Lasallian Core Traditions Program
The Lasallian Core Traditions Program partially fulfills the general education requirements for graduation and is the program that the majority of students in the undergraduate college choose.
The Lasallian Honors Program is also available.
This core provides a common Lasallian educational experience for students and is grounded in the university mission and the Lasallian dispositions of faith, zeal, service, and community. These four commitments underscore the ultimate aim of the program: to awaken and nurture the intellectual, spiritual, and personal development of learners in preparation for lives of service and commitment to social justice.
The First-Year Seminar helps new students transition to university life while also beginning to develop their Lasallian identity as educated, competent, and compassionate members of society.
In the second-year course, students hone their writing skills through the study of important texts on the virtuous life from within the Western tradition, including selections from the life and work of Saint John Baptist de La Salle.
In the junior year, students explore issues of social justice inherent in our emerging global society, while at the same time refining the knowledge, skills, and Lasallian Catholic values needed to evaluate and respond appropriately to different perspectives on real world issues, problems, and themes.
In the senior Capstone course, students explore the historical and philosophical origins of our American culture and examine how these origins affect our understanding of our work, our relationships, our faith, and our citizenship. The purpose of this forward-looking Capstone course is to prepare students to live out the Lasallian charism in contemporary America and the world.
Lasallian Core Traditions Courses
All of the following:
First-Year Seminar provides new students at Saint Mary's University with an integrated, initial academic experience that enables them to successfully begin the process of developing a Lasallian identity as educated and compassionate adults committed to ethical participation in our global society. To facilitate a practical transition from high school to college, emphasis is placed on developing the academic skills and attitudes necessary for students to think critically about those questions that help shape their identity as young adults: who am I?, what can I become?, and how can I become that person?
This course, taken in the sophomore year, moves beyond the first-year seminar focus of self-identity to explore various historical and contemporary perspectives on living life well. In the spirit of De La Salle's commitment to serving others and his recognition of the value of those less fortunate, this course challenges students to examine how their own pursuit of the good life fits into a larger social and historical picture. As a writing-intensive course, Perspectives allows students the opportunity to develop their writing skills from the initial stages of critical reading to drafting and revision.
Global Issues, taken during a student's junior year, is designed to cultivate an understanding of the complexities inherent in our emerging global society and the ethical issues confronting them as members of a culturally diverse world. Each section of the course examines one or more specific problems or issues emerging from a global context by considering the issue(s) from multiple perspectives and with special attention toward the Lasallian concern for social justice.
Capstone, taken during the senior year, focuses on the historical and philosophical origins of American Culture and character. The course explores how these origins affect our understanding of our work, our relationships and family lives, our faith, and our citizenship. The purpose of the course is to prepare students to live out the Lasallian charism in contemporary America and the world.
Art Appreciation is intended for non-majors who want a better understanding of the role of visual art in our culture. A combination of lectures, slides, films and discussion are used to enable students to appreciate works of art. Topics include a study of the elements of art and the principles of design, two-dimensional and three-dimensional media, and an overview of the history of western art.
Art Foundations I is a study of the principles and elements of two- and three-dimensional design. It is also an introduction to drawing, color theory, and painting for the professional. The course is conducted in a studio-lecture format.
Foundations II focuses on design theory based on three dimensional space, plus time and motion studies. Carving, woodworking, and basic mixed media are introduced.
Drawing I requires no art background. Studio assignments include a variety of subject matter, media and techniques with emphasis on visual perception and awareness.
This course is designed to provide students with the opportunity to study Italian art history, political history, and theology, which were at the center of Italian Renaissance culture, and to reflect on the importance of these ideas in shaping modern thought. The course is designed to help students to develop their critical thinking, writing and oral communication skills, and creative perspectives to enable them to get the most out of their international experience. Travel and study in Rome, Florence, and Vicchio will be the focus of this course.
Ceramics I is an introductory course that combines instruction in hand building and the potter's wheel. The emphasis is placed on methods of construction, surface decoration, glazing, and firing techniques.
This elective course is designed to provide an opportunity for students to study Italian art history, architecture, religion, culture, and civilization and to incorporate some of these ideas about art, politics, and religion that have been important in the shaping of the modern world. This course helps students develop critical thinking skills and creative perspectives from an international experience. Travel and study in Rome, Florence, Venice, and the surrounding Veneto region of northern Italy are the focus of this course.
