Syllabus for Roster(s):
- 14Sp ISLS 4120-101 (SCPS)
ISLS 4120:Spring 2014
ISLS 4120 – Term: Spring 2014
Bachelor of Interdisciplinary Studies Program
Undergraduate Course 20819
3.0 Credit Hours
University of Virginia
"Determining Community Need in an Individualistic Society"
William M. Welty, Ph.D., Instructor
434-984-4945
Thursdays, 7:00-9:45 pm
January 16-April 24-Zehmer Hall
Course Description:
This course will focus on the tension evident today between the dynamism of a consumer-driven individualistic society and the need in the modern interrelated world for good definitions of community needs. Through the use of reading material, class discussion, and individual research, the course is designed to encourage and enable students to think critically and knowledgeably about social and political issues. In addition, because this version of this course has been developed to meet the requirements of a 400-level BIS liberal studies course, there will be an increased emphasis on writing and research.
Course Objectives/Learning Outcomes:
This course has been developed to enable students to:
•enhance critical thinking skills
•enhance research skills
•enhance writing skills
•enhance oral presentation skills
•enhance understanding of American public policy
Required Textbooks and Reading Materials:
Reading Materials (available online or by handout):
“U.S. History: Pre-Columbian to the New Millennium”
“Tragedy of the Commons”
“The Nordic Model”
http://www.globalutmaning.se/wp-content/uploads/2011/01/Davos-The-nordic-way-final.pdf
Bernard H. Ross, Cornelius Kerwin, A.Lee Fritschler, How Washington Works: The Executive's Guide to Government (handouts of relevant chapters will be provided)
Additional Recommended (but not required) American Government textbooks
James Q. Wilson, American Government
Karen O’Connor, Larry Sabato, Alixandra Yanus, American Government
Course Requirements/Assessment Components:
•Preparation of assigned reading material to enable active and informed participation in class discussions and activities. Regular timely attendance is required. (20% of grade)
•Preparation of two short papers (5 pages, 2,000 word limit) as outlined in the syllabus below. (40% of grade--penalty for late papers)
Due Dates:
•January 30
•March 6
•Final Research Project (40% of grade)
Draft due: April 17 (recommended, not required)
Oral reports due: April 17, April 24
Final Written Research Project due: April 24
Project Guidelines:
•Topic Definition: Thoughtfully and clearly articulated
•Oral Report: Well organized presentation (not just reading the paper)
•Written Report: Carefully prepared paper (proper English, citations, bibliography)
•Length: 10-15 pages (4,000-6,000 words)
University of Virginia Statements
Purpose Statement: The central purpose of the University of Virginia is to enrich the mind by stimulating and sustaining a spirit of free inquiry directed to understanding the nature of the universe and the role of mankind in it. Activities designed to quicken, discipline, and enlarge the intellectual and creative capacities, as well as the aesthetic and ethical awareness, of the members of the University and to record, preserve, and disseminate the results of intellectual discovery and creative endeavor serve this purpose. In fulfilling it, the University places the highest priority on achieving eminence as a center of higher learning.
Content and Discourse in Professional Education Courses: Study of the role of public schools in society, including the content of the PreK-12 curriculum, raises complex issues about which thoughtful people may disagree. Students are expected to discuss issues respectfully and to honor differing points of view. The University and its School of Continuing and Professional Studies do not discriminate in any of their programs, procedures, or practices against any person on the basis of age, citizenship, color, handicap, national origin, political affiliation, race, religion, sex, sexual orientation, or status as a disabled veteran or veteran of the Vietnam era. The University operates equal opportunity and affirmative action programs for faculty, staff, and students. The University of Virginia is an Equal Opportunity/Affirmative Action Employer. Any applicant for admission or employment, or any student who feels discriminated against should contact the University’s Office of Equal Opportunity Programs (EOP) at Poe Alley, West Lawn, Charlottesville, Virginia 22903.
University of Virginia Honor Code: All work should be pledged in the spirit of the Honor System of the University of Virginia. The instructor will indicate which assignments and activities are to be done individually and which permit collaboration. The following pledge should be written out at the end of all quizzes, examinations, individual assignments and papers: “I pledge that I have neither given nor received help on this examination (quiz, assignment, etc.)”. The pledge should be signed by the student. Students should refer to the University Record for more information concerning the Honor Code. The Honor code at the University of Virginia is listed below:
Honor Code at UVa
Founded in 1842, the Honor System is one of the University's most cherished institutions. Based on the principle that University students want to be trusted, the Honor System helps create and strengthen a school-wide community of trust. Students at the University make a commitment not to lie, cheat or steal within Charlottesville, Albemarle County, or where they represent themselves as University students in order to gain the trust of others. Because they have make this commitment, students are trusted by peers, faculty members, administrators, and community residents alike. Students conduct themselves with integrity and are presumed honorable until proven otherwise. Students are recruited and trained by the Honor Committee to serve as advisors and to provide counsel. Students investigate Honor allegations, assist and support accused students through the Honor process, and work with accused students in their defense at trial. Honor jury panels are similarly comprised entirely of students. While anyone may initiate Honor proceedings, the process is administered entirely by students. The vitality of the Honor System depends upon the willingness of students to uphold the high standards set by their peers. When a student is formally accused of an Honor offense following investigation, that student may elect to either (1) leave the University, without requesting a trial (in which case that student will be deemed to have admitted guilt, whether or not such an admission is expressly made), or (2) request an Honor trial.
