McKinlay, John P. and Sonja M. McKinlay. 1977.



CLAS C&C Chair: Pamela BedoreAgenda Part II – Additional Materials4.28.2020A.Approvals by the Chair2020-199 MCB 5896Add Special Topic: Horizontal Gene TransferB.New Business2020-200AFRA/SOCI 2250Add Course (G) (S) (guest: Fumilayo Showers)2020-201SOCI 5231Revise Course (guest: Nancy Naples)2020-202SOCI 6231Revise Course (guest: Nancy Naples)2020-203COMM 3430E/WAdd Course (G) (S)2020-204COMM 4540Add Course2020-205COMMRevise Minor2020-206ECON 2451/WAdd Course (G) (S)2020-207ECONRevise Major2020-208ENGL 3715ERevise Course (G) (S)2020-209ENGLRevise Minor2020-210ENVSRevise Major2020-211GEOG/GSCI 2310ERevise Course (G) (S)2020-212GSCI 5240Add Course2020-213GSCI 5810Add Course2020-198ILCSRevise Minor2020-214MAST 1300ERevise Course (G) (S)2020-215MASTRevise Major2020-216MCB 5884Revise Course2020-217MCB 5895Revise Course2020-218MCB 5984Revise CourseADDITIONAL MATERIALS:2020-199 MCB 5896Add Special Topic: Horizontal Gene TransferProposal to offer a new or continuing ‘Special Topics’ course 1. Date of this proposal: 3-13-202. Semester and year this xx95 course will be offered: Fall 20203. Department:MCB ?4. Course number and title proposed: 5896 Special Topics: Horizontal Gene Transfer, from mechanisms to outcomes ?5. Number of Credits:1 ?6. Instructor: Dr. Thane Papke?7. Instructor's position: Professor8. Has this topic been offered before? No If yes, when??9. Is this a ( X) 1st-time, ( ) 2nd-time, ( ) 3rd-time request to offer this topic? 10. Short description:? How quorum sensing, natural transformation and biofilm formation are interwoven with horizontal gene exchange in Prokaryotes.11. Please attach a sample/draft syllabus to first-time proposals.?12. Comments, if comment is called for: ?13. Dates approved by: Department Curriculum Committee: March 22, 2020 Department Faculty:? April 7, 202014. Name, Phone Number, and e-mail address of principal contact person: David Knecht, David.knecht@uconn.eduSupporting DocumentsHorizontal Gene Transfer, from mechanisms to outcomes: MCB 5896Fall, 2020Instructor: Dr. Thane Papke Time and Place: TBDCredits: 1Description: Readings from the scientific literature will provide a focus for investigating how quorum sensing, natural transformation and biofilm formation are interwoven characteristics that collectively provide a controlled and biased process for the horizontal gene exchange in Prokaryotes. Then, gene exchange will be discussed for understanding how this process contributes uniquely to prokaryotic evolution (e.g., via adaption to environments, generation of metabolic pathways and how they form separate lineages).Contact Info:Office BSP 402; 860-486-7963; thane@uconn.eduOffice Hours:After class, and by appointment.Course Objectives:Prokaryotes generate diversity and evolve mainly through Horizontal Gene Transfer. In order to gain a deeper appreciation for prokaryote evolution, and how they adapt to their environment, we will examine the scientific literature demonstrating mechanisms and strategies for gene exchange, as well as the outcomes. Course goal:To develop intellectual skills that enable students to synthesize facts, principles, and logic that allows understanding the role of microorganisms in our world. To develop skills and gain confidence in communicating through oral presentations.NO TEXTBOOK! Each student is responsible for finding the article. All articles are available and free from the Internet, if using a computer on campus. If off campus, you can still get it for free, but you have to sign into the library.Grades: Participation: Students are required to come to class prepared to discuss the assigned reading! There will be an open-ended discussion about the reading material. Each student is expected to participate voluntarily every day. Presentation: Each student will make a 30-minute PowerPoint presentation (approximately 25-30 slides). Learning to give oral presentations is an important aspect of this class, and an applicable life-long skill for all scientists.Breakdown of final grade: Participation 50%; Presentation 50%Grading Scale:GradeLetter GradeGPA97-100A+4.393-96A4.090-92A-3.787-89B+3.383-86B3.080-82B-2.777-79C+2.373-76C2.070-72C-1.767-69D+1.363-66D1.060-62D-0.7<60F0.0Reading Topics:Week 1: Quorum SensingWeek 2: BiofilmsWeek 3: Natural transformation, the basicsWeek 4: Links between quorum sensing, biofilms and natural transformation in the Gram positive genus Streptococcus spp.Week 5: Links between quorum sensing, biofilms and natural transformation in the Gram negative species Vibrio Cholerae.Week 6: DNA as a nutrient hypothesisWeek 7: Archaeal mechanisms of gene transferWeek 8: Cooperation in prokaryotes, via quorum sensing and HGT. Week 9: Impact of horizontal gene transfer on the formation of species. Week 10: Impact of horizontal gene transfer on adaptation to environmentsWeek 11: Impact of horizontal gene transfer on the creation of metabolic pathwaysWeek 12: Thanksgiving breakWeek 13: Student presentationsWeek 14: Student presentationsImportant DatesOctober 14th: Student meetings to discuss presentation. Student must meet with Dr. Papke at a scheduled time to discuss topic of presentation. Bring with you two review articles, and three primary literature articles on the topic. November 11th: 1st round of student practice talks. Must meet with Dr. Papke, to go over your Power Point presentation: bring with you your draft presentation, and be prepared to present and discuss it. November 23-29th: Thanksgiving BreakDecember 2nd: Presentations beginTopics for presentations:Protists/protist ecology/evolutionViruses/virus evolution/ecologyAnoxygenic photosynthesisSulfur cyclePolychlorinated biphenyl (PCBs) remediationCO2 fixation/AutotrophyRhodopsinsHydrothermal ventsMicrobial symbiosisNitrogen cycleOrigins of lifeMicrobial mats Hydrogen oxidizing bacteria/metabolismOrganic acid fermentation (e.g., lactic acid bacteria)Halophiles (adaptation to high salt)Archaea – the 3rd domain of lifeCyanobacteriaPetroleum spill biodegradationThermophiles (adaptation to high temperature)Each student is expected to abide by the University of Connecticut Code of Conduct. We are all here to learn and to be excited about learning.Plagiarism:In the past there have been misunderstandings about whether it is appropriate to copy material from references or from other students. Briefly, it is never appropriate to copy anything written by someone else: neither students, published works, dissertations, nor internet material. The work you turn in must be in your own words. Do not copy anything from work written by others. If you must quote from written work (and this is rarely done in scientific work), the passage that is quoted must be enclosed in quotation marks and followed immediately by the reference citation. All facts and interpretations of facts that are not your own must include a literature citation. When describing factual material, you should restate it in your own words. If you want to include tables of data or diagrams from the literature, you may do so as long as you cite the appropriate reference in the legend to the figure or table. All the references in your reference list should be cited in your work. Do not cite sources from which you did not use information.Excerpt from the Student Conduct Code ()If you have any questions about the acceptability of your work regarding plagiarism, contact Dr. Papke before submitting the work. After you submit the work it is too late and any violations of this policy will be dealt with according to the guidelines given in Section XI of the Student Conduct Code (see below).You are recommended to check your own papers for plagiarism with freely available on line plagiarism detection software. Here are some example urls: MisconductA fundamental concept of all educational institutions is academic honesty. All academic work depends upon respect for and acknowledgment of research and ideas of others. Misrepresentation of someone else's work as one's own is a most serious offense in any academic setting.No academic misconduct, including any forms of cheating and plagiarism, can be condoned. Academic misconduct includes but is not limited to providing or receiving assistance in a manner not authorized by the instructor in the creation of work to be submitted for academic evaluation including papers, projects, and examinations; attempting to influence one's academic evaluation for reasons other than academic achievement or merit; presenting, as one's own, the ideas or words of another for academic evaluation without proper acknowledgment; doing unauthorized academic work for which another person will receive credit or be evaluated; and presenting the same or substantially the same papers or projects in two or more courses without the explicit permission of the instructors involved.Also, one is not allowed to cooperate or be an accessory to another's academic misconduct. Thus a student who writes a paper or does an assignment for another student is an accomplice and must be held accountable just as severely as the other. It is perhaps less obvious, but it is equally logical, that a student who knowingly permits another to copy from his or her own paper, examination, or project should be held as accountable as the student who submits the copied material.Details of the proceedings involved in academic misconduct cases are provided on the web site 2250Add Course (G) (S) (guest: Fumilayo Showers)COURSE ACTION REQUESTCAR ID20-15394Request ProposerShowersCourse TitleSocial Foundations of Health DisparitiesCAR StatusIn ProgressWorkflow HistoryStart > Draft > Africana Studies Institute > Sociology > College of Liberal Arts and SciencesCOURSE INFOType of ActionAdd CourseIs this a UNIV or INTD course?NeitherNumber of Subject Areas2Course Subject AreaAFRASchool / CollegeCollege of Liberal Arts and SciencesDepartmentAfricana Studies InstituteCourse Subject Area #2SOCISchool / College #2College of Liberal Arts and SciencesDepartment #2SociologyReason for Cross ListingThis course is suitable for the Africana Studies Institute curriculum as well as the Sociology department curriculumCourse TitleSocial Foundations of Health DisparitiesCourse Number2250Will this use an existing course number?NoCONTACT INFOInitiator NameMelina A PappademosInitiator DepartmentHistoryInitiator NetIdmep04005Initiator Emailmelina.pappademos@uconn.eduIs this request for you or someone else?Someone elseProposer Last NameShowersProposer First NameFumilayoSelect a Person-- Select one --Proposer NetIdmep04005Proposer Phone+1 860 486 3465Proposer Emailmelina.pappademos@uconn.eduDoes the department/school/program currently have resources to offer the course as proposed?YesCOURSE FEATURESProposed Year2020Will this course be taught in a language other than English?NoIs this currently a General Education course or is it being proposed for General Education?YesContent Area 1 Arts and HumanitiesNoContent Area 2 Social SciencesYesContent Area 3 Science and Technology (non-Lab)NoContent Area 3 Science and Technology (Lab)NoContent Area 4 Diversity and Multiculturalism (non-International)YesContent Area 4 Diversity and Multiculturalism (International)NoGeneral Education CompetencyEnvironmental LiteracyNoScheduling ComponentsLectureNumber of Sections1Number of Students per Section35Is this a Variable Credits Course?NoIs this a Multi-Semester Course?NoCredits3Instructional PatternLecture/discussionCOURSE RESTRICTIONSPrerequisitesNoneCorequisitesNoneRecommended PreparationNoneIs Consent Required?No Consent RequiredIs enrollment in this course restricted?NoGRADINGIs this course repeatable for credit?NoWhat is the Grading Basis for this course?GradedSPECIAL INSTRUCTIONAL FEATURESDo you anticipate the course will be offered at all campuses?NoAt which campuses do you anticipate this course will be offered?StorrsIf not generally available at all campuses, please explain whyTeaching faculty is located at Storrs. If faculty resources in the subject area are expanded, this course could be offered on multiple campuses.Will this course be taught off campus?NoWill this course be offered online?YesCOURSE DETAILSProvide proposed title and complete course catalog copyAFRA 2250. Social Foundations of Health Disparities (also offered as SOCI 2250) 3 credits Prerequisites: None Grading Basis: Graded Social determinants of health disparities in the United States. Sociological and social scientific approaches to study of health outcome differences based on race/ethnicity, gender, nativity/immigration status, socioeconomic context, and neighborhood context/social environments. Social, economic, and political structures and their impacts on health care organization; inequalities of care delivery; interactions between individuals and institutions; emphasis on lived experience; meaning of illness. (CA2) (CA4) Reason for the course actionThis course expands curricular offerings in Africana Studies as well as Sociology. The proposal reflects the teaching, research, and publishing expertise of a newly hired faculty member. Specify effect on other departments and overlap with existing coursesOne course in Allied Health, 4503 Poverty and Public Health has related content that examines health disparities and social determinants of health from the perspective of action frameworks and those of community organizations as well as healthcare practitioners. However, this course is open only to juniors and higher. Further, "Social Foundations of Health Disparities" is an introductory/survey course framed by an explicitly sociological perspective that also engages theory as well as current literature of the field. This course also distinguishes itself through its focus on social determinants of health as opposed to biomedical perspectives. And it offers a critical perspective on social institutions and structures that govern health by centering an analysis of race. Finally, students will examine perspectives that follow the qualitative research tradition. It focuses squarely on the experiences of African-descended populations in the United States and globally, thereby drawing a significant distinction to 4503. Please provide a brief description of course goals and learning objectivesThis course aims for students to: apply sociological methodological and theoretical tools to understanding health disparities in the U.S; evaluate the institutions, players, and factors that shape the U.S health care infrastructure and assess how they impact health outcomes; attain a critical understanding of the effects of socio-economic factors on health, with a focus on Black populations in the US and globally; connect individual health narratives and experiences to structural issues within the health care system and in society. Describe course assessments1. Class participation; active verbal participation, thoughtful comments and questions; short writing assignments and discussion forum posts; short writing assignments in response to specific prompts in assigned readings. These assignments are intended to evaluate preparedness for class and ensure engagement with class readings and concepts 2. Two examinations; these exams allow students to synthesize and analyze reading and lecture materials and critically respond to specific topics on health, race and society. 3. Research project and presentation; students will select one illness/health condition and describe different aspects of the illness/health condition: 1) general medical and sociological understanding; 2) social/institutional control mechanisms; 3) demographic prevalence and racial dimensions of this prevalence; 4) policy implications General Education GoalsThe course goals align with the GENERAL EDUCATION goals articulated by the university curriculum committee: to support student acquisition of intellectual breadth, critical perspectives, awareness of their times and society, and the diversity of the human experience. Content Area: Social SciencesThis course utilizes sociological perspectives to examine topics related to population and individual health and health inequalities in the United States. It aims to enable students to understand how social structures, societal arrangements, social statuses including, race, class, gender and immigration status influence disparate health outcomes. By focusing on the social determinants of health, it offers a useful addition to biomedical perspectives on health and human behavior.Content Area: Diversity and Multiculturalism (non-International)It focuses squarely on the experiences of African-descended populations in the United States and globally. It thus offers diverse perspectives to the canon on medical sociology, and embraces multiculturalism in its pedagogical approachSyllabus and other attachmentsAttachment LinkFile NameFile TypeSocial Foundations of Health Disparities syllabus.docxSocial Foundations of Health Disparities syllabus.docxSyllabusCOMMENTS / APPROVALSComments & Approvals LogStageNameTime StampStatusCommittee Sign-OffCommentsDraftMelina A Pappademos02/21/2020 - 10:24SubmitThis course is critical to expand Africana's emerging curricular pathway in health disparities. It also reflects the expertise of a newly hired health disparities faculty member. Finally, Africana was in touch with Allied Health and received support for the course and ongoing collaboration on 4/23/30.Africana Studies InstituteShawn Salvant04/24/2020 - 10:54ApproveThis course will be a very timely addition to our curriculum in Africana Studies and provide numerous opportunities for interdisciplinary collaboration. The course draws upon current and emerging faculty strengths and research projects in the area of racial and ethnic health disparities.SociologyRalph B McNeal04/24/2020 - 11:09Approve4/15/2020good to goAFRA (COURSE NUMBER) --- SOCIAL FOUNDATIONS OF HEALTH DISPARTIESFALL 2020CLASS TIME AND LOCATION TBDINSTRUCTOR TBDCourse Description:This course provides an investigation of health disparities in the U.S, through a focus on the social determinants of health, i.e. how the conditions of life (where and how we live, eat, work, and the way we organize our lives) influence health. In detailing disparities in health outcomes, we will focus on differences based on race/ethnicity, gender, socioeconomic context, neighborhood context and social environments, nativity/immigration status, and other social categories. We will develop a broad understanding of the social, economic, and political factors that shape the organization of health care in the U.S., and inequalities present within the U.S health care delivery system, while also narrowing our focus to understand how individuals interact within health care institutions and make meaning and sense of illness. Course ObjectivesThis course aims for students to:Apply sociological methodological and theoretical tools to understanding health disparities in the U.S Evaluate the institutions, players, and factors that shape the U.S health care infrastructure and assess how they impact health outcomesAttain a critical understanding of the effects of socio-economic factors on healthConnect individual health narratives and experiences to structural issues within the health care system and in societyRequired Readings Readings for this class will be posted on HUSKY CTPlease print out and bring all non-textbook readings to class. COURSE REQUIREMENTS:Class Participation. I expect and require active participation from all students. You must actively engage with the readings and actively participate in class activities. Active participation in class goes beyond just being physically present. It means completing reading and other assignments BEFORE class, engaging in class discussion, and critically examining class concepts. Your class participation grade will be based on the oral contribution you have made (questions, thoughtful comments and answers) toward the learning experience. In some class meetings, I will require that you do short in-class writing assignments or administer pop quizzes. Talking PointsTo objectively assess preparedness for class and (to consider the fact that some people are more comfortable speaking out in class than others), I am asking you to come to some class sessions with what I call, TALKING POINTS. For EACH article length reading assigned you should prepare ONE TALKING POINT. In these talking points you should address any ONE of the following:(1) WHAT was the most important or interesting sentence/statement/argument in the reading and WHY do you think this is the case OR (2) WHICH sentence/statement/argument in the reading do you like to least/disagree with/find upsetting and WHY? OR (3) You might list a statement/quotation that you found illuminating and why or list a statement for which you might need further clarification, or questions that you might need answered. You should clearly indicate 1) the author and title of the reading you are discussing and 2) the date assigned. Post your Talking points to HUSKYCT by 9pm the day before the class for which the readings are assigned. Submit your talking points as one Word document and indicate the date of the readings you are discussion and the name of author/title for each article you are discussingTwo Take Home ExaminationsYou will write two take-home exams in response to questions about theories and empirical studies on the sociology of health. The completed exams should be 4-5 pages in length. Times New Roman, 12 point font, 1inch margins. These exams allow you the opportunity to synthesize and analyze reading and lecture materials and critically respond specific topics on health and society. Due dates for take home exams TBDResearch Project and PresentationYou will work in pairs to research a health condition and then present your health research project orally (25 minutes), preferably as a PPT, to the class. You will select one illness/health condition and describe different aspects of the illness/health condition: 1) general medical and sociological understanding; 2) social/institutional control mechanisms; and 3) demographic prevalence; and 4) policy implications. GRADING: Class Participation (20%)Talking Points (30%)Two Take-Home Examinations (15% each)Research presentation (20%)Total (100%)Grades are determined on a 100-point scale. Letter grades are broken down as follows:A=93+, A-=90-92; B+=88-89; B=83-87; B-=80-82; C+=78-79; C=73-77; C-=70-72; D+=68-69; D=60-67; F< 60. HuskyCTFor students currently enrolled in the course, HuskyCT is where you will find all your information about the course. Your syllabus, grades, additional readings and handouts will be posted on blackboard: check your email and HuskyCT frequently, as I will use them to communicate with you regarding this course. Email is the best way to contact me. Please send me an email if you need assistance or if you are having any difficulties in this course. I will reply to email within 24hrs. Also, please stop by during my office hours to discuss your progress in the classPlagiarism and Academic DishonestyI expect students to take personal responsibility for their intellectual work and to respect and acknowledge the ideas of others. Academic honesty means doing your own work and giving proper credit to others whose work and thoughts you may draw upon. It is the responsibility of each student to become familiar with what constitutes academic dishonesty and plagiarism and to avoid all forms of cheating and plagiarism. For further information on UConn’s official policies on academic below. for plagiarism is failure of this course Individuals needing special accommodationsThe University of Connecticut is committed to protecting the rights of individuals with disabilities and assuring that the learning environment is accessible. If you anticipate or experience physical or academic barriers based on disability or pregnancy, please let me know immediately so that we can discuss options. Students who require accommodations should contact the Center for Students with Disabilities, Wilbur Cross Building Room 204, (860) 486-2020 or student whose religious obligations or personal commitments warrant special considerations, please see me.Other university policies are in effect in this course. Please see and Reading/Outline Week 1: Understanding Medical Sociology and defining health disparities ReadingsHankin, Janet R. and Eric R. Wright. 2010. “Reflections on Fifty Years of Medical Sociology.” Journal of Health and Social Behavior 51: 10-5. Karvonen, Sakari, Kestil?, L.M. and M?ki-Opas, T.E. (2018). “Who Needs the Sociology of Health and Illness? A New Agenda for Responsive and Interdisciplinary Sociology of Health and Medicine.” Frontiers in Sociology, 3, p.4. Sen, Amartya. 2002. "Why Health Equity?" Health Economics 11:659-66.Braveman, Paula A., Shiriki Kumanyika, Jonathan Fielding, Thomas LaVeist, Luisa N. Borrell, Ron Manderscheid and Adewale Troutman. 2011. "Health Disparities and Health Equity: The Issue Is Justice." American Journal of Public Health 101(S1):S149-S55Week 2: Social determinants of health Readings McKinlay, John P. and Sonja M. McKinlay. 1977. “The Questionable Contribution of Medical Measures to the Decline of Mortality in the United States in the Twentieth Century” The Milbank Memorial Fund Quarterly. Health and Society, Vol. 55, No. 3 Link, Bruce G. and Jo Phelan. 1995. "Social Conditions as Fundamental Causes of Disease." Journal of Health and Social Behavior 35(Extra Issue):80-94. Lutfey, Karen and Jeremy Freese. 2005. "Toward Some Fundamentals of Fundamental Causality: Socioeconomic Status and Health in the Routine Clinic Visit for Diabetes." American Journal of Sociology 110(5):1326-72.Film “Unnatural Causes” – Episode 1 “In Sickness and in health” Talking Points DueWeek 3: Social Class and health inequality Readings Marmot, Michael. 2005. “Social Determinants of Health Inequalities”, Nancy E,. M. Maria Glymour, Jonathan Fielding. 2016. “Addressing Social Determinants of Health and Health Inequalities” JAMA, 315:6 Adler, Nancy E. and Katherine Newman. 2002. "Socioeconomic Disparities in Health: Pathways and Policies." Health Affairs 21(2):60-76.S. Leonard Syme, Lisa F Berkman, 1976. “Social Class Susceptibility and Sickness, American Journal of Epidemiology, (104)11 Film: “Unnatural Causes”- Episode 5 “Place Matters”Talking Points DueWeek 4: Neighborhood contexts, “place” and healthReadingsChitewere, Tendai, Janet K. Shim, Judith C. Barker and Irene H. Yen. 2017. "How Neighborhoods Influence Health: Lessons to Be Learned from the Application of Political Ecology." Health & Place 45:117-23.Bedimo-Rung, Ariane L., Andrew J. Mowen and Deborah A. Cohen. 2005. "The Significance of Parks to Physical Activity and Public Health: A Conceptual Model." American Journal of Preventive Medicine 28:159-68.Sampson, Robert J. and Alix S. Winter. 2016. "The Racial Ecology of Lead Poisoning: Toxic Inequality in Chicago Neighborhoods, 1995-2013." Du Bois Review 13(2):261-83. García, Jennifer J., Gilbert C. Gee and Malia Jones. 2016. "A Critical Race Theory Analysis of Public Park Features in Latino Immigrant Neighborhoods." Du Bois Review 13(2):397-411.Caspi, Caitlin E., Glorian Sorensen, S.V. Subramanian and Ichiro Kawachi. 2012. "The Local Food Environment and Diet: A Systematic Review." Health & Place 18:1172-87.Jacobs, David E. 2011. "Environmental Health Disparities in Housing." American Journal of Public Health 101(S1):S115-S22.Keene, Danya E. and Mark B. Padilla. 2010. "Race, Class, and the Stigma of Place: Moving to "Opportunity" in Eastern Iowa." Health & Place 16:1216-23.Talking Points DueWeek 5: Health BehaviorsReadingsPampel, Fred C., Patrick M. Krueger and Justin T. Denney. 2010. "Socioeconomic Disparities in Health Behaviors." Annual Review of Sociology 36:349-70.Mirowsky, John and Catherine E. Ross. 2015. "Education, Health, and the Default American Lifestyle." Journal of Health and Social Behavior 56(3):297-306Marantz, Paul R. 1990. "Blaming the Victim: The Negative Consequence of Preventive Medicine." American Journal of Public Health 80:1186-8Talking Points DueWeek 6: Stress, social integration and healthReadingsThoits, Peggy A. 2010. "Stress and Health: Major Findings and Policy Implications." Journal of Health and Social Behavior 51:S41-S53.Schneiderman, Neil, Gail Ironson and Scott D. Siegel. 2005. "Stress and Health: Psychological, Behavioral, and Biological Determinants." Annual Review of Clinical Psychology 1:607-28.Umberson, Debra, Hui Liu and Corinne Reczek. 2008. "Stress and Health Behaviour over the Life Course." Stress Processes across the Life Course 13:19-44. Meyer, Ilan H. 2003. "Prejudice, Social Stress, and Mental Health in Lesbian, Gay, and Bisexual Populations: Conceptual Issues and Research Evidence." Psychological Bulletin 129(5):67497.Berkman, Lisa F., Thomas Glass, Ian Brissette and Teresa E. Seeman. 2000. "From Social Integration to Health: Durkheim in the New Millennium." Social Science & Medicine 51(843-857).Smith, Kirsten P. and Nicholas A. Christakis. 2008. "Social Networks and Health." Annual Review of Sociology 34:405-29Talking Points DueWeek 7: Race/Ethnicity and Health: Understanding RacismReadingsJones, Camara Phyllis. 2000. "Levels of Racism: A Theoretic Framework and a Gardener’s Tale." American Journal of Public Health 90 (1)212-15.Williams, David R. and Chiquita Collins. 2001. "Racial Residential Segregation: A Fundamental Cause of Racial Disparities in Health." Public Health Reports 116(5):404-16.Kwate, Naa Oyo A. and Ilan H. Meyer. 2011. "On Sticks and Stones and Broken Bones: Stereotypes and African American Health." Du Bois Review 8(1):191-98.Gravlee, Clarence C. 2009. "How Race Becomes Biology: Embodiment of Social Inequality." American Journal of Physical Anthropology 139:47-57.Factor, Roni, Ichiro Kawachi and David R. Williams. 2011. "Understanding High-Risk Behavior among Non-Dominant Minorities: A Resistance Framework." Social Science & Medicine 73:1292-301.Talking Points DueWeek 8: Racial disparities in healthReadingsWilliams, David R. and Michelle Sternthal, M. 2010. “Understanding Racial-Ethnic Disparities in Health: Sociological Contributions” Journal of Health and Social Behavior 51 (1_suppl), pp. S15-S27 Williams, David R. and Selina A. Mohammed. 2013. “Racism and Health: Pathways and Scientific Evidence pp. 51-68 American Behavioral Scientist 57(8).?Williams, David R. 2012. "Miles to Go before We Sleep: Racial Inequities in Health." Journal of Health and Social Behavior 53(3):279–95.Film “Unnatural Causes” - Episode 4 “Bad Sugar”Talking Points DueWeek 9: Gender, sexuality and health disparities ReadingsBird, Chloe E. and Patricia P. Rieker. 1999. "Gender Matters: An Integrated Model for Understanding Men's and Women's Health." Social Science & Medicine 48:745-55. Bowleg, Lisa. 2012. "The Problem with the Phrase Women and Minorities: Intersectionality—an Important Theoretical Framework for Public Health." American Journal of Public Health 102(7):1267-73.Courtenay, Will H. 2000. "Constructions of Masculinity and Their Influence on Men's Well-Being: A Theory of Gender and Health." Social Science & Medicine 50:1385-401Mayer, Kenneth H., Judith B. Bradford, Harvey J. Makadon, Ron Stall, Hilary Goldhammer and Stewart Landers. 2008. "Sexual and Gender Minority Health: What We Know and What Needs to Be Done." American Journal of Public Health 98(6):989-95. Talking Points DueWeek 10: Medicine and the Reproduction of InequalityReadingsViruell-Fuentes, Edna A., Patricia Y. Miranda, and Sawsan Abdulrahim. 2012. “More than Culture: Structural Racism, Intersectionality Theory, and Immigrant Health.” Social Science & Medicine 75(12):2099–2106.Olsen, Laura. 2019. “The Conscripted Curriculum and the Reproduction of Racial Inequalities in Contemporary US Medical Education. Journal of Health and Social Behavior, 60(1) 55 –68.Shim, Janet K. 2010. “Cultural Health Capital: A Theoretical Approach to Understanding Health Care Interactions and the Dynamics of Unequal Treatment.” Journal of Health and Social Behavior 51(1):1Gengler, Amanda. 2014. “I Want You to Save My Kid!: Illness Management Strategies, Access, and Inequality at an Elite University Research Hospital,” Journal of Health and Social Behavior (55) 3) Gage-Bouchard, E. A. 2017. Culture, Styles of Institutional Interactions, and Inequalities in Healthcare Experiences.?Journal of Health and Social Behavior,?58(2), 147–165.Film Unnatural Causes: Is Inequality Making Us Sick? Episode 3 “Becoming American” Talking Points DueWeek 11: Immigration and healthReadingsAsad, Asad L. and Matthew Clair. 2018. “Racialized Legal Status as a Social Determinant of Health” Social Science and Medicine, 199 (19-28) Patler, Caitlin, and Whitney Laster Pirtle. 2018. “From undocumented to lawfully present: Do changes to legal status impact psychological wellbeing among Latino immigrant young adults?” Social Science & Medicine 199 (39-48). Viruell-Fuentes, Edna A. 2007. "Beyond Acculturation: Immigration, Discrimination, and Health Research among Mexicans in the United States." Social Science & Medicine 65:1524-35.Light, Donald and Mélanie Terrasse. 2017. "Immigrant Access in the Affordable Care Act: Legacies of the Confederacy." Journal of Ethnic and Migration Studies 43(12):1985-2002Film: Giving Birth in America Talking Points DueWeek 12: The Sick-role and doctor-patient relationshipsReadingsParsons, Talcot. 1951. “Illness and the Role of the Physician: A Sociological Perspective.” American Journal of Orthopsychiatry, 21(3), pp. 452-460 Burnham, John C. 2014. “Why Sociologists Abandoned the Sick Role Concept.” History of the Human Sciences, 27 (1), pp 70-87 Trillin, Alice Stewart. 1981. "Of Dragons and Garden Peas: A Cancer Patient Talks to Doctors." New England Journal of Medicine 304(12):699-701Talking Points DueWeek 13: Medical ProfessionsReadingsConrad, Peter and Joseph W. Schneider (1992) “Professionalization, Monopoly and the Structure of Medical Practice,” pp. 271-278 in The Sociology of Health & Illness: Critical Perspectives (10th Edition) Peter Conrad and Valerie Leiter (eds) Thousand Oaks, California: SAGE Publications, Inc.Vinson, Alexandra (2019) “A Short White Coats: Knowledge, Identity, and Status Negotiations of First‐Year Medical Students” Symbolic Interaction, (42): 3, pp. 395–411Talking Points DueWeek 14: Medicalization and contested illnessReadingsPryma, Jane. 2017. “‘Even my sister says I’m acting like a crazy to get a check’: Race, gender, and moral boundary-work in women’s claims of disabling chronic pain.” Social Science and Medicine 181: 66-73Glenton, Claire. 2003. "Chronic Back Pain Sufferers--Striving for the Sick Role." Social Science & Medicine 57:2243-52.Burgess, D. J., Crowley-Matoka, M., Phelan, S., Dovidio, J. F., Kerns, R., Roth, C. & van Ryn, M. 2008. “Patient Race and Physicians’ Decisions to Prescribe Opioids for Chronic Low Back Pain.” Social Science & Medicine 67(11): 1852-60 Clarke, Adele E., Janet K. Shim, Laura Mamo, Jennifer Ruth Fosket and JenniferR. Fishman. 2013. "Biomedicalization: Technoscientific Transformations of Health, Illness, and U.S. Biomedicine." American Sociological Review 68(2):161-94.Talking Points DueWeek 15: Gender medicalization and healthReadingsScott, Allison. 2009. “Illness Meanings of AIDS Among Women With HIV: Merging Immunology and Life Experience” Qualitative Health Research, (19) 4: 454-465Malacrida, Claudia and Tiffany Boulton. 2014. “The Best Laid Plans?: Women’s Choices, Expectations and Experiences in Childbirth” Health, (18)1Loe, Meika. 2008. "The Prescription of a New Generation." Contexts 7(2):46-49.Charmaz, Kathy. 