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Course Proposal PSCI 357 Course Abbreviated Title:Eurosim Course Complete Title: PSCI 357: Politics of the European Union Average Weekly Contact Hours: 3 Discussion X Field Experience : Simulation Lecture____________Independent Study_______ Student Teaching________Web_Based Course________ Course Description (100 words maximum for catalog) INCLUDE PREREQUISITES Politics of the European Union is an introduction to the history, the institutions, and the policies of the European Union. Students will discuss topics ranging from theories of integration to economic and social policy and issues of democracy in the EU. Students are required to participate in an EU simulation in which they take on an alter ego and learn first hand how to negotiate through the complex system of EU decision making. The prerequisite for this class is PSCI 210 (Introduction to Political Science) or PSCI 251 (Comparative Political Systems) or PSCI 275 (Introduction to World Politics). Course Proposal Checklist Before submitting a proposal, please indicate whether each of the following tasks have been fulfilled. (yes, no, n/a) 1. Does the course proposal include a rationale? YES This course provides an introduction to the European Union (EU) for undergraduate students in political science. The course is open to majors and minors who have at least successfully taken PSCI 210 (Introduction to Political Science, or PSCI 251 (Comparative Political Systems), or PSCI 275 (Introduction to World Politics). The focus of this course is twofold: 1. It provides a general introduction to the European Union, 2. It provides students the opportunity to take part in an international simulation of the heads of government of the EU. Students will learn about the workings of the EU, and how it has developed from a Coal and Steel Community to a Union that deals with issues far beyond economic cooperation, such as immigration policy, energy policy and security and defense policy. In addition to the general introduction to the European Union, students will become experts in a particular policy area that serves as the topic of the simulation. Previous simulations have focused on asylum and immigration policy (2006), energy policy (2007), and security and defense policy (2008). The simulation provides students with the opportunity to engage in an exercise of experiential learning. The simulation allows students to learn in ways that will not be possible in the traditional classroom setting. Students will be assigned an alter ego whom they represent in the simulation. In studying their alter ego role students have to pay attention to the substantive issue area as well as their party affiliation and personal background. The simulation will help students to develop research skills, oral presentation skills, and bargaining skills. Students will develop insights into the political decision making process that can only be acquired in the learning-by-doing environment of a simulation. 2. Does this proposal require coordination with other departments in the College or University? If so, please attach supporting documentation. NO 3. Are there adequate library resources (print and media) to support this proposal? If not, state how resources would be developed or how the proposal would be affected. YES The students will use a basic textbook for their introductory materials to the EU and all materials needed for the simulation will be provided on a Blackboard page set up by the hosting institution. 4. Are additional resources (staff, fiscal, or technical, including lab space and equipment) required to support this proposal? If so, please identify the resources. If those resources are not available, state how the proposal would be affected. NO 5. Has academic computing been consulted regarding the adequacy of resources (lab space, hardware and software) to support this proposal? If computing resources are not available, describe how those resources would be developed or how the proposal be affected. N/A 6. If this proposal concerns a 300_level course to be offered for graduate credit, is the required academic rationale attached? N/A 7. Graduate Student Eligibility NO 8. Can students repeat this course for credit NO Ideally, the simulation in the United States is a recruiting ground for the European simulation. Students are allowed to participate multiple times in Eurosim, however they only receive academic credit for the course once. The rationale for allowing students to participate multiple times is that their experience helps the new members of the team to succeed. Eurosim is a real team effort and, especially during the European simulation, the help of a few experienced team members is priceless. 9. Is a course syllabus attached in support of this proposal? (See attached syllabus) YES 10. Are all supporting documents attached? YES Requirements for a Rationale Content: Explain the importance to the program of proposing this new course, revising an old one, or changing the course's mode of delivery. The importance of the European Union as international actor in diverse areas from international trade to peace keeping merits a full semester course. The subfield of comparative politics in political science is divided into a set of area studies that cover the entire globe. Two decades ago it would not have been unthinkable to teach European politics with a narrow focus on the politics in the large states, such as France, the UK, Germany and Italy. However, given the significant increase in the influence of the EU on decision making in a large number of policy areas in all member states such as approach is no longer acceptable. Put differently, our course offerings in comparative politics are incomplete (outdated) without a full semester course on the EU. The simulation that is part of this course provides an important opportunity for students to engage in experiential learning. In an experiential learning environment students can acquire skills that are not readily available for them in the traditional classroom setting. The research and oral presentation skills that students develop in this class are an important contribution to our program and our students.
