SYLLABUS REQUIREMENTS: GE-2012 ELEMENT 6
Revised January 2016
Instructions: All syllabi for GE courses must include the following two sections:
1. General Education Goals
2. Student Learning Outcomes
General Education Goals: The required GE goals for Element 6 courses are listed below.
Instructors may copy/paste these goals directly into syllabi.
Student Learning Outcomes: The approved, core set of student learning outcomes is listed
below for each course in this GE Element. Instructors may copy/paste these SLOs directly into
syllabi. These are the core set of SLOs that must appear on every syllabus, for every section of a
GE course. Instructors may add to this core set other SLOs that are specific to their sections.
-------------------------------------------------------------------------------------------------ELEMENT 6: DIVERSITY OF PERSPECTIVES & EXPERIENCES
GENERAL EDUCATION GOALS FOR ELEMENT 6 COURSES
(Revised January 2016: Removed Goal for “Methods.”)
Students will be able to:
1. Communicate effectively by applying skills in reading, writing, speaking, and listening
and through appropriate use of information technology. (GE Goal 1)
2. Use appropriate methods of critical thinking and quantitative reasoning to examine
issues and to identify solutions. (GE Goal 2)
3. Integrate knowledge that will deepen their understanding of, and will inform their own
choices about, issues of personal and public importance. (GE Goal 8)
4. Recognize perspectives from other cultures and/or historically marginalized groups. (GE
Goal 9)
COURSE SPECIFIC STUDENT LEARNING OUTCOMES
All Writing Intensive Courses:
For all writing intensive courses this student learning outcome should be added to the core set
of outcomes:
1. Demonstrate a writing process that produces effective documents appropriate to course
level. SLO may be reworded to fit course
GE Syllabi Requirements
ELEMENT 6: Diversity of Perspectives & Experiences
Revised January 2016
Page 1
AFA 201/201W: The African Experience (AFA rev 4.10.14)
Students will be able to:
1. Demonstrate an ability to communicate effectively by apply skills in reading, writing,
speaking, and listening, and through appropriate use of information technology.
2. Recognize and distinguish the diverse historical, social, economic, political, and cultural
experiences within African societies.
3. Integrate knowledge that will deepen their understanding of the historic
(mis)conception and positioning of Africa within the global community and effects on
global relationship.
4. Recognize, examine and apply the central themes and concepts that determine the
social construction of African world-view (with emphasis on art, religion, literature, and
music).
5. Recognize and analyze the ways in which the knowledge/understanding of other
cultures prepares them for effective participation in a global world.
AFA 202/202W: The African American Experience (AFA rev 4.10.14)
After taking these courses, students will be able to
1. Interpret and evaluate materials relating to the long history of African American people
in the United States and their contributions to the past and present American society.
2. Comprehend the historical, cultural, political, economic, and social influences on the
African American experience for the purpose of developing an understanding that goes
beyond stereotype, myth, and prejudice.
3. Identify and analyze the various ways African Americans have continued to articulate
their experiences and challenges.
4. Demonstrate an ability to identify and analyze race as a social construction.
5. Apply critical thinking, social and political analyses to prepare themselves for effective
participation in an increasingly multicultural, multiethnic, and international society.
ANT 330: American Indians
Students will be able to:
1. To identify, compare, and contrast cultural variation among different populations of
American Indians prior to European contact.
2. To articulate and effectively communicate the impacts of European contact on American
Indian cultures.
3. To illustrate the depth and complexity of contemporary American Indian issues and
inform students’ perspectives about American Indian issues.
4. Integrate anthropology’s value of cultural diversity and pluralism by recognizing the past
and/or current perspectives of sovereign American Indian populations.
GE Syllabi Requirements
ELEMENT 6: Diversity of Perspectives & Experiences
Revised January 2016
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APP 200: Introduction to Appalachia
Students will be able to:
1. Use texts and/or technology to analyze, in writing and speaking, key components of
Appalachian studies (GE Goal 1)
2. Use appropriate methods of critical thinking and quantitative reasoning to examine
Appalachian historical, social and cultural issues and to identify potential solutions to
problems in the region (GE Goal 2).
3. Analyze the human economic and social choices that have shaped how people in
Appalachia relate to each other, to institutions and to communities, both historically
and in the present (GE Goal 4).
4. Use the methods of the social sciences and humanities to explore the varied
representations of Appalachian cultures, originating both from within and outside the
region (GE Goal 7).
5. Identify how the actions and activism of local people and communities in Appalachia
need to be understood in the context of surrounding national and global events (GE
Goal 8).
6. Analyze past and present ethnic, social, and cultural diversity and marginalization within
the Appalachian region (GE Goal 9).
ASL 101: American Sign Language I (GE Rev 8.18.14)
Upon completion of this semester, the student will be able to:
1. Recognize and respect (adhere to) Deaf Culture norms by
a. Employing visual ways to get attention in class and in the lab
b. Establishing clear sightlines in class and in the lab
c. Demonstrating how to move around in a signing environment
d. Demonstrating how to request an unknown sign
e. Demonstrating appropriate conversational etiquette (e.g. eye gaze, head nods,
backchannel/feedback)
f. Explaining the significance of a historical event or cultural experience in Deaf
culture
g. Relating the experience of learning ASL to the Deaf experience of daily
communication in a minority language
2. Understand (receptive) ASL communication about a variety of routine topics, such as
introductions and sharing of personal and family information by
a. Identifying signs, numbers and fingerspelling by recognition of associated
parameters (e.g. handshape, location, movement pattern, palm orientation)
b. Distinguishing the grammatical features for various sentence types (e.g. y/n and
wh-questions, statements, commands, topicalization, negation, and rhetorical
questions)
c. Recognizing facial features of some adjectives and adverbs (e.g. cha, mm, oo)
GE Syllabi Requirements
ELEMENT 6: Diversity of Perspectives & Experiences
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d. Distinguishing between the “signer’s perspective” and real world orientation
e. Distinguishing the use of space for reference (pronouns), location,
prepositions/object relations, comparison/contrast, agreement, and tense/time
f. Identifying numeral incorporation for age, ranking, time, and pluralization
g. Recognizing use of the hands and/or body to represent characters and objects,
describe attributes (e.g. posture, size relations), and represent actions and
mannerisms
h. Recognizing some transition markers, prosodic features and cohesive features in
narratives (e.g., head nods, pauses, brow raises)
3. Communicate (expressive) in ASL about a variety of routine topics (as above) using appropriate
vocabulary, and grammatical structures by
a. Proper articulation of signs, numbers, and fingerspelling (eg. Handshape, location,
movement pattern, palm orientation)
b. Employing facial grammar for various sentence types (e.g.,y/n and wh- questions,
statements, commands, topicalization, and rhetorical questions)
c. Incorporating some facial adjectives and adverbs (e.g. cha, mm, oo)
d. Employing the “signer’s perspective” and real-world orientation
e. Using space for reference (pronouns), location, prepositions/object relations,
comparison/contrast, agreement, and tense/time
f. Employing numeral incorporation for age, rank, time and pluralization
g. Using the hands and/or body to represent characters and objects, describe attributes
(e.g. posture, size relations), and representing actions and mannerisms
h. Employing some transition markers, prosodic features and cohesive features in
narratives (e.g. head nods, pauses, brow raises)
ASL 102: American Sign Language II
The student will be able to:
