(TCC #)

(from course syllabus of identified core courses)

-introduce students to the writing process so they understand the multi-stage, recursive nature of that process.

-equip students with skills and strategies applicable to                    

each stage of the writing process.

(ENGL 1301) 
 

• Formulate a thesis
• Develop thesis in an orderly way
• Form clear and effective paragraphs and sentences
• Use appropriate vocabulary
• Apply the grammatical and mechanical conventions of English
• Apply critical reading skills to one’s writing and to the writing of others.

(ENGL 1302)

• Understand and analyze a variety of texts
• Quote, paraphrase, and summarize print and/or online sources to support your ideas
• Use standard procedures of citation and documentation

-are aware of their own communicative verbal (oral) and nonverbal behaviors while engaged in those behaviors and use the knowledge gained from that awareness to improve their communicative skills.

-understand fundamental theories that explain human communication and enhance communication effectiveness.

(SPCH 1311)

• Analyze and resolve an interpersonal conflict by structuring and presenting a conflict role-play dialogue that integrates the five principles of human communication: awareness of one’s communication and the communication of others, effectively use and interpret verbal messages, effectively use and interpret nonverbal messages, listen and respond thoughtfully to others, and appropriately adapt messages to others.
• Develop, organize, and deliver a persuasive presentation and field questions from an audience by integrating the five principles

• The Reading and Writing Skills develop:

-challenge students to produce clear, correct, and coherent prose adapted to purpose, occasion and audience and to learn coherent prose adapted to purpose, occasion and audience

(ENGL 1302) 

• Understand and analyze a variety of texts.

• The Speaking and Listening Skills develop competent communicators who:

-appropriately adjust both the form and the content of verbal (oral) and nonverbal messages to situation, audience and purpose; use appropriate verbal (oral) and nonverbal symbols to express ideas and feelings.

(SPCH1311)

• Awareness of one’s communication and the communication of others.
• Effectively use and interpret verbal messages.
• Effectively use and interpret nonverbal messages.
• Listen and respond thoughtfully to others.
• Appropriately adapt messages to one’s audience.

• The Reading and Writing requirement will:

-explore writing as both a communication tool and a learning process for understanding and responding to challenging texts and ideas and for exploring their own thoughts and experiences

(ENGL 1302) 

• Understand and analyze a variety of texts
• Quote, paraphrase, and summarize print and/or online sources to support your ideas
• Use standard procedures of citation and documentation

• The Speaking and Listening Skills develop competent communicators who:

-recognize and engage in ethical communication; recognize all participants in a communicative act make choices and must accept responsibility for those choices; willing to reflect on and address those choices and responsibilities.

(SPCH 1311)

• Awareness of one’s communication and the communication of others.
• Effectively use and interpret verbal messages.
• Effectively use and interpret nonverbal messages.
• Appropriately adapt messages to one’s audience.
• Analyze and resolve an interpersonal conflict by structuring and presenting a conflict role-play dialogue that integrates the five principles of human communication.
• Develop, organize, and deliver a persuasive presentation and field questions from an audience by integrating the five principles of human communication.

• The Reading and Writing requirement will:

-provide a forum for discussing and analyzing assigned texts; reading selections serve as sources of ideas for essay topics and as texts of rhetorical and stylistic analysis.

(ENGL 1301)

• Apply critical reading skills to your own writing and to the writing of others.

• The Speaking and Listening Skills develop competent communicators who:

- Accurately listen to, interpret and evaluate the messages of others; listen critically in order to analyze and make accurate judgments about the messages they receive.

-recognize and appreciate diversity; respond and appropriately adapt to differences in messages from different cultures and genders to enhance understanding.

-value and seek constructive feedback to improve their communication skills; know that communication reticence can be overcome by working to improve their sense of self and developing skill in presenting messages to others.

(SPCH 1311)

• Understand and demonstrate how the five principles of human communication are applied to the small group communication context: awareness of one’s communication and the communication of others, effectively use and interpret verbal messages, effectively use and interpret nonverbal messages, listen and respond thoughtfully to others, and appropriately adapt messages to others.

• The Reading and Writing requirement will:

-explore writing as both a communication tool and a learning process for understanding and responding to challenging texts and ideas and for exploring their own thoughts and experiences

-challenge students with a variety of thought-provoking expository and literary texts and offers strategies for reading and understanding those texts.

(ENGL 1301) 

• Formulate a thesis
• Develop thesis in an orderly way
• Form clear and effective paragraphs and sentences
• Use appropriate vocabulary
• Apply the grammatical and mechanical conventions of English
• Apply critical reading skills to one’s writing and to the writing of others.

(ENGL 1302)

• Understand and analyze a variety of texts
• Quote, paraphrase, and summarize print and/or online sources to support your ideas
• Use standard procedures of citation and documentation

• The Speaking and Listening Skills develop competent communicators who:

-understand fundamental theories that explain human communication and enhance communication effectiveness.

(SPCH 1311)

• Develop, organize, and deliver a persuasive presentation and field questions from an audience by integrating the five principles: awareness of one’s communication and the communication of others, effectively use and interpret verbal messages, effectively use and interpret nonverbal messages, listen and respond thoughtfully to others, and appropriately adapt messages to others.

• The Reading and Writing requirement will:

- challenge students to produce clear, correct, and coherent prose adapted to purpose, occasion and audience and to learn coherent prose adapted to purpose, occasion and audience

-offer opportunities for writing; producing essays with related drafts and revisions

-equip students to integrate the work of others into their own writing including appropriate ways to cite and document that work.

(ENGL 1302) 

• Understand and analyze a variety of texts
• Quote, paraphrase, and summarize print and/or online sources to support your ideas
• Use standard procedures of citation and documentation

• The Speaking and Listening Skills develop competent communicators who:

-understand fundamental theories that explain human communication and enhance communication effectiveness.

(SPCH 1311)

• Develop, organize, and deliver a persuasive presentation and field questions from an audience by integrating the five principles: awareness of one’s communication and the communication of others, effectively use and interpret verbal messages, effectively use and interpret nonverbal messages, listen and respond thoughtfully to others, and appropriately adapt messages to others.

