You are on page 1of 11

_____________________________________________________________

DRAFT Anth 189: Aging in Cross-Cultural Perspective


_____________________________________________________________
Instructor: Jeanne L. Shea, Ph.D, Associate Professor
Class Meetings: July 12-August 13, Online, Asynchronous, Work due Tu. Th.
Credits: 3 credits, 9 contact hours per week, 45 contact hours total
Office Hours: July 12-August 13, Tu. Th., Online, 9:00-10:00 pm
Blackboard: https://bb.uvm.edu
Email: Use Messages in Blackboard for this course to email me
Phone/Fax.: Phone: 802-656-3884, Fax: 802-656-4406
Mailing Address: Department of Anthropology, 515 Williams Hall,
72 Univ. Place, University of Vermont, Burlington, VT 05405

Course Description

This course provides an anthropological introduction to issues related to aging and the
elderly in cross-cultural perspective. The course is divided into 5 units: I. Aging in Space,
Time, and Biological and Cultural Contexts, II. Representations of the Life Course and
Aging, III. Conjugal and Intergenerational Relationships in Later Life, IV. Support for
Elders: Family, Community, and Social Institutions, and V. Quests for Gerontopia.

The course is conducted entirely online. Guided by a UVM faculty member with
expertise in psychological and medical anthropology and aging in cross-cultural
perspective, the course gives students the opportunity to read about aging in a wide
variety of cultural contexts, watch pod-cast lectures and films on the anthropological
study of aging, reflect upon and discuss these readings, lectures, and film in interactive
online discussions, develop a cutting-edge scholarly literature review on aspects of aging
and culture of particular interest to the student, learn how to do an ethnographic interview
and conduct participant observation with an elder or a caregiver from a culture or ethnic
group related to the student‟s term paper project, and write a term paper on a topic of the
student‟s choice integrating the student‟s scholarly literature review and ethnographic
interview and participant observation together with material covered in assigned readings,
lectures, films, and class discussions in the course.

Assignments are designed to meet the following learning objectives:

 To critically analyze, write about, discuss, and research issues, theories, and
research findings related to aging.
 To explore the role of social, cultural, economic and political forces in shaping
aging, examine examples of human variation and commonality, and question
normalizing discourses about the nature of aging.
 To develop and improve our reading, research, communication, and writing skills.
 To discuss and write about our own responses to readings, class discussions,
course lectures, and films, in order to draw new creative connections and generate
questions and critique.
 To practice peer-to-peer dialogue as part of learning what it means to be part of a
research community engaged in dynamic and creative intellectual interchange.
 To develop skills of reflexivity and personal and social reflection as a tool for
reading, analysis, research, writing, and peer review.
 To develop a habit of regularly recording one‟s thoughts and reflections to learn
what you think, share ideas and get feed back, and free working memory for
critical and synergistic processes (as well as reduce stress).
 To learn to view and use writing as a process rather than just product and to feel
that your writing is not you; rather it is a tool for thinking and communicating
with various audiences.
 To identify research subjects, settings, topics and approaches that optimally use
our own research interests, skills, and passions.
 To learn how to conduct an effective review of the scholarly literature on an
aspect of aging and culture of particular interest to the student.
 To learn how to conduct ethnographic interviews and participant observation with
an elder or a caregiver from a culture or ethnic group relevant to the student‟s
term paper project.
 To relate findings from experiential research back to the readings, lectures, films
and discussions in the course and to a review of the scholarly literature.
 To learn how to research and write an excellent term paper engaging a research
topic related to central issues in the course.

Professor Profile

Member of the faculty at the University of Vermont since 1998. Focus on cultural,
medical, and psychological anthropology, culture, health, the lifecycle, aging, gender,
and Chinese culture. Ph.D. (1998) and M.A. (1994) in Anthropology, Harvard University.
B.A. (1989) in Asian Studies, Dartmouth College. Multiple years of fieldwork in China
and Montréal.Grew up in rural northern Vermont. Enjoys reading, travel, interviewing
people about their life experiences, dancing, cross country skiing, rollerblading, hiking,
gardening, and spending time with her husband, daughter, family, and friends.

