Anth 2110 2023_24 Syllabus. (2)

docx

School

McMaster University *

*We aren’t endorsed by this school

Course

2110

Subject

Anthropology

Date

Oct 30, 2023

Type

docx

Pages

Uploaded by japismarkaur

Core Concepts in Anthropology AP/Anth 2110 (6.0) Fall 2023-Winter 2024 Course Information Course Instructor: Dr. Lisa M. Davidson E-mail: lmdavids@yorku.ca Office Hours & Location: Mondays 3pm- 3:30pm of by appointment (VH 2054) Course Time & Days: Mondays 11:30am- 2:30pm Class Location: HNE 032 Course eClass site: click here to enter Land Acknowledgment York University recognizes that many Indigenous Nations have longstanding relationships with the territories upon which York University campuses are located that precede the establishment of York University. York University acknowledges its presence on the traditional territory of many Indigenous Nations. The area known as Tkaronto has been care taken by the Anishinabek Nation, the Haudenosaunee Confederacy, and the Huron-Wendat. It is now home to many First Nation, Inuit, and Métis communities. We acknowledge the current treaty holders, the Mississaugas of the Credit First Nation. This territory is subject of the Dish with One Spoon Wampum Belt Covenant, an agreement to peaceably share and care for the Great Lakes region ( LA&PS Land Acknowledgement ). Course Overview Course Description What are the different ways that we, as anthropologists, research and analyze culture? What is ethnography and what are anthropological approaches to ethnography? This course is designed to familiarize students to key concepts in sociocultural anthropology by focusing on the craft of ethnography; specifically, how ethnography is imaginative, creative, experimental, affective, and collaborative. We will also attend to the dynamics and conundrums in knowledge production, such as whose voices are heard and which voices are obscured, notions of ‘truth’, authenticity, and identity, the problems and challenges in researching and representing trauma and crisis, and finally, the politics of research conception and reception. In doing so, we will unpack and consider the ethnographic peculiarities of weaving argument and narration to explain how diverse groups of people: seek out a better life, ensure their continuity; mark out their differences and identity; interact with others, strangers, and things, and finally, find meaning through their aspirations, (im)mobility, experiences, decisions, and understandings of their world and how they imagine what their lives could be. In the fall term, students will learn about the politics of representation, archival research, and data-driven storytelling. In the winter term, students will critically engage with contemporary concepts, theories, and paradigms of socio-cultural Page 1 of 15

anthropology. By the end of the course, students will have a firmer grasp on the place of power in research creation and dissemination and will demonstrate this capacity by developing a research proposal. Course Learning Objectives By the end of this course, students will be able to:  Develop anthropological understandings on ethnography as method and practice.  Describe and assess anthropological approaches to ethnography and how data is developed into an argument and narrative.  Understand approaches and challenges to archival research.  Analyse, design and assess a set of research questions for future studies in ANTH 3110: Acquiring Research Skills .  Apply knowledge and theories from the study of ethnography to community-focused experiential education Course Format and Organization Our class is scheduled for in-person meetings. While there will be some classes that will be held lecture-style, this will not be the norm. Most classes will take the shape of a seminar where each student is expected to contribute to class discussions and as workshops, where students will collaborate on in-class activities and work on projects . The last four weeks of each term are scheduled as student workshops in preparation for term assignments. Fieldtrips: Please note that in the Fall term, we have fieldtrips to the Japanese Canadian Cultural Centre ( 6 Garamond Ct, Toronto; transportation to and from campus will be provided) where we will learn more about data-driven storytelling. Technical Requirements The only expected platform to be used in this course is eClass through which students will interact with course materials and course director. Other platforms, such as Canva, may be used to support students’ data-driven storytelling projects. If you need technical assistance, please consult the University Information Technology (UIT) Student Services web page. For more specific assistance, please write to askit@yorku.ca . Course Communication Plan and Office Hours Important updates, reminders, and comments on class matters will be posted to the course announcement area in the eClass course room, which will be pushed to the email address you are using for your eClass profile. If you have any questions about the course, lecture material, and other logistics (not related to the course content), you are strongly encouraged to post your questions on the Q&A forum in eClass. Students are welcome to respond if you know the answer; I will log onto the discussion forum once a week to respond to any unanswered queries. Page 2 of 15

