Subject: Amer Culture & Difference (AMCD)

CRN: 20741

In Person | Lecture

St Paul: John Roach Center 227

Core Requirements Met:
     [Core] Diversity/Soc Just AND [Core] Integ/Humanities
     

Other Requirements Met:
     Amer Culture & Diff Minor Appr
     FYE CommGood/Learning Comm
     Writing to learn

  David Lawrence

In AMCD 200, students learn about the historical and theoretical foundations of Cultural Studies as an academic discipline and use cultural theory to analyze a variety of cultural products and representations. In this course, students look specifically at dominant and subversive constructions of gender, race, ethnicity, national and sexual identities, and how these constructions are deployed through cultural practices and productions such as sports, film and television, folklore and popular culture, youth subcultures, music, and so on. For example, the course may contain units on "nation" and the creation of American mythologies; the process of hero-making in American history; stereotypes and the representation of race and ethnicity in television and film; representations of gender and sexuality in advertising; as well as a section on American music from jazz, blues, folk and roots music, to rock and roll, punk, and hip-hop.

4 Credits

Subject: Art History (UG) (ARTH)

CRN: 20761

Blended Online & In-Person | Lecture

St Paul: O'Shaughnessy Education Center 311

Online

Core Requirements Met:
     [Core] Fine Arts
          OR
     [Core] Diversity/Soc Just AND [Core] Integ/Humanities
     

Other Requirements Met:
     Amer Culture & Diff Minor Appr
     CommGood/Community-Engaged
     Writing to learn

  Heather Shirey

Street art—including graffiti, murals, and other installations in public space—provides expressive avenues for marginalized voices, shapes urban space, and promotes competing visions of community development. In contrast to art that is created for museums or the commercial art market, street art is uniquely positioned to engage with social issues from a critical perspective. This class will involve an analysis of street art projects from the United States, situated in comparison with projects from around the world. Topics to explored include the history of street art over time (from its origins in graffiti to contemporary mural festivals); the impetus for street art in communities in the USA and globally; models for creating, preserving, and presenting street art; the institutionalization of street art; street art as it relates to diversity and inclusion; and, ultimately, the potential for street art to play a role in social change.

4 Credits

Subject: Biology (BIOL)

CRN: 20824

In Person | Lecture

St Paul: John Roach Center 401

Core Requirements Met:
     [Core] Diversity/Soc Just

Other Requirements Met:
     Amer Culture & Diff Minor Appr
     CommGood/Changemaking
     School of Ed Transfer Course
     WGSS Major Approved
     WGSS Minor Approved

  Jerry Husak, Patricia Maddox

While discussions of gender and its social construction have become common in our culture, there is less discussion of whether there are actually binary “biological sexes” that impact those conversations. In addition, while we have made many inclusive efforts in understanding the LGBTQIA+ community, our larger society correlates sexual orientation to biology leaving us to ask: are queer folks born that way and does it stay fixed throughout our lives? This course explores the convergence of sociology and biology in how we define gender, sex, sexual orientation, and sexual behavior as continua instead of binaries as once previously believed. Topics are examined in developmental order from conception to adulthood and include current issues relevant to the LGBTQIA+ community and society at-large. The course also considers these topics in non-human animals to ask ‘what is normal?’ in nature. This will be a BIOL - SOCI crosslisted course.

4 Credits

Subject: Catholic Studies (UG) (CATH)

CRN: 20877

In Person | Lecture

St Paul: Sitzmann Hall 207

Core Requirements Met:
     [Core] Diversity/Soc Just

  Billy Junker

This course explores a variety of Catholic identities that have emerged over the course of American history. We will not only grapple with the distinct historical experiences, spiritual and social practices, and cultural expressions of these identities, but will also try to grasp their fundamental unity as manifestations of the universal Church. We will particularly focus upon historically marginalized or underrepresented Catholic identities in the context of the United States, and the significance of their contributions to the nation and the Church. Our method will be interdisciplinary: students may expect to encounter literature, history, theology, political philosophy, film, visual art, and music.

4 Credits

Subject: Communication Studies (COMM)

CRN: 22192

Blended Online & In-Person | Lecture

St Paul: O'Shaughnessy Education Center 306

Online

Core Requirements Met:
     [Core] Diversity/Soc Just

Other Requirements Met:
     Amer Culture & Diff Minor Appr
     Faith and Praxis Minor or Cert

  Kristen Einertson

This course focuses on the creation and use of rhetoric in public persuasion settings, including social movements and political campaigns. The diversity of rhetorical acts examined may include campaign ads, speeches, films, advertisements, music, memorials, architecture and other nonverbal strategies. Topics of study may include: The rhetoric of domination and resistance, national identity formation, and the rhetoric of public memory.

