From MU Geography

Contents 1 Instructors 2 Introduction 3 Objectives 4 Assessment Criteria 4.1 Structure 4.2 Assignments 4.3 Summary of Grading Criteria 4.4 Grades 5 Outline 5.1 Global Change 5.1.1 Organizing Questions 5.1.2 Background Readings 5.1.3 Schedule 5.2 Urbanization 5.2.1 Organizing Questions 5.2.2 Background Readings 5.2.3 Schedule 5.3 Energy 5.3.1 Organizing Questions 5.3.2 Background Readings 5.3.3 Schedule 5.4 Food 5.4.1 Organizing Questions 5.4.2 Background Readings, etc. 5.4.3 Schedule 5.5 New Hazards 5.5.1 Organizing Questions 5.5.2 Background Readings 5.5.3 Schedule 5.6 Conclusion 6 Academic Honesty

[edit] Instructors

This course is team-taught by:

• Bruce D'Arcus. Office: Shideler 234; 529-1521. Hours Thurs 3:30-4:30, or by appointment
• Andrew Miller. Office: Boyd 102C; 529-0533. Hours M 11-1

[edit] Introduction

For most Americans, the term Geography brings to mind the location of mountains, rivers, and the capitals of various countries. In addition, most Americans’ first experience of Geography as an academic discipline is at the college level. While the locations of mountains, rivers and capitals is a part of Geography, the discipline focuses on the global space and its varied regions, the interaction of phenomena within that space and the changes in both global space and attributes of phenomena within space. Phenomena studied by Geographers can be natural, human-made, or human-modified.

Geography is thus a holistic and integrated field that considers the distribution, location, interaction and relationships among phenomena such as relief features, drainage features, atmospheric characteristics, population, economic activity, different levels of development, movements of goods, services, and people at both the global and local scales. The implications and ramifications of location, distribution and interaction of phenomena in space and planning for desired outcomes are a key part of Geography.

Our world is constantly changing but the rate of change seems to have accelerated since World War II. Technological advances and ease of travel and communication have all contributed to the increasing interconnectedness of various localities in our global community or village. Thus an appreciation and understanding of the nature and causes of global change are a germane part of the academy.

[edit] Objectives

Our objectives in this course are to:

1. develop an appreciation for the integrative nature of geographic inquiry
2. learn about important global issues
3. understand how geography impacts global change

[edit] Assessment Criteria

Meeting our course objectives moves us away from traditional lecture approaches to learning. We are focused less on rote-memorization than we are on developing critical thinking skills that center on organizing and synthesizing a wide diversity of information. Therefore, our focus will be discussion-oriented and collaborative. Research shows that students learn more in a collaborative setting in which they are actively engaged. Therefore, much of what takes place in the classroom will be discussions both within and between groups. Accordingly, attendance is expected at every class session.

In addition to discussing course procedures and expectations, the first three weeks of the semester will introduce some concepts underlying a geographic approach to global change. Key among those concepts is the notion of linkages, both spatially and across different human and environmental systems. For example, a change in the use of some resource in one part of the world has consequences in other regions (economic growth in Asia affects gasoline prices in the US). An increase in gasoline prices in the US, in turn, generates demand for corn to make ethanol, and this drives up prices of food.

During this introductory portion of the course students will be expected to write two short reading responses, 125-150 words, each a thoughtful summary and reflection on assigned readings assigned for the module. The first should cover readings for week 2 of the semester, and is due on Tuesday of that week (Sept. 2). The second, covering readings for week 3, is due Sept. 9. These will be evaluated based on coherence, quality of critical thought, and quality of writing. Two points each.

