Post Secondary Teaching and Learning - PSTL

Description:  A first course in algebra taught using computer-mediated instruction. You learn new material using interactive multimedia computer software. There are no lectures. You will be on the computer 70% of each class period. The rest of the time you will be working on algebra problems, taking exams, and working individually with the instructor. This course is not self-paced; you must follow a set schedule for checkpoints, homework, and exams. Course covers concepts and procedures of elementary algebra at a level of difficulty and abstraction geared for students enrolled at a research university. To be successful you must enter the course being able to work with whole numbers, fractions, decimals, and percents. Course content includes real number (signed number) operations, equations, inequalities, absolute value, rectangular (x-y) graphs, systems, exponents, polynomials, factoring, rational expressions and equations, and word problems. Hourly time commitment per week: Class: 4, Reading: 1, Writing: 0, Studying: 2, Homework: 6. Homework assignments ask you to work 10-40 problems each class day. Testing includes daily checkpoints (one question mini-quizzes), four 50 minute closed-book exams and a two hour comprehensive final. Course prepares you for Intermediate Algebra, PsTL 0732.

Class URL:  http://www.tc.umn.edu/%7Edroberts/

Class Time: 30% Discussion, 70% Web Based. Computer-mediated instruction, working on problems, interacting with instructor

Work Load: 20 pages reading per week, 4 exams, 30 homework assignments. 10-40 homework problems for each class period

Grade: 60% mid exam, 20% final exam, 10% quizzes, 10% written homework.

Exam Format: Algebra problems to solve (e.g. Solve this equation); Exams are closed book but calculators are allowed..

Instructor:  Robertson,Douglas Frederick (Morse Alumni Award; UC Outstanding Teaching Award) | Instructor Photo

Description:  This course is an introduction to statistics that emphasizes problem solving and decision making through the collection, analysis, and interpretation of data. Course topics include the organization and presentation of data, summary statistics, sampling methodology, sampling distributions, probability, estimation, correlation, hypothesis testing, contingency tables, and chi-square analysis. The instructional approach includes the use of small active learning groups, computer statistics software, computer simulations, in-depth projects, writing assignments, demonstrations, and lots of discussion and problem solving based on practical examples. Students learn how to analyze and interpret quantitative information, to use statistical thinking, and to communicate using the language of statistics. Students will develop a level of statistical literacy that enables them to critically assess information encountered in the media and other sources. This course will be of particular interest to undergraduate non-majors who want to fulfill the CLE requirement in Mathematical Thinking.

Class Time: 40% Lecture, 9% Discussion, 50% Small Group Activities, 1% Student Presentation.

Work Load: 20-50 pages reading per week, 15-30 pages writing per term, 4 exams, 2 papers, 1 presentations, 25 homework assignments.

Grade: 25% reports/papers, 55% additional semester exams, 20% problem solving. The 20% of the course grade for problem solving involves course work done in the classroom - most assignments will be found in the course packet.

Exam Format: Exams are a combination of short answer questions, calculations and graphing, and multiple choice questions.

Instructor:  Stottlemyer PhD,Janet | Instructor Photo | Syllabus

Description:  We will explore statistics in four ways: 1) exploring the use of statistics and statistical techniques including the organization and presentation of data, summary statistics, sampling, sampling distributions, probability, estimation, correlation, hypothesis testing, contingency tables, and chi-square analysis; 2) analyzing statistical reasoning associated with democracy and citizenship in the United States; 3) demonstrating the use of statistics when considering how race, class, gender, disability, religion, immigration, and sexual orientation in the U.S. can "position" people for democratic citizenship or disengagement; and 4) communicating and problem solving in words and mathematical presentations statistical principles, concepts, and their application through the collection, analysis, and interpretation of data. This class will primarily use small group discussion and activities to explore and practice the principles of statistics. Statistical software will be used weekly for in-class and out-of-class activities. There will be weekly reading, writing, and mathematical assignments to prepare for class discussions and activities. In class activities will culminate in an in-depth small group project. As appropriate course material and supplemental materials will be posted in Web Vista. Upon successful completion of this course you should have improved skills in critical thinking and in constructing, analyzing, and interpreting statistical presentations of data and phenomena. Students will develop a level of statistical literacy that enables them to critically assess information encountered in the media and other sources. This course will be of particular interest to undergraduates who want to fulfill the CLE requirement in Mathematical Thinking.

Class Time: 25% Lecture, 20% Discussion, 45% Small Group Activities, 10% Student Presentation.