Email: Ideas are best discussed in person and email is not an alternative to meeting with me during office hours or by appointment. I will respond to email within 48 hours (Monday to Friday). Please ensure the course code (Anth 2110) is in the subject header and kindly use your York University email address. If you have an emergency, ensure that you put “URGENT” in the subject header. Lecture Cancellations? An announcement will be made on eClass. Please ensure that your preferred email address is updated on eClass . I will do my best to provide advance notice, recognizing that many students commute to campus. Course Evaluation Assessment Due Date Weight % Critical Reflection Paper October 16, 2023 (11:59pm, upload to eClass) 5% Quiz (online) November 6-8, 2023 (11:59pm, timed quiz on eClass) 5% Data-Driven Story Telling Project: i. Portfolio (15%) ii. Term Project (15%) December 11, 2023 (in-person submission to the Department of Anthropology) by 4pm 30% Test (in-person) February 12, 2024 (during class) 10% Research Proposal: i. Draft Research Proposal (5%) ii. Feedback and Workshop (5%) iii. Final Research Proposal (20%) Draft due March 25, 2024 (in class) Feedback Due April 1, 2024 (in class) Final Proposal Due April 8, 2024 (eClass) 30% Participation and Discussion: i. Fall Term (10%) ii. Winter Term (10%) December 4, 2023 (11:59pm, eClass) April 1, 2024 (11:59pm, eClass) 20% Page 3 of 15

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

100% Assessment Descriptions Critical Reflection Paper (5%) The critical reflection paper is your intellectual reaction to course readings. The paper is not a summary of the readings. A successful critical reflection will focus on themes that you see between readings and to make critical linkages and connections. The goal is for you to develop the capacity to place authors “in conversation” with each to assess how particular concepts and perspectives are debated. The critical paper should be no more than two-pages, double spaced. (Due October 16, 2023; submit on Turnitin on eClass). Quiz (5%) In the fall term, you will have one quiz to complete. The quiz will consist of multiple choice and fill in the blank questions. This is “open book”, timed quiz that you will complete on eClass in the “Fall Assignments” section. You will have three days to submit your quiz (Due November 6- 8, 2023; submit on eClass). Data-Driven Story Telling Project (30%) In the fall term, you will choose a photograph from a selection provided to you by the Japanese Canadian Cultural Centre. From the photograph, you will consider what stands out to you based on your anthropological observation. You will then carry out research to uncover the context, significance, and meaning (and more!) of the photograph, specifically what stood out to you. The goal is to locate, critically assess, and determine relevant data and to develop a story, framed by anthropological concepts and perspectives, for a non-anthropological non-academic audience. You may work as individuals or in groups of no more than three people. There are two formats to this project: you may develop either a podcast (including transcript) or poster with two-page article. All student work will be assessed and provided brief feedback by members of the Japanese Canadian Cultural Centre; select student work may be placed in an exhibit at the Japanese Canadian Cultural Centre. There are two parts to this assignment: (1) a portfolio, where you will: create a work flow document; describe the allocation of duties (only if working in groups); materials consulted; all rough work, and participate and contribute in student feedback sessions, and (2) the final polished project. More information will become available after the fall reading break. (Due December 11, 2023, 4pm, in-person at the Department of Anthropology). In-Class Test (10%) The winter test covers course material (lectures, films, readings) from the winter term. The format will be short answers, long answers and/or an essay question. The test will be held in- person during our lecture on February 12, 2024. Page 4 of 15

