Requirements - University of Connecticut



CLAS C&CAgendaChair: Pamela Bedore11.13.2018A. Approvals by the Chair2018-274COMM 5895Add Special Topic: Intercultural Communication2018-275ENGL 6750Add Special Topic: The Gothic Novel and its British and Irish Contexts2018-276WGSS 3995Add Special Topic: Women in Music2018-277WGSS 3995Add Special Topic: Superheroes and the Meaning of AmericaB. New Business2018-278PHYS 1040QEAdd Course (guest: Jonathan Trump) (G) (S)2018-279PHYS 4740Add Course (guest: Cara Battersby)2018-280PHYS 6740Add Course (guest: Cara Battersby)2018-281Interpreting ASL and English Revise Minor (guest: Linda Pelletier)2018-282HIST 3360Revise Course (guest: Sherri Olson)2018-283HIST 3361Revise Course (guest: Sherri Olson)2018-284Medieval StudiesRevise Minor (guest: Sherri Olson)2018-285Crime and JusticeRevise Minor (guest: Monica van Beusekom)2018-286GEOG 3512Add Course (guest: Chuanrong (Cindy) Zhang)2018-287GEOG 3530Add Course (guest: Chuanrong (Cindy) Zhang)2018-288GEOG 4516Add Course (guest: Chuanrong (Cindy) Zhang)2018-289GEOG 5516Add Course (guest: Chuanrong (Cindy) Zhang)2018-290GEOG 4518Add Course (guest: Chuanrong (Cindy) Zhang)2018-291GEOG 5518Add Course (guest: Chuanrong (Cindy) Zhang)2018-292GIS Add Major (guest: Chuanrong (Cindy) Zhang)2018-293PHIL 5325Add Course2018-294SOCI/WGSS 5612Revise CourseC. DiscussionGeneral Education reform options (Bedore)CATALOG COPY:2018-278PHYS 1040QEAdd Course (guest: Jonathan Trump) (G) (S)Proposed Copy:PHYS 1040QE. Cosmic Origins of Life Three credits. Principles of physics and quantitative reasoning applied to astrobiology, the search for extraterrestrial life, and cosmic, stellar, and atmospheric conditions for habitability. A systems perspective on the impacts of human civilization on habitability. CA 3.2018-279PHYS 4740Add Course (guest: Cara Battersby)Proposed Copy:PHYS 4740. Observational Astrophysics. Three credits. Prerequisites: PHYS 2701 and 2702. Basic principles and techniques of observational astrophysics, from radio to optical wavelengths. Telescopes, detectors, and instrumentation, and the statistical techniques for astronomical data analysis and interpretation.2018-280PHYS 6740Add Course (guest: Cara Battersby)Proposed Copy:PHYS 6740. Observational Astrophysics. Three credits. Open to Physics graduate students; others by permission. Not open for credit to students who have passed PHYS4740. Basic principles and techniques of observational astrophysics, from radio to optical wavelengths. Telescopes, detectors, and instrumentation, and the statistical techniques for astronomical data analysis and interpretation. Students will complete short research projects using real astronomical data.2018-281Interpreting ASL and English Revise Minor (guest: Linda Pelletier)Current Copy:All students enrolled in this minor are required to complete the following four courses (12 credits):?ASLN 2500,?2600,?2700,?3305.Beyond these, students must complete one additional course from the following list (3 credits):?ASLN 2800,?3295?or?3298?with approval of minor advisor;?LING 2850.This minor is offered by?American Sign Language Studies.Proposed Copy:All students enrolled in this minor are required to complete the following four courses (12 credits):?ASLN 2500,?2600,?2700, and 2800?3305.Beyond these, students must complete one additional course from the following list (3 credits):?ASLN 28003305;?ASLN 3295, 3298, or 3299?with approval of minor advisor;?LING 2850.Only one overlapping course may be used by students doing a minor in both American Sign Language/Deaf Studies and Interpreting American Sign Language and English.This minor is offered by?American Sign Language Studies.2018-282HIST 3360Revise Course (guest: Sherri Olson)Current Copy:HIST 3360. Early Middle Ages Three credits. Olson The decline of Rome, rise of Christianity, the barbarian invasions and kingdoms, culminating in the civilizations of the Carolingian Empire, of Byzantium, and of Islam.Proposed Copy:HIST 3360. Early Middle Ages Three credits. Olson The history of the medieval West from late antiquity to the eleventh century.2018-283HIST 3361Revise Course (guest: Sherri Olson)Current Copy:HIST 3361. The High Middle Ages Three credits. Olson The history of Europe from the tenth through the fourteenth centuries. The development and expansion of European civilization, the revival of a money economy and town life, the development of feudal monarchy, the conflict of Empire and Papacy, the crusades.Proposed Copy:HIST 3361. The High and Later Middle Ages Three credits. Olson The history of the medieval West from the tenth to the fifteenth centuries.2018-284Medieval StudiesRevise Minor (guest: Sherri Olson)Current Copy:Students must complete at least five upper-level courses in Medieval Studies disciplines, for a total of 15 credits. No more than three of these credits may be transferred from another college or university. Coursework must be at the 3000-4000 level, and may also include Variable Topics, Special Topics, Independent Study, Foreign Study, and graduate-level courses, as determined by the course content and consent of one of the Minor Advisors.The five courses must be drawn from at least four of the following categories:Art History:?ARTH 3210/W,?3220/W,?3230/W,?3240/W,?3260/WClassics and Ancient Mediterranean Studies: CAMS 3102.?3213,?3232,?3244;?CAMS 3243/HIST 3340English:?ENGL 3111,?3301,?3495,?3501,?3603Hebrew and Judaic Studies:?HEJS 3201,?3301;?CLCS 3201;?HEJS 5397/CLCS 5301History:?HIST 3335/CAMS 3250;?HIST 3340/CAMS 3243;?HIST 3350,?3360,?3361,?3420,?3460,?3704Interdepartmental:?INTD 3260Italian Literary and Cultural Studies:?ILCS 3253,?3254,?3255WMusic:?MUSI 3401Philosophy:?PHIL 3261Political Science:?POLS 3002Spanish:?SPAN 3200,?3261Proposed Copy:Students must complete at least five upper-level courses in Medieval Studies disciplines, for a total of 15 credits. No more than three of these credits may be transferred from another college or university. Coursework must be at the 2000 level and above, and may also include Variable Topics, Special Topics, Independent Study, Foreign Study, and graduate-level courses, as determined by the course content and consent of one of the Minor Advisors (see below). The five courses must be drawn from at least four of the following categories. Arab and Islamic CivilizationsARAB2751 Arabic Folk Tales and Mirrors for PrincesARAB3550W Classical Arabic LiteratureARAB3551 Arabic Travel Narratives (language requirement)ARAB3559 Arabic Poetry and Poetics (language requirement)ARAB3751 Al-Andalus: Music, Literature, and Science in Muslim SpainArt HistoryARTH3210/3210W Late Antique and Early Byzantine ArtARTH3220/3220W Early Medieval ArtARTH3230/3230W Romanesque ArtARTH3240/3240W Gothic ArtARTH3260/3260W The Early Illustrated BookClassics and Ancient Mediterranean StudiesCAMS3102 Topics in Advanced Latin CAMS3213 Ovid and MythologyCAMS3224 Vergil and the Roman EpicCAMS3232 Medieval LatinCAMS3244 Ancient Fictions Cross-listed coursesCAMS/HIST3320 Ancient Greece: Troy to SpartaCAMS/HIST3321 Hellenistic World: Alexander to CleopatraCAMS/HIST3325 Ancient Rome: Aeneas to AugustusCAMS/HIST3330 Palestine under the Greeks and RomansCAMS/HIST3326 Ancient Rome: Emperors and BarbariansCAMS/HIST3335 The Early Christian ChurchCAMS/HIST3340 World of the Later Roman EmpireHIST/HEJS3362 The Black Death: Medieval and Modern Responses to CatastropheEnglishENGL3111 Medieval English LiteratureENGL3301 Celtic and Norse Myth and LegendENGL3303 Studies in Early Literature in EnglishENGL3501 ChaucerENGL3603 History of the English LanguageFrenchFREN3230 The Middle Ages: Myths and LegendsHebrew & Judaic StudiesCLCS3201 Comparative Literature and Cultural StudiesHEJS3201 Selected Books of the Hebrew BibleHEJS3241 Jewish Magic from Late Antiquity through the Early Modern PeriodHEJS3301 Jewish Middle Ages HEJS5316 Jewish Martyrdom in the Middle AgesHistoryHIST3350 ByzantiumHIST3360 Early Middle AgesHIST3361 High and Later Middle AgesHIST3420 English History to 1603HIST3460 Italy 1250-1600HIST3704 Medieval Islamic Civilization to 1700InterdepartmentalINTD3260 The Bible Italian Literary and Cultural Studies:ILCS3253 Dante and His TimeILCS3254 Boccaccio and His TimeILCS3255W Dante’s Divine Comedy in English TranslationMusicMUSI3401 Music History and Literature Before 1750PhilosophyPHIL3261 Medieval PhilosophyPolitical SciencePOLS3002 Classical and Medieval Political TheorySpanishSPAN3200 Spanish Civilization to the Modern PeriodSPAN3231 Great Works of Spanish Literature from its Origins to the Golden Age SPAN3261 Old Spanish Language and LiteratureThe Minor is offered by the Medieval Studies Program2018-285Crime and JusticeRevise Minor (guest: Monica van Beusekom)Current Copy:The purpose of the minor is to introduce students to the interdisciplinary study of crime and justice. Students pursuing this minor will be able to explore how crime is defined, what its causes are, what its impact is, and how social, political, and legal institutions shape and respond to it.RequirementsEighteen credits at the 2000-level or higher are required:Three credits each from Group 1 (Crime and Justice), Group 2 (Deviance and Violence), and Group 3 (Law).Six additional credits from any of the Groups 1, 2, and 3.Three credits of approved internship or field experience (Group 4) in one of the institutions of the criminal justice system or an agency that interacts on a day-to-day basis with such criminal justice system institutions.Variable topics, special topics, and education abroad courses may be used to meet the requirements of the minor when these focus on the theme of the minor. Approval by the minor advisory group is required.A maximum of six credits in the minor may be part of the major; minor courses may contribute to the related field courses of the major with the major department’s consent.1. Crime and JusticePOLS 2998, 3827; SOCI 2301, 2310; SOCI/WGSS 33172. Deviance and ViolenceHDFS 3420; PSYC 2300; SOCI 3311; WGSS/HRTS 22633. LawHDFS 3520, 3540; PHIL 3226; POLS 3807, 3817; SOCI 38234. InternshipHDFS 3080; INTD 3590; POLS 3991; PSYC 3880; SOCI 3990 (two credits) and SOCI 3991 (one credit); URBN 3991(two credits) and URBN 3981 (one credit); another 2000-level or higher internship or field experience course approved in advance by a minor advisor.The minor is administered by the Individualized and Interdisciplinary Studies Program (IISP), Rowe 419. A list of Crime and Justice minor advisors from participating departments can be found on the IISP website.Proposed Copy:The purpose of the minor is to introduce students to the interdisciplinary study of crime and justice. Students pursuing this minor will be able to explore how crime is defined, what its causes are, what its impact is, and how social, political, and legal institutions shape and respond to it.RequirementsEighteen credits at the 2000-level or higher are required:Three credits each from Group 1 (Crime and Justice), Group 2 (Deviance and Violence), and Group 3 (Law).Six additional credits from any of the Groups 1, 2, and 3.Three credits of approved internship or field experience (Group 4) in one of the institutions of the criminal justice system or an agency that interacts on a day-to-day basis with such criminal justice system institutions.Variable topics, special topics, and education abroad courses may be used to meet the requirements of the minor when these focus on the theme of the minor. Approval by the minor advisory group is required.A maximum of six credits in the minor may be part of the major; minor courses may contribute to the related field courses of the major with the major department’s consent.1. Crime and JusticePOLS 2998, 3827; SOCI 2301, 2310; SOCI/WGSS 3317; HIST 2810 Crime, Policing, and Punishment in the United States2. Deviance and ViolenceHDFS 3420; PSYC 2300; SOCI 3311; WGSS/HRTS 22633. LawHDFS 3520, 3540; PHIL 3226; POLS 3807, 3817; SOCI 38234. InternshipHDFS 3080; INTD 3590; POLS 3991; PSYC 3880; SOCI 3990 (two credits) and SOCI 3991 (one credit); URBN 3991(two credits) and URBN 3981 (one credit); another 2000-level or higher internship or field experience course approved in advance by a minor advisor.The minor is administered by the Individualized and Interdisciplinary Studies Program (IISP), Rowe 419. A list of Crime and Justice minor advisors from participating departments can be found on the IISP website.2018-286GEOG 3512Add Course (guest: Chuanrong (Cindy) Zhang)Proposed Copy:GEOG 3512. Introduction to Spatial Data ScienceFour credits. Prerequisite: GEOG 2500 and GEOG 3500Q, or permission of the instructor.An introduction to the fundamentals of spatial data science. Application of a high-level programming language—R—for spatial data analysis, visualization and modeling. 2018-287GEOG 3530Add Course (guest: Chuanrong (Cindy) Zhang)Proposed Copy:GEOG 3530. Introduction to GeoComputingThree credits. Prerequisite: GEOG 2500. Recommended Preparation: GEOG 2505.Introduction to GIS programming and scripting to automate GIS and spatial analyses; Students will develop geospatial models using geoprocessing tools within ArcGIS, gain fundamental programming skills in the Python programming language, and employ Python scripting to solve geospatial problems.2018-288GEOG 4516Add Course (guest: Chuanrong (Cindy) Zhang)Proposed Copy:GEOG 4516. Fundamentals of Spatial Database SystemsThree credits. Prerequisite: GEOG 2500 or permission of the instructor. The theories and principles behind the Spatial Database Systems. Students will learn how to design and implement spatial databases. 2018-289GEOG 5516Add Course (guest: Chuanrong (Cindy) Zhang)Proposed Copy:GEOG 5516. Fundamentals of Spatial Database SystemsThree credits. Not open for credit to students who have passed GEOG 4516.The theories and principles behind the Spatial Database Systems. Students will learn how to design and implement spatial databases. 2018-290GEOG 4518Add Course (guest: Chuanrong (Cindy) Zhang)GEOG 4518. Mobile GISThree credits. Prerequisite: GEOG 2500 or permission of the instructor. Recommended Preparation: GEOG 4515.This course covers how to develop, test, and publish mobile GIS web and native apps across multiple mobile platforms (Android, iOS, etc.).2018-291GEOG 5518Add Course (guest: Chuanrong (Cindy) Zhang)Proposed Copy:GEOG 5518. Mobile GISThree credits. Instructor consent required. Not open for credit to students who have passed GEOG 4518.This course covers how to develop, test, and publish mobile GIS web and native apps across multiple mobile platforms (Android, iOS, etc.).2018-292GIS Add Major (guest: Chuanrong (Cindy) Zhang)Proposed Copy:Geographic Information Science (GIScience) is the scientific discipline that conducts spatial analysis to examine economic, environmental, physical, and social phenomena. The study of spatial data structures and computational techniques to capture, represent, process, and analyze geographic information are essential to GIScience. GIScience overlaps with and draws from many research fields such as computer science, statistics, mathematics, and psychology, and contributes to progress in those fields. GIScience also supports research in many academic disciplines such as natural resource management, environmental science and engineering, geosciences, agriculture, marine sciences, sociology, history, public health, business, and anthropology. Courses in GIScience enable students to develop capability in spatial thinking and gather in-depth knowledge in geospatial technology. Geospatial technology is a term used to describe the range of modern tools contributing to the geographic mapping and analysis of the Earth and human societies, e.g. geographic information systems (GISystems), remote sensing, the global positioning system (GPS), spatial statistics, web mapping and navigation technologies. According to the U.S. Department of Labor, graduates with skills in geospatial technology are in extremely high demand and are one of the highest growth areas in the federal government. Students have employment opportunities in many corporate and government entities. Students with an undergraduate degree in GIScience are also prepared to move on to graduate school to pursue M.A, M.S., and Ph.D. degrees in many fields that enable them to pursue academic jobs or to secure higher ranking positions in the public and private sectors. B.S. or B.A.Students can obtain a B.S. or B.A. degree. The GIScience B.A. degree does not require students to take chemistry, physics, and calculus, and focuses on classes related to spatial analysis of social issues. The GIScience B.S. degree requires students to take chemistry, physics and calculus and is intended as preparation for students pursuing a career in natural science or engineering with geospatial technology. Students can keep track of their graduation requirements at RequirementsThe major in GIScience requires at least 32 credits of 2000-level or higher courses in the Department of Geography. GIScience majors complete basic core courses before beginning advanced courses. Recommended preparation for the major: GEOG 1302 - GIS Modeling of Environmental Change and GEOG 2410 - New Digital Worlds of Geographic Information Science Required Core Courses (at least 16 credits)The following must be part of the plan of study for the major:GEOG 2500?(4 cr) - Introduction to Geographic Information SystemsGEOG 2505?(4 cr) - Applications of Geographic Information SystemsNew: GEOG 3530 (3 cr) - Introduction to GeoComputingGEOG 3510 (4 cr) - Cartographic Techniques or GEOG 3500Q (4 cr) Geographic Data AnalysisWriting course (1 or 3 cr). A W courses from the following list: GEOG 3320W, 4000W, 4001W, 4096W, 4110W, 4200WElectives (15 credits)In addition to the required courses above, the plan of study must include 15 credits of electives from courses below. At least 9 credits of electives must be selected from the list of GIScience courses. At least 6 credits of electives must be selected from the list of Human Geography or Physical Geography courses. At least 3 credits must be 4000-level.GIScience courses: GEOG 2510 - Visualizing Geographic DataGEOG 3110 - Location AnalysisGEOG 3500Q - Geographic Data Analysis *New: GEOG 3512 – Introduction to Spatial Data ScienceGEOG 3505 - Remote Sensing of Marine GeographyGEOG 3510 - Cartographic Techniques*(* if it’s not chosen as a core course)GEOG 4130 - Geographical Analysis of TransportationGEOG 4230 - GIS and Remote Sensing for Geoscience ApplicationsGEOG 4515 - Web GISNew: GEOG 4516 - Fundamentals of Spatial Database SystemsNew: GEOG 4518 – Mobile GISHuman Geography courses:GEOG 2000, 2100, 2200, 2400, 3000, 3200, 4210, 4220Physical Geography courses:GEOG 2300, 2310, 2320, 3310, 3400, 3410, 3420, 4300Related Courses (12 credits)12 credits of related coursework taken in other departments. At least 3 credits of related courses must be selected from the list of Remote Sensing courses. The following is a list of pre-approved related courses that may be relevant to the GIScience major. This is not a complete list. Other courses possible with approval of a student’s Geography advisor.Remote Sensing courses: NRE 3535, 4535, 4545, 4575Computer Science and Engineering courses: CSE 2050, 2100, 2102, 2300, 2304, 2500, 3000, 3100, 3150; 3300, 3400, 3500; CE 2251, 2310, 2410, 2710Math and Statistics courses: MATH 2110Q, 2130Q, 2210Q, 2410Q, 2420Q; 3160, 3410, 3435, 3710; STAT 2215Q, 3025Q, 3115Q, 3375Q, 3445, 3515QSocial Science courses: ANTH 2510, 3003, 3090, 3503, 3512, 3513, 3514, 3515; INTD 3584, 3594; POLS 2062, 2072Q; SOCI 3201, 3211Q; URBN 2000, 2100, 2301Q, 2302, 2400, 3000, 3993, 3981/3991, 3998; COMM 2110, 2940, 3000Q, 3300; WGSS 2124, 2255, 2255W, 3255, 3255W, 3269 Natural Science courses: GSCI 2500, 3230, 4050W, 4210, 4735; EEB 4100, 4230W; MARN 2060, 3000, 3014, 3030, 3812Economics courses: ECON 2211Q, 2212Q, 2301, 2311, 2312, 2327, 3313 2018-293PHIL 5325Add CourseProposed Copy:PHIL 5325. Topics in Africana Philosophy Three credits. Open only to Philosophy graduate students, others by permission. May be repeated with a change of topic for a maximum of nine credits. Philosophical problems from across African American philosophy, Afro-Caribbean philosophy, and African philosophy, examined using resources from Africana analytical, dialectical, existential, feminist, phenomenological, and pragmatist thought. May include a historical focus on ideas from ancient African philosophy or the period of the emergence of Euromodern philosophy.2018-294SOCI/WGSS 5612Revise CourseCurrent Copy:SOCI 5612. Feminist Theory and Social Science Three credits. Prerequisite: Instructor consent. Examines intellectual background and contemporary context for feminist theoretical debates in the social sciences. Explores these debates with reference to feminist perspectives on political theory, science, economics, postmodernism, postcolonialism, globalization, socialization, and sexuality.Proposed Copy:SOCI/WGSS 5612. Feminist Theory and Social Science Three credits. Prerequisite: Instructor consent. Examines intellectual background and contemporary context for feminist theoretical debates in the social sciences. Explores these debates with reference to feminist perspectives on political theory, science, economics, postmodernism, postcolonialism, globalization, socialization, and sexuality.ADDITIONAL MATERIALS:A. Approvals by the Chair2018-274COMM 5895Add Special Topic: Intercultural CommunicationProposal to offer a new or continuing ‘Special Topics’ course (xx95; formerly 298)Last revised: September 24, 2013Understanding the unique character of special topics courses: ‘Special Topics’, in CLAS curricular usage, has a narrow definition: it refers to the content of a course offering approved on a provisional basis for developmental purposes only. Compare this definition with that of variable topics (xx98) courses.It is proposed by a department and approved conditionally by the college only with a view toward its eventual adoption as a permanent departmental offering. For this reason, such conditional approval may be renewed for not more than three semesters, after which the course must be either brought forward for permanent adoption, or abandoned. The factotum designation xx95 is to be assigned to all such developmental offerings as proposed. Note: Such courses are normally reviewed by the Chair of CLAS CC&C, and do not require deliberation by the Committee unless questions arise. Courses must be approved prior to being offered, but are not subject to catalog deadlines since they do not appear in the catalog. Special Topics courses are to be employed by regular faculty members to pilot test a new course, with the idea that it is likely to be proposed as a regular course in the future. Submit one copy of this form by e-mail to the Chair of CLAS after all departmental approvals have been obtained, with the following deadlines:?(1) for Fall listings, by the first Monday in March (2) for Spring listings, by the first Monday in November?1. Date of this proposal: ?OCT.30, 20182. Semester and year this xx95 course will be offered: ?SPRING 20193. Department: ?COMMUNICATION4. Course number and title proposed: ?5895 INTERCULTURAL COMMUNICATION5. Number of Credits: ?36. Instructor: ?DIANA RIOS7. Instructor's position: ASSOC. PROF. COMM & EL INSTITUTO(Note: in the rare case where the instructor is not a regular member of the department's faculty, please attach a statement listing the instructor's qualifications for teaching the course and any relevant experience).8. Has this topic been offered before? Y. If yes, when??SP.17.9. Is this a ( ) 1st-time, ( X) 2nd-time, ( ) 3rd-time request to offer this topic? 10. Short description:?The course covers core theories, debates, applications, case studies, in g(local) communication across cultural boundaries.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: Department Faculty:?14. Name, Phone Number, and e-mail address of principal contact person: Diana I. Rios—diana.rios234@Spring 2019 DRAFT—DRAFT-- DRAFTCross-cultural CommunicationCOMM 5895 11-12:15, Arjona Bldg.Instructor: Dr. Diana RiosOffice Hours: Tuesdays 2-4pmEmail and text: diana.rios234@ Course DescriptionThis graduate seminar takes an interdisciplinary approach to cross-cultural communication, as this area has been informed by various disciplines. Seminar participants will be introduced to classic or typical, cross-cultural theories as well as newer approaches in the study of cultures and cultural group interactions. Course materials offer a range of examples from select global communities. Readings, discussion topics and assignments are geared toward individuals planning to conduct research among a variety of population segments and serve diverse communities. Topics include but shall not be limited to: intercultural communication history; demographic changes; ethnic identities; conflict and cooperation; violations, moral choices, professional responsibilities; acculturation, adaptation, assimilation; media use; media representation; gender and sexuality; high and low context communication; time orientation; the sojourn; and culture shock.Course ObjectivesAcquaint seminar participants with select cross-cultural literature from a broad, interdisciplinary field.Enhance analytical skills for conducting research that is intercultural in scope.Cultivate respect toward cultural others while planning and conducting projects.Heighten awareness of emerging scholars’/professionals’/adult learners’ own culturally based values and communication styles and understand implications when working cross-culturally.Increase understanding of conflict-cooperation patterns across cultures and implications of these processes in everyday work, family, education, religious, news and entertainment contexts.Co-support tolerance, if not acceptance, of human differences across gender, race, sexuality, etc.Raise consciousness regarding issues of global human dignity and rights.Encourage moral and ethical sensitivity in research/professional practices with co-cultures in our domestic and global societies.Course TextbookJ.E. Neuliep—Intercultural communication: A contextual approach--use the 6th edition RecommendedC. E. Rodriguez—Changing Race: Latinos, the Census and the history of ethnicity in the United States Recommended FilmsEat Drink Man Woman, directed by Ang Lee (2000)Tortilla Soup, directed by Maria Ripoll (2002) Coursework and GradingParticipation (collegial, cooperative sharing of perspectives and all presentations)—20%Description of Review of Literature—10%Annotated Bibliography—10%Term Paper Outline—10%Term Paper—50% Class participation includes participation in regular discussions, volunteering for responsibility, or co-sharing responsibility of 2 or more readings, your term paper presentation. When possible, students may attend specific campus guest lectures and campus events of relevance to the course. Description of topic, issue for your review of literature (1 page). This includes a working title at the top of the page, a concise description of your topic, a timeline for completion. You should declare your topic to your peers at every opportunity. You may find that you can exchange some resources. The annotated Bibliography (7 pages). It contains three sections: I. Description of the topic, theory, case to be examined and the rationale for undertaking the review. You must justify how the topic fits in the area of cross-cultural communication or related interdisciplinary cross-cultural specialties; II. The actual annotated bibliography is what you personally write based on literature source searches you have done; III. Summation, concluding remarks; IV. Description of steps to take next and the timeline for completion. The term paper Outline (4 pages). This contains a close semblance of you will be improving and polishing for your term paper. You will have: a) an acceptable title with two components; b) abstract; c) a brief introduction of the topic to be addressed and what the reader will expect; d) a skeletal overview of what you expect for your term paper; c) concluding remarks regarding the future for the topic; d) description of next practical, theoretical, conceptual steps the grad. student scholar will take, and the timeline for completion; e) working bibliography. The Term Paper is a synthesis, a review of literature on a cross-cultural topic that is relevant to the course and to your professional research goals. In your paper you will emphasize critical moments, quandaries, and the latest developments of your chosen theory, topic or case. This is due on the last day of university classes. The Term Paper Presentation is a 20 minute talk on your term paper. “Get dibs” on a time slot during the last weeks of the term. You must hand out a one page general outline of your paper to your peers. Taking charge of articles happens when you alone talk about a reading or you collaboratively talk about a reading. Overtly “sign up” for taking charge of a reading.You “get dibs” on a reading by telling everyone you “got dibs” in class and making sure that the professor has this recorded on her syllabus. You also remind people that you “got dibs” on certain readings. Prepare a 1 page overview of your article for your peers and hand out this sheet. Include some thought questions for deliberation and further discussion. Invited Experts will grace our class when their work obligations and schedules permit. We must be flexible and welcoming when they share their time with us. Content Modules This course has been newly overhauled. Some modules take longer to cover than others. Because of guest speaker schedules, we may need to cover a module a bit earlier or a bit later. You should be open to this flexibility. SCHEDULE WeekClass DateTopic/Special LocationHomework1Jan.Jan.Welcome, personal introductions. Introducing cross-cultural, intercultural communication in [g]local contexts.Start work on Description of topic, issue, case for your review of literature. Neuliep chapter 1. Start Module 1 articles.2Jan.Jan. Classic Concepts, terminologies.Continue work on Description of topic, for your review of literature. Read Neuliep chapter 1, 2, 12Module 1, 2,12 articles.3Jan.Feb.Microcultures, subgroups, population groups.Continue work on Description of topic, submit at end of this week. Begin work on annotated Bib.Continue Neuliep 1, 2, 12 and related articles.Begin Neuliep chapter 3. Module 3 articles. 4FebFeb.Microcultures, subgroups, population groups.Work on annotated Bib. Module 3 articles. 5Feb.Feb.Microcultures, subgroups, population groups.Work on annotated Bib, submit end of this week. Module 3 articles. 6Feb.Feb. Microcultures, subgroups, population groups.Begin work on term paper outline.Module 3 articles.7Feb.March Context, TimeContinue work on term paper outline.Read sections of Neuliep chapter 4. Module 4 articles. 8MarchMarchContextContinue work on term paper outline.Module 5 articles. March 12-18, BreakSPRING BREAK 9MarchMarchContextSubmit term paper outline this week.Module 5 articles. 10MarchMarchConflictRead Neuliep chapter 10. Module 10 articles.Begin work on presentations.11April AprilConflictRead Neuliep chapter 10. Module 10 articles. Continue work on presentations.12 AprilAprilContextRead Neuliep chapter 11. Module 11 articles.Continue work on presentations.13AprilAprilPresentations.Presentations.14AprilAprilPresentations.This is the last week of the term. Presentations. Module 1: Cross-cultural Communication--An Interdisciplinary Field?J. Martin and T. Nakayama, The history of the study of intercultural communication, ch.2 in Intercultural communication in contexts.?Samovar and Porter, Understanding culture: alternative views of reality, ch. 2 of Communication between cultures.?W. Gudykunst, Our expectations of strangers, ch.3 in Bridging differences: Effective intergroup communication.?W. Leeds-Hurwitz, Writing the intellectual history of intercultural communication Module 2: Classic Concepts in Intercultural Communication--High/Low Context, Individualism/Collectivism, Culture Shock, Sojourning, etc.?E. T. Hall, Context and meaning, ch. 6 in Beyond culture.?M. Kittler, D. Rygal, A. McKinnon, Beyond culture, beyond control?L. Brown and I. Halloway, The initial stage of the international sojourn?J. McLennan, There’s a lizard in my living room and a pigeon in my classroom Module 3.1: Microculture, US Ethnic Group, Native identities?M. Schwarz, Fire rock: Navajo prohibitions against gambling?D. Cuillier, S. Ross, Gambling with identity?S. Pack, Global transmission, local consumption: Navajo resistance?J. Steinfeldt and J. Steinfeldt, Multicultural training intervention to address American Indian stereotypes?L. Lee, Navajo cultural identity?E. Staurowsky, Privilege at playModule 3.2: Microculture, US Ethnic Group, Latino identities?C. E. Rodriguez—Changing Race (recommended)?S. Oboler, Hispanic ethnicity, the ethnic revival, and its critique, ch. 4 in Ethnic labels, Latino lives: Identity and the politics of representation in the United States.?S. Rinderle, Quiénes son, quiénes somos?S. Rinderle, D. Montoya, Hispanic/Latino identity labels Module 3.3: Latino, Black Dynamics in Communication?T. Hernandez, Latino anti-black violence?B. Piatt, Bringing us together, in Black and Brown in America: The case for cooperation?Mindiola, Flores, Rodriguez, Prospects for Black-Brown relations, ch. 6 in Black-Brown relations and stereotypes.?J. Markert, The changing face of racial discrimination: Hispanics as the dominant minority?S. McElmrruy, Elvira Arellano, No Rosa ParksModule 3.4: Culture, Sexuality?D. Potoczniak, et al, Experiences of coming out to parents among African American, Hispanic?E. Thompson, Girlfriend or girlfriend: Same-sex friendship?D. Nylund, Reading Harry Potter, popular culture, queer youth?S. Howard, Intercultural (mis)communication: Why would you out me in class?D. Pompper, Masculinities, the metrosexual and media images?Dhoest, Audiences out of the box diasporic sexual minoritiesModule 4: Environmental Context, Time?E. T. Hall, The voices of time, ch. 1 in The silent language.?E. Kaynak, A. Kara, A. Apil, et al , An investigation of people’s time orientation?H.M. Voorveld, C. Segijn, P. Ketelaar, et al, Investigating the prevalence and predictors of media multitaskingModule 5.1: Transnational Media?J. Spencer and J. Straubhaar, Broadcast research in the Americas?D. Frau-Megs, Big brother and reality TV in Europe?J. James, Are changes in the digital divide consistent with global equality?A. Moran, Global franchising?C. Demont-Heinrich and M. Ivanisin, You’re invading the world and you don’t even know where Slovenia is?S. Croucher, D. Omen and E. Steele, An examination of media usage among French muslims?A. Miglietta and S. Tartaglia, The influence of length of stay, linguistic competence andmedia exposure?C. Kenny, Súil Eile another way of seeing minority language broadcastingModule 5.2: Global Issues in Asian Communication?G.Wang and E. Kuo, The Asian communication debate?G.Wang and V. Shen, East West communication and theory?C. Lin, Global communication debate?E. Prébin, Three-week re-education to Koreanness Module 5.3: Mediated Cultures?M. Lwin, A. Stanaland, J. Williams, American symbolism in intercultural communication?K. Kamara, M. Orbe, Analyzing strategic responses?G. Chen, S.Williams, N. Hendrickson et al, Male mammies?M. Fitzgerald, Evolutionary stages of minorities?R.Villareal and R.Peterson, Hispanic ethnicity and media behavior?G. Soruco, Mass media use among South Florida Hispanics?C. Feliciano Racial boundaries Latinos internet dating racial preferences?M. Stokes, Clemens, Rios Brown beauty, body image, Latinas and mediaModule 6, 7, see other modules.Module 8: Nonverbal Codes: Consuming Desires and Culture?M. Gram, V. de la Ville, A. Le Roux et al, Communication on food?C. Hsu, Authentic tofu?D. Negra, Consuming Ireland?I. Cusack, African cuisines?L. Lindenfeld, Visiting the Mexican American family?A. Beagan, D’Sylva, Food is culture?L. Jingxia, S. Zhaodan, Lu Jingxia et al, A comparative study of tea?Z. Chytkova, Consumer acculturation, gender and food: Romanian?Y. Chen, Bodily Memory Module 9, see other modulesModule 10.1: Interc. Conflict, Reaching Toward Reconciliation?E. Chua, W. Gudykunst, Conflict resolution in low and high context cultures?C. Gallois, Reconciliation through communication in intercultural?M. Ross, Creating conditions for peace-making?M. Hernandez, Bridging Gibraltar: Latinos as agents of reconciliation?J. Lee, Constructing race and civility in urban America?J. Hoover, Dialog: Our past, our present, our future?M. Collier, Negotiating identity positions and intercultural relationships?G. Spencer, The impact of television on the Northern Ireland peace negotiationsModule 10.2: Interc. Conflict, Media Journalism?D. G. Ellis, Media and political conflict, ch. 5 in Transforming conflict: Communication and ethnopolitical conflict.?C. Pont Sorribes and S. Corti?as Rovira, and Journalistic practice in risk and crisis situations Module 11: Ethics, Culture, Health, Professional Responsibilities?B. J. Hall, Can judgments of right and wrong be made when dealing with other cultures? ch. 11 in Among cultures: The challenge of communication.?S. Ting-Toomey and L. Chung, How can we become ethical intercultural communicators?, ch. 13 in Understanding intercultural communication.?S. Abrams, History, ethics and the truth?S. Reverby, The art of medicine?I. Cohen and E. Adashi, In the wake of Guatemala?A. Stern, Sterilization in the name of public health?V. Freimuth, S. Quinn, S. Thomas, et al, African American views on research and the Tuskeegee study?C. Mullavey-O’Byrne, Intercultural communication for healthcare professionals?Hayes-Bautista, R. Chiprut, Healing LatinosModule 12: Acculturation and related processes?H. Gans, Toward reconciliation assimilation pluralism?D. Sam, Acculturation?M. Sobre-Denton, Cultural adjustment models?Teske, Acculturation assimilation 2018-275ENGL 6750Add Special Topic: The Gothic Novel and its British and Irish ContextsProposal to offer a new or continuing ‘Special Topics’ course (xx95; formerly 298)Last revised: September 24, 2013Understanding the unique character of special topics courses: ‘Special Topics’, in CLAS curricular usage, has a narrow definition: it refers to the content of a course offering approved on a provisional basis for developmental purposes only. Compare this definition with that of variable topics (xx98) courses.It is proposed by a department and approved conditionally by the college only with a view toward its eventual adoption as a permanent departmental offering. For this reason, such conditional approval may be renewed for not more than three semesters, after which the course must be either brought forward for permanent adoption, or abandoned. The factotum designation xx95 is to be assigned to all such developmental offerings as proposed. Note: Such courses are normally reviewed by the Chair of CLAS CC&C, and do not require deliberation by the Committee unless questions arise. Courses must be approved prior to being offered, but are not subject to catalog deadlines since they do not appear in the catalog. Special Topics courses are to be employed by regular faculty members to pilot test a new course, with the idea that it is likely to be proposed as a regular course in the future. Submit one copy of this form by e-mail to the Chair of CLAS after all departmental approvals have been obtained, with the following deadlines:?