Norfolk

State University

Department of Interdisciplinary
Studies Syllabus
INT 412: CONTEMPORARY GLOBALIZATION
Dr. Danny L. Adams, Professor

SPRING 2016
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Contents
Course Summary .......................................................................................................................................................... 2
Prerequisites ................................................................................................................................................................. 4
Instructional Methods and Strategies .......................................................................................................................... 4
Computer Literacy Requirements ................................................................................................................................ 4
Learning Objectives ........................................................................................................ Error! Bookmark not defined.
Instructional Materials ................................................................................................................................................. 6
Required Texts ...................................................................................................................................................... 7
NSU Policies .................................................................................................................................................................. 7
University Assessment Statement ........................................................................................................................ 7
Incomplete Grade Policy ...................................................................................................................................... 8
Proctoring Policy ................................................................................................................................................... 8
Statement on Spartan Success Center ................................................................................................................. 8
On-Campus Proctor Schedule for Midterm and Exams .......................................... Error! Bookmark not defined.
Departmental Policies ................................................................................................................................................. 8
Late Assignments and Make-up Policy ......................................................................................................................... 8
Learner Interaction Policy ............................................................................................................................................ 8
Evaluations ................................................................................................................................................................. 10
Example of a Rubric ............................................................................................................................................ 11
Written Work Criteria ......................................................................................................................................... 14
Academic Integrity Standards ............................................................................................................................. 14
Attendance Policy ....................................................................................................................................................... 14
Assignments ............................................................................................................................................................... 14
Grade Scale ................................................................................................................................................................. 15
Calendar of Assignments ................................................................................................ Error! Bookmark not defined.
Course Outline ............................................................................................................................................................ 16
Bibliography ................................................................................................................... Error! Bookmark not defined.
Special Instructions & Policies ........................................................................................ Error! Bookmark not defined.
Communication .............................................................................................................. Error! Bookmark not defined.

INT 412 Contemporary Globalization:

Semester: SPRING 2016
Class Meets: This is an online class and is available anytime (24/7).
Instructor Name: Danny L. Adams
Office location and office hours
Norfolk State University
NGE-227
Office Hours: Online, Wednesdays 3:00 pm to 5:00 pm; Sundays 3:00 pm to 6:00 pm.
Onsite office hours may be arranged by emailing dadams@nsu.edu; or calling 757-823-2082
Cyber Office Hours:
TBD using Blackboard Collaborate

Preferred method of communication:

Questions and Answers Forum - Students are encouraged to use the Questions & Answers forum
found on the course menu. The forum allows for efficient response to numerous students having
the same or similar inquires or needs. Instructor response should appear within 48 hours after the
question is posted.
Email Students are encouraged to use email for questions arising from difficulty in
understanding course content, but only after checking Q & A forum. Or for private issues
appropriate for discussion within the teacher-student relationship. Instructor response should
appear within 48 hours after the question is posted.

Course Summary
Course Description
This course introduces students to key terms, concepts, and processes that are integral to the
increasing interconnectedness among cultural, economic, and political dimensions of peoples and
nations worldwide. Attention is given to how neo-liberal theories and western principles have
significantly influenced the pace and trajectory of globalization, and the extent to which they impact
(pro or con) the well-being of nations in various states of development.
Global events/affairs are used to showcase issues and tensions among institutions and actors as
they engage the forces of globalization. Conditions of inequality and poverty, gender and ethnic
violence, environmental threats, and population and migration shifts reveal embody attributes of
globalization that give rise to rationales for anti-globalization.

An overriding outcome from the study of globalization provides students with the ability to identify
and discuss critical indicators that suggest we are experiencing the world as a single place. As
such, the study of globalization calls for an interdisciplinary approach that is broad enough to
behold the big picture.
Course Rationale
Interdisciplinary Studies can often be difficult to articulate to those who ask or want to know more
about it. The following two definitions are as succinct and straight forward as I have come across:

A process of answering a question, solving a problem, or addressing a topic that is too broad
or complex to be dealt with adequately by a single discipline or profession... (Klein and
Newell, 1966);
The application of methodology and language from more than one discipline to examine a
central theme, issue, problem, topic, or experience (Jacobs, 1989).

