“Preparing educators to contribute to a just and democratic society.

” (Conceptual Framework, College of Education)

MUSIC IN SPECIAL EDUCATION

MUS 454-S01
Fall 18, Three credit hours

Instructor:
Dr. Chet-Yeng Loong Office: Music Building 111 Phone: X63253
chetyeng@hawaii.edu

Day/Time: Tuesday & Thursday – 10:30-11:45 a.m.

Location: MB 201

Catalog Description:
Designed for music educators, elementary and special education majors or musicians interested in understanding and
preparing to use music with special education students.
Focus designation: WI

Student Learning Outcomes:

Students will demonstrate the ability to teach music to students with disabilities and those who are gifted/talented.
Course content includes current trends, laws and issues in special education and terminology relevant to individuals
with disabilities. Topics such as brain development, music behaviors, teaching strategies/delivery skills, planning
and assessment, the use of technology, and the sequencing of skills in an inclusive general music classroom setting
across various populations are included. Students will be assessed through classroom writing assignments,
presentations and field experiences. Classroom writing assignments involve sequencing of skills in teaching music
across various populations, planning, curriculum, and assessment. Field experiences involve observation, analysis,
participation and teaching in K-12 classrooms. (Relate to UHM SLO Undergraduate Degrees Outcomes #5 & 6.)

Course Outcomes:

Outcomes:

Knowledge
Upon completion of the course, the students will be able to:

1. Describe the characteristics and needs of individuals with disabilities from an educational and social
viewpoint.
Avoid misconceptions, generalizations, and stereotypes regarding individuals with disabilities by understanding
issues in definition and identification procedures including individuals from culturally and/or linguistically
diverse backgrounds (CC1K5, CC2K1, GC1K1, IC1K1).
2. Describe current trends, law, issues, models, theories, philosophies, controversies, and medical aspects that
provide the basis for special education including related services and future trends in the area of special
education.
Describe the direct implications of public policy as it relates to populations with disabilities (CC1K1,GC1K3,
IC1K2, GC1K4, IC1K3, GC1K6, IC1K5, GC8K2, IC8K2).
3. Explain the areas of exceptionality in learning – including cognitive, communication & learning disabilities;
behavior disorder; visual and perceptual difficulties, and special physical challenges.
4. Demonstrate well-grounded framework for understanding cultural and community diversity and knows how
to learn about and incorporate students’ experiences, cultures, and community resources into instruction, and
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 “Preparing educators to contribute to a just and democratic society.” (Conceptual Framework, College of Education)

apply strategies used by diverse populations to cope (CC5K10).

5. Identify the impact of the dominant culture on shaping schools and the individuals with disabilities who
study and work in them and factors that influence the over-representation of culturally/linguistically diverse
students in programs for individuals with disabilities (CC1K9, GC1K7).
6. Describe the process of second language acquisition and about strategies to support the learning of students
whose first language is not English.
7. Identify various strategies, learning environments, programs and materials utilized in the education of
persons with disabilities and understand how these affect the learner.
8. Use principles and techniques associated with various instructional strategies (e.g. cooperative learning,
direct instruction, discovery learning, whole group discussion, independent study, interdisciplinary instruction)
in classroom learning.
9. Construct lessons in which appropriate objectives are determined and presented, activities are pertinent and
sequenced, and materials are sequentially and accurately presented for students with disabilities.
10. Develop an overview of curricula for students with disabilities based on current trends in music education.
Identify the importance of sequencing lessons by connecting content that was learned previously to the current
content, and to future content that remains to be learned.
11. Develop competencies of teacher-delivery skills, including but not limited to eye-contact, vocal inflection,
facial expression, gesture, proximity, and posture.
12. Develop questioning and evaluation strategies, following a hierarchical order, from easy to difficult; utilize
student ideas and comments for feedback when/where applicable.
13. Create evaluation/assessment strategies such as rubrics and checklists to assess student learning and
progress in special education general music settings.
14. Demonstrate a basic understanding of technology use for instructional and organizational applications in
special education music teaching.

Outcomes:

Performance:
Upon completion of the course, the students will be able to:
15. Perform quality music literature and activities to effectively teach students with disabilities.
16. Demonstrate skills and competency levels when modeling activities such as singing, moving, listening,
reading music notation, and playing classroom instruments for students with special needs.
17. Demonstrate a proficiency in oral and written communication skills, and able to use verbal, nonverbal, and
written language effectively (CC9S8).
18. Demonstrate effective lesson planning utilizing sequential patterns of instruction and effective delivery and
pacing in students with special needs.
19. Demonstrate the sequence, skills and techniques for teaching general music using good pacing in the special
education music classrooms.
20. Demonstrate the skills of researching library materials and websites.

