you will also include a summary and recommendations. Submit final reports separately in lesson 15. Please refer to the course schedule for the due dates of the drafts and the final submissions. 

4. Requirements for each LMA report includes the following: 

Permission to Assess (5 pts.) 

Identifying information (5 pts.) (may be copied and pasted from the FVE) 

  • Name  

  • Address 

  • Parents/guardians 

  • Date of evaluation 

  • Student’s date of birth  

  • Referral source (teacher and program) 

  • Reason for referral 

Background/history (5 pts.) (may be copied and pasted from FVE) 

  • Medical 

  • Ophthalmological 

  • Educational 

People present at the FVE 

Parental/teacher reports of visual functioning 

Special considerations (e.g., with/without glasses, positioning, communication strategies) 

Length of evaluation  

Assessment Procedures (5 pts.) 

  • Review of records 

  • Student interview 

  • Visual observations 

  • Visual acuity 

  • Reading and listening efficiency 

Setting (5 pts.) 

  • Where (quiet room at the student’s school) 

  • Lighting  

  • Behavior of student (attempted all tasks; appeared to be at ease) 

Learning Media Assessment Summary (5 pts.) 

  • Define the purpose of a LMA  

  • Identify what a LMA can be used for 

Review of Records (5 pts.) 

Interview (10) 

  • Use Student Interview questions (p. 18 in FV/LMA textbook). 

  • Student’s knowledge of his or her visual impairment 

  • Easiest and most difficult to see at school 

  • Accommodations 

  • Concerns related to his or her vision and accessing material 

Visual Observations (5 pts.) 


Visual Acuity (5 pts.) 

  • Contrast sensitivity – definition and how it was measured 

  • Near visual acuity – definition and tool used 

  • Crowded visual acuity 

Reading and Listening Efficiency (10 pts.) 

  • Informal assessment of font sizes 

  • Informal assessment of reading fluency  

  • Informal assessment of listening comprehension  

  • Behavior of student (during each part of the assessment) 

Use of Sensory Channels (5 pts.) 

Summary (10 pts.) 

Recommendations/Activities (10 pts.) 

  • Near vision 

  • Distance viewing 

  • Lighting/glare 

  • Reading efficiency 

  • Listening 

Signature of evaluator (5 pts.) 

Professional Writing (5 pts.) 

Assignment #7: Functional Vision Kit  

The compilation and description of a Functional Vision Evaluation kit will be required for this course. Areas that need to be addressed include: 

Target Age group or population (e.g., young child, school-age student, adult) (5 points) 

Listing of actual objects/materials/tests and the purpose of each item (25 points) 

  • Some items may be used for more than one test 

Pictures of objects/materials/tests (10 points) 

Organization of the kit (5 points) 

  • Describe how you would organize your kit  

  • Describe what you will use to carry the contents 

Grammar, punctuation, correct spelling (5 points) 

You will submit this assignment by clicking on the assignment in lesson 16 and attaching it (see due date in course schedule). 

Course Policies


It is expected that students will complete all requirements for a course during the time frame of the course. For reasons beyond a student’s control, and upon request by the student or on behalf of the student, an incomplete grade may be assigned by the instructor when there is reasonable certainty the student will successfully complete the course without retaking it. The mark “I,” Incomplete, will be assigned only to the student who has been in attendance and has done satisfactory work up to a time within four weeks of the close of the semester, including the examination period, and whose work is incomplete for reasons satisfactory to his or her instructor. More information regarding UND’s Incomplete policy can be found on The Grading System webpage.

Resolution of Problems

Should a problem occur, you should speak to your instructor first. If the problem continues to be unresolved, go to the department chair, and next to the college dean. Should the problem persist, you have the right to go to the provost next, and then to the president.

College/Department Policies

Policies for Students in Educator Preparation Programs 

Dispositions:  The Council of Accreditation for Educator Preparation (CAEP) requires the university to monitor the academic progress and dispositions of every student enrolled in a program leading to an education license or credentialDispositions refer to a student’s actions and behaviors in terms of professionalism, ethics and human relations. Should a concern arise about a student’s progress or dispositions, faculty, instructors and/or cooperating teachers may request a one-on-one meeting with the teacher candidate or advanced student to discuss areas of strength or concernsWritten documentation of this conference may be included in the student’s permanent fileSpecific procedures are delineated on the form, Professional Dispositions for UND Teacher Education.   

