Draft of Concept in about 300 world

Geography of the Western World GEOG 106, Summer 2018, Session 2 (3 credits)

Oregon State University

“The study of geography is about more than just memorizing places on a map. It's about understanding the complexity of our world, appreciating the diversity of cultures that exists across continents. And in

the end, it's about using all that knowledge to help bridge divides and bring people together.” – Barack Obama

INSTRUCTOR INFORMATION Name: Stephanie Bianco, M.S. Office: 217 Wilkinson Email: [email protected] Phone: (630) 699-3144 (emergencies only) Office Hours: Tuesdays and Thursdays 3-4pm (no appointment needed). I’m happy to set up alternative times these times don’t work for you - email me some dates and times you are available and we’ll arrange a meeting. GENERAL COURSE INFORMATION Catalog Description An introduction to the rich variety of environments, population and settlement dynamics, cultures, geopolitical changes, and economics in Europe and Russia, Australia and Oceania, and the Americas. Lec/rec. (SS) (Bacc Core Course) Course Information

• 3-credit, 4-week long summer course (6/25/2018 through 7/19/2018) • Meets four times a week on Mondays, Tuesdays, Wednesdays and Thursdays from 1pm-2:50pm • Class location: Wilkinson Hall 235 • Required:

o Purchase the E-text by creating a student account for our course on Top Hat (see sections on E-text below).

o Bring everyday – a laptop, tablet or phone with the Top Hat app installed for in-class activities.

Course Description This course is designed to be an introduction to the idea of the “Western World” through an investigation of spatial patterns and processes, and through a critical lens. Our goals are aimed at being challenged, curious and inspired to see this beautiful and complex planet in different ways. This is the philosophical goal of any geography course. After an overview of core concepts (identity, geopolitics, economics, demographics, migration) we will break “the West” down into smaller regions in order to examine how specific issues play out in greater detail. Weeks 1 - 2 will be theoretical/conceptual. Weeks 3 - 4 will be regional and more skills-based and applied.

Through this course, you will also gain skills and experience using different digital tools -- the Top Hat textbook and engagement app, but also Wikipedia and other reference materials, a variety of educational videos and resources, and ESRI Story Maps. The idea is that, in addition to a better academic understanding about the topic of the course, you’ll be better prepared to enter a job market in the information era.

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You will take an active role as a content creator in the course, contributing to a larger anthology of the western world. Plenty of research suggests you learn better when you find ways to merge your own interests with a creative project. Finding something that resonates with your professional or personal interests is critical to not only learning from the experience, but also gaining from the practice and perspective of thinking in different ways and working within different environments.

Course Learning Outcomes Upon completion of this course, you will be able to:

1. Define the basic themes of geography (location, place, movement, human-environment interaction, region), and discuss how these themes manifest in regions commonly understood as “the Western World.”

2. Identify how global processes have affected and are affecting the people and ecology of Europe, North America, Russia, Australia and New Zealand, and Latin America.

3. Relate core concepts from the course (identity, geopolitics, economics, demographics, migration) to place through the creation of a research-based ESRI Story Map.

4. Analyze what it means to be “Western,” and evaluate whether or not this categorization is useful.

Class meetings will also have learning outcomes specific to the goals of that session. Baccalaureate Core Learning Outcomes This course meets the baccalaureate core requirements for Perspectives, Western Culture. Below are the learning outcomes provided by Oregon State University for this baccalaureate core requirement:

1. Identify significant events, developments, and/or ideas in the Western cultural experience and context.

2. Interpret the influence of philosophical, historical, and/or artistic phenomena in relation to contemporary Western culture.

3. Analyze aspects of Western culture in relation to broader cultural, scientific, or social processes. Communication Effective and open communication is essential for creating a fun environment conducive to learning. Please reach out early with any questions or concerns you have about the course, and let me know about any conflicts or issues you may have with scheduling or absences as soon as you are able.

To maximize the benefit to all members of the class, we will use slightly different venues for communicating about course logistics, class content, and personal issues. Please use the following communication channels according to the nature of your concern:

• For questions or comments about CLASS LOGISTICS: o Please post these to the Frequently-Asked Questions (FAQ) Discussion Board. This is so the

whole class can benefit from our conversation and will serve as a repository for course-related information throughout the term. If you email your instructor questions about course logistics, I am likely to send a friendly reply that you should post it here! For example: this would be the appropriate place to clarify the expectations for an assignment, ask where to find course information, etc.

