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Course Criteria
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3.00 Credits
Addresses the historical and comparative evolution of our species. Using the approaches of evolutionary biology, physical anthropology, and archaeology, this course traces human physical evolution and cultural development from its earliest beginning, more than fi ve million years ago, to about 15,000 years ago, just before the beginnings of plants and animal domestication and the rise of complex societies. Special attention paid to the impact that evolutionary ideas have had on social, political, and educational issues in American life. Prerequisite: Junior or senior class standing. (U1) Kuserk
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3.00 Credits
Ethical and biological considerations for the individual, family, and society regarding recent technical procedures and diagnostic methods in reproductive biology. Topics include prenatal genetic diagnosis and treatment, assisted reproductive technologies, premature birth and associated medical concerns and treatments, birth-control methods, sex-selection technologies, and pregnancy- and birth-related technologies. Prerequisite: Junior or senior class standing. (U1) Kurvink
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3.00 Credits
Through essays, literature, and fi lm, this course introduces students to sub-Saharan Africa with a focus on the global issues of racism and oppression, especially during colonial and post-colonial times. Texts will illustrate colonial and post-colonial African struggles for respect, liberation, and identity. Course materials include socio-historical essays, works of literature set in different countries of Africa, and documentary and feature-length fi lms. (M5) Staff
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3.00 Credits
Creators of science fi ction often present dire warnings about the world to come in which science has subverted human values. By studying important developments in science and technology and signifi cant works of science fi ction, we can comprehend the nature of these warnings and attempt to formulate a civilized response to the dehumanizing forces affl icting the contemporary world. Prerequisite: Junior or senior standing. (U1) Diamond
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3.00 Credits
This course considers such moral issues as identity; duties to kin; love, marriage, and sex; euthanasia and suicide; racism and sexism, as posed within a variety of world literature that includes short stories, novels, poetry, and drama, ranging from the era of Sophocles' Antigone to the present. Prerequisite: Junior or senior standing. (U2) Dougal
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3.00 Credits
A course designed for students to explore issues related to the applications of genetic sequencing. Topics include medical, legal, and ethical implications of decisions about the use of genetic information on themselves and on society. Prerequisite: Junior or senior standing. F4 course recommended. (U1) Zales 310. "Doing Good" at Work. "Doing good" is philanthropy, ethical codes of conducvoluntarism, social responsibility, and environmental stewardship. Not only is "doing good" at work the morally correct thing to do for the individual employee, but the more individuals in the organization who "do good," the more likely the organization will succeedon economic, social, and mission-related levels and goals. Students will learn about the philosophy, history and practice of "doing good" at work, and integrate what theyhave learned and what they believe to develop their own model for "doing good" thatthey can work and live with. Prerequisite: Junior or senior standing. (U2) Marabella
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3.00 Credits
Topical writing for various audiences in science education, including students, parents, colleagues, administrators, editors of professional journals, and review committees of funding agencies. Topics involve contemporary issues in science and/or science education. For general science teacher education students in the elementary and secondary programs only. Writing-intensive. Prerequisite: Junior or senior standing. Gerencher
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3.00 Credits
Evolutionary theory and cultural accounts explaining the origins of human behavior are gaining in popularity. Evolution refers to biological and genetic processes, including inherited traits. Culture entails complex external social forces that affect societies and are often perpetuated by them. Does biology dominate culture? Does culture override biology? Or does the interaction between the two create behavior? We will critically examine various explanations of human behavior. Prerequisite: Junior or senior standing. (U1) Dunn
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3.00 Credits
Technological development and implications of mass-media forms. Students will analyze mass media as a social force that shapes personal and collective ideas and behaviors in the modern world. Prerequisite: Junior or senior standing. (U1) Wetcher-Hendricks
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3.00 Credits
A more grounded approach for tracing and interpreting the wide reach of legalized and enforced segregation in American life focusing primarily on the post-bellum period of the 19th century through the civil rights struggles of the 1960s and 1970s. Looks past many of the more commonly understood (and misinterpreted) elements of the so-called Jim Crow edifi ce by looking at all regions of the country during this period in a more comparative frame. Examines the social, historical, economic, and political forces that fueled the construction of segregation then while attempting to make sense of discussions relative to race, class, and power in America today. Prerequisite: Junior or senior standing. (U2) Rosen
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