ENLT 151 Utopian and Dystopian Literature (3)
In “Utopian and Dystopian Literature,” students will read and discuss literary works that construct visions of the world as it could be and think through the ethical and moral implications of those imagined societies. As we read narratives of “ideal” societies and societies in the process of collapse, we will explore the concepts of making and unmaking – of gender, memory, knowledge, and place – and consider how literary engagements with ideas of creation and refashioning enable individuals to experiment with ways of being in the world. Course texts will include: Plato’s Republic; Thomas More's Utopia; Shakespeare's As You Like It; Charlotte Perkins Gilman's Herland; Octavia Butler’s Parable of the Sower; and Cormac McCarthy's The Road, amongst others. This course also satisfies an LO2 Women's Voices .
ENLT 151W Utopian and Dystopian Literature (4)
The content of this course is similar to that of ENLT 151: Utopian and Dystopian Literature. This course also satisfies an LO2 Women's Voices and provides students the opportunity to earn the W .
ENLT 151W Animals, Monsters, Ghosts (4)
This course introduces students to reading and writing about literature at the college level. Throughout the semester, we’ll practice skills necessary for literary analysis, including close reading, using textual evidence, and developing strong interpretive arguments. We’ll read short stories, novels, poetry, and drama with a focus the powerful animals, strange monsters, and terrifying ghosts that populate American literature. We’ll ask: Why are powerful nonhuman beings so common in American literature? How do authors use nonhuman elements to shape their narratives? How might these representations be significant? This course also satisfies an LO2 Women's Voices and provides students the opportunity to earn the W .
ENLT 151W Inherited Tales (3.5)
A unit of a tandem, taken in conjunction with RLST 101W Introducing Religious Studies: World Religions in Dialogue (CRN 71290). Childhood stories often frame adults' worldviews. Fairy tales and myths certainly influence the worlds later authors have created. Beginning with tales from diverse cultures, this class will explore common literature tropes and female figures, such as the Damsel in Distress, the Star-crossed Lovers, and the Child Run Amok. Then we'll move forward in time, seeing how these tropes and figures were reinvented in texts that include Persepolis and Hadestown. The aim is to discover what's new and what's lasting in global literature. Students will learn to read, analyze, and compose texts in order to become more engaged and critical of literature. This course also satisfies an LO2 Women's Voices and provides students the opportunity to earn the W.
ENLT 151W Telling Time: Narratives of Memory and Anticipation (4)
“What then is time? If no one asks me, I know what it is. If I wish to explain it to him who asks, I do not know.” -Augustine, Confessions (Book XI). Augustine of Hippo asked this question about the nature of around 400 CE, and you would think that we would’ve made some progress by now. Time, and/or Space, is the container of experience. We move through time. We measure the elapsed duration between past and present events. We anticipate the future. But aside from the discrete, measurable units that govern our lives, what does time do? How does it work? What constitutes it?
Time is not memory or anticipation. It is not history or narrative. Yet, it central to all these things and more. This course will ask students contend with the concept of time as a fundamental component of the human experience—one that seems to demand our attention primarily when we sense it is running out. During the semester, we will interrogate theories of memory and consciousness from the worlds of science, philosophy, literature, poetry, and drama. We will consider how the texts under scrutiny integrate and augment broader theories of temporality, reality, and being. Finally, we will ask how art helps humans cope with, grapple with, and survive time itself. So, what is time, aside from that thing we never really seem to have enough of? To be honest, we probably don’t have the time to answer that question. But we can try. This course also satisfies an LO2 Women's Voices and provides students the opportunity to earn the W.
ENLT 151W Women and Embodiment: Disability, Medicine, and Feminism (4)
This course introduces students to reading and writing about literature at the college level. Throughout the semester, we’ll practice skills necessary for literary analysis, including close reading, using textual evidence, and developing strong interpretive arguments. As we read novels, short stories, poetry, and drama from across time and continents, we will engage with disability studies and feminism as interpretive lenses. We’ll question: What is disability studies, and how can it intersect with literary interpretations of gender, race, class, and sexuality? How is disability and illness represented in literature and performances? How have women authors critiqued medical institutions and their treatment of women’s bodies? To what extent have feminist movements included or excluded women with disabilities? This course also satisfies an LO2 Women's Voices and provides students the opportunity to earn the W.
ENLT 238 Jane Austen (3)
A study of Jane Austen’s fiction in the context of her life and times. We’ll read several of her major novels. This course also satisfies an LO2 Women's Voices.
ENLT 244 Tolkien and Modern Fantasy (3)
This course explores the importance and the pleasures of fantasy through the work that defined the genre, J.R.R. Tolkien's The Lord of the Rings. In the first part of the course, we will read works that anticipate Tolkien's novel and that influenced and inspired him. In the middle part of the course, we will read The Lord of the Rings carefully. In the course's last part, we will consider some major works of recent fantasy to see what some of Tolkien's most notable successors do—thematically, stylistically, and politically—with the model for the genre he established. Post-Tolkien readings will include Ursula Le Guin's Earthsea books, short stories by Charles de Lint and N.K. Jemisin, and other works by contemporary fantasy writers.
HIST 103W World History I (4)
A study of human civilization from its origins to about 1500 A.D. The story of the human spirit arising from the primitive environs of the earliest societies to develop the ideas, institutions and tools that assured all humanity a meaningful existence will be told. The trials and triumphs of humanity everywhere will be highlighted through detailed discussions and audiovisual presentations about the great civilizations of the past. While lectures and discussions will be within a chronological framework, emphasis will be on the rise and fulfillment of cultures and the people who created them. This course also provides students the opportunity to earn the W.
HIST 104 World History II (3)
A study of the modern world from about 1500 A.D. to the present. The great civilizations of Europe, America, Asia and Africa will be discussed with detailed descriptions and audio-visual presentations on the vast empires under which they thrived and the energetic leaders who created them. While lectures and discussions will be within a chronological framework, emphasis will be on the new developments in philosophy, religion, politics, arts, literature, ethics, society, and science and technology—all of which resulted in the creation of the world we live in today. This course also satisfies LO3 Global Learning.
HIST 201W United States History to 1865 (4)
This course is a survey of the history of the United States from the first European settlements in the “New World” through the Civil War. If you don’t know what calendar dates that includes ... you need this course. This course will focus on writing more than the typical US History survey. This course also satisfies an LO2 Women’s Voices and provides students the opportunity to earn the W.
