Argosy University, ChicagoM.A. in Community Counseling Program PC 6025 Human Growth & Development

Section: BLASection CRN Fall II, 2010

FACULTY Name: Taffy Gaston, MA, LPC, NCC

Phone Number: 847-293-0306E-mail: tgaston@argosy.edu or taffyispp@yahoo.comOffice Hours: One hour before or after class by appointment

MEETING DATES First Weekend Meeting: October 29-31

Second Weekend Meeting: November 19-21

CLASS SCHEDULE Friday 6-8:45pm Saturday 9am-5pm Sunday 9am-4pm WEB-AUGMENTED ACTIVITIES Beginning October 28 and ending December 18, 2010.

Course length: 7.5 Weeks

Contact Hours: 45 Hours

Credit Value: 3.0

REQUIRED TEXTBOOKS

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Newman & Newman (2009). Development Through Life: A Psychosocial Approach (10th ed). Belmont, CA: Wadsworth Cengage LearningISBN-13: 978-0-495-55341-0, or ISBN-10: 0-495-55341-7

Required article: Purdy, M. & Dupey, P. (2005). Holistic flow model of spiritual wellness. Counseling and Values, 49, 95-106.

Master of Arts in Community Counseling Mission Statement

The mission of the Master of Arts in Community Counseling program at Argosy University in Chicago is to create a learning environment that promotes academic excellence, professional competence, and personal integrity. This mission is achieved through a curriculum that integrates counseling skills, theoretical foundations of counseling, and clinical field experience into appropriate interaction and intervention skills for utilization in a variety of settings with diverse client populations. We serve a diverse student body from urban, suburban, and rural areas who are intrinsically motivated to help others. The program actively engages faculty and students in the preparation of counselors who meet the needs of diverse communities. The purpose of the Master of Arts in Community Counseling program is to deliver the core learning experiences established by academic program accreditation and the licensure board of the State of Illinois to assure that students completing the program are competent, ethical counselors prepared for post-graduate positions and professional counseling licensure. Course Information

Course description: This course includes studies that provide a broad understanding of the nature and needs of individuals at all levels of development: Normal and abnormal human behavior, personality theory, lifespan theory, and learning theory within cultural context.

Technology: Pentium III CPU/Windows 98; 128MB Ram, printer; Microsoft Office Acrobat (full version) Microsoft Internet Explorer 5.5 (PC) (MAC) or Netscape navigator4.08 Norton Antivirus

Course Delivery Format

This course has class meetings scheduled on two weekends and is web- augmented with a weekly online component found at www.myeclassonline.com This online component provides weekly instructional contact with the instructor and the other students enrolled in the course.

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Students can expect weekly assignments and online discussion questions that offer opportunities to interact with fellow students and course faculty, as well as an opportunity to engage together around activities meant to deepen and enhance the learning experience. In addition, the faculty may use the web based learning environment to provide supplemental resources and reading material.

The course will be available to students one week prior to the beginning of the term. For questions pertaining to the online format please refer to Student Services.

PROGRAM OUTCOMES FOR THE MA COMMUNITY COUNNSELING PROGRAM

The program outcomes, one to eight, of our Master of Arts in Community Counseling program are rooted in the CACREP standards. Program Outcomes 9 & 10 are Argosy University’ designed learning outcomes across programs.

Program Outcome One: Professional Identity

Competency 1. Understand and value all aspects of professional functioning, including history, roles, organizational structures, ethics, legalities, standards, and credentialing.

Program Outcome Two: Social and Cultural Diversity

Competency 1. Apply core theory and research regarding the cultural context of relationships, including current issues and trends in a multicultural and diverse society, to the practice of professional counseling.

Program Outcome Three: Human Growth and Development

Competency 1. Apply core theory and research regarding the nature and needs of individuals at all developmental levels to their work as professional counselors.

Program Outcome Four: Career Development

Competency 1. Apply core theory and research pertaining to career development, the psychology of work, and related life factors to the practice of professional counseling.

Program Outcome Five: Helping Relationships

Competency 1. Exhibit the knowledge base and skills needed to ethically and effectively deliver a range of professional counseling and consultation services.

Program Outcome Six: Group Work

Competency 1. Understand the theoretical and experiential foundations of group purpose, development, and dynamics and will apply group counseling methods and

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skills to the practice of professional counseling.

Program Outcome Seven: Assessment

Competency 1. Understand principles of testing and measurement and will apply both individual and group methods of assessment and evaluation to their work as professional counselors.

