aes 2017: the science and culture of chocolate: does ...7. individual paper (20%) 100 points 8. exam...

Chocolate AES – Burks Fall 2017

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AES 2017: The Science and Culture of Chocolate:

Does Chocolate Have a Dark Side? Your Chocolate Guide: Dr. Romi L. Burks; @ProfRomi

Chair & Professor of Biology, Co-chair Environmental Studies

Class Time: 1 – 2:15 pm Tuesday and Thursdays, Cullen 320 Office: Fondren Jones 141; Office Phone: 512-863-1280 Office Hours: Monday (3-5); Tuesday 2:15 – 3:30 or by appointment Email: [email protected] Webpage: www.profromi.com Cell Phone: 512-869-8098 (avoid calls before 8 a.m. or after 9 p.m. unless emergency) This course will look for connections between chocolate and different academic disciplines using these 5 Themes:

1. Biological diversity 2. Influences on human health 3. Social justice context 4. Local and global economic impacts 5. Artistic inspiration


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AES Mission: Southwestern University’s Advanced Entry Seminar Program aims to introduce you to the Southwestern Experience and what it means to live and learn amid our liberal arts based academic environment. The AES mission focuses on helping the new student begin to practice an education that arcs over the whole course of the student’s experience and across the curriculum, connecting the questions and perspectives one encounters and the skills one develops to each other and to the world. Seminars introduce and reflect upon intellectual skills common to the liberal arts: formulating cogent questions, forging connections between methods and inquiry, recognizing and challenging assumptions, seeking out and listening to multiple perspectives and rethinking/redefining the role of reading, writing, and discussion in inquiry and student-centered learning. Students may start with asking “Why title this seminar Does chocolate have a dark side?” I chose this title as it challenges assumptions and showcases the multi-faceted nature of chocolate. Nearly everyone loves chocolate to some degree. I see it as the perfect media to integrate into AES. Making meaningful connection to one’s own experience:

• Finding a “chocolate” connection as a first class exercise • Creating an original piece of “art” somehow related to chocolate • Developing a marketing plan for a new application of chocolate

Forming cogent questions: • Learning what evolution has to do with chocolate • Encountering the multi-disciplinary nature of chocolate • Coming to terms with what “art” means • Asking what chocolate ‘can do’

Thinking with interdisciplinary and evidence-based perspectives: • Distinguishing quality websites (i.e. identifying currency, authority & bias) • Learning to search and identify relevant primary literature articles • Discovering new advances in chocolate

Recognizing and challenging assumptions: • Talking with chocolate makers & chocolatiers about business, passion and art • Discussing the meanings behind the “light” & “dark” in relation to chocolate • Exploring the real dark side of chocolate (environmental justices, economics, past

business practices) • Testing out what “taste” means by checking out new makers

Discovering interactions between reading, thinking and writing: • Short journal responses to readings and podcasts • Exhibition card on personal art • Mainstream Chocolate Paper • Proposal and Marketing Plan for Chocolate (in groups) • Essay on Take Home Exam


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CRITICAL READING GUIDELINES: The extent to which you will enjoy and learn a great deal from this class is almost entirely up to you and your commitment to reading the course materials and engaging in classroom discussion. Thoughtful reading is both active and responsive. As a general rule, thoughtful engagement either: (a) uses readings and/or videos as the basis for formulating interesting discussion questions; (b) uses readings and/or videos as a basis to develop an interesting positive argument of your own; and/or (c) treats an author/work as an opponent worth refuting. You will want to engage the works we encounter in an active dialogue and to be prepared to share your impressions with the class community. To this end, you will find it useful to keep careful notes, reactions, outline arguments, etc… to use in your journal responses. TEXTS REQUIRED:

1. Ramsey, Dom. 2016. • ISBN 978-1-4654-5406-5 • Amazon link:https://www.amazon.com/Chocolate-Dom-Ramsey/dp/1465454063

2. Pam Williams and Jim Eber. 2012. • Raising the Bar: The Future of Fine Chocolate. • Amazon link: https://www.amazon.com/Raising-Bar-Future-Fine-

