Constitute an introduction to a social or behavioral science. The term "introduction" does not categorically exclude upper-division courses; however, if upper-division courses are accepted in this category, they may not require prerequisites nor consent of the instructor for enrollment, and shall be explicitly introductory in their course and catalog description;

Communicate the unique perspective of one or more social or behavioral science disciplines in furthering our understanding of a broad range of human behavior;

Develop an understanding of at least one of the methodologies of the social or behavioral sciences. Students should become aware of the ways in which source materials are used in the behavioral or social sciences and the sense in which objective knowledge may or may not be attained in these disciplines; and

Be broad in that they focus on the larger context of society and/or human behavior rather than on an individual institution, social process, or segment of the population.

Expose students to an analysis of political, social, and economic institutions of societies other than the United States. In the case of western or central Europe, a course should not be limited to a single country;

Emphasize the "contemporary" nature of this category with significant attention to the post-1945 period;

Be broad in scope and not limited to one institution or social process.

Impart knowledge of current information and materials as well as research methodology and techniques appropriate for the study of the issue in question; examine various sides of the issue, critically study the strengths and weaknesses of supporting and refuting arguments, and present scholarly analyses of possible alternative solutions. A basic distinction is drawn between those courses which focus upon "issues" (and therefore may be appropriate for this category) and courses which focus upon the "individual"(and therefore may be considered more appropriate for the "Understanding Personal Development" category); and

Address issues in the context of appropriate social science theories, methods, and concepts;

Specifically identify topics within no more than two of the topic areas listed which will be considered in the course.

1. Students will demonstrate an understanding of academic content knowledge regarding selfdevelopment as a physiological, social and/or psychological being.
2. Students will critically examine prior or current experiences or behaviors from their own lives in response to real world physiological, social and/or psychological contexts (may be evident in selfassessment, reflection or creative work).
3. Students will apply skills and knowledge regarding development of the self to differing situations, such as real world challenges, and/or to make connections across perspectives.

1. Students will be able to identify their own perspective and make connections/comparisons across perspectives.
2. Students will be able to plan, monitor, and assess their own learning.
3. Students will be able to set personal and/or professional goals.

Analyze and articulate concepts such as race and racism, racialization, ethnicity, equity, ethno-centrism, eurocentrism, white supremacy, self-determination, liberation, decolonization, sovereignty, imperialism, settler colonialism, and anti-racism as analyzed in any one or more of the following: Native American Studies, Pan African Studies, Asian American Studies, and Chicanx/Latinx Studies.

Apply theory and knowledge produced by Native American, Pan African, Asian American, and/or Chicanx/Latinx communities to describe the critical events, histories, cultures, intellectual traditions, contributions, lived-experiences and social struggles of those groups with a particular emphasis on agency and group-affirmation.

Critically analyze the intersection of race and racism as they relate to class, gender, sexuality, religion, spirituality, national origin, immigration status, ability, tribal citizenship, sovereignty, language, and/or age in Native American, Pan African, Asian American, and/or Chicanx/Latinx communities.

Critically review how struggle, resistance, racial and social justice, solidarity, and liberation, as experienced and enacted by Native American, Pan African, Asian American and/or Chicanx/Latinx communities are relevant to current and structural issues such as communal, national, international, and transnational politics as, for example, in immigration, reparations, settler-colonialism, multiculturalism, language policies.

Describe and actively engage with anti-racist and anti-colonial issues and the practices and movements in Native American, Pan African, Asian American and/or Chicanx/Latinx communities and a just and equitable society.

Demonstrate a comprehensive understanding of the historical continuity of the American experience that covers at least a 100 year time span.

Describe and analyze the roles and contributions of, and relationships among, major ethnic/social groups and movements to US history.

Explain and analyze the causes and consequences of significant events in the US historical context relating to political, economic, geographic, and social change.

Explain and evaluate the historical development of US institutions and ideals in relation to the Constitution and American democracy.

Analyze and evaluate the United States in its global context, with particular attention to its historical derivation from other cultures and its incorporation of immigrants into American society.

Identify and apply primary sources (direct or firsthand evidence about an event, object, person) and secondary sources (descriptions, interpretations, commentaries, evaluations, analyses of direct or firsthand evidence) to their understanding of US history.

Demonstrate awareness of how disciplinary values influence how a writer approaches a topic, identifies audiences, develops a persona, and articulates a purpose for writing.

Develop an understanding of the ways texts are written, researched, organized, and disseminated in multiple disciplines.

Synthesize and analyze credible and relevant evidence and/or sources to support ideas for specific rhetorical purposes appropriate to a variety of disciplines.

