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Spring 2018 - (CRN 97237)
Arnie Schoenberg - Adjunct Professor
Course Website: https://sdccd.blackboard.com
Additional Resources:
  Anthropology Announcements https://drive.google.com/folderview?id=0B97zcFIRA_fPdnFlVEJuOE1RdGs
Days: Tuesday and Thursday
8:00 - 9:25 pm
Room: MS 564
Office Hours: Tuesday & Thursday 9:30-11am in MS-540-D, and by appointment. No office hours on:
Online Office Hours: I will try to log on to Zoom https://zoom.us/j/2776517383 during the times above, and Wednesdays and Friday from 7-8pm.
Start Date: January 30, 2018
End Date: May 24, 2018
prof@arnieschoenberg.com (checked daily)

Table of Contents

Course Info

Table of Contents


Course Description

Student Learning Outcomes

Student Learning Objectives




Online Component

Class Participation

Critical Reviews

selecting a resource

signing up

Where do I sign up? When are they due?

content of your critical review

Critical Review Worksheets


Critical Review Checklist

Research Project

Literature Review Project

Primate Observation Project

Applied Anthropology Project

Extra Credit

Library Tour

Scientific Writing Exercise

additional Critical Reviews

Imagination Questions


Online Quizzes

In-class Quizzes

Museum or Lecture Write-up

Class Notes

Anthropological Critiques of Video

additional Project

Honor's Contract


Group Work

Academic Accommodations


Student Responsibilities



Diversity and Equity Resources

Legal Disclaimers


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.

Course Description

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)

Student Learning Outcomes

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.

Student Learning Objectives

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.



Schoenberg, Arnie
     2017 Introduction to Physical Anthropology. http://arnieschoenberg.com/anth/bio/intro/index.html
The textbook is available for free at the URL above. You need an internet connection to access the links. You need to bring some kind of laptop, tablet, or text reader to class, so you have access to the textbook for discussions and in-class quizzes. Smart phones work as a last resort, 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.

The textbook will be updated throughout the semester, so you should refresh it periodically.


Reading a textbook is not like reading a novel. There are a few parts of the textbook that you can skim, but you still need to get the basics first before you skim something. Many of the concepts in the first sections will be used in later sections. I will try to use class time to review them, but you will have to learn at home as well. Read carefully and check yourself to make sure you understand everything. Study the Introduction and "Focus Questions" at the beginning of each section. 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 is you use the internet or a general 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 anthropology, so try to consult your textbook first. For concepts you don't understand very well, ask questions in class, or do the extra credit glossary assignment.

Online Component

This course is designed for students with a laptop and access to high-speed internet. You must be able to access the online textbook in class, complete the online quizzes on Blackboard, and submit parts of your tests to Blackboard. You will not pass this class without doing the online work. If you don't have a laptop or internet access, it is possible to use a tablet, a desktop at home, or a computer lab at the college or public libraries but you will need to adjust your schedule so you can do the work when they're open. The online quizzes are know to be buggy on a smart phone.

Please see me the first week of class if you know you will have difficulty with the online parts of this class so we can work out accommodations.

Class Participation

The most important part of class participation is preparation. Come to class prepared and on time. Read the assigned sections BEFORE the class that they are assigned. Read carefully and check yourself to make sure you understand everything. Make sure to click on all the required links (in GREEN ALL CAPITALS) and read them also. If you don't completely understand a term or a concept, look it up, ask a fellow student, check another biological anthropology textbook that I have on reserve at the library, or an internet search engine.
If you don't completely understand something, make a note to yourself to ask a question in class. Try writing down the questions and bringing them to class. You must bring a version of your textbook to class with you every day, and refer to it when asking questions.
After you finish reading a section, try to do a Critical Review and maybe some of the extra credit for that section. (online quiz, glossary, and imagination questions/actions). If you have questions about the assignments, ask them in class as we're discussing the material.
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 lose points for 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. If you miss class you lose points. You can make up missing work by doing extra credit. Use the online discussion board 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 get 10 points for just sitting in a chair, we occasionally have in-class quizzes which are usually worth 20 points, I announce extra credit opportunities, and I give tips on how to deal with class assignments. I don't 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 make sure you pass the class.

