| |
| |
|
| |
|
| |
|
| |
|
| |
|
| |
|
| |
|
| |
|
| |
|
| |
|
| |
|
| |
-
HIST 381 - France 1750-1815: Enlightenment, Revolution, Dictatorship 3 hours
This course will examine three key movements in France: the Enlightenment, the French Revolution, and the Napoleonic era, all of which had a profound and lasting impact, not only in France, but also in the world. Emphasis will be placed not only upon the political developments of this period, but also upon social, cultural, and intellectual themes. Connections also will be drawn between the French Revolution and the various revolutionary movements of the late 20th and early 21st centuries.
Prerequisite(s): ENGL 101
This course will satisfy the core area requirement in history.
|
| |
|
| |
|
| |
|
| |
|
| |
|
| |
-
HIST 393 - The Coming of Capitalism 3 hours
Listed also as HNHI 393 .
Prerequisite(s): ENGL 101
|
| |
-
HIST 400 - History Research Seminar 3 hours
Students will learn multiple methods of working with diverse primary sources and conduct an independent primary-source based research project guided by the seminar instructor and other departmental faculty.
Prerequisite(s): ENGL 101
|
| |
|
| |
|
| |
|
| |
-
HIST 450 - Independent Study 1-3 hours
Prerequisite(s): Consent of instructor.
|
| |
|
| |
|
| |
|
| |
-
HIST 455 - Internship 1-8 hours
Prerequisite(s): Consent of instructor.
|
| |
|
| |
|
| |
|
| |
|
| |
-
HLTC 750 - Health Care Management 3 hours
This course introduces students to the American health care delivery system. It provides an overview of various scientific, social, educational, governmental, and economic forces that shape the health care system and studies the historical development of health care management systems.
Previously numbered as GSB 741
Prerequisite(s): MGMT 602
|
| |
-
HLTC 751 - Health Care Law 3 hours
Students examine the legal environment of the health care industry, including a review and analysis of relevant statutes and policies of federal and state jurisdictions, as well as case law affecting the industry.
Previously numbered as GSB 742
|
| |
-
HLTC 752 - Contemporary Issues in Health Care 3 hours
This course will look at many of the most important developments within the health care industry. The focus of the course is on current issues. Topics include strategic planning and marketing strategy models.
Previously numbered as GSB 743
Prerequisite(s): MGMT 602
|
| |
-
HNSM 160 - Evil and the Paradox of Hope 3 hours
The Brothers Karamazov will interrogate us about our convictions, assumptions, and deepest questions, including those related to the dynamics of evil, suffering, and cruelty, and the perhaps paradoxical hope for meaning, purpose, and goodness. Can evil be explained or are explanations evil? Where is “God” during earthquakes, genocides, and the suffering of one innocent person? Where are we? Seminar participants will propose and discuss additional course materials and readings emerging from our sustained dialogue with Dostoevsky’s text.
|
| |
-
HNSM 161 - Beyond a Reasonable Doubt? 3 hours
In a court of law, a defendant’s life hangs upon guilt “beyond a reasonable doubt.” But in the journey from doubt to certainty (and the likelihood of a roundtrip!), what is the role of faith? With the help of Dostoevsky, Camus, Freud, Kierkegaard, Augustine, and others, this seminar will grapple with questions of faith and reason, doubt and certainty, and the restless search of the self for truth.
|
| |
-
HNSM 165 - Suffering, Grace, and Redemption 3 hours
Flannery O’Connor once stated that “there is no suffering greater than what is caused by the doubts of those who want to believe.” In this freshmen honors seminar, students will read, think, speak and write about what it means to suffer toward understanding -one’s own faith or non-faith, as well as one’s societal, familial, or intellectual place in society, in general. Students will be challenged to read carefully and to think deliberately about our common course text, Dostoevsky’s The Brothers Karamazov, as well as works from various authors, including O’Connor, C.S. Lewis, Mark Twain, and others.
|
| |
-
HNSM 168 - Love and Faith 3 hours
Love and faith are widely considered the most essential and profound of human experiences; at the same time, they are often seen in strictly emotional or irrational terms. In this course we will explore the role of the intellect in love and faith. Does “thinking too much” necessarily hinder our ability to act in passionate relationships or to believe in God? How do we practice love and faith thoughtfully? The common text in the honors first-year seminars, Dostoevsky’s The Brothers Karamazov, will be our primary guide as we investigate these enduring questions.
