Educational Leadership, Learning and Curriculum Department
Course Syllabus
Course Number, SE 5770 Behavior Disorders in School Age Children
Instructor Dr. Marcel Lebrun
Office Location Rounds 033
Office and/or Online Availability Before or after class
Office Phone 5352288
PSU E-mail: mrlebrun@plymouth.edu
Term and Year Summer 2014
Course Delivery: July 1,2,3, 6,7 8am-12pm
Catalog Description
This course is designed to provide teachers with increased understanding of the needs of children who display
maladaptive behaviors associated with conduct disorders in school settings. We will investigate specific causes,
diagnosis, assessment methods, interventions, etiology, co-morbidity, subtypes, pharmacotherapy, role of the
classroom teacher and possible resources.
Course Overview
This course will enable the student to collect and investigate multiple strategies and approaches when dealing
with children with behavior disorders.
Textbook List/Bibliography/Recommended Reading/Resources
TEXTBOOKS
Marcel Lebrun : Books Blackboards and Bullets
Marcel Lebrun: Student Depression: The Silent Crisis
IT IS HIGHLY RECOMMENDED THAT YOU READ THE LEBRUN TEXTS PRIOR TO BEGINNING THE COURSE.
Samm N. House Behavior Intervention Manual by Hawthorne Educational Services. optional
Daniel Crimmins Positive Strategies for Students with Behavior Problems
Myles Cooley: Teaching Kids with Mental Health and Learning Disabilities in the Regular Classroom
Use APA 6th edition format as appropriate as a model; it is advisable to include the APA 6th edition Publication
Manual as a recommended/required resource for all courses. For assistance with APA style, see the APA
website for rich resources: http://www.apastyle.org/index.aspx
SE 5770
Page 1
Professional Standards, Course Goals/Objectives, and Assessment
Assignment
ASSIGNMENTS:
Mini- Presentation
25%
FBA Team Process
35%
Visual Organizers Student
Depression and Books, Bullets
Blackboards
20%
Journals 15%
Attendance and Participation
5%
Total
100%
Assignment1 JOURNALS:
Discussion questions will be led by
individual students check schedule.
Discussion time for each question
will be 10-15 minutes. Think of a
creative way to lead the class
discussion and enhance
Participation worth 15%
Course Objectives: Using
Hallmarks, the student will have
the opportunity to:
Standard(s) Assessed
Develop and apply concepts of
Informal Classroom Observation
intervention to various settings such and discussion
as school, and work environments
through class projects. (Application
and Scholarship)
Assignment 2 FBA team group
paper: As a team of educators you
will do a functional assessment and
present the case to your peers. See
details at the end of the syllabus.
Total points 35 points.
You will be asked to follow a
predetermined schedule for each
component of the FBA. This will be
presented at the first group
meeting of the FBA process. You
will be given the last hour of every
class 11-12 to work on this
process as a team. You are highly
encouraged to schedule time to
communicate outside of class if
necessary.
Study and identify dynamics
involved in considering, planning,
and evaluating behavior disorders
in the context of families, schools
and society. (Application)
Assignment 3 Mini Presentation
Behavior Disorders
Study and analyze various
classroom management models
and then synthesize these models
and theories into a personalized
teacher behavior continuum
dealing specifically with behavior
disordered students. (Scholarship
and application)
SE 5770
Assessment Tool
Formal Rubric
Study and analyze a variety
of students with special needs
through experiences, case study
readings, and class discussion.
(Leadership and Advocacy)
Formal Rubric
Page 2
Visual Organizers You are asked
to read two books Student
Depression and Books Blackboards
and Bullets. You will develop a
visual representation of the key
themes of the two books. Use your
creativity and technology to
represent your learning. This visual
is electronic only. Worth 15%
Analyzing text and making
connections to application and
identification of students with
behavioral issues
Rubric
Content of Course Which Addresses Technological Standards/Competence
Students will work extensively in Moodle for reading, postings and assignments
Evaluation Plan/Grading Scale
Incompletes: An instructor may decide to enter a grade of incomplete (IC) on a student’s record if unusual
circumstances prevent completion of the course on time, and a minimal portion of the total class work needs
to be completed. The course must be completed by the date specified by the instructor which cannot
exceed one year beyond the original term of course completion. If the course is not completed by this
date, the grade specified by the instructor will be recorded. If no grade is specified, a default grade of F
will be recorded. The instructor is responsible for documenting and notifying the student of the work to be
completed and the deadline. A student may not graduate with an incomplete on his or her transcript.
