Course Syllabus

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CPO4000-EUS4930Democratic Backsliding in Europe

Instructor

Asli Baysal

Office Hours                              https://ufl.zoom.us/j/875809264 M/W/F 3-4 PM

Email

abaysal@ufl.edu 

Credit Hours

3

For questions about course content, your grade or other personal issues, use the Canvas mail tool.  Expect a response within 48 hours on business days. For questions about the course content clarification that would benefit everyone, use this discussion board. For questions that would require a longer response please come to my office hours. 

Quote of the Semester

A quarrel had arisen between the Horse and the Stag, so the Horse came to a Hunter to ask his help to take revenge on the Stag. The Hunter agreed, but said: “If you desire to conquer the Stag, you must permit me to place this piece of iron between your jaws, so that I may guide you with these reins, and allow this saddle to be placed upon your back so that I may keep steady upon you as we follow after the enemy.” The Horse agreed to the conditions, and the Hunter soon saddled and bridled him. Then with the aid of the Hunter the Horse soon overcame the Stag, and said to the Hunter: “Now, get off, and remove those things from my mouth and back.”

“Not so fast, friend,” said the Hunter. “I have now got you under bit and spur, and prefer to keep you as you are at present.”

 - "The Horse, the Stag and the Hunter", Aesop's Fables

 

Course Information

Democratic backsliding and the rise of nationalist far-right populism have prompted authoritarian tendencies at the national level in Europe in recent years. The coming to power of Mussolini in Italy marked the start of “the first reverse wave of democratization” in Europe reducing the number of democratic states in the world to 12 by 1942. Considering the devastating experience Europe faced with the rise of authoritarianism in its recent history, it is of utmost importance to understand the recent attempts at eroding democracy especially in Central and Eastern European countries. The increasing popularity of authoritarian leaning far-rights leaders of Europe elsewhere begs the question if this is going to be a wider European trend in the upcoming years. This course examines democratic backsliding in Europe from the perspective of the European Studies. The initial goal of the course is to provide the type of fundamental understanding of political regime decay that would allow for informed research writing and political analysis. The primary theoretical focus of the course is on political regime research as part of comparative politics. After reviewing democratic erosion theories, and problems with democratic transition and democratic consolidation, the course will focus on empirical cases from Europe starting from the inter-war years until today. We will also establish how certain blatant forms of democratic backsliding of earlier times are now replaced by more subtle manipulation by incumbents legitimized through the very institutions that democracy promoters have prioritized (Bermeo, 2016). The readings will provide the foundations for understanding the core concepts, processes, and theoretical approaches to democratic backsliding in Europe. After establishing similarities of tactics used by parties and leaders in steering the regime away from democracy, the course will end on a note that "snowballing," or the demonstration effect of transitions in stimulating and providing models for subsequent efforts at democratization can also be followed by reverse waves as exemplified in European history.

Course Objectives

By taking this course, students will be able to 

(1) survey the meaning of democracy and democratic backsliding

(2) explore the history of democratic backsliding that emerged in the world as discussed in comparative politics;

(3)  question various conceptualizations and findings in the study of transitology and consolidiology literature in comparative politics. 

(4) discuss new manifestations of democratic backsliding theoretically

(5) discuss new manifestations of democratic backsliding in various case studies drawn from Europe

HyFlex Teaching and Learning

What is HyFlex?

Due to the COVID-19 pandemic, UF is adopting a HyFlex model, short for Hybrid-Flexible, which combines online and classroom-based instructional components. Classrooms equipped with HyFlex technology provide instructors the ability to teach in-person and remote learners simultaneously. In a HyFlex course, all learning content and materials are designed for both classroom and online learning environments and address all learning outcomes, regardless of the delivery medium. This way, whether a student attends class in a face-to-face environment, remotely through their computer (Source: Teaching in a Classroom with HyFlex - Center for Instructional Technology and Training - University of Florida)

For more information on learning during the COVID-19 pandemic, refer to the UF Keep Learning website: Keep Learning - eLearning - University of Florida

What to expect during the class session?

You have registered to attend the class sessions in person or remotely. 

