online course syllabus national center for international ......intervention in northern uganda. new...

IS610 Power of One: Human Rights in Uganda of 25

Online Course Syllabus

National Center for International Studies IS610 Power of One: Human Rights in Uganda

3 Credit Hours Course Date: Summer II Term July 1-August 25, 2019

In-Country Travel Dates: August 6-17, 2019

Course Introduction

Instructor:

This information will be included in the first week announcement.

Office and Hours:

Phone:

E-mail:

Course Website:

Official Course Description Power of One courses explore psychology within an international context. Applies theoretical, practical, and professional knowledge related to working with diverse populations. This course is designed to provide students an in-depth understanding of Ugandan cultural norms, political practices, and beliefs and its intersectionality with international human rights. Throughout course content and in-country activities, students will critically analyze the moral langage of human rights and its use to justify well-meaning and well-intentioned western interventions, which have resulted in unintended hurtful consequences for the Ugandan people. Students will be challenged to consider how humanitarian aid and human rights interventions may be disrespectful, disempowering, patronizing, and short-sighted. Students will be encouraged to reconsider reorienting western approaches to human rights interventions in an effort to collaborate and bridge the cross-cultural divides.The study abroad component of this course will include activities in which students will be actively engaged in a diverse variety of in-country experiences focused on INGOs, NGOs, and community-based organizations that are making efforts to address critical human rights violations and needs in urban and rural communities of Uganda.

Institutional Learning Competencies and Outcomes

Institutional Learning Outcomes

Please refer to the Statement of Values for a description of how our Institutional Learning Goals are derived. Diversity Graduates will respect the value and dignity of individuals and groups across all cultural contexts, and advocate for inclusion and equity. They will demonstrate intercultural competence in domestic and international contexts with people who have ideas, beliefs, worldviews, experiences, and behaviors that are different from their own.

By the end of this course, students will be able to…

• CLO1: Demonstrate knowledge of the world-view of the local culture within the context of psychology. o MLO1 – Describe how elements of the Ugandan culture, history, politics, and social norms may influence

perceptions of human rights. o MLO2 – Demonstrate the ability to respond in a culturally responsive and competent way to diverse

populations across a variety of settings.

• CLO2: Analyze differences between host culture and own culture. o MLO3 – Describe how community concerns, culture, education, politics, and social norms differ between

your community and the Ugandan community. o MLO4 – Demonstrate the ability to self-reflect and critically consider how your own cultural norms and

expectations may influence perceptions and judgements of a different culture.


o MLO5 – Interact with others in a respectful, culturally-sensitive manner by demonstrating knowledge of

individual and group differences.

• CLO3: Examine global perspective in relation to their professional and academic goals. o MLO6 – Describe self in relation to results of the Global Perspectives Inventory. o MLO7 – Integrate ethical and professional codes, standards, and regulations while addressing

international situations with cultural competence and sensitivity.

• CLO4: Explain personal, professional and academic impact of their experience abroad. o MLO8 – Reflect on personal experiences and how their perceptions have changed through engaging with

course material. o MLO9 – Describe the most transformative personal, professional, and academic impact of their study

abroad experience. Professional Behavior Graduates will be able to demonstrate by their values, beliefs and behaviors adherence to the highest ethical and professional standards in their personal and professional lives.


• CLO5: Recognize value of interacting with individuals with backgrounds and/or perspectives different from their own.

o MLO10 – Discuss changes in cultural, educational, political, and social perspectives that result from analyzing the course content and in-country activities.

o MLO11 – Reflect on your own personal biases and cultural expectations of human rights interventions.

• CLO6: Demonstrate ability to tolerate ambiguity in complicated environments where clear cut answers or standard operating procedures are absent.

o MLO12 – Examine global issues and perspectives between the United States and Uganda. o MLO13 – Demonstrates flexibility, adaptability, preparation, and active engagement with faculty and in-

country partners.

• CLO7: Practice responsibility and accountability by making appropriate decisions on behavior and accepting the consequences of their actions.

o MLO14 – Demonstrates expected professional behavior and comportment for entire duration of program and in all interactions with students, faculty, administrators, and in-country partners and hosts.

• CLO8: Demonstrate ability to be self-reliant in non-classroom environment. o MLO15 – Independently complete all course readings and assignments. o MLO16 – Punctuality and active engagement in all required in-country activities with few prompts and

reminders. Professional Practice Graduates will be able to integrate scientific research and theory, as broadly defined, to enhance their scholarly and professional endeavors.


• CLO9: Analyze the intersectionality between universal human rights and Ugandan cultural and social norms as reflected in political and legal systems.

o MLO17 – Critically analyze and evaluate the application of human rights interventions in the Ugandan cultural, social, educational, and political contexts.

o MLO18 – Reflect on themes and connections between theories and interventions.


Required Texts and Electronic Reserves

Required Texts

Title ISBN-13 Publisher’s Price

Branch, A. (2013). Displacing human rights: War and intervention in northern Uganda. New York, NY: Oxford University Press, Inc.

9780199782086 $60.00

Conte, C. (Ed.) (2015). Crossroads: Women Coming of Age in Today’s Uganda. North Charleston, SC: CreateSpace Independent Publishing Platform.

9781507680223 $7.50

Required Readings Abimanyi-Ochom, J. & Mannan, H. (2014). Uganda’s Disability Journey: Progress and Challenges. African Journal of Disability, 3(1),

Ar. #108.

Cheney, K. (2012). Locating Neocolonialism, “Tradition”, and Human Rights in Uganda’s “Gay Death Penalty.” African Studies Review, 55(2), pp.77-95.

Clark-Kazak, C.R. (2010). The politics of protection: aid, human rights discourse, and power relations in Kyaka II settlement, Uganda. Disasters, 34(1), pp.55-70.

Cooper, S., Ssebunnya, J., Kigozi, F., Lund, C., Flisher, A., & The MHAPP Research Programme Consortium. (2010). Viewing Uganda’s mental health system through a human rights lens. International Review of Psychiatry, 22(6), pp.578-588.

Duff, P., Muzaaya, G., Muldoon, K., Dobrer, S., Akello, M., Birungi, J., & Shannon, K. (2017). High rates of Unintended Pregnancies among Young Women Sex Workers in Conflict-affected Northern Uganda: The Social Contexts of Brothels/Lodges and Substance Use. African Journal of Reproductive Health, 21(2), pp.64-72.

Katsui, H. & Kumpuvuori, J. (2008). Human Rights Based Approach to Disability in Development in Uganda: A Way to Fill the Gap between Political and Social Spaces? Scandanavian Journal of Disability Research, 10(4), pp.227-236.

