Download Foundations Courses Ready for Fall 2016.

Academic Program
The curriculum at The College of St. Scholastica reflects a commitment to prepare students for their responsibilities
as working professionals, as citizens of a democracy and as individuals who seek to live full human lives. A
student's academic program consists of three parts: general education requirements (General Education), specialized
coursework (a major) and electives. The major prepares the student for graduate school or for a profession and is
normally selected during the sophomore year. Elective courses allow students to pursue particular interests.
Degree Requirements
The following minimum College requirements must be met for the bachelor of arts degree:
1.
2.
3.
satisfactorily complete a minimum of 128 semester credits including:
a. forty-two upper-division credits (numbered 3000 or above). A major program as stipulated by a
department or advisor.
b. achieve a minimum GPA of 2.0 in the major as well as an overall "C" average.
fulfill the residence requirement:
a. the last 32 credits before graduation must be earned at The College of St. Scholastica.
b. a minimum of 16 credits must be earned in a major field at The College of St. Scholastica.
c. cross-registered courses may count toward residence; CLEP and Portfolio Assessment credits
must be earned prior to the final 32 credits.
complete the general education requirements. Requirements for some majors are more stringent than these
minimums.
Foundations Courses Ready for Fall 2016.
All Foundations-level courses must be ready for Fall 2016. This includes: • Dignitas. Dignitas will transition from 2credits for 2 semesters to two 4 credit couress for 2 semesters. The changes to this program will begin Fall 2016.
• Interpersonal Communication. Interpersonal Communication will be a 2-credit requirement in Veritas. The Public
Speaking requirement (previously met by the Human Communication course) has been integrated into Dignitas and
the “Oral Communication” skill requirement in Veritas. The changes to this program will begin Fall 2016
. • English 1110. There are no changes to English 1110.
• World Language. The World Language requirement for main campus traditional students is consistent with the
current Pathways program. The language requirement can be met by having completed three years of one language
in high school, by completing the 1112 in a language sequence, by demonstrating equivalent proficiency at the same
course levels through a placement exam, or by being bilingual. No non-native language requirement for extended
and online students.
• Math. Math is a new Foundation. Some current Analytical Reasoning courses will nicely transition in to Math
courses.
Advisement Materials. Each department should be producing advisement materials/course schemas to help
students and advisors plan the major course sequence and the required Veritas courses. These schemas should be
completed by January 1, 2016 and will be used for incoming first-year students and transfer students beginning Fall
2016.
Current Students. Students who entered CSS before Fall 2016 will continue with Pathways General Education
Program unless they choose otherwise. All new students who enter Fall 2016 (including transfer, extended, and
online students) will follow the Veritas requirements.
Proposing a Foundations-level course. Foundations courses, primarily at the 1000-level, introduce key values and
skills of the curriculum. Aspects of the first-year experience, including Dignitas, first-year composition (ENG 1110),
and interpersonal communication, are included in the Foundations. Additional Foundations coursework in nonnative languages (for traditional main campus students) and mathematics need not necessarily be taken in the first
year.
Foundations courses are intended as a basis for students’ experiences at the College and for their learning within
Veritas. These courses focus on particular topics, values, and skills.
Dignitas Although the topics of different Dignitas sections vary, every Dignitas section must serve as a student’s
entry into the CSS community and as a foundation for many of the Veritas curriculum’s ideals. With its theme of
human dignity, Dignitas connects the Heritage outcome area and the four values that Veritas emphasizes within the
Personal & Social Responsibility outcome area. Additionally, all students in Dignitas build skills that connect to the
Oral Communication, Written Communication, Reading, and Critical Thinking outcomes.
The Dignitas experience of traditional main campus undergraduates is 2 × 4 credits, of which 3–4 credits (~1½ – 2
per semester) should directly engage the Personal & Social Responsibility value of “Intercultural Knowledge and
Competence” and explore the close relationship between intercultural fluency and the other Personal & Social
Responsibility values. This expectation of faculty and Dignitas is intended to assure that intercultural fluency is
central to the foundational educational experience of CSS students.
First-Year Composition & Interpersonal Communication These Foundations requirements are simply fulfilled by
the two corresponding courses. First-Year Composition prepares students for college-level work with the Written
Communication skill. Interpersonal Communication gives students a foundation in the Oral Communication skill.
World Language The starting point for defining the World Language Foundations requirement will be the Pathway
indicators of the previous World Language Pathway in the CSS general education curriculum. All World Language
courses will connect to the Reading and Oral Communication skill. The World Language indicators include: 1. Lead
to increased mastery of communicative skills of language study, such as listening, responding, reading and writing.
2. Present content designed to highlight the intimate link between the world language studied and the peoples who
use it. 3. Emphasize a cultural perspective that places the world language studied within the context of world
cultures.
Mathematics The move from an Analytical Reasoning Pathway to a Mathematics Foundations requirement will
require indicators for what will “count” as mathematics. No universally agreed-upon definition of mathematics
exists, but it should be possible to work out operational guidelines for CSS purposes. Mathematics courses must
connect to the Quantitative Literacy outcome, and will very likely connect to the Inquiry & Analysis and Problem
Solving outcomes. Presumably most courses in the Mathematics department will qualify, but courses from other
departments could qualify as well. Other courses in formal, symbolic, and quantitative reasoning seem reasonable to
include in this family.
The Mathematics Foundation indicators: Mathematical reasoning is a creative yet formal and logical approach to
the analysis of quantity, pattern, and probability. As a discipline in its own right, mathematics explores what is
possible to deduce from the logical application of principles to underlying assumptions. As a powerful tool,
mathematics is used for solving problems in many other disciplines and domains. A course in the Mathematics
Foundation must address at least three of the following indicators: 1. Construct models of problems and represent
them in symbolic mathematical form. 2. Apply mathematical principles and techniques to solve problems. 3.
Interpret, understand, and critically evaluate quantitative or statistical arguments, including their limitations. Veritas
4. Analyze and construct logical arguments, based on definitions, which explain facts and methods of mathematics.
Proposing a Conceptions-level course. All coursework in the Veritas program balances disciplinary breadth,
values, of personal and social responsibility, and foundational intellectual skills.
