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SOC 383 - Gendering of Science: Historical and Theoretical Perspectives 3 hours
Listed also as SWG 383 .
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SOC 385 - Critical Theoretical Approaches to Race and Ethnicity 3 hours
This course examines race theory in the United States from a “critical” perspective. It highlights the ideologies, attitudes, behaviors, and structures that produce and maintain racial inequality.
Listed also as BWS 385
Prerequisite(s): SOC 110 and junior standing, or consent of instructor.
This course will satisfy the core requirement in multicultural studies.
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SOC 390 - Theoretical Approaches to Health, Society, and Aging 3 hours
A critical examination of social theories and empirical analysis of health concerns specific to aging. Consideration will be given to life course, conflict, functionalist and symbolic interactionist theories, among others, to understand the micro and macro forces that drive the changes and adaptations that individuals makes as they age.
Prerequisite(s): SOC 110 and junior standing, or consent of instructor.
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SOC 398 - Bridge to Career 3 hours
This course is designed to provide criminology and sociology students with the professional skills, knowledge, and behaviors necessary for a successful transition to their future career. To do so, this course focuses on professional socialization, course selection, campus resources, and extra-curricular experiences.
Prerequisite(s): SOC 110 , SOC 200 and sophomore standing; sociology and criminology majors only.
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SOC 407 - Classical Social Theory 3 hours
A critical examination of the origins of social theory from its sources in philosophy through the Chicago school of the early 20th century. Special emphasis will be placed on the legacy of Karl Marx, Emile Durkheim, and Max Weber, as well as Harriet Martineau, W.E.B. DuBois, and Jane Addams.
Prerequisite(s): SOC 110 and junior standing, or consent of instructor.
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SOC 409 - Contemporary Social Theory 3 hours
A critical examination of social theory from the Chicago school to the present. Consideration will be given to interactionist, ethnomethodological, structuralist, critical, feminist, rational choice, and postmodern perspectives, with special emphasis on the legacy of Robert Merton, C. Wright Mills, and Erving Goffman, as well as Dorothy Smith, Anthony Giddens, and Patricia Hill Collins.
Prerequisite(s): SOC 110 and junior standing, or consent of instructor.
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SOC 450 - Independent Study 1-8 hours
An opportunity to do independent research or study under faculty supervision.
Prerequisite(s): Consent of the supervisory faculty member is required.
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SOC 455 - Internship 1-8 hours
Internships in a variety of agencies and organizations involved with the delivery of social services, health care administration, social justice advocacy, and/or research and policy analysis are available under faculty supervision. Student participants enhance their research proficiency while gaining valuable work experience in an area of their interest.
Prerequisite(s): Junior standing and consent of supervising faculty member is required.
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SPAN 101 - Elementary Spanish I 4 hours
This course introduces students to the Spanish language by listening, speaking, reading, and writing in Spanish in a cultural context. Students will develop a basic proficiency in all language skills through a study of Spanish grammar and vocabulary.
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SPAN 102 - Elementary Spanish II 4 hours
This course continues to develop the four language skills.
Prerequisite(s): SPAN 101 or equivalent.
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SPAN 191 - Accelerated Spanish for Heritage Speakers I 4 hours
This course will offer an accelerated review of elementary level grammar and vocabulary for heritage speakers (those from bilingual or Spanish-speaking homes). We will practice all four skills (reading, writing, speaking, and listening) focusing on topics relevant to Hispanic culture, both abroad and in the United States. This course prepares students for SPAN 192 - Accelerated Spanish for Heritage Speakers II . It is expected that students take both semesters.
Prerequisite(s): Placement exam or consent of department.
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SPAN 192 - Accelerated Spanish for Heritage Speakers II 4 hours
This course will offer an accelerated review of grammar and vocabulary for heritage speaker (those from bilingual or Spanish-speaking homes). We will practice all four skills (reading, writing, speaking and listening) focusing on topics relevant to Hispanic culture, both abroad and in the US. It includes an off-campus Community Based Learning experience. This course continues the work begun in SPAN 191 - Accelerated Spanish for Heritage Speakers I , and it is expected that students take both semesters.
