SLPA 240 Clinical Fieldwork Spring 2025 Syllabus Jennifer Schultz Mitchell Technical College

Jennifer Schultz

Email: Jennifer.Schultz@mitchelltech.edu

Office Phone: (605) 995-7245

Office Location: Online

Office Hours:

Monday 9:00 – 11:00 AM, Wednesday 4:00 – 6:00 PM, Thursday 3:30 – 4:30 PM

Use this link to book an appointment with the instructor. I will respond to phone and email messages within 24 hours M - F and 48 hours on weekends and holidays unless you are notified in advance that I am not available. For issues related to a specific assignment, please add a comment to the assignment on the coursework page. This allows me to easily access the assignment for reference or to reopen it when I am out of the office.

Section Number: O2

Term: Spring      Year: 2025           Start Date: 3/10/2025     End Date: 5/8/2025

Meeting Times: Asynchronous; Clinical Fieldwork days and times TBD by fieldwork site

Meeting Location: https://mytech.mitchelltech.edu/ICS/Academics/SLPA/SLPA_240/2024_S-SLPA_240-O2/Overview.jnz

Delivery Mode: Online

This course is an eight-week, full-time field placement under the supervision of a state-licensed speech-language pathologist. The field placement allows the student to practice the knowledge and skills related to speech and language interventions. A minimum of 100 hours of supervised fieldwork is required.

Credits: 6

Total Hours: 240

Pre/Corequisites:

• Prerequisite: Grade of "C" or higher in all previous SLPA courses

Textbooks

MTC SLPA Fieldwork Experience Forms (see Trajecsys). Required. 

SLPA Resource Manual. Required. 

Dwight, D. M. (2022). Here's How to Do Therapy: Hands-On Core Skills in Speech-Language Pathology. Plural Publishing Inc. Edition: Third. ISBN: 978-1-63550-320-3. Required.

Roth, F.P., & Worthington, C.K. (2021) Treatment Resource Manual for Speech-Language Pathology 6th Edition. Cengage Learning. Edition: Sixth. ISBN: 978-1-2858-5115-0. Required.

• Dept. of Criminal Investigation criminal background check and fingerprinting. Required. 
• Web-based Tools 

• LessonPix Subscription (free)
• SLP Now Subscription (free)
• SpeechPathology.com EducationalAccess Subscription (free)
• Trajecsys Subscription (included with tuition and fees)

• iPad and Apps: You are required to purchase an iPad. For some assignments paid apps may be required. These are available to you through the Company Portal app. You will not need to purchase these apps. Information regarding installation and login for the Company Portal app will be provided to you by SLPA faculty. Do not purchase required paid apps on your own. Additional free apps may be required throughout the course at the instructor’s discretion.

Institutional Learning Outcomes

• Apply reasoning and critical thinking to solve problems and seek information
• Communicate effectively in the workplace
• Cultivate civic engagement and social responsibility.
• Demonstrate professionalism in a diverse culture

General Education Outcomes

• Apply essential processes and analyses through performing computations and demonstrating knowledge and application of measurement, formulas, and problem-solving.
• Use computer technology to access, organize, and communicate information.
• Write effectively and responsibly and understand and interpret the written expressions of others, as well as communicate orally through listening and speaking.
• Analyze differences and commonalities across multicultural perspectives to work successfully in a diverse society.

Program Outcomes

• Perform speech, language, and hearing screenings.
• Administer speech and language assessment and progress monitoring tools per examiner manual qualifications and SLP direction.
• Demonstrate speech, language, and related therapy procedures to implement treatment plans developed by the SLP.
• Create records, charts, or graphs to communicate client/patient/student performance to the SLP.
• Perform clerical duties such as preparing materials, organizing records, and scheduling clients/patients/students.
• Evaluate clinical situations for compliance with ethical codes, and federal, state, and local regulations.
• Create advocacy materials and presentations to promote public awareness and improve public policies related to communication disorders.

