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Course Syllabus HIS101G
GLOBAL HISTORY SINCE 1945
Number of ECTS credits
6
Course Description
This course introduces students to the key developments, processes and major events in
global history from 1945 to the present. The course not only focuses on conflict and
cooperation among the major Western powers, but also places the development of
modern International Relations into the global context of socio-economic and political
developments in Eurasia, Asia, Africa, the Middle East and Latin America. The course
serves as a foundation for further region-based and thematic in-depth history courses at
the 200 and 300 levels.
Course Prerequisites
None
Intended Learning Objectives
By the end of this course, students should be able to:
In terms of knowledge
✓ Explain the various interpretations of the concept of ‘global history’ and how it
relates to other concepts, such as ‘international history’, ‘world history’ and
‘transnational history’;
✓ Explain the relationship between history and the concept of ‘globalization’;
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✓ Explain the main actors, factors (including societal factors) and processes that
have influenced the evolution of global politics since 1945 and apply this
knowledge to the analysis of current international affairs;
✓ Explain the key concepts and theories in the literature on global history and
apply them to the analysis of current international affairs;
In terms of skills
✓ Conduct a literature search and a literature review to answer an essay question;
✓ Identify reliable sources of information and assess the quality of sources,
including historical sources;
✓ Compare and contrast different opinions and viewpoints;
✓ Apply multi-disciplinary perspectives in the analysis of international affairs, by
combining insights from politics and international relations and history;
✓ Acquire the ability to work in multicultural and multidisciplinary teams;
✓ Acquire the ability to communicate clearly and precisely both orally and in
writing;
In terms of attitudes
✓ To acquire a passion for life-long learning;
✓ To acquire the ability to be open and constructively critical towards one's own
and others' perspectives.
Course Materials
The key textbook for this course is
Young, J.W. and Kent, J. (2013) International Relations since 1945: A Global History. Oxford:
Oxford University Press.
Additional Resources
Academic Journals
Cold War History
Journal of Contemporary History
Current History
Diplomatic History
Diplomacy and Statecraft
Foreign Affairs
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Foreign Policy
The Historical Journal
International Affairs
International History Review
International Security
Journal of Cold War Studies
Journal of Global History
Journal of Modern History
Review of International Studies
World Politics
Reference Works
Best, A. et al. (2015) International History of the Twentieth Century and Beyond, 3rd edition.
London: Routledge.
Calvocoressi, P. (2009) World Politics since 1945, 9th edition. London: Routledge.
Dunbabin, J. (1994) International Relations since 1945. London: Routledge.
Gaddis, J.L. (1997) We Now Know: Rethinking Cold War History. Oxford: Oxford
University Press.
Gaddis, J.L. (2005) The Cold War. London: Penguin.
Kennedy, P. (1988) The Rise and Fall of the Great Powers. London: Unwin Hyman.
Keylor, W.R. (2012) The Twentieth-Century World and Beyond. Oxford: Oxford University
Press.
Kissinger, H. (1994) Diplomacy. New York, NY: Simon and Schuster.
Lundestad, G. (2014) East, West, North, South: International Relations since 1945, 7th edition.
London: Sage.
Reynolds, D. (2000) One World Divisible: A Global History since 1945. London: Penguin.
Vadney, T.E. (1998) The World since 1945, 3rd edition. London: Penguin.
Wenger, A. and Zimmermann, D. (2003) International Relations: From the Cold War to the
Globalized World. Boulder, CO: Lynne Rienner.
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Course Schedule & Weekly Reading:
WEEK 1: INTRODUCTION
First class
Review of the syllabus
Discussion of expectations & course policies
Explanation of the pieces of assessment
Second class
Mandatory reading:
Conrad, S. (2016) What is Global History? Princeton, NJ: Princeton University Press.
Chapter 2 (pp. 17-36).
Reading questions [to help focus your reading]:
What is global history?
How has the understanding of ‘global history’ changed over time?
Suggestions for further reading:
Conrad, S. (2016) What is Global History? Princeton, NJ: Princeton University Press.
Spakowski, N. (2009) ‘National Aspirations on a Global Stage: Concepts of World/Global
History in Contemporary China’, Journal of Global History, 4(3), pp. 475-495.
