From Awareness to Action:
Promoting Critical Thinking and Citizenship in Baccalaureate Education
Kathy Bushrow, Associate Professor, Curriculum and Instruction
Caroline Pryor, Assistant Professor, Curriculum and Instruction
Dawn Reed, Academic Adviser, Academic Counseling and Advising
Natalie Kizzire, Secretary IV, Kinesiology
Abstract
The proposed Southern Illinois University Edwardsville (SIUE) General Education Program will facilitate student development toward demonstrating the Values of SIUE: Citizenship, Excellence, Integrity, Openness, and Wisdom. Our model emphasizes critical thinking and connections across the curriculum, offer consistency in standards, and recognize the holistic nature of student development. The student-centered curriculum provides a strong foundation in core competencies--which include languages, technology, quantitative reasoning, information literacy, communication and interpersonal skills, cultural and global awareness--by providing a system of related courses, which may be combined or team-taught by various disciplines.
We propose a model of citizenship and service learning that extends service learning efforts at SIUE, focusing particularly on the freshman seminar in which students will provide service across the SIUE campuses. All freshman Seminars and introductory-level courses will be structured to include a type of Service Learning project. A transfer-student seminar will introduce the service learning concept to this segment of the student body.
This proposal builds upon a core set of SIUE community values about which students can learn, debate, explore and apply in their coursework and in field settings within the university and surrounding community. These activities will encourage the students to expand their academic and service horizons to include the world, the necessity of which was presented in the webcast, Scanning the Future. To further enhance students' understanding of the importance of becoming a citizen who contributes to the world and their community, this proposal design contains several components: integrated coursework, use of university resources, and application and exploration of knowledge and talent. Example program outcomes include: (a) service (learned in events such as the freshmen seminar, or service learning projects); (b) exploration (such as a senior project related to university core values); and (c) local and global citizenship (such as community projects that investigate or promote issues of democracy and social justice).
The culmination of the Baccalaureate Program will be the Senior Assignment. Drawing upon experiences gained during general education coursework, students will design a Senior Project that integrates a community-based Service Learning Project within their major area. Such a project would encourage citizenship throughout the entire academic experience, thus promoting connections between the university and community, the major area and society, and ultimately societal roles.
Our proposal is based upon using most of the current courses; however, we propose the courses be reviewed for consistency across sections, inclusion of critical thinking activities, and academic rigor. The courses also need to demonstrate integration of technology to encourage the students to develop skills needed to be successful. Finally, we propose the courses be reviewed for ways in which to connect the courses across the curriculum.
Proposal
I. Program Description
The proposed Southern Illinois University Edwardsville (SIUE) General Education Program will facilitate student
development toward demonstrating the Values of SIUE: Citizenship, Excellence, Integrity, Openness, and Wisdom. Our
model will emphasize connections across the curriculum, offer consistency in standards, and recognize the holistic nature of
student development. The student-centered curriculum will provide a strong foundation in core competencies by providing a
system of related courses, which may be combined or team-taught by various disciplines to provide further connections.
Utilizing the current structure of the general education curriculum, the skills of writing, oral communication, and critical thinking will be integrated into introductory and distribution level courses. For example, the skills of English 101 are used to prepare written assignments for introductory level courses. Likewise, the skills of critical thinking gained in Philosophy 106 would be requisite to Political Science 112, American Government. Students would be able to analyze a current or proposed law in terms of its logic or fallacy. Similarly, computer skills or quantitative literacy would also be requisite skills for most general education courses. In this way, students gain an awareness of the ways in which the skills courses support and enhance content courses.
The resources of SIUE will be utilized extensively through this model. All introductory-level courses will be structured to include a type of Service Learning project. The Freshman Seminar will include, among other topics, an introduction to Service Learning/Community Service with a focus on the SIUE campuses, including the East St. Louis Center. The youth programs at the East St. Louis Center may also provide an opportunity for service and promote college attendance for young people who may not otherwise attend college. The Fine Arts courses, particularly Art, may include visits/assignments related to the University Museum. The Science courses may include the study of plant/animal life around Cougar Lake. A transfer-student will be introduced to the service learning concept in a similarly designed seminar.
The courses which comprise the General Education Curriculum are organized to promote openness to diversity and individual differences. Through the inter-group relations courses, which may be combined with writing, oral communication, or another course, students will be encouraged to experience diversity through topics discussed and coursework assigned and service learning projects proposed by students as an application in the Senior Assignment.
The culmination of the Baccalaureate Program is the Senior Assignment. Drawing upon experiences gained during general education coursework, students will design a Senior Assignment that integrates a community-based Service Learning Project with the content of their major area. Such a project would encourage service learning throughout their entire academic experience, thus promoting connections between the university and community, their major and society, and ultimately societal roles.
A. Rationale
Belief in the importance of a citizen who contributes to a democratic society remains strong in the United States (Darling-Hammond, 1994; Goodman, 1992; Ravitch, 1983). Support of this importance is based on positive attitudes towards three dimensions of democratic principles: (a) the opportunity for full social participation (Goodlad, 1996), (b) equal opportunity in a diverse society (Spring, 1999), and (c) a moral norm of justice and fairness (Gutmann, 1987). There is some evidence of the positive effect of schooling in preparing democratic citizens. For university students programs that provide coursework linked to these values can foster a “fund of democratic knowledge”-- that is, as students experience their university program they learn and work in environments where the situated use of democratic thought is evident (Parker, 1996b; Pryor, 2005).
