Western New Mexico University Syllabus
SWK 501 Cultural Competency in Social Work Practice
Fall 2012
Instructor: Jeanine Jones, MSW, MS, LCSW-IN
Work Phone: 575-538-6224
Office Location: WNMU – Silver City. 136 P.E. Complex
Email: jonesj15@wnmu.edu or jeanine.jones@wnmu.edu
Office Hours: By appointment.
Course Catalog Description:
Provide students with conceptual basis for cross-cultural social work interventions. Explores dynamics of
and provides historical context for understanding oppression/ discrimination. Focus of this course will be on
multicultural environments as they affect human development, communication, assessment, problem
solving processes, and interventions appropriate for effective service delivery. Prerequisite: Admission to
the M.S.W. Program. (3)
Instructional Objectives:
These objectives represent both the WNMU course objectives and the programmatic objectives that will
lead to accreditation by the Council on Social Work Education (CSWE). Upon completion of this course,
students will:
1
Demonstrate an understanding of practice without discrimination with self-awareness to reduce
personal biases in regard to age, class, color, culture, disability, ethnicity, family structure, gender, gender
identity, expression, immigration status, marital status, national origin, political ideology, race, religion, sex,
and sexual orientation (Cultural Sensitivity project and Self Study paper). 2.1.1, 2.1.4
2
Demonstrate the skills necessary to plan interventions with individuals, families, and groups,
organizations, and communities to combat social inequities such as classism, racism, sexism, ageism and
homophobia (Class discussions, assignments, and worksheets) 2.1.2, 2.1.4, 2.1.5, 2.1.7, 2.1.9, 2.1.10
3
Gain information about specific ethnic and racial cultures that exist in rural communities (Book
Critique, Article Critique). 2.1.4, 2.1.7
4
Examine personal values related to diversity and multiculturalism to eliminate the influence of
biases in working with diverse groups (Self-study paper & Cultural Sensitivity project). 2.1.1, 2.1.2,2.1.4
5
Acquire the ability to apply the NASW Standards for Cultural Competence and the IFSW/IASSW
ethics for social work practice (Class Discussions, Culturally Competent Case Assessment & Plan). 2.1.2,
2.1.4
6
Demonstrate knowledge of the strengths perspective as an approach to social work practice with
diverse and at-risk populations (Discussion of special topics and student presentations). 2.1.1, 2.1.5
7
Demonstrate competence in the use of electronic research resources by integration of resources into
class assignment. (Classroom assignments and literature reviews). 2.1.3, 2.1.6
8
Gain historical, social, and economic perspectives of the contexts that impact the lives of those who
experience discrimination and social injustice based on difference (Required readings) 2.1.4, 2.1.8
9
Explore strategies of advocacy and social change from a variety of perspectives that advance social
and economic justice (Class discussions and worksheets). 2.1.5, 2.1.8
10
Recognize the changing demographics of rural communities and how they apply to the southwest
(Article Review and classroom discussion). 2.1.3, 2.1.6
11
Understand the impact of discrimination and oppression based on age, race, ethnicity, gender,
ability, religion, or sexual orientation in the assessment and intervention process (Cultural Sensitivity
Project & Culturally Competent Case Assessment & Plan). 2.1.4, 2.1.10
12
Gain a perspective of alternative healing and helping practices prevalent in rural families and
communities (reading material). 2.1.4, 2.1.9
13
Understand the forms and mechanisms of oppression and discrimination (Article discussions and
Cultural Sensitivity project). 2.1.7, 2.1.10
14
Acquire the ability to apply the NASW Standards for Cultural Competence and the IFSW/IASSW
ethics for social work practice (Class Discussions, Culturally Competent Case Assessment & Plan). 2.1.2,
2.1.4
15
Demonstrate knowledge of the strengths perspective as an approach to social work practice with
diverse and at-risk populations (Discussion of special topics and student presentations). 2.1.1, 2.1.5
16
Demonstrate competence in the use of electronic research resources by integration of resources into
class assignment. (Classroom assignments and literature reviews). 2.1.3, 2.1.6
17
Gain historical, social, and economic perspectives of the contexts that impact the lives of those who
experience discrimination and social injustice based on difference (Required readings) 2.1.4, 2.1.8
18
