Gordon Conwell Theological Seminary – Charlotte

Masters of Arts in Christian Counseling Program

CO 710 – Psychopathology

SPRING 2019

Course Syllabus

__________________________________________________________

Instructor: E. Carolina Benitez, PhD, LPC, NCC Class Times: Feb. 8-9; Mar. 8-9, Apr. 5-6

Fridays 6:20-9:30; Saturdays 8:30-4:30

Office: GCTS Room 203-204 Email: ebenitez@gordonconwell.edu

Phone: (704) 940-5801 Office Hours: By appointment – email

______________________________________________________________________________

Course Description This course provides an overview of the basic theories, concepts and structures that form an

understanding of psychopathology. Special emphasis is given to the development of skills in using the

Diagnostics and Statistical Manual of Mental Disorders, 5 Edition (DSM-5) and the ICD-10.

MACC Department Mission:

The aim of the Master of Arts in Christian Counseling Program at Gordon-Conwell Theological

Seminary—Charlotte is to train students to become competent professional counselors who advance

Christ’s Kingdom in various clinical, educational, and ministry settings by equipping them to think

theologically, live biblically, and engage globally.

Students who think theologically will develop a professional counselor identity that is grounded

in orthodox Christian theology and sound clinical practice.

Students who live biblically will demonstrate congruence between their faith and their actions

in their personal and professional lives by maintaining a commitment to the process of ongoing

spiritual formation.

Students who engage globally will fulfill their call to serve others by being sensitive and

response to the needs of diverse cultural, ethnic, and socioeconomic populations.

Relation to MACC Program Objectives: Psychopathology is a required course for all students in

the counseling program and is required curriculum for most state licensing boards, including the North

Carolina Board of Licensed Professional Counselors. The course is a prerequisite for CO735

Assessment in Counseling, CO867 Clinical Counseling Practicum, and CO715 Advanced

Psychopathology. This course will provide students with knowledge of abnormal behavior necessary

for accurate diagnosing and treatment planning.

The following program objectives are addressed in this course:

2. Knowledge and skills for competent counseling practice. We expect that students will

demonstrate:

D. Skills necessary for assessment in counseling, including basic interviewing and

observation skills, differential diagnosis, assessment of suicide risk, and the selection and

administration of tests appropriate to counseling. (Assessment and Helping skills)

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E. Understanding of research and program evaluation methodology and skills and their

application in counseling contexts. (Research and Program Evaluation).

Student Learning Outcomes (Knowledge and Skills Outcomes): As a result of this course, students will gain knowledge and skills in the following areas:

1. Theories of normal and abnormal personality development (CACREP II.F.3.c)

2. The importance of research in advancing the counseling profession, including how to

critique research to inform counseling practice (CACREP II.F.8.a)

3. Principles, models, and documentation formats of biopsychosocial case conceptualization

and treatment planning (CACREP CMHC: C.1.c)

4. Etiology, nomenclature, treatment, referral, and prevention of mental and emotional

disorders (CACREP CMHC: C.2.b)

5. Mental health service delivery modalities within the continuum of care, such as inpatient,

outpatient, partial treatment and aftercare, and the mental health counseling services

networks (CACREP CMHC: C.2.c)

6. Diagnostic process, including differential diagnosis and the use of current diagnostic

classification systems, including the Diagnostic and Statistical Manual of Mental

Disorders (DSM) and the International Classification of Diseases (ICD) (CACREP

CMHC: C.2.d)

7. Classifications, indications, and contraindications of commonly prescribed

psychopharmacological medications for appropriate medical referral and consultation

(CACREP CMHC: C.2.h)

Course Content:

Psychopathology is designed to introduce students to a variety of diagnoses and diagnostic criteria that

can be present when treating clients. Students will learn the value, benefit and drawbacks of

diagnosing clients. There will be opportunities to learn when a diagnosis may not be beneficial in

treatment. Students will learn to use case conceptualization and develop treatment plans with a variety

of cases presented during class. The importance of considering diversity issues when working with

individuals, families, and couples will be emphasized. Ethical consideration will be further developed

as students consider clinical cases while examining the ethical and legal aspects of the cases.