[edit] Structure

The core of the semester will be four 3-week modules that demonstrate the integrative nature of geography, where we will study the changes occurring at the global and local scales. These modules are:

1. Urbanization
2. Energy
3. Food
4. New Hazards

Each module will follow a similar pattern of classroom assignments and due dates, as follows:

• Week One, Tuesday (9/15, 10/6, 10/27, 11/20)
  • activity: Organizing question(s) introduced
  • due: Reading response for instructor-assigned readings
• Week One, Sunday 6 PM (9/20, 10/11, 11/1, 11/22)
  • due: FriendFeed entries
• Week Two, Tuesday (9/22, 10/13, 11/3, 11/24)
  • activity: Group discussion of FriendFeed contents; Critical essay assigned
  • due: Individual notes on FriendFeed contents
• Week Three, Thursday (10/1, 10/22, 11/12, 12/8)
  • activity: Discussion/group reports on organizing question
  • due: Critical essay and group discussion notes

[edit] Assignments

1. Reading response for instructor-assigned readings. This should be ½ to 1 page in length (double spaced), and should be a thoughtful summary and reflection on readings assigned for the module. Note that it is due at the beginning of the module: readings should be done in advance. These will be evaluated based on completeness, quality of critical thought, and quality of writing.
2. FriendFeed entries. Students will be expected to search the internet for interesting and meaningful information relating to the module. Each student will be responsible for posting two entries on the social networking site FriendFeed during the semester; one for each of two modules. We have setup up a private group for this class, called "MU Global Change". We will assign each student specific questions for specific modules. The entry should include a link to the internet source, as well as a brief explanation of the significance of the information on the site and providing critical interpretations as to bias evident in the site, quality of the information, etc. These entries will serve as the raw data for subsequent group discussions and analyses, so it is important that they be good. They will be evaluated based on the usefulness of the information provided by the web site, the quality of critical analysis of that information, and quality of writing.
3. Individual comments on FriendFeed content. Each student is responsible for reading the entire linked content for the module and digesting its contents in preparation for group discussion and analysis. Notes on the contents should be posted as comments on at least three FriendFeed items by 10 AM Tuesday of the 2nd week of each module. Comments will be evaluated on completeness and quality of information synthesis represented. Be sure to defend any statement you make in the comments, preferably with links to supporting information.
4. Critical essay. Each module is centered on an “organizing question” that will help focus our discussion of global change in relation to the module topic. On Tuesday of the 2nd week of the module a question/topic for the critical essay will be assigned. These essays will be evaluated based on both the degree to which they present a coherent, focused, well-written and persuasive argument. Each essay should be no more than 3 pages (750 words) in length. Papers are to be submitted via Blackboard/TurnItIn by 10 AM of the last day of the module (a Thursday). Late papers will not be accepted.
5. In the final session of each module there will be a general discussion of the organizing question. Groups will be expected to have met in advance of that discussion and to have a coherent group commentary on the organizing question. Notes summarizing the group’s commentary must be brought to class on the final session of the module.

The final week of the semester will include a short essay, about 1 page in length, reflecting on a central question related to the course as a whole.

[edit] Summary of Grading Criteria

Below are the categories and weighting.

1. Short reading responses -- 20 percent
2. FriendFeed entries (2) -- 10 percent
3. FriendFeed comments -- 10 percent
4. Critical essays (4)-- 20 percent
5. Notes for group discussions (4)-- 10 percent
6. Final essay-- 15 percent
7. Participation-- 15 percent

[edit] Grades

Grades will be maintained in Blackboard's gradebook module. Your final grade will be calculated based on the weighting identified above, and be available to you throughout the term. Please be sure to keep track of how you are doing, and notify us early if you see any problems.

[edit] Outline

[edit] Global Change

[edit] Organizing Questions

• What is global change?
• What is a geographic perspective, and what does it add to understanding of global change?
• What are general (geographic) patterns of change we can observe in the past 50 years?

