COUN 504 01: Foundations In Counseling

COUN 504 - Foundations In Counseling

2023 Spring Syllabus, Section 01, CRN 7765

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.

This course will provide an introduction to abnormal psychology and human development across the lifespan. Therefore, this course will serve as a foundation for future learning occurring throughout the Counseling Master's Program, as students are expected to have a firm grasp of concepts included in this course in order to build upon this foundational knowledge as they progress in the program. This course will provide preliminary information about development across all lifespan stages, from prenatal development to late adulthood; focusing on the physical, cognitive, and social-emotional development of humans throughout the life course. This course will also provide information to identify abnormal psychological symptoms, presentations, personalities, and disorders, and respond in a multiculturally competent manner. Information presented will be based on theory, research, and practice related to counseling and counseling psychology.

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.

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

Insert minimum requirements expected and needed. In the bulleted example list below

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

Presentation 1 (15%)

Life-Span Development Population of Interest Presentation100

You will select a lifespan population group (List A) that is of interest to you and extensively research 3 chapter-related (Seligman & Rider, 2018) developmental topics related this group (List B) to better understand their bio-psycho-social development. You will then create and record a 30-minute PowerPoint and VoiceThread video presentation about your chosen population group and development topics.

Please note that students are expected to use “VoiceThread” to record their presentation. You will notice that this is the same platform the instructor uses to create the lectures. This platform allows for automatic captioning of lectures which can enhance accessibility and allows students to record slide-by slide if they prefer to do so, otherwise students are welcome to record the entire presentation in one sitting. Please see this link for more information about how to use and access VoiceThread.

This assignment is an opportunity for you to practice putting together a professional graduate level presentation, while also researching into a population and related topics that are of interest to you. Please feel free to be creative with your topics, and research into specific areas of development that are of interest to you that will help you in your future career. Please do not feel that you must cover all topics covered in the chapters that you choose; you can feel free to discuss topics within chapters that are of interest to you and go into depth with them. If you are not sure if your topic area is acceptable, please reach out to the instructor to ask well in advance.

List A - Life-Span Population Groups:

• Infant
• Child
• Adolescent
• Adult
• Elderly Adult

List B - Bio-Psycho-Social Development Topics:

• Brain and Body Development
• Cognition
• Sensation, Perception, Action
• Memory and Information Processing
• Language and Education
• Intelligence and Creativity
• Self and Personality
• Gender Roles and Sexuality
• Social Cognition and Moral Development
• Emotions, Attachment, Social Relationships

The Course Instructor and/or GTA will review the presentation you submit for written evaluation and feedback. Students are expected to use proper grammar, spelling, and have neat slides without too much text on them. Students are expected to know material they are presenting well, and not just read off slides or from a script.

While students should use the textbook as a resource which covers each of the three bio-psycho-social developmental topics they chose from List B, students are also expected to integrate information from at least three peer-reviewed journal articles to support the information in their presentation. Please do not use information found on websites, or from non-scientific research sources. Students can locate scientific journal articles online from by going to the main UND website > search for: “Chester Fritz Library” > click “Data Bases A-Z” > click “P” on the Alphabetized List > click “Psychinfo” > Students can then search in search bar on the Psychinfo database for articles related to their topic. Students can also feel free to use other databases to search for journal articles, however, the Psychinfo database can be a good place to start.

Information taken from various sources (textbook, journal article, class slides, etc.) should include a citation on the slide in short form, often citations are included in the bottom right side of slides. References for the textbook, journal articles, and any other resources used should be included in a reference slide at the end of the presentation and listed in long-form. References should be listed alphabetically, with a hanging indent, in APA format on a reference slide at the end of the presentation. Information about how to create an APA style presentation can be found on the Blackboard Counseling Community Center, and in Module 5 of the Counseling Student Orientation.

Students are expected to use PowerPoint to show the text of their presentation, and video record their presentation using VoiceThread. Presentations are meant to be audio and video recorded; as such, students should dress professionally for their presentation (business casual), should try to have a plain or professional looking background, and should attempt to limit distractions in the environment while recording (to the best of their ability).

Please see the Lifespan Development Population of Interest Presentation Grading Rubric on blackboard for more information about this presentation including a grading scheme for it which includes additional presentation criteria students should be aware of.