1995. “The Body, Identity, and Self: Adapting to Impairment.” The Sociological Quarterly 36(4):657–80.Talking Points Due2020-201SOCI 5231Revise Course (guest: Nancy Naples)COURSE ACTION REQUESTCAR ID20-16202Request ProposerNaplesCourse TitleQualitative Research ICAR StatusIn ProgressWorkflow HistoryStart > Women's Gender and Sexuality Studies > Sociology > College of Liberal Arts and SciencesCOURSE INFOType of ActionRevise CourseIs this a UNIV or INTD course?NeitherNumber of Subject Areas1Course Subject AreaSOCISchool / CollegeCollege of Liberal Arts and SciencesDepartmentSociologyCourse TitleQualitative Research ICourse Number5231Will this use an existing course number?YesPlease explain the use of existing course numberThe revised description we are proposing is designed to update Qual Research I and Qual Research II to clarify topics to be addressed to reflect the current course content and to clarify the relationship between the two courses in the year-long sequence.CONTACT INFOInitiator NameNancy A NaplesInitiator DepartmentSociologyInitiator NetIdnan02005Initiator Emailnancy.naples@uconn.eduIs this request for you or someone else?MyselfDoes the department/school/program currently have resources to offer the course as proposed?YesCOURSE FEATURESProposed Year2020Will this course be taught in a language other than English?NoIs this currently a General Education course or is it being proposed for General Education?NoNumber of Sections1Number of Students per Section12Is this a Variable Credits Course?NoIs this a Multi-Semester Course?NoCredits3Instructional PatternLecture/discussionCOURSE RESTRICTIONSPrerequisitesOpen to master's and doctoral students in Sociology, others with permission (RG841). CorequisitesnoneRecommended PreparationnoneIs Consent Required?No Consent RequiredIs enrollment in this course restricted?NoGRADINGIs this course repeatable for credit?NoWhat is the Grading Basis for this course?GradedSPECIAL INSTRUCTIONAL FEATURESDo you anticipate the course will be offered at all campuses?NoAt which campuses do you anticipate this course will be offered?StorrsIf not generally available at all campuses, please explain whyWill this course be taught off campus?NoWill this course be offered online?NoCOURSE DETAILSProvide existing title and complete course catalog copySOCI 5231. Qualitative Research I 3.00 credits Prerequisites: Open to master's and doctoral students in Sociology, others with permission. Grading Basis: Graded Introduction to qualitative methods of social research. Topics include epistemologies of qualitative methodologies; ethical issues in qualitative research; the Chicago School; symbolic interactionism and grounded theory; introduction to fieldwork; basic fieldwork techniques; interviewing; narrative analysis; textual analysis; data analysis; content analysis using computers; and writing analyses of data. Provide proposed title and complete course catalog copySOCI 5231. Qualitative Research I 3.00 credits Prerequisites: Open to master's and doctoral students in Sociology, others with permission. Grading Basis: Graded Introduction to qualitative methods of social research. Topics include contemporary theoretical and epistemological debates; ethical issues; and exploration of the diverse traditions approaches of qualitative research. Discussion of different strategies for conducting fieldwork, interviewing, and textual, virtual, and archival research. Hands on approaches to gathering data and addressing the relationships between theory, methods of analysis, and data collection; and introduction to variety of perspectives on writing, narrative, and analytic strategies. Reason for the course actionThe revised description we are proposing is designed to update Qual Research I and Qual Research II to clarify topics to be addressed to reflect the current course content and to clarify the relationship between the two courses in the year-long sequence.Specify effect on other departments and overlap with existing coursesNone anticipatedPlease provide a brief description of course goals and learning objectivessequence designed to train students in the variety of qualitative methods used in the field of sociology. Together, the two courses have four primary goals: (1) to provide a broad introduction to theory and practice of sociological methodologies, (2) to improve your ability to identify the appropriate qualitative methods for particular research questions; (3) to give you experience in the design and implementation of qualitative research; and (4) to produce an original paper for a conference presentation, publication and/or that will advance your thesis or dissertation. Describe course assessmentsCOURSE REQUIREMENTS Class Participation: Group discussion is the primary format for the course. I will offer background information and provide direction for the discussion, but we will work together to create an atmosphere that maximizes participation. Therefore, the success of the course depends on your preparation for and participation in class discussion and activities. To be prepared for the class involves completing the research assignments that include keeping detailed field notes from which you will share your research experiences. I also expect you to read the assigned texts prior to the class and to understand the major themes in the reading and contribute questions and issues for discussion. In addition to the required texts listed on the next page, additional required readings are available on Husky CT. Please do not print out in the sociology graduate computer lab. Throughout the semester, you will be asked to report on your progress with your research study that will include any preliminary findings, challenges you face in designing and implementing the project, and next steps Research Notes: All students are expected to keep a research journal of your experiences in conducting the research and your reflections on the assigned readings. You will use these notes as a basis for class discussion and to report on the progress you are making on your research project. For guidance please consult Robert Emerson, Rachel Fretz and Linda Shaw’s (1995) Writing Ethnographic Fieldnotes and pages 42-95 in Kathy Charmaz’s Constructing Grounded Theory: A Practical Guide Through Qualitative Analysis. The notes (or copies of them) should be handed in on weeks 6 and 13 (15% of grade). Article/Book Review: Each student will identify an article or book that relates to his or her research project and write a critical review (no more than 4 pages) that incorporates why you found the particular research article or book based on an original study especially relevant to your research, how your work builds on or deviates from the theoretical perspective or framework taken in the study, and what you will modify or emulate (or have already) in your methodology. Be prepared to discuss the text you chose and your review during a scheduled class time. (Due date will vary depending on which week chosen). (5% of grade) Research Exercises: There will be four research exercises assigned during the semester to help you focus your research and improve your ability to code, analyze and theoretically interpret your data. (20% of grade). The exercises include: 1. A. For Ongoing Studies: Submit a 5 page double-spaced overview of your project including: (a) topic of your research and research questions informing your study, (b) how you conceptualize the case study (what makes your case study sociologically significant), (c) themes you have identified related to your conceptualization of the case, (d) significant findings to date with illustrations from your data, (e) data gathered to date and data you anticipate gathering and (f) issues of concern that you would like to see addressed in the class. In addition, please append any research tools you have developed (e.g. interview schedule). (Due class 2). OR B. For New Studies: Submit a 5 page double-spaced overview of your proposed project including: (a) topic of your research and research questions informing your proposed study, (b) how you are currently conceptualizing the case study (what makes your case study sociologically significant), (c) proposed research design (including proposed sample or data source and preliminary data gathering strategies), and (d) issues of concern that you would like to see addressed in the class. In addition, please append any research tools you have developed (e.g. interview schedule). [NOTE: If you are considering different projects, write up a shorter statement for each one.] (Due class 2). OR C. For Completed Studies: Submit a 5 page double-spaced overview of your completed project including: (a) topic of your research and research questions informing your study, (b) how you are conceptualize the case study (what makes your case study sociologically significant), (c) research design (including sample or data source and data gathering strategies), (d) summary of main findings, (e) goals for rewrite or reanalysis of data for purposes of this course and (e) issues of concern that you would like to see addressed in the class. In addition, please append any research tools you have developed (e.g. interview schedule). (Due class 2). 2. Conduct a life history interview that takes into account how a person’s life developed over time and what choices or constraints shaped their decision-making or life choices in relationship to your particular topic. In other words, ideally, this life history should be constructed around the theme of your research. In order to conduct the life history, you will need to develop what I call an “orienting paragraph” to summarize the goal of the interview and highlight the themes you want to emphasize in their story (e.g. parenting, activism, religion, education, work, or a combination filtered through another dimension such as experiences with discrimination). The report should contain two parts. Part one presents the details of the life story (who, what, when, where and why according to interviewee’s narrative). Part two should include a sociological analysis of the life story and attention to social structures and other social dimensions that contoured their life. If you have already conducted a life history interview then provide a write-up as described above. [NOTE: Please consult pages 43-68 in Telling Stories: The Use of Personal Narratives in the Social Sciences and History for guidance and assigned readings for Week 5.] (Due date week 7.) 3. Write a brief discussion of themes developing in your research with attention to variation in your data for each theme. You may concentrate on one theme or include up to three themes in your discussion. Use examples from your data (e.g. fieldnotes, interviews, documents) to illustrate each theme and the variations you have found. Be sure to note any data that does not fit into the theme and explain the differences. [NOTE: Please consult pages 96-122 in Constructing Grounded Theory: A Practical Guide Through Qualitative Analysis for guidance.] (Due date varies depending on stage of research.) 4. Choose one theoretical framework or perspective that appears especially relevant for your case study. Explain why this theory is a good fit for your data and, if relevant, what aspects of the theoretical frame do not fit? Illustrate your discussion with examples from your research. [NOTE: Please consult pages 123-150 in Constructing Grounded Theory: A Practical Guide Through Qualitative Analysis for guidance and “Making the Theoretical Case” by John Walton in What is a Case?] (Due Week 10) Rough Draft: You are expected to submit a draft of your final paper based on your class project that will include an introduction, research questions, theoretical framing, significance, relevant literature, methodology, preliminary data analysis including an outline of themes you will flesh out in your final paper. (No grade, but useful comments). [NOTE: Please consult pages 151-185 in Constructing Grounded Theory: A Practical Guide Through Qualitative Analysis.] (Due Week 12). Presentations: You will be expected to choose one week to lead a discussion on the assigned readings. (10% of your grade) Final Paper: Final papers should include discussion of the relationship between epistemology, methodology and method including key concepts and data gathered. The paper will describe the sociological significance of your study, how you gathered the data, challenges you faced in gathering the data, your findings and what, in your sociological view, explains these findings. The conclusion should emphasize the relationship between your research and other case studies and relevant literature. (50% of grade). (Due Monday by 5pm on Finals Week). Syllabus and other attachmentsAttachment LinkFile NameFile Typequal course outline spring 2020 draft 1 20.docxqual course outline spring 2020 draft 1 20.docxSyllabusCOMMENTS / APPROVALSComments & Approvals LogStageNameTime StampStatusCommittee Sign-OffCommentsStartNancy A Naples04/18/2020 - 13:49SubmitApproved by Sociology GPC & Faculty April 15. 2020Women's Gender and Sexuality StudiesCheryl D Galli04/25/2020 - 09:23Return4/25/2020Returning per proposer's request to update department.Women's Gender and Sexuality StudiesCheryl D Galli04/25/2020 - 11:30ResubmitRevised unit from WGSS to SOCI to correct error.SociologyRalph B McNeal04/25/2020 - 11:51Approve4/15/2020done dealProfessor Nancy A. NaplesUniversity of ConnecticutRoom 213 Rowe CUETuesday 12:20-3, Spring 2020Sociology (SOCI) 5231: Qualitative Research IOVERVIEW OF THE COURSEThis course is first part of a two-semester sequence designed to train students in the variety of qualitative methods used in the field of sociology. Together, the two courses have four primary goals: (1) to provide a broad introduction to theory and practice of sociological methodologies, (2) to improve your ability to identify the appropriate qualitative methods for particular research questions; (3) to give you experience in the design and implementation of qualitative research; and (4) to produce an original paper for a conference presentation, publication and/or that will advance your thesis or dissertation. During the second part of the course, students will concentrate on analysis of the data already gathered and identification of additional data and background information (including relevant literature) needed to complete the research project. This first course will emphasize the relationship between epistemology, methodology and method begun in the fall semester. We will also discuss contemporary debates in qualitative methodology and critical perspectives on qualitative methodology including feminist, queer, Third World and postcolonial approaches to social research. In this first course we will concentrate on developing understanding of the different epistemologies of qualitative research and gain specific understanding of techniques utilized in interviewing, institutional ethnography, narrative analysis, discourse analysis, internet analysis, content analysis, policy analysis, and mixed methods. The readings for the course are designed to assist you in locating your own work within the larger sociological tradition. The class will include an intensive workshop in use of NVivo for data analysis and conducting research using various media including online and newspaper sources led by Kate Ragon (UConn ABD).COURSE REQUIREMENTSClass Participation: Group discussion is the primary format for the course. I will offer background information and provide direction for the discussion, but we will work together to create an atmosphere that maximizes participation. Therefore, the success of the course depends on your preparation for and participation in class discussion and activities. To be prepared for the class involves completing the research assignments that include keeping detailed field notes from which you will share your research experiences. I also expect you to read the assigned texts prior to the class and to understand the major themes in the reading and contribute questions and issues for discussion. In addition to the required texts listed on the next page, additional required readings are available on Husky CT. Please do not print out in the sociology graduate computer lab. Throughout the semester, you will be asked to report on your progress with your research study that will include any preliminary findings, challenges you face in designing and implementing the project, and next steps Research Notes: All students are expected to keep a research journal of your experiences in conducting the research and your reflections on the assigned readings. You will use these notes as a basis for class discussion and to report on the progress you are making on your research project. For guidance please consult Robert Emerson, Rachel Fretz and Linda Shaw’s (1995) Writing Ethnographic Fieldnotes and pages 42-95 in Kathy Charmaz’s Constructing Grounded Theory: A Practical Guide Through Qualitative Analysis. The notes (or copies of them) should be handed in on weeks 6 and 13 (15% of grade).Article/Book Review: Each student will identify an article or book that relates to his or her research project and write a critical review (no more than 4 pages) that incorporates why you found the particular research article or book based on an original study especially relevant to your research, how your work builds on or deviates from the theoretical perspective or framework taken in the study, and what you will modify or emulate (or have already) in your methodology. Be prepared to discuss the text you chose and your review during a scheduled class time. (Due date will vary depending on which week chosen). (5% of grade)Research Exercises: There will be four research exercises assigned during the semester to help you focus your research and improve your ability to code, analyze and theoretically interpret your data. (20% of grade). The exercises include: A. For Ongoing Studies: Submit a 5 page double-spaced overview of your project including: (a) topic of your research and research questions informing your study, (b) how you conceptualize the case study (what makes your case study sociologically significant), (c) themes you have identified related to your conceptualization of the case, (d) significant findings to date with illustrations from your data, (e) data gathered to date and data you anticipate gathering and (f) issues of concern that you would like to see addressed in the class. In addition, please append any research tools you have developed (e.g. interview schedule). (Due class 2).ORB. For New Studies: Submit a 5 page double-spaced overview of your proposed project including: (a) topic of your research and research questions informing your proposed study, (b) how you are currently conceptualizing the case study (what makes your case study sociologically significant), (c) proposed research design (including proposed sample or data source and preliminary data gathering strategies), and (d) issues of concern that you would like to see addressed in the class. In addition, please append any research tools you have developed (e.g. interview schedule). [NOTE: If you are considering different projects, write up a shorter statement for each one.] (Due class 2).ORC. For Completed Studies: Submit a 5 page double-spaced overview of your completed project including: (a) topic of your research and research questions informing your study, (b) how you are conceptualize the case study (what makes your case study sociologically significant), (c) research design (including sample or data source and data gathering strategies), (d) summary of main findings, (e) goals for rewrite or reanalysis of data for purposes of this course and (e) issues of concern that you would like to see addressed in the class. In addition, please append any research tools you have developed (e.g. interview schedule). (Due class 2).Conduct a life history interview that takes into account how a person’s life developed over time and what choices or constraints shaped their decision-making or life choices in relationship to your particular topic. In other words, ideally, this life history should be constructed around the theme of your research. In order to conduct the life history, you will need to develop what I call an “orienting paragraph” to summarize the goal of the interview and highlight the themes you want to emphasize in their story (e.g. parenting, activism, religion, education, work, or a combination filtered through another dimension such as experiences with discrimination). The report should contain two parts. Part one presents the details of the life story (who, what, when, where and why according to interviewee’s narrative). Part two should include a sociological analysis of the life story and attention to social structures and other social dimensions that contoured their life. If you have already conducted a life history interview then provide a write-up as described above. [NOTE: Please consult pages 43-68 in Telling Stories: The Use of Personal Narratives in the Social Sciences and History for guidance and assigned readings for Week 5.] (Due date week 7.)Write a brief discussion of themes developing in your research with attention to variation in your data for each theme. You may concentrate on one theme or include up to three themes in your discussion. Use examples from your data (e.g. fieldnotes, interviews, documents) to illustrate each theme and the variations you have found. Be sure to note any data that does not fit into the theme and explain the differences. [NOTE: Please consult pages 96-122 in Constructing Grounded Theory: A Practical Guide Through Qualitative Analysis for guidance.] (Due date varies depending on stage of research.) Choose one theoretical framework or perspective that appears especially relevant for your case study. Explain why this theory is a good fit for your data and, if relevant, what aspects of the theoretical frame do not fit? Illustrate your discussion with examples from your research. [NOTE: Please consult pages 123-150 in Constructing Grounded Theory: A Practical Guide Through Qualitative Analysis for guidance and “Making the Theoretical Case” by John Walton in What is a Case?] (Due Week 10)Rough Draft: You are expected to submit a draft of your final paper based on your class project that will include an introduction, research questions, theoretical framing, significance, relevant literature, methodology, preliminary data analysis including an outline of themes you will flesh out in your final paper. (No grade, but useful comments). [NOTE: Please consult pages 151-185 in Constructing Grounded Theory: A Practical Guide Through Qualitative Analysis.] (Due Week 12). Presentations: You will be expected to choose one week to lead a discussion on the assigned readings. (10% of your grade)Final Paper: Final papers should include discussion of the relationship between epistemology, methodology and method including key concepts and data gathered. The paper will describe the sociological significance of your study, how you gathered the data, challenges you faced in gathering the data, your findings and what, in your sociological view, explains these findings. The conclusion should emphasize the relationship between your research and other case studies and relevant literature. (50% of grade). (Due Monday by 5pm on Finals Week).REQUIRED TEXTS [NOTE: Page assignment exceeds 10% for copyright]Boellstorff, Tom, Bonnie Nardi, Celia Pearce, and T.L. Taylor. 2012. Ethnography and Virtual Worlds: A Handbook of Method Princeton, NJ: Princeton.Brophy, Sarah, and Janice Hladki, eds. 2014. Embodied Politics in Visual Autobiography. Toronto: University of Toronto Press.Burawoy, Michael. 2009. The Extended Case Method: Four Countries Four Decades Four Great Transformations and one Theoretical Tradition. Berkeley: University of California Press.Burawoy, Michael. 1991. Ethnography Unbound: Power and Resistance in the Modern Metropolis, edited by Michael Burawoy, et al. Berkeley, CA: UC PressCampbell, Marie, and Frances Gregor. 2004. Mapping Social Relations: A Primer in Doing Institutional Ethnography. Rowman & Littlefield.Charmaz, Kathy. 2006. Constructing Grounded Theory: A Practical Guide Through Qualitative Analysis. Thousand Oaks: Sage Publications.Clarke, Adele, Carrie Friese, and Rachel Washburn, eds. 2015. Situational Analysis in Practice. NY: pton, D’Lane, Tey Meadow, and Kristen Schilt. 2018. Other, Please Specify: Queer Methods in Sociology. Berkeley, CA: University of California.Fairclough, Norman. 2003. Analyzing Discourse: Textual Analysis for Social Research. London: Routledge. Fenstermaker, Sarah, and Nikki Jones. 2011. Sociologists Backstage: Answers to 10 Questions About What They Do. NY: Routledge.Ghaziani, Amin, and Matt Brim, eds. 2019. Imagining Queer Methods. NY: NYU.Hine, Christine. 2015. Ethnography for the Internet: Embedded, Embodied and Everyday. London: Bloomsbury.Maynes, Mary Jo, Jennifer L. Pierce, and Barbara Laslett. 2008. Telling Stories: The Use of Personal Narratives in the Social Sciences and History. Ithaca: Cornell University Press.Naples, Nancy A. 2003. Feminism and Method: Ethnography, Discourse Analysis, and Activist Research. NY: Routledge.Smith, Linda Tuhiwai. 2012. Decolonizing Methodologies: Research and Indigenous Peoples. Zed Books. Smith, Dorothy E. 2006. Institutional Ethnography as Practice. Lanham, MD: Rowman and Littlefield Publishers.Zuberi, Tukufu, and Eduardo Bonilla-Silva, eds. 2008. White Logic, White Methods: Racism and Methodology. Lanham, Maryland: Rowman & Littlefield.OptionalCharmaz, Kathy, Linda M. McMullen, Ruthellen Josselson, Rosemarie Anderson, and Emalinda McSpadden. 2011. Five Ways of Doing Qualitative Analysis: Phenomenological Psychology, Grounded Theory, Discourse Analysis, Narrative Research, and Intuitive Inquiry. Gilford.Crossley, Michele L. 2000. Introducing Narrative Psychology: Self, Trauma and the Construction of Meaning. Open University PressEmerson, Robert, Rachel Fretz and Linda Shaw’s (1995) Writing Ethnographic Fieldnotes and pages 42-95 in Kathy Charmaz’s Constructing Grounded Theory: A Practical Guide Through Qualitative Analysis.Presser, Lois. 2018. Inside Story: How Narratives Drive Mass Harm. Berkeley: University of California Press.Sala?a, Johnny. 2016. The Coding Manual for Qualitative Researchers. Sage.Sociology (SOCI) 5231: Qualitative Research ICOURSE OUTLINE (Please Note: This outline is subject to change.)Week 1. Introduction to the course: Diversity of Qualitative Methods (January 21) [174 pp.]Optional: Charmaz, Kathy, Linda M. McMullen, Ruthellen Josselson, Rosemarie Anderson, and Emalinda McSpadden. 2011. Five Ways of Doing Qualitative Analysis: Phenomenological Psychology, Grounded Theory, Discourse Analysis, Narrative Research, and Intuitive Inquiry. Gilford.Week 2. Subjectivity, Relationality, & Dilemmas of Fieldwork (January 28) [115 pp.]Research Exercise #1 DueNaples, Nancy A. 2003. Pp. 49-66 in Feminism and Method. NY: Routledge.Thorne, Barrie. 1980. “’You Still Takin' Notes?’ Fieldwork and Problems of Informed Consent.” Social Problems 27(3): 284-297. Detamore, Mathias. 2010. “Queer(y)ing the Ethics of Research Methods: Toward a Politics of Intimacy in Researcher/Researched Relations.” Pp. 167-182 in Queer Methods and Methodologies, edited by Kath Browne and Catherine J. Nash. Ashgate.Schormans, Ann Fudge, and Adrienne Chambon. 2014. “’Please Don’t Let Me Be Like This!’: Unwounding Photographic Representations by Persons with Intellectuals Disability.” Pp. 170-188 in Embodied Politics in Visual Autobiography edited by Sarah Brophy and Janice Hladki. Toronto: University of Toronto Press.Young, Alford A., Jr. 2008. “White Ethnographers on the Experiences of African American Men Then and Now.” Pp. 179-200 in White Logic, White Methods: Racism and Methodology, edited by Tukufu and Eduardo Bonilla-Silva. Lanham, Maryland: Rowman & Littlefield.Boellstorff, Tom, Bonnie Nardi, Celia Pearch, and T.L. Taylor. 2012. Pp. 129-150 in Ethnography and Virtual Worlds: A Handbook of Method. Princeton, NJ: Princeton.Week 3. Grounded Theory after the Postmodern Turn (February 4) [182 pp.]Research Exercise #3 dueCharmaz, Kathy. 2006. Pp. 1-71 in in Constructing Grounded Theory: A Practical Guide Through Qualitative Analysis. Thousand Oaks: Sage Publications.Clarke, Adele, Carrie Friese, and Rachel Washburn, eds. 2015. Pp. 11-118 Situational Analysis in Practice. NY: Routledge.Week 4. Standpoint Epistemology & Institutional Ethnography (February 11) [150 pp.]Marlor, Chantelle. 2010. “Bureaucracy, Democracy, and Exclusion: Why Indigenous Knowledge Holders Have a Hard Time Being taken Seriously.” Qualitative Sociology 33:513-531.Smith, Dorothy E. Chapter 2, “Knowing the Social.” Pp. 7-47 in Institutional Ethnography: A Sociology for People.Campbell, Marie, and Frances Gregor. 2004. Pp. 11-101 in Mapping Social Relations: A Primer in Doing Institutional Ethnography. Rowman & Littlefield.Week 5. Extended Case Method (February 18) [135 pp.]Burawoy, Michael. 2009. Pp. 1-72 in The Extended Case Method: Four Countries Four Decades Four Great Transformations and one Theoretical Tradition. Berkeley: University of California Press.Burawoy, Michael. 1991. Pp. 1-27, 183-202 and 271-287 in Ethnography Unbound: Power and Resistance in the Modern Metropolis, edited by Michael Burawoy, et al. Berkeley, CA: UC Press.Week 6. Virtual Ethnography (February 25) [141 pp.]Guest presenter: Roger Travis, Associate Professor of Classics in the Department of Literatures, Cultures & Languages, UConn; Director of the?Video Games and Human Values Initiative, an interdisciplinary online nexus for scholarly activities like monthly symposia and “playversations.”Research journals due. *Boellstorff, Tom, Bonnie Nardi, Celia Pearch, and T.L. Taylor. 2012. Pp. 65-111 in Ethnography and Virtual Worlds: A Handbook of Method. Princeton, NJ: Princeton.Hine, Christine. 2015. Pp.19-88 in Ethnography for the Internet: Embedded, Embodied and Everyday. London: Bloomsbury.Travis, Roger. 2010. Bioshock in the Cave: Ethical Education in Plato and in Video GamesTravis, Roger. 2019. The Bethesda Style: The Open-World Role-Playing Game as Formulaic Epic [NOTE: need to forward email to access without purchasing] Week 7. Critical Race Methodology (March 3) [106 pp.]Zuberi, Tukufu, and Eduardo Bonilla-Silva, eds. 2008. Pp. 179-201 & 251-269 in White Logic, White Methods: Racism and Methodology. Lanham, Maryland: Rowman & Littlefield.Solorzano, Daniel G., and Tara J. Yosso. 2002. “Critical Race Methodology: Counter-Storytelling as an Analytical Framework for Education Research.” Qualitative Inquiry 8(1):23-44.Malagon, Maria C., Lindsay Perez Huber, and Veronica N. Velez. 2009. “Our Experiences: Using Grounded Theory to Inform a Critical Race Theory Methodology.” Seattle Journal for Social Justice 8(1):253-272.Ford, Chandra L., and Collins O. Airhihenbuwa. 2010. “The public health critical race methodology: praxis for antiracism research.” Social Science and Medicine 71(8):1390-1398.Huber, Lindsay Perez. 2009. “Disrupting Apartheid of Knowledge: ‘Testimonio’ as Methodology in Latin a/o Critical Race Research in Education.” International Journal of Qualitative Studies in Education 22(6):639-654.Leonardo, Zeus. 2013. “The Story of Schooling: Critical Race Theory and the Educational Racial Contract.” Studies in the Cultural Politics of Education 34(4):599-610.Week 8. Decolonizing Methodologies (March 10) [77 pp.]Research Exercise #2Connell, Raewyn, Fran Collyer, Joao Maia, and Robert Morrell. 2017. “Toward a Global Sociology of Knowledge: Post-Colonial Realities and Intellectual Practices.” International Sociology 32(1):21-37.Smith, Linda Tuhiwai. 1999/2002. Pp. 1-77 Decolonizing Methodologies: Research and Indigenous Peoples. Zed Books.Week 9. Spring Break (March 17)Week 10. Queer and Trans Sociological Methods (March 24) [143 pp.]Research journals due.Ghaziani, Amin, and Matt Brim, eds. Pp. 3-23 and 191-206 in Imaging Queer Methods. NY: pton, D’Lane, Tey Meadow, and Kristen Schilt. 2918. Pp. 1-79 in Other, Please Specify: Queer Methods in Sociology. Berkeley, CA: University of California.Martinez, Jacqueline. 2003. “Racisms, Heterosexisms, Identities: A Seminotic Phenomenology of Self.” Journal of Homosexuality 45(2-3):109-127.Bain, Alison L, and Catherine J. Nash. 2006. “Undressing the Researcher: Feminism, Embodiment and Sexuality at a Queer Bathhouse Event.” Area 38(1):99-106.Rooke, Alison. 2009. “Queer in the Field: On Emotion, Temperality, and Performativity in Ethnography.” Journal of Lesbian Studies 13(2):149-160.Jenness, Valerie. 2010. “From Policy to Prisoners to People: A ‘Soft Mixed Methods’ Approach to Studying Transgender Prisoners.”?Journal of Contemporary Ethnography?39(5):517-53. Week 11. Narrative Analysis (March 31) [122 pp.]Maynes, Mary Jo, Jennifer L. Pierce, and Barbara Laslett. 2008. Pp. 1- 69 Telling Stories: The Use of Personal Narratives in the Social Sciences and History. Cornell University Press.Gubrium, Jaber F. and James A. Holstein. 1998. “Narrative Practice and the Coherence of Personal Stories.” The Sociological Quarterly 39:163-87.Brim, Matt. 2019. “Counternarratives: Black: A Black Queer Reader” by Matt Brim Pp. 143-160 in Imagining Queer Methods, edited by Amin Ghaziani and Matt Brim, eds. NY: NYU Press.Petty, Sheila. 2014. “Digital Melancholia: Archived Bodies in Carmin Karasic’s With Liberty and Justice for All.” Pp. 225-243 in in Embodied Politics in Visual Autobiography edited by Sarah Brophy and Janice Hladki. Toronto: University of Toronto Press.OptionalCrossley, Michele L. 2000. “Analysis and Writing Up the Project.” Chapters 2, 4 & 5 (pp. 24-44, & 67-108 in Introducing Narrative Psychology: Self, Trauma and the Construction of Meaning. Open University PressExemplarPresser, Lois. 2018. Inside Story: How Narratives Drive Mass Harm. Berkeley: University of California Press.Week 12. Content and Frame Analysis (April 7) [156 pp]Stambolis‐Ruhstorfer, M., & Saguy, A. 2014. How to Describe It? Why the Term Coming Out Means Different Things in the United States and France.?Sociological Forum,?29(4):808-829.Boykoff, Jules. 2006. “Framing Dissent: Mass-Media Coverage of the Global Justice Movement.” New Political Science, 28(2):201-228. Dardis, Frank. 2006. “Marginalization Devices in the U.S. Press Coverage or Iraq War Protest: A Content Analysis.” Mass Communication & Society, 9(2): 117-135.Taylor, Malaena. 2017. Chapters 3 & 5 (pp. 59- 111 & 150-198) Social Movements and Mainstream Media: Framing Processes in an Ideologically Segmented TV News Field. Ph.D. Dissertation, University of ic: Qualitative Methodologies Grad CourseTime: Mar 31, 2020 12:00 PM Eastern Time (US and Canada) Every week on Tue, until May 5, 2020, 6 occurrence(s) Mar 31, 2020 12:00 PM Apr 7, 2020 12:00 PM Apr 14, 2020 12:00 PM Apr 21, 2020 12:00 PM Apr 28, 2020 12:00 PM May 5, 2020 12:00 PMPlease download and import the following iCalendar (.ics) files to your calendar system.Weekly: Zoom Meeting 13. NO CLASS (April 14) Individual meetings as needed.Week 14. Critical Policy Analysis (April 21) [155 pp.]Research Exercise #4 DueBrewer, Curtis A. 2014. “Historicizing in Critical Policy Analysis: the Production of Cultural Histories and Microhistories.” International Journal of Qualitative Studies in Education 27(3): 273-288.Gale, Trevor. 2001. “Critical Policy Sociology: Historiography, Archaeology and Genealogy as Methods of Policy Analysis,” Journal of Education Policy 16(5): 379-393.Robert, Christopher, and Richard Zeckhauser. 2011. “The Methodology of Normative Policy Analysis.” Journal of Policy Analysis and Management 30(3): 613-643.Weimer, David, Aidan Vining, 2017 Pp. 57-158 in Policy Analysis. NY: Routledge.Naples, Nancy A. 2003. Pp. 109-138 in Feminism and Method. NY: Routledge.Week 15. Discourse Analysis (April 28) [189 pp.]Rough draft of final paper due McGary, Nikki. 2017. Chapter two, four & five (pp. 27-42. & 62-110 in Adolescent Reproduction and the Contradictory Role of the State: A Discourse Analysis of Abortion Laws and Parental Consent Legislation in Michigan. Unpublished Ph.D. Dissertation, University of Connecticut.Fairclough, Norman. 2003 Pp. 1-77 in Analyzing Discourse: Textual Analysis for Social Research. London: Routledge. Naples, Nancy A. 2003. Pp. 89-139 in Feminism and Method. NY: Routledge.Brock, André. 2018. “Critical Technocultural Discourse Analysis.” New Media & Society 20(3):1012-1030.Week 16. Finals Week (May 5)Final paper due by 5pm Resources:Useful and user-friendly approach to creating a variety of different kinds of visual and conceptual maps:? Up Methods- illustrations:Andrews, Abigail Leslie. 2018. Pp. 213-219 in Undocumented Politics: Place, Gender, and the Pathways of Mexican Migrants. Berkeley: University of California Press.Brown, Karida L. 2018. “Research Appendix.” Pp. 193-213 in Gone Home: Race and Roots through Appalachia. Chapel Hill: UNC Press.Calarco, Jessica McCrory. 2018. “Appendix: Methodology.” Pp. 201-216 in Negotiating Opportunities: How the middle Class Secures Advantages in School. Oxford.Cox, Alexandra. 2917. “Methodological Appendix.” Pp. 167-181 in Trapped in a Voice: The Consequences of Confinement for Young People. Rutgers.Everitt, Judson G. 2018.”Appendix: Site, Context, and My Role as an Ethnographer.” p. 165-177 in Lesson Plans: The Institutional Demands of Becoming a Teacher. Rutgers University Press.Hagerman, Margaret A. 2018. “Appendix: Methodology.” Pp. 215-224 in White Kids: Growing up with Privilege in a Racially Divided America. NY: NYU. Hart-Brimson. 2018.”Appendix: Studying Public Opinion with Qualitative Methods.” Pp. 231-242 in The Gay Marriage Generation: How the LGBTQ Movement Transformed American Culture. NY: NYU.McCurn, Alexis S. 2018. Pp 159-168 in The Grind: Black Women and Survival in the Inner City. Rutgers University Press.Morrill, Calvin, and Michael Musheno. 2018. “Appendix A.” Pp. 229-256 in Navigating Conflict: How Youth Handle Trouble in a High-Poverty School. Chicago.Sbicca, Joshua. 2018. “Approach and Data.” Pp. 195-200 in Food Justice Now1 Deepening the roots of Social Struggle. Minneapolis, MN: University of Minnesota Press.Schilt, Kristen. 2018. “The ‘Not Sociology’ Problem.” Pp. 37-50 in Other, Please Specify: Queer Methods in Sociology, edited by D’Lane Compton, Tey Meadow, and Kristen Schilt. Berkeley, CA: University of California Press.Ward, Jane. 2018. “The Methods Gatekeepers and the Exiled Queers.” Pp. 51-67 in Other, Please Specify: Queer Methods in Sociology, edited by D’Lane Compton, Tey Meadow, and Kristen Schilt. Berkeley, CA: University of California Press.Lambardi, Emilia. 2018. “Trans Issues in Sociology: A Trans-Centered Perspective.” Pp. 67-79 in Other, Please Specify: Queer Methods in Sociology, edited by D’Lane Compton, Tey Meadow, and Kristen Schilt. Berkeley, CA: University of California Press. 