Undergraduate University Curriculum Committee Course Proposal Form for Courses Numbered 0001 – 4999



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Undergraduate University Curriculum Committee

Course Proposal Form for Courses Numbered 0001 – 4999

(Faculty Senate Resolution #09-44, November 2009)



Guidelines for submission may be accessed via the web at:

www.ecu.edu/cs-acad/fsonline/cu/curriculum.cfm.

Note: Before completing this form, please carefully read the accompanying instructions.


FORL 1060



1. Course Prefix and Number:


February 21, 2011



2. Date:
3. Requested Action (Check only one type):

x

New Course Check Required or Elective




Required

x

Elective




Revision of Active Course




Unbanking of a Banked Course




Renumbering of Existing Course from:

#

to

#


4. Method(s) of delivery (check all boxes that apply for both current/proposed and expected future delivery methods within the next three years):

Current or Expected

Proposed Delivery Future Delivery

Method(s): Method(s):

x




On-campus (face to face)




x







Distance Course (face to face off campus)













Online (delivery of 50% or more of the instruction is offered online)








5. Justification for new course, revision, unbanking, or renumbering:

The Global Understanding program does not currently include a course that has a humanities focus. With the encouragement and support of the directors of the Global Academic Initiatives Program, Dr. Rosina Chia and Dr. Elmer Poe as well as of the Department of Foreign Languages and Literature faculty, I decided to develop such a course (see email from Dr. Chia). I have taught it for the past three semesters as FORL 1060 with such a focus. It seems time to create a separate course with such a humanities focus specified in the course content. The FORL prefix within the Department of Foreign Languages and Literatures seemed appropriate for such a course because of its use of literary texts in translation from a variety of cultures around the world.

6. Course description exactly as it should appear in the next catalog:

1060. Global Understanding Through Literature (3) (FC:HU) Exploration of human cultural diversity through readings in literature and philosophy in the context of virtual exchange with a variety of countries. Selected texts read in English.



7. If this is a course revision, briefly describe the requested change:





8. If writing intensive (WI) credit is requested, the Writing Across the Curriculum Committee must approve WI credit prior to consideration by the UCC.


NA



Has this course been approved for WI credit (yes/no/NA)?



If Yes, will all sections be WI (yes/no/NA)?


  1. If service-learning (SL) credit is requested, the Service-Learning Advisory Committee must approve SL credit prior to consideration by the UCC.



NA
Has this course been approved for SL credit (yes/no/NA)?



If Yes, will all sections be SL (yes/no/NA)?


  1. If foundations curriculum (FC) credit is requested, the Academic Standards Committee (ASC) must approve FC credit prior to consideration by the UCC.


If FC credit has been approved by the ASC, then check the appropriate box (check at most one):





English (EN)




Science (SC)

X

Humanities (HU)




Social Science (SO)




Fine Arts (FA)




Mathematics (MA)




Health (HL)




Exercise (EX)


11. Course Credit:

Lecture Hours*

x

Weekly

or




Per Term

=

Credit Hours

3

s.h.

Lab




Weekly

or




Per Term

=

Credit Hours




s.h.

Studio




Weekly

or




Per Term

=

Credit Hours




s.h.

Practicum




Weekly

or




Per Term

=

Credit Hours




s.h.

Internship




Weekly

or




Per Term

=

Credit Hours




s.h.


Other (e.g., independent study): *This courses uses the Global Classroom technology of video conferencing and Internet chat.




s.h.

Total Credit Hours

3

s.h.



30-40

12. Anticipated yearly student enrollment:

13. Affected Degrees or Academic Programs:


Degree(s)/Course(s)


PDF Catalog Page


Change in Degree Hours

NA

















14. Overlapping or Duplication with Affected Units or Programs:

X

Not Applicable




Applicable (Notification and/or Response from Units Attached)


15. Approval by the Council for Teacher Education (required for courses affecting teacher education programs):

X

Not Applicable




Applicable (CTE has given their approval)


16. Instructional Format: please identify the appropriate instructional format(s):

X

Lecture

X

Technology-mediated




Lab




Seminar




Studio




Clinical




Practicum




Colloquium




Internship




Other (describe below): This course uses the Global Classroom technology of video conferencing and Internet chat.




Student Teaching








17. Statements of Support:

(Please attach a memorandum, signed by the unit administrator, which addresses the budgetary and staff impact of this proposal.)