Methods of Instruction:

To achieve the objectives of this course and address the course content, the instructor will employ a

variety of teaching interventions that will include lectures, watching videotapes of a variety of mental

illness issues, case studies small group discussions, individual projects, community plan presentations

and practicing using the diagnostic system with case scenarios

Required Textbooks: Greene-McCreight, K. (2015). Darkness is my only companion: A Christian response to mental

illness. Grand Rapids, MI: Brazos Press. (ISBN: 1587431750)

Kilgus, M., Maxmen, J., & Ward, N. (2015). Essential psychopathology and its treatment (4th

ed.). New York: W.W. Norton. (ISBN: 0393710645)

CO 710 Psychopathology

Benitez 3 McRay, B.W., Yarhouse, M.A. & Butman, R.E. (2016). Modern psychopathologies: A comprehensive

Christian appraisal (2nd ed.) Downers Grove, IL: InterVarsity Press. (ISBN: 0830827706)

Schwitzer, A.M. & Rubin, L.C. (2015). Diagnosis and treatment planning skills: A popular culture

casebook approach—DSM-5 update (2nd ed.).

Other Required Reading/ Videos (articles available on CANVAS or in the GCTS library):

Foxhall, K. (October 14, 2008). Getting educated on pharmaceuticals. Counseling Today. Retrieved

from: https://ct.counseling.org/2008/10/getting-educated-on-psychopharmaceuticals/

Preston, J. & Johnson, J. (2018). Clinical psychopharmocology made ridiculously simple. New York:

Medmaster.

Symptom Media video library (available through the GCTS-Charlotte library online)

Recommended Texts/ Reading:

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th

ed.). Arlington, VA: American Psychiatric Publishing.

Craighead, W.E., Miklowitz, D. & Craighead, L.W. (2013). Psychopathology: History, diagnosis,

and empirical foundations (2nd ed.). Hobokin, NJ: John Wiley and Sons (ISBN:

9781111810678)

Jongsma, A.E., Petersen, L.M., & Bruce, T.J. (2014). The complete adult psychotherapy treatment

planner: DSM-5 update. Hoboken, NJ: Wiley & Sons.

McMinn, M. (2008). Sin and grace in Christian counseling: An integrative paradigm. Downers

Grove, IL: Intervarsity Press.

Student Performance Evaluation and Criteria

Course Requirements: All assignments completed for the MACC Degree should be written in APA

format. Please submit all assignments as Word Documents (no PDFs or Pages or Excel files). Total

number of hours including class time and completion of assignments should be expected to be

approximate 135 hours over a 15 week semester.

The following expected time chart is offered as a guideline. Individual students may require more or

less time to complete an assignment.

Class Attendance 30 hours

Required Reading (1885 pages @ 30 pages/ hr.) 63 hours

CO 710 Psychopathology

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Online Discussion Forums (6 forums) 6 hours

Community Prevention & Treatment Plan Assignment 15 hours

Case Conceptualization & Treatment Plan Assignment 10 hours

Psychopharmacology Quiz (preparation & completion) 4 hours

Final Exam (preparation & completion) 7 hours

TOTAL 135 hours

A. Assignments:

1. Required Reading and Class Attendance:

Students are expected to read the required textbooks as assigned in the syllabus. After reading

the texts, students will complete a Reading Log (on CANVAS) indicating their completion of

the required reading. While this is an entirely “on your honor” reading log, students should be

aware that it will be impossible to complete the remaining assignments in this course without

thoroughly reading the required texts. Discussion Forums on the readings will be due

throughout the semester. Points will be deducted from the student’s final course grade for any

reading noted as “incomplete” on the reading log.

Because of the intensive weekend format of this course, attendance is crucial. During each

class weekend, students will form DxTx Groups where they will watch video clips and

practice the principles, models, and documentation formats of biopsychosocial case

conceptualization, including diagnosing (Dx) and developing simple treatment plans (Tx).

There is no substitute for this important time together. Points will be deducted for any class

absence (see Attendance Policy later in this syllabus).