(1) for Fall listings, by the first Monday in March (2) for Spring listings, by the first Monday in November?1. Date of this proposal: March 1, 20182. Semester and year this xx95 course will be offered: Fall 20183. Department: ?English4. Course number and title proposed: ENGL 6750-02 The Gothic Novel and its British and Irish Contexts5. Number of Credits: ?36. Instructor: Mary Burke7. Instructor's position: Professor of English(Note: in the rare case where the instructor is not a regular member of the department's faculty, please attach a statement listing the instructor's qualifications for teaching the course and any relevant experience).8. Has this topic been offered before? no If yes, when??9. Is this a ( ) 1st-time, ( ) 2nd-time, ( ) 3rd-time request to offer this topic? 10. Short description:?An examination of the gothic novel in its British and Irish contexts.11. Please attach a sample/draft syllabus to first-time proposals. . Comments, if comment is called for: ?13. Dates approved by: March 1, 2018Department Curriculum Committee: English Grad Fac Department Faculty:?14. Name, Phone Number, and e-mail address of principal contact person: Mary.udal@uconn.edu Supporting DocumentsIf required, attach a syllabus and/or instructor CV to your submission email in separate documents. This version of the CV will be made public. Do not include any private information.2018-276WGSS 3995Add Special Topic: Women in MusicProposal to offer a new or continuing ‘Special Topics’ course (xx95; formerly 298)Last revised: September 24, 2013Understanding the unique character of special topics courses: ‘Special Topics’, in CLAS curricular usage, has a narrow definition: it refers to the content of a course offering approved on a provisional basis for developmental purposes only. Compare this definition with that of variable topics (xx98) courses.It is proposed by a department and approved conditionally by the college only with a view toward its eventual adoption as a permanent departmental offering. For this reason, such conditional approval may be renewed for not more than three semesters, after which the course must be either brought forward for permanent adoption, or abandoned. The factotum designation xx95 is to be assigned to all such developmental offerings as proposed. Note: Such courses are normally reviewed by the Chair of CLAS CC&C, and do not require deliberation by the Committee unless questions arise. Courses must be approved prior to being offered, but are not subject to catalog deadlines since they do not appear in the catalog. Special Topics courses are to be employed by regular faculty members to pilot test a new course, with the idea that it is likely to be proposed as a regular course in the future. Submit one copy of this form by e-mail to the Chair of CLAS after all departmental approvals have been obtained, with the following deadlines:?(1) for Fall listings, by the first Monday in March (2) for Spring listings, by the first Monday in November?1. Date of this proposal: November 1, 20182. Semester and year WGSS 3995/MUSI 4995 course will be offered: Spring 20193. Department: Music; Women’s, Gender, and Sexuality Studies Program 4. Course number and title proposed: WGSS 3995/MUSI 4995 Women in Music5. Number of Credits: 36. Instructor: Anna Hayrapetyan7. Instructor's position: Lecturer(Note: in the rare case where the instructor is not a regular member of the department's faculty, please attach a statement listing the instructor's qualifications for teaching the course and any relevant experience).8. Has this topic been offered before? Yes If yes, when? Spring 20159. Is this a ( ) 1st-time, ( X ) 2nd-time, ( ) 3rd-time request to offer this topic? 10. Short description: Women continue to be underrepresented and misrepresented in all fields of music, and disparities are even greater for women of color, gender and sexual minorities. Women in Music (WGSS 3998/MUSI 4995) is an exploration of Women’s roles, presence and stance in creation, performance and criticism of music. In this class we will discuss representations of women, gender and sexuality in different forms of music. In addition we will analyze musical constructions of masculinity, femininity, and sexuality in multiple musical genres. We will explore the effects of constructions of gender on music composition, performance, and criticism. 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: 10.17.2018Department Faculty:? 10.17.201814. Name, Phone Number, and e-mail address of principal contact person:Anna Hayrapetyan203 645 2701Anna.Hayrapetyan@uconn.edu Supporting DocumentsIf required, attach a syllabus and/or instructor CV to your submission email in separate documents.This version of the CV will be made public. Do not include any private information.Departments of Music; Women’s Gender & Sexuality StudiesWGSS 3995/MUSI 4995: Women in Music; Spring 2018Tuesday and Thursday: 9:30pm – 10:45pmInstructor: Anna Hayrapetyan; Office Hours: 8:15-9:15, Tues & ThursOffice & E-mail: Beach Hall 416, Anna.Hayrapetyan@uconn.eduWomen continue to be underrepresented and misrepresented in all fields of music, and disparities are even greater for women of color, gender and sexual minorities. Women in Music (WGSS 3995, MUSI 4995) is an exploration of Women’s roles, presence and stance in creation, performance and criticism of music. In this class we will discuss representations of women, gender and sexuality in different forms of music. In addition we will analyze musical constructions of masculinity, femininity, and sexuality in multiple musical genres. We will explore the effects of constructions of gender on music creation, performance, and criticism. Course ObjectivesStudents will be able to define key concepts and terms for discussing music, as well as concepts and terms for discussing gender and social constructions in relation to music.Students will be able to discuss historic and developing attitudes toward gender and music making.Students will feel comfortable using technical terms and ideas for music and gender to describe both music studied in class, and music from their personal collections.Students will use ideas learned in class to plan and execute a project designed to bring awareness and support to under-represented musicians in their communities.To achieve these goals, you will need to purchase approximately $30 worth of MP3s listed on the syllabus. You will also need access to HuskyCT and JSTOR. Optionally, you may purchase the textbooks listed below. There will be daily reading and listening assignments, as well as online activities. It is important to keep up with the assignments, as they will be incorporated into in-class activities.Your grade will be calculated as follows: Individual presentation (17%), Group Project (17%), Concert Report (17%), In-class Listening Quizzes (17%), Class Participation (17%), Final Reflections Essay (17%). Class participation grades will be based on attendance and participation in class. Students MUST attend class to receive participation points. If you know you will be missing class, it is always best to let your instructor know ahead of time.Students with disabilities should contact the disability office for information on test procedures during the first week of classes before discussing disabilities with me. Disabilities may not be cited retroactively.Students who must miss class for religious observances should inform their instructor within the first three weeks of the semester, and prior to the anticipated absence.Academic misconduct in any form is in violation of the University of Connecticut Student Conduct Code and will not be tolerated. This includes, but is not limited to, copying or sharing answers and plagiarism. Depending on the act, students could receive an F for the ENTIRE course, or be EXPELLED.Cell phones, iPods, and the like must BE TURNED OFF and PUT AWAY when you enter the classroom. TEXTING IS ABSOLUTELY PROHIBITED!! This is a technology free environment, and laptops are not to be used. IMPORTANT: Violating technology rules may be handled as a violation of the Student Code. No Audio or Video Recording of lectures or discussion is permitted due to UConn I.P. policy. The University is committed to maintaining an environment free of discrimination or discriminatory harassment directed toward any person or group within its community – students, employees, or visitors.? Academic and professional excellence can flourish only when each member of our community is assured an atmosphere of mutual respect.? To that end, and in accordance with federal and state law, the University prohibits discrimination and discriminatory harassment, as well as inappropriate Romantic relationships, and such behavior will be met with appropriate disciplinary action, up to and including dismissal from the University.More information is available at protect the campus community, all non-confidential University employees (including faculty) are required to report assaults they witness or are told about to the Office of Diversity & Equity under the Sexual Assault Response Policy.? The University takes all reports with the utmost seriousness.? Please be aware that while the information you provide will remain private, it will not be confidential and will be shared with University officials who can help.? More information is available at in MusicRequired Musical Purchases:iTunes, approximately $30 worth of mp3s (noted on the syllabus under “Listening” headings)Textbooks (readings will be available on HuskyCT, so purchase is optional):Sarah Cooper, Girls! Girls! Girls! Essays on Women and Music, New York: NYU Press, 1996.Lucy O’Brien, She-Bop: The definitive history of women in popular music, London: JawbonePress, 2012.Carol Neuls-Bates, Women in Music: An Anthology of Source Readings from the Middle Ages to thePresent, Boston: Northeastern University Press, 1996.Moisala& Diamond, Music and Gender, Chicago: University of Illinois Press, 2000.Eileen M. Hayes, Songs in Black and Lavender: Race, Sexual Politics, and Women’s Music, Chicago:University of Illinois Press, 2010.January 21, Week 1: Introduction& What is “Music”?“dead white men in wigs: women and classical music” by sophie fuller (Cooper 22 - 36)Listening: Tawnie Olson, “Something to Say,” performed by Shawn Mativetsky, available at: 28, Week 2:Musical Form, and What is “Women”?“Middle Ages” (Neuls-Bates 3 – 36)“Renaissance” & “Baroque” (Neuls-Bates 37-72)Listening: Hildegard of Bingen, “Sequence: O ignisspiritusparacliti,” The Origin of Fire, Anonymous 4Barbara Strozzi, “Lagrime Mie” Diporti di Euterpe, EmanuelaGalliFebruary 4, Week 3:Why have there been no great women composers?“Clara Schumann: Pianist” (Neuls-Bates 91-109), “Fanny Mendelssohn Hensel” (143-153), “Clara Schumann” (153-156), “Cosima Wagner,” (175-179), Nadia Boulanger, (239-246)Women as Teachers & Patrons (184-191),“Should Women Perform with Men?” &“A Classic Formulation of Women’s Inferiority,” (202-211), “Sexual Aesthetics,” (219-223)Listening:Clara Schumann, Piano Concerto in A minor, Alma Mahler Sinfonietta (all 3 movements)February 11, Week 4:Opera Performers and Gender“where are the mothers in opera?” jenniferbarnes (Cooper 86-100)“The Eroticism of Emasculation: Confronting the Baroque Body of the Castrato,” Roger FreitasFreitas, The Journal of Musicology, Vol. 20, No. 2 (Spring 2003), pp. 196-249 (JSTOR)Listening: Alessandro Moreschi “Ave Maria” (2009 Remaster) “The Record of Singing” #3: “Tre canzoni sutestispagnoli” by Elsa Respighi from “Over the Fence,” Tanya Kruse RuckFebruary 18, Week 5: Critics, Musicologists, Industry Professionals“The Impromptu that trod on a loaf: or How Music Tells Stories,” Susan McClary, Narrative, Vol. 5No. 1 (Jan, 1997), pp. 20-35 (JSTOR)“the joy of hacking: women rock critics,” carolinesullivan (cooper 138-148)“Gender, Voice, and Place: Issues of Negotiation…” Karen Pegley(Moisala 306-317)February 25, Week 6: Rock & its Roots“Riffin’ the Scotch from Blues to the Jazz Age,” (O’Brien 16 – 39)“sisters of swing: stardom, segregation and 1940/50s pop,” lucyo’brien (cooper 70-86)“Writing the Biography of a Black Woman Blues Singer,” Jane Bowers (Moisala 140-166)Listening:Bessie Smith, “Me and My Gin,” The Essential Bessie Smith, (1997)Sister Rosetta Tharpe, “This Train,” The Gospel of the Blues (Remastered)March 4, Week 7: More Rock“velocity girls: indie, new lads, old vales,” laura lee davies (cooper, 124-138)“Diary of a Mad Black Woman Festigoer,” (Hayes 9-32)Listening:Janis Joplin, “Summertime,” Janis Joplin’s Greatest HitsLush, “Ladykillers,” Ciao! Best of LushMarch 11, Week 8: Rap ** Group Project Status Report Due**“Women Mix Engineers and the Power of Sound,” BodenSandstrom (Moisala 289-306)“In Search of Our Mother’s Gardens: The true story of women in rap & reggae,” (O’Brien 251-280)“sisters take the rap….but talk back,” helenkolawole (Cooper 8-22)Listening:Roxanne Shanté “Roxanne’s Revenge,” Old School Hip-Hop & Freestyle, Various ArtistsQueen Latifah, “Evil That Men Do,” Rhino Hi-Five: Queen Latifah – EP (2006)March 25, Week 9:MúsicaFeminista“OyeMi Canto: Hear my voice: women in world music,” (O’Brien 280-305)“worlds apart? salsa queen to pops princess,” sue steward (Cooper 50-62)Listening:Celia Cruz, “La NegraTieneTumbao,” Fiesta Latina (2009)Gloria Estefan, “OyeMi Canto,” OyeMi Canto (2006)April 1, Week 10: Sexuality & Androgyny“Redistricting: Gay and Black Outdoors,” (Hayes 89-114)“She Wears the Trousers: Artistry, androgyny, and the lesbian question,” (196-220)Listening:AnidiFranco, “In or Out,” Imperfectly (1992)Katastrophe, “Man Enough,” Let’s F**k, Then Talk About My ProblemsDaniArranka, “Be Like Me,” 8, Week 11: Riot Grrrl and “The Punk Singer” (movie)“Don’t Need You: The Herstory of Riot Grrrl” on youtube()“Final Girls: Punk, performance art, and PMT pop” (O’Brien 110-143)“Talkin’ Tough: The enemy within: women and protest pop” (O’Brien 305-330)Screaming Females, “Something Ugly,” Ugly (2012)Bikini Kill, “I like F*****g,” The Singles (1998)April 15, Week 12: Women in Control?“Lipstick Traces: Madonna, manipulation & MTV,” (O’Brien 167-196)“Nappy (and Deep) Roots,” (Hayes 64-78)Listening:Madonna, “Like a Virgin,” Like a Virgin (1984)Sweet Honey in the Rock, “Study War No More,” Breaths (1988)April 22, Week 13: “Pussy Riot: A Punk Prayer” (movie)“Gender and the Politics of Voice: Colonial Modernity and Classical Music in South India,” AmandaWeidman, Cultural Anthropology Vol. 18 No. 2 May, 2003, 194-232 (JSTOR)“Defining Women and Men in the Context of War: Images in Croatian Popular Music in the 1990s,”NailaCeriba?i? (Moisala 219-239)Listening:Anoushka Shankar, “Si no puedo velar,” TravellerSecret Trial Five “Middle Eastern Zombies,” at secrettrialfive (also on youtube)April 29, Week 14: Industry **Concert Report Due**“pr in the music industry,” sarah cooper (cooper 148-161)“Girlpower! Marketing the millennial generation,” (O’Brien 369-389)“The Fame,” Female stars and the digital age,” (O’Brien 389-406)May 6, Final Exams Week: Final Essay due during posted exam time2018-277WGSS 3995Add Special Topic: Superheroes and the Meaning of America1. Date of this proposal: November 2 20182. Semester and year this xx95 course will be offered: Fall 20193. Department: Women’s, Gender, and Sexuality Studies4. Course number and title proposed: 3995; “Superheroes and the Meaning of America”5. Number of Credits: 36. Instructor: Barbara Gurr7. Instructor's position: Associate professor in residence(Note: in the rare case where the instructor is not a regular member of the department's faculty, please attach a statement listing the instructor's qualifications for teaching the course and any relevant experience).8. Has this topic been offered before? No 9. Is this a ( x ) 1st-time, ( ) 2nd-time, ( ) 3rd-time request to offer this topic? 10. Short description: This course uses feminist, queer, and critical race theories to examine the role of superheroes in producing and reifying American identity, and the role of politics and society in superhero narratives.11. Please attach a sample/draft syllabus to first-time proposals. Please see attached.12. Comments, if comment is called for: 13. Dates approved by: 10/17/201814. Name, Phone Number, and e-mail address of principal contact person: Barbara Gurr – Barbara.gurr@uconn.edu Superheroes and the Meaning of AmericaWGSS 3995.002Barb GurrSome heroes wear capes, some wear tights, and some wear ripped t-shirts. They are aliens, shape-shifters, immigrants, amazons and gods; gay, straight, wealthy, working class, and, well, green. But what do they mean? What do their stories tell us about “America”? What do they reveal about dis/abilities, family, honor, and rage? When we take our superheroes seriously (and we will), what do we learn about Cartesian dualism, colonialism, national existential crises, revolution, backlash, and liberation? In this class we will use feminist, critical race, and queer theories to explore the superhero universe in all its masked, muscle-bound glory to discern the ways in which superheroes and the meaning of “America” intertwine, react, produce, and reproduce each other as we explore “truth, justice, and the American way”.COURSE OBJECTIVES:By the end of this course, you will be able to:Use feminist, critical race, and queer theories to analyze superhero narratives for gender, race, and sexuality Explain how the historical trajectory of superhero narratives mirrors and potentially produces the cultural, political, and economic trajectory of the United States Interpret visual and literary expression from the vantage of a range of critical perspectivesCOURSE TEXTS:Fawaz, Ramzi. The New Mutants: superheroes and the radical imagination of American comicsDarowski, Joseph. The Ages of Wonder Woman: Essays on the Amazon Princess in Changing TimesYang and Liew. ShadowHeroAmerica Chavez vol. 1 and 2Nama, Adilifu. SuperBlack: American Pop Culture and Black SuperheroesAs well as numerous articles and films available online and through Amazon and NetflixASSIGNMENTS:PARTICIPATION 25%Participation is crucial in this class. Participation requires completing assignments on time; active listening; and engagement in discussion and in-class activities.GROUP PRESENTATION: 15%You will be divided into groups. Your group is responsible for presenting one theoretical piece during the semester. Your presentation should cover the main idea of the piece; provide supporting evidence from the text; provide supporting evidence from other class sources. It should take absolutely no longer than 30 minutes, including time for questions. A good approximation is 20 minute to present, 10 minutes to discuss. GROUP PROJECT: 15%Your Group will complete one project at the end of the semester which clearly demonstrates one of our course objectives. You must choose one of the options below, and we will discuss further in class.As discussed in class, the visual aesthetic of superheroes, whether in comics, graphic novels, film, or television, is as important as the stories about them. In this project, your group will design 4 full-size posters, each for a different superhero that you create. Keep in mind the design elements we discuss in class as well as our theoretical approaches..Make a movie trailer for a new superhero movie and then “pitch” it to the class. Examples will be provided. This must be a MOVIE, not a powerpoint, and should be no longer than 4 minutes. Your pitch is limited to 10 minutes. Your movie should reflect our learning about the meaning and purpose of superheroes in America, and your superhero should not be one we discussed in class.A standard powerpoint presentation in which you analyze a superhero movie we have not watched in class. Your presentation can take no longer than 20 minutes total + 10 minutes for discussion (similar to your group presentation earlier in the semester). Your analysis must incorporate and directly reference our course material. If your group chooses to do this project, you must let me know by mid-April, as the entire class will be asked to watch this movie ahead of time. COMIC BOOK: 20%You will design, illustrate, and narrate one superhero comic which utilizes: theoretical approaches from class (feminist, queer, critical race, and/or disability studies) and a consideration of “American” values as discussed in class; your comic must contain both graphic and literary content; it must be at least 8 panels. We will discuss in class.SUPERHERO FILM REVIEW: 10%You are asked to write a review of any superhero film we watch in class. This review should follow standard film review guidelines (examples will be provided) AND analyze the film using one of our theoretical approaches (feminist, critical race, or queer). It should be no longer than 2 pages. It is due on Huskyct the day we discuss the film in class, before class starts.FINAL RESPONSE PAPER: 15%Your final response paper is your opportunity to demonstrate your mastery of any ONE of our course objectives. You must correctly cite course texts and include a works cited page. You must include a personal reflection on the class which considers what you learned, how, and what it means to you personally; your paper should be free of all grammatical errors. It will be 3 to 4 pages long, not including the works cited page.ASSIGNMENT CALENDAR:Week one:IntroductionsPLEASE READ:Fawaz: “Introduction: Superheroes in America”Week two:GENDER AND SUPERSPLEASE READ:Collenette: “What superheroes teach us about masculinity” at Finn: “Marston’s Feminist Agenda” Brown: “Comic book masculinity and the new Black Superhero” (pdf on Husky)PLEASE WATCH:Wonder Woman E1S1Week three:SUPER FEMINISTPLEASE READ: “Wonder Woman’s Lib” and “SteveTrevor, Equal?” and “Backlash andBracelets” (in Darowski)PLEASE WATCH:Wonder Woman, E2S1; E3S1SuperGirl E1S1; E2S1; E6S1Week four:SUPERFAMILYPLEASE READ:Ormrod: “Testing the Limits of the Familial Body” (in Darowski)Fawaz: “The Family of Superman” and “Flame on!”PLEASE WATCH:The Fantastic Four (2009)The Incredibles (2004 OR 2018; choose 1)Week five:SUPERHEROES AT WARPLEASE READ: “Wonder woman and military technology after Sputnik” and “War,Foreign Policy and the Media” (in Darowski)PLEASE WATCH (choose two):Wonder Woman (2016)Captain America (2011)Iron Man (2008)Superman IV: The Quest for Peace (1987)Week five:HETERONORMATIVVITY, HOMONORMATIVITY, AND THEQUEERNESS OF TIGHTS AND CAPESPLEASE READ:“Super-Couple” (in Darowski)Schott: “The Sexual identity of Comic Superheroes” (pdf on Huskyct)Week six:SUPERBLACKPLEASE READ:Nama: SuperBlack Intro, ch. 1 and ch. 2PLEASE WATCH:Luke Cage, E1S1 and E2S2Week seven:SUPERBLACK continuedPLEASE READ:Nama: SuperBlack ch. 3, ch. 4, and ch. 5PLEASE WATCH:Black Panther (2018)Week eight:CHANGING TIMES, CHANGING FACES, CHANGING AMERICAPLEASE READ:Yang and Liew: ShadowHero allAmerica Chavez 1 and 2Week nine:CHANGING TIMES, CHANGING FACES, CHANGING AMERICAPLEASE READ:Gibbons: “Flexibility and Alterity in Ms. Marvel” (pdf on Huskyct)Alaniz: Supercrip (pdf on Huskyct)Week ten: THE ULTIMATE SACRIFICEPLEASE READ:Fawaz: “Heroes that give a damn!” and “The Marvelous Corpse”PLEASE WATCH:Spiderman (2002)“Wolverine” (2013)Your comics are due tonight!Week eleven:ALTERNATE SUPERHEROES AND RELUCTANT SUPERHEROESPLEASE READ:Rogers: “Heroes unlimited: the theory of the Hero’s journey and the limitation ofthe superhero myth” (pdf on Huskyct)PLEASE WATCH (choose two):Deadpool (2016)Kickass (2010)Hancock (2008)Week twelve:Group ProjectsWeek thirteen: Group ProjectsFinal Exam: Final response papers due within 24 hours of our final exam time!B. New Business2018-278PHYS 1040QEAdd Course (guest: Jonathan Trump) (G) (S)COURSE ACTION REQUESTCAR ID18-9339Request ProposerTeaseCourse TitleCosmic Origins of LifeCAR StatusIn ProgressWorkflow HistoryStart > Draft > Physics > College of Liberal Arts and SciencesCOURSE INFOType of ActionAdd CourseIs this a UNIV or INTD course?NeitherNumber of Subject Areas1Course Subject AreaPHYSSchool / CollegeCollege of Liberal Arts and SciencesDepartmentPhysicsCourse TitleCosmic Origins of LifeCourse Number1040QEWill this use an existing course number?NoCONTACT INFOInitiator NameKatherine E TeaseInitiator DepartmentPhysicsInitiator NetIdket16101Initiator Emailkate.whitaker@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 TermFallProposed Year2019Will this course be taught in a language other than English?NoIs this a General Education Course?YesContent Area 1 Arts and HumanitiesNoContent Area 2 Social SciencesNoContent Area 3 Science and Technology (non-Lab)YesContent Area 3 Science and Technology (Lab)NoContent Area 4 Diversity and Multiculturalism (non-International)NoContent Area 4 Diversity and Multiculturalism (International)NoGeneral Education CompetencyQEnvironmental LiteracyYesNumber of Sections1Number of Students per Section50Is this a Variable Credits Course?NoIs this a Multi-Semester Course?NoCredits3Instructional PatternLectures and discussion; active-learning techniquesCOURSE RESTRICTIONSWill the course or any sections of the course be taught as Honors?NoPrerequisitesNone requiredCorequisitesNone requiredRecommended PreparationNone requiredIs 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 whyCurrent instructors are at Storrs, but course could be offered at other campuses in the future.Will this course be taught off campus?NoWill this course be offered online?NoCOURSE DETAILSProvide proposed title and complete course catalog copyPHYS 1040QE. Cosmic Origins of Life Three credits. Principles of physics and quantitative reasoning applied to astrobiology, the search for extraterrestrial life, and cosmic, stellar, and atmospheric conditions for habitability. A systems perspective on the impacts of human civilization on habitability. CA 3. Reason for the course actionThis course is part of the new astrophysics program being built at UConn. In addition to introducing new content not currently taught at UConn, this general education course also naturally addresses the new environmental literacy requirements. Specify effect on other departments and overlap with existing coursesNo overlap exists with the courses currently offered at UConn. Similar such courses such as our proposed PHYS1040QE, Cosmic Origins of Life, are commonly offered in parallel to Introductory Astronomy courses (e.g., PHYS1025Q) at universities across the nation.Please provide a brief description of course goals and learning objectivesIs Planet Earth home to the only living organisms in the Universe or should we expect life elsewhere? And if extraterrestrial civilizations do exist, can we make contact with them? The possible existence of life beyond Earth is one of the most fundamental questions relating the human race to our cosmic origins. This is your chance to explore age-old questions through the lens of our current understanding of the formation and evolution of our Solar System and census of exoplanet systems elsewhere. This class will describe the formation, evolution and history of Earth and the Solar System from its birth to the present, and its larger cosmic context. An emphasis will be on the role of life in shaping the Earth and its environment and the consequences of human activity from a systems perspective. By the end of the course, you should be able to answer the following questions: - How did Earth and the Solar System Form? - Where did the heavy elements present on Earth come from? - Why is Earth habitable, but Venus and Mars are not? - What are the ingredients of life? - How does human activity impact Earth’s ecosystem? - Are there other worlds that might support life? - How might we find these worlds and communicate with them? - How many advanced civilizations might exist in our Galaxy? Describe course assessmentsThe course will have reading assignments due before each lecture, biweekly homework assignments completed online through the Master Astronomy portal, and two midterm examinations. In lieu of a final examination, students will work in groups (of 3 to 4 students) to produce video projects to inform about the role of human activity in the greater cosmic context, educating our society and future generations. Topics can include, but are not limited to, climate, atmospheres, astrobiology, the synthesis of life, exoplanet habitability, and the search for extraterrestrial life. General Education GoalsThis is a CA-3 science gen-ed course with a focus on scientific literacy and critical thinking, as applied to the cosmic origins of life. The course additionally tackles topics in students’ awareness of their era and society in the context of the impact of civilization on planetary atmospheres. This theme will be a prime focus, pushing students' to work toward a deeper understanding of the scientific method in the greater cosmic context. Active learning pedagogy will be used during each lecture to challenge students to articulate their thoughts, using the foundation of the scientific method to guide their line of reasoning and methodology in understanding astronomical problems. The course includes topics ranging from the ethics of interstellar travel and extraterrestrial life in the universe to the impact of human activity on habitability; the proposed material and teaching style will promote student learning to meet the goals outlined for general education courses. Content Area: Science and Technology (non-Lab)The foundation of this course will be structured on the scientific method, using this as a framework as we introduce a broad range of topics related to the formation and evolution of life in the universe. A summary of the topics to be covered include: overview of the universal context of life, stars and stellar evolution, formation of planetary systems, cosmic conditions for habitability, planetary atmospheres, origin of life on earth and in our Solar System, energy sources for life and civilization, human impact on habitability, exoplanets and life on distant worlds, the search for extraterrestrial life, and the ethics of space exploration. During each lecture, students will engage in think-pair-share questions that promote the Science and Technology criteria. Moreover, we will use lecture tutorials to engage the students more deeply with the material and in discussion with each other. The final video project is also designed to synthesize the material of the course in the greater context of humanity and our cosmic footprint. Skill Code QMathematics is the language of science, and success in the course will require some basic proficiency in algebra and trigonometry. Students will have bi-weekly homework assignments that will always require calculations and the numerical synthesis of the material. Students will also build their critical thinking skills during class. Students will take two mid-term examinations that will require sharp quantitative reasoning skills.Environmental LiteracyThis course covers several of the environmental literacy requirements. Both theories and observations will be presented on topics including the universal context of life, the formation of stars and planets, astrobiology, and climate science. These concepts will all connect to the human impact on habitability and the necessary ingredients for life. The course will also address the ethics of space exploration and “exopolitics”, connecting legal frameworks to the greater context of intelligent civilizations in the universe. The course will emphasize the role of life in shaping the Earth and its environment and the consequences of human activity from a systems perspective. Syllabus and other attachmentsAttachment LinkFile NameFile TypePHYS1040 Syllabus v0.2.pdfPHYS1040 Syllabus v0.2.pdfSyllabusCOMMENTS / APPROVALSComments & Approvals LogStageNameTime StampStatusCommittee Sign-OffCommentsDraftKatherine E Tease11/08/2018 - 14:22SubmitWe look forward to the opportunity to offer a broader range of general education astronomy courses at UConn!PhysicsVernon F Cormier11/09/2018 - 13:39Approve11/8/2018Approved in physics C&C and by physics faculty vote 11/08/2018-42860431800Department of PhysicsCollege of Liberal Arts & SciencesDepartment of PhysicsCollege of Liberal Arts & SciencesPHYS1040QE - Cosmic Origins of Life234949353060“It has been said that astronomy is a humbling and character-building experience. There is perhaps no better demonstration of the folly of human conceits than this distant image of our tiny world. To me, it underscores our responsibility to deal more kindly with one another, and to preserve and cherish the pale blue dot, the only home we’ve ever known” — Carl Sagan“It has been said that astronomy is a humbling and character-building experience. There is perhaps no better demonstration of the folly of human conceits than this distant image of our tiny world. To me, it underscores our responsibility to deal more kindly with one another, and to preserve and cherish the pale blue dot, the only home we’ve ever known” — Carl SaganFall 2019 Syllabus17907002489200you are here0you are here-137792321151General Course InformationInstructor: Prof. Katherine E. WhitakerClass Meeting Days: Office: Gant West Building (GW) 418Class Meeting Time: Email: kate.whitaker@uconn.edu Class Location: Phone: (860) 486-3259 Office Hours: This course uses HuskyCT for announcements, lecture notes, and grades: most up-to-date syllabus is always posted on the HuskyCT course site.General Course InformationInstructor: Prof. Katherine E. WhitakerClass Meeting Days: Office: Gant West Building (GW) 418Class Meeting Time: Email: kate.whitaker@uconn.edu Class Location: Phone: (860) 486-3259 Office Hours: This course uses HuskyCT for announcements, lecture notes, and grades: most up-to-date syllabus is always posted on the HuskyCT course site.Course MaterialsLife in the Universe by Bennett, Shostak and Jakosky with Mastering Astronomy access code, published by Pearson. Print or eText editions are both acceptable. Optional Reading: The Astrobiology Primer, Description & ObjectivesIs Planet Earth home to the only living organisms in the Universe or should we expect life elsewhere? And if extraterrestrial c6984993981134The Pale Blue Dot — the frame from the Voyager family portrait that includes the Earth [Image: NASA]The Pale Blue Dot — the frame from the Voyager family portrait that includes the Earth [Image: NASA]ivilizations do exist, can we make contact with them? The possible existence of life beyond Earth is one of the most fundamental questions relating the human race to our cosmic origins. This is your chance to explore age-old questions through