WINONA STATE UNIVERSITY
PROPOSAL FOR UNIVERSITY STUDIES COURSES
Department ____CMST______________________________________________
Date __1/24/12______________________
____292__________________ __Multicultural U.S. Rhetoric_________________________________
Course No.
Course Name
This proposal is for a(n)
_X_____ Undergraduate Course
Applies to: ______ Major
_____ Required
_____ Elective
______ Minor
_____ Required
_____ Elective
University Studies (A course may be approved to satisfy only one set of outcomes.):
Course Requirements:
Basic Skills:
Arts & Science Core:
_____ 1. College Reading and Writing
_____ 2. Oral Communication
_____ 3. Mathematics
_____ 4. Physical Development & Wellness
Flagged Courses:
__3___________
Credits
___X__ 1. Humanities
_____ 2. Natural Science
_____ 3. Social Science
_____ 4. Fine & Performing Arts
Unity and Diversity:
_____ 1. Critical Analysis
_____ 2. Science and Social Policy
_____ 3. a. Global Perspectives
_____ b. Multicultural Perspectives
_____ 4. a. Contemporary Citizenship
_____ b. Democratic Institutions
_____ 1. Writing
_____ 2. Oral Communication
_____ 3. a. Mathematics/Statistics
_____ b. Critical Analysis
Prerequisites _____None___________________________________________________________________________________
Provide the following information (attach materials to this proposal):
Please see “Directions for the Department” on previous page for material to be submitted.
Attach a University Studies Approval Form.
Department Contact Person for this Proposal:
Daniel Lintin________________________________________
Name (please print)
____5531____________
Phone
_____dlintin@winona.edu_________
e-mail address
WINONA STATE UNIVERSITY
PROPOSAL FOR NEW COURSES
Department ___Communication Studies____________________________
Date __1/24/2012________
Refer to Regulation 3-4, Policy for Changing the Curriculum, for complete information on submitting proposals for curricular
changes.
_292_____________________
Course No.
__Multicultural U.S. Rhetoric_________________________
Course Title
This proposal is for a(n)
__x____ Undergraduate Course
Applies to:
__x____ Major
_____ Required
__x___ Elective
Prerequisites
___x___ Minor _
__3___________
Credits
______ Graduate Course
__x____ General Education Program*
___x___ University Studies Program*
_____ Required
__x___ Elective
__None______________________________________________________________________________________
Grading method ______ Grade only
______ P/NC only
______ Grade and P/NC Option
Frequency of offering _Yearly____________________________
*For General Education Program course approval, the form Proposal for General Education Program Courses must also be
completed and submitted separately according to the instructions on that form. For University Studies Program course approval, the
form Proposal for University Studies Courses must also be completed and submitted separately according to the instructions on that
form.
Provide the following information:
A.
Course Description
1.
Catalog description.
An analysis of the rhetoric of a co-cultural group(s) in the United States from a rhetorical/cultural perspective. Each
course will focus on a specific culture or a crosscultural topic. May be repeated for credit with different course
topics. Offered yearly.
2.
Course outline of the major topics and subtopics (minimum of two-level outline).
See attached syllabus for course outline for a course in African-American Rhetoric
3.a Instructional delivery methods utilized: (Please check all that apply).
Lecture: Auditorium
ITV
Online
Web Enhanced
Web Supplemented
Lecture: Classroom xxx
Service Learning
Travel Study
Laboratory
Internship/Practicum
Other: (Please indicate)
3.b. MnSCU Course media codes: (Please check all that apply).
None: xxx
3. Internet
6. Independent Study
9. Web Enhanced
1. Satellite
4. ITV Sending
7. Taped
10. Web Supplemented
2. CD Rom
5. Broadcast TV
8. ITV Receiving
3. Course requirements (papers, lab work, projects, etc.) and means of evaluation.
4 tests
2 rhetorical critiques of 2 different rhetorical acts by African Americans (analytical rubric)
1 small group presentation on a rhetorical critique of African-American rhetoric (analytical rubric)
4.
Course materials (textbook(s), articles, etc.).