• mastery of calculation skills taught;

Complete understanding could be demonstrated by solving problems from the natural or social world:  modeling an observed phenomenon, recognizing a pattern which suggests a method of solution, and using calculation and manipulation techniques taught in the course to carry out a procedure known to solve the problem.  More sophisticated problems would require some theoretical development, perhaps modifying an algorithm taught in the course, or even creating a new algorithm.

(MATH 1314)

• Give each student the opportunity to learn the skills necessary to translate a practical situation into a mathematical model.

(MATH 1332)

• Give each student the opportunity to learn the skills necessary to recognize a mathematical model as a representation of an actual situation..

(MATH 1316)

• Give each student the opportunity to learn the skills necessary to translate a practical situation into a mathematical model.

(MATH 2313)

• Give each student the opportunity to learn the skills necessary to translate a practical situation into a mathematical model.

(MATH 2412)

• Give each student the opportunity to learn the skills necessary to translate a practical situation into a mathematical model.

(MATH 2413)

• Provide the opportunity to learn the skills necessary to solve equations and the opportunity to use techniques of calculus to solve problems.
• Give each student the opportunity to learn the skills necessary to translate a practical situation into a mathematical model.

• recognition of problem types;
• carrying out correctly the appropriate algorithms for solution;

• Learn how to solve problems by applying these definitions and principles.

(MATH 2313)

• Provide each student with the opportunity to develop the skills necessary to interpret mathematical models such as formulas, graphs, tables or charts and to draw inferences from them.

(MATH 2412)

• Provide each student with the opportunity to develop the skills necessary to interpret mathematical models such as formulas, graphs, tables or charts and to draw inferences from them.

(MATH 2413)

• Provide each student with the opportunity to develop the skills necessary to interpret mathematical models such as formulas, graphs, tables or charts and to draw inferences from them.

• construction of models by reformulating verbal problems mathematically; and
• application of the basic axioms to solve problems which are not merely repetitions of situations fully explored in class.

(MATH 1314)

• Provide each student with the opportunity to learn the skills necessary to solve equations (linear, exponential, logarithmic and systems of equations).

(MATH 1316)

• Provide each student with the opportunity to expand their mathematical reasoning skills and to develop convincing mathematical arguments

(MATH 1324)

• Provide each student with the opportunity to learn the skills necessary to solve equations (linear, exponential, logarithmic and systems of equations).

(MATH 1325)

• Provide each student with the opportunity to learn the skills necessary to solve equations (linear, exponential, logarithmic and systems of equations).

(MATH 2412)

• Provide each student with the opportunity to expand their mathematical reasoning skills and to develop convincing mathematical arguments

(MATH 2413)

• Provide each student with the opportunity to expand their mathematical reasoning skills and to develop convincing mathematical arguments

• application of the basic axioms to solve problems which are not merely repetitions of situations fully explored in class.

(MATH 1314)

• Provide each student with the opportunity to learn the skills necessary to solve equations (linear, exponential, logarithmic and systems of equations).

(MATH 1316)

• Provide each student with the opportunity to learn the skills necessary to solve equations (linear, exponential and logarithmic).

(MATH 1324)

• Provide each student with the opportunity to learn the skills necessary to solve equations (linear, exponential, logarithmic and systems of equations).

(MATH 1325)

• Provide each student with the opportunity to learn the skills necessary to solve equations (linear, exponential, logarithmic and systems of equations).

(MATH 2313)

• Provide each student with the opportunity to learn the skills necessary to solve equations and the opportunity to use techniques of calculus to solve problems.

(MATH 2412)

• An ability to understand and conduct laboratory exercises and to draw conclusions based on the results of the exercises.

(MATH 2413)

• Provide each student with the opportunity to learn the skills necessary to solve equations and the opportunity to use techniques of calculus to solve problems.

• mastery of calculation skills taught;
• construction of models by reformulating verbal problems mathematically; and
• application of the basic axioms to solve problems which are not merely repetitions of situations fully explored in class.

(MATH 1314)

• Provide each student with the opportunity to develop the skills necessary to interpret mathematical models such as formulas, graphs, tables or charts and to draw inferences from them.

(MATH 1332)

• Provide each student with the opportunity to develop the skills necessary to interpret mathematical models such as formulas, graphs, tables or charts and to draw inferences from them.

(MATH 1316)

• Provide each student with the opportunity to develop the skills necessary to interpret mathematical models such as formulas, graphs, tables or charts and to draw inferences from them.

(MATH 1324)

• Provide each student with the opportunity to develop the skills necessary to interpret mathematical models such as formulas, graphs, tables or charts and to draw inferences from them.

(MATH 1325)

• Provide each student with the opportunity to develop the skills necessary to interpret mathematical models such as formulas, graphs, tables or charts and to draw inferences from them.

(MATH 2412)

• Provide each student with the opportunity to develop the skills necessary to interpret mathematical models such as formulas, graphs, tables or charts and to draw inferences from them.

(MATH 2413)

• Provide each student with the opportunity to develop the skills necessary to interpret mathematical models such as formulas, graphs, tables or charts and to draw inferences from them.

• recognition of problem types;
• carrying out correctly the appropriate algorithms for solution;
• construction of models by reformulating verbal problems mathematically; and
• application of the basic axioms to solve problems which are not merely repetitions of situations fully explored in class.

(MATH 1314)

• Provide each student with the opportunity to learn the skills necessary to solve equations (linear, exponential, logarithmic and systems of equations).

(MATH 1316)

• Provide each student with the opportunity to learn the skills necessary to solve equations (linear, exponential and logarithmic).

(MATH 1324)

• Provide each student with the opportunity to learn the skills necessary to solve equations (linear, exponential, logarithmic and systems of equations).

(MATH 1325)

• Provide each student with the opportunity to learn the skills necessary to solve equations (linear, exponential, logarithmic and systems of equations).

(MATH 2313)

• Provide each student with the opportunity to learn the skills necessary to solve equations and the opportunity to use techniques of calculus to solve problems.

