IS 393 International Affairs Seminar ● Dr. Nora Haenn Fall 2010
Office Hours: Tues & Thurs 1:00-2:30
Office Locale: 1911 Bldg., Room 229
Telephone: 513-2705
Email: [email protected]
TA: Amanda Matson
Office hours: Tuesdays 12-3
Office locale: Winston 101
Email: [email protected]
COURSE OBJECTIVES: As a required course in the International Studies program, this class provides students with a
knowledge base in current events, basic concepts in International Studies, as well as skills in reading, writing, and critical
thinking, and a strategy for structuring a course of study in the major or minor. The key critical thinking skills on which
this class will focus is the ability to analyze differences in perspective, especially perspectives of people living outside the
United States. As an introductory course, we cannot cover all the topics dealt with in International Studies, but we will
explore quite a few. Below is a check list of topics of interest in this class.
√ Culture and Ethnicity
√ Media and Entertainment
√ Development Aid
√ Religion
√ Environment
√ Tourism/Study Abroad
√ Health
√ Militarism
√ Human Rights
√ Migration
√ International Diplomacy
√ Trade and Int’l Finance
√ Nation-States
√ Colonialism and Post-Colonialism
LEARNING OUTCOMES: At the end of this course, students will be able to:
1.
Define international studies, including its basis in global historical trends, its relationship to other academic
disciplines, and its connections to a series of topics (noted above).
2.
Apply definitions within international studies to the analysis of journalistic, popular and academic information on
international topics.
3.
Compare and contrast the opinion and analysis content of journalistic, popular and academic information on
international topics.
4.
Make reflective statements regarding travel/study abroad and elaborate a personal approach to incorporating
travel/study abroad into the student’s learning.
5.
Plan a course of study in the international studies major/minor or, in the case of seniors, explain the connections
across courses students have already taken.
COURSE HONOR CODE: In addition to the usual questions of academic integrity (see below), this course carries a
specific honor code. A student’s attendance in class on any given day communicates a commitment to carrying out this
honor code. We will be working extensively in groups and dealing with topics both personal and intellectual. Thus, our
code includes:
 staying on topic and taking ideas as deeply as we can





recognizing that everyone’s opinion counts;
allowing everyone an opportunity to speak or participate;
listening at least twice as much as we speak;
if we don’t agree with someone, we acknowledge the disagreement in a positive way;
our goals are cooperation and learning; disagreements carried out in a cooperative spirit can push us
toward higher learning
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REQUIRED READING
Global Perspectives: A Handbook for Understanding Global Issues, Ann Kelleher and Laura Klein
Prentice-Hall ISBN-10: 0136037720 (the 2nd, 3rd, or 4th edition will work fine)
International news as reported in one of the following news outlets: www.nytimes.com; http://english.aljazeera.net;
www.economist.com These are the only approved news sources for homework assignments.
Additional required readings will be available in PDF format on the course’s VISTA site.
GRADES: Grades will be based on the following assignments.
Portfolio: The course portfolio includes your class notes, news articles that you used in course assignments, all class
assignments, and journal-style reporting on thoughts you have about the material and connections you see between this
class and other parts of your life. Feel free to range widely and be creative in the journal aspect of the portfolio. Here you
can include pictures, music, artifacts, additional news articles, reports on conversations with friends, family or attendance
at campus events, responses to the questions posed at the end of textbook chapters, i.e. anything that you think connects to
the class. The journal aspect of the portfolios should include two entries per week for a total of 30 entries over the course
of the semester. The final submission of your portfolio is due our second to last class period. Portfolios will be graded
mainly on effort. Roughly, portfolios that include the basics of course assignments will be considered as operating in the
range of a ‘D’ grade. Portfolios that demonstrate excellence in course assignments, but do not go beyond assignments,
will be considered as operating in a ‘C’ range. Portfolios that demonstrate excellence in course assignments and the
additional two journal entries per week that demonstrate student work beyond the assigned material will be considered as
operating in the range of ‘B’ and ‘A’ grades. Actual grades will depend on the quality of the material submitted.
Ticket In: Each day, at the beginning of class, I will ask to see some specific work assigned as homework during the
previous class. These assignments count as your “Ticket In”. If you miss class, the assignments cannot be made up.