• For questions or comments about CLASS CONTENT: o Please post these to the Continuing Explorations Discussion Board. This section serves as an

impromptu venue in which to keep our many interesting conversations going. (One assignment

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will also require posting a resource here; see Assignments section below.) For example: post a follow-up question or comment about a topic from the latest readings or class discussions. This can also be a venue in which to share interesting ideas, articles, videos, or other multimedia (pertaining to course content) that may be of interest to the class as a whole.

• For questions, comments, or concerns pertaining only to YOUR UNIQUE SITUATION: o Please email me ([email protected]) or come discuss it in person during office

hours. For example: if you are personally going to miss a class and need to make alternative arrangements. Please put GEOG 106 in the subject line of all emails. I get so many emails a day, so this will help me prioritize getting back to you.

o I will do my best to respond to emails within 24 hours during the business week, and to provide feedback and graded materials 1 week after the due date of assignment.

Required E-Text • “Critical Geographies of the West” E-text and Engagement App available through Top Hat:

o Sign up for a student account. Join code for this course: 732515 o You need to use your OSU/ONID email to sign up – this will ensure that we can synch

your grades from Top Hat to Canvas. Your grades will be incomplete unless you do this. o Additional readings/videos/resources are linked in the E-text. You are responsible for

reading all of these. o The chapters have discussion questions and activities embedded that are required and

counted as part of your grade. About the E-text Completing the readings and activities/discussions in the E-text chapters will count as 20% of your final score. Not all chapters are worth the same amount. Question types and discussion prompts will vary, as will the points for “participation” and “correctness.” Pay attention to the the specific instructions and the values assigned for each question and discussion.

Timing: Since we are on such an accelerated schedule this summer, I will open all chapters at the beginning of our sesssion. Each chapter will close at the start of the class session on the day the reading is due (see the Course Schedule at the end of the syllabus). Once this period ends, you may review the material but you won’t be able to answer questions and post to discussions, etc.

This E-text was designed by a Professor here at OSU, Demian Hommel, using research-based principles in “pedagogy” – the art and science of teaching. The Top Hat platform provides us with some major advantages:

• It’s agile, meaning we can change the content instantly, depending on changes that invariably happen in the world.

• It’s cheap. Aside from providing this as a free resource (which is the ultimate goal, after paying off the various licenses, contracts, editors, photographers, producers and writers) it’s about the least expensive textbook possible for a class of this level and type.

• It’s synced with the student response system. Many of the hours of work usually paid to facilitate larger courses like this go into assessment and gradebook/spreadsheet management. Because Top Hat does this for us, we can dedicate our time to designing and delivering meaningful content and activities.

• It allows us all kinds of different question types, discussion formats and other analytics that make it more responsive and “adaptive” (meaning more catered to your individual experiences) than any other text currently on the market.

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• OSU is moving towards using this system as their default to replace Canvas eventually, so getting familiar with it now will make your transition easier in the future.

I realize not all of you are going to like the E-text and I appreciate any constructive feedback about how to make it better. It’s not perfect, but it only gets better with your help. If you do find typos, grammatical mistakes, errors in logic or parts that are confusing or even wrong, in your opinion, please let me know and I can relay that information to Dr. Hommel. In special cases we can provide extra credit for your comments and/or suggestions. Accessibility of Course Materials All materials used in this course are accessible. If you require accommodations please contact Disability Access Services (DAS). Additionally, Canvas, the learning management system through which this course is offered, provides a vendor statement certifying how the platform is accessible to students with disabilities. RESOURCES FOR STUDENTS

Technical Assistance • For technical support with Top Hat, contact their Customer Support at [email protected],

(888) 663-5491 (ext. 1) from 9am – 9pm EST Monday – Friday. • If you experience computer difficulties, need help downloading a browser or plug-in, assistance

logging into the course, or if you experience any errors or problems while in the Canvas part of the course, contact the OSU Help Desk for assistance. You can call them at (541) 737-8787, visit them in person in Milne Computer Center room 201 (8am – 7pm M-F, weekends 3-7pm) or visit the OSU Computer Helpdesk online to request help.

