I. Rationale
Please provide a rationale for the course which explains how the course being proposed fits into
this Cluster based on the Cluster's description. For your convenience, the overall description and
rationale for this component are included below.
Overall Description and Rationale for Thematic Transdisciplinary Cluster on
South Asia in the Emerging Global Order
Two events in the last decade have led to a rapidly expanding interest in the Indian
subcontinent. The first is 9/11 and the rise of radical Islam, which has led to an active US
presence in Afghanistan and Pakistan over the past decade, an engagement that is seen as crucial
for American national security. The second event is the rise of India as the next great power
because of this nation’s large and diverse democracy, its growing middle class, its vibrant
diaspora, its popular film industry, and its nuclear capability. But these events are part of larger
transformations that have occurred in South Asia over the course of the last two centuries or so.
This cluster will prepare students to study the transition of the Indian subcontinent from the
colonial to the postcolonial globalized world along with the related shifts in South Asian politics,
religions, literatures, and popular cultures. Further, students will understand how, collectively,
these developments are impacting the contemporary world. Students who undertake this cluster
will be intellectually equipped to analyze historical and contemporary issues involving South
Asia.
Brief Statement of Rationale for Course’s Inclusion in South Asia in the Emerging Global
Order Cluster
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II. Common Student Learning Outcomes (SLOs)
Each course must address all of the Common Student Learning Outcomes for this Cluster and list
these Common SLOs along with course-specific SLOs in the model course syllabus (to be
attached). For each Common SLO, list the course SLOs that address the common SLO, describe
the opportunities which will be provided for students to learn the outcome (readings, class
discussion and/or activities, applied projects), and list the means of assessment (exams, papers,
projects, quizzes, etc.) that will be used to determine the level of student understanding.
TTC 1. Students will identify important events, ideas, problems, and perspectives on South
Asian history, politics, religion, literature, and popular culture.
Course SLO(s) to Address TTC 1
Opportunities for Student Learning
(reading, researching, discussing, listening, viewing, etc.)
Means of Assessing Course SLO(s)
(exams, papers, projects, quizzes, etc.)
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TTC 2. Students will interpret and analyze events, texts, and cultural artifacts that are
central to South Asia from a variety of points of view.
Course SLO(s) to Address TTC 2
Opportunities for Student Learning
(reading, researching, discussing, listening, viewing, etc.)
Means of Assessing Course SLO(s)
(exams, papers, projects, quizzes, etc.)
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TTC 3. Students demonstrate openness to different points of view and exercise critical
thinking in relation to important topics in South Asian history, politics, religion, literature,
and popular culture.
Course SLO(s) to Address TTC 3
Opportunities for Student Learning
(reading, researching, discussing, listening, viewing, etc.)
Means of Assessing Course SLO(s)
(exams, papers, projects, quizzes, etc.)
Submission instructions:
Please submit cover form, all component forms, a model syllabus, and College/School’s course
action form (if needed) to your department chair. Department chairs should then submit these
forms, syllabus, and course action form (if needed) in one email message to
universitystudies@uncw.edu from their UNCW email address.
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