St. Cloud State University
General Education Goal Area 5 Designation
History and the Social & Behavioral Sciences
Academic Affairs Use Only:
Response Date: ______________________
Effective Date: ______________________
1.
Prepared by: Peter Nayenga
Phone: 8-2003
Proposal Number: _________________
Email: pfnayenga@stcloudstate.edu
2.
Requesting Unit: COSS
3.
Department, Course Number, Title: AFST 250 Introduction to African Studies
4.
New Course
5.
Will this course be flagged as a diversity course?
Already Designated as Diversity
6.
Will this course also satisfy another General Education Goal Area?
If “Yes” specify which goal area.
Goal 8 GE Global Perspectives
Existing Course
No
Diversity Proposal Accompanying This Form
No
Yes
7.
Course bulletin description, including credits and semesters to be offered:
Geography, history, politics, society, ecology, economics, culture, foreign policy and contemporary
issues. 3 cr. F
8.
Indicate the clientele for whom this course is designed. Is the course for general education only, or
does it fulfill general education and other program needs for this or another department? Obtain
signatures from any affected departments.
All undergraduates seeking a general education course in areas 5 and 8 who want an introduction to
African studies. Students in a variety of programs such as such as global studies, study abroad, international
business, international relations and international communications who desire, require, or benefit from an
international and/or area studies experience may choose this course. The course also helps satisy the requirements
for a minor in African studies.
9.
Indicate any changes that must be made in offerings or resources in your department or other
departments by offering this course.
None
10.
For new courses or courses not yet approved for General Education, indicate any other SCSU departments
or units offering instruction that relates to the content of the proposed course.
n/a
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11.
Courses designated as General Education are included in the assessment plan for the Goal Area(s)
for which they are approved. Courses for which assessment is not included in the annual GE
assessment report for two years will be removed from the General Education Program.
The Requesting Unit understands and recognizes the above conditions.
12.
Provide a concise explanation of how the following goal is a “significant focus” of the proposed course.
Goal Area 5: History and the Social & Behavioral Sciences
Develop understanding of human societies and behaviors, and of the concepts, theories, and methods of
history and the social sciences.
Through the examination of topics in “historical and social and behavioral studies” from Africa students
will acquire a familiarity with major events and figures as studied via different African societies and behaviors.
The student will also develop skills in critical reading of both primary and secondary sources, in research, in the
comprehension of textual and lecture material, in class discussion, and in the composition of essays.
13. In order for a course to be designated as fulfilling Goal Area 5, it must address at least 4 of the 5 student learning
outcomes (SLOs) below. Check the SLOs below that are focused on in the proposed general education course.
1. Describe or use the methods and data by which historians, social scientists, or behavioral scientists investigate
human conditions.
2. Analyze human behavior, cultures, and social institutions and processes from the perspectives of history or the
social and behavioral sciences.
3. Develop explanations for and explore solutions to historical or contemporary social problems.
4. Reflect upon themselves in relation to family, communities, society, culture, and/or their histories.
5. Apply and critique alternative explanatory systems or theories about human societies and behaviors.
14.
Discuss how each Student Learning Outcome checked above is achieved in this course. (Note: Although
descriptions of typical assignments or types of assignments may be part of this discussion, it is not
appropriate to submit copies of actual assignments.)
Students are required through written and oral course work, i.e., instructor generated examination
questions, student generated theses (papers), and student oral presentations to:
1) find and identify primary and secondary source materials and use them as illustrations or demonstrable proofs
in formulating a historical argument. At this introductory level, students are provided with “readers” of such
works in English translation.
2) compare and contrast historical processes as introduced in the course and illustrate them with specific
historical patterns (case studies) as discussed in the course. For example, students will by comparing and
contrasting gender roles, artistic and literary developments, differences in cuisine, and religious differences etc.,
in different African cultural areas become able to analyze and understand differences and change over time.
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3) explore solutions for historical problems many of which still have resonance in the present. For example,
students will analyze ideological, religious and cultural differences and the solutions developed between different
people such as Muslim-Nativist interactions, European-African interactions, interactions between different
ethnolinguistic groups, etc., or discussion of disputed geographic territories such as between Libya and Chad and
Uganda and Buganda.
4) cause both international and U.S. students to reflect upon themselves in relations to another culture
substantially different from their own.
5) apply and critique different theories about human societies and behaviors. For example, students will
demonstrate the ability to discuss Marxist-Leninist theories of economic and social development as well as market
driven concepts, and Marxist-Leninist theories of political organization with that of liberal-democratic models.
15.
List or attach the Course Outline (adequately described and including percentage of time to be allocated
to each topic). Curriculum Committees may request additional information. Topics larger than 20% need
to be broken down further. Indicate in your course outline where the Student Learning Outcomes
checked above are being met.
5% Introduction
set the course requirements and format, and delineate the physical area to be studied
15% Land forms, climate and resources of Africa
establish the physical features, climate, and resource base of the area
20% The heritage and background of Africa
examine the temporal processes of change in Africa and consequent important events, persons, and concept
20% The humanities and patterns of communication in Africa
develop an appreciation for the aesthetic and creative aspects of African life in language, literature, art, music, etc
20% Social institutions in Africa
understand the characteristics of social institutions (such as education, religion, family, etc.) in Africa, the
relationships among the social institutions, and the ways they shape individuals' lives.
15% Africa in the contemporary era
explore a variety of contemporary issues/challenges in East Asia; social transformations of African cultures,
peoples, and societies; and social forces that promote those changes.
5% Conclusion
assess and reflect on the learning accomplished in the course. Discuss further learning and growth.
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