Win 2022 GNED 1303-001 Course Outline PDF

Preview

Summary

Outline...

Description

GNED 1303: Conflict and the Social Context Cluster Three, Level One Section 001 (3 Credits) Fridays, 10:00 am to 12:50pm Online Class Link: https://meet.google.com/jon-zpab-bfg Winter 2022 Instructor: Tashi Tsering, Ph.D. Office: T-172 E-mail: [email protected] Office Hours: E-mail instructor for online meeting appointment COURSE DESCRIPTION Conflict, whether personal, domestic or international, is one of the defining forces of society. Through an interdisciplinary framework, students will engage multiple interpretations and be introduced to multiple ways of thinking about the world that they live in through an examination of a conflict in its social context. REQUIRED COURSE MATERIALS All required readings are available on Blackboard or MRU e-library. This includes an ebook version of Paul Robbin’s, Political Ecology: A Critical Introduction (2011), available on MRU library: https://bit.ly/38yLutr. All MRU students have unlimited access to the book for reading online and may check out (download) the e-book for 14 days at a time. It may be also possible to download chapter(s) that doesn’t expire. All other required readings and materials are available on Blackboard. These additional readings are selected to provide you with pertinent materials with which to practice your critical thinking skills. Remember that the most important learning tool for this course is your own reflective mind! MARK ALLOCATION Reading group prep-sheets (6 prep-sheets x 5) Mid-term presentation

30% 10%

Mid-term essay Role play activity Group poster presentation Self-evaluation Final exam

15% 10% 10% 5% 20%

IMPORTANT DATES FOR THIS COURSE Jan 14 Jan 21

Jan 28 Feb 4 Feb 11 and Feb 18 Feb 25 Mar 4 Mar 11 Mar 18 Apr 1 Apr 8

                  

Fill academic background and interest forms Critical thinking workshop: Improving Assumptions Steps 1-4 Meet reading group members Sign-up for reading roles Reading group 1 (prep-sheet due before class) Critical thinking workshop: Improving Assumptions Steps 5-8 Reading group 2 (prep-sheet due before class) Decide on midterm presentation turns Midterm presentations Midterm paper due Reading group 3 (prep-sheet due before class) Reading group 4 (prep-sheet due before class) Reading group 5 (prep-sheet due before class) Instructions for role play activity Role play activity Instructions for final poster presentation Reading group 6 (prep-sheet due before class) Poster presentation Self-evaluation of reading group

ASSESSMENT 1. Reading group prep-sheets (6 prep-sheets x 5 = 30%) Your reading portfolio and self-evaluation of group participation are based on “Structured Reading Groups to Facilitate Deep Learning,” which is a group discussion format developed by H. M. Parrott and E. Cherry (2011). This format is introduced to engage students in deep reading and active discussion of course material. A copy of Parrott and Cherry’s paper will be posted on Blackboard as an optional reading. Key features of this group discussion format and your participation grades are explained below. On Jan 11, you will complete an information sheet about your academic interests and other background information that will be used to assign you a reading group comprised of members with diverse interests and backgrounds. You will meet your reading group members on Jan 18 and complete a Reading Role Signup Sheet with the group. As a group, you are expected to ensure that all the group members, including those who are absent that day, are signed up for all five reading roles at least once and for all six reading group sessions.

