version 4-27 (this syllabus is tentative, and may change over the semester, please refresh your browser for updates)
INTRODUCTION TO PHYSICAL ANTHROPOLOGY
SAN DIEGO CITY COLLEGE
Spring 2019 - (CRN 64593)
Arnie Schoenberg - Adjunct Professor
When: Fridays 9am-12:10pm
Course Website: https://sdccd.blackboard.com
Anthropology Announcements https://drive.google.com/folder-view?id=0B97zcFIRA_fPdnFlVEJuOE1RdGs
Office Hours: Drop-in without an appointment before and after class Fridays 8:30am to 9am and 12:10 to 1pm. Snacks included.
Where: MS 540D
Online Office Hours: Log on to Zoom on Tuesday nights from 7-8pm to ask questions. Please let me know if you can't make these office hours, and we can set up an appointment. Zoom is available by internet or telephone:
Join online at:https://cccconfer.zoom.us/j/7569189554
Or by telephone: 1 (646) 558-8665 or 1 (408) 638-0986
Meeting ID: 756 918 9554
International numbers available: https://zoom.us/u/drp36yf58
Start Date: January 28, 2019
End Date: May 25, 2019
E-mail: email@example.com (checked daily)
Table of Contents
Is this the right class for me?
Student Learning Outcomes
Student Learning Objectives
Student Learning Methods
Choosing a Project
Literature Review Project
Primate Observation Project
Action Anthropology Project
Public Health Project
selecting a resource
content of your critical review
Critical Review Worksheets
Critical Review Checklist
additional Critical Reviews
Museum or Lecture Write-up
Anthropological Critiques of Video
Diversity and Equity Resources
You should have already passed ENGL 101 with a grade of "C" or better, or equivalent, or Assessment Skill Levels R6/W6. If you don't read and write well in English, this will be a difficult class. You must be able to understand the assigned texts, and write at a college level. If you don't feel comfortable with academic English, please consider taking more English classes before taking this class, and if you decide to stay in the class, adjust your schedule so you can devote extra time to reading, writing, coming to office hours, and using the tutors at the English Center. The math is very basic, limited to an understanding of arithmetic and simple fractions. The class may seem hard because it counts as a University of California Transfer Course. This class includes mandatory online components. If you can open an internet browser and a word processor, you probably have enough computer skills for this class, but if you have any doubts, take the assessment survey.
This course is a survey of human evolution, variation, and adaptation. Emphasis is placed on the study of primates, human heredity, variability of modern populations, and the fossil record of early hominids and hominoids. This course is the basis for advanced courses in Life and/or Behavioral Sciences or students majoring in Anthropology. This course qualifies for Associate Degree Credit and transfer to CSU and/or private colleges and universities. (UC Transfer Course List: ANTH 2 = ANTH 102)
Students who complete the Introduction to Physical Anthropology course will be able to:
1) Define and distinguish between cultural anthropology, archaeology, linguistic anthropology, physical (biological) anthropology, and explain the applied aspects of each.
2) Think critically through data analysis, written reports, and classroom discussion.
3) Understand and implement the scientific method, and recognize in what circumstances the scientific method is an appropriate approach.
4) Recognize the place of humans in the biological world and in an evolutionary perspective.
More specific objectives are to:
1) Apply the anthropological imagination, especially holism, to contemporary issues.
2) Locate physical anthropology within the fields of science, and the subdisciplines of anthropology.
3) Orient yourself as a human being in a broad overview of time, space, and evolution.
4) Apply evolutionary forces, especially natural selection, to human heredity.
5) Synthesize genetics and cellular biology, with human origins and variation.
6) Identify the varieties of human biological and cultural adaptations, and their interactions; re-frame the debate between nature & nurture.
7) Apply a basic knowledge of human skeletal anatomy to subdisciplines of physical anthropology.
8) Correlate the taxonomy of primates with their morphology and ethology.
9) Debate human phylogenetic classification alternatives based on a review of hominid evolutionary evidence; abandon the search for the missing link.
10) Apply theories of human variation to developing cultural competence.
11) Discuss continuing evolutionary impacts on contemporary human populations in areas such as disease, population genetics, nutrition, and environmental biodiversity.
All the knowledge in this course is readily available on the internet, so why not just google it instead of taking this class? What I'm trying to teach is research methods, how to find the best information efficiently, how to ask the right questions, how to process the information into products that make a difference to you, and the world. These skills are worth mastering in addition to the knowledge of anthropology you'll learn.
I think the best way to learn about science is to just do it. Reading and discussion covers an introduction to the broad topics of anthropology, and a semester long Project gets you practice with scientific research and academic techniques. You synthesize multiple texts into your own work. You read and write. You learn by sharing information with your fellow students.
This class has two requirements: Class Participation and the Project. This class is divided into week-long topics that are numbered from 0-16. You will submit most of the Project Updates on line and we will use class time to answer questions and discuss anthropological concepts.
You must complete the assignments before the deadline, or do the work anyway AND do Extra Credit to make-up for it being late. Some late work will require an entirely different make-up assignment in addition to the Extra Credit required to make up for late work. Our motto for this class: You may work ahead, but you may not fall behind. This means that you need to plan ahead for times when you're not going to be able to spend time on this course. For example, if you work weekends, you need to get used to getting your Project Update done by Friday. This is not a self-paced class, you need to follow the schedule. The more your work in on time, the less work you will have to do. The first few weeks will be confusing, but once you accommodate this class into the the rest of your weekly schedule and get into a rhythm, you will find the 16 weeks goes by quickly and painlessly.
Our day begins at 12:01am Pacific Time, and ends at 11:59pm Pacific Time.
Tuesday to Thursday - Reading:
Friday - Attend Class
Saturday to Monday - Project:
There is a lot flexibility in what work you can do, but in order to all participate together as a class, we all need to respect these deadlines, so make sure to check the calendar for the Monday and Friday due dates: You may work ahead, but you may not fall behind.
2019 Introduction to Physical Anthropology. http://arnieschoenberg.com/anth/bio/intro/index.html version: [the date is on the top of the page] accessed: [include the date when you clicked on the link]
The textbook is available for free at the URL above. You need an internet connection to access the links. You'll read it on some electronic device: like a tablet, laptop, desktop, even your phone (but it's bad for your neck and eyes to spend too much time hunched over squinting at a tiny screen). The money you would have spent on a new textbook can easily pay for something with a nice screen.
Try out your browsers "Reader Mode", so you can adjust the size and font.
If you have sketchy internet at home, one trick is to turn on page caching on your browser, sometimes called "Make Available Offline" or "add page to reading list", or "show saved copy", or just just leave everything up on different windows and click on all the links when you are connected, or try apps that store online documents like Pocket, or cloud services like Google and Dropbox.
This textbook doesn't print well, but if you know that you're going to have problems with an online textbook, there are many good options I would be happy to help you with so please come to office hours or contact me.
The textbook will be updated throughout the semester, so you should refresh it periodically.
The holistic approach of anthropology means you have to learn a little bit about many topics, and we're going to read the entire textbook.
Reading a textbook is not like reading a novel. Read carefully and check yourself to make sure you understand everything. Study the Introduction and "Focus Questions" at the beginning of each section. Make sure to click on all the required links (the ones in GREEN ALL CAPITALS) and read them also. You don't have to click all the optional links or watch all the videos. You can pretty much ignore the second half of all the captions.
