St. Cloud State University
General Education Goal Area 8
Global Perspectives
Academic Affairs Use Only:
Response Date:
Effective Date:
1.
2.
Proposal Number:
Prepared by: Mike Hasbrouck
Phone: 308-4118
Email: mhasbrouck@stcloudstate.edu
Requesting Unit: Foreign Languages and Literature
3.
Department, Course Number, Title: SPAN 110. Introduction to Spanish-Speaking
Cultures Through Film and Music
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 area 6
7.
Course bulletin description, including credits and semesters to be offered:
SPAN 110. Introduction to Spanish-Speaking Cultures Through Film and Music
Diverse cultural, historical, and socio-political features of Spanish speaking cultures and basic Spanish through
film and music. Recommended companion course to 101 and 102. Taught mainly in English. For students who
want more contact with modern culture and less emphasis on language. 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.
This course is designed for both those seeking General Education
credits and those interested in learning more about Spanish-speaking
cultures.
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.
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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.
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.
By analyzing how the distinct ethnic make-up of each region of the
Spanish-speaking world influences the cultural expression of each region,
students regularly compare and contrast cultures in distinct global
contexts. Furthemore, the study of "other" cultures such as those of the
Spanish-speaking world, involves a regular comparison of the students'
native culture with the target culture/s. This leads to a broader
cultural awareness and an increased understanding of the students' place
in the global context.
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. By its very nature, the study Spanish-speaking cultures is the study
of cultural connections and relations to and between people elsewhere in the
world. Students regularly analyze cultural differences and similarities that
exist in distinct regions of the Spanish-speaking world, and they also
compare those variations to US culture or their native culture.
2. Again, descriptions of similarities and differences among global places
and populations are at the core of what the study of Spanish and Spanishspeaking cultures is all about. Students regularly identify and describe
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the ethnic and cultural variations that exist in the Spanish-speaking world,
and they also compare those variations to English and US culture.
3. Students regularly identify and analyze how political, economic or
cultural elements influence relations among countries in the Spanishspeaking world and between those countries and the US as well.
4. Students analyze how international issues such as human rights, war,
illegal drug trafficking, global climate change, and globalization manifest
themselves in the Spanish-speaking world. They also analyze diverse
positions on those issues.
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.
Spain (17%)
(Geography, major historical, socio-political and ethnic features =7%)
(Music of Spain = 5%)
(Film portraying modern life in Spain = 5%)
Mexico and Central America (Mexico, Guatemala, Honduras, El Salvador,
Nicaragua, Costa Rica, and Panama) (18%)
(Geography, major historical, socio-political and ethnic features
=8%)
(Music of Mexico and CA = 5%)
(Film portraying modern Mexico or CA = 5%)
The Caribbean (Cuba, Dominican Republic, and Puerto Rico) (15%)
(Geography, major historical, socio-political and ethnic features
=5%)
(Music of the Hispanic Caribbean = 5%)
(Film portraying modern life in Cuba or other regional country =
5%)
Northern South America (Colombia, Venezuela, Ecuador, and Peru) (15%)
(Geography, major historical, socio-political and ethnic features
=5%)
(Music of NSA = 5%)
(Film portraying modern life in country in region = 5%)
Southern South America (Bolivia, Chile, Argentina, Uruguay, and
Paraguay)(15%)
(Geography, major historical, socio-political and ethnic features
=7%)
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(Music of SSA = 5%)
(Film portraying modern life in country in region = 5%)
United States (10%)
(Geography, major historical, socio-political and ethnic features
= 5%)
(Hispanic music or film in USA = 5%)
Spanish grammar and vocabulary (10%)
(basic grammar, essential vocabulary, useful expressions)
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St. Cloud State University
General Education Transmittal Form
Academic Affairs Use Only:
Response Date:
Effective Date:
Proposal Number
Department: Foreign Languages and Literature
Course or Course(s): SPAN 110. Introduction to Spanish-speaking Cultures through Film and
Music
Mike Hasbrouck
Department or Unit Chair Signature
2-15-10
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