General Education

The composition sequence is WRIT 100 or WRIT 101 or HON 101 in the fall semester, and WRIT 102 or LIBA 102 or HON 102 in the spring semester. Students must pass either WRIT 100 or WRIT 101 before attempting 102. WRIT 100 and WRIT 101 fulfill the same requirement for first-semester writing. Students may take either 100 or 101, but not both. 

WRIT 100. Introduction to College Writing. Prepares students to write in college by focusing on writing as a process for a variety of contexts and audiences. Develops information literacy, awareness of conventions, skills of inquiry, exploration, and argumentation. Includes frequent conferencing with instructors and multimodal writing presented in ePortfolios. Students may not receive credit for both WRIT 100 and WRIT 101.

WRIT 101. First-Year Writing I. Prepares students to write in college by focusing on writing as a process for a variety of contexts and audiences. Develops information literacy, awareness of conventions, skills of inquiry, exploration, and argumentation. Includes multimodal writing presented in ePortfolios. Students may not receive credit for both WRIT 100 and WRIT 101.

Both 100 and 101 teach the same learning outcomes:

• learning a writing process,
• engaging in exploration and argumentation,
• writing for a variety of purposes and audiences,
• conducting research, and
• producing writing free of serious grammatical errors. 

These courses usually include three written essays, an in-class writing assignment, and a multimodal project, collected in an ePortfolio.  Although students in WRIT 100 write one less essay than students in 101, the main difference between 100 and 101 is class size: WRIT 100 is limited to 15 students who have more one-on-one conferencing with their teacher. 

WRIT 102. First-Year Writing II. Writing processes, skills of inquiry, exploration, and argumentation, with special emphasis on research, information literacy, and writing for a variety of contexts and audiences. Includes multimodal writing presented in ePortfolios. WRIT 102 teaches the same outcomes as 100/101, but with an emphasis on research and information literacy. The readings in WRIT 102 sections are now themed: Writing about Business, Writing about Environmental Sustainability, Writing about Food, and Writing about Pop Culture. Prerequisite: Writ 100 or Writ 101 or HON 101.

LIBA 102:  First-Year Seminar. Students build on the formats and expectations of college readers established in WRIT 100 or 101, expanding writing processes, skills of inquiry, exploration, and argumentation. Special emphasis on research, information literacy, and writing for a variety of contexts and audiences. Includes multimodal writing in ePortfolios. Taught in seminar format and organized around one disciplinary research theme. For detailed course descriptions, please visit the Department for Writing and Rhetoric. Prerequisite: WRIT 100 or WRIT 101 or HON 101.

Ancient Languages

The Department of Philosophy and Religion offers Biblical Hebrew

Biblical Hebrew Sequence
Hbr 110 (3 hours) -> Hbr 111 (3 hours) -> Hbr 211 (6 hours)

The Department of Classics offers language courses in ancient Greek and Latin that will fulfill this requirement. No previous experience with either language is necessary.

Ancient Greek Sequence:
GR 101 (3 hours) → GR 102 (3 hours) → GR 201 (3 hours) → GR 202 (3 hours)

Latin Sequence:
LAT 101 (3 hours) → LAT 102 (3 hours) → LAT 201 (3 hours) → LAT 202 (3 hours)

The Latin and Greek introductory sequences are designed for students who are beginning the study of ancient Greek and Latin. The basic Greek courses introduce students to ancient Attic Greek, rather than the later Koine Greek of the bible.  For both languages, a grammar-based approach is used to help students read; one corollary of this approach is that it addresses issues of English grammar that students may never have encountered previously. These texts, which the students use for four semesters, are Wheelock’s Latin, 7th ed., and Alpha to Omega, 3rd ed.

GR 101 / LAT 101. Introduction to Greek I/Introduction to Latin I. In GR 101 and LAT 101, students study chapters 1 through 13 of the basic grammar texts.

GR 102 / LAT 102. Introduction to Greek II/Introduction to Latin II. In GR 102 and LAT 102, students complete Chapters 14-28. In a typical class, the instructor might explain a new grammar concept, the students would get some practice at reading Greek or Latin aloud, and they would all translate sentences or short passages, explaining the grammar of the words in their assigned sentences.

GR 201 / LAT 201. Intermediate Greek I/Intermediate Latin I. In GR 201 and LAT 201 (intermediate year), students continue with the grammar texts, completing them during this term. These courses also focus on reading longer passages in ancient Greek and Latin.

GR 202 / LAT 202. Intermediate Greek II/Intermediate Latin II. In GR 202 and LAT 202 , students read unadapted passages from ancient authors and continue to solidify their understanding of grammar.  The instructors may assign a variety of texts, from various authors and periods, but also may focus on the works of a specific author. At this level, students will regularly practice reading at sight passages of Latin or Greek that they have not previously studied. They also might write a short paper or two on a literary or cultural topic. Students who complete these four semesters are ready for a Latin/Greek 300 level course — a focused study of a specific ancient author or genre of literature.

Modern Languages

The Department of Modern Languages offers language training in Arabic, Chinese, French, German, Italian, Japanese, Korean, Portuguese, Russian, Spanish, and Swahili for the completion of the general education requirement in a modern or ancient language. Various sequence options are available in languages offered by the Department of Modern Languages. The option which a student chooses depends first on the language and then on the amount of high school instruction the student has had in the language.

Arabic Sequence:
ARAB 111 (5 hours) → ARAB 112 (5 hours) → ARAB 211 (6 hours)

Chinese Sequence (Flagship Track):
CHIN 111 (5 hours/summer) → CHIN 112 (5 hours/summer) → CHIN 211 (5 hours) → CHIN 212 (5 hours)

Chinese Sequence (Regular Track):
CHIN 111 (5 hours/fall) → CHIN 112 (5 hours/spring) → CHIN 201 (3 hours) → CHIN 202 (3 hours)

French Sequence:
FR 111 (6 hours) → FR 211 (6 hours)

German Sequence:
GERM 111 (6 hours) → GERM 211 (6 hours)

Italian Sequence:
ITAL 101 (3 hours) → ITAL 102 (3 hours) -> ITAL 201 (3 hours) → ITAL 202 (3 hours)

Japanese:
JAPN 101/103 (4 hours) → JAPN 102/104 (4 hours) → JAPN 201/203 (4 hours) → JAPN 202/204 (4 hours)

Korean Sequence:
KOR 111 (5 hours) → KOR 112 (5 hours) → KOR 211 (5 hours) → KOR 212 (5 hours)

Portuguese Sequence:
PORT 101 (3 hours) → PORT 102 (3 hours) → PORT 201 (3 hours) → PORT 202 (3 hours)

Russian Sequence:
RUSS 111 (6 hours/Fall) → RUSS 211 (6 hours/Spring)

Spanish Sequence:
SPAN 111 (6 hours) → SPAN 211 (6 hours)

Swahili Sequence:
SWA 101 (3 hours) → SWA 102 (3 hours) → SWA 201 (3 hours) → SWA 202 (3 hours)

American Sign Language

The Department of Communication Sciences & Disorders offers language training in American Sign Language (ASL) used by the Deaf Community.

American Sign Language (Option 1):
ASL 101 (3 hours) → ASL 102 (3 hours) → ASL 201 (3 hours) → ASL 202 (3 hours)

American Sign Language (Option 2):
ASL 111 (6 hours) → ASL 211 (6 hours)

The humanities help us understand and interpret the human experience and provide core skills of reading, thinking, speaking, and writing. Students learn how to grapple with difficult issues and big ideas, act ethically, become adept at evidence-based arguments, and experience the positive power of diverse perspectives. As the humanities offer insight into nearly every aspect of life, they have been considered an important part of a well-rounded education and to informed citizenship since ancient times.

___________________________________________________

The Department of English offers seven literature survey courses at the 200 level: ENG 220, 221, 222, 223, 224, 225, 226. No other English course will meet this requirement, including Eng 299. Transfer courses designated ENG 22x (not ENG 2xx) will satisfy this requirement.