If you don't completely understand a term or a concept, look it up, check another physical anthropology textbook, or an internet search engine. Be careful if you use the internet or a college dictionary to define terms, because the same word may have many meanings, and how it is used in popular conversation may be very different from how we use it in physical anthropology, so try to consult your textbook first. For concepts you don't completely understand very well, bring those questions to class.
Classroom discussion should expand on the reading. Besides asking questions about material that you're not sure about, other good ways of participating in class are to question how the topic exemplifies physical anthropology, and how it relates to your personal experiences. Discussion must be related to physical anthropology.
The final grade in this class will be affected by active participation, including attendance. You must arrive on time and be prepared to answer questions based on the assigned reading for that day. If you arrive late or leave early you may need to do Extra Credit to make up the work covered that day.
You are graded on your performance in multiple activities, not on how smart you sound in class, so use the class time to resolve any problems that you're having: ask questions in class if you don't understand an anthropological idea or a class assignment.
I don't distinguish excused absences or tardies, so don't bother with doctor's notes, and don't bother letting me know when you can't make it to class or have to leave early. Just try not to disrupt the rest of the class. If you miss class you need to do Extra Credit to make it up. Use the online discussion board, messages, or a telephone to ask your fellow students for notes if you miss a class. Get emails and phone numbers from fellow students during the beginning of the semester. Please don't ask professors what you missed. Office hours are the best place to discuss any personal problems you're having.
Absences are bad for your grade for many reasons: you need to make up any work we did in class, plus do extra credit for being late. Also, the information provided during classes will help you with your grade: you're missing the anthropological ideas that you'll need to incorporate into your Project, I announce extra credit opportunities, and I give tips on how to deal with class assignments. I do not need doctor's notes or to hear your specific excuse if you miss a class, but if you're missing a lot of classes, or constantly coming in late or leaving early, I would like to know what's going on, so we can look for solutions, and I can make sure you pass the class.
One of the frustrations of an introductory class is that it skims over a large amount of material and doesn't leave enough time to delve into the subject. The goal of the project is to go into more detail about a single aspect of physical anthropology. It's a big project, but it's divided up into little bits each week. To get sense of where we're heading, check out the San Diego City College Student Anthropology Journal. If you follow all the steps, your article will be in the next volume.
By the end of the course, you will publish a work of original research. The work will progress in stages, doing a little bit every week.
Week 1: Read the Textbook's Table of Contents and write an author's Biographical sketch
Week 2: Scientific Writing Exercise
Week 3: Re-read this section on the Project. List three possible project ideas. Sign-up for three Critical Reviews.
Week 4: Explore possible group Projects.
Week 5: Finalize one project proposal.
Week 6: Complete First Critical Review
Week 7: Complete Second Critical Review
Week 8: Complete an annotated bibliography, and specific requirements depending on the project
Week 9: Complete Third Critical Review
Week 10: Self-Reflection: How will this Project help your academic and professional goals?
Week 11: Submit a draft of the write-up
Week 12: Peer review other students' Projects
Week 13: Submit final Project
Week 14: Present Project
Week 15: Publish article
Week 16: Self-Reflection: How did the Project go?
Skim through the Textbook's Table of Contents and keep an eye out for topics you're interested in. Write a Biographical sketch that will accompany the article you will write for the City College Student Anthropology Journal. Describe your academic and professional goals and experience in a paragraph. Submit it to the Blackboard forum.
Learning a few techniques to avoid plagiarism will make you feel more comfortable synthesizing sources for your Project. Find this exercise on the Google drive: Scientific Writing Exercise Everything you need is in the handout. Read and follow the instructions. Submit your exercise to the Blackboard forum.
Read over the Textbook's Table of Contents and choose three possible projects, and for each write a simple description of the kind of project (Ethnology, Mini-ethnography, Organizational Culture, Action Anthropology), the topic (textbook chapter), and the title and author of an article related to the topic that you will do a Critical Review on. Turn this in on Blackboard forum. Also, sign up for the Critical Reviews so other students don't claim the same ones.
Project Idea #1
Project Idea #2
Project Idea #3
Your title for the possible Project
What kind of Project (Literature Review, Primate Observation, Action Anthropology, Public Health)
Section of the Textbook most related to the topic
title, author, and year of a journal article related to the topic
Science tends to be collaborative, so explore the possibility of working on your Project in group. Follow these steps:
Evaluate your options from last week, pick one, and write a project proposal. You're not locked into to doing this Project for the next 10 weeks, but the later you change your mind, the more rushed you're going to feel towards the end of the semester, so try to make these hard decisions early.
A project proposal should include:
The more detailed a plan you can give me, the better the feedback I can give you, and the smoother the Project will go. Submit this to the Blackboard forum.
Complete your first Critical Review. You already signed-up for them on the appropriate Week's forum, so now just read, review, and post the first one. If you're totally confused try to fill out as much as you can from the Critical Review Worksheet and email it or bring it to office hours.
Complete you second Critical Review. Check my feedback on the first one, and try again.
Complete an annotated bibliography, and the specific requirements depending on which kind of project you chose. An annotated bibliography is a writing strategy to help you synthesize multiple sources; and organize your notes. Since you know how to do a Critical Review already, an Annotated Bibliography will be easy. You can use the same format, just alphabetize all the sources you're going to use for your Project and take notes on them. Include the textbook and a Critical Review at a minimum, and your notes must at least mention which sections of the textbook are relevant to your Project. While you take notes on the other sources you read, make sure to copy the section numbers or page numbers across to your notes so you can include them when citing. When you write your draft you just reorganize the notes into the body of your paper, and when you take the notes out of the Annotated Bibliography it becomes just a Bibliography (Works Cited) section. Submit this to the Blackboard forum.
Complete your third Critical Review. Check my feedback on the first two and try again. Any more Critical Reviews you do after this will be considered Extra Credit.
We have about a third of the class left and this is a good time to take stock and see how the project is going. You may have been exposed to a new topic, your project may be a disaster, your group may have imploded, you finally got a group started, your interests may have changed so do a Self-Reflection: Evaluate how this project is going to help with your academic and professional goals? Is the experience going to help you get a job? Are you curious about what you're researching? Depending on your answers you may want to change your project. Trying to switch around after this is going to be especially stressful. Office hours are a great place to discuss this. Submit this to the Blackboard assignment (not seen by other students).
Submit a draft of your Project. Make sure to spend enough time giving the context. At this stage you should start to worry about format and style. The cleaner and the more complete your draft is the less work you have to do from here on out; do a good job for this update and you're basically done. Submit this to the Blackboard forum.
One popular myth about scientists is that they are these individual geniuses who lock themselves in a room for a week and come out with a masterpiece, but science is more about collaboration and community. Writing shouldn't be something you do by yourself, it's good to practice giving feedback and finding others to give you feedback. An important aspect of the writing process is the relationship between writer and editor. Prominent anthropological journals and books are peer reviewed; this means that several anthropologists read and criticize a work before it is published. This week has two components: 1) Peer Review, and 2) Finding an Editor.
For the Peer Review component, choose 3 drafts by other students submitted last week on Blackboard and give constructive criticism. Make comments that will help your fellow students improve their Project. Ideally, upload an edited file to the same thread.
