and contrast the impact of historical and geopolitical processes on cultural systems (a GCP behavioral indicator). This behavioral indicator is converted into a student learning outcome that 1) copies the language of the behavioral indicator, and 2) adds course-specific language explaining the context in which the behavioral indicator will be addressed. In this case, the course-specific segment (underlined below) is a rewording of an existing learning outcome for the course. Upon successful completion of this course, students will be able to compare and contrast the impact of historical and geopolitical processes on cultural systems by considering the social, political, and economic impact of environmental problems on select cultural systems. This complete statement is then included as a student learning outcome in the course syllabus. FKL DIMENSIONS For courses certified in the core areas of Social/Behavioral Sciences (CASB), Humanities (CAHU), and Fine Arts (CAFA), please select EITHER Human and Cultural Diversity OR Global Context (or Both, if desired). For courses certified in the core area of Human and Cultural Diversity in a Global Context (CAGC), please select BOTH Human and Cultural Diversity and Global Context. Please indicate which dimension(s) this course addresses. Human and Cultural Diversity (complete Both Human and Cultural Diversity and questions 2 and 3) Global Context (complete questions 6 Global Context (complete questions 4 and and 7) 5) HUMAN AND CULTURAL DIVERSITY GCP OBJECTIVES (blue on GCP Learning Flowchart) Please indicate which GCP Objectives are incorporated into the proposed course. (Select at least two.) The selected GCP Objectives should be included in the syllabus as course objectives. Knowledge: Knowledge of diverse cultures and associated ideologies, languages, histories, geographies, technologies, and artistic/cultural expressions.
and contrast the impact of historical and geopolitical processes on cultural systems (a GCP behavioral indicator). This behavioral indicator is converted into a student learning outcome that 1) copies the language of the behavioral indicator, and 2) adds course-specific language explaining the context in which the behavioral indicator will be addressed. In this case, the course-specific segment (underlined below) is a rewording of an existing learning outcome for the course. Upon successful completion of this course, students will be able to compare and contrast the impact of historical and geopolitical processes on cultural systems by considering the social, political, and economic impact of environmental problems on select cultural systems. This complete statement is then included as a student learning outcome in the course syllabus. FKL DIMENSIONS For courses certified in the core areas of Social/Behavioral Sciences (CASB), Humanities (CAHU), and Fine Arts (CAFA), please select EITHER Human and Cultural Diversity OR Global Context (or Both, if desired). For courses certified in the core area of Human and Cultural Diversity in a Global Context (CAGC), please select BOTH Human and Cultural Diversity and Global Context. Please indicate which dimension(s) this course addresses. Human and Cultural Diversity (complete questions 2 and 3) Global Context (complete questions 4 and 5) Both Human and Cultural Diversity and Global Context (complete questions 6 and 7) HUMAN AND CULTURAL DIVERSITY GCP OBJECTIVES (blue on GCP Learning Flowchart) Please indicate which GCP Objectives are incorporated into the proposed course. (Select at least two.) The selected GCP Objectives should be included in the syllabus as course objectives. Knowledge: Knowledge of diverse cultures and associated ideologies, languages, histories, geographies, technologies, and artistic/cultural expressions.