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Viewing: PEA_ST 2286W msswf9 : Technological Futures, National Security, and Civil Liberties - Writing Intensive

Last approved: Tue, 08 Nov 2016 22:11:24 GMT

Last edit: Tue, 08 Nov 2016 22:11:24 GMT

Proposal Type

Writing Intensive

Contact Information

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Instructor for whom you are submitting proposal:
Subject Area’s Department Chair/Director:

Term for Proposal

Spring 2017

Course Catalog Information

Peace Studies (PEA_ST)
Peace Studies
Technological Futures, National Security, and Civil Liberties - Writing Intensive
Contemporary practices and future trends in data collection and mining by the NSA and by businesses. The interplay of government and corporate power, and possibilities of regulation and maintenance of privacy and civil liberties. The development of digital intellectual copyright and its consequences on patterns of dissemination of knowledge.
Behavioral Science
A-F (allow student to choose S/U option)
SOCIOL 2286 - Technological Futures, National Security, and Civil Liberties

Instructor Information

(numbers only)
Graduate Teaching Assistant/Graduate Instructor
303C Middlebush Hall

The Campus Writing Program conducts a two-day faculty workshop to assist with the design and implementation of your writing intensive course. Once your course proposal has been approved by the Campus Writing Program, you will receive information on time, date and location of the workshop.
Indicate below if additional instructors are planned, but specific individuals have not yet been chosen. Check all that apply

Briefly describe the qualifications of the known graduate instructors, or planned qualifications if graduate instructors are still to be selected, bearing in mind that graduate students teaching honors courses should be advanced students with a record of excellent teaching.

Honors Course Information

Answer the questions below as they would apply to one section. For all other sections, provide similar information in the Additional Sections Information box below.



Writing Intensive Course Information

Catalog description: contemporary practices and future trends in data collection and mining by the NSA and by businesses. The interplay of government and corporate power, and possibilities of regulation and maintenance of privacy and civil liberties. The development of digital intellectual copyright and its consequences on patterns of dissemination of knowledge.
There are some modifications to the reading schedule and minor revisions to the small writing assignments in the class, but the general structure of the assignments remains the same.
Self paced?
Should this course be considered for funding?

Large Enrollment Courses:

Writing Intensive Assignments

All assignments
PS/SOC 2886 - Assignment Schedule Assignments 0, Ia, Ib, IIa, IIb, IIIa, IIIb, IVa, IVb are each 2-3 typewritten pages, one draft, graded by course instructor. Students will complete six of the above assignments, total pages unrevised writing = 12

Introduction: Living in a Digital World

Assignment 0: Rules of Engagement (all students) Purpose: students will think about the rules and structure of the everyday use of internet technology, and will envision other possible rules and structures

Assignment I.a.: Connecting Mizzou (Part 1) Purpose: students will participate in research about the internet by designing a questionnaire Assignment I.a.: Connecting Mizzou (Part 2) Sharing and discussion of findings

Assignment I.b.: Global Digital Divide Purpose: students will research internet access in different nations Unit I - Civility and Inequality in Dialogue

Assignment: II.a.: Comment Fieldwork Purpose: students will analyze the process of public discussion of issues on the internet and the consequences for civility.

Assignment II.b.: Gamergate and Digital Hate Purpose: students will analyze how gendered microaggression, political views, and personal identities shaped the development of the "Gamergate" controversy. Unit III: Government Surveillance, Privacy, and Edward Snowden

Assignment III.a.: Media Perspectives on Edward Snowden Purpose: students will compare and contrast portrayals and characterizations of Snowden and his actions in diverse media sources

Assignment III.b.: Global Perspectives on Encryption Purpose: students will apply the course readings to place in perspective a report of United Nations Office of the High Commissioner on Human Rights and the responses by governments and civil society groups around the world Unit IV: Net Neutrality and the Fate of the Internet

Assignment IV.a.: Framing Net Neutrality Purpose: students will visually chart the arguments and evidence for a stand on net neutrality

Assignment IV.b.: Net Neutrality and Online Activism Purpose: students will compare the stands on net neutrality of two organizations

CONCLUSION: Political Potential in a Digital World First project draft on Monday, April 24th at Midnight Purpose: based on one of the assignments above, students will integrate their findings, other students' findings and discussion, course readings, and additional research. The projects will be posted on the MU Peace Studies webpage for public viewing. 7 pages draft Peer reviews complete by Monday, May 1st at Midnight 8 pages final version

For the final project, they choose one of the discussion boards to develop a longer essay about the topic in "Blog format." The overall point of writing competency in this course is to learn to communicate effectively in online format, particularly through the use of evidence-based argumentation. They have the opportunity to revise previously written material into a longer format.

