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Course Form (One form per course, lab, or recitation)
NORTHEAST Integrated Curriculum Committee
Date: 9/29/2022
1.
Contact person: Susan Dauria
Phone:
2.
570-389-4952
Email: sdauria@bloomu.edu
Department: Anthropology, Criminal Justice, Sociology
Program:
Anthropology
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
333
Ethnic Identity in the U.S. (GE)
Current University
Course Prefix
Current University
Course Number
Current University
Course Title
*Only list Current Courses that are equivalent to the New Course
BU: ANTHRO
LHU:
MU:
333
Ethnic Identity in the U.S.
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.
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:
No programs/departments/courses impacted by course changes.
10. Indicate Semester and Year Course will be implemented: Fall 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 and practice, 4. Conduct research, 5. Demonstrate effective
communication skills, and 6. Evaluate the viability of diverse approaches to contemporary issues.
This course considers the diversity of worldviews and lifeways expressed by various cultures in
the United States (Anthropology Program Goal 1). The course uses a variety of anthropological
theories to compare and contrast how cultural groups have been conceptualized in academic
accounts both within and outside of the discipline (Anthropology Program Goal 2). Students
considers solutions to inequalities between various cultures or ethnicities in the United States
through the utilization of anthropological methods and theory (Anthropology Program Goal 6).
Students demonstrate an awareness of their own social and ethnic position in the context of the
ethnic diversity in the United States by communicating effectively communicate in speech and
writing key concepts, ideas, and theoretical perspectives on the diverse lifeways and worldviews
of subcultures in the United States (Anthropology Program Goal 5).
12. Abbreviated Title (for Master Schedule, Maximum 20 spaces):
Ethnic Identity
13. Course Description for Catalog (Maximum 75 words -start with an action verb.):
Explores the role of ethnicity in North American society. Students will analyze the concepts of
ethnicity, assimilation, pluralism, and identity with special attention paid to social, cultural,
political, economic, and symbolic aspects of ethnicity. It is only possible to sample the vast
literature concerning ethnicity. Through this exploration significant theoretical approaches will be
reviewed and compared. Each semester several groups will be highlighted.
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: Course will be offered 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 25. 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):
Interconnections: Diversity
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.
Signatures
Required
Signatures
Name
Date
Department
Chairperson
David Fazzino
10/18/2022
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.
MASTER COURSE SYLLABUS
Northeast Integrated Curriculum Committee
I. Date Prepared:
September 29, 2022
2. Prepared by:
Susan R. Dauria
3. Department:
Anthropology, Criminal Justice, and Sociology
Program:
Anthropology
4. Course Numbers: ANTH333
5. Course Title:
Ethnic Identity In the United States, GE
6. Credit Hours:
3
7. Recommended Class Size: 25
8. Prerequisites:
None
9. Catalog Description:
Explores the role of ethnicity in North American society. Students will analyze the concepts of
ethnicity, assimilation, pluralism, and identity with special attention paid to social, cultural, political,
economic, and symbolic aspects of ethnicity. Each semester several ethnic groups will be highlighted.
Through this exploration significant theoretical approaches will be reviewed and compared.
10. CONTENT DESCRIPTION:
1. Survey of Regional Prehistory and History
a. The Americas' myth of Expansion
b. Immigrant communities
c. Third world immigrant
d. Race and Ethnic Identity
2. Learning and Education
a. Attempts at Assimilation
i. Boarding Schools
ii. Education Standards
b. Cultural Revitalization
i. Place-based strategies and cultural camps
ii. Local Languages
3. Immigrant Communities
a. Northeastern
b. Southwest
c. Indigenous
d. BIPOC
4. The Environment
a. Worldviews
b. Spiritual and Cultural Values
c. Pollution
d. Resource Management
5. Reflexivity on Cross-Cultural Interactions
a. Ethnocentrism
b. Cultural Relativism
c. Social Inequality
d. Diverse Worldviews
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)
12. Student Assessment
(suggested)
Student considers the diversity
of worldviews and lifeways
expressed by various cultures in
the United States (Anthropology
Program Goal 1). The course
uses a variety of anthropological
theories to compare and
contrasts how cultural groups
have been conceptualized in
academic accounts both within
and outside of the discipline
(Anthropology Program Goal 2).
Student considers solutions to
inequalities between various
cultures or ethnicities in the
United States through the
utilization of anthropological
methods and theory
(Anthropology Program Goal 6).
Lectures on the diversity of
worldviews and lifeways
expressed by various cultures
in the United States over time.
Students will discuss and write
essays related to the diversity
of worldviews and lifeways as
well as present data from
existing scholars from certain
cultural contexts.