Below is an example of how someone could choose to segment and format their Lifespan presentation based on topics that are of interest them:

• In this case I will choose Children as my population of interest, and I wanted to focus on these three broad chapter topics from list B above:
  • Chapter 7 – Cognition
  • Chapter 9 - Intelligence/Creativity
  • Chapter 14 - Emotions/Attachment/Social Relationships
• Chapter 7 – Cognition - I might choose to focus on why preschoolers have imaginary friends/companions, including when this is appropriate and when this is not. I would then find books/resources on this specific topic, read and review the findings, and then make sure that approx. 10 mins of my presentation covers that topic in depth.
• Chapter 9 - Intelligence/Creativity: I might choose to focus in-depth on how childhood poverty influences reductions in IQ scores, so I would look at resources related to this childhood lifespan development topic and then discuss this in my presentation for approx. 10 minutes as well.
• Chapter 14 - Emotions/Attachment/Social Relationships: I might choose to focus on Childhood Friendships, including how they develop and how this can negatively impact a child if friendships do not develop. I would also make sure to cover approx. 10 minutes of my presentation on that topic.
• So essentially my presentation would look like this:
  • Minutes 0-1: Title Slide - Quick introduction of who I am and the topics I will be covering in the presentation, and why I am interested in them/why they are important 
  • Minutes 1-10: Chapter 7 (Cognition); Imaginary Friends/Companions
  • Minutes 10-20: Chapter 9 (Intelligence/Creativity); How childhood poverty impacts IQ scores
  • Minutes 20-29: Chapter 14 (Emotions/Attachment/Social Relationships): Childhood Friendships
  • Minute 30: Quickly show my References Slide, thank everyone for watching, let them know they can contact me if they have questions, etc.
• Please note that you if you would like to cover a topic more broadly or more narrowly then you can. For instance, if you chose children as your population of interest and Memory was one of your three chapter topics you were focusing on, you could give the class a brief 10 minute overview of the important concepts to be aware of when it comes to children and their memory; such as discussing neurological pruning of synapses, childhood amnesia, an overview of memorization strategies that children might use when learning new concepts, etc. Alternatively, you might choose to focus on just one of those topics, such a synaptic pruning, much more in depth, and talk about only that concept for 10 minutes to give the audience a firm understanding of what happens during that process. Please be creative and delve into three lifespan topics that will help you in your future career, and that you believe others will also be interested in knowing about.

Abnormal Psychology Disorder of Interest Presentation (15%)

Abnormal Psychology Disorder of Interest Presentation100

You will select a presentation topic from the list of possible topics (see List A below) and extensively research this topic. You will then record yourself giving a 30-minute PowerPoint and VoiceThread presentation on this topic. Your presentation must include all the components in List B.

List A - Potential Topics:

• Generalized Anxiety Disorder
• Panic Disorder and Agoraphobia
• Specific Phobia(s)
• Social Anxiety Disorder
• Obsessive Compulsive Disorder; and related disorders: Hoarding and Trichotillomania
• Post-Traumatic Stress Disorder
• Acute Stress Disorder
• Body Dysmorphic Disorder
• Anorexia Nervosa
• Bulimia
• Binge-eating disorder
• Somatic Symptom Disorder
• Illness Anxiety Disorder
• Factitious Disorder
• Conversion Disorder
• Sleep Disorders: Insomnia, Narcolepsy, Hypersomnolence, Breathing-Related Concerns, Circadian Rhythm Concerns
• Major Depressive Disorder, Dysthymia
• Bipolar Disorders: Bipolar 1, Bipolar 2, Cyclothymia
• Sexual Disorders: Sexual Pain Disorder, Sexual Dysfunction, Sexual Paraphilias
• Psychotic Related Disorders: Schizophrenia, Schizophreniform Disorder, Schizoaffective Disorder, Brief Psychosis
• Attention-Deficit/Hyperactivity Disorder
• Specific Learning Disorder
• Autism Spectrum Disorder
• Intellectual Disability (Intellectual Developmental Disorder)
• Major and Mild Neurocognitive Disorder (Alzheimer’s)
• Substance Addiction and Dependence
• Behavioral Addictions: Gambling, Work Addiction, Shopping Addiction, etc.

