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GGH 203 Geography of Europe
Fox, David P.


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

GGH 203 Geography of Europe

Semester

SP 2010 HO

Faculty

Fox, David P.

Title

Assistant Professor of Geography

Degrees/Certificates

M.A. Geography - University of Missouri, Columbia
B.A. Geography - University of Missouri, Columbia

Office Location

Findlay-Wakefield Science Hall (SC), Room 004

Office Hours

-M-W-F- 9:00-11:00 a.m., --T-R-- 9:00-10:00 a.m., (also available by appointment)

Daytime Phone

816-584-6813

E-Mail

dfox@park.edu

Web Page

http://www.parkonline.org

Semester Dates

Jan. 11 - May 7, 2010

Class Days

--T-R--

Class Time

10:10-11:25 a.m.

Prerequisites

None

Credit Hours

3


Textbook:

 
   The European Culture Area: A Systematic Geography, 5th Edition (2008) 
      By Alexander B. Murphy, Terry G. Jordan-Bychkov, and Bella Bychkova Jordan 
      Rowman & Littlefield Publishers, Inc. 
      ISBN: 0-7425-5672-7
 
book cover image
 

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

   See Webliography page in the course eCompanion website: http://www.parkonline.org


McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
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Course Description:

   This comprehensive course will study the physical and cultural geography of the regions of Europe. Topics will include: economic problems, environmental problems, population dynamics, and current political geographical issues. 3:0:3.
 

Educational Philosophy:


"Education must, then, be not only a transmission of culture but also a provider of alternative views of the world and a strengthener of the will to explore them."
-- Jerome S. Bruner
 
"Education is the art of making [humans] ethical." -- Georg Wilhelm Friedrich Hegel
 
   My educational philosophy is one of interactiveness based on a variety of learning activities, including (but not limited to) readings, writings, dialogues, discussions, lectures, videos, internet activities, quizzes, and examinations.  My goal is to create a classroom environment that is positive, engaging, challenging, and even, at times, confusing (believe it or not).  My success in doing so, however, is largely dependent upon YOU.  Your willingness to engage with the class by reading, listening, asking questions, sharing your personal knowledge and opinions, and thinking critically about the course content is ultimately what will make this class a success.  You will be expected to come prepared to discuss, debate, reflect on, analyze, evaluate, and question the readings and other class material.  Put simply, I believe that you will get out of this class what YOU put into it.

   We will be exploring the European region through the lens of geography.  In order to do so, it will be necessary to help you develop a much broader and deeper understanding of this often over-simplified discipline.  Contrary to common misperceptions, Geography as an academic pursuit is not about memorizing locations on a map or regurgitating endless lists of trivia about places.  While knowing such "facts" may be a part of geographic literacy, it is NOT the ultimate goal of the discipline--far from it!  Thus, we will examine many of the core concepts of this highly interdisciplinary field of study and its numerous contributions and applications to helping us explain, understand, cope with, and hopefully solve many of our world's most pressing issues--especially as they relate to Europe.  

   Finally, you should also be aware that this course is designated as a Social Science (SS) General Education (GE) course.  Please read the following webpage to better understand and appreciate the nature of GE courses at Park: http://www.park.edu/facultymanual/MLL-GE_Courses.htm.  The Core Assessment for this course, in particular, is designed to help you develop knowledge and skills needed to achieve the university's civic, critical, and values literacies.

Learning Outcomes:
  Core Learning Outcomes

  1. Describe and identify the basic characteristics of European regions.
  2. Identify European countries and major physiographic features by name and map location.
  3. Analyze the characteristics, distribution and cultural complexity of European populations.
  4. Evaluate the European role in the global community.


Core Assessment:

Homework Assignment Portfolio – collection of 4 assignments, as well as a learning essay.  Each assignment is related to each of the core learning outcomes.

Link to Class Rubric

Class Assessment:


   Quizzes
- usually consisting of 10-20 multiple choice, matching, true/false, or map questions with an enforced time limit of 20-30 minutes depending on the total number of questions given.

   Exams (Midterm & Final) - usually consisting of 5-10 short answer and 3-5 essay questions with an enforced time limit of the total length of the class period during which the exam is given.

   Classwork - various unannounced assignments and activities done IN-CLASS, such as written responses to class discussions or videos, group activities, etc.   NOTE: Some of these assignments may require students to complete some work in the course eCompanion website (http://www.parkonline.org) following the class periods in which they are given.

   Homework (Core Assessment) - various announced assignments done for the Core Assessment portfolio project on the dates indicated in the Course Schedule below (unless otherwise announced in class).  See full description of each assignment in the "Core Assessment Instructions" document in the Doc Sharing page of the class eCompanion website found at http://www.parkonline.org

 

Grading:


   Composition of final course grades:
      20% - Quizzes (4 @ 5% each)
      35% - Exams (1 @ 15% and 1 @ 20%)
      20% - Classwork assignments (8-10 @ 2-2.5% each)
      25% - Homework assignments /Core Assessment (5 @ 5% each)

   Final course grades will be based on the following scale:
      A = 100-90%
      B = 89-80%
      C = 79-70%
      D = 69-60%
      F = 59-0%

Late Submission of Course Materials:


   Classwork assignments may ONLY be made up if you have submitted documentation from an appropriate official that specifcally states an appropriate reason (as deemed so by the instructor) for an excused absence on the date(s) of the class period(s) that corresponds with the absence(s).

