St. Cloud State University
General Education Goal Area 8
Global Perspectives
Academic Affairs Use Only:
Response Date:
Effective Date:
1.
Proposal Number:
Prepared by: Kathleen Gill
Phone: 308-5154
Email: kagill@stcloudstate.edu
2.
Requesting Unit: Philosophy
3.
Department, Course Number, Title: PHIL 211, Philosophy and Feminism
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 6
7.
Course bulletin description, including credits and semesters to be offered:
The ways in which philosophical and feminist thinking enhance one
another. A variety of perspectives, including race, class and culture.
Cr. S.
3
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, Philosophy major and minor programs.
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.
None.
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.
Students read texts that present philosophical theories and concepts which provide the intellectual
underpinnings of global feminism, as well as philosophical debates in global feminism. Students are
required in discussion and in written work to articulate their understanding of these ideas. They are required
in discussion and in written work to critically evaluate these ideas, and to develop their own perspectives.
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 & 2: In essays, papers and tests, students are required to display their
understanding of a diverse range of perspectives on philosophical concepts
and controversies in global feminism. They are required to demonstrate
their understanding of these ideas in discussion and written work. This
necessarily involves a comparative analysis of differences and similarities
between their own cultural background and that of others around the world.
In addition to having to describe similarities and differences among global
places and populations, these comparisons will enable them to understand
ways they are connected and related to people elsewhere in the world.
3: Students are required in their written work and in class discussion to
analyze and evaluate the perspectives, views and arguments found in global
feminism. These debates are based on philosophical concepts that are often
unanalyzed, such as freedom, justice, and equality. In this course those
concepts would be analyzed from a multi-cultural perspective. But the
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debates are typically about cultural practices, such as the appropriate role
of women in families and societies. These debates typically have immediate
connections to political and economic systems.
4. Students are required in class discussion and written work to analyze
specific international issues that come to the foreground when studying
women's rights. These include such things trafficking, abortion,
affirmative action, education rights and fair trade. Using research tools
such as country reports submitted to United Nations committees that oversee
compliance with international human rights treaties, students learn ways
that countries around the world propose to address women's rights issues.
They are required in class discussion and written work to compare solutions
across countries, and evaluate those practices and policies.
5. In essays and discussion throughout the semester, students reflect on the
way debates in global feminism present visions of "a common global future."
They are asked to critically evaluate those visions, and to articulate ways
their own visions might differ. They are constantly asked to connect what
they are learning about women's rights in other countries with their own
lives, to describe their relationship with others in different parts of the
world, and to identify specific personal responsibilities they are willing
to assume in order to achieve a better common future.
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.
Part 1: Philosophical theories and concepts that provide the intellectual
underpinnings of global feminism.
A. Perspectives of cultures and societies around the world: 20% (SLO 1, 2)
Examples: Religious metaphysics of various spiritual traditions;
concepts of human nature; concepts of personhood; views on the moral and
metaphysical bases of human rights.
B. The development of each students' own perspective: 10% (SLO 5)
Part 2: Philosophical theories and concepts currently used in global
feminism.
A: Perspectives of cultures and societies around the world: 20% (SLO 1,2,3)
Examples: Differing perspectives on the meaning of such concepts as
freedom, equality, respect for persons, justice and human dignity.
B: The development of each students' own perspective: 10% (SLO 5)
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Part 3: Application of philosophical theories and concepts to controversies
and debates in contemporary global feminism.
A: Perspectives of cultures and societies around the world: 20% (SLO 3, 4)
Examples: Differing perspectives on abortion, affirmative action,
rights to education and health care, trafficking, fair trade.
B: The development of each students' own perspective: 20% (SLO 5)
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St. Cloud State University
General Education Transmittal Form
Academic Affairs Use Only:
Response Date:
Effective Date:
Proposal Number
Department:
Course or Course(s):
Carla A. H. Johnson
Department or Unit Chair Signature
3/1/10
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