St. Cloud State University
General Education Goal Area 9
Civic Engagement and Ethics
Academic Affairs Use Only:
Response Date:
Effective Date:
1.
Prepared by: Gary S. Whitford
Phone: 8-4880
Proposal Number:
Email: gswhitford@stcloudstate.edu
2.
Requesting Unit: Social Work
3.
Department, Course Number, Title: SW 195
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:
SW 195. Social Welfare and Democratic Citizenship
Democratic citizenship and social welfare, state institutions and citizen engagement locally, nationally
and globally. 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.
It is designed as an introductory course for social work majors, as well as for general education.
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.
11.
Courses designated as General Education are included in the assessment plan for the Goal Area(s)
12/11/2009
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.
12/11/2009
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 class is grounded in the study of social movements. Students learn the history of marginalized
populations, and how groups come to have power in this society through the participation of all
citizens, because that's the way that change happens in our democracy. Student study civic
issues through readings and guest speakers who talk about impacting their community. The
course focuses on strength-based perpectives, ecology theory, empowerment models, critical race
theory, and feminist theory. The social work code code of ethics is introduced and utilized during
issue analysis. Students are required to do an action project, by which they demonstrate their
definition of citizenship. Each week they are required to do something to make the world a better
place.
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.)
(5 of 6)
1. Explain the connections among education, citizenship, and participation in a democratic society.
These connections are emphasized in the major student project, where students need to take part
in a social justice action while educating themselves on the issue, and concluding the project by
reflecting on citizenship. The students read the book "Doing Democracy".
2. Explain major ethical or political theories.
Students read articles and books describing theories of poverty, social movement theories,
strength-based perpectives, ecology theory, empowerment models, critical race theory, and feminist
theory. Each student leads a small group discussion involving current events and class material.
As a follow-up the student who led the group writes a paper where she/he reflects on the
information and also use theoretical basis in their discussion.
3. Describe how interpretations of ethics or citizenship may vary by nationality, ethnicity, race, color,
religion, gender, ability and disability, or sexual orientation.
12/11/2009
In the context of studying social movements, the students spend time acquiring knowledge about
the civil rights movement. This information is supplemented by guest speakers. The class includes
a special unit on the GLBT movement, and how it has functioned within our democracy.
4. Apply concepts such as democracy, rights, morality, justice, virtue, liberty and obligation to personal,
professional, and public issues.
Small groups are required to engage in a social justice action. As a part of this they apply class
concepts to their action, for instance, discussing in a paper how their action experience influenced
them as a citizen. They read the book "Soul of a Citizen".
6. Develop and exercise personal agency or ethical judgment in the public domain.
Students are required to engage in a Reflection, Action, and Education for Citizenship project.
They choose a social issue, describe it's current parameters, and history, efforts to combat it, and
finally engage in the action. Afterwards, students reflect on the responsibilties of citizenship.
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.
Basic concepts of citizenship 10%
Values of Citizenship 5%
Poverty in the USA 10%
Realities of social welfare 10%
The roles of social movement 5%
Making our actions count 5%
The power of social movements 15%
The stages of social movements 5%
The history of social movements 15%
Current social movements 10%
The GLBT movement 5%
Staying active as citizens 5%
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