culture’&’media !!3! global’citizens … · 2016-02-16 ·...

Culture & Media ........................................................................................................................................... 2 Culture & Media Courses .......................................................................................................................... 3 Culture & Media ASTU 100A ............................................................................................................... 5 Culture & Media Sample Texts & Assignments ................................................................................. 7 Culture & Media Instructors .................................................................................................................... 9 Global Citizens ............................................................................................................................................ 11 Global Citizens Courses ........................................................................................................................... 12 Global Citizens ASTU 100A G01 & G02 ....................................................................................... 14 Global Citizens Sample Texts & Assignments .................................................................................. 16 Global Citizens Instructors ..................................................................................................................... 17 Individual & Society .................................................................................................................................. 20 Individual & Society Courses ................................................................................................................. 21 Individual & Society Sample Texts & Assignments ........................................................................ 25 Individual & Society Instructors ........................................................................................................... 27 Law & Society ............................................................................................................................................. 29 Law & Society Courses ............................................................................................................................ 30 Law & Society ASTU 100A ................................................................................................................. 32 Law & Society Sample Texts & Assignments ................................................................................... 33 Law & Society Instructors ....................................................................................................................... 34 PPE (Philosophy, Political Science, and Economics) ...................................................................... 36 PPE Courses ................................................................................................................................................. 37 PPE ASTU 100B ..................................................................................................................................... 39 PPE Sample Texts & Assignments ........................................................................................................ 41 PPE Instructors ........................................................................................................................................... 42

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Culture & Media Have you ever wondered…

• What exactly is popular culture and how does it influence my personal values? • Do gender, class, race or sexuality affect who gets to make popular culture, or

how representation works to frame our experiences? • How do mass media and social media influence society’s understandings of

things like rap music or schizophrenia or beauty? Then you should consider registering for CAP’s Culture & Media stream!

Stream Overview Culture permeates much of what we do, how we do it, and how we understand it. From five distinct angles, this stream explores issues of culture in the context of modern society. You will be introduced to the different intellectual perspectives associated with the disciplines of Film, Journalism, Music, and English, as well as The Institute for Gender, Race, Sexuality and Social Justice,– and you will be challenged to draw connections across and within these discourses.

Cultural studies, as an area of academic and popular discourse, examines and questions commonly held definitions of art, beauty, power, inclusion and exclusion, ethics, markets, power exchange, and more. The medium by which messages are delivered are as important to our understanding of culture as the content of the messages themselves. By exploring these issues through five interrelated courses, students will gain an introduction to academic study in the Humanities, the Social Science, and the Performing Arts.

This stream may be of particular interest to students who plan on majoring in English, Sociology, or Gender, Race, Sexuality and Social Justice studies.

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Culture & Media Courses ASTU 100A Arts Studies Seminar (6 credits) – First Year CAP Seminar: Focuses on scholarly writing and reading, including both literature and introduction to academic scholarship. For detailed descriptions of the Culture & Media ASTU 100A courses offered in 2013, click here. Film 100 (3 credits) – Introduction to Film Studies: Basic aesthetic, economic, sociological, and technological aspects of film. This course is designed to introduce students to the key concepts in the study of motion pictures. The goal is to provide students with an overview of the basic aesthetic and economic principles of the cinema (writing, production, distribution, exhibition and reception) and to help develop a vocabulary of critical and analytical thinking. Screenings will focus on films from the 1960s onward and will assist us in figuring out what role film plays in popular culture. The first half of the course deals primarily with the various stylistic elements necessary to make up a film (narrative construction, cinematography, editing, acting, etc.) In the second half, the course shifts focus to an examination of different styles of film-‐making (the study of genre, stardom, point of view documentary, politically inflected cinema, etc.) and the current state of the medium. Ideally, by the end of the course, students can expect a deeper understanding of the basic elements that go into the production and reception of a film, as well as an expanded sense of how to view, think critically and write about movies in general. This course is a pre-‐requisite for the BA in Film Studies and the BFA in Film Production.

Journalism 100 (3 credits) – New Media and Society: Development of new media technologies, their applications, and their cultural, political, and social impacts. (Please note: This is not a how-‐to course for aspiring journalists, but an examination of the transformations related to journalism and new media. Music 128 (3 credits) – Musical Rhythm and Human Experience: A multidisciplinary survey of musical rhythm in selected world traditions and genres, connecting it to ideas of time, evolution, history, anthropology, philosophy, and contemporary �ehavior�d culture. This course is a broad inquiry into humanity’s ingenious musical creations and our thirst for them, especially through the lens of what rhythm is and the many things it makes possible. Lectures discuss music ranging from the songs of African Pygmies and Bushmen to global pop, from the orchestras of Asia to those of Africa and Europe. We develop a vocabulary for speaking about rhythm and consider music in relation to biology, evolution, religion, anthropology, and philosophies of time. Course tutorials include hands-‐on workshops playing on the School of Music’s world music instruments

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(no prior experience required). Course written work includes one 6-‐8 page paper, a musical problem set, a “research exercise”, and a final exam, plus readings and participation. Lectures are Monday and Wednesday at 9 AM; registration in a tutorial section is also required.

Women’s and Gender Studies 101 (3 credits) – Gender, Race, Sex and Power: An overview of feminist debates and theoretical traditions.

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Culture & Media ASTU 100A

This course provides an interdisciplinary foundation for academic writing and related research communicative practices within an interactive learning environment. This writing-‐intensive course, which takes rhetoric and writing itself as its subject, explores the individual, social, and cultural implications of culture production and media. We will explore the theme of culture and media through interrelated and interdisciplinary courses to gain a broad introduction to the social sciences and humanities through film, music, journalism, studies in gender and social justice, English, and cultural studies. ASTU 100A will focus broadly on themes of identity, trauma, and belonging in various forms of representation and across disciplines. In particular, we examine whether writing, and the various modes of representation, can influence the way we think about a number of interrelated themes such as citizenship, identity, gender, globalization, memory and trauma, and embodiment. Together, we will open up a conversation to explore the social, cultural, and political implications of language and representation in local and global contexts and how we understand ourselves in relation to broader social processes. Our investigation of research-‐related resources, knowledge networks, digital tools, and rhetorical strategies that writers in various disciplines draw on to produce academic writing, will facilitate your own development of a powerful set of skills that will be vital to your success both in university courses, and future professional endeavors.

