ABSC 110 : Applied Behavior Analysis for Practitioners

1/18/2018 ABSC 110: Applied Behavior Analysis for Practitioners

Course Change Request

New Course Proposal In Workflow Date Submitted: 11/20/17 2:24 pm 1. CLAS Viewing: ABSC 110 : Applied Behavior Analysis for Practitioners Undergraduate Last edit: 01/09/18 9:11 am Program and Changes proposed by: afward Course Coordinator Academic Career Undergraduate, Lawrence 2. CUSA Subject Code ABSC Course Number 110 Subcommittee 3. CUSA Committee Academic Unit Department Applied Behavioral Science 4. CAC School/College College of Lib Arts & Sciences 5. CLAS Final Approval Locations Lawrence 6. Registrar Do you intend to offer any portion of this course online? 7. PeopleSoft Yes Approval Path Please Explain 1. 01/11/18 9:34 am This course is entirely online. Rachel Schwien Title Applied Behavior Analysis for Practitioners (rschwien): Approved for Transcript Title ABA for Practitioners CLAS Effective Term Spring 2018 Undergraduate Program and Catalog Behavior analysis is the study of human and non-human behavior from a natural science perspective. More Course Description specifically, behavior analysis takes an observation-based approach to understanding behavior. This approach has Coordinator yielded several technologies of behavior that offer hope for a variety of populations including individuals with disabilities, families, 2. 01/16/18 12:37 organizations, and communities. The services of qualified, nationally board-certified behavior analysts are in great demand. This course pm

is based on the Registered Behavior Technician Task List, but is offered independent of the Behavior Analyst Certification Board Rachel Schwien (BACB). This course is designed to meet the 40-hour training requirement for the RBT credential and also includes additional material. (rschwien): Approved for Prerequisites None CUSA Cross Listed Subcommittee Courses:

Credits 3

Course Type Lecture (Regularly scheduled academic course) (LEC)

Grading Basis A-D(+/-)FI (G11)

Is this course part of the No University Honors Program? Are you proposing this No course for KU Core? Typically Offered Typically Every Semester

Repeatable for No credit?

Principal Course Designator Course Designator Are you proposing that the course count towards the CLAS BA degree specific requirements? No

Will this course be required for a degree, major, minor, certificate, or concentration? No

https://next.catalog.ku.edu/courseleaf/approve/ 1/2 1/18/2018 ABSC 110: Applied Behavior Analysis for Practitioners

Rationale for The Registered Behavior Technician (RBT) certification is a national certification for those interested in working in the human service Course Proposal field. This course is designed to teach basic principles of human behavior potentially useful to all students but also provides the educational preparation to obtain this certification, which will enhance employment opportunities.

Course Reviewer Comments

Key: 12384

https://next.catalog.ku.edu/courseleaf/approve/ 2/2 1/18/2018 PNTG 538: Advanced Landscape Painting

Course Change Request

New Course Proposal In Workflow Date Submitted: 12/01/17 1:32 pm 1. ARTS Viewing: PNTG 538 : Advanced Landscape Painting Undergraduate Last edit: 12/01/17 1:32 pm Program and Changes proposed by: majordan Course Coordinator Academic Career Undergraduate, Lawrence 2. CUSA Subject Code PNTG Course Number 538 Subcommittee 3. CUSA Committee Academic Unit Department Visual Art 4. CAC School/College School of the Arts, CLAS 5. ARTS Final Approval Locations Lawrence 6. Registrar Do you intend to offer any portion of this course online? 7. PeopleSoft No

Title Advanced Landscape Painting Approval Path 1. 12/14/17 11:38 am Transcript Title Advanced Landscape Painting Rachel Schwien Effective Term Fall 2018 (rschwien): Approved for Catalog A continuation of art practice in landscape painting. Considerable work is done out-of-doors. Emphasis is placed ARTS Description upon experiencing the environment and the development of individual approach. May be repeated for credit. Undergraduate

Prerequisites PNTG 338 Program and Course Cross Listed Coordinator Courses: 2. 01/16/18 12:37 Credits 3 pm

Rachel Schwien Course Type Laboratory Main (Laboratory that is a main component) (LAB) (rschwien): Grading Basis A-D(+/-)FI (G11) Approved for CUSA Is this course part of the No University Honors Program? Subcommittee Are you proposing this No course for KU Core? Typically Offered Once a Year, Usually Fall

Repeatable for Yes credit?

How many times may this course be taken 99

Can a student be enrolled in multiple sections in the same semester? No

Principal Course Designator Course Designator Are you proposing that the course count towards the CLAS BA degree specific requirements? No

Will this course be required for a degree, major, minor, certificate, or concentration? No

Rationale for This offers an advanced section of PNTG 338 and will also count for graduate credit hours. Course Proposal

https://next.catalog.ku.edu/courseleaf/approve/ 1/2 1/18/2018 PNTG 538: Advanced Landscape Painting Course Reviewer Comments

Key: 12405

https://next.catalog.ku.edu/courseleaf/approve/ 2/2 1/18/2018 ANTH 210: Archaeology's Greatest Hits

Course Change Request

Date Submitted: 12/18/17 10:12 am In Workflow Viewing: ANTH 210 : Archaeology's Greatest Hits 1. CLAS Last approved: 12/01/16 4:31 am Undergraduate Last edit: 12/18/17 10:12 am Program and Changes proposed by: siccmade Course Coordinator College of Liberal Arts & Sciences Catalog Pages 2. CUSA Department of Anthropology referencing this Subcommittee course 3. CUSA Committee 4. CAC 5. CLAS Final Approval Academic Career Undergraduate, Lawrence 6. Registrar Subject Code ANTH Course Number 210 7. PeopleSoft Academic Unit Department Anthropology 8. UCCC CIM Support School/College College of Lib Arts & Sciences 9. UCCC Preliminary Do you intend to offer any portion of this course online? Vote No 10. UCCC Voting Outcome Title Archaeology's Greatest Hits 11. SIS KU Core Contact Transcript Title Archaeology's Greatest Hits 12. Registrar Effective Term Spring 2018 2017 13. PeopleSoft

Catalog This course is a broad survey of the most spectacular archaeological discoveries of our time. It tells the story of Description pioneers and scientist-adventurers in their quest for knowledge of human prehistory. These discoveries became Approval Path historically significant because they embodied major theoretical advances and evolutionary leaps in our understanding of the past. 1. 12/18/17 11:39 am

While reviewing archaeology's greatest discoveries, this course will investigate many of the major events, such as the critical evaluation Rachel Schwien of evidence or the development of appropriate scientific techniques, that eventually established archaeology as a scientific endeavor. (rschwien):

Approved for Prerequisites None CLAS Cross Listed Undergraduate Courses: Program and Credits 3 Course Coordinator Course Type Lecture (Regularly scheduled academic course) (LEC) 2. 01/16/18 12:38 Grading Basis A-D(+/-)FI (G11) pm

Rachel Schwien Is this course part of the No University Honors Program? (rschwien): Approved for Are you proposing this Yes No course for KU Core? CUSA Subcommittee Typically Offered On a Rotating Basis

Please explain History 1. Dec 1, 2016 by Brent Metz Repeatable for No credit? (bmetz)

Principal Course Designator Course S - Social Sciences

Designator W - World Culture

Are you proposing that the course count towards the CLAS BA degree specific requirements? No

Will this course be required for a degree, major, minor, certificate, or concentration? https://next.catalog.ku.edu/courseleaf/approve/ 1/3 1/18/2018 ANTH 210: Archaeology's Greatest Hits No

Rationale for Adding major courses to the KU Core Course Proposal

KU Core Information

Has the department approved the nomination of this course to KU Core? Yes No

Name of person giving Joane Nagel Date of Departmental Approval 11/27/17 departmental approval

Selected Goal(s)

Do all instructors of this course agree to include content that enables students to meet KU Core learning outcome(s)? Yes

Do all instructors of this course agree to develop and save direct evidence that students have met the learning outcomes(s)? Yes

Provide an abstract (1000 characters maximum) that summarizes how this course meets the learning outcome. This course provides students with a broad overview of the most significant archaeological discoveries of the modern era. Lectures, readings, and other coursework focus on the development of archaeology as a scientific discipline through in-depth examinations of “archaeology’s greatest hits” (e.g., the opening of King Tut’s tomb, the excavation of Lucy, the “discovery” of Machu Picchu, and the art at Chauvet Cave). Students are shown how the critical evaluation of evidence and use of scientific techniques in these discoveries gave rise to the theories, principles, and methodologies of contemporary archaeology. Students will participate in class discussions and write weekly responses to the readings which require them to synthesize classical and contemporary archaeological concepts, theories, and research methods.

Selected Learning Outcome(s):

State what course assignments, readings, class discussions, and lectures will synthesize the development over time of the principles, theories, and analytical methods of the discipline(s). (Please limit responses to 1000 characters.) In-class discussions focused on the lectures and readings for each week facilitate intellectual engagement with the methods and theoretical positions of archaeology. Lectures focus on the central theories and methods of archaeology as they relate to the discovery, interpretation, and dissemination of the most important discoveries in archaeology. By focusing on these discoveries chronologically, students can get a sense of how these ‘greatest hits’ aided in the development of archaeology as an academic discipline. A midterm and a final exam require students to further engage with course materials and synthesize the principles, theories, and methods of archaeology.

State what learning activities will integrate the analysis of contemporary issues with principles, theories, and analytical methods appropriate to the area in question. (Please limit responses to 1000 characters.) Students will be assigned approximately 40 pages of readings per week, focused on a particular archaeological site important to the development of archaeology as a discipline. This will allow students to grasp the changes in the discipline, as well as how these ‘greatest hits’ have influenced how contemporary issues are being understood and investigated. Class discussions will assist students in understanding the connections between the initial investigations of critically important archaeological sites (e.g., Olduvai, Troy, Flores) and the development of archaeology’s principles, theories, and methods.

https://next.catalog.ku.edu/courseleaf/approve/ 2/3 1/18/2018 ANTH 210: Archaeology's Greatest Hits

KU Core Sellet ANTH 210 FA17.pdf Documents

Course Reviewer Comments

Key: 11873

https://next.catalog.ku.edu/courseleaf/approve/ 3/3 ANTH 210-Fall 2016-Instructor: Frederic Sellet TR 9:30AM-10:45AM Blake 209

ARCHAEOLOGY’S GREATEST HITS

Synopsis: ANTH 210 – Archaeology’s Greatest Hits (3 / S /W)

This course is a broad survey of the most spectacular archaeological discoveries of our time. It tells the story of pioneers and scientist-adventurers in their quest for knowledge of human prehistory. These discoveries became historically significant because they embodied major theoretical advances and evolutionary leaps in our understanding of the past. By reviewing archaeology's greatest hits, from the opening of King Tut’s tomb by Howard Carter, to the unearthing of Lucy’s bones in Ethiopia by Don Johanson and Yves Coppens, this course will show how the critical evaluation of evidence and the development of appropriate scientific techniques gave birth to modern archaeology, and eventually shaped our knowledge of human history. Our journey into the past will include exploring some of the most amazing finds of all time: the lost cities of Pompeii and Machu Picchu; the Chinese terracotta army; the Ice Man and Kennewick man and the ensuing battle for their remains; and even the accidental discovery of the painted Paleolithic caves of Altamira and Lascaux by, respectively, an 8-year-old kid and… a dog named Robot.

Schedule: We will proceed along these lines: DATE TOPIC Archaeological sites studied Archaeologists and explorers

Tuesday, Introduction Tutankhamun’s tomb H. Carter August 22 Thursday, Archaeology, the basic August 24 concepts Tuesday, Collecting the past Pompeii D. Venuti August 29 Parthenon Lord Elgin Thursday, Discussion topic: The value august 31 of artifacts Tuesday, The treasure seekers Troy and Mycenae H. Schliemann September 5 Spiro Mound Thursday, Discussion topic: colonial September 7 archaeology Tuesday, the search for origins Neanderthal Man J. Boucher de Perthes September Java Man E. Dubois 12 Thursday, Discussion topic: September The creation of a primitive 14 past Tuesday, African origins Olduvai Gorge The Leakeys September Lucy D. Johanson 19 Thursday, Discussion topic: Human September evolution and adaptation 21 Tuesday, Art: representation or Altamira Cave Abbe Breuil September abstraction? Lascaux Cave A. Leroi Ghouran 26 Chauvet Cave Thursday, Discussion topic: What September makes us human? 28 Tuesday, Expect the unexpected Hobbits of Flores October 3 Denisova Cave ANTH 210-Fall 2016-Instructor: Frederic Sellet TR 9:30AM-10:45AM Blake 209

Thursday, Discussion topic: October 5 The others and the archaeology of diversity Tuesday, Measuring time The Shroud of Turin October 10

Thursday, MIDTERM TEST October 12 Tuesday, Fall Break October 17 Thursday, Archaeological frauds Piltdown October 19 Glozel Tuesday, Facts or fiction Nazca October 24 Lord Pacal Thursday, Discussion topic: scientific October 26 facts versus speculation Tuesday, The dawn of civilization Stonehenge October 21 Gobelki Tepe Thursday, Discussion topic: Cultural November 2 evolution Tuesday, Inventions and diffusion Easter Island T. Heyerdahl November 7 Catalhoyuk Thursday, Discussion topic: Causes of November 9 change Tuesday, Grandiose and spectacular Terracotta army November Sipan 14 Thursday, Discussion topic: November Archaeology and the public 16 Tuesday, Preserving the past Mesa Verde G. Nordenskiöld November Chaco Canyon 21 November Thanksgiving break 22-26 Tuesday, The politics of archaeology Machu Picchu H. Bingham November The boats of Nemi 28 Thursday, Discussion topic: colonial November archaeology 30 Tuesday, Whose past? Kennewick Man December 5 Thursday, Discussion topic: My December 7 ancestors or yours? Friday, Final 7:30AM-10AM Blake 209 December 15

ANTH 210-Fall 2016-Instructor: Frederic Sellet TR 9:30AM-10:45AM Blake 209

A few notes you should read: The Academic Achievement & Access Center (AAAC) coordinates accommodations and services for all KU students who are eligible. If you have a disability for which you wish to request accommodations and have not contacted the AAAC, please do so as soon as possible. Their office is located in 22 Strong Hall; their phone number is 785-864-4064. Information about their services can be found at http://disability.ku.edu. Please contact me privately in regard to your needs in this course.

My office hours are W 11AM-noon and F 10AM-noon or by appointment. My office is located on the sixth floor of Fraser Hall, room 637 (mailbox: 621 Fraser). My phone number is (785) 864-1042; you can also contact me via email at [email protected].

Grades: You are responsible for attending the class. I will not share my notes; therefore, if you miss a lecture you do so at your own risk. Keep in mind that all exams will strongly emphasize the lecture materials.

Your course grade will be based on 2 exams, an attendance grade and a discussion grade. Each exam will count for 30% of your final grade, attendance for 10% and discussion for the remaining 30%. You can already mark your calendar for the exams. The Midterm will be on Thursday October 12th. The Final will be on Friday December 15th from 7:30AM to 10:00AM in our classroom. The exams are not cumulative. Your final grade for the course will use the following scale:

Score (%) Grade <59.9 F 60 to 62.9 D- 63 to 66.9 D 67 to 69.9 D+ 70 to 72.9 C- 73 to 76.9 C 77 to 79.9 C+ 80 to 82.9 B- 83 to 86.9 B 87 to 89.9 B+ 90 to 92.9 A- 93 to 100 A

Attendance grades will be based on the scale below. Note that if your attendance grade is an F, the highest final grade you can achieve in the class is a C+, regardless of your scores on the class tests:

Unexcused absences Score (%) Grade >4 50 F 4 65 D 3 75 C 2 85 B 1 90 A- 0 100 A ANTH 210-Fall 2016-Instructor: Frederic Sellet TR 9:30AM-10:45AM Blake 209

Discussion grades: You will be given the opportunity to earn points in each of our weekly discussions. Points will be attributed based on the following system:

Completion of the assignment: 2pts; Quality of the assignment: 1-3pts (1pt: completed but unsatisfactory; 2pt: satisfactory; 3 pts excellent). The final grade will be follow the scale listed above.

No make-up exam will be given under any circumstances unless you have a written note from your Academic Advisor or appropriate health-related documents explaining your absence. In the exams, or all matters related to the course, you will be expected to follow the KU honor code. Cheating and plagiarism will result in a failing grade in the class and additional discipline from KU. In case you did not know: plagiarism is the use (intentional or unintentional) of someone else’s ideas or writing, without proper acknowledgment, credit, or citation. Note also that all papers and written assignments are to be submitted via Blackboard where they will be checked for plagiarism.

Finally, note that the course materials prepared by the instructor (me), together with the content of all lectures and review sessions, are the intellectual property of the instructor (me) and are solely for use by students enrolled in the course (you). Redistributing course materials in any form without the consent of the instructor is prohibited. Likewise, video and audio recording of lectures and review sessions without the consent of the instructor is prohibited.

