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Disability statement
It is a University of Wyoming policy to accommodate students, faculty, staff, and visitors with disabilities. If
you have a physical, learning, sensory, or psychological disability and require accommodations, please talk to
me as soon as possible. You will also need to register with and provide the University Disability Support
Services (UDSS) with documentation of your disability. UDSS is located in the Student Educational
Opportunity (SEO) offices, room 330 Knight Hall. The phone numbers are 307.766.6189 and TTY:
307.766.3073.
Required texts
*Mansbach, Richard W., and Edward Rhodes, eds. Introducing Globalization: Analysis and Readings. Los
Angeles: SQ Press, 2013.
**Steger, Manfred B. Globalization: A Very Short Introduction. 3rd edition. Oxford: Oxford University Press,
2013.
***Turabian, Kate L. A Manual for Writers of Research Papers, Theses, and Dissertations: Chicago Style for
Students and Researchers. 8th edition. Chicago, University of Chicago Press. 2013.
****Tuesday hard-copy issues of The New York Times.
Required supplies
You must have a notebook (or something equivalent) for class notes.
Course requirements and grading standards
1) Class participation, in-class group work, written pre-class/ in-class assignments
2) Three quizzes (the two best counted). All quizzes will include a map portion
3) Newspaper-article group presentation
4) A final paper
25% of the final grade
25% of the final grade
25% of the final grade
25% of the final grade
Final course grades will be assigned according to the following:
A
B
C
D
F
90-100%
80-89.4%
70-79.4%
60-69.4%
0-59.4%
N.B. I reserve the right to change assignment details and readings to adjust to class needs, so with the
exception of the four component requirements – 1) class participation, small-group work, and short written
assignments in and out of the classroom; 2) quizzes; 3) group presentation; and 4) a final paper – and their
proportion of the final grade, this syllabus may be subject to changes. Any changes will be announced in class
and – if they are extensive – communicated via e-mail, so do check your UW student e-mail account regularly
for course announcements. All assignments must be completed for students to pass the class. Failure to
complete an assignment will result in a failing course grade. Late work will be docked an entire grade for
every day after the assignment due date. No extra credit work will be offered to bolster a student’s grade.
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1) Regular attendance, active class participation, and pre-class and in-class written assignments
The class begins at 9:35 A.M. I expect students to arrive on time and remain during the entire class session. If
you are 15 minutes late to class, then that late arrival will count as half an absence. You may miss three (3)
class meetings without a penalty. If you do miss a class, then it is your responsibility to read the required
material for that day and get class notes from a class mate. After three (3) absences, your final course grade
will drop one full letter grade. (University-sponsored absences must be cleared through the Office of Student
Life, OSL. The OSL may also confirm absences such as deaths in the family or road closures that prevent
students from getting to a class. For illnesses, I will accept a doctor’s bill or something equivalent.)
I expect everyone to participate in the class discussions. This means that you come to class prepared. You
have read in advance the material assigned for the day, and you are prepared to discuss the readings and are
willing to respond to the contributions of other students. You should also bring the assigned course readings
to every class meeting. Please listen to your classmates carefully, and engage in discussions, showing equal
respect for all class participants. Derogatory statements, hate speech, heckling or the belittling of another's
ideas will not be tolerated, and anyone violating this rule will be asked to leave the classroom. Please turn off
cell phones, and do not surf the Web during class sessions. Either of the latter activities will result in a
deduction in the class-participation category each time that it occurs.
Please note that “class participation” also includes the following two requirements: 1) written (typed)
“quotation” assignments (see the course outline for the submission dates; further information on these
assignments will be covered in class) and 2) in-class discussions of New York Times articles that cover
globalization issues.
2) Three quizzes
These in-class quizzes will be based on the readings and the material that we cover in class. Each quiz will
also include a map portion. Only your two best quizzes will be counted toward the 25 percent of the final
grade. Details for the quizzes will be covered in class later in the course. If you miss a quiz, then be prepared
to take the make-up quiz within seven days from the scheduled quiz during my or Cliff Kodero’s (the GA’s)
office hours. (See the course outline for the quiz dates.)
