GE Pathway Proposal - CSU, Chico

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Please Print the PowerPoint slides by yourself and bring it to class. iv. Read all the ...... TEXT: The required book is by Paul Krugman and Robin Wells, Microeconomics – 2nd edition ... Reading: KW, Ch. 12 ...... Western Literature, 8th Ed., Vol.
GE Pathway Proposal The goal of this document is to help faculty create GE Pathway proposals that meet the requirements of the GE program (as articulated in EM 10-01) and the Minor approval process established by campus governance procedures. Please review EM 10-01 and the Minor approval process documents prior to drafting and submitting your proposal. You do not need to use the typical minor proposal form. This proposal will stand in for that document. EM 10-01 provides important guidance on the nature of GE Pathways and requirements that must be met for their approval. GE Pathways represent a curricular innovation; hence the process for establishing them is also new. The GE Implementation Team (GEIT) and General Education Advisory Committee (GEAC) will work closely with faculty in putting together quality proposals. Ultimately, GE Pathway proposals must be approved by Educational Programs and Policies Committee and the Academic Senate as new Minors. 1. GE Pathway: __Food Studies_______________________________________________ 2. Pathway Coordinator: _____Lynn Marie Houston___________________________________ 3. Draft Catalog Description of Pathway (limit 200 words): Food is all around us. It’s in the vending machines at the end of the hall. It’s in the orchards and farmlands surrounding our campus. It’s on cooking shows on TV. Our bodies are even food for the countless micro-organisms that live in and on it. Because food is so important to our everyday lives, it’s no surprise that contemporary American society seems obsessed by it: cookbooks top the bestseller lists; the Food Network runs shows 24/7; and issues like genetically modified salmon are debated locally, nationally, and internationally. Food is not only what we eat, it’s who we are. The food we eat is not only needed for physical survival, it is a symbol of our culture and an artifact of our historical era. In learning about food, you will learn about nutrition and healthy eating choices, you will investigate your own food habits and details about food production and distribution. In many classes, you can learn about the cuisines of other cultures around the world. In some, you can even share your grandmother’s favorite recipe, taste similar dishes made by classmates, and hear why those foods are important to their families.

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4. Pathway Courses Table. The table which follows contains a list of the courses for the proposed Pathway. It is essential that the process for identifying and selecting courses be open and inclusive, fair and transparent, with the goal of selecting the most appropriate courses to enhance student learning, contribute to Pathway coherence and achieving GE SLOs. Please pay close attention to the requirements in EM 10-01 under, “Organization of the Curriculum,” and especially “Breadth Pathways and Minors” in proposing courses for Pathways. The EM specifies limits to numbers of courses and number of courses per department that must be followed. Because all courses must be taught each semester (except "slash" courses -- sequenced or related courses, see EM 10-01:3), all courses must be approved (and form signed) by the department chair, signaling a commitment to offering each semester. Course Name by GE Disciplinary Area1 Foundation (Area A, B)5

Course DEPT/NUM1

Current GE2 (Y/N)

New3(Y/N)

ANSC 101 BIOL 105 GEOG 101 GEOS 101 PSSC 101

Y N Y Y Y

N Y N N N

HUMN 281 HNRS 120

Y N

N N

RELS 180 PHIL 104 HNRS 120

Y Y N

N N N

ECON 103 PSYC 151 SOCI 100 HNRS 120

Y Y Y N

N N N N

ABUS 101 ANTH 112 GEOG 105 HNRS 120

Y Y Y N

N N N N

NFSC 100 PSYC 101 HNRS 110

Y Y N

N N N

Department Chair Approval4

Lower Division: (100-299) Arts (Area C)

Humanities (Area C)

Social Science: Individual and Society (Area D)

Social Science: Societal Institutions (Area D)

Lifelong Learning (Area E)

2

HNRS 120

N

N

NFSC 310 PSSC 390 GEOS 375 HNRS 399H

Y Y Y N

N N N N

ENGL 365 PHIL/RELS 339 HIST 341 HNRS 399H

Y N Y N

N Y N N

ANTH 340 ABUS 390 AGRI 351 HNRS 399H

Y Y N N

N N Y N

Upper Division: (300-499) Natural Sciences (Area B)

Arts/Humanities (Area C)

Social Sciences (Area D)

1 All courses must be offered each semester, with the exception of “slash” courses. See EM 10-01: 3. Note that if a class listed here is not already indicated as a F/S offering in the catalog, that change will be made without further necessary paperwork. 2 Indicate if course is currently a GE course in clear standing. If unsure, contact GEAC: [email protected]. 3 Is this a new course? All new courses must be approved through “intent to offer” by May 30, 2011. 4 All courses must be approved by Department Chair. 5 All Pathways must “associate” with one or more Foundation courses. See EM 10-01:4. (Note: new Foundation courses may be forthcoming). Note: Please upload a syllabus for each course to the Pathway VISTA folder. Courses new to GE must indicate how their course addresses state-wide GE requirements in EO 1033 (see especially Article 4, Subject Area Distribution). A template is included as Appendix A for this purpose. Syllabi must also indicate the GE SLOs met in the course and relationship of course content to SLO. In order for this proposal to be complete, all syllabi must be uploaded to VISTA and available for review.

5. Writing Intensive Courses: GE Writing Requirements Students must take at least 4 GE courses designated as Writing Intensive. The freshman course in Academic Writing and the capstone course count as two of these courses. Transfer students who have completed their lower division GE at another institution may fulfill the GE writing requirement by taking one Writing Intensive course in the Upper Division. These courses must have writing assignments in which students have the opportunity to improve their writing through a process of multiple drafts and editing, using effective writing pedagogy for a disciplinary area. Because these courses require additional work and pedagogical expertise on the part of the instructor, they will typically have no more than 20 students, unless the department can effectively demonstrate that they meet the Writing Intensive requirement using alternative classroom structures. (EM 10-01:7)

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WI can be designated at the course level (all sections offered as WI) or at the section level (sections designated with a “WI” for writing intensive, e.g. ANTH 111 WI). 5. List all courses that will serve as Writing Intensive courses in the Pathway: Course Name and DEPT NUM Course or Department Chair Approval (signature) Section (C or S?) HUMN 281 C HNRS 120 C ENGL 365 C PHIL/RELS 339 C ANTH 340 C AGRI 351 C HNRS 399H S

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6. Capstone Course(s): Each Pathway must include one capstone course: GE Capstone Requirement Every student must take a GE capstone course that 1) integrates the different areas and disciplinary perspectives of a pathway, and 2) challenges students to synthesize and create new approaches or solutions to specific issues within the pathway. Capstones are writing intensive and must also integrate oral and written presentations of student work. Degree programs that offer major capstones that integrate different approaches, challenge students to synthesize information, and are writing intensive may, upon an approval process through CAB, count for the capstone requirement. Students then take three upper-division courses within a pathway without having to take an additional capstone course. (EM 10-01:6-7)

6. List all courses that will serve as Capstone courses in the Pathway: Course name and department number Disciplinary area: Department Chair Approval (signature) NS, A&H, SS PHIL/RELS 339 A&H ANTH 340 SS HNRS 399H NS, A&H, and SS

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7. Assessment Note: Faculty teaching in Pathways must commit to ongoing assessment to ensure that GE program student learning outcomes are met. Specific assessment processes will be developed in collaboration with GEAC and its successor body, the GE Curriculum Advisory Board (CAB).

7. Pathway Curriculum Matrix: Use this matrix to indicate how Pathway courses in toto cover all GE SLOs. GE Course by Disciplinary Area

Dept and Course Number

GE SLOs (indicate with an “x”) Oral Comm

Written Comm

Critical Thinking

Math

Active Inquiry

Personal/Social Responsibility

Sustainability

Diversity

Creativity

Global Engagement

X X X X X

X X

X

X

X

X

X X X

X

X

X

X

X

X X

X X

X X X X

X

X

Foundation (Area A, B)

ANSC 101 BIOL 105 GEOG 101 GEOS 101 PSSC 101

X

X X

X X X

X X

X X

X X

X X

X X

Lower Division: (100-299) Arts (Area C)

HUMN 281 HNRS 120

X

X X

X

Humanities (Area C)

RELS 180 PHIL 104 HNRS 120

X X

X X

X

X

X

X X X

X

X

X

X

Social Science: Individual and Society (Area D)

ECON 103 PSYC 151 SOCI 100 HNRS 120

X

X X

X

X X

X X

X X

X X

Social Science: Societal Institutions (Area D)

ABUS 101 ANTH 112

X

X X

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GEOG 105 HNRS 120

X

X X

X X

X X

X

X X X X

X

X X

X

X X

X

Lifelong Learning (Area E)

NFSC 100 PSYC 101 HNRS 110 HNRS 120

X X X

X X X

X X

Upper Division: (300-499) Natural Sciences (Area B)

NFSC 310 PSSC 390/ PSSC392 GEOS 375 HNRS 399H

X X

X

X X

X X

X

X

X

X

X X X

X

X X X X

X X X X

X X

X

X X

X X

X

Arts/Humanities (Area C)

ENGL 365 PHIL/RELS 339 HIST 341 HNRS 399H

X X

X

X

X X X

X

X

Social Sciences (Area D)

ANTH 340 ABUS 390 AGRI 351 HNRS 399H

X X

X

X X X

X

X

X

X X

X

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8. Approvals: Pathway Proposals must have approval of all Department Chairs of those departments offering courses (signatures in Tables, above) and Deans of Colleges offering courses to assure commitment to frequency of offering. College Dean Approvals:

___________________________________ Signature, Date

________________________________ Signature, Date

___________________________________ College

________________________________ College

___________________________________ Signature, Date

________________________________ Signature, Date

___________________________________ College

________________________________ College

___________________________________ Signature, Date

________________________________ Signature, Date

___________________________________ College

________________________________ College

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Appendix A: NEW GE Course (Name, DEPT NUM)

GE Area (B,C,D,E)

For  new  courses  and  course  new  to  GE  (including  courses  changing  GE  area),  include  a  brief  statement  on  how  the   course  meets  distributional  requirements  in  EO  1033.  (More  detailed  information  is  available  here.)  If  a  course  is   moving  from  upper  division  to  lower  division  or  vice  versa,  include  a  brief  statement  on  changes  to  the  course.  If  a   course  is  now  applying  for  USD  or  GC  status,  include  a  brief  statement  regarding  how  the  course  meets  those   requirements  (see  EM  10-­‐01  pg  6).

PHIL/RELS 339

C

In Philosophy/Religious Studies 339, Confronting the Animal: Theory, Culture, and Practice, students will develop a better understanding of the interrelationship between the self and the humanities in a variety of cultures, including discussing the many roles that animal-based food plays in our lives, better understanding how the various ways 2in which animals are understood and treated as food transmits key cultural, religious, and ethical practices, analyzing the differences and consequences of animal foods cross- culturally, recognizing the concept of foodways-—the beliefs, behaviors, attitudes, and values involved in the production, distribution, and consumption of animal-based food, and appreciating and critically evaluate the role of animals in food-production systems. Students will accomplish these goals, meeting the distributional requirements in EO- 1033, Area C, by: • attending and participating in class • reading all assigned readings before each class and engaging in fruitful • classroom discussion of the day's materials • completing an essay midterm examination requiring that students assimilate, • integrate, and synthesize materials from the course readings and discussions • working all semester developing their final projects and sharing their research • with the class in a brief, 12-minute final presentation of their work • pursuing a research topic throughout the course while, along the way, • developing and submitting drafts of four key sections of a term paper resulting in a 16--20 page paper that will be, in effect, a formal write-up of the final presentation. It is through the implementation of these goals and pedagogies that Philosophy/Religious Studies 339, Confronting the Animal: Theory, Culture, and Practice meets distributional requirements in EO-1033, Area C.