X

Current staff is adequate




Additional staff is needed (describe needs below):







X

Current facilities are adequate




Additional facilities are needed (describe needs below):






X

Initial library resources are adequate




Initial resources are needed (give a brief explanation and estimate for cost of acquisition of required resources below):







X

Unit computer resources are adequate




Additional unit computer resources are needed (give a brief explanation and an estimate for the cost of acquisition below):










ITCS Resources are not needed





Following ITCS resources are needed (put a check beside each need):





Mainframe computer system




Statistical services




Network connections




Computer lab for students

Describe any computer or networking requirements of this program that are not currently fully supported for existing programs (Includes use of classroom, laboratory, or other facilities that are not currently used in the capacity being requested).

X

Approval from the Director of ITCS See attached email.


18. Syllabus – please insert course syllabus below. Do not submit course syllabus as a separate file. You must include (a) the citation of the textbook chosen for the course, (b) the course objectives, (c) the course content outline, and (d) the course assignments and grading plan. Do not include instructor- or semester-specific information in the syllabus.


FORL 1060 GLOBAL UNDERSTANDING: SAMPLE SYLLABUS

FORL 1060 Global Understanding offers a unique opportunity for ECU students to learn about other cultures in a face-to-face environment without having to leave their classroom. This class is designed to make the most of interactive technologies, which allows ECU students to communicate with students in different countries live time. This way, students at each participating university can learn about a number of different cultures while simultaneously helping to teach about their own. The cultural exchange is based both on written communications between pairs of students (via ‘chatting’ and combined assignments) as well as through “web-streamed” face-to-face dialogue.

Students connect consecutively with a total of three different universities, each in a different country. They dialogue with students their own age in other cultures about their understanding of the course topics and their perceptions in general. For each topic, students read a selection of popular literature (short story, poem, book chapter, essay) from the different countries, including the United States. Each selection gives them insights into the attitudes and values of the culture. ECU students are able to discuss with students from the actual culture what they have read, ask them to comment from their own experiences on the picture that the literature paints of their culture. They are also able to compare how American writers present our culture with how the writers of other cultures present their own cultures.

Course Structure

Over the course of the semester students will be linking with three different universities from three different countries for approximately 4 weeks each. Each of these links start with a general information session about our Partner University/country. That is followed by a lecture day in which the professors from ECU and our partner university each give a brief lecture on some aspect of their respective country. Over the course of the link, the primary class activity will be student interaction, either in video conferencing or Internet chat. We will begin each linking day with a local class discussion, usually about the reading associated with the day’s topic. Our “link days” (days that we link to our partner classroom) will alternate between video conferencing and Internet chat, that is, one day the entire class will be in video conferencing, the next day the entire class will be in Internet chat. The topics for the video conferencing days and the Internet chat days are on the class schedule. After several link days we will devote one day to summary and reflection on our partner country. We will also have “local” days or non-linking days, in which there will be lectures and activities pertinent to the course.



Course Readings

[Note: A comprehensive reading list that includes texts from the cultures of all the current Global Understanding partner countries has been compiled. All of these texts are available on a special course management system site of teacher resources. The reading list and the course management system site are constantly being updated as new partners join the program. The specific course readings depend on the linking partners arranged for FORL 1060 each semester by the director of the Global Understanding program. Instructors can choose from a number of texts for each of the standard Global Understanding course topics: College Life/Education; Family Life/Traditions; Meaning of Life/Religion; Stereotypes/Prejudices. A copy of this reading list is attached.]

Although there are no textbooks for this course, there are course readings, both fiction and non-fiction, which will all be provided on the course management system site. The course readings were selected to:

1) Provide cultural information about the countries with which we are interacting

2) Provide information on key concepts of literary analysis

3) Describe and illustrate strategies for reading and interpreting texts, both of fiction and non-fiction, from the US and other cultures. These strategies will help students to relate these texts to their cultural contexts in order to help them interact more effectively with, as well as understand and learn from, peoples of other cultures through their literature as well as through direct contact. Students are responsible for these readings and will be tested on them in the quizzes and on the final exam.



The following are the readings for a selection of countries with which the course has linked. These readings are incorporated into the sample course syllabus below. The US readings are to be used throughout the course for comparison and are included in the exam.

USA
College Life/Education: Dan Chaon, “Fraternity,” in The Student Body: Short Stories about College Students and Professors, pp. 123-140.

