General Education Courses
- General Education Competency Definitions and Outcomes
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Aesthetic Appreciation: The ability to examine, explain, and/or create a creative work as a complex, multi-layered, and transformative experience.
After a course focused on Aesthetic Appreciation, students will be able to:
- Identify the vocabulary, techniques, and conventions of an artistic genre, process, and/or concept.
- Explain an artist’s use of genre, process, and/or conceptually specific conventions in a work of art.
- Interpret an artistic creation.
- Analyze how creative works both influence and are influenced by historical and cultural contexts.
- Critique aesthetic works across genres, periods, processes, and/or cultures using discipline specific vocabulary.
- Create an aesthetic work expressing the student’s own creativity.
Communication Skills: The ability to comprehend ideas and discourse from diverse perspectives presented in various formats, and the ability to express ideas and arguments effectively in oral, written, and/or multimodal forms.
After a course focused on Communication Skills, students will be able to:
- Identity key points of a spoken, written, and/or multimodal message.
- Explain how a communicator’s choices impact the success of their message
- Apply appropriate linguistic and genre conventions to the communicative situation.
- Organize ideas into a structure that supports the goals of a communicative act.
- Choose appropriate supporting evidence given the means and purpose of the communicative act.
- Produce a communicative act or product that successfully conveys a purpose.
Civic Engagement: An appreciation for the civic life of our communities, including “‘working to make a difference in the civic life of our communities and developing the combination of knowledge, skills, values and motivation to make that difference. It means promoting the quality of life in a community, through both political and non-political processes.’ In addition, civic engagement encompasses actions wherein individuals [may] participate in activities of personal and public concern that are both individually life enriching and socially beneficial to the community.” [from AAC&U Value rubrics]
After a course focused on Civic Engagement, students will be able to:
- Describe the impact of a civic practice on a specific community.
- Identify the shared civic values of a specific community.
- Interpret a community’s actions in light of its shared civic values.
- Reflect on students’ own roles in civic life.
- Evaluate the needs of a specific community.
- Participate in a civic activity.
Information Literacy: "The set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning" (taken from the ACRL Framework for Information Literacy for Higher Education).
After a course focused on Information Literacy students will be able to:
- Define plagiarism and ways to avoid it, including using appropriate citation styles.
- Identify types of information needed for a specific context.
- Apply strategies to efficiently find information from a variety of sources and in a variety of modalities.
- Differentiate between reliable and unreliable sources for a specific context and audience.
- Evaluate information to identify authorial perspectives and/or biases.
- Integrate information ethically into a project to support a thesis/purpose.
Problem Solving & Critical Thinking Skills: The ability to examine, analyze, and interpret information; to question assumptions; and to apply reasoning to draw conclusions and/or solve problems.
After a course focused on Problem Solving & Critical Thinking Skills, students will be able to:
- Describe the context of a given argument, explanation, problem, or theory.
- Summarize the main ideas of a given argument, explanation, problem, or theory.
- Identify the assumptions of a given argument, explanation, problem, or theory.
- Analyze the legitimacy of a given argument, explanation, problem, or theory.
- Assess explanations of a given situation or problem.
- Develop probable conclusions and/or outcomes to a situation based on a set of assumptions or a given problem.
Professionalism and Career Development Literacy: The ability to recognize and adapt to different environments, particularly in workplace settings, to facilitate working with others.
After a course focused on Professional Skills, students will be able to:
- Recognize the social and cultural contexts of a specific professional setting.
- Demonstrate the ability to communicate in ways appropriate to a given professional setting.
- Apply time management strategies to accomplish a task.
- Explain the ethical constraints and implications of workplace environments.
- Assess a situation to minimize potential conflict.
- Organize a project with peers to complete a given task in a shared and equitable manner.
Scientific Literacy: The ability to develop a question, evaluate potential explanations, formulate a hypothesis about those explanations, design a method to test the hypothesis, and interpret the results. Such actions should be completed with an awareness of the ethical impacts and constraints of scientific practices.
After a course focused on Scientific Literacy, students will be able to:
- Identify the basic terminology, methodology, and distinctions used in the natural and/or social sciences.
- Describe the ethical constraints of scientific practice.
- Complete a provided experiment to test a given hypothesis using the techniques of scientific investigation.
- Contrast the differences between scientific and non-scientific explanations.
