Updated June 2020

ENG 205-01, Shakespeare in Context

Roosevelt University
Spring 2021

*Instructor: Regina Buccola, Chair of Humanities

*Course Type Remote courses are web-based and run on Blackboard and Zoom. A remote
course has both synchronous and asynchronous features. Synchronous learning is online or
distance education that happens in real time, such as chat rooms and Zoom conferences. The
synchronous activities in this class will always take place during the scheduled course time and
day to insure there are no course schedule conflicts. Asynchronous learning occurs through
online channels without real-time interaction, such as Journal entries, readings, viewing videos,
doing assignments and email. There may not be Zoom meetings every scheduled date. To be
sure of when Zoom meetings occur, you must check the syllabus in the course. Finally,
synchronous Zoom meetings will be recorded for later viewing.

*Office Location: AUD 576C usually, on Zoom during COVID-19

*Primary Contact: rbuccola@roosevelt.edu

 On weekdays (Monday-Friday), you can expect a response within 24 hours. Over

weekends (from after 5:00 p.m. on Friday until 8:30 a.m. on Monday), it may be
closer to 48 hours if the matter is not urgent.
 You can also post questions or comments to the Discussion Board and I'll post a reply
within four hours during working hours (8:30 a.m. – 5:00 p.m.) Monday-Friday.
Please note - all students will also be able to view your questions.

Other Contact: 312-341-2400 (voicemail is sent to me via email)

*Zoom Office hours: Tuesdays 12:30-1:30 p.m., Wednesdays 11:00 a.m. – noon and Thursdays
10:00-10:50 a.m.; please email to let me know if you plan to visit me on Tuesdays, and at what
time. I am also available by appointment at many other times – just ask! Here is the Zoom link
for all Office Hours:
 https://roosevelt.zoom.us/j/98684907471

*Required texts: You are welcome to order the print or ebook versions of these titles:
Christopher Marlowe: Four Plays. Ed. Brian Gibbons. New Mermaids: 9781408149492
Shakespeare, William. Measure for Measure. Ed. A. R. Braunmuller & Robert N. Watson.
Arden: 9781904271437
---. Merchant of Venice. Ed. M. M. Mahood. New Cambridge Shakespeare: 9781316493793

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---. Othello. Ed. Ayanna Thompson and EAJ Honigman. Arden: 9781472571762
---. Titus Andronicus. Ed. Jonathan Bate. Arden: 9781350030916
*Also required: We will watch performances of the Shakespeare plays via the Roosevelt
Library website (Alexander Street Press and Kanopy databases)

*Course meetings: Tuesday/Thursday, 11:00-12:15

This course will use Zoom for synchronous meetings, held during the originally
scheduled course times. All synchronous meetings will convene using the following link
with the password SHAKES20:

a. Use the following link to access all synchronous class meetings:

https://roosevelt.zoom.us/j/99047549424?pwd=YkVFcUFadE12Q0NzcnVEVmdjcWF6QT09
Password: SHAX21

b. All Zoom class meetings will be recorded and posted to Blackboard by the end of the
day.

c. Students can connect to a guide on how to get the most out of Zoom learning on the
main page in Blackboard. Within our course, specifically, there is a Zoom folder under
“Syllabus and Info” with helpful information about using Zoom.

d. There will be eight required Zoom meetings this semester (one for each play that we
are reading, and the final presentations during Final Exam week). You may have two
excused absences from Zoom meetings with proper notification to me in advance.

Zoom etiquette:

 use the “raise hand” function if you want to speak

 use reactions to respond to quick questions in class – like thumbs up/thumbs down
 jump into chat if you have a question or comment but don’t want to speak on camera

*Course dates: Jan. 19 – April 29, 2021; final project: Tuesday, May 4, 2021 11 a.m. -1:30 p.m.

*Course hours: 3 credit hours

*Course contact expectations

Students:
 Read your RU email at least twice a day
 Access the Course Blackboard Site at least twice a week.
Faculty:
I will check email and Blackboard multiple times/day Monday-Friday

*Course prerequisites: ENG 101 with a minimum grade of C-

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*Course description: Shakespeare in Context is a course designed to introduce students to the

work of William Shakespeare and some of his contemporaries, competitors, and collaborators. In
Fall 2020, we will focus our attention on the early modern depiction of racial, ethnic and gender-
based stereotypes, biases, and conflicts in recognition of our nation’s own ongoing struggles with
these issues. To do so, we will focus on the work of Shakespeare in dialogue with that of one of
his immediate predecessors and rivals in the London theater scene, Christopher Marlowe. Our
discussions of the plays will focus on issues such as their likely literary and historical sources,
the cultural and political background informing the plot and characters, the realities (so far as we
can conjecture) of their original staging, and issues of race, class and gender. The plays’
subsequent performance histories (including cinematic interpretations) will also be brought to
bear on our conversations about the remarkable vitality of these scripts, now well into their
fourth century of still lustrous life.

