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Course Form (One form per course, lab, or recitation)
NORTHEAST Integrated Curriculum Committee
Date: 10/19/2022
1.
Contact person: David Fazzino
Phone:
2.
570-389-4859
Email: dfazzino@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
380
Anthropology of Gender
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:
380
Men and Women
New Course for Integrated University
7. Will the course be seeking General Education approval?
☐x 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 teaching 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 multimodal offerings, classroom will need proper technology to facilitate synchronous communications
with faculty member, 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:
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 cross-cultural and evolutionary perspectives on sex role behavior in past
and contemporary cultures (Anthropology Program Goal 1) using a variety of anthropological
theories from the subfield of Anthropology (Anthropology Program Goal 2). Students recognize
historical and cultural roots of gender and sex role inequality, and reflexively respond to the need
for social justice (Anthropology Program Goal 6). Students demonstrates understanding of key
concepts through effective communication in writing and presentation assignments related to
gender and sex roles cross-culturally (Anthropology Program Goal 5).
12. Abbreviated Title (for Master Schedule, Maximum 20 spaces):
Anthro of Gender
13. Course Description for Catalog (Maximum 75 words -start with an action verb.):
Considers cross-cultural and evolutionary perspective on sex role behavior in past and
contemporary cultures. Examines sex roles in nonhuman primates and humans. Examines sex
roles in hunting and gathering, horticultural, pastoralist, peasant and other preindustrial societies
are described as well as sex roles in modern industrial societies. Covers genetic and
environmental theories of sex role behavior.
14. Credit(s): 3
Clock Hours: 3
Lecture: 3 hours
Recitation: hours Lab: hours
Contract Hours: 3 Lecture: 3 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 – not repeatable
☐ No ☒ Yes: How many times is the course repeatable? Note – this course is not 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. In addition,
substantive and detailed individual student presentations require a large portion of the class time
which is limited in synchronous delivery contexts.
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-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
10/19/22
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
DATE PREPARED:
October 18, 2022
PREPARED BY:
David Fazzino
DEPARTMENT:
Anthropology, Criminal Justice, and Sociology
Program:
Anthropology
4.
COURSE PREFIX & NUMBER (without space in-between): ANT380
5.
COURSE TITLE:
Anthropology of Gender GE
6.
CREDIT HOURS:
3
7.
RECOMMENDED CLASS SIZE:
25
8.
PREREQUISITES/CO-REQUISITES:
None
9. COURSE DESCRIPTION FOR CATALOG: Considers cross-cultural and evolutionary perspectives on
1.
2.
3.
sex role behavior in past and contemporary cultures. Examines sex roles in nonhuman primates and
humans. Examines sex roles in hunting and gathering, horticultural, pastoralist, peasant and other
preindustrial societies are described as well as sex roles in modern industrial societies. Covers
genetic and environmental theories of sex role behavior.
10. CONTENT DESCRIPTION: The following areas of study will be included:
1. Introduction
A.
Assumptions & field methods in anthropology
B.
A brief history of the anthropological study of sex roles.
C.
Cultural, biological, & environmental determinism.
D.
Women and men as anthropologists: the impact of gender on the discipline.
2. Sex Roles in Non-Human Primates.
A.
Sex roles in monkeys and apes.
B.
Case studies of gender organization among non-human primates.
C.
Implications for human evolution; sociobiological theories of sex roles.
3. Sex Roles in Prehistory.
A.
Patterns of human evolution.
B.
Theories of sex role interaction in human evolution.
C.
Human sexuality contrasted with non-human primate sexuality.
D.
Archaeological evidence of sex roles.
4. Sex Roles in Preindustrial Societies.
A.
Sex roles among hunters & gatherers.
B.
Sex roles among agriculturalists.
C.
Theories & implications of sex roles in the transition from hunting & gathering
to agriculture.
D.
Other preindustrial societies.
5. Sex Roles in Modem Industrial Societies.
A.
A history of sex roles in the West.
B.
Sex roles in cross-cultural selection of societies.
6. Anthropological Issues Relating to Gender.
A.
Female infanticide.
B.
Genital cutting.
C.
D.
