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									                        Course Themes & Descripti
                               (Scroll down to view the complete list of subject

                                  Fall 2012 Themes for DNY 1000C
The Arts: introduces students to the fine and/or performing arts as they relate to the history of New
culture. Approaches include discovering New York through music, painting, theatre, sculpture, archite
NYC: All That Jazz!

Dramatic New York City or Theatrical

NYC Arts and Culture

Political Theater and Film in New York

Expressing New York: From Arts to

Social Institutions: introduces students to the city through an examination of those institutions th
  include emphases on neighborhood churches, community groups and post-reform politics, schools
                                                       criminal justice concerns.
New York’s Criminal Justice System

The Power of Rooted Truths; The
Immigrant Legacy

New York City through the Criminal
Justice System

Criminal Minds of New York City

Religions of the City

 The Global City: introduces students to the city as a port of entry for immigrants from all over th
examination of the various waves of immigration over the city’s history, settlement patterns in roote
                                      groups, and the impacts of multilingualism on city life.

The Immigrant Experience – Past &
Landscapes of New York

Delirious New York

    Urban Development: introduces students to the city through an examination of the evolution o
  Approaches include emphases on neighborhood development, the changing character of New York’
                                impact of New York’s legal and political systems on development.

The Ever Changing City

NYC from Dutch Rule to 9/11

From the Dutch to Robert Moses to
Jane Jacobs, the Making of NYC's
A Historical Perspective of New York

Transportation and the Development
of New York
No New Yorker Left Behind:
Neighborhoods and Social Change in
The Politics of Ethnic Neighborhoods

Business and Commerce: introduces students to the city as a global financial center. Approaches i
    evolution from                   industrial to post-industrial commerce, the fashion industr

Fashion/ Lifestyle Perspective

New York: A Mecca of Culture and

Brand NYC

 The Environment and Sustainability: introduces students to the city as a part of its larger natur
  include examining the sustainability of the city’s system of parks, waterways, and open spaces tha
                                                     upon which New York was built.

NYC = Green Spaces/Green Places

 Communication introduces students to the city as a global media capital and a venue for all mann
      include a focus on oratory, media literacy, the entertainment industry, and “street-level” m

The Common Thread Between News,
Entertainment and Government
  Literature: introduces students to the city as the inspiration for the written word. Approaches inc
movements, such as the Beat Writers and the Harlem Renaissance, as well as the writings of renown
                                       and poets whose work was inspired by New York City.

Literary New York

New York in Literature and Music

Textual New York New York and Rome
(Passport Course – 4 credits)

Writing New York

                                  Fall 2012 Themes for ENG 1000C
Writing for Self, College, & World

Personal Experience and Public
Writing in Schools and Other
Forming Our Minds, One Word at a

Remixing and Revising: Digital
Explorations of Writing

Articulating One’s Identity through

Creative Passports
Propaganda as a Weapon and a Tool

(re)thinking memoir, (re)imagining
the book

Writing As Social Action

Educational Justice/Institutional
Us & Them: A Critical Look at
Stereotypes and Misconceptions

Forms that Challenge: Traversing

Finding ourselves, finding our voices
Memoir Writing: A Window into

Writing Digital Texts: What is the
Internet Doing to Our Thinking?

Reading the Self

                                Fall 2012 Themes for SCI 1000C

Living with Microbes

The Great Ideas that Shook the

Energy and the Environment

Human Evolution

Plate Tectonics Related to Geologic


Evolution: Origins and Conflicts

Origins of the Universe
Evolution: Plants

Geoscience: Plate Tectonics and the
Dynamic Earth

Evolution and DNA

Evolution and Becoming Scientifically

Atomic Theory: Forensic Science

                                 Fall 2012 Additional University Core Course
PHI 1000C
Philosophy of the Human Person
HIS 1000C
Emergence of a Global Society

THE 1000C
Perspectives on Christianity: A Catholic
SPE 1000C
Fundamentals of Public Speaking
                 Fall 2012 Additional College of Professional Studies Cou
PSY 1001
General Psychology
SOC 1001
General Sociology

