D1: Social Sciences
Students shall take no more than four lower-division courses with the same subject prefix as their major to fulfill their general education requirements.
Approved Courses
- BUS 201S: Macro Economics & Community
- BUS 358: Principles of Microeconomics
- CHHS 204: Economics and Society
- CHHS 215: Introduction to Human Services
- CHHS 225: Drugs, Society and Policy
- CHHS 230: Social Justice and Global Health
- CHHS 450: Introduction to Policy Analysis
- ENSTU 387: Water Resource Assess/Law/Poli
- FYS 156: Technology and Society
- FYS 157: Introduction to Cultural Anthropology
- FYS 158: Archaeology/Sustainability
- FYS 159: Far East Explorer
- FYS 160: Introduction to Sociology
- GS 215: Global History II - World History Since 1500
- GS 240: Introducing International Relations
- GS 251: Intro to Global Economics
- GS 280S: Globalize This
- GS 342: Economic Thought: History and Contemporary Interpretations
- GS 379: Ethics of Corporate Social Responsibility
- HCOM 245: Introduction to Chicana/o Studies
- HCOM 255: Global Social Movements
- HDEV 260: Introduction to Child Development
- HDEV 353: Cross-Cultural Human Development
- HDEV 360: Child Development
- JAPN 311: Social Issues In Japan
- JAPN 407: Japan in Asia
- LS 277S: Schooling in Modern Society
- LS 310: Educational Issues and the Latino Community
- LS 362: Immigrants & Equity Issues in Education
- PH 417: Global Women's Health Issues
- PH 447: Food Policy, Culture & Hlth
- PH 457: Health Systems & Policy
- PSY 100: Introduction to Psychology
- SBS 101: Introduction to Cultural Anthropology
- SBS 252: Wrl/Reg/Geo/Cul/Soc/Sp:On-line
- SBS 345: Cultural Anthropology
- SBS 356: People, Places, & Environment: An Introduction to Geography
- SBS 379: Tattoos, Makeup and Burkas
- SBS 384S: Anthropology of Education: Cultural Contexts of Bilingual Education
- SL 200S: Power, Culture, Equity & Service
- SOC 100: Introduction to Sociology
Outcomes
As a collective of faculty from various social science disciplines, we believe that social science is a broad set of disciplines, as well as fields of study, such as global, gender, peace, and religious studies. As such, we propose the following five Outcomes with the intention of being inclusive and accommodating to all the disciplines and fields of study within the social sciences. The following five outcomes are distinctive in their foci but complementary to each other. Moreover, we are cognizant of the need to design outcomes that develop the knowledge and skills at the freshmen and sophomore levels, in order to prepare students for higher-order learning and analysis at the junior and senior levels in their respective major courses.
Under that overarching framework and understanding, Outcome #1 intends to build the basic foundational blocks of concepts/language/principles of a particular social science discipline or field of study. Outcome #2 intends to situate a discipline within a broader range of social science disciplines or fields of study. In other words, this outcome intends for students to be able to describe the similarities and differences of disciplines within the social sciences or fields of study. Outcome #3 focuses on contexts and intends for students to understand how a real-life social issue manifests in diverse social contexts. Outcome #4 focuses on global competency which transcends geographical/spatial concepts, and explores the meanings of concepts/principles in different global contexts, as well as the global impacts of social issues. Outcome #5 focuses on methodology and intends for students to understand that social science disciplines or fields of study can use a range of social scientific methods of inquiry to understand human behavior.
- Basic Principles: Students identify and define major vocabulary, concepts, value systems, assumptions, theoretical perspectives, and ethical issues in a field of study or a discipline in the social sciences.
- Inter-Disciplinarity: Students demonstrate an understanding of how a field of study or a discipline is similar to and different from other social sciences.
- Contexts: Students demonstrate an understanding of one or more social issues across historical, cultural, geographical, economic, political or institutional dimensions.
- Global Competency: Students demonstrate awareness that one or more social issues or concepts vary across global contexts or that a social issue has global impacts.
