UNIVERSITY STUDIES COURSE APPLICATION · 2. Attach department minutes. 3. Provide electronic copies of this form and attachments to the University Studies chair one week prior to

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UNIVERSITY STUDIES COURSE APPLICATION 1. Attach a proposed course syllabus which includes Student Learning Outcomes. 2. Attach department minutes. 3. Provide electronic copies of this form and attachments to the University Studies chair one week

prior to consideration.

Course Title ____The Human Experience________ Subject __ANTH___ Number __101___

Faculty Proposing Course ___Deborah Augsburger_____ Department __Social Inquiry__________

Department sponsoring this course ___Social Inquiry_____________________________________

Date submitted to University Studies _____________

1. Check the box(s) next to the University Studies category being requested for the course listed above.

Core Requirements: Writing Math & Computer Science Communicating Arts Health & Human Performance Knowledge Category: (choose only one within the Knowledge Category) Humanities: History Literature World Language, Culture & Philosophy

Social Sciences:

Natural & Physical Science: Environmental Lab Science Fine & Applied Arts: Art History, Criticism & Appreciation Aesthetic Experience

Diversity & Nonwestern Category: Diversity Nonwestern

Rationale for the category/ies chosen (see Appendix 1):

Social Science: Enables students to examine human behavior or interaction using the methods and assumptions of social science research. Non-Western Requirement: Promotes empathetic thinking about the world and its challenges through the study of at least one non-European or non-Euro-American society, country, or region.

This course is focused on introducing students to methods and assumptions of anthropological research through application of observation and interview skills, learning concepts such as culture, ritual, exchange, and the cultural construction of race to apply to the analysis of human behavior. Readings and assignments are designed to provoke constant comparison of both familiar and unfamiliar ways of life in order to better understand the commonalities and variation of the human experience, and call attention to the ways we are all connected in a globalized world. A minimum of one ethnography of a non-European group is always used in the course. Current ethnographies focus on cultural change and globalization in Micronesia and Mexican immigrants’ transnational experiences in Chicago.

2. Is there a prerequisite for this course? Yes No If yes, why is the prerequisite necessary? (e. g. foreign language competency)

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3. Explain how this course will support the mission statement of the University Studies Program (see Appendix 2). What best practices will be utilized to promote engaged student learning? Please address this question for both on campus and Distance Learning versions if applicable.

Students actively pursue knowledge about human behavior and its relation to culture through reading, structured observation and interviews, research of secondary sources, and reflection. They gain experience in writing notes, reports, and essays. Throughout, they are challenged to critically assess statements and beliefs about the history of human civilizations, the nature of “progress”, culture contact and cultural differences.

Pedagogical techniques employed in this class to promote active, engaged learning include:

Structured and semi-structured discussion in both whole class and small group formats

Assignments requiring gathering primary data through observation, recall of key events, and interviews.

Assignments requiring discussions with people who have grown up outside of English-speaking mainstream North America and attendance at events featuring different cultures.

Formal essay assignments

Formal group presentations

4. The learning outcomes for every University Studies course must include the Student Learning Outcomes designated for a particular category (see Appendix 3). Please describe the elements of the course design that will contribute to the attainment of the Student Learning Outcomes for the Core or Knowledge Category for which you are applying.

Social Science: Creative and Critical Thinking: Students will articulate important questions, theories, and creative processes. Writing assignments, readings and in-class activities will ask students to look at culture as: shaping our worldviews, consciously and unconsciously; both influenced by and influencing human understandings and action; uniting and dividing people; continuing and changing; and embedded in larger social, economic systems with histories. Creative and Critical Thinking: Students will evaluate assumptions and biases associated with a project, practice, or process. Through consideration of a range of readings, films, and reflective exercises students are challenged to critically assess statements and beliefs about the history of human civilizations, the nature of “progress”, culture contact and cultural differences. Students also gain repeated practice in identifying assumptions of the various authors they read – in in-class writing and discussion -- and applying these insights to their own work.

Non-Western Creative and Critical Thinking: Students will consider multiple, diverse, and global perspectives to answer important questions or produce original work. Through readings, discussions, and assignments such as the interview assignment and the op-ed piece on immigration, students explicitly compare diverse perspectives associated with different cultures, addressing interconnections between their own and others’ lives in a globalized world.

5. For a course to be accepted and to remain within the University Studies Program, the department agrees to participate in periodic collaborative assessment of the courses within the category in question. Agreeing to participate in assessment must be reflected in the Departmental minutes.

