Syllabus
Course Prefix/Number: EDF2085
Course Title: Teaching Diverse Populations
Course Credit Hours: 3
Course Instructor Name and Contact Information:
Ms. Dana Brown
Building 85, Room 164
Phone: (850) 474-3417
E-Mail (Preferred Method of Contact): dbrown2@uwf.edu
IMPORTANT: Whenever you send me an email, please indicate EDF 2085 in the
subject. Doing this identifies you immediately and sends your email in my inbox folder
dedicated to this course.
Lead Instructor Name and Contact Information:
Dr Robert Markowitz
School of Education
College of Professional Studies
University of West Florida
Building 85, Room 179
Phone: (850) 473-2158
E-Mail: rmarkowitz@uwf.edu
Prerequisites/Corequisites: None
Course Description:
More than one-third of the students in P-12 classrooms are from minority groups. Teacher
candidates need to develop proficiencies working with students from diverse backgrounds and
with exceptionalities to ensure that all students have the opportunity learn. Through this course,
students will be provided the opportunity to explore personal values and attitudes toward cultural
diversity. Designed for the prospective educator, the theoretical component will examine the
issues of teaching in culturally diverse classrooms. Attention will be given to teaching all
children about ethnicity in a pluralistic society. Field experience and examination of educational
materials will enhance the students' understanding of multiculturalism
Purpose of the Course:
The “Empowered Person and Professional (EPP) Making a Difference” is a theme of the
College of Professional Studies’ conceptual framework. This theme focuses learning experiences
on activities that permit the teacher to examine what he/she does and to take an active role in the
instructional process. The subject matter, class activities, and skill development of this course
were selected to assist your personal growth in the following EPP making a difference
characteristics:
1. critical thinker
2.
3.
4.
5.
6.
lifelong learner
counselor/mentor
decision maker
problem solver
ethical/moral professional
The State of Florida has responded to national and state initiatives in education reform and
accountability by creating legislative policies relative to the preparation of educators. Florida's
Uniform Core Curricula outline the knowledge, skills, and dispositions that candidates require to
be successful in Florida's educational system.
To monitor your progress in this teacher preparation program, Key Assignments are required in
certain courses. Key Assignments are specific learning activities that directly relate to the course
and program learning outcomes. A passing grade (70% or higher) is required on each of the
student learning outcomes identified on the assignment in order to receive a grade for the course
and advance in the teacher education program. (Specific details are provided in your Teacher
Education Handbook.)
America's classrooms are becoming increasingly diverse where the families of an increasing
number of students are immigrants, many with native languages other than English and from
diverse religious backgrounds. Growing numbers of students are classified as having disabilities.
Regardless of whether they live in areas with great diversity, candidates must develop knowledge
of diversity in the United States and the world, dispositions that respect and value differences,
and skills for working in diverse settings.
This course addresses the preparation of teachers for the global diversity of students they
inevitably will meet in their classrooms, schools, and communities. In addition, the concepts
presented will provide a foundation that will assist in taking a proactive role in an increasingly
independent, multicultural society. Finally, students will experience in-class teaching
opportunities, be introduced to ethnographic research methods, learn basic tenets of program
evaluation, and learn to read and write critically through supplemental texts. Through personal
sharing, group exercises, and dialogue, the ever persistent and ever changing dynamics of
personal and societal structures which support inequality will be examined. Participants will also
engage in learning skills to become allies for social equity.
Program Student Learning Outcomes:
1. Practice and teach strategies of tolerance and acceptance related to individual and cultural
differences.
Student Learning Outcomes:
After completion of the course, students will be able to:
1. Develop knowledge base through the study of multicultural diversity as it relates to
education in a pluralistic society and the world.
2. Reflect through discussions and assess personal attitudes as they affect our relationship to
others from diverse groups within the public and private schools, society, and the world.
3. Develop a historical perspective of racism and prejudice in America and parts of the
world and its impact on educational trends and reforms.
4. Review literature that considers multicultural issues in public and private schools and
concerns which help students expand their understanding of diversity.
5. Define ways to integrate multiculturalism into the existing curriculum, and appropriate
strategies for implementation.
6. Present the issues related to equity, equality and excellence especially as they relate to the
teachers’ roles in the public and private schools.
7. Develop an affinity for multicultural awareness as it impacts on our interdependence
within a global society in an effort to help students develop their potential for academic,
social, and vocational success in a multicultural world.
