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GGH 203 Geography of Europe
Fox, David P.


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

Course

GGH 203 Geography of Europe

Semester

SP 2013 HO

Faculty

Fox, David P.

Title

Assistant Professor of Geography

Degrees/Certificates

(PhD candidate [ABD] Geography, University of Kansas)
MA Geography, University of Missouri (Columbia), 2001
BA Geography, University of Missouri (Columbia), 1993

Office Location

Parkville Campus: Findlay-Wakefield Science Hall (SC), Room 004

Office Hours

M/W 12:00-1:30, T/R 9:00-11:30, or by appointment

Daytime Phone

816-584-6813

E-Mail

david.fox@park.edu

Web Page

http://online.park.edu

Semester Dates

January 14 - May 10, 2013

Class Days

-M-W-F-

Class Time

11:00-11:50 AM

Prerequisites

None

Credit Hours

3


Textbook:

REQUIRED:

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



Textbooks can be purchased through the Parkville Bookstore

Additional Resources:


See the Webliography page in the course eCompanion website for any additional internet resources that may be posted by the instructor throughout the semester: http://online.park.edu

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:
GGH203: 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 to encourage student engagement through the use of a variety of learning opportunities, including (but not limited to): assigned readings, lectures, discussions, internet resources, videos, writings, student presentations, group activities, field work, mapping activities, Socratic seminars, instant/interactive response systems, homework assignments, unannounced quizzes, and scheduled examinations.  My goal is to create a positive, interactive, challenging, engaging, lively, and even potentially confusing (believe it or not) classroom environment, but my success in doing so is largely dependent upon you.  Your willingness to engage in all learning opportunities, think critically, ask questions, and share your knowledge and perspectives is ultimately what will make this a successful and meaningful course. 

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:

Discussion/Learning Activities: You are always expected to attend and actively participate in every class session by asking questions, contributing personal experiences or observations, etc.  During most class sessions, a variety of unannounced discussion-based learning activities will be done IN-CLASS.  Usually these will involve the use of clicker devices (provided by the instructor), but they may also require the use of an internet-based response system (available for laptops and mobile devices) or written responses.  In addition, a few of these activities may require students to complete some work in the course eCompanion website (http://online.park.edu/) outside of the scheduled class period.  These activities must be completed on the day they given and may not be made up unless you have provided appropriate documentation for an excused absence for the class session (such as participation in an approved university event).  Each student will be allowed only ONE make-up opportunity for a missed discussion activity.

Exams: Two (2) exams will be given during the regular course of the semester.  Each exam will consist primarily of multiple choice, true-false, and map-based questions, and may also include a few short answer/essay questions.  These exams will be completed outside of the regularly scheduled class time using the course eCompanion website (http://online.park.edu), and therefore, will be open book/note.  However, these exams will be time-limited and may only be completed once, so students must be prepared before taking them.  Unless otherwise announced in class, the exams must be completed by Sunday night (no later than 11:59 PM, CST) at the end of the week that it is listed on the course schedule (below).

Homework Portfolio
(Core Assessment) - Each student will be expected to complete a series of homework assignments given during the semester.  Initial drafts should be completed and submitted to the instructor for an ungraded review by the dates indicated in the Course Schedule below (unless otherwise announced in class).  Instructions for each assignment will be posted in the class eCompanion website found (http://online.park.edu).  A final draft of all assignments must be submitted together in a single "portfolio" document in the "Homework Portfolio (Core Assessment)" basket in the course Dropbox in eCompanion by the deadline indicated in the course schedule (below).

 
Final Exam:  The Final Exam will consist a similar mix of questions as the regular exams, however, it will be closed book/notes.  In addition, the Final Exam will consist of some questions that are comprehensive in nature.  The Final Exam MUST be taken during the assigned period (see schedule below), unless arrangments are made at least one week IN ADVANCE by the student.
 