Sample Texts

Cultural Theory in Everyday Practice, Anderson and Schlunke Academic Writing: Writing and Reading in the Disciplines 3rd edition by Janet Giltrow The Complete Persepolis by Marjane Satrapi Extremely Loud and Incredibly Close by Jonathan Safran Foer (Mariner Books, 2005) My Year of Meats by Ruth Ozeki Food Inc. (film)

Sample Assignments

Summary assignment – summary of a scholarly essay

Reader response essay – analysis of fiction or film

Academic “speed dating” -‐ each student will have a 6 minutes with a number of other students during which time you will exchange questions about the texts and stories that you will have worked on at home and in class. As the take-‐home part of this exam, you will choose three examples and write a brief summary/analysis/feedback of this experience

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Essay proposal and bibliography in collaboration with library workshops

Term paper or creative project

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Culture & Media Sample Texts & Assignments

Sample Texts Cultural Theory in Everyday Practice, Anderson and Schlunke Extremely Loud and Incredibly Close, Foer Film: A Critical Introduction, 3rd ed., Pramaggiore and Wallis How Societies Work: Class, Power, and Change in a Canadian Context, Naiman Let’s Talk About Love: A Journey to the End of Taste, Wilson My Year of Meats, Ozeki Participatory Journalism: Guarding Open Gates at Online Newspapers, Singer et al. Persepolis: The Story of a Childhood, Satrapi (book/film) Retromania: Pop Culture’s Addiction to Its Own Past, Reynolds Twilight, Meyer Selected articles from The New Yorker, The New York Times, The Guardian, The Tyee, The Vancouver Sun, and other news sources Sample Activities & Assignments Book reports on texts by leading new media and journalism authors like Clay Shirky and Jeff Jarvis Reader response to comic and graphic novel selections Academic “speed dating” – exchanging questions about texts and stories with other students Film analysis Oral presentations Group projects and group presentations Midterms, in-‐class essays, exams Research papers

Highlighted Projects ASTU 100A Academic Speed Dating: Each student works on a question based on a selection of texts that expands on class discussion. They then have approximately 6 minutes in pairs to ask each other their questions and generate discussion about the texts. After 6 minutes, they rotate and work with another student and, at the end, they have a selection of different answers. Afterwards, they produce written responses to the exercise where they analyze their discussions and give a critical response to their classmates’ answers. It transforms the traditional classroom space into a dynamic forum for discussion and debate and allows students to apply their own frames of reference and experiences to the texts.

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Journalism 100 Group presentations: Students will be assigned in groups to present the history and context behind major new media and journalism events. Tweeting and Blogging: Students will be assigned in groups to use Twitter and an in-‐class blogging tool to report on class presentations.

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Culture & Media Instructors

Candis Callison, Culture & Media

Department: Graduate School of Journalism

Office:

Office hours:

Email: [email protected]

Bio:

Lori MacIntosh, Culture & Media

Department: Political Science

Office:

Office hours:

Department: Institute for Gender, Race, Sexuality, and Social Justice

Bio:

Evan Mauro, Individual & Society / Culture & Media

Department: CAP

Office: IBLC 358 (inside IBLC 355)

Office hours:


Bio:

Brian McIlroy, Culture & Media

Department: Film Studies

Office:

Office hours:


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Bio:

Kim Snowden, Culture & Media (Stream Coordinator)

Department: CAP / Institute for Gender, Race, Sexuality, and Social Justice


Office hours:


Bio: I received my PhD in Women’s and Gender Studies from UBC in 2007. I have taught at the Institute for Gender, Race, Sexuality, and Social Justice since 2004 and in the Coordinated Arts Program since 2010. My research interests include fairy tales, folk tales, and fairy tale films, feminist and gender studies, film studies, and cultural studies. I teach courses on gender and sexuality in fairy tales, contemporary fairy tales and popular culture, and vampire literature and films. I am currently working on a book manuscript that traces the evolution of fairy tales and attempts to explain the current popularity of fairy tales in film and television and the use of fairy tale motifs in other television and film genres, particularly those dealing with the supernatural and vampires. The book explores fairy tales such as “Little Red Riding Hood” and “Beauty and the Beast” alongside texts such as True Blood, Buffy the Vampire Slayer, and The Vampire Diaries with a focus on representations of gender and sexuality.

Michael Tenzer, Culture & Media

Department: School of Music

Office:

Office hours:


Bio: Michael Tenzer is a musician whose interests span the globe and whose dedicated achievements cover all of the kinds of things musicians do: performance, composition, research, teaching and mentoring, analyzing, thinking and writing about music, promoting interest in the world’s finest musics, and envisioning what can be done to best shape our future world of music.

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Global Citizens Have you ever wondered…

• What does it mean to be a citizen? How have forces of globalization changed the meanings and practices of citizenship?

• How are we shaped by and identified with our local, ethnic and national communities?

• What are our responsibilities and obligations as citizens, on both a local and global scale, in thinking about and representing others and ourselves?

• Which stories and memories are heard in particular places and times, and which others are silenced?

Then you should consider registering for CAP’s Global Citizens stream!

Stream Overview The increasingly interconnected nature of the world today requires us to reimagine ourselves both as individuals and as participants in a global community. This stream considers issues of globalization and associated forms of modernization, as well as the personal, social, and ethical opportunities and responsibilities that come with those processes. You will be introduced to the different intellectual perspectives associated with the disciplines of Geography, Political Science, Sociology, and English – and you will be challenged to draw connections across and within these academic approaches.

Issues and themes associated with Global Citizenship include identity, citizenship, social responsibility, political participation, environment stewardship, memory, trauma, and urban life. The way in which we perceive the world around us is often informed by a Western viewpoint, and the courses in this stream seek to illuminate and challenge this standpoint.

This stream may be of particular interest to students who plan on majoring in English, Political Science, International Relations, Geography, or Sociology.

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Global Citizens Courses ASTU 100A Arts Studies Seminar (6 credits) – First Year CAP Seminar: Focuses on writing and reading, including both literature and introduction to academic scholarship. For a more detailed description of the ASTU 100A sections being offered in 2013/14, click here. Geography 122 (3 credits) – Geography 122 is an introduction to human geography and to the character of our modern, globalising, interdependent world. While Geography 122 stands as an independent course, it follows Geography 121 (given in the autumn term), which starts with the beginnings of industrialisation and the modern era, and ends in the 1940s with the conclusion of the Second World War. Geography 122 deals with the emerging human geography of the last 60+ years. Overall, the course seeks to interpret geographical themes of modernisation and globalisation, their consequences, regional expressions, and reactions against them. Political Science 100 (3 credits) – Introduction to Politics: what is power? What is justice? What does it mean to be free? What is the role of violence in politics? How do I make sense of politics? These are powerful questions that influence the ways in which we think about and shape politics. This class will introduce students to the themes and dilemmas of politics. Together, we will learn how all of us as citizens can create change in the world through seeing problems, critical reflection, and informed action. We will examine different understandings of democratic citizenship in historical perspective, as well as identify problems in global citizenship and analyze how effective citizen action can occur both at home and on a global level. We will critique and respond to works by: Plato, Aristophanes, Alexis de Tocqueville, Mary Wollstonecraft, Hannah Arendt, Will Kymlicka, Frantz Fanon, Mike Davis, and more. Students will be expected to apply their learning as they identify traits and actions of good citizens in their college courses, in their residence halls, in their homes, in their communities, in organizations, and in our shared world. Planned course activities will challenge students to identify ways that they, either acting in groups or as individuals can change and improve our world. Together, we will embrace practices of engaged citizenship. Sociology 100C (6 credits) – Introduction to Sociology: Introduction to problems in the analysis of social structures and processes. Basic sociological concepts will be introduced and their application demonstrated in various areas of sociology. Why are cities organized into different socio-‐economic neighbourhoods? Why do we go to school to be educated? What are the social functions of punishing people who break the law? How do certain ideas about masculinity and femininity continue to affect the way we understand ourselves and others? It is questions like these that have commanded the imaginations of sociologists since the first emergence of their discipline.

