College of the Redwoods
CURRICULUM PROPOSAL
1. Course ID and Number: SOC-13
C-ID Descriptor (if applicable):
2. Course Title: Environment, Culture, Society
3. Check one of the following:
New Course (If the course constitutes a new learning experience for CR students, the course is new).
Required - Justification for Need (Provide a brief description of the background and rationale for the course. This might
include a description of a degree or certificate for which the course is required or the relationship of this course to other
courses in the same or other disciplines. To see examples of such descriptions, consult pages 10-11 of The Course Outline of
Record: A Curriculum Reference Guide.
Updated/Revised Course
If curriculum has been offered under a different discipline and/or name, identify the former course:
Should another course be inactivated? No
Yes
Inactivation date:
Title of course to be inactivated:
(If yes, complete a Course Inactivation Form found on the Curriculum Website.)
4. If this is an update/revision of an existing course, provide explanation of and justification for changes to this course.
Be sure to explain the reasons for any changes to class size, unit value, and prerequisites/corequisites.
This update of the course outline of record is part of a non-substantial change proposal. The proposal is to include
SOC 13 in the list of restricted electives counting toward the overall requiremets for the Liberal Arts, Associate of
Arts Degree, Behavioral and Social Science Area of Emphasis. Course Objectives have also been added. The course
also qualifies to count toward the CSU GE Breadth Category E1, Lifelong Understanding, and is updated to reflect
that fact.
5. List the faculty with which you consulted in the development and/or revision of this course outline.
Faculty Member Name(s) and Discipline(s): Dana Maher, Sociology; David Bazard, Geology; Peter Blakemore,
English; Ryan Emenaker, Political Science; Phil Freneau, Psychology/Philosophy/Early Childhood Education; Michelle
Haggerty, Psychology; Deanna Herrera-Thomas, Psychology; George Potamianos, History; Gary Sokolow,
Administration of Justice; Justine Shaw, Anthropology; Mark Winter, Psychology
6. If any of the features listed below have been modified in the new proposal, indicate the “old” (current) information
and “new” (proposed) changes. If a feature is not changing, leave both the “old” and “new” fields blank.
FEATURES
OLD
NEW
Course Title
TOPS/CIPS Code
Catalog Description
(Please include complete text of
old and new catalog descriptions.)
Grading Standard
Select
Select
Total Units
Lecture Units
Lab Units
Prerequisites
Corequisites
Curriculum Proposal: Revised 04.25.14; 09.09.14
Academic Senate Approved: 05.02.14
Page 1 of 10
Recommended Preparation
Maximum Class Size
Repeatability—
Maximum Enrollments
Other
Select
Select
Course Type, 1) CR Associate Degree
checked "No"
Course Type, 3) Stand Alone checked
"Yes"
Course Type, 1) CR Associate Degree checked
"Yes," Restricted Elective for Degree checked,
Program Code listed as "BEHAV.LA.AA."
Course Type, 3) Stand Alone checked "No."
New Course Objectives Added.
CSU GE Breadth E1, Lifelong Understanding,
Checked.
1. DATE: September 12, 2014
2. DIVISION: Math, Science, Behavioral and Social Sciences
3. [CB04] COURSE CREDIT STATUS: D Credit-Degree Applicable
4. [CB01] COURSE ID AND NUMBER: SOC-13
5. [CB02] COURSE TITLE: Environment, Culture, Society
(Course title appears in Catalog and schedule of classes.)
6. SHORT TITLE: Environment, Culture, Society
(Short title appears on student transcripts and is limited to 30 characters, including spaces.)