Roosevelt University’s three overall learning goals for undergraduate students are:

1. Effective communication

2. Knowledge of discipline-focused content

3. Awareness of social justice and engagement in civic life

Course learning outcomes:

By the end of ENG 205:
*You will be familiar with the context in which Shakespeare wrote and produced his plays.
*You will know the immediate history of the early modern London theater scene, including the
work of one of Shakespeare’s predecessors, peers, collaborators, and successors.
*Finally, you will know about the theatrical conditions in which these plays were first staged,
and also the ways that they have been staged (and, in some cases, filmed) subsequently, and the
impact of these aesthetic choices on capturing and conveying social issues related to the complex
nexus of race, class and gender.
Assigment Objectives:
The written assignments in ENG 205 are designed to give you practice in:
*Written and oral communication skills
*Critical thinking skills
*Formulating and articulating assessments grounded in textual evidence (or details from visual
evidence, such as video of a theatrical production, or a film)

Methodology: ENG 205 will proceed with a combination of video lectures, full-class
discussions via Zoom, small group work via Zoom, and individual activities including: online
quizzes, Journal entries, and a final project which can have a creative component if you choose.
The instructor will maintain a database of “handouts” (distributed digitally via Blackboard) as
well as External Links to useful and interesting resources designed to support the material in
your textbooks.

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Assignments & Percentage of Final Grade

 Course Engagement 35%

 Team Note-Taking: 10%
 Quizzes (5): 25%
 Journal Entries (3): 15%
 Final Project: 15%

Brief Assignment Descriptions:

Fuller descriptions of all assignment expectations appear in the “Assignments” area in

Blackboard.

Course Engagement entails attending at least one synchronous course meeting and completing
at least two of the prompts in the Discussion Board for each of the seven plays that we will read.
The deadline to complete Discussion Board prompts will always be 11:59 p.m. on the day last
scheduled day for that play. (For example: Tuesday, September 15 is the final day for work
related to Titus Andronicus). You cannot successfully leave all of the work for a play until the
last minute, so keep careful track of your work on each play. Responses to Discussion Board
prompts must be detailed and thorough, and must make reference to specific parts of the play (or
video/film of the play) that you are discussing. You should spend at least 45 minutes writing and
thinking your way through these posts, and finding supporting evidence for what you say in the
play or video/film of the play you are discussing. See the “Asynchronous Discussion Prompt
Example” forum in the Discussion Board, which includes a video similar to ones that you will
have for class, as well as a response to it that makes specific reference to materials cited in it (as
if they were assigned for class, which they have not been – this is just an example!) If you
attend all synchronous course meetings for a play, you are not required to also write
Discussion Board posts. If you cannot attend even one synchronous meeting for a play, you
may substitute an additional Discussion Board post.

Team Note-Taking only involves actual teamwork outside of synchronous class time if you
choose for it to. You will be placed into a team that will be assigned one of our seven plays to
provide notes for related to one element of the course. Your notes can cover a synchronous
course meeting, one of the many external links provided for each play in the Weekly Lessons
folders, or a scene from one of the videos or films of the plays that we will be reading that I have
provided. The page of notes requirement can be satisfied with one, typed, double-spaced Word
document that you upload to the “Notes on the Play” thread in the Discussion Board forum for
your assigned play; a photo of a corresponding page of handwritten notes; or a two-minute audio
or video recording of your observations. See the “Note-Taking Assignment Example” forum in
the Discussion Board, which includes a video similar to ones that you will have for class, as well
as a response to it that makes specific reference to materials cited in it (as if they were assigned
for class, which they have not been – this is just an example!)

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Quizzes will be taken online in Blackboard. They have been structured to allow for multiple
attempts, and will be graded immediately upon completion. If you want a better score, simply
locate the answers to the questions that you missed, and try again!

