2.
3.
St. Cloud State University
Academic Affairs Use Only:
Response Date:
Effective Date:
1. Prepared by: Kathleen Ofstedal
Phone: 308-5445
Requesting Unit: COE
General Education Goal Area 5
History and the Social & Behavioral Sciences
Proposal Number:
Email: Kofstedal@stcloudstate.edu
Department, Course Number, Title: CFS 260 Children in a Changing World
4.
5.
New Course Existing Course
Will this course be flagged as a diversity course? No
Already Designated as Diversity Diversity Proposal Accompanying This Form
6. Will this course also satisfy another General Education Goal Area? No Yes
If “Yes” specify which goal area. goal 8
7. Course bulletin description, including credits and semesters to be offered:
Societal change, including the relationship between women and men and its impact on childhood.
Childhood in U.S. ethnic groups and in non-western cultures. Implications for those working with children in education, social services, health care, etc. Offered Fall and Spring for 3 credits.
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.
It is a general education course for any student who may be working with children and families in nonwestern cultures. This course would benefit education majors, social work majors, psychology majors and health care majors. It also fulfills a need in our Birth-Grade 3 teaching license/Major in the Child and Family Studies
Department. This course frequently leads students to take other courses in the CFS department, leading to to a minor or a teaching license.
9. Indicate any changes that must be made in offerings or resources in your department or other departments by offering this course.
N/A
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.
12.
The Requesting Unit understands and recognizes the above conditions.
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 helps students understand the factors that make each family unique through the study of different ethnic groups, religions, and GLBT family systems. Students will acquire and integrate knowledge of •
Patterns of child rearing across cultures.
Varying family structures across cultures.
Educational practices and philosophies across cultures.
Gender issues in child rearing across cultures
Students will extend and refine knowledge of family structures, parenting styles, and childhood experiences in various U.S. cultures. Students will use knowledge meaningfully to evaluate media and textbooks on issues of bias and practice critical thinking skills in evaluating racism at individual and cultural levels and examining their own cultural values and perceptions with the impact on own behavior .
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 #2: Quick Write reflective papers and discussions over readings such as Annual Editions: Defining diversity: Is it ethnic or race or both? (Is there class distinction in the U.S.? Why is SES important?) and recognizing that gender, sexual orientation and exceptionality are forms of diversity. Textbook reading, reflective paper and discussion -How does geography identify you? What does your age say about you? Annual Editions
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SLO #3 Quick Write reflective papers and participate in class discussion over content from such readings as:
Growing Up with the Contradictions of Race and Class and Developing Antibias, Multicultural Curriculum,
Annual Editions: Discover the importance of language differences and honor religious differences.
SLO #4 Ethnic Autobiography: = You will write a 1-2-page paper about YOU. You will investigate your own ethnic roots (including, but not limited to, heritage, nationality, linguistic, religion, celebrations, beliefs, work ethics, and family structure). Consider the ways your family life has been influenced by your heritage—the composition of the family, how roles have emerged or were delegated to various family members, what kind of discipline has been/was practiced and how feelings are/were expressed. And, finally evaluate how/why you have become who you are: your interests, your opinions, your self-concept, and your aspirations as they relate to your ethnic identity. Textbook readings, discussion and reflective paper over topics: Understanding the challenges and implications of the social contexts that are evident in daily life by Gollnick and Chinn = Chapter 6 & 7; How do educators view diversity?—need real examples from your own lives:Gollnick and Chinn = Chapter 10
SLO #5 Guest Reflections: = Guest speakers from different cultures come to class sessions, each student will write a one-page reflection paper. Reading from textbook, reflective paper and discussion: Gollnick and Chinn =
Chapter 2 & 3 Deciding whether or not multicultural education has a place as an academic discipline.
Presentations on: Hmong Immigrants; Somali Immigrants; Hinduism; Islam; Buddhism; Gender: Lesbian, Gay,
Bisexual, & Transgender; Native Americans; Asian Americans; Mexican Americans; African Americans
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
12/11/2009

Academic Affairs Use Only:
Response Date:
Effective Date:
Department: CFS
Proposal Number
Course or Course(s): CFS 260
Kathleen K. Ofstedal
Department or Unit Chair Signature Date
2/3/2010
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:
Chairperson
Approve Disapprove
Committee
Signature Date
Remarks:
Recommendation of University Curriculum Committee:
Approve Disapprove
Chairperson
Committee
Signature Date
Recommendation of Faculty Association:
FA Senate
Approve Disapprove
Signature
Action of Academic Vice President:
Approve Disapprove
Date
Signature
Entered in Curriculum Data File
Date
Remarks:
Remarks:
Remarks:
12/11/2009