Each Conceptions-level course (1000- or 2000-level) will include a focus on one of the following personal and
social responsibility values:
• Civic Knowledge and Engagement
• Diversity: Intercultural Knowledge and Competence
• Ethical Reasoning Each Conceptions-level course will engage students in building at least four of the following
intellectual and foundational skills:
• Inquiry and Analysis • Critical Thinking • Creative Thinking • Written Communication • Oral Communication •
Reading and Interpretation • Quantitative Literacy • Information Literacy • Teamwork • Problem Solving
For the Personal & Social Responsibility value and for each Intellectual & Foundational skill, a related assignment
must be identified that specifically addresses that outcome. Faculty will use specific rubrics and indicators
(beginning with the AAC&U VALUE rubrics, but other in-house indicators and rubrics will be developed) to assist
in the design of these assignments. The General Education Committee will use those same rubrics and indicators
when deciding whether a course meets the criteria for the Veritas curriculum. Of course faculty are free not to use
the rubrics for grading purposes.
Additionally, Pathway indicators serve as a guide for course development within the specified Pathway. In order for
a course to be considered for a specific Pathway, the course must dedicate significant time to course indicators.
Indicators can be found at www.css.edu/veritas or on the Veritas COR page.
Proposing an Integrations-level course. Upper-division Integrations courses are distinctive features of Veritas.
Integrations courses continue to introduce students to Pathways, but strengthen their liberal education by being more
integrative and by building on students’ previous experience with the Personal & Social Responsibility values and
the Intellectual & Foundational Skills.
Veritas Transition Guide
In Veritas, upper-division Integrations courses must be distinct from upper-division coursework within a major. It is
not appropriate for a department or program to design an Integrations course for an intended audience of only its
own majors. Integrations courses should be accessible, liberal education experiences for students who may not have
previous experience in the Pathway. These courses must be exemplars of the “serious engagement with questions of
values, principles, and larger meanings” that characterizes liberal education (College Learning for the New Global
Century, 22– 23). As such, the Integrations courses may be interdisciplinary or may take the broadest possible view
from a disciplinary perspective. Even when they have a definite disciplinary focus, they should strive to integrate the
discipline with big questions relevant for a liberal education.
What makes Integrations courses upper-division is not their advanced content, but rather more advanced
engagement with the values and skills of the Veritas curriculum compared to Conceptions courses. Integrations
courses should not have disciplinary prerequisites, but should be designed with the assumption that students are
ready to further develop in the Personal & Social Responsibility and Intellectual & Foundational Skills outcome
areas. Integrations courses will need to meet the indicators for the relevant Pathway, and in addition must further
develop students’ engagement with one of three values from the Personal & Social Responsibility outcome area:
• Diversity: Intercultural Knowledge and Competence
• Civic Knowledge and Engagement
• Ethical Reasoning Further build students’ expertise in Written Communication and at least three more of the
Intellectual & Foundational Skills:
• Inquiry and Analysis
• Critical Thinking
• Creative Thinking
• Oral Communication
• Reading and Interpretation
• Quantitative Literacy
• Information Literacy
• Teamwork
• Problem Solving
Just as at the Conceptions level, for the Personal & Social Responsibility value and for each Intellectual &
Foundational skill, a related assignment must be identified that specifically addresses that outcome. Faculty will use
specific rubrics and indicators (beginning with the AAC&U VALUE rubrics, but other in-house indicators and
rubrics will be developed) to assist in the design of these assignments. The General Education Committee will use
those same rubrics and indicators when deciding whether a course meets the criteria for the Veritas curriculum. Of
course faculty are free not to use the rubrics for grading purposes.
Because Written Communication will be emphasized in every Integrations course, many existing writing intensive
courses could possibly be adapted into Integrations courses. Program support from writing specialists is strongly
recommended to make this aspect of Veritas successful.
Veritas Transition Guide
Indicators—most likely similar to the current indicators of the Writing Intensive Pathway—will be developed that
specify the writing requirements of the Integrations courses.
Written Communication Indicators.
All integrations level courses require the following indicators:
1. A Writing Intensive (WI) course is one in which at least half of the final grade is based on writing.
2. Faculty teaching WI courses must spend time in and out of the course teaching writing, not just assigning writing.
Faculty should adopt a process approach to writing so that students have the opportunity to practice writing and
receive feedback that will help them develop their writing skills.
3. Faculty who offer writing intensive (WI) courses should ask students enrolling in those courses to write at least
4000 words.
4. Writing in WI courses may include essays, analyses, reviews, letters, journals, reports, arguments, and/or research
papers.
5. 2000 of the 4000 word total must be formal, edited, and proofed texts: these texts might include essays, research
reports, and/or documents, which would be appropriate in a professional context.
6. WI course enrollments are limited to 20 students.
7. Faculty members who teach a WI course should have training before teaching the course. English Department
faculty will offer writing workshops at least once a year.
Conceptions-Level Pathway Exemptions.
Majors may wish to apply to the General Education Committee for exemption from one Pathway requirement for
their students. When a major requires two or more introductory courses from two or more departments/disciplines
within a Pathway’s general domain—even when those courses are not designated as Conceptions—it may not be
necessary for those students to take additional Conceptions-designated introductions within that Pathway. For
instance, it may be reasonable for nursing students who take several different introductory science courses to be
exempt from the Natural Science Pathway.
The possibility of exemption allows topical survey courses (e.g., General Chemistry) the flexibility to remain
focused on discipline-relevant content rather than the values and skills of the Veritas curriculum. This is strongly
recommended compared to the alternative of diluting the Veritas requirements so that all or nearly all introductory
courses “count” as Conceptions courses.
The General Education Committee will grant, and be able to revoke, these exemptions to majors subject to a
proposal and review process. A certain level of discretion will, of course, also be given to advisors to make
appropriate judgments based on a thorough knowledge of the student’s academic record and the Veritas program.
Pathway Indicators.
Social Sciences.
The Social Sciences study psychological, economic, social, cultural, and/or political thinking and behavior in
individuals and societies. Students discover the interconnectedness and relationships among motivation, learning,
and development, including the causes and implications of differences and similarities among people.
A course in this Pathway must address at least three of the following indicators:
1. Address using a broad focus, one or more of the following: psychosocial, economic, social, cultural and/or the
political thinking of individuals and societies.
2. Examine the relationships and interconnectedness between motivation, learning, development and change.
3. Explore the causes and implications of differences and similarities among people.
4. Explore alternative theoretical frameworks, which have been used to offer meaningful explanations of social
phenomena.
Literature.
Literary study emphasizes close reading of and thoughtful expression about texts from a variety of perspectives and
issues, ranging from forms and genres to modes and historical-cultural contexts. Focused on language, literary study
involves both individual work and communal ways of understanding texts through oral and written interpretation.
