Course Syllabus, Fall 2010
Content
(final, 23 Aug. 2010)
Hunger: Causes, Consequences, and Responses
HUSC 2000/2007 Fall Semester, 2010 - 3 credits Tuesdays, Thursdays – 11:00 – 12:15 Spidle Hall 220 Professor Douglas Casson Coutts, UN World Food Programme Office: 356 Spidle, Office phone: 844-3215, Cell phone: (334) 728-4350 Office Hours: By appointment only Email: [email protected] or [email protected] Course Description
This course will examine hunger as a complex issue of sustainable human development. Topics to be covered include root causes and consequences of both domestic and global hunger, as well as current responses and potential solutions. The course will also focus on helping students develop a skill set for global citizenship that includes opportunities for advocacy, leadership, and critical thinking.
Learning Outcomes
Students completing this course will: • • • Understand hunger, its causes, consequences, and responses, as a sustainable human development issue. Learn to apply critical thinking skills in addressing hunger as a multidisciplinary, socially complex issue. Develop and begin to demonstrate: 1) advocacy skills that can engage individuals and communities and affect social policy; 2) leadership skills that will facilitate hunger activism at domestic and/or global levels; and 3) the capacity to think and act as a global citizen. 1
Instructional Methods
A lecture/discussion format will serve as the foundation for in-class instruction with World Food Programme and other hunger-related films and documentaries serving as supplemental learning tools. Experiential activities that incorporate active learning techniques also will be used. A tentative schedule of course topics is included at the end of this syllabus which is subject to revision during the course of the semester. The instructor reserves the right to revise the syllabus and grading system when necessary.
Course Requirements
The main text assigned for this course is: Roger Thurow, Scott Kilman, Enough: Why the World's Poorest Starve in an Age of Plenty PublicAffairs (2009) ISBN-10: 1586485113 Joel Berg, All You Can Eat – How Hungry is America? , Seven Stories Press (2008) Additional Readings: There will normally be one or two readings required per class/week either from the reading list (at the end of this syllabus) or from an article posted on the Blackboard. Additional readings and webcasts will be added as appropriate and will be posted in advance on Blackboard. .
Course Evaluation and Grading:
This course has been designed so that it is possible for EVERYONE to earn an “A”. As your instructor, I am committed to each and every single student in this class earning an “A”. Whether or not you do so will depend on your own level of effort and performance. Everyone in this class has the same potential and opportunity to earn an “A”. Components (HUSC 2000/2007) • Writing assignments (30 %). Writing assignments will be based on classroom lectures, presentations, discussions, service learning experiences, and other material: Total of three worth 30 % of the final grade. These assignments will be discussed at length in class and a separate handout with specific guidelines for writing assignment assessment will be provided. Service learning experience (20 %). Students will complete 20 hours of service learning at the East Alabama Food Bank, Community Market; Farmer’s Market; Church Food Pantries or Soup Kitchens; Auburn University Campus Kitchens Project or related activities. This assignment will be discussed at length in class and a separate handout with specific guidelines and methods of assessment will be provided. Exams (40 %) = Exam I: 15 %, Exam II: 25% - exams will consist of multiple choice and T/F questions, fill in the blank, and essay questions. Class Attendance (5 %) and Participation (5 %) – will be given to all student with less than one unexcused absence during the semester and to all those who actively participate in class (in the opinion of the instructor). 2
•
• •
Grading Scale: 90-100 %=A; 80-89 %=B; 70-79 %=C; 60-69 %=D; <60 %=F Honors Component (HUSC 2007) In addition to the requirements listed above, honors students will: • In-class Presentation (15 %) – Literary Circle Groups will read one of the book from the suggest reading list and provide a class presentation based on this book. This assignment will be discussed at length in class and a separate handout with specific guidelines and methods of assessment will be provided. Complete 10 additional service learning hours for a total of 30 hours (see service learning description for HUSC 2000/2007).
