Developing Leadership Capabilities in Respiratory Care

Course Details

Course Number: RESP 4133  Section Number: X20

Spring 2014

Location: Online

Days & Times:

MSU Institutional Mark vertical NEWrtwith science&HUman Services

COURSE SYLLABUS

Spring 2014

 

COURSE TITLE

Developing Leadership Capabilities in Respiratory Care

 

COURSE NUMBER

RESP 4133-X20

 

COURSE DESCRIPTION

The focus of this lecture course is to introduce students to leadership theories in healthcare. This course provides a foundation for future healthcare leaders. Students are exposed to a series of alternative leadership perspectives, including collaborative models. Topics include: defining leadership, interdisciplinary and interprofessional working, communication and leadership, and leadership for change.

 

CREDITS

3 credits

 

COURSE INSTRUCTOR

Randy Case MA, RRT

Phone: 940-397-4653

Fax:    940-397-4933

Office: Bridwell Hall # 301

Email: randy.case@mwsu.edu

 

OFFICE HOURS

By appointment

Please send messages through D2L, however in the event that you have problems with D2L, you may contact me via my University email at randy.case@mwsu.edu

I will check my D2L email regularly.

 

 

 

AUDIENCE

Distance Respiratory Care Students

 

COURSE OBJECTIVES:

Upon completion of this course, the student will be able to:

1.    Define Leadership

2.    Recognize the importance of clinical leaders in clinical practice

3.    Analyze and compare leadership theories

4.    Define concepts of interdisciplinary leadership teams

5.    Identify one’s own strengths and weaknesses as a leader or future leader

6.    Apply theoretical leadership concepts and prepare solutions in the healthcare setting

 

 

 American Disabilities Act (ADA)

Midwestern State University (MSU) does not discriminate on the basis of an individual’s disability and complies with Section 504 and the Americans with Disabilities Act in its admission, accessibility and employment of individuals in programs and activities.  MSU provide academic accommodations and auxiliary aids to individuals with disabilities, as defined by law, who are otherwise qualified to meet academic and employment requirements. For assistance call (940) 397-4618 or 397-4515.  Please see the instructor outside of class to make any arrangements involving special accommodations. It is the student’s responsibility to declare any disabilities. After declaration, preferably at the beginning of each semester, the student needs to contact individual instructors to determine any reasonable accommodations that may be required

 

ACADEMIC HONESTY:

Plagiarism is the use of someone else's thoughts, words, ideas, or lines of argument in your own work without appropriate documentation (a parenthetical citation at the end and a listing in "Works Cited")-whether you use that material in a quote, paraphrase, or summary. It is a theft of intellectual property and will not be tolerated, whether intentional or not.

 

Student Honor Creed 

As an MSU Student, I pledge not to lie, cheat, steal, or help anyone else do so." 

As students at MSU, we recognize that any great society must be composed of empowered, responsible citizens. We also recognize universities play an important role in helping mold these responsible citizens. We believe students themselves play an important part in developing responsible citizenship by maintaining a community where integrity and honorable character are the norm, not the exception. Thus, We, the Students of Midwestern State University, resolve to uphold the honor of the University by affirming our commitment to complete academic honesty. We resolve not only to be honest but also to hold our peers accountable for complete honesty in all university matters. We consider it dishonest to ask for, give, or receive help in examinations or quizzes, to use any unauthorized material in examinations, or to present, as one's own, work or ideas which are not entirely one's own. We recognize that any instructor has the right to expect that all student work is honest, original work. We accept and acknowledge that responsibility for lying, cheating, stealing, plagiarism, and other forms of academic dishonesty fundamentally rests within each individual student. We expect of ourselves academic integrity, personal professionalism, and ethical character. We appreciate steps taken by University officials to protect the honor of the University against any who would disgrace the MSU student body by violating the spirit of this creed. Written and adopted by the 2002-2003 MSU Student Senate.

Honor System:

All components of RESP 4133 X20 are designed to represent the efforts of each student INDIVIDUALLY and are NOT to be shared, copied, or plagiarized from other sources.  When students submit their efforts for grading, they are ating they abided by this rule.

Cheating includes, but is not limited to, (1) use of any unauthorized assistance in taking quizzes, s, or examinations; (2) dependence upon the aid of sources beyond those authorized by the instructor in writing papers, preparing reports, solving problems, or completing other assignments; or (3) the acquisition of s or other academic materials belonging to the university faculty or staff without permission.

