É«ÖÐÉ«

Interdisciplinary Programs

Writing Seminar

Director of Writing: Dr. Crystal Fodrey
Associate Director of Writing: Chris Hassay

Mission

Through a writing-enriched curriculum that emphasizes the transfer and iterative building of writing abilities across a student¡¯s liberal arts education, the Writing at É«ÖÐÉ« program seeks to foster rhetorically informed and reflective writing experiences within all academic units at É«ÖÐÉ« University.

É«ÖÐÉ«'s Writing Courses: An Introduction

First-Year Writing at É«ÖÐÉ« University is your introduction to college-level writing, reading, and critical thinking as well as the campus services that can and will aid you in your success. Depending on your placement, First-Year Writing is LinC 101: Writing Seminar OR the two semester course sequence of Writing 101: College Reading and Writing and LinC 102: Writing Seminar OR the two semester course sequence of Writing 105: College Reading and Writing for Multilingual Learners I and Writing 106: College Reading and Writing for Multilingual Learners II. While these different courses are detailed below, all FYW sections share these important characteristics: 

• The engaging, focused topic and types of writing assigned in each writing seminar are determined by the individual faculty member, growing out of his/her specialty and interests. The threads of academic literacy that connect all FYW courses¡ªdesigned to foster the transfer writing skills from FYW to other LinC and upper-division writing courses¡ªare the critical reading and writing-related outcomes and an emphasis on the development of writing abilities through the integration of key concepts such as discourse community, research, rhetorical situation, audience, purpose, genre, writing process, and reflection.
• All first-year students who begin in the Fall semester participate in a common first-year reading and related discussion and activities.
• FYW is based on the concept of the seminar¡ªteaching a small group of students (17¨C19).
• The format of FYW features ongoing, frequent meetings that encourage participation and interaction between students and faculty, between students, and between students and representatives of campus organizations and offices.
• Selected upper-level students called Writing Fellows are trained as writing tutors to work alongside faculty with first-year students.

First-Year Writing Courses: 

LinC 101: Writing Seminar

Writing Seminar introduces students to academic literacy practices central to success in any discipline at É«ÖÐÉ« University. The course is designed to help students transition to college expectations, generate research questions, find and evaluate sources, and make informed decisions about how best to achieve their purposes in various writing situations. The subject area focus of each section of First-Year Writing Seminar varies, but all sections are similar in their approach: students develop the skills of critical reading, research, argumentation, revision, and reflection; and students work collaboratively with classmates, the professor, and the Writing Fellow to improve writing, build community, and explore available campus resources to achieve academic and personal success during their time at É«ÖÐÉ«. (Fall semester only. Meets LinC F1 Requirement.) Click here to see current FYWS course topics.

WRIT 101: College Reading and Writing 

College Reading and Writing is designed to help students transition to college expectations and introduces students to academic literacy practices of critical reading and writing essential to academic success at the college level. Students work collaboratively with classmates, the professor, and the Writing Fellow to improve writing, build community, and explore available campus resources to achieve academic and personal success during their time at É«ÖÐÉ«. (This course, a precursor to our interdisciplinary Writing Seminars, is required for some incoming students based on academic history and is recommended to others based on responses given on the new student survey and availability.) 

WRIT 105: College Reading and Writing for Multilingual Learners I

College Reading and Writing for Multilingual Learners I is designed to help students transition to US college expectations and introduces students to academic literacy practices of critical reading and writing essential to academic success at the college level. Students work collaboratively with classmates, the professor, and the Writing Fellow to develop English literacies, build community, and explore available campus resources to achieve academic and personal success during their time at É«ÖÐÉ«.

WRIT 106: College Reading and Writing for Multilingual Learners II

College Reading and Writing for Multilingual Learners II builds on the English and academic literacy practices from College Reading and Writing for Multilingual Learners I. The course is designed to help students develop academic reading and writing skills and strategies, generate research questions, find and evaluate sources, and make informed decisions about how best to achieve their purposes in various writing situations. Prerequisite: WRIT 105. (Meets LinC F1 Requirement.)

WRIT 190-199, 290-299, 390-399. Special Topics.
WRIT 286, 381-383. Independent Study.
WRIT 384. Independent Research.
WRIT 288, 386-388. Internship.
WRIT 400-401. Honors.

Interdisciplinary Courses

IDIS 110. World Geography and Global Issues. Relationships between place and culture, politics, economics, and society. How various regions respond to problems such as poverty, war, and health care, and how their responses affect the global community. Topics change at the discretion of the instructor. Two 70-minute periods. (M5)

IDIS 120. Filming Family Histories. This course examines the connection between personal experiences and collective histories and trains students to develop historical arguments on video. Using primary sources and audio recordings from oral history interviews conducted by students, we will produce short videos framing family stories in larger historical contexts. By creating narratives that move between local and national/global scales, and individual and collective scales, students will learn how their family history has been shaped by the wider customs and beliefs of their national, ethnic, or religious culture. Through an examination of family histories, students will also investigate the ways in which cultural contexts have shaped their own values and perspectives. Finally, through peer review of video drafts and oral presentations in which two students compare family histories, the class will analyze how social and historical forces create points of commonality and difference between their lives. 

IDIS 140. Unlocking Creativity. This course introduces students to a variety of approaches to unlock creativity. Hands-on exercises and experiences provide usable approaches to help students increase spontaneity, follow their intuition and get out of the way of their own ideas. They will learn to recognize obstacles to creativity, and begin to break down habits and patterns that block the flow of creative thinking. These techniques, though applicable to artistic practice, are useful outside of the arts. Creative problem solving, brainstorming, and seeing/thinking in new ways are essential skills for navigating an ever-changing world, and are prized in the workforce. Activities in the course include Visual Art, Movement/Dance, Sound/Music, and Writing. (M6)

IDIS 161. All É«ÖÐÉ« Prague. This course is an introduction to Czech history and architecture in the context of Central European history, with a minor emphasis on music.  This introduction includes the historical origins of the É«ÖÐÉ« Church and a subsequent visit to Bethlehem Chapel, effectively its birthplace.  We survey Czech history and European architecture before departing on a week-long trip to Prague, where all architectural styles of the last one thousand years are on display.

IDIS 164. History and Architecture in Venice, Salzburg, Munich, Paris, and Berlin.  This course is devised around a 20-day trip which will take students to five cities: Venice, Salzburg, Munich, Paris and Berlin.  The main purpose of this course is to introduce the students to the major architectural styles, as they are expressed through the landmarks of each one of the five cities, and relate them to the history and political regimes of the time those landmarks were created.  The ultimate objective here is two-fold.  By the end of the trip students should be able to identify most of the major architectural styles that have dominated the history of the western world and recognize the major features of each of those styles.  They should also understand the extent to which architecture, on top of being a form of art in its own right, is also a powerful tool in the hands of political leaders to showcase the power, the wealth and sometimes, but not always, the genius of the regimes they lead.  The course will consist of visits to sites preceded and followed by readings on the part of students and lectures by the instructor. (M6)

IDIS 165. Life Walk of Justice:  Introduction to Peace and Justice Studies.  (Also Religion 165)  In this course students will be encouraged to identify and analyze (in)justice in our own lives, communities and world.  In addition to course readings, we will use the contemplative practices of memoir and walking as resources for critical thinking.  A majority of the course will involve students developing responses to (in)justice through various projects that reflect students¡¯ own passion and design, including academic, artistic, political, social, service-oriented, and personal responses.  Prerequisites:  First-Year students and sophomores only; juniors and seniors with permission of the instructor. (M3)  

IDIS 166.  Conflict Transformation. (Also PJUS 166). Conflict Transformation provides students with a lens for understanding social conflict as a normal and continuous dynamic within human experience. Using cases in conflict across a range of global and local contexts, this class will examine the lifecycle of social and political conflicts as they emerge, escalate, de-escalate, and what can be done to contribute to more constructive transformations and a more sustainable peace. Students will also develop a set of basic conflict resolution tools applicable to careers in business, law, political science, education, healthcare, and more. (M5)

IDIS 185. (185.2). Interdisciplinary Project
The Interdisciplinary Project is an experiential and interdisciplinary project available to students who have completed at least one term of study at É«ÖÐÉ« University.  The project must be interdisciplinary in scope.  Projects may be undertaken by a group of students working with a faculty member, or by a single student working one-on-one.  Projects are normally conducted on campus, but could include some immersion in the local community, with faculty supervision.  Unlike an internship, there usually is no site supervision from the community.  Work done for the project must be independent from that prepared for other classes, or from service hours required for other classes or extracurricular organizations.