Prerequisite(s): SPAN 191 , placement exam, or consent of department.
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SPAN 201 - Intermediate Spanish 4 hours
This course completes the grammar cycle with an emphasis on the subjunctive. It reinforces and builds upon basic skills in Spanish through the development of the four language skills. Compositions and dialogues in conjunction with daily written and oral exercises reinforce the grammatical concepts.
Prerequisite(s): SPAN 102 with a minimum grade of C- or placement through examination.
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SPAN 202 - Intermediate Spanish II 4 hours
This course continues the development of reading and writing skills, with an emphasis on written and spoken communication. Visual, oral, and written materials form the point of departure for work that enhances students’ communication skills. The course includes an off-campus community-based learning experience.
Prerequisite(s): SPAN 201 or equivalent. Not open to students who have completed SPAN 231 .
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SPAN 205 - Spanish Language 3 hours
Credit for this course is recorded for students who have earned a score of 4 or 5 on the AP language exam in Spanish. The three credits may be counted towards the major or minor in Spanish. However, fulfillment of the language requirement and placement into the Spanish language sequence is determined by Dominican University assessment.
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SPAN 207 - Spanish Literature 3 hours
Credit for this course is recorded for students who have earned a score of 4 or 5 on the AP literature exam in Spanish. The three credits may be counted towards the major or minor in Spanish.
This course will satisfy the core area requirement in literature.
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SPAN 209 - Spanish for Health Professions 3 hours
This intermediate-level course will focus on a general review of relevant grammar and on the specialized vocabulary needed for effective communication with Spanish-speaking clients or patients. Of interest to a wide range of healthcare professions. Topics include: emergency, hospital, dental, maternity, nutrition, and drug and alcohol treatment.
Prerequisite(s): SPAN 102 , SPAN 192 , or consent of instructor.
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SPAN 231 - Spanish Language and Culture for Heritage Speakers 4 hours
This is an intermediate level language course designed specifically for heritage speakers of Spanish to address their specific linguistic needs. The course objectives are to advance fluency in the formal use of language in all areas (writing, speaking, reading, and listening comprehension), and to investigate the cultural aspects of Spanish heritage language experiences in the United States. This course includes an off-campus community-based learning experience.
Prerequisite(s): Placement exam or consent of instructor.
This course will satisfy the core requirement in multicultural studies.
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SPAN 245 - Introduction to Spain 4 hours
This course provides a survey of the significant aspects of the history and culture of Spain and its contributions to Western civilization.
Prerequisite(s): SPAN 202 , SPAN 231 , or consent of instructor.
This course will satisfy the core requirement in multicultural studies.
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SPAN 246 - Introduction to Spanish America 4 hours
This course provides historical and cultural background of individual countries in Spanish America, as well as a study of contemporary cultural issues and institutions.
Prerequisite(s): SPAN 202 , SPAN 231 , or consent of instructor.
This course will satisfy the core requirement in multicultural studies.
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SPAN 301 - Advanced Grammar and Composition 3 hours
Development of writing skills with emphasis on the complexities of structure and idioms; composition techniques; review of grammar.
Prerequisite(s): SPAN 245 or SPAN 246 or consent of instructor.
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SPAN 302 - Advanced Oral Communication 3 hours
Development of increased fluency in spoken language in a variety of forms–conversations, team projects, reports, panels, etc. The class will focus on relevant contemporary materials contained in short stories, films, magazine and newspaper articles, videos, and television programs.
Prerequisite(s): SPAN 301 or consent of instructor.
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SPAN 304 - Business Spanish 3 hours
Advanced study of written and oral Spanish as it applies to business and other related professional careers. Course also introduces differences in business culture and practices between US and Hispanic countries as it reviews general info about major industries, products, and relevant data for each.