(MATH 2412)

• An understanding of the slope, tangent line, derivative and integral.

• recognition of problem types;
• construction of models by reformulating verbal problems mathematically; and
• application of the basic axioms to solve problems which are not merely repetitions of situations fully explored in class.

Complete understanding could be demonstrated by solving problems from the natural or social world:  modeling an observed phenomenon, recognizing a pattern which suggests a method of solution, and using calculation and manipulation techniques taught in the course to carry out a procedure known to solve the problem.  More sophisticated problems would require some theoretical development, perhaps modifying an algorithm taught in the course, or even creating a new algorithm.

(MATH 1314)

• Provide each student with the opportunity to develop the skills necessary to interpret mathematical models such as formulas, graphs, tables or charts and to draw inferences from them.

(MATH 1332)

• Provide each student with the opportunity to develop the skills necessary to interpret mathematical models such as formulas, graphs, tables or charts and to draw inferences from them.

(MATH 1316)

• Provide each student with the opportunity to develop the skills necessary to interpret mathematical models such as formulas, graphs, tables or charts and to draw inferences from them.

(MATH 1324)

• Provide each student with the opportunity to develop the skills necessary to interpret mathematical models such as formulas, graphs, tables or charts and to draw inferences from them.

(MATH 1325)

• Provide each student with the opportunity to develop the skills necessary to interpret mathematical models such as formulas, graphs, tables or charts and to draw inferences from them.

(MATH 2412)

• An ability to apply the facts, laws and theories of mathematics in problem solving

• use properly the equipment from the given area of science.

(BIOL 1407)

• Labs are designed to introduce you to new concepts, ideas, and techniques as well as promote professionalism via your role in the design and analysis of experiments and the presentation of research projects.

(CHEM 1305)

• Explore the nature of chemical science.

(CHEM 1311)

• Read, interpret, and analyze printed application problems related to chemistry.
• Organize and analyze ideas and data relating to chemistry using logical methods.
• Recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry.

(CHEM 1312)

• Apply quantification in chemical applications.

(CHEM 1407)

• Have a basic understanding of the nomenclature and structure of simple organic compounds.

(JANTH 2401)

• To introduce students to the proper use of scientific equipment used in physical anthropology to collect human biological data.

(PHYS 1105)

• Be able to use the scientific method.

(PHYS 1111)

• Will be able to properly set up and point a telescope and sketch what is seen (enhance observational skills.)
• Will understand the operation of simple lenses and mirrors in forming images of distant objects.

(PHSY 1311)

• Be able to understand and describe the various time and calendar systems used now and in the past.

(PHYS 1401)

• Provide the student with an understanding of the basic laws of classical mechanics and heat.

(PHYS 2425)

• Knowledge and understanding of the physical laws discussed in the course.

(PHYS 2426)

• To make accurate measurements of physical phenomena.

• answer objective questions on basic facts and theory from the given area of science.
• perceive natural phenomena objectively
• structure their powers of observation in a given situation.
• recognize examples of patterns they have studied.

(BIOL 1308)

• To give you a working knowledge of the practical value and limitations of scientific knowledge.
• To help you develop a conversational knowledge of the principles behind the breaking news in biological science.
• To provide you with an understanding of the basic principles of metabolism, physiology, and genetics so that you can make wise decisions in matters related to health and nutrition.
• To acquaint you with the developmental patterns and functional interrelationships of plant and animal organ systems, with emphasis on human systems.
• To show you the importance of these principles in every day life, and thereby enhance your ability to make informed decisions in our scientifically influenced society.

(BIOL 1409)

• To familiarize the student with basic biological principles.
• To familiarize the student with the various levels of organization of organisms and with diversity as a result of evolutionary and genetic processes.
• To increase the student’s ability to think critically, communicate, and make informed decisions in a scientifically influenced society.

(CHEM 1305)

• Develop problem solving ability and an understanding of basic chemical concepts.
• Develop a conceptual understanding of atomic and molecular structure.

(CHEM 1311)

• Read, interpret, and analyze printed application problems related to chemistry.
• Organize and analyze ideas and data relating to chemistry using logical methods.
• Recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry.
• Identify and recognize the differences among competing scientific models of the universe.
• Demonstrate knowledge of the major issues facing modern science, including issues that touch upon ethics and value.
• Demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern culture.
• To provide a sound introduction to the theories and concepts regarding the nature of the atomic and molecular structures of matter.
• To develop an understanding of the stoichiometric nature of chemical reaction.

(CHEM 1312)

• Read, interpret and analyze printed application problems relating to chemistry.
• Write solutions for classroom, homework and test problems in a clear, correct and coherent form.
• Recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry.

(CHEM 1407)

• Have a basic understanding of the role of nucleic acids in information transfer.

(ANTH 2401)

• To increase the students ability to make logical inferences from biological data.
• To critically evaluate competing scientific models of human development.

(PHYS 1105)

• Will be able to make observations and/or measurements of physical phenomenon.
• Will be able to discover or identify relationships between physical quantities.
• Will be able to clearly communicate the results of their experiments.

(PHYS 1111)

• Will be able to locate and identify many of the major constellations.
• Will be able to use a star chart to locate specific nighttime objects of interest.

(PHYS 1305)

• Knowledge of the definitions of physical quantities relevant to the course.
• Knowledge and understanding of the physical laws discussed in the course.

(PHYS 1311)

• Will be able to understand and describe the motion of the elements of our solar system.

(PHYS 1401)

• Provide the student with an understanding of the basic laws of classical mechanics and heat.
• Provide the student with an understanding of how the basic laws of classical mechanics and heat are used to describe what happens in the real world around us.

(PHYS 2425)

• Knowledge and the definitions of physical quantities relevant to the course.
• Knowledge and understanding of the physical laws discussed in the course.

• use the Scientific Method to create knowledge new to them.

(BIOL 1407)

• To increase understanding of how the process of scientific inquiry works.
• To promote understanding of the logic involved in the design, analysis, and interpretation of scientific experiments.
• Labs are designed to introduce you to new concepts, ideas, and techniques as well as promote professionalism via your role in the design and analysis of experiments and the presentation of research projects.

