CSDO 4426 - Clin Prac in Comm Disorders
Fall 2025 Syllabus, Section 101, CRN 16583
Instructor Information
Daniella Garcia-Zertuche, M.S,CCC-SLP
Clinical Assistant Professor
Email: daniella.garcia@tamiu.edu
Office: Canseco 313 M
Office Hours:
Office Hours: Tuesday 10:00-1:00 pm. Virtual hours, scheduled by appointment: Thursday 9:00-12:00pm.
Office Phone: 956-326-2986
Times and Location
Course Description
Additional Course Information
Proctoring
This course requires the use of LockDown Browser and Respondus Monitor (webcam) for online exams.
All students need to purchase a year-long license for Respondus. The cost is $15, and you will be able to use it in all of your classes. Student instructions for purchasing and installing can be found: respondus lockdown browser (https://www.tamiu.edu/distance/technology/respondus-ldb-and-monitor.shtml/)
Syllabus Subject to Change
While information and assurances are provided in this course syllabus, it should be understood that content may change and that events beyond the control of the instructor could occur. Students will be informed of any substantive occurrences that will produce syllabus changes.
Artificial Intelligence (AI) Policy
Using generative artificial intelligence (AI) tools such as ChatGPT on assignments in this course is allowed if instructor permission is obtained in advance. Unless you are given permission to use those tools, each student is expected to complete each assignment without assistance from others, including automated writing tools. If AI is approved, it must be properly documented and cited following the citation style specified by the instructor.
Students are responsible for ensuring the accuracy of all content submitted, as AI-generated content may contain inaccuracies. Review and verify all information independently.
Failure to disclose the use of GenAI tools or presenting AI-generated content as one’s original work constitutes academic misconduct and may result in disciplinary action.
Other Policy/Information
No late work will be accepted unless arrangements are made with the professor prior to the assigned deadline. Medical excuses may require necessary proof.
*All communication will be via course messages located in the BlackBoard Course Shell or university E-mail.
Attendance and Punctuality
Professional behavior begins with consistent class attendance and punctuality, essential habits in the field of Speech-Language Pathology. Because this course is heavily discussion-based and includes hands-on activities, your presence and active engagement are critical.
- Students are expected to attend every scheduled class unless there is a documented emergency or excused absence (e.g., illness with documentation, university-sponsored event).
- Each unexcused absence will be accounted for and after 3 unexcused absences, it may result in a deduction of points from your grade.
- Please make plans to arrive on time and be ready to engage (e.g., with materials read, assignments printed/uploaded).
- Frequent tardiness- more than 5 minutes late (more than 2 occurrences) may also reduce a portion of your grade.
- You are expected to stay for the entire duration of the class unless previously discussed with the instructor.
Clinical Practicum/Lab
*Clinical Hour Breakdown: TAMIU Clinic Experience/Simulations: students MAY earn up to 12 clock hours, these are NOT guaranteed as they depend on student clinical skill and client availability.
Clinical hours are required to provide students the opportunities to obtain knowledge and skills to function safely as a clinician. Punctuality is expected in the professional workplace. Important information affecting client care is communicated to the students at the start of the clinical experience. Therefore, tardiness clinical/lab/simulation experience jeopardizes the student ability to give clinical practice. Simulation experiences are considered clinical experience.
Housekeeping topics of importance and expectations for uniform and professionalism for clinical practicum will be thoroughly reviewed in class by the instructor. Additional information is also available in the CDC manual.
Clinical Objectives:
1. Follow documented treatment plans or protocols developed by the supervising Speech-Language Pathologist or Audiologist.
2. Document client performance (e.g., tallying data for the Speech-Language Pathologist or Audiologist to use; preparing charts, records, and graphs) and report this information to the supervising SLP.
3. Demonstrate or share information with patients, families, and staff regarding therapeutic strategies developed and directed by the Speech-Language Pathologist or Audiologist.
Description of Assignments
All Clinical Reports: All reports are submitted to the assigned clinical educator. The Writing Rubric will be used to provide the students feedback and for grading purposes. Revisions are due within 24 hours.
Lesson Plans: Students are to use the lesson plan format in the CDC manual. The plan submitted will be graded using the writing rubric form, which should be attached to the form upon submission. Lesson plans are due within 24 hours after therapy session. Revisions are due within 24 hours. Lesson plans must be approved three days before the day of the scheduled session. If the lesson plan is not approved the student will not be allowed to participate in the clinical experience.
