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Course Form (One form per course, lab, or recitation)
NORTHEAST Integrated Curriculum Committee
Date: 9/20/2022
1.
Contact person: Conrad Quintyn
Phone:
2.
570-389-5379
Email: cquintyn@bloomu.edu
Department: Anthropology
Program: Anthropology, Criminal Justice & Sociology
3.
Tracking # (For Provost office use only)
4.
CIP# (For Provost office use only)
5.
Select which actions you are requesting for _X_ Undergraduate __ Graduate
☒ Course Modified for Integration
6.
☐ Course Not Previously Offered at any campus
Click modalities that the course may be offered (80% +)
☒Face-to-Face/In person ☒ Online (100%) ☐ Interactive TV ☒ Multi-modal
New University
Course Prefix
New University
Course Number
New University
Course Title
ANTH
290
Race & Human Variation
Current University
Course Prefix
Current University
Course Number
Current University
Course Title
*Only list Current Courses that are equivalent to the New Course
BU: ANTH
290
Race & Racism
LHU:
MU:
1
New Course for Integrated University
7. Will the course be seeking General Education approval?
☒ No ☐ Yes (if yes, go to next section General Education Approval- click on this link)
8. Resources at Each Campus: List any resources, including faculty, facilities, technology,
equipment, or library resources necessary at each campus listed above.
The course will be offered within load of current faculty and will be available to all three campuses. For
face to face offering there are no additional resources needed beyond current classroom technology. For
online offering there are no additional resources needed. For multi-modal offering classroom will need to
be equipped with proper technology to facilitate synchronous communications with faculty member and
students in-person and those students that are accessing the class remotely.
Identify on which campuses the course is intended to be offered in the integrated university
(for administration use only):
☒ BU
☒ LHU
☒ MU
9. Identify Departments/Programs/Courses impacted by changes on this form (Identify any
programs/departments/courses that may be impacted by course changes. Contact programs,
departments to obtain support if you are offering a course that will impact their program:
No other departments, courses, programs, campuses are impacted.
10. Indicate Semester and Year Course will be implemented: Fall semester 2023
11. Provide a rationale for how this course relates to the mission and goals of the related program:
A B.A. in Anthropology provides students with skills needed to understand social and cultural
systems, and helps them develop critical thinking, analytical, problem-solving, and presentation
skills necessary for professional success. The goals of the Anthropology program are to have
students be able to: 1. Identify diverse worldviews, 2. Describe anthropological theories, 3. Apply
ethical principles in research, 4. Conduct research, 5. Demonstrate effective communication skills,
and 6) Evaluate the viability of potential solutions
This course examines race from holistic and cross-cultural perspectives to gain a deeper
understanding of the concepts of race and racism. Additionally, it encourages students to think
about race and racism in new ways and to reflect on their own attitudes about race and racism.
This helps them to better understand and respond to the roots of inequality which undermines
social justice.
12. Abbreviated Title (for Master Schedule, Maximum 20 spaces): RACE & HUM VAR
13. Course Description for Catalog (Maximum 75 words -start with an action verb.):
Examines race from holistic and cross-cultural perspectives. The biological nature of race will be
explored through the investigation of the origins of human skin color, genetics, adaptation, and
2
variation. The socio-cultural aspect of race will be considered through the comparative study of
racial categories in cultures and societies from around the world.
14. Credit(s): 3
Clock Hours: 3
Lecture: hours
Recitation: hours Lab: hours
Contract Hours: 3 Lecture: hours
Recitation: hours Lab: hours
15. Prerequisites (Courses completed prior to taking this course):
None
16. Co-requisites (Courses which must be taken simultaneously with other courses):
None
17. Enrollment Restrictions (e.g., limited to majors in program XXX, restricted from majors in program
XXX, etc.):
None
18. Repeatable: Can this course be repeated for credit as a multi-topic class, not just for a grade
change?
☒ No ☐ Yes: How many times is the course repeatable?
19. Dual-Level or Cross-Listed: Is this course dual-level? ☐Yes ☒No.
20. Estimated Frequency of Offering: Once in a two-year cycle.
21. Recommended class size for student success: Provide the recommended class size number and a
clear rationale based on accreditation guidelines, discipline standards, or pedagogical limitations.
The recommended class size for student success is 35. This course is writing, presentation, and
discussion intensive. The recommended class size is to meet the needs of students by allowing for
meaningful classroom discussions, more personal communication, inclusion of all students in
assessment of performance in formal and informal presentation settings, and working with
students on a one-on-one basis, and it is based on review of students' performance.
Submit a Master Course Syllabus – (see attached)
General_Education_Approval
Locate the required Curricular Theme, Program Goal, and Learning Objectives and Desired Outcomes for
your selected area of this program in the General Education Plan (click on this link).
GE-1: Select the Curricular Theme and Program Goal you are applying from the drop down below (click
on the words Choose an item, then click on the arrow and select one option):
3
Choose an item.
GE-2: How does your course fit into the General Education Curricular Theme and Program Goal to which
you are applying (be sure to address all of the required areas of the selected Program Goal)?
GE-3: List the Course Specific SLOs that correspond to the General Education SLOs of the relevant
Curricular Theme and Program Goal and explain how your course will meet each one of these Course
Objectives. Please be specific and use examples to align in column two and to demonstrate how this will be
implemented in column three.
