INTERSECTION OF RACE AND DIVERSITY IN THE HUMAN SERVICES

HSER 395-50 Online Course 4 Credits Spring 2024 Syllabus

Metropolitan State University College of Health, Professional and Community Studies
Instructor: Dyne Stephenson e-mail: dyne.stephenson@metrostate.edu
I check my e-mail at least once a day and will respond to you within 24 hours.
No prerequisite for this course. Meets Racial Issues Graduation Requirement (RIGR)
“Don’t believe everything you think.” unknown

COURSE DESCRIPTION

This course emphasizes the experience of race and racism and how both intersect with various
forms of human diversity in the helping arena. It will provide students an understanding of how
power and privilege are operant in the human services. Students will examine assumptions,
myths, beliefs, and biases that block effective relationships between groups of people and that
hamper helper-helpee dynamics. Course activities involve self-assessment and opportunities for
application of learning in a human service environment.

COMPETENCE STATEMENT:
Knows theory, approaches, traditions and values of various groups and individuals, and can ex-
amine assumptions, myths, beliefs, and biases that block effective development of relationships
between groups of people and individuals, well enough to assess self, explore and evaluate the
historical and contemporary response to group differences and begin a journey toward becoming
more culturally competent.

SKILLS:

Intermediate computer/internet skills required to complete this hybrid course.

EXPECTED STUDENT OUTCOMES or COURSE OBJECTIVES

At the end of this course students will be able to:

1. Identify and explore the negative myths, stereotypes and assumptions in the American culture
which may prohibit effective work with members of diverse populations.

2. Identify and define the values in self which may prohibit or obstruct productive relationships
with members of diverse populations.

3. Identify, define and analyze the necessary values, assumptions, orientation, and ethics indi-
viduals must possess in working with members of diverse populations.

4. Identify, describe, and analyze issues and skills necessary for individual, family, group or
community services with members of diverse populations.
5. Demonstrate communication skills necessary for living and working effectively in a society
with great population diversity, including chemical dependency, disabilities and sexual orienta-
tion in various diverse communities.
TEACHING STRATEGIES:

Readings, videos, documentaries, papers, quizzes, reflections, and a slide show presentation.

TEXTS: Counseling and Diversity (Choudhuri)

SPECIAL NEEDS:
If you have been identified as having a learning disability, please let me know what special con-
siderations need to be made, so that together we can accommodate your needs. If you feel that
you need additional help, let me know so that I can refer you to Kristin Jorenby, Metropolitan
State University's Coordinator, Center for Accessibility Resources.

COURSE EXPECTATIONS:

1. Complete all readings and written assignments in a thorough, high quality manner, to the best
of your ability. I may require that you re-write a particular paper, so that it meets expectations
and represents your best effort.

2. If you have questions about the assignments or need help, please send me an email.

3. Do everything you can to keep up with weekly assignments. If your assignment (s) is turned
in late you will lose 5 points per reaction paper and 10 points off for late Personal Cultural
Analysis, Cultural Competency Certification Paper, and Culture Slide Presentation.
All assignments are due on the dates indicated. No assignments will be accepted after the final
due date.

4. Plagiarism is prohibited. See last page for specifics.

Acceptance of others and their values:

Metropolitan State University comprises a diverse group of students, staff and faculty. The Uni-
versity is committed to recognizing the dignity of each individual and to valuing a varied and di-
verse range of perspectives and contributions. To this end, all members of the University com-
munity are expected to accept and respect differences among members of the community.

Types of Assignments:
9 online texbook quizzes 90 points
Personal Cultural Analysis paper 40 points
5 Reaction Papers (20 points each) 100 points
Cultural Competency Certification Paper 50 points
Culture Slide Show Presentation 50 points
12 Reflection Questions 60 points
Other 5 points

TOTAL POINTS 395 POINTS

Grading Scale:

366-395 A
354-365 A-
344-353 B+
326-343 B
315-325 B-
305-314 C+
289-304 C
275-288 C-
264-274 D+
248-263 D
236-247 D-
246-below F