Soap Notes: Students are to use the SOAP note format in the CDC manual. The note submitted will be graded using the writing rubric form, which should be attached to the note upon submission. SOAP notes are due within 24 hours after therapy session. Revisions are due within 24 hours. If the SOAP note is not approved before the next scheduled session, the student will not be allowed to participate in the clinical experience.
Treatment Plan: Students are to use the treatment plan format in the CDC manual. The plan submitted will be graded using the writing rubric form which should be attached to the plan upon submission. Treatment plans are due one week before the therapy session. If there are corrections, they are due within 24 hours of the correction given. If plan is not approved the student will not be allowed to participate in the clinical experience.
Progress Report: Students are to use the progress report format in the CDC manual. The report submitted will be graded using the writing rubric form which should be attached to the plan upon submission.
Meetings: All student clinicians will attend weekly meetings with the assigned clinical educator. The days and times will be discussed on an individual basis.
Therapy Assignments: The assignments are submitted, graded and approved by your clinic supervisor. Assessment and Therapy sessions are graded via the Supervision Form-Clinician Therapeutic Skills Rubric.
Therapy Activities: Therapy activities are created by clinicians for their assigned clients. The client’s age, diagnosis and interests should be taken into consideration. The activities need to be approved by the assigned clinical supervisor.
Therapy Sessions: Student clinicians will plan and implement therapy sessions face-to-face. All sessions are supervised 100% by the assigned supervisor.
Course Assignments: These are to be submitted via the Blackboard drop box. Assignments must be complete, and contain a cover page (name, date, assignment number, title of assignment) unless indicated otherwise, by Instructor.
Student Learning Outcomes
Course Objectives:
- Develop and implement written administrative reporting for the support of evaluation and intervention plans of communication disorders.
- Select and use appropriate materials and instrumentation for intervention and assessment of communication disorders.
- Demonstrate the ability to measure client performance and clinical progress.
- Demonstrate effective communication skills with clients, family members and caregivers.
- Demonstrate and apply critical reflection skills of clinical performance, empathetic listening and counseling skills.
Content Outline:
Unit 1: Basic Considerations for the Therapeutic Process
Unit 2: Foundations for the Therapeutic Process
Unit 3: Learning Theories Related to Speech-Language Intervention
Unit 4: Developmental Domains and Special Classifications Related to the Therapeutic Process
Unit 5: Hands on Core Skills
Unit 6: Basic Structure within the Therapeutic Process
Unit 7: Peripheral Speech-Language Therapy Management Issues
Important Dates
Visit the Academic Calendar (tamiu.edu) page to view the term's important dates.
Textbooks
Group | Title | Author | ISBN |
---|---|---|---|
Required | Here’s How to Do Therapy: Hands-On Core Skills in Speech-Language Pathology, 3rd Edition | Dwight, D. M. | |
Optional | A Coursebook on scientific and Professional writing for speech-language pathology, 5th Edition | Hedge, M. N. |
Other Course Materials
Teaching Strategies: Use of instructional technology (lecture related software, tracking clinical experience software, and Web resources); simulations; project-based learning, journaling; interactive lecture; case method; clinical experiences, and scripted-role playing.
Required Materials: Clip board, pencils, calculator, therapy materials (to be determined), voice recorder, box of tissues, box of gloves, box of tongue depressors, hand sanitizer, mirror, pen light and clinic uniform. Laptop, IPad, IPhone, or smartphone.
Course References/Bibliography
American Speech-Language-Hearing Association. (2010). Code of ethics [Ethics]. Available from www.asha.org/policy.
American Speech-Language-Hearing Association. (2005). Evidence-based practice in communication disorders [Position Statement]. Available from www.asha.org/policy.
Dollaghan, C. (2004, April 13). Evidence-Based Practice: Myths and Realities. The ASHA Leader. dshs.state.tx.us/speech/txsha.org
Grading Rubric
A
1. Content - Assignments are complete and thorough and meet or exceed stated specifications and criteria and are submitted on time. Students have completed all parts of the assignments as defined by the instructor. Knowledge of subject matter is clear, and all work is clearly focused on the assigned topics. Topics are fully developed. If appropriate, students have included additional material or information or both beyond requirements. If applicable, students have demonstrated applicability to the work setting (i.e., theory into practice). Students clearly demonstrate evidence of analytical or critical thinking or both. If appropriate, students demonstrate originality and fresh perspectives.
