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ANTH 258A: Archaeology
Spring 2015
Monday Wednesday 8:20-9:50 AM
Asbury 007
Dr. Lydia Wilson Marshall
Office: Asbury Hall 223
Email: [email protected]
Phone: (765) 658-4508
Office Hours: 2:30-4 PM Tuesday and Friday or by appointment.
COURSE DESCRIPTION
Archaeology is much more than digging into the ancient past. It is also a form of detective work
that allows us to understand ancient as well as modern societies by uncovering the clues of their
material remains. In this course, we see how archaeologists show how and why civilizations rise
and collapse. Prerequisite: ANTH 151, ANTH 153 or permission of instructor. Not open to
students with credit for ANTH 354.
REQUIRED MATERIALS
Feder, Kenneth L.
2008 Linking to the Past: A Brief Introduction to Archaeology. 2nd
edition. New York:
Oxford University Press.
All other assigned readings will be posted as pdfs in Moodle or placed on reserve in the library.
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SUMMARY OF ASSIGNMENT DUE DATES, EXAMS, LABS, AND FIELDTRIPS
2/9: Paper #1 draft due via Moodle before class; meet with Professor Marshall during the
week of 2/9-2/13 to discuss this draft.
2/9: Student Presentation/Activity Day
2/16: Paper #1 due in hard copy in class
2/25: Garbage record assignment due via Moodle before class
2/25: Lab Day: artifacts and features
3/2: Student Presentation/Activity Day
3/6: Paper #2 draft due via Moodle. Note: not a class day.
3/9: Peer review worksheet due via Moodle before class
3/9: Peer review of paper #2 draft in class.
3/11: Lab Day: settlement and burial data
3/16: Midterm Exam
3/20: Paper #2 is due in hard copy to my office (Asbury 223) by 4 PM
4/1: Research paper proposal due via Moodle before class
4/1: Student Presentation/Activity Day
4/8: Research paper outline due via Moodle before class
4/13: Required field trip to Putnam County Museum
4/20: Paper #3 due in hard copy in class
4/20 Student Presentation/Activity Day
4/24: Research paper draft due at noon via Moodle. Note: not a class day. Meet with Professor
Marshall during the week of 4/27-4/31 to discuss this draft.
5/4: Student research presentations
5/6 Student research presentations, continued
5/6: Research paper is due in hard copy to my office (Asbury 223) by 4 PM
5/11: Final Exam
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CLASS SCHEDULE AND READINGS
Monday, 1/26: Archaeology Is Not About Objects
In-Class Archaeology: Artifact Analysis, Draw an Archaeologist
In-Class Writing: Free Writing
Wednesday, 1/28: NO CLASS (University-Wide Conversation on Inclusiveness)
THEME 1: INTRODUCING ARCHAEOLOGY
Monday, 2/2: The Problems and Promise of Archaeology
Csikszentmihalyi, Mihaly
1993 Why We Need Things. In History from Things: Essays on Material Culture.
Steven Lubar and W. David Kingery, eds. Pp. 20-29. Washington, DC: Smithsonian
Institution Press.
Morgenroth, Silke
2005 “X” Never, Ever Marks the Spot: Archaeology and Cultural Studies (excerpt). In
A Companion to Cultural Studies. Toby Miller, ed. Pp. 154-159. Malden, MA: Blackwell
Publishers.
Sebastian, Lynne
2003 The Awful Truth about Archaeology. The SAA Archaeological Record 3(2): 35-
37.
In-Class Writing: Writing as Brainstorming
Monday 2/2 – Deadline to drop (cancel) or add Spring Term 2015 classes
Wednesday, 2/4: Is Archaeology Anthropology? Is Archaeology Science?
Fagan, Brian M.
2000 The Quest for the Past (excerpts). In Annual Editions: Archaeology. Fifth Edition.
Linda L. Hasten, ed. Pp. 8-14. Guilford, CT: Dushkin/McGraw-Hill.
Feder, Kenneth L.
2008 Chapter 2: A Biography of Archaeology (excerpt). In Linking to the Past: A Brief
Introduction to Archaeology. 2nd
edition. Pp. 40-59. New York: Oxford University Press.