All bachelor degree programs require the successful completion of a full year of foreign language study: two sequential courses at the appropriate level, as determined by the student’s interests and her abilities as indicated by the online placement exam. A student who is enrolling at the introductory level (101) in a language that she has not studied in high school is not required to take the placement exam.
I speak English. Why should I learn another language?
“...[E]ffective communication and successful negotiations with a foreign partner — whether with a partner in peacekeeping, a strategic economic partner, a political adversary, or a non-English speaking contact in a critical law enforcement action — requires strong comprehension of the underlying cultural values and belief structures that are part of the life experience of the foreign partner.”
— Dr. Dan Davidson, President of the American Councils on International Education
“A different language is a different vision of life.”
— Federico Fellini, Italian film director
“To have another language is to possess a second soul”
—Charlemagne, Holy Roman Emperor (747-814)
The knowledge of other languages and cultures is becoming more and more necessary in today’s globalized world, representing skills increasingly sought by employers both within and outside the United States, particularly for higher-level positions. Additionally, the ability to understand and communicate in another language and across cultures can lead to significant personal growth, both intellectually and spiritually, developing critical and interpretive thinking. (Some studies show a meaningful correlation between second language study and improved verbal and mathematical performance on tests such as the SAT or the MCAT.) Studying a second language can also open doors to self-knowledge and to participation in worlds you haven’t yet imagined.
Introductory Level - These courses are for students who have never studied the language or those who are continuing a language studied in high school and earned a score below 40 (Spanish) or below 38 (all other languages) on the Northwestern University Online Placement Exam. Students who have earned high school credits in a language will not be allowed to enroll in the introductory level sequence (101) or the intermediate level sequence (111) of that language until they have taken the online placement exam.
| Code | Title | Credits |
|---|---|---|
| MLAR 101 | Introductory Arabic I | 4 |
| MLAR 102 | Introductory Arabic II | 4 |
| MLAR 103 | Arabic Conversation and Reading I | 2 |
| MLFR 101 | Introductory French I | 4 |
| MLFR 102 | Introductory French II | 4 |
| MLIT 101 | Introductory Italian I | 4 |
| MLIT 102 | Introductory Italian II | 4 |
| MLSP 101 | Introductory Spanish I | 4 |
| MLSP 102 | Introductory Spanish II | 4 |
Intermediate Level - These courses are for students who are continuing a language studied in high school and who demonstrate sufficient language competence to pursue intermediate study of the language with an emphasis on written and oral expression. Placement at the intermediate level will be determined by the Department of Modern Languages and Cultures based on the Northwestern University Online Placement Exam. Students earning a score of 40 (Spanish) or higher or 38 (all other languages) or higher must enroll at the intermediate level. Students who have earned high school credits in a language will not be allowed to enroll in the introductory level sequence (101) or the intermediate level sequence (111) of that language until they have taken the online placement exam.
| Code | Title | Credits |
|---|---|---|
| MLFR 111 | Intermediate French I | 4 |
| MLFR 112 | Intermediate French II | 4 |
| MLIT 111 | Intermediate Italian | 4 |
| The Modern Language Sophia requirement can be fulfilled with a second approved Italian language course. | ||
| MLSP 111 | Intermediate Spanish I | 4 |
| MLSP 112 | Intermediate Spanish II | 4 |
| MLSP 115 | Intermediate Spanish for Heritage Speakers I | 4 |
| MLSP 216 | Advanced Spanish for Heritage Speakers | 4 |
The decision regarding which foreign language to study and whether to continue or begin a new language belongs to the student. First-year advisors will help a student weigh her interests and consider her ability, study abroad and career plans in order to advise her and help her reach a thoughtful decision.
The placement exam can be a helpful tool in the advising process. A student electing to continue the study of a foreign language for which she has received high school credit must complete the Northwestern University Online Placement Exam before she will be allowed to enroll in either the introductory or the intermediate level.
The level in which the student enrolls may have an impact on her choice of study abroad programs or her ability to major in a particular language. The first-year advisor can provide all pertinent information, but the student and her academic advisor are encouraged to consult with the chair of Modern Languages and Cultures if there are any questions.
Eight credits in modern languages are awarded upon completion of the requirement. Students who complete the requirement at the intermediate level (111–112 or 115–216) or higher in their first year will receive an additional four semester hours of elective credit.
Recommendations:
MLAR 101 Introductory Arabic I (4)
An introduction to the Arabic language. The focus is on developing language proficiency in all four skills: speaking, listening, reading, and writing. The course also introduces students to Arabic and Islamic cultures. College credit will not be granted for students who have earned high school credits in the language and who earned a score of 38 or above on the Northwestern University Online Placement Exam. Continues second semester as MLAR 102. Strongly recommended for students interested in study abroad in Morocco.
MLAR 103 Arabic Conversation and Reading I (2)
Designed to develop the ability to hold everyday conversation in Arabic and to introduce the student to Arabic cultures. Strongly recommended for study abroad in Morocco. This course does not fulfill a Sophia requirement.
MLFR 101 Introductory French I (4)
An introduction to the French language. The focus is on developing language proficiency in all four skills: speaking, listening, reading, and writing. The course also introduces students to French and Francophone cultures. College credit will not be granted for students who have earned high school credits in the language and who earned a score of 38 or above on the Northwestern University Online Placement Exam. Continues second semester as MLFR 102. Strongly recommended for students interested in study abroad in Morocco and in Angers, France.
MLFR 111 Intermediate French I (4)
Designed to develop an intermediate level proficiency in French focusing on all four skills: speaking, listening, reading, and writing. Emphasis is also placed on French and Francophone cultures. Placement into this level is determined by the student’s score on the Northwestern University Online Placement Exam. Students earning a score of 38 or above must enroll in the intermediate sequence. Continues second semester as MLFR 112. MLFR 111 is required for students interested in study abroad in Angers, France.
MLIT 101 Introductory Italian I (4)
An introduction to the Italian language. The focus is on developing language proficiency in all four skills: speaking, listening, reading, and writing. The course also introduces students to Italian culture. College credit will not be granted for students who have earned high school credits in the language and who earned a score of 38 or above on the Northwestern University Online Placement Exam. Continues second semester as MLIT 102. Strongly recommended for students interested in study abroad in Rome. This course also satisfies an LO2 Women's Voices and LO3 Global Learning.
MLIT 111 Intermediate Italian (4)
Designed to develop an intermediate level proficiency in Italian focusing on all four skills: speaking, listening, reading, and writing. Emphasis is also placed on Italian culture. Placement into this level is determined by the student’s score on the Northwestern University Online Placement Exam. Students earning a score of 38 or above must enroll in the intermediate sequence. The Modern Language Sophia requirement can be fulfilled with a second approved Italian language course.