ECO 1001
Principles of Economics I

ECO 1002
Principles of Economics II
PSC 1001
American National Government

MGT 1001
Principles of Management I
Marketing 1001
Principles of Marketing

BLW 1001
Law & Business

ACC 1007
Fundamentals of Accounting I
urse Themes & Descriptions
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Fall 2012 Themes for DNY 1000C
 he fine and/or performing arts as they relate to the history of New York City as a center of global
 ering New York through music, painting, theatre, sculpture, architecture, and film related to the New
           Although it emerged in the deep south, jazz music really came of age after it had
           established its presence in New York. It was here that jazz became what some have called
           “America’s greatest gift to humankind”! In this class we explore this interesting
           relationship between a music and a city. How much of New York is in jazz music and how
           much of the spirit of jazz – with its crafty use of improvisation, innovation, freedom to
           explore and, generally, “push the envelope” – is in New York? It is our bold thesis that New
           York was destined to become the world capital of jazz and that jazz was destined to reach
           This section of DNY will explore the development of theater in NYC from downtown to
           Broadway to the Bronx. Theater is a root of communication, and many of us think of NYC
           as the center of it all. How did it get to be that way? Where did it all begin? What is there
           to offer besides the glitz and glamour, the lights and dazzle of the Great White Way? Why
           is theater a language so many speak? When is it a catalyst to action? How does it hold the
           mirror up and we will approachourselves, our city, andemphasis on the arts and culture,
           In this course help us see into New York City with an our world?
           exploring these topics and the issues they suggest. For example, we will look at the
           galleries and museums that have emerged and developed here, and the role of public art,
           and what this provides both to the public and to artists. In addition to serving as a link
           with the City, this course will also connect students with the St. John’s University
           community. Students will work on developing skills necessary for being successful in their
           academic careers, including, for example, becoming familiar with the academic services
           The purpose of the DNY: Political Theater and Film course is to learn about the junctures at
           which performing arts and politics intersect in New York. The class is designed to examine
           the theatrical form that emerged as a response to political and social changes in New York.
           The course will trace the history of New York through important social and political
           movements and the political theater and film that demonstrate the joys and sorrows of
           underrepresented groups and/or cultures. We will examine and interpret how art reflects
           Topics covered will range from (but are not limited to) collected New York City inspired
           readings from literary figures (F. Scott Fitzgerald, Langston Hughes, Mark Twain, Djuna
           Barnes, Gay Talese); important figures to modern New York history (Robert Moses, Jane
           Jacobs, Franklyn Delano Roosevelt, Fiorello LaGuardia); expressive art from Jean Michel
           Basquiat, Keith Haring, Banksy, Shepard Fairey (“Exit Through the Gift Shop”, the Obama
           campaign); movement of artists and “hipsters” from the lower east side to Brooklyn and
students to the city through an examination of those institutions that organize urban life. Approaches
 ood churches, community groups and post-reform politics, schools and the education system, and
                       criminal justice concerns.
          This section of Discover New York will explore New York’s fascinating Criminal Justice
          System. The course will examine the history and current operations of the NYPD, the role
          of the court system, and the function of the correctional system. Specifically, the course
          will describe the policies, tactics, and strategies that resulted in New York City becoming
          one of the safest cities in the United States. In studying the Criminal Justice System,
          students will also gain a deeper understanding of the history and cultural heritage of New
          York City. Students will engage in critical thinking exercises regarding the most pressing
          public safety problems facing New York and will develop keen insights into the
          To borrow from Tony Carnes' book New York Glory , "who would have ever thought that
          the late-twentieth century migrations into New York would be turning out to be pilgrimages
          of the soul? When immigrants arrive in a new country they bring their "rooted truths" with
          them. There is no truth more deeply held or more transformative than one's religious faith.
          As a social institution organized religion is often underestimated. It has played a very
          important historic role and currently continues to play a significant role in the on-going
          evolution of the city. According to former mayor Edward Koch, " the glue that
          holds the city together." Religion is one of the most important organizing factors that help
          This course will examine the role that the criminal justice system has played in the
          development of New York City. The three branches of the system—police, courts, and
          corrections— will be analyzed and discussed with special emphasis on their separate
          functions and provide students with an in-depth understanding of the justice process.
          Several law enforcement professionals will make presentations on the interconnectedness
          of the system and the special challenges it faces.
          Whether it was the rise of rival ethnic gangs at Five Points, the tragedy of the Triangle
          Shirtwaist Factory fire, or the sensationalism of the trials for John Gotti, Jr., New York City
          has witnessed its share of headlines portraying crimes since its beginnings as a thriving
          trading post in the 17th century. Yet the question remains as to whether unique social
          conditions in New York City propagated several of these criminal acts and behaviors in the
          first place. In this course, students will learn about the history of New York City through
          the lens of criminology, which refers to the study of the causes, nature, and extent of
          crime and its respective social responses. Upon examining crime as a social phenomenon,
          Every major world religion has a site or institution through which it is represented in New
          York City. Furthermore, although over 80% of New Yorkers identify themselves as
          members of a faith tradition, the religions practiced in NYC differ from those practiced in
          other parts of the country, suggesting that NYC is religious in a different way than other
          US cities. This course considers New York City as a site where the world religions of
udents to the city as a port of entry for immigrants from all over the world. Approaches include an
 of immigration over the city’s history, settlement patterns in rooted communities among immigrant
      groups, and the impacts of multilingualism on city life.

