WINONA STATE UNIVERSITY
PROPOSAL FOR GENERAL EDUCATION PROGRAM COURSES
Department _Global Studies and World Languages_ Date _January 24, 2012
GS_200________
___Introduction to Global Studies_________
Course No.
Course Name
_____3________
Credits
Prerequisites____none__________________________________________________
GEP Goal Area(s):*
CORE GOAL AREAS
_____Goal 1: Communication
__
Goal 3: Natural Science
_____Goal 4: Mathematics/Logical Reasoning
_____Goal 5: History and the Social and
Behavioral Sciences
_____Goal 6: The Humanities and Fine Arts
THEME GOAL AREAS
_____Goal 7: Human Diversity
__x__Goal 8: Global Perspective
__ __Goal 9: Ethical and Civic Responsibility
__x__Goal 10: People and the Environment
* Courses may be submitted for up to two Goal Areas.
Additional Requirement Categories:
_____Intensive:
_____ 1. Writing
_____ 2. Oral Communication
_____ 3. a. Mathematics/Statistics
_____ b. Critical Analysis
_____ Physical Development and Wellness
Provide information as specified in the previous directions.
Attach a General Education Program Approval Form.
Department Contact Person for this Proposal:
___Michael Bowler_________________________ _____x2231_____
___mbwowler@winona__________
Name (please print)
Phone
e-mail address
[Revised 9-6-11]
Application for GS 200 Introduction to Global Studies to satisfy Goal Area 10: People and the
Environment
Note: Course already approved to satisfy Goal 8 Global Perspectives
Course Outline: GS 200 Introduction to Global Studies
I. Introduction to Global Studies
A. What is Global Studies?
B. What is our relationship to Global Studies?
II. Globalization
A. Introduction to Globalization
B. History of Globalization
C. Globalization and Economics
D. Globalization and Politics
E. Globalization and Culture
F. Globalization and the Environment
G. Globalization and Ideology
H. Globalization Conclusions
III. The Global Environment
A. World on the Edge of Survival
B. Water and Food
C. Soils and Desertification
D. Global Warming, Melting and Food
E. Politics of Food Shortage
F. Refugees from Environmental Problems
G. Stress and Failing States
H. Can a Sustainable Economy be Built?
I. Harnessing Wind, Solar and Geothermal Energy
J. Natural support systems for the economy
K. Ending Poverty, balancing population, rescuing failed states
L. Will it be possible to feed the global population?
M. Saving Civilization
IV. Global Citizenship
A.
B.
C.
D.
E.
F.
G.
H.
Pathways of global citizens
Primary Concepts of Global Citizenship
Secondary Concepts of Global Citizenship, pp. 47-66
Global Citizenship and society
Global Education and Global Citizenship
The Global Market and global citizenship
Government and global citizenship
Conclusions about global citizenship
Student Competencies
“Students will be able
to…”
c) Describe the basic
institutional
arrangements (social,
legal, political,
economic, religious) that
are evolving to deal with
environmental and
natural resource
challenges;
Learning Opportunity
Assessment & Evaluation
We will look at the institutions and
movements that both got us to where we
are currently and seek solutions for global
environmental problems
Questions and comments submitted
on D2L, class discussion and
assignments and a short paper on
the global environment. For
instance, we might hold a class
debate on the role of institutions
including the market system to
reflect environmental prices, this
could also turn into a paper prompt.
d) Understand and apply
core concepts (e.g.
politics, rights and
obligations, justice,
liberty) to specific
issues.
We will discuss issues of the common
good vs the individual, property vs. the
commons, present vs. the future
e) Propose and assess
alternative solutions to
environmental
problems; and
We will look at creating a sustainable
economy and future
f) Articulate and defend
the actions they would
take on various
environmental issues.
Students will weigh their own preferences
and critique of sustainability
Questions and comments submitted
on D2L, class discussion and
assignments and a short paper on
the global environment that will
require references from assigned
readings and their critical thinking
on core concepts. Assignment:
students will be asked to calculate
their own environmental footprint
in terms of earth carrying capacity
and comment on the results.
Questions and comments submitted
on D2L, class discussion and
assignments and a short paper on
the global environment that will
require references from assigned
readings and their critical thinking
on solutions.
