General Education Courses and Descriptions

Spring 2021

(GA, GH, GHW, GN, GQ, GS, GWS, Linked, Inter-Domain) 

At the core of a Penn State degree is our general education curriculum: a set of courses across a variety of disciplines that will enhance the knowledge base and professional skill set for any student, regardless of major. While all students are expected to take general education courses, you have the opportunity to select the courses that best suit your passions, secondary interests and future professional goals. Are you an engineering major with an interest in video gaming? A psychology major with a passion for painting? Or maybe a business major who really wants to know more about plants? We’ve got you covered! 

Below, please find very specific course content together with specific learning outcomes regarding for all of our general education courses offered next semester.

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AFRICAN AMERICAN STUDIES 

AFAM 100 (GS) Living While Black: Themes in African American Thought & Experience

What it means to be Black in America by engaging with questions about identity and authenticity, freedom and unfreedom, radicalism and reform, gender and sexuality, and the role of music in African American life.  This course introduces some of the major themes that have emerged from the experiences, expressions, and reflections of African-descended peoples in the Americas. Exploring these themes will reveal that black life is a distinctive phenomenon within the context of the larger historical and cultural narrative of the Americas. The course will use texts from major African American intellectuals and artists to uncover the major issues that have shaped black life in the Americas. Some of the themes and writers explored include "identity and authenticity" as illustrated in the works of W.E.B. DuBois and Audre Lorde; "freedom and unfreedom" using the works of Frederick Douglass and Angela Davis; "radicalism or reform" as expressed in the works of Booker T. Washington, Bayard Rustin, David Walker, and Claudia Jones; "gender and sexuality" as expressed in the work of John Oliver Killens, bell hooks, and Francis Ellen Watikins Harper; "songs in the key of black life" as seen in the work of Ralph Ellison, Farah Jasmine Griffin, Amiri Baraka, and Tricia Rose; "love, the spirit, and the word," in the works of James Cone, Toni Morrison, Nikki Giovanni, and James Baldwin; and "the black planet," as described in the writings of Langston Hughes, Marcus Garvey, and Lorraine Hansberry. These authors represent the key debates in African American life and thought and illustrate the wide range of intellectual, cultural, political, and artistic expression that has defined black life in modern America. This course provides a beginning foundation for understanding the various meanings of the lived experiences of Black people in the Americas in the twentieth century.

AMERICAN STUDIES 

AMST 100 (GH) Introduction to American Studies


This course is an introduction to the interdisciplinary study of American history, culture, and identity. It is designed to present some of the major themes and ideas in American culture, as well as to familiarize you with some of the research and interpretations of the themes, traditions, and patterns that characterize America as a nation, an experience and a people. In addition, as a way of raising the question of what it means to be “American,” the course explores the disparity between America as it imagines itself and America as it is. This course will begin with a brief introduction to American Studies, its history and themes. The remainder of the course will focus on the social and economic times of America from the Colonial period (1607–1776), through the nineteenth and twentieth century. This course will create a link between local and national economic and social times.

ANTHROPOLOGY

ANTH 45N (GH) (GS) (INTER-D) Cultural Diversity: A Global Perspective  


Anth 45N is designed to introduce students to the concepts and evidence used in understanding the cultural diversity of our planet. "Culture" can be defined as a socially transmitted system of shared conventions, beliefs, practices, and behavior. Cultural systems vary across time and space, and dynamic cultural processes are involved in how humans interact with each other, other organisms, and the environment. This class provides students with the tools to approach questions about the diversity of human cultures, how they vary across different societies, how different people experience and represent social worlds, why they change, and the importance of understanding such variability for the global challenges we face in an ever-changing world.

ART

ART 20 (GA) Introduction to Drawing

Drawing is a course built upon a traditional, observation-based approach to drawing. Our primary source is the human figure (nude models). Still life, landscape, and portraiture are also considered. Development of gestalt (the psychology of implied shape), space, figure-ground, and perspective are active components in this course. Materials are of a time-honored nature. Mainly, monochromatic "dry mediums," charcoal, conte crayon, chalk, etc. This course is taught at an introductory level and is predominantly technique-driven. Our student drawings, while based upon traditional approaches, are made in a Post-postmodern environment. What we gain from the lessons of antiquity, colliding with the pastiche of "the here and now."

ART 50 (GA) Introduction to Painting


Painting is a course built upon a traditional, observation-based approach to painting. Our primary source is the still life. The course content has been constructed from the “nature morte” works of Giorgio Morandi. Development of gestalt (the psychology of implied shape), space, figure-ground, perspective, and color theory are active components in this course. Materials are of a time-honored nature. Mainly, acrylic paints, brushes, quality paper, sketchbooks, etc. This course is taught at an introductory level and is predominantly technique-driven. Our student paintings, while based upon traditional approaches, are made in a Post-postmodern environment. What we gain from the lessons of antiquity, colliding with the pastiche of the “here and now."

ART HISTORY

ARTH 112 (GA) Ren to Modern Art

This course is a broad survey of the most important artists and developments in Western art from the early 14th century to the present, including architecture, sculpture and painting. In addition to being a survey of major monuments in art, the course is also intended as an introduction to the field of art history: to its studies of artistic style, iconography (the study of subject matter and its meaning), patronage and contextual history. Art history not only studies the formal elements of art, like the use of color and line, but also analyzes the historical circumstances (social, political, economic) that surround the production of art, and it questions the meaning of works of art for viewers of the time and for later generations. Around 1310, an artist known as Giotto painted several major series of frescoes (mural painting done on wet plaster) in which we see the beginnings of a modern Western notion of composition, dramatic narrative, and the illusion of perspective. We will look at the refinements of these elements of art through the late nineteenth and early twentieth centuries, when artists we now call avant-garde-notably Cézanne but also predecessors such as Courbet and Manet, and successors such as Picasso and Matisse-presented serious challenges to these fundamental elements of painting. We will look at the extraordinary art produced between the time of Giotto and Cézanne, as well as the consequences of the modernist challenge to art, including 20th-century abstract painting and conceptual art.

ASTRONOMY AND ASTROPHYSICS

ASTRO 6 (GN) Stars, Galaxies, and the Universe

This course meets the Bachelor of Arts degree requirements. Students who have passed ASTRO 1, ASTRO 7N, or ASTRO 10 may not take this course for credit. Overview of modern understanding of stars, galaxies, and cosmology. ASTRO 6 is an introductory course for non-science majors. It provides a broad introduction to many areas of Astronomy with qualitative descriptions of the dazzling and varied contents of the universe including the Sun and other stars, red giants, white dwarfs, neutron stars, black holes, supernovae, galaxies, dark matter, and more. The course will explore how these objects form and change and interact, how the whole universe formed and changes (cosmology), and where Earth fits in the vast scheme of things. Descriptions will build upon the basic physics of gravity, light, and atoms, and will be discussed in the context of the process of science as a robust and self-correcting way of learning and knowing that relies on making and testing predictions by gathering evidence. The goal of this course is to cover most of the areas of modern astronomy at a level which requires only basic mathematics.

BIOLOGICAL SCIENCE

BISC 4 (GN) Human Body: Form and Function

This course introduces students to the biological principles fundamental to understanding human life. Cell structure, biochemistry and metabolism, and the structure and function of major organ systems are explored in the course. Special emphasis on the relationship of the functioning of the human body to human disease is also emphasized. Upon completion of the course, students will be able to describe the basic biochemical, structural and functional characteristics of cells. They will learn the roles of carbohydrates, lipids, proteins and nucleic acids in cells and in the body as a whole. They will understand how these molecules are used in building cell and body structures, in energy-releasing metabolism and in the copying and use of genetic information. Students will also be expected to explain how different organ systems enable the body to meet the need for support structures, oxygen, nutrients, waste elimination, internal communication, defense against infectious disease and cancer, coordination of internal activity, and reproduction. To provide context for the normal workings of the human body, students will also analyze human diseases and the current understanding of the underlying pathophysiology. As a course that meets general education (GN) requirements, students will increase their scientific literacy, their critical and analytical thinking, and ethical reasoning skills. Students will ultimately be able to use the knowledge gained in this course to better understand disease processes, and will be able to make better informed decisions regarding to their health and well-being

BIOLOGY

BIOL 110 (GN) Biology: Basic Concepts and Biodiversity

A study of the fundamental concepts of biology including the evolution of the major groups of organisms. BIOL 110 Biology: Basic Concepts and Biodiversity (GN) (BA) This course meets the Bachelor of Arts degree requirements. This is the first biology course taken by students who intend to major in biology. It provides a foundation in the basic concepts that govern life, including the evolutionary processes that have led to the biodiversity seen today. The course provides students with a fundamental understanding of: 1) the features of life from the cellular through organismal levels; 2) how cell division and genetic processes provide continuity between generations; 3) how genetic variation arises and leads to evolution ; 4) how organisms acquire and use energy; 5) how structure relates to function at all levels; 6) the evolution and diversity of life.

BIOL 155 (GN) Introduction to the Biology of Aging

Examination of human aging from a biological perspective. Population demographics, physiological and pathological changes, and healthy lifestyles are discussed. Students who have passed BIOL 409 may not schedule this course.

BIOL 163 (GN) Human Anatomy and Physiology II - Lecture

This is the second lecture course of a two semester sequence introducing human anatomy and physiology, which is the branch of biology that focuses on the structure and function of the human body. Lectures will take a "systemic" approach to anatomy and physiology, focusing on one body system at a time. Topics covered in the Human Anatomy & Physiology II Lecture include: the cardiovascular system, lymphatic and immune systems, respiratory system, digestive system, metabolism, urinary system, and reproductive system. Each unit will build on previous knowledge to establish a cohesive picture of the human body. Throughout the course, students will build a strong foundation in the form and function of the human body from the cellular to the gross anatomical level. This knowledge will be contextualized by incorporating information about clinical cases, personal health and lifestyle choices, and human development.

BIOL 164 (GN) Human Anatomy and Physiology II - Laboratory

This is the second laboratory course of a two-semester sequence introducing human anatomy and physiology. The A&P II laboratory complements the A&P II lecture by providing students with hands-on experiences such as examination of preserved specimens and anatomical models, and performing physiological experiments. Topics covered in the Human Anatomy & Physiology II Laboratory include: the anatomy and physiology of the cardiovascular system, respiratory system, digestive system, urinary system, and reproductive system.

BIOL 230W (GN) Biology: Molecules and Cells

BIOL 23OW is a four credit course with lecture and laboratory components. (BIOL 220W, BIOL 230W, and BIOL 240W each carry only 1 credit of "writing"; all three courses must be taken to meet the writing requirement.) The goal of this course is to provide an understanding of the major unifying principles of life as they apply to the study of the molecular mechanisms underpinning the function of living organisms. Through the lab, students are expected to become proficient in the interpretation and presentation of experimental results through written and oral reports. Taken together with the other core courses in the biology curriculum (BIOL 110, BIOL 22OW, BIOL 24OW), BIOL 23OW will help students to integrate concepts ranging from molecular and cellular events through principles governing entire populations and ecosystems. Further, BIOL 23OW provides the foundation on which students further their study of molecular genetics - a discipline integral to a number of the biological sciences.

