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The Å·ÃÀÎÞÂë core curriculum requires students to complete at least one English class (4 credits). This course develops students’ critical awareness of language by helping them to recognize the relationship between their own experience and the interpretive possibilities of literature. This course also fosters attentive reading, careful thinking and effective writing.

Most students will take ENGL 110, ENGL 121 or ENGL 190 in the fall semester, depending on their placement (based on ACT English and Reading scores and/or grades in high school English courses).

If you have previously earned college credit for English, please indicate specific details about your English course(s) when you complete the Course Preference Form. If you have questions about English placement, please call Academic Counseling at (651) 962-6300.

ENGL 110, Intensive Writing:

The course will provide students with intensive practice in writing, enabling them to adapt to the demands of differing rhetorical contexts. Emphasis is on understanding writing processes and learning to respond thoughtfully to writing at various stages. Critical reading will be practiced as an integral part of the writing process. This course does not satisfy the Literature & Writing requirement. Students who complete ENGL 110 must also complete ENGL 121.

ENGL 121, Critical Thinking: Literature and Writing:

Students will read and write about literary texts critically and closely. The course emphasizes recursive reading and writing processes that encourage students to discover, explain, question and clarify ideas. To this end, students will study a variety of genres as well as terms and concepts helpful to close analysis of those genres. They will practice various forms of writing for specific audiences and purposes. Students will reflect on and develop critical awareness of their own strengths and weaknesses as readers and writers. The writing load for this course is a minimum of 12 pages of formal revised writing.

ENGL 190, Advanced Critical Thinking: Literature and Writing:

English 190 is a core course in literature and writing for specially qualified students who show greater aptitude and preparation than typical first-year students or those whose pre-matriculation credits cover some, but not all, of the content of ENGL 121. The learning goals are the same as those for ENGL 121; however, writing, critical thinking, and textual analysis are taught at a higher level and with increased complexity in this course.

A sequence of world language study aims to develop students’ skills in using a world language in a variety of tasks, including conversing, reading, writing and listening with comprehension. The language is used as the essential vehicle for coming to a deeper understanding of other cultures.

Å·ÃÀÎÞÂë offers courses in American Sign Language, Arabic, Chinese, French, German, Greek, Italian, Japanese, Latin and Spanish. Students can fulfill the Language & Culture core requirement by completing any one of the following options:

• Beginning a new language at Å·ÃÀÎÞÂë, and successfully completing two semesters (levels 111, 112).
• Continuing a language at Å·ÃÀÎÞÂë you previously studied in high school. You must take a placement assessment to enroll in a language you have previously studied for 2 or more years, even if you wish to begin with the first semester of the language (level 111). Å·ÃÀÎÞÂë offers online assessments in French, German, Latin, Spanish and Italian. If you haven’t done so already, return to the application portal to access your placement assessment links. Please note: If you studied a language other than French, German, Latin, Italian or Spanish in high school, contact the Modern & Classical Languages department at (651) 962-5150, to inquire about placement assessment options for languages other than those listed above. Placement assessments will result in one of the following:
  • Scoring at the 111 level and completing 111 & 112 (two courses)
  • Scoring at the 112 level and completing 112 & 211 (two courses)
  • Scoring at the 211 level and completing that level (one course)
  • Scoring at the 212 or 300 level and either taking a course at one of these levels or passing a confirmation assessment (contact department)
• Demonstrating proficiency in a language not taught at Å·ÃÀÎÞÂë through the Language Waiver process (contact department).

More information can be found on the Modern and Classical Languages website.

Language 111, Elementary Language I: Pronunciation, essentials of grammatical structures, aural-oral practice, writing, reading of simple language prose, introduction to the culture of the specific language-speaking world.

Language 112, Elementary Language II: Continuation of Language 111. Emphasis on grammatical structure, aural-oral practice, writing, reading. Continuation of language culture. Prerequisite: Language 111 or its equivalent with a grade of C- or better.

Language 211, Intermediate Language I: Designed to increase listening, speaking, reading, and writing skills in language. Intensive review of grammatical structures of Language I and II. Continued exposure to language culture. Prerequisite: Language 112 or its equivalent with a grade of C-or better.

Spanish:

SPAN 122 is a beginning level Spanish course developed for students with previous language experience. It begins with an accelerated review of SPAN 111 followed by material covered in SPAN 112. The course prepares students to communicate in Spanish in everyday situations at an elementary level of proficiency. It also introduces students to cultural products, practices and perspectives from different parts of the Spanish-speaking world. Cannot be taken if credit for SPAN 111 was received. Students who test into SPAN 122 will complete SPAN 122 and 211 to complete the Language & Culture requirement.

The Å·ÃÀÎÞÂë core curriculum requires one Philosophy course (4 credits): PHIL 110, The Person and the Good, and one Theology course (4 credits): THEO 100, Foundational Theology courses (topics vary by section). Occasionally, first year students will take a THEO on the 221-229 level before taking THEO 100.

PHIL 110, The Person and the Good

Using philosophical methodology, and with substantial attention to Catholic intellectual tradition, this course enquires into the foundations of ethics, including how our conception of the human person affects our understanding of the moral life. It considers also the question of the rationality of belief in God and the difference (if any) God makes to our understanding of the person and the good. In addressing these topics, the course develops and applies basic logic skills, introduced as an essential part of philosophical method and an indispensable tool of critical thinking.

THEO 100, Foundations

This course introduces students to foundational concepts and skills associated with Christian theology. The course reflects critically upon the concepts of God and Christ, Scripture, Faith and Reason, the Human Being, and the Common Good, especially in the context of Catholic Intellectual Tradition and Catholic Social Teaching. Students will gain a basic level of theological literacy through introduction to central texts within Christian tradition, particularly the Bible. Students will also be introduced to connecting fundamental theological questions to the common good in the context of the pressing challenges of today’s world.

         * Each Section of THEO 100 has a different subtopic, review for more information.