1. Demonstrate knowledge of appropriate behaviors within Deaf culture.
2. Understanding (receptive) ASL communication using complex grammatical structures
and vocabulary about a range of topics.
3. Use (expressive) complex grammatical structures in ASL to communicate a range of
communication functions.
CDF/WGS 232: Identity and Sexuality
Students will be able to:
1. Analyze the impact of historical and cultural determinants of gender, sexual behavior,
and attitudes spanning global and multicultural influences.
2. Applying a scientific basis of the study of sexuality, demonstrate the ability to gather,
interpret and assess information relevant to historical struggles for gender identity and
sexuality, including the role of race and ethnicity, patriarchy and women’s rights, sexual
preferences and sexual orientation.
GE Syllabi Requirements
ELEMENT 6: Diversity of Perspectives & Experiences
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3. Explain sexual topics and related social issues in a factual and reasoned way.
4. Compare and contrast sociocultural images to analyze identity and sexuality as social
constructions with historical, cultural, and psychosocial determinants of gender and
sexual behavior.
5. Evaluate gendered messages and sexual options in an increasingly complex national and
global multicultural environment.
CHN 101: Conversational Chinese I (Passed GE 10/6/16 & CAA 10/15/15)
Students will be able to:
1. Apply knowledge of Chinese to communicate socially: such as greeting people, counting,
asking for information, and requesting basic services in Chinese.
2. Apply knowledge of Chinese to exchange personal opinions and ideas such as discussing
family, friends, likes and dislikes.
3. Use correct basic structures and appropriate vocabulary in oral and written description
and discussion of activities such as shopping, ordering from a menu, school, and leisure
activities.
4. Communicate orally with good pronunciation and appropriate vocabulary and sentence
structure.
5. Analyze Chinese cultures to permit further exploration and discussion of those cultures
CHN 102: Conversational Chinese II (Passed GE 10/6/16 & CAA 10/15/15)
Students will be able to:
1. Apply knowledge of Chinese to communicate socially: such as greeting people, counting,
asking for information, and requesting basic services in Chinese.
2. Apply knowledge of Chinese to exchange personal opinions and ideas such as discussing
family, friends, likes and dislikes.
3. Use correct basic structures and appropriate vocabulary in oral and written description
and discussion of activities such as shopping, ordering from a menu, school, and leisure
activities.
4. Communicate orally with good pronunciation and appropriate vocabulary and sentence
structure.
5. Analyze Chinese cultures to permit further exploration and discussion of those cultures.
EMS/AFA 200: Exploring Africa Through Play (Passed GE 9.25.14)
Students will be able to:
1. Recognize the diversity of perspectives, cultures, and traditions of historically
marginalized regions in Sub‐Saharan Africa (GE Goal 9)
GE Syllabi Requirements
ELEMENT 6: Diversity of Perspectives & Experiences
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2. Analyze and describe the diversity within Sub‐Saharan regions through the study of
children’s songs and games (GE Goal 1)
3. Use appropriate methods of critical thinking through cultural analysis and performance
of authentic children’s songs and games from Sub‐Saharan regions (GE Goal 2).
4. Recognize and integrate knowledge of Sub‐Saharan regions through the authentic
presentation of a repertoire of children’s songs and games (Goal 7 & 8).
ENG/AFA 360: Literatures of Africa (Passed GE 12.11.12)
At the end of the course, students will:
1. Use critical thinking to expand, express, explore, and evaluate course content through
written communication.
2. Demonstrate knowledge of specific genres of African literatures, oral and written, and
analyze their importance to African culture and worldview.
3. Identify important concepts in African culture and thought and examine ways in which
these values and traditions are critiqued and reinforced by their literatures.
4. Use primary and secondary sources to examine the historical and cultural issues that
have helped shape the African continent, and relationship to the outside world; explore
ways in which concepts explored in African literature also transcend cultural boundaries.
5. Be able to reflect upon and critique some of the stereotypes that cloud western
perception of Africa, and move towards constructing a healthy and accurate view of the
continent and its peoples.
ENG/AFA 361: African American Literature(Passed GE 12.11.12)
Students will be able to:
1. Demonstrate an initial understanding of texts read in view of the African-American
experience.
2. Identify and analyze various ideas and literary movements in African-American
literature.
3. Effectively communicate through oral and written means critical and analytical ideas
about African-American literature.
4. Identify how citizens and non-citizens of different races and ethnicities in the United
States relate through thought and culture to each other
5. Demonstrate skills of productive collaboration with peers.
6. Show mastery of the academic conventions of attribution and the effective ethical use
of sources.
7. Demonstrate appropriate use of information technology.
GE Syllabi Requirements
ELEMENT 6: Diversity of Perspectives & Experiences
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ENG/AFA 362: North American Native Literature (Passed GE 12.11.12)
1. Students will gain aesthetic appreciation of and detailed knowledge of the literary
contributions of North American Native authors through close study of their works, and
will learn to communicate their analysis of and responses to this literature in their own
writing as well as in oral presentations (Gen Ed goals 1, 2, and 9).
2. Students will show understanding of the indigenous historical and cultural contexts that
have shaped North American Native literature and will learn how to find and use further
information (Gen Ed goals 7, 8, and 9).