Agree

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University Studies Committee Decision: Approved Denied University Studies Committee Decision Rationale: The course meets the supports the University Studies program as checked below:

This course supports engaged and active learning as stated in the University Studies mission statement.

Core Requirements: this course supports the learning outcomes required for this category.

Knowledge Category: this course supports the learning outcomes required for this category; the

area of study is central to the course design.

Diversity & Non Western category: this course supports the outcomes required for the specific designation (Diversity or Non Western) as well as the required learning outcomes in any other knowledge category.

OR This course does not meet the specific goals for University Studies certification because:

This course did not sufficiently address the University Studies mission statement. Specifically:

This course did not address the learning outcomes required for the category sought.

The University Studies Committee requests that your proposal be re-submitted with the areas checked above

addressed

_______________________________ ______________________________ University Studies Chair (printed name) University Studies Chair Signature ___________________________ Date

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Appendix 1. University Studies Core and Knowledge Category Descriptions. Core Requirements 1. College Writing (WRIT 102 and 209) Improves students' abilities to read critically and write analytically and clearly; develops their rhetorical skills; enables them to see research as a means of discovering ideas, information, and evidence and to conduct library research; helps them learn to properly acknowledge, cite, and document sources; helps them learn to recognize various persuasive appeals in the arguments of others and to incorporate appropriate, reasoned appeals into their own arguments. 2. Communicating Arts (COMM 110) Helps students develop essential interpersonal communication, group communication, and public speaking competencies through practice, analysis, and critical exploration of diverse human interactions. 3. Mathematics and Computer Science (MATH & CSCI) Develops the skills necessary for analytical and quantitative problem-solving in all subjects, using central concepts and methods from mathematics and computer science, including number systems, symbolic representation, formal languages, mathematical modeling, and logical reasoning. 4. Health and Human Performance (HHP 102) Provides students with a knowledge base, creating a positive attitude and lifelong skills concerning the seven dimensions of wellness:

Physical

Intellectual

Emotional

Spiritual

Career

Social

Environmental (personal health)

Knowledge Categories HUMANITIES History Enables students to recognize that reasoned interpretations of the human past must be consistent with verifiable historical evidence and are, nonetheless, contested as they are reshaped to serve the concerns of the present; and empowers students to create personal meaning by developing their own reasoned interpretations of the human past. Literature Instills the joy of reading literature; stimulates the power of the imagination; promotes the analysis of various types of literary expression; and explores different traditions and modes of telling stories. World Language, Culture, and Philosophy Encourages students to make connections across all areas of knowledge, different modes of communication, and diverse cultural, linguistic, and conceptual traditions; and encourages students to develop empathy and understanding for other cultural, linguistic, and conceptual traditions. SOCIAL SCIENCES Enables students to examine human behavior or interaction using the methods and assumptions of social science research.

https://www.uwsuper.edu/catalog/2014-16/undergraduate/general-education_catalog1575946#top

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NATURAL AND PHYSICAL SCIENCE Environmental Course Enables students to understand our natural environment and the effects of human interactions on it. Lab Course Enables students to understand the nature of science and scientific inquiry through hands-on experiences. FINE AND APPLIED ARTS Fine Arts History, Criticism, and Appreciation Helps students to analyze, evaluate, and relate artists, creative artifacts, and artistic productions of diverse cultures from ancient times to the present. Aesthetic Experience Gives students practical experience in developing their own creativity in one or more genres of expression, and augments appreciation for the diversity of creative communication.

Diversity & Non-Western Categories Diversity Requirement Promotes understanding of issues arising from diversities such as racial, ethnic, linguistic, class, religious, rural/urban/suburban, gender, sexual orientation, abilities, and national origin. Non-Western Requirement Promotes empathetic thinking about the world and its challenges through the study of at least one non-European or non-Euro-American society, country, or region.

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Appendix 2. University Studies Mission Statement.

The University Studies Program advances engaged learning so that students actively pursue and acquire knowledge from a variety of disciplinary perspectives; develop intellectual capacities to be creative, flexible, and critical thinkers; and develop academic skills to succeed in major/minor fields and life in an increasingly diverse society with global challenges and opportunities.

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Appendix 3. Required Student Learning Outcomes for University Studies Courses. Core Requirements WRIT 102

Creative and Critical Thinking: Students will analyze information to answer specific questions. Creative and Critical Thinking: Students will use evidence to reach and present innovative

conclusions or produce original work. WRIT 209

Communication: Students will apply modes, styles, and conventions of communication appropriate to the students’ work and their audience.

