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COURSE SYLLABUS: COMD 7305 501

Preliteracy Development
Spring 2007

Class Time: Thursday, 5:00 – 7:45 PM

Location: Callier J.108
Instructor: Dr. Anne van Kleeck
e-mail: annevk@utdallas.edu
Phone: 214-905-3147
Office: Callier-Dallas A101
Office hours: Thursday 2:00 – 3:00 PM, Callier Dallas Room A 101
Other times by appointment

PRE-REQUISITES: None

COURSE DESCRIPTION

A great deal of research now documents that preschoolers with language delays, those from low socio-
economic backgrounds, and those from subaltern cultural and linguistic backgrounds are at high risk for
exhibiting reading difficulties when they enter school. From nearly two decades of intensive research and
from recent developments in educational and clinical practice, it has become clear that a great deal can be
done to prepare preschoolers to help them make a smoother transition to later learning how to read and
using language for academic purposes more generally. This course will focus on the preliteracy literacy skills
that lay the foundation for later reading achievement, their course of development, and ways to assess and
use evidence-based practices to effectively foster their development in natural contexts and daily routines
and in more structured classroom kinds of activities. Emphasis will be placed on historical, cultural, and
socio-economic variability in literacy values, beliefs, and practices, and how this information might be best
used in working with families and children from diverse backgrounds.

Four General Content Areas and More Specific Topics Under Each
Background Information Assessment Guidelines,
Defining Preliteracy
Meaning and Form in
Preliteracy and Literacy
ASHA Roles, Responsibilities,
Knowledge, & Skills Required
of SLPs in Fostering Reading
and Writing
A Model of the Domains of
Preliteracy Development
The Development of
Preliteracy Skills
The Historical Context of
Fostering Preliteracy in
Preschool Children
The Cultural Context of
Preliteracy Socialization
2
Intervention Specific Laws, Government
Contexts/Programs Intervention Programs, & State
Purposes, & Tools Fostering Multiple Goals During Mandated Teaching
Goals Book Sharing Guidelines
Texas Approved Reading Free Government Books Phonological & Texas Reading First
Assessments; for Families and Phonemic (TRF) & No Child Left
Texas Purposes of Reading Educators on Fostering Awareness Behind (NCLB)
Assessment Children’s Literacy
Formal and Informal Book Sharing with Babies, Print Awareness Texas Early Reading
Assessment; Preschoolers, and First
Response to Intervention Preschoolers with
(RTI) Language Delays
Phonological Awareness PALS Intervention Letter Knowledge Head Start Programs;
Literacy Screening (PALS):
Criterion Referenced Texas Even Start
Dynamic Indicators of Basic DIBELS Intervention Early Language Texas Essential
Early Literacy Skills Skills Knowledge & Skills
(DIBELS): Criterion (TEKS): Language Arts
Referenced & Reading
(Kindergarten)
High Scope Early Literacy High Scope Literacy Vocabulary
Skills Assessment (ELSA): Intervention
Criterion Referenced
Preschool Language Implementing Texas Inferential Texas (TEKS) Pre-K
Assessment Instrument Pre-K Guidelines; Language Guidelines
(PLAI2): Norm Referenced; Activities for
Test of Early Reading Ability Implementing Texas Pre-
(TERA2): Norm Referenced K Guidelines
Literacy Environment Narrative Skills &
Checklists Complex Syntax
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STUDENT LEARNING OBJECTIVES

This course has been designed to ensure that students demonstrate required knowledge and skill as outlined in the Standards and Implementation Guidelines for
the Certificate of Clinical Competence in Speech-Language Pathology. The specific standards addressed in this class are: III-B, III-C, III-D, III-F, III-G, and IV-G

Students will be able to:

1. Define preliteracy and categorize and list the skills it entails (Std. III-B).
2. Differentiate the various purposes of preliteracy and early literacy assessment and recall state guidelines for approved assessments and schedules for
administering them (Std. III-D, III-F).
3. Interpret how the preliteracy and literacy content areas the SLP is responsible for fostering according to ASHA relate to the areas of reading instruction
mandated in the No Child Left Behind (NCLB) federal legislation (Std. III-G).
4. Compare and contrast theories and models of preschool predictors of later reading and explain how they relate to different categories of later reading
disabilities (Std. III–C).
5. Recall the developmental sequence of the various preliteracy skills
6. Describe levels of evidence in evidence-based practice and analyze how this relates to controversies regarding preliteracy and early literacy teaching and
intervention (Std. III-F, IV-G).
7. Analyze, evaluate, and compare and contrast strategies and tools to assess preliteracy skills (Std. III-C, III-D).
8. Analyze rationales and support for different treatment approaches to preliteracy, including skills-oriented, meaning-oriented, and combination approaches
(Std. III-C, III-D, IV-G)
9. Understand the historical fluctuations in mainstream culture beliefs about education in the preschool period of child development and the institutions and
practices these beliefs spawned. Compare and contrast these historical fluctuations with current differences in beliefs among various subaltern cultural
groups in the United States today (Std. III-G).
10. Debate the issues regarding how cultural values and practices of families might impact both family and school-based literacy teaching and interventions
(Std. III-G, IV-G.).
11. Describe the nature of the “literate discourse” pattern of language use that preschoolers with educated parents become quite conversant in prior to entry
into kindergarten, compare and contrast the different kinds of socialization that children from other cultural backgrounds might receive that can be quite
different from this formal schooling pattern of language use, and be able to identify instances of such language use in ongoing interactions with
preschoolers (Std. III-B. III-D, III-F, III-G, IV-G).
12. Participate in, interpret, hypothesize a treatment plan, and report on a preliteracy assessment (DIBELS) conducted with a preliterate child (Std. III-C, III-
D, and IV-G).
13. Construct a series of lesson plans for a specific preliteracy skills area (phonological awareness) and explain how all aspects of it are based on research
evidence or expert recommendations in the literature (Std. III-D, III-F, IV-G).
14. List the Texas state mandated guidelines for pre-kindergarten and kindergarten content knowledge in the area of reading and writing and in other relevant
aspects of language arts (Std. III-G).

REQUIRED READINGS AND MATERIALS

1. Some of your readings will be available to you to download from the UTD library. Others will be made available for purchase at Off Campus Books:
Off Campus Books
561 W. Campbell Road, Suite 210
Richardson, TX 75080
972-907-8398 e-mail: rleepertx@aol.com OR ocb4utd@gte.net

2. The main text for this class is available at the UTD bookstore: van Kleeck, A. (Ed.) (2006). Sharing books and stories to promote language and
literacy. San Diego: Plural Publishing.
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Course Topics, Readings, Resources, & Tentative Timeline

Date Background Topics & Applied Topics and Readings Resources to Access
Readings
Jan. 11 Introduction; TOPICS: Texas Reading First; Texas Bloom’s taxonomy materials
Bloom’s taxonomy; Approved Early Reading Verbs:
Defining preliteracy Assessments; http://www.teachervision.fen.com/teachi
Different Kinds of Head Start ng-methods/curriculum-
Programs; planning/2172.html?for_printing=1&deto
Early Reading First ured=1
Pyramid:
http://web.odu.edu/educ/llschult/blooms
_taxonomy.htm

Texas Reading First Assessment

File name: 1TX Approved Assess
File name: 2Uses Kinder Assess
Jan. 18 Form and meaning in preliteracy and TOPICS: Assessment Introduction Phonological Awareness Literacy
literacy Screening (PALS)

PALS Pre-K screening introduction:

