Forms Manager

Cultural and Social Difference: Systems Course Proposal

Culture and Social Difference: Systems (Culture and Social Difference: Identity is a prerequisite) 


This is the second of the two-course series. This course can be on any topic that meets the learning outcomes. It can be taught in any department and can count toward majors. This course may not be used to satisfy a Way of Thinking.


Students will demonstrate an understanding of how constructions of race, gender, and ethnicity shape cultural rules and biases and how these constructions vary across time, cultures, and societies. In addition, students will critically analyze the ways in which these forms of identity raise questions of justice with regard to access and participation in communal life. This class may address gender, race, and ethnicity in any context, including the contemporary United States, other nations or cultures, and/or various points in history.


The ways in which gender, race, and ethnicity intersect must be given prominent attention in this class. An understanding of intersectionality requires recognizing that gender, racial, and ethnic identities are dynamic and that each is experienced differently, depending on how they combine in any one person. An exploration of intersectionality will also involve the study of how these and other identities dynamically connect to systems of power. In other words, efforts to achieve justice in any one of these areas must take the others into account.  


In the Integrations Curriculum a course can be designated as either:

  1. A Way of Thinking, AND/OR
  2. A Thematic Encounter or Thematic Focus
  3. CSD: Identity (CI) or CSD: Systems (CS), OR
  4. INTG 100: Learning Foundations (LF), INTG 305: Transfer Seminar, or INTG 300: Learning Integrations (LI), OR
  5. Theological Explorations (TE) or Theological Integrations (TI)

Any course carrying one of the above designations may also have one engagement^ (except for TE, CSD:I, LF, and LI, which cannot carry engagements):

  1. Artistic engagement (AR)
  2. Experiential engagement (EX)
  3. Global engagement (GL)*

Any course may satisfy the Quantitative Reasoning skill requirement.

Any course (except courses that fulfill Theological Explorations, Theological Integrations, Learning Foundations, or any course with a THEO course number) may also satisfy the Benedictine Raven.

Any course except INTG 100 Learning Foundations, CSD:I, INTG 105 College Success, and INTG 300 Learning Integrations may satisfy the WR designation.**

^Semester-length study abroad courses may carry both GL and EX.

*Classes entering the Fall of 2020 and 2021 are waived from the GL and BN requirements.
**For classes entering in Fall 2022 onward.

Learning Goals 

Gender – Intermediate 

Intermediate: Students analyze how historical and/or contemporary constructions of gender shape and are shaped by cultural systems of power. Students analyze how factors such as race, ethnicity, age, class, sexuality, disability, religion, or nationality intersect with gender.   


Race and Ethnicity – Intermediate  

Intermediate: Students demonstrate how historical and/or contemporary constructions of race and/or ethnicity shape and are shaped by cultural systems of power. Students analyze how factors such as gender, age, class, sexuality, disability, religion, or nationality intersect with race and/or ethnicity.   




Is this proposal the result of program review?

Grading type

Please note: 

A.      The committee understands that some courses may still be in development. Prompts that ask for examples of assignments seek information about the spirit of what students will do and instructors are not bound to the specific details (e.g. writing prompts) provided. 

B.      The committee includes faculty from a variety of disciplines. Please remember to briefly explain disciplinary terms, contexts, and/or texts to allow all the members of the committee to best understand how your responses address the question.

C.      As you are answering these questions, please keep in mind that students will need to produce work to assess their fulfillment of the related learning outcomes if applicable. 



See the associated teaching guidelines here

See the associated rubric (link not available at current time) 



Please note: The same activity or assignment may serve to demonstrate how students will meet more than one learning objective or the component parts of a learning objective.

Gender– Intermediate 


Race and Ethnicity – Intermediate