Work Load: 20-50 pages reading per week, 15-30 pages writing per term, 4 exams, 3 papers, 3 presentations, 15 homework assignments, 15 problem sets, 15 quizzes. All presentations will be small group (3-5person) presentations.

Grade: 30% mid exam, 20% reports/papers, 10% quizzes, 10% written homework, 10% journal, 10% reflection paper, 10% in-class presentation. Application of knowledge and problem solving are a part of the assignments, exams, papers, and presentations.

Exam Format: Exams are a combination of short answer questions, problem solving, calculations, graphing and may include some multiple choice.

Instructor:  Duranczyk,Irene M

Description:  This course is part of a learning community with geology and as such will focus part of the time on specific geological data and the graphs and mathematical models associated with that subject. It is a mathematical thinking course that primarily uses mathmematical models to describe real world data and demonstrate the uses of mathematical manipulations. Data are described by a mathmatical model and a graphical rendering. These models are then used to make predictions. Applications of linear, polynomial, exponential and logarithmic functions will be explored. Probability will also be introduced. Students will develop algebraic and critical thinking skills while observing and analyzing the behavior of real-world data . The foundations of counting and probability will be integrated into the modeling activities. When students have successfully completed this class, they will be able to develop, select, and fine-tune equations and use probabilities to represent a wide variety of situations using real world applications and applying a model to the data with mathematics, both equations and graphs. There will be lecture, demonstrations, individual in class work, and small group work in the class.

Class Time: 80% Lecture, 10% Laboratory, 10% Demonstration.

Work Load: 40 pages reading per week, 3 exams, 6 special projects, 35 homework assignments.

Grade: 20% final exam, 40% special projects, 10% written homework, 30% additional semester exams.

Instructor:  Stottlemyer PhD,Janet | Instructor Photo

Description:  Intensive support for mastering concepts and skills presented in PSTL 1281: Principles of Psychology with which it is paired. Includes methods for effectively engaging disciplinary content through critical thinking, field-specific vocabulary , core concepts, writing and presentation styles associated with disciplinary content. Students will work to develop reading and writing skills that will not only assist them in this class, but also throughout the course of their college careers. Students will participate in a variety of reading and writing lessons and collaborative group discussions. This course is intended to aid students in learning how to respond critically and comprehensively to readings, quizzes and class discussions, while displaying their own opinions and mastery of course work.

Class Time: 10% Lecture, 10% Film/Video, 40% Discussion, 30% Small Group Activities, 5% Student Presentation, 5% Guest Speakers.

Work Load: 60 pages reading per week, 20 pages writing per term.

Grade: 10% reports/papers, 20% quizzes, 33% attendance, 20% journal, 7% in-class presentation, 10% class participation.

Instructor:  Babulal,Ganesh Muneshwar

Description:  This is a learner-centered introductory level course that guides you toward developing your own understanding of the preeminent principles of biology, including Ecology, Biodiversity, Evolution, Genetics, Cell Theory, and the Molecular Basis of Life. But, we strive to have you do so in the context of your own daily living, being ever mindful that all living things are connected in an intricate web of life, and that how you live your life affects the nature of that web. So, how do we begin? By asking questions and developing answers. Here's some questions we'll try to answer from a scientific point of view (and don't worry, you'll get to ask and answer your own questions as well). Who are you? Are we alone in the universe? Want to have a clone? Is there really such a thing as race? Are you only as smart as your genes? Is creationism an alternative to evolution? Is the earth warming? Are we creating a biodiversity crisis? Is social justice possible? How might a shark save my life? We will spend much of our time in the classroom working on small-group activities designed to develop answers to the questions based on what we already know (or think we do) and new knowledge that we are constructing. Sometimes there will be short (10-minute) lectures to help out with difficult concepts; and always we will take time to write about what we understand, how we came to understand it, and what we still don't understand. In the laboratory, you will work in cooperative pairs, focusing on the process of science; that is, how scientists go about observation, formulating questions, transforming the questions into hypotheses, testing the hypotheses, collecting data, organizing and interpreting the data, drawing conclusions, and communicating their work to the world. There is no dissection of organisms in this course.

Class Time: 20% Lecture, 20% Discussion, 30% Laboratory, 30% Small Group Activities.