Prerequisite(s): SPAN 301 .
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SPAN 320 - Introduction to Hispanic Literature 3 hours
The primary objective of this course is to teach students to read critically. Written texts will include selections from prose, fiction (both novel and short story), poetry, theatre, and essays from Spanish and Spanish American literature. Students will be introduced to literary terminology in Spanish and to the analysis of a variety of textual strategies.
Prerequisite(s): SPAN 301 or consent of instructor.
This course will satisfy the core area requirement in literature.
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SPAN 325 - Introduction to Hispanic Cinema 3 hours
This course introduces students to the study of Hispanic cinema (from Spain and Spanish-speaking Latin America), with special attention paid to the distinct art of movie making. Content may include a survey of renowned directors and their contributions to world cinema, thematic intersections of culture with social and political realities of the Hispanic world, or major cinematic movements and trends.
Listed also as CAS 325
Prerequisite(s): SPAN 320 , or consent of instructor.
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SPAN 340 - A History of Violence: Latin American Political Expression in Literature and Film 3 hours
This course is interdisciplinary and is taught in collaboration with the Department of Political Science. Literary texts and other forms of cultural production will serve as the point of departure to consider pressing political concerns in Latin America such as the role of military regimes, the transition to neoliberal democracies, United States interventions, inequality in its many forms, and migration.
Prerequisite(s): SPAN 245 or SPAN 246 ; consent of instructor.
This course will satisfy the core area requirement in literature.
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SPAN 350 - Special Topics in Culture and Civilization 3 hours
This course will vary per course depending on title. Topics will center on cultural or social themes in Spain, Latin America, or both.
Listed also as SWG 353 (when topics are relevant to the study of women and gender) and/or LLAS 330 (when topics are relevant to the study of Latino and Latin American studies) and/or BWS 350 (when topics are relevant to the study of black world studies).
Prerequisite(s): If topic is exclusively Spain, SPAN 245 is required. If topic is Latin America, SPAN 246 is required.
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SPAN 399 - Directed Study 1-4 hours
This option is to be selected only when absolutely necessary (i.e., the student has already taken all courses offered that semester or there is a conflict in the schedule that cannot be resolved otherwise).
Prerequisite(s): Junior or senior standing with consent of instructor.
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SPAN 427 - Special Topics 3-4 hours
This course will center on focused readings, discussions, and reports on any of the following: selected authors, works, or movements; or cultural or social themes found in literature and culture. Content varies per course and may be repeated in different semesters under different subtitles.
Listed also as LLAS 427 (when topic is relevant to Latino and Latin American studies).
Prerequisite(s): SPAN 320 or consent of instructor.
This course will satisfy the core area requirement in literature.
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SPAN 450 - Independent Study 1-4 hours
An independent study is for students who have already taken all of the courses offered in a given semester.
Prerequisite(s): Senior standing, consent of instructor.
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SPAN 455 - Internship 1-8 hours
This course gives students academic credit for a work experience that is directly related to the major. In addition to the hours of work completed (either paid or unpaid), students will be required to submit written reports and/or give oral presentations.
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SPCS 200 - Adult Learning Seminar 3 hours
This course is an introduction to Dominican University and the online learning environment. The course teaches effective learning strategies for adults, which will culminate in each student designing a personalized learning plan. Students will demonstrate mastery of course concepts through online discussion board participation and short writing assignments. Required for undergraduates in online programs offered through the College of Applied Social Sciences.
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SPCS 299 - Community-based Learning 1 hour
This 1 credit course can be taken in conjunction with a regularly scheduled SPCS, HS, or LS course or as a stand-alone course, combining community service and guided reflection.
Prerequisite(s): Consent of the program coordinator and instructor.
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SPCS 301 - Topics in the Social Sciences 3 hours
This course provides an in-depth study of a major thinker or idea in the field of the social sciences. Students will learn how to find and evaluate social science resources in order write a research essay relating to the topic of the course. Course may be repeated for credit if a different topic is covered.
