Syllabus for SSI2 110:
Examining Dogs through the Lens of Science, Spring 2016
Instructor: Alexa Tullis
Contact information: Biology Department, Thompson 157E, atullis@pugetsound.edu, x2857,
mailbox in Thompson 223A
Office hours: Monday 10:30-11:30am, Tuesday 4-5pm, and by appointment (call, e-mail, or ask
in person if you would like to make an appointment)
Required Texts
• Horowitz, A. (2009). Inside of a dog. New York, NY: Scribner.
• Hacker, D. & Sommers, N. (2013). A writer’s reference (7th ed.; Puget Sound edition).
Boston, MA: Bedford/St. Martin’s Press.
Supporting Librarian: Eli Gandour-Rood, egandourrood@pugetsound.edu
Library page: http://research.pugetsound.edu/content.php?pid=563905&sid=4648535
Moodle page: https://moodle.pugetsound.edu/moodle/
• Assignment guidelines will be posted on Moodle.
• Many of our readings will be posted on Moodle.
• You’ll turn in most of your work through Moodle.
• I’ll return most of your work through Moodle.
• You’ll use Moodle during the peer-review process to access and comment on your peers’
work.
Scope and Purpose of Course:
Humans share their homes with dogs, spend billions of dollars every year on dogs, and, in many
cases, worry about what dogs are feeling. Although dogs and humans have been sharing their
lives for thousands of years, most people do not realize that such an intimate association between
two different species of animals is highly unusual. How, when, and why did this association
come about? Of all animals to domesticate and bring into our homes, why did our ancestors
choose a predator? What do these animals know about us and what do we really know about
what they think and feel? These are some of the topics that we will address in this course.
This is not a course on dog training. This is a first-year seminar in scholarly inquiry. As such,
this is more a course on training humans how to think, write, and speak within an academic
community. Texts that deal with various aspects of domestic dogs provide the substrate with
which to develop the academic skills necessary to engage in productive academic discourse.
A quick Google search will show you that there are countless books, articles, websites, and blogs
devoted to various aspects of domestic dogs. Because my background is in biology, we will take
a biological approach to understanding dogs. The material I’ve chosen focuses on the evolution
of domestic dogs and some aspects of what dogs know about us.
Course Objectives
• To practice the skills of critical reading, writing, information literacy, and intellectual
engagement that you learned in your SSI 1 course;
• To use reading, writing, and thinking skills to undertake a guided but independent
research project that culminates in a substantial scholarly paper;
• To practice searching for, using, and documenting effective sources to build arguments;
• To develop tools and skills that will help you achieve intellectual independence;
• And, unique to this course -- To gain an (increased?) appreciation for the amazing and
highly unusual relationship between humans and domestic dogs.
General Course Information and Assignments
Attendance and class participation – To maximize your chances of success in this course is to
attend class and participate fully and appropriately in class sessions. The format of the daily
class sessions will vary and may include lecture, small-group discussions, class discussions,
learning activities, and workshops. You are expected to encounter new ideas through the
preparatory reading for each class session and through conversation in class with the professor
and your fellow students. It is, therefore, very important that you prepare for each day’s class by
reading the text for that day carefully and thinking about it before you come to class. Also,
please always bring the text of that day’s reading with you to class.
After class sessions, I will assess your level of participation in that day’s class session as
follows:
3
Excellent participation (attentive, engaged, active participation)
2
Good participation (attentive, engaged, but did not actively participate)
1
Poor participation (present physically but not mentally)
0
Absent
Assignments – The course is divided roughly in half. The first part is geared towards learning
about dogs as you also learn and practice skills necessary to participate in the academic
conversation. In the second part of the course, you’ll undertake a guided individual research
project on a topic of your choosing related to the domestic dog. Brief descriptions of assignments
associated with each part are given on the following page. More detailed guidelines will be
provided well before each assignment is due.
First half of the course: In the first half of the course, we will discuss the evolution of dogs,
issues related to dog breeds, and what dogs know. As we learn about and discuss these areas, we
will read about and practice some of the skills necessary for writing an academic research paper.