For the Finding an Editor component, you want to give the latest draft of your project to a native English speaker who is a university graduate and ask them to proofread it. Have the proofreader sign/initial the top of your draft, and include their university and date of graduation, and attach the marked-up copy along with your final version. Scan or photograph if necessary. Where to find an outside academic not associated with this class? The assignment is to figure that out The English Center is a great resource but might not work for this week's update, depending on which tutor you get. Maybe your boss? Another professor during their office hours? A family member? Try going downtown during lunch with a printout and a red pen and solicit random office workers?
Submit both components to the same Blackboard forum as last week.
Based on feedback from other students and myself, revise your Project looking at content, the specific requirements of the kind of project and format. After submitting your work on Blackboard, wait an hour and then go back to SafeAssign's Originality Report to check for plagiarism problems.
The forum from the last two weeks is getting messy, so submit a clean version of your Project to this new forum.
One of the components of science is sharing your research with others. You will do this through The San Diego City College Student Journal of Anthropology and by presenting your research in a public forum such as the Block Party, Student Research Symposium, or the Anthropology Student Research Symposium. I will announce the dates as soon as they are available. For those who can't make any of the presentation dates, I will work with you to find another presentation media such as a video, slide presentation, poster, etc. On the Blackboard forum, mention how you presented your project.
Now that you're done, reflect on the completed Project and the process you went through to get there. How did it go? What worked what didn't? How would you do it differently? What did you learn about learning how to learn? Submit this to the Blackboard assignment (not seen by other students).
For Week 3 you will choose three possible projects. For Week 5 you choose one idea, and write a project proposal.
Try to chose a topics that will help you further your academic or professional career.
You have a lot of flexibility about the topic for your Project as long as you can find a connection to the course, but you will find that the closer you can align your topic to one of the topics in the textbook, the easier it will be. For some topics you might find that more than one of the following kinds of Projects might apply, and feel free to work with me to personalize your project.
Office hours are a great place to get immediate feedback on Project ideas.
There are four kinds of Projects. You get to do one.
For this project I want you to chose a single topic and synthesize several sources that all deal with the same topic. It will be like doing several critical reviews, and then mashing them together; like a book report that includes a few other articles about the same subject. Your sources should include at least one book, and two articles. You can use the same article you used for a critical review. This is a chance to explore a topic in more depth. Consider choosing a topic that is relevant to your academic or professional career, and then find a book that uses physical anthropology. For example:
|paleoanthropology||Johanson, Donald and James Shreeve
1989 Lucy's Child: The Discovery of a Human Ancestor. London: Viking.
2010 Supernormal Stimuli: How Primal Urges Overran their Evolutionary Purpose. New York: Norton
|race||Koenig, Barbara A., Sandra Soo-Jin Lee and Sarah S. Richardson. Eds.
2008 Revisiting Race in a Genomic Age. New Brunswick: Rutgers
2005 The Singing Neanderthals: The Origins of Music, Language, Mind, and Body. Cambridge: Harvard University.
|law||Wise, Stephen M.
2000 Rattling the Cage: Towards Legal Rights for Animals Basic Books
|animal behavior||Wrangham, Richard W. et al. Eds.
1994 Chimpanzee Cultures. Cambridge: Harvard University.
|art||Chatterjee, MD, Anjan
2013 The Aesthetic Brain: How We Evolved to Desire Beauty and Enjoy Art Oxford University Press
|medicine and public policy||Pisani, Elizabeth
2008 The Wisdom of Whores: Bureaucrats, Brothels and the Business of AIDS. New York: Norton.
Steadman, Dawnie L. Wolfe Ed.
|policing||2009 Hard Evidence: Case Studies in Forensic Anthropology. 2nd ed. Upper Saddle River: Prentice Hall.
2001 The Seven Daughters of Eve. New York: Norton.
These are examples of how the broad scope of physical anthropology will make it easy for you to find at least a few topics that you are interested in. Your Week 5 Project Update should include a bibliography with the book and at least two articles you are going to read. Your Week 8 Project Update should include an annotated bibliography and ideas for comparison to the textbook.
If you don't want to be an armchair anthropologist, and you want to do your own fieldwork, read on...
The best way to understand primates is to observe them in their natural setting. But, we are the only primates around for thousands of miles, so we're stuck using other sources, like zoos. The Primate Observation Project has five components, which must be completed in this order: (1) proposal, (2) fieldwork, (3) write-up, (4) peer review, and (5) final version.
The proposal consists of a one-page description of your proposed project. It should focus on what you plan to observe, and what you expect to learn. The proposal must address any ethical issues that might arise during fieldwork, e.g. include a statement that you will not cause harm to your subjects. I want you to find at least one other source related to your hypothesis. Consider using a source to generate your hypothesis, e.g. I saw chimps do this in a video, or I read that chimps do this in wild, so my hypothesis is I predict they will also do it in the zoo. The proposal should also state your hypothesis and methods, and how your observations will relate to the concepts mentioned in the class and in your textbook. You do all this BEFORE you go to the zoo.
For this project I want you to limit your fieldwork to a maximum of three hours, so this means having a good plan before you go and limiting the scope of your project. Find a situation where you can observe a pattern of primate behavior. Don't try to be profound, think of it as an exercise, and keep it simple! Before you begin fieldwork you MUST obtain my approval on the proposal. This proposal should be submitted no later than the Week 5 Project Update.
The fieldwork consists of one to three hours of primate observation. Notice the emphasis on observation. You can't tap on the glass and see if it bothers the primates. I would prefer that you only use written notes, and not use cameras or other electronic recording devices. There are several projects where this is not feasible, but you should address this in your proposal. You may make sketches or diagrams if useful. Plan time to flesh-out your notes immediately after the observation while it is still fresh in your mind. Your Week 8 Project Update should include your field notes, the sections of the textbook you will be comparing to, and an annotated bibliography of any other sources you want to include.
The write-up should present your data in a logical form using academic English. The Week 11 Project Update should be a draft of your write up.
The packet you turn in the last week should ideally be a single file with the following components: (1) final revised version in the front, (2) peer-review version corrected and signed by reviewer, (3) scanned original field notes, (4) proposal approved by me at the back.
Many anthropologists consider Applied Anthropology a fifth subfield. One kind of Applied Anthropology is Action Anthropology and it includes using anthropological knowledge to better guide political action. Academic techniques often include Participatory Action Research. For this project you will run a short political campaign related to one of the ethical issues related to Physical Anthropology, such as primate conservation, designer babies, GMO foods, racism, sexism, poverty, malnutrition, etc. You must find at least one other student to work with for this project, and if multiple Action Anthropology are proposed, we will choose one.
If you happen to work in a health or human services related field, you can use your experience at work and write about it's organizational culture. For this project you will gather data about a topic while working. If your job doesn't have anything to do Physical Anthropology you can also volunteer and this would be like a service learning project. You will perform 5-10 hours of volunteer work with a community organization that is related to physical anthropology and keep a journal of your activities and insights into the topic related to your work. The service learning option requires you to be very self-motivated. To help decide on a project, you might ask yourself what item your professional resume is missing, or what career you would like to explore. Almost anything related to medicine will work, other topics include animal behavior, and one student even volunteered at a tattoo parlor and researched the topic of hygiene. Your Week 5 Project Update should include permission from the group you wish to volunteer with, as well as your research goals. Your Week 8 Project Update should include the raw data from your journal, possible comparisons to the textbook, and an annotated bibliography that includes at least one source on a topic related to where you are volunteering. Your Week 11 Project Update should be a draft of your report and more complete journal.