7. [CB03] LOCAL ID (TOPs code): 2208.00 Taxonomy of Program Codes
8. NATIONAL ID (CIP code): 45.1101 Classification of Instructional Program Codes
9. DISCIPLINE(S): Sociology Select from Minimum Qualifications for Faculty
Course may fit more than one discipline; identify all that apply:
10. FIRST TERM NEW OR REVISED COURSE MAY BE OFFERED: Spring 2015
11. COURSE UNITS (Note: 1 lecture unit requires 18 hours in-class/36 hours out-of-class; 1 lab unit requires 54 in-class hours)
[CB07]
TOTAL UNITS:
TOTAL HOURS:
[CB06]
3
3
min. units
max. units
54
54
min. hours
max. hours
Lecture Units:
3
Lab Units:
0
Lecture Hours:
54
Lab Hours:
0
Yes
Fee: $
12. MAXIMUM CLASS SIZE: 40
13.WILL THIS COURSE HAVE AN INSTRUCTIONAL MATERIALS FEE? No
If yes, attach a completed Instructional Materials Fee Request Form found on the Curriculum Website.
GRADING STANDARD
Letter Grade Only
Pass/No Pass Only
[CB12] Is this course a repeatable lab course? No
Grade-Pass/No Pass Option
Yes
Is this course to be offered as part of the Honors Program? No
If yes, how many total enrollments? Select
Yes
If yes, explain how honors sections of the course are different from standard sections.
Students taking this course for honor's credit are required to read additional course readings, maintain regular
contact with the instructor for tutorial sessions, and write an additional essay or a substantially longer essay that
Curriculum Proposal: Revised 04.25.14; 09.09.14
Academic Senate Approved: 05.02.14
Page 2 of 10
analyzes and evaluates primary and secondary sources on a given topic related to the course material.
CATALOG DESCRIPTION - The catalog description should clearly describe for students the scope of the course, its level, and
what kinds of student goals the course is designed to fulfill. The catalog description should begin with a sentence fragment.
A comprehensive introduction to the critical and scientific study of societies in their environments. This course covers
the basics of a comparative approach to the social mediation of sustainability, including the construction, analysis,
and decision making involved in applying sociological knowledge to environmental issues. Topics include the study of
institutions, development, labor, technology, population, governance, culture, conflict, inequalities, and social
change.
Special Notes or Advisories (e.g. Field Trips Required, Prior Admission to Special Program Required, etc.) :
PREREQUISITE COURSE(S)
No
Yes
Rationale for Prerequisite:
Course(s):
Describe representative skills without which the student would be highly unlikely to succeed.
COREQUISITE COURSE(S)
No
Yes
Rationale for Corequisite:
Course(s):
RECOMMENDED PREPARATION
No
Yes
Course(s): ENGL-150
Rationale for Recommended Preparation:
Students need to be able to read and write at a college entry level in order to successfully complete this course.
COURSE LEARNING OUTCOMES –This section answers the question “what will students be able to do as a result of taking this
course?” State some of the outcomes in terms of specific, measurable student actions (e.g. discuss, identify, describe, analyze,
construct, compare, compose, display, report, select, etc.). For a more complete list of outcome verbs please see Public
Folders>Curriculum>Help Folder>SLO Language Chart. Each outcome should be numbered.
1. Describe the major theoretical and empirical approaches to understanding the society-environment nexus.
2. Identify the multiple and contested perspectives surrounding environmental issues, including those issues related
to class, gender, identity, race/ethnicity, geography, culture, liberation, and/or health.
3. Analyze the relationship between elements such as population, social organization, culture, technology, and
institutions and their relation to environmental impact.
4. Apply interpretive, scientific, and critical frameworks in proposing solutions to environmentally related social
problems.
COURSE OBJECTIVES - This section describes the objectives the course addresses through the course content. Objectives can
include specific disciplinary questions or goals that are central to the course subject matter and are meant to address what
the various intents of the course are. Each objective should be numbered.
1. Develop a broad, interdisciplinary framework for comprehending the social dimensions of complex,
interconnected environmental problems and change.
2. Develop strong analytical, research, and writing skills needed to assess the causes of and propose solutions to the
social dimensions of complex environmental problems and change.
3. Learn to communicate effective strategies and coordinate with others to addressing the social dimensions of
complex environmental problems and change.