A full-unit interdisciplinary project requires a minimum of 8 hours of ¡°hands-on¡± work per week for a fall or spring term (a minimum of 4 hours of ¡°hands-on¡± work per week is required for a half-unit interdisciplinary project).  Examples of ¡°hands-on¡± work might be building sets in the theatre; preparing other students for musical performance working with other students or a faculty member on some element of research; or doing work outside the institution in a professional setting, similar to some of the work one might find in an internship placement.  The faculty supervisor will assign additional work, such as readings and written work, to foster critical thinking and reflection in the applied disciplines, to ensure that the project meets the 174-hour minimum requirement.

At the end of the semester students provide evidence if reaching this goal in a formal presentation, performance or comparable public display.  The overall experience enhances students¡¯ preparedness for future employment or post-graduate studies.  Students who are undecided may use the project to help discern possible career/major paths.  Applications for the Interdisciplinary Project are submitted to the Learning in Common Committee for review by the end of term prior to the term of the project (for example, by the end of fall for a spring project).

IDIS 200. Student Advising. Student mentors and Writing Fellows who support the Advance into É«ÖÐÉ« program (AIM). Course repeatable.

IDIS 201. Writing Fellow. This course supports course-embedded peer-educators throughout their first-semester placement; providing space for periodic consultation and conferencing. 

IDIS 210. Modern Urbanization: Destruction and Restoration of Cities around the World. Modern urbanization has threatened the nature of our cities for years. Unless efforts are made to protect them, cities around the world will lose their historical, cultural, and social specificities, and probably look alike by mid-century. By focusing primarily on seven of the world's greatest cities (Bangkok, Beijing, Berlin, Cairo, Kyoto, Paris, and Venice), we examine how they address (or fail to address) those challenging issues. (M5)

IDIS 213. The Impact of Technology on Diet and Disease. Historically, technology has had an enormous impact on diet and disease. Beginning with the domestication of crops and animals, the course will trace changes in the diet and human social systems resulting from advances in agriculture and food distribution. Topics include the 18th-century agricultural and industrial revolutions and the "green revolution" of the 1950s; hormones, antibiotics, genetically engineered crops; pandemics such as the Black Death of the 14th century, Spanish influenza in 1918, and AIDS and other emerging diseases. Prerequisite: junior or senior standing. (U1)

IDIS 214. Immigration, Exile and Internal Displacement in Latin American and Latino Literature. (Also Foreign Language 214) Immigration, exile and internal displacement are phenomena seen across the world, and ones that are frequent topics of discussion. This course will examine such issues among the diverse Latin American cultures through the lens of fiction. These texts and films deal directly with moments of social transformation, power differences, and cultural (mis)understanding. Studying how these works will help students better understand the timely issues of displacement, as well as how these issues are perceived and represented. Course conducted in English. (M5) Prerequisite: Writing 100 or LinC 101.

IDIS 216. Intersection of Culture and Healthcare. (Also Nursing 216) In this course the student will develop an understanding of health, illness, and the meanings of these concepts for members of non-western socio-cultural populations. Topics include culturally bound practices; the impact on healthcare practices and decision-making; structures that promote access to healthcare and structures that impede access. The concept of delivering culturally competent care will be examined and strategies for promoting competence will be explored. (M5)                                                             

IDIS 217. From Ape to Madonna: The Evolution of Humankind. (Also ANTH 217, BIOL 217) 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 five million years ago, to about 15,000 years ago, just before the beginnings of plant 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 standing. (U1)

IDIS 218. Wicked Plants. This course explores the origin and diversification of land plants, especially flowering plants with ethnobotanical uses.  This course covers plant identification and nomenclature, botanical accuracy of medicinal plants, edible plants, and toxic plants.  This course also introduces students to plants that changed the course of history through their capacity to be edible, deadly, addictive, healing, and economically profitable.  The cultivation and global spread of plants became the impetus for many inventions that are discussed in this course.  Students read primary literature, communicate scientific findings, synthesize information from multiple sources verbally and in written format. This is an interdisciplinary course that combines plant taxonomy with the historical use of plants.  Prerequisite: junior or senior standing. (U1)

IDIS 220. The Holocaust. (Also History 220) Discusses the persecution and mass killing of European Jews by Nazi Germany. Describes anti-Semitism in historical context and explores the complexities of ultimate moral choices by asking how a cultured civilization produced mass killers and an educated class went unprotesting to its extermination. Students will explore the experience of those who were sent to the camps, how they constructed a kind of everyday life, and how gender influenced their experience. Finally, we study how and why the world outside Germany¡ªforeign governments, intellectuals, religious and humanitarian groups¡ªreacted to or failed to confront the Holocaust. Prerequisite: Junior or senior class standing. (U2) 

IDIS 222. African Art. (Also Art 222) Students will develop an aesthetic and cultural overview of African art, from prehistory to the present day. Sculpture is the primary medium studied in the course, but textiles, painting, artisanal works and architecture are also included. Students will consider how religion and cultural influences affect the development of regional and national styles. The influence of the African diaspora on art in Europe, Latin America, and the United States will be considered. Students will acquire the critical vocabulary required to analyze and interpret African art, and apply it in both discussion and writing. (M5)

IDIS 228. Telling and Selling Your Brand: The Art of the Story. (Also Management 228) The use of mythology, archetypes, and storytelling to create a cohesive and compelling identity for an organization. Focus on how legendary organizations have built trust and created iconic brands by understanding and applying these principles. The use of symbolism (visual and mental) and metaphor to create a theme that is enduring, powerful, and integrated throughout the organization. Ways that organizations and people can develop deep and lasting relationships with their customers and other stakeholders through the understanding and application of these storytelling techniques. Prerequisite: sophomore standing or higher.

IDIS 244. Climate Negotiations on the International Stage. This interdisciplinary course introduces students to the United Nations Framework Convention on Climate Change (UNFCCC), including the science, different mechanisms within the UNFCCC, the subsidiary bodies which assist the COP, and the various constituencies of the non-governmental organizations (NGOs). Students will be introduced to the multi-cultural perspectives (including those of indigenous peoples, and contrasts between the global north and south) and other issues such as gender that influence individual country positions. Students examine not only the process used for developing multilateral agreements, but also how these are ratified and implemented in different countries. This course will utilize multiple modes of teaching and learning including weekly lecture-discussion sessions; group work; individual and team projects; use of online resources and tools for research, blogging, and weekly virtual discussions; and students will also actively follow and engage in the UNFCCC negotiations during the annual fall conferences. Prerequisites: Sophomore or higher standing required.

IDIS 250. Moral Marketing. (Also Management 250) How the ideas of tzedek ("justice") and charity ("love") apply to marketing to the world's poorest people (those living on less than $2 a day). Examination of three different perspectives of social justice: Jewish, Christian, and American secular traditions. Each of these three perspectives has unique traditions regarding the role of the individual and the community, and the obligation towards helping those less fortunate. Discussion of differences between morality and ethics based on these three perspectives, as well as approaches to social justice as an obligation, an act of love, or a practical solution. Needs of the poor in emerging nations and how products could be created and distributed in these emerging nations in accordance with these different ethical and moral perspectives. (U2) Prerequisite: junior or senior standing.          

IDIS 251. Human Sexuality. (Also SOC 251) The physical, psychological, relational, and socio-cultural aspects of sexuality influence humans from before birth through death. This course will increase students' understandings of lifespan human sexuality; engage them in critical thinking about sexuality in the context of culture; help them identify and critique their sexual values, attitudes and morals; and enable students to make relational and sexual decisions in keeping with their values. Prerequisite: Junior or senior class standing. (U2) 

IDIS 255. Lehigh Valley Landscape, Culture, and Story of Place. (Also ENVR 255) This course offers tools for interpreting the landscape and narrating historical change since pre-colonial times. Beginning with an orientation to the geography of the Lehigh Valley, particularly those features that have the greatest influence on human lives, the course examines the physical, cultural, and economic changes of the Lehigh Valley through the lens of its landscape features and natural resources with an eye toward the future. Students learn to think spatially and geographically about cultural change and the local environment, including work on a multimedia project that includes ways to visualize and document the unique story of the region and to consider the future.

