COURSE DESCRIPTION

In Human/Nature, we explore the complex connections between humans and nature. In what ways are we humans "natural"? Is there such a thing as human nature, and if so, what is it? How are we related to nature and our larger natural surroundings? How have humans over the course of time understood and interacted with the natural world? How have we described and represented nature to ourselves? How have our understandings of nature changed? Do humans have unique responsibilities toward the natural world and if so, what are they? Over the course of the year we will attempt to answer these questions, drawing on the resources of the social and biological sciences, history, literature, and the arts.

Key Concepts and Learning Objectives for this course

· Explain and discuss how perception shapes our understanding of being human and of nature, from the neurological understanding of perception to theories on the social construction of reality

· Identify disciplinary approaches to understanding humans and nature in art, the humanities, natural sciences, and social sciences, and explore how experts in these fields communicate their knowledge

· Understand how individual and social group identities shape our perception of "human," "nature," and "natural" and how these identities are in turn perceived

· Examine variations in ideas and policies about "human nature" regarding gender, race, class, ethnicity, nationality, sexual identity, ability, religion, and age

· Critically assess the production and dissemination of knowledge by social institutions such as the state, corporations, academia, religion, the scientific community, and the media

· Critically evaluate the pivotal role of media in shaping and manipulating beliefs about humans and nature

· Explain and discuss historical and contemporary attitudes towards individuals and groups who challenge accepted beliefs about nature (and human nature)

· Understand ethical frameworks that shape or limit the actions of citizens and institutions within social structures and towards our environment

· Develop possible solutions for social and political issues

· Present the results of independent and group research to peers through diverse means of communication, especially writing and oral and/or visual presentation

UNIVERSITY STUDIES AND ITS GOALS

Freshman Inquiry (FRINQ) is PSU's freshman year program in University Studies. University Studies' approach to learning and general education relies on a philosophy of participation and collaboration among faculty, peer mentors, and students who together develop a learning community characterized by mutuality and responsibility. University Studies seeks to develop and reinforce skills that will promote your success at the university and in your professional life. In this regard, the program has four central goals:

• Critical thinking and inquiry: Students will learn various modes of inquiry through an interdisciplinary curriculum. Skills developed will include problem solving, investigating, and conceptualizing.

• Communication: Students will enhance their capacity to communicate in various ways, including writing, graphics, numeracy, and other visual and oral means. They will learn to collaborate effectively with others in their work groups, and to be competent in appropriate communication technologies.

• The variety of human experience: Students will enhance their appreciation for and understanding of the complexity of the human experience through the study of differences in ethnic and cultural perspectives, class, race, gender, sexual orientation, and ability.

• Ethics and social responsibility: Students will expand their understanding of the impact and value of individuals and their choices on society.

These learning objectives are the central goals of the University Studies program. In Human/Nature this quarter, to enhance your mastery of these objectives, you are expected to:

· Practice the conceptualization and expression of ideas

· Summarize, analyze, interpret, and evaluate media and data

· Recognize and respectfully defend and/or challenge the underlying assumptions in our discussions, readings, and other practices

· Collaborate with peers on written, oral, and computer-based projects

Mentor Sessions: Students registered for this class must also be enrolled in one of the three associated Mentored Inquiry Sessions:

UNST 117Z 001 (CRN 15096): MW 2-2:50 p.m. CH 196

UNST 117Z 002 (CRN 15097): MW 3-3:50 p.m. CH 196

UNST 117Z 003 (CRN 15098): MW 4-4:50 p.m. CH 196

An experienced student mentor, Leah Rutz, will facilitate these 12-person sessions. In mentor sessions, students work individually and collaboratively to complete assigned projects, discuss issues, and explore different learning approaches and techniques. The mentor works with the instructor to guide and assist students in developing their skills in research, writing, and presentation, and to introduce students to PSU's various support systems. Work in mentor session forms an integral component of the course and your grade.