Plagiarism includes, but is not limited to, the use of, by paraphrase or direct quotation without correct citation in the text and on the reference list, the published or unpublished works of another person. Students may NOT submit papers and assignments that they have previously submitted for this or other courses. The use of materials generated by agencies engaged in "selling" term papers is also plagiarism. Students are encouraged to review the tutorials and suggested websites for more information about plagiarism. 

Academic dishonesty (cheating, plagiarism, etc.) will not be tolerated in this class. Whenever a student is unsure of whether a particular situation will be interpreted as academic dishonesty, he/she should ask the instructor for clarification.  If students are guilty of academic dishonesty, a grade of zero (0) will be given for the quiz, assignment, etc.  Cases may also be referred to the Dean of Students for possible dismissal from the university.

***Research papers and projects must be original work for each course assignment.  The faculty will not accept a submission that has been or is being submitted for another course.  No Exceptions! 

PLEASE NOTE

By enrolling in this course, the student expressly grants MSU a “limited right” in all intellectual property created by the student for the purpose of this course.  The “limited right” shall include but shall not be limited to the right to reproduce the student’s work product in order to verify originality and authenticity, and for educational purposes. Specifically, faculty may submit student papers and assignments to an external agency to verify originality and authenticity, and to detect for plagiarism.

 

REQUIRED TEXTS:

Ledlow, G.R., & Coppola, M.N. Leadership for Helath Professionals: Theory, Skills and Applications, 2nd Edition.  ISBN: 978-1-284—2688-7

 

EMAIL / NEWSFEED REQUIREMENTS:

You are required to access and review your emails as well as D2L Newsfeeds on a regular basis.  I will often email the entire class with updates regarding your discussions, projects and assignments.  It is your responsibility to check your email regularly to prevent the possibility of missing important information that I may be relaying to you.

 

Course Tools:

1. Syllabus---Contains the syllabus.

2. Additional Readings---For the electronic files of handouts for the course.

3. Discussion Boards---Here you will post your discussion assignments throughout the semester. Discussion and dialogue allows you to post questions, or comments related to the course.

4.  Web Links---You will find useful information that will link you to online respiratory research databases and additional information.

5. s—Here, you will find your 4 semester exams. All exams are timed and you may only take the exam once.

6. Email---Please send messages to me through D2L.  However, if you have any problems, you may contact me via email randy.case@mwsu.edu

Availability online:    This means that I will be checking email regularly during these times.  Monday through Friday:  0800 – 1700.

   

MISSED EXAM, OR OTHER GRADED ITEM POLICY:

Anything not completed and handed in on time will be graded as a 0.  You are college students and professionals.  We all have deadlines and those dates and times must be adhered to.  In the event of an emergency beyond your control, please contact me in a timely manner to discuss options for late assignments. All assignments must be completed by 11:59pm on the due date.

 

APPROXIMATE GRADING SCALE

90-100 Points                  A

80-89                             B

75-79                             C

60-74                             D

< 60                               F

 

A minimum grade of 75 (C) is required in all respiratory courses.  Failure to attain a minimum grade of C will prevent the student from progressing in the program. 

 

GRADED ITEMS AND GRADE DETERMINATION:

Assignments

Grade Percentage

Discussion Boards

10%

Examinations        

40%

Interview Project

20%

Leadership Essay

20%

Homework Assignments

10%

 

CLASS PARTICIPATION:

Class participation is an integral part of this online course.  There are numerous activities that require each student to post opinions from the readings, research, or in response to the discussion by others.  You are expected to participate actively in and contribute to the learning experience in this course.   Participation means providing substantive comments, questions and contributions that advance the learning process for you and/or other learners in the course. Participation may include responding to questions and issues posed by other learners. Non-substantive comments, irrelevant comments and comments of the nature of “I agree” or “I disagree” (unless the latter two are elaborated upon to make them substantive) do not count towards meeting the participation requirement. You are expected to participate each academic week. 

 

DISCUSSION BOARDS:

The discussion board is for you to post your comments, assessments, insights or questions on the readings for the week. I will post a specific question/case study/or discussion topic for certain weeks throughout the semester.  Each student is required to make an initial post as their individual response to that week’s question.  Throughout the remainder of the week, you are required to read 2 other student’s journals and give feedback.  Your feedback should be constructive, and should show that you have actually read their response.  Responses of 1-2 lines are not acceptable.  Post your journals under the Discussion Board. 