          This course focuses on the issue of immigration and its impact upon the economic,
          cultural, religious, and social development of New York City. Students will explore the
          experiences of immigrant groups arriving at Ellis Island during the late nineteenth century,
          to more recent groups arriving through JFK Airport. In terms of experiential learning,
          students will regularly participate in structured workshop activities designed to increase
          The City of New York has three landscapes: natural, built and cultural. One thousand feet
          of ice once covered the region. As it melted, the rough topography of the area was
          revealed. Over time, humans altered the natural landscape by filling marshes, blasting
          hills, erecting buildings and polluting waterways; yet the natural landscape still restricted
          unbridled growth and even threatened the city’s well-being. Our built landscape is given
          life through cultural evidence of the city’s diverse population: markets, restaurants,
          signage, festivals, street conversations, etc. This course looks at all three New York
          From the Manhattan skyline to Coney Island, the built environment of New York City – its
          organization and its architecture – has been the most recognizable, and possibly the most
          influential, in the world in the 20th, and now into the 21st, century. This course will
          examine the built environment and architecture of New York and its relationship to its
          origins and its effect on those who live and work in it.
uces students to the city through an examination of the evolution of citywide and community life.
n neighborhood development, the changing character of New York’s physical environment, and the
 impact of New York’s legal and political systems on development.

          This course is an investigation of New York City from its earliest settlement through its
          incorporation as the city of five boroughs we know today. During the course of the
          semester we will investigate both the changing physical plan of the city, as well as its ever
          changing population. Along the way, students will develop skills that will help navigate
          through the college experience and will be applicable to the college experience as a whole.
          Whether studentsintroductory town, or have lived here all your life, they and quickly find
          This course is an are new to survey of New York City through the lens will angle of
          history. The course will trace the history of New York City with emphasis on key events
          such as the revolution, the draft riots of 1863, the Triangle Shirtwaist Fire, the Great
          Depression, the New Deal, the attack on the WTC as well as the key personalities such as
          Peter Stuyvesant, Alexander Hamilton,“Boss” Tweed, Al Smith, Fiorello La Guardia, Robert
          Moses, all of whom impacted the city’s growth and development. At the same time course
          This course will focus on the history, government, and urban planning of New York City.
          We will examine the current condition of the city’s built environment and the impact it has
          had on its population over time. New York’s historical foundations, cultural contributions,
          and the nationalcover the history of New York City going back to the Lenape class.
          This course will trends that it has started will be ubiquitous throughout the and Canarsie
          native people, through the Dutch and English presence. The course will continue from a
          historical perspective covering New York City during the American Revolution and the 19th
          Century, through the Civil War and the Civil War draft riots. The course will have a major
          emphasis on immigration of the late 19th and early 20th Centuries, and will also address
          New York City during the Roaring 20's and the Great Depression. Our class will also cover
          the role of Tammany Hall, the post war building boom led by Robert Moses and continue
          through the economic crises of the 1960's and 1970's, leading up to the renaissance of
          New York City in the 1980's and then address the events of September 11, 2001 and its'
          From the founding of people of New York the Some of the famous New Yorkers we
          lasting impact on the New Amsterdam by City.Dutch to the building of the subways, will
          transportation has played a critical role in the development of New York. The course will
          examine the role that transportation played in the economic growth of New York City,
          including its development as the leading port in the United States which attracted waves of
          immigrants to New York. It will also show how the development of the subways in the
          early 20th Century shaped the City, allowing it to absorb those immigrants thus enabling
          As New York City has undergone several social, ethnic, and economic evolutions, in this
          course, students will explore and investigate these changes within and among select
          neighborhoods over time. Students will also learn to develop a critical lens to identify and
          explain howof Ethnic Neighborhoods processes, and individualsissues which supported
          The Politics structural forces, social goes beyond basic policy shaped these changes
          racism and segregation; students will learn of the adversity, trials, and triumphs of
          immigrants in NYC. The city has become more aware of global issues because of the
          diversity within the Boroughs; civic issues from around the world have marched down
          Broadway under the watchful and ageless eyes of the big city.
duces students to the city as a global financial center. Approaches include a focus on Wall Street, the
         industrial to post-industrial commerce, the fashion industry, and the notion of branding