IDIS 256. Social Controversies. (Also SOC 256) Ethical concerns associated with traditional and contemporary social issues. Assessment of moral arguments based upon individual beliefs as well as those promoted by traditional philosophy. Encourages exploration of students' own philosophies in the context of everyday life. Prerequisite: Sociology 115; junior or senior standing. (U2) 

IDIS 259. Sport and Its Cultural Legacy. A critical examination of the changing relationship between sport and culture, particularly as it pertains to Western sport. The course will include an historical overview of sport as cultural marker and its resultant industries before moving toward a range of specific socio-political dimensions, including issues of inequality, labor, marketing, and socialization schemes, paying particular attention to the narratives expressed through various media forms. Writing-intensive.

IDIS 262. Literature and the Way We Live. (Also ENGL 262) This course considers such moral issues as the environment; identity, duties to kin; love, marriage and sex; 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)

IDIS 263.  Civil Rights and the Moral Life. (Also REL 263) Many forces and ideas shaped the civil rights movement. Through both a historical and a theological/philosophical lens, students will examine those forces and ideas and will consider how the power and depth of the movement continues to challenge us with its continued relevance today. The course includes in-close examinations of key events in the movement, such as the Montgomery Bus Boycott and the Nashville sit-ins, in order to view the movement from the vantage of people involved in the movement. (U2)

IDIS 268. Costa Rica as a Model of Sustainability and Tropical Ecology. In 1948, the small Central American country of Costa Rica abolished its military and has long avoided the conflict and civil war that has plagued its neighbors. This has enabled the country to invest in conservation, national parks, health care, education, renewable clean energy, ecological research, and other practices leading to it becoming a model for sustainable development. The country routinely scores highly in the global Happiness Rankings ¨C an indicator of the well-being of citizens. In this course, students not only explore the biodiversity and tropical ecology of the beautiful and varied landscapes, but also research examples of sustainable practices including agriculture, indigenous traditions, conservation, reduction of a nation¡¯s carbon footprint, and ecotourism. A trip to Costa Rica over spring break is a required component of the course that allows students to explore first-hand some examples of remarkable ecological theory and evolutionary adaptations and how sustainable theory is put into practice through a combination of traditional knowledge and national policy.  

IDIS 310. "Doing Good" at Work. (Also Management 310) "Doing good" is philanthropy, ethical codes of conduct, voluntarism, 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 succeed on 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 they have learned and what they believe to develop their own model for "doing good" that they can work and live with. Prerequisite: junior or senior standing. (U2)

IDIS 320.2. Writing in Science Education. 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.

IDIS 350. Media Technology and Society. (Also Sociology 350) 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)

IDIS 358. Segregation in America: The Legacy of Jim Crow. (Also Sociology 358) 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 edifice 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)

IDIS 370. Integrative Writing Seminar. This writing intensive course is designed to aid students in utilizing research as a contextual and integrative process. It will address issues such as the relationship between the academic and the informative; what it means to be a scholar and a college graduate who is aware of the globalized world. As students get in contact with their academic passions and programmatic course work, this seminar will encourage discourse around the intersectionality of scholastic research and the integration of personal reflection and personal growth in and out of an academic context. Students will realize the role of the scholarship in their lives, how to approach research from the root of the their own inquiry versus a single discipline; and how to properly develop their own academic voice through writing and revision. The knowledge base will be drawn from the philosophies of social science, integrative, and creative inquiry with the goal of enhancing the complexity of liberal studies within research. Finally through extensive writing the seminar will encourage open dialogue and close collaboration engaging with multiple perspectives and disciplines. (WI)

IDIS 372. Developmental Implications of Medical Technologies. (Also Psychology 372) Explores implications of recent medical advances. Topics to be explored include: assisted reproductive technologies, genetic testing, premature and low-birth-weight infants, performance-enhancing drugs, sex selection, and euthanasia. Students will be provided with an overview of the medical technologies in question and will explore ways in which individuals, families, and society are socially, emotionally, morally, legally, and economically affected by these advances. Prerequisite: junior or senior standing. (U1)

IDIS 385. Peace and Justice-Making Praxis.  Students develop a ¡°hands on¡± learning experience in the community with an emphasis on justice and peace-building that suits the particular design of their educational direction in the minor.  Faculty mentors guide students¡¯ choices of additional study materials, participation in the ¡°Vocational Reflection Circle¡± and additional memoir chapters.   

IDIS 190-199, 290-299, 390-399. Special Topics.
IDIS 286, 381-383. Independent Study.
IDIS 384. Independent Research.
IDIS 288, 386-388. Internship.
IDIS 400-401. Honors.

Internship

INTR 275.2. Personal and Professional Development Seminar. A course that considers the skills a student needs to prepare for the world of work. Topics include exploring areas of industry, resume/cover letter preparation, job/internship search preparation, interview skills, salary negotiation, and social media and professional etiquette in the workplace. Prerequisite: second semester sophomore standing or higher. 

INTR 386-388. Internship.

Student Success

COLL 100. Student Success Seminar. This course helps students explore how to more successfully engage in the academic life and work of the University. Students will reflect on their development as learners and the skills and habits needed to be successful through a multitude of activities, including academic readings, research and writing, and class discussion. Students will develop skill in and appreciation for reflective learning, effective prioritization, active inquiry, professional communication, and the overall demands of academic work.

COLL 101.2. University Foundations. A continuation of the new student orientation process, University Foundations provides an immediate support system that facilitates a smooth transition and adjustment to university life. Students engage with specific academic and campus support information and activities to help them navigate their university transition and plan for their growth and development at É«ÖÐÉ« University.

Interdisciplinary Majors for Middle Level Teacher Certification

General Science
Students seeking Pennsylvania certification in middle-level education with an interdisciplinary program in general science complete nine science courses including:

• Biology 111, 212, or 219
• Environmental Science 112
• Chemistry 108 or 113
• Physics 109 or 111
• Two courses from Environmental 111 (Geology), Physics 106 (Meteorology), Physics 108 (Astronomy)
• Three science electives.

In addition, students complete the Learning in Common (LinC) curriculum, Mathematics 107,  For LinC requirements students must select Mathematics 125 to fulfill the requirement in the Quantitative Reasoning (F2) category and Environmental 112 to fulfill the lab science requirement (F4).

In the Multidisciplinary categories, they must take History 113 to fulfill the requirement in Historical Studies (M1); Education 131 to fulfill the requirement in Literature (M2); Education 160 to satisfy the Ultimate Questions (M3) category; Political Science 110 to satisfy the requirement in Economic, Social, and Political Systems (M4); and Interdisciplinary Studies 110 to fulfill the Cultural Values and Global Issues (M5) category.

The Aesthetic Expression (M6) requirement is waived for these students. Middle-level education students must complete only one of the Upper-Division category requirements.

General Science and English 
Students seeking certification in middle-level General Science/English education (grades 4 through 8) must complete a pre-approved interdepartmental major in general science/English. The interdisciplinary major in elementary general science and English for middle-level teacher certification consists of twelve courses, including:

• Biology 111, 212, or 219
• Environmental Science 112
• Chemistry 108 or 113
• Physics 109 or 111
• Two courses chosen from Environmental 111 (Geology), Physics 106 (Meteorology), Physics 108 (Astronomy)
• Education 131; English 211 or 212 (writing intensive)
• English 221
• English 225 (writing intensive)
• and two courses in English numbered 200 or above, one of which must also satisfy the U1 or U2 LinC requirement.

Students must also complete the University¡¯s program of general education, Learning in Common. Students must select Mathematics 125 to fulfill the requirement in Quantitative Reasoning (F2) and Environmental Science 112 to fulfill the lab science requirement (F4). In the Multidisciplinary (M) categories, students must take History 113 to fulfill the Historical Studies (M1) requirement; Education 131 to fulfill the Literature (M2) requirement; Education 160 to fulfill the Ultimate Questions (M3) requirement; Political Science 110 to satisfy the Economic, Social, and Political Systems (M4) requirement; and Interdisciplinary 110 to fulfill the Cultural Values and Global Issues (M5) requirement. 

The Aesthetic Expression (M6) requirement is waived for these students. In addition, middle-level education students must complete one of the two Upper-Division (U) categories, which may be a part of the major; the other is waived.