All survey courses develop students’ understanding of literary forms and movements in literary history. Survey courses:

• introduce students to the basic emphases of literary study, exposing them to different genres and methodologies and building for them a vocabulary for the critical discussion of literature.
• learn to recognize and discuss key literary works within each course’s historical range and set of national and cultural traditions. 
• allow students to explore the complex relationships between a text and its contexts, seeking to understand what inspired people to create, remember, and read literature.
• encourage students to consider why we read old and new literatures and what value they have for us today.
• teach students analytic techniques for critical reading, thinking, and writing about texts of all kinds.

ENG 220. Survey in Literary History. English 220 surveys a topic in literary history across multiple centuries and cultures. Examining genres such as poetry, fiction, and autobiography, students learn how literature has shaped and been shaped by fields of human knowledge and experience. Topics vary by semester. Recent examples included: Literature of the Future(s), Cult Literature, Literature for Leaders, Literature and Leisure, What Literature can Teach us About Love, Wild(ish) Literature and the Environment, Literature and Wellness.

ENG 221. Survey of World Literature to 1650. English 221 explores the global foundations of literary expression. Students survey texts from ancient times to the rise of modernity, and sample readings from such sources as Sophocles, Homer, the Hebrew and vernacular bibles, the Bhagavad Gītā, Confucius, Arabian Nights, and Shakespeare. Throughout, students consider the role of literature in creating human societies.

ENG 222. World Literature after 1650. English 222 introduces students to the wide array of literary works produced on almost every continent of the world. Covering a variety of genres—short stories, poems, film, etc.—from Europe, Africa, Asia, Australia, and the Americas, the course investigates the work of world literatures in promoting, complicating and reinforcing relationships between peoples from the rise of modernity to today. Students examine the unique qualities of texts produced by different cultures and practice strategies for studying world cultures through literature. Possible authors include Voltaire, Fyodor Dostoevsky, James Joyce, Joseph Conrad, Chinua Achebe, Jamaica Kincaid, and Arundhati Roy.

ENG 223. American Literature to the Civil War. English 223 surveys American literature from its beginnings (variously defined), through colonization and the American Revolution, and finally to the mid-nineteenth century and the Civil War, paying particular attention to historical and cultural influences. The course engages how various groups and cultures used writing to express and debate what it meant to be a community in changing and uncertain times, and charts the contested development of a national identity. The class complicates any singular idea of “America” by considering texts and experiences other than those produced by Europeans and their descendants, including works by Native Americans, Latin Americans, and African Americans. Possible authors include Anne Bradstreet, Benjamin Franklin, Samson Occom (Mohegan), Phillis Wheatley, Henry David Thoreau, Emily Dickinson, and Edgar Allan Poe.

ENG 224. American Literature since the Civil War. English 224 provides an overview of the trends and literary movements that shaped U.S. America from the Civil War to our contemporary period. Questions of cultural belonging, social participation, and political citizenship have been and continue to be in the foreground of this nation. Students examine how U.S. writers sought to engage with these questions through literature—a powerful and problematic tool.  Ranging from the rise of realism through naturalism, modernism, postmodernism, and beyond, the course covers established movements and major authors, but it also showcases its many other dynamic if less well-known developments and voices. Students read a variety of genres by Americans of diverse backgrounds, such as Charles Chesnutt, Mark Twain, Kate Chopin, Langston Hughes, F. Scott Fitzgerald, Tennessee Williams, William Faulkner, Audre Lorde, Maxine Hong Kingston, Sandra Cisneros, Sherman Alexie, and Toni Morrison.

ENG 225. Survey of British Literature to 18th Century. English 225 provides a broad survey of British literature from its Medieval beginnings through the Renaissance and Early Modern periods and into the Enlightenment and Romantic eras of the eighteenth century. Students explore how English literature reflects and shapes historical shifts (political, economic, social, religious, and linguistic) and how writers used language, genre, and persona to experiment with new possibilities for personal and national identity. Possible texts and authors include Beowulf, Geoffrey Chaucer, Shakespeare, Milton’s Paradise Lost, Aphra Behn, William Blake, and Olaudah Equiano.

ENG 226. Survey of British Literature since Romantic Period. English 226 considers the development of English literature from the Romantic period to the early twenty-first century, tracing important intellectual, social, and aesthetic issues as they change over the period and across Britain and its colonies. It begins with the end of Romanticism, then across the industrialization of England and the expansion of science in the 1800s, into the world wars and imperial fragmentation of the 1900s and today. Possible authors and texts include Frankenstein, Jane Austen, Charles Dickens, Oscar Wilde, Virginia Woolf, Kazuo Ishiguro, and Zadie Smith.

The humanities help us understand and interpret the human experience and provide core skills of reading, thinking, speaking, and writing. Students learn how to grapple with difficult issues and big ideas, act ethically, become adept at evidence-based arguments, and experience the positive power of diverse perspectives. As the humanities offer insight into nearly every aspect of life, they have been considered an important part of a well-rounded education and to informed citizenship since ancient times.

__________________________________________________

Although any history course will fulfill this requirement, the Department of History recommends that students fulfill the BA requirement by taking courses at the 100-level. Freshmen are not allowed to register for the upper-division history courses (300-level or above courses). Students must have the permission of the department in order for a history research seminar at the 400-level to fulfill this requirement.

European History

Hst 120. Introduction to European History to 1648. The purpose of this course is to introduce students to the main political, social, and cultural developments in Europe from the Classical Era to 1648. Students are encouraged to acquire a clear understanding of the important people, places, and events that influenced the course of historical change, and to develop their ability to interpret and analyze sources that shed light on the diversity of experiences of those who lived in the past.

Hst 121: Introduction to European History since 1648. The purpose of this course is to introduce students to the main political, social, and cultural developments in Europe since 1648. Students are encouraged to acquire a clear understanding of the important people, places, and events that influenced the course of historical change, and to develop their ability to interpret and analyze sources that shed light on the diversity of experiences of those who lived in the past.

American History

Hst 130: Introduction to US History to 1877. This course introduces the major themes and events in the history of the United States from the initial confrontations of native peoples with Europeans on the North American continent through the conclusion of Reconstruction following the American Civil War. Throughout the semester, students will focus attention on the evolution of American nationalism – that sense of being American, of constituting a new nation populated by a new people. In addition to exploring how such a diverse people created that sense of commonality necessary to American nationalism, students will also question how those Americans responded when challenged by various groups to improve or expand their sense of national identity, of what it meant to be an American.

Hst 131: Introduction to US History since 1877. This course introduces the major themes and events in the history of the United States from the nation’s emergence from Reconstruction to the present. Throughout the semester, students will follow two essential themes that characterized American development during this period: first, students will study the successes and failures of capitalism as a defining characteristic of American business and society, beginning with the industrial and incorporation revolutions of the late nineteenth century to the challenges posed by the global economy; and secondly, students will explore how the nation has responded to repeated social and political confrontations, which are labeled “the challenge of the minority,” however that minority might be defined. These challenges are particularly important in our history for they mark periods of social activism wherein the very concept of what it means to be an American has been called into question. This activism was usually sparked for the purposes of reforming and improving the nation, although it was never easy for those being criticized to recognize it at the time.

History of Other Regions

Hst 150: Introduction to Middle Eastern History. This course aims to provide a basic frame of reference to the Middle East region and to Islam through a survey of a number of key themes and their historical background. Students will be expected to develop the ability to apply this newly acquired knowledge to a critical reading of popular representations of the Middle East. Themes surveyed will include the basic tenets of Islam as a religion, Sunni/Shi’I split, gender, Islamic law and many others.

Hst 160: Introduction to Latin American History. This course introduces students to the major issues in the history of Latin America (Spanish and Portuguese speaking countries) from its indigenous roots to the present day. Lectures and readings proceed chronologically and are subdivided into three major periods: colonial Latin America, 19th century, and 20th century. Specific topics may include indigenous roots; encounter, conquest, and colonization; colonial economy and society; imperial crisis and independence; state formation in the 19th century; the end of slavery and immigration; social conflicts and nationalism; industrialization, development, democracy, and populism; the Cold War in Latin America; drugs and violence, poverty and crime.

