Professional Documents
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Int412 Syllabus Fall2015
Int412 Syllabus Fall2015
State
University
Department
of
Interdisciplinary
Studies
Syllabus
INT
412:
CONTEMPORARY
GLOBALIZATION
Dr.
Danny
L.
Adams,
Professor
FALL
2015
Contents
Course
Summary
..........................................................................................................................................................
2
Prerequisites
.................................................................................................................................................................
4
Instructional
Methods
and
Strategies
..........................................................................................................................
4
Computer
Literacy
Requirements
................................................................................................................................
4
Learning
Objectives
........................................................................................................
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not
defined.
Instructional
Materials
.................................................................................................................................................
6
Required
Texts
......................................................................................................................................................
7
NSU
Policies
..................................................................................................................................................................
7
University
Assessment
Statement
........................................................................................................................
7
Incomplete
Grade
Policy
......................................................................................................................................
8
Proctoring
Policy
...................................................................................................................................................
8
Statement
on
Spartan
Success
Center
.................................................................................................................
8
On-Campus
Proctor
Schedule
for
Midterm
and
Exams
..........................................
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not
defined.
Departmental
Policies
.................................................................................................................................................
8
Late
Assignments
and
Make-up
Policy
.........................................................................................................................
8
Learner
Interaction
Policy
............................................................................................................................................
8
Evaluations
.................................................................................................................................................................
10
Example
of
a
Rubric
............................................................................................................................................
11
Written
Work
Criteria
.........................................................................................................................................
14
Academic
Integrity
Standards
.............................................................................................................................
14
Attendance
Policy
.......................................................................................................................................................
14
Assignments
...............................................................................................................................................................
14
Grade
Scale
.................................................................................................................................................................
15
Calendar
of
Assignments
................................................................................................
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not
defined.
Course
Outline
............................................................................................................................................................
16
Bibliography
...................................................................................................................
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not
defined.
Special
Instructions
&
Policies
........................................................................................
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not
defined.
Communication
..............................................................................................................
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not
defined.
Course
Summary
Course Description
This course introduces students to key terms, concepts, and processes that are integral to the
increasing interconnectedness among cultural, economic, and political dimensions of peoples and
nations worldwide. Attention is given to how neo-liberal theories and western principles have
significantly influenced the pace and trajectory of globalization, and the extent to which they impact
(pro or con) the well-being of nations in various states of development.
Global events/affairs are used to showcase issues and tensions among institutions and actors as
the engage the forces of globalization. Conditions of inequality and poverty, gender and ethnic
violence, environmental threats, and population and migration shifts reveal pro and con attributes of
globalization, giving rationale for positions of anti-globalization.
An overriding outcome from the study of globalization provides students with the ability to identify
and discuss critical indicators that suggest we are experiencing the world as a single place. As
such, the study of globalization calls for an interdisciplinary approach that is broad enough to
behold the big picture.
Course Rationale
Interdisciplinary Studies can often be difficult to articulate to those who ask or want to know more
about it. The following two definitions are as succinct and straight forward as I have come across:
A process of answering a question, solving a problem, or addressing a topic that is too broad
or complex to be dealt with adequately by a single discipline or profession... (Klein and
Newell, 1966);
The application of methodology and language from more than one discipline to examine a
central theme, issue, problem, topic, or experience (Jacobs, 1989).
With these descriptions as the context within which we are focusing, the following is intended to make
the connection with the overall program course objectives of the Interdisciplinary Studies program:
MEASURABLE
COURSE
LEARNING
OUTCOMES
1. STUDENTS
WHO
COMPLETE
THE
B.S.
IN
INTERDISCIPLINARY
STUDIES
WILL
BE
ABLE
TO
FORMULATE
QUESTIONS
AND
ASCERTAIN
RELATIONSHIPS
THAT
ARE
CONVENTIONALLY
UNRELATED
IN
ORDER
TO
CREATE
AND
DEMONSTRATE
NEW
KNOWLEDGE.
1.1
Students
will
identify
and
critique
answers
given
as
to
why
human-rights
are
considered
a
standard
for
all
nations,
given
that
the
rights
designated
are
fashioned
by
the
developed/elite
nations
and
rationales
proffered
by
this
class
of
nation-states.
1.2
Students
will
apply
analytical
skills
in
written
and
group
activities
that
examine
case
studies
of
events
and
phenomena
that
transect
nations,
institutions,
and
peoples
around
the
world,
especially
natural
and
man-made
dilemmas
related
to
political,
economical,
historical
dimensions
1.3.