1/18/2018 ANTH 303: Peoples and Cultures of North Africa and the Middle East

Course Change Request

Date Submitted: 12/18/17 10:17 am In Workflow Viewing: ANTH 303 : Peoples and Cultures of North Africa and the 1. CLAS Middle East Undergraduate Also listed as: AAAS 303 Program and Course Last edit: 12/18/17 10:17 am Coordinator Changes proposed by: siccmade 2. CUSA Subcommittee AAAS 303: Catalog Pages 3. CUSA Committee College of Liberal Arts & Sciences referencing this 4. CAC course Department of Anthropology 5. CLAS Final ANTH 303: Approval College of Liberal Arts & Sciences 6. Registrar 7. PeopleSoft Academic Career Undergraduate, Lawrence 8. UCCC CIM Subject Code ANTH Course Number 303 Support Academic Unit Department Anthropology 9. UCCC Preliminary Vote School/College College of Lib Arts & Sciences 10. UCCC Voting Do you intend to offer any portion of this course online? Outcome No 11. SIS KU Core Contact Title Peoples and Cultures of North Africa and the Middle East 12. Registrar 13. PeopleSoft Transcript Title Ppls&Cltrs Nrth Afrca&Mid East

Effective Term Spring 2018 Approval Path Catalog This course familiarizes students with the peoples and cultures of North Africa and the Middle East. It examines 1. 12/18/17 11:39 am

Description the cultural, demographic, and religious diversity of the region, as well as the development of the early Islamic Rachel Schwien community and the formation of Islamic institutions. Issues such as religion and politics, inter-religious relations, nation-building, Islamic (rschwien): response to colonialism, Palestinian-Israeli conflict, Islamic resurgence, secularism, democratization, and gender, are also explored. Approved for

CLAS Prerequisites None Undergraduate Cross Listed Code Title Program and Courses: Course AAAS 303 Peoples and Cultures of North Africa and the Middle East Coordinator 2. 01/16/18 12:38 Credits 3 pm

Course Type Lecture (Regularly scheduled academic course) (LEC) Rachel Schwien (rschwien): Grading Basis A-D(+/-)FI (G11) Approved for Is this course part of the No CUSA University Honors Program? Subcommittee Are you proposing this Yes No course for KU Core? Typically Offered Every Two Years

Repeatable for No credit?

Principal Course NW - Non-Western Culture Designator Course S - Social Sciences Designator Are you proposing that the course count towards the CLAS BA degree specific requirements? No

Will this course be required for a degree, major, minor, certificate, or concentration? No https://next.catalog.ku.edu/courseleaf/approve/ 1/3 1/18/2018 ANTH 303: Peoples and Cultures of North Africa and the Middle East

Rationale for Adding major courses to the KU Core Course Proposal

KU Core Information

Has the department approved the nomination of this course to KU Core? Yes No

Name of person giving Joane Nagel Date of Departmental Approval 11-27-17 departmental approval

Selected Goal(s)

Do all instructors of this course agree to include content that enables students to meet KU Core learning outcome(s)? Yes

Do all instructors of this course agree to develop and save direct evidence that students have met the learning outcomes(s)? Yes

Provide an abstract (1000 characters maximum) that summarizes how this course meets the learning outcome. This course provides a general introduction to the peoples and cultures of North Africa and the Middle East from the perspective of cultural anthropology. The first half of the course provides students with a general background to the peoples and cultures of North Africa and the Middle East, examining the development of the early Islamic community and the formation of Islamic institutions. The latter half of the course examines contemporary issues in Arab societies (e.g., religion and politics, inter- religious relations, nation-building, colonialism, secularism, and gender) with films and readings drawn from a variety of disciplines. Students will be evaluated on their knowledge of Arab peoples and cultures through at three pop quizzes and two essay- based exams.

Selected Learning Outcome(s):

Goal 4, Learning Outcome 2 State what assignments, readings, class discussions, and lectures will devote a majority of your course or educational experience to raising student awareness of, engagement with, and analysis of various elements of other-cultural understanding of communities outside the United States. (Please limit responses to 1000 characters.) The first half of the course introduces students to the peoples of North Africa and the Middle East and provides a general historical background. The second half of the course examines crucial themes in the anthropology of North Africa and the Middle East (e.g. political violence, secularism, post-colonialism, religion) through a close examination of ethnographic materials. Each week, students will read approximately 80 pages of text drawn from ethnographic monographs and other sources. They are also required to participate in weekly in-class discussions around the assigned readings, lectures, and films, critically engaging with the materials and assessing their own cultural values and assumptions. Three pop quizzes and two essay-based exams assess students’ abilities to engage with and reflect on the course materials while synthesizing the theories and principles of the anthropology of the Middle East and North Africa.

Explain how your course or educational experience will develop the ability of students to discuss, debate, and analyze non-US cultures in relation to the students own value assumptions. (Please limit responses to 1000 characters.) At the beginning of the course, students will a short paper assessing their understanding of the peoples and cultures of North Africa and the Middle East. This piece helps students evaluate their own value assumptions while providing a basic context for debate and discussion throughout the semester. The goal of both lecture and in-class discussion is to impart students with the analytical tools to critically engage with and analyze cultures that are not their own while assessing their own value assumptions. All readings, films, writing assignments, and other course materials will be designed to allow students to explore their own assumptions while engaging with the critical anthropological concepts of ethnocentrism and cultural relativism.

Detail how your course or educational experience will sensitize students to various cultural beliefs, behaviors, and practices through other-cultural readings and academic research on cultural competency so that students may be better prepared to negotiate cross- cultural situations. (Please limit responses to 1000 characters.) This course will sensitize students to the cultural beliefs, behaviors, and practices of the peoples of the Middle East and North Africa through lectures, films, readings, discussions, quizzes, and exams. Class lectures and discussions require students to critically engage with the course materials, express their opinions on a variety of topics, and provide constructive comments to others. As the course focuses on the anthropological study of the peoples and cultures of North Africa and the Middle East, class discussions require students to apply cross-cultural skills while avoiding the pitfalls of ethnocentrism. For example, students will investigate and debate the https://next.catalog.ku.edu/courseleaf/approve/ 2/3 1/18/2018 ANTH 303: Peoples and Cultures of North Africa and the Middle East importance of gender within these societies, especially in relation to political power. Such debates require students to develop and articulate in-depth understanding of social and cultural contexts and foster critical thinking skills.

State what assignments, readings, class discussion, and lectures will be used to evaluate students'' work that documents and measures their grasp of global cultures and value systems through reflective written or oral analysis. (Please limit responses to 1000 characters.) At the beginning of the semester, students will write a short piece reflecting on their knowledge of the peoples and cultures of North Africa and the Middle East. This piece provides a baseline for evaluating students’ understanding of the cultures and value systems in these regions. Throughout the semester, students will be required to engage in weekly debate and discussion over the assigned readings, films, and lectures. Three unannounced quizzes and two essay-based exams require students to critically engage with course materials and articulate their understanding of the peoples and cultures of the Middle East and North Africa.

KU Core Hannoum ANTH 303 FA16.pdf Documents

Course Reviewer Rachel Schwien (rschwien) (12/18/17 11:38 am): AAAS ( C. Lang) approves of KU Core nomination Comments

Key: 2429

https://next.catalog.ku.edu/courseleaf/approve/ 3/3

1/18/2018 ANTH 317: Prehistory of Europe

Course Change Request

Date Submitted: 12/04/17 9:43 pm In Workflow Viewing: ANTH 317 : Prehistory of Europe 1. CLAS Last edit: 12/04/17 9:43 pm Undergraduate Changes proposed by: siccmade Program and Academic Career Undergraduate, Lawrence Course Coordinator Subject Code ANTH Course Number 317 2. CUSA Academic Unit Department Anthropology Subcommittee 3. CUSA Committee School/College College of Lib Arts & Sciences 4. CAC Do you intend to offer any portion of this course online? 5. CLAS Final No Approval 6. Registrar Title Prehistory of Europe 7. PeopleSoft

Transcript Title Prehistory of Europe 8. UCCC CIM Support Effective Term Fall 2018 9. UCCC Preliminary Vote Catalog A survey of one million years of prehistory from the peopling of the European continent to the Roman Empire. 10. UCCC Voting Description The course will focus on the growth of culture, considering economy and technology, art and architecture. Topics will Outcome include the Neanderthals, the big game hunters of the Ice Age, the megalith builders, the Celts. 11. SIS KU Core Prerequisites An introductory course in anthropology, history, or cultural geography. Contact 12. Registrar Cross Listed Courses: 13. PeopleSoft

Credits 3 Approval Path Course Type Lecture (Regularly scheduled academic course) (LEC) 1. 12/13/17 1:42 pm

Grading Basis A-D(+/-)FI (G11) Rachel Schwien (rschwien): Is this course part of the No University Honors Program? Approved for CLAS Are you proposing this Yes No course for KU Core? Undergraduate Typically Offered Program and Course Repeatable for No credit? Coordinator 2. 01/16/18 12:38 Principal Course pm

Designator Rachel Schwien Course S - Social Sciences (rschwien): Designator Approved for Are you proposing that the course count towards the CLAS BA degree specific requirements? CUSA Subcommittee No

Will this course be required for a degree, major, minor, certificate, or concentration? No

Adding major courses to the core

Rationale for Course Proposal

KU Core Information

Has the department approved the nomination of this course to KU Core? Yes No

Name of person giving Joane Nagel Date of Departmental Approval 11/27/17 departmental approval https://next.catalog.ku.edu/courseleaf/approve/ 1/3 1/18/2018 ANTH 317: Prehistory of Europe Selected Goal(s)

Do all instructors of this course agree to include content that enables students to meet KU Core learning outcome(s)? Yes

Do all instructors of this course agree to develop and save direct evidence that students have met the learning outcomes(s)? Yes

Provide an abstract (1000 characters maximum) that summarizes how this course meets the learning outcome. This course provides a general overview of the prehistoric archaeological record in Europe from the earliest recorded human settlements through the expansion of the Roman Empire in the 1st century BC. Lectures and coursework are focused on understanding and interpreting the archaeological record through the material culture of prehistoric European societies. Students are introduced to central concepts, theories, and methodologies critical to the archaeological study of prehistoric Europe. Topics include early hunter-gatherer societies, paleolithic art and shamanism, agriculture, and overviews of the Copper, Bronze, and Iron Ages. The case studies and their interpretations are based in the environmental, social, and cultural contexts of the earliest inhabitants of Europe, providing a deep background for understanding these ancient peoples. Students will participate in online discussions and create a final individual research project using archaeological theories and research methods. Selected Learning Outcome(s):

Goal 3 - Social Sciences State how your course or educational experience will use assignments, readings, projects, or lectures to move students from their current knowledge to a deeper understanding of specific concepts fundamental to the area(s) in question. (Please limit responses to 1000 characters.) Students are required to participate in weekly Blackboard discussions with small groups of their peers to discuss each week’s lecture and readings. They are also required to produce a final individual research product consisting of an 8- to 12-page paper and a 10- to 15-minute PowerPoint presentation in which they must draw upon and synthesize archaeological concepts to offer insight into an instructor approved research question. Lectures will focus on both various aspects of different prehistoric periods and cultures within Europe while highlighting the archaeological theories and methods behind their interpretation. Readings are drawn from various social science and humanities disciplines exposing students to a variety of perspectives. Participation in regular discussion of the assigned readings permits students to further explore the analytical methods and theoretical positions of archaeology.

State what course assignments, readings, class discussions, and lectures will synthesize the development over time of the principles, theories, and analytical methods of the discipline(s). (Please limit responses to 1000 characters.) Blackboard discussions focused on the lectures and readings for each week facilitate continued engagement with the materials. The final project consisting of an 8- to 10-page research paper and a 10- to 15-minute PowerPoint presentation requires students to draw upon and synthesize the principles, theories, and analytical methods of archaeological anthropology. Lectures and in-class discussions will focus on central theories and methods in archaeology as they relate to understanding prehistoric Europe.

State what learning activities will integrate the analysis of contemporary issues with principles, theories, and analytical methods appropriate to the area in question. (Please limit responses to 1000 characters.) Students will be assigned approximately 60 pages of readings per week, which will be drawn from a mix of contemporary and classic issues in the archaeological investigation of prehistoric Europe. This will allow students to grasp the changes in the discipline, as well as how contemporary issues are being understood and investigated. Online discussions will connect archaeology’s principles, theories, and analytical methods to the interpretation of prehistoric Europe’s archaeological record.

State what course assignments, projects, quizzes, examinations, etc. will be used to evaluate whether students have a functional understanding of the development of these concepts, and can demonstrate their capability to analyze contemporary issues using the principles, theories, and analytical methods in the academic area. (Please limit responses to 1000 characters.) Students will begin the semester by writing a short discussion board post on their understanding of archaeology as a discipline. They are then required to engage with the readings and lectures in weekly Blackboard discussions with a group of their peers. In these discussions, students will be required to demonstrate their knowledge of the principles, theories, and methods of archaeology. Students must produce a final project consisting of a 8- to 12-page research paper on a topic approved by the instructor and a 10- to 15-minute PowerPoint presentation. A short synopsis and bibliography are due partway through the semester to gauge the student’s progress and provide feedback. The term paper and presentation will both be focused on the students’ abilities to analyze a research question on a theme from the prehistory of Europe using the principles, theories, and methods of archaeology.

https://next.catalog.ku.edu/courseleaf/approve/ 2/3 1/18/2018 ANTH 317: Prehistory of Europe

KU Core ANTH 317 F16 Syllabus.docx Documents

Course Reviewer Comments

Key: 2435

https://next.catalog.ku.edu/courseleaf/approve/ 3/3 Syllabus

Enabled: Statistics Tracking

Please check the "Weekly schedule" folder on the BlackBoard regularly for all updates and eventual changes!!!

Fall 2016 - ANTH 317

Prehistory of Europe

Wednesdays and Fridays 12:45-2:00 PM in Hall

Dr Ivana Radovanović

Office: 616 Fraser Hall;

Office hours: Wednesdays 2:00-3:00 PM, Thursdays 11:30 AM -12:30 PM and by appointment (please e- mail to schedule)

E-mail: [email protected]

image

(Magdalenian period: Lascaux Cave, France)

The course provides general information on prehistoric archaeological sequences in Europe from the earliest record of human settlement in Europe to the times of expansion of the Roman Empire in 1st century BC. Particular case studies are also chosen from the vast archaeological record to provide students both with more in-depth knowledge on the specific topics, and with better understanding of the scope, goals and perspectives of the studies in prehistory in this part of the world.

Course requirements:

Regular attendance, preparation for assignments and discussion.

Please notify the instructor if you cannot attend the class because of illness or other circumstances beyond your control.

Blackboard

Apart from the textbook, your required reading material related to the lectures, class discussions and recommended readings for your own research are listed on the Blackboard in READINGS folder (see menu

1 on the left). Apart from class lectures and discussions, the Blackboard COURSE DOCUMENTS provide a lot of useful information about various topics, internet links, electronic papers in PDF format, images and video clips. Internet connection and KU username and password are therefore required, and if you already don’t have KU username and password to access various KU web sites you may get it instantly through KU Information and Technology services here: http://www.technology.ku.edu/accounts/ .

Your coursework:

 Reading notes and discussion: 25% of the total grade. Summarize the main points of the required reading and post the note to your group's discussion board - do not list every single detail, think about what is it that you see as the most significant in the material you have explored. Include comments and/or questions about anything that needs clarification at the following class meeting.

 Quizzes: There will be six quizzes worth 30% of the total grade. They will be similar in size of up to 30 questions related to the learning content covered up to the quiz date. The answers include simple true/false answers, filling in the gap, multiple choice answers, identifications of certain outstanding objects, imagery, short narrative answers, etc.

 Written research report: 25% of the total grade.: Written report on the approved topic must include complete text, references and bibliography of references. Length: Minimum 8 or maximum 12 (doublespaced) pages excluding references and illustrations (maps, images, graphs). Please see the guidelines for report writing in the “ Course Documents” folder on the BlackBoard. Your topic must be approved by the instructor who will provide you with readings to start your research with by Tuesday September 6th. One-page outline/synopsis of this work is required should be submitted within 4 weeks after it was assigned, or by Thursday October 6 at the latest. Final paper is due online by 11:59 PM on Tuesday December 13th .

 Presentations in class: 10% of the total grade. Each student prepares a 10-15 minutes long class presentation of his/her research topic (which is the same as the topic for written report). Class presentation may include powerpoint and web presentations, use of video, handouts, slides, etc.

 Class activity: 10% of the total grade (participation in discussion, regular attendance etc.).

Please notify the instructor by e-mail if you cannot attend the class because of illness or other circumstances beyond your control.

Preparation for quizzes: lecture notes, required readings, handouts, web materials, further readings (when applicable).

Important note: my lectures will not cover all materials in the textbook and readings - therefore, students should not risk to rely only upon the notes and handouts for the exam preparation, but on ALL of the required sources.

Grades: A over 94%; A-: 93-90%; B+: 89-87%; B: 86-84%; B-: 83-80%; C+: 79-77% C: 74-76%; C-:73- 70%; D+: 69-67%; D: 64-66%; D-: 63-60%; F: below 60%.

2 Textbook and readings:

Required:

EUROPEAN PREHISTORY – A SURVEY edited by Sarunas Milisauskas, 2012 (2nd editio or 2002 (1st edition ) Kluwer Academic/Plenum Publishers, New York. Av

 Occasionally, the instructor will provide additional readings not covered by the textbook (PDF file in the Readings folder or web link).  A start-up source (book, journal paper, electronic journal paper) for preparation of the research paper and presentation will be provided by the instructor as a feedback to your Questionnaire answers. However, students are required to expand their library research based on these start-up readings, that is: use additional sources such as printed books and journals in KU libraries, KU Libraries' Database, KU e-journals, search engines such as Google Scholar http://scholar.google.com/, academic websites and so on. If you intend to develop a topic that builds upon, or is similar to a topic of your term paper in another course, please notify the instructor to help you build a research around the ANTH 317 specific requirements.