3. Students will interrogate stereotypes of Native Americans by gaining understanding of
the unique experiences and concerns of Native American groups within the United
States as reflected in this literature (Gen Ed goals 2, 8, and 9).
ENG 363: Latin American/Latino Literatures (Passed GE 12.11.12)
1. Students will demonstrate knowledge of the varied and complex cultural traditions of
Latin America and of Latino communities within the U.S. through the study of their
literary texts.
2. Students will identify important concepts in literary works that are original,
experimental, and often very different from those of the traditions with which they are
familiar.
3. Students will examine socio-political issues within Latin America as well as between
Latin America and the U.S. and the unique experiences and concerns of particular Latino
groups within the U.S.
ENG/WGS 364: Women’s Literature (Passed GE 12.11.12)
Students will:
1. Demonstrate a writing process that produces effective documents appropriate to course
level.
2. Recognize effective writing strategies.
3. Be able to use critical thinking to expand, express, explore, and evaluate course content
through written communication
4. Identify the roles, contributions, and/or experiences of women.
5. Analyze gender-based assumptions and biases and integrate information in order to
recognize their consequences on individual, social, and cultural levels.
6. Cite recent scholarship about women and issues especially related to women’s
concerns, and where possible, to use works by women scholars.
ENG/APP 365W: Appalachian Literature
GE Syllabi Requirements
ELEMENT 6: Diversity of Perspectives & Experiences
Revised January 2016
Page 7
1. Students will analyze the varied and complex cultural traditions of Appalachian
communities through the study of literary texts and related visual and performance arts.
(GE Goals 2, 6)
2. Students will analyze aesthetic elements in products of material culture that are
original, experimental, and often different from aesthetic traditions of mainstream
culture and explain how those aesthetic values are integrated into particular
Appalachian communities. (GE Goals 2, 6, 7, 8, 9)
3. Students will examine socio-political issues within Appalachia as well as between
Appalachia and state and federal agencies and the unique experiences and concerns of
particular Appalachian groups within the U.S. as they are reflected in various aesthetic
forms. (GE Goal 8)
4. Students will delineate perspectives of historically marginalized groups in Appalachia as
expressed in art forms. (GE Goal 9)
ENG/WGS 366: Queer Theories in Literature (Passed GE 12.11.12; GE Rev. 4/2015)
At the end of the course, students will:
1. Use critical thinking to expand, express, explore, and evaluate course content through
written communication.
2. Demonstrate knowledge of specific genres of LGBT literature and analyze their
importance to LGBT culture and worldview.
3. Identify important concepts in LGBT culture and thought and examine ways in which
these values and traditions are critiqued and reinforced by their literatures.
4. Use primary and secondary sources to examine the social and historical issues that have
helped shape the LGBT communities and culture; explore ways in which concepts
explored in LGBT literature also transcend cultural boundaries.
5. Be able to reflect upon and critique some of the stereotypes that misrepresent the
LGBT people and communities, and move towards constructing a healthy and accurate
view of the LGBT culture.
6. Be able to appreciate the language, imagery, structure, characterization, and thematics
of LGBT literature.
ENG/AFA 367: African Caribbean Literatures (Passed GE 12.11.12)
1. Students will identify important concepts in Caribbean culture and thought as reflected
in its literature, including slave narratives, poetry, fiction, drama, and non-fiction.
2. Students will recognize stereotypes of the Caribbean and will be encouraged to
construct a more healthy view of the islands and their peoples.
GE Syllabi Requirements
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3. Students will demonstrate an understanding of the historical and cultural issues that
have helped shape Caribbean life as well as ways in which Caribbean values and
traditions are critiqued and reinforced by their literatures.
FLS 101: Language Topics
Upon completion of this semester, students will be able to:
1. Apply knowledge of the target language to communicate socially such as greeting
people, counting, asking for information, and requesting basic services. (oral
communication)
2. Apply knowledge of the target language to exchange personal opinions and ideas such
as discussing family, friends, likes and dislikes. (oral communication)
3. Use correct basic structures and appropriate vocabulary in oral and written description
and discussion of activities such as describing self, school, and leisure activities. (oral &
written communication)
4. Communicate orally with good pronunciation and appropriate vocabulary and sentence
structure. (oral communication)
5. Analyze cultures of the target countries to permit further exploration and discussion of
those cultures. (culture)
FLS 102: Language Topics
Upon completion of this semester, students will be able to:
1. Verbalize daily activities in the target language such as greeting people appropriately,
making and discussing plans, asking for information and making purchases in stores, and
talking about events in the past. (oral communication)
2. Formulate statements and questions, using verbs in the present tense, the past tense,
and the immediate future, with relevant prepositions and adverbial expressions, and
using nouns with adjectives, correct in gender and number. (oral communication)
3. Use basic structures and concrete vocabulary suited to both oral and written description
and discussion of topics such as the weather, leisure-time activities, travel, ordering
from a menu, plans for future activities, shopping, and understanding advertisements.
(oral & written communication)
4. Communicate orally with good pronunciation and appropriate vocabulary and sentence
structure. (oral communication)
5. Identify and discuss some of the major aspects of the cultural heritage of the target
countries, and their relationships with other regions of the world. (culture)
GE Syllabi Requirements
ELEMENT 6: Diversity of Perspectives & Experiences
Revised January 2016
Page 9
FRE 101: Conversational French I (passed GE 2.13.14)
Students will demonstrate the ability to:
1. Apply knowledge of French to communicate socially in French about topics such as
greeting people, counting, asking for information, and requesting basic services in
French.
2. Apply knowledge of French to exchange personal opinions and ideas such as discussing
family, friends, likes and dislikes.
3. Use correct basic structures and appropriate vocabulary in oral and written description
and discussion of activities such as shopping, ordering from a menu, school, and leisure
activities.
4. Communicate and function with cultural competence by choosing and using relevant
and significant information.
5. Communicate with Francophone communities at home and around the world for
academic and career-related situations.
FRE 102: Conversational French II (passed GE 2.13.14)
Students will demonstrate the ability to:
1. Verbalize daily activities in French such as greeting people appropriately, making and
discussing plans, asking for information and making purchases in stores, and talking
about events in the past.
2. Formulate statements and questions, using verbs in the present tense, the past tense,
and the immediate future, with relevant prepositions and adverbial expressions, and
using nouns with adjectives, correct in gender and number.
