Archway Curriculum - Traditional Program

The Archway Seminar is a course designed to introduce first year students to the intellectual practices that must be cultivated and routinely exercised to make the most of a liberal education. Through a topic of intrinsic interest, students will practice and develop their capacity for critical and analytical thought, their ability to conduct and report research on a given topic, and their ability to collaborate in solving problems. In addition, students will exercise their ability to express themselves orally and in writing. The instructor/advisor will help students become independent learners who understand the intent of Nebraska Wesleyan's general education program.
No Pass/Fail.

IDS-1020 is a seminar intended for traditional undergraduate transfer students to integrate students into the Archway Curriculum, develop their Archway Curriculum e-Portfolio, develop a positive relationship to Nebraska Wesleyan University, connect with advising, network with cohort of transfer students, develop career goals and strategies, and become effective learners. No P/F.

Prerequisite: Transfer students must have 26 or more college credits earned since high school graduation.

Student in this multi-genre composition and writing course will develop their skill in both academic and creative writing as they explore what it means to be creative across multiple written mediums.
(Normally offered annually in fall or spring semester.)

This course surveys the art of “Non-Western” societies from prehistory to the present. Cultures discussed include South and Southeast Asia, China and Japan, Africa, and cultures of the Americas (Pre-Conquest and Native American). The term “Non-Western” traditionally refers to cultures that initially developed outside the realm of Western culture and at some distance from the European artistic tradition. The term is not only excessively broad but also problematic, because it implies an opposition to western art. We will explore these issues. The main objective of the course is to provide students with a global perspective on the richness and diversity of art produced by the cultures studied. It also considers the impact of colonization and globalization on the treatment of artworks from non-western cultures and the development of new art forms.

This course is a general survey of artworks of “western” cultures from prehistory to the present. “Western” typically designates art produced in Europe or the Americas in the European tradition, but the term can be imprecise and problematic at times. We will explore why. This course provides an overview of both typical and exceptional artworks from the western tradition; artworks range from tiny to colossal, relatively ephemeral to permanent, crude-looking to meticulously crafted, and banal to sacred. We will typically discuss artworks in roughly chronological order. Ultimately students will learn the range of artworks produced by each culture, how those artworks were made, why they looked the way they did, and what functions they served. They will also develop the skills to analyze, discuss, and write about the visual arts.

This course is designed for biology majors and replaces traditional introductory biology courses. The overarching goal is to introduce students to collegiate biology by teaching them how to carry out scientific research. Across all sections of this course, students will pose scientific questions, design and critique experiments, run those experiments, evaluate experimental outcomes, and communicate those outcomes. Within this framework of investigative inquiry, students will learn introductory content that will not only be meaningful for the current course, but will allow for a smoother transition to their sophomore year. Content areas include ecology, genetics, evolution, biodiversity, reproduction, development, and cellular/molecular mechanisms.
Course fluidly transitions between lecture and lab with an equivalency to 3 lecture hours and 3 laboratory hours per week.  No P/F.
Pre or corequisite(s): CHEM 1110 Chemical Principles I ; or prerequisite of CHEM 1100 Prep Chemistry.
(Multiple sections normally offered each semester.)

Students in this composition course will develop their skills in academic writing as they learn about topics drawn from the study of language, such as the history of language, language and gender, linguistic diversity and language policies in government and education.
(Normally offered every fall and spring semester.)

Students in this composition course will develop their skill in academic writing as they respond to and analyze literature.

Students in this composition course will develop their skill in academic writing as they explore the relationship between academic discourse and the evolution of identity.

A survey of United States history beginning with precontact cultures, examining the varied colonial and native cultures, and tracing the political, economic, social, and cultural development of the United States, and concluding with Reconstruction. No P/F.
(Normally offered each fall semester.)

Effective Fall 2018 this course counts toward the Innovation thread. Students who took the course previously may count the course toward the Democracy thread.

A survey of United States history beginning with post-Civil War Reconstruction period, tracing economic, social and cultural development to the present, emphasizing the emergence of a dominantly urban-industrial society, multiple civil rights movements, the expanded role of government in the lives of individuals, and the increasing involvement of the United States in the world. No P/F.
(Normally offered each spring semester.)

This course provides a survey of issues at the interface of science and religion. These include questions of knowledge, belief, and truth about the beginnings of the cosmos, the origins of human beings, and the roles of science and religion in society. This course can be used to satisfy the core requirement for the Sciene and Religion Thread. Credit may not be earned for more than one of the Science and Religion Seminar courses of IDS 1050FYW, IDS 1060, or IDS 1070.

Students in this composition course will develop their skills in academic and professional writing as they examine the ways that writing, in various forms and mediums, can impact and change the beliefs, perceptions, histories, and/or actions of a culture.

This course serves as the first step in the Identity thread of the Integrative Core. In the course we will explore fundamental premises about human identity within different world cultures, and study ways in which the development of modernity has challenged and remolded those views. We will use the lens of identity to explore a number of issues that are at the forefront of modern life. The ultimate aim of the course is to present major questions that the study of identity poses, and explore a variety of approaches to investigating these questions, using writing as a primary tool for this investigation. The course will develop student writing skills, and prepare students for other courses they will take within the thread.The course will prepare students for other courses they will take within the thread. Credit may not be earned for more than one of the "Identity" courses of IDS 1200, IDS 1200FYW, or IDS 1210.

This course examines a variety of philosophies and practices types of philosophical writing. As part of the Archway Curriculum Chaos thread, this course asks about what is or was radical and transformative in the history of philosophy, and engages with what is - or could be - radical and transformative by today's standards.
(Normally offered each fall semester.)

This course teaches and applies some of the elements of critical thinking and formal writing to an inquiry and analysis of "power," including its different definitions and manifestations in 21st century life.
(Normally offered every two years.)

This course introduces students to government and politics in the United States. Drawing upon historical documents, political science research, and contemporary examples, this course examines the context, processes, institutions, and outcomes of the U.S. political system. Through the development of social science, critical analysis, and effective writing skills, students will be introduced to concepts and theories central to studying political science and understanding the contemporary political environment and politics in the United States.

The Introduction to Psychological Science course will engage students in a learner-centered approach to the science of behavior and mental processes by synthesizing these areas of psychology: Scientific Inquiry, Biopsychology, Development, and Learning, Sociocultural Context, Individual Variations, and Applications of Psychological Science.
(Normally offered every fall and spring semester.)

This is a fundamental course in the systematic analysis of dramatic texts.  It is designed to equip theatre arts majors and minors with the textual expertise and vocabulary needed for academic discussion and artistic collaboration. Students will read and research a series of scripts in order to investigate the process in which a play develops from page to performance. Emphasis will also be given to how directors, designers, performers, and spectators individually and collaboratively engage with and utilize a dramatic text during each phase of the pre-rehearsal, rehearsal, and performance process. The content and meeting times of THTRE-1020FYW and THTRE 1030 are the same and students may not receive credit for both courses.
(Normally offered each fall semester.)

Playwriting 1 is a course introducing students to the principles of dramatic construction and formal devices of playwriting. Students will write individually and collaboratively in large groups, small groups, and pairs. Emphasis is given to creative writing exercises exploring monologue, dialogue, character in text, language as action, scene structure, exposition, and conflict. Students will have the opportunity to share writing in class and receive feedback in a supportive workshop environment. Students will critically reflect on what they've written and assemble a portfolio of their writing.
Students may not receive credit for both THTRE 1810FYW Playwriting I and THTRE 2810 Playwriting I.
(Normally offered each spring semester.)

A continuation of Stage 1: Personal Perspectives, Stage 2: Personal Connections expands on the basic concepts of Mandarin Chinese language and culture, thus providing the necessary knowledge and skills for students to interact in Mandarin Chinese about familiar topics. No P/F.
Prerequisite(s): MCHIN 1010 Chinese Stage 1: Personal Perspectives.

A continuation of Stage 1: Personal Perspectives, Stage 2: Personal Connections expands on the basic concepts of French language and culture, thus providing the necessary knowledge and skills for students to interact in French about familiar topics. No P/F.
Prerequisite(s): MFREN 1010 French Stage 1: Personal Perspectives or appropriate placement.

(Normally offered each spring semester.)

A continuation of Stage 1: Personal Perspectives, Stage 2: Personal Connections expands on the basic concepts of German language and culture, thus providing the necessary knowledge and skills for students to interact in German about familiar topics. No P/F.
Prerequisite(s): MGRMN 1010 German Stage 1: Personal Perspectives or equivalent.

(Normally offered each spring semester.)

A continuation of Stage 1: Personal Perspectives, Stage 2: Personal Connections expands on the basic concepts of Japanese language and culture, thus providing the necessary knowledge and skills for students to interact in Japanese about familiar topics. No P/F.
Prerequisite(s): MJPAN 1010 Japanese Stage 1: Personal Perspectives.

(Normally offered each spring semester.)

A continuation of Stage 1: Personal Perspectives, Stage 2: Personal Connections expands on the basic concepts of Spanish language and culture, thus providing the necessary knowledge and skills for students to interact in Spanish about familiar topics. No P/F.
Prerequisite(s): MSPAN 1010 Spanish Stage 1: Personal Perspectives or appropriate placement.

(Normally offered each semester.)

Stage 3: Cultural Perspectives invites students to explore cultural perspectives of French-speaking countries and their own as they review and develop their listening, speaking, reading, and writing skills and intercultural competence, thereby enhancing their ability to interact in French with more confidence on familiar topics.
Prerequisite(s): MFREN 1020 French Stage 2: Personal Connections or appropriate placement.

(Normally offered each fall semester.)

Stage 4: Global Connections invites students to enhance their intercultural and linguistic competence by exploring cultural, geographical, historical, and social perspectives of French-speaking countries as they develop their listening, speaking, reading, and writing skills and intercultural competence, thereby allowing them to engage and interact more effectively with native speakers of French.
Prerequisite(s): MFREN 2010 French Stage 3: Cultural Perspectives or appropriate placement.

(Normally offered each spring semester.)

Intermediate-level language course invites students to explore cultural perspectives of French-speaking countries and their own as they review and develop their listening, speaking, reading, and writing skills and intercultural competence through task-based learning, thereby enhancing their ability to interact in French with more confidence on familiar topics. This is a non-sequential, intermediate-level course that may be taken before or after MFREN 2040.

Prerequisite(s): MFREN 1020 French Stage 2: Personal Connections or appropriate placement.

(Normally offered fall semester.)

Intermediate-level language course invites students to enhance their intercultural and linguistic competence by exploring cultural, geographical, historical, and social perspectives of French-speaking countries as they develop their listening, speaking, reading, and writing skills and intercultural competence through task-based learning, thereby allowing them to engage and interact more effectively with speakers of French. This is a non-sequential, intermediate-level course that may be taken before or after MFREN 2030.

Prerequisite(s): MFREN 1020 French Stage 2: Personal Connections or appropriate placement.

Normally offered each Spring semester.

Guided writing course designed to further develop students' ability to communicate more effectively in French. Students will enhance their vocabulary, review challenging structures and learn to self-edit to avoid common errors as they write formal and informal messages and letters, instructions, autobiographical statements, journal entries and comments, current events reports, reactions, descriptions and summaries.

Prerequisites: MFREN 2010 French Stage 3: Cultural Perspectives, MFREN 2020 French Stage 4: Global Connections, MFREN 2030 Perspectives in Language and Culture, or MFREN 2040 Connections in Language and Culture.

Dual-level course designed to provide continued practice in speaking French and further develop oral proficiency and intercultural competence. Topics will vary each semester. Class will be conducted in French and is designed for advanced-level language students and heritage speakers. This course may be repeated.

Pr-requisite(s): MFREN 2010, MFREN 2020 French Stage 4: Global Connections, MFREN 2030 Perspectives in Language and Culture, or MFREN 2040 Connections in Language and Culture.

Stage 3: Cultural Perspectives invites students to explore cultural perspectives of German-speaking countries and their own as they review and develop their listening, speaking, reading, and writing skills and intercultural competence, thereby enhancing their ability to interact in German with more confidence on familiar topics.
Prerequisite(s): MGRMN 1020 German Stage 2: Personal Connections or appropriate placement.

(Normally offered each fall semester.)

Stage 4: Global Connections invites students to enhance their intercultural and linguistic competence by exploring cultural, geographical, historical, and social perspectives of German-speaking countries as they develop their listening, speaking, reading, and writing skills and intercultural competence, thereby allowing them to engage and interact more effectively with native speakers of German.
Prerequisite(s): MGRMN 2010 German Stage 3: Cultural Perspectives or appropriate placement.

(Normally offered each spring semester.)

Intermediate-level language course invites students to explore cultural perspectives of German-speaking countries and their own as they review and develop their listening, speaking, reading, and writing skills and intercultural competence through task-based learning, thereby enhancing their ability to interact in German with more confidence on familiar topics. This is a non-sequential, intermediate-level course that may be taken before or after MGRMN 2040.

Prerequisite(s): MGRMN 1020 German Stage 2: Personal Connections or appropriate placement.

Normally offered Fall semester.

Intermediate-level language course invites students to enhance their intercultural and linguistic competence by exploring cultural, geographical, historical, and social perspectives of German-speaking countries as they develop their listening, speaking, reading, and writing skills and intercultural competence through task-based learning, thereby allowing them to engage and interact more effectively with speakers of German. This is a non-sequential, intermediate-level course that may be taken before or after MGRMN 2030.

Prerequisite(s): MGRMN 1020 German Stage 2: Personal Connections or appropriate placement.

Normally offered each Spring semester.

Guided writing course designed to further develop students' ability to communicate more effectively in German. Students will enhance their vocabulary, review challenging structures and learn to self-edit to avoid common errors as they write formal and informal messages and letters, instructions, autobiographical statements, journal entries and comments, current events reports, reactions, descriptions and summaries.

Prerequisites: MGRMN 2020 German Stage 4: Global Connections, MGRMN 2030 Perspectives in Language and Culture, or MGRMN 2040 Connections in Language and Culture.

Dual-level course designed to provide continued practice in speaking German and further develop oral proficiency and intercultural competence. Topics will vary each semester. Class will be conducted in German and is designed for advanced-level language students and heritage speakers. This course may be repeated.

Prerequisite(s): MGRMN 2020 German Stage 4: Global Connections, MGRMN 2030 Perspectives in Language and Culture, or MGRMN 2040 Connections in Language and Culture.

Stage 3: Cultural Perspectives invites students to explore cultural perspectives of Japan and their own as they review and develop their listening, speaking, reading, and writing skills and intercultural competence, thereby enhancing their ability to interact in Japanese with more confidence on familiar topics.
Prerequisite(s): MJPAN 1020 Japanese Stage 2: Personal Connections.

(Normally offered each fall semester.)

Stage 4: Global Connections invites students to enhance their intercultural and linguistic competence by exploring cultural, geographical, historical, and social perspectives of Japan as they develop their listening, speaking, reading, and writing skills and intercultural competence, thereby allowing them to engage and interact more effectively with native speakers of Japanese.
Prerequisite(s): MJPAN 2010 Japanese Stage 3: Cultural Perspectives.

(Normally offered each spring semester.)

Intermediate-level language course invites students to explore cultural perspectives of Japan and their own as they review and develop their listening, speaking, reading, and writing skills and intercultural competence through task-based learning, thereby enhancing their ability to interact in Japanese with more confidence on familiar topics. This is a non-sequential, intermediate-level course that may be taken before or after MJPAN 2040. The scope and number of credits determined by the Department. This course may be repeated.
Prerequisite(s): MJPAN 1020 Japanese Stage 2: Personal Connections or appropriate placement.

(Normally offered fall semester.)

Intermediate-level language course invites students to enhance their intercultural and linguistic competence by exploring cultural, geographical, historical, and social perspectives of Japan as they develop their listening, speaking, reading, and writing skills and intercultural competence through task-based learning, thereby allowing them to engage and interact more effectively with speakers of Japanese. This is a non-sequential, intermediate-level course that may be taken before or after MJPAN 2030. The scope and number of credits determined by the Department. This course may be repeated.
Prerequisite(s): MJPAN 1020 Japanese Stage 2: Personal Connections or appropriate placement.

(Normally offered each spring semester.)

Stage 3: Cultural Perspectives invites students to explore cultural perspectives of Spanish-speaking countries and their own as they review and develop their listening, speaking, reading, and writing skills and intercultural competence, thereby enhancing their ability to interact in Spanish with more confidence on familiar topics.
Prerequisite(s): MSPAN 1020 Spanish Stage 2: Personal Connections or appropriate placement.

(Normally offered each semester.)

Stage 4: Global Connections invites students to enhance their intercultural and linguistic competence by exploring cultural, geographical, historical, and social perspectives of Spanish-speaking countries as they develop their listening, speaking, reading, and writing skills and intercultural competence, thereby allowing them to engage and interact more effectively with native speakers of Spanish.
Prerequisite(s): MSPAN 2010 Spanish Stage 3: Cultural Perspectives or appropriate placement.

(Normally offered each semester.)

Intermediate-level Spanish course teaches the use of the Spanish language in health, wellness, and healthcare settings, focusing on building vocabulary and intercultural competence.
Prerequisite(s): MSPAN 2010 Spanish Stage 3: Cultural Perspectives or equivalent or instructor permission.

An introduction to computational problem-solving using a programming language. Students learn the syntax and semantics of a language and apply these to the solution of mathematical problems. Students review mathematical concepts and use them as the basis of algorithmic solution during a hands-on lab. The course is recommended for all who wish to explore computer science.
Prerequisite(s): Math ACT score of at least 21 or permission of the instructor.
(Normally offered each fall semester.)

An introduction to computational problem-solving using Python. Hands-on labs are used to motivate basic programming concepts, including basic data types and structures, functions, conditionals, and loops. Additional topics may include building and scraping HTML webpages. The course is recommended for all who wish to explore data science and/or computer science.

Prerequisite(s): Math ACT score of at least 21 or permission of instructor.

A study of managing, manipulating, and summarizing data using Excel and SQL. Topics in Excel include, but are not limited to: functions, filters, charts and visualizations, pivot tables, and macros. Topics in SQL include, but are not limited to: queries, joins, and basic database management.

An investigation of the application of mathematical reasoning and problem solving. Topics may include networks, linear programming, data sampling and analysis, voting systems, game theory, measurement analysis, and coding.
(Normally offered each fall semester.)

A study of various aspects of mathematics pertinent to a democracy including voting methods, logic of argumentation, statistics in the media, and financial mathematics.
(Normally offered each spring semester.)

A study of functions from algebraic, graphical, numerical and modeling perspectives. The functions are chosen from among linear, polynomial, rational, exponential and logarithmic.
Prerequisite(s): Math ACT score of at least 21.
(Normally offered each semester.)

An introduction to statistics concepts with an emphasis on applications. Topics include descriptive statistics, discrete and continuous probability distributions, the central limit theorem, confidence intervals, hypothesis testing, and linear regression.
(Normally offered each fall semester.)

A study of elementary functions, their graphs, and applications, including polynomial, rational, algebraic, exponential, logarithmic, and trigonometric functions.
Prerequisite(s): Math ACT score of at least 24 or grade of "C" or better in MATH 1100 College Algebra.

A survey of specialized mathematical techniques used to solve contemporary problems in business, economics and the social sciences. Topics may include linear regression, mathematical finance, systems of equations, matrix algebra, linear programming, enumeration, probability, and statistics.
Prerequisite(s): Math ACT of at least 24 or a grade of "C "or better in MATH 1100 College Algebra.
(Normally offered each semester.)

A calculus course for non-mathematics majors. Topics include limits, continuity, differentiation, and integration with emphasis on relevant applications.
Prerequisite(s): Math ACT score of at least 24 or grade of "C" or better in MATH 1100 College Algebra.
(Normally offered once a year.)

An introduction to calculus of a single variable. Topics include limits, continuity, differentiation, and beginning integration with applications. Assignments are given that help build proficiency in the use of a computer algebra system.
Prerequisite(s): Math ACT score of at least 27, or a grade of "C" or better in MATH 1470 Trigonometry or MATH 1400 Pre-Calculus, or permission of the instructor.
(Normally offered each semester.)

A continuation of MATH 1600 Calculus I. Topics studied include integration techniques and applications, differential equations, numerical approximations, sequences and series, and vectors. Assignments are given that help build proficiency in the use of a computer algebra system.
Prerequisite(s): Permission of the department chair or grade of "C" or better in MATH 1600 Calculus I.
(Normally offered each semester.)

A course on the essential techniques of mathematical proof, such as case analysis, contradiction, and induction. Proofs will be written in the context of mathematical foundations (logic, sets, functions, etc.). Emphasis will be placed on developing the ability to write clear and precise arguments, which is useful for students in any major.

Prerequisite(s): Grade of "C" or better in MATH 1600 Calculus I or permission of the instructor.

(Normally offered each spring semester.)

An introduction to multivariable calculus. Topics include vector-valued functions, functions of several variables, partial derivatives, multiple integrals, and analysis. Assignments are given that help build proficiency in the use of a computer algebra system.
Prerequisite(s): Permission of department chair or grade of "C" or better in MATH 1610 Calculus II.
(Normally offered each fall semester.)

Logic offers the study and application of the four integrated systems of formal logic: categorical, propositional, symbolic, and predicate logic. Study of these systems provides in-depth analysis of deductive reasoning and arguments. You will learn how to quantify ordinary language statements, analyze their component logical functions, evaluate and construct deductive arguments, classify premises and conclusions, test for truth value, prove the validity of arguments, test and provide for missing premises, and apply the skills and methods of formal logic to complex arguments.

This course introduces students to the statistical techniques commonly used to answer questions concerning the political world. This course teaches students how to construct and describe data, examine relationships between variables, and build and evaluate statistical models. In addition, students will learn to apply these statistical techniques to draw conclusions about the political world and make policy decisions. Throughout the semester, students will be introduced to the datasets, software, and techniques most commonly employed in the quantitative analysis of politics and policy.

(Normally offered each spring semester.)

In this course students are introduced to descriptive and inferential statistics and their applications to sociological research. Statistical procedures include central tendency measures, variability, t-test, one-way ANOVA, correlation, regression, and chi square. The course also includes specific training in using SPSS for analysis.
Prerequisite(s): SOC 1110 Introduction to Sociology.
(Normally offered each spring semester.)

Designed for non-science majors, this general education course will examine the principles of biology within the context of the human experience and covers cell biology, physiology, genetics, evolution, ecology, and the interaction of humankind and the environment. Course content will be offered in a variety of formats including but not limited to: lectures in person or online; laboratory experience; group activities and discussion-based activities. Does not count toward a biology major.

(Normally offered at least once per academic year.)

An introductory study of the structure, physiology, and pathogenicity of microorganisms, with an emphasis on bacteria and viruses that cause infectious diseases in humans. Does not count toward a biology major.
Three lectures per week.
One 3-hour lab per week.

Prerequisite(s): CHEM 1110 Chemical Principles I .
Pre or corequisite(s): BIO 1080L Microbiology Laboratory.
(Normally offered each spring semester.)

Laboratory experiments associated with BIO 1080 Microbiology.

Corerequiste(s): BIO 1080 Microbiology.

An introduction to environmental science and scientific methodology using the environment as the system of study. The goals are to help the student develop a better understanding of the environment, gain insight into human-caused problems found in nature, explore the relationships of humanity with the environment, and provide practical experience in performing scientific measurements and experiments.
Three lectures per week.
One 3-hour lab per week.
Does not count toward a biology major.

A study of fundamental principles of chemistry including structures of atoms and molecules, periodicity, stoichiometry, reactions, solutions, gases, and thermochemistry.
Three classes per week.
(Normally offered each fall semester.)

Laboratory supporting CHEM 1110 Chemical Principles I .
One three-hour lab per week.
Pre or corequisite(s): CHEM 1110 Chemical Principles I .
(Normally offered each fall semester.)

A survey of geology and geophysics. Topics include characteristics of minerals and rocks, plate tectonics, Earth's interior, Earth history and time scales, surface processes, and ocean processes.
Three lectures per week.
One laboratory per week.
Prerequisite(s): One year of high school algebra or permission of instructor.
(Normally offered alternate fall semesters.)

A course covering some of the most critical problems facing the world today - those relating to the production, distribution, and use of energy. The basic concepts of heat, work, electricity and energy as they apply to energy use around the world will be studied. The major source of energy, their value and importance, the historical and future demand for energy and the specific environmental problems and benefits encountered will be identified.
Three lectures and one laboratory per week.
Prerequisite(s): One year of high school algebra or permission of instructor.
(Normally offered alternate fall semesters.)

An introductory course on the solar system, stars and galaxies.
Three lectures per week.
One laboratory/observation per week.
Prerequisite(s): One year of high school algebra or permission of instructor.
(Normally offered alternate spring semesters.)

A survey of and explanation of weather and climate phenomena in terms of the physical characteristics and processes of the atmosphere.
Three lectures per week.
One laboratory per week.
Prerequisite(s): One year of high school algebra or permission of instructor.
(Normally offered alternate spring semesters.)

The course includes a study of vibrating systems, waves and wave propagation, resonance, intensity and loudness levels of musical sounds, tone quality, frequency and pitch, interval scales, tuning and temperament.  Room acoustics and the production of musical sounds by various musical instruments will be studied. 
Three lectures per week. One laboratory per week.