5 – 10 Evidence-based preliteracy
minute intervention:
quiz on van Kleeck, A. & Littlewood, L. (in
readings, press). Fostering form and meaning in
class emerging literacy using evidence-based
lecture, & practice. In M. Mody & E. R. Silliman
other (Eds.), Language impairment and
materials reading disability: Interactions among
brain, behavior, and experience. New
York: Guilford Press. File name:
Time log 3vK&Littlewood
Strickland, D. & Shanahan, T. (2004).
Laying the groundwork for literacy.
Educational Leadership, 74-77. File
name: 4Strickland&Shanahah04
RESOURCE: Search the research:
http://www.nifl.gov/cgi-
bin/pfr/search.cgi
http://pals.virginia.edu/PALS-
Instruments/PALS-PreK.asp
PALS Pre-K Teacher’s Manual:
http://pals.virginia.edu/Technical-
Information/Technical_References/PreK_
technical_chapter.pdf
PALS – instructional resources (activities
and lesson plans for PA, alphabet
knowledge, print knowledge, vocabulary,
comprehension, etc.)
http://pals.vi.edu/Instructional-
Resources
TX Even Start Now Requires PALS File
name: 5TX Even Start PALS

Jan. 25 ASHA and the roles, responsibilities,
knowledge, and skills of SLPs in
fostering literacy
Essay on American Speech-Language-Hearing
readings Association. (2000).
due; Roles and responsibilities of speech-
language pathologists with respect to
Time log reading and writing in children and
adolescents (guidelines). Rockville, MD:
Author. File name: 6ASHA00
American Speech-Language-Hearing
Association. (2002). Knowledge and
skills needed by speech-language
pathologists with respect to reading and
writing in children and adolescents.
ASHA 2002 Desk Reference 3, in press.
File name: 7ASHA02
American Speech-Language-Hearing
Association. (no date) Literacy: Speech-
language pathologists play a pivotal role.
Rockville, MD: Author. [2 pages] File
name: 9ASHA NDa
American Speech-Language-Hearing
Association. (no date) Early literacy.
Rockville, MD: Author. [2 pages] File
name: 10ASHA NDb
TOPIC: Informal and Formal
Assessment
Pearson, P.D (2006). Forward. In K.S.
Goodman (Ed.), The truth about
DIBELS (pp v – xix). Portsmouth, NH:
Heinemenn. In: The Truth About
DIBELS. File name: 8DIBLELS
5
DIBELS Kindergarten Assessment:
http://dibels.uoregon.edu/measures/kin
dergarten.php
Assessment Uses of DIBELS: File
name: 2Uses Kinder Assess
Evaluation of DIBELS:
http://dibels.uoregon.edu/techreports/di
bels_5th_ed.pdf
Intervention using DIBELS:
Leap Frog Commercial Materials:
K-2:
http://store.leapfrogschoolhouse
.com/item.jsp?item=91119-
99903&category=LD
Pre-K:
http://store.leapfrogschoolhouse
.com/category.jsp?category=LD
&category=PK&category=&x=36
&y=8
Mrs. McGowan's First Grade Spring Lake,
NJ:
http://www.mrsmcgowan.com/reading/
For your interest only -- Literacy
issues on ASHA’s Website:
http://www.asha.org/members/slp/scho
ols/resources/schools_resources_literacy
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Feb. 1 Model of preliteracy domains of TOPICS: TEKS Assessments: TAKS, Texas Essential Knowledge & Skills
development Reading Proficiency in English (RPTE) (TEKS) Language Arts & Reading K-
for ESL students, & State Developed 6:
5 – 10 van Kleeck, A. (1998). Preliteracy Alternative Assessment (SDAA II) for http://www.tea.state.tx.us/rules/tac/cha
minute domains and stages: Laying the special education students needing pter110/ch110a.html#110.2
quiz on foundations for beginning reading. accommodations
reading, Journal of Children's Communication State Developed Alternative Assessment
lecture, & Development, 20(1), 33–51. Course READING: (SDAA) Kinder Test Sp05:
other packet. http://www.tea.state.tx.us/student.asse
materials Wilde, S. (2006). But isn’t DIBELS ssment/resources/online/2005/read/leve
since last Text Chapter 1 van Kleeck (2006). A scientifically based? In K.S. Goodman lK/levelKreading.htm
quiz matter of emphasis: different ways to (Ed.), The truth about DIBELS (pp. 66 -
share books and stories to foster 70). Portsmouth, NH: Heinemenn. In: Texas Reading Initiative 2005
Time log different language and literacy skills. The Truth About DIBELS. File name: Prekindergarten Guidelines --
8DIBELS Language and Early Literacy:
http://www.tea.state.tx.us/curriculum/e
arly/prekguide.html#2