3) Newspaper-article group presentation
Details for the newspaper-article assignment will be covered in class later in the course. Remember that the
assignment is a group effort – which should be clear from the content and the manner in which the material is
presented in class. (See the course outline for the group presentation dates.)
Here is what I would like you to do for your group presentation:
1) Pick one NYT article that the group will focus on in the presentation. This article should be e-mailed to
everyone in the course the day before the presentation. Include in your e-mail one question that you would
like your fellow students to think about when they read your chosen article.
2) Apply relevant course materials – textbook reading(s), NYT article(s), course discussions, etc. – and other
material of your choice to analyze and evaluate your chosen NYT piece.
3) Each group has 20 minutes per presentation and should plan for a short, five-minute discussion on one
question that the group has e-mailed everyone the day before the presentation.
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4) Each group member must submit to me his or her presentation notes after the group presentation. Each
group member should also submit to me, before the end of the spring semester, a completed grading rubric for
every member of the group. (See grading rubric # 2 below.)
5) All group members must participate in the presentation in one form or another. Remember that one grading
category is “integration” (see grading rubric #1 directly below), which means that group members have to
have made an effort to combine their material in a well-structured manner.
Grading rubric #1 for the group presentation
The group presentation is worth 25 percent of your final grade. I will assess each group according to the
following:
A) Clarity of ideas and organization of the presentation: I will assess “clarity” by the ease with which the
audience can understand the key points that the presenters would like to make in their presentation.
B) Effective use of course materials: By ”effective use,” I mean that it should be obvious to the audience that
the presenters have read, watched, understood, and critically analyzed the relevant course materials.
C) Integration of presenter contributions: By “integration,” I mean that it should be obvious to the audience
that group members have made an effort to combine their material in a well-structured manner.
Grading rubric #2 for the group presentation
Each student is also required to submit to me a completed grading rubric for each member of his/her group –
and one of himself/herself.
Category
Group member
participation
Group member
communication
Group member
preparation for
group work
How effectively
your group worked
together on this
assignment
Group member
participated actively
all the time
Group member
communicated
effectively and on
time
Group member was
fully prepared for
group work all of the
time
Well
Group member
participated actively
most of the time
Group member
communicated
adequately and on
time
Group member was
prepared for group
work most of the
time
Adequately
Group member
participated actively
some of the time
Group member
communicated
inadequately or not
on time
Group member was
fully prepared for
work some of the
time
Inadequately
Group member did
not actively
participate
Group member did
rarely communicate
or did not
communicate
Group member was
not prepared for
group work most of
the time
Not at all
Adapted from the Mission College student group project grading rubric
More details for the grading rubrics will be covered in class later in the course.
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4) A final paper
Students will be asked to write a final paper that is five to seven pages long (title page and bibliography not
counted). The paper is due at the beginning of the final day of class, on Thursday, May 7th. A late paper will
be awarded fewer points. Print out a legible copy of your work. Do not e-mail me your work. Your paper
should be properly formatted – “Chicago style” – and according to the instructions given in class. The pages
must be stapled or paper-clipped together. There should be no, or very few, mechanical errors (typos,
misspellings, incorrect margins). The paper should have no or only occasional grammar errors. The language
that you use should be clear, concise, and appropriate to the topic. Failure to meet these guidelines will result
in a lowered grade for the assignment. Further details for the final paper will be covered in class later in the
course. The process for your writing the final paper is similar to that of the group presentation. Pick one NYT
article – a different one than the one used for the group presentation – that you then will focus on in your
paper. Apply relevant course materials – textbook reading(s), NYT article(s), course discussions, etc. – and
other material of your choice to analyze and evaluate your chosen NYT piece.
Grading rubric for the final paper
The paper is worth 25 percent of your final grade. You will be assessed according to the following:
A) Clarity of the thesis and argument: I will assess “clarity” by the ease with which the reader can understand
the key points that the author would like to make in his/her paper.
