Social Work 295 Comparative Social Policy: Social Policy and Social Change in Mexico and the U.S.

Transcription

1 Social Work 295 Comparative Social : Social and Social Change in Mexico and the U.S. Instructor: Lizz Schallert, MSW, LCSW schalle2@augsburg.edu Course Rationale and Description The major aim of this course is to prepare Social Work students to function as informed and competent participants in efforts to achieve change in social policies and programs. This course in comparative social policy uses Mexico and the United States as comparative contexts for studying policy formation, implementation, and analysis. The course will examine the influence of values and ideology of the two countries on these processes. Central to this course are numerous guest speakers and site visits to agencies and programs in urban and rural settings reflecting social service policy in Mexico. A servicelearning component may be available depending on learning goals and fluency in Spanish. Roles and responsibilities addressed in this course include: generalist social workers in formulating, implementing, and evaluating policy that is responsive to social and human needs. Learning Objectives/Outcomes Upon completion of this course, students will have achieved the practice behaviors and competencies reflected in the following course objectives: 1. Understand the impact that social organizational policy and agency delivery systems have on individuals, groups, families, organizations, and communities in Mexico and the United States. 2. Compare and contrast social policies, including federally funded social services in the United States and Mexico. 3. Recognize the importance of context in policy practice, including the role of social problems in shaping policy responses as well as the role that social policy plays in service delivery and learn to respond to these contexts in order to improve the quality of services. 4. Analyze, formulate, and advocate for policies that advance social wellbeing. 5. Collaborate with colleagues and individuals, groups, families, organizations, and communities for effective policy action. 6. Demonstrate critical thinking using oral and written communication skills appropriate for comparative policy analysis. 7. Learn how to engage in practices to advocate for human rights and economic and social justice and to apply the US Social Work Code of Ethics, the United Nation s Declaration of Human Rights, and other tools and perspectives on social justice to advance social change. 8. Recognize the extent to which a culture s structures, history and values create policies that may oppress, marginalize, alienate, or create or enhance privilege and power. 9. Discuss the impact (intended and unintended) of social policies on people's lives, with emphasis on the poor, women, immigrants, people of color and people of diverse racial and ethnic backgrounds, LGBTQ persons and other marginalized groups.

2 10. Demonstrate commitment as a generalist social worker to being involved in the policy arena to work for achieving social and economic and environmental justice in Mexico-United States relations. Required Readings Black, M. The No-Nonsense Guide to International Development (3 rd ed.). Cornwall, UK: T J International Limited, Segal, E. Social Welfare and Social Programs: A Values Perspective (4 th ed.). Boston, MA: Cengage Learning, Walia, H. Undoing Border Imperialism. Oakland, CA: AK Press, Note the following texts are also available as a free online version at: Zinn, H. A People s History of the United States Retrieved from Zinn, H., and Arnove, A., Eds. Voices of a People s History of the United States Retrieved from: 0Slaves%20-%20Documents.pdf You will also receive supplementary readings for this course. Additional resources and texts are provided at the end of this syllabus. Course Requirements (100%) Assignments Date Assignment Percentage Weeks 6, 9, 12, and 16 Connections Journal: Submitted 4 times during semester 20% Week 6 Practice and Analysis Paper-Proposal (students may submit optional draft for review by week 9) 5% Week 14 Practice and Analysis Revised Paper 30% Week 11 Practice and Analysis Presentation 10% Week 8 Midterm Review 5% Week 7 CHOICE 1: Advocacy Letter or Letter to the Editor 10% Ongoing Participation: Presence and Engagement, Course Reading Preparation, Speaker Interactions, Today in Social History and News Briefs 10% Week 15 CHOICE 2: Legislative Tracking Summary or Brief 10%

