LEAD 110: Leadership at Sea
Melissa Sturm-Smith and Chad Cardani-Trollinger
Leadership At Sea is a blend of classroom and experiential learning focusing on leadership development, team building, and seamanship. The course features sailing in the Bahamas aboard the schooner Liberty Clipper. The goal of the course is to elevate one’s ability to navigate new environments (Nassau and a tall ship), learn new languages (culture language of Nassau and sailing terminology) and to work successfully in teams, follow and lead. We will discover and apply the Situational Leadership model to our time at sea and develop a language of leadership for effective communication aboard ship. We will spend one week on-campus followed by six days in Nassau.
Our time in Nassau will include meeting with officials at the American Embassy and the Bahamian Government, meeting the first officers and tour a Norwegian Cruise Line ship, completing an historical tour of Nassau and attending a session with student leaders at the College of the Bahamas We will also participate in the Susan G Komen Race for the Cure and Marathon Bahamas (run or staff water stations).
We will then set sail for a week exploring the Bahamas Out Islands. The Liberty Clipper, a U.S. Coast Guard licensed 125’ gaff-rigged schooner, will serve as our leadership laboratory enabling students to rotate through ship positions while taking more ownership of all sailing-related tasks. While at sea, the itinerary includes small island exploration, kayaking, snorkeling, and small craft sailing (http://www.libertyfleet.com). Go to: http://www.drake.edu/lead/sea/
Please consider the mental, emotional and physical challenges presented by this unique course:
Walking 3-8 miles per day
Lifting 25 pounds and over, and frequent climbing of ladders and ship rigging
Limited or no access to mainland resources and no access to wifi while at sea
LEAD students, students in Adams Academy, student leaders and students in college-specific leadership programs will have enrollment priority
AOI: Global and Cultural Understanding
ENSP 111: Poverty, Development, and Conservation in Belize
The International Environmental Seminar enables students to gain an appreciation of the ecological and social aspects of environmental issues through an intense immersion experience in a developing country. Students will explore aspects of sustainable development and environmental justice within a specific national context. In general, discussion topics will include tropical ecology, the politics of land use, the effects of conflict on environmental systems, and the interaction between economic development and sustainability.
Most of the seminar will be spent on a series of service-learning projects (reforestation, parrot conservation, community outreach, and environmental education). In addition to these topics, we will learn about local culture, natural history, and archaeology with excursions that are expected to include snorkeling, visits to an ancient Mayan site, and more. Accommodations will be rustic.
AOI: Global and Cultural Understanding, Honors Elective
BUS 70: Globalization (THIS COURSE IS CLOSED)
Matthew Mitchell and Stephanie Sledge
This course is designed to provide an introduction to the processes, institutions, and problems that companies face under globalization through the lens of the experience. As a travel course, we will pair our academic endeavors with field experiences in Santiago and its environs. The course will have three components. Before departure, we will cover a broad overview of Chilean history and culture, engage in cross-cultural training, and go through basic Spanish (as well as the Golf terms necessary to understand what it means when your opponent yells ¡pásamela!). In country, we will look at globalization topics in business, economics, culture, and politics through the lens of Chile and its place in the global economy. In addition to these academic topics, the course will include both service learning and field research components. Finally, we will visit UNESCO sites in the region to deepen our appreciation for the past and present of our host nation. Upon our return to the United States, you will complete a research assignment started while in country and present your findings to the group.
AOI: Global and Multicultural (pending)
LPS 135: Marijuana Legalization: A Case Study in Law and Social Change
The past two decades have seen a slow but steady shift in the attitudes and policies surrounding marijuana in the US. While marijuana legalization was once a fringe political issue, it is now receiving serious consideration. Over half of US states (including DC) have legalized some form of cannabis for medical use. Eight states and DC have legalized it for recreational use. Proponents frame legalization as both a justice issue and an economic opportunity. Opponents express concern about increased use of a substance that has been illegal for so long. In this course we will examine the current debate over legalization. We will examine the history of marijuana and the policies that have governed it. We will examine states in which marijuana is legal, as well as those states in which it remains illegal. We will engage in critical analysis of the debates over marijuana, identifying the values that underlie the various perspectives on marijuana legalization. Finally, we will articulate our own perspectives on marijuana legalization, including a policy proposal for Iowa. The centerpiece of this course will be an exploration of marijuana legalization and the legal marijuana industry in Colorado.