4 Credits

Subject: Communication Studies (COMM)

CRN: 20993

In Person | Lecture

St Paul: O'Shaughnessy Education Center 305

Core Requirements Met:
     [Core] Diversity/Soc Just

Other Requirements Met:
     Amer Culture & Diff Minor Appr
     Narrative Medicine Minor Appr
     Writing in the Discipline
     WGSS Major Approved
     WGSS Minor Approved

  Debra Petersen

This course focuses on theories and research of the historical and contemporary correlation between gender, race, class, and communicative practices, including rhetorical practice and mass communication content. It includes the influence of gender and racial stereotypes on public speech and debate, political campaigns and communication, organizational leadership, news coverage and advertising. Topics include: gendered perceptions of credibility; who is allowed to communicate and who is silenced due to class and racial privilege; and the impact of gender, race and class stereotypes about human nature, expertise, and abilities on individuals and groups that want to participate in public culture and communication. Students analyze and evaluate their own communicative styles in light of course readings and activities.

4 Credits

Subject: Digital Media Arts (DIMA)

CRN: 21042

Online: Asynchronous | Lecture

Online

Core Requirements Met:
     [Core] Diversity/Soc Just

Other Requirements Met:
     Writing in the Discipline

  Pamela Nettleton

Media, Culture and Society examines the role media play in social and cultural formations. This course looks beyond the media as transmitters of information to their broadest social and cultural effects. Students study media as agents of enlightened social modernism, as political and economic institutions, as purveyors of popular culture, and as aspects of cultural and sub-cultural rituals. History, political economy, critical studies, cultural anthropology, semiotics and sociology are among the areas from which approaches for studying the media are considered in the course. Prerequisite: Junior standing or permission of instructor

4 Credits

Subject: Economics (UG) (ECON)

CRN: 21087

In Person | Lecture

St Paul: O'Shaughnessy Education Center 302

Core Requirements Met:
     [Core] Diversity/Soc Just

  Tyler Schipper

Economic Inequality focuses on two types of inequality often studied by economists: income and wealth inequality. The course will illustrate how inequality in the U.S. has evolved over time, and how it compares to other countries. It puts particular emphasis on using data and modeling to explain the origins of inequality and explore the impacts of policies aimed to address it. The course highlights how inequality relates to demographics such as race, gender, and education. Finally, it explores hard questions about whether inequality is unavoidable, whether it matters, and what can be done about it. Prerequisites: ECON 251 and ECON 252

4 Credits

Subject: Education (UG) (EDUC)

CRN: 22345

In Person | Lecture

St Paul: McNeely Hall 118

Core Requirements Met:
     [Core] Diversity/Soc Just

Other Requirements Met:
     Family Studies Major Approved
     Family Studies Minor Approved
     CommGood/Community-Engaged

  Chelda Smith Kondo

This course is designed to equip students with the knowledge, practices, and dispositions to humanize those who are historically underserved. The course engages students with issues such as race, intersectionality, class, gender, exceptionality, oppression, and discrimination while examining the crucial role of educators in influencing positive, systematic change for social justice.

4 Credits

Subject: English (UG) (ENGL)

CRN: 21119

In Person | Lecture

St Paul: John Roach Center 227

Core Requirements Met:
     [Core] Diversity/Soc Just AND [Core] Integ/Humanities
     

Other Requirements Met:
     Amer Culture & Diff Minor Appr
     Writing to learn

  Dan Jones

How did the modern warfare of World War I change those who fought and those who stayed at home? Why did so many of the best American artists flee to Paris? How did the traditionalism and stability of the 1950s lead to the radicalism and rebellion of the 60s? How has technology, from the typewriter to the internet, reshaped literature? Such questions will be explored in a chronological framework though extensive readings in American literature from the beginning of the twentieth century to the present. Threaded throughout the literature are themes such as progress and innovation, war, the “lost generation,” the New Woman, race, and conformity and individuality. This course fulfills the Historical Perspectives requirement in the English major. Prerequisite: ENGL 106, 121, or 190. 

4 Credits

Subject: English (UG) (ENGL)

CRN: 21874

In Person | Lecture

St Paul: John Roach Center 227

Core Requirements Met:
     [Core] Diversity/Soc Just AND [Core] Integ/Humanities
     

Other Requirements Met:
     Amer Culture & Diff Minor Appr
     Sports Management Minor
     Sports Studies Minor
     Writing to learn

  Liz Wilkinson

This course is focused on the multiplicities of narrative that are sport, with a special emphasis on American authors and U.S. sports journalism. Sports by definition are stories that literally play out in front of us: stories that involve conflict – conflict within the self, conflict in relationships, conflict against the elements, and, if we believe it possible, conflict with the supernatural. Through sports literature, students will thoughtfully investigate human interactions: the best we have to offer and sometimes the worst. Sports literature, whether that be fiction, non-fiction, drama, or poetry, asks us to consider what is just and what is unjust -- and how we discern which is which. Analytical and creative non-fiction writing assignments put students in thoughtful conversation with the ways that race, ethnicity, gender identity, sexual orientation, religion, class, disability, or other underrepresented or marginalized positions affect our engagement with sports and our world. Prerequisites: ENGL 121 or 190, or transfer equivalent.

