I Wandered Lonely as a Cloud 

BY WILLIAM WORDSWORTH

 

I wandered lonely as a cloud

That floats on high o'er vales and hills,

When all at once I saw a crowd,

A host, of golden daffodils;

Beside the lake, beneath the trees,

Fluttering and dancing in the breeze.

 

Continuous as the stars that shine

And twinkle on the milky way,

They stretched in never-ending line

Along the margin of a bay:

Ten thousand saw I at a glance,

Tossing their heads in sprightly dance.

 

The waves beside them danced; but they

Out-did the sparkling waves in glee:

A poet could not but be gay,

In such a jocund company:

I gazed—and gazed—but little thought

What wealth the show to me had brought:

 

For oft, when on my couch I lie

In vacant or in pensive mood,

They flash upon that inward eye

Which is the bliss of solitude;

And then my heart with pleasure fills,

And dances with the daffodils.

 

 

  

 

Men are like plants, the goodness and flavor of the fruit proceeds from the peculiar soil and exposition in which they grow.  We are nothing but what we derive from the air we breathe, the climate we inhabit, the government we obey, the system of religion we profess, and the nature of our employment.

 

--From J. Hector St. John de Crevecoeur’s Letters from an American Farmer (1782)

  

What’s Going On?

https://www.youtube.com/watch?v=H-kA3UtBj4M

 

Mercy Mercy Me

https://www.youtube.com/watch?v=efiDnHS3fzk

 

Big Yellow Taxi

https://www.youtube.com/watch?v=94bdMSCdw20

 

This Land Is Your Land

https://www.youtube.com/watch?v=wxiMrvDbq3s

 

Don’t Go Near the Water

https://www.youtube.com/watch?v=YpJ-pLYmDHU

 

Beds Are Burning

https://www.youtube.com/watch?v=ejorQVy3m8E

 

  

The American Passenger Pigeon, Once Numbered in the Billions, is Extinct

 

Passenger pigeons, estimated at 3 to 5 billion, were hunted by Native Americans, but hunting intensified after the arrival of Europeans, particularly in the 19th century. Pigeon meat was commercialized as cheap food, resulting in hunting on a massive scale for many decades. There were several other factors contributing to the decline and subsequent extinction of the species, including shrinking of the large breeding populations necessary for preservation of the species and widespread deforestation which destroyed its habitat. A slow decline between about 1800 and 1870 was followed by a rapid decline between 1870 and 1890. The last confirmed wild bird is thought to have been shot in 1901. The last captive birds were divided in three groups around the turn of the 20th century, some of which were photographed alive. Martha, thought to be the last passenger pigeon, died on September 1, 1914, at the Cincinnati Zoo. The eradication of this species is a notable example of anthropogenic extinction.

 

There were so many, seemingly endless numbers, that few people in the eighteenth and nineteenth centuries ever conceived of their extinction.

 

Anthropocene extinction, also known as the sixth mass distinction, is an ongoing extinction event of species during the present Anthropocene epoch (age of humans) as a result of human activity. The included extinctions span numerous families of plants and animals.  With widespread degradation of habitats such as coral reefs and rain forests, the vast majority of these extinctions are thought to be undocumented, as the species are undiscovered at the time of their extinction, or no one has yet discovered their extinction. The current rate of extinction of species is estimated at 100 to 1,000 times higher than natural background rates. 

 

 

 

  

The Myth of Antaeus:

 

Antaeus was the son of Poseidon and Ge (or Gia, mother earth).  He was a giant who wrestled Hercules.  Whenever he was thrown to the ground, he arose stronger than before from the contact with his mother.  Perceiving this, Hercules finally lifted Antaeus into the air and crushed him to death. 

 

The myth of Antaeus simply refers to anyone who is replenished and restored by returning to nature.  As a romantic notion, the myth is used to refer to a process of revitalization whereby an individual, once oppressed and overwhelmed by society, seeks solace in nature.  In literature, characters often seek such restoration in nature through the simple rituals of hunting, fishing, and camping.

