ISS 3010 Introduction to the Social Sciences

ISS 3010 Introduction to the Social Sciences

mastersyllabus(To be used for both online and face to face sections)

Note: Blue highlighting indicates material that will be customized by each instructor and will vary from syllabus to syllabus

Yellow and green highlighting indicates material related to the Global Citizens Project certification of this course and will be included in all sections of the course.

The Global Citizens Assignment will be included in all sections of the course.

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Lectures posted:______

Room No.:______

Course Dates:______

CRN:______

Credit Hours:______

Instructor:______

Office location:______

Office hours:______

Contact instructor

via email at:______

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Sociology 475: Analysis in Survey Research

University of Hawai‘i at Mānoa, Summer 2015

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USF CATALOG COURSE DESCRIPTION

ISS 3010Introduction to the Social Sciences (3).Integrates the range of social science fields into a global interdisciplinary perspective. Views social institutions and issues from perspectives of changing paradigms.

ISS 3010 is certified as a Global Citizens course and may be used to fulfill partial requirements of the Global Citizen Awards upon successful completion of the course (final grade of B or higher)

INTRODUCTION

The globalized workspace demands a new type of worker with a new set of skills: the ability to understand, use, and integrate knowledge, technology, and methods as well as collaborate with persons from dissimilar cultural backgrounds with diverse disciplinary training. This requires the ability to integrate conflicting views concerning complex problems. The way in which we meet these challenges will reshape the economic, political, and social policies of the 21st century.

Students will delve intothought-provoking topics that have local/national and global significance. These explorations may include almost any discipline and will include a cross-cultural perspective. Students will learn to assess information critically and investigate lines of reasoning. In a collaborative classroom environment, they will direct much of their own learning and develop an independence of thought.

INSTRUCTOR’S ADVICE TO STUDENTS

This syllabus is different from many others. It is longer than some, more detailed than most. But most importantly, it is designed to help you successfully pass the course. Please keep this syllabus for reference during the course.

In the following pages, there are many suggestions to you but the most crucial one is this: Get help as soon as you think you need it. Do not create an insurmountable “catch-up” problem for yourself. If you are seriously in need of help, make an appointment to meet with me.

Because this course is somewhat concentrated and the learning process is a cumulative one, it is imperative that students do not fall behind and, to this end, the following practices will be adopted:

Each assignment will be graded and individual feedback will be provided.
Students are encouraged to contact me to discuss their progress.
Also, students may communicate with me to make a suggestion, bring about a complaint, or just remind me of something….

Most importantly, take ownership of your education in this class by completing all reading and writing assignments on time and participating in all discussions.

COURSE OBJECTIVES

The goals of this course are for students, using both theoretical and practical applications, to:

Develop an interdisciplinary perspective.
Develop information literacy as it applies to accessing and using the social sciences.
Recognize the differences in global and cultural systems and issues.
Understand the ways in which an interdisciplinary perspective and the social sciences are applied to everyday life, such as government, academia, and other professions.
Achieve basic competency in analyzing global and/or cultural interrelationships and interdependencies across place and time.
Examine the use of various research methods and data.
Consider the ways in which decision-making and behaviors impact human populations and the natural environment in an interconnected world.
Develop your understanding of how the interdisciplinary methods and topics discussed in class may be used for your own academic or professional careers and/or to improve your lives as students, community, members, and workers in a global society.
Develop self-awareness with regard to values, beliefs, attitudes, and behaviors (GCP Self-awareness)
Develop ability to analyze global and cultural interrelationships and interdependencies across place and time (GCP Analysis)

LEARNING OUTCOMES

On successful completion of this course, students will be able to:

Discuss and identify the benefits of interdisciplinary research.
Demonstrate information literacy as it applies to accessing and using the social sciences.
Identify and describe multiple aspects of major global and cultural systems and issues.
Articulate the ways in which an interdisciplinary perspective and the social sciences are applied to everyday life, such as government, academia, and other professions.
Compare and contrast the impact of historical and geopolitical processes on cultural systems.
Compare and evaluate the use of various research methods and data.
Analyze and evaluate the ways in which decision-making and behaviors impact human populations and the natural environment in an interconnected world.
Describe how the interdisciplinary methods and topics discussed in class may be used for your own academic or professional careers and/or to improve your lives as students, community, members, and workers in a global society.
Recognize differences in people’s values, beliefs, attitudes, and behaviors by conducting a literature review comparing the United States and another country on a globally significant issue specified by the instructor, using the United Nations Sustainable Development Goals (UNSDGs).
Analyze global issues and challenges, their histories, and impacts by describing similarities and differences in the impact of a specific UNSDG on other aspects of life in the United States and another country.