Journal Entries will be required at three junctures in the course: at the beginning, to establish
your own learning goals for the course; at the mid-term, to assess how far you think you’ve come
and goal-set for what you would still like to accomplish; and just before your final project, to
brainstorm your plans for it and receive feedback from me to help you achieve your goals.

The Final Project will include in 4:30 presentation by you during the final exam period for the
course. You can send a recording of your presentation to me prior to our last class meeting, and I
can show it to the class for you, or you may read from prepared remarks yourself on Zoom
during the final synchronous class meeting. You may write a traditional 5-page, typed, double-
spaced essay for your final project OR you may make a short video of a scene from one of the
plays that we have read and then explain what you were hoping to convey about the character(s)
in the scene in a 2-page typed, double-spaced page paper. If you would like to collaborate with
classmates on this final project, let me know before Spring break begins (by the end of the day
on Friday, April 2).

Assignment Feedback

 Course Engagement will be assessed in seven stages over the course of the semester, after
we complete each play. Since we are reading seven plays, 5% of your course engagement
grade will be allotted to each one.
 Team Note-Taking Assignments will be graded by the first day of the next play that we
are reading (or, for Team Barnardine, the last day of classes for the fall semester).
 Quizzes will be graded automatically in Blackboard, as soon as you complete them (and
you may take them again if you do not like your score!)
 Journal Entries will be graded within one week of completion.
 Final Projects will be graded within one week of the conclusion of our final exam period.

Grade Scale: (NOTE: “sources” below refers to assigned class readings or videos/films)

A (95-100) & A- (90-94)

outstanding work that demonstrates facility with the play/production/film under

discussion, clear comprehension of sources used, smooth integration of material taken
from class texts into the student’s prose, and truly original thought about the text(s) or
media under discussion. NOTE: While I do give A+ grades on individual assignments,
RU Access recognizes no grade above A.

B+ (86-89), B (83-85) & B- (80-82)

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excellent response to the assignment that exhibits some originality of thought in

conjunction with clear comprehension of sources used and the smooth integration of all
material quoted or paraphrased into written or oral prose.

C+ (76-79), C (73-75) & C- (70-72)

adequate response to the assignment that meets all expectations in terms of discussing
text(s) read as a class; ideas presented will largely be those learned from class discussion,
or limited individual exploration.

D+ (66-69), D (63-65) & D- (60-62)

inadequate response to the assignment that fails to meet several expected criteria; issues
may include inadequate development of the main point, weak integration of class
material into the text, improper citation of sources (including assigned readings), logical
or organizational issues that adversely impact the success of the argument, or
grammatical problems that impede the reader or listener’s ability to understand the point.

F (55) unsatisfactory response to the assignment that fails to meet many expected criteria; issues
may include reliance on summary of assigned materials rather than informed discussion
or analysis of them, limited and/or inappropriate use of materials under discussion, failure
to adequately cite paraphrased/quoted material or document its use in a bibliography,
poor logical development of the points being made, or grammatical problems that impede
the ability to understand the point.

*Due dates:
Please note: The instructor may change any aspect of the course, including assignments and due
dates, to meet student needs and interests. All syllabus changes will be announced in class and
will be communicated to students via RU email and Blackboard. Students are responsible for
attending class and checking RU email and Blackboard for updates.

*Assignment Dates

Jan. 19 Welcome! Course Plans & Expectations: Mine and Yours

For 1/21: Read Syllabus, & Titus introduction, pp 1-36
Refer to Handouts: Elizabethan Stage and Shakespearean-Era Stage
Complete Syllabus Quiz in “Assignments,” Blackboard by 11:59 pm, 1/21/21

Jan. 21 Syllabus Quiz due by 11:59 p.m.

Orientation to the Shakespearean-Era stage
For 1/26: Read Titus Andronicus Act 1 (164-207)
Refer to Handouts: “Alliteration in Titus” and “Blank Verse in Titus”
Complete Journal #1 (in Tools/Communication) by 11:59 pm, 1/26/21

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Jan. 26 Journal #1 due by 11:59 p.m.

Orientation to Blank Verse Drama
For 1/28: Read Titus Andronicus Acts 2 and 3 (207-251) & introduction pp 36-68
Trigger Warning! This reading assignment describes acts of sexual violence
Complete Titus Quiz in “Assignments,” Blackboard by 11:59 pm, 1/28/21

Jan. 28 Titus Quiz due by 11:59 p.m.