•
Evaluation of Honors Students will be distributed according to: • • • • • Literary Circle Group Presentation: 15 % Writing assignments (as outlined for HUSC 2000/2007 above): 15% Service learning experience: 20 % Exam I: 15 % Exam II: 25 % (as outlined for HUSC 2000/2007) Class Attendance (5 %) and Participation (5 %)
Honors Grading Scale: 90-100 %=A; 80-89 %=B; 70-79 %=C; 60-69 %=D; <60%=F
Special Accommodation for Students with Disabilities Students who need special accommodations should make an appointment to discuss the Accommodation Memo with the instructor as soon as possible. If you do not have an Accommodation Memo but need special accommodations, contact The Program for Students with Disabilities, 1244 Haley Center, 334844-5943. Academic Honesty All portions of the Auburn University SGA Student Academic Honesty Code (Title XII) found in the Tiger Cub will apply in this class. This code is premised upon personal integrity and honesty in all academic work. Sanctions imposed for violations of the Honesty Code may include: a zero grade for an exam or assignment; a course grade of F with the transcript notation “assigned for academic dishonesty”; suspension and/or expulsion from the University. The instructor takes instances of academic dishonesty very seriously and will seek the strictest sanction for students who violate the Honesty Code. Please see the SGA Code of Laws for the list of possible violations especially plagiarism. A student’s failure to recognize what actions constitute academic dishonesty is not considered an acceptable excuse. The onus is on you, the student, to understand and follow the Code. 3
Academic Dishonesty and Plagerism Cheating, forged excuses, or plagiarism will result in disciplinary action, which can range from a lowered grade, to failing the course. The offense will also be reported to the University Academic Dishonesty Committee, which has the power to remove a student from the university. Students should become familiar with the policies regarding plagiarism in The Tiger Cub. It is very important to understand plagiarism when working on any writing assignment. The instructor will gladly assist any student who is unclear about what constitutes plagiarism. You will also need to complete the plagiarism exercise created by the University of Adelaide in Australia. It is based upon a resource written by Ted Frick at Indiana University. To document the completion of the plagiarism exercise, please attach a copy of the final webpage (“Quiz Completed”) that asks for your name, etc. You do not have to actually submit comments or your name back to the University of Adelaide, but must at least print the page with your name included. The link to the exercise is: http://www.adelaide.edu.au/clpd/online/examples/media/PoliticsPlagiarismQuiz/page01.htm I will also put a link to this exercise in Blackboard Weblinks.
Class Attendance and Participation: Attendance and participation in class can greatly enhance your understanding of the material and help your grade. Good note-taking is also vital to success in any lecture-based course. While the instructor will provide a basic PowerPoint lecture outline for most (but not all) of the classes which will be made available after the class, you must also take additional notes on your own. If you find yourself struggling to keep up with note-taking during class, the Office of Academic Support Services (315 Martin Hall, www.auburn.edu/student_info/student_affairs/- success/support/) can offer help in developing classroom and study skills to make it easier. Readings will be assigned prior to each class on Blackboard. Students will be expected to have read and be prepared to discuss these readings in class. Completion of reading before the designated class is required. Reading preparation points work as follows: you start out with 50 points based on 5 % of your grade. At the beginning of each class with a reading assignment the instructor will call on members of the class to respond to questions about the reading. If you cannot respond, or otherwise demonstrate that you have completed the reading, you will lose 5 points. We will be careful to select every student in the class for questioning. Attendance will be taken at each class period, partly as a way of learning your names and partly as a record. Poor attendance will affect your class participation grade. Unexcused absences greater than 1 week’s worth of classes (i.e. 2 classes for a T,TH class) will result in a 5 % reduction per absence from class participation grade. Punctuality is also important and students are expected to be on time and in their seats for when the class begins at 9:00. Chronic tardiness will also result in a 5 % reduction in grade. Guidelines for attendance, including excused and unexcused absences, are listed in the Tiger Cub. 4