Kelly, Robert
2002 Archaeology Is Anthropology. SAA Archaeological Record 2(3): 13-14.
In-Class Archaeology: Building an Artifact Taxonomy
Paper #1 (Pots and People: The Relationship between Objects and Identity) is handed out
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Monday, 2/9: What is an Archaeological Site? (Student Presentation/Activity Day)
Feder, Kenneth L.
2008 A Community’s Shadow: The Archaeological Site. In Linking to the Past: A Brief
Introduction to Archaeology. 2nd
edition. Pp. 112-131. New York: Oxford University
Press.
Stewart, Doug
2006 Resurrecting Pompeii. Smithsonian 36(11): 60-68.
Student Presentation/Activity: Cultural Transforms and Noncultural Transforms
In-Class Writing: Practicing Editing
Paper #1 draft due via Moodle before class
Meet with Professor Marshall about Paper #1 during office hours on 2/10 (Tuesday), 2/13
(Friday), or by appointment this week. A sign-up sheet will be available online.
Wednesday, 2/11: What Questions Do Archaeologists Ask? (Part 1): Technology and
Environment
Price, T. Douglas
2006 Archaeological Questions (excerpt). In Principles of Archaeology. Pp. 69-84.
New York: McGraw Hill.
Edgar, Blake
2005 The Polynesian Connection. Archaeology 58(2): 42-45.
In-Class Writing: Practicing Summarizing
Monday, 2/16: What Questions Do Archaeologists Ask? (Part 2): Social Organization and
Ideology
Price, T. Douglas
2006 Archaeological Questions (excerpt). In Principles of Archaeology. Pp. 84-99.
New York: McGraw Hill.
Curry, Andrew
2009 Rituals of the Nasca Lines. Archaeology. 62(3): 34-39.
In-Class Writing: Considering Your Audience
Paper #1 due in hard copy in class
Garbage record assignment handed out
Wednesday, 2/18: How Do Archaeologists Date Sites?
Feder, Kenneth L.
2008 Interpreting the Past (excerpt). In Linking to the Past: A Brief Introduction to
Archaeology. 2nd
edition. Pp. 199-234. New York: Oxford University Press.
In-Class Archaeology: Stratigraphy, Frequency Seriation, Stylistic Seriation, Mean
Ceramic Dates
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THEME 2: HOW ARCHAEOLOGICAL INTERPRETATION WORKS
Monday, 2/23: How Do Archaeologists Reconstruct the Past? (Part 1): Analogy
Ashmore, Wendy and Robert J. Sharer
2006 Reconstructing the Past (excerpt). In Discovering Our Past: A Brief Introduction
to Archaeology. Pp. 179-188. Mountain View, CA: Mayfield Publishing Company.
Molloy, Brian
2008 Martial Arts and Materiality: A Combat Archaeology Perspective on Aegean
Swords of the Fifteenth and Fourteenth Centuries BC. World Archaeology 40(1): 116-
134.
In-Class Archaeology: Cultural Bias and Analogy
Wednesday, 2/25: Lab Day
Spector, Janet
1974 Prehistoric Midwestern Woodland Indians Databook 1: Site, Description, and
Reports and Databook 2: Maps, Figures, Charts (excerpts). Fort Arkinson, WI: Nasco.
In-Class Archaeology: Analyzing Archaeological Data: Artifacts and Features
In-Class Writing: Communicating Your Archaeological Interpretation
Garbage record assignment due via Moodle before class
Monday, 3/2: How Do Archaeologists Reconstruct the Past? (Part 2): Spatial Analysis
(Student Presentation/Activity Day)
Ashmore, Wendy and Robert J. Sharer
2006 Reconstructing the Past (excerpt). In Discovering Our Past: A Brief Introduction
to Archaeology. Pp. 188-211. Mountain View, CA: Mayfield Publishing Company.
Deetz, James
1990 Landscapes as Cultural Statements. In Earth Patterns: Essays in Landscape
Archaeology. William M. Kelso and Rachel Most, eds. Pp. 1-4. Charlottesville:
University Press of Virginia
Student Presentation/Activity: Viewshed Analysis
In-Class Writing: Understanding Paper Structure
Paper #2 (Economic, Social, and Ideological Insights from Garbage) is handed out
Wednesday, 3/4: What Can Human Bones Tell Us about the Past?
