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Syllabus

Master of Social Work

SSWO 611 – Social Work Practice and Intimate Partner Violence (Spring B 2025)

Credits - 3

Description

This course will examine policy, varying service delivery systems, funding and the role of social workers in the areas of partner abuse, child abuse and elder abuse. This course will help students understand the context in which domestic violence practice occurs. The course will also focus on the role of the social worker in assessing for domestic violence with their clients. Culturally sensitive practice issues will be discussed and their impact on individuals seeking services. The course will also focus on developing student’s abilities in assessment and intervention techniques with both survivors and individuals that batter. The course focuses on developing students’ abilities to identify and explore ethical issues in domestic violence practice.

Must be enrolled in: Master of Social Work.

Materials

Required

Peterson, C. (2020). Interpersonal Aggression: Complexities of Domestic and Intimate Partner Abuse. Wheatmark. ISBN: 1627877053

Each week has additional articles and multimedia.

Learning Objectives and Outcomes

School of Social Work Program Outcomes:

Graduates of the UNE SSWO will demonstrate knowledge, skills, and leadership in the following:

  1. Demonstrates ethical and professional behavior.
  2. Advance human rights and social, racial, economic, and environmental justice.
  3. Engage in anti-racism, diversity, equity, and inclusion (ADEI) in practice.
  4. Engage in practice-informed research and research-informed practice.
  5. Engage in policy practice.
  6. Engage with individuals, families, groups, organizations, and communities.
  7. Assess individuals, families, groups, organizations, and communities.
  8. Intervene with individuals, families, groups, organizations, and communities.
  9. Evaluate practice with individuals, families, groups, organizations, and communities.

Course Outcomes

Upon successful completion of this course, students will be able to:

  1. Practice social inclusion by working towards supporting individuals and communities of diverse cultural backgrounds in improving the quality of their life through best practices in IPV and addressing the barriers to resources to enhance safety and accountability. (EPAS #2)
  2. Demonstrate ethical and professional behavior in work with clients by use of self-reflection and self-regulation in managing personal values and maintaining professionalism in practice situations with victims/survivors, children and individuals who abuse their partners. (EPAS # 1)
  3. Critically choose and implement best practices in IPV to assess and intervene, with victims/survivors and individuals who abuse their partners. (EPAS # 7)
  4. Develop skills in interprofessional collaboration to negotiate, mediate, and advocate on behalf of victims/survivors and their children to achieve beneficial practice outcomes. (EPAS # 8)

Assignments

Learning Activities

A variety of learning activities is designed to support the course objectives, facilitate different learning styles, and build a community of learners. Learning activities throughout the course include the following:

Readings and Multimedia

This course will use an array of readings, website resources, and videos to present the important concepts in the various weeks. The readings and media resources provide the foundation and background for student discussions, reflection journals, and other assignments.

Discussions

An important learning method in this course is student participation and interaction in the discussions each week. There will be both written and recorded “podcasts” discussions throughout the course weeks. Students are expected to participate actively and in a respectful manner. Please refer to the discussion rubrics in the course for grading criteria.

Reflective Journals

Using the readings and multimedia from the designated week, you will be provided prompts for your reflective journals. Your reflections must demonstrate comprehension and application of the content introduced in the course week.

Small-Group Curriculum Manual Assignment

Throughout the term, each student will be expected to participate in a small group that develops and presents a curriculum manual designed for a specific audience. The manual must showcase important research and course material in one of several interpersonal violence issues.The final product presentation will be shared with peers in Week 6 and the final product due in Week 7.

Grading Policy

Your grade in this course will be determined by the following criteria:

Grade Breakdown

Graded Learning ActivityPoint ValuePercentage of Grade
Acknowledgment of Academic Engagement1 point1%
Introduce Yourself Discussion2 points2%
Full-Class Discussions8 discussions worth 4 points each32%
Reflective Journals3 journals worth 5 points each 15%
Small-Group Podcast Commentaries5 commentaries worth 4 points each 20%
Small-Group Curriculum Manual Assignment 30 points: Final Presentation - 26 points; Presentation Participation - 4 points30%
Total100 points100%

Grade Scale

Grade Points Grade Point Average (GPA)
A 94 – 100% 4.00
A- 90 – 93% 3.75
B+ 87 – 89% 3.50
B 84 – 86% 3.00
B- 80 – 83% 2.75
C+ 77 – 79% 2.50
C 74 – 76% 2.00
C- 70 – 73% 1.75
D 64 – 69% 1.00
F 00 – 63% 0.00

