GEOG 305
Dr. Erik Prout
Evaluations:
(these exam dates /
due dates cannot be missed unexcusedly)
|
Evaluation |
Possible Points |
Mean Points |
Your Points |
|
Atlas Exercise |
50 |
44 |
|
|
Midterm One |
250 |
188 |
|
|
Midterm Two |
250 |
186 |
|
|
Landscape Projects (11/20) |
150 |
141 |
|
|
Final Exam (12/8 & 12/10) |
300 |
240 |
|
|
TOTAL |
=1000 |
800 |
|
GRADE BREAK-LINES: A - 870 - B - 785 - C - 695 - D - 550 -
F
GRADE DISTRIBUTION: 50 As / 103 Bs / 89 Cs
/ 20 Ds / 11 F/W/Qs
QUICK LINKS:
Learning Resources (Maps
and Readings)
SYLLABUS
INSTRUCTOR:
Dr. Erik
Prout
Visiting Assistant Professor
Office
Hours:
Monday 1330-1530;
Thursday 1430-1530
Office: CSA 301-C (Teague Annex)
Office Phone # 458-3379 (Department office and emergency
messages 845-7141)
COURSE:
GEOG 305/501 1610-1725 ZACH 102
GEOG 305-502 1245-1400 ARCC 105
Lecture
format for three credits
Website:
http://geog.tamu.edu/~prout
Statement:
Geography 305 is an introductory
course in regional geography that examines the cultural and physical geography
of
The
successful outcome of this course, which is my goal, is to (1) facilitate your
understanding of the various cultural and ecological contexts found in Texas,
(2) increase your knowledge and proficiency in Texan place-names and regions
including their relative locations, (3) develop a dialogue of
Requirements:
There
are no prerequisites for this course, so there is no presumption of prior
geographical study. However, it is an upper-level course that assumes a
sophisticated level of reading comprehension, note-taking, and study habits on
your part. I assume all university students are capable and willing to learn,
and I will help you become a better student if you ask. You must take
responsibility for your learning by attending lectures, completing assignments,
reading textbooks, and above all else evaluating your own learning and trying
to improve. I highly recommend you form a small study group as soon as
possible. One feature of a geography course that differs from other university
courses is the frequent need to use atlases and maps; be prepared for
memorization of geographical features (both human and physical such as cities
and rivers) and their locations on different maps of
RESOURCES & ATTENDANCE: The readings for Geography of Texas are numerous and diverse so a multitude of perspectives and ideas can be engaged. My intent is for students to read from different authors and types of writing. However, the primary reading for this course will be from a new textbook, and a few additional readings will come from other sources. It is imperative that you keep up with the readings. You will need to have regular internet access for communication and out-of-class learning: NEO, E-Learning (WebCT), E-Reserve, and MediaMatrix. Attendance is always a key factor in academic performance and becomes a crucial component of doing well and earning the grade you desire. In summary, most test related material will be mentioned in class! Miss class at your own peril, and if you should, contact your fellow students for notes, handouts, and general impressions. Use your time wisely and take special note of the days listed below as evaluation dates.
The following resources will be
REQUIRED to successfully pass this course.
1. Geography of
2. Texas Almanac, 2008-09 edition. DMN/TAMU Press, 2007. {ISBN# 978-0-914511-41-0}.
3.
Copy Corner Packet. Photocopied readings,
atlas exercise, and handouts.
4.
Access
to internet/web:
Electronic Reserve. (Evans Library website or in person on 2nd floor)
NEO
& WebCT (for official email and evaluation
results)
Mediamatrix (video clips with Real Player from EdMS in Evans Annex)
5. Four large gray scantrons & soft lead pencil.
6. Maps
of
Evaluation
/ Grading:
I use a total point scheme for grading. Every examination and exercise has a set value of points, and the final grade is determined from the total number of points accumulated. The primary sources of points are the exams: the two midterm exams are worth 250 points each and the final exam is 300 points. The remaining 200 points consists of an atlas exercise and a landscape project.
The exams will be electronically graded; therefore you will need to bring the appropriate scantron on examination day (large gray type). A note on electronically scanned grading: you are responsible for providing a scantron that is free of folds, rips, or any deformity that prevents it from running through the machine.
The final grade is based on the total points and ranking of your points, not the percentage of points. There is no rounding up of points. For a large class section, 900/800/700/600 of the possible 1000 points can be used as an approximate guide for A/B/C/D thresholds. I reserve the right to modify the thresholds after evaluating the entire class and the point distribution.
Excused absences are by university policy! Any examination date or due-date missed is a tentative zero (see schedule). Exam day emergencies require immediate notification (a phone call to me, the Department of Geography, or an appropriate university official) and written verification of emergency promptly to my office. Alternative evaluations may be essay oriented at my discretion.
