GWU ARTH 6265.16 Advanced Issues in Psychotherapy and Art Therapy - The Embodied Therapist Summer 2024 PDF

ARTH 6265.16 Advanced Issues in Psychotherapy and Art Therapy – The Embodied Therapist COURSE INFORMATION Semester: Summer 2024 Meeting time: June 7, 2-5; June 21, 2-5; June 28, 2-5; July 5,...

ARTH 6265.16 Advanced Issues in Psychotherapy and Art Therapy – The Embodied Therapist COURSE INFORMATION Semester: Summer 2024 Meeting time: June 7, 2-5; June 21, 2-5; June 28, 2-5; July 5, 2-5 Location: Art Therapy Program, Alexandria Graduate Education Center INSTRUCTOR Name: Jody Wager MS, BC-DMT Campus Address: Art Therapy Program, Alexandria Graduate Education Center Phone: 703-508-4975 E-mail: [email protected] or [email protected] Office hours: appointments as needed COURSE DESCRIPTION Overview and application of one or more treatment models or theories to various mental and emotional disorders. Connections between the practice of art therapy and the techniques of other disciplines. COURSE OVERVIEW What does it mean to be an embodied therapist? Is it about presence? Is it about being grounded? Is it about attunement? Or is it about self-awareness and mindfulness? This course will explore the concept of embodiment and provide you with the opportunity to discover, develop and trust your innate ability to "attend" empathically, respond authentically, and translate non-verbal experiences into cognitive insights. Experiential body/mind exercises based on dance/movement therapy principles will be used along with didactic presentations, to integrate a more embodied approach to traditional psychotherapy theory and practice. COURSE PREREQUISITES To enroll in this course, students must be matriculated in the GW Art Therapy Graduate Program or otherwise receive permission from the instructor. 1  COURSE OBJECTIVES AND LEARNING OUTCOMES This course prepares students to be art therapists by mastering the following Course Objectives that are aligned with the GW Art Therapy Program Goals and SLOs, GW Strategic Goals, as well as Accreditation Council for Art Therapy Education (ACATE) Competencies as evidenced by the related course assignment. Course Program Goals and SLOs ACATE Related Course Objectives [GW Strategic Goals] Competencies Assignment Evaluate kinesthetic PG1: Students will acquire broad art c.S.3 Demonstrate understanding of Article therapy knowledge, skills, and values therapeutic utility and psychological empathy as a means of based in psychotherapy, properties of a wide range of art Response better understanding neuropsychology, art processes, processes and materials (i.e., and gathering creativity, metaphor, assessment, traditional materials, recyclable human development, psychopathology, materials, crafts) in the selection of information about their trauma, and counseling. processes and materials for delivery of clients. art therapy services SLO1: Implement therapeutically h.A.1 Justify methods of advancing beneficial, culturally responsive, and wellness and actualization of potential, client-centered interventions through coping capacity, creativity, and optimal intentional selection of art materials development throughout life and media, facilitation of art making processes and strategies, and guidance of art interpretation (symbolism and metaphor) [Innovation through Cross- Disciplinary Collaboration] Apply embodied and PG 1 d.S.2 Practice skills for developing Journal Entry/ somatic techniques and awareness and insight into art processes Response art SLO2: Apply culturally and and images practices to be more developmentally informed theories, o.S.2 Demonstrate personal, hands-on fully present when assessments, creativity models, contact with the discipline of art making evaluation methods, and diagnostic working with clients. procedures to address treatment goals for individuals, groups, families, and communities [Innovation through Cross- Disciplinary Collaboration] Synthesize grounding PG2: Students will engage in clinical d.A.1 Demonstrate belief in the value of Final and centering methods and studio work with insight, self- using art-making as a method for Presentation awareness, and a high level of exploring personal symbolic language as means of self-care professional, ethical, multicultural, and p.K.1 Demonstrate advanced knowledge and recognition of relational expertise with diverse local of a well-defined, specialized area of transference and and international communities. clinical or community-based practice countertransference. SLO4: Demonstrate competence for engaging in personal art making and reflective writing to strengthen self- awareness, identify countertransference, recognize implicit bias, promote well-being, and guide professional practice [Globalization] REQUIRED TEXTBOOKS, MATERIALS, AND RECOMMENDED READINGS 2 There is no required textbook for this course. Students will be assigned articles and book chapters as indicated in the Course Outline and Schedule. 