Explore strategies of advocacy and social change from a variety of perspectives that advance social
and economic justice (Class discussions and worksheets). 2.1.5, 2.1.8
19
Recognize the changing demographics of rural communities and how they apply to the southwest
(Article Review and classroom discussion). 2.1.3, 2.1.6
20
Understand the impact of discrimination and oppression based on age, race, ethnicity, gender,
ability, religion, or sexual orientation in the assessment and intervention process (Cultural Sensitivity
Project & Culturally Competent Case Assessment & Plan). 2.1.4, 2.1.10
21
Gain a perspective of alternative healing and helping practices prevalent in rural families and
communities (reading material). 2.1.4, 2.1.9
22
Understand the forms and mechanisms of oppression and discrimination (Article discussions and
Cultural Sensitivity project). 2.1.7, 2.1.10
Required Text(s):
Required Text: Fong, R., & Furuto, S. (Eds.). (2003). Culturally Competent Practice: Skills,
Interventions, and Evaluations. Needham Heights, MA: Allyn and Bacon.
Anderson & Carter, (2003). Diversity Perspectives for Social Work Practice. Needham
Heights, MA: Allyn and Bacon.
Grading Scale:
A = 90-100
B = 80-89
C = 70-79
D = 60-69
F = 59 or less
Grading Scale:
A = 90-100
B = 80-89
C = 70-79
D = 60-69
F = 59 or less
Assignments:
Module 1
Assignments Due 8/22/12
1.1. READ Introduction to Anderson and Carter text, Chapter l
1.2 Submit an INTRODUCTION telling us about yourself and what experiences have influenced you to
take social work classes or become a social worker. This should consist of more than just a few lines. One
important aspect of this course is the building of self-awareness, a critical quality of social work practice.
Thinking about yourself, how you've gotten to where you are and identifying some of the threads that have
led you to this place is one aspect of self awareness. At the same time, you shouldn't tell us more about
yourself than makes you comfortable. You should recognize that here, as in nearly all social work courses,
you must maintain confidentiality. This means that personal information revealed as a part of the class
activity stays here; it is not to be discussed outside of the class. 10 points
Module 2
Assignments
2.1 Comment -Make Contact with at least three of your classmates by commenting on their introduction in
the Discussion area. Notice something of interest in what they have said and tell us what caught your
attention and why. 5 points possible Due 8/24/12
2.2 Read -Chapters 2 and 3 in the Anderson and Carter text. IF YOUR TEXT HAS NOT ARRIVED.
explore the terms "Diversity Perspectives"; "Strengths Perspective and Diversity" and "Empowerment
Perspective and Diversity" through the Google search device. WRITE a short description of what you
discovered in your web exploration and POST it in the discussion section. Include your ideas on how you
might apply these ideas to direct work with clients. Due 8/31/12
2.3 Essay-Combine a discussion of how you might apply the ideas discussed in the 2 chapters for today
along with the questions in the following section called Stretching your mind. Post this essay. Due 9/7/12
Note: Neither of these discussions are intended to be very detailed; however, offer some depth in your
thinking. 20 points possible
Stretching Your Mind. Explore web sites like the following. There are many others. These came from
putting "biodiversity + wellbeing" in a Google search device. You might want to see what happens with
"sociocultural diversity + biological diversity + wellbeing" in the search window.
www.greenacts.org/en/biodiversity/index.htm
www.cbd.int
www.answers.com/topic/biodiversity
As social workers we should be respectful of the sort of sociocultural diversity this course is about. It is less
clear how sociocultural diversity is related to biological diversity. After exploring some of the web sites,
answer the following question within your essay along with the usual discussion of the text and internet
exploration. What relationships do you think might exist between sociocultural diversity and the global
concern about loss of biological diversity, global warning, the future of the world, etc? Include this with
your essay
Module 3
Assignments Due 9/14/12
3.1 Read-Chapters 4 and 5 in Anderson and Carter
3.3 Essay-Write a two page essay that compares and contrasts these two frameworks. Discuss how you
might use these ideas in work with clients, and if possible, identify ways these approaches might
influence a behavioral of belief change.
