THERAPEUTICS 1 & CASE STUDIES: RX413/RX403

Fall 2021 Syllabus

COURSE DESCRIPTION (T1): This course is the consideration of the pathophysiology and therapy of selected diseases
that are commonly managed by medicines. Emphasis is placed on the provision of pharmaceutical care utilizing the
pharmacist patient care process to select and monitor therapy as well as prevent adverse drug reactions and interactions.
A case-based approach is used for the assessment, development and monitoring of therapeutic plans for selected
disease states. This semester will focus primarily with Pain management, Substance Use Disorders, Kidney injury,
Endocrine, Rheumatic and Gastrointestinal disorders.

PREREQUISITES: Successful completion of Clinical Assessment (RX324) and Principles of Drug Action 1 (RX411) or
permission of the course director

CREDIT: For undergraduate credit only – RX413 3 credit hours; RX403 1 credit hour

SCHEDULING:

Lecture: Tuesdays and Thursdays 12:00pm – 1:15pm in PHSB156

Case Studies: Fridays from 2:00 – 5:00pm. Case studies will primarily meet in the assigned small group
classrooms (see roster/group assignments for case rooms). Please read the schedule carefully to determine class
meeting location when large group meetings will occur.

DISCLAIMER: This syllabus is a living document and will be referred to throughout the course. As such, there may be a
need for additions, deletions, or modifications of it throughout the semester. The integrative nature of this course
lends itself to flexibility in scheduling activities. This is a necessary feature to maintain the quality of the
course. Students and other involved faculty will be notified immediately if/when changes are made.

While the syllabus and schedule have been provided to you and is accurate at the start of the semester, the Covid-19
pandemic may require the instructor to alter the syllabus for this class at any time. These changes may include alternate
modes of course delivery, attendance expectations, method of evaluation, and relative weight of all assignments and
examinations. Examinations or other required class activities scheduled outside of usual class times may be initiated by
the instructor of record with the Program Director’s approval.

COURSE DIRECTOR COURSE COORDINATOR:

Alison Walton, PharmD, BCPS Stacy McGaha
Associate Professor of Pharmacy Practice Academic Program Coordinator
College of Pharmacy and Health Sciences College of Pharmacy and Health Sciences
Office: PHSB 303B Office: PHSB 203
Office: (317) 940-8531 Office: (317) 940-3040
awalton@butler.edu smcgaha@butler.edu
Office hours: By appointment

CONTACTING FACULTY & OFFICE HOURS: For most faculty who team teach this course, it is better to send an email
requesting a specific time to discuss questions or request a special appointment. When sending email to faculty, please
include the course number in the subject line. Please copy the course director(s) on any correspondence.

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 COURSE OVERVIEW

BACKGROUND AND COURSE PHILOSOPHY: The American Association of Colleges of Pharmacy (AACP) has
developed educational outcomes based on knowledge, skills and attitudes graduates of a doctor of pharmacy program
should possess. The following 2013 CAPE outcome subdomains will be addressed within the Therapeutics course
sequence:

1.1 Learner-Develop, integrate and apply knowledge from the foundational sciences to evaluate the scientific literature,
explain drug action, solve therapeutic problems and advance population health and patient-centered care.
2.1 Patient-centered care-Provide patient-centered care as the medication expert
2.4 Population-based care-Describe how population-based care influences patient-centered care and influences the
development of practice guidelines and evidence-based best practices.
3.1 Problem Solving -Identify problems; explore and prioritize potential strategies; and design, implement and evaluate a
viable solution.

Pharmacotherapy is defined as evidence-based clinical decision making, therapeutic treatment planning, and medication
therapy management strategy development for patients with specific diseases and conditions that complicate care and/or
put patients at high risk for adverse events. Emphasis on patient safety, clinical efficacy, pharmacogenomic and
pharmacoeconomic considerations, and treatment of patients across the lifespan. Therapeutics is not a pure discipline
but is one blending the biological and chemical sciences with patient care. We will use concepts and information gained
in your previous courses such as anatomy, physiology, pathophysiology, chemical basis as well as your growing
knowledge of pharmacology and pharmacotherapy. We will examine common disease states and discuss treatment
goals, psychosocial issues, pharmacoeconomic issues, and patient education.

PHARMACY PROGRAM STUDENT LEARNING OUTCOMES ADDRESSED IN THIS COURSE:

1. Acquire knowledge and apply rational decision-making and problem-solving skills:
a. Apply foundational pharmaceutical and health-related knowledge.
b. Ensure the safe and effective use of medications.
c. Provide and promote both patient-centered and population-based care and wellness.
3. Demonstrate the principles of practice:
a. Use fundamental pharmacy practice skills.