With these descriptions as the context within which we are focusing, the following is intended to make
the connection with the overall program course objectives of the Interdisciplinary Studies program:
MEASURABLE COURSE LEARNING OUTCOMES
1. STUDENTS WHO COMPLETE THE B.S. IN INTERDISCIPLINARY STUDIES WILL BE ABLE TO FORMULATE
QUESTIONS AND ASCERTAIN RELATIONSHIPS THAT ARE CONVENTIONALLY UNRELATED IN ORDER TO
CREATE AND DEMONSTRATE NEW KNOWLEDGE.
1.1 Students will identify and critique answers given as to why human-rights are considered a standard
for all nations, given that the rights designated are fashioned by the developed/elite nations and
rationales proffered by this class of nation-states.
1.2 Students will apply analytical skills in written and group activities that examine case studies of events
and phenomena that transect nations, institutions, and peoples around the world, especially natural and
man-made dilemmas related to political, economical, historical dimensions
1.3. Students will examine the effects of information and communications technologies on viewing and
experiencing the world as a single place
2. THE INT GRADUATE WIL BE ABLE TO DESCRIBE, ANALYZE, SYNTHESIZE, INTERPRET, AND EVALUATE
PHENOMENA INTERDISCIPLINARILY TO CRITICALLY EXAMINE THE VALIDITY OF ASSUMPTIONS,
HYPOTHESES, AND THESES.
2.1 Students will identify perspectives and critique the consequent arguments that both support and
reject globalization
2.2. Students will identify and analyze arguments that depict interconnectedness of issues that have
multiple alignments with various institutions, forces, and phenomena (e.g., that rising waters (climate
control) may impact food shortage, which impacts, regional/local conflict, which may impact migration,
which may impact population/census, which may impact economic policies, which impacts
cultural/multicultural continuity, and so on)
2.3 Students will enumerate the complexities that involve Westernization, modernization, and neo-
liberalism as solutions to enhance global prosperity
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3. THE INT GRADUATE WILL BE ABLE TO ASSESS SOCIAL, ECONOMIC, CULTURAL, AND POLITICAL ISSUES IN
ORDER TO BECOME A PRODUCTIVE CITIZEN (I.E., CHANGE AGENT) IN THEIR LOCAL AND GLOBAL
COMMUNITY.
3.1 Students will identify the institutional paradigm(s) under which world issues have their traditional
affiliations
3.2 Students will utilize a vocabulary for identifying key institutions and players in the field of
international development and alignments
4. THE INT GRADUATE WILL BE ABLE TOA ENGAGE HIS/HER THINKING PROCESSES TO PROMOTE
SELF-REFLECTION AMIDST DIVERSITY.
4.1. Students will locate and research various media and real-life resources related to globalization
themes current global issues
4.2 Students will apply terms and vocabulary (e.g. glocal, flows, to think globally)
that demonstrate interdependencies, interconnectedness, and transference of concepts and
perspectives across discipline domains.
4.3 Students will exhibit critical thinking in written responses to study guide questions that explore
connections among personal perspectives and events, and their place in the global context.
4.4 Students will exercise the ability to analyze, synthesize and evaluate multiple source data on
global issues of inequality and the various forms of discrimination, and propose alternative measures.

Course Delivery Method

This course is delivered as a fully online course, utilizing Blackboard as the course
management system (CMS). All navigational buttons provide you with information on how to
work the system and allow you to proceed with the rest of the course. It is important that you
familiarize yourself with all the navigational buttons and controls of the Blackboard system.

Prerequisites: INT 308, INT 322.

Instructional Methods and Strategies

About: Teaching Strategies, Structure, and Communication (Key elements)