*NOTE ABOUT TOPIC CHOICE: Please note that where broader categories of disorders are listed above, you may choose to base your presentation on a summary of several disorders in that category, or you may choose to focus in depth on just one of the disorders listed in that category. Ex) If you chose the topic of “sleep disorders” you could choose to do a broad overview of several sleep disorders to summarize them for the audience and discuss their similarities and differences. Alternatively, you could choose to focus in depth on just one of them, such as Narcolepsy. Either presentation option will be acceptable. Students can also feel free to reach out in advance and have the instructor approve a topic that is not listed above as well. Again, please be creative and choose a topic that you believe will help enhance your learning about an area you do not know much about, or alternatively, choose an area that you believe you will need to know very well given your career interests.

List B - Presentation Requirements:

• A 30-minute PowerPoint and VoiceThread video and audio presentation
  • Introductions Slide
    • Your name
    • Title of Presentation
    • Date
    • Course Name and Number
  • Background information about the disorder is included with a description of the following:
    • Etiology (cause)
      • Ex) Genetic heritability, genetic mutation, environmental causes such as abuse/neglect/mistreatment/stress, etc.
    • List of symptoms and diagnostic criteria
    • Behavioral or clinical presentation
    • Prognosis (course of the disorder)
      • Ex) Lifelong vs. mitigating over time vs. worsening over time, etc.  
  • Populations Impacted by the Disorder:
    • Prevalence/population statistics (age, sex, multicultural considerations)
  • Client risk factors/factors complicating treatment:
    • External (ex: low social support, genetic propensity/family history of mental health concerns, low educational and/or socioeconomic status, lack of financial resources, etc.)
    • Internal (ex: disinhibition, low distress tolerance, history of self-harm, limited coping skills, paranoid features and mistrust of others, etc.) 
  • Client Protective Factors:
    • External (ex: strong social support, high achievement in school, strong cultural identity and/or spiritual/religious community involvement, access to healthcare systems, financial means, etc.)
    • Internal (ex: good coping skills, strong social/interpersonal skills, strong insight and self-awareness, strong executive functioning skills, etc.)
  • Evidence-Based Treatment:
    • Identify and name 3 suggested treatments for the disorder
    • Describe a basic outline of what these treatments consist of to give the audience a better understanding of them
    • Discuss at least three peer-reviewed scientific research journal articles to support the use of the treatments you discuss. Please do not use information found on websites, or from non-scientific research sources. Students can locate scientific journal articles online from by going to the main UND website > search for: “Chester Fritz Library” > click “Data Bases A-Z” > click “P” on the Alphabetized List > click “Psychinfo” > Students can then search in search bar on the Psychinfo database for articles related to their topic. Students can also feel free to use other databases to search for journal articles, however, the Psychinfo database can be a good place to start. 
  • Multicultural Considerations:
    • Symptom manifestation/presentation/prevalence
      • For instance, you can note if symptoms manifest differentially across groups:
        • Ex) Perhaps Indigenous and White individuals are more susceptible to a particular disorder than Asian American and African Americans tend to be
        • Ex) Perhaps girls with the disorder tend to have more internalizing symptoms while boys have more externalizing symptoms of the disorder
        • Ex) Perhaps the disorder is commonly misdiagnosed amongst elderly populations but easily recognized amongst younger adults, etc.
    • Discuss potential stigma and discrimination experienced by individuals with the disorder
    • Discuss multiculturally competent treatment considerations
      • Ex: Perhaps Indigenous People may prefer to engage in traditional practices such as seeking the consultation of an elder in order to help with the disorder
      • Ex: Perhaps individuals who identify as transgender may benefit from having gender-affirming therapy interventions integrated into treatment
  • Other information relevant to the topic
  • Additional resources for students who may want more information on the topic
    • This may include things like short YouTube clips, websites, handouts, or informational sheets
  • References
    • This should be in APA format with a hanging indent
    • All references noted throughout the presentation slides should be listed in long-form citations on this reference slide

The Course Instructor and/or GTA will review the presentation you submit for written evaluation and feedback. Students are expected to use proper grammar, spelling, and have neat slides without too much text on them. Students are expected to know material they are presenting well, and not just read off of slides or from a script.