Schedule

Course Dates: Wednesday, March 12 – Sunday, May 4, 2025

Week 1: Mar 12 – Mar 18
Week 2: Mar 19 – Mar 25
Week 3: Mar 26 – Apr 1
Week 4: Apr 2 – Apr 8
Week 5: Apr 9 – Apr 15
Week 6: Apr 16 – Apr 22
Week 7: Apr 23 – Apr 29
Week 8: Apr 30 – May 4

All assignments are to be submitted by 11:59 PM ET on the dates listed below. 

All initial discussion posts are to be submitted by Saturday 11:59 PM ET for all except last week (in Week 8, your initial post is due by Friday 11:59 PM ET); all responses are due by the end of the course week. Active participation is encouraged.

Week 1: Introduction to Intimate Partner Violence

  • Learning Materials:
    • Text: Peterson, C. A. (2020). Interpersonal Aggression: Complexities of Domestic and Intimate Partner Abuse.
      • Foreword, Introduction, and Chapters 1, 9, and 10
    •  GreenHouse17 (2023, May 15) Battered Women’s Movement
      • This document contains a list by date starting with early laws that permitted husbands to beat their wives. It lists laws and policy changes through 2000.
    • Cañete, M., Reis, E., & Moleiro, C. (2024). The roles of culture, gender norms, and sexual orientation in intimate partner violence: Psychosocial variables associated with IPV in a Portuguese sample. Couple and Family Psychology: Research and Practice, 13(1), 67–80. 
    • Goldman, T.D. (2018). Why Do Abused Victims Stay.
    • Cristol, H. (2020). What is Domestic Abuse.

Discussions:

  • Introductions
  • Week 1 Discussion: Experience with IPV

Assignments:

  • Acknowledgment of Academic Engagement due Sunday
  • Reflective Journal due Tuesday
  • Submit group preferences to instructor due Friday

Week 2: Domestic Violence Laws, Resources and Help-Seeking Experiences with Community Institutions

  • Learning Materials:
    • The Current. (2013). Do abused women have the right to kill their abusers? (24 min, transcript)
    • Crime Junkie. (2021). MURDERED: Billy Stafford (39 min, transcript)
    • Jenna and Hal’s Case Study
    • Coordinated Community Response to Domestic Violence
    • Text: Peterson, C. A. (2020). Interpersonal Aggression: Complexities of Domestic and Intimate Partner Abuse.
      • Foreword, Introduction and Chapter 2 
    • Holmes, S. C., Maxwell, C. D., Cattaneo, L. B., Bellucci, B. A., & Sullivan, T. P. (2022). Criminal Protection Orders Among Women Victims of Intimate Partner Violence: Women’s Experiences of Court Decisions, Processes, and Their Willingness to Engage With the System in the Future. Journal of Interpersonal Violence, 37(17–18), NP16253–NP16276.
    • Richards, T. N., Gover, A. R., & Tudor, A. (2021). A Nation-Wide Assessment of Empowerment Among States’ Personal Protective Order Statutes. Journal of Interpersonal Violence, 36(9–10), 4876–4898.
    • Appel J. M. (2019). Trends in Confidentiality and Disclosure. Focus (American Psychiatric Publishing), 17(4), 360–364.
  • Discussions:
    • Week 2 Discussion: Case Study – Jenna and Hal
    • Week 2: Small-Group Podcast Commentaries on Battered Women Who Kill Their Abusers
  • Assignments:
    • Continue working on Curriculum Manual

