SPED 551 01: Advanced Assessment in Special Education

SPED 551 - Advanced Assessment in Special Education

2023 Summer Syllabus, Section 01, CRN 8122

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

This course is delivered asynchronously online.  There are no set meeting times, however lesson modules are released weekly on Tuesdays with lesson module assignments due the following Tuesday by 11:59 p.m. central time.  Please see the course schedule for specific lesson module release dates and assignment due dates.

Instructor Information

Tamara Hoffer

About the Professor

My name is Tamara Hoffer, but you can call me Tammy.  I am the instructor for this course and this is my eighth year teaching full time in the Special Education Master's Program at UND.  Prior to coming to UND, I was a high school Special Education teacher in western North Dakota for nine years, worked in Advertising and Marketing for several years, and as a Business Education teacher for a few years right out of college.  During those nine years in Special Education, I served students with emotional/behavioral disorders, learning disabilities, intellectual disabilities, physical disabilities, and autism spectrum disorder. In addition to teaching, I coached high school basketball and track.  I love helping students to develop their gifts and talents, learn strategies for skills acquisition, improve their social skills, and be healthy.  I am passionate about supporting teacher education candidates in developing their own talents in teaching and acquiring skills to support students of all abilities.  In fact, I will finish my PhD in Teacher Education and Leadership this summer.  

Course Description

Theory and practice of assessment, including formal and informal procedures for screening, identification and assessment of students with disabilities. Practical assignment included.

Learning Outcomes

  1. The student will demonstrate an understanding of the purposes of assessment and a variety of assessment procedures and techniques including observation, interview, ongoing evaluation, curriculum-based evaluation, criterion-referenced evaluation, and norm-referenced assessment.
  2. The student will demonstrate the ability to use assessment information in making instructional decisions that facilitate effective teaching and meet students’ individual needs.
  3. The student will demonstrate the ability to prepare and implement an individualized assessment plan including selection of appropriate procedures, tests, and evaluation measures; interpreting assessment results; and making recommendations for instruction.
  4. The student will demonstrate an understanding of the legal provisions, regulations, and guidelines regarding unbiased and non-discriminatory assessment.

Course Materials

Burns, P. C., Roe, B. (2010). Informal Reading Inventory: Preprimer to Twelfth Grade. United States: Cengage Learning. (8th Edition) Required  **Do not order the e-book**

ISBN: 0495808946 

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
  • Navigate in and use basic Voice Thread functions (this software is located in the Bb course site)
  • Use video recording software, save to MP4, and upload to YouTube or Voice Thread in Blackboard

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

The course content is organized into weekly asynchronous lesson modules and can be found in the "Weekly Lessons" tab in the left menu bar in the Blackboard course site. Each weekly lesson module is released by 12:00 noon central time on Tuesdays and contain learning outcomes, lesson To-Do lists with overview videos, reading assignments, lesson lecture videos, instructional resources selected to enhance the learning experience, assignment expectation overview videos, and assignment criteria documents. Discussions, quizzes, assignments, and projects will be used to assess your comprehension and application of those materials.  *Please follow the course schedule for assignment due dates.


Many services are available to UND students such as writing assistance from the UND Writing Center, free online tutoring from Smarthinking, and more. Visit the Student Resources page for more information. Students also have access to the UND Student Resource Site via Blackboard. It is recommended that you become familiar with the tools and tutorials within the site to better equip you in navigating the course.

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 lesson modules of the Blackboard course.
  3. The student will participate in any discussion boards or activities required.
  4. The student will complete and submit assignments, projects, quizzes, etc. by the due dates on the course schedule and as required and described the assignment criteria documents and/or the assignment overview videos provided in Blackboard and on the course schedule. We will use Central Standard Time for due dates and times.
  5. The student will participate fully and in a timely manner to get the benefit of learning from instructor and/or peers.
  6. Skill awareness and skill knowledge will be acquired through assigned readingsIt is imperative that you read through all materials in the course so you are not only aware but knowledgeable about assessment skills/strategies delineated in the assigned readings.  Those of you who are self-regulated learners will more than likely perform well in this class, but for those who invest minimal time and effort will experience disequilibrium and frustration since material covered in reading assignments will not be retaught in weekly lesson modules.  If you submit a question to me and it is apparent that you have not read through the required materials, you will be redirected to do so.

Instructor Responsibilities and Feedback

  • The instructor will provide feedback on assignments within one week of assignment due dates.
  • The instructor will be available during appointed Office Hours to answer questions, provide feedback, and offer advice.



Announcements will be posted in Blackboard on a regular basis. Be sure to check the class announcements regularly as they will contain important information about class assignments and other class matters. *All announcements will also be sent to your UND email.


If you need to contact me directly, check the Faculty tab in Blackboard or the syllabus for my contact information. Because I teach several courses each semester, please include which course you are enrolled in the subject line of your email. 

I check email Monday thru Friday, 8:00 to 5:00 p.m. central time and will respond back to you within 24 hours during the weekdays (M-F). I do not check emails on weekends or UND scheduled holidays, so if you email during those times, I will respond to your email on the next scheduled school day.  *See UND academic calendar for all holidays. 