3  EXPECTED DIRECT AND INDEPENDENT LEARNING TIME In a 1-credit course, students should expect to spend approximately 200 minutes (4 hours) per week in direct instruction (instructor in-person or online) and 400 minutes (8 hours) in independent learning (e.g. reading, homework, face-to-face group work). Over the course of the semester, students will spend 12.5 hours in direct instruction and 25 hours in independent learning for a total of 37.5 hours. More information about GW’s credit hour policy can be found at: provost.gwu.edu/policies- forms (webpage); or provost.gwu.edu/files/downloads/Resources/ Assignment-Credit-Hours-7-2016.pdf (form) GRADING The final grade for this class will be determined according to the following: Journal entry/ Response art 10% due: June 21, 28, July5 Article Response 20% due: June 7, 21, 28 Final presentation 30% due: July 5 Class participation 40% due: June 7, 21,28, July 5 LEARNING ACTIVITIES AND ASSIGNMENTS 1. Journal Entry/ Response art: Students will be taught a 5-minute observation tool in class. This technique will be used to practice attuning with and observing others while outside of class and a journal entry will be required for each observation. During class time, there will be a series of movement and body-oriented experientials in support of the concepts being taught throughout the class. Following many of these exercises there will be time to create a response art piece. These pieces will then be shared within the group and will be counted towards class participation. A range B range C range F range Critical Analysis Analysis, synthesis and Analysis, synthesis and Analysis, synthesis and Serious inaccuracies application of knowledge application of knowledge application of knowledge is and and Understanding is consistently clear and is generally clear and mostly clear and effective misunderstandings. effective. effective but occasional but reveals rather superficial shortcomings are evident. understanding. Personal Develops extensive and Develops perceptive self- Develops some or limited No evidence of the highly perceptive self- understandings from art. perceptive self- development of self- Development understandings from art. Demonstrates a understandings from art. understanding from d.S.2 Practice skills for Consistently demonstrates willingness and ability to Generally disposed to the art. Unwilling or developing awareness a willingness and ability to subject own beliefs, values scrutinizing own beliefs, unable to scrutinize and insight into art subject own beliefs, values and behaviors to critical values and behaviors but not own beliefs, values processes and images and behaviors to critical scrutiny and an openness always in a sufficiently and behaviors. Shows scrutiny and an openness to change. critical manner. Shows no openness to to change. some openness to change. change. Oral Presentation The language contains The language is generally The language is mostly Errors in language very few, if any, errors in accurate but contains some accurate; errors are more and vocabulary are so and/or Written grammar and vocabulary. systematic errors in often in complex grammar frequent and Statement If slips are present, the complex grammar and and vocabulary, which are distracting that the meaning is still clear. vocabulary. distracting but the overall essay is largely meaning is still intelligible. incomprehensible 4 Art Quality Strongly demonstrates that Clearly demonstrates that Image is somewhat Image is superficial o.S.2 Demonstrate image is personally image is personally meaningful to the student. or fails to personal, hands-on meaningful to the student. meaningful to the student. Demonstrates effort. Makes demonstrate contact with the Strongly demonstrates Clearly demonstrates use of art materials in a expression. discipline of art effort. Makes use of art effort. Makes use of art manner that conveys some Demonstrates little or making materials in an intentional materials in a manner that interest, but lacks no effort or and professional manner. conveys interest. craftsmanship. craftsmanship. Use of art materials is underdeveloped. Professionalism: Assignment submitted Assignment submitted 1 Assignment submitted 2-7 Assignment by expected due date day later than expected days later than expected submitted more Submission due date due date than 7 days after (due date is expected due date defined as what is stated in syllabus or negotiated with professor) 5 2. Article response: One page written response and discussion in class. There will be three articles shared throughout the class and each will require a written response. Each response should be typed and no less than 1 page but no greater than 2 pages. Students are encouraged to share their thoughts about the article while attempting to consider ways in which to incorporate the concept and/or apply it to their work/role as an art therapist. A range B range C range F range Critical Analysis and Consistent perceptive Frequent perceptive and Overall, some perceptive and No critical Understanding and critical engagement critical engagement with critical engagement with engagement with h.A.1 Justify methods of with issues. Overall issues and themes. issues and themes. Not all issues, and themes. advancing wellness and logic is clear. Evidence Expresses own position, relevant arguments and Arguments are actualization of potential, strongly supports and argumentative counter arguments are fully confused, illogical, coping capacity, creativity, and optimal development conclusions. structure is clear and examined. flawed, disorganized, throughout life logical, but some or difficult to arguments understand. underdeveloped. Subject Matter Synthesis and Synthesis and Synthesis and application of Serious inaccuracies c.S.3 Demonstrate application of application of knowledge is mostly clear and understanding of knowledge is knowledge is generally and effective but reveals misunderstandings. therapeutic utility and consistently clear and clear and effective but rather superficial No discussion psychological properties of a wide range