Week 3: Assessment and Safety Planning for Survivors

  • Learning Materials:
  • Baird, J., Gleeson, H. (2017). ‘Submit to your husbands’: Women told to endure domestic violence in the name of God.
      • FaithTrust Institute. (2013) Broken Vows. (1:56 mins, transcript)
      • MetroFocus. (2020). Domestic Violence and Religion. (8:48 mins, CC available)
      • Emma and Sam’s Case Study
      •  
      • Text: Peterson, C. A. (2020). Interpersonal Aggression: Complexities of Domestic and Intimate Partner Abuse.
        • Foreword, Introduction and Chapters 3 
      • Assessment Tools: Danger Assessment – Visit webpage and download tools as needed:
        • Danger Assessment – multiple languages
        • Danger Assessment-Revised – for use in abusive female same-sex relationships
        • Danger Assessment-Immigrant (DA-I) – for use with immigrant women
      • Case: Dragiewicz, M., Woodlock, D., Easton, H., Harris, B., & Salter, M. (2023). “I’ll be Okay”: Survivors’ Perspectives on Participation in Domestic Violence Research. Journal of Family Violence, 38(6), 1139+.
      • Assessment & Safety Planning with Survivors of IPV
      • Between Worlds: Immigrant Women & Domestic Violence (18 min, transcript)
      • Controlling Relationship Assessment Questionnaire from Invisible Chains: Overcoming Coercive Control in Your Intimate Relationship by Lisa Aronson Fontes, Copyright 2015, by Guilford Press. Adapted with permission from the authors from Dutton, M.A., Goodman, L. and Schmidt, R. J., (2006). Development and validation of a coercive control measure for intimate partner violence: Final technical report, Washington, DC.: U.S. Department of Justice.
        • Visit the webpage and download practical tools.
      • Watch one or more of the following videos on Power and Control:
        • Jackie Campbell (5:24 min, transcript)
        • Debra Holbrook (5:01 min, transcript)
        • Colleen Moore (2:30 min, transcript)
  • Discussions:
    • Week 3 Discussion: Safety Planning Domestic Violence Case Study – Emma and Sam
    • Week 3: Small-Group Podcast Commentaries on Religion and IPV
  • Assignments:
    • Continue working on Curriculum Manual

Week 4: Best Practices and Empowering/Trauma-Informed Interventions with IPV Survivors 

  • Learning Materials:
      • Domestic And Sexual Abuse Services. (2020). You’re Not Crazy; You Were Abused (24 mins, transcript)
      • I’m a Survivor Podcast. (2021). What Was Your Defining Moment? (16 mins, transcript)
      • Empowering Interventions with Survivors of IPV
      • IPV and Immigrants, Refugees and Asylees
      • PODCAST on Lesbian, Gay, Bisexual, Transgendered, and Questioning (LGBTQ) IPV (9 mins, transcript)
      • References for the Podcast
      • Brenda and Tina’s Case Study
      • Text: Peterson, C. A. (2020). Interpersonal Aggression: Complexities of Domestic and Intimate Partner Abuse.
        • Foreword, Introduction, Chapters 6, 8 and 9.
      • Select Two or More from the following list:
        1. Gilchrist, G., Dennis, F., Radcliffe, P., Henderson, J., Howard, L. M., & Gadd, D. (2019). The interplay between substance use and intimate partner violence perpetration: A meta-ethnography. The International Journal of Drug Policy, 65, 8–23. 
        2. Armstrong, E. M. (2023). Promise and pitfalls: trauma informed care, trauma services, and efforts to address both substance use disorders and intimate partner violence. Journal of Family Violence, 38(5), 841–853.
        3. Iverson, K. M., Rossi, F. S., Nillni, Y. I., Fox, A. B., & Galovski, T. E. (2022). PTSD and Depression Symptoms Increase Women’s Risk for Experiencing Future Intimate Partner Violence. International Journal of Environmental Research and Public Health, 19(19), 12217-.
        4. Massinissa, B., Belhadj, R., Benazzouz, R., Oualid, M., Batoul Benlahrech, Z., & Azzouz, D. (2024). A Study of the Profiles of Female Victims of Intimate Partner Violence in an Algerian Cohort. Arab Journal of Forensic Sciences and Forensic Medicine, 6(1), 81–92.
        5. Debowska, A., Harding-Brown, L., Cowen, M., Brickell, L., Chunara, A., Covelluzzi, C., Darker, K. O., Hill, E., Saeed, R., & Vassiliou, A. (2024). A Brief Internet-Based Passive Psychoeducation Intervention to Promote Healthy Relationships Among Young Adults: A Pilot Randomised Placebo-Controlled Trial. Violence against Women, 30(10), 2743–2763.
        6. Booth, A. T., Cloud, Z. C. G., Vuong, A., Von Doussa, H., Ralfs, C., & McIntosh, J. E. (2024). Child-Reported Family Violence: A Systematic Review of Available Instruments. Trauma, Violence, & Abuse, 25(2), 1661–1679.
        7. Schubert, E. C. (2022). Supporting Children Who Experience Domestic Violence: Evaluating the Child Witness to Domestic Violence Program. Journal of Interpersonal Violence, 37(19–20), NP18175–NP18193.
      • Therapy for Domestic Abuse Survivors – Lenore Walker (2:20 mins, transcript)
      • The Abused Woman: A survivor therapy approach – Lenore Walker from Psychotherapy.net (90 mins, requires UNE login, CC available)
      • Motivational Interviewing with Survivors of IPV
        • Session 1 of 3 (23 mins, CC available)
        • Session 2 of 3 (16:17 mins, transcript)
        • Session 3 of 3 (18 mins, transcript)
  • Discussions:
    • Week 4 Discussion: Case Study – Benda and Tina
    • Week 4: Small-Group Podcast Commentaries on “You Are Not Crazy”
  • Assignments:
    • Continue working on Curriculum Manual