Ilcan, S. & Rygiel, K. (2015). “Resiliency Humanitarianism”: Responsibilizing Refugees through Humanitarian Emergency Governance Camp. International Political Sociology, 9, pp.333-351.

Nannyonjo, J. (2005). Conflicts, Poverty, and Human Development in Northern Uganda. The Round Table, 94(381), pp.473-488.

Ochen, E.A. (2014). Traditional Acholi mechanisms for reintegrating Ugandan child abductees. Anthropology Southern Africa, 37(3-4), pp.239-251.

Sarkin, J. (2015). The Interrelationship and Interconnectness of Transitional Justice and the Rule of Law in Uganda: Pursuing Justice, Truth, Guarantees of Non-Repetition, Reconciliation and Reparations for Past Crimes and Human Rights Violations. Hague Journal Rule of Law, 7, pp.111-139.

UNICEF (n.d.) UN Convention on the Rights of the Child in Child Friendly Language.

Uganda Human Rights Commission. (2017). Assessment of the National Legal Framework on the rights of the child to determine compability with the UN Convention on the rights of the child. In Uganda Human Rights Commission. 20th Annual Report, p.139-154.

Uganda Human Rights Commission. (2017). Sexual violence and exploitation against children in schools. In Uganda Human Rights Commission’s 20th Annual Report, p.101-112.

United Nations (2015). Convention on the Rights of Persons with Disabilities and Optional Protocol.

United Nations (2015). Universal Declaration of Human Rights Illustrated Booklet.


Weblinks/Videos The Chicago School of Professional Psychology

Know Before You Go- Pre-Departure Guide to International Programs.

Pre-Departure Orientation – Health & Safety

TCSPP - International Travel Registration

Al Jazeera. (2017). Uganda’s School for Life: Educating out of Poverty – Rebel Education. Retrieved from https://www.youtube.com/watch?v=11Je-rI-vsc

BBC. (2018, May 10). Uganda country profile. Retrieved from https://www.bbc.com/news/world-africa-14107906

CDC. (2018, November 7. Health Information for Travelers to Uganda. Retrieved from https://wwwnc.cdc.gov/travel/destinations/traveler/none/uganda?s_cid=ncezid-dgmq-travel-single-001

Disabled Peoples Organizations Denmark. (2012). What chickens can do for disabled women in Uganda. Retrieved from https://www.youtube.com/watch?v=kF0S_bRzCXo

Hearts-Vision. (2013). Street Children Uganda Documentary. Retrieved from https://www.youtube.com/watch?v=Hw9ocUt4uaE

MIFUMI (2013). What Price – Bride Price? Documentary. Retrieved from https://www.youtube.com/watch?v=Gmp4ogS1UH8

UNICEF. (2015). Children with Disabilities in Uganda. Retrieved from https://www.youtube.com/watch?v=9KN7ZjaZnfc

https://my.thechicagoschool.edu/community/studentresources/ie/Documents/Study%20Abroad/Student%20Handbook%20for%20Study%20Abroad%20And%20Field%20Experience.pdf

https://prezi.com/view/Zs18jzTrHaqebpVX38y3/

https://my.thechicagoschool.edu/community/studentresources/ie/Pages/Travel-Database.aspx

https://www.youtube.com/watch?v=11Je-rI-vsc

https://www.bbc.com/news/world-africa-14107906

https://wwwnc.cdc.gov/travel/destinations/traveler/none/uganda?s_cid=ncezid-dgmq-travel-single-001

https://www.youtube.com/watch?v=kF0S_bRzCXo

https://www.youtube.com/watch?v=Hw9ocUt4uaE

https://www.youtube.com/watch?v=Gmp4ogS1UH8

https://www.youtube.com/watch?v=9KN7ZjaZnfc


Course Schedule, Assignments, and Grading

Module/ Unit

Module Readings Topic Learning

Outcomes Assignments

Points / Assessment

Method

Module 1 Introduction to

Human Rights in Uganda

July 1-7, 2019

United Nations (2015). Universal Declaration of Human Rights Illustrated Booklet. BBC. (2018, May 10). Uganda country profile. Retrieved from https://www.bbc.com/news/world-africa-14107906 CDC. (2018, November 7. Health Information for Travelers to Uganda. Retrieved from https://wwwnc.cdc.gov/travel/destinations/traveler/none/uganda?s_cid=ncezid-dgmq-travel-single-001 Branch, A. (2013). Displacing human rights: War and intervention in northern Uganda. New York, NY: Oxford University Press, Inc. Chapter 1: Human Rights Intervention in Africa Sarkin, J. (2015). The Interrelationship and Interconnectness of Transitional Justice and the Rule of Law in Uganda: Pursuing Justice, Truth, Guarantees of Non-Repetition, Reconciliation and Reparations for Past Crimes and Human Rights Violations. Hague Journal Rule of Law, 7, pp.111-139. Namubiru, L. (2015). It’s Complicated. In Conte, C. (Ed.), Crossroads: women coming of age in today’s Uganda. North Charleston, SC: Createspace Independent Publishing Platform.

UNIT 1 Introduction to Human Rights

PLOs Addressed: Diversity, Professional Behavior, Professional Practice CLOs Addressed: CLO1, CLO2, CLO4, CLO5, CLO6, CLO8, CLO9 MLOs Addressed: MLO1, MLO3, MLO4, MLO8, MLO10, MLO11, MLO12, MLO15, MLO17, MLO18

Introduce Yourself Post must be made by Wednesday, 11:59pm CST of the first week of class. Unit 1 Discussion Initial post due Wednesday, 11:59pm, CST Final replies due Saturday, 11:59pm, CST MLOs Addressed: MLO1, MLO3, MLO10, MLO12, MLO17

Human rights violations occur daily around the world. Select one of the UN’s basic human rights and describe the potential impact and consequences of a violation of this human right. How would you expect a civil society to seek justice on your behalf for the violation of this basic human right? How would this human rights violation likely be addressed in Uganda?

Required for Attendance Not graded Discussion Rubric 20 points

UNIT 2 History of

Human Rights Interventions in

Uganda

PLOs Addressed: Diversity, Professional Behavior, Professional Practice CLOs Addressed: CLO1, CLO2, CLO4, CLO5, CLO6, CLO8, CLO9

Unit 2 Journal Reflections Complete a 1-2 page journal reflection based on the following prompt.