Chocolate/dp/0969192126/ref=sr_1_1?ie=UTF8&qid=1492447760&sr=8-1&keywords=raising+the+bar+chocolate

• ISBN-10: 0969192126 • ISBN-13: 978-0969192121 3. Orla Ryan. 2012. • Chocolate Nations: Living and Dying for Cocoa in West Africa. • Amazon link: https://www.amazon.com/Chocolate-Nations-Living-African-

Arguments/dp/1780323093/ref=sr_1_1?ie=UTF8&qid=1492448012&sr=8-1&keywords=orla+ryan+chocolate

• ISBN-10: 1780323093 • ISBN-13: 978-1780323091

Also, selected chapters from Bread, Wine and Chocolate by Simran Sethi – will be on Moodle. TASTING CONTRIBUTION: Students will also be asked to acquire at least 1 bar of chocolate (depending on size) from a New Maker (less than 5 years old) to share with their peers. Students can contact the makers – with a professional email – and ask for a donation, buy directly or combine efforts and use a service (ChocoRush, Chococurb, etc…) to save shipping costs.


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CHOCOLATE FYS STUDENT LEARNING OUTCOMES: Students will be able to:

1. Describe the chocolate-making process from “farm/tree/pod/bean to bar” and identify

specific flavors or tones from chocolate bars. 2. Differentiate between confectioners, chocolatiers and chocolate makers. 3. Articulate clearly multiple connections between chocolate and different disciplines. 4. Explain the inherent difficulty involved in defining the term “species” and how that relates

to the varieties of Theobroma cacao. 5. Discuss what “socially responsible chocolate” means and give examples. 6. Express their creativity and understanding of the course themes within chocolate class by

creating a piece of original art. 7. Deconstruct the meanings behind the dark side of chocolate. 8. Work together as a team to create a marketable idea involving chocolate. 9. Experience the world through chocolate. 10. Challenge their assumptions regarding the simplicity of chocolate.

WHAT CHOCOLATE CLASS FOSTERS: • Awareness of commodity fetishism (consumer awareness) • Recognition of social justice issues • Enhancement of mind-body connection • Critical analysis skills in texts and media • Reflective nature of informed personal choice • Recognition and creation of interdisciplinary connections • Questioning of prior assumptions • Application of theoretical knowledge to real-life experience • Increased knowledge of impact of global marketplace • Insight into historical and current slavery practices • Introduction to food politics and corporate social responsibility • Collaborative hands-on learning with individual comprehension • Community in the classroom • Reduction in the fear of science by using the familiar to teach core concepts • Comparison between scholarly versus non-scholarly sources • Creativity and out-of-the-box thinking

ADVANCED ENTRY SEMINAR STUDENT LEARNING OUTCOMES: Students will demonstrate

1. An understanding of college-level expectations of critical reading. 2. An understanding of college-level expectations of writing cogently. 3. An understanding of college-level expectations of critical and creative thinking. 4. An understanding of college-level expectations of informed discussion. 5. An understanding of college-level expectations of research.


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CHOCOLATE PIECES = COURSE COMPONENTS

1. Participation (5%) 25 points 2. Case Studies (5%) 25 points 3. Journals (10%) 50 points 4. Solo Art (10%) 50 points 5. New Maker Tasting (15%) 75 points 6. Group Marketing (15%) 75 points 7. Individual Paper (20%) 100 points 8. Exam (20%) 100 points

500 points 1. Participation (25 points): College courses vary in their assessment and inclusion of required participation as part of your course grade. In general, professors at Southwestern expect you to prepare for, attend and participate in class as the default. To foster quality participation and provide a small incentive for students to contribute thoughtfully in class, participate in activities and work effectively in groups, you can earn 25 points (5%) towards the total course grade for chocolate class. You will provide a reflective self-evaluation for this part of the course to which Dr. Burks will adjust if necessary based on classroom observations. The following range serves as a guideline for assessment: 20 - 25 points: No unexcused absences, nearly always on time, impromptu valuable contributions made to class routinely, prepared for and engaged with Case Study Days, exhibits enthusiasm for learning, works well w others, shares chocolate tidbits. 15 - 20 points: No more than 1 unexcused absence, usually on time, sometimes makes valuable contributions impromptu to class (~once every 2 weeks), positive attitude, average contribution to group and shows effort in class. Below 15: 2 – 3 unexcused absences, often late, infrequent contributions to class (1-2 per course), does not contribute 100% to group, unengaged; seems to lack focus. 2. Case Studies (5 x 5 points = 25 points): We will have five case studies in which you will be asked to complete some type of activity (worksheet, summary, concept map, etc…). These will be quickly graded on a scale of 3.5 (class participation only), 4.0 (minimal – moderate effort), 4.5 (quality effort) & 5.0 (excellent effort). Case studies include History, Library**, Genetics, Health & Economics.