Marable, Manning and Leith Mullings, eds. Let Nobody Turn Us Around: Voices of Resistance, Reform, and Renewal – An
African American Anthology. Lanham: Rowman and Littlefield Pub., Inc., 2000. Print.
Richardson, Marilyn, ed. Maria W. Stewart, America’s First Black Woman Political Writer – Essays and Speeches.
Bloomington: Indiana University Press, 1987. Print.
5.
Assessment of Outcomes
Course Level Learning
Outcomes
1. Demonstrate awareness of
the scope and variety of
works in the humanities –
GEP 6
2. Understand those works as
expressions of individual and
human values within a
historical and social context
– GEP 6
Learning Activities
Evaluation
Assessment
Students will read a variety of
rhetorical acts throughout the
semester from different
genres and time periods.
Biographical, cultural, and
historical information will be
considered in the discussion
of rhetorical acts
Tests, which will include
questions about the group
presentations.
How well do the students
respond to test questions.
Tests, Group Presentations
3. Respond critically to
works in the humanities –
GEP 6
4. Understand the
development and changing
meanings of group identities
in the United States’ history
and culture – GEP 7
Students will write two
rhetorical critiques of two
different pieces of rhetoric.
Throughout the semester, the
development of, and changes
to, a group identity will be
discussed, especially with
regard to the rhetorical acts
we discuss.
Most of the rhetoric discussed
during the semester addresses
head on the dynamics of
unequal power in the United
States. Additionally, the
rhetoric from different groups
within a co-culture will be
examined to explore the
intersections of race, class,
gender, and sexual
orientation.
Discussions about rhetorical
acts necessarily will reflect
the experiences and
contributions of individuals
within a co-cultural group.
Some will address the
relationships between, and
among, different co-cultural
groups within the United
States.
Rhetoric has been
characterized by some
scholars as the most
humanistic of disciplines.
We will examine the
rhetorical theories/strategies
employed by
individuals/groups in their
struggle to persuade others.
As we examine different
rhetorical acts during the
semester, we will be
discussing how historical
context, cultural values, and
gender influences not only
the rhetoric that is created,
but how the audience
members interpret and react
Two Rhetorical Critiques
How well students respond
to test questions. How well
do the students present
historical and contextual
information in their group
presentations.
How well do students
critically analyze two
rhetorical acts.
How well do students
respond to test questions.
5. Demonstrate an awareness
of the individual and
institutional dynamics of
unequal power relations
between groups in
contemporary society – GEP
7
6. Describe and discuss the
experience and contributions
(political, social, economics,
etc.) of the many groups that
shape American society and
culture, in particular those
groups that have suffered
discrimination and exclusion
- GEP 7
7. Identify and understand
specific elements and
assumptions of a particular
humanities discipline – US
Humanities
8. Understand how historical
context, cultural values, and
gender influence perceptions
and interpretations – US
Humanities
Tests, which will include
questions about the group
presentations.
Tests, which will include
questions about the group
presentations.
How well do students
respond to test questions.
Tests, which will include
questions about the group
presentations.
How well do students
respond to test questions.
Tests, which will include
questions about the group
presentations.
How well do students
respond to test questions.
Tests, which will include
questions about the group
presentations.
How well do students
respond to test questions.
Two rhetorical critiques.
How well do students write
about these 3 factors.
9. Understand the role of
critical analysis (e.g.,
aesthetic, historical, literary,
philosophical, rhetorical) in
interpreting and evaluating
expressions of human
experience – US Humanities
6.
to that rhetoric. We will
examine how the rhetoric of a
co-cultural group influences
both members and
nonmembers of the cocultural group.
The students will be reading
and writing rhetorical
critiques which unearth more
than a surface-level
interpretation of a rhetorical
act. Why was a piece of
rhetoric successful or not?
What are the different
rhetorical theories that
explain various aspects of the
rhetorical acts? Which
rhetorical theories illuminate
the act best?
Two rhetorical critiques
How successful are students
in employing a rhetorical
theory in their papers.
List of references.
Campbell, Karlyn Kohrs, comp. Man Cannot Speak for Her: Key Texts of the Early Feminists. Vol. II. New
York: Praeger, 1989.
---, ed. Man Cannot Speak for Her: A Critical Study of Early Feminist Rhetoric. Vol. 1. New York:
Praeger, 1989.