            New York City is a dynamic creative enclave of a continuous flow of immigrants who bring
            with them their culture values and sense of fashion. These immigrants are surrounded by a
            fast paced metropolis with its own sense of ever changing fashion and culture. The
            combination is an explosive joint venture and a new American lifestyle of fashion that is
            recreated each season. I would like to take my students on a historical voyage through the
            development of New York City and show what the immigrant classes brought to the
            This course will explore the history of New York from Dutch New Amsterdam to the Culture
            Capital of the World, chronicled in the text, The Historical Atlas of NYC. Through
            industrialism, immigration and efforts of those such as John Jacob Astor and Peter
            Stuyvesant, we will witness the emergence of New York through a lens of business and
            culture. We will also learn of the birth of American finance and commerce through the
            history of Wall Street, from its inception of physiological fortress against invaders to the
            mecca of American finance. We will keep up to date with current issues affecting New York
            This course is an introduction to the concept of branding. Students will examine New York
            City as both a strong and weak brand and how any entity – be it a city or individual – can
            strategically evolve its brand.
ability: introduces students to the city as a part of its larger natural ecological system. Approaches
ility of the city’s system of parks, waterways, and open spaces that form the natural infrastructure
                    upon which New York was built.

          NYC and its surrounding region is the most urbanized area in America. Nevertheless its
          system of parks, waterways and open spaces form a blue and green infrastructure upon
          which this city was built. Nature remains strong in this city and plays a vital role in making
          it more livable and sustainable. Through the perspectives of history and geography this
          course looks at the changes that have taken place in these important places. Our goal is to

dents to the city as a global media capital and a venue for all manner of communication. Approaches
 ry, media literacy, the entertainment industry, and “street-level” means of communication.

          New York has long been referred to as the media capital of the world. As a major center
          for the television, music, newspaper, book and magazine publishing industries, New York’s
          influence is international. This course will address the evolution of media in New York and
          how advances in the communications industry have shaped the news we receive, the
          music we listen to and the manner in which we are governed. Key historical figures will be
          discussed and students will utilize a good deal of today’s technologies in fulfilling their
s to the city as the inspiration for the written word. Approaches include the examination of literary
 ers and the Harlem Renaissance, as well as the writings of renowned novelists, social commentators,
       and poets whose work was inspired by New York City.

