Instructor: Dr. Jody L. Mcbrien Email

INR 3202, Section 521 International Human Rights Spring Semester

Instructor: Dr. Jody L. McBrien Email: [email protected] Office: B216 Office Telephone: 941-359-4635 Office Hours: Email to arrange time convenient for you (It is usually faster to reach me by email)

INR 3202 is an Upper Level Pillars Course in Ethics and Leadership. It is also an Incredi-bull Critical Thinking course!

THIS IS A BLENDED COURSE FOR WHICH TWO CLASSES, ONE INDIVIDUAL OFFICE MEETING, AND ONE FIELD TRIP ARE TO BE LIVE - I WILL TRAVEL TO ST PETE AND TAMPA AS NEEDED TO MEET STUDENTS (SARASOTA IS MY HOME CAMPUS). COURSE DESCRIPTION INR 3202 examines the concepts and controversies of international human rights: history, documents, laws, and major human rights issues.

The concept of universal human rights has been contended for as long as the idea has been considered. If every human were enjoying and living each right that is cited in human rights documents, there would be no hunger, no poverty, no unemployment, no sub- standard housing, no lack of medical care, no religious wars, and much more. Human rights clash with many countries’ concepts of sovereignty and with individual belief systems. For instance, many countries, including the United States, have violated the international covenant against torture and indefinite detention without criminal conviction.

In this course, students will learn about the foundations of human rights proclamations, documents, and laws. We will examine international bodies that oversee human rights abuses, such as the UN, the International Criminal Court (ICC), Human Rights Watch, Amnesty International, and more. We will also devote time to specific rights and controversies, such as torture, gender equality, genocide, human trafficking, the death penalty, and others. We will incorporate current events with our examination of human rights principles and consider the role of the individual and community in realizing human rights.

INR 3202 is designated as an Upper Level Pillars course designed to introduce you to ethics and leadership, two important concepts to lead an adult life as a critically thinking and involved member of civic life. As such, all students will use ethical frameworks to consider controversial issues of human rights. Additionally, each of you will choose a venue at which to publicly present your research about a particular human right. These options will be explained clearly throughout the course. At the end of this syllabus I recommend possible organizations with which you can work.

INR 3202 is also a course aligned with USFSF’s Incredi-bull Critical Thinking goals. To this end, we will begin with some readings and discussion about just what critical thinking is and how to use the tools of critical thinking throughout this course.

COURSE TOPICS INR 3202 will cover the following content areas:  Defining “international and universal human rights”  Historical development of human rights  The role of governments and international covenants  Specific rights and controversies  The role of the individual and social justice

COURSE OBJECTIVES This course will emphasize knowledge acquisition, ethical reflection, and leadership resulting from principles and skills of critical thinking and communication. As a result of completing coursework, it is expected that students will be able to:  Describe normative and theoretical foundations of human rights  Synthesize and evaluate international, comparative, sociological, and/or anthropological perspectives of human rights  Apply human rights frameworks and ethical principles to human rights issues and controversies through the lens, as appropriate, of religion, gender, sexual orientation, national, and/or economic development  Present and defend a human rights position as pertains to one of the following: political oppression, torture, human trafficking, children’s rights, forced migrant rights, indigenous people’s rights, or another topic covered in this course.

COURSE STUDENT LEARNING OUTCOMES By the end of this course, students will have learned how to:  Formulate appropriate questions to address complexities of human rights  Gather and assess materials appropriate to their research questions  Identify ethical issues, assumptions, multiple perspectives, and implications inherent in their research  Use ethical principles to arrive at well-reasoned conclusions and solutions  Provide leadership by effectively communicating their research to an audience

TEXTS AND MATERIALS Goodhart, M. (Ed. ) (2013). Human rights: Politics and practice. Third edition. Oxford University Press. ISBN 978-0-19-870876-6. Other articles, videos, etc. will be available on our Canvas course.

I chose the Goodhart text for specific reasons. One, it is not written by one author. Instead, each chapter is written by an author who is an expert in the particular human rights issue being examined in the chapter. Second, the chapters offer features that address issues in critical thinking: challenging assumptions, alternative points of view, critical thinking questions, and deconstructing arguments.