Hst 170: Introduction to African History. In this course students will examine the history of Africa since about 1600. The course begins with a review of slavery in Africa and the Atlantic slave trade and the subsequent shift to ‘legitimate trade’ – the shift to an export economy not tied to slaves. From there students will discuss the origins of imperialism and the European conquest of Africa, with particular attention to Africa’s economic and social changes. In the final weeks of the course students will examine the process of decolonization and the challenges faced by Africans in the years since independence.

Hst 180: Introduction to East Asian History. This course deals only with East Asia: China, Japan, and tangentially Korea. It is a region, which despite its different forms of government and society today, has a common cultural heritage that distinguishes it from Southeast or South Asia. The course begins in the 17th century, the last flowering of the traditional world, and follows the very different histories of China and Japan through the 20th century. The course will be concerned with such issues as the breakdown of traditional Chinese civilization, Japanese modernization, Western imperialism in Asia, Japanese militarism, the rise and development of Chinese Communism, US-East Asia relations. Each student will gain at least a fundamental understanding of some of the characteristics of East Asian history and civilization.

The humanities help us understand and interpret the human experience and provide core skills of reading, thinking, speaking, and writing. Students learn how to grapple with difficult issues and big ideas, act ethically, become adept at evidence-based arguments, and experience the positive power of diverse perspectives. As the humanities offer insight into nearly every aspect of life, they have been considered an important part of a well-rounded education and to informed citizenship since ancient times.

__________________________________________________

African American Studies

Any AAS course will fulfill this requirement. Below are the two introductory courses.

AAS 201. African American Experience I. This course is a multidisciplinary study of the African American experience, with emphasis on historical, sociological, cultural, economic, and social-psychological issues in the study of African Americans.  The objective is to present a general picture of the African American experience and to reflect the principles, concepts, and ideas of this experience through the voices of African Americans.

AAS 202. African American Experience II.  This course is a survey of the African American experience using the study of culture and the arts as a major focus.  Students will survey the events and social forces that have come to define contemporary African American life.  We will use a social scientific perspective to study major themes that have shaped black culture and characterized the black experience.  We will study a diverse mix of academic and popular texts, from classic works to contemporary additions, autobiographies to ethnographies, essays to documentary film.  Far-reaching topics such as the impact of employment and black family structures, what black hair styles reveal about the complex relationship between African Americans and whites; and how rap music represents both freedom of expression and police repression will all be explored. Finally, we want to discover truths­ about the African-American experience that are best revealed through triangulation.

Classics

Any CLC course will fulfill this requirement. Below are the introductory (100-level) courses.

CLC 101. Introduction to Greek Civilization. This is an introductory survey course on the history, literature, art, architecture, government, and thought of ancient Greece.  The course generally covers Greek civilization from its rise in the Bronze Age through the Hellenistic Age and the death of Alexander the Great.  However, much of the course naturally is grounded in providing a better understanding of the Classical Age and the cultural, political, and artistic achievements of the Athenians.

CLC 102. Introduction to Roman Civilization. In addition to learning about the beginnings of the Roman Empire and the Romans’ empire-building process through art, history, and literature, students will also learn about pre-Roman Italy and the world of the Etruscans.  The everyday life of Romans in Italy and throughout the empire, as well as the lives of the elite, will be investigated.

CLC 103. Women in Antiquity (cross-listed with G ST 103). Over the last 25 years, archaeologists and classicists have realized that women’s lives and experiences in ancient Greece and Rome can be recovered to some extent through a careful reading of ancient literature in translation, and by studying the art, architecture, and culture of ancient Mediterranean.  Considering issues of gender identity in the context of ancient Greece and Rome enables the beginning class not only to appreciate the cultural construction of male and female identity, but also to learn more broadly about the ancient world.

CLC 104. Sports in the Ancient World (cross-listed with ES 104). What are the origins of modern competitive sports?  When and why did ancient Greek men begin to compete in individual competitions?  What did their athletic prowess mean, and how was it rewarded?  Students will explore the world of ancient athletics and discover that the Olympic Games and other Panhellenic competitions were not secular activities but dedicated to Zeus and other gods.  Through the study of ancient Greek and Roman literature in translation and the architecture and art of athletics, they glimpse the complex world of the ancient athlete and his culture context.

CLC 105. From Myth to Film. The films that draw on ancient myth and the mythic figures of ancient history are countless. This course considers how ancient source material is translated to film, and sometimes how filmic adaptations can reveal new ways of thinking about the ancient sources. Expect both selections from ancient authors and the movies themselves to be your texts for this course.

CLC 106. Classical Mythology. This course provides a general introduction to the myths of the Greeks and Romans through ancient literature in translation and art.  From the origins of the cosmos, to the Olympian gods, and the numerous myths of Greek and Roman heroes, the course provides a better understanding of the myths themselves as well as ways these myths have been subsequently used and viewed through the ages.

CLC 107. Ancient Cities. This introductory survey of the urban centers of the ancient Near Eastern, Egyptian and Mediterranean worlds will begin with the earliest known settlements, ca. 7000 B.C., and trace urbanization as far as Imperial Rome and, finally, Constantinople (ca. A.D. 400). Emphasis will be placed on comparing the characteristics of urbanism and the archaeological evidence for urbanization in different cultures of the ancient Mediterranean.

Environmental Studies

Only ENVS 101 will satisfy this requirement.

ENVS 101. Humanities and the Environment. This is an interdisciplinary course designed to introduce students to classics of modern environmental literature, questions of environmental ethics, issues of interaction between humans and their environment, and broad trends in environmental history. It is mandatory for the Environmental Studies minor, and open to other students as well. Students’ personal reflections, analysis, and engagement concerning environmental questions are essential to the success of the course. A representative reading list should include works from among the following: Rachel Carson, Silent Spring; Jared Diamond, Collapse; Aldo Leopold, Sand County Almanac; Michael Pollan, The Omnivore’s Dilemma; Roy Rappaport, Pigs for the Ancestors; Janisse Ray, Ecology of a Cracker Childhood; H.D. Thoreau, Walden.  Plus field trips, library reserve readings, essays, poems, etc., at the discretion of the professor.

Gender Studies

G ST 201, 202, 301, 304, 333, 350, 353, 391, and 402 will fulfill the humanities requirement.  In addition, gender studies courses that are cross-listed with African American studies, classics, English, modern languages, philosophy, or religion courses will also satisfy this requirement.

G ST 201. Women, Gender, and Society. This course is interdisciplinary, drawing from such areas as sociology, history, political science, communications and literature.  Students will examine women’s identities, roles, and statuses, with an accompanying awareness of how “manhood” is socially constructed in different cultures and historical periods.  The class will analyze how markers of one’s identity besides gender, such as race, class, ethnicity, sexual orientation, age, and ability, includes one’s experiences in culture.  Students will focus on different dimensions of women’s (and men’s) lives, including socialization, images in the media, education, intimate relationships, the workplace, violence against women, and religion.  This class is valuable to two kinds of students: (1) general education students who need a humanities requirement and are interested, in particular, in interdisciplinary approaches; (2) students who are considering or are enrolled in a gender studies minor.

G St 202. Introduction to Queer Studies. This introductory class will examine and complicate gender and sexuality as categories of identity.

G St 301. Topics in Gender and Culture. This course is a study of gender roles within traditional and popular culture. The specific content of the course may vary in different semesters. Possible emphases might include women in the arts, women in film, women in the media, and women in popular culture. Prerequisite: 24 earned hours.

G St 304. Men, Women, and Greek Life. This course considers how issues of gender play out in the unique cultural institutions of fraternities and sororities, including the history and current nature of the Greek system, and considers how how these institutions address sexual orientation, hazing, body image, and sexual assault.

G ST 333. Gender Theory. This course is a survey of gender and feminist theories, primarily those generated out of the women’s movement in the Western world over the last 30 years.  The course highlights the different schools of feminism and analyzes the relevant issues and debates.  Students will read theories that: (a) describe and analyze women’s and minority groups’ oppressions; and (b) provide strategies for social change. Students read these theories within the contexts of different stages of the feminist and other social movements, primarily focusing on the United States.  Students who have had at least one gender studies class will likely be more comfortable with the more challenging readings in this course. This class is also a key course for minors in gender studies. This course has a prerequisite of G ST 201.