21. Demonstrate the ability to read and write in journals expressing affirmations and transformations as well as
reflections on personal development as teachers, and able to articulate personal philosophy of special education
(CC1S1).
22. Use teaching approaches that are sensitive to the multiple experiences of learners and that address different
learning and performance modes. Collaborate effectively and communicate ethically with individuals with
disabilities, special education and general education teachers, parents, and other professionals; develop an IEP
and communicate the program plan to teachers, parents, and students (CC9K2, CC10K2).
23. Contribute appropriate provisions (in terms of time and circumstances for work, tasks assigned,
communication and response modes) for individual students who have particular learning differences or needs.

24. Create a learning community in which individual differences are respected.

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 “Preparing educators to contribute to a just and democratic society.” (Conceptual Framework, College of Education)

Outcomes:

Disposition:
Upon completion of the course, the students will be able to:

25. Demonstrate the enjoyment of learning music and the importance of exposing students with special needs to
music outside their main cultures.
26. Develop values and respect for building strategies for mainstreaming special needs students; appreciates and
values human diversity, shows respect for students' varied talents and perspectives, and is committed to the
pursuit of "individually configured excellence.”
27. Demonstrate a willingness to advocate for persons with disabilities and promote one’s own self-awareness
and growth in the area of special education.
Effectively participate in consumer and professional organizations, use text, professional journals, media, and
other reference materials relevant to individuals with disabilities (CC9S10, GC9K2, IC9K2, GC9S1, IC9S1).
28. Demonstrate ethics of teaching students with special needs who have different race, color, creed, sex,
national origin, marital status, age, handicap, political or religious beliefs, family, sexual orientation and social
or cultural backgrounds by using a variety of approaches to reach these students and provide them a safe
environment for learning.
29. Show sensitivy to the concerns and variations in beliefs, traditions, and values faced by families across
cultures with members who have a disability and the effects of the cultural and environmental milieu of the
child and the family including cultural and linguistic diversity, socioeconomic level, abuse/neglect and
substance abuse; include personal cultural biases/beliefs.
30. Express appreciation towards broad cultural and linguistic implications along with secondary issues in a
diverse classroom and how they may influence a child with a disability and affect their actions in the class
(CC1K5, CC1K8, CC2K3, CC3K2, CC6K1).
31. Reflect upon one’s own attitudes and behaviors that influence behavior of individuals with disabilities and
personal cultural biases and differences that affect one’s teaching (CC5K4, CC9K1).
32. Help students feel valued for their potential as people, and helps them learn to value each other.
33. Explore and develop self-interests and competencies as they relate to providing services to individuals with
disabilities (CC9K3).
34. Build a professional relationship with peers, professors and music teachers in a cooperative learning
environment.
35. Demonstrate a sense of self-efficacy by attending local workshops; state and national conferences.

Required Texts & Materials:

Adamek, M. S. & Darrow, A. (2010). Music in special education (2nd ed.). Silver Spring: AMTA.
Nishi, C. (2007). Na Mele O Na Keiki O Ka ‘Aina (The Songs of the Children of Our Land). Honolulu: Y MCA.
Tuning fork, 4”
‘Ukulele
Course web: username and password will be provided in class

Required Course Materials:

1. Google.doc - This “notebook” will contain notes from discussions, lectures, reading, research, class
assignments, and anything else gathered individually that pertains to any aspect of music in special
education. In addition, this notebook should be categorized in a neat and orderly fashion, with tabs, for use
as a future reference.
 Syllabus
 Class Assignments:
i. Five Journal Reflections JR#1, 2, 3, 4 & 5 with PPT files
ii. Video Reports #1, 2, 3 & 4
iii. Exercises #1, 2, 3 & 4
iv. Field Reports #1 & 2
 Presentations:
i. PPT Presentation (with file & self-eva.)
ii. Lesson Plans and Self-Evaluations.
 Notes taken in class
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 “Preparing educators to contribute to a just and democratic society.” (Conceptual Framework, College of Education)

2. Resource notebooks:
One 3-ring binder (1") with dividers, and tabs:
 Course teaching materials
 Oct 13 HOSA workshop handouts
 Additional notes from discussions & lectures, additional reading, research, web-sites (arrange
the notes sequentially)
3. Calendar: https://www.cyloong.com/classes/mus454/

Course Requirements/Expectations: Every music major is required to join the Hawaii Collegiate Music
Education Association. Students are also encouraged to join the Organization of American Kodaly Educators and
the American Orff-Schulwerk Association. Membership in this organization will permit you to attend local
workshops and the Hawaii Music Education Convention and to receive the journals “Teaching Music” and “Music
Education Journal.”

