TACKLING GLOBAL DILEMMAS (ENG 201)
~ Fall Semester: 2015 ~
Course logistics:
Professor:
Email:
Class meetings:
Office hours:
my.nes:
Sharon Hannigan, M.A.T./Ph.D.
shannigan@nes.ru
Mondays & Wednesdays, 9:00-10:20am, location TBA
Mondays & Wednesdays, 10:30am-noon, HSE Building 28, Rm. 314
Please check site regularly for course description, syllabus, assignments,
supplements, and rubrics.
Required materials: Supplied by instructor
Course overview:
Tackling Global Dilemmas, an intermediate level integrated skills English for Academic
Purposes (IS-EAP) course, was designed to prepare you for success in more advanced courses
(e.g., ENG 202 and 300-level offerings) by elevating both fluency and accuracy across language
modalities (e.g., listening, speaking, reading, writing, and grammar). True to its title, the course
calls upon you to heighten your English proficiency by literally tackling global dilemmas, the
very ones targeted by the United Nations as “Millennium Development Goals” (UNMDGs) - in
the process expanding your knowledge of the most critical issues confronting our world today.
The above will be achieved in large part through a Community-Based Learning (CBL) approach
set into motion by a critical thinking framework (i.e., CIFA), requiring teams of students to
closely examine the UNMDGs with the goal of locally enacting them. In what follows, the
UNMDGs, CBL, and CIFA are described, in turn, in light of the aims of this course.
United Nations Millennium Development Goals (UNMDGs):
At the Millennium Summit in September 2000, the largest gathering of world leaders in
history adopted the UN Millennium Declaration, committing their nations to a new global
partnership to reduce extreme poverty and setting out a series of time-bound targets with a
deadline of 2015 (recently extended to 2030). These have become known as the eight United
Nations Millennium Development Goals (UNMDGs), depicted in the diagram, below, within the
critical thinking framework (CIFA) devised for this course.
CIFA!
The 8 Millennium Development Goals!
In this course, which consists of four three-week modules, we will explore four of the
above UNMDGs in considerable depth (see syllabus), with Module 1 devoted to Goal #1:
Eradicate extreme hunger and poverty, Module 2 to Goal #2: Achieve universal primary
education, Module 3 to Goal #6: Combat HIV/AIDS, malaria and other diseases, and Module 4
to Goal #7: Ensure environmental sustainability. Each of the above-mentioned UNMDGs will
serve as its module’s unifying theme around which all language skills, exercises, tasks, debates,
assignments, presentations, and projects revolve. In addition, you and your teammates will
adopt any one of the eight UNMDGs for your CIFA Capstone Project (Think Globally; Act
Locally!), outlined below.
Community-based learning (CBL):
CBL began as a response to the observation that schools and universities have become
increasingly isolated from the communities that support them, in effect exacerbating preexisting demographic divides, chief among them social, educational, and economic. What’s
more, new graduates and non-graduates alike often report a rough transition into the “real”
world as they lack the social tools and connections vital to supporting themselves and assuming
a productive role in society due to years of “education system insulation”. By acting as a bridge
between students and other community members, CBL seeks to mitigate the costs of
demographic fragmentation through the development of mutually beneficial and gratifying
educational experiences.
As detailed below, CBL will be realized in this course though the development and
delivery of a CIFA Capstone Project (Think Globally; Act Locally!) that challenges you and your
teammates to contribute to your community (i.e., Moscow and vicinity) by implementing one of
the UNMDGs.
Critical thinking framework (CIFA):
CIFA, which stands for Contemplate-Investigate-Formulate-Activate, is the critical
thinking framework devised for this course. It will serve to not only structure but propel your
thinking through each module and the CIFA Capstone Project en route to more advanced
English proficiency. In addition, CIFA is the basis of all major writing assignments.
