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REL Number: 290 Title: Women and World Religions Credits: 3

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REL Number: 290 Title: Women and World Religions Credits: 3 GENERAL STUDIES COURSE PROPOSAL COVER FORM (ONE COURSE PER FORM) 1.) DATE: 03-02-2017 2.) COMMUNITY COLLEGE: Maricopa Co. Comm. College District 3.) COURSE PROPOSED: Prefix: REL Number: 290 Title: Women and World Religions Credits: 3 CROSS LISTED WITH: Prefix: WST Number: 290; Prefix: Number: ; Prefix: Number: ; Prefix: Number: ; Prefix: Number: ; Prefix: Number: 4.) COMMUNITY COLLEGE INITIATOR: JULIE WASKOW PHONE: 623-845-3867 FAX: ELIGIBILITY: Courses must have a current Course Equivalency Guide (CEG) evaluation. Courses evaluated as NT (non-transferable are not eligible for the General Studies Program. MANDATORY REVIEW: The above specified course is undergoing Mandatory Review for the following Core or Awareness Area (only one area is permitted; if a course meets more than one Core or Awareness Area, please submit a separate Mandatory Review Cover Form for each Area). POLICY: The General Studies Council (GSC) Policies and Procedures requires the review of previously approved community college courses every five years, to verify that they continue to meet the requirements of Core or Awareness Areas already assigned to these courses. This review is also necessary as the General Studies program evolves. AREA(S) PROPOSED COURSE WILL SERVE: A course may be proposed for more than one core or awareness area. Although a course may satisfy a core area requirement and an awareness area requirement concurrently, a course may not be used to satisfy requirements in two core or awareness areas simultaneously, even if approved for those areas. With departmental consent, an approved General Studies course may be counted toward both the General Studies requirements and the major program of study. 5.) PLEASE SELECT EITHER A CORE AREA OR AN AWARENESS AREA: Core Areas: Select core area... Awareness Areas: Global Awareness (G) 6.) On a separate sheet, please provide a description of how the course meets the specific criteria in the area for which the course is being proposed. 7.) DOCUMENTATION REQUIRED Course Description Course Syllabus Criteria Checklist for the area Table of Contents from the textbook required and list of required readings/books Description of how course meets criteria as stated in item 6. 8.) THIS COURSE CURRENTLY TRANSFERS TO ASU AS: DECREL, SGS, WSTprefix Elective Current General Studies designation(s): HU, G Effective date: 2017 Spring Course Equivalency Guide Is this a multi-section course? yes no Is it governed by a common syllabus? yes no Chair/Director: Chair/Director Signature: AGSC Action: Date action taken: Approved Disapproved Effective Date: Arizona State University Criteria Checklist for GLOBAL AWARENESS [G] Rationale and Objectives Human organizations and relationships have evolved from being family and village centered to modern global interdependence. The greatest challenge in the nuclear age is developing and maintaining a global perspective which fosters international cooperation. While the modern world is comprised of politically independent states, people must transcend nationalism and recognize the significant interdependence among peoples of the world. The exposure of students to different cultural systems provides the background of thought necessary to developing a global perspective. Cultural learning is present in many disciplines. Exposure to perspectives on art, business, engineering, music, and the natural and social sciences that lead to an understanding of the contemporary world supports the view that intercultural interaction has become a daily necessity. The complexity of American society forces people to balance regional and national goals with global concerns. Many of the most serious problems are world issues and require solutions which exhibit mutuality and reciprocity. No longer are hunger, ecology, health care delivery, language planning, information exchanges, economic and social developments, law, technology transfer, philosophy, and the arts solely national concerns; they affect all the people of the world. Survival may be dependent on the ability to generate global solutions to some of the most pressing problems. The word university, from universitas, implies that knowledge comes from many sources and is not restricted to local, regional, or national perspectives. The Global Awareness Area recognizes the need for an understanding of the values, elements, and social processes of cultures other than the culture of the United States. Learning which recognizes the nature of others cultures and the relationship of America’s cultural system to generic human goals and welfare will help create the multicultural and global perspective necessary for effective interaction in the human