Fieldwork Syllabus

COURSE OUTLINE

Fieldwork ANT 2108

Meg Stalcup Fall 2014

Class schedule: Tuesday, 16:00-‐17:30 Thursday, 14:30 -‐ 16:00

CBY D207 Professor’s office hours: Wednesday 15:00-‐17:00 and by appointment Bureau FSS 10008 613-‐562-‐5800 ext. 7679 E-‐mail: [email protected] Any question regarding the course materials, exercises or assignments should be asked in class, or published on Virtual Campus (Blackboard), in the Discussion section. Please note that questions posted online will receive a response within two business days or during the following class. Communication by email is reserved for addressing personal issues. Teaching assistant: Joannie Jean [email protected]

Office hours Tuesday 10h-‐11h30 and by appointment Location TBA Mylène Mongeon [email protected] Office hours Tuesday 14h45-‐15h45 and by appointment Location TBA

On virtual campus: Yes OFFICIAL COURSE DESCRIPTION Introduction to the ethnographic method. Principles and techniques in the collection of fieldwork data: modes of observation, interview techniques, questionnaires, field journal and field reports. Research ethics. Students will use these methods of data collection to examine a specific issue.

ANT 2108 Fieldwork Fall 2014

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GENERAL COURSE OBJECTIVES This course is intended to provide you with the experience of developing anthropological questions and trying to answer them by doing fieldwork. At the start of the semester, we will identify a few topics of common interest that we can reasonably investigate in Ottawa in the time we have together (e.g. local approaches to sustainability, health and illness, faith, the media). The class will divide into groups, and each student will begin to develop specific questions, and draft a short research proposal. Over the following weeks, you will do field exercises that are designed to practice the principal techniques of anthropological research, while producing material that addresses your selected questions. The exercises will be accompanied by readings on the different phases of research and the techniques you are practicing. Students will become familiar with classic ethnographic method and theory; fieldwork and concept work in anthropology today; formulating topics and questions for a research project; the issues and ethics of representing others; participant-‐observation; interviewing; photography and video as research tools; charts, maps and other tools of analysis; the use of secondary texts, statistics, and material objects; and, finally, the exercises will build to the writing of individual research papers. Approval from the University of Ottawa Research Ethics Board has been obtained for the course.

SPECIFIC COURSE OBJECTIVES The goal is for students to get a feel for how to do anthropological fieldwork through a combination of empirical techniques, reading, analysis (individual and collaborative) and writing. Specifically, students will learn to:

• identify a topic and develop a research question • work individually to produce empirical knowledge through observation, interviews,

participant-‐observation, the use of visual technologies, the analysis of artefacts, and the use of secondary texts.

• analyze qualitative research material in relation to conceptual problems in anthropology • describe the historical debates on fieldwork techniques in the discipline of anthropology • present their research-‐in-‐process orally and accessibly to an audience of peers • write a paper that presents information gathered through their own fieldwork and an

analysis of that information that makes use of anthropological concepts TEACHING METHODS Tuesday’s class will be a lecture with a question-‐and-‐answer period. Thursday’s class will be run as a lab, in which we will prepare or go over research exercises, watch video clips and short films, listen to lectures from invited guests, and toward the end of the semester, work on analyzing research for your final papers.


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ASSESSMENT METHODS

Evaluation Fieldwork courses are demanding, but also potentially among the most gratifying you will take in anthropology. Students will be expected to devote a considerable amount of time and energy by completing the readings each week, participating during in-‐class discussions, and doing all of the assignments on time. Students unable to meet these requirements should not enroll. However, for those willing and able to engage the course materials and exercises, you will develop a deeper understanding of the conceptual underpinnings of much cultural anthropological research as well as a better grasp of the challenges and rewards such research inevitably entails. Your grade, then, will be based upon the following:

Evaluation format Weight Date

Research Exercises (6); Quizzes (no less than 7); Participation

25% See syllabus for assignment dates; quizzes will be given throughout the semester

Research Proposal 20% Sept 29th Interview Analysis and Transcription

20% Oct 20th

Final Paper 35% Dec 10th (FSS Bureau 10008) between 14h-‐17h)

