ANTH 197: The Archaeology and Ethics of Human ... · In Plows, Plagues, and Petroleum: How Humans...

ANTH 197: The Archaeology and Ethics of Human Environmental Impact (FYS)

Fall 2015

Monday Wednesday Friday 1:40-2:40 PM

Asbury Hall 007

Dr. Lydia Wilson Marshall

Office: Asbury Hall 223

Email: [email protected]

Phone: 765-658-4508

Office Hours: 2:00-3:30 PM Tuesday and 3:00-4:00 PM Friday or by appointment.

COURSE DESCRIPTION

The human population has more than doubled in the last half century. Weather patterns have

become increasingly erratic and extreme. Air and water pollution continues unabated in much of

the world. The extinction of animal and plant species has reached alarming rates. Although many

people think of our current environmental crisis as a modern problem, the archaeological record

is chock-full of cases of ancient environmental degradation. Humans have long shaped their

environments in both positive and negative ways. This course uses archaeological,

anthropological, and historical case studies from around the world to analyze humans’ impact on

their environments over the past 50,000 years. We will explore how environmental degradation

contributed to the collapse of past societies and how certain societies survived and flourished in

spite of environmental change. Through a reimagining of U.S. environmental policy, students

will consider what these ancient case studies can teach us about building a sustainable future. At

the broadest level, this course considers how the environment shaped the human past and how

our human past has shaped the environment we now face.

REQUIRED MATERIALS

Brown, Lester R.

2011 World on Edge: How to Present Environmental and Economic Collapse. New

York: W.W. Norton & Company.

Diamond, Jared

2011 Collapse: How Societies Choose to Fail or Succeed. Revised edition. New York:

Penguin.

2

Graff, Gerald and Cathy Birkenstein

2014 They Say I Say: The Moves that Matter in Academic Writing. 3rd

edition. New

York: W.W. Norton & Company.

Redman, Charles L.

1999 Human Impact on Ancient Environments. Tucson: University of Arizona Press.

All other assigned readings will be posted as pdfs in Moodle or placed on reserve in the library.

SUMMARY OF ASSIGNMENT DUE DATES AND EXAMS

9/7: Paper 1 (Analyzing Attitudes toward the Environment) due via Moodle before class

9/9: Student Discussion Leadership

9/14: Revised Paper 1 (Analyzing Attitudes toward the Environment) due in hard copy in class


9/25: Paper 2 (Was Agriculture a Mistake?) due via Moodle before class

9/28: Student Peer Review


10/2: Revised Paper 2 (Was Agriculture a Mistake?) due in hard copy in class

10/7: Midterm Exam


10/14: Paper 4 (Independent Research) Proposal due via Moodle before class



11/6: Paper 4 (Independent Research) Outline due via Moodle before class


11/13: Paper 3 (Analyzing Social Collapse) due via Moodle before class

11/16: Student Peer Review

11/20: Revised Paper 3 (Analyzing Social Collapse) due in hard copy in class


12/2: Paper 4 (Independent Research) due via Moodle before class

12/11: Revised Paper 4 (Independent Research) due in hard copy in class

12/15: Final Exam (8:30-11:30 AM)

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CLASS SCHEDULE AND READINGS

Wednesday, 8/26: Human History and the Environment (Reflecting on the Writing Process)

Friday, 8/28: Our Current Environmental Crisis (Free Writing)

Brown, Lester R.

2011 On the Edge. In World on Edge: How to Present Environmental and Economic

Collapse. Pp. 3-18. New York: W.W. Norton & Company.

Monday, 8/31: Humans and Nature (Reading as Writers)

Ackerman, Diane

2014 Is Nature “Natural” Anymore? In The Human Age: The World Shaped by Us.

Pp. 111-127. New York: W.W. Norton & Company.

Redman, Charles L.

1999 Attitudes toward the Environment. In Human Impact on Ancient Environments.

Pp. 15-34. Tucson: University of Arizona Press.