 

 

  

Treks and Texts, Lead Respondent Assignments

 

 

January 20:

Popular Songs About Nature

Meriweather Lewis, Nature Writing, 95-100

Standing Bear, Nature Writing, 326-331

January 27:

            Abbey, “The First Morning,” and “The Serpents of Paradise”

February 3:

                  Abbey, “The Dead Man at Grandview Point” and “Bedrock and Paradise”

February 10:

                  Abbey: Polemic: Industrial Tourism and the National Parks

February 17:

                  Romanticism and Nature

                  Thoreau (handout of selected Walden quotes)

February 24:

                  Stegner, Nature Writing, 514-519

            Leopold, Nature Writing, 376-397

April 21

                  Solnit (handout)

                  Sala (handout)

                  Oliver, poetry research assignment

 

  

Treks and Texts: Journeys into Nature

HCOL 40000-665

Spring Semester 2026

Sadler 216

Tuesday 2-4:40 PM

 

In wildness is the preservation of the world. –Thoreau, "Walking" 

Everyone must believe in something.  I believe I’ll go canoeing.  –attributed to Thoreau 

Don’t be pushed by your problems.  Be led by your dreams. –Ralph Waldo Emerson

  

Dan Williams, PhD

Director of TCU Press and TCU Honors Professor of Humanities

Offices: TCU Press (3000 Sandage) and Sadler 427

Office Hours: Monday and Friday, 8 AM-10 AM and by appointment (in person or virtual)

d.e.williams@tcu.edu

817-257-5907 (Press Office)

 

Emails ae usually the best way to reach me, and all student emails are usually answered the same day.  For appointments, please email me before our meeting to be sure where I will be.

 

Central Course Blog site: https://treksandtexts26.blogspot.com/

 

Final Evaluative Exercise:

Our final exercise will take place May 5 at 2 PM.

 

I will email you this syllabus before our first meeting and as well upload it and other courses materials to our D2L site.  I will also post grading points on D2L.

 

Student resources, policies, and information can be located at: https://cte.tcu.edu/tcu-syllabus-policies/

 

Course Description: 

Intended to demonstrate the connections between environmental writing and local environments, this interdisciplinary, experiential-learning colloquium will require both indoor classes and outdoor excursions 

At its heart, this colloquium is a discussion-based reading and writing course, and its subject matter is our natural environment.  All classes, including the excursions, will involve discussions intended to integrate classroom-based learning with experiential learning and community service.  The exchange of ideas through dialogue is a fundamental component of this colloquium. 

Six times during the semester we will travel to the Fort Worth Nature Center and Refuge for volunteer work, helping to maintain its trail system and facilities and augmenting its social media platforms.  The FWNC is a 3,621-acre urban wild within the city limits, and it is one of the oldest and largest urban wilds in the country. 

Students will also take part in an excursion to the Amon Carter Museum to view its extensive nineteenth-century landscape collection and will visit the Fort Worth Zoo.  Additionally, students will have the opportunity to take part in an early evening or Saturday morning canoe trip. 

Student research and in-class presentations are a essential course components.

 

Prerequisite & Concurrent enrollment:

You must be enrolled in the Honors College to take this colloquium.

 

Required Materials:

The Norton Book of Nature Writing, Eds, Finch and Elder

Desert Solitaire, Edward Abbey

 

Additional Selections will be taken from:

Contemporary Environmental Issues, Mike Slattery (8^th edition)

The Nature of Nature, Enric Sala

Walden, Henry David Thoreau

Wilderness and the American Mind, Roderick Nash

Letters from an American Farmer, Hector St. John de Crevecouer

American Earth: Environmental Writing Since Thoreau

 

Teaching Philosophy:

I value all perspectives, and I do not believe there are dumb questions or right or wrong answers.  I teach through discussion, so I do not lecture or quiz for short-term memorization.  I will introduce subjects, concepts, contexts, issues, and situations, and I will do my best to engage you in critical discussions.  My aim is not to train you to think like me—but to motivate you to think for yourselves.  Learning is a process of self-discovery, and you learn best when you are active and interested.  Every course I teach is partnership, and I ask students to actively contribute to its success.  As an instructor, my role is not to present a lot of information and then grade you on your ability to absorb this information but to help you develop your intellectual skills and your capacity to think critically.