Program Outcome Eight: Research and Program Evaluation

Competency 1. Understand how research methods, statistical analysis, needs assessment, and program evaluation are conducted and the role of these practices in the counseling profession.

Program Outcome Nine: Communication Skills

Competency 1. Communicate clearly and effectively, both orally and in writing.

Program Outcome Ten: Interpersonal Effectiveness (IE)

Competency 1. Develop and improve positive relationship skills via effective communication, respect for others, appreciation of diversity and cultural sensitivity, and awareness of their impact on others.

COURSE OBJECTIVES

Each learning objective in this syllabus is tied to the program outcomes, and each program outcome corresponds to a specific CACREP standard, which is delineated by numeric representation, i.e. CACREP Section II.K.2.a as II.K.2a; or a specific Community Counseling Program standard as CC-A7.

As a result of this course, students will be able to:1. Articulate theories of individual and family development and transitions across the life

span (II.K.3a).

2. Articulate theories of learning and personality development (II.K.3b).

3. Comprehend human behavior including an understanding of developmental crises, disability, exceptional behavior, addictive behavior, psychopathology, and situational and environmental factors that affect both normal and abnormal behaviors (II.K.3c, CC-C2).

4. Understand and demonstrate strategies for facilitating optimum development over the life span (II.K.3d;CC-C2, CC-C4).

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5 Understand and demonstrate ethical and legal considerations when working with clients for a developmental perspective (II. K.3 e; CC-A4, C4).

6 Appropriately and accurately apply lifespan theories to clinical and non-clinical case

studies (II.K.3d).

7 Identify the factors that put people at increased risk for developing psychological problems at each stage of the lifespan (II.K.3c.& CC- C4).

8 Conceptualize client problems and plan interventions based on developmental theories (II.K.3d; CC-C2.).

9 Apply strategies for working with diverse populations and ethnic groups from a developmental perspective (II.K.3d; CC-A5, C3).

COURSE POLICY AND EXPECTATION Attendance Policy (Revised August 2010) Attendance

Students are expected to be punctual to all classes and practicum. Absences should occur only for such urgent reasons as ill health or critical emergency. Whenever possible, students should notify the faculty of these absences in advance. Excessive late arrivals or absences, regardless of the reason, may jeopardize a student’s academic standing.

Attendance in all blended (weekend) and evening face-to-face class meetings is required. A student who cumulatively misses three (3) hours of class will receive a reduction of the final grade unless the student successfully completes additional work with the instructor’s consent.

A student who misses six (6) or more hours of on-campus class will be required to withdraw from the course. Exceptions may be made in extreme situations and on a case by case basis in the event of severe illness, critical emergency or family crisis. Documentation of these events must be submitted to the instructor (i.e. a doctor’s note, etc.). Additional work will be assigned in lieu of mandatory withdrawal.

Online Participation

Students are expected to complete weekly reading and online assignments. Online components of the course begin as the term begins. Courses with class meetings spread through Term I and Term II are bridged courses, which are denoted as a full semester class. That means you will have online activities for the whole semester besides class meetings.

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Timely online participation is a form of class attendance. Student financial aid may be affected by when a student last participates online.

Timely online participation is a form of class attendance. Student financial aid may be affected by when a student last participates online.

GRADING SCALE:100 to 93% = A92 to 90% = A-89 to 88% = B+87 to 83% = B82 to 80% = B-79 to 78% = C+77 to 73 = C72 to 70 = C-69 & below = F

***Incomplete and Incomplete in Progress: Only due to extenuating circumstances, and only if at least 67% of the course requirements have been completed, can a student be given a grade of “I” or “IP” by the instructor’s discretion. A student who receives an “I” will need to complete the remaining course requirements within 10 days after the end of semester. A student in this situation can also be granted an “IP” (“Incomplete in Progress”) if the instructor perceives student’s difficulties in completing all the work within ten days after the semester ends. In this case, the student will need to fulfill all the course requirements by the end of the following semester. An “I” or “IP” will automatically change to an “F” grade if it is not made up by the required completion date.

