AAC-Global-Studies-s.. - University of Virginia

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GLOBAL STUDIES
INTERDISCIPLINARY
UNDERGRADUATE DEGREE
PROPOSAL
For UVA Senate Academic Affairs Committee
MARCH 3, 2014
TABLE OF CONTENTS
1.
INTRODUCTION
2.
PROGRAM MISSION
3.
DETAILED PROGRAM DESCRIPTION
4.
MARKET PROFILE
5.
REVIEW OF COMPETING PROGRAMS
6.
PROGRAM EVALUATION
7.
MISCELLANEOUS
APPENDIX A: COURSE SYLLABI
APPENDIX B: TRACK INFORMATION
APPENDIX C: SEMESTER-BY-SEMESTER CURRICULUM PATHWAYS
APPENDIX D: STUDENT & POTENTIAL EMPLOYER INTEREST
APPENDIX E: REVIEW OF COMPETING PROGRAMS
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1. Introduction
Announce the new degree program and provide a brief justification affirming its academic
quality and identifying the gap it will fill, the population it will serve, and the advantages it
will provide.
A Global Studies (GS) major, housed with the Bachelor of Arts (B.A.) in Interdisciplinary and
administered by the College of Arts and Sciences, will draw off multiple disciplines and even
schools to address pressing undergraduate student demand to understand and address
problems and opportunities that transcend national boundaries, are often worldwide in scope,
but also impact local settings – hence they are “global.” (“International” studies in our lexicon
focuses on phenomena outside the boundaries of the United States, “global” recognizes that
the United States is implicated in and affected by an interconnected world.)
This proposal has its roots in student and faculty interest. We currently are not able to satisfy
the interest students have shown in interdisciplinary global studies as witnessed by the excess
demand for existing programs (see below). The Global Development Studies major was created
by students and regularly has four times the applicants it can accept. Faculty have spearheaded
a number of efforts in recent years to create programs related to global studies. There is strong
interest and capacity at the University in global topics: the College’s Foreign Affairs Major and
Global Development Studies Program have surged in enrollments; Batten, Engineering,
McIntire, Nursing, and Architecture have significantly expanded their international
programming and curriculum. Faculty and student recognize that many issues – sustainability,
health, security, economic well-being, and political development – require knowledge and skill
sets that transcend individual disciplines and even schools.
A major in Global Studies will allow students to draw on the best from across the University to
prepare for the 21st century world where cultures, ideas, histories, vulnerabilities,
environments, and human needs are increasingly interconnected. Many of UVA’s top peer
competitors have established some form of international or global studies; not acting not only
ignores student demand, it puts us behind our competition. This proposal addresses that gap
and offers something different: a way to distinguish UVA’s academic strengths by bringing
together some of our strongest intellectual areas in a new curriculum.
2. Program Mission
Identify key directives, frame them within the University's educational mission, and outline
the main aspects of curricular design. In addition, discuss whether and how other populations
(e.g., existing academic departments and programs, community members, undergraduate
extracurricular groups, graduate student instructors) will be affected by the new degree.
The GS curriculum aims to foster creative thinking about complex global challenges that cross
borders by drawing on the substantive knowledge of multiple disciplines and by equipping
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students with analytic tools, language expertise, and cross-cultural insight, thereby enhancing
their understanding and ability to work and lead in an interconnected world.
This purpose connects directly to the University’s mission to serve “the Commonwealth of
Virginia, the nation, and the world by developing responsible citizen leaders and professionals.”
The University’s Cornerstone Plan, approved by the Board of Visitors in the fall of 2013, has as
one of its core strategies: “The University will strengthen its global presence and systematically
foster international knowledge and cross-cultural understanding among all its students:
undergraduate, graduate, and professional.” This major is an explicit part of that plan. In her
speech to parents this past fall, President Sullivan noted the importance of “the ability to think
with a global comparative perspective and to thrive in an interconnected world of diverse
cultures… we will create a Global Studies curriculum that allows students to address global
challenges such as health, development, and sustainability in their academic studies.”
The curriculum aims to maximize the potential of a liberal arts education by pursuing
multidisciplinary study around broad skills and methods of understanding global phenomena
and focused work in particular issue areas.
The main aspects of the curriculum design are fourfold. The first is a set of four core courses
that offer four different deep ways of understanding global phenomena: anthropological,
historical, aesthetic, and quantitative. The second is a choice of one of four tracks of
specialization in a global issue: development, public health, security and justice, environments
and sustainability. The third is a capstone course that allows students to bring together their
interests and academic focus in a significant project. The fourth involves language training and
a global field experience.
The major will have implications for a number of stakeholders. For students it will open up a
whole new course of study that has attracted significant interest (see below). For faculty it will
provide a curricular means to pursue multidisciplinary intellectual interests and hopefully spur
research that complements trends in local, national, and international grant funding. For
graduate students, the program will facilitate extradisciplinary intellectual growth and offer
meaningful financial support: it will fund some 6th year TA-ships now in short supply at UVA.
For existing departments, it could lead to some loss of majors in some departments (e.g.,
Politics, History, Economics), but will likely produce larger enrollments in the many courses in
those departments that have a global dimension. We expect it to stimulate interest in language
and area studies courses, and perhaps in their majors, as the program strongly advises majors
to acquire knowledge of at least one other language/culture outside of their native culture as a
basis for beginning to grasp the global.
In other words, we expect that the new major will be a significant tributary to the constant ebb
and flow in patterns of course enrollment but with no obvious net winners or losers. As the
pattern of enrollment flows become evident, we will do what we have done in other cases:
assess the impact and move resources accordingly. In the short term some faculty will take
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part teaching or administrating/advising in GS, but all the core GS courses are also cross-listed
as a departmental course. A few departments would allow members of their faculty to teach a
course only listed in GS, but this kind of exclusive listing will not happen until 2015-16. In those
two or three cases, we have had very good discussions with affected departments, discussions
which take into account the particular duties and career development of affected faculty. There
is funding available for faculty to support development of courses that will fit the GS
curriculum. As needed, departments are also eligible to receive leave and replacement
compensation, depending on enrollment flows. Over time we do envision new faculty line
possibilities in existing departments for hires who can also contribute to the GS major.
For schools, the major presents a significant opportunity to leverage complementary strengths
otherwise inhibited by the lack of cross-school curricular ties. For the University, and the many
faculty, staff, and student groups interested in UVA’s global capacity, the program is a way to
both make transparent and develop further the many strengths UVA has in international
research and education.
3. Detailed Program Description
Provide a fine-grained account of the curriculum, describing the required and elective courses
and the path to degree completion. Assess the level of flexibility in the curriculum (that is, the
ratio of requirements to electives, as well as any stipulation as to the sequence for courses or
projects) and weigh its advantages against its disadvantages. Specify learning outcomes.
Outline a student advising structure and specify the goals of this advising. Tabulate tuition
and its components. In an appendix, include detailed course descriptions and syllabi,
especially for required courses. In another appendix, clarify the student experience by
providing a representative array of complete, semester-by-semester pathways to the degree.
The major, requiring 30 credit hours, will begin in the 2014-15 year with core courses and
electives offered. Track foundation courses will begin in 2014-15 or in 2015-16. The first
capstone seminars will be offered in 2015-16. Normally students declare their majors by the
end of the spring of their second year. The first group of students for the GS major will begin to
declare in the spring of 2014 and these declarations would become official after final approval
from the Senate. The program will launch with a target of 20-30 majors per track per year.
3a. Curriculum
(*Some of the following requirements may vary slightly for existing tracks.)
Prerequisites:
To apply for the major, students must have completed one of the approved core courses
(see below). (3 credits) [In 2014-2015, students may also petition to enter the major
based on any course that matches the broad aims of one of the core courses in terms of
epistemology and subject area.]
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Requirements for admitted majors:
1. Core courses (9 credits)
Students in most tracks must complete three core courses beyond the pre-requisite.
In other words, degree candidates will ultimately have completed all four of these
core courses, with 9 of these 12 credits counting directly toward the major.
These core courses are offerings that develop major foundational skills. The
emphasis in these core courses is epistemological -- introducing students to different
ways of conceptualizing and understanding global phenomena. The four core classes
represent four important different epistemologies. We have attached descriptions
or syllabi of actual courses that will be offered in the four areas (we could imagine
other courses in each area as well as additional core epistemology areas, but the
range offered is strong starting point). A version of each of these courses will be
offered in the 2014-15 AY. Please see syllabi in Appendix A.

Global Societies and Cultures. Focuses on the empathetic understanding of other
societies, for instance in foreign travel, international business, or development
projects. Emphasizes ways of understanding often associated with the
disciplines of anthropology, sociology, and subfields of religious studies and
philosophy.
This course will be based on the existing course, ANTH 1050, "Anthropology of
Globalization" and the syllabus for that course is attached in Appendix A. In its
revised version as "Global Societies and Cultures" the course will be offered by
Ira Bashkow or another Anthropology professor.

Global History. Focuses on the evolution of the modern world, political, social,
economic, and culture. Emphasizes ways of understanding often associated with
the discipline of history and subfields of political science, public policy,
economics, philosophy, art & architectural history, and the history of science &
technology.
This course would cross-list the existing course, HIST 2002, "The Modern World:
Global History since 1760," taught by Philip Zelikow. The current syllabus for
that course is attached in Appendix A. The course will be offered in Fall 2014 by
Brian Owensby.

Global Humanities. Focuses on different forms of cultural expression and
creativity and on different ways to conceptualize and analyze the globe.
Emphasizes ways of understanding often associated with disciplines devoted to
culture, literature, art, music, religious studies, and media studies.
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This course will be taught initially by Michael Levenson. The syllabus for the
course is attached in Appendix A.

Global Diagnostics – Focuses on assessing complex global phenomena and
related data, from the physical environment to questions about economics or
conflict. Emphasizes numerical ways of understanding often associated with the
disciplines of economics, environmental science, statistics, public policy, and
subfields of political science, sociology, engineering, and urban planning.
This course will be taught initially be Herman Schwartz and the syllabus is
included in Appendix A.
2. Tracks (18 Credits)
These provide in-depth knowledge in one of four major global topics; each major
must choose one track.




Global Development Studies
Global Public Health
Global Security and Justice
Global Environments and Sustainability
Note that Global Development Studies already exists as an interdisciplinary major
and Global Public Health exists as a concentration within that major. These two will
become tracks within the Global Studies Major when the major is fully on-line (201415 will be a transition year when entering students in those two tracks will have the
choice to list their degree either way). Environments and Sustainability builds on the
existing Global Sustainability minor. The Environments and Sustainability track
would parallel but not supplant the existing minor. Please see Appendix B for the
goals, curricula and foundation courses of the different tracks. Each track offers a
distinct pathway and set of courses. Please see Appendix C provides a representative
array of semester-by-semester pathways for each track to the degree.
3. Capstone Seminar (3 Credits)
Each major in each track would be required to take a capstone seminar. These will
be 4000 level seminars with a research component that encourages students to tie
together their curriculum and track expertise in a single significant project. Attached
in Appendix A please find syllabi that offer capstone seminars in each. These follow
the same model as the approved GDS 4991 (syllabus also included) and for new
tracks will first be offered in 2015 –2016.
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4. Other

A semester of foreign language study above the 2-year minimum required for a
College undergraduate degree. There is a presumption that students will also
take other classes related to the region/country where the second language is
spoken. It is hard to do global analysis without knowing at least two countries in
some depth.

A meaningful global experience directly related to track and curriculum that
involves global analysis (semester study abroad/summer internship/summer
research). Ordinarily this would require at least six credits earned in approved
overseas study – internships would also typically require credit though there
will be more flexibility based on approved individual student curricular paths.
For students who are in the US as a second culture and for others who receive
exemptions, the US could be the site of this experience.