Note on Grading If you do not agree with your grade, you can ask for a re-‐evaluation. What will happen is that the professor or one of the teaching assistants who did not grade you before will read and evaluate your work, without knowing the original grade. This second evaluation will be final, and students should be aware that the grade can go up or down. Research Exercises (15%), Quizzes (10%) and General Participation (5%) (Total 25%) Students will be required to complete 6 research exercises worth 2-‐3 points (these will marked as completed and points assigned, but not given a letter grade); however, if all assignments are not completed 15% will be deducted from your final grade). Instructions for the research exercises are included in this syllabus and available on our Blackboard course site. All research exercises must be submitted on the Blackboard website at 5 PM on Monday evening before the Tuesday class. Submissions after this time will be marked as late and will not receive a point, but should still be submitted before the end of the course (or 10% of the grade will be forfeited). In addition to providing practice in the use of common fieldwork techniques, these assignments will produce a significant part of the data for your final research paper. In your analyses, try to tie your research experience and reflections on it to class readings. Students are responsible for the readings and for material covered in lecture. Students should be prepared to discuss the assigned readings and to answer questions if called on in class. Students are also expected to provide careful and constructive feedback to their peers’ ongoing work. In order to provide a structured way to participate for everyone, there will be opportunities the day after most of the exercises are due to get up in front of the class with some of your peers and discuss your project and the specific work you did for the exercise.


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These will be brief and casual, and you should expect to do this a few times over the course of the semester for a full participation grade. Quizzes will cover lectures and readings, up to and including the day of the quiz. There will be at least 8 quizzes, but no more than 12, worth between 1-‐2 points. One quiz will be dropped but there is NO make-‐up. That is, you can miss one quiz without penalty but any others will be deducted from your grade. Students are also expected to provide careful and constructive feedback to their peers’ ongoing work. Research Proposal (20%) Your proposal sections should include the following sections 1) a title, 2) a description of the topic 3) your questions 4) where you will study 5) how you will contact people and develop enough of a relationship to carry out participant-‐observation and interviews. Make sure you have an idea of how you can include interviews, a photography/video element, and textual or material object. The proposal must be submitted in class on Tuesday September 30th.

Interview analysis and transcription (20%) Each student will develop a question instrument, to use in a flexible fashion during a half-‐hour interview. The interview must be recorded, and an approximately 5-‐minute portion of it transcribed. Students will write a 3-‐4-‐page analysis of the interview, half of which should focus on content; half can be a discussion of your own experience of interviewing and transcribing. The analysis should be submitted in class on Tuesday, October 21th.

Final Research Paper (35%) Handouts will be provided in class with detailed guidelines for your final research paper. The paper is due on Wednesday, December 10th between 14h-‐17h in FSS Bureau 10008. For this paper, students will write what is commonly called a “mini-‐ethnography,” which should be 10-‐15 pages, double-‐spaced, and draw on the research exercises you have completed for class, as well as your own additional research. Don’t worry about the length! If you have done your exercises, you will have more than enough material and will be trying to cut it down rather than bulk it up. Note on Equipment All students will need access to an audio recorder for this class. You may use the voice recording functions of a smart phone, computer or tablet if they produce audio of sufficient quality for transcription, which most do. For the visual media exercise, you may want access to a camera with photography and/or video capability. This can be on a smart phone, computer or tablet. However, the university’s Teaching and Learning Support Services also provide good-‐quality audio and video equipment free of charge for class research. You can make arrangements with the Multimedia Distribution Service in Morisset Hall. You do not need to purchase equipment, but if you would like to do so, please come and speak to us first so that we can first identify something that will suit your needs. Course Texts: To purchase (available at the University of Ottawa Bookstore) Holmes, Seth. 2013. Fresh fruit, broken bodies: Migrant farmworkers in the United States.

Berkeley and London: University of California Press.


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All other assigned texts are available under “Syllabus” on Blackboard. POLICY ON ATTENDANCE, LATE SUBMISSIONS AND LANGUAGE QUALITY

Attendance is required for the successful completion of this course – pop quizzes will be given and count for 10 points of the final grade.

