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St. Cloud State University
Academic Affairs Use Only:
General Education Goal Area 8 Designation
Global Perspectives
Response Date: ______________________
Effective Date: ______________________
1. Prepared by: Sandrine Zerbib
Proposal Number: _________________
Phone: 320 308-3046 Email: sazerbib@stcloudstate.edu
Requesting Unit: Sociology/Anthropology
Department, Course Number, Title: Sociology/Anthropology, SOC 273, Sociology of Gender
New Course Existing Course
5. Will this course be flagged as a diversity course? No
Already Designated as Diversity Diversity Proposal Accompanying This Form
6. Will this course also satisfy another General Education Goal Area? No Yes
If “Yes” specify which goal area.
7. goal 5
Course bulletin description, including credits and semesters to be offered:
Social construction of gender. Impact of social-economic constraints on gendered relations and how changes in socio-economic circumstances help transform or deconstruct gender. 3 Cr. DEMAND.
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.
General education and elective in the Sociology major/minor. Elective for Women's Studies and Social
Studies departments. No changes impacting other departments.
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)
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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.
Gender must be studied using the intersect system of power. When doing so, it is important to explore the way gender, race, class, sexuality intersect with nationality. Transnational feminism is an important medium to explore differences between men and women but more pertinently, differences between women.
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.)
SLO
1. Explain how they are connected and related to people elsewhere in the world.
Students should become familiar with some important aspects of globalization and its effects. As consurmers of products made oversee by workers from poor nations, as producers of images and cultural ideals exported globally, as employers of documented and undocumented cheap immigrant labor, students should be able to understand that they are linked to other people in the world because they are part of a global system of equaltiy. The material covering this SLO will consist of readings, inclass exercises, discussion of visual recordings, etc.
SLO 2. Describe similarities and differences among global places and populations.
This class will select few issues that affect men and women and compare the lived experiences of men and women from different places in the world. Some of the topics covered in class can be: body images and beauty ideals, birthing and child rearing practices, femininity and masculinity expressions, and dance arts forms.
SLO 3. Analyze how political, economic or cultural elements influence relations among the world's states, peoples, or societies.
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This class will explore several topics that prompt discussions on issues of the relationship between the state and various social groups. For instance, discussions about the headscarf politics in the U.S. and in EU states can foster a complex understanding of issues of citizenship, immigrants rights, gender constructions, issues of difference, and politics of inclusion/exclusions.
SLO 4. Analyze specific international issues and propose and evaluate responses.
Issues of work will be a vehicle to bridging international issues with national issues. Discussions of various forms of work such as emotional labor, reproductive labor, sex work, paid/unpaid work, domestic work, assembly-line work are central to helping students see themselves as part of various international relations.
SLO 5. Articulate a vision of their individual roles and responsibilities in a common global future.
After exposing students to various material and discussions related to SLO 1-4, students will discuss various students' movements who have taken a stand and have sometimes being successful in promoting more rights for people in poor nations and for people who migrated to United States and other rich nations from poor nations. Students will also have to do their own research on the web and bring to class what they have discovered about organizations involved in social justice activities.
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. see attached
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