Students
will
examine
the
effects
of
information
and
communications
technologies
on
viewing
and
experiencing
the
world
as
a
single
place
2. THE
INT
GRADUATE
WIL
BE
ABLE
TO
DESCRIBE,
ANALYZE,
SYNTHESIZE,
INTERPRET,
AND
EVALUATE
PHENOMENA
INTERDISCIPLINARILY
TO
CRITICALLY
EXAMINE
THE
VALIDITY
OF
ASSUMPTIONS,
HYPOTHESES,
AND
THESES.
2.1
Students
will
identify
perspectives
and
critique
the
consequent
arguments
that
both
support
and
reject
globalization
2.2.
Students
will
identify
and
analyze
arguments
that
depict
interconnectedness
of
issues
that
have
multiple
alignments
with
various
institutions,
forces,
and
phenomena
(e.g.,
that
rising
waters
(climate
control)
may
impact
food
shortage,
which
impacts,
regional/local
conflict,
which
may
impact
migration,
which
may
impact
population/census,
which
may
impact
economic
policies,
which
impacts
cultural/multicultural
continuity,
and
so
on)
2.3
Students
will
enumerate
the
complexities
that
involve
Westernization,
modernization,
and
neo-
liberalism
as
solutions
to
enhance
global
prosperity
3. THE
INT
GRADUATE
WILL
BE
ABLE
TO
ASSESS
SOCIAL,
ECONOMIC,
CULTURAL,
AND
POLITICAL
ISSUES
IN
ORDER
TO
BECOME
A
PRODUCTIVE
CITIZEN
(I.E.,
CHANGE
AGENT)
IN
THEIR
LOCAL
AND
GLOBAL
COMMUNITY.
3.1
Students
will
identify
the
institutional
paradigm(s)
under
which
world
issues
have
their
traditional
affiliations
3.2
Students
will
utilize
a
vocabulary
for
identifying
key
institutions
and
players
in
the
field
of
international
development
and
alignments
4. THE
INT
GRADUATE
WILL
BE
ABLE
TOA
ENGAGE
HIS/HER
THINKING
PROCESSES
TO
PROMOTE
SELF-REFLECTION
AMIDST
DIVERSITY.
4.1.
Students
will
locate
and
research
various
media
and
real-life
resources
related
to
globalization
themes
current
global
issues
4.2
Students
will
apply
terms
and
vocabulary
(e.g.
glocal,
flows,
to
think
globally)
that
demonstrate
interdependencies,
interconnectedness,
and
transference
of
concepts
and
perspectives
across
discipline
domains.
4.3
Students
will
exhibit
critical
thinking
in
written
responses
to
study
guide
questions
that
explore
connections
among
personal
perspectives
and
events,
and
their
place
in
the
global
context.
4.4
Students
will
exercise
the
ability
to
analyze,
synthesize
and
evaluate
multiple
source
data
on
global
issues
of
inequality
and
the
various
forms
of
discrimination,
and
propose
alternative
measures.
Course Delivery Method
This course is delivered as a fully online course, utilizing Blackboard as the course
management system (CMS). All navigational buttons provide you with information on how to
work the system and allow you to proceed with the rest of the course. It is important that you
familiarize yourself with all the navigational buttons and controls of the Blackboard system.
activities and directions by which to assimilate sufficient content that will in turn, enable them to
question that very same information, and do so from the context of their own lived experiences. This
process can only do one thing over time: The learner will then question his/her own interpretation of
their experiences and lives. Thus, steps toward the goal of understanding ones selfcreating a
healthy and malleable center that can engage the variableness of the world holistically, i.e. in the
fullness of its interdependencies. In sum, the course is designed to accomplish these things:
(a) Acquire - to gain familiarity with key concepts, historical points, and frameworks through
targeted Readings, Unit self-assessment exercises, Study Guides, and Quizzes;
(b) Analyze - to formulate questions that reflect understanding or grappling with the content
enabled through Discussion Board questions, Study Guides, and WorldSPOT_LIGHT;
(c) Synthesize - to reassemble the topic elements from the learners best-formulated perspective,
using language/terms inscribed in the topicenabled through Blog activities and Study Guides,
and Discussion Board;
(d) Evaluate assert reflective considerations on the topic contents, recognizing experiential and
inescapable bias, and weighing the variables of the situation/issue in their interdependent, and
perhaps contesting relationships, that result in the most comprehensive assessment of their
significance/meaningenabled through Study Guides, and Blog Project.