Literary study fosters the imaginative and intellectual effort needed to engage in varying cultural experiences to
understand human values.
A course in this Pathway must address at least three of the following indicators:
1. Read, discuss, and write about literary works as a significant feature of the course content, with attention to form,
genre, and/or historical-cultural context.
2. Promote close reading and interpretation of texts from multiple perspectives.
3. Engage literary study — including writing about literature — as a means to knowledge of the world and of our
diverse experiences and values in particular.
Natural Sciences.
The natural sciences attempt to discover principles or laws, which explain life and the physical universe through
iterations of observation, formulation of hypotheses, experimentation and/or further data collection, and
development of theory. Scientific discoveries enable humans to understand and explain the universe, to appreciate
the beauty of its complex interconnectedness, and to exercise stewardship over its resources. Students who take
natural science courses are better able to understand the scope of scientific endeavor, its limits, how science has
shaped the modern world, and both the scientific and technological issues society faces.
A course in this Pathway must address at least four of the following indicators:
1. Scientific principles that explain living and/or physical phenomena.
2. Complex interconnections in the natural world.
3. “The scientific method”: Multiple models of how scientific inquiry is carried out, and alternate starting points for
scientific discovery that may vary by discipline.
4. The scope and limits of scientific endeavor.
5. How science and technology created and continue to shape the modern world.
6. The modern scientific and technological issues faced by society.
History.
History is an interdisciplinary study that reflects upon and analyzes human experience, paying particular attention to
change over time. It focuses on the ways people are active agents in transforming the world and how the past
illuminates the present. Students explore human societies in different times and places, encouraging cross-cultural
comparisons. Courses in history contribute to creating better informed, more critically thinking citizens who
understand themselves and the world around them in deeper, more diverse ways.
A course in this Pathway must address at least three of the following indicators:
1. Examine the history of any society, people or country using a broad focus with respect to time and place.
2. Include a knowledge of the distinctive features of the history, institutions, economy, society, and culture under
study.
3. Include a methodological component [tools and approaches] utilized to indicate how and why we know something
of a time, place, and people.
4. Enable students to develop an appreciation for diverse human experiences.
5. Practice historical thinking as central to engaged citizenship.
Fine Arts.
Art is created in all human cultures as a response to life. All forms of art can enable us to express depths of
experience and emotion, rationally explore that which gives us pleasure, shape social values, reach out to others
across time and culture, and create something more lasting than we are. Through the creation and study of art,
students consider its definition, interpretation, and impact on humanity. Art merits both technical and reflective
study as part of a liberal education.
A course in this Pathway must address the following three indicators:
1. Address historical, cultural, critical, or theoretical dimensions of an artistic field.
2. Require both critical reflection and understanding of the practice of methodologies or skills in the fine arts.
3. Consciously engage with the imagination required to produce artistic objects or performances, as a means of
expression, and thus stand outside conventional ideas of utility.
Philosophy.
Philosophy, the love of wisdom, uses natural reason to guide the search for the good life. The study of philosophy
challenges the student to think critically and make and evaluate arguments. The aim of philosophy courses is to
contemplate those questions that will lead to responsible living.
A course in this Pathway must address the following indicators:
1. Examine the importance and development of various questions addressed by philosophers.
2. Explore the methods and issues of philosophical inquiry as a 'way of knowing.'
3. Provide experiences that lead to critical examination of basic assumptions about life.
Theology and Religious Studies.
The study of theology and religion involves the academic exploration of our relationship with God and the nature
and role of religion. Courses examine beliefs, rituals, ethics, sacred writings, spiritualities, and the meaning and
application of faith in students' lives. Most courses reflect the Christian tradition or the Benedictine Catholic
heritage. Consistent with an ecumenical and interfaith perspective, courses are often in dialogue with Protestant
Christianity, Judaism, and other faiths. Particular courses focus on the traditions and theologies of other world
religions.
A course in this Pathway must address at least four of the following indicators:
1. Examine central religious and theological questions and the ways Christianity and/or Catholicism and/or other
religions have approached and resolved such questions.
2. Assist students in identifying and understanding their religious convictions and faith communities.
3. Encourage an ecumenical perspective and pluralistic sensitivity that respects the diversity of religious convictions.
4. Stimulate and develop students' critical thinking skills and cultivate facility in academic argumentation.
5. Introduce students to methodological issues in the investigation and evaluation of religious traditions and texts.
6. Dialogue about moral questions and social justice issues as a means of developing in students the necessary skills
for ethical decision making and living justly.
7. Foster the integration of theological insights into students' wider educational, social, cultural, religious, and
spiritual experience.
Open Course.
The addition of an “Open” Pathway allows for course offerings that are uniquely designed outside of the seven
disciplinary Pathways. This “Open” Pathway will have indicators and must meet a certain number of outcomes, just
like other Pathways. When students are choosing a course for their elective—the four credits that can be taken in
any of the Pathways to bring a student's total Conceptions/Integrations credits to 32—they will now see this "Open"
Pathway alongside the seven disciplinary Pathways. This allows for courses that are highly interdisciplinary or that
otherwise do not fit easily into discipline-specific Pathways to still address liberal education goals; a nonexhaustive
set of illustrative examples might include studies of sustainability, interactions between science and culture, topics in
diversity that do not fit within other disciplines, etc.
A course proposed for the open pathway must still address Skills and one Value just as other Conceptions or
Integrations courses. In lieu of pathway indicators, a proposal for an open pathway course should address one or
more of these points for the General Education committee IN THE SYLLABUS:
1. Is the course interdisciplinary in such a way that it does not fit into just one of the other pathways, but clearly fits
in the spirit of liberal education? Please explain in your syllabus.
2. Does the course delve even more deeply into one of the Personal & Social Responsibility values than a typical
Veritas course? For instance, courses whose entire content is Ethical Reasoning, Civic Engagement, or Intercultural
Knowledge & Competence may not neatly fit into other pathways. Please explain in your syllabus.
3. The College Learning Outcomes outline the traditional canon of liberal education disciplines with the phrase
"study and engagement in the sciences and mathematics, social sciences, humanities, languages, and the arts." Is this
course outside those disciplines? How does it exemplify the liberal education goals of Veritas? Please explain in
your syllabus.
Value Indicators.
For the Personal & Social Responsibility value and for each Intellectual & Foundational skill, a related assignment
must be identified that specifically addresses that outcome. Faculty will use specific rubrics and indicators to assist
in the design of these assignments. The General Education Committee will use those same rubrics and indicators
when deciding whether a course meets the criteria for the Veritas curriculum. For each Personal & Social
Responsibility value, faculty must address the outcome indicators below. Of course, faculty are free not to use the
rubrics for in-class grading purposes.
