Preliminary and Revised CA4 Goals and Student Learning Outcomes
(Appendix C of CA4 Final Assessment Report July 2010)
The purpose of CA4 instruction is to inform, educate and initiate culturally conversant citizens who have a greater level of comfort with and the ability to navigate cultural differences.
PRELIMINARY STATEMENT OF LEARNING GOALS (2008):
Students should be aware of and sensitive to different cultural perspectives of groups that traditionally have been underrepresented. They should be able to understand and articulate in some measurable manner, with respect to “race,” ethnicity, gender, sexual identity, political system, religious tradition, or of disability, at least one of the following:
1) the varieties of human experiences, perceptions, thoughts, values, and/or modes of creativity
2) interpretive systems and/or social structures as cultural creations
3) the similarities that may exist among diverse groups
4) issues involving human rights and migration
5) the dynamics of social, political, and/or economic power
REVISED STATEMENT OF LEARNING GOALS (2010):
Students are aware of and sensitive to different cultural perspectives and representations of groups that traditionally have been misrepresented and/or underrepresented in mainstream media, education and other cultural systems. They will understand and articulate in some measurable manner, with respect to race, ethnicity, gender, sexual identity, political system, religious tradition, or of disability, at least one of the following:
1) the varieties of human experiences, perceptions, thoughts, values, and/or modes of creativity including those of their own indigenous cultural viewpoint
2) perspectives that determine interpretive systems and social, cultural and economic constructions
3) the differences and similarities among human groups
4) issues involving human rights and migration
5) the dynamics of social, cultural, political, and/or economic power
PRELIMINARY STUDENT OUTCOMES (2008):
Students should be able to carry out, in a reflective manner that is theoretically informed and illustrated with specific examples, with respect to “race,” ethnicity, gender, sexual identity, political system, religious tradition, or of disability, at least one of the following:
1-1: Differentiate varieties of human experiences, thoughts, values, and/or modes of creativity
2-1: Analyze interpretive systems, political systems, or social structures as cultural/social constructions
2-2: Explain perspectives on effects of various cultural, social, or political systems on groups of individuals
3-1: Describe the interrelatedness of various cultures or peoples
4-1: Contrast definitions of human rights that are derived from at least two different legal, cultural, or values systems
4-2: Explain the causes and consequences of human migration
5-1: Discuss social, political, and/or economic power
REVISED STUDENT OUTCOMES (2010):
Students will demonstrate at least one of the following clusters of student learning outcomes in a reflective manner that is theoretically informed with specific examples:
1-1: Differentiate varieties, their own and others, of human experiences, modes of thinking, values, and/or modes of creativity
1-2: Analyze problems or issues showing an understanding of cultural diversity, including his/her own cultural perspective
1-3: Critically review pertinent information and assertions for relevance, bias, stereotyping, manipulation and thoroughness
2-1: Analyze interpretive systems, political systems, or social structures as cultural/social constructions
2-2: Explain how social, political, cultural and historical contexts affect individual and group lives and experiences
2-3: Explain the effects of external changes on local and indigenous institutions
3-1: Identify points of comparison and contrast between various cultures or peoples
3-2: Articulate the competence of all human cultures as functioning ways of life
4-1: Contrast definitions of human rights that are derived from at least two different legal, cultural, or values systems
4-2: Explain the causes and consequences of human migration
5-1: Compare and contrast the institutional forms of different systems of power
5-2: Describe the consequences of social, cultural, political and economic inequality