BEREA COLLEGE SCHEDULE OF CLASSES FOR. Fall Term, 2014

Transcription

1 BEREA COLLEGE SCHEDULE OF CLASSES FOR Fall Term, 2014 Please read all instructions carefully. Course offerings, meeting days and times, instructors, and exam time and day as shown in this schedule are subject to revision prior to the opening of the term for which they are given. Campus constituents are notified of changes via and updates are posted at the www/berea/edu/cataloghandbook site. OFFICE OF THE REGISTRAR March 17, 2014 For textbook selections, please visit: 1&demoKey=d&storeId= Updated 03/28/2014

2 BEREA COLLEGE ACADEMIC CALENDAR FALL TERM, 2014 Aug 11-15, Mon-Fri Orientation for International Students Aug 16-19, Sat-Tue Orientation for All New Students Aug 17, Sun Opening Convocation for College Faculty Aug 19, Tue Continuing Students Arrive Aug 19, Tue Labor Assignment Orientation and Training (New and Continuing Students Must Attend) Aug 19, Tue Registration Aug 20, Wed Classes Begin Aug 26, Tue Last Day to Add a Course. All Registration Procedures for Fall Term, 2014, Must Be Completed by 5:00 p.m.** Aug 26, Tue Last Day to Drop a Course without W on Record Aug 26, Tue First Day College-Sanctioned Athletic Competition Aug 26, Tue Last Day to Change a Labor Position (Non-First Year Students) Sept 17, Wed Last Day to Withdraw from a Course without WP/WF Grade Being Recorded Oct 6-7, Mon-Tue Reading Period (Classes Cancelled) Oct 14, Tue Midterm Grades Due Oct 15, Wed Mountain Day (Classes Cancelled) Oct 17, Fri BIST Summer 2015 Applications Due Oct 22, Wed Last Day to Withdraw from a Course Nov 3-12, Mon-Wed Registration for Spring Term 2015 Nov 7, Fri Labor Status Forms for Thanksgiving Break Due Nov 7-9 Homecoming Nov 26, Wed Thanksgiving Vacation Begins Dec 1, Mon Thanksgiving Vacation Ends & Classes Resume Dec 5, Fri Classes End: Last Day to Withdraw from the College without Final Grades Being Recorded Dec 5, Fri Labor Status Forms for Christmas Break Due Dec 7, Sun Recognition Service for Mid-Year Graduates Dec 8, Mon Reading Period Dec 9-12, Tue-Fri Final Examinations Dec 12, Fri Fall Term Ends Dec 16, Tue Final Grades Due SPRING TERM, 2015 Jan 5, Mon Jan 6, Tue Jan 9, Fri Jan 12, Mon Jan 12, Mon Jan 12, Mon Jan 19, Mon Feb 6, Fri Feb 9, Mon Feb 17, Tue Feb 18, Wed Feb 24, Tue Registration Classes Begin Mid-Point or Final Student Labor Evaluations Due Last Day to Add a Course. All Registration Procedures for Spring Term, 2015, Must Be Completed by 5:00 p.m.** Last Day to Change a Labor Position (Non-First Year Students) Last Day to Drop a Course without W on Record Observance of Martin Luther King Day (Classes Cancelled) Labor Status Forms Due for Spring Break Last Day to Withdraw from a Course without WP/WF Grade Being Recorded Deadline for Designation of Exploratory Area of Interest for First- Year Students Summer Labor Status Forms Due for Summer Registration Labor Day - Exploring Learning, Labor, & Service (Classes Cancelled) Feb 24, Tue Midterm Grades Due Feb 25-27, Wed-Fri Summer Registration (Summer Labor Status Form Req d) Mar 2, Mon Spring Vacation Begins Mar 9, Mon Spring Vacation Ends & Classes Resume Mar 13, Fri Last Day to Withdraw from a Spring Course Mar 20, Fri Labor Status Forms Due for Mar 27, Fri Student Labor Experience Evaluation Due Mar 30-Apr 8, Mon-Wed Registration for Fall Term 2015 Apr 3, Fri Good Friday Observance (Classes Cancelled) Apr 10, Fri Deadline for Summer Internship Proposals Apr 16, Thr Summer Labor Status Forms Due for Labor Only Apr 23, Thr Classes End; Last Day to Withdraw from the College without Final Grades Being Recorded Apr 24, Fri Reading Period Apr 27-30, Mon-Thr Final Examinations May 1, Fri Final Senior Grades Due May 3, Sun Baccalaureate and Commencement Services May 5, Tue Final Non-Senior Grades Due May 18, Mon Final Student Labor Evaluations Due SUMMER TERM 2015 May 11, Mon May 11, Mon May 11, Mon May 13, Wed May 18, Mon May 25, Mon May 26, Tue June 2, Tue June 5, Fri June 8, Mon June 8, Mon June 9, Tue June 15, Mon June 22, Mon July 2, Thr July 7, Tue Aug 17, Mon Registration First 4-Week and 8-Week Sessions Begin Last Day to Add or Drop a First 4-Week Session course without a W on Record Last Day to Add or Drop an 8-Week Session Course without a W on Record Last Day to Withdraw from a First 4-Week Session Course without WP/WF Grade Being Recorded Memorial Day Holiday (Classes Cancelled) Last Day to Withdraw from a First 4-Week Session Course Last Day to Withdraw from an 8-Week Session Course without WP/WF Grade Being Recorded First 4-Week Session Courses End Second 4-Week Session Courses Begin Last Day to Add or Drop a Second 4-Week Session Course without a W on Record Last Day to Withdraw from an 8-Week Session Course Last Day to Withdraw from a Second 4-Week Session Course without WP/WF Grade Being Recorded Last day to Withdraw from a Second 4-week Session Course Second 4-Week and 8-Week Session Courses End Final Grades Due Final Student Labor Evaluations Due **Students not attending classes or labor on this date may be withdrawn from the College *** Students who fail to enroll by the end of a term for a coming term must submit a request for delayed registration or be withdrawn from the college Updated

