General Education: Archway Curriculum

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.

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 is designed 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.

Students in this composition course will develop their skill in academic writing as they use writing to process the concepts in a particular academic discipline.

Students in this composition course will critically examine and analyze aspects of mass media and popular culture in order to explore how the media are used to construct meaning and/or to persuade.

Students in this composition course will explore how digital technology shapes composing practices through critical engagement with new media formats in order to produce multimedia works of their own.

Students in this composition course will develop their skill in academic and professional writing as they seek to understand, and use writing to act upon, complex social issues.

Students in this composition course will study and practice the verbal representation of quantitative thought.

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.)

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.)

Through an examination of the origin of cosmos, this course will address how science and religion conflict, are independent of each other, may be in dialogue with one another, or may be integrated or consistent with one another. We will lay the groundwork for the course through an examination of a section from Ian Barbour's book, which lays out the different ways in which science and religion can interact. Next, since science and religion are sets of beliefs formed in certain ways, we will briefly look at how beliefs in general are and, perhaps, ought to be formed. We will then look at some ancient attempts to make sense of the cosmos through both supernatural and natural explanation. The final third of the course will be devoted to contemporary issues about the intersection of religion, science, and our views of the cosmos.

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.

This course is the first Music Education course students will take in the professional sequence of music teacher education at Nebraska Wesleyan University. The purpose of the course is to introduce students to the music classroom and the issues, requirements, and duties of classroom music teachers. It is designed to help students decide whether to continue coursework in the field of music education. This course is a prerequisite to further work in the department.  Because the course provides first-year writing credit, students will be engaged in formal and informal types of writing. The types of assignments they will complete will include descriptive, summary and analysis, and instructional writing assignments.
Prerequisite(s): Permission of the instructor.
Corequisite(s): EDUC 1750 Field Experience.

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 studies and applies elements of critical thinking to improve your writing for academic and professional purposes. As part of the Archway Curriculum Power thread, we read and critically analyze writings about power in order to construct our own written arguments. This course also assists students preparing for standardized test for law or graduate school.
(Normally offered each spring semester.)

This course will introduce students to ideas about institutional structures, political actors, and constitutional debates in U.S. government and politics. We will explore the historical development and founding of the United States, discuss major debates about the structure of our republican form of government, connect the three branches of government to contemporary politics and elections, examine the role of race and gender in American politics, and critique the American constitutional system.

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.)

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.)

Continuation of MCHIN 1010 Mandarin Chinese: Stage 1. No P/F
Prerequisite(s): MCHIN 1010.
(Normally offered each fall semester.)

Continuation of MFREN 1010 French: Stage 1. No P/F.
Prerequisite(s): MFREN 1010 or appropriate placement.
(Normally offered each spring semester.)

Continuation of MGRMN 1010 German: Stage 1. No P/F.
Prerequisite(s): MGRMN 1010 or appropriate placement.
(Normally offered each spring semester.)

Continuation of MJPAN 1010 Japanese: Stage 1. No P/F.
Prerequisite(s): MJPAN 1010.
(Normally offered each spring semester.)

Continuation of MSPAN 1010 Spanish: Stage 1. No P/F.
Prerequisite(s): MSPAN 1010 or appropriate placement.
(Normally offered each semester.)

MFREN 2010 is the first in a two-part sequence of intermediate-level French, designed to build upon basic language concepts acquired in introductory-level courses, expand cultural knowledge, and increase confidence while enhancing listening, speaking, reading and writing skills in French.
Prerequisite(s): MFREN 1020 French: Stage 2 or appropriate placement.
(Normally offered each fall semester.)

Continuation of MFREN 2010 French: Stage 3.
Prerequisite(s): MFREN 2010 or appropriate placement.
(Normally offered each spring semester.)

MGRMN 2010 is the first in a two-part sequence of intermediate-level German, designed to build upon basic language concepts acquired in introductory-level courses, expand cultural knowledge, and increase confidence while enhancing listening, speaking, reading and writing skills in German.
Prerequisite(s): MGRMN 1020 German: Stage 2 or appropriate placement.
(Normally offered each fall semester.)

Continuation of MGRMN 2010 German: Stage 3.
Prerequisite(s): MGRMN 2010 or appropriate placement.
(Normally offered each spring semester.)

MJPAN 2010 is the first in a two-part sequence of intermediate-level Japanese, designed to build upon basic language concepts acquired in introductory-level courses, expand cultural knowledge, and increase confidence while enhancing listening, speaking, reading and writing skills in Japanese.
Prerequisite(s): MJPAN 1020 Japanese: Stage 2.
(Normally offered each fall semester.)

Continuation of MJPAN 2010 Japanese: Stage 3.
Prerequisite(s): MJPAN 2010.
(Normally offered each spring semester.)

MSPAN 2010 is the first in a two-part sequence of intermediate-level Spanish, designed to build upon basic language concepts acquired in introductory-level courses, expand cultural knowledge, and increase confidence while enhancing listening, speaking, reading and writing skills in Spanish.
Prerequisite(s): MSPAN 1020 Spanish: Stage 2 or appropriate placement.
(Normally offered each semester.)

Continuation of MSPAN 2010 Spanish: Stage 3.
Prerequisite(s): MSPAN 2010 or appropriate placement.
(Normally offered each semester.)

A "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 or appropriate placement.
Note: Students are encouraged to take two "Core Skills" courses (4 credit hours) concurrently.

This "Core Skills" course provides an introduction to the study and practice of the sounds of Spanish with an emphasis on practical exercises for improving students' pronunciation of Spanish.  In it students will study the major phonetic characteristics of regional varieties of the Spanish of Spain and Latin America. Topics to be covered in the course include the articulatory system, transcription and phonetic alphabets, and the similarities and differences between the sounds and pronunciation patterns of Spanish and English.
Prerequisite: MSPAN 2020 Spanish: Stage 4 or appropriate placement.
Note: Students are encouraged to take two "Core Skills" courses (4 credit hours) concurrently.      

In this "Core Skills" course, students will read a variety of materials using specific strategies designed to help them comprehend texts taught in traditional literature classes as well as other materials written in Spanish.
Prerequisite(s): MSPAN 2020 Spanish: Stage 4 or appropriate placement.
Note: Students are encouraged to take two "Core Skills" courses (4 credit hours) concurrently.