CIFA capstone project:
Another feature of this course is the CIFA Capstone Presentation (Think Globally; Act
Locally!), where you and your teammates will accomplish the admirable goal of locally
“Activating” one of the eight UNMDGs; that is to say, making a difference in your own
community (Moscow and vicinity) by devising a CIFA-driven action plan and then carrying it out.
Activities may include but are by no means limited to the following: Volunteering at a school,
soup kitchen, orphanage, nursing home, or clinic; assisting the homeless; starting up a food
bank; fundraising for the underprivileged; consciousness-raising; tree planting, micro-lending,
etc. In-class time will be afforded in Week 8 (see syllabus) to jump-start the project, with the
first meeting of the week devoted to capstone team organization and planning and the second
to the proposal of initial ideas to the rest of the class. The CIFA Capstone will culminate in Think
Globally; Act Locally! presentations scheduled to occur in the final week of classes (Week 16),
with teams reporting on how they Contemplated, Investigated, Formulated and, most
importantly, Activated their chosen UNMDG.
Course format:
As previously mentioned, this course has been organized into four three-week modules,
each exploring a different UNMDG. The focus of the first week of each module is on
introducing its UNMDG through an academic video/podcast (TED Talks, NPR, YouTube, etc.) and
text and then reinforcing them with tailor-made listening comprehension, vocabulary, and close
reading exercises/activities.
A major focus of the second week of each module will be on preparing oral arguments
(debates) in response to issues related to the module UNMDG. The debates, scheduled to
occur in class the following week, are pivotal in that they will serve not only as the primary
speaking assessment but as a pre-writing activity for all written assignments. Time will also be
devoted to target grammar exercises extracted from the module text and the “DOs and
DON’Ts” of research documentation.
The third week of each module aims to synthesize and actualize the listening and
reading comprehension, vocabulary, grammar, and debate preparation of the previous two
weeks by inviting you to (1) formally debate a module-related issue (speaking assessment), and
then begin to (2) set your verbalized – and therefore well-processed – thoughts to paper in an
organized and coherent fashion (CIFA-based written assessment).
My hope is that this balanced progression facilitates language acquisition through the
development of critical, independent, and creative thinking skills vital to 21st century success.
Evaluation & tentative due dates:
CIFA-Based Writing (40% of overall grade):
• Contemplate (Reflection paper)
Mon., Sept. 28
• Investigate (Research report)
Mon., Oct. 19
• Formulate (Action plan)
Mon., Nov. 23
• Activate (Progress report)
Mon., Dec. 14
UNMDG-Inspired Debates (20% of overall grade):
• Goal #1 (Eradicate extreme hunger and poverty)
• Goal #2 (Achieve universal primary education)
• Goal #6 (Combat HIV/AIDS, malaria and other diseases)
• Goal #7 (Ensure environmental sustainability)
Mon., Sept. 21
Mon., Oct. 12
Mon., Nov. 16
Mon., Dec. 7
Continuous Assessment (20% of overall grade):
• Exercises/activities: Vocabulary, grammar, listening & reading comprehension,
discussion, debate & capstone project planning, quizzes
CIFA Capstone Project (20% of overall grade)
• Team presentation: Wed., Dec. 16 or during finals period
Grading breakdown:
CIFA-Based Writing:
UNMDG-Inspired Debates:
Continuous Assessment:
CIFA Capstone Project:
40% (10% per assignment)
20% (5% per debate)
20% (average of all assignments)
20% (team presentation)
100%
NOTE: After your final grade is calculated (100-point scale), I will round it off and then convert it
to a grade based on a 10-point scale as shown in the table, below. If you receive a failing grade
for the course, you will have an opportunity to make up the final grade by redoing all of the
course assignments you failed during the semester. All make-ups will occur during make up
period, and be evaluated by a committee of three or more faculty members.
