International Relations and Global Studies

IRG 301 • Intro Intl Rels & Global Stds

40095-40120 • Anderson, Michael
Meets MW 10:00AM-11:00AM WCH 1.120
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IRG 301 (40095 etc)

 

Course Description:  

 

The principal objective of IRG 301 is to introduce students who have selected the IRG major to the four subject tracks of the program, among which students must choose one as their area of concentration: culture, media, and the arts (track one); international security (track two); science, technology, and the environment (track three); and international political economy (track four).

 

This course aims to introduce these various themes through an exploration of the global interconnections that have come to define the modern world. Course content includes not only an examination of the shifting balance of power from the perspective of geopolitics, but also an exploration of the nature of the modern global economy, the effect of human activity upon the natural world, and recent efforts to create a global cultural and social consciousness that transcends national identities. The course draws upon scholarly perspectives from history, political science, sociology, anthropology, geography and economics, as well as insights from area studies, in recognition of the major program’s interdisciplinary nature.

 

By the end of this course students should have a broad familiarity with the four subject themes comprising the major and an awareness of some of the major global challenges confronting actors on the international stage today.

 

Class time will be divided between lecture material (Mondays and Wednesdays) and small-group discussion sections (Fridays).  Students will be evaluated based upon their performance on weekly reading responses and three exams.

 

Required:

  • Oliver Stuenkel, The Post-Western World (Polity, 2016).
  • Gilbert Rist, The History of Development (Zed Books, 4th ed., 2013).
  • Ian Angus, Facing the Anthropocene (Monthly Review, 2016).
  • Kwame Anthony Appiah, Cosmopolitanism (Norton, 2006).

IRG 320F • Found Int Rels/Global Stds-Fra

40125 • Anderson, Michael
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IRG 320F—FRA (40125)

 

Course description

 

This course is designed to provide foundational knowledge in International Relations and Global Studies, providing a link between the introductory course and capstone seminar or honors thesis for IRG majors. The scope and the theme of the course cross-cut the broad subject areas of the major’s four tracks: international security; international political economy; science, technology, and the environment; and culture, media, and the arts.

 

There are two over-arching objectives of this course. The first is to examine in detail several key controversies in contemporary international affairs. The central perspective in all of these discussions will be that of globalization. How do modern nation-states, corporations, nongovernmental organizations and everyday citizens tackle the challenges of the contemporary era in which peoples, ideas, money, and goods regularly move across borders and in the process wholly transform economies and identities? A second, related objective is to help students conceive a project for their capstone seminar or honors thesis, normally taken soon after the completion of IRG 320F. Through the process of writing a research proposal and delivering an oral presentation to the class on their proposed subject, students in this course will lay the foundation for a successful capstone seminar or honors thesis experience.

 

For the UT in Paris program, this course has been specially designed to take full advantage of the location. Paris has earned a reputation as one of the most important international cities of the world. It houses the headquarters of several key intergovernmental as well as nongovernmental organizations; it serves as a critical node in the world of art and fashion; indeed, for many years the city’s cultural offerings represented the apex of what many considered to be “civilized” and “cosmopolitan.” Through numerous excursions to Paris-based organizations, students will see first-hand the work of diplomats, businesspeople, scholars, and activists, engaged in constructing the basis of a still-emerging and hotly contested international order.

 

Required:

 

Peter Haas and John Hird, Controversies in Globalization: Contending Approaches to International Relations, (Second ed.), CQ Press, 2013.


IRG 320F • Foundatn Intl Rels/Global Stds

40130 • Holmsten, Stephanie
Meets TTH 11:00AM-12:30PM CAL 100
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IRG 320F Foundations  Intl Rels/Global Stds

#40130 T/Th 11 – 12:30pm

 

This course is designed to provide foundational knowledge in key topics related to international relations and global studies and serve as a link between the introductory source (IRG 301) and the capstone project (IRG 378). The scope and theme of the course covers key debates in global studies including economic development, foreign aid, democratization, international organizations, gender and immigration.

 

There are two over-arching objectives of this course. The first is to examine in some detail ideological concepts relating to the IRG major and develop critical thinking skills in our analysis of these topics. Using insights from history, political science, economics, geography, anthropology and area studies, we will apply these critical thinking skills to become engaged in the scholarship of global studies.

 

The second is to help students conceive a project topic for their capstone seminar. Students are required to select a topic of global or regional importance and write a literature review of scholarly articles related to that subject. Through this process students will become familiar with the contemporary academic debates surrounding their topics, and identify their own voice in the scholarship.