The Å·ÃÀÎÞÂë core curriculum requires one course (4 credits) in the area of Social Scientific Analysis. The goal of this requirement is to ensure that all students develop basic abilities to perform social scientific analyses of patterns of social interactions. The following courses offered for fall semester will fulfill this requirement. NOTE: Some majors require a specific social analysis course - see information under academic majors to determine if your specific major is one of them.

ECON 251, Principles of Macroeconomics: An introduction to macroeconomics: national income analysis, unemployment, price stability and growth; monetary and fiscal policies; international trade and finance; application of economic theory to current problems. Students who enroll in this course are expected to be able to use high-school algebra. Prerequisites: Placement at Math 101 or above, or successful completion of Math 005.

ECON 252, Principles of Microeconomics: An introduction to microeconomics: theory of household (consumer) behavior, theory of the firm market structures, market failures, economic efficiency, factor markets, and income distribution. Students who enroll in this course are expected to be able to use high-school algebra. Prerequisites: Placement at Math 101 or above, or successful completion of Math 005.

ENVR 151, Environmental Challenges: A study of the interaction of humans and the environment over time and space; a broad introduction that integrates a variety of social-science perspectives into an understanding of the environment and the relations between humans and nature. Specific topics include ecology, population, economic development, resources and sustainable development.

GEOG 111, Human Geography: This course explores the effects of social, economic, environmental, political and demographic change from a geographic perspective. It introduces students to a broad range of topics, including the effects of population growth, human impact on the environment, economic development and globalization.

GEOG 113, Globalization and World Regions: A country-by-country study of the world. The goal of this course is to emphasize whatever best explains the character of each country. This may be population, economics, resources or any aspect of nature or humanity that gives an insightful understanding of each country.

POLS 104, Government and Politics: An introduction to the concepts basic to an understanding of politics and government with an emphasis on the political systems of the United States. A comparative examination of political processes, decision-making institutions and policy issues relevant to the contemporary world. An introduction to basic research methods used in the discipline.

PSYC 111, General Psychology: An introduction to the research questions, concepts, theories, methods and findings of psychological science. Although the selection varies with instructor, topics include brain function, psychological testing, sensation and perception, cognition (learning, memory, language), states of consciousness, motivation, human development, personality, origins and treatments of disorders, social behavior, stress and health, and applied psychology (workplace, community, environment).

SOCI 100, Introduction to Sociology: Introduction to the concepts, theories, methods and applications of the scientific study of society and social concerns. Enables students to understand the connections between the individual and larger social and cultural forces. Heightens awareness of the diversity of American and other societies.

The Å·ÃÀÎÞÂë core curriculum requires completion of 4 credits in the area of Fine Arts; students may fulfill this requirement by participating in four semesters of certain music ensembles or of certain music lessons (NOTE: ensemble or lessons must be on the same instrument or voice). This requirement aims to enhance students’ understanding of and appreciation for one or more of the fine arts (art, film, music or theater). The following courses fulfill this requirement and are offered in the fall semester.

ARTH 120, Introduction to Aztec Art: Suitable for students new to art history, this two-credit course focuses on the art and culture of the Aztecs, whose empire of splendor, hegemony, and military prowess collapsed among the chaos of the Aztec-Spanish war. Interdisciplinary in nature, the class investigates what Aztec art, material culture, architecture, and even civic planning can tell us about Aztec religion, political ideology, literature, and social systems. As well, it addresses both to the ancient Central Mexican predecessors of the Aztecs and the colonial aftermath of the Spanish arrival. (NOTE: This is a 2 credit half semester course and typically paired with ARTH 121 to fully satisfy the core fine arts which requires 4 credits)

ARTH 121, Introduction to Mayan Art: Suitable for students new to art history, this course serves as an introduction to the art, architecture, and culture of the ancient Maya, whose city states flourished in southeastern Mexico, Guatemala, Belize, and Honduras from the close of the first millennium BC to the end of the tenth century AD. Interdisciplinary in nature, the class investigates what Maya material culture, art, writing, and architecture can tell us about their society, religious beliefs, political ideology, and literature. As well, it introduces students to Maya hieroglyphics and the Maya calendar and addresses the history of scholarship in this area. (NOTE: This is a 2 credit half semester course and typically paired with ARTH 120 to fully satisfy the core fine arts which requires 4 credits) Suitable for students new to art history, this course serves as an introduction to the art, architecture, and culture of the ancient Maya, whose city states flourished in southeastern Mexico, Guatemala, Belize, and Honduras from the close of the first millennium BC to the end of the tenth century AD. Interdisciplinary in nature, the class investigates what Maya material culture, art, writing, and architecture can tell us about their society, religious beliefs, political ideology, and literature. As well, it introduces students to Maya hieroglyphics and the Maya calendar and addresses the history of scholarship in this area. (NOTE: This is a 2 credit half semester course and typically paired with ARTH 120 to fully satisfy the core fine arts which requires 4 credits)

ARTH 150, Explorations in Art History: Through a series of case studies, this course examines the importance of art as cultural expression across time and from a global perspective. In each course section, students will analyze the style, subject, and patronage of works of art, and will explore art's relationship to religion, ideology, society and economy, gender roles, and the interaction of cultures. Case studies will include architecture, sculpture, painting, and other arts, such as ceramics, textiles, and photography. Some sections will meet the Global Perspectives requirement.

ARTH 251, Museum Studies: Practices: This course provides an investigation of the critical issues facing museums in the 21st century. Museum missions, practices, and resources will be interwoven with a discussion of audience, communication, and collaboration. This course will provide an opportunity for discussions with museum professionals. Partnerships with regional museums will provide hands-on project opportunities during the semester.

ARTH 340, Southern Renaissance Art: A survey of the art and architecture of Italy, Spain and Portugal from the fourteenth through the sixteenth centuries. The course will focus on issues of style, patronage and iconography.