|
| |
-
HNSM 169 - Dostoevsky, Dominican, and the Daily News 3 hours
Fyodor Dostoevsky’s The Brothers Karamazov is in every sense a “classic” when it comes to exploring deep thoughts and sometimes subtle, sometimes explosive passions. But great literature is not the only place where thoughts and passions live. “Intellectual passions”, as the philosopher of science Michael Polanyi called them, inform the sciences and other academic disciplines in a university such as ours and an astonishing array of thoughts and passions are bundled together in the daily news. In this seminar we will read and relate three texts, each of which points beyond itself: The Brothers Karamazov, myBulletin, and the New York Times. How do the brothers in Dostoevsky’s novel teach us to understand anew both our education and the wider world? How might reading the three “texts” together illuminate our lives?
|
| |
-
HNSM 170 - Thoughts and Passions on Trial 3 hours
Dostoevsky’s The Brothers Karamazov leads up to a murder trial which, along with this great novel as a whole, turns out to be a trial in more than one sense of the word. In this seminar we will consider the trial of Dmitri Karamazov along with other trials, both from the past (Socrates, Jesus, Adolf Eichmann) and in our own day. As readers, we may find ourselves in the role of judge or jury, prosecutor or defender, character witness or expert for either side. But we may just as likely find ourselves, with our own thoughts and passions, to be on trial as well. Great trials, as the word implies, can try the soul-but they can also teach.
|
| |
-
HNSM 171 - Creating a Living Space 3 hours
How we live-and who we are-often are connected to where we live. Where do we “live”? In the mind? Or in a physical space? This class will engage and interrogate our sense of space-and how where we live makes us who we are. Beginning with readings in disciplines such as philosophy, literature, and geography, we will then examine and experience a variety of spaces, from the Dominican campus to downtown Chicago.
|
| |
-
HNSM 257 - Good Life: Morality, Conscience, and Virtue 3 hours
What is a good life? This deceptively simple question will guide us through this course as we explore what it means to be a human being and citizen and to live a good life from the perspective of ancient Greek philosophers (Plato and Aristotle), a 17th century British philosopher (Hobbes), an 18th century Anglican bishop and moral philosopher (Butler), a contemporary philosopher (Midgley), and a contemporary moral psychologist (Callahan). We will engage a number of questions related to our search for “the good life.” What is morality, and why do people behave morally? Are human beings inherently good, or is moral behavior contrary to our natural inclinations? Does the moral life consist of obligations and demands that we must meet, or is morality concerned with the qualities and characteristics that we embody? Can we make universal claims or judgments about what is good and just? What role do reason, emotion, religion, and conscience play in all of this? We will consider these questions in relation to the course readings and in light of our own experiences, current events, and challenges facing the world today.
|
| |
-
HNSM 261 - Gender Issues in Western Political Thought 3 hours
An exploration of gender issues in Western political thought through major texts and commentaries, as well as accounts of popular political discourse.
|
| |
-
HNSM 262 - Globalization and Civilization 3 hours
What does it mean to be a citizen in today’s world? How will the “next generation” preserve humane values in the world of tomorrow? From a close reading of Plato’s Republic, Jared Diamond’s Collapse: How Societies Choose to Fail or Succeed, Sigmund Freud’s Civilization and Its Discontents, Samuel Huntington’s The Clash of Civilizations, and Jonathan Sack’s The Dignity of Difference, students will explore the possibilities and problems of achieving peace, security, and prosperity in the midst of a rapidly changing social and physical environment.
|
| |
-
HNSM 263 - Plato’s World Society Tomorrow 3 hours
In The Republic, Plato asks the questions, What does it mean for a human being to be just? And is it worth it? To answer the questions he takes the scenic route, and examines the political community as a whole. In so doing, he sets the foundations of Western political philosophy - and raises some of its most challenging questions. What is the best government? How far can a state regulate the life of its citizens? How are rulers to be chosen? Can politicians serve the public, or are they bound to be corrupt? We will examine these foundational questions and their relevance in today’s world, while keeping in sight Plato’s original intention: an examination of human beings as moral beings.
