Wikipedia:Ambassadors/Courses/Spring 2011/International Development (Tran)

Brief note
The Talk page doesn't load? I think this is a duplicate of http://en.wikipedia.org/wiki/Wikipedia:WikiProject_United_States_Public_Policy/Courses/Approaches_to_Development_(V576). Students should refer to this link, instead. Ifmicecouldfly (talk) 16:05, 31 January 2011 (UTC)

International Development
Course Description: This seminar course aims to give you a firm understanding about developing economies and their pressing issues. It has three parts. Part I provides a global perspective of economic development and introduces a conceptual framework to analyze it. Part II goes deeper into critical domestic issues such as poverty, agriculture, immigration, urbanization, environment and governance. Part III extends the discussion to international and macro issues such as trade, foreign investment, foreign aid, debts, finance and fiscal policy. Upon the completion of this course, you should feel confident to discuss, analyze and work on topics relevant to developing economies. We will use Wikipedia as a vehicle and outlet for our research. The Wikipedia Foundation provides extensive resources in this course to make our work fun and rewarding.

Textbook: The class topics will follow roughly the structure in the comprehensive book Economic Development by Todaro and Smith (Any recent edition is ok), the accompanying Lecture PowerPoint by Pearson Addison-Wesley, and Case Studies in Economic Development by Smith (Second Edition). The strength of this textbook is the inclusion of not only economic but also institutional, political and social perspective. The focus on this text will provide a coherent and systemic framework to understand economic development (and save you money on course packs too).

Tentative Class Topics and Readings (Supplementary readings and current news articles may be provided during the course) PART I. PRINCIPLES AND CONCEPTS Class 1. A Global Perspective of Economic Development a.	Main Readings: Todaro Smith Chapter 1 & 2 b.	Additional Readings: HDR 2010 -The Real Wealth of Nations: Pathways to Human Development Class 2. Quantitative Research Methods in Economic Development a.	Main Readings: Tran 2010 b.	Additional Readings: Class 3. Classic Theories of Economic Growth and Development a.	Main Readings: Todaro Smith Chapter 3 b.	Additional Readings: Class 4. Contemporary Models of Development and Underdevelopment a.	Main Readings: Todaro Smith Chapter 4 b.	Additional Readings: PART II. PROBLEMS AND POLICIES: DOMESTIC Class 5. Poverty, Inequality, and Development a.	Main Readings: Todaro Smith Chapter 5 b.	Additional Readings: i.	HRD 2010: Power, Voices and Rights -A Turning Point for Gender Equality in Asia and the Pacific ii. WDR 2006: Equity and Development iii. WDR 2000-2001: Attacking Poverty iv. International cooperation at a crossroads: Aid, trade and security in an unequal world Class 6. Population Growth and Economic Development: Causes, Consequences, and Controversies a.	Main Readings: Todaro Smith Chapter 6 b.	Additional Readings: Class 7. Urbanization and Rural-Urban Migration: Theory and Policy a.	Main Readings: Todaro Smith Chapter 7 b.	Additional Readings: i.	WDR 2009: Reshaping Economic Geography ii. WDR 1999-2000: Entering the 21st Century iii. HDR 2009: Human mobility and development iv. Mamphela Ramphele’s speech: http://mitworld.mit.edu/video/244 Class 8. Human Capital: Education and Health in Economic Development a.	Main Readings: Todaro Smith Chapter 8 b.	Additional Readings: i.	HDR 2008: Living with HIV in Eastern Europe and CIS ii. WDR 2007: Development and the Next Generation iii. Ted video Class 9. Agricultural Transformation and Rural Development a.	Main Readings: Todaro Smith Chapter 9 b.	Additional Readings: i.	WDR 2008: Agriculture for Development ii. Grameen video Class 10. The Environment and Development a.	Main Readings: Todaro Smith Chapter 10 b.	Additional Readings: i.	WDR 2003: Sustainable Development in a Dynamic World ii. HDR 2007-08: Fighting climate change: Human solidarity in a divided world Class 11. Development Policymaking and the Roles of Market, State, and Civil Society a.	Main Readings: Todaro Smith Chapter 11 b.	Additional Readings: i.	HDR 2009: Tackling Corruption, Transforming Lives ii. WDR 2005: A Better Investment Climate for Everyone iii. WDR 2002: Building Institutions for Markets iv. WDR 1997: The State in a Changing World v.	HDR 2002: Deepening democracy in a fragmented world PART III. PROBLEMS AND POLICIES: INTERNATIONAL AND MACRO Class 12. International Trade Theory and Development Strategy a.	Main Readings: Todaro Smith Chapter 12 b.	Additional Readings: i.	HDR 2006: Trade on Human Terms ii. HDR 2005: International cooperation at a crossroads: Aid, trade and security in an unequal world (Section on Trade) Class 13. Balance of Payments, Developing-Country Debt, and the Macroeconomic Stabilization Controversy a.	Main Readings: Todaro Smith Chapter 13 b.	Additional Readings: Class 14. Foreign Finance, Investment, and Aid: Controversies and Opportunities a.	Main Readings: Todaro Smith Chapter 14 b.	Additional Readings: i.	HDR 2005: International cooperation at a crossroads: Aid, trade and security in an unequal world (Section on Aid) ii. How Can We Help the World’s Poor? By NICHOLAS D. KRISTOF Published: November 20, 2009 http://www.nytimes.com/2009/11/22/books/review/Kristof-t.html?_r=2&ref=todayspaper iii. http://topics.nytimes.com/topics/reference/timestopics/organizations/i/international_bank_for_reconstruction_and_development/index.html c.	Additional Readings: d. Class 15. Finance and Fiscal Policy for Development a.	Main Readings: Todaro Smith Chapter 15 b.	Additional Readings:

Learning Plan: This is an active-learning course. It provides a platform for you to learn through conducting research, presenting your findings, learning from class discussion and sharing it with the world. Each student will conduct two research projects and make two presentations about them. The written output of the first project will be a mid-term paper (5-10 pages). The written output of the second project is a complete Wikipedia article. You need to conduct extensive research to do these tasks. You will receive support from your classmates, Wikipedia Ambassadors and the instructor. Students can team up to do these projects together if they like.

We will devote Week 1& 2 to get an overall perspective of international development, discuss its major challenges and learn basic Wikipedia skills. Students might volunteer to make presentations on any trade topic in a class during these two weeks for extra credit. From Week 3 on, each student will be assigned to 2 of the above 13 themes. Students will select a real-world topic (or policy) relevant to each of the assigned themes and conduct research on them. Each class will consist of two sessions. The first session includes two presentations (about 20 minutes each) focuses on real-world topics or policies, which are presented by students and discussed by the whole class. The second session is an interactive lecture highlighting important points of the theme of the week, presented by the instructor and discussed by the class. In both sessions, students are encouraged to question, comment, disagree, and share views and experience. You have the freedom to identify and select any topic relevant to your assigned themes. The starting point for finding your case study can be: •	Current pages of the Wikipedia •	Todaro-Smith book •	Smith Case Studies: http://wps.aw.com/wps/media/objects/277/284582/todarocasestudies.pdf •	World Bank Institute: http://go.worldbank.org/O4ODEI8FP0) •	Recommended readings in the Online Study Guide at http://wps.aw.com/aw_todarosmit_econdevelp_10/ •	New York Times > Topics > Agency for International Development http://topics.nytimes.com/top/reference/timestopics/ •	Developments Archive: http://www.developments.org.uk/archive •	OneWorld Topics: http://uk.oneworld.net/guides/topics •	Eldis: http://www.eldis.org/ •	International Trade Forum: http://www.tradeforum.org/ •	Zunia: http://zunia.org •	Research4Development: http://www.research4development.info/caseStudies.asp •	Global Policy Forum: http://www.globalpolicy.org/ •	Other sources Examples of appropriate topics: Poverty in Central Asia, Botswana’s development model, criticisms of the IMF, Definitions of Development, Women and children trafficking etc.