Enrollment in the major requires a minimum GPA of 2.0 and fulfillment of
prerequisites. If the enrollment capacity of the program is maximized, admission
will be based on the fit between each applicant and program goals (see below).
3b. Flexibility
The flexibility of the major depends on the track. For all tracks there are four required core
courses, one of which is a pre-requisite to joining the major. The remaining three courses may
be taken at any time, though earlier is better than later. We imagine most majors entering their
third year with at least two core courses and typically majors will have completed these courses
by the time they hit their fourth year. The tracks vary in their flexibility with the number of
electives varying from 9 to 15 credits. For tracks with required courses there is sometimes a
discreet menu to choose from introducing more flexibility. All classes also have a requited
capstone seminar, but these are all based around a student-designed project, so this course too
is a type of elective from a student, as well as scheduling, perspective. Overall we believe there
is a good balance between a structure to the major and each track (given their aims) that offers
intellectual integrity, but also offers students flexibility to pursue their interests. The design also
is easily doable from a curriculum provision perspective.
3c. Learning Outcomes
The outcomes include both substantive issue knowledge and the development of enduring lifeenhancing liberal arts skills.
Substantive knowledge
Understand and compare societies and their connections
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Basic familiarity with modern world history
Appreciate the aesthetics and artistic expression of multiple cultures
Identify and analyze credible global data
Learn about the institutions that operate across national boundaries
Gain in-depth knowledge of at least one of the following major global topics:
development, public health, security and justice, and environments and sustainability.
Skills
Cross-cultural interpretation, communication, and translation
Comparative global analysis
Confidence in encountering new social organizations, situations, and ideas
Foreign language proficiency
Data literacy
Understanding of moral, cultural, and political differences
3d. Advising Structure and Goals
Each track coordinator (who will be compensated on an overload basis) will serve as the major
advisor for all students in his/her track. Since we anticipate classes of 20 – 30 students per
track each year, this will mean a maximum advising load of 60 students for each track leader
(30 third-year students and 30 fourth-year students, at most). This is within the normal range
for advising undergraduates in the College.
Track leaders can assign some students to other advisors, as they learn which faculty members
are most keenly interested in the work of the track. For example, in Global Development
Studies, there are currently two faculty members who split the advising between them. But in
any case, we expect track leaders to play a leading role in undergraduate advising in their track.
Advising tasks:
1. Make sure all students complete all major requirements, including core courses, electives,
language co-requisites, and study-abroad, research, internship and other global experiences.
2. Help students pick appropriate elective courses, given the focus of the track and the
student’s particular interest within it.
3. Help students match their language study to their curricular interests and global
experiences.
4. Connect students to other students with similar interests.
5. Help students find career pathways and acquire the skills and contacts that will allow them
to move into the work world after graduation.
3e. Tuition and Tuition Components
This is an undergraduate major and appears not to be applicable. Tuition is not separately
tabulated for the various majors within the Schools. Possible fund transfers between Schools
under the NIFM are still under discussion. But this is not a tuition charge, it is an internal
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calculation of cost of instruction within the University and would not be visible to individual
students.
4. Market Profile
Identify the types of students that will be attracted to this program, the educational or
professional prospects that they will enjoy through it, and the data (both local and national, if
possible) that suggest its potential appeal and success. Explain how the program title may
enhance prospects of student enrollment, hiring, and graduate admission. In an appendix,
provide ample testimony from potential students about their interest in enrolling in the
program, and from potential employers and graduate programs about their interest in
students who hold the proposed degree.
We expect a variety of different types of students will be interested in this major driven by the
combination of its global orientation and interest in specific tracks. A preliminary meeting was
held in January to get feedback on the proposal and with two day’s notice, eighty students
showed up in the middle of a weekday – standing room only.
Student transcripts will list both Global Studies and track specialization. We believe that both
students and employers will consider this combination rooted in a robust liberal arts curriculum
desirable. Two of the tracks in the major currently exist and their experience is indicative.
One of the tracks of the major, Global Development Studies (GDS), was born of student
interest: a CIO (student organization) called the Global Development Organization made it their
mission in 2006 to create a major for students who want to work in the field of development,
world-wide. Since UVA undergraduates are strongly motivated toward public service, there are
hundreds of students with this orientation. The students gathered information about similar
programs around the country and put together a cross-school, interdisciplinary faculty advisory
committee. Together, students and the faculty committee drafted a proposal for the major,
which was approved as an interdisciplinary major in the College in 2009.
In 2011, GDS added a concentration or track in Global Public Health (GPH), to meet the growing
interest of students in health-related careers and research. This concentration was a
collaborative effort between the College and the School of Medicine.
Like other small majors in the College, GDS-GPH is a competitive program: students must apply
for entrance to the major. The program directors (Richard Handler and Ruth Bernheim) field
inquiries from about 300 students each year, about a third of whom apply to the major. The
program does not advertise, yet the applicant pool has grown steadily, as the following table
indicates:
*
*
*
*
*
*
Table 1. GDS and GPH Admission Statistics
2009, 58 applicants for GDS, we accepted 25, 22 joined the program and 21 completed it.
2010, 76 applicants for GDS, we accepted 27, 25 joined the program and completed it.
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2011, 80 applicants (61 for GDS, 19 for GPH). We accepted 28 for GDS, of whom 23 joined the
program, and 11 for GPH, of whom 10 joined. All completed the program.
2012, 100 applicants (69 for GDS, 30 for GPH). We accepted 31 for GDS, of whom 29 joined the
program, and 10 for GPH, of whom 9 joined. This group will graduate in May 2014.
2013, 87 applicants (66 for GDS, 21 for GPH). We accepted 32 for GDS, of whom 29 joined the
program, and 15 for GPH, of whom 13 joined. This group will graduate in May 2015.
*
*
*
*
*
*
With respect to post-graduate outcomes, we have data on three graduating classes (GDS 2011,
2012, and 2013 and GPH 2013).
Of 69 students who graduated from the GDS program between 2011-2013, we have data on the
first destinations of 57, presented in the following table:
*
*
*
*
*
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Table 2. GDS First Destinations
Graduate school: 18 students (in law, public policy, business, journalism, and public health)
Development and other social or policy work, both domestically and abroad: 15 students
Business: 10 students (about half in large corporations, half in local businesses)
Teach for America: 7 students
Peace Corps: 2 students
Federal government: 1 student
U.S. military: 1 student
Farming: 1 student
Flight attendant: 1 student
Wilderness trainer: 1 student
*
*
*
*
*
*
Of 10 students who graduated from the GPH program in 2013, we have data on the first
destinations of 8, presented in the following table:
*
*
*
*
*
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Table 3. GPH First Destinations
Graduate school: 2 students (public health, nursing)
Medical administration: 2 students
AmeriCorps: 2 students
Social service work: 1 student
Fitness trainer: 1 student
*
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*
*
*
*
We expect similar placements from the two new tracks. Appendix D provides more evidence of
the desirability of the major for potential employers.
5. Review of Competing Programs
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Compare and contrast your program with similar programs both within the state and beyond
it. Be as detailed as possible in your comparisons (curricular content and design, applicant
type, application prerequisites, etc.). Specify the elements you wish to emulate and adopt
from these competitors, the elements you wish to exclude, and the rationale behind these
choices.
Early in the process of deciding whether or what kind of global studies degree program the
College should endorse, it performed an extensive nationwide survey of comparable programs.
This survey was first done in 2011, as the College Dean’s office reviewed the recommendations
of a College faculty committee on the subject of global study.
That survey informed the deliberations that led to a wider University effort: the Provost’s 2012
creation of an inter-school faculty committee, chaired by Brantly Womack (Politics). The survey
was reviewed and relied on by that committee. Womack and Philip Zelikow supplemented this
work by conducting interviews and on-site visits (Womack to the University of Texas) to get
more information about the development and operation of current global degree programs.
The approach recommended in 2013 by the Womack committee then provided the foundation
for the work of the inter-school committee chaired by Vice Provost Legro, the basis of the
current proposal.
We attach a copy of the above-mentioned full survey of comparable programs at Appendix E. It
is well worth reviewing. There is one standout conclusion from the survey and our follow-up
discussions with leaders of these programs around the country: Student interest in such
programs is both wide and deep. Just as we have observed here at Virginia, these colleges
found that their students were frustrated by the older menu of choices for global studies and
have embraced the new programs.
The AAC will see that the status quo UVA approach is now quite unusual among highly ranked
universities. Only two other schools (Vanderbilt and Notre Dame) appear to be like Virginia in
combining a single discipline undergrad international study degree, with no follow-on
availability of an interdisciplinary master’s degree in global or international studies. Neither of
those universities were seen as appropriate role models for UVA’s preferred approach to
preparing students in global studies for the 21st century.
There is no standard, exemplary model for an interdisciplinary undergraduate degree at leading
universities. Some have no tracks at all and are very clearly only inside their Arts & Sciences
units. Others are broader. A current trend, adopted in Yale’s Jackson School (see pp. 9-10 of
the survey) and also seen at Brown (see p. 17) is to try to balance a security track (often
headlined by politics and history courses) and an economics/development track.
The Womack committee and its successor viewed tracks within the major as desirable to
provide curricular focus and to respond to student demand in particular areas. The four tracks
were chosen for the initial launch for the following reasons:
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-Global development studies had already been created as an interdisciplinary major in
2009, responding to student demand and frustration with the existing menu. It was a small
major. This is not an unusual focal point in degree programs at other universities. Virginia’s
approach is innovative, going beyond the standard development economics paradigm to
include a very strong dimension of training in understanding local conditions (that program’s
director, Richard Handler, comes from the Anthropology department). The program has been
successful and, as detailed above, student demand for entry into the program now greatly
exceeds the available number of slots.
-Global public health builds on the fact that Virginia has an exceptionally strong program
in Public Health Sciences, based in the School of Medicine. This is one of the best programs of
its kind in the US and has long had global outreach and includes global clinical partnerships.
That program and its director, Ruth Bernheim, have also long been interested in offering
courses for undergraduates and have worked well with colleagues in Arts & Sciences.
Once the Global Development degree was created in 2009, Bernheim and her colleagues
began developing an embryonic global public health curriculum for undergrads inside that
program. This proposal gives global public health a chance to become a track of its own, open
to more students and a fuller-bodied curricular plan.
-Global security and justice was a core track for the global studies program, and such
tracks are common at leading universities. Often, as in our proposal, such a track enables
greater synergy beyond political science to include a number of essential courses in history,
public policy, and – if offered – in disciplines like sociology, anthropology, and religious studies.
This track builds on unusual strength in the faculty. Virginia’s politics department has
one of the 3 or 4 best groups of security-related faculty of any such department in the world.
Virginia’s history department is similarly, if not even better, positioned in its faculty strength
teaching about security issues in international history.
Virginia developed this track, however, in an unusual, innovative way. Rather than
mimicking the ‘international security’ approach that had been salient in American academic life
during the era of World War II and the Cold War, we designed this program more to reflect the
global security environment of the 21st century. Interstate conflicts of the 20th century kind are
increasingly rare; more common are transnational conflicts that blur older distinctions between
what is foreign and what is domestic. Hence the greater salience, reflected in this track, of a
deeper understanding of public order, that adds to still-relevant great power rivalries problems
of transnational policing, modern dilemmas of intelligence policies and twilight wars, and
competing concepts of global justice and humanitarian requirements.
-Global environments and sustainability was again an example of playing to some of
Virginia’s unique strengths. Virginia has a strong, globally active, interest in urban planning
issues – with ‘megacities’ one of the major phenomena of the 21st century world. Yet this work
is centered in the Architecture School, not in Arts & Sciences. Meanwhile, in Arts & Sciences,
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Virginia has one of the first Environmental Sciences departments created in American colleges
(itself an interdisciplinary innovation that more than 40 years ago fused together some of the
traditional earth sciences with a prescient environmental focus). And here again the committee
decided to look forward, at the issues of the 21st century, in designing its global studies
program.
Based on experience, proposals under discussion, and student interests, additional tracks could
be added in the future. Any new tracks would of course also have to go through the standard
approval process. Program budget planning assumes the addition of up to two additional
tracks.
We have also considered the possibility (or alternative) of embarking on an interdisciplinary
master’s degree in global studies, of some kind. Our conclusion was that it was more important
to start with the undergraduate degree. That program could in turn foster interdisciplinary
collegiality and curricular innovation that might lay a foundation for developing a first-rate
professional degree program.
6. Program Evaluation
Identify those factors that are salient for the success of the program, such as: student
achievement, faculty involvement, collaboration, and growth. Evaluation benchmarks and
metrics might include data about the pool of applicants (size, credentials, provenance, and
acceptance rate), evaluation of the program by registered students, student performance
during the program, and student placement upon graduation. Articulate strategies for
dealing with four possible enrollment scenarios: over-demand, under-demand, demand with
significant fluctuation, and initial bulge then decline.
The most concrete information we can provide here, as in #4 above, is based on the current
operation of two tracks that will be part of the major, Global Development Studies (GDS) and
Global Public Health (GPH). In response to question 4, we provided data on the size of the
applicant pool, our acceptance rates, and student placement upon graduation.
As to faculty involvement: there is an interdisciplinary, cross-school advisory committee of 12
people for the GDS concentration, and another committee of 5 people for the GPH
concentration. All members of these two committees teach courses relevant to our students,
and which the students take as electives in the major. The committee members also help
regularly with the work of the major: each year, several of them constitute the admissions
committees that will read all applications and choose the new GDS and GPH classes. In
addition, last year (2012-13), a cross-school interdisciplinary committee of 5 people was
constituted as a search committee, which led to the hire of a new faculty member in GDS
(David Edmunds).
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For the past three years we have engaged in a formal program evaluation of what students
learned in the GDS major. Working with Lois Myers (Office of Assessment and Studies), we
have conducted assessments of students final writing projects at the end of their first semester
in GDS and GPH, and at the end of the fourth and final semester for GDS students. These
assessments indicate that almost all of our students have achieved competence or better in
learning the concepts we have taught them.
Informal assessment on the part of students in the work world has been very positive. For
example, a GPH student working in a social service agency in Richmond wrote in February 2014,
“I have been really thankful for the skills and thought processes that you helped instill in me
throughout my time at UVA. The ability to challenge structures and relationships of power and
oppression has allowed me to ask the hard questions within this organization concerning the
work we do. I hope and pray that this attitude of challenging and being open to the need for
humility in our engagement here is providing a more mutual and life-giving means of relating.”
Another student (GDS 11) working on water treatment in Karachi wrote, in November 2011,
“There is just so much going on here. But you know, not a single day goes by in which I don't
think of GDS ... Everything I see here is so closely linked with what I've spent the past two years
learning. I can't believe I'd be applying my education so directly in such a tangible manner.”
Many other students write in with similar testimonials.
As to the demand scenarios: We will operate all GS tracks as GDS and GPH have operated thus
far: as small majors with classes of 20 – 30 students per year. Evidence thus far is that there is
more demand for our programs than we can satisfy. We do not anticipate a problem of
“sagging demand” in the next five years. There will be over-demand: more students will apply
than we can accommodate. During the first five years, we will chart demand and adjust our
enrollments to make the best fit possible. If we find after the first 3 to 5 years that demand is
unexpectedly low for any track, we will consider closing the track and using the resources
devoted to it to bolster other tracks that have experienced more demand than they can meet.
7. Miscellaneous
Address planned or potential collaboration within and perhaps beyond the University.
Highlight the use of digital content and delivery systems within the curriculum. Include here,
at your discretion, other matters of importance not covered under the preceding rubrics.
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Appendix A: Course Syllabi
APPENDIX A: Course Syllabi
GLOBAL SOCIETIES & CULTURE
ANTH 1050 ∎ University of Virginia ∎ Fall 2013
Anthropology of Globalization
Instructor Roberto I. Armengol
E-mail [email protected]
course email: [email protected]
Mailbox Basement of Brooks Hall
Course info Our class meets in Physics 205
9 to 9:50 a.m. Monday, Wednesday and Friday
Office Brooks Hall, 310B (shared with Arsalan Khan)
Office hours Tuesday and Thursday, 9 to 10 a.m., or by appointment.
Sometimes I have to leave unexpectedly, so email ahead if you’re planning to come.
COURSE OVERVIEW: WHAT IS GLOBALIZATION?
We hear a lot about “globalization” these days, but what is it? In this course we’ll try
to make sense of globalization and analyze it from an anthropological point of view.
To do that we also need to figure out what it means to look at something “from an
anthropological point of view,” so we’ll also spend some time learning what
anthropology (past and present) is and what anthropologists (past and present) think
they are doing.
But as a kind of first approximation, let’s say that “anthropology” as we’re using the
term is about understanding how human beings tick. As far as we know, human beings
are the only living creatures that are not only capable of, but entirely dependent on,
complex, structured and socially mediated symbolic thought. Sociocultural
anthropologists study the huge diversity of ways in which human groups use their
symbolic capacities to put together recipes for thought and action.
As a first approximation, let’s say globalization is the rapidly increasing degree to
which people’s lives are connected across the world. Such connections are nothing
new, but the new intensity of this process has presented an interesting problem for
anthropologists. The nice neat “cultures” and “societies” we used to study are harder
to find — perhaps they never existed. And yet, the tools that anthropologists have
developed studying other cultures comparatively have much to offer the debate on
what globalization is and what we should do about it: that is the premise of this
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course.
Arguably, anthropologists are latecomers to a debate that has been going on for
several decades if not centuries. To many thinkers engaged in that debate,
globalization is scary, because it means less diversity, more exploitation, more
disparity and an intensified use of the planet’s finite resources. To others, the same
concept represents the triumph of reason, the dawning of a “global community”
where everyone will have a role to play in the general progress of man. Most of us,
meanwhile, probably don’t think much about globalization even as we’re swept up
in it — buying iPods assembled in China, drinking coffee grown in Guatemala and
funding foreign wars with our taxes.
In this course, we’ll bring the research of anthropologists to bear on such things and
interrogate our own relationship to them. You don’t have to agree with me or anyone
else about whether globalization is good or bad. But this course is polemical; it is
framed as an argument. The argument is roughly that globalization — the concept
and the process — is neither inevitable, natural, nor monolithic, but is itself a related
set of cultural practices: a framework that structures how we think about our place in
the world, and how we can act in it. Your goal will be to understand, develop and
converse with this argument, and to ask yourself what you think about it. That means
you will help critically analyze globalization as a term, and come to grips with the
processes it seeks to describe. What are we doing when we work toward, participate
in, protest against, buy into, reject, love, hate, ignore, analyze and define
“globalization”?
LEARNING GOALS:
1. Interrogate the discourse and meaning of globalization.
2. Become familiar with a range of global processes and their local implications in
people’s lives.
3. Think critically about those global processes and the culture of capitalism.
4. Apply this knowledge to your own experience, past, present and future.
5. Understand how anthropologists approach research questions, as compared with
other social scientists.
COURSE STRUCTURE: A PLAY IN THREE ACTS
This course is structured in three main parts — I’m calling it a play in three acts.
Separately, I’m going to organize all of you into three main groups to structure
when your assignments are due.
After a couple of weeks covering, in a general way, anthropology and
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Appendix A: Course Syllabi
globalization, we’ll dive more specifically into the lived experience of
globalization, its promises as well as its perils. Because our first approximation of
globalization implies the overlapping and intensified movement around the
world of people, things and ideas, these are the three themes that structure the
course as it will unfold thereafter. Then we’ll end with some kind of conclusion
that tries to make sense of what we have learned together.
For instance: In Act I, People, we may talk about tourists, migrants, slaves and
bankers. In Act II, Things, we’ll talk largely about commodities and other material
objects: coffee, oil, tobacco and information technology. In Act III, Ideas, we’ll talk
about concepts like capitalism, socialism, democracy, the free market, human rights,
development, etc., and how they move through the world. Of course, since you can’t
really separate people from their stuff and their values, you should be skeptical of this
distinction and critically engage with it. Inevitably, we will at all times throughout the
course be dealing with “people, things and ideas,” even if at a given moment our
attention is focused more on one or the other. The point of this structure is that it
gives us a practical way to talk about globalization and what anthropology has to say
about it.
There is also a practical reason for dividing you into three groups. I’m calling these
groups the First, Second, and Third World. (This is just a gimmick. It has nothing to do
with the actual colloquial use of the terms first, second or third world.) This division
will help me distribute the grading of your work evenly over the course of the term
and stay sane. It will also provide a framework for you to evaluate each other through
peer feedback and grading, and to work in smaller groups on a course project. More
on this in the next section. In a more symbolic sense, I’m assigning you more or less at
random to these groups, which will dictate when your projects are due and what other
kind of work you’ll have to do when. You won’t have a choice about switching worlds...
you’re just born that way!
COURSE RESPONSIBILITIES
All written assignments will be submitted in electronic form through our blog and
accessible to your fellow students, so that you can read each other’s work and offer
feedback on it. You’re encouraged — but not required — to make use of a any kind of
media (images, video, audio, etc.) in your submissions, so long as you keep to the
guidelines I give you on each assignment.
You’ll be responsible for the following assignments. I’ll explain each in further detail
later in the term, but for now here is the basic summary:
1. Action Proposal. This is a course project that will be done partly alone, and partly in a
small team. During one act of the course you’ll read one of the recommended books
and write a critical summary and response of about 750 words — what we’re calling a
book analysis. Your book analysis should conclude with a discussion of the implications
18
Appendix A: Course Syllabi
of the author’s research for a possible political, economic or social agenda related to
the issues raised in the book. Then, with two other students, you’ll collaborate on
developing one actionable idea, in the form of a proposal, that’s inspired by your
separate readings and joint discussions of the book. This second part, of about 750
words, will be due at the end of the term. It can take the form of a proposal for further
research, a development or aid project, a plan for political organizing and activism, an
argument for a diplomatic or foreign policy position, or even a business venture, etc.
I’ll explain more about the action proposal later in the term. Although it is inspired by
one of the books, you’ll be expected to incorporate relevant data and theory that we
cover in class. The main purpose of this assignment is for you to collaborate on a
project that seriously considers the real-life implications of global processes.
2. Portfolio. Over the course of the term, you’ll develop a portfolio in the form of very
short blog entries that respond to the each week’s readings. You’ll also be expected to
comment substantively, through our blog, on the portfolio entries of others, at least
three times during the term. Your portfolio entries should point us to a found artifact,
usually in the form of a link or embedded image that speaks to the readings of the
week. Then, in 100 words or less, your entry should tell us what this artifact says to
you. The “artifact” should not be another text, like a news story or essay; but it can be
a short audio or video clip (no more than 1 minute long). On certain Fridays, I’ll choose
a few portfolio entries to discuss in class, so that everyone is chosen once. What you
know is the act during which you’ll be picked, but not exactly when. When yours is
picked, I’ll expect you to talk for a few minutes about your thoughts and why you
chose to post what you did. You won’t know in advance if you’re up, and you won’t get
a second chance — sorry! At the end of the term, I’ll choose three of your entries at
random, one from each act of the course, to grade your portfolio. But you’ll have the
right to exclude three of your entries, one from each act, from this lottery. Half your
portfolio grade will be based on the discussion of your blog entry in class (from the day
I called on you). A quarter will be based on the entries I’ve chosen at random. And the
other quarter will be based on the feedback you offered to your peers in the form of
blog comments (again, three selected at random). The purpose of this assignment is to
help you stay on top of the readings and relate them in a meaningful way to your own
interests and experiences. I also want you to get used to talking in public about your
ideas. It isn’t meant to be a lot of work, so don’t let it stress you. Just stay on top of
this.
3. Film review. We’ll spend one or two class days in each act watching a film, part of a
film, or a set of films related to the theme in question. On one of those three
occasions, you’ll write a film review of no more than 500 words, due in the following
week. Your review should be framed as a well-focused argument. Maybe you want to
comment on how well the films capture the effects of globalization. Maybe you want
to relate the content of the films to something we’ve read. Maybe you want to
question the assumptions a certain film is making about its subject matter, or
compare and contrast two films we’ve watched back to back. I won’t evaluate your
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Appendix A: Course Syllabi
film review. Instead, two or three of your classmates will read and evaluate your
review, and your grade for the assignment will be the average among them. If you
aren’t satisfied with your grade, you may appeal it, in which case I’ll grade the review
and my grade will stand as final — whether it’s higher or lower than that of your
peers. For that reason, I don’t recommend appeals. The purpose of this assignment is
to practice commenting critically on issues related to globalization that appear in the
popular media.
4. Peer grading. Again, each of you will grade two film reviews during one act in which
you yourself are not writing a review. I consider your role as a grader here integral to
your participation in the course. However, this grading is not time-intensive. You will
be expected to provide brief written comments on each review and answer a few
simple quantitative questions. In most cases, you’ll receive full credit on this
assignment for completing it with honesty, integrity and sensitivity. I do not otherwise
evaluate the content of your feedback. I’ll provide more criteria on the peer-grading
obligation when you need it.
Aside from those main assignments, you have some other important responsibilities:
5. Participation. Take a look under grading at the bottom of this page and see how
participation is weighted in this course. Now take a deep breath: Obviously, your
success will depend on a willingness to interact with your classmates and discuss the
material we cover, openly and cordially. I’ll be your guide but not your oracle. I expect
to learn from your contributions at least as much as you learn from me. This course is
not a seminar, but your engagement in discussions and collaborative activities is vital.
Participation comes in many forms, however — not just speaking in class. For example,
you can comment on the work of your peers online, visit me during office hours, or
share news clips and links with the rest of the class via email. Whatever the setting, in
class or online, you should respect the thoughts of others and keep the tone civil and
friendly. Good participation includes actively listening to your peers and asking
insightful, relevant questions that push our collective inquiry forward. It includes
bringing the readings — you should print them! — and your notes to every class. It
includes grading film reviews honestly and fairly, and on time. Good participation
