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IUPUI Form for Creation of a New Minor

I. School: Liberal Arts Department: Native American & Indigenous Studies

II. Proposed Minor: Minor in Native American and Indigenous Studies

III. Related Major: n/a

IV. Projected Date of Implementation: Fall 2014

V. List the major objectives of the proposed minor and describe its chief features briefly.

Brief Description: Students who complete the minor in Native American & Indigenous Studies will develop an intermediate level of knowledge of Native American & Indigenous issues including the culture, history, economic, and political development as well as issues of identity and sovereignty. Students will be able to connect this knowledge with other disciplines and develop an appreciation for other cultures that will help equip them for success in a globalized world.

Course Requirements:Required Native American & Indigenous Studies Courses (6 credits):NAIS N101 Introduction to Native American & Indigenous Studies (3 cr.) (PUL 5)NAIS N396 Seminar of Native American & Indigenous Studies (3 cr.) (PUL 5)

Approved Interdisciplinary Courses (9 credits; choose 3 courses):NAIS N207/HIST A207 Introduction to Native American History (3 cr.) (PUL 5)NAIS N209/COMM C209 Native American Culture & Communication (3 cr.) (PUL 5)NAIS N320/ANTH E320 Indians of North America (3 cr.) (PUL 5)NAIS N367/REL R367 Native American Religions (3 cr.) (PUL 5)NAIS N398/REL R398 Native American & Indigenous Women (3 cr.) (PUL 5) NAIS N356/PHIL P356 American Indian Philosophies (3 cr.) (PUL 5)NAIS N364/ENG L364 Native American Literature (3 cr.) (PUL 5)NAIS N480/HIST H480 Comparative Native American History (3 cr.) (PUL 5)NAIS N397 Independent Study in Native American & Indigenous Studies (3 cr.) (PUL 5)NAIS N399 Topics in Native American & Indigenous Studies (3 cr.) (PUL 5)

Where identified, courses will be cross-listed to allow students the option of selecting the desired subject code to appear on the transcript.

Total requirements: 15 credit hours.

The minimum grade that will be accepted in any single course is C (2.0); the minimum GPA required for the completion of the program is 2.0.

VI. Why is the minor needed?

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The study of Native American & Indigenous cultures and their unique contributions in the United States has become an important field of inquiry and exploration at American college and university campuses. IUPUI is at the forefront of this trend. The minor in Native American & Indigenous Studies is the first critical step in building toward a major (B.A.) in order to fully integrate this area of study into IUPUI’s undergraduate curriculum. Elsewhere in the Indiana University system, only IU Bloomington offers a minor in Native American Studies through American Studies. IPFW offers an American Indian Studies certificate; however, as the IPFW program lost its leadership and is currently being administered through the College of Arts and Sciences, it is not being actively promoted.

Development toward this program began in 2009, when the IU School of Liberal Arts created IUPUI American Indian Programs, the first-ever program of its type - focused on Native American & Indigenous education and awareness at IUPUI. American Indian Programs includes an integral and active means of community and tribal connection. Now, with a Director, an advisory committee, and a group of faculty in place, IUPUI is ready to create an academic program in Native American & Indigenous Studies, starting with a minor in Native American & Indigenous Studies and leading to a major in the future. On the IUPUI campus, interest remains high in existing courses with an emphasis on American Indian cultures through time. There is also growing demand for courses emphasizing contemporary American Indian issues.

Formation of a minor in Native American & Indigenous Studies will allow students to examine significant issues in this field under the supervision of a distinguished interdisciplinary group of experts and reinforce this learning through participation in community and civic engagement activities and exposure to the cultural and artistic products of Native Americans. Importantly, connections with the Center on Philanthropy, the Payton Philanthropic Studies Library, and the School of Public and Environmental Affairs will prepare students for work in the non-profit sector.

VII. Describe the student population to be served and market to be targeted. It was only in 2011 that Indiana University modified its admission form to allow students to note their tribal affiliation and enrollment. This more informed and inclusive change to the admission form allowed for a closer examination of student demographics and a dramatic increase was noted in Native American students attending IUPUI. The minor in Native American &

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Indigenous Studies will attract the increasing Native American population (those that are connected with their tribes and nations) and ancestrally Native population (those born or raised and educated without connection to their tribes and nations).

However, this program will appeal to a student base broader than students with Native American heritage alone. The minor in Native American & Indigenous Studies is designed for:

all students interested in the study of Native American & Indigenous cultures, history, and the current role of the Native American community and its contributions in the United States

students whose main focus is on different cultures and minority studies and

students interested in more than one discipline or program, particularly in the areas of Anthropology, American Studies, Communication Studies, Geography, Health, History, International Studies, Museum Studies, Philanthropic Studies, Political Science, Public and Environmental Affairs, Social Work and Sociology. o Because the curriculum draws upon existing courses already offered

in the School of Liberal Arts and other schools and departments at IUPUI, students will have great flexibility in fulfilling their requirements.

This minor will also be attractive to part-time students, non- traditional students and students with schedule constraints that limit the times or days of the week they can spend on campus.

Our on-campus recruitment efforts will also concentrate largely on the Summer Bridge Program, first-year seminars and learning communities, as well as high contact advising and programs such as the Norm Brown Scholars, Nina Scholars, Student African American Brotherhood and Student African American Sisterhood. In addition, we will be in close contact with the American Indian Center of Indiana, the Indiana Native American Education and Culture Association, the Passport program with Ivy Tech State College, the 21st

Century

Scholars, and Talent Alliance, supported by Chancellor Charles R. Bantz.

VIII. How does this minor complement the departmental and campus missions? Address how it conforms with IUPUI’s Principles of Undergraduate Learning.

This minor conforms with IUPUI’s Principles of Undergraduate Learning and RISE challenge in the following ways:

PUL 1 Core Communication and Quantitative Skills:

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http://www.iport.iupui.edu/selfstudy/tl/puls/


1. Articulate ideas and facts to others effectively through written and oral work 2. Comprehend, interpret, and analyze ideas and facts related to Native

American & Indigenous Studies

PUL 2 Critical Thinking:1. Analyze different perspectives on Native American issues and field of

concentration2. Identify problematic or controversial issues and arrive at objective

conclusion

PUL 3 Integration and Application of Knowledge:1. Develop academic objectives2. Demonstrate knowledge of Native American issues and disciplinary

perspectives 3. Explore how Native Americans could be more civic and community oriented4. Integrate knowledge of Native American issues and perspectives

PUL 4 Intellectual Depth, Breadth, and Adaptiveness1. Demonstrate knowledge and understanding of key Native issues in the

United States2. Compare and contrast approaches to knowledge in Native Studies and

different disciplines3. Understand how their heritage influences the current roles of Native

Americans in American society

PUL 5 Understanding Society and Culture1. Compare and contrast intricacies in federal recognition and sovereignty of

Native American tribes and cultures2. Analyze and understand the networks of Native Americans in local, national,

and global communities 3. Demonstrate an understanding of varied cultures

PUL 6 Values and Ethics1. Understand how values and ethics have influenced Native American culture

and life in the United States 2. Understand the humanistic side of the Native American culture3. Understand the impact of racism, gender bias, and social stratification

For more on the Principles of Undergraduate Learning, see Appendix Four (4)

RISE to the IUPUI Challenge

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The minor in Native American & Indigenous Studies program incorporates the mission of the RISE challenge. Students may perform three or four of the initiatives requested under the RISE challenge. Two required courses, NAIS N101 and N396 for example, incorporate civic engagement projects.

Students working towards this interdisciplinary minor in Native American & Indigenous Studies will benefit from working with faculty in a variety of programs and across a variety of disciplines, including American Studies, Anthropology, Communication Studies, Economics, English, Geography, Health and Rehabilitation Sciences, History, Herron School of Art and Design, International Studies, Latino Studies, Philanthropic Studies, Philosophy, Political Science, Public and Environmental Affairs, Religious Studies, Social Work and Sociology.

Beyond the campus itself, the Native American & Indigenous Studies program will increase the positive impact of IUPUI on Indianapolis and the surrounding community by continuing to further develop relationships with local, regional and state Native American organizations as well as both the Indiana Governor’s office and Indianapolis Mayor’s office. The program works specifically with the Pokagon Band of Potawatomi Indians, but also with the leadership of other federally recognized and non-recognized tribes to create reciprocal and beneficial partnerships.

For more on the RISE initiative, see Appendix Five (5)

This minor requires the creation of three new courses:

NAIS-N 101: Introduction to Native American & Indigenous Studies is the required introductory course that serves as an introduction to the historic and contemporary perspectives on the social, political, and cultural issues of the Indigenous Peoples of North America (Appendix 1). Through readings, lectures, discussion, multi-media presentations, critical thinking assignments and reflection exercises, students will be exposed to the many unique challenges faced by contemporary Native Americans. A primary objective of this course is to examine the structural and disciplinary constraints systemically placed on Native Americans from a Native American perspective and students will examine identity, sovereignty, Indian-White relations, federal Indian law and policy, tribal government, art, literature, and film from a Native American perspective. A primary goal for students this term is to explore dominant academic and media representation and research practices and compare and contrast those offered by contemporary Native American scholars, artists, and educators.

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NAIS-N209 Native American Culture & Communication is designed to provide students with the tools for understanding Native American culture and communication in a variety of contexts (Appendix 2). Through readings, lectures, discussion, assignments and reflection, students will be exposed to the fundamental definitions, concepts and theories used in the intellectual approach for analysis and reflection of Native American rhetoric and communication processes. A primary objective of this course is to empower students as they work to understand the extent to which cultural differences influence the interpretation and expression of events, ideas, and experiences. A primary goal for students this term is to learn as much as possible about the contributions of Native American cultures and communication in order to achieve a greater sense of awareness of how attitude and behavior can affect situational outcomes. You will be encouraged to engage in the process of inquiry. You will be pushed to think critically and independently.

NAIS-N396 Seminar in Native American and Indigenous Studies is a new course designed by the Native American & Indigenous Studies Curriculum Planning Committee in the American Indian Programs office at the IU School of Liberal Arts (Appendix 3). This course will serve as the capstone and will include several means of synthesizing learned knowledge in addition to a service component with required civic engagement with the Native American community.

Syllabi for these courses are attached below as Appendices 1-3.

N101 has completed the remonstrance process. The other NAIS courses will be submitted shortly. The school also will take steps to establish NAIS versions of the interdisciplinary courses for purposes of joint-offerings.

Eligibility and Prerequisites: All courses are available to any IUPUI student subject to course availability. As noted above, interdisciplinary courses will be cross-listed to allow students the option of selecting the desired subject code to appear on the transcript. Presumably students pursuing the minor will opt for NAIS coded courses.

