I. ASCRC General Education Form (revised 2/8/13)
Use to propose new general education courses (except writing courses), to change existing
gen ed courses and to remove designations for existing gen ed courses.
Note: One-time-only general education designation may be requested for experimental courses
(X91-previously X95), granted only for the semester taught. A NEW request must be
submitted for the course to receive subsequent general education status.
Group
III. Language
VII: Social Sciences
X
(submit
III Exception: Symbolic Systems * VIII: Ethics & Human Values
separate forms
IV: Expressive Arts
IX: American & European
if requesting
V: Literary & Artistic Studies
X: Indigenous & Global
more than one
VI: Historical & Cultural Studies
XI: Natural Sciences
general
w/ lab  w/out lab 
education
group
*Courses proposed for this designation must be standing requirements of
designation)
majors that qualify for exceptions to the modern and classical language
requirement
Dept/Program Sociology
Course #
SOCI 191
Course Title
Prerequisite
“Who Am I? Identity and Our Social World”
None
Credits
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Instructor
Kathy Kuipers
Phone / Email X4381
Program Chair Kathy Kuipers
Dean
Chris Comer
III. Type of request
New
One-time Only X
Renew
Reason for Gen Ed inclusion, change or deletion
3
Date
Change
Remove
Experimental course, taught once
before but requirements and
readings have been modified for
this semester
Description of change
IV. Description and purpose of new general education course: General Education courses
must be introductory and foundational within the offering department or within the General
Education Group. They must emphasize breadth, context, and connectedness; and relate course
content to students’ future lives: See Preamble:
http://umt.edu/facultysenate/archives/minutes/gened/GE_preamble.aspx
Identities are a part of how we see ourselves and influence both our immediate
interactions and our perceptions of our social world. What do we mean by identities? Where
do they come from? Are they biologically determined or are they socially constructed? Are
they static or are they continuously changing? How are they social? Does a person have one
identity or many identities? This introductory, interdisciplinary seminar focuses on the topic of
personal and social identity and begins by asking some of these questions. Then we take a
closer look at how our identities are linked to social groups—families, gender groups, cultural
groups, racial and ethnic groups, and occupational groups. Through literature and other
cultural artifacts such as art, film, and music, we explore how identities are learned and become
salient within social contexts. At the same time, we look at our own, unique conceptions of
identity and how we see ourselves. We pose and begin to answer the question for ourselves:
Who Am I?
In the second part of the course, we look at how we manage our identities. What
happens when our identities conflict with one another or are contested by others? Finally, we
explore the presentation of our identities: why we show different sides of ourselves in different
situations; how our identities influence our ability to engage in social problem solving; and how
we articulate and enact our identities globally. This interdisciplinary course will give freshman
an opportunity to explore not only what research has to say about identities and identification,
but also personal dimensions of who they are, and how their conceptions of themselves are
linked to their social world.
V. Criteria: Briefly explain how this course meets the criteria for the group. See:
http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
This course systematically studies the
1. Systematically study individuals,
individual self, how the self is defined within
groups, or social institutions.
the context of social groups and social
institutions and the linkages among them.
2. Analyze individuals, groups, or social We spend time analyzing individuals (the
formation of identities in ourselves and
problems and structures.
others), groups (as a sources for identities
and as a context for the presentation of
identities), and social problems (and their
relationship to the process of identification)
Course requirements include a research
3. Give considerable attention to ways
paper and a presentation based on primary
in which conclusions and
interview data, collected and analyzed by
generalizations are developed and
students. Guidance will be provided to aid
justified as well as the methods of data
students in drawing conclusions from
collection and analysis.
qualitative data and in making
generalizations about theory from such data.
VI. Student Learning Goals: Briefly explain how this course will meet the applicable learning
goals. See: http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
1. Describe the nature, structure, and
historical development of human
behavior, organizations, social
phenomena, and/or relationships.
2. Use theory in explaining these
individual, group, or social
phenomena.
3. Understand, assess, and evaluate how
conclusions and generalizations are
justified based on data.
Readings will draw on literature from
Sociology, Anthropology, Psychology,
American Literature, Women’s and Gender
Studies, and Native American Studies, explore
what research has to say about identities and
identification, both on a personal level and
within the context of larger social groups.
In four written papers (an analysis of
theoretical definitions of identity and
illustrations from collections at MMAC, a
reflexive narration of themselves, a summary
of ethnographic data collected from
individuals from different cultural
backgrounds, and an analysis of collective
identities paper) and a presentation, students
will integrate theoretical material, using
theory to examine their own identities, the
sources of their identities, how we manage
and present our identities, and how identities
influence one’s ability to engage in social
problem solving.
Students will present results from their own
data collection project in addition to stories from
class speakers and discussions on an online,
discussion board. Students will receive clear
instructions on how to compile and summarize
data, how data are assessed and evaluated, and
appropriate conclusions for the data.
VII. Justification: Normally, general education courses will not carry pre-requisites, will carry
at least 3 credits, and will be numbered at the 100-200 level. If the course has more than one
pre-requisite, carries fewer than three credits, or is upper division (numbered above the 200
level), provide rationale for exception(s).
VIII. Syllabus: Paste syllabus below or attach and send digital copy with form.  The syllabus
should clearly describe how the above criteria are satisfied. For assistance on syllabus
preparation see: http://teaching.berkeley.edu/bgd/syllabus.html
See attached.
Please note: Approved general education changes will take effect next fall.
General education instructors will be expected to provide sample assessment items and
corresponding responses to the Assessment Advisory Committee.