Williams, A.J. et al. (2012) International History and International Relations. London,
Routledge. Chapter 1 (pp. 7-32).
WEEK 2: GLOBALIZATION AND HISTORY
Mandatory reading:
Axford, B. (2013) Theories of Globalization. Cambridge: Polity. Chapters 1 (pp. 6-35) & 6
(pp. 110-129).
Reading questions [to help focus your reading]:
What is globalization?
How can we distinguish between globalization, globalism and globality?
What are the characteristics of ‘global history’?
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Suggestion for further reading:
Cerny, P.G. (2010) ‘Globalisation and Statehood’, in Beeson, M. and Bisley, N. (eds)
Issues in 21st Century World Politics. Basingstoke: Palgrave Macmillan, pp. 17-32.
WEEK 3: THE ORIGINS AND DEVELOPMENT OF THE COLD WAR
Mandatory reading:
Young, J.W. and Kent, J. (2013) International Relations since 1945: A Global History. Oxford:
Oxford University Press. Introduction (pp. xxiii-xxxii), Introduction to Part I (pp. 1-22) &
Chapters 1 & 2 (pp. 23-61).
X. (1947) ‘The Sources of Soviet Conduct’, 25(4), pp. 566-582.
Reading questions:
Why was Germany divided following the Second World War?
What are the origins of the Cold War?
What were the main stages in the Cold War?
Suggestions for further reading:
Reynolds, D. (2000) One World Divisible: A Global History since 1945. London: Penguin.
Chapter 1.
Schlesinger, A.M., Jr. (1967) ‘Origins of the Cold War’, Foreign Affairs, 46, pp. 22-52.
Wenger, A. and Zimmermann, D. (2003) International Relations: From the Cold War to the
Globalized World. Boulder, CO: Lynne Rienner. Chapter 2.
WEEK 4: THE RISE AND FALL OF ‘DÉTENTE’
Mandatory reading:
Young, J.W. and Kent, J. (2013) International Relations since 1945: A Global History. Oxford:
Oxford University Press. Part IV (pp. 272-352).
Gaddis, J.L. (1983) ‘The Rise, Fall and Future of Détente’, Foreign Affairs, 62(2), pp. 354-
377.
Reading questions:
What were the origins and consequences of détente?
What were the main US foreign policy achievements under the Carter administration?
Suggestions for further reading:
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Reynolds, D. (2000) One World Divisible. London: Penguin. Chapter 10 (pp. 322-368).
Wenger, A. and Zimmermann, D. (2003) International Relations: From the Cold War to the
Globalized World. Boulder, CO: Lynne Rienner. Chapter 5.
WEEK 5: DECOLONIZATION
Mandatory reading:
Young, J.W. and Kent, J. (2013) International Relations since 1945: A Global History. Oxford:
Oxford University Press. Introduction to Part II (pp. 105-118) & Chapter 8 (pp. 176-200).
Byrne, J.J. (2013) ‘Africa’s Cold War’, in McMahon, R.J., ed. The Cold War in the Third
World. Oxford: Oxford University Press, pp. 101-123.
Reading questions:
What were the consequences of the Cold War for Latin America, Africa and Asia?
Compare and contrast the end of the British and French Empires.
What were the main challenges facing the newly independent countries in Asia and
Africa?
Suggestions for further reading:
Keller, E.J. ‘Decolonization, Independence and the Failure of Politics’, in Martin, P.M.
and O’Meara, eds, Africa. Bloomington, IN: Indiana University Press, pp. 156-171.
McMahon, R.J., ed. (2013) The Cold War in the Third World. Oxford: Oxford University
Press.
WEEK 6: EXAM REVISION & ESSAY PREPARATION
WEEK 7: MIDTERM WRITTEN EXAMINATION
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WEEK 8: THE ARAB-ISRAELI CONFLICT
Mandatory reading:
Shlaim, A. (2005) ‘The Rise and Fall of the Oslo Peace Process’, in Fawcett, L., ed.,
International Relations of the Middle East, pp. 241-261.
Young, J.W. and Kent, J. (2013) International Relations since 1945: A Global History. Oxford:
Oxford University Press. Chapters 3C, 11D, 17AB, 22C & 24C.
Reading questions:
What are the causes of the Arab-Israeli conflict?
