! 1!
UNIVERSITY*of*ALBERTA*
*
CANADIAN*POLITICAL*PARTIES*
POL$S$391$A1$*
Fall*2015**********Tues*&*Thurs***2:00BB3:20************Tory*1*B*119*
*
Steve*Patten*
HM#Tory#Bldg.#11.25#492.1707#
[email protected]####COURSE*DESCRIPTION*
#This#course#provides#students#with#an#understanding#of#political#parties#and#elections#at#the#national#level#in#Canada.#Topics#to#be#covered#include:#the#role#and#nature#of#political#parties;#the#changing#character#of#the#Canadian#party#system;#party#organization,#ideologies#and#values;#representational#issues#and#party#democracy;#political#campaigning,#marketing,#and#communications.#Some#class#time#will#also#be#dedicated#to#discussing#the#on.going#federal#election.###PREREQUISITES:##POL$S$220#or#consent#of#Department.#Students#who#have#not#taken#POLS#220#should#not#register#in#POLS#391#without#permission#of#the#instructor.##CLASS*FORMAT*
#Classes#will#be#organized#to#include#both#lecture#and#seminar#formats.#I#am#committed#to#a#relaxed#and#interactive#approach#to#teaching#that#maximizes#student#participation.#Students#will#have#many#opportunities#to#discuss#the#assigned#readings,#share#their#points#of#view#on#topics#being#covered#in#the#course,#ask#questions#about#matters#they#are#having#difficulty#understanding,#participate#in#instructor.facilitated#discussions,#and#otherwise#engage#in#interactive#learning.#Please#remember#that#participatory#and#interactive#classes#can#only#be#successful#if#students#are#focused,#willing#to#limit#their#interventions#so#as#to#avoid#dominating#our#discussion,#and#respectful#of#the#views#of#others.#
The#quality#of#our#class#discussions#depends#on#your#willingness#to#come#to#class#with#the#assigned#readings#completed.#
CONSULTATIONS*WITH*THE*INSTRUCTOR*(AKA,*“OFFICE*HOURS”):###While#I#will#not#hold#regular#office#hours,#I#am#committed#to#making#myself#available#to#students.#Please#e.mail#with#your#questions#or#requests#to#arrange#a#face.to.face#meeting.#You#can#also#speak#with#me#in#class,#or#to#stop#by#my#office.#
! 2!
#COURSE*TEXTS#*
The#following#text#will#be#distributed#electronically:##
Gagnon,#Alain.G#and#A.#Brian#Tanguay,#eds.#(forthcoming)#Canadian$Parties$in$Transition:$Recent$Evolution$and$New$Paths$for$Research,#4th#ed.#Toronto:#University#of#Toronto#Press.#
#There#will,#from#time#to#time,#be#supplemental#readings#selected#from#press#coverage#of#the#2015#general#election.###REQUIREMENTS*AND*EVALUATION*
*
The#course#requirements#are#outlined#below.#Students#should#note#that#in#all#but#exceptional#situations,#all#components#of#the#course#must#be#completed#to#receive#a#passing#grade.#If#you#are#unable#to#complete#a#test#or#assignment,#speak#with#the#instructor#to#explore#alternative#arrangements.#Policy#regarding#missed#term#work#is#outlined#in#Section#23.3(1)#of#the#University#Calendar.#Policy#regarding#deferred#final#exams#is#in#Section#23.5.6.###Tests#and#assignments#will#be#assigned#a#letter#grade.#The#instructor#will#not#‘curve’#or#adjust#final#grades#according#to#any#preset#formula.###Evaluation#of#the#following#course#requirements#will#determine#students’#grades:###
•! Mid-Term$Examination:$$$25%#of#course#grade.##An#exam#covering#the#material#encountered#during#the#first#half#of#the#course#will#be#administered#in#class#on#15#October.##
#•! Essay$Assignment:$$$35%#of#course#grade.#
#The#essay#assignment#is#a#multistaged#assignment#that#will#culminate#with#each#student#submitting#a#3,000.word#essay.##
#o! Essay$Proposals$and$Proposal$Workshops:#Students#will#submit#and#discuss#a#
short#essay#proposal#in#class#on#1#October.#o! Essay$Workshops:$Students#will#be#assigned#to#small#workshop#groups.#They#will#
share#an#early#draft#of#their#essay#with#their#group#members#on#29#October.#They#are#then#responsible#for#reading#the#draft#essays#of#the#other#members#of#their#group#and#participating#in#an#essay#workshop#on#5#November.#
o! Final$Essays:$Completed#essays#are#due#on#1#December.##
Detailed#instructions#and#grading#criteria#will#be#circulated#electronically.###
•! End-of-Term$Examination:$$$25%#of#course#grade##An#exam#covering#the#material#encountered#during#the#second#half#of#the#course#will#be#administered#in#our#regular#classroom#at#2:00pm#on#14#December.###
! 3!
