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Course Criteria
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3.00 Credits
No course description available.
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3.00 Credits
No course description available.
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3.00 Credits
No course description available.
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3.00 Credits
This is an advanced language course for students who have completed 4 high school units of study. As such, this course will emphasize advanced communication and listening skills. Reading at an advanced level will introduce some literature and stress comprehension. Writing skills will be enhanced to include personal narrative through journals using persuasive and expository style. Grammar will be an integral part of each of these courses. Previously learned structures will be reviewed and reinforced, while advanced grammatical structures will be introduced for mastery. Students will add to their already extensive vocabulary bank with concentration on those words necessary to enhance their communicative abilities. With today’s emphasis on global interdependence and cultural awareness, students will further their knowledge of the German speaking world and its people
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3.00 Credits
A discussion-intensive seminar format introduces students to the depth of thinking required in a college environment. The course will incorporate academic reading and writing to encourage students to learn critical thinking skills as well as to explore issues that are important to their goals and objectives: academic success, educational and career planning, and the value of an education. Oral, written, and small group assignments boost students’ self-confidence and help them become college-level communicators of their ideas. The course is designed to convey the excitement and possibilities of the learning experience at Hilbert College. Personalized interaction with faculty, staff, and peers will help students understand the responsibilities and rewards that are part of a university education.
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3.00 Credits
The course will examine why contemporary society needs leaders and what the term ?leadership means. Historical perceptions of leadership will be reviewed as well as an analysis of different styles of leadership. The course will examine what makes people leaders with an emphasis on skill development. Contemporary issues will be discussed as part of leadership analysis. Interactive sessions will allow students to become acquainted with their peers’ leadership skills while developing their own skills. In addition, this course will examine literature surrounding the study of leadership and apply the principles to current events and situations, in order to understand the origins, challenges, and pitfalls of leadership. Historical references will help to illuminate current leadership trends and practices. Some consideration will be devoted to political systems, group process, and organizational behavior. GS 160 serves as an unrestricted elective.
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3.00 Credits
This course focuses on student activities programming, emphasizing the importance of extracurricular participation and how such programming enhances classroom learning. Course study will support academic interests, while modeling student life goals. Students will be introduced to the multiple functions of student activities and college union offices in higher education, and given an overview of the student affairs field. Student development theories are examined to identify and validate a range of academically supported and student-related goals; e.g., multiculturalism, community building, wellness life-styles, contemporary issues, social interaction, and spirituality. Through these theories students will be able to show how targeted student programming initiatives, through particular campus activities and events, can be generated to reach these student affairs goals. The course will enable students to implement and evaluate actual programs through membership in student clubs and organizations. The College will be used as a model for peer program development with a focus on learning. The course provides an overview of program assessment, planning, implementation, and outcomes evaluation, and a review of related programs on other campuses.
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3.00 Credits
A specialized fitness course for students that will emphasize a healthy lifestyle and its direct application to career success. Specific inst ruction will cover health-related topics, such as nutrition, stress management, and physical fitness. The course will allow students to self-evaluate their lifestyle and develop an individual exercise program. Because many students in particular lines of work are required to pass medical and physical tests, this course is especially useful for students whose field of employment demands high levels of fitness and health. The course also serves students generally, as its main focus is on health issues in a broad-based approach. This course counts as an all-college elective only (not a Liberal Arts elective).
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3.00 Credits
This course would combine in-class instruction with an experiential service learning component. Although the destination may change, whenever the course was taught it would focus on the following: history, literature, geography, culture, and economics of the place to which students will be traveling; an introduction to the ideas of service learning/leadership; and discussion of service learning as it relates to the mission of the college. This proposal, then, serves as a sort of shell for the course, with the specific destination changing but the general outline for the course remaining the same. For its initial offering, students will travel to Kenya. Ideally, this course will be offered during the first summer semester. Students will spend approximately a week in class learning about Kenya, its culture, history, current issues affecting it, etc. Particular attention will be paid to the impact of HIV/AID on the country and the role of women in Kenya. Also, service learning, leadership, and the psychological/emotional issues in volunteering will be addressed. Following that, students will travel to Kenya and participate in two different service learning projects— one week would be spent volunteering at an orphanage, where many of the children have lost their parents to AIDS. Work there might involve teaching, tutoring, helping to prepare meals, creating after-school activities for the children, etc. The second week would involve working with women from the Masai Mara tribe. Because of cultural traditions, many of these women have not received formal training and some have undergone female circumcision. Work there might involve teaching business skills, nutrition, helping with repairs to buildings, etc. None of this work requires special training on the part of the students. While on the trip, students would complete assignments designed to allow for reflection on the experiences. There would also be a class meeting or two after the trip, to allow for further reflection and evaluation of the experience. Because of the expense associated with the trip, administration has agreed to allow students to take the class during the summer but have it show up on their fall schedules. Basically, this means that although they will be responsible for the cost of the trip, they will not have to pay tuition for the class, as long as they don’t exceed 18 credit hours in the fall.
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