Feb. 8 Model of preliteracy domains of

Implementing TX Pre-K Language &
development continued
Literacy Guidelines: File name:
READING:
Implement TX Pre-K File name: UT-Pre-
5 – 10
K Activities
minute van Kleeck, A., & Vander Woude, J. Text Chapter 2: Price & Ruscher (2006)
quiz on (2003). Book-sharing with preschoolers Fostering phonological awareness using
reading, with language delays. In A. van Kleeck, shared book reading and an embedded Example Free On-Line Materials for
lecture, & S. Stahl, & E. Bauer (Eds.), On reading explicit approach. Developing PA Interventions:
other books to children: Parents and teachers University of Michigan Nursery Rhymes:
materials (pp. 58 - 92). Mahwah, NJ: Lawrence http://www-
Erlbaum. Course packet. personal.umich.edu/~pfa/dreamhouse/n
Time log ursery/rhymes
Laura Smolkin at the University of
Virginia rhyming materials:
http://curry.edschool.virginia.edu/go/wil
/

RhymeZone - http://rhymezone.com/
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Feb. 15 Development of preliteracy domains READING: Free Government Books for Parents
& Teachers:
DIBELS Report of the National Reading Panel Text Chapter 3: McGinty, Sofka, http://www.nifl.gov/partnershipforreadin
Assess- Summary, 2000: Sutton, & Justice (2006) Fostering print g/
ment www.nationalreadingpanel.org/Publicatio awareness through interactive shared
Due ns/summary.htm reading

Time log Example Alphabet Knowledge On-

Line Materials:
Feb. 22 Development of preliteracy domains READING:
continued AOL@School: Create a Reader:
Text Chapter 4: van Kleeck (2006) On-line activities for letter recognition,
5 – 10 Fostering letter knowledge in letter sounds, and word recognition:
minute prereaders during book sharing: New http://www.create-a-reader.com
quiz on perspectives and cultural issues
reading, Laura Smolkin at the University of
lecture, & Responsiveness-to-Intervention: Virginia alphabet book materials:
other Boswell, S. (2005, March 22). http://curry.edschool.virginia.edu/go/wil
materials Prevention model takes off in schools. /
since last The ASHA Leader, pp. 1, 20-21. File
quiz name: Boswell05 Phonics On-Line Materials:
PBS Between the Lions
Time log File name: What is RTI? http://pbskids.org/lions/

stories, games, printables, songs

and more (see A.B.Cow).

*PBS Between The Lions Songs -

great songs to jazz up your
phonics lessons

(see When Two Vowels go Walking;

Chicken Jane - for Sight Word reading)
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March 1 MIDTERM EXAM

Historical perspectives and current

controversies

March 8 Spring Break

March Historical perspectives and current Babies and books resources:

15 controversies continued
Read to babies video clip:
5 – 10 van Kleeck, A. (2007). Historical and http://www.readtomeprogram.org/news.
minute current perspectives on early childhood html
quiz on and literacy. Manuscript in preparation.
readings; File name: vanKleeck07a Talk Reach Read Program:
http://www.childcareinc.org/fcc/trr/
Time log Information downloaded from internet
on current Head Start legislation in U.S. Book Recommendations & Blog:
Congress. File name: HeadStart06 http://raisingdevils.com/readingwithbabi
es/