The principles of classical mechanics, energy and motion designed for majors in the natural and health sciences. Algebra and trigonometry will be used in descriptions and problems.Three two-hour workshop sessions per week.Students may not receive credit for both PHYS 1600 and PHYS 2000 General Physics I.
Prerequisite(s): A grade of "C" or better in MATH 1470 Trigonometry or MATH 1400 Pre-Calculus or MATH 1600 Calculus I or a MATH ACT score of 27 or permission of the instructor.

(Normally offered each fall semester.)

A continuation of PHYS 1600 with emphasis on waves, sound, electricity, magnetism, and electronics.
Three two-hour workshop sessions per week.
Students may not receive credit for both PHYS 1700 and PHYS 2100 General Physics II.
Prerequisite(s): PHYS 1600 Principles of Physics I.
(Normally offered each spring semester.)

An introduction to classical mechanics, energy and motion designed for majors in physics, mathematics, and closely related sciences. Elements of calculus will be used in descriptions and problems.
Three two-hour workshop sessions per week.
Students may not receive credit for both PHYS 1600 Principles of Physics I and PHYS 2000.
Pre or Corequisite(s): MATH 1500 Calculus for Management, Biological, and Social Sciences or MATH 1600 Calculus I or permission of the instructor.
(Normally offered each fall semester.)

A continuation of PHYS 2000 with emphasis on waves, sound, electricity, magnetism, and electronics.
Three two-hour workshop sessions per week.
Students may not receive credit for both PHYS 1700 Principles of Physics II and PHYS 2100.
Prerequisite(s): PHYS 2000 General Physics I.
(Normally offered each spring semester.)

An introduction to radiation protection, also known as health physics, with emphasis on the practical aspects of radiation detection, protection, and regulation. Topics include the basic interaction of radiation with the human body, its beneficial and harmful biological effects, how to quantify radiation dose, and the use of radiation protection regulations to prevent harm to humans. Laboratory experience includes hands-on exercises in spectroscopy, dosimetry, and environmental monitoring of radiation. This course is particularly useful for those who will work with radiation in medical, radiology, energy production, or research settings.
Three lectures per week.
One laboratory per week.
Prerequisite(s): PHYS 1700 Principles of Physics II or PHYS 2100 General Physics II or permission of the instructor.
(Normally offered alternate spring semesters.)

An examination of the macroeconomic theories, problems, and policies of the U.S. economy. Topics include supply and demand, a description of the main sectors of the economy, and the role of government in stabilizing the economy with monetary and fiscal policies.
(Normally offered each semester.)

An examination of the microeconomic theories, problems, and policies of the U.S. economy. Topics include the theory of the firm, market structures, and current economic issues such as income distribution, antitrust policy, poverty, the farm problem, and international trade.
Prerequisite(s): ECON 1530 Macroeconomic Principles strongly recommended.
(Normally offered each semester.)

This course introduces students to government and politics in the United States. Drawing upon historical documents, political science research, and contemporary examples, this course examines the context, processes, institutions, and outcomes of the U.S. political system. Through the development of social science and critical analysis skills, students will be introduced to concepts and theories central to studying political science and understanding the contemporary political environment.

This course provides an introduction to the concepts, theories and methods of international politics. It highlights the similarities and differences between political systems, as well the nature of relations between these political systems. By examining political violence, democratization, security, trade, and development, this class will equip students to analyze current problems and experiences.

Theories and research exploring how gender is constructed in United States culture are introduced in this course. Topics include the construction and propagation of gender roles, differences between men and women in various domains, gender identity, sexuality, romantic relationships, and roles within work and family. 
Cross listed with GEND 2650.
Prerequisite(s): Sophomore standing.
(Normally offered each spring semester.) 

This course is an introduction to using the sociological perspective as a method of social inquiry. Students explore such basic concepts as culture, socialization, social structure, social interaction, and social change. They study and apply the theories and research methodologies used to investigate human social interaction. These concepts are applied to social topics such as race, class, gender, family, crime, population, environment, and others.
(Normally offered each semester.)

This course will support creative projects through the introduction of the digital technologies necessary to construct them. Each student will receive a membership to the makerspace in Lincoln, Nebraska Innovation Studio (NIS), for the duration of the semester; classes regularly meet at that location (2021 Transformation Drive, Suite 1500). At NIS, students will have access to 3D printers, laser cutters, vinyl cutters, CNC router machines, industrial sewing machines, a long arm quilter, as well as wood and metal shops. Students will be introduced to the basics of Adobe Illustrator and 3D modeling software in order to communicate with the technology. Experimentation, collaboration, community dialogue, resource and skill sharing are central components of the course.

A studio art investigation of the basic principles and techniques of oil painting. Students will become familiar with various tools and surfaces and will be introduced to the technical processes of painting such as color mixing, direct painting, underpainting, scumbling, blending paint, glazing, and varnishing. The study of painting in contemporary art and art history will inform and give context to each project. Attending and/or participating in local art exhibitions and artist lectures is required. Various levels (1-4) of this studio art medium may meet together. The course requirements of each level are different.

This studio art course provides an introduction to digital concepts and techniques for creative media production + problem solving + presentation. Throughout the semester we will explore the possibilities for multifaceted, interdisciplinary, and complex forms of artistic practice. As participants in this journey we will aim to understand how we, as cultural producers, engage with media production + consumption, our relationship with digital platforms, and we will consider how digital tools have changed our experience of the world and how we can use these tools to create and comment on our experiences. Through technical demos you will be introduced to the software and techniques of digital processes for artists - including digital imaging, motion graphics, digital spaces, and editing for video and audio. While you will acquire skills that can be applied to the presentation and production of traditional art and graphic design, emphasis will be placed on digital technology as a distinct art medium, and its implications for creative expression and cultural production.

A studio art investigation into drawing as a tool for thinking, observing and questioning. Students will become familiar with fundamental techniques and concepts such as line, value, form and perspective. A variety of dry media and surfaces will be used. Formal and in-progress critiques will be held throughout the semester. Attending and/or participating in local art exhibitions and artist lectures is required. Various levels (1-4) of this studio art medium may meet together. The course requirements of each level are different.

Introduction to the techniques of printmaking; relief print, serigraph, intaglio, and lithography. Emphasis on the study of the print as a multiple original with introductory edition printing. Focus on basic design concepts with introductory historical investigation related to printmaking. Various levels (1-4) of this studio art medium may meet together. The course requirements of each level are different.

This course explores digital photography as a tool and resource with a wide range of expressive and creative interests. digital processes such as image capturing, editing, and printing will be the main focus of this course. we will also address issues pertaining to the circulation and distribution of digital imagery in contemporary culture. In the development of this course, you will be able to use DSLR cameras, point-and-shoot cameras, and camera phones.

This course provides a basic foundation and understanding of clay - its nature, attributes, possibilities, and limitations. Students will be introduced to basic throwing and hand-building techniques in clay, including pinching, coiling, and slab construction, as well as surface ornamentation and firing. Beyond the technical, students are expected to work to develop conceptual problem solving within the context of the contemporary ceramic field. Various levels (1-4) of this studio art medium may meet together. The course requirements of each level are different.

No Pass/Fail.

This course is an introduction to the basic language of sculpture, spatial concepts and technical processes as they relate to sculptural practices. Students will investigate three-dimensional design principles, sculptural strategies, and themes employed throughout history and contemporary object making. A broad range of processes and versatile materials are explored including tools and equipment used in metal and wood fabrication, plaster mold making, and additive and subtractive construction methods. In addition, students will gain knowledge and observe professional standards of shop conduct and safety. Various levels (1-4) of this studio art medium may meet together. The course requirements of each level are different.

This course introduces students to basic tools and construction techniques in metalsmithing for use in jewelry/small sculpture fabrication. Although other materials may be introduced into a design, nickel, copper, and brass will be the primary media. Beyond the technical, students are expected to work to develop beginning conceptual problem solving within the context of the contemporary metalsmithing/jewelry field.

This course expands upon the fundamental concepts, strategies, and technologies that comprise expanded media [exm] within the art department: digital image, publications, video, and installation. emphasis is placed on forming ideas and strategies, and creating artwork that considers the core connections within exm: time, space, the body, the viewer, and society at large. computer-based technologies and time-based media that are inherent to an expanded practice will support studio projects.

Prerequisite(s): ART 1200 Introduction to Digital Media

This course provides an introduction to the basic tools, techniques, and presentation of darkroom photography as an art medium. Throughout the semester, we will focus on the technical craft of using the camera, creating silver gelatin prints, and interpreting photographs. We will engage in the discussion and development of a vocabulary related to subject matter, form, and content of the photographic image through the study of historical and contemporary concerns related to the photographic image.
Prerequisite(s): ART 1500 Introduction to Photography.

An introduction to the writing of fiction with an emphasis upon a variety of forms, techniques, and narrative voices. Discussion of student writing will take place in a workshop setting.
Prerequisite(s): First Year Writing or permission of the instructor.
(Normally offered every spring semester.)

An introduction to the writing of poetry with an emphasis upon a variety of forms and techniques. Discussion of student writing will take place in a workshop setting.
Prerequisite(s): First Year Writing or permission of the instructor.
(Normally offered every fall semester.)

Each course in the Studies in Writing group focuses on the writing process and its product as applied to a particular genre (risk fiction, scriptwriting, hybrid genes, creative nonfiction, biography, and memoir) or concept (writing the body), which will vary from semester to semester. The course is conducted as a workshop in which students read their own compositions to the class and respond to the compositions of their classmates.

Prerequisite(s): ENG 1030FYW Writing and the Creative Arts, ENG 2170 Introduction to Fiction Writing, or ENG 2190 Introduction to Poetry Writing, or instructor permission.

Each course in the Studies in Writing group focuses on the writing process and its product as applied to a particular genre (risk fiction, scriptwriting, hybrid genes, creative nonfiction, biography, and memoir) or concept (writing the body), which will vary from semester to semester. The course is conducted as a workshop in which students read their own compositions to the class and respond to the compositions of their classmates.

Prerequisite(s): ENG 1030FYW Writing and the Creative Arts, ENG 2170 Introduction to Fiction Writing, or ENG 2190 Introduction to Poetry Writing, or instructor permission.

See ENG 3030 Studies in Writing: Writing the Body.

Each course in the Studies in Writing group focuses on the writing process and its product as applied to a particular genre (risk fiction, scriptwriting, hybrid genres, creative nonfiction, biography and memoir) or concept (writing the body), which will vary from semester to semester. The course is conducted as a workshop in which students read their own compositions to the class and respond to the compositions of their classmates. Prerequisite(s): ENG 1030FYW Writing and the Creative Arts, ENG 2170 Introduction to Fiction Writing, or ENG 2190 Introduction to Poetry Writing, or instructor permission.

Each course in the Studies in Writing group focuses on the writing process and its product as applied to a particular genre (risk fiction, scriptwriting, hybrid genres, creative nonfiction, biography and memoir) or concept (writing the body), which will vary from semester to semester. The course is conducted as a workshop in which students read their own compositions to the class and respond to the compositions of their classmates. Prerequisite(s): ENG 1030FYW Writing and the Creative Arts, ENG 2170 Introduction to Fiction Writing, or ENG 2190 Introduction to Poetry Writing, or instructor permission.

Each course in the Studies in Writing group focuses on the writing process and its product as applied to a particular genre (risk fiction, scriptwriting, hybrid genres, creative nonfiction, biography and memoir) or concept (writing the body), which will vary from semester to semester. The course is conducted as a workshop in which students read their own compositions to the class and respond to the compositions of their classmates. Prerequisite(s): ENG 1030FYW Writing and the Creative Arts, ENG 2170 Introduction to Fiction Writing, or ENG 2190 Introduction to Poetry Writing, or instructor permission.

Each course in the Studies in Writing group focuses on the writing process and its product as applied to a particular genre (risk fiction, scriptwriting, hybrid genres, creative nonfiction, biography and memoir) or concept (writing the body), which will vary from semester to semester. The course is conducted as a workshop in which students read their own compositions to the class and respond to the compositions of their classmates. Prerequisite(s): ENG 1030FYW Writing and the Creative Arts, ENG 2170 Introduction to Fiction Writing, or ENG 2190 Introduction to Poetry Writing, or instructor permission.

An advanced course in the writing of fiction within a continued emphasis on a variety of
forms, techniques, and narrative voices. In particular, this course will focus on the creation of voice in writing via discussions of identity and authorial perspective.  Discussion of student writing will take place in a workshop setting.

Prerequisite(s): ENG 1030FYW Writing and the Creative Arts or ENG 2170 Introduction to Fiction Writing.

(Normally offered each fall semester.)

An advanced course in the writing of poetry with a continued emphasis on a variety of forms and techniques. Discussion of student writing will take place in a workshop setting. Specific topics will vary by semester. Course may be repeated for credit with the permission of the instructor.
Prerequisite(s): ENG 1030FYW Writing and the Creative Arts or ENG 2190 Introduction to Poetry Writing.
(Normally offered each spring semester.)

In this Creative and Performing Arts Elective course that is situated within the Chaos Thread, students will develop skills necessary to learn how to play an instrument or sing, and to create their own arrangements and compositions within small student-led groups. This course is designed for students with little to no formal musical training to learn how to create their own music using informal music learning methods – methods that are not always acknowledged as having merit both in process and in genre, especially within the area of academic music. The teacher will act as a facilitator of space and at times a coach, mentor, or apprentice as appropriate so that students drive the learning and the creating of their own music to the end of performing and/or recording it. The assigned readings, class discussion, and students’ musical creations will focus on the radical differences between the formal music learning practices done in classrooms and the informal music learning practices used by many musicians outside of the formal classroom setting. There are no pre-requisites to take this course. Students will be learning to play instruments and using electronic software; students can use their own instruments and electronics as appropriate to the course projects, but materials will be provided as needed.
(Normally offered each spring semester.)

Course for students with little or no musical background. Students will develop skills necessary to learn how to play in a group drumming ensemble, which will include drum circles, ukuleles, barred mallet instruments, and other auxiliary percussion instruments. The course will focus primarily on African culture; and emphasis may also be given to Caribbean, South American, and other cultures. Through the musical experiences, assigned readings, class discussion, and performances, students will develop a greater appreciation of our global society and a deeper understanding of the diverse nature of their world, which will allow for movement toward social justice. There are no prerequisites to take this course. Materials will be provided as needed.

This Creative and Performing Arts Elective course introduces students to the process of composing music for visula media. Students will view, analyze, and discuss scenes from multiple films and video games in order to identify features of a scene's character. They will then use these characteristics as the basis for creating supportive musical expression in their own composition. Students will be introduced to the process of synchronizing music to picture, develop rudimentary creative and technical skills in editing audio, and explore ways to compose music using digital audio technology. There are no prerequisites to take this course. While formal musical training can be helpful, this course is designed to accommodate students with minimal musical experience. Students will learn to manipulate already formed samples and loops that accompany Digial Audio Workstation (DAW) software, while also learning how to mix these sounds with music they create using Midi instruments and audio files.

This course will focus on training worship leaders and participants in the art of designing and leading contemporary worship services. Emphasis is given to practical aspects such as planning worship servies, administering logistical considerations, and rehearsing musical groups. This course will partner with both Campus Ministries and First United Methodist Church to plan and deliver regular worship experiences. Students enrolling in this course need not have musical training although a basic proficiency on an instrument or voice would be helpful.

Large mixed-voice premiere choral ensemble. Performs concerts at home and on annual tours. No P/F.
Prerequisite(s): Admission by audition.
(Offered each semester with full-year enrollment expectation.)

Large orchestral ensemble made up of strings, winds, and percussion. No P/F.

(Offered each semester with full-year enrollment expectation.)

Large symphonic ensemble made up of winds and percussion. Performs concerts at home and on annual tours.  No P/F.
(Offered each semester with full-year enrollment expectation.)

This course will engage the communal singing of music from diverse composers and cultures.  Students will learn about the historical context and stylistics interpretation of the music they will perform. No P/F.

A variety of chamber ensembles (quartets, quintets, octets, etc.) that perform a variety of chamber music appropriate to the ensemble. No P/F.
Prerequisite(s): Permission of instructor.

Approximately sixteen-voice ensemble that performs songs in a variety of jazz styles in concerts at home and on annual tours. No P/F.
Prerequisite(s): Admission by audition.
(Offered each semester with full year enrollment expectation.)

The Prairie Wolves Pep Band provides musical entertainment at various Nebraska Wesleyan University football and basketball events on campus. The music played in the pep band includes examples from swing, jazz, classic rock and roll, and other appropriate genres. No P/F.

Seventeen-piece big band that performs a variety of jazz styles during concerts at home and on annual tours. No P/F.

Opportunity to study operatic singing style, staging and movement, and various aspects of production, and as an ensemble that performs opera scene selections. No P/F.
(Normally offered each fall semester.)

Ensemble that performs an opera production in its entirety. No P/F.
Prerequisite(s): Admission by audition of permission of the instructor.
(Normally offered each spring semester.)

A mixed, non-auditioned choral ensemble that performs concerts on campus and in the community.
No P/F.
(Offered each semester)

Private instruction in piano. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in piano. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in piano. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in piano. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in organ. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in organ. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in organ. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in organ. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in voice. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in voice. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in voice. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in voice. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in flute. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in flute. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in flute. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in flute. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in oboe. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in oboe. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in oboe. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in oboe. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in clarinet. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in clarinet. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in clarinet. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in clarinet. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in saxophone. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in saxophone. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in saxophone. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in saxophone. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in bassoon. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in bassoon. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in bassoon. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in bassoon. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in french horn. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in french horn. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in french horn. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in french horn. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in trumpet. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in trumpet. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in trumpet. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in trumpet. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in trombone and euphonium. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in trombone and euphonium. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in trombone and euphonium. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in trombone and euphonium. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in tuba. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in tuba. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in tuba. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in tuba. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in percussion. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in percussion. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in percussion. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in percussion. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in guitar. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in guitar. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in guitar. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in guitar. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in violin. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in violin. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in violin. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in violin. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in viola. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in viola. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in viola. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in viola. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in cello. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in cello. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in cello. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in cello. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in string bass. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in string bass. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in string bass. No P/F.
Prerequisite(s): Permission of instructor.

Private instruction in string bass. No P/F.
Prerequisite(s): Permission of instructor.

Class instruction on all woodwind instruments with emphasis on performance and teaching techniques. Students will develop proficiency on three woodwind instruments.

Class instruction on all brass instruments with emphasis on performance and teaching techniques. Students will develop proficiency on three brass instruments.

Class instruction in violin, viola, cello, and bass with emphasis on performance and teaching techniques.

Class instruction in the performance and teaching techniques of percussion instruments.

Class instruction in the performance and teaching techniques of guitar.

Introduction to Musical Theatre investigates musical theatre as a performing arts genre by incorporating historical explorations with listening, viewing, and performance activities in order to gain a greater appreciation for the art form. A history of musical theatre forms the basis for development of course activities. Critical and creative exploration of scenes, songs, styles, and artistic development of musical theatre comprise the course content. Each student develops and participates in individual and group projects presented for the class. This course is recommended for students who have an interest in musical theatre performance and production, as well as students who plan to be music or theatre educators.
(Normally offered spring semester of even years)

This introductory acting course focuses on building physical, vocal, intellectual, and intuitive foundations for actors. Through discovery exercises, students increase their awareness of the fundamentals of contemporary acting and apply these concepts to monologue and scene work.
(Normally offered each fall semester.)

A course introducing students to all technical aspects of theatre production including scenery, properties, lighting, sound, makeup, and costuming. Particular emphasis is placed on practical knowledge of scenery, property construction techniques, and the materials used. Students must participate in a laboratory theatre experience.
(Normally offered each fall and spring semester.)

The introductory course in costuming for the theatre. It presents the uses of fabrics, textures, colors, plastics, and other materials as well as developing the sewing techniques needed for the theatre.
(Normally offered each fall and spring semester.)

An introductory course in film study that is designed to provide students with a critical perspective of the general trends in cinema as well as initiate investigation of how identity is expressed through film and video. Students will become acquainted with the formal qualities of film, general film theory, hands-on video making and will acquire an active vocabulary of film terminology. A central goal is to help students develop a set of criteria for the critical evaluation of both professional and personal films. Throughout the semester, students will learn introductory video making vocabulary, principles and techniques and will make their own videos that communicate definitions, formations, and expressions of identity.
(Normally offered each fall semester.)

U.S. Cinema/U.S. Culture is a Creative and Performing Arts class that investigates the long-standing historical and contemporary ties between the cinema industry in Hollywood and the U.S. Government. By doing so, it provides a historical perspective on the culture of the U.S. through the study of its cinema from Edison's early experiments in the 1890s to the present. The class also asks students to consider what distinguishes U.S. cinema from other national cinemas. Through viewing and discussion of such classic Hollywood films as Birth of a Nation, Citizen Kane, Mr. Smith Goes to Washington, Casablanca, On the Waterfront, Tax Driver, etc. students will consider how the "defining features of a democracy" and "what it means to be a citizen of a democracy" have been represented in cinema. Throughout the semester, students will learn introductory video making vocabulary, principles and techniques and will make their own videos that communicate the principles, ideals, and theories of democracy. Note: There will be weekly viewing assignments outside of class.
(Normally offered each spring semester.)

Playwriting 1 is a course introducing students to the principles of dramatic construction and formal devices of playwriting. Students will write individually and collaboratively in large groups, small groups, and pairs. Emphasis is given to creative writing exercises exploring monologue, dialogue, character in text, language as action, scene structure, exposition, and conflict. Students will have the opportunity to share writing in class and receive feedback in a supportive workshop environment. Students will critically reflect on what they've written and assemble a portfolio of their writing.
Students may not receive credit for both THTRE 1810FYW Playwriting I and THTRE 2810 Playwriting I.
(Normally offered each spring semester.)

This course will examine representations of masculinity, femininity, and androgyny in primarily U.S. film. Students will learn to recognize and evaluate elements of film art. Using variety of film theories, we will analyze Hollywood and independent movie images of men and women for the messages conveyed about gender roles and expectations. The course provides instruction in filmmaking and public speaking.
Cross listed with GEND 3730.
(Normally offered each fall semester.)

See THTRE 3730 Gender and the Art of Film.

This course reviews the origin and development of culture in preliterate human societies. It focuses on the major social institutions of family, economics, political organization, and religion.
(Normally offered each semester.)

Art museums are powerful cultural institutions with complex histories. This course examines the history of museums, practices of collecting, and the interpretation of the past through artworks. The course starts by exploring ancient examples of the urge to collect and display objects, from Babylonian exhibitions of archaeological artifacts and Roman imperial displays of looted artworks in public fora to Medieval treasuries of sacred relics. We will then consider the earliest manifestation of the art museum as we know it today, the Wunderkammern-cabinets of wonders, featuring artworks alongside curious animal, mineral, and vegetal objects. The course will then examine, in depth, the emergence of the "encyclopedic" museum model during the Enlightenment, as well as its problematic roots in colonial enterprises, despoiling archaeological pursuits, and outright looting. Throughout the course, we will critically evaluate the missions of museums as public institutions, their role in defining cultural identities, and the legitimacy of their claims of ownership for artworks acquired in surreptitious circumstances.

An exploration of art and architecture as they developed in antiquity (prehistory to c.300 A.D.), this course will examine developments in Eqypt, Mesopotamia, Greece, and Rome. Prehistoric art in western Europe will be considered as well. Emphasis will be given to the great monuments of each culture and the primary focus will be the interaction between art and its surrounding society. In so doing, politics, religion, science, and aesthetics will be included in classroom discussions.

Prerequisite(s): Completion of the First-Year Writing requirement.

In this course, we will study the paintings, sculptures, architecture, and "minor arts" of the Italian Renaissance (1300-1600). We will focus primarily on the major artistic centers of Rome, Florence, and Venice. We will also consider the role of trade and artists' travels for the transmission of ideas, styles, techniques, and materials across Europe. You will learn to identify major works of art from this era, describe the stylistic characteristics of specific artists and cities, and explain how artworks relate to specific religious, historical, social, and political contexts. We will also trace several key themes: the drive for perfection in art, the resurgence of interest in classical antiquity, the interest in the human body and naturalism, art's religious and civic functions, changing conceptions of what it means to be an artist, and the structures of artistic training, competition, and patronage.

This course emphasizes analysis of social, economic, and political forces as they influence art in diverse media from Manet through WWII.

Prerequisite(s): Sophomore standing or above required.

This course will provide students a direct encounter with the culture of Italy. Specifically, students will study cultural indicators of Florence such as verbal and nonverbal communication, food, transportation, business climate, politics, religious beliefs, and interpersonal relationships. Students live in Florence, read texts, listen/give presentations, view art, attend concerts, experience the culture of Florence through walking, watching, eating, shopping and navigating the city and reflecting on these experiences.
Prerequisite(s): Instructor permission and sophomore standing.
(Normally offered in odd numbered summers.)

A seminar on the problems of developing nations, using primarily Latin American examples to gain insight into the reasons why poverty persists alongside spectacular affluence. Economic justice is a primary focus. Topics will include the role of gender, transnational corporations, foreign aid, and various proposals to promote change and development, using an interdisciplinary approach.
Prerequisite(s): Junior standing a grade of "C-" or better in ECON 1530 Macroeconomic Principles or permission of the instructor.
(Normally offered every other spring semester.)

