2 psy classes +2 hist10 classes
Santa Monica College - Fall 2019
Section: 2596 (online)
COURSE INFORMATION
Instructor: Dr. Stephanie Amerian (Canvas says Amerian-Donnell, but I just go by Amerian).
Email: amerian_stephanie@smc.edu
Office: HSS 309
Phone: (310) 434 – 4512
In-Person Office Hours: Drop-in anytime on TuTh from 11am – 12pm and on MW from 12:45 – 1:45pm. Office hours are drop-in, first come, first-served; you do not need to make an appointment. If you can’t make either of these times due to scheduling conflict or I am unable to see everyone during the appointed hours, email me and we can schedule an appointment at a different time.
Email and Student Work Response Times:
· Please feel free to email me with questions or comments. However, please also always consult the syllabus first, since the answer to your question might be there.
· Use your SMC email to contact me and be sure to check it daily. This will be my method of communication with you.
· Use professional language and formatting (which I will also use) in your emails. Emails must have a subject, an appropriate greeting (Dear Professor [or Dr.] Amerian,), body paragraphs, and an appropriate closing (Best, Thank you, Take care, etc.). If I deem your email to be unprofessional, I will reply and ask you to rewrite it before I respond to your question. This is not to punish you, but rather to help you practice your professional writing skills. Knowing how to write a professional email is essential in the 21st century workplace.
· Belligerent or disrespectful communication (email, in-person, online) may be reported to the Campus Disciplinarian.
· I will do my best to respond quickly, but it may take me up to 24 hours to respond during the week, and 48 hours on the weekend. I haven’t gotten back to you after those amounts of time, please send a polite follow-up email to check in with me.
· I aim to return graded student work to you before the next assignment of that type is due, if not before.
Instructor Role: I am here to facilitate your learning, but it is incumbent upon you to put in the necessary time and effort on the assignments and on engaging in the online learning environment.
COURSE DESCRIPTION
Welcome to History 10! This challenging course surveys the history of key ethnic groups in America from initial human settlement to the present. We will examine Native Americans, European Americans, African Americans, Asian Americans, Jewish Americans, Latinx Americans, and Middle Eastern Americans. In this course, we will see not only how American society has changed over time, but also how it has always been diverse. In analyzing the experiences of different ethnic groups, we will focus on how American identities have been formed throughout our shared history.
Particularly, we will explore a key tension in American history between the revolutionary promise of equality for all and the reality of enduring racism, ethnocentrism, discrimination, and conflict. We will think about how the understandings of race, ethnicity, and identity have changed throughout American history, as we examine key issues of slavery, immigration, assimilation, cultural pluralism, and cultural separatism. Ultimately, this course focuses on the historical construction of the diversity of American identities and cultures.
This class will push students to learn to think like historians. What does that mean? It means that you will learn to question why events happened as they did. Were other outcomes possible? What roles did individual historical actors play? What choices did they make? What was the significance of those choices?
College-level reading and writing skills will be necessary. There is no way around it; this course includes a significant amount of reading and writing. It has a skills advisory of eligibility for English 1, but often students greatly benefit from having already passed English 1. Allow yourself enough time each week to complete the readings and assignments.
STUDENT LEARNING OUTCOMES
1. Describe and discuss, orally and/or in writing, how key historical events were shaped by and had an impact on the lives of ethnic and racial groups, including colonial settlement, the American Revolution, the formation of the United States, westward expansion, industrialization, the Civil War and Reconstruction, the Spanish-American War, Progressivism, World War I, the economic, political, social, cultural, and international tensions of the 1920s and 1930s, World War II, the Cold War, the civil rights movement, the Vietnam War, tensions in the Middle East and other contemporary foreign and domestic policies.
2. Demonstrate the ability to interpret historical information by applying analytical skills used by historians—such as synthesizing evidence from both primary and secondary sources, comparing and contrasting multiple perspectives, contextualizing information, and/or identifying causes and effects of change and continuity—to the course content.
3. Demonstrate the value of historical knowledge for understanding more recent and/or comparable issues, events, and trends.
COURSE POLICIES
· Add/Drop: Students are responsible for complying with Add/Drop/Withdrawal deadlines and for dropping all classes that they are no longer attending. Students still active after 75% of the semester will receive evaluative letter grades. It is recommended that students considering withdrawal from the course first confer with me. General information regarding drop dates, withdrawals, and other enrollment matters may be found at the Admissions section of the SMC website. I reserve the right to drop students who are no longer actively participating in the course or communicating with me and am under no obligation to reinstate you.