[edit] Background Readings

• Week 1
  • How Sushi Went Global
  • watch The King of Sushi
• Week 2: ***
• Week 3
  • Globalization: Threat or Opportunity?
  • Globalization
  • It's a Flat World, After All
  • The Jagged World

[edit] Schedule

1. Introduction

2. Geography and Global Change

3. Geography and Global Change (more)

[edit] Urbanization

[edit] Organizing Questions

• How do cities both reflect and drive global change in the 21st century?
  • What role does urbanization play in contemporary global change?
  • What are the unique challenges posed by rapid urbanization in the developing world?
  • What kinds of creative solutions are people implementing to solve contemporary urban problems?

[edit] Background Readings

• Planet of Slums (alternate link), Mike Davis
• UN World Urbanization Prospects (the report on which Davis bases his argument)

[edit] Schedule

4. Urbanization in Global Context

5. Urban Challenges

6. Urban Futures

[edit] Energy

[edit] Organizing Questions

• What is “Peak Oil”?
• What is “Energy Security”?
  • What considerations need to be addressed to understand energy security?
  • How are US interests abroad complicated by our need for energy?
• What alternatives are available for the USA to break the cycle of energy dependence?
• How does the concept of geography affect the energy debate?

[edit] Background Readings

• Peak Oil Primer
• Energy and the Risks to U.S. National Security - Watch the movie posted on the site
• Chris Ruppel The G Forces of Energy Insecurity
• Republicans for Environmental Protection End America’s Energy Insecurity
• WSJ Part II IEA Sees Oil Demand Rising on Stronger Recovery

[edit] Schedule

7. Tuesday: Introduction to energy module; energy security; Thursday: Distribution of oil distribution and consumption; Geopolitics of Fossil Fuels.

8. Tuesday: Discussion of blog contents; discussion of critical essay; Thursday: How do we make alternative energy practical?

9. Tuesday: Petrodictatorships & the geopolitics of oil;Thursday: Summary discussion of organizing question on unevenness in the world of energy.

[edit] Food

[edit] Organizing Questions

• What are different dimensions to the globalization of food production and consumption?
  • What are the causes and consequences of rising food prices?
  • What is the relation between agricultural subsidies and food production?
  • Do movements such as "slow food" and "local food" provide viable alternatives?

[edit] Background Readings, etc.

• watch Michael Pollan interview (parts I and II, including short documentary on urban food gardens) and read Farmer in Chief
• Environmental Cost of Shipping Groceries Around the World
• The New Economics of Hunger

Note: if you have problems accessing the NYT articles, you have two options:

1. sign up for a (free) account at the site
2. read the PDF versions in the course documents section (thanks Christina)

[edit] Schedule

10. Food, Geography and Global Change

11. TBA

12. TBA

[edit] New Hazards

[edit] Organizing Questions

• What is vulnerability? What influences vulnerability?
• How do contemporary geographic processes impact hazards?
• How do different cultures deal with the threat of hazards?
• How do different cultures perceive threats from hazards?

[edit] Background Readings

• UN Kofi Annan address to the UN Chronicle.
• UN Vulnerability to Natural Hazards in Population-Environment Studies.
• FEMA Hazard Planning Successfully Shapes Growing Communities.
• John Cross Megacities and small towns: different perspectives on hazard vulnerability, located in course documents.

[edit] Schedule

13. Introduction

14. TBA

15. TBA

[edit] Conclusion

16. Wrap Up

[edit] Academic Honesty

As we study rapidly changing phenomena, we rely increasingly on the internet for up-to-date information. Such use of the internet brings both opportunity and risk. The greatest risk in using internet data sources is the lack of control over data quality. Accordingly, while we will use internet sources intensively we will also focus on critical analyses of these data.

The Internet is also a source of pre-written term papers and other textual material which can be copied either from free sites or from pay sites, modified as needed to meet the requirements of the assignment, and printed under your name. In short, technology makes plagiarism very easy for the student, but equally makes it easier to identify sources of plagiarized papers. The fact that you can copy something from the web may or may not violate the author’s rights, but if you hand it in as your own you are certainly violating Miami University’s academic regulations.