 

Required Texts: 

Haas, Peter M. and John A. Hird, 2013. eds., Controversies in Globalization: Contending Approaches in International Relations. 2nd ed.Thousand Oaks, CA: CQ Press.

 

Repak, Terry. 1995. Waiting on Washington: Central American workers in the nation's capital. Temple University Press.

 

Dahl, Robert A. and Ian Shapiro. 2015. On Democracy: Second Edition. New Haven, CT: Yale University Press.


IRG 378 • Capstone Research In Irg

40135 • Wang, Di
Meets TTH 2:00PM-3:30PM GAR 0.132
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Capstone Research

Instructor: Dr.Di Wang

 

Course Description

This upper-level research seminar fulfills part of the requirement for the International Relations and Global Studies major.  Through readings, weekly discussions and individual consultation, this seminar provides students the opportunity to produce a significant paper of original research on a topic dealing with a contemporary international political economy issue ranging from major trade disputes, global financial crisis, to debates about the impact of globalization and economic liberalization on environment and social protection.

 

Grading Policies

Grade component

Percent

Class attendance/participation

10

Discussion leaders

10

Term paper - research proposal

10

Term paper – literature review

20

Term paper - final paper

30

Oral presentation

20

Total

100

 

 

Readings

Ballenger, Bruce P. The Curious Researcher (8th Edition). Allyn and Bacon, 2014.

 

There will also be several articles as required readings for each week. They will be made available to students through Canvas.


IRG 378 • Capstone Research In Irg

40145 • Mosser, Michael
Meets T 3:30PM-6:30PM WAG 308
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IRG 378: Capstone Research in International Relations and Global Studies

Topic: Twenty-first Century Conflict

Fall 2017

Unique ID: 40145

International Relations and Global Studies (IRG) major

The University of Texas at Austin

 

Dr. Michael Mosser

Course location: WAG 308

Office: Mezes 3.222

Course time: T 3:30 – 6:30

Phone: 512.232.7280

Office hours: T, Th 9:00 – 11:00

Email: mosserm@austin.utexas.edu

(and by appointment)

Course concept

As an academic field of inquiry, international security tends to focus on the ability of states to remain secure in the face of threats to their internal and external sovereignty. Increasingly, however, the study of security has broadened to include not merely new actors, but also new conceptions of what it means to be ‘secure.’ While conflict among and within states (and increasingly non-state actors) is a major concern, the idea that insecurity can exist but still stop short of conflict has become increasingly accepted among both scholars and practitioners.  

Moreover, conflict and security have evolved since the end of the Cold War. While possible, the idea of a superpower-on-superpower strategic conflict on the scale of World War II seems increasingly unlikely. Rather, conflicts appear to occur now based much more on localized and transient grievances, or in certain cases where a major power feels the need to act unilaterally to accomplish some set of strategic aims.

This capstone course will treat all forms of conflict as our object of study, and will ask the following question: what types of conflict are we likely to see in the twenty-first century, and what patterns might we discern from these conflicts? No longer confined to interstate war, conflict since the fall of the Berlin Wall and the collapse of the Soviet Union has ranged from superpower engaged in major conflict among states to civil war and intrastate violence. Moreover, states no longer hold the monopoly of violence. Indeed, in the last 15 years conflict has entered into areas previously thought unimaginable, such as in cyberspace.  

Course objectives:

During the course of this semester, students will be exposed to a wide range of thinking on the nature of conflict after the Cold War. Beginning with a specific focus on the changing “way of war” since 9/11, the course moves to a broader interpretation of conflict since the end of the superpower confrontation that characterized the Cold War. The course ends with a reflection on the United Nations as the arbiter of international security, its successes and failings, and its changing role in the decades since the end of the Cold War.

Readings:

There is no required textbook for this course. Rather, each week has a series of readings assigned that are to be read before the class meets on Tuesday. Befitting a once-a-week capstone course, the readings are more extensive but still manageable. The average reading load per week is ~100 pages.

Recommended Reading:

  • Richard K. Betts, Conflict after the Cold War (4th Edition). Prentice Hall, 2012.

Assignments and grading

Your course grade will consist of a paper grade and a discussion/participation grade. A breakdown of the requirements and expectations for each category is below.

 

 

93 >     A

90-92   A-

87-89   B+

80-86   B

77-79   B-

75-76   C+

70-74   C

67-69   C-

60-66   D

< 60    F

 

Paper: 80%

As this class is a capstone course, the bulk of the grade for the course will consist of a capstone original research paper. Fulfillment of this writing requirement will entail completing a paper of approximately 7,500-8,000 words (approximately 20-25 pages double-spaced, 12-point Times New Roman font). Such a paper should be a thorough treatment of the topic chosen, including a clear thesis statement, logical consistency in the arguments used to show the validity of the thesis, and a clear and concise conclusion that effectively summarizes your argument. It should be appropriately documented with references and citations, and should stand on its own as an individual work of scholarship.

