UI347 Living in a Global Society
UI347 Living in a Global Society
I. Catalog Description and Credit Hours of Course:
To understand and appreciate the interrelatedness of issues confronting the world and find action-oriented approaches to resolving them.
II. Interdisciplinary Nature of the Course:
Knowledge of self, one's own microculture (behavioral systems) is integrated with global systems (economic, political, social) and the interplay and impact of history (major civilization) to evoke action-oriented responses to global issues by the individual. Further integration takes place as each student links his own discipline to a global issue, e.g. a microbiology major studies the degradation of temperate rain forests in Canada to analyze the effectiveness of U.S. environmental policies, an education major examines Japanese education to find culturally workable and effective solutions to U.S. educational woes.
III. Prerequisite(s):
Any course in Social Systems and Behavioral Systems.
IV. Purposes or Objectives of the Course:
As a result of this course the student will be able to:
A. Demonstrate increased awareness, understanding, acceptance, and appreciation of one's own microculture, macroculture, and of the world's cultures. (Objectives 2, 3, 5, 7)
B. Demonstrate an understanding of the various ways nation states function in the spheres of politics, economics, technology, and ecology. (Objectives 1, 5, 9)
C. Demonstrate an understanding of the interconnectedness of global issues and how value choices are made concerning them. (Objectives 1, 4, 5, 6, 7)
D. Demonstrate an understanding of how history influences the value choices that are made concerning global issues. (Objectives 1, 2, 4, 5, 7)
E. Demonstrate the ability to think critically and use action-oriented, problem-solving approaches for crucial issues facing today's world. (Objectives 2, 3, 4, 5, 6, 7, 9)
V. Expectations of the Students:
Students are expected to participate in weekly classroom exercises, discussions, role plays, a simulation game, and a debate. A bibliography of readings, weekly oral presentations, and an individual project addressing an action-oriented approach to solving a major area of world concern are required for this course.
VI. Course Outline:
A. The Study of Human Values. (Objectives 2, 3, 5, 7) 9 hours
1. Microculture
2. Macroculture
3. External Cultures
Note: In this section of the course, the focus is on the individual acquiring a better understanding of self in order to better understand the world. Students will examine their own microcultures to find the sources of their value systems. They will then explore the larger macroculture and external cultures, building a knowledge base, understanding and appreciation through comparisons with their own microculture.
B. The Study of Systems. (Objectives 1, 4, 5, 6, 9) 9 hours
1. Examination of political, economic, social systems.
a. Geographical region
b. Patterns of cultural values
c. Current events
2. Examination of interconnectedness of systems.
a. Technology and mass communication
b. Ecological world patterns
c. Economic conglomerates, multinationals
d. Political conglomerate shifts
Note: In this section of the course, the focus will be on building a knowledge base and understanding of various global systems. Each student will focus on a particular region of the world and make weekly reports as the "Ambassador" of country X.
C. The Study of Issues. (Objectives 1, 2, 4, 5, 6, 7) 9 hours
1. Examination of global issues confronting mankind.
a. Environment
b. Peace
c. Terrorism
d. Population
e. Nuclear technology/weaponing
f. Other
2. Examination of the cultural ethos and mores that influence value choices on global issues.
3. Explore the global interconnectedness of issues.
Note: In this section of the course, the focus will be on in-depth examination of global issues. Students will identify a particular issue prevalent to their discipline and to the particular region from which they are ambassador. At this time they will begin to create a substantive project which will advance their critical awareness and understanding of how global issues affect each individual.
D. The Study of History. (Objectives 1, 2, 4, 5, 7) 9 hours
1. Role of history in formation of global issues.
2. Examination of historical data in order to
a. Understand reasons for value choices made
b. Understand present condition of world
c. Begin to analyze how different decisions have created a different world
Note: In this section of the course, the focus will be on the importance of historical precedence in order to aid in finding solutions for today's problems. Students will individually explore the historical aspects of their regionally-focused issues, and seek out resources as well as peers to sharpen their perceptions about their projects.
E. The Study of the 21st Century. (Objectives 1-9) 9 hours
Using knowledge base and affective skills acquired in previous four units, undertake critical study of world's most pressing issues through:
1. Critical analysis
2. Problem-solving approaches
3. Creative/divergent thinking
4. Action-oriented projects
a. legislative lobbying
b. community involvement
c. mobilizing peers
Note: In this section of the course, the focus will be on the understanding that the destiny of Planet Earth lies in the types of choices made and collective action-oriented activity produced. Students will develop critical and creative problem-solving approaches to crucial issues that have been identified earlier by each.
