St. Cloud State University
General Education Goal Area 7
Racial & Ethnic Diversity in the U.S.
Academic Affairs Use Only:
Response Date:
Effective Date:
Proposal Number:
1.
Prepared by: Karen Thompson and Anne Winkler-Morey
Phone:
Email:
2.
Requesting Unit: Human Relations & Multicultural Education
3.
Department, Course Number, Title: HURL 102 Human Relations and Race
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:
HURL 102. Human Relations and Race. Study of racism in the United States. Racial oppression will be
examined using a framework that analyzes the interconnection of racism and other forms of oppression.
Experiences of people of color in the United States and institutional racism in the United States will be examined
3 cr. F, S, SUM.
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.
Students who need to meet Racial Issues Course 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.
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.
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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.
The course primarily focuses exactly on the above. In this course the students study racism in the United States.
Students examine racial oppression using a framework that analyzes the interconnection of racism and other
forms of oppression. Students examine experiences of people of color in the United States and institutional
racism in the United States. It's objectives are for students to analyze race oppression in the United States, to
recognize the dynamics of oppression and differential treatment faced by people of color, to critique media for the
portrayal of people of color, to become knowledgeable about racial groups and racism, to understand U.S. racism
with a global perspective, and to become knowledgeable about anti-racist behavior.
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.)
The student will be able to:
SLO 1: think critically about racial oppression in the United States by engaging in critical thinking
exercises, class discussions, readings, Q and A with lectures, audiovisuals, oral assignments, writing assignments
and exams focusing on the history of and current race relations.
SLO 2: articulate the concept of race as a social constuct, not a biological reality and demomstrate
understanding of this conceptual framework through group exercises and written papers.
SLO 3: develop research projects and /or engage in service learning that focus on current and local
issues.
SLO 4: illustrate how institutions from education to health care, banking to employment create racist
policies and practices and analyze how institutions perpetuate and maintain racial oppression and how systemic
racism can be overcome through group exercises and Racism paper.
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SLO 5: articulate the diverse experiences of African Americans, Native Americans, Chicana/os,
Latina/os, and Asian Americans, especially the experiences of recent immigrants of color to Minnesota through
group exercises and Racism paper.
SLO 6: reflect on their own experiences and perspectives on racial oppression and privilege through in
class writing, small and large group discussion, and writing assignments and to consider and practice constructive
actions on questions like: How have they participated in racist and anti-racist behaviors? How can we collectively
address racism in our communities? What does it mean to be a change agent of anti-racism? How do the
mechanisms of racial oppression mirror other forms of oppression?
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.
25% Analyze structural racial oppression and race relations in the United States. (15% understanding concepts
and theories of structural racial oppression, 10% understanding the relationship between different races in the
United States) SLO #1, 2, 3, 5.
25% Analyze racism in an oppression framework, including the interrelationship to sexism, classism,
heterosexism and xenophobia. (15% understanding how racism intertwines with other forms of oppression, 10%
understanding the effects of multiple identity oppression) SLO # 1, 3, 4, 5.
20% Examine self-reflections of racism. SLO # 6.
15% Critique media portrayal of people of color. SLO # 1, 3, 4, 5.
15% Examine U.S. racism in a global context. SLO # 1, 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:
Course or Course(s):
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
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Signature
Entered in Curriculum Data File
12/11/2009
Remarks:
Date