3 BEREA COLLEGE REGISTRATION FOR CURRENT STUDENTS FOR FALL TERM, 2014 MARCH 31-APRIL 9, 2014 We hope you are ready to register for another term at Berea. You will also receive instructions in addition to this Schedule of Classes via . Please arrange to meet with your advisor between Monday, March 17, and Friday, March 28 to plan your schedule. You should include alternate courses in the event your preferred courses are not available at the time of registration. COMPLETE THE FOLLOWING PROCEDURES IN THE ORDER GIVEN FOR REGISTRATION: 1. Contact your academic advisor for an appointment to plan your academic program. 2. You are expected to do preliminary planning of your schedule prior to your meeting with your advisor. Also, be prepared to discuss your future career plans and how you are currently progressing with your academic advisor. Please bring a copy of your degree audit (listed as Degree Evaluation) along with other relevant materials with you to the appointment with your advisor. 3. After your schedule(s) is completed, your advisor will give you an alternate PIN (which is a Personal Identification Number to use for registration only). This PIN is equivalent to the advisor s signature and indicates that the two of you have met and completed the schedule planning process. You will be asked for your Alternate Pin after you go in to the Registration screens. Please take care not to lose this important part of your registration information only your advisor can give it to you again. 4. Take your schedule and alternate PIN to begin your registration on myberea according to the schedule below. (You will not be able to register until your scheduled time.) The Web registration screens provide instructions on how to proceed with registration. 5. Please be aware that your labor contract for fall must be completed prior to registration.