- Interpret the results of an experiment.
- Design a research project and/or experiment to develop and test a hypothesis using the techniques of scientific investigation.
Technological & Digital Literacy: The ability to use, evaluate, and understand modern and ever-changing technology, including an awareness of the personal, global, and ethical impacts of such technology.
After a course focused on Technological and Digital Literacy, students will be able to:
- Identify the elements of a specified technology or digital program.
- Demonstrate the ability to use a specified technology or digital program.
- Apply a specified technology or digital program to solve a given problem.
- Reflect on the ethical and personal impacts of a technological or digital practice.
- Assess a given or spontaneous situation to determine an appropriate technological or digital response.
- Produce a technological response or digital program for a given situation.
Transcultural and Global Awareness: An awareness of the diversity and fluidity of cultures, cultural identities, and values across boundaries and borders in global society; the development of a global historical perspective; and knowledge of diverse artistic, political, religious and spiritual traditions, values, beliefs and ideologies.
After a course focused on Transcultural and Global Awareness, students will be able to:
- Identify geographic boundaries, physical or political, across the nation and the globe.
- Describe social, political, religious, artistic, and/or intellectual values of a culture, ideology, or worldview.
- Contrast different cultures, ideologies, or worldviews.
- Examine their own cultures, ideologies, or worldviews.
- Critique contemporary arguments based on culture, ideology, or worldviews.
- Assess the ethical impacts of global issues on a culture, ideology, or worldview.
This course will focus on the social, political, and economic changes that took place between Reconstruction and the present,thus propelling the United States into a position of global dominance. This course is the third and final course in the United States History sequence. Corequisite: WRT 106.
(Also ENG 258) Spooky crumbling castles and things that go bump in the night are not all there is to gothic literature. This course examines the ways in which this literary genre delves into the human psyche to explore all the dark impulses that arise from the human soul. The course also looks at ways in which gender and sexuality figure into both the writing of this literature and the attitudes that it expresses. Students learn to examine fiction through a literary critical lens.
(Also AFS/PHL 259) Contemporary African-American Thought explores the intellectual contributions of prominent African-American writers and philosophers from the late twentieth century to the present. Through literary analysis, discussion, and participation in a class conference, students investigate the cultural, political, aesthetic, and philosophic dilemmas of the African Americans in the contemporary age.
(Also ENG/PHL 259) Contemporary African-American Thought explores the intellectual contributions of prominent African-American writers and philosophers from the late twentieth century to the present. Through literary analysis, discussion, and participation in a class conference, students investigate the cultural, political, aesthetic, and philosophic dilemmas of the African Americans in the contemporary age.
(Also AFS/ENG 259) Contemporary African-American Thought explores the intellectual contributions of prominent African-American writers and philosophers from the late twentieth century to the present. Through literary analysis, discussion, and participation in a class conference, students investigate the cultual, political, aesthetic, and philosophic dilemmas of the African Americans in the cotemporary age.
(Also ENG 264) Study of Caribbean literature with emphasis upon the oral and literary traditions of the English-speaking Caribbean. Consideration is also given to creole Caribbean languages and the ways in which they have shaped the development of Caribbean literatures and cultures.
(Also LAC 264) Study of Caribbean literature with emphasis upon the oral and literary traditions of the English-speaking Caribbean. Consideration is also given to creole Caribbean languages and the ways in which they have shaped the development of Caribbean literature and cultures.
(Also AFS/ENG 268) Haitian literature explores the literary contributions of prominent writers, artists, and filmmakers from Haiti and the Haitian Diaspora. All course texts are in translated to English. Using the literature as a lens, the course investigates Haitian history and Haitian cultural discourses. Haiti’s historic and cultural impact in the Caribbean region and throughout the Americas is also considered.
(Also ENG/LAC 268) Haitian literature explores the literary contributions of prominent writers, artists, and filmmakers from Haiti and the Haitian Diaspora. All course texts are translated to English. Using the literature as a lens, the course investigates Haitian history and Haitian cultural discourses. Haiti’s historic and cultural impact in the Caribbean region and throughout the Americas is also considered.
(Also AFS/LAC 268) Haitian literature explores the literary contributions of prominent writers, artists, and filmmakers from Haiti and the Haitian Diaspora. All course texts are in translated to English. Using the literature as a lens, the course investigates Haitian history and Haitian cultural discourses. Haiti’s historic and cultural impact in the Caribbean region and throughout the Americas is also considered.