B) Effective use of combined course materials: By “effective use,” I mean that it should be obvious to the
reader that the paper author has read, watched, understood, and critically analyzed the course materials and
uses their combination in a well-structured manner.
C) Polish, style, and creativity: It should be evident to the reader that the paper author has spent time crafting
his/her argument.
D) Syntax and mechanics: The piece should be written according to accepted standards of format, use,
spelling, and capitalization. Full points in this category means that a paper may have some minor errors, but
points will be deducted if the paper has quite a few errors or errors that make it difficult for the reader to
understand sentence meanings.
More details for the final will be covered in class later in the course.
Academic dishonesty
The University of Wyoming has very strict regulations concerning academic dishonesty. Each student is
expected to be aware of and to abide by the academic dishonesty policy as specified in UW regulation 6-802.
Ignorance of what constitutes plagiarism, how to properly cite sources, or what is appropriate behavior on an
examination or class assignment is not an acceptable defense against a charge of academic dishonesty.
The University's academic dishonesty policy (UNIREG 802, Revision 4, section 4) authorizes several actions
against a student found to violate the policy:
a. A grade of "F" is assigned for the course in which the act of academic dishonesty was committed.
b. The student is suspended from the University for one year if he or she commits two acts of academic
dishonesty at different times or for different courses.
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c. Further sanctions, including loss of scholarships, may also be imposed.
In this course, students will, as a minimum, receive an “F” as a final grade in the course in response to an act
of academic dishonesty.
http://www.uwyo.edu/pols/courses/academic-dishonesty.pdf
UW REGULATION 6-802
Procedures and Authorized University Actions in Cases of Student Academic Dishonesty
4. DEFINITIONS
A. ACADEMIC DISHONESTY. An action attempted or performed that misrepresents one’s involvement in
an academic endeavor in any way, or assists another student in misrepresenting his or her involvement in an
academic endeavor. Examples of academic dishonesty include, but are not limited to:
i. Plagiarism: presenting the work (i.e., ideas, data, creations) of another, wholly or in part, as one’s own work
without customary and proper acknowledgement of sources and extent of use, unless authorized by the
instructor.
ii. Cheating: using information, study aids, notes, materials, devices, or collaboration not explicitly approved
by the instructor. For example: doing a class assignment for someone else or allowing someone to copy one’s
assignment; copying from, or assisting, another student during an examination; or stealing, or otherwise
improperly obtaining, copies of an examination before or after its administration.
iii. Fraud: altering or inventing data, research, or citations for an academic endeavor; fabricating, forging or
otherwise misrepresenting to an instructor or an institution one’s past or current academic or professional
activities; impersonating someone or allowing oneself to be impersonated for an examination or other
academic endeavor; using a ghost writer, commercial or otherwise, for any type of assignment.
iv. Violation of Standards: violations against ethical and professional standards required by individual
University programs, academic courses, and clinical programs that may result in qualification for entry into a
profession that maintains standards of conduct.
v. Multiple Submissions: submitting, wholly or in part, the same academic endeavor to earn credit in two or
more courses without explicit approval by all concerned instructors.
vi. Interference or Obstruction: interfering with academic efforts of other students to gain unfair advantage for
personal academic advancement. Interference may include but is not limited to, sabotage, harassment,
tampering, bribery, or intimidation of another student.
vii. Complicity: assisting another person in any act of academic dishonesty as defined above.