4 ORDER OF REGISTRATION Registration day and time is determined by the number of credits you have earned (does not include the credits for which you are currently enrolled). Please check the menu on myberea for the section Check your Registration Status to view your assigned time for registration. This will also give you access to see if you have any holds that would prevent your registration (Emergency Contact Information Update, Health Service, Financial Aid, Student Payroll, Student Accounts). Any holds will need to be cleared through the office that placed the hold on your record before you can register. Credits Earned Day of Registration You may begin registering at: Group and above Monday 7:00 AM Group 2 24 to Monday 12:00 PM Group to Tuesday 7:00 AM Group 4 15 to Tuesday 12:00 PM Group 5 12 to Wednesday 7:00 AM Group 6 7 to Wednesday 12:00 PM Group 7 4 to 6.75 Thursday 7:00 AM Group 8 0 to 3.75 Thursday 12:00 PM CLOSED CLASSES, COURSE TIME CONFLICTS, PREREQUISITES You will not be required to get the signature of your advisor if you encounter closed classes, have a course time conflict, or if you have problems with prerequisites. Instead, please contact the instructor of the course. If you are given permission to enroll in the course, that instructor will process the override and you would then register for the course by going back to the Web Registration. INTERNSHIP AND INDEPENDENT STUDY To register for any 495 Internship, you must submit the appropriate application materials with required signatures to the Internship Office. Be sure you are aware of deadlines. The Internship Office will submit a list of the approved internships to the Office of the Registrar (116 Lincoln Hall) for registration processing. Procedures concerning the approval of Independent Studies (390/490/090 A or B) and Team Initiated Studies (397/497 A or B) are provided in the catalog online at REGISTRATION PROCEDURES FOR APPLIED MUSIC (PRIVATE LESSONS) You will sign up for these courses in the Music Building (Presser Hall) at the beginning of the Fall and Spring terms. The Registrar will register you for these courses once the list of students is complete. CHANGE OF PROGRAM (DROPPING/ADDING COURSES) You will be permitted to drop-add, without fee, anytime between the time you register and Tuesday, August 26, 2014 by Web Registration. After these dates, you are not permitted to add a course. To withdraw from a course, you will need to process a change of registration form with your advisor s signature and take it to the Student Service Center in Lincoln Hall. Any course withdrawals after January 14 will be assigned a withdrawal grade and will be charged $5.00 per form submitted to the Student Service Center. POLICY REGARDING COURSES DROPPED Courses dropped during official registration periods or the first week of class of a regular term after classes begin will not be reflected on the permanent record. The letter W (withdrawn) will be used to indicate courses dropped during the second through fourth weeks of a regular term after classes begin. You may

5 withdraw from a course during the following four weeks and your instructor will be asked to indicate the quality of any completed work to that point with a WP (withdrawn passing) or a WF (withdrawn failing). No course may be dropped during the final seven weeks of the term. WF/WF will not be counted in calculating the GPA. (See calendar above for official drop/withdrawal dates.) TEACHER CERTIFICATION Students planning to complete requirements for teacher certification must follow the guidelines given in Program for Preparation for Teachers in the Berea College Catalog. COURSE FEES Course fees, shown in the SCHEDULE OF CLASSES and in the current BEREA COLLEGE CATLOG are charged to the student s account. The fee is automatically charged upon registration for the course. The student s account is credited if the course is dropped by the end of the first week of class as indicated in the official College calendar. SCHEDULE OF CLASS HOURS Letters following course numbers (A,B,C, etc.) indicate sections of the same course. Letters attached to the course (i.e., 186A) indicate a specialized topic. The time of the class meeting is indicated by CLOCK hours, (e.g., 0800 is 8:00 am, 1000 for 10:00 am, 0100 for 1:00 p.m. The days of class meetings are indicated as follows: M=Monday, T=Tuesday, W=Wednesday, R=Thursday, F=Friday. CONVOCATION CREDIT All students will automatically be enrolled in a.25 credit convocation course (CNV 100) during each of their regular terms of enrollment, with the exception of the final term of enrollment, for a maximum of eight such terms. For each term of enrollment in CNV 100, the student will earn a grade of CA (which is calculated as an A in the GPA) for attending at least seven convocations. The grade of CF (which is calculated as an F in the GPA) will be awarded for attendance at fewer than seven convocations. Enrollment in this course is optional during the final term at Berea (or is prohibited if the student has already enrolled in this course eight terms). BEREA COLLEGE BUILDLING ABBREVIATIONS Abbreviations used in this schedule for the campus buildings are as indicated below. Rooms are numbered so that all 100 series numbers are on the floor entered from the main entrance. Rooms are numbered clockwise beginning with the first room to the left of the entrance. For each listing, the room number and the building abbreviation are given (e.g., F 101 is on the first floor of Frost Building). AG Agriculture Building KH Knapp Hall AB Art Building N Nursing Building D Draper Building P Presser Hall DT Danforth Technology (Formerly IA) PS Phelps Stokes EM Emery Building S Seabury Center F Frost Building SC Science Building JD Jelkyl Drama Center SH Stephenson Hall (Formerly Bruce) IMPORTANT Course Loads: The Maximum course credit load is 4.5 for all full-time students. Approval for course overload will be made by the Academic Advisor on a course registration form which should then be taken to the Student Service Center in Lincoln Hall. Overloads will be added to the student schedule after initial registration ends on August 26.

