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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