ASSIGNMENTS AND EVALUATIONS OF LEARNING
OUTCOMES:
To accomplish the course objectives and learning outcomes, the course
will involve the following evaluated activities:
| Projects: |
Other
Assessment: |
| Advertisement |
5 |
Class Participation |
10 |
Grocery Store |
5 |
Midterm 1 |
10 |
| Crop Study |
10 |
Midterm 2 |
10 |
| Food Region Study |
15 |
Final Exam |
15 |
| Cuisine Study |
20 |
|
|
| |
|
Total |
100 |
Advertisement (5 Points)
Analyse a fast-food commercial from television:
- How do they represent the food visually (e.g. extreme close-up
shots, ingredients tossed into the air?
- What socio-spatial context do they give the food (e.g.
a farmhouse, a nightclub)?
- What words do they use to convey a sense of this food's
goodness (for example, is it 'farm-fresh?' Is it going to satisfy
some particular craving? Is it going to satisfy some ego need?)
Grocery Store (5 Points)
This assignment requires to you go and explore an ethnic grocery store
relevant to your region of study. Detailed instructions for this assignment
are available here.
Crop Study (10 points)
In-depth study on one food crop: origin, diffusion, environmental needs,
method of cultivation, food value (calories, nutrition), method(s) of
preparation.
NOTE: the crop chosen should correspond to your cuisine of focus.
Undergraduate: 5 pages, plus maps, tables, etc.
Graduate: 10 pages, plus maps, tables, etc.
Food Region Study (15
points)
In-depth study of a country or region outside the United States: environment,
produce, food imports and exports. What are the food production
regions of this country, and why? This exercise reflects the environment
focus of the course, so you want to consider how climate and topography
influence food production.
NOTE: again, the region chosen should correspond to your cuisine of
focus.
Undergraduate: 5-7 pages, plus maps, tables, etc.
Graduate: 10 pages, plus maps, tables, etc.
Cuisine Study
(20 points):
This assignment is presented in two parts: an in-class presentation
(5 points) and a paper (20 points).
(a) For in-class presentation: prepare a recipe from your cuisine-of-focus,.
You will need to present the ingredients and briefly describe their
origins and characteristics. You will need to explain the method of
preparation, the cultural aspects of the cuisine, how it is served and
eaten (e.g. several small bowls, eaten with hands while sitting on the
floor), protocols, manners, and other cultural aspects. The recipes
are to be chosen in consultation with the instructor.
(b) You are to write a paper on the cuisine you are studying, including
environmental and cultural aspects. Your paper should not focus on the
recipies you cooked, but should address the larger issue of regional
cuisine, manners, customs, protocols, and geographic factors. This material
is also included in your presentation.
Undergraduates: 10 page research paper, plus maps, tables,
etc., no fewer than 10 sources
Graduates: 20 page research paper, plus maps, tables, etc.,
no fewer than 20 sources
Class Participation
(10 points)
In a course such as this, in-class discussions are an essential part
of the pedagogical process, and where meetings occur only once per week,
it is essential that you attend class. While we all have busy lives,
taking a class means making a commitment to attend. Hence, unexcused
absences are not tolerated. Excused absences involve doctor’s
note or other documentation of your need to miss class. For other than
excused absences, you will lose points as follows:
First absence |
Lost one point |
1 lost total |
Second absence |
Lose two more points |
3 lost total |
Third absence |
Lose three more points |
6 lost total |
Fourth absence |
Lose four more points |
10 lost total |
Work in the classroom will require your completing the assigned readings
and preparing appropriately. Obvious and sustained failure to do so
will be called to your attention, and may result in a lowering of your
class participation grade.
EXAMINATIONS: (10 +
10 + 15 points)
There will be three in-class examinations during the semester (two
midterms and a final). These short-answer examinations will require
you to synthesize and verbalize the materials covered in each section
of the course, focusing on the readings but including in-class presentations
and discussions. These examinations, in addition to evaluating student
progress, serve the goals of increasing student ability to analyze and
synthesize a broad range of materials, and of providing opportunities
to apply what you’ve learned to other situations.
Evaluation:
A |
92.0-100 |
C+ |
76.1-79.0 |
A- |
89.1-91.9 |
C |
69.0-76.0 |
| B+ |
86.0-89.0 |
D+ |
66.0-68.9 |
B |
82.0-85.9 |
D |
60.0-65.9 |
| B- |
79.1-81.9 |
E |
0-59.9 |
Grading:
Grade A: The student grasps the models and principles
of the course, demonstrating strong analytical skills and critical thinking.
The work is without major weaknesses and flawlessly executed. The student
performs consistently at a level of intellectual excellence compared
against the criteria outlined above.
Grade B: The student is less consistent in analysis
and critical thinking than is a student who performs at an A level.
Work reflects more strengths than it does weaknesses. It demonstrates
a good grasp of thinking critically, is on the whole precise, measured
against the criteria outlined above, but lapses occasionally into common
sense and unreflective thinking.
Grade C: The student’s analytical skills and
critical thinking is inconsistent. The work reflects as many weaknesses
as it does strengths (see F and D for specific criteria).
Grade D: The student’s analytical skills and
critical thinking are at a minimal level. This kind of work is often
poorly executed, shows only occasional critical thinking, but generally
lacks discipline and clarity. The student "goes through the motions"
of the assignment but does not engage it in earnest. The work mirrors
F work.
Grade F: The student does not does not demonstrate
analytical skills and critical thinking and/or has failed to do all
of the required work. The work of this kind of student will be based
on "common sense" thinking. This includes basing conclusions
on opinions and on irrelevant information. There will be no awareness
of underlying assumptions, identifying key concepts, nor competing points
of view. The student will not trace implications and consequences. Student's
work lacks evidence of consistent reflection and of problem solving
skills.
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