Research Proposal (30%) In the winter term, you will design a research proposal, which is the one of the initial steps that anthropologists (and other researchers) must do before carrying out field research. A research proposal is not an essay; it requires you to justify the relevance of your proposed research. For the research proposal you are required to provide: an introduction; a discussion of your context of research; a very brief overview of your methods; a discussion of your positionality, and a conclusion. I will go over each part in detail in the winter term. There are two parts to your research proposal: (a) workshopping a draft version of your proposal and providing feedback to your peers (submitting a draft is worth 5% and providing peer feedback is worth 5%), and (b) submission of your final research proposal (20%). The research proposal that you develop in this course, may be redeveloped in Anth 3110: Acquiring Research Skills . The draft is due on March 25, 2024; feedback is due on April 1, 2024; the final submission is due April 8, 2024 (11:59pm, submit on Turnitin on eClass). Participation and Discussion (10% Fall Term, 10% Winter Term) You are expected to: (a) participate in and contribute to class discussions, workshops, and peer assessments and (b) complete assigned readings ahead of lecture. The aim of ‘class participation’ is for you to explore, respond, and develop your ideas on course material and to respond to your peers. The goal is to deepen your insights through thoughtful responses, offered in a respectful manner. This will help cultivate a supportive class environment for discussions and debates. Class participation will be assessed at the end of Fall term and at the end of Winter Term. At the end of term, you will self-assess your participation and contribution to class learning with a letter grade (see grading scheme on pg 6), justifying your grade with critical qualitative assessment. However, your professor reserves the right to change your self-assessed participation grade when appropriate. *Participation and discussion assessment is influenced by the “pedagogy of ungrading” by Jesse Stommel. Submitting Assignments Proper academic performance depends on students doing their work not only well, but also on time. Assignments are to be handed in through eClass, and at times, in-person or through arrangements made with your professor and teaching assistant. At times, a hard copy of an assignment (ie your data-driven storytelling portfolio) is required. More details on submission requirements are available on eClass. Assignments that require ‘hard copies’, ie in-person submissions, may be dropped off at the Department of Anthropology (second floor, Vari Hall) during office hours. Late Work Policy Assignments received later than the due date without prior arrangements will be penalized 3% per day including weekend and holidays. Penalties comes into effect immediately after the deadline (date and hour) has passed. Have you read the syllabus until this point? Congratulations! Email your professor an Easter egg meme before the start of our lecture on September 18 to receive a bonus participation mark. Please continue to read important information on late work. Exceptions to the lateness penalty for valid reasons such as illness, parental or familial obligations, compassionate grounds, etc., may be considered. Page 5 of 15

…And life happens. Sometimes, there are unexpected circumstances despite our best intentions. All students will receive one opportunity to submit one assignment one week late without penalty and without reason. Students must communicate that they are initiating the “life happens” pass. **Exceptions: Students may not invoke this pass for the data-driven storytelling presentations (impacting portfolio marks) and submission and feedback of draft proposals** N.B. If there are ongoing challenges that you are experiencing that are impeding your ability to meet assignment deadlines, please contact Accessibility Services (see pg 16). Missed Tests and Exams Students who miss a course quiz and/or test may request accommodation from your professor. For the winter term, students may require supporting documentation for missing a quiz or test. Extended requests for accommodation will require students to submit a formal petition to the Faculty. Grading The grading scheme for this course conforms to the 9-point system used in undergraduate programs at York University. For a full description of the York grading system, visit the York University Academic Calendar . GRADE GRADE POINT PERCENT RANGE DESCRIPTION A+ 9 90-100 Exceptional A 8 80-89 Excellent B+ 7 75-79 Very Good B 6 70-74 Good C+ 5 65-69 Competent C 4 60-64 Fairly Competent D+ 3 55-59 Passing D 2 50-54 Marginally Passing E 1 (marginally below 50%) Marginally Failing F 0 (below 50%) Failing How to Use Citations Anthropology uses Chicago Style as citation practice. If you are majoring or minoring in Anthropology, you are expected to use Chicago Style: Chicago Style Overview , YorkU Libraries Page 6 of 15

