POLSC 2613 – Scope and Methods of Political Science (Spring 2013)

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Current Positions:     

Education:

Research: I have conducted extensive research in the area of capital punishment, as well as contributed to the research of incarcerated women and the effects it has on their children. This research has been requested and passed on to the Legislature to assist them in developing better and innovative programs and policies. I have also conducted extensive research in regards to religion and its impact on public policy.

Publications: Areas in capital punishment, public policy, and political behavior.

Panel Discussions: Chaired topics such as Separation of Church and State, the Bible, Affirmative Action, Same-Sex Marriage, Death Penalty, Religion and Politics, Illegal Immigration, etc.

Committees: Search and Hiring; Employee and Student Grievance; and Grade Appeal to name a few.

Spare Time: I have competed, taught, trained and coached U.S. Junior, Senior, and Collegiate National team members in Taekwondo as an Instructor (3rd Degree Black Belt) at Poos Taekwondo in Edmond for 15 years. I also have twelve years of Restaurant General Management and Retail Marketing Management experience. To learn more about me and my courses visit my faculty webpage: http://www.occc.edu/faculty/social-sciences/smith-markus.html or search me on Facebook: Dr. Markus Smith.

Course Description:
This course examines the broad scope of political science from its earliest philosophic origins to its development as a contemporary social science. Various sub-fields of political science are analyzed including political theory, public administration, political behavior, comparative government, international relations, American government, methodology, and public policy. This course also explores the contribution of different scientific approaches to the study of politics. This course is important in helping political science majors examine the scholarly works of others within the discipline itself. The course will also inform students of the various and diverse careers in political science. A primary objective of this course is to expose students to the scientific method and the various approaches in research designs, methods, and techniques of political inquiry. Students will construct an original piece of scholarly research in the form of an academic paper utilizing various samples, polling techniques, and literature reviews.

Teaching Methods/Learning Experiences:
Students will attend lectures which will orient them to basic concepts and information concerning the foundations and processes of political science. Students are responsible, through reading assignments and thoughtful written analysis to learn relevant concepts and applications related to political science.  This class is designed for active student participation. To help facilitate discussions, the Socratic Method will be employed. Classroom questions and discussion are strongly encouraged. Students are responsible for retaining backup copies of all homework assignments turned in and handed back.

Required Texts

Additional Reading Material
Additional readings will also be used for purposes of this course. A significant part of your reading assignments will come from supplemental readings (below) which you may obtain in Moodle:

Althaus, Scott. 1998. “Information Effects in Collective Preferences.” The American Political Science Review, Vol.     92, No. 3, (September), pp. 545-558.

Arendt, Hannah. 1968. Imperialism: Part Two of the Origins of Totalitarianism. NY:Harvest/HBJ Book., pp. 145-181.

Aristotle. Politics. As found in Ebenstein (2002). Introduction to Political Thinkers. CA: Thomson/Wadsworth. 

Barr, B. and Comey, J. 2003 & 2004. “Threat to Civil Liberties or Constitutional Shield?” As found in You Decide!, Pearson Education, Inc., pp. 2-14.

Carpenter et al. 1963. “The following is the public statement directed to Martin Luther King, Jr., by eight Alabama clergymen.”

Davis, Kingsley & Moore, Wilbert. 1944. “Some Principles of Stratification.” American Sociological Review, Vol. 10, No. 2, (Apr.), pp. 242-249.

DeLeon, Peter. 1998. “Introduction: The Evidentiary Base For Policy Analysis: Empiricist Versus Postpositivist Positions.” Policy Studies Journal, Vol. 26, No. 1, pp. 109-113.

Diclerico, R. and Hammock, A. 2007. “Law School Admissions: The Case for Affirmative Action by Sandra Day O’Connor” & “Law School Admissions: The Case Against Affirmative Action by Clarence Thomas.” As it appears in Points of View. NY:McGraw Hill Companies, Inc.

Downs, Anthony. 1957. An Economic Theory of Democracy. Harper Collins Publishers. pp. 207-237.

Einstein, Albert and Freud, Sigmund. 1932. “Why War?” pp. 86-99.
           