the lens of our current understanding of the formation and evolution of our Solar System and census of exoplanet systems elsewhere. This class will describe the formation, evolution and history of Earth and the Solar System from its birth to the present, and its larger cosmic context. An emphasis will be on the role of life in shaping the Earth and its environment and the consequences of human activity from a systems perspective. By the end of the course, you should be able to answer the following questions:How did Earth and the Solar System Form?Where did the heavy elements present on Earth come from?Why is Earth habitable, but Venus and Mars are not?What are the ingredients of life?How does human activity impact Earth’s ecosystem?Are there other worlds that might support life?How might we find these worlds and communicate with them?How many advanced civilizations might exist in our Galaxy?Your success in this class is important to me. We will all need accommodations because we all learn differently. If there are aspects of this course that prevent you from learning or exclude you, please let me know as soon as possible. Together we’ll develop strategies to meet both your needs and the requirements of the course. Mathematics is the language of science, and success in the course will require some basic proficiency in algebra and trigonometry. The UConn Q Center is an excellent resource if you need help with math concepts in the homework assignments: Distribution10814055437505Grade ComponentWeightReading5%Class Participation5%Homeworks30%Mid-term Exam #115%Mid-term Exam #215%Final Video Project30%Grade ComponentWeightReading5%Class Participation5%Homeworks30%Mid-term Exam #115%Mid-term Exam #215%Final Video Project30%43980105434965Grading Scale (%)93-100A73-76C90-92A-70-72C-87-89B+67-69D+83-86B63-66D80-82B-60-62D-77-79C+0-59FGrading Scale (%)93-100A73-76C90-92A-70-72C-87-89B+67-69D+83-86B63-66D80-82B-60-62D-77-79C+0-59FReadings Reading assignments will be assigned through the (free) online software Perusall. Students can annotate the readings and asynchronously respond to each other's comments and questions about the readings in context. Perusall will award points on a scale of 1-3, where you earn more credit based on the quality of your annotations and the discussion questions posed. This grade is for your own feedback; you are only required to complete the readings before class (i.e., earning 1 point per reading). A total of 30 points earns full reading credit for the semester. Class ParticipationWhile attendance is not strictly required (i.e., there is no penalty), you are expected to attend class regularly. Based on past experience, class participation is crucial to succeeding in this course and achieving the learning outcomes. So I expect you to attend and participate in each class session. Short writing assignments and in-class activities will be used to assess class participation.Homework AssignmentsThe course will include 8 homework assignments; the problem sets are an important component of the class and will contribute 30% to your final grade. These will be assigned on Thursday and will be due the following Thursday, at the start of class. The lowest score will be dropped, such that only 7 homeworks contribute to the final grade. This means that students can choose not to submit one homework, no questions asked. All other late homework assignments will be penalized by 20% per day past due and will detrimentally affect a student’s final grade.Midterm Exams There will be two in-class, closed-book midterm examinations in weeks 5 and 10. Each willcontribute 15% to your final grade. You may bring one handwritten or typed (no photocopies) 8.5” x 11” page of notes (two sides) to each exam. It must be turned in with your exam papers and cannot contain solutions to assignment or other problems.Final Video ProjectsIn lieu of a final exam, students will work in groups (of 3 to 4 students) to produce video projects to inform about the role of human activity in the greater cosmic context, educating our society and future generations. Topics can include, but are not limited to, climate, atmospheres, astrobiology, the synthesis of life, exoplanet habitability, and the search for extraterrestrial life. The video projects will ultimately be posted online following an in-class research exposition in the final week. Your fellow students will judge the projects in class, in addition to the instructor’s assessment. The rubric and deadline of projects will be posted in HuskyCT, with more guidelines to follow. The final video project must be submitted before the final week of class, with a detailed schedule to be released. Since these video projects will undergo peer review in class that week, this is a hard 031750000deadline and they will receive no credit if submitted late.Voting CardsWe will be using voting cards for interactive lectures. Please bring your voting cards to every class. If you lose your sheet, you may print out another one from HuskyCT.General Rules of Conduct Cell Phones: Please be considerate to your fellow classmates and do not text or use your phone during class. Silence all cell phones when entering class. You may be asked to leave class for repeated distractions caused by electronic devices. I understand that emergencies may arise. In that case, please keep your phones on mute and step out into the hall if you receive an urgent puters/Tablets: Many students find it useful to follow along with the notes or ebook using their mobile devices during lecture. However, all laptop users will be asked to sit on the edge or back row of the lecture hall to prevent distractions to those who prefer not to use laptops. The instructor may ask you to move or leave if you are being disruptive to others. Cheating: Group work is accepted and encouraged for the final project. Clearly label the names of everyone who contributed to collaborative assignments. Mastering Astronomy online homework assignments will be randomized and pooled so that there is no benefit to viewing someone else’s answers. Academic honesty is a fundamental tenet of education: academic work depends on respect for and acknowledgement of the research and ideas of others. Misrepresenting someone else’s work as your own is a serious offense and will not be tolerated. This course expects all students to act in accordance with the Guidelines for Academic Integrity at the University of Connecticut. If you have questions about academic integrity or intellectual property, you should consult with your instructor. Additionally, see UConn’s guidelines for academic integrity: . My lectures, notes, handouts, and displays are copyrighted by state and federal copyright law. You are welcome to take notes and share them with our students in the class. You are not authorized to share course materials outside our class, and are expressly forbidden from commercial use of course materials. Please feel free to contact me at any time with questions, concerns or issues.Policy Against Discrimination and HarassmentThe University is committed to maintaining an environment free of discrimination or discriminatory harassment directed toward any person or group within its community – students, employees, or visitors. Academic and professional excellence can flourish only when each member of our community is assured an atmosphere of mutual respect. All members of the University community are responsible for the maintenance of an academic and work environment in which people are free to learn and work without fear of discrimination or discriminatory harassment. In addition, inappropriate amorous relationships can undermine the University’s mission when those in positions of authority abuse or appear to abuse their authority. To that end, and in accordance with federal and state law, the University prohibits discrimination and discriminatory harassment, as well as inappropriate amorous relationships, and such behavior will be met with appropriate disciplinary action, up to and including dismissal from the University. Additionally, to protect the campus community, all non-confidential University employees (including faculty) are required to report sexual assaults, intimate partner violence, and/or stalking involving a student that they witness or are told about to the Office of Institutional Equity. The University takes all reports with the utmost seriousness. Please be aware that while the information you provide will remain private, it will not be confidential and will be shared with University officials who can help. More information is available at equity.uconn.edu and titleix.uconn.edu. The 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 Bldg Room 204, 860-486-2020, or Lecture and Lab Schedule*8528053197860DatesLecture TopicsReading ChapterDue Dates*Aug 27—31Introduction, Universal Context of Life3—Sept 3 — 7Stars and Stellar Evolution21^HW1 dueSept 10 – 14Formation of Planetary Systems3HW2 dueSept 17 – 21Cosmic Conditions for Habitability4HW3 dueSept 24 — 28?Planetary Atmospheres4Midterm #1Oct 1 — 5Ingredients of Life, Astrobiology5HW4 dueOct 8 — 12Origin of Life on Earth6HW5 dueOct 15 — 19Life in the Solar System7HW6 dueOct 22 — 26Energy Sources for Life and CivilizationhandoutHW7 dueOct 29 — Nov 2Human Impact on Habitability10Midterm #2Nov 5 —9Exoplanets and Life on Distant Worlds11HW8 dueNov 12 —16Search for Extraterrestrial Life12Project Proposal DueNov 19 — 23Thanksgiving BreakNov 26 — 30Ethics of Space Exploration, Exopolitics13— Dec 3 — 7In-class Review: Video Project Expo—Final Project Due0DatesLecture TopicsReading ChapterDue Dates*Aug 27—31Introduction, Universal Context of Life3—Sept 3 — 7Stars and Stellar Evolution21^HW1 dueSept 10 – 14Formation of Planetary Systems3HW2 dueSept 17 – 21Cosmic Conditions for Habitability4HW3 dueSept 24 — 28?Planetary Atmospheres4Midterm #1Oct 1 — 5Ingredients of Life, Astrobiology5HW4 dueOct 8 — 12Origin of Life on Earth6HW5 dueOct 15 — 19Life in the Solar System7HW6 dueOct 22 — 26Energy Sources for Life and CivilizationhandoutHW7 dueOct 29 — Nov 2Human Impact on Habitability10Midterm #2Nov 5 —9Exoplanets and Life on Distant Worlds11HW8 dueNov 12 —16Search for Extraterrestrial Life12Project Proposal DueNov 19 — 23Thanksgiving BreakNov 26 — 30Ethics of Space Exploration, Exopolitics13— Dec 3 — 7In-class Review: Video Project Expo—Final Project Due^ Reading from OpenStax AstronomySchedule subject to change at the discretion of the instructor.2018-279PHYS 4740Add Course (guest: Cara Battersby)COURSE ACTION REQUESTCAR ID18-9342Request ProposerBattersbyCourse TitleObservational AstrophysicsCAR StatusIn ProgressWorkflow HistoryStart > Physics > College of Liberal Arts and SciencesCOURSE INFOType of ActionAdd CourseIs this a UNIV or INTD course?NeitherNumber of Subject Areas1Course Subject AreaPHYSSchool / CollegeCollege of Liberal Arts and SciencesDepartmentPhysicsCourse TitleObservational AstrophysicsCourse Number4740Will this use an existing course number?NoCONTACT INFOInitiator NameCara BattersbyInitiator DepartmentPhysicsInitiator NetIdcab16109Initiator Emailcara.battersby@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 TermSpringProposed Year2019Will this course be taught in a language other than English?NoIs this a General Education Course?NoNumber of Sections1Number of Students per Section25Is this a Variable Credits Course?NoIs this a Multi-Semester Course?NoCredits3Instructional PatternThis course should be taught once every two years.COURSE RESTRICTIONSWill the course or any sections of the course be taught as Honors?NoPrerequisitesPHYS2701 and PHYS2702Corequisitesn/aRecommended PreparationThe course assumes a strong background in physics, calculus, and introductory astrophysics. PHYS 2701 and 2702 are pre-requisites.Is 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 whyAdvanced-level undergraduate astrophysics course. Not enough resources or need to teach at all campuses.Will this course be taught off campus?NoWill this course be offered online?NoCOURSE DETAILSProvide proposed title and complete course catalog copyPHYS 4740: Observational Astrophysics. Three credits. Prerequisites: PHYS 2701 and 2702. Basic principles and techniques of observational astrophysics, from radio to optical wavelengths. Telescopes, detectors, and instrumentation, and the statistical techniques for astronomical data analysis and interpretation. Reason for the course actionAdd courseSpecify effect on other departments and overlap with existing coursesThis completes the advanced-level undergraduate astrophysics course offerings at UConn. It should be offered every other year. This means that one of the four undergraduate astrophysics courses will be offered every semester (PHYS 4710, 4720, 4730, 4740).Please provide a brief description of course goals and learning objectivesBasic principles and techniques of observational astrophysics, from radio to optical wavelengths. Telescopes, detectors, and instrumentation, and the statistical techniques for astronomical data analysis and interpretation. Students will complete short research projects using real astronomical data.Describe course assessmentsThis course will have no exams, but will have about 7 short quizzes throughout the course of the semester. The course will also include an intro to programming tutorial. The main focus of the course will be on the successful completion of 3 small research projects and 1 mock telescope proposal and review. The students will also give a final presentation for the course.Syllabus and other attachmentsAttachment LinkFile NameFile Type4740syllabus_v1.pdf4740syllabus_v1.pdfSyllabusCOMMENTS / APPROVALSComments & Approvals LogStageNameTime StampStatusCommittee Sign-OffCommentsStartCara Battersby11/08/2018 - 15:38SubmitPhysics faculty voted today (Nov. 8, 2018) to approve to add this new course.PhysicsVernon F Cormier11/09/2018 - 10:58Approve11/9/2018Approved by internal PHYS C&C committee and PHYS faculty meeting vote on 11/8/2018.011430000Department of PhysicsCollege of Liberal Arts & SciencesPHYS 4740 – Observational Astrophysics Course SyllabusSyllabus information is subject to change. The most up-to-date syllabus is located within the course in HuskyCT.Course and Instructor InformationInstructor: Professor Cara BattersbyOffice: GW-325Email: cara.battersby@uconn.eduOffice Hours:Class Meeting: Class Location: Course DescriptionBasic principles and techniques of observational astrophysics, from radio to optical wavelengths. Telescopes, detectors, and instrumentation, and the statistical techniques for astronomical data analysis and interpretation. Students will complete short research projects using real astronomical data.Course MaterialsRequired: Laptop for computational projects.Optional Reference Textbooks, in order of recommendation: Practical Statistics for Astronomers by Wall & Jenkins Cambridge University Press 2012, ISBN 978 0 521 73249 9.Data Reduction and Error Analysis for the Physical Sciences by Bevington & Robinson, ISBN-13:?978-9339221201To Measure the Sky: An Introduction to Observational Astronomy by Chromey, ISBN-13:?978-0521747684Statistics, Data Mining, and Machine Learning in Astronomy: A Practical Python Guide for the Analysis of Survey Data (Princeton Series in Modern Observational Astronomy) by Ivezic, ISBN-13:?978-0691151687.Observational Astronomy by Birney, Gonzalez, & Oesper, Cambridge University Press, ISBN 978-0-521-85370-5.Course ObjectivesThe course objective is for the students to gain familiarity with and build a knowledge base of the techniques and principles of modern observational astrophysics. Students will complete three mini-research projects as well as preparing and reviewing mock telescope proposals. The course will have a large focus on statistics, particularly in relation to data analysis and interpretation. The course will also require basic computation and programming in python.Pre-requisitesThe course assumes a strong background in physics, calculus, and introductory astrophysics. PHYS 2701 and 2702 are pre-requisites. Not open for credit to students who have passed PHYS 6740.Course ScheduleTentative Course Schedule* -- subject to changeDatesTopicsNotesWeek 1Sky Coordinates, Astronomy Data FormatsWeek 2Review of Light, Intro to ProgrammingIntro Programming Tutorial DueWeek 3Optical Telescopes, Intro to Data Reduction BasicsWeek 4Detectors: CCDs, Intro to Observation PreparationResearch Project #1 DueWeek 5Optical Observations: PhotometryWeek 6Optical Observations: SpectroscopyWeek 7Probability DistributionsResearch Project #2 DueWeek 8Statistical TechniquesWeek 9Bayes Theorem, Monte Carlo SamplingWeek 10Radio TelescopesProposal DueWeek 11InterferometryWeek 12Mock Time Allocation CommitteeWeek 13Final PresentationsResearch Project #3 DueGrading and Course WorkThis course is designed to reward hard work and in-class participation. Intelligence is fluid and learning to learn is an important component of this class. Grade ComponentWeightQuizzes and Intro Tutorial10%Class Participation5%Research Project #120%Research Project #220%Research Project #320%Mock Telescope Proposals and Review20%Final Presentation5%Grading Scale(%)93-100A73-76C90-92A-70-72C-87-89B+67-69D+83-86B63-66D80-82B-60-62D-77-79C+0-59FGeneral Rules of ConductSilence all cell phones when entering class. People sometimes forget that their instructors are people, not TV screens. If you’re texting, yes we can see it, and yes, it is rude. You may be asked to leave class for repeated distractions caused by electronic devices.You are welcome to use a laptop to take notes during lecture. However, all laptop users will be asked to sit in the front three rows.Academic IntegrityDon’t cheat. Not even once, not even a little bit. Academic honesty is a fundamental tenet of education. Copying someone else’s work, letting someone copy yours, seeking or using homework solutions or old exams (found online, from a friend, anywhere) is cheating. If any of you are caught cheating in any way, Prof. Battersby will report the incident to Academic Misconduct and recommend failure of the course.Take responsibility for your learning process and be a part of the community of scholars at UConn. Similarly, plagiarism in any form, meaning the failure to adequately document the source(s) of one’s work, is wrong.? Both copying and plagiarism violate the UConn Student Code. See Appendix A:? Academic Integrity in Undergraduate Education and Research: of copying or plagiarism will be handled under the guidelines specified in the Student Code (). You are responsible for acting in accordance with this code.?Review and become familiar with these expectations. “I didn’t know” is not an excuse. Please note that copying another student’s assignment is not the same as sitting down in a study group and discussing the assignment.? As long as you maintain the boundary of?doing your own work?following discussion, there should not be a problem. All lectures, notes, handouts, and displays are copyrighted by state and federal law. You are welcome to take notes and share them with other students in the class. You are not authorized to share course materials outside our class, and are expressly forbidden from commercial use of course materials.UConn policiesFull UConn policies can be found on the web, here is a good place to start: Policy Against Discrimination, Harassment and Related Interpersonal ViolenceThe University is committed to maintaining an environment free of discrimination or discriminatory harassment directed toward any person or group within its community – students, employees, or visitors. Academic and professional excellence can flourish only when each member of our community is assured an atmosphere of mutual respect. All members of the University community are responsible for the maintenance of an academic and work environment in which people are free to learn and work without fear of discrimination or discriminatory harassment. In addition, inappropriate amorous relationships can undermine the University’s mission when those in positions of authority abuse or appear to abuse their authority. To that end, and in accordance with federal and state law, the University prohibits discrimination and discriminatory harassment, as well as inappropriate amorous relationships, and such behavior will be met with appropriate disciplinary action, up to and including dismissal from the University. Additionally, to protect the campus community, all non-confidential University employees (including faculty) are required to report sexual assaults, intimate partner violence, and/or stalking involving a student that they witness or are told about to the Office of Institutional Equity. The University takes all reports with the utmost seriousness. Please be aware that while the information you provide will remain private, it will not be confidential and will be shared with University officials who can help. More information is available at?equity.uconn.edu?and?titleix.uconn.edu.Students with DisabilitiesThe 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 will help ensure that all students have the opportunity to do their best work and optimize their academic experience.Inclement weather and emergency preparednessIn case of inclement weather, a natural disaster, or a campus emergency, the University communicates through email and text message. Students are encouraged to sign up for alerts through . Students should be aware of emergency procedures, and further information is available through the Office of Emergency Management at Assault Reporting Policy:To protect the campus community, all non-confidential University employees (including faculty) are required to report assaults they witness or are told about to the?Office of Diversity & Equity?under the?Sexual Assault Response Policy.? The University takes all reports with the utmost seriousness.? Please be aware that while the information you provide will remain private, it will not be confidential and will be shared with University officials who can help.?More information is available at:? 6740Add Course (guest: Cara Battersby)COURSE ACTION REQUESTCAR ID18-9343Request ProposerBattersbyCourse TitleObservational AstrophysicsCAR StatusIn ProgressWorkflow HistoryStart > Draft > Physics > College of Liberal Arts and SciencesCOURSE INFOType of ActionAdd CourseIs this a UNIV or INTD course?NeitherNumber of Subject Areas1Course Subject AreaPHYSSchool / CollegeCollege of Liberal Arts and SciencesDepartmentPhysicsCourse TitleObservational AstrophysicsCourse Number6740Will this use an existing course number?NoCONTACT INFOInitiator NameCara BattersbyInitiator DepartmentPhysicsInitiator NetIdcab16109Initiator Emailcara.battersby@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 TermSpringProposed Year2019Will this course be taught in a language other than English?NoIs this a General Education Course?NoNumber of Sections1Number of Students per Section25Is this a Variable Credits Course?NoIs this a Multi-Semester Course?NoCredits3Instructional PatternThis course is the graduate-level version of PHYS4740, also just submitted for approval. The course will be taught concurrently, but the graduate-level will have more advanced research project assignments and expectations.COURSE RESTRICTIONSWill the course or any sections of the course be taught as Honors?NoPrerequisitesPhysics graduate student and instructor approval.Corequisitesn/a Recommended PreparationThe course assumes a strong background in physics, calculus, and introductory astrophysics. Is Consent Required?No Consent RequiredIs enrollment in this course restricted?YesIs it restricted by class?YesWho is it open to?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 whyGraduate-level astrophysics course for physics graduate students. Not applicable to any other campus. Will this course be taught off campus?NoWill this course be offered online?NoCOURSE DETAILSProvide proposed title and complete course catalog copyPHYS 6740: Observational Astrophysics. Three credits. Open to Physics graduate students; others by permission. Not open for credit to students who have passed PHYS4740. Basic principles and techniques of observational astrophysics, from radio to optical wavelengths. Telescopes, detectors, and instrumentation, and the statistical techniques for astronomical data analysis and interpretation. Students will complete short research projects using real astronomical data. Reason for the course actionNew course. This is the graduate-level complement to PHYS4740, also submitted today.Specify effect on other departments and overlap with existing coursesThis complements the graduate astrophysics course offerings at UConn. It should be offered every other year. This means that one of the four graduate astrophysics courses will be offered every semester (PHYS 6710, 6720, 6730, 6740).Please provide a brief description of course goals and learning objectivesBasic principles and techniques of observational astrophysics, from radio to optical wavelengths. Telescopes, detectors, and instrumentation, and the statistical techniques for astronomical data analysis and interpretation. Students will complete short research projects using real astronomical data.Describe course assessmentsThis course will have no exams, but will have about 7 short quizzes throughout the course of the semester. The course will also include an intro to programming tutorial. The main focus of the course will be on the successful completion of 3 small research projects and 1 mock telescope proposal and review. The students will also give a final presentation for the course. This graduate-level course will require more advanced research projects than the undergraduate version (PHYS 4740).Syllabus and other attachmentsAttachment LinkFile NameFile Type6740syllabus_v1.docx6740syllabus_v1.docxSyllabusCOMMENTS / APPROVALSComments & Approvals LogStageNameTime StampStatusCommittee Sign-OffCommentsDraftCara Battersby11/08/2018 - 15:52SubmitPhysics faculty voted today (Nov. 8, 2018) to approve to add this new course. PhysicsVernon F Cormier11/09/2018 - 13:36Approve11/8/2018Approved in Physics faculty meeting 11/08/2018011430000Department of PhysicsCollege of Liberal Arts & SciencesPHYS 6740 – Observational Astrophysics Course SyllabusSyllabus information is subject to change. The most up-to-date syllabus is located within the course in HuskyCT.Course and Instructor InformationInstructor: Professor Cara BattersbyOffice: GW-325Email: cara.battersby@uconn.eduOffice Hours:Class Meeting: Class Location: Course DescriptionBasic principles and techniques of observational astrophysics, from radio to optical wavelengths. Telescopes, detectors, and instrumentation, and the statistical techniques for astronomical data analysis and interpretation. Students will complete short research projects using real astronomical data.Course MaterialsRequired: Laptop for computational projects.Optional Reference Textbooks, in order of recommendation: Practical Statistics for Astronomers by Wall & Jenkins Cambridge University Press 2012, ISBN 978 0 521 73249 9.Data Reduction and Error Analysis for the Physical Sciences by Bevington & Robinson, ISBN-13:?978-9339221201To Measure the Sky: An Introduction to Observational Astronomy by Chromey, ISBN-13:?978-0521747684Statistics, Data Mining, and Machine Learning in Astronomy: A Practical Python Guide for the Analysis of Survey Data (Princeton Series in Modern Observational Astronomy) by Ivezic, ISBN-13:?978-0691151687.Observational Astronomy by Birney, Gonzalez, & Oesper, Cambridge University Press, ISBN 978-0-521-85370-5.Course ObjectivesThe course objective is for the students to gain familiarity with and build a knowledge base of the techniques and principles of modern observational astrophysics. Students will complete three mini-research projects as well as preparing and reviewing mock telescope proposals. The course will have a large focus on statistics, particularly in relation to data analysis and interpretation. The course will also require basic computation and programming in python.Pre-requisitesMay be taught with PHYS4740. Not open for credit to students who have passed PHYS4740. Enrollment is limited to physics graduate students. This course assumes a strong background in physics, calculus, and introductory astrophysics.Course ScheduleTentative Course Schedule* -- subject to changeDatesTopicsNotesWeek 1Sky Coordinates, Astronomy Data FormatsWeek 2Review of Light, Intro to ProgrammingIntro Programming Tutorial DueWeek 3Optical Telescopes, Intro to Data Reduction BasicsWeek 4Detectors: CCDs, Intro to Observation PreparationResearch Project #1 DueWeek 5Optical Observations: PhotometryWeek 6Optical Observations: SpectroscopyWeek 7Probability DistributionsResearch Project #2 DueWeek 8Statistical TechniquesWeek 9Bayes Theorem, Monte Carlo SamplingWeek 10Radio TelescopesProposal DueWeek 11InterferometryWeek 12Mock Time Allocation CommitteeWeek 13Final PresentationsResearch Project #3 DueGrading and Course WorkThis course is designed to reward hard work and in-class participation. Intelligence is fluid and learning to learn is an important component of this class. Grade ComponentWeightQuizzes and Intro Tutorial10%Class Participation5%Research Project #120%Research Project #220%Research Project #320%Mock Telescope Proposals and Review20%Final Presentation5%Grading Scale(%)93-100A73-76C90-92A-70-72C-87-89B+67-69D+83-86B63-66D80-82B-60-62D-77-79C+0-59FGeneral Rules of ConductSilence all cell phones when entering class. People sometimes forget that their instructors are people, not TV screens. If you’re texting, yes we can see it, and yes, it is rude. You may be asked to leave class for repeated distractions caused by electronic devices.You are welcome to use a laptop to take notes during lecture. However, all laptop users will be asked to sit in the front three rows.Academic IntegrityDon’t cheat. Not even once, not even a little bit. Academic honesty is a fundamental tenet of education. Copying someone else’s work, letting someone copy yours, seeking or using homework solutions or old exams (found online, from a friend, anywhere) is cheating. If any of you are caught cheating in any way, Prof. Battersby will report the incident to Academic Misconduct and recommend failure of the course.Take responsibility for your learning process and be a part of the community of scholars at UConn. Similarly, plagiarism in any form, meaning the failure to adequately document the source(s) of one’s work, is wrong.? Both copying and plagiarism violate the UConn Student Code. See Appendix A:? Academic Integrity in Undergraduate Education and Research: of copying or plagiarism will be handled under the guidelines specified in the Student Code (). You are responsible for acting in accordance with this code.?Review and become familiar with these expectations. “I didn’t know” is not an excuse. Please note that copying another student’s assignment is not the same as sitting down in a study group and discussing the assignment.? As long as you maintain the boundary of?doing your own work?following discussion, there should not be a problem. All lectures, notes, handouts, and displays are copyrighted by state and federal law. You are welcome to take notes and share them with other students in the class. You are not authorized to share course materials outside our class, and are expressly forbidden from commercial use of course materials.UConn policiesFull UConn policies can be found on the web, here is a good place to start: Policy Against Discrimination, Harassment and Related Interpersonal ViolenceThe University is committed to maintaining an environment free of discrimination or discriminatory harassment directed toward any person or group within its community – students, employees, or visitors. Academic and professional excellence can flourish only when each member of our community is assured an atmosphere of mutual respect. All members of the University community are responsible for the maintenance of an academic and work environment in which people are free to learn and work without fear of discrimination or discriminatory harassment. In addition, inappropriate amorous relationships can undermine the University’s mission when those in positions of authority abuse or appear to abuse their authority. To that end, and in accordance with federal and state law, the University prohibits discrimination and discriminatory harassment, as well as inappropriate amorous relationships, and such behavior will be met with appropriate disciplinary action, up to and including dismissal from the University. Additionally, to protect the campus community, all non-confidential University employees (including faculty) are required to report sexual assaults, intimate partner violence, and/or stalking involving a student that they witness or are told about to the Office of Institutional Equity. The University takes all reports with the utmost seriousness. Please be aware that while the information you provide will remain private, it will not be confidential and will be shared with University officials who can help. More information is available at?equity.uconn.edu?and?titleix.uconn.edu.Students with DisabilitiesThe 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 will help ensure that all students have the opportunity to do their best work and optimize their academic experience.Inclement weather and emergency preparednessIn case of inclement weather, a natural disaster, or a campus emergency, the University communicates through email and text message. Students are encouraged to sign up for alerts through . Students should be aware of emergency procedures, and further information is available through the Office of Emergency Management at Assault Reporting Policy:To protect the campus community, all non-confidential University employees (including faculty) are required to report assaults they witness or are told about to the?Office of Diversity & Equity?under the?Sexual Assault Response Policy.? The University takes all reports with the utmost seriousness.? Please be aware that while the information you provide will remain private, it will not be confidential and will be shared with University officials who can help.?More information is available at:? ASL and English Revise Minor (guest: Linda Pelletier)Proposal to Change a MinorLast revised: September 24, 20131. Date: November 1, 20182. Department or Program: Linguistics3. Title of Minor: Interpreting American Sign Language and English4. Effective Date (semester, year): Fall 2019(Consult Registrar’s change catalog site to determine earliest possible effective date. If a later date is desired, indicate here.)5. Nature of change: Switch ASLN 3305 with ASLN 2800 as suggested below.Allow only one overlapping course for students who wish to double minor in American Sign Language/Deaf Studies and Interpreting American Sign Language and English.Add ASLN 3299 Independent StudyExisting Catalog Description of MinorUniversity of ConnecticutCollege of Liberal Arts and SciencesPlan of Study for Minor in Interpreting American Sign Language and English This minor is intended to offer students specific course content related to the knowledge and skills necessary for effective interpreting of American Sign Language and English.The following policies adhere to the University and CLAS policies on minors:A final plan of study for the minor, signed by the Interpreting American Sign Language and English Studies Minor Advisor, must be filed with the Registrar during the first four weeks of classes of the semester in which a student expects to graduate, along with the final plan of study for his/her major. A second copy of the signed form should go to the student's major advisor. Once filed with the Registrar, changes in the plan may be made only with the consent of the Interpreting American Sign Language and English Studies Minor pletion of a minor requires that a student earn a C (2.0) or better in each of the courses for the minor. A maximum of 3 credits towards the minor may be transfer credits of equivalent course content to University of Connecticut courses. Substitution are not possible for required courses in a minor.One substitution is allowed and requires approval and signature by the department or program head, director, or faculty designee. Minor plan of study must be submitted to the Office of the Registrar during the first four weeks of the semester in which the student expects to graduate.Course Requirements:Prerequisite: A total of 15 credits (five 3-credit courses) of 2000-level or above coursework is required.All students enrolled in this minor are required to complete the following four courses (12 Credits):ASLN 2500 Introduction to Interpreting American Sign Language and EnglishASLN 2600 Process of Interpreting ASLN 2700 Interpreting in Various SettingsASLN 3305 Advanced Study of American Sign Language Beyond these, students must complete one additional course from