excludes disruptive behavior, like falling asleep in class, or updating your Facebook
page, or answering an urgent phone call from your stock broker. Often I’ll ask you to
refer to one of our readings, and sometimes I’ll collect in-class exercises that will help
me assess how well you’re keeping pace with the material. Halfway through the
semester, I’ll give you an idea of where your participation stands and give you an
opportunity to consider what you can do to improve it.
6. Attendance. I take attendance regularly. It figures into your participation grade. If you
need to miss a class for a serious reason, just let me know — let me know especially if
it occurs on a Friday in which you may be asked to discuss your portfolio entry for that
week.
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Appendix A: Course Syllabi
7. Course evaluation. At the end of the semester, the university asks you to submit
course evaluations online. While the evaluations themselves are anonymous, a list
of who has and who hasn’t submitted an evaluation is visible to me, once five
evaluations have been received. In order to encourage a high response rate, doing
the evaluation will count toward a small fraction of your participation grade.
8. Midterm and final. There is no midterm and there is no final. Don’t you think you have
enough work?
GRADES
I’ll grade all of your assignments with letter grades. A more detailed table available on
the course blog will explain how I compute your course average from your letter
grades. For now, here’s how the assignments are weighted:
RELATIVE
WEIGHT
ASSIGNMENT
ACTION PROPOSAL
BOOK ANALYSIS (15)
TEAM PROPOSAL (10)
25
PORTFOLIO
20
FILM REVIEW
15
PEER GRADING
10
PARTICIPATION
PARTICIPATION (25)
ATTENDANCE (4)
COURSE EVALUATION (1)
30
COURSE SCHEDULE
This table summarizes the assignment due dates for each world. There’s a detailed
reading schedule online.
Act I. People
Act II. Things
■ Book analysis
First
World
■ Portfolio
presentation
Oct. 4, 18 or 25
Sept. 27
■ Peer grading
Oct. 25
21
Act III. Ideas
■ Film Review
Dec. 6
Appendix A: Course Syllabi
Second
World
■ Portfolio
presentation
Sept. 13, 20 or 27
■ Film Review
Oct. 18
■ Book analysis
Nov. 8
■ Book analysis
Oct. 11
■ Portfolio
presentation
Nov. 1, 8 or 15
■ Peer grading
Sept. 20
Third
World
■ Film review
Sept. 13
■ Peer grading
Dec. 13
You’ll receive your group assignments in the second week of class. Everyone’s action
proposal is due Friday, Dec. 6, the last day of class. Note that the Monday before
Thanksgiving will be a project work day — no class!
REQUIRED READING
■ All readings posted on the course blog, in the resources tab.
■ Metcalf, Peter. 2005. Anthropology: The Basics. Abingdon, UK: Routledge.
■ Steger, Manfred B. 2009. Globalization: A Very Short Introduction. Oxford: Oxford
University Press.
Texts you’ll choose from for your book analysis. (You need read only one for your book
analysis. However, during the course, one chapter of each of these books will be
assigned as reading for everyone.)
Act I. People.
■ Holtzman, Jon. 2007. Nuer Journeys, Nuer Lives: Sudanese Refugees in
Minnesota. Boston: Allyn and Bacon.
■ Stoller, Paul. 2002. Money Has No Smell: The Africanization of New York City.
Chicago: University of Chicago Press.
Act II. Things.
■ Foster, Robert John. 2008. Coca-globalization: Following Soft Drinks from New
York to New Guinea.
New York: Palgrave Macmillan.
■ Freeman, Carla. 2000. High Tech and High Heels in the Global Economy: Women,
Work, and Pink-collar Identities in the Caribbean. Durham, N.C.: Duke
University Press.
Act III. Ideas.
■ Keane, Webb. 2007. Christian Moderns: Freedom and Fetish in the Mission
Encounter. Berkeley, Calif.: University of California Press.
■ Riles, Annelise. 2011. Collateral Knowledge: Legal Reasoning in the Global
Financial Markets. Chicago Series in Law and Society. Chicago: University of
Chicago Press.
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Appendix A: Course Syllabi
BIBLIOGRAPHY
Appadurai, Arjun. 1996. Disjuncture and Difference in the Global Cultural Economy (Ch.
2). In Modernity at Large: Cultural Dimensions of Globalization. Pp. 27–47. Public
Worlds. Minneapolis, Minn.: University of Minnesota Press.
Benson, Peter, and Stuart Kirsch. 2010. Capitalism and the Politics of Resignation.
Current Anthropology 51(4): 459–486.
Cassady, Joslyn. 2007. A Tundra of Sickness: The Uneasy Relationship Between Toxic
Waste, TEK, and Cultural Survival. Arctic Anthropology 44(1): 87–97.
Cororaton, Claire, and Richard Handler. N.D. Dreaming in Green: Service Learning,
Global Engagement and the Liberal Arts at the University of Virginia. Unpublished draft.
Holtzman, Jon. 2007. Nuer Journeys, Nuer Lives: Sudanese Refugees in Minnesota.
Second edition. New Immigrants Series. Boston: Allyn and Bacon.
Ferguson, James. 1993. De-Moralizing Economies: African Socialism, Scientific
Capitalism, and the Moral Politics of ‘Structural Adjustment.’ In Moralizing States and
the Ethnography of the Present. Sally Falk Moore, ed. Pp. 78–92. American Ethnological
Society Monograph Series, no. 5. Arlington, Va.: American Anthropological Association.
Ferguson, James G. 2002. Of Mimicry and Membership: Africans and the ‘New World
Society.’ Cultural Anthropology 17(4): 551–569.
Foster, Robert John. 2008. Coca-Globalization: Following Soft Drinks from New York to
New Guinea. New York: Palgrave Macmillan.
Francis, Marc, and Nick Francis, dirs. 2006. Black Gold. California Newsreel. [Available
on reserve at the Clemons Media Center.]
Freeman, Carla. 2000. High Tech and High Heels in the Global Economy: Women, Work,
and Pink- collar Identities in the Caribbean. Durham, N.C.: Duke University Press.
Friedman, Thomas L. 2000. The Lexus and the Olive Tree. Portland, Ore.: Powells.
[Selected excerpts.]
Gulati, Sonali, dir. 2005. Nalini by Day, Nancy by Night. Women Make Movies. [Available
on reserve at the Clemons Media Center.]
Igoe, Jim. 2004. National Parks and Indigenous Communities: A Global Perspective (Ch.
5). In Conservation and Globalization: A Study of National Parks and Indigenous
Communities from East Africa to South Dakota. Belmont, Calif.: Thomson/Wadsworth.
Keane, Webb. 2007. Christian Moderns: Freedom and Fetish in the Mission Encounter.
The Anthropology of Christianity, No. 1. Berkeley: University of California Press.
Kelly, Jane. 2012. Sullivan Outlines Vision to Establish U.Va. as a Leading Global
University. UVA Today, Nov. 14.
Kirk, Michael, dir. 2012. Money, Power and Wall Street: Episode 1. Documentary.
PBS. [Available on reserve at the Clemons Media Center.]
Lewis, Michael. 2012. Boomerang: Travels in the New Third World. W. W. Norton &
23
Appendix A: Course Syllabi
Company. [Selected excerpts.]
Mintz, Sidney W. 1985. Production (Ch. 2). In Sweetness and Power: The Place of
Sugar in Modern History. New York: Viking. Pp. 19–73.
Osborne, Lawrence. 2005. Letter from New Guinea: Strangers in the Forest; Contacting
an Isolated People — on a Guided Tour. The New Yorker, April 18: 124–140.
Remnik, David. 2013. Letter from Jordan: City of the Lost. The New Yorker. Pp. 49–57.
August 26.
Riles, Annelise. 2011. Collateral Knowledge: Legal Reasoning in the Global Financial
Markets. Chicago Series in Law and Society. Chicago: University of Chicago Press.
Sahlins, Marshall. 1972. The Original Affluent Society (Ch. 1). In Stone Age Economics
Pp. 1–39. Alderman, Chicago: Aldine. [Optional reading.]
Saman, Moises. 2013. City of the Lost [feature photo]. The New Yorker. P. 49.
August 26.
Stasch, Rupert. 2011. Textual Iconicity and the Primitivist Cosmos: Chronotopes of
Desire in Travel Writing About Korowai of West Papua. Journal of Linguistic
Anthropology 21(1): 1–21.
Stoller, Paul. 2002. Money Has No Smell: The Africanization of New York City.
Chicago: University of Chicago Press.
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Appendix A: Course Syllabi
GLOBAL HISTORY
HIST 2002: The Modern World
Global History since 1760
Professor Philip Zelikow
University of Virginia
Spring 2014
Office: Randall 102 or Nau 421
Office Hours: By appointment. Please contact Amy Goldstein
([email protected] or 434-924-6739)
GENERAL COURSE DESCRIPTION
This is a survey course in modern world history for students, beginning or advanced,
who wish to better understand how the world got to be the way it is today. In order to
understand modern history, a global perspective is essential. This is true whether you
25
Appendix A: Course Syllabi
are interested in economics, warfare, philosophy, politics, or even pop culture. This
course can, therefore, be essential for students in many fields, a base equipping them
for lifelong learning.
As detailed below, this course also adopts a new kind of instructional design. It is an
unusually immersive and engaging format involving a significant student commitment. It
is therefore worth four credits, rather than the usual three. Take this course if you
really want to get a foundational understanding of modern world history.
HIST 2002 is part of a sequence that begins with Professor Joseph Miller’s HIST 2001 Many Worlds: A History of Humanity before 1800. Each course is quite different and
either can be taken on its own.
This course is a broad survey. Therefore, it is classified as a 2000-level course with no
prerequisites. Yet it may stretch you more than some of the more tightly focused
courses offered at the 3000 or 4000-level. You will have to juggle many different
narratives and unfamiliar names. No matter what background knowledge you bring, this
course will force you to reach further.
THE INSTRUCTIONAL DESIGN OF THE COURSE
This course is being taught in an unusual way, transforming the traditional on-Grounds
lecture/discussion model by integrating it with an online platform offered through the
University’s partnership with Coursera.
This course works at four levels of learning:
Level One: Foundational video presentations
There are two to three hours of foundational video content per week, broken into as
few as five or as many as nine topical presentations and offered online through
enrollment in the Coursera site. There are a total of 97 such separately produced
presentations spread over the 14 weeks of teaching in the course. Think of these
presentations as a combination of time you would spend in classroom lectures and on
homework.
These video presentations are each associated with particular required readings. Instead
of the usual pattern of reading a clump of material and then going to a lecture that also
has a clump of topics to fit in the designated time allotment, here the design lets you
integrate your readings more tightly with each topic. Ideally, you might read first and
then view the associated video presentation.
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Appendix A: Course Syllabi
Level Two: In-depth readings
History is a subject mainly learned through lots of reading. And, as a survey of modern
world history, this course covers a lot of ground. There are only three required books,
but there are other required readings compiled in the HIST 2002 Sourcebook, which you
must purchase at N.K. Print and Design on Elliewood Avenue.
These readings have a special purpose: to take you further into the mindsets of the past,
the ideas and philosophies that particular people and societies came up with in order to
make sense of what was happening and to develop agendas for action.
Level Three: Professor-led, in-depth classroom discussion sections
These once a week discussion sections take the place of the traditional lectures.
Although the course is open to 120 students, we will never meet in a lecture hall with
120. Instead, each discussion section will be in a classroom of no more than 60
students. It will be led by the professor, not a TA.
Discussions meet on Tuesday afternoons for an hour and fifteen minutes. You should
sign up for one of the two options: (1) the 100 section is from 12:30-1:45pm; or (2) the
200 section is from 2:00-3:15pm. These discussions focus on the major historical
problems for that week, as well as the in-depth readings. We can, for example, spend
time on issues you indicated – in your online feedback – that you did not understand or
wanted to probe much more.
You should come to these sections ready to answer questions about the material and
participate in the discussion. A classroom response system (either i>clicker or something
similar) will be used to facilitate some of this assessment and engagement. Further
information about this system will be provided in class.
No laptop use in class. We'll do plenty with computers outside of class!
Level Four: History labs
As part of this course, you do some historical work of your own. Like a science lab, in
which the experimental materials have already been assembled, in these history labs
you draw on primary sources that have already been assembled for you, organized in
folders online.
The point of this lab work is to complement the wider generalizations from the course
with the study of specific local conditions. From a set of ten communities around the
world, each student is assigned one for each of three time periods: 1860, 1910, and
1960. The specific communities are listed at the end of this syllabus.
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Appendix A: Course Syllabi
Your job is twofold: First, develop a question about your assigned place/time. On the
last page of the syllabus, you can find some recurrent themes which may help you come
up with a good question. Figuring out a good historical question is harder than you may
think!
And then, once your proposed question is approved by your Graduate Teaching
Assistant (GTA), go through the compiled primary source materials to answer it,
detailing your findings in a short paper. You may do any supplemental research you wish
(including proposed additions to the inventory of materials we have already gathered
about these communities).
Each student does three of these short papers (for 1860, 1910, and 1960), with a
different community assigned randomly each time.
If this feels intimidating remember that, like a science lab, we are helping to supply the
source materials you will need to get started, available to you in our digital 'lab' online.
HOW MIGHT I ORGANIZE MY TIME FOR A COURSE LIKE THIS ?
This is an unusual course design. Because the material is organized topically rather than
by lecture block, and because most of the work is self-scheduled, the presentations and
readings are combined in ways that can be more manageable and woven together.
1. You might consider starting each week's work on a Tuesday evening after the
initial class.
2. Do a topic or two each day (or so). Begin with the assigned topical readings and
conclude with the associated video presentation and embedded reinforcement
questions.
3. You will have a lab session with your GTA during the week; three of these weeks
you will have a paper to present.
4. Wrap up that week’s readings and video segments by the following Tuesday and
be sure to complete the weekly online quiz (which covers only the online course
material).
5. You will then be ready for the Tuesday afternoon class discussion of the week's
historical problems and the weekly in-class reading quiz.
GRADES
Grades will be determined by your performance on the weekly online quizzes (15%), inclass reading quizzes (15%), your history lab papers (15%), a midterm that will be
28
Appendix A: Course Syllabi
offered online (20%), and a final exam, also offered online (35%). More details about
each of these elements will be provided separately.
REQUIRED READINGS
The following published books are required:
Jeffry Frieden, Global Capitalism: Its Fall and Rise in the Twentieth Century (New
York:
Norton, 2006)
R.R. Palmer, The Age of the Democratic Revolution: The Challenge (Princeton:
Princeton
University Press, 1959)
*"The Challenge" is volume 1 of 2 (the second volume, "The Struggle," is
not required for this course). You should be able to find less expensive
used copies available, including through Amazon.
Odd Arne Westad, Restless Empire: China and the World Since 1750 (New York:
Basic
Books, 2012)
In addition to the published books, there are other required readings – articles,
chapters, or book excerpts. These are in the History 2002 Sourcebook, which must be
purchased at N.K. Print and Design on Elliewood Avenue.
If you are puzzled by references to obscure names and places, the Encyclopedia
Britannica is a good resource. Free access to Britannica Online is available through the
UVa Library. Wikipedia can also sometimes be helpful, but the quality of the entries is
uneven and unreliable.
CLASS SCHEDULE
Class on January 14 will be an introductory session.
Week One: From the Traditional to the Modern - Commercial and Military Revolutions
(1760-1800)
1.1 The Study of History
1.2 The Great Divide
-- Jack Goldstone, "Patterns of Change in
29
Appendix A: Course Syllabi
World History," in Why Europe? The Rise of the West in World
History, 1500-1850 (2008), pp. 16-33 – in Sourcebook
1.3 The Traditional and the Modern
1.4 The Great Divide – Why?
1.5 The World of 1760
-- Palmer, Age of the Democratic
Revolution, chaps. 2 & 3, pp. 27-82
-- Westad, Restless Empire, preface, pp. 117
1.6 The Commercial Revolution
1.7 The Military Revolution
1.8 Introverts and Extroverts
1.9 The Fates of India and North America
Labs (introduction and method) – January 16-17
Class discussions – January 21
Week Two: Democratic Revolutions of the Atlantic World (1760-1800)
2.1 The Diffusion of Authority
2.2 Democratic Revolutions
-- Palmer, Age of the Democratic
Revolution, chap. 1 and parts of chaps. 4 & 5, pp. 3-24, 85-99, 111127
2.3 These United States
-- Palmer, Age of the Democratic
Revolution, chaps. 6-9, pp. 143-282
2.4 Liberty and Common Sense
2.5 The French Revolution
-- Palmer, Age of the Democratic
Revolution, chaps. 14 & 15, pp. 439-502
2.6 The French Republic
2.7 The World's Revolution
Labs (discussion of work, no reports) – January 23-24
Class discussions – January 28
Week Three: Revolutionary Wars (1800-1830)
3.1 Lucky Americans
3.2 Napoleonic Wars
3.3 The End of Spanish America
-- Domingo Faustino Sarmiento, Facundo:
30
Appendix A: Course Syllabi
Civilization and Barbarism (1845; trans. 2003), Introduction by
Roberto González Echevarría [2003], pp. 1-3, and chap. 1, pp. 4558 – in Sourcebook
3.4 New Republics and Empires in the Americas
-- J.H. Elliott, "The First Bolivarian
Revolution," New York Review of Books, July 13, 2006 (11 pp.) – in
Sourcebook
-- Enrique Krauze, "Bolívar: What Price
Glory?," New York Review of Books, June 6, 2013 (9 pp.) – in
Sourcebook
-- Sarmiento, Facundo, excerpt from his
introduction, pp. 38-39, and chap. 4,
pp. 79-90 – in Sourcebook
3.5 The Tipping Point – India
3.6 The World of 1830
-- Frederick Artz, "The Creeds of
Liberalism," & "The Rise of a New Generation," in Reaction and
Revolution 1814-1832 (1934), pp. 82-109, 184-214 – in
Sourcebook
Labs (1860 reports, part 1) – January 30-31
Class discussions – February 4
Week Four: The World Transformed (1830-1870)
4.1 The Great Divergence – Why?
4.2 Engines, Electricity, Evolution
-- David Landes, "The Nature of Industrial
Revolution," "Why Europe? Why Then?," & "Britain and the
Others," in The Wealth and Poverty of Nations (1998), pp. 186-230
– in Sourcebook
4.3 Harnessing the New Forces
4.4 The New Situation
4.5 The Islamic World Adapts
4.6 Breaking Open China and Japan
-- Westad, Restless Empire, chap. 1, pp. 1951
Labs (1860 reports, part 2) – February 6-7
Class discussions – February 11
Week Five: The Rise of National Industrial States (1830-1871)
5.1 To Build a Nation
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Appendix A: Course Syllabi
5.2 The Global and the Local
-- John Darwin, introduction to The Empire
Project: The Rise and Fall of the
British World System, 1830-1970
(2009), pp. 1-20 – in Sourcebook
5.3 The Zenith of Liberalism
-- Allen Guelzo, “A War Lost and Found,”
The American Interest, September/October 2011, pp. 6-16 – in
Sourcebook
-- Howard Jones, “As Others Saw Us,” The
American Interest,
September/October 2011, pp. 17-27 – in Sourcebook
5.4 A Liberal Rainbow
-- Carlton Hayes, "The Fruition of
Liberalism," in A Generation of Materialism 1871-1900 (1941), pp.
46-87 – in Sourcebook
5.5 Enemies of Liberalism
-- John Gray, "The Real Karl Marx," New
York Review of Books, May 9, 2013 (9 pp.) – in Sourcebook
Labs (1860 reports, part 3) – February 13-14
Class discussions – February 18
Week Six: The Rise of National Industrial Empires (1870-1900)
6.1 The Age of Imperialism
-- William Langer, “The Triumph of
Imperialism,” in The Diplomacy of Imperialism (2d ed., 1956), pp.
67-96 – in Sourcebook
6.2 Tipping Points: Egypt, Africa
6.3 Varieties of Imperialism
6.4 China in the Balance
-- Westad, Restless Empire, chap. 2
& part of chap. 3, pp. 53-109
6.5 The Wave Breaks
Labs (1910 reports, part 1) – February 20-21
Class discussions – February 25
Week Seven: The Great Acceleration (1890-1910)
7.1 The Second Industrial Revolution
7.2 Modern Capitalism
-- Frieden, Global Capitalism, prologue &
32
Appendix A: Course Syllabi
chaps. 1-3, pp. 1-79
7.3 The Dynamo and the Virgin
7.4 Modern Nation-States
7.5 Revolutionary Nation-States
-- Frieden, Global Capitalism, chaps. 4 &
5, pp. 80-123
7.6 Battle Lines
7.7 The Battles Begin
-- Westad, Restless Empire, rest of chap. 3
& part of chap.4, pp. 109-151
7.8 The Big Picture
Labs (1910 reports, part 2) – February 27-28
Class discussions – March 4
[WEEK OF MARCH 10 – SPRING RECESS]
Week Eight: Crackup (1905-1917)
8.1 The Shock of 1914
-- Richard F. Hamilton, "On the Origins of
the Catastrophe," in Hamilton & Holger Herwig, eds., The Origins
of World War I (2003), pp. 469-506 – in Sourcebook
8.2 Schizophrenic Germany
8.3 The Balkan Whirlpool
-- Christopher Clark, "Murder in Sarajevo,"
in The Sleepwalkers: How Europe Went to War in 1914 (2013), pp.
367-403 – in Sourcebook
8.4 The Shock of 1914 – Second Cut
-- Hew Strachan, “The Ideas of 1914,” in
The First World War, Vol. 1: To Arms (2001), pp. 1114-1139 – in
Sourcebook
8.5 All the Plans Fail
8.6 On to Victory?
Labs (1910 reports, part 3) – March 6-7
Class discussions – March 18
Week Nine: New Orders Emerge (1917-1930)
9.1 Total States
9.2 Why Did the Allies Win?
9.3 The End of Empires?
9.4 Communism
33
Appendix A: Course Syllabi
-- Westad, Restless Empire, part of chap. 4,
pp. 151-162 (to end of the poem)
9.5 Anti-Communism
-- Westad, Restless Empire, rest of chap. 4,
pp. 162-170
9.6 The Age of Uncertainty
-- Frieden, Global Capitalism, chaps. 6 &
7, pp. 127-172
9.7 Modern Women
9.8 The World of 1930
-- James Scott, “Authoritarian High
Modernism” in Seeing Like A State (1998), pp. 87-102 – in
Sourcebook
-- Westad, Restless Empire, chaps. 5 & 6,
pp. 171-245
Labs (no reports) – March 20-21
Class discussions – March 25
Week Ten: The Crisis of the World (1930-1940)
10.1 Challenges to Capitalism and Security
-- Frieden, Global Capitalism, part of chap.
8, pp. 173-181
10.2 Escapes from Freedom
-- Frieden, Global Capitalism, rest of chap.
8, pp. 181-194
10.3 Total Politics
-- Frieden, Global Capitalism, chaps. 9 &
10, pp. 195-250
10.4 New Wars for New Empires
-- Niall Ferguson, "Realism and risk in
1938: German foreign policy and the Munich crisis," in Ernest
May, Richard Rosecrance, & Zara Steiner, eds., History and
Neorealism (2010), pp. 155-184 – in Sourcebook
10.5 Triumph of the New Empires
-- Timothy Snyder, preface and
introduction to Bloodlands: Europe
Between Hitler & Stalin (2010),
pp. vii-xix, 1-20 – in Sourcebook
Labs (no reports) – March 27-28
Class discussions – April 1
34
Appendix A: Course Syllabi
Week Eleven: Total War and Aftermath (1940-1950)
11.1 Choosing Global War
-- Michael Barnhart, "Domestic politics,
interservice impasse, and Japan's decisions for war," in May,
Rosecrance, & Steiner, eds., History and Neorealism, pp. 185-200
– in Sourcebook
11.2 Gambling for Victory
-- Timothy Snyder, abstract and conclusion
to Bloodlands: Europe Between
Hitler & Stalin (2010), pp. 415417, 379-408 – in Sourcebook
11.3 Strategies for Total War
-- Richard Overy, “Economies at War,” in
Why the Allies Won (1995), pp. 180-207 – in Sourcebook
11.4 Zero Hour
-- Westad, Restless Empire, chap. 7, pp.
247-284
11.5 Imagining New Countries
-- George Orwell, “You and the Atom
Bomb,” (1945) in Collected Essays, Journalism, and Letters, vol. 4
[2000], pp. 6-10 – in Sourcebook
-- George Orwell, “James Burnham and the
Managerial Revolution,” (1946), in Collected Essays, Journalism,
and Letters, vol. 4 [2000], pp. 160-181 – in Sourcebook
11.6 Postwar
11.7 Two Europes
-- Frieden, Global Capitalism, chap. 11, pp.
253-277
11.8 Revolutionary Asia
-- Westad, Restless Empire, part of chap. 8,
pp. 285-304
Labs (no reports) – April 3-4
Class discussions – April 8
Week Twelve: The Return of Wartime (1950-1968)
12.1 The Age of the Americans
12.2 Choosing War in Korea
-- Andrew Kennedy, "Military audacity:
Mao Zedong, Liu Shaoqi, and China's adventure in Korea," in May,
Rosecrance, & Steiner, eds., History and Neorealism, pp. 201-227
– in Sourcebook
35
Appendix A: Course Syllabi
12.3 Contemplating World War III
12.4 The Shadow of World War III
12.5 The Nuclear Revolution
12.6 New Empires and Confederations
-- Frieden, Global Capitalism, chap. 12, pp.
278-300
-- Westad, Restless Empire, rest of chap. 8,
pp. 304-332
12.7 The Third World
-- Frieden, Global Capitalism, chaps. 13 &
14, pp. 301-338
12.8 To the Brink
-- Ernest May & Philip Zelikow,
preface, introduction & excerpts
from material for September 29 and
October 16, 1962, in The Kennedy
Tapes: Inside the White House
during the Cuban Missile Crisis
(rev. ed., 2001), pp. xi-lvi, 20-32 –
in Sourcebook
12.9 Wars of Containment
-- Westad, Restless Empire, chap. 9, pp.
333-363
Labs (1960 reports, part 1) – April 10-11
Class discussions – April 15
Week Thirteen: Decay and Renaissance (1969-1991)
13.1 Breakdown and Reaction
-- Jeremi Suri, “Counter-cultures: the
rebellions against the Cold War order, 1965-1975,” in Melvyn
Leffler & Odd Arne Westad, eds., The Cambridge History of the
Cold War, vol. II (2010), pp. 460-481 – in Sourcebook
13.2 The Weary Establishment
13.3 Bust
-- Frieden, Global Capitalism, chap. 15 &
part of chap. 16, pp. 339-372
13.4 New Thinking in the West
-- Jan-Werner Müller, “The Cold War and
the intellectual history of the
late twentieth century,” in Leffler & Westad, eds., Cambridge
History of the Cold War, vol. III, pp. 1-22 – in Sourcebook
-- John W. Young, “Western Europe and
36
Appendix A: Course Syllabi
the end of the Cold War, 1979-1989,” in Leffler & Westad, eds.,
Cambridge History of the Cold War, vol. III, pp. 289-310 – in
Sourcebook
13.5 Global Capitalism Transformed
-- Frieden, Global Capitalism, rest of chap.
16, pp. 372-391
13.6 New Thinking in the East
13.7 The End of the Cold War
-- Timothy Garton Ash, “Revolution in
Hungary and Poland,” New York
Review of Books, August 17, 1989 (12 pp.) – in Sourcebook
-- Philip Zelikow, “The Suicide of the
East?,” Foreign Affairs, November-December 2009, pp. 41-52 – in
Sourcebook
Labs (1960 reports, part 2) – April 17-18
Class discussions – April 22
Week Fourteen: The Next Phase (1991-2013)
14.1 The "Washington Consensus"
-- Frieden, Global Capitalism, chap. 17, pp.
392-412
14.2 Toward a New Era in World History
14.3 The Great Convergence
-- Frieden, Global Capitalism, chap. 18, pp.
413-434
-- Westad, Restless Empire, chaps. 10-12,
pp. 365-469
14.4 The Bottom Billion
-- Frieden, Global Capitalism, chap. 19, pp.
435-456
14.5 The Muslim World
14.6 Drift and Shock
-- Frieden, Global Capitalism, chap. 20 and
Concl., pp. 457-476
14.7 The Global and the Local
14.8 An Age of Transition
Labs (no reports) – April 24-25
Class discussions – April 29
37
Appendix A: Course Syllabi
HISTORY LAB COMMUNITIES
(1860, 1910, 1960)
Accra
Berlin
Cairo
Chicago
Istanbul (formerly
Constantinople)
Jakarta (formerly
Batavia)
Mexico City
San Francisco Bay Area
Sao Paulo
Shanghai
SOME THEMES TO CONSIDER IN FORMULATING MORE SPECIFIC HISTORICAL QUESTIONS ABOUT A
COMMUNITY AT A PARTICULAR TIME IN HISTORY
1.
2.
3.
4.
5.
6.
7.
8.
9.
Demographic makeup?
Principal livelihoods and economic activities?
Who wields public authority?
Main sources of security, or insecurity?
Notable or dominant technologies?
Main cultural/religious belief systems?
What seem to be the leading public issues of the day (for this community)?
Explaining big changes in conditions or circumstances?
Explaining decisive choices by leaders in the life of the community?
38
Appendix A: Course Syllabi
GLOBAL HUMANITIES
The Global Humanities and Arts: Present and Past
The course approaches our global cultural condition from a dual historical perspective.
The items on the syllabus – and our reading, viewing and listening – will follow a
development stretching over the last sixty years, beginning with the period just after
WW II and continuing to the present day. Our central concern will be the varieties of
cultural expression across regions of the world and their relation to a rapidly changing
social history. An initial focus on the ethics and politics of Human Rights opens to major
episodes in global culture through the next six decades – in philosophy, film, drama,
music, literature and painting. We conclude by taking stock of the moment at which we
live, drawing upon events that will have occurred during the semester and that cannot
have been anticipated by the syllabus. At every stage, the course looks back to
significant historical precedents, important in themselves and illuminating for how we
understand the contemporary world. These works of the past, standing alongside works
of our time, will keep our historical reach as wide as possible and reminds us that
culture only moves forward by remembering its past.
Week 1 – Postwar Hopes, the UN and Human Rights
The Universal Declaration of Human Rights
(The Decalogue, The Sermon on the Mount, Plato, “Apology”)
Week 2 – Africa and Europe: The struggle for nationhood and cultural integrity
Black Girl (film); The Battle of Algiers (film); Fela Kuti (Music)
(Benin Bronzes of West Africa)
Week 3 – Experiments in Fiction: Borges beyond Realism
Jorge-Luis Borges, Ficciones
(Mayan Sculpture and Architecture; Pinturas de Casta)
Week 4 – Existentialism, Absurdity and Abstract Expressionism
Samuel Beckett, Waiting for Godot; Jackson Pollock, Late Paintings;
Sartre, “Existentialism is a Humanism,” Camus, “Myth of Sisyphus”
(Leonardo da Vinci, Katsushika Hokusai, Pablo Picasso)
Week 5 – The Global Sixties: Loose Change (Berkeley memoir); Vaclav Havel, “Letter to
Dubcek”; music of The Plastic People of the Universe (Czechoslovakia); Memories of
Underdevelopment (Cuban film)
(Kant, “What is Enlightenment?” Nietzsche, A Genealogy of Morals)
Week 6 – Feminism and the Claims of women: Sylvia Plath, Ariel; Shulamith Firestone:
The Dialectic of Sex
39
Appendix A: Course Syllabi
(Poetry of Sappho, Mary Wollstonecraft, “Vindication of the Rights of Women”)
Week 7 – Israel / Palestine: Politics and Culture in the Middle East
David Grossman, Death as a Way of Life; The Salt of this Sea (Palestinian film);
Mahmoud Darwish, poem: “State of Siege”
( Bible “Exodus”; Michael Sells, Approaching the Qur’án )
Week 8 – Postmodernism: Sight and Sound
Andy Warhol, Popism; Wechsler, Seeing is Forgetting the Thing One Sees; Learning from
Las Vegas (Architecture); John Cage and Glenn Gould
(Buddhism: William deBary, The Buddhist Tradition)
Week 9 – Iran: Faith, Tradition, Modernity and the Graphic Novel
Satrapi, Persepolis; “Iran Modern” (art exhibition)
(Epic of Gilgamesh, and Assyrian Public Art)
Week 10 – Music at the end of the twentieth century
Steve Reich Thomas Adès, Nixon in China (John Adams)
(Beethoven, Peking Opera)
Week 11 – Indian Independence, Gandhi and the Novel
Arundhati Roy, The God of Small Things
Gandhi, “Ahimsa and Courage,” “Readiness for Sattygraha,” “Mass Civil Disobedience,”
“Immorality of the System,” “Swaraj, Freedom, and Independence”
(Upanishads)
Week 12 – Art and the State in China
Ai Weiwei Art and Sculpture; “Never Sorry” film; “The Longest Road,” and “Talk with Ai
Weiwei” (interviews)
(Confucius and neo-Confucianism)
Week 13 – The Arab Spring: Documenting Revolution
Ahdaf Soueif, Cairo; Yasmine El Rashidi, “The Battle for Egypt”; The Square (film)
(Akhenaten and the art of the Pharoahs)
Week 14 – Conclusion
The course will meet in two lectures and one discussion section each week. Attendance
is required. There will be one essay (5-6 pages), two midterms and a final exam, with
students responsible for content of both the readings and the lectures.
Participation 10%
Essay: 20%
Midterms:
40%
Final Exam: 30%
40
Appendix A: Course Syllabi
GLOBAL DIAGNOSTICS
GS DATA CORE: UNDERSTANDING THE GLOBAL BY THE NUMBERS
Preliminary syllabus
Herman Schwartz
[email protected]//x4 7818
Hall S497
Gibson
GS XXXX uses two lenses to explore how we understand the globe. First, the course
provides an introduction to finding, collating and using data to make a sustained
analytic argument about patterns of outcomes and causal relationships among
different global phenomena, as well as to make valid comparisons about those
phenomena. You will need these skills in your later Global Studies courses – indeed
they are useful in most of your courses. Second, substantively, the course focuses
on the political economy of development in the broadest sense. We look not just at
‘third world’ countries, but also at developed countries, and not just in the 20th
century but also in the 19th, in order to illuminate the similarities and differences in
the development trajectories of developed and developing countries. Looking at
development in the broadest sense means looking at global flows of people, money
and goods, as well as global changes in attitudes, and in particular gender relations.
The focus on development helps raise many questions – like inequality, the
consequences of state policy, the nature of regimes (e.g. democratic vs
authoritarian), etc. – that are amenable to quantitative exploration.
Articles and chapters are all on reserve via Collab. You may want to buy the
Maxfield and Schneider Business and the State in Developing Countries book or the
Haggard, Lee and Maxfield, Politics of Finance in Developing Countries book
because we will read many chapters. However, all chapters are on--‐line.
“Resources” are just that – they are not required readings. “Recommended” is
exactly that – not required, but very useful. See me about on line databases and
other ways to get the readings. “Resources” are there for the student who really
wants to follow up on these issues. Many will be useful for your papers; certainly
more useful than Wikipedia. If a reading is missing please let me know.