E.
Gender & reproduction.
Gender & religion.
Women in the Third World - transitions.
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
Students compare the diversity
of cross-cultural perspectives on
gender and sex roles using a
variety of anthropological
theories from the subfields of
Anthropology.
Human Diversity (Individual,
Group, Institutional) and its
Impact on Behavior
The student understands how
diversity and difference
characterize and shape human
experience and are critical to
the formation of identity.
Students will engage with one
another in intensive classroom
discussions.
Students recognize historical and
cultural roots of gender and sex
role inequality, subsequent
Historical and Cultural Roots of
Inequality
(suggested)
Students will author essays
related to expressions and
practices of gender and sex
roles cross-culturally drawing
from literature from each of
the subfields of Anthropology.
Students will complete exams
that demonstrate their
knowledge of theories and
approaches to studying
gender diversity.
Students will engage with one
another in intensive classroom
discussions.
structural violence enacted on
women and non-gender binary
persons, and reflexively
responds to the need for social
justice by drawing from feminist
theories including
intersectionality.
The student recognizes
historical and cultural roots of
inequality, and responds to the
need for social justice.
Students recognize the impact of
their own culture and cultural
traditions in shaping their
attitudes, beliefs and behaviors
regarding gender expression and
intersectionality associated with
personal identity.
Attitudes, Beliefs, Behaviors
Regarding Diversity
The student demonstrates
awareness of and manages the
influence of personal biases.
Students will author essays
related to gender and sex role
inequality cross-culturally,
including actions to mitigate
inequalities and work towards
social justice.
Students will draw from their
own experiences and the
course materials to discuss
author essays related to their
own personal attitudes,
beliefs, and behaviors
regarding gender diversity and
associated aspects of power.
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 program's goals. Course assessment will also be
conducted with and/or upon the Office of Institutional Effectiveness and other relevant bodies'
request.
15. SUPPORTING MATERIALS- SAMPLE TEXTS (Recommended):
Brettell, C., & Sargent, C. F. (Eds.). (2017). Gender in cross-cultural perspective (Seventh Edition). Routledge.
NORTHEAST Integrated Curriculum Committee
Date: 10/19/2022
1.
Contact person: David Fazzino
Phone:
2.
570-389-4859
Email: dfazzino@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
380
Anthropology of Gender
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:
380
Men and Women
New Course for Integrated University
7. Will the course be seeking General Education approval?
☐x 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 teaching 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 multimodal offerings, classroom will need proper technology to facilitate synchronous communications
with faculty member, 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:
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 cross-cultural and evolutionary perspectives on sex role behavior in past
and contemporary cultures (Anthropology Program Goal 1) using a variety of anthropological
theories from the subfield of Anthropology (Anthropology Program Goal 2). Students recognize
historical and cultural roots of gender and sex role inequality, and reflexively respond to the need
for social justice (Anthropology Program Goal 6). Students demonstrates understanding of key
concepts through effective communication in writing and presentation assignments related to
gender and sex roles cross-culturally (Anthropology Program Goal 5).
12. Abbreviated Title (for Master Schedule, Maximum 20 spaces):
Anthro of Gender
13. Course Description for Catalog (Maximum 75 words -start with an action verb.):
Considers cross-cultural and evolutionary perspective on sex role behavior in past and
contemporary cultures. Examines sex roles in nonhuman primates and humans. Examines sex
roles in hunting and gathering, horticultural, pastoralist, peasant and other preindustrial societies
are described as well as sex roles in modern industrial societies. Covers genetic and
environmental theories of sex role behavior.
14. Credit(s): 3
Clock Hours: 3
Lecture: 3 hours
Recitation: hours Lab: hours
Contract Hours: 3 Lecture: 3 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 – not repeatable
☐ No ☒ Yes: How many times is the course repeatable? Note – this course is not 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. In addition,
substantive and detailed individual student presentations require a large portion of the class time
which is limited in synchronous delivery contexts.
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-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
10/19/22
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
DATE PREPARED:
October 18, 2022
PREPARED BY:
David Fazzino
DEPARTMENT:
Anthropology, Criminal Justice, and Sociology
Program:
Anthropology
4.