A "Core Skills" course that presents a sequenced review of the grammar of the Spanish language, with an emphasis on areas of particular difficulty for persons whose first language is English.
Prerequisite(s): MSPAN 2020 Spanish: Stage 4 or appropriate placement.
Note: Students are encouraged to take two "Core Skills" courses (4 credit hours) concurrently.

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 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 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 spring 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.)

A calculus course that emphasizes biological applications. Topics include Malthusian growth, limits, continuity, differentiation, optimization, differential equations, and integration. Assignments are given that involve spreadsheets and computer algebra systems.
Prerequisite(s): Math ACT score of at least 24 or grade of "C" or better in MATH 1100 College Algebra.

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.
(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 study of mathematical induction and other methods of proof, recursion, formal logic, and set theory.
Prerequisite(s): Grade of "C" or better in MATH 1610 Calculus II 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 differentiation, 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.

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.
Three hours of lecture per week.One 3-hour lab per week.
Does not count toward a biology major.
(Normally offered at least once per academic year.)

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 course designed to acquaint students with fundamental concepts of chemistry. The course emphasizes the role of chemistry in the science of solving crimes. Topics include forensic laboratory ethics, evidence collection and preservation, chemical evidence, drug chemistry, and poisons.
Three lectures per week.
One three-hour lab per week.
(Normally offered each spring semester.)

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 per week.
Prerequisite(s): One year of high school algebra or permission of instructor.
(Normally offered alternate spring semesters.)

Laboratory experiments associated with PHYS 1200 Energy and the Global Environment.
One laboratory per week.
Corerequisite(s): PHYS 1200 Energy and the Global Environment.

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 fall semesters.)

The principles of classical mechanics, energy and motion designed for majors in the natural 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.
Corequisite(s): MATH 1100 College Algebra, and MATH 1470 Trigonometry or Math ACT of 27 or higher, or permission of the instructor.
(Normally offered each fall semester.)

A continuation of PHYS 1600 Principles of Physics I 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): MATH 1100 College Algebra and MATH 1470 Trigonometry. Math ACT of 27 or higher, or permission of the instructor.
(Normally offered each spring semester.)

An introduction to classical mechanics, energy and motion designed for majors in the natural 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.
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 General Physics I 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): MATH 1500 Calculus for Management, Biological, and Social Sciences or MATH 1600 Calculus I or permission of the instructor.
(Normally offered each spring semester.)

An introduction to health physics with emphasis on the practical aspects of radiation detection, protection, and regulation. Basic interaction of radiation with matter, biological effects of radiation, radiation dosimetry, and radiation protection regulations will be covered. Laboratory experience includes radiation spectroscopy, radiation dosimetry, environmental radiation monitoring, and radiation protection program design.
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.

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 will introduce students to ideas about institutional structures, political actors, and constitutional debates in U.S. government and politics. We will explore the historical development and founding of the United States, discuss major debates about the structure of our republican form of government, connect the three branches of government to contemporary politics and elections, examine the role of race and gender in American politics, and critique the American constitutional system.

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.

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.)

A studio art investigation of basic design and color theory, composition, and use of light as it relates to painting. Experimentation with the technical processes of painting such as underpainting, scumbling, blending paint, glazing, and varnishing.

An introductory studio art class focusing on the creative, expressive potential of digital media with an emphasis on building a formal foundation utilizing image processing software, HTML and CSS. Projects begin by critically engaging with local visual culture. Discussions will be held on current issues surrounding digital media and field trips to local design hubs will supplement the classroom activities. Students will improve their visual literacy while becoming proficient in using a variety of tools, processes and design elements to create work with real-world applications. Students will participate directly in the campus and wider community by collaborating with university and local organizations to develop these projects that will be utilized in the community.

An introduction to drawing by surveying its use as a foundation for future study in all 2D and 3D media.

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.

An introduction to the basic tools and techniques of digital photography. Focus on the technical craft of using the camera, creating digital prints, and interpreting photographs. Discussion and development of student vocabulary related to subject matter, form, and content of the photographic image in the context of historical and contemporary photographic concerns. Emphasis on student development of a creative problem-solving process related to photographic image-making. This is not a course in professional commercial photography, rather is situated within a fine-art photographic dialogue.

An introduction to the basic tools and techniques of darkroom photography. Focus on the technical craft of using the camera, creating silver gelatin prints, and interpreting photographs. Discussion and development of student vocabulary related to subject matter, form, and content of the photographic image in the context of historical and contemporary photographic concerns. Engagement with local and regional photographic community. Emphasis on student development of a creative problem-solving process related to photographic image-making. This is not a course in professional commercial photography, rather is situated within a fine-art photographic dialogue.
Prerequisite(s): ART 1500 Photography 1: Digital.

Students will develop a basic foundation and understanding of clay – its nature, attributes, possibilities, and limitations – through basic handbuilding and throwing techniques.  Focus on appreciation for clay as a medium for personal and artistic expression. Additionally, the study and understanding of historical and contemporary works in clay will help each student better understand the material and its place in history.
This course may not be taken as "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.

Introduction to the basic tools and techniques of metalsmithing for use in body ornament or as small sculptural form. Broad studio art exploration in the techniques of sheet metal construction including cutting, piercing, soldering, mechanical joining, surface embellishment, and finishing. Emphasis on historical metalsmithing in relationship to contemporary attitudes in metalsmithing.

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.)

The focus of this course is on the writing process and its product, as applied to a particular genre (scriptwriting, risk fiction, risk poetry, creative nonfiction, the essay, biography) 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. Students may request Chair approval to repeat this course for credit with a different genre.
Prerequisite(s): First Year Writing.
(Normally offered each spring semester.)

An advanced course in the writing of fiction within a continued emphasis on a variety of forms, techniques, and narrative voices. 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 2170 Introduction to Fiction Writing or permission of the instructor.
(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 2190 Introduction to Poetry Writing or permission of the instructor.
(Normally offered each spring semester.)

See THTRE 3730 Gender and the Art of Film.

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.)

