This syllabus page shows a table-oriented view of the course readings and assignments with due dates. 

The full syllabus can be read here:  spring 2019 3022W syllabus.pdf

 

University of Minnesota Program of Mortuary Science

MORT 3022W: Funeral Service Arrangements Laboratory

Spring Semester 2019, 3 Credits

 

Instructor Information: (P = Preferred Method)                                                    

Name:              Angela Woosley                                                 Marc Markell

Office:             A275-6 Mayo Bldg.                                            A275-5 Mayo Bldg.               

Office Hrs.:     Tue., 9:00 – 10:00 AM & by appt.                     Mon., 8:00 – 9:00 AM

Phone:             612.624.9660 (O) or 651.363.0887 (C)           612.226.9395 (C)                   

Email:                awoosley@umn.edu (P)                                    mamarkell@stcloudstate.edu (P)

 

Lecture: Tuesdays, Jan. 22 – April 30: (sec. 001) 12:30 p.m. – 3:00 p.m. in 2-125 Jackson Hall

Lab:      Mondays, Jan. 28 – May 6:    (sec. 002) 9:30 a.m. – 12:00 p.m.  (sec. 003) 1:30 p.m. – 4:00 p.m.

Prerequisites:  Students enrolled in the Program of Mortuary Science who have successfully completed MORT 3021W and MORT 3018.                                                                              

Course Description: This course provides students with practical tools to conduct funeral arrangements with diverse client families. Coursework includes application of MORT 3021W material, group discussion, and lab-based application of skills. Each student will conduct a simulated arrangement with a community volunteer based on real-world arrangement scenarios. Delivery and assessment of coursework will be via readings, lectures, in-class role-playing, quizzes, tests, writing-to-learn activities, and reflective writing assignments.

Writing Instruction: The arrangement conference gives the funeral director the opportunity to distill a person’s life story by writing obituary notices. Because you will learn about grammar, obituaries, and their relationships to funeral arrangements in the following ways, this course meets the University’s criteria for upper-division, writing-intensive (WI) courses. Obituaries serve a fundamental role in our society, alerting and connecting communities, and reaffirming that our lives have meaning. Obituaries are a frequent writing activity for funeral directors, and you will have the opportunity to write many to produce a portfolio of your work. Learning about obituaries in this way will help you meet the needs of client families.

            The experience of writing obituaries is designed to help you learn by:

1. Developing your unique voice and style that is adaptable to suit family and community needs.
2. Helping you distill information in a way that is compact, powerful, and true to the decedent’s legacy and family’s wishes.

The arrangement conference is also the primary setting for building rapport with client families and earning their trust. Because a firm grasp of English grammar and usage fundamentals will help you build rapport with client families from diverse backgrounds, this course will include weekly grammar lessons, which will serve as the foundation of half of the course’s quiz and test material.

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

1. Apply communication skills necessary to meet with a family in the arrangement conference.
2. Discuss with client families prefunded/preplanned funerals.
3. Differentiate between the types and styles of counseling therapy.
4. Recognize the major goals of counseling as well as the functions of the counselor.
5. Utilize the basic counseling skills and techniques.
6. Recognize the pre-need, at-need and post funeral counseling opportunities.
7. Identify the elements of verbal and non-verbal communication.
8. Recognize the importance of listening skills.
9. Recognize the significance of group dynamics.
10. Recognize when to make referrals to the appropriate community or professional resources.
11. Describe and apply appropriate telephone procedures.
12. Exhibit knowledge of the specific vocabulary associated with funeral service.
13. Explain terminology and considerations unique to cremation arrangements.
14. Demonstrate the skills needed to write obituaries.
15. Recognize the specific price disclosures required by the Federal Trade Commission Funeral Industry Practices Rule.
16. Utilize techniques for the effective presentation of merchandise and services.
17. Understand the importance of completing proper documentation in funeral service.
18. Recognize and understand personal resources for coping with loss and stress.
19. Identify services and trends in conjunction with cremation.
20. Explain the importance of using appropriate paperwork to document cremation related decisions, including forms required by state and local agencies and those designed for legal protection.
21. Apply a standard of ethical behavior in personal and professional behavior.
22. Determine and identify the primary responsibilities of the funeral director, including regulatory and legislative compliance.
23. Demonstrate knowledge of funeral merchandise to facilitate communications with the public.
24. Identify strategies for arrangements after suicide, assisted suicide, mass shootings, or overdose deaths.
25. Identify strategies to make arrangements more accessible to families with disabilities.