Soon after the beginning of the semester, I will meet with each of you individually to discuss your choice of paper topic and your approach chosen to address it. The paper will comprise the majority of the total grade for the course, but attendance and a presentation of your research count for grades as well.

The paper is divided into the following sections:

a)     Research proposal: Worth 10% of overall grade


b)    Outline, and list of references: Worth 10% of overall grade.


c)     First draft of paper: Worth 20% of overall grade.

d)    Oral presentation to the group: Worth 20% of overall grade

e)    Final draft of paper: Worth 20% of overall grade.


 

Paper Format:

 

Papers are to be formatted according to the Chicago style (15th edition). The best reference for Chicago-style citations is Kate L. Turabian, A Manual for Writers of Research Papers, Theses, and Dissertations (8thed., Chicago: University of Chicago Press). Reference programs such as Endnote (standalone) or RefWorks (online) are invaluable for collecting and formatting citations in the final draft of the research paper. While a library research day will be scheduled midway through the semester, students are encouraged to go to PCL early and undertake individualized research on the reference manager of choice for proper formatting of citations. See the PCL citation manager comparison page at http://www.lib.utexas.edu/citations/cite.html for more information.

 

Discussion Leading / Participation / Discussion Questions: 20%

 

Class discussion in a capstone seminar is more than expected; it is a given. Everyone has his or her own style of discussion, and I do not expect to turn those who prefer not to speak often in class into debate champions. Nevertheless, I do expect that each of you will at some point in the semester co-lead a course discussion on the topic of your choosing. You will have your classmates’ questions to serve as a point of departure (see below), which you may use as you wish. There will be a sign-up sheet posted on Canvas for you to sign up to lead a discussion. Discussion leaders will prepare five questions drawn from the readings and will post them no later than Monday at 5:00 pm. The discussion leadership portion of your participation will comprise 10% of your course grade.



Because this is a capstone course, it is expected that you will have already absorbed the importance of class attendance. I strongly encourage you to attend every class and be prepared for lively and stimulating discussion. To that end, unless you are a discussion leader, I will require that each of you prepare one discussion question every week for the upcoming class to submit via Canvas. This question should be drawn from the readings and should reflect any questions, comments, or cries of outrage you may have regarding the arguments set forth by the authors. These discussion questions will not be graded individually, but together will count for 10% of your course grade. They most definitely will help you get the most from the class.

Important Information

Undergraduate Writing Center: 

Because the bulk of the work in this course revolves around researching and writing a significant paper, the instructor strongly encourages all those enrolled to make use of the Undergraduate Writing Center, FAC 211, 471-6222: http://www.uwc.utexas.edu/). The Undergraduate Writing Center offers free, individualized, expert help with writing for any UT undergraduate, by appointment or on a drop-in basis. Any undergraduate enrolled in a course at UT can visit the UWC for assistance with any writing project. They work with students from every department on campus, for both academic and non-academic writing. Their services are not just for writing with "problems." Getting feedback from an informed audience is a normal part of a successful writing project. Consultants help students develop strategies to improve their writing. The assistance they provide is intended to foster independence. Each student determines how to use the consultant's advice. The consultants are trained to help you work on your writing in ways that preserve the integrity of your work.

Writing Flag:

This course carries the Writing Flag. Writing Flag courses are designed to give students experience with writing in an academic discipline. In this class, you can expect to write regularly during the semester, complete substantial writing projects, and receive feedback from your instructor to help you improve your writing. You will also have the opportunity to revise one or more assignments, and you may be asked to read and discuss your peers’ work. You should therefore expect a substantial portion of your grade to come from your written work. Writing Flag classes meet the Core Communications objectives of Critical Thinking, Communication, Teamwork, and Personal Responsibility, established by the Texas Higher Education Coordinating Board.


IRG 378 • Capstone Research In Irg

40140 • Holmsten, Stephanie
Meets W 3:00PM-6:00PM GDC 6.202
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IRG 378 Capstone Research

#40140 Wednesday 3- 6

 

This upper-level research seminar is designed to create a Global Classroom experience in which our classroom at UT in Austin is joined with a research class at the Pontificia Universidad de Catolica in Lima, Peru to complete our capstone research projects. This class fulfills the capstone research requirement for the International Relations and Global Studies major by supporting students in producing a significant paper of independent research focused on a contemporary, global issue. IRG students from all tracks and regions are invited to register for this class. Unique to this section, together with students in Lima, we will explore inter-cultural and international issues in the environment of a global classroom. While still requiring the same capstone assignments (a project proposal, first draft, final draft and oral presentation), students will gain valuable insight into their topics through virtual meetings and other forms of collaboration in a global setting.

