PORTLAND STATE UNIVERSITY
REVIEW FORM for NEW COURSE
INSTRUCTIONS: Use this form to prepare departmental requests for new courses.
 This table was created so that you can respond directly in the appropriate column, which will expand to
accommodate responses of any length. You may save and title the file as you wish.
 Please save and utilize this form as a Word document.
 Replace bracketed information with information you supply.
 See “Directions for Completing Course Review Form” for detailed explanations of each item.
Schools/colleges should submit ONE paper copy with ALL REQUIRED SIGNATURES to Academic Affairs; in
addition please submit via email one electronic copy in Word format (which may be unsigned) to Steve
Harmon in Academic Affairs (harmons@pdx.edu).
1. College/School and Effective Term
College/School: Graduate School of Education
Effective term : Fall 2015
(The effective term may be delayed to a later term if the proposal is approved by Faculty Senate after the requested term’s preterm registration has begun, i.e., May for fall/summer, November for winter, and February for spring term.)
2. General Catalog and Banner Information
2a.
Department
Special Education
2b.
Course prefix and
number
SPED 588
2c.
Catalog course title
(max 100 chars)
Foundations of Applied Behavior Analysis
2d.
Banner title (max
30 chars)
FOUNDATIONS OF ABA
2e.
Catalog course
description
(max 50 words –
strictly enforced)
(Include any
expected
preparation if it is to
appear in catalog
description)
An introduction to the Board Certified Behavior Analyst (BCBA) course sequence
designed to prepare students to take the BCBA exam. Specifically designed to provide
students with the knowledge of ABA terms as well as the application of positive
behavior support and technological methods specific to the needs of your community.
2f.
Credit hours:
3
2g.
Clock hour
distribution:
Lecture
lab/studio ____
____
online 3 ____
practicum ____
field work
2h.
Course
prerequisite(s):
January 2014:OAA:swh
other ______________________
Admission to the PSU BCBA program.
Page 1 of 16
2i.
Is concurrent
enrollment in the
indicated
prerequisite
permitted?
No
Yes
X
____
2j.
Course corequisite:
2k.
Is course
repeatable:
No
Yes
2l.
If course is
repeatable what is
the limit?
No limit ____ or
Grading option:
Letter only
2m.
X
Maximum of ____ credits or
Maximum of
time(s) (with department approval only)
X
P/NP only ____
Both letter and P/NP ____
2n.
Course intended
for:
undergraduates ____
graduates
X
both undergraduates & graduates ____
doctoral only ____
2o.
Teaching method
(identify ONE or at
the most TWO):
(Used by Registrar
for coding in
Banner.)
[See definitions.]
lecture X
seminar ____
experiential ____
activity ____
discussion _X___
recitation ____
research ____
lab/studio ____
(See definitions in the Instructions for this form.)
3. Enrollment Projections
3a.
Expected distribution of
enrollment per section
January 2014:OAA:swh
lower division ____ %
upper division ____ %
graduate
100 %
total
100 %
Page 2 of 16
3b.
Students would take this
course as
(Please note some
additional submissions
may be required related
to specific categories.)
check all that apply:
____ a community-based learning course with ______ # of service hours required
(The number of service hours required of the students must be noted.)
____ a prerequisite for __________
____ a requirement for a major in __________
(A Program Change form must be submitted to add this requirement to the program.)
____ a requirement for a graduate program in ____________________
(A Program Change form must be submitted to add this requirement to the program.)
an elective leading to specialization in
____ an elective contributing to general or liberal education
__X__ an elective in a graduate program in __MS in SPED_________________
__X__ a part of a professional program in _____ BCBA _____
a part of a licensure or certification program in
____ a course satisfying UNST Cluster _________________________
(A University Studies cluster proposal must be submitted to the UNST Council.)
4. Rationale
4a.
Reason for the proposal
at this time
4b.
Additional comments
This course is part of a new Board Certified Behavior Analyst (BCBA) certification
the GSE will begin offering in 2015. The certification is required by recentlypassed insurance laws and there has been interest in the professional community
for us to offer this series of graduate courses. Students admitted into this fully
online program will engage in a series of three distinct steps to achieve board
certification, including completion of 6 courses approved by the BACB (Behavior
Analysis Certification Board) offered through PSU, clinical supervision (completed
independent of PSU), and passing a national exam. The PSU series of courses will
prepare students to engage in the work of a behavior analyst and eventually pass the
national exam.
