UNIVERSITY OF WISCONSIN-MILWAUKEE
School of Information Studies
L&I SCI 736 – Public Libraries Online
SYLLABUS
Fall 2011
Instructor: Catherine Hansen,
Email: chansen5@uwm.edu,
Office Hours: By appointment, phone, chat, tinychat
Location:
Phone:
Fax:
Bolton Hall Rm 518
414-229-3123
414-229-6699
Meeting Time: Our weeks will start on Weds. All readings and assignments will correspond with this.
GENERAL DESCRIPTION:
This course explores the roles performed by public libraries in meeting educational, informational,
recreational, and cultural needs. Using a seminar format of reading and discussion, and drawing on the
perspectives of guest speakers from the library field, the class will look at current and future challenges
facing those in public library service. This course provides an overview and analysis of issues, trends and
concerns relating to public libraries in the United States.
OBJECTIVES:
Upon completion of the course, students will have an in-depth understanding of the:
- Role played by public libraries in American life
- Organizational structure and governance of public libraries
- Elements that create a dynamic public library
ALA COMPETENCIES:
1C. The history of libraries and librarianship.
1H. The importance of effective advocacy for libraries, librarians, other library workers, and library
services.
1I. The techniques used to analyze complex problems and create appropriate solutions.
1J. Effective communication techniques (verbal and written).
1K. Certification and/or licensure requirements of specialized areas of the profession.
4A. Information, communication, assistive, and related technologies as they affect the resources,
service delivery, and uses of libraries and other information agencies. 4B. The application of
information, communication, assistive, and related technology and tools consistent with professional
ethics and prevailing service norms and applications.
4D. The principles and techniques necessary to identify and analyze emerging technologies and
innovations in order to recognize and implement relevant technological improvements.
5A. The concepts, principles, and techniques of reference and user services that provide access to
relevant and accurate recorded knowledge and information to individuals of all ages and groups.
5E. The principles and methods of advocacy used to reach specific audiences to promote and explain
concepts and services.
5F. The principles of assessment and response to diversity in user needs, user
L&I SCI 736 Spring 2011
Catherine Hansen
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communities, and user preferences.
5G. The principles and methods used to assess the impact of current and emerging situations or
circumstances on the design and implementation of appropriate services or resource development.
7B. The role of the library in the lifelong learning of patrons, including an understanding of lifelong
learning in the provision of quality service and the use of lifelong learning in the promotion of library
services.
8A. The principles of planning and budgeting in libraries and other information agencies.
8B. The principles of effective personnel practices and human resource development.
8C. The concepts behind, and methods for, assessment and evaluation of library services and their
outcomes.
8D. The concepts behind, and methods for, developing partnerships, collaborations, networks, and
other structures with all stakeholders and within communities served.
METHOD:
Lecture/Discussion/Debate/Presentation
Students with special test and note-taking needs should contact the instructor as early as possible for
accommodations.
TEXT:
REQUIRED:
De la Pena McCook, K. (2011) 2nd ed. Introduction to Public Librarianship. New York, NY: Neal-Schuman
Publishers
Readings also are assigned from a variety of sources. They are available through the D2L course site or the
Internet.
COURSE SCHEDULE:
WEEK:
TOPICS:
Readings
McCook Chapters 2 & 3
Sept. 7
Week 1
Course overview;
The Public Library:
History, Mission & Use
-Ruben, R. E. (2008). Stepping back and looking forward: Reflections
on the foundations of libraries and librarianship. The Portable MLIS.
Westport, CT: Libraries Unlimited.
 Q: In this reading Ruben states, “Libraries … are not merely
important, they are essential.” Do you agree? Why or why
not.
http://www.ala.org/ala/alonline/resources/slctdarticles/12wayslibrari
es.cfm -Which of these are most important? Least? Why?
Sept. 14
Week 2
Leadership, Governance &
Organization
Policies
McCook Chapter 5
-Moore, M. Y. (2005). Chapter 1: Getting started. The successful library
trustee handbook. Chicago: American Library Association. 1-7.
- Division for Libraries, Technology, and Community Learning. (2002).
L&I SCI 736 Spring 2011
Catherine Hansen
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Chapter 2: Who runs the library? Trustee essentials: A handbook for
Wisconsin public library trustees. Madison: Wisconsin Department of
Public Instruction. TE 2-1 – TE 2-4.
- Sheldon, B.E. (2008). Another look at leadership. The Portable MLIS.
Westport, CT: Libraries Unlimited.