Students who arrive more than 5 minutes late to class will also not have their ticket graded. Each Ticket In is worth 4
points. Points will be deducted for incomplete tickets. Each Ticket In will be graded mainly on effort.
“New and analysis” ticket: This ticket has two parts. The first includes two different articles from any of the approved
news sources illustrating three different key concepts. The second includes a cover sheet that explains, in your own
words, what the relevant key concept is and how the article serves an example of the concept. Chosen news articles
should be as of as recent date as possible. See list at end of syllabus for words that do NOT qualify for the Ticket In.
“News and analysis panel”: Each student will be included once in a panel that presents a portion of that week’s news and
connects the news to a concept from GP. Panel assignments will be made during our second and third class meetings. On
the day of the panel, students should hand in a ticket like that described, above, for the “news and analysis” ticket. The
actual panel presentation, however, will be shorter. Student presentations should be no longer than one page doublespaced. Also, students should bring to class one visual to illustrate the news delivery. Panelists should arrive early to
class for set up. Each student should illustrate a unique concept. Work with your fellow panelists to divide up possible
concepts. There are more than 100 concepts in our text. On the day of the panel, students will receive six points for their
ticket-in rather than the usual four.
“Reading response” ticket: This ticket entails one (complete) singled-spaced page of writing that summarizes the reading
assignment and poses 3 questions for discussion. Summaries should include key concepts wherever possible. Like the
papers, reading responses should be written in 12-point font with one-inch margins.
Papers: Students will write two papers during the course of the semester. In the first paper students will analyze tourism
and study broad. In this analysis, students will situate themselves as an International Studies major/minor by making
sense of a course of study and discussing how study abroad/travel fits in to a student’s overall education. In the second
paper, due at our meeting for the final exam, students will write an analytical essay based on the in-depth exploration of a
case study. See writing and editing directions for more help with composition. Students can also get help with writing at
the Tutorial Center: http://www.ncsu.edu/tutorial_center. All papers should be about 2,200 words. This equals 7 pages in
length, double-spaced, 12-point font, with one-inch margins. Papers will be graded according to a grading rubric to be
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distributed during class. Additional instructions on developing a thesis/analytic perspective for the paper will be offered
in class.
Late Papers: I mark late papers down a full letter grade for each 24 hours the paper is late. For example, if the paper is
due on Tuesday at 10:30, the paper will be marked down a full letter grade if handed in anytime between 10:31 on
Tuesday and 10:30 on Wednesday. The paper will be marked down two full letter grades if handed in anytime between
10:31 on Wednesday and 10:30 on Thursday, and so on. If a paper arrives at 10:31, I will likely assign it the higher grade.
However if the paper arrives closer to 11 a.m., I am unlikely to sway.
Exams: In order to assess students’ grasp of basic concepts in International Studies, two exams will address the concepts
in our textbook. Exams will be multiple choice/essay and graded in the traditional manner. Students will be able to
participate in an on-line discussion and vote of which vocabulary merits inclusion in the exam.
Seminar Discussion: Once the class has established a common vocabulary and become conversant in today’s international
news, the course will focus on two case studies, each of which will be approached in a seminar-style format. A seminar is
a group of people who meet to discuss together a particular subject. It is, first and foremost, a conversation among people
who share a common interest in expanding their understanding of some topic. Successful seminars, however, do not just
happen. After a number of activities aimed at having students feel comfortable speaking with one another, the seminar
portion of the class will include a graded assessment of student contributions. This assessment will track whether and
how well students contribute to the discussion. Additional information on rules of conduct for a seminar is attached to the
end of this syllabus.
