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5/23/2019 Curriculum Management System

NEW COURSE
ELEVATING STUDENT SUCCESS: As you develop the content, teaching methods, pedagogy, and delivery methods of your
course, keep in mind how your course is culturally responsive, re ects a diversity of voices, and accounts for a wide variety of
learning styles. Learning styles account for one aspect of classroom diversity practices. The presence of cultural diversity in the
classroom is not as much about accommodating students as it is engendering student encounters with diversity. For insights
into the diversity of some of our students, click here (https://www.pdx.edu/profile/snapshot-portland-state).

For resources about how to build diversity into your teaching methods, click here (http://guides.library.pdx.edu/c.php?
g=527355&p=3605346) to access the PSU Library’s guide to Culturally Responsive & Inclusive Curriculum Resources.

The UCC and GC encourages the submission of curriculum proposals at any time, and will act on proposals as they are
received. Departments should be aware, however, of a variety of considerations that will determine whether an approved
proposal will appear in the next catalog and/or Schedule of Classes. OAA recommends that course proposals should reach the
OAA review stage by or around January 15th if they are to have a reasonable chance of appearing in the next academic catalog.

There is no automatic SAVE feature; be sure to SAVE your work often.

College/School and Effective Term


Department
Political Science

College/School
College of Urban and Public Affairs

Effective Term
Fall

Effective Year
2019

General Catalog and Banner Information


Course Pre x
PS

Subject Name
Political Science

Course Number
585

Only enter numerical values in this eld. If you enter the pre x here the system will not allow you to submit your proposal. 

The "Avoid existing course numbers" pop-up window allows you to review a list of currently active course
numbers under that prefix which CANNOT be used in a 'New Course' proposal.

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Catalog Course Title


Conservative Political Thought

(max 100 characters)

Banner Title
Conservative Political Thought
(Provide the short title of the course as you want it to appear in the online schedule of classes. Not to exceed 30 characters.)

Catalog Course
Description

A survey of conservative political thought beginning with the foundational works of Burke
and covering contemporary statements. Coverage of European, British, and American
conservative thought.

(Not to exceed a maximum of 75 words. Include any "expected preparation" as part of the catalog description.)

Will it be a dual-level (slash) course?


Yes

No

Dual-Level (Slash) Course


Dual-Level (Slash) Course Catalog Statement
Also offered for undergraduate-level credit as PS 485 and may be taken only once for
credit.

A separate new course proposal must be submitted for this course number except when adding a new number to an existing course, i.e., adding
a new 400-level course to an existing 500-level course or adding a new 500-level course to an existing 400-level course.

Select a Course

Only use the Add Course option if there is an existing single-level course that is being restructured as a dual-level (slash) course. Use the Add
Course button to show which existing course is being restructured as a dual-level (slash) course.

Will it be cross-listed with another course?


Yes

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No

Credit Hours
Credit Hour Catalog
Statement
4

Minimum Credit
Hours
4

Maximum Credit
Hours
4

Course Prerequisite(s)
If there are NO prerequisites required leave this section blank. (Do not post 'None'.)

Prerequisite Catalog Statement

Select a Course

Prerequisite minimum
passing grade

Is concurrent
enrollment in the
indicated prerequiste
permitted?

Course Corequisite(s)
Corequisites may not include "or" statements (e.g. Course 123 or Course 456) as the student information system cannot enforce such a statement.

Corequisite Catalog Statement

Select a Course

Is course repeatable?
Yes

No

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Grading Option
Letter only

Course intended for


Graduates

Instructional Method
(identify only the PRIMARY instructional method used in the course) (Used by Registrar for coding in Banner.)
lecture

seminar

experiential

activity

discussion

recitation

research

lab/studio

Enrollment Projections
Total needs to equal 100%
Lower Division
Percentage

Upper Division
Percentage

Graduate Percentage
100

Students would take this course as:


(Please note some additional submissions may be required related to speci c categories.)

A community-based learning course

A prerequisite for

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A requirement for a major in

A requirement for a minor in

A requirement for a certi cate in

A requirement for a graduate program in

An elective leading to a program in

An elective contributing to general or liberal education

An elective in a graduate program in

Graduate Program
Political Science, Public Policy, Public Affairs and Policy, Philosophy

A part of a professional program in

A part of a licensure or certi cation program in

A course satisfying a UNST Cluster

Rationale

Reason for the proposal at this time


As for PS 485 proposal, this creates a permanent course number for a course that has been taught twice as a PS
510 generic course.This course has been offered twice as a generic PS 510 offering, once in Spring 2017 and again
in Spring 2019. It is a crucial missing part of the political theory offerings of the department. The enrollment has
justi ed a permanent course number.