G St 350. Gender and Sexuality in Cinema. This course examines films across a variety of popular genres, such as horror, comedy, melodrama, science fiction, exploitation cinema, and documentary with specific attention to how depictions of femininity, masculinity, and sexuality intersect with categories such as race, ethnicity, and class. Students will learn key concepts used by scholars in gender and sexuality studies as well as interdisciplinary strategies drawn from fields across the humanities, in order to analyze films from a variety of contexts and, on a broader level, strengthen their abilities to synthesize information and apply learned concepts to their work as critical thinkers and writers.

G St 353. Gender and Sexuality in the Media. This course teaches students to examine and analyze how representations of gender and sexuality have or have not changed over time. This exploration will include theoretical readings and analysis of television, film, music & music videos, broadcast and print journalism, magazines, advertising, social media, comic books, graphic novels, anime, user-generated online content, and online gaming. Prerequisite: 24 earned hours.

G St 391. Women, Gender & the Environment. This class examines environmental issues through the lens of gender and its intersections with race, class, ethnicity, sexuality, and nationality.

G St 402. Advanced Queer Studies. This course investigates ongoing theoretical and cultural issues in queer studies. Focuses of the course may include theories of embodiment, the relationship of gender to sexuality, the politics of transgender identity, and issues of normativity as they relate to gay and lesbian assimilation. Students will apply these theories to cultural phenomena in the culture at large. Prerequisites: G St 201 or 202; 24 earned hours

Interdisciplinary LIBA course

The College will allow interdisciplinary transfer courses to count for this requirement - Liba 202, 312. LIBA 305 is taught at UM.

LIBA 305. Humanities and the Experience of War. In this course, students engage with the experience of war, both in the field and on the home-front, through humanities texts that may range from ancient epic poetry and monuments, to 20th and 21st century art, novels, essays, and films. They are invited to connect contemporary experiences (perhaps even their own) to those of warriors and their families and communities across the centuries. The course is designed both for student veterans and military connected students, and for students who wish to better understand those whom war has affected directly.

Philosophy & Religion

Any philosophy or religion course will fulfill this requirement. Below are the introductory (100-level) courses.

PHIL 101. Introduction to Philosophy. Philosophy 101 is a general introduction to philosophy.  Instructors choose their own texts and their own approach.  Typically the course is a survey of major philosophical questions, a history of philosophy, and/or the major divisions of the discipline (e.g., ethics, political philosophy).  Here is an example of one approach: “Is belief in God rational? Are rationality and religious faith consistent? What is knowledge, and are we capable of it? What is the relationship of mind to body? What is free will, and do we have it?”

PHIL 102. Introduction to Professional Ethics. Philosophy 102 is a general introduction to major ethical theories and a consideration of how those are best applied to the real world. Instructors choose their own texts and their own approach. Typically the course begins with a broad overview of traditional moral theories, followed by an exploration of how well these theories can help address typical challenges faced by professionals. But the course also looks carefully at the unique kinds of moral dilemmas faced by those in professions such as law, business, medical research, advertising, journalism, and the military.

PHIL 103. Logic: Critical Thinking. Philosophy 103 is a general introduction to logic as an art of critical thinking.  Like the other surveys, instructors choose their own approach and texts.  Students are introduced to the concepts and practice of formal and informal reasoning, deduction and induction.  Typical of the approaches to logic: a study of “various techniques for representing and evaluating arguments and reasoning… learn to recognize common mistakes in reasoning, and try to understand why poor reasoning can seem so convincing.”  This course puts much more emphasis on problem-solving since it is a skills course.  Usually, there is required daily homework as well as periodic tests.

PHIL 104. Contemporary Moral Issues. This course introduces students to major ethical questions in politics and society, examining fundamental arguments on issues such as health care, advertising, pornography, abortion, animal testing, and immigration.

Phil 105. Dungeons, Dragons, and Philosophy. This course introduces students to philosophy through popular fantasy roleplaying games. Students will learn about classic philosophical debates concerning knowledge, mind, personal identity, free will, and ethics through reading, writing, and class discussions. In addition, students will play a short roleplaying adventure confronting them with a series of thought-experiments and ethical dilemmas designed to help them practice applying philosophical concepts and develop their critical thinking skills. Along
the way, students will also explore philosophical issues about fantasy roleplaying games themselves, such as the value of games, the ethics of simulated violence and traumatic themes, and issues of diversity and inclusion. No prior experience with philosophy or roleplaying games is required. 

REL 101. Introduction to Religion. Religion 101 is a general introduction to religion and religions across the world.  Similar to PHIL 101, instructors choose their own texts and their own approach.  Typically the course includes a survey of major world religions as well as so-called primal religions such as African indigenous religions and Native American spirituality.  Students may explore the basic beliefs, deities, personalities, life rituals, and holy days of the different religions.  They may assess the commonalities of all religions as well as their differences.

REL 102. Introduction to Asian Religions. This course introduces you to the religious and philosophical traditions that arose in ancient India, China, and Japan. We will study Hinduism, Jainism, Buddhism, Daoism, Confucianism, and Shinto in their historical and cultural contexts to look at the essential beliefs, philosophical ideas, religious practices, and artistic expressions. Themes to be covered are myths and creation, life and death, the self and the divine, humankind and nature, rituals, yoga and meditation practices, self-cultivation, enlightenment and liberation. Without requirements for previous study or personal knowledge of the languages, cultures, and histories of Asia, this course provides a convenient starting point for those who want to explore Asian cultures.

REL 103. Introduction to Judaism, Christianity, and Islam. Approximately half of the world’s population identifies as a monotheist. This course provides a thematic survey of three prominent monotheistic religions that originated in the Middle East, known collectively as the Abrahamic religions (or traditions)—Judaism, Christianity, and Islam. We will examine their historical origins and development as well as their monotheistic worldview, primarily through the lens of their sacred texts (and later interpretations of these sacred texts). We will also take a look at the rituals, ethics, and sacred space/objects that characterize each of them. We will also examine the leadership and other loci of authority in each religion as well as the impact of these religions on political discourse, including the use of violence to achieve political ends.

Southern Studies

Any 100-level Southern Studies course will fulfill this requirement.

S ST 101. Introduction to Southern Studies I. This course begins with a historical survey of the U.S. South and then widens its approach to include multiple perspectives: literary, cultural, intellectual, musical, political.  Course objectives include introducing students to interdisciplinary study and providing them with opportunities to discuss, both orally and in writing, their observations about the South that surrounds them.

S ST 103: Southern Mythologies and Popular Culture. This course will explore multiple mythic visions of the American South, using popular writing, advertising, music and music videos, film, and other visual media to identify stereotypes and mythologies and to analyze how those representations have been constructed and circulated.

S ST 104: The South and Race. This course examines historical and contemporary dimensions of racial and ethnic relations in the U.S. South. Students will think through their own identities, experiences, and beliefs as they learn how to approach the subject of race and ethnicity from a critical perspective.

S ST 105: Introduction to the South and Food. This course will explore Southern culture and identity through the lens of foodways – what people eat (or do not eat), why and how they eat what they eat, and what it means. Studying foodways offers insight into everyday life, ritual, social interactions, and other cultural phenomena.

S ST 106: Introduction to Southern Documentary. This course will survey documentary practice in the American South. Students will explore the history of documentary treatments of the region from the late 1800s; the use of various documentary methods, tools, and media; and contemporary efforts to document life in the South.

S ST 107: Intro to Gender & Sexuality in the South. This course will explore the history and meanings of southern masculinities and femininities, manhood and womanhood, that appear in popular culture, media, and historical memory. Students will critically look at the history of these images and the purposes they have served across time and in the present.

S ST 108: Music and Southern Society. This course explores the role of music in society in the American South, both in the past and present.

S ST 109: Rights and Southern Activism. This course focuses on the South, past and present, through the lens of civil rights, human rights, and forms of activism. Students analyze the region through its activists, understanding the problems they addressed, the language and strategies they used, the opposition they faced, and the connections among activists.