AOI: Ethics and Values
ART 145/HONR 194: Stewardship and Socialism
Cuba sits only 90 miles off the coast of Florida, but for the last half of the 20th century, seemed as far away as Moscow. Students will examine Cuba through the lens of Stewardship—a concept that refers to an ethic of responsibility that can be applied to the environment, nature, economics, health, property, and social well-being. Students will investigate how Cubans have exercised stewardship over the distribution and access of public and private goods and resources, both material and socio-emotional. These will include the natural environment (flora and fauna), education, means of economic opportunity (agricultural, local economies), healthcare, and flourishing/well-being. Pre-trip readings will also include US-based conceptions as well as the students' own conceptions and applications of stewardship and the role it plays in individual and national identity.
The course design is intended to enhance students’ global perspectives by exploring the impact of revolution and socialism on Cuba’s people and their active stewardship. Students will learn about Cuba’s history and role of U.S.-Cuba relations in the Cold War prior to the trip, but the focus will be on the lived lives of Cubans. Students will move away from traditional geo-political histories and instead read social histories and our itinerary will emphasize ‘real’ Cuban lives instead of the political and economic systems under which they live (notwithstanding their clear influence).
Course content will be of particular interest for students interested in art, anthropology, education, cultural studies, economics, globalization, history, international studies, international business, politics, psychology, sociology.
AOI: Historical Foundations; Global and Cultural Understanding
EDU199/HONR194: Cyprus: Centuries of Cultural Diffusion & Conflict
Dr. Matthew Hayden and Stavroula Kontovourki
Cyprus sits, literally, at the maritime crossroads of Europe, Asia, North Africa, and the Middle East. Centuries of intercultural influences have infused the region with a mélange of cultural, historical, and artistic traditions. It has also been the site of much conflict over those same centuries. This course will investigate how the political, religious, cultural, linguistic, and economic traditions of Cyprus are represented in contemporary efforts—including United Nations programs, local museums, formal schooling, and informal gatherings—to formulate past, present, and future Cypriot identities and attempt to resolve contemporary conflicts. This multidisciplinary inquiry will draw on the expertise of local academics from politics, history, archaeology, economics, peace education, and international studies. The rich, turbulent, and fluid history of this island—a site of centuries of globalization—makes it an excellent site for helping students better understand the effects of and responses to cultural diffusion and inter-cultural conflict.
The travel seminar will be co-led by Dr. Stavroula Kontovourki, University of Cyprus, and may also include support from host institution students as cultural liaisons for formal and informal site visits and experiences. Students will be based in Nicosia, Cyprus, but excursions will take us to the cities of Larnaka, Paphos, Famagusta, and Northern Cyprus (Turkish Republic of Northern Cyprus), as well as the mountains of Troodos. We will then spend three days in Athens, Greece before returning home. Course content will be of particular interest for students interested in archaeology, antiquities, art, cultural studies, education, globalization, sociology, history, international studies, and political science.
AOI: Historical Foundations, Global and Cultural Understanding, and Honors Elective
STEM 199: The History and Nature of Biology in France and England (1600’s- Present)
Jesse Wilcox and Jerrid Kruse
This course will explore the history and nature of Biology in France and England from 1655 until present day. The course will explore the contributions of men and women to the field of Biology through interactive discussions, historical short stories, field trips, and activities which teach the concepts the people studied developed. This course emphasizes the importance of history, culture, and scientific ideas on modern Biology.
AOI: Historical Foundations and Critical Thinking
English 60: The City and The Country: London and Wales
Craig Owens and Melissa Klimaszewski
Participants in English 60: The City & the Country: London & Wales will explore and critically examine the urban/rural binary as it presents itself in English and Welsh literature and culture. We will wend our way through—and beneath—the streets of London, hike the Brecon Beacons, trace the steps of Georgian holiday-makers in Bath, commune with the poets and scholars of Oxford, and visit Dickens’s many ghosts in Rochester in order to understand, both critically and imaginatively, the city/country dynamic that persists throughout England’s modern history. We will follow the paw-prints of Arthur Conan Doyle’s famous hound, follow Virginia Woolf’s Mrs. Dalloway through post-Great-War London, visit (vicariously and literally) the great city’s immigrant neighborhoods featured in short stories by Salman Rushdie and Zadie Smith, burn with curiosity about the Great Fire, and (taking Dylan Thomas’s advice) to go not gentle into that good night (17 nights, actually) from December 31st, 2016 to January 17th, 2017. A culminating online critical literary traveler’s guide, preceded by daily reading, writing, and discussion—along with class meetings in Dickens’s house—will help participants satisfy and reflect on their Great Expectations in England’s and Wales’s cities and countryside.