 

The unexamined life is not worth living.  –Socrates

Reading is to the mind what exercise is to the body. —Joseph Addison

Education is not learning the facts, but training the mind to think. —Albert Einstein

 

Course Outcomes:

1. an introduction to current environmental issues and trends as they are reflected in literature, film, art, and popular media
2. an understanding of local environmental issues related to urban wilds and specifically those issues related to the Fort Worth Nature Center and Refuge
3. an understanding of the environmental writing genre
4. specific knowledge of selected environmental writers and their texts
5. specific knowledge of the Fort Worth Nature Center and Refuge’s role, operations, activities, and challenges as an urban wild
6. an ability to reflect on personal observations and experiences in natural environments and the capacity to articulate these observations and experiences

 

Honors Colloquia Outcomes:

1.     Students will integrate knowledge across different modes or domains,

2.     Students will develop informed, course-related perspectives grounded in their identities, values, and academic learning.

 

Course Assignments:

January 13:

--Introduction (overview of the course schedule, requirements, and outcomes); student introductions and feedback; blogging introduction

--two short poems about nature (handout)

--Nature Observation (writing/photography exercise—this should be your first blog entry)

January 20:

----"Men are like plants,” de Crevecouer (handout)

--Early attitudes towards wilderness, Nash (handout)

--popular songs referring to natural environments, Woody Guthrie, Joni Mitchell, Marvin Gaye, and Midnight Oil (handout for the texts, songs are available on YouTube)

--Nature poems (handout of several more nature poems)

--Meriwether Lewis, from Nature Writing, 95-100

--Standing Bear, from Nature Writing, 326-331 

January 27:

            --class visit, Dr. Jared Wood, Manager, Fort Worth Nature Center and Refuge

--Edward Abbey, “The First Morning” and “The “Serpents of Paradise,” Desert Solitaire

--Abbey online research assignment

February 3:

--Edward Abbey, “The Dead Man at Grandview Point” and “Bedrock and Paradise,” Desert Solitaire

--Half-class excursion to the Amon Carter Museum to look at its landscape collection

February 10:

--Edward Abbey, “Polemic: Industrial Tourism and the National Park” (handout)

--National Parks Crisis Research Assignment

--“Tourons” YouTube Research Assignment

February 17:

            ---Romanticism and Transcendentalism (handout)

            --Henry David Thoreau, Selections from Walden (handout)

--Henry David Thoreau, “Walking” research assignment

February 24:

--Wallace Stegner, from Nature Writing, 514-519

--Aldo Leopold, from Nature Writing, 376-397

--Before the Flood, Leonardo DiCaprio/National Geographic film documentary

March 3:

            --volunteer work at the Fort Worth Nature Center and Refuge

March 10:

            --volunteer work at the Fort Worth Nature Center and Refuge

March 17:

            --Spring Break

March 24:

            --volunteer work at the Fort Worth Nature Center and Refuge

March 31:

            --volunteer work at the Fort Worth Nature Center and Refuge

April 7:

            --volunteer work at the Fort Worth Nature Center and Refuge

April 14:

            --volunteer work at the Fort Worth Nature Center and Refuge

April 21

            --Rebecca Solnit, “The Thoreau Problem” (handout)

            --Enric Sala, “Why We Need The Wild” (handout)

            --Mary Oliver, poetry research assignment

April 28

--Fort Worth Zoo Excursion (visit our “adopted” animal?)

 

Course Requirements:

Attendance and Participation.  Discussion and participation are essential requirements of this colloquium. You are required to take an active part in the colloquium and to contribute to its success.  In nearly every class we will discuss the assigned readings or videos and related issues, and in nearly every class there will be some sort of in-class activity (brief writing assignments, group work, assigned research and discussions).  Anyone absent will not receive credit for in-class activities. 

Missing more than three classes during the term will result in a class drop or failure.

 Attendance and participation are worth 10% of your final grade.

 

Familiarity with the Texts (and video).  A knowledge of the assigned texts is crucial and expected.  Please read.  I have not assigned excessive amounts of reading, and I will expect a familiarity with the assigned readings for every class.  While I will not quiz on specific content, I will expect that you demonstrate familiarity with our course content and discussions, and I will weekly assign participation point to those who demonstrated such familiarity.  There are three ways you can do this: speaking up during class discussions, writing about content and your reactions in your blog entries, or talking with me during my office hours (in person or virtual).

As exemplary Honors students, I expect you to be able to comment insightfully on each of the assigned readings and on your out-of-class activities.

 

 Lead Respondent Assignment:  Throughout the semester you will be asked to help lead class discussions concerning the assigned reading texts, and these assignments will be done as group work (teams of 3).  Each group will choose a text that is assigned on a specific class day, and group members will be expected to make a presentation to the rest of the class that will encourage insight and discussion.  These presentations may include biographical about the author, the text’s publication and reception, and an analysis of its themes and issues.  Insights into historical contexts and environmental locations are helpful. More importantly, these presentations should also include a discussion of what the group thinks is relevant in the text.  A brief handout summarizing key points and pertinent information and listing the discussion questions is required and should be distributed in class.  