          This course is an exploration of New York City through a literary lens. Many great works of
          prose and poetry have been written in and about the city, so that the goal of this course is
          to use literature as a means of understanding and critiquing our surroundings. To this end
          we will look at a diverse group of selected works that expose the dynamics of the city’s
          cultural past and present, including socioeconomics, race, and gender. We will supplement
          some of the of Discover New York will study immigration, religion, successful these
          This section readings with other artistic products to examine how race/ethnicity, and
          poverty through the lens of literature and music. Representative works studied include the
          fiction of Stephen Crane, John Cheever, and Jamaica Kincaid; the poems of Sarah
          Teasdale, Claude McKay, Frank O’Hara, and Allen Ginsberg; the non-fiction of Fanny Fern,
          Abraham Cahan, Langston Hughes, and Gay Talese, and the music of Leonard Bernstein,
          Frank Sinatra, the Velvet Underground, the Ramones, Afrika Bambaataa, the Strokes, and
          This course is a Passport course. Students will spend the semester in Queens discovering
          the textual history of New York City including art, sculpture, architecture, literature, and
          music. Following the semester the class will head to Rome to study the eternal city from a
          comparative cities approach. Students will create their own books that document the
          textual elementsexamine cities. as a text, thinking especially about the ways in which we,
          This section will of both the city
          as New Yorkers, engage with and shape the city in the same way that readers create their
          own understanding of, for example, a novel or poem. Students will read numerous writers’
          versions of the city and will, in turn, create their own city writing by analyzing and
          depicting their New York.
Fall 2012 Themes for ENG 1000C
          In this course, you will be challenged to immerse yourself in writing through a variety of
          practices: pre-writing and generating techniques, multiple approaches for developing and
          organizing the unique message that you would like to convey, strategies for revising and
          editing your own texts, planning your time and efforts to meet deadlines, and ways of
          preparing your writings for public audiences. You will be asked to take on a meta-
          awareness of writing. This means that you will be asked to speak to the multiple
          processes of writing for both yourself and others rather than simply seeing writing as the
          final essay that you submit or an essay test for you to pass. You will have many
          This course asks students to look at how and why their identities and experiences matter.
          We will move from personal narrative to public research, looking for how our stories fit
          together and break apart when we examine the institutions – such as universities – that
          determine how we are able to live our lives. Students will write about, discuss, and
          research their experiences within the central institutions of social life – school, work,
          governance – looking at how personal identities such as race, gender, and class impact
          their public lives. Students will respond to each other’s writing, as well as texts and films
          by writers invested in these topics. Finally, we will analyze our own stories to locate topics
          that inspire us to take part in larger public conversations. The entire semester will be
          guided by the principle that when we are learning more about what we love to think about
This class is designed to improve your writing as well as satisfy and promote intellectual
curiosity. We will see how, in discussing various topics—from the essence of self-respect to
the ramifications of 9/11--authors use the page to think through ideas and to reach an
understanding of themselves and the world around them. We will examine the nature of
thoughts and opinions; explore how different essayists question their own assumptions
and prejudices; and attempt to follow suit by looking at ourselves and our views. The
class will also emphasize the importance of close-reading. The premise here is that the
best way to improve one’s writing is to look closely at the work of other writers: not only
at what they say, but also at how they say it. By paying attention to style and technique,
In our contemporary digital age the act of writing has taken new and ever evolving forms.
What began as carvings on cave walls, to quills on parchment paper, to pens and pencils,
to typewriters, to computers has now changed over to smartphones and 140 characters on
Twitter and status updates on Facebook. In our English 1000C course we will explore
digital writing and the ways that digital media has modified the way we communicate
through written language. Together we will navigate the complicated issues of public vs.
private discourse and the ways we can use new media to enhance our expressions of our
rhetorical positioning. Our writing will remix and revise standard notions of writing and
literacy while improving our ability to communicate using our multiple languages and
abilities. No prior expertise in the use of digital media is required, but you should be open
This course will explore different ways of articulating one's identity through writing.
Students will interrogate concepts such as language, place and communities they belong in
to better understand their position in the larger world in which they live and act. Through
various reading selections and writing assignments, they will be able to think more
critically about a myriad of issues in society, form opinions on subjects that concern them
and express their arguments effectively.
This class heavily focuses on the writing process.
Students will engage in different types of writing (i.e. journal entries, response papers,
autobiographical account, research-based project, etc.) so that they become conscious of
the various genres of writing and know how to address different audiences in their work. In
This intensive writing course will use the document of the passport as a means to explore
the boundary between the public and private, a boundary that is both a particular place
and an abstract idea. In particular, we will focus on how the passport organizes
information about us into a neat little booklet and asks us to verify our identity in a certain
way in order to pass. Through a series of papers that emerge from the different categories
present in the passport – categories such as name, language, gender, nation, and the like
– we will attempt to “reclaim” this document from the government bureaucracy of which it
is a part and recast it in a form that can better represent who we are and how we engage
the world, ultimately allowing us a greater freedom to travel where we will. In addition to
this series of papers we will read authors such as Chekhov, Sebald, Tan, and others.
Propaganda is the systematic effort to spread opinions or beliefs and/or any method or
plan used for the broadcasting of those beliefs. The word is generally used in a political
context, but propaganda can be found anywhere. It describes a "presentation" that is
designed to serve an underlying agenda. Propaganda may contain truths, deceptions
and/or many other elements that might affect people's beliefs and opinions in a way
favoring the propagandist using it. Propaganda is the all-encompassing art of controlling
civilization without the use of force.
The best way to learn writing is to write, so be
prepared to engage in writing consistently throughout the semester. We will examine all
forms of propaganda, from the vilest dictators to our favorite comedians. Since you also
need to be a good reader in order to be a good writer, you can expect that you will read
This section of ENG 1000c well. We will find semester-long book project of literature
extensively in this class as revolves around apropaganda in different typeswritten about and
what you are burning to tell the world. Your book will reflect your personal history, and
include stories you have grown up with and stories you wish to pass on. Think of the
stories you hope are told years from now. I would also like for you to think about how
these histories have shaped who you are as well as whom you hope to be. In doing this
work you will be drawing on a variety of sources to deepen and contextualize your
narrative. You will be asked to move beyond the surface of your story and think critically
about the social implications of writing a text of this nature. The book you write will not die
in this class, or my office, or on your hard drive At the end of the semester you will submit