Paper 1 (Analyzing Attitudes toward the Environment) handed out

Wednesday 9/2 – Deadline to drop (cancel) or add Fall Term 2015 classes

Wednesday, 9/2: What is Archaeology? (An Introduction to Academic Writing)

Archaeological Institute of America

2007 Archaeology 101. https://www.archaeological.org/pdfs/education/Arch101.2.pdf,

accessed August 14, 2015.


2014 Introduction: Entering the Conversation. In They Say I Say: The Moves that

Matter in Academic Writing. 3rd

edition. Pp. 1-15. New York: W.W. Norton & Company.

Sebastian, Lynne

2003 The Awful Truth about Archaeology. The SAA Archaeological Record 3(2):35-37.

Friday, 9/4: “Dining with the Deans” 11:30 AM – 12:20 PM; Class topic: An Archaeology

of the Future? (Plagiarism and Academic Honesty)

Mitchell, Peter

2008 Practicing Archaeology at a Time of Climate Catastrophe. Antiquity 82(318):

1093-1103.

Rick, Torben C.

2009 Towards a Greener Future: Archaeology and Contemporary Environmental

Issues. AnthroNotes 30(2): 1-6.

https://www.archaeological.org/pdfs/education/Arch101.2.pdf

4

THEME 1: HOW HUMAN HISTORY SHAPED THE ENVIRONMENT

Monday, 9/7: Early Humans and Megafauna Extinction (They Say)


2014 They Say: Starting with What Others Are Saying. In They Say I Say: The Moves

that Matter in Academic Writing. 3rd

edition. Pp. 19-29. New York: W.W. Norton &

Company.

Murray-Clay, Ruth

2005 Mystery of the Missing Megafauna. Berkeley Science Review 5(2): 30-40.

Redman, Charles L.

1999 Animal Exploitation: The Prehistoric Loss of Habitat and Biodiversity (excerpt).

In Human Impact on Ancient Environments. Pp. 75-80. Tucson: University of Arizona

Press.

Ruddiman, William

2005 Stirrings of Change. In Plows, Plagues, and Petroleum: How Humans Took

Control of Climate. Pp. 55-60. Princeton: Princeton University Press.

Paper 1 (Analyzing Attitudes toward the Environment) due via Moodle before class

Meet with Professor Marshall about Paper #1 during office hours on 9/8 (Tuesday), class hours

on 9/9 (Wednesday), office hours on 9/11 (Friday), or by appointment this week. A sign-up sheet

will be available through Google Docs.

Wednesday, 9/9: NO CLASS (INDIVIDUAL WRITING CONFERENCES)

Friday, 9/11: Hunting, Fishing, and Animal Husbandry (Student Discussion Leadership)

Redman, Charles L.

1999 Animal Exploitation: The Prehistoric Loss of Habitat and Biodiversity (excerpt).

In Human Impact on Ancient Environments. Pp. 54-75. Tucson: University of Arizona

Press.

Rick, Torben C., and Jon M. Erlandson

2009 Coastal Exploitation. Science 325: 953-954.

Monday, 9/14: Agriculture (Finding a Strong Thesis)

Redman, Charles L.

1999 The Impact of Agrarian Systems (excerpt). In Human Impact on Ancient

Environments. Pp. 81-107. Tucson: University of Arizona Press.

Revised Paper 1 (Analyzing Attitudes toward the Environment) due in hard copy in class

5

Wednesday, 9/16: Agriculture, continued (Summarization)


2014 Her Point Is: The Art of Summarizing. In They Say I Say: The Moves that Matter

in Academic Writing. 3rd


Redman, Charles L.

1999 The Impact of Agrarian Systems (excerpt). In Human Impact on Ancient

Environments. Pp. 107-126. Tucson: University of Arizona Press.

Friday, 9/18: Urbanism (Student Discussion Leadership)

Redman, Charles L.

1999 The Growth of World Urbanism. In Human Impact on Ancient Environments.

Pp. 127-158. Tucson: University of Arizona Press.