Course Competencies

1.      Deals effectively with attitudes and behaviors of the student

Learning Objectives

• Uses positive reinforcers and corrective feedback in screening and treatment tasks to maintain the student's positive attitude toward tasks presented.
• Effectively uses seating arrangements, proximity and touch to maintain appropriate student behaviors during screening and treatment sessions.

2.      Uses appropriate oral and written language with students and others

Learning Objectives

• Communicates expectations to students in screening and treatment sessions.
• Speaks and writes with correct grammar and vocabulary, adjusting to the age and background of the listener as appropriate.

3.      Interacts positively with supervisor

Learning Objectives

• Considers supervisor's preferred communication style and adjusts presentation of information accordingly.
• Initiates interaction with the supervisor to ask questions and confirm understanding of expectations.

4.      Arrives punctually and prepared for student treatment sessions and meetings

Learning Objectives

• Develops written treatment plans and submits them to the supervisor by agreed upon deadlines.
• Reads screening and treatment manuals and practices implementing procedures prior to interactions with students.

5.      Demonstrates appropriate conduct in the work setting

Learning Objectives

• Adheres to fieldwork site policies including dress code, safety, and student interactions.
• Addresses school personnel and parents/guardians by formal name/title and self-identifies as the SLPA fieldwork student.

6.      Maintains confidentiality of students and families

Learning Objectives

• Shares information about students only with the site-supervising SLP and in private locations.
• Identifies students by initials only in all documentation submitted to MTI.

7.      Maintains a facilitating environment for assigned tasks

Learning Objectives

• Keeps screening and treatment area clean and free from clutter.
• Adjusts seating arrangements, table height and screening/treatment location based on student needs.

8.      Uses time effectively during treatment sessions

Learning Objectives

• Begins and ends treatment sessions on time.
• Uses pacing techniques and implements treatment fluently to obtain the maximum number of student responses while maintaining a high level of response accuracy.

9.      Selects, prepares, and presents materials effectively

Learning Objectives

• Selects materials that are age-, gender-, and skill- appropriate for students.
• Implements strategies to make tasks easier or more difficult as needed.

10.   Maintains documentation and submits all documentation on time

Learning Objectives

• Accurately collects and summarizes data in treatment sessions.
• Accurately records and obtains site supervising SLP's verification of time at fieldwork site and supervised clinical activities.

11.   Provides assistance to the speech-language pathologist

Learning Objectives

• Initiates work on preparation and clerical tasks that have been assigned without constant, direct supervision from the site supervising SLP.
• Follows verbal and written instructions to assist the SLP with materials management and documentation during student assessments.

12.   Demonstrates appropriate administration and scoring of screening tools

Learning Objectives

• Reads and comprehends screening administration manuals and protocols.
• Refrains from providing response-specific feedback to students during screening activities.

13.   Manages screenings and documentation

Learning Objectives

• Accurately summarizes screening results on forms provided by the site supervising SLP.
• Files screening protocols and other forms as directed by the site supervising SLP.

14.   Communicates screening results and all necessary information to the supervisor

Learning Objectives

• Accurately documents observable, measurable behaviors to support scoring of screening items.
• Organizes screening protocols by student, teacher, and grade when presenting results to the site supervising SLP.

15.   Performs tasks as outlined and instructed by the supervisor

Learning Objectives

• Maintains a written record of tasks that the site supervising SLP has directed the SLPA student to perform with target completion dates/times.
• Reports progress on assigned task to the site supervising SLP.

16.   Demonstrates skills in managing behavior and treatment programs

Learning Objectives

• Effectively ignores mild undesirable behaviors in screening and treatment activities.
• Establishes classroom rules that are positive and proactive to minimize interfering student behaviors.

17.   Implements designated treatment objectives/goals in specified sequence

Learning Objectives

• Writes and implements behavioral objectives that move the student one step beyond their current level of communicative functioning.
• Correctly identifies the next level of response complexity for students who are meeting current behavioral objectives and designs tasks to elicit those target communication responses.