COURSE CONTENT
Units - The primary access path to course content, material, and information regarding their use is
via Unit Central on the course menu. Information (documents, slides, audio/video and media files,
interactive Notes presentation, quizzes and assessments, resource links, etc.) are housed within
respective folders that are named and arranged by title of the chapter in the textbook (thus Unit
topic). Instructions for what to do, how and where to do it is also contained with the appropriate
folders. Be mindful that much of the material added as links to Internet sources, multimedia links and
sources, external resources can be as important as the information contained in the required
textbook, providing real in-time events or issues as they occur, especially in the other course
structures World Affairs, and Social & Collaborative.
Unit content in Blackboard will be available progressively. It is preferable that topics and course
content be engaged in ways that support students ability to gain sufficient foundation (basic
understanding) as well as to gain familiarity with selected tools to explore targeted topics in some
depth. This requires acquisition of vocabulary and conceptual frameworks, which are additive in
nature. Therefore, it is best to assimilate each unit as fully as possible before addressing the next
one. This is the rationale for withholding graded assignments until sufficient time/exposure has been
given to material that provides the foundation for success.
WORLD AFFAIRS
WorldSPOT_LIGHT This menu item will present events and issues as they happen in the world. It
is meant to showcase current issues and topics as symptomatic of underlying processes of
globalization, and to illuminate key elements and concepts in the course needed to accurately
interpret such issues and events. For example, revolutionary protests in the Middle east (Arab
Spring, 2011) continues to be a case study for examining the interplay of governance: political power
(autocratic), religion, economic downswing, employment and human rights limitations, social media
influence (Twitter, etc.), intergovernmental organizations (NATO) and International Criminal Court
(ICC), and UN sanctionsall coming significant actors and processes that constitute globalization.
Folders containing such content will be added in the course in the form of Word, PDF, Internet,
audio/video or an array of multimedia.
COLLABORATIVE & SOCIAL
Blog: Learning Space The course blogs made available as a site that is external to Blackboard.
Its purpose is function as a Web 2.0 media-type environment for students to register their academic
and personal reflections and commentary on (a) topics assigned by the instructor, and (b) topics
chosen by the student. It is intended to serve as a space where critical and ongoing thinking can
evolve; where such is shared; and where course topics can be further explored through studentstudent interactions using social networking tools that enable collaborative analysis and synthesis.
Just as significantly, the weblog is the very medium that has played--and is playing--a role in shaping
globalization, and how/what it is to think about globalization.
A basic knowledge of computers. For example, understanding files and folders to upload or
download course content is absolutely essential. Basic computer literacy classes (CSC-150)
are available on campus as elective courses. Students deficient in the necessary computer
skills should consider taking such classes.
An understanding of the Web and its resources, such as the library and online research
tools accessed through a Web browser.
Familiarity with Microsoft Office applications, such as Word and PowerPoint; this is
absolutely essential for your academic success.
Familiarity with NSU's e-mail system to guarantee effective communications with both
instructors and classmates. All NSU students have been assigned an e-mail account and are
expected to access it regularly via the Web.
For those of you not familiar with the Blackboard LMS, an online orientation can be accessed by selfregistering in Blackboard. The course name is "Blackboard Student Training." Additional assistance
with Blackboard can be obtained through the Blackboard Central Help Desk at
bbtechsupport@nsu.edu or by phone at 757-823-2328 M - F 8AM - 6PM at the Lyman Beecher
Brooks Library (LBBL), suite 3007.
Addressing your computer skills will greatly enhance your learning experience, reducing wasted time
and frustration for yourself and your instructors. Please feel free to contact the Office of Information
Technology (OIT) Client Services or the Office of Distance Education for advisement on how to
receive assistance with your computer literacy instructional needs.
5. Students will utilize a vocabulary for identifying key institutions and players in the field of
international development and alignments
Instructional
Materials
Required
Texts
Course
Materials/Required
Texts/Supplementary
Resources
Required Textbooks:
Richard J. Payne (2013). Global
Issues,
4th
ed Pearson Pub. Offers current and topical look at the
forces driving globalization. From democratization, human rights, and global finance to terrorism,
pandemics, and climate change, this texts surveys global problems that transcend boundaries and
are challenging the international system. It attempts to place complex issues into comprehensive
context and thus explain the growing political, economic, and cultural interdependence visible in
the headlines and in readers lives.
Supplementary Resources (students are not required to purchase):
Fareed Zakaria (2011). Post-American World, Release 2.0. W.W. Norton & Co., NY.
"This is not a book about the decline of America, but rather about the "rise of the rest"the growth of
countries like China, India, Brazil, Russia, and many othersas the great story of our time. The 2008
financial crisis turned the world upside down, stalling the United States and other advanced economies.