Feder, Kenneth L.
2008 Conversing with the Dead: Bioarchaeology. In Linking to the Past: A Brief
Introduction to Archaeology. 2nd
edition. Pp. 355-384. New York: Oxford University
Press.
Tung, Tiffiny A. and Kelly J. Knudson
2011 Identifying Locals, Migrants, and Captives in the Wari Heartland: A
Bioarchaeological and Biogeochemical Study of Human Remains from Conchopata,
Peru. Journal of Anthropological Archaeology 30:247-261.
In-Class Writing: Planting a Naysayer
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Friday, 3/6: Paper #2 draft due via Moodle at noon
Monday, 3/9: Why Do Archaeologists Care What People in the Past Ate?
Feder, Kenneth L.
2008 Putting Food on the Table: Reconstructing Ancient Diets In Linking to the Past: A
Brief Introduction to Archaeology. 2nd
edition. Pp. 292-322. New York: Oxford
University Press.
Edgar, Blake
2010 The Power of Chocolate. Archaeology 63(6): 20-25.
In-Class Archaeology: Analyzing Faunal (Animal Bone) Data
In-Class Writing: Peer Review of Paper #2 Drafts
Wednesday, 3/11: Lab Day
In-Class Archaeology: Analyzing Archaeological Data: Settlements and Burials
Barber, Russell J.
1994 Regional Settlement Pattern Analysis. In Doing Historical Archaeology:
Exercises Using Documentary, Oral, and Material Evidence. Pp. 55-63.
Spector, Janet
1974 Prehistoric Midwestern Woodland Indians Databook 1: Site, Description, and
Reports and Databook 2: Maps, Figures, Charts (excerpts). Fort Arkinson, WI: Nasco.
In-Class Writing: Communicating Your Archaeological Interpretation
Monday, 3/16: Midterm Exam
THEME 3: SOME IMPORTANT QUESTIONS FOR ARCHAEOLOGISTS
Wednesday, 3/18: Why Did People Start Farming? Did It Improve Their Lives?
Diamond, Jared
1987 The Worst Mistake in the History of the Human Race. Discover Magazine (May):
64-66.
Molleson, Theya
1994 The Eloquent Bones of Abu Hureyra. Scientific American 271(4): 70-75.
Pringle, Heather
1998 The Slow Birth of Agriculture. Science 282(5393): 1446-1450.
In-Class Library Demonstration with Tiffany Hebb
Friday, 3/20: Paper #2 due in hard copy to my office (Asbury 223) by 4 PM
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Friday, 3/20: 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.
Monday, 3/23 – Friday, 3/27: NO CLASS (Spring Break)
Monday, 3/30: Why Do Civilizations Rise and Fall?
Diamond, Jared
2005 The Ancient Ones: The Anasazi and Their Neighbors. In Collapse: How Societies
Choose to Fail or Succeed. Pp. 136-156. New York: Viking.
Morrison, Kathleen
2006 Archaeology: Failure and How to Avoid It. Nature 440 (April 6): 752-754.
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.
In-Class Archaeology: Separating Data from Interpretation
In-Class Writing: Documenting Research Sources
Wednesday, 4/1: How Common was Warfare in the Past? (Student Presentation/Activity
Day)
Ferguson, R. Brian
2003 The Birth of War. Natural History 112(6): 28-35.
LeBlanc, Steven
2003 Prehistory of Warfare. Archaeology 56(3): 18-25.
Letters to the editor
2003 War of Words about War. Natural History 112(8): 12-14.
Student Presentation/Activity: Battlefield Archaeology
In-Class Writing: Mapping a Paper’s Structure
Research paper proposal due via Moodle
Monday, 4/6: What Can Archaeology Reveal about Historic and Contemporary Periods?
Hantman, Jeffrey
1990 Between Powhatan and Quirank: Reconstructing Monacan Culture and History in
the Context of Jamestown. American Anthropologist 92(3): 676-690.
Pearson, Marlys and Paul R. Mullins
1999 Domesticating Barbie: An Archaeology of Barbie Material Culture and Domestic
Ideology. International Journal of Historical Archaeology 3(4): 225-259.