Concerning overlaps or impact on other programs: While the interdisciplinary nature of the Native American & Indigenous Studies curriculum inherently complements the curricula of other programs, there are no perceived overlaps that will have a negative impact on other programs. Rather, the minor in Native American & Indigenous Studies will contribute directly to the university’s mission to promote diversity as a core educational value. As exemplified by the partnership agreement Chancellor Bantz signed with the Pokagon band of Potawatomi Indians at IUPUI on November 16, 2010, IUPUI has committed to developing educational and cultural preservation programs not only for the Potawatomi, but for the Native American community in general. This

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program will not only draw the attention of current IUPUI students and faculty to Native American history and culture, it will also draw Native American applicants to IUPUI, which has the potential to become the hub of Indiana’s Native American culture and a leader in advocating for participation from Indian tribes and individuals at all education levels. The long-term goal is that this program and the cultural community it creates will improve cross-cultural understanding and increase Native American student enrollments and tribal investments in the university.

Support for Native American & Indigenous Studies has been expressed by a number of chairs of other departments within the School of Liberal Arts (see letters attached below) and a letter is forthcoming from the Director of the Native American Studies minor at IU Bloomington. IX. List and indicate the sources (including reallocation) of any resources (personnel, financial, learning, library holdings, equipment, etc.) required to implement the proposed program.

The program has a Director and an advisory committee in place. The minor in Native American & Indigenous Studies will utilize existing courses, thus minimizing the demand for additional resources. With the exception of the NAIS-N courses, all courses required for the minor are already regularly offered at IUPUI. For this reason, other departments and schools will benefit with the focus on interdisciplinarity of the minor in Native American & Indigenous Studies.

The revenues associated with the projected new student enrollment in the minor will be used for .5 FTE faculty - for half-time faculty, travel, supplies and expense.

There is no need to renovate or lease new facilities or purchase any new holdings, materials or collections to support this program.

Native American & Indigenous Studies Program Faculty: Charmayne Champion-Shaw, Director of Native American & Indigenous Studies and American Indian ProgramsHolly Cusack-McVeigh, Assistant Professor of Anthropology and Museum StudiesChristian Kraatz, Senior Lecturer in PhilosophyMegan Musgrave, Assistant Professor of EnglishWalter Robinson, Adjunct Faculty in PhilosophyRachel Wheeler, Associate Professor of Religious StudiesLarry Zimmerman, Professor of Anthropology and Museum Studies

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X. Describe any innovative features of the program The minor in Native American & Indigenous Studies also supports the mission of the School of Liberal Arts to “develop international programs and relationships for faculty and students and foster greater international awareness in university and community.” Students will be encouraged to pursue service-learning projects connected with Native American & Indigenous cultures in the IU and IUPUI programs throughout the United States as well as with other indigenous cultures throughout the world. Faculty within Native American & Indigenous Studies will work in close contact with the Center for Service and Learning to be advised on the theoretical and practical aspects of civic engagement projects.

XI. List the major student outcomes (or set of performance-based standards) for the proposed minor. The curricular design requires students to engage in pertinent work on American Indian issues in government, education, and health and welfare. Completing this program will prepare our students to:

Understand the theoretical approaches to Native American & Indigenous Studies

Develop the ability to relate Native American & Indigenous Studies to other disciplines

Increase confidence in their ability to function within Native American and indigenous communities around the world, where appropriate

Develop knowledge of and respect for other cultures Be more competitive in a globalized job market that demands a broad skill

set

Additional information regarding assessment of the above outcomes appears in the chart below.

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XII. Explain how each of the student learning outcomes identified in XI above will be assessed.

Student OutcomeWhere will students learn this knowledge or skill?

How will student achievement of the outcome be assessed?

Relationship to Mission, PULs, and RISE?

In what setting will the assessment take place?

Understand the theoretical approaches to Native American & Indigenous Studies

Introduced in NAIS-N 101 and developed through all other courses.

Assignments andevaluation:class discussion,oral presentations, writtenassignments, quizzes, andwritten exams.

Assignments and evaluation primarily address PULs 1, 2 and 3.

The assessment will take place in courses.

Develop the ability to relate Native American & Indigenous Studies to other disciplines

This will occur as a result of taking an array of interdisciplinary courses.

Assignments andevaluation:class discussion,oral presentations, writtenassignments, quizzes, andwritten exams.

Assignments and evaluation primarily address PULs 3, 4 and 5.

The assessment will take place in courses and in the capstone project.

Increase confidence in their ability to function within Native American and indigenous communities around the world, where appropriate

This will occur as the result of civic engagement projects, service learning projects, the capstone project, and possibly study abroad programs.

Student projects will be assessed as part of course requirements.

Assignments and evaluation primarily address PULs 4, 5 and 6 and RISE criteria for service learning and experiential education.


Develop knowledge of and respect for other cultures

This will be developed in courses and in civic engagement projects, service learning projects, the capstone project, and possibly study abroad programs.

Course assignments support this aim. Also, students will write an exit essay as a part of their capstone course.

Assignments and evaluation primarily address PULs 4, 5 and 6 and RISE criteria for service learning and experiential education.


Summative outcome:Be more competitive in a globalized job market that demands a broad skill set

Class discussions and experiential learning projects will prepare students for these realities.

The Program Director will survey program alumni

RISE can be achieved through service learning, experiential education, and study abroad.

Post-graduation assessment via alumni surveys

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Assessing overall programmatic outcomes: Students’ competency will be evaluated through an exit essay that requires them to

address the following issues: evaluating their competency in Native American & Indigenous Studies, comparative analysis of Native American & Indigenous Studies and other disciplines, and comments on their minor. Students’ essays will be collected, read, and retained by the program director to assess the program.

An alumni survey will be carried out to document the effects of the minor on students’ careers.

Working with the program’s advisory committee, the program director will review assessment data on an annual basis to ensure continuous improvement of the minor.

Student enrollment numbers will be carefully documented by the program director

to monitor the growth of the minor.

After five years, an outside reviewer will be invited to examine the enrollment data and a summary of students’ exit essays, and then to give an evaluation of the minor. See above Chart of Student Learning Outcomes.

Information gathered through the assessment process will be used to help determine the summative effectiveness of the program in meeting its intended learning outcomes and to inform any adjustments that are determined to be needed to help with continuous programmatic improvement.

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Appendix One (1)

NAIS-N 101 (Section): INTRODUCTION TO NATIVE AMERICAN & INDIGENOUS STUDIESFall 2014—M & W: 10:30am - 11:45am, TBD

Instructor: Charmayne ‘Charli’ Champion-ShawCell Phone: 317-752-5509 (ER’s only please)Office Phone: 317-274-8356Office: [CA309/CA325] – By Appointment Office Hours: Mondays: 12:00 pm – 1:00 pm & Thursdays: 12:00 pm – 2:00 pm

and by appointmentE-Mail: [email protected] [Quickest Contact: via OnCourse!]PLEASE NOTE: The syllabus and schedule are changeable upon instructor discretion.

COURSE DESCRIPTION

Introduction to Native American & Indigenous Studies is an interdisciplinary approach to the study of the many components that combine to create the contemporary American Indian & Indigenous experiences across North America, with a focus within the United States. This course is an introduction to the historic and contemporary perspectives on the social, political, and cultural issues of the Indigenous Peoples of North America. Through readings, lectures, discussion, multi-media presentations, critical thinking assignments and reflection exercises, students will be exposed to the many unique challenges faced by contemporary Native Americans. A primary objective of this course is to examine the structural and disciplinary constraints systemically placed on Native Americans & Indigenous cultures from a Native American perspective and students will examine identity, sovereignty, Indian-White relations, federal Indian law and policy, tribal government, art, literature, and film from a Native American perspective. A primary goal for students this term is to explore dominant academic and media representation and research practices and compare and contrast those offered by contemporary Native American scholars, artists, and educators. Students will be encouraged to engage in the process of inquiry and be pushed to think critically and independently.

LEARNING OBJECTIVES

In keeping with the goals outlined above, this class has several specific learning objectives:

1. Students will understand the divergent experience of Native peoples in the United States.

2. Students will understand the complex nature of the relationship among Native peoples and also with North American governments.

3. Students will have a general understanding of American Indian representation and identity in historical and contemporary analyses of dominant US popular culture.

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mailto:[email protected]


4. Students will examine and understand the process of image and stereotype creating regarding American Indian and Native peoples.

5. Students will examine the contribution of American Indian and Native peoples to world cultures.

6. Students will be able to demonstrate a general knowledge and comprehension of how the experience of Indigenous people of North America differs from those of the colonizing and immigrant peoples; and of how some Native Americans perceive those experiences.

7. Students will have a general understanding of the Red Power Movement, 1968-1972.8. Students will be able to comprehend some of the basic principles of Federal Indian laws

and policies, which provide a framework for tribal sovereignty and human rights of Indigenous Peoples in North America.

9. Students will have a general comprehension of the parameters of traditional tribal knowledge and Indigenous epistemologies in both pre- and post-contact tribal cultures.

PRINCIPLES OF UNDERGRADUATE LEARNING (PULs)

The Principles of Undergraduate Learning (PULs) are the essential ingredients of the undergraduate educational experience at IUPUI. These six principles form a conceptual framework for all students' general education but have also been utilized as the structure of this course. There is a dedicated focus on creating opportunities for students to recognize their own cultural traditions and to understand and appreciate the diversity of the human experience. Students will engage in a process of disciplined thinking that informs beliefs and actions and then use that information and those concepts to relate to other disciplines in their intellectual, professional, and community lives. Finally, students will have the opportunity to consider the choices and decisions they make with respect to individual conduct, citizenship, and aesthetics.

For a complete list of the PULs please visit: http://www.iport.iupui.edu/selfstudy/tl/puls/

The primary PUL for this course is PUL 5: Understanding Society and Culture

Understanding Society and Culture: The ability of students to recognize their own cultural traditions and to understand and appreciate the diversity of the human experience.

Understanding society and culture is demonstrated by the student's ability to:

1. compare and contrast the range of diversity and universality in human history, societies, and ways of life;

2. analyze and understand the interconnectedness of global and local communities; and

3. operate with civility in a complex world.

Secondary course PULs are:

PUL 3: Integration and Application of Knowledge

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Integration and Application of Knowledge: The ability of students to use information and concepts from studies in multiple disciplines in their intellectual, professional, and community lives. Integration and application of knowledge are demonstrated by the student's ability to:

1. enhance their personal lives;

2. meet professional standards and competencies;

3. further the goals of society; and work across traditional course and disciplinary boundaries. PUL 6: Values and Ethics

The ability of students to make sound decisions with respect to individual conduct, citizenship, and aesthetics. A sense of values and ethics is demonstrated by the student's ability to

1. make informed and principled choices and to foresee consequences of these choices;

2. explore, understand, and cultivate an appreciation for beauty and art;

3. understand ethical principles within diverse cultural, social, environmental and personal settings.

REQUIRED READINGS

Smith, A. (2005). Conquest: Sexual Violence and American Indian Genocide. Cambridge, MA: South End Press.

Nabokov, P. (2000). Native American Testimony: A Chronicle of Indian-White Relations from Prophecy to the Present, 1492-2000, Revised Edition. New York, NY: Penguin Books.

Champagne, D. (1999). Contemporary Native American Cultural Issues. New York, NY: AltaMira Press.

[Additional required readings, media files, or other supplementary courseinformation will be made available under “Resources” in OnCourse.]

COURSE REQUIREMENTSPlease note that we will utilize OnCourse extensively for this class, including assignments, papers, projects and exam. If you have not before, please familiarize yourself extensively with OnCourse. If you need assistance or have questions please consult UITS at (317) 274-HELP, or the instructor.

