syllabus (gs 150 - sp15 online)

7/25/2019 Syllabus (GS 150 - Sp15 Online)

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G S 1 5 0 :

Co u r seI n fo r m at i o n

Instructor: Matt Hornbeck Email: [email protected]

O f f i c e : C C 2 - 3 5 0

P h o n e : 4 2 5 - 3 5 2 - 8 1 0 7

O f f i c e H o u r s :

S p r i n g 2 0 1 6 G S 1 5 0 ; 5 C r e d i t s

General

Information

Online Classroom: CANVAS

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G S 1 5 0 :

Cascadia Online

Learning Site

S e c t i o n O L 0 2

C l a s s M e e t i n g T i m e :

Arranged Online (Canvas)All interactions will take place

using our online course called

CANVAS.

C o u r s e D e s c r i p t i o n s

This course introduces students to the dynamics of identity,culture and globalization in the United States by examining

issues such as race, class, and gender. Students examine theirown identities and culture groups in order to understand the

tensions between local ways of life with deep historical,linguistic, ethnic, and religious roots and global pressures for

pluralism. Using work drawn from the humanities, social- andnatural-sciences, students assess how their local identity,

including such things as gender, disability, sexuality, race,ethnicity, class, and spirituality, is negotiated in the era of

neocolonialism and globalization.

L e a r n i n g S t r u c t u r e s

The classroom time will be structured as a mix of video lectures,online videos, community-based projects, and online

exercises/discussion forums. Here’s how the course is organized. It

is divided into 11 different sections (called “Modules”), which

represent each of the 11 weeks of the spring quarter. Each Module

includes an overview of the week, which includes your reading

assignments, a video lecture or supplemental video, a discussion

forum, and you weekly analytic assignment. During this course

you will encounter ideas that are familiar and comfortable to you,as well as ideas that are foreign and uncomfortable. It my goal for

this course to be structured in such a way that each student feels

free to critically and respectfully work with any such ideas as they

are presented. Critical thought and respect for your fellow

classmates are non-negotiable prerequisites for this course.



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I n s t r u c t o r r e s e r v e s t h e r i g h t t o m o d i f y t h e s y l l a b u s a t a n y t i m e | G S 1 5 0

C a s c a d i a n O u t c o m e s

1. L e a r n A c t i v e l y : learning is a

personal, interactive process that

results in greater expertise and amore comprehensive

understanding of the world.

2. T h i n k C r i t i c a l l y ,

C r e a t i v e l y , &

R e f l e c t i v e l y : Reason &

imagination are fundamental to

problem solving & the critical

examination of ideas.

3. C o m m u n i c a t e w i t h

C l a r i t y & O r i g i n a l i t y :

The ability to exchange ideas &

information is essential to personal

growth, productive work, &

societal vitality.

4. I n t e r a c t i n D i v e r s e &

C o m p l e x E n v i r o n m e n t s : Successful negotiation through our

increasingly complex,

interdependent & global society

requires knowledge & awareness of

self & others, as well as enhanced

interaction skills.

G S 1 5 0 : G l o b a l i z a t i o n , C u l t u r e , & I d e n t i t y

Learn Actively: Explore the interaction of

culture and environment, both social andnatural; Identify the development and impact of

personal perceptions; Experiment with variousresearch methodologies from the social sciencesand/or humanities; Practice multicultural

communication through interaction with peers

Think Critically, Creatively, & Reflectively:

Examine multiple perspectives on issuesdiscussed in the course; Recognize the

interaction of culture and place on identityconstruction and personal perceptions; Critically

evaluate scholarly and popular press as related tocourse topics; Identify the role of spirituality inthe legacy of colonialism and neocolonialism;Apply theories and concepts learned in class to

personal experience; Evaluate theinterrelationship of oppressed groups, includingpeople of color, women, disabled, and non-

heterosexuals, etc., with power structure in theUnited States

Communicate with Clarity & Originality:

Create formal written, oral, or technological

products; Practice communication and inquiryskills through team activities as well as verbaland written work; Clearly articulate opinions

and support ideas with evidence; Use technologyto gather, process, and communicate information

Interact in Diverse & Complex Environments:

Share ideas, experiences, self-assessmentprocesses with others, and listen to others withopenness and respect; Tolerate conflict and use

resolution strategies when working in teams; Useempathy and thoughtful analysis to improvecommunication with others; Improve team skills

through in-class activities and team assignments;Apply new knowledge to personal experiencesand surrounding communities.



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Each class is unique and develops its own culture andpersonality. However, in order for learning to occur, there arecertain basic conditions that must exist. Each participant in thelearning community (instructor and student) has rights andresponsibilities. The most important right/responsibility we havein this class is to create a respectful and safe environment in

which we can learn together. The following expectations willhelp us in that process:

• Check the course homepage, calendar and assignmentpage, your email, and the CANVAS course discussion

board several times a week. This will insure that you stayup to date with the course schedule and find a healthyrhythm for the quarter.

• Be courteous and considerate. Being honest andexpressing yourself freely is very important, but beingconsiderate of others online is just as important as in the

classroom. Make every effort to be clear. Onlinecommunication lacks the nonverbal cues that fill in muchof the meaning in face-to-face communication.

• A helpful hint for use with both discussions and email —Compose your message in your word-processingapplication in order to check spelling, punctuation, andgrammar — then copy and paste your composition intoemail or the discussion. This also saves online time.

• Everyone should feel free to participate onlinediscussions. Regular and meaningful discussion postings

constitute a substantial portion of your grade. Respecteach other’s ideas, feelings and experience.

• Do not use postings such as “I agree,” “I don’t knoweither,” “Who cares,” or “ditto.” They do not add to thediscussion, take up space on the Discussions, and will not

be counted for assignment credit. Avoid posting large blocks of text. If you must, break them into paragraphs

and use a space between paragraphs.

C r e a t i n g a S a f e & R e s p e c t f u lO n l i n e C o m m u n i t y

Keys to Success inO n l i n e L e a r n i n g :

_ ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Online courses are not easier orless time-consuming than F2F(Face-to-Face) courses; they are

just different. Here are somesuggestions for your success:

1. Set aside a specific timeduring the day for this course--the best time that fits yourschedule. Use this time forpreparation (reading,studying, writingdiscussions/assignments) andfor participation.

2. Don't put off the work--youneed to keep up so you canmore effectively participate ingroup and class discussions.Don't be afraid to askquestions--just like in a F2Fclass, there are probablyseveral others who arewondering the same thing.

3. Check in and contribute tothe class several times a week-

-this will keep you engaged,on-track, and moving steadilytoward your goal!

4. Let me know about anyproblems you are having

right away so we canresolve them quickly. i.e.C o m m u n i c a t e

E a r l y & O f t e n



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Academic Honesty: The College regards acts of academic dishonesty, including such activities as plagiarism, cheating and/or/violationsof integrity in information technology, as very serious offenses. In the event that cheating, plagiarism or other forms of academicdishonesty are discovered, each incident will be handled as deemed appropriate. Care will be taken that students’ rights are not violatedand that disciplinary procedures are instituted only in cases where documentation or other evidence of the offense(s) exists. A descriptionof all such incidents shall be forwarded to the Student Con-duct Officer, where a file of such occurrences will be maintained. The StudentConduct Officer may institute action against a student according to the college’s disciplinary policies and procedures as described in theStudent Handbook: http://www.cascadia.edu/about_cascadia/student_handbook.aspx

Acceptable Use Policy on Information Technology: In general, the same ethical conduct that applies to the use of all college re-sources and facilities applies to the use of Cascadia’s systems and technology. These systems may only be used for authorized purposes,using only legal versions of copyrighted software, and with consideration and respect for the conservations of resources and the rights ofother users. For additional information, see the online version of the Student Handbook athttp://www.cascadia.edu/about_cascadia/student_handbook.aspx or go to the Open Learning Center for assistance with any questions.