Assigned Work
Assignments, Due Dates, and Grade Distribution

Class participation (c.p.) Regular Reading, Homework, Online 30%


Journal, Online Discussions on Class
Blog on Blackboard (due dates each Tu.
and Th. throughout session)
Research paper proposal and Tues., July 20 by or before 12:00 noon, 10%
annotated bibliography posted to Class Blog on BB
Scholarly literature review for Tues., July 27 by or before 12:00 noon, 20%
research paper posted to Class Blog on BB
Elder or Caregiver Interview, Tues., August 3 by or before 12:00 noon 20%
Participant Observation, and posted to Class Blog on BB
Report
Final Term Paper on Semester Thurs., August 12 by or before 12:00 20%
Project Relating Interviews, noon posted to Class Blog on BB
Participant Observations,
Assigned Readings, Course
Lectures, Films, and
Discussions, and Outside
Scholarly Articles

Assigned Readings

Book (Required):

Sokolovsky, Jay, ed., The Cultural Context of Aging: Worldwide Perspectives, Westport,
Connecticut: Praeger, 2009.

Online Materials (Required):

TBA, see course schedule, to be provided on Blackboard.

Description of Assignments

●Class Participation (30% of overall grade) – quality, quantity, and timeliness

-Watching podcast course lectures and films and doing so on schedule


-Posting to class blog introducing oneself to classmates
-Postings to private student journal about personal reflections when assigned
-Doing the assigned readings on time as reflected in written work in course
-Postings to assigned class blog discussions on the assigned readings
-Postings to assigned class blog discussions on the course lectures/films
-Reading and commenting on classmates‟ blog postings when assigned
-Appropriate web etiquette, considerate class conduct, academic honesty

●Research paper proposal and annotated bibliography on semester project topic of the
student‟s choice related to aging and culture. Research proposal should be two pages
double-spaced indicating how the student plans to focus their semester research project.
Annotated bibliography hould include at least six outside scholarly peer-reviewed articles
or books and at least one assigned reading and at least one class lecture or film or
discussion, with separate sentence or two for how the student expects each different
source will contribute to the student‟s paper. Bibliography should be be in AAA format
(see Course Materials) (10% of overall grade).
●Scholarly literature review for research paper. Scholarly literature review should
include five pages of analysis concerning at least eight scholarly peer-reviewed articles or
books on the student‟s semester research topic. In addition, paper should include an
annotated bibliography in AAA format (20% of overall grade).

●Semester Project Interview, Participant Observation, and Analytical Report: Conduct an


interview and participant observation with either an elderly person or a caregiver from a
culture or ethnic group of relevance to your final term paper, and record in the class blog
your findings relating what you learned to your scholarly literature review and to
assigned readings and lectures/films/ discussions in this course (20% of overall grade).

●Final Term Paper on Semester Project on a topic of the student‟s choice on an aspect of
aging and culture, synthesizing and critically analyzing what you learned through your
scholarly literature review (at least eight outside scholarly peer-reviewed articles or
books), interview and participant observation, and our assigned readings and
lectures/films/discussions in this course. Body of paper should be 10-12 pages, double-
spaced, 12 point font, with one-inch margins; in addition, a cover page,
thesis/outline/table of contents page, and an annotated bibliography in AAA format
should be included; all materials should be attached in an rtf to the class blog on
Blackboard. See Tips for Writing and Evaluating Papers and the AAA style guide in
Course Materials on Blackboard. (20% of overall grade)

Notes on Critical Analysis and Constructive Feedback

What is critical analysis?


Critical analysis involves various ways of taking ownership of the information you
encounter by registering your active engagement with that information. While the ability
to formulate an accurate summary of the main points made in the readings or lectures is
vitally important, critical analysis goes beyond summarization. Critical analysis can be
done in various ways, including placing information into some broader context (e.g.,
historical, social, cultural, political, economic, regional, global, or theoretical), breaking it
down into underlying assumptions, assessing the perspective from which it is coming,
relating it to other information or experiences from outside the class, comparing and
contrasting the ideas or findings that were presented by different sources, synthesizing
different pieces of the puzzle into a new combination, offering new examples that
illustrate a point made, questioning the logic or evidential support of points that were
made, questioning the way in which an idea was summarized or how a culture or practice
was represented, finding contradictions between different statements made, tracing the
broader significance or implications, and/or raising additional related questions, etcetera.