S ST 110: Slavery and the University. This course will analyze how university histories intertwine with the history of slavery, will use the University of Mississippi as its primary site of research and inquiry, and will examine the legacy of slavery at this and other universities.

S ST 118. Introductory Topics in Southern Music.  The focus for this course varies but surveys the history of a particular genre and examines a series of examples of it. Possible topics include the blues, country, jazz, rap, bluegrass, gospel, rock, and R&B.

The fine and performing arts give us a tangible way to experience human emotion, experience, and condition. Exposure to the arts teaches students about culture, and about the way that different cultures express themselves through the various mediums. These courses provide a breadth of knowledge in the arts by teaching students to comprehend fundamental concepts, theories, and methods, and to apply these to the creative practices and techniques of art, film production, music, and theatre. This requirement promotes students’ critical and creative thinking skills, and prepares them to meaningfully engage in arts and culture in their community.

___________________________________________________

Interdisciplinary

The College will allow interdisciplinary transfer courses to count for this requirement - Liba 204, 314.  Liba 130 is taught occasionally on our campus.

LIBA 130. Introduction to the Fine Arts, emphasizes the concepts that the different art forms share and the role of the arts in society with an examination of the vocabulary, composition, history, and shifting trends unique to these forms of expression. It is designed for students to develop a lifelong curiosity about the arts and to understand the arts vital role arts in society.  

Art and Art History

Only art history courses will fulfill this requirement, not art studio courses.

AH 101. Introduction to Western Art. This course is an introductory survey of painting, sculpture, and architecture in the Western world. It is designed to introduce students to the study of various styles of Western art. Students will: analyze the basic vocabulary of visual elements (line, shape, light, value, color, texture, mass, and space) and principles of design (proportion & scale, unity & variety, balance & rhythm, and emphasis & focal point); recognize and discuss the materials (media) used to make art; and place works of art in their historical context. Writing Assignment EXAMPLE: “Drawing upon the knowledge that you have gathered through lectures and your reading in the textbook, Understanding Art, examine and report on a single work of art that you viewed at the University Museums here on campus.” Special note: This course will not count toward the art major.

AH 102. Introduction to Non-Western Art. This is an introductory survey of the art of non-Western cultures including monuments and cultural artifacts. It addresses art in context to identify the social, political, economic, and religious forces that influenced its production, significance, use, and meaning. The study of non-Western art requires attention to various religious and ritualistic practices. Students are challenged to examine their often-overlooked relationship to the non-Western world. Special note: This course will not count toward the art history major.

AH 201. History of Art I. This course provides a survey of art history from prehistoric and ancient cultures through the Middle Ages. It includes representative examples and styles of art and architecture of Western and non-Western cultures. It is the intent of this course to expose students to the history of art, both as a body of knowledge and as an academic discipline, by means of a chronological and thematic survey of material culture from Prehistory to the Middle Ages. A variety of aesthetic styles, contextual perspectives, artists, and exemplary works of architecture, sculpture, painting, and the decorative arts will be examined and considered. Writing Assignment EXAMPLE: “Compare/contrast the structure & function of Egyptian temples with those of Greek temples. Cite specific examples to illustrate your discussion.”

AH 202. History of Art II. This course is a survey of representative movements and masters in the historical development of Western and non-Western painting, sculpture and architecture from the Renaissance through the present. It is the intent of this course to expose students to the history of art, both as a body of knowledge and as an academic discipline, by means of a chronological and thematic survey of material culture from the end of the Middle Ages to the present. A variety of aesthetic styles, contextual perspectives, artists, and exemplary works of architecture, sculpture, painting, and the decorative arts will be examined and considered.  Writing Assignment EXAMPLE: “It has been said that architecture changed more radically during the last decades of the 19th century than in the preceding four centuries. What do you think is meant by that statement? Is this statement justified? Support your answer with a discussion of relevant examples.”

Music

Only four music courses fulfill the fine arts requirement: MUS 102 teaches more general music fundamentals; MUS 103 and 104 are music appreciation courses; MUS 105 is for music majors/minors only.

MUS 102. Fundamentals of Music Theory. This course covers the fundamental concepts and principles of harmonic, melodic, and rhythmic structures, including their notation and interpretation. This is not a music appreciation course. It is a ‘nuts and bolts’ music course, in which students gain an initial ability to read music, see how musical scales and simple compositions are developed, and begin at a very cursory level to analyze musical works. No previous instruction in music is required, however much student interaction is required in this course. Special note: This course may not be used to satisfy requirements for music majors or minors.

MUS 103. Introduction to Music. This is a general music appreciation course. Students study elementary music elements and basic terminology, with an emphasis on identification of the major music styles from Western civilization. Students will gain a general overview of musical eras and styles, devote a great deal of time to listening, learn the backgrounds of great composers and compositions, and trace the development of Western music from the Middle Ages through the 20th century. Special note: This course may not be used to satisfy the requirements for music majors or minors.

MUS 104. Introduction to World Music Cultures. This is also a general music appreciation course.  Students survey the musical cultures of Africa, African America, Latin America, Native America, Southeast Asia, South Asia, and Southeastern Europe. The course shows linkages between musical styles and cultures in various regions of the world.  A much greater emphasis is placed upon non-traditional, and especially non-Western music, meaning that much of what is heard may seem unusual to our Western-trained ears. The course does not deal greatly in musical theory, since music of certain cultures is not easily analyzed using traditional Western theoretical processes.

MUS 105. Music Theory and Analysis I. This course includes theory fundamentals; an introduction to musical skills through solfege (sight singing, ear training, rhythm, memory, dictation, improvisation); and the study of diatonic harmony through part-writing and analysis. As a basic theory course, it is the initial course taken by all music majors. It presupposes a rudimentary understanding of theory (differing from MUS 102) and builds upon that knowledge to begin development of analytical skills.  Additionally, aural skills are developed in the course, primarily centering upon sight-singing ability. Students will be required to learn a solfege system of note reading and will be required to perform sight-reading exercises, both individually and in groups.

Theatre and Film

Only the following 3 courses from the Department of Theatre and Film will fulfill the fine or performing arts requirement.

DANC 200. Dance Appreciation. Dance Appreciation is a one-semester course that investigates dance in relationship to culture, as it correlates to ritual, religion, courtship and the performing arts. The course will take the student through the evolution of dance into an art form. The main content areas include dance and culture, the art of dance and aesthetics, the development of concert dance (including ballet, modern, and jazz), and dance in contemporary society. Special Note: This course is generally taught during intersession and summer school.

THEA 201. Appreciation of the Theatre. Through this course, students develop an appreciation of the theatre as performance art and develop perceptive audience standards through demonstrations of the unique characteristics of theatre. The course is a survey of the varieties and styles of theatrical arts and crafts and their means of production; the functions of theatre artists; the form and structure of the play; and, a survey of the history of theatre. The students will be required to see a number of on-campus theatre productions during the semester as illustrations of the topics discussed in class.  

THEA 202. Introduction to Cinema. Through this course, students are introduced to major methods of film analysis and important moments in cinema history, while offering a behind-the-scenes look at how films are made. An emphasis is placed on studio and independent filmmaking and on the methods and theories that have most influenced these filmmakers. The course is a survey of the varieties and styles of cinematic arts and their means of production; the functions of filmmakers; the form and structure of films; and a survey of the history of cinema. Students will view a number of films throughout the course as illustrations of the topics discussed in class. 

Mathematics is a language that describes our universe to a remarkable degree, and is used in most fields of study. Math courses allow students to develop the necessary skills to execute mathematical procedures and demonstrate conceptual understanding, such as applying these skills in the correct circumstances, making connections, drawing reasoned conclusions, and presenting numerical and graphical results. Students become prepared to navigate an increasingly data-driven world, to become discerning citizens, and to think critically.

________________________________________________

Courses that meet the mathematics requirement are those at the 100 level or above except for MATH 245 and MATH 246.