2020-202SOCI 6231Revise Course (guest: Nancy Naples)COURSE ACTION REQUESTCAR ID20-16244Request ProposerNaplesCourse TitleQualitative Research IICAR StatusIn ProgressWorkflow HistoryStart > Sociology > College of Liberal Arts and SciencesCOURSE INFOType of ActionRevise CourseIs this a UNIV or INTD course?NeitherNumber of Subject Areas1Course Subject AreaSOCISchool / CollegeCollege of Liberal Arts and SciencesDepartmentSociologyCourse TitleQualitative Research IICourse Number6231Will this use an existing course number?YesPlease explain the use of existing course numberThis request is to revise description to update and clarify the relationship between Qual Reseach I and Qual Research II. CONTACT INFOInitiator NameNancy A NaplesInitiator DepartmentSociologyInitiator NetIdnan02005Initiator Emailnancy.naples@uconn.eduIs this request for you or someone else?Someone elseProposer Last NameNaplesProposer First NameNancySelect a Personnan02005Proposer NetIdnan02005Proposer Phone+1 860 486 3049Proposer Emailnancy.naples@uconn.eduDoes the department/school/program currently have resources to offer the course as proposed?YesCOURSE FEATURESProposed Year2020Will this course be taught in a language other than English?NoIs this currently a General Education course or is it being proposed for General Education?NoNumber of Sections1Number of Students per Section12Is this a Variable Credits Course?NoIs this a Multi-Semester Course?NoCredits3Instructional PatternLecture/DiscussionCOURSE RESTRICTIONSPrerequisitesSOCI 5231 or equivalent. Open to master's and doctoral students in Sociology, others with permission (RG841). CorequisitesSOCI 5231 or equivalent. Open to master's and doctoral students in Sociology, others with permission (RG841).Recommended PreparationSOCI 5231 or equivalent. Is Consent Required?Instructor Consent RequiredIs enrollment in this course restricted?NoGRADINGIs this course repeatable for credit?NoWhat is the Grading Basis for this course?GradedSPECIAL INSTRUCTIONAL FEATURESDo you anticipate the course will be offered at all campuses?NoAt which campuses do you anticipate this course will be offered?StorrsIf not generally available at all campuses, please explain whyWill this course be taught off campus?NoWill this course be offered online?NoCOURSE DETAILSProvide existing title and complete course catalog copySOCI 6231. Qualitative Research II 3.00 credits Prerequisites: None. Grading Basis: Graded Advanced topics in qualitative methods of social research. Topics include contemporary debates in qualitative methodology; critical perspectives on qualitative methodology; feminist research; institutional ethnography; the case method; extended case method; Third World and postcolonial approaches to social research; analyzing and reanalyzing field data; applied and evaluation research; participatory and activist research.Provide proposed title and complete course catalog copySOCI 6231. Qualitative Research II 3.00 credits Prerequisites: SOCI 5231 or equivalent. Open to master's and doctoral students in Sociology, others with permission (RG841). Grading Basis: Graded Advanced topics in qualitative methods of social research. Further interrogation of topics including contemporary theoretical and epistemological debates in qualitative methodology; continued exploration of ethical issues and diversity of traditions in conducting fieldwork, interviewing, and analysis of virtual, and archival research. Hands-on approaches to gathering data and addressing the relationship between theory, analysis, and data; and introduction to a variety of perspectives on writing and narrative analysis. Reason for the course actionTo strengthen and clarify the relationship between Qualitative Research I and Qualitative Research II. Specify effect on other departments and overlap with existing coursesNone anticipatedPlease provide a brief description of course goals and learning objectivesThis course is a continuation of Qualitative Methods 1. It has five main objectives: 1) to continue to acquaint students with the methodological tenets of qualitative research; 2) to introduce a variety of theoretical and epistemological issues; 3) to become familiar with the process and techniques of gathering evidence; 4) to continue thinking about the relationship between theory, analysis, and data to produce sociological cases; and 5) to discuss writing and narrative strategies from multiple points of view. In this intensive seminar, we will unpack the analytic, epistemological, and methodological tools from the readings and use them to think about designing and implementing our own research projects. We will also conduct a series of research and writing exercises outside of the class to use as a lens into how different people produce and experience the social world around them and develop data in similar and different ways. Describe course assessmentsRequirements for the course: ? Two students will lead the discussion related to the readings for each week, but it should go without saying that all students are responsible for doing all of the readings for each week and should be prepared to discuss them. Discussion leaders should collectively give a presentation of 10 to 15 minutes that analyzes the works. These analyses are neither summaries nor criticisms. The goal is to dissect the logic of what the author is trying to accomplish in the writing. Take the perspective of the author and figure out what the author is trying to say. The number of sessions students lead in the semester is dependent on the number of students enrolled in the course. ? All students are required to participate in every class and should come to class with three probing questions about the readings. Students should write out the questions and outline answers. These should come in the form of analytical and comparative points between readings and weeks and thoughts about how authors think about the bridge between theories, concepts, and data. It is very useful to think about how the weeks relate to each other, how the readings relate to each other, and how different research traditions relate to each other. It will help you learn to think about where your research fits into different traditions, and which ones match the kinds of sociological questions you are interested in pursuing. ? Students must commit to doing research on something or somewhere in order to develop research skills, including writing fieldnotes, conducting interviews, observing settings, analyzing data, and making connections between data, topics, themes, and sociological theories. ? Most weeks have required writing exercises. Students will circulate the exercises to the entire class (including professor) by Monday at 12 noon and students should have them accessible during the class either in printed out form or already downloaded and saved on their laptop. ? Final paper, two options: o Option 1 is a research memo/progress report. Option 1 is heavily dependent on successful data gathering commitment and developing a relationship to a clear subfield, a field site, a topic of inquiry, or a central problem. Students should think of it as an in-progress paper that develops themes from your data; shows analysis of the relationships between themes and data; and develops a central argument that ties together the empirical work. Students will discuss how they did the research, what they found, and how they will move this research forward in Qual 2. This paper should be 10-12 pages double-spaced, 1 inch margins. o Option 2 is a research proposal. Not everyone will have a clear-cut qualitative research project by the end of the semester. The proposal builds on the skills you learned this semester and systematically uses that knowledge of epistemology, data analysis, and data gathering to advance a future project. Option 2 is a highly polished proposal, approximately 10-12 pages double-spaced. This proposal should identify a researchable problem, situate it theoretically, and elaborate a suitable research design related to qualitative methods that you will help with future research prospects. o Final Reports are due Tuesday of Finals Week. ? Students will give 10-15 minute presentation on their final papers/proposals during Week 15 (and if needed, using part of Week 14’s class). Syllabus and other attachmentsAttachment LinkFile NameFile TypeDeener 2020 Syllabus Draft.docxDeener 2020 Syllabus Draft.docxSyllabusCOMMENTS / APPROVALSComments & Approvals LogStageNameTime StampStatusCommittee Sign-OffCommentsStartNancy A Naples04/23/2020 - 15:22SubmitApproved by GPC and Sociology Faculty April 15, 2020SociologyRalph B McNeal04/23/2020 - 19:08Approve4/15/2020approvedQualitative Methods 2 Andrew DeenerManchester Hall 223 Email: andrew.deener@uconn.eduOffice Hours: Course Aims: This course is a continuation of Qualitative Methods 1. It has five main objectives: 1) to continue to acquaint students with the methodological tenets of qualitative research; 2) to introduce a variety of theoretical and epistemological issues; 3) to become familiar with the process and techniques of gathering evidence; 4) to continue thinking about the relationship between theory, analysis, and data to produce sociological cases; and 5) to discuss writing and narrative strategies from multiple points of view. In this intensive seminar, we will unpack the analytic, epistemological, and methodological tools from the readings and use them to think about designing and implementing our own research projects. We will also conduct a series of research and writing exercises outside of the class to use as a lens into how different people produce and experience the social world around them and develop data in similar and different ways. Requirements for the course: Two students will lead the discussion related to the readings for each week, but it should go without saying that all students are responsible for doing all of the readings for each week and should be prepared to discuss them. Discussion leaders should collectively give a presentation of 10 to 15 minutes that analyzes the works. These analyses are neither summaries nor criticisms. The goal is to dissect the logic of what the author is trying to accomplish in the writing. Take the perspective of the author and figure out what the author is trying to say. The number of sessions students lead in the semester is dependent on the number of students enrolled in the course. All students are required to participate in every class and should come to class with three probing questions about the readings. Students should write out the questions and outline answers. These should come in the form of analytical and comparative points between readings and weeks and thoughts about how authors think about the bridge between theories, concepts, and data. It is very useful to think about how the weeks relate to each other, how the readings relate to each other, and how different research traditions relate to each other. It will help you learn to think about where your research fits into different traditions, and which ones match the kinds of sociological questions you are interested in pursuing. Students must commit to doing research on something or somewhere in order to develop research skills, including writing fieldnotes, conducting interviews, observing settings, analyzing data, and making connections between data, topics, themes, and sociological theories. Most weeks have required writing exercises. Students will circulate the exercises to the entire class (including professor) by Monday at 12 noon and students should have them accessible during the class either in printed out form or already downloaded and saved on their laptop. Final paper, two options: Option 1 is a research memo/progress report. Option 1 is heavily dependent on successful data gathering commitment and developing a relationship to a clear subfield, a field site, a topic of inquiry, or a central problem. Students should think of it as an in-progress paper that develops themes from your data; shows analysis of the relationships between themes and data; and develops a central argument that ties together the empirical work. Students will discuss how they did the research, what they found, and how they will move this research forward in Qual 2. This paper should be 10-12 pages double-spaced, 1 inch margins. Option 2 is a research proposal. Not everyone will have a clear-cut qualitative research project by the end of the semester. The proposal builds on the skills you learned this semester and systematically uses that knowledge of epistemology, data analysis, and data gathering to advance a future project. Option 2 is a highly polished proposal, approximately 10-12 pages double-spaced. This proposal should identify a researchable problem, situate it theoretically, and elaborate a suitable research design related to qualitative methods that you will help with future research prospects. Final Reports are due Tuesday of Finals Week. Students will give 10-15 minute presentation on their final papers/proposals during Week 15 (and if needed, using part of Week 14’s class).Choosing a Research TopicStudents have to do research and writing exercises every week. The best way to learn how to do qualitative research is to understand the epistemic foundations of qualitative logic while also committing the time and energy to doing research in practice. This course is not a “thesis writing” course, although it may work out that research for your thesis is relevant. This course is geared toward learning research skills that are applicable to future research projects, including your thesis. Students should develop a sociological topic on which they can conduct research throughout the semester. This topic can include a social problem, a specific site, a historical event, or otherwise. Sociological topics are all around us. Every material object is a sociological object (I’m not joking, check out: ). Use your sociological imagination and think outside of the box. Students should commit to investigating and exploring this topic of inquiry throughout the semester. If you do fieldwork somewhere, if it is possible, do not choose a research setting on campus. Do not choose a site or topic in which participants overtly engage in dangerous or illegal behavior. Do not choose a site or topic where you focus on studying children or other vulnerable populations as defined by IRB regulations unless you have IRB approval. Do not engage in covert research. You must explicitly inform all participants that you are engaged in observing them as part of the requirements for a graduate course at the University of Connecticut. We will cover a variety of methods in the class, including writing fieldnotes, conducting interviews, doing life histories and oral histories. You must produce original data from primary sources during this semester and do all of the writing exercises. It is useful to have a single project that bridges the exercises, but it is not a requirement. If you plan on starting a project that you will continue for publication, for an MA thesis, or for your dissertation research, you must apply for IRB approval in conversation with your advisor. I will be happy to talk more about getting IRB approval. I highly recommend doing the IRB training session. More info at: Books to Purchase: Robert Emerson, Rachel Fretz, and Linda Shaw. Writing Ethnographic Fieldnotes. Second Edition. Chicago: University of Chicago Press. Weiss, Robert. Learning from Strangers: The Art and Method of Qualitative Interview Studies. Charles C. Ragin and Howard S. Becker, eds., 2000. What is a Case? Exploring the Foundations of Social Inquiry. Chicago: University of Chicago Press. *All other readings available on Husky CTWeek 1. August 28. Starting to think about Qualitative Research Becker, Howard. “How to Find Out How to Do Qualitative Research.” Response to the NSF Report on Qualitative research.Susan Silbey, 2003. “Designing Qualitative Research Projects.” Memo prepared for the Workshop on the Evaluation of Qualitative Research, National Science Foundation, July.Small, Mario Luis. “Rhetoric and Evidence in a Polarized Society.” Week 2. September 4. Three Methodological Exemplars: Ethnographic, Interview, and Historical ResearchWhyte, William Foote. 1993 [1943]. Street Corner Society: The Social Structure of an Italian Slum. Introduction. Cornerville and its People. Chapter 1. Doc and His Boys. Chicago: University of Chicago Press.Young Jr, Alford A. 1999. "The (non) accumulation of capital: Explicating the relationship of structure and agency in the lives of poor black men."?Sociological Theory?17, no. 2: 201-227.Krippner, Greta R. 2017. “Democracy of Credit: Ownership and the Politics of Credit Access in Late Twentieth-Century America.” American Journal of Sociology 123(1):1-47.Week 3. September 11. Writing Fieldnotes Gary Alan Fine. “Ten Lies of Ethnography: Moral Dilemmas of Field Research.” Journal of Contemporary Ethnography. 22: 267-294.?Emerson et al. Preface and Chapters 1 – 3 Kusenbach, Margarethe. “The Go-Along as an Ethnographic Tool.” Writing Exercise. Descriptive Fieldnotes: Practice, Meaning, and Points of View Document the meanings and experiences of “food shopping.” Go to a food market of your choice and follow someone, whether a friend or someone you approach and ask for permission to follow. You will systematically describe the experience in temporal order of shopping from the point of view of the person with whom you are following. What do they do, how do they do it, how do they make choices, what do they choose; how do they navigate the market space, what meanings do they attribute to their situated experiences? Talk to them as you go with them—how do they know what they want; where to look for it; what brand to buy; what’s ripe, what’s not? This exercise is about gathering as much detail of experience as you can and getting underneath the taken for granted dynamics and assumptions of what most of us find familiar as a typical experience. The goal is to start complicating what we take for granted and to see sociology in a common place. Week 4. September 18. Conducting InterviewsWeiss, Learning from Strangers (39-116)Devault, Marjorie L. 1990. "Talking and Listening from Women's Standpoint: Feminist Strategies for Interviewing and Analysis." Social Problems, 37(1): 96-116.Pugh, Allison J. "What good are interviews for thinking about culture? Demystifying interpretive analysis."?American Journal of Cultural Sociology?1, no. 1 (2013): 42-68.Swidler, Anne and Michele Lamont. “In Praise of Methodological Pluralism: From a Methods to a Theory Debate.” Qualitative Sociology. Exercise: A successful interview requires practice, training, preparation, and learning the artistry of spontaneity and follow-up questioning, always ready for something surprising or unexpected. Good interviewers are able to manage a conversation between collaborators rather than go through a list of questions. Put together your own interview guide tailored to your specific field site or to your specific problem or topic. What kinds of questions should you use? How do you frame questions? What are you trying to accomplish in the interview? Think about the difference between asking how people do things versus asking them why they do it? Do you want to capture an individual’s life story and its relationship to a field site? These interviews are different from those that aim to find out a person’s viewpoint or position or theory or motivation about one thing or another.Conduct an interview with someone or multiple people if possible. Try out different kinds of questions. See what works and what does not. You should aim to conduct an interview, revise the interview guide, and refine the process throughout the semester. Week 5. September 25. Historical and Comparative Logic and ResearchAdams, Julia, Elisabeth Clemens, and Ann Shola Orloff. 2005. “Introduction: Social Theory, Modernity, and the Three Waves of Historical Sociology.” Pp. 1-72 in Adams, Julia, Elisabeth Clemens, and Ann Shola Orloff (eds.), Remaking Modernity: Politics, History, and Sociology. Durham: Duke University Press.Fourcade, Marion. "Cents and sensibility: economic valuation and the nature of “nature”."?American journal of sociology?116, no. 6 (2011): 1721-77Skocpol, Theda and Margaret Somers. 1980. “The Uses of Comparative History in Macrosocial Inquiry.” Comparative Studies in Society and History 22(2):174-97.Two Options for this week: Explore the history of some real world situation, problem, social category, or topic. Try to unravel the origins of the situation, the emergence of groups, types, rules, norms, or settings. If you have a fieldsite, tell the history of your fieldsite. If it’s a group, tell the history of the formation of the group/category? If it’s a problem, tell the history of the formation of the problem? If it’s an individual, develop a life story narrative. How did the situation/problem come into being? Can you pinpoint the beginning of the place, the patterns, the scene? Are there institutional mechanisms in place that structured the setting and keep the situation in place in specific ways? Were there key moments of transition that led to this current situation? What is the relationship between the history of what happens in the context and broader historical developments? Can you see any direct connections? Think about what kinds of data do you need to explore these questions? Explore the historical logic of variation: Think of your topic in terms of the history of the variations and groupings. Come up with a list (as detailed and comprehensive as possible) of different “types” that constitute the research topic. You might think about how different people or certain problems fit together as grouped—whether by identity, type of work, certain behaviors, or certain tasks. You can think of different ways a topic has been conceptualized. You should attempt to deconstruct the topic into various components, rather than only identify one type of grouping over another. In other words, don’t only attach yourself to the dominant categories that you can most easily see—try to break those groups down into more complex layers. Think of it as an exercise in the process of boundary formation. Secondly, take your list of types and analyze it. Provide a descriptive overview of the types of people that seem to be “grouped” and figure out how they do it, how they enact being of the same type. Are the boundaries horizontal or hierarchical and how can you tell the difference? Provide a descriptive sentence that introduces the type, including how you know it is a type in relationship to other types. Then provide a descriptive data passage from fieldnotes or an interview that exemplifies the particular “type.” Week 6. October 2. Qualitative Research Ethics and Power DynamicsQualitative researchers, and sociologists generally, enter into relations with subjects, groups, and places. As a result, interactions and relationships between researchers and their informants are critical matters for the fieldwork enterprise. This class will focus on relations, problematic and otherwise, that develop in the course of research and on the ethical issues confronting field workers. Nancy Scheper Hughes. “Ire in Ireland.” Ethnography 1, n1 (2000). Reich, Jennifer A. "Old methods and new technologies: Social media and shifts in power in qualitative research."?Ethnography?16, no. 4 (2015): 394-415Marcus, George E. "Ethnography in/of the world system: The emergence of multi-sited ethnography."?Annual review of anthropology?24, no. 1 (1995): 95-117Exercise: Either write descriptive fieldnotes from a fieldsite, conduct another interview, or introduce us to a historical case and documents. Think about the power dynamics in the setting. How do they work; who shapes them; what is your role in facilitating or disrupting them? ***From this week on, students should commit to doing one of the three types of research every week (fieldnotes, interviews, or some historical/archival/content research). Circulate the fieldnotes, an interview transcript, an outline of historical documents/content to the class every week from now on. Week 7. October 9. Qualitative Epistemology (Part I) Grounded Theory: Kathy Charmaz, "Grounded Theory" in R. Emerson, Contemporary Field Research Second Edition. Prospect Heights, IL: Waveland Press, 2001: [Read especially pp 335-346] Analytic Induction: Jack Katz. “From How to Why: On Luminous Description and Causal Inference in Ethnography,” Parts I and II. Ethnography 2 (4) and 3 (1)Analogical Theorizing:Vaughn, Diane. 2004. “Theorizing disaster. Analogy, historical ethnography, and the Challenger accident.” Ethnography 5(3): 315–347. Writing Exercise: Begin to think of themes as they emerge from subjects’ points of view. Who are the subjects and what do they think matters about the situation/topic/problem/setting you are studying? Do not include themes related to “analytical/sociological categories.” Focus on what sociologists call “practical categories” or “folk categories,” that is, the categories that matter to the subjects. Identify three themes. Write a paragraph that summarizes the three themes. Following the paragraph, identify descriptive examples from your field site that personify those themes. We will review these in class. Be ready to discuss how you came up with the themes and how you determined that the data passages you choose match the themes. Week 8. October 16. Qualitative Epistemology (Part II)Interpretive Methods: Clifford Geertz. “Thick Description” and “Deep Play” in The Interpretation of Cultures. The extended case method:Michael Burawoy, “The Extended Case Method”, Sociological Theory, 16 n 1. Pages 4-33. Institutional Ethnography:Smith, Dorothy. “Institutional Ethnography: A Feminist Research Strategy,” pp. 151-179 in The Everyday World as Problematic: A Feminist Sociology. Exercise: Levels of analysis. Sociologists often think about their work in terms of levels of analysis. These levels can be analytical and geographical. We hear about “micro,” “meso,” and “macro” categories. Develop a theme or two at each level of analysis. Along with each theme, identify two or three data passages that characterize that level. Begin to think about the connections between the different levels of analysis. Can you see the “macro” level in your case? How does it connect to the micro level? Are there some mechanisms that are mediating the relationships between the levels? Week 9: October 23. Uncovering Meanings, Seeing StructuresWe discuss the meaning of sociological data, how you operationalize sociological ideas, and where sociological ideas come from. Emerson et al, Chapters 4 and 5. Auyero, Javier. "The judge, the cop, and the queen of carnival: Ethnography, storytelling, and the (contested) meanings of protest."?Theory and Society?31, no. 2 (2002): 151-187.Howard Becker, "How I Learned What a Crock Was" Journal of Contemporary Ethnography 22 (1993): 28-35.Read through your interviews, fieldnotes, historical materials and come up with themes. I often write themes in tracked changes. How do you know you have a sociological theme that matters? How many examples do you need before it is a relevant sociological theme? Does the quantity of examples inform the quality of them? Submit three indented data passages from your fieldnotes that demonstrate variation in a single descriptive theme. The general theme draws out some analytical relationship between the three data passages. Identify and discuss the theme in a short paragraph and then elaborate in a few sentences (at most) on how this theme works in each particular data passage. You should describe what is happening in each of the data passages in a way that defines the variation on the general theme. Be as specific and exact in your analysis of the excerpt. Then locate a negative case, that is, an example that does not fit within the theme. Explain what makes this example different. Week 10. October 30. Coding, Analyzing, and ConceptualizingCoding is the heart of the process of developing sociological knowledge from qualitative data and a major step forward in the process of theorizing.?Emerson et al, Chapter 6. Weiss, Robert. 1994. Learning from Strangers. Pages 151-182.?Howard Becker, "Concepts" Tricks of the Trade (Chicago: University of Chicago Press, 1998): 109-145. Bonnell, Victoria. “The Use of Theory, Concepts, and Comparison in Historical Sociology.” Comparative Studies in Society and History 22(2): 155-173. Writing Exercise: Revisit last week’s exercise. This time, try to develop/invent a concept or two that capture(s) what you are investigating. Use the concept as an entry point into unpacking the variation of the case. Highlight data passages that connect to the concept(s). Week 11. November 6. What is a case? Charles C. Ragin and Howard S. Becker, eds., 2000. “What is a Case? Exploring the Foundations of Social Inquiry.” New York: Cambridge University Press. Pp. 1-18 and 203-227.Jansen, Robert S. "Situated political innovation: explaining the historical emergence of new modes of political practice."?Theory and Society?45, no. 4 (2016): 319-360.Walton, John. "Making the Theoretical Case," in What is a Case? By Charles Ragin and H. Becker. Cambridge U. Press 1992Writing exercise: Do either week 10 or week 11 exercise again. Week 12. November 13. How Many Cases is Enough? Douglas Harper. “Small N’s and community case studies” in C. Ragin and H. Becker What is a case?Stanley Lieberson, 2000. “Small N’s and Big Conclusions: An Examination of the Reasoning in Comparative Studies Based on a Small Number of Cases.” Pp. 105-118 in Ragin/Becker, What is a Case? Small, Mario. 2009. ‘How many cases do I need?’ On science and the logic of case selection in field-based research.” Ethnography 10 (1).Writing Exercise: Student ChoiceCirculate what you think is most useful to get feedback on. Fieldnotes? An interview? Themes? A narrative that gives a series of explanations for what you are finding? Week 13. November 20. Thanksgiving BreakWeek 14. November 27. Framing Arguments using Qualitative DataDecoteau, Claire. 2008. The Specter of AIDS: Testimonial Activism in the Aftermathof the Epidemic.” Sociological Theory 26 (3): 230-257.Klinenberg, Eric. 2001. “Dying Alone.” Ethnography 2 (4): 501-531.Young, Alford. 2003. “Introduction. Making New Sense of Poor Black Men in Crisis” in The Minds of Marginalized Black Men. Princeton: Princeton UP. Pp. 3-15. Available online a Princeton UP’s web site.Writing Exercise: In 2 or 3 double-spaced pages, introduce us to something specific from your research. If you have a site, descriptively set up the site; if it’s a problem, set up the problem, if it’s a group, set up the group. Try to think about how to turn descriptive research into a sociological question. Be bold, concise, and detailed. Make your reader envision the link between your data and your sociological case. Try to think of a research puzzle, question, or issue that helps to make the connection. Can you get this short piece to represent something broader, from a sociological point of view? Week Fifteen. December 5. Final PresentationsContinue working on your project analysis. The presentation should include: Setting up the case –what do you think yours is a case of based on preliminary findings? Use Week 14’s exercise to help set up the case. Data gathering: how did you gather the data; how did you get access; how many interviews did you do; what kind of research/where?Images: did you take some photographs of your setting that can help us to see the context? Key themes/variations: identify key themes and variations on themes from your research that tie into and strengthen your caseFuture directions: how can you continue this research in Qual 2 and beyond? 2020-203COMM 3430E/WAdd Course (G) (S)COURSE ACTION REQUESTCAR ID20-16224Request ProposerStifanoCourse TitleScience CommunicationCAR StatusIn ProgressWorkflow HistoryStart > Communication > College of Liberal Arts and SciencesCOURSE INFOType of ActionAdd CourseIs this a UNIV or INTD course?NeitherNumber of Subject Areas1Course Subject AreaCOMMSchool / CollegeCollege of Liberal Arts and SciencesDepartmentCommunicationCourse TitleScience CommunicationCourse Number3430Will this use an existing course number?NoCONTACT INFOInitiator NameStephen C StifanoInitiator DepartmentCommunicationInitiator NetIdscs06002Initiator Emailstephen.stifano@uconn.eduIs this request for you or someone else?MyselfDoes the department/school/program currently have resources to offer the course as proposed?YesCOURSE FEATURESProposed Year2021Will this course be taught in a language other than English?NoIs this currently a General Education course or is it being proposed for General Education?YesContent Area 1 Arts and HumanitiesNoContent Area 2 Social SciencesNoContent Area 3 Science and Technology (non-Lab)NoContent Area 3 Science and Technology (Lab)NoContent Area 4 Diversity and Multiculturalism (non-International)NoContent Area 4 Diversity and Multiculturalism (International)NoGeneral Education CompetencyWWill there also be a non-W section?YesEnvironmental LiteracyYesScheduling ComponentsLectureNumber of Sections1Number of Students per Section19Is this a Variable Credits Course?NoIs this a Multi-Semester Course?NoCredits3Instructional PatternLectureCOURSE RESTRICTIONSPrerequisitesCOMM 2300 (formerly 3300) or 2500 (formerly 3100); ENGL 1007 or 1010 or 1011 or 2011.CorequisitesNoneRecommended PreparationNoneIs Consent Required?No Consent RequiredIs enrollment in this course restricted?NoIs Consent Required for course?No Consent RequiredGRADINGIs this course repeatable for credit?NoWhat is the Grading Basis for this course?GradedSPECIAL INSTRUCTIONAL FEATURESDo you anticipate the course will be offered at all campuses?NoAt which campuses do you anticipate this course will be offered?Stamford,StorrsIf not generally available at all campuses, please explain whyFaculty with these areas of expertise reside at these campuses.Will this course be taught off campus?NoWill this course be offered online?YesCOURSE DETAILSProvide proposed title and complete course catalog copyCOMM 3430E. Science Communication Three credits. Prerequisites: COMM 2300 (formerly 3300) or 2500 (formerly 3100) Grading Basis: Graded The role of communication and media in shaping science and technology in society. Topics include theories and debates in the field, media coverage of science, activism and science campaigns, and using new and social media to communicate science issues. COMM 3430WE. Science Communication Three credits. Prerequisites: COMM 2300 (formerly 3300) or 2500 (formerly 3100); ENGL 1007 or 1010 or 1011 or 2011. Grading Basis: Graded Reason for the course actionThis course is added to address a gap in the Communication course offerings, and as part of a broader realignment of our undergraduate curriculum. The course covers a growingly popular aspect of the discipline, its intersection with science and scientific research. Specify effect on other departments and overlap with existing coursesNone anticipated; while this course discusses scientific issues, it does so from a Communication perspective with a focus on the ways in which messages are created, shared, and evaluated for their effectiveness in reaching important public audiences. As such, this course falls squarely within the communication discipline. Please provide a brief description of course goals and learning objectives? Understand the interplay between science, engineering, technology, and society ? Identify and describe theories and concepts used to explain public perceptions of attitudes toward science, engineering, and the environment ? Assess how media portray opinions of experts, advocates, and non-experts ? Have the ability to find, discuss, and evaluate expert sources of factual information ? Assess competing media claims and narratives ? Think strategically and critically to develop evidence-based arguments ? Apply relevant theories and concepts to strategically communicate scientific information and debates Describe course assessmentsNon-W: Exams; Media Analysis Portfolio; Class Participation W: Exams, Paper Topic; Paper Outline; First Draft; Peer Review; Final Paper; Final PresentationGeneral Education GoalsThis course supports critical inquiry in the area of environmental literacy, by further elucidating the methods by which humans communicate about scientific information, best practices and strategies for scientists to inform the general public, and environmental and humanitarian issues that are directly related to the communication of science in our world. Students taking this course can expect academic enrichment in this area of study that will prepare them for these issues in daily life. Students in the W version of this course will also develop their analytical writing skills related to this domain.Writing CompetencyThis course provides a course paper as an assignment requiring students to review the literature on Science Communication and provide references, cited in proper APA format. Students may choose to conduct a standard literature review, or to attempt a grant proposal or research study proposal as their written assignment. Students will submit a draft of the paper in week 9, conduct peer reviews in week 11, and submit the paper on the final day of the course. Specific guidelines are provided in the course syllabus. During the revision process, students will receive feedback that should help improve the conceptual clarity, idea development, expression, and grammar of their final paper.Environmental LiteracyThis course directly addresses the third, fourth, and fifth criteria of the environmental literacy definition: *public policies, legal frameworks, and/or other social systems that affect the environment; *moral and/or ethical dimensions regarding the environment; *cultural, creative, or artistic representations of human-environment interactions. As each of these aspects are rooted, largely, in the art and science of communication. The ways in which scientists, politicians, professionals, and citizens discuss scientific issues informs (and is informed by) each criterion above. Furthermore, in a society increasingly challenging notions of truth, the veracity of media, and the validity and credibility of scientific sources, finding optimal ways to deliver scientific information to public audiences is an incredibly important component of environmental literacy. Syllabus and other attachmentsAttachment LinkFile NameFile TypeCOMM 3430-Scicomm.docxCOMM 3430E and WE syllabiSyllabusCOMMENTS / APPROVALSComments & Approvals LogStageNameTime StampStatusCommittee Sign-OffCommentsStartStephen C Stifano04/20/2020 - 17:municationStephen C Stifano04/20/2020 - 17:38Approve4/15/2020Approved by COMM Faculty 4/15/20COMM 3430E/WE. Science CommunicationThree credits. Prerequisite: COMM 2300 (formerly 3300) or 2500 (formerly 3100); (W: ENG 1007 or 1010 or 1011 or 2011)The role of communication and media in shaping science and technology in society. Topics include theories and debates in the field, media coverage of science, activism and science campaigns, and using new and social media to communicate science issues.1. Reasons for adding this course: Currently, students do not have a science or environmental communication course to take which examines how the media communicates these topics. This course will allow students who wish to study science and environmental topics from a societal and communication point-of-view to research in this area. 2. Academic merit: This course will take both a theoretical and applied approach to study science communication. Students will study theoretical models and approaches utilized in the field, as well as examine applied topics using real-world examples. COMM 3430EInstructor: Science CommunicationEmail:[TERM]Office: [LOCATION]Hours: Course Description and Objectives:This course is designed to examine the role of communication and the media in shaping and communicating the knowledge, uncertainty, and debates of science, technology, and the environment. Specifically, the course will examine the interaction of science and technology with the media and society. Utilizing both theory and applied practice, we will examine the media’s role in influencing public understanding of science, representations of science, and strategic uses of media to communicate messages about science. Special emphasis will be placed on understanding how the media has shaped current scientific debates, such as climate change, fracking, food biotechnology, and childhood vaccines. At the end of this course, you will:Understand the interplay between science, engineering, technology, and societyIdentify and describe theories and concepts used to explain public perceptions of attitudes toward science, engineering, and the environmentAssess how media portray opinions of experts, advocates, and non-expertsHave the ability to find, discuss, and evaluate expert sources of factual informationAssess competing media claims and narrativesThink strategically and critically to develop evidence-based argumentsApply relevant theories and concepts to strategically communicate scientific information and debatesRequired Text:There is no required textbook for this course. This does not mean there are no readings for course. A reading list is provided at the end of this syllabus. Readings are drawn from academic journals, book chapters, and media examples. Access to HuskyCT for these course readings/referencesAccess to UConn e-mail for communicating with the instructorCommunicating with the instructor:Class announcements will be posted on HuskyCT. Please check frequently. You are responsible for all information posted there. Please ask if you are confused about any course content, policies, or assignments. I am always happy to meet with students during office hours, but if those times do not work for you may request an appointment at a different time. Email is by far the easiest way to get a hold of the instructor.Grading:Grades are not given; they are earned. This is an upper level course and I expect you to perform and produce work of the highest quality. Keep up with the material and see me whenever you have any questions.Grades will be posted on HuskyCT as soon as they become available. Come to office hours or set up an appointment to discuss questions about grades. If you do not question it, a grade becomes permanent one week after it has been posted to HuskyCT. Privacy laws prohibit the discussion of grades via email. Grades are based on the percentage of possible points you earn on the following scale, rounded to the nearest whole percentage point based on standard rounding rules: .5 and above rounds up, while decimal points below .5 do not. E.g., 81.5 becomes 82, but 81.2 remains at 81.A91.50 – 100%C71.50 – 77.49%A-89.50 – 91.49%C-69.50 – 71.49%B+87.50 – 89.49%D+67.50 – 69.49%B81.50 – 87.49%D61.50 – 67.49%B-79.50 – 81.49%D-59.50 – 61.49%C+77.50 – 79.49%F0.00?