Syllabus Entrance
Printer Friendly
Email Syllabus

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 2008 HO

Faculty

Fox, David P.

Title

Assistant Professor of Geography

Degrees/Certificates

(PhD student Geography, University of Kansas)
MA Geography, University of Missouri-Columbia
BA Geography, University of Missouri-Columbia

Office Location

Findlay-Wakefield Science Hall (SC) 003B

Office Hours

MWF 9:00-10:00 AM and TR 10:00-11:30 AM

Daytime Phone

(816)584-6813

E-Mail

david.fox@park.edu

Semester Dates

Jan. 14 - May 9, 2008

Class Days

-M-W-F-

Class Time

10:00 - 10:50 AM

Prerequisites

None

Credit Hours

3


Textbook:

Jordan-Bychkov, Terry G. and Bella Bychkova Jordan. The European Culture Area: A Systematic Geography, 4th edition. Lanham, MD: Rowman & Littlefield, 2002.  ISBN: 0-7425-1628-8.
 
The European Culture Area
 
 

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

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.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.

U.S. Census Bureau's listing of demographic statistical agencies for most countries - http://www.census.gov/main/www/stat_int.html
U.S. Census Bureau's International Data Base - http://www.census.gov/ipc/www/idb/
CIA's World Factbook - https://www.cia.gov/library/publications/the-world-factbook/index.html
BBC's European news page - http://news.bbc.co.uk/2/hi/europe/default.stm
CNN's European news page - http://edition.cnn.com/EUROPE/

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:

My educational philosophy is one of interactiveness based on lectures, readings, quizzes, dialogues, examinations, internet, videos, and writings.  My goal is to create a positive, interactive, challenging, engaging, lively, and even, at times, confusing (believe it or not) classroom environment.  But my success in doing so is largely dependent upon you--your willingness to engage in class discussion, to ask questions, to share your opinions and knowledge from other learning experiences.  I believe that education is most effective when approached as a process during which the teacher and students share equally in contributing to the learning that takes place.  Rather than being the "sage on the stage" or a "fountain of wisdom" (neither of which I am), I will attempt to guide, encourage, and facilitate your learning.  Therefore, you will be expected to come to class prepared to discuss, debate, reflect on, analyze, evaluate, and question the readings and other class material every bit as much as I am.  Put simply, I believe that you will get out of this class what you put into it.

We will explore the European region through the lense 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, it's not just memorizing places on a map.  While knowing where places are (i.e., location) is a fundamental part of geographic literacy, it is NOT the ultimate goal of the discipline--far from it!  We will explore the highly interdisciplinary nature of this field 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.  

This course is designated as a Social Science (SS) General Education course.  General Education at Park University has been defined as, "education that develops an awareness of human potentials. It also develops proper attitudes for realizing such potentials through critical and informed judgments that foster concern for individual and social well-being. It develops a love for learning by encouraging activities that promote knowledge of the basic concepts, methodologies, and rewards of learning. It builds skills and competencies that help students acquire the distinctive outcomes defined in the university mission statement. These outcomes include open-mindedness, professionalism, and aesthetic, civic, critical, science, and values literacy. A General Education Course at Park University therefore is one that aims at meeting the definition of general education above in its discipline or area of learning. While it may emphasize the literacy of its discipline (aesthetic, civic, critical, science, or values literacy), it should develop concern for individual and social well-being, and foster open-mindedness and professionalism."  This course is designed to fulfill these guidelines and to address many of the following questions, which are expected of all GE courses:
 
  • Does the course identify basic vocabularies of its discipline?
  • Does the course present a historical perspective of its discipline?
  • Does the course present a diversity of concepts in its discipline?
  • Does the course promote critical thinking, computing, or communication skills?
  • Does the course clarify values of/in its discipline?
  • Does the course promote awareness of the scientific method and the impact of technology on its discipline?
  • Does the course promote civic awareness and responsibility?
  • Does the course promote understanding and appreciation of the arts?
  • Does the course promote individual expression or creativity?
  • Does the course include multicultural or global dimensions?
  •  
    The Core Assessment for this course, in particular, is designed to help fulfill the civic and values literacies.
     
    "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
     

    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 - consisting of multiple choice, matching, true/false, or map questions

    Exams (Midterm & Final) - consisting of various short answer and essay questions
     
    Learning Activities - various unannounced activities done in-class, such as written responses, group activities, etc.  NOTE: Can ONLY be made up if you have requested and been granted an excused absence.
     