Tentative Course Schedule:
Date / Topic Points
PART ONE – Introduction to the Geography of
Week 1
First day of class, (Howdy)
Geo-ideas; Regional Geography
Week 2
Maps and cartography
Defining
Week 3
• Atlas Exercise: 50
PART TWO – Historical and Cultural Geography of
Culture History; Columbian Exchange
Week 4
Historical
Geography of
Native,
Spanish, and Mexican
Week 5
Cultural Geography and Cultural Landscape
Language and Religion; Ranching, Courthouse Squares, and Cemeteries
Week 6
• MIDTERM EXAM I 250
PART THREE – Physical Geography of
Physical
Geography of
Week 7
Physiography / Physical Regions
Week 8
Climate and the Gulf
Week 9
Vegetation, Hydrology,
Week 10
Environmental Resources / Hazards
• MIDTERM EXAM II 250
Week 11
PART FOUR – Modern Human Geography of
Demography and Population growth;
Week 12
Urban systems and cities
Political Geographies; Economic Geographies
Week 13
Transportation infrastructure & Tourism
• Landscape Project: 150
Week 14 – Thanksgiving
Popular regions and Future geographies; conclusion
Week 15
-- Redefined Days
Week 16
• FINAL EXAM, 501 Monday,
December 8 (3:30—5:30)
502 Wednesday, December 10 (8:00—10:00) 300
PURPOSE
& PHILOSOPHY: The readings for Geography of Texas are numerous and diverse
so a multitude of perspectives and ideas can be engaged. My intent is for
students to read from different authors and types of writing. Numerous readings
are placed at the reserve desk in the library annex. This allows for electronic
reserve for many articles and chapters, but some others had to be in the form
of photocopies.
READING
SCHEDULE: The reading schedule (below) is only a guideline for you. The
readings are listed in their approximate order and close to the lecture topics.
Some students learn better by reading before/after the related lecture,
therefore, plan accordingly to your time schedule and personal learning
strategy.
READING LOCATIONS:
Where to find the
TEXTBOOK =
Prout—Geography of
Packet = Copy
Corner photocopy
E-Reserve =
online access via library website.
Reserve =
Evans Library 2nd floor (actual book or photocopy)
WebCT = online documents via university’s e-learning
website.
HO = handout
during class.
Mediamatrix = streaming video (via university’s
server mediamatrix.tamu.edu)
SELECT BIBLIOGRAPHY: A starter kit for
geography of
{all of these books are on reserve
in Evans Library}
Terry G. Jordan. (with J.
Bean & W. Holmes). 1984.
ISBN
0-86531-481-0 LoC F386.J7
Donald W. Meinig. 1969. Imperial
Eric R. Swanson. 1995. Geo-Texas: A Guide to the
Earth Sciences.
John Brinckerhoff Jackson. 1980. The Southern
Landscape Tradition in
Pete Gunter and Max Oelschlaeger. 1997.
ISBN#
0-89096-682-6 LoC
GE42.G86
Richard Francaviglia. 1995. The
Shape of
Daniel D. Arreola. 2002. Tejano South Texas: A Mexican American Cultural
Province.
Terry G. Jordan. 1982.
Robert E. Veselka. 2000. The
Char Miller
and Heywood T. Sanders, eds. 1990. Urban
School Atlas of
Historical Atlas of
“
Part One (Introduction to the Geography of
* Course evaluation: All Examinations and
Atlas Exercise *
Location:
REQUIRED
Erik Prout TEXTBOOK
Outline;
Introduction to Part One
Chapter 1
(Defining
Chapter 2
(Regional Geography)
“Profile”
(pp 8-16)
“Environmental
Facts Intro-- physical state” (p. 80)
“Texas
Times” map (p.150); “
Richard Francaviglia packet
Introduction
to The Shape of
Fred B. Kniffen packet
“To
Know the Land and its People” (E&C)
Video clips:
Giant (trailer) Mediamatrix
Maps to Know:
Location Map (
Texas Borders and Neighbors packet
OPTIONAL / OTHER
Historical Atlas: maps 1-2 Optional Book
School Atlas: pages 1-3 Optional Book
“
Part Two (Cultural-Historical Geography of
* Course evaluation: Midterm Exam One *
Location:
REQUIRED
Erik Prout TEXTBOOK
Introduction
to Part Two
Chapter 3
(Past
Chapter 4
(Culture
Chapter 5
(
J. B. Jackson
“
“Virginia
Heritage” (Southern Landscape Tradition) packet
“The Nineteenth-Century Rural
Landscape: …”(Southern Landscape Tradition) packet
Terry Jordan J-STOR
“Origin of Anglo-American
Cattle Ranching in
Harry Walsh and Victor Mote J-STOR
“A
Texas
Almanac required
book
“Features”
pp 24-47 (stage coach, CCC, Woodlake)
“Cajuns”
(pp 542-547); Languages (p. 548); “Religion” (pp 566-569)
Video clips: Mediamatrix