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**Understanding how to use the library represents a critical objective for Advanced Entry Seminar. In addition to myself, our AES Librarian Theresa Zelasko will be your resource guide for resources about chocolate ([email protected]). 3. Journal (50 points): Journaling serves as a means to see how your viewpoints and understanding of chocolate continues to mature. Journal responses will be scored on scale of 1 (just ok) or 2 (insightful) points. You should accumulate 50 points in journals by the end of the course. Journals may be turned in at any time, but will be purposely collected three times in the semester (8/25, 9/19 and 10/17). 4. Original Art (50 points): - See Art Rubric on Moodle You will create an original piece that provides your representation of an aspect of chocolate. You can send your thoughts over e-mail for feedback or schedule an appointment to talk about your ideas. You will provide a detailed exhibition card that addresses the intent of your art pieces, outlines the process that you went through and then connects your piece with class material. Collectively, this assignment represents 10% (50 points) of your grade (10 pts. for card, 30 pts. for construction of piece and 10 pts. for presentation). 5. New Maker Tasting – (75 points) – See Tasting Rubric on Moodle The best part of the ‘dark side’ of chocolate comes with actually tasting it. For the first half of the class, I will supply the chocolate and guide the tastings on relevant themes. On the 28th of September and the 12th and 26th of October, we will have tasting days administered by the students. Each student will pick a bar to highlight (or two to contrast if you wish) from a single new maker (in business no earlier than 2012). First come, first serve in choice of makers. There will be a sign-up on Moodle. Students need to start working on this UPFRONT so that you get your chocolate in time for tasting. Do research on bar size – it depends, but you may need two bars per selection for a tasting as you will need to taste the products yourselves before to prepare your presentations. Each student will have 10 minutes in which to present a bar. Students will examine the label of the particular bars, do research about the makers and/or companies and write a short review of the products. Preparedness counts as well as the ability to engage peers. 6. Marketing Plan (75 points): See Marketing Rubric on Moodle In teams of 3-4, students will create a marketing plan for a new application of chocolate that combines at least two different disciplines. These plans will be presented at the end of class. The Rainforest Alliance chocolate (http://www.rainforest-alliance.org/news/2004/cocoa.html) is a good example that combines economics,


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anthropology and ecology. Food for Thought (http://www.gleegum.com/make-chocolate-kit.htm) also combines developmental psychology and chemistry in their “Make Your Own Chocolate” kits. All students will receive the same grade. 7. Science Translation Paper (100 points): - See Writing Rubric on Moodle To share the latest science about chocolate with the world, you will write a short paper (1000-1200 words) to translate a recent primary literature paper. Your paper should include two themes – one primary and one secondary (biological diversity, influences on human health, social context, local and global economic impacts or artistic inspiration). Your particular paper must be based on a peer-reviewed scientific primary literature paper (includes social science fields of Psychology, Sociology & Education). Potential topics include:

• Genetics of Theobroma cacao • Antioxidants in chocolate • Influence of chocolate on blood pressure • Effect of chocolate on cognitive performance • Chocolate as an alternative to fluoride • Plant diseases that threaten chocolate production

Five basic strategies for becoming a better writer:

1. Care more 2. Read more 3. Write more 4. Think more 5. Revise more

Part: Description: Value: Due Date: A: ID PL Paper 20 points Thursday, 8/31 B: Press release 20 points Thursday, 9/14 C Peer review 10 points Tuesday, 9/26 D: Final paper 50 points Thursday, 10/12

8. Exam (100 points): There will be 1 Take Home Exam in the course. You will have 3 hours to complete it. Sections will include multiple choice (30 points), vocabulary (20 points), short answer (35 points) and an essay (15 points). You will be given choices among the short answer and essay questions. You should feel encouraged to submit potential questions.