3 1. Class Participation (10% or 100 points) See Attendance and Class Participation above. Students will to come to class in a timely manner and prepared for discussion and whole self-engagement. Students will sign up for specific days to give reports on Today in Social History and News Briefs, which will be factored into participation. Students are to demonstrate engagement with guest speakers and field visits through note taking and thoughtful questions. Attendance is to be managed by students according to university policy. Note that every class attendance and participation is worth approximately 4 points out of a total of 100. Note: 2 and 3 Projects on this Syllabus are choose your own adventure. One assignment from choice B is due at midterm, and one assignment from choice C is due the week before finals. Students must do one B and one C assignment over the course of the term. 2. YOUR CHOICE: Letter to Legislator or Letter to Editor (10% or 100 points) Advocacy Letter: Students are to write and send one letter and/or to a public official supporting or opposing a policy under consideration at the local, state, national, or international level. Students may want to select a topic tied to one of the policies from your other assignments (i.e. Influencing Public projects), or relevant to US/Mexico relations. Further direction will be provided in class and through reading about how to try to influence policy through letter writing. Letters are to be no more than one page. Students may send letters only after approval and feedback from the professor. Letter to the Editor: At some point in the semester, students are to write a letter to the editor of a US newspaper on a current social policy issue or piece of legislation of concern (local, state, national or international). Students may want to select a topic tied to one of the policies from your other assignments (i.e. Influencing Public projects), or relevant to US/Mexico relations. The student is to state their position clearly and present a concise argument urging others to take action or support their position. The letter should be no more than two or three paragraphs long. Some newspapers have specific word limits. Note that letters to the editor can now be submitted online. Students may send letters only after approval and feedback from the professor. 3. YOUR CHOICE: Brief or Legislative Tracking Summary (10% or 100 points) Legislative Tracking Summary: For this assignment, at the beginning of the semester, students will select a proposed state (if the state legislature is in session) or a US federal social welfare policy/bill to follow. Students are encouraged to choose topics relevant to US/Mexico relations and border studies. This should be a different piece of legislation/policy than is being used for Influencing Public projects. Towards the end of the semester, students will submit a 2-3 page summary of the bill and its progress in the legislative process in APA format. In this paper, students will first provide a brief summary of the bill in their own words. The paper will include a discussion of the legislators who supported and those who opposed the bill and arguments they used. Students will include some discussion of interest groups who worked publicly and behind the scenes for passage or defeat of the bill and their arguments and strategies. Any specific involvement of the student in the legislative process will also be noted. A summary of learning from the experience will be the conclusion. Brief: For this assignment, students will select a bill proposed in the current session of Congress or the State Legislature upon which to write a policy brief (the topic can be local, state,

4 national, or international). This should be a different piece of legislation/policy than that being used for Influencing Public projects. The brief should include the bill number and title, a one-sentence summary of the purpose or the goal of the policy, facts and research related to the problem or issue the bill seeks to address (with proper citations), a list and description of interest groups working to address the bill, and talking points (reasons or rationale for the student s support or opposition to the legislation). This brief will be in APA format and 2-3 pages. 4. Midterm Review/Exam (5% or 50 points) A mid-term exam will be distributed assessing understanding of material gone over in class and covered in the course readings up to this point in the course. Course readings and especially relevant social history impacting social policy will be included in this exam. This will be in written and multiple-choice format, but will be reviewed in class together. More information will be provided in-class prior to the mid-term. 5. Practice and Analysis Paper (35% or 350 points) This paper will combine policy analysis with policy practice, in order to provide an opportunity for implementing the concepts and theories discussed this semester. Students will research, analyze, design, implement, and report on an attempt to influence an existing US state policy, local government policy, or proposed bill that will impact a particular population relevant to the field of social work. Additionally, students will use tools of analysis from this course to research policy impact, key players, connection to the field of social work, social work ethics, and strategies and tools for change. This research paper will require creativity, action outside the classroom, and direct engagement with advocacy. Note that a proposal is due prior to the final paper, and that a professional presentation of your paper is required. This is a page research paper with more details to follow. Additionally, students will be required to submit topic ideas for review during week 3, and will also be required to submit two-page Project Proposals by Week 6, worth 50 points of the assignment. More details will be provided. Topic suggestions will be provided by the professor, and chosen policies will need to be approved by the professor. Topic suggestions include: housing and gentrification, minimum wage and workers rights, incarceration and policing, migration policies, land rights, and climate change and food access. 6. Practice and Analysis Presentation (10% or 100 points) You will create a presentation about the chosen issue of your Practice and Analysis Paper and create a PowerPoint (in Spanish) to present to the UNAM Students of Social Work during Week 11. Details to follow. 7. Connections Journal (20% or 200 points) You are required to keep notes on every speaker and major visit during the semester. Speakers are considered oral text and your notes should serve the same purpose as notes from a text or journal reading. A printed outline and example is provided that you are expected to follow. These will be

