KNES 285: History of Physical

Culture, Sport, &

Science in America
Semester: Fall 2022
Days & Times: Mon & Wed (10am – 10:50am), plus
weekly Discussion Section
Location: SPH 1312

Course Pre- and Co-requisites: Restricted to majors or non-majors

with less than or equal to 60 credits This image, which appeared in Literary Digest (1909), shows the
consternation expressed by some over violence in intercollegiate
Required Texts: All readings will be provided on Canvas football. The NCAA was created, in part, to address such concerns.

Your Instructor: Dr. Shannon Jette TA: Lauren Nowosatka TA: Tori Justin
Contact me: Email through ELMs Contact: Email through ELMs Contact: Email through ELMs
Office hours: Mon 2-3pm (in person) Office hrs: Tues 12-1pm (zoom) Office hrs: Mon 12-1pm (in person)
(or by appt.) Thurs 12-1pm (zoom) Wed 11-noon (in person) Tues 3-4pm (zoom)
Office: SPH 2363 Office: SPH 1225 Office: SPH 0110K

Course Description: cultural, social, political, and more nuanced comprehension of

In this course, we examine the
history of physical culture in
America, focusing on the period
from the end of the Civil War to the
Cold War. Physical culture refers to
a broad range of movement
practices including sport, play,
rehabilitative exercise, health and
fitness training, work, recreation,
and leisure. More specifically, we
challenge the idea that historical
physical culture practices—and the
scientific processes from which
they were derived—were ‘neutral’
or ‘objective’; rather, we explore the
economic contexts shaping the movement prescriptions,
physical culture knowledge, study, practices, and cultures encountered
structures, and policies across in our daily lives and/or careers.
American history. The goal is for
you to learn and apply techniques What’s in this syllabus
of historical analysis to develop a Course requirements 2
critical understanding of how How this course works 2
knowledge about, and practices of, Grading 3
physical culture supported a Course calendar 3-4
particular social order via the
Summative Eval’n details 4
construction of difference, norms,
and/or hierarchies, and ultimately Communication 5
contributed to some of the Late/Missed Coursework 5
inequalities that endure today. University Policies & 5-7
Doing so will help you develop a Resources

Course Learning Outcomes

Upon completing this course, students will be able to:
1. Demonstrate familiarity and facility with fundamental terminology and concepts in the history of physical culture.
2. Demonstrate understanding of the methods used by historians.
3. Conduct research on the history of physical culture using a variety of sources and technologies.
4. Demonstrate the ability to formulate a thesis related to the history of physical culture, and to support the thesis with
evidence and argumentation.
5. Demonstrate understanding of the basis of human diversity and socially-driven constructions of difference: biological,
cultural, historical, social, economic, or ideological.
6. Explicate the policies, social structures, ideologies, or institutional structures that do or do not create inequalities based on
notions of human difference.
7. Interrogate, critique, or question traditional hierarchies or social categories.
8. Analyze forms and traditions of thought or expression, specifically in physical culture, in relation to cultural, historical,
political, and social contexts.
 2

