Course Syllabus

UMD Understanding Global Cultures Header.

    • Sections:  080
    • Term: Fall 2024 Class Session: 001 Regular Academic Session
    • Course Credits: (4)

    • Catalog description: Explores nations around the globe towards the goal of developing a cross-cultural understanding of how cultures function. Explores America as a foreign culture, looking at the United States from the viewpoints of foreign anthropologists and other scholars, using comparative ethnographic perspectives to interpret aspects of American culture.This course fulfills the following Liberal Education Category: Global Perspectives, Social Sciences.

Course Objectives and Outcomes American Anthropology has long emphasized a Four Field  approach to the study of the humankind--one embracing physical anthropology, cultural anthropology, archaeology and linguistics--and one regularly doing so with a Comparative Methodology (including EMIC and ETIC viewpoints) and an explicitly Holistic theoretical perspective with the anthropological concept of "Culture" as its primary concept and Fieldwork as a primary research technique. It is an aim of the proposed course to demonstrate those interrelating characteristic qualities of the discipline with a foremost topic, the global cultures.

      • Within this comparative holistic traditional disciplinary framework the course aims to convey a basic understanding of global cultures.

        • This course in the end aims to give you the insights and skills to see and experience the world as an anthropologist might.

          • Central to that are the very important ways of seeing mentioned above, known to anthropologists as an Emic View (from the point of view of the people themselves) and an Etic View (looking at the people and culture from the point of view of an outsider).

          • It is important, on an ongoing basis, to recognize the cultural/linguistic phenomena known as "The Rashomon Effect".
            • And to be aware of people, organizations, and institutions not recognizing "The Rashomon Effect" or employing a Cultural Relativism approach to important social and cultural matters (cf., Media Bias Chart).

          • Fundamental to sorting out ways of seeing is recognizing and understanding various levels of the "Units of Analysis".

          • And to understand contemporary global cultures from that point of view it is imperative to understand Major Debates that have occurred over the centuries.

          • Other Important Terms to understand as part of other ways to view the world include "Cultural Relativism" and "Ethnocentrism".

          • Knowing about and understanding the Main Characteristics of American Anthropology.
      • The course aims to provide a fundamental understanding of global cultures and global perspectives, past and present.

      • The course aims to impart an understanding of the importance of the social and cultural significance of understanding global cultures, and the effect of globalization on world cultures.

      • This course aims to prepare you to think critically about global cultures.

      • This course aims to help you better understand societies of the world.

      • The course aims to help you understand and reflect on your personal relationship to global cultures, and the effect of globalization on you.

      • Finally, the course aims to provide some experience and practice at researching, writing about, and publicly presenting results of anthropological inquiry, utilizing the methods, theory, and concepts of anthropology to help understand the past, present, and emerging problems of the world.

This course will follow a regular weekly schedule. Here are some helpful hints for working through the materials and studying for this course:

      • For your weekly schedule, refer to the f2024 Modules for step-by-step guidance through each week of the course: Getting Started Module, and weeks 1 - 15.

      • The Weekly Schedule pages (at the top of each Canvas Module) and Sunday Memos (with the Canvas Announcements and in your Google UM e-mail folder) address which steps you will complete each week.

      • This 4 credit course is designed to contain approximately 11-12 hours of work per week (video materials count as "laboratory 'hours'") .  Some weeks will be slightly more and others slightly less.

      • All homework assigned for each module is due the following Sunday at 11:59 PM. However, I heavily recommend that you do not wait until the weekend to get all your homework done.

      • Each module will contain the following components, and are designed to be completed within the suggested time allocation guidelines:

        • Read the weekly schedule (10 minutes)

        • Read the Textbook -- (1 hour, including review)

        • View the Slides --  (2 hours + thinking time)

        • Watch Videos -- (variable, with specific times listed with the Videos + thinking time)

        • Watch Video Clips -- (variable, usually just a couple of minutes, with specific times listed with the Videos + thinking time)

          • Studying for Exams (depends on your learning style, but exams are open-book/open-notes, thus eliminating time normally spent for rote memorization): Each week you will want to devote a portion of your time toward studying for exams.  I often recommend spending a portion of Sunday or the end of the week to do this.

      • Note: You may find you take more or less time then the time allocations guidelines I provide.  It is important that you find a way to pace yourself throughout the week to complete these items. Which activities you do first depends on your preference and how the tasks fit into your schedule and study plan. Everyone has a style that works best for them. Prioritize however it best fits you, but pace yourself according to the suggested time allocation guidelines.

Appropriate classroom conduct promotes an environment of academic achievement and integrity. Disruptive classroom behavior that substantially or repeatedly interrupts either the instructor's ability to teach, or student learning, is prohibited. Student are expected adhere to Board of Regents Policy.