What is constructive feedback?


Learning how to give and receive constructive feedback is an important part of
developing as a participant in the scholarly community. In essence, scholarship is an
ongoing dialogue, involving the creation of scholarly work, responses from the scholarly
community, and further scholarly creations, all within the context of a community of
shared concepts and methods. When responding to the work of others, it is important to
comment respectfully on both the strengths and contributions and the weaknesses and
limitations of that work in anthropological perspective. When receiving feedback, it is
important to separate one‟s sense of self from the products of one‟s work and to listen
and learn from the responses of anthropologically-informed peers and mentors.

Course Schedule

Part I. Aging in Space, Time, and Biological and Cultural Contexts

[Week 1: 127 pages, 9 contact hours]

By Tues., July 13 Orientation, Introduction, & Aging in Space and Time


●Watch Podcast: Orientation and Introduction Lecture (1 hour, asynchronous)
●Private Journal Entry: Introduce yourself, your goals in the course, and any questions
you have for the Professor (1/2 hour, asynchronous)
●Readings due [62 pages]: Sokolovsky, “Preface” and “Introduction” and “A Global
Vision of Aging, Culture, and Context,” in Sokolovsky, The Cultural Context of Aging,
pp. xiii-xxxv, 1-12. Kinsella, “Global Perspectives on the Demography of Aging,” in
Sokolovsky, The Cultural Context of Aging, pp. 13-29. Gurven and Kaplan, “Beyond the
Grandmother Hypothesis: Evolutionary Models of Human Longevity,” in Sokolovsky,
The Cultural Context of Aging, pp. 53-66.
● Watch Ethnographic Film (1.5 hours, asynchronous)
●Class Blog Entry: Introduce self to classmates, read all other students‟ self-introductions,
answer discussion questions concerning readings due and film we watched today, and
comment on two other students‟ blog entries concerning the readings and the film which
have not yet received two comments (1 hour, asynchronous)

By Thurs., July 15 Aging As a Biocultural/Biosocial Process


●Watch Podcast Lecture on Aging as A Biocultural/Biosocial Process (1 hour,
asynchronous)
●Readings due [65 pages]: Beyene, “Menopause: A Biocultural Event,” in Sokolovsky,
The Cultural Context of Aging, pp. 93-103. Stafford, “Aging in the Hood: Creating and
Sustaining Elder-Friendly Environments,” in Sokolovsky, The Cultural Context of Aging,
pp. 441-452. Henderson, “Battling a New Epidemic: American Indian Elders and
Diabetes,” in Sokolovsky, The Cultural Context of Aging, pp. 550-567. Willcox et al.,
“Exceptional Longevity and the Question for Healthy Aging: Insights from the Okinawa
Centanarian Study,” in Sokolovsky, The Cultural Context of Aging, pp. 505-532.
●Class Blog Entry: Answer discussion questions concerning readings due today, and
comment on two other students‟ blog entries concerning the readings who have not
already received two comments (1 hour, asynchronous)
●Podcast: Lecture on Conducting Ethnographic Interviews With Elderly Persons About
their Experiences with Aging (1 hour, asynchronous)
●Podcast: Lecture on Conducting Participant Observations on Social Interactions in
Settings With Elderly Persons (1 hour, asynchronous)
●Group Q/A on Blog: Ask Professor about the assignment of interviewing and doing
participant observation with an elderly person or caregiver, and read Professor‟s
responses to all students‟ questions (1 hour, asynchronous)

Add/Drop Deadline

Part II. Representations of the Life Course and Aging

[Week 2: 149 pages, 9 contact hours]

