St. Cloud State University
General Education Goal Area 8
Global Perspectives
Academic Affairs Use Only:
Response Date:
Effective Date:
1.
Proposal Number:
Prepared by: Roland Specht Jarvis
Phone: 8-4141
Email: roland@stcloudstate.edu
2.
Requesting Unit: Foreign Languages and Literature
3.
Department, Course Number, Title: GER 110. Introduction to German Culture
4.
New Course
5.
Will this course be flagged as a diversity course?
Already Designated as Diversity
6.
Will this course also satisfy another General Education Goal Area?
If “Yes” specify which goal area.
Area 6
Existing Course
No
Diversity Proposal Accompanying This Form
No
Yes
7.
Course bulletin description, including credits and semesters to be offered:
GER 110. Introduction to German Culture
Diverse cultural, historical, and socio-political features of the German cultures. Topics such as the Holocuast,
women's issues, and minorities. Recommended companion course to 101 and 102 and can be taken concurrently.
For students who want more contact with modern culture. Taught in English. 3 Cr. F,S.
8.
Indicate the clientele for whom this course is designed. Is the course for general education only, or
does it fulfill general education and other program needs for this or another department? Obtain
signatures from any affected departments.
Gen Ed students and students wishing to expand on high school Foreign Language EXploratory offerings
(flex courses) and wanting to learn more about Germany. Ger 110 is also designed to introduce students to study
abroad options in German-speaking countries.
9.
Indicate any changes that must be made in offerings or resources in your department or other
departments by offering this course.
None
10.
For new courses or courses not yet approved for General Education, indicate any other SCSU departments
or units offering instruction that relates to the content of the proposed course.
n/a
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11.
Courses designated as General Education are included in the assessment plan for the Goal Area(s)
for which they are approved. Courses for which assessment is not included in the annual GE
assessment report for two years will be removed from the General Education Program.
The Requesting Unit understands and recognizes the above conditions.
12.
Provide a concise explanation of how the following goal is a “significant focus” of the proposed course.
Goal Area 8: Global Perspectives
Develop a comparative perspective and understanding of one’s place in a global context.
Global perspectives are not only a significant focus, but the underpinnings
of the entire course. Each of the items on the syllabus contribute toward
the global perspectives goals. Specifically "The Creation of Germany" takes
a longitudinal approach to global identity development and allows students
to uncover and analyse the inter-connectedness of Scandinavian, Germanic,
and Eastern cultures. While only one header on the syllabus spells out the
words "global context", the other topics serve the same theme. "Germany's
role in the creation of modern social structures" uses examples from
university developments in Italy and the Netherlands 100 years prior to the
formation of German universities in the 14th century. Germany's first
universities were patterned on global examples. "Immigration: Economic,
religious, political reasons for immigration" looks to the sender countries
of an emerging international workforce in Germany, beginning in the early
60ies. Cultural oppression, economic exploitation, and social hardship
characterized the first waves of foreign workers. Yet they laid the
foundation for a 15% share of non-German workers in Germany today. Their
contributions to Germany as a multi-cultural country will also inform
students' assessment of the role of immigration and migration for global
perspectives.
13. In order for a course to be designated as fulfilling Goal Area 8, it must address at least 4 of the 5 student learning
outcomes (SLOs) below. Check the SLOs below that are focused on in the proposed general education course.
1. Explain how they are connected and related to people elsewhere in the world.
2. Describe similarities and differences among global places and populations.
3. Analyze how political, economic or cultural elements influence relations among the world’s states, peoples, or
societies.
4. Analyze specific international issues and propose and evaluate responses.
5. Articulate a vision of their individual roles and responsibilities in a common global future.
14.
Discuss how each Student Learning Outcome checked above is achieved in this course. (Note: Although
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descriptions of typical assignments or types of assignments may be part of this discussion, it is not
appropriate to submit copies of actual assignments.)
Foreign Language courses are designed to enable student learning about
linguistic systems, discourses current and past, literary, political and
cultural topics. When the focus is on language learning, courses are taught
in the target language. Ger 110, however, will be taught in English and
limit time spent on language learning.
The cultural similarities and
differences between German speaking countries, and the home culture will be
isolated, and students will broaden their understanding of the world as a
patchwork of dissimilar outlooks, values, and practices. The development of
European universities will serve as a starting point for this learning
process, as will the language learning elements, and the focus on UNESCO
World Heritage sites. Students will be able to discern common Anglo and
Germanic roots in language and culture, develop appreciation and continued
interest in World Heritage, global arts, and means of communication. They
will express learning outcomes in writing on class blogs, scripted dialogue
in front of peers, and group presentations.