5. Syllabus
5a.
A syllabus is required.
A Syllabus should include:
 Title
 Course Prefix and Number
 Course description
 Prerequisites/co-requisites
 Course Objectives
 Student Learning Outcomes
 Outline of Course Content (major content topic w/ main subdivisions)
 Course requirements (exams, assignments, papers, etc.)
 Required Texts and/or Required Reading List
 Method of Evaluation (letter graded or P/NP and calculation of course grade)
Appropriate distinctions in required coursework and method of evaluation for both
undergraduate and graduate students for an UG/GR slash course.
6. Overlap
6a.
6b.
Potential shared subject
matter with other
courses in your
department
Potential shared subject
matter with courses in
other departments.
January 2014:OAA:swh
This is a new professional program with
content that will not overlap with other
courses or programs we offer.
N/A
Speech and Hearing Sciences
Psychology
N/A
Page 3 of 16
6c.
Comments and
attributions from contact
person(s) in other
departments with whom
you’ve discussed
overlap.
Contacts from other departments that
are aware of this proposal Christina
Gildersleeve-Neumann and Sherwin
Davidson. See attached emails.
7. Instructor information
7a.
Course instructor(s):
Faculty with primary
ongoing responsibility for
course content and
review if instructor is
fixed term or adjunct.
8. Teaching and Learning
8a.
Course objectives
Maria Wynne, Ph.D., BCBA-D
Instructor status:
tenure-related____
fixed term
adjunct X (submit a c.v. for any
adjunct teaching this course)
Other (explain):
Faculty status:
tenure-related_X___
Other (explain why this is appropriate):
7b.
Randall L. De Pry, Ph.D.
8b.
Learning outcomes
The learning goals and assessments are based upon the content areas on the
BACB® Fourth Edition Task List. Students will demonstrate proficiency in the
concepts and principles of behavior analysis assessed through in class and take
home assignments, a community immersion project, and multiple-choice exams.
1. Explain and behave in accordance with the philosophical assumptions of
behavior analysis
2. Define and provide examples of ABA terms.
3. Distinguish between the Verbal Operants.
4. Explain measurement concepts.
8c.
Student activities
8d.
Methods of evaluation
January 2014:OAA:swh
1. Technology Project (10 points). This assignment will give the student
an opportunity to survey different types of technology and specifically
study one particular technological intervention following the
dimensions of ABA and the literature surrounding the most effective
methods.
2. Certified Behavior Analyst Learning Module Series (CBA LMS) (10
points). All students are expect to complete and master the CBA
learning module series for all content areas covered in this course.
Mastery is 90% or better on each module.
3. Participation in weekly assignments (25 points). Students will be
provided weekly assignments that may include online discussion,
readings, quick writes to be submitted during class, and participation
in class discussions that are intended to engage in the learner with
the content presented and other members for the course.
4. Midterm Exam (25 points). Students will take an online midterm
examination that will include true and false, multiple choice, and short
answer questions. This examination will be timed and students are
not allowed to use course or internet materials.
5. Final Exam (30 points). Students will take an online final examination
that will include true and false, multiple choice, and short answer
questions. This is a comprehensive examination and will include
content from the entire course.
See above activities, which also include the evaluation of the activities
Page 4 of 16
9. Resources
9a.
Are library resources adequate?
Yes X
No ____
Phone conference with Bob Schroeder on
February 16, 2015 and email sent with
course syllabi and program statement.
See attached letter from educational
librarian Bob Schroeder.
9b.
9c.
9d.
Who is the department/program’s
Disciplinary Librarian?
Are technological resources
adequate?
Bob Schroeder
Are there any additional costs to the
student beyond tuition and textbooks
(e.g., course-specific fees and
materials costs)?
Yes ____
Yes
X
No ____
No
X
Describe: Use of existing course
management (D2L) and student support
through OIT
If yes, explain:
10. College/School and department/division information
10a.
Course to be
offered:
annually __X__ alternate years ____ other: _____________________
In which term(s):
fall X winter ____ spring ____summer ____
10b.
Anticipated
enrollment per
term in first 2
years:
~19
10c.
Optimal
enrollment per
section:
25
10d.
Educational
purpose of
adding this
course to the
department’s
curriculum
This is the first course in the new program that has been developed in alignment with our
departmental vision and mission. We believe that it will prepare individuals to meet the
standards outlined by the Behavior Analyst Certification Board and integration of the
science and values associated with Positive Behavior Supports. This is important since
individuals prepared to become Board Certified Behavior Analysts will be working directly
with children, youth, adults, and families with disabilities.