Assignment
Points
Portfolio
Ticket In (Homework)
2 Papers
1 Exam
Seminar Discussion
TOTAL
50
110
140 (70 each)
120
50
470
Final grades will be derived from the following scale
Percentage
97 --100 =
94 -- 96 =
90 -- 93 =
87 -- 89 =
84 -- 86 =
80 -- 83 =
77 -- 79 =
74 -- 76 =
70 -- 73 =
67 -- 69 =
64 -- 66 =
60 -- 63 =
Below 60 =
Grade
A+
A
AB+
B
BC+
C
CD+
D
DF
Points
456-470
441-455
423-440
409-422
395-408
376-394
362-375
348-361
329-347
315-328
301-314
282-300
Below 282
A COMMENT ON GRADES
A simple way of thinking about the difference between grades is to view them as reflecting different levels of knowledge:
D=comprehends material when text is at hand
C=comprehends material and is able to communicate that understanding without the aid of original text, i.e. has
memorized and can verbalize the content of assignments
B= has memorized and can verbalize the content of assignments and connects the material at hand with other aspects of
the class
A= achieves all the above and is able to say something new about how this material connects to other material
A more detailed understanding of what different grades mean includes the following:
A: Outstanding. Excellent.: Indicates a student who demonstrates thorough knowledge of concepts and frameworks and
exceptional skill in the application and articulation of those concepts and frameworks in satisfying course requirements.
Demonstrates the ability to analyze and synthesize materials from both inside and outside the classroom. Participates
thoughtfully and extensively in class discussions and group exercises. Is not late for or absent from class.
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B: Good. Competent.: Indicates a student who has good, above average, level of knowledge of concepts and frameworks
together with considerable skill in using them to satisfy course requirements. Participates regularly in class discussions
and group exercises. Is rarely late for or absent from class.
C: Average. Fairly Competent:
Indicates a student who has a basic, acceptable level of knowledge of concepts and frameworks together with some skill
in using them to satisfy course requirements. Follows assignment directions and meets deadlines. Participates in class
discussions and groups exercises. Is not late for or absent from class more than three times.
D: Below Expectations. Passing: Indicates a student who has minimal knowledge of concepts and frameworks and below
average ability to use them to satisfy course requirements. Communication skills below what is expected of a college
student. Fails to attend regularly and to participate appropriately in class exercises.
F: Well Below Expectations. Failure: Indicates a student who shows little or no understanding of concepts and
frameworks and is unable to relate materials from inside and outside the classroom. Student fails to seek assistance from
appropriate resources for improvement; is consistently late in meeting course requirements; and is habitually late for or
absent from class. Fails to participate appropriately in classroom discussion and group exercises.
ADDITIONAL COURSE POLICIES:
Incompletes: Incompletes will only be given if the student meets the university requirements outlined in the following
document: http://www.ncsu.edu/policies/academic_affairs/pols_regs/REG205.00.13.php
Late Arrivals, Absences, and Attendance: Attendance is required. Classroom doors will close at the beginning of class,
and late arrivals will not be allowed entry. There will be no makeup of missed assignments, exams, presentations and
except as defined by University policy on excused absences. Anticipated absences must be cleared with the instructor
before missing class and confirmed in writing. For more information on excused absences please consult:
http://www.ncsu.edu/policies/academic_affairs/pols_regs/REG205.00.4.php
Academic Integrity: Assignments in this class are intended to assess individual knowledge and understanding of the
subject material addressed in this class. Cheating or plagiarism will not be tolerated. All individuals involved in an act of
academic dishonesty will be reported to the Office of Student Conduct. If you have any questions about what constitutes
academic integrity and the potential penalties incurred therein, please consult:
http://www.ncsu.edu/policies/student_services/student_conduct/POL445.00.1.htm
Open Learning Environment: The intention and structure of university level courses are to provide open, thoughtful
forums for a wide variety of topics. While discussing these topics, students shall not discriminate on the basis of “race,
color, religion, creed, sex, national origin, age, disability or veteran status” as outlined in the University’s Unlawful
Harassment Policy, available at: http://www.ncsu.edu/policies/campus_environ/non-discrimination/REG04.25.4.php
If you have a concern in this regard, please contact the Equal Opportunity Office at 515-3148, or contact the instructor.
Physical or Learning Disabilities: Reasonable accommodations will be made for students with verifiable disabilities. In
order to take advantage of available accommodations, students must register with Disability Services for Students at 1900
Student Health Center, Campus Box 7509, 515-7653, and present the instructor with a letter indicating what types of
accommodations will be required. Please consult: http://www.ncsu.edu/provost/offices/affirm_action/dss . For more
information on NC State’s policy on working with students with disabilities, please consult:
http://www.ncsu.edu/policies/academic_affairs/courses_undergrad/REG02.20.1.php
ASPECTS OF THIS SYLLABUS MAY CHANGE IN ACCORDANCE WITH UNFORESEEN CIRCUMSTANCES. ANY
CHANGES WILL BE ANNOUNCED IN CLASS AND POSTED ON THE COURSE’S VISTA SITE.