BIOL 240W (GN) Biology: Function and Development of Organisms

A study of development and physiological processes at the organismic level. (BIOL 220W, BIOL 230W, and BIOL 240W each carry only 1 credit of "writing"; all three courses must be taken to meet the writing requirement.) This course provides an understanding of the major unifying principles as they apply to the study of the development and physiological mechanisms utilized by organisms from both animals and plants. In lecture a comparative approach will be taken in the examination of reproduction, development, and physiology primarily at the organismal level. In laboratory, experimental, investigations of both animal and plant systems will reinforce the concepts covered in lecture. Through the lab, students are expected to become proficient in the interpretation and presentation of experimental results through written and oral reports. Taken together with the other core courses in the biology curriculum (BIOL 110, BIOL 22OW, BIOL 23OW), BIOL 24OW will help students to integrate concepts ranging from molecular and cellular events through principles governing entire populations and ecosystems. Further, BIOL 24OW provides the foundation on which students further their study of animal physiology and development.

CHEMISTRY

CHEM 5 (GN) Kitchen Chemistry

CHEM 5 Kitchen Chemistry (3) (GN) (BA) CHEM 5 focuses on an elementary discussion of the chemistry associated with foods and cooking. It incorporates lectures and videos, reading, problem-solving, and "edible"; home experiments to facilitate students' understanding of chemical concepts and scientific inquiry within the context of food and cooking. Please note that this is a chemistry class presented in a real-world interactive way, not a cooking class! The course will start from a primer on food groups and cooking, proceed to the structures of foods, and end with studies of the physical and chemical changes observed in foods. Students will develop an enhanced understanding of the chemical principles involved in food products and common cooking techniques.

CHEM 110 (GN) Chemical Principles I

CHEM 110 is the first semester of a two-semester, comprehensive general chemistry course which introduces students to the basic principles of chemistry with an emphasis on the relationships between the microscopic structure and macroscopic properties of matter. Principles are illustrated with examples from the sciences, engineering and technology, and from everyday life. Topics covered are atomic structure and periodic properties, molecular compounds and chemical bonding, molecular structure, intermolecular forces, the properties of gases, liquids, and solutions, chemical reactions, stoichiometry and thermochemistry. Students may only receive credit for one of CHEM 110 or CHEM 106 (4 credits) or CHEM 130.

CHEM 111 (GN) Experimental Chemistry I

CHEM 111 is a one-credit introductory general chemistry laboratory course. It is designed to complement the lecture course CHEM 110. Students are introduced to laboratory safety and good experimental technique, how to keep a proper laboratory notebook, and interpret experimental data. The course introduces laboratory experimentation in the context of a variety of specific topics, such as reactions in solutions, spectroscopy, acids and bases, and the synthesis and analysis of chemical compounds.

CHEM 112 (GN) Chemical Principles II

CHEM 112 builds upon the subject matter of CHEM 110, covering the following topics: reaction rates and chemical kinetics, nuclear applications, catalysis, gas phase and aqueous equilibrium, chemical thermodynamics, entropy, free energy, acid-base equilibria, the pH scale, the common-ion effect, buffers, acid-base titrations, factors that affect aqueous solubility, electrochemistry, oxidation-reduction reactions, oxidation states, voltaic cells, batteries, corrosion, electrolysis, transition metals, crystal field theory, molecular orbital theory, bonding in solids, and properties of modern materials.

CHEM 113 (GN) Experimental Chemistry II

CHEM 113, Experimental Chemistry II, is the second introductory general chemistry laboratory course in the CHEM 111/113 sequence. CHEM 113 is meant to complement the lecture course, CHEM 112. The course builds on the material learned in CHEM 111, emphasizing quantitative and analytical procedures. Essential material covered includes proper use of a laboratory notebook, writing a formal laboratory report, use of the chemical literature, experimental design, laboratory safety, introduction into chemical instrumentation, and interpretation of data, including basic statistics.

CIVIC & COMMUNITY ENGAGEMENT

CIVCM 211N (GH) (GS) (INTER-D) Foundations: Civic & Community Engagement

Through readings, discussion, deliberation, listening, and individual as well as collaborative action, this course gives students the opportunity to learn about and practice theories and habits of civic and community engagement and public scholarship with the goal of helping to build democratic capacity and sustain participatory democracy. This course emphasizes concepts and case studies that focus on the people’s role in shared governance. The course also provides a foundation for understanding how a wide range of other individual and collective practices have an equally important role to play in building and sustaining community. The course draws from studies in demography, political science, sociology, psychology of racial identity formation and education to help students communicate better about and in shared governance. Among the core concepts are the role of students and other citizens in sustaining and transforming their communities, the historical and contemporary mission of Land Grant universities, the centrality of rhetoric and communication to collaborative judgment, and the relationship among media, cultures, and politics as they affect civic and community engagement. Students also learn together about the range of ways that citizens do, can, and might participate in democratic decision-making and will observe and practice these forms in several communication media and across a range of differences. Finally, learn about models of and opportunities for engaging other citizens across and beyond Penn State, including in global environments.

COMMUNICATION ARTS AND SCIENCES

CAS 100A (GWS) Effective Speech

Principles of communication, implemented through presentation of speeches, with some attention to group discussion and message evaluation. CAS 100A Effective Speech (3) (GWS) This general education course studies the purposeful use of oral communication as a means of addressing practical problems, both professional and civic. It is designed to introduce students to principles of effective public speaking, implemented through the design and presentation of individual speeches and through practice in message analysis and evaluation. Class size is limited and class meetings involve considerable attention to developing public speaking skills through in-class activities, collaborative learning, peer critiques, and analysis of public speeches and other messages. At least three individual, graded speeches are required in this course. Additional presentations (graded or non-graded) may be required by some instructors. Course work may also include instruction and practice in group decision making. Assessment includes evaluation by examination (one or two; no final exam is given in the course) and by occasional quizzes and other activities, all of which emphasize the mastery and application of the conceptual content of the course. Public presentations are evaluated for content, organization, and presentation.

CAS 101N (GH) (GS) (INTER-D) Introduction to Human Communication

CAS 101 introduces students to the field of communication studies and to the most important concepts, questions, and ideas that surround the study of communication today. This class is essential for any student who wishes to consider a major or minor in Communication Arts and Sciences. The course is also an important elective for students who want to understand processes of communication in a variety of social forms or settings, including: interpersonal, small group, organizational, intercultural, public, and technological. The main objectives of the course are: 1) to expose students to the concepts and best practices that cut across every aspect of modern communication, 2) to prepare students to excel in advanced classes within the Department of Communication Arts and Sciences, and 3) to help non-CAS majors incorporate essential communication principles into their own fields of study and future professions. Students from every major or college are welcome. Student grades may be determined by a variety of assignments, including quizzes, exams, in-class discussions, and major individual or group projects. This course invites students not only to learn about major concepts or ideas in the study of communication, but to explore their practical implications.

CAS 252 (GS) Business & Professional Communication

Review and practice of various communication forms used in modern organizations. Topics include persuasive speaking, speech writing, multi-media presentations and business and report writing. Interviewing, briefing, conferring, and decision making; analyzing and evaluating formal and informal patterns of communication in organizations.

CAS 303 (GS) Communication Theory

This course is intended as a foundational course in communication theory for Communication Arts and Sciences majors and others interested in social science theory in general. It is designed to show how communication theory can be applied to understand and improve communication in your professional (and personal) life. The theories examined will span the range of communication contexts, including interpersonal, group, organizational, mediated, and cross-cultural interactions. At the conclusion of this semester, students should be able to demonstrate: - Knowledge of major ideas from a substantial number of communication theories - Ability to apply theories of human interaction to explaining and improving communication behavior, especially in professional contexts In addition, students should have: - Improved skills at both creative and analytic writing that includes practice in giving helpful feedback on others - writing, and facilitating discussion.

CAS 352 (GH) Organizational Communication

This course combines theory, research, and practical application to explore the role of communication in today’s organizations. Students will learn communication skills applicable to modern work-related issues. Topics include organizational culture, problem solving in teams, organizational conflict, communication technology, social media, and ethical leadership.

COMMUNICATIONS

COMM 100N (GH) (GS) (INTER-D)The Mass Media and Society


When is the last time you checked social media? How much TV did you watch over the weekend? What is the last song you streamed? Odds are, if you are like most Americans today, you are constantly connected to some type of media device. After all, media are everywhere today. We browse the web. We watch TV. We read books. We listen to music. Yet, where did these media that we take for granted come from? This class explores the backgrounds of various media, and explains how they have come together in a modern world of media convergence.

COMM 250 (GA) Film History and Theory

This is an intermediate film studies course that teaches the student to consider various theoretical approaches to the analysis of film, and to the moving image in general. The course familiarizes the student with formal analysis as a foundation for these various approaches, which include authorship, feminism, cultural studies, realism/montage theory, genre theory, and cultural difference theory.

COMPARATIVE LITERATURE

CMLIT 153 (GH) Introduction to Western Literatures Through the Renaissance

CMLIT 1 provides a survey of Western literary tradition and considers a variety of genres -- such as epic, drama, sonnet, essay, saga, chronicle, folktale, and novel -- with attention to the literary and historical contexts which these works reflect in the Ancient, Medieval, and Renaissance (Early Modern) periods. Universal themes and cultural values, along with individual differences, will be discussed and compared in works from such authors as Homer, Dante, Chaucer, Cervantes, and Marguerite de Navarre. Comparative study focuses on the understanding and appreciation not only of the individual works, but also of their influence on other literary works and artistic forms and the ways in which they relate to their cultures. You will articulate and compare interpretations of texts spanning 2500 years of Western literary history. The variety of the Western tradition will lead you to an understanding and critical discussion of the process by which certain works become regarded as "great." This course will also allow you the pleasure of encountering a wide variety of creative literary expressions from three distinct periods. Along with CMLIT 2, this course forms a 6-credit overall Western literature series -- but either half may be taken separately. CMLIT 1 may be selected to fulfill one of the course requirements for the CMLIT major or the World Literature Minor. This course also fulfills the General Education Humanities requirement, the Bachelor of Arts Humanities requirement, and International Cultures requirement.

COMPUTER SCIENCE

CMPSC 101 (GQ) Introduction to Programming

This course introduces the fundamental concepts and processes of solving computational problems through the design, implementation, testing, and evaluation of basic computer programs. The concepts include basic computational constructs such as calculation, iteration, conditions, functions, and data types. These provide the basic building blocks found in virtually all programming languages. The processes include the step-by-step refinement of a problem description into individual components that can be implemented, tested, and integrated into an effective solution. As a general education course, the central theme to the course is computational thinking which includes a wide range of approaches to solving problems and designing systems that draw upon concepts fundamental to computer science. Computational thinking includes thinking about various types and sources of data, and the correctness, efficiency, elegance, and simplicity of various potential solutions. Computational thinking is applying principles of abstraction at multiple levels to focus on important details; it is applying problem decomposition to identify small problems that can be individually solved then combined to form a solution to the original problem. Upon completion of this course, the student will be able to conceptualize and implement computational solutions to problems; to utilize the imperative model of computation to solve problems; to reason about problems at multiple levels of abstraction; and to analyze code for its behavior, efficiency, and correctness. A student may receive credit for only one of the following courses: CMPSC 101, CMPSC 121, CMPSC 131, CMPSC 200, CMPSC 201.

CRIMINAL JUSTICE

CRIMJ 13 (GS) Juvenile Delinquency


This course is designed to teach students the evolution of the juvenile justice system in the United States, and specifically look at the main areas of law enforcement, the court system, and corrections. Students will learn what makes children and adolescents more vulnerable, or “at risk,” for breaking the law. The different categories, classifications, and definitions of delinquent acts will be discussed, as well as theories about why juveniles commit crimes and the consequences that may come along with the delinquent act. The main differences between the criminal justice system and the juvenile justice system are discussed, as well as methods of crime prevention. Current cases and events will be reviewed, as they relate to the juvenile justice field as they arise.