March Historical perspectives and current Exploring books with Babies (Birth-2):
22 controversies continued READING: http://www.scholastic.com/familymatter
s/read/ageb_2/exploring.htm
PA Lewin, T. (2005, December 15). See Text Chapter 5: Huebner (2006)
Lesson baby touch a screen. But does baby get Optimizing the effects of shared reading Why Babies Need Books:
Plan it? The New York Times (nytimes.com). on early language skills http://content.scholastic.com/browse/ar
Due; File name: Lewin05 ticle.jsp?id=1513
Time log

March Historical perspectives and current READING:

29 TSHA controversies continued;
Cultural context of preliteracy Text Chapter 7: Hindman & Wasik
5 – 10 development (2006) Optimizing book reading
minute Text Chapters 6: van Kleeck (2006) experiences to develop vocabulary in
quiz on Cultural issues in promoting interactive young children
all book sharing in the families of
material preschoolers
since last
quiz
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April 5 Cultural context of preliteracy Home, Classroom, and Family Child Care
development continued READING: Literacy Environment Checklists in
English and Spanish from general site:
5 – 10 Text Chapter 8: van Kleeck (2006) Text Chapter 9: Finestack et al. (2006). http://www.getreadytoread.org/content/
minute Fostering inferential language during Fostering narrative and grammatical view/75/325/
quiz; book sharing with prereaders: A skills with “syntax stories”
Time log foundation for later text comprehension (also look at other aspects of this site)
strategies

April 12 Cultural context of preliteracy

development continued

April 19 FINAL CUMULATIVE EXAM

GRADES WILL BE BASED ON:

Frequent in Class Very Short Quizzes and Take Home Essays 30%
(one grade may be dropped)
DIBELS Kindergarten Assessment Group Project due Feb 15th 10%
Midterm Exam on March 1st 25%
Phonological Awareness Lesson Plans due on March 22nd 10%
Cumulative Final Exam on April 19th 30%

TOTAL 105%

GRADING POLICY

A – 89.5 – 105%
B – 79.5 – 89.44
C – 69.5 – 79.44

Grades are non-negotiable. While I know that nearly everyone strives for an A, please remember that a grade of B is a very respectable grade. A
grade of C is allowed on your graduate transcript as long as it is balanced out by an A – in other words, you must maintain an overall B (3.0)
average in your graduate courses to remain in Academic Good Standing (unless you are a Fast Track student, in which case a grade of C will not
earn credit toward your graduate degree).
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ASHA STANDARDS ADDRESSED IN THIS CLASS (including how knowledge will be conveyed and how knowledge and skill
acquisition will be demonstrated)

Standard III-B: The applicant must demonstrate knowledge of basic human communication and swallowing processes, including
their biological, neurological, acoustic, psychological, developmental, and linguistic and cultural bases.

Specific knowledge will be demonstrated in this class in the area of normal preliteracy development, including the impact of cultural and linguistic
diversity on preliteracy socialization and development.

Knowledge will be conveyed via class readings, lectures, on-line resources, videotapes, and discussion. Acquisition will be demonstrated via class
discussion, projects, quizzes, and exams.

Standard III-C: The applicant must demonstrate knowledge of the nature of speech, language, hearing, and communication
disorders and differences and swallowing disorders, including the etiologies, characteristics, anatomical/physiological, acoustic,
psychological, developmental, and linguistic and cultural correlates.

Some of the specific knowledge in this course will be focussed on the normal sequence of development in the various skill domains that lay
important foundations for later literacy development, including phonological awareness, print awareness, alphabet knowledge, vocabulary
development, inferential language skills, and narrative skills. This knowledge provides the foundation for the informal assessment techniques that
will be covered, and the sequencing of goals in intervention.

Knowledge will be conveyed via class readings, lectures, videotapes, and discussion. Acquisition will be demonstrated via class discussion,
projects, quizzes, and exams.

Standard III-D: The applicant must possess knowledge of the principles and methods of prevention, assessment, and intervention
for people with communication and swallowing disorders, including consideration of anatomical/physiological, psychological,
developmental, and linguistic and cultural correlates of the disorders.