Assessment 1-	Project 1 							25% a.	Presentation (10%) b.	Paper (10%) c.	Comments & evaluation of classmates’ papers (05%) 2-	Project 2 							50% a.	Presentation (10%) b.	Wikipedia Article (35%) c.	Comments & evaluation of classmates’ articles (05%) 3-	Wikipedia skill assignments					10% 4-	Class participation (1% x 15 weeks)				10% 5-	Bonuses for meeting deadlines					05%

Notes on assessment: 1-	Anonymous peer evaluation: Your performance in above tasks will be evaluated by your instructor and classmates anonymously. Evaluation criteria include accuracy, sufficiency, clarity, educational and informative values (For a reference: http://en.wikipedia.org/wiki/Wikipedia:Quality#Grades) 2-	Comments on classmates’ papers and article: writing good comments is a learning-collaborating tool and a way to support your classmates’ work. Comments are evaluated by the instructor and the students who receive the comments but do not know who wrote them. 3-	Submit assignment by posting attachment to Oncourse (not by email): a.	Submit paper, article, presentation slides, preference forms, outlines at Oncourse\V576\Left Menu\Assignment; Submissions are visible to other students. b.	Submit anonymous comments & evaluation at Oncourse\V576\Left Menu\Assignment2. Submissions are private and not visible to other students in the site. 4-	Class participation: Each week, we will focus on one major theme in international economics. Each student’s contribution to the discussion will help the whole class to deepen its collective understanding about the topic. Class participation is evaluated by your debate engagement and not your point of view. Engage fully because there is no wrong point of view in this course. 5-	Penalty for late submission without permission: 20% off for each day late;

Dates and Deadlines 1.	Assigning themes a.	January 14: Students receive Theme Preference Form by email and return in 2 days b.	January 16: Weekly themes are assigned to students c.	January 23: Propose topics for the paper and Wikipedia article, which will be approved in a week (you may change them later) 2.	Project 1 a.	February 27: Submit the outline of your Mid-term Paper b.	March 6: Submit the full draft of your Mid-term Paper c.	March 13: Submit anonymous peer comments and evaluation about on your classmates’ Mid-term Papers 3.	Project 2 a.	March 20: i.	If you write a new article: Write 3-4 paragraph summary version of your article (with citations) in your sandbox ii. If you revise an existing article: List your proposed changes and your sources on the article’s talk page b.	April 10: i.	If you write a new article: Move your revised summary to Wikipedia main space, expand and complete it in collaboration with other Wikipedians. ii. If you revise an existing article: Start and complete editing the article in Wikipedia main space, in collaboration with other Wikipedians. c.	April 17: Submit your peer comments on classmates’ Article d.	April 24: Incorporate classmates’ comments and finalize your Article e.	May 1: Submit anonymous peer evaluation of your classmates’ Articles 4.	Presentations a.	Present on the assigned dates, which are spread from Week 3 to Week 16 b.	Email the instructor the presentation outline for comments one week in advance c.	Email the class the readings (if any) for the presentation one week in advance d.	Email the instructor the slides on the presentation day

Wikipedia Training Component Today, the Wikipedia is the leading public knowledge source, which influences public policy. By writing a Wikipedia article, you help shape public policy around the world. In the process of writing, you will discuss, debate and learn from many editors, who are experts in the field. That is why Wikipedia is chosen as the research vehicle in this course. However, if you feel that you cannot post your work on an external server or that you give up your intellectual property rights, please let the instructor know within the first week of class and we will work out an alternative arrangement. Anhiu (talk) 20:30, 15 January 2011 (UTC)

Course description
This is a very short description of the course, intended to give Wikipedians and other interested individuals an idea of what your class is about and what the broader context for your assignment is.

Assignment overview
This describes the assignment. It is intended for both students and Wikipedians, to explain in broad strokes what the students will be doing on Wikipedia, and what related assignment activities will happen outside of Wikipedia.