Essential Abilities Requirements:  Essential abilities are academic performance requirements that refer to those physical, cognitive, and behavioral abilities required for satisfactory completion of all aspects of the educator preparation curriculum and the development of personal attributes required for professional licensure. The candidate must possess or be able to gain these abilities with or without reasonable accommodation. The essential abilities required by the curriculum are reflected by competencies in the following areas: communication, intellectual, behavioral, social, motor, and sensory (Handbook for Teacher Education). 

Reasonable accommodations will be afforded to education candidates with disabilities as required under the Americans with Disabilities Act of 1990Students who can no longer perform the essential functions of education candidates must report that to the Associate Dean of Student Services and Assessment and suggest any accommodations that they think will enable them to perform as education candidatesThe Associate Dean will then determine if the suggested accommodations are reasonable or if there are any other reasonable accommodations that can be madeIf accommodations cannot be made, the student may not be able to complete their educational program.  

University of North Dakota Policies & Resources

Academic Integrity

Academic integrity is a serious matter, and any deviations from appropriate behavior will be dealt with strongly. At the discretion of the professor, situations of concern may be dealt with as a scholastic matter or a disciplinary matter.

As a scholastic matter, the professor has the discretion to determine appropriate penalties for the student’s workload or grade, but the situation may be resolved without involving many individuals. An alternative is to treat the situation as a disciplinary matter, which can result in suspension from the University, or have lesser penalties. Be aware that I view this as a very serious matter and will have little tolerance and/or sympathy for questionable practices. A student who attempts to obtain credit for work that is not their own (whether that be on a paper, quiz, homework assignment, exam, etc.) will likely receive a failing grade for that item of work, and at the professor’s discretion, may also receive a failing grade in the course. For more information read the Code of Student Life.

Access and Opportunity, Disability Support, & Medical Services

The University of North Dakota is committed to providing equal access to students with documented disabilities. To ensure access to this class and your program, please contact Disability Services for Students (DSS) to engage in a confidential discussion about accommodations for the classroom and clinical settings. Accommodations are not provided retroactively. Students are encouraged to register with DSS at the start of their program. More information can be obtained by email UND.dss@UND.edu or by phone at 701.777.2664.


UND is committed to maintaining a safe learning environment while providing quality learning experiences for our students. COVID-19’s continued presence within our UND community may necessitate changes in classroom management as the academic year progresses. As such, UND asks students and instructors to be flexible when necessary to promote a safe environment for learning. Please do not attend an in-person class or lab if you are feeling ill, particularly if you are experiencing symptoms of COVID-19, or if you have been directed by health professionals to quarantine or isolate. If you are not able to attend class or lab, please notify your instructor as soon as possible and discuss options for making up any missed work in order to ensure your ability to succeed in the course. If you will have an extended absence due to serious illness or other uncontrollable circumstances, you may request an absence notification through the Office of Student Rights and Responsibilities. Similarly, if your instructor is ill they may need to cancel class or temporarily move your course to online delivery to ensure that you are able to complete the course successfully.  Instructors may require students to wear masks in the classroom or in the laboratory as a preventative measure designed to facilitate uninterrupted classroom engagement and to facilitate health and safety in the classroom.   If your instructor does require masks in class or in a laboratory, you are expected to comply with that request.

UND also strongly encourages all members of the University community, including students, to get vaccinated, seek out testing when needed, and model positive behavior both on- and off-campus to foster a healthy and safe learning environment for all students. Individuals who would like to discuss disability accommodations regarding masks should contact the Disability Services for Students (DSS) office at 701.777.2664 or UND.dss@UND.edu. Individuals who are unable to wear a mask due to a sincerely held religious belief should contact the UND Equal Opportunity and Title IX Office at 701.777.4171 or UND.EO.TitleIX@UND.edu.

Religious Accommodations

UND offers religious accommodations, which are reasonable changes in the academic environment that enable a student to practice or observe a sincerely held religious belief without undue hardship on the University. Examples include time for prayer or the ability to attend religious events or observe a religious holiday. To request an accommodation, complete the student religious accommodation request form. If you have any questions, you may contact the Equal Opportunity & Title IX Office.

Pregnancy Accommodations

Students who need assistance with academic adjustments related to pregnancy or childbirth may contact the Equal Opportunity & Title IX Office or Academic Affairs to learn about your options. Additional information and services may be found at Pregnancy Resources.