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SPCS 302 - Topics in the Natural Sciences 3 hours
This course provides an in-depth study of a major thinker or idea in the field of the natural sciences. Students will learn how to find and evaluate natural science resources in order write a research essay relating to the topic of the course. Course may be repeated for credit if a different topic is covered.
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SPCS 303 - Topics in the Humanities 3 hours
This course provides an in-depth study of a major thinker or idea in the field of the humanities. Students will learn how to find and evaluate humanities resources in order write a research essay relating to the topic of the course. Course may be repeated for credit if a different topic is covered.
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SPCS 306 - Adult Spiritual Life and Growth 3 hours
This course addresses the journey - the process of adults who choose to explore the spiritual life. Spirituality depends upon the focus and energy we give, intentionally and consistently, to what has been identified as most in life, understanding that this is a dynamic, not a static force. Drawing upon sacred and secular literature, the insights of spiritual writers, human rights activists and others, students will learn to objectify their own relationships with The Holy. The goal of this course is not to have “arrived,” but more to know and trust the ground on which one stands. Formerly OL 306. Satisfies theology proficiency requirement.
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SPED 500 - Childhood Growth And Development: Infancy - Adolescence 3 hours
This course serves as a comprehensive introduction to the principles and basic concepts of typical and atypical child growth and development. The course integrates the physical, cognitive and social dimensions of a child’s life from prenatal development through pubescence. Specific emphasis is given to the growth and development of young children from birth through eight years. Also listed as ECE 500
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SPED 503 - Child, Family, And Community Relations 3 hours
Listed also as ECE 503
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SPED 522 - Exceptional Students: Characteristics and the Special Education Process 3 hours
In this course candidates study the psychology and characteristics of exceptional students, grades preschool through high school, and access to services in a variety of school settings. Consideration of the impact of disabilities on development, learning, and communication processes are also addressed. A major portion of this course focuses on the special education process including laws, rules, regulations, procedural safeguards as well as development of IEPs and Behavior Management Plans. Candidates will become familiar with their role in the Response to Intervention process, and in working with exceptional students, their families and special education service providers.
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SPED 526 - Psycho-educational Diagnosis (Ages 3–21) 4 hours
In this course candidates are introduced to the diagnosis and identification of disabilities and assessment as an educational process. The administration, scoring and interpretation of educational tests used in the diagnosis of all types of learning problems in a variety of multicultural settings will be addressed. The candidates will receive specific training on how to administer achievement, processing, observation/checklist based and other types of evaluation instruments for students aged preschool through high school. Attention will be given to the terminology of assessment, importance of family history data and ethical and legal guidelines. Participants will also study interpretation of test data, analysis of test results, creating educational assessment reports, and preparation and communication of data for use in educational planning. A lab fee is charged.
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SPED 560 - Integrating Technology 3 hours
This course provides an overview of media technologies used in the teaching/learning process. Emphasis is given to effective utilization of media (including interactive and multimedia technologies); facilitating creation/production of media by students and teachers in elementary, middle and secondary schools; copyright issues; and planning for technology.
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SPED 643 - History, Philosophy, and Legal Foundations of Special Education 3 hours
In this course, candidates will explore the historical, philosophical and legal foundations of the field of special education. Candidates will study the historical treatment of individuals with disabilities as well as the laws and court decisions over the years that eventually led to the legal guidelines that shape special education practice today. Candidates will become familiar with the regulations, procedural safeguards, policies and ethical issues as well as the rights and responsibilities of all parties related to the provision of services to students with disabilities. As candidates move through exploration of the history and philosophical foundations of special education, they will begin to develop their own personal philosophy of education as special educators.