This proposal builds upon a core set of SIUE community values about which students can learn, debate, explore and apply in their coursework and in field settings within the university and surrounding community. To further enhance students’ understanding of the importance of becoming a citizen who contributes to the world and their community, this proposal design contains several components: integrated coursework, use of university resources, and application and exploration of knowledge and talent. Example program outcomes include: (a) service (learned in events such as the freshmen seminar, or service learning projects); (b) exploration (such as a senior project related to university core values); and (c) local and global citizenship (such as community projects that investigate or promote issues of democracy and social justice).
1. Core Values
a. Citizenship
As a value of SIUE, citizenship has been defined as “social, civic and political responsibility, globally, nationally, locally, and within the University.” This proposal aims to promote “active partnerships and a climate of collaboration and cooperation among faculty, staff, students and the larger community.” This proposal connects citizenship to the general education curriculum by integrating experiences in which students work individually and in teams on projects, which demonstrate their commitment to the community and the body politic. One of the key components of an effective citizenry is the ability to work, debate, collaborate and generate ideas within a group of individuals. Therefore the general education curriculum will involve a component of teamwork. Students will graduate SIUE prepared to participate in a democratic society. Another component of citizenship is environmental stewardship, or the recognition that global resources are limited and should be used wisely. This idea will be incorporated into the academic experience through the use of resources on campus, including Cougar Lake, The Gardens, and other campus and regional areas.b. Excellence
As defined by SIUE, excellence involves “high quality student learning, continuous improvement and innovation, outstanding scholarship and public service, and standards consonant with the premier status to which (the institution) aspires.” As such, students will demonstrate command of content knowledge and its application, both practical and theoretical, through various projects involving personal and community responsibility.c. Integrity
Integrity as defined in the SIUE core values, is “accountability to those we serve and from whom we receive support” as well as “honesty in communications and actions.” Students will learn to be reflective and responsible for their ethical and moral behavior, to think of alternative strategies that will allow them to deal effectively with a variety of individuals and circumstances and to promote these values in the communities in which they live and work. For example, the policy of academic honesty will be learned through multiple sessions in the writing center on plagiarism. Students will learn social values and commit to understanding issues of social justice and equality in courses that regard political systems, economics or culture and education. The freshman seminar will initially present issues that will continue to be discussed in subsequent coursework.d. Openness
The core value of openness has been described as “the inclusion of the rich diversity of humankind in all aspects of university life and respect for individual differences.” As a value, openness promotes “intellectual freedom and diversity of thought.” Most importantly, openness, as a value enhances the skills and abilities of all students, enabling them value the diversity of their peers. In an environment of openness, students feel free to express ideas, to explore new ideas, and to connect these to emerging global needs and communities. Students will be encouraged to express ideas and thoughts openly in an environment that promotes diversity and understanding through the student-centered curriculum developed by faculty trained to elicit these responses.e. Wisdom
Wisdom is the ability to think critically and analyze content knowledge, based on a set of core values. Graduates will know, understand, and make judgments based on the core values of SIUE, in a responsible way and with a vision that contributes to the common good. A curriculum that promotes reflection and critical thinking and encourages the connectivity of content areas fosters the development of wisdom, promotes responsible citizenship in students thus is central to the ways that individuals make judgments in civic life. The curriculum will afford students opportunities to apply knowledge and gain valuable decision-making experience.
2. Service Learning
Service Learning as defined is “a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities” (National Service Learning Clearinghouse). The primary purpose of service learning is to promote a sense of value-based community and participatory citizenship. Service learning introduces students to opportunities connecting them to others in an ever expanding role. Critical thinking skills developed in coursework can be applied in Service Learning projects. Service learning is key to developing the skills necessary to function effectively in an interdependent society.
a. Examples in other Universities
Service learning has long been recognized by other institutions for its value in developing a sense of community and citizenship in its students. For example, University of California at Berkeley places a high value on service learning, evidenced through the resources they put into projects and corresponding research. On a national scale, Berkeley hosts the National Service-Learning and Civic Engagement Research Directory, as well as websites and national newsletters. Internationally, Berkeley supports service learning in developing countries. The University of Michigan provides several opportunities for students to participate in service learning, including national projects such as AmeriCorp and America Reads. Locally, students work with several Detroit initiatives providing a variety of services to the community such as teaching computer skills to adults and working with K-12 students in after-school programs.b. Examples at SIUE
SIUE Kimmel Leadership Center, through the Student Leadership Development Program (SLDP), promotes service through their website, projects with several departments, and connections with the community.One example is the Project GAME community service project with the Metro East Crisis Taskforce. During the Fall 2005 semester, the twenty-five African American male freshmen that comprise a special section of UNIV112 prepared and delivered meals each week to the homeless in the East St. Louis area. The students spent time at the beginning of the semester learning locations where homeless individuals live. The prepared meals were delivered to the homeless under bridges and abandoned buildings. The freshmen learned a great deal about the people they were serving, learning to value their opportunities for education. The project was a combined effort with the Vice Chancellor for Student Affairs, Campus Ministries, and Kimmel Leadership.