2. Discussion Forums: (20 points total – 5 points per Forum)

Students are expected to engage in graduate level class participation that includes regular class

attendance and involvement with peers through in-class discussion forums. Discussion topics

will be included in the discussion forum instructions and may include questions, articles to

read and evaluate, online resources to review, and/or videos to view as part of participation in

the discussion forum. Follow directions in each discussion forum.

Students will write an initial Discussion Forum Post due by 11:55 pm EST the Thursday of the

assigned week and will submit two responses to classmates or professor by 11:55pm EST on

the Sunday of the assigned week. Initial posts should be between 200 – 275 words, unless

otherwise specified. Response posts should be between 100 – 150 words each. Attachments

are not permitted. Please type directly into the Discussion Forum box on CANVAS.

Responses should include (respectful) critical analysis of the posts, seek additional

clarification, generate further discussion, or provide additional perspectives for consideration.

Note: Out of respect for one another, when a peer responds with a question or prompting

further reflection from you, ensure that you “close” the conversation with a response. This

may mean that you end up posting more than the minimum requirements. Posts will be

evaluated for both content and style based on the grading rubric below.

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Grading Rubric for Discussion Forums Points Available

(5)

Thoughtfulness of student’s reflection; writing flow or verbal

expression; thorough inclusion of each required component

per instructions. 1

Reflects an understanding of relevant factors that affect both

normal and abnormal behavior. Explores the etiology,

diagnostic process and nomenclature, treatment, referral, and

prevention of mental and emotional disorders. (CACREP

5.C.2.b.) Includes pertinent information from course texts,

including the integration of your own emerging model of

psychopathology and response to the great theodicy debate.

2

Correct use of the following: APA-style formatting including

references and citations; grammar, punctuation, and error-

free spelling

1

Respectful and engaging response posts to peers that adheres

to word count and “closure” in the initial conversation.

1

3. Psychopharmacology Quiz (10 points)

Students will complete an online quiz related to the basic classifications, indications, side

effects and contraindications of commonly prescribed psychopharmacological medications.

The quiz will include information presented during the class lectures and PowerPoints as well

as the required readings.

4. Community Prevention/Treatment Plan Presentation: (20 points total)

Students will work in groups to select from one of the categories or populations below and

develop prevention and treatment plans to aid and assist clients in the community who present

with the psychological and/or emotional difficulties in the particular population. In the

presentation the students should address and identify the etiology of the designated disorders,

as well as empirically validated treatments that could be used, and the service delivery options

for those treatments among a continuum of care (e.g. inpatient, outpatient, partial

hospitalization, aftercare, etc.). Students should explain what the benefits and drawbacks or of

the empirically validated treatment in the designated community or population. Students will

develop and identify a treatment plan that includes strategies to advocate for the population of

people and identify different types of policies, programs and services that could be

implemented to better serve the unique needs of the clients in the designated community.

Students are to identify 3-4 referral sources in the community that could be used to address the

particular category of psychological problem(s). Students must cite 8-10 sources that address

the particular category and cite the sources, as they address each of the above-mentioned

requirements, in the presentation. Students will do a PowerPoint presentation that is 20-25-

minutes in length that addresses the requirements of the assignment. The presentation should

be done using APA format and the slides should be readable and include a cover slide and

reference slide(s).

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Categories and Populations

a. Lower-class SES community of single parent families with young children

with Learning Disorders

b. Middle-class SES community of families with high rates of alcohol abuse

among adolescent and young adult populations

c. Middle-class SES referrals of military families dealing with Posttraumatic

Stress Disorder

d. Lower-class SES community serving population of individuals with

Psychotic Disorders, especially Schizophrenia

e. Lower-to-Middle class SES community dealing with Autism Spectrum

Disorder children

f. Upper Middle-to-Upper Class SES community dealing with individuals

with Eating Disorders

g. Lower class SES community of families with children with behavioral

disorders, primarily Conduct Disorder and Oppositional Defiant Disorder

h. Upper Middle Class SES community dealing with children with Anxiety

Disorders

i. Lower, Middle & Upper Class SES community of older adults with

Neurocognitive Disorders, select from Alzheimer’s or Parkinson’s Disease

j. Lower, Middle, & Upper class community of LGBT youth/ young adults

referred with Mood Disorders.

k. Lower class SES community of undocumented immigrants referred for

Depression and Anxiety.