General Science and Mathematics 
Students seeking certification in middle-level General Science/Math education (grades 4 through 8) must complete a pre-approved interdepartmental major in general science/Math. The interdisciplinary major in mathematics and elementary general science for middle-level teacher certification consists of twelve course units, including:

• Mathematics 170, 171, 211 or higher, 216 (writing intensive), 220, and 340
• Biology 111, 212, or 219
• Environmental Science 112
• Chemistry 108 or 113
• Physics 109 or 111
• Two courses chosen from Environmental 111 (Geology), Physics 106 (Meteorology), Physics 108 (Astronomy)

Students must also complete the University¡¯s program of general education, Learning in Common. In the Multidisciplinary (M) categories, students must take History 113 to fulfill the Historical Studies (M1) requirement; Education 131 to fulfill the Literature (M2) requirement; Education 160 to fulfill the Ultimate Questions (M3) requirement; Political Science 110 to satisfy the Economic, Social, and Political Systems (M4) requirement; and Interdisciplinary 110 to fulfill the Cultural Values and Global Issues (M5) requirement. 

The Aesthetic Expression (M6) requirement is waived for these students. In addition, middle-level education students must complete one of the two Upper-Division (U) categories, which may be a part of the major; the other is waived.

Historical Studies
The interdisciplinary major in historical studies for middle level teacher certification consists of eleven course units, including History 112 or 116; History 113 or 114; one 100-level history course focusing on an area outside Europe or the United States; History 270 (writing intensive); two additional history courses at the 200 level and two at the 300 level, to include at least one course each in United States history, European history, and history of an area outside Europe and the United States; Political Science 110; Political Science115 or 125 or a political science course in an international topic, chosen in consultation with an advisor; and Interdisciplinary Studies 110.

Mathematics and English
The interdisciplinary major in mathematics and English for middle level teacher certification consists of twelve course units, including Mathematics 170, 171, 211 or higher, 216 (writing intensive), 220, and 340; Education 131; English 211 or 212 (writing intensive); English 221; English 225 (writing intensive); and two courses in English numbered 200 or above, one of which must also satisfy the U1 or U2 LinC requirement. 

Interdisciplinary Majors for Secondary Level Teacher Certification

General Science
The interdisciplinary major in general science for secondary level teacher certification consists of the following required courses:

• MATH 170 - Calculus I (or MATH 106 & MATH 166)
• BIOL 111 Foundations of Biology or BIOL 212 - General Zoology
• BIOL 219 - Introduction to Botany
• ENVR 112 - Introduction to Environmental Science or BIOL 360 - Ecology
• CHEM 113 - General Chemistry I
• CHEM 114 - General Chemistry II
• PHYS 109 or PHYS 111 - Physics I
• PHYS 110 or PHYS 112 - Physics II
• ENVR 111 - Introductory Geology
• PHYS 106 - Meteorology
• PHYS 108 - Astronomy
• Additional Course Units in Science: (3 courses)
  In this sequence, two courses are to be upper-level courses numbered 210 or above from one department (biology, chemistry, physics, geology or astronomy. Advanced work in geology or astronomy is available through cross-registration with Lehigh University). When appropriate, students are encouraged to be laboratory assistants in one of the science areas.

Interdisciplinary Certificates

Indigenous Studies

The Indigenous Studies certificate is an interdisciplinary program that examines the culture, history, literature, art, and languages of indigenous people primarily within the continental United States, Canada, Mexico, and the Hawaiian Islands, although some consideration will be given to communities in other parts of the world. The program uses an interdisciplinary methodology with a particular emphasis on indigenous systems of knowledge.

The Indigenous Studies certificate consists of five course units; including INDG 110 and INDG 370 and a minimum of three (3) additional elective courses.  The three additional courses must be taken in at least two different departments (English and history or anthropology and English, for example) and at least one must be at the 200- or 300-level to ensure students have a multidisciplinary experience. Students may take one internship and one independent study as part of the certificate.

INDG 110. Introduction to Indigenous Studies. This course examines the cultures, politics, religious beliefs, and cultural production of indigenous peoples in historical and contemporary contexts and analyzes how first people have adapted to and resisted settler colonialism. While the issues covered in this course are global in scope and efforts will be made to draw on diverse experiences from around the world, we will focus mainly on the indigenous peoples of the continental United States, Canada, Mexico, and the Hawaiian Islands. (M5)

INDG 122. Native American Literature.  (Also ENGL114) This course introduces students to Native American Literature by exploring the rich diversity of tribal cosmologies, the vibrant storytelling imparted by the oral tradition, the tragic history of conflicts with European American settlers, and significant themes as well as wide-ranging stylistic approaches and particular literary techniques of contemporary Indigenous writers, with emphasis on analytical, written, and oral communication skills. . Prerequisite: LinC 101 or equivalent. (M2)

INDG 120. The History of Native North America. Embracing hundreds of distinct cultures over a period of 15,000 years, the history of Indigenous peoples in North America is vast and complex. This course uses case studies of specific cultures from Mexico, the United States, and Canada to provide a thematic overview of the continent¡¯s Indigenous history until the present. The course will take an interdisciplinary approach to issues such as trade, religion, warfare, colonization, disease, dispossession, and revitalization and introduce students to the methods scholars use to study oral cultures. In addition to written sources, we will draw on the insights of anthropology, archaeology, genetics, chemistry, and linguistics to expand our understanding of the history of Native North America. (M5)

INDG 370. Capstone in Indigenous Studies. Intensive independent study and research in an area of Indigenous Studies. The capstone project must incorporate the perspectives and methodologies of two or more disciplines and integrate Indigenous intellectual, philosophical, or aesthetic traditions. Content will vary depending on the interests of the student, the instructor, and if applicable, of participating communities or institutions.  Prerequisite: INDG 110 and permission of program director.

INDG 190-199, 290-299, 390-399. Special Topics.
INDG 286, 381-383. Independent Study.
INDG 384. Independent Research.
INDG 288, 386-388. Internship.
INDG 400-401. Honors.

Interdisciplinary Minors

Africana Studies

Director: Professor LaRue
Advisory Committee: Berger, Lasso-von Lang, Moeller, Okpotor, Waller-Peterson
Affiliated Faculty: Aguilar, Berger, Hernandez, Hunt, Kearns, Keshodkar, LaRue, Okpotor, Moeller, Waller-Peterson
Professors: Keshodkar
Associate Professors: Aguilar, Berger, Lasso-von Lang, Moeller, Okpotor, Waller-Peterson
Adjuncts: Hernandez, Hunt, Kearns

Mission Statement   

The Africana Studies minor is an interdisciplinary and consortial program that provides opportunities for students to deepen their knowledge and understanding of the experiences of the peoples of Africa and the African diaspora. Given the contemporary politics of Africa, the starting point is black Africa from ancient times until the present and extends to the global experiences of peoples of African descent. Because the concerns of Africana Studies (e.g., race, gender, sexuality, class, nationality, etc.) intersect with all fields and areas of society, the program complements students¡¯ studies regardless of their major or intended career path. 

The Minor in Africana Studies

The Africana studies minor at É«ÖÐÉ« consists of five course units: AFST 110 (Introduction to Africana Studies) and four elective courses, of which at least two must be upper-level courses (200 level and above). Qualified students are encouraged to enroll in an Independent Study for one of the four elective courses, and/or pursue a two-term Honors Project. Africana courses, including special topics courses, will be marked as Africana studies courses at each registration period.

In addition, each term the Africana Studies Consortium of the Lehigh Valley Association of Independent Colleges (LVAIC) will publish a list of Africana studies courses offered at nearby LVAIC institutions so that students can cross-register for a wide variety of courses. This list will be available from the registrar and the Africana studies coordinator. Each institution offers the basic Introduction to Africana Studies course. Other courses are offered regularly at other LVAIC institutions.

Courses in Africana Studies

AFST 110. Introduction to Africana Studies. This course explores the significance of Africa and its global descendants through an interdisciplinary approach. The critical methodologies of the humanities and social sciences will be used to consider some of the questions provoked by African and African diasporan experiences. For example, is an African diaspora an objective reality, or has it existed solely in response to American and European notions of racial difference? What have been the characteristics encompassed by that reality or those notions of race? Course materials will allow students to survey the lasting contributions of Africans and their descendants to the development of various world civilizations. (M5)

AFST 115. History of Africa. (also HIST 115) History and cultures of sub-Saharan Africa. Topics include human evolution in Africa, traditional lifestyles and beliefs, development of African kingdoms, Atlantic slave trade, European colonialism, and problems of modern African states to the present. (M5) 

AFST 121. African American Literature.  (Also ENGL 121, WGSS 121) Introduction to the African American literary tradition, which might include the genres of poetry, non-fiction, fiction, and drama. The course will explore how categories of race, gender, sexuality, class, and ethnicity shape this literature and reflect its peoples¡¯ relationship(s) with the American nation. Prerequisite: LinC 101 or equivalent. (M2)

AFST 130. Hip Hop Music, Spoken Word, & Philosophy. (also PHIL 130) We will investigate how some Hip Hop music and Spoken Word works engage with classic Western philosophical themes and questions, including those of knowledge, metaphysics, ethics, love, and justice. How do some contribute to knowledge and some perpetuate injustice, sexism, and violence? How does Rakim relate to Augustine¡¯s arguments on God, Gil Scot-Heron to Kant on punishment, Lil¡¯ Kim to Sartre on ¡°the objectifying gaze¡±? Students will be required to attend two spoken word workshops or performances, and to view and listen to material outside of class.