10e.
Place in the
University’s
curriculum
This is a new professional program for the Graduate School of Education and will be
administratively supported by the Department of Special Education
January 2014:OAA:swh
Page 5 of 16
10f.
Faculty
Assignment
% FTE tenure
% FTE fixed term
=
Specialized space
____ sq. ft.
Explain: N/A The proposed program is
fully online
Equipment &
Supplies
List
D2L Course Shells
Explain:
Additional
personnel (TA,
clerical, etc.)
List personnel and
FTE:
Explain:
Other expenses:
List:
Explain:
Additional funding
for expenses:
Source(s):
January 2014:OAA:swh
% FTE adjunct =
100%
Existing $:
New $:
$2574
Total:
Total:
$2574
Page 6 of 16
New Course Signature Page
Proposal prepared
by
Dept.
Curriculum
Chair
Date of
Review
Signature
Reject (√)
Approve (√)
Role
Name (print)
Course prefix, number and title:__SPED 588: Foundations of Applied Behavior Analysis
Randall DePry
Sheldon Loman
Susan Bert
Proposing
Randall DePry
Dept. Chair
College/School
Curriculum
Chair
Associate
Dean
January 2014:OAA:swh
Karen Haley
Micki Caskey
Page 7 of 16
Graduate School of Education
Department of Special Education
SPED 588: Foundations of Applied Behavior Analysis
Fall 2015 Online
Instructor:
Course CRN:
Office:
Credits: 3
Office hours:
Course Description
An introduction to the Board Certified Behavior Analyst (BCBA) course sequence designed to
prepare students to take the BCBA exam. Specifically designed to provide students with the
knowledge of ABA (Applied Behavior Analyst) terms as well as the application of positive
behavior support and technological methods specific to the needs of your community.
Disability Access Information
It is the University's goal that learning experiences be as accessible as possible. If you require
accommodations (e.g., special seating, interpreter, note-taker), please inform me immediately.
Students with disabilities should register with the PSU Disability Resource Center (503-7254150) to document their need for accommodations and obtain support services. I will work with
you to arrange the supports you need in this class.
Graduate School of Education Conceptual Framework
Vision: Preparing professionals to lead life-long learning and development within our
diverse communities
1. Diversity and Inclusiveness – Advocacy for Fairness and Respect.
1.1 Candidates work effectively with diverse populations.
1.2 Candidates promote inclusive and therapeutic environments.
2. Research based practices and professional standards – Professionalism.
2.1 Candidates critically analyze and implement research-based practices.
2.2 Candidates demonstrate appropriate professional knowledge, skills, and dispositions.
3. Impact on Learning and Development – Commitment to learning.
3.1 Candidates ensure that all learners and clients succeed.
3.2 Candidates use technology to enhance learning and development.
3.3 Candidates influence policy and provide leadership for organizations.
4. Evidenced-informed decision making – Reflection.
4.1 Candidates use evidenced to address problems of practice and make informed
educational and therapeutic decisions.
SPED 588
Fall 2015
8
Department of Special Education: Critical Concepts in Education
1. Scaffolding Instruction
Scaffolding enables a learner to perform a skill or carry out a task that would be
beyond his or her unassisted efforts. Scaffolding encompasses many strategies and
should be based on assessment of the learner’s current performance. It is a flexible,
temporary support designed to be gradually removed as performance improves.
2. Collaboration and Teaming
A dynamic process of effective communication and mutual effort across stakeholders
(e.g., learners, families, school personnel, community members) involving shared
resources, collaborative decision making, and joint accountability to achieve
meaningful outcomes.
3. Individualization
A systematic and collaborative process to develop and adapt environments, supports,
and instruction to individual needs. Individual considerations include the strengths,
cultural, and family contexts, preferences, and priorities of the learner and family.
4. Data-Based Decision Making
Continuous, purposeful process of collecting, interpreting, presenting, and using data
to inform actions that support positive educational outcomes. Data-based decision
making considers the learner’s progress within the contexts of instruction, curriculum,
and environment.
5. Inclusion and Diversity
Inclusion embodies the values, policies, and practices that ensure the right of every
learner and family to full membership in classrooms, schools, and communities.
Supports enable all learners to be engaged participants in social, academic, and extracurricular activities.