Internet connection: All students are required to obtain e-mail address for easier and faster communication with the instructor, and to be able to use web based resources recommended during lectures and discussion sections. Lots of the required and recommended materials are uploaded to the BlackBoard (readings, syllabus, guidelines, handouts, powerpoints, web links etc.)

Students with special needs

The Academic Achievement & Access Center (AAAC) coordinates accommodations and services for all KU students who are eligible. If you have a disability for which you wish to request accommodations and have not contacted the AAAC, please do so as soon as possible. Their office is located in 22 Strong Hall; their phone number is 785-864-4064 (V/TTY).

Information about their services can be found at http://disability.ku.edu. Please contact me privately in regard to your needs in this course.

Student reports and plagiarism

The issue of plagiarism has raised concerns about ethics, student writing experiences, and academic integrity. Your papers and homework will be submitted in a digital format and they may be checked against e-journals, web pages and databases of existing papers. Although you may never have engaged in intentional plagiarism, many students do incorporate sources without citations so please also check the research and writing guidelines in the "Course Documents" folder to learn how to avoid such mistakes. Do not hesitate to consult your instructor if you have additional questions about these guidelines.

Commercial note-taking.

Pursuant to the University of Kansas’ Policy on Commercial Note-Taking Ventures, commercial note-taking is not permitted in Prehistory of Europe ANTH 317. Lecture notes and course materials may be taken for personal use, for the purpose of mastering the course material, and may not be sold to any person or entity in any form. Any student engaged in or contributing to the commercial exchange of notes or course materials will be subject to discipline, including academic misconduct charges, in accordance with University policy. Please note: note-taking provided by a student volunteer for a student with a disability, as a reasonable accommodation under the ADA, is not the same as commercial note-taking and is not covered under this policy.

3 Weekly schedule of lecture topics and required readings is available on the BlackBoard.

Week Topic Quizzes Due dates 1 August 24: Introduction to the course August 26: Research history, paleogeography 2 Aug 31 - Sep 2 Paleogeography continued 3 September 7 – 9 W Sep 7 Questionnaire and Quiz 1 broad topic due Hunter-Gatherer society essentials (Palaeogeography) by 9/6 4 September 14-16 The Earliest Hunter-Gatherers in Europe LP, MP 5 September 21-23 W Sep 21 Later Hunter-Gatherers UP Quiz 2 (HG, LP, MP) 6 September 28-30 Art and other evidence of the Upper Palaeolithic symbolic behavior F Sep 30 ARC visit 7 October 5-7 W Oct 5 Synopsis due by Last hunters M Quiz 3 (UP) 10/6 8 October 12-14 Last farmers and First farmers contact; Lepenski Vir 9 October 19-21 Food producing economies 10 October 26-28 W Oct 26 Secondary products revolution (Vinča, Quiz 4 (M, EN) LBK exchange, architecture) 11 November 2-4 Copper Age Complex Societies 12 November 9-11 W Nov 9 Bronze Age Quiz 5 (LN, CA) 13 November 16-18 Iron Age 14 Thanksgiving break No classes 15 November 30 - December 2 W Nov 30 Paper draft due by Dec 2 Student presentations Quiz 6 (BA, IA) November 28 per request 16 Dec 7 Student presentations Dec 9 STOP DAY no class FINALS Final paper due online December 13 Final paper due 12/13

4 1/18/2018 ANTH 318: Peoples of the Great Plains

Course Change Request

Date Submitted: 12/04/17 9:32 pm In Workflow Viewing: ANTH 318 : Peoples of the Great Plains 1. CLAS Last approved: 11/29/17 4:31 am Undergraduate Last edit: 12/04/17 9:32 pm Program and Changes proposed by: siccmade Course Coordinator Academic Career Undergraduate, Lawrence 2. CUSA Subject Code ANTH Course Number 318 Subcommittee Academic Unit Department Anthropology 3. CUSA Committee 4. CAC School/College College of Lib Arts & Sciences 5. CLAS Final Do you intend to offer any portion of this course online? Approval No 6. Registrar 7. PeopleSoft Title Peoples of the Great Plains 8. UCCC CIM Support Transcript Title Peoples of the Great Plains 9. UCCC Preliminary Effective Term Spring 2018 Vote 10. UCCC Voting Catalog A survey of the diverse and changing lifeways of Native Americans in the Great Plains region from the time of the Outcome Description earliest inhabitants more than 13,000 years ago to the modern era. Collections of prehistoric and historic Native 11. SIS KU Core American material culture will be used to illustrate the diversity of technologies and artistry of indigenous Great Plains peoples. Contact

Prerequisites None 12. Registrar 13. PeopleSoft Cross Listed Courses: Approval Path Credits 3 1. 12/13/17 1:42 pm

Course Type Lecture (Regularly scheduled academic course) (LEC) Rachel Schwien Grading Basis A-D(+/-)FI (G11) (rschwien): Approved for Is this course part of the No CLAS University Honors Program? Undergraduate Are you proposing this Yes No Program and course for KU Core? Course Typically Offered As necessary Coordinator 2. 01/16/18 12:38 Please explain pm

Rachel Schwien Repeatable for No (rschwien): credit? Approved for CUSA Principal Course Subcommittee Designator Course S - Social Sciences Designator History Are you proposing that the course count towards the CLAS BA degree specific requirements? 1. Nov 29, 2017 by No Brent Metz (bmetz) Will this course be required for a degree, major, minor, certificate, or concentration? No

Rationale for Adding major courses to the Core Course Proposal

KU Core Information

Has the department approved the nomination of this course to KU Core? Yes No https://next.catalog.ku.edu/courseleaf/approve/ 1/3 1/18/2018 ANTH 318: Peoples of the Great Plains

Name of person giving Joane Nagel Date of Departmental Approval 11/28/17 departmental approval

Selected Goal(s)

Do all instructors of this course agree to include content that enables students to meet KU Core learning outcome(s)? Yes

Do all instructors of this course agree to develop and save direct evidence that students have met the learning outcomes(s)? Yes

Provide an abstract (1000 characters maximum) that summarizes how this course meets the learning outcome. In this course, students are provided an overview of Great Plains anthropology by examining the prehistoric, historic and contemporary realities of indigenous peoples in the Plains region. Lectures and coursework are focused on understanding the connections between culture and environment since the late Pleistocene among indigenous peoples of the Plains, the interrelationships among cultural groups, and the connections between historical and contemporary lifeways. Throughout the course, students are introduced to concepts, theories, and methodologies of archaeology and anthropology which are key to understanding prehistoric, historic, and contemporary Native American societies. Students will participate in class discussions and create a final research project using classical and contemporary anthropological concepts, theories, and research methods. The final projects will also include pertinent indigenous perspectives on the nature and relevance of anthropological perspectives.

Selected Learning Outcome(s):

Goal 3 - Social Sciences State how your course or educational experience will use assignments, readings, projects, or lectures to move students from their current knowledge to a deeper understanding of specific concepts fundamental to the area(s) in question. (Please limit responses to 1000 characters.) Students are required to participate in weekly discussions focused on each week’s lecture and readings to further explore Great Plains cultures using methods and theoretical perspectives from anthropology. Students will work on four different assignments: 1) Great Plains definition, map, and features 2) synopses and comparison of selected cultural groups, 3) First Nations origins from anthropological and indigenous perspectives, and 4) critical review of a Plains cultural group ethnographic monograph. Students are required to write a final research paper where they must draw upon and synthesize anthropological concepts and contemporary First Nations perspectives as needed to offer insight into a research question. Lectures focus on critical themes in understanding Great Plains anthropology (e.g., subsistence patterns, cultural convergence, interaction, reservation life) while highlighting the historical and contemporary lifeways of Great Plains indigenous peoples.

State what course assignments, readings, class discussions, and lectures will synthesize the development over time of the principles, theories, and analytical methods of the discipline(s). (Please limit responses to 1000 characters.) In-class discussions building from the lectures and readings for each week facilitate intellectual engagement with the methods, problems and theoretical positions of anthropology. The four short assignments require students to explore in-depth some critical themes in the anthropology of the Great Plains. The final project, consisting of a research paper (usually 8-10 pages) or poster, requires students to draw upon and synthesize the principles, history, theories, and analytical methods of anthropology as related to specific topics (e.g., cultural convergence). Lectures and in-class discussions will focus on central theories and methods in anthropology as they relate to the prehistoric, historic and contemporary lifeways of First Nations peoples in the Great Plains region.,

State what learning activities will integrate the analysis of contemporary issues with principles, theories, and analytical methods appropriate to the area in question. (Please limit responses to 1000 characters.) Students will be assigned several dozen pages of readings per week, which will target a mix of contemporary and classic issues on the anthropology of the Great Plains region. This will allow students to grasp the changes in the discipline, as well as how contemporary issues are being understood and investigated. Class discussions will connect anthropology’s principles, theories, and analytical methods to the study of indigenous peoples of the Great Plains. The final project will require students to use contemporary anthropological approaches to address current issues (concerning the past and present) First Nations cultures of the Great Plains.

State what course assignments, projects, quizzes, examinations, etc. will be used to evaluate whether students have a functional understanding of the development of these concepts, and can demonstrate their capability to analyze contemporary issues using the principles, theories, and analytical methods in the academic area. (Please limit responses to 1000 characters.) https://next.catalog.ku.edu/courseleaf/approve/ 2/3 1/18/2018 ANTH 318: Peoples of the Great Plains Students are required to engage with the readings and lectures in weekly in-class discussions. In these discussions, students will be asked to demonstrate their knowledge of the principles, theories, and methods of Great Plains anthropology. These discussions provide an excellent means for gauging each student’s engagement with the course materials. Students must also complete a series of four assignments (map, cultural group synopses, origin story, and ethnographic review) which require students to further integrate the principles, theories, and analytical methods of anthropology. The final research paper on a comparative topic or theme approved by the instructor also provides an excellent means for gauging and evaluating each student’s progress. The term paper will provide an opportunity for each student to engage in discussion of a contemporary issue in Great Plains anthropology, and to demonstrate their ability to use anthropological principles, theories, and methods.

KU Core ANTH 318 Syll 2018 Peoples of the Plains.docx Documents

Course Reviewer Comments

Key: 2436

https://next.catalog.ku.edu/courseleaf/approve/ 3/3

Draft syllabus

ANTH 318 PEOPLES OF THE GREAT PLAINS SPG 2018 PRESENT TO PAST CULTURAL CONTEXTS

Instructor: JACK HOFMAN, 619 Fraser, [email protected], 785/864-4103 Time and Place: SUM 424; T & Th 9:30-10:45 Office hours: Tuesday 11:00-12:15 pm & Wednesday 2:00-3:15, or by appointment We will hold some classes in the Spooner Hall (ARC) class room

GOALS: This course provides students with a broad overview of Great Plains anthropology, and an opportunity for learning and research involving topics and materials pertaining to First Nations groups in the Plains region. The theme this semester pertains to material culture and technological interface between aspects of culture and environment across the long span of human occupation of the Plains region since the late Pleistocene, more than 13,000 years ago. Cultural change, diversity, convergence, and continuity are key research topics in the Great Plains region. The course is an introduction to the history, development and current issues of Plains anthropological thought and research. Each student will pursue a specific research project on a topic to be mutually agreed upon.

TEXT BOOKS: Handbook of North American Indians, Vol. 13 (1&2). Plains. (2001) R. J. DeMallie, editor, Smithsonian Institution, ISBN 0-16-050400-7 Archaeology on the Great Plains (1998) edited by W. R. Wood. U. Kansas Press ISBN 0700610006 Other readings will be assigned during the semester.

Recommended sources: (good background materials) The Hoe and the Horse on the Plains (1970, 1993) P. Holder, U. Nebraska Press ISBN 0803258097 Indians of the Great Plains (1954) Robert Lowie. varied editions. Kansas Archaeology (2006) edited by R. Hoard and W. Banks. U. Kansas Press ISBN0700614281

REQUIREMENTS: Participation. Students are expected to attend and participate in each class. Each student will be responsible for summary presentations covering readings and on assigned topics. There will also be some in-class assignments which will be assigned and collected during regular class meetings. This participation is required and will constitute 20% of your course grade (10% participation, presentations and submitting assignments on time, 10% attendance). Exams: A midterm (20% of grade) will be given on March 6, covering concepts, terms, history, native people, anthropologists, and geography relevant to Plains cultures. A Second exam will be a take home due on May 1 and will cover materials from the second half of the semester (also 20% of grade). Exercises. There will be four exercises (20% of your grade). These include: 1) Great Plains map exercise; 2) brief synopses of cultural groups; 3) a First Nations origin story; 4) review of an ethnographic study pertaining to a cultural group from the Plains region. Students will present in- class brief oral summaries of their selected ethnographic study. A research paper on an approved topic/project about 6-8 pages in length (plus tables, figures, and references) will determine 20% of your final grade. Your research paper project will require

independent work on a cross cultural topic (involving comparison of at least two different groups). The topic is to be mutually agreed upon and the topic is to be determined not later than Thursday March 29th.

Students with Special Needs: If you have special needs or need special arrangements to be made, please contact me at your earliest convenience and contact the ADA Resource Center for Equity and Accessibility. Their website: http://accessibility.ku.edu. Their office is located in Room 103 Carruth O’Leary Hall, 1246 West Campus Road and their phone is (785) 864-4946. I will do my best to accommodate any special needs you may have.

Please deactivate your cell phone, iPod, headphones, and other such devices when you enter the classroom.

ANTH 318 PEOPLES OF THE PLAINS COURSE SCHEDULE SPRING 2018

JANUARY T16: Introductions, overview of course goals Exercise, in class: Definitions of “Plains” Readings:

Th18: Great Plains as Place: Diversity and Homogeneity Exercise, Plains Map with states, rivers, features (not just download)

T23: The Plains as a Natural Area geology, physiography, ecology, climate

Th25: The Plains as a Cultural Area Mason, Wissler, Kroeber

T30: Tour Spooner Hall, Archaeological Research Center, Mary Adair, Curator of Archaeological Research Center

FEBRUARY Th1: Multiple Perspectives on the LITTLE BIG HORN: history, oral tradition, and archaeology Readings:

T6: First Nations and cultural diversity on the Plains; linguistics, origins, lifeways

Th8: Cultural Convergence, equestrian bison hunting (2nd Convergence) Exercise: synopses of cultural groups

T13: Anthropological Perspectives about the Great Plains cultures; Recognizing Prehistory on the Great Plains Kroeber, Wissler, Grinnell, Lowie, Strong, Wedel

Th15: History, Ethnography, and Archaeology Interpreting the origins of Plains peoples

T20: Oral Traditions, Origin Stories

Th22: Before there was a Plains: the Pleistocene record

T27: Earliest Human evidence: Pre-Clovis and Clovis people

ANTH 318 PEOPLES OF THE PLAINS COURSE SCHEDULE SPRING 2018

MARCH Th1: The first Plains culture: Folsom archaeology

T6: (Midterm exam) Folsom Archaeology: kills, camps, structures and beyond

Th8: Cultural Convergence No. 1: Pedestrian Bison Hunters: 11,000-3,000 years ago

T13: The Dry Times: Altithermal period cultures on the Plains: 8,000-4,000 years ago

Th15: Hunter-Farmers, beginnings ceramics, bow and arrow, cultigens

T20: SPRING BREAK: NO CLASS

Th22: SPRING BREAK: NO CLASS

T27: Hunter-Farmer Traders: mother corn

Th29: Western Hunters-Traders

APRIL T3: Eastern Farmer-Hunters

Th5: Linking Archaeology and First Nations societies

T10: European Contact: French, Spanish, American

Th12: Pueblo Revolt, Disease, Competition (Convergence 3)

T17: Migrants, Interlopers, Transients, Settlers, Revitalization Movement trails, forts, steamboats

Th19: Removal, Allotments, Reservations, Schools (Convergence 4) Dawes Act

T24: Citizenship, Rights, Treaties

Th26: NAGPRA W29: Retrospective

ANTH 318 PEOPLES OF THE PLAINS COURSE SCHEDULE SPRING 2018

MAY T1: Second exam due. Student presentations of papers.

Th3: LAST DAY OF CLASS: Student presentations of papers.

F4: STOP DAY

FINALS WEEK: 7th-11th: there will be no final exam.

Final Research Papers Due: May 8th 4:30 pm (hard copy and electronic version)

ANTH 318 Peoples of the Great Plains A survey of the diverse and changing lifeways of Native Americans in the Great Plains region from the time of the earliest inhabitants more than 13,000 years ago to the modern era. Collections of prehistoric and historic Native American material culture will be used to illustrate the diversity of technologies and artistry of indigenous Great Plains peoples. LEC.