community. Courses which meet the requirement in global awareness are of one or more of the following types: (1) in- depth area studies which are concerned with an examination of culture-specific elements of a region of the world, country, or culture group, (2) the study of contemporary non-English language courses that have a significant cultural component, (3) comparative cultural studies with an emphasis on non-U.S. areas, and (4) in-depth studies of non-U.S. centered cultural interrelationships of global scope such as the global interdependence produced by problems of world ecology, multinational corporations, migration, and the threat of nuclear war. Global Awareness [G] Page 2 Proposer: Please complete the following section and attach appropriate documentation. ASU--[G] CRITERIA GLOBAL AWARENESS [G] Identify YES NO Documentation Submitted Official MCCCD 1. Course Description, Studies must be composed of subject matter that addresses or Competencies, and leads to an understanding of the contemporary world outside the Outline; Course U.S. Syllabus; Course Readings 2. The course must match at least one of the following descriptions: (check all which may apply): Official MCCCD a. In-depth area studies concerned with an examination of Course Description, culture-specific elements of a region, country or culture Competencies, and group. The area or culture studied must be non-U.S. and Outline; Course the study must contribute to an understanding of the Syllabus; Course contemporary world. Readings b. The course is a language course for a contemporary non- English language, and has a significant cultural component. Official MCCCD Course Description, c. The course is a comparative cultural study in which most, Competencies, and i.e., more than half, of the material is devoted to non-U.S. Outline; Course areas. Syllabus; Course Readings d. The course is a study of the cultural significance of a non- U.S.-centered global issue. The course examines the role of its target issue within each culture and the interrelatedness of various global cultures on that issue. It looks at the cultural significance of its issue in various cultures outside the U.S., both examining the issue’s place within each culture and the effects of that issue on world cultures.” Global Awareness [G] Page 3 Page 3 of 4 Course Prefix Number Title Designation REL 290 Women and World Religions Global Awareness (G) Explain in detail which student activities correspond to the specific designation criteria. Please use the following organizer to explain how the criteria are being met. Criteria How course meets spirit Please provide detailed evidence (from checksheet) (contextualize specific examples in of how course meets criteria (i.e., next column) where in syllabus) SAMPLE: SAMPLE: SAMPLE: 2d: study the cultural significance The course examines the cultural Module 2 shows how Japanese of a non-U.S. centered global issue significance of financial markets literature has shaped how Japan, Korea, and the UK. Japanese people understand world markets. Module 3 shows how Japanese popular culture has been changed by the world financial market system. Modules 4 & 5 do the same for Korea and modules 6 & 7 do the same for the UK. 1. Studies must be composed of The course examines the A primary focus of the course is subject matter that addresses or contemporary practice of world on learning about contemporary leads to an understanding of the religions in many countries and issues in non-U.S. cultures and contemporary world outside the regions outside the United States: societies. U.S. India, China, Japan, the Middle General: Competencies 1, 2, 3, East/North Africa, and Europe. 4, 5, 6, 7, 8, and 12 require a focus on contemporary issues throughout the world. Syllabus: Weeks 3-16 Readings: See syllabus for reading list for each week. Specific: Competencies 4 through 8 require a focus on contemporary issues within particular non-U.S. countries and regions: India, China, Japan, the Middle East, and Europe. Syllabus: Weeks 3-16 Readings: See syllabus for reading list for each week. 2.a. In-depth area studies concerned This course examines the cultural Competencies 4 through 8 with an examiation of culture- significance of women and their require that the course provide specific elements of a region, religious customs as practiced in in-depth cultural studies of country, or cultural group. India, China, Japan, Tibet, the women and religious practices in Middle East/North Africa, Europe, five countries or regions outside and the Americas. the United States: India, China, Japan, Tibet, the Middle East/North Africa, and Europe. Syllabus: Weeks 3-16 Global Awareness [G] Page 4 2.c. The course is a comparative The majority of the course content The entire course focuses on cultural study in which most, i.e., compares and contrasts the cultural comparative cultural
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