The Undergraduate Academic Council (UAC) must review all new courses requesting a Global Citizen course designation. If a new Global Citizen course is being proposed for the first time at Chapman, it must be submitted in Curriculog using the Undergraduate Global Citizen Course Proposal Form. Click here to access the Curriculog system.
Courses taken at other colleges and universities may meet the Global Citizen requirement at Chapman. To have a transfer course reviewed for Global Citizen status, the syllabus must be submitted for approval to articulation@chapman.edu before credit will be granted at Chapman.
Global Citizen courses address history, literature, schools of thought, philosophies, economics, politics, and international issues arising from individual differences, including protected characteristics, such as sex, sexual orientation, religion, national origin, race, ethnicity, medical condition, and disability, in order to advance Chapman University’s mission, including through its academic curriculum, to help students learn about the world and issues around them and to lead inquiring, informed, ethical and productive lives as global citizens.
All courses satisfying the requirement must provide discussion and analysis concerning:
- The experience by individuals and groups of discriminatory treatment or impacts, or otherwise different experiences, in the realms of economics, politics, historical events, literature, philosophy, and politics, due to differences among individuals and groups, including protected characteristics, such as religion, national origin, race, ethnicity, medical condition, and disability, within or outside the United States, and the ways this treatment/impacts have been challenged and can still be addressed today.
- Different socio-political perspectives that have influenced and emerged from the history, literature, schools of thought, philosophies, economics, politics, and international issues being taught.
Global Citizen Learning Outcomes
Courses approved for Global Citizen status must demonstrate two or more of the following student learning outcomes are substantially present:
- Gain an understanding of how individuals and groups have identified, and been separated by, one or more protected characteristics, and how this has impacted their experiences in the realms of economics, politics, historical events, literature, philosophy, and/or politics.
- Describe how cultures, events, and/or individuals or group experiences (including their own) are shaped by the intersections of a variety of protected characteristics such race, gender identity, national or ethnic origin, religion, sex, sexual orientation, socio-economic background, age, and/or disability and/or other socially constructed categories of difference.
- Learn about different schools of thought, philosophies, and viewpoints concerning the complex elements of discriminatory treatment or impacts, or otherwise different experiences, in the realms of economics, politics, historical events, literature, philosophy, and politics, on a local, national and/or global scale, such as ethnocentrism, colonialism, slavery, democracy, and imperialism that may result from difference(s) between individuals and groups.
- Identify, analyze, and communicate regarding different viewpoints concerning the above, including the different experiences and biases that inform such viewpoints.
- Learn about how sociocultural factors and access to (or distribution of) resources are informed and impacted by one or more practices within historical, social, cultural, and economic systems.