    Progress Reports - submission of drafts of assignments for the Core Assessment (details announced in class)

    Core Assessment - Regional portfolio (see full description in the "Core Assessment Instructions" document in the Attachements section below)
     

    Grading:

    Quizzes (4 @ 5% each) 20%
    Exams (2 @ 15% each) 30%
    Learning Activities (approx. 10 @ 2% each) 20%
    Progress Reports (2 @ 5% each) 10%
    Core Assessment 20%


     
    Final 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:

    Credit for Learning Activities is awarded to those who are present for the class period it took place.  ONLY students who requested and were granted an excused absence by the next class period following the absence will be allowed to make-up a missed learning activity. 

    Assignments submitted at any time after the class period on the announced due date will be subject to 10% penalty for each day they are late.  If you have requested 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 may also result in a 10% deduction per day after the alternate due date.

    Classroom Rules of Conduct:

    The following rules of conduct always apply:

    1) Demonstrate respect for yourself, your classmates, and your instructor at all times--even if you do not agree with their ideas or opinions.

    2) Contribute to an atmosphere conducive to learning by eliminating distractions, especially from electronic devices (laptops, cell phones, iPods, etc.--i.e., turn them OFF!) or off-topic conversations with others.

    3) Attend class, participate in discussions and activities, and encourage others to do so as well.

    4) Arrive on time for class and do not leave early unless you have notified the instructor; also, notify the instructor promptly if you intend to make a request for an excused absence.
     
    5) Communicate early and often with the instructor about any questions, concerns, or problems related to the course.

    6) Keep your sense of humor.

    7) NEVER, NEVER, NEVER, plagiarize.

    Course Topic/Dates/Assignments:

     
    Tentative Schedule
    Week (Dates)
    Topics/Reading
    Assignments
    1
    (1/14-1/18)
    Syllabus; Intro to Geography
     
    2
    (1/21-1/25)*
    Ch. 1: Europe Defined
    Quiz #1
    3
    (1/28-2/1)
    Ch. 2: Habitat
     
    4
    (2/4-2/8)
    Ch. 6: Geodemography
    Quiz #2
    5
    (2/11-2/15)
    Ch. 5: Geogenetics
     
    6
    (2/18-2/22)*
    Ch. 4: Geolinguistics
    Progress Report #1
    7
    (2/25-2/29)
    Ch. 3: Religion
     
    8
    (3/3-3/7)
    Review
    Midterm Exam
    9
    (3/10-3/14)
    (Spring Recess)
     
    10
    (3/17-3/21)*
    Ch. 7: Geopolitics
     
    11
    (3/24-3/28)
    Ch. 7: Geopolitics
    Quiz #3
    12
    (3/31-4/4)
    Ch. 9: Primary & Secondary Industries
    Progress Report #2
    13
    (4/7-4/11)
    Ch.11: Agriculture
     
    14
    (4/14-4/18)
    Ch. 10: Service Industries
    Quiz #4
    15
    (4/21-4/25)
    Ch. 8: Cities
     
    16
    (4/28-5/2)
    Ch. 12: Regions; Review
    Final Exam
    17
    (5/7)
    Core Assessment Presentations (10:15-12:15)
    Core Assessment
     
     
     
     
     
    *NOTE: In addition to Spring Recess, there are NO classes on 1/21, 2/18, or 3/21
     
    All assignments/assessments (except the Core Assessment) will be due/take place on Friday of the 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 2007-2008 Undergraduate Catalog Page 85-86

    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 2007-2008 Undergraduate Catalog Page 85
    ANY INSTANCE OF PLAGIARISM WILL RESULT IN A ZERO (NO CREDIT) FOR THE ASSIGNMENT ON WHICH IT OCCURS.  IF YOU ARE AT ALL UNCERTAIN ABOUT WHETHER OR NOT YOU MAY BE COMMITTING PLAGIARISM AS DESCRIBED ABOVE, 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.
    3. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
    4. 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".
    5. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
    6. 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.
    7. 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 2007-2008 Undergraduate Catalog Page 87-88

    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 .


    Attachments:
    Core Assessment Instructions

    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. 

    Copyright:

    This material is protected by copyright and can not be reused without author permission.

    Last Updated:1/13/2008 4:12:25 PM