at Stony Brook, Federated Learning Communities Program
301: Global Identities, Cultures, and Institutions
Hermann Kurthen (email@example.com, phone: 632-7717)
Assistants: Wendy Christensen (firstname.lastname@example.org); Rebecca Woloszyn
Hours: Wednesday 4-6 p.m. & by appointment at SBS-S443
The Federated Learning
Community (FLC) is a program which focuses on an issue of major societal
importance and leads to an academic minor. The program enables students
to register for a cluster of courses arranged around a specific issue.
The "core" program seminar focuses and integrates the material
of the federated "theme" courses in a small community setting
of about 25 -30 students. Students may earn a minor in Globalization (GLS)
by completing 24 credits in a sequence of their own choice, including
both program seminars FLC 301 and 301, plus any six of the other courses
with a grade of C or better. The topic for Spring
2002 is Global Technoscience,
Communications, and Environment.
A goal of the FLC is to
engage students in a holistic way that touches their personal lives as
well as their academic interests and allows them to gain a hands-on experience
combining theory and practice, including a variety of extracurricular
activities. The objective is to practice skills, such as writing (issue
reports, short essays, briefing handout, and class minutes); group research
projects, oral presentations, webpage design, community assignments (USB
Diversity month events), organizing an outing or field trips (e.g., U.N.,
movies, plays, conferences), pizza parties, and meetings with scholars.
In the FLC program seminar students will extensively collaborate in small groups called "issue delegations" organized around the topics covered in the program course and at least one other "theme" course they are enrolled in. Each team will be responsible for
preparing a 30 minutes issue class briefing (copied handout
to all students, including 5-10
questions) based on the required and recommended reading for a topic (see
for briefing examples http://www.sinc.sunysb.edu/class/soc401).
An issue delegation will also have to write the minutes
(3-4 pages) of one class session during the semester. Minutes shall be
made available to all class members through E-mail at least 24 hours before
next class (for example see above website).
· During the semester the issue delegation will also engage in an extracurricular project related to their topic, such as doing a research or case study project, setting up a web page, interviewing an expert of their topic and writing an article for a student paper, active participating in a topic related event (conference, play, movie) and presenting an observation report, etc.
· At the end of the semester, each delegation as a team must present a theoretically and empirically informed printed team issue report of about 10-15 pages which will count as a collaborative term paper. The report ties together the team's prior class briefing, the ensuing class discussions, extracurricular activities, and the team's research interests. The term papers will be discussed during the last two class sessions. Topics have to be agreed upon by the instructor early in the term. The final version of the collective hard copy term paper is due no later than Wednesday, December 17, 5 pm at the instructor's office.
· There will be a short mid-term essay exam.
A typical class will start
with a short discussion of the minutes of the previous session and a report
from extracurricular projects, followed by a class briefing and discussion
of questions. After a short break with food & drinks, the invited
"theme" instructor from a federated course will give a 30-40
minute guest lecture, followed by a Q&A session and a summary.
Calendar: "Global Identities, Cultures, and Institutions"
If you have a physical,
psychological, medical or learning disability that may impact on your
ability to carry out assigned course work, I would urge that you contact
the staff in the Disabled Student Services office (DSS), Room 133, Humanities,
632-6748v/TDD. DSS will review your concerns and determine with you what
accommodations are necessary and appropriate. All information and documentation
of disability are confidential.
Class reader (can be purchased from instructor)
Kincaid, Jamaica. 2000. A Small Place. New York: Farrar,
Straus & Giroux (available
at Stony Books)
IAEA Annual Report 2000 can be downloaded from the Web at:
Barber, Benjamin. 1996. Jihad versus McWorld. NY: Ballatine.
Held, David and Anthony McGrew (eds). 2000. The Global Transformation
Reader: An Introduction to the Globalization Debate. Cambridge, UK:
Kalb Don et al. (eds). 2000. The Ends of Globalization. Bringing
Society Back In. Lanham: Rowman & Littlefield
Lechner, Frank and John Boli (eds). 2000. The Globalization
Reader. Cambridge, UK: Blackwell.
Mingst, Karen A. and Margaret P. Karns. 2000. The United Nations
in the Post Cold War Era, 2nd edition. Westview Press.
O’Meara et al. (eds). 2000. Globalization
and the Challenges of a New Century, Bloomington: Indiana University
Waters, Malcolm. 1995. Globalization. London: Routledge.
to ask when evaluating the reading
What central problem does this author seek to address?
How does the author seek to address this question?
Are the methodologies and data sources appropriate and the interpretation
What other methodologies and data sources might also provide insights
into this question?
How does this author's argument compare/contrast with others we
What contribution does this author make to the topic discussed?