Syllabus

History 396.3 Digital History

  • Thursdays 1:00-3:50 pm
  • Class 1-2:30pm: Arts 722 (ONLINE UNTIL FURTHER NOTICE)
  • Lab 2:30-3:50pm: Arts 41 (ONLINE UNTIL FURTHER NOTICE)
  • Professor: Dr Jim Clifford [website, faculty page]
  • Office Location: Arts 706
  • Office Hours: Thursday’s after class and other times by appointment (I am normally on campus and available most days of the week. We can also meet over Zoom. Email to schedule a time.)
  • E-mail: jim.clifford@usask.ca

NOTE: This course has a website that will be updated regularly.

Course Description

Digital history, the application of new and emerging technologies to the study of history, is an exciting new historical methodology. In this course, we explore the literature on digital history and then put theory into practice by digitally collecting, evaluating, and producing historical knowledge. Along with discussing what is digital history and how it is evolving, this course will introduce students to text mining, geographic information systems (GIS) and developing historical websites. We will also explore how digital archives are changing how we preserve and research history. Students will get hands-on experience with a wide range of digital skills and use these new methods to develop a final digital history project.

Course Goals and Learning Outcomes

We have four goals for this course:

  1. Increase digital literacy and consider how new digital tools will shape the future of historical research and dissemination.
  2. The development of a digital portfolio, which showcases your work with several digital platforms, tools, and languages (including WordPress, Omeka, basic GIS, and basic Python).
  3. Improve your written communication skills through regular short writing assignments.
  4. Develop an ability to find high-quality primary sources on the Internet.

Course Requirements and Assessment

Assessment Date of Evaluation Weighting
Four Required Blog Posts (600-800words) 20%
Contributions to course discussions (in-class and online) Ongoing 15%
Final Project Proposal and meeting February 28 10%
Final Project April 2 40%
Final Project Lightning Talk April 2 15%

Four Required Blog Posts (20%)

You write a series of four short blog posts on your personal blog. Each of which can be between 600 and 800 words and where applicable, should include embedded material such as images, links, videos and sample code. Blog posts are not essays – they are simply to show that you’re engaged with the material, playing with the tools and showing off some of your results. These are the required posts:

  1. One posts reviewing a digital academic history project. January 26
  2. One post reviewing a digital public history project, virtual reality app, augmented reality app or video game. February 9
  3. One post on your encounters with quantitative history, databases and/or HGIS. March 9
  4. One post on your encounters with programming. March 23
  • Each student should create a personal blog on the WordPress platform.

Each blog post will be evaluated on the following criteria:

  • Clarity: Is it well written? Does the blog post follow proper spelling,
    grammar, and stylistic conventions?
  • Engagement: Does the post engage with the assignment? Does it
    demonstrate that you have used the digital project or tool?
  • Description: What is the project or tool?
  • Analysis: Be critical. If you are frustrated, if you do not think
    something makes sense, or if a tool does not seem useful, this is OK. If
    you think it is the best thing since sliced bread, this is OK as well!

For grammar and writing style, consult Mary Lynn Rampolla, A Pocket Guide to Writing History, (Bedford Press), recent addition (including the online version through the library).

Contributions to course discussions (in-class and online) (15%)

Students are expected to be actively involved in lecture and tutorial discussions. I expect you to:

  • Attend class regularly with the readings completed and contribute to discussions.
  • Demonstrate a conscientious effort to learn and explore course themes and concepts. If you ever have a question, feel stuck, or if anything arises – don’t hesitate to contact me. Asking questions will help your contributions grade.
  • Help fellow students during the hands-on lab sessions.
  • If you are not a big contributor during the class discussions, you can contribute online with an additional short weekly blog post (200 words).
  • Add thoughtful comments to your fellow student’s blog posts.
  • Share interesting DH tools, projects, blog posts, articles or books (post links your blog with a very short description and/or use the Blackboard email system).