the following list (3 credits):ASLN 2800 Consecutive InterpretingLING 2850 Introduction to Sociolinguistics of the Deaf Community Name:________________________________________ Student ID________________Email:________________________________ Anticipated Graduation Date: _________Major:___________________________________ Phone: ________________________Student Signature: _______________________________ Date:___________________Please list grades and course information for classes used to satisfy the minor. If you are currently enrolled in a course or courses required for this minor, please list “IP” for “in progress” in lieu of a grade. ______ ASLN 2500 Introduction to Interpreting American Sign Language and English______ ASLN 2600 Process of Interpreting ______ ASLN 2700 Interpreting in Various Settings ______ ASLN 2800 Consecutive Interpreting______ LING 2850 Introduction to Sociolinguistics of the Deaf Community______ ASLN 3305 Advanced Study of American Sign Language ______ LING 3798 Structure of American Sign Language_______________________________________________________________________I approve the above program for the Minor in Interpreting American Sign Language and English. ____________________________________________________________ Interpreting American Sign Language and English Studies Minor Advisor or Designee_______________________________Date Proposed Catalog Description of MinorUniversity of ConnecticutCollege of Liberal Arts and SciencesPlan of Study for Minor in Interpreting American Sign Language and English This minor is intended to offer students specific course content related to the knowledge and skills necessary for effective interpreting of American Sign Language and English.The following policies adhere to the University and CLAS policies on minors:A final plan of study for the minor, signed by the Interpreting American Sign Language and English Studies Minor Advisor, must be filed with the Registrar during the first four weeks of classes of the semester in which a student expects to graduate, along with the final plan of study for his/her major. A second copy of the signed form should go to the student's major advisor. Once filed with the Registrar, changes in the plan may be made only with the consent of the Interpreting American Sign Language and English Studies Minor pletion of a minor requires that a student earn a C (2.0) or better in each of the courses for the minor. A maximum of 3 credits towards the minor may be transfer credits of equivalent course content to University of Connecticut courses. Substitution are not possible for required courses in a minor.One substitution is allowed and requires approval and signature by the department or program head, director, or faculty designee. Only one overlapping course is allowed for students who wish to double minor in American Sign Language/Deaf Studies and Interpreting American Sign Language and English.Minor plan of study must be submitted to the Office of the Registrar during the first four weeks of the semester in which the student expects to graduate.Course Requirements:Prerequisite: A total of 15 credits (five 3-credit courses) of 2000-level or above coursework is required.All students enrolled in this minor are required to complete the following four courses (12 Credits):ASLN 2500 Introduction to Interpreting American Sign Language and EnglishASLN 2600 Process of Interpreting ASLN 2700 Interpreting in Various SettingsASLN 3305 Advanced Study of American Sign Language ASLN 2800 Consecutive InterpretingBeyond these, students must complete one additional course from the following list (3 credits):ASLN 2800 Consecutive InterpretingASLN 3305 Advanced Study of American Sign Language I LING 2850 Introduction to Sociolinguistics of the Deaf Community Name:________________________________________ Student ID________________Email:________________________________ Anticipated Graduation Date: _________Major:___________________________________ Phone: ________________________Student Signature: _______________________________ Date:___________________Please list grades and course information for classes used to satisfy the minor. If you are currently enrolled in a course or courses required for this minor, please list “IP” for “in progress” in lieu of a grade. ______ ASLN 2500 Introduction to Interpreting American Sign Language and English______ ASLN 2600 Process of Interpreting ______ ASLN 2700 Interpreting in Various Settings ______ ASLN 2800 Consecutive Interpreting______ LING 2850 Introduction to Sociolinguistics of the Deaf Community______ ASLN 3305 Advanced Study of American Sign Language ______ LING 3798 Structure of American Sign Language______ ASLN 3299 Independent Study______ LING 3799 Independent Study______ ______________________________________________I approve the above program for the Minor in Interpreting American Sign Language and English. ____________________________________________________________ Interpreting American Sign Language and English Studies Minor Advisor or Designee_______________________________Date Justification1. Reasons for changing the minor: We would like to limit the number of courses for students who opt to double minor in both American Sign Language/Deaf Studies and Interpreting American Sign Language and English. Students can only use one overlapping course to satisfy both minors.We would also like to switch ASLN 2800 with ASLN 3305, making ASLN 2800 one of the 4 required courses and ASLN 3305 one of the two optional courses. This change offers a better concentration and focus of courses specifically related to the process of interpreting while still allowing for advancing skills in ASL. 2. Effects on students: None3. Effects on other departments: None4. Effects on regional campuses: None5. Dates approved by????Department Curriculum Committee: 11.2.2018????Department Faculty:11.2.20186. Name, Phone Number, and e-mail address of principal contact person: Linda Pelletier, linda.pelletier@uconn.edu2018-282HIST 3360Revise Course (guest: Sherri Olson)COURSE ACTION REQUESTCAR ID18-8861Request ProposerOlsonCourse TitleThe Early Middle AgesCAR StatusIn ProgressWorkflow HistoryStart > History > College of Liberal Arts and SciencesCOURSE INFOType of ActionRevise CourseIs this a UNIV or INTD course?NeitherNumber of Subject Areas1Course Subject AreaHISTSchool / CollegeCollege of Liberal Arts and SciencesDepartmentHistoryCourse TitleThe Early Middle AgesCourse Number3360Will this use an existing course number?YesPlease explain the use of existing course numberI am changing the course description for the catalog, nothing else.CONTACT INFOInitiator NameSherri L OlsonInitiator DepartmentHistoryInitiator NetIdslo02004Initiator Emailsherri.olson@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 TermSpringProposed Year2019Will this course be taught in a language other than English?NoIs this a General Education Course?NoNumber of Sections1Number of Students per Section35Is this a Variable Credits Course?NoIs this a Multi-Semester Course?NoCredits3Instructional Patternlecture and discussionCOURSE RESTRICTIONSWill the course or any sections of the course be taught as Honors?NoPrerequisitesnoneCorequisitesnoneRecommended 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 whyonly one other faculty member qualified to teach this course besides myself, and he is at StamfordWill this course be taught off campus?NoWill this course be offered online?NoCOURSE DETAILSProvide existing title and complete course catalog copy3360. Early Middle Ages Three credits. Olson The decline of Rome, rise of Christianity, the barbarian invasions and kingdoms, culminating in the civilizations of the Carolingian Empire, of Byzantium, and of Islam.Provide proposed title and complete course catalog copy3360. Early Middle Ages Three credits. Olson The history of the medieval West from late antiquity to the eleventh century.Reason for the course actionto update and simplify the course descriptionSpecify effect on other departments and overlap with existing coursesnonePlease provide a brief description of course goals and learning objectivesto provide a broad survey of the early medieval period, and promote historically-minded thinking in studentsDescribe course assessmentsa mid-term and final exam, essay format; one 10-page paper; students have readings for each class in a survey text and a sourcebook of primary texts.Syllabus and other attachmentsAttachment LinkFile NameFile TypeFall 2018.docxFall 2018.docxSyllabusCOMMENTS / APPROVALSComments & Approvals LogStageNameTime StampStatusCommittee Sign-OffCommentsStartSherri L Olson10/15/2018 - 13:04SubmitI wish to update the course descriptionHistoryMelina A Pappademos10/25/2018 - 14:27Approve10/25/2018This action is to update and simplify the course descriptionHistory 3360: The Early Middle Ages Professor S. Olson Fall 2018Office: Wood Hall 229 (486-3552) MW 2:30-3:45 MCHU 108 Office hours: Mon 10-12 & by appointment Email: sherri.olson@uconn.edu This course surveys the history of the medieval West from late Antiquity into the 11th century. Although our period was marked by invasions – Germanic at the start, and Viking and Magyar at the end (to say nothing of internecine warfare in between!) – this was truly the “formative age” of European civilization: evidently, then, something more was going on than warfare and destruction. Indeed, early medieval Europe was a setting for one of the oldest human stories: survival and re-building in the midst of chaos, struggle and loss. As we shall see in some detail, “built-to-last” institutions were created from a mix of classical civilization, barbarian culture, and Judeo-Christian traditions. We will focus on the decline and transformation of paganism, the emergence of the medieval Church, the expansion of agriculture, and the development of Germanic kingship. Particular attention is paid to the history of religion and belief systems, which tend to receive less attention than they should from modern historians. Through lectures, films, and discussion we will survey the history of this period, and also talk about the types of evidence that have survived, how they can be used to reconstruct and interpret medieval history, and sometimes how they have been used by historians, past and present. Along with our survey text, we will read together a modern biography of Columbanus (543-615 C.E.), a history written in northern France at the height of the 10th-century “time of troubles,” and numerous other primary source documents from the period that reveal aspects of economic, social, cultural and political life. Required Texts Clifford Backman, The Worlds of Medieval Europe (3rd ed.) (2015) Clifford Backman, A Medieval Omnibus: Sources in Medieval European History (2015)Burnam W. Reynolds, Columbanus: Light on the Early Middle Ages (2012)S. Fanning & B. Bachrach, eds & trans, The Annals of Flodoard of Reims, 919-966 The Life of St Theodore of Sykeon (pdf) (available on HuskyCT course site)Course Requirements Class participation: 15%Mid-term Exam: 30% of the final grade10-page paper: 25%, due in class on November 12 (details later). Final Exam: 30%. All exams are essay and short answer format. A set of essay questions will be handed out one week before each exam. A copy of the course syllabus is on HuskyCT, and a set of lecture outlines will follow shortly. You should come to class having done the reading and prepared to answer and raise questions on the material. Note: on days when there are reading assignments in Backman’s Medieval Omnibus, Reynolds’s Columbanus, or The Annals of Flodoard, please bring that book to class for discussion. Use of laptop computers: we will discuss this the first day of class. Policy on plagiarism: The Oxford English Dictionary (available at ) defines plagiarism as follows: “to take and use as one’s own (the thoughts, writings, or inventions of another person); to copy (literary work or ideas) improperly or without acknowledgement; to pass off as one’s own the thoughts or work of another.” Academic misconduct is discussed in the Student Code on the Community Standards website ( , Appendix A. The Homer Babbidge Library also has a “plagiarism fact sheet” at . Anyone who commits academic misconduct will, at the very least, receive an F for that portion of coursework and have to redo the work for no credit; failure to redo that work will result in an F for the course.Students with disabilities: If you have a disability for which you wish to request academic accommodations, please contact the Center for Students with Disabilities (CSD), located in Wilbur Cross, Room 204 (860-486-2020 or at csd@uconn.edu). More information is available on the CSD website (csd.uconn.edu). Please also speak with me early in the semester. READINGS, FILMS & EXAM SCHEDULEAugust 27 Introduction to the course (getting medieval)29 Reading Primary Sources. Worlds, xv-xxi; Sources, vii-xii, 1.5September5 The Later Roman Empire; crises of the Third Century. Worlds, 3-23; Sources, 1.610 The Early Christian Church and “new deeds of heroism.” Worlds, 25-40; Sources, 2.3 12 Film: “From Jesus to Christ: The First Christians” Sources, 2.917 Constantine: Reform and Revolution. Worlds, 40-56; Sources, 2.6, 2.7 19 St Perpetua, early martyr and autobiographer. Sources, 2.524 The Origins of Monasticism: “a desert peopled with monks.” Worlds, 88-97 26 St Augustine & St Martin, early monastics in Africa, Italy & Gaul. Sources, 2.10, 4.1 October1 Film: “Barbarian Invasions & Rome’s Final Collapse.” Sources, 5.33 Barbarian invasions and successor “states.” Worlds, 58-81; Sources, 3.1, 3.38 Byzantium: the Rome that did not fall. Worlds, 121-132; Sources, 5.410 Midterm Exam 15 The Life of St Theodore of Sykeon (pdf) 17 The Genesis of Islam and the Muslim Empire. Worlds, 133-142; Sources, 5.522 The Early Medieval Church & Benedictine Monasticism. Worlds, 82-86, 97-110; Sources, 4.3, 4.4 24 Following St Columbanus: Ireland, Gaul & Italy. Columbanus, ix-xi, 1-5829 Columbanus, cont’d, 59-10731 Early medieval society; rise of the papacy. Film: “The Dark Ages.” Worlds, 112-121; Sources, 4.2, 5.2November5 Cultures of Power: Merovingians & Carolingians. Worlds, 144-164; Sources, 6.27 Carolingian Renaissance. Worlds, 164-176; Sources, 6.3, 7.212 Film: “A World Inscribed: Medieval Manuscripts” PAPERS DUE 14 Collapse of Empire: invasions of the Ninth & Tenth Centuries. Worlds, 181-210; Sources, 7.3 26 Recovery begins. Worlds, 212-237; introduction to Flodoard’s Annals, vii-xxxi, 3-12 28 Flodoard, Annals, cont’d, 13-68December 3 Evidence of Political Recovery. Worlds, 239-2825 Ecclesiastical reform & the “roots” of the First Crusade. Worlds, 284-315; Sources, 10.22018-283HIST 3361Revise Course (guest: Sherri Olson)COURSE ACTION REQUESTCAR ID18-8862Request ProposerOlsonCourse TitleThe High Middle AgesCAR StatusIn ProgressWorkflow HistoryStart > History > College of Liberal Arts and SciencesCOURSE INFOType of ActionRevise CourseIs this a UNIV or INTD course?NeitherNumber of Subject Areas1Course Subject AreaHISTSchool / CollegeCollege of Liberal Arts and SciencesDepartmentHistoryCourse TitleThe High Middle AgesCourse Number3361Will this use an existing course number?YesPlease explain the use of existing course numberI am updating the course description for an existing courseCONTACT INFOInitiator NameSherri L OlsonInitiator DepartmentHistoryInitiator NetIdslo02004Initiator Emailsherri.olson@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 TermSpringProposed Year2019Will this course be taught in a language other than English?NoIs this a General Education Course?NoNumber of Sections1Number of Students per Section35Is this a Variable Credits Course?NoIs this a Multi-Semester Course?NoCredits3Instructional Patterna midterm and final exam, essay format; a 10-page paper; students have readings for every class in a survey text and in a sourcebook collection of primary documentsCOURSE RESTRICTIONSWill the course or any sections of the course be taught as Honors?NoPrerequisitesnoneCorequisitesnoneRecommended 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 whythere is only one other faculty member qualified to teach this course, and he is at StamfordWill this course be taught off campus?NoWill this course be offered online?NoCOURSE DETAILSProvide existing title and complete course catalog copy3361. The High Middle Ages Three credits. Olson The history of Europe from the tenth through the fourteenth centuries. The development and expansion of European civilization, the revival of a money economy and town life, the development of feudal monarchy, the conflict of Empire and Papacy, the crusades.Provide proposed title and complete course catalog copy3361. The High and Later Middle Ages Three credits. Olson The history of the medieval West from the tenth to the fifteenth centuries.Reason for the course actionto update the course descriptionSpecify effect on other departments and overlap with existing coursesnonePlease provide a brief description of course goals and learning objectivesTo provide students with a broad survey of this period of medieval history, and to encourage them to think in a historically-minded fashion.Describe course assessmentsexams are essay format, students have reading assignments in two different texts for each class meeting, and they are required to write a 10-page paper.Syllabus and other attachmentsAttachment LinkFile NameFile TypeSpring 2018.docxSpring 2018.docxSyllabusCOMMENTS / APPROVALSComments & Approvals LogStageNameTime StampStatusCommittee Sign-OffCommentsStartSherri L Olson10/15/2018 - 13:22SubmitI would like to update the course description and title HistoryMelina A Pappademos10/25/2018 - 14:28Approve10/25/2018This action updates course description. HIST3361 The High and Later Middle AgesProfessor S. Olson Spring 2018Office: Wood Hall 229 (486-3552) MW 2:30-3:45 GENT119E Office hours: Mon 10-12 & by appointment e-mail: sherri.olson@uconn.eduCOURSE DESCRIPTION Europe is a creation of the Middle Ages. In this class we survey its historical development over the years (A.D./C.E) 1000-1450. In this period, western societies began to emerge from two centuries of invasion and endemic strife, expanded from their late classical and early medieval roots, and acquired essential features that are still recognizable today. The “fortress mentality” of the early Middle Ages gave way, in the high Middle Ages (1000-1300), to the maturing and stabilizing of a basic framework of political, economic, social and cultural institutions. That stability was disrupted, but not destroyed, by demographic loss and economic upheaval after 1300, the period referred to as the later Middle Ages. In our class we give special attention to peasant life, history of religion, and communities and community formation, of all types. These topics embrace the experience of all the peoples of the medieval West. Much of the class focuses on primary sources, the evidence that historians use to reconstruct and interpret the past. Students will learn something about “our medieval ancestors” (Backman, p. xviii), and an eventful and often misunderstood period that lies at the roots of modern western societies. They will also gain an understanding of the great diversity of historical evidence that has come down to us. REQUIRED TEXTSClifford Backman, The Worlds of Medieval Europe (3rd ed., 2015)Clifford Backman, ed., A Medieval Omnibus: Sources in Medieval European History (2015)Maureen C. Miller, Power and the Holy in the Age of the Investiture Conflict: A Brief History with DocumentsEdwin DeWindt, A Slice of Life: Selected Documents of Medieval English Peasant Experience COURSE REQUIREMENTS Class participation: 15%Mid-term Exam: 30% of the final grade10-page paper: 25%, due in class on April 11 (details later). Final Exam: 30% All exams are essay and short answer format. A set of essay questions will be handed out one week before each exam. A copy of the course syllabus is on HuskyCT, and a set of lecture outlines will follow shortly. You should come to class having done the reading and prepared to answer and raise questions on the material. Note: on days when there are reading assignments in Backman’s Medieval Omnibus, Miller’s Power and the Holy, or DeWindt’s Slice of Life, please bring that book to class for discussion. Use of laptop computers: we will discuss this the first day of class. Policy on plagiarism: The Oxford English Dictionary (available at ) defines plagiarism as follows: “to take and use as one’s own (the thoughts, writings, or inventions of another person); to copy (literary work or ideas) improperly or without acknowledgement; to pass off as one’s own the thoughts or work of another.” Academic misconduct is discussed in the Student Code on the Community Standards website (community.uconn.edu), Appendix A. The Homer Babbidge Library also has a “plagiarism fact sheet” at . Anyone who commits academic misconduct will, at the very least, receive an F for that portion of coursework and have to redo the work for no credit; failure to redo that work will result in an F for the course.Students with disabilities: If you have a disability for which you wish to request academic accommodations, please contact the Center for Students with Disabilities (CSD), located in Wilbur Cross, Room 204 (860-486-2020 or at csd@uconn.edu). More information is available on the CSD website (csd.uconn.edu). Please also speak with me early in the semester. READINGS (come to class having read for that day) January17 Introduction: periodization and “getting medieval.” 22 More intro! Backman, Worlds, pp. xv-xxi; 597-599; & ‘Primary Sources: What Are They, and How Do We Read Them?’ in Medieval Omnibus, pp. vii-xii; Miller, Power and the Holy, pp. vii-xi, Documents 1 & 2. 24 Europe in the Year 1000: Medieval husbandry & demographic recovery. Backman, pp. 212-228, 455-460 (note appendices & glossary of terms, pp. 601-626). 29 Medieval husbandry, cont’d. DeWindt, A Slice of Life, pp. 1-44 (i.e., introduction and 1st document; note glossary of terms on pp. 89-95).31 DeWindt, cont’d: pp. 45-88.February5 Film: “The Tree of Wooden Clogs” (1978). 7 Commercial recovery & town life. Backman, pp. 228-237, 447-455, 460-480; Medieval Omnibus, 13.3. 12 Town life, cont’d. Medieval Omnibus, 15.1, 15.2, 15.3.14 The medieval monastery & the beginning of reform: ideals & realities. Backman, pp. 204- 210, 284-291, 310-315; Miller, Documents 3 & 4.19 Reform & the Papal Revolution. Backman, pp. 291-297; Miller, pp. 1-27, Documents 6 & 7. 21 The Investiture Conflict, up to Canossa (1077). Miller, Documents 11, 12, 13 & pp. 74-103. 26 Lordship & kingship: North of the Alps & Pyrenees. Backman, pp. 239-268; Medieval Omnibus, 9.3. 28 Lordship & kingship: South of the Alps & Pyrenees. Backman, pp. 268-282; Medieval Omnibus, 9.4. March5 Midterm Exam 7 Byzantium & the First Crusade. Backman, pp. 297-310; Miller, Document 34. 19 Film: “A World Inscribed: Medieval Manuscripts.”21 The Renaissance of the Twelfth Century. Backman, pp. 317-338, 346-355; Medieval Omnibus, 11.1.26 The University: a great medieval invention. Backman, pp. 338-345, 421-445; Medieval Omnibus, 14.1.28 Papal monarchy and the rise (?) of heresy. Backman, pp.357-384; Medieval Omnibus, 12.4; Miller, Documents 31, 32, 33.April2 Mendicants & Mysticism. Backman, pp. 482-504. 4 The Thirteenth-Century State. Backman, pp. 389-418; Miller, Documents 45, 46, 47, 48. 9 The ‘Great Pestilence’ (Black Death). Backman, pp. 506-524. Film: “The Later Middle Ages” (Eugen Weber’s ‘Western Tradition’ series).11 The Black Death, cont’d. Medieval Omnibus, 17.2, 17.5 & Papers due in class.16 Schism & Conciliarism in the late medieval Church. Backman, pp. 533-542, 583-585. 18 Warfare, the State & Joan of Arc. Backman, pp. 524-533, 567-582. 23 Fifteenth-century Voices. Backman, pp. 544-561; Medieval Omnibus, 18.5. 25 The Abolition of Christian Sanctuary: the end of a 2,000-year old institution. Reread Backman, pp. 597-599.2018-284Medieval StudiesRevise Minor (guest: Sherri Olson)Proposal to Change a MinorLast revised: September 24, 20131. Date: October 23, 20182. Department or Program: Medieval Studies3. Title of Minor: Medieval Studies4. Effective Date (semester, year): Fall 2019(Consult Registrar’s change catalog site to determine earliest possible effective date. If a later date is desired, indicate here.)5. Nature of change: change course listings for the existing minorExisting Catalog Description of MinorStudents must complete at least five upper-level courses in Medieval Studies disciplines, for a total of 15 credits. No more than three of these credits may be transferred from another college or university. Coursework must be at the 3000-4000 level, and may also include Variable Topics, Special Topics, Independent Study, Foreign Study, and graduate-level courses, as determined by the course content and consent of one of the Minor Advisors.The five courses must be drawn from at least four of the following categories:Art History:?ARTH 3210/W,?3220/W,?3230/W,?3240/W,?3260/WClassics and Ancient Mediterranean Studies: CAMS 3102.?3213,?3232,?3244;?CAMS 3243/HIST 3340English:?ENGL 3111,?3301,?3495,?3501,?3603Hebrew and Judaic Studies:?HEJS 3201,?3301;?CLCS 3201;?HEJS 5397/CLCS 5301History:?HIST 3335/CAMS 3250;?HIST 3340/CAMS 3243;?HIST 3350,?3360,?3361,?3420,?3460,?3704Interdepartmental:?INTD 3260Italian Literary and Cultural Studies:?ILCS 3253,?3254,?3255WMusic:?MUSI 3401Philosophy:?PHIL 3261Political Science:?POLS 3002Spanish:?SPAN 3200,?3261Proposed Catalog Description of MinorMedieval Studies Minor Plan of Study Degree Requirements for Medieval Studies MinorsStudents must complete at least five upper-level courses in Medieval Studies disciplines, for a total of 15 credits. No more than three of these credits may be transferred from another college or university. Coursework must be at the 2000 level and above, and may also include Variable Topics, Special Topics, Independent Study, Foreign Study, and graduate-level courses, as determined by the course content and consent of one of the Minor Advisors (see below). The five courses must be drawn from at least four of the following categories. Arab and Islamic CivilizationsARAB2751 Arabic Folk Tales and Mirrors for PrincesARAB3550W Classical Arabic LiteratureARAB3551 Arabic Travel Narratives (language requirement)ARAB3559 Arabic Poetry and Poetics (language requirement)ARAB3751 Al-Andalus: Music, Literature, and Science in Muslim SpainArt HistoryARTH3210/3210W Late Antique and Early Byzantine ArtARTH3220/3220W Early Medieval ArtARTH3230/3230W Romanesque ArtARTH3240/3240W Gothic ArtARTH3260/3260W The Early Illustrated BookClassics and Ancient Mediterranean StudiesCAMS3102 Topics in Advanced Latin CAMS3213 Ovid and MythologyCAMS3224 Vergil and the Roman EpicCAMS3232 Medieval LatinCAMS3244 Ancient Fictions Cross-listed coursesCAMS/HIST3320 Ancient Greece: Troy to SpartaCAMS/HIST3321 Hellenistic World: Alexander to CleopatraCAMS/HIST3325 Ancient Rome: Aeneas to AugustusCAMS/HIST3330 Palestine under the Greeks and RomansCAMS/HIST3326 Ancient Rome: Emperors and BarbariansCAMS/HIST3335 The Early Christian ChurchCAMS/HIST3340 World of the Later Roman EmpireHIST/HEJS3362 The Black Death: Medieval and Modern Responses to CatastropheEnglishENGL3111 Medieval English LiteratureENGL3301 Celtic and Norse Myth and LegendENGL3303 Studies in Early Literature in EnglishENGL3501 ChaucerENGL3603 History of the English LanguageFrenchFREN3230 The Middle Ages: Myths and LegendsHebrew & Judaic StudiesCLCS3201 Comparative Literature and Cultural StudiesHEJS3201 Selected Books of the Hebrew BibleHEJS3241 Jewish Magic from Late Antiquity through the Early Modern PeriodHEJS3301 Jewish Middle Ages HEJS5316 Jewish Martyrdom in the Middle AgesHistoryHIST3350 ByzantiumHIST3360 Early Middle AgesHIST3361 High and Later Middle AgesHIST3420 English History to 1603HIST3460 Italy 1250-1600HIST3704 Medieval Islamic Civilization to 1700InterdepartmentalINTD3260 The Bible Italian Literary and Cultural Studies:ILCS3253 Dante and His TimeILCS3254 Boccaccio and His TimeILCS3255W Dante’s Divine Comedy in English TranslationMusicMUSI3401 Music History and Literature Before 1750PhilosophyPHIL3261 Medieval PhilosophyPolitical SciencePOLS3002 Classical and Medieval Political TheorySpanishSPAN3200 Spanish Civilization to the Modern PeriodSPAN3231 Great Works of Spanish Literature from its Origins to the Golden Age SPAN3261 Old Spanish Language and LiteratureThe Minor is offered by the Medieval Studies ProgramFor further information, contact Sherri Olson, Wood Hall, Room 229 (860) 486-3552 10/2018 Justification1. Reasons for changing the minor: new faculty hires and new courses have enlarged the number of courses that are appropriate for the Medieval Studies minor.2. Effects on students: This will increase the number of departments and courses students can choose from in order to earn the Medieval Studies minor3. Effects on other departments: none4. Effects on regional campuses: none5. Dates approved by????Department Curriculum Committee: October 17, 2018????Department Faculty: October 17, 20186. Name, Phone Number, and e-mail address of principal contact person: Sherri Olson 486-3552 sherri.olson@uconn.edu2018-285Crime and JusticeRevise Minor (guest: Monica van Beusekom)Proposal to Change a MinorLast revised: September 24, 20131. Date: Oct. 26, 20182. Department or Program: Individualized and Interdisciplinary Studies Program3. Title of Minor: Crime and Justice minor4. Effective Date (semester, year): May 2019(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 a new History course on Crime, Policing and Punishment in the US to the Crime and Justice minorExisting Catalog Description of MinorCrime and Justice MinorThe purpose of the minor is to introduce students to the interdisciplinary study of crime and justice. Students pursuing this minor will be able to explore how crime is defined, what its causes are, what its impact is, and how social, political, and legal institutions shape and respond to it.RequirementsEighteen credits at the 2000-level or higher are required:Three credits each from Group 1 (Crime and Justice), Group 2 (Deviance and Violence), and Group 3 (Law).Six additional credits from any of the Groups 1, 2, and 3.Three credits of approved internship or field experience (Group 4) in one of the institutions of the criminal justice system or an agency that interacts on a day-to-day basis with such criminal justice system institutions.Variable topics, special topics, and education abroad courses may be used to meet the requirements of the minor when these focus on the theme of the minor. Approval by the minor advisory group is required.A maximum of six credits in the minor may be part of the major; minor courses may contribute to the related field courses of the major with the major department’s consent.1. Crime and JusticePOLS 2998, 3827; SOCI 2301, 2310; SOCI/WGSS 33172. Deviance and ViolenceHDFS 3420; PSYC 2300; SOCI 3311; WGSS/HRTS 22633. LawHDFS 3520, 3540; PHIL 3226; POLS 3807, 3817; SOCI 38234. InternshipHDFS 3080; INTD 3590; POLS 3991; PSYC 3880; SOCI 3990 (two credits) and SOCI 3991 (one credit); URBN 3991(two credits) and URBN 3981 (one credit); another 2000-level or higher internship or field experience course approved in advance by a minor advisor.The minor is administered by the Individualized and Interdisciplinary Studies Program (IISP), Rowe 419. A list of Crime and Justice minor advisors from participating departments can be found on the IISP website.Proposed Catalog Description of MinorCrime and Justice MinorThe purpose of the minor is to introduce students to the interdisciplinary study of crime and justice. Students pursuing this minor will be able to explore how crime is defined, what its causes are, what its impact is, and how social, political, and legal institutions shape and respond to it.RequirementsEighteen credits at the 2000-level or higher are required:Three credits each from Group 1 (Crime and Justice), Group 2 (Deviance and Violence), and Group 3 (Law).Six additional credits from any of the Groups 1, 2, and 3.Three credits of approved internship or field experience (Group 4) in one of the institutions of the criminal justice system or an agency that interacts on a day-to-day basis with such criminal justice system institutions.Variable topics, special topics, and education abroad courses may be used to meet the requirements of the minor when these focus on the theme of the minor. Approval by the minor advisory group is required.A maximum of six credits in the minor may be part of the major; minor courses may contribute to the related field courses of the major with the major department’s consent.1. Crime and JusticePOLS 2998, 3827; SOCI 2301, 2310; SOCI/WGSS 3317; HIST 2810 Crime, Policing, and Punishment in the United States2. Deviance and ViolenceHDFS 3420; PSYC 2300; SOCI 3311; WGSS/HRTS 22633. LawHDFS 3520, 3540; PHIL 3226; POLS 3807, 3817; SOCI 38234. InternshipHDFS 3080; INTD 3590; POLS 3991; PSYC 3880; SOCI 3990 (two credits) and SOCI 3991 (one credit); URBN 3991(two credits) and URBN 3981 (one credit); another 2000-level or higher internship or field experience course approved in advance by a minor advisor.The minor is administered by the Individualized and Interdisciplinary Studies Program (IISP), Rowe 419. A list of Crime and Justice minor advisors from participating departments can be found on the IISP website.Justification1. Reasons for changing the minor: The History Department is offering a new course that is relevant to the theme of the minor: HIST 2810 Crime, Policing and Punishment in the United States. This course is a survey of the political, legal, and cultural development of the American criminal justice system and its social impact from the early republic to the present2. Effects on students: This addition will give students an additional course to choose for the minor and one from a discipline not previously represented in the minor.3. Effects on other departments: No significant impact.4. Effects on regional campuses: This course is currently offered at the Hartford campus in a once/week format. Both students from the Hartford campus and from Storrs benefit from having this additional option for the minor.5. Dates approved by????Department Curriculum Committee: Feb. 13, 2018 by C&J Minor Advisory Committee; Agreement from History Department, Oct. 11, 2018????Department Faculty: 6. Name, Phone Number, and e-mail address of principal contact person: Monica van Beusekom, Director, Individualized and Interdisciplinary Studies Program, 6-0324, monica.vanbeusekom@uconn.edu.2018-286GEOG 3512Add Course (guest: Chuanrong (Cindy) Zhang)Proposal to Add a New Undergraduate CourseLast revised: September 24, 20131. Date: Oct. 19, 20182. Department requesting this course: Geography (GEOG) 3. Semester and year in which course will be first offered: Fall 2019Final Catalog Listing Assemble this after you have completed the components below. This listing should not contain any information that is not listed below! GEOG 3512. Introduction to Spatial Data ScienceFour credits. Prerequisite: GEOG 2500 and GEOG 3500Q, or permission of the instructor.An introduction to the fundamentals of spatial data science. Application of a high-level programming language—R—for spatial data analysis, visualization and modeling. Items Included in Catalog ListingObligatory Items1. Standard abbreviation for Department, Program or Subject Area: GEOG2. Course Number: 35123. Course Title: Introduction to Spatial Data Science4. Number of Credits: 4 credits5. Course Description (second paragraph of catalog entry): This class will cover the concepts, theory, methods, techniques, and programming for spatial data science. The course will use a combination of lecture and hands-on exercises to provide an introduction to programming in R with a focus on spatial data analysis and mapping.Optional Items6. Pattern of instruction, if not standard: N/A7. Prerequisites, if applicable:a. Consent of Instructor, if applicable: GEOG 2500, GEOG 3500Q, or permission of the instructorb. Open to sophomores/juniors or higher: sophomores/juniors or higher8. Recommended Preparation, if applicable: None9. Exclusions, if applicable: None10. Repetition for credit, if applicable: No11. Skill codes “W”, “Q” or “C”: None12. S/U grading: N/AJustificationReasons for adding this course: The demand for data scientists to understand and use geospatial analysis in their jobs has led to new trends and innovations in the spatial data science field. There are massive amount of GPS or locational data (e.g., remotely sensed data). The big spatial datasets pose many challenges to data scientists trying to make sense of this information. This calls for spatial data scientists to work with spatial data. Spatial data science focuses on finding out spatial patterns or spatial clusters, mapping and improving data quality using machine learning, spatial data mining, and/or spatial data