||GLS150 - Global Issues and Trends
||For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com
|Course Description: Cultivate students’ understanding of “the global” as a complex web of local events and their sense of themselves as “global citizens”, whose everyday decisions are inextricably linked to larger social, political, and economic forces and structures. Investigate global issues to enable students to develop competencies that enhance their abilities to make informed decisions throughout their lives about how their actions and/or inactions fit into the broader global context.
|Course Learning Outcomes:
- Appraise the relationship between global and local issues to create global awareness and foster global citizenship.
- Evaluate specific global issues in different national and international contexts.
- Effectively report on contemporary trends and their effect on people’s lives at both the local and global level.
- Analyze varying perspectives and values in a culture other than one’s own.
- Demonstrate college-level reading, writing, and critical thinking skills along with an understanding of selected case studies drawn from transnational advocacy organizations.
- Demonstrate ability to integrate academic work with community engagement by incorporating information from current academic journal publications into analysis of fieldwork and case study projects.
- Demonstrate information literacy applicable to professional goals and specify ways in which they can make a difference by incorporating aspects of capacity building within local or global organizations.
Participation: may encompass several different components including active listening, asking questions, sharing ideas, being respectful of different perspectives, encouraging others to speak, helping to facilitate small group discussion, completing all readings assigned for a specific date prior to coming to class, submitting written questions for discussion, presenting readings etc.
Field Experience Interview Presentation and Reflection Paper: After reviewing the current journal literature on a global or local issue of their choice, students will conduct one interview with a professional working in an organization that focuses on that issue. Students will write a brief reflection paper (3 pages) that discusses the differences between the academic literature and the daily lived reality of working professionals. Students will present interview experiences to the class. Students will design their own interview guides after in-depth preparation in class.
Advocacy Case Study and presentation: Students will write a paper (8-10 pages) detailing the work of one transnational advocacy organization that the student is interested in working with as an employee or consultant. Students must research the history of the organization, choose one issue or topic the organization works on and present the current state of the problem. The paper should provide a brief history of the topic and how and why the organization is addressing the issue, including (1) the diversity of values and beliefs in the community; (2) the complexity of public issues; (3) the consequences of treating a complex issue “as if” it were a simple one; (4) our difficulty in talking together in public forums; and (5) the possibility that the rapid pace of change in our society may well have exceeded our collective capacities to respond. Students will present their work in class.
Advocacy Case Study Presentation: Students will prepare a very brief (three to five-minute) video presentation, or create a webpage, of their transnational organization and the real world issue focused on. The presentation goal is to use current technology to enlighten others to your research (work/academic product), and inform them how they might make a difference and discuss what difference working on this project has made in their own lives.
Final Exam: A comprehensive essay exam based on course readings.
Students with Disabilities:
Students seeking special accommodations due to a disability must submit an application with supporting documentation, as explained under this subject heading in the General Catalog. Instructors are required to provide such accommodations if they receive written notification from the University.
Writing Across the Curriculum:
Students are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and experiences. Written reports and research papers must follow specific standards regarding citations of an author's work within the text and references at the end of the paper. Students are encouraged to use the services of the University's Writing Center when preparing materials.
The following website provides information on APA, MLA, and other writing and citation styles that may be required for term papers and the like: http://www.nu.edu/LIBRARY/ReferenceTools/citations.html
National University Library:
National University Library supports academic rigor and student academic success by providing access to scholarly books and journals both electronically and in hard copy. Print materials may be accessed at the Library in San Diego or through document delivery for online and regional students. Librarians are available to provide training, reference assistance, and mentoring at the San Diego Library and virtually for online or regional students. Please take advantage of Library resources:
Contact the Library:
- (858) 541-7900 (direct line)
- 1-866-NU ACCESS x7900 (toll free)
Use the Library Training Tools (on the Library Homepage) for additional help
- Recorded class presentations
- Tutorials & Guides (APA/MLA, Peer-Review, and more)
Plagiarism is the presentation of someone else's ideas or work as one's own. Students must give credit for any information that is not either the result of original research or common knowledge. If a student borrows ideas or information from another author, he/she must acknowledge the author in the body of the text and on the reference page. Students found plagiarizing are subject to the penalties outlined in the Policies and Procedures section of the University Catalog, which may include a failing grade for the work in question or for the entire course. The following is one of many websites that provide helpful information concerning plagiarism for both students and faculty: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml
Ethical behavior in the classroom is required of every student. The course will identify ethical policies and practices relevant to course topics.
Students are expected to be competent in using current technology appropriate for this discipline. Such technology may include word processing, spreadsheet, and presentation software. Use of the internet and e-mail may also be required.
Learning to work with and value diversity is essential in every class. Students are expected to exhibit an appreciation for multinational and gender diversity in the classroom.
As a diverse community of learners, students must strive to work together in a setting of civility, tolerance, and respect for each other and for the instructor. Rules of classroom behavior (which apply to online as well as onsite courses) include but are not limited to the following:
- Conflicting opinions among members of a class are to be respected and responded to in a professional manner.
- Side conversations or other distracting behaviors are not to be engaged in during lectures, class discussions or presentations
- There are to be no offensive comments, language, or gestures