Large mixed-voice premiere choral ensemble. Performs concerts at home and on annual tours. 
Prerequisite(s): Admission by audition.
(Offered each semester with full-year enrollment expectation.)

Large orchestral ensemble made up of strings, winds, and percussion.
Prerequisite(s): Admission by audition or permission of the instructor.
(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. 
Prerequisite(s): Admission by audition or permission of the instructor.
(Offered each semester with full-year enrollment expectation.)

Non-audition ensemble that performs a variety of choral literature.

Non-audition ensemble that performs a variety of choral literature.

A variety of chamber ensembles (quartets, quintets, octets, etc.) that perform a variety of chamber music appropriate to the ensemble.
Prerequisite(s): Permission of instructor.

Approximately sixteen-voice vocal jazz ensemble that performs a variety of jazz styles during concerts at home and on annual tours. 
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.

Seventeen-piece big band that performs a variety of jazz styles during concerts at home and on annual tours. 
Prerequisite(s): Admission by audition or permission of the instructor.
(Offered each semester with full-year enrollment expectation.)

Operatic ensemble that performs several scenes from various operas.
Prerequisite(s): Admission by permission of the instructor.
(Normally offered each fall semester.)

Operatic ensemble that performs opera productions in their entirety.
Prerequisite(s): Admission by audition of permission of the instructor.
(Normally offered each spring semester.)

Approximately sixteen-voice choral chamber ensemble that performs concerts and presents the annual Elizabethan Christmas Feast. 
Prerequisite(s): Admission by audition.
(Offered each semester with full-year enrollment expectation.)

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 harpsichord. No P/F.
Prerequisite(s): Permission of instructor.

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

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

Private instruction in harpsichord. 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.

See department for course description.

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 baritone. No P/F.
Prerequisite(s): Permission of instructor.

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

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

Private instruction in trombone and baritone. 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.

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.
(Normally offered each fall semester.)

See SOC 4990 Thesis.

In a seminar format, this course will survey different methodological and theoretical approaches to the art criticism and art production of the twentieth century.
Prerequisite(s): Permission of the instructor.

 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): Junior status and permission of department chair.

Biology majors will perform individual library thesis projects to meet the senior comprehensive requirement. A research report in scientific format and a formal presentation of the thesis is required. Biology majors will complete the final version of their thesis paper and give a formal presentation of their thesis work at the Nebraska Wesleyan University Research Symposium or at a biology department seminar, or at the discretion of the instructor. No P/F.
Completion of both BIO 4980A and BIO 4980B will allow students to earn both Writing Instructive and Speaking Instructive credit. 
Prerequisite: Approval of the department chair or instructor, and completion of BIO 4980A Senior Thesis (or in some instances, concurrent enrollment in BIO 4980A).
(Normally offered each spring semester.)

Biology majors will perform individual laboratory or field research projects to meet the senior comprehensive requirement. A research report in scientific format and a formal presentation of the research is required. Biology majors will complete the final version of their research paper and give a formal presentation of their research at the Nebraska Academy of Sciences Annual conference, another scientific meeting, or at the discretion of the instructor. No P/F.
Completion of both BIO 4990A and BIO 4990B will allow students to earn both Writing Instructive and Speaking Instructive credit.
Prerequisite: Approval of the department chair or instructor, and completion of BIO 4990A Senior Research (or in some instances, concurrent enrollment in BIO 4990A).
(Normally offered each spring semester.)

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 Sports 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 or permission of the instructor.
(Normally offered each semester.)

Laboratory exercises in the measurement of physical and chemical properties of chemical systems. This course is designed to accompany CHEM 3510 Physical Chemistry I, Thermodynamics and Kinetics.
One three-hour lab per week.
Prerequisite(s): CHEM 2110 Organic Chemistry II: Synthesis and Mechanisms, CHEM 2110L Organic Chemistry II Laboratory CHEM 1120 Chemical Principles II and CHEM 1120L Chemical Principles II Laboratory.
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 sciences division or permission of the instructor.
(Normally offered each fall semester.)

This course will explore theories, processes, and variables that explain and predict communication behavior in complex organizations. A major emphasis of the class will be on application of these concepts to actual organizational contexts.
Offered in the Adult Undergraduate program only.

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 fall semester.)

Survey of criminal law with emphasis on basic legal procedure developed by the courts and legal problems of law enforcement.
Prerequisite(s): CRMJS 1010 Introduction to Criminal Justice.
(Normally offered alternate years.)

Analysis of the history, theory, structure, and function of contemporary penal institutions.
Prerequisite(s): CRMJS 1010 Introduction to Criminal Justice.
(Normally offered alternate years.)

See SOC 4990 Thesis.

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. The course includes writing plans that address objectives and standards, and meeting the needs of individual students. Teaching includes a variety of methodologies: basal series, direct instruction, holistic approaches, and balanced instruction. Effective listening, speaking, and writing through knowledge and proficiency in grammar usage, spelling, and handwriting are covered. Students gather information and experiences throughout the semester to form their own philosophies of teaching and assessing literacy. A unit on educational assessment and interpretation of results is also included. Includes 25 hours of practicum experience.
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 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.)

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.)

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.
(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.

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.

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.

This course will proceed from the premise that Herman Melville's 1851 novel, Moby Dick, encapsulates the story of America and that the book's whaling ship, the Pequod, serves as a floating embodiment of American democracy. The course will situate Melville's novel within the context of mid-nineteenth century American political history and explore what the book suggests are the achievements and limitations of American democracy.
Prerequisite(s): First Year Writing course.
(Normally offered alternate spring semesters.)

A systematic study of the outstanding literary artist of the English language: comedies, tragedies, and historical plays. Cross listed with THTRE 3000.
Prerequisite(s): First Year Writing, ENG 2000 Introduction to Textual Studies or THTRE 1020 Script Analysis and Junior standing.
(Normally offered spring of odd-numbered years.)

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 fall of even-numbered years.)

This course will study the 19th century Boston- based movement known as American Transcendentalism, a movement that was equal parts literary, philosophical, religious, and reformist. Writers studied will usually include Emerson, Fuller, Hawthorne, Thoreau, Whitman, Melville, and Dickinson.
Prerequisite(s): First Year Writing and junior standing or permission of the instructor.
(Normally offered fall of odd-numbered years.)