Grading Scale
94 – 100
A
90 – 93.9
A-
87 – 89.9
B+
83 – 86.9
B
80 – 82.9
B-
77 – 79.9
C+
73 – 76.9
F
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Page 3
Course Calendar/Agenda
Daily Schedule
DATE
7/1
READINGS
Chapters 1Crimmins
Cooley part
1
JOURNALS
Questions 12-
ARTICLES
Psychiatric
Disorders in EBD
Strategies for
Unpredictable
Behaviors
ASSIGNMENTS
Work on power point project
Books Blackboards and Depression
Chapters 1-5 discussions
Work on Visual Organizer
Form Groups for FBA
7/2
Chapters 2
Crimins
Cooley
Disorders-Anxiety
Questions 34-5
Dodging Power
Struggles
7/3
Chapters 3-4 Questions 6Criminis
7-8-9
Cooley DisordersMood- ADHD
7/6
Chapters 5 -6
Crimins
Cooley Disorders
Communication
Question
10-11-12
Effective Teacher
Command
Work on power point project
Send via email 8pm
BBB and Depression 6-12 discussions
Module on Iris Center at
website- FBA if you are not familiar
with this intervention-assessment
Work on your Visual Organizer
Work on FBA project
BBB and Depression 12-16
discussions
POWERPOINT PRESENTATION
in class
Work on your visual Organizer
Hand in FBA by 3pm today
BBB and Depression 17-20
discussions
Work and finish your visual
organizer
7/7
Chapters 7
Crimins
Cooley Disorders
Disruptive
Behaviors
Questions
13-14
Bullying Articles are
available for your
reference
Visual Organizer presentation
FUNCTIONAL BASED
ASSESSMENT
Group Presentation
Instructor Additions
1. JOURNALS: Discussion questions will be led by individual students check schedule. Discussion time for each
question will be 10-15 minutes. Think of a creative way to lead the class discussion and enhance participation.
2. FBA team group paper: As a team of educators you will do a functional assessment and present the case to
your peers. See details at the end of the syllabus. Total points 35 points.
You will be asked to follow a predetermined schedule for each component of the FBA. This will be presented at
the first group meeting of the FBA process. You will be given the last hour of every class 11-12pm to work on
this process as a team. You are highly encouraged to schedule time to communicate outside of class if
necessary.
4. PARTICIPATION: This course will be conducted like a seminar. The expectations are that you participate
actively, attend class and demonstrate a positive and open attitude towards new ideas and your colleagues.
Each class that is missed will be a reduction of 1% from your final grade unless you have a valid excuse and
that you have informed the professor prior to the absence.
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Page 4
5. Mini-presentation. The purpose of this assignment is to provide the members of this class with a bank of
resources that could be used once back in the classroom. You will search out a strategy that can be used with
students who are having difficulties (can be discipline, socio-emotional, behavior, psychological, management,
social etc.). You will have 15 minutes to present the strategy. You will have a MAXIMUM OF 10 SLIDES,
WITH THE 11TH SLIDE BEING YOUR REFERENCES IN APA STYLE. This strategy can be on any of the topics
in the text, from power point presentation, resource guides or readings, or (an independent idea, please see
Dr. Lebrun for approval before proceeding.). Make sure that your power presentation has specifics about the
behavior that you are trying to change and the specifics or steps to the intervention. Also give some general
statistics on the problem, how the behavior manifests itself, characteristics of the behavior disorder,
implications for the classroom or school, any types of services needed to effectively deal with this issue etc.