Western interventions have been brought to Uganda throughout its history. Despite the well-meaning intentions of many of these western interventionists, much of this “helping” has hurt and harmed the Ugandan people. When does helping hurt? How have well-meaning western interventions contributed to the oppression and demoralization of Ugandan people? How do these insights impact or influence your

Journal Reflections Rubric 20 points

https://www.bbc.com/news/world-africa-14107906




MLOs Addressed: MLO1, MLO3, MLO4, MLO8, MLO10, MLO11, MLO12, MLO15, MLO17, MLO18

impression of NGOs and other western human rights interventions? Due Sunday, 11:59pm, CST MLOs Addressed: MLO3, MLO4, MLO8, MLO10, MLO11 Global Perspectives Inventory Pre-Test (Pre-GPI) – Due Sunday, 11:59pm, CST MLOs Addressed: MLO6 International Travel Registration (ITR) Due Sunday, 11:59pm, CST

5 points upon completion Must be completed before travel will be approved. Not graded

Module 2 Universality of Human Rights July 8-14, 2019

Branch, A. (2013). Displacing human rights: War and intervention in northern Uganda. New York, NY: Oxford University Press, Inc. Chapter 2: The Politics of Violence in Acholiland Clark-Kazak, C.R. (2010). The politics of protection: aid, human rights discourse, and power relations in Kyaka II settlement, Uganda. Disasters, 34(1), pp.55-70.

Hearts-Vision. (2013). Street Children Uganda Documentary. Retrieved from https://www.youtube.com/watch?v=Hw9ocUt4uaE Ilcan, S. & Rygiel, K. (2015). “Resiliency Humanitarianism”: Responsibilizing Refugees through Humanitarian Emergency Governance Camp. International Political Sociology, 9, pp.333-351.

Nannyonjo, J. (2005). Conflicts, Poverty, and Human Development in Northern Uganda. The Round Table, 94(381), pp.473-488.

Twine, P. (2015). Wife of the Enemy. In Conte, C. (Ed.), Crossroads: women coming of age in today’s Uganda.

UNIT 3 Politics, Power,

and Agency


Unit 3 Discussion Initial post due Wednesday, 11:59pm, CST Final replies due Saturday, 11:59pm, CST MLOs Addressed: MLO1, MLO3, MLO10, MLO12, MLO17

What is power and who controls it? In other words, what factors contribute to the distribution of power? Discuss the role of power in the dynamics of oppression and protection. Give an example of how these dynamics play out in your home country and in Uganda.

Discussion Rubric 20 points

UNIT 4 Poverty

PLOs Addressed: Diversity, Professional Behavior, Professional Practice


Poverty is one of the primary issues facing IDPs, refugees, orphaned and vulnerable children in


https://www.youtube.com/watch?v=Hw9ocUt4uaE


North Charleston, SC: CreateSpace Independent Publishing Platform.

CLOs Addressed: CLO1, CLO2, CLO4, CLO5, CLO6, CLO8, CLO9 MLOs Addressed: MLO1, MLO3, MLO4, MLO8, MLO10, MLO11, MLO12, MLO15, MLO17, MLO18

Uganda today. What are the sociocultural factors that impact upon community based care for IDPs, refugees, orphaned and vulnerable children? Evaluate the role of NGO assistance, past and present, in shaping the community response to caring for their refugees, internally displaced persons, and vulnerable youth. Due Sunday, 11:59pm, CST MLOs Addressed: MLO3, MLO4, MLO8, MLO10, MLO11

Module 3 Health and Safety July 15-21, 2019

Abimanyi-Ochom, J. & Mannan, H. (2014). Uganda’s Disability Journey: Progress and Challenges. African Journal of Disability, 3(1), Ar. #108. Branch, A. (2013). Displacing human rights: War and intervention in northern Uganda. New York, NY: Oxford University Press, Inc. Chapter 3: Humanitarianism, Violence, and the Camp Disabled Peoples Organizations Denmark. (2012). What chickens can do for disabled women in Uganda. Retrieved from https://www.youtube.com/watch?v=kF0S_bRzCXo

Cooper, S., Ssebunnya, J., Kigozi, F., Lund, C., Flisher, A., & The MHAPP Research Programme Consortium. (2010). Viewing Uganda’s mental health system through a human rights lens. International Review of Psychiatry, 22(6), pp.578-588. Katsui, H. & Kumpuvuori, J. (2008). Human Rights Based Approach to Disability in Development in Uganda: A Way to Fill the Gap between Political and Social Spaces? Scandanavian Journal of Disability Research, 10(4), pp.227-236.

UNIT 5 Health,

Disability, and Access to

Healthcare



Compare and contrast the health care systems between your home country and Uganda. How do differing systems of care and accessibility to and availability of health care reflect socio-cultural-spiritual beliefs about health, illness, and disability? What role do mental health professionals play in advancing the human rights of persons with disability at home and in an international context?


UNIT 6 Mental Health

Care



Disability discrimination is often based on misinformation and misattribution that one


https://www.youtube.com/watch?v=kF0S_bRzCXo


United Nations (2015). Convention on the Rights of Persons with Disabilities and Optional Protocol.

UNICEF. (2015). Children with Disabilities in Uganda. Retrieved from https://www.youtube.com/watch?v=9KN7ZjaZnfc Twongyeirwe, H. (2015). The Girl with Scars. In Conte, C. (Ed.), Crossroads: women coming of age in today’s Uganda. North Charleston, SC: CreateSpace Independent Publishing Platform.

CLOs Addressed: CLO1, CLO2, CLO4, CLO5, CLO6, CLO8, CLO9 MLOs Addressed: MLO1, MLO3, MLO4, MLO8, MLO10, MLO11, MLO12, MLO15, MLO17, MLO18

group holds about another. In Uganda, disabilities are often attributed to spiritual influences. What are some underlying reasons for these views i.e. what purpose do these attributions serve? How do these views affect the way people with disabilities are regarded and/or treated by their families? Their communities? Discuss how Western interventions which try to fix the disability (the Medical Model of Disability) or assume that persons with disabilities are incapable of acting for themselves (the Charity Model of Disability) contribute to destructive attitudes and conceptualizations of persons with disabilities. Offer an alternative perception(s) of disability which promotes positive attitudes and conceptualizations of persons with disabilities. As a psychologist, how might you come alongside Ugandan communities in shifting the discourse regarding persons with disabilities? Due Sunday, 11:59pm, CST MLOs Addressed: MLO3, MLO4, MLO8, MLO10, MLO11

https://www.youtube.com/watch?v=9KN7ZjaZnfc


Module 4 Sex and Gender July 22-28, 2019

Branch, A. (2013). Displacing human rights: War and intervention in northern Uganda. New York, NY: Oxford University Press, Inc. Chapter 4: Peacebuilding and Social Order Cheney, K. (2012). Locating Neocolonialism, “Tradition”, and Human Rights in Uganda’s “Gay Death Penalty.” African Studies Review, 55(2), pp.77-95. Duff, P., Muzaaya, G., Muldoon, K., Dobrer, S., Akello, M., Birungi, J., & Shannon, K. (2017). High rates of Unintended Pregnancies among Young Women Sex Workers in Conflict-affected Northern Uganda: The Social Contexts of Brothels/Lodges and Substance Use. African Journal of Reproductive Health, 21(2), pp.64-72.