Academic Success Center The Academic Success Center on campus is an amazing resource for students, and I urge you take advantage of access to this! They are there to help connect you with the services and resources you might need to succeed in college. Visit their website (http://success.oregonstate.edu/) or visit them in person (125 Waldo Hall) to learn more about the many resources they provide – help on your writing, finding a tutor, and much more. Statement of Basic Needs

Any student who faces challenges securing their food or housing and believes this may affect their performance in the course is urged to contact the Dean of Students (http://studentlife.oregonstate.edu) for support. Please notify me of concerns related to basic needs security if you are comfortable doing so. Counseling and Psychological Services (CAPS)

Counseling and Psychological Services (CAPS) provides a variety of services and support to promote mental health and wellbeing. They offer services free of charge to students, and are another great resource to take advantage of:

• Website: http://counseling.oregonstate.edu/main/about-us • Campus Location: 500 Snell Hall • Phone: 541-737-2131 • Fax: 541-737-2518 • Email: [email protected] (monitored during business hours only)

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• Hours: Monday-Friday, 8am-5pm (hours may differ during breaks; check homepage)

International Students International students are integral and valued members of the OSU community. International Affairs at OSU offers some support and resources, which I encourage international students to take advantage of. The INTO program also provides some great resources. Deferred Action for Childhood Arrivals (DACA) As a faculty, we are committed to the educational (and other) rights of all students, and we honor and affirm the dignity and worth of undocumented students. We will support and protect undocumented students and other marginalized groups of students in our classes, our program, and within the greater community. To that end, here are some resources for affected students:

• ASOSU Student Legal Services (free and confidential legal advice to OSU students) • United We Dream (an organization providing information about activism in support of DACA and

those affected) • ACLU Know Your Rights (what to do if you are questioned about your immigration status) • We Are Here to Stay (resources for DREAMers and family members)

COURSE POLICIES Civility All individuals participating in this course have a responsibility to create and maintain an environment conducive to learning. A learning-friendly environment is one that is free of distractions, engages all participants in the learning process, and does not demean or dehumanize any individual or group. Participants therefore will:

• Arrive on time and remain for the duration of the class. • Refrain from conducting private conversations in class, including use of cell phones or other

devices, texting, or checking email. If you need to engage in these activities, please step out of the learning space.

• Use appropriate language and behavior that does not demean or dehumanize any person or group of persons, whether or not such persons are present.

• Show respect of others in the course through listening intently and responding thoughtfully and sensitively.

• Contribute to the learning of one another in the course by being prepared for class and engaging in and contributing to the learning in the course.

Student Conduct Students are expected to adhere to all University’s policies detailed in the Office of Student Conduct and Community Standards for all modes of communication and collaboration for this course. Please familiarize yourself with this document. You can learn more by contacting the Office of Student life at (541) 737-3656 or [email protected]. Academic Integrity All of your work is expected to meet standards of academic integrity and honesty, which includes appropriately citing and referencing all of your work. More details and requirements are presented in the student code of conduct linked above. Students who do not adhere to academic integrity and

