Credit Hours: 3

Lecture Hours: 3

Laboratory Hours:

External Hours:

Course Syllabus World Regional

Geography GEOG 1303

Semester with Course Reference Number (CRN)

Instructor contact information (phone number and email address)

Office Location and Hours

Course Location/Times

Course Semester Credit Hours (SCH) (lecture, lab) If applicable

Total Course 48

Contact Hours

Course Length 16

(Number of weeks)

Type of Instruction

Include the following formats: On campus, web-enhanced, and distance education.

Course Description Study of major world regions with emphasis on prevailing conditions and developments. Including emerging conditions and trends, and awareness of diversity of ideas and practices to be found in these regions.

Course Prerequisite(s)

N/A

Academic Discipline/CTE Program Learning Outcomes

Geography is fundamentally interdisciplinary and can be considered a humanity, a social science, and a natural science. With that in mind, through Geography courses at HCC, students will:

1. Learn to explain and analyze spatial and temporal interrelationships,

processes, and patterns of human and physical phenomena on the

Earth’s surface.

2. Demonstrate an understanding of local, regional, national and

international dimensions of geographic issues and translate this into

becoming more empathetic and globally-informed, socially

responsible citizens.

3. Interpret maps and geospatial tools as a means of applying a greater

understanding of the dynamic interplay between environments, people,

and places.

4. Demonstrate critical thinking skills through written, oral, and graphic

communication.

5. Demonstrate the ability to utilize empirical and quantitative skills

through data or map analysis.

6. Demonstrate the ability to connect choices, actions and

consequences to ethical decision-making.

Course Student Learning Outcomes (SLO): 4 to 7

1. Utilize maps to understand locations of places, the connections between places, and spatial patterns and trends of cultural and physical phenomena on earth. 2. Understand the role that population growth patterns have had on international migration, settlement, and the historical geography of the world’s major regions. 3. Understand the key geographic patterns in each of the world's regions. This understanding should include physiographic features, major climates, natural vegetation, historical geography, demographics, ethno linguistics, religion, land use, mineral resources, industrial activities, and political patterns (including conflict). 4. Understand the histories, complexities, challenges, and opportunities that help define multicultural and homogenous societies around the world. 5. Summarize the influences and impacts of European colonialism and the Industrial Revolution on the cultural and economic geography of the modern world. 6. For each of the world's regions, identify the area and population patterns, important historical background, features that create regional unity or division, economic, urban and agricultural patterns, and geopolitical issues. 7. Understand the processes of globalization and supranationalism and their impact on social, economic, and political patterns in each of the world’s major regions.

Learning Objectives (Numbering system should be linked to SLO - e.g., 1.1, 1.2, 1.3, etc.)

1.1 Read, interpret, analyze and understand maps. 1.2 Define the mapping basics of scale, projections, directions, distances, and locations. 1.3 Analyze thematic and location-based maps through utility of atlas and corresponding atlas exercises. 2.1. Describe the basic concepts of population growth. 3.1. Describe the key geographic patterns for the regions of the world. 4.1. Define multicultural or heterogeneous society and consider positive and negative qualities of multiculturalism. 4.2. Define homogenous society and describe the advantages and disadvantages of such a society. 5.1. Describe the evolvement of colonialism and its impact and legacy of colonialism on different areas of the world such as Sub-Saharan Africa. 5.2. Describe the spatial patterns of the Industrial Revolution and its impacts on the world. 6.1. Identify the regional population distribution, patterns, and trends for the world's regions. 6.1. Identify the regional population distribution, patterns, and trends for the world's regions. 6.2. Describe the connections between the history and geography of the world's regions. 6.3. Explain the centripetal and centrifugal forces influencing regions (and countries within those regions) around the world. 6.4. Describe how models such as the Latin America City Model describe patterns of urban development in different regions of the world. 6.5. Analyze how agricultural patterns vary spatially within regions and around the world. 6.6. Describe the different types of economic systems found within the world's regions, with individual examples from various countries. 6.7. Identify the key historical and contemporary geopolitical issues in each of the world's regions. 7.1. Describe the causes of globalization. 7.2. Describe the impacts of globalization. 7.3. Explain what the concept of supranationalism is and describe some of the key supranationalist events and organizations that have emerged regionally and globally over the course of the past century.

SCANS and/or Core Curriculum Competencies: If applicable

Courses offered at HCC which are taken within “core” status meet a set of stringent guidelines which will help the student advance core skills in foundational areas. World Regional Geography meets a Social and Behavioral Science core requirement at HCC Social and Behavioral Science core area courses “focus on the application of empirical and scientific methods that contribute to the understanding of what makes us human.”1 “Courses involve the exploration of behavior and interactions among individuals, groups, institutions, and events, examining their impact on society and culture.”2 By taking a Social and Behavioral Science core offering, you will have the opportunity to further develop the following core competencies: critical thinking skills, communication skills, empirical and quantitative skills, and develop a sense of social and personal responsibility. Throughout the semester, assignments and assessments in this class will help measure your advancement in each of these core competencies.