MIFUMI (2013). What Price – Bride Price? Documentary. https://www.youtube.com/watch?v=Gmp4ogS1UH8 Ariba, C. (2015). Crossroads. In Conte, C. (Ed.), Crossroads: women coming of age in today’s Uganda. North Charleston, SC: CreateSpace Independent Publishing Platform. Namazzi, G. (2015). A Victim No More. In Conte, C. (Ed.), Crossroads: women coming of age in today’s Uganda. North Charleston, SC: CreateSpace Independent Publishing Platform.

UNIT 7 Gender Based

Violence



Describe your initial reactions and responses to the traditional cultural practice of “Bride Price”. How do the local and international communities address the intersectionality between traditional cultural practices and basic human rights? What right, role, or responsibily do international mental health professionals have in changing traditional cultural practices?


UNIT 8 Modern Day

Slavery

PLOs Addressed: Diversity, Professional Behavior, Professional Practice CLOs Addressed: CLO1, CLO2, CLO4, CLO5, CLO6, CLO8, CLO9 MLOs Addressed: MLO1, MLO3, MLO4, MLO8, MLO10, MLO11, MLO12, MLO15,


When trauma related to gender-based violence is widespread in a community culture, reactions may be muted and symptoms can become the norm. To what extent is it the role of the Ugandan political and social systems to fight for gender equality and against gender-based violence, and to what extent is it the role of the Ugandan women to demand it?

Discuss how changes in concepts of masculine and feminine roles and rights may affect families, schools, workplaces, and culture. Given the historical and cultural roots of gender-based violence in Uganda, is it wise for other nations/


https://www.youtube.com/watch?v=Gmp4ogS1UH8


MLO17, MLO18

NGOs to suggest or enforce gender equality and women’s rights?

Due Sunday, 11:59pm, CST MLOs Addressed: MLO3, MLO4, MLO8, MLO10, MLO11 Pre-Departure Orientation – Health & Safety Pre-Departure Orientation – Academic & Country Specific by Faculty and Logistic by IPS

5 points upon completion 5 points upon completion

Module 5 Children

July 29-August 4, 2019

UNICEF (n.d.) UN Convention on the Rights of the Child in Child Friendly Language. Al Jazeera. (2017). Uganda’s School for Life: Educating out of Poverty – Rebel Education. Retrieved from https://www.youtube.com/watch?v=11Je-rI-vsc Assessment of the National Legal Framework on the rights of the child to determine compability with the UN Convention on the rights of the child. In Uganda Human Rights Commission. 20th Annual Report, p.139-154. Branch, A. (2013). Displacing human rights: War and intervention in northern Uganda. New York, NY: Oxford University Press, Inc. Chapter 5 Ethnojustice: The Turn to Culture Uganda Human Rights Commission. (2017). Sexual violence and exploitation against children in schools. In Uganda Human Rights Commission’s 20th Annual Report, p.101-112. Walusimbi, L. (2015). School of Fear. In Conte, C. (Ed.), Crossroads: women coming of age in today’s Uganda. North Charleston, SC: CreateSpace Independent Publishing Platform.

UNIT 9 Children’s

Rights: Abuse and Neglect



Compare and contrast the perceptions and treatment of children in your home country and in Uganda. Imagine you are a Ugandan child living in the war affected north. As a Ugandan child, which of the UN Rights of the Child would you be most determined to advocate for and why? Who bears the responsibility to speak up for children and youth?


UNIT 10 Education

PLOs Addressed: Diversity, Professional Behavior, Professional Practice CLOs Addressed: CLO1, CLO2, CLO4, CLO5, CLO6, CLO8, CLO9

GoToMeeting Pre-Departure Meeting Time/Date: TBA Unit 10 Journal Reflections Complete a 1-2 page journal reflection based on the following prompt.

Although corporal punishment is illegal in Uganda, it is still widely used in households and schools across the country. Describe your personal and professional views regarding the use of corporal punishment in both private and

GTM Participation 5 points

https://www.youtube.com/watch?v=11Je-rI-vsc


MLOs Addressed: MLO1, MLO3, MLO4, MLO8, MLO10, MLO11, MLO12, MLO15, MLO17, MLO18

public spaces. Describe alternative disciplinary strategies you might suggest for parents and teachers within the Ugandan context. How might you encourage parents and teachers to try these alternative disciplinary strategies? As a psychologist, how might you support them in the implementation of these strategies?

Due Sunday, 11:59pm, CST MLOs Addressed: MLO3, MLO4, MLO8, MLO10, MLO11


Module 6 Freedom

August 5-11, 2019

Branch, A. (2013). Displacing human rights: War and intervention in northern Uganda. New York, NY: Oxford University Press, Inc. Chapter 8 Beyond Intervention Ochen, E.A. (2014). Traditional Acholi mechanisms for reintegrating Ugandan child abductees. Anthropology Southern Africa, 37(3-4), pp.239-251. Segawa, N. (2015). My Name. In Conte, C. (Ed.), Crossroads: women coming of age in today’s Uganda. North Charleston, SC: CreateSpace Independent Publishing Platform.

UNIT 11 Reconsidering Human Rights Interventions


Unit 11 Pre-Departure Journal Reflections Complete a 1-2 page journal reflection based on the following prompt.

Reflect on the arc of your journey and what you have gained, personally and professionally, throughout the online portion of this course. How have your impressions of Uganda changed throughout the online portion of this course? What expectations are you bringing to Uganda? What are you most excited about? What are you most nervous or afraid of? What do you hope to gain personally and professionally from your Uganda encounters? Due Tuesday, 11:59pm, CST MLOs Addressed: MLO3, MLO4, MLO8, MLO10, MLO11


UNIT 12 International Travel and In-Country Study

Abroad Experiences

PLOs Addressed: Diversity, Professional Behavior, Professional Practice CLOs Addressed: CLO1, CLO2, CLO3, CLO5,

Travel: In-Country Participation, Daily Reflection Process Group, and Professional Behavior and Comportment For 10 days of the study abroad in-country portion of this course, you can earn up to 20 points per day based on expectations for successful, respectful engagement on ground in Uganda. In addition, students will be observed and may earn up to 8 points per day for professional behavior and comportment. On one day, students will be expected to engage in a service learning project in an urban learning center for vulnerable