(CHEM 1305)

• Explore the nature of science
• Show the nature and importance of Chemistry in everyday life
• Develop problem-solving abilities
• Develop a conceptual understanding of Chemistry.

(CHEM 1311)

• Identify and recognize the differences among competing scientific models of the universe.

(CEHM 1312)

• Recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry.
• Learn and understand the basic theories and concepts regarding thermodynamics, kinetics, equilibrium, acid base chemistry electrochemistry.

(PHYS 1105)

• Will be able to make observations and/or measurements of physical phenomenon.

(PHYS 1111)

• Will be able to use basic principles of physics to obtain information about the astronomical objects they observe.

(PHYS 1305)

• Knowledge and understanding of the relationships between the physical quantities and laws which are used to make predictions of outcomes of different experiments and situations.

(PHYS 1311)

• Will use their understanding of physical quantities and relationships between physical quantities to obtain information about the elements of our solar system.

(PHYS 1401)

• Prove the opportunity and guidance in developing their critical thinking skills as they apply the basic laws of classical mechanics and heat in describing the outcomes of real world events.

Provide the understanding and ability to make appropriate and meaningful physical measurements of the world around them and to communicate the results and implications of these measurements a clear and concise fashion.

(PHYS 2425)

• Ability to apply these physical laws and their corresponding mathematical models to make predictions about the outcome of different experiments and situations.

(ANTH 2401)

• To introduce students to the scientific method for understanding nature and the human biological condition including hypothesis testing in laboratory exercises.
• To gain skills in the recording, statistical analysis and interpretation of scientific data.
• To generate locial questions about the human condition from an understanding of the interaction of biology, behavior and the environment.

• formulate specific tasks as part of an organized approach to accomplishing a complex goal.
• recognize the occurrence of scientific phenomena in the world around them.

(BIOL 1407)

• To foster the ability to think creatively and formulate questions about nature.
• To sharpen the ability to reason logically and critically evaluate information.
• To promote understanding of the logic involved in the design, analysis, and interpretation of scientific experiments.

(CHEM 1305)

• Learn the nature and importance of Chemistry in everyday life.

(CHEM 1311)

• Demonstrate knowledge of the major issues facing modern science, including issues that touch upon ethics and value.

(CHEM 1312)

• Demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern culture.

(CHEM 1407)

• Demonstrate knowledge of the major issues and problems facing modern science and society regarding major infectious diseases such as SAIDS and mad cow disease.

(ANTH 2401)

• To provide students with basic biological principles needed for understanding and critically evaluating evolutionary theory and its role in human development.
• To provide students with knowledge to think critically and ethically upon the increasing role of science technology in human existence including making informed decision on controversial topics such as gene splicing, cloning and stem cell research.

(PHYS 111)

• Will be able to describe the motion, features and appearance of the Moon as it moves around the Earth (including eclipses.)

(PHYS 1305)

• To better understand significant issues in their world (such as safety, energy and its conservation, and clear communication concerning physical quantities.)

(PHYS 1307)

• To describe in a conceptual way the applications of electricity, magnetism, light and atomic and nuclear physics to the world around us.

(PHYS 1311)

• Be able to describe the appearance and characteristics of our sun.

(PHYS 1401)

• Prove the opportunity and guidance in developing their critical thinking skills as they apply the basic laws of classical mechanics and heat in describing the outcomes of real world events.

(PHYS 2425)

• Ability to apply these physical laws and their corresponding mathematical models to make predictions about the outcome of different experiments and situations.

• recognize the occurrence of scientific phenomena in the world around them.
• determine if, in a given situation involving the using of the Scientific Method, the use is valid

(BIOL 1407)

• To foster the ability to think creatively and formulate questions about nature.
• To sharpen the ability to reason logically and critically evaluate information.

(CHEM 1305)

• Develop a conceptual understanding of atomic and molecular structure.

(CHEM 1311)

• Demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern culture.

(CHEM 1312)

• Demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern culture.

(CHEM 1407)

• Demonstrate knowledge of the major issues and problems facing modern science and society regarding major infectious diseases such as SAIDS and mad cow disease.

(ANTH 2401)

• To familiarize students with the processes of human genetics and the mechanisms that control the development and maintenance of species variation.

(PHYS 1305)

• To understand significant issues in their world (such as safety, energy and its conservation, and clear communication concerning physical quantities.)

(PHYS 1307)

• To describe in a conceptual way the applications of electricity, magnetism, light and atomic and nuclear physics to the world around us.

(PHYS 1311)

• Use their understanding of physical quantities and relationships between physical quantities to obtain information about the elements of our solar system.

(PHYS 1401)

• Prove the opportunity and guidance in developing their critical thinking skills as they apply the basic laws of classical mechanics and heat in describing the outcomes of real world events.

(PHYS 2425)

• Ability to apply these physical laws and their corresponding mathematical models to make predictions about the outcome of different experiments and situations.

• To foster student awareness by exposing students to a wide variety of works in the arts and humanities.

(HUMA 1315)

• To help you develop a greater awareness and understanding of the arts

(HUMA 1315)

• To acquaint the student with the purpose of art in culture
• Acquaint the student with a brief history of the arts from preliterate to contemporary times.

(HUMA 1315)

• To foster student awareness by exposing students to a wide variety of works in the arts and humanities.

(HUMA 1315)

• foster students awareness by exposing students to a wide variety of works in the arts and humanities.

• Read a literary text with a grasp of its content--for example, details of plot and character, major structural divisions, key images and ideas

(ENGL 2322)

• Students will have the opportunity to  read and understand the foundational works of our English language and learn important elements of our cultural and linguistic heritage
• Students will gain knowledge of the primary texts and relevant backgrounds of a diverse body of literature

(ENGL 2333)

• Students will learn to read critically and will increase their understanding of themselves and others within the Western cultural tradition

• To enable students to present and explain the historical and social context in which a given work of art was created; articulate the meaning/meanings of a given work of art within a historical and social context; present and explain the given works of art in the context of an individual artist's career, aesthetic convictions and/or personal history.