! Readings and Reading Responses -- You are expected to complete any assigned readings for
each day. There are two types of readings for this course
• Dog-related readings: Most readings in this course are about dogs. For most of these
readings, you will be asked to complete a written Reading Response in order to help
focus your reading & prepare for class. These Reading Responses will be due in
electronic format on Moodle by 8am the day the responses are due to give me time to
read them and prepare to incorporate your comments in class. Reading Responses will be
graded on a scale of 0-5: 5 (excellent: complete, thoughtfully done, grammatically correct
& free of typos), 3 (acceptable: mostly complete but some corners cut), 1 (poor:
incomplete and/or many corners cut) or 0 (not turned in). At the end of the semester,
your lowest Reading Response score will be dropped before your course grade is
calculated. Because these are meant to prepare you for class, no late Reading Responses
will be accepted.
• Writing & research-related readings: Although we will not always discuss the content of
these readings in class, they are required and essential for successful completion of this
course. Because they are so important, there may be short quizzes associated with these
readings.
! Dog origins research assignment: In this assignment, you’ll work individually and in groups
to search for and present research on when and where dogs were domesticated. In doing this,
you’ll practice using library databases, comparing different types of sources, and formatting
references correctly. You’ll present findings in a group oral presentation and an individual
writing assignment.
!
2!
! Web site assessment assignment: In this assignment, you’ll evaluate and compare three
websites addressing the issue of breed-specific legislation for accuracy, bias, and reliability.
You’ll present your findings in a short written paper.
! Position Paper: In this assignment, you’ll take a stand on an issue related to breed specific
legislation or the banning of pedigree dog breeds and write a paper arguing for one side of
the issue. The purpose of this assignment is to practice writing convincing arguments using
appropriate sources as evidence. You’ll supplement sources provided by me with sources you
locate on your own. During this assignment, you’ll also practice the art of effective peerreviewing.
! In-class activities & short quizzes: There will also be some in-class activities (e.g., oral
summaries, group-work, etc.) and quizzes sprinkled throughout this part of the course.
Second half of the course: Major research project: In the second half of the course, you’ll be
working on crafting a scholarly research paper in which you present an argument about some
aspect of domestic dogs. All assignments during this part of the course are designed to guide you
from thinking of a topic to producing a polished research paper. I’ve developed the assignments
below to help you reach this goal.
Steps in the process (due dates on schedule; more details will be given at a later date)
• List of at least three project ideas
• Descriptions of two potential projects
• Detailed description of your chosen project and a list of at least three sources
• Detailed research proposal that integrates at least eight sources
• Short oral presentation on your research question and approach
• Draft 1 of research paper
• Draft 2 of research paper
** Most of the above process steps have a peer-review component
• Final research paper
• Oral summary of research project
Grading breakdown and scales
The following is a rough breakdown of how each item above will be weighted. I reserve the right
to make minor adjustments if necessary.
•
•
•
•
•
•
•
Attendance, general participation, in-class activities, & quizzes: 10%
Reading responses: 10%
Literature search & analysis assignment: 5%
Web site critique: 5%
Position paper: 10%
Peer-reviews: 5%
Research project: (55%)
Prep work: 5%
Proposal & oral summary: 10%
Drafts of paper: 15%
Final draft of paper, oral summary & reflection essay: 25%
Most of the substantial work you do in this class will be given a letter grade. The conversion to
percentage points will result, on average, in the following percentage points:
A = 95
B+ = 89
C+ = 79
D+ = 69
A- = 92
B = 85
C = 75
D = 65
B- = 82
C- = 72
D- = 62
F=0
!
3!
Final course grades will be based on the following:
A = 93-100
B = 83 – 86.6
A- = 90 – 92.9
B- = 80 – 82.9
B+ = 87 – 89.9
C+ = 77 – 79.9
C = 73 – 76.9
C- = 70 – 72.9
D+ = 67 – 69.9
D = 63 – 66.9
D- = 60 – 62.9
F = below 60
Course policies and procedures
•
Attendance: Attendance is required.
! I will generally take roll at the start of a class. Being more than 10 min late will count as
an absence.
