HISTORY 300: TOPICS IN HISTORY, 3 credits (32958)

THEME: HISTORY OF EVOLUTION AND HUMAN CONSCIOUSNESS

T 3:00-5:40 in UL 4115P
INSTRUCTOR: DR. JASON M. KELLY
OFFICE: UL 4115S
OFFICE HOURS: W 3:00-5:00 or by appointment
EMAIL: JASKELLY@IUPUI.EDU (always include H300 as part of your subject)
PHONE: 317.274.1689
COURSE DESCRIPTION
Most professional historians focus on studying humans and human societies over the last 500 years.
A significant number examine humanitys history over the past 3000 years. And, a handful analyze
the past 10,000 years. However, the earliest humans emerged approximately 2.3 million years
ago. This means that well over 2 million years of human history are virtually ignored by professional
historians.
This is not entirely unexpected. For centuries, scholars lacked the tools and techniques to study the
deep history of the human past. However, over the last several decades, new discoveries,
technologies, and methodologies have uncovered a rich history embedded in rocks, bones, and
genes. Most of this work has been done by scientists and social scientists, but a small number of
historians have begun collaborating with them to trace the evolution of humans, their societies and
their cultures.
What these researchers have found has profound consequences not simply for our understanding
of the deep past, but for our understanding of modern societies and cultures. It is evident that
professional historians will increasingly need to engage with these discoveries as well as disciplines
such as archaeology, evolutionary biology, and neurobiology.
This course introduces students to these debates by asking a fundamental question: what makes us
human? The answer, we will find, requires that we explore the histories of religion, philosophy and
science. It will necessitate that we explore the evolution of humans and most importantly the
evolution of brains, consciousness, and culture. We will draw on research from biology,
anthropology, and history to explore our pasts, presents, and futures.
LEARNING OBJECTIVES
Contrary to what you may have learned in secondary school, history is not a mass of facts waiting to
be memorized and organized into a chronological narrative. History is a discipline that requires its
practitioners to exercise their critical and analytical skills to interpret the past. Historians must be
able to uncover and comprehend a wide variety of historical sources whether they are textual, visual,
material, or aural. Applying their understanding of these sources to various questions, which are
themselves often the result of specific historical circumstances, historians do their best to
approximate an objective representation of the human past.

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In this course, you are all historians. Therefore, the assignments will encourage you to improve your
ability to communicate effectively through writing and speech, to critically think about the course
material, and to integrate and apply your knowledge in a variety of contexts. This course will
challenge you on many levels. You will need to refine your understanding of the methodologies of
the historical profession and use this knowledge to better understand a diverse array of societies,
including their political, social, and cultural traditions. As such, this course conforms to IUPUIs
Principles of Undergraduate Learning (see below).
By the end of this course:
1. Students will be able to outline the history of hominids with special attention to key
moments in the evolution of consciousness and culture.
2. Through comparing and contrasting the major philosophical and scientific debates about the
nature of human consciousness since the 17th century, students will be able to construct a
visual model that highlights key historical themes in these debates.
3. Students will be able to identify and summarize current debates about gene-culture coevolution and relate them to current historiographical discussions.
4. By comparing and contrasting the philosophical, historical, and scientific debates about
evolution and the history of consciousness over the past 300 years, students will be able
evaluate the ethical implications of various theoretical models.
In a more general sense, you will develop and refine skills to comprehend, interpret, analyze, and
compare historical documents and material culture. You will also be able to think more historically
and develop a stronger sense of yourself and your community as historical actors.
PRINCIPLES OF UNDERGRADUATE LEARNING (PULs)
The PULs form the conceptual framework for the general education of IUPUI students. The main
PUL for this course is Critical Thinking. Critical Thinking is the ability of students to engage in a
process of disciplined thinking that informs beliefs and actions. A student who demonstrates critical
thinking applies the process of disciplined thinking by remaining open-minded, reconsidering
previous beliefs and actions, and adjusting his or her thinking, beliefs and actions based on new
information. The process of critical thinking begins with the ability of students to remember and
understand, but it is truly realized when the student demonstrates the ability to apply,
analyze, evaluate, and create knowledge, procedures, processes, or products to discern bias,
challenge assumptions, identify consequences, arrive at reasoned conclusions, generate and explore
new questions, solve challenging and complex problems, and make informed decisions.
For a complete list of the PULs please visit: http://www.iport.iupui.edu/selfstudy/tl/puls/

