Syllabus.
GLOA 396 “Global Politics & Revolution – Transformation and Resilience”

Fall 2025, Online Asynchronous (Link to Canvas)

Update log

1 Instructor

  • Byunghwan ‘Ben’ Son (bson3@gmu.edu)
  • Office Hours
    • Office Hours 1:30-3:00 PM, TR. In person or Zoom (link available in Canvas).
      • Either way, it is strongly recommended that you let me know that you’re coming in at least a couple hours in advance. Just drop me an email.
  • Email Communications
    • You can email me whenever you want, but my responses to the emails sent to me after 5 pm weekdays as well as any time during the weekend will be significantly slow.
    • For your own interest, you might want to try to use the normal working hours (9 AM to 5 PM, Monday through Friday). In your email, please indicate who you are and which class you’re in (i.e., GLOA 396).
    • For security reasons, emails not sent from the Mason account (i.e., gmu.edu) won’t be answered. This is the University policy.

2 Course Description

Political globalization involves homogenization of political systems across borders, which inevitably pits together the forces of changes and those fighting them. This upper-level course examines how such tensions play out in global societies through revolution, democratization, democratic backsliding, or coup. It also looks at how they resist such changes–for better or worse–even when the odds were stacked up against them. Drawing on historical and contemporary cases as well as cutting edge scientific research methods, students will engage with theoretical and empirical dimensions of revolution, regime change, military coups, authoritarian resurgence, and global democratic decline.

By the end of the course, students will have critical understandings of the transformative consequences of political globalization. In particular, they will be able to:

  • Compare major theories of revolution, democratization, and regime change.
  • Explain the causes and processes of democratic backsliding and coups.
  • Evaluate strategies for resilience against authoritarian resurgence.
  • Analyze historical and contemporary case studies of political transformation.
  • Synthesize research on global patterns of political change for written and verbal analysis.

Often asynchronous online courses are misconstrued as a ‘light’ course. In reality, when done right, it could be a demanding, intensive course. This class is a good example.

3 Course Requirements

3.1 Canvas Page

The primary platform of all our class activities is our course page in Canvas. Announcements, course materials, exams, assignments and submissions are all happening there. “Weekly Modules” will be particularly important. It is your responsibility to check the Canvas page at least three times a week. Email reminders of important things might be made, but only out of courtesy–so don’t rely on it. One may fail the course if there more than three weeks where they fail to connect to the Canvas course page less than three times (i.e., once, twice, or not at all).

When you come to the Canvas page, the most important place is the ‘Weakly Module’ where almost all actions are happening. Be sure to check it first.

3.2 Required Textbook

You have free online access to these three books through GMU Library. No need to purchase any of them.

  • Goldstone, Jack A. 2023. Revolutions: A Very Short Introduction. Oxford University Press.

  • Haggard, Stephan, and Robert R Kaufman. 2016. Dictators and Democrats: Masses, Elites, and Regime Change. Princeton University Press.

  • Miller, Michael K. 2021. Shock to the System: Coups, Elections, and War on the Road to Democratization. Princeton University Press.

In addition, there are various articles and book chapters. They should be available to you through the Mason Library webpage (simply copy-and-paste the title into the search bar). There are some exceptions to this and their PDF versions will be available in Canvas.

3.3 Graded Items

3.3.1 Critical Reflection Videos (6 \(\times\) 10 pts = 60 pts)

Make a video containing your reflection on the course material of the week (i.e., readings and lecture) in relation to the Moments of Uncertainty (MOU) you choose (see below). The video is about 5 to 7 minutes. In the video:

  • Discuss briefly what you thought the major takeaways of the week’s course material were.
  • Discuss how your MOU is related to the takeaways. In particular, talk about how the situation in MOU could’ve developed into a certain direction or how it didn’t happen. For instance, if the week’s primary topic was coups (when and how they happen) and you chose MOU of the Philippines in 1983, you could discuss why the military didn’t take advantage of the power vacuum–or how the military could in fact simply grab the power.
  • Be creative and at times become an alt-history writer, playing with hypotheticals, though your discussion always needs to be anchored to the class materials, not merely wild imaginations.
  • While not strictly required, using slides and visual aids would be helpful. It is important that they are used effectively–slides full of numerous texts, which you simply read out, may hurt your grades.
  • Make sure you actually show up at least in some portions of the video in an ‘identifiable’ way, although you are allowed to wear masks and sunglasses. In other words, a voice-over PPT could be part of your video, but you still need to show up at some point in their.
    • There are many ways to go about this and it is completely up to you. One easy (and free) way is to use Zoom. There’s a lot of instructions for doing this in YouTube (example). I use OBS, which I think is just as easy. Numerous YouTube instructions for this too (example). Kaltura is also a good option. It’s slow but directly plugged into Canvas (YouTube Instruction of ‘how to’). And, of course, there must be a lot more alternatives. It doesn’t matter–it’s your call.
    • We live in an era where video (online) presentations are considered basic skills in almost all occupations. Consider this assignment a practice.