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SPED 646 - Special Education Internship 1 hour
The purpose of this course is to provide candidates further and more focused experience in working directly with students with disabilities. Candidates will be assigned to a setting with students with disabilities and work with a certified special education teacher. The candidate observes in this setting and takes an active part in the classroom activities. Through this experience candidates will observe similarities and differences across various aspects of development in students with a variety of disabilities, demonstrate communication and collaboration skills with teachers and related service providers , and will observe and participate in the delivery of different forms of instruction. Candidates will reflect on this experience and address key questions, experiences and issues through focused observations and reflections on specific classroom elements such as behavior management, modes of communication within the classroom, and use of evidence based practices. A university supervisor and the special education cooperating teacher or principal will evaluate the candidate as part of this internship experience. Candidates also complete a self evaluation as part of this internship.
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SPED 649 - Psychology and Characteristics of Students with Disabilities 3 hours
The purpose of this course is the study of the 13 major disability categories identified in IDEA with special attention to: learning disabilities, emotional/behavioral disorders, intellectual disability, attention deficit disorder, autism, other health impaired, orthopedic impairments and traumatic brain injury. The etiology, characteristics and impact of each of these disabilities on development, language development and language skills, learning and behavior of students at the preschool, elementary, middle, high school and post high school levels will be addressed. Candidates will review case studies, become familiar with issues within and across these disability categories, and engage in research on varied aspects of these disability areas. Considerations for ELL learners with suspected disabilities, and the distinction of language differences from language disabilities/disorders are addressed in this course. The impact of the diagnosis on family, the role of culture on the diagnosis of a disability and family impact, and related issues will be examined. Candidates will also become familiar with resources and sources of current information/research on these disabilities.
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SPED 654 - Academic Methods for Early Childhood and Elementary-level Students with Disabilities 3 hours
The purpose of this course is to prepare candidates to use a variety of instructional strategies and create learning experiences that encourage early childhood and elementary level student development across many skill domains and the Illinois Learning Standards. The content of this course will initially focus on various forms of lesson planning (including direct instruction, and the inquiry approach, and universal design for learning). Major emphasis is placed on development of effective instructional skills including scaffolding and a variety of academic methods for instruction and remediation in the basic areas for students with a variety of disabilities. This course places particular emphasis on oral language, a balanced approach to reading, instruction, written language, mathematics instruction and support of instruction in content areas (science and social studies). Principles and techniques associated with evidence/research -based practices and methods for assessment, planning and instruction will be addressed including delivery of interventions at tiers 2 and 3 of the Response to Intervention model; and evidence based practices and interventions thus enabling them choose and implement interventions and methods that address IEP goals and objectives, and consider the needs of ELL students within the context of varied service delivery models. Within this course, candidates are expected to prepare pre and post assessments, lessons and lesson plans, tools and activities for instruction of specific skills and strategies, based on knowledge of the discipline, student needs, the general education curriculum and IEP goals.
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SPED 655 - Academic Methods for Middle and Secondary-level Students with Disabilities 2 hours
The purpose of this course is to prepare candidates to use a variety of instructional strategies and create learning experiences that encourage middle and high school level student development across many skill domains and the Illinois Learning Standards. The content of this course will focus on academic methods for students with a variety of disabilities with emphasis on RTI tier 2 and 3 academic interventions at the middle and secondary level, the use of technology as a support for math and science instruction, content area instruction, learning strategies and study skills. This course provides significant coverage of the elements of the evidence based practice of Learning Strategy Instruction. Candidates will gain knowledge of a variety of teaching methods thus enabling them choose and implement instructional sequences and methods that address IEP goals and objectives, consider the needs of ELL students, and allow for errorless learning, development of conceptual understanding and the maintenance and generalization of skills across learning environments. Development of pre and post assessments, lessons and lesson plans and strategies for performance data analysis are an expectation of this course.