analysis methods. Spatial data science courses have begun to be offered in some of geography departments for GIS education in universities of U.S. Knowledge and skills in spatial data science are essential to GIS professionals, or other data scientists using GPS or location data. Many data science jobs require knowledge and skills in spatial data science. However, there is no course in geography curriculum and other program curriculum in UCONN to teach students these important knowledge and skills. Geography is proposing new GIS BA/BS major programs. This course is listed as one of elective GIS courses.Academic merit: This course will teach students the fundamentals of spatial data science such as spatial data structure, spatial data visualization, spatial autocorrelation and spatial cluster. In this course, students will learn how to apply a high-level programming language—R—for spatial data analysis, visualization and modeling. In addition, students will learn methods to incorporate spatial data into data science workflows. By the end of the course, students should be able to know how to generate dynamic, reproducible outputs from raw data including figures, maps, reports, and websites.Overlapping courses and departments consulted: None. We consulted several departments such as Math, Statistics, Communication, Economics, Natural Resources and the Environment, Computer Science, Civil and Environmental Engineering. There are no overlapping courses. Number of students expected: 255. Number and size of sections: one section with 25 students.6. Effects on other departments: There is no negative effect. But this course would bring benefits to many other programs across the university because spatial data is important to them. Students and faculty from many programs (e.g. economics, social science, NRE, urban community studies, geoscience, civil and environmental engineering, marine science, transportation, business) have to use and deal with spatial data. Even Math department requested to allow their majors to take this course.7. Effects on regional campuses: None8. Staffing: Dr. Chuanrong (Cindy) ZhangGeneral EducationIf the course is being proposed for university general education Content Area 1 (Arts and Humanities), then the course should be added to a CLAS general education area (A-E). It is recommended that courses be listed in one and only one of these areas (A-E).For a Content Area 1 course:a. Provide justification for inclusion in Content Area 1:(This should be copied from item 41a of the GEOC Curricular Action Request)b. Specify a CLAS area, A-E: ??????? c. Provide justification for inclusion in CLAS area, A-E: (Please consult CLAS guidelines for areas A-E.)Proposer Information1. Dates approved by????Department Curriculum Committee: Nov. 5, 2018Department Faculty: Nov. 8, 20182. Name, Phone Number, and e-mail address of principal contact person: Chuanrong (Cindy) ZhangPhone: 860-486-3656Email: cindy.zhang@uconn.edu SyllabusA syllabus for the new course must be attached to your submission email.10477560007500Geog 3512Intro. Spatial Data ScienceGeographyGeog 3512 Introduction to Spatial Data Science Syllabus – Fall 2019Syllabus information may be subject to change. The most up-to-date syllabus is located within the course in HuskyCT.Course and Instructor InformationCourse Title: Geog 3512 Introduction to Spatial Data ScienceCredits: 4Format: Lecture Prerequisites: GEOG 2500, GEOG 3500Q, or permission of the instructorProfessor: Chuanrong (Cindy) Zhang Email: cindy.zhang@uconn.eduTelephone: Office phone (860) 486-2610Other: Cell phone (860) 938-6582 Office: Aust #425Office Hours/Availability: 11:00am—12:00am EST WednesdayCourse MaterialsRequired textbook:Garrett Grolemund and Hadley Wickham (2016) R for Data Science. Lovelace, Jakub Nowosad, and Jannes Muenchow (CRC Press, 2018) Geocomputation with R. Other Suggested Textbook:Brunsdon, C., & Comber, L. (2015). An introduction to R for spatial analysis and mapping. Sage.Additional course readings and media are available within HuskyCT, through either an Internet link or Library Resources Course Website:There is a course website that is accessible through UCONN HuskyCT []. Materials for this course including syllabus, reading materials, lecture notes, exercises, and other information of interest will be put on the course website.Course DescriptionSpatial data science is an evolving field that can be thought of as a collection of concepts and methods drawn from both statistics and computer science. These techniques deal with accessing, transforming, manipulating, visualizing, exploring and reasoning about data where the locational component is important (spatial data). This class will cover the concepts, theory, methods, techniques, and programming for spatial data science. The quantity and quality of spatial data available for different fields of research and applications has exploded over the past few decades. These ‘big spatial data’ now allow us to address important questions (both old and new) with unprecedented rigor and generality. Leveraging these new data streams requires new tools and increasingly sophisticated workflows. The free and open-source R programming language has become an important computer language for spatial data analysis and mapping. The course will use a combination of lecture and hands-on exercises to provide an introduction to programming in R with a focus on spatial data processing. The course includes an extensive project for students to conduct spatial analysis related to their research. It is required that students take GEOG2500, GEOG 3500Q, but no prior experience with R is necessary.Course ObjectivesThis course introduces students to the fundamentals of spatial data science. By the end of the semester, students should be able to: Apply a high-level programming language—R—for spatial data analysis, visualization and modeling.Learn methods to incorporate spatial data into data science workflows.Know how to generate dynamic, reproducible outputs from observed data, including figures, maps, reports, and websites.Course FormatClasses will be split into lecture and lab sessions each week. The lectures will focus on the theories, concepts and principles of spatial data science. Lab exercises focus on training students to conduct spatial data analysis, visualization and modeling using R programming language. During lab time students will work through problems, doing computer work or exercise. If you cannot finish your assignment during lab time, you need to find your own time to finish it.You are expected to participate in all of these activities. Failure to participate in these activities may affect your final class grade. You are strongly encouraged to ask questions during class. The more questions you ask, the more you will get out of the course.Course Outline (and Calendar if Applicable)Tentative Course Outline (Subject to Change)In the table below, R4DS refers to R for Data Science by Garrett Grolemund and Hadley Wickham and, while GCR refers to Geocomputation with R by Robin Lovelace, Jakub Nowosad, and Jannes Muenchow (CRC Press, 2018).DateTopicReadingsExercises Week 1(Aug. 26- Sept. 1)Introduction and overview: spatial data scienceR4DS 1-2 and other reading materials will be provided on HuskyCTWeek 2(Sept. 2- Sept. 8)Spatial data structure and data visualization (Labor Day No class)R4DS 3 and other reading materials will be provided on HuskyCTExercise 1 (70points) (due on Sept. 15)Week 3 (Sept. 9- Sept. 15)Data workflow and transformationR4DS 4-5Exercise 2 (70points) (due on Sept. 22)Week 4(Sept.16- Sept. 22)Joining dataR4DS 11-13 and other reading materials will be provided on HuskyCT Exercise 3 (70points) (due on Sept. 29)Week 5(Sept.23- Sept. 29)Geographic data in RGCR 1-2Exercise 4 (70points) (due on Oct. 6)Week 6(Sept.30 - Oct. 6)Geographic data operationsGCR 3-4Exercise 5 (70points) (due on Oct. 13)Week 7(Oct.7- Oct. 13)Geometry operationsGCR 5Exercise 6 (70points) (due on Oct. 20)Week 8(Oct.14- Oct. 20)Re-projecting geographic data and data I/OGCR 6-7Exercise 7 (70points) (due on Oct. 27)Week 9(Oct.21- Oct. 27)Making maps with RGCR 8Exercise 8 (70points) (due on Nov. 3)Week 10(Oct.28- Nov. 3)Spatial data analysis and Creating WorkflowsR4DS 6-10 and other reading materials will be provided on HuskyCTExercise 9 (70points) (due on Nov. 10)Week 11(Nov. 4- Nov. 10)Spatial autocorrelation and spatial clusterReading materials will be provided on HuskyCTExercise 10 (70points) (due on Nov. 17)Week 12(Nov.11- Nov. 17)Future of spatial data science: machine learning, spatial data miningReading materials will be provided on HuskyCTWeek 13(Nov.18- Nov. 24)Final projectWeek 14(Nov.25- Dec. 1)Thanksgiving week No class Final project due at the middle night on Dec. 8. Week 15(Dec.2- Dec. 8)Final projectFinal project due at the middle night on Dec. 8. Week 16(Dec. 9 -Dec. 15)Final exam Final Exam will be given at the university exam schedule.If it is inconvenient for you to take the exam at that time, you need to contact with Instructor to arrange another test time at the last week of Fall semester class.Course Requirements and GradingTests and Assignments:(10%) Course project: At the final weeks of this course, students will carry out a course project. This project will require you write a 5-6 page (Not including works cited page or graphics), double-spaced research paper. The project will offer you an opportunity to explore a globalization issue in detail.? (70%) Ten exercise assignments: All assignments are due at the specific time assigned. No late assignments will be accepted except in extraordinary circumstances.(20%) Final Exams: The exam format may include multiple choice, true or false, and short answer questions.?Student access to the exam will be restricted by day and hour. The exams will also be timed, and the amount of time taken by each student will be recorded. Students will be required to turn in their exam when the exam time expires. All exams will be open-book and open-notes. The exams cover the lecture notes, assigned reading, and assigned exercises. A make-up exam will be scheduled only in the event of personal illness or extraordinary circumstances. Anyone who will miss an exam must notify the instructor in advance of the exam date. The exam questions are designed to test whether you understand the assignments, course notes and whether you are achieving the class objectives outlined above.Your instructor and the university have a responsibility to promote academic honesty and integrity. You, as a student, are (1) responsible for the honest completion and representation of your work, (2) expected to respect the academic endeavours of others.STUDENTS WITH SPECIAL NEEDS SHOULD INFORM THE INSTRUCTOR AS EARLY AS POSSIBLE.Grading:Student’s final course grade will be based on course project, 10 exercise assignments, and final exam:a. Course project 100points10% b. 10 exercises700points70% d. Final exam200points20% Total: 1000 points100%Course final grades are based on a linear, percentage based system. That is, the final course score equals to the total points students earned divided by the total points available.The following cutoffs will be used as a guide for assigning letter grades:A: 93% - 100%A-: 90% - 92%B+: 87% - 89%B: 83% - 86%B-: 80% - 82%C+: 77% - 79%C: 73% - 76%C-: 70% - 72%D+: 67% - 69%D: 63% - 66%D-: 60% - 62%E: below 60%Due Dates and Late PolicyAll course due dates are identified in the course outline. Deadlines are based on Eastern Standard Time; if you are in a different time zone, please adjust your submittal times accordingly. The instructor reserves the right to change dates accordingly as the semester progresses. All changes will be communicated in an appropriate manner.Feedback and GradesI will make every effort to provide feedback through individual meeting, course website, emails, and phone. To keep track of your performance in the course, refer to My Grades in HuskyCT.Student Responsibilities and ResourcesAs 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. This section provides a brief overview to important standards, policies and resources.Student CodeYou are responsible for acting in accordance with the University of Connecticut's Student Code Review and become familiar with these expectations. In particular, make sure you have read the section that applies to you on Academic Integrity:Academic Integrity in Undergraduate Education and ResearchAcademic Integrity in Graduate Education and ResearchCheating and plagiarism are taken very seriously at the University of Connecticut. As a student, it is your responsibility to avoid plagiarism. If you need more information about the subject of plagiarism, use the following resources:Plagiarism: How to Recognize it and How to Avoid ItUniversity of Connecticut Libraries’ Student Instruction (includes research, citing and writing resources)CopyrightCopyrighted materials within the course are only for the use of students enrolled in the course for purposes associated with this course and may not be retained or further iquette and CommunicationAt all times, course communication with fellow students and the instructor are to be professional and courteous. It is expected that you proofread all your written communication, including discussion posts, assignment submissions, and mail messages. If you are new to online learning or need a netiquette refresher, please look at this guide titled, The Core Rules of Netiquette. Adding or Dropping a CourseIf you should decide to add or drop a course, there are official procedures to follow: Matriculated students should add or drop a course through the Student Administration System.Non-degree students should refer to Non-Degree Add/Drop Information located on the registrar’s website.You must officially drop a course to avoid receiving an "F" on your permanent transcript. Simply discontinuing class or informing the instructor you want to drop does not constitute an official drop of the course. For more information, refer to the:Undergraduate CatalogGraduate Catalog Academic Calendar The University's Academic Calendar contains important semester dates.Academic Support ResourcesTechnology and Academic Help provides a guide to technical and academic assistance. Students 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)Policy against Discrimination, Harassment and Inappropriate Romantic RelationshipsThe University is committed to maintaining an environment free of discrimination or discriminatory harassment directed toward any person or group within its community – students, employees, or visitors.? Academic and professional excellence can flourish only when each member of our community is assured an atmosphere of mutual respect.? All members of the University community are responsible for the maintenance of an academic and work environment in which people are free to learn and work without fear of discrimination or discriminatory harassment.? In addition, inappropriate Romantic relationships can undermine the University’s mission when those in positions of authority abuse or appear to abuse their authority.? To that end, and in accordance with federal and state law, the University prohibits discrimination and discriminatory harassment, as well as inappropriate Romantic relationships, and such behavior will be met with appropriate disciplinary action, up to and including dismissal from the University. Refer to the Policy against Discrimination, Harassment and Inappropriate Romantic Relationships for more information.Sexual Assault Reporting PolicyTo protect the campus community, all non-confidential University employees (including faculty) are required to report assaults they witness or are told about to the Office of Diversity & Equity under the Sexual Assault Response Policy.? The University takes all reports with the utmost seriousness.? Please be aware that while the information you provide will remain private, it will not be confidential and will be shared with University officials who can help. Refer to the Sexual Assault Reporting Policy for more information.Software Requirements and Technical HelpWord processing softwareAdobe Acrobat ReaderInternet accessThis course is completely facilitated online using the learning management platform, HuskyCT. If you have difficulty accessing HuskyCT, online students have access to the in person/live person support options available during regular business hours in the Digital Learning Center. Students also have 24x7 Support with 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. (add additional skills as needed)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.2018-287GEOG 3530Add Course (guest: Chuanrong (Cindy) Zhang)Proposal to Add a New Undergraduate CourseLast revised: September 24, 20131. Date: October 29, 20182. Department requesting this course: Geography3. Semester and year in which course will be first offered: Fall 2019Final Catalog Listing Assemble this after you have completed the components below. This listing should not contain any information that is not listed below! GEOG 3530. Introduction to GeoComputingThree credits. Prerequisite: GEOG 2500; Recommended Preparation: GEOG 2505.Introduction to GIS programming and scripting to automate GIS and spatial analyses; Students will develop geospatial models using geoprocessing tools within ArcGIS, gain fundamental programming skills in the Python programming language, and employ Python scripting to solve geospatial problems.Items Included in Catalog ListingObligatory Items1. Standard abbreviation for Department, Program or Subject Area: GEOG2. Course Number: 35303. Course Title: Introduction to GeoComputing4. Number of Credits: 3 credits5. Course Description (second paragraph of catalog entry):Introduction to GIS programming and scripting to automate GIS and spatial analyses; Students will develop geospatial models using geoprocessing tools within ArcGIS, gain fundamental programming skills in the Python programming language, and employ Python scripting to solve geospatial problems.Optional Items6. Pattern of instruction, if not standard:7. Prerequisites, if applicable: GEOG 2500a. Consent of Instructor, if applicable: b. Open to sophomores/juniors or higher:8. Recommended Preparation, if applicable: GEOG 25059. Exclusions, if applicable:10. Repetition for credit, if applicable:11. Skill codes “W”, “Q” or “C”:12. S/U grading:Justification1. Reasons for adding this course:Knowledge of a scripting language, and in particular the Python scripting language, is viewed as a highly desired skill in a GIS analyst or GIS researcher. Python is an open-source, simple and flexible programming language that has become the primary language used and supported by GIS software programs, including ArcGIS. Python scripts can be used to manage geospatial data, perform spatial analyses, and create map documents. The ability to design and implement scripts using Python allows one to automate GIS tasks, create customized interfaces to interact with geospatial data, and solve more complex geospatial problems when a spatial analysis tool does not exist in the software program.The only course currently covering programming applications in GIS is taught by the Department of Natural Resources and the Environment at the graduate level. The proposed course, Introduction to GeoComputing, will be taught at the undergraduate level to introduce undergraduate students to model building and programming fundamentals. The skills learned in this course will provide students with the foundational skills needed to apply Python scripting and programming in GIS and spatial analyses; skills which will serve as important building blocks as they continue work in the field of GIScience. As such, this course will serve as a required core course in the Geographic Information Science major proposed by the Department of Geography.2. Academic merit:Students completing this course will be equipped with a fundamental knowledge of the scripting and programming tools utilized in GIS and spatial data applications. Students will be able to automate GIS tasks using ArcGIS ModelBuilder and implement Python scripts using the ArcPy interface. Students will also gain an understanding of programming concepts and approaches and an awareness of more advanced modeling techniques. More importantly, students will gain an appreciation of how Python can extend the capabilities of ArcGIS to solve more complex spatial problems. The objective of the course is to ensure students gain the foundational knowledge required to continue their academic pursuits in more advanced GIS programming courses.3. Overlapping courses and departments consulted: None 4. Number of students expected: 255. Number and size of sections: 1 section of 6-25 students6. Effects on other departments: None7. Effects on regional campuses: None8. Staffing: Dr. Amy C. Burnicki General EducationIf the course is being proposed for university general education Content Area 1 (Arts and Humanities), then the course should be added to a CLAS general education area (A-E). It is recommended that courses be listed in one and only one of these areas (A-E).For a Content Area 1 course:a. Provide justification for inclusion in Content Area 1:(This should be copied from item 41a of the GEOC Curricular Action Request)b. Specify a CLAS area, A-E: ??????? c. Provide justification for inclusion in CLAS area, A-E: (Please consult CLAS guidelines for areas A-E.)Proposer Information1. Dates approved by????Department Curriculum Committee: 11.5.2018????Department Faculty: 11.7.20182. Name, Phone Number, and e-mail address of principal contact person:Amy C. Burnickiemail: amy.burnicki@uconn.eduphone: 860-486-2340 SyllabusA syllabus for the new course must be attached to your submission email.University of ConnecticutDepartment of GeographyGEOG 3530 Introduction to GeoComputingFall Semester 2019Meets:Monday 50 minutes (specific time TBD); room: TBDWednesday (possible alternative: Thursday) 2 hours (specific time TBD); room: AUST 438Instructor: Dr. Amy Burnicki (amy.burnicki@uconn.edu)Office hours: TBDPrerequisites: GEOG 2500Recommended Preparation: GEOG 2505Course Description:Introduction to GIS programming and scripting to automate GIS and spatial analyses; Students will develop geospatial models using geoprocessing tools within ArcGIS, gain fundamental programming skills in the Python programming language, and employ Python scripting to solve geospatial problems.Course Objectives:Upon successful completion of this course, students will be able to:1. design and implement geoprocessing models using the ArcGIS ModelBuilder interface2. integrate advanced modeling techniques, like batch processing and iteration, into a model3. demonstrate an understanding of basic programming skills and concepts; e.g., scripting, debugging, documentation4. apply the Python programming language to solve geospatial problems5. design and implement scripts using ArcPy to automate geoprocessing tasksTextbooks:Getting to Know ArcGIS ModelBuilder, David W. Allen, ESRI Press, 2011.Python Scripting for ArcGIS, Paul A. Zandbergen, ESRI Press, 2013.Recommended Readings: (particularly for programming beginners)Learning Python, Mark Lutz and David Ascher, O’Reilly Media, Inc., 2013.Think Python, Allen B. Downey, O’Reilly Media, Inc., 2015.Additional Course Materials:The class webpage is accessible through HuskyCT [ HYPERLINK "" ]. This website will be used for all class announcements and to distribute course materials, including copies of syllabus and course schedule, lecture notes, lab assignments and data, and other documents of interest.Course Expectations: Students are expected to attend and participate in all class meetings, complete course readings prior to discussion in class, and attend all laboratory sessions. Attendance is essential to your understanding of and performance in both lecture and lab. From my experience, the single best predictor of performance in class is consistent attendance. Planned absences should be brought to the instructor’s attention prior to the missed class.Lab assignments will require work outside of class and lab times. The computer lab utilized in this course has open hours for student use. Please check the posted lab schedule for available hours. The software used in the course is available through UConn AnyWare (). In addition, students can obtain a one-year, student copy of the ArcGIS software program for their personal use. Interested students should email Dr. Burnicki to receive download instructions and an authorization code.Course EvaluationYour grade will be based on your performance on fourteen laboratory assignments, four in-class quizzes, and a final exam.Lab Assignments:You will complete weekly lab exercises. Instructions and requirements for each lab exercise will explained in class during each lab session. The lab assignment document and related data will be posted to HuskyCT on the Monday preceding each lab session.Lab assignments must be submitted by the specified date and time. Submission deadlines can be found in the lab assignment and HuskyCT. All lab assignments will be submitted and returned via HuskyCT. Late submissions are penalized 15% per day. A lab submitted more than 3 days late will not be accepted. If you have extenuating circumstances (e.g., extended illness or family emergency), you must contact Dr. Burnicki prior to the submission deadline.In addition, I recommend you keep a lab notebook (digital or hardcopy), as later labs will require you to perform tasks that were described in detail in previous lab assignments.In-Class Quizzes:Four quizzes will be conducted during the semester. Quizzes are administered at the start of class on Monday; see Course Schedule for specific dates. Any exception to the schedule will be announced in class and via HuskyCT. No make-up quizzes will be given, with the following exceptions: a) medical emergency with a letter from the hospital or doctor; or b) athletic team members with a letter from their coach (in case of a conflict between an exam and a tournament/meet).Final Exam:A cumulative final exam will be given at the end of the semester during Finals week. This course follows all University regulations concerning the final exam: “Final exam week for Fall 2019 takes place from Monday, December 9 through Sunday, December 15, 2019. Students are required to be available for their exam during the stated time. If you have a conflict with this time, you must visit the Dean of Students Office to discuss the possibility of rescheduling this exam.”Grade Calculation:ComponentGrade %Overall %GradeLab Assignments6093 or aboveAIn-Class Quizzes2590 – 92.9A-Final Exam1587 – 89.9B+83 – 86.9B80 – 82.9B-77 – 79.9C+73 – 76.9C70 – 72.9C-67 – 69.9D+60 – 66.9Dbelow 60FAdditional Course Policies:Student Code:A note on student work. Group discussion during lab sessions is expected and encouraged. However, lab assignments must be completed individually by each student. It is expected that work submitted by a student reflects his or her original ideas and responses. Submissions that reflect substantially similar work by more than one student or submissions that contain text taken directly from published materials and not properly cited will be dealt with as an act of scholarly dishonesty and a failing grade will be issued. Students are expected to be familiar with the university policies on academic misconduct as detailed in the UConn student code: . Any student work that is found to be in violation of the university policy will be assigned a grade of zero at a minimum. Students with multiple offenses are at risk of failing the iquette and Communication:Specific questions or concerns regarding the course or presented materials should be discussed with Dr. Burnicki after class, during office hours or via email. Please include the course number (GEOG 3530) in all email correspondence. Emails sent after 5pm and before 9am weekdays or during weekends may not be answered until the next business day.At all times, course communication with fellow students and the instructor are to be professional and courteous. It is expected that you proofread all your written communication, including assignment submissions and mail messages.Students with Disabilities:Students 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.Course Schedule:Changes to the schedule may be necessary based on class progress or weather, but it is my intention to keep changes to a minimum. All changes will be announced in class and posted on the course website. It is your responsibility to stay apprised of changes to the course schedule.DateTopicReadingLabWeek 1Aug 26 – Aug 30Course IntroductionGeospatial Data Formats and File OrganizationReview: ArcGISWeek 2Sept 3 – Sept 6 Model Building & GIS CustomizationMB: Ch1Review: ModelBuilderWeek 3Sept 9 – Sept 13Interactive ModelsMB: Ch2Creating Interactive ModelsWeek 4Sept 16 – Sept 20Flow ControlSept. 16: Quiz 1MB: Ch3Establishing Flow ControlWeek 5Sept 23 – Sept 27Batch Processing & Model IterationMB: Ch5& Ch6Advanced Processing with ModelBuilderWeek 6Sept 30 – Oct 4Python and ArcGISPy: Ch 3Python ScriptingWeek 7Oct 7 – Oct 11Python Core Concepts, 1Oct. 7: Quiz 2Py: Ch4 (4.1-4.6)Beginning Programming with PythonWeek 8Oct 14 – Oct 18Python Core Concepts, 2Py: Ch4 (4.7-4.15)Python Programming Fundamentals, 1Week 9Oct 21 – Oct 25Python Core Concepts, 3Py: Ch4 (4.16-4.21)Python Programming Fundamentals, 2Week 10Oct 28 – Nov 1Geoprocessing with ArcPyOct. 28: Quiz 3Py: Ch5ArcPy: Integrating ArcGIS and PythonWeek 11Nov 4 – Nov 8Lists and Data StructuresPy: Ch6Exploring Vector Data with PythonWeek 12Nov 11 – Nov 15Working with CursorsPy: Ch7Accessing Attribute DataWeek 13Nov 18 – Nov 22Working with Geometries, 1Nov 18: Quiz 4Py: Ch8 (8.1-8.3)Reading GeometriesThanksgiving BreakWeek 14Dec 2 – Dec 6Working with Geometries, 2Py: Ch8 (8.4-8.8)Writing GeometriesFinal Exam WeekDec 9 – Dec 13Final Exam*MB refers to text “Getting to Know ModelBuilder”; Py refers to text “Python Scripting for ArcGIS”2018-288GEOG 4516Add Course (guest: Chuanrong (Cindy) Zhang)Proposal to Add a New Undergraduate CourseLast revised: September 24, 20131. Date: Oct. 19, 20182. Department requesting this course: Geography (GEOG) 3. Semester and year in which course will be first offered: Spring 2020Final Catalog Listing Assemble this after you have completed the components below. This listing should not contain any information that is not listed below! GEOG 4516. Fundamentals of Spatial Database SystemsThree credits. Prerequisite: GEOG 2500 or permission of the instructor. The theories and principles behind the Spatial Database Systems. Students will learn how to design and implement spatial databases. Items Included in Catalog ListingObligatory Items1. Standard abbreviation for Department, Program or Subject Area: GEOG2. Course Number: 45163. Course Title: Fundamentals of Spatial Database Systems4. Number of Credits: 3 credits5. Course Description (second paragraph of catalog entry): Understanding database principles is the foundation for mastering the technical aspects of GIS. The objective of this course is to understand the fundamental principles of the design and implementation of well-conceived spatial databases, especially Esri geodatabases, and be able to manipulate them both inside and outside of GIS. In this course students will learn the fundamentals of relational, object-oriented and unstructured spatial databases.Optional Items6. Pattern of instruction, if not standard: N/A7. Prerequisites, if applicable:a. Consent of Instructor, if applicable: GEOG 2500 or permission of the instructor b. Open to sophomores/juniors or higher: sophomores/juniors or higher8. Recommended Preparation, if applicable: None9. Exclusions, if applicable: None10. Repetition for credit, if applicable: No11. Skill codes “W”, “Q” or “C”: None12. S/U grading: N/AJustificationReasons for adding this course: Spatial database is the core of GIS. Spatial database courses have been offered in most of geography departments for GIS education in universities of U.S. Knowledge and skills in fundamentals of spatial database systems are essential to GIS professionals, or other professionals or researchers using GIS or spatial data. Most GIS jobs require knowledge and skills in spatial database systems. However, there is no course in geography curriculum and other program curriculum in UCONN to teach students these important knowledge and skills. Geography is proposing new GIS BA/BS major programs. This course is listed as one of elective GIS courses.Academic merit: Spatial database technology is the core of GIS. There is an increasing need for people with skills in enterprise level database administration and SQL. Although there are general database courses offered by other departments or programs such as computer science or business school, these is no course focusing on spatial databases, which deal with location (spatial) data and is special comparing with a general database. This course will teach students fundamentals of not only traditional relational, object-oriented spatial databases but also the new unstructured spatial database paradigm such as NoSQL and MongoDB. In this course, students can learn how to create, maintain, and retrieve spatial data or information from a spatially enabled database. Overlapping courses and departments consulted: None. Number of students expected: 255. Number and size of sections: one section with 25 students.6. Effects on other departments: There is no negative effect. But this course would bring benefits to many other programs across the university because spatial data is important to them. Students and faculty from many programs (e.g. economics, social science, NRE, urban community studies, geoscience, civil and environmental engineering, marine science, transportation, business) have to use and deal with spatial databases.7. Effects on regional campuses: None8. Staffing: Dr. Chuanrong (Cindy) ZhangGeneral EducationIf the course is being proposed for university general education Content Area 1 (Arts and Humanities), then the course should be added to a CLAS general education area (A-E). It is recommended that courses be listed in one and only one of these areas (A-E).For a Content Area 1 course:a. Provide justification for inclusion in Content Area 1:(This should be copied from item 41a of the GEOC Curricular Action Request)b. Specify a CLAS area, A-E: ??????? c. Provide justification for inclusion in CLAS area, A-E: (Please consult CLAS guidelines for areas A-E.)Proposer Information1. Dates approved by????Department Curriculum Committee: Nov. 5, 2018Department Faculty: Nov. 7, 20182. Name, Phone Number, and e-mail address of principal contact person: Chuanrong (Cindy) ZhangPhone: 860-486-3656Email: cindy.zhang@uconn.edu SyllabusA syllabus for the new course must be attached to your submission email.10477560007500Geog 4516Fundamentals of Spatial Database SystemsGeographyGeog 4516 Fundamentals of Spatial Database Systems Syllabus – Spring 2020Syllabus information may be subject to change. The most up-to-date syllabus is located within the course in HuskyCT.Course and Instructor InformationCourse Title: Geog 4516 Fundamentals of Spatial Database SystemsCredits: 3Format: Lecture Prerequisites: Geog 2500 or permission of the instructorProfessor: Chuanrong (Cindy) Zhang Email: cindy.zhang@uconn.eduTelephone: Office phone (860) 486-2610Other: Cell phone (860) 938-6582 Office: Aust #425Office Hours/Availability: 9:00am—10:00am EST WednesdayCourse MaterialsRequired textbook:There is no required textbook for this course. All the required reading materials will be posted on the course website. Other Suggested Textbook:Yeung, A. K., & Hall, G. B. (2007). Spatial database systems: Design, implementation and project management (Vol. 87). Springer Science & Business Media.Obe, R., & Hsu, L. (2011). PostGIS in action. GEOInformatics, 14(8), 30.Shekhar, S., & Chawla, S. (2003). Spatial databases: a tour (Vol. 2003). Upper Saddle River, NJ: prentice hall.Zeiller, M. (2010). Modeling our world: the ESRI guide to Geodatabase concepts.Additional course readings and media are available within HuskyCT, through either an Internet link or Library Resources Course Website:There is a course website that is accessible through UCONN HuskyCT []. Materials for this course including syllabus, reading materials, lecture notes, exercises, and other information of interest will be put on the course website.Course DescriptionUnderstanding database principles is the foundation for mastering the technical aspects of GIS. The objective of the course is to understand the fundamental principles of the design and implementation of well-conceived spatial databases, especially Esri geodatabases, and be able to manipulate them both inside and outside of GIS.In this course we examine the fundamentals of relational, object-oriented and unstructured spatial databases. A major benefit of the relational model is that it provides a metaphor that is closer to the way humans think about data than did previous database models. Yet within GIS, some authors have argued that the object-oriented model provides an inherently more suitable basis for storing geographical data than the relational model. The unstructured model is increasingly being used to support applications including big data storage and retrieval (e.g. Twitter, Facebook, Google). The influence of object-oriented concepts has become steadily more dominant throughout virtually every aspect of modern computing. Anyone wishing to pursue a career in GIS, in fact in any aspect of computing, should gain an understanding of both the relational and object-oriented models with respect to spatial databases.Course FormatClasses will be split into lecture and lab sessions each week. The lectures will focus on the theories and principles behind the Spatial Database Systems. Lab exercises focus on the training of relational database topics that are of relevance in both geographic and non-geographic contexts (e.g., Structured Query Language and database design). Students will learn how to design and set up a spatial database. Students will work on both open-source technologies (specifically, the Postgres database management systems and its spatial extension PostGIS) and technology from a leading vendor (Esri's geodatabase). During lab time students will work through problems, and do computer work or exercise. If you cannot finish your assignment during lab time, you need to find your own time to finish it.You are expected to participate in all of these activities. Failure to participate in these activities may affect your final class grade. You are strongly encouraged to ask questions during class. The more questions you ask, the more you will get out of the course.Course ObjectivesBy the end of the semester, students should be able to: Discuss the complexity of the geographic world and techniques for modeling it in a computer.Explain the strengths and limitations of various databases and non-relational structures for spatial data, including those supported by Esri’s ArcGIS platform and open source systems.Use SQL fragments and/or statements as appropriate to interrogate spatial databases to accomplish data loading, maintenance, map production, and analysis.Retrieve data from an existing database using SQL Select queriesCreate spatially enabled tables in Postgres/PostGISCreate and manage an Esri file geodatabaseSet up and administer an enterprise (ArcSDE) geodatabaseDefine a geographical realm of interest, model that realm diagrammatically and narratively, and implement the model in a geodatabase.Course Outline (and Calendar if Applicable)Tentative Course Outline (Subject to Change)DateTopicExercises Week 1(Jan. 21- Jan. 26)Getting Started and Course OverviewWeek 2(Jan. 27- Feb. 2)Retrieving Data from a Relational DatabaseSQL IntroductionExercise 1 (60points) (due on Feb. 3)SQL: Queries and Subqueries, Joining Tables, Aggregating DataWeek 3 (Feb. 3- Feb. 9)Relational Database Concepts and TheoryAdvanced Spatial SQL- Spatial OperatorsSpatial IndexesSpatial FiltersExercise 2 (60points) (due on Feb. 10)RDBMS, Design Concepts, Managing Data in TablesTutorial: Getting Started with Oracle Spatial SQL Reference tool W3 Schools – SQL ref. Week 4(Feb. 10- Feb. 16)Building a Postgres/PostGIS DatabaseExercise 3 (60points) (due on Feb. 17)PostGIS and QGISWeek 5(Feb. 17- Feb. 23)Working with PostGIS Spatial FunctionsExercise 4 (60points) (due on Feb. 24)Postgres/PostGIS Topics: Management Functions, Geometry, Spatial FunctionsWeek 6(Feb. 24 – Mar. 1)Esri's Desktop Geodatabases: Domains, Subtypes, Topology, Relationship ClassesExercise 5 (60points) (due on Mar. 2)Esri's Desktop GeodatabasesWeek 7(Mar. 2- Mar. 8)Enterprise Geodatabase AdministrationExercise 6 (60points) (due on Mar. 9)Enterprise Geodatabase introduction, ArcSDEWeek 8(Mar. 9- Mar. 15)Data Management in an Enterprise Geodatabase: Vector and RasterExercise 7 (60points) (due on Mar. 16)Week 9(Mar. 16- Mar. 22)Spring Break No class Week 10(Mar. 23- Mar. 29)Editing and Versioning in an Enterprise GeodatabaseExercise 8 (60points) (due on Mar. 30)Versioned Editing in an Enterprise GeodatabaseWeek 11(Mar. 30- April 5)Semantics andOntologyExercise 9 (60points) (due on April 6) Spatial Data Infrastructures (SDI), RDF, OWLWeek 12(April 6- April 12)Big Data databases (1)Exercise 10 (60points) (due on April 13) MongoDB and other NoSQL databasesWeek 13(April 13- April 19)Big Data databases (2)Continue on Exercise 10 (60points) (due on April 20) MongoDB and other NoSQL databasesWeek 14(April 20- April 26)Final projectFinal project due at the middle night on May 4. Week 15(April 27- May 3)Final projectFinal project due at the middle night on May 4. Week 16(May 4- May 9)Final exam Final Exam will be given at the university exam schedule.If it is inconvenient for you to take the exam at that time, you need to contact with Instructor to arrange another test time at the last week of Fall semester class.Course Requirements and GradingTests and Assignments:(20%) Course project: At the final weeks of this course, students will carry out a course project. This project will require you write a 5-6 page (Not including works cited page or graphics), double-spaced research paper. (60%) Ten exercise assignments: All assignments are due at the specific time assigned. No late assignments will be accepted except in extraordinary circumstances.