Course Requirements: your TA in advance. The university be done alone. See p. 5 of syllabus
excused absence policy (p. 7 of for missed quiz policy.
This course involves reading, syllabus) applies to discussions.
writing, and discussion. You will also Lecture Engagement (4%, FE): To
need basic library and online Critical Historical Inquiry Labs facilitate learning, we use a
research skills. It is not a history (CHILs) (10%, FE): There are 5 classroom response system called
course where you memorize and CHIL’s during the semester, worth TurningPoint. You need to set up an
simply repeat dates and other facts. 2.5% each (lowest score dropped). account if you have not used it
It requires active learning. Each CHIL allows you to practice the (directions are on the ‘Getting
historical thinking and research skills Started’ page of Canvas). You do not
Two types of evaluation are used in covered in the weekly discussion need to buy a clicker; rather, you can
this course: (i) Formative sections which are crucial to success access TurningPoint on your phone,
evaluations (FE) are low stakes in the SE’s. CHIL due dates vary tablet, or laptop. However, you must
(i.e., worth a relatively small percent based on discussion section day bring a device to each lecture and
of the final grade) and are intended (i.e., Wed sections are due 11:59pm log in with your UMD credentials so
to provide you with feedback that you Sat; Fri sections are due 11:59pm your participation is recorded (4% of
can apply to the summative Mon). They are ‘lightly’ graded (see total grade). The university excused
evaluations; and (ii) Summative grading rubric in Canvas), and it is absence policy applies. If you are
evaluations (SE) are cumulative, up to students to follow-up with the concerned about not having access
worth a greater percent of the grade, TA or instructor during office hours if to a device for lecture, please
and assess ability to bring together more detailed feedback is desired. contact me to make arrangements.
course material. SE’s are the major The word ‘lab’ is used to describe
graded assignments for the course. SE 1 & SE 2 (30%, SE): Summative
these assessments as a reminder Eval’n 1 (15%) & Summative Eval’n
EVALUATIONS that history is an active process, and 2 (15%) require students to bring
has parallels to what scientists do in together and apply course concepts
Discussion Section Participation a lab. The UMD Honor Pledge
(10%, FE): Discussion sections led and practice historical thinking &
applies. See p. 5 of syllabus for writing skills. Additional details on p.
by the course TAs, cover historical missed CHIL policy.
thinking and research skills needed 4 of syllabus and on Canvas.
to succeed in the summative Quizzes (16%, FE): In addition to a
Final Paper (30%, SE): The Final
evaluations (SE’s). Attendance is syllabus quiz (1%), there are 11 Paper challenges students to apply
strongly encouraged, and discussion weekly online quizzes worth 1.5%
skills & content-related knowledge
section participation constitutes 10% each, and the lowest weekly quiz
developed in the course to create
of the grade (see grading rubric in score is dropped at semester’s end. and support a thesis that analyzes
Canvas). You are expected to attend Weekly quizzes are posted 3pm physical culture as tool to address
discussion having completed the Fridays, and close 11:59pm on societal concern and/or reproduce
week’s readings and having attended Sundays. Quizzes consist of multiple
societal inequalities. Consequences
that week’s lectures. At the end of choice & True/False questions and,
of scientific knowledge, practices,
week 5 you receive graded feedback unless otherwise specified, focus &/or policies are also considered.
on your level of discussion section upon material from that week. You Students can revise/further develop
engagement thus far. If you cannot have 25 minutes to write a quiz, and SE 1 or SE 2 for the Final Paper. More
attend a discussion section, notify can use notes. However, they must details available on p. 4 and Canvas.
How this course works …
There is a weekly ‘flow’ for the course (visually depicted on Canvas on the ‘Getting Started’ page). There are two in-person
lectures (Mon & Wed) and a discussion section (Wed or Fri). The weekly quizzes (quizzes #2-12) are available 3pm on
Fridays and are due 11:59pm on Sundays. CHIL due dates vary by Discussion Section day but are always due by
11:59pm. Due date remainders are provided via my weekly Friday announcements and through Canvas (see the ‘To Do’ list).
You are typically assigned 1 required reading or video segment per lecture. Required readings/viewings are assigned to
enhance your understanding of course material. Required readings and recorded viewings are fair game on the quizzes. (Hint:
Use the provided reading prompts to help you focus on the important elements and make connections across course material).
Each week, I provide a list of key concepts based on the week’s material. You should be able to define and apply these
concepts to the issues discussed in lectures and discussion sections. These key concepts inform the quizzes and assignments.
This course is designed to require about 6 hours of your time per week (on lecture material, discussion, participation activities,
assignments, quizzes), although this may vary slightly each week.
 3

Grading:
A+ ( >97.4) A (97.4-89.5) A- (89.4-88.5) Formative Evaluations Summative Evaluations
Quizzes: 16% SE 1: 15%
B+ (88.4-87.5) B (87.4-79.5) B- (79.4-78.5) CHILS: 10% SE 2: 15%
Discussion Participation: 10% Final Paper: 30%
C+ (78.4-77.5) C (77.4-69.5) C- (69.4-68.5) Lecture Engagement: 4%