Make six of these videos. It’s up to you which week you decide to work on. The deadline is midnight (11:59 PM), the Thursday of the week. Post the video in the designated place in Canvas. All Critical Reflection Videos should be submitted by Week 12 (Nov 14).

The list of MOUs are as follows. Relatively less known cases are collected on purpose. You have to choose one, and only one, MOU and work on it throughout the semester.

  1. Portugal, 1974–1976 – Carnation Revolution aftermath Military coup ousts dictatorship; country wavers between radical left revolution, communist takeover, and liberal democracy before settling on democracy.

  2. South Korea, 1979–1980 – Post–Park Chung-hee crisis After Park’s assassination, the country entered a volatile period with possibilities of democratic reform, continued military rule, or mass uprising (Gwangju).

  3. Philippines, 1983–1986 – Post–Ninoy Aquino assassination The Marcos regime faced growing protests, elite defections, and uncertainty over whether reforms, repression, or revolution would follow.

  4. Russia, 1991–1993 – Collapse of the USSR & constitutional crisis Competing visions: liberal democracy, restored authoritarianism, or even civil war during the Yeltsin–parliament standoff.

  5. Indonesia, 1997–1999 – Asian Financial Crisis & Suharto’s fall Economic collapse opened possibilities: authoritarian restoration, democratic reform, or military–civilian power-sharing.

  6. Egypt, 2011–2013 After Mubarak’s fall, Egypt oscillated between democratic elections, Islamist-majority government, military oversight, and eventual 2013 coup.

  7. Tunisia, 2011–2014 Post-revolution politics balanced between successful democratic consolidation, Islamist–secular conflict, or a return to authoritarian rule.

  8. Sudan, 2019–2021 – Post-Bashir transition Civilian–military power-sharing could have led to full democratization, military restoration, or civil conflict (2021 coup, then war in 2023).

  9. Armenia, 2018 – Velvet Revolution Peaceful uprising removed entrenched leadership; uncertainty about whether it would be a democratic breakthrough, elite reshuffle, or return to old patterns.

  10. Thailand, 2006–2010 – Post-Thaksin crisis Elite polarization, mass protests, and military influence created paths toward democratic reform, entrenched military dominance, or negotiated settlement.

  11. Bolivia, 2019–2020 – Post-Evo Morales Crisis After contested elections and protests, President Evo Morales resigned under military pressure and fled.

  12. Guatemala, 2015 – Pérez Molina Resignation Massive anti-corruption protests forced President Otto Pérez Molina to resign amid a UN-backed investigation.

3.3.2 Peer-Reaction (10%)

On Friday and/or Saturday (i.e., after video presentations are posted), you may put comments on your classmates videos. And you will react to the comments that your classmates put on your video. Your engagement will be holistically evaluated at the end of the semester, reflecting both its frequencies and qualities. Roughly speaking:

10.0-9.0 8.9-7.00 6.99-5.0 4.9-0.0
frequency high medium high medium very low
quality high high medium medium ver low

3.3.3 Critical Reflection Synthesis (10%)

Putting together all six Critical Reflection Videos, write a paper talking about 1) which of the situation discussed was most theoretically convincing path and 2) why the actual history did (or did not) materialize that way. The paper needs to be longer than 1,000 words and shorter than 1,700 words. All the common requirements for a research paper (e.g., citation, intro, conclusion) apply.

It would be a great idea that when making videos, you consider how they might eventually translate into this synthesis. It is due 7:30 PM, December 1.