University Non-Attendance and Reporting Policy and ProcedureThe purpose of the Non-Attend-
ance and Reporting Policy is to ensure Federal Title IV regulations are adhered to with respect to
a student’s enrollment level for the purpose of calculating and paying financial aid. While Metro-
politan State University is not required to take attendance, Federal Title IV financial aid regula-
tions require a procedure to establish that students have attended, at a minimum, one day of class
for each course in which the student’s enrollment status was used to determine eligibility for the
Pell Grant Program. In addition, the university needs to determine a last date of attendance for
those students who receive all failing grades or unofficially withdraw.Attendance is defined
based on course delivery mode. A student is “in attendance” if he or she meets the following
conditions before the end of the second week of the course: •Classroom Courses – the student is
present in the classroom.•Web-Enhanced (Reduced Seat Time Courses) – the student is present
in the classroom or submits at least one academically relevant assignment. •Online Courses –the
student submits at least one academically relevant assignment •Independent Studies – the student
contacts the instructor or submits at least one academically relevant assignment.
All students must have made contact with me via email or a drop box assignment submission by
Sunday, January 22; otherwise, they will be dropped from the course for Non-Attendance.

The instructions for all of your papers and projects are listed below. After that you will see
a schedule of your assignments for each week. After that there is a grid of all your assign-
ments and due dates for easy reference.

INSTRUCTIONS FOR REACTION PAPER

*VERY IMPORTANT: You will choose five (5) of the eight (8) total Reaction Papers to write.*
This will give you a break from writing a Reaction Paper some weeks you are too busy.

There is an example of a Reaction Paper under the “Materials” tab in “Content”. Please review. Pa-
pers are 2-4 pages in length.

Paragraph I - Introductory Paragraph - 2 Points

Give an overall description of the video/s or documentary that you watched. What is it about?

Paragraph II - Personal Reaction - 16 Points

Select eight (8) specific moments from the video/s or documentary and give your personal reaction to
what you saw/heard. Identify which video you are referring to if you referring to multiple videos.
Each selection must have a time stamp (For example, “At the 31:15 section of the documentary
“13th”, the narrator says...”. Then you write your personal reaction to what is said).

Paragraph III - Conclusion 2 Points - 2 Points

What are your two (2) biggest takeaways from having watched the video/s or documentary?

INSTRUCTIONS FOR PERSONAL CULTURAL ANALYSIS PAPER

“The more we know about our families, the more we know about ourselves.” p. 55 Choudhuri

Interview Assignment
Papers should be 4 to 6 pages in length - double spaced. Family trees, pictures and bibliog-
raphy do not count in page count. Please keep your margins standard.

This assignment has two options: (Choose One).

Option 1: You may interview a member of your family to find out as much as possible about
your own family background. Share family rituals, traditions, and myths. Who do you look like?
Make it in-depth about you, your family and your heritage.

Your paper must cover the following five paragraphs. Each paragraph must be identified
with the corresponding letter to identify the paragraph. After the first five paragraphs, you
may add more information/research/pictures etc. that you would like to include.

A) Identify your primary ethnic/racial heritage, such as African, Asian, European, East In-
dian, Latin, blended (specify). Specify, as best as you can, which particular group(s)
your heritage comes from within the larger primary heritages, such as Nigeria, Thailand,
Poland, Cherokee, Brazil, etc.

B) How have things changed or stayed the same within your family, compared to the earlier
generations? Describe differences and similarities in the experiences, needs, and beliefs
within your cultural group(s) identified in #1. Suggestions: communication styles, the
value of education, the expression of emotion, arts, crafts, the importance of work, the
perception of time, literature, foods, music, dance, family arrangements, relationships,
language, worldview, education, spirituality/religion, etc.

C) Discuss when, how, and why your family immigrated to the United States. Maybe you
are indigenous and this does not apply. What are some family stories of success or fail-
ures? Were they victims of political or religious persecution, "boat people", indentured
servants, slaves etc.? What are the historical reasons your population group left and came
to the United States? Research and explain a brief history behind your cultural
group’s immigration to the United States.

D) Has your cultural group ever experienced stereotyping, prejudice, discrimination or geno-
cide? How? Targeting your specific population group(s) from their arrival to the present
time, historically, what have been some of the “legal” ways your group has been affected
(for example: immigration policies for Asians, Jim Crow laws, language laws affecting
voting/property rights, etc.). Has your cultural group benefitted by there not being any
laws restricting them? White or class privilege. How?