If you are joining a class session remotely, practice using Zoom ahead of time. Plan to have access to a microphone, speakers or headphones, and a webcam. Most laptops should have all these components. In cases of slow Internet connectivity, you can participate through your phone (audio only) by joining the Zoom meeting via a telephone number. (Keep Learning - eLearning - University of Florida)

if you are registered to in-person class, I expect you to bring your computers to classroom as well if you can. Plan to have access to a microphone, speakers or headphones, and a webcam because we might have breakout rooms on zoom and you will not be able to gather with in-person students for discussion to be at safe distance with them.

The URL to the live class sessions is

https://ufl.zoom.us/j/91519448124 

You should have access to it on Canvas through  Zoom Conferences on the navigation bar

 

Course Requirements

Required textbook

There is NO required textbook for this course. However, "How Democracies Die" by Steven Levitsky and Daniel Ziblatt provides a good introduction. The book is written for common audience.  

Suggested Book

Levitsky, Steven, and Daniel Ziblatt (2018) How Democracies Die. New York: Crown.

https://www.penguinrandomhouse.com/books/562246/how-democracies-die-by-steven-levitsky-and-daniel-ziblatt/ 

The lectures will provide a basis for discussing the reading materials. The instructor will give lectures during the first half of each session. Students are expected to be attentive to the lectures and take notes to succeed in exams. The lectures will be followed by a discussion about the specifics of readings. Friday sessions will primarily include class discussions. Students are expected to check Canvas weekly to access required and suggested materials.

Prerequisites

While no formal requirements are necessary to take this course, some background in political science is useful, especially CPO 2001. Basic knowledge regarding European history will also be useful. Awareness of current events will also aid students in gaining a more complete understanding of the European Union and its role in the world. Students who are on European Studies or European Union Studies track are especially encouraged to enroll as the course provides a unique opportunity to learn about history, institutions, politics and policies of the European countries with a highly up-to-date and relevant set of readings and visual materials. 

Minimum technology requirements

The University of Florida expects students entering an online program to acquire computer hardware and software appropriate to his or her degree program.  Most computers are capable of meeting the following general requirements.  A student’s computer configuration should include:

  • Webcam
  • Microphone
  • Speakers or headphones
  • Broadband connection to the Internet and related equipment (Cable/DSL modem)
  • Microsoft Office Suite installed (provided by the university)
  • IClicker app 

Minimum technical skills

To complete your tasks in this course, you will need a basic understanding of how to operate a computer, how to use Zoom, how to use iClicker, and how to use word processing software.

Honorlock

Honorlock is an online proctoring service that allows students to take exams on-demand 24/7. There are no scheduling requirements or fees.

You will need a laptop or desktop computer with a webcam, a microphone, and a photo ID. The webcam and microphone can be either integrated or external USB devices.

Honorlock requires that you use the Google Chrome (Links to an external site.) browser; furthermore, the Honorlock extension (Links to an external site.) must be added to Chrome.

For further information, FAQs, and technical support, please visit Honorlock.

Zoom

Zoom is an easy to use video conferencing service available to all UF students, faculty, and staff that allows for meetings of up to 100 participants.

You can find resources and help using Zoom at https://ufl.zoom.us. If you are using zoom on a computer make sure you check for updates on the zoom app. 

Course Policies and Requirements

Attendance (10%) 

This course is taught synchronously. Be on time. If you join the class session remotely, try and join the session at least 5 minutes before the class starts so that I can start taking attendance. To receive a full participation grade, you should make an effort to attend all sessions. More than 2 unexcused absences will count against your attendance grade.

Any unexcused absences during synchronous sessions will also hurt your grade on other assignments.

I will NOT record the lectures except during the add/drop period. In my experience, recording discourages meaningful participation and regular attendance and makes students who are listening to the lectures live hesitant to participate. Due to privacy concerns, recorded sessions allow students to turn off video and audio and it decreases student engagement and negatively affects quality of instruction. It is important to attend my office hours to find out about what you have missed or make friends in this class to catch up. I cannot respond in an e-mail explaining what the student have missed. Office hours are the appropriate times to find out about the missed class. 

However I reserve the right to switch to recorded sessions because we are in the midst of a pandemic that might affect a number of students at once. In those cases, I will only share the recording to those who have warned about their absence ahead of time and I will also notify the students that the particular session is being recorded. Do not rely on this exception as the privacy concerns outweighs one student's missing a class.  

Policy for Online Sections: 

I will take attendance each session and please open your webcam and have your name clearly shown on your zoom account.

If you join the session after I took the attendance, stay online at the end of class and make sure you are counted. 

