CUL - 100 - Introduction to Cultural Studies

Adding/Deleting an Attribute to Existing Course

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General Catalog Information
Next

  • GETTING STARTED

    This form should be used when requesting a change to an attribute for an existing course ONLY.  If your course is cross-listed, then the affected department must submit a proposal as well

    If you have additional changes to make to the course, please use the appropriate course alteration proposal form

    All fields marked with an asterisk are required and must be completed.  Failure to complete all required fields will delay your proposal being approved

    You may select Save All Changes at any time while working on this proposal. You may also exit out of Curricuog and return at a later time to complete the proposal

    ​​​​​​​Uploading files:  Select Files​​​​​​​ icon (in the vertical strip to the far right); click Browse​​​​​​​ to locate your file, the click Upload


    STEP 1. Select your department.

  • Department*
    Click in the Select an option field and scroll to select your department. Save All Changes will populate the appropriate department/school/individual approval steps and will be displayed in the right pane.

  • STEP 2.  Import Course Information

    DO NOT type in your course or number prefix.  You must Import current course information.  To Import your current course information:

    • select the Import option (located above in this pane);

    • select your desired catalog;

    • filter the courses by prefix. Click in the Filter by Field box and choose Prefix;

    • in the Prefix​​​​​​​ box, type in the course prefix (e.g. CHE) then select Search Available Curriculum;​​​​​​​

    • scroll down and/or click on Next to locate your course, then click on the desired course;

    • select Import This Item.  Course information, as it appears in the current catalog, will automatically populate into the respective fields. Be sure to complete appropriate required fields.

  • Subject Prefix*
    CUL
    CUL
    Do not manually enter course information; be sure you have imported this information (refer to instructions above).
    Course Number *
    100
    100
  • Course Title*
    Introduction to Cultural Studies
    Introduction to Cultural Studies
    DO NOT make changes to this field. If a change in course title is needed, use the Alteration to an Existing Course form, OR Level One Alteration of an Existing Course form.
  • Course Description
    Introduction to critical issues and interpretations in the field of cultural studies. Examines theories on identities, histories, and places.
    The course description is provided for informational purposes only. You may not make edits to this field. If a change in course description is needed, use the Alteration to an Existing Course form, OR Level One Alteration of an Existing Course form.
  • * Select One*
  • Credit Hours
    (3 cr. hr.)
    (3 cr. hr.)

  • STEP 3.  Complete the required fields below, as well as the respective attribute section(s).

  • Select change(s) being requested.*
  • * Select attribute(s) being added and/or deleted.*
  • Provide an explanation for each attribute being ADDED, then complete respective sections below.

    The course was developed using older GE categories. Updating the course with the new GEs. 

  • Provide an explanation for each DELETION being requested.
  • Is this a cross-listed course?*
    If yes, list the course(s). If the cross-listing is in another department, you must reach out to that department so they can submit a proposal as well.
  • * IMPACT REPORT. This required report will generate a list of all courses and programs that may be affected by this change. Any courses/programs that are affected by this change may need to have additional proposals submitted. This is YOUR responsibility to reach out to the affected department(s).*

    Impact Report for CUL 100


    Source: 2023-24 Undergraduate Catalog
     

    Programs
    Center for Gender and Intercultural Studies (CGIS)
      General Education
    At the top of this proposal form, select Run Impact Report. In the pop-up window, select the CURRENT in-process catalog, then select Generate Report. Copy/paste the results in this field.

  • You must upload any comments/correspondence from other departments regarding all impacts of this course alteration, if applicable.

    Be sure to complete the applicable attribute section(s) below and attach requested documentation.

  • STEP 4. When the proposal is complete, launch your proposal.

    Scroll to the top of the proposal form and select Validate and Launch Proposal.  You may continue to edit this proposal; you nay also exit and return at a later tie to finish your proposal and will now be located in the My Proposals tab. Hover and click on the proposal to open proposal to continue editing.

    STEP 5.  Approve your proposal. 

    When you have completed the proposal, as the originator you must Approve your proposal.  By approving your proposal, this will move it to the next step in the approval process. 

    To approve, select the Decisions tab on the far right vertical banner, then in the Your Decision area, click Approve, then Make My Decision. 

    Once approved, the proposal will move on to the next  level of approval. (You are no longer able to make edits at this point).

General Education
Next

  • ​​​​​​​Complete this section ONLY if this course is being submitted to request General Education designation.  You may go to the GE webpage to access the General Education Course Proposal Guidelines.

    Please attach a course syllabus that includes:

    1. The catalog course description;

    2. GE Category, goals, and learning outcomes;

    3. Subject topics and readings;

    4. How the writing requirement of a minimum of 5 pages will be completed.

  • Select General Education Category for this course
  • First Semester/ Year Course to be Offered
    Fall 2024
    Fall 2024
  • Does this course currently fulfill a GE category?
  • If yes, please select category(ies)
  • Course Overview

    This course is an introduction to cultural studies by highlighting some important concepts central to this field of enquiry. Our examination of the discipline is guided by the following questions: How is culture defined? What are the methodologies for examining culture? The course will examine the ideas of key cultural theorists as well as the different ways in which identities are constructed and maintained. Introduction to Cultural Studies is designed as the entry point for students interested in doing a minor in one of our area studies.

  • How does this course meet the goal of the GE Category(ies)?

    Diversity: Equity, Inclusion, and Social Justice

    "The goal of this category is for students to reflect critically about the causes and consequences of prejudice and discrimination from individual to institutional levels. Courses in the category examine the challenges of constructing a more diverse and inclusive society."