Participation Rubric (200 points)


CLO6, CLO7, CLO8, CLO9 MLOs Addressed: MLO2, MLO4, MLO5, MLO7, MLO10, MLO11, MLO13, MLO14, MLO16, MLO17, MLO18

and disadvantaged youth. In this way, students will be giving back to our host country. MLOs Addressed: MLO2, MLO4, MLO5, MLO7, MLO10, MLO11, MLO13, MLO14, MLO16 “Uganda” Journal Due daily. Upload to Canvas before 11:59 p.m. EAT The expectation is that students will keep a daily “Uganda” journal, documenting their reflections during their time in Uganda. This will help inform their signature assignment. You can earn up to 10 points per day based on a thoughtful, self-reflective journal entry. MLOs Addressed: MLO3, MLO4, MLO8, MLO9, MLO10, MLO11, MLO12, MLO17, MLO18

Professional Behavior and Comportment Rubric (80 points) In-Country “Uganda” Journal Rubric (100 points)

Module 7 August 12-

18,2019 No Readings


Abroad Experiences

PLOs Addressed: Diversity, Professional Behavior, Professional Practice CLOs Addressed: CLO1, CLO2, CLO3, CLO5, CLO6, CLO7, CLO8, CLO9 MLOs Addressed: MLO2, MLO4, MLO5, MLO7, MLO10, MLO11, MLO13, MLO14, MLO16, MLO17, MLO18

Travel: In-Country Participation and Daily Reflection Process Groups and Professional Behavior and Comportment MLOs Addressed: MLO2, MLO4, MLO5, MLO7, MLO10, MLO11, MLO13, MLO14, MLO16


Abroad Experiences


Capstone Assignment – Reflection paper Due Wednesday 08/21/2019 11:59 pm CST to CANVAS. Students are to write a 7-8 page (excluding title page, abstract and reference pages) reflective paper applying what you have learned from the online preparation weeks and experiences in country. The Signature Assignment should be written in APA format including title page, abstract and body of paper, and reference pages.

Capstone Assignment Rubric (100 pts)


CLOs Addressed: CLO1, CLO2, CLO3, CLO5, CLO6, CLO7, CLO8, CLO9 MLOs Addressed: MLO2, MLO4, MLO5, MLO7, MLO10, MLO11, MLO13, MLO14, MLO16, MLO17, MLO18

Topics that might be included will reflect your orientation as a psychologist. You will draw on the readings from this course as well as your in-country experiences (you should include a minimum of 5 references). This assignment should be an integration of your learning that blends together elements of your course experiences and all assignments. You might include reflections on:

• Human Rights progress in a developing nation

• Gender issues and Women’s Rights

• Child protection

• Ability/Disability

• War Trauma and Refugees

• The role of NGO’s /INGO’s as partners in building sustainable change.

This assignment should also include personal reflections about your experiences

• What have you learned about yourself?

• What have you learned about others (Ugandan people, international professionals, your colleagues etc.)?

• How has this study-abroad experience impacted your engagement with people who are different from you?

• How has this study abroad experience shaped your understanding of your potential role(s) as a psychologist?

• How has this study abroad experience shaped your global perspective? And what are the implications of these changes?

MLOs Addressed: MLO3, MLO4, MLO8, MLO9, MLO10, MLO11, MLO12, MLO17

Module 8

No Readings Conclusion and

Wrap-Up

PLOs Addressed: Diversity, Professional Behavior, Professional Practice CLOs Addressed: CLO1, CLO2, CLO3, CLO4, CLO5, CLO9

Capstone Assignment – Reflection paper Due Wednesday 08/21/2019 11:59 pm CST to CANVAS. MLOs Addressed: MLO3, MLO4, MLO8, MLO9, MLO10, MLO11, MLO12, MLO17, MLO18 Global Perspectives Inventory Post-Test (Post-GPI) MLO Addressed: MLO6

Capstone Assignment Rubric (100 pts) 5 points for completion


MLOs Addressed: MLO1, MLO3, MLO4, MLO6, MLO8, MLO9, MLO17, MLO18


Assignment Points for Each Assignment

Total Points

Global Perspectives Inventory Pre-Test 5 5

Pre-Departure Orientation – Health & Safety 5 5

Pre-Departure Orientation – Academic & Country Specific by Faculty and Logistic by IPS

5 5

Pre-Departure GTM Participation 5 5

Discussion 20 100

Journal Reflections 20 120

In-Country Participation and Engagement 200 200

Professional Behavior and Comportment 80 80

In-Country “Uganda” Journal 100 100

Capstone Assignment 100 100

Global Perspectives Inventory Post-Test 5 5

Total 725

Grading Distribution

Letter Grade Percent of Grade Point Range

A 94-100% 682-725

A- 90-93% 652-681

B+ 88-89% 638-651

B 83-87% 602-637

B- 80-82% 580-601

C 70-79% 508-579

F 69% and below 0-507


Course Rubrics

Program Learning Outcome Assessed

Demonstration Level 1 (Unacceptable)

Demonstration Level 2 (Minimal)

Demonstration Level 3 (Expected)

Demonstration Level 4 (Advanced)

Diversity A graduate will be able to apply theoretical and practical knowledge about ethnic, racial, gender, sexual, cultural, religious, age, and ability differences in professional work.

Does not demonstrate knowledge of the world-view of the local culture within the context of psychology. Unable to analyze differences between host culture and own culture. Unable to articulate global perspective in relation to their professional and academic goals. Cannot explain personal, professional, and academic impact of their experience abroad.

Demonstrates basic knowledge of the world-view of the local culture within the context of psychology. Can analyze some basic differences between host culture and own culture. May not be able to articulate global perspective in relation to their professional and academic goals; when prompted can describe basic personal, professional, and academic impacts of their experience abroad.

Demonstrates knowledge of the world-view of the local culture within the context of psychology. Can analyze several basic differences between host culture and own culture. Able to articulate general understanding of global perspective in relation to their professional and academic goals. Can describe personal, professional, and academic impacts of their experience abroad.

Demonstrates extensive knowledge of the world-view of the local culture within the context of psychology. Can critically analyze several differences between host culture and own culture. Presents understanding of global perspective in relation to their professional and academic goals. Can articulate and critically analyze personal, professional, and academic impacts of their experience abroad.

Professional Behavior A graduate will be able to function in a professional and ethical manner in online classroom, off-site training, and community work settings.

Unable to recognize the value of interacting with individuals with backgrounds and/or perspectives different from their own. Intolerant of ambiguity in complicated environments where clear cut anwers or standard operating procedures are absent. Does not take responsibility or accountability by making appropriate decisions on behavior or accepting the consequences of their actions. Does not demonstrate self-reliance in non-classroom environment.