CRIMJ 100 (GS) Introduction to Criminal Justice


This course is designed to teach students a brief history of the field of criminal justice, and how it has evolved over time due to the changing needs of society. The course will discuss the main areas of the criminal justice system, including law enforcement, the court system, and corrections. Students will learn about the different categories, classifications, and definitions of criminal acts, as well as theories about why people commit crimes and the consequences that may be a result of committing a criminal act. Current events in the United States and crime prevention will also be discussed, as they relate to the criminal justice field.

CURRICULUM AND INSTRUCTION

CI 280 (GH) Introduction to Teaching English Language Learners

Introduction to language, culture, instruction, assessment, and professionalism as they relate to teaching English Language Learners in U.S. schools. CI 280 focuses on the development of foundational knowledge to successfully assist English language learners in U.S. school contexts. The basic premise of the course is that teachers play an important role in creating a positive classroom learning environment and bringing school success for English language learners. This course is designed to develop essential dispositions, skills, and knowledge for teacher education students to fulfill their important role. Course objectives are to understand culture, language, learning contexts, and pedagogy. Culture focuses on a) sociocultural characteristics of English language learners, b) how English language learners' cultural communication and learning styles affect the learning process, c) how English language learners' cultural values affect their academic achievement and language development, d) negative effect of cultural bias in instruction, materials and assessments, and e) the importance of developing cross-cultural competence in interactions with colleagues, administrators, school and community specialists, students and their families.

EARTH SCIENCE

EARTH 100 (GN) Environment Earth

This course is designed to introduce students to issues surrounding the development and maintenance of human civilization on Earth. This includes developing an understanding of how human population has grown over time, the resources required by humans and how this has changed over time, and the by-products of activities related to resource extraction on the environment and, hence, on human health and the cost of maintaining human civilization. A considerable focus is placed on developing critical thinking skills by using scientific data to describe, and evaluate the relative importance of, environmental issues. Accordingly, the course presents, and explains, scientific data in formats that students are likely to find in scientific journals, mass media, and websites. In this course, students will: * Develop an understanding of the Earth system and how it operates, * Quantify human demands on natural resources, * Learn how resource extraction and use impacts the environment, * Foster the ability to critically evaluate scientific arguments, and * Practice expressing reasoned opinions on complex problems. By the end of the semester, students will be able to: * Identify important, and human-relevant, environmental issues. * Understand the breadth and complexity of environmental issues. * Think critically about environmental issues. * Have scientifically-accurate discussions about environmental issues with others. * Propose, and evaluate critically, solutions to environmental issues.

ECONOMICS

ECON 102 (GS) Introductory Microeconomic Analysis & Policy

Methods of economic analysis and their use; price determination; theory of the firm and distribution. This course meets the Bachelor of Arts degree requirements. Economics is the study of how people satisfy their wants in the face of limited resources. One way to think about economics is that it is a consistent set of methods and tools that is valuable in analyzing certain types of problems related to decision—making, resource allocation, and the production and distribution of goods and services. There are two main branches of economics, microeconomics, and macroeconomics. Macroeconomics is concerned with economy—wide factors such as inflation, unemployment, and overall economic growth. Microeconomics deals with the behavior of individual households and firms and how government influences that behavior; it is the subject of this course. More specifically, ECON 102 is an introduction to microeconomic analysis and policy. The principal objective of the course is to enable students to analyze major microeconomic issues clearly and critically. Students will be introduced to the methods and tools of economic analysis, and these analytical tools will be applied to questions of current policy interest. Learning these methods and tools and applying them to interesting policy questions and issues is sometimes called "thinking like an economist." An important goal of this course is to take each student as far down the road of "thinking like an economist" as possible. A variety of mechanisms are used to assess student performance. These evaluation methods typically include exams, quizzes, homework assignments, and group projects. ECON 102 is an introductory course in economics and as such, serves as a prerequisite for several microeconomics—oriented 300–level courses. It is also a required course for all majors and minors in economics, and meets requirements for a General Education (GS) or Bachelor of Arts social science course. Students who have completed ECON 302 may not enroll in this course.

ECON 104 (GS) Introductory Macroeconomic Analysis & Policy

This course meets the Bachelor of Arts degree requirements. Economics is the study of how people satisfy their wants in the face of limited resources. One way to think about economics is that it is a consistent set of methods and tools that is valuable in analyzing certain types of problems related to decision-making, resource allocation, and the production and distribution of goods and services. There are two main branches of economics, microeconomics, and macroeconomics. Microeconomics deals with the behavior of individual households and firms and how that behavior is influenced by government. Macroeconomics is concerned with economy-wide factors such as inflation, unemployment, and overall economic growth; it is the subject of this course. More specifically, ECON 104 is an introduction to macroeconomic analysis and policy. The principal objective of the course is to enable students to analyze major macroeconomic issues clearly and critically. Students will be introduced to the methods and tools of economic analysis, and these analytical tools will be applied to questions of current policy interest. Broadly, the course focuses on the determination of national income, on unemployment, inflation, and economic growth in the context of a global economy, and on how monetary and fiscal policy, in particular, influence the economy. Learning the methods and tools of economics and applying them to interesting policy questions and issues is sometimes called "thinking like an economist." An important goal of this course is to take each student as far down the road of "thinking like an economist" as possible. A variety of mechanisms is used to assess student performance. These evaluation methods typically include exams, quizzes, homework assignments, and group projects. ECON 104 is an introductory course in economics, and as such, serves as a prerequisite for 300-level courses in intermediate macroeconomic analysis, international economics, and money and banking. It is also a required course for all majors and minors in economics, and meets requirements for a General Education or Bachelor of Arts Social Science (GS) course. Students who have completed ECON 304 may not enroll in this course.

EDUCATIONAL PSYCHOLOGY

EDPSY 101 (GQ) Analysis & Interpretation of Statistical Data in Education

An introduction to quantitative methods in educational research emphasizing the interpretation of frequently encountered statistical procedures.

ENGLISH

ENGL  15 (GWS) Rhetoric and Composition

ENGL 15 is an intensive, rhetorically based experience in reading and writing that will prepare you both to understand the communications that surround you and to succeed in your own communication efforts. Thus, in this course, we will focus specifically on analyzing verbal and visual texts (our reading) as well as on producing such texts (our writing), always in terms of rhetorical principles. Even if the term rhetoric isn't familiar to you, you bring a good deal of rhetorical skill to this class: you already know how to gauge the way you perceive and produce language according to the speaker, the intended audience, and the purpose. You may not always gauge perfectly, your perception may not always be accurate, and your production may not always be successful, but you still often try to interpret and choose language that is appropriate to the rhetorical situation. When you do not succeed, you often try again. The goal of ENGL 15, then, is to help you build on what you already know how to do as you become a more confident reader and writer. You will become more attuned to your goals as a writer, more aware of the ongoing conversation surrounding the topic, and more resourceful in terms of the appropriate delivery of your information, the rhetorical appeals at your disposal, and the needs and expectations of your audience. You will also learn to research and synthesize multiple outside sources in order to support your arguments effectively and ethically. In other words, we hope you'll come to write with skill, conviction, sophistication, and grace, if not immediately, then soon. In the process, you'll learn how to read more critically as well.

ENGL 50 (GA) Introduction to Creative Writing


If you enjoy writing to express yourself creatively - you will be at home in this course. You will also be at home here if you are an avid reader of fiction, poetry, and nonfiction, but have never tried your hand at writing it. In ENGL 50 you will explore the genres of nonfiction, fiction, and poetry by reading published essays, short stories, and poems and by writing personal essays, sketches, scenes, and poems. We'll discuss the relationship between the genres and also discuss what makes each a distinct art form. You'll hand in regular writing assignments in addition to completing longer writing projects. You'll share some of your creative work to discuss in class.

ENGL 191 (GH) Science Fiction

As a genre of literature, science fiction enables human beings to model themselves as a cosmic species, a life form that imagines and inhabits an entirely new scale of being. No longer confined to a tribe, nation or tradition, science fiction narrates and explores the galactic magnitudes of both the external world of astronomical exploration (billions and billions of stars) and the inner world of subjective reality and imagination (billions and billions of neurons). This course introduces students to the surprisingly long history of science fiction as a way of exploring both the microcosm and the macrocosm, mapping a species imagining themselves into the future.

ENGL 202A (GWS) Effective Writing: Writing in the Social Sciences

ENGL 202A introduces students to the types of writing that social scientists typically do in the workplace, including research proposals, proper citation practices, literature reviews, and research reports. In discussing writing and writing activities, this class will focus on some of the more common forms of social science research - among them, experiments, interviews, observations, and surveys. Students will learn to formulate ideas and create coherent pieces of writing from the research they have conducted and read about. In short, this course will introduce students to a variety of writing and research strategies from which they can begin to develop their own identity as a social scientist. (A student may take only one course for credit from ENGL 202A, 202B, 202C, and 202D.)

ENGL 202C (GWS) Effective Writing: Technical Writing

Writing for students in scientific and technical disciplines. (A student may take only one course for credit from ENGL 202A, 202B, 202C, and 202D.) ENGL 202C is an advanced writing course designed to help students in science and engineering develop the writing strategies that they will need to communicate successfully on the job and to help them understand why those strategies are appropriate and effective. A key emphasis will be on the rhetorical principles of effective communication, including context analysis and defining clear, actionable purposes. Students will gain experience with a wide range of technical writing genres, including reports, descriptions, definitions, procedures, job application documents, emails, memos, and web applications. Students will also learn about the importance of document and graphic design, including how best to design communications to maximize their potential for success.

ENGL 202D (GWS) Effective Writing: Business Writing

Writing reports and other common forms of business communication. (A student may take only one course for credit from ENGL 202A, 202B, 202C, and 202D.) ENGL 202D is an advanced writing course designed to help students develop the writing strategies that they will need to write successfully on the job and to help them understand why those strategies are appropriate and effective. A key emphasis will be on rhetorical principles of effective communication, including audience analysis and defining clear, actionable purpose. Students will gain experience with a wide range of business writing genres, including reports, letters, job application documents, emails, memos and web applications like business blogs, online articles, social media profiles and personal branding. Students will also learn about the importance of document design, including how best to utilize headings, page layout, graphics and other visuals to maximize the potential for communication success.

ENGL 232 (GH) American Literature from 1865

Focusing on major writers and their cultural contexts, English 232 surveys American literature from 1865 to the present. A remarkable amount of important literature was produced during this period. Students will read major texts like The Great Gatsby, The Grapes of Wrath, and Beloved; learn about renowned authors such as Ernest Hemingway, Flannery O'Connor, and James Baldwin; and be introduced to influential literary forms, such as the imagist poem, the modernist novel, and New Journalism. The tradition of American literature since 1865 evolved over periods of significant upheaval and change. Students will also learn about the shifting historical and ethical orientations that energized this tradition, from Naturalism to Modernism and Postmodernism. As an introductory survey of American literature, English 232 welcomes non majors: no previous course in literature is required. By reading and discussing some of the most important works in American literature, students will sharpen their skills of interpretation while surveying an important literary tradition.