VII. Textbook:
Kelleher, A., Klein, L. (2006). Global Perspectives: A Handbook for Understanding Global Issues (2nd Edition). Upper Saddle River, NJ: Pearson Prentice Hall.
VIII. Basis for Student Evaluation:
A. Participation. Active involvement in discussions, class exercises, role plays, a debate and simulation. (35)
B. Essay exams. One mid-term, one final; evaluated on thoroughness of response, evidence of analysis, application and syntheses of content. (25)
C. Research project. Demonstrated ability to identify a critical issue, formulate hypotheses, use resources, reflect historical basis and human values orientation, offer action-oriented approaches to solving issues. (40)
IX. Justification for Inclusion in University Studies Program.
A. OBJECTIVE ONE:
Demonstrate the ability to locate and gather information.
Emphasis: Significant
Content:
Information used in the course is gathered from various sources: course text, supplemental readings, library reserve materials, research indices and journals from students' disciplines and regions of the world, media sources, and foreign visitors.
Teaching Strategies:
Lectures on sources, e.g., newspapers, journals, interviews, research indices--region and field specific; discussions with individual students as they work on their projects; classroom dialogues, and discussion on progress, both teacher initiated and peer-centered.
Student Assignments:
Students will identify an issue pertinent to both their field of study and to a specific world region; prepare bibliography, research issue, write paper.
Evaluation:
Students will be evaluated on the quality and relevancy of the material presented in the research project, and in class discussions.
B. OBJECTIVE TWO:
Demonstrate capabilities for critical thinking, reasoning, and analyzing.
Emphasis: Significant
Content:
Critical thinking is an integral part of the course. Microcultural analysis will require reflective thinking, and the study of systems, comparative analysis. While studying issues, students will be focusing on impact analysis. When studying the role of history, analysis of trends and influences will be of primary importance. The last section of the course, though, will require the most critical thinking in that students will need to combine all of the above with divergent and creative thinking in order to come up with viable solutions to issues.
Teaching Strategies:
Lectures will be used to present ideas, concepts, and data to promote critical thinking about global issues. Role plays will be utilized in weekly dialogue sessions of International Parliament. The teacher, as roving ambassador, is able to guide the discussion by focusing questions pertinent to the issues, bringing in alternative perspectives, and creating situations where students will be able to examine their value orientations toward global issues. A simulation game, and its debriefing session will provide students with further opportunities to examine their values in a cross-cultural situation.
Student Assignments:
Students will be expected to read national and international newspapers and reports, and journals as well as listen to news broadcasts and analyze programs on radio and television, in order to gather pertinent information which reflects a critical analysis of global issues.
Evaluation of Student Performance:
Student participation in discussions, role plays, and dialogue sessions will be evaluated on evidence of critical analysis of issues, and display of problem-solving abilities to find productive solutions to critical issues. On exams, evidence of critical analysis of historical trends and influences, as well as impact and comparative analysis of issues, must be evident.
C. OBJECTIVE THREE:
Demonstrate effective communication skills.
Emphasis: Significant.
Content:
Effective communication is essential in cross-cultural situations, since the vagaries of cultural encounters can often impede effective transmission and reception of messages.
Teaching Strategies:
Handouts, oral instructions, and modeling by the instructor will guide students in learning to effectively communicate in the following situations: weekly dialogue sessions with foreign visitors, whole group discussion and debate, inter-group dialogues, individual oral presentations, and the writing of the final paper.
Student Assignments:
Oral presentation, role plays debates, simulation games, and project will provide opportunities for students to display effective communication.
Evaluation of Student Performance:
Students will be evaluated on ability to effectively persuade and communicate ideas on issues brought before the class and on the research topic.
D. OBJECTIVE FOUR:
Demonstrate an understanding of human experiences and the ability to relate them to the present.
Emphasis: Significant
Content:
Integral to understanding today's global issues is a profound awareness and appreciation for the influence that history has had on the formation of the world's current conditions. Students will be required to explore, in depth, a region of the world and its historical precedents which have created the issue related to their discipline.
Teaching Strategies:
Lectures, discussions, debate, and interaction with foreign visitors, will be utilized to bring about increased understanding of the importance of history in forming human experiences.
Student Assignments:
Students will be required to construct a bibliography of readings pertinent to their project which reflect historical conditions and influences. These readings will also be utilized in their oral presentations and discussions.
Evaluation of Student Performance:
Students will be evaluated on ability to relate historical trends and events to their issue on exams, in oral discussions, in debate, and in dialogue with foreign visitors.
E. OBJECTIVE FIVE:
Demonstrate an understanding of various cultures and their interrelationships.