Course Alignments by Assessments, Outcomes, and Standards:
Project
Name and
Assessment
Tool
Conceptua
l
Framewor
k
Outcomes
Cours
e
SLOs
NCATE
Standard
s
FEAP
s
Subject Area
Competencies and
Skills
ESOL
Performanc
e
Standards
Discussion 1a
(Project
Implicit):
Reflect on
implicit likes
and dislikes
of other
people
Discussion 1b
(My Family):
Share
ancestral
origins,
family deep
culture, route
to America;
find
similarities
among
classmates
Discussion 1c
(Expectations
): Indicate
previous
knowledge on
diversity;
identify
expectations
on the course
Discussion 2
(Lesson of a
Lifetime):
Critique Mrs.
Elliott’s class
Ethical
Professiona
l
1, 2, 7
1c,
5.1
Elem 60.20.1,
20.2, 20.3
Middle: 38.5.2
ESE: 61.4.3
ESOL 47.3.1,3.5
3.8
3.2, 23.1
Ethical
Professiona
l
1, 2, 3,
7
1c
5.1,
5.3
Elem 60.20.1,
20.2, 20.3 Middle:
38.1.2, 38.1.8,
38.2.6, 38.2.9,
38.2.10, 38.2.11
ESOL: 47..3.1
PreK 53.7.1, 7.2,
7.4
Ethical
Professiona
l
Ethical
Professiona
l
Critical
Thinker
1
1, 2, 3,
4, 5, 6,
7
1c
1c
1.1,
5.1
1.1,
1.4,
4,2,
5.3,
5.5
Elem: 60.20.1,
20.2, 20.3 Middle:
14.3.6
ESOL: 47.3.1, 3.9
PreK 53.7.2
Elem: 60.20.1,
20.2, 20.3
Middle: 38.5.238.5.6
ESE 61.4.1
Reading
Endorsemen
t
Competencie
s&
Indicators
N/A
2.1, 23.1
N/A
3.2
N/A
3.1, 3.2
N/A
experiment;
compare pros
and cons of
activity;
reflect legal
and ethical
issues using
same activity
in today’s
classrooms
Discussion 3
(Diversity
Project):
Research for
two
innovative
teaching
strategies
used by
teachers
around the
world
Discussions 4
to 10 and
Case Analysis
Assignment:
Students work
in groups to
analyze
diversity and
social related
cases in
educational
setting;
suggest target
and
alternative
plans of
action; and
present to the
class
Writing
Assignment 1
(Little Rock
9): Reflect on
the incident;
Critique
decisions and
actions of key
officials;
Suggest
alternative
actions that
could have
been done
instead
ESOL: 47.3.5, 3.9,
11.3
Ethical
Professiona
l
Critical
Thinker
Ethical
Professiona
l
Critical
Thinker
Problem
Solver
Ethical
Professiona
l
Critical
Thinker
Problem
Solver
1, 4, 5,
6, 7
1, 2, 4,
5, 6, 7
1, 2, 3,
4, 5, 6,
7
1c
1c
1c
1.1,
1.2,
1.4,
3.8,
4.2,
5.4,5.5
Elem: 60.20.1,
20.2, 20.3
Middle: 38.5.2-,
38.4.1, 38.5.6
ESE: : 61..3.2, 3.5
ESOL: 47.5.2
PreK 53.7.1, 7.2,
7.4
1.1,
1.2,
1.4,
3.8,
4.2,
5.4,5.5
Elem: 60.20.1,
20.2, 20.3
Middle: 38.3.11
ESE: 61.2.6 ,3.5
ESOL: 47.3.1, 3.5,
3.8
PreK 53.7.1, 7.2,
7.4
1.1,
1.2,
1.4,
3.8,
4.2,
5.4,5.5
Elem 60.20.1,
20.2, 20.3
Middle: 38.1, 38.3,
38.5
ESOL: 47.3.1, 3.5
3.8
PreK 53.7.1, 7.2,
7.4
6.1
N/A
3.1, 4.1,4.2
N/A
3.1, 4.1,4.2
N/A
Writing
Assignment 2
(It’s
Elementary):
Watch video
and discuss
different
strategies
used by
teachers to
teach students
about gays
and lesbians
Writing
Assignment 3
(My
Students):
Collect
student
demographics
in schools;
compare with
Census
Bureau’s
existing local,
state, and
national data
Writing
Assignment 4
(Curriculum
Planning):
Students
develop
lessons
integrating
diversity
topics and
technology
across
curriculum
Writing
Assignment 5
(Reflection):
Compare
previous
knowledge
with what
they learned
from the
course; did
perceptions
change with
new
knowledge;
did
effectiveness
Ethical
Professiona
l
Problem
Solver
Ethical
Professiona
l
Ethical
Professiona
l
Problem
Solver
Ethical
Professiona
l
1, 2, 3,
4, 5, 6,
7
1, 2, 6,
7
1, 2, 3,
4, 5, 6,
7
1, 2, 7
1c
1c
1c
1c
1.1,
1.2,
1.4,
3.8,
4.2,
5.4,5.5
1.1,
5.3
1.2,
1.4
5.4,
5.5
3.3
Elem: 60.20.1,
20.2, 20.3
Middle: 38.5
ESOL:47.3.1,3.5,3.