Some MINDSTRETCHING questions. How do you distinguish between your own values and those of
your client? How do you tell which to follow? What if the client seems to have no values? What if the
client's values are in opposition to your own? How can you prepare yourself to work with people whose
backgrounds are very different from your own?
Post this essay for discussion.
3.4 Comment- comment on at least three of your classmates. Locate some aspect of their essay that
interests you and comment on it, extending their idea if possible. 5 points possible
Module 4
Assignments Due 9/21/12
4.1 Make your own personal sense of what the text is talking about.
4.2 Essay-Write an essay comparing and contrasting these two frameworks and add these new frameworks
to your developing chart, adding new qualities of the framework as necessary. Say a little about how these
approaches might suggest the need to work in a different way than the previous approaches. Add comments
from the mind stretching exercise below. Post the essay on the discussion section for 10/5/12. Mind
stretching: • Think about how it might feel to be African American and accustomed to speaking African
American Vernacular English at home or in your own community, but needing to speak "proper" English at
work or school, or to your social worker? • Please speak to the issue of needing to speak and talk in a quite
different way at school and work than you do at home. What helps and what makes it harder? 20 points for
overall essay
4.3 Comment - Comment on at least three of your classmates. Locate some aspect of their essay that
interests you and comment on it, extending their ideas if possible. 5 points 4.4 Read Chapters 6-10
Anderson and Carter.
4.6 Comment on at least three of your classmates' essays. Speak in some depth, extending the ideas
under discussion.
Module 5 Midterm Paper Due 10/3/12 (50 points possible) ( 7-10 pages)
Model for a Case Presentation or Assessment (use these heading in your paper )
I. Identifying Information – Try to capture the person/family/community in a sort of verbal snapshot.
Make a mental picture of your client in words. Short. Preferably no more than two sentences.
II. Presenting Problem – Why have they come for help? In what capacity (your role) have they decided to
come to you? Also short, within 2-3 sentences.
III. Current Situation – Describe the situation the client(s) find themselves in, something about their
living situation, work, immediate problems, etc. Identify problems that may interfere or need to be
considered as you work with the client(s) to try to develop a plan or approach to the difficulty. Usually
this fits within a simple paragraph.
IV. History – Identify salient features of the client(s) personal/family/community/cultural history. Illnesses,
education, work history, family structure, mobility, cultural traditions, religious beliefs and level of
observance etc are some of the issues that should be considered here. This will be one of the longest
sections of your assessment, sometimes several pages.
V. Assessment – Considering all the information you’ve collected, what are some of the outstanding
features of this situation? Identify issues that will need attention as you make recommendations and a plan.
Be sure to identify strengths and liabilities. Is there any other information you may need?
VI. Recommendations -‐ Draw up a set of recommendations for how you or someone else might work
with this situation. This will likely be a list of tasks.
VII. Plan -‐ Sometimes the recommendations and plan are combined. The plan will be a more detailed
version of the recommendations with information (Who? What? Where? When? How? Why?)
VIII. Follow up – Here you check back at regular intervals to make sure things are going smoothly,
modifying the plan as needed. It is also good to do some follow up at intervals after you have stopped
active work. The practice on follow up varies wildly from agency to agency. Liability issues may affect
decisions about follow up as well.
Module 6
Assignments Due 10/19/12
6.1 Read -Chapter 11 and 12 in Anderson and Carter.
6.2 Essay -Compare and contrast the two frameworks discussed in the reading assignment for today and
add them to your chart.
•
Consider how these approaches might ask you to work in a different way (or similar ways) to the
other approaches.