- Moran, B.B. (2008). Management: An essential skill for today’s
librarians. The Portable MLIS. Westport, CT: Libraries Unlimited.
-"Policies and Circumstances" Webinar Recording
http://blip.tv/file/4302756
Hand out referred to in the webinar:
http://www.scribd.com/full/40202013?access_key=keybtcpwx0a843zd05f31q
-Handy resource: http://www.dpi.state.wi.us/pld/trusteefaq.html
Gonzalez, M.E. (2010). Workforce competenices: Focus on urban
public libraries. Library Trends 59 (1/2). 269-287
Sept. 21
Week 3
Rural/Urban/Suburban
Libraries
Differences/Similarities
Mehra, B., Black, K., Singh, V., Renfro, N., Reynolds, D., Simmons, S.,
Williams, K.C. (2010) Rural library professionals as change agents in
the 21st century: Integrating information technology competencies in
the southern and central Appalachian region. Tennessee Libraries
60(3)
http://www.tnla.org/displaycommon.cfm?an=1&subarticlenbr=376
Hildreth, S. (2007). Rural libraries: the heart of our communities.
Public Libraries (March/April) 7-11.
http://arsl.pbworks.com/f/Article++Rural+Libraries+by+Hildreth+Public+Libraries+MarApr+07.pdf
McCook Chapter 4
-Shontz, M. L., Parker, J. C., & Parker, R. (2004). What do librarians
think about marketing? A survey of public librarians' attitudes toward
the marketing of library services. Library Quarterly. 74:1, 63-84.
Data: Community Analysis,
Marketing,
Sept 28
Week 4
• Know your community
• Developing a marketing plan
• Public Relations: Putting your
best face forward
Library Assessment Due
-Felker, K. (2008). Editorial board thoughts. Information Technology &
Libraries, 27(2), 4-5.
- Blackstead, K. J., & Shoaf, E. C. (2002). Chapter 1: Synergy in library
public relations, marketing, and development activities. Powerful
public relations: A how-to guide for libraries. Chicago: American
Library Association. 1-7.
Persichini, G. & Lipus, T. (2009). Libraries by a river: three rural
libraries join forces to improve the customer experience. Idaho
Librarian 59(2) 1-3.
-Koontza, C.M., Juea, D.K., Lance, K.C. (2005) Neighborhood-based inlibrary use performance measures for public libraries: A nationwide
study of majority–minority and majority white/low income
L&I SCI 736 Spring 2011
Catherine Hansen
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markets using personal digital data collectors.
http://www.ugr.es/~alozano/Translations/5ABNeighborhoodbasedinli
braryuse.pdf
-Brehm-Heeger, P., Edwards, G. (2010). Remaking One of the Nation's
Busiest Main Libraries. Public Libraries Online 49(6)
http://www.publiclibrariesonline.org/magazines/featuredarticles/remaking-one-nations-busiest-main-libraries
-Allen, B. (2003). Public opinion and the funding of public libraries.
Library Trends. 51:3, 414-423.
- Holt, G. (2002). Economics: Budgeting for the twenty-first century.
The Bottom Line: Managing Library Finances. 13:1, pp. 1-5.
Budgeting & Finance I
Oct. 5
Week 5
• The Players: Director, Library
Board, & Village Board/City
Gov't
• Budget Allocation
• State Law
- Division for Libraries, Technology, and Community Learning. (2007).
Chapter 8: Developing the library budget. Trustee essentials: A
handbook for Wisconsin public library trustees. Madison: Wisconsin
Department of Public Instruction. TE 8-1 - TE 8-5.
- Budgeting: http://dpi.state.wi.us/pld/ae13.html or
Special Libraries
http://www.libsci.sc.edu/bob/class/clis724/SpecialLibrariesHandbook
/Budgets%20and%20Financial%20Management.htm
http://www.libraryjournal.com/lj/communityfunding/849932268/permanent_shift_library_budgets_2010.html.csp
- Nelson, S., Altman, E., & Mayo, D. (2003). Chapter 1: Results require
resources. Managing for results: Effective resource allocation for
public libraries. Chicago: American Library Association. 13-28.
-Ashman, A. B. (2003). A Comparative Examination of Public Library
Fundraising. Public Library Quarterly, 21(2), 47-57.
Oct. 12
Budgeting & Finance II
Week 6
- Holt, G. (2002). Economics: Long-range financial planning for
libraries. The Bottom Line: Managing Library Finances. 15:3, 125-128.
-Division for Libraries, Technology, and Community Learning. (2007).