D+ (68.4-67.5) D (67.4-59.5) D- (59.4-58.5)

F = 58.4 or lower

As noted above, I round up so that 0.5 and above

bumps to the next percentage point (e.g., 89.5
would bump to 90 which is an A). You will also
notice that I use the plus/minus grading to your
advantage (e.g., I give an A- for 89% which is
usually considered a B). In order to be
consistent and fair to all students, there are no
exceptions to this grading scale.

Course Calendar:
Modules Date Lecture # and Topic Discussion Sections What’s Due?
Aug 29 (M) 1. Getting started (intro to the course) 1. Introductions; Citations Syllabus quiz: due
Aug 31 (W) 2. Contextualizing late 19th century physical and avoiding plagiarism Wed 9am
culture: Pedagogies of physical culture
Sept 5 (M) Labor Day 2. Evidence: What are Quiz 2 (Sun)
Sept 7 (W) 3. Early PE, medicine, & health primary documents?
I. Pedagogies of
Physical Culture Sept 12 (M) 4. Early PE, medicine, & sport 3. Reading primary Quiz 3 (Sun)
(Late 19th & Sept 14 (W) 5. Athletics, amateurism, & ‘Muscular documents (‘Context, Text, CHIL 1 (Sat/Mon
early 20th Christianity’ Sourcing’) 11:59pm)
century) Sept 19 (M) 6. Women’s physical culture I 4. CHIL 1 review; Building Quiz 4 (Sun)
Sept 21 (W) 7. Women’s physical culture II an argument CHIL 2 (Sat or Mon
11:59pm)
Sept 26 (M) 8. Science of play/playground movement (I) 5. CHIL 2 review; Quiz 5 (Sun)
Sept 28 (W) 9. Science of play/playground movement significance SE 1
(II)
Oct 3 (M) 10. PE, anthropometry, & eugenics 6. Discussion Board Post SE 1: due Tues Oct
Oct 5 (W) 11. Cold War fitness testing (instead of in-person 4 at 11:59pm; Quiz
II. Categories, sections) 6 (Sun)
Norms, & Oct 10 (M) 12. Scientific Racism (I): Social 7. Intro Paper 2; Engaging CHIL 3 (Sat or Mon
Physical Culture construction of race prompt to create thesis 11:59pm) Quiz 7
Oct 12 (W) 13. Scientific Racism (II): Myth of the (Sun)
‘natural’ black athlete
Oct 17 (M) 14. Industrial fatigue (I): Science of work 8. CHIL 3 review; Building Quiz 8 (Sun); Extra
Oct 19 (W) 15. Industrial fatigue (II): Role of HFL argument to support thesis credit 1 (Sun,
III. The Science
11:59pm
of Work,
Oct 24 (M) 16. The rise of rehabilitative medicine 9. Finding Primary CHIL 4 (Sat or Mon
Rehabilitation, &
Oct 26 (W) 17. The emergence of PT Documents 11:59pm); Quiz 9
High
(Sun)
Performance
Oct 31 (M) 18. History high performance sport: Fixed 10. CHIL 4 review; Quiz 10 (Sun)
Sport
capacity to performance enhancement Avoiding presentism