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In this course students will be introduced to many of the topics, research methods and theoretical frameworks that are central to the practice of sociology, the rigorous study of how human relations shape the way we think, feel and act. More specifically, students will have an opportunity to better understand the social forces and institutions that shape their lives as well as contemplate and debate the social dimensions and effects of culture, gender, race, urbanization and religion. In considering all of these topics students will learn how to analyze and conceptualize social structures to gain a broader, more intensive understanding of social issues at the local, national and global scales. By facilitating engagement with different readings, lectures and seminar discussions, this course will prepare and excite students for further study in the field of Sociology.

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Global Citizens ASTU 100A G01 & G02 Representing Global and Local Experiences: Contemporary Forms of Life Narratives

ASTU 100A introduces students to and develops practices of academic writing, research and culture, and engages in the study of literature. This section of ASTU 100A will take up the issues of “global citizenship” through the analysis of life narratives—the ways we represent ourselves and others. We will consider the role different forms and venues for life stories play in making meaning of experiences. Among other topics, we will analyse:

• the role of life narratives in bearing witness to traumatic events (e.g., war,

diaspora, genocide) and addressing issues of human rights • the potential of self-‐representation to resist dominant stereotypes • the commodification of lives / stories, and their production and marketing • the production of individual and cultural memory through archival collections • the corporate and “amateur” production of digital lives, such as on blogs,

Facebook, and PostSecret. • the connections between our study of life narratives and the other Global

Citizens courses in Geography, Political Science, and Geography.

We will also read and study academic research and writing, as we consider the ways we as scholars produce and share knowledge as part of a research community. As such, we’ll engage in various forms of knowledge production:

• writing scholarly summaries, literature reviews, and research papers • conducting primary and secondary research using UBC library and other sources • producing professional presentations • learning how to participate in respectful academic dialogue in class discussions

and in writing public texts such as blogs, wikis, and online forums • exploring how our literary and rhetorical studies of texts contribute to academic

conversations • delivering (and receiving) effective and meaningful feedback on our work

Our readings and topics will include: Academic Writing: An Introduction 2nd ed. — Janet Giltrow et al. Persepolis: The Story of a Childhood – Marjane Satrapi Digital lives: Facebook, PostSecret, Six-‐word Memoir, Pinterest, Youtube God Grew Tired of Us. Dir. Christopher Quinn What is the What – Dave Eggers Witness narratives from the Truth and Reconciliation Commission Diamond Grill (10th Anniversary Edition) – Fred Wah

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Cockeyed – Ryan Knighton Missing Sarah: A Memoir of Loss – Maggie de Vries Archival Vancouver – documents in UBC’s Rare Books and Special Collections• Scholarly articles and chapters (available through the UBC library) Our assignments will include:

• Summary • Literature review • Research papers • Archival analysis • Group projects and presentations • Blogs • Quizzes, unmarked writing, reading assignments

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Global Citizens Sample Texts & Assignments

Sample Texts Academic Writing: An Introduction, 2nd ed., Giltrow et al. Diamond Grill, Wah What is the What: A Novel, Eggers Persepolis: The Story of A Childhood, Satrapi International Relations: Brief 6th Edition, Goldstein Elements of Sociology: A Critical Canadian Introducion, 2nd ed., Steckley ed. Sample Activities & Assignments Writing exercises and workshops Writing portfolios Scholarly summaries and literature reviews Critical analyses of UBC’s Museum of Anthropology Group discussions and presentations Blogging and wikis Archival projects Research papers

Highlighted Projects ASTU 100A Working with materials in the UBC Rare Books and Special Collections, including letters, photographs, comics, and newspapers, students will write an essay considering issues of representation and cultural memory in archives. This assignment helps students develop skills in undertaking primary research, and creating and pursuing research questions about such materials.

Sociology 100C Assignment 1: Sociological Imagination Paper – 15%

In this paper you will adopt a sociological lens to explore an experience related to your family, religion, peer group, community or neighbourhood. You will need to explain how the specific experience you selected relates to larger sociological issues and practice. For instance, you might focus on the experience of moving across cities or countries to illustrate social aspects of migration. You could also discuss the experience of working during secondary/post-‐secondary school to pay for your education, as a way to analyze shifts in the economy and stratification. The main purpose of this assignment is to practice relating personal experiences to broader social issues using a distinctly sociological perspective.

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Global Citizens Instructors

Jennifer Gagnon, Global Citizens


Office:

Office hours:

Email:

Bio: I am a Lecturer in the Department of Political Science. My teaching interests and research embrace a broad range of topics in political theory, international relations, democratic theory, classics, history, and philosophy. As a political theorist I am particularly interested in questions of power, violence, gender, and contestation. I specialize in studying Greek and Roman political thought with an emphasis on Greek tragedy. I also conduct research in international relations theory, humanitarianism, human rights, and war – themes that connect to my use of ancient political thought to interrogate questions of violence in democratic politics today.

David Edgington, Global Citizens

Department: Geography

Office:

Office hours:


Bio: David Edgington joined the Department of Geography in 1988, and was promoted to Associate Professor in 1992. Before coming to Vancouver he worked as an urban planner in Melbourne, Australia. His current research and teaching focuses on the geography of Japan and the Pacific Rim. He is the Director of the Centre for Japanese Research at the Institute of Asian Research.

David Ley, Global Citizens

Department: Geography

Office:

Office hours:

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Bio: David Ley holds a Canada Research Chair in Geography at the University of British Columbia in Vancouver. His research in urban and social geography has emphasised the class and ethnic re-‐shaping of Canadian cities in comparative context, and recently, transnational migration by wealthy Chinese families between East Asia and Canada. Books include Millionaire Migrants (2010), and The New Middle Class and the Remaking of the Central City (1996). His current research is examining the causes and social consequences of high housing costs and price volatility (‘housing bubbles’) in Pacific Rim gateway cities, including Singapore, Hong Kong, Sydney, Los Angeles and Vancouver.