ALWAYS BRING ASSIGNED READINGS TO CLASS, AS WE WILL USE THEM IN OUR ACTIVITIES
COURSE SCHEDULE:
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Thurs, Aug 19
Topic
Introduction and
Course Overview
Tues, Aug 24
Topic
What’s global
about
globalization?
Thurs, Aug 26
Tues, Aug 31
Thurs, Sep 2
For Today
For Today
1. Email a syllabus question to Amanda; answers posted on VISTA
2. Read Ch. 1 of GP and “Introduction” to Myth of Continents VISTA
3. Write 5-paragraph essay on “What Int’l Studies Means to Me”
4. With your partner, bring in an object that represents what int’l studies
means to both of you
5. TICKET IN= essay; news and analysis (Ch. 1 vocab);
reading response for Myth…
________________________________________________________________
Topic
Ethnicity, Pt. 1
For Today
1. Read Ch. 2 of GP
2. TICKET IN= news and analysis,
3. News and Analysis Panel - Chs. 1 and 2 (see list of invalid words)
4. On-line discussion and voting on vocabulary now available.
Participation is optional, but results will determine which vocabulary
appears on exam.
________________________________________________________________
Topic
Ethnicity, Pt. 2
For Today
1. Read Chapter 3 of GP
2. TICKET IN= news and analysis
3. News and Analysis Panel – Ch. 3
________________________________________________________________
Topic
Economic
Development, Pt. 1
For Today
1. Read Chapter 4 of GP
2. TICKET IN= news and analysis
3. News and Analysis Panel – Ch. 4
________________________________________________________________
Tues, Sep 7
Topic
Economic
Development, Pt. 2
For Today
1. Read Chapter 5 of GP
2. TICKET IN= news and analysis;
3. Read Chapter 5 first then watch “The World Bank: The Great
Experiment” at the library or online (see VISTA site); complete
study guide on “WB” film (worth a separate 4 points)
________________________________________________________________
Thurs, Sep 9
Topic
Mid-point
Exam review
For Today
1. Review readings to date
2. Take practice exam posted on VISTA site
3. TICKET IN= 3 sample exam questions; list of concepts for review
4. On-line discussion and vote: which vocab should be on the exam?
Results to date announced in class.
5. News and Analysis Panel – Ch. 5
_________________________________________________________________
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Tues, Sep 14
Thurs, Sep 16
Tues, Sep 21
Thurs, Sep 23
Topic
Ecology and
Health, Pt. 1
For Today
1. Read Chapter 6 of GP
2. TICKET IN= news and analysis
3. News and Analysis Panel – Chs. 6
_________________________________________________________________
Topic
Ecology and
Health, Pt. 2
For Today
1. Read Chapter 7 of GP
2. TICKET IN= news and analysis
3. News and Analysis Panel – Ch. 7
_________________________________________________________________
Topic
Peace and
War, Pt. 1
For Today
1. Read Chapter 8 of GP
2. Read debate posted on VISTA in preparation for our own debate:
Is the war in Afghanistan winnable?
3. TICKET IN= news and analysis
4. News and Analysis Panel – Ch. 8
________________________________________________________________
Topic
Peace and
War, Pt. 2
For Today
1. Read Chapter 9 of GP
2. TICKET IN= news and analysis
4. News and Analysis Panel – Ch. 9
________________________________________________________________
Tues, Sep 28
Topic
Exam review
For Today
1. Study for exam
2. Mock exam still available on VISTA
3. TICKET IN= 3 sample exam questions; list of concepts for review;
4. On-line discussion and vote: which vocab should be on the exam?
Results announced in class.
