St. Cloud State University
General Education Goal Area 9 Designation
Civic Engagement & Ethics
Academic Affairs Use Only:
Response Date: ______________________
Effective Date: ______________________
1.
Proposal Number: _________________
Prepared by: Linda Butenhoff
Phone: 308.4903
Email: ljbutenhoff
2.
Requesting Unit: Global Studies
3.
Department, Course Number, Title: GLST 195: Global Society and Democratic Citizenship
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 9
7.
Course bulletin description, including credits and semesters to be offered:
Understanding the development of global society through exploration of the concepts and practices of
civic engagement and global citizenship. 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.
Global Studies Majors and Minors and SCSU students who need a 195 democratic citizenship course and
students interested in global issues.
9.
Indicate any changes that must be made in offerings or resources in your department or other
departments by offering this course.
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.
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.
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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.
This course adresses Goal Area 9 as can be seen from the topical outline.
Students:
1) Are introduced to the value of democracy and they evaluate democractic forms of government;
2) Examine the importance of participation and citizenship. Students participate in a civic engagement project;
3) In a historical and comparative manner, students learn about forms of citizenship and democratic society;
4) Compare government institutions and laws and become familiar with citizenship, democracy and human rights;
5) Use a multidisciplinary approarch to develop a framework for identifying and investigating problems and
underlying assumptions of citizenship and democratic society.
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. In a historical and comparative manner, students learn about forms of citizenship and democratic
society. Through written assignments, students will reflect and evaluate how they participate in democratic
society. Students for example may carry-out a civic engagement project, write a paper on a civic issue and then
present their work to the class.
2. Students are introduced to theories of governance both democratic and nondemocratic. They apply their
understanding of political theories in examinations and in the paper assignment.
3.Students examine the importance of participation and citizenship from the perspective of global society.
Students evaluate citizenship and democratic society by contrasting different forms of government. The course
develops and extends the student’s capacity for inquiry and critical judgment by introducing the student to global
issues, such as environmental and demographic issues, from a variety of critical perspectives. For example,
students may use a case study such as microfinance for women in the Grameen Bank and its subsequent
application around the world. In this way the student will begin a life-long critical study of ethics, civic
engagement across cultures, nationalities, race, ability, gender, etc.
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4. Students are presented concepts and theories of civics, democracy as well as development, conflict resolution
and human rights. Through a written paper assignment students apply these concepts to the civic engagement
experience they undertook throughout the semester. Students also apply these concepts to the issues of
sustainability, human trafficking and the importance of global education in small group work, examinations, and
written assignments.
5. In a comparative formate, students analyze and evaluate democratic and ethical theories in written
examinations and a semester-long project. In particular, based on concepts and theories presented in class and
then applied through their civic engagement experiences, students develop a "guide for action" that relates to the
issue they researched and wrote about in the paper.
6. Based on readings, class lectures, and civic engagement experiences students personnally apply concepts and
theories of ethics and civic engagement. Through small group work and written projects, students will develop
analytical skills for understanding issues and are given the opportunity to practice this through letter writing,
work with political parties, interest groups, and citizen campaigns.
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 I Citizenship and Evolution of Global Society:Interaction of Cultures
10% SLOs 1,2,3,4
Theories and Concepts
15% SLOs 1,2,4
Part II Democratic Citizenship and Global Issues:
Beyond the Nations State: Evolution of Global Civic Society
10% SLOs 3, 4, 5, 6
Democracy and Its Alternatives (Theory)
10% SLOs 2,3,4,5
Structures, Institutions, Models
10% SLOs 1,3,4,5,6
Citizenship and Participation
15% SLOs
1,3,4,5,6
Part III Global Issues and Citizen Responsibilities
Global Issues, Citizen Responsibilities and Sustainable Development
10% SLOs 1,3,4,5,6
For example, Hunger, Poverty, and Sustainable Development
Global Issues, Citizen Responsiblities and Conflict Resolution
10% SLOs 1,3,4,5,6
For example, Citizenship and Security Issues
Global Issues, Citizen Responsibility and Global Ethics
10% SLOs 1,3,4,5,6
For example, Ethics, Human Rights and Global Society
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