of art effective. In-depth occasional shortcomings understanding. Superficial, identified as related to processes and materials identification and are evident. Identified inadequate discussion in personal experiences. (i.e., traditional materials, discussion as related to and discussed with some relation to personal recyclable materials, personal experiences. relation to personal experiences. crafts) in the selection of experiences. processes and materials for delivery of art therapy services Organization Clearly stated thesis or States thesis or position, Introduction and conclusion are Introduction and position. Conclusion and conclusion included and generally capture conclusion are unclear, clearly summarizes main summarizes main the essence of the topic and lack detail or missing arguments. Paragraphing arguments. Paragraphing discussion. Evidence of ability altogether. Very little is appropriate at all times is appropriate, but some to paragraph, but some evidence of an ability with each paragraph paragraphs lack paragraphs lack a central idea to organize the essay containing a central idea supporting detail or or supporting detail. into paragraphs with which is developed contain unrelated details. one central idea and throughout the paragraph supporting details. with supporting details. Professional Writing The language contains The language is generally The language is mostly Errors in language and very few, if any, errors in accurate but contains accurate; errors are more often vocabulary are so grammar and vocabulary. some systematic errors in in complex grammar and frequent and distracting If slips are present, the complex grammar and vocabulary, which are that the essay is largely meaning is still clear. vocabulary. distracting but the overall incomprehensible meaning is still intelligible. 6 Professionalism: Assignment submitted Assignment submitted Assignment submitted 2-7 Assignment by expected due date 1 day later than days later than expected submitted more than Submission expected due date due date 7 days after (due date is defined as expected due date what is stated in syllabus or negotiated with professor) 7 3. Final Presentation: Integrative art response to be shared during final class. The student will be invited to create a final ‘art’ piece to be shared during the last class. This piece should capture the student’s understanding of the concept of being an embodied therapist. These pieces may be created in any art form, i.e. visual art, dance, music, drama, etc. A range B range C range F range Critical Analysis and Analysis, synthesis and Analysis, synthesis and Analysis, synthesis and Serious inaccuracies and application of knowledge application of knowledge application of misunderstandings. Understanding is consistently clear and is generally clear and knowledge is mostly effective. effective but occasional clear and effective but shortcomings are evident. reveals rather superficial understanding. Personal Develops extensive and Develops perceptive self- Develops some or No evidence of the highly perceptive self- understandings from art. limited perceptive self- development of self- Development understandings from art. Demonstrates a understandings from understanding from the art. d.A.1 Demonstrate belief in Consistently demonstrates willingness and ability to art. Generally disposed Unwilling or unable to the value of using art- a willingness and ability to subject own beliefs, to scrutinizing own scrutinize own beliefs, making as a method for subject own beliefs, values values and behaviors to beliefs, values and values and behaviors. exploring personal and behaviors to critical critical scrutiny and an behaviors but not Shows no openness to symbolic language scrutiny and an openness openness to change. always in a sufficiently change. to change. critical manner. Shows some openness to change. Subject Matter Synthesis and application Synthesis and application Synthesis and Serious inaccuracies and p.K.1 Demonstrate of knowledge is of knowledge is generally application of misunderstandings. No advanced knowledge of a consistently clear and clear and effective but knowledge is mostly discussion identified as well-defined, specialized effective. In-depth occasional shortcomings clear and effective but related to personal area of clinical or identification and are evident. Identified reveals rather experiences. community-based discussion as related to and discussed with some superficial practice personal experiences. relation to personal understanding. experiences. Superficial, inadequate discussion in relation to personal experiences. Oral Presentation The language contains The language is generally The language is mostly Errors in language and very few, if any, errors in accurate but contains accurate; errors are vocabulary are so frequent and/or Written grammar and vocabulary. some systematic errors in more often in complex and distracting that the Statement If slips are present, the complex grammar and grammar and essay is largely meaning is still clear. vocabulary. vocabulary, which are incomprehensible distracting but the overall meaning is still intelligible. Art Quality Strongly demonstrates that Clearly demonstrates that Image is somewhat Image is superficial or fails image is personally image is personally meaningful to the to demonstrate expression. meaningful to the student. meaningful to the student. Demonstrates Demonstrates little or no Strongly demonstrates student. Clearly effort. Makes use of art effort or craftsmanship. effort. Makes use of art demonstrates effort. materials in a manner Use of art materials is materials in an intentional Makes use of art that conveys some underdeveloped. and professional manner. materials in a manner that interest, but lacks conveys interest. craftsmanship. 