Assignments due in Lecture:

1. Quizzes: Ten quizzes worth 10 points each will be administered throughout the semester, based on the assigned readings and in-class grammar lessons, in multiple choice, true/false, fill-in-the-blank and matching formats. Students will be given 15 minutes to complete each quiz.
2. Tests: Two tests worth 50 points each will be administered during the semester, based on the assigned readings, in-class grammar lessons, and classroom lecture topics, in multiple choice, true/false, and matching formats. Students will be given 60 minutes to complete each test.
3. Obituary Activities: During these eight in-class activities worth 10 points each, students will practice applying obituary-writing principles and share their work with their peers and the instructors.
4. Obituary Composition Exercise: During this in-class exercise, students will observe a previously recorded arrangement session and compose an obituary notice (≤ 2 pages) in a limited time frame. Due on Canvas before midnight on Mar. 5, worth 30 points.
5. Final Obituary Portfolio: Students will be given the opportunity to revise their five obituaries (one composition exercise and four arrangement lab obituaries) and assemble them into a formal portfolio to showcase their work. This portfolio is worth 100 points, due May 9.
6. Final Exam: One cumulative exam worth 100 points will be given at the end of the semester, based on the quizzes and readings, as well as concepts, terms, and definitions related in class. The exam will be in multiple choice, true/false, and matching format.

Assignments due in Lab:

1. Forms Completion: During these activities, students will complete an in-class activity to gather information and complete a variety of forms: first call forms, arrangement forms, and statements of goods & services selected. Worth 10 points each. See page 10 for due dates.
2. Three Presentation Practice Videos: After practicing presenting in lab, students will use their own technology (e.g., smart phones) to record a brief video (< 5 minutes) that demonstrates their mastery of the day's subject, and submit it to Canvas. Each video worth 10 points. See page 10 for due dates.
3. Arrangement Lab Obituaries: Students will write four (4) obituaries (≤ 2 pages each), worth 30 points each, after each simulated arrangement completed by other Obituaries must be completed and submitted to Canvas before midnight on the day of the arrangement.
4. Instructor Arrangement Assessment: Each student’s ability to successfully conduct an arrangement conference will be assessed by the instructors during their assigned simulated arrangement. Feedback will be given immediately following the student’s arrangement. Worth 100 points.
5. Personal Arrangement Assessment: Students will be given a week following their simulated arrangement to review the DVD recording of their arrangement (if they choose) and complete a packet of materials, reflecting on their arrangement experience and providing a self-assessment. Packet includes observation template, checklist, short answer worksheet, and arrangement forms. This personal assessment is worth 50 points, due in lab one week after the student’s simulated arrangement.

Course Materials:

Required texts are available at the bookstore in Coffman Memorial Union (“Student Resources,” page 8), and additional readings will be given as handouts in class or posted on the course Canvas site.

Required Texts

Johnson, M. (2006). The dead beat: Lost souls, lucky stiffs, and the perverse pleasures of obituaries. New York: Harper Collins.

Klicker, R. L. (2008). Funeral directing and funeral service management. Buffalo, NY: Thanos Institute.

Kubasak, M. and Lamers, W. M. (2007). Traversing the minefield: Best practice: Reducing risk in funeral-cremation service. Pasadena, CA: Castle Press.

Assignment Submission, Evaluation and Final Grade Calculation: All obituaries and videos must be submitted via the course Moodle site and will be graded according to the Written Grading Guidelines (page 11). Each of the categories will be assigned a value from (1) to (5), spelling will carry double weight, and the total will be converted to a score based on the point value of the assignment.