It is also my hope to create a meaningful human rights activity that can occur over spring break. Possibilities include a trip to Atlanta to visit the Human Rights Museum and the ML King Museum; or a trip to Immokalee. As I cannot require such a trip, I would offer students attending to write a reflection that includes a consideration of ethics and leadership in place of the case study assignment.

CANVAS USE You can go to our Canvas course to get an extra copy of the syllabus or web links you need for the class. Check the announcements regularly for any reminders or changes in class information. You are expected to use Canvas and check your USF email on a daily basis; that is the only way I have of communicating announcements to the whole class. If you have trouble uploading to Canvas or downloading readings/videos from Canvas, PLEASE contact Campus Computing. Information is at http://www.usfsm.edu/campuscomputing/, or you can go directly to the Information Commons on the second floor of our building at USFSM. You are responsible for uploads and downloads from our Canvas site. Please be sure early in the semester to check that you can do both.

Course Attendance at First Class Meeting – You must report in by noon of the first Friday of the semester to avoid being dropped from this course. You can do so by introducing yourself in the first Canvas discussion.

Last Day to drop/withdraw without a grade penalty: Check with educational advisors.

PLAGIARISM SOFTWARE The University of South Florida has an account with an automated plagiarism detection service which allows student assignments be checked for plagiarism. I reserve the right to ask students to submit their assignments to Turnitin through Canvas. Assignments are compared automatically with a database of journal articles, web articles, and previously submitted papers. The instructor receives a report showing exactly how a student’s paper was plagiarized.

PLEASE REMOVE YOUR NAME FROM THE BODY OF YOUR PAPER AND REPLACE IT WITH YOUR USF ID#. ALSO REMOVE YOUR NAME FROM THE FILE NAME AND REPLACE IT WITH YOUR USF ID# (e.g., “U12345678 Essay 1.docx”) BEFORE SUBMITTING IT TO TURNITIN.

Pursuant to the provisions of the Family Educational Rights and Privacy Act (FERPA), students are requested to maintain confidentiality as a way to keep their personal contact information (i.e. name, address, telephone) from being disclosed to vendors or other outside agencies. By your submission, you are also agreeing to release your original work for review for academic purposes to Turnitin.

GRADING, EVALUATION AND ATTENDANCE POLICIES A. USFSM policy requires that all students receive a graded assignment or examination prior to the semester’s drop/withdraw date. B. Below you will find the details for each assignment and the point value for each. C. Grades used: 97-100 A+ 94-96 A 90-93 A- 87-89 B+ 84-86 B 80-83 B- 77-79 C+ 74-76 C 70-73 C- 67-69 D+ 64-67 D 60-63 D- D. Late work policy: All assignments must be uploaded on time. Each day late results in a one point off, no exceptions, except for those written by a doctor or discussed and approved, in advance, with the instructor.

USFSM AND USF SYSTEM POLICIES

Policies are available in the USFSM Catalog and at regulationspolicies.usf.edu. A. Academic Dishonesty: The University considers any form of plagiarism or cheating on exams, projects, or papers to be unacceptable behavior. Please review the USF System Regulation USF3.027 Academic Integrity of Students and the USF System Regulation USF6.0021 Student Code of Conduct.

B. Academic Disruption: The University does not tolerate behavior that disrupts the learning process. Please review USF System Regulation USF3.025 Disruption of Academic Policy.

C. Contingency Plans: In the event of an emergency, it may be necessary for USFSM to suspend normal operations. During this time, USFSM may opt to continue delivery of instruction through methods that include but are not limited to: Canvas, online conferencing/collaboration tools, email messaging, and/or an alternate schedule. It is the responsibility of the student to monitor Canvas for each of their classes for course specific communication, as well as the USFSM website, their student email account, and MoBull messages for important general information. The USF hotline at 1 (800) 992-4231 is updated with pre-recorded information during an emergency. See the Campus Police Website for further information.