Questions and comments submitted
on D2L, class discussion and
assignments and a short paper on
the global environment that will
require references from assigned
readings and their critical thinking
on their own actions.
GS 200: Introduction to Global Studies
12 (PM) Section: 01 Course ID: 000464
13 (1 PM) Section 02 Course ID: 000026
Spring Semester 2012
Global Studies and World Languages Department
Winona State University
Credits: 3
Class Meeting Days: MWF
Times: 12:00-12:50 (PM), 13:00-13:50 (1-1:50 PM)
Location: Minne Hall 104
Instructor: Michael Bowler, Ph.D., Associate Professor
E-mail address: mbowler@winona.edu
Telephone: 457-2231
Office: 124 Minne
Instructor: Michael Bowler, Ph.D., Associate Professor
E-mail address: mbowler@winona.edu
Telephone: 457-2231
Office: 124 Minne
Office Hours: MW 9:30-11:30, F 10:00-11:30, TH 9:15-10:30, 12:30-13:30 (12:30-1:30), and by
appointment
Required Learning Materials:
1) Globalization: A Very Short Introduction, Manfred Steger, 2009, Cary, NC: Oxford University Press
(available at WSU Bookstore)
2) World on the Edge, Lester R. Brown, 2011, New York: Norton (available at WSU Bookstore)
3) The Practices of Global Citizenship, Hans Schattle 2008, Lanham, MD: Rowman & Littlefield
(available at WSU Bookstore)
4) D2L documents including New York Times free online subscription with registration and articles
(http://www.nytimes.com/register), websites from other sources (available through WSU D2L online)
Subscription and Daily Reading of International Articles, Editorials and Opinions in the New York Times
(Web-based subscription is available for free. Please do subscribe to this free edition as I will be posting
links to certain articles for some classes and going to the actual article allows you to see pictures and links
to multi media and related articles if you want to go further. Let me know if you have any problems.
Paper subscriptions can be purchased from WSU Bookstore, for the electronic edition, you can go to
http://www.nytimes.com/register and sign up for the electronic edition using a personal credit card. We
will discuss your options further early in the semester.)
You will not be required to read the New York Times, however, I will require certain articles and post the
links on D2L and I will give extra credit for students who call attention to relevant articles in class.
Catalog Description: This course introduces students to a framework for viewing the world as a unit and
explores a variety of contemporary global issues such as economic, development, environmental
problems, status of women, world population and its implications, ethnic conflicts, etc.
University Studies Program: This course has been approved for the University Studies Program of
Winona State University and meets the requirements of the Unity and Diversity (Global Perspectives)
category of the program.
Course Objectives:
By the end of the course, you should be able to do the following:
University Studies Program, Unity and Diversity (Global Perspectives) Category:
1. Explain and analyze the presumed personal and professional responsibility world citizens share for their
common global future as well as the concept of global citizenship. (Also Global Studies learning
objective 5)
2. Describe and analyze social, economic, political, spiritual, or environmental elements that influence the
relations between living beings and their environments or between societies; and
3. Identify and analyze specific global issues illustrating the social, economic, political, spiritual, or
environmental differences that may affect their resolution.
Additional Course Objectives:
4. Describe globalization clearly orally as well as in writing and to explain the causes, consequences, and
controversy surrounding this phenomenon. (Global Studies objective 1)
5. Critically think, communicate, and write- all essential skills needed for survival and success in the era
of globalization.
Each of the above objectives is interdisciplinary (that is using and integrating knowledge across academic
disciplines). Therefore Global Studies necessarily is an interdisciplinary as opposed to disciplinary field
of study. The course calendar below links course topics with the above course objectives.
Assessment Procedures: Beside the evaluation methods and requirements listed below, I will be
assessing what you have learned with regard to the course objectives on a daily basis through conversation
and short writing assignments including one-minute papers at the end of class. I want to make sure that
you are reading and understanding as well as are able to demonstrate your learning and critical thinking
through regular oral and written communication. I want to encourage you to raise questions about
materials you do not understand via e-mail, telephone calls, before and after class as well as during class.
In addition I am always happy to listen and discuss your own interests and opinions, including those
related to your major and career, in order to help you increase your own learning with regard to the course
objectives.
