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SOC 604 - Ethnographic Research Techniques
Winter 2013
Section 001: 2002 JFSB on M W from 8:45 am - 10:00 am
Name: Todd Goodsell
Office Phone: 801-422-3336
Office Location: 2029 JFSB
Email: goodsell@byu.edu
Office Hours: M,W 3:15 pm
M,W 10:00 am
T 6:30 pm
Or By Appointment
Course Information
Description
Rationale, methods, and limitations of qualitative research; includes participant observation and hermeneutic
skills.
Prerequisite
Soc 600
Material
Item
BYU CUSTOM - THE HOBO : THE SOCIOLOGY OF THE
HOMELESS MAN Required
by N, ANDERSON,
ISBN: 9780740932571
ETHNOGRAPHER'S METHOD Required
by A, STEWART,
ISBN: 9780761903949
Vendor
Price
(new)
Price
(used)
BYU
Bookstore
$0.00
$0.00
BYU
Bookstore
$26.00
$19.50
BYU
Bookstore
$19.00
$14.25
BYU
Bookstore
$16.95
$12.75
WRITING ETHNOGRAPHIC FIELDNOTES 2E Required
by R, EMERSON,
Edition 2
ISBN: 9780226206837
LEARNING FROM STRANGERS Required
by R, WEISS,
ISBN: 9780684823126
Learning Outcomes
Full Range of Methodologies
Graduates will know the full range of methodologies, the basic epistemological assumptions associated with
each, the criteria for evaluating quality research, and how to select and implement the appropriate method to
test a hypothesis or address a research question.
Code and Interpret
Graduates will know how to code and interpret qualitative data.
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Schedule
Date
MJan
07
Topics
Introduction
TJan
08
WJan
09
Response 1
Purposes of Qualitative Research
Su Jan
13
MJan
14
Readings & Assignments
Geertz, Clifford. 1973. Thick Description: Toward an
Interpretive Theory of Culture. Chapter 1 (p. 3-30) in The
Interpretation of Cultures: Selected Essays. New York:
BasicBooks.
Response 2
Ethics
TJan
15
Berg, Bruce. 2012. Ethical Issues. Chapter 3 (p. 61-104) in
Qualitative Research Methods for the Social Sciences. 8th
ed. Boston: Pearson.
Response 3
WJan
16
Ethnography: Examples
MJan
21
Martin Luther King Jr. Holiday
Anderson, Nels. 1923. The Hobo: The Sociology of the
Homeless Man. Provo, UT: BYU Custom. (beginning to p.
122)
TJan
22
Response 4
WJan
23
Anderson, Nels. 1923. The Hobo: The Sociology of the
Homeless Man. Provo, UT: BYU Custom. ( p. 123 to end)
Su Jan
27
Response 5
MJan
28
Haenfler, Ross. 2004. Rethinking Subcultural Resistance:
Core Values of the Straight Edge Movement. Journal of
Contemporary Ethnography 33(4):406-436.
TJan
29
Response 6
WJan
30
Ethnography
Stewart, Alex. 1998. The Ethnographer's Method.
Thousand Oaks, CA: Sage. (beginning to p. 29)
3
Date
Topics
Readings & Assignments
Su Feb
03
Response 7
MFeb
04
Stewart, Alex. 1998. The Ethnographer's Method.
Thousand Oaks, CA: Sage (p. 29 to end)
TFeb
05
Response 8
WFeb
06
Emerson, Robert M., Rachel I. Fretz, and Linda L. Shaw.
2011. Writing Ethnographic Fieldnotes. Chicago: University
of Chicago Press. (beginning to p. 44)
Su Feb
10
Response 9
Berg, Bruce. 2012. Field Notes (p. 229-238) in Qualitative
Research Methods for the Social Sciences. 8th ed. Boston:
Pearson.
MFeb
11
Patton, Michael Quinn. 2002. Fieldwork: The DataGathering Process (p. 302-306) in Qualitative Research &
Evaluation Methods. 3rd edition. Thousand Oaks, CA:
Sage.