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ASSIGNMENTS
Assignments in this course will challenge you to learn on several levels. They will oblige you to learn
the material at the most rudimentary level through comprehension and basic knowledge of the
historical details. This requires you to read assigned material closely, taking notes and writing
questions in the margins. If you are simply highlighting passages that you consider to be important,
you are not learning efficiently. The best way to take notes is to read a passage, then paraphrase it in
your own words. The same applies to lecture. If I post PowerPoint presentations, podcasts, or
outlines, do not use them as substitutes for note taking. Use them only as a guide to the lecture. If
you think you need help with taking notes, I recommend that you visit the Bepko Learning Center
for more information. If you have adequately read and/or comprehended a reading and a lecture,
you will be able to answer the who, what, when, and where questions that I ask in this course.
Once you have a good comprehension and knowledge of the course material, you will be prepared
to analyze it, answering the how and why questions in this course. At the college survey level,
these are the answers on which we will focus most of the time. For example, I will ask you to
identify cause and effect for various historical phenomena. I will also require you to give evidence
for your answer. I will ask you to compare and contrast various phenomena and explain why they
differ. Remember, cause and effect/compare and contrast questions in history are rarely
simple, and they necessitate that you think creatively about a wide range of possible answers.
At the most advanced level of learning in this course, I will expect you to be able to synthesize what
you have learned and evaluate a variety of documents and opinions. Your evaluation of other
peoples arguments or your original interpretation of historical sources requires that you
comprehend the basic course material and are able to analyze it before you begin your evaluation.
Remember, in history, regardless of what you feel or believe, you must support your assertions
with empirical evidence. So, if you make an argument, be sure to support it with credible data.
Below, I outline how my course and learning objectives relate to your course assignments.

Analytical Essays, Digital

Projects

Synthesis/
Evaluation

In-class and Forum Discussions, Visual Models

Analysis

Quizzes and Exams

Comprehension/Knowledge

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READINGS
Required Books
Christian, David, and William H. McNeill. Maps of Time: An Introduction to Big
History. Berkeley, Calif.; London: University of California Press, 2011. ISBN:
9780520271449
Dehaene, Stanislas. Consciousness and the Brain: Deciphering How the Brain Codes Our
Thoughts. New York: Viking, 2014.
Dunbar, Robin, Clive Gamble, and John Gowlett. Thinking Big: How the Evolution
of Social Life Shaped the Human Mind. London: Thames & Hudson, 2014. ISBN:
9780500051801
Wilson, Edward O. The Meaning of Human Existence. New York: Liveright, 2014.
ISBN: 9780871401007
The books below are not required for this course. However, I think that they should be on every students
(and professors) shelf. I use them regularly to help formulate research questions, design projects, and craft
essays and books. I would encourage you to own every one of these, which are inexpensive especially if you
purchase a used copy. If you work through them and use them regularly, they will help you become a better
thinker and writer. Moreover, they will help give you insight into what your professors would like to see in
your work, no doubt helping to boost your grades. I would especially suggest that you purchase the books
marked with an asterisk.
Booth, Wayne C., Gregory G. Colomb, and Joseph M. Williams. The Craft of
Research, Third Edition. 3rd ed. Chicago: University Of Chicago Press, 2008. ISBN:
9780226065663

Jason M. Kelly

*Cullen, Jim. Essaying the Past: How to Read, Write and Think about History. 2nd ed.
Chichester, West Sussex; Malden, MA: Wiley-Blackwell, 2012. ISBN:
9781444351408

Elder, Linda. The Thinkers Guide For Students On How to Study & Learn a Discipline.
Foundation for Critical Thinking, 2011. Kindle

*. The Thinkers Guide to How to Write a Paragraph. Foundation for Critical

Thinking, 2007. Kindle

Elder, Linda, and Richard Paul. The Thinkers Guide to Analytic Thinking.
Foundation for Critical Thinking, 2007. Kindle

Jr, William Strunk, E. B. White, and Roger Angell. The Elements of Style. 4th
edition. Boston: Longman, 1999. ISBN: 9780205309023

McInerny, D. Q. Being Logical: A Guide to Good Thinking. New York: Random

House Trade Paperbacks, 2005. Kindle

Paul, Richard, and Linda Elder. The Miniature Guide to The Art of Asking Essential
Questions. Foundation for Critical Thinking, 2005. Kindle