1/18/2018 ANTH 340: Human Variation and Evolution

Course Change Request

Date Submitted: 12/06/17 8:11 am In Workflow Viewing: ANTH 340 : Human Variation and Evolution 1. CLAS Last edit: 12/06/17 8:11 am Undergraduate Changes proposed by: siccmade Program and Academic Career Undergraduate, Lawrence Course Coordinator Subject Code ANTH Course Number 340 2. CUSA Academic Unit Department Anthropology Subcommittee 3. CUSA Committee School/College College of Lib Arts & Sciences 4. CAC Do you intend to offer any portion of this course online? 5. CLAS Final No Approval 6. Registrar Title Human Variation and Evolution 7. PeopleSoft

Transcript Title Human Variation and Evolution 8. UCCC CIM Support Effective Term Fall 2018 9. UCCC Preliminary Vote Catalog An examination of biochemical and physical variability in contemporary human populations. Topics include: 10. UCCC Voting Description genetic basis of human diversity, evolutionary theory, population genetics, blood groups, biochemical variations, Outcome body size and shape, pigmentation, and other morphological characteristics. 11. SIS KU Core Prerequisites An introductory course in physical anthropology, biology, or permission of instructor. Contact 12. Registrar Cross Listed Courses: 13. PeopleSoft

Credits 3 Approval Path Course Type Lecture (Regularly scheduled academic course) (LEC) 1. 12/13/17 1:42 pm

Grading Basis A-D(+/-)FI (G11) Rachel Schwien (rschwien): Is this course part of the No University Honors Program? Approved for CLAS Are you proposing this Yes course for KU Core? Undergraduate Typically Offered Program and Course Repeatable for No credit? Coordinator 2. 01/16/18 1:13 pm

Principal Course Rachel Schwien Designator (rschwien): Course N - Natural Sciences Approved for Designator CUSA Are you proposing that the course count towards the CLAS BA degree specific requirements? Subcommittee No

Will this course be required for a degree, major, minor, certificate, or concentration? No

Adding major courses to the KU Core

Rationale for Course Proposal

KU Core Information

Has the department approved the nomination of this course to KU Core? Yes

Name of person giving Joane Nagel Date of Departmental Approval 11/27/17 departmental approval https://next.catalog.ku.edu/courseleaf/approve/ 1/3 1/18/2018 ANTH 340: Human Variation and Evolution Selected Goal(s)

Do all instructors of this course agree to include content that enables students to meet KU Core learning outcome(s)? Yes

Do all instructors of this course agree to develop and save direct evidence that students have met the learning outcomes(s)? Yes

Provide an abstract (1000 characters maximum) that summarizes how this course meets the learning outcome. This course introduces students to the discipline of biological anthropology from a evolutionary and biocultural perspective. Lectures and coursework introduce students to the fundamental theories and methods biological anthropology. The first half of the course focuses on the fundamental principles, theories, and analytical methods of biological anthropology and human biology. The latter half of the course explores human variation and evolution through a number of different topics (e.g., adaptability, nutrition, epidemiology, aging). Students engage with the course materials through in- class discussions, two midterm exams, a final exam, and a term paper. The term paper requires students to synthesize the principles, theories, and methods of biological anthropology to investigate an instructor-approved research question.

Selected Learning Outcome(s):

Goal 3 - Natural Sciences State how your course or educational experience will use assignments, readings, projects, or lectures to move students from their current knowledge to a deeper understanding of specific concepts fundamental to the area(s) in question. (Please limit responses to 1000 characters.) Students are required to participate in weekly discussions drawn from the assigned readings and lecture materials. Lectures and in- class activities will be focused on imparting the principles, methods, and theories of biological anthropology and the study of human variation and evolution. Two midterm exams and a cumulative final exam are designed to test the students’ acquisition of fundamental knowledge of biological anthropology. The final 10- to 12-page term paper requires students to synthesize the fundamental positions, theories, and methods of biological anthropology to investigate a topic that has been pre-approved by the instructor.

State what course assignments, readings, class discussions, and lectures will synthesize the development over time of the principles, theories, and analytical methods of the discipline(s). (Please limit responses to 1000 characters.) Students will be tested on their fundamental knowledge principles, theories, and analytical methods of biological anthropology and the study of human variation and evolution through two midterm exams and a final cumulative exam. In-class discussions focused on the lectures and readings for each week also facilitate engagement with the course materials. The 10- to 12-page term paper requires students to draw upon and synthesize the principles, theories, and analytical methods of biological anthropology to answer a pre- approved research question. Lectures and in-class discussions will focus on central theories and methods in anthropology and biology as they relate to understanding human variation and evolution.

State what learning activities will integrate the analysis of contemporary issues with principles, theories, and analytical methods appropriate to the area in question. (Please limit responses to 1000 characters.) Students will be assigned approximately 60 to 80 pages of readings each week, drawn from a mix of contemporary and classic issues in the anthropological study of human variation and evolution. This will allow students to grasp the changes in the discipline, as well as how contemporary issues are being understood and investigated. Class discussions will connect biological anthropology’s principles, theories, and analytical methods to the study of human variation and evolution. The final 10- to 12-page term paper requires students to analyze contemporary issues related to draw upon and synthesize the principles, theories, and analytical methods of biological anthropology to answer a pre-approved research question.

https://next.catalog.ku.edu/courseleaf/approve/ 2/3 1/18/2018 ANTH 340: Human Variation and Evolution Goal 4, Learning Outcome 1 State what assignments, readings, class discussion, and lectures will devote a majority of course content to ensure student understanding of basic human diversity within the United States, such as biological, cultural, historical, linguistic, social, economic, sexual, and ideological diversity. (Please limit responses to 1000 characters.) Already in the core.

Explain how your course or educational experience will generate discussion among students, leading to examination of students'' own value assumptions in the context of various value systems within the United States. (Please limit responses to 1000 characters.) Already in the core.

Detail how your course or educational experience will integrate other-cultural readings and academic research on cultural competency to define and analyze issues and other-cultural key words and concepts, and practices within the United States. (Please limit responses to 1000 characters.) Already in the core.

State what assignments, readings, class discussion, and lectures your course or educational experience will use to evaluate student work that documents and measures their grasp of diverse cultures and value systems within the United States through reflective written or oral analysis. (Please limit responses to 1000 characters.) Already in the core.

KU Core O'Rourke ANTH 340 FA17.pdf Documents

Course Reviewer Rachel Schwien (rschwien) (01/16/18 1:13 pm): CUSA subcommittee expressed concerns regarding the current 4.1 designation for this Comments course. Comments sent to dept

Key: 2439

https://next.catalog.ku.edu/courseleaf/approve/ 3/3 HUMAN VARIATION & EVOLUTION Fall 2017

Anthropology 340 2:30 – 3:45 pm TTh 100 Smith

Instructor: Dennis H. O'Rourke, 635 Fraser Office hours: 1:00-2:30pm MW [email protected] and by appointment

GTA: Christopher Barrett, 614 Fraser Office hours: 9:00-10:30am MW [email protected] and by appointment

REQUIRED TEXT

S. Stinson, B. Bogin and D.H. O’Rourke, eds. (2012) Human Biology: An Evolutionary and Biocultural Perspective. 2nd Ed. New York: Wiley-Blackwell, Inc.

COURSE DESCRIPTION

Human Biology, as a scientific discipline, aims to understand the extent, patterning, and origin of human biological variability. It achieves this goal by elucidating explanatory mechanisms for the development of patterned variation, and relates human biological variation to health, disease, aging, growth and development, demography, genetics and social issues derived from these areas of research. Human Biology is inherently evolutionary in its approach to explaining human diversity in time and space. The approach emphasized in this course is both evolutionary and biocultural. This course is a survey of the pattern of human biological variation at both the individual and population levels. We will evaluate patterns of morphological, physiological, and genetic variation in world populations as adaptive responses to local ecological conditions, including disease and diet.

FORMAL REQUIREMENTS

In addition to two midterm exams, and one final exam, a TERM PAPER on some aspect of human variation, adaptation and/or human biological evolution is required. Paper topic must be approved by instructor by end of week four, and is due no later than Dec. 7, the last day of class.

COURSE CALENDAR

Aug. 22 First Day of Class Oct. 17 Fall Break – No Class Sept. 11 Last Day to Drop Nov. 2 EXAM 2 Sept. 18 Last Day to Add Nov. 15 Last Day to Withdraw Sept. 28 EXAM 1 Nov. 23 Thanksgiving Break – No Class Oct. 2 Last Day for CR/NC option Dec. 13 Final Exam: 1:30am - 4:00pm

COURSE SCHEDULE

(subject to change)

Week Reading Assignment Topic

1 Chap. 1 Introduction, Orientation, and a Bit of Theory

2 Chaps. 2 & 3 History, Theory and Heredity in Human Biology

3 Chaps. 3 & 4 Evolutionary Background, and Essentials of Mendelian Genetics

4 Chap. 4 Basic Anthropological Genetics

5 Chaps. 4 & 5 Population Structure and Quantitative Variation

6 Chap. 5 Quantitatiave Variation - cont.

Midterm 1

7 Chap. 6 Human Adaptation and Climatic Diversity

8 Chap. 6 & 7 Adaptability & Nutritional Evolution

9 Fall Break Nutrition (Thursday)

10 Chap. 8 Nutrition, Work & Energetics

11 Chap. 9 & 10 Epidemiology, Stress & Disease

Midterm 2

12 Chap. 11 Evolution of the Human Life Cycle

13 Chap. 12 Variation in Human Growth Patterns

14 Chap. 13 Aging and Senescence

15 Chap. 14 Demography

16 Chap. 15 Human Population Dynamics

Final Exam

Accommodation for students

The Academic Achievement and Access Center (AAAC) coordinates academic accommodations and services for all eligible KU students with disabilities. If you have a disability for which you wish to request accommodations and have not contacted the AAAC, please do so as soon as possible. They are located in 22 Strong Hall and can be reached at 785-864-4064 (V/TTY). Information about their services can be found at http://www.access.ku.edu. Please contact me privately in regard to your needs in this course.

Absences & Grading

Attendance will not be taken, but it is very important that you attend all lectures. I often include material in lecture that is not in the text or fully covered in the ppt slides. You will only have an opportunity to get all of the information that will be covered on exams through class attendance. Final grades will be based on grades or scores earned on two mid-term exams (20% each), the final exam, which will be cumulative (30%), and the required term paper (30%).

If you are an athlete or a researcher going to academic conferences, please make an appointment with me to discuss your travel schedule as soon as possible. If scheduled exams, discussions, and lectures conflict with religious observations, or scheduled medical procedures, please make an appointment at least one week in advance in order to schedule an accommodation. No make-up opportunities will be given if prior arrangements have not been made.

Academic misconduct

Issues of academic misconduct and fairness are taken very seriously. Cheating and plagiarism will not be tolerated, and will result in a failing grade in the class, as well as additional discipline according to the University’s academic code of conduct.

Pursuant to the University of Kansas’ Policy on Commercial Note-Taking Ventures, commercial note-taking is not permitted. Lecture notes and course materials may be taken for personal use, for the purpose of mastering the course material, and may not be sold to any person or entity in any form. Any student engaged in or contributing to the commercial exchange of notes or course materials will be subject to discipline, including academic misconduct charges, in accordance with University policy. Please note: note-taking provided by a student volunteer for a student with a disability, as a reasonable accommodation under the ADA, is not the same as commercial note-taking and is not covered under this policy.

Social media and technology policies

I encourage social media use to discuss issues related to the course outside of the classroom, if it is done in a respectful, responsible, and thoughtful manner. You may not use cell phones in the classroom for any reason; students who do so will be asked to leave the classroom immediately. Any student-run group to discuss the course, or course material on Facebook (or other social media platforms) MUST give me and the course GTA unlimited access. You may not redistribute course materials in any form, or record lectures or discussions in audio or video form without my consent. Please use the hashtag #KUBioanth if you post on social media.

New Concealed Carry Policy at KU:

Individuals who choose to carry concealed handguns are solely responsible to do so in a safe and secure manner in strict conformity with state and federal laws and KU weapons policy. Safety measures outlined in the KU weapons policy specify that a concealed handgun:

 Must be under the constant control of the carrier.  Must be out of view, concealed either on the body of the carrier, or backpack, purse, or bag that remains under the constant control of the carrier.  Must be in a holster that covers the trigger area and secures any external hammer in an un-cocked position  Must have the safety on, and have no round in the chamber.

1/18/2018 ANTH 343: Food, Nutrition and Culture

Course Change Request

Date Submitted: 12/04/17 9:36 pm In Workflow Viewing: ANTH 343 : Food, Nutrition and Culture 1. CLAS Last edit: 12/04/17 9:36 pm Undergraduate Changes proposed by: siccmade Program and Academic Career Undergraduate, Lawrence Course Coordinator Subject Code ANTH Course Number 343 2. CUSA Academic Unit Department Anthropology Subcommittee 3. CUSA Committee School/College College of Lib Arts & Sciences 4. CAC Do you intend to offer any portion of this course online? 5. CLAS Final No Approval 6. Registrar Title Food, Nutrition and Culture 7. PeopleSoft

Transcript Title Food, Nutrition and Culture 8. UCCC CIM Support Effective Term Fall 2018 9. UCCC Preliminary Vote Catalog The course is a cross-cultural survey of human dietary practices (foodways). Students are introduced to the 10. UCCC Voting Description concepts of nutrition, diet and cuisine. Evolutionary and adaptive aspects of human diets and cuisines are Outcome considered. Nutritional, environmental/ technological, social and ideological aspects of regional and ethnic foodways are examined. 11. SIS KU Core Invited lecturers from different cultural traditions offer indigenous perspectives on their foodways. Contact Prerequisites None 12. Registrar 13. PeopleSoft Cross Listed Courses: Approval Path Credits 3 1. 12/13/17 1:43 pm Course Type Lecture (Regularly scheduled academic course) (LEC) Rachel Schwien Grading Basis A-D(+/-)FI (G11) (rschwien): Approved for Is this course part of the No University Honors Program? CLAS Undergraduate Are you proposing this Yes No course for KU Core? Program and Typically Offered Course Coordinator Repeatable for No credit? 2. 01/16/18 12:38 pm

Principal Course Rachel Schwien Designator (rschwien): Course S U - Social Sciences Approved for Designator Undesignated elective CUSA Subcommittee Are you proposing that the course count towards the CLAS BA degree specific requirements? No

Will this course be required for a degree, major, minor, certificate, or concentration? No

Rationale for Adding major courses to the core Course Proposal

KU Core Information

Has the department approved the nomination of this course to KU Core? Yes No

Name of person giving Joane Nagel Date of Departmental Approval 11/27/17 departmental approval https://next.catalog.ku.edu/courseleaf/approve/ 1/3 1/18/2018 ANTH 343: Food, Nutrition and Culture

Selected Goal(s)

Do all instructors of this course agree to include content that enables students to meet KU Core learning outcome(s)? Yes

Do all instructors of this course agree to develop and save direct evidence that students have met the learning outcomes(s)? Yes

Provide an abstract (1000 characters maximum) that summarizes how this course meets the learning outcome. This course examines food and nutrition from a biocultural anthropological perspective. Lectures and coursework introduce students to the fundamental theories and methods in the anthropological study of food as biological and cultural phenomenon. The first half of the course focuses on the fundamental principles, theories, and analytical methods of nutritional anthropology. The latter half of the course explores cuisine and dietary strategies in different cultures--focusing on their evolutionary significance--as nutrition adaptations and their cultural meanings. Students engage with the course materials through three formal outlines of assigned readings. For each of these outlines, students must lead class discussion on the assigned papers. Students are also required to contribute to the ‘Culture and Cuisine Models’, in which they must contribute information on a particular society’s cuisine, preparation, and social/symbolic meanings, and present this information to the class.

Selected Learning Outcome(s):

Goal 3 - Social Sciences State how your course or educational experience will use assignments, readings, projects, or lectures to move students from their current knowledge to a deeper understanding of specific concepts fundamental to the area(s) in question. (Please limit responses to 1000 characters.) Students are required to write three formal 2-to-3 page outlines on assigned readings. For each of these outlines, students will be required to lead class discussion over the assigned reading. They are also required to contribute to the ‘Culture and Cuisine Models,’ which consist of information pertaining to a particular society’s cuisine, food preparation, and social and symbolic meanings. This information must also be presented to the class through a formal PowerPoint presentation. Lectures and readings permit students to further explore the methods and fundamental positions of the anthropological study of food and nutrition. The final exam requires students to synthesize the fundamental positions, theories, and methods of anthropology to answer a range of essay questions.

State what course assignments, readings, class discussions, and lectures will synthesize the development over time of the principles, theories, and analytical methods of the discipline(s). (Please limit responses to 1000 characters.) Students will be tested on their fundamental knowledge principles, theories, and analytical methods the anthropological study of food and nutrition through random pop quizzes and in-class discussions throughout the semester. Discussions focused on the lectures and readings for each week facilitate further engagement with the course materials. The ‘Culture and Cuisine Model’ project consisting of a short research paper and PowerPoint presentation requires students to draw upon and synthesize the principles, theories, and analytical methods of nutritional anthropology. Lectures and in-class discussions will focus on central theories and methods in anthropology as they relate to understanding food and nutrition in human societies.

State what learning activities will integrate the analysis of contemporary issues with principles, theories, and analytical methods appropriate to the area in question. (Please limit responses to 1000 characters.) Students will be assigned approximately 40-to-60 pages of readings each week, drawn from a mix of contemporary and classic texts in the anthropological study of food and nutrition. This will allow students to grasp changes in the discipline and how contemporary issues are being understood and investigated. Class discussions will connect anthropology’s principles, theories, and analytical methods to the study of food and nutrition in a variety of ethnographic contexts. The ‘Culture and Cuisine Model’ project will require students to analyze contemporary issues related to the anthropological study of food and nutrition by closely examining the cuisine, food preparation practices, and symbolic or social meanings of food in a particular society.