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GENERAL POLICIES & EXPECTATIONS: OPEN COMMUNICATION & EMAIL: Students are expected to discuss questions and areas of concern with Dr. Burks. Primarily through Moodle (but also from my SU account), I will frequently e-mail to remind you of deadlines or to clarify points from class. Please check e-mail daily. HONOR CODE: I encourage students to study together but all class course work must be done independently unless noted as a group effort. We are all very fortunate to have the Honor System at Southwestern. In general, professors establish ground rules for acceptable collaboration or rules for exams, and students follow those rules. You must write out (or type into an electronic document) and sign (or initial electronically) the honor pledge on all individual work to be graded. The wording is as follows: "I have acted with honesty & integrity in producing this work & am unaware of anyone who has not.” Please take responsibility for taking care of this. On electronic submissions, you must have it on your submission (best to put it in the heading with initials). For exams, you must adhere by the time specified. By matriculating at this university, each of you has agreed to uphold this wonderful tradition. If you are unclear on the concept of plagiarism, come talk to me. When in doubt, paraphrase and cite using Name and Year methods utilized by the journal Ecology (Burks 2005). See Citation Guide on Moodle. Any perceived impropriety will be discussed with the student and then the appropriate action pursued through the Student Judiciary system. ATTENDANCE: COME TO CLASS You are on your honor to initial your name and only your name on a roster during each class day. It is also your responsibility to record if you are late to class (being late twice counts as an unexcused absence). Every minute of every day counts. I expect you to attend class. If you accumulate more than 3 unexcused absences (i.e. non-University or illness related), you risk course failure and you will need to consult with the Center for Academic Success to get back on track. ATTENDANCE: RELIGIOUS AND CULTURAL TRADITIONS Southwestern University recognizes that it has students from a variety of religious and cultural traditions that have special days of observance or celebration that may take students out of their regular activities on certain days during the school year. Since the


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academic calendar does not always coincide with these days, the following policy helps facilitate student absences due to cultural and religious observances.

• As far in advance as possible, the student is expected to notify the professor(s) or instructor(s) of the class(es) to be missed.

• The student is expected to learn what assignments or exams are due or will be assigned on those dates and negotiate with the professor(s) or instructor(s) alternate times for fulfilling those requirements.

• Students should be prepared to fulfill the requirements prior to class(es) to be missed.

GRADES: The maximum possible points for this part of the course add up to 500. I use a standard grading scale (see below). If you fall on the “cusp” between 2 grades at the final grade, I reserve the right to consider “giving you the benefit of the doubt” IF AND ONLY IF:

• You have no more than 1 unexcused absence; AND your grades show reoccurring quality or you consistently improve over the course of the semester; AND your class presence and engagement is noticeable.

Letter Conversions: A+ = 97.5% - 100% = 487.5 - 500 B+ = 87.5% and up = 437.5 - 447 A = 92.5% and up = 462.5 – 487 B = 82.5% and up = 412.5 – 437 A- = 89.5% and up = 447.5 – 462 B- = 79.5% and up = 397.5 – 412 C+ = 77.5% and up = 387.5 - 397 D+ = 67.5% and up = 337.5 - 347 C = 72.5% and up = 362.5 – 387 D = 62.5% and up = 312.5 – 337 C- = 69.5% and up = 347.5 – 362 D- = 60% and up = 300 – 312 F = below 300 WHAT TO EXPECT: WHAT IS EXPECTED: 1. Easy access to material 1. Timely submission of material 2. Flexible office hours as needed 2. Requests to meet 3. Substantial workload 3. 2-3 hours out of class/per hr class 4. Lots of feedback 4. Think beyond just grade 5. Accommodations as needed 5. Clear communication 6. Opportunity to try new things 6. Willingness to try new things 7. Frequent communication 7. Check email 8. Engaged discussion on tough topics 8. Respect for others 9. A new world view 9. Take time to reflect 10. Fun 10. Fun