Friedenberg, Edgar. 1978. “Our Class-Biased Bill of Rights.” Civil Liberties Review, Oct/Nov.

Highton, Benjamin & Wolfinger, Raymond. 2001. “The First Seven Years of the Political Life Cycle.” American Journal of        Political Science, Vol. 45, No. 1, (January), pp. 202-209.

Hobbes, T. Leviathan. As found in Ebenstein (2002). Introduction to Political Thinkers. CA: Thomson/Wadsworth. 

Johnson, Burke and Onwuegbuzie, Anthony. 2004. “Mixed Methods Research: A Research Paradigm Whose Time Has Come.” Educational Researcher, Vol. 33, No. 7, pp. 14-26.

Kaska, Gregory. 2001. “Perestroika: For An Ecumenical Science of Politics.”
           
Key, V.O. 1958. “The State of the Discipline.” The American Political Science Review, Vol. LII,
            No. 4.

King, Martin Luther. 1963. “Letter from Birmingham Jail.”
           
King, Martin Luther. 1963. “I Have A Dream.”

Lau, Richard & Redlawsk, David. 1997. “Voting Correctly.” American Political Science Review, Vol. 91, No. 3, (September), pp. 585-594.

Levinson, Sanford. “Our Broken Constitution.” The Los Angeles Times, October 16, 2006.
           
Lin, Ann Chih. 1998. “Bridging Positivist and Interpretivist Approaches to Qualitative Methods.” Policy Studies Journal, Vol. 26, No. 1, pp. 162-180.

Locke, J. Two Treatises of Government. As found in Ebenstein (2002). Introduction to Political Thinkers. CA: Thomson/Wadsworth. 

Machiavelli. The Prince. As found in Ebenstein (2002). Introduction to Political Thinkers. CA:
Thomson/Wadsworth. 

Madison, James. 1788. “The Federalist No. 10.”

Madison, James. 1788. “The Federalist No. 47.”
             
Madison, James. 1788. “The Federalist No. 51.”
           
Marx, K. The Communist Manifesto. As found in Ebenstein (2002). Introduction to Political Thinkers. CA: Thomson/Wadsworth. 

McCormick, John. 2000. “Political Science and Political Philosophy: Return to the Classics – No, Not Those!” PS: Political Science and Politics, Vol. 33, No. 2 (Jun., 2000), pp. 194-197.

Mill, J.S. On Liberty. As found in Ebenstein (2002). Introduction to Political Thinkers. CA: Thomson/Wadsworth. 

Mill, J.S. The Subjection of Women. As found in Ebenstein (2002). Introduction to Political Thinkers. CA: Thomson/Wadsworth. 

Miller, D.W. 1999. “Perhaps we bowl alone, but does it really matter?” Chronicle of Higher Education, Vol. 45, Issue 45.

Miller, D.W. 2001. “Storming the Palace in Political Science.”        

Mills, C. Wright. 1956. “The Higher Circles.”
           
Mills, C. Wright. “The Mass Society.”
           
Niemi, Richard. “Why is Voter Turnout Low (and why is it declining)?” From Controversies in Voting Behavior (4th Ed.). 2001. DC: CQ Press., pp. 22-35.

Norris, Pippa. 1996. “Does Television Erode Social Capital? A Reply to Putnam.” Political Science and Politics, Vol. 29, No. 3 (Sept.), pp. 474-480.

Patterson, Thomas. 2004. “Young Voters and the 2004 Election.”  

Pennock, Roland. 1958. “An Economic Theory of Democracy.” (a book review). The American Political Science Review, Vol. 52, No. 2, (June), pp. 539-541.

Pericles. “Pericles’Funeral Oration.”

Plato. The Republic. As found in Ebenstein (2002). Introduction to Political Thinkers. CA: Thomson/Wadsworth. 

Putnam, Robert. “Bowling Alone: America’s Declining Social Capital.”
           
Putnam, Robert. 1995. “Tuning In, Tuning Out: The Strange Disappearance of Social Capital in America.” Political Science & Politics, Vol. 28 (4), pp. 664-683.

Roe v. Wade (410 U.S. 113) 1973.
           