MLSP 101 Introductory Spanish I (4)
An introduction to the Spanish language. The focus is on developing increased proficiency in all four skills: speaking, listening, reading, and writing. The course also introduces students to Hispanic cultures. College credit will not be granted for students who have earned high school credits in the language and who earned a score of 40 or above on the Northwestern University Online Placement Exam. Continues second semester as MLSP 102. MLSP 111 or MLSP 115 is required for study abroad in Seville, Spain and Córdoba, Argentina.
MLSP 111 Intermediate Spanish I (4)
Designed to develop an intermediate level proficiency in Spanish focusing on all four skills: speaking, listening, reading, and writing. Emphasis is also placed on Hispanic cultures. Placement into this level is determined by the student’s score on the Northwestern University Online Placement Exam. Students earning a score of 40 or above must enroll in the intermediate sequence (111–112). Continues second semester as MLSP 112. MLSP 111 or MLSP 115 is required for study abroad in Seville, Spain and Córdoba, Argentina.
MLSP 115 Intermediate Spanish for Heritage Speakers I (4)
Designed to develop an intermediate level proficiency in Spanish focusing on all four skills: speaking, listening, reading, and writing, but with increased attention given to reading, writing, and grammar, as appropriate to heritage speakers. Emphasis is also placed on Hispanic cultures. Only students for whom Spanish plays a role in their lives (spoken at home; grandparents or other relatives who speak Spanish, whether or not they live in the student’s home; frequent engagement with Spanish-speaking communities, etc.) and who receive 50 or above on the Northwestern University Online Placement Exam may enroll in this sequence. Students earning a score of 50 or above must enroll in one of the intermediate sequences (111–112 or 115–216). Continues second semester as MLSP 216. MLSP 111 or MLSP 115 is required for study abroad in Seville, Spain and Córdoba, Argentina.
PHIL 110 Introductory Philosophy (3)
Readings and discussions designed to introduce the student to the major areas and problems of philosophy through a study of the writings of classical and contemporary thinkers. Section 71535 also satisfies an LO2 Women's Voices, LO2 Critical Thinking Seminar and LO3 Social Responsibility .
PHIL 247 Philosophy of Religion (3)
There are many questions that have vexed people of faith over the centuries. In this course, we will explore three of them: What, if anything, can we know about God? What is the relationship between faith and reason? And if God is all good, all knowing, and all powerful, then why does evil exist? We will examine these questions from philosophical perspectives (i.e., from perspectives that begin from reason rather than from faith). Popular films will be used to spark discussion and introduce classical readings.
RLST 101 Introducing Religious Studies: Encounters with the Divine in Ancient Mediterranean Dialogue (3)
This course will broaden students’ understanding of the nature and complexities of religion and allow them to gain an understanding of how religion interacts with other aspects of culture by examining the worldviews, beliefs, practices, symbols, and social formations of Greco-Roman religions, Second Temple Judaism, and Pauline Christianity. The course is divided into three sections devoted to each of these three religious traditions. As this occurs, students will explore each religion’s capacity to provide meaning to life, while considering their potential to challenge and transform individuals and societies. Topics such as God/gods, myth, cosmology, evil, sickness, suffering, death, afterlife, ethics, ritual, love, mysticism/prayer, and community will be addressed. The study of these religious ideas and expressions will be done by reading ancient writings and contemporary secondary texts. Early Christianity will be encountered through the mission and writings of Paul the Apostle. While studying Greco-Roman religions, Second Temple Judaism, and Pauline Christianity and the cultural norms within which these three religions thrived, similar and/or divergent religious ideas from contemporary American popular culture are also highlighted to show similarities and differences from contemporary cultural practices and beliefs. Students will consider how these ancient religions’ search for meaning, particularly Christianity’s, is still relevant to humanity’s search for meaning today. The ancient world in which these three religions thrived, much like ours today, was a world full of dramatic changes, rapid development, increased urbanization, potential prosperity, and potential danger. Thus, students will gain an understanding of how these three ancient religions helped people to cope with all of the challenges of ancient life and to feel at home in the cosmos.
RLST 101 Introducing Religious Studies: Conversion (3)
This course is an introduction to the subject of conversion. It will focus on the following questions: Why does an individual leave one set of beliefs for another? How does this take place? What are the practical consequences for the new believer? How does a conversion change the convert’s relationship to the world around him or her? With these questions in mind, we will begin by reading texts that define conversion in academic terms and then will apply those terms to fictional and non-fictional case studies, specifically the autobiography of Abby Stein, the biography of Malcolm X, and the literature of Yaa Gyasi and Sinan Antoon.
RLST 101: Introducing Religious Studies: Ideas and Experiences (3)
This course introduces students to the study of religion and theological inquiry. Through a variety of sources it explores the meaning of religion in personal and cultural life. In this course, we work to describe and explain theological notions including God, revelation, the human person, community, and the good life in Judaism, Christianity, and Islam. From there, we turn to the relationship between theological ideas and religious practices. Throughout the course, we attend to plurality and change. We focus on the experiences of women in Judaism, Christianity, and Islam. This course also satisfies LO2 Women's Voices and LO2 Critical Thinking Seminar.
RLST 101 Introducing Religious Studies: World Religions in Dialogue (3)
How can learning about religion help us understand others, our world, and ourselves? This writing-intensive course will explore that question as we gain a sound basic understanding of Hinduism, Buddhism, Judaism, Islam, and the nature of religion. We’ll take three main approaches. First, we’ll practice scholarly tools that will help us understand religions, others, and ourselves better. Second, we’ll learn some of the major concepts that make these religions distinctive, and perhaps make them similar as well. Finally, we’ll examine how religions and interreligious dialogue are portrayed in different kinds of media, including contemporary news stories. Students will also have the opportunity to develop skills needed for college-level and professional writing. This course also satisfies LO3 Intercultural Competence . Section 71951 also satisfies LO2 Critical Thinking Seminar.
RLST 101W Introducing Religious Studies: World Religions in Dialogue (3.5)
A unit of a tandem, taken in conjunction with ENLT 151W: Inherited Tales. The content of this course is similar to that of RLST 101 Introducing Religious Studies: World Religions in Dialogue. This course also satisfies LO3 Intercultural Competence and provides students the opportunity to earn the W.