Campus Closures and Inclement Weather: In the event of inclement weather affecting morning classes, there will be notification onthe local media by 5:30 a.m. You may also call the main campus number: 425-352-8000 to hear a message that will be updated with thelatest Cascadia closure information. You may also go online to www.schoolreport.org and click on Cascadia Community College to get thelatest report. Should the weather deteriorate during the day, you may check online, listen to the main campus message; check email or themedia to hear news about closures or class schedule changes.

To sign up to receive campus alerts, including closures, on your home email, your mobile phone, or your home phone, log in at

https://alerts.cascadia.edu/ Use your Cascadia user name and password and be sure to select the "Student" domain. Upon login, you will be re-directed to a web site maintained for Cascadia by a third party vendor. Rave Mobile Safety has partnered with Cascadia CommunityCollege to provide emergency notification services to the campus community.

Emergency Procedures: Emergency procedures are posted in each classroom. To reach campus security personnel, dial 425-352-5222.City of Bothell fire and police may be reached by dialing either 9-9-1-1 or 9-1-1 from any campus phone. Campus emergency phones arelocated on campus walkways and parking lots.

Learning Assistance Options: To support student success, Cascadia offers a variety of support services. The Open Learning Center,CC2-060, provides a computer lab where students can receive assistance with technology to support class assignments. Cascadia’s Mathand Writing Center, CC2-080, provides tutorial support for students who seek additional assistance with their math and writingassignments. Tutoring is offered on a drop in basis, and is free and open to all Cascadia students.

Online Tutoring and Writing Assistance: Cascadia provides online access to live tutors in a variety of subjects, provided by the NWe-Tutoring Consortium. Tutoring is offered through live, interactive sessions and through an Essay Center. Many subjects have convenienttutoring hours late into the evening and 24 hours a day. To get started, visit the following address: www.etutoring.cascadia.edu

Counseling services: If you have a personal problem or stress that is affecting your schoolwork and would like to talk with someone,please contact the Cascadia counselor. Counseling at Cascadia is confidential, professional and free. Visit the Kodiak Corner front desk orcall 425-352-8860 for an appointment.

Advising: Students should schedule an appointment to meet with an advisor to create a tentative education plan. They can call 425-352-8860 or come to the Kodiak Corner to make an appointment. Appointments are not made via email. At the time of the appointment, theyneed to indicate which degree they are pursuing. See the Cascadia websitehttp://www.cascadia.edu/contact/offices_facilities/academic_advising.aspx for information about Drop-In Advising hours.

Online Advising: Email advising is available at [email protected]. Our distance advisor can answer most questions via email, butwe don’t schedule advising appointments via email. See the Cascadia websitehttp://www.cascadia.edu/contact/offices_facilities/academic_advising.aspx for information about Instant Messenger advising.

Family Education Rights and Privacy Act (FERPA): Cascadia Community College complies with the Family Education Rights andPrivacy Act (FERPA) of 1974 concerning the information that becomes a part of a student’s permanent educational record and governingthe condition of its disclosure. Under FERPA, students are protected against improper disclosure of their records.

Course Backup Plan: In the event of a campus closure, instruction for this class will continue in the following way: CANVAS - Inthe event of a campus closure, please visit our class website at C a s c a d i a . i n s t r u c t e r . c o m

Disability Support Services: Cascadia provides services to help students with disabilities successfully adapt to college life.Students who meet specific criteria may also qualify for academic accommodations. If you have or suspect you have a disability andneed an accommodation please contact the front office in Kodiak Corner at 425-352-8860 to make an appointment with theDisability Sup-port Services. Services and Accommodations through DSS are not retroactive.




