|
GLOBAL SEMINAR SPRING 2003 Biology 8080 (3 Credits) Instructors: Nicholas Alteri, Safiul Huda & Luis Malaret I. COURSE OVERVIEW The critical issues of human sustainability clearly transcend national boundaries. The integrity of the global environment that supports humans and all other life and its relationship to the relatively new concept of sustainable development has increasingly become an issue of global concern. This course offers students an opportunity to examine, discuss, and formulate positions to case studies on sustainability issues concerning the environment and human welfare. Students focus on a variety of topics that demonstrate the dynamic interrelationships between human population dynamics, natural resources management, food production, biodiversity, and biotechnology. A case study approach, inter-institutional students teams, Internet, video, satellite and telephone technologies are combined to meet the challenge of having a successful classroom of students located in different community colleges. This approach to education aims to promote critical reflection and experiential learning through the use of case studies of real events and people. The case studies are presented through published background material and complementary videos, which give realism and credibility. The seminar relies heavily on the use of modern information and communication technologies to provide students the opportunity to interact with students and professors at other institutions. This semester we are collaborating with classes from Tompkins Cortland Community College from New York state and Kirkwood Community College from the state of Iowa. The seminar includes six synchronous videoconferences, periodic desktop videoconferencing labs, and continuous asynchronous discussions throughout the semester using email. This course is part of a project developed by Cornell University and all course materials and information are available on the course web site: www.courseinfocit.cornell.edu/courses/gsa-cc/.
II. STUDENT ASSESSMENT This seminar is highly interactive and its success depends on active student participation - sharing experiences and perspectives, researching the web, class discussion and presentations in the videoconferences. Grades for the course are based on: A. Class participation
B. Participation in video conferences
C. Reflective essays on the four case study topics 7.5% ea 30% D. ISG Report
TOTAL 100% A. Class Participation Attendance is essential for this course to succeed. For each day a student is absent he/she loses 2.5 points from his/her final grade. students are also graded on participation in class discussions, on the information brought to class based on web researches done as homework, and on participation in chat rooms and discussion boards in the student’s ISG. Students are expected to turn in notes of the material read outside of class. B. Participation in Video Conferences Students are graded on the presentation they give during one of the video conferences, on their involvement in all the video conferences and on the their preparation for their presentation. C. Reflective Essays Students write four essays reflecting their thoughts on each of the case study topics. Each essay will be one to two type written pages long (using 12 point Times New Roman font). These essays should be a synthesis of readings, and class and Internet discussions with fellow students and faculty. Essays are due one week after each video conference. D. Participation in inter-campus Student Groups (ISG) Students from different colleges will be assigned to one of four problem-solving teams corresponding to one of the case studies discussed during the semester. Each team will conduct a detailed analysis of the case study and will prepare a report that will be presented at the last video conference of the semester. Each student will complete the following steps by the dates listed. Jan. 30 Choose case study
III. TASKS OF STUDENT GROUPS A. Class Students Groups (CSG) Students at each college constitute a Class Student Group. Each group is expected to perform two main task: Engage in discussions and analysis of each of the four case studies from the following perspectives: a) social/cultural; b) political; c) economic; d) technical; e) environmental; and f) ethical/philosophical. Each group will prepare and present a statement on the case study topic during the videoconference. Students of a CGS are expected to be the presenters during the video conference for the ISG they selected. 3. Students of a CGS are expected to take a leadership role within the ISG to which they are assigned, if the case happens to be one their professor is coordinating. Nevertheless, all students will be expected to participate fully in the development and presentation of the project. B. Inter-campus Student Group (ISG) and Project Each ISG has one or more faculty moderators who monitor and facilitate the electronic discussions in the preparation of the term project. The specific task of each ISG is as follows: 1. Each ISG is assigned one case study on which they focus in-depth and produce a written report and a power point presentation. The project will be posted on the web site and presented in the final week of classes. 2. The shape, form, and content of the ISG project is determined by the group members themselves in consultation with the faculty moderator assigned to the group. A timeline of tasks to be completed and submitted to the ISG moderator and will be posted on the web site early in the semester. IV. COURSE OUTLINE & WEEKLY CLASS SCHEDULE
1/21 Describe course and case studies; Give out mini-case study; Students enroll at the web site 1/23 Review mini-case study; Mr. Alteri introduces global climate/warming; Students receive Global Warming case study 1/28 Students select ISG topic; View film - What’s up with the Weather; Class discusses global warming case study; Students select global warming topics to research 1/30 Students report on results of their web search on global warming; Class outlines content of introductory presentations 2/4 Class continues discussion of global warming case study; Students practice video conference introductions 2/6 Video Conference 1 – Introductions; Global warming presenters email abstract to Mr. Alteri by Feb. 7
2/13 Videoconference #2: Global Warming (by Cornell University) 2/18 Class debriefs global warming case study; Dr. Malaret introduces ecology; Students are to read the Biodiversity case study 2/20 Students turn in Reflective Paper (#1) on global warming; Dr. Malaret continues to discuss ecology and role of biodiversity in ecosystems; Classes starts discussion of biodiversity case study; Students select biodiversity topics to research 2/25 Class continues discussion of biodiversity case study; Students report results of web research 2/27 Class continues discussion of case study and findings from web searches; Biodiversity presenters email abstract to Dr. Malaret by Feb. 28; Students submit outline of their ISG report
3/6 Videoconference #3: Case study on Biodiversity (by EARTH University); Students are to read case study on Sustainable Tourism
3/18 Students turn in Reflective Paper (#2) on biodiversity case study; Class debriefs biodiversity case study; Dr. Huda introduces economics; 3/20 Dr. Huda continues talk on economics and Introduces case study on Sustainable Tourism; Students select sustainable tourism topics to research 3/25 Students report on web searches; Class discusses case study 3/27 Students continue reports on web searches and discussion of case study; Presenters email abstract to Dr. Huda by March 28; Students submit first draft of their ISG report
4/3 Videoconference #4: Case study on Sustainable Tourism (by Cornell University) 4/8 Class debriefs Sustainable Tourism case study; Students will read case study on Novel Protein Foods 4/10 Students turn in Reflective Paper (#3) on sustainable tourism; Class begins discussion of Novel Protein Foods case study
4/17 Students continue reports on web searches and discussion of case study; Presenters email abstract to Dr. Huda by April 18
4/24 Videoconference #5: Case study on Novel Foods by University
5/1 Students turn in Reflective Paper (#4) Novel Protein Foods; ISG teams practice powerpoint presentations
For assistance with all matters relating to the course, please contact: Mr. Nicholas Alteri Dr. Safiul Huda
|
|
|