6 Underloads: For degree candidates, all class underloads (less than 3 credits) must have prior approval of the Student Admission and Academic Standing Committee. Requests for course underloads should be submitted to the Academic Services office (110 Lincoln Hall). SATISFACTORY ACADEMIC PROGRESS Students will be placed on Academic Probation at the end of any regular term for failure to maintain a minimum 2.0 cumulative grade point average (GPA) or meet the credits requirement identified in the Satisfactory Academic Progress (SAP) chart listed in the College Catalog ( Students who are deficient in meeting the SAP requirements may make up the deficiency during the Summer Term at Berea College or another regionally accredited institution. If credit is to be earned elsewhere, permission must be secured from the Berea College Academic Records Analyst by completing the appropriate form, Application for Transfer Credit, available in the Student Self-Serve Room on the first floor of Lincoln Hall prior to enrollment.

7 BEREA COLLEGE, BEREA, KY Cost of Attendance, Revised TOTAL FALL SPRING Tuition Fee 23,400 11,700 11,700 Labor Grant 6,000 3,000 3,000 Other Grants and Scholarships 17,400 8,700 8,700 Student Expense REGISTRATION COSTS: TOTAL FALL SPRING Housing ($97.70/wk) 3,322 1,661 1,661 Meals ($88.20/wk) 3,000 1,500 1,500 Health Fee Accident Fund Campus Activities Fee Student Government Assoc PINNACLE (School newspaper) CHIMES (School yearbook) Technology Fee Health Insurance (Estimated) Subtotal 7,392 3,696 3,696 Average Other Costs: Books and Supplies Transportation Personal 1, Subtotal Average Other Costs: 2,700 1,350 1,350 TOTAL STUDENT EXPENSE BUDGET 10,092 5,046 5,046 TOTAL COST OF ATTENDANCE 33,492

8 General Education Perspectives Afr-Amer, Appalachian, Women s Perspectives AFR 132 Intro to Race in America (SOC) AFR 135 Afr-American Women Writers (ENG/WGS) AFR 165 Intro to Afr-Amer History (HI) AFR 202 Women & Afr Amer-Pol (WGS/PSC) AFR 230 Afr-American Appalachia AFR 286 DM Black Urban History (HIS) APS 121 Appalachian Cultures APS 140 Appalachian Literature(ENG) APS 209 Appalachian Foodways (CFS) APS 210 Health in Appalachia (HLT) APS 215 Sustainable Appl Comm (SENS APS 230 Afr-American Appalachia (AFR) CFS 207 Family Relations CFS 209 Appalachian Foodways CFS 366 Cross-Cultrl Presp-Fm (WGS) ENG 135 Afr-Amer Women Writer (AFR/WGS) ENG 140 Appalachian Literature (APS) HIS 165 Intro to Afr Amer His (AFR) HIS 286 DM Black Urban History (AFR) HLT 210 Health in Appalachia (AST) PSC 202 Women & Afr Ame Pol (WGS/AFR) SENS 215 Sustainable Appl Comm (APS) SOC 132 Intro to Race in America (AFR) WGS 124 Intro to Women & Gender Studies WGS 202 Women & Afr Ame Pol (AFR/PSC) WGS 207 Family Relations Arts Perspective ART 111 Printmaking I ART 115 Drawing Fundamentals ART 116 Painting I ART 123 Ceramics I ART 125 Fibers I COM 211 Broadcast Journalism I CSC 111 Storytelling-Comp Animation ENG 124 Intro to Creative Writing ENG 282 Workshop in Creative Writing FRN 321 Panorama of French Lit II GER 325 German Narrative Prose HHP 249 Dancing Through Space & Time LAT 215 Classical Mythology MUS 106 World Music SPN 330 Spanish American Lit I TAD 180 Graphic Com and Design International Perspective ARH 340 Seminar in Art History AST 229 Modern Imperialism (HIS) CFS 366 Cross-Cultrl Presp-Fm (WGS) ECO 286 CV Economics of Immigration ENG 103 ESL and American Culture HIS 140 History of Spain HIS 229 Modern Imperialism (AST) PHI 207 Human Rights, Intl Law (PSC) PSC 207 Human Rights, Intl Law (PHI) SPN 140 History of Spain WGS 366 Cross-Cultrl Presp Fm (CFS)

