Kennesaw state university undergraduate proposal new Course
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- KENNESAW STATE UNIVERSITY UNDERGRADUATE PROPOSAL New Course (General Education)
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KENNESAW STATE UNIVERSITY
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Submitted by: |
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Name Linda Stewart, Assistant Professor of English and American Studies |
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Department Curriculum Committee, Date |
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Professional Teacher Education Unit Program Area*, Date |
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Department Chair, Date |
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College/School Curriculum Committee AND/OR Teacher Education Council*, Date |
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College/School Dean, Date |
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General Education Council*, Date |
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Undergraduate Policies and Curriculum Committee, Date |
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Associate VP of Academic Affairs, Date |
*For curriculum proposals involving General Education courses, there should be collaboration by the Department Curriculum Committee and the General Education Council. For Teacher Preparation proposals, there should be collaboration by the Department Curriculum Committee, the Professional Teacher Education Unit (PTEU) Program Area Committee, the Teacher Education Council, and the College/School Curriculum Committee.
Form updated September 26, 2008.
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Professor:
Semester:
AMST 1102: American Identities
A Course in the General Education Program
Program Description: The General Education Program offers a solid, comprehensive foundational academic experience for all Kennesaw State University students. In a series of interrelated courses in the liberal arts and sciences, it provides the opportunity for them to acquire the intellectual skills and knowledge characteristic of educated persons in a diverse, global community. Thus, it prepares students for success in academic, professional, and personal arenas. Whereas the major program contributes depth to a college education in a designated specialization, the General Education Program provides breadth of understanding by introducing, connecting, and integrating a variety of disciplines.
Program Goals: The General Education Program at KSU has four goals. During the course of the program, students should demonstrate the following:
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knowledge and understanding in the General Education areas: Humanities, Fine Arts, Science, Mathematics, Technology, Social Science, and the Essential Skills (written and quantitative skills) -
proficiency in communication -
skills in inquiry, critical thinking, and problem solving through scholarly and/or creative activity across the general education disciplines -
an understanding of ethics, diversity, and a global perspective.
Course Description:
This interdisciplinary course explores what it means to be “American.” Examining “American Identities” from local and global perspectives, and through a variety of disciplinary frameworks, this course focuses on the diverse forms of “American Identity,” as well as the social and cultural histories that have shaped these identities. Students examine their own and others’ identities. Students gain knowledge and skills related to intercultural relations through various methods that include research, reading, writing, performance, and class activities.
SAMPLE SYLLABUS
AMST 1102: American Identities
AMST 1102 Semester: Spring 2012
Room and time:
Instructor: Prerequisite: None
Course description:
This interdisciplinary course explores what it means to be “American.” Examining “American Identities” from local and global perspectives, and through a variety of disciplinary frameworks, this course focuses on the diverse forms of “American Identity,” as well as the social and cultural histories that have shaped these identities. Students examine their own and others’ identities. Students gain knowledge and skills related to intercultural relations through various methods that include research, reading, writing, performance, and class activities.
Instructor information:
Name:
Office hours:
Contact information:
Course objectives:
Students will demonstrate that they:
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recognize themselves as participants in a particular culture and see how this affects their experiences and values. (LG C, Humanities, Fine Arts and Ethics) -
understand the importance of cultural diversity in the U.S. (LG I US Perspectives) -
understand how to interpret content of written materials on related topics from various disciplines. (LG A1 C.O.) -
comprehend the place of the U.S. in the diverse realm of societies across the globe. (Learning Goal II Global Perspectives) -
have the ability to consider and accommodate opposing points of view. (LG III, CT) -
have the ability to identify the audience, intent, value and disciplinary perspective of potential sources of information. (LG III, CT)
Readings, films, or plays – selections from the following:
The following are examples of course readings that a faculty member might use in the delivery of this course; print and non-print selections that meet the course objectives may vary.
Edward Albee. The American Dream.
Sherman Alexie. The Absolutely True Diary of a Part-Time Indian, “How to Write the Great American Indian Novel.”
Sandra Cisneros. Woman Hollering Creek.
Frederick Douglass, “Why the Colored American is not in the World’s Columbian Exposition.” Chapter 1. http://digital.library.upenn.edu/women/wells/exposition/exposition.html#I
W.E.B DuBois. The Souls of Black Folk.
Fannie Flagg. Fried Green Tomatoes at the Whistle Stop Café.
Firoozeh Dumas. Funny in Farsi: A Memoir of Growing Up Iranian in America
Anthony Grooms. Bombingham.