E) Discuss the consequences of social and economic injustice, human oppression, and dis-
crimination experienced by your specific population group(s); e.g., labor participation,
educational opportunities, poverty/wealth, marriage opportunities, birth rates, divorce
rates, housing, physical/mental illness, alcoholism/drug abuse, etc..... Research into the
consequences of historical trauma and systemic oppression against your group. Perhaps
your cultural group has experienced a great amount of privilege in these areas. How have
you benefited?
Option 2: You may choose someone of a different cultural background to interview. This is an
opportunity for you to explore a culture in which you have an interest. You must use the ques-
tions and format from Option 1 to help guide the interview. Very Important: In the sum-
mary, discuss what you found to be the similarities and differences between your culture/cultural
background and that of the person you interviewed.

Both Option 1 and Option 2 require outside research about culture, history, statistics and cur-
rent issues. Use citations and create a bibliography (Any format will work).

Personal Cultural Analysis paper due by 11:59 p.m. Tuesday, March 12.

Culture Slide Presentation Requirements

A PowerPoint or Google slide show will be used. The project should be professional with many
graphics and pictures to convey what you are presenting. Make it visually appealing.

14-18 slides total are required. Label each section in your presentation with the section names
below.

I. Title slide and overview of the presentation: A brief outline of what you are go-
ing to present. (1 slide)

II. Historical Issues: Give a brief overview of this group’s history before and after
arriving in the United States. Use at least one map. (3-4 slides)

III. Current Issues: What are the most pressing issues and challenges currently fac-
ing this group, i.e. discrimination, educational opportunities, poverty/wealth, birth
rates, child mortality rates, housing, physical/mental illness, alcoholism/drug
abuse. Use statistics, charts and graphics to demonstrate. Include positives/per-
severance, as well as challenges. Data needed – charts work great. (3-4 slides)

IV. Cultural Systems: What are the interactions between different elements of the
culture group? How is the group structured? Is there a hierarchy (patriarchy or
matriarchy)? Show strengths of the community. What are some of the resources
the community relies upon? List at least two websites for community resources
that this cultural community uses. (3-4 slides)

V. Counseling Implications, Dynamics and Interventions: Discuss challenges and

opportunities for counseling this population. Online research is a must. Your
textbook can be of some assistance. (3-4 slides)
 VI. Engagement with diversity. What did you do and see? Use pictures and/or
short videos from the event or experience. (3-4 slides). This section cancelled
due to Covid 19 pandemic.

VII. Take Away Lessons. Based on the results of research, writing and/or cultural
engagement activity, what learning happened as a result of this assignment? How
has it improved your cultural understanding and competency? (1 slide)

Please use bullet points - not paragraphs.

All presentations are due by 11:59 p.m. Tuesday, April 2.

Cultural Competency Certification Paper

Final Paper 3-5 pages in length. Reduced in length due to there being one less paragraph.
Section Two has been cancelled. Everyone will receive 10 points for the paragraph you
don’t have to write.
This culture group in this paper will be different from the culture group you chose for your
slide show presentation.
Cultural Competence

Overview: “When the human services worker has systematically learned and tested their aware-
ness of the prescribed values and behavior of a specific community, and they have the ability to
carry out professional activities that are consistent with that awareness they have achieved cul-
tural competence.” Cultural Awareness in the Human Services, James Green, Prentice –Hall, p. 182.

Cultural Competence means moving beyond the job description and learning about your clients
through direct observation and participation in their everyday routines in naturalistic settings.
Cultural competence should be viewed as an ongoing process. Communities are ever-changing
and individuals must maintain awareness of their own cultural presumptions throughout those
changes. Cultural competence should be considered a journey that has no destination.

Five Components of Your Cultural Competency Paper

1. Review of Learning and Awareness of Limitations: .

A human service worker must be aware of their own limitations. In the case of cultural
competence, a worker might not have the knowledge to serve the clients’ best interest. If
this is the case, that worker should refer out to someone better suited to handle the situa-
tion.

Assignment – Paragraph One

Video/s and Documentary Reviews
 You wrote five Reaction Papers this semester. Discuss at least three takeaways from
each of the video/s and documentaries you watched. Discuss any increased aware-
ness of limitations, increased self-awareness, and/or greater intercultural awareness.