Pharmacists’ use a patient centered approach in collaboration with other health care professionals to optimize patient
health and medication outcomes. In this course, we will follow the Pharmacists’ Patient Care Process (PPCP) to ensure
effective, safe and economical patient care. This course will help you to develop the skills and knowledge necessary to
assume this role in patient care.

Collect: Assure the collection of the necessary subjective and objective information about the patient to understand
relevant medical and medication history and clinical status of the patient.
Assess: Assess the collected information and analyze the effects of medication therapy in the context of the overall
health goals in order to identify and prioritize problems and achieve optimal care
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 Plan: Develop an individualized patient-centered care plan, in collaboration with other health care professionals and
the patient or caregiver that is evidence-based and cost-effective.
Implement: Implement the care plan in collaboration with other health care professional and the patient or caregiver.
Follow-up: Monitor and Evaluate: Monitor and evaluate the effectiveness of the care plan and modify the plan in
collaboration with other health care professionals and the patient or caregiver as needed.

Case Studies is an integral component to the Therapeutics series. The Case Studies component guides students to
develop the skills required to identify and resolve drug-related problems through the use of patient case studies. This
process immerses students in critical thinking and active learning, and promotes the development of self-directed
learning. The case discussion allows simulation, problem analysis, decision-making, oral communication and teamwork.
The case discussions are as much about the process of solving patient-related health problems as about the actual
answers. In fact, many times there are several possible solutions to the problem. A necessary skill for all clinicians to
develop is the ability to summarize the relevant information and to direct attention to the important aspects of the cases.

Students will utilize the patient care process to develop pharmacotherapeutic care plans and use the expanded
(subjective, objective, assessment, plan) S-O-A-P process to hone care planning skills. The emphasis in Therapeutics 1
and 2 is the development of the care plan, the emphasis in Therapeutics 3 and 4 will be on the assessment and written
recommendations for the drug-related issues in the case.

There are several methods for documenting clinical interventions and communicating findings with other health
professionals. All of the documentation methods, however, rely upon a thorough application of the care planning process.

COURSE STUDENT LEARNING OUTCOMES:

After completion of this course, students should be able to do the following for disease states and specific medications
discussed in this course:

1. Determine the mechanism of action, brand/generic usual starting doses, therapeutics class, common and/or clinically
significant side effects, drug interactions, Boxed warnings, REMS, and key points of patient education for the listed
drugs
2. Evaluate patient information, medication history, laboratory values, and clinical parameters needed to develop
appropriate pharmacotherapeutic regimens
3. Identify risk factors and therapeutic goals for specified disease states
4. Develop a patient centered, evidence-based drug treatment plan
5. Develop a patient centered monitoring (efficacy, adverse effects, adherence and interactions) and education plan.
6. Determine the safety and efficacy of therapy for a given treatment plan
7. Communicate and document a patient-centered pharmacotherapeutic plan

REQUIRED TEXTBOOKS:

 DiPiro, JP, et al, eds., Pharmacotherapy, A pathophysiologic Approach, 11th ed. McGraw-Hill, New
York, 2019. https://accesspharmacy.mhmedical.com/Book.aspx?bookid=2577#219306161
 Schwinghammer, TL et al, eds. Pharmacotherapy Casebook: A Patient-Focused Approach, 11th ed.
McGraw-Hill, New York.: https://accesspharmacy.mhmedical.com/book.aspx?bookID=2868

On-line References: All the databases listed below are accessible via the web site: https://libguides.butler.edu/DIC

Micromedex
Facts and Comparisons
Clinical Pharmacology
Lexi-Comp On-line; includes AHFS Drug Information
Others as determined/recommended by individual faculty members

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COURSE HANDOUTS: Handouts and other instructional materials will be placed in Canvas under the course name.
Objectives, Pre-Lecture Assignments or Readings, and Case Studies materials will be posted 1 week prior to the
scheduled topic review. It is the student’s responsibility to bring appropriate materials as required for class.

COURSE AND INSTRUCTOR EVALUATIONS: As a student in this course, you are expected to assist in its
evaluation via in class course evaluations at the end of the semester. Changes ARE made on an annual basis based
upon the feedback from both students and instructors. This is a very valuable process, as the responses will assist the
faculty in evaluating different aspects of the course and making improvements for the following year's class. All
responses will remain anonymous and will not be reviewed by lecturers until after the final grades have been
submitted.