The course is organized according to the text book: “Music in Special Education.” For each topic, you will have
assigned readings, additional web readings, as well as videotapes to watch. It is very important that you do the
reading before you come to the class; otherwise, you will have trouble taking part in the discussion. And, remember,
classroom participation is a significant part of your grade.

Unnecessary questions:
Although there are no “stupid” questions when it comes to discussing our course material, there are questions that
can come up during class time that are definitely unnecessary. Unnecessary questions are those that are easily
answered by looking at the course schedule or syllabus. Professors tend to become impatient when they are
repeatedly asked unnecessary questions such as “When is the final exam?” “What is this assignment worth?” “What
are we supposed to read?” In order to avoid embarrassing yourself by asking unnecessary questions, know your
syllabus, and bring it to class meetings so that you can refer to it as needed.

Field Experience:
This class has a required field experience component. Each student is expected to complete each field experience
and follow-up report as assigned in a professional and timely manner.
*Field Experience dates will be announced during the semester.
**Failure to complete the field experience as required will result in failure of the class.
***No incomplete will be granted for field experience that has not been completed as assigned.
Just a reminder, your attire and deportment must be professional at all times. Students are reminded to act and dress
professionally as they fulfill the field experience component of this class
Men – Dress shirt and tie or nice shirt (tucked in!), dress pants, and dress shoes.
Ladies – Pants, skirt or dress and dress shoes.
***Absolutely no cell phones, flip-flops, slippers, jeans or tennis shoes!
Remember, you are not only representing University of Hawaii
but also serving as a role model for the students of the school.

Attendance Policy:
Punctuality is required for success in this course. Regular attendance is required for this class and every field
experience. For ANY unexcused absence, the final grade will be lowered by a partial letter grade. (Example:
An A would become an A-, an A- would become a B+, etc.). Excused or unexcused, no student can pass with
even THREE absences (equivalence to 10% of class meeting). Students who miss 10% of the class meeting
hours will earn an F in this course. During class meetings, announcements are sometimes made about schedule
changes, additional assignments, etc. Much of the course content is learned in class during class activities and
lesson presentations. If you are not in class, you are responsible for obtaining all the information that was
presented in class.
I. The policy of the University of the Hawaii is that all students are expected to attend all classes. It is
realized, of course, that not all students will or can attend all classes. Excused absences from class fall into three
main categories:
A. Absences for field trips or activities directly involved with the academic program.
B. Absences for official College functions and activities, such as intercollegiate athletic competitions and
co-curricular activities of performing groups or individuals.
C. Absence for death in the family, a serious illness, or a major religious holiday.

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 “Preparing educators to contribute to a just and democratic society.” (Conceptual Framework, College of Education)

II. Any student who wishes to be excused for reasons of “serious illness” must present some appropriate
form of verification (e.g., a medical excuse) to the professor. In the absence of such documentation, the decision of
whether or not to excuse is left to the professor’s discretion. Any student who wishes to be excused because of a
death in the family must present appropriate verification to the Office of the Associate Dean of Students, who will
notify faculty members accordingly. Any student who wishes to be excused for sports-related events or academic
field trips must present the professor with advance notification (e.g., at the beginning of the term for scheduled
events, and as far in advance as possible for events scheduled while the term is in progress).
III. Regardless of reasons for the absence, the student is responsible for contacting the professor at the
beginning of the term for scheduled events, and as far in advance as possible for events scheduled while the term is
in progress. The student is responsible for any work he/she may have missed due to absence, excused or unexcused.

Also, there is no provision for missed presentations, tests and exams. Students absent on the day they are
scheduled to give presentations or take a test/exam will receive no credit (F) for that assignment or test. Please
notify your professor in advance, in writing, if you must miss class. Failure to notify promptly will forfeit any
chance of makeup. Late papers will result in a maximum possible grade of “C” (70%). No assignment is accepted a
week after the due date. Missed finals cannot be made up.

