Before all other words, we send greetings
to all of creation
INDG 1000Y: Foundations for Indigenous Studies, Peterborough, 2014-2015
Course Instructors: who lead our learning
Prof. David Newhouse Gzowski/Enweying Room 301
Office hours: Wednesday 11:00 -11:50 a.m.
Dr. Rhonda L. Paulsen Gzowski/Enweying Room 317 dnewhouse@trentu.ca
rhondapaulsen@trentu.ca
Office hours: Wednesday 11:00 -11:50 a.m.
Administration: Chris Welter, ext. 7610, FPHL Room 321 cwelter@trentu.ca
Gathering Time: when and where we meet
Lecture: Wednesday 9:00 a.m. – 10:50 a.m.
Gzowski/Enweying - First Peoples House of Learning (FPHL) Room 114
Common Office Hour (Professors and Teaching Assistants): 11:00 a.m. – 11:50 a.m.
Seminars: Various times and locations as posted, see Course Timetable on our website.
Welcome to a new world!
Indigenous Studies aims to create a safe and respectful learning environment for all students.
Due to the nature of the material studied, students may encounter information and perspectives that are new to them and that challenge their views of community, society and history. This may create a sense of confusion or discomfort. As you proceed through the course, we encourage you to contact the Professors and Seminar Leaders about personal and interpersonal issues and concerns that may arise.
Required Course Material (referred to as “HP” and “SI” in this syllabus)
1. Hidden in Plain Sight: Contributions of Aboriginal Peoples to Canadian Identity and Culture
Vol 1. (2007) Newhouse, David R., Voyageur, Cora J., Beavon, Dan, University of
Toronto Press, Toronto, Ontario. ISBN #: 0-8020-8581-4
2. Spirit of the Island: Manitoulin’s People / Ezhi-minidoowang Minis: Minidoo-wining
Bemaadizijig. (2013) Paulsen, Rhonda L., translators Shirley Williams & Isadore
Toulouse, Ningwakwe Learning Press, Ontario. ISBN #: 978-0-9938026-0-7
Course Description and Objectives: what we hope to achieve
This course is an introduction to the study of Aboriginal Peoples in Canada with links to
Indigenous Peoples of the world. Through a set of multiple lenses we develop a more complex understanding of Aboriginal societies, the issues faced, how such issues are dealt with and the relationship between Aboriginal and non-Aboriginal Peoples, societies and states. We present
Indigenous Peoples as contemporary Peoples who have histories and worldviews which are now being openly discussed in academic settings, are viewed as legitimate 1 , and are being used as the basis of everyday life.
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We foster an environment where Indigenous knowledges are respected and recognized as a valid means by which to understand the world. Trent Vision Statement, Senate April 6 2010 Board of Governors April 30 2010
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As a multi-disciplinary area of study, we utilize such frameworks as history, sociology, anthropology, economics, linguistics, politics, cultural studies, critical theory, women's studies, organizational studies, and art history. These frameworks help us examine the everyday structures and processes of Aboriginal life.
Course Approach
The learning and teaching environment of this course is based on principles of the
Medicine Circle. Learning in an Indigenous environment engages all four elements of the
Medicine Circle: body, mind, emotion and spirit.
Additionally, the Medicine Circle also provides a way in which we can begin our analysis and discussions of Indigenous issues. We will use the "Four Directions Analytic Framework", derived from the Medicine Circle, to discuss issues in a holistic framework considering physical, emotional, mental and spiritual aspects. We can also examine issues from personal, community and (inter)national perspectives. As the Medicine Circle also moves, we will consider the past
(history), the present (contemporary), and the future.
Course Pre-requisites : there are no prerequisites for this course.
Course Structure: how we talk to each other
The course draws from a mixture of different knowledges and is a blend of readings, lectures, videos, and discussions. The course consists of one two-hour lecture and one one-hour seminar per week. The lectures are based upon the themes identified in the syllabus and draw upon the assigned readings and related material. The seminar is the site for the discussion of the assigned readings and an opportunity to ask questions about the lecture and videos. The seminars are led by Graduate Teaching Assistants who are students in the Indigenous Studies Ph.D Program.
There will be occasions when guest speakers are available and we will adjust our schedule to try to fit them into the class. If there are changes to the schedule, we will post a note on BlackBoard.