Emphasis: Significant
Content:
This course is directly concerned with the demonstration of understanding various cultures and their interrelationships, and how they apply to the resolution of global issues. Students will be mainly preoccupied with the interrelatedness of their own microculture and inherent values, and those of other individuals, ethnic groups, and cultures of the world.
Teaching Strategies:
Since culture is largely an area of values orientation, it is necessary to utilize exercises and activities that will tap the affective domain. In addition to building a knowledge base about cultures, students will be provided with many interactive opportunities to reflect upon their own values, and begin to understand and appreciate those of other cultures. Strategies will include extensive use of role play, especially during International Parliament sessions, a simulation game, classroom exercises with comparative cultural emphases, direct dialogue with persons from other U.S. ethnics and external cultures.
Student Assignments:
All assignments during the course, i.e., oral presentations, research collection, bibliography, exams, and the research project will reflect the cultural bases of global issues.
Evaluation of Student Performance:
All assignments and exams will be examined for evidence of reflective thinking in relationship to culture, ability to display awareness of own values relative to other cultures, and flexibility of understanding and appreciation for the cultural mores of others.
F. OBJECTIVE SIX:
Demonstrate the ability to integrate the breadth and diversity of knowledge and experience.
Emphasis: Significant
Content:
A major goal of this course is to tie the student's discipline to a global issue, and in doing so, realize the interconnectedness of the globe, its cultures, and its problems. For example, an agricultural major examining the issue of crop development for supporting cattle in Mozambique will need to consider how political, economic, social, historical, and cultural factors have influenced the development of the issue, and how the larger issue of crop development impacts the East African situation.
Teaching Strategies:
Discussions, inter-group dialogue, and experiential exercises will help students to understand the impact and interplay of the various systems upon one another. For example, the liberalization of marijuana in the Netherlands has had an impact world-wide.
Student Assignments:
Students will present formally prepared statements advocating a particular stand on an issue as viewed from a specific country's viewpoint, and engage in informal, spur-of-the-moment, "think on your feet" type exercises requiring spontaneous responses.
Evaluation of Student Performance:
Students will be evaluated on their ability to pull together the crucial aspects of each system (political, social, etc.) that have created the global issues discussed in class and researched individually by the student.
G. OBJECTIVE SEVEN:
Develop the ability to make informed, intelligent, value decisions.
Emphasis: Significant
Content:
In order to make informed value decisions about global issues, it is first necessary to develop an awareness and understanding of one's own values and how those values impact or impinge on other individuals and societies.
Teaching Strategies:
Inter-group discussions, using statistical data and study guides, have students examine the ramifications of such issues as: overpopulation, state-supported terrorism. Crucial issue exercises and role plays put students in situations where they have to make value choices, e.g., does a developing nation consciously choose to pollute the environment in order to increase industrial output?
Student Assignments:
Study guides, class discussions, and situational role plays all require the students to make judgments about a global situation. These decisions are based on a cumulative build-up of information about the issue from various aspects (political, eco., etc.) and from the student's own disciplinary perspective.
Evaluations:
Reflection of awareness and understanding of one's own values and those of others, and the ability to make intelligent decisions based on this knowledge, should be reflected in exams, oral presentations, and the research project.
H. OBJECTIVE EIGHT: Develop the ability to make informed, sensitive, aesthetic responses.
Emphasis: Some.
Content:
Understanding forms of artistic expression in other societies is not a major focus of this course, although in cases where the student's discipline heavily involves the aesthetic, this objective would be addressed extensively, albeit on an individual basis. Basically, the focus is on understanding the cultural nuances that create appreciation for different forms of artistic expression across cultures, e.g. Beijing and Xiaoxing Opera, Malay Shadow Theater.
I. OBJECTIVE NINE:
Demonstrate the ability to function responsibility in one’s natural, social, and political environment.
Emphasis. Considerable.
Content:
This objective is addressed extensively in the latter part of the course when action-oriented approaches to solving global issues are examined. Responsible citizenship is emphasized through informed value choices.
Teaching Strategies:
Peer dialogues, discussions, and oral presentations will assist students in focusing on the significant aspects of their issues and to discover ways to find solutions to such.
Student Assignments:
The research project will address this objective, and oral discussions, dialogues, and cross-cultural exercises will enhance its attainment.
Evaluation:
Evidence of verbal and written informed value choices and appropriate responses to experiential exercises, and the student's own research topic will be the basis of the evaluation.
X. Background
Teaching this course requires background and knowledge of American culture, as well as of other cultures. It would also be extremely helpful if the instructor has had an in-depth working/living experience in another culture for an extended period of time.
XI. Class Size
Optimal class size - 25.