COURSE SYLLABUS Course Title - Florida A&M University
Florida Agricultural and Mechanical UniversityProfessional Education UnitTallahassee, Florida 32307COURSE SYLLABUSCourse Title: Urban GeographyCourse Number: GEO 4602Prerequisite(s):Course Credit: 3College: Arts & SciencesCourse Hours: 3Required Text(s): Kaplan, Wheeler, Holloway, Urban Geography(New York: Wiley Press, 2004).Department: History & Political ScienceSupplemental Text: Fred Siegel & Harry Siegel, (eds.), UrbanSociety, 12th Edition, (Dubuque, IA: McGraw-Hill/Dushkin, 2005).Faculty Name: Juanita Gaston, Ph.D.Office Location: 214 Tucker HallOffice HoursMonday10:30 – 11:00Tuesday4:00 – 6:00Supplies:Term and Year: Fall 2008Place and Time: Tues & Thurs. 2:00 – 3:15Telephone: 850-412-7545e-mail: Juanita.gaston@famu.eduWednesday10:30 – 11:00ThursdayFriday10:30 – 11:00SaturdayCourse DescriptionThis course examines the origins of cities, the historical development of urban places in the U.S., urban economies, housing markets,neighborhoods, suburbanization, gentrification, inner city poverty, global cities, urban planning, zoning, and public services, and thirdworld urbanization.Course PurposeThis course provides an overview and theoretical framework of urban geography. The course focuses on the internal spatial structure,and landscapes of North American cities and emphasizes what cities are like as places in which to live and work. Students areintroduced to such topics as the evolution of the urban system, analysis of patterns of land use, racial and ethnic segregation, economicrestructuring, gentrification, and new urbanism. Comparative models of internal city structure: for example, the Burgess concentriczone model, the Hoyt sector model, and the Harris—Ullman multiple nuclei model are also examined in this course. Planning designinitiatives and community actions that will shape cities in the future are also examined. Students will census data to examinegeographical concepts in the of Tallahassee urban area. Field work and mapping are the geographer‘s chief tools; thus, an ability toobserve the landscape first hand, and to read and interpret maps are essential to geographic study. A portion of the students time willbe spent on field work and learning how to use, make, and interpret maps of the urban landscape.Conceptual FrameworkThe Conceptual Framework in the Professional Education Unit (PEU) at Florida A&M University is an integrated approach toproviding educational experiences that result in exemplary professional educators. The Framework is comprised of six themes withthe mission of developing high quality classroom teachers, administrators and support personnel. The term ―exemplary‖ refers to thekind of graduates the PEU strives to produce. The figure below provides a diagram of the Exemplary Professional ConceptualFramework1
DIVERSITY CF 1 Through this focal area, the FAMU professional education candidate will:CF:1.1 (K)CF:1.2 (S,D)CF:1.3 (S,D)CF:1.4 (S)CF:1.5 (K, S)Understand diverse backgrounds of individuals.Acquire the skills & dispositions to understand & support diversestudent learning.F: 5I: 3F: 5, 8I: 3, 8Accepts and fosters diversity.Practice strategies such as: acceptance, tolerance, mediation &resolution.F: 5F: 5I: 3, 8I: 3F: 5I: 5Establish a comfortable environment in which all students can learn.TECHNOLOGY CF 2 Through this focal area, the FAMU professional education candidate will:CF:2.1 (S)CF:2.4 (K)CF: 2.5 (S)Use of available technology and software to support student learning.Understands fundamental concepts in technology.F: 4F: 2I: 6I: 6Use fundamental concepts in technologyF: 2I: 62
VALUES CF3 Through this focal area, the FAMU professional education candidate will:CF: 3.4(D)CF:3.5(D)Be committed to individual excellence.Recognize the importance of peer relationships in establishinga climate for learning.F: 4, 8I: 5, 9F: 2, 5I: 5, 6CRITICAL THINKING CF4 Through this focal area, the FAMU professional education candidate will:CF:4.1 (K)CF:4.2 (S)CF:4.3 (D)CF:4.5 (S)Understand a variety of instructional/professional strategies toencourage students development of critical thinking andperformance.Use a variety of instructional/professional strategies toencourage students‘ development of critical thinking andperformance.Values critical thinking and self-directed learning as habits ofmind.Demonstrate the use of higher order thinking skills.F: 4I: 4F: 2, 4I: 4F: 4I: 1, 4F: 8I: 4PROFESSIONALISMCF 5Through this focal area, the FAMU professional education candidate will:CF: 5.1 (K)CF:5.2 (S)CF:5.3 (D)CF:5.5 (S)CF:5.6 (S)CF:5.7 (S,D)Knows the contentUse the appropriate pedagogy to provide all students with theopportunity to learn.Demonstrate commitment to professional growth &development.Construct learning opportunities that support studentdevelopment & acquisition of knowledge & motivation.Display effective verbal & non-verbal communicationtechniques to foster valuable interaction in the classroom.Display appropriate code of conduct including dress, language,and respective behavior.F: 8I: 1F: 4, 8I: 4, 7F: 5I: 9F: 1, 8I: 5F: 2I: 6F: 2I: 6, 9Overall Goals of the CourseThe overall goal of this course is to provide students with a substantive knowledge of urban geography, using the approach of theinternal structure of North American cities and urban social geography. Leading concepts, theories, perspectives, themes, tools, andvocabulary are examined.Specific Behavioral ObjectivesStudents who successfully complete this course should:3