You are not allowed in the classroom if you are registered for the online sections. 

Policy for F2F students: 

Contact me each time you cannot attend the in-person session ahead of time explaining why.

If you can attend the live session but not the in-person session, use the zoom link available to students who are in the online session.

If you chose the in-person modality and you realized that you would like to attend online sessions please make sure you switch to online section before add/drop. Taking an in-person section seat and not attending in-person and e-mailing every time you prefer to attend online is a hassle for both the student and the instructor. 

Active Participation (10%)

This includes asking and responding to questions, being able to summarize and criticize the reading material, citing relevant news on the issue, engaging in a meaningful and respectful conversation on the issues with fellow students and the instructor. The use of technology in the online classroom or in-person classroom is strictly limited to note taking and viewing the reading material. If a student fails to uphold to this principle (texting, video-streaming, browsing social media, not being present and attentive in discussion rooms), the instructor will hold the right to ask you to correct your behaviour.

Participation in our class is fundamental since improving oral conversation skills is a key objective of the course. Thus, students are required to have their cameras on from start to finish during our classes on Zoom. A default setting for our sessions in Zoom is that participants will be muted when they enter, so you will unmute yourself when you comment orally during our whole-group conversations and when you are in small groups. Your instructor may also ask students to reply in the chat box for specific activities.  Oral comments on camera and written comments in the chat box are considered activities for participation. If you have technical issues, please immediately consult UF IT Help to resolve them and then contact your instructor. Zoom sessions will not be recorded by the instructor and may not be recorded by students.  As in all courses, unauthorized recording and unauthorized sharing of recorded material is prohibited.

Weekly Quizzes (15%) 

There will be short 3-5 short answer questions (true/false, multiple choice, fill in the blank, matching etc) quizzes every week to make sure you keep up with the weekly readings. Quizzes constitute 15% percent of your grade.   I would suggest you take all the quizzes and the worst score will automatically drop at the end of the semester. Quizzes do not require honorlock and focus on the weekly readings. Quizzes are due Wednesday 1 pm (BEFORE our Wednesday session) and it includes all the readings of the week, meaning the reading we had a chance to discuss on Monday and the readings we will discuss on Wednesday and Friday.  These quizzes are important preparation for the mid-term exam which will take place on Week 8. You will be graded automatically but the correct answers will only be shown on Friday at midnight. 

Late Quiz Policy

Quizzes are due Wednesday at 1 pm but if for a reason you fail to meet the deadline (due to reasons that are not approved by the university as excused absence), you are eligible to take the quiz until Friday at 1 pm. One caveat is that there is 1% percent deduction of the total at each 1 hour intervals. 

Missing Quiz Policy

Best 12 scores out of 13 quiz scores will count towards your final grade. In return I will not allow you to extend the deadline of a quiz without proper documentation. You are free to miss 1 quiz and score zero. You do not have to contact me on missing a quiz if you are going to make sure you take at least 12 quizzes by the end of the semester. However, if you fail to take 12 quizzes and do show appropriate documentation, you will be a given a chance to take a quiz you miss without penalty.

Mid-Term (20%) 

Mid-Term Exam will mainly assess your commitment to keep up with the weekly readings, lectures and class discussions. The mid-term examination is closed-book examination and will be held on a Friday session on Honorlock. The exam will start at the beginning of the class meeting and span the entire duration of the class. (1:55-3:00) Please see the weekly schedule for exam coverage. The mid-term exam will include various types of questions: definitions, short essay questions, multiple choice, true/false and matching etc. The first mid-term will cover everything starting from the first until the exam date including the review session. The mid-term will take place during class time and cannot be taken at any other time. 

The exams will be automatically graded except for short essay questions. Please allow 10 days for your full grade to be posted. 

Mid-Term Make-up Policy 

If a student misses a mid-term exam and has an official excuse, the instructor will provide a make-up exam, however the format will be different. It will include three essay questions and the time limit will be 1 hour. If a student expects to miss an exam, he/she should approach the instructor immediately and ideally before the exam. 

Discussion Prompt (5%)

Each student will be assigned one week to submit an interesting question throughout the semester. (It will probably be two students per week and the instructor will assign these weeks randomly on Canvas after the add/drop. Please make sure you submit your discussion prompt on Sunday at midnight after finishing the upcoming week's readings. Everyone will be able to view their question (no anonymity). I expect everyone to check these two questions posted by their classmates before coming to class on Monday.