(20%) Final Exams: The exam format may include multiple choice, true or false, and short answer questions.? Student access to the exam will be restricted by day and hour. The exams will also be timed, and the amount of time taken by each student will be recorded. Students will be required to turn in their exam when the exam time expires. All exams will be open-book and open-notes. The exams cover the lecture notes, assigned reading, and assigned exercises. A make-up exam will be scheduled only in the event of personal illness or extraordinary circumstances. Anyone who will miss an exam must notify the instructor in advance of the exam date. The exam questions are designed to test whether you understand the assignments, course notes and whether you are achieving the class objectives outlined above.Your instructor and the university have a responsibility to promote academic honesty and integrity. You, as a student, are (1) responsible for the honest completion and representation of your work, (2) expected to respect the academic endeavors of others.STUDENTS WITH SPECIAL NEEDS SHOULD INFORM THE INSTRUCTOR AS EARLY AS POSSIBLE.Grading:Student’s final course grade will be based on course project, 11 exercise assignments, and final exam:a. Course project 200points20% b. 10 exercises600points60% d. Final exam200points20% Total: 1000 points100%Course final grades are based on a linear, percentage based system. That is, the final course score equals to the total points students earned divided by the total points available.The following cutoffs will be used as a guide for assigning letter grades:A: 93% - 100%A-: 90% - 92%B+: 87% - 89%B: 83% - 86%B-: 80% - 82%C+: 77% - 79%C: 73% - 76%C-: 70% - 72%D+: 67% - 69%D: 63% - 66%D-: 60% - 62%E: below 60%Due Dates and Late PolicyAll course due dates are identified in the course outline. Deadlines are based on Eastern Standard Time; if you are in a different time zone, please adjust your submittal times accordingly. The instructor reserves the right to change dates accordingly as the semester progresses. All changes will be communicated in an appropriate manner.Feedback and GradesI will make every effort to provide feedback through individual meeting, course website, emails, and phone. To keep track of your performance in the course, refer to My Grades in HuskyCT.Student Responsibilities and ResourcesAs 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. This section provides a brief overview to important standards, policies and resources.Student CodeYou are responsible for acting in accordance with the University of Connecticut's Student Code Review and become familiar with these expectations. In particular, make sure you have read the section that applies to you on Academic Integrity:Academic Integrity in Undergraduate Education and ResearchAcademic Integrity in Graduate Education and ResearchCheating and plagiarism are taken very seriously at the University of Connecticut. As a student, it is your responsibility to avoid plagiarism. If you need more information about the subject of plagiarism, use the following resources:Plagiarism: How to Recognize it and How to Avoid ItUniversity of Connecticut Libraries’ Student Instruction (includes research, citing and writing resources)CopyrightCopyrighted materials within the course are only for the use of students enrolled in the course for purposes associated with this course and may not be retained or further iquette and CommunicationAt all times, course communication with fellow students and the instructor are to be professional and courteous. It is expected that you proofread all your written communication, including discussion posts, assignment submissions, and mail messages. If you are new to online learning or need a netiquette refresher, please look at this guide titled, The Core Rules of Netiquette. Adding or Dropping a CourseIf you should decide to add or drop a course, there are official procedures to follow: Matriculated students should add or drop a course through the Student Administration System.Non-degree students should refer to Non-Degree Add/Drop Information located on the registrar’s website.You must officially drop a course to avoid receiving an "F" on your permanent transcript. Simply discontinuing class or informing the instructor you want to drop does not constitute an official drop of the course. For more information, refer to the:Undergraduate CatalogGraduate Catalog Academic Calendar The University's Academic Calendar contains important semester dates.Academic Support ResourcesTechnology and Academic Help provides a guide to technical and academic assistance. Students 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)Policy against Discrimination, Harassment and Inappropriate Romantic RelationshipsThe University is committed to maintaining an environment free of discrimination or discriminatory harassment directed toward any person or group within its community – students, employees, or visitors.? Academic and professional excellence can flourish only when each member of our community is assured an atmosphere of mutual respect.? All members of the University community are responsible for the maintenance of an academic and work environment in which people are free to learn and work without fear of discrimination or discriminatory harassment.? In addition, inappropriate Romantic relationships can undermine the University’s mission when those in positions of authority abuse or appear to abuse their authority.? To that end, and in accordance with federal and state law, the University prohibits discrimination and discriminatory harassment, as well as inappropriate Romantic relationships, and such behavior will be met with appropriate disciplinary action, up to and including dismissal from the University. Refer to the Policy against Discrimination, Harassment and Inappropriate Romantic Relationships for more information.Sexual Assault Reporting PolicyTo protect the campus community, all non-confidential University employees (including faculty) are required to report assaults they witness or are told about to the Office of Diversity & Equity under the Sexual Assault Response Policy.? The University takes all reports with the utmost seriousness.? Please be aware that while the information you provide will remain private, it will not be confidential and will be shared with University officials who can help. Refer to the Sexual Assault Reporting Policy for more information.Software Requirements and Technical HelpWord processing softwareAdobe Acrobat ReaderInternet accessThis course is completely facilitated online using the learning management platform, HuskyCT. If you have difficulty accessing HuskyCT, online students have access to the in person/live person support options available during regular business hours in the Digital Learning Center. Students also have 24x7 Support with 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. (add additional skills as needed)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.2018-289GEOG 5516Add Course (guest: Chuanrong (Cindy) Zhang)Proposal to Add a New Undergraduate CourseLast revised: September 24, 20131. Date: Oct. 19, 20182. Department requesting this course: Geography (GEOG) 3. Semester and year in which course will be first offered: Spring 2020Final Catalog Listing Assemble this after you have completed the components below. This listing should not contain any information that is not listed below! GEOG 5516. Fundamentals of Spatial Database SystemsThree credits. The theories and principles behind the Spatial Database Systems. Students will learn how to design and implement spatial databases. Items Included in Catalog ListingObligatory Items1. Standard abbreviation for Department, Program or Subject Area: GEOG2. Course Number: 55163. Course Title: Fundamentals of Spatial Database Systems4. Number of Credits: 3 credits5. Course Description (second paragraph of catalog entry): Understanding database principles is the foundation for mastering the technical aspects of GIS. The objective of this course is to understand the fundamental principles of the design and implementation of well-conceived spatial databases, especially Esri geodatabases, and be able to manipulate them both inside and outside of GIS. In this course students will learn the fundamentals of relational, object-oriented and unstructured spatial databases.Optional Items6. Pattern of instruction, if not standard: N/A7. Prerequisites, if applicable:a. Consent of Instructor, if applicable: GEOG 2500 or permission of the instructor b. Open to sophomores/juniors or higher: sophomores/juniors or higher8. Recommended Preparation, if applicable: None9. Exclusions, if applicable: None10. Repetition for credit, if applicable: No11. Skill codes “W”, “Q” or “C”: None12. S/U grading: N/AJustificationReasons for adding this course: Spatial database is the core of GIS. Spatial database courses have been offered in most of geography departments for GIS education in universities of U.S. Knowledge and skills in fundamentals of spatial database systems are essential to GIS professionals, or other professionals or researchers using GIS or spatial data. Most GIS jobs require knowledge and skills in spatial database systems. However, there is no course in geography curriculum and other program curriculum in UCONN to teach students these important knowledge and skills. Geography is proposing new GIS BA/BS major programs. This course is listed as one of elective GIS courses.Academic merit: Spatial database technology is the core of GIS. There is an increasing need for people with skills in enterprise level database administration and SQL. Although there are general database courses offered by other departments or programs such as computer science or business school, these is no course focusing on spatial databases, which deal with location (spatial) data and is special comparing with a general database. This course will teach students fundamentals of not only traditional relational, object-oriented spatial databases but also the new unstructured spatial database paradigm such as NoSQL and MongoDB. In this course, students can learn how to create, maintain, and retrieve spatial data or information from a spatially enabled database. Overlapping courses and departments consulted: None. Number of students expected: 255. Number and size of sections: one section with 25 students.6. Effects on other departments: There is no negative effect. But this course would bring benefits to many other programs across the university because spatial data is important to them. Students and faculty from many programs (e.g. economics, social science, NRE, urban community studies, geoscience, civil and environmental engineering, marine science, transportation, business) have to use and deal with spatial databases.7. Effects on regional campuses: None8. Staffing: Dr. Chuanrong (Cindy) ZhangGeneral EducationIf the course is being proposed for university general education Content Area 1 (Arts and Humanities), then the course should be added to a CLAS general education area (A-E). It is recommended that courses be listed in one and only one of these areas (A-E).For a Content Area 1 course:a. Provide justification for inclusion in Content Area 1:(This should be copied from item 41a of the GEOC Curricular Action Request)b. Specify a CLAS area, A-E: ??????? c. Provide justification for inclusion in CLAS area, A-E: (Please consult CLAS guidelines for areas A-E.)Proposer Information1. Dates approved by????Department Curriculum Committee: Nov. 5, 2018Department Faculty: Nov. 7, 20182. Name, Phone Number, and e-mail address of principal contact person: Chuanrong (Cindy) ZhangPhone: 860-486-3656Email: cindy.zhang@uconn.edu SyllabusA syllabus for the new course must be attached to your submission email.10477560007500Geog 5516Fundamentals of Spatial Database SystemsGeographyGeog 5516 Fundamentals of Spatial Database Systems Syllabus – Spring 2020Syllabus information may be subject to change. The most up-to-date syllabus is located within the course in HuskyCT.Course and Instructor InformationCourse Title: Geog 5516 Fundamentals of Spatial Database SystemsCredits: 3Format: Lecture Prerequisites: Permission of the instructorProfessor: Chuanrong (Cindy) Zhang Email: cindy.zhang@uconn.eduTelephone: Office phone (860) 486-2610Other: Cell phone (860) 938-6582 Office: Aust #425Office Hours/Availability: 9:00am—10:00am EST WednesdayCourse MaterialsRequired textbook:There is no required textbook for this course. All the required reading materials will be posted on the course website. Other Suggested Textbook:Yeung, A. K., & Hall, G. B. (2007). Spatial database systems: Design, implementation and project management (Vol. 87). Springer Science & Business Media.Obe, R., & Hsu, L. (2011). PostGIS in action. GEOInformatics, 14(8), 30.Shekhar, S., & Chawla, S. (2003). Spatial databases: a tour (Vol. 2003). Upper Saddle River, NJ: prentice hall.Zeiller, M. (2010). Modeling our world: the ESRI guide to Geodatabase concepts.Additional course readings and media are available within HuskyCT, through either an Internet link or Library Resources Course Website:There is a course website that is accessible through UCONN HuskyCT []. Materials for this course including syllabus, reading materials, lecture notes, exercises, and other information of interest will be put on the course website.Course DescriptionUnderstanding database principles is the foundation for mastering the technical aspects of GIS. The objective of the course is to understand the fundamental principles of the design and implementation of well-conceived spatial databases, especially Esri geodatabases, and be able to manipulate them both inside and outside of GIS.In this course we examine the fundamentals of relational, object-oriented and unstructured spatial databases. A major benefit of the relational model is that it provides a metaphor that is closer to the way humans think about data than did previous database models. Yet within GIS, some authors have argued that the object-oriented model provides an inherently more suitable basis for storing geographical data than the relational model. The unstructured model is increasingly being used to support applications including big data storage and retrieval (e.g. Twitter, Facebook, Google). The influence of object-oriented concepts has become steadily more dominant throughout virtually every aspect of modern computing. Anyone wishing to pursue a career in GIS, in fact in any aspect of computing, should gain an understanding of both the relational and object-oriented models with respect to spatial databases.Course FormatClasses will be split into lecture and lab sessions each week. The lectures will focus on the theories and principles behind the Spatial Database Systems. Lab exercises focus on the training of relational database topics that are of relevance in both geographic and non-geographic contexts (e.g., Structured Query Language and database design). Students will learn how to design and set up a spatial database. Students will work on both open-source technologies (specifically, the Postgres database management systems and its spatial extension PostGIS) and technology from a leading vendor (Esri's geodatabase). During lab time students will work through problems, and do computer work or exercise. If you cannot finish your assignment during lab time, you need to find your own time to finish it.You are expected to participate in all of these activities. Failure to participate in these activities may affect your final class grade. You are strongly encouraged to ask questions during class. The more questions you ask, the more you will get out of the course.Course ObjectivesBy the end of the semester, students should be able to: Discuss the complexity of the geographic world and techniques for modeling it in a computer.Explain the strengths and limitations of various databases and non-relational structures for spatial data, including those supported by Esri’s ArcGIS platform and open source systems.Use SQL fragments and/or statements as appropriate to interrogate spatial databases to accomplish data loading, maintenance, map production, and analysis.Retrieve data from an existing database using SQL Select queriesCreate spatially enabled tables in Postgres/PostGISCreate and manage an Esri file geodatabaseSet up and administer an enterprise (ArcSDE) geodatabaseDefine a geographical realm of interest, model that realm diagrammatically and narratively, and implement the model in a geodatabase.Course Outline (and Calendar if Applicable)Tentative Course Outline (Subject to Change)DateTopicExercises Week 1(Jan. 21- Jan. 26)Getting Started and Course OverviewWeek 2(Jan. 27- Feb. 2)Retrieving Data from a Relational DatabaseSQL IntroductionExercise 1 (60points) (due on Feb. 3)SQL: Queries and Subqueries, Joining Tables, Aggregating DataWeek 3 (Feb. 3- Feb. 9)Relational Database Concepts and TheoryAdvanced Spatial SQL- Spatial OperatorsSpatial IndexesSpatial FiltersExercise 2 (60points) (due on Feb. 10)RDBMS, Design Concepts, Managing Data in TablesTutorial: Getting Started with Oracle Spatial SQL Reference tool W3 Schools – SQL ref. Week 4(Feb. 10- Feb. 16)Building a Postgres/PostGIS DatabaseExercise 3 (60points) (due on Feb. 17)PostGIS and QGISWeek 5(Feb. 17- Feb. 23)Working with PostGIS Spatial FunctionsExercise 4 (60points) (due on Feb. 24)Postgres/PostGIS Topics: Management Functions, Geometry, Spatial FunctionsWeek 6(Feb. 24 – Mar. 1)Esri's Desktop Geodatabases: Domains, Subtypes, Topology, Relationship ClassesExercise 5 (60points) (due on Mar. 2)Esri's Desktop GeodatabasesWeek 7(Mar. 2- Mar. 8)Enterprise Geodatabase AdministrationExercise 6 (60points) (due on Mar. 9)Enterprise Geodatabase introduction, ArcSDEWeek 8(Mar. 9- Mar. 15)Data Management in an Enterprise Geodatabase: Vector and RasterExercise 7 (60points) (due on Mar. 16)Week 9(Mar. 16- Mar. 22)Spring Break No class Week 10(Mar. 23- Mar. 29)Editing and Versioning in an Enterprise GeodatabaseExercise 8 (60points) (due on Mar. 30)Versioned Editing in an Enterprise GeodatabaseWeek 11(Mar. 30- April 5)Semantics andOntologyExercise 9 (60points) (due on April 6) Spatial Data Infrastructures (SDI), RDF, OWLWeek 12(April 6- April 12)Big Data databases (1)Exercise 10 (60points) (due on April 13) MongoDB and other NoSQL databasesWeek 13(April 13- April 19)Big Data databases (2)Continue on Exercise 10 (60points) (due on April 20) MongoDB and other NoSQL databasesWeek 14(April 20- April 26)Final projectFinal project due at the middle night on May 4. Week 15(April 27- May 3)Final projectFinal project due at the middle night on May 4. Week 16(May 4- May 9)Final exam Final Exam will be given at the university exam schedule.If it is inconvenient for you to take the exam at that time, you need to contact with Instructor to arrange another test time at the last week of Fall semester class.Course Requirements and GradingTests and Assignments:(20%) Course project: At the final weeks of this course, students will carry out a course project. This project will require you write a 5-6 page (Not including works cited page or graphics), double-spaced research paper. (60%) Ten exercise assignments: All assignments are due at the specific time assigned. No late assignments will be accepted except in extraordinary circumstances.(20%) Final Exams: The exam format may include multiple choice, true or false, and short answer questions.? Student access to the exam will be restricted by day and hour. The exams will also be timed, and the amount of time taken by each student will be recorded. Students will be required to turn in their exam when the exam time expires. All exams will be open-book and open-notes. The exams cover the lecture notes, assigned reading, and assigned exercises. A make-up exam will be scheduled only in the event of personal illness or extraordinary circumstances. Anyone who will miss an exam must notify the instructor in advance of the exam date. The exam questions are designed to test whether you understand the assignments, course notes and whether you are achieving the class objectives outlined above.Please notes: The topics of GEOG 5516 are the same as GEOG 4516. But for GEOG 5516, graduate students will have an additional reading and additional assignments. For each lab, graduate students will be given one extra question. Graduate students will be given related journal articles for reading. For the final project, graduate students will be required to write a 10-12 page (Not including works cited page or graphics), double-spaced research paper.Your instructor and the university have a responsibility to promote academic honesty and integrity. You, as a student, are (1) responsible for the honest completion and representation of your work, (2) expected to respect the academic endeavors of others.STUDENTS WITH SPECIAL NEEDS SHOULD INFORM THE INSTRUCTOR AS EARLY AS POSSIBLE.Grading:Student’s final course grade will be based on course project, 11 exercise assignments, and final exam:a. Course project 200points20% b. 10 exercises600points60% d. Final exam200points20% Total: 1000 points100%Course final grades are based on a linear, percentage based system. That is, the final course score equals to the total points students earned divided by the total points available.The following cutoffs will be used as a guide for assigning letter grades:A: 93% - 100%A-: 90% - 92%B+: 87% - 89%B: 83% - 86%B-: 80% - 82%C+: 77% - 79%C: 73% - 76%C-: 70% - 72%D+: 67% - 69%D: 63% - 66%D-: 60% - 62%E: below 60%Due Dates and Late PolicyAll course due dates are identified in the course outline. Deadlines are based on Eastern Standard Time; if you are in a different time zone, please adjust your submittal times accordingly. The instructor reserves the right to change dates accordingly as the semester progresses. All changes will be communicated in an appropriate manner.Feedback and GradesI will make every effort to provide feedback through individual meeting, course website, emails, and phone. To keep track of your performance in the course, refer to My Grades in HuskyCT.Student Responsibilities and ResourcesAs 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. This section provides a brief overview to important standards, policies and resources.Student CodeYou are responsible for acting in accordance with the University of Connecticut's Student Code Review and become familiar with these expectations. In particular, make sure you have read the section that applies to you on Academic Integrity:Academic Integrity in Undergraduate Education and ResearchAcademic Integrity in Graduate Education and ResearchCheating and plagiarism are taken very seriously at the University of Connecticut. As a student, it is your responsibility to avoid plagiarism. If you need more information about the subject of plagiarism, use the following resources:Plagiarism: How to Recognize it and How to Avoid ItUniversity of Connecticut Libraries’ Student Instruction (includes research, citing and writing resources)CopyrightCopyrighted materials within the course are only for the use of students enrolled in the course for purposes associated with this course and may not be retained or further iquette and CommunicationAt all times, course communication with fellow students and the instructor are to be professional and courteous. It is expected that you proofread all your written communication, including discussion posts, assignment submissions, and mail messages. If you are new to online learning or need a netiquette refresher, please look at this guide titled, The Core Rules of Netiquette. Adding or Dropping a CourseIf you should decide to add or drop a course, there are official procedures to follow: Matriculated students should add or drop a course through the Student Administration System.Non-degree students should refer to Non-Degree Add/Drop Information located on the registrar’s website.You must officially drop a course to avoid receiving an "F" on your permanent transcript. Simply discontinuing class or informing the instructor you want to drop does not constitute an official drop of the course. For more information, refer to the:Undergraduate CatalogGraduate Catalog Academic Calendar The University's Academic Calendar contains important semester dates.Academic Support ResourcesTechnology and Academic Help provides a guide to technical and academic assistance. Students 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)Policy against Discrimination, Harassment and Inappropriate Romantic RelationshipsThe University is committed to maintaining an environment free of discrimination or discriminatory harassment directed toward any person or group within its community – students, employees, or visitors.? Academic and professional excellence can flourish only when each member of our community is assured an atmosphere of mutual respect.? All members of the University community are responsible for the maintenance of an academic and work environment in which people are free to learn and work without fear of discrimination or discriminatory harassment.? In addition, inappropriate Romantic relationships can undermine the University’s mission when those in positions of authority abuse or appear to abuse their authority.? To that end, and in accordance with federal and state law, the University prohibits discrimination and discriminatory harassment, as well as inappropriate Romantic relationships, and such behavior will be met with appropriate disciplinary action, up to and including dismissal from the University. Refer to the Policy against Discrimination, Harassment and Inappropriate Romantic Relationships for more information.Sexual Assault Reporting PolicyTo protect the campus community, all non-confidential University employees (including faculty) are required to report assaults they witness or are told about to the Office of Diversity & Equity under the Sexual Assault Response Policy.? The University takes all reports with the utmost seriousness.? Please be aware that while the information you provide will remain private, it will not be confidential and will be shared with University officials who can help. Refer to the Sexual Assault Reporting Policy for more information.Software Requirements and Technical HelpWord processing softwareAdobe Acrobat ReaderInternet accessThis course is completely facilitated online using the learning management platform, HuskyCT. If you have difficulty accessing HuskyCT, online students have access to the in person/live person support options available during regular business hours in the Digital Learning Center. Students also have 24x7 Support with 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. (add additional skills as needed)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.2018-290GEOG 4518Add Course (guest: Chuanrong (Cindy) Zhang)Proposal to Add a New Undergraduate CourseLast revised: September 24, 20131. Date: Oct. 19, 20182. Department requesting this course: Geography (GEOG) 3. Semester and year in which course will be first offered: Spring 2020Final Catalog Listing Assemble this after you have completed the components below. This listing should not contain any information that is not listed below! GEOG 4518. Mobile GISThree credits. Prerequisite: GEOG 2500 or permission of the instructor. Recommended Preparation: GEOG 4515.This course covers how to develop, test, and publish mobile GIS web and native apps across multiple mobile platforms (Android, iOS, etc.).Items Included in Catalog ListingObligatory Items1. Standard abbreviation for Department, Program or Subject Area: GEOG2. Course Number: 45183. Course Title: Mobile GIS4. Number of Credits: 3 credits5. Course Description (second paragraph of catalog entry): The emergence of highly-capable mobile devices and apps has opened new opportunity for location-based services. Mobile apps enable us to collect and analyze data wherever and whenever we are. This course uses the jQuery Mobile framework to create visually rich, interactive mobile web apps and the PhoneGap framework to compile web apps to native mobile apps running on Android, iOS, etc. This course also leverages the capabilities of JavaScript, HTML5, CSS3, jQuery Mobile, and PhoneGap with ArcGIS JavaScript API, Google Maps API, and Leaflet API to develop and publish mobile GIS apps.Optional Items6. Pattern of instruction, if not standard: N/A7. Prerequisites, if applicable: a. Consent of Instructor, if applicable: GEOG 2500 or permission of the instructor.b. Open to sophomores/juniors or higher: Yes. sophomores/juniors or higher8. Recommended Preparation, if applicable: GEOG 4515.9. Exclusions, if applicable: None10. Repetition for credit, if applicable: No11. Skill codes “W”, “Q” or “C”: None12. S/U grading: N/AJustificationReasons for adding this course: With the development of Mobile devices and smart phones, Mobile GIS becomes more and more important. Mobile GIS courses have been offered in most of geography departments for GIS education in universities of U.S. Knowledge and skills in Mobile GIS are essential to GIS professionals, or other professionals or researchers using GIS or Mobile applications. Most GIS jobs require knowledge and skills of Mobile GIS. However, there is no course in geography curriculum and other program curriculum in UCONN to teach students these important knowledge and skills. Geography is proposing new GIS BA/BS major programs. This course is listed as one of elective GIS courses.Academic merit: This course will teach students important knowledge to understand mobile GIS application development and deployment processes. It also will teach students knowledge to understand jQuery and jQuery Mobile architecture. In addition, this course will train students in building mobile web apps using HTML5, JavaScript, CSS3 and jQuery Mobile. Finally, students can learn the difference between browser-based JavaScript and PhoneGap JavaScript in this course. Overlapping courses and departments consulted: None. Number of students expected: 255. Number and size of sections: one section with 25 students.6. Effects on other departments: There is no negative effect. But this course would bring benefits to many other programs across the university because Mobile GIS becomes more important for many applications in our society. Students from many programs (e.g. economics, social science, NRE, urban community studies, geoscience, civil and environmental engineering, marine science, transportation, and business) would be benefited by taking this course.7. Effects on regional campuses: None8. Staffing: Dr. Chuanrong (Cindy) ZhangGeneral EducationIf the course is being proposed for university general education Content Area 1 (Arts and Humanities), then the course should be added to a CLAS general education area (A-E). It is recommended that courses be listed in one and only one of these areas (A-E).For a Content Area 1 course:a. Provide justification for inclusion in Content Area 1:(This should be copied from item 41a of the GEOC Curricular Action Request)b. Specify a CLAS area, A-E: ??????? c. Provide justification for inclusion in CLAS area, A-E: (Please consult CLAS guidelines for areas A-E.)Proposer Information1. Dates approved by????Department Curriculum Committee: Nov. 5, 2018Department Faculty: Nov. 7, 20182. Name, Phone Number, and e-mail address of principal contact person: Chuanrong (Cindy) ZhangPhone: 860-486-3656Email: cindy.zhang@uconn.edu