By Tues., July 20 Representations of the Life Course and Aging


●Podcast lecture on Representations of the Life Course and Aging (1 hour, asynchronous)
●Readings due [75 pages]: Sokolovsky, Introduction to Part II, in Sokolovsky, The
Cultural Context of Aging, pp. 105-114. Cattell and Albert, “Elders, Ancients, Ancestors,
and the Modern Life Course,” in Sokolovsky, The Cultural Context of Aging, pp. 115-
133. Featherstone and Hepworth, “Images of Aging: Cultural Representations of Later
Life,” in Sokolovsky, The Cultural Context of Aging, pp. 134-144. Fry, “Web Book:
Culture and the Meaning of a Good Old Age,” at www.stpt.usf.edu/~jsokolov/webbook/
fry.htm, pp.1-25. Moody, “From Successful Aging to Conscious Aging,” in Sokolovsky,
The Cultural Context of Aging, pp. 67-76. Keith, “When Old is New: Cultural Spaces
and Symbolic Meaning in Late Life,” in Sokolovsky, The Cultural Context of Aging, pp.
145-154.
●Class Blog Entry: Answer discussion questions concerning readings due today, and
comment on two other students‟ blog entries concerning the readings (2 hours,
asynchronous)
●Complete online IRB Training on Ethics of Working With Human Subjects, post
certificate of successful completion to your Student Journal (1 hours, asynchronous)
●Work due: **Research paper proposal and annotated bibliography due, Post to
Class Blog
Blog entry: Read and comment on two other students‟ research paper proposals and
annotated bibliographies (1 hour, asynchronous)

Part III. Conjugal and Intergenerational Relationships in Later Life

By Thurs., July 22 Conjugal and Intergenerational Relationships in Later


Life
●Podcast Lecture on Conjugal and Intergenerational Relationship in Later Life (2 hours,
asynchronous)
●Readings due [74 pages]: Shea, “Sexual „Liberation‟ and the Older Woman in
Contemporary Mainland China,” available in BB under Readings tab for this date, pp. 1-
33. Cattell, “Global Perspectives on Widowhood and Aging,” in Sokolovsky, The
Cultural Context of Aging, pp. 155-172. Weibel-Orlando, “Web Book: Grandparenting
Styles: The Contemporary Native American Experience,” www.stpt.usf.edu/~jsokolov/
webbook/weibel.htm, pp. 1-15. Hayslip, “Ethnic and Cross-Cultural Perspectives on
Custodial Grandparenting,” in Sokolovsky, The Cultural Context of Aging, pp. 346-356.
●Class Blog Entry: Answer discussion questions concerning readings due today and
today‟s lecture, and comment on two other students‟ blog entries concerning the readings
(2 hours, asynchronous)

Part IV. Support for Elders: Family, Community, and Social Institutions

[Week 3: 121 pages, 9 contact hours]

By Tues., July 27 Defining Who Needs Care, Time to Care, and When to
Let Go
●Podcast Lecture on Defining Need For Care, When to Care, and When to Let Go (1
hour asynchronous)
●Readings due [56 pages] Barker, “Between Humans and Ghosts: The Decrepit Elderly
in a Polynesian Society,” in Sokolovsky, The Cultural Context of Aging, pp.606-622.
Glascock, “Moral Questions Surrounding Assisted Suicide and Death,” in Sokolovsky,
The Cultural Context of Aging, pp.77-92. Jenike and Traphagan, “Transforming the
Cultural Scripts for Aging and Elder Care in Japan,” in Sokolovsky, The Cultural Context
of Aging, pp. 240-258. Traphagan, “Brain Failure, Late Life and Culture in Japan,” in
Sokolovsky, The Cultural Context of Aging, pp. 568-575.
●Class Blog Entry: Answer discussion questions concerning readings due today and
today‟s lecture, and comment on two other students‟ blog entries concerning the readings
(2 hours, asynchronous)
●Work due: ** Scholarly literature review for research paper due, Post to Class Blog
●Class Blog Entry: Read and comment on two other students‟ literature reviews (1 hour,
asynchronous)
Journal Entry: Report on your progress in finding, asking, and making arrangements with
an elder or caregiver with whom to do an interview and participant observation and ask
Professor any questions (1 hour, asynchronous)