|
| |
-
HNSM 264 - Individual, Community, Justice 3 hours
The answer to the question “What is Justice?” is at least in part dependent on one’s understanding of what it means to be human. In this course we will examine differing paradigms of what it means to be human and then ask how each understands the nature of justice. We will explore how an emphasis on either individualism or communalism affects one’s understanding of justice and thus one’s responsibility to her or his community. Finally, we will examine concrete examples of how these differing paradigms of human nature and justice respond to acts of injustice. Possible examples to be explored are The Nuremberg trials, cases brought before the International Criminal Court or South Africa’s Truth and Reconciliation Commission.
Prerequisite(s): Sophomore standing
|
| |
-
HNSM 265 - Rights, Responsibilities, and Living Together 3 hours
This seminar considers the foundational shared text of Plato’s Republic in light of a major tenet of Catholic social teaching, rights and responsibilities, and how the rights of an individual balance with one’s responsibility to the common good of society. The seminar will examine a range of issues from modern political tensions to everyday problems of the average college sophomore. The reading material will lead students to evaluate how we make decisions as individuals and interact with families, faith communities, neighbors, and strangers.
|
| |
-
HNSM 352 - Darwin, Monkeys, Computers and Shakespeare 3 hours
What makes human beings human? Can 100 monkeys with iPads produce Hamlet? The central work of the course, Darwin’s Origin of Species, presents an evolutionary theory that questions the existence of a natural end for man. For most Darwinians, man is just another animal that evolves without any particular end. There is a natural being that is biologically driven and a human being who is culturally constructed, but no natural human being. Since man has no natural end, then no society, culture, or behavior can be universally wrong, just culturally unacceptable. This course will examine whether a Darwinian natural moral sense in the species can exist by discussing topics such as a parents love of children, conjugal bonding of opposite sex partners, slavery, and psychopaths. Along with Darwin’s major work and smaller readings, we will read Darwinian Natural Right: The Biological Ethics of Human Nature by Larry Arnhart.
|
| |
-
HNSM 363 - Science and Responsibility 3 hours
An examination of the relationship of intellectual and social contexts with the process of doing science, raising issues of responsibility that arise at the intersection of science and other human activities. The course will focus on Darwin’s Origin of Species and on questions relating to global warming and/or climate change.
|
| |
-
HNSM 366 - Darwinian Thinking Across Disciplines 3 hours
What do slime mold, honeycombs, morning sickness, and free will have in common? All of them are evolutionary puzzles, phenomena that at first seem to challenge evolutionary theory but that on deeper investigation are illuminated by evolutionary thinking. This seminar will explore what it might mean to see all of human knowledge through the lens of Darwinian thinking. Students will use insights from evolutionary science to explore topics in their own disciplines and, drawing on one another’s disciplinary knowledge and expertise, will develop proposals for interdisciplinary research or social action projects.
|
| |
-
HNSM 367 - Human Being and Natural Being: The End of Evolution? 3 hours
This course seeks to parallel (or extend?) Darwinian biological evolution with human cultural evolution in order to investigate the extent to which certain technologies actually support the species (i.e., have utility as survival strategy) and which ones may not. Specifically, we will contemplate the following question: If the species homo sapiens evolved a capacity for literacy, a by-product of the evolution of language centers in the human brain, and the linear, rational, categorical, empirical modes of thought it facilitates-what changes are suggested to our understanding of what it is to be “human” if we should find our species turning en masse from this capacity?
|
| |
-
HNSM 381 - Continuous and Discrete 3 hours
Darwin’s great book, “Origin of Species” can be looked at as raising the question whether the line of descent from one species to another is continuous transition or progression. In this way, it prepares us to think about the difference between human beings and other natural beings. Is the difference between human beings and the non-humans the world in which they live? The continuous and the discrete is a theme with many variations. What is the relation between a point and a line, between rest and motion, between particles and waves, between knowing and learning. This course will explore as many of these topics as time allows.