Roosevelt, Franklin D. (1944). “Roosevelt, Franklin D. "Economic Bill of Rights (2nd Bill of Rights)."

Saad, Lydia. 2012. “Abortion is Threshold Issue for One in Six U.S. Voters”, “Pro-Choice Americans at Record-Low 41%”, and “In U.S., Nonreligious, Postgrads Are Highly Pro-Choice.”

Stanton, Elizabeth. 1848. “Seneca Falls Declaration, 1848.”
           
Stanton, Elizabeth. 1895. The Woman’s Bible. NY: Prometheus Books. pp. 1-67.

Strauss, Leo. 1964. The City and Man. IL.: The University of Chicago Press, Chicago. pp. 1-12.

Voegelin, Eric. 1952. The New Science of Politics. IL: The University of Chicago Press, Chicago. pp. 1-   26.

Wolfs, Frank. “Introduction to the Scientific Method.”

COURSE TOPICS
Political Philosophy, Scientific Method, Regimes and States, Individuals and the Constitution, Political Ideologies, Power and Social Class, Political Culture and Public Opinion, Elections and Participation, and International Politics.

CLASS ATTENDANCE
Attending class to discuss the material covered is its own reward. Missing class is its own penalty. Research has shown that excessive absences lead to poor performance and grades in the course. Note: my lectures consist of information that comes directly from the books, supplemental readings, as well as outside sources. So, missing class and simply reading the chapter I covered in the lecture for that day will not be sufficient to get you fully caught up. Class attendance is an important part of succeeding in this class and is expected of all students. Class time provides an opportunity for you to ask questions, clarify issues, and deepen your understanding of the concepts covered in the text. Understand that by just missing one class, due to its rigorous nature, will adversely affect your progress and grade in the course. If you are absent, you are responsible for getting any notes, assignments, and schedule changes made on that day. If you come in late, you are responsible for seeing that the attendance record is correct. I expect that you be a responsible student in regards to attendance. You made the decision to enroll in this course; therefore I expect that you make it a priority.  

CLASS PARTICIPATION
This class is designed for active student participation. Be prepared to be called on to respond to any questions that I may pose to you from the assigned readings. If you are called on and cannot provide an adequate response, and this behavior continues throughout the entire semester, it will affect your final grade in the course. Also, it is very likely that I will call on you several times during the same class period, so please be prepared. I am not asking you to provide me a scholarly response because I know that this material may be completely foreign to you and you may not have been exposed to it. However, I am expecting a response that convinces me that you have thoroughly completed the readings for that week. So make sure that you are completing the readings and have a general understanding prior to coming to class. Note: you are required to print out all of the readings from Moodle and bring them to each class. Lastly, because we will have a class filled with different perspectives from a diverse student body, it is imperative that everyone be respectful to these differing viewpoints. It is also imperative not to utilize the class as a forum to promote your political viewpoints and rants. This approach is counterproductive and takes away from the constructive and academic setting in which this course was designed for. So, please do not be “that student.” Anyone not upholding this respect clause will be asked to leave immediately and/or removed from the course based on the OCCC STUDENT HANDBOOK:

HOMEWORK
To assure faithful readings for the week in discussion, students will have weekly homework assignments. The homework assignments, which can be found in Moodle or in your syllabus, will pose questions that cannot simply be answered by skimming through the readings. It will take faithful and thorough reading to comprehend and answer the questions correctly. Note: Readings for that week should be completed PRIOR to coming to class. I do encourage you to work with some of your fellow classmates in completing the homework. However, do not take this as an opportunity to be lazy and divide up the questions amongst classmates because that means, in essence, that you will only be exposed to the readings and questions that you have discovered and answered, thus setting yourself up to fail. Please do not utilize this unethical method. Students need to be fully exposed to all of the readings and questions because this will help you retain the information which will prove to be very beneficial to you for exam and participation purposes. Note: Students are to submit their homework assignments, which will be due as soon as class begins on Wednesdays. This means that you will have to complete ALL of the readings and homework prior to Wednesdays. This also means that you will need two copies of your homework – one to submit to me (the original copy) and the other you will retain to observe while I discuss the questions during class. Lastly, make sure you are on time to class because I will not accept any late homework assignments once I have called for them. In addition, ALL homework must be submitted in person.