Art History surveys the history of Western Art from the Classical Antiquity period to contemporary times. It includes the study of painting, sculpture, architecture, and minor arts. The course is designed to assist students to gain an overview of the major stylistic periods and artists of the Western visual tradition, explore how visual art relates culturally, sociologically and philosophically to the societies within which it arises, learn the basic vocabulary of art philosophy, style and method, and carry out basic art historical research.
This is an interdisciplinary course which explores the relationship between philosophy of art or aesthetics and the developments in art history. The course involves a study of traditional and contemporary philosophical theories of art, an examination of selected figures and movements in art history, and an analysis of the vital interrelationship between the two disciplines of philosophy and art.
This course is designed to stimulate interest in and enjoyment of music from its beginnings through medieval, renaissance, baroque, classical, romantic, and 20th century styles, including various styles of non-Western music. This course is required for music majors and minors and is also a general education aesthetics content area course open to all students with an interest in music.
This course provides a basic introduction to music and the keyboard. Students learn to read music in treble and bass clefs, become familiar with basic music vocabulary and symbols, and develop keyboard skills. Students also study the history of piano music and piano playing in order to deepen their understanding of the instrument. This course is open to all students with an interest in music, and fulfills the general education aesthetics content area course requirement.
This course examines unique Western and non-Western aspects of jazz and its relationship to the Afro-American culture. It is intended to give students an introduction to various styles of jazz from its beginning in the early 1900s to the present. Students study the cultural context of jazz, what to listen for, and some basic aspects of how it is performed.
This course is a writing intensive study of music history covering ancient, medieval, renaissance, and baroque western art music. A basic understanding of the history of western civilization is expected.
This course is a continuation of MU341. It is a writing intensive study of music history continuing through the classical, romantic and contemporary periods.
This interdisciplinary course explores the relationship between philosophy of art or aesthetics and developments in art history. The course involves a study of traditional and contemporary theories of art, an examination of selected figures and movements in art history, and an analysis of the vital interrelationship between the two disciplines of philosophy and art.
This course offers an introduction to the academic study of film as a form of art. Through a study of the film viewing and writing process, students learn how to express themselves clearly and creatively using a more sophisticated and idiomatic use of the Spanish language.
An introductory study of drama and theatre of the past and present, the course is designed for the student who has no previous background in theatre. The course is directed toward a greater appreciation and understanding of the theatre in our culture. (Not open to majors.)
An introductory study of important contemporary films for students who wish to learn how to understand and evaluate popular cinema. Students are introduced to the history of film-making as well as basic film techniques. Movies are screened, discussed and evaluated in terms of content, style and intent. Students have the opportunity to react and formulate their own aesthetic preferences through a series of written and oral responses to the films. This course satisfies an Aesthetic general education requirement.
Cultural Traditions (CT)
One course from:
A general introduction to the study of human culture. Topics: anthropology as an academic discipline, nature of human language, human culture, history of anthropological thought, and human social organizations.
This course provides an in-depth survey of the history of concert dance forms, including ballet, modern dance, jazz dance and tap dance. Discussion, assignments and text provide background concerning the influences of social and world dance on these ever-changing dance forms. A research paper is a requirement for this course.
Investigation of issues of power, inequality, and empowerment of the dispossessed in Latin America and the United States. The course will include juxtaposition of texts, photos, interviews, and lyrics to examine issues of human rights, access to resources, and consumption. It includes a personally-designed service learning experience, either in Bolivia or in the United States.
A general introduction to the study of geography, with special emphasis on linking geography's basic concepts to the realms and major regions of the world.
This course is an introduction to world history from the origins of civilization to 1500. The course focuses on the societies and cultures of Eurasia: Southwest Asia (the Middle East), India, Persia, China, Greece and Rome, Europe, and Africa, and the Americas. Major themes include the founding and development of the world's great religions; political ideas, institutions and practices; law and legal institutions; society and economy; war, conquest and empire; the encounters between cultures; and the richness and diversity of human experience and aspiration in the foundational eras of the world's civilizations. The course also is an introduction to the discipline of history and to the skills of critical reading, critical analysis, and effective communication.