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

For student majoring in other disciplines, use citation practices that align with your discipline. The goal is to ensure academic integrity of your work and that you are paraphrasing and citing when needed. If you are unsure on the conventions of citation references and guidelines, consult the resources and supports listed below:  SPARK Student Papers & Academic Research Kit  Drop-in Research Support , YorkU Libraries  Writing Centre  ESL Open Learning Centre Course Schedule: Weekly Readings and Activities There are two required texts for our course: Carrier-Moisan, Marie-Eve. 2020. Gringo Love: Stories of Sex Tourism in Brazil. Toronto: University of Toronto Press. This is a graphic ethnography and is available for online reading and partial download through Yorku libraries. You may also purchase the book at YorkU bookstore. De León, Jason. 2015. The Land of Open Graves: Living and Dying on the Migrant Trail. California: University of California Press. This book is available for online reading and full download through Yorku libraries. You may also purchase the book at YorkU bookstore. Optional Materials Optional supplemental readings, materials, videos, etc. are available on eClass within the weekly topics. If there is a topic that is of particular interest, I am more than happy to provide more supplementary material. Course Schedule Week and Topic Readings and Activities Notes Week 1 (Sept 11) Introduction Anth 2110 Syllabus McGranahan, Carole. 2015. “Anthropology as Theoretical Storytelling.” A blog essay on Savage Minds (now anthro{dendum }, a site dedicated to ‘doing anthropology in public’ Week 2 (Sep 18) Early Ethnographic Representations: Authenticity, Rony, Fatimah Tobing. 1996. Taxidermy and Romantic Ethnography: Robert Flaherty’s Nanook of the North . In The Third Eye: Race, Cinema, and Ethnographic Spectacle, pp 98-126. Durham: Duke University Press. Page 7 of 15

Spectacle, Science Week 3 (Sept 25) Politics of Representation: Authenticity and ‘Truth’ Carrier-Moisan, Marie-Eve. 2020. Gringo Love: Stories of Sex Tourism in Brazil. Toronto: University of Toronto Press. Read Pg 1-63, 125-136. Rosaldo, Renato. 1993. Introduction: Grief and a Headhunter’s Rage. In Culture & Truth: The Remaking of Social Analysis , pp. 1-21. Boston: Beacon Press. Week 4 (Oct 2) Visualizing Narratives Carrier-Moisan, Marie-Eve. 2020. Gringo Love: Stories of Sex Tourism in Brazil. Toronto: University of Toronto Press. Read Pg 67-119; 137-162 Week 5 (Oct 9) Reading Week No class and no readings! Week 6 (Oct 16) Context and History: Japanese Canadian Communities Hawkins. Naoko. 2009 Becoming a Model Minority: The Depiction of Japanese Canadians in the Globe and Mail, 1946-2000. Canadian Ethnic Studies 41(1-2): 137- 154. Japanese Canadian Cultural Centre Archives and Collections: List of Key Terms And one of the following: “Where is Japantown?” The Secret life of Canada Podcast Season 3, hosted by Falen Johnson and Leah Simone Bowen. May 12, 2020 OR “The 1907 Anti-Asian Riots with Henry Tsang.” Historia Canadiana Podcast , April 30, 2023. Critical Reflection Paper Week 7 (Oct 23) Archives and Photographs McAllister, Kirsten. 2006. Photographs of a Japanese Canadian Interment Camp: Mourning Loss and Invoking a Future. Visual Studies 21(2): 133-156 Banks, Marcus and Richard Vokes. 2010. Introduction: Anthropology, Photography and the Archive. History and Anthropology 21(4): 337-349. “Women of Change: Celebrating Japanese Canadian Leaders”, digital exhibit, hosted by Japanese Canadian Cultural Centre and Nikkei National Museum and Cultural Centre. 2022. Week 8 (Oct 30) Lutz, Catherine and Jane Collins. 1991. The Photograph Page 8 of 15

Agency, Power and Photographs as an Intersection of Gazes VAR 7(1): 134-49. “Déjà Vu: Split Perception as One, a Photo Exhibit by Shin Sugino”, hosted by the Japanese Canadian Cultural Centre. 2023. Sugiman, Pamela. 2004. Passing Time, Moving Memories: Interpreting Wartime Narratives of Japanese Canadian Women. Social History 37(73): 51-79. Week 9 (Nov 6) Fieldtrip to Japanese Canadian Cultural Centre (JCCC) Kunimoto, Namiko 2004. Intimate Archives: Japanese- Canadian Family Photographs 1939-1949. Art History 27(1): 129-155. “Maru: Immigration Stories”, digital exhibit, hosted by Japanese Canadian Cultural Centre and Nikkei National Museum and Cultural Centre. 2022. Fieldtrip Quiz (Nov6-8) Week 10 (Nov 13) JCCC Guest Speakers (Classroom Visit) Appleton, Ann L. 2011. “Recovering Lost Voices : Working with Archival Photographs.” Borneo Research Bulletin 42 (2011): 172–95. Read two issues of Kokuban , a monthly e-publication which highlights the work of the JCCC Community JCCC Classroom Visit Week 11 (Nov 20) Fieldtrip to Japanese Canadian Cultural Centre (JCCC) Landscapes of Injustice, Digital Storytelling Website Read one issue of the JCCC Newsletter Fieldtrip Week 12 (Nov 27) Podcast Workshop: What Makes a “Good” Story Durrani, Mariam, Kevin Gotkin, and Corrina Laughlin. “Serial, Seriality, and the Possibilities for the Podcast Format.” American Anthropologist 117, no. 3 (September 1, 2015): 1–4. doi:10.1111/aman.12302. “The Alibi”, Season 1: Episode 01, a podcast hosted by Serial. 2014. Note: this podcast is investigative journalism on the murder of Hae Min Lee in 1999. Week 13 (Dec 4) Data-Driven Storytelling Presentations and Feedback No Readings Roundtable Presentations and Feedback on Draft Projects JCCC Classroom Visit Page 9 of 15