For the weeks designated with a discussion assignment, your initial entry should be posted by 11:59pm on Wednesday and your two responses should be posted by 11:59pm on Saturday.  Your first week includes an Introduction Discussion Board as well as the Chapter 1 Discussion Board from page 18 of your text (#6).

 

EXAMINATIONS:

Four In-depth examinations covering specified material given from your readings will be administered during the semester. Examinations may consist of true/false, multiple choice, short answer or essay questions.  Examination are to be completed by 11:59pm on their due dates. Due dates are as follows:

Exam 1 – February 8.

Exam 2 – March 8

Exam 3 – April 5

Exam 4 – May 6

 

INTERVIEW PROJECT:

How do you go about becoming a better leader?

For many, if they’re honest, the answer to that question would be they ‘wing it’. It just happens. The problem is, it doesn’t ‘just happen’. Growth in leadership takes intentionality. It takes effort and hard work. When your leadership growth is haphazard, the net result is haphazard leadership. The reason being, your capacity to lead is directly related to your capacity to grow. When you stop growing, your leadership potential is stifled. This doesn’t have to be the case. There are countless books, podcasts, and conferences that can help keep you growing and expanding as a leader. But another great way to grow is to ask other leaders meaningful questions.

It may sound simple, but asking questions, and actually listening to the answers, can radically change the way you lead. If you’re mindful you’ll soon discover leaders all around you that you can learn from. It doesn’t matter if they’re “better” than you, or “worse”. It doesn’t even matter if they have a huge amount of influence, or not. What matters is your ability to engage in the act of listening and learning. From a great leader, you can learn what to do. From a “bad” leader, you can learn what not to do.

So, where do you begin?

Start by deciding to be intentional. Always be on the look-out for leaders you can interact with, then start asking questions. Depending on the person you would like to converse with, you may not have the opportunity to have a face to face conversation without an appointment, so make an appointment. I am sure most of you already have an idea of who you would like to interview, but in some instances, it may be good to think outside the box and find a leader that could bring good insight and information to you.

What questions do I ask?

If you’re stuck for what to ask, here’s a list of 20 meaningful questions that are sure to kick-start your own ideas for other questions;

1. Have you always been a leader? Do you think leadership is personality driven? In what ways have you developed and was this intentional?

2. How do you go about learning and growing as a leader? How do you ensure you don’t stagnate?

3. Do you listen to podcasts, read blogs or books? Would you have any speakers, writers, authors or resources that you can recommend?

4. Who is the one person that has had the biggest impact on your leadership over the years? How did they impact your life?

5. What does your daily routine look like? Do you have habits that you are “religious” about?

6. What behavior, or character traits, would you recommend engaging in and developing, in order to ensure a long and successful leadership career?

7. How many hours do you work in an average week? How do you manage your time with all your various responsibilities? How to you prioritize family/career?

8. Do you have any specific advice for someone going into a position of authority for the first time?

9. How do you go about making decisions? Do you have any advisors, or do you make decisions on your own? Do you have a process, or is it different each time?

10. How have you handled times of criticism, opposition, or failure? Can you tell me about a time you’ve handled it well, and one that you’ve handled not so well?

11. How do you stay motivated and inspired? Are there any tips you can give to help in this area especially over the long haul?

12. Do you have a specific vision you are working towards? What is it and how has it changed over the years?

13. How do you build teams, get people on board and enthusiastic about your vision? Do you set aside specific time to cast the vision, or does this happen along the way?

14. How do you encourage creative thinking and a pro-active mindset in those you lead?

15. How do you ensure a high level of excellence is consistently attained?

16. Where do the best ideas come from for you and your organization?

17. How do you go about choosing people to become leaders? What are the core attributes you are looking for?

18. Is there one mistake you see leaders make regularly? What is it?

19. What is your grea weakness as a leader?

20. What is your grea strength as a leader?

 

Before you ask anyone the above questions answer them yourself. That way you’ll actively think through how you currently lead. When a leader gives you an answer you’ll already have something to compare it with. You’ll be positioned well to engage in an authentic conversation.

The list is by no means complete. There are obviously many great questions worth asking. Those listed are intended to get your own imagination going.