4 Credits

Subject: English (UG) (ENGL)

CRN: 21125

Blended Online & In-Person | Lecture

St Paul: O'Shaughnessy Education Center 207

Online

Core Requirements Met:
     [Core] Diversity/Soc Just AND [Core] Integ/Humanities
     

Other Requirements Met:
     English-Theory and Practice

  Juan Li

ENGL 305 is an introduction to the systematic study of the structure and use of the English language, with an emphasis on connections between academic linguistics and relevant social and educational questions. Students will study the English sound system through phonetics and phonology, word formation processes through morphology, and structures and meanings of clauses through syntax and semantics. Throughout the process of learning the linguistic tools to describe the English language, students consider variations of structures and uses in different varieties of English and critically engage with issues related to linguistic difference. With the linguistic toolkit introduced in the class, students will examine instances of language use in various social contexts, addressing the intersections of language and aspects of diversity including race, ethnicity, gender, political perspective, and citizenship. This course fulfills the Theory and Practice requirement in for the English with Literature and Writing major and is a required course for English with Secondary Education majors. Prerequisites: ENGL 121 or 190.

4 Credits

Subject: English (UG) (ENGL)

CRN: 21129

Online: Asynchronous | Lecture

Online

Core Requirements Met:
     [Core] Diversity/Soc Just AND [Core] Integ/Humanities
     

Other Requirements Met:
     Writing to learn
     WGSS Major Approved
     WGSS Minor Approved

  Emily James

This course surveys literature by women across the long twentieth century—from early-century writers like Charlotte Perkins Gilman and Virginia Woolf to contemporary writers such as Tracy K. Smith, Sarah Howe, and Ada Limón. Along the way, we will discuss social, cultural, and historical context, including contemporary issues. We will also read, analyze, and emulate the recent work of essayists such as Leslie Jamison and Chimamanda Ngozi Adichie—writers who have forged new conversations about women, feminism, and gender studies. The course requires community involvement (event attendance and excursions), regular reading and writing assignments, and enthusiastic participation in class discussion. This course satisfies both an Integrations in the Humanities and the Diversity, Inclusion, and Social Justice requirements, as well as a WAC Writing to Learn requirement. In addition, this course satisfies a major/minor requirement for Women, Gender, and Sexuality Studies students; it also satisfies the Human Diversity and Context and Convergences requirements for English with Literature & Writing majors, a Human Diversity requirement for English with Professional Writing majors, and a literature requirement for English with Creative Writing majors. Prerequisite: ENGL 106, 121 or 190. 

4 Credits

Subject: English (UG) (ENGL)

CRN: 21131

In Person | Lecture

St Paul: John Roach Center 301

Core Requirements Met:
     [Core] Diversity/Soc Just AND [Core] Integ/Humanities
     

Other Requirements Met:
     Amer Culture & Diff Minor Appr
     Pre-1900 American Lit.
     Sustainability (SUST)
     Writing to learn

  Laura Zebuhr

This course is about how 19th c. American literary traditions use Gothic tropes and modes to represent an idea of nature and the natural world. While we often think of “nature writing” as having a positive emotional orientation to human/nature relationships (in which safe exposure to wildness heals and refreshes our spirit, natural resources support human endeavors, and we do our best to use these resources wisely) such pastoralism masks darker truths. For example, the wallpaper in The Yellow Wallpaper looks like convulsing mushrooms and wallowing seaweeds. Frederick Douglass repeatedly uses images of being trapped in the earth to describe his despair while enslaved. In Poe’s famous story, Usher thinks it is stones and mold that cause his madness, and cursed mansions tend to collapse into lakes and oceans in Southern Gothic stories. With these and other examples in mind, we will turn our attention to a counter-tradition of nature writing in which negative emotional states prevail: fear, dread, even hate. In our readings of these and other “ecogothic” texts we will attend to a range of 19th c. contexts including: new ideas about the earth in geology and geography, claims about human nature in sexology, psychology, and scientific racism; mining and other extractive industries; and political movements like abolitionism, feminism, and animal rights. This course satisfies an Integration in the Humanities and the Diversity, Inclusion, and Social Justice core requirements, as well as a WAC Writing to Learn requirement. It also counts for the Sustainability minor. Prerequisite: ENGL 106, 121, or 190.