Evaluation:
Evaluation on Globalization Paper (15%)
Evaluation on the Global Environment Paper (20%)
Evaluation on Global Citizenship and cumulative evaluation on learning and global citizenship
Paper (25%)
Note: We will work together at the beginning of each course section in coming up with paper prompts that
you think best show the important learning you have achieved in each section. I will provide examples of
different quality papers to give you an idea of quality, learning and the relationship to a grade. We will
work together to come up with fair and comprehensive ways for you to demonstrate what you have
learned. We will also strategize about each paper during class. I will be happy to look over a first draft of
your paper during my office hours.
Note on missing and late assignments: Failure to turn in or participate in any of the major
assignments above will result in a failing grade for the course regardless of grade average.
Assignments will be reduced by one grade for each day late. This includes being absent on the due
date. Please do not miss class because your assignment is late as you will be penalized for a late
paper and missing class. While I am willing to grant extensions without penalty for good reasons,
professionalism demands that you make such a request prior to the due date if at all possible.
Global Organization (10%)
1) Meet with your instructor early in the session and choose an organization that deals with either your
career or personal interests and is global (by Friday, ), without an automatic grade deduction). Group
meetings are best so I need not repeat, however not all in your group have to nor will be allowed to choose
the same organization. Note you must inform your instructor by then of the specific global organization
you have chosen.
2) Explore the organization’s website weekly for complete global information and updates. 3) Discuss the
global aspects of this organization in class where it is connected to our class topic. 4) if possible get
involved in some kind of active service provided by the organization (although you do not have to become
a member if membership is possible unless you want to make this longer term financial and time
commitment). 5) Report briefly (1-2 minutes) on your organization with the help of the website during
one of our last class sessions if not before.
3) Students will also have the opportunity to choose the WSU United Nations Club attend weekly
meetings as well as possibly attend the American Model United Nations Conference in Chicago in
November just before Thanksgiving break. A club member will likely come into class early to describe
these opportunities. Stay tuned for additional campus organizations you could choose to join.
Global Event Reports (10%)
You will be required to attend and report in class on two global events held this semester. I will keep you
informed of events that I know of, but also ask me about other events you are interested in attending and
also share these with the class. Remember to earn your grade for attending the event you must give a brief
report about it at the beginning of the next class. Please let me know before class that you have an event
to report on.
There are many global events being held this semester on campus including an international music series
and Colleges of Liberal Arts/Science presentations on the big sky. I will try to keep you informed but also
be sure to read the daily WSU updates for possibilities and details. I will also try to keep you informed
about upcoming global events you could attend.
Policy and Penalty for Missed Exams, Assignments, Etc.: Your assignment will be reduced by one
grade for each day that it is late. This includes being absent on the due date. Please do not miss class
because your assignment is late as you will be penalized for a late paper and missing class. While I am
willing to grant extensions with or without penalty for good reasons, professionalism demands that you
make such a request prior to the due date if at all possible.
Again failure to submit a paper or give an organization presentation without special arrangement
will result in course failure regardless of grade average.
Class participation (including preparation and D2L discussion entry, attendance, group exercises,
discussion, and quizzes) (20%)
Before each class where there is a reading assignment you must submit a reaction or question to one or
more of the reading assignments for that class on the D2L discussion forum for that day. I will use these
to start our class discussion including questions you have about the readings and topics. Beyond quizzes
(which take up valuable discussion time) this is an incentive for you to read and prepare for each class and
to get as many as possible involved in a discussion for each class. We will also use small groups in class
to get discussion going.
Not only will these D2L questions/comments help you with active reading and prepare you for in-class
discussion, they will also serve as regular and frequent writing and critical thinking assignments that will
help ready you for the three papers at the end of each section of the course.
You will be evaluated simply for participation during each class: an A for one or more thoughtful
comments/questions and excellent preparation including D2L admit entry, a B for some kind of oral
participation in class including small groups and good preparation including admit entry, a C for showing
up and following the class with an interest in learning and satisfactory preparation including admit entry, a
D for showing up for class late or not being prepared with admit slip absent, an F for being absent or
significantly late or not being engaged in class at all and no admit slip. Note that I will use D2L entries to
count toward participation and attendance but I will spot check often to make sure that students making
D2L entries are in class, check for reading preparation as well as for participation. Much of the class will
be devoted to small and large group discussions, activities, and information sessions as we attempt to
understand the course materials and reflect upon them.