TEACHING STRATEGIES - I happen to have the sincerest (experiential) belief that all of what each
and every person knows is a result of having encountered--either actively or passively--multiple and
varied avenues of existence, and how these avenues are assimilated and/or accommodated via
culture and socialization patterns. How does this relate to my teaching strategies? In short, it means
that as a provider/guide and facilitator for information interpreting information, the processes and
activities in this class should serve as enabling the learner to Know thyself. In accomplishing this
feat (a life-long process, really) critical thought and reflection are more than mere and exercises in
studying and passing examinations; rather they are ongoing calls for the learner to position
her/himself in the context of course topics, including its terminology, concepts, history and theoretical
frameworks, and its manifestations. The greatest benefit from this to provide the student with
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activities and directions by which to assimilate sufficient content that will in turn, enable them to
question that very same information, and do so from the context of their own lived experiences. This
process can only do one thing over time: The learner will then question his/her own interpretation of
their experiences and lives. Thus, steps toward the goal of understanding ones selfcreating a
healthy and malleable center that can engage the variableness of the world holistically, i.e. in the
fullness of its interdependencies. In sum, the course is designed to accomplish these things:
(a) Acquire - to gain familiarity with key concepts, historical points, and frameworks through
targeted Readings, Unit self-assessment exercises, Study Guides, and Quizzes;
(b) Analyze - to formulate questions that reflect understanding or grappling with the content
enabled through Discussion Board questions, Study Guides, and WorldSPOT_LIGHT;
(c) Synthesize - to reassemble the topic elements from the learners best-formulated perspective,
using language/terms inscribed in the topicenabled through Blog activities and Study Guides,
and Discussion Board;
(d) Evaluate assert reflective considerations on the topic contents, recognizing experiential and
inescapable bias, and weighing the variables of the situation/issue in their interdependent, and
perhaps contesting relationships, that result in the most comprehensive assessment of their
significance/meaningenabled through Study Guides, and Blog Project.
COURSE CONTENT
Units - The primary access path to course content, material, and information regarding their use is
via Unit Central on the course menu. Information (documents, slides, audio/video and media files,
interactive Notes presentation, quizzes and assessments, resource links, etc.) are housed within
respective folders that are named and arranged by title of the chapter in the textbook (thus Unit
topic). Instructions for what to do, how and where to do it is also contained with the appropriate
folders. Be mindful that much of the material added as links to Internet sources, multimedia links and
sources, external resources can be as important as the information contained in the required
textbook, providing real in-time events or issues as they occur, especially in the other course
structures World Affairs, and Social & Collaborative.
Unit content in Blackboard will be available progressively. It is preferable that topics and course
content be engaged in ways that support students ability to gain sufficient foundation (basic
understanding) as well as to gain familiarity with selected tools to explore targeted topics in some
depth. This requires acquisition of vocabulary and conceptual frameworks, which are additive in
nature. Therefore, it is best to assimilate each unit as fully as possible before addressing the next
one. This is the rationale for withholding graded assignments until sufficient time/exposure has been
given to material that provides the foundation for success.
WORLD AFFAIRS
WorldSPOT_LIGHT This menu item will present events and issues as they happen in the world. It
is meant to showcase current issues and topics as symptomatic of underlying processes of
globalization, and to illuminate key elements and concepts in the course needed to accurately
interpret such issues and events. For example, revolutionary protests in the Middle east (Arab
Spring, 2011) continues to be a case study for examining the interplay of governance: political power
(autocratic), religion, economic downswing, employment and human rights limitations, social media
influence (Twitter, etc.), intergovernmental organizations (NATO) and International Criminal Court
(ICC), and UN sanctionsall coming significant actors and processes that constitute globalization.
Folders containing such content will be added in the course in the form of Word, PDF, Internet,
audio/video or an array of multimedia.
COLLABORATIVE & SOCIAL
Blog: Learning Space The course blogs made available as a site that is external to Blackboard.
Its purpose is function as a Web 2.0 media-type environment for students to register their academic
and personal reflections and commentary on (a) topics assigned by the instructor, and (b) topics
chosen by the student. It is intended to serve as a space where critical and ongoing thinking can
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evolve; where such is shared; and where course topics can be further explored through studentstudent interactions using social networking tools that enable collaborative analysis and synthesis.
Just as significantly, the weblog is the very medium that has played--and is playing--a role in shaping
globalization, and how/what it is to think about globalization.

Computer Literacy Requirements

To successfully complete this course you must possess:

A basic knowledge of computers. For example, understanding files and folders to upload or
download course content is absolutely essential. Basic computer literacy classes (CSC-150)
are available on campus as elective courses. Students deficient in the necessary computer
skills should consider taking such classes.

An understanding of the Web and its resources, such as the library and online research
tools accessed through a Web browser.