COURSE PREFIX & NUMBER (without space in-between): ANT380
5.
COURSE TITLE:
Anthropology of Gender GE
6.
CREDIT HOURS:
3
7.
RECOMMENDED CLASS SIZE:
25
8.
PREREQUISITES/CO-REQUISITES:
None
9. COURSE DESCRIPTION FOR CATALOG: Considers cross-cultural and evolutionary perspectives on
1.
2.
3.
sex role behavior in past and contemporary cultures. Examines sex roles in nonhuman primates and
humans. Examines sex roles in hunting and gathering, horticultural, pastoralist, peasant and other
preindustrial societies are described as well as sex roles in modern industrial societies. Covers
genetic and environmental theories of sex role behavior.
10. CONTENT DESCRIPTION: The following areas of study will be included:
1. Introduction
A.
Assumptions & field methods in anthropology
B.
A brief history of the anthropological study of sex roles.
C.
Cultural, biological, & environmental determinism.
D.
Women and men as anthropologists: the impact of gender on the discipline.
2. Sex Roles in Non-Human Primates.
A.
Sex roles in monkeys and apes.
B.
Case studies of gender organization among non-human primates.
C.
Implications for human evolution; sociobiological theories of sex roles.
3. Sex Roles in Prehistory.
A.
Patterns of human evolution.
B.
Theories of sex role interaction in human evolution.
C.
Human sexuality contrasted with non-human primate sexuality.
D.
Archaeological evidence of sex roles.
4. Sex Roles in Preindustrial Societies.
A.
Sex roles among hunters & gatherers.
B.
Sex roles among agriculturalists.
C.
Theories & implications of sex roles in the transition from hunting & gathering
to agriculture.
D.
Other preindustrial societies.
5. Sex Roles in Modem Industrial Societies.
A.
A history of sex roles in the West.
B.
Sex roles in cross-cultural selection of societies.
6. Anthropological Issues Relating to Gender.
A.
Female infanticide.
B.
Genital cutting.
C.
D.
E.
Gender & reproduction.
Gender & religion.
Women in the Third World - transitions.
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
Students compare the diversity
of cross-cultural perspectives on
gender and sex roles using a
variety of anthropological
theories from the subfields of
Anthropology.
Human Diversity (Individual,
Group, Institutional) and its
Impact on Behavior
The student understands how
diversity and difference
characterize and shape human
experience and are critical to
the formation of identity.
Students will engage with one
another in intensive classroom
discussions.
Students recognize historical and
cultural roots of gender and sex
role inequality, subsequent
Historical and Cultural Roots of
Inequality
(suggested)
Students will author essays
related to expressions and
practices of gender and sex
roles cross-culturally drawing
from literature from each of
the subfields of Anthropology.
Students will complete exams
that demonstrate their
knowledge of theories and
approaches to studying
gender diversity.
Students will engage with one
another in intensive classroom
discussions.
structural violence enacted on
women and non-gender binary
persons, and reflexively
responds to the need for social
justice by drawing from feminist
theories including
intersectionality.
The student recognizes
historical and cultural roots of
inequality, and responds to the
need for social justice.
Students recognize the impact of
their own culture and cultural
traditions in shaping their
attitudes, beliefs and behaviors
regarding gender expression and
intersectionality associated with
personal identity.
Attitudes, Beliefs, Behaviors
Regarding Diversity
The student demonstrates
awareness of and manages the
influence of personal biases.
Students will author essays
related to gender and sex role
inequality cross-culturally,
including actions to mitigate
inequalities and work towards
social justice.
Students will draw from their
own experiences and the
course materials to discuss
author essays related to their
own personal attitudes,
beliefs, and behaviors
regarding gender diversity and
associated aspects of power.
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 program's goals. Course assessment will also be
conducted with and/or upon the Office of Institutional Effectiveness and other relevant bodies'
request.
15. SUPPORTING MATERIALS- SAMPLE TEXTS (Recommended):
Brettell, C., & Sargent, C. F. (Eds.). (2017). Gender in cross-cultural perspective (Seventh Edition). Routledge.
Media of