Note on Attendance and Tardiness: Attendance in class is encouraged because 1) educational research
shows that attendance is closely related to learning and grades and 2) each class represents a significant
amount of your tuition expenditure. Attendance will be taken for each class.
If you have more than two unexcused absences, your participation grade AND your overall course
grade will likely be lowered. More than 5 unexcused absences (over one and half weeks of class)
WILL result in course failure regardless of your grade point average. It is your responsibility to see
me if this becomes a problem. While excused absences will not directly be counted against you, you
are responsible for what you missed in class. Not keeping up with what you have missed and/or
coupled with unexcused absences on top of excused absences WILL lead to assignment and course
failure. Again you are responsible for what you have missed in class for an excused absence
whether because of athletics, other student activities, or illness and it is your responsibility to be in
communication with me before and after these absences. I am happy to go over any questions about
the reading assignment and what we did in class and will post class plans on D2L so you can follow
a brief outline of what we did in each class.
Do not skip class because you may need to miss class later in the semester for legitimate reasons. Being
regularly late for class will negatively affect your participation grade and likely your course grade.
Professionalism requires that you communicate anticipated absences in advance to me and arrange to
receive class notes and assignments from classmates. Excused absences will only be granted with timely
and preferable advance notice. Appointments of any kind should not be scheduled during class time
unless absolutely necessary and should be approved in advance.
Readings: Readings are crucial for your learning and I will insist that you complete both the
assigned text and D2L readings and I will hold you to these assignments by quizzes and other in-
class assignments. I will sometimes add or substitute current articles for those on the syllabus so, in
preparation for each class check D2L under the section of the course in course documents for any
new articles assigned for that day. I will try to remind you of any new article posted on D2L at the
previous class session and look for update messages on the D2L course home page. The reading is
somewhat heavy in this class because it is important for you to learn as much as possible about
global studies in the short time that we have together this semester. I would encourage you to be
prepared to commit to doing this reading or if this is problematic to consider taking another course.
Students who do not carefully read most assignments typically receive poor grades on papers and
other assignments.
Note: The above evaluation opportunities have been chosen so as to give each of you several different
ways of demonstrating your learning and making it possible for you to earn the course grade you desire. I
am always open negotiation and suggestions about changes in these assignments as long as they will
increase your learning and do not overburden you, however bring these up earlier in the session rather
than later.
Grading Scale: A= Excellent, 4.0; B= Very Good, 3.0; C= Average, 2.0, D= Below Average, 1.0;
F=Failing, 0.
Class Participation: Everybody prepares for and participates in class! We will use both small and large
group formats and I particularly want to work with quiet students to get all participating. This is a
professional skill and a learning responsibility: the more students that participate, the more we all learn.
Electronics: All appropriate electronic technology allowed in class, students will come down hard on
inappropriate use and your professor will support them! Because we are a laptop university, I encourage
you to bring your laptops rather than paper to class, to take notes and refer to D2L and other websites we
are discussing. However, surfing the internet, IMing, chatting, and texting on cellphones are prohibited by
order of your fellow students. Make sure your laptop and cellphone are silenced. Our class will decide on
penalties for repeated violators and they will always involve public apology and likely community service
to our class!
Classroom Environment/Behavior: No bad behavior, men and women behaving badly! As a group we
will explore many interesting topics throughout the semester. This course will be exciting, challenging,
and enjoyable for all if we work together. Your suggestions and constructive criticism of this endeavor
are welcome and encouraged. It is important that we develop an environment where everyone feels safe
to participate and where everyone's participation is encouraged and supported. Please be sure to remove,
recycle and dispose of all that you bring into class, kind of like the Boundary Waters!
Academic Integrity Policy: From the WSU Undergraduate Catalog: "Academic integrity at Winona State
University is based on honesty. The University community requires that work produced by students
represents their personal efforts and requires that they properly acknowledge the intellectual contributions
of others.
WSU Students are required to adhere to the University's standards of academic integrity. The
following are examples, not intended to be inclusive of types of behavior that are unacceptable and will be
viewed as violations of the academic integrity policy: cheating, deception and misrepresentation, enabling
academic dishonesty, fabrication, multiple submission, and plagiarism."