ART 190 - History of Photography (3)
This course provides an international survey of the history of photography from its beginnings to the advent of digital photography, with an emphasis on the history of women in photography. This course also satisfies an LO2 Women’s Voices and LO3 Global Learning.
ART 241 Art History Survey I (3)
A survey of the historical development of Western and non-Western art and architecture beginning with the Neolithic period and leading up to the thirteenth century. We will study works of art in their cultural contexts in order to gain an understanding of the purpose, meaning, and significance of works of art to those who made and used them. Emphasis will be placed on the exchange of knowledge, ideas, forms, and iconography across cultures over time, and the subsequent change in the meaning and significance of these when put to new uses in new contexts. We will discuss current issues and debates in art history, such as responsible collection practices and repatriation of art objects. We will relate the aesthetic experiences and values of cultures from our period of study to contemporary culture. Over the course of the semester, students will develop their own analysis of the purpose, meaning, and significance of a single art object that they have viewed in a museum, and which dates from the chronological period the course covers. This course also satisfies an LO2 Women’s Voices and LO3 Global Learning.
COMM 257W - Introduction to Journalism (4)
This course will introduce journalism theory and principles by exploring where they came from. It will focus on journalism practitioners from the 1840s on, and in the process, students will begin to acquire techniques for gathering information, news writing, and copy editing as they become more educated consumers of journalism, with an appreciation of the importance of the “4th estate” to a functioning democracy. This course also provides students the opportunity to earn the W.
ENVS 161 Introduction to Environmental Studies (3)
An interdisciplinary course on the systemic interaction of human beings with their environments. It identifies interests informing environmental decisions and introduces practices of environmental advocacy. This course also satisfies LO3 Global Learning and LO3 Social Responsibility.
GWS 207 Introduction to Gender and Women’s Studies (3)
This interdisciplinary course introduces students to the field of gender and women’s studies. The course will enable students to understand how gender impacts their everyday lives, social institutions, and cultural practices both locally and globally. Additionally, students will examine the significance and meaning of one’s gender identity in different historical periods, the history of feminist movements, and transnational perspectives on feminism. Students will also discuss how gender intersects with other identity categories such as socioeconomic class, race, ethnicity, sexuality, age, geography, and generational location. Lastly, students will examine and critique cultural representations and claims about women and gender identities. This course also satisfies an LO2 Women’s Voices, LO3 Global Learning and LO3 Social Responsibility.
HUST 197W (In)famous Women: History, Myth and Legend (4)
Truth or fiction? This course explores different ways of seeing (in)famous women from Eve to Cleopatra, Mary to Joan of Arc. Through class discussions, interdisciplinary readings (fiction and nonfiction, literature and history), art, lectures, and film, we will study what myths and legends—both ancient and modern—tell us about the past and about ourselves. This course also satisfies LO2 Critical Thinking Seminar, an LO2 Women’s Voices, LO3 Global Learning, LO3 Social Responsibility and provides students the opportunity to earn the W.
ICS 201 Introduction to Intercultural Studies (3)
This course provides an introduction to understanding the cultural construction of individual and collective identities such as race, class, gender, sexuality, and religion. We will begin by establishing a theoretical understanding of what culture is and how it operates, both globally and locally. And then we will examine how colonization and imperialism impact cultural conflict in the US and around the world. Key issues covered include how race has been constructed historically and culturally; how power and privilege perpetuate interpersonal, systemic, and institutional racism; and how to challenge racism and other forms of oppression. By the end of the semester, students will have a foundation for understanding and addressing inequality in our interconnected world. This course also satisfies LO3 Intercultural Competence.
MUS 241 Passport to Music (3)
Survey and study of forms and styles of music literature from early music to the 21st century; listening is emphasized. This course also satisfies an LO2 Women’s Voices.
MUS 243 Latin American and Latino Popular Music (3)
The term Popular Music in Latin-America describes several dozen different musical styles originated or related to Latin America, the Caribbean and the Latino Population in the US. This course is an introduction to Latin American popular music through a survey that will provide a broad and comprehensive panorama on these styles. We will talk about the main composers and performers, geographical location, history as well as cultural and sociopolitical backgrounds of each style. In addition to that we will address lyrics and musical characteristics such as instrumentation and rhythmic patterns of selected musical examples to shape our understanding of the music. Students from all disciplines may take the course. No prior knowledge of music, Spanish or Portuguese is required. This course also satisfies LO3 Global Learning and LO3 Intercultural Competence.
BIO 141 Human Anatomy and Physiology I (4)
First of a two-part sequence for the intended nursing major that details human anatomy and physiology from an organ system approach. This course will cover the chemical basis of cells, cell microscopy, and tissue types as well as the integumentary system, skeletal system, muscular system, and nervous system (including special senses). Course content will also include discussions about health/disease issues of concern as they pertain to the current course material. Laboratory content will include use of the scientific method as well as acquisition and application of knowledge pertaining to physiological processes as discussed in lecture. Offered fall semester for first-year intended nursing majors; three hours of lecture and three hours of lab per week. Note: $100 lab fee applies. For nursing intended majors.
BIO 155 Foundations of Molecular Biology (2)
A survey of foundational concepts in biology, with a focus on molecular biology. Part of the introductory Foundations of Biology courses for biology majors, but available to non-majors as well. This course will cover an introduction to biochemistry, the organic molecules important for life, and classical Mendelian and modern genetics. A half-semester course that must be taken with a lab. NOTE: $50 lab fee applies. For biology and chemistry intended majors. Two Foundation courses must be completed to fulfill Sophia learning outcomes.
BIO 156 Foundations of Ecology and Evolution (2)
A survey of foundational concepts in biology, with a focus on ecology and evolution. Part of the introductory Biology Foundations courses for biology majors, but available to non-majors as well. This course will cover how organisms interact with one another and their environment, the dynamic functioning of ecosystems, the origin and diversification of life on Earth, and the evolutionary forces that shape patterns of biodiversity within populations and across lineages. A half-semester course that must be taken with a lab. NOTE: $50 lab fee applies. For biology and chemistry intended majors. Two Foundation courses must be completed to fulfill Sophia learning outcomes.
CHEM 118 Integrated General, Organic and Bio-Chemistry (4)
An introduction to the fundamental concepts of general chemistry, organic chemistry and biochemistry with applications to the field of nursing. Laboratory experiments will closely correspond with the lecture material. Four-hour lecture and one two-hour laboratory. Prerequisite: One year high school chemistry and MATH 102 or concurrent enrollment in any higher level math course; or permission of the instructor. NOTE: $100 lab fee applies. For nursing intended majors.