Active class participation, including constructive comments, is encouraged and expected by the instructor and is also an indicator of student interest, understanding and engagement in the subject matter. The success of this class will depend in large part on the full participation of each student and the exchange of ideas and perceptions. Participation can take various forms and will be different for each person. Some examples of “participation” include: asking relevant questions, verbally examining a concept or perception, listening actively, and learning from your colleagues about their own discipline. For those of you who feel insecure about speaking up in class, you can fulfill your class participation requirement by participating in the Blackboard Forum on a regular basis. Obviously, behaviors like sleeping and talking with your classmates indicate a lack of attention and focus. Likewise, civility in the classroom is crucial to enlightened discussion. Students who show disrespect for the ideas and expressions shared during lectures and discussions will fare poorly in their discussion grade. While grading for class participation is necessarily a subjective assessment, your participation will be evaluated based on your preparedness for class and the frequency and quality of your comments. We will gladly discuss with you, during office hours, our assessment of this aspect of your grade during the semester. Class Conduct and Communication Students are expected to behave in a respectful manner toward the professor as well as toward guest speakers and fellow students. If your behavior in class becomes disruptive or distracting to anyone, you will be asked to leave the classroom. (This includes ringing cell phones, reading the newspaper, talking loudly to the people sitting around you, sleeping, etc.) Students are expected to arrive to class on time and remain until the conclusion of class. In addition, any form of discrimination or harassment will not be tolerated. Interaction with Professor I am happy to set up an appointment to meet with you at a mutually convenient time. See me before/after class or email me to set up an appointment. Pls. note that due to other commitments I cannot always guarantee that I will be able to spend quality time with you if you just “drop by” my office – always best to make an appointment first. I will also plan to meet with each of you for at least one 30 minute meeting during the semester to discuss your progress in the course. General Exam Policy There will be two exams in this course – one mid-term and one final (which will not be cumulative but may still draw on major concepts and key issues from the entirety of the course). Both exams will include multiple-choice and short-answer questions that draw upon in-class lectures, discussions, activities as well as assigned reading material. There will be no unannounced quizzes. If you are not in class on the day an announced exam is given you will receive a grade of 0 on that exam. Make-up exams for university approved excused absences must be arranged with the instructor within one week of returning to class (see details below). Exam attendance is mandatory. Students are expected to be on time and will be docked points from their exam score for being late. Students are responsible for bringing their own Blue SCAN FORMS with # 2 pencils and their Student ID Card to the exam. Students are also responsible for making sure that their SCAN FORM is correctly filled out to ensure proper grading. 5
Missed Exam Make-Up Policy: A. The student can make up an exam if the absence was APPROVED IN ADVANCE by the instructor. This will only occur in rare situations involving sickness, required participation in official University events, or extenuating circumstances. Approved absences will be those outlined in the Tiger Cub. B. The absence was due to a LEGITIMATE EMERGENCY FOR WHICH IT WAS NOT POSSIBLE TO OBTAIN ADVANCED APPROVAL. In this situation, the student must contact the instructor as soon as possible and must provide documentation that: (1) the emergency was legitimate; AND (2) advanced notification/approval was not possible. Students must present a verifiable written excuse within one week of the missed exam date. Students who miss an exam and have satisfied one of the above conditions will be allowed the opportunity for a make-up test and are under the jurisdiction of the guidelines established for academic honesty in the Tiger Cub Handbook. All make-up exams are essay format. The make-up exam will take place at the end of the semester at a time and place to be announced. Auburn University Diversity Statement Diversity at Auburn University encompasses the whole of human experience and includes such human qualities as race, gender, ethnicity, physical ability, nationality, age, religion, sexual orientation, economic status and veteran status. These and other socially and historically important attributes reflect the complexity of our increasingly diverse student body, local community and national population. Auburn University recognizes and values the considerable educational benefits emanating from diversity as we prepare our students for life and leadership in a multicultural world. Students who interact with and learn about people from a variety of backgrounds are more apt to understand, appreciate and excel in the community they inhabit. In this context, diversity is aligned with Auburn University’s land grant mission of providing its students with a superior education in service to the needs of Alabama, the nation and the world. Final Thought This syllabus provides a basic structure for our time together this semester. As events occur in the world (and interests develop in class), however, we might feel the need to change our topics slightly to allow for discussions of current events or to extend discussions of topics. Please don’t hesitate to ask questions in class, in person, or by e-mail. Good luck and enjoy the class!