State what course assignments, projects, quizzes, examinations, etc. will be used to evaluate whether students have a functional understanding of the development of these concepts, and can demonstrate their capability to analyze contemporary issues using the principles, theories, and analytical methods in the academic area. (Please limit responses to 1000 characters.) Students have random pop quizzes based on the lectures and readings which will be used to evaluate their progress over time in understanding anthropology as a discipline as well as the anthropological study of food and nutrition. They are also required to write three formal 2-to-3 page outlines of the assigned readings for a particular week. With these reviews, students must demonstrate their knowledge the principles, theories, and methods of nutritional anthropology. Likewise, students will lead discussion for each week that https://next.catalog.ku.edu/courseleaf/approve/ 2/3 1/18/2018 ANTH 343: Food, Nutrition and Culture they complete a formal outline. Students must contribute to the ‘Culture and Cuisine Model’ project consisting of a short research paper and a PowerPoint presentation. A short synopsis and bibliography are due partway through the semester to gauge each student’s progress and provide feedback. The cuisine project will be focused on the students’ abilities to analyze human dietary practices using the principles, theories, and methods of anthropology.

KU Core Gray ANTH 343 SP17.pdf Documents

Course Reviewer Comments

Key: 2441

https://next.catalog.ku.edu/courseleaf/approve/ 3/3

1/18/2018 ANTH 372: Religion, Power, and Sexuality in Arab Societies

Course Change Request

Date Submitted: 12/05/17 10:39 am In Workflow Viewing: ANTH 372 : Religion, Power, and Sexuality in Arab Societies 1. CLAS Also listed as: AAAS 372 Undergraduate Last edit: 12/05/17 10:39 am Program and Changes proposed by: siccmade Course Coordinator AAAS 372: Catalog Pages 2. CUSA College of Liberal Arts & Sciences referencing this Subcommittee course Department of Anthropology 3. CUSA Committee ANTH 372: 4. CAC College of Liberal Arts & Sciences 5. CLAS Final Approval Academic Career Undergraduate, Lawrence 6. Registrar Subject Code ANTH Course Number 372 7. PeopleSoft 8. UCCC CIM Academic Unit Department Anthropology Support School/College College of Lib Arts & Sciences 9. UCCC Preliminary Do you intend to offer any portion of this course online? Vote 10. UCCC Voting No Outcome Title Religion, Power, and Sexuality in Arab Societies 11. SIS KU Core Contact Transcript Title Relgn,Power,& Sexulty Arab Soc 12. Registrar Effective Term Spring 2018 13. PeopleSoft

Catalog This course examines theories of religion, discourse, power, gender and sexuality in their application to Arab Approval Path Description societies. The course introduces different aspects of Arab cultures. Through canonical works, we study political domination, tribal social organization, honor, tribe, shame, social loyalty, ritual initiations and discuss how these issues speak generally 1. 12/12/17 10:14 to anthropological inquiry. Regionally specific works are then framed by an additional set of readings drawn from anthropological, am

linguistics, and social theories. Rachel Schwien (rschwien): Prerequisites None Approved for Cross Listed Code Title CLAS Courses: Undergraduate AAAS 372 Religion, Power, and Sexuality in Arab Societies Program and Course Credits 3 Coordinator Course Type Lecture (Regularly scheduled academic course) (LEC) 2. 01/16/18 12:38 pm Grading Basis A-D(+/-)FI (G11) Rachel Schwien Is this course part of the No (rschwien): University Honors Program? Approved for Are you proposing this Yes No CUSA course for KU Core? Subcommittee Typically Offered Repeatable for No credit?

Principal Course NW - Non-Western Culture Designator Course S - Social Sciences Designator Are you proposing that the course count towards the CLAS BA degree specific requirements? No

Will this course be required for a degree, major, minor, certificate, or concentration? No

Adding major courses to the Core https://next.catalog.ku.edu/courseleaf/approve/ 1/3 1/18/2018 ANTH 372: Religion, Power, and Sexuality in Arab Societies Rationale for Course Proposal

KU Core Information

Has the department approved the nomination of this course to KU Core? Yes No

Name of person giving Joane Nagel Date of Departmental Approval 11/27/16 departmental approval

Selected Goal(s)

Do all instructors of this course agree to include content that enables students to meet KU Core learning outcome(s)? Yes

Do all instructors of this course agree to develop and save direct evidence that students have met the learning outcomes(s)? Yes

Provide an abstract (1000 characters maximum) that summarizes how this course meets the learning outcome. This course examines theories of religion, discourse, power, gender, and sexuality of Arab societies. It aims to broadly introduce students to Arab culture and society through close and critical readings of crucial texts focused on a variety of themes (e.g. colonialism, social organization, honor, shame, and ritual). Lectures and class discussions highlight how these themes speak generally to anthropological inquiry and provide insight into the contemporary Arab societies. Special attention is paid to North African Arab societies and Islam with readings drawn from anthropological linguistics, ethnography, and social theory. Students will demonstrate their knowledge of the anthropological literature of the Middle East and North Africa and the analytical tools for the study of sexuality, power and religion through two essay-based exams and a final paper.

Selected Learning Outcome(s):

Goal 4, Learning Outcome 2 State what assignments, readings, class discussions, and lectures will devote a majority of your course or educational experience to raising student awareness of, engagement with, and analysis of various elements of other-cultural understanding of communities outside the United States. (Please limit responses to 1000 characters.) The first half of the course introduces students to the concepts of religion, power, and sexuality and how anthropologists have approached these themes in the anthropology of Islam and Arab societies. Each week, students will engage in debate and discussion around the assigned readings, assessing their own cultural values and assumptions regarding Islam and Arab societies more broadly. Students will read 60-to-80 pages of text drawn from ethnographic monographs and scholarly articles focused on the themes of sexuality, power, and religion in Arab societies. Lectures and student-led discussions will analyze these materials to raise students’ awareness of, engagement with, and understanding of Arab society and culture, both within and outside the United States. Two essay- based exams and a term paper require students to critically engage with and reflect on the assigned readings while synthesizing the theories and principles of the anthropological study of Islam and Arab society.

Explain how your course or educational experience will develop the ability of students to discuss, debate, and analyze non-US cultures in relation to the students own value assumptions. (Please limit responses to 1000 characters.) At the onset of the course, students will a short paper assessing their own understanding of power, sexuality, and religion in Arab societies. This preliminary assignment allows students to examine how these categories are culturally shaped and experienced. Class discussion of this writing assignment will provide a basic context within which to evaluate and respond to assigned readings during the semester. The goal of discussion will be to impart students with the analytical tools to study sexuality, power, and religion in Arab societies and train students to think and understand critically non-US cultures in these terms. All written, reading, and discussion assignments will be designed to allow students to explore their own assumptions while engaging with the critical anthropological concepts of ethnocentrism and cultural relativism.

Detail how your course or educational experience will sensitize students to various cultural beliefs, behaviors, and practices through other-cultural readings and academic research on cultural competency so that students may be better prepared to negotiate cross- cultural situations. (Please limit responses to 1000 characters.) This course will sensitize students to various cultural beliefs, behaviors, and practices through lectures, readings, discussions, writing projects, quizzes, and exams. Class lectures and discussions require students to critically engage with the materials presented, express their opinions on a variety of topics, and provide constructive comments to others. The course focuses on the anthropological study of https://next.catalog.ku.edu/courseleaf/approve/ 2/3 1/18/2018 ANTH 372: Religion, Power, and Sexuality in Arab Societies religion, sexuality, and power in Arab societies and class discussions will require students to apply cross-cultural skills while avoiding the pitfalls of ethnocentrism. For example, students will investigate and debate the positionality of women in Arab societies in relation to Western notions of power and sexuality. Such comparisons require students to develop and articulate in-depth understanding of social and cultural contexts, sensitize students to variations in human cultural systems, and foster analytical critical thinking skills, rather than unexamined ethnocentric reactions

State what assignments, readings, class discussion, and lectures will be used to evaluate students'' work that documents and measures their grasp of global cultures and value systems through reflective written or oral analysis. (Please limit responses to 1000 characters.) Each week, students are required to actively participate in discussion of assigned readings, assessing their own cultural values and assumptions regarding Islam and Arab societies more broadly. This ongoing dialog provides an excellent measure of students' understanding of Arab culture and value systems. Students must also lead at least one in-class discussion where they are required to generate questions, moderate debate, and provide a critical context for the course materials. Two essay-based exams and a term paper require students to critically engage with the assigned readings and are designed to measure students' understanding of Arab society, culture, and value systems.

KU Core Hannoum ANTH 372 SP16.pdf Documents

Course Reviewer Rachel Schwien (rschwien) (12/12/17 10:14 am): AAAS (C. Lang) agrees to Core nomination Comments

Key: 2456

https://next.catalog.ku.edu/courseleaf/approve/ 3/3

1/18/2018 ANTH 542: Biology of Human Nutrition

Course Change Request

Date Submitted: 12/06/17 8:19 am In Workflow Viewing: ANTH 542 : Biology of Human Nutrition 1. CLAS Last edit: 12/06/17 8:19 am Undergraduate Changes proposed by: siccmade Program and College of Liberal Arts & Sciences Course Catalog Pages Department of Anthropology Coordinator referencing this course 2. CUSA Subcommittee 3. CUSA Committee 4. CAC Academic Career Undergraduate, Lawrence 5. CLAS Final Approval Subject Code ANTH Course Number 542 6. Registrar Academic Unit Department Anthropology 7. PeopleSoft 8. UCCC CIM School/College College of Lib Arts & Sciences Support Do you intend to offer any portion of this course online? 9. UCCC Preliminary No Vote 10. UCCC Voting Title Biology of Human Nutrition Outcome Transcript Title Biology of Human Nutrition 11. SIS KU Core Contact Effective Term Fall 2018 12. Registrar 13. PeopleSoft Catalog Lecture and discussion. A comprehensive introduction to human nutrition, focusing on the anatomical, Description biochemical, and physiological aspects of nutrition. The essential nutrients and their role in human metabolism are covered in detail, and the course's systemic approach places a strong emphasis on integration of metabolism. Students also are Approval Path introduced to human dietary evolution, the concept of nutritional adaptation, and cross-cultural differences in diet and nutritional 1. 12/13/17 1:43 pm

physiology. Discussion sections focus on applied aspects of human nutrition, including dietary assessment. The course is a prerequisite Rachel Schwien for ANTH 543, which is recommended as the second course in a sequence on human nutrition. (rschwien): Prerequisites ANTH 104 or ANTH 304, and BIOL 152. Students who have not had BIOL 152 should have taken a comparable Approved for introductory course in organismal physiology. CLAS Undergraduate Cross Listed Courses: Program and Course Credits 4 Coordinator 2. 01/16/18 1:14 pm Course Type Lecture (Regularly scheduled academic course) (LEC) Rachel Schwien Associated Discussion – Mandatory discussion associated with a main component (rschwien): Components Approved for (Optional) CUSA Grading Basis A-D(+/-)FI (G11) Subcommittee Is this course part of the No University Honors Program? Are you proposing this Yes No course for KU Core? Typically Offered Repeatable for No credit?

Principal Course Designator Course N - Natural Sciences Designator Are you proposing that the course count towards the CLAS BA degree specific requirements? No

Will this course be required for a degree, major, minor, certificate, or concentration? No https://next.catalog.ku.edu/courseleaf/approve/ 1/3 1/18/2018 ANTH 542: Biology of Human Nutrition

Rationale for Adding major courses to the KU Core Course Proposal

KU Core Information

Has the department approved the nomination of this course to KU Core? Yes No

Name of person giving Joane Nagel Date of Departmental Approval 11/27/17 departmental approval

Selected Goal(s)

Do all instructors of this course agree to include content that enables students to meet KU Core learning outcome(s)? Yes

Do all instructors of this course agree to develop and save direct evidence that students have met the learning outcomes(s)? Yes

Provide an abstract (1000 characters maximum) that summarizes how this course meets the learning outcome. This course is an intensive introduction to the biology of human nutrition (e.g., anatomy, biochemistry, and physiology). It aims to provide students with a detailed understanding of the fundamental concepts that will serve as a basis for more advanced study by bringing together the areas of nutritional physiology and biochemistry, applied and clinical nutrition, and nutritional anthropology. This upper level course requires students to straddle multiple disciplines (e.g. anthropology and biology) while drawing upon previously acquired skills and knowledge from anatomy and physiology. Students will assess their own nutritional intake and physical activity levels through a dietary assessment project. This project requires students to draw upon multiple disciplines and synthesize knowledge to create their final assessment.

Selected Learning Outcome(s):

Goal 6 Is this course or course sequence at the required junior or senior level? Yes

Explain how students will analyze and combine information from different areas and approach and explain existing questions and problems from new perspectives, pose new questions or generate new ideas. (Please limit responses to 1000 characters.) This course draws upon multiple, inter-related fields (e.g., biology, physiology, and anthropology) to approach the biology of human nutrition. The course begins by exploring nutrition as science before moving onto information concerning regulatory systems, digestion, and energy yielding nutrients (e.g. carbohydrates, lipids, and proteins). The latter portion of the course focuses on the biology of metabolism and the effects of mitronutrients on human nutrition. Throughout the course, the instructor will supplement textbook chapters focused on the biology of human nutrition with short articles drawn from nutritional anthropology and other disciplines to demonstrate the interdisciplinary nature of research on human nutrition.

If your course or course sequence expects students to develop a creative product, please detail the nature of this product and how it will require students to think, react, and work in imaginative ways that produce innovative expressions and original perspectives. (Please limit responses to 1000 characters.) Students are required to submit a Dietary Assessment using the Diet Analysis Plus software. This analysis requires students to record three days of dietary intake and physical activity, which is supplemented by a journal that relates the circumstances of each record. This journal provides a qualitative source of data which can be interpreted anthropologically alongside the quantitative data of dietary intake and physical activity. This project requires students to think critically about their own diet and health status while also providing insight into the biology and anthropology of human nutrition.

Indicate the weight of the evidence in the overall grade of your course or educational experience that will evaluate students for integrative or creative thinking and how you will ensure that your syllabus reflects these assignment expectations. (Please limit responses to 1000 characters with countdown.) Students will be graded based on their performance on three in-class exams and a final. The three in-class exams are each worth 20% of the final grade, while the final exam is worth 25% of the final grade. The exams require students to synthesize the knowledge acquired in the course and approach problems from multiple perspectives (e.g., essay questions will require students to draw upon https://next.catalog.ku.edu/courseleaf/approve/ 2/3 1/18/2018 ANTH 542: Biology of Human Nutrition biology, physiology, and nutritional anthropology). The Dietary Assessment project is worth 15% of the final grade and requires students to synthesize data from multiple disciplines and think critically about their own health and diet.

KU Core Gray ANTH 542 FA13.pdf Documents

Course Reviewer Rachel Schwien (rschwien) (01/16/18 1:14 pm): CUSA subcommittee requested edits to course description to better fit a goal 6. Comments Suggestions sent to dept

Key: 2513

https://next.catalog.ku.edu/courseleaf/approve/ 3/3

1/18/2018 BTEC 501: Biotechnology Ethics and Responsible Conduct of Research

Course Change Request

Date Submitted: 12/05/17 8:34 am In Workflow Viewing: BTEC 501 : Biotechnology Ethics and Responsible Conduct 1. CLAS of Research Undergraduate Program and Last approved: 11/30/16 4:31 am Course Last edit: 12/05/17 8:34 am Coordinator Changes proposed by: gburg 2. CUSA

Bachelor of Applied Science in Biotechnology Subcommittee Catalog Pages 3. CUSA Committee referencing this 4. CAC course 5. CLAS Final Approval 6. Registrar Academic Career Undergraduate, Lawrence 7. PeopleSoft 8. UCCC CIM Subject Code Course Number BTEC 501 Support Academic Unit Department Biology 9. UCCC Preliminary Vote School/College College of Lib Arts & Sciences 10. UCCC Voting Do you intend to offer any portion of this course online? Outcome No 11. SIS KU Core Contact Title Biotechnology Ethics and Responsible Conduct of Research 12. Registrar 13. PeopleSoft Transcript Title Biotech Ethics & Resp Cond Res

Effective Term Fall 2017 Approval Path Catalog Student investigations and discussions of current controversial issues in biotechnology. This course emphasizes 1. 12/13/17 1:45 pm Description thinking about new technologies in a rational and thoughtful way. Rachel Schwien

Prerequisites BTEC 300. (rschwien): Approved for Cross Listed CLAS Courses: Undergraduate Credits 1 Program and Course Course Type Lecture (Regularly scheduled academic course) (LEC) Coordinator Grading Basis A-D(+/-)FI (G11) 2. 01/16/18 12:38 pm Is this course part of the No University Honors Program? Rachel Schwien (rschwien): Are you proposing this Yes No course for KU Core? Approved for CUSA Typically Offered Once a Year, Usually Spring Subcommittee Repeatable for No credit? History Principal Course Designator 1. Nov 30, 2016 by Greg Burg (gburg) Course N - Natural Sciences Designator Are you proposing that the course count towards the CLAS BA degree specific requirements? No

Will this course be required for a degree, major, minor, certificate, or concentration? Yes

Which Program(s)? Program Code - Name

(BIOL-BAS) Biotechnology, B.A.S. https://next.catalog.ku.edu/courseleaf/approve/ 1/3 1/18/2018 BTEC 501: Biotechnology Ethics and Responsible Conduct of Research Describe how: This course is part of the the requirements for the BAS Biotechnology degree.