CHEM 121 Principles of Chemistry I (4)
An introduction to chemical stoichiometry, atomic and molecular structure, and bonding. Laboratory will explore principles presented in lecture. Three-hour lecture and one three-hour laboratory. Prerequisite: high school chemistry or permission of the instructor; students must be calculus-ready. NOTE: $100 lab fee applies. For biology, chemistry, physics and engineering intended majors. This course also satisfies the LO2 Critical Thinking Seminar and LO3 Women's Voices.
PHYS 111 College Physics I: Mechanics (4)
An introduction to mechanics. This is the first semester of a two-part algebra-based physics sequence. Three-hour lecture and two-hour laboratory. Prerequisite: MATH 103. NOTE: $100 lab fee applies. Primarily for students in biology, neuroscience, speech language pathology, and environmental studies.
ANTH 253 Survey I: Culture and Language (3)
A survey of sociocultural anthropology and anthropological linguistics. The course takes a comparative approach to the study of culture. Topics include: family, kinship, and marriage; cultural ecology and economics; political organization; gender roles and socialization; religion and ritual; and culture change. Basic concepts, methods of research, and analytic perspectives are introduced. This course also satisfies LO3 Social Responsibility, LO3 Global Learning, and LO3 Intercultural Competence.
ENVS 217 Environmental Policy (3)
This course introduces the processes by which policy is made at local, state, national, and international levels of government with attention to the special challenges of creating sound environmental policy. It examines the strengths and weaknesses of policies currently in place and prepares students to intervene constructively in the formation of environmental policy. This course also satisfies LO3 Social Responsibility.
POSC 151W Political Issues (4)
An analysis of various political ideas, systems, issues, and/or phenomena designed to introduce students to political thinking. This course also satisfies LO2 Critical Thinking Seminar and provides students the opportunity to earn the W.
This course serves as an introductory survey of the major principles, institutions, processes, functions, and behavioral patterns of the American political system. It helps students to develop a broad, diverse, and articulate base of knowledge and understanding of American politics and government.
PSYC 156 Introduction to Psychology: Culture and Systems (3)
An introductory survey of theories, topics, and applications in psychology. Courses cover a wide range of classic and contemporary topics in psychology, which may include: brain and behavior, child development, thinking and intelligence, social influences on behavior and psychological disorders. The 156 course is organized around systems of thought and social science concepts that identify biological, psychodynamic, cognitive, behavioral, and sociocultural approaches to psychological topics. Students will recognize the impact of human diversity, and learn that psychological explanations vary across populations and contexts. A student cannot earn credit for both PSYC 156 and PSYC 157.
SOC 255 Race, Ethnicity, and Identity in the United States (3)
Race and ethnic identity have played and continue to play an important role in shaping the nation’s political policies, social relationships, and cultural beliefs. In this course students will consider how race and ethnicity are socially constructed, what is meant by racism and racial/ethnic identity, how laws like Affirmative Action or immigration policies impact specific racial and ethnic groups, and how race/ethnicity shapes one’s experiences in various social institutions such as school, work, family, and the legal system. Over the semester students will develop a sociological understanding of the structural and cultural barriers experienced by various racial and ethnic groups in the United States, and students will discuss social policies focused on achieving racial equity. This course also satisfies LO2 Critical Thinking Seminar, LO3 Social Responsibility and LO3 Intercultural Competence. This course is linked with a first-year faculty advisor.
ECON 252 Principles of Microeconomics (3)
Microeconomics examines the various segments contained in the circular flow — consumer behavior, production, how firms behave in various product markets, labor markets and their resulting income issues and why the market fails, at times, to provide efficient results. How market forces allocate limited output to best satisfy society’s changing unlimited wants is central. A strong emphasis is placed on real-world business applications to show the importance of economic analysis and business decision making. This is a required course for business and economics majors. Section 71401 also satisfies LO2 Critical Thinking Seminar and is linked with a first-year faculty advisor.
PSYC 157 Introduction to Psychology: Science for the Citizen (3)
An introductory survey of theories, topics and applications in psychology. Courses cover a wide range of classic and contemporary topics in psychology, which may include: brain and behavior, child development, thinking and intelligence, social influences on behavior, and psychological disorders. The 157 course emphasizes social science methodology and, therefore, students will conduct basic studies to address psychological questions using appropriate research methods. A student cannot earn credit for both PSYC 156 and PSYC 157.
SOC 203 Social Problems (3)
This course focuses on some of the phenomena that have been identified as social problems in the United States. Among the issues discussed are poverty, gender and racial stratification, hyperconsumerism, changing family structures, inequality in the educational system, health care issues, the work environment, drug abuse, and crime. Particular attention will be given to the role of the social structure in the creation and perpetuation of social problems, and how social problems are interrelated. Section 71531 also satisfies LO2 Critical Thinking Seminar, LO3 Global Learning, and LO3 Social Responsibility.
ART 101 Drawing I (3)
This is a broad foundation course that introduces a variety of drawing techniques, approaches and subject matter. A focus on observational drawing improves the student's ability to "see" (visual perception) and develops technical drawing skills. Projects are designed to enhance the understanding and use of formal elements, principles and composition while exploring drawing's creative and expressive potential. subject matter includes still life, landscape, interiors, and the figure. Studio projects are augmented by critiques, visual presentations and discussion. Sketchbook/journal required.
ART 103 Design Lab (3)
The main goal of Design Lab I is to solve design (world?) problems through creative design solutions. In learning how to visually communicate in imaginative ways, you’re seeking to radically alter how people look at and perceive the world around them. You will become an effective and imaginative cultural producer. For this course, students will use some of the digital creative software found in the Adobe Creative Suite, as well as other digital software. Other techniques include collage, drawing, photography, printmaking, and videography.
As a Critical Thinking Seminar-designated course (or CTS), students will critically analyze and discuss the power of design solutions (images, objects, interactivity) in light of design components (form, composition, balance, shape, space, color, for example). This course foregrounds the process of design in a variety of ways, namely through creative projects. You’ll create your design solutions through a combination of form and content, and in a variety of contexts. In other words, you will integrate visual information with meaning or message, in a presentation method. Your creative work will always be discussed in light of, and at times be presented to, the general public or an audience. What can your audience learn about the world through your design work? How do they learn it? What can (or will) they do as a result of what they’re learning? This course also satisfies the LO2 Critical Thinking Seminar.
