Course Syllabus

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EUS4944/POS4931European Union in Crisis

Instructor

Asli Baysal

Office Hours                              https://ufl.zoom.us/j/875809264

Tuesday  12:30-1:30 PM 

Wednesday 12:30- 1:30 PM

Thursday 12:30-1:30 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

"History is the best medicine for a sick mind, for in history you have a record of the infinite variety of human experience plainly set out for all to see, and in that record you can find for yourself and your country both examples and warnings: fine things to take as models, base things rotten through and through to avoid."

― The Roman historian Livy: The Early History of Rome

Course Information

The European Union (EU) thrived as the world’s most successful integration project as if its modus operandi has been its constant exposure to crises. Each crisis in the history of European integration was claimed by many as an indicator of the demise of the EU. Yet, each crisis helped the EU to make necessary adjustments to continue with the processes of widening (enlargement) and deepening (further integration) more than it contributed to its disintegration. Although the EU has never been short of existential anxiety, the multiple crises it faces today are uniquely challenging. The crises of Eurozone, migration and terrorist attacks have aggravated preexisting trends of polarization and fragmentation. The divisive force of Brexit and the rise of right-wing populism in combination with Euroskepticism bleak the future of the EU more than ever. The unique challenges posed by the pandemic is also testing the resilience of the EU. This course is interested in a close reading of European integration process with an emphasis on actors’ ability to manage crisis in various occasions to situate current events in perspective.

Course Objectives

This course offers a critical and historical approach to the meaning and implication of the recent turmoil in the EU. This course will first establish the common occurrence of crises in the history of the EU. The unique challenges posed by each crisis will also be discussed at length because prevalence does not mean recurrence. The first part of this course will survey the origins of the EU by focusing on missed opportunities and failed projects. This way, students will have a broader understanding of the context in which the alternative tracks got vanished along the way. Some other themes of this course include the following: challenges to further integration in the EU, a constant fight over institutional change, crises concerning enlargement, the problem of democratic deficit, identity-related crises, economic crisis, refugee crisis, Brexit, the rise of populism and the pandemic. Looking at the integration project through the lens of crises will allow students learn about different perspectives on European integration in different member states, particularly in Germany, France, Britain, Greece, and Hungary. This course will help students draw lessons for the future from the past crises in the EU. Any student interested in Europe can easily comprehend the course material without prior knowledge of the subject and cross-registrants are welcome. Students who are on European Studies or European Union Studies are especially encouraged to enroll as the course provides a unique opportunity to learn about history, institutions, politics and policies of the European Union with a highly up-to-date and relevant set of readings and visual materials through the lens of crises.

Zoom option with option to listen in 

 

The URL to the zoom sessions if you have 

https://ufl.zoom.us/j/94058701985 

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

 

Course Requirements

Required textbook

There is one book required to be purchased. The following book provides a good selection of recent and easy-to-read articles written by well-known scholars on a variety of crises affecting the European integration project and it can be purchased from University of Florida Campus Bookstore or other online retailers.

Suggested Book

Desmond Dinan, Neill Nugent, William E. Paterson. The European Union in Crisis. Macmillan Education: UK, 2017.

This textbook will be hereinafter referred to as “EUC”. We will not use the entire textbook. The other required materials (journal articles, book chapters, videos, lecture slides) will be available online via Canvas. If you have problems accessing the required materials, please let me know as soon as possible so that I can contact either the library or the bookstore to make sure you have the materials for each of our sessions. In order to have off-campus access to library licensed articles you must authenticate yourself to the UF network. UF libraries recommend installing the ‘Virtual Private Network’ software for this purpose. If you connect from campus, another way suggested by our libraries is to search the article on Google Scholar, which “enables checking to see if access to full text has been licensed by the UF Libraries (and connecting to it if it does)”. Please familiarize yourself with various ways to access academic publications. This skill is also crucial to conduct successful research for your final papers. The instructor will use Canvas e-learning system to communicate with students. The page of the course will frequently be updated to include relevant visual materials, required and recommended readings.

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. 

 

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 (15%) 

This course is taught synchronously and in person. Be on time. To receive a full participation grade, you should make an effort to attend all sessions to succeed in assignments. 

Acceptable reasons stated on UF undergraduate catalog of 2021-2022 for absence from or failure to participate in class include “illness, serious family emergencies, special curricular requirements, military obligation, severe weather conditions, religious holidays and participation in official university activities such as music performances, athletic competition or debate.” If possible, contact your instructor in advance via e-mail to inform about your absenteeism and if you have any official excuse letter to submit, please do it in a timely manner during office hours or after class.

