Learning goal, outcomes, rationale and implementation of Global Perspective.
Learning Goal: In today's interdependent world, college graduates need to work with people and communities from across the globe. This work will depend upon many factors, not the least of which is the understanding of a foreign language. Through the core curriculum, students will study and compare the social, economic, religious, and political structures of different global communities and cultures, and gain an understanding of the interdependence of these communities.
Learning Outcomes: (Global Perspective course) Students will
1a. Analyze the process of globalization by using different theoretical perspectives and debates on a broad range of issues (including issues of dependence and interdependence); or
1b. Demonstrate an understanding of the world from a specific non-U.S. and non-Western European viewpoint.
(Language courses) Students will also
2a. Demonstrate the ability to use a second language for authentic communicative purposes; and
2b. Demonstrate an understanding of the cultural artifacts and practices embodied by the language studied.
Rationale (i.e., the intention of the proposed outcomes): Global Perspective can be understood in two different, but equally important, ways. First (as in outcome #1a), it can be taken as a perspective that views the whole world at once (i.e., from a bird s eye perspective), focusing on the interdependence of multiple cultures in this global context. In this outcome, globalization is taken in its largest sense, as synonymous with the process of growing global interdependence. Second (as in outcome #1b), it can be taken as a particular, non-Western perspective on the world in essence, a global diversity outcome. The former would include, for example, courses on global economics, the spread of cultural or artistic traditions across the globe, and properly-structured study-abroad experiences. The latter would include any number of courses in globally-diverse cultures and topics, such as African literature, Asian history, or Eastern religions. Students fulfill their Global Perspective requirement by completing an approved course or experience in either one of these two areas.
Studying a second language, whether modern or classical, helps us recognize universal aspects of the human condition and embrace the diverse backgrounds of people at home and around the world. By Outcomes #2a we mean that students will reach an intermediate level of proficiency with a second language, a communicative competency in the modes the language is used in the contemporary world, understanding that exactly what this entails will vary by language. But language is not just skill. Specific language artifacts (the use or not of pronouns, the types of tenses allowed, how honorifics are used) reflect the culture in which that language lives or lived. Second language acquisition therefore makes students conscious of the ways in which language shapes our world and our perceptions of it, on both a personal and collective level. This is reflected in Outcome #2b.
Implementation: Students must complete one course satisfying either Outcome #1a or 1b. Students must also demonstrate intermediate level proficiency in a modern or classical language in any of the ways indicated by the Catalog of Courses.
Proposal Evaluation and Recommendation Form: Used in determining 2013-14 Core. Global Perspective
Courses designated as fulfilling Global Perspective:
- Anthropology 1: Introducton to Social and Cultural Anthropology Proposal Syllabus
- Anthropology 5: Introduction to Archaelogy ProposalSyllabus
- Art History 2: Survey of Word Art: Africa, Asia and the Americas Proposal Syllabus
- Business Administration 10: Global Perspectives in Business and Society Proposal Syllabus
- French 10: Conversation-Composition Proposal Syllabus
- Global and Regional Studies 1: Introduction to Global and Regional Studies Proposal Syllabus
- History 1: World History to 1500 Proposal Syllabus
- History 2: World History 1500 to Present Proposal Syllabus
- History 118: The Victorian Empire Proposal Syllabus
- History 151: Women in Latin American History Proposal/Syllabus
- History 152: Revolution in Latin America Proposal Syllabus
- History 155: Latin America Environmental History Proposal/Syllabus
- History 162: Modern China Proposal Syllabus
- History 163: Ethnic Identities and Conflict in China Proposal Syllabus
- Liberal and Civic Studies 123: Modern Global Issues Proposal/Syllabus
- Performing Arts 61: World Theater
- Performing Arts 181: Asian Dance Proposal Syllabus
- Politics 143: Middle East Politics Proposal Syllabus
- Sociology 116: Global Migration
- Sociology 119: Global Sociology
- Spanish 9: Spanish for Spanish Speakers Proposal Syllabus
- Spanish 10: Conversation-Composition Proposal Syllabus
- Spanish 11: Introduction to Hispanic Literature Proposal Syllabus
- Spanish 140: Latin America Literature I Proposal Syllabus
- Spanish 141: Latin America Literature II Proposal Syllabus
- Spanish 161: Culture and Civilization of Latin America Proposal Syllabus
- Theology & Religious Studies 152: Islam: Beliefs and Practices Proposal Syllabus
- Theology & Religious Studies 153: Eastern Religions Proposal Syllabus
- Theology & Religious Studies 154: Hinduism Proposal Syllabus
- Theology & Religious Studies 155: Buddhism Proposal Syllabus
- Theology & Religious Studies 156: Religions of India Proposal Syllabus
Courses satisfying the Language Requirement
- French 3: Intermediate French
- German 3: Intermediate German
- Greek 3: Intermediate Greek
- Italian 3: Intermediate Italian
- Japanese 3: Intermediate Japanese
- Latin 3: Intermediate Latin
- Mandarin 3: Intermediate Mandarin
- Spanish 3: Intermediate Spanish
Questions? Contact the CCC