Familiarity with Microsoft Office applications, such as Word and PowerPoint; this is
absolutely essential for your academic success.

Familiarity with NSU's e-mail system to guarantee effective communications with both
instructors and classmates. All NSU students have been assigned an e-mail account and are
expected to access it regularly via the Web.

Knowledge of Blackboard Learning Management System (LMS), which is mandatory for

this course.

For those of you not familiar with the Blackboard LMS, an online orientation can be accessed by selfregistering in Blackboard. The course name is "Blackboard Student Training." Additional assistance
with Blackboard can be obtained through the Blackboard Central Help Desk at
bbtechsupport@nsu.edu or by phone at 757-823-2328 M - F 8AM - 6PM at the Lyman Beecher
Brooks Library (LBBL), suite 3007.
Addressing your computer skills will greatly enhance your learning experience, reducing wasted time
and frustration for yourself and your instructors. Please feel free to contact the Office of Information
Technology (OIT) Client Services or the Office of Distance Education for advisement on how to
receive assistance with your computer literacy instructional needs.

Course Goals and Measureable Intended Student Learning Outcomes

By the end of this course, given a practical scenario or exercise, and with the use of appropriate
research, you will be able to:
1. Students will exhibit critical thinking in written responses to study guide questions that
explore connections among seven forms of globalization
2. Students will identify key factors that provide the bases for arguments that both support and
reject globalization
3. Students will identify the institutional parameters and influences under which nations negotiate
to maintain global stability and national self-interests simultaneously
4. Students will locate and research various media and real-life resources related to globalization
themes and current global issues
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5. Students will utilize a vocabulary for identifying key institutions and players in the field of
international development and alignments

Instructional Materials
Required Texts
Course Materials/Required Texts/Supplementary Resources
Required Textbooks:
Richard J. Payne (2013). Global Issues, 4th ed Pearson Pub. Offers current and topical look at the
forces driving globalization. From democratization, human rights, and global finance to terrorism,
pandemics, and climate change, this texts surveys global problems that transcend boundaries and
are challenging the international system. It attempts to place complex issues into comprehensive
context and thus explain the growing political, economic, and cultural interdependence visible in
the headlines and in readers lives.
Supplementary Resources (students are not required to purchase):
Fareed Zakaria (2011). Post-American World, Release 2.0. W.W. Norton & Co., NY.
"This is not a book about the decline of America, but rather about the "rise of the rest"the growth of
countries like China, India, Brazil, Russia, and many othersas the great story of our time. The 2008
financial crisis turned the world upside down, stalling the United States and other advanced economies.
Meanwhile emerging markets have surged ahead, coupling their economic growth with pride,
nationalism, and a determination to shape their own future.

APA Publication Manual, 6th edition.

NSU Incomplete Grade Policy

To be considered for an Incomplete (I) grade in a course the following must be met: (1) the student must be
passing the course; (2) the student must have completed at least 70% of all coursework; and (3) the student
must have a legitimate reason for the request. Once these three requirements are met, it is at the discretion
of the professor to approve or disapprove the students request for an Incomplete grade. Additionally,
Incomplete grades are not merely given, but are requested by students considered by professors, and are at
the sole discretion of the professor, depending on each individual students situation/circumstance. The
length of time to complete coursework for the removal of the Incomplete grade is no more than six weeks
(due before the midterm period of the following academic semester). It is the students responsibility to stay
abreast of all requirements, timelines, and due dates. If the student does not comply with the stipulations set
forth to remove the Incomplete grade, the Incomplete grade will turn into an (F) once the deadline has
passed. If an Incomplete grade request is approved by the professor, the student is to complete the University
Incomplete Grade Request Form.