REQUIREMENTS
2 papers @ 26% * 2 = 52%. DUE: 22 October and 7 December 2012
Class / Section participation (questions, comments) = 25%
2 data analytic exercises @ 10% * 2 = 20$
On line course evaluation = 3%
Details:
Two (2) papers at 8 pages double spaced each (or 4 pp single spaced) for a
cumulative total of 16 pages double spaced (net of charts / graphs) presenting an
41
Appendix A: Course Syllabi
analysis of a global problem. These two papers will develop in an organized fashion
a cumulative analysis of a global issue. Relating your analysis of the outcome to
what you learn in class is probably a good idea. PAPERS WITHOUT SYSTEMATIC
DATA WILL AUTOMATICALLY RECEIVE A GRADE BELOW 50% of possible points.
For example, if you chose development, you might look at development strategies
in ONE country selected by you, over a 30--‐50 year period (26% each = 52% total).
In this example, the first paper would lay out the ‘before and after’ for your
country, using the standard indicators (like GDP/pc, HDI, GDI, foreign debt, export
streams, or any others you might care to justify). Before and after should include
not just raw numbers (though the data are crucial!), but as much as you can of the
status of social groups/state bureaucratic development before and after – what
kinds of social groups/classes/ethnic groups etc were/are present, which groups
were/are organized, how well developed the state bureaucracy was/is, to what
degree could the state actually control territory and extract resources. Finally you
should say a few words about the development strategy (--‐ies) of successive
governments/social groups. Perhaps there was no strategy… this is also important
to note/know. In short – what pieces were on the chess board?
The second paper: This second paper would then build off of, and synthesize the
information generated in the first paper. Add a discussion of what actually
happened to the first paper – how did the development strategy (or non--‐
strategy) play out? What investments in public goods occurred? At whose
direction? With what consequences? How did strategies change over time (if they
did)? How did these strategies reflect investment and trade relationships with the
outside world including (where relevant) international organizations? How did
important social groups/the state change course (or get changed) with respect to
the development strategy as world markets changed? How did capital flows and
trade relations change? How did (if it did) control over commodity chains change
over the long run. What happened in terms of gender relations / family structure?
Assess the relative success/failure of your country’s development
strategies/trajectories, taking care to allocate praise/blame on the basis of actions
taken/not taken that have causal significance for economic and political
development. Who won? Who lost?
Or, a second example, you might look at the environmental consequences of
growth – did growth lead to more or less resource use? Did different
development strategies have different environmental consequences? As with the
prior example, you should develop an argument about why and how social groups
pressed for the policies that you analyze.
42
Appendix A: Course Syllabi
Or, a third example, you might relate changes in women’s status and in gender
relations to changes in per capita income. Are different rates of growth associated
with different patterns of change in women’s rights and status (eg education
levels, voting rights, income). How does women’s education level relate to the
rate and level of development? As with the prior example, you should develop an
argument about why and how social groups pressed for the policies that you
analyze.
Three rules about the papers:
1. All papers must generate and use data to prove their points.
2. All papers will be handed in as an emailed file. Files with viruses will fail
automatically.
3. Papers in general should not do the cases or issues we examine in detail
in class (in particular, Brazil, Taiwan, Korea), because this raises the issue
of what your value added is. You may petition for an exception – be
prepared to explain what your value added / contribution will be.
If you print/read the paper hints file you will find even more helpful points. Then
feel free to consult with me or the TAs about your paper(s).
Data Analytics: These will be set exercises asking you to analyze change over time
in a data series. Feel free to use these exercises to advance your work on your
paper. In these exercises, you will use a standard dataset (but you can restrict its
domain to your paper topics).
Finding DATA: The following databases are available on--‐line. Please let me know
about dead links:
• Angus Maddison’s superb work on historical narrative plus historical
economic statistics – this is essential for your papers. The database is in
COLLAB under “maddison.xls”. Note that his “$” are Geary--‐Khamis
international dollars and not comparable to $ other data sources.
• IMF World economic outlook data – can be a bit hard to interpret – please
ask me if you have trouble – more detailed data than Maddison but only
for the last 2 decades usually, and with huge gaps for LDCs. In COLLAB as
IMF--‐WEOapril2012.xls for individual country data and IMF--‐ WEOapril2012-‐country--‐groups.xls for already aggregated data by various groupings (e.g.
OECD, Western Europe, Africa, Highly indebted, etc). IMF Datamapper is
also useful.
• United Nations, Human Development Reports, Databases, and
miscellaneous resources. The HDI data only goes back about 25 years, but
here is where you will find the best data on gender relations, female
43
Appendix A: Course Syllabi
•
•
•
•
•
•
equality, and other social indicators. Countries that are now rich may have
detailed mono--‐graphical sources for this information.
UNCTAD (UN) data on Foreign Direct Investment (where companies
control the investment actively) here, plus 2 decades of annual reports
covering different FDI related topics.
Joint BIS/OECD/IBRD debt tables, covering stocks and flows (CSV file for
upload into Excel)
INTRACEN (International Trade Center) Trade data at:
http://www.intracen.org/ (go to “countries” on the left and select a
country => OPEN for trade and investment data => export performance.
This data can be downloaded as an excel file. This data is mostly late
1990s and 2000s. An older (mid1990s) version of this database is available
from me in excel form on request). Provides detailed trade data… what
do individual countries export? What countries export a given commodity?
So you can see if countries are above or below average, rates of growth,
who gets the money…
World Bank: http://www.worldbank.org/data/ and World Development
Reports
For Asian economies (including hard to get data on Taiwan [as “Taipei,
China”]) try the Asian Development Bank
Don’t know how to use excel or find these databases confusing? I will hold
a “how to do it” one evening in September based on student demand.
The following sources are not recommended: countrystudies.org, Wikipedia.
Participation (25%): Your TAs will lay out their criteria for good performance. This
may include an optional presentation of your paper (at any stage in the writing)
where you can get peer feedback.
On line Course evaluation (3%) The easiest 3% in your life…. Yet every year some
students “leave money on the table.” You must complete the evaluation BEFORE
December 13 or you will get no credit.
VERY IMPORTANT: there is a lot of reading for this course. You will find it hard to
follow the lectures and you will find it hard to write good papers if you don’t do the
reading. The compensation for the extra reading is the absence of relatively
useless things like exams. The absence of exams, of course, is also an incentive to
do no reading… except that if you don’t read you will also write terrible papers /
have nothing to say. It’s up to you. The working presumption here is that you are
adults. Recommended readings are for those who want a bit more; resources for
those who want a lot more
44
Appendix A: Course Syllabi
Class policies:
Attendance at lecture is not mandatory, but obviously absence will not help you
much. Attendance at sections is required.
Papers / deadlines: Unspell--‐checked or agrammatic papers automatically lose
points; computer, email and other IT related excuses not accepted; interviews,
sports, and other scheduled events are not acceptable excuses and no extensions
will be granted; everything else is negotiable and may include a penalty.
Accommodations: Students with disabilities or other situations requiring
accommodation should provide their TA and Professor Schwartz with all
documentation within the first full week of class (i.e. by August 31) so that we can
make any necessary accommodation.
Grading Disputes:
In case of grading disputes students must meet with their TA within one week of
receiving the contested grade to request clarification. If the TA’s clarification is not
satisfactory students may appeal the grade to me within one week of the TA
meeting. The student must email her TA and me a 500--‐word written rationale for
the appeal. If I accept the appeal I will re--‐grade the disputed work and I may
assign a grade that is higher, lower, or the same.
Honor Code: You must pledge all work. The code will be enforced (they are not
“more like guidelines anyway, eh Jack?”). Students who are unsure what constitutes
plagiarism should consult with me or the TAs.
READINGS AND LECTURES (notional dates)
29 August Organization and introduction
Distribution of syllabi; discussion of requirements.
Please read:
• The syllabus
thoroughly
• John Parker, “Bourgeoning Bourgeoisie,” Economist 12
February 2009. (An optimistic view)
Core (data) concepts: what is measureable? what is not? why measure?
the GDP “hockey stick” – absolute versus relative change in income and
output; indicators are not attitudes
3 – 5 September: How Do We Ask and Answer Questions with data?
• Trochim, W. and Land, D. (1982) “Designing Designs for Research,”
The Researcher, 1:1, pp. 1--‐6 at:
http://www.socialresearchmethods.net/kb/desdes.php
45
Appendix A: Course Syllabi
•
•
•
Theda Skocpol and Margaret Somers, “The uses of comparative
history in macrosocial inquiry,” Comparative studies in society and
history 22:2, 1980, pp. 174--‐197
Stanley Lieberson, Making it count: The improvement of social
research and theory. Chs 1--‐2.
Barbara Geddes, “How the Cases You Choose Affect the Answers You Get:
Selection Bias in Comparative Politics.” Political Analysis 2, 1990, pp. 131--‐50.
Core (data) concepts: selection bias; logical inference; research strategies and
design
10--‐12 September: What is Development? Social / infrastructural power?
• Washington Post, “India Blackout” (read this first)
• R. Cameron, Concise Economic History of the World, ch 1. (a classic
economic historian’s statement that it’s about GDP)
• United Nations Development Programme: Human Development Report
1995, chapter 1 “The State of Human Development” (it’s not just GDP or
money according to the UN)
• Arghiri Emmanuel: “Myths of development vs. myths of under--‐
development,” New Left Review # 85, May 1974, pp. 61--‐82 (is it just
manufacturing that matters?)
• Max Weber, “Class, Status, and Party” (potential actors)
• Harrison, Underdevelopment is a state of mind (short excerpt, ideas
understood differently)
Core concepts: social power; infrastructural vs despotic power; social actors;
‘caging’; malthusian growth
Core data concepts: extensive vs intensive growth; mean vs median; creation of
indices; relevant comparisons; can we measure power? can we measure gender
relations?
Highly Recommended: Michael Mann, “On the Autonomous Power of the State,”
Archives Europeenne de Sociologie 26:2, 1985 (what are states?)
Recommended:
• Allyn Young, “Increasing Returns and Economic Progress,” The Economic
Journal 38:152, December 1928, pp. 527--‐542 (the classic article on why a
big push matters in theoretical terms)
• Albert Hirschman, “Rise and Decline of Development Economics,”
pp. 1--‐24 in Essays in Trespassing (thinking about thinking about
development)
• World Bank: Entering the 21st Century: World Development Report
1999/2000, pp. 14--‐32 (introduction) (higher GDP comes from good
governance according to the WB)
46
Appendix A: Course Syllabi
Resources:
Two classics on how things came to be: K. M. Pannikar, Asia and Western
Dominance
W Arthur Lewis, Evolution of the International Economic Order
Paul Bairoch, Economics and World History, Cities and Economic Development,
actually pretty much anything by PB is worth reading
Janet Abu Lughod, Before European Hegemony
K. N. Chaudhuri, Asia before Europe (and Trade and Civilization in the Indian Ocean is
really good too)
Anthony Reid’s various histories of Southeast Asia are very good
Amartya Sen’s writings on development (philosophy/normative)
World Bank: World Development Report (multiple years)
UNDP: Human Development Report (multiple years)
17 – 19 September: What is the Role of the State? Is Development a set of
Collective Action Problems or about Social Power?
• Daniel Chirot, “World Systems Theory,” American Sociological Review (or
if you are ambitious, try the actual original and shocking – at the time,
1975 – argument in Immanuel Wallerstein, “World Systems Analysis”) (it’s
the external environment)
• Alexander Gerschenkron, “Economic backwardness in historical perspective”
and “Afterword” in Economic Backwardness in Historical Perspective (why
you need the right institutions to get a big push)
• W. A Lewis, “Economic development with unlimited supplies of labour.”
The Manchester School Journal 22:2, May 1954. (a classic thought
experiment about development as deficient aggregate demand)
• Paul Krugman, “The Myth of Asia’s Miracle,” Foreign Affairs Nov
1994, 73:6 (productivity matters, according to an acolyte of Allyn
Young)
Recommended:
• Herman Schwartz, “Dependency or Institutions? Economic Geography,
Causal Mechanisms and Logic in Understanding Development,” Studies in
Comparative International Development 42:1, May 2007, pp. 115--‐135 (you
may as well know how I think about the problem)
• Alice Amsden, Asia’s Next Giant, ch 1 (you’ll have to read this later anyway)
Core concepts: systemic vs unit level analysis; extensive vs intensive growth;
resource mobilization, ideas
Core data concepts: how do we measure things? Is GDP inherently easier to
measure than, e.g. gender equality?
47
Appendix A: Course Syllabi
Resources:
Alexander Hamilton, “Report on Manufactures” and Friedrich List, “Political and
Cosmopolitical Economy” pp. 37--‐54 in George Crane, ed., Theoretical Evolution of
International Political Economy (development thinking in early America) David
Waldner, State Building and Late Development ch 7; Kiren Chaudhry, “The Myths
of the Market and the Common History of Late Developers,” Politics and Society
21:3, September 1993, pp. 245--‐274 (great, highly synthetic arguments about the
above material); L. G. Reynolds: “The Spread of Economic Growth to the Third
World 1850--‐1980,” Journal of Economic Literature 21, Sept 1983, pp. 941--‐980
(or: Reynolds: Economic Growth in the 3rd World: An Introduction) (another
argument against state intervention)
24 – 26 September: States, Power over Internal and External Markets (Commodity
Chains), and Development
• Economist: “Africa Rising” (the most recent resources boom)
• Gary Gereffi ch 5 of Globalization and Commodity Chains (power in
production, who has it, and why it matters)
• Ivan Berend and Gyorgy Ranki, “Foreign Trade and the Industrialization of
the European Periphery in the 19th century,” Journal of European
Economic History 9:3, Winter 1980, pp. 539--‐584 (or: idem, Agriculture
and the Industrialization of the European Periphery) (what kinds of exports
are ‘good’ with respect to long term growth)
• Albert Hirschman, “Political Economy of Import Substituting
Industrialization in Latin America,” Quarterly Journal of Economics 82:1,
February 1968, pp 1--‐32 (a classic on public goods and commodity chains,
though not intended that way)
• Paul Rosenstein Rodan, “Problems of industrialization of Eastern and
South--‐Eastern Europe,” The Economic Journal vol. 53 #210--‐211, June--‐
September 1943, pp. 202--‐211 (why a big push matters in practical terms)
Recommended:
• Mel Watkins, “A Staples Theory of Economic Growth,” Canadian
Journal of Economics and Political Science 29, May 1963 (an argument
that you are what you make)
• Jan de Vries, “The Industrial Revolution and the Industrious Revolution,”
Journal of Economic History 54:2, June 1994, pp. 249--‐270 (revisionist
history about the IR, highly relevant to Asia and some Euro--‐developers)
Core concepts: power in markets; different kinds of commodity chains;
forward and backward linkages
48
Appendix A: Course Syllabi
Core data concepts: concentration and Hirschman--‐Herfindahl ratios in markets,
simple network analysis (I use NodeXL, which only runs under Windows; I am
searching for Mac OS based freeware for network analysis).
1 – 3 October: European Experiences: Development in the 19th century
• Review Gerschenkron article
• David Levi Faur, “Friedrich List and the political economy of the
nation--‐state,” Review of International Political Economy 4:1 Spring
1997: 154–178
• Rondo Cameron, ch. 8--‐11 (skim!)
• Linda Weiss and John Hobson, States and Economic Development ch 4
• Stephan Haggard and Chung Lee, “Political Dimension of Finance,” ch 1 in
Haggard / Lee / Maxfield, Politics of Finance in Developing Countries (finance
as the critical control tool / pusher)
• David B Ralston, Importing the European Army, Chs 1 (carefully), 3, 7 (may
skim)
Core concepts: nationalism and social power; transitions from capitalism
Core data concepts: relative rates of growth, first / second derivatives on growth;
regression to the mean (regression here is not statistical regression),
Resources:
Berend and Ranki, Economic Development East--‐Central Europe in the 19th and 20th
Centuries
Alexander Gerschenkron, Economic Backwardness in
Historical Perspective David Good, Economic Rise of the
Habsburg Empire
W. O. Henderson, Industrialization on the Continent, and Britain & Industrial Europe
1750--‐1870
David Landes, The Unbound Prometheus
Sidney Pollard, Peaceful Conquest: The Industrialization of Europe
Fritz Stern, Gold and Iron: Bismarck, Bleichroder and the Building of the German
Empire
Richard Sylla, ed., Patterns of European Industrialization: the 19th century
Mikulas Teich and Roy Porter, The Industrial Revolution in National Context (good
country chapters)
8 October – reading break, no class
10 October: Global capital flows, past and present
• Albert Fishlow: “Lessons from the Past: capital markets during the 19th
century and interwar period,” International Organization, 39:3, Summer,
1985, pp. 383--‐439. (how did developers get investment funds?)
49
Appendix A: Course Syllabi
•
David Felix, “Alternative Outcomes from the Latin American Debt Crisis:
Lessons from the Past,”
Latin American Research Review 22:2, 1987, pp. 3--‐46 (19th century vs 20th
century)
Recommended
• Michael Pettis, Volatility Machine, ch 6 (very hard, come to class with
questions!)
Core concepts: financial terms, balance sheets; debt dynamics;
intermediation; debt deflation
Core data concepts: interest, compound interest, basic financial
calculations
15 – 17 October: 19th Century Agricultural Exporters
• Robert Baldwin, “Patterns of Development in Newly Settled Regions” The
Manchester School Journal of Economic and Social Studies 24, 1956, pp.
161--‐179 (the critical difference between temperate and tropics?)
• Colleen Dunlavy, “Mirror images: Political structure and policy US/Prussia,”
Studies in American Political Development, 5, Spring 1991, pp. 1--‐35
(getting railroads right)
• Brian Page and R. Walker, “From Settlement to Fordism,” Economic
Geography 67:4, October 1991 (the big push in the US)
• Andrew Janos, “The Politics of Backwardness in Continental Europe, 1780--‐
1945” Comparative Politics 41:3, April 1989, pp. 325--‐358 (a contrasting
case of less development oriented landed and state elites – compare them
to Berend and Ranki’s elites two weeks ago and the Americans this week)
• W. A. Lewis, ed., Tropical Development Introduction + ch on Brazil (optional:
Sri Lanka, [Ceylon], India, Indonesia, Colombia, Egypt)
Recommended
• H. Schwartz, “Foreign Creditors and the Politics of Development in Australia
and Argentina 1880--‐ 1913,” International Studies Quarterly, 33:3, September
1989, pp. 281--‐301 (external relations and internal development in other
food exporters)
• G. S. Callendar, “The Early Transportation and Banking Enterprises of the
States in Relation to the Growth of Corporations,” Quarterly Journal of
Economics 17:1, November 1902, pp. 111--‐162 (the US version – this is a
long and descriptive article – use the analytic categories we have developed
to make sense of it – transportation costs, market size, concentration of
capital)
• F. H. Cardoso and E. Faletto, Dependency and Development in LA, ch 2 & 3
50
Appendix A: Course Syllabi
Core concepts: specifics of resource mobilization; effects of income distribution;
‘staples theory’; ecological transformation of the world
Core data concepts: simple regression, standard deviation
Resources:
Carlos Waisman, Reversal of Development in Argentina
Donald Denoon, Settler Capitalism
James Belich, Replenish the Earth
Hermann Giliomee, The Afrikaners: A Biography of a People
Harold Innis, A History of the Fur Trade in Canada
Paul Bairoch: Economic Development of the Third World since 1900
J. S. Furnivall, Colonial Policy and Practice
Michael Shafer, Winners and Losers, ch 5 & 6 (Costa
Rica, Sri Lanka) Robert Williams, States and Social
Evolution: Coffee and Central America
October 22: FIRST PAPER DUE at 12 noon; email to your TA
22 – 24 October: Gender and development in Asia and elsewhere
• Adam Ellick, “Necessity Pushes Pakistani Women into Work,” NYTimes 20
December 2010 (read this first!)
• Lucie Cheng and Ping--‐chun Hsuing, “Engendering the ‘economic miracle’:
The labour market in the Asia--‐Pacific,” pp 112--‐136 in Grahame Thompson,
Economic Dynamism in the Asia--‐Pacific
• Stephanie Seguino, “The Macroeconomic Role Of Hierarchy In Market
Economies: The Case Of Asia” presented at “20 years of Doi Moi,” Hanoi,
Vietnam, December 2005
• Eileen Otis, “Reinstating the Family,” ch11 in Families of a New World
• Economist, “Decline of Asian Marriage,” 20 August 2011
Core concepts: segmented labor markets; social power; infrastructural power;
gender relations
Core data concepts: Relating measures to diffuse social phenomena – what do
the HDI numbers really measure? Can we measure things like gender relations
and gender equality?
29 – 31 October: Inequality and Development Post--‐ World War II
• Alice Amsden, Asia’s Next Giant, ch 1
• Alice Amsden Rise of the Rest, ch 3
• J. Frieden: “Third world indebted industrialization: international finance
and state capitalism in Mexico, Brazil, Algeria and South Korea.”
International Organization 35:3, Summer 1981. pp. 407--‐432 (states and
external capital flows)
51
Appendix A: Course Syllabi
•
John Echeverri--‐Gent, “Persistent High Inequality as an Endogenous
Political Process,” PS: Political Science & Politics 42:4, 2009, pp. 633--‐
638.
Recommended
• Edna Bonacich and David Waller, “Mapping a Global Industry,” and “The
Role of US Apparel Manufacturers,” in Global Production chs. 2 and 5
(commodity chains and trade for the single most important LDC export)
Recommended: Judith Tendler, Good Government in the Tropics, Andrew Schrank,
“Institutions, Entrepreneurship, and Export Diversification in the Dominican
Republic”
Core concepts: scientific management; the shift to buyer dominated
commodity chains; changes in global capital markets
Core data concepts: real vs current monetary units, purchasing power parity,
measuring inequality
5 – 7 November: Understanding Correlation and Regression
• Ronald Aylmer Fisher, Statistical methods for research workers. (take you
time and reasd this carefully)
• Stanley Lieberson, Making it count: The improvement of social research and
theory. Chs 1--‐2.
• David Hume, Treatise on Human Nature, part 3: Of Knowledge and
Probability
Core concepts: causality (why correlation does not = causation); what
correlation tells us; how regression works
12 – 14 November: Latin America: Brazil & ISI type growth
• B. Geddes, “Building ‘State’ capacity in Brazil, 1930--‐1964,” Comparative
Politics January 1990, pp. 217--‐235
• W. Baer, et al, “Structural changes in Brazil’s industrial economy
1960--‐1980,” World Development 15:2, 1987, pp. 275--‐ 286.
• Jeffry Frieden, “Brazil’s borrowing experience: miracle to debacle and
back?” Latin American Research Review 22:1, 1987, pp. 95--‐131
• Ben R. Schneider, “Big Business” ch 7 in Maxfield/Schneider,
Business and the State in Developing Countries
• Economist 26 August 2010, “Brazilian Agriculture: Miracle of the Cerrado,”
• J. Prideaux, “Brazil: getting it together at last,” Economist 12 November 2009
52
Appendix A: Course Syllabi
Core concepts: import substitution industrialization (ISI); application of
theories to cases
Core data concepts: relating components of datasets to aggregate
data
Resources:
Leslie Armijo, “Brazilian Politics” (ch 9, Maxfield/Schneider, Business and the State
in Developing Countries)
Martin Baily, “Will Brazil Seize its Future?” McKinsey Quarterly #3 1998, pp. 74--‐91
John Humphrey, “Globalisation and Supply Chain Networks: the Auto Industry in
Brazil and India” Global Networks 2003; or Capitalist Control and Workers’
Struggles in the Brazilian Car Industry
Helen Shapiro, “State Intervention and Industrialization: The Origins of the
Brazilian Automotive Industry,” Business and Economic History, 2nd ser. 18, 1989.
Helen Shapiro, Engines of Growth: The State and Transnational Auto Companies in
Brazil (Cambridge: Cambridge University Press, 1994).
19 November: Urbanization
• Mike Davis, “Planet of Slums: Urban Involution and the Informal Proletariat,”
New Left Review
26 mar--‐apr 2004, pp 5--‐34.
• John Grimond, “The World Goes to Town,”
Economist 3 May 2007 Recommended: Mike Davis,
Planet of Slums, London: Verso
21 November – Thanksgiving break
26 --‐ 28 November: Asia: South Korea and Taiwan and Export--‐led Growth
• B. Cumings: “Political economy of North East Asian...” International
Organization, 38:1 (Winter, 1984), pp. 1--‐40 (big picture this century)
• Chih Ming Ka & M. Selden: “Original accumulation, equity and late
industrialization: China and Taiwan.” World Development 14:10, 1986, pp
1293--‐1310. (agriculture)
• K. Fields, “Strong states,” ch 5 in Maxfield/Schneider
• B--‐Y Choi, “Financial policy” ch 2 in Haggard/Lee/Maxfield
• T--‐J Cheng “Guarding the Commanding Heights” ch. 3 in Haggard
/Lee/Maxfield
Core concepts: ISI vs export oriented industrialization (EOI, ELG); theories => cases
53
Appendix A: Course Syllabi
Core data concepts: yet more on network analysis (can you tell I think it is
really important? Learn how Facebook makes money off of you)
Recommended:
• Ming--‐Chang Tsai, “Geopolitics, the State and the Political economy of Growth
in Taiwan,”
Review of Radical Political Economics 31:3, 1999, pp. 101--‐109 (the
state)
• John Matthews, “Fashioning a new Korean Model,” Cambridge Journal of
Economics 22, 1998, pp. 747--‐759 (after the 1997 crash)
• Sugihara Kaoru, East Asian Path of Development: An Historical
Overview, in Arrighi etal, The Resurgence of East Asia (the biggest of
pictures – 400 years)
Resources:
Jung En Woo (aka Dean of CLAS, Meredith Cumings Woo): Race to the Swift
Alice Amsden, Asia’s Next Giant
Walter Hatch and Kozo Yamamura, Asia in Japan’s Embrace
Peter Evans, Embedded Autonomy
3 – 5 December China grows, does it develop? And can the environment survive an
ever richer China?
• Barry Naughton, “China’s Reform Economy in Perspective,” manuscript
• John McBride, “A Ravenous Dragon,” Economist 13 March 2008
• Kenneth Pomeranz, “Asian Water – The Great Himalayan Watershed,” New
Left Review 58, July--‐ August 2009
• Simon Cox, “Technology in India and China,” Economist 10 November 2007
• Michael Pettis, Avoiding the Fall (yes, the whole book, it’s short, clear and
smart)
• Biking through China, video,
http://www.youtube.com/watch?v=39nMp5Sc0qs
Core concepts: everything we’ve already seen about theories
Core data concepts: different ways of thinking about and measuring
poverty and inequality; environmental consequences of development.
Resources:
Angus Maddison, Economic Growth in China in the Long Run
OECD, China in the World Economy: The Domestic Policy Challenges, Paris: OECD
2002
World Bank China Quarterly
54
Appendix A: Course Syllabi
December 7: SECOND PAPER DUE at 12 noon; email to your TA
NO FINAL EXAM – do your evals please by 13 December
55
Appendix A: Course Syllabi
GDS 3010 Global Development, Theories and Cases Studies, Part One
Fall 2013 [3 credits]
Instructor: Richard Handler, [email protected], 197 Nau Hall
Instructors’ office hours: by appointment
Classroom: 232 New Cabell
Class Hours: MW 2:00 – 3:15
Graduate Assistant: Dannah Dennis (dkd5nd)
TOPICS AND READINGS
I. Introduction
August 28, Sept. 2, 4
Richard Handler, “Student Presuppositions about Global Development” (2012).
Emma Aisbett, “Why Are the Critics So Convinced That Globalization Is Bad for the
Poor?” In Globalization and Poverty, ed. Ann Harrison (U. Chicago Press, 2007),
pp. 33-79.
Ian Parker, “The Poverty Lab: Transforming Development Economics, One Experiment
at a Time.” New Yorker, May 17, 2010, pp. 79-89.
Jane Schneider, “World Markets: Anthropological Perspectives.” In Exotic No More:
Anthropology on the Front Lines, ed. Jeremy MacClancy (U. Chicago Press,
2002), pp. 64-85.
Bram Tucker et al., “When the Wealthy Are Poor: Poverty Explanations and Local
Perspectives in Southwestern Madagascar.” American Anthropologist 113:291305 (2011).
IMF [International Monetary Fund], “Globalization: A Brief Overview” (2008).
Sept. 9: Discussion; first response paper due [see section on “Assignments and
Grading”]
II. Person, Time, Development
Sept. 11, 16, 18, 23
Benjamin Lee Whorf, “The Relation of Habitual Thought and Behavior to Language.” In
Language, Thought, and Reality (MIT Press, 1956), pp. 134-59 [originally 1939].
56
Appendix A: Course Syllabi
Clifford Geertz, Person, Time, and Conduct in Bali, 1966. [Reprinted in The
Interpretation of Cultures (Basic Books, 1973), pp. 360-411.]
Pedro Pitarch, “The Labyrinth of Translation: A Tzeltal Version of the Universal
Declaration of Human Rights.” In Human Rights in the Maya Region, ed. P.
Pitarch et al. (), pp. 98-121.
E. P. Thompson, “Time, Work Discipline, and Industrial Capitalism.” Past and Present
38:56-97 (1967).
Daniel Segal, “‘Western Civ’ and the Staging of History in American Higher Education.”
American Historical Review 105:770-805 (2000).
Sept. 25: Discussion; second response paper due
III. Case Study, Jacqueline Cieslak. Delhi: Sanitation and Social Hierarchy in a
Globalizing Megacity
Sept. 30, Oct. 2
Hawkins, Gay. 2006. "Shit." The Ethics of Waste: How We Relate to Rubbish. Rowman &
Littlefield Publishers, Inc.: 45-70.
Moore, Alison. 2009. "Colonial visions of 'third world' toilets." In Ladies and Gents:
Public Toilets and Gender. Ed. Olga Gershenson and Barbara Penner. Philadelphia:
Temple University Press: 105-125.
Abraham, Janaki. 2010. "Veiling and the production of gender and space in a town in
north india: A critique of the public/private dichotomy." Indian Journal of Gender
Studies 17 (2): 191 - 222.
O'Reilly, Kathleen. 2010. "Combining sanitation and women's participation in water
supply: An example from Rajasthan." Development in Practice 20 (1): 45 - 56.
IV. Private Property and Individualism
Oct. 7, 9, 16, 21
Oct. 14, no class, fall reading break
John Locke, Second Treatise of Government. Hackett Publishing Co., 1980 [1690], chs.
1-9.
Alexis de Tocqueville, Democracy in America, vol. 2. Knopf, 1945 [1840], Book I, chs. 111; Book II, chs. 1-10, 19-20; Book III, chs. 5, 17; Book IV, chs. 1-3.
Norbert Elias, “Scenes from the Life of a Knight.” In The Civilizing Process (Blackwell,
1998[1939]), pp. 172-82.
57
Appendix A: Course Syllabi
Oct. 23: Discussion, third response paper due
V. Nation and Race
Oct. 28, 30, Nov. 4
Rudy Fenwick, “Social Change and Ethnic Nationalism: An Historical Analysis of the
Separatist Movement in Quebec.” Comparative Studies in Society and History
23:196-216.
Richard Handler, “Some Salient Features of Quebecois Nationalist Ideology.” In The
Canadian Political Tradition: Basic Readings, eds. R. S. Blair and J. T. McLeod
(Nelson Canada, 1993), pp. 190-209.
Richard Handler, “On Having a Culture: Nationalism and the Preservation of Quebec’s
Patrimoine.” History of Anthropology 3:192-217 (1985).
Timothy Mitchell, Rule of Experts: Egypt, Techno-Politics, Modernity. Berkeley:
University of California Press, 2002, chapter 6.
American Anthropological Association Statement on Race.
http://www.aaanet.org/stmts/racepp.htm
Daniel Segal, “Can You Tell a Jew when You See One?” Judaism 48:234-41.
David Hollinger, “Amalgamation and Hypodescent: The Question of Ethnoracial Mixture
in the History of the United States. American Historical Review 106:1363-90
(2003).
Samuel Spies, “Digital Sensitivity: New Technologies and Old Attitudes in Images of
Africa.” Unpublished manuscript, Temple University, Department of
Anthropology, 2011.
Nov. 6: Discussion; fourth response paper due
VI. Political Economy, Neoliberalism, and Development, Part 1
Nov. 11, 13
Paul Collier, The Bottom Billion (Oxford, 2007).
Mike McGovern, “Popular Development Economics: An Anthropologist among the
Mandarins.” Perspectives on Politics 9:345-55 (2009).
Sam Grove, “The Bottom of the Barrel.” Review of Collier, The Bottom Billion. Monthly
Review Zine, 8/15/08.
Sanusi Lamido Sanusi, “Neither the Washington nor Beijing Consensus: Developmental
Models to Fit African Realities and Cultures” (2012).
Dani Rodrik, “No More Growth Miracles” (2012).
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Appendix A: Course Syllabi
VI. Political Economy, Neoliberalism, and Development, Part 2, the Case of Egypt
Nov.18, 25, Dec. 2
Timothy Mitchell, Rule of Experts: Egypt, Techno-Politics, Modernity, chapters 1-3, 7-9.
Nov. 20 No class
Dec. 4: Wrap-up; final paper due
Final Exam, Wednesday, Dec. 11, 2 – 5 PM.
ASSIGNMENTS AND GRADING
Your letter grade is based on a total of 100 points, divided among four response
papers, a final paper, and a final essay exam in which you will write two answers. Each
response paper and each final exam question will be worth 15 points; I will drop the
lowest of these grades. The final paper will be worth 25 points. [Four response papers
plus two essay questions, 15 points each, minus the lowest grade = 75 possible points,
+ 25 points for the final paper = 100 points].
Response papers and essay questions: 2-3 pages, responding to specific selected
passages from the readings.
Final paper: 8 pages, starting with the first reading (“Student Presuppositions about
Global Development”), reviewing the essay you wrote when you applied to the major (I
will send you a copy if you no longer have it), and using what you learned over the
course of the semester, drawing on at least two other readings, discuss how your initial
ideas about global development have changed.
I expect all students to attend all classes and to participate always in spirit, and vocally
as appropriate. I do not grade attendance. This is YOUR major. Make every class
period count for you and for the group.
Letter grades will be assigned according to the following scale:
97.5 to 100 [A +]
87.5 to 89.5 [B +]
77.5 to 79.5 [C +]
65 to 69.5 [D +]
93 to 97 [A]
83 to 87 [B]
73 to 77 [C]
55 to 64.5 [D]
90 to 92.5 [A-]
80 to 82.5 [B-]
70 to 72.5 [C-]
50 to 54.5 [D-]
59
below 50 [F]
Appendix A: Course Syllabi
Honor policy: Students in GDS 3010 are expected to adhere to the College's and
University's honor policies. The instructor reserves the right to determine a student's
grade in the class, independent of the outcome of any honor investigation.
If you have questions or concerns regarding the Honor System at any point, please feel free to contact an
Honor Committee representative or support officer. An Honor support officer in this class is:
Meg Gould, Senior Counsel, [email protected], (901) 628- 2548
60
Appendix A: Course Syllabi
GDS 3020 Global Development, Theories and Cases Studies, Part Two
Fall 2012 [3 credits]
430 Cabell Hall
Instructor:
Prof. Richard Handler, [email protected], 197 Nau Hall
Guest Instructor: Scott Nance, attorney (Wiley, Rein LLP, Washington, DC) and expert
in law and development, [email protected]
I. Political Economy from the 19th to the 21st Century
August 29 – Oct. 1
Marshall Sahlins, “The Original Affluent Society.” In Sahlins, Culture in Practice, pp. 95137 (2000; first published in 1972).
Lester Little, Religious Poverty and the Profit Economy in Medieval Europe (1978).
Chapters 2 and 3.
Karl Polanyi, “Societies and Economic Systems” and “The Self-Regulating Market and the
Fictitious Commodities: Labor, Land, and Money. From The Great
Transformation (1944).
Karl Marx, selections from The Communist Manifesto and Capital.
Peter Stallybrass, “Marx’s Coat.” In Patricia Spyer, ed., Border Fetishisms Material
Objects in Unstable Spaces, pp. 183-207 (1998).
Timothy Mitchell, “Fixing the Economy.” Cultural Studies 12:82-101 (1998).
Max Weber, The Protestant Ethic and the ‘Spirit’ of Capitalism (1905). Translated and
edited by Peter Baehr and Gordon C. Wells. New York: Penguin (2002).
H-J Voth, “Labor Time.” Oxford Encyclopedia of Economic History, vol. 3, pp. 254-59
(2003).
Kingsley Davis and Wilbert Moore, “Some Principles of Stratification.” American
Sociological Review 10:242-49 (1945).
Melvin Tumin, “Some Principles of Stratification: A Critical Analysis.” American
Sociological Review 18:387-94 (1953).
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Appendix A: Course Syllabi
Wolfgang Streeck, “The Crises of Democratic Capitalism.” New Left Review 71:5-29
(2011).
Mike Davis, “Planet of Slums.” New Left Review 26:5-34 (2004).
Saskia Sassen, “Toward a Feminist Analytics of the Global Economy.” Indiana Journal of
Global Legal Studies 4[1]:7-41 (1996).
II. Corporate Social Responsibility, Social Entrepreneurship, and the Base of the
Pyramid
Oct. 3 - 17
The Economist, Jan. 22, 2005, “The Good Company,” “The Union of Concerned
Executives,” and “The World According to CSR.”
Michael Porter and Mark Kramer, “Creating Shared Value.” Harvard Business Review,
January 2011. http://hbr.org/2011/01/the-big-idea-creating-shared-value/ar/1
Milton Friedman, “The Social Responsibility of Business is to Increase Its Profits.” New
York Times Magazine, Sept. 13, 1970.
http://www.colorado.edu/studentgroups/libertarians/issues/friedman-soc-respbusiness.html
Business Leaders Initiative on Human Rights, The Millenium Development Goals and
Human Rights: Companies Taking a Rights-Aware Approach to Development.
BLIHR 2010. http://www.hks.harvard.edu/mrcbg/CSRI/publications/report_44.pdf (Pages 21-59)
John Roberts, “The Manufacture of Corporate Social Responsibility: Constructing
Corporate Sensibility.” Organization 10:249-65 (2003).
Grace Davie, “Social Entrepreneurship: A Call for Collective Action.” OD Practitioner
43[1]:23 (2011).
Anand Giridharadas, “Real Change Requires Politics.” NYT 7/15/11.
C. K. Prahalad and Stuart Hart, “The Fortune at the Bottom of the Pyramid.” Strategy +
Business 26:1-14 (2002).
Aneel Karnani, “Romanticizing the Poor Harms the Poor.” Whitehead Journal of
Diplomacy and International Relations, summer/fall 2008, pp. 57-70.
Annel Karnani, “Doing Well by Doing Good. Case Study: ‘Fair and Lovely’ Whitening
Cream.” Strategic Management Journal.
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III. Case Study: How to Build a Milk Factory in Ghana, Scott Nance
Oct. 22, 24
Ghana Dairy Products, “Ghana Milk Powder Plan: Business Plan Overview.
Ghana Investment Climate Statement (2012).
Jacques Morriset and Olivier Lumenga Neso, “Administrative Barriers to Foreign
Investment in Developing Countries” (2002).
Marie Chêne, “Overview of Corruption and Anti-Corruption in Ghana” (2010). AntiCorruption Resource Centre.
Jennifer Hasty, “Sympathetic Magic/Courageous Corruption: Sociality, Democracy, and
the Press in Ghana.” Public Culture 17:339-69.
IV. Historical and Social Contexts of Global Public Health
Oct. 29 – Nov. 14
Frederique Apffel Marglin, “Smallpox in Two Systems of Knowledge.” In F. A. Marglin
and S. A. Marglin, eds., Dominating Knowledge: Development, Culture, and
Resistance, pp. 102-44 (1990).
Timothy Mitchell, “Can the Mosquito Speak?” In Rule of Experts, pp. 19-53 (2002).
T. Brown, M. Cueto, and E. Fee, “The World Health Organization and the Transition from
‘International’ to ‘Global’ Health.” In A. Bashford, ed., Medicine at the Border,
pp. 76-94 (2006).
Laurie Garrett, “The Challenge of Global Health.” Foreign Affairs 86[1]:14-38 (2007).
Chris Colvin, “True Believers or Modern Believers? HIV Science, and Local Forms of
Discourse, Practice and Relationship in the Work of the Doctor Rath Foundation”
(2012).
Leigh Turner, “’First World Health Care at Third World Prices’: Globalization, Bioethics
and Medical Tourism.” Biosocieties 2:303-25 (2007).
Peter Redfield, “Sleeping Sickness and the Limits of ‘Biological Citizenship.’” In P.
Geissler, ed., Rethinking Biomedicine and Government (2012).
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V. The Politics of Knowledge and Service in Higher Education and Development
Nov. 19 – Dec. 5
Jana Nidiffer and Jeffrey Bouman, “The University of the Poor: The University of
Michigan’s Transition from Admitting Impoverished Students to Studying
Poverty, 1870-1910.” American Educational Research Journal 41:35-67 (2004).
Dan Butin, “The Limits of Service-Learning in Higher Education.” Review of Higher
Education 29[4]:473-98 (2006).
Sena Aydin and Greg Casar, “Business as Usual: Students and the Fight for a Living
Wage.” The Declaration, 38[10]:11 (2010).
Richard Handler, “The Apotheosis of a President: The Sacking and Reinstatement of
Teresa Sullivan at the University of Virginia.” Anthropology News, Sept. 2012.
Siva Vaidhyanathan, “Strategic Mumblespeak: Er, UVA’s Theresa Sullivan Was Fired for
What?” Slate June 15, 2012.
http://www.slate.com/articles/news_and_politics/hey_wait_a_minute/2012/06
/teresa_sullivan_fired_from_uva_what_happens_when_universities_are_run_by
_robber_barons_.html
Siva Vaidhyanathan, “A Much Higher Education.” Slate June 27, 2012
http://www.slate.com/articles/news_and_politics/politics/2012/06/teresa_sulliv
an_reinstated_as_the_president_of_the_university_of_virginia_.html
Siva Vaidhyanathan, “Going Public the UVA Way.” Slate July 18, 2012.
http://chronicle.com/blogs/innovations/going-public-the-uva-way/33623
Mark Hobart, “The Growth of Ignorance?” In Hobart, ed., An Anthropological Critique of
Development: The Growth of Ignorance, pp. 1-30 (1993).
Piers Vitebsky, “Is Death the Same Everywhere: Contexts of Knowing and Doubting.” In
Hobart, ed., An Anthropological Critique of Development: The Growth of
Ignorance, pp. 100-15 (1993).
Jan Douwe van der Ploeg, “Potatoes and Knowledge.” In Hobart, ed., An
Anthropological Critique of Development: The Growth of Ignorance, pp. 209-27
(1993).
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Uma Kothari, “Authority and Expertise: The Professionalisation of International
Development and the Ordering of Dissent.” Antipode 2005, 425-446.
ASSIGNMENTS AND GRADING
Your letter grade is based on a total of 100 points divided among two papers and a final
exam.
First paper: Choose any two readings from Section I and compare them to any two
readings from Section II. Eight pages, due Oct. 22, 40 points.
Second paper: Sketch of a research paper for GDS 4991, 10 pages, due Dec. 5, 40
points.
Final exam: Sat. Dec. 15, 2 PM. In-class, open book, 3 hours, two questions, 20 points.
Letter grades will be assigned according to the following scale:
97.5 to 100 [A +]
87.5 to 89.5 [B +]
77.5 to 79.5 [C +]
65 to 69.5 [D +]
93 to 97 [A]
83 to 87 [B]
73 to 77 [C]
55 to 64.5 [D]
90 to 92.5 [A-]
80 to 82.5 [B-]
70 to 72.5 [C-]
50 to 54.5 [D-]
below 50 [F]
Honor policy: Students in GDS 3010 are expected to adhere to the College's and
University's honor policies. The instructor reserves the right to determine a student's
grade in the class, independent of the outcome of any honor investigation.
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GDS 3100: Development on the Ground
Instructor: David Edmunds
Fall 2013, T/R 2-3:15
268 New Cabell
Office Hours:
Monday: 1-2:30
Wednesday: 9:30 – 11
Room 043 New Cabell Hall
The objectives of the course are to:
 To build on the theoretical discussion of 3010 regarding development theory and
practice
 Through case studies, illustrate the complexity of implementing “development”
 To introduce approaches, methods, and tools that are currently in use to address
development’s complexity
 To introduce cases relevant to potential collaborative learning opportunities
outside the university
The teaching approach will include:
 Review of significant conceptual tools for “doing development”
 Case study analysis
 Progressive writing and graphic assignments that can cohere in a final student
project focused on a specific development problem of a student’s choice
 Student contributions to in-class activities, readings and other assignments: that
is, student-directed learning
Schedule of classes
CLASS 1, 8/27:
Class purpose: establish expectations for class and begin building a community of
inquiry & practice
Readings for next class:
Crewe, E. and Axelby, R. (2013) Anthropology and Development: Culture,
Morality and Politics in a Globalised World. Cambridge: Cambridge University Press.
Chapter 1: Introduction: Hope and Despair
Anyidoho, N. A. (2010) ‘’Communities of practice’: prospects for theory and
action in participatory development’ Development in Practice 20:3, 318-328.
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CLASS 2, 8/29:
Class purpose: review major approaches to the issues of development to help us