Crossing the Danger Water: Three Hundred Years of African-American Writing. Ed. Deirdre Mullane.
New York: Anchor Books, 1993.
Davis, Angela Y. Women, Race, and Class. New York: Vintage Books, 1981.
Dickens, Milton and Ruth E. Schwartz. “Oral Argument Before the Supreme Court: Marshall v. Davis in the
School Segregation Cases.” Quarterly Journal of Speech 57 (1971): 32-42.
Dobris, Catherine A. “Maya Angelou: Writing the ‘Black Voice’ for the Multicultural Community.”
Howard Journal of Communication 7 (1996): 1-12.
Gabriel, Brian. “’Alarming Beyond Expression’: Moral Panics and the Hysterical Style of the Press after Nat
Turner’s Revolt” International Communication Association, New York. 2005. Conference Paper.
Giddings, Paula. When and Where I Enter: The Impact of Black Women on Race and Sex in America.
Toronto: Bantam Books, 1984.
Harris, Thomas E. “Booker T. Washington: A Study in Conciliatory Rhetoric.” Southern Speech
Communication Journal 37 (1971): 47-59.
Jensen, Richard J. and John C. Hammerback. “From Muslim to Mormon: Eldridge Cleaver’s Rhetorical
Crusade.” Communication Quarterly 34 (1986): 24-40.
Johnson, Davi. “Martin Luther King Jr.’s 1963 Birmingham Campaign as Image Event.” Rhetoric and
Public Affairs 10 (2007): 1-25.
Lintin, Daniel P. “’Shall It Be a Woman?’: A Rhetorical Analysis of the Works of Maria W. Miller
Stewart. Thesis. University of Minnesota – Minneapolis, 1989.
MacDonald, J. Fred. “Black Perimeters – Paul Robeson, Nat King Cole and the Role of Blacks in American
TV.’ Journal of Popular Film and Television 7 (1979): 246-264.
McClure, Kevin R. “Frederick Douglass’ Use of Comparison in his Fourth of July Oration: A Textual
Criticism.” Western Journal of Communication 64 (2000): 425-444.
Pauley, II, John L. “Reshaping Public Persona and the Prophetic Ethos: Louis Farrakhan at the Million Man
March.” Western Journal of Communication 62 (1998): 512-536.
Understanding African American Rhetoric: Classical Origins to Contemporary Innovations. Ed. Ronald
L. Jackson II and Elaine B. Richardson. New York: Routledge, 2003.
Reynolds, Amy. “The Impact of Walker’s Appeal on Northern and Southern Conceptions of Free Speech in
the Nineteenth Century.” Communication Law and Policy 9 (2004): 73-100.
Terrill, Robert E. “Protest, Prophecy, and Prudence in the Rhetoric of Malcolm X.” Rhetoric and Public
Affairs 4 (2001): 25-53.
Ware, B.L. and Wil A. Linkugel. “The Rhetorical Persona: Marcus Garvey as a Black Moses.”
Communication Monographs 49 (1982): 50-62.
B.
Rationale
1.
2.
3.
C.
Statement of the major focus and objectives of the course.
The major focus of this class is the study of the rhetoric of a specific co-cultural group in the United States or a
crosscultural rhetorical topic which is directly applicable to co-cultural groups in the United States. The first could
be the study of African-American rhetoric while the second could be the study of the rhetoric of social movements
in the United States.
Specify how this new course contributes to the departmental curriculum.
The department currently offers CmSt 291 – Topics in Multicultural Communication. The focus of that course can
either be humanities or social science. The focus of the new course will be solely humanities. Therefore, when a
topic in multi-cultural rhetoric is offered, CmSt 292 will be offered instead of the current CmSt 291. If approved for
inclusion in the GEP requirements, CmSt 292 would satisfy both a humanities and fine arts requirement and a
human diversity requirement. We are also proposing a Leadership and Advocacy Emphasis as a track in our major.
CmSt 292 would serve as an elective choice within that track. Lastly, there are 3 rhetorical scholars within the
department who will be able to teach this course.
Indicate any course(s) which may be dropped if this course is approved.
None.