The criteria for marking contributions follow: 80-100: Contributed frequently and appropriately; demonstrated critical understanding of assigned reading; applied relevant material from readings to the issues being discussed; built on the comments of others; made integrative or analytical statements.  Was consistently and clearly well-prepared for class. Contributions demonstrate a careful reading of the material and identify connections between the readings and the wider themes of the course. 70-79: Contributed regularly; demonstrated understanding of main points of reading; occasionally employed relevant material from readings to the issues being discussed; offered observations but did not necessarily integrate or build on others’ contributions. Was reasonably prepared for class. Contributions provide a good overview of the material but do not provide deeper insight.  60-69: Contributed a few times; demonstrated having read assigned material; made statements unconnected to the main subject or repeated comments already offered. Was somewhat prepared for class. Contributions suggest limited engagement with the material. 50-59: Was present but contributed minimally to discussion; little demonstration of having read or carefully read the assignment; offered comments which did not advance discussion of the issues. Was only minimally prepared for class. No marks: Absent from discussion without excuse or did not contribute meaningfully to the discussion; no evidence of having done the reading. Consult the “University of Saskatchewan Grading System,” included on the final page of this course outline, for a more detailed description of the difference between a Good (70%) and an Exceptional (90%) grade.

Final Project PROPOSAL and Meeting (10%)

400-500 words (roughly two pages, double-spaced) – due February 28th. For this, you only need to do the following:

  • What is your project going to be?
  • What sources will you be drawing on?
  • What digital tools do you plan to use?

You also need to schedule a meeting with me during the two weeks leading up to February 28th to discuss your proposal and plan a feasible final project.

Final Project (40%)

This is a major research project for this course, that will allow you to pursue one of the tools that you have explored in depth. There is quite a bit of freedom in what you want to do. The project is due on the last day of class and should be the rough workload equivalent of a 15-20 page paper (remember there is no exam in this class). For this assignment, YOU WILL PICK ONE OF THE FOLLOWING TO DO!

  • Research, establish and write a historical website: Using Omeka, WordPress, ESRI’s StoryMaps or another web development tool, create a public history website or digital archive. This could be of:
    • University of Saskatchewan topics: cataloging public art, buildings, nature, and so forth on campus.
    • Local history: finding historical sites, plaques, etc.
    • Public history mapping project and virtual walking tour using History Pin or a similar platform.
    • Other (preferably something you love)

~ OR ~

  • Conduct large-scale textual analysis and share your analysis: In consultation with me, we can find a corpus that you could then explore using tools such as topic modelling, n-grams, Voyant Tools, and so forth.
    • The end result can be a historical paper (8-10 pages) or can be a website explaining your findings (similar to Mining the Dispatch).

~ OR ~

  • Develop an HGIS project: With maps and data found online, through the library, in consultation with the me or from city resources.
    • The end result can be a historical paper (8-10 pages) or can be a website explaining your findings (you could use Arc StoryMaps).

~ OR ~

  • Create a tool with Python or another language: Building on our introductory Programming Historian work, you could find a corpus online, find a way to spider the sources, and program your own textual analysis tools. As with above, you could write a historical paper (8-10 pages) which would note your own experiences as well as findings, or put this on your website. Or, you could choose to write your own Programming Historian style lesson(s).

~ OR ~

  • Create a virtual reality museum exhibit using 3D objects, photos, videos and/or sounds in Mizzola Hubs or another similar platform.

~ OR ~

  • Create a public history podcast or video series

~ OR ~

  • Something else! Come talk to me during office hours.

Final Project Lightning Talk (15%)

This will involve quickly showing off what you’ve done to the rest of the class in exactly 5 minutes (10 slides – 30 seconds each, adapted PechaKucha). It will be marked on the effectiveness of your presentation slides and on the clarity of your oral presentation. You will need to submit your slides for me to grade.

Course Outline

Week 1: Course Introduction – January 13

Explore the following websites:

  1. The Trans-Atlantic Slave Trade Database: http://www.slavevoyages.org/
  2. The Eugenics Archive: http://eugenicsarchive.ca/
  3. Locating London’s Past: https://www.locatinglondon.org/
  4. Mapping Inequality: Redlining in New Deal America: https://dsl.richmond.edu/panorama/redlining
  5. Wikipedia (choose any topic in history and consider Wikipedia as the largest public history website)

Lab: Setting up a WordPress site and text formatting and embedding links, images, videos, maps and other media.

  • Log on at https://sites.usask.ca/
    • Explore the different themes and design your site. Try different options.
    • Finish by saying hi in your first post! Who are you, why are you in the course, what is your background?