AGRI 351

B

GEOS 375

B

This course will meet the requirements of through a number of laboratory activities that will be designed to provide an understanding of scientific inquiry and methodology. The proposed course focuses primarily on physical (earth) sciences, but with a major motivation in life sciences (food resources and human health). As such, it provides an integrated-science learning environment that can build on lower-division Area B physical and life science General Education courses. Course content covers a diverse array of earth processes and materials that controls food production and may have an impact on human health. Through case studies, the course examines the process by which scientists have identified food and 9

BIOL 105

B

health hazards related to local, regional and global environments. Risks and uncertainty in the prediction of chemical hazards are considered. The role of science in predicting the implications of climate change on world food production is considered in the context of different geologic and soil environments. This course will meet the requirements of through a number of laboratory activities that will be designed to provide an understanding of scientific inquiry and methodology. It will be particularly valuable in exploring the ethical and cultural values associated with scientific inquiry.

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AGBUS 101 Introduction to Agricultural Economics Instructor:

Dr. Mollie Aschenbrener 215 Plumas Hall (530) 898-4568 [email protected]

Office Hours: Tuesday/ Thursday 1:45 - 2:45 p.m. Mondays: 11:50 a.m. -2:50 p.m. *NOTE: Due to supervision of student teachers off campus, additional office hours may need to be arranged. Schedule:

Lecture: Tuesday/ Thursday

Holt 352

12:30 p.m. - 1:45 p.m. Course Description: This course is designed to introduce students to agricultural economics. Basic economic principles will be applied. Course Objectives: 1. Develop and improve critical reading, writing and speaking skills 2. Develop analytical skills for the recognition and separation of facts, fiction and opinion 3. Develop intellectual honesty and willingness to test personal beliefs and values against perceptions of truth and value 4. Come to terms with changing social value and the dichotomy between urban and rural outlooks on life 5. Begin to understand the “soft systems” approach to consensus building and conflict resolution 6. Understand and appreciate the importance of teamwork in development of solutions for major problems confronting agriculture Course Materials: The recommended text book for this class is Agricultural Economics and Agribusiness (eighth edition) by Cramer, Jensen, and Southgate. Additional readings may be required and will be posted on WebCt. It is your responsibility to complete all reading assignments prior to lecture. Failure to read assigned materials may result in loss of attendance points and will be reflected by test performance. Policies: 1. ADA Policy – If you have special needs as addressed by the Americans with Disabilities Act (ADA) and need assistance, please notify the Disability Support Services, 172 1 Aschenbrener

AGBUS 101 Syllabus

AGBUS 101 Introduction to Agricultural Economics Student Services Building, 898-5959 or your course instructor immediately. Reasonable efforts will be made to accommodate your special needs. 2. Academic Honesty – Academic honesty is fundamental to the activities and principles of any university. All members of the academic community must be confident that each person’s work has been responsibly and honorably acquired, developed, and presented. Any effort to gain advantage not given to all students is dishonest whether or not the gain is successful. The academic community regards academic dishonesty as an extremely serious matter, with serious consequences that range from probation to expulsion. When in doubt about plagiarism, paraphrasing, quoting, or collaboration, consult the instructor. 3. Attendance and Participation – Regular attendance is expected. Please contact the instructor by e-mail prior to the absence if you must miss a class for any reason. A note from the health center is not necessary nor does it preclude you from assignments or exams. You will be responsible for obtaining handouts and/or materials that were distributed during your absence. 4. Late Assignments – All papers and assignments should be submitted on or before the due date. Late assignments will not be accepted. 5. Communication All communication for this course will be conducted via WebCT Vista. This includes course announcements. It is the student’s responsibility to check WebCT prior to classes for any announcements regarding the course. Email correspondence should be made through the instructors’ email ([email protected]). Assignments: 1. Exams Three exams will be given during the course, including two midterms and a cumulative final exam. Midterms may not be re-scheduled or “made-up” unless provided by university protocol. Please see the details provided regarding the dates of exams. 2. Quizzes – The instructor reserves the right to administer pop quizzes. Students must be present on the day assignments are given, and pop quizzes may NOT be made up. 3. Assignments - A variety of writing and critical thinking assignments will be given throughout the semester. These assignments are designed to assess your understanding and application of the material discussed in class. Additional details will be found on WebCT. Properly cite sources!

Aschenbrener

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AGBUS 101 Syllabus

AGBUS 101 Introduction to Agricultural Economics Evaluations: Assignment Examinations and Quizzes Exam One Exam Two Final:

Due Date

Points Possible

Points Earned

100 100

200

Other Quizzes (based on discussion, feedback and participation)

You never know!

50

Homework Assignments: 10 10 10 10 10 10 10 10 10 10

6-10 homework assignments will be given during the semester.

TOTAL

*

* Note: Points may vary depending upon additional quizzes and assignments given.

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AGBUS 101 Syllabus

AGBUS 101 Introduction to Agricultural Economics Grading Scale: A+ A AB+

= = = =

98% & above 93% - 97.99% 90% - 92.99% 88% - 89.99%

B BC+ C

= = = =

83% - 87.99% 80% - 82.99% 78% - 79.99% 73% - 79.99%

CD+ D F

= = = =

70% - 72.99% 68% - 69.99% 60% - 67.99% less than 60%

Tentative Topic and Reading Schedule:

Topic Week One Week Two Week Three Week Four Week Five Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Week 15 Week 16

Aschenbrener

Introduction Introduction to Agricultural Economics The Food Industry Opportunity Costs Nominal and Real Prices Inflation Nominal and Real Prices Inflation Graphs and slope of a line and slope of a curve DemandDemand Exam one Elasticities Supply Interaction between Demand and Supply Shifts in Supply and Demand Exam Two Marginal Analysis Marginal Analysis Production Possibility Curves Theory of Consumer Behavior Government Interaction Government Interaction Final Exam

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Chapter1 Chapter 1 Chapter 2

Chapter 3

Chapter 6 Chapter 7

Chapter 8 Chapter 10 Chapter 16 Chapter 17

AGBUS 101 Syllabus

World Food and Hunger Issues (ABUS 390) Class Meets: TR 8:00-9:15am PLMS 205 Instructor: Dr. Baohui Song Office: 229 Plumas Hall Phone: 530-898-3056 Email: [email protected] Office Hours: MW 9:30-12:00 or by appointment. TEXTBOOK: Textbook is not required for this class. Reading materials, including a collection of chapters from books on Economic Development, articles from the Wall Street Journal on global demographic trends, and data tables from the World Bank Annual Report will be posted on WebCT. You need to download by yourself. Special Note: i. Please use [email protected] for communication with me in this class. In addition, please use proper subject when you send me an email, for example “Home Question”, “Quiz Grade Inquiry”, “Absence”, ... . ii. Please check our class website (WebCT) the day before class day regularly, some homework due reminder or quiz announcement will be posted on WebCT. iii. Please Print the PowerPoint slides by yourself and bring it to class. iv. Read all the homework, research project or other instructions carefully before you work on them. If you don’t understand the question, please ask. DO NOT make your own assumptions. In addition, please keep all the papers and quizzes till the end of the semester. v. DO NOT CHEAT IN ANY FORMAT. vi: Notebook computers are not allowed in this class. I. General Education Agricultural Business 390 is a capstone course in the World Food Issues track of the Global Issues theme. This is a required course in the nine-unit upper division thematic component of general education (GE). This course also meets the non-western requirement for general education. This course is grounded in the discipline of agricultural economics that is a social science; it addresses broad questions regarding world food issues from a multidisciplinary perspective including the natural sciences, humanities and social sciences. II. General Education Learning Goals This course applies learning goals to achieve the following student learning outcomes of general education: 1. Improve writing and communication skills; 2. Improve critical thinking; 3. Increase insight into cultures of people of the world; 1

4. Broaden knowledge of global world food and hunger issues. III. Course Objectives The objectives of this course are to have students: 1. Develop an understanding of agricultural and economic development; 2. Acquire insight associated with global population growth; 3. Learn about the hunger and malnutrition problems in the developing world; 4. Learn about the international trade and food aid and their impacts on economic development in the third world countries 5. Learn about the economic and political constraints on food production and distribution; IV. Academic Grading There will be 500 total points possible. Students will be graded on the basis of paper assignments (100 points), in-class quizzes (90 points), class project –case study (70 points), and class participation and discussion (40 points) as well a midterm (100 points) and the final (100 points). The points will be allocated as follows: There will be 1) Paper assignments, 100 points, 2) Class Project, 70 points, 3) Quizzes, 90 points, 7 unannounced in-class quizzes with 15 points each, and 4) One midterm (100 points) and the final (100 points). 5) Attendance and Discussion (40 points). We will have class discussion occasionally, if you miss the class or not participate in discussion, you will lose 8 points each time and 40 points maximum. Your final letter grades will be given based on the following table: 93% - 100% A 90% - 92% A87% - 89% B+ 83% - 86% B 80% - 82% B-

77% - 79% C+ 73% - 76% C 70% - 72% C65% - 69% D+ 60% - 64% D 0 % - 59% F

V. Course Administration A. Prerequisites - ABUS 101 or ECON 103 B. Paper Assignments (100 Points, 20%) There will be 4 paper assignments, including 2 two-page paper assignments, and 2 three-page paper assignments. The points will be allocated as follows: There will be 1) 2 two-page paper assignments, 20 points each. 2) 2 three-page paper assignments, 30 points each. 2

It is the policy of the agribusiness faculty to not accept late graded items of any type. Excused absence (i.e. jury duty, previous university commitment, etc.) from a graded item requires written notice (see V-F) personally delivered to the instructor well in advance of the scheduled due date. Failure to notify the instructor of an impending absence in advance will result in zero points or an at least 50% deduction of the graded points. C. In-Class Quiz (90 Points, 18%) There will be 7 quizzes for this class with 15 points each. The lowest quiz will be dropped when calculate your final points on quizzes. The total points for in-class quiz will be 90 points. All quizzes will be UNANNOUNCED QUIZZES, some may be given at the beginning of the class, and some may be given the end of the class. Make-up quiz will be given only for those who have an excused absence (see V-B above) and have told the instructor in advance. D. Class Project-Country Case Study (70 Points, 14%) Each student (or a group of two) will be expected to write a report and present your report based on a case study of a non-western country. You need to select one country from the list provided by your instructor. Each student/group should select a different country. This case study includes four parts: (1) Written report, at least 5 pages (35 points) (2) PowerPoint slides (15 points) (3) Oral Presentation (15 points) (4) One multiple choice question ( 5points) Detailed instruction see additional handout. E. Examination (200 Points, 40%) There will be one midterm and the final, with 100 points each. Materials covered in lectures, discussions, handouts, readings, etc. will be fair game for the examination. Exam questions will consist of multiple choices, short answers or essays, and problem solving (mathematical and graphical analysis). The final is cumulative examination. F. Attendance (40 Points, 8%) There will be 40 points for class attendance. If you miss one class, you will lose 8 points. If you have any excused absence (i.e. jury duty, previous university commitment, field trip for other classes, serious sickness, etc.), you must notify your instructor in advance and fill an Excused Absence Note (available from your instructor). You can use this note up to three times for the whole semester. Otherwise you will lose 8 points each time. The total points you can lose are 40. IF YOU MISS CLASS 8 TIMES INCLUDING EXCUSED ABSENCES, YOU WILL AUTOMATICALLY FAIL THIS CLASS.