REQUIRED READINGS

1. Human/Nature Reading Packet (available at Smart Copy, 1915 SW 6^th Ave, next to Hot Lips Pizza)

2. Ways of Writing: A Guide to College Composition by PSU Writing Center (available at the PSU Bookstore)

3. A Pocket Style Manual with 2009 MLA and 2010 APA Updates by Diana Hacker

4. Electronic reserve & online materials as assigned - see course schedule

5. U.connect website < http://www.uconnect.unst.pdx.edu>

6. Writing Center resource guide < http://writingcenter.pdx.edu/resources/guide/index.php>

Also required: A system to back up and store your computer files - e.g., a jump drive, CD, and/or your space on the PSU H: drive. Note: You are asked to save copies of ALL of your work throughout the year for use in end-of-term and end-of-year portfolios.

CLASS REQUIREMENTS

Grading: Grades for the quarter will be calculated according to the percentages below. Assignments will be described more fully in separate handouts.

· 25% Participation. Participation will be calculated based on attendance (absences affect your grade), all in-class and mentor session-related work (including credible drafts for peer review), conferences with instructor, informal assignments, assembly of term portfolio, etc.

· 15% Essay on education. Draft due 10/13; final due 10/18

· 20% Creative writing and reflection on perception. Draft due 10/25; final due 11/1

· 15% Presentation on evolution. In-class presentations scheduled on 11/8

· 25% Essay on race. Draft due 12/1; final due 12/9

· Portfolios. Due 12/9

CLASSROOM ETIQUETTE

Come Prepared: Always have pen/pencil and paper and be ready to take notes unless informed otherwise. Always bring your copy of the syllabus, your reading packet, and other assigned reading materials. There is an extensive body of research showing that actively interacting with a text increases one's understanding and retention of its information, so we expect to see readings and hand-outs underlined, marked up, highlighted with notes in the margins - anything that helps you more fully engage with the material. (We will therefore interpret you not bringing the texts, or having a pristine, unmarked text, as a sign that you probably didn't read the material in preparation for our class meeting.)

General Conduct & Creating a Respectful Learning Environment: It's your responsibility to read the Student Conduct Code (see http://www.pdx.edu/dos/codeofconduct). It details your rights and responsibilities as a member of the Portland State community. These codes are strictly enforced. Further, we will do our best to facilitate a classroom atmosphere based on mutual respect. To this end, the students, mentor, and professor will jointly create discussion guidelines to foster meaningful discussion of diverse opinions and ideas. Personal attacks, disruptions, and rudeness will not be tolerated; students engaged in such conduct will be asked to leave and will be marked absent.

Technology: To foster a positive, respectful environment, free of distractions for all participants, there is a zero-tolerance cell phone policy. (This includes text messaging.) When you enter the classrooms, turn off or silence your phone and put it away. Similarly, laptops and other hand-held devices are not to be used during class, unless you have a specific exemption cleared with the professor and mentor. Additionally, in mentor sessions, checking email or using the Internet is considered non-participation (and will be counted as an absence), unless such activities are indicated by the mentor as part of the day's projects.

Blackboard: The course syllabus, links to online readings, writing-suggestion documents, plagiarism information, handouts, assignment sheets, and other important documents will be available on Blackboard. Students can access Blackboard at http://psuonline.pdx.edu/ using their Odin login username and password. If you do not have an Odin account, you can find out how to get one at https://www.account.pdx.edu. Use of Blackboard will be demonstrated on the first day of class. Please contact the instructor or the mentor if you encounter difficulties in accessing this resource.

Attendance: Because consistent, class-wide participation is necessary to achieving the University goals and course objectives, attendance and punctuality are a factor in your final grade. Class participation forms an important aspect of the learning experience in this class, and is therefore both expected and required. Attendance will be taken in both the main class and the mentor session. Legitimate reasons to miss class are few and dire, and should if at all possible be reported to the instructor before the start of the class period. Excuses received after the start of class require documentation such as a note from a doctor or a police report of an accident.

If you feel ill (fever, sore throat, runny nose, headache, cough, aches), please stay home until you have been without fever for 24 hours without the use of fever-reducing medication. Let the instructor know about your illness. You will not be penalized for illness-related absences, and you will have the opportunity to make up missed assignments.

More than 10 unexcused absences (1/4 of the course) constitute grounds for failing the course. Main session and mentor sessions are considered separate absences, therefore missing both in the same day is considered two absences. Late arrivals are disruptive to the learning environment and are considered an absence if you are more than 10 minutes late, unless prior arrangements are made with your instructor.