2. Quality of Communication - Written and oral work demonstrates superior undergraduate quality in verbal expression with attention to detail. Students work is clear, concise, cogent, and correct (i.e., word choice is effective, sentence structure is varied making use of subordinate clauses, paragraphs are appropriate with clear thesis statements and supporting details. transitional words and phrases are used effectively, points and ideas are well organized, etc.). English language conventions are applied correctly (i.e. spelling, capitalization, punctuation, agreement, pronoun usage, sentence structure, etc.).
3. Preparation (readings, assignments, etc.) - Preparation for all classes and assignments is evident. Students participate regularly and in a timely manner contributing ideas to class discussions and group activities that demonstrate careful reading of assigned texts and articles, attention to audio or video tapes or other media assigned, and engagements in interviews, observations, or any other in-class or out-of-class activities assigned.
4. Format - Where applicable, citations and references are used correctly and consistently, with clear efforts made to include a wide range of relevant works. For any work requiring citations, students refer to a wide range of suitable sources. All non-original ideas are cited correctly and referenced in a reference list. All works in the reference list are cited in the text and vice versa. Students will follow the American Psychological Association Form and Style Manual (5th ed.) for term papers (i.e., citations and references, as well as type face and size, margins, headings, title pages, etc.).
B
1. Content - Assignments are complete and meet stated specifications and criteria and are submitted on time. Knowledge of subject matter is clear. Written work focuses on assigned topics. Students have made clear efforts to address all parts of assignments, but might have missed one part of one or two assignments. Students have met all but perhaps one criterion or specification indicated by the instructor (e.g., if students are asked to provide examples of specific strategies, perhaps the number of examples provided is insufficient; perhaps the examples are not explained in enough detail for the reader to form a clear picture of the strategy). Students demonstrate some evidence of analytical or critical thinking or both. In some assignments a match between theory and practice may not be evident.
2. Quality of Communication - Written or oral work demonstrates good undergraduate quality in verbal expression, attention to detail, and correct application of the conventions of the English language. In students’ written work, paragraphs are organized around topics with supporting details. Sentences are clear and somewhat varied. Some transitional words and phrases are used. Organization is adequate. Words are used correctly. A few minor errors in the conventions of English usage do not interfere with the focus of the work.
3. Preparation - Preparation for all classes and assignments is evident. Students participate regularly and in a timely manner contributing ideas to class discussions and group activities that demonstrate careful reading of assigned texts and articles, attention to audio or video tapes or other media assigned, and engagement in interviews, observations, or any other in-class or out-of-class activities assigned.
4. Format - Where applicable, citations and references are used correctly and consistently. For any work requiring citations, all non-original ideas are cited correctly and referenced in all reference lists. All works in the reference list are cited in the text and vice versa. Students will follow a APA requirements (i.e., citations and references, as well as type face and size, margins, headings, title pages, etc.), although occasional errors in APA format may be evident.
C
1. Content - Some assignments may be incomplete or do not meet some stated specifications and criteria. Students have made an attempt to complete all assignments, but some student papers do not address all parts of all assignments or do not meet some criteria specified in the instruction. Topics may be only partially developed. Students demonstrate little evidence of analytical or critical thinking or both. There may be little evidence of a match between theory and practice.
2. Quality of Communication - Written and oral work minimally meets undergraduate quality in verbal expression, attention to detail, and correct application of the conventions of the English language. In students’ written work, paragraphing may be faulty with perhaps too many topics per paragraph, insufficient detail to support a topic, or lack continuity. Some sentences may lack (a) variety, (b) the sentence structure may be confusing, and (c) errors in word usage may be present. Lack of organization and errors in the conventions of English usage may interfere with the focus of the work.
3. Preparation - Preparation for most classes is evident. Students may not actively participate in a timely manner in all class discussions or activities, but meet the minimal requirements of the course. When called upon, students may not be able to demonstrate that they have read or fully understood assigned texts and articles or completed other activities and assignments in preparation for the class.