(Also WMS 302) Multi/Transcultural & Global Awareness A hands-on quilting bee and a global look at women, past and present, as artists and workers in fabric.
(Also CAT 302) A hands-on quilting bee and a global look at women, past and present, as artists and workers in fabric.
As a region, East Asia looms large in internation politics. Four of the world’s fifteen most populous countries (China, Indonesia, the Philippines and Vietnam) occupy the region, as do three of the world’s fifteen richest countries by nominal GDP (China, Japan, and South Korea). At the same time, international politics in East Asia is complex and at time volatile. The primary objectives of this class are to help enhance the students analytic ability for the study of political dynamics and policy behaviors of the most intriguing systems of East Asia (two Chinas, two Koreas, and Japan). The course examines and compares the major aspects and functions of political systems, processes, and changes (general patterns of similarities and differences) in each of these countries. Major contemporary issues and policies of the East Asian systems are also surveyed, with particular emphasis on how (in what ways) each government enhances its regime’s claim to political legitimacy.
This course provides for an in-depth study of major issues in the history of religions, especially the academic study of religion. Possible topics may include: mythology; cosmology; theology; religion and science, etc.
Please contact your instructor for specific topic.
(Also WMS 335) An analysis of present research finding and theory pertaining to gender-related issues. Social and intellectual development, gender differences and gender role socialization will be examined. This course will provide students with a basis for understanding the role of gender in research and clinical applications.
(Also PSY 335) An analysis of present research finding and theory pertaining to gender-related issues. Social and intellectual development, gender differences and gender role socialization will be examined. This course will provide students with a basis for understanding the role of gender in research and clinical applications.
(Also ENG 363) Distinguished writers of African, Afro-Caribbean, Afro-Latin and African-American heritage. Emphasis is upon the theory and practice of Diaspora, and how it has shaped the literary voices of writers of African descent.
(Also AFS 363) Distinguished writers of African, Afro-Caribbean, Afro-Latin and African-American heritage. Emphasis is upon the theory and practice of diaspora, and how it has shaped the literary voices of writers of African descent
In modern scholarship, the term “myth” refers to a range of sacred stories told by cultures through the ages to describe the origins of the universe and the human place in that cosmic structure. These stories are not just about gods and goddesses. This course will survey different ways of studying mythology, consider myths from different culture, and explore the ongoing roles of myth in modern literature, games, and religion.
(Also AFS 363) Distinguished writers of African, Afro-Caribbean, Afro-Latin and African-American heritage. Emphasis is upon the theory and practice of diaspora, and how it has shaped the literary voices of writers of African descent
This course introduces game theory concepts and critical analysis with a focus on European game mechanics.
Politics and Religion explores theories focused on the relationship between religion and politics. It focuses on the impact of religion on socio-political issues. This course looks into how religion has been used as an ideology to shape policies dealing with issues such as abortion, gender, marriage equality, and voting rights.
This course relies on a scientific methodologies and examines the relevance of religion in society as well as the idea of religion is a pervasive socio-cultural phenomenon that influences social processes. It delves into the symbolic representations of religion and how they shape practitioners' and non-believers' perceptions on the divine and society.
(Also BIO 404) The course considers the qualitative and quantitative aspects of protein, lipid, and carbohydrate analyses. The laboratory includes applications of wet chemistry, as well as analytical techniques such as chromatography [column, thin layer, paper, and high performance liquid chromatography (HPLC)], colorimetric and spectrophotometric analyses, polarimetry, titrimetry and statistical data analysis.
(Also CHM 404) The course considers the qualitative and quantitative aspects of protein, lipid, and carbohydrate analyses. The laboratory includes applications of wet chemistry, as well as analytical techniques such as chromatography [column, thin layer, paper, and high performance liquid chromatography (HPLC)], colorimetric and spectorphotometric analyses, polarimetry, titrimetry and statistical data analysis.
Advanced selected topics in Sociology. Depending upon the instructor, course topics may be suited for either General Sociology or Criminal Justice Concentration students. As topics change, this course may be repeated for credit.
Please contact your instructor for specific topic.