   Homework assignments submitted after the announced due date will be subject to a 10% deduction for each day they are late.  This means that you have 10 days after the assignment is due before you will no longer be able to earn any credit for it.  If you have provided official documentation and been granted an excused absence by the instructor for a class period during which an assignment is due, then you must submit the work by the alternate date arranged with the instructor. Failure to do so will also result in a 10% deduction per day after the alternate due date.

   If you miss a quiz or exam for ANY reason, you MUST contact the instructor before the next class meeting to have the possibility of being granted a make-up.  Only ONE make-up quiz or exam will be allowed for any unexcused absences.   A make-up for the Final Exam will only be allowed for an excused absence.

Classroom Rules of Conduct:


   NEVER, NEVER, NEVER plagiarize or otherwise violate the university's Academic Honesty policy.
 
   Attend class and participate in meaningful ways.
 
   Arrive on time and do not leave early unless absolutely necessary.  When possible, notify the instructor in advance if you will have to arrive late or leave early.
 
   Always treat your fellow students and the instructor with respect--even if you do not agree with their ideas or opinions.
 
   Contribute to an atmosphere conducive to learning by eliminating distractions, such as leaving for restroom breaks, having side conversations, or inappropriately using electronic devices like cell phones and personal computers.  Cell phones should be set to a silent mode or turned off and emergency calls should only be answered outside of the classroom.  Computers should ONLY be used for typing notes or performing assigned internet searches.
 
   Communicate early and often with the instructor about any questions, concerns, or problems related to the course--this includes notifying the instructor as soon as possible if you intend to make a request for an excused absence.  Remember, I can't help you if I don't know there's a problem!
 
   Take responsibility for your learning--this includes obtaining any material or assignments missed during an absence (whether it was excused or not) from a fellow student.
 
   Cell phones and other electronic devices must be turned OFF and put away during quizzes or exams.  Using these items in any way (and for any reason!) during a quiz/exam will result in a ZERO for the assessment.
 
   Use of the course's eCompanion website (http://www.parkonline.org) may be required for some assignments.  You will be expected to notify the instructor in advance of the due date if you have any questions or concerns about how to access or use this website.

Course Topic/Dates/Assignments:

  
   Tentative Course Schedule

Week & Dates
Assigned Reading and Topics
Assessments*
1 Jan. 12 & 14 Syllabus; Intro to Geography
2 Jan. 19 & 21 Ch. 1 - What is Europe?
3 Jan. 26 & 28 Ch. 2 - Habitat Quiz #1
4 Feb. 2 & 4
Ch. 3 - Demography
Homework #1
5 Feb. 9 & 11
Ch. 4 - The Pattern of Languages
Quiz #2
6 Feb. 16 & 18
Ch. 5 - The Geography of Religion
 
7 Feb. 23 & 25
Ch. 6 - The European State System
Homework #2 due
8 Mar. 2 & 4
Review
Midterm Exam
9 Mar. 9 & 11
(Spring Recess - NO CLASSES)
 
10 Mar. 16 & 18
Ch. 7: Land and Life in the Rural Sector
 
11 Mar. 23 & 25
Ch. 8: Manufacturing and Industry
Quiz #3
12 Mar. 30 & Apr.1
Ch. 9: The Service and Information Economy
Homework #3 due
13 Apr. 6 & 8
Ch.10: The European City
 Quiz #4
14 Apr. 13 & 15
Ch. 11: Changing Social and Ethnic Geography
 
15 Apr. 20 & 22
Ch. 12: Whither European Integration?
Homework #4 due
16 Apr. 27 & 29
Review
Homework #5 due
17 May 4
Final Exam Period (10:15 a.m. - 12:15 p.m.)
Final Exam
   
   *All assessments will be due/take place on the day of the last class period of the assigned week indicated in the schedule above unless otherwise announced in class.

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2009-2010 Undergraduate Catalog Page 92

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2009-2010 Undergraduate Catalog Page 92
ANY instance of plagiarism or other form of academic dishonesty will result in a ZERO (i.e., NO CREDIT) for the assignment(s) on which it occurs.  If you are at all uncertain about whether or not you may be committing plagiarism, you are expected to ask the instructor BEFORE submitting the work for grading.