The intent of this project is to share ideas and advance student knowledge of leadership development from multiple perspectives through an interview process.  You will be required to evaluate leadership development from the perspective of someone already in a leadership role.  Although a leader within a healthcare organization would be optimal, it is not required that the leader be from the healthcare setting. You will be required to submit a presentation of your liking that encompasses the findings from your interview.  You will be required to ask and have responses to a minimum of 10 questions.  You will need to submit a Word document that lists the questions you asked during your interview along with the answers you received.  You need to include a summary that explains the overall experience of the interview along with the things that you learned during the interview process.  The Interview Project is to be submitted by March 29th at 11:59pm. You will submit your project in 2 places.  One is to be submitted in the Dropbox.  One is to be submitted in the discussion board under the Interview Project discussion post.  You will each be required to evaluate 2 of your classmates’ projects, critique them and provide feedback.  Give insightful information to your peers.  Your feedback evaluating your classmates projects is to be submitted by April 19th.

CONFIDENTIALITY:  The confidentiality of those you are interviewing is paramount.  Under no circumstances, are the names of those being interviewed as well as the names of the organizations they work for, to be disclosed.  You may describe the type of facility they work at, but no names are to be given.

 

LEADERSHIP ESSAY:

In essay format, explain your leadership style, principles, and foundational skills as related to leadership assessment instruments discussed in Chapter 2, using at least four assessments. Produce results of at least four leadership-related assessments, apply those results to your leadership persona, and attach the results to your essay.  Based on Self-Assessments of your personality style, leadership style, principles, and foundational skills, devise a plan to improve your weaknesses while leveraging or enhancing your strengths.

This essay will consist of 4-5 pages of material.  I do expect well written essays that are at a college level of writing.  A rubric for the essay will be used for a grading guideline.  This essay will be due no later than April 12th at 11:59pm.

 

HOMEWORK ASSIGNMENTS:

The homework portion of your grade includes a couple of simple, yet necessary components of the course.  First is that each of you completely read the syllabus and complete the syllabus confirmation. I have a dropbox for this that has all of the instructions.  The syllabus confirmation is due no later than January 18th, 2014 at 11:59pm. Also, by the end of the second week, you will need to complete the Myers Briggs Type Indicator .  I will have a link to the as well as a dropbox for you to submit your results.  The Myers Briggs is due no later than January 25th, 2014 at 11:59pm.

 

 

COURSE SCHEDULE:

WEEK

Chapter Reading

Discussion

Assignment

1     Jan 12-18 

Chapter 1

Leadership Thought

 

#6 page 18

 

Introductions

Course Syllabus Confirmation

2     Jan 19-25

Chapter 2

Determining Your Own Leadership Style

 

 

Myers Briggs Type Indicator

3     Jan 26-Feb 1

Chapter 3

Understanding Leadership as a Theory

#1 page 54

 

 

4     Feb 2-8

 

 

 

 

# 1 (1,2,3)

 

5     Feb 9-15

Chapter 5

Prof. Competency & Personal Skills & Responsibilities

#2 page 128

 

 

6     Feb 16-22

Chapter 6

Application of Skills, Tools, and Abilities

 

 

 

7     Feb 23-Mar 1

Chapter 7

Leadership Assessment & Research

 

 

 

8     Mar 2-8

 

 

 

 

# 2        (5, 6, 7)

 

9     Mar 9-15

Chapter 9

Leadership and the Complex Health Organization

#1 page 240

 

 

SPRING BREAK

SPRING BREAK

 

 

SPRING BREAK

SPRING BREAK

SPRING BREAK

10    Mar 23-29

Chapter 10

Ethics in Health Leadership

 

 

 

Interview Project Due

11    Mar 30-Apr 5

 

 

# 3  (9,10)

 

 

12    Apr 6-12

 

 

 

 

 

Leadership Essay Due

 

13    Apr 13-19

Chapter 13

Leadership Challenges for the Next Decade

#4 page 348

 

Interview Project Feedback Due

14    Apr 20-26

Chapter 14

Leadership: A Critical Factor for the Future

 

 

 

15    Apr 27-May 3

Chapter 15

Leading Nonperforming Employees

#2 page 390

 

 

16    May 4-6

 

 

# 4 (13,14,15)

 

 

 

 

 

 

 

 

 

RUBRICS

Project Rubric:

           

Actions for Criteria

Criteria

Actions for Level 5

Level 5
5 points

Actions for Level 4

Level 4
4 points

Actions for Level 3

Level 3
3 points

Actions for Level 2

Level 2
2 points

Actions for Level 1

Level 1
1 point

Actions for OrganizationOrganization

Project is perfectly organized and extremely detailed.  This project is exemplary in focus and providing information to the reader.