ENTOMOLOGY

ENT 202N (GN) (GS) Insect Connections: Insects, Globalization & Sustainability

An introduction to the diversity of insects and the ways in which they interact with humans and impact our world. ENT 202N is a Science course that will use an interdisciplinary approach to look at the biology and the interplay between nature and society. Major themes of the course will be illustrated by focusing on the world of Insects and the relationships between society and Insects. Emphasis will be placed on critical analysis of both the costs and the benefits of human activities that impact natural systems. Course Learning Goals : 1. Discuss, describe, and give examples of relevant ecological and evolutionary processes and / or phenomena. 2. Apply content knowledge and understanding in novel contexts and situations. 3. Recognize the implications of the two-way dynamic between human activities and insects and how these dynamics differ in different parts of the world. 4. Make predictions associated with likely impacts of human activities on natural systems, ecosystem services, and insect and human populations. 5. Conduct research of relevant literature and utilize empirical evidence to support claims made in a popular press news story about insects. 6. Discuss, describe, and give examples of the two-way relationship between social issues and scientific discovery. 7. Communicate scientific knowledge to a diverse audience.

ENT 222 (GN) Honey Bees and Humans

Among more than 1,000,000 known insect species, honey bees are truly unique. No other insect has been harnessed so effectively to benefit humankind: honey bees provide critical pollination services for agricultural crops, and the wax and honey they produce are valuable commodities. Furthermore, their fascinating social life-style has intrigued individuals from hobby beekeepers to scientists studying complex questions about the evolution of sociality. More recently, documented declines in populations of honey bees and wild bees have stimulated interest in many communities, including policymakers, in improving health outcomes for bees. This course will provide students with a strong understanding of (1) honey bee behavior (particularly their complex and sophisticated social systems), biology, and health, (2) the important contributions honey bees and their pollination services make to maintaining natural ecosystems and increasing productivity of many of our key agricultural crops; and (3) the global history of human interactions with honey bees, including how people from many cultures have managed bees to provide honey, wax, and pollination services (4) the social and political context of addressing bee health issues. The course material will be presented in a series of interactive lectures, videos, and discussions, and also include a field trip to the Pollinator Gardens at the Arboretum at Penn State, a field trip to one of the Penn State apiaries, tracking individual honey bees in an observation hive, and dissections of samples in a laboratory exercise.

GAMING

GAME  140 (GS) Gaming and Interactive Media

COMM 190 (GAME 140) Gaming and Interactive Media (3) The course is an introduction to the digital interactive media industries for students who may consider seeking employment in that sector, which includes video games and simulations, products for education, training, medicine, business, government/military, and virtual environments for a range of applications. Students will learn about industry structures, basic economics, business models, work flow, types of enterprises, job descriptions, and opportunities. It examines both the national and global markets. It provides students with a factually and theoretically informed appreciation of these industries. The course will build on the students' personal and social experiences of these media, but it is not a course about playing or designing games or mastering individual applications. No special knowledge or experience in playing video games, using "serious games," or experiencing virtual worlds is required. It will provide students with the foundation to make a well-informed choice about careers in this sector and respond to their natural curiosity about this pervasive part of their lives. The course is divided into five segments. The first provides general context: history, scale and scope of the field, information on industry structure, business models and operations, and types of skills required. The second focuses on the video game industry, including social, regulatory and ethical issues. Video games are now a major media industry, having surpassed in U.S. revenue both the movie and recorded music industries. The third section looks at "serious games." A "serious game" is a game designed for a primary purpose other than pure entertainment, such as education, scientific exploration, health care, emergency management, city planning, military, engineering, religion, etc. The fourth segment looks at simulations and virtual worlds and their multiple models and uses (entertainment, learning, business, research, etc.), and the development of related online communities. The final section will examine the interrelationship of these industries with the other entertainment industries in terms of planning, marketing, finance, production, etc. It will conclude with a look ahead at new technologies, markets, business models, advancements in artificial intelligence and the convergence of virtual and material worlds. The course will employ presentations, class discussions, outside readings, demonstrations, videos, class exercises, online explorations, guest experts (in person and via technology), and experiences in virtual worlds.

GAME 160N (GA) (GH) (INTER-D) Introduction to Video Game Culture 

This course is a comparative introduction to the nature and history of video games as cultural artifacts, from Pong to online role-playing. It introduces students to academic discussion on and creative work in new digital forms including hypertexts, video games, cell phone novels, machinima, and more. Students will survey major debates over the meaning and value of video games, and study some of the major theoretical terms and perspectives developed to elaborate the cultural and sociological value of video games. The course extends students' skills in literary interpretation to a variety of new objects, and makes them aware of the role medium plays in aesthetic development and production. Students will leave with a far sharper understanding of how the interpretive tools used in the humanities can be extended to include new media, and with a sense of the historical role video games have played and will continue to play in global cultural production. Because the course is historically focused, it will spend significant time looking at the differential development of video games in three major regions: the United States, Europe, and East Asia (especially Japan).

GAME  250 (GQ) Technical Game Development

Introduction to the tools and techniques required to implement games in a virtual environment. GAME 250 / CMPSC 208 Technical Game Development. First, students learn about game and player elements by creating characters and objects and the means of user interactivity. Both orthographic and perspective views are introduced to assist in character design. Objects and characters are created using fundamental geometric primitives like scale, rotation, translation and extrusion. The set operations, union, intersection, and subtraction, are applied to create compound objects. Bezier and NURB curves are introduced to create objects with irregular contours. Students also learn to design graphical user interfaces (GUIs) and handle mouse and keyboard events to support user interactions. Second, students are introduced to methods of storytelling and guide them to build narratives for games. Methods of proximity and collision detection in the environment are studied for both static and dynamic objects. Dynamic objects are programmed to move and behave in a deterministically, random, or probabilistically under a variety of lighting methods including ambient, directional, point and diffuse lights are introduced. A number of particle systems are developed with different considerations of randomness, vector direction and velocity. The concept of linear interpolation is illustrated and applied to texture mapping to improve the look and feel of objects. Third, students are introduced to functions, propositional logic, loops, and randomness to model game behavior. Students will learn to combine a series of primitive actions into a function for control and reuse. Propositional logic will guide students to define conditions and develop game rules. Loops are introduced to simplify the implementation of repeated game behavior. Randomness enables the simulation of many life-like object movements. Students will learn and practice how to write concurrent, event drive and sequential processing algorithms for game objects. Fourth, students are introduced to the game development process of pre-production, production and post-condition phases and have them apply it to their own project. The topic of maintenance will be introduced with an emphasis on refactoring techniques, critical to improving the quality of game and providing flexibility for future updates. This course has a significant applied element. Game engine tools are used to develop prototypes of games and playtest them. Lab assignments are given throughout the semester and a final project requires students to demonstrate mastery of all aspects of the course.

GEOGRAPHY

GEOG 30N (GN, GS, INTER-D) Environment and Society in a Changing World

GEOG 30N "Environment and Society in a Changing World" introduces students to the relationships between humans and the natural environment, in addition to the theories and methods that geographers employ in addressing them. The course begins with an overview of theories and key concepts to examine the interactions between social and ecological systems, across settings in the United States and globally. The course will provide students with the opportunity to read and learn about the ways in which humans think about, use, and are affected by the natural environment. It will also provide skills for analyzing and evaluating the ways in which humans have transformed the environment in different parts of the world through the integration of knowledge from the natural and social sciences. This class is designed to address big questions in human-environment interactions at the present time, while drawing upon their histories and key conceptual ideas. 1. What is a human-environment system? How does the geographic discipline contribute towards understanding human-environment systems and sustainability? 2. Why do we conserve what we conserve? Is it possible to conserve natural resources and also meet human needs? 3. What are ways to manage the effects of economic development upon the natural environment? Is sustainable development possible? 4. How is climate change impacting social and ecological systems? Can we adapt to the impacts of climate change? One of the hallmarks of the discipline of geography is attention to how social and ecological processes interact and spread across spatial scales. This means that specific events, such as the consumption of particular product or the emission of greenhouse gases, connect sites within countries and across the globe. GEOG 30N meets the definition for both a US and international cultures course by emphasizing how current human-environment systems developed over time in the U.S. and internationally. GEOG 30N examines how various political, economic, and cultural factors influenced the creation of the different forms of human-environment systems that exist today. Further, it teaches students to see nations, cultures, and social identities in relation to one another, exploring how decisions made in relation to a human-environment system in one place or by one group can impact other people or places.

HISTORY

HIST 20 (GH) American Civilization to 1877

History 20 will explore the development of early America from 1492 through the period of Reconstruction following the Civil War. Particular attention will be devoted to examining the changing relationships between European, Native American, and African peoples as well as to the internal evolution of these diverse societies. Along the way we will explore such topics as colonization and cultural interactions between Europeans and Indians, the rise of slavery, the American Revolution, the beginning of industrialization, westward expansion, and the Civil War. The goal of the class will be to determine how race, geography, gender, class, and culture created competing worlds in America prior to 1877. This course is not intended to simply acquaint you with facts, but to teach students how to analyze those facts so that they can understand why historical events in America unfolded as they did.

HIST 117 (GH) Women in United States History

HIST 117 / WMNST 117 provides students with an overview of the most important historical developments in the history of women in the United States, including women's actual experiences as members of a class, a race, and an ethnic community, the progress women have made as individuals, workers, and citizens as well as the opposition they have faced. While knowing the facts is obviously important to historical understanding, this course helps students develop critical thinking skills. These skills include: close and thoughtful reading and analysis of primary and secondary sources; looking for a broader coherence or order to the material; independent analysis and effective articulation (both in writing and in class discussion) of well-reasoned, well-crafted conclusions and interpretations and arguments (conclusions/interpretations/arguments which are supported by specific factual evidence derived from a variety of sources). The three specific course objectives underscore its scholarly dimensions: (1) Students will gain a knowledge and understanding of the diverse experiences of different groups of American women. (2) Students will gain an understanding and knowledge of the political, economic, and social processes that shaped the history of women in the United States. (3) Students will learn how to think historically by placing documents written in the past in their historical contexts, and to consider the relationship of the past to the present. By the end of the course students will: Demonstrate an understanding of the chronology of United States women’s history. Demonstrate an understanding of the diverse experiences of different groups of American women. Demonstrate an understanding of the social, political, and ideological structures that shaped the history of American women and continue to shape the modern United States.

HUMAN DEVELOPMENT AND FAMILY STUDIES

HDFS 108N (GHW) (GS) (INTER-D) Art & Science of Human Flourishing

This course offers students the opportunity to explore human flourishing - defined as a life of deep meaning, fulfillment and service to others. Students will be taught about flourishing through the lens of science, philosophy, and their own experience. Through exposure to diverse scientific theories and research on the skills associated with flourishing, to philosophical and religious writings on human happiness and wellbeing, and to various reflective exercises and contemplative practices (e.g., mindfulness and compassion meditation), students will develop conceptual knowledge, experiential insight, and practical skills related to flourishing. The course begins by introducing a conceptual framework that defines flourishing in terms of foundations, domains and dimensions. First, students will learn about the foundations of flourishing in terms of the unique human capacities for reflection, resilience and transformation. Second, students will learn about four major domains and related dimensions that characterize flourishing, including the domains of awareness (e.g., focus, emotion, mindfulness), connection to others (e.g., interdependence, compassion, diversity), wisdom (identity, aesthetics, values) and integration of one's values and intentions in everyday living (e.g., courage, performance).Together, in a supportive and highly experiential learning environment, students will be encouraged to envision, articulate and pursue their own unique path to flourishing during their time in college and beyond based on their intellectual and experiential learning in the course. By the end of this course, students are able to: (I) Demonstrate foundational knowledge, including the ability to analyze and describe the relevant concepts and theories in multiple intellectual fields on the nature and cultivation of human flourishing, and the ability to recognize the possibilities, value, and relevance of cultivating personal flourishing in their own lives in relation to flourishing in social relationships, communities, and institutions; (II) Experience deep engagement in terms of being familiar with the basic personal experiences relating to individual qualities of human flourishing in order to make personal sense of them, and master individual practices for assessing and developing them; and (III) Understand real-world applications in terms of acquiring skills, sensibilities, and perspectives relating to individual qualities of human flourishing, which they are able to apply in the diverse contexts of their lives

HDFS 129 (GS) Introduction to Human Development and Family Studies


This course provides an introduction to interdisciplinary scholarship concerned with how human beings develop— physically, emotionally and intellectually— throughout their lives that is situated within particular sociocultural contexts.