ENGL 255, Introduction to Creative Writing: This course introduces students to the craft of creative writing, focusing on three broad genres: poetry, fiction, and creative nonfiction. Students learn how various forms (e.g., free verse, the sonnet, narrative) have developed and evolved historically and within various contexts (cultural, political, social)—and by extension, what it means to write in these forms today. They receive instruction in setting, character, voice, point of view, literal and figurative imagery, rhythm and sound patterns, and literary structures; and practice writing in all three genres. Assignments include close readings of literary texts that model craft techniques, weekly writing exercises that encourage exploration and development of craft, and workshop discussions to develop students’ analytic and critical skills. Note: The prerequisite for this class is ENGL 121 or ENGL 190 (concurrent registration allowed for ENGL 190 students).

FILM 200, Introduction to Film Studies: Introduces students to film analysis, providing the basic tools to understand, appreciate and analyze the technical and aesthetic dimensions of film and to understand how these elements come together to create meaning. The course will focus on specific filmmaking techniques, provide a brief overview of film history and introduce students to the concepts of genre, ideology and style. In addition to attending class sessions, students will be required to dedicate approximately two hours per week to viewing films in lab or outside of class.

Film 305, Screenwriting: The purpose of this course is to learn how to write effective narrative screenplays, with an emphasis on the creation of short scripts. In order to explore and identify basic dramatic principles of story, character, and structure, we will analyze numerous short scripts and films made from them. We will look at how the dramatic principles of short scripts have been expanded and turned into feature screenplays by exploring the work of various successful contemporary writers and filmmakers. Once we establish the basics of effective screenplays, students will apply these concepts to the development of their own original short scripts. By the end of the semester, students will have written several complete short scripts that are ready to be shot on their own, produced as part of a Å·ÃÀÎÞÂë filmmaking course, or that could be developed further into feature length screenplays. This course counts as a production/practice course for students pursuing the Film Studies major or minor and as an elective course for English majors and minors.

MUSC 112, How Music Works: Open to all students, this class introduces those with diverse levels of musical background to the elements of music theory and listening skills. No musical training is necessary for participation – all levels of musical abilities are welcome. Two priorities will guide our activities: (1) drawing on musical practices from multiple social and cultural contexts in both familiar and unfamiliar styles; (2) learning via direct experience. This course offers real-life practice of skills to help students develop their understanding of how music works and how it moves us, particularly regarding the interaction between music elements (e.g. rhythm, melody, harmony, and form) with emotion, meaning, and performance.

The Å·ÃÀÎÞÂë core curriculum requires completion of 4 credits in the area of Fine Arts; students may fulfill this requirement by participating in four semesters of certain music ensembles or of certain music lessons (NOTE: ensemble or lessons must be on the same instrument or voice). This requirement aims to enhance students’ understanding of and appreciation for one or more of the fine arts (art, film, music or theater). The following courses fulfill this requirement and are offered in the fall semester.

MUSC 115, Music & Culture, 85 Pieces You Should Know: This course is based on approximately 85 pieces of music that the instructor thinks students should know about—folk, blues, rock, Baroque, Classical, Romantic, military, country, big band, jazz, choral, orchestral, concert band, marches, world music, etc. This course is designed to enable students, regardless of musical background, to increase their understanding of music. The listening skill and knowledge acquired will provide a foundation for students to become more critical and discerning listeners of music of all types. NOTE: Students who receive credit for MUSC 115 may not receive credit for MUSC 118 or 119.

MUSC 115, Music & Culture, Music & Spectacle: This survey course explores the classics of European and American music in their historical, cultural and social contexts. It will investigate the many ethnic, religious, political, philosophical, economic and scientific influences that have shaped these traditions. This course is designed to enable students, regardless of musical background, to increase their understanding of music. The listening skill and knowledge acquired will provide a foundation for students to become more critical and discerning listeners of music of all types.

MUSC 162: Roots of Blues, Rock, Country: This course traces the development of American popular music from its roots through multiple genres such as minstrelsy, jazz, big band, swing, crooning, jump blues, gospel, rhythm and blues, country, western, folk/protest, and rock 'n' roll, concluding with the British Invasion. Popular music development is critically examined through four interrelated driving forces: identity (ethnicity, gender, culture, generation), centers vs. peripheries (the established vs. the innovative), technology (impact on musical performance and listening), and business/law (commercial competition and development). Multimedia presentations include extensive audio and video support. Designed for the Popular Music minor.

MUSC 170: Film Music: Comedy of Horror: Why do we laugh when bad things happen to good people and what makes scary movies surprisingly funny to us? Most cultural traditions around the globe have long identified both music and humor as supremely human activities, profoundly tied to language, community, and social living. In this class we will take comedy seriously. We will look at and listen to movies, asking not only what makes them funny (or not) but also examining how music and sound reinforce the comedic effect of the film. Through weekly engagement with images and sounds from all over the world we will explore the ability of humor not only to challenge boundaries of social and cultural conventions but also redefine our relationships with fear and with things beyond our knowledge.

MUSC 204, Music and the Creative Process: This unique course welcomes students of all musical backgrounds and abilities to explore the creative processes of improvised collaborative music making. In the absence of notated music, the techniques and principles of Soundpainting will be studied and analyzed toward understanding music’s creative structures. Students will apply these techniques and principles to create together musical works of their own design. All students will learn to direct, improvise, and co-create music that reflects the expressive input of the group. Reflective study and dialogue on the creative process throughout the course will facilitate critical understanding of how music not only expresses ideas about self, others, and community, but also generates deeply transformational change to those identities.

THTR 111, Introduction to the Theater: Foundation in theater and drama for the non-major, beginning student; orientation to the dramatic tradition through consideration of plays and playwrights from the Greeks to the present; history of theatrical customs, traditions and conventions as they affect modern stage design, acting, directing, costumes, make-up and criticism. Experience in seeing and analyzing SCU/UST and Twin City play productions and in producing a play.

THTR 297, THTR Performance/Production: Students will produce and present a play while they learn about key aspects of introductory theater. This course will examine the customs and conventions of theatrical art and management, such as acting, directing, and stage managing as well as design (costume, light, set and sound) by engaging first-hand in these practices. In addition, students will be introduced to historical theater movements and theory as a way of providing context for their own work. The class culminates in a live performance that is created, performed, stage managed and produced by the class. Theater production is not just acting, so students interested in behind-the-scenes work, design and other event management should consider this course.