This presentation must be sent to Dr. Lebrun by Thursday July 2nd by 8pm, if you would like your grade at the
presentation on Friday. Please see examples on Moodle of the power point and handout that you will give to
your audience, usually 2-4 people depending on size of class.
Points to identify on handout:
Title of Strategy,
Developer or Author of Strategy
Purpose of Strategy.
Goals and objectives of strategy.
Identification of level (K-4), (5-8), (9-12) that strategy is intended for.
Short description of the strategy. Directions on how to teach this strategy
Cautions about the strategy
Rationale for choosing this particular strategy.
Rubric for presentation will be distributed to students prior to the presentation dates
IDEAS FOR POSSIBLE PRESENTATION TOPICS:
Mean Girl Syndrome,
Anti-social personality disorder, ADHD, Reactive Attachment Disorder, Bullying,
Cyber Bullying, Juvenile Fire Starters, Self-Injurious or Mutilators, OCD, Generalized Anxiety Disorder,
Conduct Disorder, Alcohol Abuse or Addiction, Prescription Drug Abuse or Addiction, Juvenile Delinquent,
Child Abuse, School Shooters, Depression, Criminal Behaviors, Juvenile Runaways, Juvenile Sex Trade
Workers etc.
You can research many different articles that highlight ideas as possible strategies for kids for behaviour
disorders. You can choose one of these articles and use it as the foundation for your presentation. I have put
an example of power points on the moodle for your reference.
Individual Students will lead the discussion
JOURNAL QUESTIONS: 1. Is humane behavior really in decline in the US or do we deny or idealize the past?
Student _____________
2. What are the advantages and disadvantages of zero tolerance policies for certain types of behaviours?
Student _______________
3. Are the discipline policies of the school with which you are most familiar reactive or proactive? Student
________________
4. What are the implications of treating children with behaviour problems as disabled or mentally ill? Student
________________
5. Should the ideals of inclusive special education, originally developed for students with disabilities, also be
applied to students who misbehave? Student ________________
6. In what ways do the behaviours of educators and the policies of schools bring about student misbehaviours?
Student ________________
7. In what ways do the behaviours of educators and the policies of schools promote responsible student
behaviours? Student ________________
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Page 5
8. Can discipline ever really be non-coercive? Student ________________
9. Should schools teach moral reasoning? If not, why not?, If so, how? Student ________________
10. In your experience, do teachers provide too much, the right amount, or too little positive recognition to
students? Student ________________
11. What sorts of logical consequences are available in your classroom and how might they be logically
connected to the more common kinds of student misbehaviour? Student ________________
12. Is the code of conduct too time consuming for the average teacher to develop, teach, implement and
reinforce, or is the time invested worth the long term returns? Student ________________
13.Can the learning that is reinforced extrinsically (external rewards) become internalized and reinforced
intrinsically (internal values)? Student _______________
14. Evaluate your own practice. What sorts of positive and negative rein forcers exist in your classroom? Do
you ever attempt to extinguish behaviours by withholding reinforcement? Are punishments ever used
inadvertently or on purpose? Student ________________
FBA PLANNING AND PREPARATION TEAM PROCESS
Prior to doing the FBA please do the FBA module at : www.iriscenter.com for your knowledge
DATE DUE: July6 th
GROUPS OF 3-5 ONE PAPER HANDED IN FROM GROUP.
COMPONENTS OF FBA
1. Team meets to discuss student from case study
2. Team develops a Testable Hypothesis follow the template in moodle
3. Team develops a Function Based Intervention Plan see template in Moodle
4. Team develops Function based Assessment template Part 1 and Part 2
5. Team develops Behavior Support Plan Worksheet see template in Moodle.
6. Team develops a title page for project.
7. Team develops the purpose for why the FBA is being done on this child. This is an introductory paragraph
after the title page
8 Team checks rubric to make sure all components have been included in package.
9. Package is complete and ready to hand in on July 6th by 3pm
FBA TEMPLATES ARE AVAILABLE IN MOODLE- PLEASE CONSULT
Visual Organizer Presentation: You will be asked to develop electronically a visual organizer graphic of
your learning and key ideas of the two books. Make sure to integrate any themes that cross over and or
are connected. Please be creative, represent the key ideas of the two books. Please see examples on
Moodle of previous student’s work. Worth 15% and are due on July 7th. You will be presenting them in
class.