3.3.4 Final Exam (20%)

The final exam will take the form of essay. The question(s) will be on 1) the readings and 2) student presentation videos. So, in general, completing each week’s reading and paying attention to fellow classmates’ critical reflection of MOUs would prepare you for the exam. There would be no other way, in fact, answers not based on these two factors (i.e., sources not discussed in class) would not be graded.

The question(s) will be made available in Canvas at 7:30 PM, Dec 10. The deadline for submission (Canvas) is 7:30 PM, Dec 11. So you are given 24 hours. This does not mean that it will take 24 hours for you to complete the exam. You can take as much time as you want, but I expect that it would take about a couple of hours. So not very different from an in-class exam (only taking place on-line) and you are responsible for carving out 2 to 3 hours out of the 24-hour window. More details about the exam will be provided as we get closer to the end of the semester.

4 Course Policies

4.1 Assignment Submission

All assignments are expected to be submitted electronically in Canvas. Do not email any assignments. They won’t be graded.

  • For video submissions, either YouTube or Kaltura MyMedia can be used. When using YouTube, you can upload your video to YouTube, set the video privacy as ‘unlisted’, and simply submit a link to your video.
    • Submitting your video file itself directly to our Canvas page is not recommended.
  • Technical difficulties are not rare. Try to submit it early if you can.
  • If uploading a document file (e.g., final exam), be sure to make it a MS Word or PDF file. Absolutely no Pages file as it causes a problem in the system. You have free access to MS Office software as a Mason student. You can also ‘export’ a Page file as a Word file.
  • 10 % reduction in grade (e.g., one day late for a literature review submission will translate into 1.5 points reduction = 10% \(\times\) 15 pts) will be applied to a same day late submission (so it is still a good idea to turn things in no later than the day of the deadline—the damage would be minimal!). Additional 10% reduction will be added for each midnight (11:59 pm) until the submission.

4.2 Grading and Feedback

This is not a math or computer science course with a clear path to the “right answer” on each problem set. In those courses, the closer your work is to that path, the better the grade — and it is sometimes possible to earn 100% with feedback like “correct X, Y, and Z, and you’ll have full marks.”

That dynamic does not exist here, nor in most social science and humanities courses. Your assignments will be verbal or written, and there is no single “correct” answer. Paths to excellence vary and depend heavily on context. There is no formulaic feedback such as “fix X, Y, and Z, and you’re golden.” Changing one part of your argument often creates new issues elsewhere. I will provide constructive feedback to help you improve, but addressing every comment does not guarantee a perfect grade. In fact, earning 100% in any of the grading item will be extremely rare. So ‘why am I not getting 100% on this assignment’ is a wrong question to ask unless you believe it is indisputably perfect in all aspect.

That said, there is a clear distinction between strong and weak work. And good ones will be recognized with grades close to (though not equal to) 100%. Eventually, a good number of you will earn As from this course, and I will do my best to push you toward the “good” end of the spectrum. If you take a step back and really think about it, this approach is simply common sense.

4.3 Accommodations

If you have a documented learning disability or other conditions that may affect academic performance you should: 1) Make sure this documentation is on file with the Office of Disability Services (SUB I, Rm. 222; 993-2474; www.gmu.edu/student/drc) to determine the accommodations you need; and 2) Discuss with me to plan your accommodation needs. Accommodations cannot be provided unless the document from the ODS is provided in advance.

4.4 Academic Integrity/Standard

Mason places utmost importance on everybody in our community upholding its high standards on academic integrity. The principle of academic integrity is taken very seriously and violations are treated gravely. Please see the official University Document for a full description of the code.

Don’t rely on Reddit or your friends on this matter. They don’t know and are very often misleading. The most important part of this document is that everybody from the moment they submit an application to GMU (i.e., not even before they are accepted as a student) is subject to the code. Neither ‘I didn’t know the rules’ nor ‘I didn’t mean it’ constitutes a legitimate excuse, it states. So, it is your own interest that you get yourself familiar with it.

The basic idea is that when you rely on someone else’s work, you will give that source full credit, typically in the form of an in-text citation and bibliographic reference. If you are unaware of what counts as plagiarism see here: http://mason.gmu.edu/~montecin/plagiarism.htm. Students caught violating the Academic Standard Code will receive a failing grade in the related course assignment and will be reported to the university authorities for further disciplinary action.