Sometimes we are afraid to speak up because we don’t think anyone will listen. Maybe you
didn’t bother to speak up because you didn’t think you had anything to say. Or worse, you
thought to yourself “yea, but what can I do?” If you had the opportunity to talk about a
social issue that has your attention, what you would say? Would you speak out against an
injustice? Would you defend an inalienable right? Perhaps you would just like to share a
perspective you don’t think anyone has considered. If there was a chance your words
could affect change, what would you say to the world if you had its undivided attention? In
this class we will explore all the ways writing can help us converse with the world. We will
experiment with using writing as a way to speak up and out loud. We will respond to both
sides of the issues affecting our communities and interrogate the positive and negative
ways writing can change lives. Throughout the semester we will talk about what it means
to 1990, activist and New York City Teacher of the a cross-section of genres Taylor Gatto
In write responsibly and authentically. We will read Year Award recipient John and writing
stated that: “The truth is that schools don’t really teach anything except how to obey
orders. This is a great mystery to me because thousands of humane, caring people work in
schools as teachers and aides and administrators, but the abstract logic of the institution
overwhelms their individual contributions.” His statement upset people and has been
rejected by many, yet it hits on a central tension in contemporary society: What do we
need educational institutions for? For that matter, how do institutions of all types tend to
“overwhelm” our individual contributions and why? How can these and other institutions in
our lives best create social justice and equality? These questions are (implicitly and,
perhaps, explicitly) important to anyone pursuing an education. During this semester, we
will look at the purpose of “a college education,” using St. John’s University as a case
study. Also, we will explore our personal encounters with identity, education, and
This English Composition class will focus on developing your skills as a critical reader and
writer. The class theme, “Us & Them: A Critical Look at Stereotypes and Misconceptions,”
looks at misconceptions, prejudices, and other factors that create social barriers. We will
read articles throughout the semester, and will use these as a starting point to take a
critical look at social difference. The semester will be divided into three sections,
“Language,” “Social Class,” and “Culture and Race.” The readings will correspond with their
sections, and class discussion of each reading assigned will be a core component of this
course. Beyond these discussions, you will create and discuss weekly reading responses
Artists and intellectuals have a commitment to try to make their work […] not in
the watered down forms that only capitulate to the mediocracy, but in forms that
challenge, confront, exhilarate, provoke, disturb, question, flail, and even
fail. —Charles Bernstein, “Revenge of the Poet-Critic” I couldn’t agree with the
above quote more. That’s why this course is designed to give you, as artists and
intellectuals, the opportunity to explore writing through multiple lenses, forms, and
approaches. For the next few months, we will become a community of writers, thinking
about our craft and looking at how a variety of texts—especially your own and those of the
other writers in class—work. The texts you create this semester will come out of your
passion, your experiences, and your beliefs, and they will grow as you critically re-envision
them. I will not give you a list of topics to write about; this course will allow you the
opportunity to create your own content, exploring concepts like self, family, memory,
place, culture, and politics through the use of forms such as memoir, research project,
documentary, manifesto, poetry, graphic text, critical analysis, and letter. You will have
the opportunity to craft your own vision as a writer while exploring the conversations
surrounding various genres. As you compose your texts, and your work of non-fiction
This class is all about YOU! Using in-class writing prompts both a selection and you as a
writing, you will unearth your own, individual narratives. Everyone has a unique story
within them. For your semester-long project you will be asked to think about your personal
history, how and where you were raised, the stories passed down to you, influential or life-
changing moments, and the people in your lives. Piece by piece, week by week this
narrative will grow and evolve and you’ll begin to learn more about yourselves, your pasts
and how these pieces of the puzzle impact who you are as individuals today. You’ll discover
how to take your ideas and develop, organize, revise and edit them into a coherent and
compelling text. Using a variety of research tools, from interviewing the “characters” in
your narratives to digging up historical facts online and in the library, you’ll learn how to
deepen and strengthen your narratives. In this class writing will be an exciting, challenging
    Writing is a powerful tool for learning. When we write we become conscious of ourselves.
     We define ourselves, and we come to understand our lives. We give our inner voice a
    more public place in the world. By choosing Memoir as the focus of this class, it becomes
    a window into our life. Memoir-making offers a chance to pause and take a vantage point
    from which to explore the inner and outer landscape. These pauses may cause us to ask
    questions of ourselves that we may not ordinarily do, or that we deliberately shy away
    from. What window are you opening? What is its frame? When I look at my past is there
    a pattern that tells me something about my relationships and myself? What have been my
    standards? What do I regret? Working with these questions and with examples of
    contemporary memoirs and guided exercises, this course will help to give the student the
    confidence he/she may need to be honest and open about expressing themselves in their
    writing and in their class. If Memoir is a window into our life then every window needs a
    frame. Finding and working the frame is what limits and holds together a memoir. Frames
    consist of anything: a time period, an incident, a setting, an abstraction, a photo, whatever
    the framework it's the writer's job to fit the pieces of the story into the frame in such a
    way that the story resonates. This will teach the student discipline, how to choose what to
    keep in one's work and what to take out, editing, the importance of revision, the basic
    landscape of what we know and understand to be the art of writing. Through the various
    readings the student will discuss the author's particular issues and come to understand the
    Taking a cue from Nicholas Carr’s book The Shallows: What The Internet is Doing to Our
    Brains, this course will consider a series of questions: Where are students spending their
    time online? Toward what purpose? What does it mean to be digitally literate? These are
    all questions students will investigate as they write a digital literacy narrative.
    Conversation will be a major feature of the course and take the form of face-to-face
    discussions, hand-written notes, Tweets, reading excerpts from books, and creating short
    documentary films. The notion of what it means to write will be expanded. Students
    willhave the freedom to take on additional inquiry projects of their choosing and write a
    documentary-style research text that weaves scholarly sources with a personal story. Final
    writing portfolios will be turned in electronically through the Digication ePortfolio platform.
    Identity is conveyed through various means, from the clothes we wear to the people we
    associate with, but above all, our voice says the most about who we are and what we
    believe in. In this class, we will explore what it means to have a “voice” not only in writing,
    but also in the way we think and respond to written content. How do our backgrounds,
    experiences, culture, family, and friends affect the way we think/read/write? Though you
    will be working toward a similar goal—whether that involves writing a particular kind of
    essay, or reading the assigned text—you will all approach it from different perspectives.
    This is the beauty of our differences, the value of individuality. By embracing your unique
    perspective, you will be able to produce original writing that is thoughtful and creative,
    while also adhering to academic conventions. You will learn to take your essays through
    multiple revisions in order to re-visit your purpose and re-shape your ideas,
    understanding that an essay might never be totally “finished;” even professional writers
    write, and rewrite, and rewrite again. Throughout your investigation of self, you will