ART 125 Silkscreen (3)
Introduction to the various methods of screen printing, with exploration of color, tone, and texture as the natural result of the process. This course also satisfies an LO2 Women’s Voices. This course also satisfies an LO2 Women’s Voices.
ART 216 Introduction to Furniture Design (3)
Introduction to Furniture Design focuses on the design and construction of furniture and functional objects within the context of contemporary culture. It integrates creative problem solving with technical and material processes in order to build objects that are ergonomic and interactive. Students will learn a process of design that evolves from sketch, to model -or- prototype, and finally to a finished, usable object. Design for social good and sustainability will also be a departure point for creative projects. Creative projects and technical demonstrations will be augmented by lectures on the history of furniture design and contemporary approaches to functional object-making.
ART 266 Introduction to New Media (3)
An introduction to the new visual technologies and basic concepts (mechanical, visual, and aesthetic) for their creative use in the visual arts. Those fields may include photography, film, video, computer imagery, holography and other contemporary media. Students will be introduced to these media through lectures, direct laboratory experience, discussion, and creative problem-solving projects.
COMM 103 Introduction to Communication (3)
Students develop an increased competency in communicating with precision and style, and also have the opportunity to think critically and creatively about the process of communication. Major topics in communication theory and practice are surveyed in addition to a focus on public speaking. Section 72232 also satisfies an LO2 Critical Thinking Seminar and LO2 Women’s Voices.
COMM 103W Introduction to Communication (4)
Essentially, students in COMM 103W Introduction to Communications explore one central question: What is human communication? While it is true that humans use verbal “message-and-response” interchanges, we will discover that communication is a sophisticated, ongoing process. This will lead us to other questions: When and where does human communication occur? How has it shaped centuries of human development? What makes us choose one form of communication — email, text messages, etc. — over another? What are the effects of each medium of communication on the quality of our messages? This course also provides students the opportunity to earn the W. Section 71869 also satisfies an LO2 Women’s Voices.
Multiple dance courses may be used to satisfy the Creative and Performing Arts requirement as long as they add up to at least three credit hours. Students receive two credits for technique courses taken for the first time and one credit for subsequent enrollment in the same level technique course.
DANC 145 Ballet Technique: Beginning (2)
An introduction to basic ballet technique and terminology. Designed for students with no previous movement training. May be repeated for one credit.
DANC 148 Jazz Technique: Beginning (2)
A practical course in contemporary jazz technique hip hop and lyrical styles. May be repeated for one credit.
DANC 245 Ballet Technique: Intermediate (2)
A technique course with an emphasis on correct alignment and proper execution of barre and center exercises. May be repeated for one credit.
DANC 345 Ballet Technique: Advanced (2)
A continuation of ballet technique with an emphasis on accuracy, style, intricate combinations, strength, endurance, and a more extensive vocabulary; may be repeated for one credit.
ENVS 232 The Shape of the City (3)
The course covers topics in the design and planning of the American metropolis – towns, cities, and suburbs. The fundamentals of urban design are explored at varied scales and within varied contexts of the built environment – from the individual building to the city block to the neighborhood to the community and larger region – in order to establish the basic principles of livable community design and planning. This course surveys the history of urban form and the socioeconomic, cultural, historical, and environmental forces that have shaped the city. Topics include public architecture and art, landscape architecture, open space and parks, multi-modal transportation, community health and safety, land use policy and regulations, real estate, and the impact of climate change. The process of urban design is explored including the role of multiple stakeholders - government, private sector, non-profit organizations, schools, neighborhoods, and the public. The neighborhood as human ecosystem is featured as a fundamental building block of cities and regions. Through the completion of a series of projects, students develop an understanding of urban design principles through engagement with a real-life neighborhood in the South Bend area. Sustainable design including connectivity, density, green infrastructure, and health receives special emphasis. This course also satisfies LO3 Social Responsibility.
ENWR 202 Introduction to Creative Writing (3)
In Introduction to Creative Writing, you will learn to write poetry, literary short fiction, and creative nonfiction, as well as to critically read works in all three genres. This will be accomplished through reading assignments, in-class writing assignments, full-class workshops, and class discussions of assigned readings and craft techniques. Class time will be split between discussion, in-class writing exercises, and full-class workshops.
ENWR 202W Introduction to Creative Writing (4)
This special section of Introduction to Creative Writing will teach you the basics of writing poetry, fiction and creative nonfiction, while also fulfilling the "W" requirement. Every student will write original, creative work in all three genres, and we'll use the fourth hour to write a series of thesis-driven papers related to creative writing that will help fulfill the requirements of the "W" portfolio. Class time will be split between reading published works of poetry, fiction and nonfiction, writing exercises designed to teach you the basics of creative writing, and full-class workshops. This class will help you strengthen your writing skills at large, learn about the arts, and practice creatively-focused, imaginative problem solving. This course provides students the opportunity to earn the W.
MUS 111–131 Applied Music: Private Lessons — Instrumental or Voice (1–2 credits)
Multiple courses may be used to satisfy the Creative and Performing Arts requirement as long as they add up to at least three credit hours. Lessons are offered for voice, piano, and all brass, string, woodwind and percussion instruments. Fees are $400 per semester for a half-hour lesson a week (one semester hour of credit), and $600 per semester for a 50-minute lesson a week (two semester hours of credit).
MUS 150 Voices in Time: A Critical Thinking Seminar (3)
This course will study the contributions women have made to the field of human knowledge and art by composing and performing music. We will consider the genesis and creation of a work, the historical/political climate in which it was created, the personal story of the composer or performing artist at the center of the work, the reception of the work and its influence on society; all facets of a critical understanding of an informed reading or performance. This course also satisfies LO2 Critical Thinking Seminar and an LO2 Women's Voices.
MUS 181 Patterns in Music 1 Beginning Music Theory (3)
For students with little or no previous training in music. A study of the organizational principles inherent in pitch and rhythm systems, with emphasis on the notation of these in written symbols. Such concepts as tonality, transposition, modulation, harmonic motion, and simple forms are introduced. Aural skills, keyboard applications, and the development of fluency in notation are stressed. One half-hour of computer drill per week is required. First semester of the theory sequence for majors and minors.
Students may enroll for ensemble courses that offer one hour of credit per semester. Auditions are required before acceptance into any of the choral ensembles. After you arrive on campus, sign up for an audition appointment in Moreau Hall, Room 309. If you are selected for one of the groups, you may add the course to your schedule through PRISM or at Student Academic Services (166 Le Mans Hall).