Work Load: 50-60 pages reading per week, 25-30 pages writing per term, 2 exams, 1 special projects, 5 homework assignments, 1 problem sets. special project is group project; writing is for lab reports; homework assignments and problem set are for lab

Grade: 16% mid exam, 17% final exam, 16% special projects, 17% class participation, 33% laboratory evaluation. Lab scoring based on weekly quiz, lab reports, written homework, and one problem set.

Exam Format: Multiple choice

Instructor:  Hatch,Jay Tudor (Morse Alumni Award; UC Outstanding Teaching Award)

Description:  

Instructor:  Hsu,Leon (Morse Alumni Award)

Description:  Ways of Knowing in the Social Sciences is a course of studies that enables students to utilize the social science disciplines as a multidisciplinary lens for understanding major local, national, and international issues. We will explore the diverse ways that Economics, Political Science, History, Sociology, Anthropology, and Geography construct evidence and present knowledge by studying the local/global dimensions of immigration. The course examines major ideas, theories, and perspectives from each discipline while building an interdisciplinary understanding of the international dimensions of human migration. Students will learn multi-media research and presentation skills. Students interested in teaching or majoring in the social sciences gain useful information for choosing a major and teaching in a multidisciplinary field of studies. With a focus on experiential learning, students in this course will develop an interdisciplinary way of thinking that can be used to understand other major social issues.

Class Time: 25% Lecture, 40% Discussion, 10% Laboratory. 6 self designed field trip

Work Load: 60 pages reading per week, 20 pages writing per term, 6 exams, 1 papers. 6 short papers (2pp) report on field trips

Grade: 20% reports/papers, 40% quizzes, 10% in-class presentation, 10% class participation, 20% other evaluation. self designed field trips

Exam Format: multiple choice, 10 questions

Instructor:  Detzner,Dan (Morse Alumni Award)

Description:  This course is an introduction to sociological thinking and methods of research. We will explore areas of human interaction that include socialization, culture, stratification and inequality (on the basis of race, class, and gender) social control, and social change. During the semester we will explore these and other topics in an overview of major ideas associated with classical and modern social thought. The purpose of this course is to provide you with the basic tools to better understand (and question) our ideas, and our social world. Through the readings, we will contest everyday understandings of social issues to understand the ways in which different aspects of social life systematically differentiate by privileging and disadvantaging our participation in society. Service Learning will be required in this course.

Class Time: 30% Lecture, 30% Discussion, 30% Small Group Activities, 5% Student Presentation, 5% Service Learning.

Work Load: 50 pages reading per week, 7-10 pages writing per term, 3 exams, 2 papers, 1 presentations, 1 special projects, 6 homework assignments. 30 hours of service learning, outside of class time, will be required during the semester.

Grade: 20% mid exam, 20% final exam, 20% reports/papers, 15% special projects, 5% written homework, 5% attendance, 5% in-class presentation, 10% class participation.

Exam Format: multiple-choice

Instructor:  Kelly,Margaret Ellen Delehanty

Description:  This course addresses the major political, economic, social and diplomatic issues in early American History (to 1877) from a variety of multicultural perspectives. The historical roots of our cultural diversity, the effects of various cultures on our national development, the cultural contributions of our various citizens, and our shared struggle as a nation are examined by focusing on three themes: Creating the American People, Establishing the American Nation, and the Crisis of American Slavery. The assigned textbook and readings have been selected to provide the historical knowledge and multicultural perspectives to support the examination of those historical themes. Classroom simulations are used in the course to place the student in the role of a political or diplomatic decision maker. Documents providing multicultural perspectives are examined to stimulate class discussion while issues and events are discussed and critiqued from a variety of historical perspectives. The dynamic nature of history as a discipline will also be addressed.

Class Time: 50% Lecture, 10% Film/Video, 20% Discussion, 20% Small Group Activities.

Work Load: 25 pages reading per week, 4 pages writing per term, 3 exams, 1 papers. one short writing assignment per week

Grade: 25% mid exam, 25% final exam, 13% reports/papers, 12% other evaluation. Two midterm exams, one short writing assignment per week.

Exam Format: Multiple choice worth 30 points, short essays worth 30 points, long essay worth 40 points.

Instructor:  Ghere,David Lynn

Description:  The Greeks defined the term ?citizen? as a person who was knowledgeable and engaged in society and politics. The central question we will explore in this course is how to be an engaged citizen in a multicultural democracy. Using multiple lenses of history, law, psychology and sociology, this course, examines the role of individuals and groups in shaping the nature of citizenship and public ethics in U.S. society. Using social science texts, historical narratives, literature, and legal cases, the course explores the nature of legal and personal responsibility with particular attention to race, class, gender and civil rights. In addition, to learn how the adversarial system works (or doesn?t work!) all students will participate in a full mock jury trial.