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Week 14 (Jan 8) Representations of Violence: Ethical Considerations Ortner, S. B. 2016 Dark anthropology and its others: Theory since the eighties . HAU: Journal of Ethnographic Theory 6(1):47 –73 . doi:10.14318/hau6.1.004 . De León, Jason. 2015. The Land of Open Graves: Living and Dying on the Migrant Trail. California: University of California Press. Read Pp 1-19. Week 15 (Jan 15) Migrant Dreams: Illegal or Undocumented? De León, Jason. 2015. The Land of Open Graves: Living and Dying on the Migrant Trail. California: University of California Press. Read Pp 23-85. Optional Resource: Khosravi, Shahram. 2007. The ‘Illegal’ Traveler: Auto- Ethnography of Borders. Social Anthropology 15(3): 321-334. Week 16 (Jan 22) Crisis and Border Crossings De León, Jason. 2015. The Land of Open Graves: Living and Dying on the Migrant Trail. California: University of California Press. Read Pp 89-144. Optional Resource: Kallius, Annastiina, Daniel Monerescu and Prem Kumar Rajaram. Immobilizing Mobility: Border Ethnography, Illiberal Democracy, and the “Refugee Crisis” in Hungary. American Ethnologist 43(1): 25-37. Week 17 (Jan 29) Technologies and Surveillance De León, Jason. 2015. The Land of Open Graves: Living and Dying on the Migrant Trail. California: University of California Press. Read Pp 145-201. Optional Resource: Hamilakis, Yannis. 2022. Border Assemblages Between Surveillance and Spectacle: What was Moria and What Comes After? American Anthropologist 124(1): 212-220 Week 18 (Feb 5) Hauntings: Ambiguity and Loss De León, Jason. 2015. The Land of Open Graves: Living and Dying on the Migrant Trail. California: University of California Press. Read Pp 205-287 Optional Resource: Good, Byron J, Andrea Chiovenda and Sadeq Rahimi. 2022. The Anthropology of Being Haunted: On the Emergence of an Anthropological Hauntology. Annual Review of Anthropology 51:437-553. Week 19 (Feb 12) Winter Test No Readings In-Class Test Page 10 of 15

Week 20 (Feb 19) Reading Week No class nor readings! Week 21 (Feb 26) Ethnographic Research: Proposing Research Malinowski, Bronislaw. 1922. “Introduction: The Subject, Method and Scope of this Inquiry”. In Argonauts of the Western Pacific: An Account of Native Enterprise and Adventure in the Archipelagoes of Melanesian New Guinea , 1-26. London: Routledge. Week 22 (March 4) Research Proposal: Literature Review Workshop Hammersley, Martyn and Paul Atkinson. 2019. “Research Design: Problems, Cases and Samples”. In Ethnography: Principles in Practice. New York: Routledge. Pp 21-43. Librarian Guest Visit Week 23 (March 11) Research Proposal: Designing a Plan Johnson, Jeffrey and Daniel J. Hruschka. 2015. “Research Design and Research Strategies”. In Handbook of Methods in Cultural Anthropology , edited by H. Russell Bernard and Clarenc C. Gravlee, 97-130. United Kingdom: Rowmann & Littlefeld. Week 24 (March 18) Research Proposal: Situated Knowledge and Open Session Tuck, Eve. 2009 Suspending Damage: A Letter to Communities. Harvard Educational Review 79(3): 409- 427. Haraway, Donna. 2021. “Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspectives”. In Feminist Theory Reader: Local and Global Perspectives, 303-310, edited by Carole R. McCann and Seung-Kyung Kim. New York: Routledge. Week 25 (March 25) Research Proposal: Workshop Workshop Session No readings Draft Proposal Due Week 26 (April 1) Research Proposal: Round Table Presentations and Feedback Workshop Session No readings Round Table Presentations and Feedback Page 11 of 15