Civic Engagement.
Civic engagement is "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."(Excerpted from Civic Responsibility and
Higher Education, edited by Thomas Ehrlich, published by Oryx Press, 2000, Preface, page vi.) In addition, civic
engagement encompasses actions wherein individuals participate in activities of personal and public concern that are
both individually life enriching and socially beneficial to the community.
A course connecting to this outcome must address at least three of the following indicators, using the AAC&U Civic
Engagement VALUE Rubric as a guide:
1. Diversity of Communities and Cultures
2. Analysis of Knowledge
3. Civic Identity and Commitment
4. Civic Communication
5. Civic Action and Reflection
6. Civic Contexts/Structures
Ethical Reasoning.
Ethical Reasoning is reasoning about right and wrong human conduct. It requires students to be able to assess their
own ethical values and the social context of problems, recognize ethical issues in a variety of settings, think about
how different ethical perspectives might be applied to ethical dilemmas and consider the ramifications of alternative
actions. Students’ ethical self-identity evolves as they practice ethical decision-making skills and learn how to
describe and analyze positions on ethical issues.
A course connecting to this outcome must address at least three of the following indicators, using the AAC&U
Ethical Reasoning VALUE Rubric as a guide:
1. Ethical Self-Awareness
2. Understanding Different Ethical Perspectives/Concepts
3. Ethical issue Recognition
4. Application of Ethical Perspectives/Concepts
5. Evaluation of Different Ethical Perspectives/Concepts Intercultural Knowledge and Competence. (WORKING
DRAFT)
A course connecting to this outcome must address at least three of the following indicators:
1. Identity & Self-Awareness
2. Perspective-taking and Openness
3. Structural systems of power, privilege, and oppression
4. Knowledge of historically disadvantaged groups (domestic or global)
5. Reducing oppression 6. Communication
I. Cultural Diversity
Cultural Diversity challenges the student to articulate how her/his perception of reality is culturally embedded and
how values, assumption and beliefs are reflected in behavior. This scrutiny fosters respect for the diversity of
peoples and cultures. This respect requires more than just exposure to cultural differences; it requires intellectual
discourse which examines such differences critically and is attentive to the challenges of understanding global and
community members whose lives are shaped by cultures other than one's own.
Course Title
ART/INS 2204
CTA 2205
CTA 2240
CTA/ART 2301
CTA 2525
ENG 1130
ENG 2210
ENG/MER 2220
ENG/RUS 2280
GCL 1101
GCL 2111
GCL 2220
GCL 3200
GCL 3202
GCL 3302
GCL 3401
GCL 3915
GCL 4411
GCL/POL 4402
GCL/SPN 3303
HIS/INS 2201
HIS/INS 2202
HIS/WGS 2231
HIS/GCL 3307
HIS/INS 3308
HIS/WGS 3324
Course
American Indian Art and Music
Performing Culture
Intercultural Communication
World Cinema
The Media, Race and Gender
Introduction to Women's Literature
Ethnic Literature
Medieval and Renaissance Worlds in Literature
Literature in Translation
Introduction to Global, Cultural and Language Studies
Migration, Diaspora, and Identity
Dance, Gender and Culture
Popular Music and Political Movements
Culture Through Film
Europe Today
Healthcare Across Cultures
The Tanzanian Experience
Strangers in Their Own Land
Environmental Politics
The Other Americas
American Indian History I
American Indian History II
Cultural Anthropology
Modern Latin American History
Ojibwe History
African American History I
HIS/WGS 3325
HIS 3340
HIS 3356
HSC 3101
HUM 2150
INS 1101
INS 2203
INS 3320
INS 4401
INS/PHL 3301
INS/SWK 4410
INS/SWK 4415
INS/SWK 4420
MUS 2303
MUS 2304
MUS 2305
MUS 3309
POL 2280
RUS 2209
SBT 3390
SOC 2265
SOC 2433
TRS 3101
TRS 3380
WGS 1011
African American History II
The Shaping of Modern China
History of Modern India
Health for All: A Global Perspective
Ethnicity and the Performing Arts
Introduction to American Indian Studies
American Indian Literature
American Indian Women: Myth/Reality
American Indian Law and Policy
American Indian Philosophy
Counseling the American Indian
American Indian Families
Human Behavior and the American Indian Community
Music of the Caribbean
Music of Africa
Jazz Music and Musicians
World Music
Rethinking Religion and Culture after 9/11
Russian Language Camp
China Study Abroad
Diversity and Marginality (of Minority) in the U.S.
The Family and Society
Christianity and World Religions
Women's Spirituality and Literature
Introduction to Women's and Gender Studies
II. Social Sciences
Social Science is the study of psychological, economic, social, cultural and/or political thinking and behavior in
individuals and societies. Students discover the interconnectedness and relationships among motivation, learning
and development, including the causes and implications of differences and similarities among people.
Course Title
ECN 2230
ECN 3335
ECN 4430
GCL/POL 2001
GCL 2111
GCL 2201
GCL/POL 3001
GCL 3301
GCL 3302
GCL/SPN 3303
HIS/WGS 2231
Course
Principles of Microeconomics
Contemporary Healthcare Economic Systems
Current Economic Issues
Introduction to Political Science
Migration, Diaspora, and Identity
Peaceful Resolution of International Conflicts
Politics of Globalization
Human Rights
Europe Today
The Other Americas
Cultural Anthropology
INS 1101
INS 3320
INS 4401
INS/SWK 4410
INS/SWK 4415
INS/SWK 4420
POL 3331
PSY 1105
PSY 2208
SOC 1125
SOC 2433
SWK 2240
Introduction to American Indian Studies
American Indian Women: From Myth to Reality
American Indian Law and Policy
Counseling the American Indian
American Indian Families
Human Behavior and the American Indian Community
American Government
General Psychology
Life Span Developmental Psychology
General Sociology
The Family and Society
Introduction to Social Work
III. World Language
Language guides our thinking, shapes our perceptions and is the foundational element of culture. The four skills of
language study—listening, responding, reading and writing—provide the key that opens the door to a deepened
understanding and appreciation of the world's cultures and peoples.