Family/Traditions: Thomas Beller, “A Different Kind of Imperfection,” in The Student Body: Short Stories about College Students and Professors, pp. 104-118.

Meaning of Life/Religion: Alice Elliott Dark, “In the Gloaming” in The Best American Short Stories of the Century, ed. John Updike, pp. 688-704.

Stereotypes/Prejudices: Grace Stones Coates, “Wild Plums” in The Best American Short Stories of the Century, ed. John Updike, pp. 100-104.
Morocco
College Life/Education: Leila Abouzeid, Return to Childhood: The Memoir of a Modern Moroccan Woman, Austin: University of Texas, 1998, pp. 80-82, 84-86.

Family Life/Traditions: Jilali El Koudia, "The Little Sister with Seven Brothers" in Moroccan Folktales, translated from the Arabic by Jilali El Koudia and Roger Allen, Syracuse: Syracuse University Press, 2003, pp. 33-38.

Meaning of Life/Religion: Gloria Becker Marchick, "Drissa Marsu" from Shalom in My Heart, Salaam on My Lips: A Jewish Woman in Modern Morocco, Marblehead, MA: Micah Publications, Inc., 2003, pp. 91-95.

Stereotypes/Prejudices: Tahar Ben Jelloun, The Sand Child, trans. from the French by Alan Sheridan, San Diego: Harcourt Brace Jovanovich, 1987, pp. 8-17
Russia
College Life/Education: Nikolay Andreyev, “School at Last” and “Prague Beginnings” from A Moth on the Fence, pp. 58-64, 87-93.

Family/Traditions: Selection of poems from Ardis Anthology: Recent Russian Literature.

Meaning of Life/Religion: Leo Tolstoy, “God Sees the Truth but Waits,” in From Karamzin to Bunin: An Anthology of Russian Short Stories, pp. 221-228 and Isaak Babel, “The Sin of Jesus” in The Collected Stories of Isaak Babel, pp. 100-104.

Stereotypes/Prejudices: Vladimir Korolenko, “Makar’s Dream” in From Karamzin to Bunin: An Anthology of Russian Short Stories, pp. 300-327
China
College Life/Education: Bao Lei, "Pigsy Learns a Lesson" in Favorite Children's Stories From China, Beijing: Foreign Languages Press, 1983, pp. 168-202.

Family/Traditions: Dong Junlun and Jiang Yuan, "Mother Chrysanthemum" in Favorite Children's Stories From China, Beijing: Foreign Languages Press, 1983, pp. 134-149.

Meaning of Life/Religion: Yan Wenjing, "Floating Cloud" in Favorite Children's Stories From China, Beijing: Foreign Languages Press, 1983, pp. 219-227.

Stereotypes/Prejudices: Ai Wu, "Rumbling in Xu Family Village" in Furrows: Peasants, Intellectuals and the State, Sorties and Histories from Modern China, ed. Helen F. Siu, Stanford: Stanford University Press, 1990, pp. 75-94.

Course Objectives

Students will be able to:



  1. Communicate effectively (speaking, listening and writing) with people from other cultures in a variety of environments.

  2. Understand, explore and appreciate the nature of human diversity and globalization through a) a direct international experience in a virtual collaborative learning environment with students and faculty from other countries; b) literary readings that provide insights into the attitudes and values of the culture, allowing students to compare and contrast what they learn from discussions with their peers in other cultures with what they learn from reading literary texts from those cultures; c) personal research into the course topics.




  1. Read, analyze, and compare works of fiction and non-fiction from their own and other cultures.




  1. Relate works of fiction and non-fiction from other countries to their cultural contexts in order to appreciate the ways in which literature interacts with its cultural context as well as the roles of literature in cultural study.




  1. Learn and apply skills for multicultural/global literature research and analysis.




  1. Understand better cultural values, attitudes and issues through both the reading of culturally significant texts and direct interactions with people from other cultures, as well as the complex relationship between the two.



Sample Course Outline


First Week

Class Introduction




Local Day: Culture and Literature

Readings: Emma Lazarus

“The New Colossus”; Malvina Reynolds

“Little Boxes”;Martin Luther King, Jr.



"I have a dream” speech.