NSU Assessment Policy

University Assessment Statement
As part of NSUs commitment to provide the environment and resources needed for success, you
may be required to participate in a number of university-wide assessment activities. These activities
may include tests, surveys, focus groups, interviews, and portfolio reviews. The primary purpose of
these assessment activities are to determine the extent to which programs and services at NSU are
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maintaining a high level of quality and meeting students need. Participating students will not be
identified in the analysis of results. Unless indicated by the instructor, results from University
assessment activities will not be computed in student grades.
Academic Support Services
The Spartan Success Center (SSC) offers services designed to improve student achievement,
increase retention, and reduce time to degree completion. Students are encouraged to take
advantage of tutoring (including SMARTTHINKING online free tutoring services), advising, mentoring,
Sophomore Year Experience, and Examination of Writing Competency assistance.
https://www/nsu.edu/provost/ssc/
Proctoring Policy
Students must have exams in online courses proctored. A proctored exam is one that is
administered by an impartial individual (called a proctor) who monitors and supervises a student
while that student is taking an exam. The proctor ensures the security and integrity of the exam
process. Students will be required to submit an Online Course Proctor Identification Approval Form
to each instructor. Once the proctor has been approved by the instructor, the students will be
required to present their Spartan Identification Card and photo identification to the proctor prior to
students receiving the exam. Students are responsible for arranging a proctor for their exam(s) and
all costs incurred for this service. The University Testing Center in Harrison B. Wilson Hall, 134,
757-785-3827, offers Proctoring Services on campus, at no cost for NSU students. Please contact
the NSU Testing Center for more information; students are to pre-arrange their scheduled proctored
times with the NSU Testing Center and the course professor.

Late Assignments and Make-up Policy

Students are expected to complete all assigned readings and activities on time.
LATE ASSIGNMENTS will NOT BE ACCEPTED. Repeat: LATE ASSIGNMENTS will NOT BE ACCEPTED!

Continuous Instruction during Inclement Weather Policy

Instruction during Inclement Weather and/or University Closing
To ensure that all classes meet the required number of instructional contact hours, the method of
offering continuous instruction in the event of class cancellation or University closure due to inclement
weather is to provide course content, assignments and activities via Blackboard as the course
management system and the virtual classroom.

American Psychological Association Writing Manual Requirement

ALL Interdisciplinary Studies courses require students to submit all papers, unless otherwise noted by the
professor, using APA 6th edition (October 2010). The APA Manual is a required text for all courses, and
students are to abide by that writing style. The APA Manual can be purchased from the University bookstore.

Microsoft Word
ALL Interdisciplinary Studies papers are to be submitted as Microsoft Word documents (.doc), unless
otherwise noted by the professor. If students submit papers using other writing programs (i.e., WordPerfect,
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Microsoft works, MAC programs, etc.), they may lose points and/or not have their paper accepted/graded. It
is imperative that students follow the guidelines and directions of each professor.

Assignment Submissions: Course file format standards

About: Assignments, Assessments, and Rubrics
1. Check into class and read announcements daily, or you may risk the chance of missing vital
information. A significant amount of reading is requirednot just the chapters in the textbook, but
including hyperlinked sources, imported material in the form of PDFs or other formats, newspaper,
websites, and database sources. Some audio MP3 files are accompanied by corresponding text files
(e.g., PB
2. Course file format standards It is extremely important that your documents are submitted in
Microsoft Word.doc format, and that their save name is free of any special characters, e.g., (# : * ] ?
% &) or similar.
3. All documentation and submissions should include:
Your Name, ** Course ID INT 412 (90) ** Filename (or name of topic)
4. Most assignmentsespecially Study Guides--will be given for you to complete in Assignment
Manager indicated by an icon of a tablet and pencil followed by the title, e.g.:

5.
6.

7.

8.

Please DO NOT PASTE your responses in the Comment box/area. Refrain from entering any
response to the question information in this field; rather, if you need to make a comment to the
instructor about the assignment or about your responses to the questions, then you may enter such.
All work is to be turned in on due date by 11:59 PM. Any work submitted after that time is late.
Quiz/exam assessments are to be taken on the date they are posted. They will be available from 12
noon to 12:00 midnight. Whenever you submit course assignments you are responsible for ensuring
that computer files holding these assignments follow course file format standards and are virus-free,
and that files that fail your virus checker software will not be opened or accepted.
Proctored Exams
- Frequently Asked Questions
- Proctor Approval Form (this form is to be completed by the student)
- Hampton Roads and Community College free proctoring services
Rubrics are used as tools to inform you about criteria and measurements for grading assignments.
Since no assessment can be one hundred percent objective, rubrics are structured so as render levels
of quality performance in along a scalable pathway, i.e., high (largest point value) to low (smallest
point value). It is the intent that learners be informed as to what variables are assessed in the
determination of one grade as opposed to a different grade.