What have been the main stages in the Arab-Israeli conflict?
What were the origins and the consequences of the 1993 Oslo Accords?
In your view, how could the Arab-Israeli conflict be solved?
Suggestions for further reading:
Fraser, T.G. (2015) The Arab-Israeli Conflict. Basingstoke: Palgrave Macmillan.
Schulze, K.E. (2016) The Arab-Israeli Conflict, 3rd edition. London: Routledge.
WEEK 9: EUROPEAN INTEGRATION
Mandatory reading:
Mearsheimer, J.J. ‘Back to the Future: Instability in Europe after the Cold War’,
International Security, 15(1), pp. 5-56.
Young, J.W. and Kent, J. (2013) International Relations since 1945: A Global History. Oxford:
Oxford University Press. Chapter 20.
Reading questions:
According to Mearsheimer (writing in 1990), which consequences was the end of the
Cold War going to have for Europe?
How significant was the Maastricht Treaty in the process of European integration?
Suggestions for further reading:
Dinan, D. (2012) ‘The Arc of Institutional Reform in Post-Maastricht Treaty Change’,
Journal of European Integration, 34(7), pp. 843-858.
Reynolds, D. (2000) One World Divisible. London: Penguin. Chapter 4 (pp. 108-135).
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WEEK 10: THE END OF THE COLD WAR – A NEW WORLD ORDER?
Mandatory reading:
Young, J.W. and Kent, J. (2013) International Relations since 1945: A Global History. Oxford:
Oxford University Press. Chapters 19, 20 & 21.
Kissinger, H. (1994) Diplomacy. New York, NY: Simon and Schuster. Chapter 30 (pp. 762-
803).
Reading questions:
What were the causes of the end of the Cold War?
What were the main consequences of the end of the Cold War?
What can we conclude from the 1990-1991 Gulf War about the post-Cold War world
order?
Suggestions for further reading:
Cox, M. ‘The Uses and Abuses of History: The End of the Cold War and Soviet
Collapse’, International Politics, 48(4-5) pp. 627-646.
Wohlforth, W.C. (1994/1995) ‘Realism and the End of the Cold War’, International
Security, 19(3), pp. 91-129.
WEEK 11: THE BREAK-UP OF YUGOSLAVIA
Mandatory reading:
Banac, I. (2009) ‘What Happened in the Balkans (or Rather ex-Yugoslavia)?’, East
European Politics and Societies, 23(4), pp. 461-478.
Young, J.W. and Kent, J. (2013) International Relations since 1945: A Global History. Oxford:
Oxford University Press. Chapter 20.
Reading questions:
What are the main causes of the break-up of Yugoslavia?
How did other states react to the violence engulfing Yugoslavia?
Suggestions for further reading:
Chenoy, A.M. (1996) ‘The European Union and the Breakup of Yugoslavia’, International
Studies, 33(4), pp. 441-453.
Little, A. and Silber, L. (1996) The Death of Yugoslavia. London: Penguin.
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WEEK 12: 9/11 AND THE ‘WAR ON TERROR’
Mandatory reading:
Yew, L.K. (2007) ‘The United States, Iraq, and the War on Terror: A Singaporean
Perspective’, Foreign Affairs, 86(1), pp. 2-7.
Young, J.W. and Kent, J. (2013) International Relations since 1945: A Global History. Oxford:
Oxford University Press. Chapter 23 (pp. 535-570).
Reading questions:
What is Al-Qaeda and what were its main grievances before 9/11?
What is the ‘War on Terror’ and how successful has it been?
What has been the impact of the ‘War on Terror’ on the place of the US on the
international stage?
Suggestions for further reading:
Fogarty, G.P. (2005) ‘Is Guantanamo Bay Undermining the Global War on Terror?’,
35(3), pp. 54-71.
Rogers, P. (2009) ‘Global Security after the War on Terror’, Briefing Paper. London:
Oxford Research Group.
WEEK 13: CONCLUSIONS: AN UNSTABLE WORLD
Mandatory reading:
Young, J.W. and Kent, J. (2013) International Relations since 1945: A Global History. Oxford:
Oxford University Press. Chapters 24-25 (pp. 571-624).