6
Suggested Book List – for reference:
Sharman Apt Russell, Hunger – An Unnatural History, (Perseus Book Group, 2006) ISBN -13 978-0465-07163-0 Paul Collier, The Bottom Billion: Why the Poorest Countries Are Failing and What Can Be Done About It (Oxford University Press, 2007) ISBN 978-0-19-531145-7 (cloth) George McGovern and Bob Dole, Ending Hunger Now: A Challenge to Persons of Faith (Fortress Press, 2005) ISBN 0-8006-3782-8 Jeffrey D. Sachs, The End of Poverty: Economic Possibilities for our Time (The Penguin Press, 2005) ISBN 1-59420-045-9 Tony P. Hall, Changing the Face of Hunger (W Publishing Group, 2006) ISBN 0-8499-0050-6 George McGovern, The Third Freedom: Ending Hunger in our Time (Simon & Schuster, 2001) ISBN 0-684-85334-5 Jared M. Diamond, Guns, Germs and Steel: The Fates of Human Societies (Norton, 1997) ISBN 0-39331755-2 Eric Schlosser, Fast Food Nation (Houghton Mifflin, 2001) ISBN 0-06-093845-5 Joseph S. Nye, Jr., Soft Power: The Means to Success in World Politics (Public Affairs, 2004) ISBN 158648-225-4 Dambisa Moyo, Dead Aid: Why Aid Is Not Working and How There Is a Better Way for Africa, (Farrar, Straus, Giroux – 2009) ISBN-10: 0374139563 William Easterly , The White Man's Burden: Why the West's Efforts to Aid the Rest Have Done So Much Ill and So Little Good, ISBN-10: 0143038826 Janet Poppendieck, Sweet Charity?: Emergency Food and the End of Entitlement (Penguin, 2009) ISBN-10: 0140245561
Reports Household Food Security in the United States, 2006, USDA/ERS, November 2007 Beyond Assistance: The HELP Commission Report on Foreign Assistance Reform, (Executive Summary and Introduction), December 2007 Hunger Report 2006: Frontline Issues in Nutrition Assistance (Bread for the World Institute) The State of Food Insecurity in the World, 2006: Eradicating World Hunger – Taking Stock Ten Years after the World Food Summit (FAO website) 7
Tentative Course Schedule (based upon Fall 2010 dates) (topics and sequence subject to change)
Class Day Date Topic Introduction – What is Hunger? (Enough – Ch. 1, 2) 1 2 Thurs. Tues. Aug. 19 Aug. 24 Syllabus Overview - Definition of Hunger, Famine Ethical considerations: Why Should We Care about Hunger? The Millennium Development Goals (MDGs) – UN 101 Hunger from a Historical and Cultural Perspective 3 4 Thurs. Tues. Aug. 26 Aug. 31 “Guns, Germs and Steel” Part I “Guns, Germs and Steel” Part II and III Developing a Framework for Understanding Hunger (Enough – Ch. 3) 5 6 Thurs. Tues. Sept. 2 Sept. 7 Hunger: Concepts and Measurement Hunger in the 21st Century Regional and Local Hunger and Malnutrition (Berg – Ch. 1, 2, 3) 7 8 Thurs. Tues. Sept. 9 Sept. 14 The Distinction between Global and Domestic Hunger Hunger in the United States Root Causes of Hunger (Enough – Ch. 7, 13 ) 9 10 Thurs. Tues. Sept. 16 Sept. 21 Environmental Degradation, Geographical Barriers and Acts of Nature (Natural Disasters) Hunger in Alabama: The Black Belt Hunger and Economics (Enough – Ch. 4, 15) 11 12 Thurs. Tues. Sept. 23 Sept. 28 Government and Trade Policies - Economic implications, Agribusiness, Global Markets, Biofuels, and the Green Revolution Government and Trade Policies (con’t.) – Environmental Issues and the Role of Business (Private Sector)
8
Vulnerability - Role of Women and Girls (Enough - Ch. 14) 13 14 Class Thurs. Tues. Day Sept. 30 Oct. 5 Date Mid-Term Exam Women and Girls in Relation to Hunger Topic The Relationship between Hunger and Learning (Enough – Ch. 12) 15 16 Thurs. Tues. Oct. 7 Oct. 12 Implications for Human Development and Long-term Societal Development – Relationship between Hunger and Learning Round Table Discussion and Exam Review The Relationship between Hunger and Health (Enough – Ch. 8, 11) 17 18 Thurs. Tues. Oct. 14 Oct. 19 Hunger and HIV/AIDS and Hunger and Other Diseases War, Conflict and Poverty
Operations in the Field – Studies in Hunger and Politics 19 20 Thurs. Tues. Oct. 21 Oct. 26 Case Study – Bangladesh Case Study – DPRK (North Korea)
Techniques for Mapping and Understanding Hunger 21 22 Thurs. Tues. Oct. 28 Nov. 2 Mapping Hunger – GIS (VAM)/ Vulnerability Assessment - GIS Lab Addressing and Responding to Hunger – Global (Enough – Ch. 9, 10, 16) 23 24 Thurs. Tues. Nov. 4 Nov. 9 The Global Hunger Organizations (Multilateral, Bilateral and NGO’s) “Real World” Implications in Development Operations – Corruption, Transparency and Accountability Addressing and Responding to Hunger – US Focus (Enough – Ch. 5, 6 ) 25 Thurs. Nov. 11 Foreign Aid: US Agency for International Development, The McGovern-Dole International School Feeding Program 9
26
Tues.
Nov. 16
US Government Domestic Programs: Food Stamps, WIC, School Feeding, The Farm Bill, USDA (Berg – Ch. 4) Class Presentations – Literary Groups
27
Thurs.
Nov. 18
Literary Circle Group Presentation – Book Report, Group 1 and Discussion Thanksgiving Break
28
Tues.
Nov. 30
Literary Circle Group Presentation – Book Report, Group 2 and Discussion
What Can We Do? Final Discussions (Enough – Ch. 17) 29 Thurs. Thurs. Dec. 2 Dec. 9 (or TBD) Dec.14 (TBD) Learning the Tools of the Trade Creating Political Will to End Hunger Exam review (45 mins) – Group Discussion
Tues.
