ADVANCED COLLEGE WRITING REVIEW FORM (FORMERLY UPPER-DIVISIONAPPROVED WRITING) 4-15 Please attach/ submit additional documents as needed to fully complete each section of the form. I. COURSE INFORMATION Course Number: 367 Department: Environmental Studies (ENST) Course Title: Environmental Politics and Policy Type of Request: New One-time Only ✔ Renew Rationale: Change Remove Scheduled for review as previsouly (currently) designed upper-division writing W course II. ENDORSEMENT / APPROVALS * Instructor: Robin Saha Phone / Email: x6285; [email protected] Program Chair: Signature _______________________ Date____________ Dean: Signature _______________________ Date____________ Phil Condon Chris Comer/ Jenny McNulty Signature _______________________ Date____________ *Form must be completed by the instructor who is teaching the course. If the instructor of the course changes before the next review, the new instructor must be provided with a copy of the form prior to teaching the course. III. OVERVIEW OF THE COURSE PURPOSE / DESCRIPTION Provide an introduction to the subject matter and course content: In this course students learn how to analyze and debate environmental and natural resource policy issues. The goal is for students to develop an understanding of the complex dynamics of policy making as preparation for being active, engaged citizens and pursuing policy-related careers. The focus is on current domestic environmental policy issues. A fundamental objective is for students to understand the workings of governmental policy-making institutions, political processes by which government decisions are made and the ways that various policy actors attempt to influence those decisions. IV. LEARNING OUTCOMES Provide examples of how the course will support students in achieving each learning outcome • Identify and pursue sophisticated questions for academic inquiry. ✔ Yes If yes, how will student learning be supported? Students learn and apply two major conceptual frameworks to analyze specific policy making cases, both historical and current. These frameworks include the policy process (including its various stages: agenda setting, policy formulation and adoption, policy implementation, policy evaluation and change) and "The Government Politics Model," which combined both rational actor theory, elite theory and interest group theory of political behavior. To support understanding of the policy process students write case study analyses of the policy No • If no, course may not be eligible Find, evaluate, analyze, and synthesize information effectively and ethically from diverse sources (description of information literacy outcomes appropriate for each class level ). Subject liaison librarians are available to assist you embed information literacy into your course: ✔ Yes If yes, how will student learning be supported? Students are provided a wide variety of sources on a current environmental policy issue that they use for their case study analysis using the Government Politics Model. For their debate topics, students are also provided with sources that include a diverse set of public policy perspectives on their debate topic, including academic, governmental, NGO, think tank, and popular press sources. They also research, evaluate and utilize additional sources. Mansfield Library Librarian, Barry Brown, provides a training on research tools and sources for obtaining a wide range of arguments, scientific studies, policy reports and other sources for students to draw on to support their debate arguments. Students are also instructed on logical arguments and ways of critiquing arguments and evidentiary support. No • If no, course may not be eligible Manage multiple perspectives as appropriate ✔ Yes If yes, how will student learning be supported? The main case studies analysis assignment requires student to discern and articulate the interests and perspectives of multiple stakeholders, typically including industry, labor, and environmental. They also learn about multiple perspectives on a current issue from guest speakers and are provided a framework for understanding and how multiple and often competing or conflicting perspectives can influence public policy. The final exam also requires student to articulate and present arguments that support opposing or multiple viewpoints, and noted above, evaluate strengths and weaknesses. No • If no, course may not be eligible Recognize the purposes and needs of discipline-specific audiences and adopt the academic voice necessary for the chosen discipline ✔ Yes If yes, how will student learning be supported? The course draws on policy science and sociological theory that is relevant to public policy and the field of policy analysis. An necessarily analytic approach is taken. Within the broader frameworks (of the policy process and Government Politics Model) the importance of conflicting underlying values, economic costs and benefits, scientific information, public opinion and the media in governmental decision making process are also emphasized. No • If no, course may not be eligible Use multiple drafts, revision, and editing in conducting inquiry and preparing written work ✔ Yes If yes, how will student learning be supported? Students write a draft for their major case study analysis and revise it based on feedback from the instructor and class discussion and small group work. No • If no, course may not be eligible Follow the conventions of citation, documentation, and formal presentation appropriate to that discipline ✔ Yes If yes, how will student learning be supported? A good deal