. The Thinkers Guide to Fallacies: The Art of Mental Trickery. Foundation for
Critical Thinking, 2008. Kindle

*. The Thinkers Guide to How to Read a Paragraph. Foundation for Critical

Thinking, 2008. Kindle

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*Turabian, Kate L. A Manual for Writers of Research Papers, Theses, and Dissertations,
Eighth Edition: Chicago Style for Students and Researchers. Edited by Wayne C. Booth,
Gregory G. Colomb, and Joseph M. Williams. 8th ed. Chicago: University Of
Chicago Press, 2013. 9780226816388

CO-PRESENTERS
Because the questions that we will ask in this class cut across a number of disciplines and specialties
from history to psychology to neurobiology to philosophy to anthropology I will invite a
number of experts to participate in our discussions and/or to give presentations. In order to be
respectful of their time, please be sure to come well prepared and be ready to discuss your readings
and projects every day.
STUDY HABITS
While most students know what study habits will make them successful students, many of them do
not apply what they know. So, it is worthwhile to reconsider your study habits.
Time management is one of the most difficult things to master, especially when you have other
responsibilities in addition to class. So, when scheduling your courses, it is useful for you to know
how the university, your professors, and even the government (in calculating your student aid
eligibility) look at each course. Taking courses is like having a job, and each course requires you to
set aside a specific amount of time each week. A rough guide to how much time the average student
needs to spend on each course is studying 2-3 hours per every credit hour per week. This is in
addition to time in the classroom. Thus, for a three-credit course, you should set aside 6-9 hours per
week. This is why a 12-15 credit course load is equivalent to having a full time job.
If you do not already use one, I highly recommend using a digital calendar as a time management
tool. This will allow you to set aside time to study, manage your meetings, and in general make you
more efficient.
Taking notes in class is another thing with which some students struggle. The most important
things that you should be asking yourself when deciding what to take notes on are:
1.
2.
3.
4.

Why is this significant?

How does this relate to the themes of the course/lecture?
How does this relate to the other topics that we have discussed so far?
What does the professor consider particularly important?

I may use PowerPoint presentations in class and post them after class. It is important to keep in
mind that the PowerPoint outlines are merely a guide, and you will have to take substantial
supplementary notes in class (including, during in-class discussions)
Taking notes in class will not assure you success in this course. Here are a few tips that many
students find helpful:

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If you have completed the assigned reading for each class, it will be easier to be engaged with
course lectures.
You should review your notes within 24 hours of taking them, asking yourself questions in
the margins on topics that seem unclear.
You should ask for answers to any questions in class or in office hours.
If you review and revise your notes on a regular basis, you will not need to cram at test
time.

The nature of history requires that you read and analyze primary and secondary sources on a regular
basis. You should be prepared to set aside time devoted to read each week. Ideally, you will do
your reading in small, consistent steps rather than last minute cram sessions. Remember, some of
your reading is relatively difficult and may take longer than you expected. When reading, you should
not mark large sections of your book with a highlighter. This will be virtually useless to you when
you need to discuss your reading in class or study for your quizzes. Instead, you should take notes
on a separate sheet of paper, noting the authors thesis, historiographical significance, methodology,
and main points. You should be able to critique the work in addition to comprehend the work if
you have read properly.
For more information on notetaking, see
Sherrie Nist-Olejnik and Jodi Patrick Holschuh, College Rules!: How to Study, Survive
and Succeed in College, 2nd ed. (Ten Speed Press, 2007). ISBN-10: 1580088384
Notetaking Systems:
http://www.sas.calpoly.edu/asc/ssl/notetakingsystems.html
ANNOUNCEMENTS
You are responsible for all announcements that I make during lecture or through Canvas. If there is
any adjustment to the syllabus, I will announce it in class or through email. If for any reason you do
not attend the entire lecture, you are still responsible for any announcements that I make. Be sure to
contact a fellow student who is responsible and can relay the information to you. Likewise, you are
responsible for checking your email daily and guaranteeing that your Canvas email settings are
correct. You may email me through Canvas or come to my office hours for any announcements you
missed.
DIGITAL TECHNOLOGY
If you do not know how to use any feature of Canvas, it is your responsibility to seek tutoring. I will
briefly cover some basics of Canvas in class, but if you do not understand how to use it, you should
seek assistance from the University Information Technology Specialists (UITS). Your fees pay for
UITS, so be sure to take advantage of their expertise. Their contact information is as follows.
Phone: (317) 274-4357 (24 hours)
Email: ithelp@iu.edu
Knowledge Base: kb.iu.edu
Walk-up: Informatics & Communications Technology Complex (IT 129)
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Live Chat: ithelplive.iu.edu (24 hours)