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honesty standards in their work will be subject to Oregon State University procedures. If you have any questions about expectations, please do not hesitate to reach out to me or the Office of Student Life (contact information provided in above section). Attendance Students are expected to attend all class sessions, and attendance makes up 16% of your total grade. Anticipated absences from class and recitation must be communicated via email at least one week in advance. Unanticipated absences should be communicated via email as soon as is possible given the circumstances. You will receive no attendance/participation points for that day unless you arrange to do a make-up assignment. The goal of any make-up assignment is to review thoroughly what occurred during the missed session and then demonstrate that you have considered and learned the content. The make up assignment you propose should take about the same amount of time that you missed in class (1 hr and 50 mins). All make-up assignments must be submitted within one week of the absence. It is your responsibility to initiate and negotiate the specific terms of any make-up assignment with me; please send me an email with ideas you have for doing so. Active Participation Active participation from all students in lecture and in recitation is crucial to class functioning, and will greatly improve the quality of our time together. Each of you brings a unique and valuable perspective to our discussions, and our class time is intended to give you space to share that with one another. Completing and critically reflecting on the readings prior to class will help prepare you to be an active participant. I encourage you to develop questions about and reactions to the readings prior to class so that we can dive deeper into issues. Some participation will be graded through the Top Hat engagement app. Technology Use Technology can be an amazing tool, but can also be a huge distraction from learning if not used in an intentional way. Although we will be using devices at certain points in the class to support learning, it is very important to limit use to only the activities directly relevant to class activities. If I see you using social media or something unrelated to class, I will remind you to close out and re-engage with the class. Cell phones must be put in silent mode during class, and may only be used to text/call in emergency situations. Per the civility section above, please step out of the learning space if you need to use your phone. You must receive permission from me and the other students in class to use recording devices. Late Work Late assignments are accepted only with instructor approval and are subject to penalty (10% of assignment points per day). This course is going to move fast, so it is very important to try to meet all deadlines and due dates. Religious Observances If class meetings or assignments conflict with your religious practices, please let me know early in the term so that we can coordinate arrangements for make-up assignments. Statement Regarding Students with Disabilities If you have a documented disability, it is important to communicate your needs to me at the beginning of the term so that we can work together to arrange accommodations. OSU is legally obligated to provide appropriate accommodations for students with documented disabilities. Accommodations are collaborative efforts between students, faculty, and Disability Access Services (DAS). Students with

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accommodations approved through DAS are responsible for contacting the faculty member in charge of the course prior to or during the first week of the term to discuss accommodations. Students who believe they are eligible for accommodations but who have not yet obtained approval through DAS should contact DAS immediately at 541-737-4098 or [email protected]. DAS is located in A200 of the Kerr Administration Building on campus. Parents in Class* It is my belief that if we want parents in academia, that we should also expect children to be present in some form. Currently, the university does not have a formal policy on children in the classroom, however, it provides an excellent resource in the form of the Childcare and Family Resource Office (http://childcare.oregonstate.edu/). The policy described here is thus, a reflection of my own beliefs and commitments to student, staff and faculty parents.

• I ask that all students work with me to create a welcoming environment that is respectful of all forms of diversity, including diversity in parenting status.

• All exclusively breastfeeding babies are welcome in class as often as is necessary to support the breastfeeding relationship. I never want students to feel like they have to choose between feeding their baby and continuing their education.

• For older children and babies, I understand that minor illnesses and unforeseen disruptions in childcare often put parents in the position of having to choose between missing class to stay home with a child and leaving them with someone you or the child does not feel comfortable with. While this is not meant to be a long-term childcare solution, occasionally bringing a child to class in order to cover gaps in care is perfectly acceptable.

• In all cases where babies and children come to class, I ask that you sit close to the door so that if your little one needs special attention and is disrupting learning for other students, you may step outside until their need has been met. Non-parents in the class, please reserve seats near the door for your parenting classmates.

• I recognize that the struggles of balancing school, childcare and often another job are exhausting, and can be a big barrier to completing your coursework. I hope that you will feel comfortable disclosing your student-parent status to me. This is the first step in my being able to accommodate any special needs that arise.

While I maintain the same high expectations for all students in my classes regardless of parenting status, I am happy to work with you in a way that makes you feel supported as you strive for school-parenting balance. Thank you for the diversity you bring to our classroom! *This section is directly adapted from syllabi developed by Emma Larkins and Daniel Newhart ASSIGNMENTS E-text (Top Hat) Readings and Activities [100 points total] All readings assigned for a given date should be completed before class (see Course Schedule below). The chapters close (meaning you can’t complete the activities and participation for points, but can still see the content) at the start time of class on the day the reading is due. Please note that the E-text chapters have additional resources embedded (videos, articles, etc.), which is content you are also responsible for reviewing and understanding. Engaging with the assigned material thoroughly and thoughtfully prior to class is absolutely required for your success in the course. See the sections above on the E-text for more information. Attendance and Participation [80 points total, 5 points per class]

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Your presence and active participation in all sessions is critical to helping you achieve the course learning outcomes, so I will take attendance every time we meet. You will receive 0 points for a class session if you are not present and have not made prior arrangements to make up the work, in accordance with the Attendance section above. Almost all class sessions require pre-class readings/activities on Top Hat to prepare you for in-class discussions and prompts. I may use the Top Hat app to take attendance. Current Event Group Presentation [50 points]

• You and a group of your classmates will select a news article covering a current event for your assigned region and deliver a short presentation to introduce the class to the topic and provide some background information to give us some global context for the issue.