HDFS 229 (GS) Infant and Child Development


Have you ever wondered what that little baby in front of you is actually thinking or why the toddler in your family will throw things over his high chair over, and over, and over again? In this class, we explore how fetuses, infants, and children learn about the world around them — from learning about what they think, to how they move and when they start to feel emotions such as love, guilt, or jealousy. We also explore how the contexts of development (e.g., family, community, culture, etc) impact how we grow from a single-cell to a living, breathing (and sometimes annoying) child.

HDFS 239 (GS) Adolescent Development


Only in early infancy do minds, bodies, and abilities change as radically as they do during the teenage years. This course is an introductory course that explores the developmental processes that shape our lives between puberty and the end of college. Although each life unfolds in its own unique pattern, we will explore the ways biological, psychological, and sociological influences systematically combine to shape its course. This class will help to develop an understanding of the concepts, methods, and research findings central to the study of adolescent development. Special consideration is given to topics relevant to Penn State Brandywine students.

HDFS 249N (GHW) (GS) (INTER-D) Adult Development & Aging

This course provides a basic introduction to concepts, theoretical perspectives, and key empirical studies on adult development and aging. Students will become familiar with key developmental trends and challenges that must be addressed to achieve healthy growth and development throughout adulthood and late life. The course addresses changes in physical health, cognition, and psychosocial functioning (including mental health, social roles and relationships, and transitions in work and retirement); and the implications of these changes for issues such as risk of disability, dementia, caregiving, and end-of-life decisions. For each topic, students will become familiar with major theoretical frameworks, approaches to empirical research, and findings from empirical studies. Key features of this course are its attention to: how biological, cognitive and social changes combine to influence overall adaptation and throughout the aging process; the ways in which adult development and aging occurs in the context of families, social relationships, neighborhoods and communities, and the larger cultural context; and how theories and empirical findings can be applied to promote healthy adult development and aging. Students pursuing the HDFS major option must complete HDFS 129 plus two of the three 200-level developmental courses (HDFS 229, HDFS 239, HDFS 249N). This course may count toward the minor in HDFS. Students who are not pursuing a major in Human Development and Family Studies can apply credits from this course towards the General Education Integrative Studies requirement: as an Inter-domain Course, the course puts approximately equal emphasis on learning objectives for Social and Behavioral Sciences (GS) and for Health & Wellness (GHW) knowledge domains.

INFORMATION SCIENCES AND TECHNOLOGY

IST 110 (GS) Information, People, and Technology


The course focuses on an action-oriented approach where students learn by doing, and is delivered with significant student interaction with technology both in class and as part of out-of-class assignments.
Three perspectives address the core issues in the course: information or the basic science of data encoding, transmission, and storage; people or the interactions among technologies, institutions, regulations, and users; and technology or the design and operation of basic information technology devices. Students completing the course will be confident users and consumers of information technology while developing research and analytical skills.
IST 110 is the introductory course in IST, and it is a required course for all IST majors and minors.  

KINESIOLOGY

KINES  48 (GHW) Tennis I

The discipline of Human Development and Family Studies has a tradition of culturally sensitive engagement within communities, helping to improve quality of life by applying and disseminating knowledge about development across the lifespan, all in their larger social contexts. Issues of social justice and equity play an integral role in defining the questions that Human Development and Family Studies students ask and the solutions that they pursue, as students must account for diverse needs and values based on age, gender, ethnicity and cultural background. Students preparing to work in the field of Human Development and Family Studies must possess the content, pedagogical and professional knowledge, skills, and dispositions necessary to work in diverse communities. HDFS 345 is an opportunity for students to explore the relationship between contemporary urban issues and family development. Participants will evaluate urban development from a Human Development perspective and with a critical eye to how urban development has accounted for the distinctive needs of different segments of the public. Therefore, HDFS 345 incorporates the knowledge of different Human Development and Family Studies theories and social justice paradigms to help students examine urban themes and build their understanding of social justice and family development as related to these themes. Students will learn how urban planning accounts for differences in society, identify different segments of the urban population differentiated by a few diversity constructs (culture, race, SES, gender, etc) and gain awareness of the varying and distinctive needs and concerns of these groups with respect to living in the urban environment. Students will also explore contemporary issues, like modern policing practices, and find resources to develop solutions to social issues or problems. Discussions of policy and moral philosophy will contribute to students' aptitude to plan an appropriate solution with tangible results. Ultimately, students are expected to leave the course with geographically-informed conceptualizations of social justice and insight into how individuals, families and organizations can work within urban communities as collaborators and partners.

KINES  61 (GHW) Fitness Theory & Practice

Fitness theory and Practice is a course designed to give the Penn State student a complete understand of the fundamental principles of physical fitness and the skills necessary to implement a personalized fitness program. This course will provide the information and skill needed for the student to organize, plan and implement a complete physical fitness program which can evolve over the lifespan. In this course the Penn State student will acquire the knowledge and critical thinking skills that are essential to the development of a healthful and active lifestyle. Students explore the training principles, health-related components of physical fitness, benefits of these components, and learn to use and apply established fitness guidelines. Students also consider factors which affect their performance in executing a fitness plan such as nutritional concerns, the impact of stress, choice of proper equipment, matching personal goals to proper execution, and personal motivation. In their pursuit of an active and healthy lifestyle, students assess and evaluate their personal health, fitness, and wellness using pre and post intervention strategies, and engage in physical exercise to practice concepts presented in course materials including cardiovascular, flexibility, muscular strength and endurance training techniques.

KINES  77 (GHW) Yoga for a Lifetime

KINES 77 is a course designed to give students an understanding of and proficiency in yoga. Yoga for the Lifetime introduces students to the performance of yoga as a lifelong activity that maintains and enhances physical health, psychological well-being, and overall wellness. This course provides the information that the student needs to understand, organize, plan, and implement a wellness program that features yoga as a central practice. The centerpiece of this course is an integration of foundations in yoga principles and the physical practice of yoga, introducing students to classical yoga postures that address such needs as stress management, muscular tightness, skeletal alignment, and injury recovery. In addition to posture instruction, students practice breathing techniques and meditation; various breathing techniques are included to calm the mind and focus mental energy on specific tasks. Students explore such topics as the historical and philosophical foundations of yoga, nutritional practices that enhance the value of a lifelong yoga program, and Eastern-based movement traditions that complement yoga practice. Students also have the opportunity to reflect upon various aspects of yoga philosophy and the evolution of their personal practice. Upon completion of KINES 77, the student will be able to identify the components of an effective lifelong wellness program and explain how yoga contributes to the success of this program; perform yoga to develop flexibility, strength, and cardiovascular endurance; select and perform yoga postures that address specific needs (e.g., stress management, muscular tightness); describe the philosophical and historical framework that supports yoga practice; and explain how effective breathing and meditation techniques promote physical and psychological well-being.

KINES 81 (GHW) Wellness Theory


Wellness theory is both about and for you. This course asks you to go beyond thinking about your health to taking charge and making healthy choices for yourself and your future. What you learn in this course depends on you. You have more control over your life and well-being than anything or anyone else does. The decisions you make and the habits you develop influence how well and perhaps how long you will live. In this course, you will explore your mind, your body, your spirit, your social ties, your needs and wants, your past, and potential. 

KINES 82 (GHW) Action Methods for Stress Management


What if you were told that you could consume a drink that would make you feel less stressed when you have an exam, give a speech in front of a class, or when going to the dentist? How much would someone pay for this drink? Unfortunately, there is no such beverage. However, the same benefits can be gained in another way. You can learn, practice, and use stress management strategies and gain all the benefits of the mythical drink. As a result, you can become healthier and live a more fulfilling and satisfying life.

KINES  96 (GHW) Independent Study in Physical Activity

This course is designed to meet the needs of students to expand Kinesiology experiences beyond the designed course curriculum. KINES 096 Independent Study in Physical Activity (1-3 per semester) (GHW) Students enroll in KINES 096 to take advantage of a unique movement experience in which they plan to participate. They enroll in KINES 096 by an application process. Students who feel that they would like to fulfill their Health Science and PhysicalActivity (GHW) requirement by pursuing a movement form outside of the normal curricular offerings apply to the department of Kinesiology. Applications will be screened to see that they fulfill the tenants of the GHW requirement. The topics for this course vary widely from student to student. A student may be working on a personal contract that has been designed to report the progress of experiences from hiking excursions in Nepal to a mountain biking course in Crested Butte, Colorado, to walking a mile in 15 minutes after major knee surgery. Therefore, many common topics are an exception rather than a rule during any given semester. Each student completes a proposal form that requires that they describe their need for this course. They are also asked to describe the experience that they have identified in detail and also a preliminary program and implementation plan for the detailed program. This proposal is then approved or denied by the faculty member facilitating the independent study program. After the proposal has been approved or denied the student will receive a letter notifying them of their status in the course. If they have received an approval letter they are instructed in the letter to meet one-on-one with the class instructor. At the initial meeting, the proposal is discussed and when there is an agreement with the student and instructor concerning the requirements for the student to complete the course successfully a contract is written and signed by both the instructor and the student. Weekly contact, at a minimum, with the instructor is required. Student evaluation techniques shall include but not be limited to objective testing, individual projects, presentations, journals and subjective evaluation of effort involved in meeting the stated goals and objectives for the course. There are no special facilities for this course. The department plans to offer this course every fall and spring semesters, with an enrollment of up to 25 students each semester.

MATH

MATH  21 (GQ) College Algebra I

Quadratic equations; equations in quadratic form; word problems; graphing; algebraic fractions; negative and rational exponents; radicals.

MATH  22 (GQ) College Algebra II and Analytic Geometry

Relations, functions, graphs; polynomial, rational functions, graphs; word problems; nonlinear inequalities; inverse functions; exponential, logarithmic functions; conic sections; simultaneous equations.

MATH  26 (GQ) Plane Trigonometry

Trigonometric functions; solutions of triangles; trigonometric equations; identities.

Math 34 (GQ) 
The Mathematics of Money


This course is a very practical, real-world class. For example, you will learn how to calculate the interest/fees on your deposit account, your car loan, your credit card, and what your car payment should be. You will learn how to calculate how much you need to save from your pay to buy that large ticket item you so desperately want. To achieve the skills to calculate the above and more, this course includes, but is not be limited to, a study of simple interest, simple discount, compound interest, annuities, investments, retirement plans, credit cards, and mortgages. 