· Incompletes will only be given for emergency situations when 90% of the course work has been completed with a grade of “C” or better, and an unforeseen event or illness prevents the student from completing the coursework. “Incomplete” grade situations are extremely rare, and are entirely at the discretion of the instructor, within the parameters set above.
· DSPS: Santa Monica College accommodates students with disabilities. If you qualify for any special accommodations due to a disability, you need to officially process your request through the Disabled Students Programs and Services (DSPS) office as close to the beginning of the semester as possible. If you believe you have a learning disability that has not yet been documented, make an appointment at the DSPS office for assistance. The DSPS office is located in the Admissions/Student Services Complex, Room 101, and the phone numbers are (310) 434-4265 and (310) 434-4273 (TDD).
· Academic Honesty (i.e. Cheating and Plagiarism) Honest and ethical students are protected in this class. It is your responsibility to familiarize yourself with The Code of Academic Conduct, which is printed in the General Catalog, and is available online on the SMC website under “Student Service.”
Please be extremely careful that you do not engage in any behavior that could even be construed as cheating. Violations could result in failing grades, reports to the Campus Disciplinarian, and subsequent academic disciplinary action. Examples of behaviors that are not permitted include, but are not limited to: copying another student's work, inappropriate language or physicality in the classroom, and inappropriate behaviors during an exam (talking with another student, looking at or copying from another student's paper, using a disallowed electronic device, using disallowed notes, leaving the room without prior permission, removing exam materials from the classroom).
Plagiarism means presenting another person’s words as your own – without any quotation marks and citation. It includes copying phrases and sentences from the reading or lecture without using quotation marks and citing the source author and page number. It also includes copying and pasting Internet sources without quotation marks and citations. You must use your own words in all of your work. If I find ANY instances of plagiarism in any of your course work, you will receive severe point penalties, and be reported to the Campus Disciplinarian. Depending on the assignment, we could be talking over one hundred points! Don’t be tempted to take the easy road. If you have questions about what is or isn’t plagiarism, just ask me.
How do you avoid plagiarism?? Always use quotation marks and citation when using someone else’s words. Watch the SMC Plagiarism Video Tutorials for examples of plagiarism, and delineate how to cite the work of others.
· Religious Observance: Pursuant to the California education code, if you will miss any class meetings because of religious reasons, you need to notify me within the first two weeks of the semester.
· Title IX Santa Monica College welcomes students from all over the world with various backgrounds and life experiences. SMC has zero tolerance for discrimination, and/or sexual harassment, which includes sexual misconduct such as, domestic and dating violence, sexual assault, sexual exploitation, and stalking. Any sexual violence or physical abuse, as defined by California law, whether committed by an employee, student, or member of the public, occurring on college-owned or controlled property, at college-sponsored or supervised functions, or related to or arising from college attendance or activity is a violation of District policies and regulations, and is subject to all applicable punishment, including criminal and/or civil prosecution and employee or student discipline procedures.
Students who have experienced some form of sexual misconduct or discrimination are encouraged to talk to someone about their experience, so they can get the support they need. To learn more about support available for students, visit the SMC “Learn About Title IX” website.
· Center for Wellness and Wellbeing This service provides free and confidential short-term counseling to students. You can schedule an appointment or walk-in. They are located in Liberal Arts Room 110. Their phone number is (310) 434-4503. For 24/7 emotional support, call (800) 691-6003.
· Course Content Due to the subject matter of the course, we will at times be examining topics, readings, images, and videos that may be disturbing, offensive, or challenging for you. The purpose of examining them is to analyze and synthesize information, as historians do. If you are struggling with some aspect of the course material, be sure to talk to me.
STUDENT CONDUCT EXPECTATIONS AND STUDY TIPS
1. DO THE READING. Read assigned Takaki pages and Canvas documents as we proceed through each Module. ***Reading is essential to success in this course and you must complete all reading assignments according to the schedule. Failing to do so will result in a poor course grade.***
2. LOGIN DAILY. Logging in everyday will help ensure that you don’t miss anything.
3. MAKE A SCHEDULE. Taking an online class allows you the flexibility to complete the coursework when it is convenient for you. But you still need to meet the due dates, like in an on-ground class. You’ll also get the most out of the class when you move through it at the same pace as your classmates, which is why Modules and Assignments only become available at certain times. MAKE A PLAN so that you can complete your coursework on time, and not fall behind in the course. Plan out when and where you will complete your work.