Course Title
ASL 1111
ASL 1112
FRN 1111
FRN 1112
GMN 1111
GMN 1112
LTN 1111
LTN 1112
OJB 1111
OJB 1112
RUS 1111
RUS 1112
RUS 2209
SPN 1111
SPN 1112
Course
Beginning American Sign Language and Culture I
Beginning American Sign Language and Culture II
Beginning French Language and Culture I
Beginning French Language and Culture II
Beginning German Language and Culture I
Beginning German Language and Culture II
Beginning Latin Language and Culture I
Beginning Latin Language and Culture II
Beginning Ojibwe Language and Culture I
Beginning Ojibwe Language and Culture II
Beginning Russian Language and Culture I
Beginning Russian Language and Culture II
Russian Language Camp
Beginning Spanish Language and Culture I
Beginning Spanish Language and Culture II
IV. Literature
Literary study emphasizes close reading of and thoughtful expression about texts from a variety of perspectives and
issues, ranging from forms and genres to modes and historical-cultural contexts. Focused on language, literary study
involves both individual work and communal ways of understanding texts through oral and written interpretation.
Literary study fosters the imaginative and intellectual effort needed to engage in varying cultural experiences to
understand human values.
Course Title
CTA 2205
CTA/ENG 3330
CTA/ENG 3331
CTA/ENG 4420
ENG 1115
ENG 1120
ENG 1130
ENG 1140
ENG 2210
ENG/MER 2220
ENG 2250
ENG 2251
ENG 2252
ENG 2270
ENG/RUS 2280
ENG 3310
ENG 3311
ENG 3315
ENG 3320
ENG 3321
ENG 3340
ENG 3350
ENG 3370
ENG 3390
ENG 4400
ENG 4401
ENG 4410
INS 2203
Course
Performing Culture
Theatre: Greek- Elizabethan
Theatre: Restoration-Twentieth Century
Film and Literature
Introduction to Literature
Mythology
Introduction to Women's Literature
Modern World Literature
Ethnic Literature
Medieval and Renaissance Worlds in Literature
Introduction to Poetry
Introduction to Fiction
Introduction to Drama
Irish Poetry and Drama
Literature in Translation
American Literature I: Beginnings to 1900
American Literature II:1900 to Present
American Short Story
British Literature I: Medieval to Neoclassical
British Literature II: Romantic to Modern
American Novel
British Novel
Studies in Women's Literature
Irish Literature
Shakespeare I
Shakespeare II
Individual Author
American Indian Literature
V. Analytical Reasoning
Analytical reasoning is an approach to knowledge which includes the ability to break down a larger problem and
theory into constituent elements, gain an organized, logical and/or empirical understanding of the patterns and
relationships among those elements, apply that understanding in a methodical fashion to similar situations and
communicate that understanding in language appropriate to the problem. The development of analytical abilities
enables students to consider and respond more capably to the complexities of responsible living and the challenges
of meaningful work.
Course Title
CIS 2085
CTA 3445
MTH 1110
MTH 1111
Course
Programming I w/Java
Argumentation
Liberal Arts Mathematics
College Algebra
MTH 1113
MTH 1114
MTH 1116
MTH 2221
MUS 1101
PHL 1105
PSY 2335
PSY 3331
SWK 3131
SWK 3132
Mathematical Ideas I
Mathematical Ideas II
Mathematics for Elementary School Teachers
Calculus I
Music Theory I
Logic
Statistics for Professional Practice
Statistics
Statistical Methods for Evidence-Based Practice I
Statistical Methods for Evidence-Based Practice II
VI. Natural Sciences
The natural sciences attempt to discover principles or laws which describe life and the physical universe through the
cycle of observation, formulation of hypotheses, experimentation and development of theory. The fruits of scientific
discovery enable humans to appreciate the beauty and interconnectedness of the universe in its many parts and
exercise stewardship over the resources nature provides. Students who take natural science courses are better able to
understand the scope and limits of the scientific endeavor, how science has shaped the modern world and the
technical issues society now faces.
Course Title
BIO 1102
BIO 1103
BIO 1104
BIO 1105
BIO 1120
BIO 3101
CHM 1010
CHM 1020
CHM 1040
CHM 1110
HSC 2201
PSC 1201
PSC 1501
Course
Human Biology and Heredity
Current Environmental Topics
Life Science
Evolution Today
General Biology II
Conversations with the Naturalists
Everyday Chemistry
Introductory Chemistry for Health Sciences
General, Organic, and Biochemistry
General Chemistry I
Nutrition
Concepts of Physics
A Short Course in Physics
VII. History
History is an interdisciplinary study that reflects upon and analyzes human experience. It focuses on the ways
women and men are active agents in transforming the world and how the past illuminates the present. Students
explore human societies in different times and places, encouraging cross-cultural comparisons. Courses in history
contribute to creating better informed, more critically thinking citizens who understand themselves and the world
around them in deeper, more diverse ways.
Course Title
Course
GCL 2050
HIS 1101
HIS 1102
HIS 1110
HIS 1111
HIS 1112
HIS/INS 2201
HIS/INS 2202
HIS 2212
HIS/TRS 2222
HIS 3206
HIS 3209
HIS 3212
HIS 3214
HIS 3301/GCL 3304
HIS 3302
HIS 3303
HIS 3304
HIS 3305
HIS/GCL 3307
HIS/INS 3308
HIS 3310
HIS 3320
HIS 3321
HIS/WGS 3324
HIS/WGS 3325
HIS 3333
HIS 3340
HIS 3355
HIS 3356
MUS 3310
TRS/HIS/MER 2403
Introduction to Mexico
World History I
World History II
History of the United States I
History of the United States II
Religion in the United States
American Indian History I
American Indian History II
Medieval Europe
A History of Christian Thought
Historiography and Historical Methods
Ancient History: Greece and Rome
The Renaissance and Reformation in Global Perspective
The World Since 1945
Russia Since 1900
Modern German History
History of Great Britain
Modern European Intellectual History
Issues in Modern European History
Modern Latin American History
Ojibwe History
United States Foreign Relations
Women in United States History I
Women in United States History II
African American History I
African American History II
Issues in United States History
Shaping of Modern China
Islam and the Modern World
History of Modern India
History of Medieval & Renaissance Music
The Way of the Pilgrim
VIII. Fine Arts
Art is created in all human cultures as a response to life. All forms of art can enable us to express depths of
spirituality and emotion, rationally explore that which gives us pleasure, shape social values, reach out to others
across time and culture and create something more lasting than we are. Through the creation and study of art,
students consider its definition, interpretation and impact on humanity. Art merits both technical and reflective study
as part of a liberal education.