Discuss features of revenge tragedy
For 2/2: Conclude Titus Andronicus (251-318) & read introduction pp 147-162
Team Aaron Fils (son) must complete and post their notes to the Discussion
Board Forum “Aaron Fils Notes” by 11:59 pm on 2/2/21

Feb. 2 Team Aaron Fils Notes due to Discussion Board by 11:59 p.m.
Discuss bloodbath at end of Titus and Aaron & Lucius as central figures
For 2/4: Read introduction to Arden Marlowe (ix-xxiv) and Act 1 of
Tamburlaine Part 1 (3-23)

Feb. 4 Marlowe’s mighty verse line, paving the way for Shakespeare
For 2/9: Read Acts 2 and 3 of Tamburlaine Part 1 (24-61)

Feb. 9 “Pale of complexion” with “a knot of amber hair” (2.1.19, 23)

What do we make of this association with whiteness in a character who would
logically be a person of color given the regions of the world in which this play is
set (modern Iran and on the African continent)?
For 2/11: Read Acts 4 and 5 of Tamburlaine Part 1 (65-98)
Team Bajazeth must complete and post their notes to the Discussion Board Forum
“Team Bajazeth Notes” by 11:59 p.m. on 2/11

Feb. 11 Team Bajazeth Notes due to Discussion Board by 11:59 p.m.

Tamburlaine concludes with the enslavement of a Muslim African – is Marlowe
critical of this outcome at all? Or does the play reinforce a Eurocentric, Christian
worldview?
For 2/16: Read Introduction to Othello (1-54)

Feb. 16 More Moors, or What We Talk About When We Talk About Race in Shakespeare
For 2/18: Read Othello, Act 1 (118-165)

Feb. 18 Discuss racial tensions inherent in opening scenes of play

For 2/23: Read Othello Act 2 through 3.3 (165-244)

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Feb. 23 Discuss marital relationships in Othello

For 2/25: Read Othello Act 3.4 through 4.2 (244-292)
Complete Othello Quiz in “Assignments” on Blackboard by 11:59 pm, 2/25

Feb. 25 Othello quiz due by 11:59 p.m.

Discuss the evolving relationship between Iago and Othello
For 3/2: Conclude Othello (292-336) and introduction (67-96)
Team Bianca must complete and post their notes to the Discussion Board Forum
“Team Bianca Notes” by 11:59 p.m. on 3/2

March 2 Team Bianca Notes due to Discussion Board by 11:59 p.m.

Discuss the scope of the tragedy in Othello & the play from page to stage
For 3/4: Read The Jew of Malta, Act 1 (205-235)

March 4 Discuss limited knowledge of Jewish people & religion in 16th-century England
For 3/9: Read The Jew of Malta, Acts 2 through 4.2 (236-299)
Complete Journal #2 (in Tools/Communication) by 11:59 pm, 3/9/9

March 9 Journal #2 due by 11:59 p.m.

Discuss the colliding collage of characters: opportunists across the board. What
message do you think Marlowe is trying to convey with these depictions?
For 3/11: Conclude The Jew of Malta (300-329)
Team Ithamore must complete and post their notes to the Discussion Board
Forum “Team Ithamore Notes” by 11:59 p.m. on 3/11

March 11 Team Ithamore Notes due to Discussion Board by 11:59 p.m.

What she would construe the genre of The Jew of Malta to be? Revenge tragedy?
Revenge comedy? Revenge tragi-comedy? Something else entirely?
For 3/16: Read The Merchant of Venice introduction, pp 1-69

March 15 Mid-term grades posted

March 16 Predictions: on the basis of the textual introduction, how do you anticipate that
The Merchant of Venice will differ from The Jew of Malta?
For 8/18: Read The Merchant of Venice Act 1 through Act 2.5 (71-111)

March 18 What do you make of Jessica as a character? Why does she seem to have such a
different relationship with the Christians of Venice than her father does?
For 3/23: Read The Merchant of Venice, Act 2.6 through Act 3 (111-150)
Complete Merchant Quiz in “Assignments” on Blackboard by 11:59 pm, 3/23

March 23 Merchant quiz due by 11:59 p.m.