Lead respondent presentations should be informative, creative, and engaging.  They should also be interactive, encouraging class participation (i.e. Kahoots and quizzes, crossword puzzles, Jeopardy games, identify the animal/ bird competitions).

 These assignments will be graded according to the quality of the information presented and, equally important, on how effectively the presenters are able to engage the class in discussions.  Students must take responsibility for leading the class discussions on their assigned days, and thus weak class discussions will lower the amount of credit given.

This assignment is worth 20% of your final grade.

 

Nature Journals I (Written Texts):  Nature writers often keep meticulous journals, and for this field-intensive colloquium, students are asked to keep a blog to post their observations and thoughts.  Nature journals not only describe specific details of physical settings, including specific flora and fauna, but also how writers react to and interact with natural environments.  Entries should be a minimum of 250-300 words in length, and by the end of the semester students will be expected to have written and uploaded a minimum of 10 journal entries.  These entries may comment on your class activities, class readings, field trips, and outdoor activities.  When commenting on the assigned readings, you are encouraged to honestly describe what your reading experiences were like and remark on what you thought was interesting, provocative, or relevant in the texts—or not so interesting.

 Your first and last journal entries:  other than your first and last journal entries, you are encouraged to write about what’s on your mind as it relates to our class and your learning experiences.

 For your first blog post, however, I ask that—after our first-class initial introduction and discussion—I ask that leaving class you take a brief walk outside and consider the outdoors environment.  In your blog post, please describe what you observed in “nature” and your thoughts on environmental issues. 

 For our last class we will discuss a brief essay, “Why We Need Wild,” and for your last blog entry I ask that—to aid our discussion—I ask that you answer the same question on a more personalized level: “Why I Need Wild.” (And if for whatever reason you feel that you personally do not need wild areas by the end of the semester, you are welcome to write, “Why I don’t Need Wild.”  All viewpoints are always welcome.)

 At least 3 of the journal entries should be descriptions of outdoor activities that you have experienced, such as walking, biking, canoeing/kayaking, paddle boarding, or even sittingon a park bench and observing.  Photographs (phone photos) to supplement your blogs are required.

 For all of the journal entries, careful and specific observations of the natural environments are expected, and self-reflections are encouraged.  I expect you to upload a plant-identifying app (such as Plant Guru, PlantSnap, or iNaturalist).  Please, don’t refer to“pretty flowers.”  Take an extra step and identify the flower.

Throughout the semester you will receive credit for your journal entries, and at the end of the semester the cumulative holistic quality of your journals will be evaluated and graded.  Please note: 5 of the journal entries must be posted before midterms and 5 after. 

 Also, please note: The purpose of your blog is to maintain a learning journal—meaning you are asked to regularly reflect on what you are learning. Do not wait until the week before midterms and finals to start blogging.  Points will be taken away from students who upload 3 or more blog entries within a week before midterm progress reports due and during the last week before the semester ends.  Do not wait until the last minute.

 Worth 20% of the final grade, your written journals will be graded according to the quality and level of both natural description and personal reflection.  An exemplary journal will demonstrate a student’s capacity to closely observe environmental contexts and connect these descriptions with class discussions and texts as well as personal experiences.  I do not expect or require sudden or surprising insights into either experiences or texts but a sustained engagement to reflect on all experiences, both inside and outside the classroom, and a capacity to clearly articulate the personal relevance of these reflections.  A less-than-exemplary journal will demonstrate less depth of thought, detail and reflection.  This is not a matter of how much is written, but how well it is written.

 

Nature Journal II (Visual Texts).

In addition to your written blog, you are asked to maintain a photo journal, uploading a minimum of 10 photographs.  These photographs be a visual journal of your outdoor experiences. Your photos should not be mistaken for quick snapshots; rather, they should be images carefully framed, taken, and selected that document your environmental interactions and observations.  A photograph is a moment frozen in time, and a good photograph tells a story.  The best photographs will make a statement that narrates what you experienced.  Unlike videos that offer a constant flow of live images, a photograph is a single opportunity to convey meaning. 