6. Leadership and Advocacy
Advocacy and leadership are guided by research and professional standards with a
robust understanding of context, including perspectives across stakeholders. Leaders
and advocates actively engage a range of strategies to facilitate effective practices,
systems, and policies to support learners’ outcomes for an individual or across
learners.
Prerequisites
Admission in the PSU BCBA program.
Course Objectives
The learning goals and assessments are based upon the content areas on the BACB® Fourth
Edition Task List. Students will demonstrate proficiency in the concepts and principles of
SPED 588
Fall 2015
9
behavior analysis assessed through in class and take home assignments, a community immersion
project, and multiple-choice exams.
Course Learning Outcomes, Standards, and Assessments
Standards for BCBAs available at http://www.bacb.com/index.php?page=158
Course Outcomes
Explain and behave in
accordance with the
philosophical
assumptions of behavior
analysis
Define and provide
examples of ABA terms.
Distinguish between the
Verbal Operants.
Explain measurement
concepts.
GSE
Conceptual
Framework
1.1
1.2
2.2
3.2
1.1
1.2
2.2
3.2
4.1
1.1
1.2
2.1
3.2
4.1
2.1
2.2
BACB® 4th
Edition Task
List Number
FK-01, FK-02,
FK-03, FK-04,
FK-05, FK-06,
FK-07, FK-08,
FK-09
FK-10, FK-11,
FK-12, FK-13,
FK-14, FK-15,
FK-16, FK-17,
FK-18, FK-19,
FK-20, FK-21,
FK-22, FK-23,
FK-24, FK-25,
FK-26, FK-27,
FK-28, FK-29,
FK-30, FK-31,
FK-32, FK-33,
FK-34, FK-35,
FK-36, FK-37,
FK-38, FK-39,
FK-40, FK-41,
FK-42
FK-43, FK-44,
FK-45, FK-46
SPED
Critical
Concepts
CC-2, CC-3,
CC-4, CC-5
Assignment(s)
CBA Learning
Modules
CC-2, CC-3,
CC-4, CC-5
Midterm
Final
CBA Learning
Modules
Technology
Project
Midterm
Final
CC-1, CC-3,
CC-4, CC-5,
CC-6
CBA Learning
Modules
Technology
Project
FK-47, FK-48
CC-1, CC-3,
CC-4, CC-6
Midterm
Final
CBA Learning
Modules
Technology
Project
Midterm
SPED 588
Fall 2015
10
Final
Required Texts
Bailey, J., & Burch, M. (2009). How to think like a behavior analyst. New York: Routledge.
Brown, F., Anderson, J., & De Pry, R. L. (Eds.). (2015). Individual positive behavior supports: A
standards-based guide to practices in school and community-based settings. Baltimore,
MD: Paul H. Brookes Publishing.
Cooper, J. O., Heward, W. L., & Heron, T. E. (2007). Applied behavior analysis (2nd ed.). Upper
Saddle River, NJ: Pearson. ISBN: 0-13-142113-1
American Psychological Association. (2010). Publication manual of the American Psychological
Association (6th ed.). Washington, DC: Author.
Required Articles
Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior
analysis. Journal of Applied Behavior Analysis, 1, 91-97.
Catania, A. C., Matthews, B. A., & Shimoff, E. (1982). Instructed versus shaped human verbal
behavior: Interactions with nonverbal responding. Journal of Applied Behavior Analysis,
38, 233-248.
Kalyanpur, M., & Kirmani, M. H. (2005). Diversity and technology: Classroom implications of
the digital divide. Journal of Special Education Technology, 20, 9-18.
Required Material
CBA learning module series by behavior development solutions
(www.behaviordevelopmentsolutions.com) are required for all courses. Discounts for
PSU students are available and information will be distributed to purchase and begin the
module series.
Course Schedule
Wk.