4. PARTICIPATE IN THE ONLINE CLASS COMMUNITY. The best way to actively engage with me and your classmates is by reflecting upon and making meaningful contributions to threaded discussion boards. There are three primary reasons why this is true. First, you will deepen your learning and create stronger connections with your classmates by exchanging ideas with your peers in discussions. Second, discussions are considered part of "class participation”. In fact, make up almost one third of your course grade! Third, your ability to intelligently contribute to discussion is a vital social and professional skill, regardless of your career choice; think of this online course is an opportunity to start (or continue) to work on that skill.
5. MAINTAIN RESPECTFUL AND PROFESSIONAL STANDARDS OF PARTICIPATION. We may be in an online classroom, but we are still in a classroom, so the same standards of behavior and decorum apply. Use clear English with proper grammar, spelling, and punctuation, and do not use obscenities, vulgar language, slang, or sarcasm (which might be misinterpreted). In communicating with me and your classmates, be respectful at all times. This applies to all forms of communication, including emails students send to each other through the course. This tool is intended to be used for healthy, positive, course-related discourse and collaboration. If there is an issue that you believe I should be made aware of, please bring it to my attention as soon as possible. Inappropriate language or behavior will result in disciplinary action and/or lowered grades. Severe instances may result in expulsion from the course.
6. COMMUNICATE WITH ME. If you are struggling with the course material, contact me, or better yet, come to office hours. If you are experiencing a serious issue outside of class that is affecting your performance in the class, let me know. Otherwise, I will have no idea why you are missing assignments or doing poorly, etc.
7. LATE WORK AND MAKE UPS. All assignments must be completed by the due dates, and specific instructions for late work will be listed in the instructions for each assignment. If you have an emergency, talk to me. Don’t miss assignments! If you just don’t turn it in, you will receive a 0. Having any zeroes will make it near impossible to pass the class.
COURSE MATERIALS, EVALUATION, AND STRUCTURE
REQUIRED COURSE MATERIALS
· Ronald Takaki, A Different Mirror: A History of Multicultural America. This book is available at the SMC bookstore, but it is also widely available online. You are welcome to buy it from the cheapest source, but be sure that you get it ASAP! Delayed shipping is not an acceptable excuse for not doing the reading on time.
· Canvas Files PDF documents. For each week, there will be additional readings posted under the Files tab on our course site on Canvas. You should be actively reading these documents and annotating them as you read (underline, write questions in margins, etc.). You may want to print them and annotate by hand or annotate electronically.
· Access to a reliable computer with Internet access, basic computer skills, audio and video capabilities on the computer, a PDF reader, and Microsoft Word and PowerPoint or software that can open those files.
· Contact SMC IT or Distance Education department for technical issues.
· Hardware/software issues, lack of internet access, or lack of a computer are not be justifiable excuses for not completing assignments.
EVALUATION
The course is worth 1,000 points total. The breakdown of that total by assignment is below.
· Discussion Boards: 325 points
· Personal Introduction: 25 points
· Students who do not complete the Personal Introductions discussion board by the due date will be dropped from the course for nonattendance.
· Six Threaded Discussion Boards (SLO #1 and #2): 300 points (6 at 50 points each)
· Two per Module
· Quizzes: 200 points
· Syllabus Quiz (SLO #1): 20 points
· Students who do not complete the syllabus quiz by the due date will be dropped from the course for nonattendance.
· Six Reading Quizzes (SLO #1 and #2): 180 points (6 at 30 points each)
· Two per Module
· Two essays (SLO #1 and #2): 300 points (150 each)
Both Modules 1 and 2 will culminate in a 4-page essay, worth 150 points each.
· Multimedia Oral History Final Project – Using Family and Personal Histories to Examine U.S. History (SLO #1, #2, and #3): 175 points
· Extra Credit: There will be multiple opportunities for extra credit throughout the semester. Details will be made available on the course Canvas site. These are optional but be sure to take advantage of these opportunities. The limit of extra credit points for the class is 40, even if there are more than 40 possible points.
Letter grades will be assigned according to the following scale:
A (900 – 1000) B (800 – 899.9) C (700 – 799.9) D (600 – 699.9) F (0 – 599.9)
California law requires that you receive a letter grade based on points accumulated.