Another example is Action Day, which provides a series of one-day opportunities for students to get involved in service learning. Raise Your Voice helps empower students with the ability and tools to change the world by involving them in community affairs. Locally, service learning opportunities, such as volunteer fairs and voter registrations, are provided allowing students to connect with their community. Additional opportunities for service learning would expand this initial effort.
c. Proposed changes at SIUE
We propose a model of citizenship and service learning that extends service learning efforts at SIUE, focusing particularly on the freshman seminar in which students will provide service across the SIUE campuses. For example, the youth programs at the East St. Louis Center offer opportunities for service and promotion of college attendance for young people who might not other wise attend. Additionally, ample opportunities to provide tutoring, in person and online, exist in school districts surrounding the SIUE community.All other introductory-level courses, beyond those offered as a freshman seminar, will be structured to include a type of Service Learning project. A transfer-student seminar will introduce the service learning concept to this segment of the student body.
SIUE has an abundance of resources to enrich the experiences of its students. The Fine Arts courses, particularly Art, will include visits/assignments related to the University Museum. The Science courses will include the study of plant/animal life around Cougar Lake.
In subsequent semesters or courses, the service learning component will extend beyond the main campus to include the broader community, as has been described earlier in the efforts of Project GAME.
As students move beyond the General Education, degree programs can continue the thread of service learning. The senior project would also incorporate some aspect of service learning, reflection and analysis of the project efficacy to community or world betterment.
B. Aspects of Program Descriptions
In order to affect the development of graduates who are critical thinkers and are prepared to participate as citizens in a democratic society, we propose the following program aspects:
1. Connections across the curriculum. Students often see their academic career as a series of unrelated courses. In contrast, society develops holistically. For example, one cannot effectively discuss the biology of cloning, without addressing the philosophical aspect of ethics. Likewise, it is difficult to discuss the poetry and art of the 1960s without addressing the historical/political events that occurred in that era.
To date, the freshman seminars have recognized the need to approach student learning in an interdisciplinary fashion. Some freshman seminars have combined two courses to create a new topic. Through these seminars, students learn about each discipline, as well as the interrelated nature of the concepts and how this relationship fosters a holistic social construct. (See Appendix B.)
2. Student centeredness. The content and delivery of the curriculum will enhance student development. Incoming freshmen exhibit a variety of developmental levels, with respect to academic readiness, as well as social readiness. A student centered environment is central to the applied nature of this proposal. In such an environment, students can more readily manage the challenges of university life.
Students will gain the experience of being supported during their early academic experience, then the experience of supporting others as a seasoned student. The curriculum will provide an opportunity for students to get support as underclassmen, return the service to their peers as they become upperclassmen, and lead in numerous venues at SIUE as seniors.
3. Consistency of standards. Each introductory level course will be similar in scope and requirements to every other introductory level course. For example, introductory courses in art, music, theater and philosophy should require the same level of academic rigor, i.e. similar requirements for written assignments, quizzes, exams, readings, etc.
While academic freedom is important, all sections of a particular course should cover the same content. Currently, different sections of the same introductory course may cover completely different objectives and content, based on the interests or background of the instructor.
C. Program Components
In an academic environment where students are encouraged to draw broadly and deeply across the content areas, students will complete 42-44 hours of General Education Credits (See Appendix A). This will include five skills courses, five introductory and three distribution level courses, as well as an Interdisciplinary Studies (IS) course at the junior level. The compilation of courses will reflect a balance of Fine Arts and Humanities, Social Science and Natural Sciences and Mathematics. Within the context of these courses, students will also satisfy requirements for Citizenship (CIT), Intergroup Relations (IGR), International Issues (II) or International Cultures (IC), Service Learning (SL) and Technology (TECH).
As students progress through the General Education curriculum, they will experience numerous opportunities to explore, apply, learn and reflect upon openness in topics such as diversity and individual differences. Through the inter-group relations courses, which may be combined with writing, oral communication, or another course, students will be encouraged to debate topics discussed and coursework assigned.
In a rapidly growing information age, it is critical for students to possess computer skills in order to participate effectively in a global society. Students versed in technology possess abilities that can be shared at many levels. Computer skills serve a variety of purposes both within and outside academe. Students gain enhanced educational experiences by being able to connect nationally and internationally with others. They are able to access information quickly and become innovative in research and study skills. Computer skills also support effective writing, with which one functions in a literate society. As a result of technology, many professions rely on personnel with computer skills, in addition to content knowledge, to provide the highest quality of service.
As described on page one, the culmination of the Baccalaureate Program will be the Senior Assignment, which will integrate program components (see Figure 1 in appendix).
1. Statement of Objectives
a. Analytic, Problem-Solving, and Decision-Making Skills. The rigorous foundation that provides connections across the curriculum enables students to begin to think critically about the world. Integrating two courses such as science and writing or philosophy and math/science requires students to think about the content area and to analyze the relationships that exist. Writing critically about a topic requires the ability to interpret and/or evaluate information in order to present it in an intelligible manner.
b. Oral and Written Communication Skills. The ability to communicate is a vital skill for all citizens. Effective speakers are able to persuade and motivate others to make positive changes. The ability to write successfully allows an individual to promote and express him or herself in a personal or professional arena. Integrating the courses, requiring all students to write across the curriculum, and requiring community participation through service learning, will enhance the oral and written communication skills of the students.
c. Foundation and Liberal Arts. As responsible citizens in a democracy, it is critical that all students develop a foundation of knowledge. All citizens require a basic understanding of each of the content areas in order to function well in society.
