St. Cloud State University
General Education Goal Area 8 Designation
Global Perspectives
Academic Affairs Use Only:
Response Date: ______________________
Effective Date: ______________________
1.
Prepared by: Randal G Baker
Phone: 8-2271
Proposal Number: _________________
Email: rgbaker@stcloudstate.edu
2.
Requesting Unit: Geography
3.
Department, Course Number, Title: GEOG 277 Geography of Travel and Tourism II
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:
Attractions and features of global tourism resources emphasizing North America, Central America, the
Caribbean, South America and Oceania. 3 Cr. 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.
All undergraduates seeking general education course in areas 8. Satisfies requirement in the Travel and
Tourism major and minor.
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)
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.
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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.
Through the examination of the tourism geographies of North America, Central America, the Caribbean,
South America and Oceania, students will acquire a familiarity with location, history and composition
(natural, religious, cultural, social) of major attractions and their influence on the uniqueness of place.
Students will develop an understanding of spatial interaction and migratory patterns,including the
motivational factors (complimentarity, intervening opportunity, connectivity) that influence tourism patterns
in these regions.
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) Explain how they are connected and related to people elswhere in the world. Students will demonstrate this
outcome by addressing characteristics of global destinations, including the cultural and natural history of specific
destinations. Students will analyze the connectivity of place as they review global travel data and identifying
inter- and intraregional travel patterns.
2) Describe the similarities and differences among global places and populations. Students will demonstrate this
ability by creating travel itineraries for multiple destinations, that describe the uniqueness of place, its attractions,
and the tourism systems built around it.
3) Analyze how political, economic or cultural elements influence relations among the world’s states, peoples, or
societies. Students will demonstrate this ability by addressing issues that encourage, prohibit or manipulate
tourism geography, such as political barriers (visas, travel bans, etc.), historical connections (neocolonialism,
shared heritage), sacred space (pilgrimages, natural wonders), conservation of endangered flora/fauna
(ecotourism, voluntourism), and global economies (mass tourism, trade partnerships).
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4) Articulate a vision of their individual roles and responsibilities in a common global future. Students will
demonstrate this by analyzing the impacts of tourist behaviors on the environmental and cultural resources that
are the foundation of global attractions, and evaluate methods of reducing undesireable consequences of tourism.
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.
Student Learning Outcomes are applied in each of the sub sections described in the course outline.
GLOBAL TOURISM PATTERNS 10%
NORTH AMERICA: 25%
Regional Tourism Patterns 5%
Tourism Geography 20%
Canada 5%
United States 8%
Mexico 7%
CENTRAL AMERICA: 10%
CARIBBEAN ISLANDS: 15%
SOUTH AMERICA: 20%
Regional Tourism Patterns 5%
Tourism Geography 15%
OCEANIA 20%
Regional Tourism Patterns 5%
Tourism Geography 15%
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