8 Professionalism: Assignment submitted Assignment submitted Assignment Assignment submitted by expected due date 1 day later than submitted 2-7 days more than 7 days after Submission expected due date later than expected expected due date (due date is defined due date as what is stated in syllabus or negotiated with professor) 9 4. Class Participation Purpose: In-class learning provides an opportunity to actively discuss ideas, challenge misconceptions, develop alternate perspectives, apply course material to art therapy practices, and expand knowledge. Therefore, attendance and participation are crucial to one’s education. The behaviors that make for comprehensive participation reflect those that make for being an excellent art therapist and colleague. Tasks: Participation is more than simply being present. Rather, it includes: · Intellectual Contribution: Students are responsible for completing assigned course materials (readings, videos,...) to contribute thoughtful questions and curiosities in each class (small groups, large group, and/or discussion boards). Expressing opinions is encouraged; however, these should be integrated with a scholarly foundation and critical analysis. Students are encouraged to share with the instructor (and hopefully classmates) about obstacles to participation and discuss means to ensure their voices are still present. We strive to include everyone with consideration to language, ability, power dynamics, lived experience, and disposition (such as introversion). · Communication of Ideas: Contributions - even impromptu, spontaneous, and developing ones - are shared in a manner that is understandable to others. Strive to formulate your ideas in comprehensible ways so that you are heard and that all can learn from you. · Collaborative Dynamics: Learning entails respectful and collaborative interactions with classmates and instructors. Students should consider how often they speak, how they respond to others (rather than waiting to be invited), and how they encourage others’ perspectives. Individual actions (such as use of electronics, art making, fidget devices,...) that facilitate individual student learning, but may be distracting, should be considerate of others’ learning needs. · Active Engagement: Students fully engage with art making, guest lectures, and other classroom activities within set classroom boundaries (time allotted, education versus therapeutic). If these activities invite reflection on personal experiences that may affect client relationships, then students reflect on awareness gained rather than personal disclosure (see Personal Disclosure policy). · Attendance: Each class is devoted to a specific topic that builds to the overall expected learning outcomes. Full attendance and readiness to engage in course material is expected. If you are absent (or miss more than 25% of a class), you will need to meet with the instructor to determine how to make-up your work. If you know of days that you will be absent ahead of time (whether excused or unexcused), then you should meet with your instructor to discuss and agree upon accommodations. Criteria: At any point in the semester, students and faculty are encouraged to have a conversation on how the student is progressing in their participation. To ensure success, faculty and students may revisit what facilitates and hinders engagement in order to re-evaluate classroom norms. The grade for this assignment will be determined according to the following rubric: 10  A range B range C range F range Intellectual Consistently Mostly, Demonstrat Student Contribution demonstrates demonstrat es a basic demonstrates a thorough es a good understandi little or no understanding understandi ng of most understanding of, and ng of, and of the of course engages engages course material, constructively constructiv material lacks with, all ely with and engagement course course engages with it, or material material. with it, makes little (assigned Frequently though not or no effort to readings, provides always contribute to issues, helpful successfull group concepts). points or y. discussion. Invariably asks Sometimes provides questions makes insightful that contributio analyses, advance ns that raises critical and deepen advance points, and group group advances and discussion. discussion. deepens Contributio group ns discussion. sometimes add little. Communication Ideas are Ideas are Meaning is Student has of Ideas expressed expressed clear some serious clearly and clearly and of the time difficulty in comprehensiv comprehen even expressing ely at all sively most though the ideas times. of the time, student has comprehensiv with some ely, and the occasional difficulty meaning is lack of in making rarely clear. clarity. self comprehen sible Collaborative Participates Participates Participates Little or no Dynamics actively and actively but engagement constructively most of the sometimes in group all the time. time. requires discussion Consistently Generally prompting. even with appreciates appreciates Appreciate prompting. others’ others’ s others’ Shows no contribution contributio contributio appreciation and engages n and n by of others’ with their engages responding knowledge ideas with their to their and skills. sensitively. ideas ideas Fails to Plays an sensitively. sensitively, engage with active role in Plays a with some others’ moving supportive or little ideas.Plays a discussion role in success. passive or forward. classroom Plays a negative role Does not dynamics. passive in classroom monopolize role in dynamics. discussion or discussion. distract Is others. distracting to others’ learning needs. 