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Page 6
Assessment Rubrics
.
Presentation Project Rubric (to be filled out by Dr. Lebrun)
Excellent (4)
Good (3)
Satisfactory (2)
Unacceptabl
e (1)
Content
An abundance of
material clearly.
Related to the topic.
Varied use of
Sufficient,
accurate
information.
Related to
topic; many good
Information
presented reveals
some
understanding of
topic.
Information was
Information
presented
reveals little
understanding of
the topic.
Inaccurate
materials.
points made, but
mostly accurate,
information
Info. Was
accurate and
there is an uneven needed some
presented.
balance and little
interpretation or
variation.
explanation.
Most information
presented in
logical sequence;
Generally very
well organized,
but better
transitions from
idea to idea and
medium to
medium needed
Concepts and ideas
are loosely
connected;
Lacks clear
transitions;
Flow and
organization are
choppy
Presentation is
choppy;
Disjointed; no
apparent logical
organization of
presentation
Some originality
apparent;
Good variety and
blending of
materials/media
Little or no
variation;
Material presented
with little
originality or
interpretation
Repetitive
Little or no
variety;
Insufficient use
of multimedia
reflected current
research and/or
practices.
Coherence
and
Organization
Creativity
SE 5770
Topic and
approaches to share
the information are
clearly stated and
specific;
Information flows
together well;
Good transitions;
succinct, but not
choppy;
Well organized
Very original
presentation of
material;
Uses the unexpected
to full advantage;
Captures audience
attention
Page 7
Handout
Brief, well
articulated;
Practical handout
provided
Brief/ clear
somewhat
Practical handout
provided
Handout provided
some useful
information about
the topic
Handout had
limited
information in
terms of
usefulness
Resources
Many different types
of sources, clearly
cited and mentioned
in presentation. APA
format is accurate
Some variety of
sources, clearly
cited. APA
format contains
errors
Few sources
utilized, not clearly
cited. APA format
has multiple errors.
Only one source
utilized. APA
format is not
cited.
Total
/20
SE 5770
General Comments
on presentation:
Page 8
FUNCTIONAL BEHAVIOR ASSESSMENT RUBRIC GRADUATE
TOTAL POINTS
CATEGORY
IDENTIFICATION
and purpose
OBSERVATIONS
SC
ORE
Comments
5
Comments
5
Does Not Meet
Expectations
1 points
DOES NOT MEET
Comments
5
APPROACHING TARGET
Excellent On Target
5 point
TARGETED
Missing components,
student identification, school
description incomplete, map
poorly done, profile is
incomplete.
Some components missing, some
details included, overall information is
included but not explicit in explanation.
Profile is incomplete.
All information is clearly
articulated, and all required
components are present.
Does not integrate
personal observations or
knowledge.
Integrates personal observations
and knowledge in a cursory manner.
Integrates personal
observations and knowledge in
an accurate and highly insightful
way
Does not present new
observations. Analysis is
poorly done and does not
show clear analytical skills
TESTABLE
HYPOTHESIS
Approaching Target
3 points
Ideas are incomplete or
have inaccuracies, or there are
ideas expressed without
support. Supporting ideas and
explanations are lacking and
poorly articulated and
developed in an minimal way.
Does not present new observations
and analysis is incomplete.
Presents new observations
AND ANALYSIS is highly
correlated.
Content is complete and on-point,
but lacking in new ideas.
OR supporting evidence is lacking.
Content is complete, onpoint, thoughtful, and offers
new ideas.
Content generally doesn’t invite
further discussion on investigation.
Sections are needing further
development.
Supporting detail is
abundant and appropriatebacks up author’s points.
Content encourages
further discussion on topic.