Each course in the Topics in World Literature group will study a selection of literary works that engage the chosen topic--texts of different genres, from historical eras, and from different cultural traditions. The selected readings will present both abstract principles involved in the topic and its immediate, lived realities.
Cross listed with GEND 2200.
Prerequisite(s): Any First Year Writing course.
(Normally offered every fall and spring semester.)

Each course in the Topics in World Literature group will study a selection of literary works that engage the chosen topic--texts of different genres, from historical eras, and from different cultural traditions. The selected readings will present both abstract principles involved in the topic and its immediate, lived realities.
Prerequisite(s): Any First Year Writing course.

Each course in the Topics in World Literature group will study a selection of literary works that engage the chosen topic--texts of different genres, from historical eras, and from different cultural traditions. The selected readings will present both abstract principles involved in the topic and its immediate, lived realities.
Prerequisite(s): Any First Year Writing course.

A topical course designed to investigate any relevant subject matter not included in any of the standard courses. The title, content, and credit will be determined by current, mutual interests of students and faculty. This course may focus on literature, language theory, or writing.

Fiction and essays by women from various cultures (including the U.S., Europe, Africa, Latin America, and the Caribbean) will be the focus of this course. The multicultural, international reading list will provide students insight into the lives and experiences of women most likely very different from themselves; thus they can appreciate and learn from the differences and make connections across cultures.
Cross listed with GEND 3410.
Prerequisite(s): First Year Writing and sophomore standing.

A course that examines the spatial relationships of such phenomena as population, economic activity, and societal groups.
(Normally offered each spring semester.)

Sport in Society course designed in taking global, issues-oriented approach to the study of the role of sport in society. This course encourages the discussion of current sport-related controversies and helps students develop critical thinking skills. This course also provides an analysis of social patterns of sport as these are shaped and maintained in social contexts. Structures and dynamics of sport can be viewed as an instruction that is closely linked with other institutions such as family, education, gender roles, and racial and socioeconomic patterns.
(Normally offered each spring semester.)

A course designed to develop and expand information about stress, mental health, and major chronic diseases. The course will present causes and warning signs of major chronic diseases and coping strategies for emotional stress.
(Normally offered each spring semester.)

An in-depth study of one time frame across world cultures. The course is designed to introduce students to the uniqueness and interconnectedness of cultures in the global community. Historical dimensions of today's ethical and political concerns will be examined in order to foster responsible world citizenship. Course topics change regularly and may include a global survey of the twentieth century or the history of indigenous nations leading up to the Age of European Exploration. (Normally offered each semester.)

This course will provide an overview of Latin American history from precontact to the present, exploring such themes as cultural diversity, colonization, dispossession, accommodation, resistance, gender and minority issues, environment, independence movements, revolutions, economic determinism, neo-colonialism, and international relations. Utilizing assigned readings, discussions, and some short or long films, students will have the opportunity to identify misconceptions about Latin America, and truly understand its history and current dilemmas. This course is designed also to make the student think critically and analytically, as well as to improve research and writing skills. No P/F.

This course introduces students to major topics in the history of East Asia. Rather than a century-by-century narrative covering prehistory to the present, the course emphasizes the theme of inter-regional relations. Students learn about traditions such as Confucianism and Buddhism that provided a foundation for the development of centralized, Sinicized states in East Asia, as well as the cultural, economic, and political aspects of the tribute system that structured inter-regional relations throughout the pre-modern period. The second half of the semester picks up the theme of inter-regional relations in the modern period by examining the continuing impact of twentieth-century warfare on the Chinese, the Koreans, and the Japanese. Our sources include a combination of secondary scholarship by leading experts on East Asian history as well as primary historical and literary sources. This also counts as an elective for the Modern Language Studies major.

An overview of key themes in early modern and modern Japanese history with an emphasis on the period between the seventeenth and twenty-first centuries. The course concentrates on themes of change and continuity in Japan's political systems, social and economic institutions, and cultural forms. Specific themes include changing notions of samurai identity, the rise of the modern nation-state, imperialism and inter-regional relations, postwar prosperity and Japan's "Lost Decade." Our sources include a combination of secondary scholarship by leading experts on Japanese history as well as primary historical and literary sources. This also counts as an elective for the Modern Language Studies major.

see HIST 4100

Ah, Piracy, where "Every Man has a Vote in Affairs of Moment; has equal title to the fresh Provisions, or strong Liquors, at any Time seized, and use of them at Pleasure, unless a Scarcity make it necessary, for the good of all, to Vote a Retrenchment." While depicted as bloodthirsty, murdering outlaws-the bane of the open seas-pirates had a stronger more equitable system of laws, justice, shared power, multiethnic and multicultural crews (many crews included freed African slaves, Indigenous individuals, north Africans, eastern Mediterranean, captured/converted mariners from all nations in the Red Sea, Indian Ocean, Mediterranean, and Atlantic), and even a voice in determining activities and choose their leaders. Some say they were sea-based Robin Hoods, while others argue they were bloodthirsty devils. Who were these men and women and why did they become pirates? This class will explore the role that pirates, corsairs, buccaneers,and privateers played in the golden ages (more than one) of pirates. Looking at both the Mediterranean and Trans-Atlantic, student will explore the lives and adventures of historical piracy-famous men and women such as Captains Blackbeard, Morgan, Kidd, Ann Bonny, Grace O'Malley, as well as lesser-known men and women whose names we will never know. The class will explore the impact that piracy had on expansion/globalization, international law/commerce, gender (and vice versa), political sovereignty, power/privilege, race/ethnicity (and vice versa), religion-broadly conceived (including conflict), and settler- colonialism, equal title to the fresh Provisions, or strong Liquors, at any Time seized, and use of them at Pleasure, unless a Scarcity make it necessary, for the good of all, to Vote a Retrenchment." While depicted as bloodthirsty, murdering outlaws-the bane of the open seas-pirates had a stronger more equitable system of laws, justice, shared power, multiethnic and multicultural crews (many crews included freed African slaves, Indigenous individuals, north Africans, eastern Mediterranean, aptured/converted mariners from all nations in the Red Sea, Indian Ocean, Mediterranean, and Atlantic), and even a voice in determining activities and choose their leaders. Some say they were sea-based Robin Hoods, while others argue they were bloodthirsty devils. Who were these men and women and why did they become pirates? This class will explore the role that pirates, corsairs, buccaneers, and privateers played in the golden ages (more than one) of pirates. Looking at both the Mediterranean and Trans-Atlantic, student will explore the lives and adventures of historical piracy-famous men and women such as Captains Blackbeard, Morgan, Kidd, Ann Bonny, Grace O'Malley, as well as lesser-known men and women whose names we will never know. The class will explore the impact that piracy had on expansion/globalization, international law/commerce, gender (and vice versa), political sovereignty, power/privilege, race/ethnicity (and vice versa), religion-broadly conceived (including conflict), and settler-colonialism.

Prerequisite(s): HIST 1110 World Civilizations, or permission of instructor.

Designed as a companion to the international film series which includes contemporary films from a range of cultural and linguistic regions, including the US. The series aims to provide a lens into other communities, cultures, identities, relationships, politics and historical events, thereby increasing awareness and insight into the human condition as experienced by others. Students in this course will read, hear, see and discuss contextual background material prior to each film, participate in and facilitate discussions and write informed reflections.

Designed to engage students in meaningful activities while studying abroad, to maintain a connection with students while abroad, and to foster continued development of skills and knowledge during the study abroad period. Students will be introduced to specific strategies in culture and/or language learning in the target culture to help students achieve an experience in the host culture that is meaningful and productive. Students take this course concurrently with their first-semester study-abroad experience.
Corequisite(s): IDS 2700E Study Abroad-Exchange Program, IDS 2700N Study Abroad-Nonexchange, or MLANG 2500 Faculty Led Trip.

(Offered every semester.)

Dual-level course introduces students to media and culture of our neighboring country of Mexico through film, music, television, sports and literature. Students will obtain an understanding and develop the analytical skills necessary to better understand Mexico's rich cultural diversity and complexity. This course uses a multidisciplinary approach to Mexican media and culture- its social, economic, political, religious, and cultural structures and practices. This course is designed for intermediate- to advanced-level language students and heritage and native speakers.
Prerequisite(s): 6 credits MSPAN 3000-level courses.

See MSPAN 3500 Media and Culture of Mexico I.
Prerequisite(s): Instructor permission.

Dual-level course introduces students to media and culture of our neighboring country of Mexico through film, music, television, sports and literature. Students will obtain an understanding and develop the analytical skills necessary to better understand Mexico's rich cultural diversity and complexity. This course uses a multidisciplinary approach to Mexican media and culture- its social, economic, political, religious, and cultural structures and practices. This course is designed for intermediate- to advanced-level language students and heritage and native speakers.
Prerequisite(s): MSPAN 3500 Media and Culture of Mexico I.

See MSPAN 3510 Media and Culture of Mexico II.
Prerequisite(s): MSPAN 4500 Media and Culture of Mexico I.

Dual-level course introduces students to Spanish to English translation and provides continued practice with written and spoken Spanish and development of intercultural competence. This course provides frameworks in translation theory, problems, and techniques, with an emphasis on the practice of translation. This course is designed for intermediate- to advanced-level language students and heritage and native speakers. Class will be conducted in both Spanish and English.
Prerequisite(s): Six credits from MSPAN 3000 or 4000 level courses or instructor permission.

See MSPAN 3600 Introduction to Translation I.
Prerequisites(:) Instructor permission.

Dual-level course continuation of MSPAN 3600 Introduction to Translation I with increased time devoted to the translation workshop. Students will collaborate to produce original translations of complete texts. This course is designed for intermediate- to advanced-level language students and heritage and native speakers. Class will be conducted in both Spanish and English.
Prerequisite(s): MSPAN 3600 Introduction to Translation I or instructor permission.

See MSPAN 3610 Introduction to Translation II.
Prerequisite(s): MSPAN 4600 Introduction to Translation I or permission of the instructor.

Key cultural concepts are used to explore music from selected global case studies. Social, cultural, and historical contexts are examined in relation to musical materials and their application in various traditions and repertoires. The fieldwork project (and experiential learning component) for this class requires some off-campus activities to be arranged by the student.

This course explores health with an emphasis on global issues. Health will be examined using the influence of social, political, economic, cultural, and geographical factors. Students will examine the basic health needs of all people and compare the availability of and types of services in different parts of the world.
Prerequisite(s): IDS 1010 Archway Seminar and sophomore standing.

An exploration of the varieties of contemporary feminist thought. We will examine ideas of convergence among feminist philosophers but also attend to the issues that divide them. Special consideration will be given to race, class, and gender both in terms of the sex/gender distinction and theorists who argue against this distinction. Having established that feminism is not a single, homogeneous system, we will also explore the local, national, and global implications of feminisms for the 21st century.
Cross listed with GEND 3270.

Students will have the opportunity to broaden their perspective of and appreciation for the developmental processes that occur in the early developmental periods of childhood and adolescence. The course will follow bioecological and other systems perspectives with a strong focus on diversity in childhood experiences. Topics will include socialization of children and attitudes about childhood and child-rearing; self and identity processes; family interactions; peer interactions; and educational experiences, all from multiple cultural contexts. Additional attention will be spent on less common childhood circumstances such as living on the street, exposure to war or heavy conflict, and experiences of trauma and violence.

Prerequisite(s): PSYCH 1010/PSYCH 1010FYW Introduction to Psychological Science; PSYCH 2350 Lifespan Development or by permission of instructor.

A scientific study of the way in which thoughts, feelings, and behaviors are influenced by other people and situational factors. Topics include research methodology, conformity, social cognition, attitudes, persuasion, aggression, prejudice, and interpersonal attraction.
Prerequisite(s): PSYCH 1010/PSYCH 1010FYW Introduction to Psychological Science.
Recommended: PSYCH 2100 Psychological Statistics and PSYCH 2110 Research Methods in Psychology
(Normally offered each fall semester.)

Explore the complexities of creating a comprehensive psychology for a global context. Study cultural concepts and controversies, integrate cultural issues into mainstream psychological science, and develop culturally responsive practices. Elaborate a broad definition of culture (that includes ability status, age, ethnicity/race, gender, geographic location, language, migration, national origin, politics, religion, sexual orientation and social class) to examine the intersectionality of diversity through a sociocultural lens. Cultivate a worldview of psychology outside the dominant perspectives of the Global North and promote human dignity and justice.
Prerequisite(s): PSYCH 1010/PSYCH 1010FYW Introduction to Psychological Science.

This course is a study of the cultural settings, lives of founders when appropriate, oral or written traditions and literature, worldviews, myths, rituals, ideals of conduct, and development of some of the world's religions. Religions studied will typically include tribal religions, Hinduism, Jainism, Buddhism, Taoism, Confucianism, Shinto, Zoroastrianism, Judaism, Christianity, Islam, Sikhism, and Bahai. Readings, videos, and websites will help introduce and illustrate not only the cultural settings in which these religions appear, but also the voices and faces of contemporary religious practitioners.
(Normally offered each fall semester.)

This course will examine the roles and views of women in religious traditions. Students will encounter scholarship on gender, religion, and feminist theology in different traditions. The primary focus of this course will be on the religious traditions of Judaism, Christianity, and Islam, although other traditions and contemporary religious movements may be considered.
Cross listed with GEND 2300R.
(Normally offered every year.)

This course explores the formation, differences and conflicts among and between Judaism, Christianity, and Islam through comparative themes.

The course explores the modern construction of religion and religions as a legal, international, historical, and cultural category. We will investigate what definitions and assumptions are at work and who religious tradition is invented, maintained, or changed and for what ends. Classifications interrogated include religious, spiritual and secular, academic and folk. Materials and movements examined include intentionally provocative juxtapositions of ancient, new, tribal, world, localized and international. It is common in contemporary discourse to privilege individual freedom to choose or create a religious identity, therefore, this course will pay special attention to the ways in which spirituality obscures the extent to which individualistic ideology legitimates the creation of self-identity through consumer and lifestyle choices.

Survey of musical theatre history and musical theatre music and dramatic literature 1800 to the present day. As the course is designed primarily for musical theatre majors, primary emphasis will be given to musical theatre history in the United States. Students will consider examples of continental operetta of the 18th C. early 19th C. late 19th C. (including Gilbert & Sullivan), each decade in the 20th C. as well as contemporary developments. Students will also critically analyze the specific elements of musical theatre, articulate differences between musical theatre styles and explore the diverse cultures that created and continue to form the art form. Designed to familiarize students with the tenets and challenges of historical inquiry and question the role art plays in a democracy. THTRE 3680 Musical Theatre History is a required course for the BFA in Musical Theatre.

Prerequisite(s): THTRE 1650 Musical Theatre I 

An integral factor in the study of the history of theatre is the impact that governments, democratic or otherwise, have on the development and sustenance of the arts. World Theatre History I is a Writing-Instructive course that covers early theatre through the Renaissance, so will investigate principles and ideals of Athenian democracy associated with Classical Greece, republican Rome, and the Italian republics of the early Renaissance, as well as more authoritarian forms of rule in early civilizations in India, China, Japan, and Meso-America.  Key questions will include: In what ways are artistic freedoms and practices linked to structures of governance?  How has theatre over time been a force for political change? Why does theatre flourish in some democracies (and in some authoritarian governments) and not in others? 
Prerequisite(s): POLSC 1010 United States Government and Politics/POLSC 1010FYW United States Government and Politics or HIST 1020 United States Society and Culture Since 1877 or  PHIL 2400 Social-Political Philosophy or THTRE 1010 Theatre Appreciation or THTRE 1020FYW Script Analysis or THTRE 1030 Script Analysis.
(Normally offered on even fall semesters.)

An integral factor in the study of the history of theatre is the impact that governments, democratic or otherwise, have on the development and sustenance of the arts. World Theatre History II is a Writing-Instructive and Diversity-Global Instructive course that covers the span from late 17th C through present day, so will investigate the Age of Reason and the movement toward representative democracy as well as contemporary developments. One focus will be on the theatre histories of selected Latin American and African countries. Key questions will include: In what ways are artistic freedoms and practices linked to structures of governance?  How has theatre over time been a force for political change? Why does theatre flourish in some democracies (and in some authoritarian governments) and not in others? How are principles/ideals of democracy represented in dramatic literatures and theatrical endeavors at specific historical moments?
Prerequisite(s): POLSC 1010 United States Government and Politics/POLSC 1010FYW United States Government and Politics or HIST 1020 United States Society and Culture Since 1877 or  PHIL 2400 Social-Political Philosophy or THTRE 1010 Theatre Appreciation or THTRE 1020FYW Script Analysis or THTRE 1030 Script Analysis.
(Normally offered on odd fall semesters.)

The study of cultural differences that influence the exchange of meaning between individuals and groups of different cultural and/or racial backgrounds. The course is designed to provide students with an understanding of the uniqueness of cultures and the resulting variations in communication styles and preferences, and to provide strategies and skills for successfully communicating across cultural barriers. Students will spend at least 20 hours during the semester working with community agencies serving clients from different cultures.

(Normally offered each semester.)

This course helps future teachers and coaches recognize and understand biases experienced by groups and individuals due to race, ethnicity, gender, social class, religion, exceptionality, sexual orientation, and language background to help them work effectively with a diverse student or student-athlete population. This course meets the Nebraska Human Relations Training requirement for teacher certification and for the NSAA coaching certification
Pre or Corequisite(s): EDUC 1010 Introduction to Education in the United States or declared Coaching minor, or permission of instructor.
(Normally offered each semester.)

A survey course providing a historical perspective on the culture of the United States through the study of its literature from its historical beginnings to the present.
Prerequisite(s): First Year Writing
(Normally offered every spring semester.)

This course supplements the basic American survey course. Its aim is to acquaint students with representative autobiography, fiction, drama, poetry, literary criticism, and essays by African-American writers from Frederick Douglass to Toni Morrison.
Prerequisite(s): First Year Writing and Sophomore standing.
(Normally offered alternate spring semesters.)

Including films, music videos, and musicals this course examines varied depictions of sexualities in the arts (defined broadly), especially those that intersect with music. Alongside the study of culture and interdisciplinary musical arts, students learn and apply concepts and information from gender studies. Selected pieces require students to explore marginalized cultures in the United States and consider systems of privilege and oppression and other issues associated with the intersection of gender, sexualities, race, socio-economic status, and other markers of diversity. Collaborating in pairs, students complete research assignments related to a semester-long fieldwork project with a local music culture of their choice. They apply scholarship and instruction on participant observation fieldwork and library research associated with their selected local music culture. The fieldwork project (and experiential learning component) for this class requires some off-campus activities to be arranged by the student.

A course designed to develop and expand current information about human sexuality in a practical manner. The course will present facts and statistics about anatomy and physiology, gender, sexual orientation, reproduction, sexually transmitted infections, contraception, sexual growth and development, relationships and sexual communication, sexual health, commercialization of sex and sexual coercion.
(Normally offered each semester.)

An introduction to the experiences of women in the United States from colonization to the present, with an examination of cultural meanings attached to gender; various social inequalities in access to institutions, activities, and resources; and women's status, well being, and power in American society. The course investigates the lives of women from various social, ethnic, and racial groups, analyzing the ways that they affected one another. The course emphasizes sexuality, reproduction, and maternity, and also covers politics, law, work, education, and other issues in women's lives. This course includes a service learning component.
Cross listed with GEND 2370.

A broad survey of the major themes and issues in African American history from the early slave trade through emancipation to the present. Major topics include the creation of a diverse African American culture, resistance to the dehumanization of slavery, Civil War and Reconstruction, the Great Migration, the movement from Civil Rights to Black Power and contemporary issues such as reparations for slavery. This course includes a service learning component. No P/F.
(Normally offered each fall semester)

An overview of American Indian history from precontact to the present. It will explore numerous themes including cultural diversity, initial contact with Europeans, the different styles of interactions (Spanish/English/French), accommodation and dispossession, the U.S. treaty process, concentration, wardship, education, land allotment, termination and relocation, and modern American Indian issues. Utilizing assigned readings, discussion, and some short films, this class will eradicate misconceptions about American Indians and therefore help to eliminate the roots of discrimination and prejudice against the original Americans. No P/F.
(Normally offered each spring semester.)

See HIST 4450 Interrogate American History Through Artifacts.

This course uses a single historical artifact as a means to allow students to critically examine and participate in the construction of historical narratives. In short, we will ask "how do historians make sense of cultural artifacts? What questions do we ask? And how does the 'lens' we use affect our claims of knowledge?" The particular object of this class will vary each time the course is offered. During the course of the semester, we will examine the origins, meaning(s), and legacies of a single aspect of material culture. Students will have the opportunity to apply various methodological tools to make meaning of the past. Students will necessarily be asked to examine the artifact from diverse perspectives and build narratives that recognize differing experiences and disparities in how stories about the object have been told. HIST 4450 meets with HIST 3450 Interrogate American History Through Artifacts. The requirements of the course are the same EXCEPT that a research paper is required for students in the 4000-level course.

See HIST 4550 Gender & The Wild West.

Women of the American West to the Wild West? Gender in the American West.
This course highlights the history of the North American West through the lens of gender from precontact to present, and explores topics of myth and stereotypes; gender roles in the home, family, and community; as well as addressing questions of race, class, and ethnicity.  HIST4550 meets with HIST3550.  The requirements of the courses are the same EXCEPT that a research paper is required for students in 4550.
Prerequisite(s): HIST 1010 Topics in United States History to 1877, or permission of the instructor.

Course topics vary, including subjects such as the study of chattel slavery in the United States and others. This course counts as a US History elective within the History major and meets concurrently with HIST 2800 Historical Methods.

Dual-level course designed for students at the intermediate/advanced level and explores contemporary U.S. Latino/a experience through Spanish-language featured authentic cultural texts and films. Topics to be discussed may include the construction of identity in terms of race, gender, sexuality, and class; bilingualism and code-switching; the experiences of the exile, the immigrant, the refugee and the colonial subject; the marketing of the Latino/a identity; and the relationship of the artist to his or her community.
Prerequisite(s): 6 credits from MSPAN 3000-level coursework or instructor permission.

See MSPAN 3470 Latina/o Literature and Film.
Prerequisite(s): Instructor permission.

In a learning community that honors diversity, this course explores the relationship between vocation studies, wellbeing research, music, and other arts. What is the soundtrack of life, your soundtrack of life, and the soundtrack of your life...understanding that "your" is singular and plural because we learn, live, and work in diverse communities.

In a learning community that seeks to understand and work toward equity, this course explores the relationship between music and research on resilience and wellbeing. How do we build and practice resilience (and therefore wellbeing) as we learn how to notice and work through challenges, obstacles, and failures in our learning and living? What music helps us cultivate resilience, wellbeing, and continue to explore the paths of our life's work?

Students learn and apply information from music, history, culture, and gender studies. Honoring the relationship between past and present, we explore systems of privilege and oppression associated with the intersection of gender, sexualities, race, socio-economic status, and other markers of identity. Since music intersects with all fields of study, students select their in-roads based on their majors, minors, passions, and vocation. This course examines foundational concepts and genres from the Medieval through Baroque periods of the music history survey. Students develop and apply music research skills in historical social/cultural context and current published scholarship. 3000-level course has additional requirements. Please consult with the instructor.

Students learn and apply information from music, history, culture, and gender studies. Honoring the relationship between past and present, we explore systems of privilege and oppression associated with the intersection of gender, sexualities, race, socio-economic status, and other markers of identity. Since music intersects with all fields of study, students select their in-roads based on their majors, minors, passions, and vocation. This course examines foundational concepts and genres from the Medieval through Baroque periods of the music history survey. Students develop and apply music research skills in historical social/cultural context and current published scholarship. 3000-level course has additional requirements. Please consult with the instructor.

This course builds on the foundation of the Equal Justice Initiative's work of truth-telling and reckoning about racial injustice, so that the U.S. can move toward healing and repair. We don't have to hide our present legacy of racial difference built during our past. We can confront it, reconcile, and build equity. How does racism operate in music and culture? Students will conduct research in music studies and racial justice and build skills to do the leadership work of antiracist equity. Since music intersects with all fields of study, students select their in-roads based on their majors, minors, passions, and vocation. This course examines foundational concepts and genres from the Classic through Contemporary periods of the music history survey. Students develop and apply music research skills in historical social/cultural context and current published scholarship. The 3000-level course has additional requirements. Please consult with the instructor.

This course builds on the foundation of the Equal Justice Initiative's work of truth-telling and reckoning about racial injustice, so that the U.S. can move toward healing and repair. We don't have to hide our present legacy of racial difference built during our past. We can confront it, reconcile, and build equity. How does racism operate in music and culture? Students will conduct research in music studies and racial justice and build skills to do the leadership work of antiracist equity. Since music intersects with all fields of study, students select their in-roads based on their majors, minors, passions, and vocation. This course examines foundational concepts and genres from the Classic through Contemporary periods of the music history survey. Students develop and apply music research skills in historical social/cultural context and current published scholarship. The 3000-level course has additional requirements. Please consult with the instructor.

Most Americans have some understanding of how the categories of race and gender influence our personal and social identities. Yet many Americans also assume that race and gender are "natural," i.e., that we are born into a certain race and naturally embody a certain sex. In this course, we will examine these assumptions by reading, discussing, and critically assessing the arguments for and against the "naturalness" of race and gender. We will consider how categories of race and gender position us, historically and philosophically, as a person of a certain "type" from whom certain behaviors are expected. We will look at socio-economic conditions and philosophic positions that support or challenge racism, sexism, classism, segregation, and violence.
Cross listed with GEND 2300P.
(Normally offered alternate years.)