Course Etiquette

When participating in class (online or in person) it is important to interact with your peers in an appropriate manner. Always use professional language (no netspeak) in your postings and emails. Please be respectful of your classmates at all times even if you disagree with their ideas.


Project (60%)

Assessment Case Study300

You will select one student to conduct an assessment case study on for this course.  All assessments will be done with the same student.  The student should be in grade 1-12. For this case study, you will be expected to obtain background information (interviews), administer the WJ-IV, administer informal assessments, analyze, and interpret data using digital tools, write summaries for each area of assessment, and then culminate all the assessment findings into a diagnostic report.  The components of this case study will be completed and submitted as they are discussed in class.  Detailed assignment criteria documents will be provided in Blackboard in the corresponding lesson modules. You will be working with this case study student throughout the entire semester.

Quiz (20%)

Quizzes/Study Guides100

Quizzes/Study Guides: (worth 100 points)

For 3 assigned readings, you will be required to “open book” quizzes. These quizzes will not be timed, but each will have to be completed in one setting. In other words, you will not be able to do part of the quiz one day, and one part the next.

Presentation (20%)

WJ-IV Performance Assessment100

WJ-IV Performance Assessment: (worth 100 points)

You will need to demonstrate your proficiency at administering and scoring the WJ-IV.  You will be administering select subtests in the standard battery.  A detailed assignment criteria document will be provided. This is the assignment in which you need to video your performance administering the WJ-IV.

Assessment Summary

Assignment                                               Final Grade

  1. Quizzes (3 @ 33.3 pts each)                                          100 Points
  2. WJ-IV Performance Assessment                                  100 Points
  3. Assessment Case Study                                               300 Points
  4. Expert Interview                                                              50 Points

                  Total: 550 Points

Final Grade Scale


> 92% A

84-91% B

76-83% C

68-75% D

< 68% F

*Rounding rules apply.  (.5% rounds up to whole percentage, <.5% rounds down to whole percentage).

Schedule of Topics and Assignments

Week of Reading(s): Agenda/Topic: Due:
5/15 ND DPI Documents in Module
TIE Net Student Profile & Assessment Plan in Module
Introductions & Course Overview
Lesson Module 1: Evaluation Overview
Lesson Module 2: Legal Aspects
Grading Policy Quiz: due 5/23
Letter of Understanding & Address Information: due 5/23
Introduction on Discussion Board: due 5/23
Lesson Module 1 Assignment: due 5/23
Lesson Module 2 Assignment: due 5/23
5/22 All items in Lesson Module 3 Lesson Module 3: Evaluation Process & Collecting Background Information Lesson Module 3 Assignment: due 5/30
5/29 All items in Lesson Module 4
WJIV Examiner's Manual
Lesson Module 4: WJIV Assessment Lesson Module 4 Assignment: WJIV Examiner's Manual Study Guide due 6/6
6/5 All items in Lesson Module 5 Lesson Module 5: WJIV Performance Assessment Lesson Module 5 Assignment: WJIV Performance Assessment due 6/13
6/12 All items in Lesson Module 6 Lesson Module 6: WJIV Administration, Scoring, & Interpretation with case study student Lesson Module 6 Assignment: WJIV Case Study Results & Report due 6/27
6/19 Work week for Lesson Module 6 Work week for the WJIV
6/26 Informal Reading Inventory (required course text)
All items in Lesson Module 7
Lesson Module 8A (required): How to Administer the Informal Reading Inventory
Extra Credit: Lesson Module 7 Data Lab: Consult with School Psych or SPED Expert to go over results.
Lesson Module 8A Assignment: IRI Study Guide due 7/11* Extended because July 4 is a holiday
*Extra Credit: Lesson Module 7 Assignment: Consultation Data Lab Analysis & Reflection due 7/11 for credit
7/3 Informal Reading Inventory (required course text)
All items in Lesson Module 8A & 8B
Lesson Module 8B: Curriculum Based Assessments & the Informal Reading Inventory (IRI): Administration & Results Lesson Module 8B Assignment: IRI Administration & Scoring due 7/18
7/17 All items in Lesson Module 9
All items in Lesson Module 10
Lesson Module 9: Common Core Standards & Writing CBAs
Lesson Module 10: Math CBAs
Lesson Module 9 Assignment: Writing CBA Results due 7/25
Lesson Module 10 Assignment: Math CBA Results due 7/25
7/24 All items in Lesson Module 11 Lesson Module 11: Reports & Meetings
Lesson Module 12: Where do we go from here?
Lesson Module 11 Assignment: Diagnostic Report & Recommendations due 8/1


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

Course Policies

Assignment Policy

A course schedule of due dates for each assignment or activity will be posted in Blackboard. All assignments must be submitted in Word or PDF formats.  *If you are using google docs or other platforms, you must convert them to Word or PDF formats before submitting to Blackboard.  Assignment submitted in an unreadable format will earn 0 points in the grade book. Resubmission of these assignments will earn late points per the late policy below.