Critical Reviews

Critical reviews are not hard but they can be a little confusing until you get the hang of them, and figure out what I'm looking for, so please read this carefully. The best way to see what to do, is just to try one, and then I'll give you feedback. You have a lot of freedom in what article you decide to review, but the requirments of how I want the article reviewed are strict so please pay attention.
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 and verifiabilty, so you can better apply these concepts to your own original research (your Project in this class). Your textbook contains references to scientific articles related to the topics being discussed in that section, and more recent articles are available from the library, and online. You should choose at least one article to review from each of these 5 learning modules:

I will pass out Critical Review Worksheets to help you organize the information. I expect you to either present a critical review or turn in a critical review worksheet by the fourth week, so I can make sure you are on track.

Selecting a Resource

For this assignment you are required to find an article or resource that relates to the chapter, write a critical review comparing them, and then present your findings to the class. Use this assignment as a chance to move away from the confines of the textbook and explore topics that interest you.

The best resource would be an article from a peer-reviewed journal that deals with one of the topics in the chapter. 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.

Most of the works cited in the textbook would be excellent sources, and I have included many articles in the appropriate sections labeled with a teal * asterisk, and if you start with these, they are guaranteed to work for this class. If you use an internet search engine, try Google Scholar for better results, there are many open source journals with excellent research. Anthropology in the News has recent news articles that might work, or at least point you towards recent original research. 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) and JSTOR (halfway down the list). Here are instructions for using the City College article databases. 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. Make friends with someone from a four-year University. 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.

Signing up

After you find an article, but before you write your review, you must sign-up for the review on the Blackboard website in the appropriate Section's 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 students end up reviewing the same article, the one who signed up first gets credit. This is especially important if you are reviewing articles mentioned in the textbook, and probably not important if you find an obscure article.

Where do I sign up? When are they due?

One of the requirements of the Critical Review is to give the Background of the article you are reviewing, to explain the context of how this specific information is relevant to the class we're taking. In the Background section you are required to cite the textbook. Whatever section (or sections) you cite from the textbook, that is the section where you should post your Critical Review. If you cite more than one section than it's your choice, but the earlier the better is a good strategy with Critical Reviews.

Sign up as soon as you can. The calendar tells you when the sections will be discussed, and when you need to bring your finished Critical Reviews to class.

Content of Your Critical Review

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 physical anthropology; compare and contrast your article with the chapter. I like to think of this as "backing-up"; 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?

The background section of your critical review must contain at least one citation of your textbook (or the required links). 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 page number 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 page number 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 a point or two, no quotations marks are used, and the page number is given in brackets after the quote. You must include the page number for paraphrases, short quotes, and block quotes.

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.

Critical Review Worksheets

To help you organize the content of your Critical Reviews, I've prepared a Critical Review Worksheets that you can turn in and I will give you feedback. These worksheets are not graded and are optional. If you are confused about the assignment, fill out as much as you can 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.


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.

Please use formal academic English for your reviews. Your writing style for extra credit may be informal, but not for your Critical Reviews, or Research Project. 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.

Here's an example:

Student's Name
Anth 102

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.

Besides the write-up, each Critical Review includes a plagiarism check and a presentation. Submit your file to the Blackboard assignment to check for plagiarism problems.

When you're finished, consider printing an extra copy of your review. You must turn in a copy to me before your presentation, but you might want use the other copy one to use as a reference for questions while presenting. The presentation should address the same elements as the write-up: citation, hypothesis, background, method, data, conclusion. You may use notes for your presentation, or highlight the extra copy of your write-up, but you may NOT read a script. The presentation should be informal. I will hand out a rubric with more details.

The due date for the presentation is when the topic is being discussed in class. The calendar lists the dates when each section is going to be covered in class. Time management is one of the skills you are expected to learn at City College. There is no best way to learn time managment, but most techniques involve a calendar. If you are not prepared or miss class that day, hang on to your Critical Review, because we may have time for late presentations at the end of the semester, but don't make it a habit, because all late work gets docked points.

Besides the five critical reviews you may do up to five additional ones for extra credit, for a maximum of ten.

For more information about critical reviews read the section in the textbook and see the resources on Blackboard: the Critical Review Worksheet, the Critical Review Rubric, and sample Critical Reviews from previous classes.