___________________________________________________________________
Thurs, Sep 30
Topic
For Today
Exam
1. Study for exam
___________________________________________________________________
Tues, Oct 5
For Today
1. Read the following posted on VISTA:
a. “Profile of Study Abroad Students”
b. “Mobile Students”
c,“What Students Learn Traveling”
d.“The Moral Ambiguity of Study Abroad”
e.“Response to Moral Ambiguity…”
2. TICKET IN= reading response
___________________________________________________________________
Thurs, Oct 7
No class, Fall Break
___________________________________________________________________
Tues, Oct 12
6
Topic
Exam follow-up
Tourism: Student
Perspectives
Topic
Tourism:
For Today
1. Read “Tourism and Biodiversity” (all parts)
Ecological and
2. TICKET IN= reading response
Economic Perspectives
___________________________________________________________________
Thurs, Oct 14
Tues, Oct 19
Topic
For Today
Tourism:
1. Read “Archaeologists on Mundo Maya” posting on VISTA
Local, Ethnic
2. TICKET IN= reading response
Perspectives, Pt. 1
___________________________________________________________________
Topic
Tourism:
Local Ethnic
Perspectives, Pt. 2
For Today
1. Read “Juarez on Tulum” posting on VISTA
2. TICKET IN= reading response
___________________________________________________________________
Thurs, Oct 21
Tues, Oct 26
Thurs, Oct 28
Topic
Tourism:
Perspectives
In the News
For Today
1. Revisit our news sources for information about tourism. Search
the sites’ archives and go back as far as 5 years if necessary to
answer the following questions in a ‘news and analysis’: What
perspectives has the news used to report on tourism in Yucatan
(you can include Cancún)? What perspectives has the news used
to report on tourism in Mexico? What perspectives has the news
used to report on tourism more generally?
2. TICKET IN= reading response
___________________________________________________________
Topic
Tourism and Study
Abroad
Paper
Review
For Today
1. Revisit class notes, reading responses, and tourism/travel readings to
complete reading comparison worksheet.
2. Review grading rubrics posted on VISTA
3. Review writing and editing handouts posted on VISTA
4. Review university course catalogue in preparation for ‘course of
study’ portion of paper
5. TICKET IN=paper outline worksheet
____________________________________________________________________
Topic
Papers
Vote on case study # 2
For Today
1. Paper due (see directions above)
___________________________________________________________________
Tues, Nov 2
Tues, Nov 23
Topic
TBA
For Today
TBA
___________________________________________________________________
Thurs, Nov 25
no class, Thanksgiving Break
Tues, Nov 30
Topic
TBA
For Today
1. Portfolios due
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Thurs, Dec 2
Topic
For Today
Portfolios Returned
Final Papers Due
Re-Opening of Time Capsule
The Ground Rules for a Seminar
*(adapted from “Participating in Seminars: Some Introductory Comments Prepared for Students in Liberal Studies and
English Classes” Malaspina University-College, Nanaimo, BC, July 1998; http://www.mala.bc.ca/~johnstoi/seminars.htm)
While a seminar is a good deal more relaxed and free-wheeling than, say, a lecture, it does have some rules.
Participants need to be aware of these in order to understand the responsibilities of all seminar participants.
1. The seminar is, above all, a gathering of equals. That means that everyone has an equal right to be heard
and an equal responsibility for keeping the seminar working properly. While the seminar will normally have a
leader, usually the instructor, that leader is one among equals. The leader's duties usually involve getting the
seminar started, occasional prompting, if necessary, and winding things up at the end. Beyond that, however,
the leader has no particular duty greater than anyone else's for keeping the conversation going in a useful
manner. Hence, if you are experiencing some problems in the seminar, the first question to consider is this:
What can you, as an equal member of the group, do to help remedy the situation?
2. Seminars should be informal, but also polite. People's views should be treated with respect (which does not
mean that they cannot be challenged), and the normal courtesies of polite conversation should be observed. If
there is a breach of politeness, each member of the group has the responsibility for pointing it out and helping
to remedy it. It is important to remember that courtesy is not just a matter of verbal niceties. One's courtesy
also manifests itself in one's tone, bodily posture, and particular activities, so that things like slouching, sitting
away from the table, eating, knitting, yawning, and so on can affect the discussion for the worse.
3. A seminar conversation involves everyone at the table. Therefore, remarks are directed to all participants,
not just to the leader of the seminar or to any other person in particular.
