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HIS 330 U.S. Military History
Bruins, Joshua H.


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

HIS 330 U.S. Military History

Semester

S2I 2011 EMA

Faculty

Bruins, Joshua H.

Title

Adjunct Faculty

Degrees/Certificates

B.A. in History and Political Science, UMD

Office Location

02-75-4-L

Office Hours

2000-2200 daily; as available during the day

Daytime Phone

x1453

Other Phone

x1453

E-Mail

582808@park.edu

joshua.bruins@mesa-verde.usmc.mil

Semester Dates

July-Sept 2011

Class Days

Wed/Sat

Class Time

1900-2200

Prerequisites

None

Credit Hours

3


Textbook:
Chambers II, John Whiteclay and Piehler, G. Kurt.  Major Problems in American Military History. Houghton Mifflin, 1999.
Millett, Allan R. and Maslowski, Peter. For the Common Defense: A Military History of the United States of America. Free Press, 1994.

Additional Resources:
Class handouts as required.

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/.


Course Description:
HIS 330 U.S. Military History: This course is an overview of the U.S. Military experience from pre-Revolutionary to the Present with a focus on how the nation thinks about, prepares for, and conducts warfare. The course will examine the interaction of the military, cultural, social, institutional, and international factors that have shaped U.S. Military history. 3:0:3

Educational Philosophy:
The facilitator's educational philosophy is that learning and understanding are best conducted in a conversational setting through discussion, debate, and an environment of open acceptance of different viewpoints.  The facilitator will ensure readings are assigned to prepare each student for the topics that will be covered that day.  Limited lecture will be given, with the focus being on guided and open discussion.  Learning will be expanded and reinforced by the assignment and execution of critical writing assignments.

Learning Outcomes:
  Core Learning Outcomes

  1. Interpret and analyze the “American way of war”
  2. Describe and compare American military models
  3. Analyze changing American military policies and goals
  4. Examine American military use of technology
  5. Analyze American relationship with, preparation for, and application of war


  Instructor Learning Outcomes
  1. 6.  Understand how American military policy and goals reflected international changes as well as how American innovations in technology and doctrine affected the world.
  2. Examine the overall trends of civil-military relations throughout America's history.
Core Assessment:

Core Assessment Grading Rubric: Due at the end of Week 6

Abstract (10 points): The abstract should be 40-60 words in length.

Thesis Statement (10 points): introduction with clear thesis statement

Your Analysis (50 points):

1. America’s paradoxical love-hate relationship with war

2. How this relationship influences American warfare

Conclusion (10 points): conclusion paragraph that reiterates key points

Writing Mechanics (20 points):

Grammar, Punctuation & Spelling, Length, Paper format, Chicago Style OR MLA Style for non-History Majors

Communication Skills covered by these "writing mechanics" are part of the class rubric - see the course syllabus. This is also important to the discipline of History so that you can clearly convey your ideas to your reader. Keep in mind, however, that the large majority of the paper's point value (80%)  is based on the content.

Total Possible: 100 points

Link to Class Rubric

Class Assessment:
Assessment will come from daily evaluation of class participation, weekly quizzes covering reading assignments, a mid-term paper, a class presentation, and a final paper.

Grading:
Class participation: 15%
Weekly quizzes: 15%
Mid-term paper: 20%
Presentation: 15%
Final paper: 35%

Late Submission of Course Materials:
Late submission of any material will not be accepted unless approved on a case-to-case basis.  If a student feels they need an extension for an assignment they must present their case to the facilitator prior to the due date of the material.

Classroom Rules of Conduct:
The classroom is a place for open academic discourse and respectful debate and discussion are strongly encouraged.  Disrespectful behavior towards other students, opinions, world views, and the facilitator's guidance will not be accepted.  Drinks in a resealable container are permitted.  Will take a brief recess in the middle of each class for head calls, etc.  Discussion should be kept to the topics covered in the class. 

Course Topic/Dates/Assignments:
Class will meet two nights a week over the course of 8 weeks for 3 hours per class with a total of 16 classes.  Most classes will have one chapter from each of the two books assigned.  Weekly quizzes will cover the basic topics covered in the readings.  The facilitator will assess participation grades by week for all students.  There will be a mid-term paper assigned the second week of class and due the fifth week.  The final paper will be due on the last day of class.  The first week of class students will be assigned in pairs to conduct a presentation overall the material covered in a day's reading beginning by the start of the third week.  This presentation will cover the main themes of the reading as it relates to the core learning objectives of the class and will include the need for the students to present an argument relevant to their topic.

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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2010-2011 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. from Park University 2010-2011 Undergraduate Catalog Page 92-93

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 2010-2011 Undergraduate Catalog Page 95-96
Class attendance is the individual student's responsibility.  They must bring it to the facilitator's attention if they have a valid reason for not being able to make a class.  In this case, the facilitator will assess whether this is feasible and if any make up assignment need to be done.

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 and synthesize information from sources                                                                                                                                                                                                         
Outcomes
1, 2, 3, 4, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
Superior selection of source information to answer the question



 
Adequate selection of source information to answer the question Inadequate selection of source information to answer the question  
Content of Communication: grammar/punctuation/spelling/typing/sentence structures/readability/paragraphing                                                                                                                                                 
Outcomes
Park Mission Statement: communicate effectively                                                                                                                                                                                                                                                                                                                                                                                                                                                                      
0 errors in grammar/punctuation/spelling/typing/sentence structures/documentation.  Superior organization and readability.  Superior thesis with support. 1 to 3 errors in grammar/punctuation/spelling/typing/sentence structures/documentation.  Adequate organization and  readability.  Adequate thesis with support. 4 to 6 errors in grammar/punctuation/spelling/typing/sentence structures/documentation.  Inadequate organization and readability.  Inadequate thesis and support.  
Community and Civic Responsibility                                                                                                                                                                                                                         
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Superior analysis of community and civic responsibility as applied to two military models Adequate analysis of community and civic responsibility as applied to two military models Inadequate analysis of community and civic responsibility as applied to two military models  

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Last Updated:6/18/2011 6:44:19 AM