St. Cloud State University
General Education Goal Area 9
Civic Engagement and Ethics
Academic Affairs Use Only:
Response Date:
Effective Date:
1.
2.
Prepared by:Jason Lindsey
Phone: 8-2163
Proposal Number:
Email:jrlindsey@stcloudstate.edu
Requesting Unit:COSS
3.
Department, Course Number, Title:Political Science 195 Democratic Citizenship: American
National Government
4.
New Course
Existing 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.
No
Diversity Proposal Accompanying This Form
No
Yes
7.
Coursebulletin description, including credits and semesters to be offered:
Understanding of U.S. institutions of government and the role of the citizen in the democratic
process in the United States. 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.
This course is currently part of the general education curriculum at SCSU. It is also a
requirement for Political Science Majors and Minors, Public Administration Majors and Minors,
and International Relations Majors.
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
orunits 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.
The purpose of this class is very obvious. Every American citizen should understand how our
political system works. In addition, those of us who are not American citizens can benefit from
studying the politics of this very influential country. Besides learning about institutions and rules, it
is also very helpful to know how the American system has evolved over time to understand politics
today. Compared to other democracies around the world, the political system of the United States
is unusual in many ways, including its origins. Therefore, this course will explain how politics in the
United States is organized today, how it has evolved over time, and introduce the major issues that
dominate contemporary domestic politics.
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.)
1. Students learn about the U.S. constitution and the historical context of the document. Why
was the constitution written and adopted? What are the basic principles contained within it?
What political compromises shaped it? One essay topic choice is to link Constitutional
mecahnisms to limited government.Students learn about the characteristics of elections and
participation in the United States. One essay topic choice/exam section is to discuss how or to
what extent these seem democratic in a comparative context.
2. Students learn about the importance of political parties as a medium between citizens and
the government. Also, we look at why the United States has a two party system compared to the
multiparty systems we find in other democracies. One essay topic choice and exam question
asks students to compare the different ideologies connected to U.S. major parties, and the
philosophical arguments found within the two parties.
3. Students learn the difference between Civil Rights and Civil Liberties. Also, we look at the
important history of the Civil Rights movement and the pressing issues related to civil rights
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today. One essay topic choice is to compare the Civil Rights movement of the 1950's and 1960's
to contemporary GLBT or other group concerns.
4. Students learn about the importance of Civil liberties for individual well being and political
change in the United States. Our chapter on the judicial system examines landmark cases in
the United States and their effect on the overall society. One essay topic and various exam
questions have students link an experience from daily life to civil liberty protections.
5. Students learn about the role of ideology and political socialization in forming public
opinion.Students also learn about the major issues that currently divide public opinion in the
United States. One essay topic choice and various exam questions focuses on describing policy
choices from different ideological points of view.
6. Students learn about how to start participating more effectively in the political process. Our
chapters on state and local government / federalism emphasize the opportunities available at the
local level in the United States. The chapter on Parties and Interest Groups emphasizes how one
can start volunteering and getting involved in the political process. The chapter on voting and
elections emphasizes the impact individuals can make on the political process. Various exam
questions, and some out of class assignments focus on this topic.
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.
20% The U.S. Constititution/ Meets SLOs: 1 , 3, and 4
10% State and Local Government/Federalism / Meets SLO's: 2 and 6
10% Civil Liberties / MeetsSLO's: 3 and 4
10% Civil Rights /Meets SLO's: 3 and 4
10% Congress /Meets SLO's: 1 and 6
10%The Presidency and Federal Bureaucracy /Meets SLO's: 1 and 6
10% The Courts / Meets: SLO's 1 and 6
5% Political Socialization and Public Opinion /Meets: SLO's 2 and 5
5%Parties and Interest Groups /Meets: SLO's 2 and 6
5% Voting and Elections /Meets: SLO's 6 and 2
5%Introduction to Public Policy /Meets: SLO's 6 and 5
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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