This course introduces students to the intricate relationship between race, ethnicity, and American politics. Through the analysis of pivotal historical events, legislation, social movements, and policy debates, students will gain a deeper understanding of the key challenges and opportunities associated with race and politics in the United States. This course aims to equip students with the knowledge and tools to participate in meaningful discussions on racial equality, social justice, and the future of American democracy.

This course will examine theories, research, and applications of development in the adult years, gaining perspective and appreciation for the developmental and aging processes that occur in this time period. In particular, the course will follow biopsychosocial perspectives with a strong focus on diversity in adult development, examining how factors might affect development differently for different people. These factors will include, but are not limited to, mental health status, socioeconomic status, race, ethnicity, cultural influences, sexual identity, gender identity, ability, and developmental history.

Prerequisite(s): PSYCH 1010 Introduction to Psychological Science/PSYCH 1010FYW Introduction to Psychological Science; PSYCH 2350 Lifespan Development; or instructor permission.

A survey of the assessment, diagnosis, and treatment procedures utilized in clinical psychology, along with a discussion of professional issues in the field, including training, ethical practice, and understanding of and appreciation for diversity.
Prerequisite(s): PSYCH 2700 Psychological Disorders.
(Normally offered each fall semester.)

Religion in the U.S. is vital and diverse and its study illuminates not only early American society, but also the current pluralism within our contemporary culture. This course will introduce religious traditions in the U.S. through thematic, historical, denominational, and cultural considerations. Though the Puritan roots of U.S. religious history will be considered, this course emphasizes the variety and diversity of religious experiences in the U.S., including Native American, Protestant, Catholic, African-American, Jewish, Islamic, Hindu, and Buddhist traditions.
(Normally offered every year.)

This course explores a religiously diverse range of end of time stories. Ancient and modern, oral and written, apocalyptic scenarios can function as ethical and political criticism of the status quo, a literature of, by, and for the marginalized, and offer alternative, cosmic justice or future renewal. All of the religions examined, which include tribal, world religions as well as movements that prioritize ethnicity, race, and anti-colonialism are international but will be examined in the context of their contemporary North American expressions.
(Normally offered every year.)

See SOC 2330 Race Relations and Minority Groups.

This course uses sociological perspectives to examine the causes and consequences of a society stratified by racial-ethnic diversity. It looks at the way historical decisions made by the dominant group have impacted the current situation for majority-minority relations in the U.S.A structural assessment of current social relations is emphasized although individual prejudice and discrimination is examined. Concepts such as white-privilege, immigration, and institutional discrimination are investigated. The requirements of the 2330 course are the same as the 1330 course EXCEPT that students in the higher course number complete a 20 hour service-learning component which fulfills an exploratory experiential learning requirement of the Archway Curriculum.
(Normally offered each semester.)

This course focuses on social privilege and its impact on the meaning and significance of race and ethnicity. It features strong student involvement focused on emerging community issues. Responsibility for classroom activity will be shared by students and instructor. Potential topics covered include such things as minority group-specific studies, white privilege, racism, and intersectional analysis of social identities. This course also serves as a capstone for the American Minority Studies minor.

Prerequisite(s): SOC 1110 Introduction to Sociology

A course to synthesize and examine the body of knowledge concerning how the individual, group, family, and community systems interrelate with each other and the larger social context from the lifespan stages of birth through adolescence. Content will be drawn from the biological, psychological, sociological, eco-political, and cultural-environmental systems. The importance of professional ethics in the assessment process is also examined.
(Normally offered each fall semester.)

This course examines the developmental shifts in art largely throughout the 19th century. We begin with art reflecting discourses of the Enlightenment, the French Revolution, and the rise of Romanticism and see how lingering fears of modernity drives art toward abstraction and Surrealism.

 To be taken during the spring semester of the junior year.  Students will begin to formulate an inclusive portfolio of their work and a thesis for presentation in the Senior Comprehensive. Students will participate in regularly scheduled portfolio critiques and will be required to address relevant questions in a comprehensive written thesis. 
Meets concurrently with the Senior Comprehensive course. 
Prerequisite(s): ART 3880 Junior Portfolio Review.

This course is designed to provide an overview of the theory, application, and knowledge of therapeutic modalities. The use of heat, cold, electrical, and other treatments will be explored. Includes one 1-hour lab per week.
Prerequisite(s): Admission to the ATP or permission of the instructor.
(Normally offered each spring semester.)

This course involves learning essential components of a rehabilitation program including principles of therapeutic exercises, rehabilitation techniques and special therapeutic techniques. Includes one 1-hour lab per week.
Prerequisite(s): Admission to the ATP or permission of instructor.
(Normally offered each fall semester.)

This course is designed to provide an overview of the theory, application, and knowledge of therapeutic modalities. The use of heat, cold, electrical, and other treatments (e.g. massage, manual therapy, etc.) will be explored.

This course provides an introduction to research and statistics, including evidence-based practice. Students will develop an understanding of the research process and the rationales for basic behavioral statistics in the field of athletic training. Students will gain reading, writing, and practical skills to interpret, conduct, and communicate research.

A systematic study of chemicals of plant and fungal origin that are used as poisons, hallucinogens, and pharmaceuticals in human health. This course will examine the compounds produced by plants that make medicinal effects possible and the biological mechanisms through which these effects take place in the human body. Ethnobotanical and herbal therapy perspectives in identifying new medicines will also be discussed.
Three lectures per week.
Prerequisite(s): BIO 1400FYW Introduction to Biological Inquiry, BIO 2200 Genetics and Cell Biology and BIO 2300 Ecology and Evolution or permission of the instructor.
(Normally offered alternate spring semesters.)

A study of the reciprocal relationships of living organisms and their environments with respect to individuals, populations, and communities.
Three lectures per week.
One 3-hour lab per week, including field and greenhouse work.
Prerequisite(s): BIO 1400FYW Introduction to Biological Inquiry, BIO 2200 Genetics and Cell Biology and BIO 2300 Ecology and Evolution or permission of the instructor.
(Normally offered alternate fall semesters.)

BIO 4990 Senior Capstone is a one-semester course in which students demonstrate proficiency in writing and speaking needed for a career in biology. Students will be required to draw from their knowledge of biology concepts, scientific writing, and speaking in order to develop and communicate original ideas. The written products will be developed through multiple revisions in response feedback from peers and faculty. Oral communication of the proposed research will be developed concurrently, and will entail revisions as suggested by peers and faculty. Students will present their work to the NWU community to complete their capstone experience.

This course will review the basics of effective oral and written communication and apply these basics to business writing and presentations. A variety of individual and collaborative projects, including memos, letters, and reports, will emphasize the process of drafting, revising, and editing business communications.
Prerequisite(s):  Business Administration, Accounting, Economics, International Business, or Sport Management major.

An in-depth study of current policies and problems in human resource management. Subjects include human resource planning, recruiting, selection, training, management development, compensation, discipline, labor relations, equal employment opportunity laws/regulations, and human resource management policies.
Prerequisite(s): Junior standing and a 1000- or 2000-level writing-instructive course.
(Normally offered each semester.)

This course integrates all prior accounting, business, and economics courses as final preparation for the student's entry into the business world or graduate studies. Case studies and computer simulations are utilized to enable students to gain an understanding of business operations and the application of business principles.
Prerequisite(s): Senior standing Business Administration, Accounting, or Economics majors, grades of "C-" or better in  ACCT 1310 Principles of Accounting I, ACCT 1320 Principles of Accounting II, ECON 1530 Macroeconomic Principles, ECON 1540 Microeconomic Principles, and BUSAD 2500 Principles of Management and BUSAD 2000 Principles of Marketing, or permission of the instructor, and a 1000- or 2000-level writing-instructive course.
(Normally offered each semester.)

An introduction to biochemical methods used to isolate and characterize biomolecules from natural sources. A variety of analytical and physical methods, including UV/visible and NMR spectroscopy, will be used to determine structural features and to measure functional properties of the isolated biomolecules.
One three-hour lab per week.
Corequisite(s): CHEM 3410 Biochemistry.
(Normally offered each fall semester.)

Laboratory exercises in the measurement of physical and chemical properties of chemical systems. This course is designed to accompany CHEM 3510.
One three-hour lab per week.
Corequisite(s): CHEM 3510 Physical Chemistry I, Thermodynamics and Kinetics.
(Normally offered each fall semester.)

Reading, study, and discussion of one or more major topics in chemistry with significant implications for the broader society. Students will search the chemical literature, and will make both oral and written presentations.
One lecture per week.
Prerequisite(s): Upper-division standing and a major declared in the natural and health sciences division or permission of the instructor.
(Normally offered each fall semester.)

This course is designed to help students understand, use, and evaluate the quantitative, qualitative, and rhetorical methods Communication scholars employ to investigate and write about their scholarship.  Application of each method will be achieved via a semester-long case study conducted at a Lincoln nonprofit organization.  Additionally, by reading a variety of social scientific research articles, students will understand how operational definitions, theories, research questions and hypotheses, a literature review, and data analysis work together to support written research reports or proposals.  The semester will culminate with an original scholarly research report using appropriate APA style. This report will also be presented in a public forum.
Prerequisite(s): Sophomore standing and COMM 2300 Communication Theory (may be taken concurrently) or permission of instructor.
(Normally offered each semester.)

Survey of criminal law with emphasis on basic legal procedure developed by the courts and legal problems of law enforcement.

Prerequisite(s): CRIM 1010 Introduction To Criminal Justice.

(Normally offered alternate years.)

Analysis of the history, theory, structure, and function of contemporary penal institutions.

Prerequisite(s): CRIM 1010 Introduction To Criminal Justice.

(Normally offered every third spring semester.)

This course offers an examination of contemporary problems in crime and delinquency with emphasis upon the theories of deviant behavior and correction.

Prerequisite(s): CRIM 1010 Introduction To Criminal Justice and SOC 1110 Introduction to Sociology.

(Normally offered each spring semester.)

This course is one of two options to fulfill the capstone requirement for all Criminology majors. (Either Thesis or Internship must be taken in combination with the Capstone Seminar to complete the major.) This course requires the completion of an independent sociological research project in a topic area of interest to the student. The completed project should be conference quality scientific article can be presented to the academic community in such formats as the NWU Student Symposium or a discipline related conference. Students are responsible for all phases of the research process, including topic selection, academic literature review, definition of the population; sample selection; methodology, data collection and analysis and preparation of the final report (thesis). The paper and the presentation should give evidence that the student is capable of critical integration, synthesis, and analysis of ideas as well as having gained professional-level written and oral communication skills, thereby showing mastery of the departmental goals and objectives. No Pass/Fail. Cross-listed with SOC 4990 and ANTHR-4990.

Prerequisite(s): Approval of the instructor.

(Normally offered each fall semester.)

This course serves as a theoretical foundation for the Reading and Language Arts Methods course. Students will define reading and discuss the purposeful nature of reading. The class presents a historical look at the various theories of reading acquisition with an in depth look at the science of reading and the five components of reading identified by the National Reading Panel-phonemic awareness, phonics, fluency, vocabulary, and comprehension.
Prerequisite(s): EDUC 1010 Introduction to Education in the United States, EDUC 2050 Human Development and Learning I and sophomore standing.
(Normally offered each spring semester.)

A course focusing on the methodology, processes, and content of reading and writing at the secondary school level. Particular attention is given to strategies effective in teaching developmental reading and writing, content area reading and writing, and basic skills in diagnosis and remediation. Laboratory experiences are provided. No P/F.
Prerequisite(s): Acceptance into the Teacher Education Program or permission of the department chair.
(Normally offered each fall semester.)

A course focusing on planning, teaching, and assessing the four broad areas of literacy: listening, speaking, reading, and writing. Students learn the developmental process of how students learn to read and write. They become familiar with state and national literacy standards, objectives, scope, content, organization of the reading curriculum, and lesson planning. Emphasis is placed on the science of reading and the five components of reading identified by the National Reading Panel-phonemic awareness, phonics, fluency, vocabulary, and comprehension. Students apply what they learn in this class in the corequisite practicum courses. This course is to be taken the fall semester prior to student teaching or with
permission of the instructor and Department Chair.
Prerequisite(s): EDUC 2090 Theory of Reading and acceptance into the Teacher Education Program, or permission of the department chair.
Corequisite(s): SPED 3480 Curriculum Adaptations for Language Art Methods.
(Normally offered each fall semester.)

A capstone course that meets biweekly for two hours to focus on two areas: first, to provide a structured and safe environment to dialogue about student teaching successes and concerns; and second, invited speakers, students and the instructor will discuss topics most pertinent to student teaching, how to obtain a teaching position, and critical issues for the beginning teacher. Topics include educational law, morals and ethics, student/teacher/parent rights and responsibilites, establishing and maintaining positive communication with the staff and community, as well as interviewing and job search skills.
Corequisite(s): Student teaching or permission of the department chair.
(Normally offered each semester.)

A survey of British literature that provides a historical perspective to British writers and genres, from the middle ages to the present.
Prerequisite(s): First-Year Writing.
(Normally offered every fall semester.)

See ENG 2200 World Literature: Sexualities.

Each course in the Topics in World Literature group will study a selection of literary works that engage the chosen topic--texts of different genres, from historical eras, and from different cultural traditions. The selected readings will present both abstract principles involved in the topic and its immediate, lived realities.
Prerequisite(s): Any First Year Writing course.

Each course in the Topics in World Literature group will study a selection of literary works that engage the chosen topic--texts of different genres, from historical eras, and from different cultural traditions. The selected readings will present both abstract principles involved in the topic and its immediate, lived realities.
Prerequisite(s): Any First Year Writing course.

Each course in the Topics in World Literature group will study a selection of literary works that engage the chosen topic--texts of different genres, from historical eras, and from different cultural traditions. The selected readings will present both abstract principles involved in the topic and its immediate, lived realities.
Prerequisite(s): Any First Year Writing course.

Each course in the Topics in World Literature group will study a selection of literary works that engage the chosen topic--texts of different genres, from historical eras, and from different cultural traditions. The selected readings will present both abstract principles involved in the topic and its immediate, lived realities.
Prerequisite(s): Any First Year Writing course.

Each course in the Topics in World Literature group will study a selection of literary works that engage the chosen topic--texts of different genres, from historical eras, and from different cultural traditions. The selected readings will present both abstract principles involved in the topic and its immediate, lived realities.
Prerequisite(s): Any First Year Writing course.

When nations and peoples find themselves unable to resolve their differences by negotiation, war is often the consequence. It is one of the oldest phenomena in human history, but tragically also a very contemporary one. Literary representations of war provide us with some of our most memorable images of courage, loyalty, and self-sacrifice, as well as compelling evidence of war’s cruelty, horror, and senselessness; our course will also emphasize how the history, memory, and ideology of war may affect our global present and our emerging global future.
Prerequisite(s): Any First-Year Writing course.

Students will study the early history of rhetoric, drawing upon the Greek and Roman traditions and those of at least one additional culture. Students will focus on the major tenets of these rhetorical traditions, enabling them to analyze a variety of texts from multiple cultural perspectives.
Prerequisite(s): Sophomore standing or instructor permission.
(Normally offered alternate spring semesters.)

An introductory course in journalism concentrating upon basic techniques of news gathering and writing, including a basic history of news media.

A workshop on writing style where instruction on content (clarity and grace) alternates with student editing and discussion of classmates' writing. For the purposes of the workshop, students are expected to provide at least two pieces of writing completed for other courses. Prerequisites: First Year Writing

An advanced writing workshop covering rhetorical principles (invention, arrangement, style, presentation) of various disciplines. Students will complete writing projects related to their professional and civic interests.
Prerequisite(s): Junior standing.
(Normally offered alternate fall semesters.)

In this course, students will read a selection of plays by ancient Greek playwrights: the comedies of Aristophanes and the tragedies of Aeschylus, Euripides, and Sophocles. For a semester project, students will work as a collaborative team to write and perform a dramatic work (along with related documents) to demonstrate their understanding of the genre, period, and culture.
Cross listed with THTRE 3260.
Prerequisite(s): First Year Writing and Junior Standing.
(Normally offered alternate spring semesters.)

A thematic course designed to complement the more traditional offerings in British and American literature. The emphasis will be on the shock of colonization, the oppression of imperialism, and the struggle for independence. Attention will also be paid to the encounter of the individual with the questions of God, family, love, war, work, change, and death.
Prerequisite(s): First Year Writing and Sophomore standing.

A course in which students will concentrate in depth on one topic within the domain of rhetoric. The particular subject will be determined each time the course is offered.
Prerequisite(s): Junior standing or instructor permission.
(Normally offered every other fall.)

This course is a capstone option for students in the English and Writing major. Students will participate in an internship (on or off campus) for a minimum of 45 hours and will write a research paper that demonstrates their awareness of a professional or theoretical issues related to their internship field.

Prerequisite(s): Junior standing.

A senior-level research and writing seminar. In this course, students participate in a senior capstone experience and produce a research paper and/or an original creative work. At the end of the term, students make panel presentations about their work to the entire department.

Prerequisite(s): Senior standing.

This is a course designed to study foods and their effects upon health, development, and performance of the individual. The student will build on materials and knowledge learned from HHP 2500 Basic Human Nutrition. The student will be introduced to the concepts of: link between food and energy, proper water balance and electrolytes, science of supplementation, manipulation of macronutrient intake, nutrient timing, customized nutrition plans, and the key concepts of sport nutrition relative to both exercise and nutrition for optimal health and physical performance.

Prerequisite(s): HHP 2500 Basic Human Nutrition, BIO 1090 Introduction to Human Anatomy and Physiology I or BIO 3200 Advanced Human Anatomy and Physiology I, BIO 1100 Introduction to Human Anatomy and Physiology II or BIO 3210 Advanced Human Anatomy and Physiology II, or permission of the instructor.

(Normally offered semester)

A course designed to instruct students on how to teach physical education to elementary students. Topics include curriculum development, planning, assessment, behavior management, modifications, and locomotor and object control skills. Students will have numerous opportunities to create and teach PE lessons to each other. For PE majors, a 20-hour practicum experience in a local elementary physical education class is required. For non-PE majors, a final project will be required.
Prerequisite(s): Junior standing or permission of instructor.
(Normally offered every fall semester.)

A course designed to instruct students on how to teach Health education in the school setting. This course will prepare students to teach standards-based Health to all grade levels. Topics include curriculum development, planning, CSPAP, assessment, and technology. Students will have numerous opportunities to create and teach Health lessons to each other. For Health and PE majors, a 10-hour practicum experience in a local school Health class is required. For non-majors, a final project will be required.
Prerequisite(s): Junior standing or permission of instructor.
(Normally offered every fall semester.)

A course designed to instruct students on how to teach physical education to middle and high school students. Topics include curriculum development, planning, assessment, behavior management, modifications, team sports, individual and lifetime activities, and technology. Students will have numerous opportunities to create and teach PE lessons to each other. For PE majors, a 20-hour practicum experience in a local middle or high school physical education class is required. For non-PE majors, a final project will be required.
Prerequisite(s): Junior standing or permission of instructor.
(Normally offered every spring semester.)

This course is designed to provide students with an introduction to the U.S. legal system as presented and applied to contexts within the sport industry. Students will also be introduced to fundamental legal principles of significance to sport management. Students will analyze numerous cases and the legal concepts and analyses presented to gain a deeper understanding of legal issues in various coaching, governance, management, and sport participation scenarios.

Prerequisite(s): Junior standing or permission of instructor.
(Normally offered each fall semester.)

Research and Statistical Methods is designed for senior-level HHP majors to develop an understanding of the research process and the rationales for basic behavioral statistics in the field of exercise science. This class will focus on the creation of a research proposal for exercise science and on developing reading, writing, and practical skills to interpret and conduct research.

Prerequisite(s): HHP 1320 Introduction to Allied Health and junior standing, or permission of the instructor.

(Normally offered each semester)

'Who are you?' This question confronts everyone at some point in life. How you answer it is culturally determined, based on how you perceive the connection between yourself and the world you inhabit. In this course we will investigate how the understanding of the self has developed in Western culture, beginning with Ancient Near Eastern religious traditions and the philosophical discourse of Ancient Greece, and looking at how this understanding has evolved and changed over time. Particular attention will be focused on the challenge to traditional notions of the self that emerged with the development with modern psychological and sociological models of the self. No P/F.

(Normally offered each spring semester.)

One of the distinctive features of Western culture involves the interaction of religion and reason as a basis for understanding. From the Ancient World up to modern times, systems of understanding have rooted themselves in both divine revelation and rational inquiry. This course will explore the origins of such perspectives, and trace their development and interaction from antiquity to the present. The course will focus on reading and evaluating texts which exemplify these modes of thinking from mythologies of the Ancient Near East, to Greek and Roman philosophical writings up to modern debates concerning the sufficiency of religion or science as a basis for understanding. This course may be counted toward fulfillment of the Science and Religion thread, and as a Writing Instructive course. No P/F.

(Normally offered each fall semester.)

This course examines liberalism and conservatism as dominant ideologies in the American political tradition focusing on the modern framework beginning with the New Deal era while devoting attention also to the traditions from which each ideology draws, including both within and outside of the United States. The course will examine the historical context and evolution of American liberalism and conservatism, the way each has been informed and shaped by radical movements, the ways that marginalized groups have employed each tradition, and the intersections of ideology with grassroots politics.

The course introduces students to basic theoretical approaches to understanding the past. Special emphasis is placed on research methods, resources, and the composition of a research essay. This course is designed for majors and students interested in the theories and techniques used by historians. Course topics change yearly and include subjects such as the study of chattel slavery in the United States through the words and remembrances of enslaved people from 1600 to 1877 and the relationship between collective memories of the past and the development of identity at the national, local, and individual level.
This course will meet with HIST 3800A/HIST 3800B.

In this course we will survey the historical factors that have shaped China's emergence as one of the dominant players on the global stage in the twenty-first century. We begin by exploring the history of the last imperial dynasty. Emphasis is placed on the historical diversity of Chinese society. After learning about the combination of domestic and external challenges that undermined the last dynasty and led to the overthrow of the imperial system, we look at the impact of the world wars, the civil war between the Nationalists and the Communists, and the establishment of the People's Republic. The course concludes with a section on the transition to "market socialism" and the legacy of the 1989 Tiananmen demonstrations. Our sources include a combination of secondary scholarship by leading experts on Chinese history as well as primary historical and literary sources. This also counts as an elective for the Modern Language Studies major.

See HIST 4840 Meiji - The Making of Modern Japan.

The Meiji period in Japan lasted from 1868 to 1912. Over that period of roughly four decades, Japan embarked on an ambitious program of Western-style modernization that left no aspect of the nation untouched. It was a period of rapid economic growth and industrialization that allowed Japan to challenge the Western powers and create its own empire in East Asia by the early twentieth century, but the accompanying social, political, and economic transformations were as dislocating for many Japanese as they were empowering. In this seminar, we will read widely in the political, social, and cultural history of the Meiji period to develop an understanding of the period's powerful shaping influence on the course Japan took in the twentieth century. In addition to secondary scholarship by leading authorities on the Meiji period, we will read works of literature and view several films that illuminate the complexities and tensions within Meiji society. HIST-4840 meets with HIST 3840. The requirements of the courses are the same EXCEPT that a research paper is required for students in 4840.

See HIST 4850 Twilight of the Samurai: Early Modern Japan.

The word samurai derives from the verb saburau, meaning "to serve." Whom did Japan's samurai warriors serve, and what made their "services" necessary in the first place? How did samurai become the dominant political figures during Japan's Middle Ages? After the Tokugawa shogunate succeeded in pacifying Japan in the early seventeenth century, how did a social group whose elite status derived from their role as warriors adapt-or fail to adapt-to a long period of peace? These are some of the questions we will seek to answer through our discussion of primary sources and secondary scholarship on Japan's samurai warriors. We will focus on the early modern period, but the seminar provides an overview of the historical development of the samurai dating back to their origins in the tenth century. Once we arrive in the Tokugawa period, we will also take a broader look at a changing Japanese social structure in which commoners-and merchants in particular-began to overtake the samurai. At the end of the semester, we will consider the ideological development of bushid, or the "Way of the Warrior," as an invented tradition that played an important role during Japan's transformation into a modern nation-state. This also counts as an elective for the Modern Language Studies major. HIST 4850 Twilight of the Samurai: Early Modern Japan meets with HIST 3850. The requirements of the courses are the same EXCEPT that a research paper is required for students in 4850.

A study of the “pioneers” of the Americas (e.g., indigenous, Spanish, French, and Russian) who all came to the continent to explore, negotiate the land and relationships with others they encountered. A mix of narrative and primary document history, the class will discover the true story of the settlement of the Americas.
Hist 4030 meets with HIST 3030. The requirements of the courses are the same EXCEPT that a research paper is required for students in 4030.