While students should use the textbook as a resource which covers the topics they chose from List A, students are also expected to integrate information from other journal articles as well. Students are expected to use at least three peer-reviewed journal articles to support the information in their presentation related to treatment interventions. Please do not use information found on websites, or from non-scientific research sources. Students can locate scientific journal articles online from by going to the main UND website > search for: “Chester Fritz Library” > click “Data Bases A-Z” > click “P” on the Alphabetized List > click “Psychinfo” > Students can then search in search bar on the Psychinfo database for articles related to their topic. Students can also feel free to use other databases to search for journal articles, however, the Psychinfo database can be a good place to start. Information taken from various sources (textbook, journal article, class slides, etc.) should include a citation on the slide in short form, often citations are included in the bottom right side of slides. References for the textbook, journal articles, and any other resources used should be included in a reference slide at the end of the presentation and listed in long-form. References should be listed alphabetically, with a hanging indent, in APA format.

Students are expected to use PowerPoint to show the text of their presentation, and video record their presentation using VoiceThread; as such, students should dress professionally for their presentation (business casual), should try to have a plain or professional looking background, and should attempt to limit distractions in the environment while recording (to the best of their ability). Information about how to create an APA style presentation can be found on the Blackboard Counseling Community Center, and in Module 5 of the Counseling Student Orientation.

Please see the Abnormal Psychology Disorder of Interest Grading Rubric on blackboard for more information about this presentation including a grading scheme for it which includes additional criteria students should be aware of.

Paper (15%)

Application Paper100

Students will be provided with a mock client-vignette, consisting of background demographics, history, and presenting concerns of a mock-client. Students are to write a 5-6 page paper (APA format) discussing the following:

List and describe 3 potential differential diagnoses that the client may have based on the information you are given. Use the information from the case and your knowledge of abnormal behavior and lifespan development to support your diagnostic hypotheses. Students should consider the extent to which behaviors in the vignette are considered typical or abnormal, while also factoring in Life-Span Development considerations based on the age that the client is given. Students should be able to apply the knowledge that they have learned from the course to decipher which behaviors are developmentally appropriate for the client and what are not developmentally appropriate. As such, students should be able to support each of their potential differential diagnoses by listing symptoms, behaviors, potential etiology, and life-span considerations, while ruling out other diagnostic possibilities. As such, each diagnostic possibility should include a summary of why that diagnosis may fit for them, and also include how the client’s presenting concerns may be impacted by their current level of development. For instance, ex) Memory concerns may be common in elderly populations due to normative aging, but in adolescents, perhaps this is indicative of a neurocognitive concern such as an intellectual disability, or head trauma. Student are expected to cite sources frequently throughout the paper to reference where they are getting information from and should therefore include a references page at the end of their paper.

The Course Instructor and/or GTA will review the paper you submit for written evaluation and feedback. This paper is expected to be in APA format, including a cover page, running head, page numbers, double spacing, with spaces removed between paragraphs, 1-inch margins, with APA style citations, and references with hanging indents. Points will be deducted for APA formatting errors. Points will also be deducted for grammar, spelling, punctuation, and sentence structure/syntax errors. Points will also be deducted if approximate page allocations have not been met. All references and in-text citations should be cited in APA format, with proper use of quotation marks and page numbers if directly quoting from a source, and proper formatting for paraphrasing as well. Students are expected to look up APA formatting for various types of citations and references to become familiar with this style if they are not already. Students can access APA resources on both the Blackboard Community Counseling page, the Orientation Module 5, and by using other APA style resources, including those available through the UND Writing Center. Points will be deducted for improper or a lack of citations throughout the paper, and improper or absent references. A minimum of 3 academic references (textbooks, peer reviewed journal articles) should be integrated throughout the paper to support your conclusions.