Week 2: What is Digital History and Who are Digital Historians – January 20

Reading:

Lab: Building an interactive Timeline out of Digital Primary Sources

  • Explore some examples on Timeline.js: https://timeline.knightlab.com/
  •  Think of a topic that has images, maps, texts and videos (Wikipedia articles are a good starting point.)
  • Build a timeline and embed it on your website.

Week 3: Academic Digital History – January 27

Readings:

  • Putnam, Lara. “The Transnational and the Text-Searchable: Digitized Sources and the Shadows They Cast.” The American Historical Review 121, no. 2 (April 1, 2016): 377–402. https://doi.org/10.1093/ahr/121.2.377.
  • Ian Milligan, “We Are All Digital Now: Digital Photography and the Reshaping of Historical Practice,” Canadian Historical Review 101, no. 4 (December 1, 2020): 602–21, https://doi.org/10.3138/chr-2020-0023.
  • Daniel J. Story et al., “History’s Future in the Age of the Internet,” The American Historical Review 125, no. 4 (October 21, 2020): 1337–46, https://doi.org/10.1093/ahr/rhaa477.

Lab: Digital tools for every historian

  • Smartphone cameras linked to cloud backup
  • Google Scholar
  • Other scholarly databases
  • Primary source databases
  • Zotero
  • My Maps or Google Earth
  • Spreadsheets
  • Transcribing tools
    • https://transkribus.eu/
    • https://tropy.org/
  • Oral history software: https://storytelling.concordia.ca/
  • Primary source search and storage
    • Evernote
  • WordPress, Medium, The Conversation, etc
  • Twitter

Homework: Complete your first required blog post on an academic digital history project. What is it? What does it offer? Is it valuable? Representative?

  1. The Liberated Africans Project: http://www.liberatedafricans.org/
  2. Map of Early Modern London: https://mapoflondon.uvic.ca/
  3. 9/11 Digital Archive: http://911digitalarchive.org
  4. Geography of the Post: U.S. Post Offices in the Nineteenth-Century West http://www.cameronblevins.org/gotp/
  5. The Old Bailey Online: https://www.oldbaileyonline.org/
  6. Mapping the Republic of Letters: http://republicofletters.stanford.edu/
  7. Quantifying Kissinger: http://blog.quantifyingkissinger.com/
  8. Digital Harlem: http://digitalharlem.org/
  9. Occupy Web Archive: http://webarchives.cdlib.org/a/occupy
  10. Returning the Voices to Kouchibouguac National Park: http://returningthevoices.ca
  11. Old Maps Online: http://www.oldmapsonline.org/
  12. American Panorama: https://dsl.richmond.edu/panorama/:
  13. Enchanting the Desert: http://enchantingthedesert.com/home/
  14. The Lucas-Heaton Letters: http://loudounmuseum.maps.arcgis.com/apps/MapJournal/index.html?appid=8f83bd92c18f40dfbb4a455acbe85f2d&webmap=d69b68d0e43445f8baea7eb27b9f49c4
  15. Canada is the Lesbian and Gay Liberation in Canada: https://lglc.ca/
  16. Musical Passage: http://www.musicalpassage.org/#home
  17. Mapping Occupation: http://mappingoccupation.org/
  18. Six Degrees of Francis Bacon: http://www.sixdegreesoffrancisbacon.com/
  19. Coloured Conventions: http://coloredconventions.org/
  20. Wearing gay history: http://www.wearinggayhistory.com/
  21. Becoming Richard Pryor: http://www.becomingrichardpryor.com/pryors-peoria/era/1919-1941/
  22. Canada’s Year Without a Summer: http://niche-canada.org/yearwithoutasummer/
  23. 100 Years of In Flanders Fields: http://cityofguelph.maps.arcgis.com/apps/MapJournal/index.html?appid=f39b056d38fe460f8269eed11eb3cd66
  24. Orlando: Women’s Writing in the British Isles from the Beginnings to the Present
  25. Clio Visualizing History: https://www.cliohistory.org/
  26. Any other significant digital history project, but please check with me first.