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SPED 656 - Collaboration and Adaption in General Education Settings 2 hours
In this course candidates will examine the importance and process of collaboration with family, classroom teachers, paraeducators, paraprofessionals and other school and community personnel in integrating individuals with disabilities and special learning needs into various social and learning environments. Candidates will examine the Response to Intervention (RTI) model, teacher roles and responsibilities in the Response to Intervention process for both academics and behavior, evidence based practice for students with and without disabilities, including Positive Behavior Intervention Supports and other Tier 1 academic and behavior interventions as well as universal design for instruction. Additional elements of this course include coverage of instructional supports and interventions for ELL students and for students with disabilities within the general education setting. Candidates will study the process of examining the learning environment and classroom demands combined with the learning characteristics of the student for the purpose of selection of appropriate strategies and materials. Candidates will investigate techniques for modifying instructional methods, curricular materials and the environment as well as modification of state and local assessments.
Prerequisite(s): Prerequisites: EDU 502, 520, 533, SPED 522
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SPED 658 - Fostering Development of Prosocial Behavior 2 hours
The purpose of this course is to address the social skill needs of students with various disabilities including emotional/behavior disorders, autism, Intellectual disability, learning disabilities, and traumatic brain injury. Candidates will explore assessment of individual and group performance in order to design instruction that meets learners’ current needs in the social and emotional domains at the appropriate level of development in the least restrictive environment. Candidates will examine characteristics of environments including materials, equipment and spatial arrangements that facilitate development, learning and interactions between and among students. Evidence based strategies and resources for teaching the scope and sequence in social curricular domains and social skill instruction’s place within Response to Intervention Tier 2 and 3 interventions will be addressed. Candidates will design instructional programs that enhance individuals’ social participation in family, school and community activities. Additionally, strategies and techniques to arrange and modify the learning environment to facilitate learning according to students’ emotional, social and behavioral needs will also be considered in this course. In this course candidates develop a series of lesson plans that integrate social skill instruction into academic instruction.
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SPED 659 - Managing Challenging Behavior 3 hours
In this course candidates will study use of appropriate non-aversive, least intrusive management procedures when presented with a variety of behavioral problems including challenging behavior. Candidates will learn the PBIS model; evidence based practices for individual behavior management, crisis prevention, conflict resolution; and effective use of reinforcement. Attention will also be given to procedures to help individuals develop self-awareness, self-control, self-reliance, self-esteem and self-determination and manage their own behavior and for fostering maintenance and generalization of skills across learning environments. As part of this course candidates will study and complete of functional assessments of behavior and develop behavior intervention plans based on student case studies.
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SPED 663 - Planning and Assessment in Special Education 2 hours
This course focuses on the instructional planning involved in special education and ongoing assessment as a necessary component to this planning. This course addresses development of Individual Educational Plans (IEP’s) and Transition Plans for students with various disabilities across the age span of K-12. Using case studies, candidates will write IEP’s and prepare transition plans for students in special education with particular attention given to development of statements of present levels of performance, annual goals, short term objectives/benchmarks, progress monitoring and reporting of progress, the least restrictive environment, and access to general education and documentation of modification of instruction and assessment in general education settings . The importance of linkages to outside agencies In transition planning will also be addressed within this course. Issues of confidentiality, collaboration with family, community and other professionals will be stressed. As part of this course candidates will examine curriculum based measurement with a focus on progress monitoring and data based decision making as each relates to the Response to Intervention Model through the use of case studies and student CBM data.
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SPED 664 - Curriculum and Methods for Students with Moderate to Severe Disabilities 3 hours
In this course candidates will study instructional techniques and specialized methods that may be aspects of instruction of students with moderate to severe disabilities. This includes coverage of the functional curriculum across a variety of domains including self care, life skills, recreation/leisure, domestic, community and career/vocational. Specialized interventions and methodology for individuals (preschool through high school) with a focus on physical (including positioning/ support), communication (including augmentive communication), and other techniques and methods that support student learning and development of key functional skills will also be addressed. Candidates will examine assessment and adjustment of learning environments, planning and development of instructional programs directed toward objectives established for a variety of key skills, provision of opportunities for student choice and development of positive self-concepts. This course will also include consideration of the importance of use of appropriate materials emphasizing functionality, instruction in natural settings, and interactions between students with and with out disabilities.