Final Exam (8:00 am to 10:30 am) - Spidle Hall 220
10
Hunger: Causes, Consequences, and Responses
HUSC 2000/2007 Fall Semester, 2010 - 3 credits Tuesdays, Thursdays – 11:00 – 12:15 Spidle Hall 220 Professor Douglas Casson Coutts, UN World Food Programme Office: 356 Spidle, Office phone: 844-3215, Cell phone: (334) 728-4350 Office Hours: By appointment only Email: [email protected] or [email protected] Course Description
This course will examine hunger as a complex issue of sustainable human development. Topics to be covered include root causes and consequences of both domestic and global hunger, as well as current responses and potential solutions. The course will also focus on helping students develop a skill set for global citizenship that includes opportunities for advocacy, leadership, and critical thinking.
Learning Outcomes
Students completing this course will: • • • Understand hunger, its causes, consequences, and responses, as a sustainable human development issue. Learn to apply critical thinking skills in addressing hunger as a multidisciplinary, socially complex issue. Develop and begin to demonstrate: 1) advocacy skills that can engage individuals and communities and affect social policy; 2) leadership skills that will facilitate hunger activism at domestic and/or global levels; and 3) the capacity to think and act as a global citizen. 1
Instructional Methods
A lecture/discussion format will serve as the foundation for in-class instruction with World Food Programme and other hunger-related films and documentaries serving as supplemental learning tools. Experiential activities that incorporate active learning techniques also will be used. A tentative schedule of course topics is included at the end of this syllabus which is subject to revision during the course of the semester. The instructor reserves the right to revise the syllabus and grading system when necessary.
Course Requirements
The main text assigned for this course is: Roger Thurow, Scott Kilman, Enough: Why the World's Poorest Starve in an Age of Plenty PublicAffairs (2009) ISBN-10: 1586485113 Joel Berg, All You Can Eat – How Hungry is America? , Seven Stories Press (2008) Additional Readings: There will normally be one or two readings required per class/week either from the reading list (at the end of this syllabus) or from an article posted on the Blackboard. Additional readings and webcasts will be added as appropriate and will be posted in advance on Blackboard. .
Course Evaluation and Grading:
This course has been designed so that it is possible for EVERYONE to earn an “A”. As your instructor, I am committed to each and every single student in this class earning an “A”. Whether or not you do so will depend on your own level of effort and performance. Everyone in this class has the same potential and opportunity to earn an “A”. Components (HUSC 2000/2007) • Writing assignments (30 %). Writing assignments will be based on classroom lectures, presentations, discussions, service learning experiences, and other material: Total of three worth 30 % of the final grade. These assignments will be discussed at length in class and a separate handout with specific guidelines for writing assignment assessment will be provided. Service learning experience (20 %). Students will complete 20 hours of service learning at the East Alabama Food Bank, Community Market; Farmer’s Market; Church Food Pantries or Soup Kitchens; Auburn University Campus Kitchens Project or related activities. This assignment will be discussed at length in class and a separate handout with specific guidelines and methods of assessment will be provided. Exams (40 %) = Exam I: 15 %, Exam II: 25% - exams will consist of multiple choice and T/F questions, fill in the blank, and essay questions. Class Attendance (5 %) and Participation (5 %) – will be given to all student with less than one unexcused absence during the semester and to all those who actively participate in class (in the opinion of the instructor). 2
•
• •
Grading Scale: 90-100 %=A; 80-89 %=B; 70-79 %=C; 60-69 %=D; <60 %=F Honors Component (HUSC 2007) In addition to the requirements listed above, honors students will: • In-class Presentation (15 %) – Literary Circle Groups will read one of the book from the suggest reading list and provide a class presentation based on this book. This assignment will be discussed at length in class and a separate handout with specific guidelines and methods of assessment will be provided. Complete 10 additional service learning hours for a total of 30 hours (see service learning description for HUSC 2000/2007).
