St. Cloud State University
General Education Goal Area 7
Racial & Ethnic Diversity in the U.S.
Academic Affairs Use Only:
Response Date:
Effective Date:
1.
Prepared by: Marilyn A. Jensen
Phone: 308-3131
Proposal Number:
Email: majensen@stcloudstate.edu
2.
Requesting Unit: Counselor Education, Higher Education, and Educational
Psychology
3.
Department, Course Number, Title: CEEP 384: Individual and Group Differences
4.
New Course
5.
Is this course already designated as a Racial Issues course?
No
Yes
RIS Proposal Accompanying This Form
Existing Course
6.
Course bulletin description, including credits and semesters to be offered:
The nature, extent, and causes of individual and group differences;
the methodological problems of measuring human differences. 3 Cr.F, S
7.
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.
This course has been designated as a general education course and is
required in the Community Psychology major and minor.
8.
Indicate any changes that must be made in offerings or resources in your department or other
departments by offering this course.
No changes required.
9.
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.
10.
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.
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The Requesting Unit understands and recognizes the above conditions.
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11.
Provide a concise explanation of how the following goal is a “significant focus” of the proposed course.
Goal Area 7: Racial & Ethnic Diversity in the U.S.
Examine patterns of racial and ethnic inequality in the United States; the heritage, culture, and
contributions of racially subordinated groups; and how race and ethnic relations are embedded in the
institutions that structure our lives.
Through an examination of race, ethnicity, gender, social class,
religion, sexual orientation, and disability, students gain an
understanding of the history of discrimination and contributions of
diverse groups. Oppression is analyzed from an individual,
institutional, and cultural perspective. Cultural pluralism,
multicultural education, and students' role in addressing contemporary
dilemmas for intergroup relations are addressed.
12. In order for a course to be designated as fulfilling Goal Area 7, 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. Demonstrate awareness and understanding of historical and current race relations in the United States.
2. Explain the concept of “race.”
3. Analyze current events and conditions at the local, statewide, and national levels using course theories and
concepts.
4. Identify forms of institutional discrimination in areas such as education, media, housing, employment,
economics, politics, and the legal system.
5. Describe the basic history of discrimination against and contributions of African Americans, Asian Americans,
American Indians, Latinos, and recent immigrants of color.
6. Engage in dialog and self-reflection concerning racism, racial oppression, and white privilege.
13.
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.)
The student learning outcomes checked above are achieved by this
course in the following manner:
1) & 2) Students learn about the concepts of race, ethnicity, gender, social
class, religion, sexual orientation, and disability and then examine the
history and current status of persons of these diverse groups (assessed by
combination of quizzes, group discussions and/or papers).
3) & 4) Students identify forms of individual, cultural, and institutional
discrimination across a variety of contexts, including education, housing,
and employment for diverse groups (assessed by combination of quizzes, group
discussions and/or papers).
5) Students describe the basic history and current status of discrimination
and contributions of persons of color as well as persons of different
ethnicities, social class, religion, sexual orientation and disabilities.
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6) Students engage in discussions with other students about their values,
attitudes, and behaviors regarding diversity. Students evaluate the changes
in their attitudes about diversity over the semester and reflect on their
own behavior in a self-analysis/reflection paper. They identify personal
goals for change to further increase their understanding and appreciation of
individual and group differences (assessed by paper).
14.
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.
I. Individual attitudes and interpersonal relations 20% (SLO # 1, 2)
A. Clarifying values and language and understanding prejudice
B.Communication, conflict, and conflict resolution
II. Cultural foundations of oppression 20% (SLO #1,2,5)
A. Immigrants
B. Race
C. Religion
D. Cultural pluralism
III. Contemporary dilemmas for intergroup relations 30% (SLO #3)
A. Racism,
B. Sexism,
C. Heterosexism
D. Classism
E. Ableism
IV. Challenge of diversity 20% (SLO #4)
A. Pluralism in schools and society
B. Multicultural education
C. Cultural issues in measuring differences and psychological assessments
V. Discussion and self-analysis/reflection 10% (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: Counselor Education, Higher Education, and Educational Psychology
Course or Course(s): CEEP 384:
Individual and Group Differences
Steve Hoover
Department or Unit Chair Signature
Feb. 23, 2010
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