Course Schedule and Campus Closures: The course schedule is subject to change depending on the needs of the class and in the event of inclement weather. Call the main switchboard at 503-725-3000, or go to www.pdx.edu, to find out if campus is closed during inclement weather.

Assignment formatting: All written assignments must be typed and double-spaced with one-inch margins and 12-point font. Use an approved style citation format when appropriate. (Refer to the Writing Center or Hacker manual for details.) Students are responsible for turning in a hardcopy of their work; email submissions will be accepted only under emergency circumstances and then only to document a "time stamp." Save e-copies of all assignments throughout the year for inclusion in your e-portfolio.

Due Dates & Lateness Policy: All assignments are due at the beginning of class.

Formal assignments: Grading criteria for formal assignments are based on how well you follow instructions as they fit with the course's learning objectives. Assignments completed within 24 hours of the original due date will not be penalized; however, if this grace period is abused, this policy will be rescinded. Assignments turned in after 24 hours will be reduced a full letter grade for each day late. Assignments will not be accepted more than a week after their due date, except in cases of emergency. (Your computer crashing without your having backed anything up is considered poor preparation, not an emergency.) If you are having trouble understanding or completing an assignment for any reason, it is your responsibility to talk with the instructor and/or mentor in a timely manner BEFORE the due date.

Informal assignments (for example, exercises done in class) are graded on participation only. If you do the assignment completely and thoughtfully, you will receive full credit. Because informal assignments are intended as preparation for the day's discussion, or as preparation/ practice for upcoming formal assignments, they are due in class on assigned day and will not be accepted late, except in cases of emergency or pre-arranged absence.

Plagiarism and Academic Honesty: University policy calls for severe sanctions for plagiarism or any form of academic dishonesty. Although we encourage you to discuss assignments with others, the final product must be the work of the individual or team writing it. The authors have the responsibility to include citations to any work on which they base their ideas, including class lectures. Students who cheat or plagiarize are subject to a failing grade for the assigned paper, will be reported to administration for further action, and are likely to have a notation of plagiarism placed in their permanent record. Plagiarism is relatively easy to do - it is, however, quite easy to prevent. For details, see Student Conduct Code: 577-31-135 <http://www.pdx.edu/dos/codeofconduct>. For more information on plagiarism, refer to the Writing Center <http://www.writingcenter.pdx.edu/ >

Ability: Students with disabilities will be accommodated. Students with a documented disability needing accommodations in this course should immediately inform the instructor. If you need assistance obtaining resources or documentation, please let me know.

Advising: You are encouraged to make use of the advising services at the Undergraduate Academic Support Center. See http://www.pdx.edu/uasc/ for more information.

PSU Resources for Students: Because college isn't just a classroom experience, you may find yourself in need of tutoring, health services, legal aid, public safety, or other resources while at PSU. You can find some resource listings at https://my.pdx.edu, and you can talk with your instructor and mentor for help in locating others.

COURSE OUTLINE

Section 1: Education

Gatto, John Taylor. "Against School: How Public Education Cripples Our Kids, and Why."
Harpers Magazine. September 2003. September 20, 2005. <http://www.rahoorkhuit.net/devi/hs/against_school.html >

Gladwell, Malcolm. "Getting In: The Social Logic of Ivy League Admissions." The New Yorker. Oct. 10, 2005. <http://www.gladwell.com/2005/2005_10_10_a_admissions.html >

Marr, Carolyn J. "Assimilation Through Education: Indian Boarding Schools in the Pacific Northwest." 30 Aug. 2010. <http://content.lib.washington.edu/aipnw/marr.html>

Freire, Paolo. "Chapter 2." Pedagogy of the Oppressed. New York: Continuum Books, 1993. 11 Sept. 2010.

<http://www.webster.edu/~corbetre/philosophy/education/freire/freire-2.html >

Section 2: Perception, Commonsense, and Truth

Le Guin, Ursula. "Buffalo Gals, Won't You Come Out Tonight." Buffalo Gals and Other Animal Presences. Santa Barbara: Capra Press, 1987. 17-51.