– 59.49%Exam 1Exam 2Final Exam20 points (20%)20 points (20%)25 points (25%)Media Analysis Portfolio 30 points (3 x 5 points, 1 x 15 points) (30%)Class Discussion/Participation 5 points (semester) (5%)TOTAL100 pointsCourse Assignments:ReadingsReadings are to be completed prior to class. Students are expected to come prepared to discuss the topic(s) of the day.ExamsThere will be three exams; all exams will be given during scheduled class times. The exams will cover both the required readings from the textbook along with any materials covered and discussed during class. The exams will be primarily multiple-choice and true/false based with the possibility of some short answer or essays questions.Exams must be taken during the scheduled exam time. All requests for a makeup due to athletic participation, job interviews, special religious observances, or other foreseeable purposes must be made more than 48 hours prior to the exam and require documentation. A last minute makeup exam can only be taken with proof of a valid medical excuse or extenuating circumstance. Media Analysis PortfolioThis is a semester-long project in which you will choose a science topic of interest to you and identify and analyze 10 media “texts” that focus on that topic. You will create a portfolio blog or tumblr on which you will compile 1-paragraph analyses of each media example. Finally, you will write a synthetic essay (in the form of an approximately 2000-word blog post) due at the end of the semester that provides a focused, evidenced-based argument about the overall quality of mediated communication about your topic. The project is divided into three incremental steps, plus the final portfolio and essay. Detailed instructions for each step will be provided later in the semester.Step 1 (5%): Select a topic and set-up your blog, tumblr, etc. (Due by Week 4)Step 2 (5%): Research and write a 2-page backgrounder on your topic (Due Week 7)Step 3 (5%): Post 1-paragraph analysis of first 10 media examples on your blog (Due Week 10)Final (15%): Finalize blog and submit final blog post related to your topic (Due Week 14)COURSE TOPIC & READING LIST: Part 1: Public Understanding, Overview, and Making Sense of ScienceWeek 1: Overview, Concepts, and Themes (Mann, 2014) - How to talk about Climate Change so that People Will Listen [The Atlantic]Week 2: Science Communication Models & Debates(Achenback, 2015) – Why do Many Reasonable People Doubt Science? [National Geographic]Scheufele (2014) – Science Communication as Political Communication. [Proceedings of the National Academy of Sciences]Moser, S. C., & Dilling, L. (2011). Communicating climate change: closing the science-action gap.?The oxford handbook of climate change and society. Oxford University Press, Oxford, 161-174. [PDF]Week 3: Framing of Science Concepts and IssuesNisbet, M.C. (2014).?Framing, the Media and Risk Communication in Policy Debates. In H. Cho, T. Reimer, and & K. McComas (eds), Sage Handbook of Risk Communication. Newbury Park, CA: Sage Publications (pp. 216-227). Nisbet, M.C. (2009). Communicating Climate Change: Why Frames Matter to Public Engagement. Environment, 51 (2), 514-518. [HTML] [PDF]Schuldt, Konrath, & Schwarz (2011). Global Warming or Climate Change? Whether the Planet is Warming Depends on Question Wording. [Public Opinion Quarterly]Week 4: Communicating Risk and AffectRisk: Slovic, P., Finucane, M. L., Peters, E., & MacGregor, D. G. (2004). Risk as analysis and risk as feelings: Some thoughts about affect, reason, risk, and rationality.?Risk analysis,?24(2), 311-322. [PDF]Pidgeon, N., & Fischhoff, B. (2011). The role of social and decision sciences in communicating uncertain climate risks.?Nature Climate Change,?1(1), 35-41. [HTML]Trust: Brossard, D., & Nisbet, M. C. (2007). Deference to scientific authority among a low information public: Understanding US opinion on agricultural biotechnology.?International Journal of Public Opinion Research,?19(1), 24-52. [PDF]Week 5: The Role of Ideology & Culture in Science IssuesMooney, C., & Nisbet, M. C. (2005). Undoing Darwin.?Columbia Journalism Review,?44(3), 30-39. [PDF]Labov, J. B., & Pope, B. K. (2008). Understanding our audiences: the design and evolution of science, evolution, and creationism.?CBE-Life Sciences Education,?7(1), 20-24. [PDF]Hoffman, A. J. (2012). Climate science as culture war.?Stanford Social Innovation Review,?10(4), 30-37. [HTML]Week 6 & 7: Politics in ScienceGuber, D. L. (2012). A cooling climate for change? Party polarization and the politics of global warming.?American Behavioral Scientist. [PDF]Kahan, D. (2012). Why we are poles apart on climate change.?Nature,488(7411), 255-255. [PDF]Konnikova (2014). I Don’t Want to be Right. [The New Yorker]Part 2: Science Across the Media SpectrumWeek 8: Science and Environmental MediaBrumfiel, G. (2009). Science journalism: Supplanting the old media?.?Nature,458(7236), 274-277. [HTML](Bagley, 2013). About a Dozen Environment Reporters Left at Top 5 U.S. Papers. [Inside Climate News]Brossard, D., & Scheufele, D. A. (2013). Science, new media, and the public.?Science,?339(6115), 40-41. [PDF]Bell & Turney, 2014 Popular Science Books [Will Provide Reading Later]Week 9: Science and Environmental JournalismNisbet, M. C., & Fahy, D. (2015). The need for knowledge-based journalism in politicized science debates.?The ANNALS of the American Academy of Political and Social Science,?658(1), 223-234. [PDF]Shannahan et al 2015 [Will provide copy]Hmielowski, J. D., Feldman, L., Myers, T. A., Leiserowitz, A., & Maibach, E. (2013). An attack on science? Media use, trust in scientists, and perceptions of global warming.?Public Understanding of Science, 0963662513480091. [PDF]Placky, B. W., Maibach, E., Witte, J., Ward, B., Seitter, K., Gardiner, N., ... & Cullen, H. (2015). Climate Matters: A comprehensive educational resource program for broadcast meteorologists.?Bulletin of the American Meteorological Society, (2015). [HTML]Week 10: Activism, PR, & CampaignsNisbet, M. C. Environmental Advocacy in the Obama Years.?N. Vig & M. Kraft (Eds), Environmental Policy: New Directions for the Twenty-First Century, 9th Edition. [PDF]Ahern, L., Bortree, D. S., & Smith, A. N. (2013). Key trends in environmental advertising across 30 years in National Geographic magazine.?Public Understanding of Science,?22(4), 479-494. [PDF](Klein, 2015). Climate Change is a Crisis We Can Only Solve Together. [HTML]Nisbet, M. C., & Kotcher, J. E. (2009). A two-step flow of influence? Opinion-leader campaigns on climate change.?Science Communication. [PDF]Week 11: Using Narrative and Visuals to Communicate Data & ScienceO'Neill, S., & Nicholson-Cole, S. (2009). “Fear Won't Do It” Promoting Positive Engagement With Climate Change Through Visual and Iconic Representations.?Science Communication,?30(3), 355-379. [PDF]Dahlstrom, M. F. (2014). Using narratives and storytelling to communicate science with nonexpert audiences.?Proceedings of the National Academy of Sciences,?111(Supplement 4), 13614-13620. [HTML]Week 12: New, Digital, and Emerging Media in Science CommunicationGibson, T. A., Craig, R. T., Harper, A. C., & Alpert, J. M. (2015). Covering global warming in dubious times: Environmental reporters in the new media ecosystem.?Journalism, 1464884914564845. [PDF], D. (2013). New media landscapes and the science information consumer.?Proceedings of the National Academy of Sciences,110(Supplement 3), 14096-14101. [HTML]Week 13: Sci-Con: Science and Pop Culture, M. (2015). Cinematic climate change, a promising perspective on climate change communication.?Public Understanding of Science,?24(7), 827-841. [PDF]Feldman, L. (2013). Cloudy with a Chance of Heat Balls: The Portrayal of Global Warming on The Daily Show and The Colbert Report.?International Journal of Communication,?7, 22. [PDF] 14: Moving Forward in the FieldFahy, D., & Nisbet, M. C. (2011). The science journalist online: Shifting roles and emerging practices.?Journalism,?12(7), 778-793. [PDF], N. (2010).?Escape from the ivory tower: a guide to making your science matter. Island Press. [CH. 8 – PDF]*This course schedule is subject to change. Any changes to the schedule will be announced in class and updated on HuskyCT.General Course Policies:AttendanceAttendance is not optional and classes should not be missed except in the case of an emergency. In addition to course lecture material, announcements and information about how to complete assignments will be communicated during class. If you are not present to learn the material or how to accomplish a particular assignment, you are not likely to perform well on the assignment or exams. While attendance is not recorded, your presence and participation will be considered as part of your grade. If you do miss a class, please coordinate with another student to obtain missed notes and assignment information.Class ParticipationYou are expected to come to each class meeting having done the required readings and ready to participate in discussions about that week’s topic. Never hesitate to voice your beliefs or ask questions about the readings. No observation or question is too trivial.Late WorkAny work that is turned in after a designated deadline will be considered late. If an assignment is turned in within 48 hours of the deadline it will receive half-credit of the graded value. Any assignment turned in after 48 hours of a deadline will not be graded and will receive a 0. There are no exceptions to this rule, unless a student has made arrangements with the professor before the assignment was due, or in the case of a documented emergency. Classroom CivilityIn this course, it is important that people and ideas are treated with respect, and that class time is used productively. Please avoid behaviors that make it difficult to accomplish our mutual objectives (e.g., side conversations, showing disrespect to classmates, coming to class late or leaving early, etc.). In addition, please refrain from using cell phones during class. Understand that I will impose appropriate penalties if such behaviors are flagrantly or routinely exhibited. Immature behavior will not be tolerated, period.Academic Misconduct:Academic misconduct is dishonest or unethical academic behavior that includes, but is not limited, to misrepresenting mastery in an academic area (e.g., cheating), failing to properly credit information, research or ideas to their rightful originators, or representing such information, research, or ideas as your own (e.g., plagiarism). Cheating or plagiarism may result in failing this course and/or removal from the university.Misrepresenting someone else's work as one's own is a serious offense in any academic setting and it will not be condoned. A student who knowingly assists another student in committing an act of academic misconduct shall be equally accountable for the violation. If there is evidence of any deliberate violation of academic integrity (e.g., cheating, plagiarism, or the like), including collaboration or sharing of course content, materials, etc., your instructor will pursue the most punitive response the university allows. Sometimes these standards are subtle; feel free to ask if you have questions or concerns. See for more information on the University's student code as it pertains to Academic Integrity.STUDENTS WITH DISABILITIES:Accommodations for Disabilities: If you are a student with a disability, who requires reasonable accommodations, please see for your responsibilities. Notify me and I will do my best to provide the necessary accommodations at your request.OTHER RESOURCES:CLAS Academic Services Center860-486-2822clasadvising.uconn.edu Career Services860-486-3013 career.uconn.eduCounseling and Mental Health Services860-486-4705 (after hours: 860-486-3427) counseling.uconn.edu Dean of Students Office860-486-3426 dos.uconn.eduCOMM 3430WEScience CommunicationInstructor: Office:Email:Hours:[TERM][LOCATION]Course Description and Objectives:This course is designed to examine the role of communication and the media in shaping and communicating the knowledge, uncertainty, and debates of science, technology, and the environment. Specifically, the course will examine the interaction of science and technology with the media and society. Utilizing both theory and applied practice, we will examine the media’s role in influencing public understanding of science, representations of science, and strategic uses of media to communicate messages about science. Special emphasis will be placed on understanding how the media has shaped current scientific debates, such as climate change, fracking, food biotechnology, and childhood vaccines. At the end of this course, you will:Understand the interplay between science, engineering, technology, and societyIdentify and describe theories and concepts used to explain public perceptions of attitudes toward science, engineering, and the environmentAssess how media portray opinions of experts, advocates, and non-expertsHave the ability to find, discuss, and evaluate expert sources of factual informationAssess competing media claims and narrativesThink strategically and critically to develop evidence-based argumentsApply relevant theories and concepts to strategically communicate scientific information and debatesThis course satisfies the university's “W” – writing across the curriculum – requirement. For the writing aspect of the course, our work will focus on: Writing clearly and concisely for an academic audienceOrganization and flowRequired Text:There is no required textbook for this course. This does not mean there are no readings for course. A reading list is provided at the end of this syllabus. Readings are drawn from academic journals, book chapters, and media examples. Access to HuskyCT for these course readings/referencesAccess to UConn e-mail for communicating with the instructorW Course Policies:A “W” course is not just about completing a research paper. “W” courses will help you examine a specific topic area through writing, critical analysis, and deepening your understanding of how individuals use writing to help learn concepts. While a large focus of this course will be writing a scholarly communication paper, the tools and strategies gained from this practice will help you throughout your career and professional life. In addition, an integral part of the writing process is revision and editing. Most of the writing you do for this course will be revised and edited, either by yourself, a peer, or the instructor. In accordance with “W” guidelines, a minimum of 15 pages will go through the revision process. According to university-wide policies for W courses, you cannot pass this course unless you receive a passing grade for its writing components. (i.e. you must pass the final paper to pass the course)Grading:Grades are not given; they are earned. This is an upper level course and I expect you to perform and produce work of the highest quality. Keep up with the material and see me whenever you have any questions.Grades will be posted on HuskyCT as soon as they become available. Come to office hours or set up an appointment to discuss questions about grades. If you do not question it, a grade becomes permanent one week after it has been posted to HuskyCT. Privacy laws prohibit the discussion of grades via email. Grades are based on the percentage of possible points you earn on the following scale, rounded to the nearest whole percentage point based on standard rounding rules: .5 and above rounds up, while decimal points below .5 do not. E.g., 81.5 becomes 82, but 81.2 remains at 81.A91.50 – 100%C71.50 – 77.49%A-89.50 – 91.49%C-69.50 – 71.49%B+87.50 – 89.49%D+67.50 – 69.49%B81.50 – 87.49%D61.50 – 67.49%B-79.50 – 81.49%D-59.50 – 61.49%C+77.50 – 79.49%F0.00?– 59.49%Exam 1Exam 248 points (12%)48 points (12%)Paper Topic & Abstract20 points (5%)Paper Outline & Reference List40 points (10%)First Draft of Full Paper60 points (15%)Peer Review/Editing24 points (6%)Final Presentation40 points (10%)Final Paper120 points (30%)TOTAL400 points (100%)Course Assignments:ReadingsReadings are to be completed prior to class. Students are expected to come prepared to discuss the topic(s) of the day.ExamsThere will be two exams; all exams will be given during scheduled class times. The exams will cover both the required readings from the textbook along with any materials covered and discussed during class. The exams will be primarily multiple-choice and true/false based with the possibility of some short answer or essays questions.Exams must be taken during the scheduled exam time. All requests for a makeup due to athletic participation, job interviews, special religious observances, or other foreseeable purposes must be made more than 48 hours prior to the exam and require documentation. A last minute makeup exam can only be taken with proof of a valid medical excuse or extenuating circumstance. Research PaperYour major writing assignment for COMM XXXXW should address research literature on a single topic related to science communication. This will be done in a semester long build and revise method. As per University Guidelines for W courses: “A student cannot pass a W course without earning a passing grade on its writing components.”You will choose one of the following writing prompts: 15-page Standard Academic Literature Review on science communication-related topic of interest15-page Grant Proposal15-page Standard Research Study ProposalFor the paper, you will choose a topic within science communication to research. Treat this like a professional paper, as this will be beneficial as a writing sample or future research/contribution to the field. You’ll need to reference 8-10 sources on a relevant issue of your choosing. The articles must be from academic books or journals. The latter can be found in the main library, or any number of online resources, and might include such titles as Critical Studies in Mass Communication, Journalism Quarterly, Journal of Communication, Science Communication, and Environmental Communication. General education textbooks do not count as scholarly sources (because they are “edited,” not subject to “peer review”), nor do periodicals (e.g., New York Times). These may be used, but they will not be counted towards your 8-10 required peer-reviewed sources. You may review any science communication related topic, so long as (1) all references address the same topic, which should be narrowly defined, and (2) academic sources are relatively timely (i.e., published within the last decade or two). Think of your personal interests and course content when choosing a topic. Any weekly topic appearing on the syllabus would be appropriate for study, but feel free to address other dimensions of communication messages or effects as well. Once you've selected a topic area, consult the assigned readings closest to your topic for additional sources and information.Overly broad topics (e.g., “How science is communicated to society”) should be avoided. Be very specific with your focus (e.g. “Examining Perceived Credibility of Scientists Who Tweet”). Take care to delimit your topic to one medium or genre. Also, remember to focus on science-related issues. A review of “health communication” would not be appropriate for this course. Assignment DescriptionsEach submission requires something specific to be considered a completed draft. All submissions should follow APA guidelines.Step 1 (5%): Paper Topic and Abstract (Due by Week 2)Step 2 (10%): Paper Outline & Reference List (Due Week 5)Step 3 (15%): First Draft of Full Paper (Due Week 9)Step 4 (6%): Peer Review/Editing (Week 11)Final (30%): Final Paper (Due on Final Day)Paper Topic and AbstractThis should be a one page abstract/proposal that outlines what topic you would like to do, what method you would like to use, and why this topic and method is appropriate for this assignment. Paper Outline and Reference ListThis submission should include a fully realized outline of the topic and argument you are presenting. In-text citations should be used where appropriate, and there should be a full APA References page included at the end. Claims should be made in full sentences, but backup information can be bullet points. A clear thesis should also be made early in the paper. Section headers should be appropriate to the type of writing. First Draft of Full PaperThis submission should be a complete draft of the paper. Feedback will be given with careful attention to content and style. Be sure to include a cover letter that reports what you are most concerned with or are having trouble with so that I can focus my feedback on addressing your concerns. Peer Review/EditingOnce you have received feedback from the instructor, you will then become an editor yourself on another student’s draft. Before your paper undergoes peer review, you will have the opportunity to include my feedback into a newly revised draft, then get an additional opinion on how to edit and structure the ideas in your paper from another student in the class (on this new draft). Not only will this help improve your individual paper, but it will also expose you to the back-end of article production where most of the revision and heavy editing occurs. Final SubmissionThis is the final draft of your paper and should be uploaded to HuskyCT by 5pm on the final exam date. Writing will be done in stages with an emphasis on revision. Each submission is graded separately, and late work will not be accepted 48 hours past the due dates. If the submission is late within the 48 hours, then the assignment will be graded for half credit. Writing assignments are to be turned in electronically, with a cover letter, to me via the assignment setting in HuskyCT. (If you are having problems with HuskyCT, email me the file directly so as to avoid any late penalties). In order to not be considered late, it must be received in my HuskyCT inbox by 5:00 p.m. by the specified due date. When you submit your assignment you need to include a cover letter (the cover letter can either be a second, separate Word document or you can have it be the first page of your assignment). Each submission requires a cover letter. A template of how to word the cover letter for your initial draft submission and for your revised submissions are below. Submit your paper as an attachment within the assignment tab. Your paper must be submitted in one of the following formats: a Word document (.doc or .docx), or a PDF. Simply cutting and pasting your paper into the submission box in HuskyCT will not keep your formatting (which is one of the things you are getting graded on). Template of Cover Letter for a Draft:Dear ______________I think the strongest parts of this draft are __________What I struggled the most with was ____________My top two priorities for revising this are ____________Other things I know I need to work on still include ___________Questions I have for you at this stage are _________Sincerely, [your name]I will use this information in your cover letter to help me better review and critique your assignment. For example, if you know your article summaries are not as strong as your analysis of the articles’ conclusions, then I will know to give you more directed feedback about analyzing articles for a literature review. When you resubmit your paper, you will write another cover letter (in other words, every submission requires a new cover letter). (template follows): Dear ______________In the first draft I __________Given the feedback I received on that draft, I decided to ____________because ______For this final draft I concentrated most of my efforts on ____________ because __________What I struggled with most was ___________. If given more time, I would work on _________I think that the strongest parts of this final draft are _________Sincerely, [your name]COURSE TOPIC & READING LIST: Part 1: Public Understanding, Overview, and Making Sense of ScienceWeek 1: Overview, Concepts, and Themes (Mann, 2014) - How to talk about Climate Change so that People Will Listen [The Atlantic]Week 2: Science Communication Models & Debates(Achenback, 2015) – Why do Many Reasonable People Doubt Science? [National Geographic]Scheufele (2014) – Science Communication as Political Communication. [Proceedings of the National Academy of Sciences]Moser, S. C., & Dilling, L. (2011). Communicating climate change: closing the science-action gap.?The oxford handbook of climate change and society. Oxford University Press, Oxford, 161-174. [PDF]Week 3: Framing of Science Concepts and IssuesNisbet, M.C. (2014).?Framing, the Media and Risk Communication in Policy Debates. In H. Cho, T. Reimer, and & K. McComas (eds), Sage Handbook of Risk Communication. Newbury Park, CA: Sage Publications (pp. 216-227). Nisbet, M.C. (2009). Communicating Climate Change: Why Frames Matter to Public Engagement. Environment, 51 (2), 514-518. [HTML] [PDF]Schuldt, Konrath, & Schwarz (2011). Global Warming or Climate Change? Whether the Planet is Warming Depends on Question Wording. [Public Opinion Quarterly]Week 4: Communicating Risk and AffectRisk: Slovic, P., Finucane, M. L., Peters, E., & MacGregor, D. G. (2004). Risk as analysis and risk as feelings: Some thoughts about affect, reason, risk, and rationality.?Risk analysis,?24(2), 311-322. [PDF]Pidgeon, N., & Fischhoff, B. (2011). The role of social and decision sciences in communicating uncertain climate risks.?Nature Climate Change,?1(1), 35-41. [HTML]Trust: Brossard, D., & Nisbet, M. C. (2007). Deference to scientific authority among a low information public: Understanding US opinion on agricultural biotechnology.?International Journal of Public Opinion Research,?19(1), 24-52. [PDF]Week 5: The Role of Ideology & Culture in Science IssuesMooney, C., & Nisbet, M. C. (2005). Undoing Darwin.?Columbia Journalism Review,?44(3), 30-39. [PDF]Labov, J. B., & Pope, B. K. (2008). Understanding our audiences: the design and evolution of science, evolution, and creationism.?CBE-Life Sciences Education,?7(1), 20-24. [PDF]Hoffman, A. J. (2012). Climate science as culture war.?Stanford Social Innovation Review,?10(4), 30-37. [HTML]Week 6 & 7: Politics in ScienceGuber, D. L. (2012). A cooling climate for change? Party polarization and the politics of global warming.?American Behavioral Scientist. [PDF]Kahan, D. (2012). Why we are poles apart on climate change.?Nature,488(7411), 255-255. [PDF]Konnikova (2014). I Don’t Want to be Right. [The New Yorker]Part 2: Science Across the Media SpectrumWeek 8: Science and Environmental MediaBrumfiel, G. (2009). Science journalism: Supplanting the old media?.?Nature,458(7236), 274-277. [HTML](Bagley, 2013). About a Dozen Environment Reporters Left at Top 5 U.S. Papers. [Inside Climate News]Brossard, D., & Scheufele, D. A. (2013). Science, new media, and the public.?Science,?339(6115), 40-41. [PDF]Bell & Turney, 2014 Popular Science Books [Will Provide Reading Later]Week 9: Science and Environmental JournalismNisbet, M. C., & Fahy, D. (2015). The need for knowledge-based journalism in politicized science debates.?The ANNALS of the American Academy of Political and Social Science,?658(1), 223-234. [PDF]Shannahan et al 2015 [Will provide copy]Hmielowski, J. D., Feldman, L., Myers, T. A., Leiserowitz, A., & Maibach, E. (2013). An attack on science? Media use, trust in scientists, and perceptions of global warming.?Public Understanding of Science, 0963662513480091. [PDF]Placky, B. W., Maibach, E., Witte, J., Ward, B., Seitter, K., Gardiner, N., ... & Cullen, H. (2015). Climate Matters: A comprehensive educational resource program for broadcast meteorologists.?Bulletin of the American Meteorological Society, (2015). [HTML]Week 10: Activism, PR, & CampaignsNisbet, M. C. Environmental Advocacy in the Obama Years.?N. Vig & M. Kraft (Eds), Environmental Policy: New Directions for the Twenty-First Century, 9th Edition. [PDF]Ahern, L., Bortree, D. S., & Smith, A. N. (2013). Key trends in environmental advertising across 30 years in National Geographic magazine.?Public Understanding of Science,?22(4), 479-494. [PDF](Klein, 2015). Climate Change is a Crisis We Can Only Solve Together. [HTML]Nisbet, M. C., & Kotcher, J. E. (2009). A two-step flow of influence? Opinion-leader campaigns on climate change.?Science Communication. [PDF]Week 11: Using Narrative and Visuals to Communicate Data & ScienceO'Neill, S., & Nicholson-Cole, S. (2009). “Fear Won't Do It” Promoting Positive Engagement With Climate Change Through Visual and Iconic Representations.?Science Communication,?30(3), 355-379. [PDF]Dahlstrom, M. F. (2014). Using narratives and storytelling to communicate science with nonexpert audiences.?Proceedings of the National Academy of Sciences,?111(Supplement 4), 13614-13620. [HTML]Week 12: New, Digital, and Emerging Media in Science CommunicationGibson, T. A., Craig, R. T., Harper, A. C., & Alpert, J. M. (2015). Covering global warming in dubious times: Environmental reporters in the new media ecosystem.?Journalism, 1464884914564845. [PDF], D. (2013). New media landscapes and the science information consumer.?Proceedings of the National Academy of Sciences,110(Supplement 3), 14096-14101. [HTML]Week 13: Sci-Con: Science and Pop Culture, M. (2015). Cinematic climate change, a promising perspective on climate change communication.?Public Understanding of Science,?24(7), 827-841. [PDF]Feldman, L. (2013). Cloudy with a Chance of Heat Balls: The Portrayal of Global Warming on The Daily Show and The Colbert Report.?International Journal of Communication,?7, 22. [PDF] 14: Moving Forward in the FieldFahy, D., & Nisbet, M. C. (2011). The science journalist online: Shifting roles and emerging practices.?Journalism,?12(7), 778-793. [PDF], N. (2010).?Escape from the ivory tower: a guide to making your science matter. Island Press. [CH. 8 – PDF]*This course schedule is subject to change. Any changes to the schedule will be announced in class and updated on HuskyCT.General Course Policies:Communicating with the instructor:Class announcements will be posted on HuskyCT. Please check frequently. You are responsible for all information posted there. Please ask if you are confused about any course content, policies, or assignments. I am always happy to meet with students during office hours, but if those times do not work for you may request an appointment at a different time. Email is by far the easiest way to get a hold of the instructor.AttendanceAttendance is not optional and classes should not be missed except in the case of an emergency. In addition to course lecture material, announcements and information about how to complete assignments will be communicated during class. If you are not present to learn the material or how to accomplish a particular assignment, you are not likely to perform well on the assignment or exams. While attendance is not recorded, your presence and participation will be considered as part of your grade. If you do miss a class, please coordinate with another student to obtain missed notes and assignment information.Class ParticipationYou are expected to come to each class meeting having done the required readings and ready to participate in discussions about that week’s topic. Never hesitate to voice your beliefs or ask questions about the readings. No observation or question is too trivial.Late WorkAny work that is turned in after a designated deadline will be considered late. If an assignment is turned in within 48 hours of the deadline it will receive half-credit of the graded value. Any assignment turned in after 48 hours of a deadline will not be graded and will receive a 0. There are no exceptions to this rule, unless a student has made arrangements with the professor before the assignment was due, or in the case of a documented emergency. Classroom CivilityIn this course, it is important that people and ideas are treated with respect, and that class time is used productively. Please avoid behaviors that make it difficult to accomplish our mutual objectives (e.g., side conversations, showing disrespect to classmates, coming to class late or leaving early, etc.). In addition, please refrain from using cell phones during class. Understand that I will impose appropriate penalties if such behaviors are flagrantly or routinely exhibited. Immature behavior will not be tolerated, period.Academic Misconduct:Academic misconduct is dishonest or unethical academic behavior that includes, but is not limited, to misrepresenting mastery in an academic area (e.g., cheating), failing to properly credit information, research or ideas to their rightful originators, or representing such information, research, or ideas as your own (e.g., plagiarism). Cheating or plagiarism may result in failing this course and/or removal from the university.Misrepresenting someone else's work as one's own is a serious offense in any academic setting and it will not be condoned. A student who knowingly assists another student in committing an act of academic misconduct shall be equally accountable for the violation. If there is evidence of any deliberate violation of academic integrity (e.g., cheating, plagiarism, or the like), including collaboration or sharing of course content, materials, etc., your instructor will pursue the most punitive response the university allows. Sometimes these standards are subtle; feel free to ask if you have questions or concerns. See for more information on the University's student code as it pertains to Academic Integrity.STUDENTS WITH DISABILITIES:Accommodations for Disabilities: If you are a student with a disability, who requires reasonable accommodations, please see for your responsibilities. Notify me and I will do my best to provide the necessary accommodations at your request.OTHER RESOURCES:CLAS Academic Services Center860-486-2822clasadvising.uconn.edu Career Services860-486-3013 career.uconn.eduCounseling and Mental Health Services860-486-4705 (after hours: 860-486-3427) counseling.uconn.edu Dean of Students Office860-486-3426 dos.uconn.edu2020-204COMM 4540Add CourseCOURSE ACTION REQUESTCAR ID20-16225Request ProposerStifanoCourse TitleCrisis CommunicationCAR StatusIn ProgressWorkflow HistoryStart > Communication > College of Liberal Arts and SciencesCOURSE INFOType of ActionAdd CourseIs this a UNIV or INTD course?NeitherNumber of Subject Areas1Course Subject AreaCOMMSchool / CollegeCollege of Liberal Arts and SciencesDepartmentCommunicationCourse TitleCrisis CommunicationCourse Number4540Will this use an existing course number?NoCONTACT INFOInitiator NameStephen C StifanoInitiator DepartmentCommunicationInitiator NetIdscs06002Initiator Emailstephen.stifano@uconn.eduIs this request for you or someone else?MyselfDoes the department/school/program currently have resources to offer the course as proposed?YesCOURSE FEATURESProposed Year2021Will this course be taught in a language other than English?NoIs this currently a General Education course or is it being proposed for General Education?NoScheduling ComponentsLectureNumber of Sections1Number of Students per Section35Is this a Variable Credits Course?NoIs this a Multi-Semester Course?NoCredits3.00Instructional PatternLectureCOURSE RESTRICTIONSPrerequisitesCOMM 3530 or Instructor ConsentCorequisitesNoneRecommended PreparationNoneIs Consent Required?No Consent RequiredIs enrollment in this course restricted?NoGRADINGIs this course repeatable for credit?NoWhat is the Grading Basis for this course?GradedSPECIAL INSTRUCTIONAL FEATURESDo you anticipate the course will be offered at all campuses?NoAt which campuses do you anticipate this course will be offered?Stamford,StorrsIf not generally available at all campuses, please explain whyFaculty with these areas of expertise reside at the listed campuses.Will this course be taught off campus?NoWill this course be offered online?YesCOURSE DETAILSProvide proposed title and complete course catalog copyCOMM 4540. Crisis Communication 3 credits. Prerequisites: COMM 3530 or Instructor Consent Grading Basis: Graded Principles and practices of effective crisis response. The management processes and leadership skills necessary to anticipate, plan for, manage, communicate about, and recover from organizational and public crises.Reason for the course actionThis course covers a growingly-relevant area of the field of communication which is in demand with our majors. It is also a component of our broader curricular realignment plan which we have previously presented to CLAS CCC.Specify effect on other departments and overlap with existing coursesNone anticipated.Please provide a brief description of course goals and learning objectivesBy the end of the course students will: ? Recognize the patterns inherent in crises, and know how to intervene early to redirect those patterns. ? Understand how to counsel leaders to make critical decisions under stress, and to become trusted advisors to senior executives. ? Understand how to establish crisis prevention, mitigation, and response structures within organizations. ? Understand how to develop, present, and obtain approval for crisis communication plans. Describe course assessmentsClass participation, homework assignments, daily in-class "fire drill" assignments; midterm "damage control" group project, and final "proactive crisis communication" project. Syllabus and other attachmentsAttachment LinkFile NameFile Type4540-Crisis Communication-Syllabus.docx4540-Crisis Communication-Syllabus.docxSyllabusCOMMENTS / APPROVALSComments & Approvals LogStageNameTime StampStatusCommittee Sign-OffCommentsStartStephen C Stifano04/20/2020 - 17:municationStephen C Stifano04/20/2020 - 17:50Approve4/15/2020Approved by COMM Faculty 4/15/20COMM 4540: Crisis CommunicationCourse Description:This is a course on how to maintain the trust and confidence of critical stakeholders when things go wrong. Effective crisis response is a competitive advantage and a critical attribute of leadership. Effective crisis response protects a company’s reputation as well as its financial condition, operations, relations with key stakeholders, and strategic focus. This elective course focuses on the business decisions, management processes, and leadership skills necessary to anticipate, plan for, manage through, communicate about, and recover from crises affecting corporations and other complex organizations. We will review major theories and models of crisis communication, as well as best practices for crisis response. In the first session students will be assigned research into a crisis recently in the news. The students may choose the corporation or organization that will be the subject of their research, as well as the particular crisis experienced by that organization. Students will be asked to report back on a number of issues relating to the crisis, including: The nature of the crisisWhen it was discovered. The timeliness of the organization’s response to the crisis. The nature of the response. The unintended consequences of the response. The effectiveness of the response. How individual constituencies were affected by the crisis and response. How the crisis was resolved. The student’s assessment of what worked; what didn’t; and how the organization might have been more effective in its response.Course Structure/Method:This class will meet once per week. In-person attendance is mandatory as students will be expected to address breaking news and participate in individual and group assignments based on applying the skills taught to the news of the day. Throughout the course of the semester students should expect a combination of lectures, discussion and team projects. Students should follow the syllabus prior to each class, but also check UConn Classes for discussion topics prior to each meeting.Course Learning Outcomes:By the end of this course, students will be able to confidently consult a myriad of potential clients from a variety of industries on how to properly survive a crisis. By the end of the course students will:Recognize the patterns inherent in crises, and know how to intervene early to redirect those patterns.Understand how to counsel leaders to make critical decisions under stress, and to become trusted advisors to senior executives.Understand how to establish crisis prevention, mitigation, and response structures within organizations.Understand how to develop, present, and obtain approval for crisis communication munication Policy: Communications between students and the instructor must be through UConn email addresses. All emails will be answered by the instructor within 24 hours.Course Expectations:By the completion of this course students will be expected to have a firm understanding of the principles of crisis communications, while be able to offer competent consultation and produce effective deliverable documents to individuals, organizations or companies in crisis.To accomplish these goals students are expected to engage in meaningful discussion, produce quality work under tight deadlines and think critically while considering the needs and actions of a variety of key audiences. This is not a passive class and students are encouraged to participate as often as possible in lectures, discussions and group assignments. A more detailed explanation of these expectations can be found below in the “Assessment Strategy.”Required and Recommended Material:Students will be required to purchase and read the following book:Masters of Disaster: The Ten Commandments of Damage ControlChris Lehane, Mark Fabiani and Bill Guttentag Additionally, students will be expected to be up-to-date on the news of the day and are recommended to read news from the following publications daily and be prepared to discuss them in class:· The New York Times;· The Wall Street Journal;· The Washington Post;· Politico;· Axios;· TechCrunch;· Fortune;· TMZ;· The Hollywood Reporter;· The Wrap;· The New York Daily News;· The New York Post;Students are also encouraged to sign up for one or more of the following morning emails:The New York Times, "Daily Briefing;"The New York Times, "Dealbook;"Politico, "Playbook;"The Washington Post, "Daily 202;"The Wall Street Journal, "What's News."Assessment Strategy:Your final grade will be determined by the following criteria: Class participation = 10%Homework assignments = 10%“Crisis Fire Drill” Daily Assignments = 20%Midterm “Damage Control” Group Project = 30%Final “Proactive Crisis Communications” Group Project = 30% Below is a more detailed