This course will examine the influential artistic and philosophical movement known as postmodernism. Although the main focus will be on literary postmodernism, students will be encouraged to explore the application of postmodern theory to consumer culture, architecture, film, music, and other fields.
Prerequisite(s): First Year Writing and Junior standing or permission of the instructor.
(Normally offered fall of odd-numbered years.)

In this course, students will read a selection of plays by ancient Greek playrights: 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.
Prerequisite(s): First Year Writing and Junior Standing.

An introduction to the contemporary Chicano novel, generally including (but not limited to) the work of Sandra Cisneros, Rudolfo Anaya, Helena Maria Viramontes, Ana Castillo, and Dagoberto Gib.
Prerequisite(s): First Year Writing and junior standing or permission of the instructor.
(Normally offered spring of odd-numbered years.)

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.
Prerequisite(s): First Year Writing and sophomore standing.
Cross-listed with GEND 3410 Women Writing Across Cultures.

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 year.)

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 spring of even-numbered years.)

A senior-level research and writing seminar. In this course students produce a research paper of approximately 20 pages or an original work (e.g., a short story) supplemented with a 10-page essay that explains their work critically. At the end of the term, students make panel presentations about their work to the entire department, and each paper is read by two faculty chosen by each student.
Prerequisite(s): Senior standing.

See ENG 2200 Topics in World Literature: Sexualities.

See MUSIC 3830 Music History: Gender and Sexuality.

Research and Statistical Methods is designed for junior or 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 3850 Biomechanics and Kinesiology and HHP 4150 Physiology of Exercise or permission of instructor.
(Normally offered each fall semester)

A study of Western Civilization from the Ancient World through the era of the Reformation focusing on the history of Western religious beliefs. Through the reading of religious texts, students investigate the varying conceptions of God or the gods as well as the relationship of the divine to the physical universe and humanity. In the process, students will learn basic features of Western religion and how the circumstances of human existence and broader cultural forces have shaped religious belief in the West.
(Normally offered each fall 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.

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.

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.
(Normally offered each spring semester.)

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.
(Normally offered every other year.)

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.

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.

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.

A study of chattel slavery in the United States through the words and remembrances of enslaved people from 1600-1877. The course will focus on slave narratives from the Colonial and Antebellum eras. Topics include African slavery, the slave trade, slave culture, family life, motherhood, methods of resistance, religion, self-emancipation and the Reconstruction period. This course also introduces students to basic theoretical approaches to understanding the past through the historiography of slavery. 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 to investigate the past through the study of chattel slavery.

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.  
Prerequisite(s): HIST 2120 Western Civilization through Religion to 1648 or 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.

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.

An introductory course in journalism concentrating upon basic techniques of news gathering and writing, including a basic history of news media.
(Normally offered every fall semester.)

Analysis of and practice in writing news feature stories for a variety of publications. The course will stress audience appraisal, interviewing, and research.
(Normally offered alternate spring semesters.)

This capstone course is designed to explore the intersection of the theory and practice of communication in an organizational context. Particular emphasis will be placed on understanding how organizations function as a part of the larger society. Topics include organizational identification, globalization, power, communication roles, technologies, and multicultural influences on organizations. Student research groups will apply course material to an organization of their choosing.
Prerequisite(s): LEAD 4300 Leadership for Complex Challenges

A study of topics of special interest in mathematics. Students will be required to make at least three presentations including individual study of a specific mathematics topic under the supervision of the faculty.
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.)

See MFREN 4400 Survey of French Literature.

See MFREN 4610 French Cinema.

This 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.
Prerequisite(s): MFREN 2020 French: Stage 4 or permission of the department chair.     

This dual-level French skills enhancement course will look 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.
Prerequisite(s): MFREN 2020 French: Stage 4 or permission of the department chair.

See MGRMN 4050 Advanced German Language and Writing.

See MGRMN 4610 German Film and Society.

MGRMN 4050 is a 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.
Prerequisite(s): MGRMN 2020 German: Stage 4 or permission of the department chair.

German Film and Society is a 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.
Prerequisite(s): MGRMN 2020 German: Stage 4 or permission of the department chair.

A "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): MSPAN 2020 Spanish: Stage 4 or appropriate placement.

A course 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): Four credits from "Core Skills" courses (MSPAN 3010, MSPAN 3020, MSPAN 3030, MSPAN 3040, or MSPAN 3050) or permission of the department chair.

This course provides a rigorous and detailed examination of select pieces across the Western music tradition related to gender and/or sexuality, and also explores the relationships between music, history, and culture. Through historiography and musical analysis, we will discuss systems of domination and subordination along with stereotyped and biased assumptions about women and men pertinent to the music of specific cultures and time periods. The course is designed to:1) provide students with a foundational knowledge of key genres and social/cultural background from different historical periods across the Western music tradition; 2)  give students a sophisticated understanding of the cultural, aesthetic, stylistic, and performance practice issues related to select pieces, using scholarly articles, source readings, and stylistic analysis (scoring, dynamics, rhythm, melody, harmony, texture, form).
Prerequisite(s): Junior standing and permission of the instructor.

Through historiography and musical analysis this course provides a rigorous and detailed examination of select pieces across the Western music tradition related to the environment, and also explores the relationships between music, history, and culture. Focusing on works that engage the environment, the course content is designed to provide students with a foundational knowledge of key genres and social/cultural background from different historical periods across the Western music tradition; and give students a sophisticated understanding of the cultural, aesthetic, stylistic, and performance practice issues related to select pieces, using scholarly articles, source readings, and stylistic analysis (scoring, dynamics, rhythm, melody, harmony, texture, form).
Prerequisite(s): Junior standing and permission of the instructor.

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): IDS 1010/IDS 1011 Archway Seminar, and admission to RN-BSN program or admission to pre-licensure BSN program with all second year courses completed with grades of "C" or better.