    examine and try your hand at various genres of writing, such as the personal essay,
    analytical essay, research essay, documentary, letter, dramatic dialogue, editorial, and
Fall 2012 Themes for SCI 1000C
This class focuses on plant evolution. Why plants? Well, they are the basis of life on earth,
they are crucial to feeding the world’s population, and they are key in providing for our
increasing energy needs. In addition, plants are just plain beautiful and represent most of
the natural worldifaround us.
Will you get sick you swallow your sputum? Why is anthrax a favored bacterium by
bioterrorists? Can you use bacteria and urine to make electricity? This course discusses the
roles of bacteria and viruses, and explains how we can utilize them to develop new
technologies and therapies. Approaches include in-classroom experiments, group activities,
As an example of the scientific method and its workings, this course presents the major
concepts which revolutionized our understanding of the physical world. After a look at
science in the ancient world, it examines the great ideas that overturned conventional
thought such as the Copernican model of the Solar System, Energy, Quantum Theory and
The course is designed to give the student a good grasp of the energy related problems
and to enable him to evaluate their aspects critically, separating facts from conjectures
and fallacies. focus Hominid and Human evolution. There are many factors involved the
This course will
increase in brain size, the discovery of fire, socialization into groups, the utilization of
language, foraging versus hunting etc. This course will also examine that similarities in
form (homology) does not necessarily imply a similar genetic background- a fin of a
dolphin and a fin of a whale look very similar, however a dolphin is a fish and the whale is
a mammal. Homology in this case is an evolutionary adaptation to a similar marine
environment. Antibacterial resistance is a present day example of evolution occurring
within decades instead of millions of years. During the course we will view films that
This class is an integrated study of the scientific method in relation to the theories and
principles which define the Earth's formation as a planet and the formation of the Earth's
surface through the historical development of plate tectonics theory. Students will
understand the geologic time scale in its relation to the rock and fossil records and the
A wonderful and spectacular aspect of life on earth is biodiversity: from genes, to species,
to ecosystems. There are millions of species alive today and it has taken billions of years
for them to evolve their current level of complexity. Through the lens of scientific inquiry
this course examines the evolutionary path of biological diversity from how the first cells
developed some 3.8 billion years ago, through historic mass extinctions, to the evolution of
present day diversity. Students learn about fascinating organisms, past to present,
dinosaurs to birds. A focus of the course is on what scientists now consider the sixth mass
extinction event due to the activities of man. Factors contributing to current day species
Origins and Conflicts will be discussed as the course navigates through 3.8 billion years of
Earth's history. The many theories of how life originated on the planet as well as, the origin
of evolutionary scientific thought will be explored. The conflicting arguments surrounding
creation and evolution, the origin of the first cell, the impact on diversity by micro and
macroevolution, the extinction of the dinosaurs, and the dawn of humanity are just a few
This class first examines discussed. civilizations viewed the heavens and why the
of the topics that will be how ancient
mistaken notion that the Earth was the center of the Universe persisted until the 16th
century. The tools and methods of modern astronomy are then discussed and used to
explore our solar system and beyond. Emphasis is on the scientific method and how
       This course will examine the many ways that humans make use of plants and have guided
       their evolution through artificial selection. From food, to medicine and drugs human have
       utilized plant products for a wide array of materials throughout history. The agricultural
       origins, nutrition and uses of the major food crops will be examined. How humans use
       secondary plant compounds including in marijuana, chocolate and coffee will also be
       covered. Traditional uses of plants will be examined as well as modern uses including
       biofuels, organic farming practices, and genetically modified crops.
       After activity-based discussions about the nature of scientific inquiry and thinking and how
       science is different from other fields of knowledge, the theme of this course focuses on the
       ‘modern geosciences’. Our understanding of the Earth has been revolutionized in the late
       20th century by several key advances. Now, at the beginning of the 21st century, we look
       at these advances and show how the science itself has changed as new evidence has
       become available; the advent of space science and the study of planets within and outside
       the solar system has allowed us to understand the origin of the Earth and how the Earth is
       related to the larger Universe; the revolution of plate tectonic theory allows us to
       understand the Earth as a dynamic body that is still evolving and gives us insight into
       geological hazards and resources; and the concept of deep geological time allows us to
       understand the planetary history including the history of life and evolutionary changes that
       This class has a focus on Molecular Biology and covers the Evolution of Mankind as an
       example to illustrate “Scientific Inquiry.” Each person has a biological record of their
       family’s history written within their DNA. For females it is found in their mitochondrial DNA,
       for males it is contained on their Y-chromosome. The genetic journey of our species is
       often even more reliable than the fossil record. Many of the archeological sites of our
       ancestors have disappeared through generations of Earth’s geologic and climatic changes.
       But the DNA record can be traced from the indigenous populations that still inhabit the
       Earth back to our ancient beginnings as a species in Africa. This class will look at human
       "I don't think we came from monkeys. I think that's ridiculous. I haven't seen a half-
       monkey, half-person yet." Glenn Beck (The Glenn Beck Program Oct. 20, 2010). There are
       at least three critical thinking and/or science-related fallacies in the above quote: not bad
       for two sentences! Do you know enough about science or evolution to be able to critically
       evaluate statements like the above? If someone mentioned Mr. Beck’s quote in
       conversation, would you be able to identify--and correct--those errors? SCI 1000C –
       Evolution will practice the skills of scientific inquiry, scientific literacy, and of evolution, or
       Students is not just about how we know what we know about the theory scientific
       numeracy through the analysis of crime case studies and laboratory experiences. Using the
       topic of forensic science, this course will apply the principles of scientific knowledge and
       the skills to analyze various case studies involving crime scene investigation & crime
       reconstruction. Students will be asked to make careful observations, precise
       measurements, use the scientific method, deductive reasoning and critical thinking skills to
       analyze case studies. Topics covered include the history of forensic science, rules of
       evidence, collection and processing of evidence, trace evidence, hair and fiber, blood
       spatter patterns, DNA fingerprinting as well as document and handwriting analysis. The
Fall 2012 Additional University Core Courses
       An investigation of the general question “What does it mean to be a human person?” Special emphasis on the
       nature of human freedom, consciousness and cognition, and the origin and significance of life. Central to the
       course will be a discussion of the spi
       A survey of the historical foundations of contemporary societies: global dissemination of scientific, technological
       and industrial revolutions; the spread of world religions, democracy and internationalism; accommodation and
       resistance to Western hegemony
       An introduction to Christianity highlighting belief statements, practices, scripture, rites, theological writings,
       artistic expressions, and other discourses manifesting and expressing the Christian faith in its various traditions
       through its development.
       Students learn to apply the basic principles of purposive speaking with primary emphasis on extemporaneous
       public speaking.