analyze cases better.
Readings for next class:
Mosse, D. (2005) Cultivating Development: An Ethnography of Aid Policy and
Practice. Ann Arbor: Pluto Press. Chapter 1: Introduction: the ethnography of policy and
practice.
Green, H., (2012) From paternalism to participation: the motivations and
understandings of the ‘developers’ Development in Practice 22:8, 1109-1121
Edmunds, D., Sasser, J. and Wollenberg, E. 2013. A gender strategy for pro-poor
climate change mitigation, unpublished manuscript for the Climate Change, Agriculture
and Food Security Program. Executive Summary.
(http://ccafs.cgiar.org/publications/gender-strategy-pro-poor-climate-changemitigation#.UiCxOxaVj_U).
CLASS 3, 9/3
Class purpose: Examine the CCAFS project as an example of Mosse’s framework.
Readings for next class:
Haraway, D. (1991) Symians, Cyborgs and Women: The Reinvention of Nature
New York: Routledge. Chapter 6: Reading Buchi Emecheta
Gaynor, N. (2010) ‘But you can’t compare Malawi and Ireland’ – shifting
boundaries in a globalized world. Development in Practice 20:3, 342-353
James, A. (2010) Untitled paper presented at the Native American and
Indigenous Studies Association annual conference, May, 2010, Minneapolis, MN.
CLASS 4, 9/5:
Class goal: to practice the invaluable tool of “situating” oneself, helping others situate
themselves.
Readings for next class:
Nagar, R (2012) Storytelling and co-authorship in feminist alliance work:
reflections from a journey Gender, Place & Culture: A Journal of Feminist Geography .
Accessed March, 2012 at http://dx.doi.org/10.1080/0966369X.2012.731383
Carr, E (2010) The place of stories in development: creating spaces for
participation through narrative analysis Development in Practice 20:2, 219-226
CLASS 5, 9/10:
Class goal: storytelling and its relationship to situating oneself and others
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Readings for next class
UN Declaration on Human Rights, accessible at:
http://www.un.org/en/documents/udhr/
World Bank Development indicators, accessible at:
http://data.worldbank.org/country and http://data.worldbank.org/indicator
CLASS 6, 9/12:
Class purpose: identify different ideas of the “good life” and how to get it; what
development might mean.
Readings for next class (divided):
Corcoran, H and Wilson, D (2012) The worker cooperative movements in Italy,
Mondragon and France: context, success factors and lessons. Report for the Canadian
Worker Cooperative Federation.
Deloria, V. Jr. (1999) Spirit & Reason: the Vine Deloria, Jr. Reader. Golden, CO:
Fulcrum Publishing. Chapter 4: If you think about it, you will see that it is true.
ViaCampesina website. www.viacampesina.org
CLASS 7, 9/17
Class purpose: Examine different visions of the good life
Chickahominy case
Readings for next class:
Courtemanche, G (2003) A Sunday at the Pool in Kigali Edinburgh: Cannongate
Books. Chapter 1
Pells, K (2012) ‘Rights are everything we don’t have: clashing conceptions of
vulnerability and agency in the daily lives of Rwandan children and youth Children’s
Geographies 10:4, 427-440 (part of special issue of critical perspectives on
interventions for kids in Africa)
Lee, L (2012) Youths navigating social networks and social support systems in
settings of chronic crisis: the case of youth-headed households in Rwanda African
Journal of AIDS Research 11:3, 165-75
Paper assignment 1:
Describe a development case study of your choice, in as much detail as possible,
including your own affective relationship to it. Due September 22, 5 to 7 pages, 10
points.
CLASS 8, 9/19
No class
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CLASS 9, 9/24
Class goal: To take one of the more challenging cases as a starting point for critical
self-reflection: Genocide, AIDS and youth-headed households in Rwanda
Readings for next class:
Art with a Mission website
CLASS 10, 9/26
Class goal: Look at Art with a Mission as a case study for resisting the urge to over-act
Dialogue with Renee Balfour of Art with a Mission
Readings for next class:
Gurung, B and Biggs, S (2010) Institutional change: the unanticipated
consequences of action Development in Practice 20:8, 2014-26
Sangtin Writers and Nagar, R (2006) Playing with Fire: Feminist Thought and
Activism through Seven Lives in India. Minneapolis, MN: University of Minnesota Press.
Introduction: Playing with Fire: A Collective Journey across Borders
Apthorpe, R (2011) Coda: with Alice in Aidland: a seriously satirical allegory in
Mosse, D (ed) Adventures in Aidland: The Anthropology of Professionals in International
Development London: Berghanh Books.
CLASS 11, 10/1
Class goal: beginning to situate institutions, their cultures and contexts
Readings for next class:
Rossi, B (2006) Aid policies and recipient strategies in Niger: why donors and
recipients should not be compartmentalized into separate “world of knowledge” in
Lewis, D. and D. Mosse (eds), Development Brokers and Translators: the Ethnography of
Aid and Agencies. Bloomfield, CT: Kumarian Press
Papastergiadis, N (2011) Cultural translation, cosmopolitanism and the void
Translation Studies 4:1, 1-20
CLASS 12, 10/3:
Class goal: The promise and pitfalls of boundary work, brokering.
Readings for next class (divided):
Michaels, S (2009) Matching knowledge brokering strategies to environmental
policy problems and settings Environmental Science and Policy 12:7, 994-1011
Concannon, B Jr. and Lindstrom, B (201X) Cheaper, better, longer-lasting: a
rights-based approach to disaster response in Haiti Emory Law Review, 25:3, 1145-1191
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Edmunds, D, Shelby, R, James, A, Steele, L, Baker, M, Perez, YV, and TallBear, K
(2013) Tribal housing, codesign and cultural sovereignty Society, Technology and Human
Values, published on line June 25, 2013
CLASS 13, 10/8:
Class goal: how are people managing to work among peoples, institutions, cultures?
Readings for next class (divided):
Audefroy, J. (2011) Haiti: post-earthquake lessons learned from traditional
construction Environment and Urbanization 23:2, 447-462
Michel, C (2011) Cultural assets conservation and development for
neighborhood reconstruction. Report prepared for the Interim Haiti Recovery
Commission, Port-au-Prince, Haiti.
CLASS 14, 10/10
Class goal: Applying lessons on institutions to the Building Goodness Foundation case
Readings for next class
Fraser, N (2011) Reflections: interview by Amrita Chhachhi Development and
Change 42:1, 297-314.
Paper Assignment 2:
Please identify a change to be made in the name of “development” in your case study,
situate the key actors (including yourself) within a social change system, and how you
might engage with these actors. Due 10/15. 5 to 7 pages, 10 points
CLASS 15, 10/15:
Class goals: examining political economic constraints within climate change initiatives
Readings for next class (divided):
Miller, C (2004) Climate science and the making of a global political order in States of
Knowledge: the Coproduction of Science and Social Order, Jasanoff, S (ed) New York: Routledge.
McAfee, K (2012) The contradictory logic of global ecosystem servivce Development and
Change 43:1, 105-131
Tanner, T and Allouche, J (2011) Towards a new political economy of climate change and
development IDS Bulletin, 42:3, 1-14
Agarwal, A, Orlove, B and Ribot, J (2012) Cool heads for a hot world: social sciences
under a changing sky Global Environmental Change 22, 329-31
Milne, S and Adams, B (2012) Market masquerades: uncovering the politics of
community-level payments for ecosystem services in Cambodia Development and Change 43:1,
133-58
Hartmann, B (2010) Rethinking climate refugees and climate conflict: rhetoric, reality
and the politics of policy discourse Journal of International Development 22, 233-246
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CLASS 16, 10/17:
Class goals: bringing together institutional cultures and political economy in the IPCC
case
Readings for next class:
Mintzberg, H and Azevedo, G (2010) Fostering ‘why not” social initiatives:
beyond business and governments Development in Practice 22:7, 895-908
Biekart, K and Fowler, A (2013) Tansforming activisms 2010 +: exploring ways
and waves Development and Change 44:3, 527-546. Intro to special issue on new global
activisms.
Gills, B and Gray, K (2012) People power in the era of global crisis: rebellion,
resistance, and liberation Third World Quarterly 33:2, 205-224
CLASS 17, 10/22:
Class goal: Addressing the structural constraint head on: social movements, protest
movements, revolutions and development
Readings for next class:
Students find articles on Brazil’s revolts, the Greek protests, or the Arab Spring,
as examples engagement with structural constraints.
Class 18, 10/24
Class goal: examining a social movement in greater depth
Readings for next class:
Jaffee, D and Howard, P (2010) Corporate cooptation of organic and fair trade
standards Agriculture and Human Values 27:4, 387-399. Part of special issue on fair
trade.
Paper assignment 3:
Assess the role of institutional cultures and political economic context in shaping the
design, implementation and (likely) impact of the work related to your case. Due
October 31, 5 to 7, 10 points.
CLASS 19, 10/29:
Class goal: Fair and Green Trade as an approach to development
Readings for next class (divided):
Bonnan-White, J, Hightower, A, and Issa, A (2013) Of couscous and occupation: a
case study of women’s motivations to join and participate in Palestinian fair trade
cooperatives Agriculture and Human Values 30:1, 337-35Elder, S, Zerriffi, H and Le Billon, P (2012) Effects of fair trade certification on
social capital: the case of Rwandan coffee producers World Development 40:11, 235571
Appendix A: Course Syllabi
2367
Terstappen, V, Hanson, L and McLaughlin, D (2013) Gender, health, labor and
inequities: a review of the fair and alternative trade literature Agriculture and Human
Values 30:3, 21-39
CLASS 20, 10/31:
Class goal: Review fair trade possibilities
Readings for next class:
Muldoon, K, Birungi, J, Berry, N, Ngolobe, M, Mwesigwa, M, Shannon, K and
Moore, D (2012) Supporting south-led research: implications for north-south research
partnerships Canadian Journal of Public Health 103:2, 128-131
Tolhurst, R, Leach, B, Price, J, Robinson, J, Ettore, E, Scott-Samuel, A, Kilonzo, N,
Sabuni, L, Robertson, S, Kapilashrami, A, Bristow, K, Lang, R, Romao, F, Theobald, S
(2012) Intersectionality and gender mainstreaming in international health: using a
feminist participatory action research process to analyse voices and debates from the
global south and north Social Science & Medicine 74:11, 1825-1832
CLASS 21, 11/5:
Class goal: PAR as an approach to structural constraints.
Readings for next class:
McIntyre, L and Munro, J (2013) “Nobody helps us’: insights from ultra-poor
Bangladeshi women on being beyond reach Development in Practice 23:2, 157-168
CLASS 22, 11/7:
Class goal: Case studies on marginalization and the limits of PAR
Readings for next class (divided):
Friss-Hansen, E and Duveskog, D (2011) The empowerment route to well-being:
an analysis of farmer field schools in East Africa World Development 40:2, 414-427
Humphries, S, Classen, L, with Jimenez, J, Sierra, F, Gallardo, O and Gomez, M
(2012) Opening cracks for the transgression of social boundaries: an evaluation of the
gender impacts of Farmer Research Teams in Honduras World Development 40:10,
2078-2095
Paper assignment 4:
Address the way intersections in identity, including your own, are likely to affect the
project/program design, implementation and effects of your case. Please start with a
rich description of people, relationships, and settings, to the best of your
understanding. Due November 14, 10 points
CLASS 23, 11/12:
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Appendix A: Course Syllabi
Class goal: Other strategies for promoting local agency: local innovation and
experimentation
Readings for next class:
View CEDAC web site video on farmer innovations
CLASS 24, 11/14
Class goal: Look at CEDAC and the Prolinnova approach to local experimentation
Readings for next class (divided):
Gajjala, V, Gajjala, R, Birzescu, A, Anarbaeva (2011) Microfinance in on line
space: a visual analysis of kiva.org Development in Practice 21:6, 880-893
Pantelic, A (2011) A comparative analysis of micro-finance and conditional cash
transfers in Latin America Development in Practice 21:6, 790-805
Veron, R and Majumdar, A (2011) Micro-insurance through corporate-NGO
partnerships in West Bengal: opportunities and constraints Development in Practice
21:1, 122-129
Jurik, N (2005) Bootstrap Dreams: U.S. Microenterprise Development in an Age of
Welfare Reform Ithaca, NY: Cornell University Press. Chapter 1: The international roots
of micro-enterprise development.
CLASS 25, 11/19:
Class goal: Introduce micro-finance as a strategy to develop “from below”
Readings for next class:
Review CIC and CIS material on the web http://cicville.org/
CLASS 26, 11/21:
Class goal: Look at the C-ville Central case in depth
Readings for next class (divided):
Gasper, D (2000) Evaluating the ‘logical framework approach’ towards learningoriented development evaluation Public Administration and Development 20, 17-28
Pearson, J (2011) Integrating learning into organizational capacity development
in Cambodia Development in Practice 21:8, 1037-1049
Mistry, J, Berardi, A, Roopsind, I, Davis, O, Haynes, L, Davis, O and Simpson, M
(2000) Capacity building for adaptive management: a problem-based learning approach
Development in Practice 21:2, 190-204.
Paper assignment 5:
Pull together the learning of the course thus far, analyzing your case and making
recommendations on how it should be changed. Be clear about potential audiences for
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Appendix A: Course Syllabi
your work, your own “situation”, and the tensions in your proposals. Due December 10,
20 pages, 40 points.
CLASS 27, 11/26:
Class goal: Learning socially
Readings for next class:
Mowles, C (2010) Successful or not? Evidence, emergence and development
management Development in Practice 20:7, 757-770. Part of a special issue on
participatory development.
Harvey, B (2011) Climate Airwaves: community radio, action research and
advocacy for climate justice in Ghana International Journal of Communication, 5, 203558
CLASS 28, 11/28
NO CLASS
CLASS 29, 12/3:
Class goal: Who decides what a success is?
Readings for next class:
Swapping paper drafts
CLASS 30, 12/5:
Class goal: debating success for ourselves
ASSIGNMENTS AND GRADING
Your letter grade is based on a total of 100 points divided among five writing
assignments and a series of in-class activities.
In-class assignments: There will be frequent, short, in-class activities – writings,
debates, or visual presentations. I will give up to 20 points credit for these.
Papers 1 to 4: Each paper 10 points each
Final paper: Final research paper, combining class readings and discussions with your
own research, due December 10, 40 points
Letter grades will be assigned according to the following scale:
97.5 to 100 [A +]
87.5 to 89.5 [B +]
93 to 97 [A]
83 to 87 [B]
90 to 92.5 [A-]
80 to 82.5 [B-]
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77.5 to 79.5 [C +]
65 to 69.5 [D +]
73 to 77 [C] 70 to 72.5 [C-]
55 to 64.5 [D] 50 to 54.5 [D-]
below 50 [F]
If you have questions or concerns regarding the Honor System at any point,
please feel free to contact an Honor Committee representative or support officer.
An Honor support officer in this class is:
Meg Gould, Senior Counsel, [email protected], (901) 628- 2548
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Global Studies: Fourth Year Capstone Seminar
GDS 4991
Global Development Studies: Capstone Seminar
Instructor: Richard Handler ([email protected])
In this course, Global Development Studies majors will complete a 25-page research
paper, which has been planned as the culmination of the major.
Each student will lead the class in a discussion of a few article- or chapter-length
readings central to that student’s research project. In this way, the entire class will
learn something about a variety of research topics and real-world issues, and each
student will take a turn as the “expert” who is teaching us.
Assignments and grading:
Leading one day of class, 10 percent
Participation and attendance, 15 percent
Research paper, 75 percent
First draft of paper due April 1 [optional, non-graded; but if you want feedback, I will
need to see your draft by this date]
Final draft of paper due May 1
Jan. 16, Krista O’Connell
Lindholm, Charles. Seeking Authenticity in Travel and Adventure. Culture and
Authenticity, pp. 39-51 (2008).
Simon, Beatrice. Sacamefotos and Tejedoras: Frontstage Performance and Backstage
Meaning in a Peruvian Context. In Michiel Baud and Johanna Louisa Ypeij, eds., Cultural
Tourism in Latin America: The Politics of Space and Imagery, pp. 117-40 (2009).
Ypeij, Annelou, and Elayne Zorn. Taquile: A Peruvian Tourist Island Struggling for
Control. European Review of Latin American and Caribbean Studies 82:119-28 (2007).
Jan. 23, Lena Shi
Graeber, David. Debt: The First 5000 Years, pp. 120-26 (2011).
Peterson Foundation. Analysis of Congressional Budget Office’s August 2012 Update of
the Budget and Economic Outlook. August 24, 2012.
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Appendix A: Course Syllabi
http://www.pgpf.org/Issues/Fiscal-Outlook/2012/08/082312-CBO-August-2012Update.aspx
Government Accountability Office Fall 2012 Budget Outlook.
http://www.pgpf.org/Issues/Fiscal-Outlook/2012/12/120712-gao-fall-2012-budgetoutlook.aspx
NPR. Debt Struggles as Old as America Itself. April 5, 2012.
http://www.npr.org/2012/04/05/149394336/debt-struggles-as-old-as-america-itself
Moses, Joy. The Facts about Americans Who Receive Public Benefits. Center for
American Progress, Dec. 16, 2011.
http://www.americanprogress.org/issues/economy/report/2011/12/16/10767/thefacts-about-americans-who-receive-public-benefits/
Porter, Eduardo. Health Care as Income for the Poor. New York Times, Oct. 2, 2012.
http://www.nytimes.com/2012/10/03/business/debating-real-value-of-health-benefitsin-poverty-calculations.html?pagewanted=all
Krugman, Paul. The Dwindling Deficit. New York Times, Jan. 17, 2013.
http://www.nytimes.com/2013/01/18/opinion/krugman-the-dwindling-deficit.html
Jan. 28, Alyssa Amparan
United Nations High Commission for Refugees. Convention and Protocol Relating to the
Status of Refugees (2010).
Muggah, Robert. Distinguishing Means and Ends: The Counterintuitive Effects of
UNHCR’s Community Development Approach in Nepal. Journal of Refugee Studies
18[2]:151-64 (2005).
Hein, Jeremy. Refugees, Immigrants, and the State. Annual Review of Sociology 19:4359 (1993).
Castles, Stephen. Migration and Community Formation under Globalization.
International Migration Review 36[4]:1143-68 (2002).
Jan. 30, Arianna Parsons
Van der Berg, Servaas. Apartheid’s Enduring Legacy: Inequalities in Education. Journal
of African Economies 16[5]:849-80 (2007).
Wilson, Francis. Challenges for the Post-Apartheid Economy. American Economic
Review 86[2]:322-25 (1996).
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Appendix A: Course Syllabi
Soudien, Crain. The “A” Factor: Coming to Terms with the Question of Legacy in South
African Education. International Journal of Educational Development 27:182-93 (2007).
Feb. 6, Yasmine Di Giulio
Janet Abu-Lughod. “The World System in the Thirteenth Century: Dead-End of
Precursor?” pp. 185-95.
John Ikenberry. “The Rise of China and the Future of the West: Can the Liberal System
Survive?” Foreign Affairs 87[1]:23-37 (2008).
Immanuel Wallerstein. “The Rise and Future Demise of the World Capitalist System:
Concepts for Comparative Analysis.” Comparative Studies in Society and History
16[4]:387-415 (1974).
Feb. 11, Adam Joseph
David Pinder. “Utopian Urbanism: Ideals, Practices and Prospects.” In Christian
Cordua, ed., Manifestoes and Transformations in the Early Modernist City, pp. 9-37.
Ashgate e-Book (2010).
http://site.ebrary.com/lib/uvalib/docDetail.action?docID=10370304
David McNeill. “Songdo City Defies Crisis Odds.” Asia Times Online, Nov. 12, 2009.
Tom Looser. “The Global University, Area Studies, and the World Citizen: Neoliberal
Geography’s Redistribution of the ‘World.’” Cultural Anthropology 27[1]:97-117 (2012).
Feb. 18, Ryan Smith
United Nations Day for South-South Cooperation,
http://www.un.org/en/events/southcooperationday/
Kinch, Diana. “Brazil’s Africa relations now strategic: minister.” Wall Street Journal
Market Watch, May 3, 2012, http://www.marketwatch.com/story/brazils-africarelations-now-strategic-minister-2012-05-03
Nikolas Kozloff. “Is Brazil the Inheritor of the Portuguese Empire in Africa?” Al Jazeera,
Sept. 30, 2012,
http://www.aljazeera.com/indepth/opinion/2012/09/2012929142824458749.html
Feb. 20, Allie Cooper
Bonnie Urciuoli. “Racialization and Language.” In Exposing Prejudice, pp. 15-40 (1996).
78
Appendix A: Course Syllabi
The White House (U. S. Government). Building a 21st-century Immigration System
(2011),
http://www.whitehouse.gov/sites/default/files/rss_viewer/immigration_blueprint.pdf
Senators Charles Schumer et al. “Bipartisan Framework for Comprehensive Immigration
Reform.” New York Times Jan. 28, 2013,
http://www.nytimes.com/interactive/2013/01/23/us/politics/28immigration-principlesdocument.html
Didier Fassin. “Policing Borders, Producing Boundaries: The Governmentality of
Immigration in Dark Times.” Annual Review of Anthropology 40:213-26 (2011).
Barack Obama. Speech on immigration in Las Vegas, Jan. 29, 2013, http://www.cspanvideo.org/program/310643-1
Feb. 25, Gracie Burger
Jessica Feierman et al. “The School to Prison Pipeline … and Back: Obstacles and
Remedies for the Re-Enrollment of Adjudicated Youth.” New York Law School Law
Review 54:1115-30 (2009-10).
Elisabeth Kauffman. “The Worst School-to-Prison Pipeline: Was It in Mississippi?” Time
Dec. 11, 2012. http://nation.time.com/2012/12/11/the-worst-school-to-prisonpipeline-was-it-in-mississippi/
Julianne Hing. “Florida’s School-to-Prison Pipeline Is Largest in the Nation.” Colorlines,
Feb. 12, 2013.
http://colorlines.com/archives/2013/02/in_2012_florida_arrested_12000_students_in_
school--and_that_was_an_improvement.html
Beth Hatt. “Still I Rise: Youth Caught between the Worlds of Schools and Prisons.”
Urban Review 43:476-90 (2011).
Nicole Flatow. “Juvenile Judge: My Court Was Inundated with Non-dangerous Kids
Arrested because They ‘Make Adults Mad.’” Thinkprogress Dec. 13, 2012.
http://thinkprogress.org/justice/2012/12/13/1329481/juvenile-judge-my-court-wasinundated-with-non-dangerous-kids-arrested-because-they-make-adultsmad/?mobile=nc
Feb. 27, Anna-Sofia Yurtaslan
Economist. “International Justice: Courting Disaster?” May 27, 2010.
http://www.economist.com/node/16219717
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Appendix A: Course Syllabi
Hans Kochler. “Global Justice or Global Revenge?” I.P.O. Online Publications, April 6,
2009. http://www.i-p-o.org/IPO-Koechler-ICC-politicization-2009.htm
John Laughland. “International Justice Is Power without Responsibility.” The
Independent, July 29, 2008.
http://www.independent.co.uk/voices/commentators/john-laughland-internationaljustice-is-power-without-responsibility-879434.html
BBC. “Is Africa on Trial?” BBC News Africa, March. 27, 2012.
http://www.bbc.co.uk/news/world-africa-17513065
Richard Dicker and Elise Keppler. “Beyond the Hague.” Human Rights Watch, Jan. 2004.
http://www.globalpolicy.org/component/content/article/163/28276.html
Susan Koshy. “From Cold War to Trade War: Neocolonialism and Human Rights. Social
Text 58: 1-32 (1999).
March 4, Jacqueline Gannon
Steve McKee. “Corporate Social Responsibility: Distinction or Distraction?” Bloomberg
BusinessWeek , August 9, 2012. http://www.businessweek.com/articles/2012-0809/corporate-social-responsibility-distinction-or-distraction
Aneel Karnani. “The Case Against Corporate Social Responsibility.” Wall Street Journal,
June 14, 2012.
http://online.wsj.com/article/SB10001424052748703338004575230112664504890.htm
l
Scott Cendrowski. “A Hedge Fund Star Bets on a Canadian Mega-Quarry.” CNN Money,
Feb. 15, 2012. http://finance.fortune.cnn.com/2012/02/15/seth-klarman-baupostquarry/
Todd Wallack. “New VP Will Scrutinize Harvard’s Investments.” Boston Globe, Feb. 19,
2013. http://www.bostonglobe.com/business/2013/02/19/harvard-university-createsfor-sustainable-investing/2Wq0qRa8wQhEe5zkcgBWEJ/story.html
Kellie McElhany. “A Strategic Approach to Corporate Social Responsibility.” Leader to
Leader, spring 2009, pp. 30-36.
Chris Pinney. Increasing Impact, Enhancing Value: A Practitioner’s Guide to Leading
Corporate Philanthropy. Council on Foundations, 2012.
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March 18, Gabe Barrientos
Peter Rohloff et al. “Beyond Development: A Critical Appraisal of the Emergence of
Small Health Care Non-Governmental Organizations in Rural Guatemala.” Human
Organization 70:427-37 (2011).
Unicef. “Guatelmala.” Unicef Humanitarian Action for Children (2011).
http://www.unicef.org/hac2011/files/HAC2011_4pager_Guatemala_rev1.pdf
Hugo Nopo. “Ethnic Earnings Gaps for Large Minorities: Guatemala 2000-2006.” In
New Century, Old Disparities: Gender and Ethnic Earnings Gaps in Latin America and the
Caribbean, pp. 293-97 (2012).
Robert Rotberg, ed. Vigilance and Vengeance: NGOs Preventing Ethnic Conflict in
Divided Societies, pp. 17-18, 73-107 (sections by Chen et al., Lent, and McCleary) (1996).
March 20, Katherine Connolly
Joe Klein. “Afghanistan: A Tale of Soldiers and a School.” Time, April 15, 2010.
Economist. “Afghanistan: A War of Money as well as Bullets.” May 22, 2008.
Robert Kemp. “Development and COIN in Regional Command-East, 2004-2008.”
Military Review May/June 2012, pp. 2-15.
Barnett Rubin. “Saving Afghanistan.” Foreign Affairs 86[1]:57-78 (2007).
Edward Burke. “Leaving the Civilians Behind: The Soldier-Diplomat in Afghanistan and
Iraq.” FRIDE working paper no. 90 (2009).
March 25, Peter Slag
Joseph Stiglitz. 2003. “Democratizing the International Monetary Fund and the World
Bank: Governance and Accountability.” Governance 16:111-39.
Colin Bradford et al. 2008. “Experts Critique Proposal for International Monetary Fund
Quota Reform.” Brookings. http://www.brookings.edu/research/opinions/2008/04/09imf-linn
Christopher Whalen. “Why We Should Terminate the IMF and World Bank.”
https://cs.uwaterloo.ca/~alopez-o/politics/IMFWBank.html
81
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March 27, Rebecca Christensen
Harvey Fireside. 2002. “The Demographic Roots of European Xenophobia.” Human
Rights 1:469-79.
Ruth Mandel. 1989. “Turkish Headscarves and the ‘Foreigner Problem’: Constructing
Difference through Emblems of Identity.” New German Critique 46:27-46.
The Economist. 2010. “Is Multi-Kulti Dead?” Oct. 22.
Larry Elliott and Julia Kollewe. 2011. “German Finance Minister Says Too Many
Gastarbeiter Were Allowed In.” The Guardian, March 18.
Souad Mekhennet. 2011. “A 50-Year Journey for Turkey and Germany.” New York
Times, Oct. 30.
April 1, Elise Brenner
Student observations on “tabling” on the Lawn
April 3, Natalie Manitius
Gayle Schulman. 2003. “Slaves at the University of Virginia.” Talk presented to the
African American Genealogy Group of Charlottesville/Albemarle, May meeting.
http://www.locohistory.org/Albemarle/Slaves_at_the_University_of_Virginia.pdf
Meghan Saunders Faulkner. 2013. “Slavery at the University of Virginia: A Catalogue of
Current and Past Initiatives.” University of Virginia Idea Fund.
http://www.virginia.edu/vpdiversity/documents/SlaveryatUVA_FAULKNER_001.pdf
Thomas Farrell. 2007. “U. Va. Slavery Apology: It Is Time to Seek Forgiveness.”
Richmond Times Dispatch, May 2.
April 8, Billy Binion
Martha Rosler. “Culture Class: Art, Creativity, Urbanism,” Part I. Flux 21 (2010).
Ann Markusen. 2012. “Fuzzy Concepts, Proxy Data: Why Indicators Won’t Track
Creative Placemaking Success.”
Creativetime. 2013 Summit, Working Statement.
April 10, Lucie Hidlay
Baher Azmy. 2012. “The Face of Indefinite Detention.” New York Times, Sept 14.
82
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Detention Watch Network. “The History of Immigration Detention in the U.S.”
http://www.detentionwatchnetwork.org/node/2381
April 17, Ithi Joshi
The Economist. 2013. “India’s Women: Rape and Murder in Delhi.” Jan. 5.
Nicholas Kristof. 2013. “Is Delhi so Different from Steuvenville?” New York Times, Jan.
12.
Vandana Shiva. 2013. “The Connection between Global Economic Policy and Violence
toward Women.” One Billion Rising, Feb. 14,
http://onebillionrising.org/blog/entry/introducing-the-obr-article-series-dr.-vandanashiva-1
April 22, Claire Wyatt
Richard Wolff. “Capitalism Efficient? We Can Do so Much Better.” The Guardian,
March 16.
David Graeber. 2004. Fragments of an Anarchist Anthropology. Prickly Paradim Press.
Jason Hickel and Arsalan Khan. 2012. “The Culture of Capitalism and the Crisis of
Critique.” Anthropological Quarterly 85:203-28.
April 24, Delilah Gilliam
Jessica Arons and Madina Agenor. 2010. Separate and Unequal: The Hyde Amendment
and Women of Color. Center for American Progress.
April 29, Mathias Wondwosen
Duncan Green and Matthew Griffith. 2002. “Globalization and Its Discontents.”
International Affairs 78:49-68.
Leslie E. Armijo. 2007. “The BRICS Countries (Brazil, Russia, India and China) as
Analytical Category: Mirage or Insight?” Asian Perspective 31:7-42.
Sean Kay. 2004. “Globalization, Power, and Security.” Security Dialogue 35:9-25.
Graham Allison. 2013. “China Doesn’t Belong in the BRICS.” Atlantic, March 26.
http://www.theatlantic.com/china/archive/2013/03/china-doesnt-belong-in-thebrics/274363/
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CNBC. 2013. “Watch Out, World Bank: Here Comes the BRICS Bank.
http://www.cnbc.com/id/100596232
The Economist. 2013. “Why Is South Africa Included in the BRICS?”
http://www.economist.com/blogs/economist-explains/2013/03/economist-explainswhy-south-africa-brics
84
Appendix A: Course Syllabi
University of Virginia
School of Medicine
Department of Public Health Sciences
Global Public Health: Challenges & Innovations
PHS 3825 / PHS 5825
Spring 2014
Tues & Thurs 12:30 – 1:45
(Location TBD)
Instructor:
Dr. Paige P. Hornsby
[email protected]
Dept of Public Health Sciences
3895 Old Medical School (OMS)
Office hours: Tuesdays 2:00 – 3:30 or by appointment
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Course Description:
While patterns of morbidity and mortality vary dramatically around the globe, some
threats to human health are nearly universal. This course addresses important global
and public health principles and measurements, cross-cutting global health themes, the
global burden of diseases and other adverse health outcomes, and innovative efforts to
improve global health. Students will explore the links between health and
development, culture, the environment, poverty, education, and demographic
characteristics. Students will study current global health issues through a combination
of lectures, case studies and other small group activities. In addition, they will develop
an appreciation of how global health pertains to their lives and learn about career
opportunities.
This course is offered at both the 3000-level and the 5000-level. Undergraduates in
their second or third year may enroll in 3825; fourth year and graduate students may
enroll in 5825. Additional requirements for 5825 are described below.
Course Objectives and Competencies:
1. Define and understand the differences between health, public health and global
health;
2. Describe how the methods of epidemiology are used to conduct research and
safeguard the population’s health;
3. Describe risk factors and modes of transmission for infectious and chronic
diseases and their role in personal and population health;
4. List the leading causes of morbidity and mortality of populations in the different
regions of the world;
5. Discuss the roles of development, culture, the environment, poverty, education,
gender, race, ethnicity and other demographics in affecting population health
and appreciate the multiple determinants of health;
6. Appreciate the importance of respectful community engagement in promoting
population health; and
7. Recognize the impact of public health policies and legislation on both individuals
and populations.
Required Materials:
AUTHOR: Skolnik, Richard
TITLE: Global Health 101
PUBLISHER: Jones & Bartlett Learning
ISBN #: 978-0-7637-9751-5
DATE/EDITION: 2nd edition, 2012
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AUTHORS: Levine, Ruth (and others)
TITLE: PHS 3825 Cases Studies (eBook)
PUBLISHER: Jones & Bartlett Learning
DATE/EDITION: 2013
NOTE: Information for how to purchase the eBook will be provided in class.
Other assigned readings will be posted on Collab.
Small Group Assignments, Quizzes, Exams and Paper (5825 students only):
Each student will be assigned to a small group for in-class discussions.
There will be 4 brief quizzes, a mid-term exam, and a final exam.
Students enrolled in 5825 will also write a 15-page paper on a global public health topic
of their choosing. The paper should demonstrate an analysis and integration of relevant
information from the core disciplines of public health (epidemiology, biostatistics,
biomedical sciences, social & behavioral sciences, environmental science, and health
policy & management), the factors that perpetuate or mitigate the issue, and
recommendations for prevention and intervention. A minimum of 20 peer-reviewed or
government sources should be used. This document should be double-spaced with 1”
margins and 12-point font. This paper is due on the last day of class.
Grading:
Small group and class participation: 20%
Quizzes: 20%
Midterm Exam: 20%
Final Exam: 40%
Note: For students in 5825, Final Exam: 20%, Paper: 20%
Grading Scale:
A+ 97 - 100
A 93 - 96
A- 90 - 92
B+ 87 - 89
B 83 - 86
B- 80 - 82
C+ 77 - 79
C 73 - 76
C- 70 - 72
D 60 - 69
F < 60
Honor Code:
Students are expected to be familiar with and abide by the University of Virginia Honor
Code. Small group assignments and the group project are completed as a group.
Quizzes and examinations are closed-book and completed independently; ONLY the
instructor may be consulted for clarification of a quiz or exam question. For more
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information regarding the Honor System, please consult the Honor Committee website
at: www.virginia.edu/honor.
Important notes:
 Students are expected to come to class having completed readings and
prepared to participate in discussions.
 Late assignments will not be accepted without prior permission.
 Absence from class must be excused.
 Cell phones should be turned off during class.
 Laptops used in class must be for course purposes only.
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Appendix A: Course Syllabi
Course Schedule
Date
Topic
Format
Readings & Assignments
1/14
Principles & Goals
of Global Health
Lecture &
Class Discussion
Skolnik, ch. 1
1/16
The Eradication of Smallpox
Case Study
Levine, case 1
1/21
Health Determinants,
Measurement & Trends
Lecture &
Class Discussion
Skolnik, ch. 2
1/23
The Demographic &
Epidemiologic Transitions
Short Films & Discussion
Readings on Collab
1/28
Health, Education,
Poverty & the Economy
Lecture &
Class Discussion
Skolnik, ch. 3
1/30
Reducing Guinea Worm in
Asia & Sub-Saharan Africa
Case Study
Levine, case 11
2/4
Ethical & Human
Rights Concerns
Lecture &
Class Discussion
Skolnik, ch. 4
2/6
The Ethics of International
Electives & Projects
“First Do No Harm”
Film & Discussion
Readings on Collab
2/11
An Introduction to
Health Systems
Lecture &
Class Discussion
Skolnik, ch. 5
2/13
Improving the Health of the
Poor in Mexico
Case Study
Levine, case 9
2/18
Culture & Health
Lecture &
Class Discussion
Skolnik, ch. 6
2/20
Safe Motherhood in
Uganda & Nepal
Case Studies
White, cases 4 & 5
2/25
The Environment & Health
Lecture &
Class Discussion
Skolnik, ch. 7
2/27
Insect & Water-Borne
Diseases
“Hot Zones”
Film & Discussion
Readings on Collab
3/4
Nutrition & Global Health
Lecture &
Class Discussion
Skolnik, ch. 8
3/6
The Mediterranean Diet
Research Article Discussion
Readings on Collab
89
Appendix A: Course Syllabi
3/11
Spring Break
- No Class -
none
3/13
Spring Break
- No Class -
none
3/18
Women’s Health
Lecture &
Class Discussion
Skolnik, ch. 9
3/20
Saving Mother’s
Lives in Sri Lanka
Case Study
Levine, case 6
3/25
Child Health
Lecture &
Class Discussion
Skolnik, ch. 10
3/27
Preventing Diarrheal
Deaths in Egypt
Case Study
Levine, case 8
4/1
Communicable Diseases
Lecture &
Class Discussion
Skolnik, ch. 11
4/3
HIV/AIDS
“A Closer Walk”
Film & Discussion
Readings on Collab
4/8
Non-communicable Diseases
Lecture &
Class Discussion
Skolnik, ch. 12
4/10
Curbing Tobacco
Use in Poland
Case Study
Levine, case 14
4/15
Unintentional Injuries
Lecture &
Class Discussion
Skolnik, ch. 13
4/17
The Global Burden of
Unintentional Injuries
Research Article Discussion
Readings on Collab
4/22
Natural Disasters & Complex
Humanitarian Emergencies
Lecture &
Class Discussion
Skolnik, ch. 14
4/24
Nuclear Power Accidents
“Japan’s Nuclear Meltdown”
Film & Discussion
Readings on Collab
4/29
Working to Improve
Global Health
Lecture &
Class Discussion
Skolnik, ch.s 15 & 17
90
Appendix A: Course Syllabi
Health Care Economics Syllabus – Fall 2012
Location: Public Health Sciences Department Classroom A (3rd Floor Hospital West
Complex)
Tanya Wanchek
ph. 434-982-5819
[email protected]
course website: Collab.virginia.edu
Office: Weldon Cooper Center, 2400 Old Ivy, Room 225
Office hours: after class and Friday afternoons
Required Text: Paul J. Feldstein. Health Policy Issues: An Economic Perspective 5th
Edition. Health Administration Press, 2011.
Supplemental Text: any introductory microeconomics textbook (Principles of
Microeconomics by Gregory Mankiw or by Eugene Silberberg).
Lecture Topics & Tentative Schedule
Requirements
A prior course in economics is not required, but students who have not taken a
microeconomics class should plan to spend some additional time reading an
introductory economics textbook outside of the class and meeting during office hours to
review the core concepts.
Grading
Class Participation: 35%.
Everyone is expected to read the textbook and all journal articles. For each article, one
person will be assigned to write a one-page summary/ critique of the article, which
MUST be posted on Collab by 9 a.m. the day BEFORE class. ALL other class members
MUST post a 2-3 sentence comment/response to the summary by 8 p.m. the day
BEFORE class. Posting summary: Post 1 page summary under the appropriate link on the
Wiki - "Lecture Topics and Tentative
Schedule" page. Select "Edit" to enter text onto the page and select "save" before
exiting the page. Posting comments: Comments should be posted on the one-page
summary page under the link "Comments". Typically 1-2 articles will be assigned for
each lecture.
Suggested steps for reading the articles:
Step 1. Identify any questions you have about the reading
Step 2. Identify key terms and concepts
Step 3. Identify the author's main point(s)
Step 4. Integrate how the article relates to what we've been talking about and provide
examples
Step 5. Apply - why is it important?
91
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Step 6. Evaluate - are you convinced?
Group Project: 5%
In groups of 3-4 people, you will be responsible for researching the health care system
in an assigned country and creating a Wiki page for the country that will be available to
future classes. (Technical instruction will be provided.)
Homework problems: 20%.
There will be 4 problem sets consisting of technical material. Responses MUST include
the steps you took to derive the answers and not just the final answer. They will be
graded.
Literature Review Term Paper & Presentation: 40%
Each student must choose a health economics topic and conduct a literature review.
The literature review summary should be approximately 5-7 pages, double-spaced (no
less than 1 inch margins, 11 inch font). The project will involve selecting the appropriate
scope after a more expansive review, develop a narrative of the literature, and offer a
critique of the body of literature. If you select a similar topic as another student, then I
will expect you both to abide by the honor system and not to discuss your findings or
compare literature. You will then give a 8 minute summary presentation to the class.
Literature Review Topic, 1 page (double spaced) summary of your idea and 5 article
bibliography due Thursday Oct 18.
Course Objectives
This course is intended to introduce students to the field of health economics. The main
objective of this course is to assist students in gaining an understanding of how
economic concepts and tools can be used to examine health care and public health
issues. By the end of the course, students should be able to:
Identify the main components and issues of the organization, financing and delivery of
health services in the US.
Identify the causes of social and behavioral factors that affect health of individuals and
populations.
Identify individual, organizational and community concerns, assets, resources and
deficits for social and behavioral science interventions.
Apply evidence-based principles and the scientific knowledge base to critical evaluation
and decision-making in
public health.
Apply different types of cost concepts to address health services issues.
Describe steps and procedures for the planning, implementation and evaluation of
public health programs, policies and interventions.
Conduct a comprehensive review of the scientific evidence related to a public health
issue, concern or intervention.
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Appendix A: Course Syllabi
Assess the health status of populations and their related determinants of health and
illness.
Generate hypotheses and variables to measure public health conditions.
Conducts a comprehensive review of the economic, political and ethical factors related
to a public health policy.
Analyze and evaluates health information and data relevant to specific public health
policy issues.
Generates and analyzes policy options for public health policies and programs.
Assesses organizational structures, responsibilities, values and relative positions of key
stakeholders, including governmental and nongovernmental organizations, in designing
and evaluating health policy options.
Other information
EconTalk http://www.econtalk.org/ (& on itunes)
Dartmouth Atlas of Health Care http://www.dartmouthatlas.org/
Ackerloff's Market for Lemons example (Adverse Selection)
CPI at the Bureau of Labor Statistics: http://www.bls.gov/CPI/
Find average annual CPI
Rebase from 1981-1984 to 2007: divide by 2007 CPI * 100
Convert 2007 from 100 to 1: divide by 100
Adjust for inflation: divide $3 by 1966 CPI
Result: The value of a 1966 $3 in 2007 dollars; $3 in 1966 can buy the same
amount of goods as $19.20 in 2007.
Articles on Measuring Poverty
http://www.census.gov/hhes/www/poverty/poverty07/pov07fig04.pdf
http://www.census.gov/hhes/www/povmeas/papers/experimental_measures_96_05v8
.pdf
http://www.welfareacademy.org/pubs/poverty/povmeasure.description.pdf
How To Develop A Collab Wiki page discusses how to write in Radeox, the Collab wiki
Collab Wiki Tutorial Example Page 1 shows some rendered text from the How To
Develop A Collab Wiki
Inserting picture or graphic
93
Appendix A: Course Syllabi
PHS 5050 Public Health Law, Ethics, and Policy: Global Perspectives
Ruth Gaare Bernheim
This course will explore the legal structure, legitimacy, design, and implementation of
government policies in different global settings that aim to promote public health and
reduce the social burden of disease and injury. In addition it will provide an introduction
to global public health policy and students will explore the impact of the contextual
factors that influence the global burden of disease, including political, economic,
environmental and cultural aspects of globalization. Students will identify major global
health challenges and assess current global strategies to address a range of challenges
from infectious disease to non-communicable disease and injury, such as The
Framework Convention on Tobacco Control and the International Health Regulations.
Interwoven throughout the course will be an examination of underlying dimensions of
policymaking, including the governance and structure of relevant international
institutions and the ethical underpinnings of policies, such as priority-setting and justice.
Illustrative topics include responses to public health emergencies, mandatory
immunization, screening and reporting of infectious diseases, prevention of obesity and
diabetes, mandatory use of cycling helmets and seat belts, public health genetics, and
restrictions on alcohol and tobacco advertising.
Course Objectives and Competencies: Upon completion, a student should be able to
 Analyze the political, historical, and ethical dimensions of particular public health
challenges, such as tobacco control, infectious disease prevention, and motor
vehicle injury, and the potential legal tools available to public health authorities
to address these issues, such as surveillance, quarantine, and product regulation.
 Describe the legal foundations for public health, including government authority
and the scope of public health activities, as well as the constitutional principles
that protect individual interests and otherwise limit government action.
 Apply basic principles of ethical analysis, including social justice and human
rights principles, to issues of public health practice and policy.
 Examine the roles of power and structural inequality in producing health
disparities, and develop public health strategies responsive to the diverse
cultural values and social conditions of the communities being served.
 Explain methods of ensuring community biopreparedness.
 Demonstrate effective written and oral skills for communication for public health
practice and policy.
Student Obligations and Evaluation
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Appendix A: Course Syllabi



