Civic Studies Minor - Center for Economic and Civic Learning

CIVIC STUDIES MINOR

Overview: The proposed Civic Studies Minor at Ball State University provides students with an interdisciplinary approach to understanding civic responsibility, ethical leadership, and community involvement. This minor is designed for students across various disciplines who want to enhance their civic knowledge and engagement through a blend of theoretical and practical coursework.
Core Course Requirement (3 credits):

HONR 390, Citizenship, Community, and Leadership: This course, open to all Ball State students serves as the foundation for the minor. It explores the complexities of civic responsibility, community involvement, and leadership within a democratic framework. Students will engage in critical discussions about citizenship, the ethics of leadership, and the significance of community.

CVIC 200 Intro to Civic Studies: Students explore definitions of civic engagement focusing on civic participation, leadership, and community engagement and the impact that each one has on the sustainability of democracy. Reviewing the role of formal and informal political institutions and procedures, students will recognize how the political process foments or deters participation, community organization as well as civic education.
Courses (15 credits): Students will complete at least five courses (15 credits) from one of more cluster, ensuring a well-rounded perspective on democratic engagement and civic studies. The elective courses can be selected from different colleges across the university.

JOUR 101 – Media and Society: Study of the structures and functions of media communications and how they inform, persuade, and entertain audiences. Overview of the evolving relationships among media industries and American society. Focus on advertising, public relations, and news organizations.

SOC 402 Sociological Theory: Focuses upon sociological theories of the nineteenth and twentieth centuries. Modern society, contemporary events, and probable future trends are examined in terms of major sociological theories.

CJC 229 Decision-Making and Ethics in Criminal Justice: This course examines decision-making in the American criminal justice system. Ethical systems are applied to justice system decision-making. An emphasis is placed on ethical practices and concerns impacting the justice system.

COMM 310 Communicating Democracy: Emphasizes the vital role communication plays in America’s democratic processes and considers the interplay between communication and citizenship, public deliberation, media influence, and freedom of expression. Prerequisite: COMM 210 or permission of the department chairperson.

COMM 322 Communication and Popular Culture: Examines popular culture and teaches methods for evaluating the influential appeal of a variety of texts. Focuses on the power, potential, and problems of popular culture. Stresses the importance of using communication theory to understand everyday communication.

NREM 371 Outdoor Recreation and Society: The role of outdoor recreation in modern society. Perspectives ranging from local to global. Examination of the history of outdoor recreation in the United States to the present day, with emphasis on issues in both public and private sectors. May require one weekend field trip in addition to regular laboratory periods.

COMM 404 Political Communication: Examines the nature, forms, and effects of persuasion in organized political campaigns; focuses on the skills needed to create, analyze, and evaluate persuasive messages that emerge from the dynamic process of political campaigning.

GEOG 121 Geography, Culture, and Diversity: Examines and investigates geographical processes and patterns that bring about cultural diversity and stresses the role of human activity in producing cultural landscapes, places and regions. Themes such as spatial variations in language, religion, ethnicity, agriculture, politics, and population are discussed in the light of changes over time and the impacts of globalization.

PHIL 202 Ethics: A discussion of some of the central problems in ethics such as the justification of ethical beliefs, theories of right and wrong, and the conditions of moral responsibility, as well as a discussion of current moral issues.

CJC 211 Race, Gender, and Justice: This course provides an examination of racial-ethnic, gender, and class issues regarding criminal offenders, victims, and functions of the criminal justice system. Focus is given to the development of cultural competency skills and practices.

CJC 333 Policing in a Free and Diverse Society: This course examines issues and developing trends confronting the police institution in the United States and its interaction with the American public, particularly diverse and marginalized groups. Emphasis is placed on the historic development of the police institution as it relates to society and group identity (e.g. socioeconomic status, race, ethnicity, gender, housing and immigration status, etc.). The course also explains how this history informs the present-day issues facing the police in US society and delivery of public safety.