9 International Non-Western Perspective AFR 260 Survey of Afr History (HIS) ARH 186 EM Survey African Contemp. Art AST 122 History of China AST 132 Religions of China (REL) AST 186 LM US-East Asian For. Pol (PSC) AST 286 GG Social Change in Post-War Viet Name (SOC) GST 186 DH Civilizations in Conflict HIS 122 History of China HIS 260 Survey of African History (AFR) MUS 106 World Music PSC 186 LM US-East Asian For. Pol (AST) REL 100 Religion in Global Context REL 132 Religions of China (AST) SOC 286 GG Soc Chg Post War Viet Nam (AST) Practical Reasoning w/ Quantitative Analysis CHM 131 Accelerated General Chemistry ECO 250 Applied Statistics MAT 104 Introduction to Statistics MAT 105 Intro to Discrete Math MAT 108 Environ Issue: Math Model Appr MAT 115 College Algebra with Modeling MAT 125 Trigonometry with Applications MAT 135 Calculus I MAT 225 Calculus II MAT 311 Probability MAT 437 Differential Equations PHY 130 Applied Math for Physics & Eng. SENS 320 Intro-Geographic Info Systems SOC 340 Social Statistics-Div Soc TAD 352 Quality Control Practical Reasoning BUS 120 Accounting I CFS 145 Consumer Decision Making CSC 111 Storytelling-Comp Animation CSC 126 Intro to Robotics MAT 315 Fundamental Concepts of Math PHI 104 Morality, Law & Philosophy PHI 207 Human Rights, Intl Law (PSC) PHI 214 Approaches to Ethics PHI 230 Reflecting on Nature PHY 111 Introduction to Astronomy PSC 207 Human Rights, Intl Law (PHI) PSY 100 General Psychology SENS 100 Intro-Sustainability & Environ SOC 223 Soci Stratification & Inenqual SOC 335 Methods of Social Research Religion Perspective AST 132 Religions of China (REL) HIS 311 Seminar: Medieval History HIS 355 Sem in American Rel Hist (REL) LAT 215 Classical Mythology REL 100 Religion in Global Context REL 105 Intro to Old Testament REL 126 Poverty and Justice REL 132 Religions of China (AST) REL 250 Judaism