•
Post the essay (20 points)
•
Consider how these approaches might ask you to work in a different way (or similar ways) to the
other approaches.
•
Post the essay on Blackboard (20 points)
6.4 Read -Anderson & Carter, Chapters 12 & 13
6.5 Essay- Discuss similarities and differences between these two chapters. Pay particular attention to the
case of Izzie (pp. 186-91). What might you have done differently? What might need to be changed in the
text's agencies in order to help Izzie and her family? What might need changing in the organizations where
you work or that exist in your community to help a family like Izzie's? Include information from the
readings in your discussion of the case. 20 points possible
Module 7
Assignments Due 10/26/12
7.1 Read -Chapters 3, 4, & 5 in Fong and Furuto. BROWSE Chapters 1, 2, & 7 in Fong and Furuto
(they cover some of the same material as the first half of the course but you need to locate some of the
differences)
7.2 Essay- Do you see anything new in Chapters 1, 2, 3, & 7? If so, say why you think it might be
important to include or why you don't think it is necessary. In your reading of Chapters 3, 4, & 5, begin
identifying the similarities and differences between the African American, First Nations and Latino
populations described in the text. You may recognize some differences between the Latino people
described in the text and the Hispanic populations of the Southwest that may be more familiar to you. If so,
please identify some of these differences. You may also see some differences between the First Nations (a
term used mostly in Canada), the peoples described in Chapter 5 and the Native American People of our
Southwest. If so, identify them too. Post your essay on Canvas. (20 points possible)
7.3 Comment in some depth on the essays of three of your classmates. (5 points possible)
Module 8
Assignment Due 11/2/12
8.1 Read - Fong and Furito, Chapter 10, 11, 18, 19, 26, 27
8.2 Essay- This is so much material all about Hispanic peoples, that you won't be able to write your essay
about all of it. Select four or five main topics that interested you in these chapters and write your essay
about ways you might encounter them in your own work or the work you might hope to do. Apply some of
the thinking from the first part of the course in this essay as well as the Fong and Furito book about the
general principles of cultural competence that we explored. (20 points possible)
Chapters 11 and 18 need to be read most carefully; the other chapters can be browsed, but you need to
pay special attention to what is needed in the macro settings being discussed.
Module 9
Assignments Due 11/16/12
9.1 Read- Chapter 12 in Fong & Furito
9.2 Essay-Using the case of Ruth in Chapter 12 (pp. 171-71), discuss how you might make sense of her
symptoms in relation to her particular history and cultural traditions. The text gives you some hints, but see
if you can carry it further, especially in relation to intergenerational trauma. Refer to other points made by
Dr Yellow Horse Brave Heart in this chapter. Are Native Americans the only groups who might be affected
by the broad principles Dr Yellow Horse Brave Heart talks about? Explain. (20 points)
9.3 Comment in some depth on one essay by your colleague
Module 10
Assignments Due 11/30/12
10.1 Read-Chapters 13, 20, 21, 28, 29 Focus especially on the sections that talk about work with
individuals and small systems, but browse the macro practice chapters to see what might be different when
working on that larger level.
10.2 Essay-Again, this is a great deal of material to adequately write about ,so select 4 of 5 issues that
interest you and talk about them in a little detail. Speak across the chapters if you can, rather than just going
on about one chapter. The two chapters by Maria Yellow Horse Brave Heart are particularly good. You
should also bring in subjects discussed in the first half of the course and some of the more theoretical
aspects of the second text to demonstrate you can move back and forth from the specific cultural traditions
to more broad conceptual formulations. (20 points)
10.3 Comment on the essay of one classmate. (5 points)
Module 11
Assignments Due 11/30/12
11.1 Essay -Select a case from one of the texts and discuss issues related to cultural competence in some
detail. It is OK to fill in the gaps of information with your imagination.
Please select a case regarding a person who comes from a background very different from your own. In
other words, if you are Hispanic, you should select a client who is not Hispanic. If you are gay, you should
select a straight client. If you are Native American, you should select a client who is not Native American.