METHODS OF INSTRUCTION – Clear methods by which instructor will facilitate acquisition of objectives. Include here
descriptions, NOT lists. Course outline must clearly articulate how these methods of instruction are related to, and help
student work towards, achieving the objectives and student learning outcomes. Instructional methodologies will be
consistent with, but will not be limited to, the following types orexamples.
LECTURE will deliver course content in order to increase student knowledge about specific environmental problems
and sociological approaches to studying environmental change so as to learn the major theoretical and empirical
approaches that address the environment-society nexus.
INSTRUCTOR LED DISCUSSION will engage students in thinking critically and developing analytical and synthetic skills
Curriculum Proposal: Revised 04.25.14; 09.09.14
Academic Senate Approved: 05.02.14
Page 3 of 10
needed to assess causes of and propose solutions for environmental problems in light of the whole systems nature of
societal metabolism.
COLLABORATIVE LEARNING EXERCISES engage students with comparative perspectives, ideas, and information,
helping them to grasp the complexity and interelatedness of environmental problems and change.
DEMONSTRATIONS will involve instructor led activity showing step-by-step procedures for methods of data collection
and/or analysis, conducting database queries, writing research reports, and effective communication. Students will
also demonstrate communication through individual and/or group presentations.
CASE STUDIES, including an environmental justice component, enhance understanding of the complex issues intrinsic
to and the interpretive, critical, and scientific frameworks used in addressing environmental problems and change.
PROBLEM BASED EXERCISES give students opportunities for active engagement with the course material and to apply
their knowledge and skills in addressing the social dimensions of environmental issues.
PRACTICAL EXERCISES IN COOPERATIVE AND SERVICE LEARNING give students the opportunity to work with each
other and guest experts in order to develop their understanding of the methods and issues involved in organizing and
mobilizing effective responses to environmental problems and change, enhancing socio-cultural sensitivity through
interaction.
FIELD ASSIGNMENTS facillitate experiential education in community-based environmental mitigation, adaptation,
and resilience.
COURSE CONTENT–This section describes what the course is “about”-i.e. what it covers and what knowledge students will acquire.
Concepts: What terms and ideas will students need to understand and be conversant with as they demonstrate course
outcomes? Each concept should be numbered.
1. Ecological Dialogue.
2. Social Construction of Nature.
3. Ethno-, Anthro-, Eco-centrism.
4. Culture.
5. Subsistence Technology.
6. Modes of Production and Consumption.
7. Human Appropriation of Net Primary Productivity.
8. Ecological Footprint and Material Throughput.
9. Metabolic Rift.
10. Treadmill of Production.
11. Risk Society/Normal Accidents.
12. Reflexive Modernization.
13. World System/Globalization.
14. Domination/Imperialism.
15. Environmental Justice.
16. Alternative and Sustainable Development.
17. Precautionary Principle.
18. Institutional Inertia.
19. Bioregionalism/Commons Governance.
20. Community Resilience.
21. Human Well-Being Indices.
22. Social Ecology.
23. Co-Evolution.
24. Traditional Environmental Knowledge.
25 Deep, Shallow, and Radical Ecology.
Issues: What primary tensions or problems inherent in the subject matter of the course will students engage? Each
issue should be numbered.
1. Human Culture, Landscape Impact, Resource Use, and Environmental Change.
2. The Politics of Environmental Knowledge.
3. The More-Than-Human World.
4. Social Obstacles/Opportunities for Responding to Environmental Crisis.
5. Wealth, Power, and Social Conflict.
6. The Political Economy of Environmental Degradation.
7. Civilization and Bioregionalism.
Curriculum Proposal: Revised 04.25.14; 09.09.14
Academic Senate Approved: 05.02.14
Page 4 of 10
8. Cultural Identity and Perceptions/Constructions of Nature/Other Species.
9. Embodiment and Consciousness.
Themes: What motifs, if any, are threaded throughout the course? Each theme should be numbered.