COURSE REQUIREMENTS/ASSIGNMENTS

1. Complete all online discussion threads 10%2. Complete all weekly assignments 10%3. Read assign chapters and other assigned reading materials and classmate

online postings.4. Reflection Paper 10%5. Participation in class discussion 15%6. In Class Team Presentation 25%

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7. Application Paper 30%

INSTRUCTIONS FOR ASSIGNED ACTIVITIES

WEEKLY ON-LINE ACTIVITY

This will entail engaging in an on-line discussion and completing a weekly, written assignment (on designated weeks) regarding the assigned readings and online lecture. Specifically, you will be answering assigned questions relative to the readings and lecture on the discussion thread and responding to the postings of at least two other class members and writing a short (1 to 2 page) report relative to a topic covered in the readings and lecture. The due dates for on-line discussions and assignments are as follows:

Week 2 11/10/10 (Discussion Thread and Weekly Assignment)Week 3 11/17/10 (Discussion Thread ONLY; No Assignment)

Week 5 12/01/10 (Discussion Thread and Weekly Assignment) Week 6 12/08/10 (Discussion Thread and Weekly Assignment)

Week 7 12/15/10 (Discussion Thread ONLY; No Assignment)

All online discussions and assignments are due by midnight on the above dates. The instructor will post lectures, discussion questions, and assignments on eCollege no later than one week (7 days) prior to assignment due dates. The discussion questions should be answered on the discussion thread and the assignment should be placed in the “Drop Box” (It should be in the form of a MSWord attachment) in the online course (i.e. ecollege).

REFLECTION PAPER Write a short reflection paper (3-5 pages) on the required journal article Holistic flow model of spiritual wellness.

The content of the paper should address the following questions:

1. What is your overall reaction to the model discussed in the article?2. The “ Holistic Flow Model of Spiritual Wellness” asserts that spirituality is

the most important dimension of life and is essential in order for the

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individual to fully participate in other areas of life. What is your view of this assertion?

3. Consider a population that you would like to serve as a counselor, how would using this model in your work with this client population be of benefit to them?

4. Considering the psychosocial perspective of human development, how would using this model assist the clients in your population accomplish required developmental tasks?

In respect to writing the reflection paper, it should be written using APA style to (see Publication Manual of the American Psychological Association, 6th Ed). Correct grammar, punctuation, and spelling are required. Please use grammar and spell check prior to submitting.

All reflection papers are due by midnight Sunday, November 29, 2010. They should be placed in the “Drop Box” (It should be in the form of an MSWord attachment) in the online course (i.e. eCollege).

IN CLASS TEAM PRESENTATION

You may choose to address and present on any one of the following questions/situations. You may work in teams of no more than three members; the contributions of each team member must be obvious, and all members of the team will receive the same grade. Be vivid and creative in your presentation format (e.g., role-plays and live demonstrations, Power Point presentations, video clips, etc). This assignment will require the use of other reference sources in addition to or in lieu of your text book. These may include but are not limited to other texts, academic journals, and websites from educational, government, and professional organizations. All teams are required to submit an outline of the presentation and a list of references used for the presentation. The reference list should be in APA format.

1. You are counseling the parents of a young infant. They describe their baby as fussy and irritable. They are convinced that they must be doing something wrong to make their child act this way. Based on the evidence available from research, what could you tell these parents about the relative contribution of heredity vs. environment (including parents) in shaping the temperament of this infant? Secondly, given this information, what specific recommendations would you make regarding parenting behaviors they should demonstrate to create a more synchronous relationship? Be sure to provide behavioral examples that would be helpful to most parents. For the purposes of the presentation, you must also present the evidence based on research to justify your approach.

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2. Imagine a 4-year-old child. What are the important issues confronting this child according to Freud, Erikson, and Piaget? Compare and contrast these viewpoints and provide helpful hints for parents to assist their negotiation through this challenging time. These hints should be specific enough so that they will be helpful to parents and with clear, concrete instructions for implementation. For the presentation, be sure to provide clear examples of a 4 year old’s physical, cognitive, emotional, and social worlds as viewed by each of these three theorist’s perspectives.

3. Michael is a five year old boy who is deathly afraid of the outdoors, particularly when there are dogs around. This intense fear has been a part of Michael’s life since the day he was playing outside and was attacked by a German shepherd. Now he refuses to go outside to play and he avoids the family dog, a poodle. Using any ideas and concepts from any of the learning theory perspectives, explain how this intense fear developed, why it continues and how you might extinguish Michael’s fear. Design a plan to help Michael overcome this fear of dogs. Use specific concepts from operant and classical conditioning as part of your plan.

4. Discuss parenting style and its importance to child outcomes. Given this information, how would you advise parents to minimize later problems and foster a more positive parent-child relationship? Be specific and provide behavioral examples that parents can use as a guide.