! More than two unexcused absences (6.7% of class sessions) will decrease your overall
course grade, and more than four unexcused absences (13.3% of class sessions) will
decrease your final course grade by at least one letter grade. If you have a medical or
family emergency that will cause you to miss a week or more of class, please contact me
and/or Academic Advising at 879-3250.
! If you must miss class, it is your responsibility to get the notes from another student.
•
Turning in work: Work must be submitted on time. Late work will be treated as follows:
! up to 24 hrs (1 day) late " marked down one step in letter grade (A " A-)
! up to 48 hrs (2 days) late " marked down one full letter grades (A " B)
! up to 72 hrs (3 days) late " marked down two full letter grades (A " C)
! up to 96 hrs (4 days) late " marked down three full letter grades (A " D)
! I will not accept assignments more than 96 hours late (unless there are exceptional
circumstances and we have made prior arrangements)
! Since all assignments will be submitted through Moodle, times for late work include
weekends
! Reading Responses or other assignments designed to prepare you for class will not be
accepted late since the point of these assignments is to help prepare you for class.
•
Bring readings to class & printing: You must bring readings to class on the day they are
assigned so that they can be consulted during the discussion. For readings that are posted on
Moodle, you’ll need to print these out and bring them to class; do not bring electronic
devices to view the readings. To keep your printing and paper use at a minimum, use any
technique you want to minimize the amount of paper used. (To do my part, you’ll be turning
in almost all of your assignments through Moodle so there will be no need to print our hard
copies.)
•
Extensions: To be fair to all students in the class, I will consider granting extensions only
under exceptional circumstances if you (a) have contacted me before the due date, and (b)
have a legitimate reason for requesting an extension. A lot of work is not a legitimate reason,
nor is getting a cold. Again, my policy is because of fairness to all, not because I don’t
sympathize with your situation. IMPORTANT: notify me (or have a friend notify me if you
cannot) as soon as an event occurs which will impact your work. We’ll have a better chance
of working out a mutually acceptable solution if we can talk as soon as possible.
•
Technology: Mute and put away cell phones and other electronic devices during class unless
we are using them for a class activity.
•
Valuing Diversity: Lack of respect for diversity will not be tolerated in the class. Diversity
includes age, life experiences, profession, race, religion, gender, nation, lifestyle, social class,
learning style, philosophy of life, sexual orientation, personality, mental and physical
challenges, customs, values, among others.
!
4!
Academic Integrity and Plagiarism
The following pages on the Puget Sound web site are your sources for information on Academic
Integrity:
• What constitutes plagiarism?: Every semester I have had to deal with incidences of student
plagiarism. In almost all cases, the student stated that they did not know that they plagiarized.
To help prevent you from accidently plagiarizing during this and other classes, you are all
required to study the information about plagiarism on the Collins Library web site and
take the Academic Integrity Quiz associated with this page (link on the right side of the
page).
When you sign the Student Contract for this course, you are stating that you have read the
information on this page, and completed the accompanying Academic Integrity Quiz, and
that you fully understand what constitutes plagiarism.
•
•
What happens if a student plagiarizes or otherwise violates the rules of academic integrity?
This page contains general information on academic integrity and the policy for dealing with
violations of academic integrity. Please note the university requires every incident of
academic dishonesty to be reported to the Registrar. When you sign the Student Contract for
this course, you are stating that you have read the information on this page and that you
fully understand what the penalties for violations of academic integrity. If you have any
questions, please ask before signing the document.
Any incident of academic dishonesty must be reported to the Registrar. Any penalty
applied with respect to this course will depend on the severity of the violation. Again, it
is your responsibility to make sure that you understand this issue. Please ask me if you have
any questions.
Students with Disabilities:
If you have a physical, psychological, medical or learning disability that may impact your course
work, please contact Peggy Perno, Director of the Office of Accessibility and Accommodations,
105 Howarth, 253-879-3395. She will determine with you what accommodations are necessary
and appropriate. All information and documentation is confidential. I request that students with
disabilities contact me early in the term (preferably within the first week of class) to discuss
accommodation. It is university policy that students who have not registered with the Disabilities
Office are not eligible for accommodation. All requests for accommodation must be made in a
timely manner so that I can adequately accommodate your needs; if you cannot meet with me
early in the term, please give me at least one week’s notice for any event. Be aware that the
CWLT requires advance notice for some accommodations (such as taking exams in the center).