1.2.3.4.5.Understand the functions, sizes, and spatial arrangements of urban areasThe differing characteristics of urban settlement in North American citiesAnalyze the internal structure and shape of citiesAnalyze the evolving forms of present-day urban areaUnderstand how to use maps and other geographic representations, tools, and technologies to acquire, process, and reportinformation from a spatial perspective6. Realize the importance and utility of a geographic perspective.7. Use computers and other electronic tools in support of learning activities in urban geography.8. Understand the 5 themes of geography: location, place, region, interaction, & and movement as they relate to the internalspatial structure of cities.9. Develop the geographic perspective and problem solving skills that will help you in other courses, in your careers, and in lifelong learning.10. Demonstrate an ability to think, speak, and write critically about issues that affect people and places around the world.National, State, and PEU Standards Addressed in the CourseInterstate New Teacher Assessment and Support Consortium (INTASC) StandardsStandard 1: Subject MatterThe teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can createlearning experiences that make these aspects of subject matter meaningful for students.Standard 3: Diverse LearnersThe teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted tolearners from diverse cultural backgrounds and with exceptionalities.Standard 4: Instructional StrategiesThe teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problemsolving, and performance skills.Standard 5: Learning EnvironmentThe teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encouragespositive social interaction, active engagement in learning, and self-motivation.Standard 6: CommunicationThe teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry,collaboration, and supportive interaction in the classroom.Standard 7: Planning InstructionThe teacher plans and manages instruction based upon knowledge of subject matter, students, the community, and curriculum goals.Standard 8: AssessmentThe teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, socialand physical development of the learner.Standard 9: Reflection and Professional DevelopmentThe teacher is a reflective practitioner who continually evaluates the effects of her/his choices and actions on others (students, parents,and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.Florida Educator Accomplished Practices (FEAPs)1.1.12.ASSESSMENTThe preprofessional teacher collects and uses data gathered from a variety of sources. These sources include bothtraditional and alternate assessment strategies. Furthermore, the teacher can identify and match the students‘ instructionalplans with their cognitive, social, linguistic, cultural, emotional, and physical needs.COMMUNICATION4
2.1The preprofessional teacher recognizes the need for effective communication in the classroom and is in the process ofacquiring techniques which she/he will use in the classroom.4.4.1CRITICAL THINKINGThe preprofessional teacher is acquiring performance assessment techniques and strategies that measure higher orderthinking skills in students and is building a repertoire of realistic projects and problem-solving activities designed to assistall students in demonstrating their ability to think creatively.5.5.1DIVERSITYThe preprofessional teacher establishes a comfortable environment which accepts and fosters diversity. The teacher mustdemonstrate knowledge and awareness of varied cultures and linguistic backgrounds. The teacher creates a climate ofopenness, inquiry, and support by practicing strategies such as acceptance, tolerance, resolution, and mediation.8.8.1KNOWLEDGE OF SUBJECT MATTERThe preprofessional teacher has a basic understanding of the subject field and is beginning to understand that the subject islinked to other disciplines and can be applied to real-world integrated settings. The teacher‘s repertoire of teaching skillsincludes a variety of means to assist student acquisition of new knowledge and skills using that knowledge.Florida Teacher Certification Examination (FTCE) Subject Area Examination (SAE) Competencies and Skills1. Knowledge of Geography1. Identify and apply the five themes of geography.2. Identify the natural processes that shape the Earth‘s physical and human systems.3. Identify physical and cultural features (e.g., communities, language, political and economic institutions).4. Analyze and interpret geographic information from maps, charts, and graphs.6. Knowledge of Social Science and its methodology1. Identify the social science disciplines, including anthropology, psychology, and sociology.2. Identify social science concepts (e.g., culture, class, technology, race, gender).3. Analyze the interrelationships between social science disciplines.4. Interpret tabular and graphic representations of information related to the social sciences.5. Identify appropriate strategies, methods, tools, and technology for the teaching of social science.Topical OutlineWhat is urban Geography?Evolution of the American Urban SystemThe Origin and Development of CitiesUrban Land Use: The Central Business District and the Growth of Suburbs.Landscape of ProductionThe Social Geography of cities: Models of Social GeographyGeography of Housing: Urban Housing Markets: Sprawl, Blight, RegenerationSegregation, Race, and Urban PovertyImmigration, Ethnicity, and UrbanismThe Political landscape of the CityPlanning the better City5