EDST 100: Introduction to Education Systems and Policy: This seminar explores contemporary issues facing the education system in the 21st century. Students will learn about how the PreK-12 school system works, including issues of policy, technology, and school funding. Students will engage critically with topics such as educational equity, technology in education, policy reforms, and the impact of socioeconomic factors on learning. Through readings, discussions, and projects, students will develop a nuanced understanding of the nature of educational systems and policy in the PK-12 context. Prerequisites:

EDHI 102 Introduction to Students as Leaders: Emerging leadership styles. Theoretical and experiential bases for developing leadership skills and ethics through seminars and mentoring. Attention given to defining individual leadership styles and setting developmental goals.

EDTE 370 Technology Policy and Ethics: Examines the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and the policies that affect how technology is realized in schools and their surrounding communities. Addresses the leadership roles necessary for developing enabling conditions for technology integration.

POLS 130 American National Government: The examination of the essential elements of our national government. Emphasis on institutions, policies, and processes.

POLS 270 Political Theory: Introduction to theories, ideas, or ideologies central to the study and practice of politics.

PHIL 215 Philosophy of Race: An introduction to various discourses about race. Topics may include the philosophical analysis of the nature of race, the relationship between race and personal identity, racial justice, and portrayals of race in media.

PHIL 230 – Environmental Ethics: Introduction to and analysis of basic concepts, principles, theories, and issues in environmental ethics.

PHIL 235 – Bioethics: An examination of ethical concepts and theories in biological sciences and health care fields. Topics may include distributive justice, autonomy, privacy, informed consent, research ethics, ethics and reproductive technologies, end of life decisions, and genetic ethics.

SOC 235 Sociology of Gender: Examines women’s and men’s roles in society. Explores how gender intersects with a variety of social institutions including: race, class, religion, the economy, and politics.

PHIL 240 Society, Discipline, and Control: A critical examination of the role of institutional control in contemporary society. Involves philosophical discussion of the impact of institutions such as schools, hospitals, public housing, prisons, and the media on individuals and groups. Also examines the relationships between discipline and control and race, class, gender, and sexuality.

POLS 474 Women and Politics: Survey of women and the political process in the United States, with an emphasis on women and contemporary public policy issues.

POLS 491 Political Violence and Human Rights: Examines topics related to collective political violence—such as genocide, ethno-religious conflict, civil war, and human rights violations—from the perspective of comparative politics, drawing empirical examples from countries in Africa, Asia, Europe, Latin America, and the Middle East.

HIST 202 United States History, 1877 to the Present: Survey of the political, diplomatic, economic, cultural, social, racial, ethnic, and gender issues and key related events that have affected the history of the United States since 1877.

HIST 215 Women in American History: An introduction to the study of women in American history; considers the social and economic status of women at various times, changing conceptions of their roles, attitudes toward women, women’s ideas about themselves, and the women’s rights movement.

PHIL 203 – Social Philosophy: Involves a discussion and clarification of such basic social concepts as liberty, justice, and equality, as well as a critical discussion of such normative issues as how liberty should be distributed and how justice can be maximized.

HIST 413 Post-World War II America: Explores the history of the United States and its people since the end of the Second World War. Particular attention is paid to the various (and sometimes competing) visions of rights and freedoms that diverse sets of Americans expressed, internal changes to the country’s politics, cultures, and economy, and external challenges in the ways the nation engaged with the wider world.

ECON 310 American Economic History/Development From the Civil War to the Present: An economic history of America since the Civil War; subjects usually include: the post-Civil War South, money and banking, the Great Depression and the New Deal,
urbanization, diseases, demographics, the environment and ecology, developments in
transport, industry and agriculture, labor, and the impact of conflicts.

EDEL 100 Education in a Democratic Society: Serves as an initial investigation into teaching and the teaching profession. Participation in civic activities as a way of coming to understand children and various conditions that influence the teaching profession.

EDFO420: Social, Historical, and Philosophical Foundations of Education: Advanced examination of education and the teaching profession, including a focus on becoming a professional educator. Special focus on the historical, philosophical, and sociological aspects of education. Leads students through a reflective critique of our education system and the society of which it is an essential part. Consists of discussions regarding teacher organizations, teaching skills (or pedagogy) and curriculum from an ethical human rights framework in order to reflect upon why an individual may be committed to teaching as a profession.

NREM 390 Honors Colloquium in Natural Resources: Exploration of selected issues in natural resources, with emphasis upon individual projects, study, and discussion.