Critical reviews are a basic research tool for almost all sciences. I want you to practice extracting hypotheses, methods, and data from research articles and evaluating their reliability, so you can better apply these concepts to your own original research. Your textbook contains references to scientific articles related to the topics being discussed in that section, and you can find more recent articles from the library and online. You will choose 3-10 Critical Reviews for the entire semester.
You should sign-up for the review on the Blackboard website in the appropriate Discussion section. Check to see that no one has already signed up for that article, and then post a message with subject as the title of the article you will review. The write-up should include the following sections: citation, introduction, hypothesis, background, method, data, and conclusion.
For this assignment you are required to find an article or resource that relates to the section, write a critical review comparing and contrasting the article with the textbook. Use this assignment as a chance to move away from the confines of the textbook and explore topics that interest you, the holistic nature of anthropology makes it easy to find articles that YOU want to read, but can still be connected to one or more of the chapters in the textbook.
I've include over 150 possible sources for Critical Reviews linked directly from the textbook itself, which I've labeled with a teal asterisk *. The teal asterisks * that mark suggested links are within the text, within graphic captions, and as separate paragraphs. To find a list of suggested articles try CTR + F and then * and you can scroll through them. Other good resources would be an article from a peer-reviewed journal by an author or about a topic mentioned in the section. Other resources could include other anthropology journal articles or a single chapter from a anthropology book. Other sources that will be more difficult to review include: reviews of articles, popular science magazine article, newspaper articles, internet blogs, Hollywood movies, television programs, interpretive dance performance, etc; finding the hypothesis and enough data to review can be tricky. It's all doable, but probably harder than a peer-reviewed journal articles where the categories I'm looking for will often pop up in the first paragraph.
The City College library has a few good resources. Try going straight to Articles & Databases, and for this class I recommend EBSCO (the top on on the list), Ethnic Newswatch, and JSTOR (halfway down the list). For EBSCO if you go to the left bar where it says "Source Types", click on "Academic Journals" for a better selection. If you use an internet search, use Google Scholar for better results, there are many open source journals with excellent research. The City College Learning Resource Center is part of a network of librarians who will answer your questions 24/7.
Here is another guide specific to Cultural Anthropology. If you have access to other college libraries, they have may bigger online catalogs that will give you the full text of an article for free. Friends at four-year universities are nice to have. Don't pay for articles, there are plenty of good ones for free.
If you are not comfortable finding sources, please take either the one unit Library Science 101 class, or do the extra credit Library tour during week 2 or 3.
If you feel overwhelmed at your screen and the eye strain has you seeing red, don't neglect the old-school technique of just walking into a library and browsing the periodical stacks.
If you have any doubt about the relevance of your article, please ask me.
Just putting a vocabulary word from the chapter into a search engine may give you all kinds of crap that you need to sort through. If you choose a source that is not from a peer reviewed journal, you will need to spend more time critically evaluating the reliability of the journal, author, and all of the author's ideas, and if you don't completely address the article's shortcomings, you run the risk of propagating bad science. Try to avoid blogs and lean towards scientific journals. If a blog talks about a newspaper article, go find the newspaper article. If the newspaper article talks about an article in a scientific journal, go find the journal article. Often the primary source is stuck behind a pay-wall, but not always, so make an effort to find it.
After you find an article, but before you write your review, you should sign-up for the review on the Blackboard website in the appropriate Section thread. Check first to see that no one has already signed up for that article, and then post a message with subject as the title of the article you will review. If two people review the same article, the person who signed up first gets credit. This is especially important if you are reviewing articles mentioned in the textbook.
If you found an article but you don't know what week it would fit best into -- go back to the textbook and check the table of contents and see what section your article best fits, and then check the calendar and see what week we are reading that section, and sign-up in that week's folder.
First Read: How to Review a Scientific Article for My Class
The most important content of your critical review should be a comparison between the ideas presented in the textbook and similar ideas presented by the article you chose. You must situate the article in the context of biological anthropology; compare and contrast your article with the chapter. I like to think of this as "backing-up" in both senses of the metaphor; your article is probably going to be very specific, but before you get too far down the rabbit hole, back up and give us the broad view of where we are. How do the authors' presentations of the ideas differ? Do they emphasize different points? Do they disagree? See the Anthropological Imagination for more information.
Your critical review must contain at least one citation of your textbook. The citation can be a paraphrase, a short quote, or a block quote. A paraphrase is where you take the information and rewrite it in your own words to better fit the point your trying to make; you must include the source (the section most cases) where the information came from, usually right after the idea you borrowed from the author, but possibly at the end of your paragraph. A short quote is less than five lines, and the author's exact words are put in quotation marks and the chapter is given right after the close quote. A block quote is more than five lines of the authors exact words and the text is indented, single spaced, the font size reduced, no quotations marks are used, and the chapter is given in brackets after the quote. You must include the chapter for paraphrases, short quotes, and block quotes. When citing other sources, also include the page number when available. Review the "Scientific Writing Exercise" for more info.
When including ideas from other authors you must frame the citation with your own words, introducing why the citation is relevant to the point you're trying to make, and after the citation, explaining to the reader what they were supposed to get out of the citation. The longer the citation (e.g. block quotes) the more framing you need to do. Review Academic English for the style and format.
To help you organize the content of your Critical Reviews, I have blank Critical Review Worksheets that you can turn in and I will give you feedback. These worksheets are optional and are not graded. If you are confused about how to do a Critical Review, fill out as much as you can on a Worksheet and turn it in to me so I can get a sense of what you don't understand. If you understand the assignment, you can skip these.
Besides the three required Critical Reviews you may do up to seven additional ones for extra credit, for a maximum of 10; no more than one per section. If you find several articles for a single chapter and can't decide on one, consider putting them together and doing your Literature Review Project on that subject.
Since this is a complicated assignment, I cut you some slack during the beginning of class so that you have a chance to make mistakes on your earlier Critical Reviews, but eventually figure out how to do them correctly. As the class progresses and your expected to figure out what to do, my expectations also go up, and my criteria for acceptable Critical Reviews gets stricter for the second and third Critical Reviews. The sooner you get all the elements right, the easier it will be later. Don't procrastinate.
The Research Project, and many extra credit assignments may be done in groups. There is no penalty for working in groups, and assignments will be graded as if written by a single author, and all the authors in a group will be given the same grade. Likewise; each member of the group is also responsible for the entire submission. If there is a problem with plagiarism, all members of the group suffer equally.
For your Week 4 Project Update, you are required to read through other students' project proposals and find at least three that you are interested in. You are encouraged to contact them, but you are not required to follow through and actually make a group. Group work is optional (except for Action Anthropology Project which requires a group)
This class is not graded on a curve, so there is no advantage to hoarding information or obstructing your classmates, but you have no obligation to join a group if you don't want to, or to accept group members just because they are desperate.