Laurie McNeill, Global Citizens / PPE

Department: CAP / English


Office hours:


Bio: I am Co-‐Chair of the Coordinated Arts Program and an Instructor (tenuretrack) in the Department of English. I specialize in auto/biography and genre studies, which means I analyze how individuals and groups represent their own and others’ experiences through different forms of life narrative. My current work looks at online auto/biography, for example, social networking, blogs, and other sites such as Pinterest and PostSecret, and considers how the interface of genre, technology, and culture shapesthe ways individuals make meaning of experience. With the support of UBC’s Teaching and Learning Enhancement, Arts Learning and Teaching Strategy, and Dean’s Innovation Funds, I am also collaborating with Dr. Kathryn Grafton (CAP’s other Co-‐Chair) on several projects to enhance collaborative and multidisciplinary learning and teaching in our program.

Simon Rolston, Global Citizens (Stream Coordinator) / Law & Society

Department: CAP

Office: IBLC 359

Office hours:

Email:

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Bio:My area of expertise is twentieth-‐century American literature, with a focus on life writing, cultural studies, and multi-‐ethnic literature. Currently a sessional lecturer at UBC, I have experience teaching in Canada, the US, and the UK. My work has been published in Critical Survey and MELUS, and I am currently working on a book project, The Defiant Ones: Masculinity, Race, and the Ex-‐Convict in Twentieth-‐Century American Literature.

Rachael Sullivan, Global Citizens

Department: Sociology

Office: ANSO 122

Office hours:


Bio: Rachael teaches in the areas of gender, sexuality, and inequality. Her dissertation “Place of Promise? Queer Students Negotiation of Risk, Danger, and Safety at the University of British Columbia” explores how queer students understand and engage with the UBC campus as a queer space. Rachael will be teaching Sociology SOCI 100, Gender Relations SOCI 312, and Qualitative Methods SOCI 382 for the 2013/2014 academic year.

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Individual & Society Have you ever wondered…

• Why do you think, feel, and behave as you do? • How are you affected by social norms, social roles, and cultural traditions? • How do the market forces of supply and demand affect individual consumers

and businesses? • How do economic events affect Canadian society? • How do literary and cultural texts shape and are shaped by society? • How do you acquire and use language to act within society?

Then you should consider registering for CAP’s Individual & Society stream!

Stream Overview The relationship between the individual and society often colours our world in ways we may not immediately recognize. This stream considers how individuals are products of and contributors to modern society. Examining issues and texts from psychological, economic, and literary perspectives, this stream will introduce students to ideas around identity, behaviour, and market forces, in the context of contemporary society. We will also pursue important concepts such as motivation and emotion, language and thought, producers and consumers, supply and demand, public and private, as well as social roles, values, and social justice.

This stream may be of particular interest to students who plan on majoring in Economics, Psychology, English, or Commerce.

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Individual & Society Courses ASTU 100A Arts Studies Seminar (6 credits) – First Year CAP Seminar: Focuses on writing and reading, including both literature and introduction to academic scholarship. For a detailed description of the Individual & Society ASTU 100A sections being offered in 2013/14, click here. Economics 101 (3 credits) – Principles of Microeconomics: Elements of theory and of Canadian policy and institutions concerning the economics of markets and market behaviour, prices and costs, exchange and trade, competition and monopoly, distribution of income. Economics 101 introduces students to the elements of microeconomic theory and policy. The course focuses on the behavior of consumers and businesses, the effects of government policy, and the determination of prices, quantities and costs. Other topics include the fundamentals of international trade, the differences between market structures such as competition and monopoly, and the distribution of income. Students will participate in several on-‐line experiments in microeconomics this term.

Economics 102 (3 credits) – Principles of Macroeconomics: Elements of theory and of Canadian policy and institutions concerning the economics of growth and business cycles, national income accounting, interest and exchange rates, money and banking, the balance of trade. Psychology 101 (3 credits) – Introduction to Biological and Cognitive Psychology: Introduction to Methods and Statistics, Biopsychology, Learning, Perception, Memory, and Cognition. Psychology 102 (3 credits) – Introduction to Developmental, Social, Personality, and Clinical Psychology: Introduction to methods and statistics, motivation, assessment, developmental, personality, clinical, and social psychology. Psychology 101 & 102: Together, these courses cover all topics related to first year Introductory Psychology; students will learn about the brain, mental processes, and the biological and environmental factors that influence human behaviour. Students will also learn to think critically about the scientific method and its use in Psychology. To this end, there is a group project whereby students will plan, design, perform, and report on their own original research investigation, an opportunity usually reserved to students entering second year psychology programs. Many students find the group project to be one of the most valuable and enjoyable experiences during their first year of psychology in CAP.

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Individual & Society ASTU 100A I01 / I02

Reading as an individual and social practice ASTU 100A combines literature with academic research and writing through the study of a core research topic, which for this class is “Reading as an individual and social practice.” Reading literature is often viewed as an individual, private practice, and yet it is also highly social, as the current popularity of public book clubs like Canada Reads and social media sites like Goodreads.com attests. We will pursue this tension of reading as individual and social within the larger context of our CAP stream on Individual and Society. To do so, we will focus upon contemporary Canadian literary works that have attracted reading publics that stretch well beyond national borders. We will examine these texts from a literary perspective (as well as psychological and economics perspectives) as studies of individuals within society; in particular, we will focus on questions of identity (including gender, sexuality, race, ethnicity, religion, class, nationality) and social norms, constraints, and repercussions. We will also attend to specific situations in which these texts have been read, promoted and discussed, including literary prizes, newspaper reviews, and social networking sites. What motivates us to read certain literary works? How do the contemporary ways in which literature is evaluated, circulated, and consumed inform our literary selections? And if we read a text because a person, group, or institution recommends it, then does this mean that we also interpret it in the ways they suggest? What is our agency as readers of literature?

As we pursue these and other questions from a literary studies perspective, our work in ASTU 100A also introduces you to the academic community and how its practices of scholarly reading, writing, and research produce knowledge. Together, we will analyze and practice various styles of academic discourse. Another term for style here is genre, typical ways in which we write and speak—and recognize writing and speaking—in a variety of situations. In addition to the Canadian literary works, our course readings include a series of academic articles about reading that addresses concepts such as identity, value, social justice, media, and capitalism. As we study these articles, we will examine how the scholarly writers produce new knowledge, paying particular attention to how they cite existing research, identify a gap in our current knowledge, pose a research question, turn to a research site, and employ different methodologies to arrive at their research findings. Our critical readings will prepare you to join this scholarly conversation with your own academic writing about reading.

By the end of our two semesters together, you will be able to

• discuss some of the approaches that literary studies engages to analyze the relationship between individual and society

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• comment on how the discipline-‐specific approaches of literary studies fit amongst the approaches of psychology and economics;

• analyze our Canadian literary works through the critical lenses of “individual and society” and “reading and society,” and explain some of the ways that these works have been evaluated publicly by readers;

• identify several major research topics in reading studies, summarize the gist of various scholars’ research findings, and take a position in relation to this research;

• find and assess suitable research materials through UBC library resources; • use and develop writing and analysis skills through giving and receiving

constructive, critical feedback in peer workshops; and • write summaries, literature reviews, proposals, and research papers that use

scholarly writing’s characteristic styles and citation practices appropriately.