4. While seminars have no predetermined structure, they usually have a very specific focus (a text, a particular
part of a text, a single issue). Hence, the business of the seminar is to stay on that focus. Digressions are not
unusual (and sometimes useful), but often they need to be controlled and, if necessary, ended, so that
participants’ attention may direct itself once again onto the specific focus. Here again, all participants have an
equal responsibility for dealing with any problems of this sort.
How To Be a Good Seminar Participant
Most students require practice in order to participate successfully in a seminar. The following points should
help you to focus your attention on some things directly relevant to good seminar participation.
1. To begin with there are some obvious basic points. Participants should arrive on time and stay for the length
of the seminar (interruptions are irritating, and missing part of the conversation can lead to repetition). You
should have the correct text with you. Participants should also attend carefully to what is going on, ready to
contribute and displaying interest in the proceedings.
2. Seminars require preparation. To be a good seminar participant you need to have read the material
(preferably more than once) and to have thought about it. You should bring to the meeting some considered
reflections about the topic under discussion. It is particularly irritating for those who have so prepared
themselves to have to listen to someone who has not read the material but who wishes to deliver a series of
opinions on it anyway or who needs to be told the story line or the argument. One of the best ways to prepare
well for a seminar is to meet with one or two people beforehand to discuss the material (perhaps over lunch or
the evening before).
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3. In preparing for the seminar, think carefully about the lead-in focus question, if there is one. You might jot
down a couple of points you could raise in connection with it. In addition, as you read the assigned text, make
a note of anything you find really puzzling or irritating or exciting, something that might form the basis for a
question or comment you would want to ask the seminar participants to respond to. You might like to think
about any useful comparisons with other books or other information you might like to introduce. You do not
have to come to the seminar with your mind absolutely made up about the text under discussion (that's
probably not a good idea).
4. The most difficult and important skill in effective seminar participation is good listening. You need to attend
carefully to what others are saying. And then you need to learn to respond intelligently and helpfully. A seminar
is not just a collection of individual points of view declared one after the other. It has a rhythm, often an
unpredictable rhythm, which is established, above all, by the ways in which the participants respond to each
other. If someone's contribution is puzzling, then ask him to continue, taking care of a particular trouble you
have with a point he raised. If the contribution is very good, tell the speaker so. If you disagree or have an
alternative point, then put that on the table. As in a conversation, in a seminar the participant has to be flexible,
adjusting participation to what is happening moment by moment. This is the major challenge of the process.
5. Participants need to be careful of interrupting someone else. This habit can close some participants down so
that they are reluctant to contribute. By the same token, participants should recognize that they have the
responsibility for keeping the discussion focused on the matter at hand. Thus, you should, when necessary,
challenge the relevance and the direction of certain remarks. Just because you need to be polite does not
mean you cannot be firm in requesting the return to a main point or one abandoned too quickly.
6. It is entirely appropriate in a seminar to decline to respond if someone asks you a direct question. If you
have nothing relevant to say on the point, there is no need to pretend. Simply decline the invitation, and let the
seminar continue.
7. Good seminar participation does not depend upon the frequency or length of one's remarks. In fact, the
person who is always ready to jump in at the slightest opportunity or whose opinions are delivered at great
length can often harm a seminar, first, by excluding others and, second, by encouraging others to rely on her to
pick up any slack moments. Hence, you should constantly assess the nature of your contributions. Are you
speaking up too much? Do you tend to make very long comments? Is the group getting to depend upon you
too much? In this regard, you need to consider what one might call one's conversational "trigger finger." This
phrase refers to the time people take to react to a question or to someone else's point. Some people react very
quickly and are ready to jump in with their views; other people need time to reflect on how they are going to
respond. If those with a quick conversational trigger finger take over, the others rarely get a chance to speak
up, because by the time they are ready the subject has shifted to something else.
8. It is particularly important for good seminar participation that you remain alert to the group dynamics in the
seminar. For example, some people find it difficult to speak. Perhaps you could invite them to state their views
on something, or encourage them in some way to join in. The best participants in seminars are those who not
only provide interesting and relevant comments themselves but also actively encourage others to join in.