MATH 35 (GQ) General View of Mathematics

This course presents a general view of a number of mathematical topics to a non-technical audience, often relating the mathematical topics to a historical context, and providing students with an opportunity to engage with the mathematics at an introductory level. Although some variation in topics covered may take place among different instructors at different campuses, an example of such a course focuses on a number theory theme throughout the course, beginning with the Greeks' view of integers, the concept of divisors, the calculation of greatest common divisors (which originates with Euclid), the significance of the prime numbers, the infinitude of the set of prime numbers (also known to the ancient Greeks), work on perfect numbers (which continues to be a topic of research today), and the work of Pythagoras and his famous Theorem. The course then transitions to the work of European mathematicians such as Euler and Gauss, including work on sums of two squares (which generalizes the Pythagorean Theorem), and then considering Euler's phi function, congruences, and applications to cryptography.

MATH 110 (GQ) Techniques of Calculus I

Business Calculus is a critical component in the education of any business, financial, or economics professional who uses quantitative analysis. This course introduces and develops the mathematical skills required for analyzing change, and the underlying mathematical behaviors that model real-life economics and financial applications. The primary goal of our business calculus courses is to develop the students' knowledge of calculus techniques, and to use a calculus framework to develop critical thinking and problem-solving skills. The concept of a limit of a function/model is central to differential calculus; MATH 110 begins with a study of this concept, its geometric and analytical interpretation, and its use in the definition of the derivative. Differential calculus topics include: derivatives and their applications to rates of change, related rates, optimization, and graphing techniques. Target applications focus mainly on business applications, e.g. supply/demand models, elasticity, logistical growth, and marginal analysis within Cost, Revenue, and Profit models. Integral Calculus begins with the Fundamental Theorem of Calculus, integrating the fields of differential and integral calculus. Antidifferentiation techniques are used in applications focused on finding areas enclosed by functions, consumer and producer surplus, present and future values of income streams, annuities, and perpetuities, and the resolution of initial value problems within a business context. Students may only take one course for credit from MATH 110, 140, 140A, 140B, and 140H.

MATH 140 (GQ) Calculus With Analytic Geometry I

ICalculus is an important building block in the education of any professional who uses quantitative analysis. This course introduces and develops the mathematical skills required for analyzing change and creating mathematical models that replicate real-life phenomena. The goals of our calculus courses include to develop the students' knowledge of calculus techniques and to use the calculus environment to develop critical thinking and problem-solving skills. The concept of limit is central to calculus; MATH 140 begins with a study of this concept. Differential calculus topics include derivatives and their applications to rates of change, related rates, linearization, optimization, and graphing techniques. The Fundamental Theorem of Calculus, relating differential and integral calculus begins the study of Integral Calculus. Antidifferentiation and the technique of substitution is used in integration applications of finding areas of plane figures and volumes of solids of revolution. Trigonometric functions are included in every topic. Students may only take one course for credit from MATH 110, 140, 140A, 140B, and 140H.

MATH 141 (GQ) Calculus with Analytic Geometry II

MATH 141 is the second course in a two- or three-course calculus sequence for students in science, engineering and related fields. Calculus is an important building block in the education of any professional who uses quantitative analysis. This course further introduces and develops the mathematical skills required for analyzing growth and change and creating mathematical models that replicate real-life phenomena. The goals of our calculus courses include to develop the students' knowledge of calculus techniques and to use the calculus environment to develop critical thinking and problem solving skills. This course covers the following topics: logarithms, exponentials, and inverse trigonometric functions; applications of the definite integral and techniques of integration; sequences and series; power series and Taylor polynomials; parametric equations and polar functions. Students may take only one course for credit from MATH 141, 141B, and 141H.

MATH 141H (GQ) Honors Calculus with Analytic Geometry II

MATH 141 is the second course in a two- or three-course calculus sequence for students in science, engineering and related fields. Calculus is an important building block in the education of any professional who uses quantitative analysis. This course further introduces and develops the mathematical skills required for analyzing growth and change and creating mathematical models that replicate reallife phenomena. The goals of our calculus courses include to develop the students' knowledge of calculus techniques and to use the calculus environment to develop critical thinking and problem solving skills. This course covers the following topics: logarithms, exponentials, and inverse trigonometric functions; applications of the definite integral and techniques of integration; sequences and series; power series and Taylor polynomials; parametric equations and polar functions. Students may take only one course for credit from MATH 141, 141B, and 141H.

MATH 220 (GQ) Matrices 2

Systems of linear equations; matrix algebra; eigenvalues and eigenvectors; linear systems of differential equations. MATH 220 Matrices (2-3) (GQ) (BA) This course meets the Bachelor of Arts degree requirements.Systems of linear equations appear everywhere in mathematics and its applications. MATH 220 will give students the basic tools necessary to analyze and understand such systems. The initial portion of the course teaches the fundamentals of solving linear systems. This requires the language and notation of matrices and fundamental techniques for working with matrices such as row and column operations, echelon form, and invertibility. The determinant of a matrix is also introduced; it gives a test for invertibility. In the second part of the course the key ideas of eigenvector and eigenvalue are developed. These allow one to analyze a complicated matrix problem into simpler components and appear in many disguises in physical problems. The course also introduces the concept of a vector space, a crucial element in future linear algebra courses. This course is completed by a wide variety of students across the university, including students majoring in engineering programs, the sciences, and mathematics. (In case of many of these students, MATH 220 is a required course in their degree program.)

MUSIC

MUSIC 5 (GA) An Introduction to Western Music

A general survey of art music in western society, highlighting important composers and stylistic developments.

MUSIC 9 (GA) Introduction to World Music (Music, Conflict, and Peace Building)


This course surveys ways in which music is involved in conflict and conflict resolution. Topics include African war drumming; musical revitalization in Cambodia after war and the Khmer Rouge genocide; drumming in Caribbean anti-colonial uprisings; American popular music and the civil rights movement; and heavy metal in Nepal, Israel, and Serbia. How does music strengthen division or galvanize a people for war? How does music reconcile, voice concerns, or (re-) build identity? How might music be a vehicle of peace building and resolution? Other topics include: music and gender, intellectual property, intangible cultural heritage, and the politics of representation.

NUTRITION

NUTR 100 (GHW) Nutrition Applications for a Healthy Lifestyle

This course introduces students to nutrition principles necessary to promote a healthy lifestyle through assessment and application. Students will be better prepared to evaluate nutrition-related issues presented in the media and to make informed choices about their diet in order to promote health throughout their lives. Information about nutrients (proteins, carbohydrates, fat, vitamins, water, and minerals) and the physiological processes used to digest, absorb, and utilize them is presented and related to such topics as maintenance of ideal body weight, improvement in physical performance, and the role of nutrients in various disease states such as heart disease, diabetes, cancer, and osteoporosis. Topical issues such as alcohol ingestion, food insecurity, and consumer concerns will be utilized to integrate and critically analyze information presented by various media outlets. This course is intended for non-nutrition major students and will fulfill 3 credits of the GHW requirement of general education. Students who have earned credit for NUTR 251 may not schedule this course.

PHILOSOPHY

PHIL 5 (GH) Film and Philosophy

This course examines film as both an aesthetic medium and as a medium for the exploration of philosophical questions. In addition to watching films, class assignments will include the reading of interpretative texts about specific films, philosophical discussions of film as a form of artwork, and writings by major film makers and film critics. With its origins in the late 19th-century, film is a quintessentially modern form of art that reflects changes in modern society (consumer culture, political organization, and cultural modes of perception), advances in technologies (cameras, sound recording, computer graphics), and aesthetic forms of expression. This complex intersection of society, technology and art will be a focal point in understanding what is both novel and traditional about films: how do films change our perception of the world? How can films shape our collective consciousness? How are traditional structures of narrative transformed through the unique combination of visual and auditory experience in films? These and other questions are central to an understanding of film as a modern form of art. From the beginning of filmmaking, films have often been used by directors and screenwriters as a medium for the exploration of the human condition, social consciousness, and historical awareness. The genres of historical fiction and science fiction have traditionally represented two important forms in which film raises and seeks to answer philosophical questions. Film is also a medium for the exploration of the social structures and values: family relations, love, friendship, and other social forms of existence are often the main theme of scrutiny and experimentation in films. How can we read what a film reveals about such social relations and individual psychologies? How can film explore basic questions of human existence? Can such philosophically minded films also aspire to artworks of poetical beauty? This richness in how films can provoke us to reflect upon the past, the present, and the future will be critically explored through different ways in which philosophers and film critics have reflected on film. These readings will be paired with specific films, with films and assigned readings drawn from international films, classical films from the 20th-century, and contemporary science fiction films.

PHIL 109 (GH) Aesthetics

Aesthetics is the philosophical study of our experience of certain natural and artistic objects that incite pleasure or displeasure in us, and which we judge to be beautiful, ugly, or sublime. Aesthetics asks: What makes something beautiful? Are our judgments of beauty universal? What counts as art? What are the relations between beauty, morality, and truth? The objective of this course will be to provide students with a survey of historical and contemporary perspectives on these questions. The students should leave the course with a good grounding in aesthetic theory as well as an understanding of how the theoretical considerations apply in art criticism.

PHYSICS

PHYS 211(GN) General Physics: Mechanics

PHYS 211 General Physics: Mechanics (4) (GN) (BA) This course meets the Bachelor of Arts degree requirements. Calculus-based introduction to classical mechanics, including such topics as: measurement, dimensional analysis, motion in one-dimension, vectors, motion in 2 and 3 dimensions, relative and circular motion, force and dynamics, Newton's Laws, friction, kinetic energy, work, potential energy, energy conservation, systems of particles, center of mass and momentum, elastic and inelastic collisions, rotation (moments of inertia), rolling motion, torque, angular momentum, static equilibrium, gravitational force and Kepler's laws, gravitational potential energy, oscillations, waves (transverse and longitudinal, superposition of waves). This course is designed to provide students with a working knowledge of the elementary physics principles mentioned above, as well as their applications, and to enhance their conceptual understanding of physical laws. The exact model of instruction varies at different campuses due to different resources and class sizes. Students attend several class meetings including at least one lab or activity period per week. Use of a combination of computer-based and traditional lab exercises is expected and collaborative learning exercises will be used in both small class sessions. The introduction of data acquisition and analysis methods (often making use of modern computer tools) will be stressed in the laboratory/activity period. Course evaluation is based on a combination assessments such as homework, quizzes, lab reports, midterm and final exams, and other evaluative tools. The course is an important prerequisite for later work in many science and engineering disciplines.

PHYS 212 (GN) General Physics: Electricity and Magnetism

PHYS 212 General Physics: Electricity and Magnetism (4) (GN) (BA) This course meets the Bachelor of Arts degree requirements. Calculus-based introduction to classical electricity and magnetism, including such topics as, electric charge and electric fields, Gauss's law, electric potential, capacitance, current, resistance, and circuits, magnetic fields, and fields due to currents, induction and inductance, magnetism of matter, Maxwell's equations, and electromagnetic oscillations. This course is designed to provide students with a working knowledge of the elementary physics principles mentioned above, as well as their applications, and to enhance their conceptual understanding of physical laws. The exact model of instruction varies at different campuses due to different resources and class sizes. Students attend several class meetings including at least one lab or activity period per week. Use of a combination of computer-based and traditional lab exercises is expected and collaborative learning exercises will be used in both small class session. Use of a combination of computer-based and traditional lab exercises is expected and collaborative learning exercises will be used in both small class settings. The introduction of data acquisition and analysis methods (often making use of modern computer tools) will be stressed in the laboratory/activity period. Course evaluation is based on a combination assessments such as homework, quizzes, lab reports, midterm and final exams, and other evaluative tools. The course is an important prerequisite for later work in many science and engineering disciplines.