Wilson, Douglas C. and William L. Rathje
1990 Modern Middens. Natural History 99(5): 54-58.
In-Class Writing: Using Quotations Effectively
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THEME 4: THE POWER AND POLITICS OF ARCHAEOLOGY
Wednesday, 4/8: How Does the Present Affect Our Perceptions of the Past?
Gero, Joan and Dolores Root
1996 Public Presentations and Private Concerns: Archaeology in the Pages of National
Geographic. In The Politics of the Past. P.W. Gathercole and D. Lowenthal, eds. Pp. 19-
37. Cambridge, MA: Blackwell.
Gifford-Gonzalez, Diane
1998 The Real Flintstones?: What Are Artists’ Depictions of Human Ancestors Telling
Us? In Anthropology Explored: The Best of Smithsonian AnthroNotes. R.O. Selig and
M.R. London, eds. Pp. 74-82. Washington, D.C.: Smithsonian Institution Press.
In-Class Archaeology: Analyzing National Geographic
Research paper outline due via Moodle before class
Monday, 4/13: REQUIRED FIELDTRIP TO PUTNAM COUNTY MUSEUM
Paper #3 (Museum Analysis: The Role of the Present in the Past) is handed out
Wednesday, 4/15: Archaeology, Nationalism, and Religion
Arnold, Bettina
1992 The Past as Propaganda. Archaeology 45(4): 30-37.
El-Haj, Nadia Abu.
1998 Translating Truths: Nationalism, the Practice of Archaeology, and the Remaking
of the Past and the Present in Contemporary Jerusalem. American Ethnologist 25(2): 166-
188.
In-Class Writing: “So What? Who Cares?”
Monday 4/20: Archaeology and Native Americans (Student Presentation/Activity Day)
Colwell-Chanthaphonh, Chip
2009 Reconciling American Archaeology and Native America. Daedalus 138(2): 94-
104.
Fabian, Ann
2003 The Curious Cabinet of Dr. Morton. In Acts of Possession: Collecting in America.
Leah Dilworth, ed. Pp. 112-133. Piscataway, NJ: Rutgers University Press.
Student Presentation/Activity: Kennewick Man
In-Class Writing: Synthesizing Data from Multiple Sources
Paper #3 due in hard copy in class
Wednesday, 4/22: Alternative Archaeology
Däniken, Erich von
1970 Ancient Marvels or Space Travel Centers? In Chariots of the Gods?: Unsolved
Mysteries of the Past. Pp. 95-110. New York: Putnam.
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Feder, Kenneth.
1996 Prehistoric E.T.: The Fantasy of Ancient Astronauts. In Frauds, Myths, and
Mysteries: Science and Pseudoscience in Archaeology, Second Edition. Pp. 165-193.
Mountain View, CA: Mayfield Publishing Company.
In-Class Writing: Recognizing and Critiquing a Weak Argument
Friday, 4/24: First draft of research paper due at noon via Moodle
Monday, 4/27: NO CLASS (Student meetings with Professor Marshall to review research
paper drafts)
Wednesday, 4/29: NO CLASS (Student meetings with Professor Marshall to review research
paper drafts)
Monday 5/4: Student Research Presentations
Wednesday 5/6: Student Research Presentations, continued.
Research paper is due in hard copy to my office (Asbury 223) by 4 PM
Monday, May 11: Final Exam (8:30-11:30 AM)
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COURSE GOALS
This course is designed to teach you how archaeological knowledge is constructed, provide you
with hands-on experience in archaeological analysis, and help you understand archaeology’s
continued political resonance in the present. We will explore how different types of
archaeological data (artifacts, features, architecture, animal bones, preserved seeds and pollen,
human bones, settlement spatial organization, etc.) have provided insight into the human past not
otherwise available. By participating in archaeological analysis, you will build a much deeper
understanding of how this interpretive process works. A second major learning goal this
semester is to improve your writing. We will use more informal writing as a process to enhance
critical analysis and reasoning. In the course’s more formal writing assignments, you will work
to improve your ability to write for different kinds of audiences, summarize others’ research
effectively, position your voice and argument in a field of existing research, and structure a
thesis-driven essay coherently.