The seminar is designed to bring upperclassmen in all biology concentrations together so that they can discuss the major principles of this discipline. The preparation of a literature research paper and its oral presentation develop the ability to critically assess the research literature, expose students to subject areas not encountered in previous courses, develop communication skills, and serve as a basis for continued learning in individual students’ particular areas of interest.
The seminar is intended to serve as a capstone experience for chemistry and biochemistry majors. Students will learn how to search the literature in their area of concentration, prepare two well-researched papers(one short, one long), and present those papers in front of their peers, as well as faculty in the discipline.
A graduation requirement (as an alternative to SOC 490/491), SOC 450 is an in-depth examination of a central issue in contemporary sociology. Examples of issues, which vary from semester to semester, are the media and social change; culture and identity; masculinities; social class and African/American status; Latino/ Hispanic ethnicity; and sociology of information technologies. This is a writing-intensive course. Students conduct their own research in consultation with the faculty.
Prerequisite: One Sociology course at the 400 level
Opportunities to apply previous course content and major concepts of the nursing curriculum in a culminating project that demonstrates integration of college competencies. Students create an original patient/health-oriented project in areas such as: Clinical Practice, evidence-based Practice (EBP), Political Activism, Research, and Certification in health-related specialty area.
For English/Writing Concentration majors only. Preparation of a final undergraduate portfolio of original poetry or fiction. An in-depth study of one craft element in a twentieth-century writer’s work. Solo reading of original work for the Humanities Division and the College community.
Opportunities to apply previous course content and major concepts of the nursing curriculum in a culminating project that demonstrates integration of college competencies. Student creates an original patient/health-oriented project in areas such as: Clinical Practice, Evidence-Based Practice (EBP), Political Activism, Research, and Certification in a health-related specialty area.
Students implement projects designed in NUR 460 Capstone I, such as Clinical Practice, Evidence-Based Practice (EBP), Research, Political Activism, Research or Certification in a Specialty Area. This will involve off-campus field experiences depending upon specific individual/team project
Students implement projects designed in NUR 460RN Capstone I-RN, such as Clinical Practice, Evidence-Based Practice (EBP), Research, Political Activism, and Certification in a Specialty Area. This will envolve off-campus field experiences dependent upon specific individual/team project
Students majoring in Sociology are required to take either SOC 450 Senior Research Seminar, or an internship. Students may take both internship classes for credit. The Internships in Sociology involve weekly class meetings and a minimum of 96 hours of internship experience over the course of the semester in an approved appropriate agency, institute, or organization. The courses integrate students’ “hands-on” experiences as interns, with theory and case study analysis of social issues, problems and institutions. Each class is limited to 12 students. Acceptance into the internship classes is based on the following criteria: 1. Class standing (Seniors have preference over Juniors) 2. Sociology GPA 3. Satisfactory completion of the Internship Program Application Procedure which includes: A.The application form and personal essay in which the students’ goals and objectives, motivations, interests, interpersonal skills and previous relevant experiences are clearly articulated. B. Two letters of recommendation from Faculty who are familiar with the students’ interests and performance in related courses. C. Interview with the Internship Coordinator. The interview will help the Coordinator to assess students’ readiness and degree of motivation for the internship experience, and help students explore options regarding the most suitable placements.
This course cannot be substituted with Portfolio Assessment
Students majoring in Sociology are required to take either SOC 450 Senior Research Seminar, or an internship. Students may take both internship classes for credit. The Internships in Sociology involve weekly class meetings and a minimum of 96 hours of internship experience over the course of the semester in an approved appropriate agency, institute, or organization. The courses integrate students’ “hands-on” experiences as interns, with theory and case study analysis of social issues, problems and institutions. Each class is limited to 12 students. Cannot be substituted with portfolio assessment. Acceptance into the internship classes is based on the following criteria:1. Class standing (Seniors have preference over Juniors)2. Sociology GPA3. Satisfactory completion of the Internship Program Application Procedure which includes: A. The application form and personal essay in which the students’ goals and objectives, motivations, interests, interpersonal skills and previous relevant experiences are clearly articulated. B. Two letters of recommendation from Faculty who are familiar with the students’ interests and performance in related courses. C. Interview with the Internship Coordinator. The interview will help the Coordinator to assess students’ readiness and degree of motivation for the internship experience, and help students explore options regarding the most suitable placements.
This course cannot be substituted with Portfolio Assessment