Second Week

Local Day: Culture and Literature




Local Day: Introduction to Islam by guest speaker from Religious Studies Program at ECU

Third Week

Local Day: Visit to Mosque




Local Day: Introduction to Morocco

Fourth Week

Linking Day with Morocco--Introductions




Linking Day with Morocco—College Life and Education

Reading: Excerpt from Leila Abouzeid, Return to Childhood



Fifth Week

Linking Day with Morocco —Family Life and Traditions

Reading: Jilali El Koudia, "The Little Sister with Seven Brothers"






Linking Day with Morocco — Religion and The Meaning of Life

Reading: Gloria Becker Marchick, "Drissa Marsu"



Sixth Week

Linking Day with Morocco— Stereotypes and Prejudices

Reading: Excerpt from Tahar Ben Jelloun, The Sand Child






Linking Day —Open Topic

Seventh Week

Local Day: Review of Moroccan culture

Morocco Quiz






Local Day: Introduction to Russia

Morocco Cultural Portfolio Due

Eighth Week

Local Day: Presentation on Russian culture by member of the Russian Studies faculty at ECU




Linking Day with Russia —Introductions

Ninth Week

Linking Day with Russia—College Life and Education

Reading: Nikolay Andreyev, “School at Last” and “Prague Beginnings”






Linking Day with Russia—Family Life and Traditions

Reading: Selection of poems from Ardis Anthology



Tenth Week

Linking Day with Russia —Religion and The Meaning of Life

Reading: Leo Tolstoy, “God Sees the Truth but Waits” and Isaak Babel, “The Sin of Jesus”






Linking Day with Russia --- Stereotypes and Prejudices

Reading: Vladimir Korolenko, “Makar’s Dream”



Russia Quiz

Russia Cultural Portfolio Due



Eleventh Week

Local Day: Introduction to China




Linking Day with China —Introductions

Twelfth Week

Linking Day with China —College Life and Education

Reading: Bao Lei, "Pigsy Learns a Lesson" 






Linking Day with China —Family Life and Traditions

Reading: Dong Junlun and Jiang Yuan, "Mother Chrysanthemum



Thirteenth Week

Linking Day with China—Religion and The Meaning of Life

Reading:: Yan Wenjing, "Floating Cloud"






Linking Day with China—Stereotypes and Prejudices

Reading: Ai Wu, "Rumbling in Xu Family Village"



Fourteenth Week

Linking Day ---Open Topic




Local Day: Presentation by ECU faculty member from China; ECU/Surveys

China Quiz

China Cultural Portfolio Due




Exam


Course Requirements and Grading

Class Participation (15%): Students are expected to come to class prepared to actively engage with the material and partners.

Quizzes (5% each; 15% total): Students have three on-line quizzes over the course of the semester.
Cultural Portfolios (15% each; 45% total):

Students are required to prepare a cultural portfolio for each linking country. This portfolio will include two essays.

One reading (short story, poem, essay or excerpt) is provided for each discussion topic (college life/education; family life/traditions; meaning of life/religion; stereotypes/prejudices). Students are to read all the texts for each linking country. In addition, students are required to complete two short essays for each linking country.

Each essay should include three components:

A section summarizing what students learned about the topic from the video discussions and Internet chats, as well as from email exchanges with partners. They should supplement what they have learned from these sources with information from the presentations and from their own research on the topic.

A section summarizing the text students have read. (Students can use the discussion questions as a guide if they like.)



A section summarizing what the text reveals about the culture that produced it. Students should include in their essay a discussion of whether what they learned from direct contact with people from the culture confirmed, contradicted, or complemented what they had learned from the assigned readings. They are encouraged to compare readings from different cultures on the same topic whenever possible.
These papers should be approximately 2-3 pages. Students should submit a first draft to the professor. Once students receive feedback from professor, they rewrite their paper to adjust to respond to comments and resubmit their paper.
Reflective Journal (15%): Students are required to maintain a reflective journal for the entire semester. Minimally students should have an entry for each linking and local day of class. During class students should take notes on what is being said in both the group discussion and chat. Students should include in their journals reflections on their experience in the class and their insight into both their culture and their partner’s culture. They should also include in their journal comments on and reactions to the readings. For full credit they are required to post their reflections on the course blog. For each linking day, local day or reading, students should post their own comment, respond to one comment posted by a classmate and ask a question in response to one comment by a classmate. Students will receive 5 points for each comment, etc.

Exam (10%): This exam will be in essay format. Students are given questions pertaining to the three cultures and asked to write several essays of personal reflection on the countries we interacted with over the course of the semester and their understanding of the topics learned.
Grading Scale: A: 90-100 B: 80-89 C 70-79 D: 60-69 F: 59 and below
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