ALLEGORY ANALYSIS PAPER
Students are to write an allegory analysis of Plato’s The Allegory of the Cave. Make sure to refer to the Allegory Analysis examples provided in your syllabus to maximize your grade. Students will then prepare a 3-5 page (typed & double-spaced) analysis of the reading. Note: Anything less than 3 complete pages will be penalized points. As for the formatting, see the “Instructions for All Written Assignments” below. Lastly, make sure that you address each of the Critical Analysis questions for this paper. These questions are also found in the Critical Analysis Resources section of your syllabus. The allegory analysis paper is due Feb. 6th.

CRITICAL ANALYSIS PAPERS
 To document your critical thinking, students will also submit a total of 2 critical analysis papers which will cover a specific topic from the readings, lectures or class discussions. Papers will primarily be graded based on the quality of analysis illustrated within the paper. It may be obvious that you may have to express your opinion within the paper; however, as long as your opinion does not dominate the paper, you should be fine. There should be more analysis and less opinion and summary. Remember, this is an analysis paper and NOT an opinion paper. Meaning, to say: “I think abortions are wrong” is definitely an opinion. However, when you explain why having an abortion is wrong, then you get into analysis and form critical thinking. It is very simple to state whether something is right or wrong in your opinion. Analysis and critical thinking, on the other hand, entails a lot more effort. Refer to the materials in the “Critical Analysis Resources” section provided in your syllabus to maximize your grade. These papers are from former Scope students, so please know that the expectations and levels of analysis and critical thinking from you are, of course, the equivalent or higher since you are seasoned political science majors.  Make sure that you address each of the Critical Analysis questions for each paper. These questions are also found in the Critical Analysis Resources section of your syllabus. Your analysis papers should be 3-5 pages (typed & double-spaced). Note: Anything less than 3 complete pages will be penalized points. As for the formatting, see the “Instructions for All Written Assignments” below.

PORTFOLIO
Each student will be required to submit a final portfolio which will include: 1). Past and/or current work that fulfill the portfolio requirements per the letter that all political science majors received (I have placed a copy of this letter in the syllabus for your viewing pleasure); and 2). A reflection/analysis section.

The details of the portfolio process:

Grading of the post-portfolio will be based solely on the amount of effort that was devoted to enhancing the previous submitted work. My inspection and comparison of both the pre- and post- portfolios will assist me in the assigning of your final grade for this assignment. As for the reflection paper, this is your opportunity to be critical, not only of yourself as a political science major, but the program as well. Your reflection/analysis paper will not be submitted to the department for purposes of assessment, so do not hesitate to be perfectly honest!!! You will not be penalized for your comments in the reflection/analysis paper. Your comments will provide me with the necessary feedback that I need to improve the program, which will be shared with the department faculty. Note: Portfolios are due Apr. 24th.

RESEARCH PROPOSAL and RESEARCH PAPER
Each student will write a 15-20 page (typed & double-spaced) research paper for this course, which will include a research proposal and literature review. Note: Anything less than 15 complete pages will be penalized points. You will choose as your topic some issue that directly relates to the scope of political science. While you must cite sufficient references to make your paper convincing, this assignment requires a minimum of at least 15 credible and scholarly references from outside sources – Wikipedia is NOT a credible source!! Typically, a good research paper uses one source per page length. We will utilize some class time to introduce you to searching for and utilizing scholarly academic journals.

This paper should reflect and serve as an evaluation of how well you grasped the material and conducted scholarly research. All papers will require a research methods component (i.e. questionnaires or surveys of 100 people in which data will be collected and analyzed to enhance your paper). Note: Though the data that you will have collected can be placed within the paper, it will not count towards the overall page length. Feel free to use any of the resources that are provided to you in this course. Students should read the appropriate chapters in The Political Science Student Writers Manual to help in the construction of this paper.  Papers will be graded on topic selection, format, grammar, writing style, research documentation, research quality, content delivery, and analysis. Note: Refer to the handouts AND examples located in the “Research Paper Resources” section provided in your syllabus. As for the formatting, see the “Instructions for All Written Assignments” below in order to maximize your grade.