10 Social Science Perspective AST 186 LM US-East Asian For. Pol (PSC) BUS 257 Consumer Behavior CFS 207 Family Relations COM 220 Theories of Communication ECO 101 Principles of Macroeconomics ECO 102 Principles of Microeconomics ECO 286 CV Economics of Immigration ECO 302 Intermediate Microeconomics HIS 200 Intro to Historical Study PSC 100 Intro to Study of Politics PSC 110 American Government PSC 186 LM US-East Asian For. Pol (AST) PSY 100 General Psychology SOC 100 Sociology of Everyday Life SOC 110 Problems of Amer Institutions SOC 220 Cultural Anthropology WGS 207 Family Relations Western History Perspective AFR 165 Intro to Afr-Amer History (HIS) ENG 210 Auth: Sidney, Spencer, Marlowe HIS 101 Western Civilization I HIS 140 History of Spain HIS 161 American History to 1865 HIS 165 Intro to Afr Amer His (AFR) HIS 355 Sem in American Rel Hist (REL) PHI 305 Classical Philosophy PSY 420 His & Systems of Psychology SPN 140 History of Spain AFR 202 CFS 221 CFS 441 EDS 471 EDS 482 EDS 487 PSJ 202 PSY 211 SPN 310 TAD 140 WGS 202 Active Learning Experience Women & Afr Amr-Pol (WGS/PSC) Fundamentals of Nutrition Family Resource Management Mid Grades Std Tchng Seminar Secondary Std Teaching Elementary Std Teaching Women & Afr Amr-Pol (WGS/AFR) Abnormal Psychology Spanish Composition Design Prod. In Woods Women & Afr Amr-Pol (AFR/PSC)

11 Final examination periods are 9:00 to 10:50 am; 1:00 to 2:50 pm; 3:00-4:50 pm. The scheduled meeting time for the course (day and time) determines the final examination hour and day. Any student with more than three (3) examinations scheduled on one day shall be entitled to have an examination rescheduled. The student must submit in writing a petition for rescheduling addressed to the Director of Academic Services and turned in at the Student Service Center no later than one week prior to the last class meeting. Fall Term 2014 For Classes Scheduled on MW or MWF Beginning: Final Examination Class Block Type 8:00am, 8:30am, or 9:00am 9:00am Tuesday Standard A, 3-Day LB A, & Advanced Art Studio 9:20am 9:00am Wednesday Standard B 10:40am 3:00pm Thursday Standard C & 3-Day LB B 12:00 noon & 12:40pm 1:00pm Friday Standard D, MW LB A 1:20pm 3:00pm Tuesday Standard E 2:40pm 3:00pm Wednesday Standard F, 3-Day LB C, & MW Experiential/Lab Block 4:00pm 9:00 Thursday MW LB B 7:00pm 9:00 Friday MW LB C For Classes Scheduled on TR Beginning: 8:00am 1:00 Tuesday TR Long Block A 10:00am 1:00 Wednesday TR Long Block B 12:00 noon or 1:00pm 1:00 Thursday TR Long Block C

12 COURSE DESCRIPTIONS FOR GSTR CATALOG DESCRIPTION GSTR 110 WRITING SEMINAR I: CRITICAL THINKING. This course is designed to help students with transitions from their past experiences to the challenges of college academic life and culture, also emphasizing writing, reasoning, and learning as foundations or continuing academic success in General Education and beyond. Each section of the course involves explicit, continuing attention to writing, reasoning, research, and reflective engagement with various texts, written and non-written All sections initially address with students questions about the nature of education, liberal-arts education, and links to lifelong learning and living. Offered in multiple sections each year; taken in the first term of the first year. GSTR 110 Section A- Baskin, Andrew (Fall): The American Experience through the eyes of African American Males. This course will use autobiographical and biographical writings by African American males to examine the American experience from the perspectives of African American males. This examination will not only deal with their success and failure as Americans that are race/ethnic oriented, but it will also deal with non-race/ethnicity issues. Throughout the course, the students will be challenged to determine if African American males can or will ever be seen as American males instead of African American males. GSTR 110 Section B- Bates, Rebecca (Fall): Unmapped Territories: Journeys and Knowledge Travel is generally understood to be an excellent way of learning about new people and places. But in traveling how much do we learn about others and how much do we learn about ourselves? By exploring (and experiencing) different types of travel, we will ask questions including: what happens when you are a stranger in a place? how do you understand the difference between yourself and others? how does your previous knowledge, ignorance, or expectations and fantasies about a place affect your travel experience? And, how can the insights you gain about travel lead to fruitful paths of learning while you are at home? GSTR 110 Section C- Bruder, Anne (Fall): Over the course of this semester we will read autobiographies to understand better how women and men in this country have crafted themselves and been crafted by others over the last three hundred years. We will consider the nature of individual experience and its complex representation in language. How do questions of authenticity and credibility, fabrication and deception inform the work of self-recording? Why have American readers inclined toward personal narratives of tragedy and ultimate redemption? How does the long legacy of autobiography inform our own culture moment of confession? Historical and theoretical approaches to life-writing will help nuance our discussion of American selves-in-the-making. By semester s end, you should be able to speak and write fluently about our texts, articulate how they were shaped by the historical and social contexts, and explain how they both represent and challenge the cultures in which they were created