• To discuss major artistic achievements from prehistory to the present
• To uncover the meaning behind works of art and assess their quality

(HUMA 1315)

• To expose the student to great works of art from each of the major historical periods and from a variety of cultures

(HUMA 1315)

• To enable students to present and explain the historical and social context in which a given work of art was created; articulate the meaning/meanings of a given work of art within a historical and social context; present and explain the given works of art in the context of an individual artist’s career, aesthetic convictions and/or personal history.

(HUMA 1315)

• To enable students to articulate the elements which make up works in the various artistic disciplines; comprehend historical and social influences upon critical procedures and values applied to the arts.

• Explain ways in which a particular literary work reflects and shapes the historical, social and cultural circumstances in which it was produced

(ENGL 2322

• Students will recognize distinctive elements of self and contemporary society in relation to writings representing other times and cultures

• To enable students to articulate the elements which make up works in the various artistic disciplines; comprehend historical and social influences upon critical procedures and values applied to the arts.

• To describe analyze, interpret and evaluate art forms using proper terminology, elements and principles of each

(HUMA 1315)

• Explore the philosophical ideas that make it possible to understand and evaluate works of art.
• To explore the recurring threads of development in the arts based on its purpose in a culture; and the technology and beliefs within a culture.

(HUMA 1315)

• To enable students to articulate the elements that make up works in the various artistic disciplines; comprehend historical and social influences upon critical procedures and values applied to the arts.

(HUMA 1315)

• To enable students to apply the principles of critical and aesthetic judgment.

Analyze a literary text in order to explicate its meaning and to identify significant formal and linguistic features

(ENGL 2322

• Students will be able to prepare, read closely, analyze, and investigate literary texts
• Students will write organized, clear, and effective essays

• To enable students to apply the principles of critical and aesthetic judgment.
• To enable students to comprehend the influence of philosophy and its impact on various arts across cultures and within cultures; to enable students to comprehend the relationships between literature and arts across cultures.

(HUMA 1315)

• To explore those philosophical ideas that make it possible to understand and evaluate works of art
• Introduce the students to the arts process, the creative activity that results in finished works of art, in an attempt to demystify the arts.

(HUMA 1315)

• To enable students to engage as an audience in the creative process or interpretive performance and comprehend the physical and intellectual demands required of the writer or visual or performing artist.

(HUMA 1315)

• To engage in the creative process or interpretive performance, through required participation, and to comprehend the physical and intellectual demands required of the writer or visual or performing artist.

• To enable students to present and explain the historical and social context in which a given work of art was created; articulate the meaning/meanings of a given work of art within a historical and social context; present and explain the given works of art in the context of an individual artist's career, aesthetic convictions and/or personal history.

(HUMA 1315)

• Use the Critical Process to give you a means of uncovering the meaning behind works of art and of assessing their quality.
• Discuss major artistic achievements from prehistory to the present.

(HUMA 1315)

• Expose the students to great works of art from each of the major historical periods and from a variety of cultures.
• Introduce the students to the arts process, the creative activity that results in finished works of art, in an attempt to demystify the arts.

• To enable students to apply the principles of critical and aesthetic judgment.

(HUMA 1315

• To enable students to present and explain the historical and social context in which a given work of art was created; articulate the meaning/meanings of a given work of art within a historical and social context, present and explain the given works of art in the context of an individual artist’s career, aesthetic convictions and/or personal history.

• Explain ways in which a particular literary work reflects and shapes the historical, social and cultural circumstances in which it was produced

(ENGL 2332)

• Students will gain a sense of historical/ideological/social contests from relevant sections in the reading

• To foster student awareness by exposing students to a wide variety of works in the arts and humanities.
• To enable students to articulate the elements which make up works in the various artistic disciplines; comprehend historical and social influences upon critical procedures and values applied to the arts.

• To develop a greater appreciation for the depth and diversity found within the arts and understand how the arts exist within your environment

(HUMA 1315) 

• Introduce the students to the arts process, the creative activity that results in finished works of art, in an attempt to demystify the arts.

(HUMA 1315)

• To foster student awareness by exposing students to a wide variety of works in the arts and humanities.
• To enable students to apply the principles of critical and aesthetic judgment.

(HUMA 1315)

• To enable students to comprehend the concept of aesthetic principles, articulate e the elements which make up works in the various artistic disciplines, and define principles within the artistic discipline.

• To enable students to comprehend the influence of philosophy and its impact on various arts across cultures and within cultures; to enable students to comprehend the relationships between literature and arts across cultures.

• Develop greater appreciation for the depth and diversity found within the arts and understand better how the arts exist within your environment.

• Explore those philosophical ideas that make it possible to understand and evaluate works of art.

(HUMA 1315)

• To enable students to comprehend the influence of philosophy and its impact on various arts across cultures and within cultures; to enable students to comprehend the relationships between literature and arts across cultures.

(HUMA 1315)

• To enable students to comprehend the influence of philosophy and its impact on various arts across cultures and within cultures; to enable student to comprehend the relationships between literature and arts across cultures.

• Identify philosophical issues
• Read philosophical texts
• Understand the foundational nature of these thoughts
• Understand contributions of major philosophers
• Understand and evaluate the reasons philosophers have offered for their views
• Understand and apply basic guidelines for good thinking and proper action
• Identify, construct and evaluate arguments
• Understand the nature of inductive and deductive reasoning and valid and sound arguments
• Assess claims, hypotheses, theories, these, and beliefs with reference to the evidence and reasons which support them
• Identify and avoid confused thinking in their study of such common fallacies and ad hominem, equivocation, hasty generalization, and false cause.

(PHIL 1301)

• Students will be acquainted with great philosophical concepts and questions that have challenged men and women and have contributed to the fulfillment of the good life.
• Students will be acquainted with ideas about answering important philosophical questions.
• Students will develop the skill of thinking critically.
• Students will study philosophical thought about such major areas of philosophy  as knowledge, ethics, religion, and society.
• Students will philosophize about the issues using principles of good thinking.