5 typed, and submitted four times throughout the term (each worth 5% of your grade). You will find your own style of note-taking. Please don t write a paper for each speaker; it is best to use outline format and bullet points under these main headings: 1) What were the main points and themes of the talk? 2) What points are particularly relevant to social work and social work ethics/values? 3) What were the key areas relevant to social policy? Where do you see policy at work? 4) Consider application of US and Mexico policy comparison, border policy, transnational economics, etc. 5) What questions do you have related to social policy stemming from this talk? What would you like to explore for further research? 6) What was your own emotional reaction? What did you feel, how did your body respond? Any other personal reflections? Weekly Schedule Please note: Classes will not always be on the same day or at the same time every week. While they may sometimes be on the same day and at the same time for some weeks, they will change after the intensive Spanish courses end on Th., March 7. Even before then, they may have to change from week to week, so please check your weekly schedules, which you will be given by supper time every Thursday for the following week. The below schedule is a draft and is likely to change. Your flexibility is very much appreciated. Week # Week Dates Location & Activities Course Topics &/or Objectives Required Readings (Text & Chapters) Potential Speakers Excursions & Class Discussions Assignments Due Orientation ½ week Orientation begins in Mexico City on Fri., Jan. 18 Discussions on cultural identity, power & privilege, and positionality Welcome and Orientation None for this portion TBD Intro to MX history 1 Jan. 21 Jan. 27 In Mexico City until Wed. afternoon. Then in Cuernavaca. No classes on Fri., Jan. 25. Orientation to the program, the group and Cuernavaca Introduction to Course Course goals and expectations Review of syllabus What is Social : hearing from social workers, policy practitioners, and Pre-Quiz/Survey on Topics Please read your syllabus! Section 1 of H. Walia: What is Border Imperialism? Borderlands intro reading (electronic) Tatum, Beverly Daniel. The Session on culturally sensitive & ethical photos with Sophie Wed., Jan. 23: Homestay Orientation with Lisanne Morgan. Th., Jan. 24: 1st IHouse Exchange at Post 1

6 community activists. Draft Course together Sign-up for Today in Social History/ in the News days Review of Social themes in comparison from the grassroots Complexity of Identity: Who Am I? (5 pages) Note: The syllabus is our contract together and is your guide to completing assignments. Casa Augsburg; 4-6:30 pm. Optional activity with IHouse students on weekend. 2 Jan 28 - Feb 3 Spanish Classes Begin Social Issues of Today: Influences of Power, Values, and Disparities Ethics/values in policy practice Introduction of Ethics of Care Theater of the Oppressed exercise Deeper look at Assignment Descriptions & arc of Course Assignments (review Moodle and APA examples) Winona LaDuke Reading: Land rights in the US TBD reading on Land Rights in Mexico (Indigenous Rights- Mexican Constitution and the Revolution) Segal Chapter 1 and 3 Film showing on International Debt: Life and Debt Possible Guest Presenter on Land Rights in MX with Raziel TBA. Homstay Check-In with Lisanne Morgan. Th., Jan. 28: IHouse Exchange with Group 1 on Cultural Values at IHouse; depart at 3:30pm and return by 7:00pm Post 2 Signed Course submit to Lizz electronically Topic Interest Survey Due 3 Feb Spanish Classes Continue Poverty and Social : Economic Influences Influencing factors Historical Context Economic Policies leading to wage & wealth gap. US/Mexico comparisons Impact of Globalization The Grassroots Segal Ch 7 and 8 Possible Film Showing on Economics/Wealth Gap: Inequality for All or Capitalism: A Love Story Post 3 Submit Practice and Analysis Topic Ideas 4 Feb Depart for Rural Homestay & Seminar in Spanish Classes Tools and Strategies for Analysis and Social Change Creation and Points of Read and Review: Segal: Review practice sections on Advocacy of Chapter 14 (pg. 398 on) IHouse Exchange on Relationships with Group 2 (Feb. 14: Día del Amor y Amistad) at Casa Augsburg Post # 4 Start working on Practice and