To define a group you just need to put the names of all the co-authors on the top of the first page of the assignment. You may not be in more than one group per assignment; if you helped another group, then make sure that the group states that you helped the group but are not a co-author. All members of the group should contribute to editing all parts of an assignment, and the assignment must have a uniform format. You may not use different font styles or citation formats for different sections. If you use personal pronouns (I, me, my, mine), you must specify which author you are referring to, usually by putting their name in parentheses after the pronoun.
Many word processing programs have a feature that allows comments from different authors to show up on your writing, such as the Review or Track Changes function of MS Word, and I will use this function to correct your written work, and I recommend that you use something similar for group work.
You are responsible for anything that gets turned-in to me with your name on it. Don't put your name on something you didn't do, don't put someone else's name on something they didn't do.
Take a deep breath and check yourself to see how things are going.
The Week 10 Self-Reflection is about finding strategies to make the project as relevant to you as possible. Evaluate how this project is going to help with your academic and professional goals? Is the experience going to help you get a job? Are you curious about what you're researching?
The Week 16 Self-Reflection is about learning how to learn. How did it go? What worked what didn't? How would you do it differently?
Your Project and Critical Reviews should be exercises in using academic English. Proofread it, spell-check it, and grammar-check it. They should be formated for 8.5"x11" paper in a 12 point text font (Helvetica, Times, etc.) with 1" margins all around, double-spaced, with the title and your name(s) on top of the first page, and a single bibliography or references cited at the end. The final version of the project should be 5 to 15 pages long. Start the text of your project on the first page about a third of the way down. Use a writing style appropriate for readers of popular science magazines (National Geographic, Discovery, Nature, Archaeology, etc.) or physical anthropology journals and consult their style guides if possible. Please cite your sources correctly to avoid plagiarism.
If the idea of a 15 page essay scares you, remember that the introduction, conclusion, and bibliography will add about a page, and when you cover the context and bring in concrete examples you'll find it's easy to make it long enough. A typical writing style in anthropology, especially cultural anthropology, is to mix the statistics with personal narratives of ourselves and our informants. We want to put a human face on the numbers, and to support generalizations with specific examples. The qualitative research methods of anthropology push us towards this style.
Relate your data as much as possible to the topics covered in the textbook. Cite the author, year: and page number. For example, for a discussion of primate behavior, you might write:
[...] My observations were consistent with O'Neil's (2012) discussion of affiliative behavior in primates and showed what Victor Turner described as communitas (Harris 2007:280). But, their agonistic behavior fit more with Harris' description of political power, not as complex, but similar to the way "disobedience and nonconformity result not only in retribution administered through the state's police military apparatus but also in punishments in the present or future life" (284). [then go on to explain these connections in detail]
Include the following section at the end of your paper:
Harris, Marvin and Orna Johnson
2007 Cultural Anthropology. Boston: Pearson
2012 "Primate Behavior" Biological Anthropology Tutorials http://anthro.palomar.edu/behavior/default.htm accessed: 8/22/16
[include any other references you use, alphabetized]
All of your options for Projects require a college level quantity and quality of written work, but you'll do it in stages, and have multiple chances to fix mistakes, so you don't get overwhelmed.
Your critical review should look like an extra-long annotated bibliography entry. This means the citation (Chicago style is author, title, year, publisher, URL, access date) goes on the top instead of a title. The title of your Critical Review is the article that you are reviewing. Your review goes below the article citation. This is upside down from a regular essay, where the list of sources go at the end, but it makes sense for a Critical Review because you are just focusing on one source, so put it on top. I have included links about how to format an annotated bibliography and examples of past Critical Reviews in the Academic Resources folder, accessible from the course home page on Blackboard.
Here's an example:
Alemseged, Z., F. Spoor, W. H. Kimbel et al.
2006 "A Juvenile Early Hominin Skeleton from Dikika, Ethiopia." Nature, 443:296-301
An early fossil skeleton from Ethiopia was determined to be 3.2 million year old, juvenile, and an Australopithecus afarensis. Cumulative cultural evolution is a very recent trend in human evolution compared to the long history of hominin biological evolution (Schoenberg, 2017:8.1). Alemseged's discovery is important because it is one of the earliest infants ever found (Alemseged, 2006:299), and it is a good example of how most of our unique evolution and separation from apes occurred in the last few millions of years since split off from other apes. Alemseged based his conclusion that this by conducting survey, excavation, dating techniques, morphological analysis, and other methods. The data is conclusive the skeleton was early, a child, and a hominin, but "but the gorilla-like scapula and long and curved manual phalanges raise new questions about the importance of arboreal behaviour in the A. afarensis locomotor repertoire" (299). [...]
Notice that the format for both an annotated bibliography and your Critical Reviews is upside-down: the article citation comes first, the annotation goes below.
Please use formal academic English for your Project and Critical Reviews. This doesn't mean you have to use the biggest word possible, but try to use the most precise word. You must explain yourself clearly, thoroughly, and support your position with examples from the class. Assume that your reader has not taken this class, and define and explain any new vocabulary. Avoid lists and bullets. Use complete sentences. Organize your ideas with indented paragraphs and topic sentences. If you are not a strong writer, you should compensate by writing longer essays. Since this is not a writing class, I'm focusing on the quality and quantity of your ideas. If you are not a strong writer, it will take more words to convey those ideas, so don't write skimpy essays. Try to expand rather than condense. I've found it takes most students 2-5 pages to fulfill the requirements.
Your writing style for Questions and Answers and extra credit may be informal, but not for your Critical Reviews, or Project. Make sure to use the spell check and grammar check functions of your word processor for academic English. If you cite a website remember that they change, so you must include the date when you accessed the page along with any search terms you used to get to the information that might not show up in the URL. The reason you give a full citation is to make it easy for someone to read exactly the same thing you did.
All work in this class should answer the question: what is anthropological about these books or experience? Back up and give the context to someone who hasn't taken this class. Explain what anthropology is, and how your project is an example of anthropology. You should locate the books or experiences in the relevant subfields of the larger discipline of physical anthropology; explain how your text or experience fits into the section headings in your textbook. You should demonstrate your ability to understand the anthropological issues discussed by the authors or observed. Try to always relate your observations to the topics covered in the textbook; try to find the spots in your textbook where it says something similar to what you're saying; it is a requirement that you must include citations (paraphrases or quotes) of your textbook.
So if after reading this syllabus you're thinking this class is going to be too easy, you might consider adding more requirements. Honor's contracts are a great way for the kind of self-paced student who ends up doing twice as much work as the rest of the class to get the brownie points they deserve. You take the same class, you do more work, and you get an "H" on your transcript and bragging rights for college applications (Honors' Program). I need to see your plan by the end of the first week of class, and the Honor's Program needs the signed proposal by the end of the second week. All work is due by the second-to-last week of class. One popular option is to be the editor for this semester's City College Student Anthropology Journal, another is to just do a second project, another is an annotated bibliography, which entails a total of 10 critical reviews (3 for your grade; 7 for the contract) formatted as an annotated bibliography. See the Extra Credit section below for ideas. It's up to you to make a plan and stick to it.
I offer a smörgåsbord of activities to apply the anthropological concepts you learn from your textbook, and compensate for problems you have with getting the regular course work in on time. The most important element in all extra credit is to compare and contrast your event or experience with what it says in your textbook and give an anthropological perspective.