AFST 214. Immigration, Exile, & Internal Displacement in Latin American and Latino Literature. (also FORL 214 and IDIS 214) Immigration, exile and internal displacement are phenomena seen across the world, and ones that are frequent topics of discussion. This course will examine such issues among the diverse Latin American cultures through the lens of fiction. These texts and films deal directly with moments of social transformation, power differences, and cultural (mis)understanding. Studying how these works will help students better understand the timely issues of displacement, as well as how these issues are perceived and represented. Course conducted in English. (M5) Prerequisite: Writing 100 or LinC 101.

AFST 221. Civil Liberties and the U.S. Constitution. (also SOC 221) Civil liberties of Americans as delineated in the Bill of Rights. Issues of freedom of religion, speech, press, assembly, right to counsel, searches and seizures, self-incrimination, cruel and unusual punishment, and fair trial. Judicial policy-making and problem of individual freedoms in conflict with federal and local police powers. Alternate years.

AFST 222. African Art. (also ART 222) Students will develop an aesthetic and cultural overview of African art, from prehistory to the present day. Sculpture is the primary medium studied in the course, but textiles, painting, artisanal works, and architecture are also included. Students will consider how religion and cultural influences affect the development of regional and national styles. The influence of the African diaspora on art in Europe, Latin America, and the United States will be considered. Students will acquire the critical vocabulary required to analyze and interpret African art and apply it in both discussion and writing. (M5)

AFST 228. African Politics. (also POSC 228) This course provides an understanding of politics and policy in Africa that is devoid of common stereotypes. Students will gain an appreciation of the continent¡¯s successes and lingering challenges. We will draw from a variety of readings, books, articles, reports, documentaries, and news reports. Topics to be discussed include the colonial state; the postcolonial state; elections, democratization, and political change; political economy and development; gender and politics; religion and politics; ethnicity and politics; conflict and violence; African international relations.

AFST 240. Post-Colonial Literature. (also ENGL 240) Introduction to the literatures and theories produced by 20th-century African, Asian, and Caribbean writers from former colonies of Western European empires, especially Britain. (M5) 

AFST 241. Modern African Literature. (Also ENGL/WGSS 241). This course offers an introduction to the body of literature that has come to be defined as African literature. With a particular interest in the (re)establishment and/or (re)positioning of images of Africa, we will read and analyze the works of several writers who paved the way for contemporary African writers like Chimamanda Ngozi Adichie, Teju Cole, Taiye Selasi, and A. Igoni Barrett, as well as works by some of these authors. Though it should go without saying, an interrogation and contextualization of issues of gender, sexuality, race/racism, ethnicity, and nationality will be crucial in fully making sense of the texts and their narratives. (M5)

AFST 244. Race & Citizenship in Modern US History. (HIST 244) Students in this course examine connections between race, ethnicity, inequality, and citizenship status in late nineteenth-, twentieth- and early twenty-first-century U. S. history.  We consider the roles race and ethnicity have played in determining who can and cannot become a U.S. citizen. We also study the ways in which the entitlements of citizenship have or have not been distributed equally to all in the nation.  We investigate as well the various forms political activism by communities of color has taken regarding citizenship rights and the range of demands activists have made in efforts to secure full citizenship. In addition, we explore the ways that public policies and laws have contributed to intensifying and alleviating racial disparities.  Ultimately, we look to history in an effort to make sense the racial landscape that exists today. (U2)

AFST 262. Modern Tanzanian Culture and Society. (also SOC 262) Globalization and neo-liberal policies have worsened conditions of inequalities and poverty across the global south.  This travel course to Tanzania offers students an opportunity to gain first-hand field experience in examining how the structures of the current global capitalist economy impose levels of inequalities and poverty in African societies and evaluate how the people of Tanzania situate themselves and challenge their positions from the periphery. Over a period of 18 days, students will travel to different sites across Tanzania (Zanzibar, Dar es Salaam, Moshi, Kilimanjaro) and learn how the development of the current political ecology in an African society, shaped by the interplay between local social structures in the arena of politics, economics, technology, media and culture mediate access to various resources and new modes of mobility for Tanzanians to contest and negotiation their positions within the prevailing milieu of inequalities and poverty in their society. Upon returning from Africa, students will engage in online coursework evaluating the impact of inequalities and poverty in Tanzania within the broader context of the globalization in the world today. (M5)

AFST 263. Civil Rights & Moral Life. (Also REL 263) Many forces and ideas shaped the civil rights movement. Through both a historical and a theological/philosophical lens, students will examine those forces and ideas and will consider how the power and depth of the movement continues to challenge us with its continued relevance today. The course includes in-close examinations of key events in the movement, such as the Montgomery Bus Boycott and the Nashville sit-ins, in order to view the movement from the vantage of people involved in the movement. (U2)

AFST 266. The Blues. (also IDIS 266 and COMM 266) Considers the social, political, and cultural record of black country music styles, i.e. ¡®the blues,¡¯ that initially takes shape in the years following the end of Reconstruction before it is commercialized and standardized through the efforts of a burgeoning recording industry in the early 1920s. We will look to analyze and demythologize many of the pre- and ill-conceived assumptions regarding its development, diffusion, and role as a chronicler of post-Reconstruction African American life by initially examining its place in the rural and agrarian American South before it pivots toward its more modern iterations in Chicago and other industrialized and urban northern and western settings resulting from The Great Migration. Open to juniors and seniors only. (U2)

AFST 267 West African Philosophy: Akan Ethics. (also REL 267) Through the study of philosophical texts, writings, proverbs, and other sources, we shall explore West African values.  The foci will be both traditional and contemporary, primarily oriented toward the Akan people of what is now Ghana.  Among the first nations to achieve political independence in the de-colonization movements, Ghana has kept traditional values alive, not in isolation from the rest of the world, but in active engagement with it.  What do the values of the Akan have to teach us? (M5) Spring, Alternate Year. 

AFST 270. Corrections in America. (also SOC 270) Historical development and competing philosophies of corrections as institutional and community-based programs. Dynamics of prison life; inmate subculture; administrative, organizational, and rehabilitative aspects of adult and juvenile probation and parole. Prerequisite: SOC 216.

AFST 271. Race, Gender, Identity & Moral Knowledge. (also PHIL 232) A study of the relationships among identities, experiences, and moral knowledge.  Some of the issues discussed are the following: How do our unique experiences shape our moral views?  How are those experiences shaped by such differences as race, culture, gender, and family background? Can we gain moral knowledge from the testimonies of others, and if so, how? Spring, Alternate Year. (U2)

AFST 272. Introduction to Queer Theory. (Also ENGL 272, WGSS 272) This mid-level course introduces students to the development of, and some important arguments within the field of Queer Theory. Building on the lessons from WGSS 101, the course will address topics that include, but are not limited to, the category of the "normal" and its impact on understandings of sexuality, gender, race, ethnicity, class, and nationality. Prerequisite: WGSS 101.

AFST 281. Topics in Ethics: Diversity & Social Justice. (PHIL 281) This section of the larger topics course addresses issues of diversity and social justice in the areas of normative ethics, applied ethics, and meta-ethics. (Repeatable) (M3)

AFST 281. Topics in Ethics: Race & Film. (PHIL 281) This section of the larger topics course addresses race and film in the areas of normative ethics, applied ethics, and meta-ethics. (Repeatable) (M3)

AFST 341. American Realism. (also ENGL 341) Development of realism in American literature from its late 19th-century beginnings to its height in the early to mid-20th century. Prerequisite: ENGL 225 or permission of instructor. Alternate years.

AFST 343. American Fiction, post-WWII. (also ENGL 343) Works since 1945, with emphasis on living authors. Prerequisite: ENGL 225 or permission of instructor. Alternate years.