Monday, 9/21: Industrialization and Population Growth (Quoting Effectively)

Behringer, Wolfgang

2010 Global Warming: The Modern Warm Period (excerpt). In A Cultural History of

Climate. Pp. 168-182. Malden, MA: Polity Press.


2014 As He Himself Puts It: The Art of Quoting. In They Say I Say: The Moves that



Company.

Paper 2 (Was Agriculture a Mistake?) handed out

THEME 2: HOW THE ENVIRONMENT SHAPED HUMAN HISTORY

Wednesday, 9/23: Human Evolution and the Environment (I Say)

deMenocal, Peter B.

2014 Climate Shocks. Scientific American 311: 48-53.


2014 Yes/No/Okay, But: Three Ways to Respond. In They Say I Say: The Moves that



Company.

Friday, 9/25: An Introduction to the Libraries with Ruth Szpunar

No reading.

Paper 2 (Was Agriculture a Mistake?) due via Moodle before class

Monday, 9/28: End of the Ice Age (Student Peer Review)

Spinney, Laura

2012 Searching for Doggerland. National Geographic 222 (6): 132-143.

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Wednesday, 9/30: Egyptian Civilization and Climate (I Say, continued)

Fagan, Brian

2004 Gifts of the Desert: 6000 to 3100 BC. In The Long Summer: How Climate

Changed Civilization. Pp. 147-166. New York: Basic Books.


2014 And Yet: Distinguishing What You Say from What They Say. In They Say I Say:

The Moves that Matter in Academic Writing. 3rd

edition. Pp. 68-77. New York: W.W.

Norton & Company.

Friday, 10/2: European Witch Hunts and Climate (Student Discussion Leadership)

Oster, Emily

2004 Witchcraft, Weather and Economic Growth in Renaissance Europe. Journal of

Economic Perspectives 18(1): 215-228.

Revised Paper 2 (Was Agriculture a Mistake?) due in hard copy in class

Monday, 10/5: Colonialism and the Environment (Planting a Naysayer)

Diamond, Jared M.

1999 Farmer Power. In Guns, Germs, and Steel: The Fates of Human Societies. Pp. 85-

92. New York: W. W. Norton & Company.


2014 Skeptics May Object: Planting a Naysayer in Your Text. In They Say I Say: The

Moves that Matter in Academic Writing. 3rd

edition. Pp. 78-91. New York: W.W. Norton

& Company.

Wednesday, 10/7: Midterm Exam

THEME 2: THE ENVIRONMENT AND SOCIAL COLLAPSE

Friday, 10/9: FILM DAY (Professor Marshall will be at the Midwest Historical

Archaeology Conference)

In-Class Film: 2210: The Collapse? (2010)

Monday, 10/12: Easter Island (So What? Who Cares?)

Diamond, Jared M.

2006 Twilight at Easter. In Collapse: How Societies Choose to Fail or Succeed. Pp. 79-

119. New York: Viking.


2014 So What? Who Cares? In They Say I Say: The Moves that Matter in Academic

Writing. 3rd


7

Wednesday, 10/14: Pitcairn and Henderson Islands (Student Discussion Leadership)

Diamond, Jared M.

2006 The Last People Alive: Pitcarin and Henderson Islands. In Collapse: How

Societies Choose to Fail or Succeed. Pp. 120-135. New York: Viking.

Paper #4 (Independent Research) Proposal due via Moodle before class

Friday, 10/16: Chaco Canyon (Understanding Paper Structure)

Diamond, Jared M.

2006 The Ancient Ones: The Anasazi and Their Neighbors. In Collapse: How Societies

Choose to Fail or Succeed. Pp. 120-135. New York: Viking.

Monday, 10/19-Friday, 10/23: NO CLASS (Fall Break)

Monday, 10/26: The Maya (Writing Flow)

Diamond, Jared M.

2006 The Maya Collapses. In Collapse: How Societies Choose to Fail or Succeed. Pp.

157-177. New York: Viking.


