Course Syllabus

Course Information
Assessment
Course Expectations
Policies

Course Information

Course Description

Stress relief for excellence in the workplace

In the business world, the stress on a person’s life and health have a direct impact on their productivity and creativity. Studies have shown that as the stress increases in someone’s life, their productivity at work goes down. The current state of humanity and technology has created a world with a new type of stress; the pace and speed of interaction has increased to a rate where a person has to deal with an influx of information and often interactions with hundreds of people per day via different technologies. In this course we will study yoga and meditation specifically time-tested to support a dramatic reduction of stress in the body and mind. The purpose will be to develop personal mental clarity, physical stamina and a general feeling of peace so that work is less stressful and we can contribute and serve in a meaningful way at our place of business. The meditations in the course will serve to reduce stress both professionally and personally. They will impact how we communicate with our colleagues, employees and co workers and how we deal with our personal stress and stamina.

This different world view is a yogic tradition from India called Kundalini Yoga (The yoga of awareness). Kundalini Yoga is a lifestyle that supports the human being in his or her excellence. It promotes the practice of daily exercises so that a person can deal effectively with the stress of life and excel, especially in the business world.

Practicing Kundalini Yoga is not a religion and should not conflict with any other religious commitment you may have. Please inform your instructor of any concerns you have about this.

If you have concerns about your physical health and ability to do these exercises, please discuss it with your doctor and let your instructor know.

By taking this course, students will develop stress relief techniques and a sense of great purpose in their personal and professional lives. All students will lower the stress level in their lives by participating in Kundalini Yoga stress reduction techniques from a video, an outside class and textbooks. Throughout the course, students will create journal entries that evaluate changing performance at work and complete a stress survey at the beginning and the end of the quarter. Students taking the course for H2X will create a volunteer project to promote a better quality of life for their colleagues.

Course Learning Goals

After completing this course, you will be able to:

Course Competencies

In this course, you will develop the following competencies:

Competence

Competence Statement and Criteria

A3B

Can explore a model of spiritual development and apply it to oneself or others.
Discusses the assumptions and implications of a model(s) of spiritual development.

H2X

Can plan and implement a volunteer learning project, involving self and others.
Spends a minimum of 20 hours engaged in social action or service.
Analyzes the value of social involvement both from one's own perspective and the perspective of those served.

FX

Understands workplace stress and can discuss methods of stress reduction.

  • Can assess one’s own workplace induced stress level.
  • Can discuss how stress influences productivity.
  • Can explain how yoga and meditation influence stress levels.
  • Can discuss research related to stress, meditation, and brain health.
How the Competences will be Demonstrated in this Course

A3B: Can explore a model of spiritual development and apply it to oneself or others.
Discusses the assumptions and implications of a model(s) of spiritual development.

You will develop an understanding of the practice of Kundalini Yoga; how it can be applied to an individual’s life and what the results or impact it might have on a person’s life.

You will digest information about Kundalini Yoga and be able to explain this particular lifestyle and spiritual path: what it does and how it works.

You will experience how this lifestyle of Kundalini Yoga has affected your immediate surroundings/experience, especially your work life.

You will be given opportunities to reflect and share this with the class.

You will journal and reflect on the ways that this path is changing or having an impact on your life and stress levels. You will apply this model of spiritual development to improve your quality of life.

FX: Understands workplace stress and can discuss methods of stress reduction.

You will try different meditations and find some that appeal to you and you can use to improve your business position.

The breath techniques and meditations will give you an opportunity to develop your stamina, intuition and leadership skills in your area of business focus. You will demonstrate this competence through personal self-reflection of your progress in journal entries and discussion. You will share what you learn with a colleague or friend. You will evaluate your own reduction of stress over the quarter with a stress survey at the beginning and end of the quarter. You will demonstrate an increase in awareness of how stress impacts your business life and how you can change this with yoga and meditation.

H2X: Can plan and implement a volunteer learning project, involving self and others. Analyzes the value of social involvement from both one’s own perspective and the perspective of those served.

You will participate in all class activities of breath and meditation techniques and reviewing course materials with the intention of creating a service project. You will then demonstrate leadership by creating and implementing a volunteer activity at your place of business that is designed to increase quality of life for yourself and co-workers. You will continue to participate in meditation and stress relief exercises and conscious business readings while doing the volunteer project. You will write periodic updates to demonstrate the progress of your project.

After you complete this project, you will reflect on the process in essay form and what you learned from the course.

