SOCI 3302 201: Social Welfare&Human Service

SOCI 3302 - Social WelfareHuman Service

Spring 2026 Syllabus, Section 201, CRN 28513


Instructor Information

John Kilburn, Ph.D.

Professor

Email: jckilburn@tamiu.edu

Office: AIC 364

Office Hours:
Monday and Wednesday 3:30-5:00pm
Tuesday 10:30-11:30am
and by Appointment

Office Phone: 956-326-2621


Times and Location

MWF 2:20pm-3:15pm in Pellegrino Hall 115


Course Description


Student Learning Outcomes

By the end of the course, students will be able to:

- Define the scope and purpose of human services

- Explain historical and contemporary social welfare systems

- Apply ethical decision-making frameworks

- Demonstrate foundational helping skills

- Analyze social problems systemically

- Design basic programs and interventions

- Identify strategies to avoid burnout

Important Dates

Visit the Academic Calendar (tamiu.edu) page to view the term's important dates.

Textbooks

Grading Criteria

GRADE PERCENTAGE
A 91-100
B 80-90.9
C 70-79.9
D 60-69.9
F Below 60

Open Boilerplate

Attendance and Participation -- 20%

Quizzes -- 10%

Self-Study Paper -- 10%

Case Study NIAAA Substance Abuse & Family paper -- 10%

Critique of Social Program -- 15%

Final Presentation -- 35%

Attendance (5%)
Students are expected to attend class regularly. Each student is allowed four absences without penalty. Additional absences will result in a reduction of the attendance grade. Attendance is recorded through in-class activities.

Participation (15%)
Participation is evaluated weekly based on preparation, engagement in discussions, contributions to group work, and completion of in-class activities. Participation includes listening respectfully and contributing in ways that support collective learning.

QUIZZES (10 POINTS)

Keep up with the assigned reading and respond to the quiz questions in order to stay engaged in the class.

Self-Study Reflection Paper (10 Points)

Purpose

The purpose of this assignment is to help you connect Human Services concepts to real-life experiences. By reflecting on personal or observed helping situations, you will better understand how help is sought, offered, and sometimes complicated by systems, people, or circumstances.

Assignment Instructions

Write a 400–600 word reflective paper choosing ONE of the two options below.

Option A: When You or a Family Member Needed Help

Describe a time when you or a family member needed help.

In your paper, address the following:

  • What was the situation that required help?

  • Who did you (or your family member) turn to for help?

  • What services, organizations, or individuals were helpful?

  • Were there any services, responses, or actions that made the situation worse or created additional barriers?

  • Looking back, what could have improved the helping process?

Option B: When Someone Came to You for Help

Describe a time when someone came to you for help.

In your paper, address the following:

  • What was the situation?

  • What actions did you take to help?

  • Did your actions lead to:

    • long-term help,

    • short-term help, or

    • unintended negative outcomes?

  • What did you learn about helping others from this experience?

  • If faced with a similar situation again, what would you do differently (if anything)?

Anonymity

You may use pseudonyms or keep individuals and agencies anonymous if you choose. Do not include identifying details that make people uncomfortable or easily recognizable.

Formatting Requirements

  • 400–600 words

  • Typed, double-spaced

  • Standard font (Times New Roman or similar), 12-point font

  • One-inch margins

Citations

  • No citations are required for this assignment.

Grading Criteria

Your paper will be evaluated based on the following:

  • Depth of reflection (thoughtfulness and insight)

  • Clear connection to helping processes (how help was given or received)

  • Organization and clarity (logical flow and coherence)

  • Grammar, spelling, and writing mechanics (grammar counts)

  • Completion of all assignment requirements

Academic Integrity

This paper should reflect your own experiences and honest reflection. While emotional topics may arise, you are encouraged to share only what you are comfortable disclosing.

Case Study Analysis Paper: Substance Use and Family Support (10%)

Purpose of the Assignment

This assignment is designed to help students apply human services theories, ethical principles, and intervention strategies to a realistic case involving a potential substance use disorder. Students will demonstrate their ability to assess individual needs, recognize family dynamics, and design a comprehensive treatment and family support plan.

Each student will be assigned a unique case study by the instructor.


Assignment Instructions

You will write a case study analysis paper based on the scenario assigned to you. Your paper must be a minimum of 300 words and should be written in clear, professional, and organized academic prose.