Informal and formal (including norm and criterion referenced) preliteracy assessment techniques will be discussed, demonstrated, and some will
be applied by students. Various interventions will be discussed, including the research base for them, the controversies surrounding them, the
historical evolution of them, and the skills areas that are not well-covered because it is hard to conduct solid

Knowledge will be conveyed via class readings, lectures, videotapes, on-line resources, discussion, and practice in implementing as assessment
tool and in developing an intervention lesson plan. Acquisition will be demonstrated via class discussion, an assessment group project, and
intervention lesson plan project, quizzes, and exams.

Standard III-F: The applicant must demonstrate knowledge of processes used in research and the integration of research
principles into evidence-based clinical practice.
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Nearly every reading in this course will directly discuss the research that informs practice. Also covered will the the content areas that receive less
attention because high quality intervention research is much more difficult to conduct with them.

Knowledge will be conveyed via class readings, lectures, videotapes, on-line resources, discussion, and practice in implementing as assessment
tool and in developing an intervention lesson plan. Acquisition will be demonstrated via class discussion, an assessment group project, and
intervention lesson plan project, quizzes, and exams.

Standard III-G: The applicant must demonstrate knowledge of contemporary professional issues.

A professional issue that has become increasingly important, and will only continue to do so, relates to having as much information as possible
about cultural issues that impact communication. Because communication is so very culturally shaped, we will be continually exploring the role of
culture in all dimensions of preliteracy socialization, development, assessment, intervention/education, and public policy.

Knowledge will be conveyed via class readings, lectures, videotapes, and discussion. Acquisition will be demonstrated via class discussion,
projects, quizzes, and exams.

STANDARD IV-G: The applicant for certification must complete a program of study that includes supervised clinical experiences
sufficient in breadth and depth to achieve the skills outcomes [related to evaluation, intervention, and interaction and personal
qualities].

In addition to clinical experiences, skills may be demonstrated through successful performance on academic coursework and examinations,
independent projects or other appropriate alternative methods. In this class, one assessment and one lesson plan project will provide direct
clinical application and experience.

Knowledge will be conveyed via class readings, lectures, videotapes, and discussion. Acquisition will be demonstrated via class discussion,
homework projects, quizzes, and exams.

COURSE & INSTRUCTOR POLICIES/SPECIFIC COURSE GUIDELINES

• Since this class meets only once per week, class attendance is critically important. Attendance requires arriving on time and staying until
the scheduled ending time of class.
• Please remember to turn off cell phones. If you know you may need to be reached in an emergency, please use the silent options on your
phone and leave the classroom to answer the call. I would appreciate it if you would let me know prior to the start of class time that you
will need to have your phone on.
• Assignments are due at the BEGINNING of class. In cases of illnesses and/or emergencies, contact me before class and arrange to have
any assignments due turned in by a classmate.
• Make up quizzes will not be given.
• Be sure to use APA style in your writing (see for example, how to cite references, and the specific ways to avoid using sexist language).
Some possibly helpful websites include: http://www.uwsp.edu/psych/apa4b.htm; http://webster.commnet.edu/apa/index.htm;
http://www.psychwww.com/resource/apacrib.htm.
 12

• Please keep a copy of all homework turned in. You will see your grades, but I will keep the copy turned in.
• If you do not understand the reason you received a specific grade on any assignment, I definitely want you to talk with me about it. If
you believe a grade should be reconsidered, take time to review my comments about your work and follow these instructions:
1. Please wait at least 24 hours after you received the grade, but no more than one week to respond to me in writing about it.
2. Submit to me your carefully reasoned written explanation (minimum of one page, and maximum of two pages) of why you believe
you deserve more credit than you received on a particular assignment (why your response was a valid one), including cited
references where relevant. Please specify the amount of credit you think you deserve. Attach the original evaluation to your
memo.
3. I will carefully consider your request, and will contact you via e-mail within one week with my decision about your request. You
may, of course, also come and speak to me in person about the matter after you have received my decision.
• Please feel free to drop in during office hours to ask questions, or discuss any concerns regarding the class. If the posted times are not
possible for you, other meeting times can be scheduled by appointment. The easiest way to reach me is probably by e-mail, which I
usually check at least once a day. If you’d like to make an appointment at a time other than posted office hours, please e-mail several
options of times you might be available.