Further instructions will be provided on the logistics. I reserve the right to reflect questions on the screen in class. I will grade the quality of your questions but contributing to class discussions with questions that are intellectually stimulating (and posted on Canvas regularly and before the deadline) will also affect your prompt grade positively. 

If you are an introvert who does not feel comfortable discussing in the class, use these discussion questions as an opportunity to shine. Although only the person who is assigned the week will be graded, if you feel like you do not get an opportunity to express your opinion on the question when we actually discuss it in class (or if we are out of time) feel free to respond in writing on the discussion thread to secure a good active participation grade. 

I would also suggest you really spend time on your week in writing a question with a prompt. You will also have the satisfaction of engaging in a discussion that is led by your ideas. Originality is not the only merit we should value. We will sometimes end up asking similar questions, but posed in a different way, and this will allow us to delve into a pattern that we thread together, and view the big picture.

If i pick your question to discuss, or mention it, it will help me remember your name. 

Prompt should not be just about inquiring information from the reading. It should lead us to think critically based on the information you processed from the reading. 

Response Paper (15%)

There is only one response paper to be submitted during the semester. The paper should clearly include the research question raised by each author of the readings assigned in one of the weeks of your choice and summarize the authors’ positions on the debate. It is also important to contextualize the authors’ major theses in the context of that week's readings. Students should communicate their personal stance on the issue and highlight strengths and weaknesses of various arguments. The instructor is already familiar with the readings, the task of the student is to present a personal reflection on the readings as well as to show ways in which different arguments challenge and/or support one another. Students don’t need to cover every aspect of each article. They can choose to focus on a particular concept defined or an argument raised by the author. Please avoid non-academic language in your papers and make sure that you provide explanations to your criticisms.

The response paper should focus on the readings of the week of your choice and no further research required necessarily. However, if you would like to challenge an author's argument by using an outside study or an example from a case mentioned in the news please provide further citation. Response paper needs to be submitted to Canvas and will be subject Turnitin plagiarism check. The response paper is due Monday 1:00 pm before our Monday session you choose to write a response paper on. So you will write your response paper before we start discussing that week's readings.  Further instructions are on the assignment page.

Final Paper (25%) 

Final Paper will constitute 25% of your grade. It will be to your benefit to begin thinking about it, and working on it early in the semester. This paper will require outside reading. Much of the basic information will come from class, but all specific information pertinent to your topic will come from additional outside sources. All papers must include a title, an abstract, page numbers, headings and subheadings where appropriate, a bibliography that includes all reference materials, footnotes/endnotes where appropriate, and proper in-text citations. Papers must be typed using standard margins, 12pt type and double-spaced. The length of the paper should be 8-10 pages. You may choose any recognized citation format, but you must be consistent throughout. A detailed guideline will be provided during the semester through Canvas e-learning system. Final papers must be submitted to Turnitin on Canvas for plagiarism check. There is no need to submit a hard copy. 

Requirements for make-up exams, assignments, and other work in this course are consistent with university policies that can be found at catalog.ufl.edu/UGRD/academic-regulations/attendance-policies/

As this is an online class, you are responsible for observing all posted due dates, and are encouraged to be self-directed and take responsibility for your learning.

Course Content

Refer to individual modules on Canvas for required readings

Week 1: Introduction

  • Intro to Concepts
  • What is Democratic Backsliding
  • Waves of Democratization
  • Transitology Literature
  • Consolidology Literature

Week 2: Typology of Political Regimes

  • Authoritarianism
  • Totalitarianism
  • Democracy 
  • Hybrid Regimes - Competitive Authoritarianism
  • Democratic Transition and Consolidation

Week 3: Dynamics of Democratic Backsliding

  • How is the new backsliding different from the earlier forms?
  • Motive, Opportunity, Resources, International Pressure, Motivation of the Incumbent (tenure or policy change) 

Week 4: Old Methods of Democratic Backsliding

  • History of European Democracy and Authoritarianism in a nutshell, Inter-War Years

Week 5: Old Methods of Democratic Backsliding 

  • Spain, Portugal- Military Dictatorships
  • Greece, Turkey

Week 6-7: Central and Eastern Europe, the Cold War and the Enlargement

  • Democratic Transitions and the Soviet Legacy as a challenge
  • Yugoslavia and Former Yugoslavian Countries Today

Week 8:  Populist Leaders and Elections

  • How important are leaders?
  • Poland, Hungary, Turkey 

MID-TERM

Week 9: Democratic Backsliding and Institutional Decline 

  • Executive, Legislature and the Judiciary
  • Poland, Hungary, Turkey etc.