2014 As a Result: Connecting the Parts. In They Say I Say: The Moves that Matter in

Academic Writing. 3rd


Wednesday, 10/28: The Norse in Greenland (Student Discussion Leadership)

Diamond, Jared M.

2006 Norse’s Greenland End. In Collapse: How Societies Choose to Fail or Succeed.

Pp. 248-276. New York: Viking.

Friday, 10/30: The Rwandan Genocide (Active Voice)

. Diamond, Jared M.

2006 Malthus in Africa: Rwanda’s Genocide. In Collapse: How Societies Choose to

Fail or Succeed. Pp. 311-328. New York: Viking.

Friday, 10/30: Last day to withdraw from a course with grade of W (strictly enforced), and

change a course from grade to pass/fail or from pass/fail to grade.

THEME 3: BEYOND ENVIRONMENTAL DETERMINISM

Monday, 11/2: Easter Island (Metacommentary)

Hunt, Terry L.

2006 Rethinking the Fall of Easter Island. American Scientist 94: 412-419.

8


2014 But Don’t Get Me Wrong: The Art of Metacommentary. In They Say I Say: The

Moves that Matter in Academic Writing. 3rd

edition. Pp. 129-138. New York: W.W.

Norton & Company.

Wednesday, 11/4: Chaco Canyon (Student Discussion Leadership)

Wilcox, Michael

2010 Marketing Conquest and the Vanishing Indian: An Indigenous Response to Jared

Diamond’s Guns, Germs, and Steel and Collapse. Journal of Social Archaeology 10(1):

92-117.

Friday, 11/6: The Maya (Minimizing To-Be Verbs)

McNeil, Cameron L., David Burney, and Lida Pigott Burney

2010 Evidence Disputing Deforestation as the Cause for the Collapse of the Ancient

Maya Polity of Copan, Honduras. Proceedings of the National Academy of Sciences of

the United States of America 107(3):1017-1022.

Paper #3 (Analyzing Social Collapse) handed out

Paper #4 (Independent Research) Outline due via Moodle before class

Monday, 11/9: The Norse in Greenland (Words Often Confused)

Berglund, Joel

2010 Did the Medieval Norse Society in Greenland Really Fail? In Questioning

Collapse: Human Resilience, Ecological Vulnerability, and the Aftermath of Empire.

Patricia A. McAnany and Norman Yoffee, eds. Pp. 45-70. New York: Cambridge

University Press.

Wednesday, 11/11: Are We Collapsing? (Student Discussion Leadership)

Page, Scott E.

2005 Are We Collapsing? A Review of Jared Diamond’s Collapse: How Societies

Choose to Fail or Succeed. Journal of Economic Literature 43: 1049–1062.

THEME 4: MODERN PROBLEMS, ANCIENT INSIGHT

Friday, 11/13: Modern Problems, Ancient Insight (Practicing Editing)

van der Leeuw, Sander E.

2012 What is an “Environmental Crisis” to an Archaeologist? In The Archaeology of

Environmental Change: Socionatural Legacies of Degradation and Resilience.

Christopher T. Fisher, J. Brett Hill, and Gary M. Feinman, eds. Pp. 40-61.

Tucson: University of Arizona Press.

Paper #3 (Analyzing Social Collapse) due via Moodle before class

9

Monday, 11/16: Drought (Student Peer Review)

Brown, Lester R.

2011 Falling Water Tables, Shrinking Harvests. In World on Edge: How to Present

Environmental and Economic Collapse. Pp. 21-33. New York: W.W. Norton &

Company.

Fagan, Brian

2011 Phoenix's Looming Water Crisis. Archaeology 64(2): 16, 54, 56, 58, 64.

Wednesday, 11/18: Erosion (Synthesizing Data from Multiple Sources)

Brown, Lester R.

2011 Eroding Soils and Expanding Desserts. In World on Edge: How to Present


Company.

Parfit, Michael

1989 The Dust Bowl. Smithsonian 20(3): 44-56.

Friday, 11/20: Climate Change (Writing Conventions for the Social Sciences)

Brown, Lester R.