Also, based on my experience assigning this paper, I have realized that this may be the first time that you have had to write a research paper and literature review. So, in order to ensure that you gain some experience with this assignment, as well as submitting good quality work, you will be required to work on this paper (in stages) in conjunction with the Communications Lab located in the main building of the college, as well as the assistants in the library. The lab will forward a slip(s) to my office indicating what areas (i.e. grammar, analysis, style, etc.) that they assisted you with in the completion of the paper. You will also be required to keep an entry log, which will be signed by lab workers, indicating dates and times that you went to the lab or library for assistance. This log will attempt to keep you focused on this assignment, as well as informing me on how much time and overall seriousness that you dedicated to the paper. I will check your entry logs periodically to ensure that you are utilizing the services of the college. Do not cheat on signatures!! The forging of any signatures constitutes a violation of the college’s Academic Integrity policy (see below) and will automatically result in a failing grade for the paper, and could also lead to you failing the course and being withdrawn from the college. The slips that I receive from the Comm. Lab should match the entries that you have on your log. Attach the log to the final draft of your paper. Note: I will not accept any research papers that have not been edited and signed by the lab workers.

I will attempt to schedule some class time throughout the semester to allow you to go to the Communications Lab and library to work on your research paper. Do not procrastinate on this assignment! Procrastination inevitably leads to sloppy work being submitted, which gives the impression that you did not care about this assignment and I am sure that is not the impression that you want to leave. Because the research paper will be a work in progress throughout the semester, to help you stay focused and keep you on track, the research proposal for your research paper will be due Feb. 20th, which will be presented during class. (You must be dressed in business casual attire for this and any other presentation for this course or you will be penalized.) The proposals should be in bullet-form. A simple thesis statement for each bullet/part will suffice. The research proposal should give me a general idea of the direction of your research paper, as well as demonstrating that you have conducted some research. Anyone not submitting and presenting this proposal will be penalized 10 points, which will be applied to the final grade of your research paper. Finally, I will set aside the last week of class for you to present your research papers. Note: These presentations will take place before the Dean, political science faculty, and an audience of approximately 100-125 people. You will be given 10-12 minutes for your presentation and to respond to any questions posed by your audience, so please plan accordingly. I strongly encourage you to rehearse through your presentation to ensure that you do not go over your time limit. You will be required to utilize 10 PowerPoint slides (no more, no less) for purposes of your presentation.

The first rough draft is due Mar. 6th. The second rough draft is due Apr. 3rd. The third draft is due Apr. 24th. The final paper is due May 8th. Note: late drafts will be penalized 10pts. which will be applied to the final grade of the research paper. Each draft must contain discernible additions and revisions or you will be penalized points. In addition, we will meet in the College Union at 4:30 to load your presentations and for me to briefly peruse through your revised PowerPoint presentation. Use discretion in your slides. Note: No videos. Also, DO NOT display any graphic or offensive slides. If in doubt, ask!!  

EXAMINATIONS
There will be 2 exams. Unless there are extraordinary circumstances which can be documented (e.g. death in immediate family, personal illness accompanied by a doctor’s note, jury duty, college-sponsored activity, etc.), THERE WILL BE NO MAKE-UPS FOR THE EXAMS. Even if a student can provide documentation, your professor has full discretion in determining whether or not to allow any makeup exams. This is done to be fair to all students. In case of school cancellation due to weather or other reasons during the scheduled time for the final exam, college policy will be followed in the assigning of grades, which in the past has included the professor’s best judgment to what the student has earned up until that point. Therefore, it is in your best interest not to depend upon the final exam to make up for previously poor grades. Note: All exams are taken in the Testing Center beginning promptly at 5:30. If you are late, you will not be allowed to take the exam, so be on time, if not early. You will not pass the exam if you do not take the time to prepare and study. Lastly, refer to your homework assignments and “Learning Objectives” located in your syllabus to maximize your grade on the exams. Note: Exam questions are taken directly from these objectives and homework questions!!!! The formatting of the exams will be short answer AND essay questions, so you will need Blue Books.