Here are the eight Reaction Papers that were assigned this semester:

1. Johari Window videos

2. “The Human Family Tree”
3. Worldview-Paradigm Videos
4. “The Way Home”
5. “13th” or “Jim Crow of the North” documentary
6. “Miss Representation” or “The Mask We Live In”
7. Wealth Inequality videos
8. “Crip Camp” documentary

For full points, you need to write your takeaways from the five videos, or sets of videos,
that you watched.

2. Interest in Cultural Differences and Engagement with Diversity (10 Extra Credit
points possible. Not required due to Covid pandemic etc.)

The interest in cultural differences is an asset to the human services worker in their abil-
ity to understand cultural differences, and making their journey enjoyable. Interest in cul-
tural differences creates employment value on behalf of the human services worker in the
field.

Developing interest in a specific culture requires a commitment and action. When a per-
son has an interest in a person, subject, group or anything they:

1. Spend time with the person or group

2. Demonstrate their appreciation for being with them
3. Find out as much as they can about the person or group because of their strong inter-
est in them.

Human services workers who move away from one’s comfort zone and reach out to oth-
ers within the community are engaged with diversity. Those workers who are willing to
study available research, have a time commitment, and utilize participant observation, are
actively moving towards cultural competence.

Assignment – Paragraph Two

As a human service worker, it is your job to learn and understand different cultures. The
knowledge and understanding you gain will assist you in becoming more competent in
understanding different cultures. There are several centers, businesses and communities
 in the Twin Cities where you may visit and obtain in depth knowledge about various cul-
tures. You must visit one of these and actively participate in a diversity activity.

Report on what you did. What was the purpose of the event or celebration or activity?
How many people were in attendance? What specific activities did you engage in? What
were your take-away lessons about this culture group? How did this experience enhance
your cultural competence? Are there additional places you visited that show your interest
in this culture group? Explain.

3. Issues Facing the Community

Human service workers who are culturally competent are able to systematically learn and
then deliver professional services in ways that are congruent with activities and goals for
the community that they serve. Knowledge is always powerful. In the case of human ser-
vices, “If you don’t know much, you can’t do much”.

You must do research from three different sources where you obtain information on the
culture you are studying. Sources may be videos, articles, text books, children programs,
neighborhood events, community organization reports, internet articles, etc.

Assignment – Paragraph Three

What are some of the most pressing issues facing this community that you have learned
about as a result of your reading assignments, videos and/or visits in the field. What ser-
vices do these issues demand? Describe/show statistics, trends, etc. Specifically refer-
ence the three different sources.

4. Utilization of Cultural Resources

Through the utilization of cultural resources every human service worker has the ability
to help others find and make use of resources. This practice is critical to good network-
ing, realizing who will be able to help.

Assignment – Paragraph Four

Name two cultural resources you have utilized and describe how you used them. Explain
how this information is central to your role of “utilization of cultural resources”. This
can be in regard to the culture group you signed up for, or it can be cultural resources you
have used outside of the course requirements, for your own purposes. List the names of
the resources and their websites.

5. Summary and Conclusion – Paragraph Five.

Write a summary of your learning on this journey of becoming more culturally compe-
tent. Hopefully you have seen and felt a change. Describe your journey and if you have
 felt a paradigm shift? Do you see with new lenses? How have you changed over the
course of the semester? After this course, do you consider yourself to be better prepared
to work with diverse clients? What are the three most important takeaways from this
course. This is the most important paragraph in your paper. Please elaborate for
full points. Reference videos, documentaries, the text, etc.

Cultural Competency Certification Paper due by 11:59 p.m. Tuesday, April 23.

COURSE OUTLINE/WEEKLY SPECIFICS FOR ALL ASSIGNMENTS WITH DUE

DATES

All assignments are due on Tuesday nights by 11:59 p.m.