Course Policies All students are expected to familiarize themselves with the following information:  Student Rights & Responsibilities  Academic Accommodation for Students with Disabilities Please also review the following course policies: Academic Integrity As a student at York University, you have a responsibility to both understand and uphold the integrity of the academic experience. The Faculty of Liberal Arts & Professional Studies supports the International Center for Academic Integrity’s definition of academic integrity . That is, you will be committed to acting in all academic matters, even in the face of adversity, with honesty, trust, fairness, courage, respect and responsibility. Here is how you can demonstrate academic integrity in the completion of this course:  Respect the ideas of others : Your course work should represent your own knowledge and ideas. You should not falsely claim credit for ideas that are not your own, by presenting another’s work as yours . If you are quoting, paraphrasing, or summarizing another person’s work in order to support your own ideas, identify the work and the author through proper citation practices. For more information about how to cite properly, use the Student Papers and Academic Research Kit (SPARK). You can improve your writing, research, and personal learning abilities through the Learning Commons , or by visiting the Writing Centre or ESL Open Learning Centre .  Respect your peers : Know when you are allowed to collaborate . Ask your instructor about what group work entails when it comes to the sharing of work . In test situations and assignments, don’t steal or give answers to your peers, whether in-person or online (e.g., in group chats and/or on third-party content-sharing websites , such as Chegg, Course Hero, etc.). Both cheating and aiding in a breach of academic honesty are violations of York University’s academic honesty policy.  Respect your course instructor(s) : Understand what your instructors are asking of you in class, as well as on assignments, tests and/or exams. If you are unsure, ask your professor or teaching assistant. They are committed to making you feel supported and want to assess you fairly and with integrity. Please do not submit the same piece of work for more than one course without your instructor’s permission. That can be considered an act of cheating.  Respect yourself : When you act with integrity, you know that your work is yours and yours alone. You do not allow others to take tests for you. You do not buy or otherwise obtain term papers or assignments . You do the work. As a result, you know that you earned the grades that you receive, so you can be proud of your York degree. By acting with integrity in your course work, you are also practising a valuable professional skill that is important in all workplaces.  Take responsibility : If you have acted in an academically dishonest way, you can demonstrate courage and take responsibility for your mistake. You can admit your mistake to your course instructor as soon as possible. Students who engage in academic dishonesty can be subject to disciplinary action under the Senate Policy on Academic Honesty . Your lack of familiarity with the Senate Policy does not Page 12 of 15

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

constitute a defense against its application. Some academic offences can also constitute offences under the Criminal Code of Canada , which means that you may also be subject to criminal charges. Using Generative Artificial Intelligence in this Course Students are not permitted to use generative artificial intelligence (AI) in this course. Submitting any work created through the use of generative AI tools will be considered a violation of York University’s Senate Policy on Academic Honesty . If you do not know whether an online resource or tool can be used in this course, please contact your instructor for guidance. For more information, please review AI Technology & Academic Integrity: Information for Students . Turnitin To promote academic integrity in this course, students will normally be required to submit their written assignments to Turnitin (via the course’s eClass site) for a review of textual similarities and the detection of possible plagiarism. In so doing, students will allow their material to be included as source documents in the Turnitin.com reference database, where they will be used only for the purpose of detecting plagiarism. The terms that apply to the University’s use of the Turnitin service are described on the Turnitin.com website. York students may opt out of using Turnitin. If you wish to opt out, you should contact your instructor as soon as possible. Accessibility While all individuals are expected to satisfy the requirements of their program of study and to aspire to achieve excellence, the University recognizes that persons with disabilities may require reasonable accommodation to enable them to perform at their best. The University encourages students with disabilities to register with Student Accessibility Services to discuss their accommodation needs as early as possible in the term to establish the recommended academic accommodations that will be communicated to Course Directors through their Letter of Accommodation (LOA). Please let your instructor know as early as possible in the term if you anticipate requiring academic accommodation so that we can discuss how to consider your accommodation needs within the context of this course. Sufficient notice is needed so that reasonable steps for accommodation can be discussed. Accommodations for tests/exams normally require three (3) weeks (or 21 days) before the scheduled test/exam to arrange. Religious Observance Accommodation York University is committed to respecting the religious beliefs and practices of all members of the community, and making reasonable and appropriate accommodations to adherents for observances of special significance . Should any of the dates specified in this syllabus for course examinations, tests, or deadlines conflict with a date of religious significance, please contact the instructor within the first three (3) weeks of class. If the date falls within the formal examination periods, you must complete and submit a Religious Accommodation for Examination Form at least three (3) weeks before the start of the exam period. Page 13 of 15