If you are Caucasian, you can select the full range of clients other than people who come from a heritage
similar to your own.
Write from the assumption that you will need to work with this person, that a transfer is not a possibility.
Identify the issues involved with the situation and discuss how you might try to work with the person. OF
SPECIAL IMPORTANCE IS YOUR RECOGNITION THAT THE PERSON MAY VARY SOMEWHAT
FROM THE CULTURAL TRADITION YOU'VE READ ABOUT AND THAT YOU WILL NEED TO
FIND WAYS OF HELPING THE CLIENT TELL YOU ENOUGH ABOUT THEMSELVES SO THAT
YOU CAN WORK EFFECTIVELY WITH THEM. HOW WILL YOU DO THAT? (20 POINTS
POSSIBLE)
11.2 Comments -Write three comments on essays written by your classmates. (5 points possible)
Module 12 Final Paper Due
12.1 No new assignment today. Work on your final paper (instructions in Module 11.2)
12.2 Final Paper DUE 12/7/12
You are to select a film or a short story or a book that presents a situation that a social worker might
encounter. This might be an individual; it might also be a community issue. Assume you are a social
worker that has somehow encountered this situation and that you are expected to do something about it.
Please use the following headers and follow the outline they suggest.
Students not from New Mexico find a film or a book or short story that is specifically about New Mexico
and her people (the public library should be of help). Novels present good possibilities and there are many.
The folks from New Mexico should select a book or film about people from a culture different from your
own. This means if you are Native American, you should not select another group of indigenous people
(whether from North America or New Zealand) to write about. If you are Hispanic, you should select
some non-Hispanic group.
Your overall task is to make an assessment of the situation, the individual, the family/community and the
larger environment. This doesn’t need to be elaborate; some of you have MUCH more experience than
others with such things. Do it in whatever way makes sense to you. The outline materials should be
covered. In general, if you follow this outline in order, you will be safe enough:
1. Description of situation/Presenting Problem (identifying the nature of the issue the people are bringing to
the social worker, including whether this is an individual problem, one belonging to a family, a situation
at a work site or in a community). This part is brief but needs to contain this essential information.
2. Who is involved? Give some descriptive material about the major players.
3. Relevant History (this will vary wildly with the situation) If you are talking about an individual, give
some history of this person with a focus on the evolution of the problem. If you are talking about a
community problem – for instance difficulty with maintenance of an irrigation system – a different sort
of history will be needed. Pay particular attention to the cultural and diversity issues.
4. Further Important Details. Consider medical conditions, family issues, separations, deaths, etc. Also
include financial considerations, poverty, difficulties with housing, diversity, etc. If the problem is more
on the community level, who has been involved? what further difficulties have arisen? Anything else it
might be important to know about should go here.
5. Your observations. What does all this make you think? Where are you making assumptions and where is
the information you’ve collected relatively solid? What other information do you need (perhaps to
strengthen your observations and the hypotheses you have created?) and how might you try to obtain it?
Even if you are talking about an individual, remember that this person lives in a larger environment,
probably a family or at least a heritage, a community and all the macro systems that surround us. And if
your situation is more a community situation, then each of the major players has families, backgrounds, and
all of them live in communities and larger environments.
6. Assessment. (this will require some imagination on your part). Assume you got some further information
that leads you in one direction or another. Make as concise a statement as you can about the nature of
the problem now that you’ve begun to assess it? What do you think is going on? What do you think
might be a good approach to begin working with this problem? Think about possible intervention on
several levels, individual, family, community and larger. Your narrative assessment is most important,
with an emphasis on sociocultural issues. A DSM diagnosis is not required. (50 points total)
Attendance:
Attendance in an online class is evaluated by student attendance to the material. A student must make
efforts to be “self-starter” and control personal calendars to assure that deadlines for the course are met.
Canvas Down Time/ Inclement Weather:
Due to the possibility of Canvas down time or lack of connection due to inclement weather, it is important
that students are conscious of these realities and plan accordingly.