We are all raised to behave in accordance with some kind of ethical or moral code. It could be a Christian, Muslim, or Buddhist code or even a secular code based on personal freedom and respect. But, the fact remains that we adhere to some kind of moral code, whether reflectively or unreflectively, and bring these deeply inculcated moral beliefs and commitments to bear on any number of decisions we may make throughout our lives. However, these decisions are often the result of mere "knee-jerk" reactions based on our previously held beliefs rather than on a rational principle, criterion or measure. The main purpose of this course is to provide a forum wherein students can examine and scrutinize their own moral commitments, and perhaps make a rational choice as to which moral principles to accept or reject.

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.

The subfield of philosophy known as "metaphysics" can be described as a study of fundamental reality, whereas "epistemology" is just the study of knowledge - what it is, the possibility of having it, and how to get it if it is at all possible. In this course, students will learn analyze, and research some of the more popular problems and concepts within these subfields as they pertain to the nature of persons and their intellectual relationship with the world around them. This will be done largely through close readings of several historical and contemporary texts on these subjects.

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.

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.
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.)

In preparation for the psychology major's senior research project, the Introduction to Senior Research class allows 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. Typically taken the semester prior to PSYCH 4990 Senior Research.
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 formulates his or her own research topic, collects and analyzes the data relevant to that topic, and prepares a formal report of the investigation consistent with the publication style of the American Psychological Association. Either laboratory or field research is acceptable. Normally taken during the fall semester of the senior year, although selection of the research topic may be done during the second semester of the junior year in 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.

This course considers historical, comparative, and methodological issues in the academic study of religion by focusing on the two different religious traditions that originated in the Middle East. Designed as an inquiry into the meaning and function of religion, students will discuss how the different traditions understand the divine, worship, and scripture. Emphasis will be placed on the development of the students' own perspective on religion and the ability to express this perspective clearly and effectively.
(Normally offered each spring semester.)

This course explores the formation, differences and conflicts among and between Judaism, Christianity, and Islam through comparative themes. Credit cannot be earned for RELIG 2350 and RELIG 1260 Christians and Muslims.

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 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.
Prerequisite(s): Approval of the instructor.
(Normally offered each spring semester.)
Cross-listed with ANTHR-4990 and CRMJS-4990.

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): SOCWK 1150 Introduction to Social Work; SOC 2910 Social Statistics or PSYCH 2100 Psychological Statistics or ECON 2100 Business and Economic Statistics or BUSAD 2100 Business and Economic Statistics; and junior standing.
(Normally offered each semester.)

See ENG 3260 Greek Drama.

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 1000 United States Government and Politics or THTRE 1010 Theatre Appreciation or THTRE 1020 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 1000 United States Government and Politics or THTRE 1010 Theatre Appreciation or THTRE 1020 Script Analysis.
(Normally offered on odd fall semesters.)

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.)

A continuation of studio art investigation of color theory and use of light with added emphasis on the relationship between composition and content informed by historical painting concepts. Experimentation with the technical processes of direct and indirect painting.
Prerequisite(s): ART 1100 Painting 1

This course builds appreciation for time-based media in a fine art context. Students develop skills in video production and editing. They develop creative problem solving skills, including various methods of ideation and visual communication for self-expression. Engagement with the surrounding community is an essential part of the course that connects student learning to the wider world.
Prerequisite(s): ART 1200 Digital Media 1

A class focused on the human figure and portrait. Basic anatomy, movement, and composition will be covered by having each class session with a model. This class will benefit students who are interested in all artistic media by giving them an understanding of the human form.
Prerequisite(s): ART 1300 Drawing 1

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.
Prerequisite(s): ART 1400 Printmaking 1

Students build on the technical knowledge and skill gained in Photography 1 to develop and understanding of the relationship between form and content. Students will increase their awareness of contemporary photography and begin to express themselves through photography. They will work on describing and analyzing images verbally and in writing. This is not a course in professional commercial photography, rather is situated within a fine-art photographic dialogue.
Prerequisite(s): ART 1500 Photography 1: Digital.

Exploration of complex methods of handbuilding and throwing techniques, as well as conceptual problem solving in clay. Basic theoretical study of clays, glazes, kilns, and firing. Emphasis on ceramics in a historical context in relationship to contemporary attitudes in clay.
Prerequisite(s): ART 1600 Ceramics 1

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.
Prerequisite(s): ART 1700 Sculpture 1

Exploration of metalsmithing forming techniques with an emphasis on conceptual problem- solving and personal expression in metalsmithing. Studio exploration in stretching and angle raising of sheet metal, forging, repousse, and chasing. Study of historical and contemporary metalsmithing are used as foundations for design and ideation.
Prerequisite(s): ART 1800 Metalsmithing 1

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.
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 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 theories of the creation and perpetuation of gender and gender roles through communication. In turn, students will 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.

See MUSIC 2850 Sex and the Arts.

This course is designed as an engaging, in-depth, and inspiring study that will help students understand the value of sport and its limitations and equip them to make ethical choices about the role sports will play in their life and profession.
(Normally offered each spring semester.)

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 explores a variety of approaches to investigating these questions.  The course will prepare students for other courses they will take within the thread.

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.
Prerequisite(s): Sophomore standing and permission from instructor.

Including films, music videos, and musicals this course examines varied depictions of sexualities in the arts (defined broadly), especially those that intersect with music. Students will also discuss the ways in which social constructs of gender have shaped those works and their reception. By analyzing specific pieces we will discuss systems of domination and subordination along with stereotyped and biased assumptions about women, men, and individuals across the gender spectrum.

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/IDS 1011 Archway Seminar and junior standing.

This course will examine the origin of western philosophy in ancient Greece and trace the development of philosophical thought from the received wisdom prior to Plato, through the works of Plato, Artistotle, representative Stoics, Skeptics, and the new Platonism that culminates classical thinking. Topics include but are not limited to: questions about the origin of democracy and community, the character of the divine, ancient concepts of nature, the concepts of the soul, the scope of human knowledge, the conditions for rationality, and the good life.
(Normally offered alternate years.)

This course will begin with a close examination of some classic works of social and political philosophy, which may include but are not limited to Aristotle's Politics, Hobbes' Leviathan, Locke's Second Treatise on Government, Rousseau's Social Contract, Marx's Grundrisse, and Mill's On Liberty. Once this historical foundation is put in place, students will move on to examine current trends in social and political philosophy that may include but are not limited to: what is the best form of government, the social contract, socialism, the nature of justice, democracy, nationalism, and environmentalism.
(Normally offered yearly.)