Week 10: Media and Civil Society

  • Poland, Hungary, Slovenia and Czech Republic etc.

Week 11: What about the People?

  • Any sources of democratic backsliding caused by demand by the people?
  • Poland, Hungary, Slovenia and Czech Republic etc.

Week 12:  Conflict and Democratic Backsliding

  • Russia, Ukraine, Belarus

Week 13: Authoritarian Aspirations of Political Parties of Europe

  • Partisanship
  • Political Party 
  • Internal Democracy in parties
  • Democratic Backsliding due to incumbent or opposition behavior

Week 14: The EU and Its Response to Authoritarian Turn

  • Article 7 threat
  • Militant Democracy 
  • Responsibility to Protect

Week 15: Recap

  • How do democracies die and does the death come in waves?

 

Grading Policy

I will make every effort to have each assignment graded and posted within two weeks of the due date. 

 

Course Grading Policy

 

Assignment Percentage
 Attendance 10
 Participation 10
 Quizzes 15
 1 Discussion Prompt 5
 1 3-4 pages Response Paper 15
 1 Mid-Term 20
 1 8-10 pages Final Paper 25

 

Grading Scale

Percent

Grade

Grade Points

93 – 100.0

A

4.00

90.0 – 92.9

A-

3.67

87.0 – 89.9

B+

3.33

83.0 – 86.9

B

3.00

80.0 – 82.9

B-

2.67

77.0 – 79.9

C+

2.33

73.0 – 76.9

C

2.00

70.0 – 72.9

C-

1.67

67.0 – 69.9

D+

1.33

63.0 – 66.9

D

1.00

60.0 – 62.9

D-

0.67

0 – 59.9

E

0.00

See the current UF grading policies for more information.

 

UF Policies

University Policy on Accommodating Students with Disabilities: 

Students with disabilities requesting accommodations should first register with the Disability Resource Center (352-392-8565, https://disability.ufl.edu/) by providing appropriate documentation.  Once registered, students will receive an accommodation letter that must be presented to the instructor when requesting accommodation.  Students with disabilities should follow this procedure as early as possible in the semester.

 

University Policy on Academic Conduct:

UF students are bound by The Honor Pledge which states, “We, the members of the University of Florida community, pledge to hold ourselves and our peers to the highest standards of honesty and integrity by abiding by the Honor Code.  On all work submitted for credit by students at the University of Florida, the following pledge is either required or implied: "On my honor, I have neither given nor received unauthorized aid in doing this assignment."  The Honor Code (http://www.dso.ufl.edu/sccr/process/student-conduct-honor-code/) specifies a number of behaviors that are in violation of this code and the possible sanctions.  Furthermore, you are obligated to report any condition that facilitates academic misconduct to appropriate personnel.  If you have any questions or concerns, please consult with the instructor or TAs in this class.

 

Netiquette and Communication Courtesy: 

All members of the class are expected to follow rules of common courtesy during, before, and after class, in all email messages, threaded discussions, and chats. 

The rules listed below will apply to all individuals who participate in the lectures and are present in the classroom.
·         Only the instructor and the students registered for “in-person” sections are allowed in the classroom.
·         Only individuals who are cleared by UF Health to be on campus are allowed in the classroom.
·         The face masks, the types approved by the UF and placed on the face according to CDC guidelines, have to be worn at all the time.
·         Eating and/or drinking in the classroom at any time (meeting time or between the classes) are not allowed. 
·         Each person needs to sanitize the work area when they arrive and right before they leave.
·         A student not cleared by UF Health and/or one who does not follow the etiquette will not be allowed to stay in the classroom.
·         If a student’s behavior creates an environment that is deemed hazardous to the health of others present in the classroom that student will be asked to leave and/or the class will be dismissed.  

 

Getting Help

Technical Difficulties:

For issues with technical difficulties for Canvas, please contact the UF Help Desk at:

Any requests for make-ups due to technical issues should be accompanied by the ticket number received from the Help Desk when the problem was reported to them. The ticket number will document the time and date of the problem. You should e-mail your instructor within 24 hours of the technical difficulty if you wish to request a make-up.