SyllabusA syllabus for the new course must be attached to your submission email.10477560007500Geog 4518Mobile GISGeographyGeog 4518 Mobile GIS Syllabus – Spring 2020Syllabus information may be subject to change. The most up-to-date syllabus is located within the course in HuskyCT.Course and Instructor InformationCourse Title: Geog 4518 Mobile GISCredits: 3Format: Lecture Prerequisites: Geog 2500 or permission of the instructor. Recommended Preparation: GEOG 4515Professor: Chuanrong(Cindy) Zhang Email: cindy.zhang@uconn.eduTelephone: Office phone (860) 486-2610Other: Cell phone (860) 938-6582 Office: Aust #425Office Hours/Availability: 10:00am—11:00am EST WednesdayCourse MaterialsRequired textbook:There is no required textbook for this course. All the required reading materials will be posted on the course website. Other Suggested Textbook:Firtman, M. (2012). jQuery Mobile: Up and Running. " O'Reilly Media, Inc.".Wargo, J. M. (2012). PhoneGap essentials: Building cross-platform mobile apps. Addison-Wesley.Bibeault, B., & Kats, Y. (2008). jQuery in Action. Dreamtech Press.Additional course readings and media are available within HuskyCT, through either an Internet link or Library Resources Other Useful References:? W3Schools HTML5 tutorial, ? W3Schools JavaScript tutorial, ? W3Schools CSS3 tutorial, ? W3Schools SVG (Scalable Vector Graphics) tutorial, ? W3Schools jQuery tutorial, ? W3Schools JSON tutorial, ? GeoJSON Format Specification, ? jQuery, ? jQuery Mobile, ? ArcGIS Web App Resource Center, ? ArcGIS JavaScript API, ? Google Maps API, ? YouTube Data API, ? Flickr API, ? Leaflet API, ? PhoneGap, ? PhoneGap Build, ? Android Developer, ? iOS Dev Center, Course Website:There is a course website that is accessible through UCONN HuskyCT []. Materials for this course including syllabus, reading materials, lecture notes, exercises, and other information of interest will be put on the course website.Course DescriptionThe emergence of highly-capable mobile devices and apps has opened new opportunities for location-based services. Apps enable us to collect and analyze data wherever and whenever we are. Mobile apps are generally classified into web apps and native apps. This course covers how to develop, test, and publish mobile GIS web and native apps across multiple mobile platforms (Android, iOS, etc.). This course uses the jQuery Mobile framework to create visually rich, interactive mobile web apps and the PhoneGap framework to compile web apps to native mobile apps running on Android, iOS, etc. This course also leverages the capabilities of JavaScript, HTML5, CSS3, jQuery Mobile, and PhoneGap with ArcGIS JavaScript API, Google Maps API, and Leaflet API to develop and publish mobile GIS apps.Course FormatClasses will be split into lecture and lab sessions each week. The lectures will focus on the theories and principles behind Mobile GIS. Lab exercises focus on the training of building mobile web apps. During lab time students will work through problems, and do computer work or exercise. If you cannot finish your assignment during lab time, you need to find your own time to finish it.You are expected to participate in all of these activities. Failure to participate in these activities may affect your final class grade. You are strongly encouraged to ask questions during class. The more questions you ask, the more you will get out of the course.Course ObjectivesBy the end of the semester, students should be able to: Understand mobile application development and deployment process.Understand jQuery and jQuery Mobile architecture.Build mobile web apps using HTML5, JavaScript, CSS3 and jQuery Mobile.Understand the difference between browser-based JavaScript and PhoneGap JavaScript.Build mobile web maps with ArcGIS Online Mobile, Google Maps, and Leaflet.Develop mobile web GIS apps with ArcGIS JavaScript and jQuery Mobile.Develop mobile native GIS apps using JavaScript and PhoneGap Build.Course Outline (and Calendar if Applicable)Tentative Course Outline (Subject to Change)DateTopicLabsWeek 1(Jan. 21- Jan. 26)Introduction and course overviewNo LabsWeek 2(Jan. 27- Feb. 2)Introduction to Android Technology, Mobile GIS Data Lab 1 (100 points) (due on Feb. 3) Getting to know Mobile Web App.Week 3 (Feb. 3- Feb. 9)Mobile Solutions, ESRI Mobile Solutions, Mobile App Development Approaches, HTML5 Geolocation, Creating a Mobile AppLab 2 (100 points) (due on Feb. 10) Creating a simple mobile webpage using HTML5Week 4(Feb. 10- Feb. 16)Introduction to jQuery Mobile and jQuery Mobile ComponentsLab 3 (100 points) (due on Feb. 17)Creating a Mobile-friendly Web AppWeek 5(Feb. 17- Feb. 23)jQuery Mobile Event Handling, jQuery Mobile Configuration Dynamic Content, AJAX and JSONLab 4 (100 points) (due on Feb. 24)Changing the Contents of an App DynamicallyWeek 6(Feb. 24 – Mar. 1)jQuery Mobile Methods and properties, Third-party APIs, Flickr API, YouTube API Theme Tools, Bootstrap and RatchetLab 5 (100 points) (due on Mar. 2)Getting the Current Location using GeolocationWeek 7(Mar. 2- Mar. 8)jQuery Mobile Map JavaScript APIs, Google Maps API, ArcGIS API, Leaflet API Geographic Content, GeoJSONLab 6 (100 points) (due on Mar. 9)Finding Services and Directions using Google MapsWeek 8(Mar. 9- Mar. 15)Web Services and REST jQuery Mobile Themes; ThemeRoller CSS3 OverviewLab 7 (100 points) (due on Mar. 16)Implementing Flickr and YouTube APIsWeek 9(Mar. 16- Mar. 22)Spring Break No classWeek 10(Mar. 23- Mar. 29)jQuery Mobile Form Components Processing Form Data in PHP,PHP and MySQL; PhpMyAdminLab 8 (100 points) (due on Mar. 30)Adding Database Capabilities to a Web AppWeek 11(Mar. 30- April 5)Introduction to PhoneGap Android and iOS Development, Creating a PhoneGap Build AppLab 9 (100 points) (due on April 6)Designing a Hybrid App with PhoneGap BuildWeek 12(April 6- April 12)PhoneGap APIs - Geolocation, Camera, Device, Events, Connectivity, Storage Offline Access using App CacheContinue working on Lab 9 (100 points) (due on April 20)Designing a Hybrid App with PhoneGap BuildWeek 13(April 13- April 19)PhoneGap APIs - Compass, Accelerometer, Notification, ContactFuture of Mobile GIS Review and Q&AWeek 14(April 20- April 26)Final projectFinal project due at the middle night on May 4. Week 15(April 27- May 3)Final projectFinal project due at the middle night on May 4. Week 16(May 4- May 9)No Final exam Course Requirements and GradingTests and Assignments:(10%) Course project: At the final week of this course, students will carry out a course project. This project will require you write a 5-6 page (Not including works cited page or graphics), double-spaced research paper. The project will offer you an opportunity to explore a globalization issue in detail.? (90%) Nine exercise assignments: All assignments are due at the specific time assigned. No late assignments will be accepted except in extraordinary circumstances.No Final Exams: Your instructor and the university have a responsibility to promote academic honesty and integrity. You, as a student, are (1) responsible for the honest completion and representation of your work, (2) expected to respect the academic endeavours of others.STUDENTS WITH SPECIAL NEEDS SHOULD INFORM THE INSTRUCTOR AS EARLY AS POSSIBLE.Grading:Student’s final course grade will be based on course project and 7 lab assignments:a. Course project 100points10% b. 9 labs900points90% Total: 1000 points100%Course final grades are based on a linear, percentage based system. That is, the final course score equals to the total points students earned divided by the total points available.The following cutoffs will be used as a guide for assigning letter grades:A: 93% - 100%A-: 90% - 92%B+: 87% - 89%B: 83% - 86%B-: 80% - 82%C+: 77% - 79%C: 73% - 76%C-: 70% - 72%D+: 67% - 69%D: 63% - 66%D-: 60% - 62%E: below 60%Due Dates and Late PolicyAll course due dates are identified in the course outline. Deadlines are based on Eastern Standard Time; if you are in a different time zone, please adjust your submittal times accordingly. The instructor reserves the right to change dates accordingly as the semester progresses. All changes will be communicated in an appropriate manner.Feedback and GradesI will make every effort to provide feedback through individual meeting, course website, emails, and phone. To keep track of your performance in the course, refer to My Grades in HuskyCT.Student Responsibilities and ResourcesAs 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. This section provides a brief overview to important standards, policies and resources.Student CodeYou are responsible for acting in accordance with the University of Connecticut's Student Code Review and become familiar with these expectations. In particular, make sure you have read the section that applies to you on Academic Integrity:Academic Integrity in Undergraduate Education and ResearchAcademic Integrity in Graduate Education and ResearchCheating and plagiarism are taken very seriously at the University of Connecticut. As a student, it is your responsibility to avoid plagiarism. If you need more information about the subject of plagiarism, use the following resources:Plagiarism: How to Recognize it and How to Avoid ItUniversity of Connecticut Libraries’ Student Instruction (includes research, citing and writing resources)CopyrightCopyrighted materials within the course are only for the use of students enrolled in the course for purposes associated with this course and may not be retained or further iquette and CommunicationAt all times, course communication with fellow students and the instructor are to be professional and courteous. It is expected that you proofread all your written communication, including discussion posts, assignment submissions, and mail messages. If you are new to online learning or need a netiquette refresher, please look at this guide titled, The Core Rules of Netiquette. Adding or Dropping a CourseIf you should decide to add or drop a course, there are official procedures to follow: Matriculated students should add or drop a course through the Student Administration System.Non-degree students should refer to Non-Degree Add/Drop Information located on the registrar’s website.You must officially drop a course to avoid receiving an "F" on your permanent transcript. Simply discontinuing class or informing the instructor you want to drop does not constitute an official drop of the course. For more information, refer to the:Undergraduate CatalogGraduate Catalog Academic Calendar The University's Academic Calendar contains important semester dates.Academic Support ResourcesTechnology and Academic Help provides a guide to technical and academic assistance. Students 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)Policy against Discrimination, Harassment and Inappropriate Romantic RelationshipsThe University is committed to maintaining an environment free of discrimination or discriminatory harassment directed toward any person or group within its community – students, employees, or visitors.? Academic and professional excellence can flourish only when each member of our community is assured an atmosphere of mutual respect.? All members of the University community are responsible for the maintenance of an academic and work environment in which people are free to learn and work without fear of discrimination or discriminatory harassment.? In addition, inappropriate Romantic relationships can undermine the University’s mission when those in positions of authority abuse or appear to abuse their authority.? To that end, and in accordance with federal and state law, the University prohibits discrimination and discriminatory harassment, as well as inappropriate Romantic relationships, and such behavior will be met with appropriate disciplinary action, up to and including dismissal from the University. Refer to the Policy against Discrimination, Harassment and Inappropriate Romantic Relationships for more information.Sexual Assault Reporting PolicyTo protect the campus community, all non-confidential University employees (including faculty) are required to report assaults they witness or are told about to the Office of Diversity & Equity under the Sexual Assault Response Policy.? The University takes all reports with the utmost seriousness.? Please be aware that while the information you provide will remain private, it will not be confidential and will be shared with University officials who can help. Refer to the Sexual Assault Reporting Policy for more information.Software Requirements and Technical HelpWord processing softwareAdobe Acrobat ReaderInternet accessThis course uses the learning management platform, HuskyCT. If you have difficulty accessing HuskyCT, students have access to the in person/live person support options available during regular business hours in the Digital Learning Center. Students also have 24x7 Support with 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. (add additional skills as needed)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.2018-291GEOG 5518Add Course (guest: Chuanrong (Cindy) Zhang)Proposal to Add a New Undergraduate CourseLast revised: September 24, 20131. Date: Oct. 19, 20182. Department requesting this course: Geography (GEOG) 3. Semester and year in which course will be first offered: Spring 2020Final Catalog Listing Assemble this after you have completed the components below. This listing should not contain any information that is not listed below! GEOG 5518. Mobile GISThree credits. Instructor consent required.This course covers how to develop, test, and publish mobile GIS web and native apps across multiple mobile platforms (Android, iOS, etc.).Items Included in Catalog ListingObligatory Items1. Standard abbreviation for Department, Program or Subject Area: GEOG2. Course Number: 55183. Course Title: Mobile GIS4. Number of Credits: 3 credits5. Course Description (second paragraph of catalog entry): The emergence of highly-capable mobile devices and apps has opened new opportunity for location-based services. Mobile apps enable us to collect and analyze data wherever and whenever we are. This course uses the jQuery Mobile framework to create visually rich, interactive mobile web apps and the PhoneGap framework to compile web apps to native mobile apps running on Android, iOS, etc. This course also leverages the capabilities of JavaScript, HTML5, CSS3, jQuery Mobile, and PhoneGap with ArcGIS JavaScript API, Google Maps API, and Leaflet API to develop and publish mobile GIS apps.Optional Items6. Pattern of instruction, if not standard: N/A7. Prerequisites, if applicable: a. Consent of Instructor, if applicable: Permission of the instructor.b. Open to sophomores/juniors or higher: 8. Recommended Preparation, if applicable: 9. Exclusions, if applicable: None10. Repetition for credit, if applicable: No11. Skill codes “W”, “Q” or “C”: None12. S/U grading: N/AJustificationReasons for adding this course: With the development of Mobile devices and smart phones, Mobile GIS becomes more and more important. Mobile GIS courses have been offered in most of geography departments for GIS education in universities of U.S. Knowledge and skills in Mobile GIS are essential to GIS professionals, or other professionals or researchers using GIS or Mobile applications. Most GIS jobs require knowledge and skills of Mobile GIS. However, there is no course in geography curriculum and other program curriculum in UCONN to teach students these important knowledge and skills. Geography is proposing new GIS BA/BS major programs. This course is listed as one of elective GIS courses.Academic merit: This course will teach students important knowledge to understand mobile GIS application development and deployment processes. It also will teach students knowledge to understand jQuery and jQuery Mobile architecture. In addition, this course will train students in building mobile web apps using HTML5, JavaScript, CSS3 and jQuery Mobile. Finally, students can learn the difference between browser-based JavaScript and PhoneGap JavaScript in this course. Overlapping courses and departments consulted: None. Number of students expected: 255. Number and size of sections: one section with 25 students.6. Effects on other departments: There is no negative effect. But this course would bring benefits to many other programs across the university because Mobile GIS becomes more important for many applications in our society. Students from many programs (e.g. economics, social science, NRE, urban community studies, geoscience, civil and environmental engineering, marine science, transportation, and business) would be benefited by taking this course.7. Effects on regional campuses: None8. Staffing: Dr. Chuanrong (Cindy) ZhangGeneral EducationIf the course is being proposed for university general education Content Area 1 (Arts and Humanities), then the course should be added to a CLAS general education area (A-E). It is recommended that courses be listed in one and only one of these areas (A-E).For a Content Area 1 course:a. Provide justification for inclusion in Content Area 1:(This should be copied from item 41a of the GEOC Curricular Action Request)b. Specify a CLAS area, A-E: ??????? c. Provide justification for inclusion in CLAS area, A-E: (Please consult CLAS guidelines for areas A-E.)Proposer Information1. Dates approved by????Department Curriculum Committee: Nov. 5, 2018Department Faculty: Nov. 8, 20182. Name, Phone Number, and e-mail address of principal contact person: Chuanrong (Cindy) ZhangPhone: 860-486-3656Email: cindy.zhang@uconn.edu SyllabusA syllabus for the new course must be attached to your submission email.10477560007500Geog 5518Mobile GISGeographyGeog 5518 Mobile GIS Syllabus – Spring 2020Syllabus information may be subject to change. The most up-to-date syllabus is located within the course in HuskyCT.Course and Instructor InformationCourse Title: Geog 5518 Mobile GISCredits: 3Format: Lecture Prerequisites: Permission of the instructor. Professor: Chuanrong(Cindy) Zhang Email: cindy.zhang@uconn.eduTelephone: Office phone (860) 486-2610Other: Cell phone (860) 938-6582 Office: Aust #425Office Hours/Availability: 10:00am—11:00am EST WednesdayCourse MaterialsRequired textbook:There is no required textbook for this course. All the required reading materials will be posted on the course website. Other Suggested Textbook:Firtman, M. (2012). jQuery Mobile: Up and Running. " O'Reilly Media, Inc.".Wargo, J. M. (2012). PhoneGap essentials: Building cross-platform mobile apps. Addison-Wesley.Bibeault, B., & Kats, Y. (2008). jQuery in Action. Dreamtech Press.Additional course readings and media are available within HuskyCT, through either an Internet link or Library Resources Other Useful References:? W3Schools HTML5 tutorial, ? W3Schools JavaScript tutorial, ? W3Schools CSS3 tutorial, ? W3Schools SVG (Scalable Vector Graphics) tutorial, ? W3Schools jQuery tutorial, ? W3Schools JSON tutorial, ? GeoJSON Format Specification, ? jQuery, ? jQuery Mobile, ? ArcGIS Web App Resource Center, ? ArcGIS JavaScript API, ? Google Maps API, ? YouTube Data API, ? Flickr API, ? Leaflet API, ? PhoneGap, ? PhoneGap Build, ? Android Developer, ? iOS Dev Center, Course Website:There is a course website that is accessible through UCONN HuskyCT []. Materials for this course including syllabus, reading materials, lecture notes, exercises, and other information of interest will be put on the course website.Course DescriptionThe emergence of highly-capable mobile devices and apps has opened new opportunities for location-based services. Apps enable us to collect and analyze data wherever and whenever we are. Mobile apps are generally classified into web apps and native apps. This course covers how to develop, test, and publish mobile GIS web and native apps across multiple mobile platforms (Android, iOS, etc.). This course uses the jQuery Mobile framework to create visually rich, interactive mobile web apps and the PhoneGap framework to compile web apps to native mobile apps running on Android, iOS, etc. This course also leverages the capabilities of JavaScript, HTML5, CSS3, jQuery Mobile, and PhoneGap with ArcGIS JavaScript API, Google Maps API, and Leaflet API to develop and publish mobile GIS apps.Course FormatClasses will be split into lecture and lab sessions each week. The lectures will focus on the theories and principles behind Mobile GIS. Lab exercises focus on the training of building mobile web apps. During lab time students will work through problems, and do computer work or exercise. If you cannot finish your assignment during lab time, you need to find your own time to finish it.You are expected to participate in all of these activities. Failure to participate in these activities may affect your final class grade. You are strongly encouraged to ask questions during class. The more questions you ask, the more you will get out of the course.Course ObjectivesBy the end of the semester, students should be able to: Understand mobile application development and deployment process.Understand jQuery and jQuery Mobile architecture.Build mobile web apps using HTML5, JavaScript, CSS3 and jQuery Mobile.Understand the difference between browser-based JavaScript and PhoneGap JavaScript.Build mobile web maps with ArcGIS Online Mobile, Google Maps, and Leaflet.Develop mobile web GIS apps with ArcGIS JavaScript and jQuery Mobile.Develop mobile native GIS apps using JavaScript and PhoneGap Build.Course Outline (and Calendar if Applicable)Tentative Course Outline (Subject to Change)DateTopicLabsWeek 1(Jan. 21- Jan. 26)Introduction and course overviewNo LabsWeek 2(Jan. 27- Feb. 2)Introduction to Android Technology, Mobile GIS Data Lab 1 (100 points) (due on Feb. 3) Getting to know Mobile Web App.Week 3 (Feb. 3- Feb. 9)Mobile Solutions, ESRI Mobile Solutions, Mobile App Development Approaches, HTML5 Geolocation, Creating a Mobile AppLab 2 (100 points) (due on Feb. 10) Creating a simple mobile webpage using HTML5Week 4(Feb. 10- Feb. 16)Introduction to jQuery Mobile and jQuery Mobile ComponentsLab 3 (100 points) (due on Feb. 17)Creating a Mobile-friendly Web AppWeek 5(Feb. 17- Feb. 23)jQuery Mobile Event Handling, jQuery Mobile Configuration Dynamic Content, AJAX and JSONLab 4 (100 points) (due on Feb. 24)Changing the Contents of an App DynamicallyWeek 6(Feb. 24 – Mar. 1)jQuery Mobile Methods and properties, Third-party APIs, Flickr API, YouTube API Theme Tools, Bootstrap and RatchetLab 5 (100 points) (due on Mar. 2)Getting the Current Location using GeolocationWeek 7(Mar. 2- Mar. 8)jQuery Mobile Map JavaScript APIs, Google Maps API, ArcGIS API, Leaflet API Geographic Content, GeoJSONLab 6 (100 points) (due on Mar. 9)Finding Services and Directions using Google MapsWeek 8(Mar. 9- Mar. 15)Web Services and REST jQuery Mobile Themes; ThemeRoller CSS3 OverviewLab 7 (100 points) (due on Mar. 16)Implementing Flickr and YouTube APIsWeek 9(Mar. 16- Mar. 22)Spring Break No classWeek 10(Mar. 23- Mar. 29)jQuery Mobile Form Components Processing Form Data in PHP,PHP and MySQL; PhpMyAdminLab 8 (100 points) (due on Mar. 30)Adding Database Capabilities to a Web AppWeek 11(Mar. 30- April 5)Introduction to PhoneGap Android and iOS Development, Creating a PhoneGap Build AppLab 9 (100 points) (due on April 6)Designing a Hybrid App with PhoneGap BuildWeek 12(April 6- April 12)PhoneGap APIs - Geolocation, Camera, Device, Events, Connectivity, Storage Offline Access using App CacheContinue working on Lab 9 (100 points) (due on April 20)Designing a Hybrid App with PhoneGap BuildWeek 13(April 13- April 19)PhoneGap APIs - Compass, Accelerometer, Notification, ContactFuture of Mobile GIS Review and Q&AWeek 14(April 20- April 26)Final projectFinal project due at the middle night on May 4. Week 15(April 27- May 3)Final projectFinal project due at the middle night on May 4. Week 16(May 4- May 9)No Final exam Course Requirements and GradingTests and Assignments:(10%) Course project: At the final week of this course, students will carry out a course project. This project will require you write a 5-6 page (Not including works cited page or graphics), double-spaced research paper. The project will offer you an opportunity to explore a globalization issue in detail.? (90%) Nine exercise assignments: All assignments are due at the specific time assigned. No late assignments will be accepted except in extraordinary circumstances.No Final Exams: Please notes: The topics of GEOG 5518 are the same as GEOG 4518. But for GEOG 5518, graduate students will have an additional reading and additional assignments. For each lab, graduate students will be given one extra question. Graduate students will be given related journal articles for reading. For the final project, graduate students will be required to write a 10-12 page (Not including works cited page or graphics), double-spaced research paper.Your instructor and the university have a responsibility to promote academic honesty and integrity. You, as a student, are (1) responsible for the honest completion and representation of your work, (2) expected to respect the academic endeavours of others.STUDENTS WITH SPECIAL NEEDS SHOULD INFORM THE INSTRUCTOR AS EARLY AS POSSIBLE.Grading:Student’s final course grade will be based on course project and 7 lab assignments:a. Course project 100points10% b. 9 labs900points90% Total: 1000 points100%Course final grades are based on a linear, percentage based system. That is, the final course score equals to the total points students earned divided by the total points available.The following cutoffs will be used as a guide for assigning letter grades:A: 93% - 100%A-: 90% - 92%B+: 87% - 89%B: 83% - 86%B-: 80% - 82%C+: 77% - 79%C: 73% - 76%C-: 70% - 72%D+: 67% - 69%D: 63% - 66%D-: 60% - 62%E: below 60%Due Dates and Late PolicyAll course due dates are identified in the course outline. Deadlines are based on Eastern Standard Time; if you are in a different time zone, please adjust your submittal times accordingly. The instructor reserves the right to change dates accordingly as the semester progresses. All changes will be communicated in an appropriate manner.Feedback and GradesI will make every effort to provide feedback through individual meeting, course website, emails, and phone. To keep track of your performance in the course, refer to My Grades in HuskyCT.Student Responsibilities and ResourcesAs 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. This section provides a brief overview to important standards, policies and resources.Student CodeYou are responsible for acting in accordance with the University of Connecticut's Student Code Review and become familiar with these expectations. In particular, make sure you have read the section that applies to you on Academic Integrity:Academic Integrity in Undergraduate Education and ResearchAcademic Integrity in Graduate Education and ResearchCheating and plagiarism are taken very seriously at the University of Connecticut. As a student, it is your responsibility to avoid plagiarism. If you need more information about the subject of plagiarism, use the following resources:Plagiarism: How to Recognize it and How to Avoid ItUniversity of Connecticut Libraries’ Student Instruction (includes research, citing and writing resources)CopyrightCopyrighted materials within the course are only for the use of students enrolled in the course for purposes associated with this course and may not be retained or further iquette and CommunicationAt all times, course communication with fellow students and the instructor are to be professional and courteous. It is expected that you proofread all your written communication, including discussion posts, assignment submissions, and mail messages. If you are new to online learning or need a netiquette refresher, please look at this guide titled, The Core Rules of Netiquette. Adding or Dropping a CourseIf you should decide to add or drop a course, there are official procedures to follow: Matriculated students should add or drop a course through the Student Administration System.Non-degree students should refer to Non-Degree Add/Drop Information located on the registrar’s website.You must officially drop a course to avoid receiving an "F" on your permanent transcript. Simply discontinuing class or informing the instructor you want to drop does not constitute an official drop of the course. For more information, refer to the:Undergraduate CatalogGraduate Catalog Academic Calendar The University's Academic Calendar contains important semester dates.Academic Support ResourcesTechnology and Academic Help provides a guide to technical and academic assistance. Students 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)Policy against Discrimination, Harassment and Inappropriate Romantic RelationshipsThe University is committed to maintaining an environment free of discrimination or discriminatory harassment directed toward any person or group within its community – students, employees, or visitors.? Academic and professional excellence can flourish only when each member of our community is assured an atmosphere of mutual respect.? All members of the University community are responsible for the maintenance of an academic and work environment in which people are free to learn and work without fear of discrimination or discriminatory harassment.? In addition, inappropriate Romantic relationships can undermine the University’s mission when those in positions of authority abuse or appear to abuse their authority.? To that end, and in accordance with federal and state law, the University prohibits discrimination and discriminatory harassment, as well as inappropriate Romantic relationships, and such behavior will be met with appropriate disciplinary action, up to and including dismissal from the University. Refer to the Policy against Discrimination, Harassment and Inappropriate Romantic Relationships for more information.Sexual Assault Reporting PolicyTo protect the campus community, all non-confidential University employees (including faculty) are required to report assaults they witness or are told about to the Office of Diversity & Equity under the Sexual Assault Response Policy.? The University takes all reports with the utmost seriousness.? Please be aware that while the information you provide will remain private, it will not be confidential and will be shared with University officials who can help. Refer to the Sexual Assault Reporting Policy for more information.Software Requirements and Technical HelpWord processing softwareAdobe Acrobat ReaderInternet accessThis course uses the learning management platform, HuskyCT. If you have difficulty accessing HuskyCT, students have access to the in person/live person support options available during regular business hours in the Digital Learning Center. Students also have 24x7 Support with 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. (add additional skills as needed)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.2018-292GIS Add Major (guest: Chuanrong (Cindy) Zhang)Proposal to Create a MajorLast revised: September 24, 20131. Date: Sept. 30, 20182. Department or Program: Department of Geography3. Title of Major: Geographic Information Science (GIScience) BS/BA Major Programs4. Effective Date (semester, year): Fall, 2019(Consult Registrar’s change catalog site to determine earliest possible effective date. If a later date is desired, indicate here.)Catalog Description of MajorInclude specific courses and options from which students must choose. Do not include justification here. State number of required credits.Geographic Information Science (GIScience) is the scientific discipline that conducts spatial analysis to examine economic, environmental, physical, and social phenomena. The study of spatial data structures and computational techniques to capture, represent, process, and analyze geographic information are essential to GIScience. GIScience overlaps with and draws from many research fields such as computer science, statistics, mathematics, and psychology, and contributes to progress in those fields. GIScience also supports research in many academic disciplines such as natural resource management, environmental science and engineering, geosciences, agriculture, marine sciences, sociology, history, public health, business, and anthropology. Courses in GIScience enable students to develop capability in spatial thinking and gather in-depth knowledge in geospatial technology. Geospatial technology is a term used to describe the range of modern tools contributing to the geographic mapping and analysis of the Earth and human societies, e.g. geographic information systems (GISystems), remote sensing, the global positioning system (GPS), spatial statistics, web mapping and navigation technologies. According to the U.S. Department of Labor, graduates with skills in geospatial technology are in extremely high demand and are one of the highest growth areas in the federal government. Students have employment opportunities in many corporate and government entities. Students with an undergraduate degree in GIScience are also prepared to move on to graduate school to pursue M.A, M.S., and Ph.D. degrees in many fields that enable them to pursue academic jobs or to secure higher ranking positions in the public and private sectors. B.S. or B.A.Students can obtain a B.S. or B.A. degree. The GIScience B.A. degree does not require students to take chemistry, physics, and calculus, and focuses on classes related to spatial analysis of social issues. The GIScience B.S. degree requires students to take chemistry, physics and calculus and is intended as preparation for students pursuing a career in natural science or engineering with geospatial technology. Students can keep track of their graduation requirements at RequirementsThe major in GIScience requires at least 32 credits of 2000-level or higher courses in the Department of Geography. GIScience majors complete basic core courses before beginning advanced courses. Recommended preparation for the major: GEOG 1302 - GIS Modeling of Environmental Change and GEOG 2410 - New Digital Worlds of Geographic Information Science Required Core Courses (at least 16 credits)The following must be part of the plan of study for the major:GEOG 2500?(4 cr) - Introduction to Geographic Information SystemsGEOG 2505?