Racial politics is one of the most important, contested, and complicated issues in American society today. This course provides an introduction to the topic of minority politics. We will study the way that Black and Latino/a writers and thinkers understand the intersection of race and politics. We will explore the way that race is socially constructed, interrogate concepts of ideology, identity, and intersectionality, and examine the relationship between institutions and racism. At the end of the class, I hope you will have an appreciation for the complexity of racial politics in America. 

The problems faced by the political systems of the countries of Asia, Africa, and Latin America. Specific topics will include their attempts to maintain political stability and resolve such issues as the food and population problems.
Prerequisite(s): POLSC 1100 Introduction to International Politics and junior standing or permission of the instructor.

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.

See SOC 2350 Sociology of the Family.

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 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): THTRE 1020 Script Analysis or POLSC 1000 United States Government and Politics or Permission of Instructor.

This course gives students a working comprehension of the elements and principles of design in a variety of media.  Students are expected to develop a strong studio work ethic, increase creative problem-solving capabilities, and discover ways to communicate ideas visually.  Students learn through making, self-reflection, and critique to develop a verbal/visual vocabulary that forms the foundation for the future study of art.

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 history courses.

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.
(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.
 

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.
(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 models of communication, including: invitational, persuasive, dialogic, conflict management, group and interpersonal. Students will explore the foundations of the communication discipline as well as the influence of communication scholars across public and private realms. Once they have developed an understanding of the theoretical underpinnings of effective communication; students will develop the skills necessary to overcome the barriers to effective communication.
(Normally offered each semester.)

A study of the development of types of media including books, newspapers, magazines, radio, television, and film. The interaction of these media and their impact on society and the individual are included.
(Normally offered each spring 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 fall 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.)

See ENG 2690 Young Adult Literature.

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 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.)

See THTRE 2050 Dramatic Literature: Gender and Sexuality.

See PHIL 3270 Feminist Theories.

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 expression 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.

This course is designed to help students develop an understanding of the research process and the rationales for basic behavioral statistics. This class will focus on developing skills to conduct a research study, analyze results, and complete the research paper. Students will present their research proposal to recruit subjects, given 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 3800 Research and Statistical Methods - I or permission of instructor.
(Normally offered each spring semester.)

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.
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.)

See MGRMN 4060 German Oral Communication.

A guided oral skills development dual-level 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.
Prerequisite(s): MGRMN 2020 German: Stage 4 or permission of the instructor.

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 relevence 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 course will examine the philosophical tradition as manifested in the works of the more prominent Christian, Jewish and/or Islamic philosophers from the 5th century into the 14th century. Selections from the works of the following major figures may be studied: Augustine, Thomas Aquinas, Duns Scotus and/or William of Ockham in the Christian tradition; Alfarabi, Avicenna and/or Averroes in the Islamic tradition; and Saadia, Solomon Ibn Gabirol, and/or Maimonides in the Jewish tradition. Topics may include but are not limited to: the roles of faith and reason in belief formation, the nature and existence of God, the nature of human beings, the conflict between human freedom and Divine foreknowledge, and the nature of virtue and sin.
(Normally offered alternate years.)

This course will examine the western philosophical tradition as manifested in the works of prominent European and/or American philosophers of the 17th, 18th and 19th centuries. Philosophers who may be included are Descartes, Hobbes, Spinoza, Berkeley, Hume, Kant, Marx, Kierkegaard, Nietzsche and Pierce among others. Topics may include but are not limited to: issues such as the existence and nature of God, responses to whether or not the mind (or soul) can exist separately from the body, skepticism and doubt, the nature of the self, and the relation of the individual to society.

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.

Students will explore what is radical, revolutionary, experimental, avant-garde and learn to identify what places a person, idea, or movement outside the "norm." This includes addressing questions like: What influences or impacts a philosophically innovative idea? How do we distinguish what is radical or subversive in philosophy from what is merely repetitive or conservative? Importantly, what is the effect of a philosophy on its larger culture, and what role does experience play on the philosophers 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.
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.

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 or permission of the social work program director.
(Normally offered each spring 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.

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 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.)

This course examines Latin American cultures from an anthropological perspective. It covers stratification and its effects on indigenous populations and contemporary cultures, and the effects of culture change on them.
(Normally offered alternate years.)

This course will be an examination of the relationships between population density and the formation of political structures. It will also study contemporary peoples in Africa, India, and the Near East. It will set the stage for a discussion of some of the current political difficulties that traditional peoples face in their interactions with Western cultures from the United States and Europe.
(Normally offered alternate years.)

This course summarizes anthropological theories on religious systems and ritual systems. It will also examine relationships between religious systems, population density, and environment in pre-industrial societies. Ethnographic studies from pre-industrial Europe, the Near East, Polynesia, and Asia will be included.
(Normally offered alternate years.)

This course examines the relationships between economic and environmental forces in pre-industrial societies. Many contemporary pre-industrial societies are still struggling with issues centering around Communism and Capitalism. This course will trace some of those issues to their origin and point out potential scenarios for contemporary non-Western societies. African, Latin American, and Polynesian cultures will be the focus of this course.
Prerequisite(s): ANTHR 1150 Cultural Anthropology or permission of the instructor.

A survey of African, Asian, Native American, and Pre-Columbian arts.

This course is designed to provide students with an understanding of the uniqueness of cultures and the resulting variations in communication preferences and styles. The focus will be on the study of cultural dynamics that influence the exchange of meaning between individuals and groups of different cultural and/or racial backgrounds, particularly as this applies to global interactions. Strategies and skills for successfully communicating across cultural barriers will be discussed and implemented.
This course is taught only through University College.

This course will provide students a direct encounter with the culture of Tuscany in 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 reflect on these experiences.
Prerequisite(s): Instructor permission and sophomore standing.
(Normally offered in odd numbered summers.)

A critical analysis of the various real and theoretical economic systems of capitalism and socialism. Specific countries' systems are examined within a contemporary framework.
Prerequisite(s): Junior standing and grade of "C-" or better in ECON 1530 Macroeconomic Principles, or permission of the instructor.