Consult the catalog for further explanation of these examples and due process. Please raise any
questions you have about academic integrity in class or during office hours. We will discuss the purpose
and particulars of this policy as we prepare for course assignments. While I encourage collaborative
learning and study, I want to distinguish this from doing your own work and giving others credit on
assignments.
Policy for Proper Safety Procedures: Your safety is of the utmost concern of WSU and its instructors.
Immediately alert your classmates and me to any safety hazards you observe.
Inclusive Excellence
Commitment to Inclusive Excellence: WSU recognizes that our individual differences can deepen our
understanding of one another and the world around us, rather than divide us. In this class, people of all
ethnicities, genders and gender identities, religions, ages, sexual orientations, disabilities, socioeconomic
backgrounds, regions, and nationalities are strongly encouraged to share their rich array of perspectives
and experiences. If you feel your differences may in some way isolate you from WSU’s community or if
you have a need of any specific accommodations, please speak with the instructor early in the semester
about your concerns and what we can do together to help you become an active and engaged member of
our class and community.
Winona Campus Resources

Student Support Services, Krueger Library 219, 457-5465 (www.winona.edu/studentsupportservices/)

Inclusion and Diversity Office, Kryzsko Commons Room 122, 457-5595
(www.winona.edu/culturaldiversity/)

Disability Services, Maxwell 314, 457-5878 (www.winona.edu/disabilityservices/)

Counseling and Wellness Services, Integrated Wellness Center 222, 457-5330
(www.winona.edu/counselingcenter/)

GLBTA Advocate, contact Counseling and Wellness Services for name and number of the current
Advocate

Tutoring Services, Krueger Library 220, 457-5680 (http://www.winona.edu/tutoring/)

Writing Center, Minné Hall 348, 457-5505 (www.winona.edu/writingcenter/)

Math Achievement Center, Tau 313, 457-5370

Advising Services, Maxwell 314, 457-5878 (www.winona.edu/advising/)
Details about Campus Resources

Two good places to help you find resources of all kinds on campus are Student Support Services and
the Inclusion and Diversity Office. Both offices are dedicated to helping students of all races,
ethnicities, economic backgrounds, nationalities, and sexual orientations. They can facilitate tutoring
and point you to a wide range of resources. Student Support Services is in Krueger Library 219, and
they can be reached at 457-5465. The Inclusion and Diversity Office is in Kryzsko Commons Room
122, and they can be reached at 457-5595.

If you have a disability, the Disability Services office can document it for your professors and
facilitate accommodation. Their office is in Maxwell Hall, 3rd floor, and they can be reached at 4575878. If you have a documented disability that requires accommodation, please let me know as soon
as possible. If you suspect you may have a disability, you are encouraged to visit Disability Services
as soon as possible.

College can be very stressful. The Counseling Center is there to help you with a wide range of
difficulties, ranging from sexual assault, depression, and grief after the loss of a loved one to stress
management, anxiety, general adjustment to college, and many others. Their office is located in the
Integrated Wellness Center (room 222) and they can be reached at 457-5330.

For help with understanding the concepts of a particular class or understanding the requirements of an
assignment, Tutoring Services offers three types of tutoring: drop-in appointments, 1-on-1 tutoring,
and group sessions. You can visit them in the Library in room 220, or go on-line and use the
TutorTrac program to schedule a session.
• For help specifically with writing and the development of papers, the English department has a
Writing Center available to students and staffed by trained graduate students pursuing their
Master’s degree in English. The Writing Center is located in Minné Hall 348. You can make an
appointment on the sign-up sheet on the door or call 457-5505.
• For help specifically with understanding math concepts and solving math problems, the Math
Achievement Center (MAC) is staffed with friendly undergraduate tutors who will help you work
through difficult material. The MAC is located in Tau 313 and provides free tutoring for all
students in math, statistics, or math education courses. The center is open 1pm-10pm Mon-Thurs,
1pm-5pm Fri, and 4pm-8pm Sun.

The GLBTA Advocate is responsible for documenting homophobic and transphobic incidents on
campus and working with the appropriate channels to get these incidents resolved. In addition, the
advocate can direct people to GLBT resources on campus and in Winona.