Posting Assignments and Discussions:
The student is responsible for posting all discussions on discussion board and all assignments to the
assignment posting area. If a student is having difficulty with this process, contact the instructor via e-mail
and contact the appropriate university department for assistance.
Assignment Due Dates:
If a student find’s that she/he will be late turning in an assignment, inform the instructor via e-mail. It is
the responsibility of the student to discuss the situation with the instructor to determine the outcome of
the late submission.
Informed Consent:
Some individuals may choose to disclose personal information during class. Therefore, it is important
that all classmates agree not to discuss or write about what others have discussed in class.
Professionalism:
Students are learning professional skills and are expected to engage in classroom discussions, complete
reading assignments, and turn in assignments in a timely fashion as befitting professional behavior.
Scholarly Writing:
Use clear college level writing with correct spelling and grammar for all assignments. If a student requires
assistance with writing assignment (s), check with the WNMU Writing Center.
Communications policy statement regarding official e-mail:
WNMUs policy requires that all official communication be sent via Mustang Express. As a result, all emails
related to your enrollment at WNMU and class communication – including changes in assignments and
grades – will be sent to your wnmu.edu e-mail address. It is very important that you access your Mustang
Express e-mail periodically to check for correspondence from the University. If you receive most of your email at a different address, you can forward your messages from Mustang Express to your other address.
Example - Martin Class member was assigned a WNMU e-mail address of classmemberm12@wnmu.edu
but Martin would rather receive his emails at his home address of martinclass@yahoo.com Martin would
follow the direction provided at:
http://www.wnmu.edu/campusdocs/direction%20for%20forwarding%20email.htm
WNMU policy on email passwords:
WNMU requires that passwords for access to all of the protected software, programs, and applications
will be robust, including complexity in the number of characters required, the combination of
characters required, and the frequency in which passwords are required to be changed. Minimum
complexity shall include:
•
•
•
Passwords shall contain at least six (6) characters
Passwords shall contain at least one capital (upper case) letter, and at least one numeral.
Passwords shall be changed at least every 90 days (8/6/08) Academic Integrity:
Academic Integrity Policy and Procedures: Each student shall observe standards of honesty and
integrity in academic work as defined in the WNMU catalog. Violations of academic integrity include
“any behavior that misrepresents or falsifies a student’s knowledge, skills or ability with the goal of
unjustified or illegitimate evaluation or gain” (WNMU Faculty Handbook, 2008). Generally violations
of the academic integrity include cheating and plagiarism. Refer to the catalog pages 60-61 for
definitions. Generally violations of academic integrity include cheating and plagiarism.
For Plagiarism: “the intentional or unintentional representation of another’s work as one’s own without
proper acknowledgement of the original author or creator of the work” (WNMU Faculty Handbook, 2008):
1st infraction: Grade of “0” for assignment.
2nd infraction: dismissal from the class with grade of “F”.
For Cheating: “using or attempting to use unauthorized material and unauthorized collaboration with
others, copying the work of another or any action that presents the work of others to misrepresent the
student’s knowledge” (WNMU Faculty Handbook, 2008):
1st infraction: dismissal from class with grade of “F”.
WNMU policy on email passwords:
WNMU requires that passwords for access to all of the protected software, programs, and applications
will be robust, including complexity in the number of characters required, the combination of
characters required, and the frequency in which passwords are required to be changed. Minimum
complexity shall include:
•
•
•
Passwords shall contain at least six (6) characters
Passwords shall contain at least one capital (upper case) letter, and at least one numeral.
Passwords shall be changed at least every 90 days (8/6/08) Academic Integrity:
Academic Integrity Policy and Procedures: Each student shall observe standards of honesty and
integrity in academic work as defined in the WNMU catalog. Violations of academic integrity include
“any behavior that misrepresents or falsifies a student’s knowledge, skills or ability with the goal of
unjustified or illegitimate evaluation or gain” (WNMU Faculty Handbook, 2008). Generally violations
of the academic integrity include cheating and plagiarism. Refer to the catalog pages 60-61 for
definitions. Generally violations of academic integrity include cheating and plagiarism.