Week One (January 8-January 16)

1. Read Chapter One.

2. Review Chapter One PowerPoint slides.
3. Watch Johari Window videos found on announcements page.
4. VERY IMPORTANT - Choose two culture groups from the following list: Somali-Amer-
ican, African-American, Indigenous Peoples, Hmong-American, Latino-American
(Latinx), or LGBTQ. One group will be the focus of your Slide Show Presentation and
the other will be the focus of your Cultural Competency Certification Paper. Email your
culture group choices to me by 11:59 p.m Tuesday, January 16. You may choose differ-
ent culture groups than what I have selected, for example: Mexican-American, Chinese-
American, Rohingya, etc.
5. Johari Window Reaction Paper due in assignment drop box by 11:59 p.m, Tuesday, Jan-
uary 16.
6. Answer Reflection Exercise 1.1 (p.4) and Reflection Question 1.2 (p.18). Both are in
small gray boxes in the textbook. Submit to drop box by 11:59 p.m. Tuesday January
16.
7. No Chapter One quiz.

Week Two (January 17-January 23)

1. Read Chapter 2
2. Review Chapter 2 PowerPoint slides.
3. Watch the “The Human Family Tree”. Link provided in announcements.
4. Answer Reflection Questions 2.2 (p.34) and 2.4 (p.45). Submit answers to assignment
drop box by 11:59 p.m. Tuesday, January 23.
5. “Skin Color Is An Illusion” Or “Human Family Tree” Reaction Paper due in assign-
ment drop box by 11:59 p.m. Tuesday, January 23.
6. Take Chapter 2 quiz. All online quizzes are open all semester. No late grade for any quiz.
7. Read Requirements for Personal Cultural Analysis.
Week 3 (January 24 - January 30)

1. Read Chapter 3.
2. Chapter 3 Power Point slides.
3. Review Bennett’s Model of Intercultural Sensitivity. On announcements.
4. Watch paradigm videos and confirmation bias video. Links in announcements.
5. Paradigms/Chapter 3 Reaction Paper Due by 11:59 p.m. Tuesday, January 30.
6. Answer Reflection Questions 3.1 (p.66) and Reflection Exercise 3.1 (p.72). Due in assign-
ment drop box by 11:59 p.m. Tuesday, January 30.
7. No Chapter 3 quiz.
8. Set up phone/FaceTime/Zoom/Google Meet interview for Personal Cultural Analysis paper.
Ideally, complete interview this week or next.

Week 4 (January 31 - February 6)

1. Read Chapter 4.
2. Review Chapter 4 Power Point slides.
3. Watch “The Way Home”. Link provided in announcements.
4. Reaction Paper on “The Way Home”/Chapter 4 due by 11:59 p.m February 6.
5. Answer Reflection Questions 4.3 (p.101) and 4.5 (p.103). Submit to dropbox by 11:59
p.m. February 6.
6. Take Chapter 4 quiz.
7. Do Personal Cultural Analysis interview.

Week 5 (February 7 - February 13)

1. Read Chapter 5
2. Review Chapter 5 Power Point slides
3. Watch “Jim Crow of the North” or “13th”.
4. Reaction Paper on “Jim Crow of the North” or “13th” due by 11:59 p.m. Tuesday, Feb-
ruary 13.
5. Answer only Reflection Questions 5.1. Submit to drop box by 11:59 February 13.
6. Personal Cultural Analysis Paper due by 11:59 p.m. Tuesday, March 12.
7. Take Chapter 5 Quiz.

Week 6 (February 14 - February 20)

1. Reflection Questions 6.2 and 6.4 due by 11:59 p.m. February 20.

2. Take Chapter 6 Quiz.

Week 7 (February 21 - February 27)

1. Read Chapter 7
2. Review Chapter 7 PowerPoint notes.
3. Watch “Miss Representation” or “The Mask You Live In” on Kanopy.
4. “Miss Representation” or “The Mask We Live In” Reaction Paper due by 11:59 p.m.
Tuesday, February 27.
5. Answer reflection questions 7.2 and 7.3. Submit to drop box by 11:59 pm February 27.
6. Read and understand the slide show presentation requirements and review Cultural
Competency Certification paper requirements.
7. Personal Cultural Analysis due after Spring Break Tuesday, March 12.
8. Take Chapter 7 Quiz.