Additional Comments

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Syllabus

A syllabus is required (please redact any personal contact information


before posting.)
A Syllabus must include:

Title
Course Prefix and Number
Course description
Prerequisites/co-requisites
A Disability Access Information Statement (https://www.pdx.edu/drc/syllabus-
statement)
A statement (https://www.pdx.edu/sexual-assault/sites/www.pdx.edu.sexual-
assault/files/Syllabus%20Statement%2091418%20for%20Title%20IX%20Reporting%20Obligations%20%2810%29.pdf)
on the Instructor’s obligation to report incidents of discrimination, sexual harassment,
sexual assault, dating/domestic violence and stalking to the University Title IX
Coordinator.
Course Objectives
Student Learning Outcomes
Outline of Course Content (major content topic w/ main subdivisions)
Course Requirements (exams, assignments, papers, etc.)
Required Texts and/or Required Reading List
Method of Evaluation (letter graded or P/NP and calculation of course grade)
Appropriate distinctions in required coursework and method of evaluation for both
undergraduate and graduate students for an UG/GR slash course.

0_PSU_Conservatism_16-17_Appended.docx
(/-/media/Institution/Portland-State/CM/New-Course/4801d5da-563f-46db-
936f-568a4f4591cc/0_PSU_Conservatism_16-17_Appended.ashx?
db=master)

Link to a Secure Copy of the Syllabus


Do NOT use this option if you have attached your syllabus in the previous Syllabus section.

(If you prefer to restrict who can view your syllabus to those who are signed in to an account at PSU, get a shareable link of your syllabus from your
Google Drive which has access restricted to "Anyone at Portland State". Paste your link in the field below.
[For reviewers: you must copy and paste this link into a web browser where you will be prompted to log in using your ODIN username and
password.]

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Diversity Perspectives
(Identify how the course objectives, student learning outcomes and course content re ect a wide range of students and represent a broad diversity
of voices.)

This will enhance diversity of opinion, ideas, and political viewpoint offerings at PSU. Conservative political thought
generally contends that xed group-based identities are both logically and empirically problematic for political
communities. By challenging the "diversity perspective" of group-based identity and victimization/entitlement
approaches to political community, it creates a more universal and inclusive citizenry. It pays particular attention to
the diversity of ideas in a pluralistic society and the variety of voices and learning perspectives that come with this.
This is a major emphasis of the classroom pedagogy in this course. The class will enable students to be culturally
competent in understanding why the "diversity" and "cultural responsiveness" agendas often face determined
opposition from groups for whom this is an alleged bene t, including critiques from black conservatives in the U.S.

Overlap
Please review the joint statement on curricular overlap (https://drive.google.com/file/d/1GDvaYI_trGWEs6hukdAySCRNELLKmbJs/view) for
information on how review of this issue will be handled by the Undergraduate Curriculum Committee and Graduate Council.

If there is potentially shared subject matter with other courses in your department,
check the box here.

If there is potentially shared subject matter with courses in other departments,


check the box here.

Names of contact person(s) with whom you have discussed overlap.


(describe and explain the overlap)

The political theory offerings in Political Science and Philosophy, as well as related normative courses in other
departments, tend to downplay, indeed generally ignore, conservative normative arguments, except as objects of
ridicule. The PS course PS 482/582 Liberalism and Its Critics, which might have some overlap, is generally taught as
a course about the left-wing, not right-wing, criticisms of liberalism. In general,conservative political thought is
entirely absent as a serious subject of study from the courses and curricula in Political Science, not to mention the
rest of the university.

Statements from contact person(s)

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(Identify contact(s) in other department(s) with whom you have discussed this proposal)

Hi Bruce,

The only overlap would be our PHL 447/549 Topics in Social and Political Philosophy. This course is could
potentially focus on conservative political philosophy if a faculty member wished (e.g., the theme next term is
libertarianism), but is obviously much more open-ended.

Hope this helps.

Best,

Alex

Alexander Sager, PhD


Philosophy Department Chair, Undergraduate Adviser, Associate Professor
Portland State University

Tel. 503-725-9893
Website: https://alexsager.com/ (https://alexsager.com/)

Twitter: @aesager

On Thu, Nov 15, 2018 at 8:25 AM Bruce Gilley <gilleyb@pdx.edu (mailto:gilleyb@pdx.edu)> wrote:

Hi Alex – We are applying for a permanent course number for my Conservative Political Thought class, and they may
ask for comments from you on potential overlap with Philosophy classes. I attach the syllabus from last year if you
would have a quick look and send comments on potential overlap – Thanks, Bruce Gilley

Additional documentation: post statements directly attributable to the


contact person(s) with whom you have discussed shared subject matter.

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Instructor Information
Course instructor(s)
full name
Bruce Gilley

Instructor Status
Tenure-related

NTTF

Fixed-Term

Adjunct

Other

Disabled

If other, explain

Faculty with primary


ongoing responsibility
for course content
and review
Bruce Gilley
(if different from instructor above) (must be defined if instructor above is fixed-term or adjunct)

Responsible faculty status


Tenure-related

Other

Teaching and Learning

Course Objectives
(List specific course objectives)

For graduate students, the course objectives go beyond an understanding of conservative political thought and an
ability to show an understanding through the review essays that undergraduates do to attain an ability to critique,
through immanent (internal) analysis, the arguments of the canonical authors treated, as re ected in the different
type of writing assignments conducted,. Graduate students need to be in a position by the end of the course to
critique, integrate, and apply conservative political thought approaches.