On the level of genre conventions and expectations, what would you need to see
happen from this “cliffhanger” point in the play for it to be classified as a

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comedy?
For 3/25: Conclude The Merchant of Venice (150-182)
Team Prince of Morocco must complete and post their notes to the Discussion
Board Forum “Team Prince of Morocco Notes” by 11:59 p.m. on 3/25

March 25 Team Prince of Morocco Notes due to Discussion Board by 11:59 p.m.
Why do you think The Merchant of Venice would have been classified as a
comedy in Shakespeare’s era? Is it possible in a post-WWII world to treat it as
such today?
For 3/30: Read Edward II, Scenes 1 through 4 (332-369)

March 26 LAST DAY TO WITHDRAW WITH A GRADE OF “W”

March 30 Discuss the collision between Edward II’s personal body & his political body
For: 4/1: Read Edward II, Scenes 5 through 17 (370-421)

April 1 Discuss the swirl of political and sexual power in Edward II

For 4/6: Conclude Edward II (421-462)
Team Prince of Morocco must complete and post their notes to the Discussion
Board Forum “Team Gaveston Notes” by 11:59 p.m. on 4/3

April 6 Team Gaveston Notes due to Discussion Board by 11:59 p.m.

Consider the genre of Edward II: is it a history? A tragedy? An historical tragedy?
An historical revenge tragedy?
For 4/8: Read Measure for Measure introduction, pp 1-56

April 8 Overview of our final play and its approach to sexual/political corruption
For 4/20: Read Measure for Measure Acts 1.1 & 1.2 (149-179) & introduction, pp
56-124
Complete Journal #3 (in Tools/Communication) by 11:59 pm, 4/20/21

April 12-17 SPRING BREAK ~ NO CLASS MEETINGS

April 20 Journal #3 (in Tools/Communication) due by 11:59 pm

Contrast the opening two scenes of Measure in performance
For 4/22: Read Measure for Measure Act 1.3 through 2.2 (179-233)

April 22 Discuss the uneven application of justice in the play so far

For 4/27: Read Measure for Measure 2.3 through 4.6 (234-324)

April 27 Discuss the “old fantastical Duke of dark corners” (4.3.153-154)

For 4/29: Team Barnardine must complete and post their notes to the Discussion
Board Forum “Team Barnardine Notes” by 11:59 p.m. on 4/29
Complete Measure Quiz in “Assignments” on Blackboard by 11:59 pm, 4/29

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April 29 Measure quiz due by 11:59 p.m.

Team Barnardine Notes due to Discussion Board by 11:59 p.m.
What does Isabella do, in your view, in response to the Duke’s proposal?
For 5/4: Complete your final project and share any files you want the instructor to
screen for you

May 4 11:00 am – 1:30 pm Final Project Presentations on Zoom!

Submit all final project materials to the Assignments Area on Blackboard by
11:59 p.m.

*Policies

*Academic integrity: For the Academic Integrity Policy on issues such as plagiarism,
repurposing, cheating and other forms of academic dishonesty, please see the University’s
policies page, which is available at: University Policies Webpage. Additional guidelines for
avoiding plagiarism are available on this webpage: Academic Integrity Guide for Students.

*Disability:  Disability:  If you have a condition or disability that requires reasonable

accommodation, please alert Disability Services (in the Learning Commons) as soon as possible.
In order to effectively use accommodations, they should be implemented prior to any
assignments, quizzes or tests. In Chicago, Disability Services is located in the Learning
Commons, AUD1050 (inside the Library), and the phone number is 312-341-3811. In
Schaumburg, Disability Services is in room 517, and the phone number is 847-619-7978.
You can also reach Disability Services by emailing academicsuccess@roosevelt.edu. Due to
limited in-person office hours, we ask that you give us 2 business days to respond to all
phone calls. We recommend reaching us via email to receive a quicker response.

We will have limited in-person appointments available for our students for the Fall 2020
semester. However, we will meet with students via Zoom or a phone call to determine
which academic accommodations you are eligible for.
Roosevelt University complies fully with the Americans with Disabilities Act. For more
information on Disability Services at Roosevelt, visit this link: Disability Services Webpage.
*Religious holidays: Please let your instructor know as soon as possible if you will miss class
because you are observing a religious holiday. Roosevelt University policy requires written
notification to the instructor within the first two weeks of the term. Any work you miss because
of a religious holiday can be made up. You can see the full policy by visiting this link:
University Policies Webpage
*Student Code of Conduct: Students enrolled in the university are expected to conduct
themselves in a manner compatible with the university’s function as an educational institution.
Please familiarize yourself with the Student Code of Conduct, the Student Handbook and related
procedures which is available through this link: Office of Student Rights and Responsibilities
Webpage