PARTICIPATION & PROFESSIONALISM

Participation and professional attitudes and behaviors are expectations of each student throughout the course series.
Students will incur point deductions from their total course grade for not meeting participation and professional
expectations, tardiness, and attendance.
• Students are expected to actively participate in all classes and discussion and function as an effective team
member during group activities. Feedback will be given to individual students as necessary. If, after feedback,
students continue to show less than expected participation students will be required to meet with the course
director to discuss and points will be deducted. Points will be deducted for inappropriate use of the Internet, social
media sites, email and cell phones.
• For group assignments throughout the course, all students within a group must actively participate to receive full
credit for the assignment. Instances of students failing to participate in group work will be addressed with the
course director.
• It is considered unprofessional to be late or not follow course policies. It is distracting and disrespectful to peers
and faculty lecturers when students are tardy to class. A deduction from the student’s total course grade will be
determined at the discretion of the Course Director.

ATTENDANCE – LECTURE: It is expected that students will attend all scheduled lecture sessions in person. If it is
necessary for a student to miss class, please notify the course director via email. It is the student’s responsibility to
obtain materials or information when classes are missed. Students requiring an extended absence should contact the
course director.

ATTENDANCE – CASE: Because of the structure of the Case Studies discussion sessions, attendance at each session
is required. If students know in advance that they will miss a session for a University sponsored event (e.g. student
athletes) or other significant event, they must discuss the anticipated scheduling conflict with the Course Director.

Absences will be excused for personal illness or for death in the immediate family with appropriate written verification. All
absences must be explained in writing to the Course Director and the Case Studies facilitator(s) and must be
accompanied by written verification of the illness or death. An unexcused absence will result in the grade of zero points
for any in-class assignment or quiz for that day. All questions concerning absences not explained by the above should be
directed to the course director.

Student athletes should submit all absence requests for the semester to Course Director by Friday, September 3, 2021.

DIVERSITY & INCLUSIVITY: Our classrooms are enriched by the presence of people from a variety of identities and
backgrounds. At Butler we are committed to creating a classroom environment in which everyone’s dignity is respected as
we ask questions, disagree, and take part in open and honest debate. In classrooms, we seek a form of dialogue that
acknowledges and gives voice to one another’s ideas, experiences, and beliefs. We encourage each member of the class
to speak and act thoughtfully, fairly and with respect for one another. As educators, we are dedicated to fostering an
empathetic, compassionate, and socially responsible campus community. Inclusivity on campus is nothing new to Butler.

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Named for one of its founders, abolitionist and social justice activist Ovid Butler, the university was, in 1855, the first in
Indiana and third in the U.S. to admit women. Furthermore, Butler's founding charter called for a "non-sectarian institution
free from the taint of slavery." These many years later Butler faculty still take these mandates seriously. No individual will
be subjected to discrimination or harassment because of race, color, sex, sexual orientation, gender identity, religion,
national origin, age, disability, citizenship status, military status, or genetic information.

PREFERRED NAME & PREFERRED GENDER PRONOUN: Class rosters provided to instructors often have students’
legal (but not preferred) names. I will gladly honor your request to address you by an alternate name and/or gender
pronoun. Please advise me of this preference early in the semester via meeting or email so that I may make appropriate
changes to my records and address you as you would like to be addressed. I would like to be addressed as “Dr. Walton”
and my preferred pronouns are she, her, and hers.

COURSE GRADING SCALE

COURSE POINTS AS A PERCENT OF TOTAL

A 90.00 – 100%
B 80.00 – 89.99%
C 70.00 – 79.99%
D 65.00 – 69.99%
F < 65.00%

Grade Distribution
Grade Component Grade Percentage
Examinations
Examinations 1-4 75%
Final Examination (Approx 25-30% of exam total)
Case Studies/Assignments
Individual Pre-work, Care plans, Progress Notes, Post- 25%
Case Assessments, Individual Oral Presentations,
Quizzes, Post-work, Assignments

**Students earning less than 65% in either the Examination section or the Case Studies/Assignments section will
receive an F as a final course grade.**
The pharmacy curriculum committee has approved the integration of Therapeutics Lecture and Case Studies courses.
This is not yet reflective in the Registrar’s system; therefore, students will receive the same course grade for RX413 and
RX403 per the above grade distribution.