Term One:
“Understanding Indigenous Peoples and Issues: Four Directions Stories”
Learning Outcomes: INDG1000Y Term One (September – December) will
Establish a foundation for further study in Indigenous Studies
Provide an overview of Indian Policy in Canada
Analyze the concept and create an understanding of Indigeneity
Provide a short history of Indigenous peoples in Canada and the world
Explore an overview of the history of Indigenous-Settler relationships
Term One – Part I: “Critical Incidents in Indigenous-Settler Relationships”
Wednesday, September 10, 2014: Course Welcoming
- Traditional Elder’s Welcome; Unity Drum Group
- Introduction to the Faculty and Teaching Assistants; Course Over-view
Video: - “I’m Not the Indian you had in Mind”
- “Proud to Be" https://www.youtube.com/watch?v=mR-tbOxlhvE
Workshop: “Navigating BlackBoard”
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Wednesday, September 17, 2014: Setting the Stage
Video: “Before Columbus: Conversion”
Readings: i) HP – “Aboriginal Peoples and Canada’s Conscience”, pp. 270 - 288
ii) "1492: An Ongoing Voyage" http://www.loc.gov/exhibits/1492/index.html
iii) RCAP 5 - “Separate Worlds” http://www.collectionscanada.gc.ca/webarchives/20071115053257/http://www.aincinac.gc.ca/ch/rcap/sg/sgmm_e.html
see "The Relationship in Historical Perspective", read parts 3 and 4.
*Seminars start this week
Wednesday, September 24, 2014: Columbus and the Aftermath
Video: "7 Videos to Watch on Columbus Day" http://indiancountrytodaymedianetwork.com/2012/10/08/7-videos-watch-columbus-day-138518
Readings: i) "The Columbian Exchange: A History of Disease, Food and Ideas." Nathan Nunn
and Nancy Qian, Journal of Economic Perspectives, Vol 24, No 2, Spring 2010,
pp. 163 -188 (on-line, go to library website and electronic journals)
ii) Columbus: Hero of Murderer http://campuspages.cvcc.vccs.edu/polis/2003/nonfiction/whitney%20dewitt.amlit.htm
iii) RCAP 6 – “Contact and Co-operation”
Wednesday, October 1, 2014: Indian Policy
Film: Club Native
Readings: i) SI - “Learning from Past Mistakes”, pp. 230-242 ii) “The Indian Act: Historical Overview”, Jay Makarenko, June 2008 http://www.mapleleafweb.com/features/the-indian-act-historical-overview
iii) The Origins of Canadian Indian Policy http://eculture.pagc.sk.ca/eculture.php?pid=Canadian-Indian-Policy&tp=slnk&language=&ver =
Wednesday, October 8, 2014: Treaties and Other Relationships
Readings: i) The Treaty of Waitangi www.treatyofwaitangi.net.nz/ ii) HP - “Treaties and the Evolution of Canada”, pp. 19-33
iii) SI - “status quo ante bellum”, pp. 149-150;
“Ballad of the Hawberry”, pp. 226-228
iv) Chapter 3, A History of the Hawaiian Sovereignty Movement in “The Hawaiian
Sovereignty Movement: Role and Impacts on NonHawaiians”, Anthony Castanha, August 1996 www.hookele.com/non-hawaiians/contents.html
* Use inter-active Treaty Map on BB
Wednesday, October 15, 2014: The Attempt at Transformation: The Residential
S chool System and the 60’s Scoop
Readings: i) SI - “The Forgotten Children”, pp. 153-176
ii) RCAP Chapter 10 “Residential Schools” http://www.collectionscanada.gc.ca/webarchives/20071115053257/http://www.aincinac.gc.ca/ch/rcap/sg/sgmm_e.html
iii) "The History of the Stolen Generations" http://www.creativespirits.info/aboriginalculture/politics/a-guide-to-australias-stolengenerations#toc0
iv) The Apologies:
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a. Canada - Statement of Apology http://www.aadnc-aandc.gc.ca/eng/1100100015644/1100100015649 b. Canada - Statement of Reconciliation http://www.aadnc-aandc.gc.ca/eng/1100100015725/1100100015726 c. Australia - Apology to Austra lia’s Indigenous Peoples http://australia.gov.au/about-australia/our-country/our-people/apology-to-australias-indigenouspeoples d. United States of America http://thomas.loc.gov/cgi-bin/query/z?c111:S.J.RES.14
: e. Catholic Council of Canadian Bishops http://www.cccb.ca/site/eng/media-room/files/2630-apology-on-residential-schools-by-thecatholic-church f. The Anglican Church http://www.anglican.ca/relationships/apology g. The United Church http://www.united-church.ca/aboriginal/relationships/apologies
Reading Week October 20-24
Term One - Part II: “Concepts of Indigeneity”
Wednesday, October 29, 2014: Indigenous Portrayals
Film: “Reel Injun”
Readings: i) HP - Profiles of “Harold Cardinal”, pp. 35-37; “Albert Diamond”, pp. 61- 63; “John
Joseph Harper” pp. 233-235; “Helen Betty Osborne”, pp. 246-247; “Freda
Ahenakew”, pp. 292-294.