Karen Halttunen, "Groundwork: American Studies in Place--Presidential Address to the American Studies Association, November 4, 2005"
Stanley Nelson. Freedom Riders.
J. Hector St. John de Crevecoeur, Letters from an American Farmer
Frederick Jackson Turner, The Significance of the Frontier in American History.
Zitkala-Sa, “Impressions of an Indian Childhood” (essays)
Orson Wells. Citizen Kane.
In lieu of multiple primary and secondary sources, a textbook might also be selected. Examples of textbooks include:
American Identities: An Introductory Textbook. Eds. Rudnick, Lois, Judith Smith and Rachel Rubin. 2006.
Course requirements:
Faculty can choose other assignments, readings, and/or activities that realize the course objectives, and they may weight course requirements differently. Examples of typical assignments are noted below.
I. Class participation. In-class discussions, collaborative group activities and online postings. (20%)
II. Reading responses. Students will write informal reading responses to assigned readings, in-class material, and a broad range of texts that include, but are not limited to, novels, non-fiction, photography, poetry, music, film, performance and theater arts, multimedia, material culture and more. (20%)
Example of response paper requirements:
Response paper 1-3: Choose one of the required texts and discuss how an idea or strand in that work connects to popular culture. For example, you might describe and analyze how ideas about freedom in our readings and audio texts have been used in designer jeans marketing campaigns.
Response paper 4: In this approximately 500 word response paper, you’ll collect and analyze evidence of casual discourse (remember our discussion of “discourse”!) that circulates particular concepts of America or expectations about being an American. More information and examples will be given in class. Don’t wait until the last minute to begin taking notes of conversations!
III. American Identity Essay. Students will write a 5-page essay exploring and complicating the theme of “American Identity.” (20%)
Sample essay requirements:
IV. American Identity Group Project or Performance. Students will collaborate on a project that demonstrates their research on an aspect of the course theme. (20%)
Sample group project: American Identity Group Project: In this project you’ll be using the course wiki to collect and analyze visual and aural imagery that circulates a particular narrative about America or being American.
V. Oral Presentation/Performance. Students will present/perform their research and new understandings of the diverse forms of American identity within local and global contexts. (20%)
Important dates and information:
First day of class:
Midterm withdrawal date without academic penalty:
Last day of class:
Final exam period:
Classroom Attendance Policies:
This policy is not intended to be punitive, but to acknowledge the importance of the learning that takes place during class meetings and our responsibilities to the learning of the entire classroom community. We have multiple collaborative activities that depend upon your participation, preparation and attention. There is no distinguishing between excused and unexcused absences, so please factor in travel plans, holidays and other obligations.
Should you miss four classes, your grade will drop by 25 points. For every additional class you miss, your grade will drop an additional 50 points. As you can see, absences quickly affect your ability to pass the course.
Grade information:
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Description of Assignments or Activities |
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Percentage of Grade Distribution |
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1. Classroom participation, quizzes, online discussions |
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20% 100 points |
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2. Reading responses |
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20% 100 points |
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3. “American Identity” Essay |
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20% 100 points |
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4. “American Identity” Group Project/Performance |
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20% 100 points |
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5. Oral Presentation/Performance (Final Exam) |
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20% 100 points |
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100% 500 points Total |
Evaluation and Grading:
Individual rubrics and/or criteria for evaluation will be provided for each major assignment listed above. For the overall course grade, the following scale will apply:
Grading Scale
A = 90-100% (450 – 500 pts.)
B = 80-89% (400 - 449 pts.)
C = 70-79% (350 - 399 pts.)
D = 60-69% (300 - 349 pts.)
F = 59-0% (299 pts. and below)
Draft Calendar:
Week 1:
Reading assignment: J. Hector St. John de Crevecoeur, Letters from an American Farmer--Introduction (7-22) and Letter III—“What is an American?” (66-105)
Discussion topics to include: positioning Crevecoeur’s writing in historical context, comparing and contrasting his narrative about belonging, displacement.
Try out our course wiki! Once you log in, you’ll be asked to introduce yourself to the class and to explain what attracted you to this particular general education offering.
Week 2:
Reading: Poetry and song lyrics: Sherman Alexie’s “How to Write the Great American Indian Novel”; National anthem and “America the Beautiful.”
Discussion to include: What are grand narratives or national narratives? How do they create a sense of belonging or exclusion? What poetry or music contributes to constructing “American Identity”? What stereotypes does Alexie satirize in his poem, “The Great American Indian Novel”?
Week 3:
Reading/viewing: Have watched H.G. Wells, Citizen Kane.