11 Active Participates Participates Participates Does not Engagement actively in most of the occasionall participate in class time in y or class artmaking class superficiall artmaking and activities. artmaking y in class and activities Develops and artmaking or does so thoughtful activities. and with minimal and critical Understand activities. engagement. perspectives s Demonstrat Fails to to apply to connections es identify learning. to course superficial connections material for understandi to course learning. ng of material. relation to course material. Attendance Consistently Mostly Frequently Frequently attends class attends late to class misses more on-time and class on by 10 than 25% of is prepared time but is minutes or class time when class frequently more (not (not due to a begins. 5 minutes due to a one-off or late one-off or isolated attended at isolated situation or least 90% of attended at situation or circumstance) classes (or least 80% circumstan made-up for of classes ce) missed (or made- attended less classes due to up for attended at than 50% of excused missed least 70% classes (or absences) classes due of classes made-up for to excused (or made- missed absences) up for classes due to missed excused classes due absences) to excused absences) 12  COURSE OUTLINE AND SCHEDULE Class 1 (June 7): Introduction to and exploration of concepts of embodiment, engagement, and attunement. Reading assignment: Kleinman, S. (2016). Making the Most of Your Whole Self: Being an Embodied Therapist. Psych Central. Retrieved https://psychcentral.com/lib/making-the-most-of-your-whole- self-being-an-embodied-therapist/ ~Journal Assignment: Students will be introduced to the weekly observation exercise ~ Somatic and movement experientials to explore the concepts of embodiment, engagement, and attunement, followed by an art response and group discussion. Class 2 (June 21): Introduction to and exploration of concepts of Kinesthetic Empathy and Somatic Countertransference. Reading assignment: Duros, P. & Crowley, D. (2014). The Body Comes to Therapy Too. Clinical Social Work Journal, 42(3), 237-246. https://doi.org/10.1007/s10615-014-0486-1. ~ Somatic and movement experiences to explore concepts of kinesthetic empathy and somatic countertransference, followed by an art response. ~Group discussion of the integration between the movement experiences and reading materials Class 3 (June 28): Introduction to the role of witness Reading assignment: Avstreih, Z. (2013). Authentic Movement and Mindfulness Embodied Awareness and the Healing Nature of the Expressive Arts. In L. Rappaport (Ed.), Mindfulness and the Arts Therapies, (pp. 182-192), London, UK: Jessica Kingsley. ~Introduction to, and practice of, authentic movement and the role of witnessing as a therapist, followed by an art response and group discussion. Class 4 (July 5): Sharing of final projects; Clinical application and integration ~ A variety of movement experiences to bring closure to the class ART THERAPY PROGRAM CLASS POLICIES Personal Disclosure One of the hardest tasks for the art therapy student is learning to set personal boundaries in response to experientials and personal imagery. The nature of art therapy is such that it bypasses defense systems and may create a feeling of vulnerability. Consider that those feelings of vulnerability are what your clients/patients feel every time they are in a therapy session. The extent to which you self-disclose is negotiable. It maybe helpful to think about authentic sharing as including critical reflections on one’s creative process and emotions evoked, rather than disclosing autobiographical experiences. General Assignment Requirements Points are given based on the quality of participation in class, turning in complete and well-done assignments on time, and doing work that is up to graduate level standards. Assignments may be re-submitted with professor consultation; please ask questions before the due date if you are unsure of the expectations. Grading Scale 96-100 = A 90-95 = A- 87-89 = B+ 83-86 =B 80-82 = B- 13 77-79 = C+ 73-76 =C 70-72 = C- 69 or lower = F Please note, graduate programs cannot assign a "D" grade. Professional Writing Expectations Readings and assignments are listed under their completion dates. Written assignments must be typed in 12-point font, double‑spaced, and stapled (unless submitted electronically). Skilled writing is an essential aspect of your professionalism; therefore, we will be grading your writing ability and your correct use of APA style. Incorrect use of APA style will cause assignments to be dropped a grade (i.e., A to A-). Consider having a peer proof-read a paper before turning it in, or consult the GW Writing Center for assistance. Specific grading rubrics are provided for each of the Learning Activities and Assignments. Notes on Art: No original client artwork will be accepted with assignments. Please turn in color copies, digital print outs, or slides. Please cover any identifying marks (i.e., any names) with Post-Its. Evidence of respect for clients and their work is expected (i.e., bring artwork into class