Outline continued next page …

 4

(Body Nov 2 (W) 19. The Cold War medal race: National
Ontologies) sport systems & sports medicine
Nov 7 (M) 20. Flex day (online synch, if needed) & 11. No sections (begin to SE 2: Due Tues Nov
work on SE 2 consider final paper topic) 8th at 11:59pm
Nov 9 (W) 21. Final paper overview (online asynch)
Nov 14 (M) 22. Suburbia, swimming, and race in 12. Final paper topics w/ CHIL 5 (due Sat and
America (I): Policies of (de)segregation thesis statement Mon 11:59pm)
Nov 16 (W) 23. Suburbia, swimming, and race in Quiz 11 (Sun, based
America (II): Policies of (de)segregation on Wks 11 & 12)
Nov 21 (M) 24. GUEST – Vanessa Garrison (Founder 13. N/A – Thanksgiving N/A
& COO of GirlTrek) Break
Nov 23 (W) Thanksgiving Break
IV. Institutions, Nov 28 (M) 25. Policies of equality: Civil Rights and 14. Feedback CHIL 5; Extra credit 2 (Sun,
Policies, & Title IX (I) continue to work on thesis 11:59 PM)
Physical Culture Nov 30 (W) 26. Policies of equality: Civil Rights and statements, plus paper
Title IX (II) roadmap
Dec 5 (M) 27. Neoliberal economic policy (I): 15. Norms & healthism; Quiz 12 (Sun, based
Healthism and physical activity Significance of historical on Wks 13-15)
Dec 7 (W) 28. Neoliberal economic policy (II): analysis
Healthism and physical activity
Dec 12 (M) 29. Final paper due Monday Dec 12 N/A Final paper: Dec 12
11:59pm at 11:59pm

Summative Eval’n Details:
NOTE: Summative Evaluations MUST
be submitted in Word or pdf format
Summative Eval’n (SE) 1 (15%):
Students engage the course concept
‘pedagogies of physical culture’ to
illustrate how knowledge and/or
practices about physical culture
functioned to address societal
concerns about the strength and future
of the nation (i.e., population). Using a
paper outline model, SE 1 allows
students to practice: analyzing primary
document(s) using the ‘context, text,
sourcing’ framework; developing
evidence-based arguments via a
combo of primary & secondary
sources (with correct citations); &
reflecting on the importance of
historical analysis. (1000-1250 words)
o Course LO’s: 1, 2, 4, 5, 8
o Program competencies: 1, 2, 3
Summative Eval’n (SE) 2 (15%):
Students examine: how particular
scientific ideas, knowledge, and/or
practices related to physical culture
gained dominance over other ways of
knowing; analyze the consequences of
these scientific ideas, knowledges,
and/or practices; and reflect on the
importance of their historical analysis.
Using a paper outline model, students
further develop skills applied in SE 1
and also practice creating and
supporting a thesis with evidence-
based arguments. (1250-1500 words)
o Course LO’s: 1, 2, 4, 8 & 5, 6 or 7
o Program competencies: 1-2
Final Paper (30%, SE): To help
students reflect and build upon their
learning in the course, students are
permitted to revisit and further develop
either SE 1 or SE 2 for their Final
Paper. For the Final Paper, students:
formulate and support a thesis (using
primary & secondary sources) that
analyzes physical culture knowledge,
practices, and/or policies as a tool for
addressing societal anxieties and/or
reproducing societal inequalities; and
consider the immediate and long-term
consequences of the physical culture
knowledge, practices, and/or policies
of focus. Included should be an
explication of how context shaped the
physical culture forms prescribed,
practiced, and/or available to a
particular group at a historical point in
time; and why such a historical
examination is important. Time period
of focus MUST BE pre-1986. (1500-
2000 words)
o Course LO’s: 1-4, 8, & 5 or 6 or 7
o Program competencies: 1-3
Program Competencies
The following competencies for the
KNES major are addressed in the
course:
1. Students will interpret,
synthesize, and critically analyze
research underlying the
kinesiological dimensions of
physical activity and health.
2. Students will develop principled
reasoning skills necessary to
apply and extend kinesiology
knowledge to address problems
that are relevant to physical
activity and the health of diverse
populations
3. Students will integrate,
interrogate, and communicate
the connection between the
scholarship of kinesiology and
the goals of public health
Skills Learned or Reinforced
Locate, assess & interpret evidence;
apply concepts to course material;
identify implications & consequences
(short- and long-term); identify
multiple points of view; compose
thesis statement; develop logical
arguments supported by evidence;
online research skills.
 5

Feeling lost or overwhelmed … or just have questions?