 

Required Text: 

Turabian, Kate. 2013 L. Manual for Writers of Research Papers, Theses and Dissertations. 8th Edition. Chicago: University of Chicago Press.


IRG 378 • Capstone Research In Irg

40150 • Mosser, Michael
Meets F 9:00AM-12:00PM SZB 416
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IRG 378: Capstone Research in International Relations and Global Studies

Topic: Twenty-first Century Conflict

Fall 2017

Unique ID: 40150

International Relations and Global Studies (IRG) major

The University of Texas at Austin

 

Dr. Michael Mosser

Course location: SZB 416

Office: Mezes 3.222

Course time: F 09:00 – 12:00

Phone: 512.232.7280

Office hours: W 10:00 – 11:00

Email: mosserm@austin.utexas.edu

(and by appointment)

Course concept

As an academic field of inquiry, international security tends to focus on the ability of states to remain secure in the face of threats to their internal and external sovereignty. Increasingly, however, the study of security has broadened to include not merely new actors, but also new conceptions of what it means to be ‘secure.’ While conflict among and within states (and increasingly non-state actors) is a major concern, the idea that insecurity can exist but still stop short of conflict has become increasingly accepted among both scholars and practitioners.  

Moreover, conflict and security have evolved since the end of the Cold War. While possible, the idea of a superpower-on-superpower strategic conflict on the scale of World War II seems increasingly unlikely. Rather, conflicts appear to occur now based much more on localized and transient grievances, or in certain cases where a major power feels the need to act unilaterally to accomplish some set of strategic aims.

This capstone course will treat all forms of conflict as our object of study, and will ask the following question: what types of conflict are we likely to see in the twenty-first century, and what patterns might we discern from these conflicts? No longer confined to interstate war, conflict since the fall of the Berlin Wall and the collapse of the Soviet Union has ranged from superpower engaged in major conflict among states to civil war and intrastate violence. Moreover, states no longer hold the monopoly of violence. Indeed, in the last 15 years conflict has entered into areas previously thought unimaginable, such as in cyberspace.  

Course objectives:

During the course of this semester, students will be exposed to a wide range of thinking on the nature of conflict after the Cold War. Beginning with a specific focus on the changing “way of war” since 9/11, the course moves to a broader interpretation of conflict since the end of the superpower confrontation that characterized the Cold War. The course ends with a reflection on the United Nations as the arbiter of international security, its successes and failings, and its changing role in the decades since the end of the Cold War.

Readings:

There is no required textbook for this course. Rather, each week has a series of readings assigned that are to be read before the class meets on Tuesday. Befitting a once-a-week capstone course, the readings are more extensive but still manageable. The average reading load per week is ~100 pages.

Recommended Reading:

  • Richard K. Betts, Conflict after the Cold War (4th Edition). Prentice Hall, 2012.

Assignments and grading

Your course grade will consist of a paper grade and a discussion/participation grade. A breakdown of the requirements and expectations for each category is below.

 

 

93 >     A

90-92   A-

87-89   B+

80-86   B

77-79   B-

75-76   C+

70-74   C

67-69   C-

60-66   D

< 60    F

 

Paper: 80%

As this class is a capstone course, the bulk of the grade for the course will consist of a capstone original research paper. Fulfillment of this writing requirement will entail completing a paper of approximately 7,500-8,000 words (approximately 20-25 pages double-spaced, 12-point Times New Roman font). Such a paper should be a thorough treatment of the topic chosen, including a clear thesis statement, logical consistency in the arguments used to show the validity of the thesis, and a clear and concise conclusion that effectively summarizes your argument. It should be appropriately documented with references and citations, and should stand on its own as an individual work of scholarship.

Soon after the beginning of the semester, I will meet with each of you individually to discuss your choice of paper topic and your approach chosen to address it. The paper will comprise the majority of the total grade for the course, but attendance and a presentation of your research count for grades as well.

The paper is divided into the following sections:

a)     Research proposal: Worth 10% of overall grade


b)    Outline, and list of references: Worth 10% of overall grade.


c)     First draft of paper: Worth 20% of overall grade.

d)    Oral presentation to the group: Worth 20% of overall grade

e)    Final draft of paper: Worth 20% of overall grade.