Americans with Disabilities Act (ADA) Statement

In accordance with Section 504 of the 1973 Rehabilitation Act and the Americans with Disabilities Act (ADA) of
1990, if you have a disability or think you have a disability, contact Supporting Students through Disability
Services (SSDS) for information regarding programs and services to enhance student success.
Location: Student Services Building, Suite 110D
Telephone: 757-823-2014
Let the professor know immediately of any special requirements, services, etc.within the first week of the
course! It is students responsibilities to notify the instructor at the beginning of the course.
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Learner Interaction Policy

Blackboard Announcements Area
The Blackboard announcements area is specifically designed for communicating with students in
this course. Whenever there are special instructions to all students in this class, such as a class
cancellation, a change in schedule or assignments, etc. a message will be sent via the
announcement page. Please note that the announcements area is a messaging system that
relates only to the members of this class. Announcements for other courses will be contained in
the respective courses announcements area.
You can access your announcements by selecting the announcements button, located on the
main page menu. You are required to check the announcements page daily for any new
information. Any message that you need to send to your instructor in this class is best sent via
Blackboard email.
Email Policy
NSU email is the only email system to be used for this course; private email addresses cannot be
used. Always title your messages; be sure the subject line reflects the topic of discussion. Email
messages should always be courteous and follow etiquette protocols. You should be respectful to
those who are receiving your email; never send SPAM to other classmates. Remember that these
documents are never deleted from the system and nothing is ever private. Also, always check
your spelling before sending a message.
Discussion Boards
As part of your NSU online experience you will be using the Blackboard Discussion Forum. A
good way of entering a discussion board or chat is to briefly introduce yourself. It is important to
keep your questions and comments relevant to the topic of the discussion; when posting to a
discussion board, you should read prior messages to get a sense of the flow and language of the
discussion before posting your own message. If another person posts a comment or question that
is off the subject, do not reply to the discussion board; if you want to reply, do so via a private email directly to that person. When working in groups do not hijack the discussion. Keep
paragraphs and messages short and to the point.

Success Policy
The best policy for success in any course is preparation, organization, and active participation,
reading completion and comprehension, effective time management and constant, consistent
communication with the instructor. Remember, this is YOUR educationbe responsible and
accountable.

Evaluation (Criteria)/Assessment Methods and Grading Standards

The assessment in this course is done using rubrics; a matrix that uses a descriptive tool that
measures each learning objective in a relatively unbiased manner. This tool allows the instructor to
provide qualitative feedback on designated competency levels. Rubrics also allow you to see
beforehand what the assessment is all about and study accordingly.

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This course will have three different types of assessments and are graded in accordance with the
performance level as indicated in the respective rubrics that follow:

1. Study Guide questions (six @ 50 pts) = 30%

2. Overall discussion/participation (Discussion and Blog forums) = 30%
3. Unit quizzes = 40%

Grade Rubric for Study Guide Questions

Measure

Engagement with
material
Weight = 30%

Correctness/accuracy
Weight = 25%

Evidence material has been

read, comprehended,
actively thought about;
formulation of questions
serve as strong indicator of
degree to which
engagement is operative

Evidence material has

been read and considered;
questions raised but beg-
the-question (obvious and
of little consequence)

Indicates material has only

be glossed over; poorly
developed questions
having little relationship to
content

Responses reflect adequate

understanding of the
material such that answers
demonstrate consistency
with the material

Responses reflect
familiarity with the
material such that answers
are generalizations about
the material

Responses reveal lack of

familiarity with the
material such that answers
are statements derived
from self-reasoning
irrespective of material

Evidence of analysis or
synthesis of course
material/information;
weak attempts to identify,
biases, caveats, allusions,
assumptions, patterns, etc.

No Evidence of analysis or
synthesis of course
material/information;
weak attempts to identify,
biases, caveats, allusions,
assumptions, patterns, etc.