Chapter 9: Managing the library's money. Trustee essentials: A
handbook for Wisconsin public library trustees. Madison: Wisconsin
Department of Public Instruction. TE 9-1 - TE 9-4.
-Hage, C. L. (2004). Chapter 4: Securing library financing. The public
library start-up guide. 40-49.
Staffing and Unions
Oct. 19
Week 7
• Do librarians get paid what
they are worth - why or why
not?
• Paraprofessionals v.
Professionals debate
• Unions
Budget Paper Due
L&I SCI 736 Spring 2011
Catherine Hansen
McCook Chapter 6
-Manjarrez, C.A. & Ray, J., Bisher, K. (2010). A demographic overview
of the current and projected library workforce and the impact of
federal funding, Library Trends 59(1/2); 6-29.
-Rexon, D. (2005). Proper care and feeding of the endangered species:
Curator Bibliothecae Rusticae (the rural librarian). Rural Libraries
25(2). 59-81.
4
- Lynch, M. J. (2003). Public library staff: How many is enough?
American Libraries. 34:5, 58-59.
- Cohn, J. M., & Kelsey, A. L. (2005). Chapter 2: Defining twenty-first
century competencies: Determining standards for the modern library.
Staffing the modern library: A how-to-do-it manual. New York: NealSchuman Publishers, Inc. 13-24.
- Cohn, J. M., & Kelsey, A. L. (2005). Chapter 5: Outsourcing and
insourcing: Exploring the options and issues in today’s library. Staffing
the modern library: A how-to-do-it manual. New York: Neal-Schuman
Publishers, Inc. 45-55.
- McLean, C. (2005). The not-so-odd couple: Libraries and unions. Alki.
21:2, 11-12.
- Auld, H. (2002). The benefits and deficiencies of unions in public
libraries. Public Libraries. 41:3, 135-142.
- Swan, J. (2002). Chapter 3: Exploring funding through successful
grant writing. Fundraising for libraries: 25 proven ways to get more
money for your library. New York: Neal-Schuman Publishers, Inc. 4766.
- Swan, J. (2002). Chapter 15: Securing matching grants or gifts.
Fundraising for libraries: 25 proven ways to get more money for your
library. New York: Neal-Schuman Publishers, Inc. 273-279.
Oct. 26
Week 8
Grant Writing
Funding Info at Marquette
person/
- Swan, J. (2002). Chapter 19: Write an LSTA grant. Fundraising for
libraries: 25 proven ways to get more money for your library. New
York: Neal-Schuman Publishers, Inc. 307-314.
- Gerding, S. (2006). Writing successful library grant proposals. Public
Libraries. 45:5, 31-3.
- Barber, P., & Crowe, L. D. (1993). Ten commandments for successful
grants. Getting your grant: A how-to-do-it manual for librarians. New
York: Neal-Schuman Publishers, Inc. 2.
-Kahn, M. B. (2003). Introduction. Disaster Response and Planning for
Libraries. 2nd ed. Chicago: American Library Association. 1-4.
- Holderfield, A. (2007).A library disaster. Illinois Libraries. 86:4, 11-15.
Nov. 2
Week 9
Disaster Planning/
Conservation/Preservation
- Kuzyk, R. (2007). Serving through disaster. Library Journal. 132:5, 2629.
- Dickerson, L. (2006). Building from disaster: Lessons from Hurricane
Katrina. Alki. 22:1, 16-19.
- Pinnell-Stephens, J. (2005). Saving the stories: Alaska libraries rescue
two Native oral history resources. American Libraries. 36:11, 46-47.
- Tolbert, S. L. (1997). Preservation in American public libraries: A
L&I SCI 736 Spring 2011
Catherine Hansen
5
contradiction in terms? Public Libraries. 36:4, 236-245.
Video: Disaster Planning and Recovery of Marine Librarians: Tale of
Two Rivers
McCook Chapters 8 and 9
Agosto, D.E. & Hughes-Hassell, S. (2010). Revamping library services to
meet urban teens everyday life information needs and preferences in
Urban teens in the library: research and practice (pp. 23-40)
Chicago:ALA
- McCain, M. (2003). What’s so special about special needs? Public
Libraries. 42:1, 51-54.
Public Services: Programming
- Quezada, S. (2003). Nothing about me without me: Planning for
and Outreach
Nov. 9
Week 10
Catering to the Demographic:
Adult, Seniors, Cultural,
Children's & YA Programming
Grant Assignment Due
library services for people with disabilities. Public Libraries. 42:1, 4246.