|
| |
-
HNSM 382 - Contemporary Issues: Science and Technology 3 hours
Scientific discoveries in the 19th century stimulated the rapid growth of technology that is both blessing and bane to contemporary society. The seminal work of John Dalton, Charles Darwin, James Maxwell, et al., led to revolutionary advances in the physical and biological sciences, which in turn gave us tools capable of dignifying or demeaning our collective existence. In this course we will focus on the origin and history of two contemporary and contentious technological issues, specifically, genetic engineering and nuclear energy. Along the way we will explore the scientific method, the differences between science and technology, and the interdisciplinary nature of rational decision making.
|
| |
-
HNSM 383 - The Evolution of Science: Human Being and Natural Being 3 hours
This course will begin with a close reading of Darwin’s Origin of Species, leading to some questions for discussion. How did Darwin understand evidence? Does experiment play any role in Darwin’s science? How does Darwin’s understanding of science as present in Origin of Species differ from that of Karl Popper or Thomas Kuhn? Matt Ridley’s The Red Queen will give us a basis for talking about how modern genetics contributed to the evolution of the science of evolution. Throughout the course we will have in mind two questions: What is nature? And how do we know that we know?
|
| |
-
HNSM 384 - Evolution, Eugenics, and Disability in America 3 hours
Does Darwin’s theory of evolution change our understanding of what it means to be human? We will begin with Origin of Species, then explore the contentious issues of eugenics and disability in American history and contemporary society.
|
| |
-
HNSM 453 - The Wisdom and Power of This World Only? 3 hours
To what extent can human beings, individually or together, control the course of history? Must men and women use all human means, including coercion and violence, to right the wrongs of this world and to protect themselves and others? Or is there available to humanity some sort of otherworldly wisdom and power in suffering that, as Saint Paul wrote, is “folly to the Greeks?” Is there, as one theologian suggests, sometimes a “grace of doing nothing” when others suffer? Or would we be obliged to battle injustice even if, in the words taken from a famous treatise on war and peace, “God did not exist or took no interest in the affairs of men?” In this seminar, we will join in conversation with extraordinary writers who have explored such questions in unusual depth.
|
| |
-
HNSM 462 - The Book of Job, Oedipus the King, and King Lear 3 hours
These three great texts, from the Old Testament, from fifth-century (BCE) Athens, and from Renaissance early 17th-century England, are towering works of three great cultures, representing some of the very finest attempts of the human imagination to come to grips with the spiritual and philosophical problems that trouble us endlessly: How are we to understand the dilemmas, the catastrophes, and the triumphs of the human spirit of human existence in relation to the divine? How can an understanding of tragedy as a genre help us to realize who we are as human beings?
|
| |
-
HNSM 463 - Tragedy and Hope 3 hours
How much power do human beings really have? What is the relationship between human power, divine power, human suffering, and hope? In this seminar, students will discuss literary texts that put forward these and related questions. Careful study of the three classic works - the book of Job from the Hebrew Bible, the Greek tragedy Antigone, and Shakespeare’s King Lear - will enable students to engage with questions of human agency in a world where suffering seems inescapable, even strangely necessary. Additional readings from Friedrich Nietzsche, St. Therese of Lisieux, and others will allow seminar participants to consider how art and spiritual practice influence our understanding of suffering and hope.
|
| |
-
HNSM 464 - Personal Transformation 3 hours
There is a saying that “change is inevitable; growth is optional,” but how is it that some people are forged by suffering while others become defeated? Does this have something to do with how we see ourselves in relation to our difficulties? Is it a matter of faith? good luck? chance: In looking at what Job, Oedipus, Lear, and the poetry of T.S. Eliot can offer us, perhaps we can fortify ourselves to “suffer” in the real sense of the word and we might say, as the voice in “Ash Wednesday” articulates, “Teach us to care and not to care/Teach us to sit still.”
|
| |
-
HNSM 465 - Learning the Hard Way: Know Yourself to Know the World 3 hours
Antigone, Job, King Lear and Sir Gawain and the Green Knight share a common theme of what disasters that having power without wisdom can bring; ignorance, especially of one’s self, can wreak havoc in a world where human suffering is somehow connected to our understanding of human agency and divine power. This semester will be devoted to exploring ways of achieving wisdom and self-knowledge, as well as, a discussion of how our society constructs the concepts of both human and divine power and wisdom.
