Spring 2013
A421, Hands-on History:
Indiana’s State Forests and Their Cultural Resources
Wednesdays, 3:00-5:40, ES 2102, Section 31545, Three Credits,
Professor:Philip Scarpino
Office:Cavanaugh Hall, Room 532
Phone: 274-5840
Email:
Office Hours:Monday, 3:00-4:30; Wednesday, 1:30-2:45; & by Appt.
(THE BEST WAY TO REACH ME IS ON REGULAR EMAIL, i.e., NOT ONCOURSE EMAIL AND DEFINITELY NOT MY OFFICE PHONE.)
This semester the class will have the assistance of the following professionals from the Indiana Department of Natural Resources:
Alica AriensJeannie Regan-Dinius
Forest ArchaeologistDirector of Special Initiatives
Indiana Division of ForestryIndiana Division of Historic
402 W. Washington St., Rm. W296Preservation and Archaeology
Indianapolis, IN 46204402 West Washington St., W274
317-232-0141317-234-1268
Ms. Ariens and Ms. Regan-Dinius will attend most classes, as well as archival and field excursions, and they will be available to help students with a variety of class-related questions and problems. We are extraordinarily fortunate that the Directors of the Division of Forestry and Division of Historic Preservation and Archaeology have permitted these two professionals to invest so much time in the first offering of “Hands-on History.”
The class: “Hands-on History: Indiana’s State Forests and Their Cultural Resources,” will use state forest lands managed by the Indiana Division of Forestry as a learning laboratory. This semester we will be working on portions of Morgan/Monroe State Forest, about thirty miles south of campus near Martinsville. “Hands-on History” will actively and directly engage students by combining archival research and field work, historical context and interdisciplinary perspective, experiential learning and service learning, in a way that meets the needs of resource managers in the Indiana Division of Forestry and the Indiana Division of Historic Preservation and Archaeology, both of which are situated in the Department of Natural Resources (DNR). Class will include an historical overview to establish a context for understanding the establishment, growth, and management of Indiana’s state forests; instruction in historical research method; and, introduction to the use of various research tools such as United States Geological Survey maps, census materials, land records, and aerial photographs.
(Although, we are not in a position to teach you GIS, we can show you how it is possible to use GIS to enhance what can be learned from the information contained in the sources you will use.)
Students will participate in the process of “doing” history, i.e., learning how to conduct primary, archival research and field investigation; how to critically evaluate sources; and how to clearly and effectively communicate their findings orally and in writing.
Members of the class will work in teams to carry out archival and field research and prepare written and oral reports for the Indiana Division of Forestry and the Indiana Division of Historic Preservation and Archaeology that explains past land use of present-day state forests and that indentifies surviving cultural resources. Professionals in these two divisions will use the student-generated materials for a variety of purposes related to public information and resource management.
Problem solving: You will receive instruction and oversight from Dr. Scarpino and Ms. Ariens and Ms. Regan-Dinius. We will also arrange introductions to key research repositories. At the same time, research is often about showing initiative and following up unexpected leads. Within the framework of support provided, part of the challenge of this class will be research-related problem solving. Try things; see what happens; seek help if you run into obstacles.
Field Work: The published class description asks students to be available for Friday afternoon field work. I will limit Friday afternoon activities, but as the weather improves later in the semester we may make one or two trips to Morgan/Monroe State Forest on Friday afternoons.
RISE and Service Learning: “Hands on History” combines elements of the RISE curriculum with Service Learning. RISE is an acronym for Research, International, Service Learning, and Experiential Learning. RISE classes must include and emphasize one or more of these key experiences. “Hands-on History” addresses research, service learning, and experiential learning. Service Learning combines classroom theory with practical experience in the “real” world. Students provide service that is directly linked to their academic work and the community partners offer an enhanced educational experience for the students.
Principles of Undergraduate Learning:
(Click on “Plans and Initiatives” and then “Principles of Undergraduate Learning”)
The “Principles of Undergraduate Learning” reflect the University’s commitment to key elements of a quality undergraduate education. There are multiple ways that this class embodies the educational goals and expected outcomes of the “Principles of Undergraduate Learning.”
Reading and writing assignments, exams and class discussions will advance your abilities in # 1 “Core Communication Skills,” #2 “Critical Thinking,” and #3 “Integration and Application of Knowledge.” “Hands-on History” will promote “critical thinking” with an emphasis on careful and logical analysis of information from a variety of sources. The written and oral reports will require “integration and application of knowledge” from a number of disciplines, ranging from history to forestry to archaeology.
Readings: There are no books to purchase for this class. We will post a few articles to Oncourse, which we expect you to read and discuss.
If you do not own a copy of Kate L. Turabian, A Manual for Writers of Research Papers, Theses, and Dissertations, 7th edition, paper, you might want to buy it.
***Map – required purchase: United States Geological Survey, topographic map, Indiana, Hindustan Quadrangle, 7.5 minutes, 1:24,000. You can buy these maps on line or at the Department of Natural Resources Map Store, State Office Building, 402 West Washington (across the street from the Eiteljorg). The State Office Building has one public entrance on the South side, and you will have to pass through a metal detector. Ask for the location of the Map Store at Customer Service, first floor, Room W160A.
You must bring this map to class on Wednesday, January 23. DON’T WAIT UNTIL THE LAST MINUTE ONLY TO FIND OUT THAT THE MAP STORE HAS EXHAUSTED ITS SUPPLY. PLAN AHEAD.