SPRING BREAK (March 2-March 10)

Week 8 (February 28 - March 12)

1. Personal Cultural Analysis paper due by 11:59 p.m. Tuesday, March 12.
2. Read Chapter 8
2. Review Chapter 8 Power Point notes.
3. Answer Reflection Question 8.3 (p.212-213) and Reflection Exercise 8.1 (p.213). Submit
to drop box by 11:59 pm Tuesday, March 12.
4. Read and understand the presentation requirements and review Cultural Competency paper.

Week 9 (March 13 - March 19)

1. Review Chapter 9 Power Point notes.

2. Watch wealth inequality videos. Links posted in announcements.
3. Wealth Inequality videos Reaction Paper due by 11:59 pm Tuesday, March 19.
4. Answer Reflection Questions 9.1 (p. 222), 9.2 (p.224) and 9.3 (p.227). Submit to drop
box by 11:59 pm Tuesday, March 19.
5. Culture slide show presentation due by 11:59 p.m. Tuesday, April 2.
6. Take Chapter 9 Quiz.

Week 10 (March 20 - March 26)

1. Read Chapter 11
2. Review Chapter 11 PowerPoint notes.
3. Complete Reflection Questions 11.2 (p.274), Reflection Questions 11.3 (p.287) and Re-
flection Exercise 11.2 (p.293). Submit answers to drop box by 11:59 p.m. March 26.
4. Watch “Crip Camp: A Disability Revolution”. On Netflix or from link on announce-
ments.
5. “Crip Camp” documentary/Chapter 11 reaction paper due by 11:59 p.m. March 26.
6. Culture slide show presentation due (next week) by 11:59 p.m. April 2.
7. Take Chapter 11 Quiz.
Week 11 (March 29=7- April 2)

1. Prepare your culture slide show presentation.

2. Culture slide show presentation due by 11:59 p.m. Tuesday, April 2.

Week 12 (April 3 - April 9)

1. Read Chapter 12
2. Review Chapter 12 Power Point notes.
3. Answer Reflection Questions 12.2 and 12.3. Submit to drop box by 11:59 pm April 9.
4. Work on Cultural Competency Paper due by 11:59 p.m. Tuesday, April 25.

Week 14 (April 10 - April 16)

1. Work on Cultural Competency Certification Paper due Tuesday, April 23.

Week 15 (April 17- April 23)

1. Work on Cultural Competency Certification Paper.

2. Cultural Competency Certification Paper due by 11:59 p.m. Tuesday, April 23.

All missing assignments, quizzes and papers are due by 11:59 p.m. on Friday, April 26. –
No exceptions.

Here are the videos and matching chapters:

Johari Window videos – Chapter 1

“Skin Color is an Illusion” or ”The Human Family Tree" - Chapter 2
Paradigms videos - Chapter 3
"The Way Home" - Chapter 4
“Jim Crow of the North” or ”13th" - Chapter 5
“Miss Representation” or “The Mask You Live In” – Chapter 7
"Wealth Inequality in America" and "How Wealth Inequality Harms Societies" - Chapter 9
“Crip Camp: A Disability Revolution” – Chapter 11

HSER 395 Dropbox Assignments and Due Date Summary

Confirm specifics/requirements of each assignment in syllabus.
Due Dates Assignment 1 Assignment 2 Assignment 3

January 16 Johari Window Reac- Reflection Exercise 1.1 Choose culture group.
tion Paper and Reflection Ques-
tions 1.2.

January 23 “Skin Color Is An Reflection Questions Chapter 2 Quiz

Illusion” 2.2 and 2.4
Reaction Paper

January 30 Paradigms Reaction Pa- Reflection Questions No Chapter 3 Quiz

per 3.1 and Exercise 3.1

February 6 “The Way Home” Re- Reflection Questions Chapter 4 Quiz

action Paper 4.3 and 4.5

February 13 “13th”/“Jim Crow" Reflection questions Chapter 5 Quiz

Reaction Paper 5.1.