Faithful class attendance and participation (required or excused before class with
extra work); completion of class assignments; and class quizzes (1/3 of grade)
Class project/presentation and individual paper (1/3 of grade)
A final examination (1/3 of grade)
Readings: Will be made available on Collab or distributed by email or in class.
Select Readings
Global Health and Human Rights: Legal and Philosophical Perspectives, Volume 1 of Routledge
Research in Human Rights Series, Edited by John Harrington, Maria Stuttaford
Global Health and Global Health Ethics, edited by Solomon Benatar, Gillian Brock
Global Health Governance, by Jeremy Youde
The framework convention on tobacco control: the politics of global health governance, J Collin,
K Lee, K Bissell - Third World Quarterly, 2002 - Taylor & Francis
Global Health Governance at a Crossroads. Global Health Governance, 3(2) Nora NG and Jennifer
Prah (2011)
Globalisation and the prevention and control of non-communicable disease: the neglected
chronic diseases of adults R Beaglehole, D YachTHE LANCET • Vol 362 • September 13, 2003
Frenk, J., Gómez-Dantés, O., Chacón, F. (2010). “Global Health in Transition.” In Parker, R.,
Sommer, M., eds. Routledge Handbook of Global Public Health. New York: Routledge.
Weiss, T. G. (2000). Governance, Good Governance and Global Governance: Conceptual and
Actual Challenges. Third World Quarterly, 21(5), 795-814.
Sridhar, D., & Woods, N. (2010). Are there Simple Conclusions on how to Channel Health
Funding? Lancet, 375(9723), 1326-1328. doi:10.1016/S0140-6736(10)60486-2
Kamradt-Scott, Adam, and Lee, Kelley. (2011) “The 2011 Pandemic Influenza Preparedness
Framework: Global Health Secured or a Missed Opportunity?” Political Studies 59: 831-47
________________________________
Public Health in Action: Legal, Ethical and Policy Dimensions
Part I: Landscape and Context of Law and Ethics in Public Health
95
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8/28 – 9/4
9/11
9/18
9/25
10/2
10/9
Introduction: History of Law in Public Health
Police Powers in Public Health Emergencies (Protection)
Public Health and Behavioral Interventions (Prevention and Paternalism)
Social Determinants of Health (Health Promotion in Communities)
Political and Ethical Dimensions of Research: Lead as Case Study
Government Duty and Role in Protecting Health and Morality
Fall Break
Part II: Public Health Tools and Strategies
10/16
10/23
10/30
11/6
11/13
11/20
11/27
12/4
Surveillance
Case Finding
Immunization
Personal Control Measures
Health Promotion
Environmental Health
Thanksgiving Recess – No Class
Final Exam; Papers Due
96
Appendix A: Course Syllabi
University of Virginia
School of Medicine
Department of Public Health Sciences
Introduction to Health Research Methods
PHS 3130
Spring 2014
Tues & Thurs 9:30 – 10:45
Dept of Public Health Sciences
Multistory Building, Suite 3181
Classroom A
Instructors:
Aaron Pannone, PhD
924-9032
[email protected]
West Complex Room 3181
Office Hours: by appointment
97
Appendix A: Course Syllabi
Course Description:
Much of what we know about human health and health-related behavior is based on
research. This course introduces students to the tools to interpret and critique health
research and involves students in the research process from start to finish, including
formulating a research question; conducting a background literature review; choosing a
study design; assuring data quality; analyzing data; and interpreting and presenting the
results.
Educational Competencies:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Understand the purposes of health-related research;
Delineate each step involved in the process of quantitative health research;
Describe the strengths and limitations of different types of health research;
Accurately interpret examples of published findings in health research;
Practice each step of the process of health research, using research science
instruments and methodologies to analyze and interpret data;
Use SPSS to manage and analyze data;
Demonstrate effective written and oral skills for communicating the findings of
health research;
Appreciate the need for respectful community engagement in conducting health
research; and
Employ ethical principles in the collection, maintenance, use and dissemination
of data and information.
Required Materials:
AUTHOR: Jacobsen, Kathryn H.
TITLE: Introduction to Health Research Methods
PUBLISHER: Jones & Bartlett Learning
ISBN #: 13:978-0-7637-8334-1
DATE/EDITION: 1st edition, 2012
Other assigned readings will be posted on Collab.
Small Groups:
Students will be assigned to small groups for in-class discussions and work sessions. For
Module 1, small groups will discuss example research articles. For Modules 2 and 3,
small groups will workshop the sections of one another’s individual research papers.
Students will complete an evaluation of their own and their group members’
participation in the small group activities.
98
Appendix A: Course Syllabi
Research Papers:
Two research papers are required for this course. In Module 2, each person will write a
research paper addressing the same research question with assigned data. In Module 3,
each student will write an individual research paper with variables selected by the
student from an assigned dataset.
These papers should reflect the research skills developed in the course and utilize data
from The National Health and Nutrition Examination Survey. Analysis will be conducted
using SPSS. The papers should include the following sections: Introduction, Methods,
Results, Discussion, and References. The specific components of each section will be
discussed in class. Papers should be 8 - 10 pages (excluding references and appendixes),
double-spaced, in 11-point font, and follow APA 6th or AMA 10th manual guidelines.
Grading:
Students are expected to come to class having completed readings and prepared to
participate in discussions and activities. Late assignments will not be accepted without
prior permission; absence from class must be excused in advance.
Class attendance & participation: 20%
Quizzes (4): 25%
Module 2 Research Paper: 25%
Module 3 Research Paper and Presentation: 30%
Quizzes:
You may take the quiz on Collab at any time between 5PM Sunday and 9:30 Tuesday on
the day it is due. There is a 2.5 point penalty if the quiz is taken within the first 24 hours
late. There is an additional 2.5 point penalty if taken within the second 24 hours late.
No quizzes will be accepted by class time on Thursday.
Grading Scale:
A+ 97 - 100
A 93 - 96
A- 90 - 92
B+ 87 - 89
B 83 - 86
B- 80 - 82
C+ 77 - 79
C 73 - 76
C- 70 - 72
D 60 - 69
F < 60
Honor Code:
Students are expected to be familiar with and abide by the University of Virginia Honor
Code. For more information regarding the Honor System, please consult the Honor
Committee website at: www.virginia.edu/honor.
Please note: cell phones should be turned off or on silent during class.
99
Appendix A: Course Syllabi
Course Schedule
Date
Topic
Format
14-Jan
Introduction &
Purpose of Health
Research
Lecture
(Pannone)
Readings
Due that Day
Assignments
Due
Module 1:
Interpreting Studies
16-Jan
Types of Health
Research
Brief lecture
& sm grps
(Pannone)
Jacobsen ch. 1; and Readings
on Collab
21-Jan
Selecting a Topic,
Reviewing the
Literature, & Focusing
the Research Question
Brief lecture
& sm grps
(Pannone)
Jacobsen ch. 2-4; and
Readings on Collab
Small group
discussion
Lakshman et al., 2012; IOM
Report
23-Jan
28-Jan
Study Designs I
Lecture
(Pannone)
Jacobsen ch. 6-10;
Readings on Collab
30-Jan
Study Designs II
Lecture
(Pannone)
Jacobsen ch. 11-14;
Readings on Collab
4-Feb
Translational Research
in Practice
Lecture
Guest
Speaker: Dr.
Laurie
Archbald
Readings on Collab
6-Feb
Populations & Samples
Small group
discussion
Jacobsen ch. 16-17
11-Feb
Data Collection
Lecture
(Pannone)
Jacobsen ch.s 18-20
Small group
discussion
Readings on Collab
13-Feb
100
Collab Quiz
(due 9:30 am,
Tue, 4-Feb)
Appendix A: Course Syllabi
Date
Topic
Format
Readings
Due that Day
Assignments
Due
18-Feb
Community Needs
Assessment &
Collaboration
Guest spkr:
Dr. Wendy
Novicoff
Butterfoss ch. 11; and
Readings on Collab
20-Feb
Secondary & Tertiary
Studies
Lecture
& sm grps
(Pannone)
Jacobsen ch.s 23, 24; Ogden
et al., 2012;
Collab Quiz
(due 9:30 am,
Tue, 25-Feb)
Module 2:
Conducting a Study
25-Feb
Community Research
& Evaluation
Lecture
(Pannone)
Readings on Collab
27-Feb
Good Writing
Lecture
(Pannone)
Readings on Collab
4-Mar
Background &
Significance
Small group
work session
Readings on Collab
Mod 2 paper search results
6-Mar
Ethics & IRB
Lecture
(Pannone)
Jacobsen ch.s 21-22
Mod 2 paperBackground &
Significance; IRB
Training
11-Mar
Spring break
- No class -
---
---
13-Mar
Spring break
- No class -
---
---
18-Mar
Data Analysis & SPSS Descriptive
Lecture
(Pannone)
Jacobsen ch. 25 - 28; What
and Why of Statistics ch. 1
Small group
work session
Readings on Collab
Collab Quiz
(due 9:30 am,
Tue, 25-Mar)
Lecture
(Pannone)
Readings on Collab
Mod 2 paperMethods &
Descriptive Results
Small group
work session
Readings on Collab
20-Mar
25-Mar
27-Mar
Data Analysis & SPSS Comparative
101
Appendix A: Course Syllabi
Date
Topic
Format
Readings
Due that Day
Assignments
Due
1-Apr
Searching Strategies
Guest
Lecturer:
Kelly Near
Readings on Collab
Mod 2 paperComparative Results
3-Apr
Reporting Findings
Short
Lecture and
Small group
Jacobsen ch.s 29-32; Readings
on Collab
Collab Quiz
(due 9:30 am,
Tue, 8-Apr)
Module 3: Conducting
Your Own Study
8-Apr
WORKSHOP:
Research Question
Small group
work session
Jacobsen review as needed
10-Apr
WORKSHOP:
Introduction
Small group
work session
Jacobsen review as needed
15-Apr
WORKSHOP: Methods
Small group
work session
Jacobsen review as needed
17-Apr
WORKSHOP: Results
Small group
work session
Jacobsen review as needed
22-Apr
WORKSHOP:
Discussion
Small group
work session
Jacobsen review as needed
24-Apr
WORKSHOP:
Posters
Small group
work session
Jacobsen ch. 33;
Readings on Collab
29-Apr
Poster Presentations
Final
Exam
Time
---
Module 2 paper complete
Final Posters
---
---
102
Module 3 Paper Due
Appendix A: Course Syllabi
4 = Highly
Competent
3
2
Approach the
study of the
topic from a
public health
point of view
1 = Not
Competent
Weight Score
Approach to the Approach to the Approach to
Approach to the
20.0%
study of the topic study of the topic the study of
study of the topic
reflects significant reflects adequate the topic
reflects little or no
knowledge of the knowledge of the reflects some knowledge of the
literature and
literature and
knowledge of literature and
research
research
the literature research
Form a
Research
question
Research
question
Research
Research
question
methodologies methodologies
and research
methodologies
research
is
specific,
clear,
is
acceptable.
question
is
is
posed
with
within public
within public
methodologies within public so
question
original,
Literature
little
clarity as to
health. and
health. or data posed
within with
public
health.
20.0%
based upon thoughtful, with are relevant.
little
clarity.
be
confusing,
or it
health.
the relevant the potential to
The most
is absent. Cited
literature and contribute to
appropriate
literature or data
Conduct
a
The
reader is
study
The
is
data.
knowledge
in the The study is logical, The
sources
ofis
lack study
relevance,
that
related
to
the
somewhat
logical study. convinced
unclear,
illogical,
field. Literature or
literature or
quality, and
this
study
is
research
question,
related
to
the
irrelevant
data are relevant
data are
depth. to the
important.
supported
by
research
research question, 20.0%
and convincing.
missing.
Analysis is
argument and
question, and or unsupported by
sophisticated.
evidence. Analysis includes limited argument or
Conclusions are is correct.
support by
evidence.
Communicate Writing is free of Writing has very Writing
Writing contains
compelling.
argument
and
Conclusions are
Analysis is flawed
clearly and
grammatical,
limited
contains
significant
evidence.
appropriate.
and conclusions
effectively.
syntax and
grammatical,
grammatical,
grammatical,
Analysis is
are incorrect.
typographical
syntax and
syntax, and
syntax, and
20.0%
descriptive and
errors, and is well typographical
typographical typographical
conclusions are
organized. Word errors, and is
errors.
errors and is
minimal.
choice and tone mostly well
Organization of poorly organized.
enhance
organized.
study is
Errors significantly
Defend the
Presenterthe
Presenter makes a the
Presenter
Presentation
is
discussion of
the thorough and clear makes
flawed.an
impair the
study to a
thoroughly
and
disorganized.
research.
reader’s speaks
critical
clearly presents presentation of the organized
Presenter
understanding
audience.
the research,
presentation of poorly
or simplyof
research, and
20.0%
the study.
speaks well, and speaks well.
the research. reads
from aWord
text,
choice
engages the
Presenter
fails
to and tone
Presenter
are poor.
audience.
inadequately communicate
key
addresses
Presenter
responds
to
points,
does
not
questions or
responds
questions or engage the
feedback.
confidently and
feedback.
audience or does
thoroughly to
not respond to
questions or
questions or
feedback,
feedback.
enhancing the
audience’s
understanding of
the research.
103
Appendix A: Course Syllabi
University of Virginia
School of Medicine
Department of Public Health Sciences
Dr. J.W. Richardson
Associate Professor
Office: (434) 924-8784
Email: [email protected]
Spring Semester 2013
Course Meeting: Fridays 12:00 AM – 2:30 PM
West Complex: Classroom A
Office Hours:
Wednesday 12:00 - 2:00
Other times are available upon request
Qualitative Methods in Community and Global Health
PHS 5015
This course advances methodological and cultural competency in the design and
implementation of community health qualitative research investigations. Special modules on
qualitative research in international settings are integrated into the classes. Coursework
provides opportunities to practice specific methodologies such as surveys, interviews, focus
groups, case studies, and historiographies in accordance with standards of rigor (e.g., reliability,
generalizability, validity).
Required Texts:
Green & Thorogood (2009). Qualitative Methods for Health Research. Second Edition. Sage
Publications Inc. London. ISBN: 978-1-84787-074-2.
Minkler & Wallerstein (2008) Community-Based Participatory Research for Health” From
Process to Outcomes. Jossey-Bass: San Francisco ISBN #10: 0-4702-6043-2
Recommended:
Ulin, Robinson, Tolley (2005). Qualitative Methods in Public Health: A Field Guide for Applied
Research (2005) Jossey-Bass: San Francisco ISBN # 0-7879-7634-2
Additional readings are available online through Collab.
Competencies
J. 10.
Appreciate the importance of working collaboratively with diverse communities and
constituencies (e.g. researchers, practitioners, agencies and organizations).
104
Appendix A: Course Syllabi
K. 7.
Differentiate between qualitative and quantitative evaluation methods in relation to their
strengths, limitations, and appropriate uses, and emphases on reliability and validity.
Assignments:
No late assignments will be accepted.
Class Assignments and Participation:
During the semester, assignments are designed to enhance students' understanding, analytical,
and practical research skills. To maximize the development of said proficiencies, students are
expected to come to class with completed assignments and prepared to critique assigned
readings.
Methodology Assignments
Interviewing: Select two persons to interview and a research question relevant to your
interests to explore. Interview participant 1 by asking their thoughts about your topical interest
and allow the exchange to continue for 5-10 minutes. Record(tape or digital and in written
form) as much of the dialogue as possible and at its conclusion, journal what was difficult,
unexpected, and informative about the process. In advance of the interview with Participant 2,
prepare six questions, three of which should be close-ended (yes or no responses) and three
that are open ended each designed to identify their thoughts about the same topic as
Participant 1. Record (tape or digital and in written form) as much of the dialogue as possible
and at its conclusion, journal what was difficult, unexpected, and informative about the
process. Bring these documents to class and be prepared to share your experiences with the
class.
Focus Groups: Select three to four persons to interview simultaneously and a research question
to explore. In advance of the interview, prepare 10 questions, five of which should be closeended (yes or no responses) and five that are open ended. [They can be the same questions you
used for your interview exercise]. Record as much of the dialogue as possible and at its
conclusion, journal how you identified participants, what was difficult, unexpected, and
informative about the process. Bring your documents to class and be prepared to share your
experiences with the class.
105
Appendix A: Course Syllabi
International Partnerships: Craft an interview protocol associated with your research interests
in a country other than your native origin. Include a synopsis of the community you wish to
engage to include topography, weather, gender, race, class and religious diversity and
interpersonal dynamics. Finally, articulate the strategies you think would be most effective
establishing the relationships needed to facilitate the proposed interview.
Mid-semester:
The midterm submission will consist of a synthesis of at least twelve peer-reviewed articles (at
least two outside the discipline of health) containing qualitative methodologies applied to the
topical interest of the student. The paper will be submitted electronically on or before March
8th. Font should be no smaller than 12, the document should be double-spaced, be paginated,
and demonstrate proficiency in either APA or AMA citation format. Further details will be
provided in class.
Final Project:
In consultation with the professor, the final project is a qualitative research plan using all the
appropriate IRB forms and attachments as well as a class presentation. The design will include
a research question; theoretical or conceptual framework; rationale for the selected
methodological approach; plan for soliciting participants; and, forms to obtain participant consent
and for collecting data;. Though the assignment does not require the student to implement the
research plan the proposed study will adhere to IRB guidelines. Font should be no smaller than 12,
the document should be double-spaced, be paginated,1” margins and demonstrate proficiency
in either APA or AMA citation format. Further details will be provided in class.
During class all cell phones and pages should be turned off or on silent
Grading:
Letter grades will be calculated as follows:
Class Participation and Weekly Assignments: 30%
Midterm: 30%
Final: 40%
Course Schedule
Date
Topic
1/18
Introduction to Qualitative
Research
1/25
2/01
CAREER FAIR - Richmond
The Role of the Researcher,
Research Questions and
Theoretical Frameworks
Readings
Green & Thorogood Chapter
1
Morse (2010)
Assignments
CITI Training
(http://www.virginia.edu/vpr/irb/ )
(Either SBS or HSR)
See Collab
Green & Thorogood Chapter
2,
Watt (2007), WoodsGiscombe (2010)
106
Submit topical focus for the
semester with a guiding research
question(s)
Appendix A: Course Syllabi
2/8
2/15
2/22
3/01
Ethical Considerations in
Qualitative Research
Interviews
Focus Groups
The Relevance of Cultural
Competence
Research in an International
Context
Community-based Participatory
Research
3/08/11
3/15
Green & Thorogood Chapter
4
Morris & Chen (2009),
Matthews & Cramer (2008),
Seale et al (2010),
Henderson et al (2008)
Green & Thorogood Chapter
5
Singh (2008), Daley et al
(2010), Morgan & Bottorff
(2010), Severance & Zinnah
(2009)
Minkler & Wallerstein
Chapter 5,
Olavarria et al (2009), Ponic
& Frisby (2010), Ishikawa et
al (2010), Goode & Bronheim
(2006) [pp vii-19]
Minkler & Wallerstein
Chapters 3,4
Blignault et al (2009), ModieMoroka (2009), Cooper &
Yarbrough (2006), Ledderer
(2011)
Interview assignment due (see
above)
Focus Group assignment due (see
above)
Bring to class the transcription of
one interview or the focus group.
Midterm Due
Spring Break
CBPR II – Asset Based
Community Approach
3/22
03/29
Green & Thorogood Chapter
3
Grady et al (1996),
Ramacharan (2006), Walsh
et al (2008)
Richards & Schwartz (2002)
Case Studies, Surveys,
Photovoice and more
4/05
Designing a Study
4/12
Designing a Study II
Minkler & Wallerstein
Chapter 9, Kreiger (2009),
Gillis (2004), Christopher et
al (2008), Cashman et al
(2008)
Minkler & Wallerstein
Chapter11, Hergenrather et
al (2008), Ambrose & Short
(2009), Healey-Ogden &
Austin (2011), Cherkas et al
(2011)
Green & Thorogood Chapter
7
Murdoch et al (2010),
Rugkasa & Cavin (2010),
Jankovic et al (2010), Shah et
al (2010)
Minkler & Wallerstein
Chapter 15
107
International research context
assignment due
Bring to class a photo that
depicts public health.
Draft Study Design due
Appendix A: Course Syllabi
4/19
Data Analysis
4/26
Final Presentations
Onwuegbuzie & Leech
(2007), Woodgate & Leach
(2010), Maibach et al (2008),
Nettle (2011)
Green & Thorogood Chapter
8
Kreiger et al (2009), Cohen &
Crabtree (2008), Shilling et al
(2011), Cotter et al (2009)
Final paper due
Honor Policy:
I trust every student in this course to fully comply with all of the provisions of the UVa Honor
System. By enrolling in this course, you have agreed to abide by and uphold the Honor System
of the University of Virginia, as well as the following policies specific to this course.
All graded assignments must be pledged