ii) Readings on Washington Redskins controversy: see BB for updated links
iii) "Native Appropriations" Blog http://nativeappropriations.com
(Articles to be identified on BB).
iv) "Common Portrayals of Aboriginal Peoples" http://mediasmarts.ca/diversitymedia/aboriginal-people/common-portrayals-aboriginal-people
Wednesday, November 5, 2014: Anishinaabe
Readings: i) SI – “Nmamaa, who never liked guns”, pp. 57-69
ii) "A History of the Ojibway People", William W. Warren (Ojibwe), 1885. http://www.turtle-island.com/native/the-ojibway-story.html
iii) HP – Profiles of: “Basil H. Johnston”, pp. 200-202; “Wayne Odjick” pp. 376-378;
“Thomas George Prince”, pp. 419-421; “Larry Philip Fontaine”, pp. 455-457.
iv) "An Ojibwe language word list" http://www.nativetech.org/shinob/ojibwelanguage.html
Wednesday, November 12, 2014: Haudenosaunee
Video: "Learning Mohawk - Before and After", Ryan Decaare (Trent graduate). https://www.youtube.com/watch?v=Mrqn_EQd5QY
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Readings: i) "Iroquois Indian Museum" http://www.iroquoismuseum.org/
Read the articles under the tab "The Learning Longhouse"
ii) "Forgotten Founders", Chapter 2, Bruce Johansen, 1982
iii) HP – Profiles of Mohawk Peoples: “Emily Pauline Johnson”, pp. 210-212;
“John Kim Bell”, pp. 267-269; “Alwyn Morris”, pp. 349-351
iv) "Mohawk Ironworkers Build New York" http://www.sites.si.edu/exhibitions/booming%20out.pdf
Wednesday, November 19, 2014 : (regular class time, set up ½ hour in advance)
Community Café
Homelands Paper Presentation
Wednesday, November 26, 2014: United States and the Kanaka Maoli (Hawaii) - the
Attempt at Absorption
Video: PSB Hawaii – "Insights: Native Hawaiian Sovereignty" https://www.youtube.com/watch?v=ViQWXH-nVtA
Readings: i) “United States Public Law 103-150” www.hawaii-nation.org/publawall.html
ii) Hawaii’s Food Sovereignty Movement: Ma’O Farms, Waianae www.youtube.com/watch?v=JVxT80v_6Cc iii ) “Hawaiian Epistemology” Dr. Manulani Aluli Meyer, Hawaiian Elder and
Educationist www.vimeo.com/7910477
- Review and Handout for Mid-Term Test
Wednesday, December 3, 2014: Mid-Term Test
To be held during regular class time in the same lecture hall as usual.
Enjoy the Holidays!
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Term Two
“Foundations of Modern Indigenous Societies, 8 th Fire Stories”
Learning Outcomes: INDG1000Y Term Two (January – April) will
Provide an overview of Indigenous developments in Canada and globally
Establish an understanding of Indigenous Peoples as individuals, families, communities, and nations
Explore the concept of nation building
Develop an awareness and understanding of Indigenous Knowledge as pervasive
Term Two: Part I “Narratives of Strength and Resilience”
Wednesday, January 7, 2015: Indigenous Sovereignty, examples from British
Columbia, Canada – Nisga’a and the Haida
Video: “Stolen Spirits of Haida Gwaii”
Readings: i) "What is Indian Sovereignty: What Does it Mean?", Harry S. Laforme, Canadian
Journal of Native Studies, Vol 11, #2, 1991 (on-line)
ii) "A Measured Sovereignty: The Politics of Nation-Making in British Columbia",
Woolford and Ratner Canadian Journal of Native Studies, Vol 24, #2, 2004 (on line) iii) Nisga’a Lisims Governmen t" www.nisgaanation.ca
read the sections on culture and government, especially understanding the treaty
iv) "Council of the Haida Nation" www.haidanation.ca
read the sections on history and governance, and the land use document
Wednesday, January 14, 2015: Indigenous Political Movements
Readings: i) "A Brief History of the UN Declaration on the Rights of Indigenous Peoples" http://www.iwgia.org/human-rights/international-human-rights- instruments/undeclaration-on-the-rights-of-indigenous-peoples/a-brief-history
ii) "Waitangi Treaty Grounds" http://www.waitangi.org.nz/visit-waitangi/
View the treaty section.