Mearsheimer, J.J. and Walt, S.M. (2003) ‘An Unnecessary War’, Foreign Policy, 134
(January-February), pp. 50-59.
Nuruzzaman, M. (2015) ‘The Challenge of the Islamic State’, Global Affairs, 1(3), pp. 297-
304.
‘The long and painful journey to world disorder’, Financial Times, 5 January 2017.
Reading questions:
What were the origins of the Iraq War? Why did Mearsheimer and Walt call this war
‘unnecessary’?
What are the challenges posed by the so-called ‘Islamic State’?
What are the main features of the current world (dis)order?
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Suggestions for further reading:
Bijian, Zheng (2005) ‘China's "Peaceful Rise" to Great-Power Status’, Foreign Affairs, 84(5),
pp. 18-24.
Wallace, W. (1993) ‘Global Change: New World Disorder?’, International Affairs, 69(3),
pp. 519-526.
Wenger, A. and Zimmermann, D. (2003) International Relations: From the Cold War to the
Globalized World. Boulder, CO: Lynne Rienner. Chapter 8.
WEEK 14: EXAM REVISION
WEEK 15: FINAL WRITTEN EXAMINATION
Course Assessment:
The students will be evaluated on the basis of their performance as follows:
✓ Essay 30%
✓ Midterm written exam 30%
✓ Final written exam 40%
TOTAL 100%
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Grading Scale of Vesalius College:
Vesalius College grading policy, in line with the Flemish Educational norms, is now as
follows:
Grade Scale of 20 Scale of 100
A 17.0-20.0 85-100
A- 16.1-16.9 81-84
B+ 15.3-16.0 77-80
B 14.5-15.2 73-76
B- 13.7-14.4 69-72
C+ 13.1-13.6 66-68
C 12.3-13.0 62-65
C- 11.5-12.2 58-61
D+ 10.7-11.4 54-57
D 10.0-10.6 50-53
F 0-9.9 0-49
Assignments and Grading Criteria:
(1) Essay (30%):
Deadline: Monday of Week 11
Wordcount: between 2,000 and 2,500 words, excluding the list of references.
Please choose one essay question amongst the following:
1. How truly global is ‘global history’?
2. Why had the relationship between the United States and the Soviet Union
deteriorated drastically by the end of the 1940s?
3. Why has the Arab-Israeli conflict been so persistent since 1948?
4. To what extent, if any, and in what ways did the so-called ‘Third World’ become a
battleground in the Cold War?
5. ‘Gorbachev was primarily responsible for the end of the Cold War’. Discuss.
6. To what extent, if any, did a ‘new world order’ emerge after the end of the Cold War?
7. Is a ‘war on terror’ the most effective approach to tackle the contemporary terrorist
threats?
8. To what extent, if any, can the United States be described as an ‘ailing superpower’ in
the 21st century?
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Please note the following:
a) You should not adapt or amend the question you have chosen in any way.
b) Essays have to be submitted through the anti-plagiarism software Turnitin.
c) All essays should have a title page with your name, the course title, the essay
title, and a precise word count.
d) Pages should be numbered.
e) The essay should include a separate list of references at the end.
f) Make sure that referencing is uniform throughout the paper. You are free to use
the reference system you prefer, but should ensure that the references include
author, title, year of publication, publisher, place of publication, and page
numbers for articles. For references to websites you need to add the full web
address of the specific article or document you consulted and the date you
accessed the websites.
g) Each essay is an individual and independent piece of work. Collusion will be
sanctioned.
Essay submission
You are required to submit your essay both in hard copy and electronically.
HARD COPY:
Please submit a hard copy to me during the class on the Monday of Week 11. The paper
should be stapled, but no plastic cover is necessary.
ELECTRONIC COPY:
Please submit your essay (in Word format) electronically on Turnitin
(http://www.turnitin.com/) and by email to [email protected] with the subject
“HIS101G Essay” by the Monday of Week 11, 3 pm at the latest.
Turnitin submission information:
Class name: HIS101G
Class ID: tbc
Enrolment password: tbc
Please note that you will have only submitted your essay once both the hard and
electronic copies have been submitted. Late submission penalties will apply until both
the hard copy and the electronic copy have been submitted.
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Essay late submission
Students should ensure a timely submission of their essay by the deadline indicated.
