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Course Form (One form per course, lab, or recitation)
NORTHEAST Integrated Curriculum Committee
Date: 9/22/2022
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
390
Socialization of the Child
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:
390
Socialization of the Child
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 need beyond current
classroom technology. For online offering there are no additional resources need. 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:
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 child
rearing techniques (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 through the utilization of
anthropological methods and theory (Anthropology Program Goal 6).
Students demonstrate an awareness of their own social position in the context of their culture, as
well as the theoretical perspectives on the diverse childhood experiences and worldviews
(Anthropology Program Goal 5).
12. Abbreviated Title (for Master Schedule, Maximum 20 spaces):
Soc of Child
13. Course Description for Catalog (Maximum 75 words -start with an action verb.):
Examines life experience and adjustment of the individual through infancy, middle childhood and
youth. Reviews contrasting methods of introducing children to adult economic, social and religious
activities. Ethnopediatrics and other biocultural perspectives inform this discipline.
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-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
10/21/2022
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
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
DATE PREPARED: 9/29/22
PREPARED BY:
Susan Dauria
DEPARTMENT: Anthropology, Criminal Justice & Sociology
Program: Anthropology
COURSE PREFIX & NUMBER (without space in-between): ANTH390
COURSE TITLE: Socialization of the Child
CREDIT HOURS: 3
RECOMMENDED CLASS SIZE:
25
PREREQUISITES/CO-REQUISITES: None
CATALOG DESCRIPTION: Examines life experience and adjustment of the individual through infancy,
middle childhood and youth. Reviews contrasting methods of introducing children to adult economic,
social and religious activities. Ethnopediatrics and other biocultural perspectives inform this discipline.
CONTENT DESCRIPTION:
An Anthropologist Looks at Socialization.
A. A brief review of key concepts.
B. A general overview of differences between American life and tribal & peasant cultures.
1. individual vs. group values
2. nuclear vs. extended families
3. diversity vs. homogeneity
4. departmentalization vs. continuity
C. Traditional Socialization Practices.
Attitudes towards pregnancy & childbirth.
Perceived capabilities of infants.
Weaning & toilet-training.
Responsibilities of young children.
Punishment & rewards.
Sex role difference
D .Personality & Culture.
Benedict's Patterns of Culture; a critique.
Margaret Mead & her work; a critique.
Coming of Age in Samoa
Growing Up in New Guinea
Sex & Temperament
a. The influence of Freud on the P & C school.
b. Developments in the 50's & 60's.
Correlational studies
Six Cultures
Hsu's cultural types.
E. Schooling as an Institution.
A history of schooling in Third World nations.
Problems of schooling in Third World nations.
School & social stratification in the West.
Schooling & American minorities: case study: American Indians.
V. Socialization in Russia & Japan.
Socialization in Russia.
Russian schooling: strengths & weaknesses.
Japanese socialization.
Japanese schooling: how does it work so well?
VI. Modernization & Traditional Socialization
A. The general impact of modernization.
B. Changes in traditional socialization.
C. Malnutrition & poverty as a consequence of modernization.
D. Initiation into adulthood.
8
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
Student compares and contrasts
the diversity of worldviews and
lifeways expressed by the
various cultures of what is today
recognized in certain cultural
contexts of childhood and child
rearing.
Human Diversity (Individual,
Group, Institutional) and its
Impact on Behavior
The student understands how
diversity and difference
characterize and shape the
human experience and are
critical to the formation of
human identity.
Students will discuss and write
essays related to the diversity
of worldviews and lifeways
expressed by various cultures
as it relates to child training
and development.
Student articulates the historic
and contemporary encounters
between peoples, including
research and development
initiatives, to evaluate the
contemporary issues using a mix
of culturally-appropriate
methods and approaches.
Student considers their own
individual and cultural
perspectives on the relationship
between different groups child
rearing practices as well as their
Historical and Cultural Roots of
Inequality
The student recognizes
historical and cultural roots of
inequality, and responds to the
need for social justice.
Students will discuss and write
essays related to children
rearing practices from around
the world.
Attitudes, Beliefs, Behaviors
Regarding Diversity
The student demonstrates
awareness of and manages the
influence of personal biases.
Student discussions of their
own individual perspectives
on Indigenous lifeways,
worldviews, and the practices
of their own culture.
9
(suggested)
perspectives on childhood as a
stage in human development.
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):
Brownig. Deborah (Ed). 2008 Adolescent Identities: A Collection of Readings. NY: Analytic Press
Crouter, Ann C. and Aland Booth (Eds). 2006. Romance and Sex in Adolescence and Emerging Adulthood. NY:
Lawrence Erlbaum Associates.
Hay, Dale F. 2019. Emotional Development from Infancy to Adolescence: Pathways to Emotional
Pathways to Emotional Competence and Emotional Problems. International texts in
Developmental Psychology.
Hurrelmann, Klaus & Friedrich Losel (Eds). 1990. Health Hazards in Adolescence. De Gruyter.
Lancy, David. 2022. The Anthropology of Childhood: Cherubs, Chattel, Changelings. Cambridge
10
University Press
Lancy, David F. John Bock & Suzann Gaskins (Eds). 2010. The Anthropology of Learning in Childhood.
Lanham, MD: Alta- Mira Press
LeVine, Robert (Ed). 2010. Psychological Anthropology: A Reader on Self in Culture. Wiley Blackwell.
Lynn Hewlett, Bonnie (Ed). 2012. Adolescent Identity: Evolutionary, Cultural and Developmental
Perspectives. NY: Routledge.
Nanjunda, D. C. 2009. Anthropology and Child Labour. Mittal Publications.
Way, Niobe. 1998. Everyday Courage: The Lives and Stories of Urban Teenagers. NYU Press.