iii) " The Indigenous Movement in Brazil: A Quarter Century of Ups and Down", Ramos
Alcida Rita, in Cultural Survival https://www.culturalsurvival.org/ourpublications/csq/article/the-indigenousmovement-brazil-a-quarter-century-ups-and-downs
iv) "The Indigenous World 2014 from the International Work Group on on Indigenous
Affairs", http://www.iwgia.org/publications/search-pubs?publication_id=671
Read the Editorial, pp. 10-20 (the document is 596 pages long)
v) SI – Author’s Notes: “The Forgotten Children”, pp. 166-176; “Learning From Past
Mistakes”, pp. 234-242; “(Performance) Indigenous motion”, pp. 276-281.
Wednesday, January 21, 2015: Nunavut and Canada’s Far North
Video: "Qallunatt! Why White People are Funny". (NFB Film) https://www.nfb.ca/film/qallunaat_why_white_people_are_funny
Readings: i) HP - “The Art of Survival”, pp 67-85;
- “Nunavut Territory: Communications and Political Development in the Canadian North”, 99-110;
- “Inuit Names: The People Who Love You”, pp. 251-265;
- “The Quimmiq”, pp. 334-347. ii) Government of Nunavut http://www.gov.nu.ca/ Read section "About the government"
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Wednesday, January 28, 2015: Oka, RCAP & Aboriginal Justice
Video: “Royal Commission on Aboriginal Peoples: No Turning Back”
Readings: i) HP – “Aboriginal Peoples and the Canadian Criminal Justice System”, pp. 236-245.
ii) "Through a Relational Lens", Rupert Ross https://www.youtube.com/watch?v=75HNjefhY3I
iii) "Great White Father Knows Best: Oka and the Land Claims Process", J.R. Miller
Native Studies Review 7, no. 1. 1991 (on-line)
Wednesday, February 4, 2015: Indigenous Gender & Sexualities
Readings: i) "Taming Aboriginal Sexuality Gender Power and Race in British Columbia, 1850 –
1900", Jean Barman BC Studies, No.115/116 Autumn Winter 1997/98 (on-line)
ii) "Magic and Joy: Traditional Aboriginal Views of Human Sexuality", David
Newhouse, Canadian Journal of Human Sexuality, Vol 7, No 2, July 1, 1998.
iii) Briefing Note # 1 on "Gender and Indigenous Peoples", United Nations Office of the Special Advisor on Gender Issus and Advancement of Women and the
Secretariat of the United Nations Permanent Forum on Indigenous Issues http://www.un.org/esa/socdev/unpfii/documents/Briefing%20Notes%20Gender%20and%20Indige nous%20Women.pdf
Wednesday, February 11, 2015: Indigenous Humanities & Creative Expressions
Guest Performance: Nozhem Theatre
Readings: i) HP - Profiles of: “Norval Morrisseau”. pp. 86-88; “Daphne Odjig”, pp. 96- 98;
“Kenojuak Ashevak”, pp. 112-114; “Robert Charles Davidson”, pp. 136-139;
“Allen Sapp”, pp. 163-165; “Tomson Highway”, pp. 180 – 189
- “Aboriginal Literatures: A Distinctive Genre within Canadian Literature”
ii) SI - “Manitoulin Ghost Deer” & “Indigenous Art”, pp. 72-93.
- View Artwork: “Ghost Deer”, p. 91; “Daisy and the White Butterfly for Missing
Sisters”, p. 225; “Biography”, p. 323.
Iii) "Different Knowing and the Indigenous Humanities", Daniel Coleman https://ejournals.library.ualberta.ca/index.php/ESC/article/viewFile/20878/15897
Reading Week February 16-20
Term Two: Part II – “Challenges: Where do we go from here?”