- Methodology: Students demonstrate an understanding of how a field of study or discipline applies a range of social scientific methods of inquiry to understand human behavior within established ethical and/or professional frameworks.
D2: U.S. Histories & Democratic Participation
Students shall take no more than four lower-division courses with the same subject prefix as their major to fulfill their general education requirements.
Approved courses
- CST 273: Cyberdemocracy
- GS 200: Politics of Everyday Life
- HCOM 266: Histories of Democracy
- HCOM 267: US Political Histories
- HCOM 360: Topics in Constitutional History
- SBS 212: US Social Histories and Politics
- SBS 245: Native American Societies
- SBS 350: Domination and Resistance: US since 1880
- SBS 385: Environmental History of California
Outcomes
These outcomes reflect the statutory requirements mandated by CSU Executive Order 405 requiring students to understand U.S. History and an “American Ideals” requirement. A U.S. History/Democratic Participation course at CSUMB gives students the opportunity to examine U.S. Histories and the California and U.S. Constitutions within the context of CSUMB core values, including applied active and project based learning, multicultural and global perspectives, and ethical reflection and practice.
1. Historical Knowledge: Students identify and describe processes, diverse peoples, and events in the histories of what is now the United States nationally, regionally, and globally over a span of at least 100 years, including the study of culture, politics, economics, social movements and/or geography.
2. Historical Research and Analysis: Students become their own historians by demonstrating the ability to gather information, select relevant evidence from the information gathered, evaluate its credibility and use that evidence to explain and interpret the past.
~ Effectively identify relevant scholarly sources on the topic; understand the distinctions between primary historical evidence and secondary historical sources.
~ Select library databases appropriate to the topic. Identify and combine keywords and synonyms to develop a search strategy; effectively execute the search in appropriate library databases.
~ Evaluate the credibility of information sources, using the following criteria: expertise & credentials, purpose & audience, point of view.
3. Constitutional Knowledge: Students identify and describe general principles, major provisions, and political philosophies of the constitutions of the United States and California at the time of their creation and how these constitutions have changed over time as well as the relations of power, interests, and concerns that those changes reflect.
4. Comparative Political Analysis: Students demonstrate basic understanding of how U.S. and California political institutions and practices function at the local, state and national levels in comparison with other forms of governance in the world.
5. Application: Based on analysis of relevant sources, students use tools of political action in an historically informed political project focused on the local, state, or national levels that enables a reflection on the values and assumptions that inform their own and others’ political participation.
D3: Lower Division Service Learning
Students shall take no more than four lower-division courses with the same subject prefix as their major to fulfill their general education requirements.
All lower division service learning courses will integrate and fulfill both the Lower Division SL Outcomes and the outcomes from one of the A-E GE areas.
Approved Courses
Outcomes
- Self and Social Awareness: Students develop an understanding of the social, cultural and civic aspects of their personal identities. Define and describe the concepts of individual social and cultural group identities and the concepts of social privilege and marginalization.Demonstrate critical self-reflection of their own assumptions, values, and stereotypes, and recognize the relative privilege and marginalization of their identities.
- Service and Social Responsibility: Students develop an understanding of social responsibility and the connections between short-term community service and greater long-term societal well being. Articulate the relationship between individual, group, community and societal well being. Identify individual actions that contribute to short-term well being and/or greater long-term societal well being.
- Community & Social Justice: Students develop an understanding of how the actions of individuals and social systems foster both equity and inequity in communities and society. Explore the demographics, socio-cultural dynamics and assets of a specific local community through a social justice framework. Examine a community issue(s) in the context of systemic inequity, discrimination and social injustice.
- Multicultural Community Building/Civic Engagement: Students learn from and work responsively and inclusively with diverse individuals, groups and organizations to build more just, equitable, and sustainable communities. Demonstrate intercultural communication skills, reciprocity and responsiveness in service work with community. Enter, participate in, and exit a community in ways that are sensitive to systemic injustice. Identify and develop personal and institutional strategies, policies and practices that work towards creating greater equity and social justice in communities.
D4: Upper Division Service Learning
Students shall take no more than four lower-division courses with the same subject prefix as their major to fulfill their general education requirements.