•
Evaluation of Honors Students will be distributed according to: • • • • • Literary Circle Group Presentation: 15 % Writing assignments (as outlined for HUSC 2000/2007 above): 15% Service learning experience: 20 % Exam I: 15 % Exam II: 25 % (as outlined for HUSC 2000/2007) Class Attendance (5 %) and Participation (5 %)
Honors Grading Scale: 90-100 %=A; 80-89 %=B; 70-79 %=C; 60-69 %=D; <60%=F
Special Accommodation for Students with Disabilities Students who need special accommodations should make an appointment to discuss the Accommodation Memo with the instructor as soon as possible. If you do not have an Accommodation Memo but need special accommodations, contact The Program for Students with Disabilities, 1244 Haley Center, 334844-5943. Academic Honesty All portions of the Auburn University SGA Student Academic Honesty Code (Title XII) found in the Tiger Cub will apply in this class. This code is premised upon personal integrity and honesty in all academic work. Sanctions imposed for violations of the Honesty Code may include: a zero grade for an exam or assignment; a course grade of F with the transcript notation “assigned for academic dishonesty”; suspension and/or expulsion from the University. The instructor takes instances of academic dishonesty very seriously and will seek the strictest sanction for students who violate the Honesty Code. Please see the SGA Code of Laws for the list of possible violations especially plagiarism. A student’s failure to recognize what actions constitute academic dishonesty is not considered an acceptable excuse. The onus is on you, the student, to understand and follow the Code. 3
Academic Dishonesty and Plagerism Cheating, forged excuses, or plagiarism will result in disciplinary action, which can range from a lowered grade, to failing the course. The offense will also be reported to the University Academic Dishonesty Committee, which has the power to remove a student from the university. Students should become familiar with the policies regarding plagiarism in The Tiger Cub. It is very important to understand plagiarism when working on any writing assignment. The instructor will gladly assist any student who is unclear about what constitutes plagiarism. You will also need to complete the plagiarism exercise created by the University of Adelaide in Australia. It is based upon a resource written by Ted Frick at Indiana University. To document the completion of the plagiarism exercise, please attach a copy of the final webpage (“Quiz Completed”) that asks for your name, etc. You do not have to actually submit comments or your name back to the University of Adelaide, but must at least print the page with your name included. The link to the exercise is: http://www.adelaide.edu.au/clpd/online/examples/media/PoliticsPlagiarismQuiz/page01.htm I will also put a link to this exercise in Blackboard Weblinks.
Class Attendance and Participation: Attendance and participation in class can greatly enhance your understanding of the material and help your grade. Good note-taking is also vital to success in any lecture-based course. While the instructor will provide a basic PowerPoint lecture outline for most (but not all) of the classes which will be made available after the class, you must also take additional notes on your own. If you find yourself struggling to keep up with note-taking during class, the Office of Academic Support Services (315 Martin Hall, www.auburn.edu/student_info/student_affairs/- success/support/) can offer help in developing classroom and study skills to make it easier. Readings will be assigned prior to each class on Blackboard. Students will be expected to have read and be prepared to discuss these readings in class. Completion of reading before the designated class is required. Reading preparation points work as follows: you start out with 50 points based on 5 % of your grade. At the beginning of each class with a reading assignment the instructor will call on members of the class to respond to questions about the reading. If you cannot respond, or otherwise demonstrate that you have completed the reading, you will lose 5 points. We will be careful to select every student in the class for questioning. Attendance will be taken at each class period, partly as a way of learning your names and partly as a record. Poor attendance will affect your class participation grade. Unexcused absences greater than 1 week’s worth of classes (i.e. 2 classes for a T,TH class) will result in a 5 % reduction per absence from class participation grade. Punctuality is also important and students are expected to be on time and in their seats for when the class begins at 9:00. Chronic tardiness will also result in a 5 % reduction in grade. Guidelines for attendance, including excused and unexcused absences, are listed in the Tiger Cub. 4
