General Education Course Expectations and Learning Outcomes

Area 1: English Communication

1A: English Composition Course Expectations and Learning Outcomes

  • Please design your course with the course expectations in mind.
  • Include the learning outcomes in the course syllabus and identify the activities and/or assignments that will be used to demonstrate students have met the learning outcomes.

Courses approved in Area 1 English Communication must be lower division, open to all students and be graded on an A, B, C, NC basis, plus/minus grading allowed. Only grades of a C- or better will fulfill the Area 1 requirements.

1A Course Expectations

Courses approved for Area 1A should:

  • Not have prerequisites with the exception of two-semester “stretch”courses where the first semester course is a prerequisite to the second semester course.
  • Yield a minimum of 5,000 words of formal academic writing, including revisions. 
  • Help students develop familiarity with written arguments in various genres.
  • Help students practice recursive stages of writing and teach student show to make informed decisions in response to varied writing situations including how arguments are constructed to meet varied rhetorical purposes.
  • Include assignments that support student development by providing opportunities to practice writing and reading strategies; assignments should receive formative peer and instructor feedback to support revision.
  • Give students opportunities to practice various genres of writing and argumentation; they will practice developing an understanding of audience, genre, and purpose;they will have opportunities to discover their own and others’ argument and rhetorical purpose.
  • Give students opportunities for discovering and practicing the writing process,including significant opportunities for feedback and revision; and opportunities to discover the connections between writing and thinking.
  • Give students opportunities to practice critical and analytic reading skills, examining the structure of various approaches to writing as a form of inquiry,argument, and advocacy; students will examine how culture and power influence writing.
  • Give students opportunities to reflect on identity and literacy / language practices; and to practice writing for inquiry and discovery of their own ideas and arguments; students will reflect on their arguments, writing, and learning.
  • Give students opportunities to engage with the ethics involved in locating, evaluating, and using sources across modalities.

1A English Composition Learning Outcomes

After successfully completing a course designated as fulfilling the Area 1A requirement, students will be able to:

  1. Construct written arguments that demonstrate effective understanding of rhetorical choices.
  2. Reflect on how considerations of audience, genre,and purpose shape their writing.
  3. Analyze textual arguments in order to integrate the ideas of others into their own writing.
  4. Articulate how drafting,feedback, and revision improve the strength of their arguments, critical thinking, and written advocacy of ideas.

1B: Critical Thinking

  • Please design your course with the course expectations in mind.
  • Include the learning outcomes in the course syllabus and identify the activities and/or assignments that will be used to demonstrate students have met the learning outcomes.

Courses approved in Area 1 English Communication must be lower division, open to all students and be graded on an A, B, C, NC basis, plus/minus grading allowed. Only grades of a C- or better will fulfill the Area 1 requirements.

1B Course Expectations

Courses approved for area 1B should:

  • Not have prerequisites.
  • Give students opportunities to understand logic and its relation to language; elementary inductive and deductive processes, including an understanding of the formal and informal fallacies of language and thought, and the ability to distinguish matters of fact from issues of judgment or opinion.
  • Give students opportunities to develop the abilities to analyze, criticize, and advocate for ideas, to reason inductively and deductively, and to reach well-supported factual or judgmental conclusions.
  • Give students opportunities to develop the abilities to identify basic components of argument such as premises, supporting evidence, assumptions, hypotheses, conclusions and implications.
  • Give students opportunities to reflect on their learning,their knowledge, and their writing processes to enable the possibility of knowledge transfer across the curriculum.
  • Enable students to be responsible consumers and creators of information by demonstrating ethical conduct in reasoning,including accurately stating the strength of logical connections, accurately representing the truth status of empirical claims,providing full citation or attribution of other people's views, and adhering to the "principle of generosity" in reporting or interpreting other people's views.
  • Give students opportunities to distinguish matters of fact from issues of judgment or opinion to construct arguments that reach valid or well-supported factual and judgmental conclusions.

1B Critical Thinking Learning Outcomes

After successfully completing a course designated as fulfilling the Area 1B requirement, students will be able to:

  1. Apply basic principles of formal reasoning and their relation to language to meet the standards of logic in communication.
  2. Analyze oral or written arguments to identify the basic components of argument and fallacies of reasoning in inductive, deductive, and non-deductive arguments to reach well- supported conclusions according to the standards of the academic discourse community.
  3. Construct and present logically sound and well-reasoned deductive and inductive arguments in order to defend claims, understand opposing perspectives, and advocate ideas.

