St. Cloud State University
General Education Goal Area 5
History and the Social & Behavioral Sciences
Academic Affairs Use Only:
Response Date:
Effective Date:
1.
Prepared by: Anthony I. Akubue
Phone: 8-3219
Proposal Number:
Email: akubue@stcloudstste.edu
2.
Requesting Unit: COSE
3.
Department, Course Number, Title: ETS 183 Technology & Third World Development
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 Area 5: History and the Social & Behavioral Sciences
Existing Course
No
Diversity Proposal Accompanying This Form
No
Yes
7.
Course bulletin description, including credits and semesters to be offered:
Developing technology in the Third World, including its application, adaptation, and impacts on social
and economic structures
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.
This course is open to all SCSU students, from in-coming freshman through senior undergraduate student,
wishing to take a course in goal areas 8 and 5
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
11.
Courses designated as General Education are included in the assessment plan for the Goal Area(s)
12/11/2009
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.
This course incorporates sociological perspectives in the discussion of countries in relation to their social
and economic development. The Modernization theory advocates the adoption of Western values by Third World
countries as a requirement for their development. In this course students will learn that what worked for the
developed countries may not necessarily work for a Third World country due to different cultures, values, and
differences in time and space. The techology of any country is influenced by the country's culture and other
variables such as climate, location, and beliefs. Students will come to understand the role of global power
relations and how they tend to promote underdevelopment or de-industrialization in Third World countries. The
course highlights the significant role of colonialism and the West in creating conditions for political instability in
the Third World. Students will develop an understanding of how Third World countries have been the testing
ground for development strategies formulated mostly in the Western world. Students will learn that in the
discipline of development studies that "one size does not fit all," and that development strategies must be taylored
to each countries specific conditions, needs, and problems.
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.)
SLO # 1: Students taking this course will gain necessary knowledge to enable them to perform in
different Third World countries as Peace Corps members, work with Non-governmental Organizations (NGOs),
or as individuals working in parts of the Third World to impart needed skills in citizen. I hear from my former
students working in countries like Morocco or Mali, telling the leverage they have for taking the course while at
SCSU.
12/11/2009
SLO #2: Students will learn about the characteristics of Third World citizens, societies, and economies in
comparison with their counterparts in the industrialized world; and why what works in an industrialized country
may not be appropriate for the development of a Third World country.
SLO # 2: Students will learn about international power relations, their differential effects; that is, how they
promote or impede the social, economic, and human development of Third World countries.
SLO # 3: Students will have the opportunity to discuss and learn about North-South Technology transfer and be in
a position of knowledge to decide which among material transfer, design transfer, and capacity transfer is the
prevalent form of transfer and which form actually would promote self-sustanable growth or endogenous
development in the Third World.
SLO # 5: Students will learn that as late comers to development, Third World Countries (citizens, societies, and
economies) tend to be subordinated and dependent upon the industrialized countries, and how the West has no
interest in fostering self-reliance in the Third World, by giving them fish instead of teaching them how to fish.
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.
Identifying the Third World (15%) SLO # 2
Where is the Third World (3%)
The geopolitical Third World (7%)
Characteristics of Third World Countries (10%)
Social and Economic Development of the Third World (20%) SLO # 3
What is Development (6%)
Development is not Westernization (2%)
Coventional Development Strategies (6%)
Alternative Development Strategies (6%)
Technology and Technology Transfer For Third World Development (25%) SLO #5
What is Technology? (4%)
Understanding Technology and Technology Transfer (9%)
Why Technology and its Transfer is not of much help in Thord World Development (7%)
Mechanisms for Technology Transfer (5%)
Appropriate Technology as Opposed to Technological Monoculture (25%) SLO # 1
Development Path (4%)
From Gandhi to Schumacher (4%)
What is Appropriate Technology (5%)
Widening Technological Options (6%)
What is Sustainable Development? (6%)
Technology, Development, & Gender Disparity (25%) SLO # 2
12/11/2009
How Technology and Development Affect Women (5%)
Women's Access to Productive Resources (4%)
Women in Manufacturing and Industry (3%)
Women in the Agricultural Sector (3%)
Decision-Making in the Third World (5%)
Confronting Gender bias against Women (5%)
12/11/2009
St. Cloud State University
General Education Transmittal Form
Academic Affairs Use Only:
Response Date:
Effective Date:
Proposal Number
Department: ETS
Course or Course(s): ETS 183 Technology & Third World Development
Charles Rose
Department or Unit Chair Signature
1/28/10
Date
Department forward to Academic Affairs for publication and electronically to Chair of General Education Committee, Chair
of College Curriculum Committee, College Dean
Recommendation of General Education Committee:
Approve
Remarks:
Disapprove
Chairperson
Committee
Signature
Date
Recommendation of University Curriculum Committee:
Approve
Remarks:
Disapprove
Chairperson
Committee
Signature
Date
Recommendation of Faculty Association:
Approve
Remarks:
Disapprove
FA Senate
Signature
Date
Action of Academic Vice President:
Approve
Disapprove
Signature
Entered in Curriculum Data File
12/11/2009
Remarks:
Date