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

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 zoom sessions because we are in the midst of a pandemic that might affect a number of students at once.

If we agreed that you can join the class session remotely (under special circumstances and if I found your excuse as legitimate, you have to e-mail me 24 h in advance and remind me to open zoom before class via e-mail), try and join the session at least 5 minutes before the class starts so that I can start taking attendance.  I will always use my office hour link if I agree to you listening in the class. I will not follow chat. I will not be able to make you participate in class as this is not a hyflex class. This option is only available for special circumstances. 

You can check your attendance on Roll Call Attendance 

I will take attendance each session. If you come to class after the attendance sheet has circulated, wait after class to make sure you sign on the attendance sheet. 

Active Participation (5%)

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.

Discussion Prompt 5%:

Although participation is a must, you will be given more opportunity to participate on certain weeks when you or your friends submit discussion prompts. Students are expected to submit interesting questions on their assigned week prior to our sessions on Tuesday (6 pm Monday is the deadline to submit questions on weeks that  if you would like your question to be viewed by the instructor and your classmates). We will use the discussion board on Canvas and everyone will be able to view your question (no anonymity). Further instructions will be provided on the logistics on Week 2. 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 affect your participation grade positively as well. Failure to submit your question on the week you agreed to submit on the sign-up sheet will affect your participation grade negatively as well.

If you are an introvert who does not feel comfortable discussing in the class, use these discussion questions as an opportunity to shine. 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.

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. You will be given further instructions on Canvas.

Weekly Quizzes (40%) 

There will be short 5-10 short answer questions (true/false, multiple choice, fill in the blank, matching etc) quizzes twice a week to make sure you keep up with the weekly readings starting from second week. The first week will include only one quiz. Quizzes constitute 40% 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 will open Saturday midnight and the first quiz is due Wednesday midnight  (BEFORE our Thursday session) and it includes all the readings of the module we already covered. The second quiz will focus on Thursday and Friday readings and it will be due Sunday. 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 the following week. 

Late Quiz Policy

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 first quiz of the week until Thursday at 11 am. 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.

Discussion Board Entries on Documentaries (20%) 

POST (in 200+ words) - 15 PTS

Declare a position that YOU take on the discussion topic below.

Provide support for your position using (1) at least 1 concept drawn from the lectures/videos AND (2) at least 1 concept drawn from one of the required readings AND (3) at least 1 piece of evidence drawn from your personal experience, digital media, etc.

Ensure that all factual and statistical evidence is reported and cited accurately. (reading: Author(s) page number) (title of lecture)

Ensure that your position statement and evidence are well-connected in a logical and orderly sequence.

Write in clear, concise, and grammatically correct prose.

 

RESPOND to another’s post (in 100+ words) 10 PTS

Propose a counter-argument OR further an argument made by another discussant.

Ensure that your response is relevant to the original post.

Ensure that your response is courteous (debating with grace and kindness is a VERY good skill to have in any job!).

You can get full 10 points if you follow up with the posts you post and continue the dialogue

 

Final Assignment (Short Paper) (15%)

Final Paper will constitute 15% 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 5-7 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. 

Preliminary Guideline for Final Paper

  1. Choose one crisis, disaster or political scandal that is or is not already covered in the syllabus. It is acceptable if the impact of the incident of your choice was limited to a specific policy area, sector or country. It can be a political, institutional, sectoral, or simply popular media based crisis. The incident should involve the EU as an actor- either as an affected or an affecting party. Some examples include:
    • Facebook's transfer of personal data from Europe to the US,
    • Volkswagen emissions scandal,
    • the Balkans War and European response,
    • the rejection of Annan Plan in Cyprus,
    • bombings in Spain and the UK following 9/11
  1. Identify the situation, values, interests and positions of several actors who manage these crises.
  2. Discuss how this particular crisis is framed by various actors: unfortunate incident/critical threat/ critical opportunity etc.
  3. If a specific remedy chosen to deal with the crisis, provide explanations as to how actors finally agreed on it.
  4. 10-12 paged analysis of a crisis (double-spaced)

Further instructions or adjustments will be announced here Final Paper  

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 taught through hyflex modality, you are responsible for observing all posted due dates, and are encouraged to be self-directed and take responsibility for your learning.

Course Schedule and Required Readings

Refer to individual modules on Canvas for required readings

PLEASE NOTE THAT DEPENDING ON THE LEVEL OF FAMILIARITY OF STUDENTS WITH THE COURSE MATERIAL, THE INSTRUCTOR CAN MAKE CHANGES TO THE READINGS OR THEIR ORGANIZATION IN THE SYLLABUS AS NEEDED THROUGHOUT THE SEMESTER. STUDENTS WILL BE INFORMED IN A TIMELY MANNER IN SUCH CASES.