Students may also satisfy the Fine Arts requirement by participating in one of the eight music ensembles listed below (1 credit per semester, students must take 4 semesters of the same ensemble to complete the Fine Arts requirement. Auditions are required):

MUSN 140, Donne Unite (Women’s Chorus)
MUSN 142, Chamber Singers
MUSN 143, Liturgical Choir
MUSN 160, Concert Choir
MUSN 173, Guitar Ensemble
MUSN 181, Orchestra
MUSN 185, Symphonic Band
MUSN 186, Symphonic Wind Ensemble

Ensembles are open to all students by audition. Please see select a link below to sign up for an ensemble audition.

Students may take a total of four semesters in 50-minute lessons in the same instrument or lesson (with exceptions granted in consultation with the Chair). There are numerous options for lessons in various styles including composition lessons and digital music lessons. You will see a long list on the fine arts section of the course preference form, but if you don't see the instrument you wish to study, ask academic counseling. NOTE: Lessons have a $400 per semester fee.

The Å·ÃÀÎÞÂë core curriculum requires one course (4 credits) in History. This requirement aims to increase students’ knowledge of the history of the modern world and its origins, historical methods and analysis, ethics issues of historians, as well as to raise awareness of diversity within human history and the importance of intercultural learning.

HIST 112, The Modern World Since 1550: Introduces students to historical reasoning. Students learn to analyze evidence from the past in context in order to explain how the past produced the ever-changing present. This course surveys the foundation and expansion of global networks from the sixteenth-century exploration to the contemporary world, and it examines the resulting breakthrough in communication and cultural exchanges between Europe and Africa, Asia, Latin America and the Middle East. Key aspects of the modern world are explored, such as state power and citizenship, economic systems and human labor, ideas about belonging and community, and the relationships and activities that constitute daily life.

HIST 113, Early America in a Global Perspective: Introduces students to historical reasoning. Students learn to analyze evidence from the past in context in order to explain how the past produced the ever-changing present. This course surveys the social, political, cultural, and economic history of North America in global context, from the European-American encounter through the aftermath of the U.S. Civil War. It examines relations among Native Americans, Africans, Europeans, and their descendants. Major themes include: empires and colonization, race and slavery, the American Revolution, nation building, territorial expansion, the origins of American capitalism and democracy, sectionalism, and the Civil War.

HIST 114, Modern US/Global Perspective: Introduces students to historical reasoning. Students learn to analyze evidence from the past in context in order to explain how the past produced the ever-changing present. The course introduces students to social, political, cultural, and economic developments from the American Civil War to the present day. It not only traces how ideas and lived experiences within each of those categories of historical analysis changed over time, but also shows how developments in each realm of American life shaped
the others. It pays special attention to how American politics, institutions, and cultural norms emerged from—and produced—a changing role for the United States in its global context. It also interrogates how efforts to define American identity have both provided the terrain for inclusion and been used to justify the exclusion of various people, including racial, ethnic, and immigrant groups, people of different genders and sexual identities, and people of diverse religious and political beliefs.

HIST 115, The World Since 1900: Introduces students to historical reasoning. Students learn to analyze evidence from the past in context in order to explain how the past produced the ever-changing present. This course examines the origin, development, reception, alteration, and rejection of various ideologies—including, but not limited to, nationalism, imperialism, communism, liberalism, fascism and Nazism—and the political, social, economic, and cultural changes that they produced. Through a close examination of the twentieth century, students gain appreciation for the intricate nature of power and dependency that characterizes the modern world.

HIST 117, Latin America/Global Perspective: Introduces students to historical reasoning. Students learn to analyze evidence from the past in context in order to explain how the past produced the ever-changing present. This course surveys the social, political, and economic history of Latin America in global context from the Independence movements to the present. Major topics include: democracy and dictatorship, economic development and dependence, slavery and race relations, political revolution, urban and rural societies, migration, militarism, the Church and the struggle for social justice.

HIST 119, East Asian Civilizations: Introduces students to historical reasoning. Students learn to analyze evidence from the past in context in order to explain how the past produced the ever-changing present. This course will look at the history of East Asia in regional and global contexts. Students will build a foundation by learning about the formative era of Chinese history in the first millennium BCE, focusing on the creation of Confucianism and the imperial system. They will follow East Asia’s emergence as a distinct historical region comprising China, Korea, and Japan, and the ties these countries maintained among themselves and with the rest of Asia. As they enter the early modern era, students will focus on connections between East Asia and the world, such as the silver economy. The class will conclude by looking at East Asia in the nineteenth and twentieth centuries, with a special emphasis on global historical themes of colonialism and industrialization. Through this class, students will learn to analyze changes and continuities over long periods of time. They will also learn to frame historical events in their local specificity as well as in their common humanity.

The Å·ÃÀÎÞÂë core curriculum requires one lab science course (4 credits).

NON-SCIENCE MAJORS may choose from the following courses during fall semester:

BIOL 101: General Biology: Emphasizing biology as a creative, investigative process and its relevance in today's world, this course provides an overview of cell biology, genetics, physiology, and human impact on the environment. Two laboratory hours per week. Not open to biology majors, pre-professional students, or students who have completed BIOL 105 or BIOL 106.

BIOL 105: Human Biology: An introduction to cells, genetics, development and the human body, and the impact of humans on the environment. Laboratories will emphasize investigative scientific problem solving and creative thinking. Three laboratory hours per week. Not open to students who have completed BIOL 101 or BIOL 106.

BIOL 106, Women, Medicine and Biology: This course addresses issues of biology from the perspective of women. The focus of the course will be to learn basic principles of biology in areas such as anatomy, physiology, genetics, cell biology, and microbiology in the context of issues relevant to women and women's health. Two laboratory hours per week. Not open to Biology majors or students who have completed BIOL 101 or BIOL 105.