5. Summarize and evaluate the research on the factors involved in promoting healthy attachment of infants and young children to their parents/caretakers. List and describe Ainsworth and colleagues’ four patterns of quality of attachment. Describe Ainsworth and colleagues’ research on attachment patterns, and evaluate the impact of various attachment patterns on the behavior of young children and its potential influence on later adult relationships.

6. Discuss couple/marital relationships. What factors contribute to their success as well as failure? These include personal, situational and contextual factors. How does the marital life cycle impact happiness and satisfaction? Given this information, what recommendations would you give a young couple who are contemplating marriage or long-term commitment? Provide specific suggestions that will pave the way for greater chances of happiness and satisfaction.

7. Summarize the main features of adolescent thought and explain how they impact on sexual decision—making. Given that information, imagine that you are the parent of a 14 year old girl that wants to date a twenty year old man. How would you deal with this situation using an authoritative style? Developing a dialogue between parent and child might be helpful. Finally, compare and contrast the

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authoritative style of parenting in this situation with what a permissive, authoritarian, and neglectful style of parenting would look like. What are the likely outcomes for the different parenting styles used in this situation?

8. You are counseling the 38 year old mother of a moderately rebellious teenage girl. The mother is very frustrated because she and her daughter think so differently. One of the hurtful things the daughter keeps saying to her mother is that it’s “all downhill” for adults mentally and that her mother is “past her peak.” First, contrast the characteristics of adolescent and adult thought and use this to explain why adults and adolescents can view the same situation so differently. Second, evaluate the evidence that it’s “all downhill” mentally for adults, bringing in specific evidence about changes in cognitive abilities throughout adulthood. Third, provide advice for this mother that will create a more harmonious relationship between the two of them.

Presentations are due during the second in-class session, November 19 thru November 21.

APPLICATION PAPER

Students will choose one of the topics listed below. Students may propose an alternative topic of comparable rigor and scope with the instructor’s approval. Length of papers: 7-10 pages. APA style must be adhered to (see Publication Manual of the American Psychological Association, 6th Ed). The application paper should demonstrate understanding of theoretical and research concepts of human development. While the papers should focus on practical application, conceptual clarity and understanding of the theoretical material must be demonstrated. Papers will be evaluated on the basis of conceptual understanding of human developmental processes, quality of critical thinking, clarity of written expression (This includes correct grammar, spelling and punctuation), and ability to apply course concepts to the chosen topic. This paper, like the presentation, will require the use of other reference sources in addition to or in lieu of the text book. Articles from academic peer review journals such as the Journal of Counseling and Development, Journal of Multicultural Counseling and Development, Journal of Family Therapy, Journal of Marital and Family Therapy, Journal of Counseling Psychology, (etc.) are highly encouraged. A rubric for this assignment will be provided.

1. Review a film, video, or television series and critically analyze it by applying issues and theories of lifespan human development. What theoretical or concepts are illustrated by the characters and events? Also, consider whether the issues raised reflect the cultural context and setting of the film/TV series. You must give sufficient background and examples from the life of the character(s) being analyzed so that the reader can make the connection between the character(s) and the

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developmental theories being applied. However, as this is an application project, you are not to simply tell the story of the characters.

2. Developmental Autobiographical Essay: In this paper you are applying your life to developmental theory and developmental theory to your life. You should begin by identifying developmentally significant events in your life and using these to illustrate developmental theories/concepts. In so doing, you are demonstrating that you understand developmental theories and concepts through appropriate application to your life. It is probably best to concentrate on one or two stages and organize your paper around one or two developmental theories, models, or research findings, but you may also do a lifespan developmental review of your whole life to date, highlighting your biological, cognitive, emotional, social, and other dimensions of development at each epoch of life (e.g., what you know about your prenatal period, infancy through early childhood, middle childhood, adolescence, early adulthood, and any other epoch beyond that you have reached!). Balance your description of events with analysis and theory (i.e., this paper is not meant solely as a recitation of your life history to date).

Finally, your paper needs to include an integrative/analytical summary of the previous material that attempts to explain/ account for the type of person that you have become (for example, you could use the concept of the “Big Five” to organize this final integrative/analytical section) . This assignment has proven very valuable to students in the past.