1- Revising the State Core Curriculum: A focus on 21st century competencies.

http://www.thecb.state.tx.us/index.cfm?objectid=6EA8957A-D7E2-C369-67F42EC166BC88FC

2- Revising the State Core Curriculum: A focus on 21st century competencies.

http://www.thecb.state.tx.us/index.cfm?objectid=6EA8957A-D7E2-C369-67F42EC166BC88FC

Assignments as they relate to each of the core competencies: Critical Thinking Skills – Examples may include, but are not limited to: research, reports, writings, use of Scientific Method, technology-based compilations or presentations which include analysis, analysis/solutions of problems/case studies, analysis of spatial data and patterns, justification of results, and explanation of reasoning. These assignments can be completed by an individual or in a group environment.

Communication Skills – Examples may include, but are not limited to: Assignments which present grammatically correct essay or speech, effectively organized with a thesis statement, introduction, body, conclusion, supportive reasoning, and appropriately documented evidence. If the assignment is an oral presentation, the assignment should also require effective verbal and nonverbal delivery. Visual design elements should be incorporated into any communication assignment. Visual elements may include graphs, tables, charts, slides, or streaming video as examples.

Empirical and Quantitative Skills – Examples may include, but are not limited to: case studies, atlas exercises, reports, creating or analyzing tables and graphs related to statistical data, projects.

Social Responsibility – Examples may include, but are not limited to group

discussion exercises, group assignments, analysis within map exercises, written

reports or essays, debate/point of view exercises, embedded essays on quizzes, spatial analysis through remote sensing or GIS techniques.

Instructional Methods

Includes lecture, discussion, web-enhanced, distance education, and student participation elements

Student Assignments

Assignments may include but are not limited to atlas exercises, physical geography exercises, web-based exercises, term paper or group projects, individual or group presentations, exams and/or quizzes.

Student Assessment(s)

Sample Grade Structure

Atlas Exercises, Web-based Exercises, Discussion Assignments 20% Term Paper or Group Project 10% Individual or Group Presentation 10% Exams and/or Quizzes 60% Total 100%

Atlas Exercises, Web-based exercises, Participation or Discussion Assignments. The individually assigned or group assigned discussion assignment/s can be assigned in a variety of contexts, yet must contain the element of a multi perceptual view. Atlas and web-based exercises measure spatial understanding and analytical skills. These assignments collectively account for 20% of the course grade and are linked to the following core competencies: critical thinking, empirical and quantitative skills, social responsibility

Term Paper Project. The term paper or group project will The paper/project will be worth 10% of the course grade and is linked to the following core competencies: critical thinking skills, communication skills, empirical and quantitative skills.

Individual or Group Presentation. The individual or group presentation will provide an opportunity to share research findings with the class. The presentations can be given in a variety of ways, but they will include a combination of written, oral, and visual elements. The presentation is worth 10% of the course grade and is tied to the following core competencies: communication skills. Exams and/or Quizzes. The exams and/or quizzes for this class will be worth 60% of the course grade. These assessments measure student knowledge and understanding of the course material and are linked to the following core competencies: critical thinking skills, empirical and quantitative skills.

Instructor's Requirements

Program/ Discipline Requirements: If applicable

HCC Grading Scale

A = 100- 90

B = 89 - 80:

C = 79 - 70:

D = 69 - 60:

F=59 and below

IP (In Progress)

W(Withdrawn)

I (Incomplete)

Instructor Grading Criteria

Within the sample structure listed above, the oral presentation will count as 10% of the grade, the course project or term paper will be worth 10% of the course grade, other class assignments, (map and discussion assignments), will count for 20% of the grade, and the exams and quizzes will count for 60% of the grade.

Instructional Materials

Text, atlas (optional), other reading and map assignments per instructor

HCC Policy Statement:

Access Student Services Policies on their Web site:

http://hccs.edu/student-rights

EGLS3 -- Evaluation for Greater Learning Student Survey System

At Houston Community College, professors believe that thoughtful student feedback is necessary to improve teaching and learning. During a designated time near the end of the term, you will be asked to answer a short online survey of research-based questions related to instruction. The anonymous results of the survey will be made available to your professors and department chairs for continual improvement of instruction. Look for the survey as part of the Houston Community College Student System online near the end of the term.

Distance Education and/or Continuing Education Policies

Access DE Policies on their Web site:

http://de.hccs.edu/Distance_Ed/DE_Home/faculty_resources/PDFs/DE_Syllabus. pdf

Access CE Policies on their Web site:

http://hccs.edu/CE-student-guidelines