18.   Demonstrates knowledge of treatment objectives and plan

Learning Objectives

• Reads the student's education plan and consults with the site supervising SLP prior to planning treatment for assigned students.
• Makes self aware of student's present level of functioning prior to planning treatment for assigned students.

19.   Demonstrates understanding of student's disorder and needs

Learning Objectives

• Accesses written materials, internet resources, and video courses as available to self-educate regarding a variety of communication and developmental disorders.
• Observes the site supervising SLP and other professionals working with assigned students to obtain examples of how to meet student needs.

20.   Identifies correct versus incorrect responses

Learning Objectives

• Correctly identifies target response in a variety of screening and treatment tasks.
• Correctly describes type and severity of errors when incorrect responses are recorded, providing examples as appropriate.

21.   Describes behaviors demonstrating knowledge of the student's overall level of progress

Learning Objectives

• Describes relevant behaviors observed in relation to the level of difficulty of target behaviors.
• Compares client progress during treatment to progress made in previous sessions.

22.   Verbally reports and provides appropriate documentation of assigned activities

Learning Objectives

• Written documentation is accurate and is provided to supervisor as required (daily, weekly, etc.).
• Student accurately provides verbal summary of client performance on assigned activities.

23.   Demonstrate effective use of technology (iPad, computer, videoconferencing, etc.) as a tool to implement screening and therapy activities.

Learning Objectives

• Student uses iPad apps during treatment that are appropriate for the client and for the treatment objective.
• Student uses web-based activities that are appropriate for the client and the treatment objectives.

Grading Information

Grading Rationale
Students will be assessed through the site supervising SLP’s evaluations, the completion of weekly assignments, a final case study, participation in a final fieldwork discussion, and submission of fieldwork documentation. The weekly assignments will consist of setting personal goals for the week, reporting on progress toward these goals, journaling about the fieldwork experience, documenting attendance at the fieldwork site (approved by the site supervising SLP), and completing Trajecsys logsheets (approved by the site supervising SLP). All documentation must be submitted weekly on the coursework page in MyTech, Teams Class Notebook, or in the Trajecsys online clinical record-keeping system per assignment instructions. Late assignments will be docked 10% per day late, including holidays and weekends. For the final examination, the student will complete a site evaluation, participate in an exit interview with the MTC Fieldwork Supervisor, and participate in a class discussion with SLPA 240 peers. You must receive a "C" or better in this course to complete the SLPA program.

 

 

 

 

 

Grade	Percentage Range	Points Range
A	100 - 90%	1265-1139
B	89 - 80%	1139-1012
C	79 - 70%	1011-886
D	69 - 60%	885-759
F	59 - 0%	758-0

 

Points will be assigned as follows: 

Assignment Type	Points/assignment	Total
Weekly Goal Setting	8 @ 10 points	80 points
Weekly Goal Progress Reporting	8 @ 10 points	80 points
Journal Entries	4 @ 20 points	80 points
Weekly Trajecsys Activity Logs *	8 @ 20 points	160 points
Week 1 Activity Log Review Meeting	1 @ 10 points	10 points
Trajecsys Weekly Time Records	8 @ 10 points	80 points
Site Visit/Therapy Session Evaluation	1 @ 50 points	50 points
Site Supervising SLP Evaluations	2 @ 50 points	100 points
Licensure, Membership, & Certification Assignments	1 @ 5 points 1 @ 20 points	25 points
Birth to Three Family Engagement Certification	1 @ 50 points	50 points
Attend SLP SLPA PD Course	1 @ 20 points	20 points
Exit Interview with Course Instructor	1 @ 20 points	20 points
Site Evaluation from Fieldwork Student	1 @ 20 points	20 points
VoiceThread Fieldwork Experience Discussion	1 @ 40 points	40 points
Data Collection Presentation/Discussion	1 @ 50	50 points
Original Fieldwork Experience Logs & Statement of Hours Completed	1 @ 400 points	400 points
TOTAL		1265 points

 * No partial credit will be awarded for weekly activity logs that contain errors in Trajecsys. 

Weekly Assignments: 

1. Set goals for the upcoming week. These are goals for your personal and professional development in the fieldwork experience. They are not goals for the clients you work with. Your goals should be observable and measurable. 