1C: Oral Communication

  • Please design your course with the course expectations in mind.
  • Include the learning outcomes in the course syllabus and identify the activities and/or assignments that will be used to demonstrate students have met the learning outcomes.

Courses approved in Area 1 English Communication must be lower division, open to all students and be graded on an A, B, C, NC basis, plus/minus grading allowed. Only grades of a C- or better will fulfill the Area 1 requirements.

1C Course Expectations

Courses approved for Area 1C should:

  • Include at least one assignment that is related in some way to one or more of the following topics, drawn from the goals for the baccalaureate at San Francisco State University:
    1. human diversity within the United States and/or globally;
    2. ethical choices;
    3. social justice;
    4. the well-being of communities, nations, or the people of the world;
    5. the sustainability of the natural environment;
    6. applications of academic knowledge to what is important in one’s own life that includes the application of communication principles in their personal lives and their communities;
    7. what unites us as human beings across time.
  • Include at least one assignment that involves
    1. utilizing a plan for acquiring and recording information employing basic search strategies to explore core sources, including library resources;
    2. articulating and applying rudimentary criteria in evaluating information and sources; and
    3. using and citing properly the information in assignments.
  • Include assignments that shall foster the understanding and value of academic integrity, and encourage students to take responsibility as an engaged person in various roles: student, learner, professional, and global citizen.
  • Include assignments or classroom activities that encourage the development of skills and strategies for working collaboratively.
  • Include at least one assignment that is related to one of the following:
    1. plans for academic or co-curricular experiences on campus;
    2. intellectual or social activities of university life (e.g., performances, exhibitions, lectures, etc.);
    3. time and/or stress management; or
    4. financial planning including money and credit management during college and/or after graduation.
  • The course syllabus must include references to assignments that are described above as part of the course expectations.
  • The course must require students to speak their own words, not recite words written by others.

 

1C Oral Communication Learning Outcomes

After successfully completing a course designated as fulfilling the Area 1C requirement, students will be able to:

  1. Make technology-enhanced presentations that demonstrate effective communication principles.
  2. Demonstrate ethical conduct in their communication including such practices as:
    • critically examine information from multiple sources for credibility, accuracy, and relevance to accurately present information;
    • appropriate citation of the ideas and words of others to support one’s arguments
    • acknowledgment of the importance of the privacy and confidentiality of others; and
    • engage in civil discourse and take responsibility for the consequences of one’s speech when engaging with others.
  3. Reflect on strategies they used to manage speech anxiety and project greater confidence as a speaker.
  4. Articulate and critically reflect upon the theoretical foundations of oral communication, including social construction (the constitutive, contextual, and cultural dimensions of communication) and rhetoric (ethos, pathos, and logos).
  5. Identify and articulate the ways in which communication reinforces and reproduces systems of oppression, such as white supremacy, heteropatriarchy, and ableism.

Area 2: Mathematical Concepts and Quantitative Reasoning

2: Mathematical Concepts and Quantitative Reasoning

  • Please design your course with the course expectations in mind.
  • Include the learning outcomes in the course syllabus and identify the activities and/or assignments that will be used to demonstrate students have met the learning outcomes.

Area 2 Course Expectations

Courses approved for Area 2 should:

  • Be lower division and open to all students.
  • Not have prerequisites in 100-level courses with the exception of two-semester “stretch” courses where the first semester course is a prerequisite to the second semester course.
  • Courses that are numbered between 200 and 299 may have a single prerequisite, but departments and programs must provide an adequate justification for that prerequisite.
  • Students must be eligible to enroll in Area 2 general education courses in their first year.
  • Stress the importance of presenting information accurately, applying mathematical models or methods appropriately, respecting the rights and welfare of others when collecting or disseminating quantitative information, and/or presenting information in a manner suitable for those receiving that information.
  • Include opportunities for students identify ways in which use of quantitative methods impacts our society or environment.

Area 2 Mathematical Concepts and Quantitative Reasoning Learning Outcomes

After successfully completing a course designated as fulfilling the Area 2 requirement, students will be able to:

  1. Identify, evaluate, interpret, and communicate quantitative information in a variety of personal, civic, professional, or mathematical contexts, using different mathematical representations (such as numerical tables, graphs, algebraic formulas, and diagrams)
  2. Use mathematical, statistical or computational methods strategically to build or apply models and interpret results in context.
  3. Reason abstractly and make inferences using the techniques and principles of mathematics or statistics to solve problems and answer questions arising in a variety of contexts.