Students whose ACT subtest score in mathematics is less than 19 (SAT 450 or less; SATR 490 or less) are required to enroll in an appropriate developmental mathematics course during the first semester of enrollment and to remain in the course until receiving a passing grade or until passing the placement exam administered by the Department of Developmental Studies.

Those students who only need 3 hours of math credit for a Bachelor of Arts degree should take MATH 115: Elementary Statistics or MATH 120: Quantitative Reasoning.  

After completing MATH 261 with a grade of C or higher, students may not receive credit for MATH 121, 125, or 267.

MATH 115. Elementary Statistics. This course will provide students with a basic understanding of the proper statistical techniques used to estimate population parameters. These techniques include ways of setting up a well-defined study, methods for organizing and displaying data, and how to summarize data by using descriptive statistics. In addition, students will learn the basic concepts of probability and probability distributions as well as how to create confidence intervals and complete hypothesis tests. The non- online sections meet twice weekly, with other work completed in a mathematics lab. Prerequisite: Minimum ACT mathematics score of 19 (SAT 450 or SATR 510); or ACT mathematics score of 17 (SAT 410 or SATR 470) or mathematics score of 18 (SAT 430 or SATR 500) and ALEKS PPL score of 30; or the successful completion of DS 099, if required.

MATH 120. Quantitative Reasoning is a course meant to help students with “everyday” math. One of the topics is personal finance (mortgages, car loans, retirement accounts, etc.), and another topic is basic statistical reasoning. The course wouldn’t go into the same depth of statistics as Math 115, but it should teach students to read a newspaper article with stats. Other topics include basic set theory and logic. Prerequisite: Minimum ACT mathematics score of 19 (SAT 450 or SATR 510); or ACT mathematics score of 17 (SAT 410 or SATR 470 460) or mathematics score of 18 (SAT 430 or SATR 500 490) and ALEKS PPL score of 30; or the successful completion of DS 099, if required.

MATH 121. College Algebra. In this course, students will learn how to solve types of equations such as linear, quadratic, higher-order, rational, radical, exponential, and logarithmic equations. Students will also solve linear, polynomial, and rational inequalities. Other topics include the algebra of functions (including polynomial, rational, exponential, and logarithmic functions), the graphs of some of these functions, and solving systems of equations in two variables. The non-online sections meet twice weekly, with other work to be completed in the Jackson Avenue Center Mathematics Lab. Prerequisite: Minimum ACT mathematics score of 19 (SAT 450 or SATR 510); or ACT mathematics score of 17 (SAT 410 or SATR 470) or mathematics score of 18 (SAT 430 or SATR 500) and ALEKS PPL score of 46; or the successful completion of DS 099, if required.

MATH 123. Trigonometry. In this course, students will learn to work with angles in degree and radian measure, write the ratio definitions of the six trigonometric functions, evaluate trigonometric functions of special angles, sketch graphs of trigonometric functions, verify trigonometric identities, solve trigonometric equations, solve triangles by a variety of methods, and solve application problems using trigonometric functions and identities. Prerequisite: Minimum ACT mathematics score of 19 (SAT 450 or SATR 510); or ACT mathematics score of 17 (SAT 410 or SATR 470) or mathematics score of 18 (SAT 430 or SATR 500) and ALEKS PPL score of 61; or Math 121; or the successful completion of DS 099, if required.

MATH 125. Basic Mathematics for Science and Engineering. An algebraic and trigonometric preparation for MATH 261. This is a rigorous course for students who need an algebra refresher. The trig part of the course serves as a sufficient introduction to the subject for those students who did not take a high school trigonometry class. Note that the course cannot be booked if Math 261 has been completed with a grade of C or better. Prerequisite: minimum ACT mathematics score of 19 (SAT 450 or SATR 510); or ACT mathematics score of 17 (SAT 410 or SATR 470) or mathematics score of 18 (SAT 430 or SATR 500) and ALEKS PPL score of 61; or Math 121; or the successful completion of DS 099, if required.

MATH 261. Unified Calculus and Analytic Geometry. The first course in a four-term calculus sequence for engineering and science majors. Topics include limits, continuity, and differentiation of functions of one real variable. Differentiation rules, derivatives as rates of change, implicit differentiation, the mean and extreme value theorems, L’Hospital’s rule, optimization problems, higher order derivatives, graphing functions, antiderivatives. After completing Math 261 with a C or higher, students may not receive credit for Math 121, Math 125, or Math 267. Prerequisite: Minimum ACT mathematics score of 24 (SAT 560 or SATR 580); or B minimum in Math 121 and 123; or B minimum in Math 125; or ACT mathematics score of 17 (SAT 410 or SATR 470) or 18 (SAT 430 or SATR 500)and ALEKS PPL score of 76.

People behave in fascinating ways – both as individuals and when they are part of social groups. Through social science courses that have a broad focus, students learn more about human behavior and how researchers study these behaviors scientifically. Students learn to appreciate the factors that influence the behavior of themselves and others. In addition to learning more about the scientific study of human behavior in complex anthropological, economic, political, psychological, or social systems and processes, these social science courses provide opportunities to further develop critical thinking skills as well as skills in ethical reasoning and ethical responsibility. These courses equip students with the ability to analyze the behavior of those around them, and to act accordingly in the professional world.

___________________________________________________

Interdisciplinary 

The College will allow interdisciplinary transfer courses to count for this requirement - Liba 203, 313. 

___________________________________________________

Economics

Any economics course will fulfill this requirement. Detailed below are the freshman and sophomore-level courses.

ECON 101. Introduction to Economics. This course is a primer for students who wish to have basic economic literacy, understand different economic concepts and policies, and develop critical thinking skills. Economics is not primarily a set of answers, but rather a method of reasoning. By the end of the semester, students should be able to use the analysis practiced in the course to form their own judgments about major economic problems faced by the United States and other countries. General goals of the course include: to help students understand various ways of thinking about economic phenomena; to make students more careful, critical, and thoughtful readers; to assist students in developing a personal philosophy of life.

Special note: This course does not count toward the Economics major.

ECON 202. Principles of Microeconomics. This sophomore-level course uses analytical and historical analysis to model the behavior of the two basic elements of a market economy: consumers, who are the underlying origin of market demand, and producers, who are the underlying origin of market supply. The individual consumer is modeled as an agent with preferences (likes and dislikes) who makes herself as well off as possible given her income, prices and the available choices of economic goods. The individual firm is modeled as an entity with production capacity that turns inputs into output, and output into profit. Firms operate in a variety of environments, ranging from competitive to monopolistic. As consumers try to attain their most preferred outcomes and firms try to maximize profits, their interaction within the economic institutions of the price system determine market outcomes, the production of goods and services and the distribution of income. This course analyzes the predictions of the analytical models and their relevance to society. The course also addresses the role of government policy both as an economic agent and the custodian of society’s goals and priorities.

ECON 203. Principles of Macroeconomics. This sophomore-level course requires Econ 202 as a prerequisite. The course focuses on the nature of economic activity at the national and international level as opposed to individual consumers and producers. Topics include the resources and the goals of the economy, and the role of government in achieving those goals. Students are introduced to national income accounting (how Gross Domestic Product is calculated) and economic issues like unemployment and economic growth. The course also discusses the basics of the monetary system in a market-based economy, which includes banking and financial institutions and the role of a central bank like the U.S. Federal Reserve system in determining monetary policy. Monetary policy includes control of the money supply and interest rates. The government’s taxation and spending policy, or fiscal policy, and its effects on the economy are also analyzed

Political Science

Any political science course will fulfill this requirement. Below are the three introductory courses to the sub-fields of the discipline.

POL 101. Introduction to American Politics. The primary purpose of this course is to introduce the dynamics of American national government and policies. Students will better understand our political system in several different and important ways: as a set of primary and underlying values; as a series of governing principles; as processes in which forces compete; as separate institutions with powers and limitations; and, as a framework for human behavior and interactions. In addition, this course helps students refine their analytical and expressive skills. Simply put, the need to enhance citizens’ abilities to think critically, speak intelligently, and write clearly is a top priority in today’s world. If we as citizens are to participate in and contribute to our political society, we must be able to do three things well with new information and ideas: test their assumptions, assess their value, and then voice our educated opinions.