• Explain ways in which a particular literary work reflects and shapes the historical, social and cultural circumstances in which it was produced
• Identify representative authors and works in a particular literary tradition

Recognize significant themes and techniques shared by works in a particular literary tradition

(ENGL 2323)

• Students will discover insight about their world, the role of the poet, and pleasures and uses of literature

(ENGL 2333)

• Students will be introduced to representative authors and works of literature from the Western tradition of the modern world

• Define a social or behavioral science
• Explain the various technologies and data that are used in a social or behavioral science
• Exhibit an understanding of social science research and its uses in describing the human  condition

(ANTH 2351)

• Anthropology & subfields will be defined;
• Culture discussed, modes of livelihood, relationships and gender considered;
• Examples of anthropological research reviewed;
• Use of anthropology in describing human relationships and societies.

(ECON 1301)

• Economics is defined;
• Students will develop an “economic way of thinking;
• Develop an awareness of economic motivation& behavior; develops definitions of economic concepts such as supply, demand, profit, loss, markets, employment, unemployment.

(GEOG 1303)

• Geography and work of geographers defined;
• Environment and cultural aspects of world regions  will be discussed;
• Learn how maps, charts and other data permit them to analyze the world students will be able to discuss and to compare major world regions and issues confronting them

(HIST 1301-02

• History and its perspectives are defined;
• Develop critical skills to read and analyze historical documents
• Study historical evidence and its interpretation
• Apply their knowledge of past to understanding current problems

(GOVT 2301-02)

• Political science and its perspectives are defined;
• Political documents of American political experience such as constitutions, bills of rights, Declaration of Independence are studied and importance analyzed;
• Draw upon information from radio, television, internet, and newspapers in discovering sources of information for analyzing the political issues facing society;
• Understanding of concepts such as federalism, political processes, political institutions will permit analysis of U.S. political system and critical issues in public discourse;

(PSYC 2301)

• Identify an accurate definition of psychology and identify the goals of psychology
• Outline and discuss the development of psychology as a social science
• Study various psychologists theories and understand the development of cognitive abilities and how they change over a lifetime
• Describe learning, conditioning, memory, intelligence, personality, biological processes as they relate to development
• Understand the applicability of psychology to understanding human conditions

(SOCI 1301)

• Define sociology as a social science;
• Identify basic concepts in sociology including social organizations, culture, socialization, groups and human populations;
• Learn about various research techniques and theories employed in sociology;
• Explain societal interrelationships and to develop and to communicate different explanations or solutions to contemporary social issues

• Explain the nature of social institutions
• Compare and contrast the development of social institutions and processes
• Construct an explanation of how social institutions and cultures change over time

(ANTH 2351)

• Describe familial, gender, kinship and caste systems.
• Compare and contrast the these institutions across cultures and geographic areas.
• Trace institutional and cultural changes over time and across geographic areas.

(ECON 1301)

• Describe different economic institutions of the modern economy
• Compare and contrast economic processes and the institutions that they spawn.
• Examine economic institutions within cultural contexts.

(GEOG 1303

• Explain differences in institutions in differing geographic regions.
• Compare and contrast social institutions in differing geographic regions.
• Explain the development of distinctive social institutions in specific geographic regions.

(HIST 1301-02

• Explain such social institutions as capitalism, slavery, democracy, industrialization, urbanization, etc.
• Compare and contrast regional and historical differences in the development of these institutions and processes.
• Develop an explanation of how and why United States cultures and institutions change over time.

(GOVT 2301-02)

• Explain social institutions such as political parties, interest groups, and branches of national and state governments.
• Compare and contrast the development of social institutions and processes.
• Explain changes in social-political institutions and cultures over time.

(PSYC 2301)

• Describe the relationship of the individual to social institutions such as the family and the social group.
• Compare and contrast the interrelationships among individuals and between individuals and social institutions or processes.
• Explain how individuals change or alter their ways of interacting with social institutions and cultures.

(SOCI 1301)

• Explain the nature of social organizations, classes,  and institutions.
• Compare and contrast different types of social entities.
• Describe how social institutions change over time and across cultures.

• Select appropriate techniques or data to explain social or behavioral phenomenon
• Compare and contrast alternative systems or theories of a social and behavioral science 

(ANTH 2351)

• Discuss the research strategies of cultural anthropology such as observation, reflexivity and the problems of working in other cultures.
• Compare and contrast different anthropologists’ systems for organizing  research, gathering data, and developing conclusions

(ECON 1301)

• Understand the individual in the market economy.
• Compare and contrast economic systems and their relationships to national policies, political economy and economic performance.

(GEOG 1303

• Understand the individual in the market economy.
• Compare and contrast economic systems and their relationships to national policies, political economy and economic performance.

(HIST 1301-02

• Gain exposure to different types of historical evidence and different techniques for evaluating human behavior in the past.
• Compare and contrast different patterns and theories of explanation (i.e., thematic, chronological, analytical) for human action.

(GOVT 2301-02)

• Learn the appropriate techniques and types of data that can address behavioral phenomenon such as voting and political participation.
• Compare and contrast various social scientists understanding of human behavior as it affects political action in society.

(PSYC 2301)

• Use appropriate techniques, data or fields of psychology to explain behavioral phenomenon.
• Compare and contrast explanatory systems or theories of psychology.

(SOCI 1301)

• Use appropriate sociological techniques to describe social institutions.
• Compare and contrast social phenomena such as groups, classes,  religions, etc.

• Identify a contemporary social issue appropriate for social science research
• Describe several strategies for investigating the social issue
• Develop and communicate one solution that addresses the social issue

(ANTH 2351)

• Examine the changing nature of family and kinship in modern societies.
• Discuss how different anthropologists have investigated these basic human grouping.
• Explain how societal changes have contributed to changing family and kinship structures, and able to discuss why this is a divisive issue in modern societies.

(ECON 1301)

• Study the nature of the contemporary economic system and its relationship to issues such as employment and unemployment.
• Discuss the other economic factors which contribute to employment and unemployment.
• Link economic analysis and influences to understanding the issues of employment and unemployment in the modern national and world economies.