Class Time: 25% Lecture, 5% Film/Video, 25% Discussion, 20% Small Group Activities, 20% Student Presentation, 5% Guest Speakers.

Grade: 45% reports/papers, 5% quizzes, 10% written homework, 25% in-class presentation, 15% class participation.

Instructor:  Peter,Gary E | Instructor Bio

Description:  This Course Fulfills Two Graduation Requirements: CLE Diversified Core: Historical Perspectives CLE Designated Theme: International Perspectives Course Overview World History and Culture examines the 20th and 21st centiries to examine the profound and enduring ideas that have influenced the development of global, political, social, and economic systems. This course explores civilizations of the world by placing historical events, customs and cultures in a global context. The use of historical documents, computer resources, historical simulations, texts, film documentaries, small group discussions, and lecture presentations are combined to create a comprehensive view of the major world cultures. This course provides a balanced exploration of world history during the past 100 years. The course develops major concepts such as nationalism, democracy, colonialism, liberalism, socialism, communism, and fascism while tracing their impact on Europe, Asia, Africa, and the Americas. Major questions explored include: What are the forces that guide history as it unfolds? How does today's news headlines connect with the past? Is it possible to predict the near future and make personal plans as a result? Exploring these questions helps to make sense out of history and connect "then and now." Current eventrs such as ethnic conflicts, the breakup of the Soviet Union, the modernization of Japan, China, and India, Arab/Israeli disputes, nation building in Africa, neo-colonialism and trade dependence in developing countries make sense when the past is explored and connections made with the present. Technology: Another life skill that is developed through this course is the use of technology. Like many other courses at the University, WebVista is an important Internet tool that serves as a companion to the course. Utilizing the features of WebVista will allow accessing of critical course materials (study guides, lecture outlines, information links). An additional feature of this course is integrating the use of blogs, wikis, and podcasting into the course. As a class we will construst a weekly audio podcast that features a review of the history topics as well as include music selected by students. Check out the podcast at http://thenandnow.org It can be subscribed through iTunes. You can also sample the podcast by clicking on the web link on that web page. Also, the class will construct online its own study guide for the major exams. Check out the website at http://myworldhistory.net Final Words History is all around us. We observe it as well as help to create it. The only way to study history is to hold a history textbook in one hand and today's newspaper in the other. This class is about creating connections among the textbook and today;s newspaper headlines. It is about making sense out of a world that sometimes seems not to make very much sense at all. I hope that you decide to join us in the class.

Class URL:  http://myworldhistory.net

Class Time: 60% Lecture, 10% Film/Video, 15% Discussion, 10% Small Group Activities, 2% Field Trips, 3% Web Based.

Work Load: 50 pages reading per week, 8 pages writing per term, 3 exams, 1 papers, 2 special projects, 10 quizzes.

Grade: 20% mid exam, 20% final exam, 10% reports/papers, 10% special projects, 10% quizzes, 20% additional semester exams, 5% reflection paper, 5% class participation. Study guides for major exams created by students in the class and also provided by the course instructor. Also the course instructor and the enrolled students coproduce a weekly podcast that reviews the textbook chapter and class lectures.

Exam Format: Major exams have three parts: matching vocabulary, multiple-choice, and essay questions.

Instructor:  Arendale,David R | Instructor Photo

Description:  Student may contact the instructor or department for information.

Instructor:  Grier-Reed,Tabitha LaShaun

Description:  Cross Cultural Psychology introduces you to the notion of identity using basic psychological concepts -- including the influence of cognitive, social, and developmental factors. As a major part of this course, you will also focus on the role of culture. Using multiple lenses to understand self and others in this course, you will develop critical thinking skills and apply psychological concepts to your own identity, life experience, and perception of others.

Class Time: 25% Lecture, 10% Film/Video, 25% Discussion, 25% Small Group Activities, 5% Student Presentation, 10% Web Based. One week class will meet online.

Work Load: 5 papers, 1 special projects, 12 quizzes.

Grade: 11% reports/papers, 12% special projects, 52% quizzes, 5% attendance, 10% reflection paper, 5% in-class presentation, 5% class participation.

Exam Format: multiple choice and some short answer.