AFST 349. 21st-Century Queer Minority Writing. (Also ENGL/WGSS 349) This course takes the following question as its starting point: How do non-white members of the LGBTQ+ community experience their sexualities and identities in and apart from mainstream representations? Focusing on narratives from the 21st-century, we will work towards a better understanding of what it means to be queer and a racial minority. In so doing, we will work towards a better understanding of what it means to belong to this (Queer) Nation. Prerequisite: LinC F1 or equivalent and Junior or senior standing. (U2) 

AFST 357. Racial and Ethnic Inequality. (also SOC 357) Current and historical theories of race and ethnicity paradigms. Concepts of minority-dominant relations, assimilation, pluralism, strains of anti-racism, immigration, segregation.

AFST 365. 20th-Century Black Women Writers. (also ENGL 365)

AFST 286, 381-384. Independent Study. Individual study of an Africana studies topic in areas where the student has demonstrated the interest and ability needed for independent work. Prerequisite: permission of the instructor and program coordinator.

AFST 288, 386-388. Internship.
AFST 190-199, 290-299, 390-399. Special Topics.
AFST 400-401. Honors.

Health Humanities

Health Humanities offer insight into the human condition as it pertains to the arts and sciences of healing and deepen understanding of disease and wellness, pain and suffering, personhood, the nature of death and dying, embodied experience, and the limits of technological knowledge. Drawing from established research methods such as textual analysis, metaphor analysis, film criticism, archive work, ethnography, focus groups, interviewing, and surveys, and new methods such as health and social justice studies, aging and disability studies, digital humanities, and evidence synthesis, health humanities offer a rich and in-depth examination of the human dimensions of health and medicine. Health Humanities focuses on lived experience in interacting with the medical and lay world to reveal the ethical, cultural and social contexts of health. A minor in Health Humanities equips students with interdisciplinary knowledge which enables them to think critically and holistically about healthcare issues, develop strong communication skills, empathize with diverse patient populations, approach healthcare with cultural sensitivity, analyze and interpret complex information, recognize healthcare disparities, collaborate effectively, and navigate diverse work environments.  

Five (5) Required courses:            

Required Introductory course (1):

HHUM 125: Introduction to Health Humanities

Four (4) Elective courses:

Four electives from the list below. Students will choose two (2) electives from Column A and two (2) electives from Column B. In both columns the two courses cannot be from the same discipline. Special topic courses, independent studies and honor projects that are approved by the program advisor(s) may also fulfill minor requirements. 

Elective Courses Column A (choose two):

ART 125: Art in Public Spaces

ENG 252: Literature and Health: Perspectives of Illness and Healing

ENG 366: Contemporary Illness Narratives
 

Elective Courses Column B (choose two): 

HIST 221: History of the Body

PHIL/REL 230: Advanced Topics in the Ethics of Abortion

REL 127: Health, Healing, and Medicine in Asian Contexts

           REL 221: Buddhism and Mindfulness
 

Independent Research Project or Presentation:

Students minoring in the Health Humanities will be encouraged to participate in an individual research project or presentation, including:  

• Completing an Honors project.
• Participating in SOAR.
• Presenting research during Scholar¡¯s Day.
• Presenting research at a Friday Forum.  
• Presenting research at a Health Humanities symposium or conference.

HHUM 125.  Introduction to Health Humanities. (Also ENGL/HTLP 125)Health humanities is the study of wellness and illness as shared human experiences arising from, and influenced by, culture, politics, art, technology, and the environment. This interdisciplinary course explores the methods of the Health Humanities (close reading, contextualization, intervention) in the arts (literature, theater, film, and visual arts) and humanities (literature, philosophy, religion, history) using texts that explore the themes of health and illness. Prerequisites: None. (M2)

HHUM 252.  Literature and Health: Perspectives of Illness and Healing.  (Also ENGL 252, HLTP 252) Lucille Clifton states, ¡°I don¡¯t write because I have a mission to heal the world. My mission is to heal Lucille if I can, as much as I can.¡± Writing offers Clifton a medium through which she can enact a form of healing and self-preservation. Similarly, illness narratives communicate the embodied and disembodied experiences of people living with sickness, disease, and illness in an effort to make sense of their changing bodies, lives, and identities. This reading intensive course explores health, wellness, and illness narratives through a sustained engagement with non-fiction and imaginary literature.  Prerequisite: LinC 101 or equivalent plus junior or senior class standing.  (U1)

Humanities Fellowship 

Advisors: Dr. Kelly Denton-Borhaug and Dr. John Black

HUMS 111.  Humanities Fellowship Seminar I. The Humanities Fellowship Seminar serves as the welcoming gateway experience for each year¡¯s cohort of Humanities Fellows, supporting and developing the talents and interests of incoming Fellows, who have committed to making study and experience in the engaged humanities central to their É«ÖÐÉ« University experience and to their vocational pursuits. The Seminar combines learning in both a content area from interdisciplinary humanities (as designed by the instructor) and in development of application/skills for humanities-focused vocations that are engaged in social justice efforts.  Prerequisite: Students must be recipients of the É«ÖÐÉ« Humanities Fellowship. (M3)

HUMS 112.  Humanities Fellowship Seminar II.   The Humanities Fellowship Professional Development seminar augments and supports Humanities Fellows¡¯ community building and learning experiences in the classroom by providing dedicated time, attention, preparation, and practice for the more ¡°extracurricular,¡± non-academic components of the expectations, both individual and collaborative, of the Fellowship (e.g., interwoven academic and vocational planning, extramural service learning experiences, community networking, etc.) Prerequisites: completion or concurrent registration in Humanities Fellowship Seminar I or II; recipient of Humanities Fellowship.Prerequisite: Completion of or concurrent registration in Humanities Fellowship Seminar I; recipient of Humanities Fellowship. (M2)

HUMS 113.1.  Humanities Fellowship Professional Development Seminar.  The Humanities Fellowship Professional Development seminar augments and supports Humanities Fellows¡¯ community building and learning experiences in the classroom by providing dedicated time, attention, preparation, and practice for the more ¡°extracurricular,¡± non-academic components of the expectations, both individual and collaborative, of the Fellowship (e.g., interwoven academic and vocational planning, extramural service learning experiences, community networking, etc.) Prerequisites: completion or concurrent registration in Humanities Fellowship Seminar I or II; recipient of Humanities Fellowship.  Prerequisite: Completion of or concurrent registration in Humanities Fellowship Seminar I or II; recipient of Humanities Fellowship.

Informatics

Advisor: Coleman

Informatics is the application of computing skills, statistical methods, and domain knowledge to obtain and analyze data in order to make decisions about organizations and society.

The minor in informatics consists of five courses: CSCI 120?; CSCI 265?; one course in statistical reasoning (MATH 107?, HLTP 189?, ECON 156?, or MATH 231?); one course in ethics (NURS 360?, IDIS 215, or a PHIL course with ¡°Ethics¡± in the title?); and one course in applications (HLTP 230?, MGMT 311?, BIOL 363,? ECON 256?). Other courses in statistical reasoning, ethics, or applications may be accepted with approval of the program director.

International Studies

Advisor: Akbar Keshodkar

The study-abroad experience may be completed in one of the following ways:The international studies minor is an interdisciplinary program designed to advance appreciation and understanding of the diversity of the world through an emphasis on the humanities and social sciences. The program seeks to generate an appreciation for the interconnected nature of our world, to increase awareness and interest in world cultures and issues, to encourage international study and travel, and to offer students an opportunity to add a global perspective to their major area of study.

To achieve these goals, the minor in international studies consists of five (5) course units or four (4) course units plus a one (1) unit travel course.

The minor requires Political Science 115. (Political science majors pursuing a minor in international studies must substitute Interdisciplinary 110.) Two course units in the humanities and two additional course units in the social sciences must be taken to complete the minor. No more than two courses may be taken in a single department, and students must complete at least two course units at the 200 level or higher. Courses currently approved as part of the international studies minor include but are not limited to:

Medieval Studies

Coordinator: John Black

The medieval studies minor is an interdisciplinary program that examines the art, history, literature, music, and philosophy of the middle ages (c.500 CE to c.1500 CE). The program seeks to increase students' knowledge of the middle ages and appreciation for the ways in which medievalists draw on interdisciplinary methodologies and sources. Courses taken as part of study abroad may work well within this minor. If you are interested in pursuing the medieval studies minor, please contact Dr. John Black, coordinator of the medieval studies minor.