- Mates, B. T. (2003). Chapter 4: Programming for seniors. 5-star
programming and services for your 55+ library customers. Chicago:
American Library Association. 34-41.
- Robertson, D. A. (2005). Chapter 1: Making the case for cultural
programming. Cultural programming for libraries: Linking libraries,
communities, and culture. Chicago: American Library Association. 1-7.
Watch video: Libraries, the universe and everything, serving
immigrant populations: a library prototype for diversity
- Quint, B. (2008). Why isn’t print dead…yet? Information Today. 25:1,
7-8.
- King, D. (2002). Access to e-serials and other continuing electronic
resources at Kansas City public library. The Serials Librarian. 41:3/4,
271-279.
Cyberspace/ Cyberservices
Web 2.0
Nov. 16
Week 11
• Books or bytes (or both) what is a good mix of service
delivery methods?
• What services should or
should not be offered online?
Digital Divide
-Litzer, D., & Barnett, A. (2004). Local history in e-books and on the
web: One library’s experience as example and model. Reference &
User Services Quarterly. 43:3, 248-57.
- Bordeaux, A., & Boyd, M. (2007). Blogs, wikis, and podcasts: Social
software in the library. The Serials Librarian. 52:3/4, 263-269.
- Bolan, K., Canada, M., & Cullin, R. (2007). Web, library, and teen
services 2.0. Young Adult Library Services. 5:2, 40-43.
- Anonymous. (2007). LibraryThing for libraries. Library Journal Net
Connect. Summer, 3.
- Klein, L. R. (2004). Phoenix gets it right. Library Journal. 129:12, 3436.
-Sauers, M.P. (2006). An Introduction to Blogs (Chapter 1) in Blogging
L&I SCI 736 Spring 2011
Catherine Hansen
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and RSS: A librarians guide (pp.1-9). Medford, NJ: Information Today,
Inc.
-Sauers, M.P. (2006). Podcasting in Blogging and RSS: A librarians
guide (pp.119-121). Medford, NJ: Information Today, Inc.
-Sauers, M.P. (2006). An Introduction to RSS (Chapter 5) in Blogging
and RSS: A librarians guide (pp.123-141). Medford, NJ: Information
Today, Inc.
-Ward-Crixell, K. (2007). Gaming Advocacy. School Library Journal,
53(9), 36-38.
-Farrelly, M.G. (2006). The Possibilities of YouTube. Public Libraries,
45(5), 34-35.
-Starr, J. (2007). LibraryThing.com: The Holy Grail of Book
Recommendation Engines. Searcher, 15(7), 25-32.
-McClure, M. (2007).Case Study: Rolling Out a Robust Library
Experience. Information Today, 24(4), 1,42.
- Blue, L. et al. (2007). Increasing Patron Traffic to Your Library's Web
Links. Public Libraries, 46(1), 28-30.
Nov. 23
Thanksgiving Break
Thanksgiving Break
Week 12
Nov. 30
Week 13
River Bend Case Studies
Programming Assign. Due
See D2L Content page for case studies
-Moore, M. Y. (2005). Chapter 4: Advocacy: A basic board
responsibility. The successful library trustee handbook. Chicago:
American Library Association. 22-27.
Library Advocacy
Dec. 7
Week 14
• Mission statements,
community partnerships, and
fundraising
• Identifying target groups
• Designing the library message
- Hage, C. L. (2004). Chapter 13: Promoting the library. The public
library start-up guide. Chicago: American Library Association. 146-155.
- Illinois Library Association & American Library Association. (2004).
Library advocacy: Influencing decision makers. Chicago: Illinois Library
Association. 1-16.
- Wallace, L. K. (2008). Library advocate's handbook. Chicago:
American Library Association, Public Information Office. 1-40.
Public Libraries Around the
World
Dec. 14
• Can libraries play a significant
role in development?
Week 15
The Library of the future
What’s next?
Editorial Response due
L&I SCI 736 Spring 2011
Catherine Hansen
McCook Chapter 11 and 12
- Auld, H. (Ed.) (2002). Public libraries in the developing world. Public
Libraries. 41:1, 25-33.
- de Jager, K., & Nassimbeni, M. (2007). Information literacy in
practice: Engaging public library workers in rural South Africa. IFLA
Journal. 33:4. 313-322.
7
- Ahmad, P. (2008). The national library of Pakistan: An overview. IFLA
Journal. 34:1, 90-98.