TERM ONE (subject to change)

Readings: Davis, Kimberly Chabot. “Oprah’s Book Club and the Politics of Cross-‐Racial Empathy” First Nations Studies Program. Indigenous Foundations (selected readings) Giltrow, Janet, et al. Academic Writing: An Introduction, 2nd ed Kogawa, Joy. Obasan Latham, Don. “The Reader in the Closet: Literacy and Masculinity in Walter Dean Myer’s Bad Boy” Martel, Yann. Life of Pi Purdy, Al. Rooms for Rent in the Outer Planets Smith, Barbara Herrnstein. “Value/Evaluation” Truth and Reconciliation Commission of Canada. Website (www.trc.ca) and UBC events (Sept 18-‐21) Assignments: • Summary of a scholarly article • Reader Self-‐Portrait • Scholarly Literature Review • Reception Analysis (using archival materials from UBC’s Rare Books & Special

Collections)

TERM TWO (subject to change)

Readings: Boyden, Joseph. Three Day Road Canada Reads 2006 (audio) Cohen, Nicole S. “The Valorization of Surveillance: Towards a Political Economy of Facebook”

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Coleman, Daniel. “Reading as Counterculture.” In Bed with the Word It Gets Better Project (http://www.itgetsbetter.org/) Shukin, Nicole. “The Hidden Labour of Reading Pleasure” Toews, Miriam. A Complicated Kindness Assignments: • Short research paper • Research Proposal (including an annotated bibliography) • Research Paper • Final Exam

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Individual & Society Sample Texts & Assignments

Sample Texts Academic Writing: An Introduction, 2nd ed., Giltrow et al. A Complicated Kindness, Toews The Economist, The Financial Times and The Wall Street Journal Extremely Loud and Incredibly Close, Foer Graphic novels, including Watchmen, Maus, Paying for It [excerpts] Life of Pi, Martel My Year of Meats, Ozeki Obasan, Kogawa Principles of Microeconomics, Mankiw et al. Principles of Macroeconomics, Mankiw et al. Psychology: Themes & Variations, Weiten & McCann Rooms for Rent in the Outer Planets, Purdy She’s a Boy I Knew [excerpt] Three Day Road, Boyden Transamerica [excerpt] Sample Activities & Assignments Stream-‐wide lectures (i.e., disciplinary approaches to the Vancouver Stanley Cup Riot) Scholarly summaries and a literature review In-‐class interactive exercises and online experiments Archival research in UBC’s Rare Books and Special Collections Quizzes, problem sets, and exams Responses to public art on campus Policy-‐based projects Group projects, presentations, and student galleries Research proposals and papers

Highlighted Projects Economics 101 and 102 On-‐line experiments, conducted on three selected evenings during the term, give students the opportunity to participate in real-‐time, online markets with their classmates and the professor. These experiments help students understand how real markets operate, how they organize the economic activity of disparate consumers and businesses, and how the market collects and processes information. Students are assigned a variety of roles to play in each experiment and their success as market participants becomes a (small) part of their overall course grade.

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ASTU 100A Academic Speed Dating: Each student works on a question based on a selection of texts that expands on class discussion. They then have approximately 6 minutes in pairs to ask each other their questions and generate discussion about the texts. After 6 minutes, they rotate and work with another student and, at the end, they have a selection of different answers. Afterwards, they produce written responses to the exercise where they analyze their discussions and give a critical response to their classmates’ answers. It transforms the traditional classroom space into a dynamic forum for discussion and debate and allows students to apply their own frames of reference and experiences to the texts. Archival research in UBC’s Rare Books and Special Collections. Students spend one week examining readers’ responses to Joy Kogawa’s Obasan, a semi-‐autobiographical novel about the treatment of Japanese-‐Canadians during and after World War II. Students analyze these readers’ responses in relation to an argument by a literary scholar, and present their research findings in the form of a short paper. This project helps students understand how academics conduct primary research to produce new knowledge. Psychology 100 Article Report: A psychological research article is assigned for students to read and summarize during Term 1. Each student writes a short article report summarizing and critiquing the article. Students are welcome to work in groups when discussing the article report, but the paper is written independently. Group Project: During Term 2, students (working in teams of 2 or 3) conduct their own psychological experiment on an assigned topic. Students are responsible for designing and conducting the experiment and submitting a report.

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Individual & Society Instructors

Kathryn Grafton, Individual & Society

Department: CAP / English


Office hours:


Bio: I am Co-‐Chair of the Coordinated Arts Program and also an Instructor in the Department of English. I thoroughly enjoy working with and learning from my students and colleagues in Individual and Society: together, we build a close-‐knit community that I value. My areas of specialization include Canadian literature, genre theory, and reception studies, with a particular focus on digital literary culture. I have published articles and chapters in Linguistics and the Human Sciences, Genres in the Internet, and CBC Radio and the Rise of CanLit (forthcoming). Currently, I am working with Dr. Laurie McNeill (our other CAP Co-‐chair) on a series of initiatives to strengthen collaborative, multidisciplinary teaching and learning in our program; these initiatives are funded by UBC’s Teaching and Learning Enhancement Fund, the Dean’s Innovation Fund, and Arts Learn. As of July 2013, I am also Associate Editor of CanLit Guides (published by the journal, Canadian Literature), an online learning resource that introduces university students to reading and writing about Canadian literature.

Evan Mauro, Individual & Society (Stream Coordinator) / Culture & Media

Department: CAP


Office hours:


Bio:

Gerald McIntyre, Individual & Society

Department: Economics

Office: BuTo 1026

Office hours:

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Bio: I am an Instructor (tenure track) in Vancouver School of Economics at the University of British Columbia. Previously I taught at the University of California-‐Santa Cruz, Vassar College and Occidental College. My research interests include economic growth, macroeconomics and international finance. I earned a Ph.D. in International Economics from the University of California, Santa Cruz. I teach undergraduate courses in principles of economics, macroeconomics, and international finance. Two of my hobbies are opera and travel. I also enjoy a strong double espresso whenever I can.

Paul Wehr, Individual & Society

Department: Psychology

Office:

Office hours:


Bio: Dr. Wehr received his PhD from UBC in 2004 in the area of evolutionary psychology; his thesis investigated the perceptions of faces with truncated feature development. For the next two years, Dr. Wehr worked as a post-‐doctoral scholar at Hokkaido University in Sapporo, Japan. During this time, he studied Japanese and helped develop a number of projects in the areas of the evolution of cooperation, and discounting in decision-‐making. Dr. Wehr has been an instructor in the psychology department at UBC since 2008, teaching Introductory level Psychology, Evolutionary Psychology, Darwinian Perspectives on Mental Health and Illness, Research Methods, and Statistics. Dr. Wehr has been a member of the Individual & Society stream of CAP since 2009. Currently, Dr. Wehr is developing a textbook for Evolutionary Approaches to Abnormal Psychology, and spends his spare time drinking beer with his friend.