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Excused Absence Note Name: ___________________ Date of Missing Class: ____________ For Course, ABUS390 Reason:

Student Signature: ______________________ Submitting Date: _______________ G. Bonus points. When we watch a video in the class, the instructor may randomly announce some bonus points for watching the video. No make ups for any missed bonus points. H. Academic Rigor This class will be conducted in a manner that conforms to the University’s policy of academic rigor. The CSUC definition of academic rigor for instructors and students can be accessed at http://em.csuchico.edu/aap/Undergrad/help/ARigor.asp. I. Other Information Students should regularly monitor WebCT for this course in order to stay current with course activities (i.e. assignments, grades, etc.). Note: CSUC considers e-mail an official method of communication. Students should feel free to discuss their individual performance with the instructor, whether it is their overall course grade or a score they earned on a single graded item. Professors are human too and occasionally a scoring mistake will be made; if a student has reason to believe a graded item deserves a point value higher than the one earned, bring it to the instructor’s attention during scheduled office hours or by appointment. There is no formal attendance requirement. However, new material will be presented everyday in this class and quizzes will be given randomly. If you miss a class, you are responsible for getting the notes or the lost points of quizzes. VI. Academic Honesty Students are responsible for the honest completion and representation of their work, for the appropriate citation of sources, and for the respect of others’ academic endeavors. Students who violate these standards (e.g., cheating and plagiarism) must be confronted and must accept the consequences of their actions. The university’s policies on academic dishonesty will be strictly enforced. It is the student’s responsibility to know and understand the CSUC Academic Honesty Policy. The university’s policy is provided in their catalog as well as via its web site at

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www.csuchico.edu/gisp/gs/public/gradline/honesty.htm. Ignorance of university policies or of what constitutes academic dishonesty is not an acceptable excuse in this matter. If there is evidence that the student has been involved in any form of academic dishonesty, they will receive an “F” grade for the course, be locked from Vista, and a report will be provided to Student Judicial Affairs for further action. VII. Disabilities If a student has a disability that requires special accommodations, the student must contact a counselor at Disability Support Services (www.csuchico.edu/dss/). In addition, the student should let the instructor know as soon as possible so the instructor is aware of, and can provide for, any necessary accommodations. VIII. Expected Student Behavior in the Classroom A. All students are expected to attend each class and show up on time, finish all the homework assignments, and participate in class discussion actively. B. All students have the right and privilege to learn in the class, free from harassment and disruption. Inappropriate or disruptive behavior will not be tolerated, nor will lewd or foul language. C. All class participants are expected to exhibit respectful behavior to other students and the instructor. Students may not read other materials (newspapers, magazines) during class nor should they carry on personal discussions with their peers during lectures, presentations, etc. D. Students are expected to turn off all pagers, cell phones and other electronic devices during class time. NO TEXT MASSAGING IN THE CLASS!!! E. Leave a few seats open next to the door for those who enter late or must leave early. F. The class follows the standard set in the Code of Students Rights and Responsibilities (EM 96-38) and students are subject to disciplinary action for violation of that code. IX. COURSE OUTLINE AND CONTENT Chapter 1: Introduction Chapter 2: Terminology-Macroeconomics Concepts Chapter 3: Terminology-Poverty and Measurement Chapter 4: Development Chapter 5: Population Chapter 6: Agriculture Chapter 7: International Trade Chapter 8: Developing Countries—China, India, Mexico, and Brazil Examination Dates: Mid-term: March 10, 2011 Thursday (class time) Final: May 17, 2011, Tuesday (10:00-11:50 a.m.)

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Animal Science 101

Principles of Animal Science SPRING 2011 Instructor:

Wes Schager, M.S. Email: [email protected]

Office: Plumas 203A Phone: 898- 6250

Lab Co-instructor: Krista Cooprider, M.S. Office: Plumas 209 Email: [email protected] Phone: 898- 5921 Office Hours: Tuesdays 10:30 am -12:00 pm Class Schedule: Lab Schedule:

T, TH 9:30-10:20 – Lecture Section 2: T 11:15 – 1:50 3: T 2:15 – 4:50 4: TH 11:15 – 1:50 5: TH 2:15 – 4:50

Room: PLUMAS 102 (lecture only) Location: FARM 103 (unless alternate location specified.) See attached directions to the University Farm.

Office Hours : Tues./Thurs. 9:00 – 9:30 am; Thurs. 10:30 am-12:00 pm (or 2-3 pm this time may be cancelled on occasion due to classes held at University Farm) or by appointment. Please do not hesitate to ask me for an appointment if these times do not work for you. I am here to help you learn! Text: Introduction to Animal Science. Global, Biological, Social and Industry Perspective. W. Stephen Damron. 4th Edition. (If you have a 3rd edition it will be fine.) There will be a copy of the text on reserve at the library. Computer Use: Communication for this course will be conducted via WebCT Vista. This includes email communications and course announcements. It is the student’s responsibility to check WebCT regularly for any announcements regarding the course. If an activity or lab is not posted to WebCT by 6 pm of the day before that lab/activity; the instructor will bring copies to class. Labs  Labs are mostly held out at the University Farm. If you don’t have transportation, I will help you facilitate a ride during the first week of class. I will not accept the excuse that you didn’t come to lab because you didn’t have a ride! Let me know if you need help finding a ride. It has never been a problem with any of my past students.  Laboratory Manual: Lab handouts will be posted on Vista prior to lab. Students are expected to download and bring lab handouts to each lab. Course content: An overview of principles of Animal Science and the interrelationships of domestic animals and mankind. The course introduces some basic biology of animals including cell function, genetics, anatomy and physiology, reproduction, nutrition, animal health and disease, animal products, and animal behavior. The laboratory component will provide hands-on animal experiences to complement the lecture.

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Statement of Student Learning Objectives/Outcomes (SLO’s) Area B2 Goals (from EM 99-05): 1. Students must demonstrate an introductory understanding of fundamental concepts of life science as illustrated in plants and animals, or the course must emphasize these concepts in a study of some specific part of the life sciences. Examples are: a. students will be able to describe the basic cell function b. students will be able to describe basic cell division c. students will be able to understand basic genetic theory d. students will be able to understand basic concepts in gene expression 2. Students must have a laboratory component or similar activity in the life science and inquire into the life forms of the universe. Students will demonstrate understanding and appreciation of the methodologies of the natural science as investigative tools and the limitation of scientific inquiry. a. students will be able to demonstrate basic techniques in biotechnology b. students will be able to demonstrate basic techniques in hematology c. students will be able to demonstrate basic microbiological techniques d. students will be able to demonstrate basic techniques in small animal restraint e. students will be able to demonstrate basic data collection procedures f. students will be able to demonstrate basic skill in live and post-mortem animal evaluation g. students will meet (at minimum) the GE writing requirements GE pathway: Food Studies SLO’s  Understand the basic resources necessary for food production: Students gain a basic understanding of animal reproduction, nutrition/feeding, health & disease, genetics, and animal behavior. Not only are these areas visited in lecture, but also in a hands-on labs at our beef, sheep, goat, swine, organic dairy, and meats labs. Through lab assignments and a class research project, students get the opportunity to actually touch these animals, and see with their own eyes the resources required to house, feed, and care for them. Bringing in actual ranchers, dairymen, and other livestock operators would be an additional area that would bring “real world” examples to the students. 

Appreciate the role of plants and animals in production systems and in meeting human food requirements: Animals are an extremely important part of the food supply. What nutrients are gained from animals (protein, fat, vitamins, and minerals) are discussed as well as the opportunity to look at actual animal carcasses and how they are evaluated. One entire lab is devoted to evaluation of beef carcasses at the meats lab for both their quality and yield grades. Students are in “the cooler” evaluating carcasses first hand and learn how the meat product they purchase are evaluated. In addition, food safety is addressed and how important it is to the food supply. Explanation of HACCP (hazard analysis critical control points) is covered and our meats technician explains the importance of this protocol to the meats industry.

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Act as informed consumers…: One of the interesting pieces of feedback I get every semester from students is how they didn’t realize how much work goes into livestock production. Due to the diversity of students enrolled, for some students, this is the first time they have seen many of our domestic livestock animals in an “up close and personal” setting. In addition to the written SLO of providing and introductory understanding of the concepts of life science through animals, this course provides a great opportunity to show students first hand, the origin of their food. Milk, meat and eggs do not come from behind the swinging doors at their local grocer and decisions they make at the polls can influence their local livestock producer.

Grading Quizzes (50 pts each: 7 will be taken: no make-ups)  Quizzes will usually be given during lab  Quizzes will cover two weeks of material/including lab material and reading Laboratory exercises (completed during each lab session) Research Project Work (Paper, participation) Attendance (In class quizzes; Homework Assn.) No Comprehensive Final – last quiz given at scheduled final

350

Total (Approx)

660 pts

A  93% A-  90% B+  87%

B  83% B-  80% C+  77%

C  73% C-  70% D+  67%

140 120 50

D  60% F < 60%

Remember—students earn grades, teachers merely assign them, do your best at all times.

Quizzes Quizzes will be given at the beginning of each lab session and will cover the previous two week’s lecture and laboratory information. Punctuality is important to ensure that each student has the maximum amount of time to complete the quiz. Makeup-quizzes will only occur if pre-arranged with the professor. Recording of scores If a student feels an error in grading has been made, the student has one week from the time of the assignment is returned to them (or the grade is posted on the web, whichever is later) to request a review of the grade. You should retain all graded items until a final course grade is assigned.

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Course Policies: Student Responsibility  Students are strongly advised not to miss class or labs since this time may be difficult or impossible to make up.  It is the student’s responsibility to inform the instructor and arrange for alternate assignments when a class is missed for an excused reason such as illness or academic field trip.  Students are expected to pay attention and participate in class meetings.  It is the student’s responsibility to meet all appropriate deadlines for adding, withdrawing, etc. These deadlines can be found on the University web site at: http://www.csuchico.edu/schedule/  No assignments will be accepted after the assigned due date without prior permission of the instructor  Unstapled assignments – multiple page assignments without a staple will receive a score of 0.  Use of tobacco products is not allowed during class or lab.  Students are expected to turn off all pagers, cell phones, ipods, mp3 players, and other electronic devices during class time. Headsets and ear buds should be removed at the beginning of class or lab.  All class participants are expected to exhibit respectful behavior to other students and the instructor.  All students have the right and privilege to learn in the class, free from harassment and disruption.  Inappropriate or disruptive behavior will not be tolerated, nor will lewd or foul language.  The class follows the standards set in the Code of Students Rights and Responsibilities (EM 96-38) and students are subject to disciplinary action for violation of that code.  Courses in agriculture commonly include activities where potential hazards exist. Students are expected to conduct themselves in a safe manor at all times. Plagiarism Detection The campus subscribes to the Turnitin.com plagiarism prevention service, and you may be required to submit written assignments to Turnitin.com. Your work will be used by Turnitin.com for plagiarism detection and for no other purpose. University Policies University policies will be enforced in the course (see the catalog for a list of university policies). Final Exams All classes are required to meet for one two-hour period during finals week for instruction or examination. Most classes meet in their normal room according to the special schedule listed on the University web site. Your final will be your last quiz and will be held during the scheduled final time. It is not cumulative. Cheating and Plagiarism Cheating and plagiarism are considered as the most serious offenses in the teaching-learning process, as it erodes the integrity of the student/faculty relationship. Students are reminded that

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the University Policy on Academic Honesty will be enforced in this class. The policy is available in the Catalog. Students are reminded that turning in someone else's homework or project is considered cheating. Students working together on individual assignments (ex. homework) are reminded to do their own work and turning in essentially identical work as another student is not acceptable. If there is evidence that you have been involved in any form of academic dishonesty, you will receive an “F” grade for the course, be locked from Vista, and a report will be provided to Student Judicial Affairs for further action. Students with Disabilities: Upon identifying themselves to the instructor and the university, students with disabilities will receive reasonable accommodation for learning and evaluation. (Contact Disability Support Services) Academic Rigor Academic rigor means the consistent expectation of excellence and the aspiration to significant achievement. It should pervade the entire atmosphere of the University--teaching and learning, curriculum, evaluation of student and faculty, outreach, admissions, advising, and student life. Rigorous Learning Rigorous students are part of the equation of rigorous teaching and learning. A rigorous education is vigorous, difficult, deeply satisfying work, and it requires a lifestyle conducive to achieving excellence. College is not a temporary diversion or a period of entertainment, but a fundamental piece of student character, citizenship, and employment future. A diploma and good grades from a demanding institution count for something. Rigorous students  Set high personal standards, develop a strong sense of purpose, come to class wellprepared, and complete assignments on time.  Develop an effective relationship with the instructor, in and outside of class, and make the most of University advising and other services.  Treat fellow students and the classroom environment with complete respect. Give each class full attention and participation. Do not miss class, arrive late, or leave early.  Accept continuing responsibility for learning and for grades earned.  Approach each class in a professional manner, as if the class were real employment. Treat a full-course load as full-time work and spend no less time on it. Determine exactly what is expected.  Experiment with all teaching and learning strategies used in classes, and also determine which work best for them.  Demonstrate complete honesty and integrity. Rigorous Teaching Rigorous faculty are role models for the behaviors and accomplishments the University seeks to promote. They demonstrate a high level of professionalism and commitment to the University and to their discipline and inspire in students an excitement about learning. Guiding students toward excellence, they  Communicate high expectations and demonstrate them through a demanding syllabus and well-prepared classes.