Field Trip Policies

Off-campus Instruction and Course Activities

Off-campus, out-of-state, and foreign instruction and activities are subject to state law and University policies and procedures regarding travel and risk-
related activities. Information regarding these rules and regulations may be found at the website address
http://www.utdallas.edu/BusinessAffairs/Travel_Risk_Activities.htm. Additional information is available from the office of the school dean. There are no
travel and/or risk-related activity associated with this course.

Student Conduct & Discipline

The University of Texas System and The University of Texas at Dallas have rules and regulations for the orderly and efficient conduct of their business. It
is the responsibility of each student and each student organization to be knowledgeable about the rules and regulations which govern student conduct
and activities. General information on student conduct and discipline is contained in the UTD publication, A to Z Guide, which is provided to all registered
students each academic year.

The University of Texas at Dallas administers student discipline within the procedures of recognized and established due process. Procedures are defined
and described in the Rules and Regulations, Board of Regents, The University of Texas System, Part 1, Chapter VI, Section 3, and in Title V, Rules on
Student Services and Activities of the university’s Handbook of Operating Procedures. Copies of these rules and regulations are available to students in
the Office of the Dean of Students, where staff members are available to assist students in interpreting the rules and regulations (SU 1.602, 972/883-
6391).

A student at the university neither loses the rights nor escapes the responsibilities of citizenship. He or she is expected to obey federal, state, and local
laws as well as the Regents’ Rules, university regulations, and administrative rules. Students are subject to discipline for violating the standards of
 13

conduct whether such conduct takes place on or off campus, or whether civil or criminal penalties are also imposed for such conduct.

Academic Integrity

The faculty expects from its students a high level of responsibility and academic honesty. Because the value of an academic degree depends upon the
absolute integrity of the work done by the student for that degree, it is imperative that a student demonstrate a high standard of individual honor in his
or her scholastic work.

Scholastic dishonesty includes, but is not limited to, statements, acts or omissions related to applications for enrollment or the award of a degree, and/or
the submission as one’s own work or material that is not one’s own. As a general rule, scholastic dishonesty involves one of the following acts: cheating,
plagiarism, collusion and/or falsifying academic records. Students suspected of academic dishonesty are subject to disciplinary proceedings.

Plagiarism, especially from the web, from portions of papers for other classes, and from any other source is unacceptable and will be dealt with under the
university’s policy on plagiarism (see general catalog for details). This course will use the resources of turnitin.com, which searches the web for possible
plagiarism and is over 90% effective.

E-Mail Use

The University of Texas at Dallas recognizes the value and efficiency of communication between faculty/staff and students through electronic mail. At the
same time, email raises some issues concerning security and the identity of each individual in an email exchange. The university encourages all official
student email correspondence be sent only to a student’s U.T. Dallas email address and that faculty and staff consider email from students official only if
it originates from a UTD student account. This allows the university to maintain a high degree of confidence in the identity of all individual corresponding
and the security of the transmitted information. UTD furnishes each student with a free email account that is to be used in all communication with
university personnel. The Department of Information Resources at U.T. Dallas provides a method for students to have their U.T. Dallas mail forwarded to
other accounts.

Withdrawal from Class

The administration of this institution has set deadlines for withdrawal of any college-level courses. These dates and times are published in that semester's
course catalog. Administration procedures must be followed. It is the student's responsibility to handle withdrawal requirements from any class. In other
words, I cannot drop or withdraw any student. You must do the proper paperwork to ensure that you will not receive a final grade of "F" in a course if you
choose not to attend the class once you are enrolled.