1
Date
SPED 588
Topics
Dimensions of ABA:
Applied, Behavioral,
Analytic, Conceptual,
Technological, Effective,
Generality; Introduce ethics
in ABA
Readings and Assignments Due
- Review Syllabus
- Introduce JABA article by Baer, Wolf & Risley
(1968)
- Introduce CBA learning module series
Fall 2015
11
2
The science of behavior
(technological application),
introduce positive behavior
support (PBS) improving
the quality of life through
PBS (socially valid
application, familycentered, evidence-based
education), dimensions of
ABA
-
3
Reinforcement and history
of reinforcement,
motivating variables,
stimulus control, ABA and
PBS
-
Bailey & Burch Chapter 4
Brown, Anderson & De Pry Chapter 6
Cooper, Heron & Heward Chapters 16 & 17
Cooper online quiz ch.1 due
4
Reinforcement,
punishment, ABA and
PBS, stimulus: control,
discrimination,
generalization
-
Bailey & Burch Chapter 4
Brown, Anderson & De Pry Chapter 6
Cooper, Heron & Heward Chapter 2
Cooper online quizzes chapters 16 &17 due
5
Antecedent interventions,
contingency contracting,
self-management
6
MIDTERM EXAM
-
Bailey & Burch Chapter 7
Cooper, Heron & Heward Chapters 23, 26 & 27
Cooper online quiz chapter 2 due
Final Technology project due by 5pm PST
Multiple choice & short answer midterm due at
5pm PST
7
Verbal behavior, ethics in
ABA
8
Measuring behavior:
defining procedure,
implementing procedure;
visual display of
measurement/data
9
Interpreting data, effective
treatment procedures
- Bailey & Burch Chapter 6
- Cooper, Heron & Heward Chapters 6 & 7
- Cooper online quizzes chapters 3, 4 & 5
10
Applying ABA and PBS
- Bailey & Burch Chapter 8
- Cooper online quizzes chapters 6 & 7
SPED 588
Bailey & Burch Chapters 1, 2, & 3
Brown, Anderson & De Pry Chapter 27
Cooper, Heron & Heward Chapter 1
JABA article by Baer, Wolf, & Risley (1968)
Kalyanpur and Kirmani (2005) “Diversity and
Technology: Classroom Implications of the
Digital Divide”
- Technology project outline due by 5pm PST
- Catania et al Article on Verbal Behavior 1982
JEAB
- Bailey & Burch Chapter 9
- Cooper, Heron & Heward Chapter 25
- Cooper online quizzes chapters 23, 26 & 27
- Bailey & Burch Chapter 5
- Brown, Anderson & De Pry Chapter 10
- Cooper, Heron & Heward Chapters 3, 4 & 5
- Cooper online quiz chapter 25
Fall 2015
12
11
FINAL EXAM
- Final due by 5pm PST
- Course Evaluation
Assignments and Grading
Summary of Assignments and Point Values:
1. Technology Project (10 points). This assignment will give the student an opportunity
to survey different types of technology and specifically study one particular
technological intervention following the dimensions of ABA and the literature
surrounding the most effective methods. All technology projects will address the
issue with access to resources for many individuals and the effort to assist families
and regions who contend with access to technology. See detailed instructions below.
2. Certified Behavior Analyst Learning Module Series (CBA LMS) (10 points). All
students are expect to complete and master the CBA learning module series for all
content areas covered in this course. Mastery is 90% or better on each module.
3. Participation in weekly assignments (25 points). Students will be provided weekly
assignments that may include online discussion, readings, quick writes to be
submitted during class, online quizzes from Cooper et al, and participation in class
discussions that are intended to engage in the learner with the content presented and
other members for the course.
4. Midterm Exam (25 points). Students will take an online midterm examination that
will include true and false, multiple choice, and short answer questions. This
examination will be timed and students are not allowed to use course or internet
materials.
5. Final Exam (30 points). Students will take an online final examination that will
include true and false, multiple choice, and short answer questions. This is a
comprehensive examination and will include content from the entire course.
100 points possible for the course
Percentage
95 – 100
90 – 94
86 – 89
83 – 85
80 – 82
76 – 79
70 – 75
60 – 69
<60
Grade
A
AB+
B
BC+
C
D
F
Foundations Technology Project
SPED 588
Fall 2015
13
For the outline, follow the order of content below focusing on individual differences with access
to technology. All final technology projects will follow the APA format for the Literature
Review guidelines (e.g., title page, abstract, introduction section and list of references) presented
in the APA Publication Manual (APA, 2010).
1) Description of survey method to determine technology selected for the project:
Provide a summary of the method you used to research different technological
interventions for individuals with exceptionalities (e.g., database at PSU library, articles
from specific peer-reviewed journals). Describe your specific interest in the field of
technology as it relates to helping individuals in our field.
2) Description of technological intervention for the project: Provide a detailed
description of the technological intervention you selected. Include a critical summary of
what the scientific literature says about your specific technological intervention.