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    

Encourage student-faculty contact in and out of class and offer conscientious advising and consistent availability. Encourage collaboration and active learning, fully involving students in the learning experience. Provide students early, prompt, and frequent feedback and develop appropriate assessment strategies. Emphasize time on task, clearly communicate time required for learning, make it clear that full-time study is full-time work, and design learning experiences so that homework matters. Develop approaches and strategies geared to diverse talents and ways of learning, while maintaining high standards of accountability. Reduce opportunities to engage in academic dishonesty and challenge its occurrence.

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Paper Assignment: Due April 28, 2010 In Lecture *Due dates are subject to change

Purpose: The purpose of this assignment is to familiarize students with experimental methodology and critical thinking. Students will learn to write in a scientific format where all statements must be validated by fact. Writing style, grammar, and sentence structure will be an important component of this assignment. Method: A hypothesis will be provided to the class for discussion. From this hypothesis, students will develop an experimental design to test the hypothesis in the absence of environmental or genetic variables that may alter or bias the data. Over the course of several weeks students will participate in every aspect of the experiment, including: 1) implementation of experimental protocol; 2) collection of research data; 3) summary, analysis and interpretation of research data; 4) development of a scientific paper in journal format.

Research Paper Format: I.

Introduction: Introduce the problem. This is the literature review section where the subject matter is introduced and some general background information is provided. The introduction will require the use of library resources to locate related research papers that discuss similar subject matter. Students will summarize a minimum of four outside studies (preferably journal/peer reviewed) as they relate to the class project. The objective of the study is clearly stated at the end of the introduction.

II. Methods: Explain how the trial was conducted to meet the needs of the objectives. Include dates, feed, housing, breeds, age, sex, experimental design, treatments, anything related to the setup and execution of the study. III. Results: Report the data in a manner that is easy to understand. Graphs, charts or table formats are required. IV. Discussion: Discuss the data as it relates to the hypothesis, i.e., do results from this study prove or disprove your hypothesis? Were the methods adequate to test the hypothesis? How does your data compare to the literature described in the introduction? ** Results and discussion may be combined into a single section. If not, the results section should not contain discussion of previously published work (from your library research). Results and references to tables and figures already described in the results section should not be repeated in the discussion section. V. References: Cite your references in the format used in the Journal of Animal Science VI. Learner Outcomes: Describe in some detail what you have learned from this exercise, i.e. were you aware of the precision required for scientific discovery or did you learn to look more critically at information reported as “new scientific findings”? Final Paper Grading will be as follows: Points:

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1. 2. 3. 4. 5. 6.

Presentation: Organization/neatness/professionalism Introduction: Materials and Methods: Results & Discussion Literature cited: At least 4 solid references in correct format. Learner Outcomes: What did you learn from this exercise?

20 20 20 20 15 5 Total: 100 pts.

What you should take from this exercise: i. An appreciation for scientific research. As a class, we conduct a very simple study that quickly becomes complicated by outside variables which need to be controlled, mitigated or evenly distributed among all subjects. ii. Learn scientific method and terms/definitions iii. Learn how to use library databases iv. Discover the body of knowledge available in the peer reviewed literature. v. Learn the difference between good research and bad research vi. Critically evaluate statements made in print – are they justified in making specific statements. vii. Synthesize information from multiple sources and discuss their similarities or differences as it relates to our hypothesis.

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W k 1 2 3 4 5 6 7

8 9 10 11 12 13 14 15 16

Day

Date

Lecture

Reading

Lab

Lab Location

T Th T Th T Th T Th T Th T Th T Th T Th T Th T Th T Th T Th T Th T Th T Th T Th T

25-Jan 27-Jan 1-Feb 3-Feb 8-Feb 10-Feb 15-Feb 17-Feb 22-Feb 24-Feb 1-Mar 3-Mar 8-Mar 10-Mar 15-Mar 17-Mar 22-Mar 24-Mar 29-Mar 31-Mar 5-Apr 7-Apr 12-Apr 14-Apr 19-Apr 21-Apr 26-Apr 28-Apr 3-May 5-May 10-May 12-May 17-May

Introduction to animal science Introduction to animal science Global animal production and cultures Global animal production and cultures Basic cell physiology Basic cell physiology Fundamentals/principles of genetics Fundamentals/principles of genetics Fundamentals/principles of genetics Fundamentals/principles of genetics Animal nutrition Animal nutrition Biotechnology and genetic engineering Biotechnology and genetic engineering SPRING BREAK SPRING BREAK Selection & mating domestic animals Selection & mating domestic animals Quiz 4 in lecture Holiday – Cesar Chavez Day Reproduction in domestic mammals: male Reproduction in domestic mammals: male Reproduction in domestic mammals: female Reproduction in domestic mammals: female Anatomy & Physiology of domestic animals Anatomy & Physiology of domestic animals Ethology & animal behavior Ethology & animal behavior Animal health & disease Animal health & disease Animal health & disease Animal health & disease Final Exam 12-1:50 pm: Quiz 7

Chpt 1&2

Introduction to livestock species Introduction to livestock species Animal products Animal products Cell components/Hematology Cell components/Hematology DNA extraction DNA extraction DNA fingerprinting DNA fingerprinting Nutrition Nutrition Literature research Literature research NO LAB NO LAB Animal selection Animal selection NO LAB NO LAB Reproductive physiology of the male Reproductive physiology of the male Reproductive physiology of the female Reproductive physiology of the female Growth Growth Anatomy & Physiology Anatomy & Physiology Animal health Animal health Conclude animal health Conclude animal health

Univ. Farm 003

Chpt 3&4 Online reading Chpt 8 Chpt 8

Chpt 10

Chpt 9

Chpt 11 Chpt 11 Online reading

Chpt 14 Chpt 14

Quiz

Univ Farm meats lab Univ. Farm 003

# 1 in lab wk 1-2

Plumas Hall - TBA Plumas Hall - TBA

# 2 in lab wk 3-4

Univ. Farm 003 Tehama 131

# 3 in lab wk 5-6

Univ. Farm 003 # 4 in lect wk 7-8 Univ. Farm 003 Univ. Farm 003

# 5 in lab wk 9-10

Univ. Farm 003 Univ. Farm 003 Univ. Farm 003

# 6 in lab wk 11-13

Plumas Hall - TBA # 7 in final wk 14-15

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Where is the FARM 003 classroom at the University Farm?

 Once you get to the University Farm’s main entrance, go south on the main road and turn right on the first paved road to the west (by the Dairy Unit). If you drove over the speed bumps, you missed the road…  Drive past the large yellow pavilion (which you will see on the left) and turn left at the first paved road.  The FARM classrooms are next to the yellow pavilion, turn in and park in the large gravel parking lot. Find our classroom, FARM 003.  There are several restrooms adjacent to our classroom and the pavilion.  Speaking of parking, try to carpool if you can to save on fuel. Many of you will need your own vehicle to get back to campus for classes but do what you can to carpool. It’s a great way to meet your classmates and develop study groups.  Play close attention to the weather forecast: we will be working outside so it will either be really hot (fall semester) or really wet and cold (spring semester). Wear appropriate attire, what I call “grubbies”, clothes you don’t mind getting wet, dirty or muddy. Bring sunscreen or a raincoat, whichever is more appropriate for your semester.  Bring drinking water since there is not a drinking fountain nearby and consider bringing your lunch or a snack. There is no food or drink allowed in the FARM classrooms but you are welcome to eat outside in the parking area. Labs start at :15 past the hour so don’t get a speeding ticket trying to get to the University Farm. Watch out for trains. DO NOT try to beat the train or drive around the railroad arms, your life is too precious to risk it. Besides, the CA Highway Patrol and Butte County Sheriff patrol these back roads a lot so watch out because they’re watching for you.

Remember the University Farm is a working farm with slowmoving heavy equipment, livestock, and many other lab activities so be alert, watch your speed, and drive safely at all times.

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Dr. Jesse Dizard Butte 215 [email protected] 530-898-4038 Spring 2010 Anthropology 340 The Anthropology of Food Food can be – among many, many other things - edible art, bland sustenance, or a weapon of war. Not only are we what we eat, we eat therefore we are. From the most elementary functions of basic nutrition to the most complex rituals of food production, preparation and consumption, what we eat defines who and how we are. This course examines the concept of food as a discursive field in terms of its economic, political, social, cultural and biological attributes. What is „good to eat‟ and why? How has the industrialization of food production affected public health? Why do famines occur? What is the future of food?

Required Readings Everyone Eats, Anderson (2005) Famine: A Short History, Grada (2009) Hungry Planet, Menzel (2007) The Omnivore‟s Dilemma, Pollan (2007) Fast Food Nation, Schlosser (2001) Additional articles as assigned Recommended Readings Sweetness and Power, Mintz (1986) The World Is Fat, Popkin (2008) The Anthropology of Food, Pottier (2007) *****Special Note***** Due to unprecedented budget cuts to the CSU system in addition to years of inadequate funding, even though student fees have been increased 32%, many courses and class sections have been cut and faculty are required to take nine (9) furlough days each semester. As a result, I will be unable to include all elements of this class that I believe would provide the best educational experience. If you feel cheated because of this I urge you to share your concerns with your state legislators.

Course Schedule (subject to modification): Date 1/25 - 1/29

Reading n/a

Writing Favorite Food

2/1 - 2/5 2/8 - 2/12 2/15 - 2/19 2/22 - 2/26

Anderson Ch. 1 & 2 Anderson Ch. 3 - 5 Anderson Ch. 6 & 7 Anderson Ch. 8 - 13

Vista Comments Vista Comments Vista Comments Vista Comments

Dr. Jesse Dizard Butte 215 [email protected] 530-898-4038 3/1 - 3/5 3/8 - 3/12 3/15 - 3/19 3/22 - 3/26 3/29 - 4/2 4/5 - 4/9 4/12 - 4/16 4/19 - 4/23 4/26 - 4/30 5/3 - 5/7 5/10 - 5/14 5/17 - 5/21

O Grada Ch. 1 - 3 O Grada Ch. 4 - 6 Spring Break O Grada Ch. 7 & 8 O Grada Ch. 9 Schlosser Part One Schlosser Part Two Pollan Ch 1 - 7 Pollan Ch 8 - 14 Pollan Ch 15 - 20 Menzel entire book Final Exam Week

Essay Topic Proposal Vista Comments n/a Vista Comments Vista Comments Vista Comments Vista Comments Vista Comments Final Essay First Draft Vista Comments Vista Comments Final Essay

COURSE REQUIREMENTS There are serious expectations regarding attendance, in-class discussion, readings, and academic honesty in addition to a substantial writing requirement.