COURSE EXPECTATIONS
Class Participation
This course will include both lecture and discussion components, 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 10% of the 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 two excused
absences are permitted over the course of the semester. If you have more than four absences,
you may not be eligible to continue in the course whether these absences are excused or
unexcused.
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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 Presentation/Activity Days
Over the course of the semester, each student will present once as part of a group on a specific
subtopic for the day. The topics for student presentations are: (1) Cultural Transforms and
Noncultural Transforms (on the day ‘What is an Archaeological Site?’); (2) Viewshed Analysis
(on the day ‘How Do Archaeologists Reconstruct the Past?: Spatial Analysis’); (3) Battlefield
Archaeology (on the day ‘How Common was Warfare in the Past?’) and (4) Kennewick Man (on
the day ‘Archaeology and Native Americans’). In preparation, students who are presenting will
read additional sources about the subtopic that I assign. You are responsible for 20-30 minutes
of class time the day that you present, including a 10-minute presentation and a 10- to 20-minute
interactive activity for the class. The interactive activity could be a trivia or other type of game,
small group discussion, debate, etc. Feel free to be creative, just be sure not to be boring.
Remember that every group member should speak about the same amount during the
presentation and activity, and your group will be marked down if just a few students from the
group dominate. This assignment is worth 5% of your course grade.
Papers
Students will write four formal papers over the course of the semester: (1) Pots and People: The
Relationship between Objects and Identity; (2) Economic, Social, and Ideological Insights from
Garbage; (3) Museum Analysis: The Role of the Present in the Past, and (4) a research paper on
a topic of their choice. Each of these assignments is briefly summarized below.
Paper 1 (Pots and People: The Relationship between Objects and Identity) should be
approximately 3-4 pages long. This paper requires (i) a rough 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 (Economic, Social, and Ideological Insights from Garbage) should be approximately 4-5
pages long. The paper requires (i) a detailed seven-day record of refuse disposal in your own
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household (the garbage record assignment); (ii) a rough draft; and (3) a peer review session.
Although no points are awarded for these early parts of the assignment, you must do them on
time. If you do not complete a refuse disposal record, you may not continue in the assignment.
If you complete the refuse disposal late, you will lose 10% of the final paper grade for every day
it is late; I will not accept the record more than three days late. If you do not complete a rough
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 10% of the course
grade.
Paper 3 (Museum Analysis: The Role of the Present in the Past) should be approximately 3-4
pages long. You must go to the Putnam County Museum during our required fieldtrip on 4/13 in
order to complete the analysis. If you do not, your paper grade will suffer a significant grade
penalty at my discretion. Paper 3 is worth 7.5% of the course grade.
Paper 4 (your research paper) is a 6-8 page paper on a topic of your choice relevant to the
course. The project has multiple parts including (1) research appointment with librarian (0%),
(2) paper title, proposal, and annotated bibliography (5 source minimum), (0%), (3) paper outline
(0%), (4) rough draft (0%), (5) meeting with me (0%), (6) final research paper (12.5%), and (7)
research presentation (2.5%). 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 rough 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
Exams
Two exams will be given over the semester. The midterm exam is worth 17.5% of the course
grade. The final exam is worth 22.5% of the course grade.
‘W’ Certification
The ‘W’ (writing) certification is awarded independently of each student’s grade. To obtain ‘W’
certification, a student must demonstrate technical competence and growth in his or her writing
over the course of the semester, in particular in clarity of expression and development of ideas.
In addition, to obtain a ‘W’ certification, a student must achieve an overall course grade of at
least C-. I will alert you during the semester if you are at risk of not completing the ‘W’
certification.
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GRADING SUMMARY
Class participation: 10%; Reading comprehension checks: 5%; Student presentation/activity day:
5%; Paper 1: 7.5%; Paper 2: 10%; Paper 3: 7.5%; Paper 4: 12.5%; Research Paper Presentation:
2.5%; Midterm Exam: 17.5%; Final Exam 22.5%
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.
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 Reading Comprehension Checks
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
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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. If you miss a reading
comprehension check due to one of the reasons listed as acceptable above, I will not count it
toward your grade. If you miss a reading comprehension check due to an unexcused absence,
your grade on it will be 0%.
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 AIDS, cancer, and diabetes. I
cannot accommodate any student without first receiving proper documentation from the 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.