I strongly suggest that you use IUPUI computers to complete any digital assignments (forums,
quizzes, tests, etc.). If you decide to use a non-IUPUI computer, and your computer crashes,
disconnects from the internet, or does not work properly with Canvas, etc., this is not a valid excuse
for not completing an assignment. So, use non-IUPUI computers at your own risk.
For assignments that require Canvas submission, many students have found that they prefer to write
their assignment out in Microsoft Word and paste it into Canvas. That way, they can save a backup
copy for themselves.
Some assignments may require you to listen to podcasts or watch videos. All campus computers are
equipped with the necessary software to view them. However, you may need headphones. You can
use your own or rent a set from the IUPUI Library.
Other assignments will require you to work in programs outside of Canvas. All of these programs
are free. You can access them on campus computers or download them at https://iuware.iu.edu. If
you would like to access the programs on your machine, but you dont want to download them,
many are available through IUAnyWare at https://iuanyware.iu.edu/vpn/index.html.
GRADING
The grade breakdown is as follows:
In-Class Participation*
Quizzes
Online Comments/Presentations/Reading Worksheets
Timeline
Group Project: Debates over Human Nature Visualization
Final Response
Extra Credit

25%
10%
15%
10%
20%
20%
3%

Scale: A=90-100, B+=87-89, B=83-86, B-=80-82, C+=77-79, C=73-76, C-=70-72, D+=67-69,

D=63-66, D-=60-62 F=0-59
I may be willing to assign an P/F, W, or I grade. Please consult with me directly and note the
universitys policies for each of these grades are available at the IUPUI Registrar:
http://registrar.iupui.edu/gradecover.html
I will give you specifics about assignments during lecture and post the details online.
*

While I will take attendance each day, you earn participation points by engaging in the discussion as well as
answering and asking questions during class. For guidelines on how I grade participation, please see the
participation rubric under the resources tab on the website.

Note that if for any reason I suspect that students are not preparing for class adequately, I will begin instituting pop
quizzes.
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If you are interested in taking this course for honors credit, please see during the first week of class.
Your assignments and exams should be completed before class on the day that they are due. This
means that you will need to upload them before you come to class. Once class begins, your
assignment is late. You will submit a digital copy of your assignment through Canvas. If you do not
submit a digital copy before class, your assignment will be late. Except for exceptional
circumstances, there are no make-up quizzes, and you will receive zero if you are not in class to take
them.
If you turn in your assignment late (once class begins, your assignment is late), you will lose 10
percentage points every 24 hours. Note that extra credit assignments must be turned in on time. I
do not accept late extra credit assignments. There are no extensions or exceptions to this policy. If
you neglect to complete any coursework, you will fail the course.
If you cannot complete a required assignment due to extraordinary circumstances, it is your
responsibility to contact me within 48 hours to discuss scheduling a make-up. If I do not hear from
you within 48 hours, you will receive a zero for that assignment, and if you do not complete the
assignment, you will fail the course. I expect official written documentation confirming your
extraordinary circumstance. Note that if a non-IUPUI computer crashes, loses its internet
connection, or does not function properly, this is not an extraordinary circumstance. If an oncampus computer does not work properly, you must contact its administrator immediately. I will
require written confirmation from the administrator that the computer did not function properly.
If you cannot be in class when an assignment is due because of a scheduling conflict (e.g. if you play a
team sport and are on the road or if you will be attending a field trip or a conference), you must let me
know by Week 2. I expect official written documentation confirming your scheduling conflict. After
Week 2, I will not make exceptions to class policy. Note that I do not consider a vacation a
scheduling conflict.
If you desire to dispute a grade, you may submit an explanation to me in writing. State your points
of contention, your reasons for them, and give specific evidence to support your claim. Upon
review of your assignment, I reserve the right to raise, lower, or keep your grade the same. If you
are not in class on the day I give back your assignment, you must get your grade from me promptly.
I highly recommend taking advantage of all study and writing resources available on campus.
University Writing Center
The University Writing Center provides tutoring for students, staff, and faculty on all kinds of
writing assignments and projects. A tutoring staff consisting of faculty and peer tutors work
with their clients to understand assignments; brainstorm ideas; relate purpose and audience;
develop, organize, revise, and edit pieces of writing. For information or an appointment, visit
http://www.iupui.edu/~uwc/.
The Bepko Learning Center
The Bepko Learning Center offers free Academic Mentoring to aid students in various
courses. Mentoring is different from tutoring in that students are not provided with the
answers to their questions, but are guided in the right direction by their mentor and through