1492
Maps to Know:
Historical
Ethno-Cultural regions
Settlement and Landscape (log cabins & ranching)
OPTIONAL / OTHER
Historical Atlas: maps 7-43 Optional Book
School Atlas: pages 18-24 Optional Book
Terry Jordan Reserve
Chapter 4
(“Confluence of Cultures,” TG)
Terry Jordan Reserve
“The Truth
about Cemeteries” (Ch. 1)
“
Part Three (Physical Geography of
* Course evaluation: Midterm Exam Two *
Location:
REQUIRED
Erik Prout TEXTBOOK
Introduction
to Part Three
Chapter 6
(Physical Processes)
Chapter 7
(Physiographic Regions)
Chapter 8
(Human-Environment)
Texas Almanac
required
book
“Environment”
(pp 80-147)
“Wind”
(p. 619)
“Oil:
intro/background” (pp 633-652)
“Agriculture”
(pp 674-689)
R. J. Russell J-STOR
“Climates
of
Gunter and Oelschlaeger packet
Bioregions (Chapter 2, pp 19-28),
Maps to Know:
Physiographic maps of
(list of regions) packet
Climatic maps (patterns) of
OPTIONAL / OTHER
Historical Atlas: maps 3-6, 44, 45, 49, 53-55 Optional Book
School Atlas: pages 4-17 Optional Book
Terry Jordan Reserve
Chapter 2
(“Physical Environment,” TG)
Eric Swanson
Geo-
Chapters 2, 3 and 10 are most
relevant.
“
Part Four: Modern Human Geographies of
* Course evaluation: Final Exam *
Location:
REQUIRED
Erik Prout TEXTBOOK
Introduction
to Part Four
Chapter 9
(23 Million Texans)
Chapter 10
(Political-Economy of
Chapter 11
(Regions of
2000 U.S. Census
reports/data INTERNET
“Population
Change” link
from e-reserve
2000 U.S. Census
reports/data INTERNET
“Congressional
Apportionment” link
from e-reserve
Char Miller packet
“The
Rise of Urban Texas” (Urban
J. B. Jackson
“The
“The
Daniel Arreola J-STOR
“The Mexican American Cultural Capital,” (Geog. Review) link from e-reserve
Terry Jordan J-STOR
“Perceptual
Regions of Texas” (Geog. Review) link
from e-reserve
Texas
Almanac required
book
“Population / Population History” (pp 410-442)
focus on “Cities & Towns” MSA map p. 413
{“
“Economy”
(pp 595-652)
“Transport”
(pp 653-662-673)
“Elections”
(pp 443-460); Govt. Intro p. 461; CoG map p. 507
“Recreation”
(pp 157-179)
OPTIONAL / OTHER
Historical Atlas: maps 45-48, 50-64 Optional Book
School Atlas: pages 25-33, 42, 43 Optional Book
Classroom Policies:
I have high expectations of my students. Because we are in a learning environment, we should set high goals and standards. In return, I commit myself to equally reasonable expectations; here are a few key points.
•
Conducive learning environment is foremost: 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.
--- Late arrivals and early departures should be
extreme situations; disruptive behavior of any sort is wrong. Let me know if
you have a circumstance that necessitates frequent disruptions; take
responsibility to sit in the least disruptive seat (exit the rear door).
--- Food & drink are okay with me, but smells,
crunches, and wrappers are not; the university policy is to not allow food and
tobacco in all lecture halls. Pack your trash out of the room including
newspapers; this room is used the rest of the day by other students so leave it
clean.
--- Turn off your cell phone (or at least the audible
ringer) before you enter the lecture hall. Do not answer your phone inside a
lecture hall or any other classroom.
•
Academic Integrity Statement: I will not
tolerate any form of dishonesty (personal and academic). The Aggie Honor Code
is: "An Aggie does not lie, cheat,
or steal or tolerate those who do."
the Aggie Honor Code and Honor Council Rules and Procedures on the web at http://www.tamu.edu/aggiehonor . As commonly defined, plagiarism consists of passing off as one's own the ideas, words, writings, etc., which belong to another. In accordance with this definition, you are committing plagiarism if you copy the work of another person and turn it in as your own, even if you should have the permission of that person. Plagiarism is one of the worst academic sins, for the plagiarist destroys the trust among colleagues without which research cannot be safely communicated. Simply put, do not do it! On evaluation days, bring ID card and only what is necessary. Instead of devising ways to cheat or plagiarize, devote that time to studying. If you have questions concerning integrity, honesty, and plagiarism, ask me—ask someone.
