Instructor information:

Jeffrey R. Oliver, Ph.D., M.B.A

132H Ricks. Office hours: 10:00 AM – 12:00 PM M/W. (208)496-4166. oliverj@byui.edu.

Please contact me whenever you feel like you need some help. If you feel yourself falling behind for any reason, please reach out to me.

Welcome

Welcome to “The Sociology of Global Conflict and Terrorism”! You will leave this class with:

The ability to accurately apply course concepts to the real world.
The ability to use theories of global conflict to help you explain real-world events in an educated and professional way!
A professional-looking mini-book portfolio containing: A) An Introduction to the global conflict topic of your choice B) A theoretical explanation of a real-world event related to your topic C) An apolitical (“taking sides”) essay of the real-world event described in B. D) A consultation brief on the real-world event described in B.

Required materials

Paper and pen/pencil

N.B.: No textbook purchase required–all materials provided on I-Learn.

Course structure

This course employs a flipped, project-based classroom design, combining pedagogically-proven elements from Team-Based Learning (TBL) and Project-Based Learning (PBL). In this course, you will complete an exceptional mini-book project that you may post online for prospective employers to see.

The flipped classroom is becoming increasingly common in high schools throughout the world because it has been proven to be more effective. [1] However, a traditional classroom is still what most high school students have been exposed to due to slow adaptation of this more effective program. Although it can take some getting used to, students that have been in a flipped classroom like it much better than the traditional classroom. [2]

How is the flipped classroom different?

In a traditional classroom, the teacher presents concepts at the comprehension level and then assigns homework to be done after class. The student submits the homework and gets a grade. In the traditional model, the teacher is “shooting in the dark” while presenting content because s/he does not know which concepts the students do (not) understand. The students also do not know until they attempt the homework and then it is often too late because the student is left to struggle at home with what they have realized they do not know.

The flipped classroom reverses that: The student learns the concepts at the comprehension level before coming to class, then does an “assignment” in class. This can approach 100% efficiency because the student works at his/her own pace and consults with peers or the teacher when they get stuck. In other words, close to 100% of class time is spent exactly on what each student does not know.

Does the flipped classroom require more work?

The flipped classroom often results in less work overall for the student because the model is more efficient. However, in the flipped classroom, the student must be aware that the flipped classroom requires more work and responsibility up front! The flipped classroom also requires more autonomy, professionalism and student accountability. In class, you will be responsible for staying on task, working as hard as you can and seeking consultation with instructors and peers as needed.

There is also no place for unapproved cell phone use, crosstalk, disrespect or any other form of unprofessional behavior because this is a work environment in which you will be accountable for what you produce during 100% of class time. If you spend 15 seconds on your cell phone, you may miss 100% of what is going on due to the fast-paced, collaborative environment. Please plan now to get through the semester without cell phone use, crosstalk and disrespect or find another class to take.

Grading

Your grade in the class will be determined as follows:

[100] Preparation memos

[100] Class Activities

[50] RAPs

[100] Mini-book projects

[100] Final mini-book

[50] Professionalism

[500] TOTAL

Preparation memos

On most weeks, you will complete a connection memo for the coming week’s readings. The target length is 1 page, 12 pt font, double-spaced.

To complete the memo each week:

Take the readings for the coming week and show how they can be applied to “real life” (i.e. Give a real-world example of the main point of the readings).
Include any questions you have about the readings that you would like clarified or would like to discuss as a class.

For more detail, see the page called “How to Write Memos”.

Most memos that meet the stated objectives will receive an 8/10.

In-Class Activities

Because the course employs a Team-Based Learning (TBL) design, most in-class activities will involve working in teams to solve a significant problem or question. You may be asked to choose the best course of action in a certain situation, which option among several would be the best (worst) and why, how people came to a certain solution or how a certain end-result was likely created or others.

You will also be trained in and use the Harkness Discussion method in class. The Harkness Discussion method is a student-led discussion method that centers on professionalism, equal participation and productive conversation.

While some discussions will be an organic part of class activity, at other times we will have formally organized and graded discussion sessions.

Here are the key points to the Harkness Discussion method. (These points are used to determine the student’s grade for each session.) Students:

participate more or less equally in the discussion (no one dominates or “cruises”)
do not talk over anyone else at any time
direct questions and comments to other students (not just to the instructor)
give supporting evidence rather than unsupported statements
make comments that contribute to the progress of the discussion (hold unrelated comments until the group is finished discussing the current idea)
refer back to the preparation materials (readings, videos, connection memos, etc.)

Here are some possible ways to contribute to a Harkness Discussion:

Draw a connection to text, self or the outside world
Ask a question
Ask for clarification
Fill a hole in the discussion
Pointing out a common theme in the discussion
Advocating/arguing on behalf of a certain point of view

Generally, the Harkness grade for the day is awarded as a full-class grade with a grade boost for students that make exceptional contributions and a deduction for those that lag behind the rest of the class.

Readiness Assurance Process (RAP)

In this class, there are no multiple choice tests as you know them! During the first several units, you will be given a Readiness Assurance Process assessment instrument. You will answer very difficult multiple-choice questions (the average individual score is around 35%–though you will not see this score). After you take the individual assessment, you will meet with your team and take the same test together. The average score on the team test is around 85%! This illustrates the almost-miraculous learning experience that can happen in teams!