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collaborative interaction with other students. This process allows the students to learn
valuable skills that will be beneficial to them throughout their academic careers. For more
information, visit http://blc.uc.iupui.edu.
The IUPUI Speakers Lab
The Speaker's Lab is available for use by all IUPUI students. In the Speaker's Lab students will
be provided the opportunity to fine-tune their speeches with the aid of student mentors and a
host of technological equipment. For more information, visit
http://liberalarts.iupui.edu/spchlab/.
IUPUI Library Reference Desk
LECTURES AND DISCUSSION
Class lectures will not simply repeat the information in assigned books. Instead, lectures will focus
on questions that mirror the concepts in the books. Lectures will show you how, when used in
tandem with primary sources, basic textbook comprehension can help elucidate "big" historical
questions. While lectures will help you understand what you have read, they will also show you the
unique ways that historians approach problems. These skills will help you when we focus on
analyzing historical documents.
This course meets once a week. ATTENDANCE IS MANDATORY!!! You must arrive at class on
time. If you are not in class when I am taking attendance, you will be marked as absent.
Generally, I will not make any exceptions to my attendance policies. However, I do understand that
there are sometimes exceptional circumstances (accidents, emergencies, etc.). If you are late to class
because of an exceptional circumstance, you must speak to me immediately after class. I will not
make adjustments to my attendance/participation roster later in the semester. I will not make
exceptions for difficulty finding parking. Keep in mind that parking on campus can be difficult to
find at times, so be sure to plan your commute accordingly. There are a variety of parking options.
For more information see http://www.parking.iupui.edu/index.html.
Since we meet only 15 times, it is essential that you attend class every day. However, I do understand
that sometimes life is complicated and that emergencies arise. Therefore, you will be excused for
missing one lecture for any reason. You do not have to inform me about the reason for your
absence. After that, I will begin lowering your overall grade 3 points for each day that you miss (up
to 20%, equivalent to the total of your participation grade). Remember that unexpected events
sometimes arise later in the semester, so dont use your single excused absence without a good
reason. There are no exceptions to this policy, except in the case of extraordinary circumstances.
A basic requirement of this course is that you will participate in class and conscientiously complete
writing and reading assignments. Keep in touch with me if you are unable to attend class or
complete an assignment on time. If you miss more than half our class meetings within the first four
weeks of the semester without contacting me, you will be administratively withdrawn from this
section. Our class meets once per week; thus if you miss more than two classes in the first four
weeks, you may be withdrawn. Administrative withdrawal may have academic, financial, and

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financial aid implications. Administrative withdrawal will take place after the full refund period, and
if you are administratively withdrawn from the course you will not be eligible for a tuition refund. If
you have questions about the administrative withdrawal policy at any point during the semester,
please contact me. For more information, see http://registrar.iupui.edu/withdrawal-policy.html.
For information on the academic calendar, late drop, fees, etc., http://registrar.iupui.edu/accal.html.
Preparation and participation are integral components to success in this course. Make sure that you
spend time reading and analyzing the required texts BEFORE you arrive at lecture. I expect each of
you to share your thoughts throughout the semester. Discussions with your peers are some of the
most entertaining and educational times you spend in class, so come prepared to debate. BRING
YOUR READINGS WITH YOU!!! If you would like to discuss readings with me, be sure to take
advantage of my office hours. I expect you to be prepared to discuss the course themes, lectures,
and readings during every lecture. We will have discussions every day.
At IUPUI, Adaptive Educational Services (AES) works to make campus life and learning accessible
for students with disabilities. AES assists students in achieving their educational goals through such
services as note taking, interpreting, and test proctoring. Visit the AES webpage at:
http://aes.iupui.edu or call them at 317.274.3241.
There are a number of campus-wide policies governing the conduct of courses at IUPUI. These can
be found at: http://registrar.iupui.edu/course_policies.html
CLASSROOM ETIQUETTE
The classroom is a space for learning. Therefore, it is every students responsibility to foster a
productive educational atmosphere. This means that cell phones, SMS and Blackberry messaging
devices, and similar devices must be turned off and put away unless you are participating in the
course backchannel or obtain special permission from me. Newspapers, books, and materials from
other courses must also be put away. If you use a computer in the classroom, it should be used only
for taking notes or supplementing the discussion. If you choose to use a computer, I may designate
a seating area for you in the classroom so that you do not distract other students.
If you choose to do work that is unrelated to class (including, but not limited to, texting, checking
Facebook, studying for other courses, etc.), you will receive a zero for participation on that day. If I
find that you repeatedly abuse this policy, I will treat it as a case of student misconduct.
If you are late to class, try to make as little a disturbance as possible. If you need to leave early,
please inform me before class begins and sit near the door to avoid disturbing your fellow students.
Anything you post online or say in class should conform to the standards of constructive dialogue.
Here are a few helpful hints:

Do not dominate any discussion. Do not use offensive language.

Be cautious in using Internet language. For example, do not capitalize all letters since this
suggests shouting.

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Avoid using vernacular and/or slang language.

Never make fun of someones ability to communicate.
Share tips with other students.
Keep an open-mind and be willing to express your opinion even if the majority of the
class disagrees.
Think and edit before you push the Send button.
Using humor is acceptable but be careful that it is not misinterpreted. For example, are you
being humorous or sarcastic?
Use correct spelling and grammar.
Be aware of the Universitys Academic Honesty Policy.
When in doubt, always ask for clarification.

Adapted from Alma Mintu-Wimsatt, Netiquette: Make it Part of Your Syllabus, Journal of Online
Learning and Teaching 6, no. 1 (2010), accessed 8 February 2015.
http://jolt.merlot.org/vol6no1/mintu-wimsatt_0310.htm (This work is published under a Creative
Commons Attribution-Non-Commercial-Share-Alike License)
In cases of student misconduct in the classroom or online, I will follow the procedures outlined in
http://www.iupui.edu/~fcouncil/documents/IUPUI_misconduct_procedures.htm.
All lectures, PowerPoint slides, handouts, etc. remain under copyright unless otherwise noted.
Students may not make unauthorized video or audio recordings of lectures without prior written
approval. For more information, please see me.
SOURCES
This course makes use of a variety of source materials some of which you may not always see in
history courses. In addition to the typical sources you find in a history lecture or textbook, such as
political tracts, letters, or laws, this course examines artwork, films, philosophical treatises, literature,
and material objects. This is because all of these sources are historical documents. For example,
literature can make profound statements about the ideals, values, and problems of a particular
society. An artwork is as much a reflection of a society as a piece of legislation, and both provide
important historical insights. Therefore, you will be exposed to an interdisciplinary view of history,
the purpose of which is to give you a well-rounded introduction to historical topics and themes.
You are expected to understand the difference between primary and secondary sources, an
important distinction in a history course. Primary documents, simply put, are historical materials
(textual, visual, or material) that were created in the period being studied. Secondary documents are
historical materials (textual, visual, or material) created at a later date which analyze an earlier period.
For example, a letter written by Charles I in 1640 is a primary document. A textbook written in
1960, which analyzes Charles Is letter is a secondary source. For more information on primary and
secondary sources, see
http://college.hmco.com/history/us/berkin/history_handbook/1e/students/activities.html

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ACADEMIC INTEGRITY
I will not tolerate cheating or plagiarism. Cheating includes copying answers from another student or
bringing notes to an examination or quiz. Plagiarism is using the words or ideas of another person in
your work and presenting them as your own. I will fail you for either of these. Additionally, I will
report you to the Dean of Student Affairs. Please refer to the IUPUI Student Code of Conduct:
http://www.iupui.edu/code/ for information regarding penalties and procedures in cases of
academic misconduct: cheating, plagiarism, etc.
RESOURCES FOR STUDENTS
Student Advocate
The Student Advocate Office is located in the Campus Center, Suite 350, and can be contacted by
phone at 278-7594 or email at stuadvoc@iupui.edu. For more information, visit the Student
Advocate website at http://www.life.iupui.edu/advocate/
Adaptive Educational Services
Students needing accommodations because of physical or learning disabilities should contact
Adaptive Educational Services, Taylor Hall (UC), Room 137: http://aes.iupui.edu/
Counseling & Psychological Services
Students who wish to seek counseling or other psychological services should contact the CAPS
office by phone at 274-2548 or email at capsindy@iupui.edu. For more information, visit the CAPS
website at http://life.iupui.edu/caps/

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