Grade conversion table:
100-Point Scale
(Assignments)
> 95%
90% – 95%
86% - 89%
80% - 85%
76% - 79%
70% – 75%
60% - 69%
< 60%
Performance
Descriptors
Brilliant
Excellent
Almost Excellent
Very Good
Good
Highly Satisfactory
Satisfactory
Fail
10-Point Scale
(Final Grade)
10
9
8
7
6
5
4
1-3
Meeting deadlines for assignments: It is expected that assignments will be completed in full
and submitted to your instructor by the due dates specified. Late assignments will not be
accepted unless there is a legitimate reason, or a “real” emergency, that prevents you from
submitting them at the designated time (official note required).
Attendance and active participation: You are expected to attend all classes. If for some very
good reason (e.g., sickness or emergency) you are unable to attend a class, please try to notify
your instructor by email. For unexcused absences, students are responsible for making up
missed information and assignments. While in class you are expected to actively participate.
This means showing up to class in a timely fashion prepared to discuss the work assigned in the
previous meeting (e.g., having read relevant text pages, completed assigned exercises,
prepared debate and capstone materials, etc.). Please remember that the smooth functioning
of our class depends to a great extent on the amount of care and effort you put into each
assignment. It also depends on your willingness to share your understanding of and ask
questions about issues related to course content.
Academic dishonesty, cheating & plagiarism: Academic dishonesty, cheating, and plagiarism
will not be tolerated. Please refer to the Joint NES/HSE BAE program guidelines for policies and
procedures.
Open door policy: Your instructor is happy to meet with you at any point during the semester
whether individually or in groups (e.g., debate and capstone teams, etc.). Please come and see
me during my office hours or by appointment if you have questions regarding any aspect of the
course. If you are not clear on an assignment or have a question about something presented in
class, by all means feel free to contact me.
* I am looking forward to a happy and productive semester with all of you!
Tackling Global Dilemmas (ENG 201)
~ Course Syllabus: Fall 2015 ~
ABBREVIATIONS:
UNMDG (United Nations Millennium Development Goal), CT (critical
thinking), CIFA (contemplate-investigate-formulate-activate), CBL
(community-based learning), TD (team debate), OARC (opener-attackerrebutter-closer), CP (capstone project), “A” (1st weekly meeting), “B” (2nd
weekly meeting)
Week 1: Sep. 2
Greetings; course overview: 8 UNMDGs, CBL philosophy, CT
framework (CIFA), 4 course modules, 3 expressive modalities, &
team CP (“Think Globally; Act Locally!)
~ Module 1: Eradicate Extreme Poverty & Hunger (UNMDG #1) ~
Week 2: Sep.7/9
A. Introduce module UNMDG (video, academic lecture, etc.):
-Listening comprehension (gist/details/voice, etc.)
-Vocabulary exercises/activities
B. “Bust” module reading, part I:
-General comprehension (whole/small group discussion)
-Close reading (discourse analyses)
Week 3: Sep.14/16
A. Prepare for module UNMDG TDs:
-Explain task & establish teams
-Assign team member OARC roles
-Teams begin planning for TDs
B. “Bust” module reading, part II:
-Target grammar
Week 4: Sep.21/23
A. Debate issues related to module UNMDG:
-Two mini-debates in succession (speaking assessment)
-Audience members take notes toward Q&A period
-Audience members serve as timers, moderators, judges
B. Start CIFA reflection paper (Contemplate module UNMDG):
-Give reflection paper writing assignment
-Review reflection paper rubric
-Prewriting exercises (brainstorm, plan, organize, etc.)
*Reflection paper due at start of class Mon., Sep. 28!
~ Module 2: Achieve Universal Primary Education (UNMDG #2) ~
Week 5: Sep.28/30
A. Introduce module UNMDG (video, academic lecture, etc.):
-Listening comprehension (gist/details/voice, etc.)