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SPED 702 - Clinical Practice Seminar in Special Education 1 hour
In this course candidates engaged in their clinical experience in special education meet for weekly seminar meetings. Within these meetings, candidates discuss their clinical experience, examine classroom challenges, and discuss their roles and responsibilities as professionals in the field of special education. Reexamination of candidates’ individual philosophies of education, preparation of resumes and the certification process are also addressed within this seminar. Concurrent enrollment in SPED 703 is required with this course.
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SPED 703 - Clinical Practice in Special Education 4 hours
In this course, candidates will be involved in a full-time, full semester guided experience in classrooms working with students with disabilities. This course offers candidates the opportunity to apply, in a diverse setting, the knowledge and skills gained through the program’s course work and fieldwork. Candidates will provide direct instruction to students individually, in small groups, as a whole class in inclusive and special education classrooms. Candidates are expected to demonstrate communication and collaboration skills with teachers and families of students with disabilities, to participate in and provide instruction based on evidence based practices, and design/provide modifications based upon specific needs of students across skill domains (academic, social, physical, behavioral, etc.). Within this clinical setting, candidates will demonstrate the ability to interpret information from formal, curriculum based measures and informal assessment s. Candidates are observed and evaluated by a university supervisor multiple times during the semester. The candidates themselves and the special education cooperating teacher or principal evaluate the candidates as well. Concurrent enrollment in SPED 702 is required with this course.
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SPED 705 - Clinical Internship In Special Education
In this course, candidates who are seeking special education certification as a second certificate, will be involved in an intensive, guided experience in a special education classroom with students with disabilities. This course offers candidates the opportunity to apply, in a diverse setting, the knowledge and skills gained through the program’s course work and fieldwork. Candidates will provide instruction of students individually, in small groups, as a whole class in inclusive and/or special education classrooms. Candidates will be encouraged to use diagnostic prescriptive teaching and multi-sensory instruction based upon specific needs of students across skill domains (academic, social, physical, behavioral, etc.). Within this clinical setting, candidates will demonstrate the ability to interpret information from formal and informal assessment procedures, develop assessment strategies for instruction and create varied opportunities for all students to participate using effective written, verbal, nonverbal and visual communication. Course offered on satisfactory/fail basis only.
Prerequisite(s): Prerequisites SPED 526 , SPED 649 , SPED 654 , and SPED 655 .
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STA 200 - Ghana: A Gateway to Africa 1-3 hours
Listed also as BWS 201
This course will satisfy the core requirement in multicultural studies.
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STA 223 - Drawing on Florence 3 hours
This course will satisfy the core area requirement in fine arts.
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STA 231 - Strasbourg French Language Program 6 hours
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STA 251 - The Art of Renaissance and Baroque Rome:1400-1700 3 hours
Winter interim only.
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STA 258 - China: Exploring the New Age of Ambition 3 hours 1 hour
Students concurrently enrolled in POSC 258 register for 1 credit hour; other students register for 3 credit hours.
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STA 260 - The al-Andalus in World Literature: Interfaith Dialogue and the People of the Book 4 hours
Satisfies the world literature requirement for education students; counts as an honors course.
This course will satisfy the core area requirement in literature.
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STA 282 - Florence: The City as Renaissance Text 3-4 hours
This course will satisfy the core area requirement in literature.
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STA 299 - International Service Study Abroad: Guatemala, Haiti 1 hour
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STA 325 - Study Abroad Chronicle 1 hour
Fall only. Semester in London only.
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STA 330 - Cuba-Culture, History, and Politics 6 hours
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STA 335-336 - Study in Salamanca 18 hours
Fall and/or spring semester(s).
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STA 338-339 - Study in Milan 17-18 hours
Fall and/or spring semester(s).
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STA 352-353 - Study in Limerick, Ireland 18 hours
Fall and/or spring semester(s).
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STA 360-361 - Poitiers France 1-18 hours
Fall and/or spring semester(s).