D. Disabilities Accommodation: Students are responsible for registering with the Office of Students with Disabilities Services (SDS) in order to receive academic accommodations. Reasonable notice must be given to the SDS office (typically 5 working days) for accommodations to be arranged. It is the responsibility of the student to provide each instructor with a copy of the official Memo of Accommodation. Contact Information: Disability Coordinator, at 941-359-4714 or [email protected], http://usfsm.edu/disability-services/

E. Fire Alarm Instructions: At the beginning of each semester please note the emergency exit maps posted in each classroom. These signs are marked with the primary evacuation route (red) and secondary evacuation route (orange) in case the building needs to be evacuated. See Emergency Evacuation Procedures.

F. Religious Observances: USFSM recognizes the right of students and faculty to observe major religious holidays. Students who anticipate the necessity of being absent from class for a major religious observance must provide notice of the date(s) to the instructor, in writing, by the second week of classes. Instructors canceling class for a religious observance should have this stated in the syllabus with an appropriate alternative assignment.

G. Protection of Students Against Discrimination and Harassment: 1. Sexual Misconduct/Sexual Harassment Reporting: USFSM is committed to providing an environment free from sex discrimination, including sexual harassment and sexual violence (USF S y s t e m Po li c y 0 - 004 ). 2. Other Types of Discrimination and Harassment: USFSM also is committed to providing an environment free from discrimination and harassment based on race, color, marital status, sex, religion, national origin, disability, age, genetic information, sexual orientation, gender identity and expression, or veteran status ( U S F S y s t e m Po li c y 0 - 00 7 ).

The Counseling and Wellness Center is a confidential resource where you can talk about incidents of discrimination and harassment, including sexual harassment, gender-based crimes, sexual assault, stalking, and domestic/relationship violence. This confidential resource can help you without having to report your situation to either the Office of Student Rights and Responsibilities (OSSR) or the Office of Diversity, Inclusion, and Equal Opportunity (DIEO), unless you request that they make a report.

Please be aware that in compliance with Title IX and under the USF System Policy, educators must report incidents of discrimination and harassment, including sexual harassment, gender-based crimes, sexual assault, stalking, and domestic/relationship violence. If a student discloses any of these situations in class, in papers, or to a faculty member personally, he or she is required to report it to OSSR or DIEO for investigation. Students who are victims or who have knowledge of such discrimination or harassment are encouraged to report it to either OSSR or D I E O . The Deputy Coordinator for USFSM is Allison Dinsmore, Coordinator of Disability Services & Student Advocacy, 941-359-4714 or [email protected]. C a m p u s R eso u rc e s : . Counseling Center and Wellness Center 941-487-4254 . Victim Advocate (24/7) 941-504-8599 L i s t o f o f f - c a m p u s res o u rce s : . HOPE Family Services: 941-755-6805 . Safe Place & Rape Crisis Center (SPARCC) – Sarasota: 941-365- 1976 . First Call for Help- Manatee or Sarasota 941-366-5025 or www.uw211manasota.net . Centerstone: 941-782-4800; 24-hr Hotline 941-708-6059

H. Web Portal Information: Every newly enrolled USF student receives an official USF e-mail account. Students receive official USF correspondence and Canvas course information via that address. The web portal is accessed at http://my.usf.edu.

I. Academic Support Services: The Information Commons provides students with individual and group study spaces, computers, printers, and various media equipment for temporary use. The Information Commons is staffed by librarians, learning support faculty, tutors, and technology and e-learning specialists. Students challenged by the rigors of academic writing, mathematics, or other course content are urged to contact their professors early in the semester to chart out a plan for academic success, and/or regularly use the tutoring services provided by Learning Support Services, which are provided at no cost to students. J. Career Success Center: Students can explore careers through activities such as job shadowing, mentoring, and internships. Whether students will be pursuing graduate school or seeking employment, Career Services can help develop a plan to reach their next destination. Students can prepare professional documents, practice for the interview and attend employer or graduate school information sessions. Access these resources or schedule an appointment with career advisors at www.usfsm.edu/career-services.