PHYS 213(GN) General Physics: Fluids and Thermal Physics

Calculus-based study of the basic concepts of fluids and sound, heat, kinetic theory, and entropy. PHYS 213 General Physics: Fluids and Thermal Physics (2) (GN)(BA) This course meets the Bachelor of Arts degree requirements. Calculus-based introduction to the basic concepts of fluids and sound, heat, kinetic theory, and entropy, including such topics as: fluid mechanics and motion, sound Waves: speed, harmonic waves, intensity, temperature and heat: thermal expansion, heat capacity, conduction and radiation, kinetic theory of gases: First Law of Thermodynamics, internal energy of a gas, heat capacities, adiabatic expansion, entropy and the Second Law: concept of equilibrium and entropy, heat engines, efficiency of heat engines and refrigerators, introduction to statistical mechanics.This course is designed to provide students with a working knowledge of the elementary physics principles mentioned above, as well as their applications, and to enhance their conceptual understanding of physical laws. The exact model of course instruction varies at different campuses due to different resources and class sizes. Students attend several class meetings including at least one lab or activity period per week. Use of a combination of computer-based and traditional lab exercises is expected and collaborative learning exercises will be used in small class settings. The introduction of data acquisition and analysis methods (often making use of modern computer tools) will be stressed in the laboratory/activity period. Course evaluation is based on a combination assessments such as homework, quizzes, lab reports, midterm and final exams, and other evaluative tools.The course is an important prerequisite for later work in many science and engineering disciplines.

PHYS 214(GN) General Physics: Wave Motion and Quantum

Calculus-based study of the basic concepts of wave motion, geometrical optics, interference phenomena, photons, wave mechanics, and the structure of matter. PHYS 214 General Physics: Wave Motion and Quantum Physics (2) (GN)(BA) This course meets the Bachelor of Arts degree requirements. Calculus-based introduction to the basic concepts of wave motion, geometrical optics, interference phenomena, photons, wave mechanics, and the structure of matter, including such topics as: electromagnetic waves: Poynting Vector, polarization and reflection, geometrical optics: mirrors, refraction, lenses, optical instruments, interference and diffraction, photons and matter waves, energy quantization, structure of matter: hydrogen atom, conduction of electrons in solids, and nuclear physics and nuclear energy.This course is designed to provide students with a working knowledge of the elementary physics principles mentioned above, as well as their applications, and to enhance their conceptual understanding of physical laws. The exact model of course instruction varies at different campuses due to different resources and class sizes. Students attend several class meetings including at least one lab or activity period per week. Use of a combination of computer-based and traditional lab exercises is expected and collaborative learning exercises will be used in small class settings. The introduction of data acquisition and analysis methods (often making use of modern computer tools) will be stressed in the laboratory/activity period. The course is an important prerequisite for later work in many science and engineering disciplines.

PHYS 251(GN) Introductory Physics II

Selected topics in light, electricity, and magnetism. PHYS 251 Introductory Physics II (4) (GN)(BA) This course meets the Bachelor of Arts degree requirements. Algebra-based introduction to classical electricity and magnetism, optics, and areas of modern physics, including such topics as electric charge and fields, electrical potential and energy, electric currents and resistance, direct current (DC) circuits, magnetism, electromagnetic induction and applications to devices, electromagnetic waves, light and geometrical optics, wave nature of light, basic optical instruments (microscopes, telescopes, etc.), basics of quantum mechanics, applications of quantum theory to atoms, molecules, and solids, nuclear physics and radioactivity, applications of nuclear energy and radiation.This course is designed to provide students with a working knowledge of the elementary physics principles mentioned above, as well as their applications to everyday phenomena and to the life sciences, to enhance their conceptual understanding of physical laws, and to increase their problem solving abilities, especially as applied to physical systems. The mathematical prerequisites for this course (and the prerequisite PHYS 250) are mathematics at the level of algebra and trigonometry, demonstrated by suitable coursework or demonstration of satisfactory performance on the mathematical proficiency exam. The exact model of instruction varies at different campuses due to different resources and class sizes. Students attend several class meetings including at least one lab or activity period per week. Students perform laboratory experiments, discuss their results, and write up their conclusions in weekly lab reports. The course is a continuation of the first-semester course PHYS 250.

POLITICAL SCIENCE

PLSC 14 (GS) International Relations

What causes war and what makes it stop? When is international aid or military intervention effective? Why are some states wealthy and others plagued by poverty and underdevelopment? How does international trade affect developing countries? What can and should states do to protect human rights around the world? This course provides students with the background and conceptual tools to answer these and similar questions. It teaches students to think systematically about the complex relationships that constitute world politics and to critically engage prevailing academic and policy arguments about global affairs. Students are introduced to the international political system as the arena in which states develop foreign policies of cooperation and competition to pursue power, enhance security and develop economically. They explore how various non-state actors (NGOs, social movements, corporations) and international governmental organizations (UN, IMF, World Bank, WHO) influence interactions among states and between states and their citizens in matters such as interstate and civil wars, terrorism, ethnic conflict, human rights, inequality, global trade, resource scarcity and climate change.

PSYCHOLOGY

PSYCH 100 (GS) Introductory Psychology

This course is required and foundational for students who are majoring or minoring in psychology and it is a prerequisite for other psychology courses. Psychology is a scholarly discipline, a scientific field, and a professional activity. Its overall focus is the scientific study of behavior and experience, and of associated mental and physiological processes. As a scholarly discipline, psychology represents a major field of study in academic settings, with an emphasis on theories and principles of behavior and experience. As a science, psychology is a domain of research in which investigators analytically and systematically study behavior and experience to develop theories and principles and to understand their application to real-world situations. As a profession, psychology involves the practical application of knowledge, skills, and techniques for enhancing well-being and quality of life, as well as solving or preventing individual and social problems. This course provides an overview of the field of psychology, including research, theory, and application. Specific topics include the biological bases of behavior, sensation and perception, learning, cognition, motivation and emotion, development, social cognition and social influence, personality and individual differences, and mental disorders and therapy. Content is presented through a combination of lectures, readings, and demonstrations. Evaluation is primarily based on objective exams. A major goal of the course is to show how questions within these areas are addressed through empirical research. The course introduces students to theories, research, and procedures used in psychological research and practice and encourages them to apply this knowledge to enhance their lives. After taking this course, students should be able to make informed decisions about participation in future psychology courses and have a better understanding of psychology as a science and of human behavior.

PSYCH 200 (GQ) Elementary Statistics in Psychology

This course provides an introduction to the descriptive and inferential statistics commonly used in psychology, and to hypothesis testing as a method of scientific investigation. It also explores the ways in which the assumptions of statistical tests place constraints on experimental design and, conversely, how the design of experiments can dictate the statistical test appropriate for data analysis. The ability to understand and perform statistical analyses, and to evaluate the match between statistical analysis and experimental procedures, is critical to reading and understanding the empirical research that psychology is based upon, and that will be covered in upper-level psychology courses such as PSYCH 301W, for which PSYCH 200 is a pre-requisite, most 400-level courses, and certain lower-level psychology courses. In addition to performing some statistical tests by hand, students may also conduct statistical tests via statistical software packages commonly used by psychologists, such as SPSS or R. Finally, this course will include material on the responsible and effective communication of statistical results to a scientific audience according to APA guidelines. Specific topics covered include probability theory, scales of measurement, measures of variability and central tendency, normal curves, graphical displays (e.g., histograms, bar charts), the relation between samples and populations, correlations, simple regression, basic mean differences tests (e.g., t-tests), effect sizes, and confidence intervals. Classes may also cover z-tests, simple and factorial ANOVA, non-parametric tests (e.g., Chi Square, Mann-Whitney U, Wilcoxon), statistical power, or other statistical techniques commonly used in psychology.

PSYCH 212 (GS) Introduction to Developmental Psychology


Have you ever wondered what that little baby in front of you is actually thinking or why the toddler in your family will throw things over his high chair over, and over, and over again? In this class, we explore how fetuses, infants, and children learn about the world around them - from learning about what they think, to how they move and when they start to feel emotions such as love, guilt, or jealousy. We also explore how the contexts of development (e.g., family, community, culture, etc) impact how we grow from a single-cell to a living, breathing (and sometimes annoying) child.

PSYCH 221 (GS) Introduction to Social Psychology

Introduction to Social Psychology discusses how people's thoughts, feelings, and behaviors are influenced by other people (real or imagined). The course will provide an overview of the field, potentially covering such topics as: attitudes, persuasion, person perception, automatic vs. conscious thought, the self, prosocial behavior, aggression, interpersonal attribution, conformity, obedience, culture, groups, prejudice and discrimination from a psychological perspective.

PSYCH 243(GS) Introduction to Well-being and Positive Psychology 

The introduction to well-being and positive psychology involves the application of empirically derived principles of psychology to address everyday experiences and focuses on ways to enhance one's life. More specifically, students will be introduced to the field and learn that positive psychology encompasses much more than the study of happiness, a common misconception. Students will learn to embraces strengths, fosters personal growth, and enhance well-being based on scientific research. As part of a scholarly discipline, scientific field, and professional activity, the overall focus of the course is the study of the psychological processes that relate to enhancing one's life.As an important area of psychological science, positive psychology is an area of research in which investigators develop and systematically test theories about the "good life." As part of a profession, it involves the application of this empirically gained knowledge to enable people to cultivate areas of their lives that will lead to greater contentment and fulfillment. This course provides an overview of the field of positive psychology. It introduces the field by exploring its history and considers its place in the field of psychology more generally. Topics discussed include but are not limited to positive emotions, positive thinking, character strengths, values, relationships (intimate and friendships), and the meaning of life. Cultural considerations within the field are also explored. Content is presented through a combination of lectures, readings, active learning activities, and demonstrations. Assessment is based on objective exams and writing assignments (which includes the use of scientific research to support personal experiences). Discussion and questions are encouraged in all sections to facilitate students¿ understanding of the material. After taking this course, students should have a better understanding of the field of positive psychology and what it encompasses and will acquire tools for applying the concepts learned to their own lives.

PSYCH 253(GS) Introduction to Psychology of Perception

The goal of this course is to give students a detailed introduction to the basic questions in the study of how the energies and information in the external world become part of our immediate experience. This includes questions about how patterned energies (such as light, sound, etc.) are coded by our sensory systems and how those codes are used to support psychological experience. These are fundamental and fascinating questions and concern the most basic ways in which we interact with and experience the physical world. Students will consider these questions in detail with respect to the visual and auditory systems, and time permitting, with other sensory systems. Because these questions are such fundamental questions, they have long intellectual histories. Philosophers and scientists have been working on these questions for centuries, and the scientific study of them forms the basis for much of contemporary scientific psychology. We will be examining some of this intellectual history and be discussing the connection between the scientific study of sensation and perception and the other natural sciences, including biology, chemistry, physics, and mathematics (including computer science). The class will also focus on some of the tools and techniques that have been developed for the study of sensation and perception. The course will show that these tools and techniques are very general and have application to a broad range of issues in human psychology. Students will learn the basic procedures for data collection and analysis, and the procedures for evaluating inferences on the basis of that data. The study of perception requires the integration of techniques, methods, and tools from a variety of other sciences, including mathematics. Physics, algebra, and geometry are involved in understanding light as a source of information. Chemistry is involved in the absorption of light by photoreceptors as well as the mechanisms of neural communication in all sensory systems. Probability and electrical engineering contribute the tools used to conduct signal detection analyses of perceptual performance. It is not assumed that students are experts in any of these fields, nor do we expect that students will be when the course is complete, however, we do expect students to be willing to consider their importance to perceptual psychology.