Rationale for With new tools and the ever-expanding possibilities these present, biotechnology students will make their careers in a field that is often Course Proposal under the critical eye of ethicists. This course examines how students' values shape their opinions on these issues and will challenge students to think critically about their ideas and those of others.

KU Core Information

Has the department approved the nomination of this course to KU Core? Yes No

Name of person giving Greg Burg Date of Departmental Approval 6/20/2017 departmental approval

Selected Goal(s)

Do all instructors of this course agree to include content that enables students to meet KU Core learning outcome(s)? Yes

Do all instructors of this course agree to develop and save direct evidence that students have met the learning outcomes(s)? Yes

Provide an abstract (1000 characters maximum) that summarizes how this course meets the learning outcome. Here, we define four types of ethics: Meta-ethics (foundations derived from the five principles of ethical decision-making), Normative ethics (development of policy from principles), Descriptive ethics (comparison of different foundations and policies), and Applied Ethics (using case studies to examine policy implications).

Selected Learning Outcome(s):

Goal 5, Learning Outcome 1 State how your course or educational experience will present and apply distinct and competing ethics theories, each of which articulates at least one principle for ethical decision-making. (Please limit responses to 1000 characters.) In the first unit of the course, we address the bases of ethics and how policies are constructed upon these for governing daily life. In doing so we examine the five ethical decision-making principles of Ethical Relativism, Utilitarianism, Universalism, Rights, and Justice. Students are as asked to assess these principles in their own lives, their experiences, and their cultures. They are then posed with ‘big picture ideas’ that will be familiar in the abstract (e.g. GMO foods and medicines). Students will then apply their codes of conduct to more personal problems such as questions of the authorship of papers, or the necessity of getting informed consent for experiments involving human subjects when time and placebo effects are in question. Students will write essays from their own positions as well as positions emphasizing different ethical foundations.

Indicate and elaborate on how your course or educational experience will present and apply ethical decision-making processes. (Please limit responses to 1000 characters.) The course examines a number of ‘questions of how GMOs, genetic sequencing of patient DNA, privacy, and gene therapy (among others) are areas where technological intervention and screening intersect with ethics. Arguments are presented in readings from books, journals, popular fiction, and popular magazines for analysis of bias, recognition of content presentation, and logic of the arguments.,,Additionally, the course presents more personal ethical dilemmas such as those faced by individuals at the students’ own career level that assesses how their personal ethics codes are often challenged by the weight of self-interest. A number of these problems are presented from the Role playing scenarios provided by the National Center for Professional and Research Ethics.

State what assignments, readings, class discussions, and lectures will present and apply particular ethics codes. (Please limit responses to 1000 characters.) A series of articles from popular press, discussing the science, ethics, and politics behind the GMO debate will be analyzed as case studies to identify how the positions of the players line up with students’ ethical policies. These articles also highlight some of the problems found in the journalistic treatment of scientific and ethical discussions including bias, straw man arguments, false-equivalence, and cherry-picked data., ,Students will determine the foundations and policies espoused by the articles and determine how students’ policies would apply to the questions with explicit statement of principles and the logic involved in their decision-making. ,,Additional readings (including titles from Anthony Burgess, George Orwell, and Margaret Atwood) will be introduced to explore how personal experiences often modify the principles that people and cultures promote.

https://next.catalog.ku.edu/courseleaf/approve/ 2/3 1/18/2018 BTEC 501: Biotechnology Ethics and Responsible Conduct of Research

Detail how students taking your course or participating in your educational experience will apply principles, decision-making processes, and, as appropriate, ethics codes to specific ethical dilemmas (such as case studies) in which important values conflict. (Please limit responses to 1000 characters.) In this course students engage in a number of case study exercises paying particular emphasis to how decisions are justified based on ethical foundations and policies. We further ask, ‘if two parties use the same justifications for their principles, how is it possible they arrived at differing policies?’ We also assess how relative weighting of principles leads to differing policies and how similar policies can be interpreted / applied differently. One example case explores how a policy of ‘providing benefit to children’ allowed for testing of experimental vaccines in the children of the Willowbrook State School in the 1960s. Students will be asked to present and defend the principles and policies groups might employ to defend and condemn these studies both in class and in writing. Emphases will be placed on distinguishing between the principles, the policies, and the logic of argument in all cases.

KU Core Ethics Syllabus.docx Documents Authorship_edited4.pdf Peer Review Role Playing Case Study.pdf Human Subjects-Role Playing Ethics.pdf

Course Reviewer Comments

Key: 2983

https://next.catalog.ku.edu/courseleaf/approve/ 3/3 Biotechnology Ethics Treml, Spring 20XX

Syllabus for BTEC 501: Biotechnology Ethics and Responsible Conduct of Research

Spring 20XX

Lectures: 4:10PM – 8:00PM, Tue, RC21, KU Edwards

Instructor: Dr. Jack Treml, BEST Bldg. Suite 250G 913 897 8592 Office Hours: Tuesday 2:00PM – 4:00PM or by appointment via email

Course Description: Biotechnology is a field rich in ethical dilemmas. This course will explore competing ideas on the questions of whether GMOs, genetic sequencing of patient’s DNA, and gene therapy (among others) are areas where technological intervention and screening are appropriate, invasive, or immoral. These arguments will be presented in readings from books, journals, popular fiction, and popular magazines for analysis of bias, recognition of content representation, and logic of the arguments.

The three traditional areas of ethics will be addressed through the course of the semester beginning with the idea of meta-ethics (ethical justification). This will be followed with a discussion of normative ethics which applies the meta-ethical justifications to establish guidelines or a policy for determining if something is good or right. Lastly, we will use these guidelines in case-based experiments to see how well they serve in the ‘real world.’ At this point we will assess our justifications and policies according to their performance and outcomes before repeating the experiment with another case and analysis. The remainder of the semester will follow this pattern through a variety of biotechnology- related examples.

Readings:

The Wanting Seed, Anthony Burgess ISBN-10: 0393315088 'There, there.' He patted her on the shoulder. 'You must try to be sensible. Try to be modern. An intelligent woman like you. Leave motherhood to the lower orders, as nature intended.'

Animal Farm, George Orwell ISBN-10: 812911612X “All animals are equal but some animals are more equal than others.”

Biotechnology Ethics Treml, Spring 20XX

Additional readings and videos may be made available on blackboard or distributed in class.

Course Objectives: By the end of this course you will know or recognize:  The various types of ethics (meta, normative, descriptive, and applied)  How our ethical policies are based on a foundation of adopted ‘truths’  How we might build moral policies from our beliefs and how these compare to other times and cultures  How our policies and beliefs may not always align  How our beliefs are often shaped by the environment that we are raised in (moral relativism  How we do not necessarily know what are ethical policies are based on until they are challenged  How we may adapt our policies following challenging experiences that uncover our beliefs The practices above will be applied to case studies including those concerning:  conflicts of interest – personal, professional, and financial  policies regarding human subjects, live vertebrate animal subjects in research, and safe laboratory practices  peer review  research misconduct and policies for handling misconduct  responsible authorship and publication  the scientist as a responsible member of society, contemporary ethical issues in biomedical research, and the environmental and societal impacts of scientific research Course Format: This course is divided into modular units which will explore different elements of ethics. The first unit focuses on examining the sources of ethical claims and building an ethical policy (series of statements) based on this foundation. The second compares the ethics described by students to those of current western philosophy as well as alternative past and present philosophies. The last unit will apply the student’s ethical policies to challenges based on current issues and allow for modifications of their statements.

Each unit will be comprised of discussions based on the unit’s topic as well as short written assignments designed to allow the student to explore their thinking in a systematic manner.

Course Outline

Unit I: Building Ethical Policies

In this Unit we will be introduced to the topics of meta-ethics and normative ethics to construct ethical policies that we can apply later to case studies. Biotechnology Ethics Treml, Spring 20XX

Definitions Meta-ethics addresses questions such as "What is goodness?" and "How can we tell what is good from what is bad?"

Normative ethics addresses such questions as "What should I do?" Descriptive Ethics compares various ethical policies across time, place, or co- existence. Applied Ethics uses established ethical policies to solve problems. This is where we will spend most of our time this semester.

Section 1: Meta-ethics 1. “What basis do I have for my ethics?” a. When do we even ask this question of ourselves? b. Do we have the opportunity to set our own ethical standards? When do we accept the ethics of others? c. Are ethics questionable? Do we even have the right to question ethics? Or are they handed down to us? 2. Five Ethical Decision-Making Principles a. Ethical Relativism b. Utilitarianism c. Universalism d. Rights e. Justice 3. Just following orders, sir! a. Clip from Nuremberg Trials b. Clip from The Experimenter 4. Homework – Write a one-page paper* on how your own beliefs provide a foundation for your personal code of ethics 5. Homework 2 – Write a one-page paper* examining how an ethical dilemma brings multiple belief systems into conflict and how this conflict might be resolved. a. Clearly define the conflicting beliefs b. Explain how you would elevate one belief system above another to resolve the conflict and how you rationalize your resolution. 6. Extra Credit - Write a one-page paper* on how you perceive the five belief systems for ethical decision-making are balanced today (pick your perspective: Your personal experience, prevailing Western culture, etc. and stick to it) 7. Quiz – Blackboard (Due XXX, 11:59pm)

Session 2: Normative Ethics 1. “What should I do?” 2. Normative ethics establishes the standards for the rightness and wrongness of actions a. Creating a statement of ethical policy b. How do beliefs provide a basis for ethics? 3. Homework – Write a two-page paper* on how your basis for ethics (the paper you wrote in section 1) leads to a series of ethics standards you can use for making decisions in the upcoming case-studies. a. One page will create an outline of ethical statements i. What is the value of human life? Biotechnology Ethics Treml, Spring 20XX

ii. What is the value of animal life? iii. What is your responsibility to society? iv. What is your responsibility for the environment? v. How do personal responsibilities inform corporate responsibilities? b. The second page will describe how you arrived at these statements based on your beliefs. 4. Quiz – Blackboard (Due XXX, 11:59pm)

Unit II: Is my way of thinking the ONLY way of thinking?

Section 3: Descriptive Ethics 1. What differences do we see in the ethics that people around the world and through time do, or have, exhibited? 2. Substantial Theories about meta-ethics a. Moral Universalism i. Value Monism ii. Value Pluralism b. Moral Relativism i. Reading from ‘The Wanting Seed’ c. Moral Nihilism 3. Examples of how the ethics associated with western culture today have changed and how these compare to other cultures a. Viking infanticide b. The Atomic Bomb c. MASH series finale 4. Quiz – Blackboard (Due XXX, 11:59pm) Unit III: Putting your ethical policies to work

Session 4: Applied Ethics – case studies 1. Case studies will be explored each class period of this final unit. a. Case Study: Human Subjects Role Playing b. Case Study: Peer Review Role Playing c. Case Study: Authorship Role Playing 2. After each case, students are encouraged to re-examine their ethics policies to see how they stood up to the case in question. 3. Homework: Write a short response to the case study identifying which statements within the student’s ethical policy apply to the case and how, if it occurs, different aspects of the student’s policy conflict and resolve. 4. Quiz – Blackboard (Due XXX, 11:59pm) 5. Quiz – Blackboard (Due XXX, 11:59pm) 6. Quiz – Blackboard (Due XXX, 11:59pm) 7. Quiz – Blackboard (Due XXX, 11:59pm)

Sessions 5+: Rinse and Repeat Session 4

Assignments and Grading Assessments (25% of total grade): Biotechnology Ethics Treml, Spring 20XX

Students will be assigned reading materials, online seminars/videos, or topics to research prior to class. Assessments on the week’s material will be assigned and completed via blackboard following the scheduled class time (Tues) and must be completed before 11:59pm Sunday evening. I recommend making the quizzes a priority as soon after class as possible. *Homework Assignments (25% of total grade): Students are asked to write a series of papers throughout the course. All papers will be type-written, 1.5 line spaced, 11-12pt font (Arial, Cambria, Times New Roman), right/left justified, and include a title and author’s name. References will be cited in the text with a superscript number whenever a statement of ‘fact’, quotation, or other author’s idea is presented in order to distinguish them from the student’s own work. References will be listed at the end of the paper and Final Project: Comprehensive Summary of Ethics Policy with examples (50% of total grade): The final project consists of editing homework assignments into a comprehensive dissertation of: 1. An ethical policy outline a. A restatement of the second homework assignment along with any corrections that the student wanted to make after going through the applied ethics unit. b. Include any appropriate weighting that each statement should have to aid in applications that pit two ethical ideas against each other. 2. Basis of beliefs a. A restatement of the first homework assignment along with any corrections that the student wanted to make after going through the applied ethics unit. 3. Applications a. Summaries of how the ethical policy guides behaviors discussed in the applied ethics unit.

Grade Posting: Assignment grades will be posted periodically throughout the course on Blackboard. At the end of the semester each student’s total score will be tallied and converted to an overall letter grade: A≥90%, B≥80%, C≥70%, D≥60%, F≤59%. The instructor reserves the right to modify the letter grade scheme if the grade distribution for the class falls below reasonable expectations (your letter grade would be increased in this situation).

Sexual Harassment: KU prohibits sexual harassment and is committed to preventing, correcting, and disciplining incidents of unlawful harassment, including sexual harassment and sexual assault. Report harassment or assault to Office of Institutional Opportunity and Access at [email protected] | 785-864-6414, KU Public Safety Office at 785-864-5900 (non-emergency), and the Overland Park Police Department at 913-895-6300 (non-emergency). For emergencies, dial 911. For more information, see sexualharassment.ku.edu.

Accommodations for students with documented disabilities: Biotechnology Ethics Treml, Spring 20XX

For questions please contact Misty Chandler, Director of Student Services, at [email protected] or visit Student Services Suite in Regents Center 210 Documentation summary page can be accessed here: http://disability.drupal.ku.edu/sites/disability.ku.edu/files/docs/Guidelines%20for%20Do cumentation.pdf

Other KU Policies: Please feel free to contact the instructor or reference the KU policy library if you have questions. http://policy.ku.edu/

Student Services: RC119 is open for all student services / inquiries M-Th 9am-7pm, F 10am-5pm.

Academic integrity: Academic dishonesty will result in no credit given for the particular assignment, quiz, or exam, etc. and may result in referral for disciplinary action. Please take care in this regard. It is expected that you will use ideas, quotes, etc. from other authors in your work. However, it is not permissible to take credit for their work. Uncited references are not acceptable in any work. Unless stated (via reference) otherwise, all work you turn in is assumed to be your own. Further, it’s much easier than you think to spot uncited material in your work and it insults my fragile ego if you think I can’t.

Responsible Conduct of Research Role-Plays Authorship

Supported by the National Science Foundation under Grant EEC-0628814

Introduction Using Role-Plays in Ethics Education Role-playing can be a powerful learning experienceand stimulate lively discussion and debate. However this active learning technique, which most people are unfamiliar with, can also make participants feel awkward and uncomfortable at first. The key to its use is to introduce and frame the technique to any group before starting.

Note to Moderator:

and instructions After the workshop participants should receive as a handout the section labeled “Resources.” That section also includes a summary of the role-play.

Introduction (2-3 minutes) We generally start a session by talking about the technique and why we use it. We often label it as “experiential” or “active” learning as we talk about it. This introduction can be done relatively quickly and will improve the participation and comfort level of the group.

Points we make include:

Role-playing is a type of active learning technique. As such, it promotes deep learning, long-term retention and can be very memorable and powerful Participants might feel awkward at first, but they are encouraged to participate as fully as possible. The more authentically they engage in their role the more they will learn There are no “right” answers in role-plays Participants are not being graded The purpose of the exercise is to provide an active learning experience in a safe setting where ethical issues can be explored without being about a real problem Because role-plays (or simulations) are participatory, educators believe that the information learned will be retained longer and will be more easily accessible in the future if it is needed This training will help participants be prepared to recognize and address ethical problems. By grappling with the sorts of ethical problems that arise regularly in professional life in this safe, non-threatening role-play setting, participants can think through the problem and gain some skills and tools to use should they ever encounter such a problem. We think of this as an “inoculation model.” By practicing these conversations you become “vaccinated” and thus better able to resist confusion and anxiety when questions of ethical research arise. These scenarios are based on real situations that real people encountered. (You cannot make this stuff up.) After the role-play we will discuss the experience. We also will discuss the outcome of the real-life situation upon which the role-play is based, where possible. For anyone who is truly too uncomfortable to try it out, we have an observer role. The observers are expected to take notes as they watch others do the role-play and then to provide comments back to the other participants in their group at the end of the process.

Instructions (3-5 minutes) After introducing the technique, we give the group instructions and an overview of the procedures.

1) Materials should have been copied in advance on different color paper, so the roles are easy to distinguish. For example, the professor role might be on blue paper, the student on yellow paper, and the observer role on green paper. Participants know only what is in their own roles, and have no information on what is in the other roles; that comes out as the session proceeds. Decide in advance whether you will be distributing the discussion starters with the roles. If you are, the discussion starters for each role (and only that role) should be on the same color paper as the role.