8
PreK 53.7.1, 7.2,
7.4
Elem: 60.20.1,
20.2, 20.3
Middle: 38.1-38.3,
38.5
ESE: 61.1.4
ESOL:
47.3.1,3.5,3.8
PreK 53.7.2
Elem: 60.20.1,
20.2, 20.3
Middle: 38.5
ESE: 61.1.7, 5.4
ESOL:
47.3.1,3.5,3.8 ,3.9
PreK 53.7.1, 7.2,
7.4
3.1, 4.1,4.2
N/A
23.1
N/A
3.1, 4.1,4.2
N/A
3.1, 4.1,4.2
N/A
Elem: 60.20.1,
20.2, 20.3
Middle: 38.5
ESOL:
47.3.1,3.5,3.8 ,3.9
PreK 53.7.1, 7.2,
7.4
to teach
diverse
population
change
Quiz (50%
multiple
choice and
50% essay
questions)
Ethnography
Paper: Write
research
paper on
diversity or
related social
issues that
people know
nothing to
little about
Critical
Thinker
Ethical
Professiona
l
1, 5
1, 2, 6,
7
1c
1c
1.1,
1.2,
1.4,
3.8,
4.2,
5.4,5.5
Elem: 60.20.1,
20.2, 20.3
Middle: 38.1-38.5
ESE: 61.2.6 ,3.5,
4.1, 4.3
ESOL:
47.3.1,3.5,3.8, 3.9
PreK 53.7.1, 7.2,
7.4
Elem: 60.20.1,
20.2, 20.3
Middle:38.1-38.5
ESE: 61.2.6,3.5,
4.1,4.3
ESOL:
47.3.1,3.5,3.8,3 9
PreK 53.7.1, 7.2,
7.4
3.1, 4.1,4.2,
N/A
3.1, 4.1,4.2
N/A
Tentative Schedule/Topics Covered:
See schedule document
Texts:
Required:
1. Cushner, K., McClelland, A., & Safford, P. (2009). Human diversity in education: An
integrative approach (6th ed.). New York, NY: McGraw-Hill. ISBN: 9780077279974.
2. Taylor, L. S., & Whittaker, C. R. (2009). Bridging multiple worlds: Case studies of
diverse educational communities (2nd ed.). Boston, MA: Allyn & Bacon. ISBN:
9780205582518.
3. TK20 Subscription available directly at http://uwf.tk20.com or through the UWF campus
bookstore - Student Access Kits (ISBN 0-9774408-1-8)
Grading/Evaluation System:
Grading/Evaluation System:
Note: To monitor progress, selected courses in the teacher preparation program include Key
Assignments linked to program learning outcomes and state standards. Key Assignments must
be submitted in TK20. A passing grade (70% or higher) is required on the identified student
learning outcomes associated with Key Assignments to pass Key Assignment courses and
continue in this Teacher Education program. If applicable to this course, the Key Assignment
will be described below.
Course Requirements
1. Regular logins and active participation are needed for the successful completion of this
course.
2. Students will learn about the lessons through readings, discussions, and individual
performance.
3. Participants will be required to participate in asynchronous online discussions as
described in each lesson. E-mail and threaded discussion will be used to facilitate class
discussion.
4. Generally speaking, the course will include reading assignments, problems and questions
relating to the assigned reading which are to be answered by posting your answers to a
discussion forum or Dropbox folder designed for this purpose. Likewise, from time to
time, you will be asked to provide a written review and critique of your classmates'
posted problem solutions and prior week’s discussion, all of which will be deposited to
the appropriate Dropbox folder, as specified in weekly assignments.