COURSE STRUCTURE
FORMAT
· This course is conducted entirely through the Canvas platform. Work must be submitted there to be scored. Work submitted through email (or any other means) will not be scored, unless otherwise noted.
· This course is organized by modules. There are three modules, consisting of five weeks each. Each module contains at least one (and sometimes multiple) assignment(s).
· The course is not self-paced. Students will generally move through the modules as a class. Modules will generally open on Sundays at 11:59 pm. Modules will unlock close to or at the beginning of the assigned week for that unit of study. Modules and/or assignments may also close at the end of the unit of study.
· Completion of the syllabus quiz and personal introductions discussion board by the due dates are required to stay enrolled in the class.
· Deadlines are firm and strictly followed in order to ensure a fair and consistent environment where the same standards apply to all students. Exceptions may be made on a case-by-case basis in emergency circumstances, entirely at my discretion.
· Due dates are usually on Thursdays or Sundays at 11:59pm. If you miss a due date, email me immediately.
· There may be prerequisites that I set within the course that you must complete before moving onto other material.
· For general questions, please post to the General Questions Discussion Board under Course Home first. I will respond there so that everyone can benefit from the clarification. This thread is NOT for student-specific concerns. (Such posts will be deleted.) Email me as needed with individual concerns.
· Each student must be evaluated based on the merit of her/his original work, free of bias or influence. For this reason, you will not be able to see any posts on the Discussion Boards until you have posted your own main post due for the assignment, and you will not be able to edit or delete your work once it has been submitted. Please note that this is strictly followed, and if you “test” the board by submitting a blank or minimal post, it will be scored as your main post. Make sure it’s a final draft before posting it. You might want to draft it elsewhere and then copy and paste into the Discussion Board.
SCHEDULE
All readings besides the Takaki book are posted in PDF format on Canvas.
Module 1 (Weeks 1 – 5)
Week 1: Introductions, Syllabus, Primary Sources, Historical Construction of Race and Ethnicity
· Watch: Three lecture videos
· Read: Takaki: pp. 3-20 and 441-445; and Canvas files: Olson and Beal pp.1-16; and recommended, excerpts from Jules R. Benjamin, A Student’s Guide to History (especially helpful if you haven’t taken a college History class before!)
· Complete:
· Syllabus Quiz (8/27, 11:59pm)
· Personal Introductions Discussion Board (8/27, 11:59pm) and two replies (8/29, 11:59pm)
· Discussion Board 1 original post (8/29, 11:59pm) and two replies (9/1, 11:59pm)
Week 2: Human Settlement in the Americas, Indigenous Peoples and Europeans, and European Arrivals: the Spanish
· Watch: Four lecture videos
· Read: Takaki: pp. 23 – 37; and Canvas Files: Olson and Beal pp. 21-24; Excerpts from Christopher Columbus, Journal of the Voyage of 1492; Thomas Morton, The Native Americans of New England (1637), Father Jean de Brébeuf on the Customs and Beliefs of the Hurons (1635); Chapter 1 of Harvest of Empire: A History of Latinos in America (pp. 3 - 26); Juan Gines de Sepulveda, excerpt from The Second Democrates (1547); Bartolomé de Las Casas on Spanish Treatment of the Indians, from History of the Indies (1528)
· Complete:
· Reading Quiz 1 (9/8, 11:59pm)
· On all of the readings from Weeks 1 and 2, except the Benjamin excerpts
Week 3: European Arrivals: the French and Dutch, and European Arrivals: the English
· Watch: Three lecture videos
Read: Takaki, pp. 37 – 48; and Canvas Files: Samuel de Champlain, excerpt an account of a battle with the Iroquois (1609); Richard Hakluyt, an Argument for Colonization from A Discourse Concerning Western Planting (1584); Pieter Schaghen, letter to Dutch West India Company (1626); “America’s First Urban Myth?” blog post by National Museum of the American Indian (2011); and Letter by Elizabeth Sprigs (1756) and letter by Richard Frethorne (1623)