Your analysis must address both the individual client and their family system, demonstrating an understanding of how substance use impacts the broader social environment.


Required Components

Your paper must include the following sections:

1. Case Summary

  • Briefly summarize the assigned case.

  • Identify key facts, including:

    • The client’s substance use concerns

    • Relevant background factors (e.g., age, employment, mental health, legal issues)

    • Family composition and relationships

2. Assessment of the Substance Use Issue

  • Discuss indicators of potential substance misuse or dependency.

  • Identify contributing risk factors (e.g., stress, trauma, peer influence, socioeconomic conditions).

  • Note any protective factors that may support recovery.

3. Impact on Family and Support System

  • Analyze how the client’s substance use affects family members emotionally, socially, and economically.

  • Discuss potential issues such as codependency, enabling behaviors, caregiver stress, or intergenerational patterns.

4. Treatment Plan

  • Propose a realistic and ethical treatment plan that may include:

    • Individual counseling or therapy

    • Group support (e.g., recovery groups)

    • Medical or psychiatric evaluation (if appropriate)

    • Community-based services

  • Justify your recommendations using concepts from class.

5. Family Support and Intervention Strategies

  • Explain how you would support the client’s family.

  • Consider strategies such as:

    • Family counseling or education

    • Referrals to family support groups

    • Boundary-setting and communication strategies

    • Crisis planning and relapse prevention

6. Ethical and Cultural Considerations

  • Identify at least one ethical issue relevant to the case (e.g., confidentiality, autonomy, mandatory reporting).

  • Discuss any cultural, socioeconomic, or community factors that should inform treatment and family support.


Formatting Requirements

  • Minimum 400 words

  • Double-spaced

  • 12-point font (Times New Roman or equivalent)

  • Clear headings are encouraged


Evaluation Criteria

Papers will be evaluated based on:

  • Depth and accuracy of analysis

  • Integration of course concepts

  • Practicality and clarity of the treatment plan

  • Attention to family dynamics and support

  • Organization, writing quality, and professionalism

Assignment: Critique of a Social Welfare Program (Cost–Benefit Assessment) (15%)

Purpose

In this assignment, you will write a policy critique of a social welfare program of your choice. The goal is to evaluate the costs and benefits of the program using evidence and to assess its impact on individuals, the community, and society as a whole.

Step 1: Program Selection + Approval (Required)

You may choose any social welfare program (local, state, federal, or international), but you must receive professor approval before beginning the paper.

Your approval request should include:

  • Program name and geographic level (local/state/federal/international)

  • A brief explanation (2–3 sentences) of why you chose the program

  • 1–2 preliminary sources

Papers written without prior approval will not be graded.


Paper Requirements

  • Minimum length: 500 words

  • Sources: Minimum of 4 credible sources

  • Citation style: APA, ASA, or MLA (use one consistently)

  • Include a reference list/works cited page


Required Paper Sections

Use the following structure and headings:

1. Program Overview
Briefly describe:

  • The social problem the program addresses

  • Target population and eligibility

  • Type of services or benefits provided

  • Funding source (if available)

2. Program Costs
Discuss both financial and non-financial costs, such as:

  • Program budget or cost per participant

  • Administrative and operational costs

  • Indirect or opportunity costs (e.g., time, bureaucracy, alternative uses of funds)

3. Program Benefits
Evaluate benefits at three levels:

  • Individuals: effects on income, health, housing, education, or well-being

  • Community: effects on local institutions, crime, public health, or economic stability

  • Society: long-term outcomes such as inequality reduction, workforce participation, or public savings

4. Critical Assessment

  • Does the evidence suggest the program is effective?

  • Who benefits most and least?

  • What limitations, challenges, or unintended consequences exist?

5. Recommendations
Provide at least two evidence-based recommendations to improve the program or address its weaknesses.

Grading Criteria 

  • Program description + clarity of focus (3 points)

  • Cost analysis (3 points) — includes program costs and acknowledges tradeoffs

  • Benefit/outcome analysis at 3 levels (3 points) — individuals, community, society

  • Use of evidence + quality of sources (3 points) — at least 4 credible sources used meaningfully

  • Organization, writing quality, and citations (3 points)

Final Group Project: Regional Social Issue Program Design (Teams of 4) (35%)

Purpose

In this capstone-style project, your team will identify a real social issue in our region and design a feasible human services program to address it. You will define the problem, propose an evidence-informed intervention, build a realistic budget, and create a 5-year operational plan. Your work should show strong understanding of human service systems, barriers to help, client perspectives, and service delivery models.