Late submission of assignments must be supported by a medical certificate. See the University policy on this matter.

http://www.uottawa.ca/governance/regulations.html#r36

Absences for any other serious reason must be justified in writing to the professor or to the academic secretariats of the Faculty within five business days following the assignment deadline. The professor or the Faculty reserves the right to accept or refuse the reason put forward. Justifications such as travel, jobs or the misreading of the examination timetable are not acceptable.

All assignment deadlines are clearly listed. If an assignment deadline falls on a religious holiday for you (or you have travel, work or another impediment), you must turn it in EARLY. We suggest that you advise your professor as early as possible if a religious holiday, religious event or any other serious matter will force you to be absent. Again, there will be pop quizzes that are not listed on the syllabus.

Late exercises will lose their point value, but must be completed before the end of the semester or all 15 points possible will be forfeited. Late assignments forfeit 1 point per day if the justification is not acceptable.

You will also be judged on language quality, therefore it is recommended that you take the appropriate measures to avoid mistakes in spelling, syntax, punctuation, diction, etc. The Academic Writing Help Centre is an excellent resource and can help you avoid mistakes in spelling, syntax, punctuation, inappropriate use of terms, etc.

SCHEDULE Week 1 Course Introduction Thursday Sept 4th

Topics: Welcome, office hours, technology policy, course overview and assignments, bibliography software, brainstorm topic clusters Week 2 Anthropological Inquiry and fieldwork Read for Tuesday Sept 9th

Holmes, Seth. 2013. “Introduction ‘Worth Risking your life?” in Fresh fruit, broken bodies: Migrant farmworkers in the United States. pp. 1-‐29 Berkeley and London: University of California Press.

Rabinow, Paul. 2008 “Inquiry” in Marking Time: On the Anthropology of the Contemporary. pp. 6-‐11. Princeton and Oxford: Princeton University Press.


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• Today we will choose research topics and divide into ten-‐person groups by topic

Read for Thursday Sept 11th Emerson, Robert M., Rachel I. Fretz, and Linda L. Shaw. 1995 “Fieldnotes in Ethnographic

Research,” in Writing Ethnographic Fieldnotes. Chicago: University of Chicago Press. pp. 1-‐16.

Chapter 2 “We are the Fieldworkers” (pages 30-‐44) in Fresh fruit, broken bodies

• Time allowing, we will do a short exercise in description DUE SEPT 15TH EXERCISE 1 DESCRIPTION EXERCISES (typed notes from observation + 2-‐page double-‐spaced statement)

• Select a place related to the general topic for your group and observe for one hour. Take notes, which should include a description of the place, the people who are there (or who come and go) and any other thoughts you have. You may sketch, draw a map, or create charts or lists. Type up your notes if they are handwritten (this should be between 3-‐5 pages) and add your own analysis of the exercise and your analysis of what you observed. What did you notice at the time? What did you realize you had missed as you typed your notes? How might you do this differently the next time or in different circumstances (be thinking ahead to other sites where you want to do research)? Draft a two-‐page narrative, which should draw on your notes and frame the scene for your reader. Look at how Holmes “set the scene” in the chapters you’ve read by him.

Week 3 Fieldwork Then and Now Read for Tuesday Sept 16th Malinowski, Bronislaw 1922. “Introduction: The Subject, Method and Scope of this Inquiry”. In

Argonauts of the Western Pacific. Waveland Press. pp. 4-‐25, start at III (pages 1-‐25 are included, as well some illustrations, but the additional material is optional)

Boellstorff, Tom. 2008 “The Subject and Scope of this Inquiry” Coming of Age in Second Life: An Anthropologist Explores the Virtually Human. Princeton: Princeton University Press, 3-‐31.