Week 4: Non-Academic Digital History and Games February 3

  • Andrew Denning, “Deep Play? Video Games and the Historical Imaginary,” The American Historical Review 126, no. 1 (March 1, 2021): 180–98, https://doi.org/10.1093/ahr/rhab002.
  • Julien Bazile, “Assassin’s Creed: Freedom Cry.,” The American Historical Review 126, no. 1 (March 1, 2021): 217–19, https://doi.org/10.1093/ahr/rhab005.
  • Michael D. Hattem, “Assassin’s Creed III.,” The American Historical Review 126, no. 1 (March 1, 2021): 214–16, https://doi.org/10.1093/ahr/rhab004.
  • Christopher P. Magra, “Assassin’s Creed IV: Black Flag.,” The American Historical Review 126, no. 1 (March 1, 2021): 216–17, https://doi.org/10.1093/ahr/rhab003.
  • Gabi Kirilloff, “Interactive Fiction in the Humanities Classroom: How to Create Interactive Text Games Using Twine,” Programming Historian 10 (2021), https://doi.org/10.46430/phen0095.
    • We will start working on creating the interactive game in the lab, but please read the lesson before class.

Lab: Creating Interactive Games

Gabi Kirilloff, “Interactive Fiction in the Humanities Classroom: How to Create Interactive Text Games Using Twine,” Programming Historian 10 (2021), https://doi.org/10.46430/phen0095.

Blog post 2: A post reviewing a digital public history project, virtual reality app, augmented reality app or video game. February 9

  • Digital exhibits from museums
  • Augmented reality apps on your phone (Moon Landing)
  • A virtual reality app (I have an Oculus headset with the Anne Frank House VR app installed and can arrange to share it if we are back on campus).
  • History YouTube series or channel (check with me first, as I’d like you to focus on something made for YouTube and not just reposted BBC documentaries.
  • History podcasts
  • Educational or commercial video games excluding the four discussed in the readings
  • Exhibits in the StoryMaps platform: https://storymaps-classic.arcgis.com/en/gallery/#s=0
  • Omeka exhibits

Week 5: Digital Archives – February 10

Readings:

Lab: Omeka digital archives and the importance of metadata.

Week 6: Quantitative History and Historical Databases – February 18

Readings: 

  • Steven Ruggles, “The Revival of Quantification: Reflections on Old New Histories,” Social Science History 45, no. 1 (2021): 1–25. 
  • P. Baskerville et al., “Mining microdata: Economic opportunity and spatial mobility in Britain and the United States, 1850–1881,” 2014 IEEE International Conference on Big Data (Big Data), 2014, pp. 5-13, doi: 10.1109/BigData.2014.7004446.

Lab: Working with the Great Plains database in Excel.

Reading Break February 20-26

Week 7: Historical Geographic Information Systems  – March 3

Readings:

Read Knowles and either Cunfer or Rueck:

Lab: Geospatial Historian ArcGIS Lessons. OR https://recogito.pelagios.org/ 

Week 8: Humanities Programming and Distant Reading March 10

Readings:

Lab: Constellate Tutorials (Jstor labs)

Beginner Lessons

Intermediate Lessons

Weeks 9: Text mining and HGIS– March 17

Readings:

    • Porter C., Atkinson P. and Gregory I.N. (2018) “Space and time in 100 million words: Health and disease in a nineteenth century newspaper” International Journal of Humanities and Arts Computing, 12, pp. 196-216. See: https://eprints.lancs.ac.uk/id/eprint/124288/1/Porter_et_al_IJHAC_2018.pdfhttps://www.euppublishing.com/toc/ijhac/12/2
    • Jim Clifford, Beatrice Alex, Jim Clifford, Andrew Watson, Ewan Klein, and Colin M. Coates, “Geoparsing History: Locating Commodities in Ten Million Pages of Nineteenth-Century Sources,” Historical Methods: A Journal of Quantitative and Interdisciplinary History 49, no. 3 (July 2, 2016): 115–31, https://doi.org/10.1080/01615440.2015.1116419.
    • OR
    • Hinrichs, Uta, Beatrice Alex, Jim Clifford, Andrew Watson, Aaron Quigley, Ewan Klein, and Colin M. Coates. “Trading Consequences: A Case Study of Combining Text Mining and Visualization to Facilitate Document Exploration.” Digital Scholarship in the Humanities 30, no. suppl 1 (December 1, 2015): i50–75. https://doi.org/10.1093/llc/fqv046.
  • Lab:  Continue the Constellate Tutorials or move on to a more advanced lesson on The Programming Historian (choose a lesson)
  • Kim Pham, “Web Mapping with Python and Leaflet,” Programming Historian 6 (2017), https://doi.org/10.46430/phen0070.
  • Stephen Krewson, “Extracting Illustrated Pages from Digital Libraries with Python,” Programming Historian 8 (2019), https://doi.org/10.46430/phen0084.
  • Caleb McDaniel, “Data Mining the Internet Archive Collection,” Programming Historian 3 (2014), https://doi.org/10.46430/phen0035.