This course is an introduction to global history since 1500. It focuses on the development of the major societies of Europe, the Americas, Africa and Asia and also on the interactions between these societies, including trade, colonization, biological exchange, migration, the spread of technology, world war and genocide. The course also is an introduction to the discipline of history and to the skills of critical reading, critical analysis, and effective communication.
This course offers an introductory survey of the multicultural history of the United States from the earliest human settlement around 13,000 B.C. to the end of the Civil War in 1865. It introduces students to the diversity of peoples that came to inhabit North America, such as Native Americans, early colonizers from a variety of European nations, slaves from Africa, and the various waves of immigrants that enriched the American population prior to the Civil War. It introduces students to the various historical periods historians recognize, such as the pre-Columbian era, the Colonial period, the era of the American Revolution, the Early Republic, antebellum America, and the era of sectional conflict and the Civil War. The course also introduces students to many of the people, voices, ideas, beliefs, events, and larger historical developments that shaped American history. And it emphasizes the tension that has existed throughout American history between, on the one hand, the forces that work to create a single, unified country out of this multiplicity of cultures, and, on the other hand, the forces that threaten to undermine and tear apart the great republican experiment that is the United States.
This course offers an overview of the history of the United States between the end of the Civil War and the present day. It emphasizes broad developments that transformed American life: the transformation of a rural-agrarian into an urban-industrial society; the shift from "isolationism" to internationalism; the rise of liberalism, the growth of the federal government, and the development of the military-industrial complex; the rise of a conservative movement and the subsequent polarization of American politics and life, especially as seen in the Cultural Wars; and the ubiquitous role technology played in these developments. In addition, the course looks at these transformations through the lenses of race, gender, ethnicity, sexuality, religion, and class, in order to investigate how these broad developments affected people in an increasingly diverse nation.
This course serves as an overview of American history for elementary education majors. It is organized around the social studies standard defined by the Minnesota Department of Education, and as such stresses, in the context of United States and Minnesota history, (1) concepts of the ways human beings view themselves in and over time, and (2) concepts of people, places, and environments. The course pays special attention to the various periods into which historians divide American history; the racial, ethnic, religious, and cultural diversity that has marked American society throughout its history; the creation and development of the United States' political and economic institutions; the role the United States has played in the world; and the ways in which changing interpretations of their own history has shaped Americans' understanding of their identity.
This course focuses on the exchange of goods, people, and ideas between Europe, Africa, and the Americas between 1400 and 1900, with special emphasis on ideas about race and the social structures they engendered, the triangular trade in the Atlantic basin, the transatlantic slave trade, slave rebellions, and the political revolutions and religious upheavals that transformed many slave societies and ultimately ended plantation slavery in the Atlantic World. The course also pays attention to race and slavery prior to the transatlantic slave trade, the racial dimensions of national independence movements, the trans-Saharan slave trade to northern Africa, abolitionist movements, and the diverse cultures of the black diaspora.
The aim of this course is to do three things: provide a general introduction to the history of relations between the United States and the major countries of the East Asian cultural sphere (China, Japan, Korea, and Vietnam); explore the changing images Americans have had of the peoples of these nations, the Chinese and Japanese in particular; and draw connections between both these themes and the experiences of Asian–American during the last century-and-a-half of American history. Special attention is paid to crisis in American–East Asian relations, such as: the Boxer Uprising and the 1900 siege of Beijing, World War II and the Occupation of Japan that followed, the Vietnam War, and contemporary disputes over issues of human rights in China (stemming from the June 4th Massacre of 1989). Through classroom lectures, course readings, and a critical viewing of a variety of visual materials (including excerpts from newsreels, newscasts, and feature films) students look at the process by which crisis involving American interests alter or give new life to enduring Western stereotypes concerning East Asia. A major goal of the course is to provide students with the analytical tools and historical background necessary to put future crises in U.S.–East Asian relations, as well as the American media's coverage of these crises, in perspective.