By Thurs., July 29 Societal Transformation, Aging, and Elder Care


●Readings due [65 pages]: Sokolovsky, “Aging, Globalization, and Societal
Transformation,” in Sokolovsky, The Cultural Context of Aging, pp. 175-183. Fry,
“Globalization and the Risks of Aging,” in Sokolovsky, The Cultural Context of Aging,
pp. 185-195. Zhang, “The New Realities of Aging in Contemporary China: Coping with
the Decline in Family Care,” in Sokolovsky, The Cultural Context of Aging, pp. 196-215.
Lamb, Elder Residences and Outsourced Sons: Remaking Aging in Cosmopolitan India,
in Sokolovsky, The Cultural Context of Aging, pp. 418-440.
●Class Blog Entry: Answer discussion questions concerning readings due today (1 hour,
asynchronous)
●Do an interview and participant observation with an elder or caregiver, and jot down
notes while you are there. Then later type up notes on what they said and what you
observed. Revising your notes to maintain the research subject‟s anonymity, post your
notes on your interview and participant observation to your Student Journal (3 hours,
asynchronous)

[Week 4: 124 pages, 9 contact hours]


By Tues., August 3 Other Contemporary Transformations in Elder Care
●Readings due [62 pages]: Rosenberg, “Complaint Discourse: Aging and Caregiving
Among the Ju/hoansi of Botswana,” in Sokolovsky, The Cultural Context of Aging, pp.
30-52. Sokolovsky, “Aging Proletariats in a Twenty-First-Century Indigenous Mexican
Community,” in Sokolovsky, The Cultural Context of Aging, pp. 216-239. Shenk and
Mahon, “Standing Up for Others: The AMIGOS Volunteer Model for Working With
Elders in Peru,” in Sokolovsky, The Cultural Context of Aging, pp. 259-265. Stuart and
Hansen, “Danish Home Care Policy and the Family: Implications for the United States,”
in Sokolovsky, The Cultural Context of Aging, pp. 266-276.
●Class Blog Entry: Answer discussion questions concerning readings due today, and
comment on two other students‟ blog entries concerning the readings (1 hour,
asynchronous)
●Work due: ** Elder/Caregiver Interview, Participant Observation, and Report due,
Post to Class Blog
●Class Blog: Read and comment on five of your classmates‟ interview/observation
reports (2 hours, asynchronous)
●Read Professor‟s comments on your report in your Student Journal, and write a note
back to your Professor with any additional thoughts or questions (1 hour, asynchronous)

By Thurs., August 5 Challenges in Supporting Caregiving and Caregivers


●Podcast Lecture on Challenges in Supporting Caregiving and Caregivers (1 hour,
asynchronous)
●Watch film on caregiving (1 hour, asynchronous)
●Readings due [62 pages]: Sokolovsky, “Ethnic Dimension in Aging: Culture, Context,
and Creativity,” in Sokolovsky, The Cultural Context of Aging, pp. 277-288. Sokolovsky,
“Ethnic Elders and the Limits of Family Support in a Globalizing World,” in Sokolovsky,
The Cultural Context of Aging, pp. 289-301. Hegland, et al., “Losing, Using, and
Crafting Spaces for Aging: Muslim Iranian American Seniors in California‟s Santa Clara
Valley,” in Sokolovsky, The Cultural Context of Aging, pp. 301-324. Henderson, “Web
Book: Dementia in Cultural Context: Development and Decline of a Caregivers Support
Group in a Latin Population,” available at www.stpt.usf.edu/~jsokolov/webbook/
henderson.htm, pp. 1-15.
●Class Blog Entry: Answer discussion questions concerning readings due today and
today‟s lecture and film, and comment on two other students‟ blog entries concerning the
readings (1 hour, asynchronous)
●Class Blog Entry: Post draft of your final term paper, including questions indicating
where you feel that you could use some guidance or feedback. Read and comment on
two other students‟ drafts who have not yet received two comments. (1 hour,
asynchronous)
●Student Journal: Read Professor‟s recommendations on your term paper draft, and type
a letter stating your plans for how you will address those recommendations (1 hour,
asynchronous)