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STA 366-367 - Study in Stellenbosch, South Africa 18 hours
Fall and/or spring semester(s).
Listed also as BWS 366-367 .
This course will satisfy the core requirement in multicultural studies.
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STA 370-371 - Study in Blackfriars Oxford 18 hours
Fall and/or spring semester(s).
Prerequisite(s): Minimum 3.7 GPA required.
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STA 372-373 - Strasbourg: European Business 12-18 hours
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STA 374 - Strasbourg: European Business 7.5 hours
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STA 375-376 - Study in Salzburg, Austria 18 hours
Fall and/or spring semester(s).
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STA 395 - Paris: Essentials of French Fashion 6 hours
Summer only.
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STA 403 - China: Modernization, Tradition, and Culture 3 hours
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SWG 107 - Black Women In Society 3 hours
Listed also as BWS 107
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SWG 200 - Introduction to the Study of Women and Gender 3 hours
This course explores the significance of sex and gender through classical and contemporary theories, concepts, multidisciplinary frameworks, and diverse perspectives.
This course will satisfy the core requirement in multicultural studies.
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SWG 220 - Women In Philosophy 3 hours
Listed also as PHIL 220 .
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SWG 221 - Gender Issues 3 hours
Listed also as PHIL 221
This course will satisfy the core area requirement in philosophy.
This course will satisfy the core requirement in multicultural studies.
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SWG 222 - Black Women Writers 3 hours
Listed also as ENGL 222 and BWS 222
Prerequisite(s): ENGL 101
This course will satisfy the core area requirement in literature.
This course will satisfy the core requirement in multicultural studies.
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SWG 230 - Sociology of Gender 3 hours
Listed also as SOC 230 .
This course will satisfy the core requirement in multicultural studies.
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SWG 233 - Bad Girls of the Bible 3 hours
Listed also as THEO 233
This course will satisfy the core area requirement in theology.
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SWG 235 - Women in Political Philosophy 3 hours
Listed also as POSC 235 .
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SWG 248 - Gender and Sexualities in Latin America 3 hours
Listed also as
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SWG 256 - Marriage and Family Life 3 hours
Listed also as THEO 256
This course will satisfy the core area requirement in theology.
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SWG 257 - Women and Religion 3 hours
Listed also as THEO 257 .
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SWG 263 - Women of the Italian Renaissance 3 hours
Listed also as ITAL 263
This course will satisfy the core area requirement in literature.
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SWG 264 - Modern Italian Women Writers 3 hours
Listed also as ITAL 264 and MFL 264 .
This course will satisfy the core area requirement in literature.
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SWG 273 - Great Women Mystics 3 hours
Listed also as THEO 273
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SWG 277 - Women and Film 3 hours
Listed also as CAS 277 .
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SWG 286 - Masculinity and Communication 3 hours
Listed also as CAS 286 and SJCE 286
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SWG 290 - French Women Writers: Poetry, Theater, Prose 3 hours
Listed also as FREN 290 .
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SWG 299 - Community-Based Learning 1 hour
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SWG 320 - Gender and Violence 3 hours
Listed also as CRIM 320 and SOC 320 .
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SWG 330 - Human Sexualities 3 hours
This course uses inter-disciplinary frameworks to explore historical and contemporary understandings of sexuality. This perspective deepens our understandings of human sexualities, encouraging the examination of a wide range of human sexual experiences across cultures and the history of our species. We use the biopsychosocial framework to address some of the basics of our anatomy and physiology. We use social science theories and research to explore norms and values, behaviors, actions, desires, and identities, and to assess how our social and cultural ideas of human sexuality and identities are shaped.
Listed also as SOC 330
Prerequisite(s): Junior or Senior standing or consent of the instructor.
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SWG 350 - Medieval Women and Gender 3 hours
Listed also as HIST 350 .
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SWG 351 - Women and Development 3 hours
Listed also as SOC 350 and LLAS 350
This course will satisfy the core requirement in multicultural studies.
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