Impact of this Course on other Departments, Programs, Majors, or Minors
1.
Does this course increase or decrease the total credits required by a major or minor of any other department? If so, which
department(s)? No
2.
Attach letter(s) of understanding from impacted department(s).
Definitions:
01-Satellite:
02- CD Rom:
03- Internet: Predominately = where all, or nearly all, course activity occurs in an online environment. One to two activities may
occur face-to-face in a classroom, with the maximum being two activities.
04 – ITV Sending: a course in which students are in the classroom with the instructor, other students join via interactive television
technology from other geographically separate locations
05 – Broadcast TV:
06 – Independent Study: a course in which the teacher develops specialized curriculum for the student(s) based on department
guidelines in the University course catalog
07 – Taped: a course in which the teacher records the lessons for playback at a later date
08 – ITV Receiving: a course in which students are not in the classroom with the teacher, other students join via interactive television
technology from other geographically separate locations
09 – Web Enhanced- Limited Seat Time: For a course in which students are geographically separate from the teacher and other
students for a majority of required activities. However, some on-site attendance is required. The course includes synchronous and/or
asynchronous instruction.
10 – Web Supplemented- No Reduced Seat Time: For a course utilizing the web for instructional activities. Use of this code may
assist your college/university in tracking courses for “smart classrooms” and/or facility usage.
Attach a Financial and Staffing Data Sheet.
Attach an Approval Form with appropriate signatures.
Department Contact Person for this Proposal:
__Dan Lintin
Name (please print)
___5531_____________
Phone
_______dlintin@winona.edu_______________
e-mail address
[Revised 9-7-11]
WINONA STATE UNIVERSITY
FINANCIAL AND STAFFING DATA SHEET
Course or Program__CmSt 292________________________________
Include a Financial and Staffing Data Sheet with any proposal for a new course, new program, or revised program.
Please answer the following questions completely. Provide supporting data.
1.
Would this course or program be taught with existing staff or with new or additional staff? If this course would be taught by
adjunct faculty, include a rationale.
Existing Staff
2.
What impact would approval of this course/program have on current course offerings? Please discuss number of sections of
current offerings, dropping of courses, etc.
The department currently offers CmSt 291 which can either have a humanities or social science focus. In light of the new GEP
program, we are adding CmSt 292 which would have a humanities focus which could satisfy both the humanities and fine arts
and human diversity requirements in the GEP. CmSt 291 has been offered in rotation by the existing tenured faculty in the
department. If the course proposed for a specific semester had a rhetorical focus about U.S. co-cultures, CmSt 292 would be
offered. If the course proposed for a specific semester did not have that focus, CmSt 291 would be offered.
3.
What effect would approval of this course/program have on the department supplies? Include data to support expenditures for
staffing, equipment, supplies, instructional resources, etc.
None.
[Revised 9-05]
Syllabus
Communication Studies 292
Multicultural U.S. Rhetoric – African-American Rhetoric
Textbooks
Marable, Manning and Leith Mullings, eds. Let Nobody Turn Us Around: Voices of
Resistance, Reform, and Renewal, An African American Anthology. Lanham: Rowman and
Littlefield Pub., Inc., 2000. Print.
Richardson, Marilyn, ed. Maria W. Stewart, America’s First Black Woman Political
Writer: Essays and Speeches. Bloomington: Indiana University Press, 1987.
Print.
Major Focus and Objectives
The major focus of this class is the rhetoric of African Americans from 17892000. The major objectives of this class are
1. To analyze the rhetoric of African Americans from rhetorical and cultural perspectives
2. To use contextual materials in the analysis of that rhetoric
3. To discuss journal articles which analyze African-American rhetoric.
4. To write pieces of rhetorical criticism about self-selected African-American rhetoric
General Education – This course satisfies the General Education Requirements of The
Humanities and Fine Arts and Human Diversity.
In terms of the first, you will be able to
A. Demonstrate awareness of the scope and variety of works in the arts and humanities,
B. Understand those works as expressions of individual and human values within a
historical and social context,
C. Respond critically to works in the arts and humanities.
In terms of the second, you will be able to
A. Understand the development of and changing meanings of group
identities in the United States’ history and culture
B. Demonstrate an awareness of the individual and institutional dynamics
of unequal power relations between groups in contemporary society,
C. Describe and discuss the experience and contributions (political, social,
economic, etc.) of the many groups that shape American society and culture, in
particular those groups that have suffered discrimination and exclusion.