POL 102. Introduction to Comparative Politics. This course allows students to understand the political system of different countries around the world. Students will investigate the politics of certain countries from across the globe, including long-established democracies, transitional or new democracies, and authoritarian countries. Students will investigate topics that may include presidential and parliamentary systems, different kinds of electoral systems, political parties, interest group representation, communism, transitions to democracy, rule of law, political culture, and economic development. The comparative aspect of this field is the search for similarities and differences between cases in order to formulate theories and hypotheses about politics. By the end of the semester, students will be more informed about the political world outside of the United States of America and will have increased knowledge and understanding of important concepts and theories in comparative politics. Finally, the course will sharpen students’ reasoning skills by encouraging them to be more rigorous about how they think about politics and communicate their ideas.

POL 103. Introduction to International Relations. This course is designed as a broad introduction to the theories and ideas contained within the field of international relations, the study of global issues such as international security and international political economy. Topics include military conflict, concepts of power, cooperation, international organizations, economic sanctions, international trade and financial activities, population growth, and the environment. The goals of this course are to get students to think systematically about the processes of international relations, and ultimately to help students formulate their own informed opinions about world politics.

Psychology

Any course in the department will fulfill this requirement. Below is the introductory course.

PSY 201. Introduction to Psychology. This course is a survey of the major areas in the field of psychology, the scientific study of behavior. The following areas are emphasized: major models of psychology, research methods used in psychology, social psychology, the organization of the human brain and the biological bases of behavior, principles of learning, major theories of personality development, the concept of intelligence, psychological development during the lifespan, and classification of abnormal behavior and mental illness. The terminology, principles, processes, and methods in the above areas will be discussed.

Sociology and Anthropology

Any anthropology or sociology course will meet this requirement. Below are the introductory courses.

ANTH 101. Introduction to Anthropology. Anthropology is the study of all things human, from our biological beginnings to the modern world. This course offers a four-field introduction to anthropology, covering cultural anthropology, biological anthropology, archaeology, and anthropological linguistics. Students will be introduced to key subjects in anthropology such as culture, society, human evolution, and biological and social cross-cultural variations as well as the effects of colonialism and globalization on indigenous people. The course will introduce students to some of the basic research methods and theoretical approaches that anthropologists use to understand human life throughout time and across the world. Students will leave the course with a deeper social scientific understanding and appreciation of human variability.

SOC 101. Introductory Sociology. Sociology is the scientific study of human social behavior. SOC 101 provides an introduction to the basic sociological concepts and research methods sociologists use to examine the social world. A major objective of the course is to teach students to utilize theory and empirical research so that they can analyze society from new viewpoints and better understand how individuals are shaped by powerful social forces. The course explores how groups create meaning through everyday interaction, how power functions in important social institutions such as the economy, politics, education, and the family, how systems of inequality are maintained and resisted, and how social change occurs.

ANTH/GEOG. 104. Introduction to Geography. This course uses perspectives of geography and anthropology to examine how peoples and places are connected. It raises awareness of intersecting contemporary problems, such as social and economic injustice, food insecurity, indigenous survival, conflict, loss of biodiversity, natural resource depletion, and climate change, and it emphasizes the importance of thoughtful and sustainable habitation on Earth.

ANTH 105/GEOG 101. Introduction to Environment and Society. This course focuses on the complex relationships between people and the environment from a social science perspective. It provides an introduction to the ways in which humans interact with, depend on, and shape their environments. The course begins by discussing some concepts that are key to understanding environment-society relations. We will then apply these ideas by looking at how contemporary environmental issues manifest themselves at different levels and by connecting local-scale phenomena with regional, national, and global-scale processes. Topics include, e.g., climate change, biodiversity conservation, and energy transitions. We will also pay close attention to how knowledge about environmental issues and solutions is constructed. The course is theoretically informed by environmental anthropology, human-environment geography, and political ecology.

ANTH 110. Ancient Plagues. This course uses archaeological, bioarchaeological, and cultural historical approaches to examine how humans have adapted to infectious diseases through history. A biocultural framework is introduced to look at major health impacts from nomadic foraging, the agricultural transition, the rise of urban centers and empires, the age of exploration and industrial revolution, to the modern era. These lifestyle changes through time have led to the development of new diseases and their rapid transmission. These epidemics impacted how we view health versus unhealthy individuals, religion, medicine, and marginalized populations (witchcraft, religious persecution, quarantines, inequalities).

ANTH. 112. Women and Power in Ancient Times. A woman’s power in the ancient world (and perhaps even today) was compromised from the outset, and this class will address the root causes of this social inequality. Given this social reality in the ancient world, how then did women negotiate their limited leadership roles? Were they able to rule “behind the throne” so to speak? How are we to find a woman’s power when it was so habitually cloaked by a man’s dominance? This class will address those questions and ask how much of this ancient reality still touches us today. This class will use bioarchaeological evidence to examine the breadth of women’s roles and agency in past societies.

ANTH 210. Cartels, Gangs, and Crime Syndicates. This course examines organized crime from a global anthropological perspective. It provides an introduction to concepts such as outlaws, social bandits, gangs, the mafia, cartels, crime syndicates, the illicit economy, protection rents, extortion, and money laundering. The class also discusses efforts by governments, law enforcement, and international bodies to neglect, selectively contain, or eradicate organized crime.

Training students to be curious and ask questions about the natural and physical world, the study of the natural sciences equips them with the knowledge to comprehend and seek out scientific and technological breakthroughs. Courses in astronomy, biology, chemistry, geology, Earth science, and/or physics educate students about the fundamental principles, applications, and relevance of these disciplines throughout history and today’s society. They teach the importance of the scientific method to develop and test hypotheses and the value of experimentation in everyday life. Above all, the natural sciences curriculum instills in students advanced reasoning skills, the ability to support arguments with evidence, and the confidence to push the limits of discovery.

Interdisciplinary

The College will allow interdisciplinary transfer courses to count for this requirement - Liba 205, 205L, 315, 315L.

LIBA 150 & 151. Integrated Science I and II introduce and integrate a broad range of science concepts in biology, chemistry, geology, and physics to non-science, technology, engineering, and mathematics (STEM) majors and prepare students to make informed decisions regarding science and technology in their lives. Concepts are discussed with a minimum use of mathematics and with an emphasis on the human story and societal issues and the history of science woven throughout. The course sequence begins with early natural philosophers and astronomers (Aristotle, Copernicus, Galileo, and Newton) and the emergence of empirical science and ends with modern topics in neuroscience and biomedicine. The coverage of topics is not just sequential; it is integrated.

For example, when students cover the topic of energy they discuss energy and society, various sources of energy, and energy in living systems and ecosystems.  When students discuss electromagnetism, the discussion includes the basic Maxwell concepts, how this leads to the delivery of electricity to our homes, bioelectricity and ideas related to bio-magnetism (e.g., do birds use magnetic field lines of the Earth for navigation?). The courses are delivered in a flipped format. Before attending class students learn basic content through textbook and video lessons. Classes involve discussion, active learning assignments, and laboratory activities team-taught by multiple faculty members who add depth and breadth.

Biology

BISC 102, 103, 104, 105 - are the introductory biology sequence with labs that are taught exclusively online.

BISC 110. Human Biology: An Integrated Exploration. In this integrated lecture and laboratory course, students will explore the scientific process and its application to the study of the human body, including cellular concepts, organ systems, homeostasis, and inheritance. The course format provides a unique learning experience that develops critical thinking skills students can apply to real world problems related to human biology. This course is intended for non- science majors, and applies to the science requirement of the core curriculum. The course will not count for credit if Bisc 102 and 103 or Bisc 160 and 161 are counted.  (4 credits)

BISC 111. The Environment: An Integrated Exploration In this integrated lecture and laboratory course, students will explore the scientific process and its application to the study of the environment, including principles of evolution, the origin and diversity of life, ecological relationships in the natural world, and the impact of humans on the environment. The course format provides a unique learning experience that develops critical thinking skills students can apply to real world problems related to the environment. This course is intended for non-science majors, and applies to the science requirement of the core curriculum. The course will not count for credit if Bisc 104 and 105 or Bisc 162 and 163 are counted.