Critical Reading Analyses (CRA)

Each week students will be assigned a required reading. After students have completed the full reading, they will be required to analyze the reading using a very specific critical reading tool called the “Critical Wheel of Thinking,” which considers eight elements of reasoning. Students will bring the reading and their analysis to class as part of our group discussion and class direction. Students who do not complete the CRA prior to the class period will not earn the twenty (20) points. No make-up is allowed. Each of the ten

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analyses is worth twenty (20) points each for a total possible point total of two hundred (200) points. This constitutes twenty percent of your class grade. [An assignment guide is available in OnCourse under the “Resources” section.]

Addressing Stereotypes (Midterm Project)

As a way of addressing one’s own personal understanding, interpretations, and biases, students will engage with the first few weeks of readings, discussions and activities to write a reflection using the “DEAL” method (Describe, Examine, and Articulate Learning) as a means of examining the history of Native (mis)representation in education, history, media and how these influences have shaped an understanding of “the Native.” There are two components to this project: a worksheet worth fifty (50) points as well as a written paper that is worth one hundred fifty (150) points for a total possible of two hundred (200) points, or twenty percent of the class grade.

Jaguar Pride Group Paper & Poster Presentation

Students will work in groups to examine any one particular aspect of the social, political or cultural issues faced by Indigenous people in North America. The goal for the overall paper is for students to compose a comprehensive research paper that utilizes primary sources to share the history, policy, impact and contemporary reverberations of that aspect. Students may choose a theme from the course syllabus, or any they might consider, though all require instructor consideration. A final paper will be submitted as well as a poster presentation that students will give to class at the end of the semester. Posters may be considered for extra credit if the group would like to participate in the IUPUI Native American & Indigenous Studies Education Conference.

Each student will be required to complete an outline, annotated bibliography, and 4-5 pages as part of a cohesive, well-written and well-developed essay with two citations from the required readings and three more refereed research references. In order to facilitate the groups’ positive forward movement, a progress report and peer evaluation are also mandatory requirements. The essay is worth one-hundred (100) points; the five components are worth twenty (20) points each; the assignment is worth twenty (20) percent of the total course grade. [Full details are available on the “Jaguar Pride Group Assignment” document in the OnCourse “References” section.]

Journals to Consult: Commonly used Native journals include: American Indian Culture and Research Journal, American Indian Quarterly, Native American and Indigenous Studies Review, Native Studies Review and Wicazo Sa Review. In addition, student scholars may

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draw on research from a multitude of other disciplines such as anthropology, history, sociology, etc. [This information is available in the “Library Resources” section of our OnCourse site.]

Course Exams

There will be two essay examinations in this course via OnCourse, a mid-term and a final exam. Students will be asked to reflect on course content, discussions, activities, and their own progress through the semester. Each of the two exams will consist of five questions designed to assist students to direct and focus their writing. These questions will be worth up two twenty (20) points each for a total of one hundred (100) points. Students will offer their reflections over a two-hour period via OnCourse. Higher grades are awarded to those who demonstrate a thorough understanding of the topics, theories and content discussion, proper use of communication terminology, provide personal reflection and examples from their own lives and utilize appropriate essay format with consideration for grammar, punctuation, and spelling. The class will not meet during those days and students may take the test any time within the 24-hour examination period via OnCourse.

In-Class Engagement with Activities, Assessments and Assignments

Students will be required to be engaged in activities and assignments throughout each class period during the course of the semester. These assignments will correspond with the chapter material and course content and widely vary from readings to writing activities to group activities and class assessments. This work is pivotal to enhanced understanding and both individual contribution and group work and will be counted as part of the participation grade, which constitutes twenty percent of the course evaluation.

Extra Credit

WITHOUT EXCEPTION ~ Prior approvals from the instructor are required for ALL extra credit opportunities!! Extra credit is given to students willing to push past their own perceptions in order to gain greater understanding through experiential learning. There are a few ways to earn extra credit. The instructor will share several campus and community opportunities throughout the semester. Also, students can earn up to five extra credit points for attending a Native American campus program or community event. Each student is limited to a maximum of ten (10) extra credit points. Extra credit forms must be uploaded to OnCourse or WILL NOT be counted. If

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not otherwise noted specifically - ALL extra credit must be complete and submitted two weeks before the final exam.

EVALUATION AND GRADINGThe following assignments will be used to assess your learning in this class:

Critical Reading Analyses 200 (10 analyses @ 20 points each)MidTerm Project 200 Jaguar Pride Assignment 200 (Group contract-20pts; outline-20pts;

annotated bibliography-20pts; group progress report-20pts; final paper and presentation 100pts; and peer evaluation-20pts.)

Mid-Term Reflection 100Final Reflection 100Attendance 100Participation 100Total 1000 pts.

Student work in this course will be graded on the conventional A+/ - F scale used at IUPUI within the IU School of Liberal Arts Department of Communication Studies.

Grading Scale: Initial grades will be determined based on total point/percentages accumulated.

COURSE POLICIES

Attendance

Regular attendance is expected and will be taken every class. Excessive absences will be detrimental to your grade. Being more than ten minutes tardy or leaving more than ten minutes early will result in an absence. The exams will be largely influenced by our class discussions and assessments, so it is in your best interests that you schedule any appointments, interviews, other class activities, etc. outside our meeting time. Therefore, your regular attendance and participation will be beneficial to you as well as the class as a

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MINIMUM PERCENTAGEA+ 100% A 91% A- 87%B+ 84% B 81% B- 77%C+ 74% C 71% C- 69%D+ 67% D 65% D- 64%F< 63%


whole. It is strongly urged and recommended to email the instructor if you are unable to attend class. Please note additionally that merely emailing instructor is NOT enough to compel an excused absence.

If you must miss class due to an emergency, please note that an absence will be excused ONLY if written medical or compelling personal documents are provided to instructor. All written documentation for absences must be turned into the instructor no later than one week after the student's last absence in order to be considered an excused absence. If a student knows in advance that she or he must miss a class, she or he must check with the instructor prior to the absence. Students will receive TWO FREE ABSENCES. After the first two free absences, you will receive a five point deduction for each absence thereafter. ATTENDANCE AT PRESENTATIONS IS MANDATORY.

Class Cancellations

If classes must be canceled for any reason – either instructor emergency OR adverse weather, every attempt to make an announcement on OnCourse will be made. Also, a notice will be placed on the door to our classroom. For severe weather, make sure you have signed up for JagAlerts! [A link to the JagAlerts information is available in the “Resources” tab in OnCourse.]

Participation

Participation is essential to the success of this course. Participation, however, takes many forms. Since my teaching style is largely student-based rather than instructor-based, it is extremely important that you come to class prepared, having done all of the readings and assignment and ready to engage in class.

Listening respectfully and intently to others is just as important as contributing to discussions. The approach that we will take as a class will be one of a cooperative learning environment. Individually, you will be part of a cooperative group of three to four people formed the first weeks of class. You are responsible for reading the assigned material before discussion. You are expected to be and remain awake, engaged and active during class. You are relied upon for sharing class materials and interpretations and whatever else is necessary for the entire group to be 'up-to-speed' at all times.

It is expected that you are interdependent: This class relies on active participation. Your learning in this course is dependent upon the level of responsibility that you choose to take for yourself and for your colleagues. In other words, this class will be as useful and rewarding as you choose to make it. Having an awareness of your participation is what's most crucial. Too much talking is just as detrimental to the class as not contributing at all. Please also help to create an environment in which everyone feels free to participate.

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In addition, participation means being actively involved in learning and incorporating what you've learned into your life. Demonstrating a use of the materials (in your life outside of class) in your weekly analyses, assignments and reflection can be considered another way to participate, and will be reflected in your grade. This does not, however, relieve you of your responsibility to participate IN class!

Statement on Diversity

All thoughtful and respectful observations are welcome. Both you and I should do our best to listen with respect to what any class member has to say. I will not tolerate discrimination or intolerance in the classroom on the basis, for example, of age, sexual preference, religious beliefs, disability, race, or ethnicity. This, by the way, is merely a restatement of expectations set forth in the Student Code of Conduct with regard to the respect you give your classmates, your texts, and your professor.

PLEASE NOTE: It is expected that any student who may need an accommodation for any sort of disability should immediately contact me so that together we may provide the necessary arrangements for your success in this course.

Plagiarism and Academic Integrity

Plagiarism and cheating are major academic offenses; consequently, I will strictly enforce University policy regarding plagiarism and any other unethical behavior, including cheating, as explained in the Student Code of Conduct at http://life.iupui.edu/help/docs/Part_3all.html . See me if you are not sure whether you are citing others' work appropriately or if you are unfamiliar with University regulations on these matters.

Late Assignments and Make-Up Exams

Unless you have made specific arrangements with the instructor for an extension beforehand, written assignments that are not turned in on the assigned due date or incomplete/disregarded assignments or reflections will not be accepted.Classroom ConductLaptops/Portable computers: It is expected that any use of computers during class will be for the express use of taking notes. Please respect your classmates and professor and note that any abuse could result in the loss of privileges.

Devices: It is permitted to use electronic devices in the course of class for learning. It is expected that you would either turn off or mute any cell phones, PDAs, handhelds, etc. during class. If you are expecting an emergency call, please respect your classmates and professor and act accordingly.

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http://life.iupui.edu/help/docs/Part_3all.html


Food/Drink: While sodas and snacks are permitted in class, please respect the environment and clean up after yourselves.

Honesty: The purpose of this policy is to encourage a mature attitude toward learning, to establish a sound academic morale, and to discourage illegitimate aid in examinations, laboratory, and homework. Cheating is defined as using or attempting to use, giving or attempting to give, obtaining or attempting to attain products or prepared materials, information relative to a quiz or examination or other work that a student is expected to do alone and not in collaboration with others. As noted earlier, plagiarism is grounds for academic misconduct. Any student caught cheating on an exam or using someone else’s speech outline, notes, or research will be given an “F” for the assignment and/or the course.

Behavior/Discipline: An important aspect of any classroom is how students behave or conduct themselves in class. Some behaviors are inappropriate for college students. Primarily, behaviors which disturb other students while lectures are in progress, when other students are asking questions, especially while other students are accomplishing assigned work. Do not expect the faculty member to warn you about such behavior. Such behavior will lower your course grade as much as a letter grade per occurrence; eventually a faculty member may ask you to leave the class. When asked to leave the class, the student cannot return without either the permission of the professor or the dean of the college.

Sexual Harassment Policy: It is the policy of IUPUI to prohibit sexual harassment. Sexual Harassment is a form of sexual discrimination and constitutes a violation of federal and state law.

IUPUI STUDENT RESOURCES

JagAlert – Emergency Preparedness; (317) 278-1600. http://www.iupui.edu/~prepared. Update your personal information under the “Notifications” tab in OnCourse in order to be contacted during campus emergencies.

Adaptive Educational Services (AES): Taylor Hall – 815 Michigan Street; (317) 274-3241. http://www.iupui.edu/~diversity/aes/. AES coordinates support services and academic accommodations for students with documented disabilities.