This course looks at the regulation of belief by political and ecclesiastical authorities in medieval and Early Modern Europe, and how such regulation defined and criminalized heresy, nurtured political and social conflict, and justified the use of violence in shaping religious belief and practice. During the High and Later Middle Ages, the medieval Catholic Church developed institutions to pursue, try, and convict deviant religious of heresy. This feature of medieval religion shaped the subsequent development of Western Christianity over the next four hundred years. This course considers the reasons for the emergence of this persecuting dimension of Christian religiosity, and its consequences during the era from 1200-1700.  Among the themes focused upon are the Cather movement and its suppression, the development of the Inquisition, the heretical revolts of late thirteenth and fourteenth centuries, as well as the Protestant Reformation and the witch hunts of the sixteenth and seventeenth centuries.  
HIST-4280 meets with HIST 3280. The requirements of the courses are the same EXCEPT that a research paper is required for students in HIST-4280.
Prerequisite(s): HIST 2170 Body, Mind, Spirit: The Understanding of the Self in Western Culture or HIST 2180 Science and Religion in Western Tradition, or by instructor permission.

This course is a study of the history of sexualities from US and transnational perspectives. It covers the development of ideas about sexual behavior in antiquity and their influence on Europe and the United States, as well as global histories of sexuality. The course covers the influence science, religion, migration, and capitalism have had historically in shaping social values about sexuality. Additional topics include sexual norms and nonconformity, the connection between sex and gender roles, sex and the body, and sexual liberation. Students in this course will conduct research in the history of sexualities and complete a research paper.

A study of the causes, course, and outcomes of several 20th century social revolutions in Latin America. The course will use a comparative perspective, paying particular attention to the transformations that accompanied each stage of revolution. This also counts as an elective for the Modern Language Studies major. HIST 4700 meets with HIST 3700. The requirements of the courses are the same EXCEPT that a research paper is required for students in 4700.

Prerequisite(s): HIST 1010 Topics in United States History to 1877, HIST 1110 World Civilizations, HIST 2110 Introduction to Latin America, or instructor permission.

This course provides a survey of issues at the interface of science and religion. These include questions of knowledge, belief, and truth about the beginnings of the cosmos, the origins of human beings, and the roles of science and religion in society. This course can be used to satisfy the core requirement for the Sciene and Religion Thread. Credit may not be earned for more than one of the Science and Religion Seminar courses of IDS 1050FYW, IDS 1060, or IDS 1070.

A study of topics of special interest in mathematics. Students begin the course by studying an advanced topic in mathematics. Students then work on individualized projects culminating in a symposium presentation and survey paper.
Prerequisite(s): Major in mathematics, senior standing, grade of "C" or better in either MATH 4200 Abstract Algebra I or MATH 4300 Real Analysis, and permission of the instructor.
(Normally offered each spring semester.)

Dual-level French skills enhancement course introduces students to the thematic and formal developments in French literature from the Middle Ages to the present.  Students will read representative texts from all major periods in order to deepen their understanding of key works, authors, and genres.  Emphasis will be placed on sharpening students' literary analysis skills through close readings and a formal study of narrative techniques and stylistic elements. MFREN 4400 meets with MFREN 3400, with differentiated assignment lengths and expectations by level.
Prerequisite(s): 8 credits from MFREN 2000-level or above or appropriate placement.

Dual-level French skills enhancement course designed to introduce students to the French literature of the Middle Ages. Text selections will include hagiography, chanson de geste, Arthurian romance, fabliaux, and lyric poetry. Students will explore the themes and formal constraints of these genres while also investigating the societal framework that produced these texts. All readings and coursework will be done in Modern French. MFREN 3440 meets with MFREN 4440, with differentiated assignment lengths and expectations by level.
Prerequisite(s): 8 credits from MFREN 2000-level or above or appropriate placement.

Dual-level French skills enhancement course looks at the evolution of French cinema from its origins to today, including the invention of cinema, silent film, films of the Occupation and postwar era, the New Wave, as well as diverse aspects of recent, contemporary French cinema. The viewing of approximately ten feature-length films will be accompanied by critical readings. Students will study important developments in French cinema while also learning terminology and concepts necessary to discuss film.  The course is designed to improve students' vocabulary, oral, and written skills in French. MFREN 4610 meets with MFREN 3610, with differentiated assignment lengths and expectations by level.
Prerequisite(s): 8 credits from MFREN 2000-level or above or appropriate placement.

See MFREN 3400 Survey of French Literature.
Prerequisite(s): Instructor permission.

See MFREN 3440 Medieval French Literature.
Prerequisite(s): Instructor permission.

See MFREN 3610 French Cinema.
Prerequisite(s): Instructor permission.

Dual-level intensive guided writing course designed to give students the skills and confidence to communicate more clearly and effectively in written German, focusing both on argumentative and expository writing as well as more explorative creative writing. The course includes thematic readings and advanced language study (vocabulary, grammar, spelling, and punctuation) to provide the framework to follow a process approach to writing involving brainstorming, free-writing, models, organizing, drafting and revising. MGRMN 4150 meets with MGRMN 3150, with differentiated assignment lengths and expectations by level.
Prerequisite(s): 8 credits from MGRMN 2000-level or above or appropriate placement.

Dual-level German skills enhancement course that uses as its context the study of post-unification German society and culture in all its diversity as reflected through films produced since 1990. Topics include: coming to terms with history, fascism, the Holocaust, generational issues, identity, immigrant experiences, politics and power, reunification, social and cultural traditions and terrorism. Required course readings, lectures and discussion related to each film provide a context and the necessary vocabulary to incorporate into discussions and compositions. Throughout the semester, students will work semi-independently and with instructor guidance as needed to reinforce key grammatical concepts and style to add depth and variety to their writing. MGRMN 4610 meets with MGRMN 3610, with differentiated assignment lengths and expectations by level.
Prerequisite(s): 8 credits from MGRMN 2000-level or above or appropriate placement.

See MGRMN 3150 Advanced German Language and Writing.
Prerequisite(s): Instructor permission.

See MGRMN 3610 German Film and Society.
Prerequisite(s): Instructor permission.

Culmination course in which students reflect on their academic growth, integrate knowledge, carry out an assessment of their academic career, develop professional materials, and prepare for the transition from their undergraduate education into their future professions. This course is taken during the student's last year in residence at Nebraska Wesleyan University and concurrent with or after completing MLANG 4990 Senior Project.
Pre or Corequisite(s): MLANG 4990 Senior Project.       

Senior-level research and writing seminar supports the student's individual work on an approved Senior Project. This course is required of graduating majors and taken prior to or concurrent with MLANG 4980 Senior Capstone.
Prerequisite(s): MFREN 3050 French Language and Writing or MGRMN 3050 German Language and Writing or MSPAN 3100 Spanish Composition and permission of Department Chair.

"Core Skills" course, Spanish Language and Writing is a guided writing course designed to polish students' ability to communicate more effectively in Spanish. Students will enhance their vocabulary, review challenging structures and learn to self-edit to avoid common errors as they write formal and informal messages and letters, instructions, autobiographical statements, journal/blog entries and comments, informational documents, current events reports, reactions, descriptions and summaries.    
Prerequisite(s): 6 credits from MSPAN 3000-level coursework or instructor permission.

Designed to develop composition skills in Spanish. Students will study the grammatical and stylistic structures of the Spanish language and will complete assignments in a variety of genres and styles in Spanish.
Prerequisite(s): 6 credits from MSPAN 3000-level coursework or instructor permission.

This course is designed to help preservice music teachers develop ways of thinking about music teaching and learning that will serve them throughout their careers as music educators. Specifically, students will develop knowledge, skills and techniques for planning, delivering, and evaluating music instruction for children. Although the specific focus of this course is children ages PK-8th grade, many of the principles of teaching and learning apply to younger and older learners. During this course, students will develop habits of thinking and practice that are expected of professionals in music education.
Prerequisite(s): Acceptance in the Teacher Education Program or by permission of the chair of the Department of Education. Must have passed piano proficiency and PPST exam.
Corequisite(s): MUSIC 3540L Elementary General Music Methods Lab.

This course introduces the student to nursing theories as the foundation for nursing practice. Coursework includes examination of the theoretical and conceptual basis of nursing to encourage the student to critique, evaluate and utilize appropriate theory within their own practice. The relationship of theory to nursing practice is examined. Historical, legal, cultural, and social factors that influence nursing are discussed. Course is over 8-week period.
Prerequisite(s): Admission to BSN program, IDS 1010 Archway Seminar, and junior standing.

This introduction to the study of ethics uses primary sources for the analysis of present day ethical dilemmas in health care.  The course examines some of the prominent moral principles and systems of the western tradition from Aristotle to the present and how those principles are applied to issues in health care ethics. Course is over 8-week period.
Prerequisite(s): Admission to BSN program and IDS 1010 Archway Seminar.

This course examines several normative ethical principles and examines how these principles are used to argue for and justify ethical conclusions. Students will study normative principles from the western philosophical tradition and examine applied ethical issues including, but not limited to animal ethics, abortion, euthanasia, economic justice, and capital punishment. Students will develop their critical thinking and writing skills by evaluating real-world case studies in light of what they learned.

Theories of Justice explores the theoretical foundations of justice work by studying diverse theories of justice, examine the inter-relationships between theory and practice, considering the possibilities inherent in such a relationship, and prompting critical assessment of subject positions within "efforts to realize a more just society".

This is a survey of issues in the philosophy of religion.  The main focus will be on issues found in western religious traditions, especially Christianity, with brief excursions into non-western traditions. These issues may include: arguments for the existence of God, the problem of evil, understanding the divine attributes, miracles, mysticism, religious pluralism, and life after death.

An examination of selected topics in philosophy of science.  Topics may include theories of explanation, confirmation, reduction, laws, the status of theoretical entities, and the epistemological foundations of scientific theories.  This course may be taken more than once with department approval.

An advanced laboratory in which students extend and amplify the work of other courses. Work may be chosen in electrical measurements, physical optics, modern physics, or other areas of mutual interest.
Prerequisite(s): Permission of the instructor and approval of the department chair.
(Normally offered each semester.)

Individual research projects of a creative nature for qualified physics students. Projects may be of a theoretical or experimental nature. Independent study may not duplicate courses described in the catalog.
Prerequisite(s): Permission of the instructor and approval of the department chair.

Congress is established in the U.S. Constitution as the chief legislative body, responsible for making national laws and serving as a check on the executive and judicial branches. In this course, we examine the development of the Congress, the rules and procedures by which laws are made, and the policies it produces. We also explore how members of Congress are elected and factors influencing their behavior once in office.

This course explores the emergence and evolution of the contemporary human rights regime, in international, regional, and national legal conventions. First, it will study the theoretical foundations of the idea of human rights in a variety of global contexts, current conceptualizations of human rights, the legacies of these adoptions in both western and non-western traditions, and the meaning and relevance of human rights for contemporary debates. Then, it will consider the shape and significance of the contemporary human rights regimes, critically analyze the strengths and weaknesses of current human rights regimes, and explore the future of human rights regimes in global politics. As a Writing Instructive course, students will engage with these conversations in a semester-long research project, through which they use two cases to critically analyze human rights.

A research seminar in which students conducting their research to satisfy the senior comprehensive requirement meet regularly to make formal presentations on part of their research projects and to share insight progress and problems encountered in their project. This course consists of completing a major original research project and to write the capstone thesis.

Prerequisite(s): Senior standing and permission of the department chair.

(Normally offered each spring semester.)

The behaviorist viewpoint and the methodology of behavioral analysis is introduced in this course. The emphasis is on theories derived largely from non-human research and applied to everyday human behavior. Topics include an analysis of the basic operations of classical and operant conditioning and the biological constraints on learning. A practical animal lab is used to demonstrate the methods of behavior analysis and modification.
Prerequisite(s): PSYCH 1010/PSYCH 1010FYW Introduction to Psychological Science.
(Normally offered each fall semester.)

This capstone course for the psychology major requires the student to explore potential topics, to evaluate the literature within the student's topic of choice, to identify appropriate measurement instruments for the senior research project, to write a research proposal using APA style, and to complete a professional oral presentation of the research proposal. Small group collaboration and peer review will be encouraged. The proposed research may be conducted during PSYCH 4990 Senior Research. Normally taken during the senior year.

Prerequisite(s): Major in psychology, PSYCH 2110 Research Methods in Psychology, and permission of the instructor.

This is an empirical research investigation in which each student majoring in psychology conducts the research project proposed during PSYCH-4980: Introduction to Senior Research. After obtaining Institutional Review or Institutional Animal Care and Use Committee approval, the student will collect and analyze the data, and prepare a formal report of the investigation consistent with the publication style of the American Psychological Association and give a conference-style presentation. Either laboratory or field research is acceptable. Normally taken during the fall semester following PSYCH 4980 Introduction to Senior Research.

Prerequisite(s): PSYCH 2100 Psychological Statistics, PSYCH 2110 Research Methods in Psychology, PSYCH 4980 Introduction to Senior Research, and permission of the instructor.

A study of ancient and modern interpretations of the story of Jesus with a focus on the New Testament, cultures of the early Christian world, and contemporary scholarly issues surrounding the search for the historical Jesus.

This course offers an analysis of various interrelationships of men and women with emphasis on love, courtship, marriage, and family. Institutional, social, and policy perspectives are presented in a cross-cultural and historical frame of reference to clarify the dynamic relationship between the family, its members, and broader U.S. society. The requirements of the 2350 course are the same as the 1350 course EXCEPT that students in the higher course number complete a field interview project that involves significant writing and which fulfills the writing instructive designation of Archway.
(Normally offered each semester.)

This course examines the demographic and social dynamics of population size, composition, and distribution. It addresses the relationships among population, human health, development and the environment. Strong cross-cultural emphasis. A major focus is the development of a semester research paper contrasting the status of the Millennium and Sustainable Development Goals, environmental status, and health in a more- and less- developed country.

This course explores a broad overview of big ideas about humans, society, change, stability, and chaos that have influenced sociology and other social sciences in the 19th to early 21st centuries. Broad perspectives examined include: Marxism, Functionalism, Weberian rationalization, Symbolic Interactionism, Feminisms, Queer Theory, Critical Theory, Critical Race Theory, Rational Choice, Postmodernism and Poststructuralism, and theories of globalization. This course builds critical thinking, analysis, application, and writing skills essential to majors, minors, and students interested in critically examining society.
Prerequisite(s): SOC 1110 Introduction to Sociology.
(Normally offered each fall semester.)

This course is one of two options to fulfill the capstone requirement for all Sociology majors. (Either Thesis or Internship must be taken in combination with the Capstone Seminar to complete the major.) This course requires the completion of an independent sociological research project in a topic area of interest to the student. The completed project should be conference quality scientific article can be presented to the academic community in such formats as the NWU Student Symposium or a discipline related conference. Students are responsible for all phases of the research process, including topic selection, academic literature review, definition of the population; sample selection; methodology, data collection and analysis and preparation of the final report (thesis). The paper and the presentation should give evidence that the student is capable of critical integration, synthesis, and analysis of ideas as well as having gained professional-level written and oral communication skills, thereby showing mastery of the departmental goals and objectives. No Pass/Fail. Cross-listed with CRIM 4990 Thesis.

Prerequisite(s): Approval of the instructor.

(Normally offered each fall semester.)

An introductory course to the administration and planning of social service organizations. Major emphasis upon community, organization, and legislative analysis; management skills; program planning; and evaluation. A practice-oriented course including simulations, in-class projects, volunteer experience, and personal introspection.
Prerequisite(s): SOCWK 1150 Introduction to Social Work and SOCWK 2200 Social Welfare Policy, Services, and Delivery Systems and full admission to social work program, or permission of the social work program director.
(Normally offered each spring semester.)

An introduction and overview of research methods used in generalist social work practice. Course content includes both quantitative and qualitative methods and emphasizes critiquing research, program evaluation, methods of data collection and analysis, single-subject design, ethical considerations, and the application of evidence-based practice to improve policy and social service delivery.
Prerequisite(s): Junior standing, SOCWK 1150 Introduction to Social Work, full admission to social work program, and one of the following Statistics courses: SOC 2910 Social Statistics or PSYCH 2100 Psychological Statistics or ECON 2100/ BUSAD 2100 Business and Economic Statistics or MATH 1300 Statistics.
(Normally offered each semester.)

Students will learn to develop and deliver specific academic and social curriculum using Direct Instruction/Behaviorist methodology. Demonstration of competence of instructional design and evaluation within a Direct Instruction/Behaviorist model is emphasized in relation to students with mild/moderate disabilities. Students may complete a fieldwork experience that will allow students an opportunity to assist a preschool, elementary, or middle school education teacher for a designated period of time using these instructional methods.
(Normally offered alternate years.)

This is a fundamental course in the systematic analysis of dramatic texts. It is designed to equip theatre arts majors and minors with the textual expertise and vocabulary needed for academic discussion and artistic collaboration. Students will read and research a series of scripts in order to investigate the process in which a play develops from page to performance. Emphasis will also be given to how directors, designers, performers, and spectators individually and collaboratively engage with and utilize a dramatic text during each phase of the pre-rehearsal, rehearsal, and performance process. The content and meeting times of THTRE 1020FYW and THTRE-1030 are the same and students may not receive credit for both courses.
(Normally offered each fall semester.)

A systematic study of the outstanding literary artist of the English language: comedies, tragedies, and historical plays.

Prerequisite(s): First Year Writing, ENG 2000 Introduction to Textual Studies or THTRE-1020 and Junior standing.
(Normally offered spring of odd-numbered years.)

Each course in the Studies in Writing group focuses on the writing process and its product as applied to a particular genre (risk fiction, scriptwriting, hybrid genres, creative nonfiction, biography and memoir) or concept (writing the body), which will vary from semester to semester. The course is conducted as a workshop in which students read their own compositions to the class and respond to the compositions of their classmates. Prerequisite: Completion of First Year Writing

See ENG 3260 Greek Drama.

Equips theatre students with the broad range of musical competencies for interpreting music in the musical theatre genre, including lead sheet and roman numeral score analysis, melodic, harmonic, and rhythmic components of musical structure and form, modulation, stylistic figures and complex chord identification and creation. Students will compose music and develop an intermediate skill level of sight-singing, ear training and informed listening. Students will further develop their written communication skills by writing about music analysis.

Prerequisite(s): THTRE 2670 Musical Theatre Theory and Musicianship I.

A Writing-Instructive course building upon the principles of dramatic construction and devices of playwriting learned in THTRE 1810FYW Playwriting I or THTRE 2810 Playwriting I. Emphasis is given to creative writing exercises, the writing and revision of longer works, and the writing of a research essay. Students will have the opportunity to share writing in class and receive feedback in a supportive workshop environment. Students will assemble a portfolio of their writing, including at least one one-act play, their playwriting research essay, their guided reflections and other work as determined by professor/student conferencing.
Prerequisite(s): THTRE 1810FYW/THTRE 2810 Playwriting I or permission of the instructor.
(Normally offered each spring semester.)

Senior Capstone is a culmination of a graduating theatre student's academic and artistic experience of theatre at the undergraduate level. Research, analytical and reflective writing, and professional presentation skills compromise the primary components of this course, which focuses on the integration, synthesis and application of cumulative knowledge and prepares students for the transition from their undergraduate education into their future profession. Senior Capstone should be taken during the student's last year in residence at Nebraska Wesleyan University.
Prerequisite(s): Theatre major with senior standing or permission of the instructor.

Using historical conventions and contemporary approaches we will further investigate the fundamentals of painting. Through conceptual and formal prompts students will begin to develop a nuanced way of working that fits their individual ideas and art practice. Formal and in-progress critiques will be held throughout the semester. Attending and/or participating in local art exhibitions and artist lectures is required. Various levels (1-4) of this studio art medium may meet together. The course requirements of each level are different.

Prerequisite(s): ART 1100 Introduction to Painting

A class focused on the multifaceted importance of the figure in drawing. Through weekly life drawing sessions with a model and the study of the figure as a conceptual and formal foundation, students will begin to develop a drawing practice that is crucial in ideation and as a primary medium for expression. Formal and in-progress critiques will be held throughout the semester. Attending and/or participating in local art exhibitions and artist lectures is required. Various levels (1-4) of this studio art medium may meet together.? The course requirements of each level are different.

Prerequisite(s): ART 1300 Introduction to Drawing

A continuation of a particular technique at the interests of students who have taken Printmaking 1. This is a refinement of the practice. An examination of one print form (relief, serigraphy, intalgio, lithography, or digital printmaking) focused on the study of composition and content as it relates to the technical and formal considerations of that particular medium. Emphasis on the use of color and color theory. Edition printing.?Various levels (1-4) of this studio art medium may meet together. The course requirements of each level are different.

Prerequisite(s): ART 1400 Introduction to Printmaking

This course explores digital and analog photography as a tool and resource with a wide range of expressive and creative interests. we will explore advanced techniques in photo-editing, file management, printing, digital delivery, and studio photography of artwork.
Prerequisite(s): ART 1500 Introduction to Photography.

Exploration of complex methods of hand-building and throwing techniques; basic theoretical study of clays, glazes, kilns, and firing. Along with technical development, students work to develop conceptual problem solving within the context of the contemporary ceramic field. Various levels (1-4) of this studio art medium may meet together. The course requirements of each level are different. 

Prerequisite(s): ART 1600 Introduction to Ceramics

This course builds on skills learned in Sculpture I while introducing advanced techniques using metal and wood fabrication, non-traditional art making materials, and contemporary themes. Students will continue to investigate spatial strategies, develop artist statements, and continue to further their knowledge of tools, equipment and materials, as well as observe professional standards of shop conduct and safety. Various levels (1-4) of this studio art medium may meet together. The course requirements of each level are different.

Prerequisite(s): ART 1700 Introduction to Sculpture

Exploration of metalsmithing forming techniques to turn flat metal sheets into three-dimensional form through techniques of stretching, angle raising, and fold forming. The class will explore marriage of metal, etching and mechanical connections. Beyond the technical, students are expected to develop conceptual problem solving within the context of the contemporary metalsmithing/jewelry field. The study of historical and contemporary metalsmithing will be used as foundations for design and ideation.Various levels (1-4) of this studio art medium may meet together.
Prerequisite(s): ART 1800 Introduction to Metalsmithing

This course is designed to study the application of the organizational and administrative outlooks in regards to the field of athletic training. It will address emergency care situations in respect to proper record keeping, facility management, and scheduling of medical staff and equipment. In addition, an in-depth exploration of the requirements set forth by OSHA and other federal agencies will be incorporated into each learning environment.
Prerequisite(s): Admission into the ATP or permission of instructor.
(Normally offered each spring semester.)

An introduction to the ethical issues raised by modern biological and medical research and clinical medicine. Case studies and readings will be used to present the following ethical issues: environmental ethics; patients' rights and physicians' responsibilities; abortion, euthanasia, and definitions of death; allocation of medical resources; humans as experimental subjects; behavioral technologies; genetic testing, screening, and manipulation; and reproductive technologies. Student participation will involve class discussions and oral and written presentations.
One 2-hour lecture/discussion session per week. No P/F.
Prerequisite(s): Junior standing and at least 16 hours in biology coursework.

A course devoted to exploring issues related to biological diversity, including how biodiversity is measured, where it is found, its value, threats to it, and measure taken at the population and species level to conserve it. The course includes examining links between conservation and economics, law, and the social sciences. Case studies and discussions of local and global topics will encourage students to understand the varied threats to global biodiversity and the principles necessary to overcome them.
Three lectures/discussions per week.
One 3-hour lab per week.
Prerequisite(s): BIO 1400FYW Introduction to Biological Inquiry, BIO 2200 Genetics and Cell Biology and BIO 2300 Ecology and Evolution and sophomore standing or instructor permission.
(Normally offered alternate springs.)
Note: Environmental Studies Minors are encouraged to register; please contact the instructor.

The study of animal behavior from both the ethological and behavioral ecological perspectives. Broad topic areas include behavioral mechanisms, genetics of behavior, behavioral evolution, and behavioral adaptation.
Concurrent enrollment in BIO 3650 Laboratory in Animal Behavior is encouraged.
Three lectures per week.
Prerequisite(s): BIO 1400FYW Introduction to Biological Inquiry, BIO 2200 Genetics and Cell Biology, and BIO 2300 Ecology and Evolution and a minimum of sophomore standing.
(Normally offered alternate fall semesters.)

A study of the systems, mechanisms, and methods of molecular genetics with a particular emphasis on the analysis of the genetic material--mutagenesis, replication, regulation, transcription, and translation--and its protein products and their biological function. Recombinant DNA/genetic engineering and other modern technologies will be discussed. Three lecture per week. One 3-hour lab per week.
Prerequisite(s): BIO 1400FYW Introduction to Biological Inquiry, BIO 2200 Genetics and Cell Biology, CHEM 1110 Chemical Principles I , and CHEM 2100 Organic Chemistry I .
(Normally offered alternate spring semesters.)

An introduction to the principle and mechanisms of evolution.
Three lectures and one laboratory per week.
Prerequisite(s): BIO 1400FYW Introduction to Biological Inquiry, BIO 2200 Genetics and Cell Biology and BIO 2300 Ecology and Evolution.
(Normally offered alternate fall semesters.)

This course provides a conceptual framework for understanding behavior within the organization. Students explore behavior at the individual, group, and organizational levels. Units of analysis include personality, leadership, conflict, motivation, power, and politics.
Prerequisite(s): Grade of "C-" or better in BUSAD 2500 Principles of Management or permission of the instructor.
(Normally offered each fall semester.)