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ACCOMMODATIONS – We all need some version of accommodations to make our class space accessible, because we all learn in different ways. Please feel free to manage your classroom experience in the way best for you. Make audio recordings of lectures, take pictures of the board, sit wherever you like [consistently please], use a laptop or other device, leave the classroom when necessary, etc. Jennifer Smull and The Office of Academic Success (x1286) possess resources and technologies to help you manage your learning environment. If you believe that we should know about your disability status, please feel free to discuss it with us. Official accommodation notification should ideally have a two-week lead time or be communicated as soon as reasonably possible. If there is something we can do to create a more comfortable learning environment for you, please never hesitate to ask.

Reasonable requests will always be carefully considered for feasibility and equity. Accommodation statement edited from https://tenureshewrote.wordpress.com/2015/07/27/guest-post-every-student-uses-your-access-statement/

LATE PAPERS: Best advice is to plan and turn in your work on time. Late work will result in a 20% penalty per class day. After 3 days, the work will not be accepted. Students may use a “Have a Bad Day” pass once for additional consideration and a three day extension. DOGS: I tend to enjoy the faculty privilege of bringing my dogs, Twinkie and Cupcake, to class. If they bother you, please let me know – anonymous is fine if you like. They are hypoallergenic and shouldn’t cause any allergic issues. They bark on occasion but usually are not disruptive. They have never been aggressive towards a person. Over the last 9 months, Cupcake unfortunately has developed Congestive Heart Failure. This causes her to cough (which is sad and a little disruptive) and requires her to take a number of medications. One of the side effects of the medications is an excessive thirst and the consequence that goes along with it. If she indicates the need to go outside during class, I will request a short break. MOODLE– Access via the portal: Southwestern uses an interactive course management system called Moodle. You will use Moodle to submit assignments, keep track of your grades, and download additional readings. Your username and password is your regular SU-electronic ID (same as your email). With any new technological application, sometimes things can go awry. Melanie Hoag ([email protected], x1644) can be of assistance with any Moodle difficulty.


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GROUP WORK: All students are expected to contribute equally to group projects. FACEBOOK/SOCIAL MEDIA POLICY: Most students seem to have a Facebook account. All official class information goes through Moodle or myself to your SU email. However, if you do have a Facebook Page and want to network with your fellow peers, you would then want to add the Southwestern Network to have a class site. I will not set up a required site for the course. If someone wants to take the initiative to make a group, I am in favor of group studying and brainstorming. I'm happy to be "A Friend" with SU students with the knowledge that I am a faculty member at Southwestern first and take that seriously. If I see something that worries me, I will follow up. I believe in better safe than sorry. At the same time, I'm certainly not in the habit of checking up on students but cannot help but read updates when posted. My Profile page is all-inclusive for my friends, family and some students. I do not post anything there that I am not willing to publicly share (this is good advice). So, if you would like to request to be my friend, I will certainly accept but I do not want to compel people. As another social media alternative, you can follow me on Twitter @ProfRomi. I originally started a Twitter account to keep up with the chocolate world and find it an excellent resource. You can also check out my own experiences at www.profromi.com FOOD/BEVERAGE IN CLASS: You should bring water to every class for chocolate tasting. Please eat lunch before coming to class. I do not mind if you consume small “snacks” during class with the limit that your food or beverage must not make noticeable noise or attract attention (i.e. avoid potato chips, slurping straws, etc…). Pretty much every day we will have chocolate. With the dogs in clas, please make all efforts to keep it off the floor. CELL PHONES/LAPTOPS/PDAs/iPADS: For phones, unless you want me to answer it when it rings, please turn your cell phone off (this does not mean vibrate). Exception: If you have a family or personal emergency that requires it on, then fine. If it rings, please leave the room as quickly and quietly as possible. Do not text/SnapChat during class. If you wish to use electronic devices to take notes, then no problem. However, you will be asked to leave if discovered searching, texting or emailing inappropriately during class.