Course Specific Student Learning
Objectives (SLOs)
General Education Student
Learning Objectives (SLOs)
How do the methods and
structure of the course provide
students with the opportunity
to meet each aligned pair of
General Education and Course
Specific SLOs?
Submit the Master Course Syllabus (including assessment) in addition to this form to be considered for
General Education approval.
4
Signatures
Required
Signatures
Name
Date
Department
Chairperson
David Fazzino
9/20/2022
By typing my name in the box above, I am electronically signing this form. Dean, ICC Chair, and
President/Designee will sign to indicate approval directly in SharePoint.
5
MASTER COURSE SYLLABUS
NORTHEAST Integrated Curriculum Committee
DATE PREPARED: 7/13/2022
PREPARED BY: Conrad Quintyn
DEPARTMENT: Anthropology, Criminal Justice & Anthropology
Program: Anthropology
COURSE PREFIX & NUMBER (without space in-between): ANTH290
COURSE TITLE: Race & Human Variation
CREDIT HOURS: 3
RECOMMENDED CLASS SIZE: 35
PREREQUISITES/CO-REQUISITES: NONE
COURSE DESCRIPTION FOR CATALOG: Examines race from holistic and cross-cultural
1.
2.
3.
4.
5.
6.
7.
8.
9.
perspectives. The biological nature of race will be explored through the investigation of the
origins of human skin color, genetics, adaptation, and variation. The socio-cultural aspect of
race will be considered through the comparative study of racial categories in cultures and
societies from around the world.
10. CONTENT DESCRIPTION: The following areas of study will be included:
I.
Race and History
A. Ancient Egypt
B. Assyrians
C. Ancient India
D. Ancient China
E. Ancient Greece & Rome
F. Islamic Civilization
II.
Monogenism and Polygenism
A. Carolus Linnaeus
B. Johann Blumenbach
C. Race and the Founding of the American School of Physical Anthropology
D. American Slavery based on Skin Color
E. Samuel Morton
F. Louis Agassiz
G. Nathaniel Shaler
III.
Anthropological Perspective in Twentieth Century
A. Harvard University vs. Columbia: Earnest Hooton & Franz Boas
B. Biological Determinism vs. Cultural Determinism
C. William Ripley
D. Madison Grant
IV.
The Ethos of Eugenics
A. Francis Galton
B. Charles Davenport
6
C.
D.
E.
F.
G.
H.
Carrie Buck vs. John Bell
The Irish
Native American and Aborigine Aborigine Assimilation
Asia: China and Japan
Nazi Germany
Japanese Americans during WWII
V.
Race and Human Biology
A. Genetic Polymorphisms
B. Evolution of Skin Color
C. Race and Hypertension, Sickle Cell, Tay Sachs, Cystic Fibrosis, Duffy
Blood Group
D. Race and Intelligence/Standardize Testing
E. Race and Sports
VI.
Race in Contemporary Societies
A. Race and Admixture: The New Face of Race
B. U.S. Census: Race vs Ethnicity
C. Race/Ethnicity in Japan, Brazil
11. & 12. TABLE: STUDENT LEARNING OBJECTIVES AND STUDENT ASSESSMENT. Use the
Table below to document the outcomes and assessment for the course. If this is a
General Education course, be sure to complete the second column as well, it if is not a
General Education course, you can leave the 2nd column blank.
If General Education: Select the Curricular Theme and Program Goal you are applying from
the drop down below directly as done on the Course Form above (click on the words Choose
an item, then click on the arrow and select one option):
Interconnections: Diversity
11. Course Specific Student
Learning Objectives (SLOs)
General Education Student
Learning Objectives (Complete
this column for GE courses
only)
Explain race from holistic and
cross-cultural perspectives in
order to examine own attitudes
about race and racism
12. Student Assessment
Include assessment(s) and whether they
are suggested or mandated (e.g., to
comply with accreditation or as a
minimum standard)
Formative assessment:
Pre-test (not-graded)
Practice tests (non-graded)
Quizzes
7
Discussion
Summative assessment:
Exams (multiple choice/TF),
short answers, essay)
Cumulative final exam focus
on all goals reinforced in
lectures and discussions
Explain the importance of
cultural and biological diversity.
Formative assessment:
Pre-test (not-graded)
Practice tests (non-graded)
Quizzes
Discussion
Presentation w/ rubric
Summative assessment:
Exams (multiple choice/TF),
short answers, essay)
Cumulative final exam focus
on all goals reinforced in
lectures and discussions
Formative assessment:
Pre-test (not-graded)
Practice tests (non-graded)
Quizzes
Discussion
Analyze race and human
variation within an evolutionary
perspective in terms of human
skin color, adaptation, and
genes.
Summative assessment:
Exams (multiple choice/TF),
short answers, essay)
Cumulative final exam focus
on all goals reinforced in
lectures and discussions
Formative assessment:
Pre-test (not-graded)
Practice tests (non-graded)
Quizzes
Discussion
Presentation w/ rubric
Apply concepts of race and
racism to social justice issues.
8
Summative assessment:
Exams (multiple choice/TF),
short answers, essay)
Cumulative final exam focus
on all goals reinforced in
lectures and discussions
*Note- Rows can be added
13. METHODS:
This course is offered as a lecture/discussion course, using other materials and techniques such
as films, videos, and Power Point slides, and fossil skull casts as appropriate. To facilitate
discussion the proposed class size is 25 students. The course is offered every fall and spring
semester.