d. Value of Diversity. In a country established by people from different cultures, and whose political and social perspectives are diverse, it is important to value diversity of though and opinion. As the university continues it commitment to enhance diversity and global awareness, the curriculum should further reflect this focus. Through a service learning model, directly connected to academics, students will have the opportunity to cultivate and apply this commitment.
e. Scientific Literacy. Methods of scientific inquiry promote critical thinking and problem solving. A strong foundation in the sciences, including lab and field experiences, are invaluable in educating undergraduate students. University resources provide students with the opportunity to use the scientific inquiry methods to study the ecosystem around Cougar Lake. Environmental studies within the university provide a connection to global issues involving the environment. Another area of scientific literacy is technology. In a rapidly changing, information age, the ability to understand and use technology has become crucial for every citizen. Every student would be required to complete one course that has a technology component.
f. Ethics. Understanding and using community ethics, values, and morals is crucial to a democratic community. A sense of trust and respect for other citizens must exist in order for the community to function in a just manner. Service learning will provide opportunities for collaborating, community building, and developing trust among students and the community.
g. Preparation in an Academic or a Professional Discipline. The comprehensive undergraduate programs will graduate students who are not only well versed in their disciplines, but have also developed an appreciation for diversity and a desire to continue the ideals of service learning. Having student experience the interconnectedness of topics such as citizenship, diversity, openness and justice will facilitate community building and result in habits of lifelong learning.
2. Hurdles
As with any new plan, hurdles exist. The items listed below may very well be impediments to implementing this plan; however, every one of the items can be overcome with planning and professional development.
a. Wide Range of Student Abilities. Students begin their academic careers with a range of abilities. Some students, who have received adequate preparation for college, are ready to move immediately into college level courses. Others need courses to enable them to catch up with the other students. This proposal calls for the integration of courses beginning in a student’s first semester. Students who need academic support in the form of remedial courses, or those who are not ready to take on a full load of rigorous college level courses, may not be able to take full advantage of integrated courses. A plan to accommodate these students must be developed.
b. Academic Needs of Programs. All programs have developed courses to meet the needs of their students. Many of these programs have national and/or state goals and objectives that must be met. As we move toward the integration of courses, these needs must be considered. The rigor of each area must be maintained, while also providing for service learning. Since some programs will also be tied to the Service Learning, careful planning will be required to connect these projects to the integrated curriculum.
c. Professional Development-Team Teaching. Course and topic (e.g., justice) integration will require professional development opportunities for all faculty members. The professional development should include, among other topics, team teaching strategies, curriculum integration, and service learning. Faculty will be afforded the opportunity to request/develop other professional development opportunities as needed.
d. Cost Analysis. A thorough cost analysis will need to be conducted to provide a realistic and accurate picture of what this plan will cost. With the addition of service learning components, which will involve the immediate and regional area around SIUE, the inclusion of businesses should be explored as possible funding sources.e. Service Learning i. Service learning requirements and progress will develop. Faculty/staff mentors will need to be assigned to provide the students with someone who is available to assist with the projects. This will require the commitment of the faculty/staff, thus possibly providing faculty/staff opportunities to provide service. ii. The scope of this endeavor demands a system by which to document student progress and manage paperwork associated with the projects. f. Alignment. SIUE, in its quest to become a premier metropolitan university, strives for rigor and quality. In order to provide students with a premier education, two aspects of our proposal are notable: a) the realignment of our department wide programs, b) integration of courses with a service learning component. The purpose of these two efforts is to provide clarity and a clear vision – that is a curriculum that is connected to SIUE values. We propose that all students, faculty and staff will benefit by having their research, teaching, and service connected to a larger university mission. g. Community College Articulation. SL, integrated courses, etc.: A large number of our students begin their pursuit of higher education in community colleges. Southwestern Illinois College and Lewis and Clark Community College are our main feeder community colleges. We have established strong relationships with them and they welcome the opportunity to collaborate with these institutions so that all students are better prepared for their transfer to SIUE.
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Appendix A General Education Requirements
General Education Requirements
42-44 Hours
Skills Courses - 15-17 hours
(to be satisfactorily completed by the end of the sophomore year)
Written Expression 6 hours
English 101 - English Composition I
English 102 - English Composition II
and either Option A or Option B below.
Option A
Choose One - 3 hours
Speech Communication 103 - Interpersonal Communication Skills
Speech Communication 104 - Oral Argumentation Skills
Speech Communication 105 - Public Speaking
Choose One - 3 hours
Mathematics 106 - Reasoning and Problem Solving
Philosophy 106 - Critical Thinking
Foreign Language 106 - Word Analysis
Industrial and Manufacturing Engineering 106 Engineering Problem Solving (Engineering majors only)
Choose One - 3 hours
Computer Science 108 - Applied Computer Concepts (or one of CS 140, 141 or 150)
Computer Management and Information Systems 108 - Computer Concepts and Applications
(or one of CS140, 141 or 150)
Statistics 107 - Concepts of Statistics (or one of STAT 244, 380 or 480)
OR
Option B
Choose One Two Semesters
Chinese 101 and 102 Elementary Chinese
French 101 and 102 - Elementary French (or FR 104-8)
German 101 and 102 - Elementary German (or GER 104-8)
Greek 101 and 102 - Introduction to Greek
Italian 101 and 102 Elementary Italian (or ITAL 104-8)
Latin 101 and 102 - Introduction to Latin
Russian 101 and 102 - Elementary Russian (or RUS 104-8)
Spanish 101 and 102 - Elementary Spanish (or SPAN 104-8)
Choose One 3 hours
Foreign Language 106 Word Analysis
Mathematics 106 - Reasoning and Problem Solving
Philosophy 106 - Critical Thinking
Statistics 107 - Concepts of Statistics (or one of STAT 244, 380 or 480)
Computer Science 108 - Applied Computer Concepts (or one of CS 140, 141 or 150)
Computer Management and Information Systems 108 - Computer Concepts and Applications
Introductory Courses - 15 hours
Choose two courses from two of the following groups and one course from the third group. The Introductory course in one's major field cannot count toward fulfillment of the Introductory course requirements.