of attention is devoted to using proper citing and documentation. Students are provided with the necessary instruction and resources and citing and documentation is a grading criteria. Thus, students are given feedback in this area throughout the course. Likewise, students are instruction on how to organize and present a case study analysis (essay) and the proper voice. No If no, course may not be eligible V. WRITING COURSE REQUIREMENTS • Enrollment is capped at 25 students. Yes ✔ No If no, list maximum course enrollment. Explain how outcomes will be adequately met for this number of students. Course has a graduate student teaching assistant and is capped at 35. Justify the request for variance. Course has a TA. • Briefly explain how students are provided with tools and strategies for effective writing and editing in the major. Students receive detailed feedback on all writing assessments and class time is periodically spent providing specific writing tips, though an entire class session is devote to "workshopping" students' writing (hands-on exercises), typically with an emphasis on topics such as sentence structure, subject-verb agreement, passive voice, punctuation, parallel clauses, parallel verb terms and adverb forms, modifiers, and discipline specific conventions for abbreviations and titles. Students are also encouraged use the writing center. written assignment(s) includes revision in response to instructor’s feedback? • Whichto The case study analysis of a current issue. VI. WRITING ASSIGNMENTS Please describe course assignments. Students should be required to individually compose at least 20 pages of writing for assessment. At least 50% of the course grade should be based on students’ performance on writing assignments. Quality of content and writing are integral parts of the grade on any writing assignment. • Formal Graded Assignments 1) Wilderness Policy Homework - an analysis the legislative history of the Wilderness Act of 1964 and the promulgation and implementation of the Roadless Area Conservation Rule (6 pages) 2) Policy Process Homework - an analysis of the policy process for the Clean Air Act and/or Clean Water Act (7 pages). • Informal Ungraded 3) Draft Current IssueAssignments Case Study Analysis (7 pages) 4) Revised Current Issue Case Study Analysis (8 pages) 5) Final Exam (presenting pro and con arguments for 2 current issues) (10 pages) • Attach a sample writing assignment. Include instructions / handouts provided to students. VII. WRITING ASSESSMENT HOW ARE THE LEARNING OUTCOMES ABOVE MEASURED? Describe the measurement(s) used, such as a rubric or specific test questions that directly measure the Advanced Writing learning goals. Please attach or provide a web link to the rubric, test questions, or other qualitative measurements used for several of the learning outcomes. Students are assessed according to various criteria depending on the assignment, though writing quality and documentation always count for 25% of each assignment's grade. Writing quality is assess in terms of organization, clarity, paragraph structure, sentence structure, logical argumentation, punctuation, spelling, formatting, citing and documentation. Additional criteria used in the grading rubric/feedback form for the current issue case study analysis: 1. Content (including identification of key actors and decision makers, use of source materials including guest speakers) 2. Use of Gov’t Politics Model (quality of analysis; demonstrated understanding of actors’ interests, stakes, resources, access, strategies and tactics, and “Rules of the Game”) 3. Policy Prediction (specificity, justification and logical argumentation) Personal opinion (clarity; thoughtfulness) Criteria used in the grading rubric/feedback from for the current issue debate: 1. Presentation (presence, voice tone, eye contact, pacing, use of visuals, minimal use of notes, etc.) 2. Clarity and conciseness of statements 3. Logical coherence of arguments made to support position 4. Use of research, facts, and evidence to support statements 5. Depth of understanding of the topic demonstrated 6. Overall persuasiveness and contribution to team effort 7. Respect/cooperation with teammates 8. Adherence to debate ground rules Additional criteria used in the grading rubric/feedback form for the final exam: 1. Content/Research (used minimum of 10 sources total to support arguments both for & against) 2. Strength of Arguments Both For and Against (including use of evidence, facts and statistics, and logical coherence 3. Position Statement (adequacy of explanation, level of support provided, and logical reasoning employed) VIII. SYLLABUS Attach syllabus and send digital copy with form to [email protected]du. The syllabus must include the list of Writing Course learning outcomes: • • • • • • • Identify and pursue more sophisticated questions for academic inquiry Find, evaluate, analyze, and synthesize information effectively from diverse sources Manage multiple perspectives as appropriate Recognize the purposes and needs of discipline-specific audiences and adopt the academic voice necessary for the chosen discipline Use multiple drafts, revision, and editing in conducting inquiry and preparing written work Follow the conventions of citation, documentation, and formal presentation appropriate to that discipline Develop competence in information technology and digital literacy SUBMISSION After all signatures have been obtained, submit original, and an electronic file to the Faculty Senate Office, UH 221. An electronic copy of the original signed form is acceptable.