Distance Education Setting: This course may be taught online using synchronous methods
based on the instructor. Techniques may include using D2L (BOLT) combined with Zoom (i.e.,
whiteboard, chat, polling, yahoots, breakout rooms, YouTube videos, etc.). Discussions and
homework exercises will be posted via D2L. A computer (desktop, laptop, tablet, etc.), personal
smart phone, Microsoft Office (Word, PowerPoint, Excel, and Access) and reliable Internet are
required. Exams will be given via D2L.
14. COURSE ASSESSMENT:
The department collects departmental-developed rubrics and/or results on exam items
across all sections of the course, both distance and in-class learning each semester. The
Department will utilize a bank of questions that will serve to assess student learning
objectives through the strategy of embedded questions on exams (test blueprinting). The
question bank will be developed from contributions by department faculty members and will
be large enough for faculty to select questions that vary from individual to individual and
semester to semester, but at the same time test each of the four objectives in a reasonably
consistent measurable manner. Each student learning objective will have its own set of
questions. For each of the objectives, three to five embedded questions will be utilized on
exams throughout the semester to test overall knowledge acquisition. Embedded question
data is reported to the department outcomes assessment committee within 30 days of the
final day of the semester. The data for all sections will be statistically analyzed and
summarized into one data set for assessment purposes. The assessment data assists in
identifying changes needed to the course to ensure greater student attainment of the
Student Learning Objectives.
9
The assessment results will be utilized to assist our program outcomes and general education
goals as well as helping in long-term planning for curriculum and development. Data from
course assessment will be transmitted to the university Office of Planning and Assessment.
15. SUPPORTING MATERIALS- SAMPLE TEXTS (Recommended): : Listed below are
some of the materials which might be used in the course development but are not limited to
the following references. The following list includes both historical materials and more recent
references (*holdings available in the Andruss Library).
*American Anthropological Association. (1999) [Adopted 1998]. American
Anthropological Association Statement on "Race." American Anthropologist
100: 712-713. http://www.aaanet.org/stmts/racepp.htm
*American Anthropological Association. (1994) American Anthropological Association
Statement on "Race" and Intelligence. http://www.aaanet.org/stmts/race.htm
*American Association of Physical Anthropologists. (1996) AAPA Statement on
Biological Aspects of Race. American Journal of Physical Anthropology 101:
569-570. http://www.physanth.org/positions/race.html
Armelagos G. and Goodman A. (1998). Race and racism in anthropology. In Goodman,
A., Leatherman, T. (eds.) Building a New Biocultural Synthesis: Political-Economic
Perspectives on Human Biology, University of Michigan Press, Ann Arbor, pp. 359-377.
*Bamshad, M. (2005). Genetic influences on health: Does race matter? Journal of the
American Medical Association 294: 937-946.
*Bamshad, M., Wooding, S., Salisbury, B., and Stephens, J. (2004). Deconstructing the
relationship between genetics and race. Nature Reviews Genetics 5: 598-609.
*Batai, K. et al. (2020). Leveraging genetic ancestry to study health disparities. American
Journal of Biological Anthropology 175: 363-375.
*Bird, K. A. (2021). No support for the hereditarian hypothesis of the Black-White achievement
gap using polygenic scores and tests for divergent selection. American Journal of
Biological Anthropology 175: 465-476.
*Blakey, M. L. (2020). Understanding racism in physical (biological) anthropology. American
10
Journal of Biological Anthropology 175: 316-325.
*Brace C. (2005). "Race" Is a Four-Letter Word. Oxford University Press, New York.
*Briggs, C. (2005). Communicability, racial discourse and disease. Annual Review of
Anthropology 34: 269-291.
Brown, R. and Armelagos, G. (2001). Apportionment of racial diversity: A review.
Evolutionary Anthropology 10: 34-40.
*Cooper, R., Rotimi, C., and Ward, R. (1999). The puzzle of hypertension in African
Americans. Scientific American 280: 56-63.
*Cose, E. (2000). What’s white, anyway? Newsweek (September) 64-65.
*Diamond, J. (1991). Curse and blessing of the ghetto. Discover 12: 60-65.
*DiGangi, E. A. and Bethard, J. D. (2021). Uncloaking a lost cause: Decolonizing ancestry
Estimation in the United States. American Journal of Biological Anthropology 175: 422436.
*Dressler, W., Oths, K., and Gravlee, C. (2005). Race and ethnicity in public health
research: Models to explain health disparities. Annual Review of Anthropology
34: 231-252.
Echo-Hawk, R. and Zimmerman, L. (2006). Beyond racism: some opinions about
racialism and American archaeology. The American Indian Quarterly 30: 461485.
Farber, P. (2003). Race-mixing and science in the United States. Endeavour 27: 166170.
Fausto-Sterling, A. (2004). Refashioning race: DNA and the politics of health care.
Differences 15: 1-37.
*Fuentes, A. (2020). Biological anthropology’s critical engagement with genomics, evolution,
race/racism, and ourselves: Opportunities and challenges to making a difference in the
academy and the world. American Journal of Biological Anthropology 175: 326-338.
Goodman, A. (1997). The problematic of "race" in contemporary biological
anthropology. In Boaz, N., and Wolfe, L. (eds.) Biological Anthropology: The
11
State of the Science. 2nd ed. International Institute of Human Evolutionary
Research, Bend, Oregon, pp. 221-243.