dditional College of Professional Studies Course Options
       An introduction to scientific psychology and its methods.

       This is an introductory course about the nature of sociology, including the sociological perspective, principal
       theories, and the sociological method. Key topics are socialization, culture, deviance, groups and organizations,
       and inequality, as it relate
       Introduction to the fundamentals of the economic system. The “macroeconomic” approach to employment, prices
       and economic
       Microeconomic analysis involving relative price determination in individual product and factor markets. Selected
       topics: problems of monopoly, trade and efficiency.
       The nature of United States federalism; the structure and work of the national government, the executive branch;
       the Congress, with emphasis on its committee system and executive-legislative relationships; the federal judiciary
       with reference to appropria
       Problems and processes of management; emphasis is placed on the principles and practices of management and
       the functions of the executive.
       The role of marketing and marketing management in the operation of an economic system is studied. The
       environment within which the marketing system operates and the structure, operations, resources and variables
       subject to the control of the marketing exe
       A study of the United States legal system emphasizing its origins, development, and operation and a survey of the
       substantive law of contracts, torts, and crimes as well as procedural law (with emphasis on civil procedure), with
       applications in the busine
       An introductory course in the principles and theory of accounting. The accounting equation and the accounting
       cycle are studied, including the design and preparation of books of accounts and construction of financial
       statements. Fee $25. (3-hour lecture;

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