The first half of a two-semester course sequence that covers the period of history from the later Roman Empire to the demise of the Carolingian Empire. The course is organized around two ideas. The first is the creation of Western civilization out of three distinct traditions: the Greco-Roman, the Judeo-Christian, and the Germanic. Thus, the early Middle Ages were a time of intense change as this amalgam took centuries to develop. The second idea is persistence, for example, of the Latin language and the idea of the Roman Empire. Both ideas reach a temporary synthesis in the guise of Charlemagne, a Frank who is crowned as Emperor of the Romans by the pope. At the same time the Vikings and the Arabs represent significant challenges to Romanitas or Romanness, and accelerate the internal divisions that undermined the Carolingian monasticism, the creation of barbarian kingdom, the development of the early Byzantine Empire, and the growth of a feudal society. These topics are explored in particular by close readings of primary sources.
The second half of a two-semester course that covers the period of history from approximately 1000 to approximately 1400. Out of the chaos of the tenth century emerged a mature medieval civilization that still exhibited some paradoxical tendencies. These include the emergence of the concept of Holy War or Crusade under the leadership of a reformed papacy together with a vigorous revival of classical culture that culminated in the scholastic synthesis. Other topics include feudal monarchy, chivalry, the revival of towns, and the establishment of the mendicant orders of Franciscans and Dominicans, culminating in the disasters of war, plague, and revolt that mark the fourteenth century and that foretold the end of the Middle Ages. These topics are explored in particular by close readings of primary sources.
The course introduces students to environmental history as an academic discipline and teaches American history through the lens of that discipline. It emphasizes the reciprocal and symbiotic relationship between human beings that historically have occupied North America and their surroundings—the natural environment as these human beings encountered and transformed them. As such, the course introduces students to the various strands in environmental thought, environmental science, environmental practices, religious belief as it pertains to the relationship between human beings and the environment, and environmental politics that have shaped the history of North America and the United States. The course also familiarizes students with the practices of historiography and the specific historiography of environmental history.
This is a survey of Chinese history from the rise of the Qing Dynasty in the mid-17th century to the protest and repression of 1989. It discusses some of the main social, economic, cultural, political, and intellectual features of the "traditional" Chinese world the first Qing emperors ruled. It also covers the way this world changed as China experienced a series of convulsive events, including both threats from abroad and domestic rebellions and revolutions.
This course is an initiation to the civilizations and cultures which have existed on the Iberian Peninsula from prehistoric times to the present. The students study the political, social, artistic, and intellectual evolution of Spain through a series of texts, images, and videos.
This course is an initiation to the diversity of the Hispanic world. Through a series of texts and videos the students address several important social, political, and cultural themes.
This course examines theatre within its historical context as a socially constructed mode of artistic and cultural expression. It explores theatre history and dramatic literature from Ancient Greece and Rome to the Middle Ages and European Renaissance.
This course examines theatre within its historical context as a socially constructed mode of artistic and cultural expression. It explores theatre history and dramatic literature from the 18th – 21st centuries from the English Restoration through European and American modern and contemporary theatre, as well as emerging world theatres.
Faith Traditions Two (FT2)
One course from:
The Reformation refers to the sixteenth-century religious movement that culminated in both the reform of the Latin Church and its division. The course surveys the state of the Church before Luther, a time of great upheaval with popes in Avignon, the Great Schism, and conciliarism. It balances a study of the theological issues such as justification, Scripture, and the sacraments, that defined the magisterial Protestant Reformation in its Lutheran, Calvinist, and Anglican traditions, with its Catholic counterpart associated with the Council of Trent, a reformed papacy, and new religious orders such as the Jesuits, and Brothers of the Christian Schools. Special emphasis is placed on the longer and shorter intellectual, political, and social causes of the Reformation, some of which can be traced back to ideas, often heretical, found in the early Church and to medieval scholastic speculation.
This course explores the set of Catholic Christian doctrines and interpretation surrounding the question "what does it mean to be a human person?" for example, the creation to the image of God, sin, redemption, sacramentality, and vocation. There is a focus on modern questions of the mind, conscience, embodiment, gender, and sexuality.
This course is an introduction to Catholic theology that explores fundamental tenets, e.g., the Triune God, the creation of the cosmos and humanity, sin, grace, salvation, revelation, sanctification, and sacramental imagination. Students attend to the development of these creedal doctrines building on their biblical understanding of how these doctrines frame the human experience through a coherent system of thought, which addresses the challenges that modernity and post-modernity pose to the Christian world view. Students who have taken TH209 should not take this course.