Indicate which course objectives contribute to specific program goals. Explain the objectives of the course: e.g. what knowledge or understanding of the principles, modes of inquiry, or content of a discipline should students gain? What should students know or be able to do as a result of having completed the course? While this may be presented in a narrative form, a table of objectives/goals (or for course changes, old/new, each with rationale) is suggested.
For each objective, provide performance criteria against which students' work will be measured.
What various instruments will the instructor use to measure students' success in reaching the above objectives (e.g. papers, exams, journal-writing, listserv participation, oral presentation)?
How will the information about student performance gathered in (3) be used to improve teaching and student learning After having taught the course a number of times I will know how much time I need to spend on each of the performance criteria (students learning goals) in order to achieve the desired outcome. I have taught a similar course at another institution and found that students find it difficult to identify and articulate multiple perspectives in the scholarly literature. If NEIU students are similar to my students at my pervious college I will spend a substantial amount of time on this issue. The idea behind the performance criteria is not to change the criteria if students cannot accomplish them in a successful manner, but rather to distribute the weight of each according to the difficulty the students have in carrying them out. A Note on the Simulation The simulation of a meeting of the European Council (Called Eurosim) is organized by the Transatlantic Consortium for European Union Studies and Simulations (TACEUSS). TACEUSS has organized Eurosim since the late 1980s on an annual basis (in both Europe and the United States). In 2007 TACEUSS had twenty university members from seven different countries including Germany, Belgium, Poland, and the United States. The simulations focus on a specific topic, such as immigration and asylum policy (2006), energy policy (2007), and Security and Defense Policy (2008). The costs of the simulation include: 1. Membership to TACEUSS 300 dollars per year 2. Registration Fee 125 dollars per student (includes food) 3. Accommodation 90 dollars per room per night (3 students per room) 4. Airfare (if Eurosim is in Europe) 600 dollars per plane ticket 5. Ground Transportation (if Eurosim in US) 350 dollars per van (plus gas) It is important that students contribute to the total cost of the simulation. St. John Fisher College the students were responsible for transportation while the college paid for the membership, registration and accommodation. If Eurosim is organized in the United States, students should expect to contribute approximately 100 dollars (based on 10 students and two vans). If Eurosim is organized in Europe students should expect to contribute between 250 and 400 dollars. Eurosim 2009 will be organized around the second or third week of April by Canisius College in Buffalo NY. Simulations run from Thursday late afternoon until Sunday early afternoon. Politics of the European Union
PSCI 357
Course Content: This course is an introduction to the European Union. We will discuss the history of the EU from the Coal and Steel Community to the current Union. The role and function of the institutions of the EU, as well as theories about European integration and governance, will be discussed in some detail. Lastly, we will talk about some of the major EU policy areas, such as agriculture and the single market. Students will be introduced to both the major facets of the EU as well as some of the major scholarly debates surrounding the Union. Course Objectives: 1. This course will give students a working knowledge of one of the most dynamic and powerful international actors. 2. Students will learn to critically evaluate scholarly articles in this course in order to understand some of the origins of current debates in EU politics. 3. Improve student’s understanding of the process of politics, including bargaining, compromise and persuasion. 4. Students will become better readers and writers, simply by virtue of doing a lot of both! Students will improve their presentation skills and become more comfortable and adapt at public speaking in front of a large group of their peers. Student Learning Goals: 1. Students will be able to locate, select, and document secondary source material information relevant to an issue and the question it raises. 2. Students will be able to analyze and incorporate research into their own argument. 3. Students will be able to identify multiple perspectives on a text/issue and articulate those perspectives. 4. Through critical revision, students will learn to assert a position and support it using the tools of research in a well-developed, well-reasoned written document. 5. Students will be able to effectively present and defend some aspect of their research, using oral communication skills. Required Text: Ian Bache and Stephen George. Politics in the European Union (Oxford: Oxford University Press, 2006). This book should be available at Beck’s bookstore. Supplemental readings will be posted on blackboard. Course Requirements: (1) Reading: The overall class format is discussion-based learning. All readings of each class session must be completed before coming to class. Participation in discussions will demand thorough knowledge of the readings. (2) Midterm and Final Exams: Students will take two exams in this class. Exams are essay based take-home style. (3) Critical Review Paper: This is a 5-7 page paper in the form of a critical review. Students will write a short research paper on a topic of their interest based on two distinct scholarly perspectives. Topics can range from integration theory to EU foreign or security policy. For evaluation criteria see appendix 1. (4) Presentation: Students are required to give a formal 10 minute presentation of their Critical Review Paper using PowerPoint. The presentation should be both engaging and informative for all members of the class. It is important that the major debate in the literature is discussed in some detail as well as the student’s position on the debate. For evaluation criteria see appendix 2. (5) Simulation: Students will be assigned alter ego roles and they will perform negotiations on behalf of their state or institution on the topic of the simulation. Attendance at the simulation is required for this class. Details will be discussed later in the semester. (6) Attendance: Over the semester, you will be allowed three absences. Make sure to use these absences wisely, because all absences in excess of three will count against your attendance grade. If you have 0-3 recorded absences, you will get 30 points for attendance; 4 recorded absences, 20 points; 5 recorded absences, 10 points and 6 or more recorded absences, 0 point. I will take attendance at the beginning of each class period. It is NOT necessary to inform the professor of your absence unless there is test scheduled for that particular class period.