Fine Arts and Humanities
Art 111 - Introduction to Art
English 111 - Introduction to Literature
Foreign Language 111* - Introduction to Foreign Studies (a) French (b) German (c) Spanish (d) Chinese
Music 111 - Introduction to Music History/Literature
Philosophy 111 - Introduction to Philosophy
Speech Communication 111 - Introduction to Speech Communication
Theater 111 - The Dramatic Experience
Natural Sciences and Mathematics
Biology 111 - Contemporary Biology (or one of BIOL 120, 121 or 240a)
Chemistry 111 - Contemporary Chemistry (or one of CHEM 120a or 121a)
Computer Science 111 Concepts of Computer Science
Earth Science 111 - Introduction to Physical Geology and Geography
Mathematics 111 - Mathematics for Life (or one of MATH 112A, 120, 125, 130 or 150)
Physics 111 - Concepts of Physics (or one of PHYS 206a or 211a)
Social Sciences
Anthropology 111 - Introduction to Anthropology
Economics 111 - Principles of Economics
Geography 111 - Introduction to Geography
History 111** - Introduction to the History of Western Civilization (a) Renaissance to the Age of Napoleon
(b) Age of Napoleon to the Present
Political Science 111 - Introduction to Political Science
Psychology 111 - Foundations of Psychology
Sociology 111 - Introduction to Sociology
*Only one Foreign Language 111 course may be used toward Introductory course requirements. Foreign Language majors may count one Foreign Language 111 course in a language other than the major.
** Either course taken in the History 111 a,b sequence may fulfill either an Introductory or an Advanced Social Science requirement in General Education. No single course in the sequence can fulfill both Introductory and Distribution course requirements.
Distribution Courses - (9 hours)
Choose one course in each of the following Areas.
Fine Arts and Humanities
Natural Sciences and Mathematics
Social Sciences
Students are required to take nine hours of courses that meet distribution course requirements. The distribution requirement is designed to acquaint students with three broad areas in the General Education program. Students must choose one course in each of the following areas:
Fine Arts and Humanities (3)
Natural Sciences and Mathematics (3)
Social Sciences (3)
The courses that meet the distribution requirements are identified in the course description section of the catalog and marked Distribution: Fine Arts and Humanities; Distribution: Natural Sciences and Mathematics; and Distribution: Social Sciences.
Students may not count a course for distribution credit that carries the departmental prefix of their major department. Skills and introductory courses do not meet distribution requirements.
The following courses are not eligible to count for Distribution credit:
AD: All Courses
ANTH 320, 430, 483, 490, 491
AS: All Courses
ART: 112a-d, 202a,b,d,e,f, 202g, 289, 300a-b, 302, 305, 309, 310b, 311, 312, 325, 331, 358, 359, 360, 361, 364, 365, 384, 386, 393, 401, 402, 405, 408a-c, 410, 412, 413, 416, 418, 420, 422, 426, 430, 440, 441, 450, 452, 484, 486, 498, 499
BIOL: 240a, 422, 417, 439, 444b, 467, 468, 471, 473, 480, 483a-c, 490, 491a-u, 492a-d, 493a-w, 495a-f, 495g-n, 497
CHEM: 113, 245, 296, 335, 345, 365a-b, 396, 415, 419, 435, 439, 449, 455, 459, 469, 479, 494, 496, 499
CJ 201, 202, 205, 206, 208, 302, 303, 364, 365, 366, 390, 401, 488, 499
DANCE: 210a-b, 211a-b, 212a-b, 213, 220, 230, 250, 310a-b, 311a-b, 410a-b, 411a-b, 420a, 420b, 433
ECON: 325, 344 400, 415, 417, 439, 450, 490, 491, 492
ENG: 200, 369, 405, 416, 468, 470, 472, 474, 475, 476, 485, 486, 487, 488, 491, 492, 493, 494, 496, 497a, 498, 499
ENSC: 120, 210, 220, 330, 340, 402, 404, 419, 445, 472
FR: 400a,b
GEOG: 312, 322, 406, 416, 427, 428, 440, 450, 470, 490, 499
GER: 305, 400a,b, 454
HIST: 301, 323, 401, 444, 490
HS: All Courses
HUM: 150, 490
IS: All Courses (except 328-IS or Dist. NSM)
ITAL: 220, 499
LIBS: All Courses
MC: 422, 442, 481, 482, 491, 495, 499
MATH: 223, 416a-i, 498, 499
MUS: 100, 112a-121b, 139a-222, 230-244, 301a-c, 318a,b, 322, 333, 337, 340a-355b, 365, 377, 401-411e, 413a-441u, 444-460b, 465-499
OR: All Courses
PHIL: 490, 495
PHYS: 312, 375, 420, 421, 480, 494, 495
POL: 310, 410, 411
PSYC: 497, 498, 499
PAPA: 410, 411, 412, 420
SCI: 401, 405, 411, 414, 415, 421, 425, 431, 435, 442, 451, 452, 462, 489
SOCW: 300, 301, 302, 303, 315, 316, 395, 400, 401, 482, 483
SOC: 396, 433, 495
SPAN: 400a,b
SPC: 309, 409, 415, 461, 491
STAT: 244, 380, 410, 478, 480a,b, 481, 482, 483, 484, 485, 486a,b, 487, 488, 491, 495
SAB: All Courses
THEA: 199, 230, 235, 255, 265, 275, 276, 290, 295, 310a,b, 315a,b, 430, 450, 460, 470, 475, 485, 490, 495, 498, 499a,b,c
UNIV: 112
WMST: 314, 350, 353, 451, 490, 495, 499
Business, Education, Engineering and Nursing courses do not count for General Education credit, with the exception of courses in Psychology and Economics.