No prerequisites. Fulfills Lower-Division Culture and Identity requirement for English and Writing Majors.
AOI: Global and Cultural Understanding (pending)
EDUC 199: Community Engagement in a Developing Country
The course is designed to facilitate Drake’s goal of educating its students as global citizens who are prepared to operate in a global economy. Drake students will experience both cultural and educational difference between the Des Moines metro area and associated schools and the culture and education system in a small village outside the capital of Ghana. The content of the course will focus on the challenges people in this village face as they try to educate, care for and advance the “next generation”. Special attention will be directed towards analyzing the instructional paradigms used in the village schools, training of teachers, expectations of students attending, long-term goals of the educational system and individual students, differences between male and female students, and overall “condition” of the educational experience afforded young children. Additionally, students will collaborate with The Move Project and install a clean water well in a rural section of Ghana that has no prior access to clean water. Students will also have an opportunity to explore how micro-financing and health care is working in a small village.
AOI: Engaged Citizen
COUN 145: Understanding Diverse Populations: Hawaii.
Matt Bruinekool and Robert Stensrud
The course will introduce students to the Clubhouse Model for individuals with mental illnesses. They will learn about the clubhouse, how it functions, and the standards that each clubhouse must follow. They will then spend time working in a clubhouse in Des Moines, learning about working with people with mental illness in Iowa and learn about how the clubhouse here is meeting all of the international standards. The class then will travel to Kapaa, Hawaii (on Kauai). First they will learn about the Hawaiian culture, and then they will spend a week at the clubhouse there working with individuals with disabilities. They will learn how mental illness is viewed within the Hawaiian culture and how the clubhouse there meets the same international standards as the clubhouse in Des Moines.
This course is cross-listed with COUN 245 (crn 1579), which is a graduate-only course. However, the COUN 145 version of the class is open to undergraduates.
AOI: Global and Cultural Understanding, Historical Foundations
INTD/HONR 85: Developing Democracy
Elizabeth Robertson and Brad Crowell
Developing Democracy examines India in 1946 at a point of crisis in leadership and compares different ideas and debates on how to establish and preserve unity, national identity and authority, and yet accommodate changing views of social and economic justice. What are the sources of power of those who govern the society, and what constraints exist on that power? How are the demands of the community (political, religious, or class) balanced with a growing sense of individual liberty? What tensions exist because of differences in wealth and status and attitudes toward economic inequality? Students will explore these questions and come to reasoned conclusions about how traditional structures of authority are or are not to be maintained in the face of challenges from new ideas.
Class is conducted not through lecture or discussion but through an elaborate role-playing pedagogy known as “Reacting to the Past.” “Reacting to the Past” seeks to introduce students to major ideas and texts by replicating the historical context in which these ideas acquired significance. Students read classic texts, set in particular moments of intellectual and social foment, which inform the roles they are assigned. Defining a Nation: India on the Eve of Independence, 1945 is set in Shimla in the foothills of the Himalayas, where the British viceroy has invited leaders of various religious and political constituencies to work out the future of Britain’s largest colony.
AOI: Engaged Citizen, Global and Cultural Understanding, or Historical Foundations
JMC 199/ENG 120: The Other Side of the Wall: The Americanization of Mexico
Carlyn Crowe and Jody Swilky
This travel seminar will focus on the local and regional culture of Jalisco, a state 600 miles from the Mexico-U.S. border, where students will explore the presence and effects of North American culture through onsite engagement with industry, business, NGOs, cultural institutions and government. Students will examine and critically analyze the ethical considerations of how North American culture is present, marketed and branded in this area by using multiple forms of expression and representation, including multimedia, video, and film, to produce projects that capture how American culture has shaped, and continues to shape, contemporary Mexican culture.
AOI: Global and Cultural Understanding
BUS 198: New Zealand Communication and Tourism Analysis
This course focuses on the development of business presentation skills required to be successful in today’s dynamic business environment. An emphasis on continual learning, practice and improvement will be facilitated through faculty feedback and coaching. Upon completion of this course student-professionals will understand the importance of all forms of professional presentations and organizational interaction. Student-professionals will demonstrate how to develop and deliver a variety of professional presentations in multiple settings and with varied, diverse audiences. Students will also demonstrate how to successfully collaborate with others in-group presentation situations. These presentations will incorporate data from researching local tourism sites and their respective industries. Statistical analysis of their economic and financial contributions will be evaluated.