Week 5: Children and Domestic Violence

  • Learning Materials:
    • Text: Peterson, C. A. (2020). Interpersonal Aggression: Complexities of Domestic and Intimate Partner Abuse.
      • Chapter 4
    • Rivas, C., Vigurs, C., Cameron, J., Yeo, L., & Rivas, C. (2019). A realist review of which advocacy interventions work for which abused women under what circumstances. Cochrane Database of Systematic Reviews, 2019(6), CD013135-.
    • Davidtz, J. (2022). Sex trafficking : best practices for assessment and intervention. Chapter 5. Springer International Publishing.
    • Galano, M. M., Stein, S. F., Clark, H. M., Grogan-Kaylor, A., & Graham-Bermann, S. A. (2023). Eight-year trajectories of behavior problems and resilience in children exposed to early-life intimate partner violence: The overlapping and distinct effects of individual factors, maternal characteristics, and early intervention. Development and Psychopathology, 35(2), 850–862.
    • Jenney, A., Scott, K., & Wall, M. (2022). Mothers in Mind: Exploring the Efficacy of a Dyadic Group Parenting Intervention for Women Who Have Experienced Intimate Partner Violence and Their Young Children. International Journal on Child Maltreatment : Research, Policy and Practice, 5(1), 57–79.
    • Tsantefski, M., Humphreys, C., Wilde, T., Young, A., Heward-Belle, S., & O’Leary, P. (2024). Worker Safety in High-risk Child Protection and Domestic Violence Cases. Journal of Family Violence, 39(5), 973–984. 
    • Center for Disease Control: Adverse Childhood Experiences (ACEs)
    • Children & Domestic Violence Slides
    • First Impressions: Impact of Domestic Violence on Children (14:43 min, transcript)
    • Supervised Visitation Handbook
    • Strategies to Improve Supervised Visitation Services in Domestic Violence Cases
    • A toolkit for Moderated Exchange Services
  • Discussions:
    • Week 5 Discussion: Children and Violence
  • Assignments:
    • Reflective Journal due Tuesday

Week 6: The Impact of Domestic and Dating Violence on Tweens,Teens and Young Adults

  • Learning Materials:
    •  NPR. (2021). Millions of teens experience abusive relationships. Here’s how adults can help (19 mins, transcript available on page – click lined icon on podcast audio bar)
    • Gilda and Jasper’s Case Study
    • Text: Peterson, C. A. (2020). Interpersonal Aggression: Complexities of Domestic and Intimate Partner Abuse.
      • Chapter 5
    • Finkelhor, D., Turner, H., & Colburn, D. (2022). Prevalence of Online Sexual Offenses Against Children in the US. JAMA Network Open, 5(10), e2234471–e2234471.
  • Discussions:
    • Week 6 Discussion: Case Study – Gilda and Jasper
    • Week 6: Small-Group Podcast Commentaries on Teen Dating Violence
  • Assignments:
    • Curriculum Manual Presentation (Link to be posted in discussion topic) due Friday

