CLST 384: The Humanism of Antiquity II Spring Semester 2022 Thursday, 4:15pm-6:45pm on campus: Crown 572 online: Zoom link in the Sakai site for this class

Policies and Assessment

Grades will be based on:

Letter-point conversions in the grade scale

A A-

100-90 89.9-86.7

B+ B B-

86.6-83.3 83.2-80 79.9-76.7

C+ C C-

76.6-73.3 73.2-70 69.9-66.7

D+ D F

66.6-63.3 63.2-60 59.9-0

Shared Commitments

• Each member of our community brings unique insights, strengths, and critical inquiries. Each perspective deserves the dignity of a safe space in which to articulate its voice and develop critical consciousness. (On the connection of this commitment with Loyola University Chicago's mission and heritage of Jesuit educational tradition, see the University's diversity statement.) We recognize that historic biases and oppressions have created intersecting disempowerments that inherently work to silence some: we will hold ourselves accountable for working toward undoing these wrongs, transforming cultural experience, and honoring diversity and social justice. We are partners.
• Active, engaged discussion is a vital component of this course. Standards of contribution include:

  Positive: demonstrates growth in disciplinary knowledge from critically-engaged preparation for class by raising thoughtful questions about assigned material	in most meetings and postings	in some meetings and postings	in few meetings and postings
  Positive: demonstrates growth in disciplinary knowledge from critically-engaged preparation for class by answering others' questions about assigned material pertinently and wisely	in most meetings and postings	in some meetings and postings	in few meetings and postings
  Positive: demonstrates breadth and versatility of disciplinary knowledge and active critical skills by making insightful connections	in most meetings and postings	in some meetings and postings	in few meetings and postings
  Positive: demonstrates critical skills practiced upon disciplinary knowledge by identifying elements of assigned material that bear substantively upon inquiry pursued by the group	in most meetings and postings	in some meetings and postings	in few meetings and postings
  Positive: demonstrates critical skills practiced upon disciplinary knowledge by reasoning clearly and aiding the group to form sound arguments about assigned material and shared inquiry	in most meetings and postings	in some meetings and postings	in few meetings and postings
  Negative: disrupts discussions with distraction or disrespect	never	once or twice, with apology	with some regularity or wantonness

• Discussion leaders for each week's assigned texts shall work cooperatively to perform their responsibilities to the seminar as a whole, through the Forum and in the synchronous in-person or online meeting:
  • concisely introduce the works and ancient author(s) assigned for the meeting: significant literary, biographical, and historical background; overview of the oeuvre
  • incisively, so as to stimulate and focus discussion by the group, highlight important connections of the assigned material to topics among the Centering Questions and open up discussion
  • post introductory information, discussion-questions, and meeting-summaries promptly to the regular deadlines, so that all members can have time to use the posts in their work
  • lead the discussion, ensuring that evidence from the texts meets reasoned inquiry so that our understanding grows
  • following the discusion, provide a concise informative summary tying up (for the present) the week's Forum
• Weekly paragraphs and the Humanism Paper are due through Sakai's Assignment function at deadlines as set. Weekly paragraphs, in particular, cannot be accepted late because much of their purpose is to help focus preparation for class discussion.
• Distractions from learning are a problem for everyone, especially in our time together.
  • Certainly, but perhaps not only when we are on Zoom, pets and other important members of your home-life are welcome but should avoid dominating conversation.
  • Private conversations should be conducted outside of class time.
• Missing class cheats you of the opportunity to enrich your understanding with the insights of others and to share your insights and questions with us. It is a matter of courtesy and respect for others, but far more importantly also a matter of self-respect. On the other hand, none of us can be completely answerable for our internet connections: we must do what we can to ensure continuity, but we must roll with the circumstances we get, as best we can.
  • If you are forced to miss class (serious illness or other crisis), please document the legitimacy of the absence, in writing by the appropriate authority, promptly. Appointments should be scheduled for times other than when your classes meet, and therefore cannot constitute legitimate absences.
  • We have only 14 meetings over the term, including the Oral Demonstration. All unexcused absences shall be treated as excessive.
  • Repeated chronic lateness (more than 10 minutes) shall be counted as partial absences, as will early exits from class. Nevertheless, it is better to attend even part of a class than to miss it entirely. Just don't disturb your colleagues.
• Recording of Zoom sessions: I do not plan to record live class discussions, but if it becomes necessary, it means that as a student in this class, your participation in live class discussions will be recorded. These recordings will be made available only to students enrolled in the class, to assist those who cannot attend the live session or to serve as a resource for those who would like to review content that was presented. All recordings will become unavailable to students in the class when the course has concluded. Students should turn on their cameras at the start of class. Students who have a need to participate via audio only, please let me know. The use of all video recordings will be in keeping with the University Privacy Statement (next item):
• Assuring privacy among faculty and students engaged in online and face-to-face instructional activities helps promote open and robust conversations and mitigates concerns that comments made within the context of the class will be shared beyond the classroom. As such, recordings of instructional activities occurring in online or face-to-face classes may be used solely for internal class purposes by the faculty member and students registered for the course, and only during the period in which the course is offered. Students will be informed of such recordings by a statement in the syllabus for the course in which they will be recorded. Instructors who wish to make subsequent use of recordings that include student activity may do so only with informed written consent of the students involved or if all student activity is removed from the recording. Recordings including student activity that have been initiated by the instructor may be retained by the instructor only for individual use.
• Academic honesty, a.k.a. the life's blood of the intellect:
  • Any practice of academic dishonesty (cheating, plagiarism, obstructing the work of other students, etc.) perpetrated in this course will result in failure of the course. Do not do it.
  • For basic principles and definitions, see the subsection on Academic Integrity in the Academic Standards and Regulations. The College of Arts and Sciences endorses and upholds this policy, as does the Department of Classical Studies. The very helpful Harvard Guide to Using Sources comprehensively discusses the use of sources in college-level academic work, including how to avoid plagiarism.
  • Loyola University requires that all instances of academic dishonesty must be reported to the chairperson of the department involved and to the academic Dean of the student's College.
  • Learning is wholly personal: it only happens if you do it yourself. Your University record should be certifying only what has really happened.
  • Plagiarism consists of implying or claiming that somebody else's words or ideas are your own: copying text and pasting it into work you submit as yours is blatant, but even if you re-write the original, it would be plagiarism to appropriate it without credit. Always document your use of sources. Always document your sources, whether you are referring to primary or secondary sources, whether you are quoting or paraphrasing. Guidance on the form of citations may be found, for example, in the Chicago Manual of Style, available on-line through Loyola's Classical Studies Library Guide; this link will route you through the flagship login site if you are off-campus.
  • Loyola University requires that all instances of academic dishonesty must be reported to the chairperson of the department involved and to the academic Dean of the student's College.
  • Learning is wholly personal: it only happens if you do it yourself. Your University record should be certifying only what has really happened.

Acknowledgment The Loyola community occupies the traditional homelands of the people of the Council of Three Fires, the Ojibwe, Potawatomi, and Odawa as well as the Menominee, Miami and Ho-Chunk nations. This was also a site of trade, travel, gathering and healing for more than a dozen other Native tribes and is still home to over 100,000 tribal members in the state of Illinois.

Revised 16 January 2022 by jlong1@luc.edu
http://www.luc.edu/classicalstudies/