GEOGRAPHY OF EUROPE:

            Europe is one of the world’s major regions. As a major world region, the rationale for examining the geography of Europe should be self evident. When one looks at Europe, it is apparent that Europe has played a dominant role in world history for the last half Millennium, and it has a special contribution to the course of American history and geography. Currently, Europe interests us a possible model of the future (collective security and economic cooperation) as well as a counter-balance to American leadership in global affairs (geopolitics and world culture).

            Geography of Europe (GEOG 325) is a relatively new “regional geography” course that examines the human and physical geography of Europe, the European Union, and the various meanings of “Europe.” The political, economic, and cultural changes occur at both governmental and individual levels; the European Union is an institutional fixture as well as a contested symbol of the new Europe. The three main geographical scales of inquiry are (1) the internal geographies of individual European states as well as cross-border regions, (2) the regional geography of the European continent, and (3) the local and global ramifications of a unified Europe.

            The successful outcome of this course, which is my goal, is to (1) increase and develop your knowledge and proficiency of individual European states as well as the European Union and other supranational groups in Europe, (2) facilitate your understanding of the various cultural, political, and ecological contexts in Europe, (3) develop a dialogue of "Europe" in regards to political borders, cultural identity, and territoriality, and (4) convey the importance of intellectual pursuits that construct geographical places, regions, and ideas.

                The only formal prerequisite for this course is upper-class standing. Therefore, there is no presumption of prior geographical study, but being familiar with geographical concepts from such courses as GEOG 201, 202, and/or 203 would be useful. It would also be an advantage to have an interest in Europe (via language, policy, or history). As a 300 level course, you should take some initiative to assess your preparation and capabilities to successfully learn the topic. One feature of a geography course that differs from other university courses is the need to use atlases and maps; be prepared for extensive memorization of geographical features (both physical and cultural) and their locations on different maps of Europe.

The Europeans: A Geography of People, Culture, and Environment. Robert C. Ostergren and John G. Rice. Guilford Press, 2004. ISBN# 0-89862-272-7

Europe: (Global Studies), 8/e. E. Frankland, editor. McGraw-Hill, 2004. ISBN# 0-07-286259-9

Access to an academic atlas and/or internet maps.

         I use a 1000 point scheme for grading. *see grade table below*

Every evaluation has a set value of points, and the final grade is determined from the total number of points accumulated. A majority of the points will come from examinations: midterm one (200 points), midterm two (200 points), and the cumulative final exam (250 points). The examinations will consist of multiple choice, fill-in the blank, short answer, and map locations.

         Another 250 points consists of a writing project that includes a thorough film/cinema component. The paper will be 10 pages of writing and be on an approved topic. The remaining 100 points derives from atlas exercises.

         The final grade is based on the total points and ranking of your points, not the percentage of points.  I set the point thresholds only after evaluating the whole class and the point distribution.

I have high expectations of my students and in return I commit myself

         to reasonable expectations; here are a few key points.

• Conducive learning environment is foremost: late arrivals and early departures should be extreme situations; disruptive behavior of any sort is wrong. Food & drink are okay, but smells, crunches, and wrappers are not (pack your trash out of the room including newspapers). You must minimize the distractions especially unnecessary noise because it interferes with others ability to hear me. Discretely let me know if the screen is out of focus or if my voice is too low. I will try to project my voice and I will pester those who waste our class time. Cell phones and audio devices must be turned off before entering the lecture hall.

• Questions: YES, ask questions. The best questions start with why, where, or who. If you are curious or unsure, probably others in class are thinking the same thing. I will respond. Please communicate with me; I realize this is a very large lecture section so if you are hesitant to ask questions in front of everyone, at least ask after class or during office hours.

• Communication/Office Hours: I try to return phone calls and emails in a timely manner and I do my best to keep office hours. When emailing me, please write out your name and exact course inside the message as well as filling in the subject line.

• ADA Statement:  The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities.  Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities.  If you believe you have a disability requiring an accommodation, please contact the Office of Services for Students with Disabilities (SSD) at Cain Hall, room B118. The phone number is 845-1637.

• Copyrights: All course material is copyrighted. Taping and reproducing of course material for other than personal use will be regarded as copyright infringement and referred to the University lawyers for action. Before tape recording, ask me first. Professional note takers must be enrolled in this course (university policy) and receive my permission prior to any commercial transaction involving course notes (state law).