MUS 201 Collegiate Choir (1)
A treble choir that performs primarily on campus. Goals include developing excellent individual and group tone quality, working toward clear and proper diction, and strengthening aural and music reading abilities. Performs quality treble repertoire, both sacred and secular, in 2–4 parts. Membership by audition only. Auditions will take place during August orientation through the first week of classes.
MUS 203 Belles Voix (1)
This is the College’s select treble ensemble which performs music of all periods with an emphasis on new music. The choir regularly commissions and records new works, takes national concert tours every other year, and makes regular Carnegie Hall appearances. The ensemble performs biennially with the South Bend Symphony Orchestra and hosts the annual High School Treble Choir Festival. Membership is by audition only which will take place during August orientation through the first week of classes.
THTR 135 Introduction to Theatre (3)
This course is designed to introduce students to the art, practice, and enjoyment of theatre. Participants will learn through lecture, assigned readings, hands-on exercises, and demonstrations about the elements of a theatrical production. As often as possible, students will be invited to learn about the theatre by “doing” (i.e. acting in a scene rather than simply talking about it). The course structure assumes that while the student may never choose to participate in a play she will, hopefully, enjoy attending the theatre long after the course ends.
THTR 205 Introduction to Acting (3)
Exploration of the elements of a realistic acting technique using games, improvisations and exercises, culminating in two-character scenes later in the semester. This course also satisfies an LO2 Women’s Voices.
HUST 220 Humanities at Work: Using Your Humanities Training in the 21st Century (3)
This class will help you connect the dots between your love of books and your curiosity about life after college, between analyzing a text and analyzing a data set. It will equip you with answers to big questions like what do we mean when we say the "humanities," and what can you do with a degree in English or History? The class features discussion as well as digital and project-based assignments. This course also satisfies an LO2 Women’s Voices.
SLP 220 Introduction to Communicative Disorders (3)
A study of the causes, characteristics, and treatments of speech, language, and hearing disorders. Course content also includes speech and language development and suggestions for living and working with those who have communicative disorders. For speech language pathology intended majors. This course also satisfies an LO2 Women’s Voices, LO3 Social Responsibility, and LO3 Academic Experiential Learning.
SW 202 Introduction to Social Work (3)
This course is an introduction to the profession of social work through an exploration of social work issues related to increasing the well being of, and making a difference with, individuals, families, groups, communities, organizations, and society. Course includes an examination of social work global and national practices, case studies, policies, values and ethics, research, and literature of social work. Overview of the different fields in which social workers engage in leadership positions, including global social work, medical and health care social work, public policy analysis and planning, political social work, program administration, clinical/mental health social work (psychotherapy and counseling), criminal justice (forensic) social work, school social work, gerontological social work, and child welfare/family services social work, including social work practice with trauma-informed care and the application of neuroscience. This course is excellent preparation for entry into any field, taught by faculty who have experience in the field, and also satisfies an LO2 Women’s Voices and LO3 Social Responsibility. Section 71383 also satisfies LO2 Critical Thinking Seminar.
If you wish to select a mathematics course for the first semester, the following courses are offered. Suggestions for the appropriate course according to high school background, aptitude, interests, and performance on the math placement test are given with each description. The placement test is required for all incoming students and MUST be completed before registering for the fall semester.
The Mathematics department will determine a recommended math course placement based on your scores and previous math experience. Any student who wishes to take a more advanced course than is recommended or who has concerns about placement should contact the Department of Mathematics and Computer Science via the following email: mathplacement@saintmarys. edu. In this email, include your scores, your academic background (performance in math classes in high school), and your intended major (if you have one).
| Course | Math Placement Score | Math SAT | Math ACT | Min. # of Years of Math in High School | AP Calculus AB Exam |
|---|---|---|---|---|---|
| 100 | 20 or less | 460 or less | 18 or less | 3 | N/A |
| 102 | 21-25 | 470-520 | 19-23 | 3 | N/A |
| 103 | 25-33 | 490-560 | 21-25 | 3 | N/A |
| 104 | 26-35 | 530-570 | 23-26 | 3 | N/A |
| 113 | 32-40 | 550-610 | 25-28 | 4 | N/A |
| 131 | 36-45 | 570 or better | 26 or better | 4 | 3 or less |
| 132 | 40 or better | 600 or better | 28 or better | 4 | 3 or better |
| 133 | 45 or better | 630 or better | 29 or better | 4 | 4 or better |
Please note that students in need of stronger basic mathematics problem-solving skills (as shown by previous academic background and performance on the placement test) must take MATH 100 Problem-Solving Strategies in Mathematics . Students wishing to enroll in a calculus course (MATH 113 Survey of Calculus, MATH 131 Calculus I) that are in need of more preparation (as shown by previous academic background and performance on the math placement test) must successfully complete MATH 103 Precalculus before enrolling.
MATH 100 Problem-Solving Strategies in Mathematics (3)
This course is an intensive study of the problem-solving process. Algebraic, patterning, modeling, and geometric strategies are explored. This course does not fulfill a Sophia Program requirement in mathematical arts but is required for students whose basic mathematics problem-solving skills need to be stronger for college level work. This is required for students with three or four years of high school math who meet any one of the following: Math SAT score of 460 or less, Math ACT score of 18 or less, or math placement test score of 20 or less. This course does not fulfill the Sophia Program requirement in Mathematical Arts. This course is offered only in the fall semester.
MATH 102 Liberal Arts Mathematics (3)
This course focuses on mathematical modeling through the use of graph theory. Topics include graphs, directed graphs, trees, matchings, and network flows.
MATH 103 Precalculus (3)
This course is a study of polynomial, rational, exponential, logarithmic, and trigonometric functions from the symbolic, numeric, and graphical perspectives that provides a solid preparation for a college-level calculus course. Recommended for students who need a calculus course for their program of study but who are not yet ready for the calculus course. This course does not fulfill the Sophia Program requirement in Mathematical Arts. This course is offered during the summer term from June 19th through July 28th and also in fall semester. It is not offered spring semester.
MATH 104 Finite Mathematics (3)
Set theory, counting techniques, probability, random variables, expected value, variance, standard deviation, and linear programming are all covered in this course.
MATH 113 Survey of Calculus (4)
One semester survey of differential and integral calculus designed primarily for liberal arts students and those in the professional programs. Limits are treated intuitively. Emphasis on applications in biology, economics, and other disciplines.