7 Ixtlilco on Sat., Feb. 16. intervention Case Studies Various Political Systems in Social Formation and Execution (Executive, Legislative, Judicial and Community Settings Review of Government and Effects of a twoparty system Skills Shop in Campaigning and Advocacy: Social change organizing skills and review for specific assignments (i.e. Spectrum of Allies, Force Field Analysis, Midwest Academy Strategy Chart) Segal: Review select sections of Ch. 4 Review Organizing for Social Change pages and tactical resources. Note: these are required as a part of your Practice and Analysis papers! Also note tools and skills require for CHOICE 1 and 2 assignments. Lecture by Raziel Valiño on research findings in Ixtlilco el Grande Orientation Session for Week in Ixtlilco & Rural Homestays Analysis proposals before rural homestay 5 Feb. 18 Feb. 24 Return from Rural Homestay in Ixtlilco on Thurs., Feb. 21. No classes on Fri., Feb. 22. Rural Homestay Week Rural Homestays No Readings In Ixtlilco: Speakers and Presentations on political system, migrant history, local school and community policies and stories of impact. Post #5 6 Feb 25 Mar 3 Spanish Classes Continue Urban Homestay Week 1 Historical Roots of Practice Key policies throughout history Foundation of social work in Social (i.e. Settlement Movement and Hull House) US Timeline History of the swk profession (be ready to present to UNAM) Read: Sections of Howard Zinn (TBD) Segal Ch. 2 Timeline of Voting Rights from Segal Ch. 6 Group film showing on US History or on Mexico parallel history i.e. Harvest of Empire Th, Feb. 28: IHouse Exchange with Group 3 presenting at IHouse Post 6 Practice and Analysis Proposals due journals Due 11:59pm Submit electronically

8 Debrief Rural Homestays 7 Mar 4 10 Spanish ends on Th, March 7. March 8 is International Women s Day. Spanish Classes Continue Urban Homestay Week 2 Social and Immigration Analysis, Evaluation and Implications History Current Practice Current Social Movements and Points of Intervention Intersections with Gender and Sexuality Read: Segal Ch 13 (consider criticisms) TBD: Selected pages from B. Munoz, Transnational Tortillas TBD Continued reading from H. Walia Possible speakers and visits on immigration: Amarela Varela on Mexican immigration, possible SEDESO field visit on immigration policy, Raziel? Femme Gang presentation on International Women s Day? Th, March 7: IHouse Exchange with Group 4 presenting at Casa Augsburg Post # 7 CHOICE 1 Advocacy assignment due 8 Mar Providence College SWK Prof visits this week. MIDTERMS Urban Homestay Week 3 Review of History, Theory, and Major Areas of Practice Prepare and Read: MIDTERM REVIEW Segal Ch. 5 Post #8 Midterm Review for Exam Due 9 Mar March 18 is a holiday: no classes. ED prof Cari Maguire visits. March 17-19: three-day weekend! Urban Homestay Week 4 Social in Health and Insurance Analysis, Evaluation and Implications Physical health and abilities Mental health Insurance: how to access care simulation exercise The Grassroots Read: Segal Ch 9 and Ch. 12 TBD: Selected readings related to your policies, make sure you re ready to present! Possible Speakers on Health Care: Sandra Trevino Mexican Health Systems Expert, Raziel? Possible Hospital visit comparison: IMMS - Social Security Hospital Parres Public Hospital Thursday March 21: IHouse Exchange with Group 5 at IHouse Post #9 journals Due 11:59pm. Submit electronically. Optional: Draft or Outline of Practice and Analysis papers for feedback 10 Mar Social and Aging Analysis, Evaluation and Implications Social Security Read: Segal Ch 10 TBD: Selected readings related to your policies, make Th, March 28: IHouse Exchange with Group 6 presenting at Casa Augsburg Post #10

9 Boomer Generation Community Outreach Gaps in care and the Grassroots sure you re ready to present! Possible Visit: Interview at Older Adults Home, Las Palomas o Casa del Día, Raziel? 11 Apr 1-7 UNAM students in Cuernavaca Lizz s partner Marj is visiting this week. UNAM in Cuernavaca Presentations this week, and hosting of UNAM students! None additional other than to prep for presentations! Wide variety of speakers & activities related to diversity and LGBTQ issues Discussion of Mexico politics & Mexico/US relationship with UNAM students Post #11 presentations to UNAM students Reminder: This is your chance to present research at an international conference. Plan accordingly. 12 Apr 8-14 At UNAM in Mexico City Social in Social Movements and History of Mexican Social Work Determined by UNAM None Mon., April 8: Visit U.S. Embassy & meet with migrant groups Tues.-Fri.: Learn about SWK in Mexico at the UNAM Post #12 journals Due Saturday April 11:59pm. Submit electronically 13 Apr SPING BREAK WEEK Saturday April 13-Sunday April 21! None: Spring Break Get ahead by reading H. Walia or M. Black chapters! Note: There are no excused absences for Fri., April 12 or Mon., April 22.