Video: Remote Access: Distant Libraries of the World
- Simon, M. (2006). Will the Library Survive the Internet? What
Patrons Value in Public Libraries. Public Libraries, 41(2), 104-106.
-Stratigos, A., & Strouse, R. (2003). Library of the Future. Online,
27(1), 74-76.
-Sullivan, M. (2003). The Fragile Future of Public Libraries. Public
Libraries, 42(5), 303-308.
L&I SCI 736 Spring 2011
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8
ASSIGNMENTS:
Written assignments are due on the specified date. Grades will be reduced for late papers (one full grade for
each week or part thereof). I do understand that life happens, so if you need an extension you must ask before
the due date. Assignments will be graded and posted within two weeks of the due date, barring any
catastrophic delays on my end. (I’ll let you know if there’s a problem.)
You may not resubmit work that has already been used in fulfillment of the requirement of this or any other
course. Rules of academic conduct require that you not use the work of others without clearly indicating it as
such. Academic misconduct may result in a lowered grade, no credit for a given assignment, or removal from
the course.
You must use APA style, no abstract needed. It is expected students will consult and appropriately cite the
research and professional literature where merited. Grades will also be reduced for papers that include
irrelevant content to “fill up space” to meet the length specifications for a paper.
DISCUSSION: (25 points)
Participation in class discussions is required.
Much of the learning in any course (online or onsite) takes place in the exchange of ideas and experiences that
takes place in the discussion area. It’s an opportunity to broaden your horizons and learn from your colleagues.
You are required to post a minimum of three times per week. Your first post should be a response to the
week’s topic – pick something that you found particularly engaging, different or interesting. You’ll want to be
sure to bring in the readings or outside readings/websites/commentary in this first post to show your
engagement with the topic. This first post needs to be made by Weds. midnight CST. The other two posts
should show meaningful engagement with your group. Responding to others posts, clarifying points and
bringing in outside materials are what I’m looking for in these posts. These posts should also be spread
throughout the week. Contributing two posts on Tuesday night is frowned upon. Comments such as “I agree”
or “That’s how we do it here” are fine, but will not earn points. Please see the Discussion rubric posted in the
Content section of D2L, it will give you an idea of what I’m looking for. I will give you individual feedback on
your posts the first couple of weeks so you’ll know what my expectations are for this. I will be grading 4 of the
discussion weeks at random, and you will be responsible for one self-assessment.
LIBRARY ASSESSMENT: (20 points) Due Sept. 28
Visit a public library (that you do not work at, or use much). Describe the community and the library. Give
descriptive statistics about the community including population and socio-economic profile (average income,
employment, education level, etc.). Include information about the library itself, the age of the library, any
development plans for the future, number of volumes. Comment on the library’s webpage and its ease of
navigation and usefulness. Be sure to describe what the library looks like - its physical condition both inside
and out. Take photographs outside and ask if you can take interior photographs (let the librarian in charge
know that you're completing a class assignment).
Include your observations about how the library is used by patrons (computers always busy, people reading,
attending programs, etc. use worksheet provided) and your sense concerning the interactions between staff
and patrons. Look around the library and observe how the building is designed, is signage understandable and
helpful? Is the public space open and accessible or fragmented and difficult to navigate (or somewhere in
between)? What is the overall atmosphere of the library and how do the design elements of the building
displays, placement of service points, and public areas and furniture contribute to it. APA style, no abstract
needed. (8-12 pages)
L&I SCI 736 Spring 2011
Catherine Hansen
9
BUDGET PAPER: (20 points) Due Oct. 19
An overview of the Leafyview Public Library will be provided, as part of the management team you
will be responsible for revising the annual budget. Due to an 8% budget cut handed down by the city
you are expected to present the revised budget to your library board for approval. The changes you
make to the budget must be justified in your paper.
GRANT ASSIGNMENT: (15 points) Due Nov. 9
You will find a suitable funding source for a public library (pick what size you'd like to work with), and fill out
Parts I and II of the Wisconsin Common Grant Application (available on d2l, this is a shortened version of the
real thing which is available online if you'd like to see it) in the assignments section of d2l. Include a budget
sheet for the project.
PROGRAMMING ASSIGNMENT: (20 points) Due Nov. 30
You've recently accepted a position as an Outreach and Programming Specialist for a library. Choose a specific
city, for example, Columbus OH, Santa Fe, NM, Spokane, WA. Provide a plan for a program for 2 separate
population groups (i.e. new immigrants, senior citizens, young urban adults, homeless). Include a justification
for why the library should reach out to this group (you must support your recommendation with data) and
include a marketing plan. Assume you have a limited budget, but that you have time to arrange the programs.