 

Paper Format:

 

Papers are to be formatted according to the Chicago style (15th edition). The best reference for Chicago-style citations is Kate L. Turabian, A Manual for Writers of Research Papers, Theses, and Dissertations (8thed., Chicago: University of Chicago Press). Reference programs such as Endnote (standalone) or RefWorks (online) are invaluable for collecting and formatting citations in the final draft of the research paper. While a library research day will be scheduled midway through the semester, students are encouraged to go to PCL early and undertake individualized research on the reference manager of choice for proper formatting of citations. See the PCL citation manager comparison page at http://www.lib.utexas.edu/citations/cite.html for more information.

 

Discussion Leading / Participation / Discussion Questions: 20%

 

Class discussion in a capstone seminar is more than expected; it is a given. Everyone has his or her own style of discussion, and I do not expect to turn those who prefer not to speak often in class into debate champions. Nevertheless, I do expect that each of you will at some point in the semester co-lead a course discussion on the topic of your choosing. You will have your classmates’ questions to serve as a point of departure (see below), which you may use as you wish. There will be a sign-up sheet posted on Canvas for you to sign up to lead a discussion. Discussion leaders will prepare five questions drawn from the readings and will post them no later than Monday at 5:00 pm. The discussion leadership portion of your participation will comprise 10% of your course grade.



Because this is a capstone course, it is expected that you will have already absorbed the importance of class attendance. I strongly encourage you to attend every class and be prepared for lively and stimulating discussion. To that end, unless you are a discussion leader, I will require that each of you prepare one discussion question every week for the upcoming class to submit via Canvas. This question should be drawn from the readings and should reflect any questions, comments, or cries of outrage you may have regarding the arguments set forth by the authors. These discussion questions will not be graded individually, but together will count for 10% of your course grade. They most definitely will help you get the most from the class.

Important Information

Undergraduate Writing Center: 

Because the bulk of the work in this course revolves around researching and writing a significant paper, the instructor strongly encourages all those enrolled to make use of the Undergraduate Writing Center, FAC 211, 471-6222: http://www.uwc.utexas.edu/). The Undergraduate Writing Center offers free, individualized, expert help with writing for any UT undergraduate, by appointment or on a drop-in basis. Any undergraduate enrolled in a course at UT can visit the UWC for assistance with any writing project. They work with students from every department on campus, for both academic and non-academic writing. Their services are not just for writing with "problems." Getting feedback from an informed audience is a normal part of a successful writing project. Consultants help students develop strategies to improve their writing. The assistance they provide is intended to foster independence. Each student determines how to use the consultant's advice. The consultants are trained to help you work on your writing in ways that preserve the integrity of your work.

Writing Flag:

This course carries the Writing Flag. Writing Flag courses are designed to give students experience with writing in an academic discipline. In this class, you can expect to write regularly during the semester, complete substantial writing projects, and receive feedback from your instructor to help you improve your writing. You will also have the opportunity to revise one or more assignments, and you may be asked to read and discuss your peers’ work. You should therefore expect a substantial portion of your grade to come from your written work. Writing Flag classes meet the Core Communications objectives of Critical Thinking, Communication, Teamwork, and Personal Responsibility, established by the Texas Higher Education Coordinating Board.


IRG 678HA • Honors Tutorial Course

40155 • Anderson, Michael
Meets M 3:00PM-6:00PM MEZ 2.102
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IRG 678HA (40155)

 

Course Description:

  

IRG 678HA is the first semester of a two-semester sequence designed for students admitted to the International Relations and Global Studies honors program. The class is designed to prepare selected IRG majors in their last year of study to undertake an honors thesis and to complete it within an academic year. The class format of IRG 678HA consists of a weekly workshop in which participants discuss relevant topics concerning the researching and writing of a substantial and original piece of work (50+ pages) related to one of the IRG major’s four subject tracks: International Security; International Political Economy; Science, Technology and the Environment; and Culture, Media, and the Arts. The incorporation of previous coursework in multiple disciplines, study-abroad experience, and foreign-language sources is strongly encouraged.   

 

As instructor of record in the IRG honors program tutorial sequence, Dr. Anderson has agreed to act as supervisor for all IRG honors theses. Students in IRG 678HA/HB, however, are strongly encouraged to find another instructor at UT-Austin willing to serve as a second reader of the thesis.

 

Required: 

 

Kate L. Turabian, A Manual for Writers of Research Papers, Theses, and Dissertations (Chicago, 8th edition, 2013).