Critical Review Checklist

Research Project

By the end of the course, you will produce a work of original research. The work will progress in stages.

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. You may choose one of three projects: Literature Review, Primate Observation, or Applied Anthropology.
For all the options your grade will be determined by the quantity and quality of your written work. The project should answer the question: what is anthropological about these books or experience? 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.

The project should also demonstrate your command of academic English. The report must be printed on 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 names 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 – do not bother with cover sheets or binders. Please staple everything that you hand in with a diagonal staple in the upper left hand corner. 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 don't risk losing credit for the entire assignment because of a careless mistake, and cite your sources correctly to avoid plagiarism (described below under "Plagiarism").

If the idea of a 15 page essay scares you, remember that the intro and conclusion will add about a page, also try to bring in concrete examples. 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:

[...] Although my observations of the primates showed what Victor Turner described as communitas (Harris 2007:280), their behavior fit more with O'Neils discussion of antagonistic behavior: "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:


O'Neil, Dennis
      2012 "Primate Behavior" Biological Anthropology Tutorials http://anthro.palomar.edu/behavior/default.htmaccessed: 8/22/16

[include any other references you use]

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. You must include with your final project at least one draft of your project that has been proofread by a native English speaker who is a university graduate. Have the proofreader sign the top of your draft, and include their university and date of graduation, and attach the marked-up copy below your final version. Finish the draft with plenty of time to spare, proofread it yourself, spell-check and grammar-check, print-out or email a copy, have it proofread by someone else, and then incorporate the proofreader's recommendations into your final paper. Put the final clean version on top of the draft when you turn it in. After submitting your work on Blackboard, wait an hour and then go back to SafeAssign's Originality Report to check for plagiarism problems.

Sample Project Grading Rubric
what is anthropological about the book/experience 50
situate your work in the context of anthropological subfields/topics 50
incorporate appropriate textbook citations 20-50
use of academic English 50
complete peer review 50
quality and quantity of ideas ~10/page 50-150
updates 200
Max Total 500

All of the above apply to whichever of the following three projects you chose:

1) Literature Review Project

 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.
psychology Barrett, Deirdre
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
language Mithen, Steven
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.
geneaology Sykes, Brian
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 a few topics that you are interested in. Your Week 6 Project Update should include a bibliography with the book and at least two articles you are going to read. Your Week 9 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...

2) Primate Observation Project

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 6 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 9 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 12 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.

3) Applied Anthropology Project

Many anthropologists consider applied anthropology a fifth subfield. For this project you will gather data about a topic while working. 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 6 Project Update should include permission from the group you wish to volunteer with, as well as your research goals. Your Week 9 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 12 Project Update should be a draft of your report and more complete journal.


One of the components of science is sharing your research with others. The City College Student Journal is ready to publish your work. Check out last semester's issue: http://arnieschoenberg.com/anth/journal/fall2017

After you get your final probject back:

  1. make changes based on my feedback,
  2. take out unnecessary references to "the textbook", "the professor", "the assignment", "mini-ethnography" or anything that will confuse an average reader who wasn't in the class. It's fine to have those in the previous project drafts, but now your audience is changing.
  3. clean-up all spelling, grammar, and formatting problems
  4. try to get other people to review it for you, 
  5. submit it again to the Week 15 Assignment and check the SafeAssign originality report for plagiarism problems, 
  6. follow any other guidelines from the student editors.
  7. post it on Blackboard
  8. OPTIONAL: if it is selected to be published, work directly with the editors to continue cleaning it up.
For all projects:

So by week 3 you need to read the above carefully, skim the table of contents of the textbook, and find three topics that interest you.

For your Week 4 Project Update, you are required to read through other students' project ideas and find at least three that you are interested in, just mention the names and ideas of the other ideas. Please consider contacting them as well.

For you Week 6 Project Update, please sign up for at least one Critical Review that will also be relevant to your Project. I encourage you to double-dip.

The requirments for the rest of the Project Updates depend on which of the three Projects you choose.