Tentative Exam and Project Schedule:
Semester Exam OneFebruary 1315 percent
Semester Exam TwoMarch 2015 percent
Draft of written report
To DNRApril 1705 percent
Draft of oral presentation
To DNRApril 2405 percent
Final written report
To DNRMay 325 percent
Final oral presentation
To DNRMay 320 percent
Class participation15 percent
Spring BreakMarch 11-17
Last Day of ClassesApril 29, Monday
Final Exam PeriodMay 3, 3:00-5:00 PM
Grading Scale: A+ 97, A 91.5, A- 89.5; B+87, B 81.5, B- 79.5; C+77, C 71.5, C- 69.5; D+67, D 61.5, D-59.5, F < 59.5
Semester Exams: Short answer questions based upon class presentations, reading, research, and field experiences.
Draft Written Report: We will provide guidance on what the report should contain before you begin your research. Dr. Scarpino (with the assistance of Ms. Ariens and Regan-Dinius) will read and comment on the reports and return them on April 24 for revising and polishing before you present them to staff of the Division of Forestry on May 3.
Written reports must be professionally prepared and use appropriate end notes or foot notes. Part of the reports will consist of a historical narrative and part will present “data” or information. Length will be in the ten- to fifteen-page range.
Draft of Oral Presentation: More guidance will be forthcoming on the content of the oral report, but it must be Power Point-based and members of the team must all have relatively equal speaking parts. Think in terms of 15 minutes. On April 24, you will present a draft of your presentation to the class and the instructors. You will then have until May 3 to revise for final presentation.
Final Written and Oral Presentations: Tentatively scheduled for the final exam periods, May 3, 2013, 3:00-5:00 pm -- Location TBA
Class Participation: Your participation grade will be based on attendance and on your active engagement with the class and the class material. Two or fewer unexcused absences will earn you all of your attendance points. Effective oral communication is an important part of a liberal education. We will look for students to play a role in class discussions, in asking and answering questions, and in offering appropriate comments and observations on class material and readings.
Class Policies:
The “big picture” goal of these policies is to create an environment is which every student has a fair and equal opportunity to achieve success in the class and to address and solve course-related problems and concerns.
1. Attendance. Learning and success in class are strongly correlated with attendance. It is much harder to learn if you are absent. In addition, because of the nature of this class it will be difficult to make up class presentations and projects. Part of the work in this class will be project based. You owe it to your project team to be present and engaged.
The university and the School of Liberal Arts require that instructors take attendance, and that they report the names of students who stop attending class but who have not officially withdrawn. My policy on attendance has two parts: (1) I will take attendance in class; (2) I will subtract 2 points from your final grade average for every unexcused absence over 2. Excused absences require that you talk to me and/or provide documentation.
2. Classroom Courtesy: My goal is to maintain a classroom environment in which every student has the opportunity to listen, participate, question, and learn. I ask that you act in a way that is respectful of others and that does not diminish the classroom learning environment. Please arrive on time. If you are late, please come in quietly and sit at the back. If you have to leave early please sit in a location that will allow you to leave without disturbing other students. Turn off cell phones prior to the beginning of class. It is extraordinarily discourteous to use laptops during class for activities not directly related to the course.
3. Grading. I will be very reluctant to give a grade of Incomplete (I). I will assign Incompletes only to students who have successfully completedmost ofthe course work and who have been prevented by significant and unanticipated circumstances from finishing all of their assignments. PART OF MY POLICY ON GRADING IS TO REWARD IMPROVEMENT.
4. Cheating and Plagiarism. My policy on cheating and plagiarism is to assign a zero to the work in question. Plagiarism is the act of stealing the ideas or writings of someone else and using them as your own. You plagiarize if you copy directly what someone else has written without quotations and proper citations. You also plagiarize if you paraphrase someone else's writings to avoid using quotations and citations, or if you use someone else's ideas or factual information without attribution. For further information on cheating and plagiarism, See: Campus Bulletin, 2012-2014, Click on “Introduction and General Information,” Policies,” (top right); See: “Code of Student Rights, Responsibilities, and Conduct.” For additional information on cheating and plagiarism and IUPUI’s policies on academic misconduct, please see: “Dealing with Student Academic Misconduct.”
***Absolutely no cell phones or laptops or similar electronic devices may be out in your view during tests or quizzes. If an emergency requires you to monitor a cell phone, put it on vibrate out of sight.
5. Use of Voice Mail and Email.I strongly urge you to contact me on “regular” email, as opposed to Oncourse email or my office phone.
If youmiss an exam or a quiz or an appointment, it is your responsibility to contact me and reschedule. Simply leaving a message for me to get back to you does not absolve you of that responsibility.
6. Office Hours:
If you have questions or if things are not clear or if you just want to discuss the class materials, I invite you to take advantage of my office hours or to make an appointment. Generally speaking, if my door is open, and I am not otherwise busy, I will be happy to talk to you. You can also direct questions to Alicia Ariens and Jeannie Regan-Dinius.
7. Americans with Disabilities Act Statement. Adaptive Educational Services (AES) assists students with disabilities. AES states on its web site that it “can assist with services such as interpreters, note takers, readers, and test proctors; coordination with faculty members to meet special needs while maintaining academic standards; and Kurzweil technology.”
Joseph T. Taylor Hall (UC), Room 100
Tel: (317) 274-3241
Video phone: (317) 278-2052
Email:
Useful information:
ACADEMIC CALENDAR, SPRING 2013:
SPRING 2013 FINAL EXAM SCHEDULE: