Offers a sociological lens to develop critical ways of thinking about sex and gender as social processes in everyday lives. This course considers how sex and gender shape and affect the experiences of women, men, girls, boys, and individuals who live in the spaces in-between (those who are intersex or transgender) across a wide range of social institutions (family, work, education, politics, etc.).
SOCY 301 / WGST 300 contributes to global citizenship and multicultural understanding in the social sciences through its focus on using the principles of the social science to explore diverse cultural identities (such as those involving race, class, gender, sexuality, age, disability, nationality, etc.) and to analyze political and environmental issues. This course addresses the GSS learning outcome through its exploration of how sex and gender intersect with other key cultural identities to affect experiences across the contexts of family, the workplace, education, politics, the media, intimacy, and violence. In this course, students use principles of the social sciences to explore diverse cultural identities and to analyze political and environmental issues. Students are introduced to biological, anthropological, psychological, and sociological perspectives on sex and gender to help them analyze and evaluate differences and similarities across these perspectives. Using these social scientific theoretical frameworks, students engage in classroom and written dialogues and discussion, define and evaluate key course concepts on multiple-choice quizzes and/or examinations, and interpret, analyze, and evaluate problems and issues connected to cultural identities and political and environmental issues through written responses on assignment worksheets.
SOCY 301 has been approved for online delivery, but its cross-listed course (WGST 300) has not yet been approved for online delivery. Online delivery for this course is critical to ensure that it is available to as broad of a cross-section of students as possible--not only in sociology but in women's and gender studies as well. Extending this course to online delivery will allow students who are unable to attend courses in person at USC the option of completing this popular course. The course has been developed for online instruction under the mentorship and guidance of CTE staff through a grant program to expand the number of DLL and Carolina Core course offerings.
NOTE THAT SOCY 301 AND WGST 300 WERE RECENTLY APPROVED FOR A COURSE NAME AND DESCRIPTION CHANGE, WHICH WILL BECOME EFFECTIVE IN THE FALL 2017 BULLETIN. THE NEW COURSE NAME IS (AND SHOULD REMAIN FOLLOWING THESE PROPOSED CHANGES) "SEX AND GENDER" AND THE NEW COURSE DESCRIPTION IS (AND SHOULD REMAIN FOLLOWING THESE PROPOSED CHANGES) :
Offers a sociological lens to develop critical ways of thinking about sex and gender as social processes in everyday lives. This course considers how sex and gender shape and affect the experiences of women, men, girls, boys, and individuals who live in the spaces in-between (those who are intersex or transgender) across a wide range of social institutions (family, work, education, politics, etc.). Cross-listed Course: WGST 300. Prerequisites: SOCY 101 3.000 Credit hours
I have removed the cross-listed course, prerequisite and credit hours do not belong in the course description.
Otherwise, this looks pretty good; we'll see how INDEV handles it and what problems they identify.
Your proposal is being returned for the following reason(s):
Please address the above and return this proposal, through all the channels, by August 28, 2016 at noon in order to be considered for approval by the Faculty Senate at the December meeting. Should your proposal not reach the committee by the stated deadline, the next Curricula and Courses review cycle will begin in September 2017. We are looking forward to your making this cycle.
Faculty Senate Committee on Curricula and Courses
Please make sure that there is better alignment with the GSS Learning outcomes and the learning outcomes in the syllabus. Going forward, it is very important that there be good alignment of the GSS and syllabus learning outcomes and also that assignhments in the course actually test the specific GSS learning outcomes.
Also the justifications of how the core learning outcomes are addressed in the proposal seem to be mis-matched. The answer to 4 A is actually the answer for 4B and the answer to 4B is the answer to 4C. I see no mention anywhere of the use of social science methodology (surveys, interviews, qualitative and quantitative measures, etc.) in the answer to 4A or in the syllabus.
The proposer indicated to me that changes were not successfully saved to most recent submission.
The APPS system did not allow Dan Freedman to access his approval provision, so I copy his comments here.
Note: I also approve (me being Shelley Smith)
ASSESSMENT of SOCY 301
Learning Outcome 1:
Articulate at least two sociocultural factors or processes that contribute to social inequality and at least two sociocultural factors or processes that contribute to social change.
In this course, we will use a sociological lens to focus on the topics of sex and gender.
While our focus will be on sex and gender, we will also study how other identities influence and affect gendered identities and experiences.
Formulate critical and analytic responses to media depictions of gender, gender identity and gender expression.
Explain the ways in which sex, gender, race, class, sexuality, age, ability and other factors shape the experiences and opportunities of individuals and groups.
Learning Outcome 1 is Satisfied
Learning Outcome 2:
Course is focused on diversity related to sex, gender, gender expression, and gender identity
Courses uses sociocultural processes to explain social inequality and social change
Learning Outcomes 2 is Satisfied
Learning Outcome 3:
Differences of sex and gender are explored in relation to social institutions
Differences are explored in terms of the connections among individuals, groups, social systems, and cultures
Students will learn to analyze and interpret sociological differences based on social situations
Learning Outcome 3 is Satisfied
Thank you for submitting your proposal to the Committee on Curricula & Courses. We are moving your proposal forward to the Faculty Senate. There is no need to attend the Curricula and Courses meeting, but it is recommended someone from the department attend the next Faculty Senate meeting in case there are questions from the floor regarding your proposal.
We appreciate your patience and commitment to undergraduate and graduate education.
John Gerdes, Chair