Disability statement It is a University of Wyoming policy to accommodate students, faculty, staff, and visitors with disabilities. If you have a physical, learning, sensory, or psychological disability and require accommodations, please talk to me as soon as possible. You will also need to register with and provide the University Disability Support Services (UDSS) with documentation of your disability. UDSS is located in the Student Educational Opportunity (SEO) offices, room 330 Knight Hall. The phone numbers are 307.766.6189 and TTY: 307.766.3073.
Required texts *Mansbach, Richard W., and Edward Rhodes, eds. Introducing Globalization: Analysis and Readings. Los Angeles: SQ Press, 2013. **Steger, Manfred B. Globalization: A Very Short Introduction. 3rd edition. Oxford: Oxford University Press, 2013. ***Turabian, Kate L. A Manual for Writers of Research Papers, Theses, and Dissertations: Chicago Style for Students and Researchers. 8th edition. Chicago, University of Chicago Press. 2013. ****Tuesday hard-copy issues of The New York Times.
Required supplies You must have a notebook (or something equivalent) for class notes.
Course requirements and grading standards
1) Class participation, in-class group work, written pre-class/ in-class assignments 25% of the final grade 2) Three quizzes (the two best counted). All quizzes will include a map portion 25% of the final grade 3) Newspaper-article group presentation 25% of the final grade 4) A final paper 25% of the final grade
Final course grades will be assigned according to the following:
A 90-100% B 80-89.4% C 70-79.4% D 60-69.4% F 0-59.4%
N.B. I reserve the right to change assignment details and readings to adjust to class needs, so with the exception of the four component requirements – 1) class participation, small-group work, and short written assignments in and out of the classroom; 2) quizzes; 3) group presentation; and 4) a final paper – and their proportion of the final grade, this syllabus may be subject to changes. Any changes will be announced in class and – if they are extensive – communicated via e-mail, so do check your UW student e-mail account regularly for course announcements. All assignments must be completed for students to pass the class. Failure to complete an assignment will result in a failing course grade. Late work will be docked an entire grade for every day after the assignment due date. No extra credit work will be offered to bolster a student’s grade.
1) Regular attendance, active class participation, and pre-class and in-class written assignments
The class begins at 9:35 A.M. I expect students to arrive on time and remain during the entire class session. If you are 15 minutes late to class, then that late arrival will count as half an absence. You may miss three (3) class meetings without a penalty. If you do miss a class, then it is your responsibility to read the required material for that day and get class notes from a class mate. After three (3) absences, your final course grade will drop one full letter grade. (University-sponsored absences must be cleared through the Office of Student Life, OSL. The OSL may also confirm absences such as deaths in the family or road closures that prevent students from getting to a class. For illnesses, I will accept a doctor’s bill or something equivalent.)
I expect everyone to participate in the class discussions. This means that you come to class prepared. You have read in advance the material assigned for the day, and you are prepared to discuss the readings and are willing to respond to the contributions of other students. You should also bring the assigned course readings to every class meeting. Please listen to your classmates carefully, and engage in discussions, showing equal respect for all class participants. Derogatory statements, hate speech, heckling or the belittling of another's ideas will not be tolerated, and anyone violating this rule will be asked to leave the classroom. Please turn off cell phones, and do not surf the Web during class sessions. Either of the latter activities will result in a deduction in the class-participation category each time that it occurs.
Please note that “class participation” also includes the following two requirements: 1) written (typed) “quotation” assignments (see the course outline for the submission dates; further information on these assignments will be covered in class) and 2) in-class discussions of New York Times articles that cover globalization issues.
2) Three quizzes These in-class quizzes will be based on the readings and the material that we cover in class. Each quiz will also include a map portion. Only your two best quizzes will be counted toward the 25 percent of the final grade. Details for the quizzes will be covered in class later in the course. If you miss a quiz, then be prepared to take the make-up quiz within seven days from the scheduled quiz during my or Cliff Kodero’s (the GA’s) office hours. (See the course outline for the quiz dates.)
3) Newspaper-article group presentation Details for the newspaper-article assignment will be covered in class later in the course. Remember that the assignment is a group effort – which should be clear from the content and the manner in which the material is presented in class. (See the course outline for the group presentation dates.)
Here is what I would like you to do for your group presentation:
1) Pick one NYT article that the group will focus on in the presentation. This article should be e-mailed to everyone in the course the day before the presentation. Include in your e-mail one question that you would like your fellow students to think about when they read your chosen article.
2) Apply relevant course materials – textbook reading(s), NYT article(s), course discussions, etc. – and other material of your choice to analyze and evaluate your chosen NYT piece.
3) Each group has 20 minutes per presentation and should plan for a short, five-minute discussion on one question that the group has e-mailed everyone the day before the presentation.
4) Each group member must submit to me his or her presentation notes after the group presentation. Each group member should also submit to me, before the end of the spring semester, a completed grading rubric for every member of the group. (See grading rubric # 2 below.)
5) All group members must participate in the presentation in one form or another. Remember that one grading category is “integration” (see grading rubric #1 directly below), which means that group members have to have made an effort to combine their material in a well-structured manner.