PSYCH 281(GS) Introduction to Industrial-Organizational Psychology 

This course introduces the concepts and methods used to study people within and as they relate to the world of work. This is a survey course that provides an introduction to many topics ranging from determining what individuals do in their jobs, to the design and operation of organizations. Topics include (but are not necessarily limited to): recruitment, selection, training, teamwork, employee motivation, leadership, and organizational culture.

RELIGIOUS STUDIES

RLST 1 (GH) Introduction to World Religions

The course introduces students to the academic study of religion as well as to some of the major religious traditions of the world. Beginning with an introduction to polytheism, the course primarily focuses on the five major religions of the modern world--that is Buddhism, Christianity, Hinduism, Islam, and Judaism.

SECURITY AND RISK ANALYSIS

SRA 111 (GS)
Security and Risk Analysis 


The overarching course goal is for students to understand, communicate, and make informed decisions relating to virtual and physical security in a variety of small and large environments. As a class, we will explore security needs for individuals, singular computers and home networks. We will compare and contrast the security needs of businesses and even nations versus individuals.

SOCIOLOGY

SOC 1 (GS) Introductory Sociology

The nature and characteristics of human societies and social life. SOC 1 Introductory Sociology (3) (GS) (BA) This course meets the Bachelor of Arts degree requirements. Introductory Sociology provides perspectives and information useful in understanding all societies. The major theories (functionalism, conflict, and symbolic interactionism) and concepts provide the foundation upon which the remaining material rests. Learning how sociologists do research provides the tools for understanding the production of knowledge and for evaluating the validity of sociological assertions. Familiarity with systematic theorizing and conceptual development, along with some comprehension of the nature of the scientific method as it is applied in sociology, enhances critical reasoning. To promote a more complete understanding of human social life, both in its inherent constraints and in the opportunities it provides; the nature and reality of culture and social structure are explored. The study of socialization provides perspectives on how one becomes a member of society. Exploring social interaction adds insight into the formation of the social self and the salience of group identities and norms. Ending this first section with a discussion of social control highlights the forces of stability and change in society. The course then progresses to considerations of social stratification and inequality. The nature of privilege and oppression are discussed and considered in the specific contexts of race, ethnicity, gender, and age. The focus then shifts to social institutions. The essential work of society is accomplished via its major institutions: family, education, health care, economy and work, religion, and politics. Applying theoretical perspectives to the form and function of these institutions enhances an understanding of how different social structures provide varying constraints and opportunities to their inhabitants. Finally, considering large-scale forces for change provides a platform to comprehend where human societies have been, are now, and might be headed. Throughout the course, the lectures as well as the textbook draw amply on cross-cultural and cross-national material. In addition, the course emphasizes the complexity of human social life and describes the many variables (social structural, cultural, interpersonal, and psychological) that influence behavior. A special component of the course deals with topics pertinent to the social behavior and norms of students of the ages typically taking this course. Depending on the faculty member, these topics could include sexual behavior, alcohol use, and problems in interpersonal relationships. Discussion and questions are encouraged in all sections. Sections of this course may include group research projects, debates, and library or internet-based research. Along with personal contact, students have the opportunity to communicate with teaching assistants and faculty members via e-mail. Writing assignments, along with in-class examinations, are required in all sections. This course meets a general education requirement in the social and behavioral sciences.

SOC 15 (GS) Urban Sociology

City growth and decline; impact of city life on individuals, families, neighborhoods, and government; urban lifestyles.

SOC103 (GH) Racism and Sexism

This survey course examines racism and sexism as cultural, political and economic processes that shape contemporary social life in the United States. It provides an historical overview of the roots of modern racism and sexism and will explore these structural inequalities continue to matter in a "post-racial" and "post-feminist" era. Students will engage a broad range of texts that discuss these forms of inequality as intersecting, mutually constituted forms of marginalization. Students will develop a deeper understanding of how race, gender, sexuality, and class conditions identity formation; racism as a structural process that shapes and limits the life chances of non-white communities; and the long tradition of resistance that women and communities of color have developed to combat these social inequalities. The course is divided into two sections. The first introduces a range of terms: race, gender, class, sexual politics, intersectionality and neoliberalism. The second half considers various case studies: mass incarceration, toxic waste, (un)natural disasters, reproductive justice, and Islamophobia in the war on terror. Students will leave with both an understanding of key theoretical terms in the study of racism and sexism and be able to apply these concepts to contemporary social issues.

STATISTICS

STS 101 (GH) Modern Science, Technology, and Human values

Relationships of science and technology to human aspirations, values, and arts.

STAT 100(GQ) Statistical Concepts and Reasoning

Statistics is the art and science of decision making in the presence of uncertainty. The purpose of Statistics 100 is to help students improve their ability to assess statistical information in both everyday life and other University courses. Topics covered include methods for collecting and summarizing data, analyzing the relationship between variables, and using basic probability concepts to draw conclusions about populations based on data. The course is less technical and more conceptual than Statistics 200. Statistical concepts and interpretations will dominate over techniques and calculations, but students should be comfortable working with fractions and square roots.

STAT 200 (GQ) Elementary Statistics

Descriptive statistics, frequency distributions, probability, binomial and normal distributions, statistical inference, linear regression, and correlation. STAT 200 Elementary Statistics (4) (GQ) (BA) This course meets the Bachelor of Arts degree requirements. STAT 200 is a standard first course in statistics. Students who have successfully completed this course will understand basic concepts of probability and statistical inference, including common graphical and numerical data summaries; notions of sampling from a population of interest, including the sampling distribution of a statistic; construction and interpretation of confidence intervals, test statistics, and p-values; and connections between probabilistic concepts like the normal distribution and statistical inference. They will recognize various types of data, appropriate statistical methods to analyze them, and assumptions that underlie these methods. They will also gain extensive experience in the use of statistical software to analyze data and the interpretation the output of this software.

SUPPLY CHAIN MANAGEMENT

SCM 200 (GQ) Introduction to Statistics for Business

SCM 200 introduces basic statistical concepts and models within the framework of business problems and applications. Students learn about the usefulness of business statistics to decision making, how to perform basic statistical and analytical procedures, and how to interpret, critically evaluate, and analyze data. Special emphasis is given to active learning methods.

THEATRE

THEA 105 (GA) Introduction to Theatre: How Theatre Happens


We sit in a darkened room and while actors share stories, expressing dreams and fears, we recognize ourselves. When we leave, we have made a connection to our world, for good or ill, which is profoundly personal. Theater is a vital part of the cultural landscape in which it is created, a way of understanding our world and ourselves in real time, live, and in person. In this course, we examine the elements of the theatrical production process as a means of both understanding how and why theater works and developing a greater appreciation of the art and the craft of theater. We’ll explore the historical, analytical, and practical aspects of the Western theatrical tradition, through production videos, lecture, and in-class activities. 

THEA 208 (GA) Workshop: Theatre in Diverse Culture

A performance-oriented class which explores the historic and contemporary theatrical works of various culturally diverse peoples. THEA 208 / AFAM 208 Theatre Workshop in Diverse Cultures (3) (GA;US;IL) (BA) This course meets the Bachelor of Arts degree requirements.Theatre Workshop in Diverse Cultures is a performance-oriented class that aims to introduce students to the broad cultural diversity that exists in artistic expression. The class will focus on several plays throughout the semester that will represent cultural, ethnic, and gender diversity as well as different literary styles. Students will be exposed to various cultures by working on plays created by artists from those cultures. The course will concentrate on a specific playwright, culture, or region, such as plays from the Caribbean. Students will be required to read, study, analyze, and perform plays from the genre. For example, the class may focus on the works, life, and philosophy of August Wilson and read Joe Tumer's Come and Gone, Seven Guitars, Piano Lesson, and Fences. The class may explore Asian styles such as Noh Theatre and Asian American works by D. H. Hwang or work by Nigerian playwright and Nobel Prize winner Wole Soyinka. The presentation of these plays will be a principle part of the class, but the reading and discussion of the material will be as important. Students will participate in some capacity with the production of these plays in areas such as stage management, dramaturgy, sets and props, lights, sound, costumes, house management, publicity, and acting. These pieces will be performed in class, in workshop, and occasionally for the general public. Students will work as an ensemble and become acquainted with basic acting and theatre techniques The course objectives are: 1) to develop and enhance students' appreciation for the discipline and commitment required for multicultural theatrical presentations 2) to help to sensitize all students to the broad cultural diversity in artistic expression 3) to provide students with an introductory engagement with drama. THEA 208 / AFAM 208 serves as a primary selection for students pursuing the Theatre minor.

WOMEN'S STUDIES

WMNST 106N (GA, GH, INTER-D) Representing Women & Gender in Literature, Art & Popular Cultures

Interdisciplinary consideration of primary works and scholarship pertaining to women in the humanities and the arts. WMNST 106N Representing Women and Gender in Literature, Art and Popular Cultures (3) (GA;GH;US;IL)(BA) This course meets the Bachelor of Arts degree requirements. This is an introductory survey course that fulfills General Education Integrative Studies requirements in humanities and arts, and also fulfills United States and International Cultures requirements. The course is a prerequisite for upper level women's studies courses. WMNST 106N is an introduction to the interdisciplinary field of Women's, Gender, and Sexuality Studies, with an emphasis on the experiences, achievements, and status of women in the arts and humanities in the U.S. and global context. While providing a broad overview of scholarly research and theory pertaining to women and gender, students will also see many examples of contemporary women's creative practice through the visual arts, media, and popular culture. Students will learn about the challenges women artists have faced in making their way in a male-dominated arts and media industry; they will learn how these artists sought and continue to seek new languages and forms, whether in paint, words, film, music, crafts, to reassess and re-imagine notions of sex and sexuality, gender, race and ethnicity that underlie many forms of social injustice. Depending on the location where the course is taught, class meetings may be a mixture of lectures, group discussions, individual and group exercises, films, and guest speakers. Assigned readings and class meetings may be designed to help students reassess predominant modes of thought and to give students tools to appreciate the creative work of highly diverse women. Depending again upon location, evaluation methods will include a balanced selection from among short papers, longer research papers, journals, book reviews, quizzes, exams, group assignments and other creative activities.

WMNST 117 (GH) Women in United States History

HIST 117 / WMNST 117 provides students with an overview of the most important historical developments in the history of women in the United States, including women's actual experiences as members of a class, a race, and an ethnic community, the progress women have made as individuals, workers, and citizens as well as the opposition they have faced. While knowing the facts is obviously important to historical understanding, this course helps students develop critical thinking skills. These skills include: close and thoughtful reading and analysis of primary and secondary sources; looking for a broader coherence or order to the material; independent analysis and effective articulation (both in writing and in class discussion) of well-reasoned, well-crafted conclusions and interpretations and arguments (conclusions/interpretations/arguments which are supported by specific factual evidence derived from a variety of sources). The three specific course objectives underscore its scholarly dimensions: (1) Students will gain a knowledge and understanding of the diverse experiences of different groups of American women. (2) Students will gain an understanding and knowledge of the political, economic, and social processes that shaped the history of women in the United States. (3) Students will learn how to think historically by placing documents written in the past in their historical contexts, and to consider the relationship of the past to the present. By the end of the course students will: Demonstrate an understanding of the chronology of United States women’s history. Demonstrate an understanding of the diverse experiences of different groups of American women. Demonstrate an understanding of the social, political, and ideological structures that shaped the history of American women and continue to shape the modern United States.