2011 Rising Temperatures, Melting Ice, and Food Security. In World on Edge: How to

Present Environmental and Economic Collapse. Pp. 45-55. New York: W.W. Norton &

Company.


2014 Analyze This: Writing in the Social Sciences. In They Say I Say: The Moves that



Company.

Prendergast, Kate

2007 The Last Big Meltdown. History Today 57(8): 48-49.

Revised Paper #3 (Analyzing Social Collapse) due in hard copy in class

Monday, 11/23: The Environment and Human Hunger (Student Discussion Leadership)

Brown, Lester R.

2011 The Emerging Politics of Food Scarcity. In World on Edge: How to Present


Company.

Lucero, Lisa J., Joel D. Gunn, and Vernon L. Scarborough

2011 Climate Change and Classic Maya Water Management. Water 3(2): 479-494.

Wednesday, 11/25 – Friday, 11/27: NO CLASS (Thanksgiving Break)

10

Monday, 11/30: The Environment and Migration (Varying Sentence Structure)

Borck, Lewis, Barbara Mills, Matthew Peeples, and Jeffrey Clark

2015 Are Social Networks Survival Networks? An Example from the Late Pre-

Hispanic US Southwest. Journal of Archaeological Method and Theory 22(1):33-57.

Brown, Lester R.

2011 Environmental Refugees: The Rising Tide. In World on Edge: How to Present


Company.

Wednesday, 12/2: The Environment and Failed States (Common Punctuation Errors)

Brown, Lester R.

2011 Mounting Stresses, Failing States. In World on Edge: How to Present


Company.

Cline, Eric

2014 A “Perfect Storm” of Calamities? (excerpt) In 1177 B.C.: The Year Civilization

Collapsed. Pp. 139-147. Princeton: Princeton University Press.

Paper #4 (Independent Research) due via Moodle before class

Meet with Professor Marshall about Paper #4 during class hours or office hours on 12/4

(Friday) or by appointment this week. A sign-up sheet will be available through Google Docs.

Friday, 12/4: NO CLASS (INDIVIDUAL WRITING CONFERENCES)

Monday, 12/7: Defining Sustainability (Considering Your Audience)

Tainter, Joseph

2014 Collapse and Sustainability: Rome, the Maya, and the Modern World.

Archeological Papers of the American Anthropological Association 24: 201–214.

Wednesday, 12/9: Rethinking U.S. Environmental Policy (The “Value Added” Conclusion)

Kraft, Michael E.

2014 Environmental Protection Policy: Controlling Pollution (excerpt). In

Environmental Policy and Politics. 6th

Edition. Pp. 132-154. New York: Routledge.

Friday, 12/11: Our Current Environmental Crisis (Reflecting on the Writing Process)

Brahic, Catherine

2014 Brace for All Possible Impacts. New Scientist 221(2963):8-9.

Revised Paper #4 (Independent Research) due in hard copy in class

Tuesday, December 15: Final Exam, 8:30-11:30 AM

11

COURSE GOALS

In this course, students will examine how archaeology can inform our response to current

environmental challenges. We will review the methods archaeologists use to reconstruct the

past, explore how the relationship between humans and the natural environment has changed

through time, and analyze the historical foundation of the current environmental crisis. This

course is designed to help you sharpen your critical reading skills, practice clear verbal

communication of your ideas in class discussion, and develop your discussion leadership skills.

A major learning goal this semester is to improve students’ writing. We will use more informal

writing as a process to enhance critical analysis and reasoning. In the course’s more formal

writing assignments, students will work to improve their ability to write for different kinds of

audiences, summarize others’ research effectively, position their voice and argument in a field of

existing research, and structure a thesis-driven essay coherently.