ASSESSMENTS

EXAMINATIONS: Four exams and a final examination will be given during normal scheduled class times. Exams will be
administered via ExamSoft®. Please refer to the COPHS Test Administration and proctoring protocol for full
examination procedures. All personal items (including; cell phones, wearable technology (smart watches, etc.), coats,
bags, purses, water bottles, food, etc.) will be placed in the front of the room prior to starting exam. No baseball or
similarly styled caps may be worn during examinations or quizzes, regardless of whether they are turned forward or
backward. Students will sit in an every other seat arrangement if the room allows. Only non-graphing style calculators may
be used in the exam. The preferred calculator, Ti30X IIs or TI30Xa, may be utilized for examinations with covers/cases
removed. These calculators may be inspected at any point before, during or upon leaving the exam. Other calculators
such as graphing type (TI-84) or calculators that allow for input of alpha characters are not allowed. The student must be
present at the specified examination start time (even if an alternate exam time) to take the exam. Students arriving to
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campus after the exam has started should immediately find the course director. Students arriving late to an exam will not
be given extra time to complete the exam. The course director is not required to administer exams to a student arriving
late. Students arriving after an exam has been completed will not be eligible to take exam and will receive a zero. The
examinations may include multiple choice, select all that apply, matching, open ended or fill in the blank questions. The
final examination will be of the same nature, with a substantial portion of the exam being cumulative. Lecture topics
covered on each exam are designated in the course schedule. After each exam students will be sent an individual
Strengths and Opportunities report that will allow review of topics/objectives missed on the exam. Students scoring
below a 70% on an exam will be required to complete a post exam reflection form within 2 days of receiving the
strengths and opportunities report and may be required to meet with the Course Director to develop a plan for
success in the course. Students who do not receive >70% on two exams will be required to meet with the course
director.

INDIVIDUAL ORAL CASE PRESENTATION

One Individual Oral Case Presentation session will occur during a regularly scheduled Case Studies time period during
the semester. Students will be given the opportunity to individually demonstrate their skills at verbally presenting a patient
case and care plan in a clear, concise, and professional manner. Students will be presenting in front of faculty. The case
utilized for the Individual Oral Case Presentation session may be chosen from the Pharmacotherapy Casebook or
developed by faculty and will be identified for the students no less than 2 days prior to the presentations. Students are
expected to dress professionally, wearing white coats and nametags. The Individual Oral Presentation is a practice
readiness assessment which requires successful completion to pass the course. If a student scores <70% on the
individual case presentation, the student will be allowed to repeat the assessment. The repeat assessment will be similar
but not identical in content to the original assessment. On a repeated Individual Oral Case Presentation, the new grade
obtained will be multiplied by 0.80. This grade will be the one that will be applied to the course total. If a student scores
<70% on the second attempt, the student will be required to meet with the course director and develop a remediation
plan. For this reason, students are strongly encouraged to meet with the Course Director after a first attempt to identify
strategies to assure success on the repeat assessment.

QUIZZES
The course director and course lecturers reserve the right to administer quizzes on any pre-assigned readings, lecture
material, cases, or assignment material. These will be scheduled as the semester progresses. When quizzes or closed
note assignments are administered via Canvas, no other programs are allowed to be running or open on student
computers. Students found to have ANY programs open or running including instant messaging during quiz will receive a
zero for the assignment or quiz for that day. In addition, students in violation of this rule will appear before the College’s
Academic and Professional Affairs Committee. It is the student’s responsibility to check the gradebook to assure that the
quiz score is posted before the quiz answers are discussed. Make-up quizzes will NOT be administered.

MISSED ASSESSMENTS: It is expected that students are present and on time for all exams which are scheduled during
regularly scheduled course time. Absences from assessments will be excused only for personal illness or for death in the
immediate family with appropriate written verification of the illness or death. Students with an unexcused absence will not
be permitted to take an alternate examination and will receive no points for that assignment. Students with an excused
absence will be provided an alternative exam within a reasonable amount of time after the normally scheduled exam.
Alternate exams may contain multiple choice, open-ended, or verbal exam questions. All questions concerning absences
not explained by the above should be directed to the course director.

ASSIGNMENTS & ACTIVITIES

TOPIC PRE-WORK
Coming to class prepared and ready to learn is essential. Each faculty will provide pre-work to be done prior to
beginning the topic in class to introduce you to the content. Pre-work may include but is not limited to readings, videos,
quizzes, development of study tools.