•! Class$Participation:###15%#of#course#grade##
Class#participation#will#be#assessed#on#an#ongoing#basis.#Students#are#expected#to#participate#actively#in#class#discussions,#sometimes#even#playing#the#sort#of#leadership#role#that#shapes#the#focus#or#tone#of#those#discussion.#Quality#participation#is#typically#defined#by#a#willingness#to#offer#thoughtful#analysis#and#comment#on#the#assigned#readings#and#issues#under#consideration.#But,#seminar#discussion#is#not#all#about#“performance.”#Students#should#take#care#to#listen#to#others#and#not#dominate#discussions.#When#speaking,#it#is#useful#to#make#reference#to#the#assigned#readings,#but#much#can#also#be#learned#from#discussion#of#current#events,#relevant#personal#experiences,#and#knowledge#drawn#from#other#courses.#Please#remember#that#asking#questions#can#sometimes#be#as#important#as#providing#answers.#There#will#be#an#opportunity#for#students#to#self.evaluate#their#class#participation.##
*
GRADING*SCHEME*
*
All#grades#will#take#the#form#of#a#letter#grade,#and#the#weighted#average#of#your#grades#on#the#various#components#of#the#course#will#determine#your#final#grade.#The#table#below#provides#an#overview#of#the#grading#scheme.#A#detailed#explanation#of#the#grading#scheme—the#expectations#associated#with#the#various#letter#grades—can#be#found#at#the#end#of#this#syllabus.##Undergrad*Students* Letter$Grade$ Grade$Point$ Graduate*Students*
Exceptional# A+# 4.0# Exceptional##Excellent# A# 4.0# Excellent#Excellent# A.# 3.7# Excellent#Very#Good# B+# 3.3# Very#Good#Good# B# 3.0# Good#Good# B.# 2.7# Satisfactory#Fully#Satisfactory# C+# 2.3# Minimally#
Satisfactory#Satisfactory# C# 2.0# Failure#Minimally#Satisfactory#
C.# 1.7# Failure#
Poor# D+# 1.3# Failure#Minimal#Pass# D# 1.0# Failure#Failure# F# 0# Failure#*
*
ACCESS*TO*PAST*or*REPRESENTATIVE*EVALUATIVE*COURSE*MATERIAL*
#The#course#instructor#will#review#the#expectations#and#evaluative#criteria#associated#with#all#course#assignments#well#in#advance#of#due#dates.#This#course#outline#and#all#assignment#instructions#explain#how#students#are#to#be#evaluated.###
! 4!
LATE*PENALTIES,*PLAGIARISM*&*ACADEMIC*HONESTY##Late$assignments:#It#is#your#responsibility#to#inform#the#course#instructor#as#soon#as#it#becomes#clear#that#your#work#will#be#late.#If#you#do#not#communicate#in#advance,#and#your#reason#for#being#late#does#not#justify#this#lack#of#communication,#then#you#should#be#prepared#to#be#penalized#0.3#grade#points#per#day.#Please,#to#avoid#any#confusion#or#unnecessary#late#penalties,#contact#the#course#instructor#if#you#are#having#problems#completing#your#work#on#time!##Plagiarism$&$Academic$Dishonesty:#The#University#of#Alberta#is#committed#to#the#highest#standards#of#academic#integrity#and#honesty.#Students#are#expected#to#be#familiar#with#these#standards#regarding#academic#honesty#and#to#uphold#the#policies#of#the#University#in#this#respect.#Students#are#particularly#urged#to#familiarize#themselves#with#the#provisions#of#the#Code#of#Student#Behaviour#and#avoid#any#behaviour#that#could#potentially#result#in#suspicions#of#cheating,#plagiarism,#misrepresentation#of#facts#and/or#participation#in#an#offence#(see#excerpt#near#the#end#of#syllabus).#Academic#dishonesty#is#a#serious#offence#and#can#result#in#suspension#or#expulsion#from#the#University.#All#students#should#consult#the#Code#of#Student#Behaviour#and#information#provided#by#the#Office#of#Student#Judicial#Affairs.#Students#should#also#be#aware#that#when#an#instructor#is#convinced#that#a#student#has#submitted#work#that#he#or#she#could#not#have#produced#without#assistance,#or#otherwise#violated#the#Code#of#Student#Behaviour,#that#instructor#is#obliged#to#formally#report#the#case.#*#*
•! Code*of*Student*Behaviour:*
http://www.governance.ualberta.ca/en/CodesofConductandResidenceCommunityStandards/CodeofStudentBehaviour.aspx#
#•! Office*of*Student*Judicial*Affairs:##
http://www.osja.ualberta.ca/en.aspx###SUPPORTIVE*LEARNING*ENVIRONMENT##The#Faculty#of#Arts#is#committed#to#ensuring#that#all#students#are#able#to#learn#in#an#environment#that#is#safe#and#free#from#discrimination#and#harassment.#Behaviour#that#undermines#that#environment#is#not#tolerated.#Anyone#who#feels#this#policy#is#being#violated#is#urged#to#discuss#the#matter#with#the#person#whose#behaviour#is#causing#concern#or,#when#that#discussion#is#either#inappropriate,#threatening#or#unsatisfactory,#to#discuss#the#matter#with#the#Chair#of#the#Department.###For#advice#or#assistance#regarding#this#policy#contact#the#Student#Ombudservice:#http://www.ombudservice.ualberta.ca#.###The#University#of#Alberta#Discrimination#and#Harassment#Policy#and#Procedures#can#be#found#in#the#GFC#Policy#Manual,#section#44:#http://gfcpolicymanual.ualberta.ca#.##RECORDING*OF*LECTURES##Audio#or#video#recording#of#lectures,#seminars#or#any#other#teaching#environment#is#allowed#only#with#prior#written#consent#of#the#instructor#or#as#part#of#an#accommodation#plan#established#in#consultation#with#Specialized#Support#&#Disability#Services.#Recorded#materials#
! 5!