Zerubavel, Eviatar. "Introduction: In the Beginning." "Islands of Meaning." The Fine Line: Making Distinctions in Everyday Life. New York: The Free Press, 1991. 1-20.

Plato. "The Allegory of the Cave." The History Guide. Trans. Benjamin Jowett . Ed. Steven Kreis. Vintage, 1991. August 30, 2010. <http://www.historyguide.org/intellect/allegory.html >.

Farb, Peter. "How to Talk about the World." The Writer in a Changing World: Encountering Language. 69-80.

Lakoff, George and Mark Johnson. "Concepts We Live By" & "The Systematicity of Metaphorical Concepts." Metaphors We Live By. Chicago: University of Chicago Press, 1980. 3-9.

Geerz, Clifford. Ch. 4. "Common Sense as a Cultural System." Local Knowledge: Further Essays in Interpretive Anthropology. New York: Basic Books, 1983. 73-93.

Fillingham, Lydia A. "Introduction." Foucault for Beginners. New York: Writers and Readers Publishing, Inc., 1993. 1-18.

Colombo, Gary

Rereading America: Cultural Context for Critical Thinking and Writing. Bedford/ St. Martins. Pp. 1-6.

Bohannan, Laura. "Shakespeare in the Bush." Conformity and Conflict: Readings in Cultural Anthropology, 9^th ed. Eds. James Spradley and David W. McCurdy. New York: Longman, 1997. 34-43.

Schwartz, Barry. "From Ought to Is: Science and Human Nature." The Battle for Human Nature: Science, Morality and Modern Life. New York, London: W.W. Norton & Co., 1986. 23-31.

Section 3: Human Evolution

PBS. "Video 4: How Does Evolution Really Work?" Evolution: Videos for Students. 30 Aug. 2010. http://www.pbs.org/wgbh/evolution/educators/teachstuds/svideos.html.

Moran, Laurence. "What is Evolution?" The Talk/Origins Archive: Exploring the Creation/Evolution Controversy. 30 Aug. 2010. http://www.talkorigins.org/faqs/evolution-definition.html.

Colby, Chris. "Introduction to Evolutionary Biology, Version 2." The Talk/Origins Archive: Exploring the Creation/Evolution Controversy. 30 Aug 2010. http://www.talkorigins.org/faqs/faq-intro-to-biology.html.

Zimmer, Carl. Ch. 5 & 6 "Becoming Human" and "Sapiens." Smithsonian Intimate Guide to Human Origins. New York: Harper Collins Publishers, 2005. 79-119.

Sapolsky, Robert M. "Genetic Hyping." The Sciences. March/April 2000. New York Academy of Sciences. 12-15.

Bogin, Barry. "The Tall and the Short of It." Annual Editions: Physical Anthropology 07/08. 16^th ed. Ed. Elvio Angeloni. Dubuque, IA: McGraw Hill, 2007. 175-177.

Pollard, Katherine S. "What Makes Us Human?" Scientific American. May 2009. 44-49.

Sapolsky, Robert M. "The 2% Difference." Annual Editions: Physical Anthropology 07/08. 16^th ed. Ed. Elvio Angeloni. Dubuque, IA: McGraw Hill, 2007. 45-47.

Section 4: Case Study - Race and IQ

Marks, Jonathan. "Black, White, Other: Racial categories are cultural constructs masquerading as biology." Annual Editions: Physical Anthropology 07/08. 16^th ed. Ed. Elvio Angeloni. Dubuque, IA: McGraw Hill, 2007. 168-170.

Jablonski, Nina G and George Chaplin. "Skin Deep." Annual Editions: Physical Anthropology 07/08. 16^th ed. Ed. Elvio Angeloni. Dubuque, IA: McGraw Hill, 2007. 164-167.

Gill, George W. "Does Race Exist? A Proponent's Perspective." Annual Editions: Physical Anthropology 07/08. 16^th ed. Ed. Elvio Angeloni. Dubuque, IA: McGraw Hill, 2007. 171-172.

Brace, C. Loring. "Does Race Exist? An Antagonist's Perspective." Annual Editions: Physical Anthropology 07/08. 16^th ed. Ed. Elvio Angeloni. Dubuque, IA: McGraw Hill, 2007. 173-174.