2. Report on progress made toward weekly goals. Indicate if each goal was met, not met, or not addressed. Provide objective evidence supporting your assessment of the progress you made on each goal. 

3. Journal entries sharing experiences from fieldwork. 

4. Trajecsys Activity Logs. Enter your supervised direct and indirect clinical fieldwork activities in Trajecsys. Your site supervising SLP must approve your activity logs by Wednesday of the following week for you to receive credit for these assignments. *No partial credit will be awarded for weekly activity logs that contain errors in Trajecsys.

5. Trajecsys Time Records Clock in and out of your fieldwork site each day. Your site supervising SLP must approve your time records by Wednesday of the following week for you to receive credit for these assignments. 

Site Visit: 

The MTC SLPA Fieldwork Supervisor will make a minimum of one site visit (may be completed via teleconference) during your 8-week fieldwork. During that visit, the Fieldwork Supervisor will observe you providing therapy and will meet independently with you and your supervising SLP.

Course Final Components: 

1. Data Collection Project. You will complete a Data collection project on one of the clients you have seen as part of your fieldwork experience. You will graph your data and report on it in a presentation during your final week of the course.
2. Fieldwork Experience Discussion. Participate in a discussion about your fieldwork experience with coursemates in VoiceThread. 
3. Exit Interview with Course Instructor. Schedule an exit interview with your course instructor. This may be completed via teleconference or on the MTC campus during the week following completion of your fieldwork experience. During this interview, you will have an opportunity to discuss your fieldwork experience and the MTC SLPA program with your course instructor. Your grade is based on participation only; you will not be graded on specific competencies. 
4. Site Supervisor’s Evaluation of Fieldwork Student. Points will be awarded for this assignment when the mid-term and final Site Supervisor's Evaluation forms are received at MTC and are reviewed by the Course Instructor. Points will be based on the Site Supervisor's ratings.
5. Site Evaluation from Fieldwork Student. Complete and submit the Site Placement Feedback Form, evaluating your fieldwork placement and providing feedback for your site supervising SLP.

Missing/Late Work

As your instructor, I understand that “stuff happens,” and it’s not always possible to complete every assignment on time. Late assignments will be docked 10% per day late. You will be allowed to miss one assignment in this course. If you have 2 or more missing assignments in this course, your final grade will be docked 10% or one full letter grade. For example, if your final percentage grade is 85%, but you have 2 assignments that were not completed during the semester, you will receive a final grade of 75%, or a “C”. You are allowed to submit late and missing coursework until 11:55 PM Central, 7 calendar days before the final day of classes for the semester. 

All papers will be written in APA style. All written assignments must be typed rather than hand-written and submitted as a Word document unless otherwise directed by the instructor. 

 

Effective and accurate written and verbal communication skills are required for employment as an SLPA. All written work (e.g., research papers, reflection papers, observation reports, etc.) may be subject to a 0.5 percentage point deduction in the assignment grade for each error in spelling, grammar/syntax, punctuation, or vocabulary/word choice at the instructor’s discretion.

 

Using each assignment as a new learning opportunity is beneficial to the student. When completing assignments, the work submitted must be new (i.e., not submitted for a previous assignment in this course or another course) unless given prior approval by the course instructor to reuse a previous assignment.

 

All assignments must be submitted/uploaded through MyTech unless the instructor directs the student to submit an assignment via another means (e.g., email to the instructor, upload to Teams). If students are directed to scan or take a photo of an assignment, it is the student’s responsibility to ensure that the assignment is oriented correctly, is legible, and fits completely on the page.

The instructor reserves the right to assign additional or repeated coursework, change topic dates, assignment dates, and quiz/test dates, and to provide additional materials/assignments as deemed appropriate.

I understand that Artificial Intelligence (AI) tools (e.g., Chat GPT, image generation tools, etc.) are readily available to students. When used properly, these tools may be helpful to SLPA students and practicing SLPAs. You must use AI responsibly and ethically.