|
| |
-
HNSM 466 - Wisdom and Suffering 3 hours
Does suffering bring wisdom? Is that wisdom worth what it costs? Conversely, can too much knowledge cause us to suffer? Is there a difference between knowledge and wisdom? What do we hope wisdom will bring to our lives? Through critical readings and discussions of Sophocles’ “Oedipus Rex”, Shakespeare’s “King Lear”, ” The Book of Job” and Aristotle’s “Poetics”, we will explore these and other questions.
|
| |
-
HNSM 467 - Tragedy and Response: the Measure of Our Lives 3 hours
The novelist Peter DeVries’ asserts, “What people believe is a measure of what they suffer”. But, our texts (Job, Oedipus Tyrannus, and King Lear) ask, Is what people suffer also a measure of what they believe? In this seminar, these classic texts will guide our consideration of this and related questions: What are the alleged sources of our suffering? Does knowing the source(s) matter? How to respond to one’s suffering? To the suffering of others? And when no response is adequate, what then?
|
| |
-
HS 300 - Social Science Research 3 hours
This course provides an overview of the methods used by social scientists. Topics include reviewing existing literature, designing a study, surveys, data analysis and research ethics. Required for BA in Human Services.
|
| |
-
HS 301 - Writing in the Social Sciences 3 hours
Students will demonstrate the fundamentals of written communications in the social sciences through a number of short writing assignments, as well as a longer paper, which will go through at least one revision. They will focus on clarity, organization, proper presentation of supporting evidence and communication ethics. Prerequisite: EN 102 Composition II. Required for BA in Human Services.
|
| |
-
HS 302 - Statistics for Social Scientists 3 hours
Numeracy is a fundamental skill for those practicing the social sciences. This course addresses the fundamentals of quantitative data analysis and the ethical presentation of statistics. Required for BA in Human Services. Satisfies the mathematics proficiency requirement for CASS continuing studies undergraduates.
|
| |
-
HS 303 - Human Services Administration 3 hours
The field of human services of full of well-meaning individuals who nevertheless struggle to help those they would serve due to a lack of administrative ability. This course will explore the essential leadership and organizational skills needed to succeed in human services. Required for BA in Human Services.
|
| |
-
HS 304 - Social Policy 3 hours
Students will examine the ways in which institutional policies impact society. Topics include the political process, unintended consequences and policy analysis. Required for BA in Human Services.
|
| |
-
HS 305 - Behavioral Theory 3 hours
Why do people behave irrationally? What really motivates people? What incentives can be used to change behavior? By answering these questions, human services professionals can better address the needs of those they serve. Required for BA in Human Services.
|
| |
-
HS 320 - Disability Studies 3 hours
This is an introduction to the burgeoning field of disability studies. Taking an interdisciplinary approach, the course demonstrates the ways in which society’s conception of the body have evolved and continue to evolve over time. Topics include shifting terminology, artistic representations, the concept of human dignity, education and the workplace.
|
| |
-
HS 322 - Disability Support Services 3 hours
The course will examine the range of government and private services available to individuals with disabilities, as well as the gaps in services and barriers that prevent people from taking full advantage of what’s available.
|
| |
-
HS 340 - Unions and Collective Bargaining 3 hours
This is an overview of the collective bargaining process from union formation to contract negotiation to working under a collective bargaining agreement. Topics include major legislation, the differences between the public and private sectors and the nature of the unionized workplace.
|
| |
-
HS 341 - Sociology of Labor 3 hours
This course explores the role of unions in our society, including the history of the labor movement and the economic impact of unionization, as well as the effects of labor’s decline in recent decades.
|
| |
-
HS 350 - Fundamentals of Public Administration 3 hours
This is a survey of government bureaucracies at the federal, state and local levels, with a particular focus on how they both succeed and fail to provide essential services to the public.
|
| |
-
HS 355 - International Relations 3 hours
Students will examine the ways in which states and non-state actors interact with one another, including militarily and diplomatically.