in a folder, do not stick pins in the art). Accommodations In the Art Therapy Program we want to accommodate all students and recognize that each student has different capabilities within a class and unique responsibilities outside of the program. If an issue arises, communicate with your professor to figure out a solution. If you communicate and resolve prior to class or due date, there may be no penalty. If the issue continues, you may need to discuss, with your professor and advisor, options to drop the class (for medical or mental health leave, family or work responsibilities, etc.). Students with DSS accommodations must be in communication with each professor to create a plan for their class and communicate with professor prior to needing an accommodation (i.e., extension on assignment, leaving class early). Late Assignments Policy Timely submission is a criteria of professionalism that is consistent with the aspirational ethic of fidelity, that is, completing one’s responsibilities as a student. Assignment deadlines are structured to accommodate learning objectives and/or may account for instructor’s workloads to provide feedback to students or submit final grades to the university. At the same time, students are afforded the aspirational ethical value of justice, that is, having their learning needs honored. When extensions are required, students are expected to initiate conversations with instructors prior to a due date - except in the case of extraordinary circumstances (emergency, illness,...). Once a due date is agreed upon, students are expected to submit assignments by the negotiated due dates. Tardiness will be accounted for in assignment rubrics, which will impact the assignment’s grade by as much as one grade degree (A to A-, A- to B+, B+ to B,...). Absentee Policy As a graduate program our training is very hands-on and highly discussion oriented. Therefore, attendance is mandatory and absences will affect your grade. Classes are not hybrid and students may not just choose to attend online. Students are responsible for informing each professor at the beginning of semester regarding known absences (i.e. religious holidays). For unplanned absences, students should notify their professors no less than 1 hour prior to class on day of—if virtual is an option, inform directly via email of need at least an hour before class begins. You must inform your instructor if you have a planned late arrival or need to leave early. Missing more than 25% of a class (½ an hour for 2hr classes), except in emergency situations, will be considered an absence. Informing professor of your absence is not the same as having that absence excused or having permission to not attend. For all 14 absences, a plan should be discussed regarding how to make-up missed material. Assignment due dates remain the same when you are absent, unless discussed with professor. Absence Due to COVID If you test positive for COVID, you must register with GW so they can monitor you. Testing at GW is free. See GW Blog (https://blogs.gwu.edu/ccas-artx) for links to test and register with GW. If you are not registered with GW your absence is unexcused. Inform your professor ahead of time and determine whether you can attend via Zoom. Electronics in the Classroom · Cell Phones: Please be sure to turn off your cell phone during class; receiving calls and texting is unacceptable. If you have an emergency, please inform your professor before class that you may be expecting a call and put your phone on vibrate. · Personal Computers: Do not assume that all classes/professors will allow notetaking on your personal computer. Some classes are not conducive to students using computers (Practicum, Studio) when artmaking and/or attentiveness to classmates is essential. Please check with each professor and have alternate methods (i.e., notebook and pen) available. · Online: In the context of an on-line course, please ensure that you create a distraction free learning environment during the time that you spend engaged with on-line material and required experiential activities. While listening to lectures, you may find it helpful to close email and social network, as well as, to put your phones and communication applications (for example: Skype) on silent or “Do Not Disturb.” Instructional Continuity Faculty will develop a plan and convey to students how they plan to ensure continued instruction in the event that an in-person class has to transition to online or an online class is disrupted due to faculty, institutional, or student connectivity problems. This may include making course experiential activities available, recording classes, or other means that would allow students to complete in-class activities at another time. Syllabus Change Policy This syllabus is a guide for the course and is subject to change. UNIVERSITY POLICIES University Policy on Religious Holidays 1. Students should notify faculty during the first week of the semester of their intention to be absent from class on their day(s) of religious observance; 2. Faculty should extend to these students the courtesy of absence without penalty on such occasions, including permission to make up examinations; 3. Faculty who intend to observe a religious holiday should arrange at the beginning of the semester to reschedule missed classes or to make other provisions for their course-related activities Academic Integrity Code Academic dishonesty is defined as cheating of any kind, including misrepresenting one's own work, taking credit for the work