• The MTC Academic Integrity policy requires students to do their own work and cite sources used in their work. This applies to the use of AI tools. Using AI to generate papers, presentations, and responses to essay questions, or to complete coursework, and then submitting that work as your own product is a violation of academic integrity.
• If you use AI, acknowledge using it. Include a paragraph with your assignment explaining 1) what you used AI for, 2) the AI tool used, and 3) what prompts you used to get the results. Failure to do so violates the MTC and course academic honesty policies. For papers and presentations requiring in-text citations and references, follow the APA Style Guidelines for Citing AI.
• Adhere to the SLPA Program Confidentiality agreement when using AI. Do not share confidential information in prompts to AI tools.
• If you put minimal effort into the prompt you write, AI will generate low-quality results. Prompts need to be specific. You will need to refine your prompts to get good output.
• You need to understand the information you are asking AI to generate to effectively use that information. Assume the information you receive from AI tools is wrong and check it against reliable resources. If you submit AI-generated information with errors, you are responsible for those errors.

External Standards: ASHA Speech-Language Pathology Assistant Certification (C-SLPA)

External Standards are credentialing requirements established by external organizations such as professional associations, regulatory agencies, consumer groups, hiring organizations, accreditation organizations, or government agencies to create shared expectations for quality. Council for Clinical Certification in Audiology and Speech-Language Pathology (CFCC) is a semi-autonomous credentialing body of the American Speech-Language-Hearing Association (ASHA). The CFCC outlines standards for ASHA Speech-Language Pathology Assistants Certification (C-SLPA) (2020). The Speech-Language Pathology Assistant program meets the degree, education, and clinical supervised experience standards for ASHA SLPA Certification. By meeting these requirements, we increase the credibility of all SLPA program graduates. 

 

When you achieve the competencies in this course, you will build skills, abilities, and attitudes required for Speech-Language Pathology Assistants as documented in the ASHA Assistants Code of Conduct, ASHA Speech-Language Pathology Assistant Skills Inventory, and ASHA Scope of Practice for the Speech-Language Pathology Assistant.

 

Sources:

American Speech-Language-Hearing Association. (2020). Assistants code of conduct [Ethics]. Available from www.asha.org/policy/

American Speech-Language-Hearing Association. (n.d.). Speech-language pathology assistant skills inventory. Available from https://www.asha.org/siteassets/supervision/slpa-skills-inventory.pdf

American Speech-Language-Hearing Association. (2022). Speech-language pathology assistant scope of practice [Scope of Practice]. Available from www.asha.org/policy/ 

Council for Clinical Certification in Audiology and Speech-Language Pathology of the American Speech-Language-Hearing Association. (2020). 2020 Standards for ASHA speech-language pathology assistants certification. Retrieved from: https://www.asha.org/certification/2020-slpa-certification-standards/

This course is an 8-week, full-time fieldwork experience. You are expected to be clocked into your fieldwork site for at least 240 hours during the fieldwork experience. Your fieldwork site supervising SLP, the fieldwork site clients, and other site personnel expect you to be reliable throughout your fieldwork experience. You are expected to consult with your site supervising SLP before your fieldwork experience begins to determine your starting and ending times for each day of your fieldwork experience. When you are on-site, you will follow your site schedule for school holidays and cancellations. If your site has school on a day that MTC has a holiday, you will meet your obligations to your site and attend as agreed. If your supervising SLP is absent for some reason, your need for attendance will be determined by your site supervising SLP. Your supervising SLP may require you to assist in a classroom or perform other duties when they are absent. You will attend school meetings and functions that occur outside of regular school hours at the direction of your fieldwork site supervising SLP. These may include parent-teacher conferences and staff meetings with the supervising SLP also in attendance, school fundraisers, and extra-curricular activities (e.g., concerts, and sports events). While a minimum of 100 hours of supervised experience is required for SLPA licensure in many states, successful completion of this course and graduation from the SLPA program requires your full-time attendance at your designated fieldwork site for the entire fieldwork placement duration (see your signed fieldwork agreement for start and end dates), regardless of the number of supervised hours you have obtained.