are#to#be#used#solely#for#personal#study,#and#not#used#or#distributed#for#any#other#purpose#without#prior#written#consent#from#the#instructor.###SPECIALIZED*SUPPORT*&*DISABILITY*SERVICES*
#Students#with#disabilities#or#special#needs#that#might#interfere#with#their#performance#should#contact#the#professor#at#the#beginning#of#the#course#with#the#appropriate#documentation.##Every#effort#will#be#made#to#accommodate#such#students,#but#in#all#cases#prior#arrangements#must#be#made#to#ensure#that#any#special#needs#can#be#met#in#a#timely#fashion#and#in#such#a#way#that#the#rest#of#the#class#is#not#put#at#an#unfair#disadvantage.#Students#requiring#special#support#or#services#should#be#registered#with#the#office#of#Specialized#Support#&#Disability#Services#(SSDS):###
•! Web:#http://www.ssds.ualberta.ca##•! E.mail:#[email protected]##•! Phone:#780.492.3381#
#This#is#particularly#important#for#students#requiring#special#exam#arrangements.#Once#you#have#registered#with#SSDS,#it#is#your#responsibility#to#provide#the#instructor#with#a#"Letter#of#Introduction"#and,#if#necessary,#an#"Exam#Instruction#&#Authorization"#form.##ACADEMIC*SUPPORT*FOR*STUDENT*SUCCESS##Students#desiring#assistance#with#academic#writing#skills#or#effective#study#and#exam#strategies#can#access#services#via#the#Student#Success#Centre#and#the#Centre#for#Writers:##
•! Student#Success#Centre:#http://www.studentsuccess.ualberta.ca##•! Centre#for#Writers:#http://www.c4w.arts.ualberta.ca##
#STUDENT*SUPPORT*SERVICES**
*
Students#in#need#of#support#as#a#result#of#concerns#related#to#stress,#personal#safety,#health#concerns,#sexual#assault,#or#other#personal#or#financial#concerns#are#encouraged#to#contact#campus#and#community#services#that#have#been#established*to#listen,#offer#support,#supply#information#and#provide#services:#*
•! Distress#Line:#780.482.4357#•! Counseling#Services:#http://www.mentalhealth.ualberta.ca##•! Sexual#Assault#Centre:#http://www.sac.ualberta.ca##•! Peer#Support#Service:#http://www.su.ualberta.ca/services/psc/##•! Links#to#Various#Community#Support#Services:#
http://www.su.ualberta.ca/services/psc/resources/##•! Bursaries#&#Emergency#Funding:#http://www.ubef.ualberta.ca##
*
* *
! 6!
COURSE*READING*&*ASSIGNMENT*SCHEDULE*
*
This#schedule#indicates#the#dates#by#which#you#must#complete#the#assigned#reading#from#the#Gagnon#and#Tanguay#textbook.#There#will,#from#time#to#time,#be#supplemental#readings#selected#from#media#coverage#of#the#election.#These#will#be#distributed#directly#to#the#students.###Preparing#for#class#discussion#requires#that#you#give#yourself#the#time#required#for#active#and#thoughtful#reading.#Please#make#an#effort#to#read#on#schedule.###
Date* Reading*/*Topic*/*Assignment*
September#1# Introductory#class#September#3# 2015#federal#election#–#Discussion#with#assigned#media#coverage#September#8# Steve*Patten*
“The#Evolution#of#the#Canadian#Party#System:#From#Brokerage#to#Wedge#Politics”#September#10# Lisa*Young**
“Money,#Politics#and#the#Canadian#Party#System”#September#15# Grant*Amyot**
“The#Waning#of#Political#Parties?”#September#17# Nelson*Wiseman*
“Ideological#Competition#in#the#Canadian#Party#System”#September#22# Brooke*Jeffrey**
“The#Liberal#Party#of#Canada:#Fading#or#Resurgent?”#September#24# Tom*Flanagan*
“Something#Blue:#The#Harper#Conservatives#as#Garrison#Party.”#September#29# David*McGrane**
“Ideological#Moderation#and#Professionalization:#Recent#Success#of#the#NDP”#October#1# Essay#Proposal#Workshop#October#6# Éric*Bélanger**
“Third#Parties#in#Canada:#Variety#and#Success”#October#8# Richard*Johnston**
“Polarized#Pluralism#in#the#Canadian#Party#System”#October#13# The#election#horse#race#–#Discussion#with#assigned#media#coverage#October#15# Mid.Term#Exam#October#20# Jacquie*Newman*
“Back#to#the#Future:#Encoding#and#Decoding#Interest#Representation#Outside#of#Parties”#
October#22# James*P.*Bickerton*
“Political#Parties#and#the#Representation#of#Regions”#October#27# AlainBG.*Gagnon*and*François*Boucher*
“Party#Politics#in#a#Distinct#Society”#October#29# Joanna#Everitt##
“Where#are#the#Women#in#Canadian#Political#Parties?”#November#3# A*Brian*Tanguay**
“The#Promise#of#Direct#Democracy:#Is#That#All#There#Is?”#November#5# Draft#Essay#Workshop#November#17# Richard*Nadeau*and*Frédérick*Bastien*
#“Political#Campaigning”#November#19# Dennis*Pilon**
“Voting#Systems#and#Party#Politics”#November#24# Alex*Marland*and*Thierry*Giasson*
“From#Brokerage#to#Boutique#Politics:#Political#Marketing#and#the#Changing#Nature#of#Party#Politics#in#Canada”#
! 7!
November#26# Steve*Patten**
“Databases,#Microtargeting,#and#the#Permanent#Campaign:#A#Threat#to#Democracy?”#
December#1# Tamara*Small**
“Two#Decades#of#Digital#Party#Politics#in#Canada:#An#Assessment”#Essays#Dues#
December#3# Wrap#up#&#Review#December#14# End.of.Term#Exam###
#
# #
! 8!