MATH 131 Calculus I (4)
This course covers algebraic and transcendental functions, limits, continuity, derivatives, maxima and minima, concavity, related rates, Mean Value Theorem, anti-differentiation, Riemann sums, the Fundamental Theorem of Calculus. The course is based on graphical, numerical, and symbolic points of view. Graphing calculators are used throughout the course. Note: There is a problem session offered for this course every Wednesday at the same time as the class is taught on Monday. The problem session is optional, but it is highly recommended that students keep this time free in their schedules so that they may attend the problem session.
MATH 132 Calculus II (4)
This is the continuation of Calculus I. It includes the techniques of integration, applications of the integral, and sequences and series. Graphing calculators are used throughout the course. Note: There is a problem session offered for this course every Wednesday at the same time as the class is taught on Monday. The problem session is optional, but it is highly recommended that students keep this time free in their schedules so that they may attend the problem session. Students should register for this course as a first math course only if they have credit for Calculus I or placed into the course. This course does not fulfill the Sophia Program requirement in Mathematical Arts. However, students who have the equivalent of two semesters of AP calculus in high school with strong supporting test scores may be placed into MATH 132 in consultation with the Math Placement Advisor. Students who are placed into MATH 132 and earn a grade of C or higher are eligible to receive credit for MATH 131 Calculus I.
MATH 133 Theory and Application of Calculus (4)
This course is designed for students who have completed a full year of calculus in high school at the AP or equivalent level and have mastered the mechanics of differentiation and integration. Students who have taken the Math AP AB Exam should have a score of at least a 41. Students who have not taken the AP test should have two semesters of calculus at or above the AP level in high school and at least a 630 on the Math SAT or a 29 on the Math ACT. The basic concepts of calculus, including limits, derivatives, integrals, sequences, and series, will be explored in depth. The content of a full-year college- level calculus sequence is included in this one-semester course. The emphasis of the course is on understanding the theory of calculus and constructing mathematical models. Graphing calculators are used throughout the course. It is typically followed by MATH 231 Calculus III. Note: There is a problem session offered for this course every Wednesday at the same time as the class is taught on Monday. The problem session is optional, but it is highly recommended that students keep this time free in their schedules so that they may attend the problem session. This course is offered only in the fall semester.
Some students who have the equivalent of two semesters of AP calculus in high school and have strong supporting test scores may be placed into MATH 133 in consultation with the Math Placement Advisor. Students who are placed into MATH 133 and earn a grade of C or higher are eligible to receive credit for MATH 131 Calculus I.
In addition to the dance courses listed under Creative and Performing Arts, the following course is available for elective credit. For both Sophia and elective dance courses, students receive two credit hours for technique courses taken for the first time and one credit hour for subsequent enrollment in the same level technique course. All two-credit technique courses include an academic component: required and recommended literary sources, as well as written midterm and final examinations that test knowledge of terminology and movement concepts.
The ensemble functions as the student dance company in residence. The dancers meet on a regular basis for technique classes, master classes and rehearsals with faculty and guest choreographers. D.E.W. presents an annual concert. Variable credit offered for performance and production. Performance students must be concurrently enrolled in a technique class. May be repeated for a maximum of 9 credits. By audition/permission only.
EDUC 100 Strategies for Academic Success (2)
What constitutes a “successful education”? Good grades? A diploma? Being prepared for a career after graduation? Certainly, these elements (among many others) constitute necessary aspects of educational success, but they are also largely extrinsic motivators that function as rewards to be attained at the end of a particular journey. Indeed, such rewards are powerful incentives that can propel us to succeed in college and beyond. In this course, however, we will also consider the value of intrinsic motivations related to education and examine how we might benefit in all aspects of our lives by privileging those habits of mind that lead us to become life-long learners.
In EDUC 100, we will value the learning process over the accumulated products of education as we assess how collaboration, creativity, metacognition and research-informed learning practices can assist us in and out of the classroom. Students will examine various approaches to learning and education, always with an eye toward defining (and employing) their own “best practices” in relation to their individual definitions of academic success.
Music
Beginning piano for those with no previous keyboard experience, using the electronic piano lab. Designed to develop music skills through correlation of music fundamentals with beginning piano literature, including folk songs, holiday songs, easy classics, and blues.
MUS 201 Collegiate Choir (1)
A treble choir that performs primarily on campus. Goals include developing excellent individual and group tone quality, working toward clear and proper diction, and strengthening aural and music reading abilities. Performs quality treble repertoire, both sacred and secular, in 2–4 parts. Membership by audition only. Auditions will take place during August orientation through the first week of classes.
MUS 203 Belles Voix (1)
This is the College’s select treble ensemble which performs music of all periods with an emphasis on new music. The choir regularly commissions and records new works, takes national concert tours every other year, and makes regular Carnegie Hall appearances. The ensemble performs biennially with the South Bend Symphony Orchestra and hosts the annual High School Treble Choir Festival. Membership is by audition only which will take place during August orientation through the first week of classes.
String Ensemble is a non-auditioned string (winds and percussion will be allowed when appropriate) ensemble open to all members of the college community. The course includes the study and performance of significant string literature. May be repeated for credit.
PHIL 291 Dialogue and Civil Discourse (1)
Building a strong community means engaging with people whose backgrounds, beliefs and experiences are different from yours. In this course, students will develop skills to engage in constructive dialogue with others who have different views on social and political issues. The class will discuss a controversial contemporary issue each week (for example: abortion, free speech on campus, immigration, the 2nd Amendment and gun control). Readings will consist of contemporary media articles drawn from a range of sources and viewpoints. Students will investigate their own core assumptions and beliefs about key issues and will listen to the views and experiences of others in the class. This course satisfies LO3 Social Responsibility and LO3 Intercultural Competence but does not fulfill an LO1 requirement.
The Physical Education Department offers selected activity courses based on student needs and interests. These courses are offered throughout the day and week to satisfy a broad range of fitness interests. If you are drawn to cardio dance, WERQ is for you! This wildly addictive cardio dance class is based on the hottest pop and hip hop music. The workout is nonstop with repetitive athletic moves and fresh dance steps.
Physical education classes and participation in intercollegiate athletics carry one-half semester hour of elective credit. One semester hour of credit may be applied to graduation. The following courses are available during fall semester 2023:
| Code | Title | Credits |
|---|---|---|
| PE 050 | PE Activity (Tone It - arms, abs, legs) | .5 |
| PE 050 | PE Activity (Yoga) | .5 |
| PE 050 | PE Activity (WERQ) | .5 |
| PE 050 | PE Activity (Spin) | .5 |
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