COURSE REQUIREMENTS

Textbook (Required)

Repko, Allen F., Rick Szostak, and Michelle Phillips Buchberger. 2014.Introduction to Interdisciplinary Studies.1st ed. Thousand Oaks, CA: SAGE Publications, Inc.

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Title: Introduction to Interdisciplinary Studies.

Authors: Allen Repko, Rick Szostak, Michelle Phillips Buchberger

Paperback:368 pages

Publisher:SAGE Publications, Inc. (May 2013)

ISBN-10:1452256603

ISBN-13:978-1452256603

Product Dimensions: 0.8 x 7.2 x 9 inches

Shipping Weight:1.4 pounds

List price: $68.00

USF Bookstore:TBA

Amazon:$54.02(will buy back at $21.06)

Barnes & Noble:$57.26(Rent, $16.93)

eCampus:$63.99 (Rent, $17.07)

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Course Ancillaries

This course makes extensive use of current topics fromthe international news media. Supplemental reading materials will be provided by the instructor and students.

CANVAS

CANVAS is the University of South Florida’sonline course management system. Announcements, assignment instructions, submission of assignments, links to the discussion board, and other salient features will be provided thereon.Students are expected to logon to CANVAS daily.

The CANVAS Student Quickstart Guide is available at and a self-paced video course on how to use CANVAS is available at:

The USF Tampa IT help desk also provides 24-hour support for CANVAS. If you need assistance outside USFSM’s e-Learning hours, please telephone 813/974-1222 or email: .

Course Materials (Required)

An active USF email account that is checked daily as there will be times when you may need to be contacted individually or as a class.
A reliable computer with internet access. (ITS labs are available throughout campus with generous hours of operation.)

ATTENDANCE POLICY

Attendance ismeasured by course participation. Every student attending this course is expected to complete all assignments on time and to actively participate in class discussions.

Having explained the attendance policy, please know that research has shown — and my experience confirms — that absenteeism (i.e., non-participation) is correlated with lower grades. This is especially true of this course as the knowledge is cumulative with each step building on the previous step. Inconsistent attendance creates insurmountable “catch-up” problems for students.

In other words, absenteeism is counter-productive to students’ academic objectives and strongly discouraged. However, this course will come easily to anyone who keeps up with the assignments and seeks help when needed.

Religious Observance Absence Policy

Early Notification Requirement for Observed Religious Days — Students who anticipate the necessity of being absent from class due to the observation of a major religious observance must provide notice of the date(s) to the instructor, in writing, at the beginning of the term (USF Policy 10-045).

COURSE DESIGN

Many discussions and assignments require students to focus on real events, issues, and cases presented in the reading materials and/or audio/visual presentations.

This class is an amalgamation of lectures (refer to Schedule of Reading Assignments and Examinations listed herein) and students’ active participation in a collaborative learning and teaching environment. Students are to read the assigned chapters and readings previous to attending class.All material presented or assigned in class may be used on exams. Missed assignments or quizzes cannot be made up without supporting official documentation (from school or hospital) proving that a student was ill or had an emergency.

Class Discussions and Participation

Class discussions are based on students’ thoughtful reflections on reading assignments and other relevant topics. Weekly ancillary readings are essential to GCP-related learning objectives and student learning outcomes. You are expected to contribute to class using academic arguments. Completion of class readings will help you do this.

Regular, timely, and meaningful participation is a key factor in final grades and these will be determined by class attendancealong with participation in all discussions, quizzes, and activities.

Quizzes

Quizzes are administered throughout the course to ensure that students are reading the material, in toto accounting for 20% of the overallcourse grade. These may consist of true/false, matching, fill-in-the-blank, and multiple choice questions directly related to the reading assignments. All quizzes will be taken through CANVAS.