2. The most significant difference between Germanic and Anglo cultures and
political structures is the historical federal blueprint of lands in the
center of Europe. Students will analyse and describe the evolving German
speaking areas of Europe since Charlemagne and contrast their findings with
French, English, and ancient centralized systems (Roman Empire, French
cenralism). They will draw conclusions comparing German to US federalism,
capture the essence of societies based on acristrocratic heritage, and those
of federal provenience. Students will be able to explore German speaking
countries better due to the language crash course built into the course
design, focussing on travel and sight-seeing needs.
3. Students will use mostly English in expressing SLOs geared toward
political, economic, and cultural elements. Results will be logged in blogs,
and peer reviewed by classmates, as well as graded. Inherent in the study of
a foreign language and culture is the analysis of relations among the
world's states, peoples, and societies. Ger 110 takes a hybrid approach
with respect to culture and language learning, and meets the expectations of
SLO 3 with facility.
4. The syllabus provided demonstrates SLO 4 in several key ways. (Germany's
role in the creation of modern social structures, sub-goal German
universities; German sciences, technology, and manufacturing within
"Contributions to Humanities, Arts, and Sciences," and the example of the
development of the city of Berlin in the last syllabus chapter Visiting
German speaking countries; World Heritage sites will serve as additional
examples). Responses will be blogged and disseminated to all course
participants, and enable and foster dialogue about responses.
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5. Students will undertake initial language learning steps. This will change
their vision of their own role in a global context, and allow them to
develop a sense of responsibility for local versus global issues. In order
to articulate a vision, there needs to be a means of communicating the
vision. Besides English, students will use other languages, or parts thereof
to meet SLO 5.
15.
List or attach the Course Outline (adequately described and including percentage of time to be allocated
to each topic). Curriculum Committees may request additional information. Topics larger than 20% need
to be broken down further. Indicate in your course outline where the Student Learning Outcomes
checked above are being met.
Topics:
20% The Creation of “Germany”
• 800-2010 From Charlemagne to member state of the EU
• Viking language and culture in Schleswig
• Austro-Hungarian influences for German-speaking cultures
• French, Russian, and English impact on German politics,
history,
and language
• Shaping of the European map with Germany at its center (Area 8 SLO 2)
• Interconnectedness of central European cultures and traditions and current
interactions
15%Germany’s role in the creation of modern social structures
• German universities: the second wave of European universities in the 14th
century and universities today (Area 8 SLO 1, 4, 5)
• The Hanseatic League, trade organizations, unions, today’s unions
• Dual job training today: the German model for blue and white collar job
training (Area 8 SLO 3)
25%Contributions to Humanities, Arts, and Sciences [Area 6 SLO 1, 2, 3, 4,
5, 6, 7]
* German art, media, literature, and print technology 15%
• Invention of movable print letters and the impact on European
culture
• Literacy, Education, from noble privilege to universal
schooling
• From Court literature to Romanticism, and New Objectivity to blogs
• Revolutions in art, film, music, theater, architecture, and theology
(Martin Luther)
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• Contemporary pop culture
*German sciences, technology and manufacturing 10% (Area 8, SLO 4, 5)
• Famous inventors and scientists and their impact of the world
of science
• German engineering: the automobile’s place in German culture
25% Germany's position in a global context: emigration, minorities, and
cultural identity
• Historical view : German imperialism German colonialism: identity and
historic parameters 10%
Jewish influence in German business and culture, the Shoah 5%
• Immigration: Economic, religious, political reasons for immigration 5%
The silent Muslim immigration: Guest workers
A tapestry of cultures: Berlin’s development over the past 200 years (Area
8 SLO 2, 3, 4)
• Contemporary Germany’s role in the EU 5%
15% Visiting German speaking countries
• Crash course in German language and terminology for travelers (Area 8 SLO
1, 3)
• UNESCO World Cultural and Technological Heritage sites Area 8 (SLO
4, 5)
• Means of transportation, scheduling, accommodations
• German cuisine, restaurants, food and health topics (Area 8, SLO 2)
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St. Cloud State University
General Education Transmittal Form
Academic Affairs Use Only:
Response Date:
Effective Date:
Proposal Number
Department: Foreign Languages and Literature
Course or Course(s): GER 110. Introduction to German Culture
Mike Hasbrouck
Department or Unit Chair Signature
2-15-10
Date
Department forward to Academic Affairs for publication and electronically to Chair of General Education Committee, Chair
of College Curriculum Committee, College Dean
Recommendation of General Education Committee:
Approve
Remarks:
Disapprove
Chairperson
Committee
Signature
Date
Recommendation of University Curriculum Committee:
Approve
Remarks:
Disapprove
Chairperson
Committee
Signature
Date
Recommendation of Faculty Association:
Approve
Remarks:
Disapprove
FA Senate
Signature
Date
Action of Academic Vice President:
Approve
Disapprove
Signature
Entered in Curriculum Data File
12/11/2009
Remarks:
Date