4. Format – Where applicable, students generally follow the APA format (i.e., citations and references, as well as the requirements regarding type face and size, margins, headings, title pages, etc.), but some errors in APA format may be evident.
F 74 and Below - Does not meet the above standards.
Grading Criteria
GRADE | PERCENTAGE |
A | 90-100 |
B | 80-89 |
C | 75-79 |
F | 74 and below |
Open Boilerplate
COURSE REQUIREMENTS | VALUE |
Assignments | 20% |
Participation and Attendance | 10% |
Writing Skills (Lesson Plans, SOAP Notes, Treatment Plans, Assessment reports, Progress Notes) | 30% |
Therapeutic Skills | 30% |
Final Exam | 10% |
Schedule of Topics and Assignments
Week of | Agenda/Topic | Reading(s) | Due |
---|---|---|---|
8/25 | Introduction to course & Clinical requirements- Lab: complete required trainings Review Course Syllabus Review CDC Manual, policies and procedures Discuss Clinical Requirements: TB results, Hep B, Background Check, First Aid/CPR, Malpractice insurance TrainTraq Trainings: Ethics 99001; Child Protection Training 2111652; and HIPAA Privacy and Security for Nurses and Clinical Staff 2111454. The website and password information will be shared by the instructor each semester. Infection Control Guidelines and Health Procedures: Back to Basics Clinic Universal Precautions Materials used to implement Universal Precautions |
Acknowledge Syllabus on BlackBoard (BB) | |
9/1 | Preparing for Clinicals Review clinic policy and procedures -therapy (pg. 47) Review Forms required for supervision (pg. 42-46) Clinical Therapy Checklist (pg. 48) Treatment Plan (pg. 49 & 50) Chart REVIEW Client/Parent interviews Back to Basics: greetings, making phone calls-call parents/confirming appts/answering the clinic phone; giving directions to the clinic In class: prepare scripts for back-to-basics skills In class: Introductions: How you introduce yourself to client/parent/caregiver Review the clinical documents Lesson plan (pg. 39) SOAP notes (pg 40 & 41) Treatment Plan (49& 50) Progress Report (pg 51) Case Record and Folder (pg 62-64) |
BB: 09-02-25 11:59pm *Submit TrainTraq trainings certificates *Submit Student Agreement found in student handbook *Submit Confidentiality Agreement found in student handbook *Submit Receipt of CSDO student handbook | |
9/8 | Chapter 1: Basic Considerations for the Therapeutic Process | Assignment 1 | |
9/15 | FIRST WEEK OF CLINIC | ||
9/22 | Chapter 2: Foundations for the Therapeutic Process: Overview View the video: Building and Check In Activities for Child Therapy Sessions https://www.youtube.com/watch?v=O9wjBHnyaJI |
VIDEO VIGNETTES- They will be completed in class and submitted via BB at the end of class ONE WEEKLY | |
9/29 | Chapter 3: Learning Theories Related to Speech-Language Intervention | Assignment 2 VIDEO VIGNETTES- They will be completed in class and submitted via BB at the end of class ONE WEEKLY |
|
10/6 | Chapter 4: Developmental Domains and Special Classifications Related to the Therapeutic Process: An Overview View the video: How to Conduct an Oral Peripheral exam https://www.youtube.com/watch?v=wHNj2DinbGc MID TERM GRADES FROM CLINICAL SUPERVISORS DUE |
VIDEO VIGNETTES- They will be completed in class and submitted via BB at the end of class ONE WEEKLY | |
10/13 | Chapter 5: Hands-On Core Skills: The Speech-Language Pathologist as Facilitator of Positive Communicaton Change | VIDEO VIGNETTES- They will be completed in class and submitted via BB at the end of class ONE WEEKLY | |
10/20 | Chapter 6: Basic Structure Within the Therapeutic Process Stages of Play and Therapy materials Progress Notes Discussed |
Assignment 3 VIDEO VIGNETTES- They will be completed in class and submitted via BB at the end of class ONE WEEKLY |
|
10/27 | Behavior Management Group Projects |
VIDEO VIGNETTES- They will be completed in class and submitted via BB at the end of class ONE WEEKLY | |
11/3 | View video: Behavioral Modification in Kids - Just A Thought https://www.youtube.com/watch?v=fOFlT2oplYA View video: Positive & Negative Reinforcement/Punishment in the Classroom https://www.youtube.com/watch?v=-LqTdMt_ddY |
VIDEO VIGNETTES-They will be completed in class and submitted via BB at the end of class ONE WEEKLY | |
11/10 | Chapter 7: Peripheral Speech-Language Therapy Management Issues Carryover activities /Book themes/Digital Games-Activities |
Assignment 4 VIDEO VIGNETTES- They will be completed in class and submitted via BB at the end of class ONE WEEKLY |
|
11/17 | LAST WEEK OF CLINIC Group Discussions ASHA Convention |
VIDEO VIGNETTES- They will be completed in class and submitted via BB at the end of class ONE WEEKLY | |
11/24 | Final Exam Review November 26 Reading Day. No class November 27-29 Thanksgiving Holiday. University closed. |
VIDEO VIGNETTES- They will be completed in class and submitted via BB at the end of class ONE WEEKLY | |
12/1 | Last Day of Class. Have clock hour log signed by supervisor Final Exam- December 3 |
University/College Policies
Please see the University Policies below.