Due Date: PowerPoint uploaded to CANVAS by 11:55 pm on Thursday, Nov. 8, 2018. Group

presentations will be made during class weekend Nov. 9 – 10.

Grading Rubric: Community Prevention & Treatment Plan Points

Available

(20)

Explanation of the Disorder:

Provides an overview of the community problem, population affected,

and etiology of the disorder in the community.

6

Discussion of Research and Efficacy:

Highlights important research related to this problem/ community and

explains how research impacts counseling practice for this population;

identifies and discusses empirically validated treatments (EVT) for

treatment of the population including benefits and drawbacks of

EVTs; includes discussion & critique of any known biblically or

theologically based treatments for this problem.

4

Prevention, Treatment, & Advocacy Plan:

Identifies approaches to working with this population; policies

relevant for this population; programs relevant for this population;

family & social networks/ ways of involvement & participation;

identifies service delivery along a continuum of care (inpatient,

outpatient, partial hospitalization, & aftercare); identifies strategies

for advocacy.

6

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Multicultural Considerations:

Explores multicultural considerations as appropriate (e.g. race,

ethnicity, gender, SES, sexual orientation, religion, age, ability, etc.)

2

Community Resources:

Identifies 3-4 resources that aid in assisting this population with this

problem

2

APA Formatting:

Overall points may be deducted for readability of slides, grammar/

spelling/ typos, APA format in citing of sources, included at least 8

sources throughout the presentation, adhered to time limit

TOTAL

5. Case Conceptualization and Treatment Plan (25 points total)

Students will watch a film from a selection decided upon by the instructor. You will be tasked

with identifying a ‘client’ from within the film who presents with a possible mental disorder.

You will then analyze the client’s case and, based on the symptoms, determine the diagnostic

criteria of the case and decide on an appropriate diagnosis. You will then organize a

biopsychosocial formation of a case conceptualization.

Then, you will create a treatment plan for the client that includes treatment goals and possible

therapeutic interventions that might be used when providing counseling services to the client.

You should support the choice of treatment modality with research from course texts, lectures,

discussions, and handouts that supports use of the modality. Additionally, you should identify

treatment options within a continuum of care (e.g. inpatient, outpatient, partial treatment,

intensive outpatient, aftercare, etc.) A sample case conceptualization and treatment plan

format are available in the Diagnosis & Treatment Planning Skills text (Schwitzer & Rubin,

2018). See chapter 5.

(Note: EACH treatment goal should be linked to at least one specific therapeutic treatment and a measure of change. For example, if one of the treatment goals is to “reduce frequency of drinking behavior” then a possible treatment plan might be, “Utilize motivational interviewing to reduce

frequency of drinking behaviors” and a measure of change might be “Client reported decreased behaviors.” Or if the treatment goal is to “reduce symptoms of anxiety,” then a treatment for that

might be: “Teach mindfulness to reduce symptoms of anxiety” and a measure of change might be

“Decreased score on the Beck Anxiety Inventory.” It can be helpful to include a chart as a summary in your Case Conceptualization and Treatment Plan:

DSM-5 Diagnosis: ADHD, Combined type

Goal(s) for change Therapeutic Intervention(s) Outcome Measure(s) of

Change

Increase frequency of

on-task behaviors

Improve client self

esteem

Regularly take

medication to

decrease impulsivity

Assist parents &

teachers to develop

behavior chart using

shaping, effective

consequences, and

reward for on-task

behaviors

Pretest/ Posttest

measurement of on-

task behaviors using

Connors 3 Rating

Scale.