Active class participation, including constructive comments, is encouraged and expected by the instructor and is also an indicator of student interest, understanding and engagement in the subject matter. The success of this class will depend in large part on the full participation of each student and the exchange of ideas and perceptions. Participation can take various forms and will be different for each person. Some examples of “participation” include: asking relevant questions, verbally examining a concept or perception, listening actively, and learning from your colleagues about their own discipline. For those of you who feel insecure about speaking up in class, you can fulfill your class participation requirement by participating in the Blackboard Forum on a regular basis. Obviously, behaviors like sleeping and talking with your classmates indicate a lack of attention and focus. Likewise, civility in the classroom is crucial to enlightened discussion. Students who show disrespect for the ideas and expressions shared during lectures and discussions will fare poorly in their discussion grade. While grading for class participation is necessarily a subjective assessment, your participation will be evaluated based on your preparedness for class and the frequency and quality of your comments. We will gladly discuss with you, during office hours, our assessment of this aspect of your grade during the semester. Class Conduct and Communication Students are expected to behave in a respectful manner toward the professor as well as toward guest speakers and fellow students. If your behavior in class becomes disruptive or distracting to anyone, you will be asked to leave the classroom. (This includes ringing cell phones, reading the newspaper, talking loudly to the people sitting around you, sleeping, etc.) Students are expected to arrive to class on time and remain until the conclusion of class. In addition, any form of discrimination or harassment will not be tolerated. Interaction with Professor I am happy to set up an appointment to meet with you at a mutually convenient time. See me before/after class or email me to set up an appointment. Pls. note that due to other commitments I cannot always guarantee that I will be able to spend quality time with you if you just “drop by” my office – always best to make an appointment first. I will also plan to meet with each of you for at least one 30 minute meeting during the semester to discuss your progress in the course. General Exam Policy There will be two exams in this course – one mid-term and one final (which will not be cumulative but may still draw on major concepts and key issues from the entirety of the course). Both exams will include multiple-choice and short-answer questions that draw upon in-class lectures, discussions, activities as well as assigned reading material. There will be no unannounced quizzes. If you are not in class on the day an announced exam is given you will receive a grade of 0 on that exam. Make-up exams for university approved excused absences must be arranged with the instructor within one week of returning to class (see details below). Exam attendance is mandatory. Students are expected to be on time and will be docked points from their exam score for being late. Students are responsible for bringing their own Blue SCAN FORMS with # 2 pencils and their Student ID Card to the exam. Students are also responsible for making sure that their SCAN FORM is correctly filled out to ensure proper grading. 5
Missed Exam Make-Up Policy: A. The student can make up an exam if the absence was APPROVED IN ADVANCE by the instructor. This will only occur in rare situations involving sickness, required participation in official University events, or extenuating circumstances. Approved absences will be those outlined in the Tiger Cub. B. The absence was due to a LEGITIMATE EMERGENCY FOR WHICH IT WAS NOT POSSIBLE TO OBTAIN ADVANCED APPROVAL. In this situation, the student must contact the instructor as soon as possible and must provide documentation that: (1) the emergency was legitimate; AND (2) advanced notification/approval was not possible. Students must present a verifiable written excuse within one week of the missed exam date. Students who miss an exam and have satisfied one of the above conditions will be allowed the opportunity for a make-up test and are under the jurisdiction of the guidelines established for academic honesty in the Tiger Cub Handbook. All make-up exams are essay format. The make-up exam will take place at the end of the semester at a time and place to be announced. Auburn University Diversity Statement Diversity at Auburn University encompasses the whole of human experience and includes such human qualities as race, gender, ethnicity, physical ability, nationality, age, religion, sexual orientation, economic status and veteran status. These and other socially and historically important attributes reflect the complexity of our increasingly diverse student body, local community and national population. Auburn University recognizes and values the considerable educational benefits emanating from diversity as we prepare our students for life and leadership in a multicultural world. Students who interact with and learn about people from a variety of backgrounds are more apt to understand, appreciate and excel in the community they inhabit. In this context, diversity is aligned with Auburn University’s land grant mission of providing its students with a superior education in service to the needs of Alabama, the nation and the world. Final Thought This syllabus provides a basic structure for our time together this semester. As events occur in the world (and interests develop in class), however, we might feel the need to change our topics slightly to allow for discussions of current events or to extend discussions of topics. Please don’t hesitate to ask questions in class, in person, or by e-mail. Good luck and enjoy the class!