Goodman, A. (2000). Biological diversity and cultural diversity: From race to radical
bioculturalism. In Patterson, T. and Susser, I. (eds.) Cultural Diversity in the
United States: A Critical Reader, Blackwell Publishers, Oxford and Malden, MA,
pp. 43-59.
*Goodman, A. (2000). Why genes don't count (for racial differences in health). American
Journal of Public Health 90: 1699-1702.
*Gould, S. (1994). The geometer of race. Discover 11: 65-69.
*Gould, S. (1996). The Mismeasure of Man, W.W. Norton & Co., New York.
*Harrison, F. (2002). Unraveling "race" for the 21st century. In MacClancy, J. (ed.) Exotic
No More: Anthropology on the Front Lines, University of Chicago Press,
Chicago, pp. 145-166.
*Harrison, F. (ed.) (2005). Resisting Racism and Xenophobia: Global Perspectives on
Race, Gender, and Human Rights. Altamira Press, Walnut Creek, CA.
*Hart D, Ashmore P. (2006). Changing students' understanding of race. Anthropology
News 47: 10-11.
*Herrenstein, R. and Murray, C. (1994). The Bell Curve: Intelligence and Class Structure
in American Life, Free Press, New York.
*Jablonski, N. (2004). The evolution of human skin and skin color. Annual Review of
Anthropology 33: 585-623.
*Jablonski, N. (2006). Skin: A Natural History. University of California Press, Berkeley.
*Keeys, M. et al. (2021). Race, racism, and the policy of 21st century Medicine. Yale Journal of
Biology and Medicine 94: 153-157.
*Keita, S. and Boyce, A. (2001). "Race": confusion about zoological and social
taxonomies and their places in science. American Journal of Human Biology 13:
569-575.
12
*Keita, S. and Kittles, R. (1997). The persistence of racial thinking and the myth of racial
divergence. American Anthropologist 99: 534-544.
*Kevles, D. (1995). In the Name of Eugenics, Harvard University Press, Cambridge, MA.
*Kim, J. et al. (2021). Skin deep: The decoupling of genetic admixture levels from phenotypes
that differed between source populations. American Journal of Biological
Anthropology 175: 406-421.
*Lee, S. (2006). Rethinking race and ethnicity in health disparities. Anthropology News
47: 7-8.
Lewontin, R. (1972). The apportionment of human diversity. Evolutionary Biology 6:
381-398.
*Lewontin, R. (2000). The Triple Helix: Gene, Organism, and Environment. Harvard
University Press, Cambridge, MA.
*MacEachern, S. (2000). Genes, tribes, and African history. Current Anthropology
41: 357-384.
*Meacham, J. (2000). The new face of race. Newsweek (September) 38-48.
Morganthau, T. (1995). What color is Black? Newsweek (February) 63-65.
Moses, Y. (2004). The continuing power of the concept of "race." Anthropology and
Education Quarterly 35: 146-148.
Mukhopadhyay, C., Henze, R., and Moses, Y. (2007). How Real Is Race? A Sourcebook
On Race, Culture, and Biology, Rowman & Littlefield Education, Lanham, MD.
*Mulligan, C. J. and Raff, J. A. (2021). Special Issue: Race reconciled II: Interpreting and
communicating biological variation and race in 2021. American Journal of Biological
Anthropology 175: 313-315.
*Overbey, M. (2005). Defining what we do and do not mean by "race." American
Anthropologist 46: 20.
*Relethford, J. (1997). Hemispheric difference in human skin color. American Journal of
Physical Anthropology 104: 449-457.
13
*Rutherford, A. (2020). Race, eugenics, and the canceling of great scientists. American Journal
of Biological Anthropology 175: 448-452.
*Smedley, A. and Smedley, B. (2005). Race as biology is fiction, racism as a social
problem is real: anthropological and historical perspectives on the social
construction of race. American Psychologist 60: 16-26.
*Steegmann, Jr. A. (2005). Climate, racial category, and body proportions in the U.S.
American Journal of Human Biology 17: 393-402.
Thornton, R. (2002). Repatriation as healing the wounds of the trauma of history: Cases
of Native Americans in the United States of America. In Fforde, C., Hubert, J.,
Turnbull, P. The Dead and Their Possessions: Repatriation in Principle, Policy
and Practice, Routledge, New York and London, pp. 17-24.
*Wills, C. (1994). The skin we’re in. Discover 11: 77-81
16. Prototype Text: May include but not be limited to:
Back, L. and Solomos, J. (2022). Theories of Race and Racisms: A Reader. 3rd ed. Routledge,
Oxfordshire, UK.
Golash-Boza, T. M. (2021). Race and Racisms: A Critical Approach. 3rd ed. Oxford University
Press, New York, NY.
Tattersall, I. and DeSalle, R. (2011). Race? Debunking a Scientific Myth. Texas A&M
Press, College Station, TX.
Brace, C. (2005). “Race” Is A Four-Letter Word. Oxford University Press, New York.
Gould, S. (1996). The Mismeasure of Man, W.W. Norton & Co., New York.
Indicate possible recommended texts for the course where appropriate, including author/editor, title, publisher, edition, and
date of publication. The style of entry should consistently follow a manual such as Turabian, MLA, APA, or an accepted guide
in a specific discipline.