Student demonstrates an
awareness of their own social
and ethnic position in the
context of the ethnic diversity in
the Untied Stape by
communicating effectively in
speech and writing key concepts,
Lectures provided in-depth to
cultural and biological analysis
of human experience.
Student discussions of their
own individual perspectives
on culture and how it relates
to the context of the course.
Lectures provided historical
depth to the continuing
encounters with cultures.
Students will discuss and write
essays related to cultural
diversity in the context of the
course.
7
ideas, and theoretical
perspectives on the diverse
lifeways and worldviews of
subcultures in the United States
(Anthropology Program Goal 5).
Students will reflexively write
on the student’s own cultural
and individual background
related to cultural diversity.
13. METHODS:
In a traditional classroom setting, the course is taught in a lecture format, supplemented with
classroom discussion, homework assignments, in-class assignments and activities, quizzes, and
exams.
In a distance education or multi-modal setting, the course makes use of available university
classroom management software, and other supplementary web-based applications. The
instructor may utilize a variety of methods including the use of discussion boards, recorded
lectures, online video and audio, group projects. Exam proctoring may be required at the discretion
of the individual instructor.
In a distance education setting: This course may be taught online using synchronous or
asynchronous methods based on the instructor.
In a multi-modal setting: (1) the course is taught in a lecture format on-campus and students can
participate in person or in zoom, or (2) flex plus zoom format where in one part of the course
students can participate in person or in zoom, and the second part will be a zoom-only class.
14. COURSE ASSESSMENT:
The program curriculum committee will assess the objectives of course assessment and recommend
changes so that the course better reflects the goals of the program. Course assessment will also be
conducted in coordination with and/or upon the request of the Office of Institutional
Effectiveness and other relevant bodies.
15. SUPPORTING MATERIALS- SAMPLE TEXTS (Recommended):
Dunbar-Ortiz, R. (2014). An indigenous peoples' history of the United States (Vol. 3). Beacon Press.
Nagel, J. (2003). Race, ethnicity, and sexuality: Intimate intersections, forbidden frontiers (p. xii308). New
York: Oxford University Press: New York. 2013
Ore, T. (2022). The Social Construction of Difference and Equality: Race, Class, Gender, and Sexuality, Digital,
Eighth Edition
8
9
NORTHEAST Integrated Curriculum Committee
Date: 9/29/2022
1.
Contact person: Susan Dauria
Phone:
2.
570-389-4952
Email: sdauria@bloomu.edu
Department: Anthropology, Criminal Justice, Sociology
Program:
Anthropology
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
333
Ethnic Identity in the U.S. (GE)
Current University
Course Prefix
Current University
Course Number
Current University
Course Title
*Only list Current Courses that are equivalent to the New Course
BU: ANTHRO
LHU:
MU:
333
Ethnic Identity in the U.S.
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.
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:
No programs/departments/courses impacted by course changes.
10. Indicate Semester and Year Course will be implemented: Fall 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 and practice, 4. Conduct research, 5. Demonstrate effective
communication skills, and 6. Evaluate the viability of diverse approaches to contemporary issues.
This course considers the diversity of worldviews and lifeways expressed by various cultures in
the United States (Anthropology Program Goal 1). The course uses a variety of anthropological
theories to compare and contrast how cultural groups have been conceptualized in academic
accounts both within and outside of the discipline (Anthropology Program Goal 2). Students
considers solutions to inequalities between various cultures or ethnicities in the United States
through the utilization of anthropological methods and theory (Anthropology Program Goal 6).
Students demonstrate an awareness of their own social and ethnic position in the context of the
ethnic diversity in the United States by communicating effectively communicate in speech and
writing key concepts, ideas, and theoretical perspectives on the diverse lifeways and worldviews
of subcultures in the United States (Anthropology Program Goal 5).
12. Abbreviated Title (for Master Schedule, Maximum 20 spaces):
Ethnic Identity
13. Course Description for Catalog (Maximum 75 words -start with an action verb.):
Explores the role of ethnicity in North American society. Students will analyze the concepts of
ethnicity, assimilation, pluralism, and identity with special attention paid to social, cultural,
political, economic, and symbolic aspects of ethnicity. It is only possible to sample the vast
literature concerning ethnicity. Through this exploration significant theoretical approaches will be
reviewed and compared. Each semester several groups will be highlighted.
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: Course will be offered 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 25. 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):
Interconnections: Diversity
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.
Signatures
Required
Signatures
Name
Date
Department
Chairperson
David Fazzino
10/18/2022
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.