[Week 5: 129 pages, 9 contact hours]


By Tues., August 10 Family and Community Support
●Podcast lecture on Family and Community Support (1 hour, asynchronous)
●Film on family and community support for the elderly (1 hour, asynchronous)
●Readings due [69 pages]: Sokolovsky, “Families, Communities, and Elderscapes:
Transforming Cultural Spaces for Aging,” in Sokolovsky, The Cultural Context of Aging,
pp. 371-382. Martinez, “Aging in Exile: Family Support and Emotional Well-Being
Among Older Cuban Immigrants in the United States,” in Sokolovsky, The Cultural
Context of Aging, pp. 325-345. Iris, “African Americans Growing Older in Chicago:
Living in a Time and Place of Change,” in Sokolovsky, The Cultural Context of Aging,
pp. 357-367. Peterson, “Web Book: Age of Wisdom: Elderly Black Women in Family
and Church,” available at www.stpt.usf.edu/~jsokolov/webbook/peterson.htm, pp. 1-15.
●Class Blog Entry: Answer discussion questions concerning readings due today and
today‟s lecture and film, and comment on two other students‟ blog entries concerning the
readings (1 hour, asynchronous)
●C Student Journal Entry: Ask Professor any remaining questions about your term paper
(1 hour, asynchronous)

Part V. Quests for Gerontopia

By Thurs., August 12 Utopias of Medicine, Policy, and Care


●Podcast lecture on Utopias of Medicine, Policy, and Care for the Elderly (1 hour,
asynchronous)
●Readings due [60 pages]: Sokolovsky, “The Quest for Gerontopia: Culture and Health
in Late Life,” in Sokolovsky, The Cultural Context of Aging, pp.371-375. Thomas,
“Eldertopia: A Vision for Old Age in a New World,” in Sokolovsky, The Cultural
Context of Aging, pp. 533-535. Weibel-Orlando, “La Cura Degli Nostri Cari Anziani:
Family and Community Elder Care Roles in Contemporary Italy,” in Sokolovsky, The
Cultural Context of Aging, pp. 536-49. Polivka, “The Global Florida: Long-Term Care in
Postindustrial Countries,” in Sokolovsky, The Cultural Context of Aging, pp. 576-588.
McLean, “Beyond the Institution: Dementia Care and the Promise of the Green House
Project,” in Sokolovsky, The Cultural Context of Aging, pp. 589-605. Yohko Tsuji, Web
Book: “An Organization for the Elderly, By the Elderly: A Senior Center in the United
States,” available at www.stpt.usf.edu/~jsokolov/webbook/tsuji.htm, pp. 1-12.
●Class Blog Entry: Answer discussion questions concerning readings due today and
today‟s lecture, and comment on two other students‟ blog entries concerning the readings
(1 hour, asynchronous)
●Work due: **Final Term Paper on Semester Project due, Post to Class Blog
●Skim all of your classmates‟ term papers and post one global comment on the Class
Blog about some of the most interesting or important things you learned from their papers
(3 hours, asynchronous)

Guidelines for Contacting the Professor

 Seek me out whenever you need help. Due to other commitments, I may not be able
to help you immediately, but I will be glad to help you as soon as I can.
 Asynchronous email is great for quick questions requiring a brief response. If a
dialogue is what you need (i.e., the response to the question will result in more
questions/comments from you, you are having problems, etc.), a synchronous
discussion is much more suitable, and we can set up an appointment to chat online.
 Because I have so many students to serve, please not email questions for which
answers are available in the syllabus, on Blackboard, in your readings, dictionaries or
glossaries, or from a reference librarian. These emails will not be answered.
 Professor Shea‟s online office hours: My online office hours are Tuesdays and
Thursdays 9:00-10:00 pm on BB messages. Students are welcome to drop in during
office hours, or if you know ahead of time that you will be coming to online office
hours, I encourage you to make an appointment to reserve a time slot. If you cannot
make those times, we can try to make an appointment for another time.
 Instead of regular email, please use the Blackboard message function to email me
about this course. Please note the course, your name, phone number, email address,
the date and time, and a brief description of the issue.