TFeb
12
Reponse 10
WFeb
13
Emerson, Robert M., Rachel I. Fretz, and Linda L. Shaw.
2011. Writing Ethnographic Fieldnotes. Chicago: University
of Chicago Press. (p. 171-199)
MFeb
18
Presidents Day Holiday
TFeb
19
Monday Instruction
WFeb
20
(What is a good ethnography?)
Reponse 11
Emerson, Robert M., Rachel I. Fretz, and Linda L. Shaw.
2011. Writing Ethnographic Fieldnotes. Chicago: University
of Chicago Press. (p. 201-248)
Response 12
Wacquant, Loic. 2002. Scrutinizing the Street: Poverty,
Morality, and the Pitfalls of Urban Ethnography. American
Journal of Sociology 107(6):1468-1532.
Su Feb
24
Response 13
MFeb
25
Anderson, Elijah. 2002. The Ideologically Driven Critique.
American Journal of Sociology 107(6):1533-1550.
Duneier, Mitchell. 2002. What Kind of Combat Sport Is
4
Date
Topics
Readings & Assignments
Sociology? American Journal of Sociology 107(6):15511576.
Newman, Katherine. 2002. No Shame: The View from the
Left Bank. American Journal of Sociology 107(6):15771599.
TFeb
26
Response 14
Duneier, Mitchell. 2011. How Not to Lie with Ethnography.
Sociological Methodology 41(1):1-11.
WFeb
27
Fieldnotes
Su Mar
03
MMar
04
Response 15
Qualitative interviewing
Participant observation: Fieldnotes and analysis due
TMar
05
WMar
06
Weiss, Robert S. 1994. Learning from Strangers: The Art
and Method of Qualitative Interview Studies. New York:
Free Press. (beginning to p. 60)
Response 16
(Sampling in a Qualitative Study)
Patton, Michael Quinn. 2002. Purposeful Sampling (p. 230246) in Qualitative Research & Evaluation Methods. 3rd
edition. Thousand Oaks, CA: Sage.
Small, Mario Luis. 2009. 'How Many Cases Do I Need?':
On Science and the Logic of Case Selection in Field-Based
Research. Ethnography 10(1):5-38.
Su Mar
10
Response 17
MMar
11
Weiss, Robert S. 1994. Learning from Strangers: The Art
and Method of Qualitative Interview Studies. New York:
Free Press. (p. 61-150)
TMar
12
Response 18
Atkinson, Robert. 1998. Transcription (p. 54-57) in The Life
Sory Interview. Thousand Oaks, Sage.
WMar
13
(Transcribing Audiorecordings)
Kvale, Steinar and Svend Brinkmann. 2009. Transcribing
Interviews (p. 180-187) in InterViews: Learning the Craft of
Qualitative Research Interviewing. Los Angeles: Sage.
5
Date
Topics
Readings & Assignments
Su Mar
17
Response 19
MMar
18
Weiss, Robert S. 1994. Learning from Strangers: The Art
and Method of Qualitative Interview Studies. New York:
Free Press. (p. 151-end)
TMar
19
Response 20
Kvale, Steinar and Svend Brinkmann. 2009. Preparing for
Interview Analysis (p. 189-193) InterViews: Learning the
Craft of Qualitative Research Interviewing. Los Angeles:
Sage.
WMar
20
Interviewing
Su Mar
24
MMar
25
TMar
26
WMar
27
Su Mar
31
MApr
01
TApr
02
Response 21
Oral History, Biographical Research,
and Narrative Analysis
Portelli, Alessandro. 1991. The Death of Luigi Trastulli:
Memory and the Event. Chapter 1 (p. 1-26) in The Death of
Luigi Trastulli and Other Stories: Form and Meaning in Oral
History. Albany, NY: State University of New York Press.
Rosenthal, Gabriele. 2007. Biographical Research. Chapter
3 (p. 48-64) in Qualitative Research Practice. Edited by
Clive Seale, Giampietro Gobo, Jaber F. Gubrium, and
David Silverman. Los Angeles: Sage.