Instructor:  Madyun,Naim Hossein

Description:  "Creating Identities through Art and Performance" is an introductory course that both analyzes and creates art in order to experience how different genres of art reveal social and cultural themes that shape identity. Students will be reading and reflecting on short stories, digital stories, plays, poetry, film, music, and photography. Students will also create multimedia projects which reflect their identity through some combination of text and images.

Class Time: 40% Lecture, 10% Film/Video, 10% Discussion, 5% Small Group Activities, 5% Student Presentation, 10% Demonstration, 10% Studio, 5% Guest Speakers, 5% Web Based.

Work Load: 10 pages reading per week, 10 pages writing per term, 2 papers, 2 presentations, 10 homework assignments.

Grade: 20% reports/papers, 20% special projects, 10% written homework, 10% attendance, 10% reflection paper, 20% in-class presentation, 10% class participation.

Instructor:  Buturian,Linda J | Instructor Photo | Instructor Bio

Description:  REQUIRED TEXT Paul Lauter, ed. The Heath Anthology of American Literature Volumes C, D & E 5th ed. COURSE DESCRIPTION Welcome to Literatures of the U.S. In PSTL 1365W, you will read short stories, memoir, creative nonfiction, and poetry by a wide range writers in the nearly 150 years since the end of the civil war. The overarching goal of this course is to understand how U.S. literatures do what all literature does?use language in creative ways to communicate a writer?s sense of what it means to be human and to experience conflicts arising out of human imperfection. These writers portray challenges, conflicts, triumphs, ideas and illusions experienced by the diverse peoples of the United States, often crafting their works to address injustices and to create social change. While we will consider and discuss the striking array of diversity in terms of the tone, power, mood, subject, and voice across this selection of literature, we will focus on the common formal elements that are the tools of any writer: including word choice, imagery, narrative perspective, and form. This will enable us to study how writers, while using a shared set of tools, can create a range of effects and responses depending on how they manipulate those tools. Through class discussions, informal writing and analytical essays you will explore?and I hope you will experience--the powerful role literature can play in expanding our understanding of each other as human beings doing the best we can.

Class Time: 20% Lecture, 5% Film/Video, 40% Discussion, 20% Small Group Activities, 10% Student Presentation, 5% Demonstration.

Work Load: 30-50 pages reading per week, 12-15 pages writing per term, 3 exams, 3 papers, 1 presentations, 10 quizzes. The 10-12 pages of writing indicates the number of pages for final, revised papers. Drafts and in-class quick-writes add more writing, but it is less formal.

Grade: 30% mid exam, 60% reports/papers, 6% quizzes, 4% in-class presentation.

Exam Format: What is listed here as Mid Exam is actually three exams, given about Week 5, Week 10, and Week 15. Exams 1 & 2 will have two sections: 1) a matching section completed in class to test your knowledge of the stories and historical contexts; and 2) a ta

Instructor:  Hodne,Barbara Downs (Educ Distinguished Tchg Awd) | Instructor Photo | Syllabus

Description:  PsTL 1366 is an introduction to American literature from 1865 to the present. While it is not possible for us to undertake an exhaustive survey of this immense body of work in just one semester, this course will provide you with a sampling of poetry, short fiction, and drama designed to raise a range of questions about American identity within broad social, historical, political, and literary contexts. We will explore how U.S. literatures do what all literature does?describe what it means to be human and the conflicts arising out of the human experience?while portraying some of the specific challenges and conflicts experienced by the diverse peoples of the United States. Thus we will view the readings as a useful source of historical knowledge and as a means to critique how Americans in different social worlds protect or challenge those worlds. In this class, we?ll be working together to learn from and teach one another through discussion, writing, and exploration. Literary study is a social and intellectual practice: it requires not only a reader thinking about texts, but a reader in conversation with other readers who can help him or her consider the limitations and possibilities of his or her own ?take? on the text. Our class time will involve brief lecture, small group work, large group discussion, some in-class writing, and examinations.

Instructor:  Peter,Gary E | Instructor Bio

Description:  Introduction to U.S. literatures is designed to raise a range of questions about American identity within broad social, historical, political, and literary contexts while highlighting the diversity of form, perspective, and style in U.S. literature. Course emphasizes literary analysis, fostering student development of critical analysis and interpretation through close reading of texts, class discussion, and formal and informal writing assignments.

Instructor:  Hyland,Ezra St

Description:  Student may contact the instructor or department for information.