2) Ask participants to divide into groups of two (professor/administrator and student) or three (professor, student, and observer). Each group must have one each of the two main roles (professor/administrator and student).

3) Announce that everyone will start together and end together. (This keeps the noise level down while directions are being given.)

4) When partners have been selected, hand out the roles and discussion starters. Participants are not obligated to use the discussion starters, but it does make the exercise less daunting for many.

5) Verify that every group has two or three people and that each one has a different color paper.

6) Ask participants to leaf through their materials: each should have role information and a role-play starter. Using the role-play starters is optional, not required. They are provided to help those who need a little guidance to ease into the role-play.

7) Announce the amount of time available. 10-15 minutes is plenty of time for these short scenarios.

8) Provide a bit of time for individual preparation. Suggest that participants make notes of what you want to find out, and what your first sentence will be.

Optional step: If time and space permit, it can help focus the role-plays and make sure all aspects of the scenario are covered if you verbally review the key points of the scenario and the participants’ role. To do this, take one group — all of whom are playing the same role — out into the hallway and keep the other together in the classroom. If there is only one discussion leader, appoint one member of one of the groups to read the role information aloud to the group while the discussion leader works with the first group. When the leader completes briefing the first group, leave that group to discuss the role among themselves and go brief the second group and answer any questions they might have.

9) Start the role-play. Walk around the room, listening to various groups to get a sense of topics discussed and how the activity is proceeding. Stop the process after it appears that most have exposed the main dilemma and have spent a little time talking about how to approach it.

10) Make sure at the end of the session that participants receive the “Resources” sheets as a take-away handout.

Discussion (30-45 minutes) After the role-play the moderator should lead a discussion. Follow the discussion guidelines provided following the role-play. It’s also useful to plan for a few concluding remarks at the close of the session to consolidate the discussion.

Tips for Leading Discussions Opening questions and guidelines for leading a discussion are provided below.

After the role-play, discussion usually takes off on its own in light of the experience. However, if no one speaks right away, don’t worry.

After you ask the opening question, let at least 10 seconds go by to give people a little time to volunteer. When you are at the front of the class 10 seconds feels like eternity, but that amount of time allows participants to begin to gather their thoughts and work up the nerve to respond.

If the discussion is really lagging at any point, a useful technique can be to ask participants to discuss whatever the proposition is with their neighbors. This “buzz groups” approach can build up enough confidence that people will start talking.

Discussion Role-Play Discussion Guidelines: Moderator General questions to ask: After the role-play is over and the groups come back together, ask the participants what was going on in this interaction.

Work to elicit the whole story, by alternately asking those who played each role what their concerns were:

For those playing the student, what were their concerns and how they understood the situation? Ask those playing the faculty member, what were their concerns and how did they understand the situation?

Then summarize for the group the essential facts of the two main roles. It can be helpful to make a two-part list on an overhead or chalkboard while you are eliciting information, noting the concerns of the faculty member and the concerns of the student.

If there were recurring themes in the groups you picked up while the role-play was under way, work those into your discussion. Ask the group how closely the two versions that emerged in discussions match. If they do align, what was the most helpful in eliciting information and establishing trust, leading to a useful and constructive discussion? If they do not match (you may have some groups in each category), what kept the two versions from aligning? Was information missing? What kept it from coming out?

Other general questions to ask: What were the most helpful things that were said? What do people on each side wish the person on the other side had asked or said? Who should take the next step here? Why? Is there a good outcome to this situation? What elements might make it more or less likely to come out well? What could the student or the adviser have done earlier to change or prevent the current outcome?

If you had any observers, ask them what they saw going on; see if anyone picked up signals the participants missed. What were they? What difference might it have made if the missed signal had been caught? Ask the group to identify the issues that are presented in this role- play.

Specific questions to ask: How do the grad adviser’s preconceived notions about the student’s ability or lack thereof affect the situation? What can be done about this kind of preconception and how it affects interactions? What policies apply (tailor this discussion based upon the local policies at the institution or in the department where the workshop is taking place)? What must someone do to be a co-author of a research article? The amount of effort alone does not determine whether someone should be listed as a co-author of an article. The international Committee of Medical Journal Editors (ICMJE) has standards for co- authorship that are widely accepted. They are: Authorship should be based on: 1) substantial contributions to conception and design, acquisition of data, or analysis and interpretation of data 2) drafting the article or revising it for important intellectual content 3) final approval of the version to be published

Authors should meet all three conditions.

How should an article credit those whose contributions to the reported research did not merit co-authorship? Everyone who contributed to a research project but who does not merit co-authorship, should be listed in the acknowledgements section at the end of the article. Cutomarily the co-authors thank those who suggested related published articles, provided some technical advice, offered possible solutions to small problems, performed a routine statistical analysis or recommended editorial revisions to a draft manuscript.

Does authorship order matter? Traditionally in most scientific disciplines, the co- authors are listed in order of contributions, from most to least. In a university laboratory, the graduate student who made the largest contribution is the first author and other graduate students in the laboratory follow, with the professor named last. Listing as first (lead) author is considered the most prestigious position. In mathematical disciplines authors are listed alphabetically because it is difficult to quantify the contributions of research collaborators.

What should the adviser do next; what are the adviser’s responsibilities, if any? What’s likely to happen if the adviser takes those steps? Should the student proceed with a complaint or just let this drop? What is likely in either scenario? Is this something that the grad studies adviser can let drop? Is proceeding entirely up to the student?

Principles that apply to authorship and attribution:

Provide a short explanation of FFP (Fabrication, Falsification and Plagiarism), that includes definitions of plagiarism, problems of authorships and attribution, what steps are in the local policy, what safeguards are available for the student, etc. If time permits, go through the steps in “How to Blow the Whistle and Still Have a Career Afterwards” (Gunsalus, Science and Engineering Ethics, see resources section). Has the student taken every reasonable precaution?

Fairness: Everyone who contributed to the research should receive appropriate credit (see standards described above).

Responsibility for findings: If the article has serious mistakes then the co-authors are together responsible for issuing a correction or for retracting the article. All listed authors should have contributed to the research and must all be actual people: fictitious names could mislead readers.

Alternative Formats: A: After the discussion, ask for two volunteers, and do the role-play again, in a “fishbowl” format where the audience observes one pair proceed through the scenario that the group just discussed. Stop the action every now and then and ask for suggestions from the audience on what might be done differently to improve the outcome. Ask the role-players to back up a bit in the interaction and try to incorporate that advice as they move forward again. See if there are differences in how the interaction goes. What lessons can be learned?

B: Before the discussion, pass out the roles and have each person prepare individually. Ask for two volunteers to come forward to do the role-play in a “fishbowl” format, and then follow with the discussion portion.

Close by telling the end of the real-life story on which this role-play is based. The student did end up filing a complaint, and an academic integrity inquiry followed. The committee sought the submitted draft from the editor and compared it to the student’s drafts. Other than the title, there was no resemblance. Upon being interviewed, “Professor Plottner” indicated that the student’s work was so bad that he didn’t think there was anything to be salvaged from it. Consequently he had thrown it all out and written something hastily himself. There was no plagiarism or violation of authorship standards, but there were severe violations of the standards for graduate mentoring. “Professor Plottner’s” graduate faculty privileges were suspended by the dean of the college, because the department head was afraid to rock the boat with the prominent Professor Plottner. (The department head stepped down at the end of the academic year, at the request of the dean.) The dean then required Professor Plottner to meet with him monthly until the dean was personally satisfied the faculty member met the institution’s standards for being a grad faculty member. (This took almost two years.)

The student was moved to an adviser in another department to avoid Professor Plottner’s wrath. (Plottner wanted the student drummed out of the corps; he was extremely irate that his integrity had been impugned, notwithstanding his own unacceptable conduct.) The new adviser had higher professional standing than Plottner, and the student eventually graduated (about a year late). He got an academic job and now has tenure. We hope he’s treating his own students well, but we don’t know.

RESOURCES Role-Play Summary

This role-play deals with issues concerning authorship credit. Concerns about

Bibliography/resources authorship raise the ethical principle of fairness because people should receive credit for their contributions. Authors of a scientific work must have made substantial or significant contributions to the project because they are taking public responsibility for its content. Authors must also be willing and able to respond to questions about the work. The hard part of authorship is deciding what kind of intellectual contribution counts as substantial or significant and therefore warrants authorship. Despite the availability of guidelines, there are differences of opinions within and between scientific disciplines. Broad guidelines state that an author should participate meaningfully in the design, data collection, or interpretation of the research, and be involved in drafting or revising the article, and give final approval to the published version. This role-play was not focused on making a judgment about authorship on this paper. It focused on the process for determining authorship on a paper. The selection of authors for a paper or the method and metrics that will be used to assess authorship after the work is completed should be jointly agreed by all of the collaborators as soon as the group has decided on the assignment of responsibilities and workload for the group members. This discussion of the division of labor leads to decisions of who will be the primary or lead author. All changes in responsibilities over time should include discussion of changes in for participantsfor authorship if warranted. These discussions can help preempt later conflict over authorship. These discussions are especially important in work within an adviser-advisee or mentorship relationship. Part of the adviser’s role is to help the student with the publication process. This help may warrant authorship depending on the contribution and the standards within the field. Having these discussions early helps avoid possible misunderstandings and promote fairness.

Resources on Authorship

American Chemical Society guidelines http://pubs.acs.org/instruct/ethic.html

Rennie, D. (1994). Authorship! Authorship! Guests ghosts, grafters and the two-sided coin. Journal of the American Medical Association, 271, 469.

Rennie, D., Flanagi, A., Yank, V. (2000). The contributions of authors. Journal of the American Medical Association, 284, 89.

Responsible Conduct of Research: Responsible Authorship and Peer Review http://ccnmtl.columbia.edu/projects/rcr/rcr_authorship/introduction/index.html

Responsible Conduct of Research Resources

Columbia University http://ccnmtl.columbia.edu/projects/rcr/

Committee on Science, Engineering, and Public Policy, National Academy of Sciences, National Academy of Engineering, and Institute of Medicine, On Being a Scientist: Responsible Conduct in Research, National Academy Press, Washington, D.C., 2nd ed., 1995. http://www.nap.edu/readingroom/books/obas/

Gunsalus, C. K. (1998). How to blow the whistle and still have a career afterwards. Science and Engineering Ethics, 4, 51-64.

ORI Introduction to the Responsible Conduct of Research, http://ori.dhhs.gov/publications/ori_intro_text.shtml

Online Ethics Center, National Academy of Engineering http://onlineethics.org

Research Ethics Modules, North Carolina State University, http://www.fis.ncsu.edu/Grad/ethics/modules/index.htm

Macrina, F. L. (2005). Scientific Integrity: An Introductory Text with Cases (3rd ed.). Washington, D.C.: American Society for Microbiology Press.

North Carolina State University Open Seminar http://openseminar.org/ethics/screen.do

Shamoo, A. E., & Resnik, D. B. (2003). Responsible Conduct of Research. New York: Oxford University Press.

role one Graduate Program Director Role

What follows is an outline of your role. You will need to improvise to some extent – be creative but try to stay within the bounds of what seems realistic. with starter A graduate student has made an appointment to see you to talk confidentially about a problem with the student’s adviser.

Before the student comes in, you pulled the graduate records file and review it. You note that the student is on academic probation, an extremely unusual situation in your department. You also see notes in the file indicating that the student had been to see the department chair and your predecessor as graduate program director with concerns about several different faculty members. In every case, the student declined to file a formal complaint even when it

might have been warranted, and seemed just to want to vent and talk to someone. You see in the file that the student’s adviser is Randall Plottner.

Plottner is quite prominent in your discipline, publishes prolifically and is also frequently quoted as an expert in the popular press like the New York Times and the Wall Street Journal. Because he’s a nationally recognized expert, you know that Plottner was the subject of a major retention effort by the university last year, when he was offered a prestigious chair by an Ivy League university. This was the subject of at least one news story and you’re guessing that he got a pretty big raise to stay. (Plus, you know that his elderly mother lives about 30 minutes away, and he was reluctant to move away from here.)

You also know that Plottner is extremely disorganized, usually late with whatever he does, and that things fall through the cracks with some regularity. Plottner has a reputation of not being a nice man and most people in the department (in fact, anyone who’s worked closely with him) dislike him intensely.

You want to help the student make the best possible decision taking into account possible outcomes based on both the student’s history and Plottner’s reputation.

(Note: assume that anything the student says is in writing and has brought along to show you is real and authentic.)

Graduate Program Director Role-Playing Notes:

Your goal is to give the student the best advice on how to proceed Prof. Plottner is important to the University The student may or may not have a legitimate case This student has had other issues in the past The student’s career could be at stake

Plan for your meeting:

Write questions that you will ask the student Follow-up questions that you might ask Questions that the student might ask you, and your answers Starting the Authorship Role-Play

Program Director: How are you today?

Grad Student: Not so good … The anxiety from this issue has been keeping me awake at night … It is distracting me from my work, too …

Program Director: Well that sounds pretty serious. What exactly is the nature this problem that you are facing?

Grad Student: I really don’t know if there is anything that can be done about it … I’m working with Professor Plottner. He asked me to write a chapter for a new book …but I think that he removed my name as an author from a chapter that I wrote with him …

Program Director: Authorship questions can be tough to deal with sometimes … Are you sure that you should be listed as an author on this chapter? … Did you talk about authorship when you started the project? … Explain your version of the situation to me …

Grad Student: I thought that you might have questions …so I brought drafts of everything I worked on including the note that Professor Plottner gave me to start working on the chapter … See, he commented on each draft and I did all this work …

Program Director: It does look like you did a lot … How do you know that you are not an author on the chapter? … Did Professor Plottner tell you?

Grad Student: My friend saw a final draft of the chapter in the department office and my name was not on it … I talked to Professor Plottner and he was dismissive saying it was just a good learning experience for me … role two Graduate Student Role

What follows is an outline of your role. You will need to improvise to some extent – be creative but try to stay within the bounds of what seems realistic. After several sleepless nights, you have made an appointment to talk to the graduate program

with starterstarte director in your department. The adviser is known for supporting students; easy to talk to and a very nice person. You really hope that talking to the graduate program director is the right thing to do, and you don’t have any other ideas about how to handle the situation. You have had some struggles in your graduate program. You are on academic probation and have complained about faculty members in the past. However, you have never filed a formal complaint.

You have been working on a chapter with your adviser, Randall Plottner. He was invited to

write the chapter for a forthcoming book. You started working on this project after Professor Plottner handed you the letter inviting him to write the chapter and suggested that this would be a good project for you. You have a copy of the letter with a note from Professor Plottner

scrawled across the bottom is a note saying “Take a stab at this. --RP”

You have also gathered together almost all of your drafts; there have been so many, you’re not really sure you have them all, but you have at least five or six different versions. Each one is dated and has handwritten marginal comments by Professor Plottner (matching the handwriting on the letter) making suggestions for revisions and additions. These drafts show the evolution of the chapter, as each of Professor Plottner’s suggestions were successively incorporated in a new version of the draft. The last version has a note at the end saying “This is fine. No more work will be necessary. -- RP” (Note: The other role-player will take your word that these documents are authentic; you can “offer” them in your conversation.)

Your friend, who works in the main office of the department, has told you that last week that Professor Plottner submitted the chapter to the editor of the book. Your friend said the chapter had the same title as the one you’ve been working on for months, but the only author’s name listed on the chapter was Professor Plottner’s.

At first, you couldn’t decide what to do. Yesterday, you finally went to see Professor Plottner. You thought you handled the meeting correctly. You asked about the chapter (he told you not to worry about it). Finally, you built up enough courage and asked him when it would be published, as you’d like to list it on your resume as a co-author. His answer stunned you: Professor Plottner told you (this is an exact quote) “Oh, don’t worry about that. This was a learning exercise. You’ll get to co-author things later.”

You don’t want any trouble with Professor Plottner, but you also feel that you have been unfairly deprived of credit for work that you have done. You know Professor Plottner can really cause a lot of trouble for you, but this just isn’t right. You are going to see the graduate program director to figure out what to do.

Student Role-Playing Notes:

You need Professor Plottner for your future career You are upset and unsure of what to do You worked hard on this project and deserve credit You are looking for good advice from the faculty adviser You should try to convince the adviser that you did in fact write the chapter

Plan for your meeting:

Write questions that you will ask your adviser Follow-up questions that you might ask Questions that your adviser might ask you, and your answers

Starting the Authorship Role-Play

Program Director: How are you today?

Grad Student: Not so good … The anxiety from this issue has been keeping me awake at night … It is distracting me from my work, too …

Program Director: Well that sounds pretty serious. What exactly is the nature this problem that you are facing?

Program Director: It does look like you did a lot … How do you know that you are not an author on the chapter? … Did Professor Plottner tell you?

Read both roles on the following pages. Watch the interview and take notes. If the conversation appears to be stopping early, encourage discussion on topics that still haven’t been addressed.

What is the student trying to convey?

What is the professor trying to achieve in this meeting?

Did the student “read” the signals from the adviser well? What cues did you see?

Did the professor “hear” the student well? What signals of this were there?

What questions do you think could/should have been asked that were not? What do you think could have been said that was not?

Responsible Conduct of Research Role Plays Peer Review

Supported by the National Science Foundation under Grant EEC-0628814

Instructions Using Role-Plays in Ethics Education Role-playing can be a powerful learning experienceand stimulate lively discussion and debate. However this active learning technique, which most people are unfamiliar with, can also make participants feel awkward and uncomfortable at first. The key to its use is to introduce and frame the technique to any group before starting.

