St. Cloud State University
General Education Goal Area 8
Global Perspectives
Academic Affairs Use Only:
Response Date:
Effective Date:
1.
Prepared by: Kathleen Ofstedal
Phone: 8-5445
Proposal Number:
Email: kofstedal@stcloudstate.edu
2.
Requesting Unit: COE
3.
Department, Course Number, Title: CFS 260 Children in a Changing World
4.
New Course
5.
Will this course be flagged as a diversity course?
Already Designated as Diversity
Existing Course
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 5
7.
Course bulletin description, including credits and semesters to be offered:
Societal change, including the relationship between women and men and its impact on childhood.
Childhood in U.S. ethnic groups and in non-western cultures. Implications for those working with children in
education, social services, health care, etc. Offered Fall and Spring for 3 credits.
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.
It is a general education course for any student who may be working with children and families in nonwestern cultures. It also fulfills a need in our Birth-Grade 3 teaching license/Major in the Child and Family
Studies Department. This course frequently leads students to take other courses in the CFS department, leading to
a minor or a teaching license. This course would benefit education majors, social work majors, psychology majors
and health care majors.
9.
Indicate any changes that must be made in offerings or resources in your department or other
departments by offering this course.
N/A
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
12/11/2009
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.
Students learn about the impact of societal change on childhood, evaluate racism at individual and cultural
levels and examine their own cultural values and perceptions and how it impacts their own behavior. They
evaluate media and textbooks on issues of bias and learn about several non-western cultures, comparing and
contrasting issues to U.S. parenting practices.
Student learn:
• Patterns of child rearing across cultures
•
Varying family structures across cultures
•
Educational practices and philosophies across cultures
•
Gender issues in child rearing across cultures
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: Ethnic Autobiography:Students investigate their own ethnic roots (including, but not limited to,
heritage, nationality, linguistic, religion, celebrations, beliefs, work ethics and family structure). Students consider
the ways one's family life has been influenced by heritage. Quick Write reflective papers and participate in class
discussion over content from such readings as: Growing Up with the Contradictions of Race and Class and
Developing Antibias, Multicultural Curriculum, Annual Editions: Discover the importance of language
differences and honor religious differences.
12/11/2009
SLO # 2: Interview: Students develop interview questions and interview an individual who has immigrated and
has/or is planning to become a naturalized citizen of America. (written up into a reflective paper) Presentations
on: Hmong Immigrants; Somali Immigrants; Hinduism; Islam; Buddhism; Gender: Lesbian, Gay, Bisexual, &
Transgender; Native Americans; Asian Americans; Mexican Americans; African Americans
SLO #4: Class presentation: Students investigate, prepare, and present information concerning a particular issue
relevant to the changing demographics of our global communities.Guest speakers from different cultures come to
class sessions, each student will write a one-page reflection paper. Reading from textbook, reflective paper and
discussion: Gollnick and Chinn = Chapter 2 & 3 Deciding whether or not multicultural education has a place as an
academic discipline. Presentations on: Hmong Immigrants; Somali Immigrants; Hinduism; Islam; Buddhism;
Gender: Lesbian, Gay, Bisexual, & Transgender; Native Americans; Asian Americans; Mexican Americans;
African Americans
SLO #5: Guest Reflections: = Following a presentation by a guest to our class sessions, each student writes a onepage reflection paper. You will describe the personal impact that the information presented has on your life as a
student and as a human being living in a global community. Reading from text, discussion and reflective paper
over readings: Understanding the challenges and implications of the social contexts that are evident in daily life
by Gollnick and Chinn = Chapter 6 & 7; How do educators view diversity?—cite examples from their own lives:
Gollnick and Chinn = Chapter 10
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
12/11/2009
St. Cloud State University
General Education Transmittal Form
Academic Affairs Use Only:
Response Date:
Effective Date:
Proposal Number
Department: Child and Family Studies Department - COE
Course or Course(s): CFS 260
Kathleen K. Ofstedal
Department or Unit Chair Signature
2/3/201Date
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