  • Charlie Harper, “Visualizing Data with Bokeh and Pandas,” Programming Historian 7 (2018), https://doi.org/10.46430/phen0081

  • Homework: After our introductory classes, begin to work through the lessons. Write up a short blog post on your encounters with Python. How far did you get? Do you think this is a valuable approach for historians? Why or why not?
  • Note that I do not expect you to become the best Python programmer in the world. Instead, these readings are to help you start thinking about programming and whether we think it matters for Arts students. At the end of the day, if you hated it and got nowhere, that’s fine!

Week 10:  Palladio, Visualizations and Linked Open Data – March 24

  • Readings:
  • Dan Edelstein et al., “Historical Research in a Digital Age: Reflections from the Mapping the Republic of Letters Project,” The American Historical Review 122, no. 2 (April 1, 2017): 400–424, https://doi.org/10.1093/ahr/122.2.400.

Lab: Palladio

  • Marten Düring, “From Hermeneutics to Data to Networks: Data Extraction and Network Visualization of Historical Sources,” Programming Historian 4 (2015), https://doi.org/10.46430/phen0044.
  • More resources:
    • http://hdlab.stanford.edu/palladio/help/
    • Getting Started with Palladio: https://hcommons.org/?get_group_doc=1003007/1552175523-FolgerworkshopnetworksPalladiotutorial.pdf

Week 11: 3D Objects, 3D Printing and Digital Public History – March 31

Readings:

  • Inmaculada Remolar, Cristina Rebollo, and Jon A. Fernández-Moyano, “Learning History Using Virtual and Augmented Reality,” Computers 10, no. 11 (November 2021): 146, https://doi.org/10.3390/computers10110146.
Examples:
  • Anne Frank House VR, https://www.annefrank.org/en/about-us/what-we-do/publications/anne-frank-house-virtual-reality/
  • Penn & Slavery
  • Michael Waters, The Augmented Reality App That Lets You Experience the Moon Landing, Smithsonian Magazine, June 2019, https://www.smithsonianmag.com/smithsonian-institution/augmented-reality-app-lets-you-experience-moon-landing-180972465/
  • Tutorial: 
  • Sophie Dixson, “Creating a WebXR Exhibition using Mozilla Hubs” Mnemoscene, Medium, June 2020https://medium.com/mnemoscene/creating-a-webxr-exhibition-for-games-design-students-65c4579abdf8
  • Recourses:
    • https://sketchfab.com/tags/history
    • https://www.smithsonianmag.com/smart-news/you-can-now-download-1700-free-3-d-models-cultural-heritage-artifacts-180974308/

Week 12: Big Data and Lightning Talks – April 7

Acknowledgements:

  • This course is adapted and now significantly revised from Dr. Ian Milligan’s History 303 at the University of Waterloo. I also found Jason Heppler’s Digital History: Concepts, Methods, Problems useful.

Late Policy and Extensions

The late penalty for the three written assignments is 1% per day.  You will receive a 1% penalty at 5 pm each day. The weekly tutorial questions and midterms must be done before the deadline. If you are sick or otherwise have a valid excuse please contact Prof. Clifford to arrange an alternative midterm or to submit late questions. If you are sick for more than one week, please contact Prof. Clifford and your TA to make arrangements to catch up on the coursework.

Written assignments will be marked in the order they arrive, so students who submit before or on the deadline will get their assignments back first.

 

Recommended Technology for Remote Learning

Students are reminded of the importance of having the appropriate technology for remote learning. The list of recommendations can be found at https://students.usask.ca/remote-learning/tech-requirements.php.. Please contact Prof. Clifford if you do not have access to the technology needed to complete the course.

Students can get information on the workings of Canvas at https://students.usask.ca/study/canvas.php. and https://community.canvaslms.com/t5/Student-Guide/tkb-p/student (.) and they can take part in Remote Learning Readiness Tutorial for students https://libguides.usask.ca/remote_learning.

Please do not record the lectures or seminar discussions.