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*Title IX: Roosevelt University cares greatly about the health and well-being of our students,
staff, faculty, and guests to our campuses.  Federal law, specifically Title IX, and the University
Sexual Misconduct Policy require that all employees are mandated reporters of incidents
involving sexual or gender-based violence or harassment.  More information on Title IX at
Roosevelt and the complete Sexual Misconduct policy can be found by clicking on this
link: Roosevelt Title IX Webpage

Disclosures made to faculty or staff about sexual or gender-based harassment, sexual assault,
dating violence, domestic violence, and/or stalking on or off campus must be forwarded to the
Title IX Coordinator:

 Michael Pfeifer  - Interim Title IX Coordinator  mpfeifer@roosevelt.edu

      312-341-2045
 Charity Seaborn – Deputy Coordinator  cseaborn@roosevelt.edu
     312-341-2198
The above listed staff are Responsible Employees and therefore are mandated to report.  The
Title IX office will contact any student who discloses an incident regarding student rights,
including the option to request an investigation, interim safety measures, and/or academic
accommodations.  In certain circumstances, the Title IX Coordinator may need to proceed with
an investigation, even if none is requested, if there are safety risks to the student or campus
community.  Participation in the process is voluntary.

If you want a confidential place to disclose sexual assault, sexual harassment or intimate partner
violence, there are confidential advisors on campus who are not mandated reporters.  They are:

 Jacqueline Butzen *Confidential Advisor jbutzen@roosevelt.edu   312-341-2002

(available via phone all hours)
 The Counseling Center (https://www.roosevelt.edu/counseling   312-341-3548
 430 S. Michigan Avenue Room 470 Phone: 312-341-3548) staff are also NOT
mandatory reporters and therefore NOT required to report a disclosure to the Title IX
Office. 

*Withdrawal date: The final date for an official withdrawal from this class (meaning a “W”
would appear on your transcript) is Monday, March 26, 2021. You should consult your
academic advisor if you are considering withdrawing from a course. If you receive financial aid,
also check with your financial aid counselor to assure that aid isn’t affected by withdrawing from
a class.
Course Policies

Course Engagement is one of the most important parts of the class. Unlike face-to-face
courses, you may satisfy this requirement with a combination of activities, all of which are
situated in an online environment, but not all of which require you to interact directly with the
instructor or with other students. It is NOT possible to successfully complete this course without
any synchronous participation. If you will have difficulty attending at least six synchronous

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course meetings throughout the semester for some reason, please contact the instructor to explain
that and make alternative arrangements as soon as possible.

Civility: This classroom will be a safe place for all participants. We will treat one another
with respect.

Electronic devices: In synchronous course meetings, please keep your microphone on

mute until you are ready to participate in the discussion. Please refrain from using additional
electronic devices during class unless you are using them to take notes on our conversation. The
best way to take notes on a discussion is writing them by hand – you engage a different part of
your brain when you write than when you type (or audio record) that discussion, encoding the
information in your brain in two ways, rather than just one. Try it!

Extra credit: You may receive extra credit for completing more than two Discussion
Board prompts for a single play. To receive extra credit, these extra posts must be as detailed and
thorough as the ones that you are completing as regularly assigned work.

In-class behavior: Please be courteous when attending a synchronous Zoom session. If at

all possible, have your camera on, and be sure that you are appropriately dressed and situated to
be on camera.

Formatting assignments: All written responses should use a consistent citation method for
any references that you make, from paraphrase to direct quotes. As an example:

The Merchant of Venice is grouped with the comedies in the First Folio of 1623, but it begins in
a curious way for an allegedly comedic play; Antonio’s opening line is: “In sooth, I know not
why I am so sad” (1.1.1).

The 1.1.1 in parentheses refers to the act, scene and line number of the play in MLA format.
MLA is the easiest format to use, since it uses parenthetical citations immediately following each
quote or paraphrased passage from a text rather than footnotes. However, if you are used to a
different citation method, by all means use it; all that I ask is that you are consistent.

Submitting assignments: All assignments for this course will be completed and/or
submitted via Blackboard, either in the Discussion Board, or in the Assignments area (via
TurnItIn).