For Plagiarism: “the intentional or unintentional representation of another’s work as one’s own without
proper acknowledgement of the original author or creator of the work” (WNMU Faculty Handbook, 2008):
1st infraction: Grade of “0” for assignment.
2nd infraction: dismissal from the class with grade of “F”.
For Cheating: “using or attempting to use unauthorized material and unauthorized collaboration with
others, copying the work of another or any action that presents the work of others to misrepresent the
student’s knowledge” (WNMU Faculty Handbook, 2008):
1st infraction: dismissal from class with grade of “F”.
WNMU policy on email passwords:
WNMU requires that passwords for access to all of the protected software, programs, and applications
will be robust, including complexity in the number of characters required, the combination of
characters required, and the frequency in which passwords are required to be changed. Minimum
complexity shall include:
•
•
•
Passwords shall contain at least six (6) characters
Passwords shall contain at least one capital (upper case) letter, and at least one numeral.
Passwords shall be changed at least every 90 days (8/6/08) Academic Integrity:
Academic Integrity Policy and Procedures: Each student shall observe standards of honesty and
integrity in academic work as defined in the WNMU catalog. Violations of academic integrity include
“any behavior that misrepresents or falsifies a student’s knowledge, skills or ability with the goal of
unjustified or illegitimate evaluation or gain” (WNMU Faculty Handbook, 2008). Generally violations
of the academic integrity include cheating and plagiarism. Refer to the catalog pages 60-61 for
definitions. Generally violations of academic integrity include cheating and plagiarism.
For Plagiarism: “the intentional or unintentional representation of another’s work as one’s own without
proper acknowledgement of the original author or creator of the work” (WNMU Faculty Handbook, 2008):
1st infraction: Grade of “0” for assignment.
2nd infraction: dismissal from the class with grade of “F”.
For Cheating: “using or attempting to use unauthorized material and unauthorized collaboration with
others, copying the work of another or any action that presents the work of others to misrepresent the
student’s knowledge” (WNMU Faculty Handbook, 2008):
1st infraction: dismissal from class with grade of “F”.
Disability Services at WNMU:
Services for students with disabilities are provided through the Academic Support Center’s Disability
Services Office in the Juan Chacon Building, Room 220. Some examples of the assistance provided are:
audio materials for the blind or dyslexic, note takers, readers, campus guides, audio recorders, a quiet
testing area, and undergraduate academic tutors. In order to qualify for these services, documentation must
be provided by qualified professionals on an annual basis. Disability Services forms are available in the
Academic Support Center. The Disability Services Office, in conjunction with the Academic Support
Center, serves as Western New Mexico University's liaison for students with disabilities. The Academic
Support Center’s Disability Services Office can be contacted by phone at 575.538.6400 or e-mail at
matterr@wnmu.edu.
Integrated Use of Technology:
Students will be using Blackboard Vista to take all quizzes and exams and to post all assignments.
Become familiar with these functions to attach documents if you don’t already know how to do this.
Need Help?
1.
2.
3.
Post a question to the Discussion Board. There is no such thing as a dumb question.
Post a question as a Bb-Vista e-mail to your instructor.
If the Bb-Vista system goes down or you have other technical questions, contact the WNMU Help
Desk: helpdesk@wnmu.edu or (575) 574-4357.
4. Go to the Bb-Vista Student Resources page: http://www.wnmuonline.net/osr
Term Access:
Access to online course materials will only be available to students until date listed for the last day of class
meeting in the WNMU Schedule of Classes.
Caveats:
The schedule and procedures in this course are subject to change in the event of extenuating
circumstances.
Copyright:
The materials found in this course are only for the use of students enrolled in this course for purposes
associated with this course and may not be retained by students in any electronic form or further
disseminated or distributed to anyone not enrolled in this course.