(GEOG 1303

• Examine the implications of globalization for contemporary societies.
• Learn how various geographers understand the issue of globalization and its implications for both people and the planet.
• Develop a strategy for minimizing the potential impact of globalization upon regions and human societies.

(HIST 1301-02

• Identify a contemporary social or political issue such as federalism, race relations, slavery, war, or nationalism.
• Identify several historical approaches for understanding a social issue.
• Develop and communicate a solution to understand the implications and complications of the social issue.

(GOVT 2301-02)

• Identify a contemporary social issue that is the subject of political controversy.
• Describe various strategies for investigating the political significance of the social issue.
• Develop and communicate in class discussion a political solution to the social issue.

(PSYC 2301)

• Identify a contemporary social issue appropriate for investigation by psychology.
• Describe various explanations appropriate for understanding the relation of the self to the social issue.
• Develop and communicate a possible explanation to this relationship between self and social issues.

(SOCI 1301)

• Identify a contemporary social issue susceptible to investigation by sociology.
• Describe how sociologists have investigated this issue.
• Develop and communicate in class a sociological explanation for the social issue.

• Identify and describe an area (geographic or contextual) of human society
• Explain the influence of social processes upon the specific area, to include reference to historical, social, political, economic, cultural and global influences.

(ANTH 2351)

• Describe how people have organized their groups and societies to provide basic sustenance and to pass on cultural and religious values
• Explain how human societies have made transitions over time from hunter/gather modes to complex agricultural and industrial societies of both the past and present.

(ECON 1301)

• Describe a modern economy.
• Explain governmental and societal influences upon modern economies. 
• Describe economic forces such as supply and demand, and profit and loss.

(GEOG 1303

• Identify various regions of the planet and to describe how geography contributes to regional variations in human and biological systems.
• Explain the different social processes that have developed within regions and subregions of the planet.

(HIST 1301-02

• Identify and describe an area of human society bounded either by time or locale.
• Explain the influences of human social processes upon the time or region and describe the influences of social, political, economic, cultural and global influences upon the chosen time or region.

(GOVT 2301-02)

• Identify and describe political institutions such as Parties, interest groups, governing bodies, etc.
• Explain the effects of social changes and processes upon the specific political entities. 
• Develop these explanations so as to incorporate social, political and economic influences upon political entities in the U.S. and Texas.

(PSYC 2301)

• Identify and describe psychological approaches to understanding human behavior.
• Explain the development of human understanding of self.

(SOCI 1301)

• Describe a distinctive social institution or culture.
• Explain the effects of social change upon the social institution or culture.

• Describe and explain the origins of U.S. and Texas political systems
• Describe the changes in the political institutions and constitutions of the U.S. and Texas
• Identify political concepts such as federalism, civil liberties, civil and human rights

(HIST 1301-02)

• Describe the origins of the U.S. and Texas political systems.
• Describe the changes in the political institutions and constitution of the U.S.
• Identify political concepts such as federalism, civil liberties, civil and human rights.

(GOVT 2301-02)

• Describe and explain the origins of the U.S. and Texas political systems.
• Describe the changes in the political institutions and constitutions of the U.S. and Texas.
• Identify political concepts such as federalism, civil liberties, civil and human rights as they have developed in the U.S. and Texas.

• Describe and explain the historical changes in the role of the United States in the world

(HIST 1301-02

• Describe and explain the historical changes in the role of the United States in the world.  (History 1310 limited to the hundred years between independence and the end of Reconstruction;  History 1320 will cover from 1877 to the present, including the emerge of the USA as a world power in the 20^th-21^st centuries)

(GOVT 2301-02)

• Describe and explain the modern emergence of the United States as a world power
• Explore the national security implications and responsibilities of this 20^th-21^st centuries phenomenon.

• Explain the different types of historical evidence
• Evaluate the effectiveness of particular types of evidence (documentary and statistical) in historical analyses
• Compare and contrast the uses of evidence in developing an historical interpretation

(HIST 1301-02

• Identify the different types of historical evidence such as letters, diaries, journals, censuses of the population, newspapers, etc.
• Evaluate the different uses of these evidentiary types in historical analysis.
• Compare and contrast the uses of evidence in historical interpretations of the past, and develop their own.

• Understand the limitations of historical and social science evidence
• Discuss the ways in which social scientists and historians evaluate the reliability of evidence presented in these areas of study

(ANTH 2351)

• Understand the limitations of anthropological studies and how objectivity can be affected cultural insensitivity or indifference.
• Understand the importance of questioning both the nature of the evidence and the generalizations and theories developed by individual anthropologists.

(ECON 1301)

• Describe the limitations of economics in describing the market place, the individuals in the economy and the descriptive mechanisms of the economy (money, supply, demand, profit, loss, etc.)
• Discuss the basic types of data that economists use, and explore the limitations of this data in various national and international contexts.

(GEOG 1303

• Learn that geographic understanding has changed over time.
• Learn how geographers in conjunction with other social scientists gather information to study and to explain land forms and human responses to them.

(HIST 1301-02

• Examine the limitations of historical evidence, especially the selectivity of surviving evidence and the biases of all perspectives on past events.
• Discuss the ways in which historians evaluate evidence from various sources, whether individual or statistical.

(GOVT 2301-02)

• Identify contemporary social issues that can be investigated by a study of political science.
• Describe several strategies (i.e., analysis of elections, opinion polls, political-philosophical statements, etc.) for investigating social issues.
• Develop a personal political solution to the contemporary issue and explain it in examinations, small groups or class discussion.

(PSYC 2301)

• Learn the evolving nature of social scientific research in psychology.
• Discuss the ways in which distinctive approaches to psychology (psychoanalytic, behavioral, humanistic, neurobiological, cognitive and sociocultural) examine similar human conditions using different methodologies.

(SOCI 1301)

• Learn how sociologists define problems and will understand the evolving nature of sociological analysis.
• Discuss differing strategies to evaluate sociological  research and the evidence presented in particular analyses.