Communication: Students will clearly express themselves to achieve a purpose COMM 110


Individual and Social Responsibility: Students will apply ethical reasoning in the academic and community learning experiences.

MATH/CSCI Creative and Critical Thinking: Students will articulate important questions, theories, and

creative processes. Creative and Critical Thinking: Students will analyze information to answer specific questions.

HHP 102

Individual and Social Responsibility: Students will engage in thoughtful analysis that fosters well-being and holistic self-development.

Individual and Social Responsibility: Students will practice healthy interdependence and mutual respect for others through teamwork.

Knowledge Categories Humanities: History

Creative and Critical Thinking: Students will consider multiple, diverse, and global perspectives to answer important questions or produce original work.

Creative and Critical Thinking: Students will use evidence to reach and present innovative conclusions or produce original work.

Humanities: Literature

Creative and Critical Thinking: Students will articulate important questions, theories, and creative processes.

Creative and Critical Thinking: Students will use evidence to reach and present innovative conclusions or produce original work.

Humanities: World Language, Culture, and Philosophy

Communication: Students will civilly engage in an exchange of ideas integrating diverse perspectives.


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Social Sciences


Creative and Critical Thinking: Students will evaluate assumptions and biases associated with a project, practice, or process.

Natural and Physical Sciences: Environmental Science

Creative and Critical Thinking: Students will analyze information to answer specific questions. Creative and Critical Thinking: Students will consider multiple, diverse, and global perspectives

to answer important questions or produce original work.

Natural and Physical Sciences: Laboratory Science Creative and Critical Thinking: Students will analyze information to answer specific questions. Creative and Critical Thinking: Students will use evidence to reach and present innovative

conclusions or produce original work.

Fine and Applied Arts: Art History, Criticism, and Appreciation

Communication: Students will identify the essential components of a work/presentation and describe their relationship to each other and to the broader context.

Communication: Students will civilly engage in an exchange of ideas integrating diverse perspectives.

Fine and Applied Arts: Aesthetic Experience



Diversity


Non-Western


The Human Experience (ANTH 101) University of Wisconsin-Superior /SEASON year

Meets:

MWF 1:00-1:50 pm

Swenson 2010

Course #:

3 credits, no pre-requisites,

Non-Western credit

Instructor: Deborah Augsburger (Deb, Dr. Deb)

Swenson 3082

Office Phone: 394 8491

[email protected]

Office hours: Mon. 10-11 am, Wed. 2-3 pm, Thur

10-12 noon, Fri 10-11, and by arrangement.

Catalog Description: Introduction to the principles, concepts and methods of cultural anthropology.

Consideration of the ways in which cultural anthropology contributes to the understanding of human

diversity.

Instructor’s Course Description: Anthropologists study humankind in all its diversity, both biological

and cultural. This course uses approaches from cultural anthropology to look at culture as: shaping our

worldviews, consciously and unconsciously; both influenced by and influencing human understandings

and action; uniting and dividing people; continuing and changing; and embedded in larger social,

economic systems with histories. In the course of the semester you will learn to apply anthropological

concepts and methods to better understand human experience. You will also get practice in observation,

analysis, critical reading, writing, discussion, and oral presentation.

Learner Outcomes: 1. Be able to identify and discuss the role of culture in one’s own and others’ lives and perspectives.

2. Gather and evaluate evidence and information (one’s own and others’) about different cultures.

3. Engage respectfully and empathetically with different perspectives and worldviews, showing

awareness of the problem of ethnocentrism.

4. Articulate basic findings of anthropology regarding human origins, diversity, culture, adaptation

UNIVERSITY STUDIES LEARNING OUTCOMES

The course addresses the following University Studies Learning Outcomes:

Creative and Critical Thinking: Students will articulate important questions, theories,

and creative processes.

Creative and Critical Thinking: Students will evaluate assumptions and biases associated

with a project, practice, or process.

Creative and Critical Thinking: Students will consider multiple, diverse, and global

perspectives to answer important questions or produce original work.

Communication: Students will clearly express themselves to achieve a purpose (The

course will focus on written and oral expression).

Required Texts: 1] Nest in the Wind (2nd Ed.) by M. Ward

2] Labor and Legality by R. Gomberg-Muñoz (sect. 1; Sect. 2 will use Striffler’s Chicken: The dangerous

transformation of America’s favorite food.