Easton, Rev. H. "Chapter III and Chapter IV." A Treatise on the Intellectual Character and Civil and Political condition of the Colored People of the U. States; and the Prejudice Exercised Towards Them. Boston: Isaac Knapp, 1837. 35-54.

Rushton, Philippe J. "Intelligence and Brain Size" and "Genes, Environment, or Both." Race, Evolution, and Behavior. New Brunswick, NJ: Transaction Publishers, 1999. 47-72.

Gould, Steven J. "Critique of The Bell Curve." The Biological Basis of Human Behavior: A Critical Review. 2^nd ed. Ed. Robert W. Sussman. New Jersey: Prentice Hall, 1999. 229-233.

Bernstein, Jeremy. "The Poor Person's Guide to The Bell Curve." The Biological Basis of Human Behavior. 2^nd ed. Ed. Robert W. Sussman. New Jersey: Prentice Hall, 1999. 227-229.

Blanton, Carlos . "'They Cannot Master Abstractions, but They Can Often Be Made Efficient Workers': Race and Class in the Intelligence Testing of Mexican Americans and African Americans in Texas during the 1920s." Social Science Quarterly 81.4 (2000): 1014-1026.

Gould, Steven Jay. "Singapore's Patrimony (and Matrimony): The Illogic of Eugenics Knows Neither the Boundaries of Time nor Geography." Natural History 93.5(1984): 22-29.

Possible readings for mentor sections

Lamott, Anne. "Shitty First Drafts." Language Awareness: Readings for College Writers. 9^th ed. Eds. Paul Eschholtz, Alfred Rosa, and Virginia Clark. Boston: Bedford/ St. Martins, 2005. 93-96.

Freeman, Roderick "Chapter 7: Fallacies." Logical Reasoning. 30 Aug. 2010. http://www-rohan.sdsu.edu/faculty/rfreeman/reason.html.

Schine, Cathleen. "Grr, Sniff, Arf." New York Times 8 Sept. 2009.

Siebert, Charles. "An Elephant Crackup?" New York Times Magazine 8 Oct. 2006.

COURSE SCHEDULE

Note: schedule is subject to revision and change. Items in boldface are available in the course packet; other items are available through Blackboard.

Wk	Date	Class readings and assignments	Topics to cover
1	Mon. 9/27		Introductions
	Wed. 9/29	Read: Gatto, Gladwell, Marr	Liberal arts education
2	Mon. 10/4	Read: Freire	Politics of education
	Wed. 10/6	Read: Le Guin	Perspectives
3	Mon. 10/11	Read: Zerubavel, Plato	Perception
	Wed. 10/13	Read: Farb, Lakoff Draft due: Education Essay	Film: Secrets of the Mind
4	Mon. 10/18	Read: Geertz Due: Education essay	Common sense, cultural categories, and the nature of humor
	Wed. 10/20	Read: Fillingham, Colombo	Power and the politics of representation
5	Mon. 10/25	Read: Bohannan, Schwartz Draft due: Perspective essay	Culture, truth, and morality
	Wed. 10/27	Read: PBS, Moran, Colby	Evolution
6	Mon. 11/1	Read: Zimmer Due: Perspective essay	Human evolution
	Wed. 11/3	Read: Sapolsky, Bogin	Genes - plasticity and determinism
7	Mon. 11/8	Due: Evolution presentations	Evolution presentations
	Wed. 11/10	Read: Pollard, Sapolsky	Human vs. Chimpanzee
8	Mon. 11/15	Read: Marks, Jablonski & Chaplin, Gill, Brace	Biology of race
	Wed. 11/17	Read: Easton	Film: Rwanda
9	Mon. 11/22	Due: In-class debate on race	Debate on race
	Wed. 11/24		Film: Genie
10	Mon. 11/29	Read: Rushton, Gould, Bernstein	Politics and power in the social use of race and IQ concepts
	Wed. 12/1	Read: Blanton, Gould Draft due: Race essay	Politics and power in the social use of race and IQ concepts, ctd.
11	Thurs. 12/9	Due: Portfolios Due: Race essay, by 12:30 PM, Anth Dept, 141 Cramer Hall	CLASS RUNS 12:30-2:20, CH 203. Activity: Portfolio reflection essays