When given permission to collaborate with others, do not copy answers from another
student
Always cite any resources or individuals you consult to complete an assignment
All suspected violations will be forwarded to the Honor Committee and at my discretion,
you may receive an immediate zero on that assignment regardless of any action taken
by the Honor Committee
Please let me know if you have any questions regarding the course honor policy.
If you believe you may have committed an Honor Offense, you may wish to file a Conscientious
Retraction (“CR”) by calling the Honor Offices at (434) 924-7602. For your retraction to be
considered valid, it must, among other things, be filed with the Honor Committee before you
are aware that the Act in question has come under suspicion by anyone. More information can
be found at www.virginia.edu/honor.
Your College Honor representatives are Stephen Nash (san2gp), Lindsey Tumperi (lmt4yk), Mary
Kidd (mek7au), Anne Russell Gregory (aog4z), and Justin Pierce (jcp3cn).
108
Appendix A: Course Syllabi
Global Studies: Fourth Year Capstone Seminar
PHS XXXX
Global Public Health: Capstone Seminar
Instructor: Ruth Gaare Bernheim JD, MPH
In this course students bring together what they have learned in the Global Public Health
program, applying it in a supervised research project. Global Public Health track majors will
complete a 25-page research paper, which has been planned as the culmination of the major.
In the first weeks we will cover some general analytic methods and research issues in global
public health. Students will have assigned readings for in-depth analysis of one or two assigned
topics as well, such as Global Efforts on Tobacco Control or Food Security. In addition, each
student will lead the class in a discussion of a few article- or chapter-length readings central to
that student’s research project. In this way, the entire class will learn something about a
variety of research topics and real-world issues, and each student will have the opportunity to
be the “expert” and lead the seminar discussion.
Assignments and grading:
Leading class discussion, 15 percent
Participation and attendance, 15 percent
Research paper, 70 percent
First draft of paper due April 1 [optional, non-graded; but if you want feedback, I will need to
see your draft by this date]
Final draft of paper due May 1
Text
Merson M, et al. Global Health: Disease, Programs, Systems, Policies, 3rd Ed., (2012) Jones &
Bartlett
Syllabus for the first 5 weeks
Weeks 1 and 2: The Economics of Global Public Health: Emerging Trends and Issues
Reading: Clements B, Coady D, and Cupta S (2012) the Economics of Public Health Care
Reform in Advanced and Emerging Economies,
International Monetary Fund
109
Appendix A: Course Syllabi
Week 3: Culture, Behavior and Health
Reading: Global Health text, Chapter 2
Week 4: Evaluation of Large Scale Health Programs
Reading: Global Public Health text, Chapter 16
Week 5: Cooperation in Global Health
Reading: Global Health text, Chapter 17
Week 6-13: Student-led course presentations
110
Appendix A: Course Syllabi
Global Studies Foundation Course
Global Studies 3XXX: Global Issues of Security and Justice
[This notional syllabus is meant only to illustrate the scope of the planned course and suggest
the topics that will engage students in this track. A final syllabus with more detailed course
requirements will be developed by Pete Furia, who will be teaching the class in 2014-15.]
Course Description
This course is an introduction to the study of issues of security and justice that present
themselves in a global context. The usual approach to this subject has focused on international
security and the causes of interstate wars. That material remains relevant.
Yet this course, and the track it introduces, adds – and emphasizes -- two additional
frameworks.
-First, the principal form of global conflict in the 21st century is transnational. The
conflict may originate inside one nation-state, though many cross borders almost from the
start. But the conflicts tend frequently to spill over national borders to engage a whole region,
and often outside interveners, while never really becoming an interstate conflict of the oncefamiliar kind.
-Second, these conflicts usually involve arguments about justice. Some of these
are clashes about public order: such as transnational political violence and terrorism,
transnational criminal networks for narcotics or human trafficking, transnational networks for
piracy and smuggling, and more. Some of these are clashes about distributive or social justice:
resources, money, authority – including cultural and religious authority. And often both kinds
of clashes blend together. To outsiders, issues of global justice and duty may also be important.
Because justice issues are so central, problems in the local and transnational administration of
justice, including policing, are often as or more important than the older and more questions
surrounding military instruments and institutions.
In such twilight wars, institutions for security and justice are more varied than ever before.
Police and intelligence agencies may be in the foreground along with the military. Judicial
efforts or other novel conflict resolution forms may run alongside more traditional tools of
diplomacy and political arbitration.
Requirements
The course will include two midterm exams and a final. There will also be three short research
papers (about 5 pages long) on particular security topics, drawing upon the readings.
Sources of Disorder
111
Appendix A: Course Syllabi
Week 1
----
Overviews
Robert Kaplan, The Coming Anarchy (2000), chap. 1
Steven Pinker, The Better Angels of Our Nature (2011), excerpts
Kenneth Waltz, Man, the State, and War (1959), chap. 1
Week 2
Individuals
-Margaret Mead, "Warfare Is Only an Invention – Not a Biological Necessity" (1968)
-Stuart Kaufman, "Symbolic Politics or Rational Choice: Testing Theories of Extreme
Ethnic Violence" (2006)
-David Keen, "'Since I am a Dog, Beware My Fangs,': Beyond a 'Rational Violence'
Framework in the Sierra Leonean War," (2002)
-9/11 Commission Report (2004), excerpts on backgrounds of the attackers
Week 3
Communal Frameworks
-Barry Posen, "The Security Dilemma and Ethnic Conflict" (1993)
-James Fearon & David Laitin, "Ethnicity, Insurgency, and Civil War" (2003)
-Monica Duffy Toft, "Indivisible Territory, Geographic Concentration, and Ethnic War"
(2002/03)
-Stahis Kalyvas, "Wanton and Senseless? The Logic of Massacres in Algeria" (1999)
-Jeffrey Herbst, "The Creation and Maintenance of National Boundaries in Africa" (1989)
or alternative essays on the Near East, South/Central Asia, Latin America, etc.
Week 4
Political Frameworks
-Paul Collier, "Doing Well Out of War" (2000) or excerpt from The Bottom Billion
-Essay on breakdown of administration of justice in parts of Mexico, Central America,
and Andean countries of South America
-Essay on geopolitical rivalries in East Asia
Week 5
Institutions
-Thomas Hegghammer, "The Rise of the Macro-Nationalists" (2011) and "Should I Stay or
Should I Go? Explaining Variation in Western Jihadists' Choice Between Domestic and Foreign
Fighting" (2013)
-Essays on role of military and justice institutions as a source of conflict and instability
-Sarah Kenyon Lischer, "Collateral Damage: Humanitarian Assistance as a Cause of
Conflict" (2003)
Week 6
Global Circumstances
112
Appendix A: Course Syllabi
-Richard Matthew, Jon Barnett, Bryan McDonald & Karen O'Brien, eds., Global
Environmental Change and Human Security (2010), excerpts
-National Intelligence Council, Global Trends 2030
-Valerie Hudson & Andrea Den Boer, "A Surplus of Men, A Deficit of Peace: Security and
Sex Ratio in Asia's Largest States" (2002)
-Excerpts from IISS publications on the political-military standoff in the Persian Gulf and
East Asia
-Phil Williams, "Transnational Criminal Organizations and International Security" (1994)
Sources of Order
Week 7
Structures of order: the transnational and the local
-Stephen Krasner, "Power politics, institutions, and transnational relations" (1995)
-Mary Kaldor, "The Idea of Global Civil Society" (2003)
-John Rawls, Law of Peoples (1999), excerpts
-Allen Buchanan, "The Law of Peoples: Rules for a Vanished Westphalian World" (2000)
-Saskia Sassen, "Cracked Casings: Notes towards an Analytics for Studying Transnational
Processes" (1999)
-Emilie Hafner-Burton & Kiyoteru Tsutsui, "Human Rights in a Globalizing World: The
Paradox of Empty Promises" (2005)
-Frederick Schauer, "The Politics and Incentives of Legal Transplantation," (2000)
Week 8
-------
Relativism and Realism
Simon Caney, Justice Beyond Borders (2005), chaps. 2 - 5
Stephen Krasner, Sovereignty: Organized Hypocrisy (1999), chap. 1
Charles Beitz, "Cosmopolitanism and Global Justice" (2005)
David Miller, On Nationality (1995), excerpts
Amartya Sen, Development as Freedom (1999), excerpts
Bob Gates, Duty (2014), excerpts on US policy toward Iraq and Afghanistan
Week 9
Intervention
-Michael Barnett, Eyewitness to a Genocide: The United Nations and Rwanda (2002)
-Alan Kuperman, "Suicidal Rebellions and the Moral Hazard of Humanitarian
Intervention" (2005)
-Ali Allawi, The Occupation of Iraq (2008), excerpts
-Rory Stewart & Gerald Knaus, Can Intervention Work? (2011)
Week 10
--
Instruments of Peace and Violence I
G.R. Berridge, Diplomacy: Theory and Practice (4th ed., 2010), excerpts
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-Philip Zelikow, "Foreign Policy Engineering: From Theory to Practice and Back Again"
(1994)
-William Quandt, Peace Process, excerpts on Camp David agreement
-Philip Zelikow & Condoleezza Rice, Germany Unified and Europe Transformed: A Study in
Statecraft (1995), excerpts
-Richard Holbrooke, To End a War (1998), excerpts
-Case study: Sierra Leone, or Colombia, or Somalia (recent AU phase), or Mali, or Libya
Week 11
Instruments of Peace and Violence II
-Ernest May & Philip Zelikow, The Kennedy Tapes: Inside the White House During the
Cuban Missile Crisis (2001), excerpts
-Geoffrey Shaw, "Policemen versus Soldiers, the Debate Leading to MAAG Objections
and Washington Rejections of the Core of the British Counter-Insurgency Advice" (2001)
-9/11 Commission Report (2004), excerpts on intelligence and covert action
-David Finkel, The Good Soldiers (2009), excerpts
-Mark Mazzetti, The Way of the Knife (2013), excerpts
-Philip Zelikow, "Defense Entropy and Future Readiness, Fast and Slow" (2014)
Putting It All Together
Week 12
China Seas; Iran
Week 13
Syria; Afghanistan
Week 14
Congo; Mexico
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Global Studies: Fourth Year Capstone Seminar
Global Studies 4XXX Global Security and Justice: Capstone Seminar
[This syllabus is only illustrative as an extended course description. The course will be finalized
by Pete Furia, who plans to offer it in 2015-16.]
This is a course in which students bring together what they have learned in the Global Studies
program, applying it in a supervised research project. All students will complete a 25-page
research paper, which will also satisfy the University's current 'second writing requirement.'
The grade will be based on class participation, quality of student leadership for the discussion of
'their' topic, and the paper.
In the first weeks we will cover some general analytic methods and research issues. In the last
ten weeks the class will be divided up into three segments apiece. Each of these segments will
be led by a student who will lead a class discussion on the problem that student is currently
studying. That student will also select readings (a chapter or article) to be assigned on their
segment.
In this way, the entire class will learn something about a variety of research topics and realworld issues, and each student will have a turn as the “expert” who is teaching us.
Assignments and grading:
Leading one day of class, 10 percent
Participation and attendance, 15 percent
Research paper, 75 percent
First draft of paper due April 1 [optional, non-graded; but if you want feedback, I will need to
see your draft by this date]
Final draft of paper due May 1
Required readings (for first four weeks of class)
Week One:
Causes … Pathways … Choice Points
"Secession A: Foreign Reports" and "Secession Supplement," Harvard Kennedy School Case
Studies C14-82-435.0 and C14-82-435.4, then
"Secession B: Fort Sumter, A Southern View" and Secession C: Fort Sumter, the Near Fiasco,"
Harvard Kennedy School Case Studies C14-82-436 & C14-82-437
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Week Two:
Causes … Pathways … Choice Points (continued)
Christopher Clark, The Sleepwalkers (2013) or
Frederik Logevall, Embers of War (2013)
Week Three: Analytical Methods
Ernest May, "The Nature of Foreign Policy: The Calculated versus the Axiomatic," [Daedalus
1962], in Akira Iriye, ed., Rethinking International Relations (1998)
Philip Zelikow, "Foreign Policy Engineering: From Theory to Practice and Back Again,"
International Security (1994)
Week Four: On the Spot
Joseph Conrad, Lord Jim (1900)
Sarah Chayes, The Punishment of Virtue (2007)
Remaining assignments in Weeks Five through Fourteen to be supplied by the studentleaders.
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GLOBAL SUSTAINABILITY
[Currently cross listed as ARCH 2150 / COMM 3880 / ENGR 2595 / ETP 2020]
University of Virginia / Spring 2015 / Tuesday + Thursday 11:00 – 12:15
Instructor: Prof. Phoebe Crisman, 414 Campbell Hall / [email protected]
Course website: http://www.arch.virginia.edu/globalsustainability
Course Description: The search for new social, spatial and technological systems that do not
require undue and increasing amounts of finite resources is known as "sustainability." Over the
past 50 years, Earth’s human population has doubled, to 7 billion people, and is projected to
increase to 9 billion by 2050. When multiplied by a growing per-capita rate of consumption, the
resulting effect is an accelerated depletion of natural resources, loss of natural capital,
worldwide water and energy shortages, pressure on global food supplies, loss of precious
biodiversity, increasing global health challenges and social upheaval. These issues threatening
human well-being and the Earth's ecosystems. This integrated and interdisciplinary course
prepares students to understand, innovate and lead efforts to confront these issues. It provides
foundational knowledge on the multifaceted aspects of both problems and solutions, and
challenges participants to deepen their understanding of global sustainability issues by working
collaboratively on a real-world, sustainability project. The course is the required foundation for
the Global Environments and Sustainability track of the Global Studies major and the Global
Sustainability minor. Global Sustainability has been designated a Jefferson Public Citizens (JPC)
Public Issue Course as well. The JPC program inspires students to be engaged citizens through
active community partnerships, research service projects, and scholarly reflection. It
encourages and prepares students to connect their academic experiences with local, national
and international communities to effect positive change in the world by addressing major social
issues of our time.
Think Global / Act Local Project: Each workshop section will collaborate with a community
partner on a local sustainability challenge. The project is intended to foster critical, creative,
and practical thinking, to develop effective interpersonal and communication skills needed to
move a project towards implementation, and to offer a “hands-on” opportunity for developing
organizational, project management and budgeting skills. Students will become familiar with
the process of proposal writing, effective presentation and defense of proposal ideas, and
assessment of case studies. Topics will include sustainability education, alternative energy,
waste, place design, and food issues. Within each workshop section, teams of approx. 5
students will address different aspects of a larger project and teaching assistants will mentor
the teams throughout the process.
Workshop: Workshop section assignments and locations will be announced during class. Most
Thursdays students will meet with teaching assistants in separate workshop locations. Each
week students are expected to come prepared to discuss and synthesize the readings and
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Tuesday lecture. Teams will give weekly updates on their projects in order to receive feedback
from their peers and teaching assistant.
Learning Goals: After completing this course, participants should have achieved the following
learning objectives. (Fink, Creating Significant Learning Experiences, 2003).
Understand a broad range of resource and environmental constraints on the quality of human
lives (Foundational Knowledge)
Be able to identify a local problem relating to sustainability, identify the key stakeholders and
their roles and needs, articulate a vision to address that problem, develop project objectives,
design a plan to achieve the objectives, and marshal the resources to execute the plan
(Application)
Connect local problems to global challenges, personal experiences, and current practices and
policies (Integration)
Develop a self-image as an effective leader for sustainable change, and understand the
motivations of others in facilitating or resisting change (Human Dimension)
Develop a commitment to bringing about sustainable change (Caring)
Develop resourcefulness and initiative in identifying resources and organizing action (Learning
How to Learn)
Individual Participation: The instructor emphasizes class participation and contribution to the
learning of others. Engagement in workshop discussions is expected and both will determine
your class participation grade. Attendance will be taken in lectures and workshops. In addition
to these more concrete illustrations of your engagement, we encourage you to think of class
participation as your responsibility to add energy and insight to our discussion and to share your
varying perspectives.
Rubric for Assessing Contribution to Classroom Learning
A
Contributes substantially to all classes. Shows good knowledge of readings and relates
them to experiences outside the classroom. Summarizes readings accurately and concisely,
identifies key issues, makes connections to ideas presented earlier, and has thoughtful answers
to questions. A very constructive in class discussions.
B
Consistently present in class. Contributes substantially to most classes and has
something worthwhile to say in all discussions. Shows consistent evidence of having done the
reading and thought about how it relates to the course. Usually has something worthwhile to
say.
C
Sometimes absent. Only contributes occasionally. When called upon, sometimes seems
unprepared.
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When present, inclined to draw energy away from the discussion through apathy or lack of
preparation.
<C
Frequently absent, unprepared, or uncooperative.
Requirements: Components of the course grade and respective weights are as follows
Think Global / Act Local Team Project
40%
Four In class Reading Responses
20%
Four Workshop Assignments (including one fieldtrip)
20%
Class Attendance, Participation, Instructor Evaluation
20%
Honor: We firmly endorse the University's Honor principle that students will not lie, cheat, or
steal. We expect all students to conduct themselves ethically and with respect and compassion
for others. In project reports it is essential that factual information be truthfully and accurately
reported, and that the contributions of others be properly acknowledged. In your interactions
with teammates and community partners it is essential that you be respectful and considerate.
Do not waste their time by missing, being late, or being unprepared for meetings.
Readings: The required course reader is published by Cognella Academic Publishing and
distributed by University Readers, Inc. Order through the University Readers' online store:
https://students.universityreaders.com/store/
Films, online resources and a limited selection of additional readings will supplement each
lecture topic.
Course website: http://www.virginia.edu/globalsustainability
Number of Students Authorized to Enroll: 150
1a.
WHAT IS SUSTAINABILITY + WHY DOES IT MATTER?
Prof. Phoebe Crisman
Schumacher, E.F. 1973. “The Problem of Production,” Small is Beautiful: Economics as if People
Mattered. Reader 1 - 5
Dresner, S. 2002. “Muir to Meadows,” from The Principles of Sustainability. Reader 7 - 12
“Jared Diamond on Why Societies Collapse.” 2003. TED Talks, 18 min.
http://www.ted.com/talks/jared_diamond_on_why_societies_collapse.html
“The Miniature Earth.” Meadows, D. 2001, updated 2010. 3 min.
1b.
STATE OF THE PLANET + HUMANITY
Prof. Phoebe Crisman
Conkin, P. K. 2009. “Population, Consumption, and the Environment,” The State of the Earth:
Environmental Challenges on the Road to 2100. Reader 13 - 21
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Appendix A: Course Syllabi
McKibben, B. 2011. “A New World,” Earth: Making a Life on a Tough New Planet. Reader 23 31
Rosling, H. 2010. Global Population Growth, Box by Box. TED Talks, 10 min.
http://www.ted.com/talks/hans_rosling_on_global_population_growth.html
7 Billion: How Your World Will Change, 3 min. video and other links.
http://ngm.nationalgeographic.com/7-billion
7 Billion Actions http://www.7billionactions.org/ United Nations Population Fund
http://www.unfpa.org/public/
2a.
SYSTEMS THINKING + THE LIMITS TO GROWTH
Prof. Mark White, McIntire School of Commerce
Meadows, D. 2008. “Introduction: The Systems Lens,” Thinking in Systems: A Primer. Reader 33
- 36
Nørgård, J.S., Peet, J. and Ragnarsdóttir, K.V. 2010. “The History of the Limits to Growth,”
Solutions. Reader 37 - 42
Lovelock, J. 2002. The Sacred Balance - Gaia Hypothesis. 4 min.
http://www.youtube.com/watch?v=44yiTg7cOVI
Kumar, S. 2008. Deep Ecology. 2 min. http://www.youtube.com/watch?v=R2gZ6FRhc3w
2b.
COMMUNITY ENGAGEMENT + LEADERSHIP
Prof. Suzanne Moomaw, Department of Urban and Environmental Planning
Boyer, E. 1996. “The Scholarship of Engagement,” Bulletin of the American Academy of Arts &
Sciences. Reader 43 - 58
Wood, M. “From Service to Solidarity: Engaged Education and Democratic Globalization,”
Journal of Higher Education Outreach and Engagement. Reader 59 – 75
Dave Meslin, “The antidote to apathy” 2010 TED Talks, 7 min.
http://www.ted.com/talks/dave_meslin_the_antidote_to_apathy.html
3a.
HOW WE LIVE: HUMAN SETTLEMENT + DWELLING
Prof. Phoebe Crisman
Buchanan, P. 2005. “Green Culture and the Evolution of Architecture,” Ten Shades of Green:
Architecture and the Natural World. Reader 187 - 206
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Appendix A: Course Syllabi
Pew Center on Global Climate Change. 2006. “Building Solutions to Climate Change,” Innovative
Policy Solutions to Global Climate Change: In Brief. Reader 207 - 218
[Clemons Reserve DVD 04261] Blue Vinyl (2002) J. Helfand, http://www.bluevinyl.org/
3b.
Workshop: begin Think Global/Act Local Project
4a.
CONSUMPTION + PERSONAL BEHAVIOR
Prof. James Igoe, Dept. of Anthropology
Farrell, J. 2010. “Making Environmental History," The Nature of College. Reader 255 - 261
Yates, J. 2012. “Abundance on Trial: The Cultural Significance of ‘Sustainability’,” The Hedgehog
Review. Pp. 8-25.
Assadourian, E. 2010. “The Rise and Fall of Consumer Cultures,” 2010 State of the World. Pp. 320 and endnotes.
Menzel, P. Material World: A Global Family Portrait (1995).
http://www.pbs.org/wgbh/nova/worldbalance/material.html
[Clemons Reserve DVD 11342] No Impact Man (2009) L. Gabbert & J. Schein,
http://noimpactproject.org/
[Clemons Reserve DVD 13405] Shop til you drop: the crisis of consumerism (2010) G. Brockhoff
4b.
Workshop: discuss project definitions + meet Community Partners
5a.
WATER
Mr. Brian Richter, Global Freshwater Program Director, The Nature Conservancy
Postel, S. 2010. “Water: Adapting to a New Normal,” The Post Carbon Reader. Reader 107 - 116
Feuer, A. “Protecting the City, Before Next Time,” New York Times, Nov. 3, 2012.
[Clemons Reserve DVD 09712] Flow: For Love of Water (2008) I. Salina
[Clemons Reserve DVD 12462] Blue Gold: World Water Wars (2008) S. Bozzo,
http://www.bluegold-worldwaterwars.com/
5b. Workshop
6a.
ENERGY
Prof. Andres Clarens, School of Engineering
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Appendix A: Course Syllabi
Sioshansi, F. 2011. “Why Do We Use So Much Energy, and What For?,” Energy Sustainability
and the Environment: Technology, Incentives, Behavior. Reader 117 - 144
Lovins, A. 2010. “Reinventing Fire,” Rocky Mountain Institute, 6 min.
http://www.rmi.org/rmi/ReinventingFire
Brand, S. and Jacobson, M. 2010. “Debate: Does the world need nuclear energy?” TED Talks, 23
min. http://www.ted.com/talks/lang/eng/debate_does_the_world_need_nuclear_energy.html
[Clemons Reserve DVD 14638] Coal Country (2009) M. Evans and P. Geller,
http://www.coalcountrythemovie.com/
[Clemons Reserve DVD 12607] Fuel (2010) J. Tickell, http://www.thefuelfilm.com/
[Clemons Reserve DVD 10883] Kilowatt Ours: a Plan to Re-energize America (2008) J. Barrie,
http://www.kilowattours.org/
6b. Workshop: discuss precedent analysis + process plan
7a.
FOOD
Prof. Tanya Denckla Cobb, Associate Director, Institute for Environmental Negotiation
Lappe, A. 2011. “The Climate Crisis on our Plates,” 2011 State of the World: Innovations that
Nourish the Planet. Reader 145 -149
Berry, W. 1990. “The Pleasures of Eating: What City People Can Do,” What Are People For?
Reader 151 - 154
Steel, C. 2009. “How Food Shapes our Cities, TED Talks, 15 min.
http://www.ted.com/talks/lang/eng/carolyn_steel_how_food_shapes_our_cities.html
7b.
Workshop
8a.
HUMAN HEALTH
Dr. Rebecca Dillingham, Director, UVa Center for Global Health, Dept. of Infectious Diseases &
Intl Health
Parker, C. & Schwartz, B. 2010. “Human Health and Well-Being in an Era of Energy Scarcity and
Climate Change,”
The Post Carbon Reader. Reader 155 - 169
8b.
Workshop
9a.
Spring Break: no class
9b.
Spring Break: no class
10a.
CITIES + NATURE
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Appendix A: Course Syllabi
Prof. Tim Beatley, Dept. of Urban & Environmental Planning
Beatley, T. & Manning, K. 1997. “Envisioning Sustainable Places,” The Ecology of Place: Planning
for Environment, Economy, and Community. Reader 171 - 177
Krieger, A. 2003. “The Costs—or Have There Been Benefits, Too—of Sprawl,” Harvard Design
Magazine. Reader 179 - 185
[Clemons DVD 03689] The End of Suburbia: Oil Depletion & the Collapse of the American Dream
(2004) G. Green.
10b.
Workshop
11a. ENVIRONMENTAL ECONOMICS
Prof. William Shobe, Research Director, Weldon Cooper Center for Public Service
Hawken, P. Amory B. Lovins and L. Hunter Lovins. 2008. The Next Industrial Revolution. Reader
253 – 267
11b.
Workshop
12a. LAW + POLICY
Dr. Frank Dukes, Institute for Environmental Negotiation
Dernbach, J., Mintz, J.A. 2011. “Environmental Laws and Sustainability: An Introduction,”
Sustainability. Reader 97 - 106
12b.
Workshop
13a. SOCIAL ENTREPENEURSHIP
Prof. Brad Brown, McIntire School of Commerce
Dees, J.G. 2001. “The Meaning of Social Entrepreneurship”
Ahmed, F., Brown, B. & Williams, S.P. 2013. “Is It Time to Regulate Microfinance?” Progress in
Development Studies.
13b. Workshop
14a. ENVIRONMENTAL ETHICS
Prof. Willis Jenkins, Department of Religious Studies
Russ, T. 2010. “Is There An Ethical Obligation to Act Sustainably? Theories of Ethics,”
Sustainability & Design Ethics. Reader 77 - 95
14b.
Workshop
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15a. SUSTAINABLE COMMERCE
Prof. Mark White, McIntire School of Commerce
United Nations Environment Programme. 2012. The Business Case for the Green Economy:
Sustainable Return on Investment. Reader 219 – 241
Anderson, R. 2009. “The business logic of sustainability,” TED Talks, 15 min.
http://www.ted.com/talks/lang/eng/ray_anderson_on_the_business_logic_of_sustainability.ht
ml
15b.
Workshop
16a.
LOOKING INTO THE FUTURE
16b.
Project Poster Session: 9:00-12:00 (during final exam time, location TBA)
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Appendix A: Course Syllabi
Global Studies: Fourth-Year Capstone Seminar
Global Studies 4XXX Global Environments and Sustainability: Capstone Seminar
Course Description + Method:
The capstone seminar and associated project is the required culmination of the Global
Environments and Sustainability Track for all students in their final year.
Students will meet twice each week for a lively group discussion of readings and project
critiques. The primary deliverable for the course is the capstone project—a single original
project of your choice that is subject to the instructor’s approval and under the additional
supervision of a faculty mentor. The most common way of completing the capstone project is
to write a 25-page research paper, however, alternate projects of diverse types may be
explored in consultation with the seminar instructor and the Director of the particular Global
Studies track. The capstone project requires work in multiple stages of creation, presentation,
feedback, and revision.
The Capstone Project provides the academic space, time, and mentoring for students to
integrate and synthesize the knowledge and skills obtained in the Global Studies curriculum
into a coherent framework and in preparation for each student’s chosen post-graduation path.
The Seminar assists students as they explore sustainability issues in greater depth while refining
their writing and presentation skills.
*What is proposed as a Capstone Project topic
*Why has that topic been chosen
*What methodology will be utilized
*How have your Global Studies courses prepared you for the Capstone Project
*What do you hope that your Capstone Project will accomplish
*Provide detailed references that support your topic
Course Discussions
Each student will lead the class in a discussion of a few article- or chapter-length readings
central to that student’s research. In this way, the entire class will learn something about a
variety of research topics and real-world issues, and each student will take a turn as the
“expert” who is teaching us.
Course Objective
By the end of the seminar students will be able to facilitate in-class discussions drawn from
their experiences and research, and to clearly articulate their research argument in a wellexecuted and orally presented capstone project.
Learning Goals
• improve skills in research, writing, and oral presentation
• understand and juxtapose academic arguments within the context of the research
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Appendix A: Course Syllabi
• evaluate competing positions in academic debates and to use evidence-based arguments to
develop and defend your own position
• conduct and respond to criticism through peer-review
Course Requirements
Lead one class discussion 10%
Participation and attendance 15%
Research paper 75%
Required Reference Readings (for first 3 weeks of class)
Wayne Booth et. al. The Craft of Research, 3rd edition (read prior to start of class)
Kate Turabian. A Manual for Writers. 7th Ed.
Week 1:
The Big Picture: research methods & design thinking
David Orr. (1992) What is education for? Earth Ethics. 3(3): 1-5.
Graham Bennett. Dilemmas: Coping with Environmental Problems (London: Earthscan, 1992):
xi-12
Week 2:
Capstone project process, reference & writing protocols
Ogle, Richard. Smart World: Breakthrough Creativity And the New Science of Ideas (2007).
Rowena Murray. How to Write a Thesis, 3rd edition (2011).
Week 3:
Student capstone project presentation
Weeks 4–13: Student-led discussions (weekly readings selected by student-leaders)
Week 14:
Capstone project posters + oral presentations
Weeks 4–13: Capstone project due
Number of Students Authorized to Enroll: 20
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Appendix B: Global Studies Tracks
APPENDIX B: Tracks in the Global Studies Major
GLOBAL DEVELOPMENT STUDIES TRACK
Purpose for the track:
This track prepares students to work in the global field of development, whether in
government, business, or NGOs.
Questions and problems:
What is the relationship between economic development and social well-being?
What is the relationship between globalization and development, and how do we understand
both as long-term, historical processes?
Does the development of some regions depend on or result in the underdevelopment of
others?
How can we ensure that development occurs in ways that increase the well-being of all people?
How can we address problems of poverty in rapidly developing areas?
How can we ensure that development is sustainable?
Knowledge and skills:
Students learn the social theory, from across the social sciences, which is relevant for
understanding development.
Students learn to analyze the values that underpin development work and theories of
development.
Students learn to analyze the social organization of development groups and processes on the
ground.
Students develop the skills and competencies necessary to work in development:
--statistical literacy
--expertise in cross-cultural translation and comparison
--the ability to analyze social organizations and situations
--the ability to analyze and critique the ideas, theories and values associated with development
--language competencies
--community engagement skills
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Appendix B: Global Studies Tracks
Curricular Requirements for the Global Development Studies Track:
Prerequisites (currently in place) (6 credits):
ECON 2010
1 “area” course, focusing on a specific region or cultural area (in any discipline)
Prerequisites (to be phased in once the Global Studies program is fully in place):
Students choose 2 from these 3 (6 credits):
Global Diagnostics core course
Global History core course
ECON 2020
Note: since current second- and first-year students with an interest in GDS have been choosing
their courses with the current pre-requisites in mind, we will not switch to the new model for at
least one year. At that time, we will request approval from CEPC for the new set of prerequisites.
Requisites:
1. Track Foundation Courses (9 credits)
GDS 3010, Theories and Case Studies, I *
GDS 3020, Theories and Case Studies, II *
GDS 3100, Development on the Ground
* These two courses are comparables for the Global Societies Core Course which is not required
for this track.
2. Electives (18 credits)
Four courses from across the social sciences and professional schools, chosen in consultation
with an advisor. These courses should be at the 3000 level and above. See list below.
3. Capstone Seminar -- GDS 4991 (3 credits)
SIS Programmed Courses
Global Development Studies Major (including GPH concentration)
Area prerequisite courses:
AAS 1010, Intro I
AAS 1020, Intro II
AAS 2700, Festivals of the Americas
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Appendix B: Global Studies Tracks
ANTH 2156, Peoples and Cultures of Africa
ANTH 2190, Desire and World Economics
ANTH 2240, Progress
ANTH 2280, Medical Anthropology
ANTH 2400, Language and Culture
ANTH 2420, Language and Gender
ANTH 2430, Languages of the World
ANTH 2500, Cultures, Regions, and Civilizations (topical course)
ANTH 2820, Emergence of States and Cities
HIAF, HIEA, HILA, HIME, HISA, any course at the 1000 or 2000 level
PLCP 2120, Politics of Developing Areas
PLCP 2700, Indian Politics and Society
PLIR 2030, International Relations of East Asia
PLIR 2050, Introduction to Political Economy
RELG 2650, Theology, Ethics, and Medicine
SOC 2442, Systems of Inequality
Elective courses for the major:
AAS, any course above 3000
ANTH 2280, Medical Anthropology (GPH only)
ANTH 2291, Global Culture and Public Health (GPH only)
ANTH 3010, Theory and History of Anthropology
ANTH 3129, Marriage, Mortality, Fertility
ANTH 3152, Amazonian Peoples
ANTH 3155, Anthropology of Everyday American Life
ANTH 3157, Caribbean Perspectives
ANTH 3260, Globalization and Development
ANTH 3340, Ecology and Society
ANTH 3550, Ethnography
ANTH 3590, Social and Cultural Anthropology
ANTH 3600, Sex, Gender, and Culture
ANTH 3680, Australian Aboriginal Art and Culture
ANTH 3700, Globalizing India
ANTH 5360, World Mental Health
ANTH 5510, Topics in Ethnography
ANTH 5528, Topics in Race Theory
ARTH 4951-4952, University Museums Internship
COMM 3845, Foundations of International Development
COMM 4821, Managing Sustainable Development
GDS any course above 3000 (except for the required courses: 3010, 3020, 3100, 4991)
ECON 4210, International Trade
ECON 4230, Seminar on Trade and Development
ECON 4610, Economic Development
ECON 4620, Seminar on Development Economics
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Appendix B: Global Studies Tracks
HIAF, HIEA, HILA, HIME, HISA any course above 3000
HIEU 3321, The Scientific Revolution
HIEU 3782, Origins of Modern Thought
HIEU 3812, Marx
HIST 3111, Technology and Cross-Cultural Exchanges in Global History
HIST 3112, Ecology and Globalization in the Age of European Expansion
HIST 3281, Genocide
HIST 5920, History of Documentary Photography
PHS, any course above 3000
PLAN 5450, Healthy Communities
PLCP any course above 3000
PLIR, any course above 3000
PLPT, any course above 3000
POTR 4270, Civilization of Brazil
RELG 2650, Theology, Ethics, and Medicine (GPH only)
SOC, any course above 3000
WGS, any course above 3000
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Appendix B: Global Studies Tracks
GLOBAL PUBLIC HEALTH TRACK
Purpose for the track:
To foster the capacity to understand and address the complex cultural, social, political,
economic, and environmental conditions and pathways that affect health, health care access,
and quality of life around the world; to increase knowledge about the causes and distribution of
global health burdens; and to catalyze innovative approaches for improving the health of
populations and achieving health equity.
Questions and problems:
How should global public health professionals and institutions monitor, measure, analyze, and
evaluate responses to the global burden of disease, injury, and disability?
How are health and health disparities related to geography, social class, race, gender, etc.?
What are the cultural, social, political, and economic dimensions and determinants of health
that affect quality of life and health equity?
What is the role of international institutions in global health, and what are some recurrent
challenges in building, sustaining, and collaborating with such institutions?
What are the ethical frameworks or philosophical traditions, such as human rights and health,
which guide decision making and policy making in global health?
Knowledge and skills:
Students should have a fundamental understanding of global health burdens, determinants of
health, and health measures from the perspective of different disciplines, including
anthropology, sociology, politics, history, and cultural studies.
Students should have basic knowledge of global and public health approaches to understanding
the cultural beliefs, political and social arrangements, and economic conditions that provide the
important context for understanding and addressing global health issues.
Students should have quantitative data analysis skills, including basic knowledge of research
and evaluation methods; as well as qualitative analysis skills, including the capacity to
undertake community-based research, public health interventions, and respectful community
engagement.
Students should have an appreciation of the roles of international institutions, for-profit and
not-for-profit organizations, and global systems, including health systems and global networks
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Appendix B: Global Studies Tracks
that focus on particular diseases or conditions, such as HIV prevention and treatment,
tuberculosis, or malnutrition and obesity.
REQUISITES: (IN ADDITION TO THREE GLOBAL STUDIES CORE COURSES)
1. Three required Public Health Sciences courses
9 credits
-PHS 3825 Global Health Perspectives (required)
-PHS 5090 Health Care Economics OR
-PHS 5050 Public Health Law, Ethics and Policy: Global Perspectives
-PHS 3130 Introduction to Health Research Methods OR
-PHS 5015 Qualitative Methods in Global and Community Health
2. Three electives from a list of preapproved courses
9 credits
These courses will be selected carefully in consultation with the advisor, taking into account the
student’s language proficiency, disciplinary interests, or concentration in a world area. A
suggestive list, drawn from UVA courses actually offered in the last three years, might include:
-PHS 2050 Introduction to Public Health
-PHS 5050 Public Health Law, Ethics and Policy: Global Perspectives
-PLIR 3310 Ethics and Human Rights in World Politics (Smith)
-PLIR 4310 Global Health and Human Rights
-ENLT 2555 Global Short Stories
-ENMC 3830 World Literature in English
-PHS 5385 Environmental Health: Epidemiologic Perspectives
-ANTH 3550 Ethnography
-ANTH 3590, Social and Cultural Anthropology
-RELG 3360 Religions in the New World
-SOC 2449 Globalization & Social Responsibility
-SOC 3480 Sociology of Globalization
-PLPT 4130 Global Ethics
-PHS 3186 Comparative Health Care Systems
-PHS 5184 Global Health Policy & Practice
-PHS 5185 Global Health Research Methodologies
-PHIL 1510 International Political Philosophy
-PHIL 2770 Political Philosophy
-PHIL 3780 Justice and Health Care
3. Capstone seminar
-PHS XXX
3 credits
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Appendix B: Global Studies Tracks
GLOBAL SECURITY AND JUSTICE TRACK
Purpose for the track:
To strengthen fundamental understanding of war and other kinds of significant conflict and
disorder among and between different societies, learning to critique and develop choices to
enhance security and justice.
Questions and problems:
This course is an introduction to the study of issues of security and justice that present
themselves in a global context. The usual approach to this subject has focused on international
security and the causes of interstate wars. That material remains relevant.
Yet this course, and the track it introduces, adds – and emphasizes -- two additional
frameworks.
-First, the principal form of global conflict in the 21st century is transnational. The
conflict may originate inside one nation-state, though many cross borders almost from the
start. But the conflicts tend frequently to cut across societies, spilling over national borders to
engage a whole region and often outside interveners while never really becoming an interstate
conflict of the once-familiar kind.
--
Second, these conflicts usually involve arguments about justice.