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Law & Society

Have you ever wondered…

• How did certain nations arrive at their current social and political organization? Does the concept of “the nation” accurately reflect the diversity of human societies?

• In what ways has the rise of nation states paralleled – or caused – the marginalization of Indigenous peoples and other populations around the world?

• Why have states intervened in the affairs of other states? How have they justified their interventions? And how has international law evolved to handle these crises?

• How do law and society connect to Canada’s colonial history? • What different experiences of human rights (and their violations) do individuals

encounter and what can we learn from these different experiences? • How is law related to social justice, and to social justice movements against

poverty, racism, homophobia or sexism?

Then you should consider registering for CAP’s Law & Society stream!

Stream Overview Legal and political forces influence the everyday life of all citizens, whether they choose to abide by these institutionalized guidelines or not. With a focus on the Canadian context, this stream examines modern nation states and the political systems that govern them, and how these systems influence the social development of diverse populations. Through the disciplinary lenses of Anthropology, History, English, Aboriginal Studies, and Political Science, students will engage with issues like human rights, nationalism, globalization, discrimination, government, environment, knowledge, and war.

Beyond the Canadian context, this stream will introduce you to historical instances when ideas of legality and humanity come into conflict. Students will be challenged to consider global and local perspectives associated with the breakdown and restoration of law and society in a variety of contexts. Students will also be encouraged to think about their own place within these larger stories and contexts.

This stream may be of particular interest to students who plan on majoring in History, Political Science, or Cultural Anthropology.

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Law & Society Courses ASTU 100A Arts Studies Seminar (6 credits) – First Year CAP Seminar: Focuses on writing and reading, including both literature and introduction to academic scholarship. For a detailed description of the ASTU 100A sections offered in Law & Society in 2013/14, click here. Anthropology 100 (3 credits) – Introduction to Cultural Anthropology: Place in Context. Course Description: Anthropology is a tool for understanding relationships within and among ever-‐changing societies. It has been called a science that explains general patterns of human life, but many describe anthropology as an interpretive practice through which to translate meaning across cultural boundaries. Some would say that anthropology involves the critical act of witnessing inequalities and acting against injustices within shifting geopolitical and ethical terrains, and others might see it as a method for documenting knowledge and ways of being in the world that at first appear exotic. In this course you will be introduced to a broad range of concepts and methods developed by anthropologists to approach diverse relationships in the world and explore our sense of human possibilities. Key assignments encourage students to critically consider notions of place and identity within large-‐scale processes of globalization. History 104 (3 credits) – Topics in World History: Thematically-‐organized topics will explore global aspects of human experience across time. Each section will examine a single theme. The theme of this course is state intervention: more particularly, the history of law governing international relations since the fifteenth century, seen in terms not of how it has emerged from ideas about law but how it has been produced from actual historical conflicts. The course content falls into two streams. One stream consists of key concepts, declarations, treaties, and agreements defining how states engage with each other. The other consists of close examinations of some of the conflicts that produced some of these agreements. We will begin with Columbus’s first voyage to the Americas in 1492 and the agreement that came out of those voyages two years later, the Treaty of Tordesillas. We will end with Canada’s doctrine of the Responsibility to Protect (R2P) issued in 2001, and Canada’s intervention in Afghanistan in the years immediately following.

The incidents and documents we examine fall into three parts: international law as it developed among European states, international law as it developed among Asian states, and international law as it has emerged after the Second World War. If one question runs through our study, it is this: do states have the right to intervene in the affairs of other states, and if so, under what conditions? This is a question with many answers, and so far, none of them is final.

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History 105 (3 credits) – Contemporary Global Issues in Historical Perspective: Places issues and problems of current relevance such as disease, terrorism, drugs, or ethnic conflict in historical perspective. Each section will explore a single theme. This course situates the contemporary circumstances and struggles of global Indigenous peoples within a historical perspective. It also places local Indigenous issues in dialogue with those elsewhere around the world.

In British Columbia, the significance of Indigenous history is hard to miss. Unresolved Aboriginal title throughout much of the Province keeps topics like treaties, roadblocks, and land claims in the news. Meanwhile, at the national level, the abuses of the residential schools and missing Indigenous women have focused Canada’s attention on its colonial legacy, and south of the 49th parallel, Native American issues are an important part of the US political and cultural scene.

In this course, we will explore a variety of contemporary Indigenous issues on the Northwest Coast of North America and elsewhere, connecting them to their broader historical and global contexts. Topics will include land claims, educational assimilation, cultural appropriation, urban displacement, environmental justice, spiritual revival, human rights and citizenship, identity, political activism, reconciliation and resurgence. Because Indigenous peoples around the world face similar colonial policies and practices, and take part in similar struggles for cultural recognition and political rights, we will draw on examples from places as far-‐flung as Australia, Japan, India, and Brazil. We will learn about the struggles of Indigenous peoples around the world and about what it means to be Indigenous (and settler) people in the 21st century, whether in Vancouver or further afield.

This course combines lectures with films, guest speakers, and weekly tutorials.

Political Science 101 (3 credits) – The Government of Canada: An examination of the institutions and processes of Canadian government.

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Law & Society ASTU 100A The ASTU component of the Law and Society stream, coordinated with courses in History, Anthropology, and Political Science, will be organized into thematic mini-‐units that approach the tension between Law and Society from different perspectives and in diverse contexts. In this course we will analyze novels, shorts stories and films, as well as scholarly articles, on topics related to the articulation of law, society and “Human Rights” in the twentieth century. We will also examine archival material in conjunction with the University’s Rare Books and Special Collections. In our discussions we will consider the relationship between the interconnected concepts of “law,” “justice,” and “morality.” Within this context, we will ask questions such as: Is the law is alway ethical? How is truth and justice constituted in literature? Is fiction sometimes more “true” than fact? How does narrative connect to history? How does it help us hear and understand those excluded from and by law? What is our responsibility as readers and listeners once we are told a story? Can writing be an act of agency? Preliminary Texts:

District 9, Neill Blomkamp Three Day Road, Joseph Boyden Missing Sarah, Maggie De Vries The Handmaid’s Tale, Margaret Atwood Highlighted Assignments:

Archival/Library Research Creative Group Presentations Short and Long Essays

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Law & Society Sample Texts & Assignments Sample Texts The Canadian Regime, Malcolmson & Myers Cultural Anthropology, Miller et al. Democratizing the Constitution, Aucoin, Jarvis, and Turnbull The Devastation of the Indies, de las Casas District 9, Blomkamp First Nations 101, Gray Handmaid’s Tale, Atwood Missing Sarah, DeVries The Responsibility to Protect, International Commission on Intervention and State Sovereignty Three Day Road, Boyden Sample Activities & Assignments Article reviews Quizzes and exams Research portfolios Writing workshops Essays and research papers

Highlighted Projects ASTU 100A Archival research in UBC’s Rare Books and Special Collections Students spend one week examining readers’ responses to Joy Kogawa’s Obasan, a semi-‐autobiographical novel about the treatment of Japanese-‐Canadians during and after World War II. Students analyze these readers’ responses in relation to an argument by a literary scholar, and present their research findings in the form of a short paper. This project helps students understand how academics conduct primary research to produce new knowledge. HIST 105 Not-‐Quite-‐a-‐Paper Assignment It is not uncommon for historians to be asked to appear in the media to offer perspectives on current affairs. In other words, scholars sometimes get to be pundits and public intellectuals regarding the issues of the day. This paper is an opportunity or students to try being a pundit in relationship to global Indigenous issues, sharing insights into recent news stories dealing with Indigenous issues.