Read for Thursday Sept 18th Chapter 3 “Segregation on the Farm” in Fresh fruit, broken bodies (pages 45-‐87) DUE SEPTEMBER 22ND EXERCISE 2 PRELIMINARY BACKGROUND RESEARCH (1/2 page, list of potential projects, at least three, which can be variations on the same theme)

• Do an internet search AND a Google scholar search on your group topic and try to identify a potential subtopic that you would like to focus on for the semester. Get a sense of how debates about your topic are framed. Discuss your ideas with friends, teachers, or anyone else you can get to listen.

• Bring at least one newspaper article, magazine article or piece of academic writing that relates to your ideas (it doesn’t have to be exactly the same, and you can bring more than one).

Week 4 Preparing for research Read for Tuesday Sept 23rd Schüll, Natasha Dow. 2012. “Introduction” Addiction by design: Machine gambling in Las Vegas: Princeton University Press. (pages xiii-‐33)

• In Schull’s introduction, pay particular attention to how the research project was


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designed and undertaken (in the section “Mollie’s Map”) Chapter 4 “’How the Poor Suffer’: Embodying the Violence Continuum” in Fresh fruit, broken bodies (pages 88-‐110)

Read for Thursday Sep 25th Bernard, Russell. 2006. "Preparing for Research" In Research Methods In Anthropology. Lanham,

MD and Oxford: AltaMira Press (pages 69-‐81).

• We will spend part of class discussing and planning your research proposals for next week. You want to pick a project that is interesting to you, feasible, and will allow you to do each of the class exercises: participant-‐observation; interviewing; photography and video as research tools; charts, maps and other tools of analysis; the use of secondary texts, statistics, and/or a material object.

• Come to class prepared to describe your project and how it will allow you to incorporate the course exercises.

DUE SEPT 29th RESEARCH PROPOSAL (4-‐pages double-‐spaced) 20% Your proposal sections should include the following sections 1) a title, 2) a description of the topic 3) your questions 4) where you will study 5) how you will contact people and develop enough of a relationship to carry out participant-‐observation and interviews. Make sure you have an idea of how you can include interviews, a photography/video element, and textual or material object.

Week 5 Ethics and Anthropological Research Read for Tuesday Sept 30th Ethics of Anthropology Chapter 5 “’Doctors don’t know Anything’: The Clinical Gaze in Migrant Health” in Fresh fruit,

broken bodies (pages 111-‐154) Nader, Laura. 1972. "Up the anthropologist: perspectives gained from studying up." In

Reinventing Anthropology, edited by Dell Hymes. New York: Pantheon Books. (284-‐311) Read for Thursday Oct 2nd Ethics for Anthropology TRI-‐COUNCIL POLICY STATEMENT Ethical Conduct for Research Involving Humans, Chapter 10, p.

135-‐145 http://www.pre.ethics.gc.ca/pdf/eng/tcps2/TCPS_2_FINAL_Web.pdf Irvine, Leslie. 1999. “Informed Consent and Fieldwork in Twelve Step Groups” in Codependent

Forevermore: The Invention of Self in a Twelve Step Group. Chicago: University of Chicago Press. pp. 167-‐184 (appendix).

• In class we will work on model informed consent form

DUE OCT 6TH EXERCISE 3 ETHICAL IMPLICATIONS STATEMENT (2 pages) This will fill in the ethical implications section of your research proposal. Use the exercise to address both the ethical considerations raised in the Tri-‐Council policy statement and challenges you can imagine in relation to your project, including those that may reshape your research design. This can include access to places and people; protecting research participants’ anonymity or well-‐being; compensation for participation; bias from researcher and participants; informed consent; and any other potential ethical, moral or logistical issues that you think may come up.


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Week 6 Talking, Listening, Sensing: oral histories, life histories and interviews Read for Tuesday Oct 7th Chapter 6 “’Because they’re lower to the ground’: Naturalizing Social Suffering” in Fresh fruit,

broken bodies (pages 155-‐181) Janesick, Valerie J. 2010 “Sorting out oral traditions” pp. 12-‐28 and “The tools of the Oral

Historian: The choreography of techniques and issues.” pp. 43-‐52 (first half of chapter) in Oral History for the Qualitative Researcher: Choreographing the Story. New York and London: Guilford Press.