1. The Intersection of Global, Regional, and Local Scales.
2. Ideology and Power.
3. Communication, Mobilization, and Social Change.
4. Structure and Agency.
5. Values, Culture, and Theories of Community Development.
6. Frames of Distributive Justice and Quality of Life.
7. Group Process and Governance.
8. The Enigma of Population.
9. Quantitative and Qualitative Methods.
Skills: What abilities must students have in order to demonstrate course outcomes? (E.g. write clearly, use a scientific
calculator, read college-level texts, create a field notebook, safely use power tools, etc). Each skill should be numbered.
1. Read, analyze, and critically evaluate text and data.
2. Participate and collaborate in group decision-making processes.
3. Write analytical reports and evaluative essays.
4. Communicate complex environmental issues to others in understandable ways.
5. Make informed projections as to the potential environmental outcomes of proposed policies.
6. Create action plans for the organization and mobilization of social resources toward the implementation of
collaborative solutions to environmental crises.
REPRESENTATIVE LEARNING ACTIVITIES –This section provides examples of things students may do to engage the course
content (e.g., listening to lectures, participating in discussions and/or group activities, attending a field trip). These activities
should relate directly to the Course Learning Outcomes. Each activity should be numbered.
1. Listening to class lecture and taking notes.
2. Reading assigned work.
3. Participating in large-format classroom discussions.
4. Participating in small group discussions and instructor mediated activities.
5. Writing in response to course content.
6. Reviewing current events, news, issues, and topics.
7. Researching and writing reports and essays.
8. Communicating information and giving presentations to the class.
9. Analyzing videos and other images.
10. Engaging in basic field activities such as naturalistic and participatory observation, conducting interviews,
collecting survey data, and/or participatory action research.
ASSESSMENT TASKS –This section describes assessments instructors may use to allow students opportunities to provide
evidence of achieving the Course Learning Outcomes. Each assessment should be numbered.
Representative Assessment Tasks (These are examples of assessments instructors could use.):
1. Quizzes and exams, including objective and subjective questions.
2. Portfolio construction.
3. Individual response papers and précis writing.
4. Group discussion and writing in response to course content.
5. Writing secondary research reports on select environmental issues.
6. Giving classroom presentations.
7. Book, article, and film summaries and/or reviews.
8. Making documentaries.
9. Community engagement and participation in local events.
Required Assessments for All Sections (These are assessments that are required of all instructors of all sections at all
campuses/sites. Not all courses will have required assessments. Do not list here assessments that are listed as representative
assessments above.):
1. One written essay and/or report on select environmental issues.
Curriculum Proposal: Revised 04.25.14; 09.09.14
Academic Senate Approved: 05.02.14
Page 5 of 10
EXAMPLES OF APPROPRIATE TEXTS OR OTHER READINGS –This section lists example texts, not required texts.
Author, Title, and Date Fields are required
Author Bell, Michael and Michael Carolan Title An Invitation to Environmental Sociology, 4th edition Date 2011
Author Gould, Kenneth and Tammy Lewis (eds.) Title Twenty Lessons in Environmental Sociology Date 2009
Author Dickens, Peter Title Society and Nature Date 2005
Author King, Leslie and Deborah McCarthy Title Environmental Sociology: From Analysis to Action Date 2009
Other Appropriate Readings: Potential INSTRUCTOR resources include:
Carson, Rachel. 1962. Silent Spring.
Commoner, Barry. 1971. The Closing Circle.
Ehrlich, Paul. 1968. The Population Bomb.
Catton, William. 1980. Overshoot: The Ecological Basis of Revolutionary Change.
Schnaiberg, Allan. 1980. The Environment: From Surplus to Scarcity.
Bullard, Robert. 1994. Dumping in Dixie: Race, Class and Environmental Quality.
Merchant, Carolyn. 2005. Radical Ecology.
Bookchin, Murray. 2005. The Ecology of Freedom.
Foster, John Bellamy. 1994. Vulnerable Planet.
Waring, Marilyn. 1999. Counting for Nothing.
McNaughten, Phil and John Urry. 1998. Contested Natures.