Course Title
ART 1105
ART/CTA 1107
Course
Introduction to Art
Photography I
ART 1120
ART 1124
ART 1126
ART/CIS/CTA 2041
ART 2121
ART 2122
ART 2125
ART/CTA 2201
ART/INS 2204
ART 2221
CTA 1150
CTA 2100
CTA 2150
CTA 2220
CTA 2250
CTA/ART 2301
CTA 3301
CTA/ENG 3330
CTA/ENG 3331
CTA 4220
CTA/ENG 4420
GCL 2220
GCL 3200
GCL 3202
HUM 2150
MUS 1001
MUS 1101
MUS 1211
MUS 1212
MUS 1213
MUS 1214
MUS 1301
MUS 1410
MUS 1411
MUS 1421
MUS 1430
MUS 1431
MUS 1713
MUS 1715
MUS 1723
MUS 1725
MUS 1745
MUS 2301
MUS 2302
Drawing I
Basic Design
Modern Art History
Computer Visual Design
Painting I
Color Theory
Print Making
The Film as Art
American Indian Art and Music
Painting II
Introduction to Theatre
Theatre Practicum
Acting for the Stage
Film Topics
Stagecraft
World Cinema
Film Genres
Theatre: Greek-Elizabethan
Theatre: Restoration-Twentieth Century
Great Filmmakers
Film and Literature
Dance, Gender and Culture
Popular Music and Political Movements
Culture Through Film
Ethnicity and the Performing Arts
Fundamentals of Music
Music Theory I
Women’s Choir
Hand Drum Ensemble
Drum Line
Steel Band
Music in Western Culture
Beginning Piano Class
Class Piano II
Beginning Voice Class
Beginning Guitar Class
Beginning Recorder
Music Lessons
Music Lessons
Music Lessons
Music Lessons
Music Lessons
Introduction to Opera
Introduction to Symphony
MUS 2303
MUS 2304
MUS 2305
MUS 2306
MUS 2307
MUS 2308
MUS 3210
MUS 3211
MUS 3212
MUS 3213
MUS 3214
MUS 3309
MUS 3310
MUS 4211
Music of the Caribbean
Music of Africa
Jazz Music and Musicians
Mozart’s Life and Works
Beethoven’s Life and Works
Irish Traditional Music
Bella Voce
Concert Choir
Concert Band
Jazz Ensemble
String Orchestra
World Music
History of Medieval and Renaissance Music
Small Ensembles
IX. Philosophy
Philosophy, the love of wisdom, uses natural reason to guide the search for the good life. The study of philosophy
challenges the student to think critically and make and evaluate arguments. The aim of philosophy courses is to
contemplate those questions that will lead to responsible living.
Course Title
CIS 1205
GCL 3250
INS/PHL 3301
PHL 1114
PHL 2205
PHL 2214
PHL 2220
PHL 2223
PHL 3302
PHL 3304
PHL 3345
PHL 3350
PHL 3354
PHL 3355
PHL 3360
PHL 3369
PHL 4420
Course
Technology Ethics
Voices of the Earth: Ecology and Indigenous Philosophy
American Indian Philosophy
The Philosophical Perspective
Philosophy of Person
Introductory Ethics
Philosophy of Religion
Political Philosophy
History of Ancient and Medieval Philosophy
History of Renaissance and Modern Philosophy
Contemporary Philosophy
Contemporary Ethical Issues
Management Ethics
Development of Values in Children
Philosophies of Feminism
Metaphysics
Philosophy of Science
X. Religious Studies
Religious studies invites students to explore religion as a central means of preparing themselves for responsible
living and meaningful work by challenging them to work for justice and social change, and encouraging them to
shape religious beliefs and spiritual values for their personal and professional lives. Special emphasis is placed on
our Catholic and Benedictine heritage.
Course Title
HIS/TRS 2222
HUM 3378
INS/PHL 3301
TRS 1101
TRS 1102
TRS 1103
TRS 1104
TRS 1105
TRS 1110
TRS 1420
TRS 1510
TRS 2101
TRS 2120
Course
A History of Christian Thought
Spirituality and Prayer
American Indian Philosophy
Introduction to Christian Theology
Sin, Suffering and Salvation
Introduction to the Bible
Introduction to the Hebrew Scriptures
Introduction to the New Testament
Introduction to Catholicism
Introduction to Spirituality
God for Guys: Towards a Masculine Spirituality
Contemporary Moral Issues
The Christian Faith in Art: The College of St. Scholastica in Rome
TRS/WGS 2243
Women and Religion
TRS 2401
TRS/HIS/MER 2403
TRS 2601
Benedictine Tradition
The Way of the Pilgrim
Religions of the World
XI. Writing Intensive
During junior or senior year, students must select a four-credit course designated Writing Intensive (WI) outside their
major. This requirement must be completed at St. Scholastica. The purpose of this requirement is twofold: 1)
students will have the opportunity to apply liberal arts skills and values developed in their major field to a body of
subject matter outside their major; and 2) students will have the opportunity to further develop and practice writing
skills essential to personal and professional growth.
Courses designated WI build on skills developed in Dignitas. In WI courses students write about personal
experience, narrate events, gather, summarize and evaluate information, rewrite and edit, incorporate feedback in
drafts, develop arguments and produce texts which reflect research. WI courses challenge juniors and seniors to
apply further those communication skills and principles they have learned in and out of the classroom.