COVID-19 Related Policies
If you have tested positive for COVID-19, please refer to the Student Handbook, Appendix A (Attendance Rule) for instructions.
Required Class Attendance
Students are expected to attend every class in person (or virtually, if the class is online) and to complete all assignments. If you cannot attend class, it is your responsibility to communicate absences with your professors. The faculty member will decide if your excuse is valid and thus may provide lecture materials of the class. According to University policy, acceptable reasons for an absence, which cannot affect a student’s grade, include:
- Participation in an authorized University activity.
- Death or major illness in a student’s immediate family.
- Illness of a dependent family member.
- Participation in legal proceedings or administrative procedures that require a student’s presence.
- Religious holy day.
- Illness that is too severe or contagious for the student to attend class.
- Required participation in military duties.
- Mandatory admission interviews for professional or graduate school which cannot be rescheduled.
Students are responsible for providing satisfactory evidence to faculty members within seven calendar days of their absence and return to class. They must substantiate the reason for the absence. If the absence is excused, faculty members must either provide students with the opportunity to make up the exam or other work missed, or provide a satisfactory alternative to complete the exam or other work missed within 30 calendar days from the date of absence. Students who miss class due to a University-sponsored activity are responsible for identifying their absences to their instructors with as much advance notice as possible.
Classroom Behavior (applies to online or Face-to-Face Classes)
TAMIU encourages classroom discussion and academic debate as an essential intellectual activity. It is essential that students learn to express and defend their beliefs, but it is also essential that they learn to listen and respond respectfully to others whose beliefs they may not share. The University will always tolerate different, unorthodox, and unpopular points of view, but it will not tolerate condescending or insulting remarks. When students verbally abuse or ridicule and intimidate others whose views they do not agree with, they subvert the free exchange of ideas that should characterize a university classroom. If their actions are deemed by the professor to be disruptive, they will be subject to appropriate disciplinary action (please refer to Student Handbook Article 4).
TAMIU Honor Code: Plagiarism and Cheating
As a TAMIU student, you are bound by the TAMIU Honor Code to conduct yourself ethically in all your activities as a TAMIU student and to report violations of the Honor Code. Please read carefully the Student Handbook Article 7 and Article 10 available at https://www.tamiu.edu/scce/studenthandbook.shtml.
We are committed to strict enforcement of the Honor Code. Violations of the Honor Code tend to involve claiming work that is not one’s own, most commonly plagiarism in written assignments and any form of cheating on exams and other types of assignments.
Plagiarism is the presentation of someone else’s work as your own. It occurs when you:
- Borrow someone else’s facts, ideas, or opinions and put them entirely in your own words. You must acknowledge that these thoughts are not your own by immediately citing the source in your paper. Failure to do this is plagiarism.
- Borrow someone else’s words (short phrases, clauses, or sentences), you must enclose the copied words in quotation marks as well as citing the source. Failure to do this is plagiarism.
- Present someone else’s paper or exam (stolen, borrowed, or bought) as your own. You have committed a clearly intentional form of intellectual theft and have put your academic future in jeopardy. This is the worst form of plagiarism.