14
NORTHEAST Integrated Curriculum Committee
Date: 9/20/2022
1.
Contact person: Conrad Quintyn
Phone:
2.
570-389-5379
Email: cquintyn@bloomu.edu
Department: Anthropology
Program: Anthropology, Criminal Justice & Sociology
3.
Tracking # (For Provost office use only)
4.
CIP# (For Provost office use only)
5.
Select which actions you are requesting for _X_ Undergraduate __ Graduate
☒ Course Modified for Integration
6.
☐ Course Not Previously Offered at any campus
Click modalities that the course may be offered (80% +)
☒Face-to-Face/In person ☒ Online (100%) ☐ Interactive TV ☒ Multi-modal
New University
Course Prefix
New University
Course Number
New University
Course Title
ANTH
290
Race & Human Variation
Current University
Course Prefix
Current University
Course Number
Current University
Course Title
*Only list Current Courses that are equivalent to the New Course
BU: ANTH
290
Race & Racism
LHU:
MU:
1
New Course for Integrated University
7. Will the course be seeking General Education approval?
☒ No ☐ Yes (if yes, go to next section General Education Approval- click on this link)
8. Resources at Each Campus: List any resources, including faculty, facilities, technology,
equipment, or library resources necessary at each campus listed above.
The course will be offered within load of current faculty and will be available to all three campuses. For
face to face offering there are no additional resources needed beyond current classroom technology. For
online offering there are no additional resources needed. For multi-modal offering classroom will need to
be equipped with proper technology to facilitate synchronous communications with faculty member and
students in-person and those students that are accessing the class remotely.
Identify on which campuses the course is intended to be offered in the integrated university
(for administration use only):
☒ BU
☒ LHU
☒ MU
9. Identify Departments/Programs/Courses impacted by changes on this form (Identify any
programs/departments/courses that may be impacted by course changes. Contact programs,
departments to obtain support if you are offering a course that will impact their program:
No other departments, courses, programs, campuses are impacted.
10. Indicate Semester and Year Course will be implemented: Fall semester 2023
11. Provide a rationale for how this course relates to the mission and goals of the related program:
A B.A. in Anthropology provides students with skills needed to understand social and cultural
systems, and helps them develop critical thinking, analytical, problem-solving, and presentation
skills necessary for professional success. The goals of the Anthropology program are to have
students be able to: 1. Identify diverse worldviews, 2. Describe anthropological theories, 3. Apply
ethical principles in research, 4. Conduct research, 5. Demonstrate effective communication skills,
and 6) Evaluate the viability of potential solutions
This course examines race from holistic and cross-cultural perspectives to gain a deeper
understanding of the concepts of race and racism. Additionally, it encourages students to think
about race and racism in new ways and to reflect on their own attitudes about race and racism.
This helps them to better understand and respond to the roots of inequality which undermines
social justice.
12. Abbreviated Title (for Master Schedule, Maximum 20 spaces): RACE & HUM VAR
13. Course Description for Catalog (Maximum 75 words -start with an action verb.):
Examines race from holistic and cross-cultural perspectives. The biological nature of race will be
explored through the investigation of the origins of human skin color, genetics, adaptation, and
2
variation. The socio-cultural aspect of race will be considered through the comparative study of
racial categories in cultures and societies from around the world.
14. Credit(s): 3
Clock Hours: 3
Lecture: hours
Recitation: hours Lab: hours
Contract Hours: 3 Lecture: hours
Recitation: hours Lab: hours
15. Prerequisites (Courses completed prior to taking this course):
None
16. Co-requisites (Courses which must be taken simultaneously with other courses):
None
17. Enrollment Restrictions (e.g., limited to majors in program XXX, restricted from majors in program
XXX, etc.):
None
18. Repeatable: Can this course be repeated for credit as a multi-topic class, not just for a grade
change?
☒ No ☐ Yes: How many times is the course repeatable?
19. Dual-Level or Cross-Listed: Is this course dual-level? ☐Yes ☒No.
20. Estimated Frequency of Offering: Once in a two-year cycle.
21. Recommended class size for student success: Provide the recommended class size number and a
clear rationale based on accreditation guidelines, discipline standards, or pedagogical limitations.
The recommended class size for student success is 35. This course is writing, presentation, and
discussion intensive. The recommended class size is to meet the needs of students by allowing for
meaningful classroom discussions, more personal communication, inclusion of all students in
assessment of performance in formal and informal presentation settings, and working with
students on a one-on-one basis, and it is based on review of students' performance.
Submit a Master Course Syllabus – (see attached)
General_Education_Approval
Locate the required Curricular Theme, Program Goal, and Learning Objectives and Desired Outcomes for
your selected area of this program in the General Education Plan (click on this link).
GE-1: Select the Curricular Theme and Program Goal you are applying from the drop down below (click
on the words Choose an item, then click on the arrow and select one option):
3
Choose an item.
GE-2: How does your course fit into the General Education Curricular Theme and Program Goal to which
you are applying (be sure to address all of the required areas of the selected Program Goal)?
GE-3: List the Course Specific SLOs that correspond to the General Education SLOs of the relevant
Curricular Theme and Program Goal and explain how your course will meet each one of these Course
Objectives. Please be specific and use examples to align in column two and to demonstrate how this will be
implemented in column three.