3. Use basic structures and concrete vocabulary suited to both oral and written description
and discussion of topics such as the weather, leisure-time activities, using the Paris
subway or other urban transportation, plans for future activities, shopping, and
understanding advertisements.
4. Communicate and function with cultural competence by choosing and using relevant
and significant information.
5. Communicate with Francophone communities at home and around the world for
academic and career-related situations.
FRE 201: Intermediate Conversational French I (passed GE 2.13.14)
Students will demonstrate the ability to:
1. Use French to request and exchange information about topics such as higher education
and daily aspects of academic life.
GE Syllabi Requirements
ELEMENT 6: Diversity of Perspectives & Experiences
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Page 10
2. Read about, and discuss in French, various issues, using the two past tenses
appropriately.
3. Use basic structures and concrete vocabulary suited to both oral and written description
and discussion of topics related to study and living in a francophone country, such as
seeking health care and wellness resources, joining a study abroad program, finding a
hotel or other lodging, and relating to a host family.
4. Communicate and function with cultural competence by choosing and using relevant
and significant information.
5. Communicate with Francophone communities at home and around the world for
academic and career-related situations.
FRE 202: Intermediate Conversational French II (GE 2.13.14)
Students will demonstrate the ability to:
1. Use French to request and interpret information about various issues such as finding a
house or apartment to move into, using interrogative pronouns and accurate verb
tenses.
2. Read about, and discuss in French, various issues such as employment opportunities and
buying clothes in French stores, using the subjunctive and object pronouns
appropriately.
3. Use basic structures and concrete vocabulary suited to both oral and written description
and discussion of topics such as finding a house or apartment to move into, looking for
employment, interviewing for a job, purchasing clothing, and making travel
arrangements.
4. Communicate and function with cultural competence by choosing and using relevant
and significant information.
5. Communicate with Francophone communities at home and around the world for
academic and career-related situations.
GER 101: Conversational German I
Students will demonstrate the ability to:
1. Verbalize daily activities in German such as greeting people appropriately, making and
discussing plans, asking for information and making purchases in stores, talking about
themselves and others, and reporting events in the present and immediate future.
2. Formulate statements and questions, using verbs in the present tense, with relevant
prepositions and adverbial expressions.
3. Use basic structures and concrete vocabulary suited to both oral and written description
and discussion of topics such as family relationships, leisure-time activities, hobbies and
preferences, German holidays and celebrations, shopping in department stores, and
understanding advertisements.
GE Syllabi Requirements
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4. Communicate orally with acceptable pronunciation and appropriate vocabulary and
sentence structure.
5. Identify and discuss some the major aspects of the German cultural heritage, Germany’s
present-day multicultural composition, and its relationships with Austria and
Switzerland, the two main neighboring countries that also have German heritage.
GER 102: Conversational German II
Students will demonstrate the ability to:
1. Verbalize daily activities in German such as greeting people appropriately, making and
discussing plans, asking for information and making purchases in stores, and talking
about events in the present and immediate future.
2. Formulate statements and questions, using verbs in the present, past, and present
perfect tenses, with relevant prepositions and adverbial expressions.
3. Use basic structures and concrete vocabulary suited to both oral and written description
and discussion of topics such as the calendar, leisure-time activities, plans for future
activities, eating out, shopping in a department store, and understanding
advertisements.
4. Communicate orally with good pronunciation and appropriate vocabulary and sentence
structure.
5. Identify and discuss some of the major aspects of the German cultural heritage,
Germany’s present-day multicultural composition, and its relationships with Austria and
Switzerland, the two main neighboring countries that also have strong German heritage.
GER 201: Intermediate Conversational German I
Students will demonstrate the ability to:
1. Verbalize daily activities in German such as discussing questions of health and fitness,
obtaining travel information and getting around as a tourist, finding and inquiring about
lodging, comparing things, talking about jobs and professions, making and discussing
plans for job searches, reading newspaper articles, etc.
2. Formulate statements and questions, using verbs, including reflexive verbs, in the
present, past, present perfect, and future tenses, connecting sentences with
subordinating conjunctions and relative pronouns, using attributive adjectives correctly,
and expressing relationships through the genitive case.
3. Use basic structures and concrete vocabulary suited to both oral and written description
and discussion of topics such as travel and sightseeing, leisure-time activities, visiting
the doctor’s office, health and fitness, the educational system of Germany.
4. Communicate orally with good pronunciation and appropriate vocabulary and sentence
structure.
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ELEMENT 6: Diversity of Perspectives & Experiences
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5. Identify and discuss some of the major aspects of the German cultural heritage,
Germany’s present-day multicultural composition, and its relationships with Austria and
Switzerland, the two main neighboring countries that also have strong German heritage.
GER 202: Intermediate Conversational German II
Students will demonstrate the ability to:
1. Verbalize daily activities in German such as selecting movies and television programs,
reading newspaper articles, using the euro, recycling garbage, etc.
2. Formulate statements and questions, making suggestions and polite requests, using
verbs in the appropriate subjunctive moods or the wurde-construction, using the
passive voice, etc.
3. Use basic structures and concrete vocabulary suited to both oral and written description
and discussion of topics such as finding housing, making a monthly budget, discussing
global problems or German attitudes towards nuclear energy and weapons,
environmental issues, technology, the media, politics, getting a driver’s license, etc.
4. Communicate orally with good pronunciation and appropriate vocabulary and sentence
structure.
5. Identify and discuss some of the major aspects of the German cultural heritage,
Germany’s recent history, including the Third Reich and unification of East and West
Germany, and its relationships with Austria and Switzerland, the two main neighboring
countries that also have strong German heritage.
HEA 310 Introduction to Global Health
Upon completion of this course students will be able to:
1. Discuss key public health concepts, including: the demographic and epidemiological
transitions, the burden of disease, the impact of key health conditions on individuals
and on communities, and the critical issues in the organization and delivery of health
services.
2. Describe the determinants of health and risk factors for conditions of major importance
to global health.
3. Analyze the burden of disease in various regions of the world, how it varies, both within
and across countries, and how the disease burden can be addressed in cost-effective
ways.
4. Discuss the multi-directional links between health and economic, political, sociological
and cultural factors.