Response 22
Response 22
Bornat, Joanna. 2007. Oral History. Chapter 2 (p. 34-47) in
Qualitative Research Practice. Edited by Clive Seale,
Giampietro Gobo, Jaber F. Gubrium, and David Silverman.
Los Angeles: Sage.
Coding & Memoing
Response 23
Lieblich, Amia, Rivka Tuval-Mashiach, and Tamar Zilber.
1998. [Narrative Analysis] p. 12-14, 62-63, 112-114 in
Narrative Research: Reading, Analysis, and Interpretation.
Thousand Oaks, CA: Sage.
Response 24
6
Date
WApr
03
Topics
Focus groups
Su Apr
07
Readings & Assignments
Morgan, David L. 1996. Focus Groups. Annual Review of
Sociology 22:129-152.
Response 25
Harper, Douglas. 2002. Talking about Pictures: A Case for
Photo Elicitation. Visual Studies 17(1):13-26.
MApr
08
Visual Ethnography
Harper, Douglas. 2003. Framing Photographic
Ethnography: A Case Study. Ethnography 4(2):241-266.
Interviewing: Transcript due
Findings Section
TApr
09
Response 26
Garcia, Angela Cora, Alecea I. Standlee, Jennifer Bechkoff,
and Yan Cui. 2009. Ethnographic Approaches to the
internet and Computer-Mediated Communication. Journal
of Contemporary Ethnography 38(1):52-84.
WApr
10
Online Qualitative Research Methods
Hookway, Nicholas. 2008. 'Entering the Blogosphere':
Some Strategies for Using Blogs in Social Research.
Qualitative Research 8(1):91-113.
Murthy, Dhiraj. 2008. Digital Ethnography: An Examination
of the Use of new Technologies for Social Research.
Sociology 42(5):837-855.
Su Apr
14
Response 27
Term Paper Opens
Anderson, Leon. 2006a. Analytic Autoethnography. Journal
of Contemporary Ethnography 35(4):373-395.
Ellis, Carolyn S. and Arthur P. Bochner. 2006. Analyzing
Analytic Autoethnography: An Autopsy. Journal of
Contemporary Ethnography 35(4):429-449.
Final Exam:
MApr
15
2002 JFSB
Anderson, Leon. 2006b. On Apples, Oranges, and
Autopsies: A Response to Commentators. Journal of
Contemporary Ethnography 35(4):450-465.
3:00pm - 6:00pm
Autoethnography
Optional:
Atkinson, Paul. 2006. Rescuing Autoethnography. Journal
of Contemporary Ethnography 35(4):400-404.
Charmaz, Kathy. 2006. The Power of Names. Journal of
Contemporary Ethnography 35(4):396-399.
Vryan, Kevin D. 2006. Expanding Analytic Autoethnography
and Enhancing Its Potential. Journal of Contemporary
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Date
Topics
Readings & Assignments
Ethnography 35(4):405-409.
Denzin, Norman K. 2006. Analytic Autoethnography, or
Deja Vu all Over Again. Journal of Contemporary
Ethnography 35(4):419-428.