5. Assistance: The Student Disability Resource Center SDRC at the University of West
Florida supports an inclusive learning environment for all students. If there are aspects of
the instruction or design of this course that hinder your full participation, such as time
limited exams, inaccessible web content, or the use of non-captioned videos and
podcasts, please notify the instructor or the SDRC as soon as possible. You may contact
the SDRC office by e-mail at sdrc@uwf.edu or by phone at (850) 474-2387. Appropriate
academic accommodations will be determined based on the documented needs of the
individual.
6.
Grading Criteria
Course Grade Determination
The course grade will be evaluated as follows:
2 Timed writings
6 Writing assignments
10 Threaded discussions
Case analyses & presentation
Ethnography paper (Key Assignment)
Total
Letter Grade Equivalencies
A
AB+
B
BC+
95-100
90-94
87-89
84-86
80-83
77-79
C
CD+
D
DF
10%
20%
20%
20%
30%
100%
74-76
70-73
67-69
64-66
60-62
Less than 60
Description of Student Evaluation and Assignments
REQUIRED ASSIGNMENTS
1.
WRITING ASSIGNMENTS (6 writing assignments worth 20% towards Final Grade (FG)
Students are required to submit at least six writing assignments which require them to
develop Student Learning Outcomes as well as Lesson Planning with strong emphases on
fostering knowledge how to teach students of diverse population. They conduct research
on effective teaching strategies they can apply in their future classrooms. Additionally,
they are also required to research other global education topics relevant to the course.
Lastly, students are required to complete a self-reflection activity which allows them to
assess what they have learned in the course and how this knowledge will help them in
their personal or professional lives. Writing assignments should be submitted with a
minimum of 300 words, double spaced, 1 inch margins, 12 – point times new roman font
and properly referenced.
2.
THREADED DISCUSSIONS (10 discussions worth 20% towards FG)
In an online learning environment, the threaded discussions are the only ways that
professors and students can discuss issues and topics with one another. Although
asynchronous, students can easily follow the train of thoughts and discussions posted and
thereby, post their comments and/or replies as well. During a discussion, a topic or issue
is assigned by the professor. Students are then required to submit their original comments
or individual answers to the issues which usually contains at least 200 words. After the
initial posting, students are also required to reply or post at least two additional
substantive comments which contain at least 50 words each. Grading criteria include:
CATEGORY
Original post
Additional replies
Date of posting
2
Substantive post and
address all questions
Substantive reply to at least
2 classmates
All postings are on time
1
0
Substantive post but did
No original post
not address all questions
Substantive reply to only
No posting at all
one classmate
All postings are late
No posting at all
Possible maximum points: 6
Ratings: 6=100; 5=95; 4=90; 3=85; 2=80; 1=75; 0=0
PTS
3.
SHORT QUIZ (2 short quizzes worth 10% towards FG)
Students are required to complete and pass both short quizzes. Each activity contains at
least 50 questions based on modules completed. One of the goals of the timed quiz is to
provide you ample experience towards your certification exams.
4.
CASE ANALYSIS (Group work and presentation) (20% towards FG)
Students work in groups to analyze a related case to the scheduled module. After the
group is formed, roles among the members will be determined and should be sent
immediately to the professor. The members will do their own analyses, compare with
each other, and will collaborate towards their presentation. During the week of
presentation, all the group members or any designated member will lead the threaded
discussions. At the end of the reporting week, the group will send to the classlist a
summary of what transpired during the threaded discussion. Refer to the Case Analysis
page for more details and instructions.