5. Evaluate how social and cultural factors can affect a society’s vulnerability to morbidity
and mortality and its approaches to prevention and control.
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6. Identify the fundamental analytical tools needed to make a critical assessment of the
health status of people in various countries, the determinants of their health, and how
key health issues might be addressed in cost-effective, efficient, and sustainable ways.
7. Identify the key organizations and institutions in global health and the manner in which
they can cooperate to address critical global health issues.
8. Discuss future challenges in dealing with the unfinished agenda in global health.
9. Apply understanding of the impact of culture on health to addressing issues of cultural
diversity.
10. Synthesize the options for intervention for a global health problem and identify a
strategy for implementation.
HIS 205: The Marginalized in History: The Arab-Israeli Conflict
Upon completion of this course, students will be able to:
1. Formulate informed arguments that take account of the perspectives and historical
experiences of the marginalized group or groups under study (addresses General
Education Goal #9).
2. Explain ways that the experiences of the historically marginalized groups or groups
under study impact contemporary political, social, economic, and/or cultural realities
(addresses General Education Goal #8)
3. Integrate and analyze primary and secondary source evidence relevant to the historical
experiences of the marginalized group or groups under study (addresses General
Education Goal #7).
4. Exhibit critical thinking and effective communication via analytical essays concerning the
historical experiences of the marginalized group or groups under study (addresses
General Education Goals #1 and 2)
Assessment of meeting student learning objectives will be measured through a combination
of writing assignments that will include analytical essays completed outside of class and inclass exam essays.
HUM 360: Non-Western Traditions (passed GE 2.13.14)
The General Education Goals are achieved through the study of selected works of literature,
visual arts, drama, and music. Students will be introduced to various critical methods to enable
them to interpret such art works in a systematic and rational way. Such critical models will help
students explore and articulate their interpretations so that they may better understand and
define the cultural and personal values inherent in the Non-Western arts. Students will acquire
the ability to:
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ELEMENT 6: Diversity of Perspectives & Experiences
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1. Demonstrate knowledge of the content and form of selected Non-Western literature,
dramatic and visual arts, music, design and myth / religion / philosophy in a series of
written assignments and/or presentations. (GE Goals 1, 2, 9)
2. Interpret works of Non-Western literature, art, music and design according to
appropriate religious, historical, social, and cultural contexts. (GE Goals 1, 2, 7, 8, 9)
3. Utilize particular methods of interpretation to discover and articulate meaning from
Non-Western artistic perspectives and to analyze significant issues confronting NonWestern cultures. (GE Goals 1,2, 7)
4. Integrate concepts from various media and from Non-Western cultures to address
issues of personal, societal, or universal importance. (GE Goal 8)
5. 5. Articulate and examine significant aspects of the perspectives of Non-Western
cultures. (GE Goal 9)
JPN 101: Conversational Japanese I
Students will demonstrate the ability to:
1. Apply knowledge of Japanese to communicate socially: such as greeting people,
counting, asking for information, and requesting basic services in Japanese.
2. Apply knowledge of Japanese to exchange personal opinions and ideas such as
discussing family, friends, likes and dislikes.
3. Use correct basic structures and appropriate vocabulary in oral and written description
and discussion of activities such as shopping, ordering from a menu, school, and leisure
activities.
4. Communicate orally with good pronunciation and appropriate vocabulary and sentence
structure.
5. Analyze Japanese cultures to permit further exploration and discussion of those cultures
JPN 102: Conversational Japanese II
Students will demonstrate the ability to:
1. Verbalize daily activities in Japanese such as greeting people appropriately, making and
discussing plans, asking for information and making purchases in stores, and talking
about events in the past.
2. Formulate statements and questions, using verbs in the present tense, the past tense,
and the immediate future, with relevant prepositions and adverbial expressions, and
using nouns with adjectives.
3. Use basic structures and concrete vocabulary suited to both oral and written description
and discussion of such topics as the weather, leisure-time activities, plans for future
activities, eating out, shopping in a department store, and understanding
advertisements.
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4. Communicate orally with good pronunciation and appropriate vocabulary and sentence
structure.
5. Analyze Japanese culture to permit further exploration and discussion of that culture.
JPN 201: Intermediate Conversational Japanese I
Students will demonstrate the ability to:
1. Use Japanese to request and exchange information about various issues such as higher
education and daily aspects of academic life.
2. Read about, and discuss in Japanese, issues of daily life and events, using the past tense
appropriately.
3. Use basic structures and concrete vocabulary suited to both oral and written description
and discussion of topics such as traveling abroad, studying in Japan, shopping in stores,
and eating in restaurants, etc.
4. Communicate orally with good pronunciation and appropriate vocabulary and sentence
structure.
5. Analyze Japanese culture to permit further exploration and discussion of that culture.
JPN 202: Intermediate Conversational Japanese II
Students will demonstrate the ability to:
1. Use Japanese to request and interpret information about various issues such as visiting
someone at home, using interrogative pronouns and accurate verb tenses.
2. Read about, and discuss in Japanese, various issues such as employment situations and
doing household chores, using adjectival conjugations and noun-modifying clauses
appropriately.
3. Use basic structures and concrete vocabulary suited to both oral and written description
and discussion of topics such as using public transportation, finding lodging,
interviewing for a job, and purchasing clothing, etc.
4. Communicate orally with good pronunciation and appropriate vocabulary and sentence
structure.
5. Analyze Japanese culture to permit further exploration and discussion of that culture.
LAT 101: Beginning Latin I
Students will demonstrate the ability to:
1. Apply knowledge of Latin to process texts written for the textbook, as well as authentic
Latin material, having acquired the foundations of the noun and verb systems in the
Latin language.
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2. Use basic language structures and concrete vocabulary for written description and
discussion of topics such as Roman family life, daily life in the town of Pompeii, slaves
and freedmen, gladiators, and schools.
3. Formulate statements and questions in Latin, and to respond to questions.
4. Identify Latin derivatives and cognates in the English language.
5. Analyze Roman culture, and to further explore and assess the continuing influence of
the Latin language and Roman culture.
LAT 102: Beginning Latin II
Students will demonstrate the ability to:
1. Apply knowledge of Latin to process texts written for the textbook, as well as authentic
Latin material, expanding their grasp of the foundations of the noun and verb systems in
the Latin language, and starting to master complex sentences.