Upper Division Area 2 Mathematical Concepts and Quantitative Reasoning Course Expectations and Learning Outcomes (2UD)

  • Please design your course with the course expectations in mind.
  • Include the learning outcomes in the course syllabus and identify the activities and/or assignments that will be used to demonstrate students have met the learning outcomes.

Prerequisites must not unduly restrict access and are restricted to upper division standing or one of the following:

  • lower division general education course(s);
  • other upper division general education courses when the courses are sequenced;
  • individual course placement tests;
  • generic course prerequisites (e.g., a psychology course, a biology course, a history course and so forth); or
  • equivalents to the above.

Upper-division GE courses are designed to be taken after upper-division status is attained.

Students enrolling in upper-division GE courses shall have completed required lower-division GE courses in English composition, critical thinking, oral communication, and mathematical concepts and quantitative reasoning.

2UD Course Expectations:

Courses approved for Area 2 should stress the importance of:

  • Presenting information accurately,
  • Applying mathematical models or methods appropriately,
  • Respecting the rights and welfare of others when collecting or disseminating quantitative information, and/or
  • Presenting information in a manner suitable for those receiving that information.

2UD Mathematical Concepts and Quantitative Reasoning Learning Outcomes

After successfully completing a course designated as fulfilling the Upper Division Area 2 requirement students will be able to:

  1. Collect, evaluate, interpret, and communicate quantitative information in a variety of personal, civic, professional, or mathematical contexts, using different mathematical representations (such as numerical tables, graphs, algebraic formulas, and diagrams)
  2. Use mathematical, statistical or computational methods strategically to build or apply models and interpret results in context.
  3. Reason abstractly and make inferences using the techniques and principles of mathematics or statistics to solve problems and answer questions arising in a variety of contexts.

Area 3: Arts and Humanities

3A: Arts Course Expectations and Learning Outcomes

  • Please design your course with the course expectations in mind.
  • Include the learning outcomes in the course syllabus and identify the activities and/or assignments that will be used to demonstrate students have met the learning outcomes.

Courses that are numbered between 100 and 199 may not have prerequisites other than passage of an assessment test to determine readiness in the subject (which might include departmental tests). Prerequisite assessments and scores must be available within the first week of the semester. In addition, sample tests or online tutorials must be available to allow students to self-assess their readiness for the course.

Courses that are numbered between 200 and 299 may have a single prerequisite, but departments and programs must provide an adequate justification for that prerequisite.

Area 3A Course Expectations

Courses approve for Area 3A should:

  • Be designed to develop and advance historical understanding of major civilizations and cultures, both Western and non-Western, through the study of philosophy, language, literature, religion and the fine arts.
  • Recognize the contributions to knowledge, civilization, and society that have been made by members of various genders, ethnicities, and cultural groups.
  • Encourage students to analyze and appreciate works of philosophical, historical, literary, religious and cultural importance.
  • Historically constitute the heart of a liberal arts general education because of the fundamental humanizing perspective that they provide for the development of the whole person.

Area 3A Arts Learning Outcomes

After successfully completing a course designated as fulfilling the Area 3A requirement, students will be able to:

  1. Discuss aesthetic experiences subjectively and objectively.
  2. Articulate the role of the creative arts in culture.
  3. Apply and describe artistic conventions and aesthetic criteria within creative practice(s).
  4. Evaluate external sources used when analyzing creative works.

3B: Humanities Course Expectations and Learning Outcomes

  • Please design your course with the course expectations in mind.
  • Include the learning outcomes in the course syllabus and identify the activities and/or assignments that will be used to demonstrate students have met the learning outcomes.

Courses that are numbered between 100 and 199 may not have prerequisites other than passage of an assessment test to determine readiness in the subject (which might include departmental tests). Prerequisite assessments and scores must be available within the first week of the semester. In addition, sample tests or online tutorials must be available to allow students to self-assess their readiness for the course.

Courses that are numbered between 200 and 299 may have a single prerequisite, but departments and programs must provide an adequate justification for that prerequisite.

Area 3B Humanities Course Expectations

Courses approved for Area 3B should:

  • Be designed to develop and advance historical understanding of major civilizations and cultures, both Western and non-Western, through the study of philosophy, language, literature, religion and the fine arts.
  • Recognize the contributions to knowledge, civilization, and society that have been made by members of various genders, ethnicities, and cultural groups.
  • Encourage students to analyze and appreciate works of philosophical, historical, literary, religious and cultural importance.
  • Historically constitute the heart of a liberal arts general education because of the fundamental humanizing perspective that they provide for the development of the whole person.
  • Ask students to explain how their self-understanding is expanded by the distinct perspectives on the human experience offered by disciplines in the humanities.
  • Ask students to demonstrate critical thinking in the evaluation of sources and arguments in scholarly works in the humanities.

Area 3B Humanities Learning Outcomes

After successfully completing a course designated as fulfilling the Area 3B requirement, students will be able to:

  1. Analyze ideas of value, meaning, and knowledge, as produced within the humanistic disciplines.
  2. Critically reflect upon intellectual traditions and creative developments within the humanities
  3. Explain how their self-understanding is expanded by the distinct perspectives on the human experience offered by disciplines in the humanities.

Upper Division Area 3 Arts and/or Humanities Course Expectations and Learning Outcomes (3UD)

  • Please design your course with the course expectations in mind.
  • Include the learning outcomes in the course syllabus and identify the activities and/or assignments that will be used to demonstrate students have met the learning outcomes.

Prerequisites must not unduly restrict access and are restricted to upper division standing or one of the following:

  • lower division general education course(s);
  • other upper division general education courses when the courses are sequenced;
  • individual course placement tests;
  • generic course prerequisites (e.g., a psychology course, a biology course, a history course and so forth); or
  • equivalents to the above.

Upper-division GE courses are designed to be taken after upper-division status is attained.

Students enrolling in upper-division GE courses shall have completed required lower-division GE courses in English composition, critical thinking, oral communication, and mathematical concepts and quantitative reasoning.

3UD Course Expectations

Courses approved for Area 3 should:

  • be fulfilled by completion of courses that encourage students to analyze and appreciate works of philosophical, historical, literary, aesthetic, religious and cultural importance.
  • Require that at least one of the assignments involves
    1. utilizing a plan for acquiring and recording information employing advanced search strategies to examine a wide variety potential sources, including library resources;
    2. articulating and applying advanced criteria in evaluating information and sources, including distinguishing scholarly/non- scholarly information and primary/secondary sources;
    3. properly using and citing the information in assignments; and
    4. formulating arguments and/or theories supported by information from multiple sources.

3UD Arts and/or Humanities Learning Outcomes

After successfully completing a course designated as fulfilling the Upper Division Area 3 requirement students will be able to:

  1. Apply disciplinary methods or approaches to analyze works of the human imagination and/or history of thought through diverse cultural perspectives and/or artistic traditions
  2. Critically evaluate claims, expressions, or interpretations of works of art or human thought
  3. Construct coherent arguments about the ideas presented in cultural practices, literary or other texts, languages, and/or works of art

Area 4: Social and Behavioral Studies

4: Social and Behavioral Sciences Course Expectations and Learning Outcomes

  • Please design your course with the course expectations in mind.
  • Include the learning outcomes in the course syllabus and identify the activities and/or assignments that will be used to demonstrate students have met the learning outcomes.

Area 4 Course Expectations

Courses approved for Area 4 should:

  • Examine how human, social, political and economic institutions have influenced the development of society, cultural endeavors and/or histories of world civilizations.
  • Examine major ideas, concerns and debates in the social sciences.

Area 4 Social and Behavioral Sciences Learning Outcomes

After successfully completing a course designated as fulfilling the Area 4 requirement, students will be able to:

  1. Employ principles, methodologies, or theories from the behavioral or social sciences to explain the relationship between individuals and the social, economic, or political institutions in which they live or lived.
  2. Communicate well-reasoned responses from multiple sources to address behavioral or social-scientific questions.
  3. Analyze how diverse groups of people and diverse perspectives have contributed to society in the present or in the past.

If you wish to have your area 4 course meet the US History requirement, you will have to address both Area 4 and US History learning outcomes.

Upper Division Area 4 Social and Behavioral Sciences Course Expectations and Learning Outcomes (4UD)

  • Please design your course with the course expectations in mind.
  • Include the learning outcomes in the course syllabus and identify the activities and/or assignments that will be used to demonstrate students have met the learning outcomes.

Prerequisites must not unduly restrict access and are restricted to upper division standing or one of the following:

  • lower division general education course(s);
  • other upper division general education courses when the courses are sequenced;
  • individual course placement tests;
  • generic course prerequisites (e.g., a psychology course, a biology course, a history course and so forth); or
  • equivalents to the above.

Upper-division GE courses are designed to be taken after upper-division status is attained.

Students enrolling in upper-division GE courses shall have completed required lower-division GE courses in English composition, critical thinking, oral communication, and mathematical concepts and quantitative reasoning.

4UD Course Expectations

Courses approved for Area 4 should:

  • Apply at least two theoretical perspectives and related methods of inquiry to the discovery of knowledge about societies or their component parts. Students will be able to articulate differences between perspectives and evaluate the extent to which information supports a perspective.
  • Evaluate the quality of social scientific claims on the basis of their sources of information and the methods used to generate that information. Use this information to construct coherent and sound arguments with support from multiple sources (properly cited), including library resources.
  • Identify ethical issues related to social scientific research and its application, as well as articulate these ethical issues and how they impact (or potentially impact) particular communities.
  • Situate social systems and/or societies in the larger transnational, cultural, historical, and sociopolitical contexts in which they occur.

4UD Social and Behavioral Sciences Learning Outcomes

After successfully completing a course designated as fulfilling the Upper Division Area 4 requirement students will be able to:

  1. Employ the methodology of at least one social or behavioral science discipline to examine relevant social or behavioral phenomena in contemporary or historical contexts
  2. Use external information sources to analyze causal arguments, ethical considerations, and/or value systems in one or more of the social or behavioral science disciplines
  3. Construct arguments based upon the examination of a variety of cultural or historical contexts to support social change within contemporary issues confronting local or global communities

Area 5: Physical and Biological Sciences

5A: Physical Science Course Expectations and Learning Outcomes

  • Please design your course with the course expectations in mind.
  • Include the learning outcomes in the course syllabus and identify the activities and/or assignments that will be used to demonstrate students have met the learning outcomes.

Area 5A Physical Sciences courses must focus on inquiry into the physical universe.

Area 5A Physical Sciences Course Expectations

Courses approved for Area 5A should:

  • Teach students the steps in the scientific method of inquiry including how scientific evidence is used to develop hypotheses and theories.
  • Teach students how scientific theories and practices come to be accepted, contested, changed, or abandoned by the scientific community
  • Give students opportunities to discuss the relevance of major scientific theories and/or research to modern day life.
  • Require students to use information literacy skills to identify, critically evaluate, and analyze information sources.

Area 5A Physical Sciences Learning Outcomes

After successfully completing a course designated as fulfilling the Area 5A requirement, students will be able to:

  1. Gather and interpret scientific information from a variety of sources
  2. Identify ethical or sociological dilemmas arising out of scientific research and applications.
  3. Use scientific theories and methods of inquiry to explain phenomena observed in laboratory or field settings.

5B: Biological Science Course Expectations and Learning Outcomes

  • Please design your course with the course expectations in mind.
  • Include the learning outcomes in the course syllabus and identify the activities and/or assignments that will be used to demonstrate students have met the learning outcomes.

Area 5B, Biological Sciences course must focus on inquiry into living systems.

Area 5B Biological Sciences Course Expectations

Courses approved for Area 5B should:

  • Teach students the steps in the scientific method of inquiry including how scientific evidence is used to develop hypotheses and theories.
  • Teach students how scientific theories and practices come to be accepted, contested, changed, or abandoned by the scientific community
  • Give students opportunities to discuss the relevance of major scientific theories and/or research to modern day life.
  • Require students to use information literacy skills to identify, critically evaluate, and analyze information sources.

Area 5B Biological Sciences Learning Outcomes

After successfully completing a course designated as fulfilling the Area 5A or 5B requirement, students will be able to:

  1. Gather and interpret scientific information from a variety of sources
  2. Identify ethical or sociological dilemmas arising out of scientific research and applications.
  3. Use scientific theories and methods of inquiry to explain phenomena observed in laboratory or field settings.

5C: Laboratory Course Expectations and Learning Outcomes

  • Please design your course with the course expectations in mind.
  • Include the learning outcomes in the course syllabus and identify the activities and/or assignments that will be used to demonstrate students have met the learning outcomes.

The Area 5C laboratory must support learning by exposing students to scientific inquiry, the empirical nature of science, and hands-on experiences in any instructional modality.

Area 5C courses must be associated with an area 5a or 5B course and have a prerequisite or co-requisite of the associated lecture course.