Parent and teacher

reported

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and distractibility Develop a signal to

alert client to off-task

behaviors

Identify internal/

external triggers for

off-task behavior

Use drawings,

puppet, action figures

to create positive

behavioral stories

Encourage &

reinforce medication

compliance

improvement

Client reported self-

awareness

Compliance with

psychopharmacology

The case conceptualization should also include areas to “rule out” or explore further, a

differential diagnosis and questions you would want to ask the client for a rule out of the

differential diagnosis, or what is not present that would rule out the differential diagnosis.

In many ways, this is an extension of the case studies we practiced during the afternoons in

class, but more in depth. The case conceptualization and treatment plan should be 5-7 pages

(double spaced) in length (not counting the title page or references; no abstract is needed).

Grading Rubric for Case Conceptualization & Treatment Plan

Points

Available

(25) Case Conceptualization

Analysis of case vignette

Adequately identifies all bio-psycho-social-spiritual aspects of a case conceptualization

Demonstration of understanding and use of DSM-5 and ICD-10

Diagnostic Impression Offered Differential diagnosis considerations (Steps to take to rule out the

differential as the diagnosis)

10

Treatment Plan:

Treatment modality and interventions identified (at least 3 specific treatment goals and 3 specific interventions to meet the stated goals);

Identify treatment options within a continuum of care

Conceptualization of modality adequately explained; Treatment Plan offered to treat the case past the intake session;

Psychopharmacological considerations (if any) including side effects

and contradindications of medications that may be prescribed;

Provide a clear statement about prognosis based on predictors

10

Writing flow or verbal expression; thorough inclusion of each required

component per instructions; adheres to page length requirements – Make it

clear to the reader that you understand the essentials of good case formulation.

5

Correct use of the following: APA format, grammar, punctuation, error-free

spelling, proper citations (in-text and references)—Points may be deducted.

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6. Exam: (25 points) The exam will cover the etiology, description of symptoms, course,

prevalence, and possible treatments for three disorders: (1) Borderline Personality Disorder,

(2) Major Neurocognitive Disorder due to Alzheimer’s Disease and (3) Obsessive Compulsive

Disorder. The exam will consist of multiple-choice, True/False, Short Answer and Essay

question related to the three disorders. In addition, the exam will include a case study that will

require the student to accurately diagnose based upon client presentation and symptoms based

upon DSM-5 criteria. The case study will assess students’ ability to engage in biopsychosocial

case conceptualization, diagnosis and brief treatment planning, and advocacy. The student will

have to explain the rationale for the diagnosis based upon the symptoms, and identify

appropriate level of treatment within a continuum of care. Students will also need to provide a

differential diagnosis, in that they will provide an explanation of which disorder/s they

considered but ruled out and why.

Due Date: The exam must be completed (online) by 5:00 pm on December 17, 2018.

Grading:

The final grade will reflect the combined efforts of the student as derived from the following sources:

Discussion Forums 20 points (5 each x 4)

Community Prevention/Treatment Presentation 20 points

Case Study Conceptualization 25 points

Psychopharmacology Quiz 10 points

Final Exam 25 points

Reading Log Points will be deducted from final grade for

incomplete reading log.

_____________ _________

TOTAL POSSIBLE POINTS 100 POINTS

Grading Scale: A+ 97 – 100% (97-100 points)

A 94 – 96% (94 - 96 points)

A- 90 – 93% (90 - 93 points)

B+ 87 – 89% (87 - 89 points)

B 84 – 86% (84 - 86 points)

B- 80 – 83% (80 - 83 points)

C+ 77 – 79% (77 - 79 points)

C 74 – 76% (74 - 76 points)

C- 70 – 73% (70 - 73 points)

F 69 or below (69 & below)

Final course grade lower than 70% is considered “Unsatisfactory” and the course will need to

be repeated.

** IMPORTANT NOTE: Students must submit ALL assignments for Psychopathology. Any

assignment that is not submitted will result in a failing grade for the course.