breakdown of each of these criteria: Class participation (10%): The key to resolving a crisis is to be vocal and be willing to have your voice heard especially when there are competing voices in the room. During the course of lectures, group discussions and other classroom activity, students will be expected to ask questions and offer opinions on the topics at hand. This will include volunteering to represent your group when presenting recommendations and statements during in-class assignments as well as offering meaningful criticism and feedback to your peers. Additionally, throughout the semester students will be expected to discuss ongoing crises in the news and should be prepared to discuss current events. Homework assignments (10%): Occasionally throughout the semester homework will be assigned. These assignments will be clearly explained prior to the end of the previous class and will be graded and returned to students within the next week. Crisis Fire Drills (20%): Beginning the third week of class, students will start each class by being given a crisis situation based on current events by the instructor. After breaking up into groups, students will have 15 minutes to prepare recommendations and materials for the client using the skills discussed in the previous week’s lecture. After those 15 minutes is over, the groups will hand in their written copy to the instructor and one person from each team will be appointed as a spokesperson of the group to explain their positions and recommendations to the class. Students will be expected to defend their positions and provide feedback to their peers. Midterm “Damage Control” Assignment (30%): As we will discuss during the course of class, crisis communications can be broken down into two types of work: proactive and reactive. For your midterm you will split up into teams and choose a public figure, organization or company that has recently been hit hard with a very public crisis. Using the reactive crisis management skills we will discuss, teams will put together a reactive crisis communications plan for their respective client. The plan will be submitted to the instructor at the beginning of the class, and then each group will need to present their plan to their peers and answer and defend their recommendations. Final “Proactive Crisis Communications” Group Project (30%): The structure of the final will be similar to the midterm, with the exception that the client will be facing a hypothetical impending crisis. Students will be tasked with creating a proactive crisis plan based on the hypothetical crisis their client is facing. Using the proactive crisis management skills we will discuss, groups will submit a plan to the instructor at the beginning of the class, then present their plan to their peers and answer and defend their recommendations. Individuals will be graded on their own contribution basis, which will entail the presented and submitted product. Missed or late assignments: Assignments handed in late – unless discussed with the professor beforehand – will be marked the same as missing. During the course of a crisis timeliness is everything and getting work done past deadline is as ineffective as not getting it done at all. Lateness and attendance: While attendance is not part of the grading criteria, a significant portion of the student’s grades will result from being able to participate in class assignments. Additionally, the “Crisis Fire Drill” assignments will be taking place at the outset of each class, so punctuality – much like when handling a crisis on behalf of your client – is a critical component of ensuring a student’s success.GRADE SCALELetter %GPADescriptionsDefinitionsA95-1004.0ExceptionalDemonstrates exceptional mastery of all learning outcomes of the course and thorough and complete understanding of all concepts. A-90-943.7ExcellentDemonstrates highly competent mastery of all learning outcomes of the course and strong understanding of all concepts. B+87-893.3Very Good; exceeds course standardsDemonstrates mastery of all learning outcomes of the course and understanding of core concepts. B83-863.0Good; meets course standardsDemonstrates mastery of some learning outcomes; understanding of some core concepts could be improved. B-80-822.7Somewhat Satisfactory; meets some course standards and requires improvementDemonstrates basic understanding of some learning outcomes; improved understanding of all core concepts is needed. C+77-792.3Less than Satisfactory; requires significant improvement Demonstrates partial understanding of all learning outcomes and core concepts; requires significant improvement. ?C73-762.0Unsatisfactory; requires substantial improvement Demonstrates partial understanding of some learning outcomes and core concepts; requires substantial improvement.C-70-721.7D+67-691.3Unsatisfactory; requires extensive improvementDemonstrates poor understanding of all learning outcomes and core concepts; requires extensive improvement.D63-661.0D-60-620.7FBelow 600.0FailDemonstrates minimal to no understanding of all key learning outcomes and core concepts; work is unworthy of course credit towards the degree.Course Outline:Week 1: Introduction to Crisis CommunicationLecture Part 1: Class outline and expectationsLecture Part 2: Overview of Crisis Communication, Proactive vs. Reactive Crisis Communication, Key Terms and Phrases, Theories and Models of Crisis CommunicationAssignment: Finish Reading “Masters of Disaster” prior to next class. Week 2: Understanding Crisis CommunicationLecture Part 1: Key Audiences, The different scales of a crisis, understanding your vulnerabilitiesLecture Part 2: Theories and Models of Crisis Communication cont’d; How to know when you’re in a crisis.Assignment: Prepare for first “Crisis Fire Drill” Week 3: Planning your Response“Crisis Fire Drill” Discuss Midterm AssignmentLecture Part 1: Creating a crisis communications team, crisis team roles and responsibilitiesLecture Part 2: The relationship between legal counsel and the Public Relations professional.Assignment: Prepare for next week’s “Crisis Fire Drill” and build your own crisis team due next week.Week 4: The Media Part 1“Crisis Fire Drill”Discuss Midterm AssignmentLecture Part 1: Understanding the media during a crisis, the different types of media, responding to media’s request for an interview.Assignment: Prepare for next week’s “Crisis Fire Drill” and brief quiz on the media.Week 5: The Media Part 2“Crisis Fire Drill”Quiz on the mediaDiscuss Midterm Assignment:Lecture: The Interview Subject’s Rights, tips for communicating during a crisis. Assignment: Midterm due next week.Week 6: Midterm PresentationsMidterm Assignment PresentationsAssignment: Prepare for next week’s “Crisis Fire Drill.”Week 7: Media Training“Crisis Fire Drill"Lecture Part 1: Crisis and the NewsLecture Part 2: Planning and preparing for interviews, the importance of messaging, responding to reporters, Do’s and Don’ts of interviewing.Week 8: Media Training Pt. 2/Building Your Crisis Toolbox“Crisis Fire Drill”Discuss Final AssignmentLecture Part 1: Techniques, appearance and posture, reporter tactics, TV Interviews, case studies.Lecture Part 2: Media lists, potential Q&A documentsAssignment: Prepare for next class’s “Crisis Fire Drill.”Week 9: Dealing with Tabloid Media“Crisis Fire Drill”Discuss Final AssignmentLecture Part 1: Holding Statements, Press Conferences, Internal Communications ToolsLecture Part 2: Understanding Tabloid Media, Interacting with Tabloid MediaAssignment: Prepare for next class’s “Crisis Fire Drill.”Week 10: Dealing with Financial Media“Crisis Fire Drill”Discuss Final AssignmentLecture Part 1: Understanding Financial Media, rules, working with Financial Media during a crisis and regulationsLecture Part 2: Guest Lecture.Assignment: Prepare for next class’s “Crisis Fire Drill.”Week 11: Crisis Social Media and Website Management“Crisis Fire Drill”Discuss Final AssignmentLecture: Social Media as a catalyst for crisis, properly using social media during a crisis, using your website during a crisis.Assignment: Prepare for next week’s “Crisis Fire Drill” and write sample crisis social media posts due next week.Week 12: Building Sample Crisis Communications Scenarios“Crisis Fire Drill”Discuss Final AssignmentLecture: How to put together sample crisis communications scenarios.In-Class Assignment: Write a sample crisis communication scenarioAssignment: Prepare for next week’s “Crisis Fire Drill.”Week 13: The Business of Crisis Communications“Crisis Fire Drill”Discuss Final AssignmentLecture Part 1: How it works at an agency, starting your own practice, ethics in crisis communications.Lecture Part 2: Client relations, deliverables, managing expectations.Assignment: Prepare for next week’s “Crisis Fire Drill.”Week 14: Final Assignment PresentationFinal Assignment Presentations 2020-205COMMRevise MinorProposal to Change a MinorLast revised: September 24, 20131. Date: 4/21/20202. Department or Program: Communication3. Title of Minor: Communication4. Effective Date (semester, year): Fall, 2021 (students entering UConn for AY 21-22 should be the first formally impacted by these changes.)(Consult Registrar’s change catalog site to determine earliest possible effective date. If a later date is desired, indicate here.)5. Nature of change: Adding clarifying language for our academic advisors.Existing Catalog Description of MinorStudents wishing to complete this minor must take at least 15 2000-level or above credits in COMM courses. Selected courses must include:COMM 2000Q or equivalent research methods course. If an equivalent research methods course is used, 15 credits in 2000-level or above COMM courses are required. At least two of the following Core courses: COMM 2100, 2200, 2300, 2500, and 2600. Students are encouraged to take three or more core courses.Students in this program do not receive priority registration for Communication courses. The minor is offered by the Communication Department. The minor Plan of Study form is available in the Arjona Building, Room 245 or from the Communication Department website.Proposed Catalog Description of MinorStudents wishing to complete this minor must take at least 15 2000-level or above credits in COMM courses. Selected courses must include:COMM 2000Q or equivalent research methods course. If an equivalent research methods course is used, 15 credits in 2000-level or above COMM courses are required. Students using an equivalent research methods course must still meet the pre-requisite requirement of COMM 2000Q to enroll in the following advanced courses: COMM 4200/W, 4300/W, 4501, 4510,?4982, and 4996.At least two of the following Core courses: COMM 2100, 2200, 2300, 2500, and 2600. Students are encouraged to take three or more core courses.Students in this program do not receive priority registration for Communication courses. The minor is offered by the Communication Department. The minor Plan of Study form is available in the Arjona Building, Room 245 or from the Communication Department website.Justification1. Reasons for changing the minor: This added language further clarifies how our advising office guides minors with respect to the Research Methods requirement and their subsequent course enrollments.2. Effects on students: None anticipated; this makes practiced policies explicit in the catalog.3. Effects on other departments: We anticipate no effects on other departments from this change. 4. Effects on regional campuses: No effect. 5. Dates approved by ????Department Curriculum Committee: January 28, 2020 (Undergraduate Studies Committee) ????Department Faculty: March 11, 2020.6. Name, Phone Number, and e-mail address of principal contact person: Stephen StifanoDirector of Undergraduate StudiesStephen.stifano@uconn.edu; 401-323-46522020-206ECON 2451/WAdd Course (G) (S)COURSE ACTION REQUESTCAR ID20-16266Request ProposerRitterCourse TitleEconomic Behavior and Health PolicyCAR StatusIn ProgressWorkflow HistoryStart > Economics > Return > Economics > Return > Economics > College of Liberal Arts and SciencesCOURSE INFOType of ActionAdd CourseIs this a UNIV or INTD course?NeitherNumber of Subject Areas1Course Subject AreaECONSchool / CollegeCollege of Liberal Arts and SciencesDepartmentEconomicsCourse TitleEconomic Behavior and Health PolicyCourse Number2451Will this use an existing course number?NoCONTACT INFOInitiator NamePatricia RitterInitiator DepartmentEconomicsInitiator NetIdpir16101Initiator Emailpatricia.ritter@uconn.eduIs this request for you or someone else?MyselfDoes the department/school/program currently have resources to offer the course as proposed?YesCOURSE FEATURESProposed Year2021Will this course be taught in a language other than English?NoIs this currently a General Education course or is it being proposed for General Education?YesContent Area 1 Arts and HumanitiesNoContent Area 2 Social SciencesNoContent Area 3 Science and Technology (non-Lab)NoContent Area 3 Science and Technology (Lab)NoContent Area 4 Diversity and Multiculturalism (non-International)NoContent Area 4 Diversity and Multiculturalism (International)NoGeneral Education CompetencyWWill there also be a non-W section?YesEnvironmental LiteracyNoScheduling ComponentsLectureNumber of Sections1Number of Students per Section19Is this a Variable Credits Course?NoIs this a Multi-Semester Course?NoCredits3Instructional PatternLecture.COURSE RESTRICTIONSPrerequisitesENGL 1007 or 1010 or 1011 or 2011; ECON 1201CorequisitesnoneRecommended PreparationnoneIs Consent Required?No Consent RequiredIs enrollment in this course restricted?NoIs Consent Required for course?No Consent RequiredGRADINGIs this course repeatable for credit?YesNumber of Total Credits Allowed3Is it repeatable only with a change in topic?NoDoes it allow multiple enrollments in the same term?NoWhat is the Grading Basis for this course?GradedSPECIAL INSTRUCTIONAL FEATURESDo you anticipate the course will be offered at all campuses?YesWill this course be taught off campus?NoWill this course be offered online?NoCOURSE DETAILSProvide proposed title and complete course catalog copyECON 2451. Economic Behavior and Health Policy 3.0 credits Prerequisites: ECON 1201 Grading Basis: Graded Basic principles of health economics, including the demand for health, health behaviors, public-health economics, and behavioral health economics, applied to five topics: smoking, obesity, opioid and other drug addictions, depression, and infectious diseases. Additionally, this course will provide instruction and consistent feedback to help students improve their writing skills. ECON 2451W. Economic Behavior and Health Policy 3.0 credits Prerequisites: ENGL 1007 or 1010 or 1011 or 2011; ECON 1201 Grading Basis: GradedReason for the course actionAlthough we offer a 3000-level course in health economics (ECON 3451), which requires intermediate theory courses as prerequisites, we see the need for a 2000-level version that will have only principles of microeconomics as a prerequisite. We can offer this both as a W course -- possibly in sections, in the way we offer ECON 2500 and 3478 -- or a larger-section non-W course. Such a course will be valuable both to our majors and minors (for whom we have too few courses at the 2000-level) and possibly of students in other fields wanting an overview of health economics.Specify effect on other departments and overlap with existing coursesAlthough other departments deal with health policy, no other department in CLAS has an economics-focused course like this. ECON 2451 will overlap with 3451 in the sense that the latter will be a more rigorous treatment of some of the same ideas, emphasizing theory over policy.Please provide a brief description of course goals and learning objectivesThis course has two main objectives: (1) to provide students with tools that will enable them to analyze a health-related problem using an economic approach (2) to provide students with the latest evidence on important health topics in the US and the rest of world. Describe course assessments? 60% three 5-page policy papers about topics covered in class ? 20% three 1-page peer-reviews ? 20% final exam General Education GoalsTo guide students to develop their writing skills to ground and deepen their learning, as well as to communicate their ideas and arguments in an appropriate and persuasive manner. Writing CompetencyThis course will provide instruction and consistent feedback to help students improve their writing skills. Additionally, students will require to complete: ? three 5-page policy papers about topics covered in class ? three 1-page peer-reviews In order to pass this course, students must pass the writing component of the course.Syllabus and other attachmentsAttachment LinkFile NameFile TypeSyll_HealthBehav_Sp2021.docxSyll_HealthBehav_Sp2021.docxSyllabusCOMMENTS / APPROVALSComments & Approvals LogStageNameTime StampStatusCommittee Sign-OffCommentsStartPatricia Ritter04/25/2020 - 11:23SubmitNoneEconomicsRichard N Langlois04/25/2020 - 11:42ReturnPatti: You checked UNIV course, and I can't change that. It should be "neither." Could you fix that and submit again.ReturnPatricia Ritter04/25/2020 - 11:59ResubmitNoneEconomicsRichard N Langlois04/25/2020 - 12:08ReturnUnder course features, you checked that it is not Gen Ed. But it is – it’s a W course. I can’t seem to change this either. If you check yes, then other options will appear (I think) that talk about the W part. I think (hope) it also allows us to specify that we want both a W and a non-W version. ReturnPatricia Ritter04/25/2020 - 12:18ResubmitnoneEconomicsRichard N Langlois04/25/2020 - 12:43Approve4/28/2020This came in at the last minute, and I want to get it on the agenda if possible.. We are having an email vote before our C&C meeting, and I expect no problems. Obviously, if there are problems, I will let you know at the meeting.Economics 2451-W, Spring 2021Patricia I. Ritterpatricia.ritter@uconn.eduEconomic Behavior and Health PolicyCourse DescriptionThis course will teach important principles of health economics, including: the demand for health, health behaviors, public health economics, and behavioral health economics, applied to five topics: smoking, obesity, opioid and other drug addictions, depression and infectious diseases. Additionally, this course will provide instruction and consistent feedback to help students improve their writing skills.ObjectivesThis course has three main objectives: (1) to provide students with tools that will enable them to analyze a health-related problem using an economic approach (2) to provide students with the latest evidence on important health topics in the US and the rest of world, and (3) to guide students to develop their writing skills to ground and deepen their learning, as well as to communicate their ideas and arguments in an appropriate and persuasive manner. PrerequisitesEcon 1201 Principles of MicroeconomicsGrading60% three 5-page policy papers about topics covered in class20% three 1-page peer-reviews20% final exam In order to pass this course, students must pass the writing component of the course.Grading Criteria for PapersCLEAR THESIS: Identifies and addresses a clear central thesis, expressed early in the paper, either directly in a topic/these paragraph or indirectly through an appropriate rhetorical device (like an anecdote) arguments are clearly expressed and sustained throughout paperDEPTH OF ARGUMENT: Body of paper supports central thesis; brings to bear appropriate and persuasive evidence; conceptual sophistication and engagement with topic; recognition of limitations and counterarguments; thoughtfulness; originality of ideas; appropriate number of pages; Explicit use of eco- nomic theories, models, and dataUSE OF SCHOLARLY SOURCES: Uses sources that are scholarly and reliable by the standards of the Economics profession (like journals, working papers, scholarly books, government and NGO websites); sources are adequate in number and appropriate for the paper’s argument; sources are integrated into the flow of the argument and used appropriately in the context of the argument;STRUCTURE OF PAPER: Presentation is well organized: clear topic sentences; good transition between ideas; all sections of paper tie together.STYLE: Style is direct, concise, and lively; avoids excessive and unexplained jargon and acronyms; refrains from clichés and bureaucratic formulations;LANGUAGE AND EDITING: Tone, terminology, and other language choices appropriate to professional economics, to intended audience, and to type of writing;DATA: Presentation and analysis of data in conformance with the style and norms of writing in Economics. Tables and graphs clearly labeled and attributed;CITATIONS: Appropriate, accurate, and consistent in-text citations and list of works cited. Command of name-date style of citation used in Economics;HOLISTIC RATING: Assessment of the paper as a whole, including the sound-ness and sophistication of its arguments and its fit with the rhetoric of discourse in Economics;ReadingsThe textbook is: Health Economics, Jay Battacharya, Timothy Hyde, and Peter Tu, 1st Edition, Palgrave Macmillan, 2014. You might find helpful to look also at (not required):Deirdre McCloskey, Economical Writing. Waveland Press, 2nd edition, 1999. Santerre and Neun, Health Economics: Theories, Insights, and Industry Studies. (5th or 6th editions).Phelps, Health Economics (The international edition is the cheapest) In addition, I will assign the required and supplemental readings one week before each class. These readings are important articles, typically dealing with that week’s topic. The reading list and the papers will be available on HuskyCT.Chapters Introduction The Demand for HealthHealth BehaviorsPublic Health EconomicsBehavioral Health EconomicsTopicsSmokingObesityOpioidsDepressionInfectious diseasesAcademic Honesty Statement: Violations of the University of Connecticut Academic Honor Code will not be tolerated. Any students found engaged in academic dishonesty will, at a minimum, receive an F for the course. ?All students should familiarize themselves with the rules and regulations found in the student code. This and other Policies Against Discrimination, Harassment and Related Interpersonal Violence and the Statement on Absences from Class Due to Religious Observances and Extra-Curricular Activities can be found in MajorProposal to Change a MajorLast revised: September 24, 20131. Date: 4/20/202. Department or Program: ECON3. Title of Major: Economics4. Effective Date (semester, year): Fall 2021(Consult Registrar’s change catalog site to determine earliest possible effective date. If a later date is desired, indicate here.)5. Nature of change: Correct/update minor errors.Existing Catalog Description of MajorA student majoring in economics should acquire a thorough grounding in basic principles and methods of analysis, plus a working competence in several of the specialized and applied fields. Examples of such fields are industrial organization, law and economics, money and banking, international trade and finance, public finance, labor economics, health economics, urban and regional economics, and economic development. The major in economics can lead to either a Bachelor of Arts or a Bachelor of Science degree. Course work in economics serves a wide variety of vocational objectives. An economics major (supplemented by a rigorous calculus and statistics course sequence) is excellent preparation for graduate work in economics, which qualifies a person for academic, business, or government employment. Majors and others with strong economics training are attractive prospects for business firms and government agencies, and for professional graduate study in business or public policy. An economics background is especially desirable for the study and practice of law. The economics B.S. is recommended for students interested in professions that call for quantitative skills. The B.S. is especially recommended for Honors students and students considering graduate school in economics or other quantitative areas. For an economics major that leads to a Bachelor of Arts degree, students must earn twenty-four credits in courses at the 2000 level or above, including two intermediate theory courses (ECON 2201 or 2211Q and 2202 or 2212Q), plus at least nine credits in either quantitative skills courses (ECON 2301- 2328) and/or ECON courses at the 3000 level or above. No more than six credits in ECON 2499 and/or 3499 may be counted toward the required 24 credits in economics courses at the 2000 level or above. ECON 2481 does not count toward fulfilling the major requirements. Economics B.A. majors are also required to pass twelve credits in 2000-level or above courses in fields related to economics or to fulfill a minor related to economics. In addition, all Economics majors must take STAT 1000Q or 1100Q and one of the following: MATH 1071Q, 1110Q, 1126Q, 1131Q, 1151Q or 2141Q. MATH 1125Q or higher is recommended, and STAT 1100Q is recommended over STAT 1000Q. ECON 2311 is a recommended course for the B.A. Students may substitute more advanced MATH and STAT courses with consent of the faculty advisor. For an economics major that leads to a Bachelor of Science degree, students must take STAT 1000Q or 1100Q (STAT 1100Q is recommended over STAT 1000Q) and one of the following MATH sequences: MATH 1125Q, 1126Q, and 1132Q; MATH 1131Q (or 1151Q) and 1132Q (or 1152Q); or MATH 2141Q and 2142Q. In addition, B.S. majors must also take one of the following: MATH 2110Q or 2130Q or 2210Q or 2410Q or 2420Q. Students may substitute more advanced MATH and STAT courses with consent of the advisor. B.S. students must take one of the following science sequences in Biology, Chemistry, or Physics: Biology: BIOL 1107 and either BIOL 1108 or 1110. Chemistry: CHEM 1124Q, 1125Q, 1126Q; or CHEM 1127Q, 1128Q; or CHEM 1137Q, 1138Q; or CHEM 1147Q, 1148Q. Physics: PHYS 1201Q, 1202Q; or PHYS 1401Q, 1402Q; or PHYS 1501Q, 1502Q; or PHYS 1601Q, 1602Q. One of these courses may be used to fulfill the CA 3 lab requirement of the University’s general education requirements. In addition, students must take one other CA 3 course from a different subject area, but it need not be a lab course. B.S. majors must also earn 29 credits in courses at the 2000-level or above, including two quantitative intermediate theory courses (ECON 2211Q and 2212Q); a sequence in econometrics (ECON 2311 and 2312); and at least six credits from the following modeling and methods courses: ECON 2301, 2326, 2327, 3208, 3313, 3315, 4206, 4323. Students may substitute equivalent graduate-level courses with consent of the advisor. B.S. majors may fulfill the requirement for ECON 2211Q and ECON 2212Q by taking ECON 2201, ECON 2202, and ECON 2301, in which case ECON 2301 cannot be used to fulfill the requirement for six credits in modeling and methods courses. B.S. majors may not count ECON 2481 toward the major, nor may they count more than six credits in ECON 2499 and/or 3499. B.S. majors are also required to pass 12 credits in 2000-level or above courses in a field or fields related to economics. These related area courses may count toward a minor in a field related to economics. For both the B.A. and B.S., the intermediate theory courses (ECON 2201 or 2211Q and ECON 2202 or 2212Q) should be taken early in the student’s major program. The department has special requirements for economic majors in the University Honors Program. Economics majors satisfy the information literacy competency by passing at least one W course in Economics. Students may gain enhanced competence in information literacy by taking ECON 2311, 2312W, 2326, or 2327. Economics majors satisfy the writing in the major requirement by passing at least one W course in Economics. A minor in Economics is described in the “Minors” section.Proposed Catalog Description of MajorA student majoring in economics should acquire a thorough grounding in basic principles and methods of analysis, plus a working competence in several of the specialized and applied fields. Examples of such fields are industrial organization, law and economics, money and banking, international trade and finance, public finance, labor economics, health economics, urban and regional economics, and economic development. The major in economics can lead to either a Bachelor of Arts or a Bachelor of Science degree. Course work in economics serves a wide variety of vocational objectives. An economics major (supplemented by a rigorous calculus and statistics course sequence) is excellent preparation for graduate work in economics, which qualifies a person for academic, business, or government employment. Majors and others with strong economics training are attractive prospects for business firms and government agencies, and for professional graduate study in business or public policy. An economics background is especially desirable for the study and practice of law. The economics B.S. is recommended for students interested in professions that call for quantitative skills. The B.S. is especially recommended for Honors students and students considering graduate school in economics or other quantitative areas. For an economics major that leads to a Bachelor of Arts degree, students must earn twenty-four credits in courses at the 2000 level or above, including two intermediate theory courses (ECON 2201 or 2211Q and 2202 or 2212Q), plus at least nine credits in either quantitative skills courses (ECON 2301- 2328) and/or ECON courses at the 3000 level or above. No more than six credits in ECON 2499 and/or 3499 may be counted toward the required 24 credits in economics courses at the 2000 level or above. ECON 2481 does not count toward fulfilling the major requirements. Economics B.A. majors are also required to pass twelve credits in 2000-level or above courses in fields related to economics or to fulfill a minor related to economics. In addition, all Economics majors must take STAT 1000Q or 1100Q and one of the following: MATH 1071Q, 1110Q, 1126Q, 1131Q, 1151Q or 2141Q. MATH 1125Q or higher is recommended, and STAT 1100Q is recommended over STAT 1000Q. ECON 2311Q is a recommended course for the B.A. Students may substitute more advanced MATH and STAT courses with consent of the faculty advisor. For an economics major that leads to a Bachelor of Science degree, students must take STAT 1000Q or 1100Q (STAT 1100Q is recommended over STAT 1000Q) and one of the following MATH sequences: MATH 1125Q, 1126Q, and 1132Q; MATH 1131Q (or 1151Q) and 1132Q (or 1152Q); or MATH 2141Q and 2142Q. In addition, B.S. majors must also take one of the following: MATH 2110Q or 2130Q or 2210Q or 2410Q or 2420Q. Students may substitute more advanced MATH and STAT courses with consent of the advisor. B.S. students must take one of the following science sequences in Biology, Chemistry, or Physics: Biology: BIOL 1107 and either BIOL 1108 or 1110. Chemistry: CHEM 1124Q, 1125Q, 1126Q; or CHEM 1127Q, 1128Q; or CHEM 1137Q, 1138Q; or CHEM 1147Q, 1148Q. Physics: PHYS 1201Q, 1202Q; or PHYS 1401Q, 1402Q; or PHYS 1501Q, 1502Q; or PHYS 1601Q, 1602Q. One of these courses may be used to fulfill the CA 3 lab requirement of the University’s general education requirements. In addition, students must take one other CA 3 course from a different subject area, but it need not be a lab course. B.S. majors must also earn 29 credits in courses at the 2000-level or above, including two quantitative intermediate theory courses (ECON 2211Q and 2212Q); a sequence in econometrics (ECON 2311Q and 2312Q); and at least six credits from the following modeling and methods courses: ECON 2301, 2326, 2327, 3208, 3313, 3315, 4206, 4323. Students may substitute equivalent graduate-level courses with consent of the advisor. B.S. majors may fulfill the requirement for ECON 2211Q and ECON 2212Q by taking ECON 2201, ECON 2202, and ECON 2301, in which case ECON 2301 cannot be used to fulfill the requirement for six credits in modeling and methods courses. B.S. majors may not count ECON 2481 toward the major, nor may they count more than six credits in ECON 2499 and/or 3499. B.S. majors are also required to pass 12 credits in 2000-level or above courses in a field or fields related to economics. These related area courses may count toward a minor in a field related to economics. For both the B.A. and B.S., the intermediate theory courses (ECON 2201 or 2211Q and ECON 2202 or 2212Q) should be taken early in the student’s major program. The department has special requirements for economic majors in the University Honors Program. Economics majors satisfy the information literacy competency by passing at least one W course in Economics. Students may gain enhanced competence in information literacy by taking ECON 2311Q, 2312Q, 2326, or 2327. Economics majors satisfy the writing in the major requirement by passing at least one W course in Economics. A minor in Economics is described in the “Minors” section.Justification1. Reasons for changing the major: ECON 2311 was approved as a Q, as was ECON 2312. ECON 2212W was dropped. But one part of the catalog copy does not reflect those changes.2. Effects on students: Minuscule but positive.3. Effects on other departments: None4. Effects on regional campuses: None5. Dates approved by????Department Curriculum Committee: 4/20/2020????Department Faculty: 4/20/206. Name, Phone Number, and e-mail address of principal contact person: Richard N. Langlois(860) 428-5371 cellrichard.langlois@uconn.edu2020-208ENGL 3715ERevise Course (G) (S)COURSE ACTION REQUESTCAR ID20-16243Request ProposerPelizzonCourse TitleNature WritingCAR StatusIn ProgressWorkflow HistoryStart > English > College of Liberal Arts and Sciences > Return > English > College of Liberal Arts and SciencesCOURSE INFOType of ActionRevise CourseIs this a UNIV or INTD course?NeitherNumber of Subject Areas1Course Subject AreaENGLSchool / CollegeCollege of Liberal Arts and SciencesDepartmentEnglishCourse TitleNature WritingCourse Number3715EWill this use an existing course number?YesPlease explain the use of existing course numberThe change is simply to update the content description to reflect the wider number of creative genres actually being taught.CONTACT INFOInitiator NameVanessa P PelizzonInitiator DepartmentEnglishInitiator NetIdvpp02001Initiator Emailpenelope.pelizzon@uconn.eduIs this request for you or someone else?MyselfDoes the department/school/program currently have resources to offer the course as proposed?YesCOURSE FEATURESProposed Year2020Will this course be taught in a language other than English?NoIs this currently a General Education course or is it being proposed for General Education?YesContent Area 1 Arts and HumanitiesNoContent Area 2 Social SciencesNoContent Area 3 Science and Technology (non-Lab)NoContent Area 3 Science and Technology (Lab)NoContent Area 4 Diversity and Multiculturalism (non-International)NoContent Area 4 Diversity and Multiculturalism (International)NoGeneral Education CompetencyEnvironmental LiteracyYesNumber of Sections1Number of Students per Section15Is this a Variable Credits Course?NoIs this a Multi-Semester Course?NoCredits3Instructional PatternCreative Writing workshop divided between attention to assigned readings and discussion/revision of student writings.COURSE RESTRICTIONSPrerequisitesENGL 1007 or 1010 or 1011 or 2011; open to sophomores or higher; instructor consent required. CorequisitesNone.Recommended PreparationRecommended preparation: ENGL 1701.Is Consent Required?Instructor Consent RequiredIs enrollment in this course restricted?YesIs it restricted by class?YesWho is it open to?Sophomore,Junior,Senior,GraduateIs there a specific course prohibition?NoIs credit for this course excluded from any specific major or related subject area?NoAre there concurrent course conditions?NoAre there other enrollment restrictions?NoGRADINGIs this course repeatable for credit?NoWhat is the Grading Basis for this course?GradedSPECIAL INSTRUCTIONAL FEATURESDo you anticipate the course will be offered at all campuses?NoAt which campuses do you anticipate this course will be offered?StorrsIf not generally available at all campuses, please explain whyLack of faculty.Will this course be taught off campus?NoWill this course be offered online?NoCOURSE DETAILSProvide existing title and complete course catalog copyENGL 3715E. Nature Writing Workshop 3.00 credits Prerequisites: ENGL 1007 or 1010 or 1011 or 2011; open to sophomores or higher; instructor consent required. Recommended preparation: ENGL 1701. Grading Basis: Graded For student writers of proven ability who desire training in techniques of nature writing. Emphasis on nonfiction or poetry.Provide proposed title and complete course catalog copyENGL 3715E. Nature Writing Workshop 3.00 credits Prerequisites: ENGL 1007 or 1010 or 1011 or 2011; open to sophomores or higher; Instructor consent required. Recommended preparation: ENGL 1701. Grading Basis: Graded For student writers of proven ability who desire training in techniques of nature writing. May include poetry, fiction, nonfiction, drama, or hybrid genres. Reason for the course actionUpdate content description to reflect broader range of genres actually covered. Specify effect on other departments and overlap with existing coursesNone.Please provide a brief description of course goals and learning objectivesThis course guides students through a process of responding in creative writing to the connections between their own experiences and the environment. Readings and writing projects in various genres challenge them to write increasingly accomplished work that engages issues of the environment and human relationships within it.Describe course assessmentsStudents compose and revise a range of writing projects in various creative genres. These may be assessed at the time and are often revised for inclusion in a comprehensive final portfolio. Students may also be assessed on shorter craft exercises designed to strengthen their writing technique.General Education GoalsThis course asks students to engage environmental issues critically and creatively through different writing techniques.Students read and write in creative genres such as poetry, fiction, non-fiction, and drama. that push them to deepen their own personal relationship to the environment, while also considering the links between cultures and the places they inhabit.Through reflection on topical issues as well as active craft-based writing practice, students are encouraged to become more articulate writers who can depict the nuanced connections between humans and the environments on which they depend.Environmental LiteracyAlthough primarily focused on developing students' understanding of cultural, creative, and artistic representations of human/ environmental interactions, this course often considers the moral and/or ethical dimensions to those representations. For example, one past section of the course considered how authors from different environments/cities were responding to climate change. Readings included included Cheena Marie Lo's A Series of Un/natural Disasters, Natasha Tretheway's Beyond Katrina, Jamaica Kincaid's A Small Place, Tommy Pico's Nature Poem, and Robin Kimmerer's Braiding Sweetgrass. Students responded to issues raised by the readings with their own poetry and creative prose.Syllabus and other attachmentsAttachment LinkFile NameFile Type3715E Syllabus + schedule Spring 2020 Pelizzon 1.20.20.pdf3715E Syllabus + schedule Spring 2020 Pelizzon 1.20.20.pdfSyllabusCOMMENTS / APPROVALSComments & Approvals LogStageNameTime StampStatusCommittee Sign-OffCommentsStartVanessa P Pelizzon04/22/2020 - 20:39SubmitSubmitted by Penelope PelizzonEnglishEvelyn B Tribble04/23/2020 - 13:15Approve4/22/2020Approved by English C & C committeeCollege of Liberal Arts and SciencesPamela Bedore04/24/2020 - 16:47ReturnHi Penelope! I'm returning the proposal because this course is now a gen ed (an E course). Could you please go to the "Course Features" tab and click "yes" to "Is this course a gen ed?" That will open up some extra questions in that tab and the "Course Details" tab. Thanks, PB.ReturnVanessa P Pelizzon04/24/2020 - 21:29Resubmitvpp resubmitted 4.24.20EnglishEvelyn B Tribble04/25/2020 - 16:08Approve4/15/2020approved in revised form.2020-209ENGLRevise MinorProposal to Change a MinorLast revised: September 24, 20131. Date: 20 April 20202. Department or Program: English Department3. Title of Minor: English 4. Effective Date (semester, year): Spring 2020 or as soon as possible(Consult Registrar’s change catalog site to determine earliest possible effective date. If a later date is desired, indicate here.)5. Nature of change: Adding one course to the distribution requirements for the minor.Existing Catalog Description of MinorStudents wishing to complete this minor must take at least 15 credits of English courses at the 2000-level or above, including:1.At least one of ENGL 2100 or ENGL 21012.At least one of ENGL 2201/W and 2203/W; and3.Any three other English courses at the 2000 level or above, with the following exceptions: 2011, 3010W, 3091, and 3693.Proposed Catalog Description of MinorStudents wishing to complete this minor must take at least 15 credits of English courses at the 2000-level or above, including:1.At least one of ENGL 2100 or ENGL 2101;2.At least one of ENGL 2200 or ENGL 2201/W or 2203/W; and3.Any three other English courses at the 2000 level or above, with the following exceptions: 2011, 3010W, 3091, and 3693.Justification1. Reasons for changing the minor:To add an option for students to take ENGL 2200 (Literature and Culture of North America before 1800) as an American Literature distribution requirement for the minor.2. Effects on students:Expands choice of courses to meet the American Literature distribution requirement for completing the minor.3. Effects on other departments:None anticipated.4. Effects on regional campuses:This change was initiated by a regional campus in order to provide more flexibility for students.5. Dates approved by????Department Curriculum Committee: April 1, 2020????Department Faculty: April 15, 20206. Name, Phone Number, and e-mail address of principal contact person: Evelyn Tribble860 931 9051evelyn.tribble@uconn.edu2020-210ENVSRevise MajorProposal to Change a MajorLast revised: September 24, 20131. Date: 4/2/20202. Department or Program: Environmental Sciences3. Title of Major: Environmental Sciences4. Effective Date (semester, year): Fall 2021(Consult Registrar’s change catalog site to determine earliest possible effective date. If a later date is desired, indicate here.)5. Nature of change: Course AdditionsExisting Catalog Description of MajorEnvironmental SciencesThe major in Environmental Sciences is based in the physical and biological sciences, but also includes course work in selected areas of the social sciences. The major leads to a Bachelor of Science degree, and may be adopted by students in either the College of Agriculture, Health and Natural Resources or the College of Liberal Arts and Sciences. This curriculum offers a comprehensive approach to the study of environmental problems, including not only a rigorous scientific background, but also detailed analyses of the social and economic implications of environmental issues. The complexity and interdisciplinary nature of environmental science is reflected in the core requirements of the major. These courses, assembled from several different academic departments representing two colleges, provide both breadth and depth, preparing students for careers that deal with environmental issues and for graduate study in environmental sciences and related fields.Required courses in Basic (Natural) SciencesBIOL 1107?and?1108?or?1110;CHEM 1124Q,?1125Q,?1126Q?or?1127Q,?1128Q;MATH 1131Q,?1132Q;PHYS 1201Q,?1202Q, or?1401Q,?1402Q;STAT 1000Q?or?1100Q?or?3025Q;NRE 1000.ARE 1150;?ECON 1200?or?1201;?GEOG 2300;?GSCI 1050; and?MARN 1002?are prerequisites for several upper division course concentration options. It is the student’s responsibility to ensure that all pre-requisites in the catalog for concentration courses have been satisfied.Required Sophomore Seminar CourseENVS 2000Required Capstone CourseNRE 4000W?