• Questions: YES, ask questions. Be inquisitive. 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, but I rarely respond instantaneously. I do my best to keep office hours and will post any last-minute changes on my door. When emailing me, please write out your name and exact course inside the message as well as filling in the subject line. Remember, serious communication should be in person.
•
FERPA/grade disclosure: All
personal information concerning your performance/grade in this course is
covered by federal privacy legislation. No grades or status questions will be
addressed over the telephone or by email.
•
•
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).
•
Summer Course: The nature of this course is
different because of the concentration and distractions. You cannot succeed
without adjusting your study habits; take responsibility for being successful.
Observations
and Advice
1. Rule of thumb on TIME. For every hour of lecture, you
should anticipate 2-3 hours of study time outside of class. Therefore, a three
unit lecture implies an average commitment of over ten hours a week. This is
why 12-15 units are traditionally called full time because it occupies
one’s work week. Obviously, certain weeks require more time than others,
but you should be spending a minimum of 1-2 hours reviewing notes and maps each
week. Then of course, you need to plan for much more time when tests and due
dates come around.
• Many students
claim to study a lot, but do they? You probably shouldn’t claim you study
enough if you aren’t committing 5 hours, and don’t claim you study
hard if you’re not putting in over 10 hours a week. The real question is
what sort of learning strategy works for you/ Therefore, only you can determine
what is enough study time for you to have effective results.
• Study hard but
balance your time with those things that make you happy, healthy, and/or proud
to be an Aggie. There are numerous activities to occupy your time—both
university excused and pure distraction. Yet, at the end of the semester, I do
not judge your spirit; I evaluate your academics (in my class not holistic).
• Time Management:
make schedules, set priorities, and take responsibility.
2. The essence of an
educated person is LITERACY. University studies require a high level of reading and writing.
Unfortunately, we cannot read just for pleasure, we need to read difficult
things with complicated ideas and technical nuances. Reading a textbook is a rite of
passage—yes they are boring and fact laden—deal with it.
• Read, read, and
read. Not all material can be covered and elaborated on during lecture;
textbooks and readings are an essential component of higher education. On
occasion, students ask me about how to do better on the next test, and when
asked, they confess they did not read or read effectively the textbook. There
is no excuse for not reading at a university.
• Texas A&M is
a top-notch university! A colleague of mine likes to say, A&M is the big
leagues. The value of a university degree is related to how difficult it is to
obtain; TAMU is a special place with high standards. Not everyone can get here
nor can every person succeed here. You are already here, so succeed!
3. Student—Faculty
& Student INTERACTIONS. The atmosphere on our campus is generally very good: friendly, safe,
and pleasant. Nevertheless, students should be aware of how academic rank and
distinguished titles work when they interact with faculty. Also a word on student—student
relations as they apply in class.
• Titles:
“Doctor” is appropriate for anyone with a Ph.D. as well as M.D. (it
is a distinguished title that comes with the highest educational degree). Not
all instructors have PhD’s but most everyone at TAMU does, so error on
the side of using Dr. instead of Mr./Mrs./Ms. etc. “Professor” is a
title associated with an appointed position (at a University and usually
exclusive to having a doctorate). Some prefer professor over doctor. Know who
you are addressing and don’t mistakenly insult them.
• Competition:
even though students are evaluated against each other, there is no need to work
against one another. By the same token, working together is strongly encouraged
as long as it doesn’t cross the line. Two situations concern me. The
first situation is when only one student really does the work and the others
claim it as their own (falls under TAMU plagiarism). The second is taking
advantage of another student for course notes and assistance (borderline harassment).
Never loan your notes, instead offer to let them photocopy after class, etc.
• Communication:
contacting professors about class should be face-to-face unless he/she
announces otherwise. In my opinion, phone and email are good for leaving
messages, but they are no substitute or excuse for attendance and office hours.
Moreover, I cannot discuss grades over the phone or via e-mail.
• Salutations:
“Howdy” is a common and friendly greeting in Aggieland.
Not all professors are howdy people, but I personally like it and use it
sometimes. When emailing or calling me, Howdy Dr. Prout is a perfectly ok
salutation.
Standard Disclaimer & Online Ethics:
* I
accept (& welcome) criticism of my facts and ideas;
if you disagree, communicate your own views.
* Please
ask before citing me in publications;
double check accuracy of everything before using sources for yourself.
* Please
don’t mess with my files or prevent others from accessing.