INSTRUCTIONS FOR ALL WRITTEN ASSIGNMENTS
(I will not accept any papers that do not follow these formatting guidelines; therefore you will receive a zero for the assignment):

Course Schedule – Spring 2013*


Week

5:30-7:00 p.m.

7:00-8:00 p.m.

Jan 23

Introduction to the Course
Student Introductions (handout)

Roskin Ch. 1
Sub-fields/Careers in Political Science
Should have Plato read and begin Aristotle & Machiavelli

Jan 30

Introduction to Political Theory (Pericles & Socrates)

Plato, Aristotle, and Machiavelli
Discussion of Research Proposal and Paper (see handouts)

Feb 6

Thomas Hobbes & John Locke

Where to find credible sources
Presentation Example
Allegory Analysis: Allegory of the Cave (3-5 pgs.)

Feb 13

Scientific Method Readings

Portfolio Example

Feb 20

Regimes & States Readings

Research Proposals/Presentation (2-3 pgs.)
Dress Appropriately (i.e. business casual)

Feb 27

Research Paper Workshop (Library)
Scholarly Resources Search Tutorial
Literature Review Explanation

Scott & Garrison Ch. 8, 9, 10, & 11
Check on the Portfolio Process
Critical Analysis Essay: Mixed Methods (3-5 pgs.)

Mar 6

Individuals & the Constitution Readings

“Complications of Roe. v. Wade” handout due
(found in Moodle and your syllabus)
Rough Draft #1 of RP (i.e. first 5 pgs.)

Mar 13

Exam #1 (Testing Center)

Exam #1 (Testing Center)

Mar 20

Spring Break

Spring Break

Mar 27

Political Ideologies Readings

RP Discussion

Apr 3

Power & Social Class Readings

Check on the Portfolio Process
Rough Draft #2 of RP (i.e. pgs. 5-10 with noticeable revisions)

Apr 10

Political Culture & Public Opinion Readings

 

Apr 17

Election & Participation Readings

Critical Analysis Essay: What is Equality? (3-5 pgs.)

Apr 24

International Politics Readings

Should be working on your PowerPoint
Draft #3 of RP (i.e. pgs. 10-15 with noticeable revisions)
Portfolios are Due

May 1

Exam #2 (Testing Center)

Exam #2 (Testing Center)

May 8

PowerPoint Presentations (due and presented in class)
Research Papers Due

Finalizing your PowerPoint (Library/Comm. Lab)

May 11

This is a Saturday, so mark your calendars

We will meet at 2:00 p.m. for presentation #2

May 15

Presentations in the College Union

Presentations

*Tentative – subject to change

EXAM SCHEDULE:                                                  
Exam #1 – March 13th                                                    
Exam #2 – May 1st (may be comprehensive)

LATE WORK
Being that this is a capstone course and the expectations are higher when compared to 1000-level courses, and because you are more seasoned, so to speak, I will not accept any late work unless there are extraordinary circumstances which can be documented (e.g. death in immediate family, personal illness accompanied by a doctor’s note, jury duty, college-sponsored activity, etc.). Even if a student can provide documentation, your professor has full discretion in determining whether or not to accept any late work.

EXTRA CREDIT
There will be no extra credit offered in this course.


Grading Scale

 

Grading Components

90 - 100

Mastery of all material

A

Homework

10%

80-89

Good and above average

B

Portfolio

10%

70-79

Average

C

Exam #1

15%

60-69

Sub-par comprehension

D

Exam #2

15%

59-0

Failure to comprehend

F

Written Papers (3)

20%

Research Paper & Lit. Rev.

30%

Course Grade Work Sheet

 

Exam #1          Grade = ____________                                  Allegory Analysis       Grade = __________

Exam #2          Grade = ____________                                  Mixed Methods          Grade = __________

Homework     Grade = ____________                                  Equality                       Grade = __________

Portfolio          Grade = ____________                                  RP & Lit Rev.             Grade = __________