Here is another explanation from the 2020, seventh edition of the Manual of The American Psychological Association (APA):
“Plagiarism is the act of presenting the words, idea, or images of another as your own; it denies authors or creators of content the credit they are due. Whether deliberate or unintentional, plagiarism violates ethical standards in scholarship” (p. 254). This same principle applies to the illicit use of AI.
Plagiarism: Researchers do not claim the words and ideas of another as their own; they give credit where credit is due. Quotations marks should be used to indicate the exact words of another. Each time you paraphrase another author (i.e., summarize a passage or rearrange the order of a sentence and change some of the words), you need to credit the source in the text. The key element of this principle is that authors do not present the work of another as if it were their own words. This can extend to ideas as well as written words. If authors model a study after one done by someone else, the originating author should be given credit. If the rationale for a study was suggested in the discussion section of someone else's article, the person should be given credit. Given the free exchange of ideas, which is very important for the health of intellectual discourse, authors may not know where an idea for a study originated. If authors do know, however, they should acknowledge the source; this includes personal communications (p. 11). For guidance on proper documentation, consult the Academic Success Center or a recommended guide to documentation and research such as the Manual of the APA or the MLA Handbook for Writers of Research Papers. If you still have doubts concerning proper documentation, seek advice from your instructor prior to submitting a final draft.
TAMIU has penalties for plagiarism and cheating.
- Penalties for Plagiarism: Should a faculty member discover that a student has committed plagiarism, the student should receive a grade of 'F' in that course and the matter will be referred to the Honor Council for possible disciplinary action. The faculty member, however, may elect to give freshmen and sophomore students a “zero” for the assignment and to allow them to revise the assignment up to a grade of “F” (50%) if they believe that the student plagiarized out of ignorance or carelessness and not out of an attempt to deceive in order to earn an unmerited grade; the instructor must still report the offense to the Honor Council. This option should not be available to juniors, seniors, or graduate students, who cannot reasonably claim ignorance of documentation rules as an excuse. For repeat offenders in undergraduate courses or for an offender in any graduate course, the penalty for plagiarism is likely to include suspension or expulsion from the university.
- Caution: Be very careful what you upload to Turnitin or send to your professor for evaluation. Whatever you upload for evaluation will be considered your final, approved draft. If it is plagiarized, you will be held responsible. The excuse that “it was only a draft” will not be accepted.
- Caution: Also, do not share your electronic files with others. If you do, you are responsible for the possible consequences. If another student takes your file of a paper and changes the name to his or her name and submits it and you also submit the paper, we will hold both of you responsible for plagiarism. It is impossible for us to know with certainty who wrote the paper and who stole it. And, of course, we cannot know if there was collusion between you and the other student in the matter.
- Penalties for Cheating: Should a faculty member discover a student cheating on an exam or quiz or other class project, the student should receive a “zero” for the assignment and not be allowed to make the assignment up. The incident should be reported to the chair of the department and to the Honor Council. If the cheating is extensive, however, or if the assignment constitutes a major grade for the course (e.g., a final exam), or if the student has cheated in the past, the student should receive an “F” in the course, and the matter should be referred to the Honor Council. Additional penalties, including suspension or expulsion from the university may be imposed. Under no circumstances should a student who deserves an “F” in the course be allowed to withdraw from the course with a “W.”
- Caution: Chat groups that start off as “study groups” can easily devolve into “cheating groups.” Be very careful not to join or remain any chat group if it begins to discuss specific information about exams or assignments that are meant to require individual work. If you are a member of such a group and it begins to cheat, you will be held responsible along with all the other members of the group. The TAMIU Honor Code requires that you report any such instances of cheating.
- Student Right of Appeal: Faculty will notify students immediately via the student’s TAMIU e- mail account that they have submitted plagiarized work. Students have the right to appeal a faculty member’s charge of academic dishonesty by notifying the TAMIU Honor Council of their intent to appeal as long as the notification of appeal comes within 10 business days of the faculty member’s e-mail message to the student and/or the Office of Student Conduct and Community Engagement. The Student Handbook provides more details.
Use of Work in Two or More Courses
You may not submit work completed in one course for a grade in a second course unless you receive explicit permission to do so by the instructor of the second course. In general, you should get credit for a work product only once.
AI Policies
Your instructor will provide you with their personal policy on the use of AI in the classroom setting and associated coursework.