A study of the theory of international trade, commercial policy, international monetary affairs, and institutions for international economic stability and development.
Prerequisite(s): Junior standing and grade of "C-" or better in ECON 1540 Microeconomic Principles or permission of the instructor.

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.)

See RELIG 2300 Women and Religion.

See MUSIC 2600 Havana Nights:Cuban Youth Music Culture.

See POLSC 2700 Women and Power.

See NURS 3040 Global Health.

See ENG 3410 Women Writing Across Cultures.

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

By meeting at a place with a casual atmosphere, we attempt to recreate the Greek taverna or family restaurant, a place where Greeks go to eat and talk and dance and "be Greek." During our meetings, we too will eat and dance and (primarily) explore the history, art, literature, politics, and folk traditions of modern Greece.

By visiting urban and rural sites and surveying public discourse, students will be introduced to ancient and modern Greece in order to discover how and why Greeks preserve the religious, political, literary, and artistic elements of their culture's past.

This course invites students to explore the complexities of the modern Japanese experience through the study of major literary texts and films. Students will learn key features of modern Japanese culture, know major authors and directors, and become familiar with critical methods of inquiry and analysis. No previous knowledge of Japanese culture or language is required.

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.

This is a world-history survey designed to introduce students to the sweep of social, political, economic, and cultural changes that took place around the world over the course of the twentieth century. Using primary sources, the course allows students to investigate in-depth themes such as European colonialism, the First and Second World Wars, fascism and its consequences, the transformation of East Asia, the Cold War and its consequences, and new challenges to global stability in the modern era. No P/F.
(Normally offered each spring semester.)

Cuba is undergoing historical and rapid social change. This interdisciplinary sociology, music, and gender studies course explores contemporary Cuba through participant observation of youth music culture in the cities of Havana, Vinales, and Santa Clara. Students will receive academic instruction in historical and contemporary Cuba from both American and Cuban professors. Particular attention will be paid to the intersectionality of gender, sexuality, and race/ethnicity. Students will be exposed to ethnomusicology parameters of sound, setting, and significance. Students will use intersectionality analysis (informed by Launius and Hassel) and interdisciplinary feminist qualitative methods (informed primarily by Emerson, Fretz, and Shaw and Hesse-Biber). Students will be immersed in Cuban culture through casa particulares (homestays) and daily attendance at various musical events, clubs, and museums. Local guides, out-trips, academic lectures from Cuban Experts, instructor led reflections and facilitations, and student observations and reflections are all key components of this course.

This course will examine the current state of politics in Europe. In particular, the course will focus on European integration and expansion, and questions of ethnicity and nationalism. The course will also examine European social policy.
Prerequisite or corequisite(s): POLSC 1100 Introduction to International Politics or approval of the instructor.

This course examines the participation of women in society and politics, and their ability to influence the policy decisions related to the issues of concern to them. The course will take a cross-national persepective, although primary emphasis will be women in Middle Eastern and South Asian societies.

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.)

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, Confuciansim, 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.
(Normally offered every year.)

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.

See MUSIC 2600 Havana Nights:Cuban Youth Music Culture.

This course examines a wide range of Native American cultures. It includes an exploration of cultures before contact by European populations and contemporary issues facing both reservation and urban Native American populations.
(Normally offered each spring semester.)

This course provides 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): Permission of the instructor.
Cross-listed with SOCWK 3930 Field Studies: Native American Life

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 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 year.)

See PHIL 2300 Philosophies of Race and Gender.

See HIST 2370 History of Women in the United States.

See PSYCH 2650 Psychology of Gender.

See PSYCH 3300 Transgender Identities.

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 History of Women in the United States

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)

4 hours - fall or spring semester
3 hours - summer or winter term
This course introduces students to the major institutions, ethnic communities, and systems of Chicago. Students interact with community organizers, performers, political leaders, and business owners. Students visit neighborhoods, encounter the vast diversity of the city, and experience the connection between world events and urban living.
Prerequisite(s): Permission of Chicago Center for Urban Life and Culture Faculty Liaison.

See MSPAN 4460 U.S. Hispanic Literature and Society.

U.S. Hispanic Literature and Society will give students an introduction to the wide variety of literature written in Spanish in the United States within its greater cultural and historical context. Students will enhance their reading skills, vocabulary and background knowledge in order to comprehend, summarize, discuss and analyze these literary works in Spanish. Relevant historical and cultural readings are also included to aid students in their comprehension of the distinct perspectives (native, exile, immigrant) from which these works were written and that relationship within the greater context of U.S. society. Primary emphasis will be on the short story, but students will also be exposed to poetry and excerpts from other genres. Students at the 4460 level are also required to read a novel or play and do a related reflective paper and presentation.
Prerequisite(s): MSPAN 3100 Spanish Composition or permission of 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.
(Normally offered alternate years.)

Theories and research exploring how gender is constructed in American 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. 
Prerequisite(s): Sophomore standing.
(Normally offered each spring semester.) 

What does it mean to be transgender?  What can transgender identities tell us about larger societal gender systems? This course is an interdisciplinary exploration of transgender issues in the United States.  Students will investigate the variety of transgender identities, the lived experiences of transgender people, and the differing perspectives surrounding transgender issues.  Topics will include explanations of gender diversity, discrimination, elements of gender transitions, medical and psychological treatment options, and gender privilege. 

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-ethinic 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 experimental learning requirement of the Archway Curriculum.
(Normally offered each semester.)

This course explores the history and contemporary issues of Latinos in U.S. society. It covers the contributions and experiences of the diverse racial/ethnic/cultural groups from Central and South America, Mexico, and the Caribbean who have become part of the society both as immigrants and as conquered peoples. Topics related to Latino experiences in the U.S. include: identity, language, immigration, population growth, political involvement, education, health, integration, and economics.
(Normally offered each fall semester.)

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.)

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 Field Studies: Native American Life

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 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.

An introduction to experimental research.
One 3-hour lab per week. P/F Only.
Prerequisite(s): Permission of the instructor.
(Normally offered each spring 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.