4.5 Use of Artificial Intelligence

A Large Language Model (LLM), commonly referred to as AI (which are two different things, actually), is a double-edged sword, in that it can help you research better but doing so could easily involve plagiarism/cheating. As a general rule, making an LLM ‘write,’ be it partial or entirely, is considered unequivocal cheating (‘consulting unauthorized materials’) and a direct violation of GMU Honor Code.

Doing so also risks committing plagiarism. The writing itself has to be yours and yours only. Note that a ‘light’ rephrasing (e.g., altering some words) is still plagiarism. Similarly, submission of an edited version of LLM-generated writing is still considered plagiarism. Trusting the ‘humanizing’ programs (applications that promises to make AI-written texts look as if human-written) is also a gravely dangerous idea because all it does is replacing some words known to be often used by AI–which is also easy to track down.

LLM could be used in the process of research, the result of which you actually write about. A good example is to use LLM in finding topics. The more you dig in, the more useful the outcome. One way to see if you are using LLM properly is to see how much time and energy you’re spending on it. If it takes a lot of effort and committing many hours of time to a task, you are probably using LLM right (as a general rule, if what it does is simply make your life more comfortable, there’s a good chance that you’re violating the Academic Standard Code).

Another way is to use LLM to find relevant readings, although this is proven quite unreliable. A lot of ‘new’ AI models (which are actually based on a couple of existing AI engines) boast about how good they are at this, but they really aren’t because the more training an LLM algorithm takes, the more probable that it generates hallucinated stuff that sounds very reasonable.

You can also use AI to detect typos or obvious/simple grammar errors. However, if you let it offer basically the whole prose for you, then it’s considered plagiarism. An easy way to tell this is to ask yourself: “Could I come up with this kind of expression/sentence myself?” If the answer is ‘no’ or ‘not sure,’ then you have to stay away from it. Remember, this is not a writing or literature class and, however elegant, your prose is not relevant to your grades. In fact, good prose that compromises the clarity would work adversely for you. F. Scott Fitzgerald would’ve struggled in this class unless he altered his prose, for example.

Not bothering using an LLM or any kind of program in the first place remains a great option. I actually don’t see any upside.

4.6 Mutual Respect and Collegiality

George Mason University promotes a living and learning environment for outstanding growth and productivity among its students, faculty, and staff. Through its curriculum, programs, policies, procedures, services, and resources, Mason strives to maintain a quality environment for work, study and personal growth.

An emphasis upon diversity and inclusion throughout the campus community is essential to achieve these goals. Diversity entails different viewpoints, philosophies, and perspectives. Attention to these aspects of diversity will help promote a culture of inclusion and belonging, and an environment where diverse opinions, backgrounds and practices have the opportunity to be voiced, heard and respected.

It is the obligation of the student to provide faculty, within the first two weeks of the semester, with the dates of major religious holidays on which they will be absent due to religious observances.

4.7 Grading Scale

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Point.Total Letter.Grade
93.00 or higher A or A+
90.00 - 92.99 A-
87.00 - 89.99 B+
83.00 - 86.99 B
80.00 - 82.99 B-
77.00 - 79.99 C+
74.00 - 76.99 C
70.00 - 73.99 C-
60.00 - 69.99 D
59.99 or lower F

The grading scale in this course follows GMU Catalogue.

  • The class does not give ‘I’ (incomplete) unless you have already completed about 95% of the course requirement.
  • Please note that there is no ‘round up’ of scores at the end of the semester. 92.99999, for example, is A–.
  • CHSS strictly prohibits giving an extra assignment for the purpose of improving a grade. I adhere to this policy.

5 Course Schedule and Readings

  • We mimic the schedule of a face-to-face version of this class. In the weeks where lectures are included, the video will be uploaded at the beginning of the week (Monday). It does NOT mean that you are supposed to watch the video right away because, again, this is an asynchronous course. But the expectation is you complete the video by Tuesday morning.
  • Readings and the reading schedules are subject to change. When such changes are made, the change ‘log’ will be printed at the beginning of this syllabus.
  • Unless specified as not required, all the listed readings are required readings.
    • Required readings are indispensable for your successful completion of this course.
    • not required readings might still be tremendously helpful and you are strongly encouraged to finish them too.
  • Some readings might have hyperlinks. Others don’t. It doesn’t matter. You should be able to find almost all readings in the syllabus in PDF in Fenwick library because all the reference information is provided.
  • You are expected to complete the reading within the first three days of the week. Completing them in advance is recommended, though.