Students should take one of the following courses only after they have achieved upper division status (60+ units).
Approved Courses
- BIO 378S: Health Sciences Service Learning
- BIO 379S: Biology Service Learning
- BUS 300S: Business Ethics in Action
- CART 399S: Community-Based Media
- CHHS 396S: Junior Field Practicum Seminar SL
- CST 361S: Technology Tutors
- CST 461S: Communication Design Service Learning
- CST 462S: Computer Science and Community Service
- ENSTU 349S: Environmental Interpretation and Outreach
- ENSTU 369S: Com-Based Watershed Restor SL
- ENSTU 384S: Social and Ecol Justice
- GS 339S: Sweat/Service/Solidarity SL
- GS 380S: International Organizations & Service Learning
- HCOM 307S: Soc Impct Of Mass Media SL
- HCOM 317S: Advanced Composition, Composition Theories, Service Learning
- HCOM 339S: Creative Writing and Service Learning
- HCOM 340S: Topics in Social Movements Service Learning
- HCOM 350S: Oral Hist/Comm Mem SL
- HCOM 432S: Social Action Writing
- HDEV 380S: Service Learning Human Dev
- JAPN 320S: Advanced Japanese SL
- KIN 471S: Kinesiology Service Learning
- LS 310S: Educational Issues and the Latino Community: Search for Educational Equity
- LS 394S: Multicultural Literature Child & Young Adults Service Learning
- LS 398S: Social Foundations of Multicultural Education SL
- MATH 361S: Mathematics Tutors
- MATH 362S: Service Learning for Mathematics Consultants
- MPA 317S: Community Involvement SL
- MSCI 359S: Marine Science in the Community
- NURS 499S: Community Health Nursing Practicum
- SBS 324S: Archaeology: From Map to Museum
- SBS 360S: Mission Archaeology
- SBS 384S: Anthropology of Education: Cultural Contexts of Bilingual Education
- SBS 404S: Service Learning Capstone
- SBS 485S: Global Citizenship: Applied Research and International Service Learning in Rural Communities
- SL 300S: Service Learning Design & Pedagogy
- SL 391S: Service Learning Pedagogy & Partner Support
- SL 394S: Service & Social Justice
- SL 491S: Advanced Topics in Service and CIvic Engagement
- SL 492S: Participatory Action Research Service Learning
- SL 497S: Independent Study Service Learning
- SPAN 301S: Service Learning in the Chicano / Latino Community
- VPA 306S: Digital Public Art
- VPA 320S: Museum Studies
Outcomes
- Self and Social Awareness: Students deepen their understanding and analysis of the social, cultural and civic aspects of their personal and professional identities. Define, describe, analyze and integrate the concepts of individual social and cultural group identities and the concepts of social privilege and marginalization. Demonstrate critical analysis of their own assumptions, values, and stereotypes, and evaluate the relative privilege and marginalization of their identities.
- Service and Social Responsibility: Students deepen their understanding of the social responsibility of professionals in their field or discipline, and analyze how their professional activities and knowledge can contribute to greater long-term societal wellbeing. Articulate the relationship between individual, group, community and societal wellbeing. Analyze how individual and professional actions contribute to short-term well being and/or greater long-term societal wellbeing. Develop a critical understanding of ethical behavior in the context of their profession or discipline with regard to issues of societal wellbeing.
- Community & Social Justice: Students evaluate how the actions of professionals and institutions in their field or discipline foster both equity and inequity in communities and society. Examine the demographics, socio-cultural dynamics and assets of a specific community through a social justice framework. Analyze a community issue(s) in the context of systemic inequity, discrimination and social injustice.
- Multicultural Community Building/Civic Engagement: Students learn from and work responsively and inclusively with diverse individuals, groups and organizations to build more just, equitable, and sustainable communities. Demonstrate intercultural communication skills, reciprocity and responsiveness in service work with community. Enter, participate in, and exit a community in ways that are sensitive to systemic injustice. Develop and implement personal, professional and institutional strategies, policies and/or practices that work towards creating greater equity and social justice in communities.