· Complete:
· Discussion Board 2 original post (9/12, 11:59pm) and two replies (9/15, 11:59pm)
Week 4: Bound Migrants, and Ethnicity in 18th-century America
· Watch: Four lecture videos
· Read: Takaki: pp. 49 – 62; and Canvas Files: Olson and Beal, pp. 94 – 98; Olaudah Equiano, excerpts from Interesting Narrative of the Life of Olaudah Equiano (1789); and Olson and Beal, pp. 33 – 38; Benjamin Franklin, “Observations Concerning the Increase of Mankind” (1751); and Gottlieb Mittelberger, excerpt from Journey to Pennsylvania in the Year 1750 (1750)
· Complete:
· Reading Quiz 2 (9/22, 11:59pm)
· On all of the readings from Weeks 3 and 4
Week 5: The American Revolution, and Essay 1
· Watch: Two lecture videos
· Read: Takaki: pp. 62-71; and Canvas Files: U.S. Congress, Naturalization Act (1790); Slaves’ Petition to Massachusetts Legislature for Freedom (1777)
· Complete:
· Essay 1 (9/29, 11:59pm)
Module 2 (Weeks 6 – 10)
Week 6: The Cotton Kingdom: Slavery’s Expansion in the New Nation, and Laboring in the Market Revolution: the Irish and the Germans
· Watch: Four lecture videos
· Read: Takaki: pp. 75 – 118 and pp. 131-154; and Canvas Files: Solomon Northrup, excerpt from Twelve Years a Slave (1841); Appeal of the Cherokee Nation (1830); and Frederick Douglass on the Desire for Freedom (1845); and Excerpts from Cork Examiner (1846-1847); Anna Maria Schano letters to family (1850-1883); Samuel F.B. Morse, excerpt from Imminent Dangers to the Free Institutions of the United States through Foreign Immigration and the Present States of the Naturalization Laws (1835)
· Complete:
· Discussion Board 1 original post (10/3, 11:59pm) and two replies (10/6, 11:59pm)
Week 7: Manifest Destiny and Mexico, and Dreaming of Gold Mountain: the Chinese in America
· Watch: Four lecture videos
· Read: Takaki: pp. 155-176 and pp.177 – 200; and Canvas Files: Juan Nepomuceno Seguin, excerpts from Personal Memoirs of John N. Seguin (1858); John L. O’Sullivan, excerpt from “The Great Nation of Futurity,” The United States Democratic Review (1839); and Transcript of Chinese Exclusion Act (1882); “The Chinese in San Francisco,” Harper’s Weekly (1880); Memorial by Chinese laborers of the Rock Springs Riot (1885)
· Complete:
· Reading Quiz 1 (10/13, 11:59pm)
· On all of the readings from Weeks 6 and 7
Week 8: The Civil War for African-Americans: Promise and Disappointment; and Reconstruction for African-Americans: Promise and Disappointment
· Watch: Four lecture videos
Read: Takaki: pp. 118 – 130; and Canvas Files: Excerpts from New York Times coverage of the New York City Draft Riots (1863); and Olson and Beal pp. 109 – 112; and The Mississippi Black Code (1865)
· Complete:
· Discussion Board 2 original post (10/17, 11:59pm) and two replies (10/20, 11:59pm)
Week 9: Jim Crow in the New South, and Western Conquest: the 19th-century Indian Wars
· Watch: Four lecture videos
· Read: Takaki: 91-97 and 209-224; and Canvas Files: Excerpts from Peggy Pascoe, What Comes Naturally: Miscegenation Law and the Making of Race in America, pp. 1 – 3 and 17 – 46; excerpts from Ida B. Wells, Crusade for Justice (ca. 1892); and excerpts from W.E.B. Dubois, The Souls of Black Folk (1903); and Chief Joseph, “An Indian’s View of Indian Affairs” (1879); L. Frank Baum, editorial in The Saturday Pioneer (Aberdeen, SD), December 20, 1890; and excerpts from Zitkala Sa, “School Days of an Indian Girl,” The Atlantic Monthly, Vol. 85, Issue 508 (Feb 1900)
· Complete:
· Reading Quiz 2 (10/27, 11:59pm)
· On all of the readings from Weeks 8 and 9
Week 10: Ethnic Diversity in Industrial and Urban America, and Essay 2
· Watch: Two lecture videos
· Read: Takaki, pp. 262 – 291; and Canvas Files: The Jewish Daily Forward Reports on the Triangle Tragedy (1911); Jacob Riis, excerpts from How the Other Half Lives: Studies Among the Tenements of New York (1901)
· Complete:
· Essay 2 (11/3, 11:59pm)
Module 3 (Weeks 11 – 15)
Week 11: Becoming a Global, Multiethnic Empire: the Spanish-American War and Hawaii, and Late 19th and Early 20th-Century Asian Immigration