Your contribution to group discussions will be done according to a set of five rotating reading group roles. These roles are: Discussion Leader, Passage Master, Devil’s Advocate, Creative Connector, and Reporter. Details, including instructions, about these roles are provided below (see “Reading Group Roles and Reading Preparation Sheet Guidelines”). For each scheduled reading group session, you must write a 500-word prep-sheet for your reading role. For example, if your role is the Discussion Leader, then as per Reading Group Roles and Reading Preparation Sheet Guidelines below, you will prepare two Discussion Leader questions with your own answers. You must submit a copy of your prep-sheet on Blackboard before class. By the end of the semester, you will have submitted six prep-sheets that will account for a total of 30% of your grade (6 prep-sheets x 5 = 30). Prep-sheets should be between 450-550 words in length. Reading Group Roles and Reading Preparation Sheet Guidelines Discussion Leader. You are responsible for starting and facilitating the group discussion. Your main task is to develop two questions with your own answers to help your group members discuss and better understand the main arguments or ideas in the assigned reading. Your questions should highlight or identify the big ideas or the main arguments of the reading. Don’t worry about the small details as you are the big-picture-person of the group. If there are two readings assigned for the day, prepare one question and answer for each reading. Passage Master. You are responsible for identifying and highlighting specific details, data, or ideas in the reading that you believe are central to the reading’s main ideas or arguments. Your main task is to identify two passages in the reading that you believe contains specific evidence, argument, or idea that is central to the reading. As such, your prep-sheet should include two brief passages (you can copy/paste from the reading), each followed by your detailed explanation or justification for choosing the passage(s). Creative Connector. You are responsible for highlighting the broader and curious relevance of the reading by highlighting how the ideas/arguments in the reading relate to other important issues and debates. You may make connections to other reading assignments, news media stories, or to any other relevant idea or story you are aware of. Your prep-sheet should comprise of two such creative connections, including descriptions of how your creative connections stories/ideas are relevant or important. Devil’s Advocate. You are responsible for challenging the main arguments or ideas in the reading by developing critical questions or arguments. Your critique can emphasize the weaknesses, biases, or contradictions in the reading’s main arguments. Your prep-sheet should consist of two such challenging questions or arguments along with detailed explanations of your critique. Reporter. The reporter is the only role that will attend discussion without a prep-sheet. Instead of a prep-sheet, you will write and submit a report of the reading group session after the class. Your report is due on Blackboard within 48 hours after the class. As the Reporter, you are expected to write some notes, jotting down some of the key

discussion points and your own general observations about the discussion (What did the group agree/disagree on, and why? What ideas did the group find most interesting or controversial, and why? etc.). You should also participate in the discussion as you are not tasked with acting as a scribe who tries to furiously write down what everyone says. Rather, you will act as a meta-discussion observer, looking for any areas of confusion, excitement, or disagreement that you may want to reflect on and write in the report. In general, your report should provide thoughtful answers or reflections (containing specific examples) on these questions: How did the discussion go? Was it beneficial? What did you learn from the discussion? How could it have been better? 2 & 3. Mid-term presentation (10%) and essay (15%) Your mid-term project, which includes a presentation and an essay, will be based on a critical thinking workshop: Improving Our Assumptions. The workshop consists of eight step-by-step learning exercises that will be delivered during class on January 18 and January 25. Note that this midterm project is unlike any other learning exercise or presentation/essay project you have done in the past. As such, you are expected to follow the step-by-step instructions to demonstrate your project work/learnings. The only thing you need to bring to the workshop is your own topic idea. Have a topic idea in your mind when you attend Jan 18 class. Your topic can be anything related to environmental conflicts. Examples include climate refugees, wars, energy crises, oil and gas industry, homeless people, meat industry, prison industrial-complex, privatization of nature parks, shopping, or any such topic that is interesting to you! Instructions for the mid-term presentation You will provide a 5-minute presentation either on Feb 8 or Feb 15. The specific date and turn of your midterm presentation will be decided in class on Sep 27. Your presentation must adhere to the following outline. Start by introducing yourself, your topic, and assumption on the topic. Then share your critical reflections on the sources and validity of your assumption, demonstrating that you have seriously reflected on the limitations of your assumption. Then, using specific examples and details, show how your research findings and thoughtful reflections on valid alternative perspectives have (also) helped improve your assumption. If aspects of your thinking about the topic/issue/question are still unclear (yet), which is normal and expected in some cases, you should describe exactly what is unclear and why that is of interest. In addition, you will provide presentation feedback to all your group members via e-mail, preferably on the same day of their presentation. As such you are expected to attend all three days of class presentations and listen/learn from other students’ presentations. Marking criteria for presentation: Criteria Clarity Critical reflections on sources and validity of one’s assumption Thoughtful consideration of valid alternative perspectives Reasoning to demonstrate new improved assumption