Integrity 

If you ever have questions about what may or may not be permitted, ask your tutorial leader or the instructor. Students have found it especially important to clarify rules related to exams administered remotely and to follow these carefully and completely. The midterm and exam in this class are openbook. THIS DOES NOT MEAN YOU CAN CUT AND PASTE CONTENT FROM THE INTERNET. YOU NEED TO WRITE EVERYTHING IN YOUR OWN WORDS IN THE EXAMS.

The University of Saskatchewan 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 Student Conduct & Appeals section of the University Secretary Website and avoid any behavior that could potentially result in suspicions of cheating, plagiarism, misrepresentation of facts and/or participation in an offence.  Academic dishonesty is a serious offence and can result in suspension or expulsion from the University.

All students should read and be familiar with the Regulations on Academic Student Misconduct (https://secretariat.usask.ca/student-conduct-appeals/academic-misconduct.php.) as well as the Standard of Student Conduct in Non-Academic Matters and Procedures for Resolution of Complaints and Appeals (https://secretariat.usask.ca/student-conduct-appeals/academic-misconduct.php#IXXIIAPPEALS.)

For more information on what academic integrity means for students see the Academic Integrity section of the University Library Website at: https://library.usask.ca/academic-integrity#AboutAcademicIntegrity.

You are encouraged to complete the Academic Integrity Tutorial to understand the fundamental values of academic integrity and how to be a responsible scholar and member of the USask community – https://library.usask.ca/academic-integrity.php#AcademicIntegrityTutorial.

History Department policy on plagiarism

It is important that students read and understand the University’s regulations governing academic misconduct, which apply to all University courses. Plagiarism is one of 23 examples of misconduct that are outlined in these regulations. Because it concerns the use of sources in the production of one’s own work (term essays, prepared in-class essays, take-home exams, book reviews, historiographic overviews, artistic or historical reproductions, and any other written requirements), a clear understanding of plagiarism is particularly important in History courses, where such work often constitutes an important component of the course. Accordingly, every student must understand the distinction between plagiarism and the legitimate use of external sources. As stated in the University’s regulations: “Plagiarism is the presentation of the work or idea of another in such a way as to give others the impression that it is the work or idea of the presenter. Adequate attribution is required. What is essential is that another person have no doubt which words or research results are the student’s and which are drawn from other sources. Full explicit acknowledgement of the source of the material is required. Examples of Plagiarism are:

  • The use of material received or purchased from another person or prepared by any person other than the individual claiming to be the author.
  • The verbatim use of oral or written material without adequate attribution.
  • The paraphrasing of oral or written material of other persons without adequate attribution.”

It is also unethical to submit the same essay to two different classes, unless you have made a special arrangement with the instructors of both classes. If your instructor believes that plagiarism or any other type of academic misconduct has occurred, they will follow the University regulations governing these matters, which are available at: https://secretariat.usask.ca/student-conduct-appeals/academic-misconduct.php#About..  This site also contains information about the appeal process.

Access and Equity Services (AES)

Access and Equity Services, formerly Disability Services for Students (DSS), is guided by Saskatchewan’s Human Rights legislation and the duty to accommodate individuals requiring accommodations based on disability, religion, family status and gender identity.  Students who have disabilities (learning, medical, physical or mental health) or require accommodation are strongly encouraged to contact AES for programs, supports, advice and referrals. https://students.usask.ca/health/centres/access-equity-services.php#Registrationstudentswithdisabilities.

Examinations with Access and Equity Services (AES)

Students who have disabilities (learning, medical, physical, or mental health) are strongly encouraged to register with Access and Equity Services (AES) if they have not already done so. Students who suspect they may have disabilities should contact AES for advice and referrals at any time. Those students who are registered with AES with mental health disabilities and who anticipate that they may have responses to certain course materials or topics, should discuss course content with their instructors prior to course add / drop dates. In order to access AES programs and supports, students must follow AES policy and procedures. For more information or advice, visit https://students.usask.ca/health/centres/access-equity-services.php., or contact AES at 306-966-7273 or aes@usask.ca.

Students registered with AES may request alternative arrangements for mid-term and final examinations. Students must arrange such accommodations through AES by the stated deadlines. Instructors shall provide the examinations for students who are being accommodated by the deadlines established by AES.

Student Supports

Student Learning Services

Student Learning Services (SLS) offers assistance to U of S undergrad and graduate students. For information on specific services, please see the SLS website http://library.usask.ca/studentlearning..

