To fulfill the Global Citizenship requirement for the AA degree from Santa Monica College, students must successfully complete an approved 3-unit course. These courses fall into one of the following four categories:
1. American Cultures
An American Cultures course utilizes a comparative framework to explore how the American identity and experience have been shaped—and will continue to be shaped—by a diverse array of cultural influences and traditions. An
American Cultures course must compare and contrast at least three American cultures including Latino American, African American, Asian American, Native American and European American.
· Course utilizes a comparative framework to explore how the American identity and experience have been shaped—and will continue to be shaped—by a diverse array of cultural influences and traditions
· Course compares and contrasts at least three American cultures including Latino American, African American, Asian American, Native American and European American.
2. Ecological Literacy
Ecological literacy requires interdisciplinary understanding of both nature and humanity. This includes scientific examination of the interactions between and within the systems and cycles of the atmosphere, lithosphere, and hydrosphere, which together provide the basis for life on Earth. Ecological literacy also includes awareness and understanding of the many continuing impacts that human beings have had on natural environments, at scales ranging from the local to the global, and how those impacts are linked to the sustainability of social, cultural, and political-economic systems. Any course whose content focuses primarily on one or more of three areas (see below) will be considered for the Ecological Literacy category.
1. Environmental values, debates and/or challenges
2. Scientific understanding of Earth’s natural systems and cycles, emphasizing humanity’s role in the continuing viability of habitats and/or application of scientific principles and techniques to study the causes of and potential solutions to environmental problems
3. Analysis of human activity and its impact on Earth’s livability and sustainability
4. Analysis of environmental problems and solutions as they apply to the understanding and practical application of technologies aimed at curbing the adverse impact of human activity on the natural environment and/or improving the sustainable use of natural resources.
3. Global Studies
A course that fulfills this area will explore the factors that have shaped our global community and provide students with an understanding of their roles in relationship to other peoples and systems on a global level. To be included in the Global Studies category a course must meet all three criteria (see below).
1. Course content is explored primarily through a global perspective and a comparative and/or analytical framework is used. At least two societies or cultures outside the United States and their global impact are explored.
2. Course material has contemporary significance. For example, a course would not only examine a period of history but the ways in which that period of history impacts the way we live in the world today.
3. Course content addresses at least two interconnected systems (such as cultural, ecological, economic, political, social and technological systems).
4. Service Learning
Service learning is an instructional method that fosters civic responsibility by integrating community service with academic instruction. A course must utilize service learning as a significant pedagogy in reaching the course objectives and student learning outcomes as expressed on the course outline of record. For additional information, please visit the Service Learning website. In order for the pedagogy to be considered “significant”, a course must meet four criteria (see below).
1. The required hours of service must be at least 20 per semester.
2. The academic rigor of the course must be supported by the use of service learning.
3. Structured written and/or oral reflection activities must be ongoing, involve instructor feedback to students, and be structured in such a way to help achieve the course and/or assignment objectives.
4. The service-learning component of the course must be integrated into the grading criteria for the course such that it contributes to at least 40% of the grade. (Please note: the hours completed are NOT part of the grade, the academic work resulting from the service learning hours contribute to at least 40% of the grade.