Gentrification and the New UrbanismUrban Society: ―Midwestern Momentum‖Inner City Renaissance.Teaching MethodsLectureStudent/Teacher Discussion ApproachSlide ProjectorVideo CassettesOverhead ProjectorCourse EvaluationGradingGrading:1. Tests (2 @20% each)2. Attendance3. Participation / Discussion Leaders3. Briefs /Field Trip Responses4. Census Related AssignmentsTotal Points400 pts100 pts100 pts200 pts250 pts1050A 1050 – 900 PtsB 899 – 800C 799 - 700D 690 - 600F 590 - 000Course PoliciesSTUDENTS with DISABILITIES:Students with disabilities covered by the Americans with Disabilities Act should follow these steps: (1) Provide documentation of theirdisability to the FAMU student disability resource center. (2) The first week of class, bring a statement from the FAMU studentdisability resource center to your instructor indicating that you have registered with FAMU student disability services. The statementshould indicate the disability and the special accommodations that will be required.ACADEMIC HONESTY:It is your responsibility to know the university‘s policy on Academic/Intellectual honesty (Section 6C3-2.012(10)(s) of the FAMUStudent Handbook). ―Plagiarism is defined as the use of intellectual material produced by another person without acknowledging itssource. This includes, but is not limited to: (a.)Copying from the writings or works of others into one's academic assignmentwithout attribution, or submitting such work as if it were one's own.(b.)Using the views, opinions, or insights of another without acknowledgment.(c.)Paraphrasing the characteristic or original phraseology, metaphor, or other literary device of anotherwithout proper attribution.‖Source: ons.htmlWarning!:All cases of dishonesty on exams and/or plagiarism on written assignments will result in an ‗F‘ for the course and possible dismissalor suspension from the university. The universityacademic honor code regarding all forms of academic misconduct will be6
enforced andpunished by the severest penalties allowable. Students are responsible for reading theAcademic Honor Policyand for living up to their pledge to ― be honest and truthful and [to] strive for personal and institutional integrity while at FloridaA&M University.‖Students taking classes in the Department of History here at FAMU are expected to abide by the Honor Code and its standards ofacademic honesty. One of the most important issues that history majors must deal with is plagiarism. There should be somediscussion of plagiarism in every history class you take at FAMU. For a fuller discussion of this topic, see the very useful website puttogether by the American Historical Association: andards.cfm#PlagiarismREADING:Reading is the most fundamental educational activity one can engage in while in college. It is strongly recommended that you do thereadings for this class BEFORE the corresponding lectures/class period. The readings are the basic source of information for thisclass. The purpose of lectures is to comment on the readings, to highlight important themes and facts, and to enable students to askquestions and make comments.COMMENTS, CRITICISMS, and COURTESY:Many aspects of African American history are controversial. Debate, discussion, disagreement, and freedom of thought are essentialto education and to any ‗free‘ society. Opinions, comments, questions, and constructive criticisms are welcomed at all times. Gradeswill depend on factual matters, not on agreement or disagreement with the instructor. All students are responsible for creating andmaintaining a classroom environment that promotes courtesy and mutual respect.INTERNET:Frequent use will be made of the Internet throughout the course. It is important for students to take trips to the library and other oncampus computer labs in order to best utilize the resources of the university regarding the Internet and the educational search enginesit offers. All students must have an e-mail address; This is required so that we may begin communicating electronically. All studentsmust e-mail me on the 1st day of class, before 5p.m. Tuesday January 9th. The e-mail must have student‘s full legal name, student I.D.number, student phone number, indicate the name of the class, the section number [very important] of the course, and the day and timeof the class. The ‗Subject Line‘ of the e-mail will have the Student Last Name and the Section Number of the class.PARTICIPATION and ATTENDANCE:Attendance is VERY important and absolutely necessary. If you miss more than 3 classes you will receive a ‗F‘ for the course. BeingLate twice equals 1 absent. Participation in class and attendance is required. It is very important for students to be attentive