Student Grievance Procedures

Procedures for student grievances are found in Title V, Rules on Student Services and Activities, of the university’s Handbook of Operating Procedures.

In attempting to resolve any student grievance regarding grades, evaluations, or other fulfillments of academic responsibility, it is the obligation of the
student first to make a serious effort to resolve the matter with the instructor, supervisor, administrator, or committee with whom the grievance
originates (hereafter called “the respondent”). Individual faculty members retain primary responsibility for assigning grades and evaluations. If the
matter cannot be resolved at that level, the grievance must be submitted in writing to the respondent with a copy of the respondent’s School Dean. If
the matter is not resolved by the written response provided by the respondent, the student may submit a written appeal to the School Dean. If the
 14

grievance is not resolved by the School Dean’s decision, the student may make a written appeal to the Dean of Graduate or Undergraduate Education,
and the deal will appoint and convene an Academic Appeals Panel. The decision of the Academic Appeals Panel is final. The results of the academic
appeals process will be distributed to all involved parties.

Copies of these rules and regulations are available to students in the Office of the Dean of Students, where staff members are available to assist students
in interpreting the rules and regulations.

Incomplete Grade Policy

As per university policy, incomplete grades will be granted only for work unavoidably missed at the semester’s end and only if 70% of the course work
has been completed. An incomplete grade must be resolved within eight (8) weeks from the first day of the subsequent long semester. If the required
work to complete the course and to remove the incomplete grade is not submitted by the specified deadline, the incomplete grade is changed
automatically to a grade of F.

Disability Services

The goal of Disability Services is to provide students with disabilities educational opportunities equal to those of their non-disabled peers. Disability
Services is located in room 1.610 in the Student Union. Office hours are Monday and Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday and Wednesday, 8:30
a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to 5:30 p.m.

The contact information for the Office of Disability Services is:

The University of Texas at Dallas, SU 22
PO Box 830688
Richardson, Texas 75083-0688
(972) 883-2098 (voice or TTY)

Essentially, the law requires that colleges and universities make those reasonable adjustments necessary to eliminate discrimination on the basis of
disability. For example, it may be necessary to remove classroom prohibitions against tape recorders or animals (in the case of dog guides) for students
who are blind. Occasionally an assignment requirement may be substituted (for example, a research paper versus an oral presentation for a student who
is hearing impaired). Classes enrolled students with mobility impairments may have to be rescheduled in accessible facilities. The college or university
may need to provide special services such as registration, note-taking, or mobility assistance.

It is the student’s responsibility to notify his or her professors of the need for such an accommodation. Disability Services provides students with letters
to present to faculty members to verify that the student has a disability and needs accommodations. Individuals requiring special accommodation should
contact the professor after class or during office hours.

Religious Holy Days

The University of Texas at Dallas will excuse a student from class or other required activities for the travel to and observance of a religious holy day for a
religion whose places of worship are exempt from property tax under Section 11.20, Tax Code, Texas Code Annotated.
The student is encouraged to notify the instructor or activity sponsor as soon as possible regarding the absence, preferably in advance of the assignment.
The student, so excused, will be allowed to take the exam or complete the assignment within a reasonable time after the absence: a period equal to the
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length of the absence, up to a maximum of one week. A student who notifies the instructor and completes any missed exam or assignment may not be
penalized for the absence. A student who fails to complete the exam or assignment within the prescribed period may receive a failing grade for that exam
or assignment.

If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose of observing a religious holy day] or if there is similar
disagreement about whether the student has been given a reasonable time to complete any missed assignments or examinations, either the student or
the instructor may request a ruling from the chief executive officer of the institution, or his or her designee. The chief executive officer or designee must
take into account the legislative intent of TEC 51.911(b), and the student and instructor will abide by the decision of the chief executive officer or
designee.

Study Skill Support

Students who need help with study skills, or additional help with basic writing skills are encouraged to seek assistance at the UTD Learning
Resources Center: http://www.utdallas.edu/dept/ugraddean/lrc.html