Mellor, Mary. 1997. Feminism and Ecology.
Chew, Sing. 2001. World Ecological Degradation.
Norgaard, Kari. 2010. Living in Denial.
Beck, Ulrich. 1995. Ecological Politics in an Age of Risk.
Winner, Langdon. 1989. The Whale and the Reactor.
Shiva, Vandana. 1989. Staying Alive: Women, Ecology, and Development.
hooks, bell. 2008. Belonging: a Culture of Place.
Rifkin, Jeremy. 2009. The Empathic Civilization.
Churchill, Ward. 2002. Struggle for the Land: Native North American Resistance to Genocide, Ecocide and Colonization.
Wallerstein, I. 1974. The Modern World-System.
Readers and/or auxilary/supplemental readings are also appropriate for this course. Inclusion of instructor researched
weblogs, zines, websites, or independent media is also appropriate. SEE ESPECIALLY the Environment, Technology, and
Society section of the American Sociological Association for Bibliographies and Representative Syllabi.
COURSE TYPES
1. Is the course part of a Chancellor’s Office approved CR Associate Degree?
No
Yes
If yes, specify all program codes that apply. (Codes can be found in Outlook/Public Folders/All Public Folders/
Curriculum/Degree and Certificate Programs/choose appropriate catalog year):
Required course for degree(s)
Restricted elective for degree(s) BEHAV.LA.AA
Restricted electives are courses specifically listed (i.e. by name and number) as optional courses from which students
may choose to complete a specific number of units required for an approved degree.
2. Is the course part of a Chancellor’s Office approved CR Certificate of Achievement?
No
Yes
If yes, specify all program codes that apply. (Codes can be found in Outlook/Public Folders/All Public Folders/
Curriculum/Degree and Certificate Programs/choose appropriate catalog year):
Required course for certificate(s)
Restricted elective for certificate(s)
Restricted electives are courses specifically listed (i.e. by name and number) as optional courses from which students
may choose to complete a specific number of units required for an approved certificate.
3. [CB24] Is the course Stand Alone?
No
Yes (If “No” is checked for BOTH #1 & #2 above, the course is stand alone.)
4. [CB08] Basic Skills: NBS Not Basic Skills
5. [CB10] Work Experience: NWE Not Coop Work Experience
Curriculum Proposal: Revised 04.25.14; 09.09.14
Academic Senate Approved: 05.02.14
Page 6 of 10
6. [CB22] Noncredit Category: Credit course, not applicable
7. Course eligible Career Technical Education funding (applies to vocational and tech-prep courses only): No
8. [CB23] Course developed using a Chancellor’s Office Economic Development Grant: No
Yes
Yes
9. [CB11] Purpose: Y Credit Course Course Classification Status
10. Accounting Method: W Weekly Census
11. [CB13] Disability Status: N Not a Special Class
12. [CB09] Course SAM Priority Code: E Not Occupational Definitions of SAM Priority Codes
COURSE TRANSFERABILITY
1. [CB05] Current Transferability Status: C Not Transferable
2. [CB21] Course Prior to Transfer Level: Y Not Applicable Definitions of Course Prior to Transfer Levels
CURRENT TRANSFERABILITY STATUS (Check at least one box below):
This course is currently transferable to:
Neither CSU nor UC
CSU as general elective credit
CSU as a specific course equivalent (see below)
If the course transfers as a specific course equivalent give course number(s)/ title(s) of one or more currently-active,
equivalent lower division courses from CSU.
1. Course
, Campus
2. Course
, Campus
UC as general elective credit
UC as specific course equivalent
If the course transfers as a specific course equivalent give course number(s)/ title(s) of one or more currently-active,
equivalent lower division courses from UC.
1. Course
, Campus
2. Course
, Campus
PROPOSED CSU TRANSFERABILITY (Check at least one of the boxes below):
No Proposal
Remove as General Education
Propose as General Elective Credit
Propose as a Specific Course Equivalent (see below)
If specific course equivalent credit is proposed, give course number(s)/ title(s) of one or more currently-active, equivalent
lower division courses from CSU.