D2L: We will utilize D2L for the posting of new articles, course information, and assignments. I assume
you are familiar with D2L but if not we can go over accessing it briefly in class early in the semester. If
the class is interested, we can also offer a D2L discussion forum where discussion will not generally be
required but you might receive some participation credit but not to substitute for in-class participation and
discussion.
This syllabus is subject to change based upon your learning needs, new readings and resources and WSU
academic requirements. If we find a better and/or a more current article on a particular global issue we
will add it to D2L and I will give you as much notice as possible. I welcome your suggestions for
improving your learning experience, the earlier in the semester, the better.
Course Calendar
I. Globalization (18 class sessions)
M1-9 Why is global studies vital and helpful to your life to our lives? News clips connections with global
studies and introductions, Syllabus, learning objectives, population contests. Discussion of importance of
global studies.
Assignment: In 2-3 sentences provide a global introduction for you on D2L (where in the world is your
hometown and how your life, major, and career plans are global as well as any other global
experiences/connections, and strongly held opinions- war in Iraq, global environment, immigration,
globalization, etc.). Between now and next class read each other’s introductions on D2L to get to know
each other, interest, experiences.
W1-11 On the global economy and globalization, what is globalization. More on this Friedman guy and
why might we want to pay attention to what he does and thinks? So where is Bangalore and why is it so
important for Friedman and others.
Readings: Globalization: A Very Short Introduction, Manfred Steger, Preface xi, “What is Global
Studies,” Michael Bowler, “Do your Homework,” Thomas Friedman, on D2L
Video: Friedman/Discovery Channel, The Other Side of Outsourcing
F1-13 Intro to the Global Economy and Globalization, go over possessions assignment for Monday,
Discussion of video
Video: complete The Other Side of OutsourcingReading: 1 Globalization, “Globalization: a contested concept pp. 1-16
Video: ABC Nightline, Habibullah
M1-16 No Class MLK Holiday, reflect on MLK and Global Studies Connections, globalization,
citizenship.
W1-18 History and older orders of globalization and possessions exercise.
Readings: Globalization, Is globalization a new phenomenon? pp.17-36,.
Assignment for Today: At Home Exercise: Go through your possessions checking labels of manufactureclothing (pants, shirts, underwear, shoes, jackets, etc.) electronics, cars, etc. On one side of a sheet of
paper list where each item is from, calculate the percentage from outside the US, and note any interesting
observations, such as a significant number of items coming from a particular country or region, etc. Come
to class prepared to discuss your findings and hand in.
F1-20 Economic concepts, systems, and globalization, China and Ireland, China: colossal Economy and
Ireland, What is development and what is happening to development today? Immigration and
globalization. What are the benefits and costs of Globalization- is it working? Are US jobs going
overseas? What is outsourcing? Who is right on this matter? What kind of a position might we take on
global trade?
Reading: Globalization, “The economic dimension of globalization” pp. 37-55,” on D2L: “End of
Rainbow” Thomas Friedman, July 2005, “The Orphans of Ireland,” “Why Your Job Isn’t Moving to
Bangalore,” Bhagwati “Trade Tightrope,” Krugman
Video: subcontracting Nike, etc.,
M1-23 Benefits and costs of globalization: hunger and poverty, a village in the South (Bangladesh).
Development and Globalization Development including human sustainable development continued,
physical quality of life examples
Readings: D2L “End of Poverty,” Sachs, Time Magazine,
“Put Your Money Where Your Mouth Is,” Kristof
Oxfam-America, UNICEF, BRAC, ONE, KIVA websites, and possibly other recent
updates on
poverty and development.
Videos: Grameen, Oxfam
Deadline to meet with me about global organization
W1-25 Globalization and political integration and disintegration. The role of Nongovernmental
Organizations and Governmental Organizations and International Organizations, The Decline of the
Nation-State? The case of the European Union. The case of the former Yugoslavia, the case of island of
Ireland.
Readings: Globalization, “ 4 The political dimension of globalization” pp. 56-68.
Deadline for Declaration of Global Organization
F1-27 The case of Indonesia and globalization, look at how the politics of globalization influences and
sets the history of globalization, the economics of globalization and the culture of a nation-state using
John Pilger’s documentary on Indonesia as a case of globalization.
Get a sense of the argument against globalization.
What are some of the points Pilger makes against globalization.
What does he suggest instead?