E-mail Communication policy:

“Students are responsible for checking their email account frequently and consistently to remain current with
University communications. They are expected to monitor and manage their email storage quota to insure that their
mailboxes are not saturated and are able to receive new messages.” In order to avoid any confusion, please use
@hawaii.edu e-mail address.
Students are expected to communicate respectfully in class. In addition, no cell phones, text messaging or
videotaping is allowed during class time. Students who refuse to follow these rules will be asked to leave the
classroom.

For students with disabilities and related access needs, please contact the KOKUA program (UH Disabled Student
Services Office) at 956-7511, KOKUA@hawaii.edu, or go to Room 013 in the Queen Lili‘uokalani Center for
Student Services, at the beginning of the term. The instructor will work with special learner and KOKUA to meet
student’s access needs based on disability documentation.

Evaluation:
1. Journal Reflections:
JR #1 12%
JR #2 12%
JR #3 12%
JR #4 10%
JR #5 12%
2. Teaching demonstrations:
PPT Presentation (2+2%) 4%
Classroom presentation & Lesson plan #1 (Disc. Board) 3%
Classroom presentation & Lesson plan #2 (w/ self eva) 3%
Classroom presentation & Lesson plan #3 (w/ self eva.) 3%
Classroom presentation & Lesson plan #4 (w/ self eva.) 3%
3. Proficiency Examination 5%
4. Video reports (4 @ 2%) 8%
6. Field reports (2 @ 2%) 4%
7. Final Exam 7%
8. Resource notebook 2%
Total = 100%

Grading Scale:

+ = 99-100% B+ = 89-91% C+ = 81-83% D+ = 72=73%

A = 95-98% B = 86-88% C = 76-80% D = 67-71%
A- = 92-94% B- = 84-85% C- = 74-75% D-= 65-66%
F – 65%
*This course is part of the University of Hawaii Music Education Degree Core.
Failure to earn a C or better will require5 the student to repeat the course.
 “Preparing educators to contribute to a just and democratic society.” (Conceptual Framework, College of Education)
Assessment Strategies: For specific outcomes listed in the course the following assessment measures will be
employed. These assessments are correlated with the course expectations and requirements. Criteria (a rubric) for
each assessment will be given to students prior to the actual assessment.
Course Outcomes
1, 2, 3, 4, 5, 6, 7, 8, 20,
21, 25, 26, 27, 28, 29, 30
9, 10, 11, 12, 13, 14, 15,
17, 18, 19, 22, 23, 24
15, 16
Knowledge,/ Assessment Strategy
Understanding/
Practice/
Application
K, U, A Journal Reflections # 1, 2, 3, 4 & 5, each 5-6 pages:
1) A summary of the assigned reading material. What are the
major topics of discussion? How do the topics relate to the class
activities? Why is it important to read this/these article(s)? 2) A
log or diary of your view or changing ideas about the teaching
of world music to elementary school children and/or the
implications of these ideas to the teaching of music in other
settings.
*All papers will be evaluated based on professionalism and
accuracy. All the assignments will be graded on-line. The
assignments must be typed or word-processed, students are
required to write in complete sentences. Feedback will be
written on the paper. Students who do not do well will need to
meet with the instructor.
K, U, P, A Individual & Group Teaching Presentations, total of five
presentations
1) Each student will present one individual presentation in the
classroom. 2) Small groups will be assigned to teach in four
different classroom settings. Each group is to be prepared to turn
in four lesson plans that include a variety of activities for
elementary classroom settings.
* Students will be graded by rubric and receive written feedback
accordingly as well as peer critique
Discussion Board:
Students reflect/compare their teaching to their peer’s, and
indicate how they would improve their next presentation.
*All postings will be evaluated based on professionalism and
accuracy. All the assignments will be graded on-line. The
assignments must be typed or word-processed, students are
required to write in complete sentences. Feedback will be
written on the paper. Students who do not do well will need to
meet with the instructor.
A, P Performance Proficiency:
The content of the proficiency examinations is as below:
 `Ukulele
 Singing Proficiency
 Instrument
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 “Preparing educators to contribute to a just and democratic society.” (Conceptual Framework, College of Education)

31, 32, 33, 34, 35 Video and Field Reports:

1) Each student is expected to complete three assigned field
and four video reports.
*All papers will be evaluated based on professionalism and
accuracy. All the assignments will be graded on-line. The
assignments must be typed or word-processed, students are
required to write in complete sentences. Feedback will be
written on the paper. Students who do not do well will need
to meet with the instructor.