Notice of Nondiscrimination

It is the policy of the University of North Dakota that no person shall be discriminated against because of race, religion, age, color, gender, disability, national origin, creed, sexual orientation, gender identity, genetic information, marital status, veteran’s status, or political belief or affiliation and the equal opportunity and access to facilities shall be available to all. Concerns regarding Title IX, Title VI, Title VII, ADA, and Section 504 may be addressed to Donna Smith, Assistant Vice President for Equal Opportunity & Title IX and Title IX/ADA Coordinator, 102 Twamley Hall, 701.777.4171, UND.EO.TitleIX@UND.edu or the Office for Civil Rights, U.S. Dept. of Education, 230 S. Dearborn St., 37th Floor, Chicago, IL 60604 or any other federal agency.

Reporting of Discrimination, Harassment, or Sexual Misconduct

If you or a friend has experienced sexual misconduct, such as sexual harassment, sexual assault, domestic violence, dating violence, or stalking, please contact the Equal Opportunity & Title IX Office or UND’s Title IX Coordinator, Donna Smith, for assistance: 701.777.4171; donna.smith@UND.edu; or visit the Title IX webpage. You may also contact the Equal Opportunity & Title IX office if you or a friend has experienced discrimination or harassment based on a protected class, such as race, color, national origin, religion, sex, age, disability, sexual orientation, gender identity, genetic information, pregnancy, marital or parental status, veteran's status, or political belief or affiliation.

Faculty Reporting Obligations Regarding Discrimination, Harassment, or Sexual Misconduct

It is important for students to understand that faculty are required to share with UND’s Title IX Coordinator any incidents of sexual misconduct or of discrimination or harassment based on a protected class that they become aware of, even if those incidents occurred in the past or are disclosed as part of a class assignment. This does not mean an investigation will occur if the student does not want that, but it does allow UND to provide resources to help the student continue to be successful at UND. If you have been impacted by discrimination, harassment, or sexual misconduct, you can find information about confidential support services on the Equal Opportunity & Title IX webpage..

UND Cares Program

How to Seek Help When in Distress

We know that while college is a wonderful time for most students, however, some students may struggle or have issues that arise. You may experience students in distress on campus, in your classroom, in your home, and within residence halls. Distressed students may initially seek assistance from faculty, staff members, their parents, and other students. In addition to the support we can provide to each other, there are also professional support services available to students through the Dean of Students and University Counseling Center. Both staffs are available to consult with you about getting help or providing a friend with the help that he or she may need. For more additional information, please visit the UND Cares Program Webpage.

How to Recognize When a Student is in Distress

The term “distressed” can mean any of the following:

  • Student has significant changes in eating, sleeping, grooming, spending, or other daily activities.
  • Student has cut off or minimized contact with family or friends.
  • Student has significant changes in performance or involvement in academics, sports, extracurricular, or social activities.
  • Student describes problems (missing class, not remembering, destructive behavior) that result from experiences with drinking or drugs.
  • Student is acting withdrawn, volatile, tearful, etc.
  • Student is acting out of character or different than usual.
  • Student is talking explicitly about hopelessness or suicide.
  • Student has difficulty concentrating or difficulty carrying on a normal conversation.
  • Student has excessive dependence on others for company or support.
  • Student reports feeling out of control of one’s emotions, thoughts, or behaviors.

Land Acknowledgement Statement

Today, the University of North Dakota rests on the ancestral lands of the Pembina and Red Lake Bands of Ojibwe and the Dakota Oyate - presently existing as composite parts of the Red Lake, Turtle Mountain, White Earth Bands, and the Dakota Tribes of Minnesota and North Dakota. We acknowledge the people who resided here for generations and recognize that the spirit of the Ojibwe and Oyate people permeate this land. As a university community, we will continue to build upon our relations with the First Nations of the State of North Dakota - the Mandan, Hidatsa, and Arikara Nation, Sisseton-Wahpeton Oyate Nation, Spirit Lake Nation, Standing Rock Sioux Tribe, and Turtle Mountain Band of Chippewa Indians.

Additional Resources

It is my goal to foster an environment of mutual respect in which everyone feels comfortable voicing their opinions, sharing their stories, and learning about potentially heavy or personally relevant material. If, at any point, you feel like the information covered in this class elicits thoughts, feelings, or concerns that you would like to discuss further, don’t hesitate to reach out to me, or the UND Counseling Center (701-777-2127).

Further, if you experience extenuating circumstances, sexual violence, identity-based harm, or any other personal crisis during the semester, don’t hesitate to reach out to me so we can provide academic assistance and help you in this course, and put you in contact with the appropriate resources and services (if needed).