Extra Credit

I offer a smörgåsbord of activities to apply the anthropological concepts you learn from your textbook, and compensate for problems you have have with the regular course work. In general, I give more points to regular course work than extra credit, and no matter how much extra credit you do, you can't get an A without doing the regular course work. The most important element in all extra credit is to compare and contrast your event or experience with what it says in your textbook. Below are some typical extra credit activites for you to choose from. Don't event think of trying to do everything. Pick activities that you enjoy, or will help you work on a deficiency, or further your academic career:

Library Tour

The Library offers 30 minute tours on the second and third week of the semester, see the schedule in the Anthropology Announcement folder

Scientific Writing Exercise
This is good if you want to review your English skills and avoid plagiarism problems.
additional Critical Reviews

The grading scale assumes you will do five, but you can do up to ten.

Imagination Questions

At the end of most sections of the textbook are thought provoking questions that don't have right or wrong answers. This assignment works well as a journal or a blog and you are not restricted to only using academic English. Your responses must engage with the concepts of physical anthropology. Try to turn these in after we finish discussing the section, or at least periodically so I can give you feedback.


At the beginning of every class period you may turn in a glossary of up to three terms from the section scheduled to be discussed on the syllabus. Each of the three terms has 4 components: a) spell the term correctly b) choose the correct definition of the term relevant to physical anthropology, c) correctly cite the source of the definition, and d) use the term in a unique sentence that illustrates its meaning and usage; if you replace the term with another word the sentence shouldn't make sense anymore. You may also add a fifth component: e) draw a quick sketch that illustrates the concept. 100 point maximum.

Online Quizzes

There are two kinds of quizzes: on-line quizzes, and in-class quizzes. On-line quizzes are a series of 20 assessments on Blackboard that correspond to chapters in the textbook. They are multiple choice, open book, and I record the highest score out of three tries; ideally you should try to take them once before the material is discussed so you know what questions to ask in class. Most in-class quizzes will be essays that you will write in the first 10-20 minutes of class, citing your textbook as a reference. The on-line quizzes will help you to prepare for the in-class quizzes. Since you get to take the quiz three times, you might try using your first attempt as an introduction to the material in the beginning of the week, your second attempt after you've read the chapter and had your questions answered, and the third attempt to fix any mistakes you've made to make sure you get a high score. If there is anything you don't completely understand about a question or an answer, 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. There are links from quiz questions to sites and articles that may work for a Critical Review or more extra credit. Even though the deadline for your quizzes is the last day of classes, avoid the temptation to procrastinate and do them all at the end. The quizzes are not hard, but they take a long time. Do them as part of the work for that week and they will help with the rest the assignments.

In-Class Quizzes

Many in-class quizzes are essay questions, but don't freak out because there not worth very many points. Even though most of the in-class quizzes are open book, if you haven't done the reading, you will find it very difficult to catch up with the reading and answer the quiz in the short time allotted. You may not share a textbook; you need to bring your own textbook to class every day.

The word essay comes from the French "to attempt". I expect you to attempt to answer the question to the best of your ability using the knowledge gained in class to support your position. Most of the questions will ask you to synthesize or interpret an idea related to the sections we are reading. Pay careful attention to the exact wording of the question in order to make sure you are answering the right question. Copy the question to stay focused. You may have been advised in previous classes that when you don't know how to answer a question, just make up a question that you do know how to answer and answer that one, but this is bad advice for this class. I will grade on how well you answered the question that I asked. So, if you don't know how to answer a question, ask me to clarify it.
Please use academic English. 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 will grade you 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. Plan to write about 1 page for every 10-25 points depending on your writing style and what grade you want. This applies to other extra credit as well.

Museum or Lecture Write-up

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.

Class Notes

Immediately after class, post your notes in the correct Blackboard folders for other students to see.

Anthropological Critiques of Video

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 reflextion) 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 crtique.

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.

additional Project

If you are considering an additional project you should probably do an honor's contract instead.

Honor's Contract

Honor's contracts are a great way for the kind of self-motivated student who ends up doing twice as much work as the rest of the class to get the brownie points they deserve. 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 just do a second project, another is an annotated bibliography, which entails a total of 10 critical reviews (5 for your grade; 5 for the contract), formatted as an annotated bibliography.