Intellectual Autobiography

An intellectual autobiography is the story of a student’s academic or intellectual journey told from an individual point of view. Writing an intellectual autobiography helps the student to reinforce several of the traits and skills encompassing the “cognitive toolkit” as well as to make explicit one’s own journey toward becoming interdisciplinary. With this assignment, the student has a choice of creating a narrative or constructing a visual intellectual biography. Complete instructions for this assignment will be posted on CANVAS.

Research PaperProposal and Annotated Bibliography

The purpose of this assignment is to provide students with the requisite resources to write the GCP assignment (final examination).

GCP Assignment(Final Examination )

global citizens project (gcp) assignment

To fulfill the learning objectives of the Global Citizens Project (GCP), this course requires a research paper on a topic of global significance. Readings and discussions throughout the semester will culminate in the following project:

Step 1.Locate the targets associated with Sustainable Development Goal 3—Good Health and Well-being (UN-DESA 2016: 16–17): (note: the UNSDG selected may vary across sections).

Step 2.Given Sustainable Development Goal 3 is devoted to “[e]nsure healthy lives and promoting well-being for all at all ages” (UN-DESA 2016:14), select a health and population problem of global significance. Problems include, inter alia, epidemics and communicable diseases, international public health emergencies (e.g., Zika virus), neonatal mortality, mental health, non-communicable diseases (NCD) such as heart diseases, cancers, and diabetes, drug and alcohol abuse, and universal health coverage. (note: the UNSDG selected may vary across sections).

Step 3.Having decided upon a specific problem, research this problem in a country other than the United States or Canada. (note: the UNSDG selected may vary across sections).

Step 4.Research the same problem in the United States.

Step 5.In your research paper, provide a written analysis and critical evaluation that demonstrate your awareness and knowledge of the problem through an interdisciplinary lens.

Your paper should compare and contrast ways in which the problem is/was addressed in each country — the differences, the similarities, how culture influenced their impacts (individual, family, community), and so forth. Using a Venn diagram can help you tovisualize where subjects are similar (the middle area) and where they differ (the outer areas).

Outline your paragraphs based on an integrated construction. Write about each characteristic of your topic in both countries, disclosing similarities and differences in the same paragraph. For example, you could include a paragraph describing how a specific problem has impacted each country’s population, a paragraph describing the wayin which the problem was addressed and the solutions that were attempted, and another paragraph describing the cultural effects the problem has had on communities, and so forth.

In accordance with the interdisciplinary research process, your paper must adhere to the following:

In your introduction, justify an interdisciplinary approach to the problem.
Identify and explain disciplines that are potentially relevant to the problem. For example, how is your topic a sociological, psychological, historical, and geographic issue?
Identify insights from two or more disciplines (with appropriate citations), confirming that they are most relevant to the problem.
Reflect on how using an interdisciplinary approach has enlarged your understanding of the problem.

late work policy:All work must be submitted electronically to canvas. Late assignments are not accepted via email.

METHOD OF EVALUATION: Assignments, Examinations, and the Course Grading Criteria

Grading Policy

The overall grading structure of the course consists of:

Attendance and active participation ...... 20%

Quizzes...... 20%

Intellectual autobiography...... 20%

Proposal and annotated bibliography...... 20%

GCP assignment (final examination)...... 20%

Total100%

Course Grading Criteria

This course employs a criterion grading system. Therefore, theoretically, everyone in the class could earn an “A.” This helps to prevent students from being penalized in the event that one or two students do exceptionally well. To assure a specific grade, consider the following scale:

94-100% = A / 87-89% = B+ / 77-79% = C+ / 67-69% = D+
90-93% = A- / 83-86% = B / 73-76% = C / 63-66% = D
80-82% = B- / 70-72% = C- / 60-62% = D-

GENERAL INSTRUCTIONS FOR PREPARING WRITTEN ASSIGNMENTS

Quality and clarity of content presented are grading criteria. All answers must be given in context and neatness counts. Written assignments are to be typed in 11-point Arial or 12-point Times New Roman fonts, double-spaced, with all margins set at one inch. The grade for a paper is based on:

1.Presentation Style

(a)Grammar (e.g., sentence structure, noun-verb agreement, consistent verb tense)

(b)Spelling and punctuation

(c)Correct citation in APA, ASA, or Chicago style. The chosen citation style is to remain consistent throughout the assignment. Each citation must be the result of an in-text

reference with page number. Abbreviated citation guides are available at: and

(d)Except for the title page, pages are to be numbered consecutively at the top right-hand margin.