• Identify contemporary public policy issues
• Evaluate existing responses of social scientists to such issues
• Develop and defend a personal solution to one such issue

(ANTH 2351)

• Examine gender relationships in past and present societies.
• Evaluate how and why anthropologists have studied gender relationships.
• Describe the contemporary complexity of gender relationships and develop and defend their own view of why and how gender influences human society.

(ECON 1301)

• Examine employment, unemployment, competition and monopoly as issues in the contemporary world.
• Describe how various economists and economic theories explain these concepts.

(GEOG 1303

• Examine the issue of globalization.
• Explore the unique ways in which geographers understand this concept and compare their understanding with that of other social scientists.
• Develop personal responses to the problems posed by globalization and present it to other students in group discussion.

(HIST 1301-02

• Examine the importance of historical recollections in describing and justifying policy issues (i.e., slavery as a precursor to contemporary issues of race and ethnicity).
• Investigate how history and social sciences have described such contemporary issues in the past and present.
• Develop an historical understanding of a contemporary issue and incorporate relevant information to put the issue in context as well as to suggest possible actions that could resolve the issue for future generations.

(GOVT 2301-02)

• Identify a contemporary public policy issue.
• Investigate and evaluate the investigations and recommendations of political scientists and other social scientists to the public policy issue.
• Develop and defend a personal political solution to the issue.

(PSYC 2301)

• Identify a contemporary public policy issue appropriate to psychological analysis.
• Describe and evaluate current psychological investigations of such an issue.
• Develop a psychological explanation for the solution to the social issue.

(SOCI 1301)

• Identify a public policy issue susceptible to sociological analysis.
• Evaluate sociologists responses to issues such as deviancy, education, inequality, etc.
• Develop and defend a solution to one such issue.

• Will discuss public policy with peers and course instructors
• Gather appropriate information from available public sources (news media, web, journals, magazines, etc.) that relate to public politic issues
• Develop, support and communicate an informed personal point of view on a public policy issue
• Compare and contrast one’s own point of view with those developed by social scientists and citizens in the society

(ANTH 2351)

• Participate in class or group discussions of issues such as gender, kinship, and marriage.
• Read published and contemporary research on these public policy issues.
• Develop individual personal points of view on these contemporary social issues.
• Compare their own informed points of view with those of anthropologists and current accounts of these issues in the public media and on the world wide web.

(ECON 1301)

• Participate in class or group discussions of issues such as competition, distribution of income, employment and unemployment
• Compare information presented in class with other sources of economic information such as the Wall Street Journal, Fortune, and the Economist.
• Develop a personal point of view on one of the public policies issues listed above.
• Compare their points of view with those of other students, economists and public discussions in the media.

(GEOG 1303

• Participate in class or group discussions of issues such as globalization, global warming, interrelationships of cultural, economic, political and physical features of the world.
• Learn the appropriate use of maps, charts, graphs and the data they reflect to understand the world and contemporary events.
• Develop a personal point of view on an appropriate geographically important public policy issue.
• Compare their points of view with those of other students, geographers and public discussions in the media or on the web.

(HIST 1301-02

• Discuss the historical roots of contemporary public policy issues.
• Assemble appropriate factual information from assigned text, readings, and appropriate public sources to develop a personal perspective on a public policy issue.
• Develop, support and communicate in written examinations a personal historical perspective on an important public policy issue.
• Compare and contrast their point of view with those developed by historians, social scientists and informed citizens.

(GOVT 2301-02)

• Discuss public policy concerns with peers and in the classroom.
• Gather appropriate information to address public policy issues that have entered the political arena.
• Develop, support and communicate an informed personal point of view on the public policy issue.
• Compare and contrast their points of view with those developed by political scientists and active participants in the American political culture.

(PSYC 2301)

• Discuss an appropriate public policy issue in groups or in class.
• Investigate the discussion of the issue in both the classroom and in the media.
• Present a perspective on the issue informed by their understanding of human psychology.
• Compare and contrast their individual points of view with those developed in the course and articulated in the public discourse on the issue.

(SOCI 1301)

• Discuss an appropriate public policy issue in groups or in class.
• Gather appropriate information on the issue from both sociological and public sources.
• Present an informed personal opinion on the public policy issue.
• Compare and contrast their points of view with those of their instructor, other sociologists, classmates and citizens in the society.

• Define the concept of culture as employed by a specific social or behavioral science
• Describe at least two different cultures or subcultures
• Compare and contrast at least two different cultures or subcultures

(ANTH 2351)

• Define the anthropological definition of culture.
• Study more than one culture or subculture.
• Compare and contrast two different cultures or subcultures.

(ECON 1301)

• Define the free market, capitalistic economy.
• Compare this system with other contemporary ways of organizing economic policies.
• Compare the free market economy with communist and state managed economies.

(GEOG 1303

• Concept of culture as it is employed by geographers, who link cultural variation to world regions.
• Compare cultural differences that occur on the planet and that are influenced by regional geographic realities (Europe, Asia and Pacific, Americas, etc.)

(HIST 1301-02

• Define concepts of culture as appropriate to understanding the distinctiveness of the American past.
• Describe the emergence of different cultures or subcultures in the American experience.
• compare and contrast two different cultures of subcultures in written examinations grounded in the history of the American experience.

(GOVT 2301-02)

• Define the concept of culture as it relates to the distinctive American and Texas political environment.
• Describe the distinctive political subcultures of Texas and the United States.
• Compare and contrast the distinctive institutions and processes of the state and national political environment.

(SOCI 1301)

• Define the concept of culture as employed by sociologists.
• Describe different cultures or subcultures.
• Compare and contrast at least two different cultures or subcultures.

-to facilitate students’ adjustment to the challenges of life and learning at SWT.

-to encourage students to explore the connection between university study and life enrichment, life-long learning, and/or civic responsibility.

-to promote respect for and collaboration with individuals from diverse backgrounds.

-to identify practical life skills and concepts that will promote students’ academic success and general well-being.

-to promote respect for and collaboration with individuals from diverse backgrounds.