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INDV 102H: Place and Context: Social Scientific Perspectives on Community
Description of Course
This highly interdisciplinary course explores multiple social-scientific perspectives on a specific geographic location -- for example, Tucson – while also combining academic analysis with a community perspective. The course is divided into units, each of which takes up a different social-scientific lens through which to explore the topic: archaeology, history, political science, anthropology and geography are among those disciplines likely to be represented. A lecture from a UA professor is typically matched with an exemplary talk from a member of the community in order to provide not just an interdisciplinary view, but also analytical perspectives that are not necessarily purely academic. Students will be assigned reading for each unit, and will engage in active field work as well as critical writing in response to materials presented. Regular discussions with the course coordinators and instructor provide opportunities to make connections among the different learning experiences in the class.
Locations and Times
Tuesday/Thursday 3:00-4:15 ILC 120 (or other classroom with sufficient technology)
Tuesdays will usually be “lecture” days, and will meet in the assigned classroom. Thursdays will typically be reserved for fieldwork or classroom discussion. Review the schedule below for exact times and locations.
Instructor Information
Course Coordinator: Laura Berry, Associate Dean
Office Hours: by appointment (621-6901)
Course Facilitators: Kimi Eisele M.A., Josh Schachter M.S.
Grader: TBA
Web information including course homepage on D2L
Course Objective:
Through lecture, reading, discussion and fieldwork, students will develop a stronger understanding of the various analytical perspectives through which the concept of place might be understood. The tools and the knowledge gained from readings, field trips and presentations will allow students to critically research, explore and document their communities and engage in a culminating collaborative case study.
Expected Learning Outcomes:
1) Increase one’s ability to apply systems thinking in understanding the socio-cultural and biophysical context of place
2) Increase critical observation and thinking skills
3) Heighten sense of agency in actively shaping community
4) Increase ability to analyze “place” through multidisciplinary lenses
5) Heighten ability to empathize and to understand the role empathy plays in examining place and community
6) Increase technical and theoretical capacity to analyze place across different spatial and temporal scales
7) Increase awareness and connection to institutions, resources and community in a specific region or place
Course Methodology
1) Documentary Ethnography
2) Oral History
3) Demographic Analysis
4) Mapping & Spatial Analysis
5) Survey Techniques
6) Case Study
Teaching Format
Lecture: 50%
Field Experience: 25%
Classroom Discussion: 25%
Roughly one half of the course materials will be presented through lecture in class (Tuesdays will primarily be scheduled for these presentations by faculty and community stakeholders and agents). During the remainder of class time students will engage in field experiences (for example, in a unit on transportation, students might use Tucson’s public transportation system in small groups), or in discussion of readings, lectures and field work in order to bring these different kinds of learning experiences together. Discussions will be led by the course instructor and the coordinators. The semester will culminate in a case study of a specific area using the disciplines, tools and methods taught in the class.
Required Texts
Reading materials will be made available on D2L or on the web. Each speaker will provide a reading of 20-30 pages to provide background for their presentation.
In addition, students will be assigned selections from the following:
Hill, Jane and Irvine, Judith, eds. (1993) Responsibility and Evidence in Oral Discourse
Kottak, Conrad Philip. (13th ed. 2008) Cultural Anthropology
Knox, Paul and Sallie Marston (2006) Human Geography
Sheridan, Thomas. Arizona: A History (1995)
Required or Special Materials
Field Notebook
Schedule of Readings, Assignments and Lectures
August 24 In Class: Introduction to Course Logistics and theme: What is Place?
Exercise: Mental Mapping and Discussion with Dr. Sallie Marston
August 26 In Class: What is Tucson? (Tom Sheridan?)
