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Course Criteria
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3.00 Credits
Open to majors by invitation of the department for work culminating in a senior honors thesis.
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2.00 Credits
An integrative science course centering on natural history and systems with an exploration of abiotic and biotic factors. Offered exclusively during the summer for education students only (preservice teachers) at HoneyRock. Su only. (2 credits)
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3.00 Credits
Economic, political, sociological, psychological, and ethical problems facing health professionals and some biblical responses to these problems. Designed for students with a definite interest in one of the health professions, this course provides opportunity to observe the field first hand through a shadowing internship, and to study the scope of health care in the U.S. Prerequisites: sophomore standing, registration with the Health Professions Program, one year of college biology or chemistry, consent of instructor. Does not apply toward the general education science requirement. (2, lin)
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3.00 Credits
A historical introduction to methodological and foundational issues in the natural sciences focusing principally on physics, astronomy, biology, and challenges the natural sciences present to culture. Prerequisite: a lab course in the Studies in Nature cluster. Nature cluster non-lab general education course.
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3.00 Credits
An examination of scientific theories of origins and developments, such as Big Bang cosmology, Earth's formation and early history, origin of life, origin of species, history of life, and human origins. Relationships between biblical and scientific explanations are explored for each topic. Team taught. Field Museum visit. Prerequisite: a lab course in the Studies in Nature cluster. Nature cluster non-lab general education course. $20 course fee. Offered every Spring.
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3.00 Credits
Required for science majors who plan to teach high school. Survey of science curricula, computer applications in science teaching, laboratory theory and evaluation processes, management of laboratories, and field trips. Prerequisites: ten hours of education courses and ten hours of courses in teaching area major. (2 credits)
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3.00 Credits
Required for elementary education majors. Survey of elementary science curricula and resources; consideration of perspective, process, content, and application of science in teaching. Prerequisites: ten hours of education courses and at least one science laboratory course. (2 credits)
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3.00 Credits
Without using ghosts, vampires, werewolves and other supernatural beings, Edgar Allan Poe produced a body of supernatural fiction that made him famous in Europe and America. Until Poe much American fiction was didactic, sentimental, and clichéd. By exploring the depths of the human mind, including his own, exposing dream states, fears and anxieties, desires and obsessions, cruelty both artless and intentional, Poe elevated American fiction with its limited focus on national character to the realms of literature (writ large) focusing on the terrible yet beautiful state of human existence. "William Wilson"or "The Man of the Crowd," for example, speaksof isolation and alienation from the very things to which one ought to be connected. "The Pit and the Pendulum" and "The Masque of the Red Death?eal directly with the inescapable terrors of life and death, while "The Cask of Amontillado" and"Hop-Frog" indulge archaic fantasies of revengeand murder. Equally compelling are the stories that deal less with unusual states of mind than with a superior intellect contemplating uncanny situations, such as the detective stories, "The Purloined Letter"and "The Gold-Bug." Suspending Poe biography?hich is indeed extraordinary-we will interpret the stories based on their contributions to the development of a story tradition in the United States that can be seen today in fiction by Joyce Carol Oates, Mary Gaitskill, Robert Girardi, Mark Richard and Valerie Martin, among other internationally known American writers. (Deyonne Bryant)
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3.00 Credits
We will explore the history of the American conflict in Vietnam and the impact of that experience on individual Americans and the overall shape of American life, both during the war and after. We will read memoirs of participants and opponents, discuss the fiction and films growing out of the experience, deal with postwar veterans' issues, and investigate the ways the Vietnam experience influenced American life for the remainder of the 20th century. (Alexander Bloom)
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3.00 Credits
There exists a Persian legend that tells that God made a statue of clay in his own image, and asked the soul to enter into it. The soul refused, for its nature is to fly about freely, and not to be bound to any sort of captivity. Then God asked the angels to play their music and, as the angels played, the soul was moved to ecstasy through which it entered the clay body. In ancient Greece, philosophers recognized the power and influence of music in their society and developed the doctrine of ethos as they wanted that power to be used productively and ethically. In Ancient Egypt, priests kept all secrets of astronomy, music and architecture inside the temples. These sciences were not intended to be known by common people. Why do we sing Why we are moved when we listen to music What makes a specific sound appealing and what makes it repulsive in some other times How does music communicate meanings and emotions Where would we localize the musical meaning: inside or outside us Why is it that different people can experience the same musical meaning Drawing on many disciplines, such as psychology, social psychology, semiotics, psychoanalysis, philosophy, phenomenology, and linguistics, we will search for answers to these questions. We will survey and consider the theories/opinions by which music is said to convey emotions. And in order to better understand the nature of musical emotions, we will define the word "musical"and will experiment with sounds and their various implications. We also will discuss the ways music affects and shapes our perception of the dramatic events of movie plots. And to harness the power of musical effect, we will experiment with composing "music" for anything but a musical instrument. Noknowledge of musical notation or musical instruments is required. An extensive portion of our meetings will be centered on in-class discussion, group research, and experiments. The main aim of the seminar is to enable students to reflect critically on current issues of music psychology and to develop a better understanding of our musical behavior. (Ahmed Madkour)
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