Demonstrate use of conventions relative to a variety of disciplines to develop organization, content, presentation, and style.

Construct texts in a variety of discipline-specific genres and media that communicate a controlling idea with clarity and fluency.

Demonstrate consistent control of written language in response to disciplinary conventions

In addition to meeting the above learning outcomes, all courses shall maintain best practices¹ and:

1. Engage in scholarly dialogue in multiple disciplines in an effort to generate new ideas and participate in on-going academic conversations.
2. Emphasize writing as a socially situated process in which students are required to craft multiple drafts for each project.
3. Require guided opportunities for students to reflect on their writing processes and their rhetorical choices.
4. Employ both formative and summative assessment².

^1] National Council of Teachers of English recommends a student-faculty ratio of 20:1 (see National Council of Teachers of English Statement of Principles and Standards for the Postsecondary Teaching of Writing http://www2.ncte.org/statement/postsecondarywriting/)

² “Direct assessment in the classroom should provide response that serves formative purposes, helping writers develop and shape ideas, as well as organize, craft sentences, and edit” (see College of Composition and Communication’s Writing Assessment: A Position Statement http://www.ncte.org/cccc/resources/positions/writingassessment)

Understand how race and ethnicity intersect with other aspects of identity and cultural experiences, including but not limited to women of color, gender identity, sexuality, age, class, caste, immigration, and disability.

Students will be able to:

1. (Knowledge) Articulate the complexity and multidimensionality of race and ethnicity by learning about intersectional privilege and oppression.
2. (Attitudes) Demonstrate understanding of one's identities and biases, as well as racial and ethnic identities and experiences that differ from one’s own, especially as they interconnect with other aspects of identity; and/or
3. (Skills) Critically examine the role of race and ethnicity, as it intersects with other aspects of difference such as gender in shaping, individual, collective and national identities.

Examine the relationships between individuals and a pluralistic society.

Students will be able to:

1. (Knowledge) Demonstrate an understanding of the contributions of various racial and ethnic groups to the American experience.
2. (Attitudes) Critically examine the values of the United States as a pluralistic society and identify the values/perspectives of diverse communities.
3. (Skills) Demonstrate effective communication with people from different cultural backgrounds. This would involve expression of empathy, sensitivity, perspective-taking, and socially conscious acknowledgment.

Demonstrate a multi-level understanding of oppression, historically and currently in the United States of America.

Students will be able to:

1. (Knowledge) Articulate multiple examples of power and privilege of advantaged groups in the context of race/racism, ethnicity/ethnocentrism and intersectional forms of such power and privilege.
2. (Attitudes) Reflect on one’s their own privileges and disadvantages associated with their own intersectional identities.
3. (Skills) Apply critical thinking to compare diverse perspectives regarding the theoretical, empirical, and practical knowledge in the course content.

Demonstrate a historical and contemporary understanding and analysis of the institutions and practices that create inequities for communities of color in the U.S with particular attention to the construction of race, racism and other intersectional framings within race and ethnicity.

Students will be able to:

1. (Knowledge) Identify these inequities at the individual, interpersonal, community or group-level, and structurally (e.g., in institutions, policies, laws). Inequalities can be understood in terms of social life, sexuality, mental health, economic struggles, etc.
2. (Attitudes) Consider the ways in which one’s own ethnic and/or racial groups has been situated in these institutions and practices.
3. (Skills) Evaluate judicial systems and their social justice implications for diverse ethnic groups and their intersectional experiences.

Identify and describe the qualities involved in individual and community anti-racist struggles for empowerment and liberation.

Students will be able to:

1. (Knowledge) Identify one’s values as an ally to marginalized and disenfranchised communities.
2. (Attitudes) Identify the ways in which one (the student) is or can be allied to ethnic or racial groups and intersectional identities, different than one’s own.
3. (Skills) Evaluate the context and processes by which marginalized individuals or communities become empowered and/or liberated

Explain and analyze the history of and modern U.S. reliance on Eurocentric heteropatriarchy, colonization of the Americas and territories, as well as reliance on forced removal and migration, immigration, and diaspora.

Students will be able to:

1. (Knowledge) Identify the ensuing political, economic, interpersonal, psychosocial effects, including historical trauma and intergenerational stress.
2. (Attitudes) Consider the position(s) of one’s own racial and/or ethnic group in the process of colonization, slavery, or other examples of exploitation or cultural imperialism
3. (Skills) Critically evaluate the contributions made by various diasporic ethnic groups of color to the modern nation state.