Mind-tap Activities (5%)

Mind-tap Activities33

Completion of “Mind-tap” quiz activities included in each chapter of the online textbooks. Students must connect their Cengage Unlimited textbooks to the blackboard course (see video on blackboard for instructions on how to do this) so that Mindtap activity scores are automatically sent to blackboard for instructor viewing.  Students are not expected to get each chapter activity item correct, but they are expected to have attempted the quiz items with a reasonable amount of accuracy to demonstrate engagement and comprehension of the assigned readings. Please note that if you do not appear to be doing well on the Mindtap quiz activities, the instructor may reach out to you to offer additional support to help aid your comprehension of the textbook chapter readings. – 33 points (1 point for each chapter for which all Mind-tap Activities have been completed.)

Start of Module Lecture Comments (2%)

Start of Module Lecture Comments13

Students are expected to post one video comment on the first slide of the first lecture video of each module discussing the most interesting or most helpful thing they learned from the readings from that module. As such, students are expected to read/listen to the chapter readings for the week prior to watching the lecture videos. Students should also comment on how they believe they could apply the information that they learned to future client counseling work. These comments are expected to be no less than 30 seconds in length and will be able to be viewed by other students in the course who can also respond to these comments if they choose to. - 13 points total, one for each module.

End of Lecture Questions (2%)

End of Lecture Questions13

Students are expected to post one video recorded question on the last slide of the last lecture video of each module asking at least one question they have about the material in that module. These questions will be able to be viewed by other students in the course, who are encouraged to respond to them to facilitate class interaction, and peer-to-peer learning and class discussion. – 13 points total, one for each module.

Lecture Viewing (22%)

Lecture Viewing141

Students are expected to watch each lecture video that is posted in each Module for the course. Students can earn participation points for watching the lecture videos that they do not have to leave a comment or question on by clicking the “submit” button in VoiceThread after they have finished watching the lecture. Blackboard will then automatically award students with 1 participation point for viewing the lectures which do not require comments/question postings – 141 points total (1 point for watching each lecture video that does not require a start of module comment, or end of lecture question (137 total). Please note that students will also receive 2 points for watching the course “Welcome Message” and 2 points for watching the “Syllabi Review” video, both which are listed in Module 0 of the course).

Please note that if you exit the lecture video half way through watching it to go eat dinner, take a bathroom break, or attend to other things, the software will record the furthest progress you made watching the lecture, and then allow you to pick up from where you left off when you enter into the lecture again; so please do not feel that you have to watch each lecture in entirety/one sitting in order to get participation credit for watching it. Also, if you decide to rewind the lecture video and go back a few slides to review the content, and/or want to review it again later, the platform will not erase your progress, or make you re-watch the content that you already viewed.

Blackboard Discussion Boards (4%)

Blackboard Discussion Boards26

A total of 13 discussion boards will be posted on “Blackboard Discussion Board” for the class. Students are expected to respond thoughtfully in writing to each question posed by the instructor prior to the response due date listed on blackboard. Students are then expected to read the posts of fellow students and choose a minimum of one peer comment to respond to for each module and post their comment prior to the peer-response due date. Student comments and responses must show depth of thought, and not merely agreement or disagreement with the comments of others. Students are encouraged to cite textbook readings or journal articles when responding to the discussions/comments of others in order to support their thought processes. Students are expected to write a minimum of 3-4 sentences per response. Points will be awarded based on comprehensiveness of responses and based on completing the post and response to peers within before the deadline each week listed on blackboard. – 26 points total, as 13 discussion board points with 2 points possible for each.

Blackboard discussion boards give students the opportunity to practice professional writing and sharing their thoughts about topics with colleagues in a respectful way. Students also have the opportunity to receive feedback related to their writing and professionalism from the instructor via a low-stakes assignment context. Many of the discussion board questions ask students to contemplate topics related to multicultural competence and self-awareness, both of which are integral skills for ethical counselors to possess. Please use these discussion boards as an opportunity to grow in these areas.

Life-Span Development Population of Interest Presentation Peer Review (2%)

Life-Span Development Population of Interest Presentation Peer Review12

Students will be assigned to review the Lifespan Presentations of 4 peers at the beginning of the course by the instructor. Students must watch and comment on EACH assigned peer presentation to provide meaningful, thoughtful, non-evaluative, in-depth peer-feedback. Students are expected to post a comment at the end of the student’s video on the very last slide to provide presentation feedback. Comments should be video and audio recorded and be no less than 2 minutes in length. Please see information below for more information about evaluative vs. non-evaluative feedback including examples of each. –12 points total as 3 points per peer review completed.