Academic Integrity and Ethical Behavior

Violations of academic integrity include, but are not limited to, cheating, fabrication, tampering, plagiarism, or
facilitating such activities. Failure to meet this expectation will result in failure of the course and possible dismissal
from the program. Plagiarism means using another's words, ideas, materials or work without properly
acknowledging and documenting the source. Students are responsible for knowing the rules governing the use of
another's work or materials and for acknowledging and documenting the source appropriately. Although I encourage
collaboration with peers, all work that candidates ultimately submit in this course must be their own in their own
words. If you are in doubt about whether your work is paraphrased or plagiarized, see the UH General and Graduate
Information Catalog under “Student Regulations” and the UH Student Conduct Code
(http://studentaffairs.manoa.hawaii.edu/policies/conduct_code/) for specific guidelines related to ethical behavior.

TITLE IX SYLLABUS INFORMATION

The University of Hawai‘i is committed to providing a learning, working and living environment that promotes
personal integrity, civility, and mutual respect and is free of all forms of sex discrimination and gender-based
violence, including sexual assault, sexual harassment, gender-based harassment, domestic violence, dating violence,
and stalking. If you or someone you know experiences any of these, UHM has staff and resources on campus to
support and assist you. Staff also can direct you to resources in the community. Here are some of your options:

If you wish to remain ANONYMOUS, speak with someone CONFIDENTIALLY, or would like to receive
information and support in a CONFIDENTIAL setting, contact:
Lesbian, Gay, Bisexual, Transgender (LGBT) Student Services
Lesbian, Gay, Bisexual, Transgender and Intersex (LGBTI) Student Services strives to maintain a safe and
inclusive campus environment that is free from harassment and discrimination. The office provides direct services
to students of the University of Hawaiʻi at Mānoa to confidentially discuss or seek advocacy and support for
mistreatment due to their actual or perceived sex, gender identity, gender expression, or sexual orientation.

Cameron Miyamoto
Queen Liliʻuokalani Center for Student Services 211
2600 Campus Road
Honolulu, HI 96822
(808) 956-9250
email: lgbtq@hawaii.edu
http://manoa.hawaii.edu/lgbt/
Office of Gender Equity
The Office of Gender Equity offers direct services to victims and survivors of sexual harassment and sexual
assaults. Brief descriptions of services offered are available here.

Jenna Friedman
Queen Liliʻuokalani Center for Student Services 210
2600 Campus Road
Honolulu, HI 96822
(808) 956-9499
email: geneq@hawaii.edu
www.manoa.hawaii.edu/genderequity

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 “Preparing educators to contribute to a just and democratic society.” (Conceptual Framework, College of Education)

Prevention, Awareness, and Understanding (PAU) Violence Program

Prevention, Awareness, and Understanding (PAU) Violence Program exists to inspire, educate, and empower
students and campus communities to build safe living-learning environments, end interpersonal violence, and
encourage holistic well-being in ways that are supportive, collaborative, student-centered, and strengths-based.
PAU Violence Program staff provides direct services to all University of Hawaiʻi at Mānoa students including
crisis response, safety planning, academic support, and referrals to campus and community resources.

Jennifer Barnett
Leslie Cabingabang
Queen Liliʻuokalani Center for Student Services 211
2600 Campus Road
Honolulu, HI 96822
(808) 956-8059
uhmpau@hawaii.edu
Student Parents at Mānoa (SPAM)
Student Parents At Mānoa (SPAM) seeks to increase the visibility of and resources for student parents at UH
Mānoa as they pursue education while parenting. SPAM staff provide advocacy, support, and referrals for
pregnant and parenting students to help them succeed in their educational goals.

Teresa Bill
2600 Campus Road
Queen Liliʻuokalani Center for Student Services 211
Honolulu, HI 96822
(808) 956-8059
gotkids@hawaii.edu
http://manoa.hawaii.edu/studentparents/
Counseling and Student Development Center (CSDC)
The Counseling and Student Development Center (CSDC) offers support to UHM students, staff, and faculty to
assist with personal, academic, and career concerns. All services are confidential and most are free of charge for
Mānoa students. They also offer free consultation to faculty and staff on personal and student-related issues as
well. CSDC office hours are from 8:00 a.m. to 4:30 p.m., Monday through Friday. They also offer immediate walk
in appointments for urgent or emergency/crisis services during their regular daily hours.