This course focuses on a variety of issues in a pluralistic society. It will provide a theoretical framework for examining pluralism and culture. Some of the major issues/themes to be discussed include an examination of the personal and institutional "-isms" (racism, sexism, etc), language, cultural diversity, and how race/ethnicity influence communication styles. Students will reflect upon their own cultural identity and how their personal and professional experiences are influenced by the course framework. Opportunities will be provided to reflect on the diverse nature of society in both oral and written formats.

Health Communication is the study and use of communication strategies to inform and influence individual and community decisions that enhance health. We will be exploring a wide range of messages and media in the context of health maintenance and promotion, disease prevention, treatment and advocacy. Through readings, discussion, written assignments, along with shadowing and interviewing a variety of health care professionals, you will learn theories focusing on the communication patterns and practices that shape health care in the U.S. as well as in other cultures.
(Normally offered in the spring semester.)

This course offers an exploration of the creation and perpetuation of gender and gender roles through communication. Students will also consider the question of the impact of gender on communication. Students will examine gender in a variety of contexts including families, schools, and media.

This course is designed to help students develop theoretical and practical understandings of dialogic communication. Students will develop the skills necessary to effectively participate in and facilitate transformational dialogue. In addition to developing a comprehensive understanding of current dialogic research, students will have several opportunities to practice their facilitating skills by helping NWU and Lincoln community groups engage impasse through dialogue.
Prerequisite(s): Sophomore standing and permission of the instructor.

The Juvenile Reentry Mentoring Project (JRMP) is an experiential learning course that seeks to assist youth transitioning back to the community from a congregate care setting. The program matches undergraduate student mentors with youth in the juvenile justice system. Students will receive professional skill development through classroom instruction and experience working directly with the youth and juvenile justice system professionals. Students must commit one calendar year to the match and enroll in two consecutive semesters (CRIM 3800 and CRIM 3810). Junior or senior level standing preferred.

Prerequisite: Permission of the instructor.

The Juvenile Reentry Mentoring Project (JRMP) is an experiential learning course that seeks to assist youth transitioning back to the community from a congregate care setting. The program matches undergraduate student mentors with youth in the juvenile justice system. Students will receive professional skill development through classroom instruction and experience working directly with the youth and juvenile justice system professionals. Students must commit one calendar year to the match and enroll in two consecutive semesters (CRIM 3800 and CRIM 3810). Junior or senior level standing preferred.

Prerequisite: CRIM 3800 Juvenile Reentry Mentoring Project I and permission of the instructor.

A student-driven collaborative project synthesizing skills developed in the data analytics major.

Prerequisite(s): At least Junior standing and grades of "C" or better in CMPSC 2100 Python Programming II and DATA 3100 Data Visualization With R.

A course in which students will concentrate in depth on one subfield or topic in the domain of linguistics. The particular subject will be determined each time the course is offered.
Prerequisite(s): Junior standing or instructor permission.
(Normally offered every other spring.)

A course designed to develop and expand information about the use and abuse of drugs including: alcohol, tobacco, depressants, stimulants, narcotics, inhalants, club drugs, date rape drugs, hallucinogens, marijuana, sport enhancement drugs, prescription and OTC drugs. The course will include history of, and facts about the substances, the pharmacokinetic properties, the formation of laws, the victims, prevention, and approaches to treating the problem.
(Normally offered each semester.)

This is a course designed to introduce students to ethical theories and thinking through the analysis of major issues present in today’s sporting landscape. Students will be engaged in discussions of the past, current and future nature of sport and the issues that affect both sport and society in order to better understand the ethical dilemmas that face current and future sport managers/administrators, participants, health professionals, coaches, academics and consumers.

Prerequisite(s): Junior standing or permission of instructor.
(Normally offered each spring semester.)

A study of movements for racial justice in the United States since 1900, this course focuses on the ideas, strategies, tactics and participants in movements which sought to counter racial discrimination, violence and oppression directed at African Americans, Latino/a Americans, American Indian nations, Asian Americans and various immigrant populations sometimes defined as "racial" groups. Attention also will be given to the interaction of the movements with other movements,such as LGBTQ+ or Feminist movements. No P/F.

This course serves as the core requirement in the Identity Thread of the Integrative Core.  In the course, we will explore fundamental premises about human identity within different world cultures, and study ways in which the development of modernity has challenged and remolded those views.  The ultimate aim of the course is to present major questions that the study of identity poses, and explore a variety of approaches to investigating these questions.  The course will prepare students for other courses they will take within the thread. Credit may not be earned for more than one of the "Identity" courses of IDS 1200, IDS 1200FYW, or IDS 1210.

For students who have successfully completed a semester or year of study abroad or international internship. Students will process that experience further by analyzing specific cultural and educational experiences and interacting with students who have had similar experiences abroad.P/F only.
(Offered every semester.)

Dual-level course designed to introduce students to contemporary literature written by Hispanic authors for the adolescent reader. Works selected will be representative of a variety of Spanish-speaking countries and will be targeted for readers between the ages of 10 and 18. Emphasis in the course will be on the social and cultural elements that affect the lives and beliefs of young people from Spanish-speaking countries, as reflected in contemporary literature. MSPAN 4450 meets with MSPAN 3450, with differentiated assignment lengths and expectations by level.
Prerequisite(s): 6 credits from MSPAN 3000-level coursework or instructor permission.

See MSPAN 3450 Adolescent Literature in Spanish.
Prerequisite(s): Instructor permission.

We engage with ideas from a variety of ancient Greek sources, including the preserved texts of mythmakers, philosophers, "sophists," politicians, and playwrights, to explore the philosophical origins and practices of Western democracy. We examine Athenian and non-Athenian forms of life through the collapse of Athenian democracy, and conclude with an examination of the 'schools of thought' that emerge from this collapse. Along the way, we discern and evaluate a variety of concepts and practices integral to ancient political life, including the defining features and cultural requirements of a democracy, criticisms and challenges to these features and requirements, and multiple accounts of citizenship and justice.

This course examines some of the most influential theories and ideas about education from an historical and thematic perspective.

This course focuses upon modern, late modern, and contemporary thinking that influences the philosophy and practice of "democracy." We study a variety of a traditional and innovative writings that support and challenge 'democratic' living. We also engage in informed analyses and discussions of our own social and political experiences, culminating in the collaborative creation of our own 'democracies' toward the end of the semester.

In this course we study and assess a variety of mythologies from around the world, paying attention to the cultural circumstances from which these myths emerge, and the different types of belief systems the myths answer to and inspire. The instructor of the course will determine which mythologies are studied. These may include, but are not limited to: Greek, African, Celtic, Egyptian, Buddhist, and Hindu mythologies. Students may repeat the course with departmental permission when the study of different mythologies is offered.

This class will give students first-hand experience making social and political change. Our goal is to understand how ordinary citizens work for social, economic, and political justice within their communities. Students will work with a grassroots organization to experience the way in which mobilization and change in Lincoln occurs. When the course is offered for 2 credits, the focus will be on the strategy of grassroots organizing and how that is manifested in the students' experiential learning projects. When the course is offered for 4 credits, there will be an additional focus on theories grassroots organizing and on the tactics employed by influential political activists in the United States and globally.

This course explores the dilemmas and experiments associated with democracy. What does it mean for a political community to be democratic? What are the limitations and promises of democracy, and what prompts movements towards or away from democracy? How is democracy being updated and experimented with? This comparative politics course asks you to do the work of delivering on the ideal of democracy through theoretical and empirical analysis of democracy over place and time.

This class provides students who are interested in the political science major or minor an in-depth examination of the major discussions, methods, and themes that form the core of political science education.

This course will discuss the life and teachings of the apostle Paul and explore how the Pauline legacy that comprises nearly half of the New Testament is received and interpreted. The purpose of this course is to deepen the knowledge of Paul and the Pauline trajectory in the through primary and secondary sources, including non-Christian and contemporary sources.

Prerequisite: 3 credits in Religion or instructor permission.

See SOC 2350 Sociology of the Family.

This course explores social stratification, the socially created pattern of unequal distribution of social resources that leads to social inequality. It gives particular attention to social class, but also considers how class intersects with other social categories (such as race/ethnicity and gender) to create even further inequality. It also examines the interconnectedness of social inequality and the primary social institutions of U.S. society. It also explores global social inequality.
Prerequisite(s): SOC 1110 Introduction to Sociology.
(Normally offered alternate years.)

Since all social interaction takes place in groups, this course introduces students to the basic principles of small group structure and interaction. Students participate in group activities throughout the semester in order to study and reflect on the way groups function and influence individual behavior and identity. Topics such as goals, cohesiveness, communication, conflict, and leadership are investigated.
Prerequisite(s): SOC 1110 Introduction to Sociology.
(Normally offered every other year.)

This course studies the historical development of social welfare policies, services, and institutions and addresses contemporary policy and service delivery. The social, political, and value systems that create policies are studied. A systems perspective focuses on the relationship between policy, services, and institutions at the local, state, and federal levels. International perspectives on social policy are discussed for comparative purposes. Primary areas of focus are public welfare, aging, and mental health. Policy implementation and change are discussed.
(Normally offered each spring semester.)

This discourse-instructive course will study the diverse and varying collection of the musicals that encompass the Broadway stage. Musicals to be studied will vary each semester and students will engage in multiple discussions on topics such as performance transitions, styles, time periods, subject matter, historical contribution, composers, and even audience appeal. Students will experience such musical either visually or aurally and complete a variety of assignments to identify the unique characteristics and contributions of each.

This course will explore films made by artists who experiment with the formal, perceptual and narrative elements of film. Students will watch a wide range of film media that challenge conventions to gain an appreciation for the Avant-Garde and art film/video. Selected films will be analyzed within historical and aesthetic contexts of their departures from norms and conventions. One way to define Avant-Garde is breaking new ground and experimenting with the possibilities of the medium: rather than entertain or generate profit through their films, artists may shock or challenge viewers and explore the limits of genre. Students will be challenged to go beyond preconceived notions of visual pleasure to think critically and creatively about how/why a work was created and what it communicates in that context.

U.S. Theatre and Cultural Pluralism is a Discourse-Instructive and Diversity-U.S.-Instructive course that considers drama and theatre by ethnic and racial minority writers, gender and sexual minority writers, and writers with disabilities, within the context of historical and contemporary cultural circumstances including economic class. The primary focus of this class is the examination of cultural pluralism as one of the ideals/principles of a democracy as embodied in dramatic works and theatre production practices. It seeks to investigate how theatre in the U.S. has served as a venue for voices that have been historically silenced and/or marginalized, while acknowledging that theatre has sometimes been used as an instrument of oppression. The dramatic works read will allow discussion of topics including: features of a democracy, structures of power, principles of cultural pluralism, what it means to be a citizen in a democracy, and obstacles to full participation in a democracy.
Prerequisite(s): POLSC 1010 United States Government and Politics/POLSC 1010FYW United States Government and Politics or HIST 1020 United States Society and Culture Since 1877 or  PHIL 2400 Social-Political Philosophy or THTRE 1020FYW Script Analysis or THTRE 1030 Script Analysis or instructor permission.

This seminar investigates the diversity of global visual art practices through thematic topics such as activism, nature, identity, gender, memory, spirituality, colonialism, consumerism, beauty, participation, globalization, and science. Students will examine how practices, beliefs, systems and narratives have come under critique and are challenged by visual artists as well as how alternatives to these practices, beliefs, systems and narratives proposed by visual artists can lead to transformation. Emphasis is placed on contemporary art practices, but students are encouraged to consider artwork within larger historical and cultural contexts. Course discussions introduce students to aesthetic and theoretical developments, examine significant critical debates within the art world and explore various historical, stylistics and methodological questions raised within the visual arts and art history.

Prerequisite: ARH 1040FYW Survey of Western Art History or permission of the instructor.

This studio art course provides an introduction to fundamental concepts and techniques for creative production + problem solving + presentation. We will aim to expand your understanding of what you can achieve and what interests you through experimentation with time, surface, and space as well as a thoughtful exploration of the elements and principles of 2D, 3D, and 4D art and design. While this course will cover some ideas of technique, materials, and process, this is primarily a course where our goal will be to develop our ideas and strategies for how to engage an artistic practice that takes place across material + dimensional boundaries based on the needs of "the work" and the concepts behind it.

Prerequisite(s): Permission of department chair.

This is a hybrid studio/seminar course that familiarizes course participants with the socio-political issues on the NWU campus as well as at the local, state and national level, then develop creative strategies for personal growth and community transformation. In a supportive environment, we will challenge ourselves to look deeply at our own biases regarding race, gender, sexuality, socioeconomic class and the natural environment. Each semester the course is offered, it will focus on a particular one of the areas mentioned above. We will investigate the issues through listening to guest speakers followed by
open dialogue among students and faculty. Students will become familiar with the intersections of art and activism through lectures and discussions as well as their own research, which they will present orally to the class. In the second half of the semester students will begin developing their own socially engaged art projects with the support of the class feedback and from one of the class visitors. Initial projects will be on a small scale in a familiar environment. Subsequent projects will build on the knowledge and experience gained from the first projects. Teamwork and collaboration is encouraged.

Designed to prepare seniors in art for graduation, this course includes experiences in planning, promoting, and opening a senior gallery exhibition. Students and instructor will work together to prepare professional resumes and portfolios, which include a written artist statement. Includes a gallery talk, presentation to the public, and an exit evaluation by the art department faculty.
Prerequisite(s): ART 3980 Junior Project and ART 4880 Senior Portfolio Review.

This course will provide skills required to conduct a holistic health assessment through comprehensive analysis of a patient's health status across the age continuum. Topics include dermatological, cardiovascular, ear, nose and throat, neurological, respiratory, musculoskeletal, gastrointestinal, renal and urogenital, endocrine and metabolic systems, and psychological medical disorders.

Designed for graduate students to develop an understanding of the research process and the rationales for basic behavioral statistics in the field of athletic training. In this course, students will continue to learn about the research process, including evidence-based practice. This class will focus on developing skills to complete a systematic review. Students will present their work at the NWU Student Symposium.

A course for biology majors that emphasizes the natural history, evolution, ecology, morphology, anatomy, physiology, and diversity of both extant and extinct vertebrate groups. Emphasis will be on species found in Nebraska. Students will learn to identify specimens, dissect selected specimens, and investigate current topics in vertebrate zoology through oral presentations and at least one review paper.
Prerequisite(s): BIO 1400FYW Introduction to Biological Inquiry, BIO 2200 Genetics and Cell Biology, and BIO 2300 Ecology and Evolution.
(Normally offered alternate fall semesters.)

Application of behavioral science theories, concepts, methods, and research findings to the understanding and prediction of consumer behavior as the basis for decision making by marketing managers. Designed to provide additional insight into sociological, psychological, and environmental factors affecting the consumer decision process and their importance to marketing strategies.
Prerequisite(s): Grade of "C-" or better in BUSAD 2000 Principles of Marketing and a 1000- or 2000-level speaking-instructive course.
(Normally offered each spring semester.)

Students will investigate the opportunities and challenges facing American companies seeking to expand their markets across international boundaries. Analysis includes a study of international marketing barriers, cultural patterns, adapting the product line to international markets, selecting channels of distribution, pricing strategies, and international communication strategies.
Prerequisite(s): Grade of "C-" or better in BUSAD 2000 Principles of Marketing and a 1000- or 2000-level speaking-instructive course.

This course investigates ethical issues and moral dilemmas found in the modern business arena. The conflict between an organization's economic performance and its social obligations are studied. Various economic theories, legal regulations and philosophic doctrines are discussed. Contemporary Western moral philosophy, historic and contemporary Christian ethics, and social theory provide a context for the course. Case studies are integrated throughout the semester.

Prerequisite(s): Junior standing and a 1000- or 2000-level speaking-instructive course.
(Normally offered each spring semester.)

A comprehensive introduction to the field of neuroscience that will cover cellular and gross neuroanatomy, signaling, neural systems, and behavior. This course will explore these topics in the context of neurological disorders including stroke, neurodegeneration, and behavioral disorders, as well as the social, economic, and ethical ramifications of these diseases.

Prerequisite(s): BIO 2200 Genetics and Cell Biology, CHEM 2100 Organic Chemistry I , PSYCH 1010FYW Introduction to Psychological Science.

(Normally offered each spring semester)

This course is designed to help students develop the skills necessary to effectively communicate in a variety of settings. The course will focus on a broad base of communication concepts and skills and offer students the opportunity to apply those skills. Students will explore several models of communication, including: invitational, persuasive and dialogic. Once they have developed an understanding of the theoretical underpinnings of effective communication, students will develop the skills necessary to overcome the anxiety associated with public speaking, analyze audience needs, prepare effective speeches, deliver engaging speeches, better participate in small group discussions, and improve listening and response skills.

This course is designed to help students develop the skills necessary to effectively communicate in public, private and professional settings. The course will focus on a broad base of communication theory, concepts, and skills and offer students the opportunity to apply those skills. Students will explore several modes of communication, including persuasive and invitational speaking, dialogue, and interpersonal communication. Students will explore the foundations of the communication discipline and consider the importance of communication for our personal, professional, and civic lives.

Normally offered each semester.

A study of theories and practices of persuasion within a variety of communication contexts. Students will be expected to apply these concepts to out-of-class persuasive situations.
Prerequisite(s): Junior standing.
(Normally offered each semester.)

Students will create and deliver presentations for a variety of communication contexts and audiences. Skills in interviewing and group problem solving will be also be developed.
Prerequisite(s): Junior standing and instructor permission.
(Normally offered each semester.)

This seminar enables Sociology, Criminology, and Business-Sociology majors to work collaboratively, to reflect upon and showcase cumulative disciplinary learning and experiences, skills, and ethics, and to develop individual professional selves. Students meet weekly to share internship and thesis experiences, develop public speaking skills, reflect upon cumulative learning, and develop a professional portfolio. The seminar culminates in an Ignite or Pecha Kucha presentation (or a Pecha Kucha film) at a departmental showcase.

Prerequisite: Permission of the instructor.

(Normally offered every fall semester.)

An introduction to and survey of the genres of literature for children, along with the place of children's literature in the curriculum and the evaluation of the literary worth of children's books.
(Normally offered each spring semester.)

See ENG 2690 Young Adult Literature.

A course focusing on the methodology and content of elementary social studies. It includes a survey of social science content, strategies for teaching the disciplines of the social sciences, interdisciplinary approaches, human relationships. Students will be introduced to historical thinking skills. No P/F.
Prerequisite(s): EDUC 2090 Theory of Reading and acceptance into the Teacher Education Program, or permission of the department chair.
(Normally offered each fall semester.)

A survey study of instructional materials of special interest to the junior and senior high school age. Examination of various sources of print and nonprint materials.  Includes bibliotherapy, book-talk techniques, notable authors/producers, and prize winning materials. Discussion of censorship, controversial issues, selection criteria, and the tools to keep abreast of the field.
Cross-listed with EDUC 2690 Young Adult Literature.
(Normally offered alternate fall semesters.)

Each course in the Topics in World Literature group will study a selection of literary works that engage the chosen topic--texts of different genres, from historical eras, and from different cultural traditions. The selected readings will present both abstract principles involved in the topic and its immediate, lived realities.
Prerequisite: Any First Year Writing course.

Introduces Shakespearean and related texts that explore the nature and definitions of justice. Prerequisite: ENG-2000 or Junior Standing.

A study of Shakespearean and related texts that demonstrate a range of views about the operations of power in society.

Prerequisite(s): ENG 2000 Introduction to Textual Studies or junior standing.

A study of Shakespeare and related texts that address issues of gender, sex, sexuality and sexuality identity.

Pre or corequisite(s): ENG 2000 Introduction to Textual Studies or junior standing.

A study of Shakespearean and related texts that deal with diverse conceptions of identity: how it is formed, whether it is continuous, how it is influenced by others and by one's environment.

Prerequisite(s): ENG 2000 Introduction to Textual Studies or junior standing.

See THTRE 2050 Dramatic Literature: Gender and Sexuality.

See PHIL 3270 Feminist Theories.

This course will focus on developing skills to conduct a research study, analyze results, and complete a research paper. Students will present their research proposal to recruit subjects, give an informal elevator speech regarding the state of their research project, and at the end of the course, formally present their research study at
the NWU Student Symposium.

Prerequisite(s): HHP 4800 Research and Statistical Methods.

(Normally offered each spring semester.)

See HIST-4530.

A study of women’s leadership and public speech across time and place, emphasizing the gendered nature of power, how it has been deployed and interpreted. This course begins in the Ancient World and then studies female leaders such as Cleopatra and Elizabeth I, along with women who have instigated reform in Asia, Africa, Latin America, the Middle East, and North America. HIST 4530 meets with HIST 3530. The requirement of the courses are the same EXCEPT that a research paper is required for students in 4530.

See HIST 4030 Founding of the Americas.

See HIST 4650 Topics in Nebraska History.

See HIST 4700 Revolutions in Latin America.

This course explores the History of Nebraska topically, covering such issues as American Indians, overland trails, expansionism, town founding, railroads, political development, and the dust bowl era; as well as the environment, gender history, and other topics of interest to students who enroll. This course will have field experiences.
HIST 4650 meets with HIST 3650. The requirements of the courses are the same EXCEPT that a research paper is required for students in 4650.
Prerequisite(s): HIST 1010/HIST 1010FYW Topics in United States History to 1877 or HIST 1020/HIST 1020FYW United States Society and Culture Since 1877.
(Normally offered each spring semester.)

This course delves into the uniqueness of Rwandan history to explore the complexities of this country whose politics and history have generated much debate. Through films and readings, we will explore the pre-colonial era to post-conflict transition with an emphasis on the defining moment of the 1994 genocide against the Tutsi. Artistic expressions of film and literature respond to traumatic collective experiences, but Rwanda is more than genocide. We will analyze globally applauded successes such as women's representation in government and peaceful co-existence of survivors and perpetrators; topics may also include controversies surrounding genocide denial, freedom of expression, political power, and the transition to English. Students will make two presentations demonstrating what they have learned about cinematic representation and cultural difference.

Advanced-level French course serves as an introduction to the literature of the French-speaking world outside of France. Students will read, discuss, and analyze selected texts from one or more of the following regions: Africa, the Caribbean, or Canada. The course will be conducted entirely in French and may be repeated if the area of focus is different. MFREN 4430 meets with MFREN 3430, with differentiated assignment lengths and expectations by level.
Prerequisite(s): 8 credits from MFREN 2000-level or above or appropriate placement.

See MFREN 3430 Francophone Literatures.
Prerequisite(s): Instructor permission.

Guided oral skills development course designed to polish and enhance students' confidence, accuracy and ability to produce and interact using spoken German in a variety of contexts from informal to formal. In this course, through discrete listening and production practice activities, guided and free conversation, role-playing, debating, presenting and personal reflection, students will enhance their pronunciation, vocabulary production and comprehension and structural variety, thus preparing them to interact more spontaneously, appropriately and effectively in German. MGRMN 4160 meets with MGRMN 3160, with differentiated assignment lengths and expectations by level.
=Prerequisite(s): 8 credits from MGRMN 2000-level or above or appropriate placement.

See MGRMN 3160 German Oral Communication.
Prerequisite(s): Instructor permission.

"Core Skills" course designed to provide intensive practice in conversational Spanish. Students will prepare assigned discussion topics and/or readings and will make class presentations in Spanish.
Prerequisite(s): MSPAN 2020 Spanish Stage 4: Global Connections or appropriate placement.
Note: Students are encouraged to take two "Core Skills" courses (4 credit hours) concurrently.

Designed to provide continued practice in presentational Spanish and further develop oral/presentational proficiency. Class will be conducted in Spanish and is designed for advanced-level language students, native and heritage Spanish speakers.
Prerequisite(s): Six credits from Core Skills courses or permission from the instructor. Core Skills area includes MSPAN 3010 Spanish Conversation, MSPAN 3020 Introduction to Spanish Phonetics, MSPAN 3030 Reading Spanish, MSPAN 3040 Spanish Grammar Review, [MSPAN-3050=l], MSPAN 3060 Spanish Reading/Grammar Review.

See MSPAN 3310 The Art of Public Speaking.

Prerequisite(s): Six credits from Core Skills courses and instructor permission. Core Skills area includes MSPAN 3010 Spanish Conversation, MSPAN 3020 Introduction to Spanish Phonetics, MSPAN 3030 Reading Spanish, MSPAN 3040 Spanish Grammar Review, [MSPAN-3050=l], MSPAN 3060 Spanish Reading/Grammar Review.

This course examines the development of new concepts and theories of music that led to significant departures from standard musical practices and ideals. Students will explore twentieth century pitch resources, and contrast late tonal techniques and styles of composers such as Debussy, Ives, Messiaen, Stravinsky, Schoenberg, Webern and more. Analysis of specific works will promote discussions, tracing theoretical paths that led to the development of post tonal and avant-garde music. The content is designed to:

1. Widen your knowledge of, appreciation for, and ability to identify, describe, and critically assess musical works in light of the innovative ideas that led to their creation.
2. Give you a sophisticated understanding of the cultural, aesthetic, and stylistic relevance of these works in order to better comprehend the historical impact of radical departures from the norm.
3. To practically apply your knowledge of musical elements in order to create informed and appropriate musical interpretations within the body of music that forms your own repertoire.
4. To introduce you to the oral expression of your music in the style of a professional lecture presentation, so that you can improve your skills in verbally describing music and musical analysis.