CODE*OF*STUDENT*BEHAVIOUR*
*
Important*excerpts*from*the*Code*of*Student*Behaviour:*
30.3.2(1)*Plagiarism###
No#Student#shall#submit#the#words,#ideas,#images#or#data#of#another#person#as#the#Student’s#own#in#any#academic#writing,#essay,#thesis,#project,#assignment,#presentation#or#poster#in#a#course#or#program#of#study.#
30.3.2(2)*Cheating#
30.3.2(2)*a#No#Student#shall#in#the#course#of#an#examination#or#other#similar#activity,#obtain#or#attempt#to#obtain#information#from#another#Student#or#other#unauthorized#source,#give#or#attempt#to#give#information#to#another#Student,#or#use,#attempt#to#use#or#possess#for#the#purposes#of#use#any#unauthorized#material.#
30.3.2(2)*b#No#Student#shall#represent#or#attempt#to#represent#him#or#herself#as#another#or#have#or#attempt#to#have#himself#or#herself#represented#by#another#in#the#taking#of#an#examination,#preparation#of#a#paper#or#other#similar#activity.#See#also#misrepresentation#in#30.3.6#(4).#
30.3.2(2)*c#No#student#shall#represent#another's#substantial#editorial#or#compositional#assistance#on#an#assignment#as#the#Student's#own#work.##
30.3.2(2)*d#No#Student#shall#submit#in#any#course#or#program#of#study,#without#the#written#approval#of#the#course#Instructor,#all#or#a#substantial#portion#of#any#academic#writing,#essay,#thesis,#research#report,#project,#assignment,#presentation#or#poster#for#which#credit#has#previously#been#obtained#by#the#Student#or#which#has#been#or#is#being#submitted#by#the#Student#in#another#course#or#program#of#study#in#the#University#or#elsewhere.#
30.3.2(2)*e#No#Student#shall#submit#in#any#course#or#program#of#study#any#academic#writing,#essay,#thesis,#report,#project,#assignment,#presentation#or#poster#containing#a#statement#of#fact#known#by#the#Student#to#be#false#or#a#reference#to#a#source#the#Student#knows#to#contain#fabricated#claims#(unless#acknowledged#by#the#Student),#or#a#fabricated#reference#to#a#source.###30.3.6(4)*Misrepresentation*of*Facts#
No#Student#shall#misrepresent#pertinent#facts#to#any#member#of#the#University#community#for#the#purpose#of#obtaining#academic#or#other#advantage.##This#includes#such#acts#as#the#failure#to#provide#pertinent#information#on#an#application#for#admission#or#the#altering#of#an#educational#document/transcript.##(EXEC#04#MAY#2009)#
30.3.6(5)*Participation*in*an*Offence#
No#Student#shall#counsel#or#encourage#or#knowingly#aid#or#assist,#directly#or#indirectly,#another#person#in#the#commission#of#any#offence#under#this#Code.#
! 9!
GRADING*SCHEME*EXPLAINED##
* Grading*Scheme:*Putting*Grades*into*Words#Grade*
Point# Letter#Percentage*Grades# Definitions#
4.0# A+# 90.100%#
(95%)#
Excellent*to*Exceptional*–*#
TEST:$Superior$grasp$of$the$course$material.$Extremely$thorough$answers$that$make$impressively$thoughtful$use$of$information$from$readings,$cases,$and$examples.$Very$insightful,$clear,$and$convincing$answers.#
ESSAY:#Extremely#clear,#focused#and#well.developed#argument.#Impressive#depth#and#breadth#of#knowledge#of#the#subject#matter.#Demonstrates#a#clear#command#of#relevant#concepts#and#theories.#Some#degree#of#originality#or#creative#and#independent#thinking.#Extremely#thorough#and#effective#research#effort.#Excellent#writing.#
Note:#At#the#graduate#level#it#is#expected#that#most#students#will#produce#‘excellent’#work.#
#
4.0# A# 85.89%#
(87%)#3.7# A.# 80.84%#
(82%)#
3.3# B+# 77.79%#
#(78%)#
Very*Good*–*#
TEST:$Clear$command$of$the$course$material.$Answers$go$well$beyond$providing$the$bare$essentials$by,$for$example,$being$extremely$thorough,$making$direct$reference$to$readings$and$lecture$material,$or$providing$good$examples.$Thoughtful,$clear$and$convincing$answers.$Solidly$above$average.#
ESSAY:#Very#clear,#focused,#and#well.developed#argument.#Impressively#thorough#knowledge#of#the#subject#matter.#Solid#understanding#of#relevant#concepts#and#theories.#The#thoroughness#and#effectiveness#of#the#research#effort#is#beyond#standard#expectations.#Clearly#better#than#average#argumentation#and#writing.#
#3.0# B# 73.76%#
#(75%)#
Good*–#
TEST:$Good$grasp$of$the$course$material.$Answers$go$beyond$providing$the$bare$essentials$by$making$good$use$of$references$to$readings,$lecture$material$and$seminar$discussions,$or$examples.$Clear$and$convincing$answers.#
ESSAY:#Clear,#focused,#and#well.developed#argument.#Thorough#knowledge#of#the#subject#matter.#Solid#understanding#of#relevant#concepts#and#theories.#Average#to#better#than#average#argumentation,#research,#and#writing.#
Note:#While#B.#to#B#grades#are#considered#‘satisfactory#to#good’#for#graduate#students,#they#are#below#the#standard#expected#of#graduate#students#engaged#in#or#continuing#toward#doctoral#studies.#
2.7# B.# 70.72%#
#(71%)#
! 10!