Basic recognition of value of interacting with individuals with backgrounds and/or perspectives different from their own. Some tolerance of ambiguity in complicated environments where clear cut answers or standard operating procedures are absent. Generally takes responsibility or accountability by making appropriate decisions on behavior or accepting the consequences of their actions. Demonstrate self-reliance in non-classroom environment.

Recognizes value of interacting with individuals with backgrounds and/or perspectives different from their own. Tolerant of ambiguity in complicated environments where clear cut answers or standard operating procedures are absent. Takes responsibility or accountability by making appropriate decisions on behavior or accepting the consequences of their actions. Demonstrate self-reliance in non-classroom environment.

Recognizes and critically evaluates value of interacting with individuals with backgrounds and/or perspectives different from their own. Embraces opportunity to learn from ambiguity in complicated environments where clear cut answers or standard operating procedures are absent. Takes responsibility or accountability by making appropriate decisions on behavior or accepting the consequences of their actions. Demonstrate self-reliance in non-classroom environment.

Professional Practice A graduate will be able to integrate scientific research and theory, as broadly defined, to enhance their scholarly and professional endeavors.

Lacks understanding or recognition or value the unique worldview of others by integrating knowledge of the connection between forms of oppression, human rights violations, shared group histories, and socio-political factors.

Demonstrates basic ability to understand or recognize and value the unique worldview of others by integrating knowledge of the connection between forms of oppression, human rights violations, shared group histories, and socio-political factors.

Demonstrates expected ability to understand or recognize and value the unique worldview of others by integrating knowledge of the connection between forms of oppression, human rights violations, shared group histories, and socio-political factors.

Demonstrates exceptional ability to understand or recognize and value the unique worldview of others by integrating knowledge of the connection between forms of oppression, human rights violations, shared group histories, and socio-political factors.


Discussion Rubric

1. Initial posts are due by Wednesday at 11:59 p.m. CST. Feedback and responses to discussion posts are due by Saturday at 11:59 p.m. CST.

2. 1 point will be deducted for each day the initial post is late. 3. Posting replies on Thursday and Friday of the week is good practice to enrich discussions. Any posts later than Saturday

decreases your impact on the discussion 4. Interaction is key to a rigorous discussion: participation over 3 separate days each week is optimal, as described below. 5. Posting all or the majority of your contribution on last day of the week will result in decreased points.

Grading Area Demonstration Level 1

(unacceptable) Demonstration Level 2

(minimal) Demonstration Level 3

(expected) Demonstration Level 4

(advanced)

Initial Post: Demonstration of Quality Content, Reflection, and Integration of Course Material

The initial post for this discussion lacks a statement that addresses the discussion prompt and failes to provide evidence supported by class materials or other sources and does not stimulate further discussion. 0-2 points

The initial post for this discussion includes a statement that partially addresses the discussion prompt. However, this answer fails to provide evidence supported by class materials or other sources and does not stimulate further discussion. 3-4 points

The initial post for this discussion includes a statement that adequately addresses the discussion prompt. This response is supported by class materials or other sources and stimulates further discussion. 5-6 points

The initial post for this discussion includes a strong statement that thoroughly addresses the discussion prompt. This response incorporates a concise statement(s) supported by class materials or other scholarly sources and stimulates further discussion. 7-8 points

Follow-Up Posts: Participation as a Member of the Learning Community

Student does not give feedback to a minimum of two other initial posts or the feedback constitutes simple agreement or lacks critical thought or knowledge or were posted too late in the week to have an impact. 0-2 points

Student’s feedback to the minimum of 2 other initial posts exhibit solid answers that may fail to address the posts adequately, are not supported by readings or other sources, or fail to encourage other participants to further explore the topic or consider an alternative perspective. In addition, replies were posted late in the week. 3-4 points

Student’s feedback to a minimum of 2 other initial posts exhibit solid answers that adequately address the post, are supported by readings or other sources, and encourage other participants to further explore the topic. 5-6 points

Student’s feedback to a mimum of 3 initial posts exhibit substantive answers that address the post, are supported by readings or other sources, encourage other participants to further explore the topic and consider an alternative perspective. 7-8 points

Responsive to Feedback: Ongoing participation in own’s own discussion post

Student does not adequately provide evidence of participating in the discussion forum throughout the week as evidenced by a lack of response to feedback received on initial post or all responses are provided in one day. 0-1 point

Student’s response shows attention to feedback received but lacks substance. Student does not adequately provide evidence of participating in the discussion forum throughout the week. 2 points

Student participates in the discussion forum at least 3 separate days of the week, writes proficient but not as substantive responses to all feedback received on student’s initial post. 3 points

Student participates in the discussion forum at least 3 separate days of the week, writes substantial responses to all feedback received on student’s initial post. 4 points

Total 20 total points


Journal Reflections Rubric





(advanced)

Depth of Reflection

Student demonstrates little or no understanding of the writing prompt and subject matter of the entry. The reflection needs revision. 0-2 points

Student demonstrates a basic understanding of the writing prompt and the subject matter of the entry. 3-5 points

Student demonstrates a thoughtful understanding of the writing ptompt and subject matter of the entry. 6-8 points

Student demonstrates a conscientious and thorough understanding of the writing prompt and the subject matter of the entry. This reflection can be used as an example for other students. 9-10 points

Use of scholarly evidence and historical context

Student fails to use any examples from the text. Statements made in the student’s own words are unsupported or irrelevant to the topic at hand. 0-2 points

Student uses incomplete or vaguely developed examples to partially support claims with few connections made between sources. 3-5 points

Student uses examples from class materials and/or scholarly sources to support claims in the student’s own words, making applicable connections between sources. 6-8 points

Student uses specific and persuasive examples from class materials and scholarly sources to support claims in the student’s own words, making insightful and applicable connections between sources. 9-10 points


In Country Attendance & Engagement Rubric





(advanced)

Attendance Student is disengaged with unexcused absences from required in-country activities. More than several occasions are not punctual. Requires many prompts or reminders and creates inexcusable delays for program. 0-60 points

Student attends all required in-country activities. One occasion is not punctual. Requires some prompts or reminders. 60-79 points

Student is punctual and completely attends all required in-country activities without few prompts or reminders. 80-99 points

Student is punctual and completely attends all required in-country activities without any prompts or reminders- exhibits complete self-reliance. 100 points

Participation & Engagement

Student does not prepare in advance for activities; does not actively listen, is distracted during program; does not contribute or advance knowledge of activity; does not engage with faculty and in-country partners. 0-60 points