Time management is a very important skill.
Late submission will be penalised as follows:
▪ 5 points out of 100 points (5%) will be subtracted for each day of delay.
In the event of exceptional circumstances that impede the delivery of the essay by the
due date, students should hand in a medical certificate or other proof of the extreme
circumstances that impede the fulfilment of the task as quickly as possible. The
instructor will then assess whether extreme circumstances exist or not in order to decide
whether a late submission penalty will apply or not.
‘Extreme circumstances’ must be significant, unpredictable and serious. These include
medical treatment or distress due to a family crisis or loss. These do not include,
amongst others, time management problems, technical problems with the computer,
inability to find sources, attending a wedding or going on holiday. In all these cases, late
submission penalties will systematically be applied.
Note that in accordance with Murphy’s Law, computers are likely to crash and printers
are likely to run out of ink the evening before the due date. Start in time. Make backups
of your work. Computer or printer problems are no valid reason for handing in work
late.
General grading criteria for the essay
Essays will be evaluated according to the following criteria:
a) Capacity to propose a well-reasoned and focused argumentation on an issue
throughout the essay;
b) Evidence of knowledge of the ideas, concepts and theories discussed in class and
in the reading material and capacity to relate a specific case or topic to broader
conceptual and theoretical debates;
c) Capacity to reflect the existence of various interpretations and viewpoints:
ensuring that the sources used in the paper reflect a diversity of opinions of
diversified backgrounds;
d) Capacity to find and select relevant literature on the case/topic, and in particular
scholarly literature. While the use of other material than academic literature will
in many cases be useful, it is crucial that the core reflections of the paper are
related to on-going academic debates. Over-reliance on non-scholarly sources
will have a negative influence on the grade of the essay;
e) A grammatically correct text;
f) Clear documentation of sources and correct referencing.
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Detailed grading criteria for the essay
A- to A (16.1-
20/20.0)
B- to B+ (13.8-
16.0/20.0)
C- to C+ (11.5-
13.7/20.0)
F to D+ (0 to
11.4/20.0)
Well-reasoned
and focused
argumentation,
with good
introduction and
conclusion
(graded out of
20)
The essay is well-
structured, with
a clear
introduction and
conclusion, and
is to the point
without
irrelevant
digressions.
The essay is well-
structured
overall, but with
some weaknesses
in its internal
coherence, or in
the clarity of the
introduction and
conclusion.
The structure of
the essay is not
always coherent,
and the
introduction and
conclusion are
not well-focused.
The structure of
the essay is
defective; the
argument is
presented in an
incoherent way,
no introduction
or conclusion.
Capacity to
study a case
thoroughly, with
particular
attention to
diversity of
viewpoints and
interpretations in
the
historiography
(graded out of
20)
Provides
excellent critical
understanding of
the case and
addresses all key
aspects of the
question; pays
careful attention
to the diversity
of viewpoints
and
interpretations
on the topic
researched.
Displays a good
understanding of
the case, but
omits a small
number of points;
in general, pays
due attention to
the diversity of
viewpoints and
interpretations on
the topic
researched.
Displays an
adequate
understanding of
the case, but
omits several
significant
points; not
always adequate
in providing a
diversity of
viewpoints and
interpretations.
Displays an
insufficient
understanding
of the case and
omits major
points;
insufficient
attention to
diversity of
viewpoints and
interpretations.
Understanding
of concepts and
theories, and
relating them to
the topic
discussed
(graded out of
20)
Provides
excellent critical
understanding of
concepts and
theories, and
relates them in a
meaningful and
intelligent way
to the case(s)
studied
Provides overall
good critical
understanding of
concepts and
theories, but with
some weaknesses
in argumentation;
relation with case
is overall good
with some
weaknesses.
Understanding
of concepts and
theories is too
often flawed,
argumentation
sometimes weak
and incoherent;
relation with case
not always clear.
Displays a weak
or no
understanding
of the concepts
and theories
involved; does
not relate them
well to the case.
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Use of relevant
primary and
secondary
sources
(graded out of
20)
A very good
selection of
relevant, high-
quality primary
and secondary
sources,
displaying
diversity both in
opinions and in
background,
which are well-
used in the
essay.