Survey data from recruiters indicate that communication skills (specifically speaking and writing) are the most important skills business leaders need to evolve their careers. Feedback from internship managers also indicates the importance of these skills in selecting future professional leaders. This course will provide future student-professionals a unique, competitive advantage by developing their presentation skills for subsequent CBPA courses, internships, and future careers. Student-professionals will depart this course with a strong belief in themselves and a greatly improved set of communication and research skills for a variety of situations throughout their professional life.
ENSP 111: Ecotourism, Conservation, and Development in Post-Genocide Rwanda
Michael Renner and Madeleine Nyiratuza
This course will help students develop an understanding of Rwanda's growth and development since the genocide, with a focus on how sustainability and environmental protection has been one of the central principles in that process. We will begin with an examination of contemporary Rwanda, including consideration of the 1994 genocide as the touchstone event for everything in this country. We will then use the national parks as case studies, including Akagera (privately managed, and in a different type of ecosystem than the others), Volcanoes (with a very narrow focus on the gorillas, which are a source of hard currency to fund conservation efforts), Nyungwe (a traditional management model, relatively highly developed, in a rainforest ecology), and Gishwati (a new national park and also a reforestation and reclamation project with a significant community engagement component, which is still evolving).
AOI: Global and Cultural Understanding
EDU 199/MSLD 247/LEAD 199: Global and Team Leadership
MSLD 247/EDU 199/LEAD 199 focuses on those in leadership positions and the problems, dilemmas, and opportunities they face within a complex, multicultural, and global environment. We start with in-depth discussions on leadership intercultural challenges, and apply the knowledge gained through these discussions to a specific cultural scenario. For the January 2018 travel seminar, special emphasis will be placed on Spain and Portugal: the history, culture, and international business environment of these countries. The course involves three components.
First, we will spend some time (still in the United States) working on an introduction to intercultural relations. This portion of the program will involve discussions on cultural dimensions and the challenges inherent to intercultural relations (especially within a business environment).Students will also learn a model of intercultural development and have the opportunity to assess their own intercultural development competency as per the IDI (Intercultural Development Inventory) model. Next, we will travel to Spain and Portugal, to explore how the lessons learned apply to these two countries. We will pay special attention to cultural differences between these two countries, and explore the impact of such differences on Latin America.
Students will also have the opportunity to visit Spanish and Portuguese businesses, examining management trends, and contrasting such trends with those of other EU countries and with the U.S. Finally, students will be expected to integrate their lessons learned and discoveries in a final post-trip discussion (taking place in the spring semester of 2018).
AOI: Global and Cultural Understanding (pending), Historical Foundations (pending), and Honors Elective (pending)
LIBR 066: Destination Thailand: Research, Exploration and Reflection
Carrie Dunham-LaGree and Sam Becker
This course is an exploration of contemporary Thailand and Thai culture. Students will first spend a few days on campus researching and presenting on various topics related to Thailand, including its history, culture, politics, and current events, with an emphasis on the areas and places we will visit. We will then travel to Thailand to experience a wide variety of activities, both academic and cultural. We will spend a couple of days in Bangkok, over a week in Chiang Mai, and end with a couple of days in Krabi. Students will conclude the course by reflecting and comparing their initial research about Thailand with their experiences there.
AOI: Information Literacy
WASHINGTON DC/BOSTON, MA
LIBR 174: Congress Up Close: Preparing to be a Congressional Staffer
Hope Grebner Bibens and Joseph Jones
Congressional staff members are instrumental, dedicated, and sometimes unseen employees of the United States Congress. There are many different facets of a Congressional office that one will learn by serving in a member’s Washington, D.C. office and a district or state office. This course is designed to give an in-depth view of the intricate workings of a congressional office from the thought process to legislative procedures to outreach in the home district. This class will put political theory into real-world practice. This course will integrate hands-on assignments involving the collections of the Drake University Archives and Special Collections and will help to establish a basic understanding of the University Archives. The course will culminate in a trip to Washington, D.C. and the Edward M. Kennedy Institute for the Senate.
AOI: Engaged Citizen and Information Literacy