BISC 160. Biological Sciences I. This course is intended for biology majors/minors and pre-health students. Topics addressed include cell and molecular biology, genetics, production and use of energy, cell structure, and genetic engineering/biotechnology. There is a prerequisite for this course: 25 or better on the math section of the ACT (580 on SAT or 590 on SATR); or B minimum in MATH 121 and 123; or B minimum in MATH 125 or higher; or B minimum in CHEM 101. Co-requisite – BISC 161, which is the laboratory component of BISC 160.

BISC 162. Biological Sciences II. This course is a continuation of BISC 160. Topics addressed this semester include the structure and function of the major organ systems of animals, focusing on humans, and the diversity of life in each of the kingdoms. There is a pre-requisite for this course: BISC 160 and 161 with a minimum grade of C. The laboratory – BISC 163 – is a co-requisite.

BISC 206. Human Anatomy and Physiology I. This is a non-majors course for pre-nursing and other paramedical students, which addresses the structure and function of the human body in depth. Introduces basic chemistry, cell structure and function, tissues, integument, skeleton, muscles and nervous system. May not be counted toward a major or a minor in biology.

BISC 207. Human Anatomy and Physiology II. A continuation of BISC 206, which includes discussions of sensory, endocrine circulatory, respiratory, digestive, excretory and reproductive systems.  May not be counted toward a major or a minor in biology.  Prerequisite – BISC 206 with a minimum grade of C.

BISC 210. Principles of Microbiology. This introductory course is designed for students in health related studies such as pre-nursing, nutrition, etc. Topics addressed include sanitation, disease, food and industrial microbiology. This class will fulfill the laboratory science requirement of the core curriculum but may not be counted toward a major or minor in biology.

Chemistry & Biochemistry

All 3-hour courses from this department can be used to satisfy this requirement except for CHEM 101. Those described below are the typical courses used by first year students.

CHEM 103. Survey of Chemistry I. This course provides a contemporary survey of general, organic, and biological chemistry focusing on topics of interest to health-related fields (for example, nursing, nutrition, dental hygiene, medical terminology). It is important to note the course integrates concepts from general, organic, and biological chemistry as it covers topics so that students can develop an appreciation of the interrelation between these fields of chemistry and their applications. Students should have a working knowledge of high school algebra and a strong interest in health-related issues. May not be used for chemistry major or minor credit.

CHEM 105/115, 106/116. General Chemistry I, II. These introductory-level courses with laboratories provide the basic foundation for additional study in chemistry as required by science majors pursuing degrees in chemistry, biology, or pharmacy. These courses are more rigorous and are taught at a more advanced level than CHEM 103 or CHEM 201. A minimum grade of C in CHEM 105 is required for enrollment in CHEM 106/116. The content of these general chemistry courses includes classroom and laboratory instruction in basic topics such as atomic and molecular structure, stoichiometry, solutions, physical properties of gases, liquids and solids, chemical bonding, kinetics, thermodynamics and equilibrium, acid-base chemistry, electrochemistry, and the descriptive chemistry of the elements. The objectives of these courses are for students to understand the basic concepts, theories, and principles of chemistry, to demonstrate skills in logical thinking, to apply basic chemical concepts to problem solving, and to employ correct mathematical models. Admission to CHEM 105 requires a minimum ACT mathematics score of 25 (SAT 580 or SATR 590); or MATH 121 and MATH 123 with minimum grade of B; or completion of MATH 125 (or a higher-level MATH course) with minimum grade of B; or completion of CHEM 101 with a minimum grade of B.

CHEM 201 Environmental Chemistry I. This course provides the non-science major a contemporary survey of chemistry topics related to environmental concerns (For example, energy, water pollution, air pollution, recycling).  Students completing this course should be able to demonstrate logical thinking skills, to apply basic chemical concepts to societal problems, and to apply their chemical knowledge to personal decisions involving environmental and consumer issues.  Although listed with a 200-level number, this course is for students who wish an overview of chemistry and do not plan to major in a science. At the present time, this course is only offered through I-Study without a corresponding laboratory. May not be used for chemistry major or minor credit.

Geology

The Department highly recommends a recently revised GEOL 104 and 105, particularly for non-majors.  These courses have no pre-requisites and are non-sequential. GEOL 104 will not count for credit if GEOL 101 is counted.

Please be aware that geology courses are accepted (GEOL) but not geological engineering courses (GE).

GEOL 101. Physical Geology. Physical Geology is the study of Earth materials and the processes that shape the Earth. This class will explore such natural phenomena as volcanoes, earthquakes, and landslides: what causes them and how they impact our environment. We will discuss the formation of mountains and ocean basins. Each lecture is illustrated with photographs of geological features from around the world.  The accompanying lab is GEOL 111.

GEOL 102. Historical Geology. Historical Geology places Earth in the context of the solar system and the universe. The origins of Earth and the continued evolution of Earth are discussed, including the origins of life and the evolution of living organisms. Earth history also includes formation of continents and ocean basins and how these features move on Earth through time.  The accompanying lab is GEOL 112.

GEOL 103. Earth Dynamics. This five credit hour course is required of all freshmen Geology and Geological Engineering majors.  Earth Dynamics is the integrated study of the process-response relationships between plate tectonics and geological processes through earth history.  Enrollment is limited to Geology and Geological Engineering majors.

GEOL 104. Environmental Geology – Hazards. An introduction to the relationship between humans and the geological environment for non-majors, with a focus on natural and human induced hazards, including landslides, volcanic eruptions, earthquakes, tsunamis, subsidence, sea-level rise, and pollution..  Satisfies laboratory-science requirements of core curriculum when taken in conjunction with GEOL 114. Will not count for credit if GEOL 101 is counted.

GEOL 105. Environmental Geology – Resources. An introduction to the relationship between humans and the geological environment for non-majors, with a focus on natural resources, waste disposal, and climate change; for non-majors. Satisfies laboratory-science requirements of core curriculum when taken in conjunction with GEOL 115. (3)

Physics & Astronomy

Students who choose to take 2 courses from this department must take either 2 courses in astronomy or 2 courses in physics.  In addition, students who choose to take 2 astronomy courses cannot take ASTR 101 with either ASTR 103 or 104. These are separate course sequences.   

ASTR 101. Descriptive Astronomy. This astronomy course have no lab component. It serves as an introduction to astronomy requiring high school level mathematics and is taken primarily by non-science majors. It focuses on the study with telescopes of the planets, stars and galaxies.   

ASTR 103 and 104. Astronomy I and II. These courses are a lab-based astronomy sequence taken mainly by non-science majors. They also require high school level mathematics and provide a general understanding of astronomy: what can be observed in the sky with telescopes, what we know about the sun and the solar system, stars, our galaxy, and the structure of the universe. Each course can be taken independently of the other.

PHYS 107 and 108. Conceptual Physics I, II. This course sequence is lab-based physics taken primarily by non-science majors.  They provide an essentially non-mathematical introduction to concepts in physics, including Newton’s laws, gravity, heat energy and thermodynamics, electricity, magnetism, light, optics, and nuclear physics.

PHYS 211 and 221. Physics for Science and Engineering I. These co-requisite lecture and lab courses provide the first half of a rigorous introduction to physics. They are required for B.S. physics and chemistry majors and for engineering students.  The courses require knowledge of calculus (and algebra and trigonometry).

PHYS 212 and 222. Physics for Science and Engineering II. These co-requisite lecture and lab course are the continuation of Phys 211 and Phys 221.

PHYS 213 and PHYS 223. General Physics I. These co-requisite lecture and lab courses provide the first half of a rigorous introduction to physics using algebra and trigonometry but not calculus.  These courses (or their calculus-based equivalents, Phys 211 & 221) are required for pre-med majors and for some B.A. physics majors.

PHYS 214 and PHYS 224. General Physics II. These co-requisite lecture and lab courses are the continuation of Phys 213 and Phys 223. These courses (or their calculus-based equivalents, Phys 212 & 222) are required for pre-med majors and for some B.A. physics majors.