13 GSTR 110 Section D- Burke, Ellen (Fall): Dystopian Governments: Power over some- not all people! We will examine dystopian governments and the power they hold and the effects they have on individuals. Using the books, 1984 and the Hunger Games, we will examine the characters in the books and the qualities they possess and their reactions to internal and external pressure. By looking through the lenses of the characters in the books, we will explore how we can more fully develop qualities that help us be effective, compassionate, and positive leaders. This course involves explicit, continuing attention to writing, reasoning, research, and reflective engagement with various texts, written and non-written. GSTR 110 Section E- Butler, Jim (Fall: Ethics and Democracy. The topic of this course will be the relationship between the individual and the state. The two key questions we will examine are a) In what ways can the state legitimately limit an individual s actions? and b) What responsibilities does the individual have to his/her society (and vice versa)? The materials for the class will be a mixture of traditional readings in political philosophy (Mill s On Liberty, Plato s Apology and Crito ), popular essays ( Civil Disobedience ), and contemporary fiction which explore the role of the state and the individual (Clockwork Orange). Since the class is limited to a small size, classes will primarily involve discussion rather than a traditional lecture. GSTR 110 Section F- Carlevale, John (Fall): A preview of the pros and cons, ups and downs, rewards and frustrations, pleasures and perils of a liberal education. The good news is a liberal education can build your communication skills, broaden your tastes and horizons, and strengthen your analytic and critical skills; the bad news is that these good things can leave you with questions without simple answers, appetites not easily satisfied, and doubts about once comfortable certainties. In this course, we will read and discuss writing dramatic and discursive, fiction and non-fiction about education going right and wrong, including Aristophanes Clouds and David Mamet s Oleanna. GSTR 110 Section G-Cohen, Jason (Fall): GSTR 110 Section H- Crachiolo, Beth (Fall): What do you mean?: Use and Abuse of Language; All human beings are fascinated by language on one level or another. We are the only animals who possess language abilities, and we are apparently hard-wired for it. In most linguistic groups, some dialects are more acceptable or considered to be more proper than others. This class will explore that phenomenon, using English as our reference language. We ll take an historical and sociolinguistic look at English, read some literature, and examine current political implications of English as a global language. In addition, we ll dive into grammar in some detail, looking at rules and their reasons, and exploring what grammar rules actually do for us as language users. GSTR 110 Section I- Egerton, Kate (Fall):