Course Specific Student Learning
Objectives (SLOs)
General Education Student
Learning Objectives (SLOs)
How do the methods and
structure of the course provide
students with the opportunity
to meet each aligned pair of
General Education and Course
Specific SLOs?
Submit the Master Course Syllabus (including assessment) in addition to this form to be considered for
General Education approval.
4
Signatures
Required
Signatures
Name
Date
Department
Chairperson
David Fazzino
9/20/2022
By typing my name in the box above, I am electronically signing this form. Dean, ICC Chair, and
President/Designee will sign to indicate approval directly in SharePoint.
5
MASTER COURSE SYLLABUS
NORTHEAST Integrated Curriculum Committee
DATE PREPARED: 7/13/2022
PREPARED BY: Conrad Quintyn
DEPARTMENT: Anthropology, Criminal Justice & Anthropology
Program: Anthropology
COURSE PREFIX & NUMBER (without space in-between): ANTH290
COURSE TITLE: Race & Human Variation
CREDIT HOURS: 3
RECOMMENDED CLASS SIZE: 35
PREREQUISITES/CO-REQUISITES: NONE
COURSE DESCRIPTION FOR CATALOG: Examines race from holistic and cross-cultural
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perspectives. The biological nature of race will be explored through the investigation of the
origins of human skin color, genetics, adaptation, and variation. The socio-cultural aspect of
race will be considered through the comparative study of racial categories in cultures and
societies from around the world.
10. CONTENT DESCRIPTION: The following areas of study will be included:
I.
Race and History
A. Ancient Egypt
B. Assyrians
C. Ancient India
D. Ancient China
E. Ancient Greece & Rome
F. Islamic Civilization
II.
Monogenism and Polygenism
A. Carolus Linnaeus
B. Johann Blumenbach
C. Race and the Founding of the American School of Physical Anthropology
D. American Slavery based on Skin Color
E. Samuel Morton
F. Louis Agassiz
G. Nathaniel Shaler
III.
Anthropological Perspective in Twentieth Century
A. Harvard University vs. Columbia: Earnest Hooton & Franz Boas
B. Biological Determinism vs. Cultural Determinism
C. William Ripley
D. Madison Grant
IV.
The Ethos of Eugenics
A. Francis Galton
B. Charles Davenport
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C.
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G.
H.
Carrie Buck vs. John Bell
The Irish
Native American and Aborigine Aborigine Assimilation
Asia: China and Japan
Nazi Germany
Japanese Americans during WWII
V.
Race and Human Biology
A. Genetic Polymorphisms
B. Evolution of Skin Color
C. Race and Hypertension, Sickle Cell, Tay Sachs, Cystic Fibrosis, Duffy
Blood Group
D. Race and Intelligence/Standardize Testing
E. Race and Sports
VI.
Race in Contemporary Societies
A. Race and Admixture: The New Face of Race
B. U.S. Census: Race vs Ethnicity
C. Race/Ethnicity in Japan, Brazil
11. & 12. TABLE: STUDENT LEARNING OBJECTIVES AND STUDENT ASSESSMENT. Use the
Table below to document the outcomes and assessment for the course. If this is a
General Education course, be sure to complete the second column as well, it if is not a
General Education course, you can leave the 2nd column blank.
If General Education: Select the Curricular Theme and Program Goal you are applying from
the drop down below directly as done on the Course Form above (click on the words Choose
an item, then click on the arrow and select one option):
Interconnections: Diversity
11. Course Specific Student
Learning Objectives (SLOs)
General Education Student
Learning Objectives (Complete
this column for GE courses
only)
Explain race from holistic and
cross-cultural perspectives in
order to examine own attitudes
about race and racism
12. Student Assessment
Include assessment(s) and whether they
are suggested or mandated (e.g., to
comply with accreditation or as a
minimum standard)
Formative assessment:
Pre-test (not-graded)
Practice tests (non-graded)
Quizzes
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Discussion
Summative assessment:
Exams (multiple choice/TF),
short answers, essay)
Cumulative final exam focus
on all goals reinforced in
lectures and discussions
Explain the importance of
cultural and biological diversity.
Formative assessment:
Pre-test (not-graded)
Practice tests (non-graded)
Quizzes
Discussion
Presentation w/ rubric
Summative assessment:
Exams (multiple choice/TF),
short answers, essay)
Cumulative final exam focus
on all goals reinforced in
lectures and discussions
Formative assessment:
Pre-test (not-graded)
Practice tests (non-graded)
Quizzes
Discussion
Analyze race and human
variation within an evolutionary
perspective in terms of human
skin color, adaptation, and
genes.
Summative assessment:
Exams (multiple choice/TF),
short answers, essay)
Cumulative final exam focus
on all goals reinforced in
lectures and discussions
Formative assessment:
Pre-test (not-graded)
Practice tests (non-graded)
Quizzes
Discussion
Presentation w/ rubric
Apply concepts of race and
racism to social justice issues.
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Summative assessment:
Exams (multiple choice/TF),
short answers, essay)
Cumulative final exam focus
on all goals reinforced in
lectures and discussions
*Note- Rows can be added
13. METHODS:
This course is offered as a lecture/discussion course, using other materials and techniques such
as films, videos, and Power Point slides, and fossil skull casts as appropriate. To facilitate
discussion the proposed class size is 25 students. The course is offered every fall and spring
semester.