1. Course ENVS 1, Campus SJSU
2. Course ENSP 200, Campus Sonoma State
PROPOSED UC TRANSFERABILITY (Check one of the boxes below):
No Proposal
Remove as General Education
Propose as General Elective Credit OR Specific Course Equivalent (fill in information below)
If “General Elective Credit OR Specific Course Equivalent” box above is checked, give course number(s)/ title(s) of one or more
currently-active, equivalent lower division courses from UC.
1. Course ESPM C10, Campus Berkeley
2. Course ENVS 1, Campus Santa Barbara
CURRENTLY APPROVED GENERAL EDUCATION (Check at least one box below):
Not currently approved
Curriculum Proposal: Revised 04.25.14; 09.09.14
Academic Senate Approved: 05.02.14
Page 7 of 10
CR
CSU
IGETC
CR GE Category(-ies): Area B: Social Science, Secondary GE Category (if applicable)
CSU GE Category:
IGETC Category:
PROPOSED CR GENERAL EDUCATION (Check at least one box below):
No Proposal
Remove as General Education
Review to maintain CR GE Status
New GE Proposal
X Approved as CR GE by Curriculum Committee: 10.24.14
☐ Not Approved
☐ Approved to be removed from GE status
CR GE Outcomes
GE learning outcomes in Effective Communication, Critical Thinking, and Global Awareness must be addressed in all
general education courses.
o Effective Communications: Explain how the proposed GE course fulfills at least one of the CR GE outcomes in this
category.
Writing assignments based on the conduct of secondary research and/or writing position papers using key
analytical skills and conceptual tools learned in this course fulfill the following GE Effective Communication
outcomes:
"Communicate complex aesthetic, cultural and intellectual ideas;"
"Communicate complex mathematical and scientific ideas;"
"Analyze and adapt communication on the basis of audience;"
"Generate, compose, revise and communicate ideas clearly, orally, and in writing;"
"Read with comprehension."
o Critical Thinking: Explain how the proposed GE course fulfills at least one of the CR GE outcomes in this category.
Course Learning Outcome #4, "Apply interpretive, scientific, and critical frameworks in proposing solutions to
environmentally related social problems" dovetails with GE Critical Thinking outcomes "Evaluate sources of
information" and "Make value judgments and ethical decisions."
o Global Awareness: Explain how the proposed GE course fulfills at least one of the CR GE outcomes in this category.
All four GE outcomes for Global Awareness, "Analyze issues from multiple perspectives," "Express an
awareness of cultures in a diverse global community," "Explain the relationships between humanity and the
natural environment," and "Analyze issues within their historical context" are central features of the approach,
content, and scope of this course. See, for instance, Course Learning Outcome #2 proposed above, "Identify
the multiple and contested perspectives surrounding environmental issues, including those issues related to
class, gender, identity, race/ethnicity, geography, culture, liberation, and/or health;" Theme #1, "The
Intersection of Global, Regional, and Local Scales;" and Issue #8, "Cultural Identity and
Perceptions/Constructions of Nature/Other Species."
GE Criteria for Breadth and Generality
GE courses should be broad and general in scope. Typically such courses are introductory-- not advanced or
specialized—and the content encompasses a broad spectrum of knowledge within a given field of study.
Explain how the proposed GE course fulfills GE criteria for breadth and generality.