R e a d i n g s , P a r t i c i p a t i o n , A s s e s s m e n t s

We wi l l be us ing an on l ine book & ar t i c le s ava i lab le on the CANVAScourse s i t e . The book i s by George Ri tzer , “ Global izat ion – The

Essent ia l s” . Addi t iona l a r t i c le s wi l l supp lement th i s t ex t . Al l read ings wi l l

be ava i lab le in PD F fo rmat . Week 9 you will be reading a novel (to be assigned)

R e a d i n g R a i n b o w s Throughout the quarter you will occasionally be asked to reflect on

particular readings. These responses will then be posted to class discussion page where you and yourfellow classmates will read and respond to each other’s posts. Your posts should contain directreferences to the stated reading and citations where needed – 15% of Total Grade

D i g i t a l D i s c u s s i o n s Throughout the quarter you will be given digital instruction on

the central concepts and expansions to the course readings. Utilizing this instruction and your personalunderstanding of the course readings, you and your classmates will participate in digital discussionforums (listed on Calendar & Canvas as “DD-W__ ”). You will be assessed on the content of your

responses as well as the substance of your participation. – 15% of Total Grade

G r o w i n g t h e G L o c a l A s s i g n m e n t s : Full prompts for each exercise can be

found on our CANVAS Classroom site. The goal of these assignments is to prepare you for classdiscussions and in-class exercises. Each exercise response should be typed, printed, and at least 2-3pages double-spaced. You will up load each assignment to the assignment page on Canvas by Friday(11:59pm) of the week it is listed in, if the assignment is not uploaded by the due date, you will

not receive full credit (Listed on Calendar & Canvas as EC-W__ ) – 15% of Total Grade

C u l t u r a l J i g s a w & t h e G l o b a l N o v e l : Week 8 you will be assigned a

culture to study & present to your classmates via the discussion forum. Additionally, you will be

assigned a novel from an Author outside of the United States. You will be expected to have finished thenovel by WEEK 9. After you have read the novel you will be asked to (1) Identify the main claims of

the novel, (2) Reflect on your opinions, (3) Connect the main points to course material/readings, &

(4) Apply what you’ve learned in examples & discussions. More information will be provided later in

the quarter – 15% of Total Grade

O n l i n e G r o u p S e s s i o n s : Beginning Week 5, I will assign you each into smaller

groupings and provide each grouping with a Discussion Forum. In each forum you will be expected to(1) Create & Facilitate a discussion amongst your group members about a current global issue & it’sconnection to course concepts & material and (2) Activity participate in the discussion prompts of yourfellow group members. This Forum will be open from Week 5 to Week 10. Points will be assigned

individually & based on the fulfillment of the above mentioned criteria – 15% of Total Gr ade

C o n t e n t E x a m s : Each exam will be based on the Lectures, Readings, Course

Introductions, & Class Videos. It will be timed, open book/open note – 25% of Total Grade




D a t e s T o p i c s R e a d i n g s A s s i g n m e n t s

W e e k 1March 28 – April 1

A Global

Sociology:

Concepts of Globalization

• Critical Thinking (What ItIs & Why It ...)

• Globalization: Concept,

Origins, & History

DD(W1): My Global Inventory

DUE online 4/1/16

GG(W1): MetaThinking Global

DUE online 4/3/16

Reading = 56 pages total

W e e k 2April 4 – April 8

• Theorizing Globalization

• The Cycle of Socialization

• Old & New Identities

• Globalization & CulturalIdentity

DD(W2): Learned Epistemology

DUE online 4/6/16

GG(W2): Identity Narratives

DUE online 4/8/16



Hegemony & the

Western Gaze:• Global Culture & Cultural

Flows

• The Function of MapsAre Things What TheySeem to Be?