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Knowledge & Skills Outcomes Instruction (When, How) Evaluation Method Rubrics

(if applicable)

Theories of normal and abnormal

personality development

(CACREP II.F.3.c)

Lecture Weekend 1

Kilgus text readings; McRay

text readings

The importance of research in

advancing the counseling

profession, including how to

critique research to inform

counseling practice (CACREP

II.F.8.a)

Lecture Weekends 2-3;

Kilgus text readings;

McRay text readings;

Community prevention

project

Community Prevention rubric

Principles, models, and

documentation formats of

biopsychosocial case

conceptualization and treatment

planning (CACREP CMHC:

C.1.c)

Lecture Weekend 1;

Case & Treatment Practice,

Weekends 1 -3

Schwitzer text readings

Case Conceptualization

assignment

Case conceptualization rubric

Final exam

Etiology, nomenclature,

treatment, referral, and prevention

of mental and emotional disorders

(CACREP CMHC: C.2.b)

Lecture Weekends 1-3

Kilgus text readings

Schwitzer text readings (ch.

1-2)

Yarhouse text readings

Discussion Forums

Discussion Forums;

Community Prevention rubric

Mental health service delivery

modalities within the continuum

of care, such as inpatient,

outpatient, partial treatment and

aftercare, and the mental health

counseling services networks

(CACREP CMHC: C.2.c)

Lecture weekend 1-3;

Greene-McCreight text;

Schwitzer text readings (ch.

5);

Community Prevention

assignment

Community Prevention rubric;

Final exam

Diagnostic process, including

differential diagnosis and the use

of current diagnostic classification

systems, including the Diagnostic

and Statistical Manual of Mental

Disorders (DSM) and

the International Classification of

Diseases (ICD) (CACREP

CMHC: C.2.d)

Lecture weekends 1-3;

Kilgus text readings;

Schwitzer text readings (ch.

1-4);

Case Conceptualization

assignment;

Case & Treatment Practice,

Weekends 1 - 3

Case conceptualization rubric;

Final exam

Classifications, indications, and

contraindications of commonly

prescribed

psychopharmacological

medications for appropriate

medical referral and consultation

(CACREP CMHC: C.2.h)

Guest Lecture, weekend 1;

Lectures 1 - 3

Kilgus, ch. 6; Foxhall article;

Preston & Johnson chapters.

Psychopharmacology Quiz;

Case conceptualization rubric;

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Strategies to advocate for persons

with mental health issues

(CACREP CMHC: C.3.e)

Lecture weekends 1-3

Greene-McCreight text;

Kilgus text readings;

Community Prevention

assignment;

Community prevention rubric;

Class Policies:

Right of Revision: While the assignments are connected to assessment, the facilitating instructor has

the authority to change an assignment to better fulfill the objectives of the class if in her estimation it is

believed that the assignment will better accomplish that objective. No advanced notice is required and

those students who work ahead may find that they will have an extra assignment to complete.

Work Turned in Policy: All work assigned must be turned in for a student to successfully complete

this course. Each assignment is tied to the course objectives and assessment of this class and therefore

needs to be completed to comply with assessment requirements of our regional accrediting body.

Missed and Late Assignments Policy: All paperwork and assignments must be completed in order to

pass this class. There is no exception to this policy. Late assignments reflect on a student’s

developing professionalism as a counselor. Points will be deducted one letter grade per day for each

day the work is turned in after the due date. If you know in advance that you cannot turn an

assignment in on time, an alternate due date may be negotiated without penalty if you make

arrangements with me before the date the assignment is due. This is entirely up to the discretion of the

instructor.

Writing Expectations: Graduate students are expected to submit written work that reflects personal

engagement and cognitive, affective and skill based learning. Papers will be graded for content that

analyzes, evaluates and synthesizes, spelling, grammar, and style. The APA format is expected for

writing assignments unless otherwise indicated. The elements of APA that typically apply are the

following: Title Page, Running Head, Content Heading if applicable, in paper citation of references

used and list of all References at the end of the paper. You may want to purchase: The Publication

Manual of the American Psychological Association, Sixth Edition and refer back to the material in the

Intro to Counseling Research course you completed (CO 501).

Formatting File Names: When saving files to your computer, and submitting for a grade, be sure to

name the file according to these conventions: the assignment name followed by one’s first and last

name (e.g., Case Conceptualization- Jane Doe). This allows your files to be downloaded by the

grading instructor and prevents the loss of files that do not reflect the student, course, or project.

