Academic Affairs Use Only: Response Date: ______________________ Proposal Number: _________________

advertisement
St. Cloud State University
General Education Goal Area 7 Designation
Racial & Ethnic Diversity in the U.S.
Academic Affairs Use Only:
Response Date: ______________________
Effective Date: ______________________
1.
Proposal Number: _________________
Prepared by: Robert Hollenbaugh
Phone: 320-308-2294
Email: [email protected]
2.
Requesting Unit: Sociology/Anthropology
3.
Department, Course Number, Title: Dept. of Sociology and Anthropology, SOC 268, Race and Ethnicity
4.
New Course
5.
Is this course already designated as a Racial Issues course?
No
Yes
RIS Proposal Accompanying This Form
Existing Course
6.
Course bulletin description, including credits and semesters to be offered:
Race and ethnic divisions, discrimination, conflict and cooperation. Impact of global processes on race
and ethnicity in the United States. Comparison of US racial and ethnic patterns to other countries. 3 Cr. F, S.
7.
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 meets general education and is an elective in the major/minor. This course also specifically
fulfills the racial issues general education requirement.
8.
Indicate any changes that must be made in offerings or resources in your department or other
departments by offering this course.
None
9.
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
10.
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.
10/15/2009
10/15/2009
11.
Provide a concise explanation of how the following goal is a “significant focus” of the proposed course.
Goal Area 7: Racial & Ethnic Diversity in the U.S.
Examine patterns of racial and ethnic inequality in the United States; the heritage, culture, and
contributions of racially subordinated groups; and how race and ethnic relations are embedded in the
institutions that structure our lives.
This course focuses on educating students about the history of racial and ethnic exploitation in the US, as
well as patterns of contemporary racial and ethnic inequality. Racial inequality in the US is also
contextualized in terms of global racial/ethnic relations.
12. In order for a course to be designated as fulfilling Goal Area 7, it must address at least 5 of the 6 student learning
outcomes (SLOs) below. Check the SLOs below that are focused on in the proposed general education course.
1. Demonstrate awareness and understanding of historical and current race relations in the United States.
2. Explain the concept of “race.”
3. Analyze current events and conditions at the local, statewide, and national levels using course theories and
concepts.
4. Identify forms of institutional discrimination in areas such as education, media, housing, employment,
economics, politics, and the legal system.
5. Describe the basic history of discrimination against and contributions of African Americans, Asian Americans,
American Indians, Latinos, and recent immigrants of color.
6. Engage in dialog and self-reflection concerning racism, racial oppression, and white privilege.
13.
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.)
SLO1 - Demonstrate awareness and understanding of historical and current race relations in the United States.
Teaching awareness and understanding of historical and contemporary race relations in the US is addressed
through reading assignments, lecture, small group discussions, classroom discussion and student writing
assignments. The contemporary period is connected to the institutional and legal histories of racial exclusions and
privileges established in the distant past in the US.
SLO2 - Explain the concept of "race."
The concept of race as socially constructed and historically changing is taught using historical examples in the US
context and through comparisons with other societies' constructions of race.
SLO3 - Analyze current events and conditions at the local, statewide, and national levels using course theories
and concepts.
Current events and local, statewide and national level race/ethnic relations are incorporated into the classroom
through regular engagement with these issues, often in the form of student presentations and/or reaction papers, as
well as clas discussion.
10/15/2009
SLO4 - Identify forms of institutional discrimination in areas such as education, media, housing, employment,
economics, politics, and the legal system.
Students are asked to not only read about and learn through lecture about institutional discrimination, but also to
recognize its presence in multiple institutions as the major force in the continuing struggle for racial equality.
SLO5 - Describe the basic history of and discrimination against and contributions of African Americasns, Asian
Americans, American Indians, Latinos, and recent immigrants of color.
Students gain an understanding of the complex dynamics of muiltiracial US society and the ways African
American, Asian American, American Indian, and Latino/a communities have been discriminated against through
continuing readings, lecture and class discussions.
SLO6 - Engage in dialog and self-reflection concerning racism, racial oppression, and white privilege.
Students engage in constant dialogue and self-reflection about racism, oppression and privilege and must
demonstrate a knowledge of how these concepts relate to both past and present US society as demonstrated
through methods of student assessment including exams and writing assignments.
14.
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 excel file.
10/15/2009
Download