Reading Rainbow (W3) DUE online 4/13/16

GG(W3): Cartographing Global

DUE online 4/15/16



Multiculturalism

& a Global Lense:

• Cultural Relativism (AnOverview)

• Culture in the Context of

Globalization• Global Flows of Migration

The Future of ImmigrantChildren

DD(W4): Single Stories

DUE online 4/20/16

GG(W4): Cultural SpacesDUE online 4/22/16



• History’s Haves & Have – Nots

• Inequality

Reading Rainbow (W5)

DUE online 4/27/16

GG(W5): Power Mapping

DUE online 4/29/16


W e e k 6• Structuring the Global

Economy

• Global Economic FlowsThe End of Poverty

DD(W6): Ism & Social Structures

DUE online 5/3/16

GG(W6): Global Patterns of

Poverty DUE online 5/6/16


C O N T E N T E X A M # 1 ( o n l i n e ) – D U E S u n d a y , M a y 8 t h b y 1 1 : 5 9 p m




D a t e s T o p i c s R e a d i n g s A s s i g n m e n t s

W e e k 7May 9 – May 13

The Conflict ofGlobal Inequality

• Global Poltical Structures& Processes

Negative Flows &

ProcessesJihad vs. McWorld

DD(W7): Immigration Flows

DUE online 5/11/16

GG(W7): Comparing Religion

DUE online 5/13/16


W e e k 8May 16 – May 20

• High-Tech Global Flows &StructuresGlobal EnvironmentalFlows

DD(W8): Tweeting Revolutions

DUE online 5/18/16

GG(W8): Where Am I Wearing

DUE online 5/20/16


W e e k 9May 23 – May 27 • What Is a Worldview?


DUE online by 5/25/15

Cultural Jigsaws DUE online 5/27/16

Reading = 13 pages total + Cultural

Jigsaw Readings

W e e k 1 0May 30 – June 3

•

A Step From Heaven• Esperanza Rising

• No Longer At Ease

• Listen, Slowly

Discuss ion DUE 5/30/16

Assignment DUE 6/3/16

W e e k 1 1 June 6 – June 10

Responding to

Global Inequality

• The Cycle of Liberation • Dealing With, Resisting, &

the Future ... • The Cost of American

Privilege


DUE online 6/8/16

GG(W11): Engaged Citizens

DUE online 6/10/16


C O N T E N T E X A M # 2 ( o n l i n e ) – D U E F r i d a y , J u n e 1 0 t h b y 1 1 : 5 9 p m




R e s e a r c h M e t h o d o l o g y :

is important because it frames thequestions being asked, determines the setof instruments and methods to beemployed and shapes the analysis. For ourcourse we will be using 7 of LindaTuhiwai Smith’s Indigenous Projects asour methodological tool set:

• N a m i n g : is about retaining as much

control over meanings as possible, bynaming the world people name theirrealities

• T e s t i m o n y : provides a structure w/in

which an individuals’ social realities can berelated and shared with others

• R e p r e s e n t i n g : is the practice of

empowering individuals’ perspectives &expressions through creative presentations,artifacts & other mediums which work as ameans of expressing stories, tales, &histories

• R e f r a m i n g : of an issue is about making

decisions about its parameters, about whatis in the foreground, in the background, &what shadings/complexities exist w/in theframe

•E n v i s i o n i n g : asks that we imagine afuture, that we rise above present daysituations & dream a new dream & set anew vision.

• C r e a t i n g & S h a r i n g : is about

channeling collective creativity in order toproduce new knowledge & solutions to

issues

Percentage Decimal Letter

96-100 3.9 – 4.0 A

90-95 3.5 – 3.8 A-

87-89 3.2 – 3.4 B+

84-86 2.9 – 3.1 B

80-83 2.5 – 2.8 B-

77-79 2.2 – 2.4 C+

74-76 1.9 – 2.1 C

70-73 1.5 – 1.8 C-

67-69 1.2 – 1.4 D+

60-66 1.0 – 1.3 D

0-59 0.0 F

syllabus (gs 150 - sp15 online)

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