Summer School Grand Iberian Tour 2004
UH 440, UH 300, UH 499

Course requirements:

1. Complete the 4 assignments (20%) during spring semester 2004 by the due dates.
The four initial research assignments are meant to procure a varied set of information materials in order to provide a broad introduction to cultural matters regarding the two countries.

2. Final project: Research paper (30%) on topic provided by instructor.
Choose one of the five proposed topics, or justify own proposal, in order to generate a substantial research paper according to the Guidelines for Critical Thinking and Writing. The aim of the paper is to demonstrate significant, critical familiarity with the topic within a theoretical, historical and/or cultural context. Final paper due August 2004. Include outline of content and bibliography. Initial outline to be produced by July 15, 2004.

• UH 440: Minimum of 12 pages, typed, double-spaced.

• UH 300: Minimum of 8 pages, typed, double-spaced.

Contact hours:

Based on a 3-credit course workload (15 weeks x 3 contact hours = 45 + 15 weeks x 3 x 2 student preparatory hours = 90, = a total of 135 hours of contact hours and student course preparatory work) divided between faculty contact hours and individual student preparation, this course represents the following intensive student to faculty contact hour ratio:

During travel class will on a daily basis spend a minimum of 8 hours with the instructor evaluating artworks, experiencing/interpreting/processing/ traversing cultural life. (8x14 (days of travel) = 112 contact hours). In addition to this, a minimum of 6 contact hours prior to departure: 112 + 6 = 118 contact hours. The remaining 17 hours will have been spent researching Assignments #1-4, as well as with Journal writing during the Tour, and will be spent during the student’s preparation of the research paper. (This final process will undoubtedly incur more individual faculty-student contact hours, either face-to-face, or online.)

The calculations above obviously pertain to the UH 440 3-credits model of this course (Please review the paragraph above regarding the common sense reasons for the course prefix set up.) Due to the particular nature of this class, involving not only a number of social and psychological variables associated with group travel in a foreign environment, but also a different, more hands-on dimension of academic learning, it is practically impossible, and makes even less sense, to artificially construct a 2-credit contact hour model, and insist that the UH 300 students (2 students), or UH 499 students (4 students) adhere to it. It makes much more educational sense, and in regards to the particular conditions of this course it is much more pedagogically sound, to allow those students to perform and participate at a higher level during the class sessions on location. The difference in UH 440, UH 300 and UH 499 course requirements are sufficiently expressed in the different length requirements of the written course work:

Prefix/Research paper/Journal
UH 440: 12 pages/20 pages
UH 300: 8 pages/15 pages
UH 499: none/10 pages

(Besides, it is this instructor’s pedagogical philosophy and educational policy that considerations of the above quantative nature only hold nominal value. E.g., I will gladly accept a 10 page research paper from a UH 440 student – if it is brilliant; as I likewise gladly will evaluate 18 pages from a UH 300 student should her investigative excitement creatively carry her away. This, I consider, the professional privilege of a teacher.)

3. Travel journal. (30%) Document your Iberian experience in text, photos, and memorabilia. UH 440, inimum 20 pages, typed, double spaced; UH 300, minimum15 pages; UH 499, minimum 10 pages.)

4. Travelmanship. (20%) Exercise of sensible, good “Travelmanship.”
During the course of travel I expect participants to (1) travel with the knowledge that their experiences require academic contemplation and formulation, (2) be respectfully and sensibly cognizant of being in a foreign culture whose modes of communicative interaction differ from what the traveler considers “norm,” (3) be sensitive to and supportive of group sentiments and interests, (4) demonstrate a constructive and respectful demeanor towards the overall and daily tour itinerary, and in particular towards the instructor, (5) travel with the up-beat resilient attitude that change or improvisation in regards to itinerary, due to issues of transportation or other, may be necessary, as determined by the instructor, and finally (6) exercise all of the above while having fun. These six components of good Travelmanship constitute a solid foundation for a productive experience.