Email Communication: Students are expected to check their Gordon Conwell email address on a

regular basis throughout the week to access course information and updates. Email messages should

include students’ first and last names in the signature.

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Attendance Policy: Class will meet on the weekends of September 14-15, November 9-10, and

December 7-8. Classes on Friday will start immediately after Chapel and meet from 7:00-9:30 pm.

Class will meet on each of the Saturdays from 8:30 am - 4:30 pm.

Due to the modular nature of this course, attendance and full participation is expected during all class

meetings. The student must notify the professor prior to missing any portion of class. A student will

have three points deducted from the final grade for each hour of class that is missed for an unexcused

absence AND will also have a make-up assignment that needs to be completed. The professor will

give an assignment to the student based upon information that was missed during the class.

Academic Standards

Cheating and plagiarism are considered serious breaches of personal and academic integrity. Cheating

involves, but is not necessarily limited to, the use of unauthorized sources of information during an

examination or the submission of the same (or substantially same) work for credit in two or more

courses without the knowledge and consent of the instructors. Plagiarism involves the use of another

person’s distinctive ideas or words, whether published or unpublished, and representing them as one’s

own instead of giving proper credit to the source. Plagiarism can also involve over dependence on

other source material for the scope and substance of one’s writing. Such breaches in academic

standards often result in a failing grade as well as other corrective measures. For more information,

please consult the Student Handbook.

ADA Policy/ Disability and Accessibility:

The seminary complies with the provisions of the Americans with Disabilities Act. A student with a

qualifying and authenticated disability who is in need of accommodations should petition the seminary

in accordance with the stated guidelines in the Student Handbook. Any student who has a learning,

orthopedic, sensory or psychiatric condition that substantially limits one or more major life activities

and who would benefit from accommodations may be eligible for assistance. Please contact Trish

King (tking@gordonconwell.edu), who coordinates services for students with disabilities at the

Charlotte campus. Students may contact Trish King in person, by phone at (704) 527-9909 or by e-

mail at tking@gordonconwell.edu for more information. It is the responsibility of the student to notify

the professor at the beginning of the semester so that the professor is aware of the documented

accommodations.

Cancellation of Class

In the event the seminary has to cancel a class meeting (impending storm, professor illness, etc.), the

Registration Office will send out an email (via the GCTS email account) notification to all students

registered in the respective course. If the cancelation occurs the day of the scheduled meeting, the

Registration Office will also attempt to contact students via their primary phone contact on record.

The professor will contact the students (via GCTS account) regarding make-up. If a weekend class is

cancelled, the class will be made up during the scheduled Make-Up weekend (see the academic

calendar for the designated dates). For more info, consult your Student Handbook.

Extension Policy

Arrangements for submission of late work at a date on or before the “last day to submit written work”,

as noted on the seminary’s Academic Calendar, are made between the student and professor. Formal

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Benitez 13 petition to the Registration Office is not required at this time. This includes arrangements for the

rescheduling of final exams.

However, course work (reading and written) to be submitted after the publicized calendar due date,

must be approved by the Registration Office. An extension form, available online, must be submitted

to the Registration Office prior to the “last day to submit written work.” Requests received after this

date will either be denied or incur additional penalty. For a full discussion of this policy, please consult

the Student Handbook.

Grades

Faculty are expected to turn in final grades by January 15 for fall-semester courses, by June 15 for

spring-semester courses, and by September 15 for summer-term courses. Grades are posted on-line

within twenty-four hours of receipt from the professor. Students are expected to check their CAMS

student portal in order to access posted grades (unless instructed otherwise). Those individuals who

need an official grade report issued to a third party should put their request in writing to the

Registration Office.

Technology Support:

If you have any technical questions or problems with CANVAS, or other technology, you can visit the

IT website at http://www.gordonconwell.edu/resources/IT-Service-Desk.cfm/, email

servicedesk@gordonconwell.edu or call phone support at 704-295-2351. Phone support hours are:

Monday – Friday 8:30 AM to 5:00 PM.