Wednesday, February 25, 2015: Challenges of Indigenous Education (Indian
Control of Indian Education and the Development of Alternative Schools)
Video: Blue Quills School, Saskatchewan
Readings: i) SI – “The Medicine Circle” & “Revitalization of Language”, pp. 21-52
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ii) “Truth to Reconciliation: Transforming the Legacy of Residential
Schools”, www.ahf.ca
click on “Publications”, then “Research Series”, scroll down to article by Brian Rice and Anna Snyder, pp. 43-63 iii) "Indian Control of Indian Education" http://64.26.129.156/calltoaction/Documents/ICOIE.pdf
iv) "First Nations Control of First Nations Education" http://www.afn.ca/uploads/files/education/3._2010_july_afn_first_nations_control_of_first
_nations_education_final_eng.pdf
Wednesday, March 4, 2015: Indigenous Urbanity
Video: "Indigenous in the City", at 8 th Fire http://www.cbc.ca/8thfire/2011/11/indigenious-in-the- city.html
Readings: i) "Urban Aboriginal Peoples in Canada: Beyond Statistics", Joanne Heritz, 2010 http://www.cpsa-acsp.ca/papers-2010/Heritz.pdf
ii) "Urban Aboriginal Peoples Study". Environics, 2011. www.uaps.com
Read executive summary of main report.
Wednesday, March 11, 2015: Healing – Individuals, Community & the Environment
Video: "An Emerging Future: The Role of Consciousness in Awaking the Quantum Biological
Human", Diane Hill, https://www.youtube.com/watch?v=GRHl6QMpYPs
Readings: i) "Healing Traditions: Culture, Community and Mental Health promotion with
Canadian Aboriginal peoples", Laurence Kirmayer, Cori Simpson and Margaret Cargo,
Australasian Psychiatry, Vol 11, Supplement 2013
ii) "Ethnostress: The Disruption of the Aboriginal Spirit", Tribal Sovereignty Associates,
1992
Wednesday, March 18, 2015: (regular class time, set up ½ hour in advance)
Community Café
Heritage Minute Commercial Presentation
Wednesday, March 25, 2015: Solving the “Canada Problem”, Restoring & Healing
Readings: i) "Strangers in Their Land: First Nations and Canada as a Place of Peril", Hugh
Sewell
ii) "Beyond the Indian Problem: Aboriginal People and the Transformation of Canada",
David Newhouse, Yale Belanger.
Wednesday, April 1, 2015: Review and Class Closing Unity Drum Group
Final Exam date and time to be announced
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Trent’s Grading: what we expect from you
A+
A
A-
90-10
85 –89
80-84
B+ 77-79
B 73-76
B- 70-72
Term One Assignments
C+ 67-69
C 63-66
C- 60-62
Homelands Essay
Homelands Presentation
Statement of Learning and Contribution
Mid-Term Test
Total Value at Mid-Term
D+
D
D-
%
Term Two Assignments
Critical Incident (basis for HMC Presentation)
%
10
Heritage Minute Commercial Presentation
Statement of Learning and contribution
Final Exam
15
10
15
Total Value at End of Course 100%
Assignment Details
15
15
10
10
50%
57-59
53-56
50-52
F 0-49
Due Date
Nov 12, 2014
Nov 19, 2014
Nov 26, 2014
Dec 03, 2014
Due Date
Mar 11, 2015
Mar 18, 2015
Mar 25, 2015 in exam period
1. All work is due by Friday noon on the date set out in the syllabus, submitted through
BlackBoard (BB).
2. Late work, without prior approval, will be assessed at a penalty of 5% per day, including weekends.
3. Please ensure that your work is submitted as a MSWORD file, Times Roman 12 point font, double spaced, not PDF, and always include your full name, student number and seminar leader.
NOTE ON DUE DATES
The organization of your life, to get your work completed on time, is an important aspect of learning, as is managing the expectations of your colleagues and supervisors. We recognize that life happens and that things change without notice or warning. However unless you make
explicit, written arrangements at least 48 hours in advance or we change them as a class, we assume that the dates in the syllabus are the due dates for assignments.
1.
Homelands Essay (2,500 words) due Nov 12, 2014
This paper describes and discusses the Aboriginal people who inhabit the village, town or area where you live currently, or your place of origin. You will examine the history of this area and the issues the People are dealing with.
2. Homelands Presentation due Nov 19, 2014
You should prepare a PowerPoint presentation based upon your Homelands Paper for presentation at the fall term Community Café held on Nov 19, 2014.
3. Statement of Learning and Contribution, I and II (800 words each) due Nov 26, 2014 and
Mar 25, 2015
The “Statement of Learning” is a personal reflection paper that analyzes the activity of the past term, with references to the lectures, readings, videos, presentations and discussions. Address what you have learned and how your own ideas have changed. Further, think of how you have contributed to the learning of those around you, helping make sense of the material and
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understanding it. Class attendance is important but contribution is more than mere attendance.