If you will be absent from your fieldwork site, both your fieldwork site supervising SLP and the MTC Fieldwork Supervisor (Course Instructor) must be notified. For advance notice of absence, contact your fieldwork site supervising SLP in a pre-agreed-upon manner and complete the Fieldwork Absence Request Form to obtain prior approval for the absence. For unplanned absences due to illness or other emergencies, contact your fieldwork site supervising SLP in a pre-agreed-upon manner and email or call your MTC Faculty Course Instructor to notify them of the absence. Complete a Time Exception in Trajecsys to log all absences from the fieldwork site. You will make arrangements with your site supervisor regarding making up any absence that occurs during your fieldwork experience. Each no-call/no-show absence from your site will result in a 10% grade deduction for this course. 

 

 

Communication devices have become an important part of our society. Computers and cell phones are commonplace and useful tools. There are, however, times and places where the use of these devices is inappropriate. The policy in this class is as follows:

• All cell phones must be turned off or on silent (not vibrate). Students calling and/or texting during class will be asked to leave and attendance will be marked unexcused absence. 
• On occasion, specific arrangements may be made with the instructor before class so a student may have his/her phone on vibrate during class. 
• Computer usage during class must be on task. Students distracting others with computer usage will be asked to leave and attendance will be marked as an unexcused absence.

Online Attendance Guideline

Enrollment at Mitchell Tech assumes maturity, seriousness of purpose, and self-discipline. Following Mitchell Tech Online Program’s attendance policy, students must actively participate at least once per week to be counted as present in their online course. Simply logging into the course is not considered attendance; therefore, failure to actively participate weekly may result in withdrawal from the course after two consecutive weeks of non-attendance.

 

Online students are required to actively participate in a weekly activity to be counted as present. Weekly activities may include completing a quiz, posting a substantial discussion post, or taking a test. The online courses are designed to include at least one of these items per week. Please refer to the course schedule within the online classroom for the weekly requirements. Weekly participation in online classes is critical to each student’s academic success. Failure to participate in weekly activities may affect a student’s academic performance; furthermore, it may also result in administrative withdrawal.

Participation in the online courses can be verified through the student’s access to the secured host site. As a result, the student’s participation is permanently recorded through the learning management system.

If you are ill or have a family emergency, you must contact the instructor and the school as soon as possible to make alternative arrangements for any assignment. Please be aware that submitting assignments on time contributes to your course grade. If you miss an assignment your grade may be affected. As a student, it is your responsibility to alert the instructor to any unavoidable absences and to keep up with the required assignments. If you know you will miss or be late with an assignment, you must turn in the required assignment before the absence to receive full credit. If you have not made alternative arrangements with your instructor, your assignment will be graded as late. It is your responsibility to refer to the syllabus and coursework page, and/or contact the instructor or coursemate if you have questions about your assignments.

In a cyber-community, you present yourself and learn about others through written words. You don't need to be a prize-winning author or poet to successfully communicate in an online community; however, you do want to present yourself in a positive light and to communicate your thoughts and ideas effectively.

The following guidelines will help you ensure that you are properly understood, get your points across effectively, avoid getting anybody annoyed, and avoid looking like a "beginner" on the net.

1. Format your posting so that it is easy to read. Use short paragraphs separated by blank lines. Don't write everything in uppercase (capital) letters.  It is more difficult to read and, even worse, in an online environment it means you are SHOUTING.
2. Be brief. Plan your messages so that you don't ramble.
3. Be clear. Don't use abbreviations or acronyms that others may not understand. Read your messages over before sending them.
4. Check your spelling. People will not take you seriously, no matter how brilliant your ideas, if your writing is full of misspellings. Use your computer's editor (spelling and grammar check features, then read over what you have written to catch errors that review tools missed.
5. When you are interacting with others online through the written word, remember that things may "sound" harsh or less friendly when the reader cannot see your smile or hear your tone of voice. Read your messages over to be sure they are diplomatic and polite.