Read for Thursday Oct 9th Briggs, Charles L. 1986. “Listen Before You Leap: Toward Methodological Sophistication”. In

Learning How to Ask: A Sociolinguistic Appraisal of the Role of the Interview in Social Science. Cambridge University Press. pp 93-‐111

Chapter 7 “Conclusion: Change, Pragmatic Solidarity, and Beyond” in Fresh fruit, broken bodies (pages 155-‐198) + Appendix “On Ethnographic Writing and Contextual Knowledge (Or, Why This Book Has No Methods Section)” (pages 182-‐202)

Note that we will not discuss this in class today, and you are free to finish the book over reading week if you are short on time.

• In class we will design question instruments. Week 7 STUDY WEEK (Tuesday Oct 14th and Thursday Oct 16th) DUE OCT 20th RECORDED INTERVIEW, TRANSCRIPTION + 3-‐4-‐PAGE DOUBLE-‐SPACED ANALYSIS (20%) Using the question instrument designed in class in a flexible fashion, conduct and record an interview with a research subject that is at least 30-‐minutes long. Remember to take notes even though you are recording. Afterward, go over your notes (type them if they are handwritten), and choose a segment of the interview to transcribe – around 5 minutes. Write a 3-‐4-‐page analysis of the interview, at least half of which should focus on content; half can be a discussion of your own experience of interviewing and transcribing. Post your analysis in Blackboard. Your transcription does not need to be posted but a printed copy should be brought to class to turn in.

Week 8 Using visual technologies in fieldwork Read for Tuesday Oct 21st Bateson, Gregory and Margaret Mead. 2012 “Balinese Character: A Photographic Analysis” in

Ethnographic fieldwork: an anthropological reader. pp. 389-‐403 . eds. Robben, Antonius CGM, and Jeffrey A Sluka: Malden, Oxford and Carlton: Wiley & Sons.

Asch, Timothy, John Marshall, and Peter Spier. 1973 Ethnographic Film: Structure and Function. Annual Review of Anthropology 2:179-‐187.

• We will watch excerpts from one or two films in class and discuss them

Read for Thursday Oct 23rd Strassler, Karen. 2010. “Amateur Visions” in Refracted visions: Popular photography and


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national modernity in Java. Durham: Duke University Press. pp. 29-‐71 DUE OCT 27th EXERCISE 4 SHOOT VIDEO/ TAKE PHOTOS/ ARTWORK + 2-‐PAGE DOUBLE SPACED ANALYSIS Depending on your project, decide if you want to 1) shoot and prepare a short video clip (approximately 3 minutes); 2) take photos and write captions; 3) use images created by your research subjects or yourself (sketches, other art work) and elicit comments from your research subjects(s). You’ll use the chosen visual media technology to focus on a person, place, process or trope central to your research. To accompany your visual materials, write a two-‐page commentary discussing your topic, the experience of working with the technology, how/why you edited the material in a given way, the invitation and/or elicitation process, and your own critique of the technique (what are its strengths, what is lost or obscured). Week 9 Anthropology and Statistical Reasoning Read for Tuesday Oct 28th Hacking, Ian. 1999 “Making up people.” In The science studies reader. M. Biagioli, ed. pp. 161-‐

171, New York and London: Routledge. Read for Thursday Oct 30th Asad, Talal 1994. “Ethnographic Representation, Statistics, and Modern Power.” Social Research 61 (1): 55-‐88. NOV 3rd NO EXERCISE IS ASSIGNED THIS WEEK, BUT YOU WILL WANT TO RETURN TO YOUR FIELDSITE, TAKE NOTES AND DO ADDITIONAL INTERVIEWS. Week 10 Material Objects, Maps, and Archival Research Read for Tuesday Nov 4th Jarman, Neil 1998. “Material of Culture, Fabric of Identity”. In Daniel Miller (ed.), Material

Cultures: Why Some Things Matter. Univ. of Chicago Press. (121-‐45). Read for Thursday Nov 6th Dirks, Nicholas 2002. “Annals of the Archive: Ethnographic Notes on the Sources of History”. In

Brian K. Axel (ed.), From the Margins: Historical Anthropology and its Futures. Duke Univ. Press. (47-‐65).