Prerequisite(s): MUSIC 2610 Music Theory III or permission of the instructor.

Advanced research methods, analytical writing, and professional presentation skills compromise the primary components of this rigorous culminating course, which focuses on the integration and application of knowledge and prepares students for the transition from their undergraduate education into their future profession. The Senior Capstone Seminar should be taken during the student's last year in residence at Nebraska Wesleyan University.
Prerequisite(s): Music major with senior standing or permission of the instructor.
(Normally offered each fall semester.)

This speaking-instructive nursing course focuses on the application of community health nursing concepts and exposure to a variety of population aggregates. Emphasis is placed on application of the nursing process and communication with a variety of clients across the lifespan within the community setting. Researching and synthesizing data sources on health needs for a specific population and culminating in a professional poster presentation.  This course is offered over 8-weeks; it includes three credits of theory and one credit of clinical experience. 

Prerequisite(s): NURS 2180 Health Assessment for Traditional BSN Students, NURS 3050 Leadership and Issues in Professional Nursing Practice, NURS 3310 Nursing Theories and Contemporary Nursing Practice, NURS 3340 Health Care Ethics, NURS 3360 Introduction to Nursing Research and Evidence Based Practice, and PSYCH 2350 Lifespan Development, with grades of "C+" or better.

Corequisite(s): NURS 4450C Community Health Nursing Clinical.

This course examines issues about God, faith, reason, knowledge, causation, whether the world is eternal or has a beginning, and science among other issues as found in the Christian, Jewish, and Islamic philosophical traditions from about 400 CE to about 1400 CE.

This course examines issues about God, faith, reason, certainty, doubt, causation, immortality of the soul, and science among other issues as discussed in mostly European philosophical traditions from 1600-1899.

This course focuses on a radical thinker or radical thinking within the late modern, postmodern, or contemporary era. We explore what is radical, revolutionary, experimental, or 'avant garde,' and learn to identify what places a person, idea, or movement outside the "norm." We address questions like: What influences or impacts a philosophically innovative idea? How do we distinguish what is radical or subversive from what is merely repetitive or conservative? What is the impact of a philosophy on its larger culture? What role does experience and context play on the radicals who live these ideas? The course may be taken more than once with departmental approval.

This course provides students with an understanding of the role, impact, and significance of the United Nations within the larger context of international organizations and global power relationships. After discussing the history and structure of the United Nations, students will analyze the challenges and opportunities that the United Nations faces in the 21st century, focusing on the principal substantive issues before the organization: war, terrorism, arms control, human rights, international refugees, and development. May be repeated one time when taken for a different topic.
Prerequisite(s): POLSC 1100 Introduction to International Politics.

This seminar provides an introduction to global environmental politics. Many of the environmental problems of the twenty first century, from climate change to food insecurity to protection of biological diversity and endangered species, are global in nature, and addressing them requires international cooperation. The first part of the course provides the analytical foundation for evaluating environmental problems. The second part of the semester will apply these
analytic and policy tools to an evaluation of actors and solutions. We will look at the state and non-state actors, such as transnational social movements, civil society, NGOs and IOs, businesses and multinational corporations, and
nation-states.

The Arab Spring and the problematic transitions to democracy throughout North Africa and the Middle East have presented renewed questions about what a democracy is.  This topic is unique in political science because there are more questions than answers: experts aren't sure what facilitates democratic transitions, how transitions are completed and sustained, and what makes a country most likely to consolidate their democracy.  Thus, this is an exciting and important area to study.  In this course, we will explore each of these debates, tracing the lifespans of democracies and attempting to understand the political, cultural, and economic factors that make them most likely to survive and thrive.  We will contrast these with unsuccessful transitions to democracy and analyze the conditions under which countries backslide or become undemocratic.
Prerequisite(s): POLSC 1100 Introduction to International Politics and junior standing.

A research seminar in which students conducting their research to satisfy the senior comprehensive requirement meet regularly to make formal presentations on part of their research projects and to share insight progress and problems encountered in their project. This course consists of completing the professional development and presentation activities related to the major research project from POLSC-4990A.

Prerequisite(s): Senior standing and permission of the department chair.

(Normally offered each spring semester.)

This course provides the historical, cultural, and religious contexts of the Old Testament/Hebrew Bible (the Torah, Prophets, and Writings) - a collection of texts whose creation, interpretation, and transmission takes place over many generations and represents a multiplicity of voices.
(Normally offered each fall semester.)

This course offers an introduction to the collections of materials documenting the origins of Christianity, commonly known as the New Testament. Focus lies in the texts and beyond, including the social, literary, ideological, and theological contexts in which they emerged and which they reflect, and to the various critical methodologies and terms employed in interpreting them.
(Normally offered each spring semester.)

This course explores religious responses to social justice issues, such as conflict, poverty, oppression,discrimination, and the environment. Particular focus is lent to the distribution of resources, gender and racial discrimination, war and other forms of violent behavior and the historical, philosophical, religious, economic, cultural influences therein. The course will also show some implications that theories and implementations of justice have that could aid in framing public policy and social justice activism around particular issues.

This seminar enables Sociology, Criminology, and Business-Sociology majors to work collaboratively, to reflect upon and showcase cumulative
disciplinary learning and experiences, skills, and ethics, and to develop individual professional selves.  Students meet weekly to share internship and thesis experiences, develop public speaking skills, reflect upon cumulative learning, and develop a professional portfolio.  The seminar culminates in an Ignite or Pecha Kucha
presentation (or a Pecha Kucha film) at a departmental showcase. 

Prerequisite(s):  Permission of the instructor.
Normally offered every fall semester.

The Pulitzer Prizes are regarded as one of the most prestigious awards that a writer or composer can win. The Pulitzer Prize in Drama is awarded "for a distinguished play by an American author, preferably original in its source, and dealing with American life". Given the emphases on American authorship and American life, this speaking-instructive dramatic literature course examines Pulitzer Prize winning plays such as Angels in America, The Kentucky Cycle, Topdog/Underdog, Disgraced and others to investigate questions about the features of a democracy and what it means to be a citizen of a democracy. The plays also serve as the basis for a series of oral presentations. The course also asks: To what extent is the representation of democratic principles and ideas a contributing factor in what plays win the Pulitzer Prize in Drama.

Dating from 1947, the American Theatre Wing's Tony Awards have been presented annually to honor excellence in commercial theatre on Broadway. It is a high honor for a writer or composer to win the award for Best Play or Best Musical, and usually results in financial and career gains. This speaking instructive dramatic literature course examines this U.S. awards tradition, considering how the procedural structures incorporate elements of democratic ideals and principles. Students will read examples of Tony Award winning plays and musicals in order to consider how democratic ideals are represented in those plays and will consider whether such representation is contributing factor in what works with the awards. The plays also serve as the basis for a series of oral presentations.

Is nurturing the subversive comic impulse in expression vital to a democracy? This speaking-instructive dramatic literature course examines the comic tradition in U.S. dramatic writing, focusing primarily on how democratic principles and ideals have been represented. One primary topic to be considered involves the ways that comic plays, whether overtly or subversively, can serve as a contributing factor to stimulate political change in a democracy. A range of plays from early national to contemporary will be read and discussed to draw conclusions about features of a democracy and what it means to be a citizen of a democracy. The plays will also serve as the basis for oral presentations.

This speaking-instructive dramatic literature course examines how definitions and concepts of family have been represented in dramatic literary works. By reading, discussing, reflecting in writing and making oral presentations about a variety of dramatic works drawn from diverse perspectives students will consider how changes in cultural and institutional environments impact definitions of family and how concepts of family are interconnected with other with other social institutions.

This speaking-instructive dramatic literature class examines how varieties of feminisms and cultural diversity have been represented in dramatic literary works. By reading, discussion, reflecting in writing and making oral presentations about a variety of dramatic works drawn from diverse perspectives students will utilize recent scholarship in gender and sexuality studies to analyze how assumptions about gender and/or sexualities have contributed to inequalities, choices, biases, oppression and/or empowerment in the culture and time periods in which the plays were written and produced.
Cross listed with GEND 2050.

Why does censorship occur in democracies that champion freedom of expression as an ideal? What are the tipping points that trigger the impulse to ban and/or censor? Does censorship or the threat of censorship present an obstacle to full participation of writers and readers in a democracy? Students seek the answers to these and other questions in this speaking-instructive dramatic literature course by looking at example of dramatic works that have been banned or censored in democratic nations. The selected texts will also serve as the basis for a series of oral presentations and will be utilized to discuss how the defining features of a democracy and the meaning of what it means to be a citizen in a democracy are represented in dramatic texts, as well as the broader question of how the arts shape how a nation defines itself as a democracy.

This course seeks to enhance students' understanding of cultural differences by focusing on film representations of different national and cultural groups. We will analyze how nationality and ethnicity affect both the production and reception of film. The course will expose students to various national and transnational values and practices through selected films. How have international cinemas coped with the pervasive influence of the "classic" Hollywood film paradigm? How have they resisted or been shaped by U.S. influence? We will read film criticism and theory of various countries focusing on the idea of national cinemas. Themes to be explored include survival, resistance to oppression, self-representation and visibility (performance of self and culture), intercultural communication, gender and power.
(Normally offered each spring semester.)

This speaking-instructive course provides an in depth look at all the aspects of starting and running a non-profit theatre from the ground up. The first part provides a survey of the field of arts administration and introduces nonprofit governance including incorporation, mission development, and roles and responsibilities of boards of directors. The second part examines the relationship between the arts and law, including contracts, license fees, copyrights, intellectual property, and royalties. The third part of the course provides the students with audience development techniques and fundraising models. Finally each student will be introduced to practical experience picking a season, timelines, establishing a budget, and getting the word out to the public in today's world. This course may be repeated for credit.
Prerequisite(s): Junior standing or permission of instructor.
(Normally offered spring semesters.)

This is a service learning course that allows students to provide income tax preparation services, at no cost, to low income taxpayers in conjunction with the IRS. May be taken twice.
Prerequisite(s): ACCT 3400 Individual Federal Tax Accounting.

This is a research course. The student initially meets with the department chair to select a study topic and review research methods. At this time the student will be assigned a faculty resource person to guide his or her work and assist in an advisory capacity. A copy of the student's work is filed in the archives for the department. Independent study may not duplicate courses described in the catalog.
Prerequisite(s): Permission of the department chair.

A supervised, on-campus, experience in which the student participates in the preparation of materials for teaching labs, assisting of laboratory courses, care and maintenance of biological specimens, or other practical applications of their biology coursework. Pass/Fail Only.

Prerequisite(s): Declared major or minor in Biology or Biochemistry and instructor permission.

This is a research course. The student initially meets with the department chair to select a study topic and review research methods. At this time the student will be assigned a faculty resource person to guide his or her work and assist in an advisory capacity. A copy of the student's work is filed in the archives for the department. Independent study may not duplicate courses described in the catalog.
Prerequisite(s): Permission of the department chair.

This course allows students to participate in an academic internship.
Pass/Fail only.
Prerequisite(s): Permission of the department chair.

A supervised experience in which students participate in a clinical or research setting, assist in preparation of materials for teaching labs, or engage in other practical applications of their biology coursework. Requirements include: submission of learning objectives, journal, reflection paper, and oral presentation. Thirty hours of field experience per credit hour. May be taken for one credit hours. Pass/Fail only.

Prerequisite(s): Major or minor in Biology, approval of the department chair, and approval of the coordinating clinic or laboratory supervisor.

An introduction to management theory and practice. Students explore the history of management and the environment in which managers operate. Classroom discussion focuses on the basic managerial functions of planning, organizing, leading, and controlling.
(Normally offered each semester.)

Individual laboratory project in chemistry or biochemistry. Independent Study may not duplicate courses described in the catalog.
Prerequisite(s): Permission of the department chair.

An introduction to experimental research in which you will actively explore a designated research topic through a combination of weekly experimentation and exploration of the primary literature. You will learn relevant laboratory techniques and instrumentation as needed to support your project and gain a greater understanding of the rewards and challenges of independent laboratory research. Your work will culminate in a formal summary of your discoveries in the form of a poster or an oral presentation. One 3-hour lab and one 1-hour lecture per week.

Prerequisite(s): Grade of "C" or better in CHEM 1110 Chemical Principles I or equivalent.

A supervised laboratory experience enabling observation and participation in laboratory setting related to Chemistry by working as a stockroom prep assistant. Requirements include: submission of a learning plan, journal, reflection project, and oral presentation. P/F only.
Prerequisite(s): Approval of the Department Chair in consultation with the Stockroom Manager and approval of the coordinating full-time faculty member.

A supervised laboratory experience enabling observation and participation in laboratory setting related to Chemistry by working as a teaching assistant. Requirements include: submission of a learning plan, journal, reflection project, and oral presentation. P/F only.
Prerequisite(s): Approval of the Department Chair in consultation with the Stockroom Manager, and approval of the coordinating full-time faculty member.

Individual laboratory project in chemistry of biochemistry. Independent Study may not duplicate courses described in the catalog.
Prerequisite(s): Permission of the department chair.

Students teach Criminal Justice courses to inmates at the State Penitentiary. The students will apply and expand their understanding of Criminal Justice by teaching inmates criminal justice concepts. The topics covered in a given semester vary but can include material typically found in courses like: Introduction to Criminal Justice, Crime and Delinquency, and Criminal Law. Under the guidance of the course instructor, students prepare and deliver lessons directly to inmates in their capacity as non-matriculated adult learners. In preparation of their time in the prison setting, students organize the curriculum, research the concepts, and prepare a lesson plan for teaching the concepts. Students then present the concepts, assess how that teaching process went for them and for the inmates, and finally, test the inmates on the level of learning of those concepts. May be repeated for credit.

Prerequisite(s): CRIM 1010 Introduction To Criminal Justice and permission of the instructor.

On-the-job training in data analytics in situations that satisfy the mutual interests of the student, the supervisor, and the instructor. The student will arrange for the position in accordance with the guidelines established by the department. Pass/Fail only.

Prerequisite(s): Permission of the instructor and approval of the department chair.

Students observe/assist in educational settings associated with our P-12 school system. P/F Only.
Corequisite(s): EDUC 2050 Human Development and Learning I.
(Normally offered each semester.)

An on-the-job experience oriented toward the student's major interest (e.g., writing, editorial, The Flintlock, literacy instruction, textual analysis, research). The student is to secure a position in an organization that satisfies the mutual interests of the instructor, the sponsor, and the student. P/F Only.
Prerequisite(s): Permission of the department chair.

See HIST 2370 History of Women in the United States.

This course provides an overview of key contemporary theories, concepts, issues, and debates in Gender Studies as well as an overview of the historical roots that inform this interdisciplinary area of study. Students will also conceptualize and develop an applied gender-project. While topics may vary by instructor expertise and state of the discipline, currently, focus will be placed upon intersectionality (categories such as gender, sexual orientation, gender identity, ethnicity, citizenship status, social class, caste, ability, and age interlock and work together), transnationalism (no matter one's location or awareness, one is connected to others in different parts of the world) and masculinities (analysis of masculine social formation and feminist masculinities). Students will glean an overview of the field of Gender Studies and its emergence from Women's Studies and advocacy for women's rights. Students will become familiar with key concepts from current gender scholarship. As professors encounter current scholarship they will change the course content to reflect the latest debates in the field. Upon completing the course, students must be able to show that they can conceptualize and complete a substantial project with real-world applications that they can then share with other students.
Prerequisite(s): Minimum sophomore standing.
(Normally offered each spring semester.)

This course examines the sports industry in relation to facility design, facility maintenance and risk management of operating sporting and recreational facilities. Students are required to complete 20 hours of facility/event management experience.
(Normally offered each semester.)

A study of environmental history focusing primarily on the United States and including Canada and Mexico as they involve border environmental conflicts. Emphasis will be placed on environmental philosophy, ethnic minorities, power and politics, regionalism, industrialism, gender, and literature. Course format will be lecture, class discussions based on assigned readings from assigned texts, as well as supplemental sources, reports, videos, and field trips.

What is justice, and how as a society do we pursue its realization? Justice: An Introductory Experience will investigate answers to these questions by studying ideas and case studies concerning justice that highlight the challenges involved in its pursuit, and by participating in service learning where students experience local agencies on their efforts to realize a more just society. This course is required for the Justice Thread, where possible as the first course in the Thread.

In this course students will explore current (innovative) approaches for solving the (wicked) complex problems of a generation. By engaging in a design- or systems-thinking approach, students will develop, share, and refine strategies through active collaboration, exploration, and connection both on and beyond campus, seeking out community experts, and will culminate coursework with a final team demonstration of an innovative solution.
Prerequisite(s): Sophomore standing.

This foundational course introduces creative ideas, an entrepreneurial mindset, and a team approach to problem-solving. Throughout the semester, students will learn the technical, business, artistic, writing and speaking skills necessary to promote innovation. Students will apply models of innovation to develop and pitch their own original ideas and solutions to existing businesses in our community

An on-the-job experience oriented toward the student’s major interest. The student is to secure a position in an organization that satisfies the mutual interests of the instructor, the sponsor, and the student. P/F Only.
Prerequisite(s): Permission of the department chair.

A tutoring experience comprised of at least 20 hours of mathematics tutoring. Tutoring may include, but is not limited to, these types: volunteer tutoring, tutoring at NWU's Math Tutoring Center or private tutoring. A reflection component is required.
Prerequisite(s): Permission of Department Chair.
Pass/Fail Only.

This course allows students to participate in an internship for the purpose of supplementing their academic coursework, exploring vocational options, and professionalizing their approach to career choices. Students might intern as a volunteer in a non-profit organization, as a research or field case study assistant, or in formal or informal ministry or in other relevant areas. P/F only.
Prerequisite(s): Permission of the department chair.

A tutoring experience comprised of at least 20 hours of physics tutoring. Tutoring will occur in department-sponsored tutoring sessions. Regular journaling and a reflection paper are required. Regular meetings with the tutoring supervisor are also required. P/F only.
Prerequisite(s): Permission of the department chair.

State governments in the United States play an essential and often overlooked role in the lives of their citizens. Among many other public policy areas, state decisions affect the quality of education provided to children, the criminal laws established and enforced, the operation of elections, and the strength of local economies. This course takes a comparative approach, examining the institutions, procedures, politicians, citizens, and public policies of states in the U.S. We utilize this information to investigate how the collective experiences of the several states can inform governance and policy.

This course allows students to participate in an internship for the purpose of supplementing their academic coursework, exploring vocational options, and professionalizing their approach to career choices. Students might intern as a volunteer in a non-profit organization, as a research or field case study assistant, or in formal or informal ministry or in other relevant areas. P/F only.
Prerequisite(s): Permission of the department chair.

Survey of the field of professional social work, including the roles, philosophy, values, skills, and knowledge base needed. Areas of practice and career expectations are explained.
(Normally offered each fall semester.)

A study of the theories and techniques of directing. Students will direct several short scenes.
Prerequisite(s): THTRE 1020FYW Script Analysis or THTRE 1030 Script Analysis.
(Normally offered each fall and spring semester.)

Each student must work with the department intern coordinator to obtain an accounting-related internship related to the specific area of emphasis or interest of the student. This course presents each student the opportunity for work-related application of accounting. Under special circumstances, a second internship may be taken for credit with the approval of the business department chair and the internship coordinator.
No Pass/Fail.
Prerequisite(s): Junior standing or permission of the department internship coordinator.
(Normally offered each semester including summer.)

This course provides an emphasis on the development of the individual maturation of artistic abilities and intellect, as well as a personal aesthetic. this course addresses artistic direction, motivations, discipline, craft, critical abilities, and articulation of ideas as they relate to a photographic practice. photo-media to be used is at the discretion of the student.
Prerequisite(s): ART 2500 Intermediate Photography

This course provides clinical experience supervised by a Clinical Preceptor in an athletic training setting. Emphasis is placed on medical conditions and disabilities, pharmacology, nutritional aspects of injury and illness, and psychosocial intervention and referral.
Prerequisite(s): ATTR-3020.
(Normally offered each fall semester.)

This course provides clinical experience supervised by a Clinical Preceptor in an athletic training setting. Emphasis is placed on the use of computer software, health care administration, and professional development. Incorporated into this course will be a research project which serves as a capstone of the educational experiences at Nebraska Wesleyan University.
Prerequisite(s): ATTR 4010 Athletic Training Clinical Experience V.
(Normally offered each spring semester.)

This course provides clinical experience supervised by a Clinical Preceptor in an athletic training setting. Emphasis will be placed on taping and wrapping of athletic injuries, protective equipment fitting and maintenance, emergency action plan implementation, and environmental related conditions. 

This course provides clinical experience supervised by a Clinical Preceptor in an athletic training setting. Emphasis will be placed on taping and wrapping of athletic injuries and protective equipment fitting and maintenance, emergency action plan implementation, and environmental related conditions.

Students have the unique opportunity to dissect, within a small group, a region of a cadaver and present visible structures to their peers. At the end of this course, students will have prepared a prosection suitable for use as a teaching resource for the Anatomy and Physiology courses. Participants are required to: prepare a "dissection strategy" to be presented to the course instructor, maintain open communication with the course instructor regarding any issues that may make themselves evident during dissection sessions, and accurately log each session's progress.

Prerequisites(s): Junior standing, major in Biology, Biochemistry and Molecular Biology, Athletic Training, or Exercise Science, and instructor permission.

A field ecology course taught in Costa Rica. The purpose of the course is to immerse students in the biology of the rainforest. This is accomplished by students designing and performing scientific research projects, guided hikes, and focusing on particular organismal groups at locations such as Las Cruces Biological Station, a mid-elevation rain forest site. This immersion is supplemented by side trips to interesting locations such as Poas volcano, and a marine location such as Quepos/Manuel Antonio National Park for marine biology exposure and the opportunity for snorkeling or SCUBA (for those that are certified). Trips to Costa Rica typically last 11-14 days, but students meet with instructor for several weeks prior to trip and several weeks after trip, culminated with a poster presentation of their research.
Prerequisite(s): BIO 1400FYW Introduction to Biological Inquiry or permission of the instructor.
(Normally offered every other Winter Term.)

A field ecology course taught in the Central American nation of Belize. The course examines historical and current human land use patterns in Belize through visits to two Mayan ruins (i.e., Xunantunich and Caracol) that date from the Early Classic and Classic Mayan periods. Students spend several days in southern Belize living at a research station. Tropical rain forest (TRF) structure and ecology is presented using lecture, field trips, and a student research project. The remainder of the course is spent on an island situated on the Belize Barrier Reef. Reef ecology, mangrove ecology, and other elements of marine biology are covered during this portion of the course. Morning and evening lectures are used to introduce and review concepts highlighted during daily field trips. Field trips at this location involve snorkeling trips to sites near Southwater Caye.
Prerequisite(s): BIO 1400FYW Introduction to Biological Inquiry or permission of the instructor.

A field marine biology course taught at a remote location in the Americas. The course is a continuation of the concepts presented in BIO 3530 Principles of Marine Biology and Oceanography usually by focusing on a tropical coral reef ecosystem. Students gain an understanding of how to sample, monitor, and assess reef ecosystem health with particular attention paid to plankton biology. Mangrove biology and ecology are also covered during the course. Students are required to complete an independent research project of their design and choosing while in the field.
Prerequisite(s): PADI or SSI Open Water Diver SCUBA certification and BIO 3530 Principles of Marine Biology and Oceanography (or permission of the instructor).
(Normally offered in summer of even-numbered years.)

Individual laboratory projects for qualified biology majors. Independent study may not duplicate courses described in the catalog. No P/F.
Prerequisite(s): Approval of the department chair.

A supervised field experience enabling observation and participation in a clinical or research setting relating to biology. Requirements include: submission of a learning plan, journal, reflection paper, and oral presentation. Thirty hours of field experience per credit hour. May be taken for two or three credit hours.
Pass/Fail only.
Prerequisite(s): Major or minor in biology, approval of the department chair, and approval of the coordinating clinic or laboratory.

A supervised field experience enabling observation and participation in a clinical or research setting relating to Biology. Requirements include: submission of a learning plan, journal, reflection paper, and oral presentation. Thirty hours of field experience per credit hour. May be taken for two or three credit hours. Pass/Fail only.

Prerequisite(s): Major or minor in Biology, approval of the department chair, and approval of the coordinating clinic or laboratory.

This is a research course. The student initially meets with the department chair to select a study topic and review research methods. At this time the student will be assigned a faculty resource person to guide his or her work and assist in an advisory capacity. A copy of the student's work is filed in the archives for the department. Independent study may not duplicate courses described in the catalog.
Prerequisite(s): Senior standing or permission of the department chair.

This course is an introduction to security and portfolio analysis. Students will be actively engaged in the management of monies recieved from Nebraska Wesleyan alumni and friends of the University. The monies are part of Nebraska Wesleyan's Endowment. Students will gain a fundamental understanding of portfolio management theories and their application by money managers in the market place. Emphasis is placed on gaining a better understanding and application of investment theories and concepts, and portfolio management including, but not limited to, economic, industry and company analysis, and the allocation of the NWU SIG's Fund assets. Performance is based upon total returns which are tracked by the University's consultants for the management of endowment funds. The Student Investment Group evaluates securities for sale on a regular basis and may sell securities as the SIG concludes is most appropriate. Decisions for the purchase of securities must be presented to a committee per Nebraska Wesleyan's SIG Guidelines which are part of the Board of Governor's Investment Policy Statement. Each spring semester an annual newsletter is created regarding the SIG's activities and performance. This newsletter is used for several purposes including reporting to the Financial Committee of the Board of Governors whom is ultimately responsible for the portfolio. No P/F.
Prerequisite(s): BUSAD 3700 Financial Management or permission of the instructor.