Grading:


 
ASSESSMENTS
% OF GRADE
Discussion/Learning Activities
15
Exams (2 @ 15% each)
30
Assignment Drafts for Core Assessment (3 @ 5% each)

15

Core Assessment Portfolio
20
Final Exam

20

TOTAL
100
 
The course grade is determined by weighting the number of points earned for each assessment based on the above percentages. Final grades will be based on the following percentage cutoffs:
 
A = 100-90%
B = 89.9-80%
C = 79.9-70%
D = 69.9-60%
F = 59.9-0%

Late Submission of Course Materials:

 
All assessments (assignments, exams, etc.) are expected to be fully completed and submitted by the announced due date and time. Any work completed and/or submitted after the announced deadline may not be accepted for grading. The instructor reserves the right to determine whether or not late work will be accepted and how much of a grade reduction penalty is appropriate depending upon the rationale for the student's lateness and whether or not he/she appropriately notified the instructor in advance of the deadline (or as soon as reasonably possible in the event of an emergency/unforeseen circumstance) with any appropriate documentation that may be requested by the instructor for verification purposes. Typically a 10-20% grade reduction penalty may be assessed for late work that is submitted within 1-2 weeks of the announced deadline, and only half credit (i.e., a 50% grade reduction penalty) will be allowed for any assignments over 2 weeks late.

Classroom Rules of Conduct:


Make class time your first priority. Arrive on time and do not leave early unless you have an emergency situation.

Treat fellow students and the instructor with RESPECT. Disruptive or disrespectful behavior toward another student or the instructor will not be tolerated. (This includes holding off-topic conversations or using a computer for non-related course activity during class time.) The offending student(s) will be asked to leave the classroom for the remainder of the period and will not be allowed to make up any assessments yet to be completed during the missed class time. Repeated occurrences of such behavior will be grounds for further administrative action as allowed by the Park University student code of conduct.

Contribute to an atmosphere conducive to learning. Phones or other electronic devices must be either turned to the silent mode (vibrate only) or OFF in the classroom. If you do receive notice of an emergency call (other than during an exam), quietly leave the classroom. Talking on a phone during class is prohibited. During an exam, ALL phones and electronic devices must be turned OFF and put completely away. ANY use of such equipment during an exam will result in a ZERO for the assessment.

All students will be held accountable for any material presented or discussed in class or through assigned readings. It is the responsibility of the student to obtain all materials and information missed during a class session, regardless of whether or not the absence is excused by the instructor. Failure on the part of the student to acquire missed information will not excuse the student from questions over that material on any assessment activity (quiz, exam, assignment, etc.).

You will be expected to use the eCompanion website for the course
: http://online.park.edu
. Some assignments/activities (including exams) may be required to be completed online either during or outside of the regularly scheduled class time. Students are expected to notify the instructor in advance of the due date of any questions or concerns accessing or using this technology.

You are expected to be responsible for planning ahead and meeting deadlines in spite of any technological problems that may be encountered. Therefore, computer problems will NOT automatically be considered grounds for having late work excused. Be sure to save copies of your work OFTEN and in multiple locations for backup purposes.

NEVER, NEVER, NEVER, plagiarize. Always respect the university's policies on academic honesty and freedom.

Course Topic/Dates/Assignments:

  
   Tentative Course Schedule:

(The Instructor reserves the right to amend this schedule based on the progress of the course and the needs of the students.)

Week & Dates
Assigned Reading and Topics
Assessments
1 Jan. 14-18 Syllabus; Ch. 1 - What is Europe?
2 Ch. 2 - Habitat
3 Jan. 28 - Feb. 1 Ch. 2 - Habitat
Assignment #1 draft due
4
Ch. 3 - Demography
 
5 Feb. 11-15
Ch. 3 - Demography
Assignment #2 draft due
6
Ch. 4 - The Pattern of Languages
 
7 Feb. 25 - Mar.1
Ch. 5 - The Geography of Religion
Exam #1 (Chs. 1-5)
8
Ch. 6 - The European State System
 
9 Mar. 11-15
(Spring Recess - NO CLASSES)
 
10
Ch. 6 - The European State System
Assignment #3 draft due
11 Mar. 25-29
Ch. 7: Land and Life in the Rural Sector
 
12
Ch. 8: Manufacturing and Industry
 
13 Apr. 8-12
Ch. 9: The Service and Information Economy
Exam #2 (Chs. 6-9)
14
Ch.10: The European City
 
15 Apr. 22-26
Ch. 11: Changing Social and Ethnic Geography
 
16
Ch. 12: Whither European Integration?
Core Assessment Portfolio due
17 May 6-10
Final Exam Period: Wed., May 8, 10:15 a.m. - 12:15 p.m.
Final Exam
   

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 2011-2012 Undergraduate Catalog Page 95-96

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 2011-2012 Undergraduate Catalog Page 95
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 2011-2012 Undergraduate Catalog Page 98

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:1/14/2013 7:44:28 PM