Weight/Rating 20 20 20 20

Time limit Total

20 100

Instructions for mid-term essay: Your essay will be around 1,000 words (minimum 900 and maximum 1,100 words) in length and is due on Feb 22. Your essay will be a detailed written version of your presentation, or a description of your step-by-step learning exercises and outcomes. You must provide specific details and examples that show how your new understanding is based on substantive new knowledge, critical thinking, and ethical reasoning. If you have achieved new or better understanding that is different from what you presented in class, that is a good development and should be clearly explained in the paper. If your views on the topic are still unclear or are looking for answers, you will explain exactly what you are unclear about and why you consider this puzzle interesting. Marking criteria for essay: Criteria Clarity Critical reflections on sources and validity of one’s assumption Thoughtful consideration of valid alternative perspectives Reasoning to demonstrate new improved assumption Word limit Total

Weight/Rating 20 20 20 20 20 100 points (100%)

4. Role play activity (10%) Students will conduct a role play activity on March 15. Specific instructions and rubric will be provided on March 8. The objective of the activity is to better understand how leaders representing different interest groups shape environmental conflicts. In order to gain and demonstrate such insights, it is essential that you shed your own identity and familiar modes of thinking. This role-play activity will entail enacting a historical or imaginary situation related to an environmental conflict. Possible scenarios of role-play activity include contrasting news coverage of protests related to a development project; negotiations between representatives of workers union and company executives; country positions on climate change treaty; etc. 5. Group poster presentation (10%) Each (reading) group will prepare a poster and do a class presentation on April 5. Posterpresentations will demonstrate critical knowledge and solutions to issues related to environmental conflict. Specific topics and instructions for poster-presentation will be provided on March 15. 6. Self-evaluation of group participation (5%) Students will anonymously provide a participation grade to all the reading group members, including themselves. The grade will be based on attendance and value of contribution to group discussions and project.

7. Final take-home exam (20%) Students will write a 1500-word essay on a topic chosen from a list of three topics that will be posted on Blackboard on April 11 at 9am. The final essay must be submitted before 11:59 pm of April 15.

EDUCATIONAL AIMS AT MRU Mount Royal University has developed four University-wide learning aims that describe core abilities all students should develop during their time at the University, regardless of their academic program. The four learning aims are:  Intellectual and Practical Skills  Integrative and Applied Learning  Knowledge of Human Cultures and the Physical, Natural and Technological World  Personal and Social Responsibility For details of the learning aims please consult the Academic Plan: https://www.mtroyal.ca/cs/groups/public/documents/pdf/academic_plan.pdf. GNED 1301 helps facilitate and measure the following selected aims based on the learning objectives of this course: Learning Objectives

Learning Aims

Assessment

1. Analyzing a conflict through an interdisciplinary perspective such as economic, historical, ethical, sociological, cultural, geographical, and political.

 Integrative and applied learning  Inquire and analysis  Problem solving  Critical reading  Inquiry and analysis  Critical thinking  Problem solving  Critical reading  Team work and independent learning  Respect for diversity

Students will analyse and explain how the environmental is always social and political Students will write, speak and do role play activities to highlight the different processes, interests, and contexts of environmental conflicts Students will discuss and share possible solutions to achieve more sustainable and just solutions to

2. Understanding the relations, processes, and environment that explain a conflict.

3. Finding various solutions to the conflict to create a more desirable state.

 Inquiry and analysis  Critical and creative thinking  Problem solving  Information literacy  General education

4. Developing research, writing, reading, and communication skills encouraging students to reflect on their own perspectives.

 Community engagement  General education  Inquiry and analysis  Critical thinking  Problem solving  Critical reading  Independent Learning  Self-understanding

environmental conflicts Students will read, research, and write essays reflecting on different perspectives, including their own assumptions.