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2009-2010 Undergraduate Catalog Page 95

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Evaluation                                                                                                                                                                                                                                                 
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Written work provides clear and effective discussion of the overall learning achieved through the completion of each of the assignments within the portfolio Written work generally provides clear and effective discussion of the overall learning achieved through the completion of each of the assignments within the portfolio, although discussion may be vague or incomplete for 1 of the assignments Written work provides vague or superficial discussion of the overall learning achieved through the completion of each of the assignments within the portfolio; or discussion is not included for 2-3 of the assignments Written work does not provide any discussion of the overall learning achieved through the completion of each of the assignments within the portfolio 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Written work clearly and effectively integrates the concepts identified in all of the core learning outcomes Written work appropriately integrates the concepts identified in at least 3 of the 4 core learning outcomes Written work demonstrates minimal evidence of integrating the concepts identified in at least 3 of the 4 core learning outcomes; or only integrates concepts from 1-2 core learning outcomes Written work does not indicate an integration of concepts from any of the core learning outcomes 
Analysis                                                                                                                                                                                                                                                   
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Written work provides clear, accurate, and relevant analysis of the issues and concepts addressed by all of the assignments in the portfolio Written work generally provides clear, accurate, and relevant analysis of the issues and concepts addressed by all of the assignments in the portfolio; or written work does not provide analysis for one of the assignments in the portfolio Written work provides vague or superficial analysis of the issues and concepts addressed by the assignments in the portfolio; or written work does not provide analysis for 2-3 of the assignments in the portfolio Written work does not provide analysis of the issues and concepts addressed by the assignments in the portfolio 
Application                                                                                                                                                                                                                                                
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
All assignments within the portfolio demonstrate a clear and appropriate application of the geographic concepts and skills required to achieve the core learning outcomes All but one of the assignments within the portfolio demonstrate a clear and appropriate application of the geographic concepts and skills required to achieve the core learning outcomes 2-3 of the assignments within the portfolio fail to demonstrate a clear and appropriate application of the geographic concepts and skills required to achieve the core learning outcomes None of the assignments within the portfolio demonstrate a clear or appropriate application of the geographic concepts and skills required to achieve the core learning outcomes 
Content of Communication                                                                                                                                                                                                                                   
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Multiple examples of terms discussed through the course that are relevant to each assignment and the core learning outcomes are used appropriately throughout the written work A variety of terms discussed through the course that are relevant to each assignment and the core learning outcomes are used throughout the written work, however 1-2 may be incorrectly used Only a few terms discussed through the course that are relevant to each assignment and the core learning outcomes are used in the written work; or 3-5 of the terms are incorrectly used Written work does not include the use of any relevant terms discussed in the course or related to the core learning outcomes; or all of the terms used are incorrectly applied 
Technical Skill in Communicating                                                                                                                                                                                                                           
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
All written work within the portfolio is entirely error-free in the following format items: MLA or APA citation format, length, works cited, internal documentation Written work within the portfolio contains only 1-2 errors in the following format items: MLA or APA citation format, length, works cited, internal documentation Written work within the portfolio contains 3-4 errors in the following format items: MLA or APA citation format, length, works cited, internal documentation Written work within the portfolio contains numerous errors in the following format items: MLA or APA citation format, length, works cited, internal documentation 
First Literacy: Civic                                                                                                                                                                                                                                      
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
All of the artifacts within the portfolio clearly address a recognition of the existence of diverse alternative systems and their necessary global relationships, an appreciation of the geographical and historical roots which are shaping these systems, and demonstrate that the student is able to see the complexity of social, political, and economic systems and problems on the national and international scene At least 2 of the artifacts within the portfolio clearly address a recognition of the existence of diverse alternative systems and their necessary global relationships, an appreciation of the geographical and historical roots which are shaping these systems, and demonstrate that the student is able to see the complexity of social, political, and economic systems and problems on the national and international scene Only one of the artifacts within the portfolio clearly address a recognition of the existence of diverse alternative systems and their necessary global relationships, an appreciation of the geographical and historical roots which are shaping these systems, and demonstrate that the student is able to see the complexity of social, political, and economic systems and problems on the national and international scene None the artifacts within the portfolio clearly address a recognition of the existence of diverse alternative systems and their necessary global relationships, an appreciation of the geographical and historical roots which are shaping these systems, and demonstrate that the student is able to see the complexity of social, political, and economic systems and problems on the national and international scene 
Second Literacy: Values                                                                                                                                                                                                                                    
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
All of the artifacts within the portfolio clearly demonstrate an appreciation of the diversity of value systems and their interconnection with the cultures in which they are found, yet openness to the possibility that there may be common goals and principles that can serve as the basis for intercultural judgments and demonstrates that the student is sensitive to value questions. At least 2 of the artifacts within the portfolio clearly demonstrate an appreciation of the diversity of value systems and their interconnection with the cultures in which they are found, yet openness to the possibility that there may be common goals and principles that can serve as the basis for intercultural judgments and demonstrates that the student is sensitive to value questions. Only one of the artifacts within the portfolio clearly demonstrate an appreciation of the diversity of value systems and their interconnection with the cultures in which they are found, yet openness to the possibility that there may be common goals and principles that can serve as the basis for intercultural judgments and demonstrates that the student is sensitive to value questions. None of the artifacts within the portfolio clearly demonstrate an appreciation of the diversity of value systems and their interconnection with the cultures in which they are found, yet openness to the possibility that there may be common goals and principles that can serve as the basis for intercultural judgments and demonstrates that the student is sensitive to value questions. 

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Last Updated:1/9/2010 5:57:13 PM