Interdisciplinary Studies - (3 hours)
Junior or senior standing is required for enrollment in Interdisciplinary Studies courses.
IS 322 Ethics, Biology and Society
IS 324 Eastern Peoples and Cultures
IS 326 Modern Latin America
IS 328 History and Science
IS 331 Mind and Language
IS 332 The Political and Social Thought of Hegel and Marx
IS 334 Natural Resources
IS 335 Early Illinois
IS 336 Global Problems and Human Survival
IS 340 The Problem of War and Peace
IS 341 The Immigrant in America
IS 342 Death and Dying
IS 343 Contemporary Health Issues
IS 350 Women and Social Institutions
IS 352 Women in the Ancient World
IS 353 The Female Body in History
IS 360 Survival of the Fittest
IS 361 Music: Art and Science
IS 363 Living Ecologically
IS 364 The Atomic Era: European Refugees, American Science and the Bomb
IS 375 Technology and Public Policy
IS 376 Information Technology
IS 377 The Arts and the French Revolution
IS 380 Song and Poetry
IS 385 Risk and Risk Tradeoffs
IS 386 Cyberarts: Exploring Fine Arts and Computer Technology
IS 388 Art and Politics in 19th Century France
IS 400 History, Culture, and Language of China
GBA 300 Foundations of Business Knowledge
Intergroup Relations, International Culture, International Issues Requirement
Students are required to take one course in the area of Intergroup Relations and a second course from either International Issues or International Culture. Courses taken to fulfill these requirements may also fulfill major, minor, General Education or elective requirements. A list of approved Intergroup Relations, International Culture and International Issues courses may be found in the following section. Courses approved for these requirements also are indicated as such in the course description section of this catalog.
Intergroup Relations
Anthropology
305 People and Culture of North America
311 Culture of African-Americans
312 Contemporary American Indians
313 Women in Cross-Cultural Perspectives (same as WMST 313)
Biology
450 Science, Gender and Race (same as WMST 450)
Economics
327 Social Economics: Issues in Income Distribution, Employment, and Social Policy
English
205 African-American Literature
341 The African-American Woman in American Literature (same as WMST 341)
342 African-American Fiction
478 Studies in Women, Language, and Literature (same as WMST 478)
Foundations of Education
451 Gender and Education (same as WMST 451)
History
130 History of Black America
340 Black Freedom Movement 1955-1975
423a,b Native Americans 1492-Present
440 Women in American Social History (same as WMST 440)
442 The Black Urban Experience
Interdisciplinary Studies
350 - Women in Social Institutions (same as WMTS 350)
Mass Communications
351 Women in Mass Communications (same as WMST 351)
Philosophy
346 - Feminist Theory (same as WMST 346)
347 Philosophical Foundations of Racism
Psychology
405 Psychology of Gender (same as WMST 405)
Social Work
486 Perspectives on Human Diversity
Sociology
304 Race and Ethnic Relations
308 Women, Gender and Society (same as WMST 308)
335 Urban Sociology
Speech Communication
103 Interpersonal Communication Skills
210 Interracial Communication
331 Gender and Communication (same as WMST 331)
Women's Studies
200 Issues in Feminism
308 Women, Gender and Society (same as SOC 308)
313 Women in Cross-Cultural Perspectives (same as ANTH 313)
331 Gender and Communications (same as SPC 331)
341 African-American Women in African-American Literature (same as ENG 341)
346 Feminist Theory (same as PHIL 346)
350 Women in Social Institutions (same as IS 350)
351 Women in Mass Communications
405 Psychology of Gender (same as PSYC 405)
440 Women in American Social History (same as HIST 440)
450 Science, Gender and Race (same as BIOL 450)
451 Gender in Education
478 Studies in Women, Language and Literature (same as ENG 478)
International Issues
Anthropology
333 Origins of New World Civilization
350 Anthropology in Contemporary Life
411 Urban Anthropology
452 Political Anthropology
Biology
365 Ecology
Economics
361 Introduction to International Economics
450 International Finance
461 International Trade Theory and Policy
463 Introduction to Economic Development and Growth
Finance
450 International Finance
Geography
205 Human Geography
300 Geography of World Population
301 Economic Geography
401 Geography of Development
History
111b - History of Western Civilization
112b World History
314 History of Feminist Thought
318b History of Russia
352b History of Africa
354b History of the Arab World
356b History of China
358 History of Japan
360b History of Latin America
408c History of England
413 History of Modern France
415 History of Modern Germany
420b European Social, Cultural, and Intellectual History
422c Late Modern Europe
424 Topics of European History
426 Topics in Russian and Soviet History
428 Topics in European Women's History (same as WMST 428)
454 History of Arab-Israeli Conflict
460 History of Mexico
Humanities
310a Esperanto
310b Esperanto
Interdisciplinary Studies
326 Modern Latin America
336 Global Problems and Human Survival
340 The Problems of War and Peace
363 Living Ecologically
364 The Atomic Era: European Refugees, American Science and the Bomb
Management
461 Managing in the Global Economy/International Management
Marketing
476 International Marketing
Mass Communications
453 Transnational Media
Philosophy
344 Socialism and Social Democracy
Political Science
111 Introduction to Political Science