DUE NOV 10th EXERCISE 5 TEXTUAL ARTIFACT, STATISTICAL RECORD, OR MATERIAL OBJECT (2 DOUBLE-‐SPACED PAGES)

Choose a material object that is relevant to your research project (which could be clothing, a map, a statistical record, or a textual artifact, such as an article or advertisement from a newspaper, the internet). Write an analysis of your chosen item that includes a description, commentary on how it connects to your research question, or potentially an emergent finding, as well as any pertinent anthropological debates we have covered in class. As usual, part of your essay should cover your assessment of the technique itself, such as what is gained or lost in its use.

Week 11 Fieldwork, the Internet and social media Read for Tuesday Nov 11th


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Coleman, E. Gabriella. 2010. "Ethnographic Approaches to Digital Media." Annual Review of Anthropology no. 39:487-‐505.

Bell, Brandi L., Philipp Budka, and Adam Fiser. 2012. "'We Were on the Outside Looking In' MyKnet.org — A First Nations Online Social Environment in Northern Ontario." In Connecting Canadians: Investigations in Community Informatics, edited by Michael Gurstein Andrew Clement, Graham Longford, Marita Moll, and Leslie Regan Shade. Edmunton: AU Press. http://ci-‐journal.net/index.php/ciej/article/view/568/450

Thursday Nov 13th Gershon, Ilana. 2011 Un-‐Friend My Heart: Facebook, Promiscuity, and Heartbreak in a

Neoliberal Age. Anthropological Quarterly 84(4):865-‐894. DUE NOV 17THEXERCISE 6 USING ANTHROPOLOGICAL LITERATURE (TWO PAGES, DOUBLE-‐SPACED ) Use jstor.org to search the anthropology literature for one article. At this point you should have some idea of the argument you will make in your final paper. Try to identify a specific term that you are going to use in your analysis and find an article that is pertinent. Read it and write a two-‐page analysis. Describe the article’s arguments, and include a paragraph or two that uses some part of the article to analyze your fieldwork, or how your analysis of your fieldwork differs and why. Week 12 Representation in Writing and “Giving Voice” Read for Tuesday Nov 18th Butt, Leslie. 2002 "The Suffering Stranger: Medical Anthropology and International Morality.

Medical Anthropology Quarterly 21(1): 1-‐24 Read for Thursday Nov 20th Irwin, A., Millen, J., Kim, J., Gershman, J., Schoepf, B., & Farmer, P. (2002). Suffering, Moral

Claims, and Scholarly Responsibility: A Response to Leslie Butt. Medical Anthropology Quarterly 21, 25-‐30.

Butt, Leslie (2002a). Reply to Alec Irwin, Joyce Millen, Jim, Kim, John Gershmen, Brooke G. Schoepf, and Paul Farmer. Medical Anthropology Quarterly 21, 31-‐33

Week 13 On Anthropological Writing and the Fieldwork Today Read for Tuesday Nov 25th Terrio, Susan J.1998 “Deconstructing Fieldwork in Contemporary Urban France.”

Anthropological Quarterly 71(1):18-‐31. Read for Thursday Nov 27th Breglia, Lisa. 2009 The ‘work’ of ethnographic fieldwork. in Fieldwork is not what it used to be:

Learning anthropology’s method in a time of transition. pp. 129-‐142. Eds. James D. Faubion and George E. Marcus. Ithaca: Cornell University Press.

Week 14 The near future of fieldwork? Read for Tues Dec 2nd Marcus, George E. 2012. “The legacies of Writing Culture and the near future of the

ethnographic form: A Sketch.” Cultural Anthropology 27(3):427-‐445.