A Completion of course requirements in an outstanding manner, reflecting a degree of accomplishment that is exceptional. B Completion of course requirements in an entirely acceptable manner, demonstrating an excellent grasp of the subject matter, and the likelihood of successful completion of further courses in the same area. C Completion of the course requirements in an acceptable manner, reflecting a basic understanding of the subject matter of the course and the possibility of successful completion of further courses in the same subject area. D Fulfillment of the minimum performance requirements prescribed by the instructor, but not in such a manner that higher level courses in the same area can be recommended. F Failure to demonstrate acceptable competence in the subject matter of the course, and/or failure to fulfill the requirements of the course. Additional Information: Office Hours: Feel free to come in and talk about questions you may have; how you’re doing in the class, and other academic related issues. You can use my office hours or, if they don’t coincide with your available time, email or call in order to make an alternative appointment. Incomplete: No incomplete will be given except when your doctor decides you are not able to complete this course for any medical reason. Students with Disabilities: In accordance with the Americans with Disabilities Act of 1990, Northeastern Illinois University does not discriminate against students or employees on the basis of disability. In addition, the University provides reasonable accommodations for students and employees with disabilities. Students seeking reasonable accommodations in the classroom should contact the Accessibility Center, (773-442-5495;TDD 773- 442-5499). Persons seeking handicapped parking permits should contact the Health Service, (773-442-5800). Employees seeking reasonable accommodations in the workplace, persons with concerns about discrimination on the basis of disability, and persons with any questions about the Americans with Disabilities Act of 1990 should contact the Affirmative Action Office. The University President has designated the Affirmative Action Officer to receive grievances and coordinate compliance activities under the Americans with Disabilities Act. Academic Honesty: Northeastern Illinois University students are expected to exhibit the highest standards of academic integrity. Academic misconduct such as plagiarism or cheating is unacceptable and will be investigated in accordance with University policy on academic misconduct. (See Student Survival Kit) Honesty, along with freedom of expression, and mutual respect, are age-old values of university life. Honesty includes academy honesty. Plagiarism involves presenting another person’s written work or ideas as your own, or using either in your own work without giving due credit to the original source. Many students do not realize that even paraphrasing large portions of text without giving credit to the author is not an acceptable research practice. Never simply lift language off of a web site (or any source) or closely paraphrase it without citing the source. Cutting and pasting from web sources without proper use of quotes and citations is a form of plagiarism. Such work will not receive a passing grade, and the student may be further penalized. The Writing Lab: This is a free service available to any student enrolled in a class at NEIU. Tutors are available to work with students by appointment. To make an appointment, stop by CLS 2046 or call the lab at 773-442-5480. Additionally, an appointment can be requested online by going to the following webpage: http://www.neiu.edu/~ewlab/subPages/appointment.html The lab is open 8 a.m. to 4 p.m. Monday, Tuesday, and Friday. The lab is also open from 8 a.m. to 8 p.m. on Wednesday and Thursday. Students may request a verification of attendance from the tutor with whom they work. Date, Topic and Reading Assignments (Tentative, subject to change) B and G = Bache and George Bb = Blackboard
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