 I am not asking you to take a photos of discarded beer cans in a nearby park (way too obvious), but I would encourage you to document environmental issues if you encounter them (pollution, animal cruelty, misuse of land, habitat loss, urban encroachment of natural areas, for example) as well as the positive—beautiful natural scenes and chance encounters with wildlife.  Document specific scenes and experiences that engaged your interest.  I urge you to be ambitious about your photos and upload only those that best communicate convey your activities outdoors.

You can upload as many photos to your written journal entries as you like, but by the end of the semester, I ask that you create and upload a separate file of your “Ten Best Photos” and then choose one of these as “My Best Photo.”  In a few sentences, add a quick explanation why you chosen this photo.

 Worth 20% of the final grade,  your photos will be graded according to their general quality (I am not expecting professional quality) and on their capacity to convey the depth and meaning of your outdoor learning experiences.  An exemplary photo will tell a story of what you encountered and communicate the importance of what you observed. 

 As an amateur photographer, I take dozens of photos of a single sunrise or bird.  I then carefully review these many photos and choose the one that best conveys image quality and content and what I intended to capture.  I ask you to be equally concerned with image quality and content when selecting your photos.

 Blogging?  For your blogging platform, I strongly recommend that you use Google’s Blogger.  It is one of the oldest blogging platforms, and therefore the most basic, but it is by far the easiest.  There is no learning curve.  I have created a central course website using Blogger, and I will use it for course content and to link all of your individual blogs.

 Again, my primary interest is having you keep a record of your learning experiences.  I encourage you to reflect on the relevance of your experiences.  I also encourage students to read and comment on the blogs of their classmates. 

 

Outside Lies Magic—Finding the Extraordinary in the Ordinary.  In his book, Outside Lies Magic, John Stilgoe argues that, if we know how to closely observe, if we can look closely enough to see what’s around us, even the ordinary can be seen as extraordinary.  At least once this semester I would like you to explore the outdoors and see if you can discover something extraordinary in the ordinary, something that deeply engages your attention in such a way as to convey new meaning and insight.  I encourage you to have one extended outdoors experience (a few hours, a day, even an overnight) when you can put aside social media and closely focus on the natural world around you.  I ask you then to document your engaged experience in your nature journal. 

 To make such opportunities available, we will as a class go on one paddling excursion, either an evening excursion offered by the Rec Center or an early Saturday morning excursion offered by the Fort Worth Nature Center.  Students who are interested are also encouraged to register for one of the Rec Center’s outdoor excursions offered during the semester.

Please note: this journal entry should be clearly labeled as “My Outside Magic” and is in addition to your 10-entry requirement.  This entry should be a minimum of 250-300 words and include 2 or 3 carefully chosen photos.  Worth 10 points of your final grade, your outside magic experience entry should offer specific written and visual detail to describe not only what you encountered and observed but also your feelings and responses. Having a magical experience is not a requirement (something powerfully moves and changes you).  It's ok if you spend several hours outside and only experience boredom and bug bites, but please reflect on what you experienced in the time you spent outside.  Exemplary responses will be highly detailed and descriptive of your engaged experience.

 

Final Presentation.  For the final assignments, student teams (3 students) are required to create and present a brief video presentation (10 minutes max) that offers a concluding reflection of your thoughts, observations, and learning experiences throughout the semester.  There is no specific format or formula, but you are asked to reflect on what you experienced as learners that was interesting, striking, memorable, and—especially—relevant. These videos should be engaging and creative.  Along with the video presentation, each team must submit a 1-page justification of your presentation (only one justification per group).  Both videos and justifications must also be uploaded to each of your blogs. 

Worth 20% of the final grade, the Final Presentations will be expected to demonstrate a thoughtful reflection juxtaposing the course outcomes with your learning experiences.  Presentations will be graded according to how you are able to express what you have learned and how well you are able to use video to document your most relevant learning experiences back to the class.  As in the Lead Respondent Assignments, you will be assessed according to how well you express what you have learned and how well you are able to engage the rest of the class in discussion.

 

 Never Use the Non-Word “Very.”  For the rest of the semester, at least in our class, this four-letter non-word is forbidden.  It is a useless word, and the English vocabulary is rich with specific, vivid qualifiers and descriptors.  “The day was very sunny” is a weak sentence.  One of the best and easiest ways to improve your writing is to eliminate this word by searching for stronger words.  People who constantly use this non-word expose both a lack of imagination and a lack of vocabulary.