FBA TEMPLATE
PART 1 and 2
Comments
5
Does not integrate
personal observations or
knowledge, does not connect
the theory to practice, and
does not articulate well the
theory put forth.
Does not integrate personal
observations or knowledge fully with the
theory. States the theory but has limited
explanations and correlations. Needs to
expand on the specifics of the theory.
Does not present new observations
Does not present new
observations
BEHAVIOR
SUPPORT PLAN
template
Comments
5
ORGANIZATION
Comments
5
SE 5770
Lacking critical thinking.
BSP tends to address
peripheral issues. Generally
accurate, but with omissions
and lacks of consistency in
evidence. BSP is poorly
articulated and does not
match the function of the
behavior.
Organization of project
component s are unclear and
not presented in a logical
sequence
Integrates personal
observations and knowledge in
an accurate and highly insightful
way when comparing expert’s
theory. Is able to accurately
draw conclusions and make
comparative statements
Is able to substantiate all
explanations with good
psychological evidence and
knowledge.
Some critical thinking evident, but
BSP may not directly address the issue or
does not demonstrate engagement with
the function of the behavior. Some
connections and interventions are
applicable, but under developed or
have not expanded fully on the specifics
within the plan.
Clear evidence of critical
thinking (application analysis,
synthesis, and evaluation).
BSP is characterized by
originality, engagement, and
relevance to the student’s
function of behavior.
Organization of project is clear
and presented in a logical sequence.
Some of the categories are not
organized well.
Organization of project is
clear and presented in a logical
sequence. All headings,
categories are in the correct
order, and organized to show
scope and sequence.
Page 9
WORD
CHOICE AND
GRAMMAR
Comments
5
Function
Based Intervention
Planning
Comments
5
Word choice and
sentence structure are not
suitable for graduate level
work and in need of major
improvement
Does not integrate
personal observations or
knowledge, does not connect
the information to practice,
and does not articulate well
the theory put forth.
Does not present new
observations. Limited to no
analysis, with missing
components.
Word choice and sentence structure
are barely suitable for graduate level
work . Errors in spelling are present
Word choice and sentence
structure are suitable for
graduate level work
Does not integrate personal
observations or knowledge fully with
known psychological practices and
theories. States the theory but has limited
explanations and correlations. Needs to
expand on the specifics, dates are
missing.
Integrates personal
observations and knowledge in
an accurate and highly insightful
way when comparing expert’s
position or theory. Is able to
accurately draw conclusions and
make comparative statements.
Does present new observations,
however limited.
Total
/40
Name : _______________________________
Final Grade ________
Weighted grade ________________
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Page 10
Plymouth State University Intervention Strategy handout
Title:
Developer or Author
of Strategy:
Purpose of Strategy:
Goals and objectives
of Strategy:
Grade Level
Applicable for:
Description of
Strategy:
Directions on how to
teach this strategy:
Cautions about Strategy:
Rationale for
choosing the strategy
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Intervention Strategy Handout Example
Preventing Relational Aggression
Title:
Pair and Share
Developer or Author of
K. Armstrong
Strategy:
Purpose of Strategy:
Relationship and Self Esteem Building
Goals and objectives of






Strategy
Grade Level Applicable
To give girls the opportunity to develop a relationship outside of their social circle
To build self esteem in girls by guiding them to recognize their personal strengths
Practice relationship building skills.
Teaches girls about Relational Aggression
Creates a forum for girls to discuss Relational Aggression
Places a sense of responsibility for Relational Aggression
Kindergarten - College
for:
Description of Strategy:
This activity pairs girls that normally wouldn’t take the opportunity to interact, giving them the opportunity
to build a relationship outside of their normal social circle. It gives the girls the opportunity to learn
about relational aggression while exploring their own personal strengths. It further empowers them to
take responsibility for bullying in their school.
Directions on how to
1.
2.
teach this strategy:
3.
4.
5.
6.
7.
8.
9.