4 Credits

Subject: Environmental Studies (ENVR)

CRN: 22505

In Person | Topics Lecture 1

St Paul: John Roach Center 301

Requirements Met:
     Sustainability (SUST)
     Writing to learn

  Laura Zebuhr

This course is about how 19th c. American literary traditions use Gothic tropes and modes to represent an idea of nature and the natural world. While we often think of “nature writing” as having a positive emotional orientation to human/nature relationships (in which safe exposure to wildness heals and refreshes our spirit, natural resources support human endeavors, and we do our best to use these resources wisely) such pastoralism masks darker truths. For example, the wallpaper in The Yellow Wallpaper looks like convulsing mushrooms and wallowing seaweeds. Frederick Douglass repeatedly uses images of being trapped in the earth to describe his despair while enslaved. In Poe’s famous story, Usher thinks it is stones and mold that cause his madness, and cursed mansions tend to collapse into lakes and oceans in Southern Gothic stories. With these and other examples in mind, we will turn our attention to a counter-tradition of nature writing in which negative emotional states prevail: fear, dread, even hate. In our readings of these and other “ecogothic” texts we will attend to a range of 19th c. contexts including: new ideas about the earth in geology and geography, claims about human nature in sexology, psychology, and scientific racism; mining and other extractive industries; and political movements like abolitionism, feminism, and animal rights. This course satisfies an Integration in the Humanities and the Diversity, Inclusion, and Social Justice core requirements, as well as a WAC Writing to Learn requirement. It also counts for the Sustainability minor. Prerequisite: ENGL 106, 121, or 190.

4 Credits

Subject: History (HIST)

CRN: 21312

In Person | Lecture

St Paul: John Roach Center 481

Core Requirements Met:
     [Core] Diversity/Soc Just AND [Core] Integ/Humanities
     

  Jennifer McCutchen

How have guns come to permeate American identity, culture, and society? Why do some Americans see guns as a tool of safety, while others see them as an object of danger? How and why have these views changed over the course of American history? The goal of this course is to explore the historical, political, legal, and cultural perspectives that can help make sense of the contemporary significance of guns in the United States. It traces both continuity and change in gun culture and gun law from the colonial period to the present to unravel the relationship between gun rights and gun rules; between crime and self-defense; and between the past and present politics of guns.

4 Credits

Subject: Honors (HONR)

CRN: 22267

In Person | Topics Lecture 5

St Paul: John Roach Center 246

Core Requirements Met:
     [Core] Diversity/Soc Just AND [Core] Integ/Humanities
     

  David Lawrence, Amy Finnegan

These interdisciplinary seminars are intended to develop integrating insights through an analysis of topics chosen from different disciplines. Often they are taught by two faculty members or by a visiting lecturer who holds one of the endowed chairs at the university.

2 Credits

Subject: Journalism/Mass Comm (JOUR)

CRN: 21322

In Person | Lecture

St Paul: Schoenecker Center 238

Core Requirements Met:
     [Core] Diversity/Soc Just AND [Core] Integ/Humanities
     

  Lana Medina

This course empowers and supports students’ engagement with traditional and emerging forms of media. Students will not only understand how media contents shape people’s beliefs about different social groups, and how media exposure and usage influence identity development and cultural norms, but also become mindful in their own creation of media content. Students will be able to use media wisely and critically for individual purposes and in broader civic participation. Students will work collaboratively and collectively to build their knowledge structures in media literacy, and to understand how media contents are created, used, interpreted, and re-used by themselves and others. As a result of this course, students will have a firm grasp on not only the relationships of literacy and media, but also concrete experiences in responsible creation and use of media texts including social media posts, wiki entries, short videos, photo essays, etc.

4 Credits

Subject: Justice & Peace Studies (JPST)

CRN: 22335

In Person | Lecture

St Paul: Murray-Herrick Campus Center 202

Core Requirements Met:
     [Core] Diversity/Soc Just AND [Core] Integ/Humanities
     

  Mike Klein

Students will explore the intersections of art and social justice with a focus on visual arts and social movements in the Twin Cities. Topics of study will include public art, protest art, expression and censorship, social movement theory, aesthetic theory, and the Twin Cities as a unique space for social practice art. Readings, videos, and art exploration will be accompanied by making art as an approach to learning, but students will not be graded on the quality of art, only the meaning they make. In other words, no art experience necessary! The class will collaborate with a local artist or arts collective who uses art to address social justice and conclude with an art installation, exhibition, or virtual display of student artwork

2 Credits

Subject: Justice & Peace Studies (JPST)

CRN: 21330

In Person | Lecture

St Paul: Murray-Herrick Campus Center 308

Core Requirements Met:
     [Core] Diversity/Soc Just AND [Core] Integ/Humanities
     

Other Requirements Met:
     Amer Culture & Diff Minor Appr
     FYE CommGood/Learning Comm
     Faith and Praxis Minor or Cert
     Writing Intensive

  Mike Klein

Active nonviolence as a means for societal defense and social transformation analyzed through case studies of actual nonviolent movements, examining their political philosophy and how this philosophy is reflected in their methods and strategies. Examples of possible case studies include: Mahatma Gandhi's movement for a free India, Danish resistance to Nazi occupation, the struggle for interracial justice in the United State, an integrated Canada-to-Cuba peace-and-freedom walk, the campaign to close the U.S. Army School of the Americas (WHINSEC), fair trade movements, and the Honeywell Project. The course emphasizes the theory and active practice of nonviolence as well as oral histories of successful nonviolent movements. Usually offered every semester.