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Learning Outcomes
(List specific learning outcomes)

Graduate students learning outcomes are judged by their mastery of conservative political thought so that their
learning outcomes are an ability to unpackage, critique, and then apply any normative set of arguments, in
particular the ability to provide a coherent account of contradictions and inconsistencies that they nd in any
normative discourse. The course is intended to strengthen graduate student capacities in research relating to
political theory and political science. In particular, graduates should by the end of this course have developed the
capacity to analyze and integrate separate contributions to research as part of their education in learning to
conduct literature reviews and snytheses. As such, the graduate writing assignments are designed both to
substantively improve understanding and uency in conservative political thought as well as methodologically to
strengthen capacities in research summary and synthesis.

Student Activities
(describe activities students will engage in to learn material; differentiate undergrad and grad requirements for 400/500 level classes)

Graduate students will write 4 review essays of 8-10 pages each covering parts 1, 2, and 3 (2 essays) of the course
due in weeks 3, 6, 8, and nals week (total 70%). Graduate papers are exercises in “mastery” of the material under
consideration, that is they require the graduate student to apply their own intellectual framework to the writing,
identifying a common theme or a general hypothesis that can be used to interrogate the papers under review. In
addition, Graduate students will meet with the instructor before or after each Tuesday or Thursday class (to be
arranged) for one additional one hour meeting to discuss course content and writing assignments.

Methods of Evaluation
(describe what students will do to demonstrate what they have learned; differentiate evaluation methods to be used for graduate and undergraduate
student for 400/500 level classes)

Graduate students are evaluated based on their ability to write and discuss conservative political theory in its
relation to political theory as a whole. Emphasis is placed on preparation for their eld exams in the masters
program in political science if they are enrolled in that program. 

Graduate students papers evaluations are based on a four-part rubric: (1) accurate and central understanding of the
claims of the readings; (2) ability to formulate an independent framework or theory with which to review the papers;
(3) uency, grammatical style, and professional approach to writing, including selective use of outside citations; (4)
ability to locate the questions and debate under consideration within a wider research practice in political theory and
political science and the relevant research gaps and programs that this suggests.

Diversity Engagement
(describe how the content, pedagogy and method of delivery is culturally responsive and re ects the diversity of voices and variety of learning styles
of students.)

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The notion of "culturally responsive" pedagogy is one that conservative political thought brings into question. It
would be ironic therefore for a course on Conservative Political Thought to pursue "cultural responsiveness" in the
way normally prescribed by dominant left-wing approaches. Instead, the pedagogy of this classroom engages
"cultural responsiveness" through a non-identity based approach in which it is the diversity of intellectual, personal,
individual, and character-based (rather than group-based) characteristics that are stressed and accommodated. In
particular, given the course content, stress is placed in the classroom on the multiple ("culturally diverse") pathways
that students from all walks of life often travel in order to nd their way towards a non-identitarian approach -- and
this comes out in the pedagogy through story-telling in the classroom discussions so that students are able to
link their own interests in conservative political thought to the strands in their individual stories that make this
resonate. FOR EXAMPLE, STUDENTS LEARN TO APPROACH THE CONCEPT OF "SOCIAL PRIVILEGE"  AS A
UNIVERSAL CONCEPT THAT MAY BE MANIFEST IN ANY PERSON IRRESPECTIVE OF GROUP IDENTITY. THIS THEN
LEADS THEM TO A NON-ASCRIPTIVE ENGAGEMENT WITH DIVERSITY IN WHICH THEY LEARN TO APPROACH
"PRIVILEGE" AS MUCH MORE COMPLEX AND NON-OBVIOUS PHENOMENON THAN IS ASSUMED BY THOSE ON
THE CULTURAL MARXIST LEFT. To the extent that students bring different learning styles into the classroom due to
different cognitive or social factors, the instructor in this class, as with all classes, assesses these on a case by case
basis. One cannot predict in advance the teaching needs of different students simply with reference to their skin
pigmentation. The instructor of record for this course has proven effective in a variety of student settings by
responding to students needs on an individual basis.

Resources
Disciplinary Librarian
for the
department/program
Michelle Desilets

Librarian Resources Discussion


(Mandatory: post statements directly attributable to the contact person(s) with whom you have discussed library resources. You may attach
documentation.)

No response received to 21 September 2018 email requesting comment. 

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Librarian Resources Documentation

Are the technological


resources adequate

Describe adequacy of technological resources

adequate

Are there any additional costs to students beyond tuition and textbooks
(e.g. course-specific fees and materials costs)
Yes

No

Curricular Purpose

Educational purpose of adding this course to the department's curriculum


(describe briefly)

Same as for PS 485 course proposal

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Place in the University's curriculum

Serves as an elective for graduate students enrolled in both the political science master’s program as well as other
master’s programs in the Hat eld School.

Proposal prepared by
Name
Bruce Gilley

Email
gilleyb@pdx.edu

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