Through comparison and contrast, students define and articulate how the Christian, especially Roman Catholic, world view relates to those of others. Prior to such comparisons students focus on being able to articulate the basic world view of several mainstream religions: Judaism, Christianity, Islam, Hinduism, Buddhism and the religions of the Far East, especially Shinto, Dao and Confucian thought.
Human Systems (HS)
One course from:
This course is intended to provide the students with an introduction to the historical, political and social aspects of the criminal justice system. Students explore issues that impact the overall functioning criminal justice system, with a focus on the three main components of the system: police, courts and corrections.
A study of the history, production methods, and social and economic factors of the mass media. This course gives students an understanding of print media, broadcast media and public relations by analyzing the technical development and social impact of media.
A traditional introduction to the principles of microeconomics, concentrating on behavior of the household and the firm. The course analyzes factors determining prices, production and allocation of economic resources. Current issues are emphasized.
Students trace the development of human services as a profession, identify employment options for human services professionals, and examine the various social problems to which human services professionals respond, including but not limited to child abuse, domestic violence, homelessness, immigration, mental illness, needs of the frail elderly, and substance abuse.
A basic course on the nature and purpose of our U.S. political system; includes the Constitution, institutions, processes and persons that combine to form our federal government. The student is exposed to a variety of approaches to political study.
General Psychology provides an overview of the methods, fundamental principles, and major perspectives which define the discipline of psychology. Intrapersonal and/ or interpersonal psychological processes involved in the biological basis of behavior, sleeping and dreaming, conditioning and learning, cognition, lifespan human development, abnormal psychology, and psychological treatment. Classical and contemporary research and perspectives including the biological, cognitive, behavioral, psychodynamic, humanistic, sociocultural and evolutionary perspectives are explored. Students are actively involved through application, interactive exercises, simulations, and projects.
This course investigates the dynamics of abnormal behavior. Disorders manifested in childhood and adolescence, eating disorders, anxiety disorders, dissociative disorders, somatoform disorders, mood disorders, schizophrenia, substance abuse, sexual disorder, and dependence, violence and abuse, and personality disorders are studied. Etiology, diagnosis, prognosis, research, prevention and therapy are considered. The interactions among biological, psychological, social and cultural factors are emphasized.
The nature and foundations of society and the individual, the main forces that strengthen and weaken social groups and the conditions that transform social life are examined in this course.
One course from:
This course is designed to acquaint students with popular works of romance literature and to increase students' appreciation of the experience of reading. Through study of early romance tales but especially recent variations on the romance in books and film, students will learn to identify common conventions and themes (such as journey, adventure, the psychological development of the hero, and encounters with the supernatural), read texts closely and critically, and consider how the interpretation of literature contributes to a deeper understanding of language and culture.
This course is designed to engage students with the popular genre of sports literature. Through examining representations of athletes, the myths that surround sports, and the ways sports narratives reveal and influence our culture, students will identify common conventions and themes, read texts closely and critically, and consider how the interpretation of literature contributes to a deeper understanding of language and culture.
This course is designed to acquaint students with works of "self-referential" literature, i.e., literary works that reflect upon their own status as literature while also performing their other functions as a story, poem, or play. For example, we read a novel that not only tells a story but that also reflects on the act of storytelling and how storytelling shapes meaning in our lives and in our culture. Studying such literary works allows students not only to practice traditional conventions of reading, such as textual analysis, interpretation and critical thinking, but also encourages a deeper reflection on the act of reading itself and its role in shaping who we are. The literature in the class thus becomes not only the source of the answers to literary questions (what does this poem mean?) but also the source of important questions about literature and culture (how does literature make meaning? Why should one read? What is the effect of reading?).
This course is designed to explore various ways that literature and film might speak to one another, working from the premise that films can (and perhaps should) be read critically as texts. Through study of literary and cinematic works linked by plot, theme, topic, and/or style, students will learn to identify common conventions and themes, read (and view) texts closely and critically, and consider how the interpretation of literature and film contributes to a deeper understanding of language and culture.