10 14 Apr Social with Children and Families Analysis, Evaluation and Implications TANF Education Child Welfare & CPS Applied feminist theory and the Grassroots Read: Segal Ch. 11 Reading on applied feminist theory to social welfare Possible Visits: Visit to the DIF and possible school visit, Raziel? Post #13 Practice and Analysis Revised Paper DUE by Friday at 11:59pm Take online IDI POST- TEST by 10:00pm on Friday, April Apr 29 May 5 Last Full Week of Classes! Implications of Globalization and Political Imagination US and Mexico International Comparisons Social Justice and Civil Rights Themes of social justice in Education Trends and Critiques in International Development Read: TBD Chaptes on Black (Chapters on Intro to Development and Econ Players) TBD: Ferguson, and Lavalette reading Possible Speakers and topics: Zapatistas and 2018 elections, Mexican Social & the Mexican Constitution, others? Post #14 Choice 2 Advocacy Assignment Due 16 May 6-12 Students depart on May 13! Presentations on W, May 8. Outing on Th., May 9. Departure on Sun., May 13. FINALS! Class will meet on Monday or Tuesday of this week. Any oral presentations on Wednesday. No regular classes Thurs or Friday. Political Empowerment: Overcoming Cynicism and Taking Action Global Trends: How and where to make change in the world Power and Limits of Social Welfare Review of Skills and Toolbox Role of Social Work Code of Ethics first half of Ch. 14 Last section of H. Walia Readings for Political Empowerment Last class session. Re- Entry Session and Outing on Thursday journals Due 11:59pm Submit electronically

11 Additional Resources and Readings for this Course American Psychological Association. (2010). Publication manual of the American Psychological Association (6 th ed.). Washington, DC: Author. Bobo, K., Kendall, J. and Max, S. (2010). Organizing for social change: Midwest Academy manual for activists (4 th ed.). Santa Ana, CA: Seven Locks Press. Boal, A. (1992). Games for actors and non-actors. New York, NY: Routledge. Blau, J., and Abramovitz, M. (2014). The dynamics of social welfare policy (4 th ed.). New York, NY: Oxford. Brady, M and Tchume, T. (n.d.) Making social change: Case studies of nonprofit service providers. Building Movement Project. Retrieved from Care International UK. (2012, January). Peacebuilding with impact: Defining theories of social change. Retrieved from CQ Researcher (2012). Issues for debate in American public policy (12th ed.). Washington, DC: CQ Press. Fairley, R. and Balkwill, M. (2011). Toronto & York Region Labour Council campaign planning handbook. Toronto, Ontario: Fairley & Balkwill. Ferguson, I. and Lavalette, M. (Eds.). (2007). International social work and the radical tradition. Birmingham, UK: Venture Press. Friere, P. (2000). Pedagogy of the oppressed. New York, NY: Bloomsbury. Hughey, J. and Speer, P. W. (1995). Community organizing: An ecological route to empowerment and power. American Journal of Community Psychology, 23(5), Kivel, P. (2007). Social service or social change? In Incite! Women of Color Against Violence (Ed.), The revolution will not be funded: Beyond the nonprofit industrial complex (pp ). Cambridge, MA: South End Press. Lederach, J., Neufeldt, R., and Culbertson, H. (2007). Reflective peacebuilding: A planning, monitoring and learning toolkit. Notre Dame, IN: The Joan B. Kroc Institute for International Peace Studies. Retrieved from Lee-Smith, A. (2006). Heteropatriachy and the three pillars of white supremacy: Rethinking women of color organizing. In Incite! Women of Color Against Violence (Ed.), Color of violence: The INCITE! anthology (pp ). Cambridge, MA: South End Press. Retrieved from Max-Neef, M. (1991). Human scale development: Conception, application and further reflections. New York, NY: The Apex Press. National Association of Social Workers. (2008). Code of ethics of the National Association of Social Workers. Silver Springs, MD: Author. Perkins, J. (2006). Confessions of an economic hitman. London, England: Penguin Books. Steger, M.B. and Roy, R.K. (2010). Neoliberalism: A very short introduction. New York, NY: Oxford University Press. Zinn, H. (2003). A people s history of the United States. New York, NY: Harper Collins. Zinn, H., and Arnove, A. (Eds.). (2014). Voices of a people s history of the United States (3 rd ed.). New York, NY: Seven Stories Press. Additional Comments

