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Course Criteria
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3.00 Credits
The idea of scenario planning/strategic foresight comes from the perspective that, while the future is not predictable, it is also not predetermined. In this course, students will focus on scenario design for social change. Scenario planning is a discipline for encouraging creative and entrepreneurial thinking and action in contexts of change, complexity, and uncertainty. Students will gain an understanding of the history of scenario planning, ideal situations for using the strategy, the research required to undertake scenario planning, and the process for its implementation. Students will complete a set of scenarios related to creating a more equitable, inclusive, and just future.
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3.00 - 6.00 Credits
Students enrolled in the Community Engagement certificate and/or Bennion Scholars program will participate in a practicum experience to enact a community-engaged project, research, and/or programming. Building upon knowledge and experience gained from prerequisite courses, each student will engage in mutually beneficial partnerships to implement innovative approaches to issues facing their communities. Students taking the 3 credit course commit to working on their project for 50 hours and those taking the 6 credit course commit to working on their project for 100 hours over the semester
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3.00 Credits
This course is a continuation of BENN 4845 Creative Justice Capstone Studio I. Working collaboratively alongside community partners and within communities, students will use their prior research to authentically include a diverse range of participants in thoughtful, inclusive, and supportive creative experiences. Throughout the creative process, students will develop, iterate, implement, and reflect on potential solutions to mutually identified community challenges. These projects will involve diverse stakeholders, leverage the complexity of human relationships, critique belief systems, and disrupt power imbalances. By listening to all voices, using generative dialogue, and choosing a human-centric design process of co-creation, students will learn how creatives can be co-leaders of conditions in which just systems can emerge and flourish.
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3.00 Credits
Understanding science is central to informing policies, driving innovations, and evaluating ethical considerations relevant to life on Earth. This course examines the interplay between science and society. The full spectrum of the human experience, from sex, gender, and health, to race, evolution, and environmental change will be explored. Case studies, short readings, and videos, relevant to life in the 21st century, will be referenced throughout the course.
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3.00 Credits
An introduction to the biology of humans, including an examination of the evolution, function and form of the human body. This course is intended for non-majors.
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4.00 Credits
This course introduces the essential concepts of biochemistry, cell biology, and genetics. Topics include biological macromolecules, mitosis, meiosis, DNA replication, transcription, translation, regulation of gene expression, and laws of inheritance. Taking MATH 1010 or a higher 1000-level MATH class is highly recommended for students in this class.
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1.00 Credits
This lab course introduces the scientific method through inquiry-based experiments focusing on cells, genetics, and biochemistry. Prerequisites: 'C-' or better in BIOL 1210 OR AP Biology score of 4+ or IB Biology score of 5 OR Corequisites: 'C-' or better in BIOL 1610.
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4.00 Credits
his course introduces the immensity of biological diversity and the timeline of the origin and evolution of life on Earth, focusing especially on natural selection, the construction and interpretation of phylogenies, physiology, and ecological relationships. Taking MATH 1010 or a higher 1000-level MATH class is highly recommended for students in this class.
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1.00 Credits
This course introduces the students to experimental strategies for analysis of phylogenetic relationships; organism diversity; the linkage between form, function and behavior; species interactions; and ecosystem services. Prerequisites: "C-" or better in BIOL 2010 OR Corequisites: "C-" or better in BIOL 1620.
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2.00 - 4.00 Credits
The U of U faculty continues to publish empirical research based upon the outcomes of NOLS students. NOLS uses evidence-based programming to manage curriculum, and routinely audits course content, measuring the hours of instruction. Based on last year's program audits. NOLS semesters (e.g. India & Mexico) actually offer many more hours of Biology instruction than needed for 4 hours of credit, however some semesters offer fewer hours than are necessary. In general, NOLS prefers to align the curriculum with the practical experiences students encounter on the expedition. Pedagogically this organic approach provides greater intrinsic motivation, supports the over-learning that helps students apply basic concepts in broader contexts, and better supports the transfer of concepts.
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