    This course meets the requirements of this GE category. The key things discussed in the course are issues of identity, discrimination, and representation. 

     

    World History and Global Awareness

    "The goal of this category is to provide students with an understanding of non-Western cultures and societies. It is intended to provide a counterpoint to the European focus of the Western Civilization category and explore the distinctive features of one non-western civilization. Courses in this category would be non-European and non-U.S. in focus."

    This course exceeds the requirements of this GE category. The themes we will discuss are primarily from non-Western cultures. We will look at Asian, Latin American, Jewish, etc. identities in the course.

  • How will each of the learning outcomes for the identified GE Category be fulfilled?

    Learning Outcomes

    Students will:

    1. "Demonstrate the ability to describe historical and contemporary societal factors that shape the development of individual and group identity involving race, class, and gender." Through lectures, videos, and assigned readings, students will understand the intersections of race, gender, class, and power differentials and how these shape our societies and institutions. 
    2. "Analyze the role that social structures and systems play in the creation and perpetuation of the dynamics of power, privilege, oppression, and opportunity." Through lectures, assigned readings and videos, students will learn how stereotypes and racist/prejudiced beliefs have led to the discrimination of minoritized groups. 
    3. "Apply the principles of rights, access, equity, and autonomous participation to social justice action. Through lectures, assigned videos and readings, students will learn the rights-based approaches to institutional engagements and how to engage in social action projects that mitigate against structures of oppression nd injustice. 

     

    Learning Outcomes

    Students will:

    1. "Demonstrate knowledge of a broad outline of world history and/or the development of the distinctive features of at least one non-Western or Indigenous civilization or culture in relation to other regions of the world." Through lectures and assigned readings, students will learn about the history of other non-western civilizations such as Asian and Middle Eastern and Latino and Latin American cultures. 
    2. "Demonstrate understanding of the structures, systems, and interrelationships among civilizations and cultures within historical and/or contemporary contexts, and their impact on environmental, social, or economic sustainability." Through lectures, videos, and assigned readings, students will learn about the evolution of political, economic, and socio-cultural structures and systems in non-western societies and how these have shaped contemporary societies. 
  • How will faculty teaching the course be informed of the course inclusion in SUNY Cortland GE Assessment process (e.g. syllabi review, outcome assessment)?

    Through correspondence from the Director of CGIS and the GE Committee. 

Liberal Arts
Next

  • Complete this section ONLY if this course is being submitted to request Liberal Arts designation.  Please attach a course syllabus.

  • Indicate how this course will fulfill the following criteria (you must choose a minimum of 5):

  • Historical Perspective
  • Theoretical Considerations
  • Relational-Complexity
  • Breadth of Knowledge
  • Inquiry-Analysis
  • Critical Examination
  • Ethical Perspective
  • Independent Learning
Presentation Skills
Next

  • Complete this section ONLY if this course is being submitted to request Presentation Skills designation.  Please attach a course syllabus.

  • Respond to each criteria illustrating how it is met through this course.

  • Students will make at least one presentation in the course and respond to questions and comments following the presentation.
  • Students must submit at least one outline with attached source list related to the presentation.
  • Students must evaluate their own presentation and those of other students, according to criteria provided by the instructor.
  • Faculty provide instruction in effective presentation skills specific disciplines including requirements and methods of preparation for oral assignments (i.e. structure, research, outlining, visual components, creativity and delivery). Highlight these on course syllabus.
    i.e. structure, research, outlining, visual components, creativity and delivery.
Writing Intensive
Next

  • Complete this section ONLY if this course is being submitted to request Writing Intensive designation.  Please attach a course syllabus.

  • Attach a Syllabus with the following information clearly included:

    1) WI SLOs

    • students will undertake an effective writing process, making informed decisions about their writing with input from their instructor

    • students will write effectively in specific disciplinary genres

    2) a calendar or course schedule that outlines all writing topics and writing assignments including drafts

    3) evidence on the course schedule or in a special section for how writing is explicitly taught within class time. Next, please write a detailed response to how each WI requirement will be met.

  • 1.  All WI courses must ask students to write the equivalent of 15 typed pages, with two or more pieces of writing submitted in multiple drafts. Upper division WI courses may use a single project toward this 15 page minimum. (15 typed pages is equivalent to 3,750 words total as a minimum.)

  • 1A. Please describe the writing assignments for this course, noting page (or word count) and the number of drafts (including the final draft) for each assignment.

  • 2.  In WI courses, revision must be REQUIRED for at least some writing assignments. Revision must be based on an instructor’s feedback on their students’ writing through comments, conferences, or both. Students must be required to use instructor feedback to revise their work, as opposed to being invited or allowed to revise. Some examples of considering instructor feedback could include process notes, response to reviewers memos, reflections, conferences, or track-changes comparisons between drafts.

  • 2A. How will you respond to each student’s writing? How will you require revision in your course?

  • 3.  WI courses must have class time dedicated to teaching students how to write in a specific discipline. This could involve teaching students the strategies, moves, or conventions of a genre within your discipline, such as how to write a report, case study, or field notes. Explicit teaching of discipline-specific writing could involve in-class workshops, discussion of models or mentor texts, or assignments that teach students the concepts and conventions of a genre in your discipline.

  • 3A. What genres will students be taught in your WI course? When in your course schedule will you explicitly teach these genres, strategies, and/or how writing works in your discipline?
  • 4. Is writing a factor in at least 30% of the course grade?
  • 4A. If yes, give the percentage. If no, please explain how the grading structure demonstrates the value of the writing component in a student’s course grade.

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