2. Organization

(a)Structure and format

(b)Logical sequencing and continuity of ideas

(c)Clarity of expression

(d)Conciseness.

3.Content

As indicated by specific paper assignment.

CLASS POLICIES

The most important rule in class is to respect one another.
Unauthorized audio/visual recording of any kind is prohibited without the express written consent of the instructor.
All policies and procedures as set forth in The University of South Florida Student Handbook ( apply to this course.
When emailing instructors, please observe the following:

(i)Begin your emails with a salutation and sign your name to the email.

(ii)Include your course number and section, your full name, and the issue you are addressing in the heading of your email.

STUDENTS WITH DISABILITIES

Students with disabilities are responsible for registering with Students with Disabilities Services (SDS) in order to receive academic accommodations. SDS encourages students to notify instructors of accommodation needs at least 5 business days prior to needing the accommodation. A letter from SDS must accompany this request. See student responsibilities at:

Contact SDS at:

Students with Disabilities Services
4202 E. Fowler Avenue, SVC 1133
(across from Registrar’s Office)
Tampa, FL 33620 / Tel.:813/ 974-4309
Fax:813/ 974-7337
Email:
Website:

Hours: Monday-Friday, 8:00am-5:00pm, except by appointment.

UNIVERSITY WRITING CENTER (UWC)

The University Writing Center is a free resource for USF undergraduates and graduates. At the UWC, a trained writing consultant will work individually with students on anything they are writing (in or out of class), at any point in the writing process from brainstorming to editing. Appointments are recommended, but not required. For more information or to make an appointment, visit the UWC website at stop by LIB-125, or telephone 813/974-8293.

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Schedule of Reading Assignments and Examinations (Spring 2016)

MODULE 01 — Course Orientation
date
01/11/16 / Read and discuss — Review of syllabus
Introductions
USF faculty video interview(s)
Quiz (Syllabus)
MODULE 02 — Interdisciplinary Social Sciences in the Real World
holiday — Martin Luther King Day (January 18)
01/18/16 / Interdisciplinary Social Sciences in the Real World (Lecture & Discussion)
Th
In this chapter, students are introduced to globalization, and the importance of ISS in addressing potential problems of global significance, as well as systems thinking and contextual thinking.
USF faculty video interview(s)
Discussion # 2 (Ch.1) In this discussion, students are asked to discuss how globalization will potentially affect their life choices and career.
MODULE 03 — Interdisciplinary Social Sciences Defined
01/25/16 / Interdisciplinary Social Sciences Defined (Lecture & Discussion)
Students are introduced to Interdisciplinary thinking and related concepts.
USF faculty video interview(s)
Review of UNSDG Webpage:

Discussion # 3 students are asked to peruse the UNSDG and choose, describe, and discuss issues that interest them. They will later use this resource to decide on topics for their final projects.
Quiz (Ch.2) Quiz on Chapter terms and concepts
MODULE 04 — The Interdisciplinary Social Sciences "Cognitive Toolkit.”
02/01/16 / The Interdisciplinary Social Sciences "Cognitive Toolkit” (Lecture & Discussion)
In this chapter, students are introduced to self-awareness, value systems, and beliefs associated with interdisciplinary thinking.
USF faculty video interview(s)
Quiz (Ch.3) Quiz on Chapter terms and concepts
Discussion # 4. IN this discussion, students are asked to apply their understanding of interdisciplinary thinking to a given narrative and explain how to take on alternative perspectives.
MODULE 05 — The Rise of the Modern Disciplines and Interdisciplinarity
02/08/16 / The Rise of the Modern Disciplines and Interdisciplinarity (Lecture & Discussion)
This chapter looks at the views, beliefs, and paradigms of different disciplines, which helps students take on multiple perspectives.
Intellectual Autobiography (project) In this project, students are asked to write a personal biography outlining their “intellectual history.” The objective of this is to help them develop self-awareness of values and beliefs.
MODULE 06 — Academic Disciplines
02/15/16 / Academic Disciplines (Lecture & Discussion)
Discussion # 5 Here students engage in a discussion about Interdisciplinary approaches to Global Climate Change, and identify disciplines perspectives on the topic.
Quiz (Ch.5 & 6) Quiz on Chapter terms and concepts
MODULE 07 — The "DNA" of Interdisciplinary Social Sciences
02/22/16 / The “DNA” of Interdisciplinary Social Sciences (Lecture & Discussion) This chapter reviews the general framework for ISS, and reviews things such as basic assumptions made in Interdisciplinary studies, and Integration theory, and perspective taking theory.
Discussion # 6Students Identify a complex global problem that disciplines themselves cannot adequately address.
Quiz (Ch.6) Quiz on Chapter terms and concepts
MODULE 08 — Essential Library Skills for the GCP Assignment (RPP)
intellectual autobiography due before 12 noon
02/29/16 / Research Paper Project (RPP) The Final Project is a research essay where students compare and contrast how two countries address a global issue related to Global Climate Change. Students will use UNSDG webpage/resources to develop essay.
Research PaperProposal with Annotated Bibliography (RPP-AB). In this paper, students are asked to develop an annotated bibliography, which will help them prepare for their final projects.
The RPP-AB and Rubric Explained (Lecture)
Library research tutorial (Video)
Citation guides, subject guides, and more (Reading)
Quiz (library skills)
MODULE 09 — Thinking Critically About Disciplinary Perspectives
03/07/16 / Thinking Critically About Disciplinary Perspectives (Lecture & Discussion)
A chapter on various critical thinking skills as applied in ISS.
Discussion # 7 Here students analyze a situation that exemplifies how global capitalism affects small town communities and local economies.
Quiz (Ch.7)Quiz on Chapter terms and concepts
holiday — Spring Break (March 14 - 19)
MODULE 10 — Thinking Critically About Global Insights.
GCP research paper proposal (RPP) due before 12 noon
03/21/16 / Thinking Critically About Interdisciplinary Insights (Lecture & Discussion) Students learn practical advice on how to critically evaluate any text they may read.
Quiz (Ch.8) Quiz on Chapter terms and concepts
MODULE 11 — Thinking Critically About Integration and Its Results.
03/28/16 / Thinking Critically About Integration and Its Results (Lecture & Discussion) Students learn to achieve integration and critically evauate their strengths and limitations, and learn how integration opens up new possibilities for understanding complex problems.
Discussion # 8 Discussion about attitudes necessary for critical thinking in ISS, and evaluation of hypothetical ISS student project
Quiz (Ch.9) Quiz on Chapter terms and concepts
MODULE 12 — An Interdisciplinary Research "Road Map."
04/04/16 / An Interdisciplinary Research “Road Map” (Lecture & Discussion)
STEP 1 of the Broad Model Rubric (Lecture)
STEP 2 of the Broad Model Rubric (Lecture)
Discussion # 9 Identify Broad Model and ISS research methods
Quiz (Ch.10) Quiz on Chapter terms and concepts
MODULE 13 — Identifying Relevant Disciplines and Gathering Information about the Problem.
04/11/16 / Identifying Relevant Disciplines and Gathering Information About the Problem (Lecture & Discussion)
STEP 3 of the Broad Model Rubric (Lecture)
STEP 4 of the Broad Model Rubric (Lecture)
Discussion # 10 Develop a research question relating to an issue using the UNSDG goals.
Quiz (Ch.11)
MODULE 14 — Analyzing Insights and Reflecting on Process.
04/18/16 / Analyzing Insights and Reflecting on Process (Lecture & Discussion)
STEP 5 of the Broad Model Rubric (Lecture)
STEP 6 of the Broad Model Rubric (Lecture)
Quiz (Ch.12)
MODULE 15 — Focus on the Final Research Paper.
04/25/16 / Focus on the Final Project —Thoughts, Questions….
Ancillaries
GCP assignment due by 12 noon on Monday, May 2, 2016

Adherence to all Due Dates is imperative. Extensions may not be given.