Assignment timeline
This is a summary of the key due dates and the expected timeline for the Wikipedia-related assignment(s). The following is a sample timeline that the Wikimedia Foundation put together in collaboration with other instructors who have previously used Wikipedia in their classes -- please feel free to adapt, trim, cut, and use it (or replace it wholesale with your timeline) as you see fit:

week 1


 * In class
 * Overview of the course
 * Introduction to the Wikipedia part of the course
 * HANDOUT: "Welcome to Wikipedia" brochure


 * Assignments for students (due week 2)
 * Read the page "Wikipedia:Five pillars" on Wikipedia
 * http://en.wikipedia.org/wiki/Wikipedia:Five_pillars

week 2


 * In class
 * Campus Ambassadors introduce Wikipedia
 * Basics of editing
 * Anatomy of Wikipedia articles, what makes a good article, how to distinguish between good & bad articles
 * Tips & recommendations for best articles to work on for the class assignments
 * HANDOUT: "Creating an account" handout, "Evaluating Wikipedia Article Quality" brochure


 * Assignments for students (due week 3)
 * Create a Wikipedia user account, create a user page, and add your name to the course page's list of students (on the WikiProject)
 * Contact an Online Ambassador (via his/her Wikipedia user talk page) as a mentor. Mentors will be available to offer advice and assistance as you start editing.
 * To practice the editing features of Wikipedia, leave a message for a few classmates on their user talk pages.

week 3


 * In class
 * Campus Ambassadors introduce students to IRC (online chat system where students can get live support) and show students how to contact Online Ambassador mentors


 * Assignments for students (due week 4)
 * Critically evaluate an existing Wikipedia article related to the class, and leave suggestions for improving it on the article's discussion page.
 * Research and list 3-5 articles on your Wikipedia user page that you will consider working on as your main project. Ask your Online Ambassador mentor for comments.

week 4


 * In class

[Professor evaluates students' article selections, by week 5]
 * Assignments for students

week 5


 * In class
 * HANDOUT: "Referencing on Wikipedia" handout


 * Assignments for students (due week 6)
 * Decide which article you will work on and list it on the course page. Compile a bibliography of relevant sources, and begin researching the topic.

[Professor evaluates the compiled bibliography, by week 7]

week 6


 * In class
 * Campus Ambassadors talk about Wikipedia sandboxes and Wikipedia culture/etiquette
 * Campus Ambassadors hold question-and-answer session with students


 * Assignments for students (due week 7)
 * Write a 3-4 paragraph summary version of your article (with citations) in your Wikipedia sandbox
 * Begin working with Online Ambassador mentor to polish your short starter article and fix any major transgressions of Wikipedia norms.
 * Continue research in preparation for expanding your article.

week 7


 * In class
 * HANDOUT: "Moving article from sandbox into main space" handout (to be made), "Did You Know nominations" handout (to be made)


 * Assignments for students (due week 8)
 * Move your sandbox article into Wikipedia's main space (live articles)
 * Nominate your article for "Did You Know" status, and monitor the nomination for any issues identified by other editors.
 * Begin expanding your article into a comprehensive treatment of the topic.

week 8


 * In class or outside of class
 * Campus Ambassadors lead Wikipedia lab/workshop, ideally in a computer-lab setting
 * Article ratings on Wikipedia & how to get there
 * Uploading images onto Wikipedia articles


 * Assignments for students (due week 9)
 * Expand your article into an initial draft of a comprehensive treatment of the topic.

week 9


 * In class


 * Assignments for students (due week 10)
 * Peer-review two classmates' articles:
 * Leave suggestions and comments on those classmates' article discussion pages.
 * Copy-edit peers' articles.

week 10


 * In class
 * Recommended activity: open discussion around the concepts of neutrality, media literacy, and the impact and limits of Wikipedia (guest speakers? panels? classroom discussions?)


 * Assignments for students (due week 11)
 * Revise your article based on peers' feedback.
 * Nominate your article for "Good Article" status.
 * Prepare for in-class presentation about your Wikipedia-editing experiences.

week 11


 * In class
 * Students give in-class presentations about their experiences editing Wikipedia.


 * Assignments for students (due week 12)
 * Add final touches to your Wikipedia article.
 * Write a reflective essay on your Wikipedia contributions and editing experiences.

week 12


 * In class

FINAL VERSION OF ARTICLE DUE.

Students
This is a list of the students in your class (or rather their Wikipedia usernames), along with their Wikipedia articles (which students will select at the appropriate time).
 * - Noise pollution in the United States
 * - Pesticide regulation in the United States