GEOL 111, Intro to Physical Geology: A study of the Earth's properties; the formation and classification of minerals, rocks, ore deposits, and fuels; and the nature and origin of the Earth's surface and interior. Emphasis will be placed upon a changing Earth, and the geologic processes operating at the surface and in the interior. Lecture and two laboratory hours per week. NOTE: Students who receive credit for GEOL 111 may not receive credit for GEOL 102, 110, 114, or 115.

GEOL 115, Environmental Geology: This course emphasizes the interactions between humans and their environment, focusing on those processes and issues that are fundamentally geological in nature. Early in the course, students will be introduced to basic geosciences concepts and principles, the scientific method, plate tectonics and Earth materials (rocks and minerals). The remainder of the course will focus on specific topics at the interface between humans and their environment, including volcanic and earthquake hazard, human impacts on the hydrological cycle, surface and groundwater contamination, climate and the carbon cycle, nuclear waste storage, soil erosion and non-renewable resources, and slope stability. NOTE: Students who receive credit for GEOL 115 may not receive credit for GEOL 102, 110, 111, or 114.

PHYS 104, Astronomy: Introduction to physical principles and their application to astronomy for nonscience majors. Emphasis is on comprehension of ideas and principles. Topics include the motions of the sun, moon, stars and planets; properties of the solar system; the stars including giants, dwarfs, pulsars and black holes; nebulae, galaxies and quasars; cosmology and life. The course consists of lecture, discussion and laboratory. Prerequisite: Three years of high school mathematics.

PUBH 200, Emerging Disease & Global Health: In recent decades, infectious diseases such as West Nile virus, Ebola, Zika, MERS, HIV, H5N1 and H1N1 influenza virus have jumped geographical boundaries and even species boundaries to emerge in new populations. This class offers an introduction to emerging and reemerging infectious disease and focuses on the underlying mechanisms of microbial emergence, epidemiology, and the strategies available to contain them. In this age of antibiotics and vaccines, why do millions die each year from infectious diseases worldwide? With new pathogens continuing to emerge, can we ever hope to win the battle? The emergence and re-emergence of infectious diseases involves many interrelated factors. Global interconnectedness continues to increase with international travel and trade; economic, political, and cultural interactions; and human-to-human and animal-to-human interactions. This course will address the biological mechanism of infectious disease and the socioeconomic and ecological factors that influence the outbreak of infectious diseases.

SCIENCE MAJORS AND STUDENTS WITH A HEALTH PROFESSION INTEREST (i.e. pre-med, pre-physical therapy, etc.) with appropriate math and chemistry placement scores, choose from the following courses:

BIOL 207, Genetics, Ecology, Evolution: A consideration of the mechanisms of heredity, evolution, population genetics and population ecology emphasizing hypothesis testing, case studies, and quantitative and experimental approaches to population biology. Topics include: Mendelian genetics, genetic mapping, population genetics, selection theory and the process of adaptation, speciation, macroevolution and phylogenetics, and the growth and regulation of populations. Laboratory work emphasizes techniques for data analysis, including computer simulation and modeling. Three laboratory hours per week. Prerequisites: Math placement into MATH 108 or higher or completion of MATH 108 or MATH 109 or MATH 111 or MATH 113.

CHEM 111, General Chemistry: This course, together with CHEM 112, provides a two-semester introduction to chemistry. Topics include atomic structure, molecular structure, chemical bonding, the periodic table, states of matter, reaction types, stoichiometry, thermochemistry, intermolecular forces and properties of the common elements and their ions in aqueous solution. Lecture plus four laboratory hours per week. Offered fall and spring semesters. Prerequisite: Placement at or above CHEM 111. NOTE: Students who receive credit for CHEM 111 may not receive credit for CHEM 100, 101, 109 or 115.

CHEM 115, (Honors) Accelerated General Chemistry: A one semester general chemistry class that blends significant topics from CHEM 111 and 112 for very strong students interested in majoring in science or engineering. Approximately one-third of the course content is drawn from CHEM 111 with the balance coming from CHEM 112. Topics include atomic theory, stoichiometry, gas laws and phases of matter, atomic and molecular structure, bonding, kinetics, thermodynamics, equilibrium, electrochemistry, nuclear chemistry and descriptive chemistry. Lecture plus four laboratory hours per week. Offered fall semester. Prerequisite: Math placement at the 113 level, high school chemistry, and satisfactory performance on the chemistry placement examination. NOTE: Students who receive credit for CHEM 115 may not receive credit for CHEM 100, 101, 109, 111, or 112.

GEOL 111, Introduction to Physical Geology: A study of the Earth's properties; the formation and classification of minerals, rocks, ore deposits, and fuels; and the nature and origin of the Earth's surface and interior. Emphasis will be placed upon a changing Earth, and the geologic processes operating at the surface and in the interior. Lecture and two laboratory hours per week. NOTE: Students who receive credit for GEOL 111 may not receive credit for GEOL 102, 110, 114, or 115.

GEOL 115, Environmental Geology: This course emphasizes the interactions between humans and their environment, focusing on those processes and issues that are fundamentally geological in nature. Early in the course, students will be introduced to basic geosciences concepts and principles, the scientific method, plate tectonics and Earth materials (rocks and minerals). The remainder of the course will focus on specific topics at the interface between humans and their environment, including volcanic and earthquake hazard, human impacts on the hydrological cycle, surface and groundwater contamination, climate and the carbon cycle, nuclear waste storage, soil erosion and non-renewable resources, and slope stability. NOTE: Students who receive credit for GEOL 115 may not receive credit for GEOL 102, 110, 111, or 114.

PHYS 211, Classical Physics I: This course and its continuation PHYS 212 serve as a two-semester introduction to classical physics. Applications are chosen that focus on engineering and the physical sciences. Topics include principles of classical mechanics: vectors, kinematics, particle and rigid body rotational dynamics and statics; conservation laws; and thermodynamics. The course meets three times a week for two consecutive periods consisting of integrated lecture, discussion and laboratory. Prerequisite: A minimum grade of C- in MATH 109 or MATH 113. NOTE: Students who receive credit for PHYS 211 may not receive credit for PHYS 109.