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MOODLE SYLLABUS STATEMENT: By entering your name in the response box, you acknowledge your willing participation in assessment of inquiry-based activities. After reading the syllabus, please mark important dates on calendars (exam, drop date, presentation) and COMPLETE THE SYLLABUS CHECK by typing in “I have read the syllabus and understand the expectations.” By entering this, I know that you understand:

1. The expectations for success in Chocolate class are abundantly clear. 2. Students can make an appointment with Dr. Burks if times conflict. 3. All your questions about the syllabus have been answered. 4. Students will first consult the syllabus with a question about an assignment and

then clarify with Dr. Burks.

About PROFROMI – also see www.profromi.com

• Twitter @ProfRomi • Current Biology Department Chair • Aquatic molecular ecologist that studies large

freshwater snails and patterns of diversity and distribution • Teaches about chocolate across many disciplines • Co-chairs Environmental Studies at SU

• Owned by two fuzzy “children” – Bichons Twinkie & Cupcake • Excited for year 14 in the Department of Biology • Lives in Georgetown, avid reader, loves sushi • Very much available to answer student questions and help.

@PROFROMI wishes you a quality experience in chocolate class


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Does Chocolate Have a Dark Side? Tentative Schedule – Fall 2017 # D T C Topic Class Prep DUE Where

1 M 10 8/21 Intro’s & Syllabus Cullen 320

11 What is Chocolate? Cullen 3202 Tu 9 8/22 Tasting 101 DRC:

122-158 Cullen 320

10 “Bean to Bar” Cullen 320 11 Industry Discussion Cullen 320

3 W 10 8/23 Case Study 1: History DRC 14–21 Cullen 320 11 Cullen 320

4 Th 9 8/24 Dark Side Film OR: Ch 1-3 RTB: Part 2

Cullen 320 10 Shady Side Film Cullen 320 11 Social Justice Discussion Cullen 320

5 F 10 8/25 Case Study 2: Library Journals Library

11 Honor Code Olin 105

6 Tu 1 8/29 Chocolate Biology 101 Art Idea Cullen 3207 Th 1 8/31 Case Study 3: Genetics RTB: Part 1

BWC: 83-104 ID PL Paper

Cullen 320

8 Tu 1 9/5 Chocolate Chemistry 101 BWC: 105-128

Art MidPt

Cullen 320

9 Th 1 9/7 Case Study 4: Health Maker Pick & Day Cullen 32010 Tu 1 9/12 Art Exhibit Art

Project Cullen 320

11 Th 1 9/14 Writing Center* PL Paper Press Release Mood 306

12 Tu 1 9/19 Library 2 Journals Library

13 Th 1 9/21 Chocolate Marketing RTB: Part 3 Cullen 32014 Tu 1 9/26 Peer Review Draft Cullen 32015 Th 1 9/28 New Maker Tastings 1 1-6 Cullen 32016 Tu 1 10/3 Paideia Visit – Work on Marketing Project Cullen 32017 Th 1 10/5 Integrated Learning Visit – Work on Marketing Project Cullen 320

Tu 10/10 No class – FB Cullen 32018 Th 1 10/12 New Maker Tastings 2 Paper;

7-12 Cullen 320

19 Tu 1 10/17 Case Study 5: Economics

DRC: 56-95 OR: Ch 4-6

Journals Cullen 320

20 Th 1 10/19 Review Day Exam posted by F 5 pm Cullen 32021 Tu 1 10/24 What You Wish You Knew Exam Cullen 32022 Th 1 10/26 New Maker Tastings 3 12-18 Cullen 32023 Tu 1 10/31 Marketing Projects Project Cullen 32024 Th 1 11/2 Future of Choc - Evals OR: Ch 7-8 Cullen 320*Create DEWC account ahead of time: http://mywco.com/dewc; Readings: ORC = Orla Ryan Chocolate Nations; DRC = Don Ramsey Chocolate; RTB = Raising the Bar by Williams & Eber BWC = Bread Wine Chocolate (PDF on Moodle)

aes 2017: the science and culture of chocolate: does ...7. individual paper (20%) 100 points 8. exam...

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