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: Julie Andrzejewski
Phone: 308-4109
Email: jrandrzejewski@stcloudstate.edu
2.
Requesting Unit: Human Relations & Multicultural Education
3.
Department, Course Number, Title: Hurl 206 Understanding Oppression
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:
Consultants from oppressed groups will share expertise on various
contemporary human relations issues (racism, sexism, disabilities, poverty,
religious oppression, homophobia, etc.) 1 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.
HURL minors, Social Work students, and general education
9.
Indicate any changes that must be made in offerings or resources in your department or other
departments by offering this course.
This course is currently being offered
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)
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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.
Hurl 206 "Understanding Oppression" is a one credit course that provides students with direct (or on
occasion, film) experiences with individuals from diverse communities (African American, American Indian
/indigenous, Asian American, Latina/Latino, various national origins and ethnicities, gender, class,
disabilities, sexual orientations, religion/spiritualities, etc.) who share their perspectives on citizenship,
democracy, global ethical and theoretical world views, human rights, social and eco-justice, peace/nonviolence, and what individual and collective actions can be taken to contribute to a better world.
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.)
Original SLOs from 1997:
1. Students will be introduced to each HURL area by a member of each particular group who will share
experiences and expertise.
2. Students will be able to articulate the interrelationship between the various HURL topics and an analytical
frmaework within which oppression functions.
While the original course SLOs and outline are quite old and are rather general, since its inception, in the actual
teaching of the class and inviting the speakers, the issues pertaining to all 6 criteria for civic engagement and
ethics have been included.
#1 Each speaker addresses how issues of education, citizenship, and democracy relate to their
community. Examples: a.) how traditional Western education addresses related issues - areas omitted or
distorted, corrections needed; b) what does citizenship mean for this community - what is considered a "nation",
what is global citizenship; c) what does "democracy" mean in this community and how is it manifested?
#2 Each speaker addresses ethical and theoretical perspectives, world views, and/or spiritual/religious
perspectives on oppression, human rights, social justice, environmental justice, shared resources and governance,
community and global problems like water, food, energy, land, civil rights, laws and policies, etc.
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#3 Each speaker addresses the intersectionality of issues involved in their perspective of ethics and/or
citizenship. Examples: intersections of race, gender, class, sexual orientation, disability, religion/spirituality, age;
OR intersections of social justice, environment, and peace; OR intersections of economic, political, and social
policies.
#4 Each speaker addresses what citizenship and/or democracy means with regard to personal,
professional, and public issues and actions (both individual actions and collective/organizational/ community)
#5 Each speaker addresses an analytical and comparative approach to historical and contemporary ethical
and civic issues and possible actions and solutions to oppression.
#6 Each speaker addresses social movements (community, local, state, tribal, national, global) and how
personal agency and ethical judgment can be developed and applied in the public domain.
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.
Since the original course proposal was approved in 1997, the course
outline merely listed the groups to be included, the content delineated by
the general course objectives above. Since that time, language has changed
so I will identify the list of groups included in the original proposal and
the list as now adapted over the years. Each semester the speakers included
shift somewhat depending upon what speakers are available.
ORIGINAL CURRICULUM PROPOSAL
Mexican American
Asian American
Native American
Black American
Heterosexism
Domestic Violence/Sexual Assault
Xenophobia
Disability Rights
Sexism in Schools
CURRENT CURRICULUM PRACTICE
Overview and Framework
Latina/Latino
Asian/Asian American
Indigenous Peoples
African/African American
Heterosexism
Domestic Violence/Sexual Assault
Xenophobia/Global oppression
Disability Rights
Sexism
Over the years, ALL 6 CRITERIA HAVE BEEN AND ARE BEING MET IN EACH OF THE
PRESENTATIONS in varying degrees. However, the GE articulation of these
criteria will be shared with presenters to help them further refine and
focus their presentations to meet these goals even better.
12/11/2009
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
12/11/2009
Remarks:
Date