Week 1 (Aug 25-31). Course Introduction and Basic Social Science Methods

  • Going over the syllabus
  • A short instruction to social science methods that can help with readings
  • An optional Zoom meeting (link available in Canvas) at 9:45 PM, Aug 26 for live introductions and socializing.

Week 2 (Sep 1-7). Big Picture: Political Transformation in Global Context: Concepts and Theories

  • Goldstone, Ch. 1.
  • Haggard, “Introduction: Regime change …” chapter.
  • Acemoglu, Daron, and James A. Robinson. 2001. “A Theory of Political Transitions.” American Economic Review 91(4): 938–63. not required
  • Roessler, Philip. 2011. “The Enemy within: Personal Rule, Coups, and Civil War in Africa.” World Politics 63(2): 300–346. not required
  • Olson, Mancur. 1965. Logic of Collective Action: Public Goods and the Theory of Groups. Harvard University Press. not required (But this is a very short book that is an all time classic in modern social science–if you have time, give it a try.)

Week 3 (Sep 8-14 ). Revolutions

  • Goldstone, Chs. 2, 3, 6, and 7
  • Weyland, Kurt. 2012. “The Arab Spring: Why the Surprising Similarities with the Revolutionary Wave of 1848?” Perspectives on Politics 10(4): 917–34.
  • Skocpol, Theda. 1979. States and Social Revolutions: A Comparative Analysis of France, Russia and China. Cambridge University Press. not required (Part I is highly recommended, though.)

Week 4 (Sep 15-21). Democratization Theory

  • Haggard, Chs. 2 through 4.
  • Miller, Ch. 2.
  • Slater, Dan, and Joseph Wong. 2013. “The Strength to Concede: Ruling Parties and Democratization in Developmental Asia.” Perspectives on Politics 11(3): 717–33.
  • Svolik, Milan W. 2019. “Democracy as an Equilibrium: Rational Choice and Formal Political Theory in Democratization Research.” Democratization 26(1): 40–60. not required, but might be useful for those interested in more mathmatically oriented explanations for democratization

Week 5 (Sep 22-28). Coup

  • De Bruin, Erica. 2020. How to Prevent Coups d’état: Counterbalancing and Regime Survival. Cornell University Press. Chs. 2 and 4. (You have free access to these chapters through the GMU Library).

  • Sudduth, Jun Koga. 2017. “Coup Risk, Coup-Proofing and Leader Survival.” Journal of Peace Research 54(1): 3–15.

  • Svolik, Milan W. 2015. “Which Democracies Will Last? Coups, Incumbent Takeovers, and the Dynamic of Democratic Consolidation.” British Journal of Political Science 45(4): 715–38. not required

Week 6 (Sep 29 - Oct 5). Authoritarian Resilience

  • Miller. Ch. 6.

  • Scoggins, Suzanne E. 2021. “Rethinking Authoritarian Resilience and the Coercive Apparatus.” Comparative Politics 53(2): 309–30.

  • Huang, Haifeng, Serra Boranbay-Akan, and Ling Huang. 2019. “Media, Protest Diffusion, and Authoritarian Resilience.” Political Science Research and Methods 7(1): 23–42.

  • Nadporozhskii, Ilia. 2023. “Influence of Elite Rotation on Authoritarian Resilience.” Democratization 30(5): 794–814.

  • Nathan, Andrew J. 2003. “China’s Changing of the Guard: Authoritarian Resilience.” Journal of democracy 14(1): 6–17. not required

Week 7 (Oct 6-12). Democratic Backsliding

  • Gandhi, Jennifer. 2019. “The Institutional Roots of Democratic Backsliding.” The Journal of Politics 81(1): e11–16. (This is a review essay drawing on some of our textbooks)

  • Haggard, Stephan, and Robert Kaufman. 2021. Backsliding: Democratic Regress in the Contemporary World. Cambridge University Press. Chs. 2 and 3.

  • Wolf, Anne, Kathrin Bachleitner, and Sarah Bufkin. 2024. “Rumors, Propaganda, and Conspiracies: New Insights on the Ideological Dimensions of Democratic Backsliding and Autocratization.” Perspectives on Politics 22(4): 1271–74.

Week 8 (Oct 13-19). Democratic Resilience

  • Bianchi, Matías, Nic Cheeseman, and Jennifer Cyr. 2025. “The Myth of Democratic Resilience.” Journal of Democracy 36(3): 33–46.