Term Paper Due
Interviewing: Analysis due
Extra Credit
WApr
24
Assignment Descriptions
Findings Section
Due: Monday, Apr 08 at 9:00 am
Interviewing
Due: Wednesday, Mar 20 at 9:00 am
Fieldnotes
Due: Wednesday, Feb 27 at 9:00 am
Fieldnotes
Coding & Memoing
Due: Wednesday, Mar 27 at 9:00 am
Coding & Memoing
Term Paper
Due: Wednesday, Apr 24 at 12:15 pm
Term Paper
Response 1
Due: Tuesday, Jan 08 at 11:59 pm
Response 1
Response 2
Due: Sunday, Jan 13 at 11:59 pm
Response 2
Response 3
Due: Tuesday, Jan 15 at 11:59 pm
Response 3
Term Paper Closes
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Response 4
Due: Tuesday, Jan 22 at 11:59 pm
Response 4
Response 5
Due: Sunday, Jan 27 at 11:59 pm
Response 5
Response 6
Due: Tuesday, Jan 29 at 11:59 pm
Response 6
Response 7
Due: Sunday, Feb 03 at 11:59 pm
Response 7
Response 8
Due: Tuesday, Feb 05 at 11:59 pm
Response 8
Response 9
Due: Sunday, Feb 10 at 11:59 pm
Response 9
Reponse 10
Due: Tuesday, Feb 12 at 11:59 pm
Response 10
Reponse 11
Due: Monday, Feb 18 at 11:59 pm
Response 11
Response 12
Due: Tuesday, Feb 19 at 11:59 pm
Response 12
Response 13
Due: Sunday, Feb 24 at 11:59 pm
Response 13
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Response 14
Due: Tuesday, Feb 26 at 11:59 pm
Response 14
Response 15
Due: Sunday, Mar 03 at 11:59 pm
Response 15
Response 16
Due: Tuesday, Mar 05 at 11:59 pm
Response 16
Response 17
Due: Sunday, Mar 10 at 11:59 pm
Response 17
Response 18
Due: Tuesday, Mar 12 at 11:59 pm
Response 18
Response 19
Due: Sunday, Mar 17 at 11:59 pm
Response 19
Response 20
Due: Tuesday, Mar 19 at 11:59 pm
Response 20
Response 21
Due: Sunday, Mar 24 at 11:59 pm
Response 21
Response 22
Due: Tuesday, Mar 26 at 11:59 pm
Response 22
Response 22
Due: Tuesday, Mar 26 at 11:59 pm
Response 22
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Response 23
Due: Sunday, Mar 31 at 11:59 pm
Response 23
Response 24
Due: Tuesday, Apr 02 at 11:59 pm
Response 24
Response 25
Due: Sunday, Apr 07 at 11:59 pm
Response 24
Response 26
Due: Tuesday, Apr 09 at 11:59 pm
Response 26
Response 27
Due: Sunday, Apr 14 at 11:59 pm
Response 27
Participation
Due: Wednesday, Apr 17 at 11:59 pm
Participation
Extra Credit
Due: Monday, Apr 15 at 11:59 pm
Take the end-of-the-semester, online evaluation and release your name
Point Breakdown
Assignments
Percent of Grade
Homework
48.34%
Findings Section
15.11%
Interviewing
15.11%
Fieldnotes
15.11%
Coding & Memoing
3.02%
Final Exam
30.21%
Term Paper
30.21%
Response Papers
16.92%
Response 1
0.6%
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Assignments
Percent of Grade
Response 2
0.6%
Response 3
0.6%
Response 4
0.6%
Response 5
0.6%
Response 6
0.6%
Response 7
0.6%
Response 8
0.6%
Response 9
0.6%
Reponse 10
0.6%
Reponse 11
0.6%
Response 12
0.6%
Response 13
0.6%
Response 14
0.6%
Response 15
0.6%
Response 16
0.6%
Response 17
0.6%
Response 18
0.6%
Response 19
0.6%
Response 20
0.6%
Response 21
0.6%
Response 22
0.6%
Response 22
0.6%
Response 23
0.6%
Response 24
0.6%
Response 25
0.6%
Response 26
0.6%
Response 27
0.6%
Participation
4.53%
Participation
4.53%
Extra Credit
0%
Extra Credit
0%
University Policies
Course Policies
Attendance and Participation
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Attendance and participation are required. The instructor may take attendance. Attendance and participation
may be used as a factor in determining final grades.
Be ready to learn. Show up on time and do not leave until the class is over. Turn off your cell phone or pager
before class starts, or put them on “vibrate.” When it is class time and when you are in class, you should be
part of the class. Do not do things that distract other students (e.g., study for other classes, read the
newspaper, eat lunch, take phone calls, surf the Internet, text message, or chat with your neighbor [unless
instructed to do so]). These are standards you are expected to follow in many workplaces.
Have study buddies in class, in case you are sick and need someone to give you notes or turn in your work.
You should also have study buddies with whom you can study for exams.
All work must be done by you, for this class. You may not, for example, double-count work you did for another
class as also work for this class.