SE 5770
Create a colorful poster labeled “Girls Helping Girls”
Give a brief overview of relational aggression or “Mean Girls Syndrome”. Provide a definition, the
reason girls do it, and how it feels.
Break girls into pairs. Match girls with someone that they would not normally interact with. If there is
an odd number, allow three girls in one group.
Ask the girls to interview one another. Their first questions should be “what are your personal
strengths”
After both girls have had a turn being interviewed, the group leader should ask the girls to further
discuss relational aggression and come up with one answer that they both can do to end bullying in
their school.
When the girls are finished interviewing and discussing, the group can come back together
Ask the girls to come up as pairs and introduce one another to the group. They must share what the
other girl’s personal strengths are, if they found any strengths that the other girl was unaware of,
and what they found most interesting about the girl that they interviewed.
Once both girls have introduced one another; they share their idea to stop relational aggression.
They write their idea on the poster board labeled “Girls Helping Girls” and sign it, pledging not to
participate in any form of bulling, and to do their best to help their partner if they become a victim.
After each team has taken a turn, the group hangs the poster in a visible spot for the year.
Page 12
Cautions about Strategy



Don’t match girls who are known to dislike one another. This could lead to one girl
exploiting the other with the information that she asks for.
The group leader should be prepared to offer some positive words about each girl, if their
interview falls short. No girl should leave feeling negatively about herself or the
experience.
Be sure to make girls understand that their pledge to help their partner means that they do
their best. It does not make them solely responsible. It should be explained that sometimes
helping means reporting it to an adult that is in a better position to help
Relational Aggression is the core of the “Mean Girls” Syndrome. When researching it, there seemed
to be very few activities used to address the problem. Most strategies involved the training of staff,
What is the rationale for
choosing this strategy?
policy setting, or the education of the adults in the girl’s life. I wanted to work with a strategy that would
include the girls, and empower. This strategy not only guided the girls in taking the first step towards
change, but, it also helped them to take responsibility for being a bystander. I liked that this strategy
focused on relationship building, given that relational aggression focuses on tearing relationships apart.
This strategy also helped the girls involved to consider their own strengths, something that a girl will need
to be aware of if she becomes the target of relational aggression.
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Page 13
Student Depression& Books Blackboards and Bullets Visual Organizer Poster
Excellent (4)
Good (3)
Satisfactory (2)
Unacceptable
(1)
Content
An abundance of
material clearly. Related
to the topic.
Varied use of
Sufficient,
accurate information.
Related to topic;
Information
presented reveals some
understanding of topic.
Information was
many good points
materials. Info. was
Information
presented reveals
little understanding
of the topic.
Inaccurate
mostly accurate, needed
made, but there is an
accurate and reflected
information
some interpretation or
uneven balance and
current research and/or
presented.
explanation.
little variation.
practices.
/4
Coherenc
e and
Organization
Topic and
approaches to share the
information are clearly
stated and specific;
Information flows
together well;
Good transitions;
succinct, but not choppy;
Well organized
Most
information
presented in logical
sequence;
Generally very
well organized, but
better transitions
from idea to idea and
medium to medium
needed
Concepts and ideas
are loosely connected;
Lacks clear
transitions;
Flow and
organization are choppy
Presentation is
choppy;
Disjointed; no
apparent logical
organization of
presentation
Poised, clear
articulation;
Clear
articulation, but
not as polished
Some mumbling;
Little eye contact;
Uneven rate;
Little or no
expression
Did not capture
and/or maintain
audience
Attention/
interest
/4
Speaking
Skills
Proper volume;
Steady rate, good
posture and eye
contact;
Enthusiasm;
/4
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Confidence
Page 14
Audience
Response
Involved the
audience in
presentation;
Points made in a
creative way;
Held the
audience’s attention
throughout
Presented
some facts with
some interesting
“twists”;
Held the
audience’s
attention most of
the time
Some related facts,
but went off topic and
lost the audience;
Mostly presented
the facts with little or
no imagination
Did not capture
and/or maintain
audience attention
and interest
Completed within
time limit, but had to
speed up the pace to do
so
Did not
complete the
presentation, or
completed too soon
/4
Length of
Presentation
Completed
presentation within
time limits and had
time to answer
questions
Completed
presentation within
time limits
/4
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Page 15
Conceptual Framework
PSU College of Graduate Studies Program Hallmarks
Leadership and Advocacy
Students will understand the challenges of dealing with behavior disordered
students and look at creating environments and situations that are effective at
meeting the needs of this specialized population
Reflection and Innovation
Students will reflect on their skills and competences and look for new ways to
address the needs of this challenging population
Scholarship and Application
Students will investigate new theories and strategies and apply them to specific
case studies and personal experiences
Professionalism and Service
Students will understand the need for confidentiality with mental health issues
and a variety of needs and how to obtain services for these students
Global Awareness and Social Responsibility
Students will discuss the need for character and value development in schools
and in this specialized population. Specific skills will be taught about how create
more socialized and healthy children overall in our school system.
