St. Cloud State University
General Education Goal Area 5
History and the Social & Behavioral Sciences
Academic Affairs Use Only:
Response Date:
Effective Date:
1.
Proposal Number:
Prepared by: Heather W. Hackman
Phone: 308-4095
Email: hwhackman@stcloudstate.edu
2.
Requesting Unit: Human Relations & Multicultural Education
3.
Department, Course Number, Title: HURL 497/597, "Human Relations for Teachers I"
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.
Existing Course
No
Diversity Proposal Accompanying This Form
No
Yes
7.
Course bulletin description, including credits and semesters to be offered:
HURL 497/597. Human Relations for Teachers I (MGM). Analysis of individual and institutional racism,
sexism and other forms of oppression in the school environment. A social reconstructionist model of education. 3
Cr. F, S, Sum.
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 is a general education course that has an emphasis on teaching and learning and therefore is largely
populated by teacher education students.
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.
HURL 497/597 assists students in understanding the historic and current dyanmics of oppression in
society and then, using a critical educational lens, identify ways these societal problems can be addressed. These
goals are accomplished by thoroughly explaining the history of systems of oppression in the United States, how
these systems were created and who they serve, and how they operate in society today. From this understanding,
students then explore how the social sciences, and in particular education, can provide a framework for
challenging these forms of oppression.
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.)
Student learning outcomes are met in this class through a broad and deep reading list, extensive class
discussion, small group debates, applied projects such as media analysis and curricular analysis assignments,
simulations and role plays, papers and exams, guest speakers, and attendance at campus events. SLO 2-5 are
specifically met in the following ways:
SLO 2: This course utilizes educational history and educational theory to critically explore multicultural
communities in the United States and the social institutions and processes that perpetuate oppression against these
communities historically and today. As a result students will be able to: 1) analyze current political, social and
educational policy as it pertains to the Dominant / Subordinate dynamics associated with systems of oppression,
2) analyze curriculum for historical inaccuracies and the presence of a Dominant "hidden curriculum", and 3)
utilize a critical multicultural / social justice educational framework to more accurately understand the norms and
customs of various cultural groups in the United States.
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SLO 3: The core purpose of the course is to help students develop explanations and solutions for current forms of
oppression in the United States including classism, racism, sexism, heterosexism and homophobia, disability
oppression and religious discrimination. For example, through papers, exams and applied projects students will be
able to explain concepts such as the myth of meritocracy, the social construction of race, the Black-White
dichotomy, how socially constructed gender roles serve as the foundation of sexism, the impact of heterosexism
and homophobia on LBGTQ communities in the United States, and the importance of supporting the Independent
Living Movement for people with disabilities. For all of the above issues and their corresponding forms of
oppression students are expected to be able to utilize critical multicultural, social justice education and social
reconstructionist frameworks to a) thoroughly explain how these systems of oppression work, b) demonstrate
knowledge of the history behind these systems of oppression in the United States, c) articulate the similarities and
differences in the manifestations of these forms of oppression, and d) develop individual, community and societal
plans of action to address and create change around these complex social problems.
SLO 4: Through tests, papers, homework, and other assignments, students are encouraged to rigorously and
critically reflect on their own social location (e.g. their socially constructed identities in relation to the issues of
oppression explored in this class) and analyze the relationship of these social problems to their lives, their families
and the society as a whole. Examples of this reflection include: a) students are introduced to the larger social
dynamics of classism and globalization and then asked to critically reflect on their own levels of consumption and
its relationship to U.S. consumption, global consumption and climate change, b) students are asked to reflect on
their cultural and racial identities and explore how it impacts their work, social, family and educational lives, c)
students are asked to explore their gender socialization and identify its connection to the presence of sexism in
their lives.
SLO 5: To broaden student understanding and problem-solving abilities for these forms of oppression, students
are introduced to alternative explanatory theories such as fair trade, sustainable economies, cradle-to-cradle
production loops, and green consumption (classism), critical race theory and applied racial justice theories
(racism), feminist theory and the restructuring of gender roles (sexism), queer theory, LBGT history, and safe
space training (heterosexism / homophobia), and the Independent Living Movement (disability oppression) to
name a few. Students are also introduced to myriad educational theories such as critical pedagogy, feminist
pedagogy and cultural competency. It is expected that students can deftly utilize these theories to approach the
topics in class from a range of perspectives thereby acquiring the ability to frame these issues in as complex of a
manner as possible.
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.
10% Dehumanizing biases and forms of oppression that various groups in society have experienced historically
and today (SLO 2,3)
5 % Distribution of resources and power in society (SLO 3,4,5)
5% Non-western, non-dominant perspectives (SLO 2,5)
20% Bias in curriculum, teacher behavior, school staffing patterns, textbook selection, language, Title IX
compliance, counseling and extra curricular activities (SLO 4,5)
5% Hidden and evaded curriculum (SLO 2,3)
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10% Race, gender, and sexual orientation harassment policies and school violence (SLO 2,3,5)
5% Alternative media and research skills (SLO 3,4,5)
20% Specific educational strategies to address issues of race, gender, class, sexual orientation, physical ability and
religion in the total school environment (SLO 4,5)
20% Social justice, critical multicultural and social reconstructionist forms of education and social change (SLO
2,3,4,5)
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St. Cloud State University
General Education Transmittal Form
Academic Affairs Use Only:
Response Date:
Effective Date:
Proposal Number
Department: HURL
Course or Course(s): 497
Department or Unit Chair Signature
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