of others without crediting them and without appropriate authorization, and the fabrication of information. For the remainder of the code, see: http://www.gwu.edu/~ntegrity/code.html Any plagiarism must be reported to the Office of Academic Integrity (http://http://studentconduct.gwu.edu/). Therefore, students are asked to write and sign the following statement on their assignments: “This work was completed in accordance with The George Washington University Code of Academic Integrity.” Use of Electronic Course Materials 15  Notification in Advance about Recording: Course lectures may be audio/video recorded and made available to other students in this course. As part of your participation in this course, you may be recorded. If you do not wish to be recorded, please contact the instructor the first week of class (or as soon as you enroll in the course) to discuss alternative arrangements. Concern for Privacy and Protection of Copyright: Students are prohibited from recording/distributing any Class Activity without permission from the instructor, except as necessary as part of approved accommodations for students with disabilities. Any approved recordings may only be used for the student’s own private use. For more information, see: GW’s Policy Virtual Meeting, Event or Collaboration Platforms: Guidance for Data Protection for COVID-19 Operations (https://compliance.gwu.edu/virtual-meeting-event-or-collaboration- platforms) Class Recordings: Students are encouraged to use electronic course materials, including recorded class sessions, for private personal use in connection with their academic program of study. Electronic course materials and recorded class sessions should not be shared or used for non-course related purposes unless express permission has been granted by the instructor. Students who impermissibly share any electronic course materials are subject to discipline under the Student Code of Conduct. Please contact the instructor if you have questions regarding what constitutes permissible or impermissible use of electronic course materials and/or recorded class sessions. Please contact Disability Support Services at disabilitysupport.gwu.edu if you have questions or need assistance in accessing electronic course materials. Support for Students Outside the Classroom Disability Support Services (DSS): Any student who may need an accommodation based on the potential impact of a disability should contact the Disability Support Services to establish eligibility and to coordinate reasonable accommodations. For additional information please refer to: https://disabilitysupport.gwu.edu/ or (202) 994-8250 Mental Health Services: The University’s Mental Health Services offers 24/7 assistance and referral to address students' personal, social, career, and study skills problems. Services for students include: crisis and emergency mental health consultations, confidential assessment, counseling services (individual and small group), and referrals. For additional information please refer to: http://counselingcenter.gwu.edu/ or (202) 994-5300 Writing Center: This program offers tutoring for graduate students (max 3 sessions/week). A separate language center is available for international students. We strongly encourage you to use the Writing Center for your assignments that are worth a high percentage of your grade or at a specific professor request. For additional information please refer to: http://www.gwu.edu/~gwriter/ Academic Commons: Academic Commons provides tutoring and other academic support resources to students in many courses. Students can schedule virtual one-on-one appointments or attend virtual drop-in sessions. Students may schedule an appointment, review the tutoring schedule, receive writing and research consultation, develop virtual learning strategies, access other academic support resources, or obtain assistance. For additional information, please refer to: https://academiccommons.gwu.edu Accommodation Beyond Disability: Everyone has different needs for learning. If you do not have a documented disability but feel that you would benefit from learning support for other reasons, talk to me. Also, feel free to let me know if you have substantial non-academic obligations or other concerns (e.g., work, childcare, language barriers, financial issues, technology access, commuting, etc.) that make learning difficult. I will not share this in class or with outer students but will consult with other faculty to meet your needs as best we can. Virtual Academic Support and COVID-19 o coronavirus.gwu.edu/top-faqs o virtual learning strategies: academiccommons.gwu.edu/study-skills o succeeding in virtual environments: tinyurl.com/gw-virtual-learning 16 Safety and Security In the case of an emergency, if at all possible, the class should shelter in place. If the building that the class is in is affected, follow the evacuation procedures for the building. After evacuation, seek shelter at a predetermined rendezvous location. In the Alexandria Graduate Education Center, the emergency exits are located in the front at the reception area and in the back through the library. Once outside, the primary meeting area is at the back entrance across the street from Starbucks. Our secondary meeting area is at the back entrance at the US Patent and Trade Office plaza (back entrance, right). See the GW Emergency Response Handbook for additional information for responding to fires, severe weather, violence/active shooters, and maintaining emergency communications. 17