andverbally contribute to the discussions daily. When called upon in class, all students must identify themselves with their last name andthen give their response or comment. It is the responsibility of the tardy/absent student to obtain the information missed from theirclassmates—their Classroom Comrade. Absences will be excused for emergencies with proper documentation from the Dean‘s office.Please remember, there are no ‗make-up‘ for tests or quizzes, and other assignments.FAMILY EDUCATIONAL RIGHTS & PRIVACY ACT (FERPA):Federal law gives students two rights concerning their education records kept by the university. The federal law is called the FamilyEducational Rights and Privacy Act, also known as FERPA or the Buckley Amendment. First, it requires the university to keep thoserecords private. There are exceptions for emergencies, court orders, university officials who have a need to know, etc. Second, itprovides that students have the right to inspect records about themselves that are maintained by the university. Pursuant to FERPA,the U.S. Department of Education has enacted legally binding regulations that set out in detail what are student's rights with respect totheir education records. For further information, visit the following web site: http://www.ed.gov/policy/gen/reg/ferpa/index.html7
Tentative Course CalendarReading ScheduleWe may spend more or less time on some topics, drop some or add some.DateAugust ber27TOPICREADINGSOrientation and IntroductionReview of syllabusNature of courseGoals and objectives & expectationsII.NoneBasic Geographic concepts (Geography’s fivethemes, Location, place, interaction,movement, and regions)Text, chapter 1, pp 120Introduction to Urban GeographyMap Reading and InterpretationHandoutThe Origin and Development of CitiesText, pp. 22-57Evolution of the American Urban SystemText, pp. 58-81Borchert, American Metropolitan EvolutionHandoutOctober 4Economic Landscape of the CityText, pp. 135-154Chapter 6Landscape of productionText, pp. 155-173Chapter 7October 11 The Social Geography of citiesText, pp. 175-202Chapter 8October 18 Geography of Housing: Urban Housing Text pp. 204-234Markets: Sprawl, Blight, RegenerationChapter 9October 25 Segregation, Race, and Urban PovertyText, pp. 235-269Gaston and Clare(Handout)November Immigration, Ethnicity, and UrbanismText, pp. 271- 3061AnnualEdition:UrbanSociety“Saving Buffalo fromExtinction”(Handout)AnnualEdition:“Movers and Shakers”November The Political Landscape of the CityText, pp. 309-3348NovemberPlanning the Better CityText, pp. 336-3678
15Handouts—AnnualEdition:RockingChair ber29Gentrification and the New UrbanismDecember6Final um“(Handout)Annual Edition: An“Inner-CityRenaissance”(Handout)9
Florida Agricultural and Mechanical University Professional Education Unit Tallahassee, Florida 32307 COURSE SYLLABUS Course Number: GEO 4602 Prerequisite(s): Course Title: Urban Geography Course Credit: 3 Course Hours: 3 College: Arts & Sciences Department: History & Political Science Required Text .File Size: 237KB
posts by the due date. There is no make-up for quizzes (instead, I will drop two lowest grades). For exams, make-ups will be considered only for legitimate reasons with proper documentation. THIS IS A SAMPLE SYLLABUS - Current course syllabus is available within Canvas SAMPLE Syllabus SAMPLE Syllabus SAMPLE Syllabus Syllabus
1 Florida Agricultural and Mechanical University Professional Education Unit Tallahassee, Florida 32307 COURSE SYLLABUS Course Number: EDA 5232 Prerequisite(s): None Course Title: Legal Aspects of Education Course Credit: 3 semester hours Course Hours: 3 per week College: Educat
Faculty Guide for Developing Course Syllabus 2 SYLLABUS CHECKLIST NOTE: THE ORDER OF SYLLABUS COMPONENTS PRESENTED BELOW IS NOT A REQUIRED ORDER TO FOLLOW. THIS CHECKLIST REFLECTS COMPONENTS THAT SHOULD BE INCLUDED IN THE COURSE SYLLABUS. FACULTY WILL DETERMINE THE ORDER OF THE SYLLABUS COMPONENTS. Course ID and Instructor Information _ 1.
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Version 1.13 P l e a s e r e a d : Creating a syllabus or overview will not affect the Canvas Syllabus or Syllabus Creator tool. However, If a syllabus is published within CreatorPro LTI, the Canvas Syllabus or Syllabus Creator tool is replaced with CreatorPro’s Syllabus and to revert the changes a SSD Support Case will need to be
Syllabus of Sixth Semester B. Pharm. 069 11. Syllabus of Seventh Semester B. Pharm. 081 12. Syllabus of Eight Semester B. Pharm. 091 B Ordianance and Rules (M. Pharm.) 101 1. Ordinance and Rules 102 2. Structure of Syllabus 107 C. Syllabus (Pharmaceutics) 115 D. Syllabus (
Changes to this syllabus for 2022 62 Changes to this syllabus For information about changes to this syllabus for 2022, go to page 62. The latest syllabus is version 1, published September 2019. Any textbooks endorsed to support the syllabus for examination from 2019 are still suitable for use with this syllabus.
there are questions to answer and diagrams to label. Marieb (2007) is the core anatomy and physiology text used, which corresponds to local undergraduate pre-registration and learning beyond registration curriculum’s at the University of Southampton. A recommended reading list is provided.