Child Care: IUPUI Center for Young Children - 321 Limestone; (317) 274-3508. http://[email protected]. If it becomes necessary for you to bring your child to class, please have a blanket, some food and toys to keep him/her occupied.

University College (UCOL): Taylor Hall - 815 W. Michigan Street; (317) 274-2237. http://uc.iupui.edu. UCOL offers a variety of supportive opportunities for newly enrolled students to aid in retention.

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Counseling and Psychological Services (CAPS): 620 Union Drive Suite 418; (317) 274-2458. http://life.iupui.edu/caps/.

IUPUI Registrar: Campus Center CE250; (317) 274-1519. http://registrar.iupui.edu/drop.html- Important Drop/Add Dates.

Writing Center: Cavanaugh Hall CA427; (317) 278-8171. http://www.iupui.edu/~uwc/. The IUPUI Write Center offers professional critique of student work for all writing abilities.

IUPUI Student Life – Student Advocate: Campus Center CE350; (317) 278-7594. http://www.life.iupui.edu/advocate/. Your student advocate can assist you with a wide range of services as a student at IUPUI.

Office of Student Involvement: Campus Center CE350; (317) 274-3931. http://life.iupui.edu/ccl/. CCL is the place to go for event planning, civic engagement, Greek life, leadership training, and student organizations.

IUPUI JagTag: Campus Center CE217; (317) 274-5177. http://www.jagtag.iupui.edu/. JagTag is the official form of identification for IUPUI and offers many discounts and conveniences.

IUPUI Multicultural Success Center: Taylor Hall UC115; (317) 278-8333. The IUPUI Multicultural Center celebrated its grand opening this summer and is open for all students.

IUPUI University Information Technology Services (UITS): Informatics and Communications Technology Complex IT129 - 535 W. Michigan Street; (317) 274-2444. http://uits.iu.edu/. For all your IT services and supports needs at IUPUI.

Office of Equal Opportunity (OEO): Union Building UC123; (317) 274-2306. http://www.iupui.edu/~oeo/. For any concerns with inconsistent or unfair treatment as it relates to race, color, national origin, religion, gender, age, disability or veteran status.

Student Health Services: Coleman Hall; (317) 274-8214. http://www.iupui.edu/~iupuishc/. IUPUI Health Services provides routine and acute care for the student population of the IUPUI campus and occupational health services to IUPUI student employees.

PLEASE NOTE: The syllabus and schedule are changeable upon instructor discretion.

TENTATIVE COURSE SCHEDULE(From time to time there may be scheduling changes. Students will be given notice when these changes occur, both in class and through OnCourse. Please note that it is the student’s responsibility to check our OnCourse site for the latest and most up-to-date information.)

DATE DISCUSSION ACTIVITY/S ASSIGNMENTWeek 1 Introduction to the Class! Personal Introductions Read syllabus

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Overview of course goals, pedagogy, themes and concepts.

Assumptions & ExpectationsEXPLAIN CRAs

thoroughly!

Week 2 Unit 1 – Identity & NamingGroup Analysis of CRA1DiscussionEXPLAIN GROUP CONTRACT!

CRA 1 due!

Unit 1 – Identity & NamingGroup ActivityEXPLAIN MIDTERM PROJECT OUTLINE!

Week 3Unit 2 – Race, Ethnicity and American Indians

Group Analysis of CRA2Discussion CRA 2 due!

Unit 2 – Race, Ethnicity and America Indians

Group Activity

Week 4 Unit 3 – Stereotypes: The Nature of Prejudice

Group Analysis of CRA3Discussion

CRA 3 due!

Unit 3 – Stereotypes: The Nature of Prejudice

Group ActivityClass Assessment Activity

Week 5 Unit 4 – Indian HistoryGroup Analysis of CRA4Discussion CRA 4 due!

Unit 4 – Indian HistoryGroup ActivityClass Assessment Activity

Week 5 Unit 5 – Indian PolicyGroup Analysis of CRA5Discussion CRA 5 due!

Unit 5 – Indian PolicyGroup ActivityClass Assessment Activity

Week 7 Unit 6 – Indian EducationGroup Analysis of CRA6Discussion CRA 6 due!

Unit 6 – Indian Education Group Activity

Week 8 MIDTERM PROJECT DUE!

Week 9 Unit 7 – Native ReligionsGroup Analysis of CRA7Discussion CRA 7 due!

Unit 7 – Native ReligionsDiscussionGroup Activity

Week 10Unit 8 – Images of Indians in Popular Culture

Group Analysis of CRA8DiscussionEXPLAIN PROGRESS REPORT

CRA 8 (In-Class)!

Week 11 Unit 9 – Indian ActivismGroup Analysis of CRA9DiscussionEXPLAIN ANNOTATED BIB!

CRA 9 Due!

Unit 9 – Indian ActivismGroup ActivityClass Assessment Activity

Week 12Unit 10 – Indian Ecology Group Analysis of CRA9

DiscussionCRA 10 due!

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Group Activity

Unit 10 – Indian EconomyGroup Analysis of CRA10Discussion

Week 13Unit 11 – Indians in the 21st Century

Group Analysis of CRA11Discussion

Unit 11 – Indians in the 21st Century

Group ActivityClass Assessment Activity

Week 14 Unit 12 – Indian ArtCLASS WILL MEET AT EITELJORG!

Week 15 Group Poster PresentationsMANDATORY ATTENDANCE!

Group Poster PresentationsMANDATORY ATTENDANCE!

Group Poster PresentationsMANDATORY ATTENDANCE!

Week 16Final Reflection

Via OnCourse CL!!NO CLASS MEETING!


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Indiana University Purdue University Indianapolis

N101: Introduction to Native American& Indigenous Studies

SYLLABUS MEMO OF UNDERSTANDING

Student Information Sheet

Name:_______________________________________

Home City/State:______________________________

Contact Phone:_______________________________

Email Address:_______________________________

Major:______________________________________

H O N O R P L E D G E

I have read the course syllabus completely and I understand and agree to the goals,

objectives and requirements for this course. I understand that changes may be made at the

instructor’s discretion, but will always be available via our class OnCourse website.

Student’s Signature:______________________________________________________

Date: _________________________________________________________________

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Appendix Two (2)NAIS N209 (Section): Native American Culture and Communication

Spring Course

Instructor: Charmayne Champion-ShawOffice: American Indian Programs – Cavanaugh Hall – CA325

Communication Studies - Cavanaugh Hall - CA309

Office Phone: 317-274-8356 Cell Phone: 317-752-5509 [ER’s Only Please!]Office Hours: Monday & Thursday: 11:00a-12:00p...or by appointment!E-Mail: [email protected] [Best bet: via OnCourse!]PLEASE NOTE: The syllabus and schedule are changeable upon instructor discretion.

COURSE DESCRIPTION

This course is designed to provide students with the tools for understanding Native American culture and communication in a variety of contexts. Through readings, lectures, discussion, assignments and reflection, students will be exposed to the fundamental definitions, concepts and theories used in the intellectual approach for analysis and reflection of Native American rhetoric and communication processes. A primary objective of this course is to empower students as they work to understand the extent to which cultural differences influence the interpretation and expression of events, ideas, and experiences. A primary goal for students this term is to learn as much as possible about the contributions of Native American cultures and communication in order to achieve a greater sense of awareness of how attitude and behavior can affect situational outcomes. You will be encouraged to engage in the process of inquiry. You will be pushed to think critically and independently.

LEARNING OBJECTIVES

In keeping with the goals outlined above, this class has several specific learning objectives:

1. To examine and analyze Native American rhetoric.2. To examine and identify Native American communication processes.3. To examine and understand issues related to representation of American Indian and

Native peoples, especially image and stereotype creation, but also concerns about self-representation and authenticity.

4. To examine the contribution of American Indian and Native peoples to world cultures.5. To examine contemporary issues.


The Principles of Undergraduate Learning (PULs) are the essential ingredients of the undergraduate educational experience at IUPUI. These six principles form a conceptual framework for all students' general education but have also been utilized as the structure of

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this course. There is a dedicated focus on creating opportunities for students to recognize their own cultural traditions and to understand and appreciate the diversity of the human experience. Students will engage in a process of disciplined thinking that informs beliefs and actions and then use that information and those concepts to relate to other disciplines in their intellectual, professional, and community lives. Finally, students will have the opportunity to consider the choices and decisions they make with respect to individual conduct, citizenship, and aesthetics.













3. further the goals of society; and work across traditional course and disciplinary boundaries.

REQUIRED READINGS

Crow, Dog, M. and Erdos, (1990). R. Lakota Woman. Harper Perennial: NY.

Huhndorf, S. M. (2001). Going Native: Indians in the American Cultural Imagination. Cornell University Press. ISBN: 978-0-8014-8695-1

Lawlor, M. (2006). Public Native America: Tribal Self-Representation in Museums, Powwows, and Casinos. Rutgers University Press. ISBN: 0-8135-3685-3

Niehardt, J. G. (1990) Black Elk Speaks: Being the Life Story of a Holy Man of the Oglala Sioux Lincoln, NE: University of Nebraska Press.

Northrup, J. Rez Road Follies (1987) MN: University of Minnesota Press.

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Singer, B. R. (2006). Wiping the War Paint Off the Lens: Native American Film and Video. University of Minnesota Press. ISBN: 0816631611

Treuer, D. Native American Fiction: A User’s Manual. Graywolf Press, 2006. ISBN: 978-1-55597-452-7

Vanderworth, W. C. (1971). Indian Oratory: Famous Speeches by Noted Indian Chieftains. Norman, OK: University of Oklahoma Press.

COURSE REQUIREMENTS

Please note that we will utilize OnCourse extensively for this class, including assignments, papers, projects and exam. If you have not before, please familiarize yourself extensively with OnCourse. If you need assistance or have questions please consult UITS or the instructor.

Critical Reading Analyses (CRA)

Each week students will be assigned a required reading. After students have completed the full reading, they will be required to analyze any one section (at their own discretion) using a very specific critical reading tool called the “Critical Wheel of Thinking,” which considers eight elements of reasoning. Students will bring their analysis to class as part of our group discussion and class direction. Each analysis is worth fifteen (15) points each for a total possible point total of one hundred-eighty (180) points. This constitutes almost twenty percent of your class grade. [An assignment guide outlining the “Critical Wheel of Thinking” and this CRA tool is available in OnCourse under the “Resources” section.]

Cultural Autobiography

As a way of critically reflecting on one’s own culture and community, students will have the opportunity to explore and present their own cultural autobiography. Students will design a reflective, self-analytical story of the people, attitudes and experiences that have shaped their epistemology, ontology, and axiology. There are two required components of the autobiography, a worksheet to be completed that will be integrated into the autobiographical work that is worth fifty (50) points and the autobiography itself, worth one hundred fifty (150) points, or roughly twenty percent of the class grade. [An assignment guide outlining the Cultural Autobiography Assignment is available in “Resources” in OnCourse.]

Native Achievement: Final Group Project

Students will work in groups to identify research and write about the achievement, advancement or contribution of a Native American individual, tribe or group. Each of the groups will work together to select a specific indigenous individual, tribe or group.