Course Resources

To buy your books, go to http://depaul-loop.bncollege.com.

Required Reading:

Khalsa, Dharma Singh / Stauth, Cameron (2001). Meditation as Medicine : Activate the Power of Your Natural Healing Force.

ISBN-13: 978-0-7434-0065-7

Course Grading Scale

A = 95 to 100

A- = 91 to 94

B+ = 88 to 90

B = 85 to 87

B- = 81 to 84

C+ = 77 to 80

C = 73 to 76

C- = 69 to 72

D+ = 65 to 68

D = 61 to 64

F = 60 or below

INC

Please note: Grades lower than a C- do not earn credit or competence in the School for New Learning.

Course Structure

This course consists of ten modules. The estimated time to complete each module is one week.

To see course due dates, click on the Checklist link on the top navigation bar.  This page contains module-specific checklists and due dates for the work due in the course.

The following table outlines the course:

Week,  Module # and Title

Readings

Assignments

Week 1, Module 1: Getting Started

Watch and do the video shorts several times this week. You will begin your weekly journal entries this week. The video is available at the bottom of this module.

Read Khalsa, Shakta Kaur. Kundalini Yoga, Pages 6-23, and 44-45

Watch short YouTube Video

Review Websites on Kundalini Yoga:

About.Com (Kundalini Yoga)

3HO Foundation-Healthy, Happy, Holy Organization A Global Community of Living Yoga

Stress in the Workplace: A Costly Epidemic

1.1 Study Question/Yoga Practice and Journal Entry

1.2 Stress Survey and Waiver Form

1.3 Introductions Discussion

Week 2, Module 2: Kundalini Yoga to decrease stress and increas vitality

Watch and do the exercises in Weekly Video Clips several times this week. The video is available at the bottom of this module.

Read Chapter One in Meditation as Medicine

Read and watch The Relaxing Breath (aka the 4-7-8 Breath)

Intro to Pranayam

Read Bhajan, Yogi. The Aquarian Age and the Awakening, Pages 3-9, 13-22

2.1 Daily Yoga and Meditation Practice

2.2 Medical Meditation Discussion

Week 3, Module 3: Support Your Brain's Health; Do Your Best at Work

Watch and do the exercises in this week’s videos 3-4 times this week or every day. The video is available at the bottom of this module.

Continue with The Relaxing Breath, daily or at least 3-4 times a week

Alzheimer’s Research and Prevention Foundation. Yoga and Medical Meditation™ as Alzheimer’s Prevention Medicine

Skip ahead and read Chapter 9: Nicole's Story in Meditation as Medicine and do the meditation on page 153

3.1 Yoga and Meditation Practice and Journal Entry

3.2 (H2X Only) Draft description of project

3.3 Field Trip

3.4 Discussion: Being a Yoga practitioner

Week 4, Module 4: Service is Compassion in Action

Watch Weekly Videos and do the exercises 2-4 times this week. The video is available at the bottom of this module.

Read Bhajan, Yogi. Quotes on Service

Read Hawkins, David R. Power vs. Force: The Hidden Determinants of Human Behavior, Pages 210-211

Read Khalsa, Darshan S. Yoga Secrets for Business Success, Pages 101-104 and 109-111

Read Dass, Ram, and Gorman, Paul. How Can I Help? Stories and Reflections on Service, Pages 5-7

Discuss the impact of meditation/yoga ona specific problem this week with your classmates

Listen to audio clip of Yogi Bhajan "Patience Pays" from https://www.youtube.com/watch?v=cjNBzaNxCwE

4.1 Yoga and Meditation Practice

4.2 (H2X Only) Proposal for Service Project

4.4 Service Discussion

Week 5, Module 5: Healing all aspects of the Self to Relieve Stress

Watch this week’s videos and do the exercises several times this week. The video is available at the bottom of this module.

Read Chapter 2 in Meditation as Medicine

5.1 Yoga and Meditation Practice

5.2 Discussion: Healing the Physical and Etheric Bodies

Week 6, Module 6: Focusing the Mind

Watch and do the exercises in Weekly Video Clips several times this week. The video is available at the bottom of this module.

Read Meditation as Medicine: Chapter 4

Read Bhajan, Yogi. The Mind Its Projections and Multiple Facet, Pages 114-115

6.1 Yoga and Meditation Practice and Journal Entry (Field Trip Report)

6.2 (H2X Only) Project Status Report

6.3 Discussion: Leaving a Legacy

Week 7, Module 7: Sadhana/Daily Discipline

Watch and do the exercises in this week's videos 3-4 times this week or every day. The video is available at the bottom of this module.