For the peer review portion of the final project, they are placed into groups of 3-4 and organized on blackboard to offer feedback for a draft. The prompt gives a timeline. Their final draft is graded for both the quality of their feedback to fellow students and the extent to which they implement the feedback in their own writing. They are also expected to incorporate instructor feedback for their first draft as well.
Length of assignment:
Instructor/Peer Review
Instructor review

Total pages for all assignments:
First drafts:
1. For the short papers (DBA's or Discussion Board Assignments), students post these publicly on the course discussion board. They completely 6 of the 8 DBA's and two smaller mandatory assignments. Each DBA is 2-3 pages long. They are then required to read and respond the the essays written by their fellow students as part of their participation grade. I did not include the discussion in the word count for the course, but it is an additional 400-500 words of writing eight times over the course of the semester. In addition to the feedback on their DBA's from peers, I also hand grade and comment on every completed DBA and the comments.

Writing Intensive Teaching

Instructor provided feedback
Peer review
There is more than one acceptable analysis or evaluation. Some the assignments ask students to analyze a public controversy or issue over which reasonable people disagree. Other assignments are based on research and different interpretations will be developed for diverse cases. [Instructor provided a number of examples. I have them should the subcommittee need them]
Students write at least one short paper every three weeks with two additional papers papers at their discretion. The final paper is completed over the last month of the class, including first draft, peer and instructor reviews, and final draft.

Course Syllabus

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Administrative Information

Education and Social Sciences
10.16.15. From Clarence Lo: I'm writing to justify the non tenure track/tenured faculty who will be teaching the course. Many Peace Studies courses are taught by regular faculty. But given the shrinking number of regular faculty, it is becoming more and more difficult to free up them up from teaching required courses in their home departments. If we are to have new and innovative courses, the Peace Studies Program has found that graduate instructors can design and teach them, in close cooperation with chairs and senior faculty mentors. Mike Sickels as an ABD in sociology, who has served as a graduate instructor in nine MU courses, including two online courses. Relevant to the proposed WI status for our Internet Technology, National Security, and Civil Liberties course, is his experience teaching Organizations and Institutions, Sociology of Work, Social Inequalities, and (because of the assignments involving students in behavioral science research) Research Methods. Sickels is an G. Ellsworth Huggins Fellow with nine research presentations to his credit. Doug Valentine has an MA from MU in Religious Studies and is a doctoral student in sociology, having passed his qualifying examination for the PhD. He has been an online instructor for a course on Mizzou Online, and Instructor and course developer in seven online courses at Central Methodist University; he is the recipient of the MU green chalk award. He has published a book chapter and presented at four conferences. Both of them have contributed equally under my direction to the design of the 2286 course and its writing intensive requirements. The quality of their design work is evident in the preliminary version on the course reading list which I have attached, along with their CVs.
10.19.15: Requested info on review process, what peers are expected to do, and info on the additional page. What are instructors? role in revision?


I have read and reviewed the updated proposal

Additional Comments

Lina Trigos Carrillo (trigoscarrillol) (Fri, 28 Oct 2016 19:57:17 GMT): 10/28/2016: After ESS subcommittee, CWP contacted faculty to request more information about writing assignments and revisions. * Graduate Instructor: See letter from department in File Maker.
Patricia Luckenotte (luckenottep) (Tue, 08 Nov 2016 22:11:15 GMT): Added to PEA_ST 2286W, sect 02 (on campus) and sect 04 (MZONX) with crosslisted SOCIOL 2286W, sect 02 (ON-CAMPUS) and sect 04 (MXONX) to the Spring 2017 schedule of classes and cancelled the regular sections of PEA_ST 2286, 02 and 04 and SOCIOL 2286, 02 and 04 for Spring.
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