Abnormal Psychology Presentation Peer-Review (2%)

Abnormal Psychology Presentation Peer-Review12

Students will be assigned to review the Abnormal Psychology Presentations of 4 peers at the beginning of the course by the instructor. Students must watch and comment on EACH assigned peer presentation to provide meaningful, thoughtful, non-evaluative, in-depth peer-feedback. Students are expected to post a comment at the end of the student’s video on the very last slide to provide presentation feedback. Comments should be video and audio recorded and be no less than 2 minutes in length. Please see information below for more information about evaluative vs. non-evaluative feedback including examples of each. –12 points total as 3 points per peer review completed.

Exam (15%)

Final Exam100

The final exam will be an open-book, non-proctored final, due by 11:59 pm CST the Friday of Module 14. The final exam will not be available until 11:59 pm CST the Friday of Module 13. The purpose of the exam is to demonstrate your cumulative knowledge and application of the course work for the course, including readings, lectures, and other material presented. The course will focus primarily on abnormal psychology content application, with developmental psychology necessitated to determine developmentally appropriate behavior, and treatment interventions in contrast to abnormal behavior which is clinically significant and/or distressing. The exam will include fill-in the blank, short answer, and essay questions. Short answer and essay questions are expected to be supported by academic references in APA citation style.

Assignment                                               Final Grade

1. Quizzes (10 @ 10 pts each)                                          100 Points
2. Weekly Discussion Boards (15 @ 5 pts each)                75 Points
3. Research Paper                                                            100 Points
4. Presentation                                                                 100 Points
5. Presentation Peer Feedback                                         25 Points
6. Final Exam                                                                    100 Points
7. Active Participation                                                      100 Points

                  Total: 600 Points

Final Grade Scale

> 89.5% A

79.5-89.4% B

69.5-79.5% C

59.5-69.4% D

< 59.4% F

Week of	Reading(s):	Due:

This is a place to add things like resources, rubrics, etc.

The section below contains examples of course policies you may wish to include in your course such as late work, class participation, netiquette, technology statements, etc.  You may fully edit this section to add and/or remove polices as they pertain to your course.

Assignment Policy

Due dates for each assignment or activity will be posted in Blackboard.

Late Work

Insert your late work policy here. An example is provided below.

If you find that you’re having trouble keeping up in this class, please let me and/or your TA know as soon as possible so we can do what we can to help. Due dates are important insofar as they help you spread out your workload and help us keep the behind-the-scenes aspects of the course as organized as possible. However, late work may be accepted for extenuating circumstances, so please reach out if you know you will need more time or if you are having trouble keeping up. 

Please note: You do not need to disclose or perform trauma when asking for an extension; you just need to let us know (very broadly) that you need help, and we will do what we can to get you back on track in the course.

Class Participation

Insert your expectations regarding class participation. An example is provided below.

Students are required to login regularly to the online class site. Students are also required to participate in all class activities such as discussion board, blogs, and wikis Students are expected to attend on campus or synchronous classes, etc.

Incompletes

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 is not resolved, meet with [insert name here]. 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.

Copyright Notice

Insert copyright information here if needed.

In addition to Course and University Policies, the Colleges and/or Departments may have some of their own.  Please edit this section to add any polices for your college or department.  This could include things like mission statements, professional standards, ethical statements, etc.

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.

COVID-19

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., 37^th 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).

• UND Care Team: 701-777-2664 (8:00 AM to 4:30 PM M-F) or 701-777-3491 (evenings and weekends)
• UND Campus Police: 701-777-3491·UND Student Health: 701-777-4500 
• UND Title IX Resources
• Abuse and Rape Crisis Hotline (CVIC): 701-746-8900 (24 hours)
• Grand Forks Police Department: 701-787-8000 (24 hours)
• Emergency Room: 701-780-5280
• UND Student Diversity and Inclusion: 701-777-6985
• Food For Thought Pantry: (Wilkerson Commons Room 169; 701-777-4200) 
• National Suicide Prevention Lifeline: (1-800-273-8255)