Distance Education Setting: This course may be taught online using synchronous methods
based on the instructor. Techniques may include using D2L (BOLT) combined with Zoom (i.e.,
whiteboard, chat, polling, yahoots, breakout rooms, YouTube videos, etc.). Discussions and
homework exercises will be posted via D2L. A computer (desktop, laptop, tablet, etc.), personal
smart phone, Microsoft Office (Word, PowerPoint, Excel, and Access) and reliable Internet are
required. Exams will be given via D2L.
14. COURSE ASSESSMENT:
The department collects departmental-developed rubrics and/or results on exam items
across all sections of the course, both distance and in-class learning each semester. The
Department will utilize a bank of questions that will serve to assess student learning
objectives through the strategy of embedded questions on exams (test blueprinting). The
question bank will be developed from contributions by department faculty members and will
be large enough for faculty to select questions that vary from individual to individual and
semester to semester, but at the same time test each of the four objectives in a reasonably
consistent measurable manner. Each student learning objective will have its own set of
questions. For each of the objectives, three to five embedded questions will be utilized on
exams throughout the semester to test overall knowledge acquisition. Embedded question
data is reported to the department outcomes assessment committee within 30 days of the
final day of the semester. The data for all sections will be statistically analyzed and
summarized into one data set for assessment purposes. The assessment data assists in
identifying changes needed to the course to ensure greater student attainment of the
Student Learning Objectives.
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The assessment results will be utilized to assist our program outcomes and general education
goals as well as helping in long-term planning for curriculum and development. Data from
course assessment will be transmitted to the university Office of Planning and Assessment.
15. SUPPORTING MATERIALS- SAMPLE TEXTS (Recommended): : Listed below are
some of the materials which might be used in the course development but are not limited to
the following references. The following list includes both historical materials and more recent
references (*holdings available in the Andruss Library).
*American Anthropological Association. (1999) [Adopted 1998]. American
Anthropological Association Statement on "Race." American Anthropologist
100: 712-713. http://www.aaanet.org/stmts/racepp.htm
*American Anthropological Association. (1994) American Anthropological Association
Statement on "Race" and Intelligence. http://www.aaanet.org/stmts/race.htm
*American Association of Physical Anthropologists. (1996) AAPA Statement on
Biological Aspects of Race. American Journal of Physical Anthropology 101:
569-570. http://www.physanth.org/positions/race.html
Armelagos G. and Goodman A. (1998). Race and racism in anthropology. In Goodman,
A., Leatherman, T. (eds.) Building a New Biocultural Synthesis: Political-Economic
Perspectives on Human Biology, University of Michigan Press, Ann Arbor, pp. 359-377.
*Bamshad, M. (2005). Genetic influences on health: Does race matter? Journal of the
American Medical Association 294: 937-946.
*Bamshad, M., Wooding, S., Salisbury, B., and Stephens, J. (2004). Deconstructing the
relationship between genetics and race. Nature Reviews Genetics 5: 598-609.
*Batai, K. et al. (2020). Leveraging genetic ancestry to study health disparities. American
Journal of Biological Anthropology 175: 363-375.
*Bird, K. A. (2021). No support for the hereditarian hypothesis of the Black-White achievement
gap using polygenic scores and tests for divergent selection. American Journal of
Biological Anthropology 175: 465-476.
*Blakey, M. L. (2020). Understanding racism in physical (biological) anthropology. American
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Journal of Biological Anthropology 175: 316-325.
*Brace C. (2005). "Race" Is a Four-Letter Word. Oxford University Press, New York.
*Briggs, C. (2005). Communicability, racial discourse and disease. Annual Review of
Anthropology 34: 269-291.
Brown, R. and Armelagos, G. (2001). Apportionment of racial diversity: A review.
Evolutionary Anthropology 10: 34-40.
*Cooper, R., Rotimi, C., and Ward, R. (1999). The puzzle of hypertension in African
Americans. Scientific American 280: 56-63.
*Cose, E. (2000). What’s white, anyway? Newsweek (September) 64-65.
*Diamond, J. (1991). Curse and blessing of the ghetto. Discover 12: 60-65.
*DiGangi, E. A. and Bethard, J. D. (2021). Uncloaking a lost cause: Decolonizing ancestry
Estimation in the United States. American Journal of Biological Anthropology 175: 422436.
*Dressler, W., Oths, K., and Gravlee, C. (2005). Race and ethnicity in public health
research: Models to explain health disparities. Annual Review of Anthropology
34: 231-252.
Echo-Hawk, R. and Zimmerman, L. (2006). Beyond racism: some opinions about
racialism and American archaeology. The American Indian Quarterly 30: 461485.
Farber, P. (2003). Race-mixing and science in the United States. Endeavour 27: 166170.
Fausto-Sterling, A. (2004). Refashioning race: DNA and the politics of health care.
Differences 15: 1-37.
*Fuentes, A. (2020). Biological anthropology’s critical engagement with genomics, evolution,
race/racism, and ourselves: Opportunities and challenges to making a difference in the
academy and the world. American Journal of Biological Anthropology 175: 326-338.
Goodman, A. (1997). The problematic of "race" in contemporary biological
anthropology. In Boaz, N., and Wolfe, L. (eds.) Biological Anthropology: The
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State of the Science. 2nd ed. International Institute of Human Evolutionary
Research, Bend, Oregon, pp. 221-243.