Students will complete an entrepreneurial practicum with a local business owner related to an area of interest of the student. This course is designed to give each student experience and insight into the processes entrepreneurs use in finding practical managerial solutions to the problems/opportunities of a business venture.
Pre or corequisite(s): BUSAD 4700 Entrepreneurship.

Each student must work with the department internship coordinator to obtain a business-related internship related to the specific area of emphasis or interest of the student. This course presents each student the opportunity for work-related application of business interest. Under special circumstances, a second internship may be taken for credit with the approval of the business department chair and the internship coordinator.
No Pass/Fail.
Prerequisite(s): Junior standing or permission of the department internship coordinator.
(Normally offered each semester.)

Individual laboratory project in chemistry or biochemistry. Independent Study may not duplicate courses described in the catalog.
Prerequisite(s): Permission of the department chair.

A hands-on research course in which you will actively explore an independent research project. Weekly lectures will provide training on assessing primary literature, experimental design, and scientific communication to support your project and a greater understanding of the rewards and challenges of laboratory research. Work will culminate in a formal summary of your discoveries in the form of a scientific paper and formal presentation. One 3-hour lab and one 1-hour lecture per week.

Prerequisite(s): CHEM 2110 Organic Chemistry II: Synthesis and Mechanisms with grade of C or better.

Individual laboratory project in chemistry of biochemistry. Independent Study may not duplicate courses described in the catalog.
Prerequisite(s): Permission of the department chair.

On-the-job training in computer science in situations that satisfy the mutual interests of the student, the supervisor, and the instructor. The student will arrange for the position in accordance with the guidelines established by the department.
Pass/Fail only.
Prerequisite(s): Permission of the instructor and approval of the department chair.

On-the-job training in computer science in situations that satisfy the mutual interests of the student, the supervisor, and the instructor.
P/F only.
Prerequisite(s): Permission of the Program Director and junior or senior standing.

The Sophomore/Junior-Level Communication Internship has been developed to provide an enriching, applied-learning experience for a student's major or minor. This elective internship can help the student determine the type and location of her or his future internships or professional activities. It is also a useful option as an elective credit in the student's senior year after the COMM 4970 Internship requirement has been filled.  
Pass/Fail only.
Prerequisite(s): Sophomore standing and permission of the internship coordinator or department chair.
(Normally offered each semester and summer.)

The Senior-Level Communication Internship has been developed to provide a culminating experience for the student's major, thus senior status (successful completion of 90 or more credit hours) is required. In addition, it is often the case that a senior-level internship offers amazing career exploration opportunities. The Senior-Level internship should be viewed as seriously as one would a full-time job.
Pass/Fail only.
Prerequisite(s): Senior standing and permission of the internship coordinator or department chair.
(Normally offered each semester and summer.)

This course is a field placement at an agency/organization that is related to the student's area of career interest. Substantial field contact hours, reflective writing and regular meetings with instructor are required. The course may be repeated for a maximum of 8 credit hours. No Pass/Fail.

Prerequisite(s): Permission of the department chair.

See SOC 4970 Internship.

On-the-job training in data analytics in situations that satisfy the mutual interests of the student, the supervisor, and the instructor. The student will arrange for the position in accordance with the guidelines established by the department. Pass/Fail only.

Prerequisite(s): Permission of the instructor and approval of the department chair.

On-the-job training in data analytics in situations that satisfy the mutual interests of the student, the supervisor, and the instructor. The student will arrange for the position in accordance with the guidelines established by the department. Pass/Fail only.

Prerequisite(s): Permission of the instructor and approval of the department chair.

On-the-job training in data analytics in situations that satisfy the mutual interests of the student, the supervisor, and the instructor. The student will arrange for the position in accordance with the guidelines established by the department. Pass/Fail only.

Prerequisite(s): Permission of the instructor and approval of the department chair.

Each student must work with the department intern coordinator to obtain an economics-related internship. This course gives opportunity for practical application of theoretical principles learned in the classroom. Under special circumstances, a second internship may be taken for credit with the approval of the business department chair and the internship coordinator.
No Pass/Fail.
Prerequisite(s): Junior standing or permission of the department internship coordinator.
(Normally offered each semester.)

Students work with one or more music teachers in an elementary school.
Prerequisite(s): Acceptance into the Teacher Education Program or permission of the department chair.

Students work with one or more regular teachers in an elementary school. They teach a full day, attend the student teaching seminar, and conference with their college supervisors as directed.
Prerequisite(s): Completion of preliminary student teaching requirements or approval of the department chair.

Students work with one or more regular physical education teachers in an elementary school. They attend the student teaching seminar and conference with their college supervisor as directed.
Prerequisite(s): Completion of preliminary student teaching requirements or approval of the department chair.

Students work with one or more music teachers in a secondary school.
Prerequisite(s): Completion of preliminary student teaching requirements or approval of the department chair.

Students work with one or more regular teachers in a secondary school. They attend the student teaching seminar and conference with their college supervisor as directed.
Prerequisite(s): Completion of preliminary student teaching requirements or approval of the department chair.

The Chicago Center for Urban Life and Culture project is a semester-long program that involves both interdisciplinary class work and field experiences in Chicago, Illinois, including full-time student teaching. The semester program will replace certain teacher certification program requirements as determined by the department chair.
Prerequisite(s): Students must meet the preliminary requirements for student teaching, be approved by the education department and the chair of the department in which the student is majoring, and be accepted by the Chicago Center Program Director.

Working session during which students work as leaders of an editorial staff of students signed up for ENG 2630 Journalism And Free Speech to produce a project on some form of news dissemination. May be repeated for a maximum of 4 credits. Pass/Fail only.

Student instructors will apply their knowledge of discipline-specific pedagogical theories by working with faculty members in either first-year writing or an introductory literature course. Students will read theory and teaching methodology readings relevant to the course, plan and lead selected class discussions; and reflect on their skill development. P/F Only.

Prerequisite(s): Declared English major, junior standing, and instructor permission.

An on-the-job experience oriented toward the student's major interest (e.g., writing, editorial, The Flintlock, literacy instruction, textual analysis, research). The student is to secure a position in an organization that satisfies the mutual interests of the instructor, the sponsor, and the student.  P/F Only.
Prerequisite(s): Permission of the department chair.

A supervised, experiential learning opportunity in which the student works with an agency dealing with gender concerns. Students prepare weekly written reports and a reflective paper at the close of the semester. All students enrolled in the practicum will meet regularly with the faculty coordinator to discuss their internship activities and their relevance to gender studies. No P/F.
This course does not fulfill a core requirement for the major.
Corequisite(s): GEND 3000 Gender Advocacy or permission of the program director.

A supervised, experiential learning opportunity in which the student works with an agency dealing with gender concerns. Students prepare weekly written reports and a reflective paper at the close of the semester. All students enrolled in the practicum will meet regularly with the faculty coordinator to discuss their internship activities and their relevance to gender studies. No P/F.
Prerequisite(s): Permission of the program director.
Pre or corequisite(s): GEND 3000 Gender Advocacy.

A supervised, experiential learning opportunity in which the student works with an agency dealing with gender concerns. Students prepare weekly written reports and a reflective paper at the close of the semester. All students enrolled in the practicum will meet regularly with the faculty coordinator to discuss their internship activities and their relevance to gender studies. No P/F.
Pre or corequisite(s): GEND 3000 Gender Advocacy.

Practical experience in coaching in interscholastic athletic programs. The student will work with an athletic team throughout a season and will be involved with all aspects of the program. This course requires a considerable amount of commitment from the student. May be repeated for a maximum of 6 credit hours.
Pass/Fail only.
Prerequisite(s): Permission of instructor.
(Normally offered each semester.)

This is a short term faulty-led learning abroad course. Topics and travel will vary. Students should check with the HHP department to inquire about travel options for current trips. Students will be introduced to a mixture of history, culture,economics, academic systems, health care, political policies,challenges,and opportunities unique to that country. The course is open to all Nebraska Wesleyan students. Credits vary by program. No Pass/Fail.

An on-the-job experience oriented toward the student's major interest. Each student must work with the department internship coordinator to obtain an internship related to the specific area of emphasis or interest of the student. This position must satisfy the mutual interests of the instructor, the sponsor, and the student. This course presents each student the opportunity for work-related application of interest in the Health and Human Performance area.

No P/F.

Prerequisite(s): Junior standing and approval of the supervising faculty member.

On-the-job training for advanced history majors in settings such as archives, museums, archeological sites, libraries, or historical societies. The student will arrange for the position in accordance with the guidelines established by the department. Pass/Fail only.
Prerequisite(s): Permission of the department chair.
Corequisite(s): HIST 4940 History Capstone.
(Normally offered every semester.)

This is a course taken as part of the signature work done by students at the end of their degree program: the senior thesis, internship, or student teaching in History. As part of the course, students will connect their previous learning in the Archway Curriculum, both in their liberal arts and History majors, with the signature work with which they are engaged as seniors. As part of the course, they will explore through their Archway Curriculum e-Portfolio (ACeP) their earlier work, connect the skills and ideas of that earlier work to their current signature work, engage in discourse with other students about themes relevant to their work, and prepare for the next stage of their career beyond college.
Pre or corequisite(s): HIST 3650/HIST 4650 Topics in Nebraska History or HIST 4970 History Internship or HIST 4980 Introduction to Senior Thesis and permission of department chair. 

Student instructors work closely with faculty instructors in the Archway Seminars, planning seminar sessions, facilitating class discussion, and responding to seminar assignments. In addition, student instructors will meet as a group to discuss and evaluate their experiences, and to participate in student development activities. Three hours of lecture per week (the meeting of the Archway Seminar). One hour of discussion per week or as needed.
Pass/Fail oriented.
May be repeated for a maximum of 6 hours.
Prerequisite(s): Selection as a student instructor for an Archway Seminar (approved by the Associate Provost for Integrative and Experiential Learning) and junior or senior standing.

See Thread Coordinator.

See Thread Coordinator.

See Thread Coordinator.

See Thread Coordinator.

See Thread Coordinator.

See Thread Coordinator.

See Thread Coordinator.

See Thread Coordinator.

See Thread Coordinator.

See Thread Coordinator.

Prerequisite(s): Instructor permission.

See Thread Coordinator.

Prerequisite(s): Instructor permission.

This course will draw together previous learning and experiences in the Justice Thread by having students engage in a significant justice-related project in partnership with a community organization. Students must have completed 10 hours in the thread; be junior standing and have permission of the instructor to enroll.

Prerequisite(s): Junior standing and permission of the instructor.

Students enrolled in this course complete a 15 week, 32 hour/week internship in an organization related to various topics including politics, the law, arts, humanities, and social and natural sciences in Washington D.C. The primary goal of this course is to introduce the student to the world of practical engagement in a variety of fields in the nation's capital. A secondary goal of the course is to enrich the participants' understanding of self; sharpen their career goals; and foster networking, professional skills and civil literacy.

Prerequisite(s): Acceptance in the Capitol Hill Internship Program

Corequisite: IDS 4710 The Internship Seminar (CHIP)

An on-the-job experience oriented toward the student's major interest. The student is to secure a position in an organization that satisfies the mutual interests of the instructor, the sponsor, and the student. P/F Only.

Prerequisite(s): Permission of the department chair.

This course will serve as an introduction to the culture and contemporary society of Japan, with an overview of topics such as cultural and religious traditions and celebrations, economics, art, architecture and history.

Though Rwanda is known mainly for the 1994 genocide, this trip gives you the chance to witness a post-conflict country in the process of reconstruction. The international community recognizes Rwanda for having the world's largest number of women in parliament as well as strong governance, low rates of corruption, and low crime rate. Gerise Herndon, Professor of Gender Studies and Global Studies who lived in Rwanda during her sabbatical, will accompany students from University of Missouri-Columbia under the leadership of Rwandan professor of French and Gender Studies, Dr. Rangira Bea Gallimore. We will visit genocide memorials, reconciliation communities, and women's cooperatives. Presentations and testimonials will provide the historical context leading up to the genocide, including the media's role, the responsibility of the international community (UN, France, U.S., etc.), and the Catholic Church's role. Post-conflict issues include memory, genocide denial, and justice systems (regular, Gacaca, and international). Although mostly remaining in the capital, Kigali, we will take brief trips to rural areas. Participants will have a unique opportunity to visit local villages and organizations to observe efforts at recovery and social transformation, including forgiveness and reconciliation. The internship portion will depend on students' major or academic interest. Examples: pre-med students may shadow doctors; psychology students may shadow counselors; future teachers may help teach English as a Foreign Language.

An on-the-job experience oriented toward the student's major interest. The student is to secure a position in an organization that satisfies the mutual interests of the instructor, the sponsor, and the student. P/F Only.

Prerequisite(s): Permission of the department chair.

An on-the-job experience oriented toward the student's major interest. The student is to secure a position in an organization that satisfies the mutual interests of the instructor, the sponsor, and the student. P/F Only.

Prerequisite(s): Permission of the department chair.

This course provides experiences in an office or agency setting related to International Studies. The internship must be taken outside the United States or for an international agency or organization in the United Stated. P/F only.

Prerequisite(s): Permission of the International Studies Director.

An on-the-job experience oriented toward the student’s major interest. The student is to secure a position in an organization that satisfies the mutual interests of the instructor, the sponsor, and the student. P/F Only.
Prerequisite(s): Permission of the department chair.

An on-the-job experience oriented toward the student’s major interest. The student is to secure a position in an organization that satisfies the mutual interests of the instructor, the sponsor, and the student. P/F Only.
Prerequisite(s): Permission of the department chair.

A guided, original research experience on a mathematical topic. This course will culminate in a conference-style presentation and written report. Students will keep a reflection journal throughout the experience.

Prerequisite(s): Instructor permission.

An on-the-job experience oriented toward the student’s major interest. The student is to secure a position in an organization that satisfies the mutual interests of the instructor, the sponsor, and the student. P/F Only.
Prerequisite(s): Permission of the department chair.

Our faculty regularly lead short-term study trips abroad during the summer. Locations include Spain, Mexico, Japan, Germany, and Austria. Credits available vary by program and student language level. Detailed information about current trips and credits is available through the Modern Language Department of the Office of Global Engagement.
Prerequisite(s): Instructor permission.

NWU Faculty from a variety of disciplines offer short-term international study trips that explore the essential questions of the Identity Thread in a unique setting. Credits available vary by program. Detailed information about current trips and credits is available through the Modern Language Department, the Identity Thread Coordinator, or the Office of Global Engagement.
Prerequisite(s): Instructor permission.

Students in this course will assist one of the department's faculty in teaching a course. The faculty member and the student will write a learning contract at the beginning of the term describing the responsibilities of the student (e.g. grading, taking attendance, tutoring, facilitating class activities) and establishing the criteia for evaluation of the student's performance. For each hour of academic credit, the student will be expected to devote 3-4 hours a week to assisting with teaching. The course may be repeated. Pass/Fail only. Prerequisite: Permission of the instructor.

Building on foundational nursing concepts, students in this course will learn how to provide compassionate care to patients with stable disease processes in a variety of settings. Students will be introduced to professionalism, delegation and priority setting. Students will incorporate the nursing process while engaging with patients in the clinical setting. Body systems covered include: eyes, ears, nose and throat; respiratory; endocrine; cardiovascular; gastrointestinal; integumentary; genitourinary; and musculoskeletal. This course includes two credit hours of theory and two credit hours of clinical experiences. 
Prerequisite(s): NURS 2000 Foundations of Professional Nursing Practice, NURS 2100 Pharmacology I, NURS 2710 Pathophysiology for Traditional BSN Students, and NURS 2180 Health Assessment for Traditional BSN Students with grades of "C+" or better.

Corequisite(s): NURS 2110 Pharmacology II and NURS 2200C Medical-Surgical I Clinical.

This course focuses on providing patient-centered nursing care to individuals in chronic and acute stages of illness with an emphasis on optimization of health status, personal adaptation, and health care beliefs.  Students will develop clinical reasoning skills through class and clinical experiences. Clinical includes engagement of individuals in acute care settings. Disorders of the cardiovascular, peripheral vascular, hematologic, oncologic, respiratory, immunologic, musculoskeletal, endocrine, gastric, renal and neurologic systems will be included. The course includes four credit hours of theory and three credit hours of clinical experiences. 

Prerequisite(s): NURS 2200 Medical-Surgical I with grades of "C+" or better.

Corequisite(s): NURS 2110 Pharmacology II and NURS 2350C Medical-Surgical II Clinical.

This course allows students to participate in an internship for the purpose of supplementing their academic coursework, exploring vocational options, and professionalizing their approach to career choices. Students might intern as a volunteer in a non-profit organization, as a research or field case study assistant, or in formal or informal ministry or in other relevant areas. P/F only.
Prerequisite(s): Permission of the department chair.

On-the-job training for physics majors in situations that satisfy the mutual interests of the student, the supervisor, and the instructor. The student will arrange for the position in accordance with the guidelines established by the department.
Pass/Fail only.
Prerequisite(s): Permission of the instructor and approval of the department chair.

This course allows students to participate at a meaningful level in an internship with a public official, political figure, public agency, campaign or interest group and to use that experience as the basis for an academic paper.
Pass/Fail only.
Prerequisite(s): Permission of the department chair.

Students in this course will assist one of the department's faculty in teaching a course. The faculty member and the student will write a learning contract at the beginning of the term describing the responsibilities of the student (e.g., grading, taking attendance, tutoring, facilitating class activities) and establishing the criteria for evaluation of the student's performance. For each hour of academic credit, the student will be expected to devote 3-4 hours a week to assisting with the teaching. May be repeated for credit. P/F Only.
Prerequisite(s): Approval of the instructor.

This course allows students to participate at a meaningful level in an internship with a public official, political figure, public agency, campaign or interest group and to use that experience as the basis for an academic paper.
Pass/Fail only.
Prerequisite(s): Permission of the department chair.

Supervised field experience in settings providing psychological services with opportunities for observation and participation. Reading assignments, written reports, and class meetings typically are included, although the exact nature of a student's responsibilities are individually arranged. Students spend 45 hours per semester in the assigned setting for each hour of the academic credit. Enrollment generally is limited to 1-4 hours of academic credit in any given semester with the possibility of enrollment for a second semester. Approval from the cooperating agency also is required. Enrollment reflects a volunteer experience.
P/F Only.
Prerequisite(s): PSYCH 1010/PSYCH 1010FYW Introduction to Psychological Science and permission of the instructor.

In this course students will gain first-hand teaching experience by assisting a professor with teaching a course. The professor and the student will formulate a learning contract at the beginning of the term, which will outline the expectations of the students' involvement in the course and the criteria for rating the students' performance. Responsibilities may include grading, taking attendance, tutoring students, and facilitating class activities. For each hour of academic credit, students will spend 3-4 hours a week assisting with teaching. Enrollment generally is limited to 1-3 credit hours in a given semester with the possibility of enrollment in future semester. P/F Oriented.
Prerequisite(s): 12 credits of psychology courses and permission of the instructor.

In this course students will gain first-hand research experience by assisting a professor with conducting a psychological research project. Running participants, analyzing and managing data, and doing literature searches typically are included, although the exact nature of the student's responsibilities will depend on the research project and will be agreed upon at the beginning of the semester. For each hour of academic credit, students will spend 3-4 hours a week assisting with the research. Enrollment generally is limited to 1-4 credit hours in a given semester with the possibility of enrollment in future semesters.
P/F Only.
Prerequisite(s): PSYCH 2100 Psychological Statistics, PSYCH 2110 Research Methods in Psychology, and permission of the instructor.

Supervised field experience in settings providing psychological services with opportunities for observation and participation. Reading assignments, written reports, and class meetings typically are included, although the exact nature of a student's responsibilities are individually arranged.  Students spend 45 hours per semester in the assigned setting for each hour of the academic credit. Enrollment generally is limited to 1-4 hours of academic credit in any given semester. The course may be repeated for a maximum of 8 credit hours.  Openings are limited to advanced psychology majors who meet the prerequisites set by the department and by the cooperating clinical or research agency. Approval from the cooperating agency also is required. Enrollment reflects a volunteer experience.
P/F Only.
Prerequisite(s): Junior or senior standing and permission of the instructor.

This course allows students to participate in an internship for the purpose of supplementing their academic coursework, exploring vocational options, and professionalizing their approach to career choices. Students might intern as a volunteer in a non-profit organization, as a research or field case study assistant, or in formal or informal ministry or in other relevant areas. P/F only.
Prerequisite(s): Permission of the department chair.

This course is a field placement at an agency/organization that is related to the student's area of career interest. Substantial field contact hours and regular meetings with instructor are required. The course may be repeated for a maximum of 8 credit hours. No Pass/Fail.

Prerequisite(s): Approval of the instructor.

Normally offered each fall semester.

This course examines urban communities and their historical roots. Topics covered include demographic and ecological trends, cross-cultural variations, and current theories about urban processes and community in order to foster an understanding of this dominant form of human social organization. Students engage in field study in areas such as community development, urban administration, spatial organization, and contemporary social problems. The requirements of the 4540 course are the same as the 3540 course EXCEPT that students in the higher course number complete a semester-length field project relevant to the course material.
Prerequisite(s): SOC 1110 Introduction to Sociology.
(Normally offered alternate years.)

This course is a field placement at an agency/organization that is related to the student's area of career interest. Substantial field contact hours and regular meetings with instructor are required. The course may be repeated for a maximum of 8 credit hours. No Pass/Fail. Cross listed with CRIM 4970.
Prerequisite(s): Approval of the instructor.
(Normally offered every year.)

An opportunity for students to learn from direct experience and personal interaction guided by lectures in the field and selected readings. Students will be guided to formulate and carry out specific research and/or establish constructive relationships with the subjects.
Prerequisite(s): SOC 1110 Introduction to Sociology and ANTHR 1150 Cultural Anthropology or approval of the instructor.
Cross-listed with ANTHR-3930

Supervised learning experiences in selected social work agencies. The experience introduces a variety of social work practice roles and enables the student to apply social work knowledge, skills, and values in a real practice situation. May be taken as block placement for 9 credit hours or as a concurrent placement over two semesters for a total of 9 credit hours.
Prerequisite(s): SOCWK 3080 Micro Practice, SOCWK 3090 Group Practice, SOCWK 3100 Macro Practice, and SOCWK 4650 Research Informed Practice with grades of "B-" or better, and approved Pre-Field Placement Consultation.

Students are given the opportunity to teach children who have disabilities in grades 7-12 for 10 weeks.
Prerequisite(s): Completion of preliminary student teaching requirements and approval of the department chair.

Students are given the opportunity to teach children who have disabilities in the elementary grades for 10 weeks.
Prerequisite(s): Completion of preliminary student teaching requirements and approval of the department chair.

Students who serve as Peer Assistants in the Residence Halls will have the opportunity to register for this course to document their personal and professional growth through this experience as well as their application of curricular and co-curricular learning in the areas of leadership, community-building, interpersonal and intercultural communication, strategic thinking, time management, and conflict resolution. P/F Only.
Prerequisite(s): Instructor Permission.

Students who serve as officers in their Greek organizations will have the opportunity to register for this course to document their personal and professional growth through this experience as well as their application of curricular and co-curricular learning in the areas of leadership, community-building, interpersonal and intercultural communication, strategic thinking, time management, and conflict resolution. Pass/Fail Only.
Prerequisite(s): Instructor Permission.
(Normally offered fall semester only.)

Students enrolled in this course will serve as Peer Mentors to students in a section of STLF-1000. Students who take on this role will ideally be students who have participated in the Success Seminar, or students who have demonstrated significant growth in their academic and personal well-being during their time at NWU.

P/F only.

Prerequisite(s): Instructor permission.

Students will direct under supervision a one-act play or (with instructor's permission) a full-length play. This course may be repeated.
Prerequisite(s): THTRE 2500 Directing I.
(Normally offered each fall and spring semester.)

An on-the-job experience oriented toward the student’s major interest. The student is to secure a position in an organization that satisfies the mutual interests of the instructor, the sponsor, and the student. P/F Only.
Prerequisite(s): Permission of the department chair.

An on-the-job experience oriented toward the student’s major interest. The student is to secure a position in an organization that satisfies the mutual interests of the instructor, the sponsor, and the student. P/F Only.
Prerequisite(s): Permission of the department chair.

On-the-job training for theatre arts majors and minor wishing to explore career options prior to their senior year or for students not majoring or minoring in theatre arts who desire experience in theater arts-related organizations and positions. Students will arrange for their positions according to department guidelines, and each internship will be designed to the satisfaction of the sponsor, faculty coordinator, and student. P/F Only.

On-the-job training for theatre arts majors and minors in theatre-related organizations. Students will arrange for their positions according to departmental guidelines, and each internship will be designed to the satisfaction of the sponsor, faculty coordinator, and student. Students may repeat the course and earn a maximum of 6 hours credit.
P/F only.
Prerequisite(s): Permission of the department chair.