Course Title
BIO 3101
CTA 3301
CTA 4220
CTA 4417
Course
Conversations with the Naturalists
Film Genres
Great Filmmakers
Mass Media Law and Ethics
ECN 3335
ECN 4430
ENG 3300
ENG 3301
ENG 3315
ENG 3340
ENG 3350
ENG 3360
ENG 3362
ENG 3364/MGT 3150
ENG 3370
ENG 4400
ENG 4401
ENG 4410
ENG 4430
GCL 3401
GCL/POL 4402
GCL 4411
HIS 3206
HIS 3212
HSC 3101
HUM 3366
MER 4444
PHL 3302
PHL 3304
PHL 3345
PHL 3350
PHL 3354
PHL 3355
PHL 3360
PHL 3369
PHL 4420
PSC 4150
SOC 3433
TRS/HIS 2320
TRS 3101
TRS 3110
TRS 3120
TRS/GER 3310
TRS/HSC 3311
TRS 3312
TRS 3325
TRS 3340
Contemporary Healthcare Economic Systems
Current Economic Issues
Creative Writing: Fiction and Nonfiction
Creative Writing: Poetry
American Short Story
American Novel
British Novel
Technical Writing
Advanced Writing
Management Communication: Written
Studies in Women's Literature
Shakespeare I
Shakespeare II
Individual Author
English Language and Linguistics
Healthcare Across Cultures
Environmental Politics
Strangers in Their Own Land
Historiography and Historical Methods
The Renaissance and Reformation in Global Perspective
Health for All: A Global Perspective
Travel Writing: Travelogue and Travel Blog
Seminar: Medieval and Renaissance Studies
History of Ancient and Medieval Philosophy
History of Renaissance and Modern Philosophy
Contemporary Philosophy
Contemporary Ethical Issues
Management Ethics
Development of Values in Children
Philosophies of Feminism
Metaphysics
Philosophy of Science
Science and Culture
Social Issues and Social Change
Religion and Politics
Christianity and World Religions
Gospel of John
Paul’s Letters
Religious Perspectives on Death, Dying and Grieving
Religious Perspectives on Healthcare Ethics
Spirituality, Resilience, Recovery
Faith, Values and Film
Spiritual Living in the 21st Century
TRS 3380
Women’s Spirituality and Literature
TRS 4130
TRS 4220
TRS 4440
WGS 4555
Biblical Studies Seminar
A History of Justice and Mercy
Women Mystics
Women's and Gender Studies Practicum/Seminar
Disciplinary Concentration
In order to prepare students for responsible living and meaningful work, the College believes that students should
direct a substantial portion of their effort toward excellence within a particular discipline. This entails pursuing a
major to develop a depth of knowledge and skills and the modes of inquiry common to the discipline, as well as
considering the larger context of the roles the discipline plays in society. Requirements for all the majors are found
in the curriculum section starting on page 63 of the catalog.
Electives
Electives provide an opportunity for students to explore areas of interest outside of the General Education program
and the major. The number of electives a student can take will vary based on the student's major, the number of
college credits they brought to the College from other sources, and the number of credits taken each semester.
Students are encouraged to stretch themselves by selecting electives that expose them to new ideas.
Study Abroad
Many options are available including College sponsored courses, programs at universities affiliated with the College
and independent programs. For information about CSS programs, please see the Study Abroad Coordinator, Robin
Banks, in the Office of International Programs located in Tower 16. For information about non-CSS programs,
please contact Tom Homan in Tower 2106.
Argentina
The College of St. Scholastica has a special affiliation with Lincoln University College (LUC) in Buenos Aires,
Argentina. LUC is fully accredited by the government of Argentina as an institute of higher education. It is an
American institution with an international faculty, housed in a grandiose villa in the heart of the city. LUC provides
a range of general education courses along with a strong business program. Argentina offers many opportunities for
travel, both within the country and to nearby Latin American destinations. All courses are taught in English and
students take intensive Spanish to enrich their learning experience. Tango lessons are also available!
Belize
Senior and graduate Nursing students have the unique opportunity to complete a service learning program in Belize.
Students are placed in local clinics and schools and even make home visits to offer medical care to the members of
the community. Although the senior and graduate programs differ in their curriculum, both programs emphasize
experiential learning through a process of action and reflection.
China
The College offers a semester at a new liberal arts college in China near Hong Kong. All instruction is in English
and the student body and faculty are international. General education and business credits can be earned through this
program. Campus housing is available.
Students also have the option of studying in China during the winter break. The winter break session is a two to four
credit program covering Chinese economics, government, language and history. All majors are welcome to
participate. Program participation requires that students enroll in the fall semester MGT 3777 course, Introduction to
Chinese Culture.
England
Students have two opportunities to study abroad in England. The first is a three-week May program in London,
offered every other year and taught by St. Scholastica faculty. With a focus on literature and theatre, this program
exposes students to the vibrant cultural history of London and includes multiple theatre performances, workshops,
museums, and historical sites. To receive two elective credits, students may choose one of two courses for the
program--"London Theatre and Culture" or "Literature of London"--with a shared core itinerary. The literature
course requires enrollment in an additional 2-credit spring semester course on campus. The second opportunity to
study abroad in England is through the British American College London (BACL), which shares the Regent’s
College campus with two British business schools and enrolls approximately 2,000 students from more than 100
countries. Students can receive St. Scholastica general education credits for BACL courses. With a predominantly
British faculty, BACL follows the American semester calendar and pedagogical approach. Many courses focus on
British history and the fine and performing arts, and some include visits to the theatre, museums, and historic
buildings as a part of their coursework. BACL also offers summer classes, including "Shakespeare in the Park."
Germany
The College of St. Scholastica cosponsors an exchange program with the University of Leipzig, developed for
students in the health science fields, which promotes the integration of language and professional interests in an
immersion model. During a two-week stay after the end of spring term, St. Scholastica students live with and
shadow Leipzig students in their professional training and clinical practice in Germany. In the fall term, Leipzig
students come to the St. Scholastica campus and repeat the exchange. Participation in the exchange requires a
minimum of one year college/three year's high school German and is recommended at the end of the junior or senior
level to maximize professional experience.
India
The College offers students the chance to participate in a winter break program to Hyderabad, India. The primary
objective of this interdisciplinary course is to introduce students to the cultural, psychological, sociological,
political, geographic, environmental, scientific, and economic issues of the country. Students will be exposed to
individual social values and political and economic systems that affect our perspectives and lifestyles. Through
individual projects, students will interact with their mentors developing research and critical thinking skills. This
course satisfies the General Education requirement of cultural diversity, and all majors are welcome.
Ireland
The College of St. Scholastica seeks to enlarge the educational horizon of its students by providing a study center in
Ireland during the spring semester of each academic year. The program enables a student to pursue a full semester's
course work in liberal education in addition to experiencing intercultural exchange, travel and personal enrichment.
The course offerings will vary each year dependent upon the two resident St. Scholastica faculty members at the
center for a given semester. Enrollment each year is limited and selection of students is made on the basis of date of
application, goals, faculty and staff letters of reference, satisfactory grade point average and submission of the
necessary deposit to reserve space.
Italy
St. Scholastica offers students the opportunity of an accelerated travel course in Catholic Studies. The course is
listed in the student course manual as TRS 2120. As part of the program, students travel as a class to Rome, Italy, a
city internationally known for its historic artistry. The city is used as the classroom, giving students a chance to
examine religion and faith expressed in the wide variety of art on display there. Course availability is dependant
upon the number of registered students.
Mexico
The College offers a summer program in Cuernavaca, Mexico. Students and faculty live and study at Quest Mexico.