Online Instructor Role and Responsibilities

As your instructor, I am responsible for providing an environment in which a learning opportunity exists. I will work with you and assist you in your quest for understanding. I cannot make you learn anything. As a resource person and facilitator, I will organize the course, schedule learning activities, and evaluate the short-run "products" of your learning process. Recognizing that even asynchronous online communication is time-sensitive, I will monitor threaded discussions and respond to queries within 48 hours of the time they were posted. Some assignments may take a little longer for me to assess. I will be giving your work, as well as that of your fellow learners, careful consideration. I will respond to messages within 24 hours M - F and 48 hours on weekends and holidays unless you are notified in advance that I am not available.

You are an adult learner and as such you are responsible for your learning. No one else can be a "stand-in" for you in the learning process. You will be held accountable for all assigned activities. You matter and what you do does make a difference. You will have an opportunity to share your unique ideas and experiences with your coursemates and instructor. The form and content of your participation will determine the level of achievement, satisfaction, and enjoyment that you experience. Because others are depending on you to keep the course moving, you must meet deadlines for completing assignments and postings.

A safe learning environment is crucial to the success of Mitchell Tech’s mission. Under no circumstances will unsafe practices be tolerated. Anyone noticing an unsafe act by students, faculty, or staff is encouraged to bring it to the attention of someone in charge and stop the unsafe practice immediately to take corrective actions.

As your instructor, I am here to help you gain the information you need to become a successful speech-language pathology assistant. My goal is for all graduates of the online SLPA program to become independent, life-long learners. This will ensure that you will be able to grow as a professional long after you have completed this course. With this in mind, we will be using the "three-before-me" rule. When you have questions regarding course materials, assignments, tests, labs, technical issues, discussions, policies, or any other issues related to your coursework, you must attempt to find the answers to your questions before contacting me. When you contact me with your question, you must prove that you have attempted at least 3 methods of locating the answer to your question before contacting me. There are many resources available including course syllabus, assignment instructions, VoiceThreads, MyTech pages (e.g., Technology, Student Life), the MTC student handbook, Online Student Guide, and the SLPA Online Student Manual. If I have already answered the question that you are asking, I will not answer it directly but will let you know that the answer is already out there for you. 

Students are expected to do their own work unless advised that collaboration is acceptable. When taking a test, students are expected to keep their eyes on their own tests and protect their tests from being copied by classmates. To avoid plagiarism when using facts, quotes or ideas from another person or source, students must cite the source they used, even if they rephrase the content in their own words. Failure to use proper citation procedures is considered plagiarism.

 

Students who engage in academic dishonesty may be subject to assignment and/or course failure.

I wish to fully include persons with disabilities in this course. Please let me know if you need any special accommodations in the instruction or assessments of this course to enable you to fully participate. The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with documented disabilities. It is the responsibility of the student to contact the Mitchell Tech Disabilities Coordinator at (605) 995-7135 to further coordinate accommodations.

Students are encouraged to interact and participate in class. Classroom situations, by nature, encourage discussion and critical thinking, activities which allow for many personal points of view. These differences enhance the learning experience and create an atmosphere where students and instructors are encouraged to think and learn. When discussing sensitive or multi-faceted topics, students may sometimes disagree with each other and possibly with the instructor. It is an expectation that faculty and students will respect the views of others when expressed in classroom discussions.

Mitchell Technical College offers counseling services to all students free of charge. Mitchell Tech has two counselors on staff located in the Center for Student Success. If a student has a mental health concern, they can stop by the Center for Student Success in the Campus Center or contact one of the campus counselors using the information provided below for immediate assistance or visit the Counselor’s Corner on MyTech to book an appointment. Counseling sessions are offered in person, by phone, or by Teams.

MTC does not discriminate in its employment of policies and practices, or in its educational programs on the basis of race, color, creed, religion, age, gender (including pregnancy), sexual orientation, disability, national origin, or ancestry, military/veteran status, genetic information or any other category protected by law.

View and print the Course Schedule on the Coursework page in MyTech.