Read Meditation as Medicine: Chapter 8, Sadhana

Read Bhajan, Yogi. The Mind Exists as a Servant to the Soul, Pages 120-129

7.1 Yoga and Meditation Practice

7.3 Sadhana/Daily Discipline Discussion

Week 8, Module 8: Reflection Week

Watch and do the video shorts several times this week. The video is available at the bottom of this module.

Read Meditation as Medicine: Chapter 5, Posture and Movement

Do the Yoga and Meditation Video Link #20 and #7

8.1 Yoga and Meditation Practice

8.2 Sharing Your Self Care with Others Discussion

Week 9, Module 9: Align With Your Mission

Watch this week's videos and do the exercises several times this week. The video is available at the bottom of this module.

Read Meditation as Medicine: Chapter 6, Mantra

Read Covey, Stephen R. The 8th Habit: From Effectiveness to Greatness, Pages 152-157

9.1 Yoga and Meditation Practice and Journal Entry

9.2 Mantra Discussion

Week 10, Module 10:Be the Altar, not the Alternative

10.1 (FX Only) Final Report

10.2 Stress Survey

10.3 (A3B Only) Final Paper

10.4 (H2X Only) Final Report

10.5 Wrap Up Discussion

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Assessment of Learning

Grading Policies and Practices

To complete the course, you must complete each of the assignments as described in the course and submit them to your instructor by the assigned deadline.  In addition, you must participate in the course discussion forum by responding to all instructor requests and by interacting with fellow classmates as necessary.

Points are deducted for late work.

Assessment Criteria for Each Competence

Competence Criteria for Assessment of this Competence
 
A3B


Write a 5-page paper explaining the principles and techniques of Kundalini Yoga that a person would use to change his and her life. Include explanations of this technology and your understanding of the practices of this lifestyle. Explain the importance of each of these aspects of the technology: chanting, mantra, mudra, pranayam, meditation and movement.

Include 2-3 pages of personal reflection of your own experience practicing this discipline.

Take the stress survey again (Assignment 10.2) and compare the results to your original, post the results into this final paper.

You may draw from your previous journal entries but be sure to include new reflection as well. How has your life changed this quarter with this practice and how do you see it changing if you continue to practice?

Date Due: End of Week 10.


FX


This assignment involves a final compilation of assignments and a final journal entry.

  1. Resubmit and edit your post from Discussion 8.2 that details your plan for self care, and your description of teaching another person yoga and meditation.
  2. Fill out stress survey a second time and compare the results to the beginning of the quarter.
  3. Create one final journal entry about your personal experience of reducing stress with yoga and meditation. What specific changes have you made in your self care and self management that serves you in your professional career? What meditation or yoga will you continue to do on a regular basis? This should be a one to two page report.

Date Due: End of Week 10.


H2X


Write a 3 page paper reflection on your volunteer project completion. Include personal reflections on what you have learned this quarter about service and giving.

Turn in documentation of your hours and draft of your project.

Date Due: End of Week 10.

General Assessment Criteria for All Writing and Discussion Assignments

In general, each discussion is worth 20 points. Some (such as the field trip and final papers) will be worth more. Here is an explanation of how to achieve (or not) the points in this class:


20 points= You have read the required reading and it's clear that you understand it. You can present the material in an organized and creative way and discuss intelligently with your classmates, asking provocative questions to encourage further discussion. You've taken the time to correct misspellings and grammatical errors and your discussion is submitted within the week it is due, showing multiple (2-3) logins for the week.

18 points= You have read the required reading and made an effort to contribute to the discussion, however you did it all in a single login or had 3 posts at the most.

14-16 points= You read most of the required reading material and you did not put that much effort into it. Your discussion is brief and there's no "pizazz" or personal bent to it..... as though you are just spewing back information at your instructor.

Below 14 points=You posted late to the discussion or it's obvious that you barely did any of the reading. The lack of effort on your part reveals that you are just taking this course to get by and get a credit. You put in minimal effort and only logged in once, and have fewer than 3 posts.

Here is more information about how your writing will be graded:

Content refers to the treatment of the topic logically and analytically. This is the substance, the “what” of the paper; what you had to say about the topic, what you presented in defense of your position, and what your analysis revealed about thought processes and grasp of the material you grappled with.