Student and Enrolment Services Division

The Student and Enrolment Services Division (SESD) focuses on providing developmental and support services and programs to students and the university community. For more information, http://students.usask.ca..

Student Central

Students Central acts as a hub of support for students. In addition to assisting students in finding necessary financial supports, staff can also point students to the appropriate units on campus for health and wellness https://students.usask.ca/student-central.php.

Emergency financial support

Any student who faces challenges securing their food or housing and believes this may affect their performance in the course is urged to contact Student Central (https://students.usask.ca/student-central.php.) or Associate Dean, Student Affairs, Collage of Arts and Science

College Supports

Students in Arts & Science are encouraged to contact the Undergraduate Student Office and/or the Trish Monture Centre for Success with any questions on how to choose a major; understand program requirements; choose courses; develop strategies to improve grades; understand university policies and procedures; overcome personal barriers; initiate pre-career inquiries; and identify career planning resources. Contact information is available at: (http://artsandscience.usask.ca/undergraduate/advising/.)

Aboriginal Students Centre

The Aboriginal Students’ Centre is dedicated to supporting the academic and personal success of Métis, First Nations and Inuit students. The centre offers personal, social, cultural and academic support through programs, services and events held throughout the academic year.  https://students.usask.ca/aboriginal/asc.php. and https://www.facebook.com/aboriginalstudentscentre/ (.)

Sexual Assault

If you have been sexually assaulted, tell someone. Students and employees working with students (all U of S students regardless of campus location) are encouraged to contact the Student Affairs and Outreach. team who will provide coordination of support and accommodations for the student.

Student Affairs and Outreach-Manager, Tracy Spencer or Student Outreach Coordinator, Beau Gallerneault, (306) 966-5757, student.outreach@usask.ca

University of Saskatchewan Students’ Union (USSU) Services

The USSU operates a number of centres for enhancing the student experience, The USSU centres are open to all students, and provide resources, support and services in a warm, positive atmosphere.

including:

Childcare Centre – https://ussu.ca/main-page/centres/childcare-centre/ (.)

Food Centre – https://ussu.ca/main-page/centres/food-centre/ (.)

Help Centre – https://ussu.ca/main-page/centres/help-centre/ (.)

Pride Centre – https://ussu.ca/main-page/centres/pride-centre/ (.)

Women’s Centre – https://ussu.ca/main-page/centres/womens-centre/ (.)

Student Wellness

The following services are provided to all students and their families by family physicians, medical specialists, psychiatrists, nurse practitioners, nurses, social workers and a dietitian: doctor and nurse appointments, mental health assessment, consulting and counselling, nutritional counselling, sexual health care including contraception counselling and STI prevention, testing and treatment https://students.usask.ca/health/centres/wellness-centre.php.

Mental health and counselling

Professional assistance is advised when mental health difficulties are intense persist significantly compromise academic and day-to-day functioning.  Common reasons students seek counselling:

problematic anxiety, depression, thoughts of suicide, trauma, grief, eating and body image concerns, relationship difficulties, abuse, sexual assault, questions about sexual orientation or gender identity

Self-care, social support, advice and where to seek help https://students.usask.ca/health/healthy-mind.php. or https://students.usask.ca/health/be-well.php.

Copyright

Course materials are provided to you based on your registration in a class, and anything created by your professors and instructors is their intellectual property, unless materials are designated as open education resources. This includes exams, PowerPoint/PDF slides and other course notes. Additionally, other copyright-protected materials created by textbook publishers and authors may be provided to you based on license terms and educational exceptions in the Canadian Copyright Act (see http://laws-lois.justice.gc.ca/eng/acts/C-42/index.html) (.).

Before you copy or distribute others’ copyright-protected materials, please ensure that your use of the materials is covered under the University’s Fair Dealing Copyright Guidelines available at https://library.usask.ca/copyright/general-information/fair-dealing-guidelines.php.. For example, posting others’ copyright-protected materials on the open web is not covered under the University’s Fair Dealing Copyright Guidelines, and doing so requires permission from the copyright holder.

For more information about copyright, please visit https://library.usask.ca/copyright/index.php.where there is information for students available at https://library.usask.ca/copyright/students/rights.php., or contact the University’s Copyright Coordinator at mailto:copyright.coordinator@usask.ca or 306-966-8817.