(3 credits). Completion of NRE 4000W satisfies the writing in the major and information literacy exit requirements.Required Internship or Research Experience1-6 credits of internship and/or research experience. Internship and/or research experience must be approved by the student’s advisor.Students are required to complete a minimum of 36 credits of approved courses, at the 2000-level or higher. Approved courses include:?ENVS 2000,?NRE 4000W, 1-6 credits of internship or research experience, and a minimum of 24-credits within a declared concentration.Area of ConcentrationAll students majoring in Environmental Sciences must declare and fulfill the requirements of a concentration in a discipline associated with the program before graduation. Approved concentrations are listed below:Sustainable Systems ConcentrationStudents must complete at least two courses from each of the following Knowledge Competencies. The same course cannot be used to fulfill more than one knowledge competency.Resource ManagementEEB 2208;?GEOG 3340;?MARN 3030;?NRE 2010,?2215E,?2345,?2600E,?3105,?3125,?3155,?3305,?3335,?3345/W,?3500,?3535,?4335,?4575.Ecological SystemsEEB 2244/W,?3247,?4230W;?EEB 3230/MARN 3014;?NRE 2455,?3205,?4340.Students must complete at least one course from each of the following Knowledge Competencies.Built SystemsAH 3175;?GEOG 2400;?LAND 3230WE;?NRE ernance and PolicyAH 3174;?ARE 2235,?3434E,?3437E,?4438E,?4462E;?ECON/MAST 2467;?GEOG 3320W;?MAST/POLS 3832;?NRE 3000,?3201,?3245;?POLS 3412;?SOCI 3407/W.Ethics, Values, and CultureANTH 3339;?ENGL 3240E,?3715E;?GEOG 3410;?HIST 3540E,?3542;?JOUR 3046;?PHIL 3216;?SOCI 2701,?2705,?2709W,?3407/W.Economics and BusinessARE 2235,?4305,?4438E,?4444,?4462E;?ECON/MAST 2467;?ECON 3466E,?3473.Global Change ConcentrationStudents must complete at least two courses from each of the following Knowledge Competencies. The same course cannot be used to fulfill more than one knowledge competency.Climate Change and its ImpactsGEOG 3400,?4300;?GSCI 3010;?MARN 3000E;?NRE 2600E,?3115,?3146,?4170.Land and Ocean Use and its ImpactsEEB 2208;?GEOG 3310,?3410;?GSCI 3020;?GSCI/MARN 3230;?MARN 3001,?3030,?4066;?NRE 2215E,?2345,?2600E,?3105,?3115,?3155,?4340;?NRE 4135/GSCI 4735.Natural ScienceCHEM 4370,?4371;?EEB 2244/W,?2245/W,?3247;?EEB 3230/MARN 3014;?EEB/GSCI 4120;?GEOG 2300;?GSCI 4110,?4210;?MARN 2002,?2060,?3003Q,?4030W,?4060;?NRE 2455,?3125,?3145,?3205;?SPSS 2120,?3420.Students must complete at least one course from each of the following Knowledge Competencies.MethodsCE 2251;?CE/ENVE 3530/GSCI 3710;?EEB 4230W;?GEOG 3500Q;?GEOG/GSCI 4230;?GEOG/MARN 3505;?GSCI/NRE 4735;?MARN 3003Q;?NRE 2000,?2010,?3305,?3345/W,?3535,?4335,?4475,?4535,?4544,?4545,?4575,?4665;?PHYS 2400;?STAT 2215Q,?ernance and PolicyAH 3174;?ARE 2235,?3434E,?3437E,?4438E,?4462E;?ECON/MAST 2467;?EVST/POLS 3412;?GEOG 3320W;?MAST/POLS 3832;?NRE 3000,?3201,?3245;?SOCI 3407/W.Human Health ConcentrationStudents must pass all of the following:?AH 3021,?3175,?3275;?ANSC 4341;?MCB 2610.Students must pass two of the following; totaling 6 or more credits:?ANSC 4642;?MCB 2400,?3010,?3011,?3201,?3633,?4211;?PVS 2100.Students must pass one of the following:?AH 3570,?3571,?3573,?3574;?PVS 4300.Note: A B.S. in Environmental Sciences can also be earned through the College of Agriculture, Health and Natural Resources. For the complete requirements, refer to the Environmental Sciences description in the?College of Agriculture, Health and Natural Resources?section of this?Catalog.Proposed Catalog Description of MajorEnvironmental SciencesThe major in Environmental Sciences is based in the physical and biological sciences, but also includes course work in selected areas of the social sciences. The major leads to a Bachelor of Science degree, and may be adopted by students in either the College of Agriculture, Health and Natural Resources or the College of Liberal Arts and Sciences. This curriculum offers a comprehensive approach to the study of environmental problems, including not only a rigorous scientific background, but also detailed analyses of the social and economic implications of environmental issues. The complexity and interdisciplinary nature of environmental science is reflected in the core requirements of the major. These courses, assembled from several different academic departments representing two colleges, provide both breadth and depth, preparing students for careers that deal with environmental issues and for graduate study in environmental sciences and related fields.Required courses in Basic (Natural) SciencesBIOL 1107?and?1108?or?1110;CHEM 1124Q,?1125Q,?1126Q?or?1127Q,?1128Q;MATH 1131Q,?1132Q;PHYS 1201Q,?1202Q, or?1401Q,?1402Q;STAT 1000Q?or?1100Q?or?3025Q;NRE 1000.ARE 1150;?ECON 1200?or?1201;?GEOG 2300;?GSCI 1050; and?MARN 1002?are prerequisites for several upper division course concentration options. It is the student’s responsibility to ensure that all pre-requisites in the catalog for concentration courses have been satisfied.Required Sophomore Seminar CourseENVS 2000Required Capstone CourseNRE 4000W?(3 credits). Completion of NRE 4000W satisfies the writing in the major and information literacy exit requirements.Required Internship or Research Experience1-6 credits of internship and/or research experience. Internship and/or research experience must be approved by the student’s advisor.Students are required to complete a minimum of 36 credits of approved courses, at the 2000-level or higher. Approved courses include:?ENVS 2000,?NRE 4000W, 1-6 credits of internship or research experience, and a minimum of 24-credits within a declared concentration.Area of ConcentrationAll students majoring in Environmental Sciences must declare and fulfill the requirements of a concentration in a discipline associated with the program before graduation. Approved concentrations are listed below:Sustainable Systems ConcentrationStudents must complete at least two courses from each of the following Knowledge Competencies. The same course cannot be used to fulfill more than one knowledge competency.Resource ManagementEEB 2208;?GEOG 3340;?MARN 3030;?NRE 2010,?2215E,?2345,?2600E,?3105,?3125,?3155,?3305,?3335,?3345/W,?3500,?3535,?4335,?4575, SPSS 2100E.Ecological SystemsEEB 2100E, 2222, 2244/W,?3247,?4230W;?EEB 3230/MARN 3014;?NRE 2455,?3205,?4340.Students must complete at least one course from each of the following Knowledge Competencies.Built SystemsAH 3175;?GEOG 2400;?LAND 3230WE;?NRE 3265, 4425; SPSS ernance and PolicyAH 3174;?ARE 2235,?3434E,?3437E,?4438E,?4462E;?ECON/MAST 2467;?ENVS/EVST/ENVE 3100; GEOG 3320W;?MAST/POLS 3832;?NRE 3000,?3201,?3245;?POLS 3412;?SOCI 3407/W.Ethics, Values, and CultureANTH 3339;?ENGL 2635E, 3240E,?3715E;?GEOG 3410; GERM 2400,?HIST 3540E,?3542;?HIST/MAST 2210E; JOUR 3046;?LAND 2210E; PHIL 3216;?SOCI 2701,?2705,?2709W,?3407/W.Economics and BusinessARE 2235,?4305,?4438E,?4444,?4462E;?ECON/MAST 2467;?ECON 3466E,?3473.Global Change ConcentrationStudents must complete at least two courses from each of the following Knowledge Competencies. The same course cannot be used to fulfill more than one knowledge competency.Climate Change and its ImpactsGEOG 3400,?4300;?GSCI 3010, 4850;?MARN 3000E;?NRE 2600E,?3115,?3146,?4170; SPSS 2100E, 2500E.Land and Ocean Use and its ImpactsEEB 2100E, 2222, 2208;?GEOG 3310,?3410;?GSCI 3020;?GSCI/MARN 3230;?MARN 3001,?3030,?4066;?NRE 2215E,?2345,?2600E,?3105,?3115,?3155,?4340;?NRE 4135/GSCI 4735.Natural ScienceCHEM 4370,?4371;?EEB 2244/W,?2245/W,?3247;?EEB 3230/MARN 3014;?EEB/GSCI 4120;?GEOG 2300;?GSCI 4110,?4210, 4720;?MARN 2002,?2060,?3003Q,?4030W,?4060;?NRE 2455,?3125,?3145,?3205;?SPSS 2120,?3420.Students must complete at least one course from each of the following Knowledge Competencies.MethodsCE 2251;?CE/ENVE 3530/GSCI 3710;?EEB 4100, 4230W;?GEOG 3500Q;?GEOG/GSCI 4230;?GEOG/MARN 3505; GSCI 4430, 4510, 4710, 4810; GSCI/NRE 4735;?MARN 3003Q;?NRE 2000,?2010,?3305,?3345/W,?3535,?4335,?4475,?4535,?4544,?4545,?4575,?4665;?PHYS 2400;?STAT 2215Q,?ernance and PolicyAH 3174;?ARE 2235,?3434E,?3437E,?4438E,?4462E;?ECON/MAST 2467;?ENVS/EVST/ENVE 3100; EVST/POLS 3412;?GEOG 3320W;?MAST/POLS 3832;?NRE 3000,?3201,?3245;?SOCI 3407/W.Human Health ConcentrationStudents must pass all of the following:?AH 3021,?3175,?3275;?ANSC 4341;?MCB 2610.Students must pass two of the following; totaling 6 or more credits:?ANSC 4642;?MCB 2400,?3010,?3011,?3201,?3633,?4211;?PVS 2100.Students must pass one of the following:?AH 3570,?3571,?3573,?3574;?PVS 4300.Note: A B.S. in Environmental Sciences can also be earned through the College of Agriculture, Health and Natural Resources. For the complete requirements, refer to the Environmental Sciences description in the?College of Agriculture, Health and Natural Resources?section of this?Catalog.Justification1. Reasons for changing the major: To add additional course options.2. Effects on students: None3. Effects on other departments: None4. Effects on regional campuses: None5. Dates approved by????Department Curriculum Committee: 3/6/2020????Department Faculty: 3/6/20206. Name, Phone Number, and e-mail address of principal contact person: Jason Vokounjason.vokoun@uconn.edu2020-211GEOG/GSCI 2310ERevise Course (G) (S)COURSE ACTION REQUESTCAR ID20-16162Request ProposerGillinghamCourse TitleCreating and Sustaining Our National ParksCAR StatusIn ProgressWorkflow HistoryStart > Geosciences > Geography > College of Liberal Arts and SciencesCOURSE INFOType of ActionRevise CourseIs this a UNIV or INTD course?NeitherNumber of Subject Areas2Course Subject AreaGSCISchool / CollegeCollege of Liberal Arts and SciencesDepartmentGeosciencesCourse Subject Area #2GEOGSchool / College #2College of Liberal Arts and SciencesDepartment #2GeographyReason for Cross ListingThis course covers topics in both physical geography and geological sciences that pertain to both Geography and the Center for Integrative Geosciences.Course TitleCreating and Sustaining Our National ParksCourse Number2310Will this use an existing course number?YesPlease explain the use of existing course numberThe existing course number is still appropriate for this change request.CONTACT INFOInitiator NameJulie C GillinghamInitiator DepartmentGeosciencesInitiator NetIdjcg16107Initiator Emailjulie.fosdick@uconn.eduIs this request for you or someone else?MyselfDoes the department/school/program currently have resources to offer the course as proposed?YesCOURSE FEATURESProposed Year2021Will this course be taught in a language other than English?NoIs this currently a General Education course or is it being proposed for General Education?YesContent Area 1 Arts and HumanitiesNoContent Area 2 Social SciencesNoContent Area 3 Science and Technology (non-Lab)NoContent Area 3 Science and Technology (Lab)NoContent Area 4 Diversity and Multiculturalism (non-International)NoContent Area 4 Diversity and Multiculturalism (International)NoGeneral Education CompetencyEnvironmental LiteracyYesNumber of Sections1Number of Students per Section40-60Is this a Variable Credits Course?NoIs this a Multi-Semester Course?NoCredits3Instructional PatternThree lectures per weekCOURSE RESTRICTIONSPrerequisitesNoneCorequisitesNoneRecommended PreparationNoneIs Consent Required?No Consent RequiredIs enrollment in this course restricted?NoGRADINGIs this course repeatable for credit?NoWhat is the Grading Basis for this course?GradedSPECIAL INSTRUCTIONAL FEATURESDo you anticipate the course will be offered at all campuses?NoAt which campuses do you anticipate this course will be offered?StorrsIf not generally available at all campuses, please explain whyOnly locations with Geosciences facultyWill this course be taught off campus?NoWill this course be offered online?NoCOURSE DETAILSProvide existing title and complete course catalog copyGEOG 2310. National Parks Unearthed: Geology and Landscapes through Time Also offered as: GEOG 2310 3.00 credits Prerequisites: None. Grading Basis: Graded Geologic processes that shape the Earth's landscapes and interior through the study of National Parks, Monuments, and Seashores. Plate tectonics, climate and biotic change, natural hazards and resources, and environmental conservation.Provide proposed title and complete course catalog copyGEOG 2310E. Creating and Sustaining Our National Parks Also offered as: GEOG 2310E 3.00 credits Prerequisites: None. Grading Basis: Graded Geologic processes that shape the Earth’s landscapes through the study of National Parks, Monuments, and Seashores. Plate tectonics, climate and biotic change, natural hazards and resources, environmental conservation, and the interactions between human society and the natural world.Reason for the course actionModification to course title and course description to better reflect course content, and add Environmental Literacy designation.Specify effect on other departments and overlap with existing coursesNonePlease provide a brief description of course goals and learning objectivesThe overarching objective of this class is for students to gain the ability to interpret and explain the interactions among the physical, chemical, biological, and anthropogenic processes that shape the Earth’s landscapes as exemplified by protected lands. Along these lines, this course emphasizes important topics such as climate change, formation and preservation of natural resources, creation and management of protected lands, and understanding the interactions between humans and the natural world. By the end of the course, students will have (1) gained proficiency in critical judgement and evaluation of scientific data, (2) acquired a working understanding of the geologic processes operating within and across the natural world. (3) developed awareness of the rich history of the national park service and societal considerations for establishing protected lands. With this information, students will become better stewards of our natural lands and resources. Describe course assessmentsAssessment of student learning will include weekly quizzes administered and discussed in class via TopHat (15%), two midterm exams (40%), group project (15%), final exam (15%), and participation (15%). Weekly quizzes will assess general understanding of topics and reading assignments covered during the previous week. Two midterm exams will cover material covered in lecture and assigned readings. Both exams will be held in the regular classroom and are closed-book/notes/friend format. The final exam is cumulative and will be held during the scheduled final exam period (also closed book/notes/friend). Exam questions will be mostly multiple-choice/fill-in-the-blank and short-answer format. The goal of the group project is for students to delve deeper into a national park or monument of their choice to build a comprehensive understanding of the interactions between the park’s iconic geology, natural resources, and history of land use and conservation practices. Working in groups of five to six classmates, students will work together to prepare a short (~15 minutes) PowerPoint summary of their work to be presented in class. Class participation is required and necessary to do well in this class! There will be classroom activities that require students to participate during class time. Participating in discussions promotes a more engaged and dynamic learning environment.General Education GoalsGSCI/GEOG 2310 Creating and Sustaining Our National Parks spans a broad range of subject material that meets the goals of the General Education criteria in several ways. By the end of the course, students (1) gain proficiency in critical judgement and evaluation of scientific data, (2) acquire a working understanding of the geologic processes operating within and across the natural world. (3) develop awareness of the rich history of the national park service and societal considerations for establishing protected lands. This course was recently added to the Course Catalog in 2017, and serves the highest enrollment at the 2000-level offered by the Department of Geosciences. It has capacity and momentum to expand enrollment and provide students with an invaluable intersection between science and society.Environmental LiteracyGSCI/GEOG 2310 Creating and Sustaining Our National Parks fosters Environmental Literacy by providing students with the ability to understand how geologic processes and human activities shape the Earth’s landscapes, as exemplified in our national parks. During its development over the past three years, GSCI/GEOG 2310 has expanded to encompass more direct links between humans and the natural world. The focus throughout this class is to provide students with a better understanding of the geologic processes that shape the Earth, and our role as agents – of both change and sustainability – in land management and conservation. Where better than national parks, monuments, and seashores to discuss the interactions between human society and the natural world? In 2019, the 3.3 million visits to the over 400 national parks administered by the National Park Service highlight the opportunity and critical need to provide scientifically sound knowledge and informed dialogue about environmental issues. We cover a broad range of national parks, monuments, and seashores in this class (including regional and Connecticut state parks) to provide natural settings to be discovered through theoretically based inquiry, analytical thinking, and interpretation of empirical data. Along these lines, this course emphasizes important topics such as climate, formation and preservation of natural resources, and understanding the physical and natural world and our role as human agents of change. Specific intersections between geology and society include discussion of natural hazards and risk assessment as related to climate change, sea level rise, volcanism, erosion and landsliding, and environmental degradation related to development of natural resources. We also address issues such as land management policies as they relate to different models of federally protected and managed land. The specific course content may vary by instructor, but the course is broadly subdivided into two parts, each comprised of lectures and learning assessments that build knowledge and tools for environmental literacy. In general, Part 1 develops environmental literacy through discussion of theories, observations, or models of how the natural world affects human health and well-being (Criteria 2). With this foundational knowledge in hand, Part II further focuses on the complex interactions between human society and the environment by discussing how humans impact the health and well-being of the natural world (Criteria 1), public policies, legal frameworks, and/or social systems that affect the environment (Criteria 3), and the moral and/or ethical dimensions regarding the environment (Criteria 4). The attached document outlines coarse material and assessments with specific topics and associated environmental literacy criteria.Syllabus and other attachmentsAttachment LinkFile NameFile TypeGSCI-GEOG 2310E Proposal_Syllabus.docxGSCI-GEOG 2310E Proposal_Syllabus.docxSyllabusGSCI-GEOG 2310E Proposal_GenEd E Justification.docxGSCI-GEOG 2310E Proposal_GenEd E Justification.docxOtherGSCI-GEOG 2310 Schedule.pdfGSCI-GEOG 2310 Schedule.pdfOtherCOMMENTS / APPROVALSComments & Approvals LogStageNameTime StampStatusCommittee Sign-OffCommentsStartJulie C Gillingham04/16/2020 - 15:15SubmitApproved by GSCI and GEOG faculty and department C&C committees.GeosciencesClay Tabor04/17/2020 - 09:59Approve4/17/2020The proposed revisions to GSCI 2310 were reviewed and approved by the GSCI faculty.GeographyCarol Atkinson-Palombo04/17/2020 - 13:45Approve4/7/2020Approved by Geography C&C Committee: 4/7/2020; approved by unanimous faculty vote 4/8/2020.Creating and Sustaining Our National ParksGSCI 2310E / GEOG 2310ESyllabusTime: M-W-F 11:15 am – 12:05 pm Class Location: Austin 110Instructor: Prof. Julie FosdickOffice: Beach Hall 325CEmail: julie.fosdick@uconn.eduOffice Hours: TBACourse DescriptionThree credits. Geologic processes that shape the Earth’s landscapes through the study of National Parks, Monuments, and Seashores. Topics include plate tectonics, climate and biotic change, natural hazards and resources, environmental conservation, and the interactions between human society and the natural world. Course Learning GoalsThe overarching objective of this class is for students to gain the ability to interpret and explain the interactions among the physical, chemical, biological, and anthropogenic processes that shape the Earth’s landscapes as exemplified by protected lands. Along these lines, this course emphasizes important topics such as climate change, formation and preservation of natural resources, creation and management of protected lands, and understanding the interactions between humans and the natural world. By the end of the course, students will have (1) gained proficiency in critical judgement and evaluation of scientific data, (2) acquired a working understanding of the geologic processes operating within and across the natural world. (3) developed awareness of the rich history of the national park service and societal considerations for establishing protected lands. With this information, students will become better stewards of our natural lands and resources. Course RequirementsRequired reading and resources We will draw upon background material and contemporary readings from a diverse range of resources. Required resources are listed below. Assigned readings provide a more thorough background on concepts covered in class. Readings should be completed prior to the class session listed in the schedule. You are responsible for keeping up with all reading assignments. Parks and Plates: The Geology of Our National Parks, Monuments, and Seashores by Lillie (2005). Textbook can be purchased at the UConn Bookstore.Earth: Portrait of a Planet 5th edition by Marshak (2017). Selected readings will be provided to students on the course HuskyCT site.The National Parks: America’s Best Idea - A film by Ken Burns. Selected videos and reading assignments are available online.Future of Conservation in America by Michlis and Jarvis (2018). Textbook can be purchased at the UConn Bookstore.Other required resources for class include reliable internet access, Adobe Acrobat Reader, and Word and PowerPoint processing software. Students are encouraged to bring a ruler, calculator, and multi-colored pencils to class and Hat: We will use the Top Hat () classroom response platform. You may submit answers to in-class questions using Apple or Android smartphones, tablets, or laptops. Registration requires a subscription fee for unlimited access across all courses. Students whom are financially burdened by this fee can request a waiver by speaking with the instructor as soon as possible.Class participationClass participation is required and necessary to do well in this class! There will be classroom activities that require you to participate during class time. Participating in discussions promotes a more engaged and dynamic learning environment – This is your educational experience, so please show up with an open and engaged mind. Ask questions and visit office hours as needed. Make-up of missed classroom activities are allowed only with Instructor approval for excusable absences.Learning AssessmentsShort online quizzes will be given at the beginning of many classes to assess general understanding of topics and reading assignments covered during the previous week. Answers will be discussed as a class. Quizzes consist of up to three short questions to help you check your understanding of class concepts and prepare for the exams. Quizzes are graded for both correctness and participation, with multiple attempts allowed.ExamsTwo midterm exams will cover material covered in lecture and assigned readings. Both exams will be held in the regular classroom and are closed-book/notes/friend format. The final exam is cumulative and will be held during the scheduled final exam period (also closed book/notes/friend). Scantron forms will be provided. Exam questions will be mostly multiple-choice/fill-in-the-blank and short-answer format. Makeup exams will be available for only students with excusable absences and/or prior instructor approval. Check your schedule and note the exam times!Group Project: A Walk in the ParkThe goal of the class project is for you to delve deeper into a national park or monument of your choice to build a comprehensive understanding of the interactions between the park’s iconic geology, natural resources, and history of land use and conservation/protection practices. The scope of the project is loosely mirrored after natural resource assessment reports for protected lands, and students are guided to develop a report on the park’s (1) underlying geology and geographic setting, (2) natural resources and hazards, and (3) environmental protection and/or conservation history. Working in groups of five to six classmates from different disciplinary backgrounds, you will prepare a short (~15 minutes) PowerPoint summary of your ‘natural resource and hazard assessment report’ to be presented in class near the end of the semester.Course Assessment and Grades Assessment of student learning will include weekly quizzes administered and discussed in class via TopHat (15%), two midterm exams (40%), group project (15%), final exam (15%), and participation (15%). Course grades are determined as follows: #0–#2.99 = Letter minus (e.g., 82.99 = B-), #3–#6.99 = Solid letter (e.g., 86.99 = B), #7–#9.99 = Letter plus (e.g., 89.99 = B+). Note that the University does not offer A+ gradeClass PoliciesTechnology in the classroomAlways bring a notebook and writing implement to every class. In addition to PowerPoint lecture slides, we will sketch diagrams and graphs on the whiteboard. You are permitted to take pictures of the whiteboard diagrams, but writing/drawing them out is good practice for exam preparation. Colored pens/pencils and a ruler are useful as well.You are allowed use of smartphones, tablets, and laptops during class for use with Top Hat and taking lecture notes response system and note taking. Any disruption to class or lack of engagement/participation (phone calls, texting, Facebook, YouTube, BBC News, etc.) will negatively affect your participation grade in class. Absences and Make-up WorkStudents are responsible for all lecture material, assignments, and exams. Arrangements for make-up work (assignments, exams, quizzes) are permitted only with Instructor’s approval for absences arranged in advance and for medical emergencies or other University approved situations. If there is an absolutely unavoidable circumstance, it is your responsibility to notify the Instructor by email as soon as possible. Please note that vacations, previously purchased tickets or reservations, social events, misreading the exam schedule and over-sleeping are not viable excuses for missing an exam. If you think that your situation warrants permission to reschedule, please contact the Dean of Students Office with any questions. Thank you in advance for your cooperation.Academic Accommodations for Students with Disabilities Please contact me to discuss academic accommodations that may be needed during the semester due to a documented disability. The Center for Students with Disabilities (CSD) csd.uconn.edu engages in an interactive process with each student and reviews requests for accommodations on an individualized, case-by-case basis. If you have a documented disability for which you wish to request academic accommodations and have not contacted the CSD, please do so as soon as possible. The CSD is located in Wilbur Cross, Room 204 and can be reached at (860) 486-2020 or at csd@uconn.edu.Academic IntegrityCheating and plagiarism on exams or any other work will not be tolerated. As a student at UConn, you are expected to adhere to the standards and policies detailed in the Responsibilities of Community Life: The Student Code. When you submit an assignment with your name on it, you are signifying that the work contained therein is all yours, unless otherwise cited or referenced. If you have any questions, please ask, or see the student code of conduct at . All suspected violations of the Code will be handled according to University policies.And finally, please be respectful of your instructor and fellow students in the classroom. Disruptive behavior in class will not be tolerated. Be courteous and respectful to all! ***Course syllabus subject to changes with advanced notice by the Instructor. The most current version will be posted to the course HuskyCT website***Justification for GSCI / GEOG 2310 as an E courseGeneral Education CriteriaGSCI/GEOG 2310 Creating and Sustaining Our National Parks spans a broad range of subject material that meets the goals of the General Education criteria in several ways. By the end of the course, students (1) gain proficiency in critical judgement and evaluation of scientific data, (2) acquire a working understanding of the geologic processes operating within and across the natural world, and (3) develop awareness of the rich history of the national park service and societal considerations for establishing protected lands. This course was recently added to the Course Catalog in 2017, and currently serves the highest enrollment at the 2000-level offered by the Department of Geosciences. It has capacity and momentum to expand enrollment and provide students with an invaluable intersection between science and society. Course components that develop Environmental Literacy:GSCI/GEOG 2310 Creating and Sustaining Our National Parks fosters Environmental Literacy by providing students with the ability to understand how geologic processes and human activities shape the Earth’s landscapes, as exemplified in our national parks. During its development over the past three years, GSCI/GEOG 2310 has expanded to encompass more direct links between humans and the natural world. The focus throughout this class is to provide students with a better understanding of the geologic processes that shape the Earth, and our role as agents – of both change and sustainability – in land management and conservation. Where better than national parks, monuments, and seashores to discuss the interactions between human society and the natural world? In 2019, the 3.3 million visits to the over 400 national parks administered by the National Park Service highlight the opportunity and critical need to provide scientifically sound knowledge and informed dialogue about environmental issues. We cover a broad range of national parks, monuments, and seashores in this class (including regional and Connecticut state parks) to provide natural settings to be discovered through theoretically based inquiry, analytical thinking, and interpretation of empirical data. Along these lines, this course emphasizes important topics such as climate, formation and preservation of natural resources, and understanding the physical and natural world and our role as human agents of change. Specific intersections between geology and society include discussion of natural hazards and risk assessment as related to climate change, sea level rise, volcanism, erosion and landsliding, and environmental degradation related to development of natural resources. We also address issues such as land management policies as they relate to different models of federally protected and managed land.The specific course content may vary by instructor, but the course is broadly subdivided into two parts, each comprised of lectures and learning assessments that build knowledge and tools for environmental literacy. In general, Part 1 develops environmental literacy through discussion of theories, observations, or models of how the natural world affects human health and well-being (Criteria 2). With this foundational knowledge in hand, Part II further focuses on the complex interactions between human society and the environment by discussing how humans impact the health and well-being of the natural world (Criteria 1), public policies, legal frameworks, and/or social systems that affect the environment (Criteria 3), and the moral and/or ethical dimensions regarding the environment (Criteria 4).Part 1: How Earth systems and natural environments affect human societyDevelopment of a unifying theory of Plate Tectonics: from Alfred Wegner to Marie Tharp and the post-WWII technological advancements Featuring: Muir Woods National Monument and Palisades State Park (Criterion 2)Relating the formation and geographic distribution of renewable and nonrenewable mineral and hydrocarbon resources to their use in society Featuring: Bears Ears and Sand to Snow National Monuments (Criteria 1, 2)Assessing volcanic hazards and threats to populated areas based on the geochemistry and tectonic setting of magmatism Featuring: Hawaii Volcanoes, Yellowstone, and Mt. Rainier National Parks (Criterion 2)Earthquakes, seismic hazard, and risk assessment Featuring: Sand to Snow National Monument, Pinnacles National Park, and Golden Gate National Park (Criterion 2)Geologic records of past climate and environments as context for current climate change Featuring: Petrified Forest and Grand Canyon National Parks, Dinosaur State Park (Criterion 2)Part 2: Interactions between human society and environments in our parksUnderstanding the history of the National Park Service Featuring: Yosemite and Yellowstone National Parks (Criterion 3, 4) Unraveling the cross-cultural and historic controversies during establishment of national parks and monuments Featuring: Mt. Rushmore National Monument, Bears Ears National Monument (Criteria 2, 3, 4)Paleoclimate and the impact of human activities on the environment Featuring: Colorado National Monument (Criterion 1)Developing and Natural Resource Assessment Report Featuring: Colorado National Monument (Criteria 1, 2, 3)Glacial cycles and climate change Featuring: Cascades and Glacier National Parks (Criteria 2, 3) Resilient ecosystems, rising sea level, land use, and threats to coastal populations Featuring: Everglades and Biscayne National Parks (Criteria 2, 3)Developing environmental literacy through the class projectFinally, the Group Project: A Walk in the Park constitutes a major component of this class and is designed to develop environmental literacy across all four criteria. The goal of the project is for students to delve deeper into a national park or monument of their choice and build a comprehensive understanding of the interactions between the park’s iconic geology, natural resources, and history of land use and conservation practices. The scope of the project is loosely mirrored after natural resource assessment reports for protected lands, and students are guided to develop a report on the park’s (1) underlying geology and geographic setting, (2) natural resources and hazards, and (3) environmental protection and/or conservation history. 