Have posted your discussion response by class time!
Discussion of Citizen Kane to include: How does the film present the “American Dream”? In what ways might film reflect or contribute to the rags-to-riches narrative about American life? In what ways does the film reflect or contribute to class assumptions in American life? Why do you think this film has a reputation for being a quintessentially American film?
Week 4:
Reading: Edward Albee. The American Dream.
Discussion to include: How does drama contribute to our understanding of American Identity? How does he characterize the “American family”? How does satire function to critique social issues?
Response paper 1 due!
American Identity Group Project directions will be distributed. You’ll be using the course wiki to collect and analyze visual and aural imagery that circulates a particular narrative about America or being American.
Week 5:
Reading: Funny in Farsi
Discussion to include: What does the book expose about American life in this period? How does it present different views of what it means to be an American? How does it complicate the expectations about being an American? How is language (specifically English) used in the book and to what end?
Week 6:
Reading: Funny in Farsi
Discussion to include: What does this narrative expose about point of view? Subjectivity? What does this text tell us about enactments of power in the American experience? In what ways is this an American narrative? How does humor function to reveal or critique “American” identity?
American Identity Group Project due!
Week 7:
Have viewed the photographs and read the supporting material in Sheila Pree Bright’s series Young Americans (on reserve).
To do: Note how you’re “reading” the photographs. Where in the photo do you start? What draws your eye? How long do you look? Do you leaf through them all and then go back to them? Be prepared to discuss your “practices of looking” with the class on Vista!
Discussion to include: What do you think Pree is probing by asking college students to pose with the American plan? What do the photos expose about American life today?
Response paper 2 due!
Week 8:
Reading: Selections from Frederick Jackson Turner’s The Significance of the Frontier in American Experience
Discussion to include: What does Turner expose by his assertion, “In this advance, the frontier is the outer edge of the wave—the meeting point between savagery and civilization.” Where does the “frontier metaphor” appear in popular culture? To what ends? Select a passage you find interesting or provocative to share with the class.
Week 9:
Reading: Sherman Alexie. The Absolutely True Diary of a Part-Time Indian,
Discussion to include: What does Alexie’s “true diary” reveal about the past and present economic, social, and educational realities of “the rez”? How can Junior be “an immigrant” in his own country?
Week 10:
Reading: Sandra Cisneros. Woman Hollering Creek.
Discussion to include: What does it mean to “cross boundaries”? How does Cleofilas’s life change when she moves from Mexico to Texas? In what ways is an “American dream” affected by gender, ethnicity, country of origin, and more?
Response paper 3 due!
Week 11:
Reading: Stanley Nelson. Freedom Riders
Discussion to include: What new information did you learn from this documentary film? How do documentaries contribute to an understanding of what it means to be “American”?
Week 12:
Reading: W.E.B DuBois. The Souls of Black Folk.
Discussion to include: This author’s work has been influential in thinking about race and identity in America. How would you describe his position about race or ethnic identity and “American identity”? What does DuBois mean by a “double consciousness”?
Week 13:
Reading/viewing: Fannie Flagg, Fried Green Tomatoes (novel excerpts/film clips)
Discussion to include: How does this popular film (adapted from the novel), represent the South? How are regions within the United States typically represented in film?
Week 14:
Response paper 4 due!