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Law & Society Instructors

Tim Brook, Law & Society

Department: History

Office:

Office hours:


Bio: Tim Brook is a historian of China who writes on issues of global history.

Paul Kopas, Law & Society / PPE


Office:

Office hours:


Bio:

Heather Latimer, Law & Society (Stream Coordinator)

Department: CAP


Office hours:

Email:

Bio: Heather Latimer received her Ph.D. in English from Simon Fraser University in 2010, and was a Postdoctoral Fellow at the University of Manchester, UK, from 2010-‐2012. She has been teaching ASTU 100A in the Law & Society Stream of the Coordinated Arts Program since 2012. Her classes focus on reading and writing about legal “states of exception,” and on examining forms of legal abandonment in connection to fictional representations of segregation, internment camps, residential schools, and “illegal” migration. She is the author of Reproductive Acts: Sexual Politics in North American Fiction and Film (McGill-‐Queen’s, 2013), which investigates how reproductive technologies and politics connect to issues surrounding

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sexuality, citizenship, globalization, and post-‐modernity. She also has research and teaching interests in popular culture, postcolonial studies, sexuality studies, and health and medicine.

Paige Raibmon, Law & Society

Department: History

Office:

Office hours:


Bio:

Leslie Robertson, Law & Society

Department: Anthropology

Office:

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Bio:

Simon Rolston, Global Citizens / Law & Society

Department: CAP

Office: IBLC 359

Office hours:

Email:

Bio:

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PPE (Philosophy, Political Science, and Economics) Have you ever wondered…

• How does an economic decision, like raising minimum wage, influence social and political issues?

• What are the strengths and drawbacks of having a capitalist economic system in a democratic society?

• How much influence should Government have in the everyday lives of citizens? Are there risks associated with too much or too little influence?

• How do scholars produce new knowledge? How do first-‐year students participate in knowledge-‐making activities?

Then you should consider registering for CAP’s PPE stream!

Stream Overview PPE is organized around ideas that are fundamental to understanding the social world. Critical thinking and a multi-‐disciplinary approach are emphasized when considering issues like government policy, economic organization, social ills, and social justice. Students will develop theoretical and practical skills associated with scholarly research and discussion in the Humanities and Social Sciences.

Loosely modeled on a successful undergraduate program at the University of Oxford, this stream engages students via four disciplinary perspectives: Philosophy, Political Science, Economics, and English. Though the focus is aimed primarily at the Canadian context, courses in this stream will also consider global scenarios, and students are encouraged to apply broadly the knowledge they gain in PPE.

This stream may be of particular interest to students who plan on majoring in Philosophy, Political Science, Economics, Commerce, and International Relations.

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PPE Courses ASTU 100B Arts Studies Seminar (3 credits) – First Year CAP Seminar: Focuses on academic reading, writing, and research. For a detailed description of the PPE ASTU 100B course, click here. Economics 101 (3 credits) – Principles of Microeconomics: Elements of theory and of Canadian policy and institutions concerning the economics of markets and market behaviour, prices and costs, exchange and trade, competition and monopoly, distribution of income. Microeconomics is the study of how individuals,households, firms, and societies use scarce resources. In this course we will examine questions like: Is a market system a good way to organize economic activity and allocate society’s scarce resources? What is the best way for the government to raise the tax revenues it needs? Does increasing the minimum wage make sense? Should the City of Vancouver use rent controls to keep housing affordable? How does international trade affect the well-‐being of Canadians and their trading partners?

The main goal of the course is to give you a framework for thinking about these sorts of important questions. This framework, which is often called “the economic way of thinking”, will help you better understand the world around. It will also help you make better decisions in your personal life and your professional career. Specific topics covered include how consumers and firms make decisions and interact in markets; what determines market prices and how those prices help allocate society’s scarce resources; how firms decide what type and quantity of goods services to produce; how various government policies affect market outcomes and social welfare; why economists typically think using free markets to organize economic is good thing; and how economists view some of the problems caused by pollution, public goods, and common property resources.

The required text for the course is “Principles of Microeconomics” by N. Gregory Mankiw,Ronald D. Kneebone, Kenneth J. McKenzie and Nicholas Rowe, most recent Canadian Edition, Thomson Nelson.

Economics 102 (3 credits) – Principles of Macroeconomics: Elements of theory and of Canadian policy and institutions concerning the economics of growth and business cycles, national income accounting, interest and exchange rates, money and banking, the balance of trade. Macroeconomics deals with important questions like: Why are some countries rich while others are poor? What is economic growth and why do different countries grow at different rates? Why is the government so concerned about controlling inflation? What

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determines the unemployment rate and how is it measured? Why do economies experience cycles of booms and busts rather than a steady increase in the level of economic activity? What are monetary and fiscal policies and how does the government use these policies to influence economic activity?

This course will give you some basic frameworks for thinking about questions like these and many more. It will also help develop your skills of economic analysis and critical thinking. By the end of the course, you’ll have gained some insight into how an economy functions and into some of the policy issues that are the subject of serious debate.

The required text for the course is “Principles of Macroeconomics” by N. Gregory Mankiw,Ronald D. Kneebone, Kenneth J. McKenzie and Nicholas Rowe, most recent Canadian Edition, Thomson Nelson.

Political Science 100 (3 credits) – Introduction to Politics: Political issues and case studies, drawn from Canadian and international contexts, will be used to introduce students to central debates and concepts of politics and political analysis. Political Science 101 (3 credits) – The Government of Canada: An examination of the institutions and processes of Canadian government. Philosophy 102 (3 credits) – Introduction to Philosophy: Basic problems and methods of philosophy. Topics such as morality, personal identity, free will and determinism, and the meaning of life. This course will provide an introduction to normative philosophical thinking in ethics and social-‐political philosophy. We will learn the skills and methods for philosophical argumentation by reading and writing on a number of philosophical topics related to CAP themes, including relativism and the possibility of universal values, torture and terrorism, censorship, sexual morality, and the challenge of global poverty and transnational justice.