• Each group will have 15 minutes to present their selected current event to the class at the start of the class session (see Course Schedule below) and answer a few questions from classmates on your research at the end of the presentation.

• How you choose to present this information is up to you – you can do a traditional PowerPoint style lecture, or you can also get more creative and do a skit or something similar.

• This assignment will likely require meeting outside of class or coordinating remotely to complete. I encourage you to get organized as a group as early as possible.

• Requirements: o The news article should be published within the past year by a reliable source. Here’s a

resource with some questions to ask when trying to find a reliable source. o Someone from your group needs to post your article to the Continuing Explorations

Discussion Board before you present. This is the only thing you need to turn in. o Presentations should not exceed 15 minutes. Save 2-3 minutes at the end for

classmates’ questions. o All group members must somehow participate. Not everyone needs to present, but

those who do not should then take a stronger role in finding the article or creating the presentation.

o Presentation should summarize the article you selected, and demonstrate that you have critically read and thought about it.

o Presentation should include some broader global topics related to that event – e.g. history leading up to it, relationship to past events, other regions, etc.

• A rubric for grading will be provided on Canvas. Place Project Story Map [200 points]

• Rather than have exams or have you write a long final essay, the culminating work for this course will be your creation of an ESRI Story Map. Check out some awesome examples of Story Maps for inspiration. Supporting resources and a full description of the assignment can be found in the Pages section of Canvas. Grading rubrics will be provided in the Assignments section of Canvas.

• This project is your chance to use your creative abilities and the geographic concepts we cover in this course to tell a visual and interactive story about a place you care about. You can choose any aspect of that place you wish to explore. For example, you could look at how it’s changed through history, how people relate to that place (who lives, works or plays there and why), the physical aspects of that place and what has shaped it, the economy, or natural resource use. You could even use place as a way to explore an event, like the World Cup. The possibilities are endless!

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• This is an excellent opportunity to gain skills using geospatial technologies, and to enhance your story telling and communication abilities. The final product would make a great addition to a personal portfolio, and is something you can share with potential future employers and with your friends, family or colleagues.

• I encourage you to start thinking about ideas for your Place Project right away. We’ll do some brainstorming in class too!

• Requirements: o You must select a place in one of the geographical regions we’re studying (North

America, Latin America, Europe, Russia, Australia, or New Zealand) that has some special meaning to you. The scale of your selection is up to you – your place can be a National Park, a city, a building, etc. You’ll want to be sure you pick something you can find ample information and resources on. You might even want to pick a place that you can visit during the course for some inspiration and to capture some photos!

o Your Story Map must clearly connect at least three of the core themes from class (identity, geopolitics, economics, demographics, migration) to your selected place. You are expected to examine various aspects of that place through research.

o You must correctly cite at least 5 sources in your Story Map. You must also correctly site all images, etc. that are not your own.

o You must include at least one ArcGIS online map that you created as a part of your Story Map.

o Your Story Map must have the following general components (we will discuss this more in detail in class):

§ A title § A beginning – an introduction to the place, your relationship to it, and why you

chose it. § A middle – use your observations of that place and the research you conducted

to clearly connect the place to three core themes from the class. You should cite your 5 sources here. You will use “transitions” to move between ideas.

§ An end – a conclusion where you somehow synthesize/summarize what you’ve learned. Think about the final message you want to leave your readers with, and also consider how your relationship to this place might have changed through the process of learning more about it.

o Your presentation of the material (visual aesthetic, organization, image/video/map selection) also constitutes part of your grade for the assignment.

• This assignment will be completed in stages throughout the course: o Week 1: Draft of a concept for your Story Map (submit on Canvas by 1pm on Thurs

6/28, bring a copy to class) [10 points] o Week 3: First draft of Story Map (submit to Canvas by midnight on Thurs 7/12) [20

points] o Week 4: Final draft of Story Map (submit to Canvas by 1pm Weds and bring to class for

peer-review session) [20 points] o Final Place Project Story Map, submit to Canvas by Friday 7/20 at 5pm [150 points]

along with your Reflective Essay (see below) Final Reflective Essay [70 points]

• This is meant to be a short reflection on your experience in this course, and on your process making your Place Project Story Map. A grading rubric will be provided in the Assignment description on Canvas.

