7 Revolutions syllabus

March 8th, 2010

EGC 310
Seven Global Revolutions
Instructor: John Gadbois
Description: Life-sustaining global systems are facing serious challenges both today and in the near future. In collaboration with the Center for Strategic and International Studies’ Seven Global Revolutions project, students will learn about the ways humans, as part of the larger socio-cultural environment, can and must participate as active global citizens. We will focus on good governance through effective and enduring policy.
SEVEN REVOLUTIONS is a project led by the Global Strategy Institute at the Center for Strategic and International Studies (CSIS) to identify and analyze the key policy challenges that policymakers, business figures, and other leaders will face out to the year 2025. It is an effort to promote strategic thinking on the long-term trends that too few leaders take the time to consider.
Overview of the Course
The 7 Revs identified by the Global Strategy Institute at the Center for Strategic and International Studies are:
1. Population
2. Resource Management
3. Technology
4. Information Flows
5. Economic Integration
6. Conflict
7. Governance
We will address these issues through open discussion and by examining the issues in relationship to different countries outside the United States. We will have to opportunity to use our location in La Rochelle to gain perspective.
Each student will be assigned groups. Each group will select a country from one of the following categories:
1. Advanced
2. Newly industrialized
3. Emerging
4. Less developed
Each student will also be expected to incorporate their local community into the discussion, as well as comparing there to La Rochelle and its surrounding area. Countries selected must be approved by the end of the first day of class. Each group must have a different country selected. There will be no doubling up.
Each group will be expected to put together a report on each of the seven global revolutions and their significance for the three areas selected (home, La Rochelle, other country). These reports should include the following:
Original country research—from the CIA World Factbook. Include all relevant details that you might think are important. You will do this for all three areas. This will be due the first week of classes.
General discussion of the seven individual revolutions.
Research on the individual revolution relative to the areas chosen, from the perspective of these three areas.
Final paper with the culmination of this research. Each group will also present their research in class.
The seven revolutions and their discussions/presentations will have due dates throughout the time period of the class. Those dates:
1. Population—March 9
2. Resource Management—March 11
3. Technology—March 17
4. Information Flows—March 23
5. Economic Integration—March 25
6. Conflict—March 31
7. Governance—April 6
These dates may need to be adjusted due to potential field trips while we are in La Rochelle. Any changes will be communicated as soon as feasible.
The final paper will be due on Wednesday April 7.
Each individual will be responsible for their hometown/area. Those papers will be submitted with the group paper, which is responsible for La Rochelle and another country.
Included in the paper must be some potential solution or response to the issue raised by each of the seven revolutions. If the group cannot come to a unanimous conclusion on a response, that is to be duly noted in the paper. There must be a timetable included as to how this response elicits a change in the trajectory of events.
Course Outcomes
After a student has completed a course or an experience that counts for the EGC (Education for Global Citizenship) requirement, they will have met the following EGC outcomes:
1. EGC Outcome: Demonstrated an awareness of the global dimensions of social, ecological, political, economic, or cultural systems.
Course Specific Outcomes: The student will become aware of the seven areas of change that embody opportunity and risk to the world in the days ahead. These areas are called the “seven revolutions”.
Assessment tools: Each student will select a country, their home area, and La Rochelle and examine the seven revolutions and their impact on those areas. Assessment of student awareness will be through the 3-part assignment on the individual revolutions.
2. EGC Outcome: Critically analyzed the global phenomena, problems, issues, or topics that are the specific focus of the course using diverse cultural perspectives and multiple disciplinary frameworks.
Course Specific Outcomes: The students will analyze the seven global revolutions in the contexts of specific areas. As the seven revolutions address different areas of focus, by its nature the course will require the students to analyze using multiple disciplinary frameworks. Since the final paper is a group paper combining country analysis of countries at different levels of development and geography, the final analysis will utilize diverse cultural perspectives.
Assessment Tools: Each student will write a paper analyzing the impact of the seven revolutions on specific areas chosen. Assessment of student analysis of the issues will be through the final paper. In addition, the final group paper will be used to assess the use of diverse cultural perspectives.
3. EGC Outcome: Identified possible responses to the global phenomena, problems, issues, or topics that are specific for the course. These responses may be enacted by individuals, social networks, movements organizations, governments, or other entities.
Course Specific Outcomes: As a culmination of the student’s chosen areas, each student will identify a pressing concern in the country related to one of the seven revolutions. The student will propose a possible, practical response that would alleviate the concern. As a group, the students will identify a response to a common problem of the countries at different levels of development or different geographical location.
Assessment Tools: Each student will write a paper analyzing the impact of the seven revolutions on a specific area and will propose a response to a specific concern. Each group will select a common concern and propose a response that can be coordinated among all of the countries involved. They will prepare a group paper and presentation. Assessment of student identification of a potential response to the concern will be through the final individual portion of the paper. In addition, the final group paper and presentation will be used to assess the differences in responses when viewed from a wider perspective.


February 9th, 2010

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February 9th, 2010

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