Meanwhile emerging markets have surged ahead, coupling their economic growth with pride,
nationalism, and a determination to shape their own future.
maintaining a high level of quality and meeting students need. Participating students will not be
identified in the analysis of results. Unless indicated by the instructor, results from University
assessment activities will not be computed in student grades.
Academic
Support
Services
The Spartan Success Center (SSC) offers services designed to improve student achievement,
increase retention, and reduce time to degree completion. Students are encouraged to take
advantage of tutoring (including SMARTTHINKING online free tutoring services), advising, mentoring,
Sophomore Year Experience, and Examination of Writing Competency assistance.
https://www/nsu.edu/provost/ssc/
Proctoring
Policy
Students must have exams in online courses proctored. A proctored exam is one that is
administered by an impartial individual (called a proctor) who monitors and supervises a student
while that student is taking an exam. The proctor ensures the security and integrity of the exam
process. Students will be required to submit an Online Course Proctor Identification Approval Form
to each instructor. Once the proctor has been approved by the instructor, the students will be
required to present their Spartan Identification Card and photo identification to the proctor prior to
students receiving the exam. Students are responsible for arranging a proctor for their exam(s) and
all costs incurred for this service. The University Testing Center in Harrison B. Wilson Hall, 134,
757-785-3827, offers Proctoring Services on campus, at no cost for NSU students. Please contact
the NSU Testing Center for more information; students are to pre-arrange their scheduled proctored
times with the NSU Testing Center and the course professor.
Microsoft
Word
ALL
Interdisciplinary
Studies
papers
are
to
be
submitted
as
Microsoft
Word
documents
(.doc),
unless
otherwise
noted
by
the
professor.
If
students
submit
papers
using
other
writing
programs
(i.e.,
WordPerfect,
Microsoft
works,
MAC
programs,
etc.),
they
may
lose
points
and/or
not
have
their
paper
accepted/graded.
It
is
imperative
that
students
follow
the
guidelines
and
directions
of
each
professor.
5.
6.
7.
8.
Success
Policy
The best policy for success in any course is preparation, organization, and active participation,
reading completion and comprehension, effective time management and constant, consistent
communication with the instructor. Remember, this is YOUR educationbe responsible and
accountable.
10
This course will have three different types of assessments and are graded in accordance with the
performance level as indicated in the respective rubrics that follow:
Engagement
with
material
Weight
=
30%
Correctness/accuracy
Weight
=
25%
Responses
reflect
familiarity
with
the
material
such
that
answers
are
generalizations
about
the
material
Evidence
of
analysis
or
synthesis
of
course
material/information;
weak
attempts
to
identify,
biases,
caveats,
allusions,
assumptions,
patterns,
etc.
No
Evidence
of
analysis
or
synthesis
of
course
material/information;
weak
attempts
to
identify,
biases,
caveats,
allusions,
assumptions,
patterns,
etc.
synthesis
of
course
material/information;
attempts
to
identify
biases,
caveats,
allusions,
assumptions,
patterns,
etc.
11
Assignment
is
submitted
on
time
(or
before)
Submission
timeliness
Weight
=
10%
Assignments
submitted
late
Rubric
for
Discussion
Forum
Postings
Measure
Post
response
to
Discussion
questions
Response
is
thoughtfully
constructed
and
presented
9-10 points
7-8 points
5-6 points
3-4 points
0-2 points
Well-developed
and
detailed
response(s)
with
credible
and
cited
supplemental
information
to
strengthen
the
position
Well-developed
and
detailed
response(s)
with
supplemental
information
to
strengthen
the
position
Response(s)
with
explanatory
information
not
accompanied
by
low
quality
supporting
information
Undeveloped
response,
lack
of
information
to
support
the
position
Many errors
Content
or
main
idea
is
very
clear;
exemplary
writing
and
articulation
Content
or
main
idea
is
clear;
well-
written
with
minor
needed
Content
or
main
idea
somewhat
clear;
errors
in
writing
and
corrections
expression
Content
or
main
not
clear;
rambling
reflects
hurried
or
little
thought;
significant
errors
in
writing
in
spelling,
grammar;
plagiarized
others,
content,
or
copied
verbatim
from
textbook
or
other
sources
A. Coherence and
clarity of writing
9-10 points
7-8 points
5-6 points
3-4 points
0-2 points
Clear, concise,
Clear,
concise,
and
basically
well
written;
a
few
Easy
to
understand,
Difficult
to
understand
well-written
with
no
serious
syntax
or
grammatical
errors.
errors.
with
some
errors.
the
main
idea,
many
errors
in
spelling,
grammar.