Responses exhibit that

thoughts can be conveyed
more clearly with
corrections in spelling,
vocabulary, grammar and
content

Responses exhibit that

thoughts are not conveyed
due to errors in spelling,
vocabulary, grammar and
content

Scope/comprehensiveness Evidence of analysis and

Weight = 20%

Writing, articulation and

expression
Weight = 15%

synthesis of course
material/information;
attempts to identify biases,
caveats, allusions,
assumptions, patterns, etc.
Responses exhibit that
thoughts are conveyed
clearly employing correct
spelling, vocabulary,
grammar and content

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Assignment is submitted on
time (or before)

Submission timeliness
Weight = 10%

Assignments submitted
late

Assignment not submitted

Rubric for Discussion Forum Postings

Measure

Post response to
Discussion
questions

9-10 points

7-8 points

5-6 points

3-4 points

0-2 points

Well-developed
and detailed
response(s) with
credible and cited
supplemental
information to
strengthen the
position

Well-developed
and detailed
response(s) with
supplemental
information to
strengthen the
position

Response(s) with
explanatory
information not
accompanied by
low quality
supporting
information

Undeveloped
response, lack of
information to
support the
position

Did not complete

the assignment per
instructions,

Many errors

Response is
thoughtfully
constructed and
presented

Content or main
idea is very clear;
exemplary writing
and articulation

Content or main
idea is clear; well-
written with
minor needed

Content or main
idea somewhat
clear; errors in
writing and

corrections

expression

Content or main
not clear;
rambling reflects
hurried or little
thought;
significant errors
in writing

in spelling,
grammar;
plagiarized others,
content, or copied
verbatim from
textbook or other
sources

Rubric for Blog Forum Postings

Measure

A. Coherence and
clarity of writing

9-10 points

7-8 points

5-6 points

3-4 points

0-2 points

Clear, concise,

Clear, concise,
and basically well
written; a few

Easy to
understand,

Many errors but a

reader can
understand the
main idea.

Difficult to
understand

well-written with
no serious syntax
or grammatical
errors.

errors.

with some
errors.

the main
idea, many errors
in spelling,
grammar.

B. Post Entries:
identifies relevant

Main idea/concept
is articulated

Concept is
articulated

Concept is
partially

Concept or idea is
unclear;

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Concepts/ideas
incomprehensible

concept(s) and
draws
relationships with
content gathered
(or linked to) from
external sources.

clearly;
demonstrates high
degree of analysis
of relationships
with issues or
examples
gathered; links to
quality information

clearly;

C. Consistency of
tracking the same
dimension (or
institution)
through various
global topics and
issues (not
switching from
with each posting)

Discussion of the
same dimension
deepens as
postings are
added; examines
role in associated
topics to enhance
quality of
understanding

D. Comment
Entries to blog
postings of other
students

E. Demonstrates
ability to develop
questions that
pose possible
alternatives

tie-in with focus

concept more or
relational analysis less clear; limited
vaguely applied to linked
issues or
information of
examples; linked
little value
information of
little value

or irrelevant; no
analysis exhibited;
no linked
information

Maintains
discussion of the
same dimension
across all
postings; limited
examination of its
role in associated
topics

Discusses various
dimensions that
are related;
limited
examination of
their roles in
associated topics

Discusses various
dimensions that
are minimally or
vaguely related;
poor examination
of the roles in
associated topics

Discussion of same
dimension lacking
and not related to
each other; no
examination and
no associated
material

Comments weekly
on three (3)
postings made by
fellow students;
comments raise a
significant
question, and
offers useful
suggestion

Comments
weekly on three
(3) postings made
by fellow
students;
comments raise
significant
question, does
not offer
suggestion

Comments
weekly on two (2)
postings made by
fellow students;
comments raise a
significant
question, and
offers useful
suggestion

Comments less
than weekly on
two (2) postings
made by fellow
students;
comments raise
question, does
not offer
suggestion

Comments
sporadically or not
at all on postings
made by fellow
students; no
question and no
suggestion

Reveals high
degree of
understanding
content; questions
target key points;
alternative

Exhibits
understanding of
content;
questions about
key points;
alternative
propositions clear
but with limited
critical thought

Exhibits grasp of
content;
questions not
clearly targeted to
key points;
alternatives
poorly expressed

Exhibits little
grasp of content;
questions not
targeted to key
points or
incomplete;
alternatives
poorly expressed