Has a well organized and detailed project that catches audience’s interest; maintains focus throughout; summarizes main points

Project that is mostly organized; provides adequate “road map” for the listener

Project is heading int he right direction, yet is lacking the necessary organization.  Difficult to follow at times.

Has irrelevant and/or unorganized statements; gives listener no focus or outline of the presentation

Actions for ContentContent

Content, substance, and source material are considered exemplary throughout presentation.

Demonstrates substance and depth; is comprehensive; shows mastery of material

Covers topic; uses appropriate sources; is objective

Does not give adequate coverage of topic; lacks sources

No content of substance is presented within this project. 

Actions for Grammar/MechanicsGrammar/Mechanics

Presentation is presented with no grammatical, sentence structure, speeling, or punctuation errors.

Sentence form and word choices are appropriate.  Punctuation grammar, spelling, and mechanics are appropriate

Some mistakes in sentence form and word choices.  Makes a few grammar, spelling, and mechanical errors.

Numerous grammatical and sentence structure errors noted throughout presentation.

Sentence form and word choices are unacceptable; Punctuation grammar, spelling, and mechanics are unacceptable

Actions for Assignment Specific CriteriaAssignment Specific Criteria

Project completely captures the appropriate research.  All aspects of the assignment are superbly responded to.

Responds to all aspects of the assignment; Documents research appropriately; considers appropriate audience

Responds to some aspects of the assignment; has some mistakes in research documentation

Lacking substance within research and is minimally associated with projected audience.

Does not give adequate coverage of assignment; does not document research appropriately; does not consider appropriate audience

Actions for Proper Interview ProcessProper Interview Process

Demonstrates superior quality in the form of questioning for the interview process, including the required number of at least 10 questions.

Demonstrates good quality in the form of questioning for the interview process, including the required number of at least 10 questions.

Demonstrates average quality in the form of questioning for the interview process, including the required number of at least 10 questions.

Demonstrates poor quality in the form of questioning for the interview process. Does not meet the minimum requirement of 10 questions.

Completely lacking the question process of the interview.

Actions for PEER  Submission EvaluationPEER Submission Evaluation

Correctly submitted project to the dropbox and provided superior feedback to two classmate's projects.

Correctly submitted project to the dropbox and provided quality feedback to two classmate's projects.

Correctly submitted project to the dropbox but did not provide feedback to two classmate's projects.

Did not submit project to the dropbox, yet provided feedback to two classmate's projects.

Did not submit project to the dropbox and did not provide feedback to two classmate's projects.

Actions for Overall Score

Overall Score

Actions for Level 5

Level 5
24 or more

Actions for Level 4

Level 4
19 or more

Actions for Level 3

Level 3
14 or more

Actions for Level 2

Level 2
9 or more

Actions for Level 1

Level 1
0 or more

 

Leadership Essay Rubric:

           

Actions for Criteria

Criteria

Actions for Level 5

Level 5
5 points

Actions for Level 4

Level 4
4 points

Actions for Level 3

Level 3
3 points

Actions for Level 2

Level 2
2 points

Actions for Level 1

Level 1
1 point

Actions for Assignment Specific CriteriaAssignment Specific Criteria

Paper completely captures the appropriate research.  All aspects of the assignment are superbly responded to.

Responds to all aspects of the assignment; Documents research appropriately; considers appropriate audience

Responds to some aspects of the assignment; has some mistakes in research documentation

Lacking substance within research and is minimally associated with projected audience.

Does not give adequate coverage of assignment; does not document research appropriately; does not consider appropriate audience

Actions for OrganizationOrganization

Paper is perfectly organized and extremely detailed.  This paper is exemplary in focus and providing information to the reader.

Has a well organized and detailed paper that catches audience’s interest; maintains focus throughout; summarizes main points

Paper that is mostly organized; provides adequate “road map” for the listener

Paper is heading in the right direction, yet is lacking the necessary organization.  Difficult to follow at times.

Has irrelevant and/or unorganized statements; gives listener no focus or outline of the paper

Actions for ContentContent

Content, substance, and source material are considered exemplary throughout paper.

Demonstrates substance and depth; is comprehensive; shows mastery of material

Covers topic; uses appropriate sources; is objective

Does not give adequate coverage of topic; lacks sources

No content of substance is presented within this paper. 

Actions for Utilization of Leadership Assessment InstrumentUtilization of Leadership Assessment Instrument

Utilized at least 4 assessments.

Utilized 3 assessments.

Utilized 2 assessments.

Utilized 1 assessment.