  • Cheeseman, Nic, Marie-Eve Desrosiers, Licia Cianetti, and Manoel Gehrke. 2024. “How to Strengthen Democratic Resilience” European Democracy Hub. Link.

  • Boese, Vanessa A, Amanda B Edgell, Sebastian Hellmeier, Seraphine F Maerz, and Staffan I Lindberg. 2021. “How Democracies Prevail: Democratic Resilience as a Two-Stage Process.” Democratization 28(5): 885–907.

Week 9 (Oct 20-26). How domestic factors all come together

  • Miller. Ch. 3

  • Thyne, Clayton L., and Jonathan M. Powell. 2016. “Coup d’état or Coup d’Autocracy? How Coups Impact Democratization, 1950–2008 1.” Foreign Policy Analysis 12(2): 192–213.

  • Thyne, Clayton, and Kendall Hitch. 2020. “Democratic versus Authoritarian Coups: The Influence of External Actors on States’ Postcoup Political Trajectories.” Journal of Conflict Resolution 64(10): 1857–84.

Week 10 (Oct 27- Nov 2). International Factors

  • Miller. Ch. 4.

  • Wobig, Jacob. 2015. “Defending Democracy with International Law: Preventing Coup Attempts with Democracy Clauses.” Democratization 22(4): 631–54.

Week 11 (Nov 3-9). Consequences: Economic

  • de Kadt, Daniel, and Stephen B Wittels. 2019. “Democratization and Economic Output in Sub-Saharan Africa.” Political Science Research and Methods 7(1): 63–84.

  • Girardi, Daniele, and Samuel Bowles. 2018. “Institution Shocks and Economic Outcomes: Allende’s Election, Pinochet’s Coup and the Santiago Stock Market.” Journal of Development Economics 134(1): 16–27.

  • Acemoglu, Daron, Suresh Naidu, Pascual Restrepo, and James A. Robinson. 2019. “Democracy Does Cause Growth.” Journal of Political Economy 127(1): 47–100. not required

  • Jales, Hugo, Thomas H Kang, Guilherme Stein, and Felipe Garcia Ribeiro. 2018. “Measuring the Role of the 1959 Revolution on Cuba’s Economic Performance.” The World Economy 41(8): 2243–74. not required

Week 12 (Nov 10-16). Consequences: Socio-cultural

All video presentations should be submitted by this week.

  • Son, Byunghwan. 2024. “Consequences of Democratic Backsliding in Popular Culture: Evidence from Blacklist in South Korea.” Democratization 31(8): 1798–1822.

  • Son, Byunghwan, and Nisha Bellinger. 2022. “The Health Cost of Autocratization.” The Journal of Development Studies 58(5): 873–90.

  • Nalepa, Monika, and Grigore Pop-Eleches. 2019. “Authoritarian Institutional Infiltration: Causes and Consequences.” Working Paper. Link.

  • Nalepa, Monika. 2022. After Authoritarianism. New York: Cambridge University Press. Chs. 6 and 7.not required

Week 13 (Nov 17-23). Special Topic (chosen by votes): Polarization and Backsliding

  • Orhan, Yunus Emre. 2021. “The Relationship between Affective Polarization and Democratic Backsliding: Comparative Evidence.” Democratization 29(4): 714–35.

  • Svolik, Milan W. 2019. “Polarization versus Democracy.” Journal of Democracy 30(3): 20–32.

  • Gessler, Theresa, and Natasha Wunsch. 2025. “A New Regime Divide? Democratic Backsliding, Attitudes towards Democracy and Affective Polarization.” European Journal of Political Research. Forthcoming. DOI: https://doi.org/10.1111/1475-6765.12751

Week 14 (Nov 24-30). No Class. Thanksgiving Break

Week 15 (Dec 1-7). Wrap-up. QnA.

  • An optional Zoom session will be held at 8:00 PM, Dec 2 (Tuesday). Zoom link will be made available in Canvas.
  • Critical Synthesis Due (7:30 PM, December 1)

Final Exam (Dec 11)

  • The final exam takes the form of essay.
  • The questions are to open at 7:30 PM, Dec 10.
  • The deadline is 7:30 PM, Dec 11.
  • More detailed instructions will be made available as we get closer to the end of the semester.