The Å·ÃÀÎÞÂë core curriculum requires at least one quantitative analysis course (4 credits).

Mathematics

Your initial math placement is based on your math ACT sub-score or the department's math placement assessment. Students may register for the math course at the level in which they place, or any course below that level. Some students are interested in studying academic areas that require higher levels of math than their ACT math sub-score or placement assessment score allows them to take. In this case students will be advised to enroll in appropriate math preparation courses/opportunities. If you have AP, IB or PSEO math credits, please provide specific details about this credit within the Course Preference Form. If you have any questions about your math placement, please contact Academic Counseling at (651) 962-6300 or (800) 328-6819, Ext. 2-6300. For specific information about majors and math requirements, please review additional details under the placement assessments tab.

MATH 100, Mathematical Sampler: This survey of basic mathematical concepts includes both modern and historical perspectives. Emphasis is on the development and appreciation of mathematical ideas and their relationship to other disciplines. Topics include, among others: mathematical problem-solving, set theory, graph theory, an introduction to randomness, counting and probability, statistics and data exploration, measurement and symmetry, and recursion. NOTE: Does not require a placment, and is not good for business majors.

MATH 101, Finite Mathematics: Elementary set theory, linear equations and matrices, linear programming, finite probability, applications primarily in business and the social sciences. This course satisfies the core curriculum requirement for Quantitative Analysis. Offered Fall, J-Term, Spring and Summer. NOTE: This does not require a placment and is good for all business majors except Financial Management.

MATH 108, Calculus with Review I: The first course of a two-course sequence designed to integrate introductory calculus material with the algebraic and trigonometric topics necessary to support that study. Review topics include: number systems, basic algebra, functions, Cartesian coordinate system and graphing. Calculus topics include limits, continuity, derivatives for algebraic functions, applications of derivatives and more graphing. This course is intended only for students planning to take MATH 109, Calculus with Review II, and does not satisfy the Quantitative Analysis requirement in the core curriculum. Offered Fall, Spring and Summer. Prerequisite: Placement at MATH 108 (score of 23 or higher on the math portion of the ACT or appropriate score on the math placement assessment) or above, or successful completion of MATH 107. NOTE: Students who receive credit for MATH 108 may not receive credit for MATH 105, 111, or 113.

MATH 111, Calculus for Business and Social Science: An introductory course in calculus with motivation and examples drawn from business and the social sciences whenever possible. Does not include the calculus of trigonometric functions. Not appropriate for science majors. This course satisfies the core curriculum requirement for Quantitative Analysis. Offered Fall and Spring. Prerequisite: a grade of C- or above in MATH 103 or MATH 105 or placement at MATH 111 (score of 25 or higher on the math portion of the ACT or appropriate score on the math placement assessment). Four years of high school mathematics, including college algebra, are also recommended as background for this course. Students who are considering taking MATH 114 should take MATH 113 instead of MATH 111. NOTE: Students who receive credit for MATH 111 may not receive credit for MATH 108, 109, or 113.

MATH 113, Calculus I: An introductory course in calculus: limits; derivatives and integrals of algebraic, exponential, logarithmic and trigonometric functions of one real variable; applications of the derivative in engineering and the natural sciences. This course satisfies the core curriculum requirement for Quantitative Analysis. Offered Fall, Spring and Summer. Prerequisite: a grade of C- or above in MATH 105 or placement at MATH 113 or above (score of 28 or higher on the math portion of the ACT or an appropriate score on the math placement assessment). Four years of high school mathematics, including college algebra and trigonometry, also are recommended as background for this course. NOTE: Students who receive credit for MATH 113 may not receive credit for MATH 108, 109, or 111.

MATH 114, Calculus II: Techniques of integration; applications of integration; infinite series; parametric/polar equations. Offered Fall, Spring and Summer. Prerequisite: a grade of C- or above in MATH 112 or in MATH 113 or MATH 109.

DASC 120, Intro to Computational Statistics I: This course is composed of an in-depth study of the processes through which statistics can be used to learn about environments and events. There will be an intensive focus on the application, analysis, interpretation, and presentation of both descriptive and inferential statistics in a variety of real world contexts. Topics include data collection, research design, data visualization, sampling distributions, confidence intervals and hypothesis testing, inference for one and two samples, chi-square tests for goodness of fit and association, analysis of variance, and simple and multiple linear regression. Extensive data analysis using modern statistical software is an essential component of this course. Prerequisites: Math placement at level of MATH 108 or above; or completion of MATH 107, 100, 101, 103, 104, 105, 108, 111, or 113. NOTE: Students who receive credit for DASC 120 may not receive credit for DASC 111 or DASC 112.

Integrations in the Humanities (IH) courses are mid to upper level (numbered 200 and above) and will help you to trace how big ideas impact multiple facets of life, across academic disciplines and through many communities. Every IH course engages the humanities -- disciplines that focus on documenting and understanding the human experience. You will be able to choose from courses across many departments to develop your understanding of the “big picture” of human life. IH courses can also meet the Flag core areas of Global Perspectives, Diversity, Inclusion & Social Justice, Writing Across the Curriculum (WAC), and Signature Work. Most students will complete IH and flag requirements after their first semester of enrollment (with the exception of WAC, which is a common flagged course for first semester students).

ARTH 251, Museum Studies: Practices: This course provides an investigation of the critical issues facing museums in the 21st century. Museum missions, practices, and resources will be interwoven with a discussion of audience, communication, and collaboration. This course will provide an opportunity for discussions with museum professionals. Partnerships with regional museums will provide hands-on project opportunities during the semester.

CATH 205: Crisis and Development: This course explores from an interdisciplinary perspective the history of the Catholic Church as it interacts with the secular world and is shaped by its dominant personalities and events. No other institution in history has survived, and flourished, for so long and in the face of so many challenges. This course will critically reflect upon the history of the Church, from its origins in the Apostolic Age to the modern period, as a series of cycles with a common pattern of creativity, achievement, and retreat. Students may expect to complete the course with an awareness and understanding of the major personalities and events, secular and ecclesial, that have shaped the life of the Church.