As an introductory course, SOC 13 is analogous to other classes already on the books, including SOC 5
(Introduction to Race and Ethnic Relations) and SOC 10 (Introduction to Family and Intimate Relations), in that it
is based on the fundamental concepts, theory, and research programs specific to one essential component of the
broad disciplinary range of Sociology. As such it balances breadth and specificity in the same way as these other
courses, covering the basics of sociology as applied to society-environment interactions. Offering a survey of
empirical and theoretical approaches to the issue of sustainability as seen through the lens of Sociology, topics
include production and the division of labor; institutional structure and group dynamics; inequality, stratification,
and social problems; demography, development, resource use, and conflict; culture, values, beliefs, and material
practices; politics and governance; socialization and social interaction; social change and political mobilization;
ideology and normative claims-making; and more. Students will learn comparative and historical methods and
other analytical tools that form the basis for future course work in Sociology and the social sciences broadly
construed, including behaviorally-oriented classes in Environmental Studies. The combined use of global,
regional, and local levels of analysis invites students into a larger world of understanding. Thus, requirements for
Curriculum Committee Approved: 04.25.14; 09.01.14
Academic Senate Approved: 05.02.14
Page 8 of 10
breadth, generality, and being basic to the discipline are met. SOC 13 also follows a long-standing tradition in
sociology and related social sciences, such as anthropology, geography, and economics, in addressing material
issues salient to human organization.
CR GE Area Designation
Course Learning Outcomes and Course Content should provide evidence of appropriate GE Area Designation.
Additional rationale for GE Area Designation (optional):
Area A:
Area B:
Area C:
Area D:
Natural Science
Social Science
Humanities
Language and Rationality
D1: Writing
D2: Oral Communications
D3: Analytical Thinking
Area E: Multicultural Understanding*
*To be considered part of CR GE Area E, all courses must meet the following two conditions: 1. The course must
also be (or be proposed) in one other CR GE area AND 2. The course must be articulated with HSU as meeting
their lower-division Diversity and Common Ground GE requirement.
PROPOSED CSU GENERAL EDUCATION BREADTH (CSU GE) (Check at least one box below):
NO PROPOSAL
A. Communications and Critical Thinking
A1 – Oral Communication
A2 – Written Communication
A3 – Critical Thinking
B. Science and Math
B1 – Physical Science
B2 – Life Science
B3 – Laboratory Activity
B4 – Mathematics/Quantitative Reasoning
C. Arts, Literature, Philosophy, and Foreign Language
C1 – Arts (Art, Dance, Music, Theater)
C2 – Humanities (Literature, Philosophy, Foreign
Language)
D. Social, Political, and Economic Institutions
D0 – Sociology and Criminology
D1 – Anthropology and Archeology
D2 – Economics
D3 – Ethnic Studies
D5 – Geography
D6 – History
E. Lifelong Understanding and Self-Development
D7 – Interdisciplinary Social or Behavioral Science
E1 – Lifelong Understanding
D8 – Political Science, Government and Legal Institutions
E2 – Self-Development
D9 – Psychology
Rationale for inclusion in this General Education category: Same as above
Proposed Intersegmental General Education Transfer Curriculum (IGETC) (Check at least one box below):
NO PROPOSAL
1A – English Composition
1B – Critical Thinking-English Composition
1C – Oral Communication (CSU requirement only)
2A – Math
3A – Arts
3B – Humanities
4A – Anthropology and Archaeology
4B – Economics
4E – Geography
4F – History
4G – Interdisciplinary, Social & Behavioral Sciences
4H – Political Science, Government & Legal Institutions
4I – Psychology
Curriculum Committee Approved: 04.25.14; 09.01.14
Academic Senate Approved: 05.02.14
Page 9 of 10
4J – Sociology & Criminology
5A – Physical Science
5B – Biological Science
6A – Languages Other Than English
Rationale for inclusion in this General Education category:
Submitted By: Philip Mancus
Tel. Ext.: 2362
Dean/Director: Tracey Thomas
Same as Above
Date: September 12, 2014
Review Date: October 7, 2014
For Dean/Director only: Does this course change require a substantial or nonsubstantial change to a degree? Yes
No
CURRICULUM COMMITTEE USE ONLY
Approved by Curriculum Committee: No
Yes
Date: 10.24.14
Academic Senate Approval Date: 11.7.14
Board of Trustees Approval Date: 12.9.14
Curriculum Committee Approved: 04.25.14; 09.01.14
Academic Senate Approved: 05.02.14
Page 10 of 10