Some are clashes about public order: such as transnational political violence and
terrorism, transnational criminal networks for narcotics or human trafficking,
transnational networks for piracy and smuggling, and more.

Some are clashes about distributive or social justice: resources, money,
authority – including cultural and religious authority. And often both kinds of
clashes blend together.

To outsiders, issues of global justice and humanitarian duty may also be
important.
Because justice issues are so central, problems in the local and transnational administration of
justice, including policing, are often as or more important than the older and more familiar
questions surrounding military instruments and institutions.
In such twilight wars, institutions for security and justice are more varied than ever before.
Police and intelligence agencies may be in the foreground along with the military. Judicial
efforts or other novel conflict resolution forms may run alongside more traditional tools of
diplomacy and political arbitration.
Knowledge and skills:
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Appendix B: Global Studies Tracks
Students should have a solid fundamental grounding in the history of war and social conflict,
including a broader understanding of changes in the development of societies, nations, and
global public life.
Students should learn about a variety of collective beliefs and social arrangements associated
with conditions of war and the struggles for legitimacy often associated with concepts of
justice.
Students should understand and critique strategies that communities have chosen, and can
choose, in seeking security, whether through negotiation of differences, adjudication, or
conflict.
Students should be familiar with principal institutions that cope with serious conflict and
disorder, including the nature of diplomacy, armed forces, intelligence services, policing, and
the administration of justice. They should also be able to relate these institutions to a
surrounding context of other political, cultural, and economic institutions.
Requisites:
1. Foundation Course in Global Security & Justice (3 credits).
This course may be offered in 2014-15 or, at the latest, in Fall 2015. An illustrative syllabus has
been attached in the materials accompanying this proposal.
2. Five other electives from a list of qualifying courses. (15 credits)
3. Capstone seminar (3 credits)
An illustrative syllabus for this seminar is also attached.
Qualifying courses (from which students would need to choose at least five electives). Below
is a suggestive and selective list, drawn from UVA courses actually offered in the last three
years:
Anthropology
ANTH 3590, Indigenous Peoples and the State (Staff)
ANTH 5528 Topics in Race Theory (Bashkow)
History
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Appendix B: Global Studies Tracks
HIAF 3559, African Decolonization (Cann)
HIEA 3172, The Japanese Empire (Stolz)
HIEA 3559, China and the Cold War (Liu)
HIEU 3442 European History, 1890-1954 (Schuker)
HIEU 3559 Nation & Empire in Eastern Europe (Loeffler)
HIEU 3692 The Holocaust (Finder)
HIEU 3702 Russia as Multi-Ethnic Empire (Geraci)
HIEU 3752 Evolution of the International System (Schuker)
HIEU 4502 World War II (Schuker)
HIEU 5312 Era of the World Wars, 1914-1945 (Schuker)
HIEU 5892 Europe Since 1890 (Schuker)
HILA 3051 Modern Central America (Braun)
HILA 3111 Public Life in Modern Latin America (Braun)
HILA 4501 The Mexican Revolution (Klubock)
HIME 2002 History of the Middle East and North Africa, ca. 1500 to the Present (Thompson)
HIME 2012 Palestine 1948 (Confino)
HIME 3571 Arab History at the Movies (Thompson)
HIME 5002 Seeking Justice in the Middle East (Thompson)
HIME 5052 World War I in the Middle East (Thompson)
HISA 2003 History of Modern India (Nair)
HISA 3003 Twentieth-Century South Asia (Nair or Warner)
HIST 2011 History of Human Rights (Loeffler)
HIST 3162 War and Society in the Twentieth Century (Hitchcock)
HIST 3281 Genocide (Rossman)
HIST 3452 The Second World War (Hitchcock)
HIST 3559 The First World War (Thompson)
HIST 3xxx Global Legal History (Halliday)
HIST 4591 Foundations of Strategic Thinking (Hitchcock)
HIUS 3172 America in Vietnam (Selverstone)
HIUS 3455 History of U.S. Foreign Relations until 1914 (Stagg)
HIUS 3456 History of U.S. Foreign Relations since 1914 (Leffler)
HIUS 4591 Crises and the US Presidency (Leffler)
Philosophy
PHIL 1510 International Political Philosophy (Barry)
PHIL 2770 Political Philosophy (Simmons)
Politics
PLCP 2120 The Politics of Developing Areas (Fatton)
PLCP 3170 Development, Conflict, and Democracy in Latin America (Brewer)
PLCP 3350 Gender Politics in Comparative Perspective (Walsh)
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Appendix B: Global Studies Tracks
PLCP 3410 Politics of the Middle East and North Africa (Schulhofer-Wohl)
PLCP 3630 Politics in India and Pakistan (Echeverri-Gent)
PLCP 4060 State-Emergence and State-Building (Boucoyannis)
PLCP 4140 Democracy and Dictatorship (Waldner)
PLCP 4180 Politics of the Holocaust (Alexander)
PLCP 4260 Origins of Legal Systems (Boucoyannis)
PLCP 4400 Institutions and Democracy in Latin America (Gingerich)
PLCP 4410 Nation-Building in Iraq (Waldner)
PLCP 4500 Property Rights and Development (Boucoyannis)
PLCP 4810 Politics of Sub-Saharan Africa (Fatton)
PLCP 5500 (or PLIR 5000) Civil Wars in Theory and Practice (Schulhofer-Wohl)
PLIR 1010 International Relations (Furia)
PLIR 2030 International Relations of East Asia (Schoppa)
PLIR 3010 Theories of International Relations (Legro)
PLIR 3060 Military Force in International Relations (Copeland)
PLIR 3240 Anti-Terrorism and the Role of Intelligence (Hitz)
PLIR 3310 Ethics and Human Rights in World Politics (Smith)
PLIR 3400 Foreign Policy of the United States (Owen)
PLIR 3650 International Relations of the Middle East (Schulhofer-Wohl)
PLIR 3760 Russia/USSR in World Affairs (Lynch)
PLIR 4150 Economics and National Security (Copeland)
PLIR 4320 Religion and War (Furia)
PLIR 4350 Humanitarian Intervention and International Relations (Voss)
PLIR 4430 Empire, Hegemony, Leadership (Owen)
PLIR 4440 Domestic Politics and American Foreign Policy (Lynch)
PLIR 4450 The Clash of Ideas in World Politics (Owen)
PLIR 4630 Strategy, Conflict, and the Causes of War (Sechser)
PLPT 4050 Concepts of Law (Bird)
Religious Studies
RELG 2300 Religious Ethics and Moral Problems (Mathewes)
RELG 3950 Evil in Modernity: Banal or Demonic (Mathewes)
RELC 5830 Love and Justice in Christian Ethics (Childress)
Sociology
SOC 2230 Criminology (McConnell)
SOC 3820 Social Movements (Slez)
SOC 4055 Sociology of Law (Black)
SOC 4059 Conflict (Black)
SOC 4420 Sociology of Inequality (Kingston)
SOC 5080 Comparative Historical Sociology (Kumar)
SOC 5140 Qualitative Methods (Pugh)
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Appendix B: Global Studies Tracks
SOC 5400 Empires (Kumar)
SOC 5420 Social Stratification (Kingston)
Women and Gender Studies
WGS 4050 Human Rights and Gender (Walsh)
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Appendix B: Global Studies Tracks
GLOBAL ENVIRONMENTS AND SUSTAINABILITY TRACK
Purpose for the track:
To develop knowledge and skills for the study and sustainable transformation of the physical
environment, which requires an integrated understanding of related social, ecological, spatial,
political, and economic forces.
Overview:
The relationship between human societies and the planet have created many of today’s most
intractable global challenges. A key characteristic of these problems is their multidisciplinary
scope and scale, encompassing not only technical issues, but also historical, social, political,
ethical, environmental, economic, and aesthetic ones. Students will address problems
associated with human transformations of the earth through the triple lens of environment,
equity, and economy and policy by focusing on:
-
earth system science, environmental sustainability, ecosystem restoration, and
environmental conservation
human settlement patterns, rapid urbanization, and affordable housing
fresh water and sanitation production, consumption, and infrastructure
energy production, consumption, and infrastructure
agriculture, food systems, and food security
public health challenges connected with the built environment
environmental impact of material science and production
transportation technologies and logistics
economics, development, natural capital, resource allocation and externalities
environmental, social, and personal behavior and ethics
Questions and problems:
The search for new social, spatial and technological systems that do not require undue and
increasing amounts of finite resources is known as sustainability. Over the past 50 years, Earth’s
human population has doubled, to 7.2 billion people, and is projected to increase to 9 billion by
2050. When multiplied by a growing per-capita rate of consumption, the resulting effect is an
accelerated depletion of natural resources, loss of natural capital, rapid urbanization,
worldwide water and energy shortages, pressure on global food supplies, loss of precious
biodiversity, increasing global health challenges and social upheaval. These issues threaten
human well-being and the Earth's ecosystems. This integrated and interdisciplinary track
prepares students to understand, innovate and lead efforts to confront these issues. It provides
foundational knowledge on the multifaceted aspects of both problems and solutions, and
challenges participants to deepen their understanding of global sustainability issues through
applied research.
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Appendix B: Global Studies Tracks
What is sustainability and what are the dimensions of our environment—both natural and
constructed—in most in need of serious research and action?
What is the relationship between the constructed and natural environments and how do
diverse global cultures inhabit and transform their physical environment? What are the factors
that have led to past and current conditions?
What are the material, ethical, and economic relationships between the rapid pace of global
urbanization and the depletion of natural resources?
What values are implicit in what we create? What are the ways of thinking and skills necessary
to positively change the physical world? What traditional knowledge and new technologies are
most promising for a sustainable future?
Knowledge and skills:
Students develop multiple skills and competencies necessary to understand and develop
strategies for solving complex environmental issues:
- knowledge of historical and current environmental conditions
- cross-cultural translation and comparison
- statistical literacy, visual literacy and the visualization of data
- systems thinking and design thinking skills to address complex, open-ended problems
- applied, project-based problem-solving
- research methods for collaboration across the diverse disciplines (scientific, technical, social,
aesthetic, economic, etc.)
- communication, community engagement and leadership skills
Track Curriculum
Global problems in the constructed environment require that students draw upon and combine
knowledge from many disciplines. The track curriculum and advising will facilitate a synthesis of
ideas, traditional disciplines, and ways of thinking. The initial foundation course will establish a
clear conceptual framework for the track and build upon concepts from the Global Studies core
courses. Students will choose from a carefully selected list of electives in three distribution
areas. The research component of the 4000 level capstone seminar will require that students
bring together their curriculum and expertise in a single significant project.
Requisites:
1. Track Foundation Course – 3 credits
2. Five electives – 15 credits
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Appendix B: Global Studies Tracks
Three courses will be selected from the environment category; one course will be drawn from
the equity category and one from the economy and policy category (see below). These courses
must be at the 3000 level and above.
3. Capstone seminar – 3 credits
4000-level seminar with a research component, enrollment will be capped at 20.
Co-requisites: (no credit for major)
4. Foreign language – 3 credits beyond the University’s two-year competence, or one year
of study in an additional language related to the student’s area of focus.
5. International experience – Significant direct experience outside one’s home country,
ideally through project-based engagement.
Possible Elective Courses for the Track
Environment:
ANTH 3340: Ecology and Society: An Introduction to the New Ecological Anthropology
ANTH 4060: People, Culture, and Environment of Southern Africa
ANTH 5590: Topics in Social and Cultural Anthropology
ANTH 5590-004: The Nature of Nature
ARCH 3230: Systems, Sites, and Buildings
ARCH 5160: Models for Higher Density Housing
ARCH 5342: Energy Performance Workshop
CE 2050: Intro to Green Engineering
CE 3100: Water for the World
CE 4500: Public Transportation
ECE 4502: Sustainable Energy
ENGR 2595 Global Technology Practice (summer study abroad in Germany)
ENGR 4595: Commercial Building Energy Systems
EVSC 2220: Conservation Ecology: Biodiversity and Beyond
EVSC 2900: Beaches, Coasts, and Rivers
EVSC 3200: Fundamentals of Ecology
EVSC 3810: Earth processes as Natural Hazards
EVSC 3140: Global Coastal Change
EVSC 4142: Seminar in Environmental and Biological Conservation
EVSC 4240: Restoration Ecology
EVSC 4290: Limnology: Inland Water Ecosystems
EVSC 4250: Ecosystem Ecology
EVSC 5559: Water Quality & Contamination
GDS 3100: Development on the Ground
LAR 4200: Healing Spaces
LAR 5230: Cultural Landscapes
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Appendix B: Global Studies Tracks
LAR 5375: Planted Systems and Urban Ecology
PLAC 5860: Green Cities/Green Sites
PLAC 5720: Transportation and Land Use
PLAN 3860: Cities + Nature
PLAN 5400: Housing and Community Development
PLAN 5500: Global Climate Change
PLAN 5620: Sustainability and Adaptive Infrastructure
SARC 5500: Water Sustainability
STS 2500-005: Sustainable Energy and Megacities
STS 2140 Earth Systems Technologies and Management
Equity:
ANTH 2190: Desire and World Economics (Mentore)
ANTH 2291: Global Culture and Public Health
ANTH 2590: Social and Cultural Anthropology
ANTH 2590-001: Disaster
ANTH 2820: Emergence of States and Cities
ANTH 3130: Disease, Epidemics and Society
ANTH 3340: Ecology & Society: An Introduction to the New Ecological Anthropology
ANTH 4559: Human Impact on Environment
ANTH 5220: Economic Anthropology
ETP 4810: Class Race & the Environment
PHIL 3652: Animals and Ethics
PLAC 5240: Collaborative Planning for Sustainability
PLAC 5500: Food Justice or Community Food Systems (Topical Offerings in Planning)
PLAN 3060: Law, Land, and the Environment
PLAN 5840: Environmental Ethics & Sustainability
PLPT 4130: Global Ethics
RELG 3559: Global Ethics and Climate Change
RELG 2210: Religion, Ethics, and the Environment
SOC 3470: Sociology of Development
SOC 4140: Sociology of Consumption
SOC 2449: Globalization & Social Responsibility
SOC 3480: Sociology of Globalization
STS 2500: Science and Technology in a Social and Global Context: Global Environmental History
STS 2500: Global Environmental History
Economy and Policy:
ANTH 2190: Desire and World Economics
BIOL 4559: Environmental and Public Health
COMM 4821: Managing Sustainable Development
COMM 4822: Investing in a Sustainable Future
COMM 4825: Development Practice (offered in different country yearly)
COMM 4669: Local Solutions to Global Challenges (offered in different country yearly)
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Appendix B: Global Studies Tracks
ECON 4430: Environmental Economics
ECON 4559: Ecological Economics
ETP 4010: Environmental Decisions
EVSC 4070 Climate Change Science, Markets and Policy
EVSC 4559: Food & Nutrition in a Changing World
HIST 5062: Commerce, Culture and Consumption in World History
PLAC 5500: Planning & the Non-Profit Sector (Topical Offerings in Planning)
PLAN 3060: Law, Land, and the Environment
PLAN 5600: Land Use and Growth Management
PLAN 5450: Healthy Communities
PLAN 5839: Environmental Policy & Planning
PLAP 3160: Politics of Food
PPOL 4500: Natural Resources Policy
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Appendix C: Sample Curricular Paths By Track
APPENDIX C: Semester-by-Semester Curricular Paths by Track
Global Development Studies, Sample Curricular Paths
Example One
First and Second Years:
Student takes two pre-requisite courses, in any of the first four semesters, in any order. One of
these must be ECON, and one is an “area” course that focuses on a culture area or region,
anywhere in the world.
Examples: ECON 2010, ECON 2020, AAS 1010, ANTH 2156, HIAF 2002
Third Year, First Semester:
GDS 3010
GDS 3100
3000- or 4000-level Elective (student needs a total of six)
3000-level language course
Third Year, Second Semester:
GDS 3020
3000- or 4000-level Elective (student needs a total of six)
Fourth Year, First Semester
3000- or 4000-level Elective (student needs a total of six)
Fourth Year, Second Semester
GDS 4991 (capstone course)
3000- or 4000-level Elective (student needs a total of six)
Example Two
First and Second Years:
Student takes two pre-requisite courses, in any of the first four semesters, in any order. One of
these must be ECON, and one is an “area” course that focuses on a culture area or region,
anywhere in the world.
Examples: ECON 2010, ECON 2020, AAS 1010, ANTH 2156, HIAF 2002
Third Year, First Semester:
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Appendix C: Sample Curricular Paths By Track
GDS 3010
GDS 3100
3000- or 4000-level Elective (student needs a total of six)
Third Year, Second Semester
Student studies abroad: two, three, or four courses can count as GDS electives, if relevant
3000-level language course
Note: GDS and the International Studies Office have established a list of study-abroad
programs that feature courses relevant for GDS students
Fourth Year, First Semester
GDS 3020
3000- or 4000-level Elective (student needs a total of six)
Fourth Year, Second Semester
GDS 4991 (capstone course)
3000- or 4000-level Elective (student needs a total of six)
Example Three
First and Second Years:
Student takes two pre-requisite courses, in any of the first four semesters, in any order. One of
these must be ECON, and one is an “area” course that focuses on a culture area or region,
anywhere in the world.
Examples: ECON 2010, ECON 2020, AAS 1010, ANTH 2156, HIAF 2002
Third Year, First Semester:
GDS 3010
GDS 3100
3000- or 4000-level Elective (student needs a total of six)
Third Year, Second Semester
GDS 3020
3000- or 4000-level Elective (student needs a total of six)
Fourth Year, First Semester
Student studies abroad: two, three, or four courses can count as GDS electives, if relevant
3000-level language course
144
Appendix C: Sample Curricular Paths By Track
Fourth Year, Second Semester
GDS 4991 (capstone course)
3000- or 4000-level Elective (student needs a total of six)
145
Appendix C: Sample Curricular Paths By Track
Global Public Health, Sample Curricular Paths
Example One
First and Second Years:
Global History (core course), any semester
Third Year, First Semester:
PHS 3825 (required PHS course)
PLIR 3310 (elective)
3000-level language course
Third Year, Second Semester:
PHS 5090 (required PHS course)
PHS 3186 (elective)
Global Diagnostics (core course)
Fourth Year, First Semester
PHS 3130 (required PHS course)
PHIL 3780 (elective)
Fourth Year, Second Semester
PHS XXX (capstone course)
Global Humanities (core course)
Example Two
First and Second Years:
Global History (core course), any semester
Global Humanities (core course), any semester
Third Year, First Semester:
PHS 3825 (required PHS course)
PHS 5385 (elective)
Third Year, Second Semester
Student studies abroad: relevant courses can be used as electives
3000-level language course
146
Appendix C: Sample Curricular Paths By Track
Fourth Year, First Semester
PHS 3130 (required PHS course)
Global Diagnostics (core course)
SOC 3480 (elective)
Fourth Year, Second Semester
PHS XXX (capstone course)
PHS 5050 (required PHS course)
PLPT 4130 (elective)
Example Three
First and Second Years:
Global Diagnostics (core course), any semester
Global Humanities (core course), any semester
Third Year, First Semester:
PHS 3825 (required PHS course)
Global Society and Culture (core course)
ANTH 3550 (elective)
Third Year, Second Semester
PHS 5015 (required PHS course)
PHS 5185 (elective)
Fourth Year, First Semester
Student studies abroad: relevant courses can be used as electives
3000-level language course
Fourth Year, Second Semester
PHS XXX (capstone course)
PHS 5015 (required PHS course)
PHIL 2770 (elective)
147
Appendix C: Sample Curricular Paths By Track
Global Studies: Security & Justice Track – Sample Curricular Paths
Example 1
3rd Semester
PLIR 1010
International Relations
4th Semester
GSTD 2020
REL 2300
Global History
Religious Ethics and Moral Problems
5th Semester
GSTD 2040
GSTD 3020
ARAB 3010
Global Diagnostics
Security and Justice Foundation
Advanced Arabic I
6th Semester
GSTD 2010
GSTD 2030
Global Society and Culture
Global Humanities
7th Semester
HMME 2012
SOC 4059
Palestine, 1948
Conflict
8th Semester
HMME 5002
GSTD 4020
Seeking Justice in the Modern Middle East
Capstone Seminar
Example 2
3rd Semester
PHIL 1510
International Political Philosophy
4th Semester
GSTD 2030
REL 2300
Global Humanities
Religious Ethics and Moral Problems
5th Semester
GSTD 2010
GSTD 3020
FREN 3010
Global Society and Culture
Security and Justice Foundation
Oral and Written Expression in French
6th Semester
GSTD 2020
GSTD 2040
Global History
Global Diagnostics
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Appendix C: Sample Curricular Paths By Track
7th Semester
ANTH 3590
HIAF 3559
Indigenous Peoples and the State
African Decolonization
8th Semester
WGS 4050
GSTD 4020
Human Rights and Gender
Capstone Seminar
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Appendix C: Sample Curricular Paths By Track
Global Studies: Global Environments & Sustainability Track - Sample Curriculum Path
Track
Credit Course
4th Semester
Global Diagnostics (major core course)
5th Semester
Global Sustainability (track foundation course)
Global History (major core course)
3000-level language
6th Semester
Global Society and Culture (major core course)
Global Humanities (major core course)
3000 or 4000-level elective
Project-based Summer Study Abroad (optional)
7th Semester
3000 or 4000-level elective
3000 or 4000-level elective
3000 or 4000-level elective
8th Semester
4000/5000-level elective
Capstone Seminar
Focus on global water challenges
4th Semester
Global Diagnostics (major core course)
5th Semester
Global Sustainability (track foundation course)
Global History (major core course)
3000-level language
6th Semester
Global Society and Culture (major core course)
Global Humanities (major core course)
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Appendix C: Sample Curricular Paths By Track
Enviro elective 1: CE 3100: Water for the World / EVSC 2900: Beaches, Coasts & Rivers /
EVSC 3140: Global Coastal Change
Summer (optional project-based international experience)
7th Semester
Econ & policy elective: PPOL 4500: Natural Resources Policy / ETP 4010: Environmental
Decisions / PLAN 5839: Environmental Policy & Planning
Equity elective: ANTH 3340: Ecology & Society / STS 2500: Global Environmental History
8th Semester
Enviro elective 2: SARC 5500: Water Sustainability / EVSC 5559: Water Quality &
Contamination / PLAC 5860: Green Cities/Green Sites
Capstone Seminar
Focus on the implications of global climate change
4th Semester
Global Diagnostics (major core course)
5th Semester
Global Sustainability (track foundation course)
Global History (major core course)
3000-level language
6th Semester
Global Society and Culture (major core course)
Global Humanities (major core course)
Enviro elective 1: ANTH 3340: Ecology and Society / EVSC 2220: Conservation Ecology:
Biodiversity and Beyond
Summer (optional project-based international experience)
7th Semester
Equity elective: RELG 3559: Global Ethics and Climate Change / SOC 2449: Globalization
& Social Responsibility / PLAN 5840: Environmental Ethics & Sustainability
Enviro elective 2: EVSC 3140: Global Coastal Change / PLAN 5500: Global Climate
Change
8th Semester
Econ & policy elective: ECON 4559: Ecological Economics / EVSC 4070 Climate Change
Science, Markets and Policy / COMM 4821: Managing Sustainable Development
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Appendix C: Sample Curricular Paths By Track
Capstone Seminar
Focus on human health and sustainable communities, rapid urbanization, affordable housing
4th Semester
Global Diagnostics (major core course)
5th Semester
Global Sustainability (track foundation course)
Global History (major core course)
3000-level language
6th Semester
Global Society and Culture (major core course)
Global Humanities (major core course)
Enviro elective 1: EVSC 3810: Earth processes as Natural Hazards / EVSC 4250:
Ecosystem Ecology / PLAN 3860: Cities+Nature / LAR 4200: Healing Spaces /ARCH 5160:
Models for Higher Density Housing
Summer (optional): COMM 4825: Development Practice (offered in different country
yearly)
7th Semester
Equity elective: ANTH 2291: Global Culture and Public Health / ANTH 3130: Disease,
Epidemics and Society / ETP 4810: Class Race & the Environment / SOC 3470: Sociology
of Development / PLAC 5240: Collaborative Planning for Sustainability / SOC 3480:
Sociology of Globalization
Enviro elective 2: PLAN 5620: Sustainability and Adaptive Infrastructure / PLAC 5720:
Transportation and Land Use / PLAC 5860: Green Cities/Green Sites
8th Semester
Econ & policy elective: COMM 4821: Managing Sustainable Development / PLAN 3060:
Law, Land, and the Environment / PLAN 5450: Healthy Communities / ECON 4430:
Environmental Econ
Capstone Seminar
Focus on global energy issues for sustainable production, consumption, and infrastructure
4th Semester
Global Diagnostics (major core course)
5th Semester
Global Sustainability (track foundation course)
Global History (major core course)
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Appendix C: Sample Curricular Paths By Track
3000-level language
6th Semester
Global Society and Culture (major core course)
Global Humanities (major core course)
Enviro elective 1: STS 2140 Earth Systems Technologies and Management / CE 2050:
Intro to Green Engineering / ARCH 3230: Systems, Sites, and Buildings
Summer (optional): ENGR 2595 Global Technology Practice (Germany)
7th Semester
Equity elective: SOC 3470: Sociology of Development / PLPT 4130: Global Ethics / RELG
3559: Global Ethics and Climate Change
Enviro elective 1: ECE 4502: Sustainable Energy / STS 2500-005: Sustainable Energy &
Megacities
8th Semester
Econ & policy elective: ECON 4559: Ecological Economics / ETP 4010: Environmental
Decisions / COMM 4822: Investing in a Sustainable Future
Capstone Seminar
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Appendix D: Global Studies Major and Potential Employers
APPENDIX D: Global Studies Major and Potential Employers
“It’s critical that all graduates of American high schools and colleges have certain ‘21st-century
skills’ that will enable them to compete in a worldwide marketplace, such as understanding
international perspectives and being able to work collaboratively with peers from different
cultures and backgrounds” (Maureen McLaughlin, US Dept. of Ed. Director of International
Affairs, AIFS 2013, p. 1).
“In today’s global economy, where complexity and change are the norm, attracting and
retaining culturally competent talent will continue to be a challenlegrge for companies globally.
International experience has become a critical asset for all global organizations and will
continue to create a competitive advantage—both for the individuals and for the companies
that hire them” (Laurette Bennhold-Samaan, Managing Director at Aperian Global, AIFS 2013,
p. 2).
Employer preferences of desirable skills and competencies in their search for talent match the
areas in which study abroad alumni report sustainable impacts, such as the ability to adapt in
diverse workplace environments, understanding of organizational cultures, flexibility, and
foreign language competency (AIFS 2013).
Multinational companies, international NGOs, and US firms doing business overseas actively
seek candidates who can succeed in workplaces that transcend national borders. Candidates
must be able to effectively interact with individuals from different nationalities and ethnic
backgrounds (AIFS 2013).
From January 9 to 13, 2013, Hart Research Associates conducted an online survey among 318
employers whose organizations have at least 25 employees. Respondents were executives at
private sector and nonprofit organizations, including business owners, CEOs, presidents, c-suite
level executives, and vice presidents. 96% of those surveyed say that intercultural skills
(“Comfortable working with colleagues, customers, and/or clients from diverse cultural
backgrounds”) are important, and 63% say those skills are very important. 55% say that global
knowledge (“Know about global cultures, histories, values, religions, and social systems”) is
important.
“The global community that exists today will only continue to expand in future years. Leaders
today and in the future will have to understand multiple languages, cultures, and ‘the emotions
that drive the global forces’ to understand business and politics. All people as well as students
have to be acutely aware of world events on a daily basis or they will be lost in the world of
business.” – President of a large company (IIE, 2009).
In 2008-09, the Institute for International Education and the Dilenschneider Group conducted a
snapshot survey of over 200 senior-level U.S. and international business leaders (CEOs, senior
directors, presidents, vice-presidents, and chairs of company boards) to gauge their perceptions
of international education and the skills and experience gained through study abroad. 60% of
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Appendix D: Global Studies Major and Potential Employers
respondents indicated that their organization’s hiring and promotion strategy pursued and
rewarded recruits who have acquired international experience through study abroad, taking it
into consideration during hiring and promotion (66%), when determining a new employee’s
assignment (71%), and when determining a starting salary (31%). While a very small proportion
of students in the U.S. study abroad (about 1%), 30% of senior leaders who participated in this
survey reported studying abroad as part of their own academic career (IIE, 2009).
According to a survey of 135 Human Resource managers from 75 companies, employers put
international understanding and cross-cultural experience among the top four valued employee
traits. (http://holykaw.alltop.com/the-roi-of-studying-abroad-infographic )
155
Appendix E: Review of Competing Programs
Appendix E: Review of Competing Programs
See Attachment
156
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