4 Credits

Subject: Justice & Peace Studies (JPST)

CRN: 21331

In Person | Lecture

St Paul: Murray-Herrick Campus Center 305H

Core Requirements Met:
     [Core] Diversity/Soc Just AND [Core] Integ/Humanities
     

Other Requirements Met:
     Amer Culture & Diff Minor Appr
     FYE CommGood/Learning Comm
     Faith and Praxis Minor or Cert
     Writing Intensive

  Mike Klein

Active nonviolence as a means for societal defense and social transformation analyzed through case studies of actual nonviolent movements, examining their political philosophy and how this philosophy is reflected in their methods and strategies. Examples of possible case studies include: Mahatma Gandhi's movement for a free India, Danish resistance to Nazi occupation, the struggle for interracial justice in the United State, an integrated Canada-to-Cuba peace-and-freedom walk, the campaign to close the U.S. Army School of the Americas (WHINSEC), fair trade movements, and the Honeywell Project. The course emphasizes the theory and active practice of nonviolence as well as oral histories of successful nonviolent movements. Usually offered every semester.

4 Credits

Subject: Justice & Peace Studies (JPST)

CRN: 21332

In Person | Lecture

St Paul: Murray-Herrick Campus Center 308

Core Requirements Met:
     [Core] Diversity/Soc Just AND [Core] Integ/Humanities
     

Other Requirements Met:
     Amer Culture & Diff Minor Appr
     FYE CommGood/Learning Comm
     Faith and Praxis Minor or Cert
     Writing Intensive

  Amy Finnegan

Active nonviolence as a means for societal defense and social transformation analyzed through case studies of actual nonviolent movements, examining their political philosophy and how this philosophy is reflected in their methods and strategies. Examples of possible case studies include: Mahatma Gandhi's movement for a free India, Danish resistance to Nazi occupation, the struggle for interracial justice in the United State, an integrated Canada-to-Cuba peace-and-freedom walk, the campaign to close the U.S. Army School of the Americas (WHINSEC), fair trade movements, and the Honeywell Project. The course emphasizes the theory and active practice of nonviolence as well as oral histories of successful nonviolent movements. Usually offered every semester.

4 Credits

Subject: Justice & Peace Studies (JPST)

CRN: 21333

In Person | Lecture

St Paul: Murray-Herrick Campus Center 308

Core Requirements Met:
     [Core] Diversity/Soc Just AND [Core] Integ/Humanities
     

Other Requirements Met:
     Amer Culture & Diff Minor Appr
     FYE CommGood/Learning Comm
     Faith and Praxis Minor or Cert
     Writing Intensive

  Ry Siggelkow

Active nonviolence as a means for societal defense and social transformation analyzed through case studies of actual nonviolent movements, examining their political philosophy and how this philosophy is reflected in their methods and strategies. Examples of possible case studies include: Mahatma Gandhi's movement for a free India, Danish resistance to Nazi occupation, the struggle for interracial justice in the United State, an integrated Canada-to-Cuba peace-and-freedom walk, the campaign to close the U.S. Army School of the Americas (WHINSEC), fair trade movements, and the Honeywell Project. The course emphasizes the theory and active practice of nonviolence as well as oral histories of successful nonviolent movements. Usually offered every semester.

4 Credits

Subject: Management (MGMT)

CRN: 22063

In Person | Lecture

St Paul: McNeely Hall 115

Core Requirements Met:
     [Core] Diversity/Soc Just

Other Requirements Met:
     Writing to learn

  Ernest Owens

This course presents the concepts, techniques, and behavioral skills needed for managing projects effectively. The course introduces students to a project's life cycle (from project definition and goals to completion of the project) and the behavioral dynamics that need to be managed to achieve success. Project leaders need to fulfill multiple roles on a project including managing the timeline, meeting project specifications, resource budgeting and creating a sustainable project culture. Prerequisites: MGMT 200; and OPMT 200 or OPMT 300; and Junior standing.

4 Credits

Subject: Management (MGMT)

CRN: 22064

In Person | Lecture

St Paul: McNeely Hall 111

Core Requirements Met:
     [Core] Diversity/Soc Just

Other Requirements Met:
     Sports Management Minor

  Kris Donnelly

Leaders, both with and without formal management titles, need to appreciate the diverse people internal and external to their organizations and society at large. It is critical that leaders step up to design and deliver effective programs of inclusion in their organizations. Culturally competent leaders think critically about these programs and practice inclusion at individual, interpersonal, team, organization, and community levels. This requires foundational knowledge, skills, and attitudes applied in diverse domestic and global contexts. This course introduces a range of perspectives to explore topics including, but not limited to, human diversity; inclusive cultures; social identity and perception; power and privilege; and models and paradigms for interpersonal and organizational inclusion. Prerequisites: MGMT 200 or MGMT 305 and Junior standing. Note: Students who receive credit for MGMT 385 may not receive credit for MGMT 388

2 Credits

Subject: Management (MGMT)