 

Module 1.1 : Introduction to the Course

 

  • Distribution of the syllabus, discussion of the course and requirements and screening of short videos on the EU
  • No required readings for the first four sessions.

 

A.   BASICS- THE EU AND CRISIS ANALYSIS

 

Historical Introduction to the EU

  • The link to the following videos are available in Module 1 on Canvas and the online version of the syllabus on Canvas.
    1. Required Visual Material: Europe: From WWII to Today's European Union 24 min.
  • What is a crisis? Types of crises
    • Journal Article: Boin, Arjen, Paul't Hart, and Allan McConnell. "Crisis Exploitation: Political and Policy Impacts Of Framing Contests." Journal of European Public Policy 16, no. 1 (2009): 81-106.

 

B.    EUROPEAN UNION: BORN OF CRISIS

 

 Nation-State in Crisis: Europe in Post-World War II

  • Nation-State as a problem for the future of the continent
  • What kind of integration?: Intergovernmental, Supranational, Federal?    
  • Who is in? British Withdrawal from Negotiations for the European Coal and Steel Community
  • The Choice of Supranationalism and Britain (Roots of Brexit)
    • Excerpt on the European Rescue of Nation State
    • Infographic #1

 

 European Project in Crisis: Failed Projects of European Integration

  • Happy Medium or Lost Opportunities: European Economic Community and Euratom
    • Milward, Alan. The European Rescue of the Nation State. London: Routledge, 2000. Chapter 1: History and Theory, Chapter 6: The lives and teaching of the European Saints
      Alan Milward-The European Rescue of the Nation State-Routledge (2000)-1.pdf  

C. INSTITUTIONS IN CRISIS

Institutional Evolution of the EU

  • The origins of the EU, and the chronology of the evolution of the EU
  • Too much too soon? Failed Projects of the European Defense Community and European Political Community 
    • EUC Chapter 1: A Multi-Dimensional Crisis/Desmond Dinan, Neill Nugent and William E. Paterson.
    • EUC Chapter 2: Crises in EU History/ Desmond Dinan
  • The Evolution of the Legislature : Unicameral to bicameral legislature (The EP and the Council)
  • The Evolution of the Executive : Bureaucratic to Political Executive ( The Commission and the European Council)
  • The Empowerment of Judiciary : European Court of Justice: Exceeding Its Jurisdiction?

 Institutional Crises

  • Empty Chair Crisis in the Council
  • Introducing Direct Elections to the European Parliament: Why was it so difficult?
  • Resignation of the Santer Commission
      • EUC Chapter 9: The Crisis and the EU’s Institutions, Political Actors, and Processes/Neill Nugent

 

D.   DEMOCRACY IN CRISIS

 EU’s Legitimacy Challenge in a Myriad of Crises and Democratic Deficit of the European Union

  • Democratic Deficit in the European Union: Is There a Democratic Deficit in the EU?
  • “No Demos” thesis
    • REQUIRED READINGS
    • EUC Chapter 10: The Legitimacy Challenge/Christian Schweiger
    • Journal Article: Follesdal, A., & Hix, S. (2006). Why There is a Democratic Deficit in the EU: a Response to Majone and Moravcsik. Journal of Common Market Studies, 44(3), 533-562.
    • SUGGESTED READINGS  
      • Journal Article: Majone, G. (1998). Europe’s ‘democratic deficit’: The question of standards. European law journal, 4(1), 5-28.
      • Journal Article: Moravcsik, A. (2002). Reassessing legitimacy in the European Union. JCMS: journal of common market studies, 40(4), 603-624.
  • Is it a crisis of democracy in general?
  • Who are the losers of European Integration?: National Parliaments in Crisis and Citizens’ Discontent
  • REQUIRED READINGS 
    • Journal Article: Mair, Peter. Ruling the Void: The Hollowing of Western Democracy. New Left Review, 42, 25-51.2006.
    • Spitzenkandidaten and the European Union’s system of government. (2019). European Constitutional Law Review, 15(4), 609-618. doi:10.1017/S1574019619000427

 

E.    WIDENING THE EUROPEAN UNION: CRISES OF MEMBERSHIP

 

Who is In – Who is Out?