350 Political Systems of Western Europe
351 Eastern European Political Systems in Transition
355 Political Systems in Latin America
356 Political Systems in Asia
370 Introduction to International Relations
459 Topics in Comparative Politics
472 International Organizations
473 United States Foreign Policy
479 Topics in International Relations
Sociology
481 Population Dynamics
Women's Studies
314 History of Feminist Thought
428 Topics in European Women's History
International Culture
Anthropology
111 Introduction to Anthropology
301 Language and Culture
302 World Music
306 People and Culture of Asia
307 People and Culture of Latin America and the Caribbean
310 People and Culture of Africa
331 World Pre-History
332 Origins of Old World Civilization
334 Origins of Agriculture
340 Cultural Ecology
400 Cultural Anthropology
402 Language and Gender in Cross-Cultural Perspective
404 Anthropology and the Arts
410 Anthropology of Religion
426 Family and Kinship in Cross-Cultural Perspective (same as WMST 426)
Art
225a,b History of World Art
424a,b Baroque and Rococo Art
447a,b Ancient Art
448a,b Early Christian and Medieval Art
449a,b Renaissance Art
468a Pre-Columbian Art
468b North American Indian Art
469a, b Primitive Art: African and Oceania
473a,b Women in Art (same as WMST 473a,b)
Chinese
102 Elementary Chinese
English
304 Literary Masterpieces
340 Literature of the Third World
462 Modern British and Continental Drama
Foreign Language
111a Introduction to Foreign Studies: French
111b Introduction to Foreign Studies: German
111c Introduction to Foreign Studies: Spanish
230 Foundations of Celtic Culture
330 The Celtic Heroic Age
345 Literature in Translation
350 Celtic Culture: Mythology and Religion
491 Cultural and Language Workshop
French
102 Elementary French
104 Elementary French
311 Contemporary French
351 Survey of French Literature
352 Survey of French Literature
353 Survey of the French Novel
451 Studies in French Literature
452 Studies in French Literature
453 Studies in French Literature
456 Seminar on Women Writers (same as WMST 456)
457 African and Caribbean Literature of French Expression
Geography
111 Introduction to Geography
201 World Regions
330 Geography of Europe
331 Geography of the Commonwealth of Independent States
332 Geography of Africa
333 Geography of Asia
334 Geography of Latin America
German
102 Elementary German
104 Elementary German
311 German Culture
351 Survey of German Literature
352 Survey of German Literature
353 a-c Survey of German Literature
411 German Civilization
452 Faust
453 Seminar in German Literature
Greek
102 Introduction to Greek
History
111a Introduction to the History of Western Civilization
112a World History
113 Civilizations of the Ancient World
114 Survey of Medieval History
302 Ancient Egypt
303 History of Ancient Near East
304 History of Greece
306a,b History of Rome
308a,b Medieval History
315 History of Religion in Europe
318a History of Russia
322 History of Italy
352a History of Africa
354a History of the Arab World
356a History of China
360a History of Latin America
404a,b Social and Intellectual History of the Middle Ages
412 The French Revolution
420a European Social, Cultural, and Intellectual History
422a,b Late Modern Europe
Interdisciplinary Studies
324 People and Culture of the East
353 Representing Women's Bodies 0300-1500
364 The Atomic Era: European Refugees, American Science and the Bomb
377 The Arts and the French Revolution
400 History, Culture and Language of China
Italian
102 Elementary Italian
104 Elementary Italian
Latin
102 Introduction to Latin
Nursing
315 Nursing V: Teaching and Learning Across the Life Span
Philosophy
233 Philosophies and Diverse Cultures
300 Ancient Greek and Roman Philosophy
301 Medieval Western Philosophy
302 Classical Modern Western Philosophy
303 Nineteenth Century Western Philosophy
308 Twentieth Century European Philosophy
334 World Religions
440 Classical Philosophy Theory (same as POLS 484)
441 Modern Political Theory (same as POLS 485)
Political Science
484 Classical Political Theory (same as PHIL 440)
485 Modern Political Theory (same as PHIL 441)
Russian
102 Elementary Russian
104 Elementary Russian
Spanish
102 Elementary Spanish
104 Elementary Spanish
311 Contemporary Spain
312 Contemporary Spanish America
351 Survey of Spanish Literature
352 Survey of Spanish-American Literature
451 Studies in Spanish Literature
452 Studies in Literature in the Spanish Language
453 Seminar in Hispanic Literature
457 Don Quixote
471 Spanish-American Literature
Theater
310 Performance Studio II: International and Experimental Styles
Women's Studies
353 Representing Women's Bodies 0300-1500
402 Language and Gender in Cross-Cultural Perspectives
426 Family and Kinship in Cross-Cultural Perspectives
456 Seminar on Women Writers
473 a,b Women in Art
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Appendix B
Description of Sample Integrated Course
CI433j: Teaching as Performance
Teaching as Performance has been developed for the Department of Curriculum and Instruction in SIUE's School of Education. This course is based on the integration of theories of performance and philosophical
approaches to teaching. The course draws on the interdisciplinary knowledge of faculty from two departments-Curriculum and Instruction, School of Education , and Theatre and Dance, College of Arts and Sciences and will be co-taught by a faculty member in each department.