CLAS 225, Classical Hero and Film: This Course focuses on analyzing and understanding Classical epic poetry, the ancient presentation of heroic figures and heroic exploits, and recognizing the influence of epic/heroic literature on the modern storytelling device of film. While the genre of epic is central to the course, other genres (both literary and cinematic) which present heroic figures, e.g., tragedy, history, comedy, action, fantasy, will also be explored. Analyzing the works read or viewed via writing and class discussion will constitute the primary course activities; students will engage in reading, viewing and writing outside of class, while class time will include some writing, viewing and discussion. In order to allow am-ple time for discussion and analysis, the majority of films in their entirety will be viewed outside of class. The course grade will be based substantially on written analysis (i.e., essays, papers) of the texts and films studied. ENGL 203 may also be substituted for this course.

CLAS 245, Classical Mythology: Mythology is the embodiment and encoding of the beliefs, principles, and aspirations of ancient cultures. This course provides an interdisciplinary introduction to mythology as an introduction and foundation to Classical civilization. Both Greek and Roman myths will be examined from a variety of theoretical perspectives, including etiological, structuralist, and psychological theories. Consideration will also be given to the study of literature in translation, art history, religion, and history. The course grade will be principally based on writing assignments and class discussions.

CLAS 325, Greek & Roman Environment: Through lenses both ancient and modern, this course will examine how the ancient Greeks and Romans imagined, sought to understand, appreciated and utilized the earth and its natural resources. Focal points will include ancient concepts of and attitudes toward the environment, the interconnection and interdependency between natural elements as well as between humans and the earth, appreciation for the landscape, and awareness of environmental issues and sustainability. Material remains will include representations of the earth, animals and nature in myth, art, literature & currency. Every module and assignment will include both ancient and modern sources to examine. Prerequisites: Senior, Junior or Sophomore Standing.

ENGL 202/IRST 202, Intro to Irish Studies: A survey of Irish Studies – history, literature, politics, and culture – in translation and in English from pre-historical times to the present. Though emphasis will be on the last 100 years and Ireland’s place in Europe, the course will do so through the study and consideration of selected works from nearly 2500 years of Irish writing. Likely authors to be read include Swift, Edgeworth, Yeats, Joyce, Heaney, Boland, O'Brien, and Doyle. This course satisfies an Integration in the Humanities requirement, a Global Perspectives requirement, and a WAC Writing to Learn requirement. It also satisfies a requirement for the minor in Irish Studies.

ENGL 203, Vengence is Mine: Revenge Narratives: Payback. Settling scores. Taking justice into our own hands — from contemporary films to ancient literature, the quest for revenge has been explored in multiple genres, time periods, and cultures. What makes this quest so intriguing and appealing? Why are we fascinated with individuals who enact their own forms of justice or retribution, often going against social, moral, and legal codes? Is revenge an act of intense passion, a doomed act of honor, or twisted desire to inflict suffering? In this course, we will examine a variety of texts that focus on revenge and consider how the quest for revenge relates to questions of justice, the rule of law, and beliefs about divine and human roles in punishing wrongdoers. We will also explore how cultural ideals of duty, honor, and shame have shaped perspectives on revenge in Western culture and examine how gender roles and social structure influence our assessment of those who avenge personal or public wrongs. Texts may include V IS FOR VENDETTA, TRUE GRIT, MEDEA, and THE COUNT OF MONTE CRISTO, among others. This course satisfies the WAC Writing Intensive requirement and an Integration in the Humanities requirement

ENGL 203, Frankenstein's Legacy: This course begins with a close reading of Mary Shelley’s FRANKENSTEIN and opens out onto discourses of disability studies and crip theory, Black studies, transgender/queer studies, and other discourses of the bodily-marginalized. We’ll learn about the legacy and influence of Frankenstein in various communities and contexts, seeking to understand how this creature has been a container of meaning for so many. All course texts will be in English or English translation and will range in format, including short stories, graphic novels, academic/poetic essays, and zines.

ENGL 211, British Authors I: How have heroic ideals changed from Beowulf to the 18th century? How did marriage evolve from an arrangement between tribes and families to love between two people? Such questions will be explored in a chronological framework through extensive readings in the British literary tradition in the period from approximately 900-1780. Threaded throughout the literature are themes such as war and conflict, the history of love, humor and satire, social reform, religious reform and the rights of the individual.

FILM 298, TOPICS: Understanding Genre in Film: The subject matter of topics courses will vary from year to year, but will not duplicate existing courses.

FILM 300, World Cinema: In this course, students will view, discuss, and read and write about feature-length films from Africa, Asia, the Americas, Europe, and possibly India and/or the Middle East. Following critical viewing of films both in and outside of class, students will engage in critical reflection, discussion, and analytical writing as a way of practicing the art of film analysis. This course asks students to think critically about the ways in which cinema engages the world as a form of entertainment, as art, as historical document, and as an instrument of social change.

GERM 300, Intro to German Studies: Intended as an introduction to more advanced work in German, this course, which is required of all majors and minors, will offer an overview of the evolution of German culture and civilization (society, politics, the arts) within an historical context. The course will also contain a review of advanced grammar and offer students an opportunity to improve their reading, writing, and speaking skills. Oral and written skills will be assessed. Prerequisite: GERM 212 or equivalent completed with a C- or higher, or a placement of GERM 300.

See more IH courses in the following accordion row.

HIST 211, Women/Families in the Americas: This course examines how seemingly impersonal forces are historically associated with personal changes for women and the family across the Americas. We will analyze how women and the family intersected with the economy, politics, and society. A comparative approach allows for consideration of national circumstances and social norms regarding race, ethnicity, and class. Examining the history or women and the family throughout the Americas also highlights similarities and differences within the reciprocal relationship between private lives and public policy. Topics include working women and the family economy, slavery, political rights and protective legislature, social movements, youth culture and immigration. Understanding the history of women and the family helps explain current contentions over women’s roles and modern family structure.