A Note on Work Load: Students frequently indicate that they are feeling overwhelmed with the amount of work. An investigation to understand the concern has uncovered several reasons for the stress:

1. This may be your first semester at USF. Courses are, in general, more demanding than courses offered at community and state colleges. Thus, the expectations about reading, writing, and research are greater. As a result, you may not be able to take as many courses successfully at USF as you did at a different institution. 2. You may be taking four (or more) courses, working full-time, and raising young children. Only a rare person can do a good job of juggling this kind of workload and responsibility.

A logical recommendation is that you not put yourself in the position of full-time classes and full-time work. Students often say they just want to get through the degree. There is more to a degree – or should be – than a piece of paper. It should mean that you have learned, and learned well, because you gave yourself the time to engage fully in your classes. You cannot do this if you have only the time to skim complex readings or to write a final draft the day a paper is due, and you should not expect high grades as a result of such practices. A work-to- school load suggestion in a UCF catalog seems reasonable:

40 hours per week if taking no more than 6 credit hours per term 30 hours per week if taking 9 credit hours 20 hours per week if taking 12 credit hours Yes, financial obligations and other bureaucratic issues, such as scholarship requirements, cause students to overload their schedules. Be aware, though, of the impact that spreading yourself too thin can have on your ability to comprehend and complete class work, and on your physical and mental wellbeing. I try to take my own advice to heart. You can expect me to put in full business hour workdays and respond to you then.

ASSIGNMENTS

Date Due Description of Assignment

Multiple Discussion Boards and quizzes. When assigned, you are expected to respond thoughtfully and critically to the readings/videos for the week. Your first response must be in no later than the end of Thursday of the week. (approx. 300 words). One response to a peer must be completed no later than the end of Sunday for the week (approx. 100-150 words). As much as possible, try to respond to someone who does not yet have a response. On occasion, I may create a quiz instead of a discussion board just as a break. For these, be sure to complete them by the end of Sunday evening (35 pts ttl)

Multiple Live class sessions. Show up and participate in live class sessions (15; 5 pts each). One will be a general session that includes an in-depth discussion of your final project and ways to incorporate an ethical framework to your investigation. The second is an individual conference about your final project. The third will be live (group) discussions of your research project and overall course goals.

___ Determine your topic and research question about a particular human rights topic. Be sure to narrow it sufficiently to be able to research a deep, rather than broad, issue in human rights (we will be discussing details prior to the assignment date). Give an explanation about why you chose this question and its significance to yourself and to a broader audience (5 pts)

___ Outline and partial annotated bibliography. (10 pts)

___ Case study. You will be given a selection of three case studies and asked to respond to one. Plan to write a 3-4 page response that explains the human rights issue, human rights frameworks by which to examine the case, assumptions and multiple perspectives, and ethical conclusions based on your examination. This case can be evaluated based on what you have learned in class and does not require external sources. It will require you to consider the ethics of the case. (10 pts)

___ Final Presentation. This is your major project for the course, examining ways in which you have brought ethics and critical thinking to your research, and using leadership skills to present the findings to an audience. You need to include at least 6 academic sources, using the USF research databases as well as resources from courses materials and possibly other internet sources. We will be discussing the details of creating this presentation in class as well as considering public forums (25)

TOTAL POSSIBLE POINTS: 100

When asked to analyze or evaluate, remember to be specific. Also, remember that a summary is not an analysis. If you are not sure of the difference, check a good book or websites on writing styles, talk with me or with a librarian, or set up an appointment with the Writing Center Weekly readings and assignments will be in the weekly modules on Canvas. Because I like to use current events to demonstrate the relevance of course topics, I may add news any time in an upcoming Canvas module.

WEEKLY TOPICS

As your book has 23 excellent chapters, and we have 14-15 weeks, I have had to make difficult decisions to cut a number of chapters. This is not because I believe they are less important, but simply to keep course content reasonable. However, feel free to read and use other chapters for your final project, depending on your topic. Below are the topics. Details will be in each weekly module on Canvas, where you will also turn in your assignments.