Did not utilize assessments.

Actions for Grammar/MechanicsGrammar/Mechanics

Paper is presented with no grammatical, sentence structure, speLling, or punctuation errors.

Sentence form and word choices are appropriate.  Punctuation grammar, spelling, and mechanics are appropriate

Some mistakes in sentence form and word choices.  Makes a few grammar, spelling, and mechanical errors.

Numerous grammatical and sentence structure errors noted throughout paper.

Sentence form and word choices are unacceptable; Punctuation grammar, spelling, and mechanics are unacceptable

Actions for Language and StyleLanguage and Style

Paper exhibits skillful and exemplary use of language, appropriate vocabulary, and variety in sentence structure.

Paper has excellent use of language, vocabulary and structure of sentences.

Overall, paper has an average use of language, vocabulary and adequate sentence structure.

Paper is below average and needs improvement in areas such as language and vocabulary use as well as the structure of it's sentences.

Poor use of sentence structure and language/vocabulary use.  Often times, difficult to read.

Actions for Overall Score

Overall Score

Actions for Level 5

Level 5
24 or more

Actions for Level 4

Level 4
19 or more

Actions for Level 3

Level 3
14 or more

Actions for Level 2

Level 2
9 or more

Actions for Level 1

Level 1
0 or more

 

         

 



Course Attachments

Syllabus  Leadership for Health Professionals-Syllabus-20140123-164303.docx

Textbooks

Leadership for Health Professionals: Theory, Skill
MSU Faculty Member
Randy Case MA, RRT   
view Profile »

Submission Format PolicyNote: You may not submit a paper for a grade in this class that already has been (or will be) submitted for a grade in another course, unless you obtain the explicit written permission of me and the other instructor involved in advance.

Plagiarism Policy Plagiarism is the use of someone else's thoughts, words, ideas, or lines of argument in your own work without appropriate documentation (a parenthetical citation at the end and a listing in "Works Cited")-whether you use that material in a quote, paraphrase, or summary. It is a theft of intellectual property and will not be tolerated, whether intentional or not.

Student Honor Creed

As an MSU Student, I pledge not to lie, cheat, steal, or help anyone else do so."

As students at MSU, we recognize that any great society must be composed of empowered, responsible citizens. We also recognize universities play an important role in helping mold these responsible citizens. We believe students themselves play an important part in developing responsible citizenship by maintaining a community where integrity and honorable character are the norm, not the exception. Thus, We, the Students of Midwestern State University, resolve to uphold the honor of the University by affirming our commitment to complete academic honesty. We resolve not only to be honest but also to hold our peers accountable for complete honesty in all university matters. We consider it dishonest to ask for, give, or receive help in examinations or quizzes, to use any unauthorized material in examinations, or to present, as one's own, work or ideas which are not entirely one's own. We recognize that any instructor has the right to expect that all student work is honest, original work. We accept and acknowledge that responsibility for lying, cheating, stealing, plagiarism, and other forms of academic dishonesty fundamentally rests within each individual student. We expect of ourselves academic integrity, personal professionalism, and ethical character. We appreciate steps taken by University officials to protect the honor of the University against any who would disgrace the MSU student body by violating the spirit of this creed. Written and adopted by the 2002-2003 MSU Student Senate.

Students with Disabilities The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the Disability Support Services in Room 168 of the Clark Student Center, 397-4140.

Safe Zones Statement The professor considers this classroom to be a place where you will be treated with respect as a human being - regardless of gender, race, ethnicity, national origin, religious affiliation, sexual orientation, political beliefs, age, or ability. Additionally, diversity of thought is appreciated and encouraged, provided you can agree to disagree. It is the professor's expectation that ALL students consider the classroom a safe environment.

Contacting your Instructor All instructors in the Department have voicemail in their offices and MWSU e-mail addresses. Make sure you add your instructor's phone number and e-mail address to both email and cell phone lists of contacts.

Writing Proficiency Requirement All students seeking a Bachelor's degree from Midwestern State University must satisfy a writing proficiency requirement once they've 1) passed English 1113 and English 1123 and 2) earned 60 hours. You may meet this requirement by passing either the Writing Proficiency Exam or English 2113. Please keep in mind that, once you've earned over 90 hours, you lose the opportunity to take the $25 exam and have no option but to enroll in the three-credit hour course. If you have any questions about the exam, visit the Writing Proficiency Office website at http://academics.mwsu.edu/wpr, or call 397-4131.