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Students will be responsible for organizing a collaborative final project where each student conducts their own research as part of that collective paper and will research the history and historical context of an achievement, advancement or contribution of that indigenous individual, tribe or group. The student groups should organize their project around a central theme and each group member will focus on an individual contribution towards this group project. A final paper will be submitted as well as a presentation given to class at the end of the semester. (Students will have the opportunity to present their work at the Annual American Indian Education Conference if they would like).

Each student will be required to complete an outline, annotated bibliography, and 4-5 pages as part of a cohesive, well-written and well-developed essay with three citations from the required readings and two other appropriate research references. In order to facilitate the groups’ productivity, a progress report and peer evaluation are also mandatory requirements. The essay itself is worth one-hundred (100) points; the five components are worth twenty (20) points each; this overall assignment is worth twenty (20) percent of the total course grade. [Full details are available on the “Native Achievement: Final Group Assignment” document in the OnCourse “References” section.]

Journals to Consult: Commonly used Native journals include: American Indian Culture and Research Journal, American Indian Quarterly, Native American and Indigenous Studies Review, Native Studies Review and Wicazo Sa Review. Communication journals include: Journal of Applied Communication Research, Communication Education, Journal of Communication, Communication Research, and Communication Studies. In addition, student scholars may draw on research from a multitude of other disciplines such as anthropology, history, sociology, etc. [This information is available in the “Library Resources” section of our OnCourse site.]

Course Exams/Reflections

There will be two essay examinations, or reflections, in this course via OnCourse. Students will be asked to reflect on course content, discussions, activities, and their own progress through the semester. There will be five questions/prompts designed to assist students to direct and focus their writing. Students will offer their answers/reflections over a two hour period via OnCourse. Higher grades are awarded to those who demonstrate a thorough understanding of the topics, theories and content discussion, proper use of communication terminology, provide personal reflection and examples from their own lives and utilize appropriate essay format with consideration for grammar, punctuation, and spelling. The class will not meet during those days and students may take the test any time within the 24-hour examination period via OnCourse.

In-Class Engagement with Activities, Assessments and Assignments

Students will be required to be engaged in activities and assignments throughout each class period. These assignments will correspond with the reading material and course

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content and widely vary from readings to writing activities to group activities and class assessments. In a communication class this work is pivotal to enhanced understanding and both individual contribution and group work and will be counted as part of the participation grade, which constitutes twenty percent of the course evaluation.

Extra CreditThere will be opportunities to earn extra credit points by attending Native American events on the IUPUI campus and within the community at large. You must contact professor for consent form prior to event and obtain the appropriate signatures. [Requirements listed in the “Resources” Section of OnCourse.]

EVALUATION AND GRADING

The following assignments will be used to assess your learning in this class:

Critical Reading Analyses 200 (10 analyses @ 20 points each)Cultural Autobiography 200 (50 pts.-worksheet; 150 pts.-

autobiography)Jaguar Pride Assignment 200 (Group contract-20pts; outline-20pts;

annotated bibliography-20pts; group progress report-20pts; final paper 100pts; and peer evaluation-20pts.)

Mid-Term Reflection 100Final Reflection 100Participation 200

Total 1000 pts.

COURSE POLICIES

Attendance

Regular attendance is expected and will be taken every class. Excessive absences will be detrimental to your grade. Being more than ten minutes tardy or leaving more than ten minutes early will result in an absence. The exams will be largely influenced by our class discussions and assessments, so it is in your best interests that you schedule any appointments, interviews, other class activities, etc. outside our meeting time. Therefore, your regular attendance and participation will be beneficial to you as well as the class as a whole. It is strongly urged and recommended to email the instructor if you are unable to attend class. Please note additionally that merely emailing instructor is NOT enough to compel an excused absence.

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If you must miss class due to an emergency, please note that an absence will be excused ONLY if written medical or compelling personal documents are provided to instructor. All written documentation for absences must be turned into the instructor no later than one week after the student's last absence in order to be considered an excused absence. If a student knows in advance that she or he must miss a class, she or he must check with the instructor prior to the absence. Students will receive TWO FREE ABSENCES. After the first two free absences, you will receive a FULL grade penalty for each absence thereafter.

Class Cancellations


Participation

Participation is essential to the success of this course. Participation, however, takes many forms. This course is designed largely as student-based rather than instructor-based, it is extremely important that you come to class prepared, having done all of the readings and assignment and ready to engage in class.

Listening respectfully and intently to others is just as important as contributing to discussions. The approach that we will take as a class will be one of a cooperative learning environment. You are responsible for reading the assigned material before discussion. You are expected to be and remain awake, engaged and active during class. You are relied upon for sharing class materials and interpretations and whatever else is necessary for the entire group to be 'up-to-speed' at all times.

It is expected that you are interdependent: This class relies on active participation - your learning in this course is dependent upon the level of responsibility that you choose to take for yourself and for your colleagues. In other words, this class will be as useful and rewarding as you choose to make it. Understand that your choice does not only effect your own engagement, but that of your peers as well. Having an awareness of your participation is what's most crucial. Too much talking is just as detrimental to the class as not contributing at all. Please also help to create an environment in which everyone feels free to participate.



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All thoughtful and respectful observations are welcome. EVERYONE should do our best to listen with respect to what any class member has to say. Discrimination or intolerance will NOT be tolerated in the classroom on the basis, for example, of age, sexual preference, religious beliefs, disability, race, or ethnicity. This, by the way, is merely a restatement of expectations set forth in the Student Code of Conduct with regard to the respect you give your classmates, your texts, and your professor.

PLEASE NOTE: It is expected that any student who may need an accommodation for any sort of disability should immediately contact the instructor so that together we may provide the necessary arrangements for your success in this course.

Class Participation and Observance of Religious Holidays

Any student who is unable to attend classes or participate in any examination, study, or work requirement on some particular day or days because of his or her religious beliefs must be given the opportunity to make up the work that was missed or to do alternative work that is intrinsically no more difficult than the original exam or assignment. Upon request and timely notice, students shall be provided a reasonable accommodation.

Students seeking accommodation for religious observances must make a request in writing by the end of the 2nd week of the semester to the course instructor and must use the “Request for Course Accommodation Due to Religious Observance” form which is available both online and in our OnCourse “Resources.” In the case of religious holidays for which the date may change, the student should state the approximate date and when the exact date is known, inform the instructor of the exact date. The University will not levy fees or charges of any kind when allowing the student to make up missed work. In addition, no adverse or prejudicial effects should result to students because they have made use of these provisions.

Military Withdrawal

Indiana University realizes students who are members of the U.S. armed forces may be called to active duty, specialized training, or as part of disaster relief efforts with little notice. While the following policy does NOT pertain to initial active duty training (i.e. basic training), this policy is provided in order to minimize disruptions or inconveniences for students fulfilling their unanticipated U.S. military responsibilities in the midst of an academic term/session. For the complete policy information, go to http://veterans.iupui.edu/resources/withdrawal/

Grades of Incomplete

A grade of Incomplete (I) may be assigned by an instructor only when exceptional circumstances such as an illness, injury, or a family emergency prevents a student from finishing all the work required for the course. The grade of Incomplete may be considered

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only when a substantial portion of the course work has already been completed, the coursework is of satisfactory quality, and no more than one major exam or assignment is outstanding. The student who does not meet these requirements should meet with her/his advisor to withdraw from the course(s) in question. The student should refer to the Registrar’s Office on her/his respective campus regarding the policies and deadline for automatic withdrawal for the semester in question.

The student is responsible for initiating the request for a grade of Incomplete. If the instructor agrees, then both the instructor and student complete and sign a Record of Incomplete and Contract for Completion of Course Requirements form to ensure that a sound educational plan and time frame for completion of course requirements has been established. Failure to fulfill the terms of this contract within the stipulated time frame may result in a failing grade. For removal of a grade of Incomplete, the student is subject to the IUSSW policy, which has precedence over the University policy. The student in the School of Social Work is expected to complete outstanding course work expeditiously, since many courses serve as prerequisites for others. Generally, students may carry no more than one grade of Incomplete at any given time. However, in cases of severe crisis, a student may work with her/his advisor to request grades of Incomplete in multiple courses.Plagiarism and Academic Integrity



Unless you have made specific arrangements with the instructor for an extension beforehand, written assignments that are not turned in on the assigned due date or incomplete/disregarded assignments or reflections will not be accepted.

Classroom Conduct

Laptops/Portable computers: It is expected that any use of computers during class will be for the express use of taking notes. Please respect your classmates and professor and note that any abuse could result in the loss of privileges.

Cell phones: It is expected that you would either turn off or mute any cell phones, PDAs, handhelds, etc. during class. If you are expecting an emergency call, please respect your classmates and professor and act accordingly.


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Honesty: The purpose of this policy is to encourage a mature attitude toward learning, to establish a sound academic morale, and to discourage illegitimate aid in examinations, laboratory, and homework. Cheating is defined as using or attempting to use, giving or attempting to give, obtaining or attempting to attain products or prepared materials, information relative to a quiz or examination or other work that a student is expected to do alone and not in collaboration with others. As noted earlier, plagiarism is grounds for academic misconduct. Any student caught cheating on an exam or using someone else’s speech outline, notes, or research will be given an “F” for the assignment and/or the course.



TENTATIVE COURSE OUTLINE

Section One (Rhetoric) - Students will begin by exploring Native American identity and sovereignty. Class will start with the first two listed readings exploring Native American speeches and perspective. Dialogue and discussion will center on Native American perceptions of/on identity and sovereignty.

Section Two (Communication Processes) - Students will examine various communicative processes such as verbal communication, nonverbal communication, gender communication and conflict through a Native American lens. Lecture and discussion will focus on Native American symbolism and its extensive reach through identity, language, history, and interaction with dominant culture.

Section Three (Understanding Culture) - Students will review the basic functions and elements of culture. Lectures and discussions will discuss dominant and subordinated cultural patterns with a focus on the American Indian perception of religion, time, family, gender, and conflict.

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Tentative Course Schedule

Sample Schedule of Classes

Section OneRhetoric – Students will begin by exploring Native American speeches, authors, and perspectives. Lecture and discussion will center on Native American perceptions of identity and sovereignty.

Class 1 Introduction and overview of courseicebreaker, syllabus and expectation review.

Class 2 Sovereignty and IdentityDiscussion of the difference of sovereignty as it relates to world politics and the

difference in how Sovereignty is constructed for Native American people. Explore some of the issues with identity in general and more specifically – issues with Native Americans and identity. We will explore several different internet/’YouTube” clips on identity.READ: Mihesuah’s American Indian: Stereotypes and Realities

Class 3 American Indian OratoryBegin discussion of historical perspective by viewing excerpts of speeches by Native American leaders and elders online at: American Indian Movement (AIM) Media Project.READ: Excerpts from Vanderwerth’s Indian Oratory: Famous Speeches by Native American Chiefs

Class 4 American Indian Oratory (Cont’d)Critical review of Native American perspective through literary tools and famous speeches of American Indian leaders.READ: Excerpts from Vanderwerth’s Indian Oratory: Famous Speeches by Native American ChiefsASSIGNMENT: Reaction Paper Due

Section TwoCommunication processes – Students will explore the various communicative processes such as verbal communication, nonverbal communication, gender communication and conflict through a Native American lens. Lecture and discussion will focus on Native American symbolism and its extensive reach through identity, language, history, and interaction with dominant culture.