2.3# C+# 67.69%#
#(68%)#
Satisfactory*to*Fully*Satisfactory*–#
TEST:$Basic$grasp$of$course$material.$Expectations$are$met$in$that$the$essential$components$of$competent$answers$to$the$questions$are$all$there.$The$depth$of$understanding$and$quality$of$analysis$is$entirely$acceptable,$but$not$impressive.$Reasonably$clear$and$convincing$answers.#
ESSAY:#Clear,#but#underdeveloped#argument.#Demonstrates#a#competent#level#of#knowledge#of#the#subject#matter.#Satisfactory#grasp#of#relevant#concepts.#Requirements#of#assignment#fully#satisfied.#Satisfactory#argumentation,#research#and#writing.#
Note:$At$the$graduate$level$a$grade$of$C+$is$considered$minimally$satisfactory.$Grades$of$C$or$below$are$insufficient$to$receive$credit$in$a$course.#
# 2.0# C# 63.66%#
#(65%)#
1.7# C.# 60.62%#
#(61%)#
Minimally*Satisfactory*–#
TEST:$No$more$than$a$minimally$satisfactory$grasp$of$the$course$material.$Only$the$most$obvious$of$expectations$are$met$in$that$the$essential$components$of$answers$to$the$questions$are$all$there.$The$depth$of$understanding$and$quality$of$analysis$are$below$average.#
ESSAY:#Signs#of#weakness#in#argumentation.#Demonstrates#a#competent#level#of#knowledge#of#subject#matter.#Satisfactory#grasp#of#relevant#concepts.#Requirements#of#assignment#basically#satisfied.#While#the#argumentation,#research#and#writing#are#satisfactory,#they#are#of#below#average#quality.#
1.3# D+# 55.59%#
#(57%)#
Poor*–*#
TEST:$Something$is$missing$or$problems$exist.$Answers$fall$short$of$expectations.$Answers$demonstrate$a$grasp$of$the$course$material,$but$clear$gaps$in$understanding$are$evident.$Limited$analysis.#
ESSAY:#Lack#of#clarity#or#consistency#in#argumentation.#Slightly#better#than#minimal#knowledge#of#subject#matter#and#relevant#concepts.#Limited#ability#to#use#course#material#or#research#techniques#to#satisfy#standard#expectations.#Requirements#of#assignment#not#fully#satisfied.#Less#than#satisfactory#argumentation,#research,#and#writing.#
1# D# 50.54%#
#(52%)#
Minimally*Acceptable*–#
TEST:$Clear$problems$exist$regarding$the$depth$of$understanding$and$quality$of$analysis.$Answers$fail$to$provide$the$essential$components$of$a$satisfactory$answer,$but$manage$to$demonstrate$a$limited$understanding$of$relevant$course$material.#
ESSAY:#Lack#of#clarity#or#consistency#in#argumentation.#Demonstrates#no#more#than#minimal#knowledge#of#the#subject#matter#and#relevant#concepts.#Very#limited#ability#to#use#course#material#or#research#techniques#to#satisfy#expectations.#Requirements#of#assignment#not#fully#satisfied.#Minimally#acceptable#argumentation,#research#and#writing.#
! 11!
0# F# 0.49%# Unacceptable*/*Failure*–*
TEST:$Substantial$problems$exist$regarding$understanding$course$material.$Answers$fail$to$provide$the$components$of$a$minimally$satisfactory$answer.$#ESSAY:#Unclear#or#missing#argument.#Fails#to#demonstrate#knowledge#of#the#subject#matter#or#ability#to#use#basic#research#techniques.#Fails#to#fulfill#requirements#of#the#assignment.#Unacceptable#argumentation,#research#and/or#writing.##
##
Participation*Grading*Guide#Grade*
Range#Attendance# Reading*/*Preparedness# Discussion#
A#range#
Always# Fully*Prepared*and*Engaged:#Has#completed#and#thought#about#the#readings;#makes#effective#use#of#the#readings#in#discussion;#makes#use#of#personal#experiences#and#existing#knowledge#by#relating#such#anecdotes#and#background#information#to#the#themes#of#the#readings.#
Excellent:#Leads#discussion;#offers#analysis#and#insightful#comments;#takes#care#to#listen#to#others#and#not#dominate#discussions;#expands#discussion#by#regularly#making#reference#to#assigned#readings#as#well#as#to#current#events,#personal#experiences#and#existing#knowledge;#actively#asks#questions.#(This#is#the#standard#expectation#of#graduate#students.)#
B#range#
Almost#always# Prepared*and*Engaged:*Has#completed#most#or#all#the#assigned#readings;#provides#competent#analysis#of,#or#comments#on,#the#readings#with#limited#prompting;#makes#some#use#of#personal#experiences#and#existing#knowledge,#but#doesn’t#always#connect#such#anecdotes#and#information#to#core#themes#of#the#readings.##
Good*to*Very*Good:#Clear,#thoughtful#and#often#insightful#comments#and#questions;#willing#and#able#to#be#a#frequent#contributor#to#discussions;#willing#and#able#to#expand#discussion#by#relating#readings#to#current#events,#personal#experiences#and#existing#knowledge;#asks#questions.#
C#range#
Frequent# Somewhat*Prepared,*but*Not*
Actively*Engaged:#Displays#familiarity#with#most#readings;#does#not#regularly#refer#to#readings#in#discussion;#fails#to#relate#readings#to#personal#observations#or#existing#knowledge;#participates,#but#often#requires#prompting.#
Satisfactory:*Willing#to#participate,#but#clear#and#insightful#comments#are#sporadic;#often#requires#prompting#before#speaking;#less#willing#to#expand#the#conversation#or#ask#questions.##(This#level#of#participation#is#not#satisfactory#for#graduate#students)#
D#range#
Occasional# Unprepared*and*Disengaged:*Little#apparent#familiarity#with#assigned#readings;#lack#of#willingness#to#participate.#
Marginal:*Unwilling#to#participate#actively#in#discussion;#remarks#often#marred#by#misunderstandings;#unhelpful#and#unwilling#to#listen.#
F# Rare# Clearly*Unprepared:*Unfamiliar#with#readings;#very#limited#or#no#participation.##
Unacceptable:#Rarely#speaks;#unhelpful.#
#
Amen
dmen
ts to
the
Cod
e of
Stu
dent
Beh
avio
ur o
ccur
thro
ugho
ut th
e ye
ar.