Make sure to keep track of your Extra Credit on your Course Worksheet, I will ask for that at the end of the semester when I determine your grade. Below are some typical extra credit activities for you to choose from. Don't even think of trying to do everything! Pick activities that you enjoy, or will help you work on a deficiency, or further your academic career:
At the end of most sections of the textbook are thought provoking questions that don't have right or wrong answers. These assignments work well as a journal or a blog and can be hand written and you are not restricted to only using academic English. Your responses must engage with the concepts of physical anthropology. Turn them in to class periodically for feedback.
The Library offers 30 minute tours on the second and third week of the semester, see the schedule in the Anthropology Announcement folder
You need to do three to get an A, but you can do up to ten.
The Quizzes are a series of 20 assessments on Blackboard that correspond to sections in the textbook. They are multiple choice, and I record the highest score out of three tries. If there are anthropology concepts that you don't completely understand, please ask in class. Multiple choice questions with a single answer will have round buttons, whereas multiple choice questions with more than one answer (check all that apply) have square buttons. Blackboard has some bugs with some of the picture questions, so just skip them if they don't work for you. There are links from quiz questions to sites and articles that may work for a Critical Review or more extra credit. The deadline for your quizzes is the last day of classes.
Write an essay about a lecture or museum visit and compare it to the concepts presented in your textbook. Several events are mentioned in the the Anthropology Announcement folder, you can propose your own events, and I will announce more during the semester.
I will encourage you do at least one Anthropological Critique of a Video for the primate ethology section. You can do up to four additional ones for extra credit, for a maximum of five.
Visual anthropology is a subfield of cultural anthropology that deals both with how visual media helps us understand humans, and how we can use anthropological concepts to help understand visual media.
For the video I assign, just watch the video, write about how it compares and contrasts to the textbook, and bring your write-up to class on the day we discuss the material, see the calendar.
For extra credit videos you will want to find your own. Look for ones that relate to a culture or topic mentioned in the chapters we're reading for the week. Videos can be found in the same way as mentioned above for articles for Critical Reviews. The City College library has a Media collection with several good films. You can just take a concept or culture from the chapter and put it in a search engine. For example, if you search for "Sickle Cell Anemia" on the internet, you'll find over 100,000 videos, most of which will work for this assignment. It's not that important what video you choose, but just that you connect it to the ideas in the textbook.
Some videos can be reviewed exactly the same way as a Critical Review, using the hard science approach, but you may also decide to critique the video from other anthropological perspectives, you can include more of your personal or aesthetic reflections. I expect the Critical Reviews to be formal, but you have more flexibility with the Anthropological Critiques of a Video. The most important requirement is that you relate your video back to ideas mentioned in your textbook.
When you chose your own video you will post it to the appropriate discussion folder. When posting the video, try to make it show up so other students can see the initial preview graphic and just click once to start playing the video. You want to embed the video by copying the html. For YouTube, Vimeo, DailyMotion, Ted and most other online video services, when you click on Share, go to the Embed function (get the embed code) and copy the html code, it will look something like this:
<iframe width="420" height="315" src="https://www.youtube.com/embed/-WeirdLetters&Numbers" frameborder="0" allowfullscreen></iframe>
Then go to Blackboard and Create/Reply to the post and you'll get a screen where you can type, but don't copy the code there, first click on the little "HTML" button which is up to the right of where you can type, just to the left of the "CSS' button, that will open a separate HTML window where you copy the embed code. When you save the HTML window, it will go back to the screen where you can type your post, and there will be a yellow box that marks the video. Copy the text of your Video Critique from your word processor to below the yellow box in Blackboard.
Don't freak out! This isn't a programing class, and I'm not asking to write code, you just need to copy from one box and paste it into another.
Include your review (your write-up or reflection) directly below the video in the same post. After copying the embed code of the video, just copy the text of your critique. For Anthropological Critiques of a Video, don't attach a file, just paste your text under the video.
Make it easy for other students to see the video and your critique.
Advanced Video Posting Tip: try to cue the video to the point where it supports what you're saying by adjusting the start and stop times.
You can do a second project for extra credit.
This is a Spanish term for a make-up final exam. They will take place during office hours of the last week of class. Warning: these are much harder then doing the regular course work.
Students are expected to be honest and ethical at all times in their pursuit of academic goals. I take plagiarism seriously. I teach you how to avoid plagiarism with the "Scientific Writing Exercise". I ask you to check your writing for plagiarism using the Safe Assign Originality Reports.
Plagiarism problems are separate from not understanding anthropology, they become a legal issue involving Policy 3100 of Student Rights, Responsibilities, and Administrative Due Process. As soon as I detect plagiarism I will arrange an informal office conference to present you with my evidence, and allow you to respond. This conference may take the form of an exchange of emails. If I confirm the plagiarism before the withdrawal-date, I will give you two options: you can withdraw yourself from the class, or I will proceed with academic and administrative sanctions. If I confirm the plagiarism after the withdrawal-date then I will proceed with academic and administrative sanctions. Academic sanctions are limited by State Chancellor's Legal Opinion 7-12 to receiving a zero for the entire assignment where plagiarism occurred. Administrate sanctions will be determined by the Disciplinary Officer appointed by the Dean of Student Affairs, and range from Admonition to Expulsion. You may appeal both the academic and administrative sanctions by petitioning the Dean of Student Affairs.
Plagiarism: The act of incorporating ideas, words, or specific substance on another, whether purchased, borrowed, or otherwise obtained, and submitting the same as one's own work to fulfill academic requirements without giving credit to the appropriate source. Examples of plagiarism include but are not limited to the following:
1) Submitting work, either in part or in whole, completed by another;
2) Omitting footnotes for ideas, statements, facts or conclusions which belong to another;
3) Omitting quotation marks when quoting directly from another, whether it be a paragraph, sentence, or part thereof;
4) Close and lengthy paraphrasing of the writing or work or another, with or without acknowledgment;
5) Submitting artistic works, such as musical compositions, photographs, paintings, drawings, and sculpting, or another;
6) And submitting papers purchased from research companies (or downloaded from electronic source) as one's own work.
[Honest Academic Conduct. January 16, 2009. San Diego Community College District Administrative Procedure 3100.3 1. b.]
So falling into plagiarism can be as dangerous as leaving off a few little quotation marks, but avoiding plagiarism is really easy! You just need to tell the reader where you got your information from. You must cite your sources for all assignments. If you copy text word-for-word then you need to put it in "quotes" or format it as a block quote. If you use material from the textbook, even if it is not in quotes, you still need to include the page number where you found the information. If you use other sources, please include a full bibliography at the end of the assignment. If you consult websites, include the URL, and any search terms that I would need to get to see the same information you saw, and include the date that you looked at the webpage.
One aspect of science is that it must be reproducible. While defending your position, you need to make it easy for someone to come to the same conclusions that you did. You're not expected to reinvent the wheel, or come up with every thing from scratch; in an introductory class like this most of your writing should be regurgitation, and you just need to practice the fundamental academic skill of incorporating an outside source into their own work, which Isaac Newton immortalized: "If I have seen further, it is by standing on the shoulders of giants".