Organization is the way your paper is arrayed and presented, including both the overall organization and the arrangement of sub-parts. These include: relevant title and subheadings; introductory material, where needed; summaries, where appropriate; connective and transitional links; and what used to be called “rhetoric”: the skillful arrangement of the pieces for maximum persuasive impact on the reader.

Mechanics refers to the use of Spelling and Grammar check, the use of Standard English, the basics of sentence structure and punctuation, and effective and sensitive word choice usage. Mastery of basic communication and writing skills is a must for undergraduate (and graduate) students. The paper you prepare should also use proper APA or MLA citation form for in-text references as well as for bibliography.

It is important that your papers:

Consider visiting the Writing Center to discuss your assignments for this course or any others. You may schedule appointments (30 or 50 minutes) on an as–needed or weekly basis, scheduling up to 3 hours worth of appointments per week. Online services include Feedback–by–Email and IM conferencing (with or without a webcam). All writing center services are free.

Writing Center tutors are specially selected and trained graduate and undergraduate students who can help you at almost any stage of your writing. They will not do your work for you, but they can help you focus and develop your ideas, review your drafts, and polish your writing. They can answer questions about grammar, mechanics, different kinds of writing styles, and documentation formats. They also can answer questions and provide feedback online, through IM/webcam chats and email.

Obviously, the tutors won’t necessarily be familiar with every class or subject, but they are able to provide valuable help from the perspective of an interested and careful reader as well as a serious and experienced student-writer.

Schedule your appointments with enough time to think about and use the feedback you’ll receive. To schedule a Face-to-Face, Written Feedback by Email, or Online Appointment, visit www.depaul.edu/writing.

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Discussion Forums

Discussion Forums are an important component of your online experience. This course contains discussion forums related to the topics you are studying each week. For requirements on your participation in the Discussion Forums, please see "Course Expectations" in the syllabus.

A Course Q & A discussion forum has also been established to manage necessary, ongoing social and administrative activities. This is where the management and administrative tasks of the course are conducted, and where you can ask 'process' questions and receive answers throughout the course. Please feel free to answer any question if you feel you know the answer; this sharing of information is valuable to other students.

Discussion will be a time to reflect on and give input regardless of your belief system.
Assessment Criteria for Online Discussion Participation

In the online discussions your responses will be assessed on whether you are:

  1. Offering up ideas or resources and inviting a critique of them
  2. Asking challenging questions
  3. Articulating, explaining and supporting positions on ideas
  4. Exploring and supporting issues by adding explanations and examples
  5. Reflecting on and re-evaluating personal opinions
  6. Offering a critique, challenging, discussing and expanding ideas of others
  7. Negotiating interpretations, definitions and meanings
  8. Summarizing previous contributions and asking the next question
  9. Proposing actions based on ideas that have been developed

The above list was adapted from Gilly Simpson’s book E-Moderating: The key to teaching and learning online. London: Kogan Page: p.143 (2000).

Online Participation Guidelines

A significant part of your online learning experience involves learning with and from your classmates and the instructor in the online discussions and group assignments.

Active participation means sharing information and resources and posting you ideas and critiquing and expanding on the ideas of others in a collegial fashion. Because we will be discussing a World Religion it is essential that you discuss in a way that is respectful to others, because we want everyone to be able to share freely their experiences, including their own spiritual background. The course will elicit thought and reflection about spirituality and its role in our lives and there will be ongoing interfaith dialogue. You don’t have to be religious or believe in this spiritual practice in order to participate. It is your responsibility is to be respectful towards all religious dialogue. Please feel free to express opinions that disagree with this religion if that is your belief, however, remember that your grade for the A3B competence depends on your ability to understand this faith path.

This discussion is informal in the sense that it is meant to encourage interested discussion. You are expected to follow accepted standards of English spelling, grammar and usage, although you will not be assessed for these particular characteristics when you are participating in the discussions.

These discussions are for you to exchange your reflections with your classmates and instructor about what you are learning. The discussions will be organized into forums around the particular topic you are studying each week.

You may be asked by the instructor to take leadership in a certain group for a certain time of the course. You will receive further instructions from your instructor if this occurs.

You should contribute your responses to the particular assignment for that particular discussion heading which will be posted.

For each Discussion Conference, you are required to make at least one original contribution to each topic and respond to one classmate’s contribution.

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Course Expectations

Time Management and Attendance

SNL's online courses are not self-paced and require a regular time commitment EACH week throughout the quarter.

You are required to log in to your course at least four times a week so that you can participate in the ongoing course discussions.