Team Structure (4 people)

Each group must clearly assign and document roles (you may combine tasks, but all areas must be covered):

  1. Needs Assessment & Problem Definition Lead

  2. Program Design & Operations Lead

  3. Budget, Funding & Sustainability Lead

  4. Evaluation, Benchmarks & Presentation Lead

Include a short “division of labor” paragraph in the paper explaining who did what.


Deliverables

1) Program Proposal Paper (8–10 pages, double-spaced, Times New Roman 12, 1-inch margins)

Upload as a PDF or Word document.

2) Class Presentation (12 minutes)

Professional, organized, and visually supported (slides strongly recommended). Each person must speak.


Choose a Regional Social Issue

Select one issue affecting people in the region (examples below—your team may choose something else):

  • Housing insecurity/homelessness or eviction prevention

  • Substance use recovery supports / opioid or alcohol-related harms

  • Youth mental health and school-based support gaps

  • Domestic violence and family safety services

  • Food insecurity and benefits navigation (SNAP/WIC)

  • Reentry services for formerly incarcerated individuals

  • Immigration-related service barriers and legal navigation

  • Elder isolation, caregiver burden, or scam/fraud prevention

  • Crisis response and access to counseling/psychiatric care

  • Job training and workforce reentry for disconnected adults/youth

Your issue must be specific (who, where, and what’s happening locally).


Paper Requirements (8–10 pages)

A. Executive Summary (½ page)

  • Program name, target population, service area

  • What you will do, why it matters, and expected outcomes

B. Problem Definition + Local Needs (1–2 pages)

  • Define the issue and why it’s urgent in the region

  • Identify root causes and key contributing factors

  • Explain barriers to help (transportation, stigma, documentation, cost, language, etc.)

  • Use at least 3 credible sources (local data is ideal)

C. Clients Served: Eligibility and Outreach (1 page)

  • Who are the clients? (age, risk factors, context)

  • Eligibility criteria and referral pathways

  • Outreach strategy (how you will actually reach clients)

  • Cultural responsiveness: language access, trust-building, community partners

D. Program Model and Services (2–3 pages)

Describe your program in concrete operational detail:

  • Mission and goals

  • Service components (what services, how often, where, how delivered)

  • Intake, assessment, case planning, documentation

  • Client flow: “What happens from first contact to discharge?”

  • Service delivery system: direct service, integrated, and/or indirect/system-level strategies

  • Collaboration plan: how you coordinate with existing agencies

Required: Include a simple program logic model (can be a table):
Inputs → Activities → Outputs → Outcomes (short-term and long-term)

E. Staffing and Organizational Structure (1–2 pages)

  • Organizational chart (simple is fine)

  • Roles you will hire and why (credentials preferred but realistic)

  • Volunteer use (if any) and supervision structure

  • Training plan (trauma-informed care, ethics, cultural competence, documentation, safety)

F. Funding Plan + Sustainability (1 page)

Where will funding come from?

  • At least 3 funding sources (mix is encouraged)

    • Examples: grants (foundation/state/federal), city/county contracts, hospital/community benefit, fundraising, fee-for-service, partnerships, in-kind donations

  • Explain why your program is fundable

  • Sustainability strategy after year 1–2 (don’t rely on one-time money only)

G. Budget (Required Table) (1–2 pages)

Create a line-item budget (Year 1 minimum; Years 2–5 may be summarized).
Include:

  • Personnel (salary + benefits estimate)

  • Facilities (rent/utilities)

  • Program expenses (supplies, client supports, transportation vouchers, etc.)

  • Administrative/overhead

  • Evaluation costs

  • Total annual costs

  • Revenue assumptions (funding amounts and sources)

Required: A short narrative explaining the biggest cost drivers and how you controlled costs.

H. Five-Year Operations Plan (Required) (1–2 pages)

Provide a clear timeline with milestones for each year:

  • Year 1: launch and pilot

  • Year 2: stabilize and expand partnerships

  • Year 3: scale services and strengthen evaluation

  • Year 4: optimization and staff development

  • Year 5: sustainability and/or replication

Include:

  • Expected number served each year

  • Service expansion changes over time

  • Risk management (what could go wrong and how you respond)

I. Benchmarks of Success + Evaluation Plan (1–2 pages)

Define success with measurable metrics:

  • Outputs: number of intakes, sessions, case plans completed, referrals, etc.