Dystopian works critique society, often by presenting an alternate or extreme version of society that points up the dangers of letting certain social elements (such as technology or political or legal systems) go too far. The dystopian is intimately related to the utopian: utopian texts imagine perfect societies, or at least best possible worlds, but the benefits gained typically endanger some of our cherished values (such as freedom and love); dystopian texts reveal this dark underbelly, showing how the rise to power of some comes at the expense of others, or even society as a whole.
In this course, students gain exposure to works of fiction, poetry, and drama and acquire experience in critical reading and interpretation of literature. Students not only read but also actively engage with literary texts, in the process becoming familiar with literary conventions and discourse. Readings may explore a particular theme (e.g., The Heroic, The Quest, The Individual and Community, Coming of Age); themes and reading selections vary by instructor.
This course is designed to introduce students to fiction within the graphic novel genre and increase students' appreciation of the experience of reading. With a close, critical focus on the relationship between text and image, students will learn to identify common conventions and themes in fiction, and consider how the interpretation of literature contributes to a deeper understanding of language and culture.
This course is designed to introduce students to popular works of Holocaust fiction and increase students' appreciation of the experience of reading. By evaluating Holocaust fiction closely and critically, students will learn to identify common conventions and themes, and consider how the interpretation of literature contributes to a deeper understanding of language and culture.
This course is designed to acquaint students with popular works of gothic literature and to increase students' appreciation of the experience of reading. Through study of some seminal texts that helped establish the modern concept of Gothic, and attention especially to contemporary ghost, monster, and other eerie books and film, students will learn to identify common conventions and themes, read texts closely and critically, and consider how the interpretation of literature contributes to a deeper understanding of language and culture.
This course is designed to acquaint students with popular and influential works of fantasy fiction and to increase students' appreciation of the experience of reading. With a particular focus on the ways in which fantasy authors build fictive worlds that challenge us to reevaluate the familiar and the magical, reinterpret ourselves and others, and reimagine the world around us, students will identify common conventions and themes, read texts closely and critically, and consider how the interpretation of literature contributes to a deeper understanding of language and culture.
This course is designed to engage students with the popular genre of mystery and detective fiction and film from its "classic" age to the present. With a particular focus on the ways in which mystery stories confront culturally driven fears and play with the notion of knowledge, students will identify common conventions and themes, read texts closely and critically, and consider how the interpretation of literature contributes to a deeper understanding of language and culture.
This general education course is designed to give students an understanding of some major writers, themes, or trends of literature (American, English, or World) in its larger context – cultural, historical, philosophical, theological, etc. Themes or concepts that serve as points of departure in the investigation of literary history or cultural and individual expression vary from semester to semester (see specific titles on course schedule).
This course focuses on a representative group of Shakespeare's sonnets, comedies, histories, and tragedies. Emphasis is placed on close reading of the plays, with the intention of exploring some of Shakespeare's most pressing issues, including love, nature, death, dreams, relationships between parents and children, gender roles, freedom of the will, and reality itself. The course also address the cultural milieu out of which the texts were generated; the meaning of the terms "comedy", "history", and "tragedy"; and the relationship of the written plays to modern adaptations.
This course is designed to convey a broad sense of English literary history and culture. Through intensive study of culturally important works of English literature, written in different genres over a significant period of time, the course will explore traditionally British values, customs, social norms, and sensibilities. The course will conclude with a fortnight in England, where the class will visit landscapes and sites relevant to the course's texts.
This course is an introduction to major authors and literary works of Spain from the medieval period through the end of the 17th century. Literary movements, history, culture, and other artistic works are examined in their relation to the literary output of these periods.
This course is an introduction to the major authors and literary works of Spain from the 18th through the 20th century. Literary movements, history, culture, and other artistic works are examined in their relation to the literary output of these periods.
This course is an introduction to the major authors and literary works of Latin America from the colonial period through the 18th century. Literary movements, history, culture, and other artistic works are examined in their relation to the literary output of these periods.
This course is an introduction to the major authors and literary works of modern Latin America. Literary movements, history, culture, and other artistic works are studied in their relation to the literary output of these periods.