CRN: 22065

In Person | Lecture

St Paul: McNeely Hall 111

Core Requirements Met:
     [Core] Diversity/Soc Just

Other Requirements Met:
     Sports Management Minor

  Kris Donnelly

Leaders, both with and without formal management titles, need to appreciate the diverse people internal and external to their organizations and society at large. It is critical that leaders step up to design and deliver effective programs of inclusion in their organizations. Culturally competent leaders think critically about these programs and practice inclusion at individual, interpersonal, team, organization, and community levels. This requires foundational knowledge, skills, and attitudes applied in diverse domestic and global contexts. This course introduces a range of perspectives to explore topics including, but not limited to, human diversity; inclusive cultures; social identity and perception; power and privilege; and models and paradigms for interpersonal and organizational inclusion. Prerequisites: MGMT 200 or MGMT 305 and Junior standing. Note: Students who receive credit for MGMT 385 may not receive credit for MGMT 388

2 Credits

Subject: Music Classes (UG) (MUSC)

CRN: 21413

In Person | Lecture

St Paul: Brady Educational Center LL03

Core Requirements Met:
     [Core] Fine Arts
          OR
     [Core] Diversity/Soc Just AND [Core] Integ/Humanities
     

Other Requirements Met:
     FYE CommGood/Learning Comm
     CommGood/Community-Engaged
     Writing Intensive

  Sarah Schmalenberger

This course focuses on the study of music in the United States within its historical, cultural, and sociological contexts. The course will develop skills in critical listening analysis using appropriate musical terminology, to describe both aural and written traditions of music. Repertoire to be explored include homeland traditions of cultures and population groups brought over through migration/immigration, blends of popular and concert traditions, and new and emerging styles unique to the United States. Historical, cultural, and social contexts will facilitate and understanding of how music reflects particular identities, ideas, values, and issues among population groups in the United States.

4 Credits

Subject: Philosophy (PHIL)

CRN: 22514

In Person | Lecture

St Paul: McNeely Hall 232

Core Requirements Met:
     [Core] Phil/Theo
          OR
     [Core] Diversity/Soc Just AND [Core] Integ/Humanities
     

Other Requirements Met:
     Writing Intensive

  Eric Berg

Action to achieve social justice depends, ultimately, on an understanding of what social justice is.  What makes a society just?  How is a just society ordered?  What does social justice look like up close?  If our society is not currently just, how may we justly make it so?  This course considers competing (though sometimes overlapping) accounts of social justice that are of continuing relevance today, such as those found in the traditions of classical liberalism, socialism, Catholicism, and critical theory.  One goal is to understand where such accounts agree, where they disagree, and why.  Another goal is to appreciate how such traditions have animated and continue to animate the pursuit of justice, especially for marginalized persons in the United States. Prerequisite: PHIL 110

4 Credits

Subject: Psychology (UG) (PSYC)

CRN: 21726

Online: Asynchronous | Lecture

St Paul: John Roach Center LL01

Core Requirements Met:
     [Core] Diversity/Soc Just

Other Requirements Met:
     FYE CommGood/Learning Comm
     Sci, Med, Soc (SMDS) Minor
     Writing to learn

  Mari Gades

The course surveys some basic facts and principles of administration, absorption, transport, action, deactivation and elimination of drugs. Various classes of drugs; their effects on mood, behavior, and consciousness; their use and misuse; and phenomena of chemical dependency and its treatment modalities are discussed. Prerequisite: PSYC 111

4 Credits

Subject: Public Health (PUBH)

CRN: 20233

Online: Asynchronous | Lecture

Online

Core Requirements Met:
     [Core] Diversity/Soc Just

  Lia Burg

Welcome to PUBH 350: Environment, Health and Justice. In this course we will examine public health structures, principles, tools, and programs used to address current and historical environmental health issues. Throughout the course we will consider how the world we live in impacts our health, how we negatively impact the environment and our own health, and what can be done to improve population health. We will consider these topics from an environmental justice perspective because around the world environmental hazards and diseases are not equally distributed across all populations. Environmental health issues are complex and in order to more fully understand them we will draw on ideas and concepts from sociology, economics and environmental epidemiology, toxicology, and regulation. This course will encourage you to understand and think critically about ways public health systems measure, control, and remove exposures to environmental hazards to protect population health. Prerequisites: PUBH 220 or approval of the instructor

4 Credits

Subject: Sociology (SOCI)

CRN: 21763

In Person | Lecture

St Paul: John Roach Center 401

Core Requirements Met:
     [Core] Diversity/Soc Just

Other Requirements Met:
     Amer Culture & Diff Minor Appr
     WGSS Major Approved
     WGSS Minor Approved

  Patricia Maddox, Jerry Husak

While discussions of gender and its social construction have become common in our culture, there is less discussion of whether there are actually binary “biological sexes” that impact those conversations. In addition, while we have made many inclusive efforts in understanding the LGBTQIA+ community, our larger society correlates sexual orientation to biology leaving us to ask: are queer folks born that way and does it stay fixed throughout our lives? This course explores the convergence of sociology and biology in how we define gender, sex, sexual orientation, and sexual behavior as continua instead of binaries as once previously believed. Topics are examined in developmental order from conception to adulthood and include current issues relevant to the LGBTQIA+ community and society at-large. The course also considers these topics in non-human animals to ask ‘what is normal?’ in nature. This will be a BIOL - SOCI crosslisted course.