Video: New Rulers of the World Despair and hope in globalization
M1-30 Culture and globalization. Does globalization destroy local and national culture? Is there now a
global culture as a result of globalization, what kind of a culture is it?
Reading: “5 The cultural dimension of globalization,” pp. 71-83.
Video: Grameen- Sufiya Isqu New Rulers Bina Khalq from Indian movie Taal
W2-1 Globalization and the global environment. What about the global environment: is globalization a
environmentally sustainable system?
Reading: Globalization,“6 The ecological dimension of globalization, “ pp. 84-97
F2-3 What is the ideology of globalization? Who subscribes to it- any of us in this class? Why or why
not? How about global leaders? What are the major problems and even alternatives to globalization?
What are the challenges to globalization? Who opposes it?
Reading: Globalization, “7 Ideologies of globalization market globalism, justice globalism, jihadist
globalism,” pp. 98-128
M2-6 Jihadist Globalization vs. market globalism in the Islamic world, Jihad globalism and global conflict
continued, Iran, etc.
Video: TBA
W2-8 What do you see as the future of globalization in relation to your future? What reforms are
necessary? Or should globalization be opposed and scrapped? Discussion: conclusions about
globalization, begin paper strategizing
Reading: Globalization,“8 Assessing the future of globalization,” pp. 129-135.
F2-10 Strategizing about prompt, review 12: 25:00, 13: 40:00
Assignment: bring outline or draft of first paper to class with questions
M2-13 All University Assessment Day, no class but please do participate in assessment events including
global learning and understanding.
W2-15 video
video: Outsourced or The Young and the restless, PBS Frontline Globalization and China tentatively
F2-17 video continued
video: Outsourced or The Young and the restless, PBS Frontline Globalization and China tentatively
M2-20 video continued
video: Outsourced or The Young and the restless, PBS Frontline Globalization and China tentatively
Section 2: The Global Environment (16 class sessions)
W2-22 Video Plan B, Lester Brown
Due: Paper on Globalization
F2-24 On the Edge!
Reading: In Brown, Preface and 1. On the Edge, pp. ix-18.
Video: video continued Lester Brown Earth Policy Institute
M2-27 Water and Food disturbing trends?
Readings: Brown, 2. Falling Water Tables and Shrinking Harvests, pp. 21-33
W2-29 Soils and Desertification
Readings: Brown, 3. Eroding Soils and Expanding Deserts, pp. 34-44
F3-2 Global Warming, Melting, and Food
Readings: Brown, 4. Rising Temperatures, Melting Ice and Food Security, pp 45-55.
Student mid-semester evaluations
M3-5 Politics of Food Shortage
Reading: Brown, 5. The Emerging Politics of Food Scarcity, pp. 59-71.
W3-7 Refugees from Environmental Problems
Readings: Brown, 6. Environmental Refugees: The Rising Tide, pp. 72-83.
F3-9 Stress and Failing States
Readings: Brown, 7. Mounting Stresses, Failing States, pp. 84-97.
S3-10 to S3-18 Spring break week no class
M3-19 Can a Sustainable Economy be Built?
Readings: Brown, 8. Building an Energy-Efficient Global Economy, pp. 99-115
W3-21 Harnessing Wind, Solar and Geothermal Energy
Reading: Brown, 9 Wind, Solar, and Geothermal Energy, pp. 116-135
F3-23 Natural support systems for the economy
Readings: Brown, 10. Restoring the Economy’s Natural Support Systems pp. 136-150
M3-26 Ending Poverty, balancing population, rescuing failed states
Reading: 11. Eradicating Poverty, Stabilizing Population, and Rescuing Failing States, pp. 151-165
W3-28 Will it be possible to feed the global population?
Reading: Brown, 12 Feeding Eight Billion, pp. 165-180.
F3-30 Discussion of Plan B. Can we save the world?
Reading: Brown, 13. Saving Civilization, pp. 183-202.
M4-2 Strategizing re Paper Prompt, review of the Global Environment.
W4-4 Final Video The Latest on the Global Environment, TBA
F4-6 No Class Student Spring Break Day
Section 3: Global Citizenship (10 class sessions)
M4-9 What is global citizenship and ways to becoming a global citizen.