University Studies - This course satisfies the University Studies Requirement for the Arts
and Sciences Core - Humanities. The outcomes for the course are as follows
A. identify and understand specific elements and assumptions of a
particular humanities discipline;
B. understand how historical context, cultural values, and gender
influence perceptions and interpretations; and
C. understand the role of critical analysis (e.g. aesthetic, historical,
literary, philosophical, rhetorical) in interpreting and evaluating expressions of
human experience.
These requirements are met throughout the reading assignments, group presentations, and tests.
Incomplete – An incomplete will only be given in the case of an emergency.
Participation - Since this is a communication studies course, everyone needs to join class
discussions.
Attendance - So much learning takes place during lectures, discussions, and presentations
that cannot be made up by reading or copying someone else's notes. If you are absent, you are
responsible for getting class notes and handouts. I will take attendance during each class meeting.
I will use this information to decide if people on the borderline should get the higher grade. Also,
you must attend at least 60% of the class meetings. If you do not, I reserve the right to assign you
an “F” in the class or, at the very least, to lower your grade for the semester.
Official notices will be sent to your webmail account. Grades and class materials will be posted on D2L.
Academic Misconduct – Please read the Academic Integrity Policy in the WSU catalog.
I reserve the right to take off points on, or give 0 points to, assignments in which there was
academic misconduct.
Late Assignments – Please turn in every assignment on time. If you know an assignment
is going to be late, please e-mail me and let me know. I reserve the right to take 10% off the
overall grade of the assignment for each day the assignment is late.
Grades and Point Totals - A - 500-450, B - 449-400, C - 399-350, D - 349-300, F - 299-0,
P - 500-300, N - 299-0
Assignments/Point Totals
Test 1 – 90 points
Test 2 – 90 points
Test 3 – 90 points
Test 4 – 90 points
2 Rhetorical Critiques of 2 different rhetorical acts by African Americans – 50
points each
Group Presentation of a Rhetorical Critique of African-American Rhetoric – 40
points
A student cannot pass this class without completing every assignment.
Course Content
I. The study of rhetoric
A. Definitions of Rhetoric
B. Descriptive Analysis – Karlyn Kohrs Campbell
II. Slavery and Abolitionsim (1789-1861) (Let Nobody Turn Us Around –
Main points in outline taken from this book.)
A. Olaudah Equiano
B. David Walker
C. Nat Turner
D. Maria Miller Stewart (Maria W. Stewart, America’s First Black Woman
Political Writer)
E. Sojourner Truth
F. Frederick Douglass
III. Reconstruction and Reaction (1861-1915)
A. Frederick Douglass
B. Mary Church Terrell
C. Booker T. Washington
D. Ida B. Wells-Barnett
E. William Du Bois
IV. From Plantation to Ghetto (1915-1954)
A. Marcus Garvey
B. Langston Hughes
C. Alice Moore Dunbar-Nelson
D. Mary McLeod Bethune
E. A Philip Randolph
F. Paul Robeson
G. Thurgood Marshall
V. The Second Reconstruction (1954-1975)
A. Montgomery Bus Boycott
B. Roy Wilkins
C. Martin Luther King, Jr.
D. Malcolm X
E. Eldridge Cleaver
F. Angela Davis
VI. Contemporary African-American Thought
A. Combahee River Collective Statement
B. Audre Lorde
C. bell hooks
D. Jesse Jackson
E. Louis Farrakhan
F. Maya Angelou
WINONA STATE UNIVERSITY
PROPOSAL FOR GENERAL EDUCATION PROGRAM COURSES
Department __CMST________________________________________________
Date ____1/24/12____________________
CMST292__________________ ___Multicultural U.S. Rhetoric___________________________________ ___3__________
Course No.
