The CSUN-Pierce GE Path Project
The Path Faculty Coordinators’ Meeting
February 12, 2014
Presented by Anna Bruzzese, Ray Lim and Mia Wood
Overview:
The Path program is a collaboration between Pierce College and CSUN, designed to help students make
the connections between General Education courses in various disciplines. Starting in the Fall of 2013,
there are five paths a student may take (Aesthetics and Culture, Health and Wellness, Global Studies,
Social Justice and Sustainability). After taking four courses at Pierce along a given path, a student would
take two additional courses at CSUN and qualify for an optional minor in Civic Engagement or
Sustainability at CSUN. The program is open to ALL students regardless of GPA.
Faculty Lead:
Ray Lim
Assessment Coordinators:
Mia Wood
Anna Bruzzese
Administrative Designee:
Barbara Anderson
Global Studies Path:
The Global Studies pathway provides students an opportunity to explore how global and transnational
processes bring people together across the globe. It prompts students to examine how their lives affect
and are affected by globalization. Through interdisciplinary coursework students will be introduced to
definitions of globalization and key concepts related to globalizing trends. Students will explore political,
economic, and socio-cultural aspects of contemporary globalization, the historical antecedents of
globalization, and the diverse consequences of globalization including how it influences traditional
culture, identity, media, markets, the boundaries and power of nation-states, and the environment.
Faculty coordinator:
Brian Walsh
History Department
Courses:
Art 105 History of Asian Art
Anthropology 102 Human Ways of Life: Cultural Anthropology
Communication Studies 121 The Process of Interpersonal Communication
Education 203 Education in American Society
English 203 World Literature I
Philosophy 30 Asian Philosophy
Sociology 15 Religion and American Society
Sociology 86 Popular Culture
History 1 Introduction to Western Civilization I
History 2 Introduction to Western Civilization II
History 86 Introduction to World Civilizations I
History 87 Introduction to World Civilizations II
Syllabus Statement for the Global Studies Path classes:
"This course was identified as a PATH course leading to an OPTIONAL minor in Civic Engagement at
CSUN. There are five paths a student may take (Aesthetics and Culture, Health and Wellness, Global
Studies, Social Justice, and Sustainability) and this course fulfills the Global Studies Path. Please
inquire with your instructor if you are interested in additional courses offered at Pierce to fulfill this
Path."
CSUN Global Studies Path SLOs:
Student Learning Outcomes
1. Students will be able to define globalization and key concepts related to globalizing trends.
2. Students will be able to recognize a variety of globalized political, economic, socio-cultural, and
aesthetic forms.
3. Students will be able to discuss the political, economic, socio-cultural and/or historical
underpinnings of globalization.
4. Students will be able to analyze the diverse consequences of globalization including its impacts
on various social formations (e.g. identity, culture, art, communities, media, markets, nationstates, among other examples) and/or the environment.
5. Students will be able to demonstrate how globalization affects and is affected by one’s own life.
Assessment instructions for Path classes:
At the end of the semester, Path instructors will be asked to submit their assessment results to the Path
faculty coordinator and assessment co-coordinators. Here are the instructions for reporting faculty that
were sent out last semester:
1. Sample assessments from your and your faculty's Path class(es).
2. Go the Pierce GE Paths Web page (http://faculty.piercecollege.edu/gepaths/)*
◦ Click on the CSUN GE Paths link.
◦ Click on the link for your path.
◦ Consult the CSUN Path SLOs. Determine which one(s) apply to your Path courses. Connect
your course SLO (at least one) to the relevant Path SLO(s)
3. A brief report on your assessment results ("Tell the story") which answers the following questions:
◦ How were students assessed?
◦ How were assessments used? In other words, how does your assessment reflect that your
◦
◦
course maps to one or more CSUN Path SLOs?
How have you emphasized the Path theme in your course?
Based on your experience and professional judgment, how well do think your students know
the purported significance of a thematic GE program? In other words, do they make
thematic connections between your course and other courses (in or outside the Path) in the
GE program?
How were students assessed?
How were assessments used? In other words, how does your assessment reflect that your
course maps to one or more CSUN Path SLOs?
How have you emphasized the Path theme in your course?
Based on your experience and professional judgment, how well do think your students know the
purported significance of a thematic GE program?
More information can be found on the Path website: http://faculty.piercecollege.edu/gepaths/