Writing Requirement: One Essay (including proposal and first draft) and weekly Vista postings. Each week by 22:00 Monday evening before Tuesday’s class meeting students will contribute a minimum of 2 comments via Vista email to the class Vista discussion group demonstrating critical analysis of and engagement with the unit reading assignments. One comment to the Vista discussion must address some facet of the argument, theme or theory of the material under examination. The other must directly engage with the substance of another student‟s comment. Correct grammar and citation format is required for all Vista comments. The essay should be 12 – 15 pages, addressing an issue of the student‟s choice. Your topic must be approved in consultation with Dr. Dizard. Office Hours: Tuesdays 12:30 – 15:30; Thursdays 12:30 – 14:30; and by appointment

Grading: Attendance and class participation 30% Final Essay 50% Vista commentary 20% Regular attendance is required and will be factored into the final grade. Students must keep current with readings. The +/- system will be used to resolve borderline cases. If a student feels an error in grading has been made, the student has one week from the time the exam/assignment is returned to them to request a review of the grade. The request must be in writing – attached to the original assignment—and must include a specific statement as to what is in error, how it should be corrected, along with any available

Dr. Jesse Dizard Butte 215 [email protected] 530-898-4038 supporting evidence.

Intellectual honesty, academic integrity, and classroom discipline: Freedom of thought and expression is highly valued in this class. Many ideas presented are controversial. Discussion and debate is encouraged. If you disagree with ideas expressed in class, you are encouraged to challenge those ideas, but NOT to attack the person presenting them. Cell phones, music players and other electronic devices must be turned off, and reading material not related to class must be put away. Whispered conversations and/or side discussions will not be tolerated. Plagiarism and cheating will be punished to the full extent possible, up to and including dismissal from the University. Academic misconduct includes cheating on exams, homework assignments, class projects, and deliberate plagiarism of someone else‟s work. For more information, please see me and/or refer to CSU Chico‟s “Policy on Academic Integrity and the Establishment of the Council for Promoting Academic Integrity” by President Zingg at: http://www.csuchico.edu/prs/EMs/EM04/em04_36.htm Also see the following handouts on plagiarism: http://www.csuchico.edu/rs/pdf/Plagiarism_Tutorial.pdf http://www.csuchico.edu/sjd/integrity/Avoiding%20Plagiarism.pdf

Disability Support: Students with a documented disability can contact Disability Support Services (DSS), located in Building E (Phone#: 898-5959; web: www.csuchico.edu/dss/ ) to arrange academic accommodations. Please let me if you have any questions or concerns. All administrative details concerning adds, drops, incompletes, etc will be the student‟s responsibility. This syllabus is subject to change. All changes and/or modifications to the course syllabus will be communicated to students via Vista notification.

Dr. Jesse Dizard Butte 215 [email protected] 530-898-4038

Appendix I GOALS OF THE DEPARTMENT OF ANTHROPOLOGY AT CSU, CHICO 1. Understand from an anthropological perspective the phenomenon of culture as it which differentiates human life from other forms. Understand of the roles of human biology and cultural processes in human behavior and human evolution. 2. Develop an ability to critically address ethical and moral issues of diversity, power, equality, and survival from an anthropological perspective. 3. Know substantive data and theoretical perspectives in the sub-disciplines of anthropology. Know the history of anthropological theory and be conversant with the major issues in each area. 4. Be familiar with the forms of anthropological literature and basic data sources. Know how to access, interpret, evaluate, and apply such information, using a range of sources and information technologies. 5. Grasp the methodologies appropriate of the sub-disciplines of anthropology. Be able to apply appropriate methods when conducting anthropological research. 6. Be able to present and communicate the results of anthropological research.

Student learning Objectives 1. Understand the principal concepts in anthropological theory and study methods. 2. Understand the roles and functions of food and famine in cross-cultural perspective. 3. Be prepared to explicate a variety of examples of famines‟ causes and impacts. 4. Be prepared to describe examples of the social and cultural aspects of cuizine and ethnicity. 5. Understand the relationship between social class and food production and consumption patterns. Upon completion of this course, you should have a better appreciation for the role of culture in contemporary societies, an understanding of human – environmental relationships, a clearer idea of the role of power in society, and an understanding of the forces of social and cultural change.

1 Foundation Course Proposal (attach syllabus) 1. Name(s) of faculty member(s) proposing GE Foundation course: Name Department Email address 1Kristina Schierenbeck Biology [email protected] 2 3 4 Additional names below if necessary 2. Name of proposed Foundation course: Food, Fiber, Drugs, Biology 105 3. Disciplinary Area (check one):  Oral Communication  Written Communication  Critical Thinking  Mathematics  Physical Sciences X Life Sciences 4. Abstract (limit 200 words, for University catalog) Study of plants and their interactions with other organisms. Includes the study of DNA, cellular processes, basic biochemistry, diversity, ecology, physiology, and evolution. Examines plant diversity as it relates to human survival, economics,

ecosystem function, and cultural practices. 2 hours discussion, 2 hours activity. The course is primarily for students without a strong background in high school biology or chemistry and is designed to meet the GE Life Sciences requirement for non-majors.

5. List any associations with Pathways and/or CourseLinks with other Foundation or American Institutions courses: Pathway(s): Food Studies Diversity Studies

CourseLINK(s):

2 Course Name

Disciplinary Area

Existing (Y/N)

Confirmed* (Y/N)

*Faculty members in the disciplinary area have been consulted and are planning to propose their course as a CourseLink with this course.

6. Foundation courses must meet several criteria, including: evidence of coherence with the GE program overall, through attention to its Mission Statement, delivery of at least one practical skills SLO (where applicable); delivery of at least one GE Values SLO. Below, briefly discuss how the proposed Foundation course meets each of these criteria: A. Connection to GE Mission Statement: From the GE Mission Statement: “Active Inquiry—a spirit of curiosity to ask questions, seek answers, and pursue investigations with intellectual rigor, both inside and outside traditional instructional settings. Social Responsibility -- an active engagement within our various communities -- locally, regionally, nationally, and globally -- to encourage positive change Sustainability— an understanding of the environmental dynamics associated with human activities and of the necessity for balancing human demands with the Earth’s ability to sustain biological and cultural diversity. Diversity—an understanding and appreciation of different intellectual viewpoints as well as the unique perspectives of others based on varied experiences, identities and social attributes. Creativity— the generation of new ideas and original expressions, accompanied by a willingness to take intellectual risks and consider novel approaches. Global Engagement—the cultural, linguistic, and analytic skills necessary to engage with diverse cultures, people, and the global marketplace, and to contribute as responsible global citizens.”

“Food, fiber, drugs” (FFD) may be unusual in that it will address all aspects of the GE mission. Active inquiry and creativity will be employed in the activity portion of the class that will teach students how to ask and address scientific questions. Social responsibility and sustainability will be integral to the course as FFD addresses the socially responsible and sustainable use of plants in the natural and agricultural systems. Diversity will be addressed through the diversity of Plantae itself and the diversity of uses of plant species by different cultures. Global engagement will be discussed via a broadened understanding of the diversity of dietary and cultural uses of plants worldwide. As we exist in the greatest extinction crisis in the history of the plant and our culture depends on twelve plant species for the majority of our dietary needs, an increased understanding of the importance of plants, their diversity and their uses is essential to our survival. B. Practical Skills SLO(s) (only courses applying in the disciplinary area of oral communication, written communication, critical thinking, or mathematics are required to address this item):

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C. Values SLO(s): To summarize how Food, Fiber, Drugs emphasizes the GE SLOs, it provides an appreciation and (hopefully) lifelong learning skills in the following:       

Basic and theoretical perspectives such as evolution and cultural relativity – evolution is integral to providing explanations of how the biotic and abiotic landscape shape human culture. A picture of humanity and the universe through time - how humanity depends on plants for food, medicine, clothing, and housing and how this has changed through time. Exploration of the spatial expansion of human populations – how plants were/are necessary for migration and settlement. Diversity in the natural sciences – through scientific inquiry and exploration of the diversity of the plant world and how plants are essential to all organisms. Human diversity – how populations and cultures utilize the natural world and the reciprocal nature of the natural world as it shapes human diversity. To provide, for each student, coherence, connectedness, and commonalty within broad areas of undergraduate education – FFD will have strong integration of the sciences with economics, health, agriculture, physical sciences, and society. A practical understanding of the importance of change through space and time for biological and cultural resources and their impact on human survival – as stated by the SLO, FFB will provide this understanding!

7. If the proposed course is in physical or life sciences, briefly describe the lab/activity component. There will be a two hour per week lab activity associated with this class. Each lab will be performed in the context of the scientific methodology and active inquiry. Although the labs will be centered around plants, the labs will be designed to incorporate a foundational and broad sampling of scientific knowledge. For example, a plant dye lab will include the evolutionary reasons plant dyes exist, the chemical properties of plant dyes and mordants, the applied use of plant dyes, testing what happens under different hypotheses and combinations of dyes and mordants, and why.

8. Provide any additional information on this Foundation course (optional). This course will be of particular value to the diversity and food pathways in that not only will it meet the requirements outlined for Area B courses, it will integrate scientific knowledge in the context of diverse cultures and ecosystems.

4 Note: Interim Dean Margaret Owens (College of Natural Sciences), Chair Cindy Daley, (Department of Agriculture), Dr. Carrie Monlux (Instructor, Introduction of Plant Science, existing Area B foundational course) and Dr. Lee Altier (Instructor, World Food and Fiber Systems, upper division agricultural majors course) have approved this course. 9. New Foundation Courses only: Technically, this is not a new course. Biology 105 was formerly listed as “Plants and Civilization” and was provided as Life Science requirement for non-majors for many years; however it has not been offered in a number of years. Biology 105 lost GE status because of the irregularity of scheduling, thus it is being treated as a new course in this context. Briefly describe how this course meets the criteria for Area A or B courses outlined in EO 1033, Article 4. This course meets the criteria outlined in EO 1033 under the designation B2/B3. Taken from memo EO 1033: “one course each in subareas B1, B2, and B4, plus laboratory activity related to one of the completed science courses B2 Life Science (3 semester units or 4 quarter units) B3 Laboratory Activity associated with a course taken to satisfy either B1 or B2 In subareas B1-B3, students develop knowledge of scientific theories, concepts, and data about both living and non-living systems. Students will achieve an understanding and appreciation of scientific principles and the scientific method, as well as the potential limits of scientific endeavors and the value systems and ethics associated with human inquiry. The nature and extent of laboratory experience is to be determined by each campus through its established curricular procedures.”

FFD will meet the requirements of through a number of laboratory activities that will be designed to provide an understanding of scientific inquiry and methodology. It will be particularly valuable in exploring the ethical and cultural values associated with scientific inquiry.

5 Biology 105 – K. Schierenbeck, Biological Sciences Proposed Syllabus – Food, Fiber, Drugs Foundation Course, Life Science The objective of this course is to provide an integrated scientific knowledge of plants used in the diversity of cultures that exist in the United States and elsewhere. Plants are fundamentally necessary to humans in that they provide air, food, medicine, and the foundation of many cultural practices, both aesthetic and essential. Plants have a basic economic importance as food, clothing and medicinal commodities; however, despite this basic importance of plants to all aspects of life on this planet, most students graduate without understanding the importance of plants to every aspect of their life. Different cultural contexts of plant use provide the opportunity to explore the role of plant use in difference ethnic groups. The basic focus of this class will be from a biological/ecological perspective, covering the importance of DNA, cellular processes, physiology, ecology and evolution but will include a strong integration of culture, economics, and medicine. The nature of the material will result in an introduction to biology, ecology, and chemistry. Learning outcomes include knowledge of the following:  Cellular processes in all living things and why it matters  The major vegetable, fruit, herb, and spice plants.  The uses of wood and fiber plants and plant extracts.  The historical and present uses of medicinal and euphoric plants.  How and why plants make secondary compounds that are used by humans.  The concepts and techniques of plant breeding and genetic engineering.  The economic importance of major plant groups  The importance of different cultural uses of plants  Why the conservation of plant diversity in both agriculture and wildland contexts is important to the sustainability of life on Earth.  The careful observation, curiosity and thought about plants in human existence.  Traditional and modern methods of agriculture.  The role of natural and artificial selection (evolution) in plant economics and ecology.  The major plant textiles and how they are used.  Poisonous compounds found in plants and their effects.  How plants are used in beverages such as beers, coffee, tea, wine, chocolate, etc.  The major plant oils, both agriculture and therapeutic, and their histories. 16 weeks of lecture to include the following course topics: Weeks 1 and 2: Week 3: Week 4:

An introduction to plants, basic biology – DNA, physiology, cellular processes and an introduction to evolution Plant physiology and its role in the utilization of plants by other organisms Coevolution of plants and other organisms, including ancient and

6

Week 5: Week 6: Week 7: Week 8: Week 8: Week 9: Week 10: Week 11: Week 12: Week 13: Week 14: Week 15: Week 16:

modern methods of plant domestication Traditional methods of plant manipulation for medical purposes Ethnobotanical uses of indigenous plants – dyes and fibers Ethnobotanical uses of medicinal plants, pharmaceutical discovery, and poison Colonial exploration and plants Famine foods Plants/food as methods of warfare and control of populations Ecological importance of plants – ecosystem function Ecological importance of plants - pollination Elastic latexes and resins Plants and alcoholic beverages Oils, waxes, spices, and herbs Sustainable management of plant products Importance of plant diversity in ecosystem stability

Two hour activity per week each centered around the following topics (some labs will require two meeting periods)             

DNA. The plant cell. Plant anatomy -- plant parts important to food and fiber. Plant physiology and chemistry – solubility of organic compounds, how drugs are made. How beer and wine are made – the fermentation process Plant chemistry - Extraction of essential oils, flavorings, and dyes Plant breeding and cultivation Fiber production Cooking with novel plants from other cultures Plant structure, why different wood characteristics are important in building GMOs – are they safe? Genetic engineering and propagation Grains – flour production Plant knowledge for ancient and modern forensic discovery Plant diversity and ecosystem function

Text books will include one or more of the following: Lewis, W. H., and M. P. F. Elvin-Lewis. 2003. Medical botany: plants affecting human health. 2nd edition. J. Wiley, Hoboken, N.J. Pollan, M. 2001. The botany of desire: a plant's eye view of the world. Random House, New York. Simpson, B.B. & M. Conner-Ogorzaly. 2001. Economic Botany: Plants in our World. McGraw-Hill. And assigned reading as necessary to cover the more scientific areas of the course.

ECON 103-04: Principles of Microeconomics California State University, Chico Spring 2011 Faculty: Sheikh Shahnawaz Office: BUTE 639 e-mail: [email protected]

Office Hours: TTh 2:00 –3:30 pm Class Time: TTh 5:00–6:15pm Location: BUTE 109

The above cartoon illustrates how a well-intentioned government program that subsidized ethanol drove up the price of corn and increased the cost of food for low-income countries.

COURSE OBJECTIVES AND DESCRIPTION: This is an introductory course in microeconomics. The main objective of the course is to help you develop a solid foundation of basic economic concepts and to apply these concepts to problem situations. Our focus will be on the analysis of the behavior of consumers and producers as well as their interaction in markets. We will study decision-making under constraints (such as limited resources) by consumers, firms, and governments. The course will also introduce students to various market structures. The analytical machinery we cover will be applied to better understand real-world issues such as the logic behind government agricultural policies, regulation, environmental policy, and international trade liberalization. Econ 103 satisfies the GE course for the area D2. The course content addresses the broad goals of the CSU, Chico General Education Program, as well as the specific goals of the Area D2, through a well-defined and rigorous program of reading, writing, lecture, class discussion, and research.

ECON 103 (Introductory Microeconomics) GE Pathway SLO’s Critical Thinking: Students will bring to bear information and theories covered in ECON 103 and apply them in the identification of micro-economic problems, such as trade restrictions, price controls, externalities (e.g. pollution), requiring their critical evaluation of the (a) relevancy, (b) adequacy, and (c) credibility of government policies intended to deal with these micro-economic problems. Mathematical Reasoning: Students will learn to use graphical representations of data and apply them to the description and analysis of micro-economic problems and the evaluation of programs designed to address these problems. For example, they will use graphical analysis to understand the impact of price discrimination, environmental controls and trade policies on consumer welfare. Personal and Social Responsibility: Students will gain knowledge and skills necessary to make informed decisions about micro-economic policies, allowing them to better evaluate proposed solutions, which in turn will better inform their contribution as voters and participants in the political process. ECON 103 emphasizes that citizens have an obligation to be able to defend their policy views based upon the economic evidence. Sustainability: Students will learn the economic approach to analyzing environmental problems associated with human activities, and they will learn how to assess the costs and benefits of abatement to determine the optimal level of intervention. TEXT: The required book is by Paul Krugman and Robin Wells, Microeconomics – 2nd edition, Worth Publishers (Henceforth KW), which is available at the bookstore and on Aplia. As with most economics courses, it will be essential to keep up with the news by reading one of the many daily newspapers/websites like the NY Times, the Wall Street Journal, or (the very highly recommended) Financial Times. For more in-depth coverage of issues, you might also want to have a look at the Economist and Businessweek. REQUIREMENTS: Students will be expected to prepare assigned readings before class. EXAMS: There will be three midterms and no final exam. All exams will be closed-book and will cover assigned readings from the text and any assigned articles, as well as the lectures. The lowest midterm score will be dropped from the calculation of your final grade. If you miss a midterm (for whatever reason!), it will become the midterm score that is dropped. There will be absolutely no make-ups or early exams! The tests will be held on the following dates: Midterm 1: Thursday, February 24

Midterm 2: Thursday, April 7 Midterm 3: Tuesday, May 10 Midterms are 80% of your course grade. Make sure you are in class on the dates of the midterms! HOMEWORK: Weekly problem assignments are the remaining 20% of your course grade. You will need Aplia to access, complete, and submit your homework. Instructions to access the Aplia course website are attached at the end of this syllabus. You can get the 20% for homework by making sure you submit your assignments through Aplia on time! Since Aplia is an on-line system, you can turn in your homework from anywhere as long as you do it by the due date and time. Aplia will not let you turn in your assignment after the due date and time has passed! Unless otherwise noted, homework will be due every Monday at 9am. Since getting 20% of your grade is so easy, there will be absolutely no extra credit assignments! Grading: - Midterms (the two best) are together worth 80% (each of the two is worth 40%) - Homework is worth 20% BLACKBOARD AND APLIA: I will put the syllabus, relevant articles, and midterm solutions up on Blackboard. The weekly problem assignments will be available on Aplia. ATTENDANCE POLICY: It is strongly recommended that you attend class on a regular basis. If you miss a class for some reason, it is your responsibility to obtain notes and other material from classes on your own. Also, since examination material is heavily drawn from lectures it is in your best interest to attend all class meetings. STUDENTS WITH DISABILITIES: Disabled students are encouraged to meet with the instructor to jointly determine how, within University Guidelines, their specific needs can be best and more easily accommodated. DISCLAIMER: Subsequent changes may be made to any aspect or detail of this syllabus if and when necessary. TENTATIVE SCHEDULE The schedule below is flexible and is likely to be adjusted as we progress through the semester. We might choose to spend more or less time on certain topics. Week 1: Introduction Reading: KW, Ch.1 Week 2: Economic Models, Graphs Review Reading: KW, Ch. 2 and Appendix Week 3: Supply and Demand

Reading: KW, Ch. 3 Week 4: Elasticity Reading: KW, Ch. 6 Week 5: Review and Midterm 1 Week 6: Marginal Analysis Reading: KW, Ch. 9 Week 7: Consumer Decision Making Reading: KW, Ch. 10 SPRING BREAK! Week 8: Producer Decision Making Reading: KW, Ch. 12 Week 9: Perfect Competition Reading: KW, Ch. 13 Week 10: Review and Midterm 2 Week 11: Monopoly Reading: KW, Ch. 14 Week 12: Oligopoly Reading: KW, Ch. 15 Week 13: Monopolistic Competition Reading: KW, Ch. 16 Week 14: International Trade Reading: KW, Ch. 8 Week 15: Midterm 3

How to access your Aplia course Krugman Microeconomics, 2nd Edition Instructor: Sheikh Shahnawaz Start Date: 01/17/2011 Course Key: 5PW6-A6BK-C2DS

Registration 1. Connect to http://www.aplia.com/ 2. If you already have an account, sign in. Go to your My Courses page, and click the Enroll in a New Course button. If you don't have an account, click the Create a New Account button, and choose Student Account. 3. Enter your Course Key when prompted: 5PW6-A6BK-C2DS. Continue to follow the onscreen instructions to access your course.

Payment Online: Purchase access to your course (including the digital textbook) from the Aplia website for US$90.00. Bookstore: Purchase access to Aplia from your bookstore. Check with the bookstore to find out what they offer for your course. After paying, you will have the option to purchase a physical book from the Aplia website at a discounted price. If you choose to pay later, you can use Aplia without paying until 11:59 PM on 02/06/2011.

English 365-01: Food & Literature Spring 2011 Class meets: MWF 12-12:50 Classroom: Glenn Hall 212

Dr. Lynn Houston [email protected] office: Taylor 117 office hours: MW 2-3, F 2-5 p.m.

Required Texts: Heartburn by Nora Ephron The Omnivore’s Dilemma by Michael Pollan My Year of Meats by Ruth Ozeki We Are What We Ate by Mark Winegardner (editor) Coming Home to Eat by Gary Paul Nabhan The Language of Baklava by Diana Abu Jaber Heat by Bill Buford Storied Dishes by Linda Murray Berzok (editor) Link to Amazon list for course books: http://amzn.com/l/R2JXAJ6GVCQV Description: In literary texts, food functions as a gateway to important cultural issues. This class will investigate how authors give meaning to politics -- from an international level to an interpersonal one -- through food. While we will engage the cultural issues that literary food references reveal, we will also pay close attention to the stylistic devices that authors use to transmit ideas about food (or about life lessons learned through food). Through these approaches, we will characterize the genre of “food writing,” including a chef’s memoir, and theorize the use of the recipe as a narrative device within the genre of the novel or the memoir. This course is part of the upper-division general education Theme V, Consuming Interests: Food and Society. Expectations:  Come to class (if you must miss a class that is your decision, you do not need to contact me about it.)  Be attentive in class (both to me and to your classmates)  Do the assigned reading before we discuss the work in class  Bring your book to class and take good notes on what we cover  Do not speak when others are speaking: raise your hand and/or wait your turn  Ask thoughtful questions when you do not understand something about the material (come to my office hours for help if you need it)  Put away your cell phones and computers during class (if you absolutely must bring a computer to take notes for class, make sure you are ONLY taking notes for this class, not working on an assignment for another class, not checking email or posting to facebook).  Do not distract other students from their focus or disrupt class in any way  Participate in class/group discussions (shyness is not an excuse – during the educational process, we all must undergo uncomfortable moments and confront our fears in order to grow)



Turn in assignments on time

Course Assignments: Quizzes (15%): I will give a short 2-3 question quizzes throughout the semester at the beginning of class (dates marked on schedule below) on the material being covered for that day’s class. Quiz questions will pertain to basic content and plot of the works, not interpretation of the material. The goal of these quizzes is to make sure you have done the reading before class. I do not offer bonus questions but I will drop the lowest grade. I do not give make-up or early quizzes. Group Presentation (25%): You will sign up with a group of 5 to 6 classmates to do a 50-minute oral presentation on a work or section of a work. (To sign up, go to this wiki: http://csucengl365presentations.wikispaces.com/Presentation+Sign-up. Click “edit,” add your name, and then hit save). Basically, you will teach class on the day of your presentation. Your presentation should lay out the important material from your selected work in a way that your classmates can understand and in a way that generates deeper insight into the text. It should also say something personal about you and food in your life (in a way that relates to the text). The format for your presentation is flexible (you are encouraged to include visuals and secondary sources), but your classmates will be evaluating you based on a rubric (so you should familiarize yourself with it and prepare your presentation accordingly). In the final self-assessment due for the class, you must explain what your contribution was to the group presentation and explain (based on the evaluation done by your classmates) what you would do differently, if anything. After your presentation, you should submit to me any URL addresses to web sites (or similar materials) used in your presentation so that I may post them on the course website. Rubric for Group Presentation: The presentation…  was clear, ordered, and easy to follow  seemed well-prepared in advance  increased my knowledge of the work  kept my interest and attention  focused on important aspects of the work  contributed to my learning in this class  taught me something about the life experiences of my classmates  adhered more or less to time requirement for the assignment Group Presentation Evaluations (10%): Using an online survey, you will evaluate your fellow classmates on the oral presentations they give in class. It is very important, therefore, that you attend class on the days that they present or your grade will suffer. Group presentation evaluations are based on a rubric (above) and are located as an online survey under “assessments” on our

course website. They must be completed within 24 hours after the end of the presentation. You should not complete an evaluation if you were absent from the presentation. Online Blog Entries (25%): 8 blog entries are due throughout the course (an entry should be 500 words or more); basically one for every major work we cover. See below for more details. Online Blog Responses (15%): You should read the blog posts of your classmates. You are required to post responses to at least 2 classmates’ blogs for every blog entry you make (x8times=16) and respond to at least 2 comments made on your blog each time (x8times=16) = a total of 32 for the semester (plus your 8 blog entries).