9. Finally, a good seminar participant will reflect upon the nature of her seminar activities, paying particular
attention to any habits she is falling into. Are you always sitting in the same chair? Do you always speak up
early? Do you have one particular form of comment which you always use? How much time do you usually
take to make a point (are you too brief or too long-winded)? And so on. To derive the best learning from the
seminar experience, you should learn to experiment with different styles.
Some Problems Which Can Arise
Because seminars are in many respects unstructured and the power is distributed equally among the
participants, certain problems can arise. As mentioned before, these problems belong to all participants, and it
is thus the responsibility of everyone to remain alert to them and to work at mitigating them, if they do arise.
9
1. Certain people find putting their own comments into the discussion very difficult and thus tend to remain
quiet for the entire seminar. If you are one of these people, you should really try to break your silence. Often a
good way to do that is to prepare an answer to the focus question or raise some issues about it in advance and
then put your view on the table immediately, before the conversation gets up a full head of steam. Alternatively,
you might at some point ask someone to explain a point further, because there is something about it you do
not understand. Remember that the seminar is the best educational opportunity you are going to have to learn
to speak up; you are among friends and peers, and there is no threat in the situation. So make the most of it,
even if you have to force yourself the first few times. Beyond this, those who do not find speaking up a problem
have a responsibility for encouraging those that do. If there are people who never speak at all, then everyone
in the seminar is failing in some way.
2. A different problem can arise from people who talk too much, who insist on taking up more than their share
of the common time. Here again the best solution to this is some self-assessment and self-control. However, if
the situation gets out of hand, it is entirely appropriate for someone to point out to the participant that he is
taking up too much of the time (perhaps a private word first, rather than as a general group comment). The
same is true for people who constantly speak up with irrelevant digressions, taking the attention away from the
specific focus of the discussion. Everyone has the duty to pull the discussion back.
3. Absenteeism can be a major problem. A seminar is a social process, and it will not work properly unless all
participants are all there most of the time. Hence, missing a seminar is not just a personal loss for you; it
deprives everyone in the group. Seminar-style learning places a very high priority on attendance.
4. If there are serious problems, like severe clashes of personality, which you feel are inappropriate to bring up
in front of the group, then you should talk to the seminar instructor as soon as possible. You should never
continue to participate in a seminar with concealed feelings of frustration or anger. The instructor may be able
to do something to help. Often it may be helpful to talk the matter over with someone else in the seminar first.
Grading Seminar Participation For grading, the instructor considers, above all, the following points (which
should be obvious from the above remarks):
--preparation (Did the student have the book? Did the student read the book and come prepare to focus on the
issues of the day?);
-- quality of the contributions to the discussion (Did the student contribute some relevant and intelligent
questions, answers, doubts about matters arising in the discussion? Were the remarks relevant? Did any of the
remarks challenge the participants in useful ways?);
--nature of the participant's interaction with others (Did the student listen well? Did she encourage others to
speak up? Did she ask useful questions or offer helpful follow-up remarks to keep the flow of the conversation
polite and relevant?);
--some negative points: excessive digressions; verbal or non-verbal hostility, indifference, boredom, ridicule;
over-eagerness to contribute; refusal to put any views on the table.
The following is a sample grading rubric for seminar participation.
Seminar Grading Rubric
Student
Doe, J.
Jones, J.
Smith, J.
10
Reading
Response
Made
Comment
Posed
Question
Related
Idea to
Another
Student’s
Cited
Text
No
Text
Called
on
“pass”
Called
on
response
Misc.
Neg.
Misc.
Pos.
Words that do NOT qualify for Ticket In or News and Analysis Panels
(The following are taken from the 2nd edition of Global Perspectives. Their meanings should already be well known to
students.)
Ch. 1: state, government, globalization, patriotism
Ch. 2: immigration, racism, refugees, sexism
Ch. 3: tolerance, patriotism, alternative perspectives
Ch. 4: developing world, productivity
Ch. 5: all words qualify
Ch. 6: acid rain, deforestation, extinctions, global warming, greenhouse gases, malnutrition, toxic pollutants
Ch. 7: AIDS
Ch. 8: negotiations, nuclear war, peace, perceptions, politics, power, terrorism, war
Ch. 9: all words qualify
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