-Vocabulary exercises/activities
B. “Bust” module reading, part I:
-General comprehension (whole/small group discussion)
-Close reading (discourse analyses)
Week 6: Oct.5/7
A. Prepare for module UNMDG TDs:
-Explain task & establish teams
-Assign team member OARC roles
-Teams begin planning for TDs
B. “Bust” module reading, part II:
-Target grammar
Week 7: Oct. 12/14
A. Debate issues related to module UNMDG:
-Two mini-debates in succession (speaking assessment)
-Audience members take notes toward Q&A period
-Audience members serve as timers, moderators, judges
B. Start CIFA research report (Investigate module UNMDG):
-Give research report writing assignment
-Review research report rubric
-Prewriting exercises (brainstorm, plan, organize, etc.)
*Research report due at start of class Mon., Oct.19!
~ Initial Preparation, CIFA TEAM CP (Think Globally; Act Locally!) ~
Week 8: Oct. 19/21
Week 9: Oct.26 - Nov.1
A. Plan CIFA Team CP Presentation (due Week 16):
*Goal is to “Activate” 1 of the 8 UNMDGs in Moscow!
-Establish teams of four students
-Teams reach consensus on 1 of the 8 UNMDGs
-Each team member adopts a different CIFA role
-Teams begin to Contemplate, Investigate, Formulate, and
Activate their chosen UNMDG!
B. Propose initial plan to rest of class:
-Last minute preparations (1st half of class)
-Each team shares its initial ideas (2nd half of class)
-Each team member presents his/her CIFA role
Consultation Week (no classes)
~ Module 3: Combat Malaria and Other Diseases (UNMDG #6) ~
Week 10: Nov.2
A. Introduce module UNMDG (video, academic lecture, etc.):
-Listening comprehension (gist/details/voice, etc.)
-Vocabulary exercises/activities
B. *No class Wednesday, Federal Holiday
Week 11: Nov.9/11
A. Prepare for module UNMDG TDs:
-Explain task & establish teams
-Assign team member OARC roles
-Teams begin planning for TDs
B. “Bust” module reading:
-General comprehension (whole/small group discussion)
-Close reading (discourse analyses)
Week 12: Nov.16/18
A. Debate issues related to module UNMDG:
-Two mini-debates in succession (speaking assessment)
-Audience members take notes toward Q&A period
-Audience members serve as timers, moderators, judges
B. Start CIFA action plan (Formulate module UNMDG):
-Give action plan writing assignment
-Review action plan rubric
-Prewriting exercises (brainstorm, plan, organize, etc.)
*Action plan due at start of class Mon., Nov. 23!
~ Module 4: Ensure Environmental Sustainability (UNMDG #7) ~
Week 13: Nov.23/25
A. Introduce module UNMDG (video, academic lecture, etc.):
-Listening comprehension (gist/details/voice, etc.)
-Vocabulary exercises/activities
B. “Bust” module reading, part I:
-General comprehension (whole/small group discussion)
-Close reading (discourse analyses)
Week 14: Nov.30/Dec.2
A. Prepare for module UNMDG TDs:
-Explain task & establish teams
-Assign team member OARC roles
-Teams begin planning for TDs
B. “Bust” module reading, part II:
-Target grammar
-Documentation (citation, references, etc.)
Week 15: Dec.7/9
A. Debate issues related to module UNMDG:
-Two mini-debates in succession (speaking assessment)
-Audience members take notes toward Q&A period
-Audience members serve as timers, moderators, judges
B. Start CIFA progress report (Activate module UNMDG):
-Give progress report writing assignment
-Review progress report rubric
-Prewriting exercises (brainstorm, plan, organize, etc.)
*Progress report due at start of class Mon., Dec. 14!
Week 16: Dec.14/16
CIFA Capstone Presentations: “Think Globally; Act Locally!”
Week 17: Dec.22-31
HSE FINALS PERIOD (Capstone Presentations, cont.)
~ DURING THE SEMESTER THE INSTRUCTOR RESERVES THE RIGHT TO ALTER THE SYLLABUS IF NEED BE. ~