Blog Assignment (Assignment adapted from Rob Burton, Amy Cavender, Dana Watson, Sara Puotinen, Andrea Haden, Mark Sample, and Julie Meloni) Rational: The act of writing helps us reflect on a subject in a deep way, turning it over in our minds to produce new insights and connections. Finding the right words to express our thoughts is part of that reflective process. However, the expression of ideas through language doesn’t happen in a vacuum, and understanding who our audience is (and what their preconceptions are) helps to develop our thinking and our style/voice. Good ideas are produced when you are grounded in some sort of community and engaged in an exchange of ideas. The topic of food isn’t just a matter of concern for those in this class or university – it is a topic of relevance for everyone. Therefore, the major writing assignment of this class is a journal-style assignment, but one with a public component. You are not only required to post 8 blog entries to a blogster.com account, but you are required to interact with fellow students and with other bloggers who comment on your thoughts. This is a way for you to critically and creatively engage with course content in a public forum. Content: While I hope your blog entries will discuss food in your own lives and how your own personal experiences relate to what we are reading and discussing, remember that these blog entries are an assignment for a class and I have scholarly expectations of you. Dazzle me. Impress me. Woo my intellect. Do not post to these blog entries like they are your private facebook or myspace page. Remember that these are assignments for a university course. Your entries should be well-written, thoughtful, intellectually stimulating, interesting, and appropriate for the context of this class (and the context of a public blog). You can, if you wish, include links to other sites (even your personal social networking accounts) and include visuals (such as photos) to supplement the content of your blog. You are not required to have a thesis or multiple paragraphs; you should try to capture a blog entry format rather than the structure of a research paper. We will discuss in class what makes a good blog. Remember that your blog entries will be public and can be read by anyone (not just people in Chico) so try to make a good

impression. Each blog entry should say something meaningful about the work or works we have covered in class (each major work should be showcased in 1 of your blogs – see due dates) and should be written with a lot of reflection. For instance, you might choose from the following prompts (based on an assignment by Andrea Hade): Express – Make connections between something we’re reading and experiences in your life or in the world around you. Wonder – Ask thoughtful questions about something we’re reading and guess what the answers might be and why. Investigate – Describe similarities between something we’re reading and something else you’ve read. Discuss why you think those similarities occur. Connect - Make connections between something we’re reading and another blog post by a classmate or an online discussion in this class. Create – Make a dish from one of the works and tell about that process and how it made you understand something new about the work or its author. Or approach the assignment in this manner: [C]onsider the reading in relation to its historical or theoretical context; write about an aspect of the day’s reading that you don’t understand, or something that jars you; formulate an insightful question or two about the reading and then attempt to answer your own questions; or [respectfully] respond to another student’s post, building upon it, disagreeing with it, or re-thinking it. In any case, strive for thoughtfulness and nuance. (Mark Sample from http://www.samplereality.com/2009/08/14/pedagogy-andthe-class-blog/) Length & Deadlines: Approximately 500-750 words each plus optional visuals. Due dates are listed on the calendar at the end of the syllabus. I will count the grades on the top 7 (out of 8) blog entries so, if you wish, you may miss one (you get extra points if you do all 8). Grades: Blogs are graded on a “check minus, check, check plus” system. If you are consistently scoring a “check minus” I will contact you privately, otherwise it is impossible for me to contact each one of your individually about every blog entry. The most successful blog posts will do the following: “[They will be] focused and coherently integrates examples with explanations or analysis. The[se] entr[ies] reflect[…] in-depth engagement with the topic” (Julie Meloni, http://www.academicsandbox.com/S10/E372/blogassignments.html). Get started: Sign up for your free blog at http://blogster.com/signup.html. Friend me (“foodandlitcourse”) at http://www.blogster.com/foodandlitcourse/. Your

chosen username has to be close enough to your name that I can recognize it or, if not, you need to contact me to let me know what username is yours. Final: Self-Assessment Statement (10%): How did you do on the quizzes? What was your contribution to the group oral presentation? Based on the evaluations by your peers, what would you have done differently, if anything? Which blog entries do you think were most successful (which were the least successful) and why? Which blog entries would you revise and why/how? What were your posts like on your classmates’ blog entries? What kind of exchanges did you have with them or with other bloggers? Based on your answers to these questions and the percentages listed for each assignment above, indicate specifically the grade you think you deserve in this class and why. Type this up as a final paper and submit it to my office (Taylor 117) during the time scheduled for our class final exam. I will be in my office available at that time. Grading: Things that will negatively affect your grade:  excessive absences (over 2 for a T/TH class, over 3 for a M/W/F class)  excessive tardiness or leaving early  missed quizzes  missed or poorly realized exams/assignments  non-participation in group work  disrespectful attitude  disrupting class in any other way  being unprepared for class (you should bring your book to class)  plagiarism (Plagiarism is committed when you try to pass off someone else’s thoughts or ideas as your own. Any suspicion of plagiarism will be turned over to Student Judicial Affairs and could result in your failure of the course and/or expulsion from the university) Note: While I do not calculate student grades until the end of the semester -- once all assignments have been collected -- I am always open to having a general discussion with you about how you are doing in the course. Grading Scale: A: Work of this quality is superior and represents an achievement normally attained by only a small amount of students. B: “B” level work is better than adequate and shows strong competence in the subject matter/skill. C: “C” quality work shows adequate or satisfactory mastery of the subject/skill. D: “D” level work barely meets the minimum requirements for the course or assignment. F: Failing grades are reserved for work that falls below the minimum requirements for the course. Further Info on Attendance:

Attendance is mandatory in this course. University policy is to penalize students when they miss class. I can choose to overlook one or two absences (use them wisely – save them for an emergency), but after that they will begin to have a negative effect on your final grade. There are no excused absences (unless you are on official university business and have the properly signed paperwork to turn in to me before you miss class). I will pass around a sign-in sheet each class. It is your responsibility to make sure that you appear present on the attendance sheet if you are in class. If you come to class late (which you should not make a habit of), you may need to get the sign-in sheet from me after class. If you miss more than 2 week’s worth of class, you cannot receive a passing grade (this has to do with the way that credit hours are calculated based on the amount of face-to-face time we have each semester). Non-Discrimination Policy: According to the University Catalog, California State University does not discriminate on the basis of sex, sexual orientation, disability, race, color, or national origin. If you have a disability and need reasonable accommodation for equal access to education and services at CSU Chico, you must register with Disability Support Services V/TTY: 898-5959. TENTATIVE SCHEDULE: This is an approximate indication of what we will be covering in each class period. We may move slower or faster than this schedule indicates. If we have to make substantial changes to the schedule, I will update this document. Otherwise, I will make an announcement in class as to what exactly we will cover each session.

M 1/24 Intro to course; BUY YOUR BOOKS; SIGN UP FOR PRESENTATION W 1/26 Quiz on syllabus; discussion of what makes a good oral presentation and what makes a good blog entry F 1/28 Introduction to major terms for this class – blog entry due by class time (topic: tell us who you are by telling us what you eat and what it means to you) M 1/31 Quiz on major terms; discuss Heartburn pp. 1-65 W 2/2 Heartburn pp. 66-125 F 2/4 Heartburn pp. 126-end M 2/7 Quiz; The Omnivore’s Dilemma pp. 1-64 W 2/9 The Omnivore’s Dilemma pp. 65-108 – blog entry due by class time (topic: Heartburn) F 2/11 Group presentation: The Omnivore’s Dilemma pp. 109-133; Presentation Evaluation due within 24 hours M 2/14 Quiz; The Omnivore’s Dilemma pp. 134-207 W 2/16 The Omnivore’s Dilemma pp. 208- 261 F 2/18 Group presentation: The Omnivore’s Dilemma pp. 262-304; Presentation Evaluation due within 24 hours M 2/21 Quiz; The Omnivore’s Dilemma pp. 304-end

W 2/23 Selections from We Are What We Ate pp. 18-65 -- blog entry due by class time (topic: Omnivore’s Dilemma) F 2/25 Group presentation: Selections from We Are What We Ate pp. 80-104; 110-122; Presentation Evaluation due within 24 hours M 2/28 selections from We Are What We Ate pp. 126-155;191-220 W 3/2 Quiz; My Year of Meats pp. 1-84 F 3/4 Group presentation: My Year of Meats pp. 85-144; Presentation Evaluation due within 24 hours M 3/7 My Year of Meats pp. 145-214 W 3/9 Group presentation: My Year of Meats pp. 215-285; Presentation Evaluation due within 24 hours F 3/11 My Year of Meats pp. 286-end – blog entry due by class time (topic: My Year of Meats) M 3/14 No classes - Spring break W 3/16 No classes - Spring break F 3/18 No classes - Spring break M 3/21 Quiz; Coming Home to Eat pp. 1-41 W 3/23 Coming Home to Eat pp. 42-83 F 3/25 Group presentation: Coming Home to Eat pp. 84-132; Presentation Evaluation due within 24 hours M 3/28 Quiz; Coming Home to Eat pp. 133-171 W 3/30 Coming Home to Eat pp. 172-215 F 4/1 Group presentation: Coming Home to Eat pp. 216-261; Presentation Evaluation due within 24 hours M 4/4 Coming Home to Eat pp. 262-end – blog entry due by class time (topic: Coming Home to Eat) W 4/6 Quiz; The Language of Baklava pp. 1-70 F 4/8 Group presentation: The Language of Baklava pp. 71-133; Presentation Evaluation due within 24 hours M 4/11 Quiz; The Language of Baklava pp. 134-202 W 4/13 The Language of Baklava pp. 203-262 F 4/15 Group presentation: The Language of Baklavapp. 263-end; Presentation Evaluation due within 24 hours M 4/18 Heat pp. 1-78 – blog entry due by class time (topic: Language of Baklava) W 4/20 Quiz; Heat pp. 79-133 F 4/22 Group presentation: Heat pp. 134-207; Presentation Evaluation due within 24 hours

M 4/25 Heat pp. 208-260 W 4/27 Group presentation: Heat pp. 261-end; Presentation Evaluation due within 24 hours F 4/29 Group presentation: Storied Dishes pp. 1-25; Presentation Evaluation due within 24 hours M 5/2 Storied Dishes pp. 26-50 – blog entry due by class time (topic: Heat) W 5/4 Storied Dishes pp. 51-72 F 5/6 Group presentation: Storied Dishes pp. 73-98; Presentation Evaluation due within 24 hours M 5/9 Storied Dishes pp. 99-122 W 5/11 Storied Dishes pp. 123-148 F 5/13 Storied Dishes pp. 149-160; Review and recap – blog entry due by class time (topic: Storied Dishes or We Are What We Ate) Final exam: Typed self-assessment paper (Times New Roman, 12 pt font, doublespaced) due to my office (Taylor 117) before Wednesday, 5/18 at 2 p.m.