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• You will address the following prompts: o Describe your process for developing your Place Project Story Map, starting with how

you came up with the concept for your Story Map in the first place. o What was your favorite part about creating your Place Project Story Map? What was the

most challenging? o After completion of this course, what do you think it means to be “Western”? o Do you think this categorization is useful? Explain why or why not. o How do you think the place you selected for your Place Project Story Map fits or does

not into this “Western” categorization? • Requirements

o Length: 2 – 3 pages (do not exceed 3) o Formatting: 1 inch margins, single spaced, 12 point font o Tone: can be fairly informal, but should still be representative of college level writing.

Use the first person (I, me, my) – this is a personal reflection! o You will be graded on organization, grammar, spelling, etc. Make sure you proofread

your work! o Must adequately address all prompts listed above.

GRADES You will be graded on a standard A-F scale, as defined in the table below. Total point breakdown for course assignments is as follows: Assignment Number of Points E-text (Top Hat) Readings and Activities 100 Attendance and Participation 80 Current Event Group Presentation 50 Place Project Story Map (including drafts) 200 Final Reflective Essay 70 TOTAL POINTS 500 Standard Grading Scale A 93 – 100% A- 90 – 92% B+ 87 – 89% B 83 – 86% B- 80 – 82% C+ 77 – 79% C 73 – 76% C- 70 – 72% D+ 67 – 69% D 63 – 66% D- 60 – 62% F 0 – 59% Incompletes I will only grant an Incomplete (I) grade for course in the case of an emergency. Some examples of situations that may warrant granting an Incomplete (I) are a death in your family, the birth of your child, or major illness or injury. Please communicate with me as early as possible about any situation that may impede you from completing the coursework.

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COURSE SCHEDULE

This schedule is subject to change. I will communicate any changes in advance of due dates. Required readings/videos are to be completed or watched before the class session on the date listed. Top Hat chapters contain additional readings and other supporting materials like videos embedded, as well as graded activities. Colors correspond to assignment type: Top Hat (orange), Place Project Story Map (blue), Current Event Group Presentation (green).

Week Date Topic Required Readings/Videos Assignments Due

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Mon 6/25/2018 Introduction • Syllabus None

Tues 6/26/2018 Identity • Part I Introduction • Chapter 1

• Introduction activities/questions • Chapter 1 activities/questions

Weds 6/27/2018 Geo-politics • Chapter 2 • Chapter 2 activities/questions

Thurs 6/28/2018 Work day

• Story Map resources on Canvas (in Pages)

• Look through some examples of Story Maps

• Come with an example of a Story Map you like

• Draft of concept for Story Map

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Mon 7/2/2018 Economics • Chapter 3 • Chapter 3 activities/questions

Tues 7/3/2018 Demographics • Chapter 4 • Chapter 4 activities/questions

Weds 7/4/2018 NO CLASS - HOLIDAY None

Thurs 7/5/2018 Migration • Chapter 5 • Chapter 5 activities/questions

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Mon 7/9/2018 Europe • Part II Introduction • Chapter 6

• Current Event Group Presentation (Group 1)

• Chapter 6 activities/questions

Tues 7/10/2018 North America • Chapter 7 • Current Event Group Presentation

(Group 2) • Chapter 7 activities/questions

Weds 7/11/2018 Russia • Chapter 8 • Current Event Group Presentation

(Group 3) • Chapter 8 activities/questions

Thurs 7/12/2018 Work day • First draft of Story Map (submit to

Canvas by midnight)

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Mon 7/16/2018 Australia and New

Zealand • Chapter 9

• Current Event Group Presentation (Group 4)

• Chapter 9 activities/questions

Tues 7/17/2018 Latin America • Chapter 10 • Current Event Group Presentation

(Group 5) • Chapter 10 activities/questions

Weds 7/18/2018 Work day • Final draft of Story Map for peer-

review (submit to Canvas by 1pm, and bring to class)

Thurs 7/19/2018 Conclusion • Final Chapter: The End

can also be the beginning

None

Friday 7/20/2018 NO CLASS • FINAL Place Project Story Map • Reflective Essay • Both due by 5pm on Canvas