Overall point values for course components are as follows:

            Ten Quizzes (10 points each)                                               100 points                  11.9%

            Two Tests (50 points each)                                                   100 points                  11.9%

            Eight Obituary Activities (10 points each)                            80 points                    9.5%

            Obituary Composition Exercise                                             30 points                    3.6%

            Forms Completion (10 points each)                                      30 points                     3.6%

            Three Presentation Practice Videos (10 points each)          30 points                    3.6%

            Four Arrangement Obituaries (30 points each)                  120 points                  14.3%

            Instructor Arrangement Assessment                                   100 points                  11.9%

            One Personal Arrangement Assessment                               50 points                     6.0%

            Final Obituary Portfolio                                                        100 points                  11.9%

            Final Exam                                                                              100 points                   11.9%

                                                                                                             840 points                   100%

The final grades in the course will be determined based on your completed coursework with the following A-F grading system, in accordance with the University's Grading and Transcripts Policy (see University Grading System and Expected Student Work per Credit under "Relevant University Policies," p. 8):

 

Points	Percent	Grade	Grade Points
811 - 840	97-100%	A	4.000 – Achievement that is outstanding relative to the level necessary to meet course requirements
785 – 810	94-96%	A-	3.667
760 – 784	91-93%	B+	3.333
727 – 759	87-90%	B	3.000 – Achievement that is significantly above the level necessary to meet course requirements
701 – 726	84-86%	B-	2.667
676 – 700	81-83%	C+	2.333
651 – 675	78-80%	C	2.000 – Achievement that meets the course requirements in every respect
626 – 650	75-77%	C-	1.667
601 – 625	72-74%	D+	1.333
584 - 600	69-71%	D	1.000 – Achievement worthy of credit even though it fails to meet fully the course requirements
< 584	< 69%	F	0.000 – Represents failure and signifies that the work was either (1) completed by at a level of achievement that is not worthy of credit or (2) was not completed and there was no agreement between the instructor and the student that the student would be awarded an I

 

Assignment Submission, Late Assignments, and Make-up Work:

Assignments must be submitted by the beginning of class to be considered for full credit, and will lose 10% of their value each day thereafter. For example, assignments due Tuesday that are received after the beginning of class but by 11:59 pm on:  

Tuesday         = 90% of grade                   Thursday = 70% of grade                 Sunday = 50% of grade

Wednesday   = 80% of grade                   Friday       = 60% of grade                Monday = 40% of grade, etc.

Quizzes will be administered at the beginning of class. Only students present before quiz collection will be allowed to take each quiz. Quizzes may not be taken late without legitimate or verifiable circumstances (also see “Free Pass Absence” below). Students with verified absence (see below) may be able to make up coursework in some circumstances; please refer to the Program of Mortuary Science Policies and Procedures for more information (“Relevant University Policies,” page 8). I generally offer makeup quizzes at the end of the following class period; however, it is ultimately the student’s responsibility to schedule times with me to make up missed coursework.

Class Attendance:

Attendance is expected at all class sessions unless authorized for legitimate reasons. Students are expected to provide me with as much notice as possible in the event of absence. Absence from six (6) or more class sessions (lecture OR lab) will result in a grade of “F” in the course. Absence for 20 minutes or more of a class constitutes an absence from the class session.

Verified Absence: Students will not be penalized for absence during the semester due to unavoidable or legitimate circumstances. Such circumstances include verified illness, participation in intercollegiate athletic events, subpoenas, jury duty, military service, bereavement, and religious observances. Such circumstances do not include voting in local, state, or national elections. Documentation may be required to verify the legitimacy of absence. (See Makeup Work for Legitimate Absences under "Relevant University Policies," p. 8.)

“Free Pass” Absence: Occasionally, situations may arise that do not meet the above criteria for absence, but compel the student to miss all or part of a class session. Each student may miss all or part of one class session without verifying that it meets the above criteria. For this absence, the student may make up a quiz or test, as needed. However, such an absence will not alter the due date for any written coursework. Any subsequent absence(s) will require documentation in order to make up work.