Late Work

Modules are released on Tuesdays and due the following Tuesday by 11:59 p.m. central time.  Assignments must be submitted on or before the due dates that are provided in the course schedule to receive full credit.  Special Education is a technical field for which meeting deadlines is imperative for compliance; thus, you must demonstrate this skill with assignments. 

  • Late assignments will be deducted 10% of the total points possible for each school day the assignment is late unless an extension was granted by the instructor prior to the assignment due date.  Exampleif an assignment is turned in 3 school days late, 30% of the total points will be deducted from the score that would have been earned after it has been graded.  Assignments that are past due 10 or more days will earn 0 points in the grade book unless an extension was granted by the instructor prior to the assignment due date. 
  • Assignments are only considered on time when all components are submitted in their complete form and as directed in the assignment criteria.
  • You are only allowed one when submitting your assignments. Make sure you are reviewing the rubric and assignment criteria to assure all assignment components are included in your submission. If a second submission is needed, 10% of the total possible points will be deducted from your earned score. **Emailed assignments ARE NOT accepted.  ALL assignments MUST be submitted to Blackboard.
  • If you need to request an extension on an assignment, simply communicate with me at least 24 hours in advance. You may be granted an extension, but only for extenuating circumstances. Having a full-time job, a family, and doing graduate work can be overwhelming, so it is important to review the weekly lesson To-Do list and overview videos on Tuesdays when when they are made available.  Making this a weekly habit will help you to manage your time to complete your course assignments by the scheduled due dates.
  • If an extension is granted for an extenuating circumstance, it is per assignment NOT for all assignments. 

Class Participation

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

Students are required to login regularly to the Blackboard course site and complete assignments by the due dates listed in the course schedule. Students are also required to participate in all class activities such as discussion boards. 


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 Patricia Mahar, SPED Program Director. 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.


When participating in class (online or in person) it is important to interact with your peers in an appropriate manner. Netiquette is a set of rules for behaving properly online. Here are a few basic points to remember when communicating in this course:

Be scholarly. Use proper language, grammar, and spelling. Explain your thoughts, justify opinions, and credit the ideas of others by citing scholarly resources. Avoid misinforming others when you are unsure of the answer.  When discussing something and supplying a guess, clearly state that.

Be respectful. Respect the privacy of others. Do not share personal or professional information about others unless permission has been granted. Respect diversity and opinions that differ from their own. Be tactful when you communicate.

Be professional. Everyone should strive to give their best impression online. Truthfulness, accuracy, and running a final spell check are appropriate expectations for university students. Writing in a legible font and limiting the use of emoticons is considered professional behavior. Profanity and participation in hostile interactions, known as flaming, is unprofessional as well as disruptive.

Be polite. Students should address professors and instructors by the appropriate title or requested name. Students should interact online politely, just as they would be expected to do in a physical environment. Sarcasm, rudeness, and writing in all capital letters (shouting) should be avoided.


Everyone has the right to be addressed by the name and personal pronouns that correspond to their gender identity, including non-binary pronouns, for example: they/them/theirs, ze/zir/zirs, etc.

I recognize that preferred names and pronouns may change during the quarter, if at any point during the quarter you would like to be addressed differently, please let me know.

As part of our commitment to inclusion in this course, it is important that all students in this class respect the preferred names and pronouns of their peers. Mistakes in addressing one another may happen. If you make a mistake or are corrected, please briefly apologize and correct yourself.

Technology Statement

In this class we will have a technology policy that is designed to support your attention to one another and to the course material.  We will spend the majority of our time engaged in activities that depend upon you being present and attentive to one another, and course content we will study. We are all challenged these days by the ways in which our digital devices—including laptops, tablets, phones, and watches—can steal our attention away from our immediate surroundings. Technology should be used for educational purposes only during scheduled class times.

Collaboration and Recording (For Online, Hybrid, Hyflex courses)

Sharing personal experiences and opinions is an important part of the learning process. In the Voice Thread Discussions environment of this course, all of our interactions are recorded and made available to students in the course. The purpose of these recordings is to enhance learning for all students. If your peers make personal statements in this course, consider those comments in the context of our learning goals and do not share them with people outside the course. If you have questions or concerns about any recordings, please contact me.

Copyright Notice

All course materials in this course were developed for the University of North Dakota Special Education Program.  Use of these materials are limited to student use in their personal practices.  Templates provided are for personal use in your practice only and no part may bo sold as your own creation (such as for platforms like Teachers Pay Teachers). When sharing any of the course materials with other educators, please ensure that all headers/footers remain intact and include proper credit to the creators (i.e., Tamara Hoffer, University of North Dakota, SPED Faculty, or alumni student names on exemplar models).

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 credential.  Dispositions 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 concerns.  Written documentation of this conference may be included in the student’s permanent file.  Specific 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 1990.  Students 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 candidates.  The Associate Dean will then determine if the suggested accommodations are reasonable or if there are any other reasonable accommodations that can be made.  If 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).