2020-212GSCI 5240Add CourseCOURSE ACTION REQUESTCAR ID20-16161Request ProposerOuimetCourse TitleWatersheds and Environmental ChangeCAR StatusIn ProgressWorkflow HistoryStart > Draft > Geosciences > College of Liberal Arts and SciencesCOURSE INFOType of ActionAdd CourseIs this a UNIV or INTD course?NeitherNumber of Subject Areas1Course Subject AreaGSCISchool / CollegeCollege of Liberal Arts and SciencesDepartmentGeosciencesCourse TitleWatersheds and Environmental ChangeCourse Number5240Will this use an existing course number?NoCONTACT INFOInitiator NameWilliam B OuimetInitiator DepartmentGeosciencesInitiator NetIdwio10001Initiator Emailwilliam.ouimet@uconn.eduIs this request for you or someone else?MyselfDoes the department/school/program currently have resources to offer the course as proposed?YesCOURSE FEATURESProposed Year2020Will this course be taught in a language other than English?NoIs this currently a General Education course or is it being proposed for General Education?NoScheduling ComponentsLectureNumber of Sections1Number of Students per Section15Is this a Variable Credits Course?NoIs this a Multi-Semester Course?NoCredits3Instructional PatternLectures, Paper Discussions, Field Trips with Data Collection, Laboratory WorkCOURSE RESTRICTIONSPrerequisitesNoneCorequisitesNoneRecommended PreparationNoneIs Consent Required?Instructor Consent RequiredIs enrollment in this course restricted?NoGRADINGIs this course repeatable for credit?NoWhat is the Grading Basis for this course?GradedSPECIAL INSTRUCTIONAL FEATURESDo you anticipate the course will be offered at all campuses?NoAt which campuses do you anticipate this course will be offered?StorrsIf not generally available at all campuses, please explain whyEquipment for field work and sediment core collection, as well as laboratory analyses, are currently located within the Geosciences Department at Beach Hall (Storrs campus) only.Will this course be taught off campus?YesOff campus detailsField Trips within Eastern ConnecticutWill this course be offered online?NoCOURSE DETAILSProvide proposed title and complete course catalog copyGSCI 5240. Watersheds and Environmental Change. Three Credits. Recommended preparation: GSCI 3020 or equivalent. Not open for credit to students who have passed GSCI 4240. Research methods and advanced theory for studying watershed processes, lake systems, late Pleistocene to present environmental change, the environmental impacts of dams, and the application of sediment coring. Includes field trips to lakes and reservoirs in eastern Connecticut.Reason for the course actionThe proposed class is intended to provide a graduate level section for undergrad course GSCI 4240 (Watersheds and Environmental Change). Creation of this graduate level course will build on the existing undergraduate course, fill a critical gap in the Geosciences graduate program, and expand available offerings for the GSCI graduate program. It will provide students will valuable skills and methods related to watershed management that can be used by municipalities for planning and remediation purposes. It also includes a service learning component, where students core a local lake or pond and communicate their findings with community members.Specify effect on other departments and overlap with existing coursesThis course is not cross-listed. Themes and methods of the course will be beneficial to graduate students in GEOG and NRE, possibly as a related course. The undergraduate version of this course (GSCI 4240) was already discussed with NRE about possible overlap. After discussion, we decided that there was not significant overlap between this course and any courses in NRE.Please provide a brief description of course goals and learning objectives1) to provide students with an understanding of the research methods, advanced theory, and up-to-date literature related to watershed processes, lake systems, late Pleistocene to present environmental change, the environmental impacts of dams; 2) to expose students to methods, analysis and interpretations of sediment cores and sediment characterization (composition, textures, and heavy mineral assemblages).Describe course assessmentsGrades will be based on homework assignments, journal article summaries, 2 short quizzes, a final project with presentation, and participation. There is no final exam. Below are the approximate weightings, which will undoubtedly change as timing, data, instrument and equipment glitches, etc. may keep us from finishing some projects or modifying the schedule. ? Homework Assignments: 25% ? Journal articles summaries 25% ? Quizzes: 10% ? Final Project: 35%* - Presentation: 15% - Final write-up: 20% ? Class participation: 5% * No final exam Addition for GSCI 5240 students - -Students will answer additional questions and be expected to perform more advanced analysis/calculations on homework assignments. -Each student will hand in a summary for each discussion day and lead on an article at least once during the semesterSyllabus and other attachmentsAttachment LinkFile NameFile TypeWatersheds_GSCI5240_Fall2020 DRAFT Syllabus.pdfWatersheds_GSCI5240_Fall2020 DRAFT Syllabus.pdfSyllabusCOMMENTS / APPROVALSComments & Approvals LogStageNameTime StampStatusCommittee Sign-OffCommentsDraftWilliam B Ouimet04/15/2020 - 16:26SubmitSubmitGeosciencesClay Tabor04/17/2020 - 11:09Approve4/17/2020A 4000 level version of this course (GSCI 4240) already exists. The C&C committee approves of a 5000 level version of this course (GSCI 5240) for training our GSCI graduate students.GSCI 5240 : Watersheds and Environmental ChangeCatalogGSCI 5240. Watershed and Environmental Change. Three Credits. Recommended preparation: GSCI 3020 or equivalent. Research methods and advanced theory for studying watershed processes, lake systems, late Pleistocene to present environmental change, the environmental impacts of dams, and the application of sediment coring. Includes field trips to lakes and reservoirs in eastern Connecticut.InstructorWilliam OuimetOffice: Beach 244OverviewThe goals of this course are two-fold: 1) to provide students with an understanding of the research methods, advanced theory, and up-to-date literature related to watershed processes, lake systems, late Pleistocene to present environmental change, the environmental impacts of dams; 2) to expose students to methods, analysis and interpretations of sediment cores and sediment characterization (composition, textures, and heavy mineral assemblages).Throughout the semester, we will utilize the Department of Geoscience’s Sediment Core Facility that has been established over the past 5 years to take sediment cores in lakes, wetlands, estuaries and river floodplains for the purpose of characterizing sedimentation history as it relates to environmental change, climate change and human activity. Coring studies will be combined with innovative geospatial analysis employing LiDAR, GPS and drone based aerial surveys. You will learn all relevant techniques in an active learning environment focused on understanding the history of sedimentation within in a particular watershed system. You will pose relevant research questions, collect and analyze data, and prepare reports related to pollution, nutrient levels, sediment flux, land use history, topographic analysis, and other aspects related to watershed management that can be used by municipalities for planning and remediation purposes.Internet / Course WebsiteI will use HuskyCT and email announcements for everything: readings, assignments, extra materials, and data set exchanges, as well lectures handouts, links, grades and announcements.Class ActivitiesThis is not a traditional lecture-based course and class activities will include working with field sites, samples and data that have never been worked on. ?That’s part of the excitement, but also what makes things challenging in terms of following a strict schedule and timeline. ?Activities on the water (bathymetry, sediment coring, etc.) can take significant time and may require troubleshooting as the site demands. ?We will do our best to anticipate issues and orchestrate everything so that it runs as smooth as possible, but patience, flexibility and an open mind will be greatly appreciated.Overall, there will be significant time spend in the field and in lab (during class time as well as outside of class). ?There will be considerable time spent in muddy environments as well as in and around lakes (yes, on boats). ?Please let me know if there are any issues with these conditions and I will do my best to accommodate. ?Also, in terms of scheduling, later in the semester there will be an evening commitment where we will present findings in a local town meeting setting.?ReadingsThere is no required textbook. Throughout the semester, I will assign and we will discuss journal articles. PDF will be available on HuskyCT. Here is a partial list of articles we will cover:Bierman, P., Lini, A., Zehfuss, P., Church, A., Davis, P.T., Southon, J. and Baldwin, L., 1997. Postglacial ponds and alluvial fans: Recorders of Holocene landscape history.?GSA TODAY,?7(10).Cook, T.L., Yellen, B.C., Woodruff, J.D. and Miller, D., 2015. Contrasting human versus climatic impacts on erosion.?Geophysical Research Letters,?42(16), pp.6680-6687.Dean, W.E., 1999. The carbon cycle and biogeochemical dynamics in lake sediments.?Journal of paleolimnology,?21(4), pp.375-393.K?ster, D., Pienitz, R., Wolfe, B.B., Barry, S., Foster, D.R. and Dixit, S.S., 2005. Paleolimnological assessment of human-induced impacts on Walden Pond (Massachusetts, USA) using diatoms and stable isotopes.?Aquatic Ecosystem Health & Management,?8(2), pp.117-131.Oswald, W., Faison, E.K., Foster, D.R., Doughty, E.D., Hall, B.R. and Hansen, B.C., 2007. Post‐glacial changes in spatial patterns of vegetation across southern New England.?Journal of Biogeography,?34(5), pp.900-913.Thorson, R.M., Harris, A.G., Harris, S.L., Gradie III, R. and Lefor, M.W., 1998. Colonial impacts to wetlands in Lebanon, Connecticut.?Reviews in Engineering Geology,?12, pp.23-42.Zhao, C., Yu, Z., Ito, E. and Zhao, Y., 2010. Holocene climate trend, variability, and shift documented by lacustrine stable-isotope record in the northeastern United States.?Quaternary Science Reviews,?29 (15-16), pp.1831-1843.EvaluationGrades will be based on homework assignments, journal article summaries, 2 short quizzes, a final project with presentation, and participation. There is no final exam. There is no final exam. Below are the approximate weightings, which will undoubtedly change as timing, data, instrument and equipment glitches, etc. may keep us from finishing some projects or modifying the schedule. Homework: 25% 5240 students will answer additional questions and be expected to perform more advanced analysis/calculations on homework assignments as opposed to 4240 students.Journal article summaries (n=3): 25%Each 5240 student will hand in a summary for each discussion day and lead on an article at least once during the semesterQuizzes: 10%Final Project: 35%*Presentation: 15%Final write-up: 20%Class participation: 5%*No final examPreliminary List of Homework Assignments:Connecticut Lake Assignment (Maps and Background Research)Landscape Change AnalysisCore Description AssignmentCore Data and Plotting AssignmentGrain Size, LOI analysis, XRF/XRD Age Model Assignment DRAFT GSCI 5240 Schedule/Syllabus will follow the 4240 Schedule/Syllabus Below 2020-213GSCI 5810Add CourseCOURSE ACTION REQUESTCAR ID20-16242Request ProposerFengCourse TitleModeling the Changing Atmosphere and OceanCAR StatusIn ProgressWorkflow HistoryStart > Draft > Geosciences > College of Liberal Arts and SciencesCOURSE INFOType of ActionAdd CourseIs this a UNIV or INTD course?NeitherNumber of Subject Areas1Course Subject AreaGSCISchool / CollegeCollege of Liberal Arts and SciencesDepartmentGeosciencesCourse TitleModeling the Changing Atmosphere and OceanCourse Number5810Will this use an existing course number?NoCONTACT INFOInitiator NameRan FengInitiator DepartmentGeosciencesInitiator NetIdraf17009Initiator Emailran.feng@uconn.eduIs this request for you or someone else?MyselfDoes the department/school/program currently have resources to offer the course as proposed?YesCOURSE FEATURESProposed Year2020Will this course be taught in a language other than English?NoIs this currently a General Education course or is it being proposed for General Education?NoScheduling ComponentsLectureNumber of Sections1Number of Students per Section10Is this a Variable Credits Course?NoIs this a Multi-Semester Course?NoCredits3Instructional Pattern9:05 - 9:55 AM Mon; 3:35 - 5:30 PMCOURSE RESTRICTIONSPrerequisitesNoneCorequisitesNoneRecommended PreparationNoneIs Consent Required?No Consent RequiredIs enrollment in this course restricted?NoGRADINGIs this course repeatable for credit?NoWhat is the Grading Basis for this course?GradedSPECIAL INSTRUCTIONAL FEATURESDo you anticipate the course will be offered at all campuses?NoAt which campuses do you anticipate this course will be offered?StorrsIf not generally available at all campuses, please explain whyWill this course be taught off campus?NoWill this course be offered online?NoCOURSE DETAILSProvide proposed title and complete course catalog copyGSCI 5810. Modeling the Changing Atmosphere and Ocean Three credits. Prerequisites: Not open for credit to students who have passed GSCI 4810. Grading Basis: Graded Modeling past and future climate, with an emphasis on conceptual understanding of the earth system and simulation results from climate models of different complexities.Reason for the course actionThere is an existing course, GSCI 4810 Modeling the Changing Atmosphere and Ocean, that attracts several graduate students each semester. It makes sense to add an official graduate version. The course is listed as one of the electives in the atmospheric track for geoscience undergraduates, and will be instrumental to graduate students with a thesis focus on climate or paleoclimate.Specify effect on other departments and overlap with existing coursesNone Please provide a brief description of course goals and learning objectivesCourse goals: The course will focus on hands-on investigations of Earth’s radiation and water budget, representations of atmosphere, ocean, land, and ice in the climate model, and interactions between different components. We aim at building understanding of topics such as: The global radiation budget The global water budget Global overturning circulation Atmosphere heat transport Ocean heat transport Key feedbacks in the climate system Learning objectives: By the end of the semester, students should be able to: a. Critically analyze climate model results. b. Construct simple models to decipher simulation results from complex models. Describe course assessmentsAssessment and Grading: Lab 40% Presentation 20% Quiz 20% In class discussion 20% for GSCI 4810, 10% for GSCI 5810 Final project report: 10% for GSCI 5810, not required for GSCI 4810 Homework Due dates are not negotiable. Late homework is not accepted. Typically, the homework will have a paper-pencil section, which requires you to complete some theoretical deduction. The main part of the homework is modeling and data analysis. Your lowest score will be dropped. You will also have the option to redo two of the assignments to update your grade. You are encouraged to discuss homework with each other. However, all the questions should be solved and written up independently. Identical homework will receive a grade of zero and cannot be redone. Quizzes A quiz will be given out at the end of each topic. It will not require coding to complete, but consist of multiple-choice questions, basic calculations, and theoretical deduction. In-class discussion (20 points) You are expected to read a series of research articles, discuss them during the classes, and write up answers to a set of questions serving as a guide to your reading. Your participation in discussion will be graded by your peers, which accounts for a maximum of 10 points. The other 10 points come from your answers to the questions. Presentation (20 points) You are expected to give a 15-minute presentation on a class-related topic of your interest. Presentation is graded by your classmates on: Illustration of questions/motivation (5 points) Description of dataset(s) and justification of methods (2 points) Application of methods and main results (5 points) Discussion of uncertainties/potential improvements (including Q&A) (5 points) Style (visualization and effectiveness of communication) (3 points) Taking the course as GSCI 5810 Students enrolled in GSCI 5810 are expected to carry out graduate quality research with innovative project ideas that involve analyzing Earth System model results or conducting model simulations. For graduate students, the grade percentage of in-class discussion is reduced to 10%, while 10% of the grade is dedicated to an additional assignment of written project report. Syllabus and other attachmentsAttachment LinkFile NameFile Type4810-5810_ClimateModeling.pdf4810-5810_ClimateModeling.pdfSyllabusHW4 Earth's_Energy_Balance.pdfHW4 Earth's_Energy_Balance.pdfOtherCOMMENTS / APPROVALSComments & Approvals LogStageNameTime StampStatusCommittee Sign-OffCommentsDraftRan Feng04/22/2020 - 08:13Submitadding graduate section for 4810GeosciencesClay Tabor04/24/2020 - 00:20Approve4/24/2020A 4000 level version of this course (GSCI 4810) already exists. The C&C committee approves of a 5000 level version of this course (GSCI 5810) for training our GSCI graduate students.2020-198ILCSRevise MinorProposal to Change a MinorLast revised: September 24, 20131. Date: April 15, 20202. Department or Program: LCL/ ILCS3. Title of Minor: ILCS4. Effective Date (semester, year): 2021-2022(Consult Registrar’s change catalog site to determine earliest possible effective date. If a later date is desired, indicate here.)5. Nature of change: Revise the minor in an effort to make it more flexible, specifically to allow minors to make substitutions (with advisor approval) when they take a “Capstone in Italian Studies” course (ILCS 4279) course that, based on its topic, could fulfil requirements for a literary survey course. Existing Catalog Description of MinorThis minor focuses on Italian literary studies but also allows students to take advanced coursework in Italian language, communication, and cultural studies. (All 3000-level coursework on Italian cinema may also be counted towards the minor in Film Studies).Italian courses comprise two main groups:Group 1 (Literature)ILCS 3237,?3245,?3246,?3247,?3250,?3251,?3253,?3254,?3255W,?3256,?3261,?3262,?3293,?3295,?3298,?4279.Group 2 (Language, Communication, and Culture)ILCS 3239,?3240,?3255W,?3258W,?3259,?3260W,?3270,?3291,?3293,?3295,?3298,?4279.For the minor in Italian, students must take 18 credits of ILCS courses at the 2000 level or above and according to the following guidelines:At least one composition course:?ILCS 3239?or?3240?or?3293.One introductory or literary survey course:?ILCS?3245,?3246,?3247,?3250,?3251,?3256,?3261,?3262,?3293,?3295,?3298.Four courses taken from Groups 1 or 2 (which are not used to satisfy requirements A or B). No more than three of these four courses may be taken from the same group:Only one W course may be counted as part of the 18 required Italian credits for the minor.Education Abroad in Italy:?Students are strongly encouraged to participate in a variety of UConn-sponsored Education Abroad programs (and also have the option of enrolling in non-sponsored programs). In either case, students should consult with the ILCS faculty to determine which courses will receive credits. Students who enroll in study abroad programs not sponsored by UConn do not necessarily receive UConn credits for their coursework.In addition, the following rules apply:A minimum of 12 of the minor credits must consist of Italian courses taken in residence.Up to 6 credits may be met by?ILCS 3293, with the consent of the advisor.UConn’s Early College Experience courses may be counted towards the minor.A single course cannot satisfy more than one requirement.The minor is offered by the?Literatures, Cultures and Languages Department.Proposed Catalog Description of MinorThis minor focuses on Italian literary studies but also allows students to take advanced coursework in Italian language, communication, and cultural studies. (All 3000-level coursework on Italian cinema may also be counted towards the minor in Film Studies).Italian courses comprise two main groups:Group 1 (Literature)ILCS 3237,?3245,?3246,?3247,?3250,?3251,?3253,?3254,?3255W,?3256,?3261,?3262,?3293,?3295,?3298,?4279.Group 2 (Language, Communication, and Culture)ILCS 3239,?3240,?3255W,?3258W,?3259,?3260W,?3270,?3291,?3293,?3295,?3298,?4279.For the minor in Italian, students must take 18 credits of ILCS courses at the 2000 level or above and according to the following guidelines:At least one composition course:?ILCS 3239?or?3240?or?3293.One introductory or literary survey course:?ILCS?3245,?3246,?3247,?3250,?3251,?3256,?3261,?3262,?3293,?3295,?3298, 4279.Four courses taken from Groups 1 or 2 (which are not used to satisfy requirements A or B). No more than three of these four courses may be taken from the same group:Only one W course may be counted as part of the 18 required Italian credits for the minor.Education Abroad in Italy:?Students are strongly encouraged to participate in a variety of UConn-sponsored Education Abroad programs (and also have the option of enrolling in non-sponsored programs). In either case, students should consult with the ILCS faculty to determine which courses will receive credits. Students who enroll in study abroad programs not sponsored by UConn do not necessarily receive UConn credits for their coursework.In addition, the following rules apply:A minimum of 12 of the minor credits must consist of Italian courses taken in residence.Up to 6 credits may be met by?ILCS 3293, with the consent of the advisor.UConn’s Early College Experience courses may be counted towards the minor.A single course cannot satisfy more than one requirement.The minor is offered by the?Literatures, Cultures and Languages Department.JustificationReasons for changing the minor: This is “curricular housecleaning,” as the flexibility of topics taught in ILCS 4279 frequently include advanced literary studies and should have been included in the list for “group B” to begin with. Effects on students: Minors will have more flexibility in their plan of study and an easier time completing the requirements for graduation.Effects on other departments: none.Effects on regional campuses: noneDates approved by Jennifer Terni?Department Curriculum Committee: April 21, 2020Department Faculty: Name, Phone Number, and e-mail address of principal contact person: Philip.balma@uconn.edu2020-214MAST 1300ERevise Course (G) (S)COURSE ACTION REQUESTCAR ID19-13845Request ProposerTrumbullCourse TitleMaritime CommunitiesCAR StatusIn ProgressWorkflow HistoryStart > Maritime Studies > Return > Maritime Studies > College of Liberal Arts and SciencesCOURSE INFOType of ActionRevise CourseIs this a UNIV or INTD course?NeitherNumber of Subject Areas1Course Subject AreaMASTSchool / CollegeCollege of Liberal Arts and SciencesDepartmentMaritime StudiesCourse TitleMaritime CommunitiesCourse Number1300Will this use an existing course number?YesPlease explain the use of existing course numberCourse has already been taught using existing number. Note that we are making a change to the course title in order that it better reflect the course contents.CONTACT INFOInitiator NameNathaniel S TrumbullInitiator DepartmentGeographyInitiator NetIdnst06001Initiator Emailnathaniel.trumbull@uconn.eduIs this request for you or someone else?MyselfDoes the department/school/program currently have resources to offer the course as proposed?YesCOURSE FEATURESProposed Year2020Will this course be taught in a language other than English?NoIs this currently a General Education course or is it being proposed for General Education?YesContent Area 1 Arts and HumanitiesNoContent Area 2 Social SciencesYesContent Area 3 Science and Technology (non-Lab)NoContent Area 3 Science and Technology (Lab)NoContent Area 4 Diversity and Multiculturalism (non-International)NoContent Area 4 Diversity and Multiculturalism (International)YesGeneral Education CompetencyEnvironmental LiteracyYesNumber of Sections1Number of Students per Section28Is this a Variable Credits Course?NoIs this a Multi-Semester Course?NoCredits3Instructional Patternlectures and discussionCOURSE RESTRICTIONSPrerequisitesnoneCorequisitesnoneRecommended PreparationnoneIs Consent Required?No Consent RequiredIs enrollment in this course restricted?NoGRADINGIs this course repeatable for credit?NoWhat is the Grading Basis for this course?GradedSPECIAL INSTRUCTIONAL FEATURESDo you anticipate the course will be offered at all campuses?NoAt which campuses do you anticipate this course will be offered?Avery PointIf not generally available at all campuses, please explain whyCould be taught at Storrs or other campuses if MAST has resources to do so in the future, but not planned at present due to resource limitations.Will this course be taught off campus?YesOff campus detailsCourse may be considered in future to be taught in high schools as part of Early College Experience.Will this course be offered online?YesCOURSE DETAILSProvide existing title and complete course catalog copyMAST 1300. Maritime Communities 3 credits Prerequisites: None Grading Basis: Graded Maritime communities and environment in an interdisciplinary and international context from economic, geographic, historical, and other social science perspectives. CA 2. CA 4-INT.Provide proposed title and complete course catalog copyMAST 1300E. People and Society in the Maritime Environment 3 credits Prerequisites: None Grading Basis: Graded People and society in the maritime environment in an interdisciplinary and international context from economic, geographic, historical, and other social science perspectives. CA 2. CA 4-INT.Reason for the course actionAn Environmental Literacy designation for MAST 1300 will help to identify and frame the course within the context of interactions between human society and the oceans and coastal areas. In addition, the Environmental Literacy will provide much needed E courses for Maritime Studies majors and other four-year majors on the Avery Point campus, and for Avery Point students transferring to Storrs. It is not anticipated that the course will have an impact on other existing courses.Specify effect on other departments and overlap with existing coursesThe additional designation of Environmental Literacy for this existing course will have no effect on other departments or existing courses as far as we are aware.Please provide a brief description of course goals and learning objectivesWelcome to Module 1! This module introduces you to the different dimensions and complexity of people and society in the maritime environment, as well as common features as they have emerged across the globe. The maritime realm hosts some of humanity's most dramatic stories, interactions with the environment, powerful technologies, and grandest achievements. Objectives: By the end of module, you should be able to: Define maritime communities Discuss conflicts emerging between maritime communities and other economic, political, and environmental interests. Analyze the ways in which dimensions of gender have impacted the coastal communities in the past and in modern day. Compare differing approaches to fishing and trade between various ethnic coastal communities. Distinguish between various approaches to community support based on ethnicity. Explain the impact of disease in maritime travel. Welcome to Module 2! This module introduces you to the geography and the primary physical properties and processes of the ocean that shape and impact maritime communities. The module also introduces you to some of the essential tools of measurement of those geographical and physical properties and impacts on coastal communities. Objectives: By the end of module, you should be able to: Explain the origins and location of the pacific ring of fire. Explain the basic processes of plate tectonics. Locate the most significant ocean ridges and subduction zones. Explain the drivers of sea level rise Examine the effect of rising sea levels on coastlines. Describe the process of the last glaciation period and its impact on coastlines in general and New England specifically. Reflect on how the changing physical conditions of the sea have impacted different coastal communities around the globe. Welcome to Module 3! This module introduces you to some of the classic economic approaches to exploring and analyzing the economic activities and environmental impacts associated with maritime communities of our global oceans. Objectives: By the end of module, you should be able to: Differentiate between the economic benefits of ocean resource extraction to coastal communities and the environmental hazards of such resource extraction. Apply the Tragedy of the Common to a fishing stock. Compare the potential economic conflicts among different maritime and ocean resources; (competition for resources that leads to conflict). Compare and contrast the use of different management tools for minimizing the human impacts of fishing on the ocean’s fish stocks. Quantify the impact of the world’s ocean shipping on the economies of the world’s largest sea-going nations. Analyze the specific economic conditions of different cultural maritime communities and describe how those conditions have impacted the community in the last 50 years Welcome to Module 4! Maritime communities live not only by the law of their own nation, but by law specific to the sea. The latter carries its own complications, as 1) actions at sea generally take place without outside observation, and 2) actions at sea may not be within the international boundaries of any nation. Objectives: By the end of module, you should be able to: Explain how the Law of the Sea is being adopted throughout the world and why the United States has not yet ratified this key international legal framework. Interpret how effective the Law of the Sea is in bringing legal order to maritime activities. Analyze the origins of current maritime migration, both legal and illegal. Compare and contrast the use of different management tools for minimizing the human impacts of fishing on the ocean’s fish stocks. Propose potential solutions to diminishing the problems of migration on the world’s oceans. Identify regions, risks, economic costs and solutions for current piracy around the globe. Analyze how local or national governance influences and shapes maritime Welcome to Module 5! In this final module we consider some of the more pressing contemporary issues facing coastal communities today, examine some current responses, and explore possible solutions. Objectives: By the end of module, you should be able to: Analyze the extent and likely locations of ocean pollution today in our oceans or coastal regions. Evaluate coastal resilience efforts and contrast different capacity building responses in different U.S. coastlines. Explore innovations in how urban populations are embracing the “blue” dimensions or their cities and coastlines. Explain the principles behind the working waterfronts movement. Explore and summarize solutions to issues facing their chosen maritime community.Describe course assessmentsGroup Discussions Discussions are intended to get students actively thinking through the issues facing maritime communities and working with their fellow students to increase understanding. Journal Entries Journal Entries are intended to allow students to study a single maritime community from a proposed global list in some depth. Such study is from a socio-economic, environmental, and political perspective. Short Essays Short essays provide the opportunity to examine and analyze one or more critical questions related to maritime communities. Mapping Exercises This visual and interactive set of exercises permits first hand map exploration of maritime community related topics. A Google Apps account is required. Module Quizzes Each week, you will have an opportunity to test your knowledge of the maritime community topics covered in the module. These quizzes will include multiple-choice questions and can be taken a total of three times, with the highest score recorded in the Grade Center. General Education Goals1. MAST 1300 will introduce students to theories and concepts of the social sciences related to people and society in the maritime environment; 2. MAST 1300 will introduce students to methods used in the social sciences, including consideration of such ethical problems as that of meeting society’s ocean resource use needs and also those of depletion of those ocean resources; 3. MAST 1300 will introduce students to ways in which maritime-related individuals, groups, institutions, or societies behave and influence one another and the coastal and ocean environment. 4. MAST 1300 will provide students with tools to analyze the coastal and ocean-related social, political, economic, and environmental dimensions of maritime communities, organizations, business entities, and national governments, and examine maritime-related social issues and problems at the individual, cultural, societal, national, and international levels. 5. With a focus on maritime communities outside the United States, MAST 1300 will emphasize maritime-related multi-cultural issues from the perspectives of peoples of different maritime communities, including from the viewpoints of gender, race, and ethnicity. 6. MAST 1300 will examine the diversity of maritime communities from the viewpoint of their well-being as concerns environmental concerns and values, migration, piracy, and privileging of certain social groups in the past and today.Content Area: Social Sciences1. Introduce students to theories and concepts of the social sciences. a. The course will define people and society in the maritime environment; b. Discuss conflicts emerging between maritime communities and other economic, political, and environmental interests; c. Analyze the ways in which dimensions of gender have impacted the coastal communities in the past and in modern day; d. Explain the impact of disease in maritime travel; 2. Introduce students to ways in which individuals, groups, institutions, or societies behave and influence one another and the natural environment. a. The course will introduce student Interpret how effective the Law of the Sea is in bringing legal order to maritime activities; b. Analyze the origins of current maritime migration; c. Propose potential solutions to diminishing the problems of migration on the world’s oceans. 3. Provide students with tools to analyze social, political, or economic groups/organizations (such as families, communities, or governments), and to examine social issues and problems at the individual, cultural, societal, national, or international level. Social issues may include issues of gender, race, social class, political power, economic power, and cross-cultural interaction. a. Analyze measures of the extent of ocean pollution today in our oceans; b. Discover the Geographic Information Systems tools to measure the extent and impacts of sea level rise on maritime communities; c. Evaluate coastal resilience efforts and contrast different capacity building responses in different U.S. coastlines; d. Use maritime spatial planning to classify different maritime zones.Content Area: Diversity and Multiculturalism (International)International: The course focuses on cultural continuities and transformations over time and place. a. MAST 1300 will compare, in an international context, identities, social, economic, environmental, and legal perspectives of a wide range of maritime communities outside of the United States (at the same time examining the diversity of international views, for example, on whaling); b. Explore the impacts of the world’s global shipping and common environmental impacts, including sea level rise, on cultural inheritances and traditional ways of life. Environmental LiteracyThis course defines maritime in terms of how people and society develop and function, both in historical and contemporary contexts, and interact with their coastal and marine environments. 1. Introduction to a wide range of aspects of human-environment interactions in coastal and ocean settings, and including: a. critique of the Tragedy of the Common theory within the context of the ocean; b. differentiation between the economic benefits of ocean resource extraction to coastal communities and the environmental impacts of such resource extraction; c. investigation of potential economic conflicts among different maritime and ocean resources (competition for common resources that leads to conflict); 2. Comparison of the use of different communities' planning and other tools and approaches within a variety of traditional and current legal frameworks for managing and regulating the human impacts of fishing on the ocean’s fish stocks and other resources found in the marine and coastal environment, for example: a. contrast between subsistence versus large-scale industrial fishing practices; b. consideration of the role of science in evaluating maritime communities' use of coastal and marine resources; c. familiarization with potential environmental impacts of aquaculture and ocean wind farms; d. different approaches to marine spatial planning in Western Europe and in North America. 