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: Paul Greider
Phone: 4181
Proposal Number: _________________
Email: plgreider@stcloudstate.edu
2.
Requesting Unit: Sociology/Anthropology
3.
Department, Course Number, Title: Sociology/Anthropology, SOC 111, Social Problems
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
Existing Course
No
Diversity Proposal Accompanying This Form
No
Yes
7.
Course bulletin description, including credits and semesters to be offered:
Nature, origins, and types of social problems in contemporary society. Societal efforts to eliminate or
alleviate these problems 3 credits F,S.
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.
General Education and one of two choices to fulfill the required introductory courses for sociology majors
and minors
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)
10/15/2009
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.
The course uses the sociological perspective: and various sociological theories to critically analyze human
societies and behaviors in regards to social problems -- macro, meso, micro levels. The course explains what
social problems are and why they are considered social problems versus personal troubles. The course also
examines the scientific methods for researching social problems. It identifies categories of social problems in
historical and social context.
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.)
SSLO 1 - Describe or use the methods and data by which historians, social scientists, or behavioral
scientists investigate human conditions. This class is introduced by explaining why social problems are an issue of
interest for social scientists, but in particular to sociologists. Students are taught about the sociological
imagination and its use in uncovering social problems. Students are also taught about some of the research
methods used to produce knowledge and challenge taken for granted assumptions and myths about social
problems.
SLO 2 - Analyze human behavior, cultures, and social institutions and processes from the perspectives of history
or the social and behavioral sciences. Social problems based on systems of power are explored within various
social institutions, such as media, the economy, the law, the state, family, education, etc. Using a sociological
perspectives, students learn about social structures that are embedded in those social institutions.
SLO 3 - Develop explanations for and explore solutions to historical or contemporary social problems.
10/15/2009
This class explores particular contemporary topics that are either controversial or often marginal in newspaper and
magazines. This class then addresses the way sociologists and other social scientists attempt to respond to those
issues and invite students to respond as well. Specific issues that can be used to foster learning can be: troubled
institutions, problems of inequality, conformity and deviance, and problems of a changing world, world poverty
and literacy, etc.
SLO 4 - Reflect upon themselves in relation to family, communities, society, culture, and/or their histories.
Students learn about the social problems that exist within families, work places, schools, media programs and
press, religious organizations, social justice organization, etc. The goal of this class is to render visible various
taken for granted social problem patterns that are present in their everyday life as well as in their way of seeing
the world.
SLO 5 - Apply and critique alternative explanatory systems or theories about human societies and behaviors.
An important component of this class is to address the way various social theories have explained and challenged
us to see our society in social problem terms. Students learn to view some of the advantages and limitations of
those theories, as well as learn to make use of those theories on both national and global aspects of their social
environment.
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.
see attached
10/15/2009