COURSE EXPECTATIONS

Class Participation

This course will be primarily discussion-based and class participation is essential. Class

participation means attending all classes, arriving on time, volunteering to speak when you have

a chance, demonstrating that you are well prepared for class by offering thoughtful

comments/questions, and sometimes pushing yourself to make more rigorous, analytical, or

imaginative points. I expect everyone to be respectful of other people’s ideas and opinions.

While we can and should debate issues, we should not attack other people personally for the

ideas they express in class. Class participation accounts for 15% of the final course grade.

NOTE ON PARTICIPATION: Participation and attendance are very important to your success

in this course. Remember, you cannot participate if you are not there! If you are going to be

absent, contact me before class. It is your responsibility to get all information you missed on any

days you were absent. Acceptable reasons for an excused absence include family emergency,

serious illness, religious holiday, and participation in college athletic competitions. Please note

that excessive absences, even when excused, will negatively impact your participation grade and

your final course grade at the professor’s discretion. Students with unexcused absences will

receive no participation credit for the days they are absent. Typically, no more than three

excused absences are permitted over the course of the semester. If you have more than six

absences, you may not be eligible to continue in the course whether these absences are excused

or unexcused.

12

Reading Comprehension Checks

This course includes a large discussion component. Close reading of assigned texts is essential

for quality class discussion. To encourage active and careful reading, I will give unannounced

short reading comprehension checks (“one minute papers”) at the beginning of class several

times throughout the semester. These checks will be based on reading questions that I will

provide to help direct student reading before class. These checks will be open note, but not open

book. Students who take notes on the reading questions before class will be well prepared for all

reading comprehension checks. I will drop each student’s lowest score at the end of the

semester. Together, these one-minute papers account for 5% of the final course grade.

Student Discussion Leadership

Over the course of the semester, each student will lead discussion twice as part of a group. Each

student group (3 or 4 students) should prepare a minimum of 4 questions about the day’s topic

based on the assigned reading and expect to lead discussion for about 15-20 minutes. These

questions should be emailed to me at least two hours (11:40 AM) ahead of class and printed on a

handout for students that you pass out. Questions should reflect a close reading of the texts and

be clear and understandable. They should be thought-provoking and challenging for other class

participants. The questions should also encourage class participation—that is they should be

open-ended yet not so vague that engaging with them is problematic. Discussion leadership

responsibilities are worth 10% of the course grade.

Papers

Students will write four formal papers over the course of the semester. Each of these

assignments is briefly summarized below.

Paper 1 (Analyzing Attitudes toward the Environment) should be approximately 3-5 pages long.

This paper requires (i) a draft and (ii) a meeting with me to discuss and edit your draft prior to

the submission of the final version. Although no points are awarded for these early parts of the

assignment, you must do them on time or your paper grade will suffer a significant grade penalty

at my discretion. Paper 1 is worth 7.5% of the course grade.

Paper 2 (Was Agriculture a Mistake?) should be approximately 4-6 pages long. The paper

requires (i) a draft and (ii) a peer review session. If you do not complete a draft, prepare a peer

review worksheet, or participate in peer review on time, your paper grade will suffer a significant

grade penalty at my discretion. Paper 2 is worth 7.5% of the course grade.

Paper 3 (Analyzing Social Collapse) should be approximately 4-6 pages long. The paper

requires (i) a draft and (ii) a peer review session. If you do not complete a draft, prepare a peer

review worksheet, or participate in peer review on time, your paper grade will suffer a significant

grade penalty at my discretion. Paper 3 is worth 10% of the course grade.

13

Paper 4 (Independent Research) is a 6-8 page paper on a topic of your choice relevant to the

course. The project has multiple parts including (i) research appointment with librarian, (ii)

paper title, proposal, and annotated bibliography, (iii) paper outline, (iv) draft, (v) meeting with

me, and (vi) final research paper. Although no points are awarded for the first five parts of the

assignment, failure to do them thoughtfully and on time will cause points to be deducted from

your research paper grade. No library consultation: -3 points. No proposal/preliminary

bibliography: -5 points. No paper outline: -5 points. No draft: -7 points. You cannot turn in your

final paper before meeting with me to discuss an earlier draft. All of these assignments are

designed to improve your research paper; therefore, it is to your advantage to do them. I reserve

the right to reject an unauthorized research paper. Paper 4 is worth 15% of your course grade

Exams

Two exams will be given over the semester. The midterm exam is worth 15% of the course

grade. The final exam is worth 15% of the course grade.