4 Credits

Subject: Sociology (SOCI)

CRN: 21764

Blended Online & In-Person | Lecture

St Paul: O'Shaughnessy Education Center 309

Online

Core Requirements Met:
     [Core] Diversity/Soc Just

Other Requirements Met:
     Amer Culture & Diff Minor Appr
     FYE CommGood/Learning Comm
     WGSS Major Approved
     WGSS Minor Approved

  Jessica Hodge

Although hate crimes have long existed in the United States, the term "hate crime" is a relatively new addition to the social, political, and legal domains. This course examines the institutionalization of hate crime law within our legal system and explores the complexities surrounding the development and enforcement of hate crime laws. This course also examines the causes, manifestations, and consequences of hate crimes, and the effectivess of formal and informal social controls in combating these crimes.

4 Credits

Subject: Sociology (SOCI)

CRN: 21765

In Person | Lecture

St Paul: O'Shaughnessy Education Center 307

Core Requirements Met:
     [Core] Diversity/Soc Just

Other Requirements Met:
     Amer Culture & Diff Minor Appr
     Family Studies Major Approved
     Family Studies Minor Approved
     School of Ed Transfer Course
     WGSS Major Approved
     WGSS Minor Approved

  Patricia Maddox

The transition between childhood and adulthood is examined using a general sociological framework and including life course, socioeconomic, and systems theories. Particular attention is given to the social construction of adolescence; institutional contexts (family, education, employment) of adolescent relationships with parents, peers, and others; gender and sexual socialization in society; cultures of achievement and risk; social diversity. This course meets a requirement in Family Studies and in Women's Studies. Prerequisite: SOCI 100 or permission of the instructor

4 Credits

Subject: Social Work (UG) (SOWK)

CRN: 20241

In Person | Lecture

St Paul: McNeely Hall 238

Core Requirements Met:
     [Core] Diversity/Soc Just

  Renee Hepperlen

This a theory-driven course focusing on metacognition- training students to think about the way we think. The course takes a multidisciplinary approach to theoretical knowledge, introducing students to many ways of understanding how humans behave in, impact, and are impacted by multiple environments. Students learn to apply theories to understand human behavior in regard to their social and natural environments as well as reciprocal impact of humans and their environments. Theories are examined through a multidimensional framework constituting biological, psychological, spiritual, socio-cultural, political, environmental, and economic factors. Emphasis is on these factors within and between multiple systems: individual, family, small group, organization, community, and society, including political, economic, and natural systems. The course consists of five modules: interpersonal relations and empowerment, social systems, political and economic systems, social and environmental justice, and multiculturalism. The course investigates the multiple dimensions and intersections of diversity including gender, race/ethnicity, age, religion, ability, sexual orientation, nationality, and global and international perspectives. Students leave the class with a holistic understanding of the human experience within the environments that surround them. Recommended prerequisite or concurrent registration: SOWK 181 (or 281 under the old course number); Required Prerequisites: PSYC 202, or consent of the program director. 

4 Credits

Subject: Spanish (SPAN)

CRN: 21792

Blended Online & In-Person | Lecture

St Paul: O'Shaughnessy Education Center 310

Online

Core Requirements Met:
     [Core] Diversity/Soc Just AND [Core] Integ/Humanities
     

  Susana Perez Castillejo

This is an intermediate level Spanish language and culture course for students who plan to work in health-related careers such as medicine, nursing, medical translation/interpretation, physical therapy, or health education. The course provides students with the medical Spanish terminology and intercultural competence to improve their interactions with Spanish-speaking patients and clients. Prerequisites: SPAN 211 or its equivalent with a grade of C- or better; placement beyond the SPAN211 level

4 Credits

Subject: Spanish (SPAN)

CRN: 21794

In Person | Lecture

St Paul: O'Shaughnessy Education Center 210

Core Requirements Met:
     [Core] Diversity/Soc Just

Other Requirements Met:
     School of Ed Transfer Course
     Writing Intensive

  Irene Domingo Sancho

Intensive practice in written Spanish using selected materials to acquire a high level of competence in writing Spanish. This writing course aims to improve technique, expand syntactic depth, increase vocabulary and learn good writing through a process approach involving stages of idea development, thesis construction, structural development, bibliographic notation, evaluation of ideas and rewriting of the text. Lectures and class discussions are based on major topics that relate to the cultures of the Spanish-speaking world. Written skills will be assessed. Prerequisite: Completion of SPAN 300 or its equivalent with a C- or better.