11
NORTHEAST Integrated Curriculum Committee
Date: 9/22/2022
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
390
Socialization of the Child
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:
390
Socialization of the Child
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 need beyond current
classroom technology. For online offering there are no additional resources need. 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:
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 child
rearing techniques (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 through the utilization of
anthropological methods and theory (Anthropology Program Goal 6).
Students demonstrate an awareness of their own social position in the context of their culture, as
well as the theoretical perspectives on the diverse childhood experiences and worldviews
(Anthropology Program Goal 5).
12. Abbreviated Title (for Master Schedule, Maximum 20 spaces):
Soc of Child
13. Course Description for Catalog (Maximum 75 words -start with an action verb.):
Examines life experience and adjustment of the individual through infancy, middle childhood and
youth. Reviews contrasting methods of introducing children to adult economic, social and religious
activities. Ethnopediatrics and other biocultural perspectives inform this discipline.
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-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
10/21/2022
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
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
DATE PREPARED: 9/29/22
PREPARED BY:
Susan Dauria
DEPARTMENT: Anthropology, Criminal Justice & Sociology
Program: Anthropology
COURSE PREFIX & NUMBER (without space in-between): ANTH390
COURSE TITLE: Socialization of the Child
CREDIT HOURS: 3
RECOMMENDED CLASS SIZE:
25
PREREQUISITES/CO-REQUISITES: None
CATALOG DESCRIPTION: Examines life experience and adjustment of the individual through infancy,
middle childhood and youth. Reviews contrasting methods of introducing children to adult economic,
social and religious activities. Ethnopediatrics and other biocultural perspectives inform this discipline.
CONTENT DESCRIPTION:
An Anthropologist Looks at Socialization.
A. A brief review of key concepts.
B. A general overview of differences between American life and tribal & peasant cultures.
1. individual vs. group values
2. nuclear vs. extended families
3. diversity vs. homogeneity
4. departmentalization vs. continuity
C. Traditional Socialization Practices.
Attitudes towards pregnancy & childbirth.
Perceived capabilities of infants.
Weaning & toilet-training.
Responsibilities of young children.
Punishment & rewards.
Sex role difference
D .Personality & Culture.
Benedict's Patterns of Culture; a critique.
Margaret Mead & her work; a critique.
Coming of Age in Samoa
Growing Up in New Guinea
Sex & Temperament
a. The influence of Freud on the P & C school.
b. Developments in the 50's & 60's.
Correlational studies
Six Cultures
Hsu's cultural types.
E. Schooling as an Institution.
A history of schooling in Third World nations.
Problems of schooling in Third World nations.
School & social stratification in the West.
Schooling & American minorities: case study: American Indians.
V. Socialization in Russia & Japan.
Socialization in Russia.
Russian schooling: strengths & weaknesses.
Japanese socialization.
Japanese schooling: how does it work so well?
VI. Modernization & Traditional Socialization
A. The general impact of modernization.
B. Changes in traditional socialization.
C. Malnutrition & poverty as a consequence of modernization.
D. Initiation into adulthood.
8
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
Student compares and contrasts
the diversity of worldviews and
lifeways expressed by the
various cultures of what is today
recognized in certain cultural
contexts of childhood and child
rearing.
Human Diversity (Individual,
Group, Institutional) and its
Impact on Behavior
The student understands how
diversity and difference
characterize and shape the
human experience and are
critical to the formation of
human identity.
Students will discuss and write
essays related to the diversity
of worldviews and lifeways
expressed by various cultures
as it relates to child training
and development.
Student articulates the historic
and contemporary encounters
between peoples, including
research and development
initiatives, to evaluate the
contemporary issues using a mix
of culturally-appropriate
methods and approaches.
Student considers their own
individual and cultural
perspectives on the relationship
between different groups child
rearing practices as well as their
Historical and Cultural Roots of
Inequality
The student recognizes
historical and cultural roots of
inequality, and responds to the
need for social justice.
Students will discuss and write
essays related to children
rearing practices from around
the world.
Attitudes, Beliefs, Behaviors
Regarding Diversity
The student demonstrates
awareness of and manages the
influence of personal biases.
Student discussions of their
own individual perspectives
on Indigenous lifeways,
worldviews, and the practices
of their own culture.
9
(suggested)
perspectives on childhood as a
stage in human development.
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):
Brownig. Deborah (Ed). 2008 Adolescent Identities: A Collection of Readings. NY: Analytic Press
Crouter, Ann C. and Aland Booth (Eds). 2006. Romance and Sex in Adolescence and Emerging Adulthood. NY:
Lawrence Erlbaum Associates.
Hay, Dale F. 2019. Emotional Development from Infancy to Adolescence: Pathways to Emotional
Pathways to Emotional Competence and Emotional Problems. International texts in
Developmental Psychology.
Hurrelmann, Klaus & Friedrich Losel (Eds). 1990. Health Hazards in Adolescence. De Gruyter.
Lancy, David. 2022. The Anthropology of Childhood: Cherubs, Chattel, Changelings. Cambridge
10
University Press
Lancy, David F. John Bock & Suzann Gaskins (Eds). 2010. The Anthropology of Learning in Childhood.
Lanham, MD: Alta- Mira Press
LeVine, Robert (Ed). 2010. Psychological Anthropology: A Reader on Self in Culture. Wiley Blackwell.
Lynn Hewlett, Bonnie (Ed). 2012. Adolescent Identity: Evolutionary, Cultural and Developmental
Perspectives. NY: Routledge.
Nanjunda, D. C. 2009. Anthropology and Child Labour. Mittal Publications.
Way, Niobe. 1998. Everyday Courage: The Lives and Stories of Urban Teenagers. NYU Press.
11