You have an adequately sized community room to use. Use the Library Program Planning worksheet provided.
EDITORIAL RESPONSE: (10 pts.) Due Dec. 14
This article has recently appeared in your local newspaper. Respond to this in an editorial format. Public
Libraries – No longer just for the literate.
http://www.wpri.org/Commentary/2008/5.08/Sc5.05.08/Sc5.05.08.html. Feel free to agree or disagree with
any of the sentiments expressed in the piece. (2-4 pages)
A brief note about grading: The University of Wisconsin uses a grade of “A” to indicate “Outstanding” work,
therefore if you do what you are asked and you do it correctly you will be graded according to the scale below
and get a “B”. That is your starting point from which you move up or down. Extra points will be given for
outstanding work. So if you want an A, ask yourself if what you are doing is truly “Outstanding”?
EVALUATION:
Undergraduate Students
Graduate Students
Library Assessment Paper
15 pts.
15 pts.
Budget
15 pts.
15 pts.
Grantwriting
15 pts.
15 pts.
Programming
20 pts.
20 pts.
Editorial Response
10 pts.
10 pts.
Discussion
25 pts.
25 pts.
GRADING SCALE:
96-100
L&I SCI 736 Spring 2011
Catherine Hansen
A
74-76.99
C
10
91-95.99
A-
70-73.99
C-
87-90.99
B+
67-69.99
D+
84-86.99
B
64-66.99
D
80-83.99
B-
60-63.99
D-
77-79.99
C+
Below 60
F
UWM AND SOIS ACADEMIC POLICIES
The following links contain university policies affecting all SOIS students. Many of the links below may be accessed
through a PDF-document maintained by the Secretary of the University:
http://www.uwm.edu/Dept/SecU/SyllabusLinks.pdf. Undergraduates may also find the Panther Planner and
Undergraduate Student Handbook useful (http://www.uwm.edu/Dept/OSL/DOS/Handbook2005-06.pdf). For graduate
students, there are additional guidelines from the Graduate School (http://www.uwm.edu/Dept/Grad_Sch/StudentInfo/),
including those found in the Graduate Student and Faculty Handbook:
http://www.uwm.edu/Dept/Grad_Sch/Publications/Handbook/.
Students with disabilities. If you will need accommodations in order to meet any of the requirements of a course, please
contact the instructor as soon as possible. Students with disabilities are responsible to communicate directly with the
instructor to ensure special accommodation in a timely manner. There is comprehensive coverage of issues related to
disabilities at the Student Accessibility Center (http://www.uwm.edu/Dept/DSAD/SAC/MainOffice.html ), important
components of which are expressed here: http://www.uwm.edu/Dept/DSAD/SAC/SACltr.pdf.
Religious observances. Students’ sincerely held religious beliefs must be reasonably accommodated with respect to all
examinations and other academic requirements, according to the following policy:
http://www.uwm.edu/Dept/SecU/acad%2Badmin_policies/S1.5.htm. Please notify your instructor within the first three
weeks of the Fall or Spring Term (first week of shorter-term or Summer courses) of any specific days or dates on which
you request relief from an examination or academic requirement for religious observances.
Students called to active military duty. UWM has several policies that accommodate students who must temporarily lay
aside their educational pursuits when called to active duty in the military (see
http://www3.uwm.edu/des/web/registration/militarycallup.cfm), including provisions for refunds, readmission, grading,
and other situations.
Incompletes. A notation of “incomplete” may be given in lieu of a final grade to a student who has carried a subject
successfully until the end of a semester but who, because of illness or other unusual and substantial cause beyond the
student’s control, has been unable to take or complete the final examination or some limited amount of other term work.
An incomplete is not given unless the student proves to the instructor that s/he was prevented from completing course
requirements for just cause as indicated above (http://www.uwm.edu/Dept/SecU/acad%2Badmin_policies/S31.pdf).
Discriminatory conduct (such as sexual harassment). UWM and SOIS are committed to building and maintaining a campus
environment that recognizes the inherent worth and dignity of every person, fosters tolerance, sensitivity, understanding,
and mutual respect, and encourages the members of its community to strive to reach their full potential. The UWM
policy statement (http://www.uwm.edu/Dept/SecU/acad%2Badmin_policies/S47.pdf) summarizes and defines situations
that constitute discriminatory conduct. If you have questions, please contact an appropriate SOIS administrator.
L&I SCI 736 Spring 2011
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11