Course Syllabus


 Syllabus

Global Cultures explores nations around the globe towards the goal of developing a cross-cultural understanding of how cultures function. Looks at  nations and cultures 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.

    • Section: ANTH 1080 (080)
    • Term: Spring 2025 Class Session: 001 Regular Academic Session
    • Course Credits: (4)

Instructor Information

"Meet Your Professor", Tim Roufs

Contact Information:

Office Hours

Course Textbook

Understanding Global Cultures: Metaphorical Journeys Through 34 Nations, Clusters of Nations, Continents, and Diversity, 6th Edition. (2015). Martin J. Gannon and Rajnandini (Raj) K. Pillai. Thousand Oaks, CA: SAGE Publications. (ISBN: 1412995931)

Course Technology

Course Requirements

Each module will usually contain readings, lecture slides, and videos. The contents within these materials will be the basis for your discussion and essay responses.

The majority of the discussions will relate to material presented in the readings, slides, and videos, often combined with current affairs, but on occasion discussions may include for you to share and review your research project findings and prepare for the midterm and final exams.

The majority of the discussions will focus on material presented in the readings, slides and videos, but will also include discussions for you to share and review your research project findings, and items to prepare for the midterm and final exams.

Grading note:

          • There are currently a total of 9 online discussions (1.5% each), although discussion(s) of current events may be added
          • The lowest score (other than the Wk 1, 5-point items) will automatically be dropped by Canvas (~1.5).

Refer to GC Discussions Overview for more detailed information on requirements and criteria.

You will be required to submit 1 In the News Report, and to review three (?) others.  You will sign up for a specific topic and date for the In the News Report in the first weeks of class, but it may be later in the semester before you present it to others.

Refer to GC In the News Report Overview for more detailed information on requirements and criteria.

The course includes a Self-Assessment Survey during Week 1 to find out a little more about you as a person than you might have volunteered in your self Introduction (~1.2% of your final grade), and a Midterm Survey during Week 7 to see how you think things are going and to check for suggestions of things you might like to see for the last half of the semester (~1.2%).

Keep the Week 7 survey in mind as we go along. And it's great if between now and then you send your comments and questions to me via e-mail, at troufs@d.umn.edu.

You will have several week to prepare for both the Midterm Exam and Final Exam. Both exam are open-book/open-notes essay exams largely created by question recommendations you and your classmates make as part of the class Discussions.

These open-book/open-notes essay exams are largely created by question recommendations you and your classmates will contribute to as part of the class Discussions: midterm question pool, (~1.5%) and final question pool (~1.5%)

Refer to the Exam Overviews to review requirements, criteria, and tips:

Midterm Exam (~34%)

Final Exam (~ 34 %)

The research project for this class will include several components:

        • Informal Proposal (Due Week 6; ~1.5)
        • Promissory Abstract/Executive Summary (Due Week 8; ~1.5%)
        • Presentation to class (Due Week 13; ~8.5%)
        • Peer review of classmate presentation

Refer to the Research Project Overview for adding requirements, criteria, and details.

GC Extra Credit--Film / Lecture / Event Review Option (for up to 18 points)

Course Learning Outcomes

This course fulfills the following Liberal Education Category: Global Perspectives, Social Sciences.

Within this course students will:

      1. Identify the main characteristics within the American Anthropology comparative holistic traditional disciplinary framework and use these approaches to analyze and interpret global cultures. (SS SLO 1 and 2)

      2. Gather and interpret data on global cultures using anthropological techniques (SS SLO 1 and 2)

      3. Identify and evaluate how student's own culture and histories affect their perspective on international societies and global issues. (GP SLO 2, 3, 4)

      4. Integrate comparative methodologies into a written or oral analysis of global cultures and explain how student's analytical findings apply to global historical and contemporary issues, as well as their own personal experiences. (GP SLO 2)

Grading

Canvas will contain your scores in the Gradebook (access the Gradebook using the Grades navigation link). 

If you have questions about your grades, you can approximate course grade by using the Canvas Gradebook What-if feature or email me with questions.

Course Grading Scale

      • A 94-100%
      • A- 90-94%
      • B+ 87-90%
      • B 84-87%
      • B- 80-84%
      • C+ 77-80%
      • C 74-77%
      • C- 74-77%
      • D 64-67%
      • D- 61-64%
      • F < 60%

Weekly Schedule and Time Allocations

Credits and workload: 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.

Due Dates: 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.

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

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

    • Weekly Overview pages and Memos (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.
    • Turn on Canvas Notifications:  
    • Module components and time allocations: 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)
      • Participation in Discussions (variable, depending on the topic)
      • Research Project Prompts (about 5 hours a week): For most modules, you will also receive one or two prompts to work on or complete a graded course component such as the  In-the-News Reports, and the Midterm and Final Exams.
      • 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.

Course 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).
        • If you are concerned about the points, there are Extra Credit Opportunities in the class to make up points. The shorter one is an Extra Credit Review (for up to 18 points).

In this class, all of your written academic work must demonstrate your personal efforts—including content development and revision—reflect your personal originality, exploration, analysis, explanation, integrating and synthesizing of ideas, organizational skills, evaluation, and overall learning and critical thinking efforts.  Note: You will note that the discussion rubric reflects these criteria.

With that said, you may experiment with an AI tool to do tasks such as e.g, brainstorming, narrowing topics, writing first drafts, editing text, and the like. AI-generated works should in no case be more than that.

In the end you need to become familiar enough with the various subjects, peoples, and places discussed in this class to research a topic and problem-solve on your own, and carry on an intelligent conversation about them in modern-day society . . . a conversation that goes beyond your voicing an unsupported opinion.

Please refer to ChatGPT and other AI-content Generators for use in this class for a full description and links to other related University and academic integrity policies.

Academic Policies

Student Conduct Code

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.

Teaching & Learning: Instructor and Student Responsibilities

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 Integrity

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. UMD’s Student Academic Integrity Policy.

Final Exams

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.

Excused Absences

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.

Appropriate Student Use of Class Notes and Course Materials

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.

Students with Disabilities

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

"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.

Equity, Diversity, Equal Opportunity, and Affirmative Action

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.

Mental Health and Stress Management

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