TOPIC POST-WORK
Post-work will be provided to reinforce important concepts from each topic and provide practice over the material. Post-
work is to be completed independently and will be due by 5pm the day prior to the exam.
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CARE PLANS/PROGRESS NOTES/POST-CASE ASSESSMEMNTS
Students will be required to submit care plans or progress notes throughout the semester to demonstrate their mastery of
the patient care process and of the skills involved in communicating and documenting their therapeutic plan and
recommendations.

Prior to case studies class meetings, students will review the assigned case and independently complete pre-work
individual submission. Individual pre-work includes completing the following sections of the care plan: Problem List &
Prioritization; Subjective & Objective; Assessment (Goals of Therapy; Assessment of Patient Problems & Assessment of
Current Therapy; Assessment of Drug Treatment Options). Individual Pre-work will be due at the start of Case
Studies time.

Students will be assigned to a small group (3-4 students) and class time will be used to discuss the case and care plan.
Each group is required to submit 1 final group care plan or progress note with all sections of the care plan or progress
note complete for grading. It is the responsibility of the student group to ensure that the assignment has been submitted
on-time. Individual post-case assessments will be utilized some weeks in place of the group submission.

Final assignments consisting of a post-case assessment (due at the end of class) or a group care plan/progress
note (due Mondays at 5pm) will be required for each Case Studies topic unless otherwise specified. Late
submissions will not be accepted. It is the student’s responsibility to ensure the assignment was submitted appropriately.
Multiple submissions before the posted deadline will not be permitted via Canvas, therefore, all students should ensure
their submission is the final version of their assignment. If a student encounters a technical problem during the
assignment upload process, then the student must contact the course director prior to the posted assignment
deadline. The student should attach their completed assignment to the email message. Failure to contact the
course director prior to the assignment deadline will result in a zero for the assignment. Students with an
EXCUSED absence from Case Studies will still be required to submit a care plan or progress note but will not be given a
time extension. In this situation, the care plan or progress note will be an individual submission and not group work. A
student must discuss excused absences and/or make-up work for Case Studies directly with the Course Director.

SELF STUDY ASSIGNMENTS: Self-study or homework assignments may be utilized in this course in an effort to
supplement or add to the topics presented. It is the responsibility of the student to review Canvas, email and class
announcements daily to assure all assignments are completed by the assigned due date. All homework should be
submitted according to the directions posted for each assignment. Students attempting to submit homework in a manner
other than instructed per assignment directions should contact course director immediately and before assignment due
date to verify receipt of assignment. If students have questions regarding Canvas submission prior to due date, course
director may be contacted via email to verify submission. Late assignments will not be accepted for a grade.

CASE STUDIES INFORMATION

CASE STUDIES DESCRIPTION

During Case Studies discussion sessions, emphasis is placed upon the students’ development of skills in verbalizing,
integration and reinforcement of information learned from lectures, readings and previous coursework. Oral participation
is a primary objective of these sessions. Students must be able to consistently verbalize clear, concise thoughts to peers
and others in this group setting.

Case Studies discussion sessions are not meant to be a lecture. Faculty and/or adjunct faculty will facilitate the
discussions. However, students are responsible for the application of the material to the specific case. It is important that
students come to Case Studies discussion sessions prepared not only to learn, but also to interact with and teach fellow
classmates. Patient cases will have multiple disease states, including drug-induced or drug-related problems. During
Case Studies, groups will discuss, prioritize, and develop a complete progress note to address the primary problem
including drug-induced problems.

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More than one acceptable approach to the management of the assigned problems in the cases is possible. The care plan
or progress note should be based solely upon the information provided in the case. If additional information is needed, ask
the Case Studies facilitators. If it is felt that assumptions are necessary, indicate these as part of the assessment.

Students with excused absences will be required to submit an individual care plan or progress note if that weeks’ case
assignment is a group submission. Post case assessments will not be submitted in the case of an excused absence and
will be exempt for a student's grade. Students with an unexcused will receive no points for any activities during that day.
will be required to submit an individual care plan.

POLICIES & PROCEDURES

Health and Safety/COVID-19: Like all members of the Butler community, as a student you are expected to be attentive to
your surroundings, compliant with our health and safety expectations, and considerate of others in our community, who
may have higher risk for serious complications from COVID-19 than you do. If you are ill, you should not attend class and
you should inform your instructors. It is expected that you comply with current Butler safety policies and procedures.
(COVID-19 updates: https://www.butler.edu/coronavirus. In-class expectations will be consistent with these
requirements. Masks will be required, covering both your nose and mouth, when directed by BU policies.