12 Explanation of Grades Augsburg University uses a numerical grading system using the following definitions: Grade G.P. Description A % Highest standard of excellence; Goes above and beyond stated expectations; Deep integration of discussions, lections, readings and/or service learning in assignments. A % B % B % B % Above basic course requirements. Some integration of class discussion, lecture, theory and/or service learning in assignments. C % C % Basic standards and expectations for course met; minimum integration of class discussion, lecture, theory and/or service learning in assignments. Course grades falling below 2.0 will not be accepted toward licensure into Augsburg licensure programs. C % The letter grade equivalent for a P grade is a C- / 1.67 D % D % Below basic standards and expectations. D % F % and below Explanation of Grades All courses must be taken for grades (rather than Pass/No Credit). We believe that good evaluation of student work is an art and not a science. The grading system we use attempts to be as explicit as possible regarding the ways in which you are evaluated. Augsburg College uses a numerical grading system, so you will receive a numerical grade on their transcript. If you attend a school other than Augsburg, you should note that even if your grades from Mexico do not average into your school s GPA, if you apply for graduate or professional school, you will be asked for a transcript from Augsburg. Therefore, you should still take your courses seriously. Grading Criteria While it may vary slightly from assignment to assignment, most of your work will be graded on the following four criteria: 1) Form, 2) Content, 3) Interpretation and Analysis and 4) Connections. The instructors consider superior work to be work that fulfills the following criteria:

13 1. Form: extremely well organized articulates ideas clearly and concisely correct grammar and spelling legible accurate citation of readings and speakers (using footnotes or endnotes and bibliography in APA format) 2. Content: includes an articulate statement of your thesis and/or questions for further exploration demonstrates accurate knowledge of the subject scales down information to what is most important exhibits a profound understanding of the main points expressed by guest speakers and in required readings employs solid logic and well-documented data supports arguments with concrete examples from readings, speakers, and own experiences 3. Interpretation and Analysis: presents more than just a summary of information analyzes issues from different viewpoints recognizes interrelationships among issues draws upon assigned texts, class sessions and guest speakers to support own thesis makes logical arguments articulates complexities of the issues generates critical questions not addressed fully by authors or speakers applies principles and generalizations already learned to new information 4. Connections: demonstrates an understanding of the ways in which issues interrelate with each other integrates knowledge from diverse sources compares ideas of authors of required readings with each other makes connections between ideas raised in required readings with those of guest speakers takes new information acquired in Mexico and effectively integrates it with prior knowledge and experiences synthesizes and integrates information and ideas Self-Assessment and Peer Assessments You will often be asked to complete and hand in a self-assessment form with your assignments. Although the instructor makes the final determination of points, and hence grades, you are asked to honestly evaluate your own work in order to have input into the grading process and generate a constructive dialogue regarding the evaluation of specific assignments based on explicitly defined criteria. If you disagree with an instructor regarding the evaluation of a particular assignment, you are urged to make an

14 appointment with the instructor to discuss the disagreement. You will also be asked to evaluate other students class presentations. CGEE Grading and Late Assignments You must submit assignments on time. If you need an extension, you must talk to us in advance to negotiate a new deadline. If you have not been given an extension in advance and you turn in a late assignment, you will be docked half a grade. If you are more than one week late, you will be docked a full grade. No assignments will be accepted more than two weeks after the original deadline; a 0 will be given after that. Assignments due near the end of the semester will not be accepted after the last day of the semester. Re-writing Assignments If you receive a grade of C- or lower, you may revise a paper as long as you resubmit it within one week of the date it was returned to you. Your final grade will be an average of the two grades. Augsburg Honesty You are expected to follow the Augsburg Honesty which is printed in the program manual. We assume that you have read the honesty policy, understand it, and are following it. Except when the assignment expressly encourages group work, it is assumed that all course work will be your own. You may not copy other students work. The first occurrence of plagiarism will result in the failure of the assignment. A student who commits plagiarism a second time will fail the course. Students Rights and Responsibilities Students with formally diagnosed learning or physical differences have legal rights to course modifications. Those who qualify should identify themselves to the instructor as soon as possible in order to obtain extra assistance. Excused Absences Religious holidays and documented illness constitute excused absences. Students are responsible for getting class notes and making up any work that was missed. Incompletes An incomplete grade may be given only in the case of serious emergency. To receive an incomplete grade, you must do the following: 1) receive permission from the course instructor; 2) complete, sign, and submit a form stating the reasons for the request, the work required to complete the course, the plan and date for completing the work, and comments from the instructor; and 3) gain the approval of the Registrar at Augsburg and at the home school (if necessary). If permission is granted, the necessary work must be completed with enough time to allow evaluation of the work by the course instructor and the filing of a grade before the final day of the following semester. If the work is not completed by that date, the grade for the course becomes a 0.0.