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 observe/assist in educational settings associated with our P-12 school system.
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.

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.

Working session during which staff members produce the weekly newspaper, The Yip. May be repeated. Credit is limited to 4 hours. Pass/Fail only.

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.
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 uses sociological perspectives to emphasize the interconnection between individuals, social structure, social forces, and social problems. Students enlist a sociological focus to study and assess what constitutes a "social problem," what causes a social problem, and how selected social problems are addressed. The requirements of the 2120 course are the same as the 1120 course EXCEPT that students in the higher course number complete a 20 hour service-learning component which fulfills an experimental learning requirement of the Archway Curriculum.
(Normally offered once a year.)

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 1020 Script Analysis.
(Normally offered each fall and spring semester.)

Students use the technical knowledge and skill gained in Photography1 & 2 to express themselves through photographic media. They will increase their ability to describe and analyze images verbally and in writing. At this point they will have a well-rounded knowledge of contemporary photographers, photographic processes and issues. Experimental processes may be explored at this stage.
Prerequisite(s): ART 2500 Photography 2

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 the Las Cuevas Research Station located in the Chiquibul Forest Reserve 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 and SCUBA diving trips to sites near Southwater Caye.
Prerequisite(s): BIO 1400FYW Introduction to Biological Inquiry or permission of the instructor.
(Normally offered every other Winter Term.)

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.)

A supervised field experience enabling observation and participation in a clinical or research setting relating to biology. Submission of a journal and/or written paper would follow at least 30 hours of field experience.
Pass/Fail only.
Prerequisite(s): Major or minor in biology, approval of the department chair, and approval of the coordinating clinic or laboratory.

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.

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.
Prerequisite(s): BUSAD 3700 Financial Management or permission of the instructor.

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

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

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.)

See SOC 4970 Internship.

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 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.

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 Perspectives in Gender or permission of the program 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.

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 Perspectives in Gender.

This class is for students who have successfully completed a semester or year of study abroad and who would like to process that experience further by analyzing specific cultural and educational experiences and interacting with students who have had similiar experiences abroad.
Pass/Fail only.

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. May be repeated for a maximum of 6 credit hours.
Prerequisite(s): Junior standing and approval of the supervising faculty member.

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.

Students enrolled in this course will serve as Peer Mentors to students in a section of the IDS 1000 Success Seminar. 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 Oriented.
Prerequisite(s): Permission of instructor.

On-the-job training with a newspaper or other sponsor involved with communications. Work may include writing, photography, or production. Each internship will be designed individually to benefit both student and sponsor. Sponsors may be secured either by the student or by the department.
Pass/Fail only.
Prerequisite(s): Permission of the instructor.

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.
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.
Prerequisite(s): Permission of the department chair.

An independent research experience involving survey and synthesis of literature in a particular mathematical topic. In some cases, the student may undertake novel investigations. The experience will culminate in a conference-style presentation and written report. Students will keep a reflection journal throughout the experience.
Prerequisite: Permission of Department Chair.
Pass/Fail Only.

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.
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.

This course is designed to prepare students for the challenges and opportunities that are unique to language-learning abroad, to engage students in meaningful activities while abroad, to maintain a connection with students while abroad, and to foster continued development of skills and knowledge following the study abroad period. Students will be introduced to specific strategies in language and culture 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.
*Registration at 0 hours available with permission of the department chair for students studying abroad through non-ISEP exchange program.

A senior-level research and writing seminar, this course complements and supports the student’s individual work on an approved Senior Project.  During this course, students complete their Senior Project (e.g. an internship project, a research paper, a translation project, or a creative work supplemented with a critical essay), present their work at a student symposium, and carry out an assessment of their academic career.
Prerequisite(s): Senior standing and permission of department chair.        

In this course, students will gain knowledge related to basic nursing skills to care for patients with stable disease processes in a variety of settings including hospitals, doctor’s offices, clinics and nursing homes. Student will be introduced to delegation and priority setting for the baccalaureate prepared nurse. The learner will incorporate the nursing process and NANDA nursing diagnoses into the clinical setting in working with their assigned clients. Body systems covered include eyes, ears nose and throat; respiratory; cardiovascular; gastrointestinal; integumentary; genitourinary; and perioperative nursing.
The course is offered during an 8-week period, which includes two hours theory and two hours clinical experiences.
Prerequisite(s): NURS 2000 Foundations of Professional Nursing Practice and NURS 2100 Pharmacology I with grades of "C" or better, or permission from the program director.
Corequisite(s): NURS 2180 Health Assessment for Pre-Licensure Students and NURS 2710 Pathophysiology for Pre-Licensure Students.

This course focuses on the provision of nursing care of the individual in post-acute phase of illness with an emphasis on optimization of health status, personal adaption, and health care beliefs with individual factors within the environment. Clinical includes care of the individual in various care settings including skilled care settings, rehabilitation, and long-term-care. Body systems and disorders covered include chronicity, cardiovascular and peripheral vascular function; hematology and oncology disorders; respiratory; immunologic disorders; endocrine; gastric; kidney; neurologic. This course includes two hours theory and two hours clinical experiences.
Prerequisite(s): NURS 2200 Medical-Surgical I with grade of "C" or better.

This course focuses on the application of community health nursing concepts with individuals, families, groups, and populations. Emphasis is placed on applying the nursing process to problems of persons from a variety of cultural groups and to those with developmental and situational crises.  In the clinical setting, students work with persons throughout the age span and in a variety of community settings.
Pre or corequisite(s): NURS 4460 Community Health Nursing with grade of "C" or better.

Students enrolled in this course complete a 15 week, 32 hour/week internship in an organization related to national or international politics in Washington, D.C. The primary goal of this course is to introduce the student to the world of practical politics in the nation's Capitol. 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 into Capitol Hill Internship Program.
Corequisite(s): POLSC 2810 The Internship Seminar (CHIP).

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.
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 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.
Prerequisite(s): Approval of the instructor.
(Normally offered every year.)

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, and SOCWK 3100 Macro Practice, with grades of "B-" or better, and approved Pre-Field Placement Consultation.

Students are given the opportunity to teach children who have mild/moderate 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 mild/moderate 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.
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.)