Classroom Conduct:

Since the purpose of this course is to help prepare students to be compassionate funeral professionals, professional conduct is expected in the classroom. The University's Student Responsibilities policy (see "Relevant University Policies," p. 8) outlines several components of responsible conduct, including:

• Keeping the classroom in good order by removing/disposing items brought into the classroom
• Silencing cell phones or other personal electronic devices that are not being used for classroom purposes
• Respecting intellectual property by not distributing course materials or instructor-provided notes except to members of the same class.
• Respecting privacy by not photographing or recording any part of a class session unless specifically granted permission by the instructor.

Further, students are expected to respect the guidelines set by this instructor, which include:

• Lending your attention to the class and your peers, not private conversations or web browsing
• Treating others with respect, even when opinions differ (see Academic Freedom and Responsibility under "Relevant University Policies," p. 8)
• Limiting food and drink to items that will not disturb classmates or damage classroom fixtures

You are expected to adhere to the Board of Regents' Student Conduct Code (see "Relevant University Policies," p. 8.) The conduct code specifically addresses disruptive classroom conduct, which means "engaging in behavior that substantially or repeatedly interrupts either the instructor's ability to teach or student learning. The classroom extends to any setting where a student is engaged in work toward academic credit or satisfaction of program-based requirements or related activities." Students who present persistent classroom disruptions or who are unable to conduct themselves according to the guidelines above may be ejected from a class session and/or face disciplinary action up to and including receiving an “F” in the course.

Classroom Participation:

During our simulated arrangement exercises, students will model effective use of funeral director helping skills. Since a significant portion of class will utilize group discussion and role-play, active participation is expected. Participation expected of all students includes conducting a simulated arrangement cooperatively with a partner and providing honest, tactful, and constructive feedback to other students regarding their arrangements. During simulations, students are expected to dress and act professionally. Students who arrive at their simulation without appropriate funeral attire will not be allowed to participate, and alternate arrangements are not guaranteed. After arrangement simulations, participating students are responsible for cleaning the arrangement lab space after class to ready it for the next simulation.

Your Promise to Me; My Promise to You:

            In general, you will succeed in this course if you:

• Attend and actively participate in class sessions, discussions and role-play activities
• Submit assignments on time
• Critically reflect—in writing—on course concepts and their application to arrangements
• Prepare for quizzes by reading texts and studying class notes
• Work collaboratively and respectfully with your peers
• Communicate promptly and proactively with your peers and me

            To help you succeed in this course, I will:

• Begin and end class on time
• Return graded assignments promptly
• Clearly express my expectations for coursework
• Value your opinions and answer your questions honestly
• Respond to your emails and phone calls promptly
• Make myself available for office visits on both an appointment and walk-in basis
• Review drafts of written assignments in advance of deadlines by appointment

Equity, Diversity, Equal Opportunity, and Affirmative Action:

The University provides equal access to and opportunity in its programs and facilities, without regard to race, color, creed, religion, national origin, gender, age, marital status, disability, public assistance status, veteran status, sexual orientation, gender identity, or gender expression. In my classes, I do not preach "tolerance." As funeral professionals, we must welcome and embrace diversity in all forms, not merely tolerate it. To that end, students are encouraged to be curious, open, and interested in other students' opinions, backgrounds, and experiences in this classroom. For more information, please Diversity under "Relevant University Policies" and "Student Resources," p. 8.

Mental Health and Stress Management:

As a student, you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating, and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance and may reduce your ability to participate in daily activities. University of Minnesota services are available to assist you. See "Student Resources," p. 8 to learn more about the broad range of confidential mental health services available on campus.

Sexual Harassment, Sexual Assault, Stalking, and Relationship Violence:

"Sexual harassment" means unwelcome sexual advances, requests for sexual favors, and/or other verbal or physical conduct of a sexual nature. Such conduct has the purpose or effect of unreasonably interfering with an individual's work or academic performance or creating an intimidating, hostile, or offensive working or academic environment in any University activity or program. Such behavior is not acceptable in the University setting. (See Sexual Harassment under "Relevant University Policies," p. 8.)