Female physical therapist leading wounded
WWI soldiers in rehabilitative exercises. The
profession of PT emerged out of this military
conflict and early practitioners were women.
1. Come to office hours: The TA’s and I hold office hours. If our office hours do
not work with your schedule, we can also make an appointment to meet.
Please, DON’T WAIT UNTIL IT’S TOO LATE! Too late = after the assignment
due date or the end of semester.
2. Use the writing center: UMD offers free online writing support. Course credit
is not provided for writing center visits but getting their help will most likely
improve your writing and, therefore, your grade! https://english.umd.edu/writing-
programs/writing-center
3. Use the library help desk: Even if you cannot access the library in person,
they have a chat function (bottom right hand corner) of the UMD library website:
https://www.lib.umd.edu/
4. Additional resources: Click on the link below for more info on UMD’s online
learning tools, health and wellness resources, and tips for success:
https://ugst.umd.edu/keeplearning/

Communication:
From me to you: In a typical week,
you can expect one announcement
from me through the ‘Announcement’
function on Canvas. It will typically
come mid-day on Fridays and will
provide a reminder of upcoming due
dates and/or other relevant reminders.
I will also use this announcement to
clarify common points of confusion
(about assignments, course material)
that you express during the week,
either in your communication with your
TA or me. Additional announcements
will be made via Canvas as needed.
From you to me: Please correspond
with me through the ELMS-Canvas
email system, and not my UMD
email account (it will lessen the
chance that your email is overlooked if
I get it in Canvas). I only
check/respond to student emails once
per day and rarely on the weekends.
Therefore, if you have a question,
please do not wait until the last minute
to ask. Also, if you have a question
about a concept or idea from class that
requires some amount of explanation, I
will most likely suggest that we meet
via my office hours (or by appointment)
so we can discuss. Your TA’s will
share their communication policy in the
Week 1 discussion sections, but
please note that you should also
correspond with them via the ELMS-
Canvas email system.
With each other: You will have a
chance to interact with peers in lecture
and discussion sections. As such,
please come to class prepared to
share your ideas and opinions in a
respectful manner, as well as listen to
the ideas of others in an open and
respectful way. We discuss some
socially-charged issues in this course,
and while I encourage difference of
opinion and debate, I ask that we keep
our discussion and debate respectful.
Late/Missed Coursework
Policy:
SE 1, SE 2, and the Final Paper are
subject to a 10% penalty per day late.
Should you experience extenuating
circumstances that prevent you from
finishing an assignment, please
contact me prior to the assignment
due date. Depending on the
circumstances, an extension may be
negotiated. Also, once during the
semester, you are permitted to hand in
a summative evaluation up to 24 hours
after the deadline and still receive full
credit. You do not need permission to
do so; we assume that you are adults
who can assess their own situation
and do what is best. However, you
must notify your TA that you will be
using your 24 hour extension in
advance of the due date and you may
only receive guidance from TAs up
until the official assignment due date.
Following this date, grading the
assignment is the priority of the TA’s. If
you do not hand in your assignment by
this extension time, your assignment
will be subject to a 10% penalty per
day that it is late. Moreover, if a
student submits an incorrect file
(e.g., a draft version of the paper, a
paper for another course), a deduction
of 10% per day will be incurred until
the student realizes their mistake and
a correct file is submitted; alternatively,
the submitted file will be graded as per
the paper rubric and the student
awarded the corresponding grade.
If you miss a quiz for a reason that is
not a university excused absence (see
p. 7 of syllabus), a make-up quiz will
not be given. Given that there are 11
quizzes scheduled (not counting
syllabus quiz) and only 10 will count
towards your grade, you can miss 1
quiz without penalty. Similarly, if you
miss a CHIL for a reason that is not a
university excused absence, you may
not make up the missed CHIL (there
are 5 total, and only 4 count toward
your grade so 1 can be missed without
penalty). Make-ups for quizzes and
CHILs will NOT be given unless: (1)
appropriate documentation (as per the
university excused absence policy) is
provided within one week of the
missed quiz or CHIL (or a reasonable
time period depending on
circumstances); or (2) you miss the
quiz or CHIL due to a university-
sponsored event or religious holiday in
which case you must provide
documentation at least one week in
advance, and make arrangements to
complete it.
 6