1. Course introduction and learning online. Introduction to Critical Thinking. (http://www.bu.edu/sthlibrary/files/2012/12/Critical-Thinking-Workshop_21.pdf ). Activities on Canvas. 2. What is Leadership? (http://www.ted.com/playlists/140/how_leaders_inspire# Simon Sinek and Fields Wicker-Miurin); plus readings 3. A Primer in Ethics. https://www.ted.com/talks/damon_horowitz; plus readings. 4. Live Class #1. (Friday, 3-5pm). Normative & Theoretical Foundations of Human Rights (Ch 1). Planning for leadership activities. 5. Human Rights in International Law (ch 4) 6. Contemporary Critiques of Human Rights (Ch 7) 7. Human Rights & Religion (Ch 10) 8. Sexual Orientation & Gender Rights as Human Rights (ch 11) 9. Torture (Ch 15) and live individual conferences on your final projects (Live “class” 2) 10. Human Trafficking (Ch 16) and live individual conferences on your final projects (Live “class” 2) 11. Death Penalty (reading on Canvas) 12. Forced Migration (Ch 18) 13. Genocide (Ch 20) 14. The Environment (Ch 23) 15. Class Discussion of Course Elements and Final Projects (Live Class 3)

LOCAL ORGANIZATIONS RELATED TO HUMAN RIGHTS

1. United Nations Association Tampa Bay (http://unatampabay.org/) 2. UN Women Gulf Coast Chapter (https://www.unwomen-usnc.org/gccaboutus) 3. Environment: Sierra Club (http://www.sierraclub.org/florida/manatee-sarasota ) 4. LGBTQ issues (http://www.alsoyouth.org/ ) 5. Death Penalty (https://www.fadp.org/) 6. Human Trafficking (http://www.stophumantrafficking.org/) 7. Food insecurity (http://www.allfaithsfoodbank.org/) 8. Multiple HR actions: Amnesty International (http://www.amnestyusa.org/resources/students-and-youth) 9. Forced Immigration (http://www.myflfamilies.com/service-programs/refugee- services) 10. Veterans for Common Sense (http://veteransforcommonsense.org/about/chapters/) 11. World Affairs Council Sarasota (http://www.sarasotawac.org/) Pillars Major Project (25 points)

This is your major project for the course, examining ways in which you have brought ethics and critical thinking to your research, and using leadership skills to present the findings to an audience. You need to include at least 6 academic sources, using the USF research databases as well as resources from courses materials and possibly other internet sources.

This project will be a culminating research piece that demonstrates the ways in which you have developed your thinking on human rights frameworks, diverse opinions about human rights, ethical considerations about your human rights topic, and leading others to a greater understanding of your human rights research question.

You must determine a research question to pursue about your topic and use at least 6 academic sources to answer that question, along with course materials and any other evidence you find (current news, organization materials on a website, etc.). Sections must include 1) background about the topic, 2) the question and its significance, 3) multiple perspectives about the question, 4) ethical considerations in addressing the question, and 5) conclusions based on the research evidence and ethical elements of the question.

Topic to Research Question: Begin by considering a human rights topic that is of interest to you. Review book chapters for ideas. To move from topic to question, ask yourself: What do I want to know about this topic? Why is it important? Is my question one that opens itself to multiple viewpoints? In what ways can I bring ethical considerations to this question? Can I work with an organization to gain more information and present what I learned?

Format: Although I value research papers, I have come to assign them only in graduate courses. For my students who may not go on to graduate school, I find that multiple media presentations are more valuable for you to master for your future careers. Frankly, to do a good job, you need more skills than for a well-written research paper. Multimedia presentations require you to consider not only written words, but also appropriate background, images, videos, audio, and ways to introduce all of these onto your slides. You are, additionally, expected to use both appropriate in-text citations and a final reference page in APA format.

Required Elements: As both a Pillars course in Ethics and Leadership and an Incredi-bull Critical Thinking course, I will expect you to use multiple ways in which to highlight each of these essential elements. Review the PP in Module One on critical thinking and implement the concepts. Utilize ethical frameworks discussed in Week 3 that have also been used throughout the course. Explain ways in which you have worked with a human rights organization to both learn from and lead from what your research has taught you.

Rubrics: Use the rubric for leadership, ethics, and critical thinking as your guide for final project expectations (separate link in Canvas Week One).