Class 5 Historical Review of Native American Communication

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Up until modern technological times, Native Americans have had some of the most sophisticated communications systems. We will explore and discuss the complexity and merit of Native American communication systems such as sign language, smoke, signals, tribe graphics, geometric patterns, and tribal languages, dialects and cultures. We will utilize several different websites to demonstrate these systems: (Online sign dictionary, Native-Languages.org, tribal language websites, etc.)

Class 6 Rhetorical Dimensions of Native American WritingBy reviewing the general body of work of Native American authors, specifically Alexie, Momaday, and Gunn, we discover how Native American authors use language, humor, and the sacredness of words to understand more fully the Native American theory of rhetoric. All things are hinged to the physical landscape, nature, and the implications nature bears upon language to an extent that there is no external reality except in terms of a primordial spirituality that embraces the individual’s oneness with nature.READ: N. Scott Momaday’s House Made of Dawn

Class 7 Rhetorical Dimensions of Native American WritingContinuing with a focus on Native Authors, we will explore the writings of Sherman Alexie, who has a much more familiar style of discourse, but with a unique Native American central focus.READ: Sherman Alexie’s The Lone Ranger and Tonto Fistfight in Heaven

Class 8 MID-TERM

Class 9 Media Misrepresentations of Native AmericansWe will explore Native identity in media by reviewing a history of communication through newspaper articles from 1820-1890. We will also examine the first media posters, silent film and documentaries – all of which are created in the image of Indians. Students will review and study a compilation of television and film focusing on how Native Americans are (mis)represented. We will examine several different modes and genre to establish how these stereotypes and misrepresentations impact contemporary society and the challenges that American Indians face today.

Class 10 Our StoriesOral tradition is an integral part of Native American culture and we will examine several aspects of these rich traditions and discuss the differences and dynamics of oral tradition and traditional academic epistemologies. We will explore tribal websites and watch excerpts of several Native American created media and website programs as well as have a guest speaker (part of the “Night with Coyote” storytelling group) who will relate the challenges and significance of storytelling.READ: Crow Dog’s Lakota Woman

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Section ThreeUnderstanding culture – Students will review the basic functions and elements of culture. Lectures and discussions will discuss dominant and subordinated cultural patterns with a focus on the American Indian perception of religion, time, family, gender, and conflict

Class 11 Subordinated CulturesWe begin this section with a discussion on ethnocentrism and American dominant cultural patterns. We will utilize Deloria’s text to help gain insight into Native American perspectives.READ: Deloria’s Custer Died for Your Sins

Class 12 Native American Family SystemsThere are many misconceptions about Native American family types and kinship systems. We will explore several areas including cultural variations in kinship and forms of descent, challenges with nomenclature, problems with Native adoption, and finally legally identification issues.

Class 13 Native American Gender RolesNative American cultures had varied and different ideas on gender identity and roles. We will look at several different tribes and how they established gender identity and how the identity and construction of gender was impacted by colonization. We will look at how assimilation attempts directly affected and transformed Native gender socialization.

Class 14 Native American Cultural ConceptsStudents will examine a broad spectrum of intercultural differences in Native American concepts as they relate to time, religion, conflict, health, etc. We will examine these concepts in regard to traditional practice coupled with contemporary dominant ignorance and the impact that these have on current difficulties in navigating Native American identity. Further, we will highlight the intrinsic value of tradition and interpret and analyze the difficulty Native American individuals are facing today in pursuing and maintaining their traditions.

Class 15 Group Paper PresentationsStudents will present their group projects during class and have the opportunity to present at the IUPUI Annual American Indian Education Conference.

Class 16 FINAL EXAM

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Appendix Three (3)NAIS-N 396 (Section): SEMINAR IN NATIVE AMERICAN AND INDIGENOUS STUDIES

Spring 2015—M & W: 10:30am - 11:45am, TBD

Instructor: Charmayne ‘Charli’ Champion-ShawCell Phone: 317-752-5509 (ER’s only please)Office Phone: 317-274-8356Office: [CA309/CA325] – By Appointment Office Hours: Mondays: 12:00 pm – 1:00 pm & Thursdays: 12:00 pm – 2:00 pm

and by appointmentE-Mail: [email protected] [Quickest Contact: via OnCourse!]PLEASE NOTE: The syllabus and schedule are changeable upon instructor discretion.

COURSE DESCRIPTION

The Seminar of Native American & Indigenous Studies is designed to demonstrate your accumulated training in Native American & Indigenous Studies in a single original project of your choice, subject to the instructor’s approval and under the additional supervision of a faculty mentor. Although the most common way of completing this course is the writing of a research thesis of approximately 8000 words, alternate projects can be explored in consultation with the instructor of the course and the Native American & Indigenous Studies Director. The completed thesis or project should synthesize your learning throughout your Native Studies courses as well as an intentional and designed experience working with or for a specific Native population. The Capstone necessitates multiple drafts of your research that are subjected to heightened peer review and regular feedback from your instructor, your peers and your mentor.

LEARNING OBJECTIVES

By the end of the seminar students will be able to clearly articulate their research argument in a well-written and orally presented project.

Learning Goals

• To demonstrate acquired knowledge and perspective on Native American issues

To improve skills in writing, oral presentation and research

• To recognize, explain, and juxtapose academic arguments within the context of your own research

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mailto:[email protected]


• To evaluate competing positions in academic debates and to use evidence-based arguments to develop and defend your own position

• To conduct and respond to criticism through peer-review


The Principles of Undergraduate Learning (PULs) are the essential ingredients of the undergraduate educational experience at IUPUI. These six principles form a conceptual framework for all students' general education but have also been utilized as the structure of this course. There is a dedicated focus on creating opportunities for students to recognize their own cultural traditions and to understand and appreciate the diversity of the human experience. Students will engage in a process of disciplined thinking that informs beliefs and actions and then use that information and those concepts to relate to other disciplines in their intellectual, professional, and community lives. Finally, students will have the opportunity to consider the choices and decisions they make with respect to individual conduct, citizenship, and aesthetics.













3. further the goals of society; and work across traditional course and disciplinary boundaries.

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PUL 6: Values and Ethics

The ability of students to make sound decisions with respect to individual conduct, citizenship, and aesthetics. A sense of values and ethics is demonstrated by the student's ability to

1. make informed and principled choices and to foresee consequences of these choices;

2. explore, understand, and cultivate an appreciation for beauty and art;

3. understand ethical principles within diverse cultural, social, environmental and personal settings.

REQUIRED READINGS

Matthews, B., & Ross, L. (2010.) Research methods: A practical guide for the social sciences. Pearson Education Limited, England.

Mihesuah, D. (2005). So you want to write about American Indians? A guide for writers, students and scholars. University of Nebraska Press, Lincoln, NE.

[Additional required readings, media files, or other supplementary course information will be made available under “Resources” in OnCourse.]

COURSE REQUIREMENTS

Please note that we will utilize OnCourse extensively for this class, including assignments, papers, projects and exam. If you have not before, please familiarize yourself extensively with OnCourse. If you need assistance or have questions please consult UITS at (317) 274-HELP, or the instructor.

Class meetings: The majority of time will be spent in working in groups with shared interests determined by your instructor. Students will be required to organize their participation with a specific Native community which must be approved by the instructor as part of their experiential learning. Time in class will be dedicated to student research, presentations and possible participation in the Annual American Indian Education Conference. In our class meetings, students will be expected to critique each other’s assignments (the entire class or their respective group members). Throughout the semester students should also work with their mentors.

Assignment Submission protocol:

All assignments should adhere to the Style Sheet (which is available under “Resources” in OnCourse) and titled by surname and assignment title. Points will be deducted points if in a different format. Format includes: Post Expanded Research Statement, Literature Review, Methodology, Analysis and Complete Rough Draft Bibliography and Final Paper, and each should be posted under “Assignments.”

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Peer review: Critique and post your comments to your classmates’ draft sections by the designated time on the syllabus. Provide a thorough critique and avoid neutral statements, such as “it is good,” or “it is bad.” Fully justify your input and follow the guidelines in Appendix I, which is found under “Resources.” There is no peer review for Methodology; however, you will read all your classmates’ drafts and come ready to discuss this assignment in class. Your comments will be shared in class and points will be assigned based on the quality of your comments.

Attendance: Attendance will be taken. Any absence will negatively affect your grade. Absences must be accompanied by corroborating documentation. Late assignments will not be accepted unless circumstances are extenuating. Presentations and in-class critiques cannot be made up if missed.

Reflection: Compose a 5-10 page reflection paper that addresses how your coursework and experience with working with the Native community has allowed you to gain insight into the Native American issues. You will use this reflection and any material you have collected during your time engaged with the Native community (i.e., photos, informal discussions with Native community members, media etc.) as a springboard to strengthen the content of your capstone.

Mentorship: You should identify an IUPUI faculty member who has expertise in a major aspect of your thesis. A list of Native American and Indigenous Studies affiliated faculty is available on the IUPUI American Indian programs web page, though you should feel free to approach faculty members not on this list. Doctoral students and AIs are not allowed as mentors; if unsure, check with the instructor. When approaching a potential mentor, you should share the handout on NAIS Mentor Guidelines (Appendix III). Mentors must meet with you at least three times during the semester: The first meeting is to discuss your project, the second is to review your bibliography, and the third is to review your full rough draft. Mentors should sign and date the Mentor Meetings form (Appendix III) confirming that each of the three meetings occurred. It is your responsibility to gather the signatures, guard the sheet and turn it in at the end of the semester. Your mentor must include comments on the rough draft in an e-mail to the instructor of N396. Mentors provide guidance to students, but course grades will be assigned by the instructor.

SEMINAR PROGRESSION OF ASSIGNMENTS

Assignment # 1: Reflection and Proposal Come prepared to discuss your intention for experiential learning and perspective research project. An in-class exercise will help you outline how these two artifacts will help you in designing the content and structure of your capstone. The outline should address the following: (1) your thesis topic – choose a preliminary topic; (2) why your topic is important; and (3) why you should be the one to write this project. This assignment will be subject to peer critique in class.

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You will receive detailed written feedback on the validity and viability of your project.

Assignment # 2: Preliminary Bibliography In order to narrow and focus on your proposed research topic (see Assignment #3), you need to research relevant sources and/or expand in the bibliography you compiled for your proposal. After your meeting with the Liberal Arts Librarian, William Orme, you should compile a preliminary bibliography. Use between 25-30 sources. You can add and subtract later, but it has to reflect the major scholarly works in the field, both books and articles, as well as relevant theoretical literature. Use asterisks (i.e.***) to mark the 5 sources that are most valuable and salient to your research question. For these five sources, you should also include an annotation. You must demonstrate usage of Native sources in your bibliography and in your final essay (MINIMUM 5). The bibliography needs to be submitted in accordance with the APA style sheet provided (see Appendix II). You will use this bibliography to reference your whole paper. This means that all the references in the bibliography must appear in your text. This assignment has to also be reviewed by your mentor and it is not subject to peer critique.