  • De Gaulle’s veto on the membership of Britain, Ireland, Norway, Denmark (Roots of Brexit)
  • Norway’s rejection of EU membership (twice!)
  • Spain, Portugal and Greece- Question of Eligibility – Democratic Criteria in the making
  • Where does Europe end? : The Turkish case
    • Book Chapter: Cini, Michelle. European Union Politics. Oxford University Press, 2019.Chapter:18 – Enlargement -Ana E. Juncos and Nieves Perez-Solorzano Barrogan

End of Cold War – Deepening vs. Widening? Post-Cold War -Crises of Enlargement

  • End of Cold War. Now What?
  • Discussion points: Who is the winner?  Democracy? Free-Market Economy? Western Values? Copenhagen Criteria and Common Foreign and Security Policy
    • Journal Article: Sjursen, Helene (2002). Why Expand?: The Question of Legitimacy and Justification in the EU’s Enlargement policy. JCMS: Journal of Common Market Studies, 40(3), 491-513.

Britain and the EU: Avoiding Crisis Through Exceptionalism 

  • Question of East Germany : separate state and separate accession treaty or a simple population change in Germany? - What were political and institutional implications of Reunification of Germany for the EC?
  • Accession Negotiations with Central and Eastern European Countries
  • A documentary based on actual video footage of leaders negotiating Central and Eastern European Enlargement will be screened in classroom.

Week 6.2  ( 2/18 – R ) : TBA

F.    EXITING THE EU?

 

Britain and the EU: Avoiding Crisis Through Exceptionalism 

  • British Exceptions
    • EUC Chapter 5: The UK: Membership in Crisis/Lee McGowan and David Phinnemore

 Brexit Referendum and Brexit Negotiations and Implications for the Future 

  • Brexit
  • What kind of an impact will the Brexit have on the EU?
  • Any followers?
    • TBA on the recent events on Brexits. Excerpts will be under Module 7.
    • Journal Article: Wahl, Peter. "Between Eurotopia and Nationalism: A Third Way for the Future of the EU." Globalizations 14, no. 1 (2017): 157-163.

Hungary as an ‘Illiberal Democracy’ - Firing Hungary? Punishing Poland? 

 

G.   ECONOMIC CRISIS

 

Week 9.1  (3/9 – T ) :  European Monetary Union and Eurozone/Euro in Crisis

  • Crisis of establishing an EMU
  • Independent and Powerful European Central Bank and its critics
  • Eurozone Crisis
    • EUC Chapter 4: Playing for High Stakes: The Eurozone Crisis/Kenneth Dyson
    • EUC Chapter 11: Germany and the Crisis: Asset or Liability/Simon Bulmer and William E. Paterson.

Week 9.2 (3/11 – R ) : European Sovereign Debt Crisis and Grexit

  • The Greek withdrawal from the Eurozone?
  • Bailout/Austerity Measures
  • Fiscal Federalism?
    • EUC Chapter 12: Greece: A Crisis in Two-Level Governance/Kevin Featherstone and Dimitris Papadimitriou

H.   EUROPEAN MIGRANT CRISIS

The European Migrant Crisis and Syrian Refugee Crisis

  • EUC Chapter 6: The European Migrant Crisis/Laurie Buonanno

Refugee Crisis and the Relations with Turkey

I.      SECURITY CRISES IN EUROPE

 Yugoslav Wars and the European Response

  • Europe’s Uncommon Foreign Policy
    • Journal Article: Dover, Robert. "The EU and the Bosnian Civil War 1992–95: The Capabilities–Expectations Gap at the Heart of EU Foreign Policy." European Security 14, no. 3 (2005): 297-318.

 Ukrainian Crisis and Relations with Russia  

  • Developments in Ukraine in 2013-2014 as the most pressing challenge for the CFSP
    • EUC Chapter 14: The European Union, Ukraine and the Unstable East./Wolfgang Seibel

 

9/11, the Relations with the US and the EU as a Global Player  and Terrorist Attacks in Europe

  • The EU’s strategic relations with Russia, US and China
  • How Terrorism affect stability in the EU
  • Book Chapter: Ferreira-Pereira, Laura C., and Bruno Oliveira Martins, eds. The European Union’s Fight Against Terrorism: The CFSP and Beyond. Routledge, 2016. Chapter 1.
    • EUC Chapter 15: The EU’s Global Image/Amelia Hadfield

 

TBA

  • Either a panel week or discussion on papers or populism OR pandemic depending on the size of the class and paper topics. TBA

 

J.     EU AS A CRISIS MANAGER

 

  • Recapitulation

  • EU in Turmoil: Refugees, Brexiters And Populists
  • Will the EU survive the recent crises?
  • What does the EU need to do in the future to survive?
    • EUC Chapter 18: Conclusions: Crisis Without End?/Desmond Dinan, Neill Nugent and William E. Paterson

 

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
 Mid-Term 20
 Final Paper Presentation 15
 Peer Feedback   5
 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