Week 7: Individuals Who Abuse Their Partners

  • Learning Materials:
  • Slides: Individuals Who Abuse/Batter: Behaviors & Accountability
      • Slides: Screening for Perpetrators of Abuse/Violence in a Mental Health Center
      • Spousal Assault Risk Assessment
        • Used by Case Managers (in Canada) to assess for abusive behaviors of men (gay/lesbian/transgender) towards their partners.
      • Coercive Control – Beck, Connie Ph.d., Stark, Evan, Ph.D., Arizona Bar Association Annual Meeting, June 2012. PowerPoint.
      • Understanding Domestic Violence Behaviors: Assailant Interviews (20 min, transcript)
        • Alternatives to Domestic Aggression Batterer Intervention Program
      • Stories of Our Times. (2021). Can working with abusive men cut violence against women? (27 mins, transcript)
      • Mary and John’s Case Study
      • Your peers’ Curriculum Manual presentations
      • Text: Peterson, C. A. (2020). Interpersonal Aggression: Complexities of Domestic and Intimate Partner Abuse.
        • Chapter 7
      • Lila, M., Gracia, E., & Catalá-Miñana, A. (2020). More Likely to Dropout, but What if They Don’t? Partner Violence Offenders With Alcohol Abuse Problems Completing Batterer Intervention Programs. Journal of Interpersonal Violence, 35(9–10), 1958–1981.
      • Ebin, C. (2021). Threats to Women/Women as threats: Male supremacy and the anti-statist right. Laws, 10(2), 41. doi: http://dx.doi.org/10.3390/laws10020041
      • Gibbs, A., Dunkle, K., Ramsoomar, L., Willan, S., Jama Shai, N. & Chatterji, S. (2020) New learnings on drivers of men’s physical and/or sexual violence against their female partners, and women’s experiences of this, and the implications for prevention interventions.
      • Tony Porter (TED.com) speaks: A Call to Men (10:57 min; CC available)
      • Power and Control: Sarah Beul, J.D. – Activist and Law Professor (6:07 min, transcript)
      • Michael Paymar, Battered Women’s Movement Leader – Duluth Intervention Project (DAIP) (11:16 min, transcript)
      • Rigid Roles and Stereotypes 
      • Paymar, M.& Barnes, G. Countering Confusion About the Duluth Model.
      • Ganley, A. (2015). Court-Mandated/Directed Treatment for Domestic Violence Perpetrators.
        • This document reviews specific guidelines. The last section is pertinent to Washington State only, but it is helpful to see state policy for these groups.
      • Gondolf, E. Program Aids & Workbooks for Batterer Programs.
      • Gondolf, E. Theoretical & Research Support for the Duluth Model of Domestic Violence Intervention: A Reply to Dutton & Corvo.
        • Alternatively, this article can be found and downloaded on Gondolf’s publications page at the Indiana University of Pennsylvania website
  • Discussions:
    • Week 7 Discussion: Case Study – Mary and John
    • Week 7: Small-Group Podcast Commentaries on Can Abusers Change?
  • Assignments:
    • Small-Group Curriculum Manual Assignment (Answer Presentation Questions and Final Submission) due Tuesday

Week 8: Ethical Issues in Social Work Practice with IPV/DV

  • Learning Materials:
  • Discussions:
    • Week 8 Discussion: Case Study – Maggie & Jim
  • Assignments:
    • Week 8: Curriculum Manual Peer and Self Evaluation due Sunday
    • Reflective Journal due Sunday

Student Resources

Online Student Support

Your Student Support Specialist is a resource for you. Please don't hesitate to contact them for assistance, including, but not limited to course planning, current problems or issues in a course, technology concerns, or personal emergencies.

Questions? Visit the Student Support Social Work page

UNE Libraries:

Information Technology Services (ITS)

ITS Contact: Toll Free Help Desk 24 hours/7 days per week at 1-877-518-4673

Accommodations

Any student who would like to request, or ask any questions regarding, academic adjustments or accommodations must contact the Student Access Center at (207) 221-4438 or pcstudentaccess@une.edu. Student Access Center staff will evaluate the student's documentation and determine eligibility of accommodation(s) through the Student Access Center registration procedure.

Online Peer Support

Togetherall is a 24/7 communication and emotional support platform monitored by trained clinicians. It’s a safe place online to get things off your chest, have conversations, express yourself creatively, and learn how to manage your mental health. If sharing isn’t your thing, Togetherall has other tools and courses to help you look after yourself with plenty of resources to explore. Whether you’re struggling to cope, feeling low, or just need a place to talk, Togetherall can help you explore your feelings in a safe supportive environment. You can join Togetherall using your UNE email address.

Information Technology Services (ITS)

Students should notify their Student Support Specialist and instructor in the event of a problem relating to a course. This notification should occur promptly and proactively to support timely resolution.

ITS Contact: Toll-Free Help Desk 24 hours/7 days per week at 1-877-518-4673.

Career Ready Program

The College of Professional Studies supports its online students and alumni in their career journey!