The requirements for the medieval studies minor consist of five course units: two core courses, two electives, and the capstone. Students must take courses in at least three disciplines; in other words, at least one of the two elective courses must come from a discipline outside of English or history. Medieval Studies 370 is the capstone course for the minor. As for all independent study courses, students must have a QPA of at least 2.70 to enroll. The minor requirements cannot be fulfilled without successful completion of the capstone course.

Core (two courses): History 116 (Medieval Europe) and either English 350 (Chaucer) or 355 (Literature and Culture of Medieval Britain) or English 104 (Experience of Literature: Medieval Voices) [Note that there are multiple sections of English 104; ONLY this specific section, taught by Dr. Black, fulfills a requirement for the medieval studies minor.]

Electives (two courses): Selected from the list below. At least one of the two elective courses must come from a discipline outside of English or history.

Capstone (MDVL 370): see further below

List of elective courses:

MDVL 114. Medieval Literature.  (Also ENGL 114) As an exploration of selections of medieval literature (c.500CE - c.1500CE) drawn from the variety of voices that gave rise to English literary culture, this course introduces major literary genres (e.g., prose, poetry, and drama) and emphasizes analytical and communication skills, as well as historical, cultural, and literary contexts. Prerequisite: LinC 101 or equivalent. (M2)

MDVL 190-99, 290-99, 390-99. Special Topics. Selected interdisciplinary topics in medieval studies. Prerequisites: History 116; English 104 (see note attached to English 104 above), 350, or 355; and permission of instructor and program coordinator.     

MDVL 254. Jewish Philosophy. (also REL/PHIL 253) An introduction to philosophy within Judaism, a field that asks the question:  is a religion based on faith and tradition also rational and logical?  Specific topics addressed will be:  Can or should God¡¯s existence be proven?  Is God¡¯s power infinite or limited?  What should we make of the biblical descriptions of God being human-like?  Does God perform miracles?  Does God care about the small details of our lives?  How can people become close to God?  What is the role of the Jewish people in the world?  Why is the Jewish religion distinctive among religions?  No background in Judaism is need for this course; sufficient background information will be provided. Prerequisite: None. (M3)

MDVL 325. Chaucer and Shakespeare. (Also ENGL 325) This course begins with the reading and study of Chaucer¡¯s The Canterbury Tales and selected other works, followed by reading and study of selected major plays and sonnets by Shakespeare. No previous study of Middle or Early Modern English required, but ENGL 221 recommended. Prerequisite: ENGL 225 or permission of instructor.

MDVL ???????350. Chaucer. (Also ENGL 350) The Canterbury Tales and selected minor poems from the perspective of textual and source analysis, as well as feminist, psychological, and new historicist approaches. No previous study of Middle English required but English 221 recommended. Prerequisite: ENGL 225 or permission of instructor. 

MDVL 355. Literature and Culture of Medieval Britain. (Also ENGL 355). Study of selected major and minor texts (mostly in translation) from Old English and Middle English literature, with corresponding interdisciplinary study of their cultural contexts. Examination of the evolution of literary genres, styles, and audiences. Exploration of the approaches and perspectives of contemporary scholarship to topics and issues in medieval studies, with a consideration of the links between contemporary and medieval cultures. Prerequisite: ENGL 225 or permission of instructor.

MDVL 370. Capstone in Medieval Studies. Intensive independent study and research in an area of medieval scholarship in which the student has demonstrated sufficient interest and ability. Content varies. The capstone project must draw explicitly on methodologies of more than one discipline. Prerequisites: History 116; English 104 (see note attached to English 104 above), 350, or 355; GPA of 2.70 or above; satisfactory completion of a writing-intensive course; and permission of instructor and program coordinator. 

MDVL 190-199, 290-299, 390-399. Special Topics.
MDVL 286, 381-383. Independent Study.
MDVL 384. Independent Research.
MDVL 288, 386-388. Internship.
MDVL 400-401. Honors.

Peace and Justice Studies

Advisors:  Kelly Denton-Borhaug 

The minor in religion, peace and justice is a multidisciplinary program whose objective is to encourage students to think critically and develop strategic responses that will promote positive transformation with regard to:

• the nature and causes of violence and conflict;
• racism, gender bias, inequity, degradation of the natural world, and other manifestations of human violence;
• the nature of religious understandings, values and practices as contributing to conflict and violence and as a resource for  just peace-building;
• the destructive power of war and militarism;
• the sources, structures and dynamics of injustice and justice-making, the values, experiences and bases of peace and justice; and
• possibilities and strategies to encourage personal and collective transformation for the public good and individual human flourishing.

The minor consists of five course units:  

• IDIS/PJUS 165
• Two courses from the first group listed below (Courses in Religion, Peace, and Justice)
• One course from the second group (Structures and Ideas).
• IDIS/PJUS 385 

In addition to the courses listed in the groups below, certain special topics courses may also be approved as choices in these groups. Interested students should check with the advisor for the minor. Ideally, Interdisciplinary 165 is taken before other courses in the minor.

Required First Course:

IDIS/REL/PJUS 165         Lifewalk of Justice: Introduction to Peace and Justice
                                          Studies

Courses in Religion, Peace, and Justice (2 courses required)

Students will choose two (2) from among the following courses in the department of Global Religions that focus on the nexus of religion, peace and justice.  Additional courses may be added to this list as they become available according to faculty interest and development:

Structures and Ideas (1 course required)

Students choose one course in the applied analysis of peace and justice issues in specific social, political, economic, and cultural systems; and/or on how peace and justice are theorized. These courses may be changed and added to in accordance with faculty interest in this program.

Required 5th Course:

PJUS 385 Internship/Peace and Justice Praxis

It is the student¡¯s responsibility to ensure that he or she meets all course prerequisites before selecting courses from the above lists to complete the minor.

Interdisciplinary Courses

PJUS 166.  Conflict Transformation. (Also IDIS 166). Conflict Transformation provides students with a lens for understanding social conflict as a normal and continuous dynamic within human experience. Using cases in conflict across a range of global and local contexts, this class will examine the lifecycle of social and political conflicts as they emerge, escalate, de-escalate, and what can be done to contribute to more constructive transformations and a more sustainable peace. Students will also develop a set of basic conflict resolution tools applicable to careers in business, law, political science, education, healthcare, and more. (M5)

PJUS 244.  What is Peace?. (Also REL/PHIL 244). Students explore the nature, meaning and discipline of peace studies from different traditions, theories and perspectives. They investigate case studies of peace movements in recent times, and develop their own visions of peace through a research project they present for peer review. This final project will take the shape of a paper, film, or other modality according to student interest. (M3)

PJUS 265. Japan: Experiencing Culture, Peacebuilding, History. This course consists of a two-week travel seminar to Japan along with pre- and post-trip reading, reflection, writing, and discussion. Students will be exposed to the rich history and culture of Japan while also experiencing contemporary Japanese society. Students will explore Japanese culture through studying the continuing legacy of war and of the atomic bombings of Hiroshima and Nagasaki. While yearly foci of the course will change in accordance with different faculty leaders, the course will explicitly tie content to InFocus challenge areas. Students will have opportunities to learn alongside peers from É«ÖÐÉ« partners.  Current partners include Osaka Ohtani University and Nagasaki University. (M5)

PJUS 190-199, 290-299, 390-399. Special Topics.
PJUS 286, 381-383. Independent Study.
PJUS 384. Independent Research.
PJUS 288, 386-388. Internship.
PJUS 400-401. Honors.

Women's, Gender and Sexuality Studies 

Coordinator: Jane Berger

The women's studies minor is an interdisciplinary program focused on the social, psychological, economic, artistic, historical, religious, and political breadth of women's experiences. Attention will be given to the diversity of women's lives and the intricate connections between race, class, sexual preference, and gender in culture and society.

The women's studies minor consists of five course units, including Women's Studies 101 and four electives. At least three of these four electives must come from the list of women's studies courses below. Students may, if they choose, take one of their four electives from the list of gender-related courses below. As with other minors, at least three courses must be taken at the 200 or 300 level.

Students are encouraged to enroll in an Independent Study for one of the four electives. Students may also cross-register for women's studies courses at other LVAIC institutions.