In my role as a University employee, I am required to share information that I learn about possible sexual misconduct with the campus Title IX office that addresses these concerns; on our campus, this is handled by the Office of Equal Opportunity and Affirmative Action (See Sexual Assault under "Relevant University Policies" and "Student Resources," p. 8.) This allows a Title IX staff member to reach out to those who have experienced sexual misconduct to provide information about the personal support resources and options for investigation that they can choose to access. You are welcome to talk with me about concerns related to sexual misconduct. Within the requirements of my job, I will be as responsive to your requests for confidentiality and support as possible. You can also or alternately choose to talk with a confidential resource that will not share information that they learn about sexual misconduct. Confidential resources include The Aurora Center, Boynton Mental Health and Student Counseling Services. (see "Student Resources," p. 8.)

Disability Accommodations:

The University of Minnesota views disability as an important aspect of diversity, and is committed to providing equitable access to learning opportunities for all students. The Disability Resource Center (DRC) is the campus office that collaborates with students who have disabilities to provide and/or arrange reasonable accommodations. 

If you have, or think you have, a disability in any area such as, mental health, attention, learning, chronic health, sensory, or physical, please contact DRC or our key contact person, Todd Helmer, to arrange a confidential discussion regarding equitable access and reasonable accommodations. Students with short-term disabilities, such as a broken arm, can often work with instructors to minimize classroom barriers. In situations where additional assistance is needed, students should contact the DRC as noted above. If you are registered with the DRC and have a disability accommodation letter dated for this semester or this year, contact your instructor early in the semester to review how the accommodations will be applied in the course. Please note that accommodations are not retroactive. See "Student Resources," p. 8, for additional information.

Scholastic Dishonesty:

You are expected to do your own academic work and cite sources as necessary. Failing to do so is scholastic dishonesty. Scholastic dishonesty means plagiarizing; cheating on assignments or examinations; engaging in unauthorized collaboration on academic work; taking, acquiring, or using test materials without faculty permission; submitting false or incomplete records of academic achievement; acting alone or in cooperation with another to falsify records or to obtain dishonestly grades, honors, awards, or professional endorsement; altering, forging, or misusing a University academic record; or fabricating or falsifying data, research procedures, or data analysis. (See the Student Conduct Code under "Relevant University Policies," p. 8.) If it is determined that a student has cheated, the student may be given an "F" or an "N" for the course, and may face additional sanctions from the University.

The Office for Community Standards has compiled a useful list of Frequently Asked Questions about scholastic dishonesty (see Scholastic Dishonesty FAQ under "Relevant University Policies," p. 8.) If you have additional questions, please clarify with me. I can respond to your specific questions regarding what would constitute scholastic dishonesty in the context of a particular class (e.g., whether collaboration on assignments is permitted, requirements and methods for citing sources, if electronic aids are permitted or prohibited during an exam.) You are also encouraged to reach out to the Center for Writing (see "Student Resources," p. 8.)

Professional Conduct:

As outlined in the Program of Mortuary Science Student Handbook:

1. Students shall carry out all aspects of funeral service in a competent and respectful manner.
2. All deceased persons shall be treated with proper care and dignity.
3. Both conversational and written language relating to the care and/or treatment of deceased human beings by Program students as part of, but not limited to, embalming and restorative art classes, human anatomy lab class, clinical rotation, and any other course in which the topic of discussion is of a sensitive or confidential nature, must be respectful and discreet.
4. The use of the Internet in general, and social media sites in particular, including, but not limited to, Facebook, MySpace, Twitter, etc., by Program students as a venue and/or platform for discussing any aspect of the care and/or treatment of deceased human beings, including, but not limited to, embalming and restorative art classes, human anatomy lab class, clinical rotations, and any other course in which the topic of discussion is of a sensitive and confidential nature, is strictly prohibited.

Violation of any of these rules may lead to sanctions, up to and including removal of a student from class, to be determined in consultation with the Office of Student Conduct and Academic Integrity, the Office of the President, and/or the Office of the Provost. A student found guilty of violating any of these professional conduct codes may also face strong sanctions, which may include the assigning of the grade of “F” or “N” for the course.