Grading rubric #1 for the group presentation The group presentation is worth 25 percent of your final grade. I will assess each group according to the following:
A) Clarity of ideas and organization of the presentation: I will assess “clarity” by the ease with which the audience can understand the key points that the presenters would like to make in their presentation.
B) Effective use of course materials: By ”effective use,” I mean that it should be obvious to the audience that the presenters have read, watched, understood, and critically analyzed the relevant course materials.
C) Integration of presenter contributions: By “integration,” I mean that it should be obvious to the audience that group members have made an effort to combine their material in a well-structured manner.
Grading rubric #2 for the group presentation Each student is also required to submit to me a completed grading rubric for each member of his/her group – and one of himself/herself.
CategoryGroup member participation / Group member participated actively all the time / Group member participated actively most of the time / Group member participated actively some of the time / Group member did not actively participate
Group member communication / Group member communicated effectively and on time / Group member communicated adequately and on time / Group member communicated inadequately or not on time / Group member did rarely communicate or did not communicate
Group member preparation for group work / Group member was fully prepared for group work all of the time / Group member was prepared for group work most of the time / Group member was fully prepared for work some of the time / Group member was not prepared for group work most of the time
How effectively your group worked together on this assignment / Well / Adequately / Inadequately / Not at all
Adapted from the Mission College student group project grading rubric
More details for the grading rubrics will be covered in class later in the course.
4) A final paper Students will be asked to write a final paper that is five to seven pages long (title page and bibliography not counted). The paper is due at the beginning of the final day of class, on Thursday, May 7th. A late paper will be awarded fewer points. Print out a legible copy of your work. Do not e-mail me your work. Your paper should be properly formatted – “Chicago style” – and according to the instructions given in class. The pages must be stapled or paper-clipped together. There should be no, or very few, mechanical errors (typos, misspellings, incorrect margins). The paper should have no or only occasional grammar errors. The language that you use should be clear, concise, and appropriate to the topic. Failure to meet these guidelines will result in a lowered grade for the assignment. Further details for the final paper will be covered in class later in the course. The process for your writing the final paper is similar to that of the group presentation. Pick one NYT article – a different one than the one used for the group presentation – that you then will focus on in your paper. Apply relevant course materials – textbook reading(s), NYT article(s), course discussions, etc. – and other material of your choice to analyze and evaluate your chosen NYT piece.
Grading rubric for the final paper
The paper is worth 25 percent of your final grade. You will be assessed according to the following:
A) Clarity of the thesis and argument: I will assess “clarity” by the ease with which the reader can understand the key points that the author would like to make in his/her paper.
B) Effective use of combined course materials: By “effective use,” I mean that it should be obvious to the reader that the paper author has read, watched, understood, and critically analyzed the course materials and uses their combination in a well-structured manner.
C) Polish, style, and creativity: It should be evident to the reader that the paper author has spent time crafting his/her argument.
D) Syntax and mechanics: The piece should be written according to accepted standards of format, use, spelling, and capitalization. Full points in this category means that a paper may have some minor errors, but points will be deducted if the paper has quite a few errors or errors that make it difficult for the reader to understand sentence meanings.
More details for the final will be covered in class later in the course.
Academic dishonesty
The University of Wyoming has very strict regulations concerning academic dishonesty. Each student is expected to be aware of and to abide by the academic dishonesty policy as specified in UW regulation 6-802.
Ignorance of what constitutes plagiarism, how to properly cite sources, or what is appropriate behavior on an examination or class assignment is not an acceptable defense against a charge of academic dishonesty.
The University's academic dishonesty policy (UNIREG 802, Revision 4, section 4) authorizes several actions against a student found to violate the policy:
a. A grade of "F" is assigned for the course in which the act of academic dishonesty was committed.
b. The student is suspended from the University for one year if he or she commits two acts of academic dishonesty at different times or for different courses.
c. Further sanctions, including loss of scholarships, may also be imposed.
In this course, students will, as a minimum, receive an “F” as a final grade in the course in response to an act of academic dishonesty.
http://www.uwyo.edu/pols/courses/academic-dishonesty.pdf UW REGULATION 6-802 Procedures and Authorized University Actions in Cases of Student Academic Dishonesty
4. DEFINITIONS
A. ACADEMIC DISHONESTY. An action attempted or performed that misrepresents one’s involvement in an academic endeavor in any way, or assists another student in misrepresenting his or her involvement in an academic endeavor. Examples of academic dishonesty include, but are not limited to:
i. Plagiarism: presenting the work (i.e., ideas, data, creations) of another, wholly or in part, as one’s own work without customary and proper acknowledgement of sources and extent of use, unless authorized by the instructor.
ii. Cheating: using information, study aids, notes, materials, devices, or collaboration not explicitly approved by the instructor. For example: doing a class assignment for someone else or allowing someone to copy one’s assignment; copying from, or assisting, another student during an examination; or stealing, or otherwise improperly obtaining, copies of an examination before or after its administration.
iii. Fraud: altering or inventing data, research, or citations for an academic endeavor; fabricating, forging or otherwise misrepresenting to an instructor or an institution one’s past or current academic or professional activities; impersonating someone or allowing oneself to be impersonated for an examination or other academic endeavor; using a ghost writer, commercial or otherwise, for any type of assignment.