PLAN 430 Housing and Community Development: Analysis of public programs and market conditions affecting housing and community development, housing supply and demand, finance, the role of government subsidies.
Program Objectives: Upon completing the minor, students will,

Develop a comprehensive understanding of civic responsibility and democratic principles.

Engage in thoughtful dialogue on political and social issues.

Apply civic knowledge to community involvement and leadership roles.

Enhance critical thinking and problem-solving skills related to civic challenges.

Total Credits Required: 15 Credits

This minor equips students with the knowledge and skills necessary to become active, informed, and engaged citizens in their communities.
Ball State University (BSU) faculty are committed to fostering active and informed citizenship among our students. This proposal outlines the creation of a Civic Studies Minor accessible to all BSU students.

I. Civic Studies Minor: The Civic Studies Minor at Ball State University is designed to cultivate informed and engaged citizens through a comprehensive program that combines academic coursework, campus
engagement, community involvement, and a capstone experience. To earn the minor students must meet the following components:
1.
Students must complete 15- elective courses credits from the following options, covering diverse aspects of civic learning:
2.
Campus Engagement: Attend a minimum of four campus events related to civic engagement, such as guest lectures, workshops, or community forums. Reflection Component: Submit a brief reflection for each attended event, connecting the experience to the concepts learned in the program.
3.
Community Engagement: Engage in a minimum of 5 hours of community service or participation in a civic-related project. Reflection Component: Submit a brief reflective essay discussing the impact of the community engagement experience on personal growth and understanding of civic responsibility.
4.

Capstone Experience – Choose One:

Option A: Capstone Project in Civics: Undertake a project that applies civic studies principles to address a real-world issue. This could include organizing a community event, developing an educational program, or collaborating with a local organization. Requirements: Develop a project proposal with clear goals and outcomes. Implement the project in consultation with a faculty advisor. Present the project outcomes in a formal setting.
Option B: Civic Reflection Paper: Write a comprehensive reflective paper exploring personal civic growth and the application of civic studies throughout the program. Requirements: Clearly articulate personal growth in civic understanding. Analyze the connection between academic learning, campus engagement, and community involvement. Demonstrate critical thinking and self-awareness.

5.
Additional Guidelines: Students must maintain a minimum GPA of 2.5 in all certificate coursework. All courses must be completed within a maximum of four academic years.
Conclusion: The Civic Studies Minor integrates academic knowledge with practical experiences, fostering the development of well-rounded, civically engaged individuals prepared to contribute meaningfully to their communities.
Contact Information: For general inquiries, admission details, and transcript evaluation, please connect with an academic advisor.
Advisor:
David J. Roof
Teachers College 839
djroof@bsu.edu
217-721-6741
Civic Studies Minor – Measurable Learning Objectives
Upon completion of the Civic Studies Minor at Ball State University, students will demonstrate a comprehensive understanding of civic engagement, responsibility, and the role of individuals in a democratic society. The program’s measurable learning objectives are designed to assess students’ knowledge, skills, and attitudes in various dimensions of civic learning.
Objectives:

1.
Civic Concepts and Theories: Students will articulate foundational concepts and theories related to civic engagement, demonstrating an understanding of democratic principles and the social, political, and ethical dimensions of civic responsibility.
2.
Students will apply effective community engagement skills, including communication, collaboration, and problem-solving, through participation in community service projects.
3.
Students will demonstrate effective advocacy and communication skills, expressing ideas and opinions coherently, both in writing and orally, on civic issues.
4.
Students will employ critical thinking and problem-solving skills to assess civic challenges, analyze potential solutions, and propose informed, evidence-based recommendations.
5.
Students will exhibit a sense of civic responsibility, recognizing the importance of active participation in democratic processes and understanding their role as responsible citizens.
6.
Students will actively participate in campus events related to civic engagement, demonstrating an ability to connect academic concepts with real-world experiences.
7.
Students will engage in community service or participation in a civic-related project, applying knowledge gained in the program to address community needs.
Capstone Project or Reflection Objectives:
1.
Students will develop, implement, and present a comprehensive capstone project that addresses a civic issue, applying theoretical knowledge to practical situations.
2.
Students will produce a reflective paper that critically assesses personal civic growth and the application of civic learning concepts throughout the program