The Career Ready Program provides tools and resources to help students explore and hone in on their career goals, search for jobs, create and improve professional documents, build professional network, learn interview skills, grow as a professional, and more. Come back often, at any time, as you move through your journey from career readiness as a student to career growth, satisfaction, and success as alumni.

Policies

Essential Academic and Technical Standards

Please review the essential academic and technical standards of the University of New England School Social Work (SSW): https://online.une.edu/social-work/academic-and-technical-standards-une-online-ssw/

Turnitin Originality Check and Plagiarism Detection Tool

The College of Professional Studies uses Turnitin to help deter plagiarism and to foster the proper attribution of sources. Turnitin provides comparative reports for submitted assignments that reflect similarities in other written works. This can include, but is not limited to, previously submitted assignments, internet articles, research journals, and academic databases.

Make sure to cite your sources appropriately as well as use your own words in synthesizing information from published literature. Webinars and workshops, included early in your coursework, will help guide best practices in APA citation and academic writing.

You can learn more about Turnitin in the guide on how to navigate your Similarity Report.

Graduation Requirements

Students with less than a GPA of 3.0 will be placed on academic probation. Students must successfully complete all courses with a minimum cumulative GPA of 3.0 prior to graduation and fulfill all curriculum requirements.

Technology Requirements

Please review the technical requirements for UNE Online Graduate Programs: Technical Requirements

Confidentiality Statement

Student and faculty participation in this course will be governed by standards in the NASW Code of Ethics relating to confidentiality in sharing information from their placement sites and practice experiences. Students should be aware that personal information they choose to share in class, class assignments or conversations with faculty does not have the status of privileged information.

Late Policy

Assignments: Late assignments will be accepted up to 3 days late; however, there is a 10% grade reduction (from the total points) for the late submission. After three days the assignment will not be accepted.

Discussion posts: If the initial post is submitted late, but still within the discussion board week, there will be a 10% grade reduction from the total discussion grade (e.g., a 3 point discussion will be reduced by 0.3 points). Any posts submitted after the end of the Discussion Board week will not be graded.

Please make every effort ahead of time to contact your instructor and your student support specialist if you are not able to meet an assignment deadline. Arrangements for extenuating circumstances may be considered by faculty.

Attendance Policy

6- to 8-week courses: Students taking online graduate courses through the College of Professional Studies will be administratively dropped for non-participation if a graded assignment/discussion post is not submitted before Sunday at 11:59 pm ET of the first week of the term. Reinstatement is at the purview of the Dean's Office.

10+ -week courses: Students taking online graduate courses through the College of Professional Studies will be administratively dropped for non-participation if a graded assignment/discussion post is not submitted before Friday at 11:59 pm ET of the second week of the term. Reinstatement is at the purview of the Dean's Office.

Student Handbook Online - Policies and Procedures

The policies contained within this document apply to all students in the College of Professional Studies. It is each student's responsibility to know the contents of this handbook.

UNE Online Student Handbook

UNE Course Withdrawal

Please contact your Enrollment and Retention Counselor if you are considering dropping or withdrawing from a course. Tuition charges may still apply. Students are strongly urged to consult with Student Financial Services, as course withdrawals may affect financial aid or Veterans benefits.

Academic Integrity

The University of New England values academic integrity in all aspects of the educational experience. Academic dishonesty in any form undermines this standard and devalues the original contributions of others. It is the responsibility of all members of the University community to actively uphold the integrity of the academy; failure to act, for any reason, is not acceptable. For information about plagiarism and academic misconduct, please visit UNE Plagiarism Policies.

Academic dishonesty includes, but is not limited to the following:

  1. Cheating, copying, or the offering or receiving of unauthorized assistance or information.
  2. Fabrication or falsification of data, results, or sources for papers or reports.
  3. Action which destroys or alters the work of another student.
  4. Multiple submissions of the same paper or report for assignments in more than one course without permission of each instructor.
  5. Plagiarism, the appropriation of records, research, materials, ideas, or the language of other persons or writers and the submission of them as one's own.

Charges of academic dishonesty will be reviewed by the Program Director. Penalties for students found responsible for violations may depend upon the seriousness and circumstances of the violation, the degree of premeditation involved, and/or the student’s previous record of violations. Appeal of a decision may be made to the Dean whose decision will be final. Student appeals will take place through the grievance process outlined in the student handbook.