Intellectual Property Course materials are designed for use as part of this particular course at York University and are the intellectual property of the instructor unless otherwise stated. Third-party copyrighted materials (such as book chapters, journal articles, music, videos, etc.) have either been licensed for use in this course or fall under an exception or limitation in Canadian copyright law. Students may not publish, post on an Internet site, sell, or otherwise distribute any course materials or work without the instructor’s express permission. Course materials should only be used by students enrolled in this course. Copying this material for distribution (e.g., uploading material to a commercial third-party website) may lead to a charge of misconduct according to York’s Code of Student Rights and Responsibilities , the Senate Policy on Academic Honesty , and/or legal consequences for copyright violations. Student Conduct in the Learning Environment York University is committed to fostering teaching and learning environments that are free of disruptive and/or harassing behaviour, are physically safe, and conducive to effective teaching and learning. Students and instructors are expected to maintain a professional relationship characterized by courtesy, civility, and mutual respect and to refrain from actions disruptive to such a relationship. Individuals who fail to adhere to such standards and who violate University or public law may be subject to disciplinary action by the University. For more information, see the policies on Disruptive and/or Harassing Behaviour in Academic Situations and Student Conduct and Responsibilities , as well as the Code of Student Rights & Responsibilities . Netiquette for eClass and Online Learning Students and instructors have a joint responsibility to create and maintain a welcoming and inclusive learning environment. All students are expected to conduct themselves in accordance with the Code of Student Rights and Responsibilities . Please review and familiarize yourself with behaviours that support “netiquette” in virtual classrooms by consulting the Student Guide to eLearning . Student Support and Resources To help you succeed academically, York University offers a wide range of resources and services. Everything from writing workshops and peer mentorship to wellness support and career guidance is available to fulfill our LA&PS students’ needs. Explore the links below to access these on- campus resources:  Academic Advising is available to provide students support and guidance in making academic decisions and goals.  Student Accessibility Services are available for support and accessibility accommodation when required.  Student Counselling, Health & Wellbeing offers workshops, resources, and counselling to support your academic success. Page 14 of 15

 Peer-Assisted Study Sessions (PASS) Program provides student study sessions for students to collaborate and enhance their understanding of course content in certain courses.  Student Numeracy Assistance Centre at Keele (SNACK) supports students in courses involving math, stats, and Excel.  The Writing Centre provides multiple avenues of writing-based support including drop-in sessions, one-to-one appointments, a Multilingual Studio, and an Accessibility Specialist.  ESL Open Learning Centre (OLC) supports students with building proficiency in reading, writing, and speaking English.  Learning Skills Services provides tips for time management, effective study and learning habits, keeping up with coursework, and other learning-related supports.  Learning Commons provides links to supports for time management, writing, study skills, preparing for exams, and other learning-related resources.  Roadmap to Student Success provides students with timely and targeted resources to help them achieve academic, personal, and professional success.  Office of Student Community Relations (OSCR) is responsible for administering the Code of Student Rights & Responsibilities and provides critical incident support.  goSAFE is staffed by York students and can accompany York community members to and from any on-campus location, such as the Village Shuttle pick-up hub, parking lots, bus stops, or residences. For a full list of academic, wellness, and campus resources visit Student Support & Resources . Page 15 of 15

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version