University Studies Component Form: Living in a Global Society
I. Rationale
Please provide a rationale for the course which explains how the course being proposed fits into this
component based on the component's description. For your convenience, the overall description and rationale
for this component are included below.
Overall Description and Rationale for Living in a Global Society
This component of the University Studies program includes courses that provide students with the
tools that will help them to live ethical, meaningful, and productive lives in the global society of the
21st century. Many modern economic, political, and environmental problems transcend national
boundaries and demand global solutions. Students should understand the interconnectedness of
peoples and cultures and understand their world view in relation to the world view of others. Such
understanding is likely to result only after careful examination of multiple facets of other cultures
(including art, history, language, religion, etc.) in a comparative context. Courses in the Living in a
Global Society component will expose students to these cultural differences and prepare students to
interact comfortably and ethically on the global stage.
Brief Statement of Rationale for Course's Inclusion in Living in a Global Society
In this course students learn about various cultures around the world through
examining and experiencing their music and dance practices. Religious, artistic and
other communal practices of various cultures are examined and compared to each
other and to Western culture. Which cultures are covered varies, based on the
selected research/presentation topics of student groups. The course packet contains
information on Ghana, India, Australia, and Indonesia.
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II. Common Student Learning Outcomes (SLOs)
Each course must address all of the Common Student Learning Outcomes for the component, 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.
GS 1. Demonstrate knowledge of global issues, processes, trends, and systems.
Course SLO(s) to Address GS1
Demonstrate knowledge of religious & other social influences on music & dance
practices of various cultures around the world.
Demonstrate knowledge of diverse music systems around the world.
Demonstrate knowledge of historical events that influenced cultural artistic practices
around the world.
Opportunities for Student Learning
(reading, researching, discussing, listening, viewing, etc.)
Readings in course packet on music and dance of cultures presented by the instructor.
Viewing and listening of videos and recordings in class.
Individual research papers at the end of chapters which augment the knowledge of
each culture studied and develop skills needed for the final group project.
End-of-chapter questions for individual response which require a review of the
materials covered.
Questions posed for small group discussions in class.
Means of Assessing Course SLO(s)
(exams, papers, projects, quizzes, etc.)
Six objective-type tests.
End-of-chapter questions for individual response require a 250 word minimum paper
which is evaluated on accuracy of content.
End-of-chapter research papers require a 250 word minimum paper which is evaluated
on accuracy and appropriate content (music &/or dance topic from the same culture
just covered; not popular culture), and the use of two references.
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GS 2. Use knowledge, diverse cultural frames of reference, and alternate perspectives to think
critically and solve problems.
Course SLO(s) to Address GS2
Demonstrate the ability to critically analyze, appreciate, and make cogent subjective
judgments about musical and dance practices of other cultures.
Opportunities for Student Learning
(reading, researching, discussing, listening, viewing, etc.)
Small group research project and presentation of a music type and/or dance(s) from
another culture. (A group is typically three members; maximum length of presentation
is 20 minutes.)
Means of Assessing Course SLO(s)
(exams, papers, projects, quizzes, etc.)
Project is evaluated on how well the students:
1. Comprehend, synthesize and communicate clearly and accurately key ideas and
concepts from what was read, seen and heard in research on the topic.
2. Work cooperatively to prepare and present an informative and cohesive
presentation.
3. Use a minimum of five references .
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GS 3. Accept cultural differences and tolerate cultural ambiguity.
Course SLO(s) to Address GS3
Demonstrate an understanding and acceptance of differences in values and life styles
of cultures around the world, evident in their musical and dance practices.
Opportunities for Student Learning
(reading, researching, discussing, listening, viewing, etc.)
Readings in course packet on music and dance of cultures presented by the instructor.
Viewing and listening of videos and recordings in class.
Individual research papers at the end of chapters which augment the knowledge of
each culture studied and develop skills needed for the final group project.
End-of-chapter questions for individual response which require a review and
comparisons of the materials covered.
Questions posed for small group discussions in class.
Means of Assessing Course SLO(s)
(exams, papers, projects, quizzes, etc.)
End-of-chapter questions for individual response require a 250 word minimum paper
which is evaluated on accuracy of content.
End-of-chapter research papers require a 250 word minimum paper which is evaluated
on accuracy and appropriate content (music &/or dance topic from the same culture
just covered, not popular culture), and the use of two references.
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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