Student prepares in advance for a few activities; occasionally listens actively; during activities is present and occasionally engages and participates. 60-79 points

Student prepares in advance for most activities; actively listens for most of program; contributes some knowledge to activity; professionally engages with faculty and in-country partners. 80-99 points

Student fully prepares in advance for activities; actively listens throughout duration of program; contributes and advances knowledge of activity in respectful and appropriate manner; professionally engages with faculty and in-country partners. 100 points



Professional Behavior & Comportment Rubric





(advanced)

Professional Behavior and Comportment

Student demonstrates unprofessional behavior or comportment during program and/or in more than one interaction with students, faculty, administrators or any in-country partners. 0-19 points

Student demonstrates expected professional behavior and comportment for most of program and in almost all interactions with students, faculty, administrators and all in-country partners. 20-49 points

Student demonstrates expected professional behavior and comportment for entire duration of program and in all interactions with students, faculty, administrators and all in-country partners. 50-79 points

Student demonstrates exemplary and model professional behavior and comportment for entire duration of program and in all interactions with students, faculty, administrators and all in-country partners. 80 points


In-country “Uganda” Journal Reflections Rubric





(advanced)

Depth of Reflection

Student demonstrates little or no self-reflection with a lack of insight or meaningful thoughtfulness. The reflection needs revision. 0-35 points

Student demonstrates basic self-reflection with minimal insight or meaningful thoughtfulness. 36-40 points

Student demonstrates strong self-reflection with insight and meaningful thoughtfulness. 41-45 points

Student demonstrates a conscientious self-awareness and strong insight in a meaningful and thoughtful way. Student connects deeply with in-country experiences and wrestles with challenging reflections. 46-50 points

Integration of In-Country Experiences

Student fails to use any examples from in country experiences. Statements made in the student’s own words are unsupported or irrelevant to the topic at hand. 0-35 points

Student uses incomplete or vaguely developed examples from in-country experiences to partially support claims with few connections. 36-40 points

Student uses integrates in-country experiences with class materials and/or scholarly sources to support student’s perspectives. Student makes applicable connections between sources. 41-45 points

Student uses specific and persuasive examples integrating in-country experiences with class materials and scholarly sources to support student’s perspectives. Student makes insightful and applicable connections between sources. 46-50 points



Capstone Assignment Rubric





(advanced)

Depth of Reflection

Student demonstrates little or no understanding of the writing prompt and subject matter of the entry. The reflection needs revision. 0-35 points

Student demonstrates a basic understanding of the writing prompt and the subject matter of the entry. 36-40 points

Student demonstrates a thoughtful understanding of the writing ptompt and subject matter of the entry. 41-45 points

Student demonstrates a conscientious and thorough understanding of the writing prompt and the subject matter of the entry. This reflection can be used as an example for other students. 46-50 points

Content Development

Student uses appropriate and relevant content to develop simple ideas in some parts of the paper. 0-20 points

Student uses appropriate and relevant content to develop and explore ideas through most of the paper. 21-24 points

Student uses appropriate, relevant, and compelling content to explore ideas within the context of the discipline and shape the whole paper. 25-27 points

Student uses appropriate, releant, and compelling content to illustrate mastery of the subject, conveying the author’s understanding, and shaping the whole paper. 28-30 points

Use of scholarly evidence and historical context

Student fails to use any examples from the text. Statements made in the student’s own words are unsupported or irrelevant to the topic at hand. 0-2 points

Student uses incomplete or vaguely developed examples to partially support claims with few connections made between sources. 3-5 points

Student uses examples from class materials and/or scholarly sources to support claims in the student’s own words, making applicable connections between sources. 6-8 points

Student uses specific and persuasive examples from class materials and scholarly sources to support claims in the student’s own words, making insightful and applicable connections between sources. 9-10 points

Academic Writing: APA format, grammar, mechanics

The paper has errors in grammar, spelling, punctuation or APA style substantially detracts from the content of the peper. Word choice is informal in town. Writing is choppy with many awkward or unclear passages. 0-2 points

The paper has errors in grammar, spelling, punctuation or APA style which interferes with reading the paper. Writing style may shift into an informal tone at times and may include awkward or unclear passages. 3-5 points

The paper has few errors in grammar, spelling, or punctuation. Very few errors in APA style writing which does not detract from the overall paper. Scholarly writing style with minimal awkward or unclear passages. 6-8 points

The paper is free of grammatical, spelling, or punctuation errors. No errors in APA style writing. Scholarly writing which is easy to follow. 9-10 points



Appendix A – Tentative Itinerary Students who need ADA assistance should review the information and resources at Accessibility Accommodations Please fill out the ADA Abroad Form and email it to [email protected]

Date Activity Location

Day 1

Tuesday August 6, 2019

Students should leave for Uganda on Tuesday August 6, 2019 planning to arrive in Entebbe International Airport (EBB) no later than 12:00pm EAT on Wednesday, August 7, 2019. Each student will be greeted by Dr. Priscilla or a representative of the Chicago School and provided with an airport transfer to our meeting place at African Roots Guesthouse in Entebbe. For those arriving early, enjoy Lake Victoria, the Botanical Gardens, or the Uganda Wildlife Education Center at your leisure.

If students arrive early and require overnight accommodations, students may request accommodations at African Roots Guesthouse in Entebbe.

Day 2 Wednesday

August 7, 2019

• 1:00pm Group Introductions and Welcome at African Roots Guesthouse

• 2:00pm Travel from Entebbe to Kampala

• 4:30pm Check-in at hotel

• 5:00pm Uganda Orientation that includes emergency response and safety orientation.

• 7:00 Ndere Cultural Center Dinner and Dance Performance

(D included)

Meet at African Roots Guesthouse, Entebbe, Uganda Entebbe, Uganda to Kampala Uganda Ndere Cultural Center, Kampala, Uganda

Day 3 Thursday

August 8, 2019

• 9:00am Breakfast at hotel

• 10:00am Introduction to Ugandan Culture at the Uganda National Museum

• 1:00pm Lunch

• 2:00pm Visit to UNICEF or MIFUMI or Makerere University, Dept. of Psychology

• 6:00pm Debrief Reflection Process Group

• 7:30pm Supper (B,L,D included)

Uganda National Museum, Kampala, Uganda UNICEF, Kampala, Uganda MIFUMI, Kampala, Uganda Makerere University, Dept. of Psychology, Kampala, Uganda

Day 4

Friday

• 9:00am Breakfast at hotel UNICEF, Kampala, Uganda MIFUMI, Kampala, Uganda

https://my.thechicagoschool.edu/community/studentresources/ADA/Pages/default.aspx

https://my.thechicagoschool.edu/community/studentresources/ADA/Documents/ADA%20Abroad%20-%20Accommodations%20Form.pdf

mailto:[email protected]