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PPE ASTU 100B

ASTU 100B P01, P02, & P05 What does it mean to do research on a concept so difficult to define as happiness? Some idea of happiness is at the root of our stream’s three disciplines: in how philosophy thinks about “the good life,” in political theory’s basic right to a “pursuit of happiness,” and in economics’s analysis of how capitalism distributes of resources to secure “the greatest happiness of the greatest number.” More recently, however, happiness has become an object of research in the social sciences, with quantifiable concepts like “Gross National Happiness” and “happiness indicators” (stable communities, marriage, prosperity, and so on) pointing to a broadening concept of well-‐being. But happiness has also very recently become a site for political debate, in which the very ways scholars conduct research into it can run the risk of marginalizing whole groups of apparently stubborn, unhappy people. By looking at how the concept of happiness is tied into national identity, economic organization, gendered and racialized identities, consumption, and ecological sustainability, we will discuss how research on happiness has real-‐world effects, shaping how well-‐adjusted we feel to these areas of concern.

By examining how different disciplines frame and research the question of happiness, this course offers students insight into how to design their own research projects and carry them through. We will treat academic research as an ongoing conversation between researchers, with its own set of discursive norms and rules. Learning how that conversation works will be critical to success in the course. We will also encounter academic research as a multistaged process: we will learn how to review academic literature on a topic, summarize research papers, posit a knowledge deficit, compose a research question, choose a methodology, and, finally, write an original research paper. Importantly, this is not a course about how to be happy: our investigation will ask not what happiness is so much as what certain notions of happiness do in the world. We will consider how individual happiness functions in a broader social context, bringing to light a series of other relations that it often obscures.

ASTU 100B P03 In this course, you will take up academic styles of writing both as writers and as readers. Another term for style here is genre, typical ways in which we write and speak—and recognize writing and speaking—in a variety of situations. Our course readings include instances of scholarly genres, a series of academic articles that are all concerned with the same research topic, reading. The writers of these articles pursue reading as a way of acting in society: they study reading as a private and public practice, as a means to bring about personal transformation and broader political change, and as a form of labour in the context of capitalism. We will pursue these reading-‐related issues from a literary perspective as well as the larger disciplinary contexts of our PPE stream:

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economics, philosophy, and political science. As we read the scholarly articles, we will examine how these academics produce knowledge, paying particular attention to how they identify a knowledge deficit, pose a research question, cite existing research, and employ different methodologies. Our critical readings will prepare you to join this scholarly conversation with your own academic writing about reading. Your heightened awareness of academic genres will also give you an informed perspective of all genres that you engage to write and speak your way in the world. At the end of the course, you will produce a research paper. In anticipation of this final destination, we will work together through different stages of academic research and writing, including:

• reading for scholarly writers’ main ideas and then summarizing these sources; • interpreting non-‐academic sources in ways that appeal to other scholarly

readers; • assembling voices for a scholarly conversation, and taking a position within this

conversation; • and finally, contributing to existing knowledge from a position of limited

knowledge. Throughout these stages, you will produce assignments including a summary, literature review, research proposal, and research paper. As readers and writers of scholarly genres, we will dedicate our in-‐class time to discussions, reading and writing exercises, and pair and group work.

ASTU 100B P04 In this section of ASTU 100B, we will take up the study of academic research and writing practices, using genre to help us understand how to participate in the scholarly practices of the university and adopt the knowledge-‐making moves necessary in both academic and professional situations. We will organize these theoretical and practical discussions through developing a semester-‐long research site: the circulation and production of life narratives in contemporary Western culture. Our scholarly readings help us consider the economic, political, ethical, and personal implications of representing selves and others in this socio-‐historic moment, allowing us to make connections to discussions in our other stream courses while developing our own lines of inquiry through the lens of literary analysis. Throughout the term, we will learn and practice academic research and writing practices, including citation, finding and evaluating sources, and presenting and producing scholarship (our own and others’). At the end of the year, students are invited to share their work with the wider CAP and university community at the annual CAP Student Research Conference.

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PPE Sample Texts & Assignments Sample Texts Academic Writing: An Introduction, 2nd ed., Giltrow et al. The Canadian Regime 5th ed., Malcolmson and Myers Democracy in Canada, 7th ed., Brooks The Elements of Philosophy: Readings from Past and Present, Szabo-‐Gendler et al. The Empowered Writer, Henderson Principles of Macroeconomics, Mankiw et al. Principles of Microeconomics, Mankiw et al. Watchmen, Moore & Gibbons Sample Activities & Assignments Quizzes and exams Group exercises Problem sets Scholarly summaries and literature reviews Writing exercises, peer review, and writing workshops Group research presentations Research proposals and papers

Highlighted Projects Political Science 101 Article Review. Students are given a choice of topics on which to write a short paper. They are asked to choose one article that they will use for the short paper and write a separate article review on it. This assignment is designed to aid the student in choosing appropriate materials for research papers, understand the key arguments from the material, and succinctly communicating that argument. ASTU 100B Literature Review. Students choose a research topic (based on the focus of their section of ASTU 100B), and then write a scholarly literature review. Students learn to identify major abstractions (or concepts), find appropriate secondary sources using the library databases, place academics in discussion with one another, and take a position within this conversation.

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PPE Instructors

Sylvia Berryman, PPE

Department: Philosophy

Office:

Office hours:


Bio: Sylvia Berryman is an associate professor in the Department of Philosophy at UBC, specializing in ancient Greek philosophy. She has written extensively on the early history of Greek science and the impact of mechanics on natural philosophy in antiquity. Recently, she has been teaching courses related to global poverty and injustice, and has taught philosophy courses on five UBC study abroad groups in Guatemala.

Clive Chapple, PPE


Office:

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Bio: I am an Instructor in the Vancouver School of Economics at the University of British Columbia in Vancouver, Canada. I teach a wide variety of courses including cost-‐benefit, environmental economics, and microeconomics at both the introductory and intermediate levels. I am originally from England, where I obtained a B.Sc. (Hons) in Chemical Engineering. After coming to Canada I obtained a M.A.Sc. (Chemical Engineering) and a Ph.D. (Business Administration) from UBC.My hobbies include skiing, squash, and playing the occasional video game.

Mark Deggan, PPE

Department:

Office:

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Email:

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Bio:

Christopher Erickson, PPE


Office:

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Bio:

Laila Ferreira, PPE

Department: CAP, Arts Studies in Research and Writing

Office: BuTo 527

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Bio:

Cheryl Fu, PPE


Office:

Office hours:

Email:

Bio:

Jamie Hilder, PPE (Stream Coordinator)

Department: CAP

Office:

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Email:

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Bio:

Paul Kopas, Law & Society / PPE


Office:

Office hours:


Bio:

culture’&’media !!3! global’citizens … · 2016-02-16 ·...

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