  • Outcomes: improvements in stability, employment, reduced relapse, reduced crisis episodes, school attendance improvements, etc.

  • Data collection method (surveys, case notes, partner data, follow-up)

  • Benchmarks (targets for Year 1, Year 3, Year 5)

J. Efficiency Plan: Existing Resources and Partnerships (½–1 page)

  • What existing resources will you use instead of reinventing the wheel?

  • Examples: referral networks, shared space, co-located services, interns, donated supplies, shared data systems, transportation partnerships

  • Explain how these reduce costs and improve effectiveness

K. Conclusion (½ page)

  • Why your program will work and why it matters


Presentation Requirements (12 minutes)

Your 12-minute presentation must cover:

  1. The issue and local need (brief but convincing)

  2. Target clients and barriers to service

  3. Program design and client flow

  4. Staffing and partnerships

  5. Budget highlights + funding plan

  6. 5-year plan milestones

  7. Benchmarks and evaluation

Format expectations

  • Each group member must speak

  • Slides should be clean and readable (no walls of text)

  • You may include a simple chart/table (budget snapshot, timeline, logic model)


Grading (35 points total)

Paper (25 points)

  1. Problem definition + local needs assessment (5 pts)
    Clear, specific, supported with credible sources and regional relevance.

  2. Clients served + outreach and access plan (3 pts)
    Realistic eligibility, referral routes, and barrier reduction strategies.

  3. Program design + operations (7 pts)
    Concrete services, client flow, logic model, and coordination plan.

  4. Staffing + organizational structure (3 pts)
    Appropriate hires, roles, supervision, and training plan.

  5. Budget + funding plan (5 pts)
    Detailed, realistic line items; credible funding strategy; sustainability.

  6. 5-year operations plan (2 pts)
    Clear milestones, growth plan, and risk management.

  7. Benchmarks + evaluation plan (3 pts)
    Measurable outputs/outcomes, targets, and data collection plan.

  8. Writing quality + organization (2 pts)
    Professional tone, formatting, clarity, and coherence.

Presentation (10 points)

  1. Content coverage and accuracy (4 pts)

  2. Organization, timing, and clarity (2 pts)

  3. Visual support (slides) and professionalism (2 pts)

  4. Team participation (2 pts) (all members contribute meaningfully)


Suggested Appendix Items (Optional but helpful)

  • Organizational chart

  • Detailed Year 1 budget table

  • 5-year timeline graphic

  • Logic model

  • Sample intake form or referral workflow

  • Partnership letters or mock MOUs (1 paragraph each)


Academic Integrity and Realism

This is a program design exercise, not a fantasy proposal. Your program must be operationally realistic:

  • Use plausible staffing levels

  • Keep costs and funding believable

  • Use existing resources where possible

  • Clearly explain assumptions


Schedule of Topics and Assignments

Day Date Agenda/Topic Reading(s) Due
Wed 1/21 Introduction to the Class
Fri 1/23 Jobs in Human Services
Mon 1/26 Self-Study as a "Helper"
Wed 1/28 Foundations of Human Services
Defining Human Services
Service Delivery Systems and Barriers to Care
Chapter 1
Fri 1/30 Client Perspectives Self-Study Paper Due
Mon 2/2 The Changing Nature of the Helping Process
Societal Shifts and Cycles of Helping
Chapter 2
Wed 2/4 Historical Milestones and Current Trends
Fri 2/6 Politics, Media, Social Policy; Future Directions
Mon 2/9 Strategies, Activities, and Tasks
Complexity and Intervention Frameworks
Chapter 3
Wed 2/11 Direct and Integrated Services
Indirect Strategies and Universal Tasks
Fri 2/13 Attitudes, Skills, and Knowledge
Competency Milestones and Helping Relationships
Chapter 4
Mon 2/16 Competency Pyramid and Core Values
Helping Skills and Social Problem Analysis
Wed 2/18 Values and Ethical Dilemmas
Practitioner Bias
Autonomy v. Beneficence
Chapter 5
Fri 2/20 Ethical Conflicts and Views of Nature
Bureaucracy and Ethical Decision Frameworks
Mon 2/23 Social Welfare Programs and Policies
Poverty Metrics and Measurement Debates
Chapter 6
Wed 2/25 History of U.S. Social Welfare
Fri 2/27 Funding Programs
Policy Structures
Mon 3/2 Diversity Competence
Equality Movements
Culture and Race
Chapter 7 Critique of Social Program Paper Due
Wed 3/4 Immigration and Gender Response Practice
LGBTQ Care
Disability
Universal Design
Fri 3/6 Interviewing Essentials
Interview Foundations and Self-Disclosure
Questioning Techniques and Authority
Chapter 8
Mon 3/9 Spring Break - Class does not meet
Wed 3/11 Spring Break - Class does not meet
Fri 3/13 Spring Break - Class does not meet
Mon 3/16 Documentation
Integrative Practice
Wed 3/18 Direct Strategies
Reframing and Goal Setting
First Contact and Building Relationships
Chapter 9
Fri 3/20 Action Plans and Evaluation
Mon 3/23 Group Facilitation
Roles
Gains and Pitfalls
Chapter 10
Wed 3/25 Group Development
Finding Purpose
Activities and Facilitation Practice
Fri 3/27 Program Planning
Planning Foundations
Needs Assessments
Chapter 11
Mon 3/30 Logic Models
Trouble Shooting
Scaling Strategies
Wed 4/1 Indirect Strategies and Change
Diagnosing Systems
Organizational Health
Chapter 12
Fri 4/3 Resistance
Ethics and Influence
Change Planning
Mon 4/6 Legal Issues
Legal Challenges
The Law as a Resource
Chapter 13
Wed 4/8 Bureaucracy
The Law as a Restriction
Statutes and Advocacy
Emerging Issues
Fri 4/10 Avoiding Burnout
Burnout and Strain
Chapter 14
Mon 4/13 Stress Management Plans
Resilience
Wed 4/15 Applying the knowledge to a treatment plan Case Studies Assigned from NIAAA
Fri 4/17 More applications of knowledge
Mon 4/20 Career Opportunities NIAAA Paper Due
Wed 4/22 Assessment of the Region Study of Webb County Helping Agencies
Fri 4/24 Assessment of National Policies Do your own search for programs
Mon 4/27 Graduate Study Opportunities
Wed 4/29 Work on Final Project
Fri 5/1 Last Class Day
Mon 5/4 No Class
Wed 5/6 No Class
Fri 5/8 Final Presentations Final Project Due
Mon 5/11 No Class
Wed 5/13 No Class

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)

In the classroom, students are expected to listen attentively, participate respectfully, and adhere to established rules. Behavior that interferes with the class lecture may result in disciplinary action, ensuring a productive and respectful learning environment for everyone. Any disputes over academic matters should be addressed calmly and constructively, ideally during designated times such as office hours or after class. If a student does not agree with a decision, they can request a meeting with the instructor to discuss their concerns in more detail. Should further resolution be needed, the student may escalate the matter to the department head or use formal grievance procedures as outlined in the sections below. (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 Student Handbook.

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:

  1. 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.
  2. 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.
  3. 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 SafeZone 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 Disability Services for Students located in Student Center 124. 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 Office of Disability Services for Students.

For accommodations or assistance with disabilities, contact the Disability Coordinator, Karla Pedraza, at karla.pedraza@tamiu.edu, call 956.326.2763, or visit Student Center 124. 

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: Student Handbook).

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. Students who experience or observe alleged or suspected discrimination due to their pregnant/parenting status, should report to 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, Report It, at 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 Compliance (Lorissa M. Cortez, lorissam.cortez@tamiu.edu) can assist the student and professor in working out the reasonable accommodation. For other questions or concerns regarding Title IX compliance related to pregnant/parenting students, contact the Title IX Coordinator. In the event that a student needs 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 LOAs 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.

For parenting-related rights, accommodations, and resources, contact the Parenting Liaison, Mayra Hernandez, at mghernandez@tamiu.edu, call 956.326.2265, or visit Student Center 226.

For pregnancy-related rights, accommodations, and resources, contact the TIX Coordinator, Lorissa Cortez, at lorissaM.cortez@tamiu.edu, call 956.326.2857, or visit Killam Library 159.

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 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:

  1. 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;
  2. 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;
  3. The student must sign an “Incomplete Grade Contract” and secure signatures of approval from the professor and the college dean.
  4. 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.