(4 cr) - Applications of Geographic Information SystemsNew: GEOG 3530 (3 cr) - Introduction to GeoComputingGEOG 3510 (4 cr) - Cartographic Techniques or GEOG 3500Q (4 cr) Geographic Data AnalysisWriting course (1 or 3 cr). A W courses from the following list: GEOG 3320W, 4000W, 4001W, 4096W, 4110W, 4200WElectives (15 credits)In addition to the required courses above, the plan of study must include 15 credits of electives from courses below. At least 9 credits of electives must be selected from the list of GIScience courses. At least 6 credits of electives must be selected from the list of Human Geography or Physical Geography courses. At least 3 credits must be 4000-level.GIScience courses: GEOG 2510 - Visualizing Geographic DataGEOG 3110 - Location AnalysisGEOG 3500Q - Geographic Data Analysis *New: GEOG 3512 – Introduction to Spatial Data ScienceGEOG 3505 - Remote Sensing of Marine GeographyGEOG 3510 - Cartographic Techniques*(* if it’s not chosen as a core course)GEOG 4130 - Geographical Analysis of TransportationGEOG 4230 - GIS and Remote Sensing for Geoscience ApplicationsGEOG 4515 - Web GISNew: GEOG 4516 - Fundamentals of Spatial Database SystemsNew: GEOG 4518 – Mobile GISHuman Geography courses:GEOG 2000, 2100, 2200, 2400, 3000, 3200, 4210, 4220Physical Geography courses:GEOG 2300, 2310, 2320, 3310, 3400, 3410, 3420, 4300Related Courses (12 credits)12 credits of related coursework taken in other departments. At least 3 credits of related courses must be selected from the list of Remote Sensing courses. The following is a list of pre-approved related courses that may be relevant to the GIScience major. This is not a complete list. Other courses possible with approval of a student’s Geography advisor.Remote Sensing courses: NRE 3535, 4535, 4545, 4575Computer Science and Engineering courses: CSE 2050, 2100, 2102, 2300, 2304, 2500, 3000, 3100, 3150; 3300, 3400, 3500; CE 2251, 2310, 2410, 2710Math and Statistics courses: MATH 2110Q, 2130Q, 2210Q, 2410Q, 2420Q; 3160, 3410, 3435, 3710; STAT 2215Q, 3025Q, 3115Q, 3375Q, 3445, 3515QSocial Science courses: ANTH 2510, 3003, 3090, 3503, 3512, 3513, 3514, 3515; INTD 3584, 3594; POLS 2062, 2072Q; SOCI 3201, 3211Q; URBN 2000, 2100, 2301Q, 2302, 2400, 3000, 3993, 3981/3991, 3998; COMM 2110, 2940, 3000Q, 3300; WGSS 2124, 2255, 2255W, 3255, 3255W, 3269 Natural Science courses: GSCI 2500, 3230, 4050W, 4210, 4735; EEB 4100, 4230W; MARN 2060, 3000, 3014, 3030, 3812Economics courses: ECON 2211Q, 2212Q, 2301, 2311, 2312, 2327, 3313 JustificationIdentify the core concepts and questions considered integral to the discipline:The GIScience programs, such as the proposed B.S. and B.A., train students in spatial thinking, including new geographical concepts, tools, and technologies. This will advance understanding of topics such as environmental change, sustainability, globalization, public health, and population dynamics through the spatial lens. Spatial thinking is universal and useful in a wide variety of academic disciplines and everyday problem-solving situations. The National Academy of Sciences states that "spatial thinking is at the heart of many great discoveries in science, that it underpins many of the activities of the modern workforce, and that it pervades the everyday activities of modern life." The GIScience major programs help answer the following questions identified by the 2010 National Research Council (NRC) report-- “Understanding the Changing Planet: Strategic Directions for the Geographical Sciences”: 1) How to understand and respond to environmental change; 2) How to promote sustainability; 3) How to recognize and cope with the rapid spatial reorganization of economy and society; and 4) How to leverage technological change for the benefit of society and environment.GIScience, as developed in geography and elsewhere, has emerged as a mainstream approach to research in a variety of disciplines in the social sciences, physical sciences, and the humanities. Because GIScience has proven so useful in a variety of applications, it has become an important focus of teaching and research in geography departments around the anizations across the globe are increasingly relying on location intelligence to make better decisions. As a result, careers in GIScience are in demand more than ever. Equipped with data visualization and spatial analysis skills, GIScience professionals are needed for occupations in countless fields. Every day, millions of people use GIScience in government, industry, and academia. Hundreds of thousands of organizations in virtually every field are using GIScience to make maps that communicate, perform analysis, share information, and solve complex problems around the world. This is changing the way the world works. The U.S. Department of Labor recognizes geotechnology as one of the three most progressive professions today, alongside nanotechnology and biotechnology. In the U.S., geospatial services accounted for 500,000 jobs and nearly $75 billion in annual revenue, according to Boston Consulting Group research (2012). The GIScience industry is projected for continuous growth in the U.S., requiring the number of geospatial workers to increase from its current 850,000 nationwide to around 1.2 million in 2018 (GeoTech: geospatial-careers.html). The major mainstream IT companies like Google, Microsoft, IBM, Apple, SAP, Yelp, Oracle and automobile, infrastructure, utility and even consulting companies have entered the geospatial businesses.Explain how the courses required for the Major cover the core concepts identified in the previous question:The development of the new GIScience major program will be based on the geography department’s current core curriculum. Coursework includes classes in GIScience, geovisualization, spatial analysis, remote sensing, natural and human social systems, and applied geography. Students in the GIScience major may have related second majors or minors. Depending upon their interests, students will be given opportunities to choose related courses from a variety of programs across the university such as environmental science, environmental studies, geoscience, and computer science. In general, the courses required for the GIScience majors train students in spatial thinking, and help students master geospatial technology. This training will provide students with excellent career opportunities. 3. Dates approved by????Department Curriculum Committee: Nov 5, 2018????Department Faculty: Nov 7, 20184. Name, Phone Number, and e-mail address of principal contact person: Name: Chuanrong (Cindy) Zhang Phone: 860-486-3656 (o); 860-938-6582 (cell) Email: cindy.zhang@uconn.eduGeneral EducationDescribe below how majoring students will fulfill each of the general education requirements below.Writing in the major:Information literacy:The Information Literacy Competency and Writing in the Major requirements can be satisfied by passing any 2000 or higher level W course in Geography. CHECKLIST FOR DEPARTMENT/PROGRAM APPROVALSANTHCLASApprovedCOMMCLASApprovedCEENGINEERINGApprovedCSEENGINEERINGApprovedECONCLASApprovedEEBCLASApprovedGSCICLASApprovedINTDCLASApprovedMATHCLASApprovedMARNCLASApprovedNRECANHRApprovedPOLSCLASApprovedSOCICLASApprovedSTATCLASApprovedURBNCLASApprovedWGSSCLASApproved2018-293PHIL 5325Add CourseCOURSE ACTION REQUESTCAR ID18-8987Request ProposerGordonCourse TitleTOPICS IN AFRICANA PHILOSOPHYCAR StatusIn ProgressWorkflow HistoryStart > Philosophy > College of Liberal Arts and SciencesCOURSE INFOType of ActionAdd CourseIs this a UNIV or INTD course?NeitherNumber of Subject Areas1Course Subject AreaPHILSchool / CollegeCollege of Liberal Arts and SciencesDepartmentPhilosophyCourse TitleTOPICS IN AFRICANA PHILOSOPHYCourse Number5325Will this use an existing course number?NoCONTACT INFOInitiator NameLewis GordonInitiator DepartmentPhilosophyInitiator NetIdleg12007Initiator Emaillewis.gordon@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 TermSpringProposed Year2020Will this course be taught in a language other than English?NoIs this a General Education Course?NoNumber of Sections1Number of Students per Section20Is this a Variable Credits Course?NoIs this a Multi-Semester Course?NoCredits3Instructional PatternSEMINARCOURSE RESTRICTIONSWill the course or any sections of the course be taught as Honors?NoPrerequisitesOpen only to Philosophy graduate students, others by permission.CorequisitesNONERecommended PreparationNONEIs Consent Required?No Consent RequiredIs enrollment in this course restricted?NoGRADINGIs this course repeatable for credit?YesNumber of Total Credits Allowed9Is it repeatable only with a change in topic?YesDoes 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?NoAt which campuses do you anticipate this course will be offered?Hartford,StorrsIf not generally available at all campuses, please explain whyGraduate courses are primarily taught at the Storrs campus. I have included Hartford to make it available to working professionals in the area and also because there are graduate students living in the greater Hartford area for which offering the course there would be convenient.Will this course be taught off campus?NoWill this course be offered online?NoCOURSE DETAILSProvide proposed title and complete course catalog copyPHIL 5325. Topics in Africana Philosophy Three credits. Open only to Philosophy graduate students, others by permission. May be repeated with a change of topic for a maximum of nine credits. Philosophical problems from across African American philosophy, Afro-Caribbean philosophy, and African philosophy, examined using resources from Africana analytical, dialectical, existential, feminist, phenomenological, and pragmatist thought. May include a historical focus on ideas from ancient African philosophy or the period of the emergence of Euromodern philosophy. Reason for the course actionUCONN is ranked among the top places to study Africana philosophy. It will be important for students pursuing study in the area to have it represented on the books and also to have access to studying various topics in that field.Specify effect on other departments and overlap with existing coursesNONEPlease provide a brief description of course goals and learning objectivesAfricana philosophy is also called African diasporic philosophy. It is a modern form of philosophy addressing problems of what could be called the “underside of Western philosophy,” problems often avoided in Western philosophy and thus paradoxically become more central in significance than many Western philosophers may realize. This course will give students a grounding in this unique critical philosophy. Describe course assessmentsStudents are required to produce a weekly journal of reflections on the readings. They should be emailed any day each week to: lewis.gordon@uconn.edu. These reflections will be graded pass (submitted) or fail (not submitted). They will be worth 50 % of your grade. Class participation will be 10 %. The remaining 40 % of your grade will be based on your final paper. That paper should be between a critical discussion of any philosophical topic of this course in the form of 10 and 15 single-spaced pages, notes and bibliography included, and emailed to lewis.gordon@uconn.edu by attachment in MS Word.Syllabus and other attachmentsAttachment LinkFile NameFile TypeTopics in Africana Philosopy.docxTopics in Africana Philosopy.docxSyllabusCOMMENTS / APPROVALSComments & Approvals LogStageNameTime StampStatusCommittee Sign-OffCommentsStartLewis Gordon10/23/2018 - 23:18SubmitThank you for considering this proposed course.PhilosophyGustavus A McLeod10/24/2018 - 07:01Approve10/22/2018PHIL Graduate Committee approved, 10/22/2018.Phil 5325 Africana Philosophy (Sample syllabus of a survey version of the course. Other semester may involve focus on a major figure such as Du Bois, Firmin, Fanon, Mudimbe; or on a subfield such as Prophetic Pragmatism or Africana existential Phenomenology)Africana philosophy is also called African diasporic philosophy. It is a modern form of philosophy addressing problems of what could be called the “underside of Western philosophy,” problems often avoided in Western philosophy and thus paradoxically become more central in significance than many Western philosophers may realize. We will examine these problems, across African American philosophy, Afro-Caribbean philosophy, and African philosophy, through three guiding questions: (1) What does it mean to be human in a world that challenges one’s humanity? (2) What is freedom in a world governed by enslavement? And (3) is reason legitimate in a world that uses it to rationalize injustice and misrepresentations of reality? These questions will also be examined through resources from Africana analytical, dialectical, existential, feminist, phenomenological, and pragmatist thought.Readings:The readings are listed in links at the assigned sessions and those followed by the word “packet” in parentheses will be available in HuskyCT.Requirements and assessments:Students are required to produce a weekly journal of reflections on the readings. They should be emailed any day each week to: lewis.gordon@uconn.edu. These reflections will be graded pass (submitted) or fail (not submitted). They will be worth 50 % of your grade. Class participation will be 10 %. The remaining 40 % of your grade will be based on your final paper. That paper should be between a critical discussion of any philosophical topic of this course in the form of 10 and 15 single-spaced pages, notes and bibliography included, and emailed to lewis.gordon@uconn.edu by attachment in MS Word.WeeksSessions1 Introduction: Discussion of syllabus and requirements. Thematic introduction: What is Africana philosophy and what is philosophy? Reading: Introduction of Introduction to Africana Philosophy.What is Africa and its debates on its interpellation? Readings: “Introduction” to An Introduction to Africana Philosophy and Charles Finch, III: Debates on the word Africa: and is Africana philosophy a modern philosophy? Readings: Introduction to An Introduction to Africana Philosophy and Chapter 1 Afro-Modernity in Euro-modernity: Contextual considerations. Readings: C.L.R. James, Black Jacobins: Afro-Modern responses. Readings: An Introduction to Africana Philosophy, chapter 2; Ottobah Cugoano, Thoughts and sentiments on the evil and wicked traffic of the slavery: and commerce of the human species, humbly submitted to the inhabitants of Great-Britain: 4Walter Rodney, How Europe Underdeveloped Africa: 5Critical discussion on temporal schemas and Ancient African philosophy through Afro-modern perspectives. Reading: Theophile Obenga, “Egypt: Ancient History of African Philosophy,” in A Companion to African Philosophy. Ancient African philosophy through Afro-modern perspectives (continued). Reading: D.A. Masolo, “African Philosophers in the Greco-Roman Era,” in A Companion to African Philosophy: 6Afro-Arabic philosophical thought. Reading: Souleyman Bachir Diagne, “Pre-Colonial African Philosophy in Arabic,” in A Companion to African Philosophy Early Modern Ethiopian philosophy. Readings: Claude Sumner, “The Light and the Shadow: Zera Yacob and Walda Heywat” and Teodros Kiros, “Zera Yacob and Traditional Ethiopian Philosophy,” both in A Companion to African Philosophy. For the primary sources, see: 7Afro-Modern interrogation of Euro-modern philosophy. Readings: Anton Africanus Wilhelm Amo. Readings: William Abrahams, “Anton Wilhelm Amo” and Kwasi Wiredu, “Amo’s Critique of Descartes’ Philosophy of Mind,” in A Companion to African Philosophy and (recommended, if you haven’t already read it) R. Descartes, Meditations on First Philosophy: Afro-Modern interrogation of Euro-modern philosophy. Reading: Anténor Firmin (excerpt) Of the Equality of the Human Races: does it mean to be a problem? W.E.B. Du Bois, The Souls of Black Folk: Du Bois, Souls of Black Folk: and “Sociology Hesitant” (packet)African-American Philosophy. Reading: Cornel West, “Philosophy and the Afro-American Experience” (packet)9Africana existential philosophy. Reading: Lewis Gordon, Existentia Africana;and Gordon, An Introduction to Africana Philosophy, pp. 132–156 10Afro-Caribbean philosophy. Readings: Paget Henry, Caliban’s Reason and Journeys in Caribbean Thought; Lewis Gordon, An Introduction to Africana Philosophy, chapter 5; and Jane Anna Gordon, “Creolising Political Identity and Social Scientific Method” (packet)\11Africana philosophy on feminism. Reading: Anna Julia Cooper, A Voice from the South: : Patricia Hill Collins, Black Feminist Thought: On Intersectionality. Readings: Kimberlé Crenshaw, “Mapping the Margins: Intersectionality, Identity Politics, and Violence Against Women of Color,” Stanford Law Review 43 (July 1991): 1241–1299: ;“Intersectionality: The Double Bind of Race and Gender”: ; “Kimberlé Crenshaw on Intersectionality: ‘I wanted to come up with an everyday metaphor that anyone could use”: ; Patricia Hill Collins, “Some Group Matters” (packet)12 Black Consciousness. Readings: Steve Bantu Biko, I Write What I Like: Mabogo P. More, Looking through Philosophy in Black 13Black Aesthetics. Readings: Paul Taylor, Black Is Bautiful and Lewis Gordon, “Black Aesthetics, Black Value”Some relevant associations and societies: Alain Locke Society, HYPERLINK "" Philosophical Association, Collegium of Black Women Philosophers, International Society for African Philosophy and Studies, Philosophy Born of Struggle Society, Society for the Study of Africana Philosophy, Finally, as we live in perilous times, please remember this link: 2018-294SOCI/WGSS 5612Revise CourseCOURSE ACTION REQUESTCAR ID18-9324Request ProposerNaplesCourse TitleFeminist Theory and Social ScienceCAR StatusIn ProgressWorkflow HistoryStart > Sociology > Women's Gender and Sexuality Studies > College of Liberal Arts and SciencesCOURSE INFOType of ActionRevise CourseIs this a UNIV or INTD course?NeitherNumber of Subject Areas2Course Subject AreaSOCISchool / CollegeCollege of Liberal Arts and SciencesDepartmentSociologyCourse Subject Area #2WGSSSchool / College #2College of Liberal Arts and SciencesDepartment #2Women's Gender and Sexuality StudiesReason for Cross ListingThe content of the course relate to the Feminist Studies Graduate Certificate and we would like to signal that to the students by cross-listingCourse TitleFeminist Theory and Social ScienceCourse Number5612Will this use an existing course number?YesPlease explain the use of existing course numberThis course has been offered by Sociology on a regular basis for a few years. It is taught by a joint appointment in WGSS. The content is relevant for both units. 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 TermFallProposed Year2020Will this course be taught in a language other than English?NoIs this a General Education Course?NoNumber of Sections1Number of Students per Section15Is this a Variable Credits Course?NoIs this a Multi-Semester Course?NoCredits3Instructional PatternseminarCOURSE RESTRICTIONSWill the course or any sections of the course be taught as Honors?NoPrerequisitesNoneCorequisitesNoneRecommended 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 whyWill this course be taught off campus?NoWill this course be offered online?NoCOURSE DETAILSProvide existing title and complete course catalog copySOCI 5612. Feminist Theory and Social Science Three credits. Prerequisite: Instructor consent. Examines intellectual background and contemporary context for feminist theoretical debates in the social sciences. Explores these debates with reference to feminist perspectives on political theory, science, economics, postmodernism, postcolonialism, globalization, socialization, and sexuality. Provide proposed title and complete course catalog copySOCI/WGSS 5612. Feminist Theory and Social Science Three credits. Prerequisite: Instructor consent. Examines intellectual background and contemporary context for feminist theoretical debates in the social sciences. Explores these debates with reference to feminist perspectives on political theory, science, economics, postmodernism, postcolonialism, globalization, socialization, and sexuality. Reason for the course actioncross-listing with WGSS. The course is relevant to the the Feminist Studies Graduate Certificate and we would like to have it acknowledge through the cross-listing.Specify effect on other departments and overlap with existing coursesNonePlease provide a brief description of course goals and learning objectivesThe goals of the courses are to provide students with the historical background and understanding of the diverse feminist theories and debates in the social sciences and to apply this knowledge to a particular research project in their field or topic of interest.Describe course assessmentsClass participation: Completing the assigned reading prior to the class, understanding the major themes in the reading and contributing questions and issues for discussion. It also includes at least one formal presentation related to assigned readings. Each student will be expected to choose at least one week;s readings and prepare an introduction to the readings for the class. Due to the size of the class, teams of two or three will be organized to “co-present.” (20% of grade) Memos: Students will write memos on the readings for the assigned weeks (for a total of 4 memos) due by 4PM on the Thursday of the week they are due. Each memo should include a minimum of three double-spaced pages each. These memos should briefly summarize the epistemological perspective of the reading and critically analyze what you see as key assumptions, debates or concepts. Each memo should conclude with at least 3 questions to help guide discussion. (20 % of grade). Final Paper: You will be expected to analyze and critique a body of scholarly literature from a feminist theoretical perspective OR compare and contrast at least two different theoretical perspectives OR generate a research proposal or rework a paper prepared for another course, or submit a literature review of an area in which you have a particular interest. (60%) Syllabus and other attachmentsAttachment LinkFile NameFile Typefeminist theory revised.docfeminist theory revised.docSyllabusCOMMENTS / APPROVALSComments & Approvals LogStageNameTime StampStatusCommittee Sign-OffCommentsStartNancy A Naples11/08/2018 - 11:49SubmitMy apologies if this is a duplicate request.SociologyRalph B McNeal11/08/2018 - 13:30Approve10/3/2018Again?Women's Gender and Sexuality StudiesSherry L Zane11/08/2018 - 13:58Approve10/17/2018Approved faculty meeting Professor Nancy NaplesUniversity of ConnecticutFeminist Theory and Social ScienceOverview: This course introduces you to the intellectual background and contemporary context for feminist theoretical debates in the social sciences. We will explore these debates with reference to feminist perspectives on political theory, science, economics, postmodernism, postcolonialism, socialization, and sexuality. Group discussion is the primary format for the course. Course RequirementsClass participation: 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 assigned reading prior to the class, understanding the major themes in the reading and contributing questions and issues for discussion (10% of grade). It also includes at least one formal presentation related to assigned readings. Each student will be expected to choose at least one week’s readings and prepare an introduction to the readings for the class. These introductory remarks should include a list of questions to help guide discussion (10 % of grade). Course Project: You may choose one of the following two options (80% of grade):I. Paper: You will be expected to analyze and critique a body of social science literature from a feminist perspective and discuss actual or possible feminist directions for the area (i.e., reform or a new direction). You are welcome to generate a new paper, research proposal, rework a paper prepared for another course, or submit a literature review of an area in which you have a particular interest. ORII.Annotated Bibliography: The purpose of this assignment is to acquaint you with current feminist research in your area of interest and to help establish a portfolio to share with other Social Science graduate students. Locate relevant books or articles from major social science journals on your chosen area and write an annotated bibliography. Summarize each article or book and give the theoretical perspective of the authors, any unstated assumptions of the research, the sampling techniques and data collection strategies utilized, and the hypotheses and findings of the research. The assignment should be typed with each heading in capital letters and underlined, and each section single-spaced, with a double-space between sections. In order to establish a common framework for the annotation, please use the following format:1) Full title and bibliographic reference for the article.2) A concise statement of the issue being researched.3)Hypothesis, research question(s) or theoretical debate addressed.4)Summarize the sample/data base, methodology and form or type of data presented.5) Findings.6)Implications for future research--both from the author's and your own observations and relationship to issues/debates discussed in the course. 7)Comments--include your own assessment for the article, i.e., significance of issues and methodology, relevance and applicability of the findings from your perspective, and your agreement or disagreement with the article based on the knowledge and experience gained in this class.Required TextsAnzaldúa, Gloria. 1987. Borderlands/La Frontera: The New Mestiza. San Francisco, CA: Spinsters/Aunt Lute.Butler, Judith. 2004.??Undoing Gender. NY: Routledge.Collins, Patricia Hill. 1990. Black Feminist Thought: Knowledge, Consciousness, and the Politics of Empowerment. Boston: Unwin Hyman.Harding, Sandra. 2004. The Feminist Standpoint Theory Reader: Intellectual and Political Controversies. NY: Routledge.Hennessy, Rosemary. 2000. Profit and Pleasure: Sexual Identities in Late Capitalism. NY: Routledge.Mahmood, Saba. 2011. Politics of Piety:The Islamic Revival and the Feminist Subject. Princeton, NJ: Princeton University Press.Mohanty, Chandra Talpede. 2003. Feminism Without Borders: Decolonizing Theory, Practicing Solidarity. Durham: Duke University PressNarayan, Uma. 1997. Dislocating Cultures. NY: Routledge.Smith, Dorothy E. 1999. Writing the Social: Critique, Theory, and Investigations. Toronto: University of Toronto Press.Puar, Jasbir. 2007. ?Terrorist Assemblages: Homonationalism in Queer Times. Durham: Duke UP, 2007 Weedon, Chris. 1987. Feminist Practice and Poststructuralist Theory. NY: Basil Blackwell.Weigman, Robyn. 2012. Object Lessons. Durham, NC: Duke University Press.Course OutlineNOTE: The articles marked with * will be available for copying in a folder outside my office.1. Introduction to the course (September 1)2. Feminist Critiques of Positivism (September 8)Harding, Sandra. 2004. Pp. 127-140 in The Feminist Standpoint Theory Reader: Intellectual and Political Controversies. NY: Routledge. McCann, Carole R. (2009). Malthusian Men and Demographic Transitions. A Case Study of Hegemonic Masculinity in Mid-Twentieth-Century Population Theory. A Journal of women Studies 30(1).Greenhalgh , Susan and Jiali Li (1995). Engendering Reproductive Policy and Practice in Peasant China: For a Feminist Demography of Reproduction. Signs. 20(3): 601-6413. Feminism's Engagement with Marxism (September 22)Harding, SandraHartsock, NancyHaraway, DonnaSmith, DorothyRuddick, Sara. Maternal ThinkingWeeks, Kathi. Labor Standpoints and Feminist SubjectivityHennessy, Rosemary and Chrys Ingraham, eds. 1997. Selections from Materialist Feminism: A Reader in Class, Difference, and Women’s Lives. NY: Routledge.Selections: Intro, pp. 1-14; Benston, pp. 17-23; Dalla Costa and James, pp. 40-53; Ehrenriech, pp. 65-70; Barrett, pp. 88-94; Young, pp. 95-109; Carby, pp. 110-128; and Vogel, pp. 141-159.4. Relations of Ruling and Everyday World as Problematic (October 13)Smith, Dorothy E. 1987. Pp. 45-145 in The Everyday World as Problematic. Toronto: University of Toronto Press.Smith, Dorothy E. 1990. Pp. 15-130 in The Conceptual Practices of Power: A Feminist Sociology of Knowledge. Boston, MA: Northeastern University Press. Smith, Dorothy E. 1999. Writing the Social: Critique, Theory, and Investigations. Toronto: University of Toronto Press.5. Feminist Standpoint Epistemologies (October 20)Harding, Sandra. 2004. Selections from The Feminist Standpoint Theory Reader: Intellectual and Political Controversies. NY: Routledge.Selections: Intro, pp. 1-15; Hartsock, pp. 34-53; Jaggar, pp. 55-66; Haraway pp. 81-101; Collins, pp. 103-126; Ruddick, pp. 161-167; MacKinnon, pp. 169-179; Weeks, pp. 181-193; Sandoval, pp. 195-209; Narayan, pp. 213-224; and Hirschmann, pp. 317-332.RecommendedCollins, Patricia Hill. 1990. Black Feminist Thought: Knowledge, Consciousness, and the Politics of Empowerment. Boston: Unwin Hyman, 1990.James, Stanlie M., and Abena P. A. Busia, eds. 1993. Theorizing Black Feminisms: The Visionary Pramatism of Black Women. NY: Routledge.6. Feminist Materialism/Materialist Feminism (September 29)Naples, NancyHennessy, Rosemary. 2000. Profit and Pleasure: Sexual Identities in Late Capitalism. NY.: Routledge.Hennessy, Rosemary and Chrys Ingrham, eds. 1997. Selections from Materialist Feminism: A Reader in Class, Difference, and Women’s Lives. NY: Routledge.Selections: Mies, pp. 175-185; Chincilla, pp. 214-226; Brewer, pp. 236-247; Field, pp. 259-271; Ingraham, pp. 276-290; Russell, pp. 328-344; Kirk, p. 345-363; and Nanda, pp. 364-3947. Feminism and Postmodernism/Poststructuralism (October 27)Weedon, Chris. 1987. Pp. 1-42 and 74-135 in Feminist Practice and Poststructuralist Theory. NY: Basil Blackwell.8. Third World and Postcolonial Feminism (November 3)Mohanty, Chandra Talpede. 2003.Pp. 17-123, 124-168, and 221-251 in Feminism Without Borders: Decolonizing Theory, Practicing Solidarity. Durham: Duke University Press. [cut down]Uma Narayan, Uma. 1997. Dislocating Cultures. NY: Routledge.9. November 14th Queer theory = n Doing Gender (November 17)Fenstermaker, Sarah, and Candace West, eds. 2002. Pp. 3-102 and 189-220 in Doing Gender, Doing Difference: Inequality, Power, and Institutional Change. NY: Routledge.RecommendedConnell, R. W. Masculinities. Berkeley: University of California Press.10. IntersectionalityValentine, Gill (2007) Theorizing and Researching Intersectionality: A Challenge for Feminist Geography. The Professional Geographer 59(1): 10-21THANKSGIVING BREAK (November 22-27)11. Feminist Theory and the Body (December 8)RecommendedMartin, Emily. 1987. The Woman in the Boby: A Cultural Analysis of Reproduction. Boston, MA: Beacon Press.Schiebinger, Londa. 2000. Feminism & the Body. NY: Oxford University Press.Snitow, Ann, Christine Stansell, and Sharon Thompson, eds. 1983. Powers of Desire: The Politics of Sexuality. NY: Monthly Review Press.12. Queering Feminist Theory (December 15)Hennessy, Rosemary. 2000. Profit and Pleasure: Sexual Identities in Late Capitalism. NY: Routledge.RecommendedBobo, Jacqueline. 2001 Black Feminist Cultural Criticism. NY: Blackwell Publishers.13. Queering Feminist Cultural Theory (December 1)Jasbir Puar.?2007.?Terrorist Assemblages: Homonationalism in Queer Times. Durham: Duke University Press.Recommended Readingde Beauvoir, Simone. 1997. The Second Sex. London: Vintage.Beneria, Lourdes. 2003. Gender, Development and Globalization: Economics as if People Mattered. NY: Routledge.Bergmann, Barbara.1986. The Economic Emergence of Women. NY: Basic Books.Bobo, Jacqueline. 2001 Black Feminist Cultural Criticism. NY: Blackwell Publishers.Bordo, Susan.1993. Unbearable Weight: Feminism, Western Culture, and the Body.Braidotti, Rosi.??2002. Metamorphoses: Towards a Feminist Theory of Becoming. Polity Press.Bunch, Charlotte. Passionate Politics: Feminist Theory in Action. New York: St. Martin's Press, 1986.Chodorow, Nancy. 1978. The Reproduction of Mothering. Berkeley, CA: University of California Press.Connell, R.W. 1987. Gender & Power. Stanford, CA: Stanford University Press.Connell, R. W 1995. Masculinities. Berkeley: University of California Press.Deegan, Mary Jo, and Michael Hill, eds. 1987. Women and Symbolic Interaction. Boston: Allen and Unwin.Engels, Frederick. 1958. The Origin of the Family, Private Property and the State, edited, with an introduction by Eleanor Burke Leacock. NY: International Publishers.Fausto-Sterling, Anne. 1985. Myths of Gender. New York: Basic Books.Fenstermaker, Sarah, and Candace West, eds. 2002. Doing Gender, Doing Difference: Inequality, Power, and Institutional Change. NY: Routledge.Ferguson, Ann. 1989. Blood at the Root. Pandora Press.Ferguson, Ann. Sexual Democracy: Women, Oppression, and RevolutionFraser, Mariam. 1999. Identity without Selfhood: Simone de Beauvoir and Bisexuality. NY: Cambridge University Press.Fraser, Nancy. Justice Interruptus: Critical Reflections on the “Postsocialist” Condition. NY: Routledge.Gilligan, Carol. 1982. In a Different Voice: Psychological Theory and Women's Development. Cambridge: Harvard University Press.Harding, Sandra. 1991. Whose Science? Whose Knowledge? Ithaca, NY: Cornell.Hartsock, Nancy. 1983. Sex and Power: Toward a Feminist Historical Materialism. NY: Longman.Hennessy, Rosemary and Chrys Ingraham, eds. 1997. Materialist Feminism: A Reader in Class, Difference, and Women’s Lives. NY: Routledge.Humphries, Jane, ed. Gender and Economics. Brookfield, Vermont: Edward Elgar.Hypatia: A Journal of Feminist Philosopy. Special Issue: Feminist Science Studies. Vol. 19, No. 1. Winter 2004.James, Stanlie M., and Abena P. A. Busia, eds. 1993. Theorizing Black Feminisms: The Visionary Pramatism of Black Women. NY: Routledge.Kandal, Terry R. 1988. The Woman Question in Classical Sociological Theory. Miami: Florida International University Press.Kemp, Sandra, and Judith Squires, eds. 1997. Feminisms. NY: Oxford University Press.Kum-Kum Bhavnani, Kum-Kum, John Foran, and Priya Kurian.2003. Feminist Futures: Re-Imagining Women, Culture and Development. London: Books.Landry, D., and G. MacLean. 1993. Materialist Feminisms. Oxford: Blackwell.Lorber, Judith. 1994. Paradoxes of Gender. New Haven: Yale University Press.MacKinnon, Catherine A. 1989. Toward a Feminist Theory of the State. Boston, MA: Harvard University Press.Martin, Emily. 1987. The Woman in the Boby: A Cultural Analysis of Reproduction. Boston, MA: Beacon Press.Mayberry, Maralee, Banu Subramaniam, and Lisa Weasel. 2001. Feminist Science Studies: A New Generation. NY: Routledge.Mies, Maria. 1986. Patriarchy and Accumulation on a World Scale: Women in the International Division of Labor. 1986. Atlantic Highlands, NJ: Zeb Books.Mohanty, Chandra Talpade Ann Russo and Lourdes Torres, eds. 1992. Third World Women and the Politics of Feminism, ed. Bloomington and Indianapolis: Indiana University Press.Moghadam, Valentine M., (ed.). 1994. Gender and National Identity: Women and National Identity. London: Zed Books.Naples, Nancy A. 2003. Feminism and Method: Ethnography, Discourse Analysis, and Activist Research. NY: RoutledgeNelson, Julie. A. 1995. Feminism, Objectivity and Economics. NY: RoutledgePrice, Janet, and Margrit Shildrick, eds. Feminist Theory and the Body: A Reader. NY: Routledge.Ramozanolu, Caroline, ed. 1993. Up against Foucault: Explorations of some tensions between Foucault and Feminism. NY: Routledge. Price, Janet, and Margrit Sihldrick, eds. 1999. Feminist Theory and the Body. NY: Routledge.Ruddick, Sara. 1989. Maternal Thinking: Toward a Politics of Peace. NY: Ballantine Books.Saunders, Kriemild. 2003.Feminist Post-Development Thought: Rethinking Modernity, Post-Colonialism and Representation. London: Zed Books.Sandoval, Chela. 2000. Methodology of the Oppressed. Minneapolis: University of Minnesota Press.Sargent, Lydia, ed. 1981. Women and Revolution. Boston: South End Press.Schiebinger, Londa. 2000. Feminism & the Body. NY: Oxford University Press.Seidman, Steve. 1997. Difference Troubles: Queering Social and Sexual Politics. NY: Cambridge University Press.Silverberg, Helene, ed. 1998. Gender and American Social Science: The Formative Years. Princeton, NJ: Princeton University Press.Smith, Dorothy E. 1990. The Conceptual Practices of Power: A Feminist Sociology of Knowledge. Boston, MA: Northeastern University Press. Smith, Dorothy E. 1987. The Everyday World as Problematic. Toronto: University of Toronto Press.Snitow, Ann, Christine Stansell, and Sharon Thompson, eds. 1983. Powers of Desire: The Politics of Sexuality. NY: Monthly Review Press.Social Text. 1997. 52-53 Fall/Winter.Spelman, Elizabeth V. 1988. Inessential Woman: Problems of Exclusion in Feminist Thought. Boston: Beacon Press.Tong, Rosemarie. 1989. Feminist Thought: A Comprehensive Introduction. Boulder & San Francisco: Westview Press.Vance, Carole S., ed. 1984/1992 Pleasure and Danger: Exploring Female Sexuality. London: Pandora Press.Walters, Suzanna.1995. Material Girls: Making Sense of Feminist Cultural Theory. Berkeley: University of California Press.Recommended ReadingBell, Vikki. 1993. Interrogating Incest: Feminism, Foucault and the Law. London/NY: Routledge.Diamond, I., and L. Quincy. 1988. Feminism & Foucault. Boston: Northeastern University Press.Foucault, Michel. 1990. The History of Sexuality, vol. 1: An Introduction. NY: Random House.Fraser, Nancy. Unruly Practices: Power, Discourse and Gender in Contemporary Social Theory. Minneapolis, MN: University of Minnesota Press, 1989.McLaren, Margaret A. (2002). Feminism, Foucault and Embodied Subjectivity. Albany: SUNY Press. McNay, Lois. 1992. Foucault and Feminism: Power, Gender, and the Self. Boston: Northwestern University Press.Ramozano?lu, Caroline. 1993. "Introduction." Pp. 1-28 in Up against Foucault: Explorations of some tensions between Foucault and feminism edited by Caroline Ramazanoglu. NY: Routledge. Cain, Maureen. 1993. "Foucault, Feminism and Feeling: What Foucault Can and Cannot Contribute to Feminist Epistemology." Pp. 73-98 in Up against Foucault: Explorations of some tensions between Foucault and feminism edited by Caroline Ramazanoglu. NY: Routledge. Ransom, Janet, ed. 1993. Up against Foucault: Explorations of some tensions between Foucault and feminism. NY: Routledge.RecommendedMayberry, Maralee, Banu Subramaniam, and Lisa Weasel. 2001 Selections from Feminist Science Studies: A New Generation. NY: RoutledgeHypatia: A Journal of Feminist Philosopy. Special Issue: Feminist Science Studies. Vol. 19, No. 1. Winter 2004.Nelson, Julie. A. 1995. Feminism, Objectivity and Economics. NY: Routledge.Bergmann, Barbara.1986. The Economic Emergence of Women. NY: Basic BooksRecommendedEngels, Frederick. 1958. The Origin of the Family, Private Property and the State, edited, with an introduction by Eleanor Burke Leacock. NY: International Publishers.Mies, Maria. 1986. Patriarchy and Accumulation on a World Scale: Women in the International Division of Labor. 1986. Atlantic Highlands, NJ: Zeb Books.Sargent, Lydia. 1981. Women and Revolution: A Discussion of the Unhappy Marriage of Marxism and Feminism. Boston: South End Press.Moghadam, Valentine M. 1994. Gender and National Identity: Women and National Identity, ed. Valentine Moghadam. London: Zed Books.Mohanty, Chandra Talpade, Ann Russo, and Lourdes Torres, eds. 1992. Third World Women and the Politics of Feminism. Bloomington and Indianapolis: Indiana University Press.Seidman, Steve. 1997. Difference Troubles: Queering Social and Sexual Politics. NY: Cambridge University Press. ................
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