3] Other assigned readings will be available as pdfs or links on Learn@Superior

Class Policies and Procedures

The University of Wisconsin-Superior is dedicated to a safe, supportive and nondiscriminatory learning

environment. It is the responsibility of all undergraduate and graduate students to familiarize themselves

with University policies regarding special accommodations, academic misconduct, religious beliefs

accommodation, discrimination and absence for University- sponsored events.

For details of the Student Disciplinary Procedures:

Academic Misconduct Disciplinary Process (Chapter 14) can be found at

http://docs.legis.wisconsin.gov/code/admin_code/uws/14.pdf

Student Nonacademic Disciplinary Procedures (UWS Chapter 17) can be found at

http://docs.legis.wisconsin.gov/code/admin_code/uws/17.pdf .

An important Student Information and Policies Factsheet is posted on Learn@Superior.

Please read it.

Absences: Two or three absences will not affect your grade. Six or more absences will increase your risk

of doing poorly in the class, and affect your participation/attendance grade. Make-ups for excused,

scheduled school activities may be arranged in advance. Please contact the instructor in case of illness or

emergencies.

Classroom Civility: Everybody in the classroom is asked to behave as a mature, respectful, thoughtful,

and responsible person. It is everyone’s responsibility to help maintain a civil classroom environment

with mutual respect.

Electronic Devices: I suggest that you avoid distracting your classmates and yourself by turning off cell

phones and storing them out of sight before class begins. If you need to be reachable during class time

(family responsibilities, emergencies, etc.), please set your phone to vibrate, and be prepared to leave the

room to receive and respond to calls and messages. Texting or checking email in the classroom during

films, conversations, etc., will lead to deduction of attendance points.

Electronic Communication: I try to respond to emails sent between 8 am Monday to 3 pm Friday within

24 hours.

Submitting work: Unless otherwise mentioned, work in the syllabus must be in typed form, and should

be given to me by 5:30 pm on the day it is due, in paper form or electronically in the appropriate D2L

drop box (or both), with a paper copy or electronic submission to follow within 24 hours. All papers

should be in Times New Roman, 12 point, with one-inch margins. Electronic submissions should be in

Word or Rich Text Format (NOT pdf). Papers turned in after the deadline without advance agreement

may have points deducted, depending on the circumstances. (In the case of emergencies students should

contact the instructor as soon as possible.) If you have difficulty accessing the internet, please talk with

the instructor. All submitted work will be processed by Turnitin to check for proper use of sources.

Writing and Revision: This course requires a fair amount of writing. In grading I take into account not

only content, but also organization, clarity, errors, etc. Feedback and revision are essential for improving

one’s writing. For this reason this course includes one scheduled peer review. I am also willing to discuss

your paper with you in person, at least 24 hours before the deadline. I will grant extensions of one day for

papers if you visit the Writing Center for feedback.

Grade-related Issues: Each student is responsible for keeping track of their performance records during

the semester.

Assessments/Requirements

Attendance/Participation/Preparation 25 pts.

Preparation is expected for each class: When a reading is due on that day, please write a sentence

summarizing the reading for the day in 50 words or less, and a comment, reflection, or question for

discussion. On some occasions you will be asked to do a short reflection or answer a question requiring

talking to another person or observing an everyday event. None should be more than one page in length.

Handwriting is OK, as long as I can read it. These will be collected periodically, without warning. They

cannot be turned in apart from or after class. Attendance involves being fully present. Using phones or

computers for non-class purposes (e.g. texting, Facebook, email) will result in being marked absent for

the day. Participation Good participation involves attentive listening as well as speaking, making

connections to others’ statements as well as presenting your own perspectives, using class

materials appropriately as well as bringing in other experiences and ideas.

Paper #1 (1000-2000 words) due DATE 15 pts.

This paper will be based on reflection, interview and/or observation related to either Exchange or Ritual.

Human and Cultural Evolution Test, in class DATE. 05 pts.

This in-class test will be based on two-week unit on basic anthropological knowledge about human and

cultural evolution.

Interview paper 15 pts.

Talk with someone who grew up in a culture (different than yours) outside of mainstream English-

speaking North American culture before being immersed in it at the age of at least 15. I encourage you to

find a fellow student at UWS to do this with. Off-limits: professors and staff, roommates, anyone you

knew from high school. Note that this must be a face-to-face, one-on-one interview. Try not to interview

the same person as another person in this class. Start looking for your interview partner now.