.

GRADING SUMMARY:

Class participation: 15%; Reading comprehension checks: 5%; Student Discussion Leadership

(5% x 2): 10%: Paper 1: 7.5%; Paper 2: 7.5%; Paper 3: 10%; Paper 4: 15%; Midterm Exam:

15%; Final Exam 15%

GRADING POLICIES

A 93+; A- 90-92.999; B+ 87-89.999; B 83-86.999; B- 80-82.999; C+ 77-79.999; C 73-76.999;

C- 70-72.999; D+ 67-69.999; D 63-66.999; D- 60-62.999; F <60

At Depauw, A and A- grades reflect “achievement of exceptionally high merit.” B+, B, and B-

grades indicate “achievement at a level superior to the basic level.” C+, C, and C- grades reflect

“basic achievement,” and D+, D, D- grades reflect “minimum achievement that warrants credit.”

Please realize that B grades in this course reflect very good work; a “B” is not a poor grade in

this or any other course at DePauw. C grades also indicate basic mastery of the material.

COURSE POLICIES

Academic Misconduct

Please familiarize yourself with DePauw’s Academic Integrity Policy. I take academic

dishonesty, including plagiarism, very seriously, and at DePauw such misconduct can have a

variety of serious consequences. If you are at all unsure what constitutes plagiarism, please ask.

14

If you get behind or overwhelmed, please talk to me. Students in this course will include the

following pledge on all assignments and exams: "On my honor, I pledge that I have neither given

nor received unauthorized help on this assignment."

Late Assignments

All assignments are due in class on the due dates listed. After its due date, an assignment’s value

drops 10 percentage points for each day it is late. For example, if an assignment were one day

late, a perfect score would give you only 90%. If it were two days late, an otherwise perfect

assignment would be given 80%. I will not accept assignments more than three days late. If you

have an emergency, contact me before class.

Missed Exams and Quizzes

I will not provide make-up examinations for any exam unless a serious illness or family

emergency prevents a student from taking the exam at the scheduled time. Otherwise, any

missed exam will result in a grade of 0%. If a religious holiday or college athletic competition

conflicts with either exam time, please let me know in the first two weeks of class so that we can

plan for your accommodation. If you miss the exam unexpectedly because of serious illness or

family emergency, let me know within 24 hours of the missed exam time.

Laptops and cell phones

Laptop and cell phone use is generally prohibited during class sessions. If you have a special

situation that requires that you use a laptop to take notes, talk to me.

Learning and Other Disabilities

If you have a documented disability, please contact Mrs. Pamela Roberts, Coordinator of Student

Disabilities Services, to arrange for any needed accommodations, such as extended test-taking

time or the right to take tests in an environment with fewer distractions. Also, if you suspect that

you have a disability but don’t yet have documentation, please contact Mrs. Roberts for help. She

can be reached at 765-658-6267 or [email protected]. Disabilities entitled

to accommodation include mobility impairments, hearing or vision issues, speech impairments,

learning disabilities, ADD, ADHD, psychological disabilities, neurological impairments,

traumatic brain injury, and chronic medical conditions such as migraines, AIDS, cancer, and

diabetes. I cannot accommodate any student without first receiving proper documentation from

Student Disabilities Services, so plan ahead. It is student’s responsibility to share the letter of

accommodation with me. Accommodations will not be implemented until I have received the

official letter. Please note that accommodations are not retroactive. It is the responsibility of the

student to discuss implementation of accommodations with me. Students with documented

disabilities also have the right to choose not to use accommodations; in exercising that right, they

accept the resulting outcomes. I will not retroactively address any issue arising from a student’s

choice to forgo accommodations.

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