 

Health and Wellness

  • U Matter, We Care:  If you or someone you know is in distress, please contact umatter@ufl.edu, 352-392-1575, or visit umatter.ufl.edu to refer or report a concern and a team member will reach out to the student in distress.
  • Counseling and Wellness Center:  Visit counseling.ufl.edu or call 352-392-1575 for information on crisis services as well as non-crisis services.
  • Student Health Care Center: Call 352-392-1161 for 24/7 information to help you find the care you need, or visit shcc.ufl.edu.
  • University Police Department: Visit police.ufl.edu or call 352-392-1111 (or 9-1-1 for emergencies).
  • UF Health Shands Emergency Room/Trauma Center: For immediate medical care in Gainesville, call 352-733-0111 or go to the emergency room at 1515 SW Archer Road, Gainesville, FL 32608; ufhealth.org/emergency-room-trauma-center.

 

Academic and Student Support

 

Course Evaluations

Students are expected to provide professional and respectful feedback on the quality of instruction in this course by completing course evaluations online via GatorEvals. Guidance on how to give feedback in a professional and respectful manner is available at https://gatorevals.aa.ufl.edu/students/. Students will be notified when the evaluation period opens, and can complete evaluations through the email they receive from GatorEvals, in their Canvas course menu under GatorEvals, or via https://ufl.bluera.com/ufl/. Summaries of course evaluation results are available to students at https://gatorevals.aa.ufl.edu/public-results/.

 

Tips for Success

Taking a HyFlex can be a lot of fun! Here are some tips that will help you get the most of this course while taking full advantage of this format:

  • It is important to do the coursework on time each week. You will receive a reduction in points for work that is turned in late!
  • Read ALL of the material contained on this site. There is a lot of helpful information that can save you time and help you meet the objectives of the course.
  • Print out the Course Schedule located in the Course Syllabus and check things off as you go.
  • Ask for help or clarification of the material if you need it.
  • Do not wait to ask questions! Waiting to ask a question might cause you to miss a due date.
  • Do your work well before the due dates. Sometimes things happen. If your computer goes down when you are trying to submit an assignment, you'll need time to troubleshoot the problem.
  • To be extra safe, back up your work to an external hard drive, thumb drive, or through a cloud service.

 

Privacy and Accessibility Policies

For information about the privacy policies of the tools used in this course, see the links below:

 

COVID-Related Practices

In response to COVID-19, the following policies and requirements are in place to maintain your learning environment and to enhance the safety of our in-classroom interactions.

  • You are required to wear approved face coverings at all times during class and within buildings. Following and enforcing these policies and requirements are all of our responsibility. Failure to do so will lead to a report to the Office of Student Conduct and Conflict Resolution.
  • This course has been assigned a physical classroom with enough capacity to maintain physical distancing (6 feet between individuals) requirements. Please utilize designated seats and maintain appropriate spacing between students. Please do not move desks or stations.
  • Sanitizing supplies are available in the classroom if you wish to wipe down your desks prior to sitting down and at the end of the class.
  • Follow your instructor’s guidance on how to enter and exit the classroom. Practice physical distancing to the extent possible when entering and exiting the classroom.
  • If you are experiencing COVID-19 symptoms (guidance from the CDC on symptoms of coronavirus), please use the UF Health screening system and follow the instructions on whether you are able to attend class. Find more information in the UF Health guidance on what to do if you have been exposed to or are experiencing Covid-19 symptoms.
  • Course materials will be provided to you with an excused absence, and you will be given a reasonable amount of time to make up work. Find more information in the university attendance policies.

Our class sessions may be audio-visually recorded for students in the class to refer back and for enrolled students who are unable to attend live in exceptional circumstances. Students who participate with their camera engaged or utilize a profile image are agreeing to have their video or image recorded.  If you are unwilling to consent to have your profile or video image recorded, be sure to keep your camera off and do not use a profile image. Likewise, students who unmute during class and participate orally are agreeing to have their voices recorded.  If you are not willing to consent to have your voice recorded during class, you will need to keep your mute button activated and communicate exclusively using the "chat" feature, which allows students to type questions and comments live. The chat will not be recorded or shared. As in all courses, unauthorized recording and unauthorized sharing of recorded materials is prohibited.

 

Course Summary:

Course Summary
Date Details Due