GRADING SCHEME Please refer to the University Calendar for a complete table of the accepted letter grades and their descriptions. In this course, all term marks will be awarded in percentages or letter grades, which will be converted using the following ranges: Mark (%) Grade GPA Description from Policy 507, Grades and Examination s

95- 85- 80- 77 73- 70- 67 63- 60 5510 94 84 76 72 66 59 0 79 69 62 A+ A A- B+ B B- C+ C C- D+ 4.0 4.0 3.7 3.3 3.0 2.7 2.3 2.0 1.7 1.3 Excellent . Superior performance, showing comprehensive understanding of subject matter.

Good. Clearly above average performance with knowledge of the subject matter generally complete.

Satisfactory. Basic understanding of the subject matter.

5054

0-49

D 1.0

F 0

Marginal performance. (Generally insufficient preparation for subsequent courses).

Fail. Assigned to students: a)who do not meet the academic requirements of the course, or b)who cease to continue in the course, but do not withdraw as per Mount Royal University policy.

COURSE POLICIES Make yourself familiar with the University’s regulations and policies covering students’ responsibilities and rights. Rules for writing exams are printed on the front of the University exam booklets and the rules for academic conduct are in the 2020-2021 University calendar. These sections provide an overview of student rights and obligations as well as the available disciplinary and grievance procedures. Also be aware of the Code of Student Conduct. http://www.mtroyal.ca/CampusServices/CampusResources/StudentConduct/index.htm

PLAGARISM Students will respect the basic standards of intellectual integrity, including, but not limited to, refraining from plagiarism, cheating or copying someone else’s work. “Plagiarism consists of using other people’s words or ideas without adequately acknowledging the source of those words or ideas. Plagiarism can take many forms: stealing an entire essay and submitting it as one’s own work; quoting parts of a source without acknowledging that source; quoting parts of a source without quotation marks (even if the source is listed in the Works Cited list); too few in-text citations compared to the amount of information used; incorrect, incomplete, or missing documentation elements. Penalties for plagiarism can range from a reduction in the assignment grade to expulsion from the college.” -with thanks to Bill Bunn, Department of English, Mount Royal In addition, students are expected to take an active role in encouraging other members of the academic community to refrain from academic dishonesty, and are asked to advise the instructor if they are aware of any such violations. This provision applies to any work submitted as a group project. Students are strongly recommended to read the complete Code of Student Conduct, which can be found on-line at: http://www.mtroyal.ca/cs/groups/public/documents/pdf/osc_plagiarism_brochure_2013.p df DOCUMENTATION Students are expected to provide proper documentation of their sources of information using one of the standard styles of citation. Proper documentation means that you will provide the author, title, publisher, date, and page numbers, from which you acquired your information. Doing this provides support for the information and/or ideas being presented, and directs the reader (i.e., your instructor) as to where to find additional information or verification. You can find more information about the standard citation styles, such as Chicago, MLA and APA, from the Information Desk of MRU Library or on their website: http://mtroyal.ca/Library/Research/CiteSources/index.htm KEY DATES First day of classes Winter reading break Last day to withdraw from a course or program Last day of classes Final examination period

January 10, 2022 February 22-25, 2022 April 8, 2022 April 8, 2022 April 11-25 , 2021

CORRECTNESS POLICY All students are expected to adhere to high standards in correct grammar, punctuation, spelling, and word usage. Additionally, each instructor is free to require a higher standard of correctness for their particular course. Specific details of this policy will be discussed in class by your instructor. LATE DELIVERABLES AND ASSIGNMENT POLICY

Assignments must be submitted via Blackboard only. If you are facing issues accessing Blackboard, please contact MRU IT Services ([email protected] or 403-4406000) and inform your instructor. Late assignments will be deducted 5% of the assignment value per day. Unless in cases such as extended illness, late assignments will not be accepted after one week. A doctor’s note will be required to support an explanation of illness. NOTICE OF RECORDING Mount Royal University has contracted Google to provide educational technology software for the course GNED 1303-006; where, the instructor may record lectures using Google Meet and make them available to registered students through a link on Blackboard for up until 10 days after the course is completed. Users, including any recorded student participants, are advi...