Very little
familiarity with
content; no
questions; no
alternatives

propositions
exhibits rigorous
critical thinking

relational analysis
applied to issues
or examples
gathered; links to
information
useful

articulated;

13

Written Work Criteria

All written work is expected to reflect an undergraduate, upper-level use of grammar, spelling,
and organization of material. Work with errors of this nature will be penalized. All presentations
must reflect undergraduate, upper-level ability to offer information in an explicit and persuasive
manner.
Academic Integrity Standards
Papers are to be free of plagiarism; if any of your papers is found to be plagiarized, you will receive a
zero on the entire assignment. If the plagiarism is significant enough, you may fail the entire course
and be reported according to the current edition of the Student Handbook.
PLAGARISM
Plagiarism is defined as using other peoples work as your own without crediting them, including but
not limited to: copying others notes, exams, essays, or information, quoting and paraphrasing others
ideas without giving them credit and proper documentation; using information from the internet
without properly citing source, website address (URL), author, date, etc. Plagiarism is a form of
cheating and will result in an assignment grade of F and possibly an overall course grade of F.

Attendance Policy
Students are expected to login to the course site at least three times weekly, preferably as many
times as is necessary to engage the content and activities successfully. Follow the University
guidelines for Attendance (found in the Student Handbook) and modify for your online and/or
blended, face-to-face, or accelerated course.
Weather Policy:
In case of inclement weather, students should listen to major radio and television stations; visit the
NSU website at www.nsu.edu; and/or call the University operator at 757-823-8600. Additionally,
students should sign up for University text alerts. If the University cancels classes, students should
check their NSU email and the Blackboard course site for additional course information. As an online
course, we still meet regardless of weather.

Assignments
Study Guide Questions
(online)
30% of final grade

Includes multiple choice, fill-in, true/false and short

answer/essay intended to sharpen learner ability to
comprehend reading material and make pertinent
relationships among concepts.

Learning Spaces:
Discussion and Blog
Forums
30% of final grade

Students will demonstrate active learning using

designated social networking tools. This may include
the Discussion Board, blog and/or wiki, or external
sites and tools. Extensive examples and citations of
current events acquired using the Internet.
(Instructions, criteria, and format provided TBA).
Research item has to be approved by instructor.

Six (6) Study Guides @

50 points = 300

Ten (10) Discussion forum

@ 15 points
Ten (10) Blog forum @ 15
points
Total points for both= 300

14

Quizzes (Online)
40% of final grade

Students will respond to questions designed to clarify,

sharpen, and deepen concepts and principles. Each
Quiz is intended to challenge (a) the students ability to
address important points and comprehension of the
course content.

Four (4) quizzes @ 100

points = 400

Please note: As part of the INT core/major, students must earn a grade of C or better in order to
gain credit towards graduation and receipt of B.S. in Interdisciplinary Studies
GRADING SCALE
100-94 = A
93-90 = A-
89-86 = B+
85-83 = B
82-80 = B-

79-76 = C+
75-70 = C

69-65 = D+
64-62 = D
61-59 = D-
58 & below = F

UNIT CONTENT
Unit A Global in Context | Weeks 1 - 3

Introduction to Globalization

Chapter 1- Global Issues: Challenges to Globalization

Chapter 2 Struggle for Primacy in a Global Society

Unit B Rights, Governance, and Inequalities | Weeks 4 - 6

Chapter 3 Human Rights

Chapter 4 Promoting Democracy

Unit C Finance and Trade | Weeks 7 - 9

Chapter 7 The Global Financial Crisis

Chapter 8 - Global Trade

Unit D Security and Global Order | Weeks 10 - 12

Chapter 5 Global Terrorism
Chapter 6 Weapons Proliferation

15

Chapter 9 - Global Inequality and Poverty

Chapter 12 Global Crime

Unit E Culture and Social Fabric | Weeks 13 - 14

Course Outline
Instruction during
Inclement Weather
and/or University
Closing

To ensure that all classes

meet the required
number of instructional
contact hours, the
| Week 15
method of offering
continuous instruction in
REVIEW and FINAL EXAM
the event of class
cancellation or University
closure due to inclement weather is to provide course content, assignments and activities via Blackboard
as the course management system and the virtual classroom.

Chapter 14 Cultural Clashes and Conflict Resolution

16