TAMIU E-Mail and SafeZone
Personal Announcements sent to students through TAMIU E-mail (tamiu.edu or dusty email) are the official means of communicating course and university business with students and faculty –not the U.S. Mail and no other e-mail addresses. Students and faculty must check their TAMIU e-mail accounts regularly, if not daily. Not having seen an important TAMIU e-mail or message from a faculty member, chair, or dean is not accepted as an excuse for failure to take important action.
Students, faculty, and staff are encouraged to download the SafeZone app, which is a free mobile app for all University faculty, staff, and students. SafeZone allows you to: report safety concerns (24/7), get connected with mental health professionals, activate location sharing with authorities, and anonymously report incidents. Go to https://www.tamiu.edu/adminis/police/safezone/index.shtml for more information.
Copyright Restrictions
The Copyright Act of 1976 grants to copyright owners the exclusive right to reproduce their works and distribute copies of their work. Works that receive copyright protection include published works such as a textbook. Copying a textbook without permission from the owner of the copyright may constitute copyright infringement. Civil and criminal penalties may be assessed for copyright infringement. Civil penalties include damages up to $100,000; criminal penalties include a fine up to $250,000 and imprisonment. Copyright laws do not allow students and professors to make photocopies of copyrighted materials, but you may copy a limited portion of a work, such as article from a journal or a chapter from a book for your own personal academic use or, in the case of a professor, for personal, limited classroom use. In general, the extent of your copying should not suggest that the purpose or the effect of your copying is to avoid paying for the materials. And, of course, you may not sell these copies for a profit. Thus, students who copy textbooks to avoid buying them or professors who provide photocopies of textbooks to enable students to save money are violating the law.
Students with Disabilities
Texas A&M International University seeks to provide reasonable accommodations for all qualified persons with disabilities. This University will adhere to all applicable federal, state, and local laws, regulations and guidelines with respect to providing reasonable accommodations as required to afford equal education opportunity. It is the student's responsibility to register with the Office of Student Counseling and Disability Services located in Student Center 126. This office will contact the faculty member to recommend specific, reasonable accommodations. Faculty are prohibited from making accommodations based solely on communications from students. They may make accommodations only when provided documentation by the Student Counseling and Disability Services office.
Student Attendance and Leave of Absence (LOA) Policy
As part of our efforts to assist and encourage all students towards graduation, TAMIU provides
LOA’s for students, including pregnant/parenting students, in accordance with the Attendance Rule (Section 3.07) and the Student LOA Rule (Section 3.08), which includes the “Leave of Absence Request” form. Both rules can be found in the TAMIU Student Handbook (URL: http://www.tamiu.edu/studentaffairs/StudentHandbook1.shtml).
Pregnant and Parenting Students
Under Title IX of the Education Amendments of 1972, harassment based on sex, including harassment because of pregnancy or related conditions, is prohibited. A pregnant/parenting student must be granted an absence for as long as the student’s physician deems the absence medically necessary. It is a violation of Title IX to ask for documentation relative to the pregnant/parenting student’s status beyond what would be required for other medical conditions. If a student would like to file a complaint for discrimination due to his or her pregnant/parenting status, please contact the TAMIU Title IX Coordinator (Lorissa M. Cortez, 5201 University Boulevard, KLM 159B, Laredo, TX 78041,TitleIX@tamiu.edu, 956.326.2857) and/or the Office of Civil Rights (Dallas Office, U.S. Department of Education, 1999 Bryan Street, Suite 1620, Dallas, TX 75201-6810, 214.661.9600). You can also report it on TAMIU’s anonymous electronic reporting site: https://www.tamiu.edu/reportit.
TAMIU advises a pregnant/parenting student to notify their professor once the student is aware that accommodations for such will be necessary. It is recommended that the student and professor develop a reasonable plan for the student’s completion of missed coursework or assignments. The Office of Equal Opportunity and Diversity (Lorissa M. Cortez, lorissam.cortez@tamiu.edu) can assist the student and professor in working out the reasonable accommodations. For other questions or concerns regarding Title IX compliance related to pregnant/parenting students at the University, contact the Title IX Coordinator. In the event that a student will need a leave of absence for a substantial period of time, TAMIU urges the student to consider a Leave of Absence (LOA) as outlined in the TAMIU Student Handbook. As part of our efforts to assist and encourage all students towards graduation, TAMIU provides LOA’s for students, including pregnant/parenting students, in accordance with the Attendance Rule and the Student LOA Rule. Both rules can be found in the TAMIU Student Handbook (https://www.tamiu.edu/scce/studenthandbook.shtml).