Rubric on Group Member’s Participation
Criteria
Contributions
2
Always provides useful
ideas and prepared with
1
Sometimes provides useful
ideas and often forgets
0
Never provides useful ideas
and rarely prepared with
Pts
Cooperation
Quality of Work
Time
Management
Attitude
assigned tasks
Often listens to, shares
with, and supports the
efforts of other group
members
Provides work with highest
quality
Punctual every scheduled
meeting
Always maintained a
positive attitude about
others and the tasks
assigned tasks
Rarely listens to, shares
with, and supports the
efforts of other group
members
Provides incomplete work
Sometimes late during
scheduled meeting
Always critical of the tasks
and others in the group
assigned tasks
Never listens to, shares
with, and supports the
efforts of other group
members
Never provided any work
done
Never attended meetings
Always maintained a
negative attitude about
others and the tasks
Possible maximum points: 10
Ratings: 10=100; 9=95; 8=90; 7=85; 6=80; 5=75; 4-0=0
Rubric on Group Case Analysis and Presentation
Criteria
Organization
Discussion
Role delineation
Summary
Cooperation
2
Organizational structure
establishes relationship
between ideas; well
structured & organized
slides & paragraphs
Dynamic, substantive &
immediate replies
Roles are delineated and the
professor informed
1
Some relationship between
some of the ideas. The
structure is minimally
complete
0
No connection between
ideas. The overall structure
is incomplete or confusing
Dynamic, substantive but
no replies
Roles are delineated but
submitted late
No attempts to reply
Summary is dynamic,
presentation & End of Case
(EOC) discussion points
sent on time
Based on group
participation rating
Summary was limited to the
presentation and sent late
Based on group
participation rating
Pts
No clear role delineation
and no attempt to notify the
professor
No summary was sent out
Based on group
participation rating
Possible maximum points: 10
Ratings: 10=100; 9=95; 8=90; 7=85; 6=80; 5=75; 4-0=0
5.
ETHNOGRAPHY PAPER (30% towards FG)
Students are required to submit an ethnography paper based on their family history or any
minority group’s struggle for tolerance/equality. Suggested topics are
a. family deep culture
b. women’s struggle
c. gay/lesbian’s struggle
d. African-American, Native Americans, or any culture’s struggle
e. Struggles of a person with any type of affliction or disability that the society know
little about
f. Comparison of religious beliefs and religion with another that students are not
familiar with
g. Others such as tattoo artists, car mechanics, strippers, polygamists, used car
salespersons, homeless people, nudists,
Refer to the rubric below for grading criteria:
Criteria
Quality of
information
2
Information clearly relates
to the selected issue.
1
Information clearly relates to
the main topic. It includes at
least 1 supporting detail
0
Information has little or
nothing to do with the main
topic
Pts
and/or example
Organization
Organizational structure
establishes relationship
between ideas; well
structured and organized
paragraphs
Some relationship between
some of the ideas. The
structure is minimally
complete
No connection between
ideas. The overall structure
is incomplete or confusing
References
Excellent integration of
quoted material into
sentences; cited at least 2+
sources
Cited at least 1 reference
No reference cited
Mechanics
No grammatical, spelling,
or punctuation errors
2-3 grammatical, spelling, or
punctuation errors.
Followed suggested
format and paragraphs are
titled appropriately.
Followed suggested format
but paragraphs are not titled
appropriately.
More than 3 grammatical,
spelling, or punctuation
errors
Did not follow format nor
paragraphs are titled.
Format
Possible maximum points: 10
Ratings: 10=100; 9=95; 8=90; 7=85; 6=80; 5=75; 4-0=0
IMPORTANT: You need to submit your Informed Consent Form before you submit the Ethnography Paper.
Without ICF, you will not receive any credit on your EP.
Submission of Assignments
Each module will run a week, for example, from Monday to Sunday. Unless otherwise changed
by the professor, timely submission of assignments is the last day of the module. You may find
the schedule of topics and assignments as well as due dates in the Course and Assignments
Schedule. Please download this document as it will help you keep track of the calendar of the
course.
Late Submission Policy
No late works are accepted unless pre-approved by the professor, or, failure to meet the due date
was due to dire medical or personal emergency. If this is the case, you will need to send me a
medical doctor’s certification.
Changes in Course Requirements
Since all classes do not progress at the same rate; I may wish to modify the requirements for this
course or their timing as circumstances dictate. For example, I may wish to change the number
and frequency of exams, or the number and sequence of quizzes and homework assignments. If I
do so, you will be given adequate notification.
Withdrawal Policy
Please discuss any academic concerns with me prior to withdrawing. Withdrawals after the
deadline will not be approved except for:
1. A death in the immediate family.
2. Serious illness of the student or an immediate family member.
3. A situation deemed similar to categories 1 and 2 by all in the approval process.
4. Withdrawal due to Military Service (Florida Statute 1004.07)
5. National Guard Troops Ordered into Active Service (Florida Statute 250.482)
Students who do not officially withdraw will be assigned a standard letter grade. Late
withdrawals must be approved by the student’s advisor, instructor of the course, department
chairperson, and finally, the University Academic Appeals Committee. Students who withdraw
are not enrolled as of the date the withdrawal is processed.
NOTE: Please take note that you will not be granted an incomplete (I) grade unless you
have completed at least 75% of all the required coursework.