For t
he m
ost r
ecen
t ver
sion
of t
he C
ode,
vis
it ht
tp://
ww
w.g
over
nanc
e.ua
lber
ta.c
a/
N
OTI
CE
TO IN
STR
UC
TOR
S R
EGA
RD
ING
PLA
GIA
RIS
M, C
HEA
TIN
G, M
ISR
EPR
ESEN
TATI
ON
OF
FAC
TS
AN
D P
AR
TIC
IPA
TIO
N IN
AN
OFF
ENC
E
The
U o
f A c
onsi
ders
pla
giar
ism
, che
atin
g, m
isre
pres
enta
tion
of f
acts
and
par
ticip
atio
n in
an
offe
nce
to b
e se
rious
aca
dem
ic o
ffenc
es.
Plag
iaris
m, c
heat
ing,
mis
repr
esen
tatio
n of
fac
ts
and
parti
cipa
tion
in a
n of
fenc
e ca
n be
avo
ided
if s
tude
nts
are
told
wha
t the
se o
ffen
ces
are
and
if po
ssib
le sa
nctio
ns a
re m
ade
clea
r at t
he o
utse
t. In
stru
ctor
s sho
uld
unde
rsta
nd th
at th
e pr
inci
ples
em
bodi
ed in
the
Cod
e ar
e es
sent
ial t
o ou
r ac
adem
ic p
urpo
se.
For
this
rea
son,
in
stru
ctor
s w
ill b
e fu
lly s
uppo
rted
by D
epar
tmen
ts, F
acul
ties
and
the
Uni
vers
ity i
n th
eir
ende
avou
rs to
rig
htfu
lly d
isco
ver
and
purs
ue c
ases
of
acad
emic
dis
hone
sty
in a
ccor
danc
e w
ith th
e C
ode.
A
t th
e be
ginn
ing
of e
ach
term
, we
ask
you
to r
evie
w w
ith y
our
stud
ents
the
def
initi
ons
of
plag
iaris
m a
nd c
heat
ing.
W
e ar
e no
w a
lso
aski
ng y
ou t
o re
view
with
you
r st
uden
ts t
he
defin
ition
of M
isre
pres
enta
tion
of F
acts
and
Par
ticip
atio
n in
an
Off
ence
. You
r co-
oper
atio
n an
d as
sist
ance
in th
is m
atte
r are
muc
h ap
prec
iate
d.
30.3
.2(1
) Pla
giar
ism
No
Stud
ent s
hall
subm
it th
e w
ords
, ide
as, i
mag
es o
r da
ta o
f an
othe
r pe
rson
as
the
Stud
ent’s
ow
n in
any
aca
dem
ic w
ritin
g, e
ssay
, th
esis
, pr
ojec
t, as
sign
men
t, pr
esen
tatio
n or
pos
ter
in a
co
urse
or p
rogr
am o
f stu
dy.
30.3
.2(2
) Che
atin
g
30
.3.2
(2)a
No
Stud
ent s
hall
in th
e co
urse
of a
n ex
amin
atio
n or
oth
er s
imila
r act
ivity
, obt
ain
or
atte
mpt
to
obta
in i
nfor
mat
ion
from
ano
ther
Stu
dent
or
othe
r un
auth
oriz
ed s
ourc
e, g
ive
or
atte
mpt
to
give
inf
orm
atio
n to
ano
ther
Stu
dent
, or
use
, at
tem
pt t
o us
e or
pos
sess
for
the
pu
rpos
es o
f use
any
una
utho
rized
mat
eria
l. 30
.3.2
(2)b
No
Stud
ent s
hall
repr
esen
t or a
ttem
pt to
repr
esen
t him
or h
erse
lf as
ano
ther
or h
ave
or a
ttem
pt to
hav
e hi
mse
lf or
her
self
repr
esen
ted
by a
noth
er in
the
taki
ng o
f an
exam
inat
ion,
pr
epar
atio
n of
a p
aper
or o
ther
sim
ilar a
ctiv
ity.
See
also
mis
repr
esen
tatio
n in
30.
3.6(
4).
Che
atin
g (C
ontin
ued)
30
.3.2
(2)c
No
Stud
ent s
hall
repr
esen
t ano
ther
’s s
ubst
antia
l edi
toria
l or c
ompo
sitio
nal a
ssis
tanc
e on
an
ass
ignm
ent a
s the
Stu
dent
’s o
wn
wor
k.