3. Analyze possible solutions to global-scale threats to the world’s oceans and to the future of the world’s maritime communities, including: a. a wide range of different forms of pollution to our oceans and coasts and impacts on coastal communities; b. the consequences of sea level rise on coastal communities, including their economic activities; c. implications of ocean acidification on marine organisms and links to human economic activities including fishing, shellfishing, and recreational activities; d. economic dimensions of a reduction in diversity of marine species; 4. Explore different representations of human-environment interactions as concerns the ocean and coastal communities, including: a. exploration of how cultural and artistic representations of those interactions may be manifested; b. comparison of how maritime environmental influences may shape representations of the environment within maritime communities in ways different than within landlocked communities.Syllabus and other attachmentsAttachment LinkFile NameFile TypeMAST 1300 Maritime People and Society in the Maritime Environment 20April2020.docxMAST 1300 Maritime People and Society in the Maritime Environment 20April2020.docxSyllabusCOMMENTS / APPROVALSComments & Approvals LogStageNameTime StampStatusCommittee Sign-OffCommentsStartNathaniel S Trumbull10/17/2019 - 13:46SubmitAm awaiting final vote of Maritime Studies Program for its approval of addition of Environmental Literary this existing course.Maritime StudiesMatthew G McKenzie10/18/2019 - 10:24ReturnAs per email request 10.17.19ReturnNathaniel S Trumbull04/20/2020 - 09:03ResubmitMaritime Studies Program faculty voted to approve this Course Action Request on April 20, 2020.Maritime StudiesMatthew G McKenzie04/20/2020 - 09:48Approve4/20/2020Approved as per MAST discussions held in April, 2020.50482550800 MAST 1300People and Society in the Maritime EnvironmentMaritime Studies ProgramSyllabus Excluding materials for purchase, syllabus information may be subject to change. The most up-to-date syllabus is located within the course in HuskyCT.Course and Instructor InformationCourse Title: Maritime CommunitiesCredits: 3Prerequisites: noneProfessors: Dr. Nathaniel Trumbull and Matthiew Burnside Email: trumbull@uconn.edu Telephone: 860 405-9272Office Hours/Availability: TBACourse MaterialsAll course readings and media are available within HuskyCT, through either an Internet link or Library Resources. Course DescriptionThe course examines how individuals, groups, institutions, and societies behave and influence one another within the realm of the ocean and its environment. Students will explore the methods and theories of social science inquiry to develop critical thinking about current social and economic issues and problems related to the ocean. Students will examine and analyze the wide range of social factors that have influenced and shaped our past and current relationship with the ocean. By exploring the human interface with the ocean, students will gain appreciation for differences as well as commonalities among those peoples who interact with the ocean around the globe. This course serves as an introduction to the interdisciplinary field of Maritime Studies with an examination of maritime communities and other human endeavors related to the ocean environment from economic, geographic, historical, and other social science perspectives.Course GoalsTo investigate the human relationship with the ocean in its many dimensions, including economic, historical, political, geographic, and social.To become introduced to the disciplines which comprise the Maritime Studies major, including Economics, English, Geography, History, Literature, Political Science, and Maritime Archaeology.To prepare students for the Maritime Studies major, including learning how to integrate knowledge about the ocean with social science methods and perspectives; reading effectively for argument and employing evidence; finding information from appropriate sources; learning how to conduct research; and communicating research effectively in writing and orally.General Education Criteria Content Area 2:“The social sciences examine how individuals, groups, institutions, and societies behave and influence one another and the natural environment. Courses in this group enable students to analyze and understand interactions of the numerous social factors that influence behavior at the individual, cultural, societal, national, or international level. They use the methods and theories of social science inquiry to develop critical thought about current social issues and problems.” (UConn Gen Ed text)Content Area 4:“In this interconnected global community, individuals of any profession need to be able to understand, appreciate, and function in cultures other than their own. Diversity and multiculturalism in the university curriculum contribute to this essential aspect of education by bringing to the fore the historical truths about different cultural perspectives, especially those of groups that traditionally have been under-represented. These groups might be characterized by such features as race, ethnicity, gender, sexual identities, political systems, or religious traditions, or by persons with disabilities. By studying the ideas, history, values, and creative expressions of diverse groups, students gain appreciation for differences as well as commonalities among people.” (UConn Gen Ed text)“Courses meeting the?international requirement must focus on a group(s) outside of the United States?or on cultural continuities and transformations.” (UConn Gen Ed text)Environmental Literacy:“Environmental Literacy (EL) courses provide students with the ability to understand, and articulate perspectives on, the interactions between human society and the natural world, as well as the challenges of environmental stewardship.” (UConn Gen Ed text)Learning ObjectivesBy the end of the course, students should be able to:Describe the physical dimensions of the world’s oceans and the basic geological and atmospheric processes that led to the creation of the world’s oceansUse the basic tools of navigation to measure and map a maritime voyage from one continent to another.Quantify the impact of the world’s ocean shipping on the economies of the world’s five largest sea-going nations.Evaluate the use of management tools for the human impacts of fishing on the ocean’s fish stocks.Differentiate between the economic benefits of ocean resource extraction to coastal communities and the environmental hazards of such resource extraction.Develop potential solutions to diminishing the problems of piracy and migration on the world’s oceans.Explain how the Law of the Sea is being adopted throughout the world and why the United States has not yet ratified this key international legal framework. Analyze the ways in which dimensions of gender have impacted the coastal communities in the past and in modern day.Analyze how the ocean plays a role in the human-environment interaction within the context of public policies and legal frameworks.Course Outline 1. THE DIVERSITY OF MARITIME COMMUNITIES (Weeks 1-3)Week 1. Landsmen on the WaterBown, Stephen R. 2003. Scurvy: How a Surgeon, a Mariner, and a Gentlemen Solved the Greatest Medical Mystery of the Age of Sail. St. Martin’s Press, New York. Scurvy: The Plague of the Sea, 9-26; Disaster and Victory in the South Seas: Lord Anson's Terrible Voyage, 47-70; Epilogue, The Mystery Solved, 211-218.Vickers, Daniel. 2005. Young Men and the Sea: Yankee Seafarers in the Age of Sail. Yale Univ. Press, New Haven. The Eighteenth Century: Sailors at Sea, 61-95; Maritime Society Ashore, 131-162.Heyrman, C. 1986. Commerce and Culture: The Maritime Communities of Colonial Massachusetts, 1690-1750 (Maritime Communities of Colonial Massachusetts. 1690-1750).Bolster, W. J. 2008. Putting the Ocean in Atlantic History: Maritime Communities and Marine Ecology in the Northwest Atlantic, 1500–1800. The American Historical Review. 113 (1): 19-47.Intl. context: World oceansWeek 2. Age of scientific explorationDunn, Richard. 2000. Sugar and Slaves: The Rise of the Planter Class in the English West Indies.Winchester, Simon. 2010. Atlantic: Great Sea Battles, Heroic Discoveries, Titantic Storms, and a Vast Ocean of a Million Stories. Harper, New York. They that Occupy Their Business on Great Waters, pp 273-328; Change and Decay All Around the Sea, pp. 329-394.Rozwadowski, Helen M. 2005. Fathoming the Ocean: The Discovery and Exploration of the Deep Sea. Harvard Univ. Press, Cambridge, Mass. Fathoming the Fathomless, pp. 1-36; Soundings, 67-96; Small World, 175-210.Intl. context: Atlantic OceanWeek 3. 20th Century developments Acheson, James. 1988. The Lobster Gangs of Maine. UPNE. Introduction, Cycles, pp. 7- 22, Kinship and Community, 23-47.Winchester, Simon. 2015. Pacific: Silicon Chips and Surfboards, Coral Reefs and Atom Bombs, Brutal Dictators, Fading Empires, and Coming Collision of the World’s Superpowers. Harper, New York. The Great Thermonuclear Sea, 39-82; Of Masters and Commanders, 377-426.Intl context: Gulf of Maine and Pacific II. DIFFERENT NATIONAL APPROACHES TO MEASURING AND MAPPING THE COAST AND OCEANWeek 4. Exploring the ocean’s originsCarson, Rachel L. 1951. The Sea Around Us, Oxford Univ. Press, New York, Part 1, Mother Sea, pp vii-112. Anderson, Tom. 2002. This Fine Piece of Water: An Environmental History of Long Island Sound. Yale Univ. Press. The Birth of the Sound (pp. 9-15); Sprawling Suburbs (100-115); The Brink of Disaster (127-154).Cronon, W. 2003. Changes in the Land: Indians, Colonists, and the Ecology of New England.Intl. context: Global, Pacific and Atlantic OceansWeek 5. Seafaring ChallengesGurney, Alan. 2004. Compass: A Story of Exploration and Innovation. W.W. Norton, New York. The Rose of the Winds (41-54); To Compass the Globe (77-86). Sobel, Dava. 1995. Longitude: The True Story of Lone Genius Who Solved the Greatest Scientific Problem of His Time. Penquin Books. Imaginary Lines (1-10); The Sea Before Time (11-20); Adrift in a Clockwork Universe (21-33); The Prize (51-60); Trail by Fire and Water (111-125); The Second Voyage of Captain James Cook (138-151).Intl context: New WorldWeek 6. Measuring and mapping Huler, Scott. 2005. Defining the wind: the Beaufort scales, and how a nineteenth-century admiral turned science into poetry. Broadway Books. The Beaufort Scale, and Who Wrote It, in a General Way, pp. 69-92; “Nature, Rightly Questioned, Never Lies”: The Beaufort Scale, Nineteenth-Century Science, and the Last Eighteenth-Century Man, 121-150.Monmonier, Mark. 2008. Coast Lines: How Mapmakers Frame the World and Chart Environmental Change. Overhead Imaging, 58-69; Global Shorelines, 96-101.Sylvia Earle on Google Ocean (video)Intl. context: Western Europe, New WorldIII. THREATS AND OPPORTUNITIES FOR MARITIME COMMUNITIES (Weeks 7-9)Week 7. Maritime economicsAbreu-Ferreira, D. 2000. Fishmongers and shipowners: Women in maritime communities of early modern Portugal. JSTOR.Hallwood, Paul. 2014. Economics of the Oceans: Rights, Rents, and Resources. Routledge, New York. Economics of the fishery 85-95; Managing high seas fisheries, 139-148; Oceans and non-point source pollution, 217-224; Oil pollution from ships, 225-230.Hallwood, C. Paul. 1990. Transaction costs and trade between multinational corporations: A study of offshore oil production. Unwin Hyman, Boston. The offshore oil supply industry, pp. 25-65; The offshore oil supply industry in its main British service base, 82-95.Intl. context: AberdeenWeek 8. Fishing and overfishing issuesHardin, Garrett. 1968. Tragedy of the Common. Science, Vol. 162, no. 3859 pp. 1243-1248, , V. and J. Mitchell. 2005. Gender in Pacific Maritime Communities: Putting the Social Into Science and Connecting the Local to the Global. In Pacific Voices: Equity and Sustainability in Pacific Island Fisheries, eds. Irené Novaczek, Jean Mitchell, Joeli Vietayaki.Safina, Carl. 1997. Song for the Blue Ocean: Encounters Along the World’s Coasts and Beneath the Seas. Henry Holt and Company, New York. Book Three: Far Pacific, 303-209; Malakal, 210-326; Koror, 327-349; Ollei, 350-383; Hong Kong, 384-407; Sulu, 208-434.Greenberg, Paul. 2010. Four fish: The Future of the Last Wild Food. Penguin Books. Cod, the Return of the Commoner, pp. 127-188.Intl. context: Pacific, Shetlands (U.K.), NorwayWeek 9. Economics of Shipping George, Rose. 2013. 90 Percent of Everything: Inside Shipping, the Invisible Industry That Puts Clothes on Your Back, Gas in Your Car, and Food on Your Plate. Metropolitan Books, New York. Winchester, Simon. 2010. Atlantic: Great Sea Battles, Heroic Discoveries, Titantic Storms, and a Vast Ocean of a Million Stories. Harper, New York. Change and Decay All Around the Sea, pp. 329-394.TED Talk with Rose GeorgeIntl. context: Panama Canal/Nicaragua, Northwest Passage and Northern European Sea routeIV. LEGAL QUESTIONS AND COMMON CHALLENGES TO MARITIME COMMUNITIES (Weeks 10-12)Week 10. United Nations Convention on the Law of the SeaThe United Nations Convention on the Law of the Sea (A historical perspective), (background article) Langewiesch, William. "Anarchy at Sea," The Atlantic Monthly, September 2003.Klein, Natalie. 2009. Dispute Settlement in the UN Convention on the Law of the Sea. Cambridge Univ. Press: Cambridge, MA, Introduction, 1-28; Deep Seabed Mining, 317-348.Intl. context: Global oceansWeek 11. Other maritime legislative and regulatory spheresMcKenzie, M. 2012. “Iconic Fishermen and the Fates of New England Fisheries Regulations, 1883–1912,” Environmental History 17, January 2012, pp. 3–28.Keul, A. 2014. “Access and Contest: A Politics of the Beach,” Political Geography.Buixadé Farré, A., Stephenson, S.R., et al. (2014). Commercial Arctic shipping throughthe Northeast Passage: Routes, resources, governance, technology, and infrastructure. Polar Geography, 37:298-324. Intl. context: Atlantic and Arctic resource extractionWeek 12. Piracy, salvage of historic shipwrecks, and migrationHallwood, Paul. 2014. Economics of the Oceans: Rights, Rents, and Resources. Routledge, New York. Ocean resources, ocean governance, 3-14; Economic analysis of legal regimes governing salvage of historic shipwrecks, 17-31; Maritime Policy and international law, pp 44-54.Kumin, Judith. 2014. “Policy Adrift: The challenge of mixed migration by Sea” in Humanitarian Crises and Migration: Causes, Consequences and Responses, by Susan F. Martin (Editor), Sanjula Weerasinghe (Editor), Abbie Taylor (Editor), pp. 306-324.Intl. context: Northern Africa V. EXPLORING THE FUTURE OF MARITIME COMMUNITIES (Weeks 13-14)Week 13. Tracking and measuring ocean pollution Gupta, R. 2003. Changing Courses: A comparative analysis of Ethnographies of Maritime Communities in South Asia. Maritime Studies.Moore, Charles, and Cassandra Phillips. 2012. Plastic Ocean: How a Sea Captain's Chance Discovery Launched a Determined Quest to Save the OceansHohn, Donovan. 2012. Moby-Duck: The True Story of 28,800 Bath Toys Lost at Sea and of the Beachcombers, Oceanographers, Environmentalists, and Fools, Including the Author, Who Went in Search of Them. Going Overboard, 7-28; The Fifth Chase, 231-268.Intl. Context: Pacific, Atlantic, Pacific gyreWeek 14. Sea level rise; Coastal resilience efforts; Desalination; Working Waterfronts, Urban Planning, Maritime Spatial PlanningBeatley, Timothy. 2104. Blue Urbanism: Exploring Connections Between Oceans and Cities. Island Press, New York. The Urban-Ocean Connection, 1-18; The Reach of Cities: Connecting Urban Lifestyles and Ocean Health, 19-42; New Ideas for Connecting Oceans and Cities, 133-154.Johnsen, J.P. 2014. The creation of coastal space – how local ecological knowledge becomes relevant. Maritime Studies, 13:2.Jones, Stephen. 2001. Working Thin Waters. University Press of New England, Hanover, NH.Oyster Grounds, pp. 3-6; Aboard Anne, 7-17; The Waterfront Life, 23-28; Oystering, 83-93; In the Tropics, 287-305.Pilkey, Orrin H. and Rob Young. 2009.The Rising Sea. Island Press, Washington D.C. Why the Sea is Rising, pp. 25-40. People and the Rising Sea, pp 117-140. Sedlak, David. 2014. Water 4.0: The Past, Present and Future of the World’s Most Vital Resource. Yale Univ. Press, New Haven. Drains to Bay, pp. 112-138; Turning to the Sea for Drinking Water, pp. 217-237.Intl. context: Bangladesh, Netherlands, Indonesia, Israel (desalination), offshore wind turbine development (Denmark) Course Requirements and GradingSummary of Course Grading:Course ComponentsWeightDiscussion20%Weekly journal20%Question sets20%Midterm20%Final20%Discussion will consist of weekly topics, evidence of preparation of the readings, and response to other students’ comments. Weekly question sets will focus on use of terminology, of social science methodologies, and short essays to develop critical thinking.The weekly journal will focus on a maritime community from outside the United States. You will explore and study this maritime community in more depth in the journal entries. Over the course of weekly journal entries, you will describe the most important social components of that maritime community both historically and today; for example, you will describe who has traditionally worked in that maritime community and the nature of their work; who works in that industry today; describe the extent to which the community's social fabric faces challenges; demonstrate an understanding of and sensitivity to issues involving human rights and migration related to your community.Mid-term exam will consist of identifications, multiple choice, and short essay responses.Final exam will consist of identifications, multiple choice, and short essay responses.Grading Scale:UndergraduateGradeLetter GradeGPA93-100A4.090-92A-3.787-89B+3.383-86B3.080-82B-2.777-79C+2.373-76C2.070-72C-1.767-69D+1.363-66D1.060-62D-0.7<60F0.0GraduateGradeLetter GradeGPA97-100A+4.393-96A4.090-92A-3.787-89B+3.383-86B3.080-82B-2.777-79C+2.373-76C2.070-72C-1.767-69D+1.363-66D1.060-62D-0.7<60F0.0Due Dates and Late PolicyAll course due dates are identified in the course calendar. The instructor reserves the right to change dates accordingly as the semester progresses. All changes will be communicated in an appropriate manner.Late Policy will be accepted late up to two days past their deadline for a maximum of two assignments during the semester.Feedback and GradesI will make every effort to provide feedback and grades within 48 hours. To keep track of your performance in the course, refer to My Grades in HuskyCT.Student Responsibilities and Resources As a member of the University of Connecticut student community, you are held to certain standards and academic policies. In addition, there are numerous resources available to help you succeed in your academic work. Review these important standards, policies and resources, which include:The Student CodeAcademic IntegrityResources on Avoiding Cheating and PlagiarismCopyrighted MaterialsNetiquette and CommunicationAdding or Dropping a CourseAcademic CalendarPolicy Against Discrimination, Harassment and Inappropriate Romantic RelationshipsSexual Assault Reporting PolicyStudents with DisabilitiesStudents needing special accommodations should work with the University's Center for Students with Disabilities (CSD). You may contact CSD by calling (860) 486-2020 or by emailing csd@uconn.edu. If your request for accommodation is approved, CSD will send an accommodation letter directly to your instructor(s) so that special arrangements can be made. (Note: Student requests for accommodation must be filed each semester.)Blackboard measures and evaluates accessibility using two sets of standards: the WCAG 2.0 standards issued by the World Wide Web Consortium (W3C) and Section 508 of the Rehabilitation Act issued in the United States federal government.” (Retrieved March 24, 2013 from Blackboard's website)Software RequirementsThe technical requirements for this course include:Word processing softwareAdobe Acrobat ReaderReliable internet accessHelp Technical and Academic Help provides a guide to technical and academic assistance.This course is completely facilitated online using the learning management platform, HuskyCT. If you have difficulty accessing HuskyCT, you have access to the in person/live person support options available during regular business hours through HuskyTech. You also have 24x7 Course Support including access to live chat, phone, and support documents.Minimum Technical SkillsTo be successful in this course, you will need the following technical skills:Use electronic mail with attachments.Save files in commonly used word processing program formats.Copy and paste text, graphics or hyperlinks.Work within two or more browser windows simultaneously.Open and access PDF files. University students are expected to demonstrate competency in Computer Technology. Explore the Computer Technology Competencies page for more information.Evaluation of the CourseStudents will be provided an opportunity to evaluate instruction in this course using the University's standard procedures, which are administered by the Office of Institutional Research and Effectiveness (OIRE). Additional informal formative surveys may also be administered within the course as an optional evaluation tool.2020-215MASTRevise MajorProposal to Change a MajorLast revised: September 24, 20131. Date: 21 April 20202. Department or Program: MAST3. Title of Major: Maritime Studies4. Effective Date (semester, year): Fall, 2021(Consult Registrar’s change catalog site to determine earliest possible effective date. If a later date is desired, indicate here.)5. Nature of change: Add MAST 1300 as a recommended pre-req for all MAST majorsExisting Catalog Description of MajorMajor RequirementsMARN 1001?is a prerequisite for the major. It is recommended that majors take?MAST 1200?to satisfy General Education Content Area One.Core CoursesAll students are required to take?MAST 2101. In addition, students must take five of the Core Courses listed below. Students must select these five courses from five different disciplines.Anthropology:?ANTH/MAST 3531?or?3532;Economics:?ECON 2467;English:?ENGL/MAST 3652?or?ENGL/MAST 3653;Geography:?CE/GEOG 2500;History:?MAST/HIST 2210E?or?MAST/HIST 3544;Political Science:?POLS 3832.Thematic ConcentrationStudents must declare a concentration in one of the following areas: Blue Humanities, Marine Policy, Maritime Archaeology, or Fisheries Policy. One of the five Core Courses elected by the student student can also contribute to the Thematic Concentration. Furthermore, the student must complete an approved sequence of three additional courses in the concentration at the 2000 level or above. Choice of concentration and course sequence must be approved by the MAST director or the student’s advisor.The writing in the major requirement can be met with?MAST 4994W. Students will satisfy the information literacy requirement as they complete core courses.Related AreasStudents must complete 12 credits in related areas. Courses are selected in conjunction with the MAST director or the student’s advisor.Proposed Catalog Description of MajorMajor RequirementsMARN 1001?is a prerequisite for the major. It is recommended that majors take?MAST 1200?to satisfy General Education Content Area One and MAST 1300E to satisfy Content Area Two, Content Area Four-International, and Environmental Literacy.Core CoursesAll students are required to take?MAST 2101. In addition, students must take five of the Core Courses listed below. Students must select these five courses from five different disciplines.Anthropology:?ANTH/MAST 3531?or?3532;Economics:?ECON 2467;English:?ENGL/MAST 3652?or?ENGL/MAST 3653;Geography:?CE/GEOG 2500;History:?MAST/HIST 2210E?or?MAST/HIST 3544;Political Science:?POLS 3832.Thematic ConcentrationStudents must declare a concentration in one of the following areas: Blue Humanities, Marine Policy, Maritime Archaeology, or Fisheries Policy. One of the five Core Courses elected by the student student can also contribute to the Thematic Concentration. Furthermore, the student must complete an approved sequence of three additional courses in the concentration at the 2000 level or above. Choice of concentration and course sequence must be approved by the MAST director or the student’s advisor.The writing in the major requirement can be met with?MAST 4994W. Students will satisfy the information literacy requirement as they complete core courses.Related AreasStudents must complete 12 credits in related areas. Courses are selected in conjunction with the MAST director or the student’s advisor.Justification1. Reasons for changing the major: reflects MAST committee’s desire for recommended preparation for majors; updates changed name and E designation of MAST 13002. Effects on students: Informs prospective students of recommended preparation for major.3. Effects on other departments: none4. Effects on regional campuses: none5. Dates approved by????Department Curriculum Committee:????Department Faculty: 20 April 20206. Name, Phone Number, and e-mail address of principal contact person: Matthew McKenzie, matthew.mckenzie@uconn.edu; 508-566-6527.2020-216MCB 5884Revise CourseCOURSE ACTION REQUESTCAR ID20-14937Request ProposerKnechtCourse TitleMCB Research in ProgressCAR StatusIn ProgressWorkflow HistoryStart > Draft > Molecular and Cell Biology > College of Liberal Arts and SciencesCOURSE INFOType of ActionRevise CourseIs this a UNIV or INTD course?NeitherNumber of Subject Areas1Course Subject AreaMCBSchool / CollegeCollege of Liberal Arts and SciencesDepartmentMolecular and Cell BiologyCourse TitleMCB Research in ProgressCourse Number5884Will this use an existing course number?YesPlease explain the use of existing course numberWe are changing the title and number of the course to bring into line with seminar numbering scheme. The title is being changed to represent the expanded list of expected speakers to include not just graduate students.CONTACT INFOInitiator NameDavid A KnechtInitiator DepartmentMolecular and Cell BiologyInitiator NetIddak02007Initiator Emaildavid.knecht@uconn.eduIs this request for you or someone else?MyselfDoes the department/school/program currently have resources to offer the course as proposed?YesCOURSE FEATURESProposed Year2020Will this course be taught in a language other than English?NoIs this currently a General Education course or is it being proposed for General Education?NoNumber of Sections1Number of Students per Section20Is this a Variable Credits Course?NoIs this a Multi-Semester Course?NoCredits1Instructional Patternweekly seminar presentations by 1-2 speakers from within the departmentCOURSE RESTRICTIONSPrerequisitesnoneCorequisitesnoneRecommended PreparationnoneIs Consent Required?No Consent RequiredIs enrollment in this course restricted?NoGRADINGIs this course repeatable for credit?YesNumber of Total Credits Allowed2Is it repeatable only with a change in topic?NoDoes it allow multiple enrollments in the same term?NoWhat is the Grading Basis for this course?S/URationale for S/U GradingThe course is intended to get students in the habit of coming to seminars and hear what their fellow students are working on. It is also a place for students to gain experience presenting in front of a group of their peers and committee members. Most students taking the course are in the audience rather than presenting. They are required to fill out an evaluation of the talks to provide feedback to the speakers, but this is not a basis for grading. Therefore, attendance, attention and feedback is the basis of satisfactory grading. SPECIAL INSTRUCTIONAL FEATURESDo you anticipate the course will be offered at all campuses?NoAt which campuses do you anticipate this course will be offered?StorrsIf not generally available at all campuses, please explain whyAll departmental seminars and grad students are at StorrsWill this course be taught off campus?NoWill this course be offered online?NoCOURSE DETAILSProvide existing title and complete course catalog copy5899. Graduate Seminar 1.00 credits | May be repeated for a total of 3 credits. Prerequisites: None. Grading Basis: Satisfactory/UnsatisfactoryProvide proposed title and complete course catalog copyMCB 5884 MCB Research in Progress 1 credit may be reseated for credit up to a maximum of 3 credits S/U graded Presentations by graduate students, post-doctoral fellows, and other MCB personnel focusing on their current research projects.Reason for the course actionChange the name to more accurately reflect the nature of the course and number to be consistent with CLAS numbering scheme. Currently, there is no course description in the catalog.Specify effect on other departments and overlap with existing coursesnonePlease provide a brief description of course goals and learning objectivesExpose students to formal research seminars in a variety of MCB related disciplines. Give graduate students and others practice speaking in front of an audience. Have students learn to evaluate each other's presentations.Describe course assessmentsnoneSyllabus and other attachmentsAttachment LinkFile NameFile TypeMCB5884_Syllabus.docxMCB5884_Syllabus.docxSyllabusCOMMENTS / APPROVALSComments & Approvals LogStageNameTime StampStatusCommittee Sign-OffCommentsDraftDavid A Knecht01/21/2020 - 10:35SubmitApproved by MCB C&CMolecular and Cell BiologyDavid A Knecht04/15/2020 - 15:45Approve4/8/2020approved by email vote 4/8/20MCB 5884 - MCB Research Seminar BPB Room 130 Friday 12:20-1:10 Instructor:Dr. Victoria Robinson Office: Biology Physics Building Room 204?Email: victoria.robinson@uconn.eduPhone: 860-486-4353Course Description: This course will provide an overview of the various research projects being carried out in the Molecular and Cell Biology Department. Each week, two seminars will be presented by graduate students, post-doctoral fellows as well as other research personnel from across the MCB department focusing on their current research projects. Grading: Satisfactory and unsatisfactory (S/U). In order to receive a satisfactory for the course, the following responsibilities must be met: 1) Each week participants in the class will submit an evaluation form for each graduate student speaker. Two speakers, two evaluation forms. Characteristics of a good seminar will be covered the first week of class. These forms are critical assessments of the presentation and will be returned anonymously to the graduate students. Evaluations will be distributed at the beginning of class and turned in at the end. Having other students complete the form on your behalf is not acceptable and will result in an unsatisfactory grade for the class. Additional actions may also be taken. 2) During the semester, you are assigned to "Host" a speaker(s). This means you will be introducing one of the two speakers.?The Monday/Tues before you host, you will receive an email containing contact information for the person you are introducing. Use this to communicate with the person you have been assigned to gather information about their professional history. This includes where they obtained their undergraduate and/or Master's degree(s) and their major, how long they have been at UConn and in which lab they are carrying out their Ph.D. research. The day of the seminar, you will relay this information to the audience in a professional manner and also read their seminar title. 3) This course is based upon your active participation. Therefore, you are required to attend seminar every week a speaker is scheduled. Class absences will be excused only with documentation received by the instructor 24 hrs prior to scheduled class period. More than 1 unexcused absence and you will receive an unsatisfactory for the semester. Classroom Etiquette: Cell phone and computer use is discouraged during class time. This includes texting, calling, or emailing. Likewise, use of computers for purposes other than note-taking purposes, for example using social media is not acceptable. If a student is observed using these devices inappropriately he/she will be asked to turn in their phone or computer and additional actions will be taken. Preliminary Schedule:A general announcement is sent to the faculty, post-doctoral fellows, graduate students and other research personnel in the MCB department approximately six weeks before the start of the semester to inquire if they would like to present a seminar. The speaker schedule is then based on their participation. Week 1Introduction to Class:Course Expectations; Lecture: Presenting Scientific DataWeek 2Speaker #1Speaker #2Week 3Speaker #1Speaker #2Week 4Speaker #1Speaker #2Week 5Speaker #1Speaker #2Week 6Speaker #1Speaker #2Week 7Speaker #1Speaker #2Week 8Speaker #1Speaker #2Week 9Speaker #1Speaker #2Week 10Speaker #1Speaker #2Week 11Speaker #1Speaker #2Week 12Speaker #1Speaker #2Week 13Speaker #1Speaker #2Week 14Speaker #1Speaker #2 2020-217MCB 5895Revise CourseCOURSE ACTION REQUESTCAR ID20-16160Request ProposerKnechtCourse TitleSpecial Topics in Molecular and Cell BiologyCAR StatusIn ProgressWorkflow HistoryStart > Draft > Molecular and Cell Biology > College of Liberal Arts and SciencesCOURSE INFOType of ActionRevise CourseIs this a UNIV or INTD course?NeitherNumber of Subject Areas1Course Subject AreaMCBSchool / CollegeCollege of Liberal Arts and SciencesDepartmentMolecular and Cell BiologyCourse TitleSpecial Topics in Molecular and Cell BiologyCourse Number5895Will this use an existing course number?YesPlease explain the use of existing course numberOur trial course number for many years has been 5896 and we are moving that to 5895 to be consistent with Special Topics numbering. Our current MCB 5895 (now Independent Study) will become MCB 5899CONTACT INFOInitiator NameDavid A KnechtInitiator DepartmentMolecular and Cell BiologyInitiator NetIddak02007Initiator Emaildavid.knecht@uconn.eduIs this request for you or someone else?MyselfDoes the department/school/program currently have resources to offer the course as proposed?YesCOURSE FEATURESProposed Year2020Will this course be taught in a language other than English?NoIs this currently a General Education course or is it being proposed for General Education?NoNumber of Sections5Number of Students per Section20Is this a Variable Credits Course?YesVariable Credits Min1Variable Credits Max6Is this a Multi-Semester Course?NoInstructional PatternGraduate Courses being taught on a trial basisCOURSE RESTRICTIONSPrerequisitesnoneCorequisitesnoneRecommended PreparationnoneIs Consent Required?No Consent RequiredIs enrollment in this course restricted?NoGRADINGIs this course repeatable for credit?NoWhat is the Grading Basis for this course?GradedSPECIAL INSTRUCTIONAL FEATURESDo you anticipate the course will be offered at all campuses?NoAt which campuses do you anticipate this course will be offered?StorrsIf not generally available at all campuses, please explain whygraduate courses in MCB are only at StorrsWill this course be taught off campus?NoWill this course be offered online?NoCOURSE DETAILSProvide existing title and complete course catalog copyMCB 5896. Investigation of Special Topics 1.00 - 6.00 credits | May be repeated for a total of 24 credits. Prerequisites: None. Grading Basis: Graded Advanced study in a field within Molecular and Cell Biology.Provide proposed title and complete course catalog copyMCB 5895. Special Topics in Molecular and Cell Biology 1.00 - 4.00 credits | May be repeated for a total of 24 credits. Grading Basis: Graded Credits and hours by arrangement. Prerequisites and recommended preparation vary. With a change in content, may be repeated for credit. Advanced study in a field within Molecular and Cell BiologyReason for the course actionThe description and number are being changed to be consistent with the current course numbering scheme for Special Topics coursesSpecify effect on other departments and overlap with existing coursesnonePlease provide a brief description of course goals and learning objectivesvaries with the courseDescribe course assessmentsvaries with the courseSyllabus and other attachmentsAttachment LinkFile NameFile Typesyllabus MCB 5895 Special Topics in Molecular and Cell Biology.docxsyllabus MCB 5895 Special Topics in Molecular and Cell Biology.docxSyllabusCOMMENTS / APPROVALSComments & Approvals LogStageNameTime StampStatusCommittee Sign-OffCommentsDraftDavid A Knecht04/15/2020 - 13:57Submitprepared by DAKMolecular and Cell BiologyDavid A Knecht04/18/2020 - 07:25Approve4/15/2020This was not submitted to MCB department since it is just a change in number.MCB 5895 Special Topics in Molecular and Cell BiologyThis number is used for trial graduate courses, so content varies by section.2020-218MCB 5984Revise CourseCOURSE ACTION REQUESTCAR ID20-16140Request ProposerKnechtCourse TitleMCB Invited SeminarCAR StatusIn ProgressWorkflow HistoryStart > Draft > Molecular and Cell Biology > College of Liberal Arts and SciencesCOURSE INFOType of ActionRevise CourseIs this a UNIV or INTD course?NeitherNumber of Subject Areas1Course Subject AreaMCBSchool / CollegeCollege of Liberal Arts and SciencesDepartmentMolecular and Cell BiologyCourse TitleMCB Invited SeminarCourse Number5984Will this use an existing course number?NoCONTACT INFOInitiator NameDavid A KnechtInitiator DepartmentMolecular and Cell BiologyInitiator NetIddak02007Initiator Emaildavid.knecht@uconn.eduIs this request for you or someone else?MyselfDoes the department/school/program currently have resources to offer the course as proposed?YesCOURSE FEATURESProposed Year2020Will this course be taught in a language other than English?NoIs this currently a General Education course or is it being proposed for General Education?NoNumber of Sections1Number of Students per Section20Is this a Variable Credits Course?NoIs this a Multi-Semester Course?NoCredits1Instructional Patternseminar presented by invited speakersCOURSE RESTRICTIONSPrerequisitesnoneCorequisitesnoneRecommended PreparationnoneIs Consent Required?No Consent RequiredIs enrollment in this course restricted?NoGRADINGIs this course repeatable for credit?YesNumber of Total Credits Allowed3Is it repeatable only with a change in topic?NoDoes it allow multiple enrollments in the same term?NoWhat is the Grading Basis for this course?S/URationale for S/U GradingCourse involves reading papers and then attending seminar and post-seminar discussion with the speaker. There is no student specific work to form a basis for grading other than participation.SPECIAL INSTRUCTIONAL FEATURESDo you anticipate the course will be offered at all campuses?NoAt which campuses do you anticipate this course will be offered?StorrsIf not generally available at all campuses, please explain whySeminars are always at StorrsWill this course be taught off campus?NoWill this course be offered online?NoCOURSE DETAILSProvide existing title and complete course catalog copyMCB 5893. Special Topics in Cellular and Molecular Biology 1.00 - 2.00 credits | May be repeated for a total of 2 credits. Prerequisites: None. Grading Basis: Satisfactory/Unsatisfactory Selected topics in cellular and molecular biology presented by invited speakers.Provide proposed title and complete course catalog copy5984 MCB Invited Seminar 1 credit. May be repeated for credit for a total of 3 credits. Prerequisites: None Grading Basis: Satisfactory/Unsatisfactory Selected topics in cellular and molecular biology presented by invited speakers.Reason for the course actionThe course had a Special Topics title, and that name is reserved for certain types of courses, while this is a seminar course. Also, we want to change the number to reflect the seminar numbering scheme of the Senate. Specify effect on other departments and overlap with existing coursesnonePlease provide a brief description of course goals and learning objectivesStudents are expected to attend Departmental seminars given by outside invited speakers. They read papers suggested by the speaker in advance, attend the seminar and then meet as a group with the speaker afterwards to discuss the talk and papers. It allows student direct interaction with noteworthy experts in a variety of disciplines related to Molecular and Cell Biology.Describe course assessmentsStudents are expected to participate by attending seminars and taking part in the discussion afterwards. Syllabus and other attachmentsAttachment LinkFile NameFile TypeMCB 5984 MCB Invited Seminar syllabus KC.docxMCB 5984 MCB Invited Seminar syllabus KC.docxSyllabusCOMMENTS / APPROVALSComments & Approvals LogStageNameTime StampStatusCommittee Sign-OffCommentsDraftDavid A Knecht04/13/2020 - 14:31Submitsubmitted after discussion with instructors and MCB C&C and departmentMolecular and Cell BiologyDavid A Knecht04/16/2020 - 06:48Approve4/8/2020approved by MCB department 4/8/20 and subsequently updated with input from current instructor Ken CampelloneMCB 5984 - MCB Invited SeminarSyllabus1 creditS/U GradedEach week throughout the semester, speakers from other universities and research institutes are invited to give a seminar to the MCB Department. The audience consists of faculty, post-docs, graduate students, undergraduate students, and research personnel from the Department and across campus. The invited speaker spends the day meeting with faculty and students one-on-one and in small groups. This course is intended to broaden the research interests of graduate students, enhance their science communication skills, and to promote their career development by arranging small group discussions with several distinguished speakers.Learning objectives:1. Learn the etiquette of a seminar2. Learn about research being conducted in a variety of disciplines3. Learn to think about questions to ask while the seminar is in progress4. Learn the techniques of giving a seminar that is comprehensible to a wide audience5. Learn to discuss current research topics with leaders in their respective fieldsPrior to coming to campus, the speaker provides one or two published papers related to the work to be discussed. This gives the students some background on the work to be presented so it is easier to understand. Most beginning students are inhibited about asking questions in front of the entire department. So during or after the seminar, the students submit by email one or more questions to the course instructor that they would like to ask to the speaker. For a subset of seminars (typically 3-4 per semester), the students in the class (and other interested students) participate in a post-seminar discussion with the speaker and instructor for one hour. This small group meeting provides the opportunity for students to ask questions in a much more informal setting and discuss aspects of the work in more detail. Grading:Grading is based on participation in discussions and submission of questions. This includes (1) attending seminars, (2) submitting well-written and scientifically-relevant questions for every seminar, and (3) contributing to post-seminar discussions. ?Students must participate in at least 75% of seminars. ................
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