2. Use basic language structures and concrete vocabulary for written description and
discussion of topics such as Slavery and economy in Roman Britain, the Romans in
Britain: the British tribes, Roman conquest and Romanization, Cogidubnus, the palace
at Fishbourne, Alexandria: the city, the Pharos, underwater discoveries, Egypt:
craftsmanship and peasant life, the worship of Isis, medicine and science.
3. Formulate statements and questions in Latin, and to respond to questions.
4. Identify Latin derivatives and cognates in the English language.
5. Analyze Roman culture, and to further explore and assess the continuing influence of
the Latin language and Roman culture.
POL 319: Canadian Politics
POL 319 will meet the following student learning outcomes established for the Department of
Government's political science program:
1. “Civic Engagement: Students will gain political literacy, including enhanced appreciation
of the importance of political participation and public service…” You will learn
terminology that will help you comprehend current news events worldwide and learn
about the value placed on civil society and political participation in a country that is both
similar to and different from ours. It can be argued that a truly civically engaged U.S.
citizen should have some familiarity with our closest neighbor. Assessment: Political
literacy will be assessed on exams through essays and/or short answers. Ability to
engage in informed critical thinking about Canadian civic engagement issues (voting,
elections, etc.) will be assessed on essay exams and/or outside written work.
2. "Substantive knowledge of political science: Students will understand the institutions,
processes, and values that underpin political behavior and events." You will learn in
particular some of the terminology, institutions, and processes of parliamentary political
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3.
4.
5.
6.
7.
systems and of multi-party systems. You will also examine federalism in a different
setting and become more knowledgeable about federalism as a generic concept and
how it differs from one country to another. Assessment: Exams, class discussion, and
outside written work will require you to demonstrate the ability to engage in informed
critical thinking about political institutions and processes.
“Diversity: Students will demonstrate awareness of diversity considerations including
the potential impact that diversity can produce in political systems and the possibility of
marginalization of various societal groups.” By studying Canada, including problems
stemming from diversity issues such as those relating to French Canada, language,
Aboriginals, immigration, and legalized gay marriage nationwide, you will become more
aware of diversity concerns and differing approaches to addressing them. Assessment:
Exams will include questions about the political impact of diversity and social and
cultural cleavages; outside written work will offer the opportunity for further
exploration of diversity issues in Canada.
Other Attributes of this course: As a course specifically on Canada, POL 319 will
acquaint you with key characteristics of the Canadian political system, and consider the
new "super-prime ministerial" system which some say has emerged. It will prepare you
for more knowledgeable travel to Canada as for education, tourism, or business
purposes.
As a comparative government course, we will pay some attention to theories used in the
study of comparative politics, politics, and draw implicit and explicit comparisons to the
US as well as to other parliamentary and federal systems.
The course also will include a cultural component because governments and political
systems exist within specific cultures and don't always make a lot of sense if studied in
isolation from their cultures but because Canadian culture is an important topic in
Canada—even if they aren’t always sure what it means. This component may include
some exposure to languages, literature, music, religion, First Nations art, or even food.
You will have the opportunity to view several Canadian films. So don't be surprised if we
do some things in this class that don't parallel what you might expect in an American
politics course. After all, you are surrounded by American culture 24 hours a day!
(Many Canadians think they are too, and at least say they don't want to be.)
As a course in critical thinking, this class will expose you to varying interpretations of
political phenomena--events, policies, etc.--what caused them, what their significance
is, what should be done about them, and what their long range implications might be.
You will also address varying views about groups in Canadian society who consider
themselves marginalized and/or are considered to be so by others.
POL/AFA 356: African/American Political Thought (passed GE 10.23.14)
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After taking these courses, students will be able to:
1. Interpret and evaluate materials relating to the long history of African American people
in the United States and their contributions to the past and present American society.
2. Comprehend the historical, cultural, political, economic, and social influences on the
African American experience for the purpose of developing an understanding that goes
beyond stereotype, myth, and prejudice.
3. Identify and analyze the various ways African Americans have continued to articulate
their experiences and challenges.
4. Demonstrate an ability to identify and analyze race as a social construction.
5. Apply critical thinking, social and political analyses to prepare themselves for effective
participation in an increasingly multicultural, multiethnic, and international society.
6. Gather, interpret and integrate knowledge to deepen their understanding of the long
history of African American people in the United States and their contributions to the
past and present American society.
7. Recognize and distinguishing the historical, cultural, political, economic, and social
influences on the African American experience for the purpose of developing an
understanding that goes beyond stereotype, myth, and prejudice.
8. Demonstrate an ability to identify and analyze the various ways African Americans have
continued to articulate their experiences and challenges.
9. Apply critical thinking, social and political analyses to texts; and demonstrate an ability
to communicate effectively by applying skills in reading, writing, speaking, and listening,
and through appropriate use of information technology.
POL/APP 373: Politics of Development in Appalachia (passed GE 10.23.14)
By the end of this course, students should be able to:
1. Discuss different perspectives about the economic, social, and political evolution of the
Appalachia region, and how those perspectives influence various perceptions about the
people of Appalachia (GE goal 9);
2. Describe and evaluate the basic approaches to community development (GE goal 2);
3. Evaluate Appalachia’s economic, social, and political challenges and their effects on
people in the region; (GE goals 2, 8, & 9);
4. Apply the assets-building model of community development to Appalachia (GE goals 2
and 8);
5. Describe how the assets-building model does/could influence the lives of people in
Appalachia (GE goal 9)
6. Compare and contrast how the asset-building model of development affects
communities in Appalachia versus how it affects communities in other parts of the
nation (GE goals 2 and 8);