COURSE POLICIES: All students taking this course are subject to the terms of the Course Policy Statements (e.g.,
Disability Services, Academic Integrity, Respectful Interactions, etc.) published in the College of Pharmacy and
Health Sciences Student Handbook, Appendix B.

UNIVERSITY POLICIES:
Policy on Accommodations for Documented Disabilities: It is the policy and practice of Butler University to provide
reasonable accommodations for students with properly documented disabilities. Written notification from Student Disability
Services is required. If you are eligible to receive an accommodation and would like to request it for this course, please
contact Student Disability Services. Allow one-week advance notice to ensure enough time for reasonable
accommodations to be made. Otherwise, it is not guaranteed that the accommodation can be provided on a timely basis.
Students who have questions about Student Disability Services or who have, or think they may have, a disability
(psychiatric, attentional, learning, vision, hearing, physical, medical, etc.) are invited to contact Student Disability Services
for a confidential discussion in Jordan Hall, Room 136 or by phone at 317-940-9308.

Reporting Discrimination or Harassment: Butler University is committed to fostering safe and productive living, learning,
and working environments free from discrimination and harassment. Faculty members are expected to report any incident
of discrimination and/or harassment that students may report to them. Any sex/gender-related incident reported to a
faculty member will be in turn reported to the Title IX Coordinator or designee; any non-sex/gender-related incident
reported to a faculty member will, in turn, be reported to the Associate Vice President for Human Resources or designee.
The Title IX Coordinator or Associate Vice President for Human Resources or designee will then reach out to the reporting
student for further discussion. If you would like to speak with someone confidentially who will not be required to report
whatever you share, there are several resources available, including the Sexual Assault Response and Prevention
Specialist, Counseling and Consultation Services, and ordained clergy providing pastoral care in the Center for Faith and
Vocation. Information about these and other resources can be found at www.butler.edu/sexual-misconduct or
www.butler.edu/bias.

Academic Integrity: All Butler University students have the responsibility to know and observe the University’s policy on
academic integrity. The policy is available in the Butler Student Handbook. All students are expected to uphold academic
integrity in all course modalities. Students submitting online or in-person assignments should ensure the work is their own.
Students taking online or in-person quizzes and exams should complete these assessments of learning under the
conditions mandated by the instructor, submitting only responses that represent the student’s original work. In all cases,
the instructor’s evaluation of a student’s performance in a course should be based solely on the student’s own efforts and
understanding.

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Policy on Accommodations for Religious Observance: Butler University respects all students’ right to religious
observance and will reasonably accommodate students’ religious practice with regard to class attendance, examinations,
and assignments when requests are made in a timely manner. Butler University recommends that each class should have
a syllabus that provides a schedule of activities for the class. It is the student’s responsibility to inform instructors of
course conflicts resulting from religious observations at least two weeks in advance of the observance so that
accommodations can be made. Requests must be made in writing, and the student should include a proposed alternative
due date, examination date, or make-up outline. The professor should review the request and if the student’s proposed
suggestion is acceptable, should notify the student of the agreement. Any solution that is mutually agreeable to both
student and faculty member is acceptable. If accommodations cannot be agreed upon, the instructor and students should
seek the advice of the associate dean in the appropriate college. No adverse or prejudicial effects will result to students
because they have made use of these provisions.

In-person Class Attendance: During the last year and a half, faculty responded nimbly to COVID challenges by switching
some undergraduate classes to fully online or hybrid modalities. However, starting in Fall 2021, we are returning to the
vibrant campus atmosphere for which Butler is known. Students should only move to the online modality when
professors specifically instruct them to meet online for guest speakers or other class activities. To maintain our
residential campus experience, undergraduate students will no longer be allowed to attend regular in-person
classes online or to enroll as fully remote learners. Students should not expect faculty members to accommodate
requests for online class attendance as a matter of course. Rather, any such accommodation will be within the faculty
member’s discretion. Students who have disability-related questions or concerns regarding this policy should contact
Student Disability Services in Jordan Hall 136, tel. 317-940-9308.

Use of Classroom Recordings: Some of the sessions in this course may be recorded or live-streamed. Such
recordings/streaming will only be available to students registered for this class. These recordings are the intellectual
property of the instructor and they may not be shared or reproduced without the explicit, written consent of the instructor.
Students may not share these sessions with those not in the class, or upload them to any other online environment. Any
other recording of in-person or online classroom content or office hours is forbidden without the express written consent of
the course instructor and other parties involved in the recording or a documented accommodation from student disability
services.

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