4 Credits

Subject: Strategic Communication (STCM)

CRN: 21807

In Person | Lecture

St Paul: Schoenecker Center 238

Core Requirements Met:
     [Core] Diversity/Soc Just AND [Core] Integ/Humanities
     

Other Requirements Met:
     Writing to learn

  April Eichmeier

This course will introduce students to foundational concepts in science and its social impacts through discussion of the scientific method, boundaries of science, media construction of science, and the contribution of science in trust building and decision-making in various contexts. The course is designed to help students gain understanding and knowledge of contextual factors that shaped science and the uneven impacts on traditionally marginalized groups. Coursework will help students develop diverse and critical perspectives of communication about science concerning marginalized communities. Prerequisite: Sophomore standing 

4 Credits

Subject: Theology (UG) (THEO)

CRN: 22195

Online: Asynchronous | Topics Lecture 7

Online

Core Requirements Met:
     [Core] Phil/Theo
          OR
     [Core] Diversity/Soc Just AND [Core] Integ/Humanities
     

Other Requirements Met:
     Writing Intensive

  Corrine Carvalho

In this course, students will explore approaches to theology that emerge out of diverse cultural contexts. Sections may focus on biblical interpretation, dynamics of church life, mission work, or transnational solidarity through the eyes of the marginalized, or they may focus on efforts to articulate and bear witness to the gospel amid new cultures and historical challenges, according to the instructor’s discretion. Sections may focus on experiences of marginalization and oppression as a source for theological reflection for women (giving rise to feminist/womanist/mujerista theologies, for example), or for people of color or indigenous peoples (giving rise to Latin American, African-American, Minjung, and South African liberation theologies, for example), or for economically exploited classes (also giving rise to liberation theologies). This course will thus provide an opportunity to learn how the global Christian community is gaining fresh insights into the gospel that were missed when the dominant perspective on theology reflected primarily the experience of European men, or to learn how claims by Christians have at various times served both to challenge and to reinforce systems of power and privilege.

4 Credits

Subject: Theology (UG) (THEO)

CRN: 22236

In Person | Lecture

St Paul: John Roach Center 247

Core Requirements Met:
     [Core] Phil/Theo
          OR
     [Core] Diversity/Soc Just AND [Core] Integ/Humanities
     

Other Requirements Met:
     Writing to learn

  Ben Heidgerken

This course introduces students to central aspects of Christian history, thought, and action concerning ethnicity and race and provides resources to build up what Martin Luther King, Jr., called the “Beloved Community.” The course helps students develop ethical reasoning skills through consideration of various historical and contemporary Christian encounters across lines of racial difference, including examples from monastic communities, papal documents, missionary endeavors, North American churches, the common good in human communities, and saints from the Catholic tradition.. The course emphasizes the role of communal discernment and Spirit-led interpretation of biblical text as religious communities seek ways to make ancient texts ever new.

4 Credits

Subject: Theology (UG) (THEO)

CRN: 21861

In Person | Topics Lecture 2

St Paul: Murray-Herrick Campus Center 305K

Core Requirements Met:
     [Core] Phil/Theo
          OR
     [Core] Diversity/Soc Just AND [Core] Integ/Humanities
     

Other Requirements Met:
     FYE CommGood/Learning Comm
     Writing to learn

  Hans Gustafson

THEO 228: Dialogue and Disagreement in Religiously Diverse Secular Societies This intensive scholarly-practitioner course develops students' knowledge and skills for engaging religious and nonreligious diversity in pluralized secular societies. Through interreligious case study analysis and structured dialogue practice, students explore how individuals navigate religious orientations, disagreement, and civic participation in religiously diverse contexts, particularly in the United States. Rather than surveying world religions, the course critically examines concepts like religion, secularism, and pluralism while building practical competencies in dialogue, deep listening, and respectful disagreement. Students practice communication methods to developing the capacity to facilitate conversations across difference and analyze complex civic dilemmas with multiple perspectives. The course provides opportunities to cultivate dispositions essential for leadership in business, healthcare, education, law, and public service - including curiosity, humility, empathy, resilience, and tolerance for ambiguity. Students examine questions about the role of disagreement in religiously diverse democratic societies and explore different approaches to engaging across ideological and theological difference.

4 Credits

Subject: Theater (THTR)

CRN: 22217

In Person | Lecture

St Paul: Murray-Herrick Campus Center 305J

Core Requirements Met:
     [Core] Fine Arts
          OR
     [Core] Diversity/Soc Just

  Dawn Renee Jones

This course examines models, methodologies and applications of theatre-as-catalyst for social transformation and engages students in the ensemble-based practices of Devised Theatre. It includes research, creative ideation, performance training, and devising. Students will create original works for performance that a) address social injustice and the systems that perpetuate it and b) are in dialogue with source material from St. Thomas’ Urban Art Mapping project, a vast archive of protest public art and interviews created during and in response to social injustice and upheaval. Prerequisite: None.

4 Credits