Assignment # 3: Expanded & Revised Research Statement This assignment should introduce the reader to the main aspects of your thesis and formulate your research questions. It should set the stage for the next phase of your thesis in the following manner: Choose a provisional thesis title, state what the project is about, what you hope to demonstrate, the significance of the project, how did this idea come about (optional), what kind of sources / theoretical framework will you be using to analyze your questions (also provide a preliminary evaluation of the sources you will be using), introduce a preliminary plan of your study including an initial division into sections/chapters. Length: 750-1000 words. This assignment is subject to peer critique.

Assignment # 4: Literature Review / Theoretical Background This assignment may draw from the content of your proposal but it has to be significantly expanded upon feedback received from the instructor, your mentor and your peers. Having compiled and read the appropriate bibliography, or most of it, you should now be able to provide the background for your topic, applying broad and narrow perspectives. Naturally, you are expected to use scholarly studies. This means no on-line encyclopedias! Thoroughly read the sources and avoid using the introductory pages as your only reference. For example: if your topic is about “Indian Child Welfare,” your literature review should situate your narrow question into the broader context

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of human rights or education or poverty etc. You should not talk about a particular case or even reservation in this section of your paper. Some of the questions that should guide you when you are researching/compiling your literature review are:

1. What has been done thus far in the field? 2. Do you see any trends or shifts in the study of your topic? 3. What methodologies and approaches were applied? For example, the issue was handled by such and such in his work… where he explored x (but not y); scholars relied too much on statistical analysis and less on oral testimonies; used theory a but not b; ignored or over-emphasized a comparative analysis, used one group/type of sources but not another, did or did not account for the bias in the sources used, etc. etc.

Length: 1500-2000 words. This assignment will be subject to peer critique.

Assignment # 5: Methodology All of you are implicitly using some form of methodology. In your previous assignments you have emphasized other aspects of your scholarly inquiry: your research question identified what you wish to explore and your literature review evaluated what has been done thus far in the field (and in what manner). The methodology part answers the question how you intend to explore your topic. You may use a variety of approaches, ranging from textual analysis to statistical analysis, from lived experience and interviews to concrete theoretical evaluations, and so on. In this assignment you should demonstrate that you know not only what methods you employ. what are the strengths and weaknesses of these methods. Draw from your resources in INTL-I315, Methods in International Studies, to better understand data collection and analysis. Research your specific methodology and provide relevant references. If you are using a case study approach, for example, you may wish to consult Robert Yin’s work. The methodology also explores your case study in a wider context, which also ties your case to your theme in the major.

Length: 750-1000 words. This assignment is not subject to peer critique.

Assignment # 6: Case Study/Analysis of your data

Here you provide all the details of your actual research study. This is the part of the thesis you will be most familiar with. Analyze and discuss your data in relation to the main question you proposed in the Expanded Research Statement and taking into consideration the

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literature you discussed and juxtaposed in your Literature Review. You should also contrast the results of your analysis to the methodology you have proposed to use. This is the part of your thesis that you zoom in the actual tribe/nation/issue you are interested in and discuss the relevance of the data in broader questions. We will discuss this assignment further in class.

Length: 2000-2500 words. This assignment will be subject to peer critique.

Assignment # 7: Complete Rough Draft with Conclusions and an Executive Summary

Although this is not the final product, treat the rough draft as if it were. Structure your paper with titled sections, integrating your previous assignments into a single essay, expanding and altering them as needed. Pay attention also to editorial concerns (style, footnotes, etc., per our Style Sheet). In your conclusion, summarize the major points of the thesis, reflect upon relevant parts from the literature review, and indicate, if applicable, recommendations for further inquiry, be it of a scholarly or policy-related nature. This assignment is subject to peer critique.

The mechanics of the Executive Summary will be explained in greater detail later in the semester. Provide a cover page with the following information: NAIS-N396 Seminar Thesis semester, year Title of Thesis Student NameInstructor name Mentor name Organize the thesis as follows (additional details provided in class): Executive Summary Introduction Literature Review Methodology Case Study/Analysis Conclusions References Cited Appendixes (if any)

Assignment # 8: Project presentation. You are required to submit an abstract to present your project either in class or at the Annual American Indian Education Conference. Your abstract should be submitted via the Oncourse. In the Abstract Submission Form specify whether you would prefer presentation or

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poster. If your abstract is not chosen to be part of the conference, you will present the results of your project in class.

Presentation in class or at the American Indian Education Conference. Using Microsoft PowerPoint, Prezi or other type of presentation you will summarize your project to the class and possibly other faculty members, colleagues and your peers. Plan a 15-minute talk, guiding the audience through the contents of your work. Pay attention to form and style. Your presentation should be professional, informative, clear and concise. I will provide additional information later in the semester. This assignment is not subject to peer critique.

Poster presentation at the American Indian Education Conference.

Your findings will be in the form of a well-organized and professionally printed poster. You should be present during the event to explain your poster to your peers, mentors, Native American Indigenous Studies faculty and the general student public.

Assignment # 9: Final Paper with revised conclusions and executive summary. You should revise your rough draft several times before submitting the final version. Historically, poor marks occur mostly because students did not heed to the advice and comments on the rough drafts given by the instructor, mentor and classmates. Your final paper should be professional and ready for publication. Previous papers are available as models for your papers – available upon request. This assignment is not subject to peer critique.

Assignment #10: Plagiarism Test. You are required to complete the online plagiarism tutorial at (http://www.indiana.edu/~libinstr/Tutorial/Citing/citing_test.html). Take the self-test and e-mail me the results using the mechanism on the self-test.

STUDENT EVALUATION

There are 1000 points attainable in the course. They are apportioned as follows: Attendance………………………...80 points Mentor Participation…………..10 points Section Drafts……………………150 points Reflection and Proposal………10 points Plagiarism Test……………………10 points Research Statement……………10 points Bibliography……………………….20 points

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Literature Review…………………..40 points Methodology…………………………10 points Case Study……………………………..20 points Complete Rough Draft………….100 points Executive Summary………………..20 points Final Paper.…………………………..250 points Revised Exec. Summary…………..20 points Peer review…………………………..100 points

Research Statement…….10 points Literature Review…………30 points Rough Draft………………….40 points Case Study……………………20 points

Project presentation………………150 points Content………………………..50 points Organization………………...50 points Visuals……………………….….30 points Timing…………………………..20 points

TOTAL…………………………………..1000 points

GRADE DISTRIBUTION

99-100% A+ 78-79% C+ <59% F 93-98% A 73-77% C 90-92% A- 70-72% C- 88-89% B+ 68-69% D+ 83-87% B 63-67% D 80-82% B- 60-62% D- COURSE POLICIES

Attendance

Regular attendance is expected and will be taken every class. Excessive absences will be detrimental to your grade. Being more than ten minutes tardy or leaving more than ten minutes early will result in an absence. The exams will be largely influenced by our class discussions and assessments, so it is in your best interests that you schedule any appointments, interviews, other class activities, etc. outside our meeting time. Therefore, your regular attendance and participation will be beneficial to you as well as the class as a whole. It is strongly urged and recommended to email the instructor if you are unable to attend class. Please note additionally that merely emailing instructor is NOT enough to compel an excused absence.

If you must miss class due to an emergency, please note that an absence will be excused ONLY if written medical or compelling personal documents are provided to

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instructor. All written documentation for absences must be turned into the instructor no later than one week after the student's last absence in order to be considered an excused absence. If a student knows in advance that she or he must miss a class, she or he must check with the instructor prior to the absence. Students will receive TWO FREE ABSENCES. After the first two free absences, you will receive a five point deduction for each absence thereafter. ATTENDANCE AT PRESENTATIONS IS MANDATORY.

Class Cancellations


Participation

Participation is essential to the success of this course. Participation, however, takes many forms. Since my teaching style is largely student-based rather than instructor-based, it is extremely important that you come to class prepared, having done all of the readings and assignment and ready to engage in class.

Listening respectfully and intently to others is just as important as contributing to discussions. The approach that we will take as a class will be one of a cooperative learning environment. Individually, you will be part of a cooperative group of three to four people formed the first weeks of class. You are responsible for reading the assigned material before discussion. You are expected to be and remain awake, engaged and active during class. You are relied upon for sharing class materials and interpretations and whatever else is necessary for the entire group to be 'up-to-speed' at all times.

It is expected that you are interdependent: This class relies on active participation. Your learning in this course is dependent upon the level of responsibility that you choose to take for yourself and for your colleagues. In other words, this class will be as useful and rewarding as you choose to make it. Having an awareness of your participation is what's most crucial. Too much talking is just as detrimental to the class as not contributing at all. Please also help to create an environment in which everyone feels free to participate.


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All thoughtful and respectful observations are welcome. Both you and I should do our best to listen with respect to what any class member has to say. I will not tolerate discrimination or intolerance in the classroom on the basis, for example, of age, sexual preference, religious beliefs, disability, race, or ethnicity. This, by the way, is merely a restatement of expectations set forth in the Student Code of Conduct with regard to the respect you give your classmates, your texts, and your professor.

PLEASE NOTE: It is expected that any student who may need an accommodation for any sort of disability should immediately contact me so that together we may provide the necessary arrangements for your success in this course.

Plagiarism and Academic Integrity



Unless you have made specific arrangements with the instructor for an extension beforehand, written assignments that are not turned in on the assigned due date or incomplete/disregarded assignments or reflections will not be accepted.Classroom Conduct

Laptops/Portable computers: It is expected that any use of computers during class will be for the express use of taking notes. Please respect your classmates and professor and note that any abuse could result in the loss of privileges.

Devices: It is permitted to use electronic devices in the course of class for learning. It is expected that you would either turn off or mute any cell phones, PDAs, handhelds, etc. during class. If you are expecting an emergency call, please respect your classmates and professor and act accordingly.


Honesty: The purpose of this policy is to encourage a mature attitude toward learning, to establish a sound academic morale, and to discourage illegitimate aid in examinations,

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http://life.iupui.edu/help/docs/Part_3all.html


laboratory, and homework. Cheating is defined as using or attempting to use, giving or attempting to give, obtaining or attempting to attain products or prepared materials, information relative to a quiz or examination or other work that a student is expected to do alone and not in collaboration with others. As noted earlier, plagiarism is grounds for academic misconduct. Any student caught cheating on an exam or using someone else’s speech outline, notes, or research will be given an “F” for the assignment and/or the course.



IUPUI STUDENT RESOURCES

JagAlert – Emergency Preparedness; (317) 278-1600. http://www.iupui.edu/~prepared. Update your personal information under the “Notifications” tab in OnCourse in order to be contacted during campus emergencies.

Adaptive Educational Services (AES): Taylor Hall – 815 Michigan Street; (317) 274-3241. http://www.iupui.edu/~diversity/aes/. AES coordinates support services and academic accommodations for students with documented disabilities.

Child Care: IUPUI Center for Young Children - 321 Limestone; (317) 274-3508. http://[email protected]. If it becomes necessary for you to bring your child to class, please have a blanket, some food and toys to keep him/her occupied.