This process is set up to show you that, with your team, you can master even the most challenging tasks!

In this way, the multiple-choice assessment becomes an amazing learning experience instead of a high-stakes evaluation! Students take great pride in their work with their teams and can see their readiness to participate in higher-level learning emerge as a result of the readiness assurance process!

Mini-Book

The mini-book is a portfolio of your class projects. You will complete one project at the end of each unit, and then, toward the end of the semester, assemble those individual projects into a single mini-book portfolio of your work.

The projects are as follow:

Introduction to your topic (review of literature)
Theoretical explanation of a real-world event (related to your topic)
Triangulation essay
Consultation analysis

Each of these projects will be due as listed on I-Learn or announced in class.

For the final mini-book, you will: 1) Improve each project in a significant way. 2) assemble the four projects into a single book using a template provided for you. 3) Write a conclusion section that ties your projects together. 4) Revise the final product for clarity and flow of ideas.

Professionalism

You are expected to treat this class like a job and you will be graded on your professionalism. The professionalism grade counts for 10% of your overall grade.

You will receive 1 professionalism point for every day that you show exceptional professionalism. A student earning the professionalism point usually does all of the following:

Listens attentively to the person talking (only one person will talk at a time in this class)
Has their cell phone turned off and put away
Opts to use digital technology sparingly (taking hand notes instead of laptop notes can be a great way to show this! Research has shown that hand notes improve learning outcomes and signals to others that you are more attentive and interested!)
Encourages others (peers, teammates, visitors, the instructor)
Gives supporting evidence with their comments
Arrives early and stays to the end of class
Makes productive comments (related comments)
Brings in new insights and viewpoints in a respectful way
Dresses like a professional
Avoids all distractions (Mosiah 4:29–replace “sin” with “distractions”)

These professionalism points are not awarded on most days to most people. They are awarded for special and exceptional feats of professional conduct.

It is not the default to be awarded a professionalism point each day! At the same time, it is very achievable if you want to earn one each day. It is mostly a matter of deciding before class to behave professionally as defined above.

Late Work

This policy will be governed by Elder Oak’s notion of love vs. law. I do care about you and want to show mercy but if that’s all we have, you will not become who you need to be!

Deadlines are to be strictly observed—They help spread out your workload appropriately across the semester
Computer malfunction? Last-minute car trouble? Urgent family situation? All is well! There is a 2-day grace period on all assignments!
If you miss the 2-day grace period—the work is late! Below is the policy for this late work:
- Late work will not be graded unless the instructor is contacted.
- If the instructor is contacted, the late work will be considered at the end of the semester for up to a C- overall grade in the course.
Late work is not accepted after WEEK 12.

Rubrics

Unless noted otherwise, submissions will be graded out of 20 points and use this standard:

The paper is clear [has all three of the following: (A) a clear introduction–including a clear thesis statement, (B) clear sections of supporting evidence and (C) a clear conclusion telling specifically how the evidence supports the thesis statement.]
The paper draws insightful connections to course concepts (including and especially those in the corresponding unit)
The paper draws insightful connections to academic sources (waived for memos; in the case of projects, consider 8 sources to be a minimum)
The paper draws insightful connections to the real world (or realities of the topic)
The paper uses an established format (APA, ASA or other)

20 points=exceeds expectation on all 5 of the criteria above

19 points=exceeds expectation on 3-4 of the criteria above

18 points=exceeds expectation on 1-2 of the criteria above

17 points=meets all of the expectations above

16 points=below expectation on 1-2 of the criteria above

15 points=below expectation on 3-4 of the criteria above

14 points=below expectation on all 5 of the criteria above

11 points=paper has serious deficiencies beyond that found in a typical 14-point paper

0 points=did not submit a relevant paper

You should check each assignment against the lowest possible grade you would get using the rubric. (“Don’t write until you might get 17 points on the rubric, write until it would be impossible for anyone to give you a score lower than 17 points!”)

Course schedule

See course website.

Disclosure

Student Honor

Student Honor is following the path of discipleship and learning to be more like Christ-learning to think, to feel, and to act more as He does. Living a life of honor:

Begins as we learn and live the baseline standards of the Honor Code, understand their purposes, and are true to the promises we have made.
Continues as we heed the promptings of the Spirit to raise our personal bar of righteousness and foster a spirit of integrity, sacrifice, consecration, love, service, and willing obedience as students and throughout our lives.
Prepares our hearts for devoted discipleship in the family, church, work, and community.

Students with Disabilities

BYU-Idaho is committed to providing a working and learning atmosphere which reasonably accommodates qualified persons with disabilities. If you have any disability which may impair your ability to complete this course successfully, please contact the Disabilities Services office at 208.496.9210. Reasonable academic accommodations are reviewed for all students who have qualified documented disabilities. Services are coordinated with the student and instructor by this office. If you need assistance or feel you have been unlawfully discriminated on the basis of disability, you may seek resolution through established policy and procedures. Contact Human Resources at 208.496.1130.

Sexual Harassment

Title IX of the Education Amendments of 1972 prohibits sexual discrimination against any participant in an educational program which receives federal funds, including federal loans and grants. Title IX also covers student-to-student sexual harassment. If you encounter unlawful sexual harassment or gender-based discrimination, please contact the Human Resources at 208.496.1130.

Disclaimers

Instructor reserves the right to adjust the course as needed.

All university policies apply to this course.