|
| |
-
HS 356 - Globalization and Its Critics 3 hours
Modern societies around the world are increasingly interconnected with one another due to technological innovation and other factors. This interconnection has significant social, cultural, political and economic consequences, which have been both praised and criticized. A number of viewpoints will be examined.
|
| |
-
HS 370 - Understanding the Environment 3 hours
Sustainability is fundamentally rooted in the scientific understanding of the environment. This course provides a basic overview of environmental science to further sounds policy decisions. Applies to the natural science general education requirement.
|
| |
-
HS 371 - Building Sustainable Organizations 3 hours
Environmental problems are often presented as conflicts between the needs of the environment and the economy. In some cases, organizations find that good environmental policy also makes good economic sense. But in other cases, organizations must figure out how to properly calculate and weigh the environmental consequences of their actions. This course will examine both institutional decision-making and government policy.
|
| |
-
HS 390 - Adult Learning Theory 3 hours
For centuries, educational philosophers have studied the most effective means of teaching children. It has only been in recent decades that they have realized learning is a lifelong activity. This is an overview of the way adults learn, particularly with respect to professional advancement.
|
| |
-
HS 391 - Organizational Development 3 hours
This course will examine the way in which organizations adapt to change and improve overtime. It explores types of organizational change and the change process including resistance to change and stakeholder dynamics. The course delves into the roles of change agents, employee involvement, leadership and communication, the process of planned change and the discovery of evolving organizational opportunities. Also, internal and external forces of change are analyzed through the evaluation of change models, theories and case studies.
|
| |
-
HS 392 - Distance Learning 3 hours
Distance learning has evolved from instruction by mail in the 19th century to cutting-edge interactive course delivery through the Internet. This course will explore the ways in which distance learning differs from traditional delivery and the best practices of online course design.
|
| |
-
HS 400 - Professional Ethics 3 hours
Helping professionals owe a duty of competent and ethical service to their clients. This course will address the ethical imperatives and challenges posed to modern professionals. Required for BA in Human Services.
|
| |
-
ID 090 - Student Success Workshops 0 hours
Offered throughout the semester, these one-hour workshops empower students with the skills necessary to complete their studies successfully. Through a series of interactive activities, presentations, and real case studies, students learn techniques to solve their particular problems that interfere with lifelong learning. Topics covered are reading and writing strategies, time management, and test-taking skills. This is a noncredit seminar open to all who wish to enhance their academic skills and learn new techniques. This course is offered on a satisfactory/fail basis.
|
| |
-
ID 091 - Academic Success: How to Study in College 0 hours
Do you want your study habits to produce better results? Would you like to create new and more effective habits? This workshop emphasizes self-exploration, personal growth, and wise decision-making and coverts such specfic skills as note-taking, test-taking, time managment, and other skills needed to ensure success in college.
|
| |
-
ID 092 - International Integration and Success 1 hour
Designed to help International students integrate into the Dominican Community and help them succeed in their academic work as they continue their education in the United States. The course will teach students how to connect academic and co-curricular experiences and to reflect on-as well as accurately evaluate-their own learning. At the end of the course, students will have assembled a portfolio of reflective work, which may be used as a reference tool in their subsequent years in college.
|
| |
-
ID 102 - Strategies for Academic Success 3 hours
This course, through proven strategies of self-assessment, guided journaling, and critical thinking case studies, will empower students to attain success in their academic and personal lives. The course stresses self-exploration, personal growth, and wise decision making. Woven into each unit are the essential study skills of reading, note-taking, test-taking, time management, writing, and other skills needed to ensure student success.
|
| |
-
ID 103 - The Art of Reading Well 1 hour
Individualized reading instruction. Entrance scores/placement results may require some students to take this course as a prerequisite for ENGL 102 . This course is graded on a satisfactory/fail basis and may be taken for credit more than once.