Week 15 and final exam period: Presentations and Performances
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Disability Statement:
Any student who, because of a disabling condition, may require some special arrangements in order to meet the course requirements should contact the instructor as soon as possible to arrange the necessary accommodations. Students should present appropriate verification from KSU disAbled Student Support Services. No requirement exists that accommodations be made prior to completion of this approved University process. DisAbled Student Services can be reached here: http://www.kennesaw.edu/stu_dev/dsss/dsss.html or Ph: 770-423-6443, Fax: 770-423-6667, 770-423-6480TTY
Student Conduct Statements
KSU’s Full Code of Conduct is Located Here:
http://www.kennesaw.edu/scai/code_of_conduct.shtml#ii
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Key Excerpts from the Code of Conduct: II. Academic Honesty The high quality of education at Kennesaw State University is reflected in the credits and degrees its students earn. The protection of these high standards is crucial since the validity and equity of the University's grades and degrees depend upon it. Any student found to have violated any KSU academic honesty regulation after a hearing before a university hearing panel or before the Vice President for Student Success and Enrollment Services (or his/her designee) shall be suspended for at least one semester, unless the student persuades the deciding body that the circumstances of his or her behavior substantially mitigate the gravity of the violation. These regulations are designed to assist students in (1) developing appropriate attitudes about, and (2) understanding and following the university’s standards relating to academic honesty. The regulations protect students by helping them avoid committing infractions that may compromise the completion of their KSU degrees or damage their reputations. Plagiarism and Cheating No student shall receive, attempt to receive, knowingly give or attempt to give unauthorized assistance in the preparation of any work required to be submitted for credit as part of a course (including examinations, laboratory reports, essays, themes, term papers, etc.). When direct quotations are used, they should be indicated, and when the ideas, theories, data, figures, graphs, programs, electronic based information or illustrations of someone other than the student are incorporated into a paper or used in a project, they should be duly acknowledged. Disruption of Campus Life: It is the purpose of the institution to provide a campus environment which encourages academic accomplishment, personal growth, and a spirit of understanding and cooperation. An important part of maintaining such an environment is the commitment to protect the health and safety of every member of the campus community. Belligerent, abusive, profane, threatening and/or inappropriate behavior on the part of students is a violation of the Kennesaw State University Student Conduct Regulations. Students who are found responsible for such misconduct may be subject to immediate dismissal from the institution. In addition, university disciplinary proceedings may be instituted against a student charged with a violation of a law which is also a violation of this student code without regard to the pendency of civil litigation in court or criminal arrest and prosecution. Proceedings under this student code of conduct may be carried out prior to, simultaneously with, or following civil or criminal proceedings off-campus. |
KSU Policy and Position Statements
(taken from the Faculty Handbook)
Intellectual Diversity Statement:
Kennesaw State University is an educational community comprised of individuals from different ethnic, racial and religious groups and of different genders, political beliefs, ages, abilities and sexual orientations. In light of this diversity, Kennesaw State University is resolved to contribute to the development of an integrated, pluralistic society in which individuals model and support humaneness and respect for the individual. Kennesaw State University is committed to a diversity of intellectual viewpoints. We trust in a genuine free marketplace of ideas where faculty and students are encouraged to express their considered opinions openly. We further believe that this intellectual exchange is healthy, democratic and produces new insights. The exchange of ideas is also a splendid means of encouraging “critical thinking” as long as it is conducted within an atmosphere that respects the dignity of all concerned. The University is committed to providing quality education, which is enhanced by the perspectives provided by individuals and groups with varying backgrounds and views. Racism, sexism and other discriminatory attitudes and behaviors impede learning and working. Conversely, respect for differences enhances educational and work experiences. Kennesaw State University is dedicated to creating an environment that cherishes and nourishes this diversity.
Kennesaw State University Diversity Vision Statement
It is our vision to create a strong multicultural and diverse educational environment at KSU in order to increase student satisfaction and to promote an understanding and awareness of people from various backgrounds upon graduation. In this way, KSU students will be educated for, and can effectively compete in, the global society.
KSU Position Statement on Environmental Awareness:
Kennesaw State University endeavors to encourage in each student, faculty, staff member and the community a respect for the worth of the environment and a desire and capacity to recycle, to conserve energy and to take other measures to help conserve limited resources. This institution focuses on developing an environmental ethic that promotes excellence, responsibility and stewardship in environmental affairs and is committed to educating the community about environmental issues.
Various Student Resources
KSU Writing Center: http://www.kennesaw.edu/english/WritingCenter/
Phone: (770) 423-6380
Sturgis Library: http://www.kennesaw.edu/library/ (Phone: 770-423-6202)
Counseling & Psychological Services Center (formerly CAPS):
http://www.kennesaw.edu/studentsuccess/cslgindex.html
Phone: 770-423-6600
Student Technology Services:
http://its.kennesaw.edu/students/index.html (Help Line: 770-499-3555)
ESL Tutoring and Study Center:
http://www.kennesaw.edu/university_studies/esl/center.shtml
Adult Learner Center (Includes info on childcare subsidies for student-parents):
http://www.kennesaw.edu/stu_dev/alp/index.shtml
International Student Center: http://www.kennesaw.edu/stu_dev/isrs/
Minority Student Retention: http://www.kennesaw.edu/stu_dev/msrs/
Support Site for Student Veterans: http://clubs.kennesaw.edu/ksuvc/
Study Abroad Information:
http://www.kennesaw.edu/studyabroad/index.html
Center for Student Leadership (community service, leadership, and international travel opportunities for outstanding students): http://www.kennesaw.edu/csl/
Volunteer KSU (Community Service Opportunities for classes & individuals):
http://www.kennesaw.edu/stu_dev/vksu/vksu.html
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