The academic and moral standards of this class stipulate that you actually do the assigned work. For example,
while you may discuss homework assignments with other class members, what you write should be based on
your own reading, study, and thought. (I do not want another class in which several students turn in virtually the
same essay. Rather than trying to figure out who wrote the original essay, I am likely to assume that everyone
just copied or paraphrased off of everyone else—and that’s going to be bad for everyone’s grades.)
Turning in Assignments
Turn in assignments through BYU Learning Suite. If BYU Learning Suite is not working or if you have to turn
something in late, print it out looking professional, and submit it in hard copy. Turn in assignments by handing
them to Dr. Goodsell directly, or by giving them to the Sociology Department secretaries (2008 JFSB), or by
sliding them under the door of Dr. Goodsell’s office (2029 JFSB). Do not leave anything in the plastic bin in the
hallway outside Dr. Goodsell’s office (2029 JFSB). It is not secure.
Assignments are due as indicated in BYU Learning Suite. Assignments turned in after the due date/time will be
penalized. If you are turning something in late, please write on the assignment the day and time you turned it in
so I know how much the assignment will be penalized. (Otherwise, I guess when you turned it in.)
Each class member is granted one opportunity during the semester to turn one written assignment in late for
full credit. To take advantage of this, you must email Dr. Goodsell before the assignment is due and provide the
following information:


State that you will be turning the assignment in late.
State when (day & time) you will turn it in (must be within 48 hours of when it is due).
Notwithstanding this policy, no assignments will be accepted after the last class period of the semester.
You may always turn in assignments early (e.g., if you have to be out of town), and if you do, the late policy will
not apply.
Portions of assignments that are only in-class cannot be made up.
Under exceptional circumstances (e.g., flu pandemic), typical protocols may be waived. Please do not come to
class or visit the professor if you are sick and contagious. (Consider using the telephone or email.) Per
university directive, a note from your doctor is not required.
If you have some kind of exceptional circumstance (disease, disaster, disability, etc.), please talk to the
instructor as soon as possible to make other arrangements.
Records
Save your work.
If you find a problem with the evaluation of an assignment or test, do not wait until the end of the semester to
bring it up with Dr. Goodsell; please discuss it with Dr. Goodsell as soon as possible. Dr. Goodsell will return
assignments and/or post scores online. Dr. Goodsell will also post final grades prior to the grade submission
deadline. Because of this, Dr. Goodsell is less likely to accommodate grade change requests after the grade
submission deadline.
Communication
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You are responsible to attend class, keep your contact information (including email address) up to date with the
university, and check your registered email account regularly and frequently. If you don’t do this, you may miss
important class announcements and instructions.
Help with Writing
FHSS Writing Lab
1051 JFSB
801-422-4454
http://fhsswriting.byu.edu
fhss-writinglab@byu.edu
This class is coordinated with the FHSS Writing Lab. Writing tutors can help you with any written assignment
for this class. Take drafts of papers in as early as possible so you have time to revise them.
To prepare for a visit with a writing tutor, take



A hard copy of the assignment
A hard copy of your draft
A list of questions or concerns you have about your draft
Either make an appointment or just drop in.
You may also meet with Dr. Goodsell to discuss your ideas about course material and assignments. If you want
Dr. Goodsell to give you feedback on a draft of your work, you must also provide him with a “golden ticket” from
the FHSS Writing Lab showing that you have gone through a draft with a writing tutor at least once since Dr.
Goodsell has last seen a draft of this assignment. Also, the deadline for giving Dr. Goodsell a draft of an
assignment is two class periods before the assignment is due. This gives him at least a couple of days to
provide written feedback to you and it gives you at least a couple of days to revise.
Use ASA style unless the particular assignment requires otherwise. A brief guide to ASA style is found at:
http://www.asanet.org/Quick%20Style%20Guide.pdf The full ASA Style Guide is available in the FHSS Writing
Lab.
Careers
If you have goals for graduate school and/or careers, you’ll enjoy your classes more because you will see how
they are relevant.