Due: Map and Interpretive Narrative
August 31 In Class: Gary Nabhan on food
Due: Reading Assignment
September 2 Field Experience #1: Food and Place
September 7 In Class: Food Bank and Nogales Warehouse representatives
Due: Fieldwork Report #1
September 9 In Class: Small Group Discussions (3 groups of 20)
September 14 In Class: Dr. Chris Scott on water issues
Due: Reading Assignment
September 16 Field Experience #2 – Group Field Trip Sweetwater Wetlands: Water and Place
September 21 In Class: Small group discussions
September 23 In Class: Watershed Management Group and Tucson Water
Due: Fieldwork Report #2
September 28 In Class: Anne Nequette on Sustainable architecture; Corky Poster (?) on
Housing
Due: Reading Assignment
September 30 Field Experience #3: Shelter and Place
October 5 In Class: Steve Farley, Ward 6, AZ House of Representative
Due: Reading Assignment
Due: Fieldwork Report #3
October 7 Field Experience #4: Transportation and Place
October 12 In Class: Drs. Paul and Suzy Fish on archaeology of the Tucson Basin
Due: Reading Assignment
Due: Fieldwork Report #4
October 16 (Sat) Field Experience #5: Group Field Trip to Tumacoc Hill and Early Settlement
October 19 In Class: Dr. Katherine Morrissey (?) and Dr. Steve Yool on Census Maps and
Satellite Data
Due: Reading Assignment
Due: Fieldwork Report #5
October 21 Fieldwork #6: Demographic Analysis
October 26 In Class: Small Group Discussion
Due: Fieldwork Report #6
October 28 In Class: Drs. Rubio Goldsmith and O’Leary (?) on Immigration
Due: Reading Assignment
November 2 In Class: Dr. Maribel Alvarez on oral history and border studies
Due: Reading Assignment
November 6 (Sat) Fieldwork Experience #7: The Border
November 9 In Class: Dr. Amy Fountain (?) on Language and Place
Due: Reading Assignment
Due: Fieldwork Report #7
November 11 Veteran’s Day
November 16 In Class: A Brief History of Tucson Politics and Legislative Process
Case History: Barrio Viejo
November 18 Film: History of Barrio Viejo
November 23 Presentation of Student Projects/Development of Case Study
November 25 Thanksgiving Break
November 30 Presentation of Student Projects/Development of Case Study
December 2 Presentation of Student Projects/Development of Case Study
December 7 Conclusion: Completed Case Study
Assignments
Map and Interpretive Narrative (1): This assignment is a follow-up to the mental mapping exercise explored in class with Dr. Marston. You will annotate and analyze the map you created in class, providing a 500-word narrative explanation and critical analysis of the objects, sites, landmarks and geographic markers you placed on your map.
Reading Assignments (9): You will be expected to complete the assigned reading before the class for which it is assigned. Readings are chosen by in-class speakers and are directly related to, and necessary for, their presentations.
Film (1): Film will be shown in class. It is not available elsewhere and so your attendance is required on that day.
Fieldwork Reports (7): Fieldwork reports are an essential part of the work of this class. With the exception of the field experiences for the units on water (September 16), archaeology (October 16) and the US/Mexico Border (November 6), which are all group field trips, you will be given several options for each field experience, and will be expected to complete your chosen experience outside of class. Many of the field experiences allow you to work in groups, but the Fieldwork Reports are individual projects. For each different field experience a set of questions and prompts will be provided. The Fieldwork Reports will require you to write at least 750 words in response to questions asking you to make connections between the in-class speakers, the readings and, above all, your experience in the field. A rubric for evaluating these fieldwork assignments will be provided.
Case Study final project (1): The final weeks of the course will be devoted to a case study of Barrio Viejo. Students will be responsible for contributing to this case study by working collaboratively on a final project in one of the following areas: demographic analysis, photo essay, oral history, mapping, historical research, building analysis, and others to be determined. The results of this project will be presented to the entire class, and will require you to analyze the work you produce.
Grading
Map and Interpretive Narrative 20 points
Fieldwork Reports 20 points each
Case Study final project 40 points
180 – 200 points A
160 – 179 points B
140 – 159 points C
120 – 139 D
Attendance
Attendance is required during all in-class and group field exercises. Missing a group field trip without a medical excuse will result in a failing grade for the associated Fieldwork Report. Missing more than two class periods will result in a reduction of your grade by one-half grade, and a further reduction of one-half grade will be imposed for every absence after that.
Bibliography
A suggested reading and viewing list will be provided.
Classroom Behavior
Students are not allowed to use cell phones or pagers during the class discussions and field exercises.
The Arizona Board of Regents’ Student Code of Conduct http://dos.web.arizona.edu/uapolicies/scc5308abcd.html#sccphilosophy , ABOR Policy 5-308, prohibits threats of physical harm to any member of the University community, including to one’s self. See: http://policy.web.arizona.edu/~policy/threaten.shtml.
Special Needs and Accommodations Statement
Students who need special accommodation or services should contact the Disability Resources Center, 1224 East Lowell Street, Tucson, AZ 85721, (520) 621-3268, FAX (520) 621-9423, email: , http://drc.arizona.edu/. You must register and request that the Center or DRC send me official notification of your accommodations needs as soon as possible. Please plan to meet with me by appointment or during office hours to discuss accommodations and how my course requirements and activities may impact your ability to fully participate. The need for accommodations must be documented by the appropriate office.
Student Code of Academic Integrity
Students are encouraged to share intellectual views and discuss freely the principles and applications of course materials. However, graded work/exercises must be the product of independent effort unless otherwise instructed. Students are expected to adhere to the UA Code of Academic Integrity as described in the UA General Catalog. See: http://dos.web.arizona.edu/uapolicies/.
Confidentiality of Student Records
http://www.registrar.arizona.edu/ferpa/default.htm
Subject to Change Statement
Information contained in the course syllabus, other than the grade and absence policy, may be subject to change with advance notice, as deemed appropriate by the instructor.