Course Name
Credits
Prerequisites______None____________________________________________________
GEP Goal Area(s):*
CORE GOAL AREAS
_____Goal 1: Communication
_____Goal 3: Natural Science
_____Goal 4: Mathematics/Logical Reasoning
_____Goal 5: History and the Social and Behavioral
Sciences
___X__Goal 6: The Humanities and Fine Arts
THEME GOAL AREAS
_X____Goal 7: Human Diversity
_____Goal 8: Global Perspective
_____Goal 9: Ethical and Civic Responsibility
_____Goal 10: People and the Environment
* Courses may be submitted for up to two Goal Areas.
Additional Requirement Categories:
_____Intensive:
_____ 1. Writing
_____ 2. Oral Communication
_____ 3. a. Mathematics/Statistics
_____ b. Critical Analysis
_____ Physical Development and Wellness
Provide information as specified in the previous directions.
Attach a General Education Program Approval Form.
Department Contact Person for this Proposal:
__Daniel Lintin____________________________________ _5531_______________ dlintin@winona.edu___________
Name (please print)
Phone
e-mail address
[Revised 9-6-11]
[Revised 9-05]
WINONA STATE UNIVERSITY
REQUIRED CHECKLIST FOR ALL CURRICULAR PROPOSALS
Course or Program___CmSt 292_______________________________
This checklist enables A2C2 representatives to endorse that their departments have accurately followed the Process for
Accomplishing Curricular Change. For each course or program proposal submitted to A2C2, this checklist must be completed, signed
by the submitting department's A2C2 representative, and included with the proposal when forwarded for approval. Peer review of
proposals is also strongly advised, e.g., departments should discuss and vote on the proposals as submitted to A2C2, rather than on just
the ideas proposed or drafts of proposals.
If a proposal fails to follow or complete any aspect of the process, the Course and Program Proposal Subcommittee will postpone
consideration of the proposal and return it to the department's A2C2 representative for completion and resubmission. Resubmitted
proposals have the same status as newly submitted proposals.
Note: This form need not be completed for notifications.
1.
The appropriate forms and the “Approval Form" have been completed in full for this proposal. All necessary or relevant
descriptions, rationales, and notifications have been provided.
___x_____ Completed
2a. The “Financial and Staffing Data Sheet" has been completed and is enclosed in this proposal, if applicable.
___x_____ Completed
________ NA
2b. For departments that have claimed that “existing staff" would be teaching the course proposed, an explanation has been
enclosed in this proposal as to how existing staff will do this, e.g., what enrollment limits can be accommodated by
existing staff. If no such explanation is enclosed, the department's representative is prepared to address A2C2's questions
on this matter.
___x_____ Completed
________ NA
3.
Arrangements have been made so that a department representative knowledgeable of this proposal will be attending both
the Course and Program Proposal Subcommittee meeting and the full A2C2 meeting at which this proposal is considered.
____x____ Completed
Name and office phone number of proposal's representative: __Daniel Lintin, 5531_____________________
4.
Reasonable attempts have been made to notify and reach agreements with all university units affected by this proposal.
Units still opposing a proposal must submit their objections in writing before or during the Course and Program Proposal
Subcommittee meeting at which this proposal is considered.
________ Completed
____x____ NA
5.
The course name and number is listed for each prerequisite involved in this proposal.
________ Completed
___x_____NA
6.
In this proposal for a new or revised program (major, minor, concentration, etc.), the list of prerequisites provided includes
all the prerequisites of any proposed prerequisites. All such prerequisites of prerequisites are included in the total credit
hour calculations. ________ Completed
___x_____ NA
7.
In this proposal for a new or revised program, the following information for each required or elective course is provided:
a.
The course name and number.
b.
A brief course description.
c.
A brief statement explaining why the program should include the course.
________ Completed
___x_____ NA
8.
This course or program revision proposal:
a.
Clearly identifies each proposed change.
b.
Displays the current requirements next to the proposed new requirements, for clear, easy comparison.
________ Completed
___x_____ NA
9.
This course proposal provides publication dates for all works listed as course textbooks or references using a standard form
of citation. Accessibility of the cited publications for use in this proposed course has been confirmed.
___x_____ Completed
____x____ NA
__________________________________________________
Department's A2C2 Representative or Alternate
______________________
Date
[ Revised 9-05]