You are welcome to visit with me to talk about your educational and career plans. You can come alone or you
can bring a friend. You don’t have to have goals yet; you can talk with us if you are just trying to figure things
out. We’ll give you some suggestions about what you can do right now so you can be better prepared for
graduate school and/or a career.
Think about your undergraduate education as a “package” that includes the following:









University core
A major
A minor or a double-major
Internships
Teaching and/or research assistantships
Pre-professional and academic clubs
Classes specifically related to your educational and career goals
Other experiences (e.g., the Honors Program, service projects, international programs)
Preparation for graduate school
I don’t give you points for meeting with me to talk about education or careers. However, good students will
typically talk with their professors about educational and career plans. This can get you started doing that.
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Flexibility
Changes may be made to the course (including to the syllabus) to account for emergent needs or for
clarification. Requirements may change in the event of a policy statement from administrators.
Honor Code
In keeping with the principles of the BYU Honor Code, students are expected to be honest in all of their
academic work. Academic honesty means, most fundamentally, that any work you present as your own must in
fact be your own work and not that of another. Violations of this principle may result in a failing grade in the
course and additional disciplinary action by the university. Students are also expected to adhere to the Dress
and Grooming Standards. Adherence demonstrates respect for yourself and others and ensures an effective
learning and working environment. It is the university's expectation, and my own expectation in class, that each
student will abide by all Honor Code standards. Please call the Honor Code Office at 422-2847 if you have
questions about those standards.
Sexual Harassment
Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an
educational program or activity that receives federal funds. The act is intended to eliminate sex discrimination
in education and pertains to admissions, academic and athletic programs, and university-sponsored activities.
Title IX also prohibits sexual harassment of students by university employees, other students, and visitors to
campus. If you encounter sexual harassment or gender-based discrimination, please talk to your professor or
contact one of the following: the Title IX Coordinator at 801-422-2130; the Honor Code Office at 801-422-2847;
the Equal Employment Office at 801-422-5895; or Ethics Point at http://www.ethicspoint.com, or 1-888-2381062 (24-hours).
Student Disability
Brigham Young University is committed to providing a working and learning atmosphere that reasonably
accommodates qualified persons with disabilities. If you have any disability which may impair your ability to
complete this course successfully, please contact the University Accessibility Center (UAC), 2170 WSC or 4222767. Reasonable academic accommodations are reviewed for all students who have qualified, documented
disabilities. The UAC can also assess students for learning, attention, and emotional concerns. Services are
coordinated with the student and instructor by the UAC. If you need assistance or if you feel you have been
unlawfully discriminated against on the basis of disability, you may seek resolution through established
grievance policy and procedures by contacting the Equal Employment Office at 422-5895, D-285 ASB.
Academic Honesty
The first injunction of the Honor Code is the call to "be honest." Students come to the university not only to
improve their minds, gain knowledge, and develop skills that will assist them in their life's work, but also to build
character. "President David O. McKay taught that character is the highest aim of education" (The Aims of a
BYU Education, p.6). It is the purpose of the BYU Academic Honesty Policy to assist in fulfilling that aim. BYU
students should seek to be totally honest in their dealings with others. They should complete their own work
and be evaluated based upon that work. They should avoid academic dishonesty and misconduct in all its
forms, including but not limited to plagiarism, fabrication or falsification, cheating, and other academic
misconduct.
Plagiarism
Intentional plagiarism is a form of intellectual theft that violates widely recognized principles of academic
integrity as well as the Honor Code. Such plagiarism may subject the student to appropriate disciplinary action
administered through the university Honor Code Office, in addition to academic sanctions that may be applied
by an instructor. Inadvertent plagiarism, which may not be a violation of the Honor Code, is nevertheless a form
of intellectual carelessness that is unacceptable in the academic community. Plagiarism of any kind is
completely contrary to the established practices of higher education where all members of the university are
expected to acknowledge the original intellectual work of others that is included in their own work. In some
cases, plagiarism may also involve violations of copyright law. Intentional Plagiarism-Intentional plagiarism is
the deliberate act of representing the words, ideas, or data of another as one's own without providing proper
attribution to the author through quotation, reference, or footnote. Inadvertent Plagiarism-Inadvertent plagiarism
involves the inappropriate, but non-deliberate, use of another's words, ideas, or data without proper attribution.