University College (UCOL): Taylor Hall - 815 W. Michigan Street; (317) 274-2237. http://uc.iupui.edu. UCOL offers a variety of supportive opportunities for newly enrolled students to aid in retention.

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Counseling and Psychological Services (CAPS): 620 Union Drive Suite 418; (317) 274-2458. http://life.iupui.edu/caps/.

IUPUI Registrar: Campus Center CE250; (317) 274-1519. http://registrar.iupui.edu/drop.html- Important Drop/Add Dates.

Writing Center: Cavanaugh Hall CA427; (317) 278-8171. http://www.iupui.edu/~uwc/. The IUPUI Write Center offers professional critique of student work for all writing abilities.

IUPUI Student Life – Student Advocate: Campus Center CE350; (317) 278-7594. http://www.life.iupui.edu/advocate/. Your student advocate can assist you with a wide range of services as a student at IUPUI.

Office of Student Involvement: Campus Center CE350; (317) 274-3931. http://life.iupui.edu/ccl/. CCL is the place to go for event planning, civic engagement, Greek life, leadership training, and student organizations.

IUPUI JagTag: Campus Center CE217; (317) 274-5177. http://www.jagtag.iupui.edu/. JagTag is the official form of identification for IUPUI and offers many discounts and conveniences.

IUPUI Multicultural Success Center: Taylor Hall UC115; (317) 278-8333. The IUPUI Multicultural Center celebrated its grand opening this summer and is open for all students.

IUPUI University Information Technology Services (UITS): Informatics and Communications Technology Complex IT129 - 535 W. Michigan Street; (317) 274-2444. http://uits.iu.edu/. For all your IT services and supports needs at IUPUI.

Office of Equal Opportunity (OEO): Union Building UC123; (317) 274-2306. http://www.iupui.edu/~oeo/. For any concerns with inconsistent or unfair treatment as it relates to race, color, national origin, religion, gender, age, disability or veteran status.

Student Health Services: Coleman Hall; (317) 274-8214. http://www.iupui.edu/~iupuishc/. IUPUI Health Services provides routine and acute care for the student population of the IUPUI campus and occupational health services to IUPUI student employees.


Tentative Course Schedule (From time to time there may be scheduling changes. Students will be given notice when these changes occur, both in class and through OnCourse. Please note that it is the student’s responsibility to check our OnCourse site for the latest and most up-to-date information.)Week 1 Course Introduction Read Introduction and Chapter A1

Should have mentor chosen

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Peer review groups assigned Week 2 Discussion and critique

Reflection and Proposal Topic: How to form a research question

Activity: create an outline for your proposed project Plagiarism Test due

Read Chapters A2-A4 Upload your Proposal and Reflection onto Oncourse two days prior to class First meeting with mentor to discuss project and receive feedback on proposed outline

Week 3 Library Session with William OrmeConsult chapter A3 Start compiling and/or expanding on your bibliography

Week 4 Preliminary Bibliography due Bibliography returned by instructor Work on Expanded Research Statement

Week 5 Discussion and critique of Expanded Research Statements Topic: Reviewing the literature and choosing research methods

Expanded Research Statement due Read chapters B1-B4 For questions regarding particular methods consult chapters C1-C9 Bring copies of your Expanded Statement to class

Choose Presentation Option Week 6 Work on Literature Review and Methodology Week 7 Critique of literature reviews Literature Review due Post comments on group members’ lit reviews online in Forums

Second meeting with mentor to approve bibliography and comment on literature review

Week 8 Critique of methodology Topic: Data analysis

Methodology due Read chapters D1-D7 Work on case study

Week 9 Work on case study Week 10 Critique of Case Studies

Case Study due Post comments on group members’ Case Studies online in Forums Read chapter D10 Work on rough draft

Week 11 Work on rough draft Week 12 Rough Draft due Work on presentation Week 13 Discussion and critique of Rough Drafts Post comments on group member’s rough drafts online in Forums

Rough Drafts returned Third meeting with mentor to approve rough draft – revise accordingly Work on your final paper

Week 14 In class Presentations

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Work on your final paper

American Indian Education Conference Week 15 In class Presentations Final Paper due on last class during free week Week 16: Exam week

Indiana University Purdue University Indianapolis

N396: Seminar in Native American and Indigenous Studies

SYLLABUS MEMO OF UNDERSTANDING

Student Information Sheet

Name:_______________________________________

Home City/State:______________________________

Contact Phone:_______________________________

Email Address:_______________________________

Major:______________________________________

H O N O R P L E D G E

I have read the course syllabus completely and I understand and agree to the goals,

objectives and requirements for this course. I understand that changes may be made at the

instructor’s discretion, but will always be available via our class OnCourse website.

Student’s Signature:______________________________________________________

Date: _________________________________________________________________

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Appendix Four (4)IUPUI Principles of Undergraduate Learning (PULs)

The Principles of Undergraduate Learning are the essential ingredients of the undergraduate educational experience at Indiana University Purdue University Indianapolis. These principles form a conceptual framework for all students' general education but necessarily permeate the curriculum in the major field of study as well. More specific expectations for IUPUI's graduates are determined by the faculty in a student's major field of study. Together, these expectations speak to what graduates of IUPUI will know and what they will be able to do upon completion of their degree .

I. Core Communication and Quantitative Skills [Definition:] The ability of students to express and interpret information, perform quantitative analysis, and use information resources and technology--the foundational skills necessary for all IUPUI students to succeed.[Outcomes:] Core communication and quantitative skills are demonstrated by the student’s ability to a. express ideas and facts to others effectively in a variety of formats, particularly written, oral, and visual formats;b. comprehend, interpret, and analyze ideas and facts;c. communicate effectively in a range of settings;d. identify and propose solutions for problems using quantitative tools and reasoning;e. make effective use of information resources and technology.

II. Critical Thinking[Definition:] The ability of students to engage in a process of disciplined thinking that informs beliefs and actions. A student who demonstrates critical thinking applies the process of disciplined thinking by remaining open-minded, reconsidering previous beliefs and actions, and adjusting his or her thinking, beliefs and actions based on new information. [Outcomes:]The process of critical thinking begins with the ability of students to remember and understand, but it is truly realized when the student demonstrates the ability to a. apply, b. analyze, c. evaluate, and d. create

knowledge, procedures, processes, or products to discern bias, challenge assumptions, identify consequences, arrive at reasoned conclusions, generate and explore new questions, solve challenging and complex problems, and make informed decisions.

III. Integration and Application of Knowledge[Definition:] The ability of students to use information and concepts from studies in multiple disciplines in their intellectual, professional, and community lives.

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[Outcomes:] Integration and application of knowledge are demonstrated by the student’s ability to a. enhance their personal lives;b. meet professional standards and competencies;c. further the goals of society; andd. work across traditional course and disciplinary boundaries.

IV. Intellectual Depth, Breadth, and Adaptiveness[Definition:] The ability of students to examine and organize disciplinary ways of knowing and to apply them to specific issues and problems. [Outcomes:] Intellectual depth, breadth, and adaptiveness are demonstrated by the student’s ability to a. show substantial knowledge and understanding of at least one field of study; b. compare and contrast approaches to knowledge in different disciplines; c. modify one's approach to an issue or problem based on the contexts and requirements of particular situations.

V. Understanding Society and Culture[Definition:] The ability of students to recognize their own cultural traditions and to understand and appreciate the diversity of the human experience. [Outcomes:] Understanding society and culture is demonstrated by the student’s ability toa. compare and contrast the range of diversity and universality in human history, societies, and ways of life; b. analyze and understand the interconnectedness of global and local communities; and c. operate with civility in a complex world.

VI. Values and Ethics [Definition:] The ability of students to make sound decisions with respect to individual conduct, citizenship, and aesthetics.[Outcomes:] A sense of values and ethics is demonstrated by the student’s ability to a. make informed and principled choices and to foresee consequences of these choices; b. explore, understand, and cultivate an appreciation for beauty and art;c. understand ethical principles within diverse cultural, social, environmental and personal settings.

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Appendix Five (5)RISE to the IUPUI Challenge Initiative

The RISE to the IUPUI Challenge initiative engages students more deeply in their learning and contributes to their intellectual and professional development in unique ways. Each undergraduate student is challenged to include at least two of the four RISE experiences - research, international, service learning, and experiential learning - into their degree programs.

The RISE to the IUPUI Challenge initiative enhances the teaching and learning process that occurs during formal classroom coursework. The initiative builds on IUPUI's long tradition and commitment to experiential learning. Each RISE category incorporates qualified experiences, integration of knowledge, reflection, and assessment, and will be documented on students' transcripts.

The IUPUI undergraduate educational experience is distinctive because it intentionally uses experiential learning to prepare students for graduate school, careers, and citizenship. It provides skills, knowledge, and experiences that are highly prized by employers and establishes the foundation for future leaders.

RISE to the Challenge is focused on increasing undergraduate student participation in research, international, service and experiential learning programs. The RISE initiative will offer students special opportunities to engage in concrete experiences associated with research, global learning, community service, and careers. With guidance and mentorship, students will go on to relate these experiences to classroom learning in structured, educationally meaningful ways. RISE will engage students more deeply in their learning and contribute to their intellectual and professional development in unique ways. The initiative’s goal is for IUPUI graduates to have exposure to at least two RISE categories.

Research conducted under the mentorship of a faculty member. Undergraduate research experiences include any scholarly or artistic activities that lead to the production of new knowledge; to increased problem solving capabilities, including design and analysis; to original critical or historical theory and interpretation; or to the production of art or artistic performance. The research requirement will not be met by courses that teach about research; rather, it is a credit-bearing educational experience that involves the student in conducting research under the mentorship of a faculty member.

International experience, such as study-abroad courses or independent study. International engagement will include credit-bearing coursework or independent study in which students directly and intensively engage with a national community outside their own, reflect on this

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engagement in an informed and thoughtful way, and enhance their skills of international understanding and interaction. Study abroad (outside the 50 states and District of Columbia) is the preferred mode for fulfilling this goal, but exceptionally interactive and immersive experiences with immigrant groups, organizations concerned with global issues, or campus-based courses employing interactive distance technologies may sometimes also count. Students who are not U.S. citizens or permanent residents may apply to develop faculty-guided, credit-bearing formats for reflecting on their experiences in the U.S.

Service-Learning Courses. A course-based, credit bearing educational experience in which a student participates in an organized service activity that meets identified community needs and reflects on the service activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of personal values and civic responsibility.

Experiential Learning Courses. Coursework specifically designed with increased requirements outside of the classroom can qualify as experiential learning (integration of knowledge, activity, reflection and assessment to translate learning into action). This requirement may be met with specially designated credit-bearing classes or by one of the following instruction formats:

1. Clinical Education 2. Cooperative Education 3. Field Work 4. Internship Practicum5. Student Teaching 6. Mentoring Practice 7. Other categories

Consistent with the other components of the RISE challenge, experiential learning courses will incorporate knowledge, activity, reflection, and assessment and carry academic credit discernable on the students’ transcript.

For more on RISE, visit http://uc.iupui.edu/UndergraduateEducation/RISEtotheIUPUIChallenge.aspx.

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