UMD is committed to providing a positive, safe, and inclusive place for all who study and work here. Instructors and students have mutual responsibility to insure that the environment in all of these settings supports teaching and learning, is respectful of the rights and freedoms of all members, and promotes a civil and open exchange of ideas. Reference the full Teaching & Learning: Instructor and Student Responsibilities Policy.

Academic dishonesty tarnishes UMD’s reputation and discredits the accomplishments of students. Academic dishonesty is regarded as a serious offense by all members of the academic community. Learn more about UMD’s Student Academic Integrity Policy.

    • Taking notes is a means of recording information but more importantly of personally absorbing and integrating the educational experience. However, broadly disseminating class notes beyond the classroom community or accepting compensation for taking and distributing classroom notes undermines instructor interests in their intellectual work product while not substantially furthering instructor and student interests in effective learning. For complete details, reference the Appropriate Student Use of Class Notes and Course Materials Policy.

    • It is the policy and practice of the University of Minnesota Duluth to create inclusive learning environments for all students, including students with disabilities. If there are aspects of this course that result in barriers to your inclusion or your ability to meet course requirements such as time limited exams, inaccessible web content, or the use of non-captioned videos, please notify the instructor as soon as possible. You are also encouraged to contact the Office of Disability Resources to discuss and arrange reasonable accommodations. Call 218-726-6130 or visit the Disability Resources web site for more information.

    • "Sexual harassment" means unwelcome sexual advances, requests for sexual favors, and/or other verbal or physical conduct of a sexual nature. Such conduct has the purpose or effect of unreasonably interfering with an individual's work or academic performance or creating an intimidating, hostile, or offensive working or academic environment in any University activity or program. Such behavior is not acceptable in the University setting.  For more information, reference the full Sexual Harassment Policy.

    • All 1xxx-5xxx courses offered for undergraduate credit should include a final graded component or end of term evaluation that assesses the level of student achievement of one or more course objectives. All final graded components are to be administered or due at the time and place according to the final exam schedule and not during the last week of class. Reference the full Final Examinations Policy.

    • Students are expected to attend all scheduled class meetings. It is the responsibility of students to plan their schedules to avoid excessive conflict with course requirements. However, there are legitimate and verifiable circumstances that lead to excused student absence from the classroom. These are subpoenas, jury duty, military duty, religious observances, illness, bereavement, and NCAA varsity intercollegiate athletics. Referencing the full Excused Absences Policy for complete information.

    • The University provides equal access to and opportunity in its programs and facilities, without regard to race, color, creed, religion, national origin, gender, age, marital status, disability, public assistance status, veteran status, sexual orientation, gender identity, or gender expression. The UMD Department of Human Resources & Equal Opportunity is available to all UMD employees, students, and participants in University-related activities to discuss issues or concerns regarding University policies or practices involving potential bias, discrimination, harassment or retaliation that an individual may have experienced or observed. For more information, reference the full Equity, Diversity, Equal Opportunity, and Affirmative Action Policy.

    • Feelings such as anxiety, anger, depression, low self-esteem, or tension are a normal part of being human and can affect anyone. Sometimes these feelings are temporary and can be eased by rest, relaxation, exercise, good nutrition and the support of trusted friends. At other times, stressors, relationships or past family experiences cannot be managed so easily and become overwhelming. If this happens, and you find it hard to function, you may want to seek professional help. Counseling Services are available at UMD Health Services to assist you. If you are in need of mental health support when Health Services is closed, or in case of an emergency, please contact The Birch Tree Center's Crisis line at 218-623-1800 or go to the emergency room/urgent care at either St. Luke's Hospital or St. Mary's Hospital. If an ambulance is needed, call 911. If the emergency is non-life-threatening and you do not have a means of transportation, call Campus Police at 218-726-7000). If you have needs that Counseling Services does not treat, they have a case manager who helps connect students to referrals as well as navigating issues with insurance. You can learn more about the broad range of confidential mental health services available on campus at UMD Health Services.

Academic Policy Statements became effective: January 3, 2011 and was last updated as follows: Approved by EPC April 28, 2010; amended and approved by Campus Assembly November 9, 2010, updated & approved by EVCAA April 28, 2017; revised by TLC 10-31-18; approved by EVCAA 1-10-19 Policy Owner: Academic Affairs.

You may also want to  compare Discussions information with official UMD Grading Policies

      • Late work on Discussion items is not accepted.
      • Discussions are intended to allow folks in the class to hear what you have to say and to provide the opportunity of exchanging opinions on various topics. Virtually no one returns to a previous week to see if anyone posted their discussion after the week in which it is assigned. From my perspective, doing a discussion after the class has essentially moved on is nothing but busy work. And that's not a good thing (in my opinion).