This course will explore the relationship between the international game of soccer/fútbol/football/fobal and literature in contemporary Latin American culture and society. The works to be analyzed will range from the journalistic essay, to the short story, blogs, and, but not limited to, selections of important sociological texts related to the game. Students will be encouraged to enhance their critical thinking skills through close readings, class discussions, and analytical writing exercises both in and outside of the classroom, as well as perform activities of vocabulary (re)production.
Moral Traditions (MT)
One course from:
This general education course gives students the opportunity to read a major philosophical work, Plato's Republic, and to discuss issues raised by the text that relate to our world. Such issues include justice, artistic expression and censorship, ethical conduct, the role of women in society, the best form of government, family, work, freedom, and responsibility. The course is for first and second year students who want a serious introduction to philosophy and enjoy rigorous philosophical conversation.
This course provides a survey of some of the specific issues in health care ethics that are faced today by patients, providers, insurance companies and other constituencies in the health care arena. Such issues include: access — how are limited resources to be allocated? Informed consent – what information must patients possess in order to make reasonable and informed decisions about their health care? What compensatory obligations do providers have in the realm of informed consent? Funding — should the quality of health care vary by the means of the payer? Death — what is death? Also, should a patient have the right to choose the time and means of his or her death? Procedures and technologies — are all possible procedures and technical interventions morally defensible?
The course examines critically the foundations of ethical or moral judgments on vital issues such as abortion, birth control, capital punishment, civil disobedience, divorce, drug-use, ecology, euthanasia, homosexuality, marriage, pre-marital sex, suicide, segregation, stealing, truth: acquiring-revealing concealing, technology, war, and work.
e human person (e.g., the Platonic, the Aristotelian–Thomistic, the Judeo–Christian, the Hobbesian and that of other modern thinkers). It considers such fundamental issues as the existence and nature of the human soul; whether human beings are innately good, innately evil, both or neither; in what sense, if any, human beings are rational; and the nature and basis of human freedom.
This course provides non-science as well as science majors the opportunity to examine key issues in the sciences in the light of major ethical theories. Among the issues to be examined are: abuses and uses of nuclear energy, behavior control and psychosurgery, chemical wastes and the environment, computerized files of personal information, computerization and depersonalization, experimentation with human subjects and animals, genetic engineering and screening, reproductive techniques, organ transplants, physician-patient relationships, and euthanasia.
The course examines critically the major ethical or moral theories that are at the basis of decision making in the complex area of contemporary behavior we know as "the business world." It is recommended for business majors.
The Natural Scientific Systems general education requirement will be met only when both the lecture and laboratory courses of a lecture/laboratory pair are completed. Passing only the lecture portion of the lecture/laboratory pair does not satisfy a non-laboratory science requirement. Passing only the laboratory portion of the lecture/laboratory pair does not satisfy a laboratory science requirement.
Natural Scientific Systems (NS)
Two courses; at least one course must have a lab:
The human position in the biological world and responsibility for living in reasonable harmony with the environs is the focus of this course. Beginning with an overview of major ecological principles governing all ecosystems, consideration is then given to such problems as population expansion, natural resources, pollution, conservation and environmental health.
This introductory course serves both majors and non-majors. Course topics include the process of evolution and ecology; biological molecules and basic chemistry; cell structure, cellular respiration and photosynthesis; the mechanisms of chromosome replication, transcription and translation; and Mendelian genetics. Three fifty minute or two seventy-five minute lecture/discussion periods are held weekly.
This introductory course serves both majors and non-majors. Course topics include the process of evolution; surveys of microbial, plant and animal life; plant anatomy and physiology; comparative animal anatomy and systems physiology.
This course is designed for the student with little science in their backgrounds. Basic human biological principles are investigated with emphasis on nutrition, cancer, immunity, reproduction and heredity. Special consideration is given to current advances in medicine and associated bio-social issues.
The goal of this course is to introduce students to the ecology and classification of mammals. Students will be presented with information on the evolutionary history and special adaptations of mammals within the context of their ecological roles as individuals or populations in a biological community. This course also examines contemporary conservation issues related to mammals. The laboratory component of the course will allow students to practice some the techniques used by mammologists with particular emphasis on field techniques. The development of scientific literacy skills will be heavily emphasized. This course is open to science and non-science majors. Two one-hour class meetings and one two-hour lab each week.