You will practice avoiding plagiarism with the"Scientific Writing Exercise"
If you have any disabilities that I need to be aware of, or need academic accommodations please let me know during the first week of classes. If you find yourself having problems accessing the requirements, keeping up with the reading, or understanding the material, talk to me as soon as you see a problem. Don't wait until the end of class when there's no time to find accommodations.
If you have an unresolved conflict during the class, you must first contact the course instructor in an attempt to resolve the problem. If the results are unsatisfactory, you should next contact the Department Chairperson. If the results are still unsatisfactory, you should contact the School Dean.
Please refer to the "Student Rights and Responsibilities" section of the Student Handbook or College Catalog (see Policy 3100 and Procedure 3100.2). Students are responsible for officially withdrawing from classes they are no longer attending. Do not assume that the instructor will do this for you.
I determine your final grade based on your completion of class requirements.
A = Excellent
you completed all the requirements for this class.
B = Good
you completed at least:
C = Satisfactory
D = Poor
F = Fail
This class uses contract grading, so if you do all the work you get an A; if you don't do the work you get an F.
You may see point values for the assignments on Blackboard, and these can be confusing. These values will not be used in this class to determine your grade. If you score is "1" or more that means you completed the assignment satisfactorily, a "0" means you didn't. The points on Blackboard are only useful for feedback and judge Extra Credit equivalents. As feedback, points function to quickly tell you how well you did on an assignment. If you see less the maximum points you can open the rubric for that assignment and see any response to your post, to find out what you might try to improve for the next week. You can also see how close you were to not completing the requirement: a completed requirement should have about 70% of the maximum points for assignments. Points are also useful to judge how much I've weighted the requirement compared to other requirements and help suggest the equivalent Extra Credit necessary to make up missing requirements.
Use this chart to track how you're doing in the class and figure out how much work you need to do to get the grade you want. If you have questions about your grade at any time, please fill out this chart and I'll check it against my records to make sure we're on the same page.
|Project Update||completed?||on time?||notes|
|Extra Credit description||for which late requirement?||notes|
links to these checklists in other formats that are slightly different but easier to update, print, and share with me (google doc, .docx, .pdf)
Extra credit can be used to compensate for late assignments, but must be roughly equivalent to or greater than the regular assignment. Use the "Notes" column above for the extra credit you plan to use to make it up. The easiest Extra Credits are more Critical Reviews but there are many other options, see the Extra Credit section of the syllabus
Add:............................................. February 8, 2019
Drop without "W":................... February 8, 2019
Withdrawal:................................ April 12, 2019
NOTE: The following schedule and list of topics is TENTATIVE and subject to change. Changes will always be announced early enough to complete assignments.
|Week||Project update by Monday||
Reading by Friday
Week 1: Read the Textbook's Table of Contents and write an author's Biographical sketch
Post it in the Week 1 Project Update folder on Blackboard
Week 2: Scientific Writing Exercise
Week 3: Re-read this section on the Project, . List three possible project ideas. Sign-up for three Critical Reviews.
Extra Credit: Library Tour: 30 minute tours on the second and third week of the semester, see the schedule in the Anthropology Announcement folder
Week 4: Explore possible group Projects.
Week 5: Finalize one project proposal.
Week 6: Complete First Critical Review
Week 7: Complete Second Critical Review
Week 8: Complete an annotated bibliography, and specific requirements depending on the project
Week 9: Complete Third Critical Review
Week 10: Self-Reflection: How will this Project help your academic and professional goals?
Week 11: Submit a draft of write-up
Week 12: Peer review other students' Projects
Extra Credit: Anthropological Critique of a Video Movie: Cave of Forgotten Dreams, Werner Herzog, 2010
Week 13: Submit final Project [DELAYED: bring to class on May 10]
Week 14: Present Project [Present at Block Pary on May 16]
Extra Credit: Watch and submit Video Critique of Understanding Race. 2007. Discovery Channel
Week 15: Publish article
Week 16: Self-Reflection: How did the Project go?
submit your completed Course Checklists
All work due
May 25: official end of the semester
this may suggest extra credit
We are firmly committed to diversity and equity whereby barriers are removed to create space for all individuals to fully engage in all areas of campus life. Each student's voice has something of value to contribute and students are therefore encouraged to communicate and participate during class meetings. We must take care to respect the individual backgrounds, personal identities, intellectual approaches, and demographics expressed by everyone. Individual differences can deepen our understanding of one another and the world around us, thus making us global citizens. We strongly adhere to the San Diego Community College District Non-Discrimination policy and reserve our classroom as a safe space for unique and meaningful dialogue. Remember to keep confidential all issues of a personal or professional nature that are discussed in class. We also strongly encourage you to utilize the campus resources that City has to offer you.
Resources on Campus [most of the addresses have changed, but the phone numbers are still good]
Disability Support Program & Services (DSPS): 619-388-3513, L-206
Students with disabilities who may need academic accommodations are encouraged to discuss their authorized accommodations from Disability Support Programs and Services (DSPS) with the professors early in the semester so that accommodations may be implemented as soon as possible. Please notify your professor & DSPS counselor of any barriers you encounter to accessing course content.
Mental Health Counseling: 619-388-3539, BT-105
The mission of the MHCC is to help students benefit fully from the college experience by supporting personal, social, and emotional well-being. Services offered include confidential and culturally sensitive counseling and referrals for individuals, couples and groups.
Student Health Clinic: 619-388-3450, E Building East
Did you know that your health is covered here at City by the $19 fee that you pay upon registering for classes? You can receive excellent medical care right here at City.
UMOJA: 619-388-3796, E Building
The Umoja Community is a learning community that seeks to engage, connect, educate, support, and encourage students through a program & activities that focus on African-American culture, literature, and experiences.
PUENTE: 619-388-3540, E Building
The Puente Project is a learning community that seeks to engage, connect, educate, support, and encourage students through a program & activities that focus on Latino(a)/Chicano(a) culture, literature, and experiences.
Veterans Service Center (VRC): 619-388-3698, L-206
The mission of the VRC is to provide a welcoming environment for all veterans. The VSC provides services in three primary areas: academics, community & wellness and is designed to serve from military transition to the completion of their academic goals.
Extended Opportunities Programs & Services (EOPS): 619-388-3209, L-117
EOPS provides academic and financial support to community college students whose educational and socioeconomic backgrounds may deter them from successfully attending college and completing their educational goals.
CalWORKs: 619-388-3797, L-121
The City College CalWORKs “Believe Program” offers support services to students who receive TANF/CalWORKs benefits. As an integral partner in the state's welfare system, the community colleges' 113 CalWORKs programs are instrumental in providing critical education, training, support services, and job opportunities to assist families living in poverty to reach their educational/employment goals and achieve economic self-sufficiency.
English Center: 619-388-3633, L-209
We provide a community-based learning environment to help City College students become more effective, confident and independent readers, writers and critical thinkers. In support of this mission, the English Center offers assistance for all disciplines through:
Math Center: 619-388-3580, L-208
Our mission is to provide a flexible learning-centered environment in which students are able to complete their college math requirements. Whether you are here, to complete a Math Center course, to receive general math tutoring, to take a make-up test, to study or complete homework assignments, the Math Center strives to provide resources in an environment that is conducive for learning.