References/Bibliography:
Banks, J. A. (2000). Cultural diversity and education: Foundations, curriculum, and
teaching. Boston, MA: Allyn & Bacon.
Banks, J. A., & Cherry A. McGee Banks, C. A. (2001). Multicultural education: Issues and
perspectives. New York: Wiley.
Cochran-Smith, M. (2004). Walking the road: Race, diversity, and social justice in teacher
education. New York: Teachers College Press.
Grieschaber, S. (May/June 2008). Interrupting stereotypes: Teaching and the education of
young children. Early Education and Development, 19(3), 505-18.
Grieschaber, S., & Cannella, G. S. (Eds.). (2001). Embracing identities in early childhood
education: Diversity and possibilities. New York: Teachers College Press.
Hadwen, D. (August 2007). Embracing diversity. Child Education, 84(8), 17.
Hurley, E. A., Allen, B. A., & Boykin, A. W. (April/June 2009). Culture and the interaction
of student ethnicity with reward structure in group learning. Cognition and
Instruction, 27(2), 121-46.
Kyles, C. R., & Olafson, L. (September 2008). Uncovering preservice teachers' beliefs about
diversity through reflective writing. Urban Education, 43(5), 500-18.
Lehrman, S. (August 2007). Make diversity a curriculum core. The Quill (Chicago, Ill.),
95(6), 47.
Martinez, J. C. (Spring 2006). Diversity through a child's eyes. Multicultural Education,
13(3), 33-6.
Mazzei, L. A. (2008). Silence speaks: Whiteness revealed in the absence of voice. Teaching
and Teacher Education, 24(5), 1125-36.
O’Hara, S., & Pritchard, R. H. (Winter 2008). Meeting the challenge of diversity:
Professional development for teacher educators. Teacher Education Quarterly, 35(1),
43-61.
Teaching gender and sexuality diversity in foundations of education courses in the U.S.
(2009). Teaching Education (Columbia, S.C.), 20(2), 95-110.
Tileston, D. S. (2004). What every teacher should know about diverse learners. Thousand
Oaks, CA: Corwin Press.
Special Technology Utilized by Students:
Each UWF Student is expected to:
 activate a UWF ArgoNet email account
 access email two to three times weekly
 have basic word processing knowledge
 purchase and activate a TK20 Account
Plagiarism Policy: (Word Format) | (PDF Format) | (RTF Format)
Student Handbook: (PDF Format)
Statement of the University Policy on Academic Conduct: The Student Code of Conduct sets
forth the rules, regulations and expected behavior of students enrolled at the University of West
Florida. Violations of any rules, regulations, or behavioral expectations may result in a charge of
violating the Student Code of Conduct. It is the student’s responsibility to read the Student Code
of Conduct and conduct himself/herself accordingly. You may access the current Student Code
of Conduct at http://www.uwf.edu/judicialaffairs.
Expectations for Academic Conduct/Plagiarism Policy: As members of the University of
West Florida, we commit ourselves to honesty. As we strive for excellence in performance,
integrity - personal and institutional - is our most precious asset. Honesty in our academic work
is vital, and we will not knowingly act in ways which erode that integrity. Accordingly, we
pledge not to cheat, nor to tolerate cheating, nor to plagiarize the work of others. We pledge to
share community resources in ways that are responsible and that comply with established
policies of fairness. Cooperation and competition are means to high achievement and are
encouraged. Indeed, cooperation is expected unless our directive is to individual performance.
We will compete constructively and professionally for the purpose of stimulating high
performance standards. Finally, we accept adherence to this set of expectations for academic
conduct as a condition of membership in the UWF academic community.
Assistance: Students with a documented disability who require specific examination or course
related academic accommodations should contact the Student Disability Resource Center
(SDRC) by email at sdrc@uwf.edu or by phone at 850.474.2387.
UWF TurnItIn notice: UWF maintains a university license agreement for an online text
matching service called TurnItIn. At my discretion I will use the TurnItIn service to determine
the originality of student papers. If I submit your paper to TurnItIn, it will be stored in a
TurnItIn database for as long as the service remains in existence. If you object to this storage of
your paper:
1. You must let me know no later than two weeks after the start of this class.
2. I will utilize other services and techniques to evaluate your work for evidence of
appropriate authorship practices.
Technical Difficulties or Problems with eLearning?
Contact the UWF Help Desk at 850.474.2075 or helpdesk@uwf.edu