WGSS 101. Introduction to Women's Studies. Introduction to issues, topics, and methodologies of women's studies in a global context. Examines the lives of women around the globe in the twentieth and twenty-first centuries, with particular attention to the Middle East, Africa, Latin America, Asia, and the West, focusing on gender inequality, feminist ethics, gender as a category of analysis, and social construction of gender. (M5)

WGSS 121. African American Literature.  (Also AFST 121, ENGL 121) Introduction to the African American literary tradition, which might include the genres of poetry, non-fiction, fiction, and drama. The course will explore how categories of race, gender, sexuality, class, and ethnicity shape this literature and reflect its peoples¡¯ relationship(s) with the American nation. Prerequisite: LinC 101 or equivalent. (M2)

WGSS 132. Asian American Experiences. (Also HIST 132, REL 132, ) Asian American history is American history. Why, then, does the history of Asian Pacific Islander Desi Americans continue to be underrepresented across the curriculum? This course engages with the religious experiences of APA or AAPI populations in order to understand Asian American history in the United States. We will begin by asking how to understand APA identities and the history of immigration and exclusion¡ªincluding how Buddhist identities of Japanese Americans were used to argue against their identity as Americans. Then, we turn to APA experiences of healing and medicine against the backdrop of xenophobic metaphors for disease and contagion and how that fueled anti-Asian violence and sentiment during the COVID-19 pandemic. Finally, we examine the hypersexualization of Asian/American women in the media and how this contributed to the narratives around the March 2021 Atlanta-area shootings. Prerequisites: None. (M1)

WGSS 136. Seeing and Believing: Women, Religion, and Film. (Also Religion 136) Students explore how films appropriate religion in the service of the cultural production of images of women and women's lives; and investigate the ways the creation and viewing of film might share similarities with the construction and practice of religion. (M3) 

WGSS 188. Women and Music. (Also Music 188) Women composers and performers from various countries, historical eras, and musical genres. Prior musical knowledge helpful but not required. Fall. Two 70-minute periods. (M6) 

WGSS 222. Women and Health. Introduction to feminist analysis of women's health issues. Historical trends in health and health care in relation to changing patterns in social position and roles of women. Ways in which lay, medical, and research assumptions about women have developed and influenced existing literature about women's health and structure of health services as they relate to women's health-care needs. Topics include reproductive health, mental health, chronic illnesses, lesbian health issues, women and aging, nutrition, occupational health hazards, sexuality, race and class health issues, eating disorders, and the women's health movement. 

WGSS 232. Ethical Issues in Reproductive Biotechnology. (Also Interdisciplinary 232) 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 standing. (U1) 

WGSS 240. Jewish and Christian Feminism. (Also Women's Studies 240) Introduction to theological feminist theory, comparing and contrasting Jewish and Christian women theologians/ethicists on themes such as images of the divine, sacred text, halakhah, community, sexuality, ritual, etc. In addition, students will learn from the lives of women in our own community. (U2) 

WGSS 241. Modern African Literature. (Also ENGL/WGSS 241). This course offers an introduction to the body of literature that has come to be defined as African literature. With a particular interest in the (re)establishment and/or (re)positioning of images of Africa, we will read and analyze the works of several writers who paved the way for contemporary African writers like Chimamanda Ngozi Adichie, Teju Cole, Taiye Selasi, and A. Igoni Barrett, as well as works by some of these authors. Though it should go without saying, an interrogation and contextualization of issues of gender, sexuality, race/racism, ethnicity, and nationality will be crucial in fully making sense of the texts and their narratives. (M5)

WGSS 257. Politics of Women's Rights in East Asia. (Also Political Science 257) Course explores the history and politics of women's rights in China, Japan, and Korea through readings, discussions, writing, interviews, videos, and debates. Focus will be on cultural and gender differences and the politics concerning women that emerge from the different written and visual sources covered. Writing-intensive. (M5) 

WGSS 260. Critical Gender Studies. (Also Political Science 260) This advanced-level political theory course introduces students to scholarly texts, activist writings, and historical documents pertinent to feminist theory and masculinity studies. Selected readings also address multiculturalism, race, class, sexuality, religion, and ethnicity. Theories studied will vary by semester. This class exposes students to diverse approaches to the politics of sex and gender. Prerequisite: Political Science 120 or permission of the instructor. 

WGSS 265. Feminist Philosophy. (Also Philosophy 265) Feminist writings on questions such as: How do the legacies of gender inequality persist today? What would gender justice look like? Is there such a thing as a gender-neutral point of view? How do gender, race, class, and sexuality relate? Prerequisite: one prior course in philosophy or women's studies, or permission of instructor. Fall, alternate years. (U2)

WGSS 269. Sex and Karma.  (also REL 269) How did the most popular Buddhist deity of worship transform from male (Avalokite?vara in India) to female (Ó^Òô or Guanyin/Kannon/Gwan-eum in East Asia)? Does being born female indicate bad karma? How do goddesses and prostitutes use sex to help others? What are Buddhist and Hindu views on masturbation, sexual pleasure, homosexuality, gender fluidity, and queerness? This course investigates these questions through Asian religious images, narratives, and films. Prerequisites:  Junior or senior class standing.

WGSS 272. Introduction to Queer Theory. (Also AFST 272, ENGL 272) This mid-level course introduces students to the development of, and some important arguments within the field of Queer Theory. Building on the lessons from WGSS 101, the course will address topics that include, but are not limited to, the category of the "normal" and its impact on understandings of sexuality, gender, race, ethnicity, class, and nationality. Prerequisite: WGSS 101.

WGSS 345. Psychology of Women, Gender and Sexuality. (Also PSYC 345)  The Psychology of Women, Gender, and Sexuality is an interdisciplinary study that examines the intricate ways in which gender relations shape the world in which we live. It includes an analysis of current psychological research on women, gender and sexuality. Special emphasis will be placed on critical analysis of the assumptions about human nature and science that are embedded in our approaches to understanding sex, gender and sexuality. Prerequisite: Junior or senior standing. 

WGSS 349. 21st-Century Queer Minority Writing. (Also ENGL/WGSS 349) This course takes the following question as its starting point: How do non-white members of the LGBTQ+ community experience their sexualities and identities in and apart from mainstream representations? Focusing on narratives from the 21st-century, we will work towards a better understanding of what it means to be queer and a racial minority. In so doing, we will work towards a better understanding of what it means to belong to this (Queer) Nation. Prerequisite: LinC F1 or equivalent and Junior or senior standing. (U2) 

WGSS 355. Sociology of Gender. (Also Sociology 355) Relationships between biologically defined sex and culturally defined gender; analysis of expectations and limitations upon males and females in traditional and contemporary societies. Significant focus on inequality in social institutions, including family, workplace, and legal system, that reflect differences in sex and sexual orientation. Prerequisite: Sociology 258 or Women's Studies 101. Writing-intensive. 

WGSS 362. Narrative and Film. (Also ENGL/AFST 362). Through close analyses of contemporary imaginative films, this course examines the relationship between narrative and cinema. Addressing the medium¡¯s relationship with more traditional narrative forms (e.g., novels, short stories, etc.) and these forms¡¯ contributions to the constructions of categories of race, gender, sexuality, class, and (inter)nationality, we will explore the questions, ¡°How do films narrate? and ¡°What do they narrate?¡± By the end of the course, we should have a more complex understanding of how narratives are constructed, how the medium of film challenges us to reimagine the shape and limits of what a text might be, and what the narratives offered tell us about the state of our societies and/or cultures.

WGSS 365. 20th-Century Black Women Writers.  (Also ENGL/AFST 365) This course explores the literature and critical writings of twentieth century Black women writers to analyze depictions of black womanhood, community, resistance and resilience. Possible writers include Toni Morrison, Gloria Naylor, Octavia Butler, Ann Petry, Ntozake Shange, and others. Prerequisite: F1 or equivalent and ENGL 225, or permission of instructor. (U2)  

WGSS 374. Gender Development. (Also PSYC 374) The field of Gender Development is at the intersection of several areas of psychology including, gender, developmental, and social psychology. This class will examine the construct of gender. The class will address a variety of topics, including history and theoretical perspectives on gender, differentiation of sex versus gender, gender development across the lifespan, development of gender identity, gender related differences and similarities, and current research methodology in studying these topics. Prerequisite: PSYC 211.

WGSS 190-199, 290-299, 390-399. Special Topics. Selected interdisciplinary topics in women's studies. Prerequisite: Women's Studies 101 or permission of instructor.

WGSS 286, 381-384. Independent Study. Intensive study in an area in which the student has demonstrated the interest and ability needed for independent work. Prerequisite: permission of instructor and program coordinator.

WGSS 384. Independent Research.
WGSS 288, 386-388. Internship.
WGSS 400-401. Honors.