Course Policies

This section addresses course policies to ensure a positive and fair learning environment
and to make sure that everyone has a clear understanding of course expectations.

Preparation: Assigned readings should completed on time. Inadequate preparation will


impair your ability to perform well in the class. Class lectures will assume completion of
assigned readings. It is your responsibility to make sure to complete all of the readings in
a timely fashion.

Attendance: Attendance at each class meeting is crucial to your ability to do well in this
course. Unexcused absences will bring down the student's class participation grade. If
you do need to be absent, with or without an excused reason, please touch base with the
Professor via a brief email as soon as you can, putting in the subject line of the email:
Class Absence, your name, and the date you were absent. It is your responsibility to make
up any content that you miss due to absence from class.

Accommodations for disabilities, religious holidays, or travel for university teams:


An important part of your responsibilities as a college student is to inform your
instructors in a timely manner of any documented disabilities, scheduling conflicts,
religious obligations, university team competitions, medical problems, work obligations,
or family duties that may affect your ability to complete your coursework. If you need
accommodations, you must notify the professors about them with written documentation
by the end of our first full week of CE summer class. If a new condition arises, send this
documentation in immediately. If unexpected health problems, physical or mental or
emotional difficulties, scheduling conflicts, or personal, work, or family emergencies
arise, you should contact the Professor as soon as you possible if these challenges may
affect your ability to carry out your responsibilities in the course. In addition, please
don‟t be shy to seek guidance from the staff at the Office of Continuing Education. We
all need a hand sometimes, and it is a sign of strength to recognize that we are struggling
and reach out for help.

Conduct: All members of the class are expected to be attentive and considerate, to
work together to create a positive and invigorating learning environment, and to treat
each other with respect and compassion. In online class contexts such as Blackboard,
students should observe appropriate online etiquette, treat classmates and instructors
and their work with respect, and refrain from flaming and other online misconduct.
Inappropriate conduct will bring down the student's class participation grade, and
students who continue to engage inappropriate conduct may be required to leave the
virtual classroom and/or be disenrolled from the course.

Late assignments and make-ups: Late assignments cannot be accepted, extensions cannot
be granted, and make-ups cannot be given without documentation of a serious health
problem, family emergency, religious obligation, or other excused reason. Please mark
your calendars and set your alarm clocks carefully, and please let us know if you are
experiencing difficulty as soon as you can, whether or not you think that it is related to an
excused reason. Unexcused late assignments will be marked down by a full letter grade
per day late (e.g., one to twenty-four hours late, an A- becomes a B-).

Plagiarism and cheating: Plagiarism and cheating hamper a person's ability to learn and
grow and create original work, and they stunt a group's ability to maintain fairness,
honesty, and trust. Please familiarize yourself with proper citation practices and
definitions of plagiarism and cheating. In your oral and written work for the course, make
sure to cite your sources and to indicate when you are quoting or paraphrasing a source.
During quizzes, you must not look at other people‟s quizzes or allow others to look at
your quiz or in any other way share answers to a quiz. It is important to be aware that
violations can result in serious consequences, and sanctions may include a failing grade
on the assignment, a failing grade of XF for the course, and/or suspension or dismissal
from the university. If you any questions concerning the line between doing your own
work and copying the work of others, please do not hesitate to ask. For more information
on academic integrity, see http://www.uvm.edu/~uvmppg/ppg/student/acadintegrity.pdf.
Although it is painful, we do turn students in for lack of academic integrity. Plagiarism,
copying, and cheating will not be tolerated.

[Note: This syllabus is provisional and may be subject to modification by the professor
during the course of the semester in the event of unexpected opportunities or unforeseen
challenges encountered by the class.]


Welcome to the course! Best wishes for a fulfilling summer session!