Paper (1000-2000 words, plus notes), due DATE by 11:59 pm..


This paper will be based on Ward’s book, Nest in the Wind.


This paper will be connected to Gomberg-Muñoz’s book about undocumented immigrants, and will be in

the form of a letter to the editor.

Cultural event (1-2 pages), ongoing 02 pts.

Throughout the term there will be opportunities for attending events relevant to the course, and writing a

brief reflection on it. Contact me if you have problems attending events. Up to two extra events may be

done for 1 pt. each.

Group presentations, Exam period, May 9, 1-3 pm. 08 pts.

Presentations on topics relevant to anthropology and cultural diversity.

Total: 100 pts.

Final Grades: A: 93 or above 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. F: <60.

Anthro 101 Schedule

All readings are to be completed by the class day they are listed, unless it says otherwise.

All starred readings (*) are available as pdfs or links on Learn@Superior

This schedule is subject to adjustments, after discussion between instructor and students.

Week One: Getting Started DATES

Wed: Introductions.

Fri: Read Lee’s Eating Christmas in the Kalahari*

Part One: Finding Culture in Everyday Life

Week Two: Doing Fieldwork DATES

Mon: Sterk or Bourgois (TBA)

Wed: Film: Metal

Fri: Nacirema

Week Three: Gifts and Exchange DATES

Mon: Cronk, Strings Attached*

Wed: Robbins, Gifting*

Fri: Class

Week Four: Ritual DATES

Mon: Dubisch’s Run for the Wall*

Wed: Gmelch’s Baseball Magic*

Fri: Class

Part Two: The Human Experience

Week Five: Human Evolution and Diversity DATES

Mon: Observation Paper (Ritual/Exchange) due.

Evolved for culture. TBA

Wed: Fish, Mixed Blood*

Fri: www.understandingrace.org, selections.

Week Six: Cultural Evolution and the Idea of Progress DATES

Mon: Diamond’s Worst Mistake*

http://www.understandingrace.org/

Wed: Bodley’s The Price of Progress*

Fri: Quiz, Class

Part Three: Time on a Tropical Island

Week Seven: Ward I DATES

Mon: Film.

Wed. Ward’s Nest in the Wind, Introduction and Ch. 1, Fruit in the Hands of the Gods

Fri: Ward, Ch. 2, Green Leaves on Stories and Ch. 3, Water Running under Boulders

Week Eight: Ward II DATES

Mon: Ch. 4, Smoke Follows the High People

Wed: Ch. 5, A Locked Box

Fri: Ch. 6, The Ends of Canoes

Week Nine: Ward III DATES

Mon: Ch. 7, The Core of a Mangrove Log

Wed: Ch. 8, Between Times, Ch. 9, You Cannot Hate with Kava in You

Fri: NO CLASSES

Week Ten: Ward IV DATES

Mon: Ch. 10, It Takes an Outrigger to Float a Canoe

Wed: Chapter 11, Our World Itself is an Island

Fri: In-class peer review of Ward paper

Part Four: Migration and Globalization

Week Eleven: Migration in Global Perspective DATES

Mon: Due: Ward paper

Wed: DeParles, “A Good Provider is One Who Leaves”*

Fri: Gomberg-Muñoz’s Labor and Legality, Introduction and Ch. 1, Meet the Lions

Week Twelve: Mexican Migration DATES

Mon: Film

Wed: Gomberg-Muñoz, Ch. 2, Why is There Undocumented Migration?

Fri: Ch. 3, Jumping and Adjusting to Life under the Radar

Week Thirteen: Strategies for Getting By DATES

Mon: Due: Interview Paper, Class

Wed: Ch. 4, Muy Unidos: Friends, Networks, and Households

Fri: Ch. 5, Echándole Ganas: Working Hard

Week Fourteen: Wrapping up Labor & Legality DATES

Mon: Due: Presentation Sources

Ch. 6, Los Número Uno: Identity, Dignity, and Esteem

Wed: Ch. 7, Illegals and Criminals

Fri: Film

Week Fifteen: Last Days DATES

Mon: Due: Immigration opinion piece

Wed: Evaluations and reflections

Fri: Time for group work on presentations

Finals Week: DATES

?: Final exam period, 1-3 pm in regular classroom

Group presentations

Documents

UNIVERSITY STUDIES COURSE APPLICATION · 2. Attach department minutes. 3. Provide electronic copies of this form and attachments to the University Studies chair one week prior to