Reading: Schattle, Acknowledgements, Introduction, Chapter 1 Pathways of Global
Citizens, pp. ix-24
Due: Global Environment Paper Global Environment Paper
W4-11 Main ideas and discussion about what global citizenship is.
Reading: Chapter 2 Primary Concepts of Global Citizenship, pp. 25-46
F4-13 Video on Global Citizenship TBA
M4-16 Other important ideas about global citizenship.
Reading: Chapter 3 Secondary Concepts of Global Citizenship, pp. 47-66
W4-18 Global citizenship and society
Readings: Chapter 4 Global Citizenship in Civil Society, pp. 67-92
F4-20 Global education
Reading: Chapter 5 Global Education and Global Citizenship, pp. 93-116
M4-23 The global market and global citizenship
Reading: Chapter 6 Global Citizenship in the Marketplace, pp. 117-136
W4-25 Government and global citizenship, begin strategizing and review final prompt on the global
environment especially climate change, another example of global citizenship
Readings: Chapter 7 Governing Institutions and Global Citizenship and Conclusion, pp. 137-166
Video: TBA
F4-27 Video Citizenship
M4-30 13-15 (1-3 PM) 13 (1 PM) Section Final Session
T5-1 10:30 AM-12:30 PM 12 PM Section Final Session
WINONA STATE UNIVERSITY
REQUIRED CHECKLIST FOR ALL CURRICULAR PROPOSALS
Course or Program__________________________________
This checklist enables A2C2 representatives to endorse that their departments have accurately followed the Process for
Accomplishing Curricular Change. For each course or program proposal submitted to A2C2, this checklist must be completed, signed
by the submitting department's A2C2 representative, and included with the proposal when forwarded for approval. Peer review of
proposals is also strongly advised, e.g., departments should discuss and vote on the proposals as submitted to A2C2, rather than on just
the ideas proposed or drafts of proposals.
If a proposal fails to follow or complete any aspect of the process, the Course and Program Proposal Subcommittee will postpone
consideration of the proposal and return it to the department's A2C2 representative for completion and resubmission. Resubmitted
proposals have the same status as newly submitted proposals.
Note: This form need not be completed for notifications.
1. The appropriate forms and the “Approval Form" have been completed in full for this proposal. All
necessary or relevant descriptions, rationales, and notifications have been provided.
________ Completed
2a. The “Financial and Staffing Data Sheet" has been completed and is enclosed in this proposal, if
applicable.
________ Completed ________ NA
2b. For departments that have claimed that “existing staff" would be teaching the course proposed, an
explanation has been enclosed in this proposal as to how existing staff will do this, e.g., what
enrollment limits can be accommodated by existing staff. If no such explanation is enclosed, the
department's representative is prepared to address A2C2's questions on this matter.
________ Completed
________ NA
3. Arrangements have been made so that a department representative knowledgeable of this proposal will
be attending both the Course and Program Proposal Subcommittee meeting and the full A2C2 meeting
at which this proposal is considered.
________ Completed
Name and office phone number of proposal's representative:
_____________________________________
4. Reasonable attempts have been made to notify and reach agreements with all university units affected
by this proposal. Units still opposing a proposal must submit their objections in writing before or
during the Course and Program Proposal Subcommittee meeting at which this proposal is considered.
________ Completed ________ NA
5. The course name and number is listed for each prerequisite involved in this proposal.
________ Completed ________NA
6. In this proposal for a new or revised program (major, minor, concentration, etc.), the list of
prerequisites provided includes all the prerequisites of any proposed prerequisites. All such
prerequisites of prerequisites are included in the total credit hour calculations. ________ Completed
________ NA
7. In this proposal for a new or revised program, the following information for each required or elective
course is provided:
a.
The course name and number.
b.
A brief course description.
c.
A brief statement explaining why the program should include the course.
________ Completed
________ NA
8. This course or program revision proposal:
a.
Clearly identifies each proposed change.
b.
Displays the current requirements next to the proposed new requirements, for clear, easy
comparison.
________ Completed
________ NA
9. This course proposal provides publication dates for all works listed as course textbooks or references
using a standard form of citation. Accessibility of the cited publications for use in this proposed
course has been confirmed.
________ Completed
________ NA
__________________________________________________ ______________________
Department's A2C2 Representative or Alternate
Date
9-05]
[Revised