Classroom Emergency Response Guidance
• Please review university emergency preparedness and response procedures posted at
www.pugetsound.edu/emergency/ <http://www.pugetsound.edu/emergency/>. There
is a link on the university home page. Familiarize yourself with hall exit doors and
the designated gathering area for your class and laboratory buildings.
• If building evacuation becomes necessary (e.g. earthquake), meet your instructor at
the designated gathering area so she/he can account for your presence. Then wait for
further instructions. Do not return to the building or classroom until advised by a
university emergency response representative.
• If confronted by an act of violence, be prepared to make quick decisions to protect
your safety. Flee the area by running away from the source of danger if you can
safely do so. If this is not possible, shelter in place by securing classroom or lab
doors and windows, closing blinds, and turning off room lights. Stay low, away from
doors and windows, and as close to the interior hallway walls as possible. Wait for
further instructions.
!
5!
STUDENT CONTRACT
Examining Dogs through the Lens of Science, SSI 2 110
Spring 2016
Please sign the contract and return it to your professor by Thursday, January 21st.
Signed contracts are required to receive grades in this course.
I have read the syllabus and I understand its content.
• I am aware of the assignment due dates, and I understand the penalty for turning
assignments in late.
• I understand all course policies.
I have read the University’s policy on violations of academic integrity and the penalties
associated with such violations.
• I understand these policies and penalties.
I have read the material about plagiarism contained on the University’s Library web page
as outlined in the syllabus.
• I have taken the Academic Integrity Quiz on the Collin’s Library web site.
• I understand what constitutes plagiarism.
• I pledge to refrain from any act of academic dishonesty and/or plagiarism.
• I understand that all written work must be completed individually by me unless the
assignment specifically states otherwise. I understand that if I violate this policy,
penalties will be applied.
NAME (PRINT) ________________________________________________
SIGNATURE ________________________________________________
DATE __________________________
!
7!
SSI#2#110:#Examining#Dogs#through#the#Lens#of#Science#
Spring'2016:'TENTATIVE'class'schedule'
!
#
Week!1!
#
1/19!
!
1/21!
Week!2!
1/26!
!
1/28!
Week!3!
2/2!
!
2/4!
Week!4!
2/9!
!
2/11!
!
Week!5!
2/16!
#
Topic#
Preparatory#Reading#
Course!introduction:!Content,!goals,!requirements!
!
What!are!dogs!for?!
!
#
PART#I:#Evolutionary#History#of#the#Domestic#Dog#
The!evolutionary!family!origin!of!dogs!
Bradshaw!Ch!1!
!
!
How!wolves!became!dogs!
Morey!1994!
!
!
LIBRARY!SESSION:!Searching!Library!databases!
Hacker!pp.!250U253!
Start!researching!dog!origins!
!
Group!work!&!presentations!on!current!research!into!
Designated!reading!
dog!origins!
related!to!dog!origins!
!
Creating!breeds!
Stanford!Med!Center!
Breed!temperament!
2010!&!Ratliff!2012!
!
LIBRARY!SESSION:!Assessing!web!sources!for!credibility! Hacker!R2!
and!bias!while!learning!about!breed!specific!legislation!
!
The!problem!with!purebreds!
Homans!Ch!11!&!12!
Documenting!sources!
Hacker!R4,!and!skim!
MLAU4!&!APAU4!
What!is!the!value!of!a!breed?!
TBA!
!
!
#
#
Assignment#due#
!
Reading!Response!!
Signed!student!contract!
Reading!Response!
!
Notes!for!dog!origins!
research!assignment!
Reading!Response!
Dog!origins!research!
assignment!
Reading!Response!
Website!assessment!
assignment!
#
PART#II:#What#Dogs#Know#
The!world!from!a!dog’s!point!of!view!
Horowitz!pp.!1U32!&!
Constructing!reasonable!arguments!
select!pages!from!67U
Integrating!sources!
137!
Hacker!MLA!or!APA!
1,2,3,5!