B. Post Entries:
identifies relevant
Main
idea/concept
is
articulated
Concept
is
articulated
Concept
is
partially
Concept
or
idea
is
unclear;
Concepts/ideas
incomprehensible
12
concept(s) and
draws
relationships with
content gathered
(or linked to) from
external sources.
C. Consistency of
tracking the same
dimension (or
institution)
through various
global topics and
issues (not
switching from
with each posting)
D. Comment
Entries to blog
postings of other
students
E. Demonstrates
ability to develop
questions that
pose possible
alternatives
clearly;
demonstrates
high
degree
of
analysis
of
relationships
with
issues
or
examples
gathered;
links
to
quality
information
clearly;
relational
analysis
applied
to
issues
or
examples
gathered;
links
to
information
useful
or
irrelevant;
no
analysis
exhibited;
no
linked
information
Discussion
of
the
same
dimension
deepens
as
postings
are
added;
examines
role
in
associated
topics
to
enhance
quality
of
understanding
Maintains
discussion
of
the
same
dimension
across
all
postings;
limited
examination
of
its
role
in
associated
topics
Discusses
various
dimensions
that
are
related;
limited
examination
of
their
roles
in
associated
topics
Discusses
various
dimensions
that
are
minimally
or
vaguely
related;
poor
examination
of
the
roles
in
associated
topics
Discussion
of
same
dimension
lacking
and
not
related
to
each
other;
no
examination
and
no
associated
material
Comments
weekly
on
three
(3)
postings
made
by
fellow
students;
comments
raise
a
significant
question,
and
offers
useful
suggestion
Comments
weekly
on
three
(3)
postings
made
by
fellow
students;
comments
raise
significant
question,
does
not
offer
suggestion
Comments
weekly
on
two
(2)
postings
made
by
fellow
students;
comments
raise
a
significant
question,
and
offers
useful
suggestion
Comments
less
than
weekly
on
two
(2)
postings
made
by
fellow
students;
comments
raise
question,
does
not
offer
suggestion
Comments
sporadically
or
not
at
all
on
postings
made
by
fellow
students;
no
question
and
no
suggestion
Reveals
high
degree
of
understanding
content;
questions
target
key
points;
alternative
Exhibits
understanding
of
content;
questions
about
key
points;
alternative
propositions
clear
but
with
limited
critical
thought
Exhibits
grasp
of
content;
questions
not
clearly
targeted
to
key
points;
alternatives
poorly
expressed
Exhibits
little
grasp
of
content;
questions
not
targeted
to
key
points
or
incomplete;
alternatives
poorly
expressed
Very
little
familiarity
with
content;
no
questions;
no
alternatives
propositions
exhibits
rigorous
critical
thinking
articulated;
13
Attendance
Policy
Students are expected to login to the course site at least three times weekly, preferably as many
times as is necessary to engage the content and activities successfully. Follow the University
guidelines for Attendance (found in the Student Handbook) and modify for your online and/or
blended, face-to-face, or accelerated course.
Weather
Policy:
In case of inclement weather, students should listen to major radio and television stations; visit the
NSU website at www.nsu.edu; and/or call the University operator at 757-823-8600. Additionally,
students should sign up for University text alerts. If the University cancels classes, students should
check their NSU email and the Blackboard course site for additional course information. As an online
course, we still meet regardless of weather.
Assignments
Includes
multiple
choice,
fill-in,
true/false
and
short
answer/essay
intended
to
sharpen
learner
ability
to
comprehend
reading
material
and
make
pertinent
relationships
among
concepts.
Learning
Spaces:
Discussion
and
Blog
Forums
30%
of
final
grade
Quizzes
(Online)
40%
of
final
grade
Four
(4)
quizzes
@
100
points
=
400
Please note: As part of the INT core/major, students must earn a grade of C or better in order to
gain credit towards graduation and receipt of B.S. in Interdisciplinary Studies
100-94
=
A
93-90
=
A-
89-86
=
B+
85-83
=
B
82-80
=
B-
GRADING
SCALE
79-76
=
C+
75-70
=
C
69-65
=
D+
64-62
=
D
61-59
=
D-
58
&
below
=
F
UNIT
CONTENT
Unit
A
Global
in
Context
|
Weeks
1
-
3
Introduction to Globalization
15
Course
Outline
Instruction
during
Inclement
Weather
and/or
University
Closing
16