Anti-Discrimination/Title IX
TAMIU does not discriminate or permit harassment against any individual on the basis of race, color, sex, religion, national origin, age, disability, genetic information, veteran status, educational programs, or employment. If you would like to file a complaint relative to Title IX or any civil rights violation, please contact the TAMIU Director of Equal Opportunity and Diversity/Title IX Coordinator, Lorissa M. Cortez, 5201 University Boulevard, Killam Library 159B, Laredo, TX 78041,TitleIX@tamiu.edu, 956.326.2857, via the anonymous electronic reporting website, ReportIt, at https://www.tamiu.edu/reportit, and/or the Office of Civil Rights (Dallas Office), U.S. Department of Education, 1999 Bryan Street, Suite 1620, Dallas, TX 75201-6810, 214.661.9600.
Incompletes
Students who are unable to complete a course should withdraw from the course before the final date for withdrawal and receive a “W.” To qualify for an “incomplete” and thus have the opportunity to complete the course at a later date, a student must meet the following criteria:
- The student must have completed 90% of the course work assigned before the final date for withdrawing from a course with a “W”, and the student must be passing the course;
- The student cannot complete the course because an accident, an illness, or a traumatic personal or family event occurred after the final date for withdrawal from a course;
- The student must sign an “Incomplete Grade Contract” and secure signatures of approval from the professor and the college dean.
- The student must agree to complete the missing course work before the end of the next long semester; failure to meet this deadline will cause the “I” to automatically be converted to an “F”; extensions to this deadline may be granted by the dean of the college. This is the general policy regarding the circumstances under which an “incomplete” may be granted, but under exceptional circumstances, a student may receive an incomplete who does not meet all of the criteria above if the faculty member, department chair, and dean recommend it.
WIN Contracts
The Department of Biology and Chemistry does not permit WIN contracts. For other departments within the college, WIN Contracts are offered only under exceptional circumstances and are limited to graduating seniors. Only courses offered by full-time TAMIU faculty or TAMIU instructors are eligible to be contracted for the WIN requirement. However, a WIN contract for a course taught by an adjunct may be approved, with special permission from the department chair and dean. Students must seek approval before beginning any work for the WIN Contract. No student will contract more than one course per semester. Summer WIN Contracts must continue through both summer sessions.
Student Responsibility for Dropping a Course
It is the responsibility of the student to drop the course before the final date for withdrawal from a course. Faculty members, in fact, may not drop a student from a course without getting the approval of their department chair and dean.
Independent Study Course
Independent Study (IS) courses are offered only under exceptional circumstances. Required courses intended to build academic skills may not be taken as IS (e.g., clinical supervision and internships). No student will take more than one IS course per semester. Moreover, IS courses are limited to seniors and graduate students. Summer IS course must continue through both summer sessions.
Grade Changes & Appeals
Faculty are authorized to change final grades only when they have committed a computational error or an error in recording a grade, and they must receive the approval of their department chairs and the dean to change the grade. As part of that approval, they must attach a detailed explanation of the reason for the mistake. Only in rare cases would another reason be entertained as legitimate for a grade change. A student who is unhappy with his or her grade on an assignment must discuss the situation with the faculty member teaching the course. If students believe that they have been graded unfairly, they have the right to appeal the grade using a grade appeal process in the Student Handbook and in the Faculty Handbook.
Final Examination
All courses in all colleges must include a comprehensive exam or performance and be given on the date and time specified by the Academic Calendar and the Final Exam schedule published by the Registrar’s Office. In the College of Arts & Sciences all final exams must contain a written component. The written component should comprise at least 20% of the final exam grade. Exceptions to this policy must receive the approval of the department chair and the dean at the beginning of the semester.
Mental Health and Well-Being
The university aims to provide students with essential knowledge and tools to understand and support mental health. As part of our commitment to your well-being, we offer access to Telus Health, a service available 24/7/365 via chat, phone, or webinar. Scan the QR code to download the app and explore the resources available to you for guidance and support whenever you need it. The Telus app is available to download directly from TELUS (tamiu.edu) or from the Apple App Store and Google Play.