The center is dedicated to educating students about social justice issues and the life of the poor in Mexico. Students
will study Spanish language at a local language school and learn about Mexico from Quest Mexico staff. St.
Scholastica faculty teach two classes on Latin American topics. The final two weeks of the program are spent in a
service learning placement in the community. Students must be at the sophomore level and have the equivalent of
two semesters of Spanish language to participate in the program.
Morocco
This winter break program in Casablanca, Morocco looks into the marketing relationship in the utilization of the
application of contemporary marketing to the basic marketing function with ultra fragmented distribution channels
in the Middle East. The premise of the research is to illustrate how the contemporary marketing fundamental
principles can apply in an environment that still, until this modern day, utilizes the trading principles of the 18 th
century. Yet, at the same time, this environment functions with contemporary marketing concepts that we utilize in
the West.
Russia
The College of St. Scholastica conducts a series of summer language camps in cooperation with the Karelian State
Pedagogical University in Petrozavodsk, Duluth's sister city in Russia. Russian language camps are intended for
American students of Russian and are held in June and July in Petrozavodsk. Language classes are taught at the
beginner through advanced-intermediate level by the faculty of the Karelian Pedagogical University. The Russian
camps also include a number of cultural and recreational activities as well as extended visits to St. Petersburg and
Moscow. The Russian language camps are an integral part of St. Scholastica's Russian Language Program, but they
are open to any interested student.
In alternate summers, St. Scholastica faculty offer English language camps for students from Petrozavodsk. St.
Scholastica students also are encouraged to participate in these camps by acting as hosts to the College's guests from
Russia.
Tanzania
Students at St. Scholastica have an opportunity to spend a few weeks in the summer on a service learning program in
Tanzania. The purpose of this program is two-fold. In a required course, students examine the concepts of culture,
cultural competence and health from a global perspective while preparing for the service learning experience.
Students are introduced to history, language, and sociopolitical systems of Tanzania along with Swahili language
and safe travel preparation. Secondly, the program provides a service learning opportunity in a third world country.
In this setting, students and faculty have the opportunity to explore equity and justice issues through critical
examination of their personal and professional values in light of the Benedictine values which are also embraced by
our hosts – the Benedictine Sisters of St. Agnes in Tanzania. Service learning projects match the skills and talents of
the students and faculty with the work and needs of the rural people that the Tanzanian sisters serve. Everyone
involved in the program assists in gathering and carrying medical and teaching supplies for the two monasteries we
visit.
HECUA Off-Campus Study Programs
The College of St. Scholastica is a member of the Higher Education Consortium for Urban Affairs (HECUA).
HECUA provides off-campus experiential learning opportunities that link academic study with hands-on work for
social change. Students earn 16 St. Scholastica credits in the semester-long programs and four St. Scholastica credits
in January term programs. The program is open to all St. Scholastica majors. St. Scholastica financial aid travels
with students in semester programs. More information can be found in the "College Offerings" section of this
catalog or at www.hecua.org.
Bangladesh
Ecuador
Northern Ireland
Scandinavia
United States
Twin Cities
Other Countries
Faculty occasionally lead study programs to other countries. Arrangements can also be made for St. Scholastica
students to participate in other college and university programs abroad. Financial aid, however, may not be available
for programs other than those sponsored by St. Scholastica. For a full list of study abroad opportunities, please visit
our website at www.css.edu/Academics/Study-Abroad.html.
The College of St. Scholastica Honors Program
The Honors Program at The College of St. Scholastica was created to give intellectually motivated students enriched
learning experiences and a community of peers devoted to a vigorous life of the mind. The Honors Program
encourages students to take responsibility for their own learning through discussion-oriented classes. Investigation
of compelling and controversial ideas and an emphasis on depth of coverage of material from multiple perspectives
are other features of the Honors Program. Honors courses meet General Education requirements, so do not involve
extra coursework. Typically, meeting two of the following criteria will lead to the opportunity to request an
interview with the Honors Director for admission to the program: top 15% of high school class, high school grade
point average of 3.5 or above on a 4.0 scale, and ACT score of 26/SAT score of 1100. See page ? for further details.
Prior Learning Assessment
The college classroom is not the only place college-level learning may occur. The College of St. Scholastica has
several mechanisms by which it recognizes college-level learning acquired outside the classroom.
Portfolio Assessment
Students who wish to document prior learning through Portfolio Assessment begin the process by attending a
workshop that helps them decide if this program will be useful. In the workshop, students identify their college-level
learning experiences. The workshop facilitator guides students through the process of documenting their equivalent
learning in a portfolio that will be reviewed by faculty members. To register for the workshop please contact your
academic advisor.
Credit by Examination
The College Board and the Educational Testing Service provide a national program of examinations called the
College-Level Examination Program (CLEP) that is used to evaluate college level education. The Registrar
maintains a list of the CLEP exams and that meet Pathways requirements. Academic departments determine which
CLEP examinations can substitute for major requirements, so students are advised to discuss their CLEP plans with
their academic advisor. Note that credit cannot be granted for both a course passed by examination and a regular
classroom course that duplicates the subject matter. No credit can be given for an examination if an advanced course
in that area has already been taken.
Challenge Exams
A degree-seeking undergraduate student may request the opportunity to take a "challenge" examination to seek
credit for a course for which a CLEP examination is not available. Challenge opportunities are provided at the
discretion of the department chair. Please contact your academic advisor for specific procedures to request a
challenge.
Cross-Registration
Full-time students at St. Scholastica may also enroll for up to two courses per semester at two other local
universities without payment of additional tuition. Such enrollment, called cross-registration, is available at the
University of Minnesota-Duluth and the University of Wisconsin- Superior. Cross-registration is open at the
University of Wisconsin-Superior to a total of 15 St. Scholastica juniors and seniors. There are no numerical limits
at the University of Minnesota- Duluth. If a student's total credits exceed 18, the student will be charged for those
excess credits at the current College of St. Scholastica cost-per credit rate. Course or lab fees must be paid prior to
registration. The grade earned at the cross registered institution counts in your CSS GPA.
Complete details of the program are available in the Registrar's Office. Cross-registration is not available during the
summer, nor does it include graduate level work at any time.
A variation on cross-registration may be available with other institutions with advisor approval. For example, many
students on our Brainerd campus take consortium work through Central Lakes College.
Summer Session
The College offers a variety of study opportunities during the summer, including traditional courses on the Duluth
campus, accelerated courses at all of our extended campuses, and online courses. Contact an academic advisor for
more information on summer offerings.
04/2015