Late assignments: An important part of your college education is learning to juggle

multiple responsibilities and deadlined tasks, as you will need to do in the professional world. If
a legitimate issue will prevent you from meeting an assignment deadline, it is your responsibility
to contact the instructor in advance, explain the situation and make arrangements for an alternate
plan. Making such arrangements is a negotiation between you and your needs and the instructor
and their needs. Sending an email asserting that you will not meet a deadline and announcing
what you intend to do instead is not acceptable.

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*Resources for Students

*Academic Advising: Advisors help students review degree options and curriculum
requirements for most undergraduate programs; assist undecided students in identifying career
goals and academic major; and guide students experiencing academic difficulty or academic
probation.
Help students interpret University policies and procedures
Chicago campus: room 1M10, Mezzanine, Wabash Building, (312) 341-4340.
Schaumburg campus: SCH 125; (847) 619-7930
Some students are advised within their college and/or in their individual programs. Graduate
students work directly with their academic department.
*Blackboard Support, Training and Quick Guides: The Blackboard course management
system is supported by the RUOnline staff and by the Roosevelt University Help Desk.
Quick guides link: Blackboard Tutorials Website
Technology Help desk link: RU Technology Support Website
*Campus Safety:
Auditorium Building: (312) 341-2020
Schaumburg campus: (847) 619-8989
*Computer labs: A list of open labs is located on this webpage: Computer Labs Webpage
*Counseling Center: Individual counseling, as well as group and couples counseling.
Chicago campus: room 470 Auditorium Building, (312) 341-3548
Schaumburg campus: room 114, (312) 341-3548
Click here for the Counseling Center website
*Financial Aid Services: Apply for financial aid, set up payment plans, and answer questions
regarding your Roosevelt bill. Chicago campus: Mezzanine, Wabash Building, (866) 421-0935;
FAO@roosevelt.edu Schaumburg campus: room 125, (866) 421-0935; FAO@roosevelt.edu
*Food and Hygiene Pantry: If you or someone you know are in need of food or toiletries please
visit the pantry located in WB318 and SCH 130 H. Students may access the pantry during the
posted hours or by appointment. Appointment can be scheduled via email at HFI@roosevelt.edu.
Additionally, if interested in volunteering or donating to the pantry, please e-mail
HFI@roosevelt.edu.

*Learning Commons: The Learning Commons offers tutoring in writing, math, and other
subjects; peer mentors; and disability services. Visit our webpage for more information on hours,
appointments, and available services: Learning Commons Website

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 Updated June 2020

Tutoring

 Chicago campus: In-person peer tutoring in writing, math, and other subjects is available
in the Learning Commons on the Chicago campus. Use the Navigate within the Roosevelt
app to make an appointment.  If you are in need of tutoring assistance, please email
learningcommons@roosevelt.edu for assistance.

 Schaumburg Campus: Students on both the Chicago and Schaumburg campuses have
24/7 access to online tutoring via Smarthinking on Blackboard.
 Peer Mentoring: Peer mentoring is available to all RU students. Peer Mentors provide
social and academic support to fellow college students. Contact Kathleen Mullins for
more information kmullins01@roosevelt.edu, or stop by the Learning Commons.
 Disability Services: The Learning Commons is also the home of Disability Services. If
you have a disability it is in your interest to register with Disability Services. Using our
services is private. We aim to teach you the skills you need to be a strong independent
learner. Chicago campus: Auditorium Building 1050 (inside the Library) (312) 341-3818.
Schaumburg campus: room 517, 847-619-7978. Email academicsuccess@roosevelt.edu
or Kathleen Mullins kmullins01@roosevelt.edu
*Library: Find everything you need to know about the Auditorium Building library, the
Schaumburg library and the Performing Arts library at this link: Roosevelt Library Website.
*Registrar: Registration, drop/add, withdrawal, transcripts, credit evaluation, graduation.
Chicago campus: Mezzanine floor, Wabash Building, (312) 341-3535;
registrar@roosevelt.edu
Schaumburg campus: room 125, (847) 619-7950; registrar@roosevelt.edu
*Roosevelt App: Download the Roosevelt app, including Navigate, which allows students to
view their class schedule; to schedule appointments with Advising, Learning Commons, Career
Development, Multicultural Student Support Services, and Financial Aid Services; and to receive
important push notifications about registration and other important campus events and news
items. The app is available for download for iOS or Android.
*RUWiFi: To access the university’s wireless network, either email helpdesk@roosevelt.edu or
call (312) 341-4357.

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