SUPPLEMENTAL INSTRUCTION (SI) – This Varies By Semester If Available.
Supplemental Instruction (SI) is a series of weekly review sessions, conducted by a SI Leader, for students taking historically difficult courses. SI Leaders are chosen by the professor and are typically students who have already completed the course prior and finished at the top of their class. Who best to assist you than an SI Leader who has the experience and knowledge, and knows exactly what my expectations are for the course?  This program is a free resource offered by the school, and attendance is voluntary.  For the student, it is a chance to get together with people in your class to compare notes, to discuss important concepts, to develop strategies for studying the subject, and to test yourselves before your professor does. NOTE: SI sessions are in no way a substitute for lectures. Meaning, do not assume that you can skip class and simply attend an SI session to get fully caught up. The SI Leader’s primary role is to assist and guide you through all of your assignments in order to submit good quality work which will translate into you being successful in the course. Note: The SI Leader WILL NOT provide you with any lecture information that you may have missed if you were absent. The SI Leader may attempt to clarify the lecture material as best as possible, but remember, the SI Leader is not the expert, so to speak. Therefore, any questions you may have regarding clarification of the material should be directed to the professor. SI session days and times will be announced in class.

IS THIS COURSE FOR ME RIGHT NOW?
If you are disciplined and do not have serious conflicts with managing time or other potentially serious educational interruptions, you will do well in this course. Be realistic. Be responsible in your studies. You will be reading approximately 125-150 pages of political science literature per week, as well as writing a minimum of 20-30 pages over the course of the semester. Being a capstone course, the intent is that this is the LAST political science course that you have left to complete. Note: It is highly recommended that you NOT try to manage this course along with multiple 2000-level political science courses (i.e. Introduction to Law, Contemporary Politics, etc.). This, however, should be based on an individual basis. Though this course is rigorous and at times may prove to be too difficult or too much for you, DO NOT GIVE UP! DO NOT BAIL ON ME! I promise as long as you meet me halfway I will get you through this course, which will prepare you for a successful transition to a four-year university. Being an Oklahoma City Community College graduate myself, who excelled at the university level, and continues to teach at major universities, I know the expectations that will be expected from you. I will provide you with the tools to be successful.                  

COURSE COMPETENCIES (upon completion of the course, students will be able to):

E-MAIL and MOODLE
Make sure to check your e-mail and Moodle “Announcements” daily, because I may e-mail you or post information such as review sheets, lecture notes, etc., or to notify you in case of class cancellations, changes in the syllabus, etc. 

OUTSIDE WORK
Based upon the Oklahoma Regents’ Statement on Course Workload and Homework [OSRHE 11-2-34], a college student should expect to spend 3 hours on average, on outside work for each hour spent in class. The message the Oklahoma Regents are communicating is that if you have a full-time job (30-40 hours) you should not at the same time maintain a full-time academic schedule (12-15 hours). If you expect to do well, plan to put in the time!

ACCOMODATION STATEMENT
Oklahoma City Community College Complies with Section 504 of the Rehabilitation Act and the Americans with Disabilities Act. Students with disabilities who seek accommodations must make their request by contacting the Office of Student Support Services located on the first floor of the main building near SEM entry 3 or by calling 682-7520. All accommodations must be approved by the Assistant Director, Student Disability Services.

ACADEMIC INTEGRITY STATEMENT
Oklahoma City Community College places the highest value on student learning and academic integrity is critical for that learning to take place. A lack of academic integrity will undermine the learning process leaving students less prepared to face challenges in future classes as well as in the work environment. Therefore Oklahoma City Community College expects all students to meet the highest ethical standards in their academic pursuits. Faculty and staff share in the responsibility to ensure standards are maintained.

Violations of academic integrity are viewed very seriously. Any form of academic dishonesty is subject to disciplinary action by the college.

The absence of academic integrity is described as cheating, often defined as “the deception of others about one’s work.” Such acts may include but are not limited to the following list compiled by the Oklahoma State Regents for Higher Education Advisory Council:

Any violation of academic integrity by a student that is detected by a college staff member shall be reported by the staff member to the appropriate professor or College administrator.

Should a professor determine that a student violation of academic integrity has occurred, the following actions shall be taken.

Revised 2010

As members of the academic community, students are expected to recognize and uphold standards of intellectual and academic integrity. The Political Science Department expects that its students will conduct themselves honestly. This means, above all, that students submit for credit work that is the product of their own efforts. Principles of academic integrity require that all dishonest work be rejected as a basis for academic credit, and that students refrain from any and all forms of dishonorable conduct in the course of their academic work.