Online courses are no less time consuming than "face to face" courses. You will have to dedicate some time every day or at least every second day to your studies. A typical four credit hour "face to face" course at SNL involves three hours of classroom meeting per week, plus at least three to six hours of study and homework per week.

This course will require at least the same time commitment, but your learning activities will be spread out through the week. If you have any problems with your technology, or if you need to improve your reading or writing skills, it may take even longer.

The instructor should be notified if your life events do not allow you to participate in the course and the online discussions for more than one week. This is particularly important when there are group discussions or you are working as part of a team.

If you find yourself getting behind, please contact the instructor immediately.

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Your Instructor's Role

Your instructor's role in this course is that of a discussion facilitator and learning advisor. It is not their responsibility to make sure you log in regularly and submit your assignments. As instructor, s/he will read all postings to the general discussion forums on a daily basis but may not choose to respond to each posting. You will receive feedback to assignments.

The instructor may choose to designate "office hours" when s/he will be online and available and will immediately respond to questions. Depending on the instructor, this response may be by e-mail, instant messenger or telephone. Otherwise, you will generally receive a response to emailed or posted queries within 48 hours.

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Your Role as a Student

As an online student, you will be taking a proactive approach to your learning. As the course instructor's role is that of a learning guide, your role is that of the leader in your own learning.

You will be managing your own time so that you can complete the readings, activities and assignments for the course, and you will also be expected to take a more active role in peer learning.

Please also note that this is a course offered by DePaul University's School for New Learning (SNL), a college for undergraduate and graduate degree-seeking students 24 years and older. SNL welcomes the perspectives and encourages the participation of all DePaul students, and students who take this course should respect and be mindful of SNL's mission in supporting a diverse and inclusive environment. More information about SNL can be found here.

View this brief demo Taking SNL Online courses in D2L to learn how to navigate through your course.

If you’re new to SNL Online see additional resources on the course home page under Student Resources/Getting Started.

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Course Netiquette

Online discussions are an important part of your course experience. To ensure a positive learning environment, please follow the following minimum expectations. Use your common sense, as not all situations can be covered:

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Policies

Academic Integrity

DePaul University is a learning community that fosters the pursuit of knowledge and the transmission of ideas within a context that emphasizes a sense of responsibility for oneself, for others and for society at large. Violations of academic integrity, in any of their forms, are, therefore, detrimental to the values of DePaul, to the students' own development as responsible members of society, and to the pursuit of knowledge and the transmission of ideas.

Violations include but are not limited to the following categories: cheating; plagiarism; fabrication; falsification or sabotage of research data; destruction or misuse of the university's academic resources; alteration or falsification of academic records; and academic misconduct. Conduct that is punishable under the Academic Integrity Policy could result in additional disciplinary actions by other university officials and possible civil or criminal prosecution. Please refer to your Student Handbook for further details.

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Plagiarism

Plagiarism is a major form of academic dishonesty involving the presentation of the work of another as one's own. Plagiarism includes but is not limited to the following:

Plagiarism, like other forms of academic dishonesty, is always a serious matter. If an instructor finds that a student has plagiarized, the appropriate penalty is at the instructor's discretion.

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DePaul University Incomplete Policy

The intent of the Incomplete grade is to allow students extra time to complete their final assignments. This need arises because, in the closing weeks of the course, they have an event of significant magnitude that adversely affects their ability to complete the course, e.g. serious illness, death in the family, overseas deployment, or natural disaster.

You must request an incomplete grade in writing two weeks before the end of the quarter. Incomplete grades will be considered only after you have satisfactorily completed at least 75 percent of the coursework, and you have such an unexpected, uncontrollable event that prevents you from completing your course. Do not assume that you will qualify for an incomplete. Students who are failing the course at the point where they request an incomplete will not receive one, nor will they be granted after the end of the quarter. Incomplete grades are given at the discretion of the instructor.

If you do receive permission from the instructor to take an incomplete in the course, you will be required to complete a contract with the instructor, specifying how you will finish the missing work within the next two quarters (excluding summer). See the Incomplete Grade Contract Form.

Undergraduate and graduate students will have up to two quarters to complete an incomplete. At the end of the second quarter (excluding summer) following the term in which the incomplete grade was assigned, remaining incompletes will automatically convert to "F" grades. Ordinarily no incomplete grade may be completed after the grace period has expired. Instructors may not change incomplete grades after the end of the grace period without the permission of a college-based Exceptions Committee. This policy applies to undergraduate, graduate and professional programs. NOTE: In the case of a student who has applied for graduation and who has been approved for an Incomplete in his or her final term, the incomplete must be resolved within the four-week grace period before final degree certification.