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Course Outline
DATE
TOPIC
READINGS & ASSIGNMENTS
WEEK 1: LEC 1
27 JAN (TU)
-Introduction to course: the syllabus,
course requirements, and course
participants
-The globe
-Reading The New York Times for
examples of globalization
-Globalization: a contested concept
-No readings
LEC 2
29 JAN (TH)
WEEK 2: LEC 3
3 FEB (TU)
LEC 4
5 FEB (TH)
WEEK 3:LEC 5
10 FEB (TU)
-The many meanings of globalization
LEC 6
12 FEB (TH)
WEEK 4: LEC 7
17 FEB (TU)
-Origins of globalization
LEC 8
19 FEB (TH)
WEEK 5: LEC 9
24 FEB (TU)
-Globalization and history
-James Madison lecture
-The political dimension of
globalization
LEC 10
26 FEB (TH)
WEEK 6: LEC 11
3 MAR (TU)
LEC 12
5 MAR (TH)
WEEK 7: LEC 13
10 MAR (TU)
LEC 14
12 MAR (TH)
16-20 MARCH
WEEK 8: LEC 15
24 MAR (TU)
-Political globalization
LEC 16
26 MAR (TH)
WEEK 9: LEC 17
31 MAR (TU)
LEC 18
2 APR (TH)
-Economic globalization
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-Security globalization
-Security globalization
-The future of the nation state
SPRING BREAK
-The economic dimension of
globalization
-Globalization and migration
-The cultural dimension of
globalization
-Non-graded, in-class map quiz
****The New York Times (Tuesday,
Jan. 27, 2015 issue)
**Steger pp. 1-16
-->WRITTEN QUOTATION
ASSIGNMENT
*Mansbach & Rhodes pp. 1-12
****The New York Times
**Steger pp. 17-36
-->WRITTEN QUOTATION
ASSIGNMENT
*Mansbach & Rhodes pp. 12-20
****The New York Times
-No readings
-Attend the 4 P.M. lecture at The
Marian H. Rochelle Gateway Event
Center
****The New York Times
-->QUIZ 1: LECs 2-6
**Steger pp. 60-73
-->WRITTEN QUOTATION
ASSIGNMENT
*Mansbach & Rhodes pp. 79-101
****The New York Times
*Mansbach & Rhodes pp. 103-119
*Mansbach & Rhodes pp. 120-133
****The New York Times
*Mansbach & Rhodes pp. 219-251
****The New York Times
-->QUIZ 2: LECs 9-13
REST AND ENJOY!
**Steger pp. 37-59
-->WRITTEN QUOTATION
ASSIGNMENT
*Mansbach & Rhodes pp. 51-78
****The New York Times
*Mansbach & Rhodes pp. 161-190
**Steger pp. 74-86
-->WRITTEN QUOTATION
ASSIGNMENT
WEEK 10: LEC 19
7 APR (TU)
LEC 20
9 APR (TH)
WEEK 11
13 APR (M): CK’s office hours
14 APR (TU): LEC 21 time period
15 APR (W): RB’s office hours
16 APR (TH): LEC 22 time period +
RB’s office hours
17 APR (F): CK’s office hours
WEEK 12: LEC 23
14 APR (TU)
LEC 24
16 APR (TH)
-Cultural globalization
-Mandatory individual student
meetings to discuss final paper
-The ecological dimension of
globalization
-Environmental globalization
-Group presentations & discussions
WEEK 13: LEC 25
28 APR (TU)
-Group presentations & discussions
LEC 26
30 APR (TH)
-Group presentations & discussions
WEEK 14: LEC 27
5 MAY (TU)
-Ideologies of globalization
--Human rights and democracy in a
globalized world
-“Chalk talk”: What have we learnt?
LEC 28
7 MAY (TH)
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*Mansbach & Rhodes pp. 135-159
****The New York Times
****The New York Times
-->QUIZ 3: LECs 15-19
-Final paper outline
**Steger pp. 87-102
-->WRITTEN QUOTATION
ASSIGNMENT
*Mansbach & Rhodes pp. 191-217
-->GROUP 1 PRESENTATION
-->GROUP 2 PRESENTATION
-->GROUP 3 PRESENTATION
-->GROUP 4 PRESENTATION
-->GROUP 5 PRESENTATION
-->GROUP 6 PRESENTATION
-->GROUP 7 PRESENTATION
-->GROUP 8 PRESENTATION
-->GROUP 9 PRESENTATION
**Steger pp. 103-130
*Mansbach & Rhodes pp. 277-299
-Teacher, GA, and student course
conclusions
-->FINAL PAPER DUE AT THE
BEGINNING OF CLASS