3. Interview an Adult: Select an adult who is a different chronological age than you. Have a fairly brief, informal interaction with that person in which you discuss one of these topics: (a) the generation gap and cohort differences; (b) aging; (c) healthy lifestyle; (d) vocational choice; (e) faith; or (f) lifelong learning. Your task will be to have a “normal” interaction with this person and attempt to understand his/her perspective on or experience with the selected topic. Do not take notes during the interaction. a. describe the interaction experience, including a description of the context

in which the conversation took place. b. discuss the reasons you selected this person. c. provide a short synopsis of the interaction, including your reactions during and

after the experience. d. describe at least two theoretical concepts or research findings that relate to your

understanding of this person based on your interaction. e. discuss the ways in which the theoretical concept or research finding applies to

some aspect of your experience with this person. f. provide a conclusion to your paper.

4. Read a fictional book of your choice: Write a case study on one or more characters integrating concepts from lifespan development (e.g., identity development).

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5. Literature review and conclusions: Review five empirical studies (i.e., five separate articles) published no earlier than 1990, related to a topic of interest, and involving research with human subjects. Write a brief paper which summarizes the overall findings in the research, indicates how this information may be utilized in working with individuals impacted by the topic, represents general and original conclusions regarding the topic selected, and suggests direction for future research to satisfy unresolved issues/questions.

Application Paper is due by midnight Sunday, December 12, 2010. Please place paper (It should be a MS Word attachment) in “Drop Box” in online classroom (i.e. eCollege) by December 12, 2010.

All assignments, including weekly online postings, are due on their designated dates. There will be a reduction in grade (e.g. A to A-) each day an assignment is late. In the event of an extenuating circumstance, please notify the instructor as soon as possible.

COURSE OUTLINE AND ASSIGNMENT SCHEDULE **(Subject to Adjustment Depending on Class Progress)

Week Date Topic Readings Assignments Due Date1 10/28/10-

10/31/10

In Class Session

Introduction: Development Through Life Perspective

Psychosocial Theory

Other Major Theories for Understanding Human Development

The Period of Pregnancy and Prenatal

Newman and Newman

Chapters 1-5

Give a brief introduction of yourself and your background on the discussion thread for this week in the online classroom.

In Class Group Activities

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Development

Infancy

2 11/01/10-11/07/10

OnlineLecture

Toddlerhood Newman and Newman

Chapter 6

Online discussion of readings and online lecture (Answer assigned questions relative to readings and lecture, respond to the postings of at least two class mates) and Weekly writtenassignment on topic related to readings and online lecture(Place assignment in Dropbox in online classroom).

Due by midnight 11/10/10

3 11/08/10-11/14/10

Online Lecture

Early School Age

Article:Holistic flow model of spiritual wellness.

Newman and Newman

Chapter 7

Online discussion of readings and online lecture (Answer assigned questions relative to readings and

Post by midnight 11/17/10

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(Reflection paper on this article due: 11/29/10)

lecture, respond to the postings of at least two class mates). NO WEEKLY ASSIGNMENT THIS WEEK; DISCUSSION THREAD QUESTION ONLY.

PREPARE FOR TEAM PRESENTATIONS DUE IN CLASS NEXT WEEKEND!

4 11/15/10-11/21/10

In Class Session

Middle Childhood,

Early Adolescence,

Late Adolescence,

Early Adulthood,

Middle Adulthood

Newman andNewman

Chapters 8, 9, 10, 11, 12

In class Group Activities

Student Team Presentations

November 19, 20, & 21

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5 11/22/10-11/28/10

OnlineLecture

Later Adulthood

Newman and Newman

Chapter 13

Online discussion of readings and online lecture (Answer assigned questions relative to readings and lecture, respond to the postings of at least two class mates) and Weekly writtenAssignment on topic related to readings and online lecture(Place assignment in Drop box in online classroom).

Reflection paper forHolistic flow model of spiritual wellness due 11/29/10

Post discussions and place assignment in “Drop Box” by midnight12/01/10

Place Reflection Paper in “Drop Box” in online class room (i.e. eCollege) by midnight 11/29/10

6 11/29/10- Very Old Age Newman Online Post

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12/05/10

OnlineLecture

and Newman

Chapters 14

discussion of readings and online lecture (Answer assigned questions relative to readings and lecture, respond to the postings of at least two class mates) and Weekly writtenassignment on topic related to readings and online lecture(Place assignment in Drop box in online classroom).

discussions and place assignment in “Drop Box” by midnight12/08/10

7 12/06/10-12/11/10OnlineLecture

Understanding Death, Dying, and Bereavement

Newman and Newman

Chapter 15

Online discussion of readings and online lecture (Answer assigned questions relative to readings and lecture, respond to the postings of at least two class mates).