IDSC 297, Work and the Good Life:Students today arguably face more pressure than ever not only to get a job but to find their purpose. 80% of college graduates say it is very or extremely important to seek purpose at work, but fewer than half of them find it (Gallup, 2019). “Work and the Good Life” is a mission-driven, interdisciplinary, educational experience for Å·ÃÀÎÞÂë undergraduates wondering what work is worth spending the largest share of their adult waking hours doing. The course invites students to explore their values, ambitions, and concerns about working life while charting their course toward discovering work that matters to them and their communities. “Work and the Good Life” endeavors to bridge the “purpose gap” among Å·ÃÀÎÞÂë students pursuing the good life in which they perform meaningful work integral to the common good.

JPST 250, Intro to Justice & Peace Studies: Major aspects of world and local conflict, theories of social science relating to conflict and violence, and various proposals for solutions. Among the aspects of conflict studied are cultural differences, scarcity of resources, economic and social structures, international trade, the arms race, corruption, oppression and war. Proposed solutions assessed include development, structural changes, world governance, multinational agencies, military power, civilian-based defense, active nonviolence for social change, conflict resolution, disarmament, cultural exchange, religious revival and prayer. These topics are considered in the light of theory, history, and literature. Students apply these concepts by investigating one country or geographic area in depth through a semester long research project. Usually offered every semester.

JPST 280, Active Nonviolence: Active nonviolence as a means for societal defense and social transformation analyzed through case studies of actual nonviolent movements, examining their political philosophy and how this philosophy is reflected in their methods and strategies. Examples of possible case studies include: Mahatma Gandhi's movement for a free India, Danish resistance to Nazi occupation, the struggle for interracial justice in the United State, an integrated Canada-to-Cuba peace-and-freedom walk, the campaign to close the U.S. Army School of the Americas (WHINSEC), fair trade movements, and the Honeywell Project. The course emphasizes the theory and active practice of nonviolence as well as oral histories of successful nonviolent movements.

SOCI 285, Social Policy in a Changing World: This course provides an overview of the concepts, debates and theories of global social policy, the key actors and policy-making processes, and the different approaches to social policy within different global contexts. It examines the major trends and challenges facing social policy in today’s rapidly changing world and the values on which they are based as well as key critiques of those trends. Locating social policy within the context of globalization processes, this course explores a deeper understanding of the major challenges facing the global community, including poverty, inequality, education, health care, unemployment, population, migration, refugee resettlement, human trafficking, climate change, environmental governance, the growing influence of digital technologies, and the changing nature of work. The course explores the roles of international organizations, such as the United Nations, the World Bank, the World Health Organization, transnational corporations, international non-governmental organizations, and transnational advocacy networks in shaping global social policy. This course will equip students with the knowledge and skills to analyze global social policy issues and to be policy leaders in this context.

SPAN 300, Advanced Spanish Grammar: Advanced Grammar with emphasis on review of grammatical structures, language development, mechanics, and expansion of vocabulary. Writing of basic structures in expository prose. Prerequisite: Completion of SPAN 212 or SPAN 220 or equivalent with a C- or above.

THEO 224, Bridges: Sacred Music of the Catholic...: Music both expresses and shapes religious experience. This course explores the practice and theory of music-making in Catholic worship and devotion. Special emphasis will be given to the study of Gregorian chant as foundational for Roman Rite worship music, the historical development of other forms of Christian church music, and contemporary issues of music, culture and spirituality. In this course, students will conduct a theological examination of a topic of the instructor’s choosing that is held in conversation with another area of study, such as theology and aesthetics, art, literature film, music, science, psychology, politics, mass media, consumerism, public discourse, technology, or the environment.

THEO 226, Spirituality: Christian Marriage: This section is designed to acquaint students with the theology of Christian marriage, understood as covenant relationship and as sacrament, that is, an effective sign of God's love in our world. Primary though not exclusive emphasis will be on the Roman Catholic tradition. Students will also examine contemporary cultural attitudes toward sexuality, marriage, and the family in the light of Christian theology.

THEO 227, Contexts: Justice & Peace: This section involves an examination of the views of various religions and ideologies on issues of justice and peace, with special attention to the Catholic and other Christian teachings on such issues as war and peace, violence, economic justice, the environment, criminal justice, and social justice. Special attention is given to how fundamental presuppositions and principles of each group studied affect their views on justice and peace, and contribute to or hinder dialogue and peaceful interaction with other groups. In addition to Christianity, students will study (at least) one far eastern worldview (e.g. Buddhism, Hinduism, Jainism), one tribal religion (Native American, African), Islam, and one secular worldview (e.g. Marxism, capitalism, secular humanism). Students are required to investigate one worldview in depth through a semester-long research project.

THEO 228, Comparative: Judaism: This section offers an examination of Judaism in comparison to Christianity: its history, literature, religious concepts, practices and personalities.

THEO 228, Comparative: World Religions: This course attempts to offer a brief introduction to the fields of comparative theology and religious studies by studying various approaches to and conceptions of religion. At the end of the course, it will be important for students to have a grasp on the historical timeline, key figures, common texts and practices of each of the traditions covered throughout the semester. The main concern of the course is for students to develop a greater understanding of and appreciation for how religion is embedded in all dimensions of human experience, meaning that religion, despite the emphasis in the West, is not simply a matter of private beliefs, but has implications for our public life together. We will engage both historical and contemporary events as we attempt to understand how religion both shapes and is shaped by the political, cultural and social dimensions of our world.

WGSS 205, Women/Gender/Sexuality: This multi-disciplinary course is designed to raise awareness of women's status and women's diversity, to explore gender identities and interrogate the way that these categories are constructed, and to critically examine disciplines and social practices through the lens of feminist theory. Course readings and discussion will examine ideas about race, class, sexuality, and other aspects of identity as they intersect with sex and gender.

Visit the catalog for a complete list of courses that satisfy the Integration in Humanities area of the core curriculum, subject to availability.