St. Cloud State University
General Education Goal Area 9
Civic Engagement and Ethics
Academic Affairs Use Only:
Response Date:
Effective Date:
1.
2.
Prepared by:Jason Lindsey
Phone: 8-2163
Proposal Number:
Email:jrlindsey@stcloudstate.edu
Requesting Unit:COSS
3.
Department, Course Number, Title:Political Science 195 Democratic Citizenship: American
National Government
4.
New Course
Existing 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.
No
Diversity Proposal Accompanying This Form
No
Yes
7.
Coursebulletin description, including credits and semesters to be offered:
Understanding of U.S. institutions of government and the role of the citizen in the democratic
process in the United States. 3 Cr. F, S, SUM.
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 currently part of the general education curriculum at SCSU. It is also a
requirement for Political Science Majors and Minors, Public Administration Majors and Minors,
and International Relations Majors.
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
orunits offering instruction that relates to the content of the proposed course.
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.
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12.
Provide a concise explanation of how the following goal is a “significant focus” of the proposed course.
Goal Area 9: Civic Engagement and Ethics
Understand and evaluate ethical or civic issues and theories, and participate in active citizenship or ethical
judgment.
The purpose of this class is very obvious. Every American citizen should understand how our
political system works. In addition, those of us who are not American citizens can benefit from
studying the politics of this very influential country. Besides learning about institutions and rules, it
is also very helpful to know how the American system has evolved over time to understand politics
today. Compared to other democracies around the world, the political system of the United States
is unusual in many ways, including its origins. Therefore, this course will explain how politics in the
United States is organized today, how it has evolved over time, and introduce the major issues that
dominate contemporary domestic politics.
13. In order for a course to be designated as fulfilling Goal Area 9, it must address at least 5 of the 6 student learning
outcomes (SLOs) below. Check the SLOs below that are focused on in the proposed general education course.
1. Explain the connections among education, citizenship, and participation in a democratic society.
2. Explain major ethical or political theories.
3. Describe how interpretations of ethics or citizenship may vary by nationality, ethnicity, race, color, religion,
gender, ability and disability, or sexual orientation.
4. Apply concepts such as democracy, rights, morality, justice, virtue, liberty and obligation to personal,
professional, and public issues.
5. Analyze and evaluate alternative theoretical approaches or formulate solutions to ethical or civic issues.
6. Develop and exercise personal agency or ethical judgment in the public domain.
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. Students learn about the U.S. constitution and the historical context of the document. Why
was the constitution written and adopted? What are the basic principles contained within it?
What political compromises shaped it? One essay topic choice is to link Constitutional
mecahnisms to limited government.Students learn about the characteristics of elections and
participation in the United States. One essay topic choice/exam section is to discuss how or to
what extent these seem democratic in a comparative context.
2. In the beginning of our discussion of the U.S. constitution we look at the main ideas of
political theory that support the document. A common class activity is to have students compare
exceprts from Locke's philosophy with the Declaration of Independence and the Constitution's
Preamble. In our chapter on the U.S. court system, we discuss the main differences between the
U.S. common law system and examples of legal codes from other political systems. (Some exam
quesitons target this information). We also discuss the philosophical differences between the
two major parties in the United States. This includes unit includes a discussion of the importance
of political parties as a medium between citizens and the government. Also, we look at why the
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United States has a two party system compared to the multiparty systems we find in other
democracies. One essay topic choice and exam question has students compare the different
ideologies connected to U.S. major parties, and the philosophical arguments found within the two
parties.
4. Students learn about the importance of Civil liberties for individual well being and political
change in the United States. Our chapter on the judicial system examines landmark cases in
the United States and their effect on the overall society. One essay topic and various exam
questions have students link an experience from daily life to civil liberty protections. Our civil rights
chapter includes exam questions and an essay assignment that has students discuss the parallels
between the civil rights era of 1954-1972 with the struggles other groups have faced at different stages
in U.S. history. A common class activity is to screen episode two of the documentary _Eyes on the
Prize_ about the "Little Rock Nine" and then have students write a short paper about their high school
experience.
5. Students learn about the role of ideology and political socialization in forming public
opinion.Students also learn about the major issues that currently divide public opinion in the
United States. One essay topic choice and various exam questions focuses on describing policy
choices from different ideological points of view. A common class activity is to show video clips of
different politicians and commentators debating an issue and then have the students link which
individual represents which ideology.
6. Students learn about participating more effectively in the political process. Our
chapters on state and local government / federalism emphasize the opportunities available at the
local level in the United States. A common class activity is to have students identify their local form
of government (city, county, township) and the local services it provides. The chapter on Parties
and Interest Groups emphasizes how one can start volunteering and getting involved in the
political process. The chapter on voting and elections emphasizes the impact individuals can
make on the political process. Various exam questions, and some out of class assignments focus
on this topic. In addition, a common class activity is to have students identify who their
Congressional representatives are and write a letter to them about a specific piece of legislation.
Other class activities during election years include participating in a local party caucus,
volunteering with a campaign, or attending a candidates' debate.
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.
20% The U.S. Constititution/ Meets SLOs: 1, 2, and 4
10% State and Local Government/Federalism / Meets SLO's: 2 and 6
10% Civil Liberties / MeetsSLO's: 4
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10% Civil Rights /Meets SLO's: 4
10% Congress /Meets SLO's: 1 and 6
10%The Presidency and Federal Bureaucracy /Meets SLO's: 1 and 6
10% The Courts / Meets: SLO's 1,2 and 6
5% Political Socialization and Public Opinion /Meets: SLO's 2 and 5
5%Parties and Interest Groups /Meets: SLO's 2 and 6
5% Voting and Elections /Meets: SLO's 6 and 2
5%Introduction to Public Policy /Meets: SLO's 6 and 5
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St. Cloud State University
General Education Transmittal Form
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Response Date:
Effective Date:
Proposal Number
Department:
Course or Course(s):
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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:
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Remarks:
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Recommendation of University Curriculum Committee:
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Recommendation of Faculty Association:
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Remarks:
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FA Senate
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Action of Academic Vice President:
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Signature
Entered in Curriculum Data File
12/11/2009
Remarks:
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