August 9, 2019 • 10:00am Visit to UNICEF or MIFUMI or Makerere University, Dept. of Psychology

• 1:00pm Lunch

• 2:00pm Visit to UNICEF or MIFUMI or Makerere University, Dept. of Psychology



Makerere University, Dept. of Psychology, Kampala, Uganda

Day 5

Saturday

August 10, 2019


• 10:00am Visit to Kisenyi or Katwe Slums with Ubuntu African Foundation

• 1:00pm Lunch

• 2:00pm Optional visit to the Uganda National Theater and Crafts Village



Ubuntu African Foundation, Kampala, Uganda Uganda National Theater and Crafts Village, Kampala, Uganda

Day 6 Sunday

August 11, 2019


• 9:00am Depart for Gulu

• 1:00pm Lunch at Kabalega Diner on the road



Kampala, Uganda to Gulu, Uganda

Day 7

Monday

August 12, 2019


• 9:00am Visit to Refugee Camp

• 1:00pm Packed Lunch

• 2:00pm Continue visit to Refugee Camp



Refugee Camp, northwestern Uganda

Day 8

Tuesday

August 13, 2019


• 10:00am Visit to Human Rights Focus NGO

• 1:00pm Lunch

• 2:00pm Visit to Waka Worldwide Uganda




Human Rights Focus, Gulu, Uganda Gulu, Uganda to Lira, Uganda Waka Worldwide Uganda, Lira, Uganda


Day 9

Wednesday

August 14, 2019

• 9:00am Breakfast at Hotel

• 10:00am Service Project at Urban Learning Center or Waka Worldwide Uganda

• 1:00pm Lunch

• 2:00pm Drive to Murchison Falls National Park




Urban Learning Center, Lira, Uganda Waka Worldwide Uganda, Lira, Uganda Murchison Falls National Park

Day 10

Thursday

August 15, 2019


• 6:00am Murchison Falls National Park Game Drive

• 1:00pm Packed Lunch

• 2:30pm Murchison Falls National Park River Cruise


Murchison Falls National Park

Day 11

Friday

August 16, 2019


• 10:00am Final Debrief Reflections

• 11:00am Depart for Entebbe


• 7:30pm Final Celebration Supper on Lake Victoria (B,L,D included)

Students have officially completed the program on August 16, 2019 at 10:00pm.

Murchison Falls National Park to Entebbe, Uganda African Roots Guesthouse, Entebbe, Uganda

Day 12 Saturday

August 17, 2019

Students will depart from Entebbe International Airport (EBB) at their leisure throughout the day. Airport transfers will be provided. Meals will be on your own.

Entebbe, Uganda

Exertion level area Exertion Rating (1-5) Description

Walking 1-2 Transportation to and from most meeting venues will be arranged for the group. Students should be prepared to walk short distances throughout the day.

Climbing/Stairs 1 Human rights organizations, children’s homes, and other community settings may only have stairs and may not be wheel-chair accessible.

Lifting/Digging/Working 0 None

Transportation 1 Students will primarily be using private vehicles for transportation throughout the country. Students may choose to( but are not recommended to) hire boda boda motorcycles or bicycles in their free time.


Student Academic Supports and Resources

STUDENT PORTAL FOR UNIVERSITY RESOURCES

my.thechicagoschool.edu

The student portal is a place where you can find quick links to the below resources in one place.

ACADEMIC CATALOG AND STUDENT HANDBOOK

http://catalog.thechicagoschool.edu/

BOOKSTORE

Access to the bookstore is found at: http://thechicagoschool.textbookx.com.

CANVAS SUPPORT

If you need help accessing your course and materials in the Canvas system, the following resources may be of assistance:

1) Search the Canvas Guides which have a plethora of detailed videos, step-by-step instructions, and links: http://guides.instructure.com/

2) Access the community user boards and discussions. 3) Ask HelpDesk:

a. Submit a ticket with your question or issue by filling out the form provided in the course. b. Contact the Help Desk by phone: 855-745-8169 c. Have a live IM chat with a HelpDesk representative.

IT SUPPORT

Students may contact HelpDesk by:

Phone: (800) 747-8367 Email: [email protected] Website: http://helpdesk.tcsedsystem.edu

Hours

Pacific time Central time Eastern time

Weekdays 5:00 am to 7:00 pm 7:00 am to 9:00 pm 8:00 am to 10:00 pm

Weekend 7:00 am to 3:00 pm 9:00 am to 5:00 pm 10:00 am to 6:00 pm

If you submit an email or leave a voicemail afterhours, the Help Desk will reply the next day. The Canvas Help Desk and the self-service password reset portal are available 24 hours a day.

Please refer to “Syllabus Part 2: Policies” for additional important information. Click the link below to access.

CLICK HERE FOR SYLLABUS PART 2: POLICIES

https://my.thechicagoschool.edu/community/Pages/default.aspx

http://catalog.thechicagoschool.edu/

http://thechicagoschool.textbookx.com/

http://guides.instructure.com/


http://helpdesk.tcsedsystem.edu/

https://my.thechicagoschool.edu/community/studentresources/IT/Pages/Password-Reset.aspx

https://tcsedsystem.instructure.com/courses/6701/pages/syllabus-part-2-policies


LIBRARY RESOURCES

Access to The Chicago School Library and additional resources is found at each of the homepages for the Campus libraries:

• Chicago (and Online campus): http://chi.librarypass.org/

• Southern California (and Online campus): http://la.librarypass.org/

• Washington DC (and Online campus): http://dc.librarypass.org/

Online campus students may use any of these resources. Patrons can access articles via the Search our Databases portal or search for books, test kits, and videos via the Search our Catalog portal.

NATIONAL CENTER FOR ACADEMIC & DISSERTATION EXCELLENCE (NCADE)

A. Academic Success Programs – Master’s and pre-dissertating student support Contact: [email protected]

• Onboarding and Orientation

• Writing Assessment Process and Academic Writing Seminar

• One-on-one writing consultations (on-the-ground and online)

• Time management and learning style consultations

• Presentations on APA writing style and formatting B. Dissertation Writing Experts (DWEs) and Methodology Experts (MEs) - Dissertating Student Support

Contact: [email protected]

• Writing

• APA

• Methodology

• One-on-one writing consultations (on-the-ground and online)

• Editorial and methodological support with the IRB application prior to submission to IRB

• Manuscript Preparation (formerly copyediting)

• Writing, methodological and professional development webinars

http://chi.librarypass.org/

http://la.librarypass.org/

http://dc.librarypass.org/