Academic Integrity: permissible. However, collaboration on o Non-Discrimination: Procedures

graded assignments is strictly to prohibit discrimination,
The University of Maryland defines prohibited. Examples include: asking complaints about discrimination,
academic dishonesty as committing or classmates for answers on quizzes, harassment, and retaliation.
facilitating cheating, fabrication, sharing portions of each other’s CHIL o Accessibility: Information about
plagiarism, or self-plagiarism. assignments or course papers, etc. disability support services and
Academic integrity is expected and Additional information on academic accommodations (ADS).
students who do not uphold the UMD integrity is found in University Course o Attendance, Absences, or
Code of Academic Integrity will be Related Policies (see below). Missed Assignments: The
referred to Office of Student Conduct. student must notify the instructor
UMD Honor Pledge: The University
University Course Related in a timely manner. Read this prior
has a nationally recognized Honor Policies: to Schedule Adjustment date.
Code, administered by the Student o Student Rights Regarding
All University of Maryland-approved
Honor Council. The University of Undergraduate Courses: What
course policies are provided at the
Maryland Honor Pledge reads: “I should I find in the course
following website:
pledge on my honor that I have not syllabus? Am I allowed to see my
http://www.ugst.umd.edu/courserela
given or received any unauthorized exams after they are graded?
tedpolicies.html
assistance on this o Official UMD Communication:
assignment/examination.” The Pledge Policy descriptions, resources, and Use of email, communication with
statement should be typed on the front links to official policy documents are faculty, communication about
page of all papers submitted for provided for items such as: cancelled class meetings, and
evaluation in this course. o Mask Policy: Effective Monday, urgent notifications.
Aug 29, 2022, wearing a mask will o Mid-Term Grades: Provided for
Use of Course Assistance Websites not be required while indoors in 100 and 200 level courses, and all
and Online Group Forums: Course most situations, including student athletes.
assistance websites, such as classrooms. However, wearing a o Complaints About Course Final
CourseHero and others, are not KN95 mask is recommended Grades: Questions about course
permitted resources for SPH courses, while indoors for added protection. grades should first be addressed
unless the professor explicitly gives Anyone who is positive or has to the course instructor.
permission for you to use one of these symptoms of COVID-19 or has o Copyright and Intellectual
sites. Material pulled from these sites been exposed to someone with Property: Who owns the work
can be deemed unauthorized material the virus is required to wear a that I produce in class?
and a violation of academic integrity. mask and follow campus isolation o Final Exams: Final exams are
These sites offer information that might & quarantine requirements. scheduled by the University.
not be accurate and more generally o Academic Integrity: What is o Course Evaluations: The School
stifle the learning process. In addition, cheating? What is plagiarism? of Public Health is committed to
it is understandable that students may What is the Honor Pledge? the use of student course
use one of a variety of online or virtual o Code of Student Conduct: What evaluations for improving the
forums for course-wide discussion behavior is prohibited? student experience, course and
(e.g., GroupME, WeChat, etc.). o Sexual Misconduct: What to do curriculum delivery, and faculty
Collaboration in this way regarding in case of sexual harassment or instruction.
concepts discussed in this course is sexual assault.
Accessibility Statement
We all learn differently, and I strive to make my classroom an accessible space
for diverse learners. I invite students with disabilities and other learning needs
to talk with me early in the semester or as needed about any accommodations
you may need to succeed in the class. I am happy to co-design strategies and
solutions with you to best meet both your needs and the standards for this
course. Please contact me during office hours or send me a message on
ELMS to set up a meeting to discuss your individual learning style and needs.
If you have an Accommodations Letter from ADS, please meet with me to
provide a copy of the Accommodations Letter and to receive my signature on
the Acknowledgement of Student Request form. As noted above, we can co-
design a plan for how the accommodations will be implemented throughout the
semester for the course. If you are a student with a disability and need Some were enthusiastic about the mid-1880s
invent of the safety bicycle, seeing it as a tool in
guidance navigating classes, the campus, and student resources, Accessibility women’s emancipation; others were concerned
& Disability Services is a resource: https://www.counseling.umd.edu/ads/ that it threatened traditional gender roles.
.