Any student found guilty of an Honor offense, or deemed to have admitted guilt after having left without requesting a trial, will be permanently dismissed from the University. The notation "enrollment discontinued" will be placed on the student's transcript, without specific reference to the Honor proceedings. In the case of a student found guilty of an Honor offense following graduation, or deemed to have admitted guilt without requesting a trial after graduation, the General Faculty of the University may undertake proceedings to revoke that student's degree. The rules of the Honor System apply to any person who was a University student at the time an alleged Honor offense was committed, so long as a case is initiated within two years thereafter. Students who enroll at the University benefit from the freedom and security provided by the Honor System; every student must agree to live by and support the spirit of honor.
Applicants who are not prepared to embrace this freedom and accept this responsibility should not apply for admission. This is intended as a brief summary of some important aspects of the University's Honor System. For more information, visit the Honor Committee Web page: www.student.virginia.edu/~honor.
If you have further questions, please call the Committee at (434) 924-7602.
Special Needs:
It is the policy of the University of Virginia to accommodate students with disabilities in accordance with federal and state laws. Any SCPS student with a disability who needs accommodation (e.g., in arrangements for seating, extended time for examinations, or note-taking, etc.), should contact the Learning Needs and Evaluation Center (LNEC) and provide them with appropriate medical or psychological documentation of his/her condition. Once accommodations are approved, it is the student’s responsibility to follow up with the instructor about logistics and implementation of accommodations.
If students have difficulty accessing any part of the course materials or activities for this class, they should contact the instructor immediately. Accommodations for test-taking should be arranged at least 14 business days in advance of the date of the test(s). A student’s academic dean is also available to assist with accommodations, particularly for temporary or emergency situation. Please email SCPSaccomodation@virginia.edu .
Students with disabilities are encouraged to contact the LNEC: 434-243-5180/Voice, 434-465-6579/Video Phone, 434-243-5188/Fax. Web: http://www.virginia.edu/studenthealth/lnec.html
FERPA
Academic Policy: http://www.virginia.edu/registrar/privacy.html
Family Educational Rights & Privacy Act (FERPA)
Annual Notification
Students attending, or who have attended, the University of Virginia are given certain rights under the Family Educational Rights and Privacy Act of 1974 as amended (20 U.S.C. 1232g) and Rules of the Department of Education (34 C.F.R. Part 99) implementing this Act.
Schedule of Assignments
January 16
Introduction to theoretical construct--Individualism vs. Community Need
Please print out and bring to class a copy of this syllabus
Individualism and Community Need
Please read:
Garret Hardin, "Tragedy of the Commons." (Download from http://dieoff.com/page95.htm)
1. Hardin uses population growth as one of a number of contemporary examples of the "tragedy." What examples can you think of?
2. What do you think of Hardin's solutions?
3. What solutions would you propose to the problems you see?
“ U.S. History: Pre-Columbian to the New Millennium,” Chap 1
January 23
Settling the New World
Please read:
“U.S. History: Pre-Columbian to the New Millennium,”
Chap. 2-6.
What “habits of mind and culture” did the 17th and 18th century migrants to North America bring with them and how were these altered by the real world conditions in America?
January 30, February 6
Public Policy in the United States—The Constitution
Please read:
“The United States Constitution”
(An annotated version of the Constitution and all 27 amendments is available at http://www.usconstitution.net/const.html)
Paper Due on January 30
“U.S. History: Pre-Columbian to the New Millennium,” Chap.7-18
1. What were the critical questions facing the authors of the Constitution in 1787? Why was the document written?
2. What were the various interests at work in the U. S. at this time and how did they affect the Constitution.
3. Pay special attention to Articles 1 and 2 of the Constitution and the problems this raises for modern public policy. Who is in charge here, and how does anything get done?
February 13 Civil War, Industrialization
“U.S. History: Pre-Columbian to the New Millennium,”
Chap. 30-45
1. How have the “real world conditions” changed by the end of the 19th Century?
February 20 New Deal, WWII
“U.S. History: Pre-Columbian to the New Millennium,”
Chap. 49-52.
1. How did the New Deal and WW II change the American political system?
February 27 How Washington Works
Please read: Ross, et. al., How Washington Works, chapters 6-7. (Handout)
(You also might want to consult the chapter(s) on the Presidency and the Federal bureaucracy from one of the suggested American Government textbooks.)
1. How does the 21st Century Decision-making system” work? How do things get done?
2. Who holds the power?
March 6
Public Policy in the United States—The Federal Budget-2014
Using reliable sources including the web and appropriate chapters in the American Government textbooks, please prepare a five-page paper addressing the following questions.
1. What are the “basics” of Federal budget; that is, the revenues -and the expenditures?
2. What are the important public policy implications of the budget?
3. Where did you find this information?
March 13
Final Paper—Topic Selection
Please bring your ideas about what you want to focus on in your final paper. Think about where you will get the information you need.
March 20
No Class—Spring Vacation
March 27
Alternative Public Policy Model
Please read: “The Nordic Way”
http://www.globalutmaning.se/wp-content/uploads/2011/01/Davos-The-nordic-way-final.pdf
How does this information shed light on the public policy issues we seem to be facing in the US today?
April 3
Final Paper--Individual Help
Class time will be divided into individual conferences with each student. Come prepared to share with your instructor your ideas about the final project.
April 10
Progress Reports on final Research Project
Come prepared to share with your classmates what you are working on and what problems and questions you have.
April 17
Oral Reports
Prepare a 15 minute oral presentation on the research project you are working on. Be sure to make this a presentation describing your project, not a reading of your paper.
Research Project “Written Drafts” Due
*Please note—“Written drafts” are not a requirement and will not be graded. If you want feedback before your final written report is due, you can give me a printed written draft on this date. I will read it and get it back to you by Friday, April 20, giving you five days to turn it into the final paper due on April 25. No drafts will be accepted after this day.
April 24
Oral Reports
Prepare a 15 minute oral presentation on the research project you are working on. Be sure to make this a presentation describing your project, not a reading of your paper.
Research Project--Final Written Report Due