7. Evaluate possible reforms for development in the region (GE goals 2 & 8).
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REL 320: Judaism
Students who successfully complete this course will be able to:
1. Describe the primary tenets of Judaism including beliefs about the divine, the universe,
and human nature (Goals 1, 7)
2. Describe the principal forms of Jewish observance and explain the underlying ethical
and spiritual values reflected in them (Goals 2)
3. Describe the historical development of Judaism (Goal 7)
4. Identify and analyze religious issues involved in, and historical antecedents to, current
events that involve Jewish traditions (Goals 2, 8, 9)
5. Locate the parts of the world where Jewish populations exist
6. Identify some distinctive features of Jewish art and architecture and explain how they
reflect characteristic Jewish beliefs and practices (Goals 2, 7, 9)
7. Describe major challenges facing Jewish communities in the modern world and ways
that important thinkers and social movements within Judaism have sought to meet
these challenges (Goals 8, 9)
REL 335 – Islam
Students who successfully complete this course will be able to:
1. Describe the primary tenets of the Islamic faith including beliefs about God, creation,
angels, prophets, the Prophet Muhammad, and the Quran (Goals 1, 7)
2. Describe the principal forms of Islamic religious observance and explain the underlying
ethical and spiritual values reflected in them (Goals 2)
3. Describe the historical circumstances in which Muhammad lived and the major events in
his life (Goal 7)
4. Identify and analyze religious issues involved in, and historical antecedents to, current
events in the Islamic world (Goals 2, 8, 9)
5. Locate the parts of the world where large Muslim populations exist
6. Identify some distinctive features of Islamic art and architecture and explain how they
reflect characteristic Muslim beliefs and practices (Goals 2, 7, 9)
7. Describe major challenges facing Muslim societies in the modern world and ways that
important Muslim thinkers and social movements have sought to meet these challenges
(Goals 8, 9)
REL 340: Religions of India
Students who successfully complete this course will be able to:
1. Describe the primary tenets of the religions of India including beliefs about the divine,
the universe, and human nature (Goals 1, 7)
2. Describe the principal forms of Hindu, Buddhism, Jain, and Sikh observance and
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3. Explain the underlying ethical and spiritual values reflected in them (Goals 2)
4. Describe the historical development of Indian religions (Goal 7)
5. Identify and analyze religious issues involved in, and historical antecedents to, current
events that involve religions of India (Goals 2, 8, 9)
6. Locate the parts of the world where Hindu, Buddhism, Jain, and Sikh populations exist
7. Identify some distinctive features of Hindu and Buddhist art and architecture and
8. Explain how they reflect characteristic Hindu and Buddhist beliefs and practices
(Goals 2, 7, 9)
9. Describe major challenges facing Hindu, Buddhism, Jain, and Sikh societies in the
modern world and ways that important thinkers and social movements within these
traditions have sought to meet these challenges (Goals 8, 9)
REL-345: Religions of China and Japan
Students who successfully complete this course will be able to:
1. Describe the primary tenets of the religions of China and Japan including beliefs about
the divine, the universe, and human nature (Goals 1, 7)
2. Describe the principal forms of Confucian, Taoist, Shinto, and Buddhist observance and
explain the underlying ethical and spiritual values reflected in them (Goals 2)
3. Describe the historical development of Chinese and Japanese religions (Goal 7)
4. Identify and analyze religious issues involved in, and historical antecedents to, current
events that involve religions of China and Japan (Goals 2, 8, 9)
5. Locate the parts of the world where Confucian, Taoist, Shinto, and Buddhist populations
exist
6. Identify some distinctive features of Confucian, Taoist, Shinto, and Buddhist art and
architecture and explain how they reflect characteristic Confucian, Taoist, Shinto, and
7. Buddhist beliefs and practices (Goals 2, 7, 9)
8. Describe major challenges facing Confucian, Taoist, Shinto, and Buddhist communities in
the modern world and ways that important thinkers and social movements within these
traditions have sought to meet these challenges (Goals 8, 9)
REL 350: Buddhism
Students who successfully complete this course will be able to:
1. Describe the primary tenets of Buddhist traditions including beliefs about the divine, the
universe, and human nature (Goals 1, 7)
2. Describe the principal forms of Buddhist observance and explain the underlying ethical
and spiritual values reflected in them (Goals 2)
3. Describe the historical development of Buddhist traditions (Goal 7)
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4. Identify and analyze religious issues involved in, and historical antecedents to, current
events that involve Buddhist traditions (Goals 2, 8, 9)
5. Locate the parts of the world where Buddhist populations exist
6. Identify some distinctive features of Buddhist art and architecture and explain how they
reflect characteristic Buddhist beliefs and practices (Goals 2, 7, 9)
7. Describe major challenges facing Buddhist communities in the modern world and ways
that important thinkers and social movements within Buddhism have sought to meet
these challenges (Goals 8, 9)
SED 104: Special Education Introduction
Students will be able to:
1. Explain the historical development of the field of special education including legislation,
litigation, social perspective, and professional organizations.
2. Describe the major categories of exceptionalities in terms of definitions, characteristics,
assessment techniques, and intervention strategies.
3. Analyze the effects of linguistic and cultural diversity on individuals with disabilities.
4. Assess the roles of parents and families in the education of persons with disabilities,
including advocacy and legal rights.
5. Construct and explain the continuum of special education service delivery systems
including options for preschool special education.
6. Justify the purpose and components of transition for persons with disabilities.
7. Illustrate how technology benefits the education of students with disabilities.
SOC 399: Gender and Society
Students will be able to:
1. Communicate orally and in written form the influence of social forces on gender
relations.
2. Explain how sociologists apply various theoretical and methodological approaches to the
study of gender.
3. Explain how the social construction of gender influences perceptions of masculinity,
femininity, sexuality, and gender identity.
4. Identify and analyze socio-historical processes that continue to influence experiences of
women and men in American society and abroad.
5. Demonstrate the ability to gather, interpret, and analyze information to identify sources
of gender inequality and conflict.
6. Compare, contrast, and evaluate opposing views on gender issues and policies related
to gender inequality.
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7. Recognize ways in which gender intersects with race/ethnicity, social class, and other
structures of inequality to explain differences in gendered experiences.
SOC 400: Racial and Ethnic Relations
Upon completion of this course, students will be able to:
1. Communicate orally and in written form the influence of social forces on race and ethnic
relations.
2. Explain how sociologists apply various theoretical and methodological approaches to the
study of racial and ethnic relations.
3. Explain the impact of the social construction of race and ethnicity on social relations in
American society and abroad.
4. Identify and analyze socio-historical processes that have shaped and continue to
influence the experiences of racial and ethnic groups.
5. Demonstrate the ability to gather, interpret, and analyze information to identify sources
of intergroup conflict in the United States and abroad.
6. Compare, contrast, and evaluate opposing views on social issues and policies with
respect to race, ethnicity, immigration, and assimilation of minority groups.