February 20 Reflection Questions Chapter 6 Quiz

6.2 and 6.4

February 27 “Miss Rep.” or Reflection Questions Chapter 7 Quiz

“Mask”/Chapter 7 Re- 7.2 and 7.3
action Paper

March 12 Personal Cultural Reflection Questions Chapter 8 Quiz

Analysis due 8.3 and Exercise 8.1

March 19 Wealth Inequality / Ch. Reflection Questions Chapter 9 Quiz

9 Reaction Paper 9.1, 9.2 and 9.3

March 26 “Crip Camp” / Ch. 11 Reflection Questions Chapter 11 Quiz

Reaction Paper 11.2,11.3 and Ex.11.2

April 2 Culture Slide

Presentation due

April 9 Reflection Questions Chapter 12 Quiz

12.2 and 12.3

April 16 Work on Cultural Com-

petency Certification
Paper
 April 23 Cultural Competency
Certification Paper due

All missing papers, quizzes, reflections and projects are due no later than
11:59 p.m. , Friday, April 26 - No Exceptions.

Plagiarism

The following information can be found at:

http://www.metrostate.edu/student/course-info/course-info/student-handbook/student-con-
duct/plagiarism

In simple terms, plagiarism is using another person's words or ideas and presenting them as your
own, without acknowledging the original source. This is a serious academic offense. Academic
sanctions can include receiving a failing grade for an assignment or an entire course.
It is important to understand plagiarism may take many forms. Copying information from one
source and presenting it in a paper or report without the use of footnotes or direct mention of the
source in the body of the paper is one common form of plagiarism. Using another author's ideas
without proper acknowledgement may also be considered plagiarism. It is also unacceptable to
submit another person's paper or examination as your own.
You should be aware that the university subscribes to plagiarism detection software, and that
your papers may be selected for plagiarism checking. In instances of plagiarism or other forms of
academic dishonesty, instructors may impose academic sanctions. Allegations of plagiarism or
other forms of academic dishonesty are also subject to investigation and additional conduct sanc-
tions under the Student Conduct Code Policy #1020(.pdf) and Procedure #112(.pdf).
If you have questions about the use of footnotes or other notations, talk to your instructor, con-
sult the Library and Information Services website, or seek assistance in the proper way of writing
a paper by contacting the Writing Center.

Students who believe that they have been falsely accused of plagiarism should contact the Om-
budsperson for assistance.

Preventing Plagiarism

Take these steps to be proactive about preventing plagiarism:

• READ your syllabus and UNDERSTAND your assignments to make yourself aware of
the course requirements and expectations regarding written work and source attribution.
• CRTICALLY ENGAGE in your research sources and written work.
 • UTILIZE resources available to you and know when to ASK FOR HELP from:
Your course instructor
The Writing Center, Center for Academic Excellence:
651-793-1460

Assistance/Resources for Students:

Metropolitan State has many services to support student success. See all of them here:
http://www.metrostate.edu/student/student-services-support/student-services

The following details just a few of the student service units on campus:

• Center for Accessibility Resources. (Formerly Disability Services) The university will provide accessible,
high-quality liberal arts, professional, and graduate education to the citizens and communities of the metro-
politan area, with continued emphasis on underserved groups, including adults and communities of color.
Accommodations may include, but are not limited to, approval for early registration, note-taking assistance,
interpreters for the deaf, adaptive equipment, alternate text formats and testing arrangements.
Contact the Center for Accessibility Resources: location: St. Paul Campus, New Main L233 phone: 651-
793-1549. email: accessibility.resources@metrostate.edu
Access information on the Center for Accessibility Resources
http://www.metrostate.edu/student/student-services-support/student- services/center-for-accessibility-re-
sources

• TRIO – Student Support Services (SSS) offers structured and enhanced academic support to degree-seek-
ing undergraduate students. Contact TRIO Student Support Services at 651-793-1525 or trio.cen-
ter@metrostate.edu
TRIO Student Support Services website:
http://www.metrostate.edu/student/student-services-support/student- services/trio

• Student Counseling Services (SCS) – offers individual and group counseling as well as workshops to help
students find better ways to cope with and resolve the problems of everyday life. Student counseling is
available. Contact Counseling Services for more information. Students can schedule an appointment:
Call 651-793-1568 during business hours.
Hours of operation are 8:30 a.m. – 5 p.m., Monday through Friday. Email: counseling.ser-
vices@metrostate.edu
 Counseling Services website: http://www.metrostate.edu/student/student- services-support/student-ser-
vices/counseling-services

• Read&write – Read & Write Gold is a multi-use tool to help students with reading, writing, and language
learning. The program includes many tools including the ability to read aloud text from web pages and
word processors, a spell checker for emails and text editors, and other tools to help organize notes. Links to
Instructor Resources are found on Home page> D2L BrightSpace> login> Instructor help> read&write. If
you have questions, feel free to contact the Center for Accessibility Resources
at 651-793-1549 or accessiblity.resources@metrostate.edu

• The Center for Academic Excellence http://www.metrostate.edu/student/learning-resources/learning- re-

sources/center-for-academic-excellence
The Center for Academic Excellence is a learning and student support department at Metropolitan State
University devoted to cultivating student success and helping students achieve their academic goals. The
Center also works collaboratively with faculty across disciplines to address student needs.