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Description of Pass/Fail Grading Options

Students have the option of taking all SNL undergraduate courses as Pass/Fail even if a class is initially structured for a letter grade assessment. In these cases a Pass is awarded when competence is demonstrated at a level that would otherwise earn a grade of C- or higher.

In deciding to select Pass/Fail grading students should be aware that competencies assessed in a course as Pass will earn credit hours toward degree completion but will not be included in computing grade point averages. Attempted competence demonstration assessed within a class as Fail will not only be recorded as credit hours attempted but will also be included in computing a student's grade point average.

For SNL students, competencies awarded for Independent Learning Pursuits and in the Lifelong Learning Domain do not count toward the university's specification that only twenty credit hours may be earned through the Pass/Fail assessment option.

Please note:There are three SNL courses within the BA curriculum that are always assessed on a Pass/Fail basis: Foundations of Adult Learning (course number LL 250; competences L-2 and F-1), Advanced Project (course number FA 303; competences F-11 and F-12) and Summit Seminar (course number LL 390; competence L-12). These classes may not be taken for a letter grade assessment. Therefore, work that might otherwise be assessed at grades A through C- will earn a Pass in these classes.

There are an additional five SNL courses within the Lifelong Learning Area of the BA curriculum for which instructors regularly use a Pass/Fail grading system that may instead be taken for a letter grade assessment if this is a student's preference. These classes are: Independent Learning Seminar (course number LL 103; competence L1); Writing for Competence (course number LL 260; competence L-4), Critical Thinking (course number LL 270; competence L-5), Research Seminar (course number LL 300; competences L-8 and L-9), and Externship (course number LL 302; competences L-10 and L-11). In addition, SNL's undergraduate Writing Workshop (course number LL 140; competence H-3-J) regularly uses Pass/Fail, although students may request a letter grade assessment. In these instances SNL offers undergraduate students the opportunity to request a letter grade assessment from their instructor. Students who need a letter grade for tuition reimbursement may wish to consider this option, as well as those who wish to raise their GPA. Students planning to attend graduate school may also prefer letter grades to Pass/Fail assessments.

If a student wants to switch the method of assessment, either to or from the Pass/Fail option, this must be requested from the instructor in writing by the beginning of the third week of the quarter. For courses that meet fewer than ten weeks of the quarter, this request must be made by the beginning of the third week of the course. The grading basis may not be changed after these deadlines, with no exceptions.

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For Students Who Need Accommodations Based on the Impact of a Disability

Students seeking disability-related accommodations are required to register with DePaul's Center for Students with Disabilities (CSD) enabling you to access accommodations and support services to assist your success. There are two office locations:

Center for Students with Disabilities (CSD)
Loop Campus: Lewis Center 1420. (312) 362-8002
Lincoln Park Campus: Student Center 370. (773) 325-1677
csd@depaul.edu

Students are also invited to contact their instructor privately to discuss your challenges and how the instructor may assist in facilitating the accommodations you will use in this course. This is best done early in the term and the conversation will remain confidential.

Dean of Students Office

The Dean of Students Office (DOS) helps students in navigating the university, particularly during difficult situations, such as personal, financial, medical, and/or family crises. Absence Notifications to faculty, Late Withdrawals, and Community Resource Referrals, support students both in and outside of the classroom. Additionally we have resources and programs to support health and wellness, violence prevention, substance abuse and drug prevention, and LGBTQ student services. We are committed to your success as a DePaul student. Please feel free to contact us.

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Protection of Human Subjects

For more information see: http://research.depaul.edu/

Demonstrating the acquisition of competencies in this course can involve "interactions"—interviewing and or observing other people—discussing those interviews or observations with other class members and writing them up in one or more final report(s). As such, these activities qualify as "research" with "human subjects" and are subject to University and Federal guidelines. Because it takes place in the context of this course, your research is exempt from approval by the School for New Learning's Local Review Board only under the following conditions:

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Copyright and Student Privacy

In accordance with DePaul’s Acceptable Use Policy, commentary and materials within SNL Online classes shall not be copied, reproduced or published elsewhere without the express written consent of individuals involved.

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Credits

This course was designed and produced by Dr. Japa K. Khalsa and staff at SNL Online of the School for New Learning of DePaul University.

©2010 School for New Learning, DePaul University. All Rights Reserved by SNL during contractual interval with the Author.

Printed in the USA.

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