MASTER COURSE SYLLABUS
Northeast Integrated Curriculum Committee
I. Date Prepared:
September 29, 2022
2. Prepared by:
Susan R. Dauria
3. Department:
Anthropology, Criminal Justice, and Sociology
Program:
Anthropology
4. Course Numbers: ANTH333
5. Course Title:
Ethnic Identity In the United States, GE
6. Credit Hours:
3
7. Recommended Class Size: 25
8. Prerequisites:
None
9. Catalog Description:
Explores the role of ethnicity in North American society. Students will analyze the concepts of
ethnicity, assimilation, pluralism, and identity with special attention paid to social, cultural, political,
economic, and symbolic aspects of ethnicity. Each semester several ethnic groups will be highlighted.
Through this exploration significant theoretical approaches will be reviewed and compared.
10. CONTENT DESCRIPTION:
1. Survey of Regional Prehistory and History
a. The Americas' myth of Expansion
b. Immigrant communities
c. Third world immigrant
d. Race and Ethnic Identity
2. Learning and Education
a. Attempts at Assimilation
i. Boarding Schools
ii. Education Standards
b. Cultural Revitalization
i. Place-based strategies and cultural camps
ii. Local Languages
3. Immigrant Communities
a. Northeastern
b. Southwest
c. Indigenous
d. BIPOC
4. The Environment
a. Worldviews
b. Spiritual and Cultural Values
c. Pollution
d. Resource Management
5. Reflexivity on Cross-Cultural Interactions
a. Ethnocentrism
b. Cultural Relativism
c. Social Inequality
d. Diverse Worldviews
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)
12. Student Assessment
(suggested)
Student considers the diversity
of worldviews and lifeways
expressed by various cultures in
the United States (Anthropology
Program Goal 1). The course
uses a variety of anthropological
theories to compare and
contrasts how cultural groups
have been conceptualized in
academic accounts both within
and outside of the discipline
(Anthropology Program Goal 2).
Student considers solutions to
inequalities between various
cultures or ethnicities in the
United States through the
utilization of anthropological
methods and theory
(Anthropology Program Goal 6).
Lectures on the diversity of
worldviews and lifeways
expressed by various cultures
in the United States over time.
Students will discuss and write
essays related to the diversity
of worldviews and lifeways as
well as present data from
existing scholars from certain
cultural contexts.
Student demonstrates an
awareness of their own social
and ethnic position in the
context of the ethnic diversity in
the Untied Stape by
communicating effectively in
speech and writing key concepts,
Lectures provided in-depth to
cultural and biological analysis
of human experience.
Student discussions of their
own individual perspectives
on culture and how it relates
to the context of the course.
Lectures provided historical
depth to the continuing
encounters with cultures.
Students will discuss and write
essays related to cultural
diversity in the context of the
course.
7
ideas, and theoretical
perspectives on the diverse
lifeways and worldviews of
subcultures in the United States
(Anthropology Program Goal 5).
Students will reflexively write
on the student’s own cultural
and individual background
related to cultural diversity.
13. METHODS:
In a traditional classroom setting, the course is taught in a lecture format, supplemented with
classroom discussion, homework assignments, in-class assignments and activities, quizzes, and
exams.
In a distance education or multi-modal setting, the course makes use of available university
classroom management software, and other supplementary web-based applications. The
instructor may utilize a variety of methods including the use of discussion boards, recorded
lectures, online video and audio, group projects. Exam proctoring may be required at the discretion
of the individual instructor.
In a distance education setting: This course may be taught online using synchronous or
asynchronous methods based on the instructor.
In a multi-modal setting: (1) the course is taught in a lecture format on-campus and students can
participate in person or in zoom, or (2) flex plus zoom format where in one part of the course
students can participate in person or in zoom, and the second part will be a zoom-only class.
14. COURSE ASSESSMENT:
The program curriculum committee will assess the objectives of course assessment and recommend
changes so that the course better reflects the goals of the program. Course assessment will also be
conducted in coordination with and/or upon the request of the Office of Institutional
Effectiveness and other relevant bodies.
15. SUPPORTING MATERIALS- SAMPLE TEXTS (Recommended):
Dunbar-Ortiz, R. (2014). An indigenous peoples' history of the United States (Vol. 3). Beacon Press.
Nagel, J. (2003). Race, ethnicity, and sexuality: Intimate intersections, forbidden frontiers (p. xii308). New
York: Oxford University Press: New York. 2013
Ore, T. (2022). The Social Construction of Difference and Equality: Race, Class, Gender, and Sexuality, Digital,
Eighth Edition
8
9