GEOG 101 Introduction to Physical Geography GE Area B1: Physical Universe INSTRUCTOR(S):

Dr. Dean Fairbanks Dr. Guy King Dr. Paul Melcon Dr. Noriyuki Sato LECTURE: 2.0 hrs/week, in large lecture hall LAB & INSTRUCTOR(S): 2.0 hrs/week, staffed by course instructors and graduate student Teaching Assistants, in laboratory classroom PATHWAY ASSOCIATIONS:  Diversity Studies  Food Studies  Global Development Studies  International Studies  Science, Technology and Values COURSE DESCRIPTION: Physical geography addresses how physical, chemical and biological principles shape human landscape patterns and, in turn, how humans affect their physical world within a global to local context. Students will learn how the spatial diversity of agriculture, cities, transportation, and other aspects of the human landscape are linked to physical processes and geographic patterns of weather and climate, water, soils, landforms, natural disasters, vegetation, and animals. The course provides a survey of the basic processes that determine energy flows through the atmosphere, and examines the subsequent interactions among water, rock, soil, vegetation, and landforms that create and modify the Earth’s surface. Students will be introduced to how major transformations in our physical environment such as climate change, species loss, and water distribution can be traced to human activities. GE STUDENT LEARNING OUTCOMES (SLO): GEOG 101 will address five of the GE Student Learning Outcomes: Written Communication: Develop effective written communication skills in scientific report writing through 12 laboratory assignments. Critical Thinking: Learn to think critically about the geographic environment by examining the implications of associations among physical phenomena at the local, regional, and global scales. Mathematical Reasoning: Become familiarized with the mathematical calculations to understand the energy/matter interactions within physical phenomena in our physical geographic environment. Active Inquiry: Develop an understanding of Earth’s physical landforms, and the processes controlling variations in weather and climate, soils, and plant communities using the scientific method. Sustainability: Provide a foundation upon which to build a better understanding of the human interrelationships with the physical environment. Understand and interpret the effect of the environment on humans and human impact on the physical geographic environment.

WRITING INTENSIVE: Each laboratory assignment includes both in-class and homework components. Students will take field notes while collecting data through on- and off-campus field trips. When they conduct in-class experiments, they carefully observe and take notes about the processes and outcomes. These notes are summarized and become part of the laboratory reports. Students typically state the purpose of an experiment and a hypothesis, followed by a discussion of data and methodology of the experiment during the laboratory activity. The other written section of the results, analysis, evaluation of the hypothesis, and conclusion are completed at home. An effective use of figures and tables in scientific report writing is introduced. Students are expected to improve their scientific report writing skills through the completion of 12 laboratory assignments. The laboratory instructor will grade each laboratory assignment for both content and writing, and will return to students with feedback. Writing is a very important portion of this course. The final grade will reflect student’s comprehension of course content and the demonstration of writing skills. GEOGRAPHY AND PLANNING DEPARTMENT STUDENT LEARNING OBJECTIVES: GEOG 101 will address eight of the Department Student Learning Objectives: 1.1 Students can formulate geographic research questions. 1.3 Students can present geographic data in a map. 2.1 Students can recognize the presence and application of regional, local, and global dimensions of the social and physical worlds in the landscape. 2.2 Students can recognize the presence and application of regional, local, and global dimensions of the social and physical worlds in data. 3.1 Students can explain interactions between the size and distribution of human and nonhuman populations, resources, and the natural environment in historic and contemporary perspectives. 3.2 Students are cognizant of varying interpretations of causality, interaction, policy, and values in human-environmental relationships. 3.3 Student will understand ways in which they use the environment can affect future generations and other human and natural systems. 4.1 Students can analyze information from different physical or social sciences from a geographic perspective. 6.2 Students can write and speak clearly in the discipline of geography. ORGANIZATION: The course is based on four parts: Energy-atmosphere system; water, weather, and climate systems; soils, ecosystems and biomes; and Earth surface-atmosphere Interface. These parts will introduce students to fundamentals (energy and matter), processes, interactions, scientific analysis methods and spatial patterns within the physical geographic environment, which are associated with the atmosphere, hydrosphere, lithosphere, and biosphere.

REQUIREMENTS: Students are responsible for all class materials and should be prepared for lectures by reading the assigned textbook chapters before class and laboratory assignments by reviewing and printing the laboratory manual available via WebCT Vista before laboratory section. CORE TEXT(S): Christopherson (2008). Geosystems. 7th Edition, John Wiley Press, NY. Goodes World Atlas (2006). 21st edition, Rand McNally. Additional web-based materials available on WebCT Vista ATTENDANCE POLICY: Attendance is expected at every class and laboratory meeting. There is information presented in lecture and laboratory that is not necessarily covered directly in the text. I understand, however, that personal things happen during any semester that may keep you from class. Therefore, everyone is granted one excused absence. Any additional unexcused absences will affect your final grade. GRADING POLICIES: Will be determined by scores on the three lecture midterm examinations, the lecture final examination, reading quizzes, laboratory assignments and lab final exam as follows*: First Exam Second Exam Third Exam Final Exam Reading & Lab Quizzes (12) Lab Assignments Lab Final Exam

100 points 100 points 100 points 120 points 120 points (subject to change) 120 points 100 points Total 760 points

* Point system is subject to change

LABORATORY PRACTICAL’S: All exercises will be due at the beginning of your laboratory section one week after it was assigned. Ten percent (10%) will be deducted each day for any exercise turned in late up to two days; no credit will be given for any late submission longer than two days, unless a doctor approved illness is noted. COURSE ETIQUETTE: Minor requests: Please, turn off cell phones in lecture and lab to avoid disruption. Please do not eat in lecture or lab. Please do not bring drinks in glass bottles into lecture or lab. § Student assignments will be handed back promptly in lab section. Any material not picked up in lecture/lab will be retained for one semester, and then discarded.

DISABILITY SUPPORT SERVICES: If you have a documented disability that may require reasonable accommodations, please contact Disability Support Services (DSS) for coordination of your academic accommodations. DSS is located in the Student Services building across from Merriam Library. The DSS phone number is 898-5959 or FAX 898-4411. Visit the DSS website at http://www.csuchico.edu/dss/.

STATEMENT ON ACADEMIC HONESTY: Academic misconduct (as defined in the current California State University, Chico catalogue, pg 47, 635) will not be tolerated. Students are encouraged to discuss course materials inside and outside the classroom. However, all written lab material submitted by students must be their own work exclusively. No answers to questions cribbed from other students, other classes or the Internet. The highest standards of honesty are expected when taking exams: no sneaking, peeking or cheat sheeting. If you have any questions about what constitutes academic dishonesty, or the consequences of academic misconduct, consult the current university catalogue, the Office of Student Judicial Affairs (Kendall 112), or ask me.

LECTURE SCHEDULE* Week

Lecture topics

Text chapters

Lab (field trip)

Week 1

Physical geography and the scientific method; Energy/Matter Geographic grid: Latitude, Longitude, Time

1 2

1

Week 2

Earth-sun relationships, Latitudinal effects, Seasons Earth’s atmosphere

3 4

2

Week 3

Energy balance and energy budgets, Solar radiation principles Planetary and local temperature patterns

4 5

3

Week 4

Atmospheric pressure and moisture Wind systems, Ocean currents

6

4 (Campus)

Week 5

First Examination Heat properties of H2O, Humidity, Adiabatic processes, Clouds/Fog

5 (Campus) 7

Week 6

Air masses and fronts, Lifting mechanisms What is weather? Storm systems

8

6

Week 7

Hydrological cycle Water resources and global climate systems, Classification

9 10

7

Week 8

Spring Break

Week 9

Climate change

NO LAB

Second Examination Week 10

Internal earth energy: Radioactive decay, Earth materials, Rock cycle Tectonic processes in the Earth’s crust, Earthquakes, Volcanoes

11 12

8

Week 11

Weathering processes Mass transport mechanisms

13

9

Week 12

Fluvial processes, Watersheds, Stream erosion, Flooding Fluvial processes cont., Soils development

14 18

10 (Campus)

Week 13

Soils classification Landforms created by wind

15

11

Week 14

Ocean energy, coastal processes and landforms Third Examination

16

NO LAB

Week 15

Glacial and periglacial processes and landforms The biosphere: Ecosystem processes and patterns

17 19

12 (BCCER)**

Week 16

Biomes, organism distribution and patterns: Biogeography The Science of human-environment interaction

20 21

Lab take-home final

Finals Week Final Examination * Subject to change by instructor with no notice provided. ** Big Chico Creek Ecological Reserve

GEOG 102-04: Introduction to Human Geography Section 04: T/TH 2:00 –3:30 PM Location: Butte 101 Dr. LaDona Knigge

Fall 2010 Office Hours: Thur 9:30-11:00 and 3:30 – 5:00 or by appt. Office: Butte 533 Campus Phone: 898-5881 Email: [email protected] NOTE: Please specify GEOG 102-04 in subject line in all emails. NOTE: This syllabus is subject to change. SYLLABUS DATE: August 24, 2010 Course Objectives

This course serves as an introduction to „thinking geographically‟, that is, looking at the world around us from a critical spatial perspective and asking: Why do certain things happen in certain places? How do people adapt themselves to place, but at the same time make places? The objective of the course is to introduce the study of human geography and the interdependence of places and regions in a globalized world. In this course you will learn about why “geography matters” to your everyday life, to the future of humanity and to the well-being of the planet. You will be introduced to the tools of geographic thought and analysis, including to how to look at and interpret maps, view landscapes, appreciate cultural diversity and the meaning of place. The course also serves as an introduction to the discipline of geography. If you haven‟t decided upon a major, I suggest you consider geography. This course gives you a platform from which you can explore further issues of cities and urbanization, population, migration, economic development, international relations, globalization, and cultural geographies, as well as begin studying the many methods of geography including mapping and GIS, ethnography, and more. Come see me in my office hours if you have questions about geography as your major. The books required for this course are available at AS Bookstore or you may want to order them online:  Knox, Paul L. and Sallie A. Marston. 2010. Human Geography: Places and Regions in Global Context 5th edition. Pearson: New Jersey. NOTE: This is new edition of the textbook. Do not buy 4th Edition! eTextbooks with online or downloadable versions are also available at: http://www.pearsonhighered.com/catalog/academic/product?ISBN=0321580028 – top http://www.mypearsonstore.com/bookstore/product.asp?isbn=0321580028  Weber, Karl. 2009. Food, Inc: How Industrial Food is Making us Sicker, Fatter, and Poorer – And What You Can Do About It. New York: PublicAffairs Perseus Books Group.

Effective Date: August 24, 2010

GEOG 102-04

Page 1

Course Structure The course will be structured to include lectures, films, discussions, writing, activities, exams and a group presentation. Exams will not be cumulative and will consist of multiple choice, matching, short answer and/or essay questions. I will show several films in class to give us all a break from regular class and to see some pieces of the world. We will also have occasional in-class or on-campus activities. We will conclude the semester with Food, Inc. with short group presentations during the final week of classes. You should check our course website on VISTA every few days and always on Monday mornings, for announcements. If you have any questions regarding accessing VISTA, see me or contact the student help desk at [email protected] or (800) 780-4837. http://www.csuchico.edu/stcp/about/gethelp.shtml

NOTE: Please let me know if you know you are going to miss class. If you email me at campus email ([email protected]) or through Vista email. Please put GEOG 102-04 in the subject line. Note: I do not check Vista email as frequently as my campus email. Evaluation Evaluation points are assigned as follows: 5 quizzes/exercises (10 pts each) 5 film commentaries (10 pts each) Essay #1 Who am I? Essay #2 Migration Paper Essay #3 Outside activity Paper Favorite Place Mapping Exercise Exam #1 Exam #2 Group Presentation Total points

50 50 20 60 50 50 100 100 20 500

Grading on exams, assignments and on the course is based on the following scale: Percent

Letter Grade

Percent

Letter Grade

95-100 90-94 87-89 84-86

A AB+ B

74-76 70-73 67-69 64-66

C CD+ D

80-83 77-79

BC+

60-63