· Watch: Four lecture videos
· Read: Takaki: pp. 200-205 and 232-261; and Canvas Files: President McKinley on American Empire (1899); Emilio Aguinaldo on American Imperialism in the Philippines (1899); Rudyard Kipling, “The White Man’s Burden” (1899); H.T. Johnson, “The Black Man’s Burden” (1899); and Excerpt from U.S. v. Bhagat Singh Thind (1923); and Ian Haney-Lopez, excerpts from White by Law: the Legal Construction of Race (1996)
· Complete:
· Discussion Board 1 original post (11/7, 11:59pm) and two replies (11/10, 11:59pm)
Week 12: Defining “America” during World War I, and Circling the Model-T’s: Immigration and Culture in the 1920s
· Watch: Four lecture videos
· Read: Takaki: pp. 311 – 332; and Canvas Files: “Roosevelt Bars the Hyphenated,” New York Times, Oct 13, 1915; “Get the Rope” Excerpt from “Prussianizing Wisconsin,” Atlantic Monthly (1919); Oral history with Frank Brocke; and Carol Aronovici, “Americanization” (1921); and Excerpts from Mae Ngai, Impossible Subjects: Illegal Aliens and the Making of Modern America (2004); Senator Ellison Durant Smith, Speech before U.S. Congress (1924); Mae Ngai, “How Grandma Got Legal,” Los Angeles Times (2006)
· Complete:
· Reading Quiz 1 (11/17, 11:59pm)
· On all of the readings from Weeks 11 and 12
Week 13: Race and Ethnicity in the U.S. during the Great Depression, and Race and Ethnicity in the U.S. during World War II
· Watch: Four lecture videos
· Read: Takaki: pp. 225 – 231, 292 - 310, 332 – 335, and pp. 339-382; and Canvas Files: Mexican Consulate’s Letter to Mexican and Mexican-American community of San Diego (1932); Letter from Eleanor Roosevelt to Walter White of the NAACP, March 19, 1936; and Frank H. Hill on the Indian New Deal (1935); and Al Waxman on the Zoot Suit Riot, Eastside Journal (no date); Interview with an Older Nisei at Manzanar internment camp (1943)
· Complete:
· Discussion Board 2 original post (11/21, 11:59pm and two replies (11/24, 11:59pm)
Week 14: The Civil Rights Movement: Forties and Fifties, and The Civil Rights Movement: Sixties and Seventies
· Watch: Four lecture videos
· Read: Takaki: pp. 383-396; and Canvas Files: President’s Commission on Civil Rights, To Secure These Rights (1947); and Martin Luther King, Jr. “Letter from Birmingham City Jail, 1963”; and Olson and Beal, pp. 257 – 260 and 318-323; Felipe Fernández-Armesto, Our America: A Hispanic History of the United States, pp. 290 – 310 and 319 – 329; Malcolm X, “The Ballot or the Bullet” (1964); George C. Wallace, “The Civil Rights Movement: Fraud, Sham, and Hoax,” July 4, 1964; and César Chavez, “Letter from Delano” (1969)
· Complete:
· Reading Quiz 2 (12/1, 11:59pm)
· On all of the readings from Weeks 13 and 14
Week 15: The New Immigration and Conflicts Over the Changing Face of 21st c. America
· Watch: Two lecture videos
· Read: Takaki: pp. pp. 396-439; and Canvas Files: Puwat Chaukamnoetkanok, “Triple Identity: My Experience as an Immigrant in America” (1990); Interview with Emira Habiby-Browne on aftermath of 9/11 for Arab-Americans (2001); Tom Gjelten, “The Immigration Act that Inadvertently Changed America,” The Atlantic (2015); Claire Galofaro, “How a Community Changed by Refugees Came to Embrace Trump,” AP News (2017); and Alicia Parlapiano and Karen Yourish, “A Typical ‘Dreamer,’” New York Times (2018)
· Complete:
· Final Project (12/12, 11:59pm)
Instructor errors: We all make mistakes sometimes. Please let me know, promptly and courteously, if you find an error, or if I have made an error in grading or in posting your grade to Canvas. I appreciate the feedback, because I want to correct errors as soon as possible. Some elements of the syllabus may be changed at the instructor’s discretion. The changes will be communicated via email and Canvas announcements. Students will be given at least 48 hours notice of changes whenever possible.
If there is any aspect of this syllabus that you do not understand, please let me know within the first week of class. Continued enrollment in this course signifies agreement to all the terms contained herein.
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