Instructor:  Cory,Kristin Anne | Instructor Photo | Instructor Bio

Description:  Student may contact the instructor or department for information.

Instructor:  Rojas Collins,Molly C | Syllabus

Description:  The purpose of this course is to introduce the student to the field of Speech Communication; to show basic theories of communication; illustrate the complicated process that is communication; and demonstrate that, through conscious choices, the student can significantly impact the effectiveness of communication. This course will aid the student in the development of communication skills and allows for assessment of personal strengths, weaknesses and barriers to communication. This, ultimately, will prepare the student to be a better communicator.

Instructor:  Dorsey,Heather Jane

Description:  This course is designed to develop an understanding of the fundamental principles, processes, and practices of face-to-face human communication. Core focus is on public communication; providing practical public speaking experiences and opportunities to critically analyze this rhetorical art. Emphasis is placed on frequent in-class presentations, critical and creative thinking, written critiques, readings, and group discussions. Understanding the power of speech, language, and organization of ideas to reach communicative goals is paramount.

Class Time: 20% Lecture, 5% Film/Video, 20% Discussion, 20% Small Group Activities, 35% Student Presentation.

Work Load: 20-50 pages reading per week, 4-10 pages writing per term, 2 exams, 6 presentations, 11 homework assignments.

Grade: 11% mid exam, 13% final exam, 18% written homework, 8% attendance, 50% in-class presentation.

Instructor:  Frederickson,Tina

Description:  This introductory course explores conceptual, technical, and historical aspects of photography as an art form. Emphasis is on the creative process through hands-on experience as students learn about camera control, film development, enlarging, and printing in a photographic darkroom. Students receive instruction and support through individual and group discussion and critiques as they work to create a portfolio of their own images. Course includes required lab time in addition to scheduled class times. Students must have a film based camera, (35mm with adjustable controls preferred).

Class Time: 30% Lecture, 20% Discussion, 50% Laboratory.

Instructor:  Millikan,Jeffrey B

Description:  Students learn concepts and develop competencies in computer technologies most often used in social sciences and in business to help solve problems. Topics include using advanced word processing techniques to create complex written documents such as reports (including character and paragraph style sheets, mailmerge, formatting, tables, graphics, cross-references, headers, footnotes, and indexes), using an electronic spreadsheet to analyze data (including formulas, IF/THEN/ELSE, LOOKUP, different types of graphs, formatting), using a database management program to store, organize, and query data (including creating customized databases, modifying database structure, data verification and formatting, creating forms and reports, exporting/importing data, data extraction), and using presentation software to communicate ideas and findings in a multimedia format (including text, clipart, photos, tables, animations, and audio) to larger groups. Integration of the four applications is introduced. This is a computer-mediated course and there are no lectures. The instructor helps students individually during class as they work on course projects. Course uses Microsoft Office 2007 for Windows.

Class URL:  http://www.tc.umn.edu/%7Edroberts/

Class Time: Students work on computers, get help from instructor.

Work Load: 70 pages reading per week, 2 exams, 16 homework assignments. 16 computer-based homework assignments.

Grade: 30% mid exam, 35% final exam, 35% written homework.

Exam Format: Exams done on the computers in the classroom. Students modify documents as instructed.

Instructor:  Robertson,Douglas Frederick (Morse Alumni Award; UC Outstanding Teaching Award) | Instructor Photo

Description:  Quality of human life?in terms of access to basic resources, health and economic living standard?varies dramatically across the globe. This interdisciplinary class uses social, ecological and quantitative perspectives to study the United Nations? Millennium Development Goals to reduce abject poverty and inequality across the world. International issues covered include deforestation, global warming, urbanization and women?s and children?s health. The Millennium Project charts pathways to global development that may provide a more equitable future for all of the world?s people. Students will be able to develop their own reaction to significant international issues. One of the interdisciplinary goals of this class is to provide students a means of improving their algebra skills in a meaningful, humanistic context. There is no math prerequisite.

Instructor:  Staats,Susan K

Description:  The struggle for social justice and dignity in segregated Louisiana during the 1940?s is brought to life in this live theatrical performance of A Lesson Before Dying. In this course, we will give voice to Ernest Gaines' characters as we perform, design and build sets, create costumes, publicize and market our end of the semester performances. Whether you choose to be on stage or off stage, everyone is welcome. No previous theatre experience is required.

Instructor:  Dorsey,Heather Jane

Description:  Student may contact the instructor or department for information.

Instructor:  Stebleton,Michael J