Note to Moderator: and introduction After the workshop participants should receive as a handout the section labeled “Resources.” That section also includes a summary of the role-play.

Points we make include:

• Role-playing is a type of active learning technique. As such, it promotes deep learning, long-term retention and can be very memorable and powerful • Participants might feel awkward at first, but they are encouraged to participate as fully as possible. The more authentically they engage in their role the more they will learn • There are no “right” answers in role-plays • Participants are not being graded • The purpose of the exercise is to provide an active learning experience in a safe setting where ethical issues can be explored without being about a real problem • Because role-plays (or simulations) are participatory, educators believe that the information learned will be retained longer and will be more easily accessible in the future if it is needed • This training will help participants be prepared to recognize and address ethical problems. By grappling with the sorts of ethical problems that arise regularly in professional life in this safe, non-threatening role-play setting, participants can think through the problem and gain some skills and tools to use should they ever encounter such a problem. We think of this as an “inoculation model.” By practicing these conversations you become “vaccinated” and thus better able to resist confusion and anxiety when questions of ethical research arise • These scenarios are based on real situations that real people encountered (You cannot make this material up) • After the role-play we will discuss the experience. We also will discuss the outcome of the real-life situation upon which the role-play is based, where possible • For anyone who is truly too uncomfortable to try it out, we have an observer role. The observers are expected to take notes as they watch others do the role-play and then to provide comments back to the other participants in their group at the end of the process.

Instructions (3-5 minutes) After introducing the technique, we give the group instructions and an overview of the procedures.

3) Announce that everyone will start together and end together. (This keeps the noise level down while directions are being given.)

4) When partners have been selected, hand out the roles and discussion starters. Participants are not obligated to use the discussion starters, but it does make the exercise less daunting for many.

5) Verify that every group has two or three people and that each one has a different color paper.

7) Announce the amount of time available. 10-15 minutes is plenty of time for these short scenarios.

8) Provide a bit of time for individual preparation. Suggest that participants make notes of what you want to find out, and what your first sentence will be.

Optional step: If time and space permit, it can help focus the role-plays and make sure all aspects of the scenario are covered if you verbally review the key points of the scenario and the participants’ role. To do this, take one group — all of whom are playing the same role — out into the hallway and keep the other together in the classroom. If there is only one discussion leader, appoint one member of one of the groups to read the role information aloud to the group while the discussion leader works with the first group. When the leader finishes briefing the first group, leave that group to discuss the role among themselves and go brief the second group and answer any questions they might have.

10) Make sure at the end of the session that participants receive the “Resources” sheets as a take-away handout.

Tips for Leading Discussions Opening questions and guidelines for leading a discussion are provided below.

• After the role-play, discussion usually takes off on its own in light of the experience. However, if no one speaks right away, don’t worry.

• After you ask the opening question, wait at least 10 seconds to give people a little time to volunteer. When you are at the front of the class 10 seconds feels like eternity, but that amount of time allows participants to begin to gather their thoughts and work up the nerve to respond.

• If the discussion is really lagging at any point, a useful technique can be to ask participants to discuss whatever the proposition is with their neighbors. This “buzz groups” approach can build up enough confidence that people will start talking.

Debrief The Peer Review Process

If your audience includes students who are unfamiliar with the scientific publication process, explain the peer review process before beginning the role-play.

and discussion All research builds on previous research, and every research project aims to increase our shared knowledge. Thus, at the completion of a project, the researchers should share the project’s results with others to enable them to build on those results. Normally the results of research in science and engineering are shared through the publication of scientific papers or articles written by the researchers. Before publication, a paper or article is called a manuscript. Researchers write a manuscript to report results of research project. They submit the manuscript for publication in a scientific journal or at a conference. Show an example of a published journal article.

Research communities strive to ensure the quality of publications through the peer-review process. In this process, a manuscript is reviewed by scholarly peers of the authors who are experts in the subject of the manuscript. Typically two to five “referees” review the manuscript. Peer reviewers determine whether the manuscript meets appropriate standards for publication: the manuscript should be original, the results should be significant, the subject should fall within scope of conference or journal, and the writing should be clear. A paper is particularly valued when it has been peer-reviewed before publication, because in general, researchers have greater confidence in the results reported in a peer-reviewed article than in an unreviewed paper. Peer review is also used by funding agencies, such as the National Science Foundation, to evaluate the quality of proposals for grants that support research projects.

Role-Play Discussion Guidelines: Moderator

General questions to ask: After the role-play is over and the groups come back together, ask the participants what was going on in this interaction. Work to elicit the whole story, by alternately asking those who played each role what their concerns were: • For those playing the student, what were their concerns? • Ask those playing the faculty member how they understood the situation.

Then summarize for the group the essential facts of the two main roles. It can be helpful to make a two-part list on an overhead or chalkboard while you are eliciting information, nothing the concerns of the faculty member and the concerns of the student.

Other general questions to ask: • What were the most helpful things that were said? • What do people on each side wish the person on the other side had asked or said? • Who should take the next step here? Why? • Is there a good outcome to this situation? • What elements might make it more or less likely to come out well?

If you had any observers, ask them what they saw going on; see if anyone picked up signals the participants missed. What were they? What difference might it have made if the missed signal had been caught?Ask the group to identify the issues that are presented in this role- play.

Specific questions to ask (with some information to guide responses and discussion):

What are the ethical obligations of a peer reviewer of a manuscript that is submitted for journal publication?

Should the professor have declined to review this manuscript because of a conflict of interest?

When a professor is asked to review a manuscript submitted for publication, is it ethical for the professor to give the task to a graduate student?

Yes, provided that the professor obtains the permission of the journal editor and justifies the student’s competence to serve as a reviewer. The editor should consent to a change of reviewers. The editor might ask the professor and student to serve as joint reviewers. The professor is not allowed to share the manuscript indiscriminately with all members of a laboratory group.

May the reviewer of an unpublished manuscript use its ideas to stop an unproductive line of research?

Time and materials should not be wasted on research projects will not generate useful results. The guidelines of the Society for Neuroscience allow the reviewer to stop a research project that is likely to be unproductive. See http://www.sfn.org/index.cfm?pagename=responsibleConduct

May the reviewer of an unpublished manuscript use its ideas to start a new line of research?

The reviewer must be careful to avoid plagiarism: in particular, the reviewer should avoid publishing the new ideas in a paper before the authors do. If possible, the reviewer should cite a preprint or conference version of the manuscript. If the manuscript has not been published in any form, however, then the reviewer might decline to review the manuscript and instead contact the authors.

Why are the identities of the peer reviewers kept confidential?

When the name of the reviewer is kept confidential from the authors, the editor can expect that reviewer to be candid about weaknesses of the manuscript. In some disciplines (outside science and engineering), reviewing is double-blind: the reviewers do not know the names of the authors. Double-blind reviewing prevents reputations of the authors from affecting the reviewer’s judgment, but also impedes a reviewer from noticing a conflict of interest.

Why are the ideas in an unpublished manuscript considered confidential?

First, the manuscript’s authors have the right to first publication of their ideas and results; the reviewer should not divulge these results before the authors do. Second, from the viewpoint of other researchers, the reviewer should not take unfair advantage of the authors’ ideas before publication, which announces the ideas to everyone simultaneously.

Principles that apply to peer review: The reviewer is obligated to: • return a thorough report promptly • apply professional judgment competently • evaluate the manuscript’s strengths and weaknesses fairly • suggest improvements to the manuscript • avoid conflicts of interest with the authors of the manuscript • honor the confidentiality of the manuscript’s contents • report suspected plagiarism and duplicate publication

Conflict of interest If the professor has an antagonistic relationship (or a close personal relationship) with one or more of the authors, then there is a conflict of interest. When a conflict of interest exists, personal factors may compromise the reviewer’s objectivity; even if the reviewer strives for objectivity, the editor and the authors might be unable to trust the reviewer’s judgment.

This scenario is based on “What is Responsible Peer Review?” http://ccnmtl.columbia.edu/projects/rcr/rcr_authorship/case/index.html#2, which is based on the “Confidentiality vs. Mentor Responsibilities: A Conflict of Obligations” scenario, http://onlineethics.org/reseth/appe/vol3/conflictobligations.html, which is based on a real incident.

This scenario highlights several issues in the peer review of manuscripts submitted for publication: • Conflict of interest in the role of the reviewer • Confidentiality of information in the manuscript for participants • Role of the adviser in the professional development of a graduate student

Although this scenario is not based on a single actual incident, each of the scenario’s elements occurs frequently in research in science and engineering.

When a research subfield is small, a journal editor may be unable to avoid choosing a reviewer who has a conflict of interest with an author of a manuscript. The conflict of interest may bias the judgment of the reviewer. A conflict may be particularly difficult when the reviewer and the author compete with each other for priority in making discoveries or advances in the subfield. In this case, the reviewer might be tempted to delay publication of the rival author’s manuscript by recommending extensive revisions. A reviewer who has a serious conflict of interest should decline to review the manuscript and should return it promptly to the editor. The reviewer may nominate alternate reviewers.

Busy professors who are asked to review manuscripts often refer the reviewing task to one of their graduate students. The task enables the student to learn about the publication process, and to learn how to evaluate a manuscript, under the supervision of the professor. Before referring the reviewing task, however, the professor should obtain the consent of the journal editor to a change in the reviewer. The editor may have had a specific reason for selecting the professor as the reviewer.

A reviewer may wish to apply the ideas in the unpublished manuscript in his or her own research projects. Although the Society for Neuroscience guidelines, for example, allow a researcher to stop an unproductive line of research based on the manuscript’s findings, in general, a reviewer should not take advantage of the manuscript’s ideas before they are published.

Resources on Responsibilities of Peer Reviewers

American Chemical Society guidelines http://pubs.acs.org/instruct/ethic.html

Cain, J. (1999). Why be my colleague’s keeper? Moral justifications for peer review. Science and Engineering Ethics, 5, pp. 531–540.

Smith, A. J., (1990). The task of the referee. Computer, 23, 65–71.

Society for Neuroscience: Responsible Conduct Regarding Scientific Communication http://www.sfn.org/index.cfm?pagename=responsibleConduct

Responsible Conduct of Research: Responsible Authorship and Peer Review http://ccnmtl.columbia.edu/projects/rcr/rcr_authorship/introduction/index.html

Responsible Conduct of Research Resources

Columbia University http://ccnmtl.columbia.edu/projects/rcr/

ORI Introduction to the Responsible Conduct of Research, http://ori.dhhs.gov/publications/ori_intro_text.shtml

Online Ethics Center, National Academy of Engineering http://onlineethics.org

Research Ethics Modules, North Carolina State University, http://www.fis.ncsu.edu/Grad/ethics/modules/index.htm

Macrina, F. L. (2005). Scientific Integrity: An Introductory Text with Cases (3rd ed.). Washington, D.C.: American Society for Microbiology Press.

Shamoo, A. E., & Resnik, D. B. (2003). Responsible Conduct of Research. New York: Oxford University Press.

role one Professor Role

What follows is an outline of your role. You will need to improvise to some extent – be creative but try to stay within the bounds of what seems realistic.

with starter The executive editor of the Journal of Wondrous Research has asked you to review a manuscript submitted for publication in the journal. For this journal the review process is single-blind, so you know that the manuscript comes from the laboratory of your rival S. A. Wong at Desert State University. In glancing through the manuscript, you discover that although the theoretical ideas are novel and promising, the manuscript has numerous flaws: the description of the experimental method looks internally inconsistent, the illustrations lack labels, and the statistical analysis appears to be incorrect.

You want to refer the manuscript to your third-year doctoral student, to give the student experience in reviewing a manuscript (under your supervision) because reviewing is an important professional duty. This manuscript seems like a good opportunity because it demonstrates many potential mistakes that can be made in writing up research results. In addition, you think that two theoretical ideas in the Wong manuscript might help your student overcome some obstacles that have blocked the student’s progress for the last three months. The first idea indicates that your student’s current approach is not likely to succeed, and the second idea suggests a better direction for your student’s research.

This morning you sent a brief e-mail message to your student about the Wong manuscript, and you asked the student to come to your office in the afternoon. The message stated:

[We should meet this afternoon to discuss a new manuscript from the Wong laboratory. I would like you to review the manuscript for publication, and I also think that some of the ideas in the paper may be useful to help you advance your research.]

You plan to ask the student to serve as the reviewer of the manuscript as part of the student’s professional development. You also plan to suggest an experiment to check whether the theoretical ideas might overcome the student’s obstacle. You reason that although you are obligated to keep the identity of a peer reviewer confidential, the ideas themselves are not confidential; in fact, you had previously speculated that the theoretical ideas might be true.

You are confident in the abilities of your doctoral student. In many ways, the student is a good role model: the student always takes your advice seriously and implements your ideas diligently.

Professor Role-Play Notes:

You want your student to review the manuscript to experience reviewing You want the student to use the manuscript’s theoretical ideas to further the student’s research You are mainly focused on the student’s progress You respect this student and have a good relationship The Wong manuscript has some serious flaws, so it will probably need significant revision and therefore it won’t be published soon

Plan for your meeting:

Write questions that you will ask the student Follow-up questions that you might ask Questions that the student might ask you, and your answers Starting the Role-Play

Professor: How are you today?

Grad Student: I’m good. You asked to see me about a manuscript from the Wong Lab?

Professor: Yes, I was asked to review this manuscript, and after reading through it this morning, I think that it would be a good paper for you to review.

Grad Student: That sounds good to me. I have been looking for opportunities to gain experience as a reviewer.

Professor: This manuscript has a number of problems with it, so I’d like to see if you find the same problems that I found. Then we can talk about how to write a professional review … The paper has some ideas that might help your research progress, so we can talk about them as well.

Grad Student: I should be able to work on it this week … and I have been getting somewhat frustrated by the lack of progress on my dissertation research …

Professor: That’s exactly why I thought that this would be such a good opportunity for you.

Grad Student: It does sound good … But, well, I was wondering if there might be an issue with having me review this paper? …

role two Student Role

What follows is an outline of your role. You will need to improvise to some extent – be creative but try to stay within the bounds of what seems realistic.

with starter You are a graduate student in your third year of graduate study. You have completed most of the course requirements and passed the doctoral qualifying examination. Because you plan to pursue an academic career, you are looking for ways to gain experience with professional service duties such as reviewing manuscripts for publication.

You have worked steadily on your doctoral research project, making good progress. For the last three months, however, you have been unable to overcome an obstacle in your project. Although you feel frustrated, your research adviser has been supportive and has expressed confidence in your abilities.

This morning you received a brief e-mail message from your research adviser, who asked to see you in the afternoon. The e-mail stated:

[We should meet this afternoon to discuss a new manuscript from the Wong laboratory. I would like to you to review the manuscript for publication, and I also think that some of the ideas in the paper may be useful to help you advance your research.]

You know that Wong and your adviser are competitors in this research area, and you have systematically read the published papers from Wong’s laboratory. You are familiar with their work and some of it has been useful to your dissertation research. You check the Wong laboratory’s public Web site weekly to make sure that you know of any developments that might affect your work, but you did not see a preprint of the new manuscript posted there.

You recently attended a session on responsible conduct of research that highlighted ethical obligations in peer review. You wonder whether it is appropriate to take advantage of ideas in an unpublished manuscript. You also wonder if you can objectively review a manuscript that has ideas useful to your current dissertation work. You have never previously contradicted your adviser, whose ideas have advanced your research. In fact, you are somewhat intimidated by your adviser, whose research insights and judgment have nearly always been correct—and much better than your own intuitions.

Student Role-Playing Notes:

You want to review the manuscript to gain experience in professional service You do want to learn about the ideas in the manuscript You are frustrated by the lack of progress of your research project You are concerned about objectivity and citation of the Wong work You trust your adviser and want to remain on good terms

Plan for your meeting:

Write questions that you will ask your adviser Follow-up questions that you might ask Questions that your adviser might ask you, and your answers

Starting the Role-Play

Professor: How are you today?

Grad Student: I’m good. You asked to see me about a manuscript from the Wong Lab?

Professor: Yes, I was asked to review this manuscript, and after reading through it this morning, I think that it would be a good paper for you to review.

Grad Student: That sounds good to me. I have been looking for opportunities to gain experience as a reviewer.

Grad Student: I should be able to work on it this week … and I have been getting somewhat frustrated by the lack of progress on my dissertation research …

Professor: That’s exactly why I thought that this would be such a good opportunity for you.

Grad Student: It does sound good … But, well, I was wondering if there might be an issue with having me review this paper? …

observer role Observer Role

• Read both roles on the following pages. • Watch the interview and take notes. • If the conversation appears to be stopping early, encourage discussion on topics that still haven’t been addressed.

What issues and possible courses of action did the student and professor discuss?

In what ways did the student and professor communicate their ideas and concerns? Directly or indirectly? How did they indicate that they understood each other?

What aspects of the interaction would also be effective in a real situation? For what reasons?

What questions do you think could/should have been asked that were not? What do you think could have been said that was not?

Responsible Conduct of Research Role Plays Human Subjects

Supported by the National Science Foundation under Grant EEC-0628814

Note to Moderator: and instructions After the workshop participants should receive as a handout the section labeled “Resources.” That section also includes a summary of the role-play.