Attending!to!us!
Horowitz,!pp.!139U173!
!
2/18!
Week!6!
2/23!
!
2/25!
Noble!mind!
!
Week!7!
3/1!
!
3/3!
Week!8!
3/8!
!
3/10!
!
3/14U
3/18!
Evaluating!arguments!&!Peer!review!
!
Inside!of!a!dog!
!!
Canine!social!cognition!…!nature!or!nurture?!
Reading!primary!scientific!papers!
!
Continued!with!student!presentations!
!
SPRING#BREAK!!
!
!
!
!
!
Horowitz!pp.175U207!
!
!
Hacker!C3!
Horowitz!pp.!209U258!
Reading!Response!
Reading!Response!
Outline!of!position!
paper!(bring!to!class)!
Reading!response!
Draft!of!position!paper!
Provided!in!class!
Reading!response!
!
!
TBA!
!
!
!
PART#III:#Crafting#a#Research#Paper#Tentative#Schedule#
#
Week!
9!
!
!
#
3/22!
In#Class#Focus#
Readings#
Work#Due*#
Peer#Responses#Due#
The!Research!Project!
Hacker!R1!&!R2!
BRING!to!class!a!list!of!at!least!3! !
LIBRARY!SESSION:!Finding!useful!sources!
ideas!for!your!research!project!
!
**'Make'an'appointment'with'Eli'and/or'Melanie,'the'peer'research'liaison,'for'individual'help'locating'useful'sources.'
3/24! Turning!a!topic!into!a!question!&!a!
Hacker!C1Ua,b!
POST:!A!300U400!word!
Within!24!hours!after!
question!into!a!problem!
description!of!TWO!topics!of!
class,!read!peer’s!post!
!
interest!
and!provide!feedback!
Week!10! 3/29! Crafting!good!working!claims!&!framing!
Hacker!C1Uc!
POST:!a!~400!word!description! Within!24!hours!after!
arguments!
of!your!topic!and!its!relevance,!&! class,!read!peer’s!post!
references!for!at!least!3!relevant! and!provide!feedback!
sources!
!
3/31! Drafting!your!Research!Proposal!
Hacker!R3!
!
#
!
Week!11! 4/5!
Short!oral!presentation!on!your!research!
!
POST:!Completed!Research!
Within!24!hours!after!
project!
Proposal!assignment!
class,!read!peer’s!post!
!
and!provide!feedback!
!
4/7!
Planning!and!drafting!your!paper!
Hacker!C1Ud,!C2!
!
!
Acknowledging!&!responding!to!opposing! Booth!Ch!10!&!
(all$readings$from$Booth$are$
views!!
Qualifying!claims! posted$on$Moodle)!
Week!12! 4/12! Check!in!and!individual!consultations!as!
!
!
!
needed!
!
4/14! Check!in!and!individual!consultations!as!
!
!
!
needed!
Week!13! 4/18! DUE:'Complete'first'draft'of'research'paper'by'5pm'(Note:!this!is!a!MONDAY)'
!
4/19! Meetings!with!peer!reviewer!
!
POST:!A!review!of!your!peer’s!
(see!Work$Due)!
Individual!consultations!as!needed!
paper!by!the!start!of!class!
!
4/21! Revising!with!readers!in!mind!
Booth!Ch!14!
!
!
!
Week!14! 4/26! Introductions!and!Conclusions!
Booth!Ch!16!
!
!
!
!
4/28! Individual!consultations!
!
!
!
Week!15! 5/2!
DUE:'Complete'second'draft'of'research'paper'by'5pm'(Note:!this!is!a!MONDAY)!
!
5/3!
Meetings!with!peer!reviewers!
!
POST:!A!review!of!your!peer’s!
(see!Work$Due)!
paper!by!the!start!of!class!
FINALS! 5/10! Tuesday'May'10th'8N10am'
WEEK!
• Final!Paper!due!through!Moodle!by!8am!
• Reflections!Essay!due!through!Moodle!by!8am!
• Short!oral!presentation!of!your!research!in!class!during!the!scheduled!final!exam!time!
*$Detailed$guidelines$will$be$provided$for$all$assignments.$