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Inadvertent plagiarism usually results from an ignorant failure to follow established rules for documenting
sources or from simply not being sufficiently careful in research and writing. Although not a violation of the
Honor Code, inadvertent plagiarism is a form of academic misconduct for which an instructor can impose
appropriate academic sanctions. Students who are in doubt as to whether they are providing proper attribution
have the responsibility to consult with their instructor and obtain guidance. Examples of plagiarism include:
Direct Plagiarism-The verbatim copying of an original source without acknowledging the source. Paraphrased
Plagiarism-The paraphrasing, without acknowledgement, of ideas from another that the reader might mistake
for the author's own. Plagiarism Mosaic-The borrowing of words, ideas, or data from an original source and
blending this original material with one's own without acknowledging the source. Insufficient AcknowledgementThe partial or incomplete attribution of words, ideas, or data from an original source. Plagiarism may occur with
respect to unpublished as well as published material. Copying another student's work and submitting it as one's
own individual work without proper attribution is a serious form of plagiarism.
Respectful Environment
"Sadly, from time to time, we do hear reports of those who are at best insensitive and at worst insulting in their
comments to and about others... We hear derogatory and sometimes even defamatory comments about those
with different political, athletic, or ethnic views or experiences. Such behavior is completely out of place at BYU,
and I enlist the aid of all to monitor carefully and, if necessary, correct any such that might occur here, however
inadvertent or unintentional. "I worry particularly about demeaning comments made about the career or major
choices of women or men either directly or about members of the BYU community generally. We must
remember that personal agency is a fundamental principle and that none of us has the right or option to criticize
the lawful choices of another." President Cecil O. Samuelson, Annual University Conference, August 24, 2010
"Occasionally, we ... hear reports that our female faculty feel disrespected, especially by students, for choosing
to work at BYU, even though each one has been approved by the BYU Board of Trustees. Brothers and sisters,
these things ought not to be. Not here. Not at a university that shares a constitution with the School of the
Prophets." Vice President John S. Tanner, Annual University Conference, August 24, 2010
Inappropriate Use Of Course Materials
All course materials (e.g., outlines, handouts, syllabi, exams, quizzes, PowerPoint presentations, lectures,
audio and video recordings, etc.) are proprietary. Students are prohibited from posting or selling any such
course materials without the express written permission of the professor teaching this course. To do so is a
violation of the Brigham Young University Honor Code.
Deliberation Guidelines
To facilitate productive and open discussions about sensitive topics about which there are differing opinions,
members of the BYU community should: (1) Remember that we are each responsible for enabling a productive,
respectful dialogue. (2)To enable time for everyone to speak, strive to be concise with your thoughts. (3)
Respect all speakers by listening actively. (4) Treat others with the respect that you would like them to treat you
with, regardless of your differences. (5) Do not interrupt others. (6) Always try to understand what is being said
before you respond. (7) Ask for clarification instead of making assumptions. (8) When countering an idea, or
making one initially, demonstrate that you are listening to what is being said by others. Try to validate other
positions as you assert your own, which aids in dialogue, versus attack. (9) Under no circumstances should an
argument continue out of the classroom when someone does not want it to. Extending these conversations
beyond class can be productive, but we must agree to do so respectfully, ethically, and with attention to
individuals' requests for confidentiality and discretion. (10) Remember that exposing yourself to different
perspectives helps you to evaluate your own beliefs more clearly and learn new information. (11) Remember
that just because you do not agree with a person's statements, it does not mean that you cannot get along with
that person. (12) Speak with your professor privately if you feel that the classroom environment has become
hostile, biased, or intimidating. Adapted from the Deliberation Guidelines published by The Center for
Democratic Deliberation.
(http://cdd.la.psu.edu/education/The%20CDD%20Deliberation%20Guidelines.pdf/view?searchterm=deliberatio
n%20guidelines)