3) Description of the application of technology in our field:
a. Describe the use of the technology you chose to focus on specific to your
community’s needs.
b. Describe how the particular technological intervention applies to everyday life of the
individuals we serve.
c. Describe the accessibility of the technological resource in the particular community.
Provide references to all descriptions and apply to your specific community needs.
Final Grade Rubric for Technology Project
Description of survey method……………………….
Critical summary of scientific study………………...
Description of application technology………………
References……………………………………………
APA format…………………………………………..
Total
1 point
2 points
1 point
3 points
3 points
10 points
Course and University Policies
Late Assignments
SPED 588
Each instructional week begins on Monday and ends on Sunday. All
required work for the week is due by 5pm Pacific Standard Time (PST) as
indicated by D2L time-stamps on electronic submissions and posts. Given
the structure of this course, it is essential to complete all assigned work on
Fall 2015
14
Attendance and
Tardiness
Classroom
Demeanor and
Courtesy
a weekly basis by the day and time due. Late submissions are generally not
accepted. However, if students face unexpected circumstances, please
contact the instructor in advance of the due date to discuss arrangements. It
will be determined by the instructor what work may be accepted for partial
or full credit.
All students are expected to participate in all scheduled class sessions and
activities.
Because students may not share the same opinions on certain topics in this
class, it is important that we remember to respect the opinions and ideas of
others. We expect all students to show respect and courtesy for all
members of this class at all times. To protect confidentiality, do not use
real names when discussing students or others you know who have autism
or any type of disability. Use substitute names or made-up initials.
For a comprehensive review of Online Etiquette for Web-based
Courses, visit this excellent link from the University of Wisconsin:
http://online.uwc.edu/technology/etiquette
Additionally, students are asked to use person first language in all online
postings and assignments when referring to those with exceptionalities.
To learn more about person first language, please read:
http://www.thearc.org/who-we-are/media-center/people-first-language
Incompletes
Academic
Integrity
To be given an incomplete, a student must complete at least 50% of
assignments. Student Evaluation Process: Please refer to the Student
Handbook for the Special Education Program page 29 for specifics
regarding the student evaluation processes.
In the PSU Student Conduct Code # 577-031-0136 Proscribed Conduct by
Portland State University the following constitutes conduct as proscribed by
Portland State University for which a student or student organization or
group is subject to disciplinary action:
(1) Obstruction or disruption of teaching, research, administration,
disciplinary procedures or other University activities, including the
University's public service functions or other authorized activities
on University-owned or -controlled property, or any other location
where teaching, research, administration, disciplinary procedures or
other University activities take place.
(2) All forms of academic dishonesty, cheating, and fraud, including
but not limited to: (a) plagiarism, (b) the buying and selling of
course assignments and research papers, (c) performing academic
assignments (including tests and examinations) for other persons,
(d) unauthorized disclosure and receipt of academic information
and (e) falsification of research data.
SPED 588
Fall 2015
15
Returning
student work
Due to FERPA guidelines, student work must be directly returned to each
student (either face to face or via electronic or “snail” mail). If students
want a hard copy of their work returned, they should provide a stamped,
self-addressed envelope large enough to hold the assignments to be
returned.
Student Health
Insurance
PSU provides students taking 5 or more inload, non self-support credits per
term (1 credit for international students) with the mandatory PSU/Aetna
Student Health Insurance Plan.
See http://www.pdx.edu/shac/insuranceplan for more information.
Students may waive the insurance but must provide proof of enrollment in
a comparable insurance policy offered through another company. Students
only need to waive out once per academic year.
All eligible students will be charged for insurance unless they waive
out by the waiver application deadline, the second Sunday of each
term.
See http://www.pdx.edu/shac/insurancewaiver for specific information and
directions about waiving the health insurance, and a link to the online
waiver application.
Contact insurancehelp@pdx.edu for more information.
Portland State University desires to create a safe campus for our students.
As part of that mission, PSU requires all students to take the learning
module entitled Creating a Safe Campus: Preventing Gender
Discrimination, Sexual Harassment, Sexual Misconduct and Sexual
Assault. See http://www.pdx.edu/sexual-assault/safe-campus-module
As part of our commitment to social justice and human dignity, we
demonstrate LGBTQ advocacy through inclusive policies and practices
that are both intentionally proactive and strategically responsive.
Safe Campus
Module
LGBTQ
Resolution
Statement
SPED 588
Fall 2015
16