Queen Liliʻuokalani Center for Student Services 312

2600 Campus Road
Honolulu, HI 96822
(808) 956-7927
uhmcsdc@hawaii.edu
www.manoa.hawaii.edu/counseling
University Health Services Mānoa (UHSM)
The University Health Services Mānoa (UHSM) is staffed by physicians, nurse clinicians, nurses, and other
support staff, and offers a wide range of medical services and programs to UH Mānoa students, with many of the
services also available to UH Mānoa faculty and staff and students from other UH campuses. Services include
general medical care on a walk-in basis; women’s health, sports medicine, psychiatry, and dermatology clinics by
appointment; pharmacy and clinical laboratory; and student training, employment and volunteer opportunities.

1710 East West Road

Honolulu, Hawaii 96822
Honolulu, HI 96822
(808) 956- 8965
www.hawaii.edu/shs/
[or]
If you wish to remain ANONYMOUS, speak with someone CONFIDENTIALLY, or would like to receive
information and support in a CONFIDENTIAL setting, contact the confidential resources available here:

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 “Preparing educators to contribute to a just and democratic society.” (Conceptual Framework, College of Education)

http://www.manoa.hawaii.edu/titleix/resources.html#confidential

If you wish to REPORT an incident of sex discrimination or gender-based violence including sexual assault,
sexual harassment, gender-based harassment, domestic violence, dating violence or stalking as well as receive
information and support, contact:

Dee Uwono
Director and Title IX Coordinator
Hawaiʻi Hall 124
2500 Campus Road
Honolulu, HI 96822
(808) 956-2299
t9uhm@hawaii.edu

As a member of the University faculty, I am required to immediately report any incident of sex discrimination or

ACADEMIC INTEGRITY POLICY:

Academic Integrity is violated whenever a student:
A. Knowingly represents the work of others as his/her own, or represents previously
Completed academic worn as current.
 Submitting a paper or another academic work, for credit, that includes words, ideas, data, or
creative work of others without acknowledging the source.
 Using another author’s words without enclosing them in quotation marks, without paraphrasing
them, or without citing the source appropriately.
 Presenting another individual’s work as one’s own.
 Submitting the same paper or academic assignment to another class without the permission of the
instructor.
B. Inappropriately or unethically uses technological means to gain academic
advantage.
 Inappropriately or unethically acquiring material via the Internet.
 Using hidden devices for communication during an examination.
Adapted from Successful Beginnings, McGlynn, 2001

“Copyright protection exists in ‘original works of authorship’, which are ‘fixed in a triangle medium of
expression.’ Among the types of works which are subject to copyright protection are literary, dramatic, musical,
choreographic and pictorial, graphic, pantomimes, sound recordings, sculptures, motion pictures and audio-
visual.”
“When visiting a web site, the general (and incorrect) notion is that anything that is on the Internet is
public domain and may be taken without permission from the creator/owner. This is a false statement.”

From Copyright, MENC

Plagiarism. Plagiarism includes, but is not limited to, submitting, to satisfy an academic requirement, any
document that has been copied in whole or in part from another individual's work without identifying that
individual; neglecting to identify as a quotation a documented idea that has not been assimilated into the
student's language and style; paraphrasing a passage so closely that the reader is mislead as to the source;
submitting the same written or oral material in more than one course without obtaining authorization from the
instructors involved; and dry-labbing, which includes obtaining and using experimental data from other students
without the express consent of the instructor, utilizing experimental data and laboratory write-ups from other
sections of the course or from previous terms, and fabricating data to fit the expected results.
(http://www.catalog.hawaii.edu/about-uh/campus-policies1.htm)

“The UH has adopted policies and procedures for dealing with academic (and research) misconduct by its
students, faculty, and staff. The guidelines, which are available in department offices and in the Office of
the Dean of the Graduate Division, pertain to the intentional
9 commission of any academic misconduct,
including falsification of research results, improper assignment of authorship, plagiarism, unprofessional
manipulation of experiments or of research procedures, and misappropriation of research funds.”
(Source: http://www.catalog.hawaii.edu/grad-ed/academicpolicies.htm)
 “Preparing educators to contribute to a just and democratic society.” (Conceptual Framework, College of Education)

gender-based violence to the campus Title IX Coordinator. Although the Title IX Coordinator and I cannot
guarantee confidentiality, you will still have options about how your case will be handled. My goal is to make sure
you are aware of the range of options available to you and have access to the resources and support you need. For
more information regarding sex discrimination and gender-based violence, the University’s Title IX resources and
the University’s Policy, Interim EP 1.204, go to: http://www.manoa.hawaii.edu/titleix/

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