Prerequisite(s): Placement or consent of instructor.
|
| |
-
ID 110 - Career Planning and Major Exploration 1 hour
This course is designed to help students with selecting college majors and identifying potential careers within their chosen fields. Students will develop a strong foundation for major/career planning through career assessments, industry research and personal reflection. We will explore a variety of career options and determine the required skills, certifications and/or advanced degrees necessary for employment. Upon completion of this course students will have a better understanding of their career interests and the academic programs to support them in their desired fields. This course is offered on a satisfactory/fail basis.
|
| |
-
ID 111 - Personal Finance 1 hour
This course is designed to help students understand how individual choices directly influence their financial stability and long term financial health. The course will cover real world topics such as income, money management, credit scores, debt, savings plans, investing, insurance, credit cards, and household budgeting.
|
| |
-
ID 190 - Portfolio Development 1 hour
For first-year students seeking to build and maintain a portfolio of their work at Dominican, with particular attention to integrating learning across courses and over time. Students enrolled in the course will reflect on their academic and co-curricular experiences at Dominican, and connect ideas, theories, and methods encountered in multiple courses. At the end of this course, students will have assembled a portfolio of their best work, which may be developed in their subsequent years in college and, ultimately, shared with others (potential employers, graduate admissions committees, etc.).
Prerequisite(s): Freshman seminar (LAS or honors).
|
| |
-
ID 210 - Becoming a Campus Change Agent 1 hour
How do you use your knowledge of leadership theory and social change as well as your leadership skills to make change in our campus community? What recommendations do you have to create a more just and humane campus experience for Dominican students? This 1-credit capstone course for the Leadership Certificate is designed as a research project in which students will choose a campus issue they would like to see changed. Using their background on the stages of social change, students will conduct research and make recommendations on options for addressing their particular issue.
|
| |
-
ID 260 - Interdisciplinary Topic 1 hour
|
| |
-
ID 290 - Portfolio Development: Sophomores and Above 1 hour
This course is for students at the sophomore rank or above seeking to build and maintain a portfolio of their work at Dominican, with particular attention to integrating learning across courses and over time. Students enrolled in the course will reflect on their academic and co-curricular experiences at Dominican, and connect ideas, theories, and methods encountered in multiple courses. At the end of this course, students will have assembled a portfolio of their best work, which may be developed in their subsequent years in college and, ultimately, shared with others (potential employers, graduate admissions committees, etc.).
Prerequisite(s): Sophomore standing or above. (ID 190 is not a prerequisite.)
|
| |
-
ID 450 - Independent Study 1-8 hours
|
| |
-
IFS 105 - Introduction to Interfaith Studies 3 hours
Listed also as THEO 105
This course will satisfy the core area requirement in theology.
|
| |
-
IFS 455 - Internship 1-3 hours
Prerequisite(s): Consent of instructor.
|
| |
-
IFS 495 - Independent Undergraduate Research or Creative Investigation 1-3 hours
Prerequisite(s): Consent of instructor.
|
| |
-
IM 701 - Information in Society, Organizations, and Cultures 3 hours
Information is the foundation upon which the modern world is built; information and the systems to deliver that information are the basis of communication technology, social interactions, economic growth, scientific/academic research, business, art, and music. In this course, students will learn about the fundamentals of information - how it is created, how it is managed, and how it is used. Students will gain an understanding of basic information theory and how that theory can be applied to different levels: the individual, and organization, cultures, and society.
Prerequisite(s): This is the required first course for all MSIM students.
|
| |
|
| |
-
IM 704 - Data Structures and Representation 3 hours
How information is represented can significantly impact how information is accessed and disseminated; whether data is structured or unstructured, controlled by vocabularies or free-form, numbers or text, can determine how it is collected, processed, and stored. In this course, students will learn about a variety of internal and external data structures, how data is transmitted between systems, and the impact of representation on applications and users.
Prerequisite(s): IM 701 and acceptance into the MSIM program.
|
| |
-
IM 720 - Data Analytics for Information Professionals 3 hours
Data analytics is the process of examining data in order to draw conclusions about that information. Data analytics is used in a variety of organizations in order to make better decisions, to better serve customers, to find information gaps, and to develop new and/or improved processes, products, or ideas. In this course, students will be introduced to a variety of data analysis tools and models. Students will have hands-on experience extracting and processing data to solve real problems.
Prerequisite(s): IM 701 and acceptance into the MSIM program.
|
| |
Page: 1 <- 4
| 5
| 6
| 7
| 8
| 9
| 10
| 11
| 12
| 13
| 14
… Forward 10 -> 21 |
Print this Page