Goodman, A. (2000). Biological diversity and cultural diversity: From race to radical
bioculturalism. In Patterson, T. and Susser, I. (eds.) Cultural Diversity in the
United States: A Critical Reader, Blackwell Publishers, Oxford and Malden, MA,
pp. 43-59.
*Goodman, A. (2000). Why genes don't count (for racial differences in health). American
Journal of Public Health 90: 1699-1702.
*Gould, S. (1994). The geometer of race. Discover 11: 65-69.
*Gould, S. (1996). The Mismeasure of Man, W.W. Norton & Co., New York.
*Harrison, F. (2002). Unraveling "race" for the 21st century. In MacClancy, J. (ed.) Exotic
No More: Anthropology on the Front Lines, University of Chicago Press,
Chicago, pp. 145-166.
*Harrison, F. (ed.) (2005). Resisting Racism and Xenophobia: Global Perspectives on
Race, Gender, and Human Rights. Altamira Press, Walnut Creek, CA.
*Hart D, Ashmore P. (2006). Changing students' understanding of race. Anthropology
News 47: 10-11.
*Herrenstein, R. and Murray, C. (1994). The Bell Curve: Intelligence and Class Structure
in American Life, Free Press, New York.
*Jablonski, N. (2004). The evolution of human skin and skin color. Annual Review of
Anthropology 33: 585-623.
*Jablonski, N. (2006). Skin: A Natural History. University of California Press, Berkeley.
*Keeys, M. et al. (2021). Race, racism, and the policy of 21st century Medicine. Yale Journal of
Biology and Medicine 94: 153-157.
*Keita, S. and Boyce, A. (2001). "Race": confusion about zoological and social
taxonomies and their places in science. American Journal of Human Biology 13:
569-575.
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*Keita, S. and Kittles, R. (1997). The persistence of racial thinking and the myth of racial
divergence. American Anthropologist 99: 534-544.
*Kevles, D. (1995). In the Name of Eugenics, Harvard University Press, Cambridge, MA.
*Kim, J. et al. (2021). Skin deep: The decoupling of genetic admixture levels from phenotypes
that differed between source populations. American Journal of Biological
Anthropology 175: 406-421.
*Lee, S. (2006). Rethinking race and ethnicity in health disparities. Anthropology News
47: 7-8.
Lewontin, R. (1972). The apportionment of human diversity. Evolutionary Biology 6:
381-398.
*Lewontin, R. (2000). The Triple Helix: Gene, Organism, and Environment. Harvard
University Press, Cambridge, MA.
*MacEachern, S. (2000). Genes, tribes, and African history. Current Anthropology
41: 357-384.
*Meacham, J. (2000). The new face of race. Newsweek (September) 38-48.
Morganthau, T. (1995). What color is Black? Newsweek (February) 63-65.
Moses, Y. (2004). The continuing power of the concept of "race." Anthropology and
Education Quarterly 35: 146-148.
Mukhopadhyay, C., Henze, R., and Moses, Y. (2007). How Real Is Race? A Sourcebook
On Race, Culture, and Biology, Rowman & Littlefield Education, Lanham, MD.
*Mulligan, C. J. and Raff, J. A. (2021). Special Issue: Race reconciled II: Interpreting and
communicating biological variation and race in 2021. American Journal of Biological
Anthropology 175: 313-315.
*Overbey, M. (2005). Defining what we do and do not mean by "race." American
Anthropologist 46: 20.
*Relethford, J. (1997). Hemispheric difference in human skin color. American Journal of
Physical Anthropology 104: 449-457.
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*Rutherford, A. (2020). Race, eugenics, and the canceling of great scientists. American Journal
of Biological Anthropology 175: 448-452.
*Smedley, A. and Smedley, B. (2005). Race as biology is fiction, racism as a social
problem is real: anthropological and historical perspectives on the social
construction of race. American Psychologist 60: 16-26.
*Steegmann, Jr. A. (2005). Climate, racial category, and body proportions in the U.S.
American Journal of Human Biology 17: 393-402.
Thornton, R. (2002). Repatriation as healing the wounds of the trauma of history: Cases
of Native Americans in the United States of America. In Fforde, C., Hubert, J.,
Turnbull, P. The Dead and Their Possessions: Repatriation in Principle, Policy
and Practice, Routledge, New York and London, pp. 17-24.
*Wills, C. (1994). The skin we’re in. Discover 11: 77-81
16. Prototype Text: May include but not be limited to:
Back, L. and Solomos, J. (2022). Theories of Race and Racisms: A Reader. 3rd ed. Routledge,
Oxfordshire, UK.
Golash-Boza, T. M. (2021). Race and Racisms: A Critical Approach. 3rd ed. Oxford University
Press, New York, NY.
Tattersall, I. and DeSalle, R. (2011). Race? Debunking a Scientific Myth. Texas A&M
Press, College Station, TX.
Brace, C. (2005). “Race” Is A Four-Letter Word. Oxford University Press, New York.
Gould, S. (1996). The Mismeasure of Man, W.W. Norton & Co., New York.
Indicate possible recommended texts for the course where appropriate, including author/editor, title, publisher, edition, and
date of publication. The style of entry should consistently follow a manual such as Turabian, MLA, APA, or an accepted guide
in a specific discipline.
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