Students are expected to be honest and ethical at all times in their pursuit of academic goals. I take plagiarism seriously. On the first occurrence of plagiarism you will be required to complete a "Scientific Writing Exercise". On the second occurence of plagiarism, or failure to complete the exercise, you will be prosecuted to the maximum extent allowed by 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".

If you want practice avoiding plagiarism, do the"Scientific Writing Exercise" posted on Blackboard for extra credit. If you have problems with plagiarism, this becomes mandatory.

Group Work

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.

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 put in parentheses which author you are referring to.

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 legally 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.

Academic Accommodations

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.

Student Responsibilities

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 performance in the following activities:

activity possible points my points
Class Participation (30 @ 10 points) 300  
Critical Reviews (5 @ 50 points) 250  
Project 500  
Extra Credit    
TOTAL 1050  

A = 900 points and above PLUS completing theProject and 5 Critical Reviews
B = between 800 and 900 points PLUS completing the Project and 3 Critical Reviews
C = between 700 and 800 points
D = between 600 and 700 points
F = 500 points and below

Completing the Project and Critical Reviews means getting grades of 60% or higher: Project>300 points, Critical Review>30 points each.

If you want to figure out how much work you need to do to get the grade you want, add up all the points you have so far, and figure out which activities will get you the points you need. Come to office hours if you have questions about this.


Add:............................................. February 9th
Drop without "W":................... September 1st
Withdrawal:................................ October 27th


NOTE: The following schedule and list of topics is TENTATIVE and subject to change. Changes will always be announced in class early enough to complete assignments. However, it is your responsibility to contact other students about schedule changes if you miss class or come late.





January 30


Textbook: Table of Contents

exchange contact info

February 1

Science Lab: What's in the Box?

Sections 1.1
[this means go to the online
Textbook and read this section BEFORE class]


February 6

the anthropological imagination
Section 1.2

February 8

The Scope of Physical Anthropology: Powers of Ten
Section 2.1

Friday, February 9

Last day to add and pay, or drop without a "W"


February 13

Darwin and his context
Sections 2.2-2.2.2

Critical Review or Critical Review Worsheet due in class

February 15

Mendelian genetics

Week 3 Research Project Update due online


February 20

population genetics and the Modern Synthesis
Sections -

February 23

forces of evolution
Section 2.3


February 27

cellular biology
Sections 2.4 - 2.4.2

March 1

cells and human variation
Section 2.4.3

Friday, March 2

Extra Credit Seminar: The Role of Hunting in Anthropogeny 1:00-5:30 pm (Pacific Time), UCSD, The Salk Institute (Conrad T. Prebys Auditorium)


March 6

variation and ethics
Section 2.4.4

March 8

sickle cell anemia
Section 2.5

Week 6 Research Project Update due

March 13

Section 3

March 15

Section 4

osteology quiz #1 in class


March 20

primate evolution and taxonomy
Sections 5 - 5.2

osteology quiz #2 in class

March 22

primate ethology
Sections 5.3

Spring Break next week

April 3

primate conservation
Sections 5.4


April 5

paleoanthropology: trends and methods
Sections 6.1 - 6.2

Week 9 Research Project Update due


April 10

Sections 6.3 - 6.4


April 12

The genus Homo and the most successful hominid in history
Sections 6.5 - 6.7

April 13

Last Day to drop with a W


April 17

Neandertals vs. anatomically modern Homo sapiens
Sections 6.8 - 6.11


April 19

Upper Paleolithic revolution
Section 6.11.2


April 24

prehistoric technology lab

Movie: Cave of Forgotten Dreams, Werner Herzog, 2010

April 26

human variation: age
Section 7.1

Week 12 Research Project Update due


May 1

human variation: disease
Section 7.2

May 4

human variation: sex
Section 7.3

Week 13 Research Project review due

May 8

human variation: race
Sections 7.4

May 10

Movie: Understanding Race. 2007. Discovery Channel

Week 14 Research Project plagiarism check due


May 15

human variation: culture
Section 7.5


May 17

The Future
Section 8

Final Research Project due printed out, begining of class


May 22

Project Presentations

May 24

Project Presentations and Review

all extra credit due

Anthropology Annual Calendar

this may suggest extra credit

Diversity and Equity

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
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


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

    follow up.

  • 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