6
Suggested Book List – for reference:
Sharman Apt Russell, Hunger – An Unnatural History, (Perseus Book Group, 2006) ISBN -13 978-0465-07163-0 Paul Collier, The Bottom Billion: Why the Poorest Countries Are Failing and What Can Be Done About It (Oxford University Press, 2007) ISBN 978-0-19-531145-7 (cloth) George McGovern and Bob Dole, Ending Hunger Now: A Challenge to Persons of Faith (Fortress Press, 2005) ISBN 0-8006-3782-8 Jeffrey D. Sachs, The End of Poverty: Economic Possibilities for our Time (The Penguin Press, 2005) ISBN 1-59420-045-9 Tony P. Hall, Changing the Face of Hunger (W Publishing Group, 2006) ISBN 0-8499-0050-6 George McGovern, The Third Freedom: Ending Hunger in our Time (Simon & Schuster, 2001) ISBN 0-684-85334-5 Jared M. Diamond, Guns, Germs and Steel: The Fates of Human Societies (Norton, 1997) ISBN 0-39331755-2 Eric Schlosser, Fast Food Nation (Houghton Mifflin, 2001) ISBN 0-06-093845-5 Joseph S. Nye, Jr., Soft Power: The Means to Success in World Politics (Public Affairs, 2004) ISBN 158648-225-4 Dambisa Moyo, Dead Aid: Why Aid Is Not Working and How There Is a Better Way for Africa, (Farrar, Straus, Giroux – 2009) ISBN-10: 0374139563 William Easterly , The White Man's Burden: Why the West's Efforts to Aid the Rest Have Done So Much Ill and So Little Good, ISBN-10: 0143038826 Janet Poppendieck, Sweet Charity?: Emergency Food and the End of Entitlement (Penguin, 2009) ISBN-10: 0140245561
Reports Household Food Security in the United States, 2006, USDA/ERS, November 2007 Beyond Assistance: The HELP Commission Report on Foreign Assistance Reform, (Executive Summary and Introduction), December 2007 Hunger Report 2006: Frontline Issues in Nutrition Assistance (Bread for the World Institute) The State of Food Insecurity in the World, 2006: Eradicating World Hunger – Taking Stock Ten Years after the World Food Summit (FAO website) 7
Tentative Course Schedule (based upon Fall 2010 dates) (topics and sequence subject to change)
Class Day Date Topic Introduction – What is Hunger? (Enough – Ch. 1, 2) 1 2 Thurs. Tues. Aug. 19 Aug. 24 Syllabus Overview - Definition of Hunger, Famine Ethical considerations: Why Should We Care about Hunger? The Millennium Development Goals (MDGs) – UN 101 Hunger from a Historical and Cultural Perspective 3 4 Thurs. Tues. Aug. 26 Aug. 31 “Guns, Germs and Steel” Part I “Guns, Germs and Steel” Part II and III Developing a Framework for Understanding Hunger (Enough – Ch. 3) 5 6 Thurs. Tues. Sept. 2 Sept. 7 Hunger: Concepts and Measurement Hunger in the 21st Century Regional and Local Hunger and Malnutrition (Berg – Ch. 1, 2, 3) 7 8 Thurs. Tues. Sept. 9 Sept. 14 The Distinction between Global and Domestic Hunger Hunger in the United States Root Causes of Hunger (Enough – Ch. 7, 13 ) 9 10 Thurs. Tues. Sept. 16 Sept. 21 Environmental Degradation, Geographical Barriers and Acts of Nature (Natural Disasters) Hunger in Alabama: The Black Belt Hunger and Economics (Enough – Ch. 4, 15) 11 12 Thurs. Tues. Sept. 23 Sept. 28 Government and Trade Policies - Economic implications, Agribusiness, Global Markets, Biofuels, and the Green Revolution Government and Trade Policies (con’t.) – Environmental Issues and the Role of Business (Private Sector)
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Vulnerability - Role of Women and Girls (Enough - Ch. 14) 13 14 Class Thurs. Tues. Day Sept. 30 Oct. 5 Date Mid-Term Exam Women and Girls in Relation to Hunger Topic The Relationship between Hunger and Learning (Enough – Ch. 12) 15 16 Thurs. Tues. Oct. 7 Oct. 12 Implications for Human Development and Long-term Societal Development – Relationship between Hunger and Learning Round Table Discussion and Exam Review The Relationship between Hunger and Health (Enough – Ch. 8, 11) 17 18 Thurs. Tues. Oct. 14 Oct. 19 Hunger and HIV/AIDS and Hunger and Other Diseases War, Conflict and Poverty
Operations in the Field – Studies in Hunger and Politics 19 20 Thurs. Tues. Oct. 21 Oct. 26 Case Study – Bangladesh Case Study – DPRK (North Korea)
Techniques for Mapping and Understanding Hunger 21 22 Thurs. Tues. Oct. 28 Nov. 2 Mapping Hunger – GIS (VAM)/ Vulnerability Assessment - GIS Lab Addressing and Responding to Hunger – Global (Enough – Ch. 9, 10, 16) 23 24 Thurs. Tues. Nov. 4 Nov. 9 The Global Hunger Organizations (Multilateral, Bilateral and NGO’s) “Real World” Implications in Development Operations – Corruption, Transparency and Accountability Addressing and Responding to Hunger – US Focus (Enough – Ch. 5, 6 ) 25 Thurs. Nov. 11 Foreign Aid: US Agency for International Development, The McGovern-Dole International School Feeding Program 9
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Tues.
Nov. 16
US Government Domestic Programs: Food Stamps, WIC, School Feeding, The Farm Bill, USDA (Berg – Ch. 4) Class Presentations – Literary Groups
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Thurs.
Nov. 18
Literary Circle Group Presentation – Book Report, Group 1 and Discussion Thanksgiving Break
28
Tues.
Nov. 30
Literary Circle Group Presentation – Book Report, Group 2 and Discussion
What Can We Do? Final Discussions (Enough – Ch. 17) 29 Thurs. Thurs. Dec. 2 Dec. 9 (or TBD) Dec.14 (TBD) Learning the Tools of the Trade Creating Political Will to End Hunger Exam review (45 mins) – Group Discussion
Tues.
Final Exam (8:00 am to 10:30 am) - Spidle Hall 220
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