A good
selection of
predominantly
relevant, high-
quality
secondary and
primary
sources, with
enough
diversity both in
opinions and in
background, in
general well-
used in the
essay.
An adequate
number of
primary and
secondary
sources, but not
all of these
sources are
relevant, and they
do not display
enough diversity
both in opinions
and in
background,
and/or are not
always well used.
Inadequate number
of primary and
secondary sources,
not well chosen and
lacking diversity;
and/or
predominance of
non-scholarly or
irrelevant sources.
Referencing
(graded out of
10)
Correct and
complete
references, in a
coherent style.
A small number
of
inconsistencies
and/or
incomplete
references.
Several
inconsistencies
and/or
incomplete
references.
Predominantly
incomplete
references and/or no
coherence in
referencing style.
Language
(graded out of
10)
A minimal
amount of
grammar and
spelling errors.
Very good
capacity to
express complex
ideas.
Some grammar
and spelling
errors, and/or
use of colloquial
language. But
good capacity
overall to
express complex
ideas.
Frequent
grammar and
spelling errors,
and/or use of
colloquial
language. The
text is hard to
understand.
Essay characterised
by systematic
grammar and
spelling errors,
and/or use of
colloquial language.
The text is very hard
to understand.
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(2) Midterm written examination (30%):
The midterm written exam will be held in Week 7. It will cover all the topics that have
been examined up to that point.
(3) Final written examination (40%):
The final written exam will be held in Week 15. It will be comprehensive, as it will cover
all the topics that have been examined during the whole course.
Grading Criteria for the assessment of exam answers (midterm exam and final exam)
A (17.0-20.0)
B-A- (14.5-
16.9)
C-B- (12.3-
14.5)
D-C- (10.0-
12.2)
F (0-9.9)
Accuracy and
completeness
The answer
correctly
addresses the
question,
giving all the
key
components
required.
The answer
adequately
answers the
question, but
there are
some
omissions or
errors in
providing the
key
components
of the answer.
The answer
sufficiently
addresses the
question, but
has
substantial
errors and/or
omissions in
some of the
key
components.
The answer is
incomplete
and fails to
address the
question.
Several key
components
are missing.
The answer is
left in blank
or altogether
fails to
address the
question.
Formulation
of answer
The answer
is well-
structured,
formulated in
a clear
language,
and is to the
point
without
irrelevant
digressions.
Overall, the
answer
accurately
addresses the
question.
Some flaws in
the
formulation
of the answer
and/or
unnecessary
and irrelevant
digressions.
The answer is
formulated in
an imprecise
or incoherent
way and/or
there are
several
unnecessary
and irrelevant
digressions.
The answer is
formulated in
a very
incoherent
way and is
difficult to
understand,
and/or there
are many
unnecessary
and irrelevant
digressions. .
The answer is
formulated in
an
unintelligible
way.
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Additional Course Policies
▪ Behaviour:
Please be punctual and refrain from leaving the classroom once class has started.
▪ Use of electronic devices in the classroom:
Students can use electronic devices during class only if those support and enhance
learning.
Appropriate use of technology in the classroom includes: note-taking on laptops or
Ipads and the use of devices to complete quick Google searches for pertinent
information.
Inappropriate use of technology in the classroom includes: texting your friends or
reading texts while in class; sending or reading personal emails; surfing the Internet for
non-class purposes, such as checking in with Facebook or other social media platforms,
shopping online, reading online information not connected to the class materials and
topics, and so forth.
If students engage in the inappropriate use of electronics in the classroom, then their
right to use these devices in the future will be removed.
Mobile phones are disruptive in the classroom in a number of ways. Ringtones must be
turned off in class. If there is an exceptional and urgent need to check for messages or
make/receive a call, the student concerned must inform the instructor in advance.
Students who create disturbances through mobile phone use will be warned and may be
asked to leave the classroom.
Academic Honesty Statement
Academic dishonesty is NOT tolerated in this course.
Academic honesty is not only an ethical issue, but also the foundation of scholarship.
Cheating and plagiarism are therefore serious breaches of academic integrity.
Following the College policy, cheating and plagiarism cases will be communicated in
writing to the Associate Dean for Students and submitted to the Student Conduct
Committee for disciplinary action.
If you refer to someone else’s work, appropriate references and citations must be
provided.