Learning is not a spectator sport; it requires presence and engagement.
4. Critical Incident Report: The basis of the Heritage Minute Commercial due Mar 11, 2015
The lecture topics center on critical incidents (CI) in Aboriginal life; some are historical, some contemporary, but all have a significant impact and effect upon Aboriginal life. For the CI, you will investigate and write on the contexts of the incident (origins, history and its impact), using the
Four Directions Analytic Framework. This framework is based upon the principles of the Medicine
Circle, which addresses the physical, emotional, mental, and spiritual aspects of our being and life’s encounters. Thus you need to relate each of these four principles to the CI.
5. Heritage Minute Commercial: Presented at o ur Community Café due Mar, 2015
The media is a powerful force in shaping our views and our behaviours. Using the Heritage
Minute Commercial concept, this assignment is designed to allow students (groups of 3) to create their own HMC that will be shown/presented during the INDG Community C afé. Students will create a 60 second video commercial. The topic of the HMC will be open but must be approved by your seminar leader. Students are encouraged to use any of the “Critical Incidents” or other historical or contemporary issues surrounding Indigenous Peoples. Students are graded upon their research, their creativity and their presentation skills. The video must be accompanied by an “Artist’s Statement” of approximately 800 words that explains the issue and contains a suggested reading bibliography of at least 5 sources. The videos must be uploaded to a YouTube channel for sharing with others in the class.
6. Examinations and Testing
A mid-term test is held in the final class before the Christmas break. A final comprehensive examination is held in the final examination period at the end of the last term. It is scheduled by the Registrar's Office and not by the Department of Indigenous Studies. The Christmas test will cover the first term work; the final exam focuses primarily on the second term work but will have a question that covers the entire year’s work.
7. Format for written work
All written material is prepared in accordance with the “Guide to Written Documentation” and the
“Recommended Terminology Guideline” in the Indigenous Studies Department. Written work that does not conform to these guidelines will be returned ungraded. Please ensure that you keep one copy of all your assignments, as we are not responsible for lost material. The word count for the length of assignments pertains to the written work only. Any diagrams, charts, graphs or photographs are additional and are added in an Appendix.
University Ethics and Protocols
Email Accounts: At the time of registration, each student is assigned a Trent user ID, password and Trent specific email account. This is the only email address we use to correspond with you .
Mobile Devices : We recognize the utility and ubiquity of modern mobile devices. They have become our constant companions and can be a great aid to learning. That said, remember that those behind you can see what you are watching on your screen and the devices also distract you from the course material as well as other important life events .
Do not use your mobile device in the class (set its notifications to mute).
Laptops are used for note taking and research only.
Disturbances result in you having to place your device with the instructors for the duration of the class. Repeated offences will cause you to have to leave the class.
Seminars: Trent prides itself on providing smaller group classes (seminars) so that there is more personal contact. General guidelines are:
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- Seminar Attendance and Participation : Seminar attendance, preparation for and participation in are mandatory. All students are expected to come prepared with readings completed, discussion guides complete (to be distributed), and presentations prepared for according to instructions (see “Assignment Details” above).
- Protocol with Seminar Leaders: Seminar leaders are your first contact for this course and are available at the times they post. If you have any questions regarding the course, approach them personally or through Trent email accounts, adhering to their posted office hours, both real and virtual, when expecting a response. If an inquiry cannot be addressed through your seminar leader, please email one of the course Professors or make an appointment to discuss.
- Please do not email your seminar leaders for notes missed due to your absence.
Access to Instruction: It is Trent University's intent to create an inclusive learning environment.
If a student has a disability and/or health consideration and feels that she/he may need accommodations to succeed in this course, the student should contact the Student Accessibility
Services Office (SAS), Blackburn Hall (BH) Suite 132, 705-748-1281 or email accessibilityservices@trentu.ca
For Trent University in Oshawa Student Accessibility Services
Office contact 905-435-5102 ext. 5024. Complete text can be found under Access to Instruction in the Academic Calendar.
Plagiarism and the use of other peoples work without attribution: Plagiarism is an extremely serious academic offense and carries penalties from failure in an assignment to debarment from the university. We ask that you read Trent’s “Academic Integrity Policy” that is found on the Trent
Website.
The Florence and Ernie Benedict Gathering
Space at Enweying
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