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Page 16
University Policies and Procedures
 ADA Policy: Plymouth State University is committed to providing students with documented
disabilities equal access to all university programs and facilities. If you think you have a disability
requiring accommodations, you should contact the PASS office in Lamson library (535-2270) to
determine whether you are eligible for such accommodations. Academic accommodations will only
be considered for students who have registered with the PASS Office. If you have a Letter of
Academic Accommodation for this course from the PASS office, please provide the instructor with
that information privately so that adaptations can be made to meet your needs. Course materials
online comply with the Web-based Intranet and Internet Information and Applications Standards in
accordance with ADA Section 508.

Academic Integrity: Academic integrity is the foundation of the pursuit of knowledge. All members
of the academic community are expected to be dedicated to the pursuit of knowledge in an
honest, responsible, respectful, and ethical manner. Every violation of academic integrity is an
affront to the academic community. Violations of academic integrity make fair evaluation
impossible and cast doubt upon the seriousness with which students accept the responsibility of
acquiring an education. Members of the academic community are expected to report all instances
of those violations of academic integrity that come to their attention. Both faculty and
administration consider it their duty, as guardians of academic standards and intellectual honesty,
to enforce the academic integrity policy by prosecuting all cases of violation of academic integrity
to the fullest extent. Students are urged to consider that it is the toleration of violations of
academic integrity, and not the reporting of it, that is dishonorable. Please refer to the Graduate
Catalog for more information and the entire policy.

Sensitive Materials: Material in this course, in some instances, may be sensitive or emotionally
provocative. As you review the syllabus, or at any time during the course, please let your instructor
know if you anticipate, or are having, a problem with any assignment or classroom activity. We
can then discuss how this assignment or activity is necessary for meeting course competencies and
whether an alternative assignment or activity can be considered. We can also discuss campus
resources that you may find helpful in dealing with your concerns.

Plymouth State University Curtailed Operations Information: Plymouth State University normally
remains open through inclement weather. Because most students live within minutes of the campus,
every effort is made to avoid an official closing. There may be times, however, when an
emergency or extreme weather conditions necessitate a general closing of the University.
Please sign up for PSU Alert Emergency Text Messaging at: plymouth.edu/alerts
Following are the PSU curtailed operations and/or class cancellation notification procedures:
In the event of severe weather or an emergency, the University Administration will do all it can to
decide on and post notifications of class/event cancellations and/or facility closures by 6:00 a.m.
for classes running during the day. For canceling evening classes, the decision is usually made and
communicated no later than 3:00 p.m. Every effort will be made to make the decision as early as
possible. If you are wondering, call the storm line (603-535-3535) or check the PSU website.
Use your own judgment about travel during inclement weather; the best choice is the one that
keeps you safe. Notify your instructor(s) if you have to miss a class.

Lamson Library and Learning Commons
Access to the IT Help Desk is available at 603-535-2929. Log in to MyPlymouth to access all of
the Lamson Library and Learning Common resources and services. The Wrting Center and the
PASS office are located in the lower level of Lamson; the Help Desk in on the Main Floor.
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