30.3
.2(2
)d N
o St
uden
t sha
ll su
bmit
in a
ny c
ours
e or
pro
gram
of s
tudy
, with
out t
he w
ritte
n ap
prov
al
of th
e co
urse
Inst
ruct
or, a
ll or
a su
bsta
ntia
l por
tion
of a
ny a
cade
mic
writ
ing,
ess
ay, t
hesi
s, re
sear
ch
repo
rt, p
roje
ct, a
ssig
nmen
t, pr
esen
tatio
n or
pos
ter
for
whi
ch c
redi
t has
pre
viou
sly
been
obt
aine
d by
the
Stu
dent
or
whi
ch h
as b
een
or i
s be
ing
subm
itted
by
the
Stud
ent
in a
noth
er c
ours
e or
pr
ogra
m o
f stu
dy in
the
Uni
vers
ity o
r els
ewhe
re.
30.3
.2(2
)e N
o St
uden
t sha
ll su
bmit
in a
ny c
ours
e or
pro
gram
of s
tudy
any
aca
dem
ic w
ritin
g, e
ssay
, th
esis
, rep
ort,
proj
ect,
assi
gnm
ent,
pres
enta
tion
or p
oste
r con
tain
ing
a st
atem
ent o
f fac
t kno
wn
by
the
Stud
ent t
o be
fals
e or
a r
efer
ence
to a
sou
rce
the
Stud
ent k
now
s to
con
tain
fabr
icat
ed c
laim
s (u
nles
s ack
now
ledg
ed b
y th
e St
uden
t), o
r a fa
bric
ated
refe
renc
e to
a so
urce
.
30.3
.6(4
) Misr
epre
sent
atio
n of
Fac
ts
No
Stud
ent s
hall
mis
repr
esen
t per
tinen
t fac
ts to
any
mem
ber
of th
e U
nive
rsity
com
mun
ity f
or th
e pu
rpos
e of
obt
aini
ng a
cade
mic
or o
ther
adv
anta
ge. T
his
incl
udes
suc
h ac
ts a
s th
e fa
ilure
to p
rovi
de
perti
nent
in
form
atio
n on
an
ap
plic
atio
n fo
r ad
mis
sion
or
th
e al
terin
g of
an
ed
ucat
iona
l do
cum
ent/t
rans
crip
t. 30
.3.6
(5) P
artic
ipat
ion
in a
n O
ffenc
e N
o St
uden
t sh
all
coun
sel
or e
ncou
rage
or
know
ingl
y ai
d or
ass
ist,
dire
ctly
or
indi
rect
ly, a
noth
er
pers
on in
the
com
mis
sion
of a
ny o
ffenc
e un
der t
his C
ode.
M
ore i
nfor
mat
ion
can
be fo
und
at:
http
://w
ww
.osj
a.ua
lber
ta.c
a/en
.asp
x
EX
CER
PTS
FRO
M T
HE
CO
DE
OF
STU
DEN
T BE
HA
VIO
UR
FO
R R
EVIE
W W
ITH
EA
CH
CLA
SS A
T TH
E BE
GIN
NIN
G O
F EV
ERY
TER
M
Proc
edur
es fo
r Ins
truct
ors R
egar
ding
Plag
iaris
m, C
heat
ing,
Misr
epre
sent
atio
n of
Fac
ts an
d Pa
rtici
patio
n in
an
Offe
nce
Th
e fo
llow
ing
proc
edur
es a
re d
raw
n fro
m th
e C
ode
of S
tude
nt B
ehav
iour
as
appr
oved
by
GFC
an
d th
e B
oard
of G
over
nors
. The
gui
delin
es s
umm
ariz
e w
hat i
nstru
ctor
s m
ust d
o w
hen
they
hav
e re
ason
to b
elie
ve th
at a
stud
ent h
as p
lagi
ariz
ed, c
heat
ed, m
isre
pres
ente
d fa
cts o
r par
ticip
ated
in a
n of
fenc
e. I
f you
hav
e qu
estio
ns a
bout
thes
e gu
idel
ines
, or a
bout
the
polic
ies,
plea
se ta
lk w
ith th
e se
nior
adm
inis
trato
r in
you
r Fa
culty
res
pons
ible
for
dea
ling
with
stu
dent
dis
cipl
ine—
usua
lly a
n A
ssoc
iate
Dea
n –
or t
he A
ppea
ls a
nd C
ompl
ianc
e O
ffice
r (A
ppea
ls C
oord
inat
or),
Uni
vers
ity
Gov
erna
nce
(2-2
655)
. 30
.5.4
Pro
cedu
res f
or In
stru
ctor
s in
Cas
es R
espe
ctin
g In
appr
opri
ate A
cade
mic
Beh
avio
ur
30.5
.4(1
) Whe
n an
Inst
ruct
or b
elie
ves t
hat a
Stu
dent
may
hav
e co
mm
itted
an
Inap
prop
riate
A
cade
mic
Beh
avio
ur O
ffenc
e [3
0.3.
2] o
r tha
t the
re h
as b
een
Mis
repr
esen
tatio
n of
Fac
ts
[30.
3.6(
4)] o
r Par
ticip
atio
n in
an
Offe
nce
[30.
3.6(
5)] i
n ca
ses r
espe
ctin
g In
appr
opria
te A
cade
mic
B
ehav
iour
in th
e co
urse
that
he
or sh
e in
stru
cts,
the
Inst
ruct
or w
ill m
eet w
ith th
e St
uden
t. B
efor
e su
ch a
mee
ting,
the
Inst
ruct
or sh
all i
nfor
m th
e St
uden
t of t
he p
urpo
se o
f the
mee
ting.
In th
e ev
ent
that
the
Stud
ent r
efus
es o
r fai
ls to
mee
t with
the
Inst
ruct
or w
ithin
a re
ason
able
per
iod
of ti
me
spec
ified
by
the
Inst
ruct
or, t
he In
stru
ctor
shal
l, ta
king
into
acc
ount
the
avai
labl
e in
form
atio
n,
deci
de w
heth
er a
repo
rt to
the
Dea
n is
war
rant
ed.