 Please exclude this non-word in your blogs, PowerPoints, and/or short in-class assignments. 

 For alternatives to the non-word, see:

https://www.pinterest.com/pin/196117758769502967/

https://www.pinterest.com/pin/1477812373015523/

Anyone who can demonstrate that they never used the non-word will receive three points extra credit.

 

Course Requirements and Grading:

Nature Journals I (written)                 20%

Nature Journals II (photos)                 20%

Lead Respondent Assignments          20%

Final Presentations                             20%

Outside Lies Magic                            10%

Attendance/Participation                   10%

 

Grading Scale:

A          94-100

A-        90-93

B+        86-89

B          81-85

B-         78-80

C+        75-77

C          73-74

C-         70-72

D+        67-69

D          64-66

D-        60-63

 

Late Work:

If something does happen, whether illness or event, that limits your ability to submit or contribute your work, please let me know as soon as possible, and I will help with whatever accommodations are necessary to complete your work. 

 

Due Dates:  The only specific due dates in this course are those set for lead respondent and research assignments, and these will be decided after our initial discussions and sign-ups.  I have specifically not set due dates for your blog posts.  I ask that you take responsibility for posting regularly.  As a learning journal, your blogs should be a record of what you have encountered intellectually during the semester.  Since I weekly respond to your uploads, your blogs are also a dialogue between us, and as an active dialogue we can exchange ideas and viewpoints, but I can also keep track of your progress and learning.  I think taking responsibility for your work is one of the course’s most important requirements.  I ask that you keep up with the assignments and stay active in the class.

 

I am an advocate of students —never an adversary. I sincerely want every student to receive an A at the end of the semester.  Those who are inconsistent in effort, work, or engagement will not receive an A.  I expect you as Honors students to demonstrate excellence in all your work.  Weak, sloppy, shallow, late, and careless effort or work are always difficult to mask and easy to perceive.  Such work will receive less than an A. 

 

Risk Management Waiver:

https://finance.tcu.edu/risk-management/files/Informed-Consent-and-Assumption-of-Risk-Form-3.21.pdf

 

Technology Policies:

Laptops and iPads are welcome in class, but I ask you not to use cell phones for anything during class time.

 

Writing and the Use of AI-Generated Writing:

Writing is an extremely important requirement in our course.  I consider writing to be an act of discovery and a significant learning tool.  You learn about your subjects, your thoughts, and ultimately yourself by writing.

 

AI is here and everywhere.  Use of Chat GPT and other AI platforms are neither forbidden nor required.  If you use it, I require that you cite its use as a source the same way you cite other sources used in your research and writing.  Unacknowledged use of AI-generated text may be academic misconduct and/or a violation of professional ethics. I only ask you to acknowledge it.

 

Keeping a personal blog tracking your learning experiences is your most important assignment in this course, and I expect you describe your personal thoughts, observations, and reactions to our course content and discussion.  Chat GPT cannot do this for you.  Your course blog is not academic discourse demanding a high level of intellectual analysis.  Your blog entries should more resemble a personal letter rather than a formal essay. I challenge you to develop your critical perspectives and to be ambitious about your writing, but my primary challenge is for you to honestly reflect on your learning experiences.

 

Also, if you have read this far, congratulations.  To reward you for reading this far, please send me an email stating, “I read the syllabus,” and I will give you three extra credit points. 

 

TCU Mission: To educate individuals to think and act as ethical leaders and responsible citizens in the global community.

Honors Pledge: “As a member of the John V. Roach Honors College, I pledge to dedicate myself to intellectual inquiry, life-long learning, and critical thinking, to demonstrate personal and academic integrity, and to engage others in earnest and respectful discussion with an open mind.”

Netiquette: Communication Courtesy Code

All members of the class are expected to follow rules of common courtesy in all email messages, discussions, and chats. If I deem any of them to be inappropriate or offensive, I will forward the message to the Chair of the department and appropriate action will be taken, not excluding expulsion from the course. The same rules apply online as they do in person. Be respectful of other students. Foul discourse will not be tolerated. Please take a moment and read the basic information about netiquette (http://www.albion.com/netiquette/).

Participating in the virtual realm, including social media sites and shared-access sites sometimes used for educational collaborations, should be done with honor and integrity. This site provides guidance on personal media accounts and sites (https://tinyurl.com/PersonalMedia).