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References
Darling-Hammond, L. (1994). Reframing the school reform agenda: Developing capacity for school transformation. In L Hammond, A. Lieberman, D. Wood, & B Fal k , (Eds.), Transforming School Reform: Policies and Practices for Democratic Schools (pp.3-18), National Center for Restructuring Education, Schools and Teaching.
Goodlad, J. I. (1996). Democracy, education and community. In R. Soder (Ed.), Democracy, Education , and the Schools (pp. 87-124). San Francisco: Jossey-Bass.
Goodman, J. (1992). Elementary Schooling for Critical Democracy. Albany: State University of New York Press.
Gutmann, A. (1987). Democratic Education. Princeton, NJ: Princeton University Press.
Parker, W. (1996b). Curriculum for democracy. In R. Soder (Ed.), Democracy, Education and the Schools (pp. 182-210). San Francisco, CA: Jossey-Bass.
Pryor, C.R. & Pryor, B.W. (2005, March 01). Preservice Teachers' Attitudes and Beliefs About Democratic Classroom Practice: Influences on Intentions for Pedagogical Integration. Current Issues in Education [On-line], 8 (6). Available: http://cie.asu.edu/volume8/number6/index.html
Ravitch, D. (1983). The Troubled Crusade: American Education 1945-1980. New York: Harper & Row.
Southern Illinois University Edwardsville, Student Leadership Development Program. Available: http://www.siue.edu/KIMMEL/SLDP/volunteer_service.html
Spring, J. (1999). Wheels in the Head. New York: McGraw-Hill.
University of California – Berkeley. Service Learning and Research Development Center. Available: http://gse.berkeley.edu/research/slc/
University of Michigan, Edward Ginsberg Center for Community Service and Learning. Available: http://www.umich.edu/~mserve/
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BRIDGE Proposal Overview - Self-Assessment
1. How does your proposal support the values of SIUE (citizenship, excellence, integrity, openness and wisdom)?
This proposal connects citizenship to the general education curriculum by integrating experiences in which students work individually and in teams on projects, which demonstrate their commitment to the community and the body politic. Another component of citizenship is environmental stewardship, or the recognition of the fact that global resources are limited and should be used wisely. Excellence is supported through student command of content knowledge and its application, both practical and theoretical, through various projects involving personal and community responsibility. Integrity is supported as students learn to be reflective and responsible for their ethical and moral behavior, to think of alternative strategies that will allow them to interact effectively with a variety of individuals and circumstances. Students will be encouraged to express ideas and thoughts in an environment of openness that promotes diversity and a student centered curriculum developed by faculty trained to elicit these responses. This proposed curriculum promotes reflection and critical thinking and encourages the connectivity of content areas that fosters the development of wisdom.
2. How does your proposal support the stated objectives of the baccalaureate degree (oral/written communication skills, analytic/problem-solving skills, value of diversity, scientific literacy, ethics, foundation in the liberal arts and sciences, preparation in/for a discipline)?
The rigorous foundation that provides connections across the curriculum enables students to begin to think critically about the world. Integrating the courses, requiring all students to write across the curriculum, and requiring community participation through service learning, will enhance the oral and written communication skills of the students. This proposal also provides a foundation that allows students to develop a basic understanding of each of the content areas in order to function well in society. This service learning model promotes the value of diversity as it allows students the opportunity to develop an awareness of the needs of citizens on local and global levels. This curriculum provides a strong foundation in technology and the sciences, which are invaluable in educating undergraduate students as they prepare for their roles in society. A sense of trust and respect for other citizens must exist in order for the community to function in a just manner. Service learning provides opportunities for collaborating, community building, and developing trust among students and the community. The comprehensive undergraduate programs will graduate students who are not only well versed in their disciplines, but have also developed an appreciation for diversity and a desire to continue the ideals of service learning.
3. Does the proposal support the diverse range of needs of SIUE's student body and the special needs of the various professional and academic programs at SIUE?
The proposal supports the diverse range of needs of the student body by being student centered, as well as helping students see the connectivity of the content across the curriculum. Integrating across the curriculum allows students to begin to understand how our world is interconnected. The special needs of the programs are met through a better understanding of the way in which the content areas fit into the world and through academic rigor and consistency.
4. Does the proposal respond to and address the ‘emerging concerns' of the faculty for general education to be relevant it must address (integration, information, communication, application)?
All four criteria are met through this proposal. Integration of content areas, as well as service learning into the content areas, is a very strong component of this plan. Oral and written communication is promoted throughout the curriculum, especially in critical thinking activities. Application of knowledge and service is emphasized through service learning and the integration of courses.
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