Tutorial Center/Learning Center: 619-388-3685, L-205
The Tutorial/Learning Center (TLC) staff serves San Diego City College and ECC students and helps them achieve their academic goals. Come to the TLC for a place to study, to do homework assignment, receive academic assistance and support, meet with study groups, and attend study skills workshops.
Independent Learning Center: 619-388-3265, R-105
The Independent Learning Center (ILC) comprises three computer labs that provide currently-enrolled students with approximately 120 Internet-enabled computer stations as well as audio/video viewing stations for other media. Students may use the labs and the media collections to complete assignments for many of their courses.
LRC/Library: 619-388-3421, R-Bldg
The Library offers an extensive collection of scholarly books, e-books, periodicals, and a robust selection of reference and periodical databases available on site, via wireless and remotely to currently enrolled students. San Diego City College students find help with their research and information needs at the Library's Information Center (reference desk), by phone, email, or 24/7 online chat. Students may enroll in a transferable one-unit course, Information Literacy and Research Skills (LIBS 101). Scheduled tours, instructor requested research sessions, access to reserves, circulation services, group study rooms and inter-library loan services between district colleges are also offered.
For a comprehensive list of campus resources go to: http://www.sdcity.edu/CollegeServices/StudentSupportResources.aspx
The San Diego Community College District does not discriminate in its programs and activities on the basis of national origin, religion, age, gender, gender identity, gender expression, race or ethnicity, color, medical condition, genetic information, ancestry, sexual orientation, marital status, physical or mental disability, pregnancy, or military and veteran status, or because they are perceived to have one or more of the foregoing characteristics, or based on association with a person or group with one or more of these actual or perceived characteristics. Complaints of discrimination or harassment based on protected class, other than sex/gender, may be filed with the Site Compliance Officer (SCO) on your campus. For more information on how to file a complaint and/or to contact your SCO, please refer to the following link: http://hr.sdccd.edu/eeo/eeocomplaint.cfm
Title IX of the Educational Amendments of 1972 prohibits discrimination based on sex in any educational institution that receives federal funding. The San Diego Community College District does not tolerate discrimination based on sex, gender identity, gender expression, or sexual orientation, including: sexual misconduct, sexual harassment, sexual violence, relationship or intimate partner violence, and stalking. Students are asked to immediately report incidents to the Title IX Coordinator at (619) 388-6805 or by using the online reporting form available on the Title IX webpage: http://www.sdccd.edu/titleix Students may also report incidents to an instructor, faculty member, staff member, or member of the College Police Department, all of whom are required by law to notify the Title IX Coordinator of the contents of the report. If a student wishes to keep the information confidential, the student may speak with a campus mental health counselor or with health services provider. Information for contacting these resources is available at http://www.sdccd.edu/titleix/titleix_resourceguide_web.pdf
San Diego Community College District
IMPORTANT INFORMATION FOR SYLLABI
Please include the following information in your syllabi:
It is the student's responsibility to drop all classes in which he/she is no longer participating (for online classes).
It is the student's responsibility to drop all classes in which he/she is no longer attending (for on campus classes).
It is the instructor's discretion to withdraw a student after the add/drop deadline (include date) due to excessive absences.
Students who remain enrolled in a class beyond the published withdrawal deadline, as stated in the class schedule, will receive an evaluative letter grade in this class (A, B, C, D, F).
Attendance: If the final grade in a class is affected by attendance (active participation in the class), it must be stated in the class syllabus as follows:
The final grade in this class will be affected by active participation, including attendance, as follows: (Instructor to define specifically how attendance, including participation, will affect final grade in the class)
Remember that attendance cannot be one of the standards for class grades, however participation can include the corresponding class points for participation.
Advisory for Faculty
When establishing expectations for participation/attendance it is strongly recommended that the “reasonableness” test be applied. In other words, if the classroom expectations for participation were challenged by a student, how would a jury of peers respond? It is also important that expectations are applied consistently and fairly for all students.
Examples of questionable practices:
Marking a student absent for being less than 5 minutes late (any number of unforeseen circumstances could have happened)
If the class total for participation points is 5 points, then marking off 2 points for being late for one class period is not reasonable. The standard should be spread out over the total number of class meetings in a reasonable manner.
Marking a student absent for leaving class to take a call on their cell phone (we don't know the nature of the call)
Marking a student absent for not bringing a textbook to class
If you have any questions regarding expectations for class participation please consult your dean.
Courses Requiring Strenuous Physical Activity
This course requires students to participate in strenuous activities including heavy lifting and climbing. If you have a medical condition that may limit your participation in strenuous activity please bring it to the attention of the instructor immediately to discuss possible accommodations.
Students are expected to be honest and ethical at all times in the pursuit of academic goals. Students who are found to be in violation of Administrative Procedure 3100.3 Honest Academic Conduct, will receive a grade of zero on the assignment, quiz, or exam in question and may be referred for disciplinary action in accordance with Administrative Procedure 3100.2, Student Disciplinary Procedures.
Student Code of Conduct
Students are expected to adhere to the Student Code of Conduct at all times. Students who violate the Student Code of Conduct may be removed from class by the faculty for the class meeting in which the behavior occurred, and the next class meeting.
For online classes: Student access to class is removed for one week (5 instructional days).
Acceptance of make-up work during the removal.
[Specify whether you will or will not accept make up work, since it is at the discretion of the instructor].
Incidents involving removal of a student from class will be reported to the college disciplinary officer for
The Student Code of Conduct can be found in Board of Trustees Policy, BP 3100, Student Rights, Responsibilities, Campus Safety and Administrative Due Process posted on the District website at: http://www.sdccd.edu/public/district/policies/index.shtml
Students with disabilities who may need academic accommodations are encouraged to discuss their authorized accommodations from Disability Support Programs and Services (DSPS) with their professors early in the semester so that accommodations may be implemented as soon as possible.
The faculty member will work with the DSPS Office to ensure that proper accommodations are made for each student. By law, it is up to the DSPS Office, through the interactive process with the student, to determine which accommodations are appropriate, not the instructor. This includes accommodations in a clinical setting.
Accommodating Students with Disabilities:
For an online or hybrid course, consider this statement in your syllabus “I have made every effort to make this course accessible to all students, including students with disabilities. If you encounter a problem accessing anything in this course, please contact me immediately by email and also contact the college's Disability Support Programs and Services (DSPS) Office.”
For a face-to-face course, include these statements in your syllabus:
Students that need evacuation assistance during campus emergencies should also meet with the instructor as soon as possible to assure the health and safety of all students.
Instructors may contact DSPS if they have any questions related to authorized accommodations in their classroom.
In accordance with Title IX, absences due to pregnancy or related conditions, including recovery from childbirth, shall be excused for as long as the student's doctor deems the absences to be medically necessary. Students must notify the instructor in a timely manner and shall be afforded the opportunity to establish make up work or other alternative arrangements. If a student elects to withdraw from the course on or after census, a “W” shall be assigned and the district will work with the student to ensure that the W is not considered in progress probation and dismissal calculations.
For more information, you may contact the DSPS Office on your campus or the website at http://dsps.sdccd.edu/ or refer to Administrative Procedure, AP 3105.1 Academic Accommodations and Disability Discrimination for Students with Disabilities.
Prepared by Student Services: August 2016