7. Recognize ways in which race/ethnicity intersects with social class, gender, and other
structures of inequality to explain differences in racial/ethnic group experiences.
SPA 101: Conversational Spanish I
Upon completion of this semester, students will be able to:
1. Apply knowledge of Spanish to communicate socially such as greeting people, counting,
asking for information, and requesting basic services in Spanish.
2. Apply knowledge of Spanish to exchange personal opinions and ideas such as discussing
family, friends, likes and dislikes.
3. Use correct basic structures and appropriate vocabulary in oral and written description
and discussion of daily activities such as describing self, school, and leisure activities.
4. Communicate orally with good pronunciation and appropriate vocabulary and sentence
structure.
5. Analyze Latino/Hispanic cultures to permit further exploration and discussion of those
cultures.
SPA 102: Conversational Spanish II
Upon completion of this semester, students will be able to:
1. Verbalize daily activities in Spanish such as greeting people appropriately, making and
discussing plans, asking for information and making purchases in stores, and talking
about events in the past.
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2. Formulate statements and questions, using verbs in the present tense, the past tense,
and the immediate future, with relevant prepositions and adverbial expressions, and
using nouns with adjectives, correct in gender and number.
3. Use basic structures and concrete vocabulary suited to both oral and written description
and discussion of topics such as the weather, leisure-time activities, travel, ordering
from a menu, plans for future activities, shopping, and understanding advertisements.
4. Communicate orally with good pronunciation and appropriate vocabulary and sentence
structure.
5. Identify and discuss some of the major aspects of the cultural heritage of Spanishspeaking countries world-wide, and their relationships with other Hispanic regions of
the world, including Hispanics in the United States.
SPA 105: Accelerated Spanish I
Students will demonstrate the ability to:
1. Improve pronunciations through specific exercises.
2. Create dialogues to be used in simple situations.
3. Analyze Spanish texts grammatically.
4. Improve writing skills through simple compositions.
5. Learn to translate from English to Spanish or vice-versa, when necessary.
6. Improve listening for gist and for specific information.
7. Learn reading techniques and strategies.
SPA 201: Intermediate Conversational Spanish I
Upon completion of this semester, students will be able to:
1. Use Spanish to request and exchange information about various issues.
2. Read about, write about, and discuss in Spanish various issues using the two past tenses
appropriately.
3. Acquire the necessary information to navigate the social and cultural nuances of the
Spanish-speaking world.
4. Communicate orally with good pronunciation and appropriate vocabulary and sentence
structure.
5. Analyze contemporary issues in Spanish-speaking countries, to permit further
exploration and discussion of those cultures.
SPA 202: Intermediate Conversational Spanish II
Upon completion of this semester, students will be able to:
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1. Use Spanish orally and in writing to request and interpret information about various
issues using interrogative pronouns and accurate verb tenses.
2. Read about, write about, and discuss in Spanish various issues using the subjunctive and
object pronouns appropriately.
3. Acquire the necessary information and formulate plans, using the future and conditional
tenses correctly.
4. Communicate orally with good pronunciation and appropriate vocabulary and sentence
structure.
5. Analyze contemporary issues in Spanish-speaking countries, to permit further
exploration and discussion of those cultures.
SPA 205: Accelerated Spanish II
Upon completion of this course, students will be able to:
1. Identify all grammatical structures.
2. Narrate events using several tenses in combination.
3. Recognize main and secondary ideas, and engage in different types of writing.
4. Express their opinions both orally, and in writing, concerning a variety of social,
professional and political topics, such as Hispanic traditions and celebrations, diversity,
health, human rights, the workplace, commerce, travel, art and leisure, and the
environment.
5. Identify and discuss some of the major aspects of the cultural heritage of Spanishspeaking countries worldwide, and their relationships with other Hispanic regions of
the world, including Hispanics in the United States.
VTS 200: Intro to Veterans Studies (GE rev 8/28/14)
By the end of the course, successful students will be able to:
1. Analyze social, political, and economic issues that have influenced the perceptions and
potential marginalization of veterans. (GE Goals 2, 7, 8, 9)
2. Analyze differences in experiences and perspectives of different types of veterans, as
well as veterans versus non-veterans. (GE Goals 1, 2, 7, 8, 9)
3. Comprehend the historical, perceived, and current roles of each branch of military
service (GE Goal 8)
4. Analyze both the positive and negative effects of military training, service, separation
during combat, and reintegration on veterans and their relationships family members
and others. (GE Goals 1, 2, 7, 8, 9)
VTS 300: Veterans in Society
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Students will be able to:
1. Build upon Veterans Studies research into the cultural, political, and economic norms
within to specific veteran sub-groups to identify patterns of societal reassimilation
amongst veterans of different eras. (GE Goals 1, 2, 7, 8, & 9)
2. Articulate “the wounds of war” as physical, social, psychological, and spiritual traumas,
relating the impacts of branch, military occupational specialties, and eras of service to
the post-service well-being of military veterans. (GE Goals 1, 2, 7, 8, & 9)
3. Identify instances of resiliency and “post-traumatic growth” and resiliency in the veteran
population. (GE Goals 1 & 9)
4. Describe the obstacles faced by Iraq and Afghanistan War veterans through group
research into their post-service progress as American citizens as portrayed by various
artistic and literary artifacts/movements. (GE Goals 1, 2, 7, 8, & 9)
5. Demonstrate comprehension of issues faced by veterans in society by analyzing
contemporary trends amongst the sub-groups of today’s veterans through the
relational, cultural, and institutional lenses of Veterans Studies. (GE Goals 1, 2, 7, 8, & 9)
WGS 201: Introduction to Women & Gender Studies (updated 8/24/15)
Upon completion of the course, students will be able to:
1. Assess the impact of social structure and culture on gender (GE Goals 2, 8, 9)
2. Analyze gender as a social construction through writing and discussion (GE Goals 2, 8, 9)
3. Demonstrate the ability to gather, interpret and assess materials relating to the
historical struggle for women’s rights in the United States (GE Goal7)
4. Explain the interdisciplinary nature of women’s studies (GE Goals 2, 8)
5. Analyze women’s issues from multi-ethnic and multi-cultural perspectives (GE Goals 2,
8, 9)
6. Evaluate the current debates and issues in the field of women’s and gender studies (GE
Goals 2, 8, 9)
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