The examples and definitions given below are intended to clarify the standards by which academic honesty and integrity is judged. The list is merely illustrative of some of the more common infractions. It is not intended to be exhaustive. Any question a student has about what constitutes inappropriate behavior should be directed towards their instructor. The rule of thumb to follow is: If in doubt, ASK!

Definitions and Examples

Plagiarism - Plagiarism is presenting another person’s work as one’s own. Plagiarism includes not only the exact use of another’s words, word for word, but also the paraphrasing or summarizing of the works of another person without acknowledgment, including the submitting of another student’s work as one’s own. The student is responsible for understanding the legitimate use of sources, the appropriate ways of acknowledging academic, scholarly, or creative indebtedness, and the consequences of violating this responsibility. In case of doubt, give a citation of the author you are using. Failure to indicate the extent and nature of one's reliance on other sources is plagiarism. A plagiarized paper will result in a failing grade on the work in question and perhaps for the entire course.

Cheating on Examinations - Cheating on examinations involves giving or receiving unauthorized help before, during, or after an examination. Examples of unauthorized help include the use of notes, texts, or "crib sheets" during an examination (unless receiving instructor approval), or sharing information with another student either during or after an examination. A student caught cheating will result in a failing grade on the work in question and perhaps for the entire course.

Falsification - It is a violation of academic honesty to misrepresent material or to fabricate information in an academic exercise or assignment (e.g. false or misleading citation of sources, the falsification of the results of experiments or of computer data). A student caught fabricating information will result in a failing grade on the work in question and perhaps for the entire course.

Multiple Submissions - It is a violation of academic honesty to submit substantial portions of the same work for credit more than once without the explicit consent of the instructor to whom the material is being submitted the second time. A student caught submitting multiple submissions will result in a failing grade on the work in question and perhaps for the entire course.

SAFETY AND SECURITY EMERGENCY PROCEDURES
The health and safety of all our students, faculty, and staff are OCCC’s prime concern. The procedures outlined below are designed to deal with emergencies of various types. Students should always follow the lead of their instructors.

Fire
First notification will come from the fire alarm horns, sirens, and strobes. The class should gather their belongings, exit the building using the nearest exit, and move to a parking lot. Do not use the elevators. No alarm should be treated as a false alarm. Horns, sirens, and strobes are only used for fire alarms.

Fire (Special Considerations)
If someone in your area is not physically capable of descending the stairwell, please ensure that they remain in the “area of safe refuge” located just inside each upper-level enclosed first stairwell. There are emergency phones located near each of these areas.

 Medical
For all medical related issues push the ”emergency” button located on each classroom phone. The phone will display your room number, allowing for fast response to your location. All security officers are trained as first responders and will assist in guiding EMSA to your location. Treat all bodily fluids as if they were contaminated.

Bomb
If you receive a bomb threat, document as much information as possible and push the “emergency” button on the phone. If the decision to evacuate is given, the phone will sound an alarm and display a text message. The class should gather their belongings, exit the building using the nearest exit, and move to an open grassy area. Please turn off all wireless devices. (Cell phones, radios, laptops, and other portable devices.)

Weather
Tornado warnings that include OCCC will be sent directly to the classroom phone. The phone will sound and alarm and display a text message. The class should gather their belongings, move away from exterior glass and exits, and move to safer areas. These areas are lower-level interior classrooms, restrooms, and stairwells. You should familiarize yourself with the safer areas near your classroom(s). If the city/county sirens are sounding and OCCC is not in the warning area a message will be sent to the classroom phone advising this information.

Disturbance/Threats
If someone is causing a disturbance in a classroom call security immediately. Push the “emergency” button located on each classroom phone. Distance yourself from that person, do not place yourself in the person’s exit path and remove all potential weapons from the area. Shelter in place: If there is an armed person or shooter on campus: Close and lock your hallway doors. Turn off the lights, shut the blinds or move away from exposed areas. Use desks, tables and other objects to provide protection. Updated information will be sent to the classroom phone.