This course addresses current scientific issues of interest to the general public, ranging from modern medical advances to those affecting the environment. Stress is placed not only on the concepts involved, but also on the social, ethical, political, and economic aspects of these issues. The course is intended for non-science majors.
This course introduces key concepts in conservation biology with an emphasis on biodiversity. Both theory and practical applications in conservation biology will be explored. Concepts explored include definitions and locations of biodiversity, the valuation of biodiversity, threats to biodiversity, conservation at the species and population levels, and how conservation biology intersects with current issues facing human societies. This course will take a global perspective on issues current in the field of conservation biology. Additionally, the development of scientific literacy skills will be heavily emphasized.
This course includes in-depth coverage and discussion emphasizing how the main principles of genetics and heredity relate to contemporary social issues. The biology behind these main principles of genetics and heredity are examined. Topics may include genetic inheritance, human reproduction, chromosomal abnormalities, genetic disorders, the genetic basis of behavior, genetic engineering, genetic screening, genetic counseling, and modern genetic techniques. The course meets for three one-hour lectures weekly and is open only to junior or senior sutdents, or with consent of the instructor.
the chemical makeup, physical properties, historical development, and economic impact of materials encountered in daily life. Examples of the materials covered include: metals, ceramics, leather, plastics, concrete, paper, and a variety of others. The course details a "biography" of each of these materials from its primary source in the animal, vegetable, or mineral world, through the various transformations in its production and fabrication into usable products, to its ultimate fate and impact on the environment when it has lived its useful life.
This course covers the fundamental principles upon which the study of chemistry is based. Stoichiometry, atomic structure, molecular structure, chemical bonding, behavior of gases, kinetic molecular theory, properties of solutions, chemical reactivity and thermochemistry are included.
This course examines physical, geological, and astronomical processes involved in shaping the Earth and other planets. The geological processes acting on the Earth and the natural history of the Earth are studied first, and then used to examine the other bodies of the solar system, studying how the physical characteristics of the planets influence and are influenced by the same basic processes operating in different ways. Topics include: the properties of Earth materials, the evolution of the Earth and geological structures, matter and energy in the Earth system, the Earth in the solar system and the universe, fundamental issues of planetary science, and fundamentals of observational astronomy and objects in the sky (moon phases, properties of orbits, etc.).
This course is an exploration of the fundamental physical concepts relating to sound (vibrations and waves, overtones, Fourier synthesis and analysis) and its perception (physiology, physics, and psychophysics of hearing) and measurement (transducers and the decibel scale); sound recording and reproduction (analog and digital); musical acoustics (temperament and pitch; families of musical instruments; speech and the human vocal tract); and the acoustics of enclosures.
This general-education level course focuses on three broad topics in astronomy: the tools of astronomy (the celestial sphere and the motion of objects in the sky; scientific method; light, spectra, and atomic structure; the astronomical distance scale; gravity and celestial mechanics); stars and stellar evolution (the Hertzsprung–Russell diagram, the main sequence, and stellar lifecycles); and galaxies and cosmology (Hubble's Law, dark matter, evidence for the Big Bang, and theories of the early universe).
This general education level course covers topics similar in nature to P121 and P123.
This course is intended for elementary education majors as well as other non-science majors. It examines the conceptual frameworks that underlie physics, including mechanics, heat, electricity and magnetism, and light.
This course is the first half of a two-semester introductory, calculus-based, physics course for all students planning to enter one of the scientific professions. It covers the fundamental principles of mechanics, oscillations, and fluid mechanics.
This course first examines physical, geological, and astronomical processes involved in the global climate change debate. We will ask ourselves what is the current data, make predictions on local areas in which we live, and propose possible solutions. The course design is problem-based. That is, students will actively participate in discovering relevant questions, data, underlying scientific principles, and solutions. As a result details of possible topics can be a little bit fluid, but possible topics include: Current climate data and controversies; Basic climate science; Data and predictions on local area; Biological, sociological and economic impact; Possible solutions. We hope to bring to the foreground the processes scientists use to draw conclusions about the physical nature of climate, building an understanding of the nature of explanation in science, and investigating how science interacts with society in general.