Area 5C Course Expectations

Courses approved for Area 5B should:

  • Include discussion of how the laboratory work relates to current research in science, the consequences that seemingly minor oversights in accurate recording of data can have, and how scientific principles learned in the lab can apply to situations outside of the laboratory.
  • Critically evaluate the methods, hypotheses, and logic used to understand a system being examined.

Area 5C Learning Outcomes

After successfully completing a course designated as fulfilling the Area 5C requirements students will be able to:

  1. Collect data in a lab or field setting.
  2. Analyze empirical data, draw conclusions about living or physical systems being studied.

Upper Division Area 5 Physical Science and Biological Sciences Course Expectations and Learning Outcomes (5UD)

  • Please design your course with the course expectations in mind.
  • Include the learning outcomes in the course syllabus and identify the activities and/or assignments that will be used to demonstrate students have met the learning outcomes.

Prerequisites must not unduly restrict access and are restricted to upper division standing or one of the following:

  • lower division general education course(s);
  • other upper division general education courses when the courses are sequenced;
  • individual course placement tests;
  • generic course prerequisites (e.g., a psychology course, a biology course, a history course and so forth); or
  • equivalents to the above.

Upper-division GE courses are designed to be taken after upper-division status is attained.

Students enrolling in upper-division GE courses shall have completed required lower-division GE courses in English composition, critical thinking, oral communication, and mathematical concepts and quantitative reasoning.

5UD Course Expectations

Courses approved for Area 5 should:

  • Require that at least one of the assignments involves
    1. utilizing a plan for acquiring and recording information employing advanced search strategies to examine a wide variety potential sources, including library resources;
    2. articulating and applying advanced criteria in evaluating information and sources, including distinguishing scholarly/non- scholarly information and primary/secondary sources;
    3. properly using and citing the information in assignments; and
    4. formulating arguments and/or theories supported by information from multiple sources.
  • Give students an opportunity to explore how scientific knowledge and/or quantitative data can be applied to their own lives and to ways in which they could contribute purposefully to the well-being of their local communities, their nations, or the people of the world; to social justice; and/or to the sustainability of the natural environment.
  • Give students an opportunity to develop knowledge of the physical universe and/or its lifeforms.
  • Discuss how scientific theories and practices come to be accepted, contested, changed, or abandoned by the scientific community.
  • Discuss the connection of scientific research, discoveries and applications to personal, social or ethical issues in the modern world.

5UD Learning Outcomes

After successfully completing a course designated as fulfilling the Upper Division Area 5 requirement students will be able to:

  1. Apply scientific methods of inquiry and analysis to the physical universe including either living or nonliving systems;
  2. Evaluate the quality of scientific information and claims on the basis of their source and the methods used to generate the information or claims.
  3. Construct coherent and sound arguments with support from multiple sources, including library resources and proper citations, to support or contest a scientific theory

Area 6: Ethnic Studies

6: Ethnic Studies Course Expectations and Learning Outcomes

  • Please design your course with the course expectations in mind.
  • Include the learning outcomes in the course syllabus and identify the activities and/or assignments that will be used to demonstrate students have met the learning outcomes.

Area 6 Courses:

  • Must be offered by a department in the College of Ethnic Studies or be cross-listed with a course offered by the College of Ethnic Studies.
  • Have any modifications or adaptations to the student learning outcomes be approved through peer evaluation by faculty in the College of Ethnic Studies.
  • Must fulfill a minimum of three out of the following five learning outcomes as appropriate to their status.
  • May include both upper division and lower division courses.

Area 6 Ethnic Studies Learning Outcomes

After successfully completing a course designated as fulfilling the Area 6 requirements students will be able to:

  1. 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: American Indian Studies, Africana Studies, Asian American Studies, Latina/Latino Studies, Race and Resistance Studies.
  2. Apply theory and knowledge produced by Ethnic studies scholarship to describe the critical events, histories, cultures, intellectual traditions, contributions, lived-experiences and social struggles of BIPOC Communities and indigenous nations located within US- occupied territories, with a particular emphasis on agency and group-affirmation
  3. 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 BIPoC Communities and indigenous nations located within in US occupied territories.
  4. Explain and assess how struggle, resistance, racial and social justice, solidarity, and liberation, as experienced, enacted, and studied by BIPOC communities and indigenous nations located within US- occupied territories 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.
  5. Describe and actively engage with anti-racist and anti-colonial issues and practices and movements in BIPOC Communities and indigenous nations located within US-occupied territories to build a just and equitable society.