St. Cloud State University
General Education Goal Area 8
Global Perspectives
Academic Affairs Use Only:
Response Date:
Effective Date:
1.
2.
Prepared by: Linda Butenhoff
Phone: 8-4903
Proposal Number:
Email: ljbutenhoff
Requesting Unit: Global Studies
3.
Department, Course Number, Title: Global Studies, GLST 195: Global Society and Democratic
Citizenship
4.
New Course
Existing Course
5.
Will this course be flagged as a diversity course?
Already Designated as Diversity
No
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 9
7.
Course bulletin description, including credits and semesters to be offered:
Understanding the development of global society through exploration of the concepts and practices of
civic engagement and global citizenship. 3 Cr. 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.
Global Studies Majors and Minors and SCSU students who need a 195 democratic citizenship course and
students interested in global issues.
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.
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 8: Global Perspectives
Develop a comparative perspective and understanding of one’s place in a global context.
This course adresses Goal Area 8 as can be seen from the topical outline.
13. In order for a course to be designated as fulfilling Goal Area 8, 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. Explain how they are connected and related to people elsewhere in the world.
2. Describe similarities and differences among global places and populations.
3. Analyze how political, economic or cultural elements influence relations among the world’s states, peoples, or
societies.
4. Analyze specific international issues and propose and evaluate responses.
5. Articulate a vision of their individual roles and responsibilities in a common global future.
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.)
1. In examinations and papers, students will explain how the geographical, political systems and historical
relationship between themselves, their community and people in the Americas, Asia, Africa and Europe.
2. In papers and examinations, students will compare and contrast the how points of views are developed in
societies, types of citizenship, cultural traditions, development practices and ideas of human rights in countries in
the Americas, Asia, Africa, and Europe.
3. Students will examine political theories of democracy and nondemocracies and examine various structures of
governments. Students will explain why countries institution different economic models of development. Ethical
traditions are examined as a way for societies to develop human rights practices in countries in the Americas,
Asia, Africa, and Europe.
4. Students will examine such global issues as development and the theories and models used to describe and
explain developed and developing countries. In this way, students will analyze poverty, sustainable development
and underdevelopment along with such policies and practices as microcredit financing and development aid.
Through written exercises for instance students will then propose guides for action regarding such global issues.
5. Through such exercises as civic engagement and written papers students will describe a global issue and then
propose what they can do and the role they play in dealing with this issue.
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
12/11/2009
checked above are being met.
Part I Citizenship and Evolution of Global Society:Interaction of Cultures
Theories and Concepts
Part II Democratic Citizenship and Global Issues:
Beyond the Nations State: Evolution of Global Civic Society
Democracy and Its Alternatives (Theory)
Structures, Institutions, Models
Citizenship and Participation
Part III Global Issues and Citizen Responsibilities
Global Issues, Citizen Responsibilities and Sustainable Development
For example, Hunger, Poverty, and Sustainable Development
Global Issues, Citizen Responsiblities and Conflict Resolution
For example, Citizenship and Security Issues
Global Issues, Citizen Responsibility and Global Ethics
For example, Ethics, Human Rights and Global Society
12/11/2009
10% SLOs 1,2,3,4
15% SLOs 1,2,3,4
10%
10%
10%
15%
SLOs 1,2,3, 4
SLOs 1,2, 3,4
SLOs 1,2, 3,4
SLOs 1,2,3,4,5
10% SLOs 1,2,3,4,5
10% SLOs 1,2,3,4,5
10% SLOs 1,2,3,4,5
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
Disapprove
Signature
Entered in Curriculum Data File
12/11/2009
Remarks:
Date