Excused Absences: University policy
states that excused absences are:
o Religious observances
o Mandatory military obligation
o Illness of the student or illness of
an immediate family member
o Participation in university activities
at request of university authorities
o Compelling circumstances beyond
the student's control (e.g., family
death, required court appearance)
Absences stemming from work duties
other than military obligation (e.g.,
unexpected changes in shift
assignments) and traffic/transit
problems do not typically qualify for
excused absence.
For medically necessitated absences:
One time per course per semester,
students may provide a self-signed
note as documentation of an absence
that does not coincide with a major
assessment or assignment due date.
This is considered a self-excused
absence. For all other medically
necessitated absences, students must
provide documentation from a
physician or the University Health
Center. In these cases, I request the
dates of treatment or the time frame
that you were unable to meet
academic responsibilities; you are not
required to provide diagnostic info. For
all other absences, students must
provide verifiable documentation upon
request (e.g., religious calendar, court
summons, etc.).
NOTE: The above-stated university
absence policies are subject to change
in light of the COVID-19 pandemic.
Any changes will be announced to the
class via Canvas.
Inclement Weather / University
Closings / Emergency Procedures:
In the event that the University has a
delayed opening or is closed for an
emergency or extended period of time,
I will communicate to you regarding
schedule adjustments, including
rescheduling of examinations and
Additional Available Support Services
Canvas : http://www.sph.umd.edu/canvas/students.html
OIT Helpdesk: http://www.helpdesk.umd.edu/
Library - http://www.lib.umd.edu/MCK/
7
assignments due to inclement weather Campus Building
and campus emergencies Amenities: https://maps.umd.edu/map
/ (follow the prompts below
Basic Needs Security: If you have
and amenities will populate on the
difficulty affording groceries or
interactive campus map)
accessing sufficient food to eat every
day, or lack a safe and stable place to o All Gender Restrooms: Click:
Layers, Building Amenities; Select
live and believe this may affect your
All Gender or Gender Inclusive
performance in this course, please
Restrooms
visit http://go.umd.edu/basic-needs for
o Family Restrooms: Click: Layers,
information about resources the
Building Amenities; Select All
campus offers you and let me know if I
Gender or Gender Inclusive
can help in any way.
Restrooms
o Lactation/Feeding Room
Student Name Change in ELMS-
Locations: Click: Layers,
Canvas: https://go.umd.edu/change_n
Building Amenities; Select
ame_in_ELMS_Canvas
Lactation/Feeding Rooms
Names and Pronouns:
Our institution's official policy states that "The University of Maryland recognizes
that name and gender identity are central to most individuals' sense of self and
well-being, and that it is important for the University to establish mechanisms to
acknowledge and support individuals' self-identification." One way we can
support self-identification is by honoring the name and pronouns that each of us
go by. Many people (e.g. international students, performers/writers, trans people,
and others) might go by a name in daily life that is different from their legal name.
In this classroom, we seek to refer to people by the names that they want others
to refer to them as. Pronouns can be a way to affirm someone's gender identity,
but they can also be unrelated to a person's identity. They are simply a public
way in which people are referred to in place of their name (e.g. "he" or "she" or
"they" or "ze" or something else). In this classroom, we seek to refer to people
using the pronouns that they share. The pronouns someone indicates are not
necessarily indicative of their gender identity. Visit trans.umd.edu to learn more
Early 20th century American playgrounds were viewed as a means of ensuring proper
child development, while also helping to assimilate immigrant youth and prevent
juvenile delinquency.