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• In-‐class group work and help for final research papers Final Paper (35%) must be handed in (FSS Bureau 10008) between 14:00-‐17:00 on December 10th RESOURCES FOR YOU FACULTY MENTORING CENTRE -‐ http://www.sciencessociales.uottawa.ca/mentor/fra/ The goal of the Mentoring Centre is to help students with their academic and social well-‐being during their time at the University of Ottawa. Regardless of where students stand academically, or how far along they are in completing their degree, the Mentoring Centre is there to help them continue on the path to success. A student may choose to visit the Mentoring Centre for very different reasons: talking to older peers to gain insight into programs and services offered by the University, or to simply brush up on study skills (time management, note-‐taking, exam preparation, etc.). In sum, at the Mentoring Centre, you can discuss all things academic and everything about life on campus with mentors who are social science students themselves and trained to answer all your questions. ACADEMIC WRITING HELP CENTRE -‐ http://www.sass.uottawa.ca/writing/ The Academic Writing Help Centre provides free, individualized help and advice for writing academic assignments. With the help of our advisors, you learn to correct your errors, to write well independently, to improve your critical analysis and to sharpen your argumentation skills—everything you need to master the official language of your choice.

CAREER SERVICES -‐ http://www.sass.uottawa.ca/careers/ This unit provides an array of career-‐development services and resources designed to help students identify and put forward the critical skills they need to enter the work force. COUNSELLING-‐SERVICE -‐ http://www.sass.uottawa.ca/personnel There are many reasons to call on the Counseling Service, including:

• personal counselling • career counseling • study skills counseling

ACCESS SERVICE -‐ http://www.sass.uottawa.ca/acces/ The University has always strived to meet the needs of individuals with learning disabilities or with other temporary or permanent functional disabilities (hearing/visual impairments, sustained health issues, mental health problems), and the campus community works collaboratively so that you can develop and maintain your autonomy, as well as reach your full potential throughout your studies. You can call on a wide range of services and resources, all provided with expertise, professionalism and confidentiality. If barriers are preventing you from integrating into university life and you need adaptive measures to progress (physical setting, arrangements for exams, learning strategies, etc.), contact the Access Service right away:

• in person at the University Centre, Room 339 • online at http://www.sass.uottawa.ca/access/registration/ • by phone at 613-‐562-‐5976

Deadlines for submitting requests for adaptive measures during exams


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• midterms, tests, deferred exams: seven business days before the exam, test or other written evaluation (excluding the day of the exam itself).

• final exams: • November 15 for the fall session • March 15 for the winter session • Seven business days before the date of the exam for the spring/summer session

(excluding the day of the exam itself). STUDENT RESOURCES CENTRE -‐ http://www.communitylife.uottawa.ca/en/resources.php These centres strive to meet all sorts of student needs. BE AWARE OF ACADEMIC FRAUD Academic fraud consists of dishonest and wrongful acts on exams, tests or assignments, resulting in flawed grades and assessments. The University does not tolerate academic fraud, and anyone found guilty of this behaviour is liable to severe penalties. Here are some examples of academic fraud:

• Plagiarizing or cheating in any way; • Presenting falsified research data; • Submitting an assignment of which you are not the sole author ; • Presenting the same work from another course without written permission from the

professors concerned. With the development of the Internet these past years, it has become much easier to detect plagiarism. Indeed, given the powerful tools now at their disposal, your professors can, by typing a few simple words, readily trace the exact source of a text on the Web. What is more, in this course your final research papers will be publically available online, and any plagiarism readily detectable by authors themselves, as well as search engines. For more information on fraud and how to avoid it, you can refer to the Faculty web page, which offers tips to help you with your studies and the writing process for university-‐level projects at the following address: http://www.socialsciences.uottawa.ca/undergraduate/student-‐life-‐academic-‐resources. You can also refer to the Faculty web page for information on plagiarism in university assignments: http://web5.uottawa.ca/mcs-‐smc/academicintegrity/home.php. Persons who commit or try to commit academic fraud, or who are accomplices in fraud, will be penalized. Here are some of the possible sanctions:

• a grade of F for the assignment or course in question; • the imposition of three to 30 more credits as a condition of graduation; • suspension or expulsion from their faculty. •

To consult the regulation, go to: http://www.uottawa.ca/governance/regulations.html#r72.

Fieldwork Syllabus

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