NO WEEKLY

Post discussions by midnight 12/15/10

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WRITTEN ASSIGNMENT THIS WEEK ONLY DISCUSSION THREAD QUESTION ONLY!

Application Paper Due12/12/10

Place Application Paper in “Drop Box” by midnight 12/12/10

8 12/12/10-12/18/10

Course Reflection

Engage in a brief online discussion regarding how the information obtained in this course will assist you at becoming a competent helping professional

Post by midnight 12/17/10

UNIVERSITY POLICIES AND STATEMENTS LibraryAll resources in Argosy University’s online collection are available through the Internet. The campus librarian will provide students with links, user IDs, and passwords.

Library Resources: Argosy University’s core online collection features nearly 21,000 full-text journals, 23,000 electronic books, and other content covering all academic subject areas

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including Business & Economics, Career & General Education, Computers, Engineering & Applied Science, Humanities, Science, Medicine & Allied Health, and Social & Behavior Sciences. Many titles are directly accessible through the Online Public Access Catalog at http://library.argosyu.edu. Detailed descriptions of online resources are located at http://library.argosyu.edu/misc/onlinedblist.html.

In addition to online resources, Argosy University’s onsite collections contain a wealth of subject-specific research materials searchable in the Online Public Access Catalog. Catalog searching is easily limited to individual campus collections. Alternatively, students can search combined collections of all Argosy University Libraries. Students are encouraged to seek research and reference assistance from campus librarians.

Information Literacy: Argosy University’s Information Literacy Tutorial was developed to teach students fundamental and transferable research skills. The tutorial consists of five modules where students learn to select sources appropriate for academic-level research, search periodical indexes and search engines, and evaluate and cite information. In the tutorial, students study concepts and practice them through interactions. At the conclusion of each module, they can test their comprehension and receive immediate feedback. Each module takes less than 20 minutes to complete. Please view the tutorial at http://library.argosyu.edu/infolit/

Academic Policies

Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity during the learning process, Argosy University requires that the submission of all course assignments represent the original work produced by that student. All sources must be documented through normal scholarly references/citations and all work must be submitted using the Publication Manual of the American Psychological Association, 6th Edition (2010). Washington DC: American Psychological Association (APA) format. Please refer to Appendix A in the Publication Manual of the American Psychological Association, 6th Edition for thesis and paper format. Students are encouraged to purchase this manual (required in some courses) and become familiar with its content as well as consult the Argosy University catalog for further information regarding academic dishonesty and plagiarism.

Scholarly writing: The faculty at Argosy University is dedicated to providing a learning environment that supports scholarly and ethical writing, free from academic dishonesty and plagiarism. This includes the proper and appropriate referencing of all sources. You may be asked to submit your course assignments through “Turnitin,” (www.turnitin.com), an online

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resource established to help educators develop writing/research skills and detect potential cases of academic dishonesty. Turnitin compares submitted papers to billions of pages of content and provides a comparison report to your instructor. This comparison detects papers that share common information and duplicative language.

Americans with Disabilities Act PolicyIt is the policy of Argosy University to make reasonable accommodations for qualified students with disabilities, in accordance with the Americans with Disabilities Act (ADA). If a student with disabilities needs accommodations, the student must notify the Director of Student Services. Procedures for documenting student disability and the development of reasonable accommodations will be provided to the student upon request.

Students will be notified by the Director of Student Services when each request for accommodation is approved or denied in writing via a designated form. To receive accommodation in class, it is the student’s responsibility to present the form (at his or her discretion) to the instructor. In an effort to protect student privacy, the Department of Student Services will not discuss the accommodation needs of any student with instructors. Faculty may not make accommodations for individuals who have not been approved in this manner.

The Argosy University Statement Regarding DiversityArgosy University prepares students to serve populations with diverse social, ethnic, economic, and educational experiences. Both the academic and training curricula are designed to provide an environment in which students can develop the skills and attitudes essential to working with people from a wide range of backgrounds.

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Acknowledgement of Syllabus Content

I________________________________________have read and understand the course

syllabus for_______________________________at Argosy University/Chicago, which

is being taught by___________________________. I hereby agree to the terms stated in

this syllabus.

_________________________________ ____________________________

STUDENT’S SIGNATURE: DATE:

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