30.5
.4(2
) If t
he In
stru
ctor
bel
ieve
s the
re h
as b
een
a vi
olat
ion
of th
e C
ode,
the
Inst
ruct
or sh
all,
as
soon
as p
ossib
le a
fter t
he e
vent
occ
urre
d, re
port
that
vio
latio
n to
the
Dea
n an
d pr
ovid
e a
writ
ten
stat
emen
t of t
he d
etai
ls o
f the
cas
e. T
he in
stru
ctor
may
als
o in
clud
e a
reco
mm
enda
tion
for
sanc
tion.
Poss
ible
San
ctio
ns
One
or m
ore
of th
e fo
llow
ing
sanc
tions
giv
en in
30.
4.3
(2) a
nd (3
) of t
he C
ode
are
com
mon
ly
used
for p
lagi
aris
m, c
heat
ing,
par
ticip
atio
n in
an
offe
nce,
and
mis
repr
esen
tatio
n of
fact
s:
30
.4.3
(2) a
.i
a
mar
k re
duct
ion
or a
mar
k of
0 o
n an
y te
rm w
ork
or e
xam
inat
ion
for r
easo
n of
In
appr
opria
te A
cade
mic
Beh
avio
ur
30.4
.3(2
) a.ii
R
educ
tion
of a
gra
de in
a c
ours
e 30
.4.3
(2) a
.iii
a gr
ade
of F
for a
cou
rse
30
.4.3
(2) a
.iv
a re
mar
k on
a tr
ansc
ript o
f 8 (o
r 9 fo
r fai
ling
grad
uate
stud
ent g
rade
s),
indi
catin
g In
appr
opria
te A
cade
mic
Beh
avio
ur, i
n ad
ditio
n to
30.
4.3(
2)a.
i,
30
.4.3
(2)a
.ii o
r 30.
4.3(
2)a.
iii
30.4
.3(3
) b
Expu
lsio
n 30
.4.3
(3) c
Su
spen
sion
The
follo
win
g sa
nctio
ns m
ay b
e us
ed in
rare
cas
es:
30
.4.3
(3) e
Su
spen
sion
of a
Deg
ree
alre
ady
awar
ded
30.4
.3(3
) f
Res
ciss
ion
of a
Deg
ree
alre
ady
awar
ded
30.6
.1 In
itiat
ion
of a
n A
ppea
l 30
.6.1
(1) W
hen
a St
uden
t has
bee
n fo
und
to h
ave
com
mitt
ed a
n of
fenc
e un
der t
he C
ode
of S
tude
nt
Beh
avio
ur o
r an
App
lican
t is f
ound
to h
ave
com
mitt
ed a
n of
fenc
e un
der t
he C
ode
of A
pplic
ant
Beh
avio
ur, w
heth
er o
r not
that
Stu
dent
or A
pplic
ant h
as b
een
give
n a
sanc
tion,
the
Stud
ent o
r A
pplic
ant m
ay a
ppea
l tha
t dec
isio
n, e
xcep
t in
the
case
of a
dec
isio
n of
the
Dis
cipl
ine
Offi
cer u
nder
30
.5.6
(2)e
.ii, w
hich
rem
ains
fina
l and
is n
ot su
bjec
t to
appe
al. I
n ca
ses w
here
a se
vere
sanc
tion
has
been
reco
mm
ende
d to
the
Dis
cipl
ine
Off
icer
, onc
e th
e st
uden
t rec
eive
s the
fina
l dec
isio
n of
the
Dis
cipl
ine
Offi
cer,
the
stud
ent c
an a
ppea
l the
dec
isio
ns o
f bot
h D
ean
and
the
Dis
cipl
ine
Offi
cer a
t th
e sa
me
time.
The
writ
ten
appe
al m
ust b
e pr
esen
ted
to th
e A
ppea
ls C
oord
inat
or in
Uni
vers
ity
Gov
erna
nce
with
in 1
5 W
orki
ng D
ays o
f the
dee
med
rece
ipt o
f the
dec
isio
n by
the
Stud
ent o
r A
pplic
ant.
The
findi
ng th
at a
n of
fenc
e ha
s bee
n co
mm
itted
, the
sanc
tion
impo
sed
or b
oth
may
form
th
e ba
sis o
f app
eal.
The
writ
ten
appe
al m
ust a
lso
stat
e th
e fu
ll gr
ound
s of
app
eal a
nd b
e si
gned
by
the
App
ella
nt. T
he a
ppea
l sha
ll be
hea
rd b
y th
e U
AB
.
PRO
FESS
OR
STE
VEN
PEN
NEY
C
HA
IR, C
AM
PUS
LAW
REV
IEW
CO
MM
ITTE
E
DR
STE
VEN
DEW
PR
OV
OST
AN
D V
ICE-
PRES
IDEN
T (A
CA
DEM
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* Th
e C
ampu
s Law
Rev
iew
Com
mitt
ee is
a st
andi
ng c
omm
ittee
of G
ener
al F
acul
ties C
ounc
il (G
FC) r
espo
nsib
le fo
r the
revi
ew o
f the
Cod
e of
Stu
dent
Beh
avio
ur a
nd o
f stu
dent
dis
cipl
inar
y pr
oced
ures
. U
pdat
ed: 2
7/08
/201
5
R:\G
O05
Gen
eral
Fac
ultie
s Cou
ncil
- Com
mitt
ees\
CA
M\1
2-13
\Don
't C
heat
shee
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ated
.doc
x
