St. Cloud State University
General Education Goal Area 9
Civic Engagement and Ethics
Academic Affairs Use Only:
Response Date:
Effective Date:
1.
Proposal Number:
Prepared by: Sudie Hofmann
Phone: 308-4076
Email: shofmann@stcloudstate.edu
2.
Requesting Unit: Human Relations &Multicultural Education
3.
Department, Course Number, Title: HURL 201 Non Oppressive Relationsships I
4.
New 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.
Existing Course
No
Diversity Proposal Accompanying This Form
No
Yes
7.
Course bulletin description, including credits and semesters to be offered:
HURL 201. Non-Oppressive Relationships I (Diversity/MGM)Development of practical skills for
eliminating racism, sexism, and other oppressive elements from professional, and public life. 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.
Human Relations Minors and Social Work Majors
9.
Indicate any changes that must be made in offerings or resources in your department or other
departments by offering this course.
No effect
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
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.
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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.
In HURL 201 Non-oppressive Relationships, students are exposed to a variety of perspectives regarding
concepts of democracy, civic engagement, and ethical behavior. Course goals are to investigate ways to
participate responsibly in a democracy while critically analyzing issues of social equity and economic justice.
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.)
Student Learning Outcomes are met through readings, class discussion, simulation activities, required campus and
community speakers and events, student panels, community research, exams and papers. Specifically, the course
goals are to:
1.Develop a critical perspective in order to act equitably and appropriately in a democratic society. Identify
alternative media in order to gather broad perspectives necessary to act as an informed citizen in a democracy.
Define ways to increase awareness about community diversity in terms of language needs (SLO- Second
Language Learners) and cultural differences, as well as how institutions can accommodate and promote change.
Investigate inequitable treatment of disenfranchised populations, e.g., employment and housing discrimination,
community targeting, harassment, and bias related crimes. Identify intentional and unintentional policies and
practices that prevent or limit full participation in a democratic society.
2. Expand traditional theories of democracy to go beyond voting and obeying laws. Consider ethical behavior and
citizenship to include action for change through personal agency. Define theories of patriarchy, privilege,
ethnocentrism, androcentrism, and heteronormative ideology as they relate to and inhibit the promotion of
democracy.
3. Define cultural or moral relativism as it intersects with issues of human relations. Investigate appropriate and
sensitive ways in which to balance cultural practices with issues of safety, respect, health, and human rights.
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Promote principles of social equality within an understanding of the complexities of cultures, and cultural
response to issues of power, domination and imperialism.
4. Develop the concept of democracy to include an analysis of community economic justice, resource allocation,
and access to services. Define genuine, inclusive democracy an issue of morality and conscience. Consider
representation for marginalized groups as an essential component of democracy.
5. Challenge societal norms that inhibit democracy and civic engagement. Develop community and institutional
policies and practices to address issues of equity and multiculturalism. Define practical approaches that promote
inclusion and fairness in organizations. Describe how institutions can accommodate change in terms of cultural
practices and thus create welcoming environments. Explore the need for collective consciousness about equity
and justice issues as a community value.
6.Evaluate personal agency as it relates to achieving social justice in public life. Define ways to affirm community
values of equity, compassion, and justice through personal actions and advocacy. Identity change agent skills to
effectively challenge existing inequitable systems. Promote civic engagement as a life-long value and personal
goal.
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.
COURSE OUTLINE
List the Course Outline for this course (adequately described and including percentage
of time to be allocated to each topic). Curriculum Committees may request additional
information.
10% Knowledge and skills to address social control and institutional oppression based on race, class, gender,
sexual orientation and other forms of oppression. (SLO1,5,6)
10% ldentification of various groups in society that are marginalized and examine historical and pervasive
patterns of discrimination experienced by these groups. (SLO 3 & 4)
10% Development of a global as well as a local analysis of social and economic problems. (SLO 1& 3)
20%Examination of ethical institutional behavior and the relationship with personal ethical responsibilities. (SLO
1 & 2)
20% Exploration of institutional and structural oppression at the local, national and international levels pertaining
toracism, sexism,,classism and heterosexism. (SLO 3 & 4)
10%Introduction to societal context for understanding issues of responsible and equitable citizenship. (SLO 1 &
4)
10%Development of citizenship skills for creating economically and socially just communities. (SLO 5 & 6)
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10% ldentification of constructive ways of dealing with conflict and channeling personal power toward societal
change.( SLO 6)
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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):
Department or Unit Chair Signature
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
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Remarks:
Date