The Center for Academic Excellence is composed of four centers: math, writing, science, and testing. The Math
Center, Writing Center, and Science Center provides tutoring services for Metropolitan State University students.
The Testing Center offers independent study and make-up exams.

o Tutoring Services – Offer a range of tutorial services, including workshops, and individual and small-group tu-
toring. If you are having difficulty locating tutorial services for the course you are taking, ask your instructor or the
department chair for resources and suggestions for getting tutorial assistance. Contact Tutoring Services at 651-793-
1460

o Writing Center – Metropolitan State University's writing center provides free writing support for current stu-
dents. Tutors can provide constructive feedback and coach you on skills for writing clearly and concisely. Tutors can
also teach you strategies for effective editing and proofreading. To schedule a phone tutorial, eTutorial, or face-to-
face appointment visit the Writing Center at https://metrostate.mywconline.net. Contact the Writing Center at 651-
793-1460 (TTY/TDD – 651-772-7687) or centerfolk@metrostate.edu

o Academic Testing Center / Testing Services – Instructors work with the Academic Testing Center to provide
proctored testing for students in independent studies and online courses as well as make-up exams for traditional
classes. If your instructor has given permission for you to make up a missed examination, you may contact the Aca-
demic Testing Center. More information, hours and locations, are available on the website. testing.cen-
ter@metrostate.edu

• Addressing student distress – Crisis resources, referrals, follow-up guidelines.

http://www.metrostate.edu/student/student-services- support/student-services/counseling-services
Student Distress website: http://www.metrostate.edu/student/student- services-support/student-services/be-
havioral-intervention-team
Faculty member tip: “This might be obvious, but I think when you are concerned about a student for men-
tal/psychological/social reasons, talk to your department chair. As a community faculty member, you some-
times feel more isolated or out of the loop and you should always remember your part of a department. I
have had this experience and it is important, depending on what is going on with the student, to have the
support of another faculty member.”

• Multicultural Affairs – Cultural Success Coordinators provide educational and cultural support to em-
power students and promote successful college transitions and graduation. Success Coordinators advocate
for increased intercultural awareness, help familiarize students with resources, and foster academic success
for Asian, American Indian, African American, Chicano/Latino, Women, and LGBTQA communities.
Contact Multicultural Affairs at 651-793-1543

• Student Parent Center – The Student Parent Center is in Founders Hall 226 and provides a child-friendly
study space. The Student Parent Center also offers parents support, family-friendly activities, and resources
to help better balance school and caregiving obligations.
Contact Student Parent Center at 651-793-1564 or
student.parentcenter@metrostate.edu
Student Parent Center website: http://www.metrostate.edu/student/student- services-support/student-ser-
vices/student-parent-center

• Veteran and Military Student Services – Assists all who have served or are currently serving in any
branch of the United States Armed Forces. Veterans Services will advocate on your behalf. Veteran and
 Military Student Services provide help with understanding admissions requirements and academic pro-
grams, getting college credits for your military training, accessing federal and state educational and finan-
cial benefits, and VA certification of your registered courses. Contact Veteran and Military Student Ser-
vices at 651-793-1567 or veterans.services@metrostate.edu
Veteran and Military Student Services website:
http://www.metrostate.edu/student/student-services-support/student- services/veterans-and-military-stu-
dent-services

• Food for Thought at Metro State – The campus food pantry is open to all students, weekdays from 9:00
to 6:00 pm. It offers ‘Grab and Go’ items for students to stave off hunger while in school, as well as grocer-
ies for students to feed themselves and their families. Founders Hall 201A phone: 651 793-1571. stu-
dent.parentcenter@metrostate.edu