14 GSTR 110 Section J- Foster, Rob (Fall): Civilization: What makes a civilization? What makes a person civilized? This section focuses on the ancient civilizations of Europe and Asia. Through fiction, ancient texts, archaeological material, and art, we will examine aspects of some of the most important early civilizations in Greece, Persia, India, and China. We will explore the different religious, philosophical, political, and aesthetic systems to try to define civilization and to understand why humans have upheld the term as an ideal. GSTR 110 Section K- Gardner, Kevin (Fall): A witty mind is a playful mind and often one that sees the world in a different way from the expected or ordinary. This keenness of perception as it is depicted through various works of literature, visual art, music, and film will be the specific theme of this course. How do authors and artists display wit and ridicule and to what purpose? Through analysis, discussion, presentations, and writing, we will answer this question; as well as explore the connections and ideas found between sources, including historic, contemporary, academic, and popular materials. GSTR 110 Section L-Gonzalez, Raymond (Fall): GSTR 110 Section M- Green, Christopher (Fall): Stages, Decisions, Selves, and Belongings: I don t know about you, but I m always working to get my bearings, figuring out where I am, where I ve been, and where I m going. This section of 110 will help you get your bearings too by considering the strange and wonderful world called Berea College in which you now find yourself. In doing so, the class will also take a few expeditions around the region, and I ll help you describe the places you re from and figure out places you want to go (and how to get there). All the time, you ll be discovering two of the most important and mysterious things of all: yourself and each other. GSTR 110 Section N- Guthman, Joshua (Fall): In many classes students learn by receiving ideas and information from instructors and texts, or they discuss such materials in seminars. This section of GSTR 110 will be different. Class sessions will consist of elaborate games, set in the past, in which students are assigned roles informed by classic texts in the history of ideas. By taking on these historical roles, students will master skills speaking, writing, critical thinking, problem solving, leadership, and teamwork needed to prevail in difficult and complicated situations. We will play two long-form games during the semester. The first will be set in the wake of a fiery religious trial in Puritan New England. The second unfolds on the eve of the American Revolution in New York City, where patriots and loyalists, freemen and slaves, choose sides for the fight ahead.

15 GSTR 110 Section O-Hackbert, Peter (Fall): So You Want to be a Changemaker? This course will help you become a Changemaker someone empowered to be a real social change catalyst with unprecedented ease, speed, and force. We will examine the lessons of others and how we as students can break down mental barriers, communicate more effectively, and generate new ideas, insights and strategies to change the world while an undergraduate. Through tools, techniques and exercises from some of the world s most innovative social change agents and professionals students you will be expose to networks of collaborative support that encourage creativity and engagement. GSTR 110 Section P & Q- Huck, Dan (Fall): This course will examine the theories and concepts that shape our view of crime, and that dominate our system of justice, in the contemporary United States. Using writing assignments and other learning experiences that focus on the substance and procedures of criminal law, students will consider the nature of justice as reflected by our society. At midterm, student teams will process a crime scene and then begin preparing their prosecution or defense of that crime during the remainder of the term. The course concludes with students preparing their cases for a mock trial that is then presented before a jury. Witnesses to the crime and jury members are drawn from faculty members, staff professionals, and former students of the class. GSTR 110 Section R- Jones, Libby (Fall): GSTR 110 Section S-Meadows, Richard (Fall): GSTR 110 Section T-Mendel-Reyes, Meta (Fall): Struggling for Civil Rights: The History Games. In this class, students will learn about the Civil Rights Movement of the 1800's and the 1960 s by reenacting key moments in the struggle. Unlike other courses, students play roles in elaborate games informed by actual events. By taking on these roles, students master skills speaking, writing, critical thinking, problem solving, leadership, and teamwork needed not only for college success, but to prevail in real-life difficult and complicated situations. No acting skills are required, just the willingness to try something new. The game will take place over the course of the semester and will focus on two key moments in the Civil Rights Movement: 1845, when abolitionists fought the defenders of slavery, and 1966, when the Civil Rights Movement s commitment to nonviolence was sorely tested by violent counterattacks. GSTR 110 Section U- Mortara, Anthony (Fall):

16 GSTR 110 Section V- Ortquist-Ahrens, Leslie (Fall): Border Crossings." As students in this course engaging in your own transitions into college, into new languages, ways of thinking, cultures, and identities as liberally educated people you will explore the perennially powerful topic of immigration to the United States. Together with the instructor and the teaching assistant, you will consider key historical and political issues as well as personal experiences and perspectives. Our texts will range from narrative films such as Charlie Chaplin's short The Immigrant (1917), to autobiographical works such as Hunger of Memory: The Education of Richard Rodriguez (1982), to documentaries such as Paths of the Displaced (2007) by high school student Natalia Ledford. Throughout the course you will consider both literal and figurative border crossings as you reflect on the important roles of language, identity, belonging, home, and education for immigrants as well as for yourselves. GSTR 110 Section W- Pearson, Eric (Fall): GSTR 110 Section X & Y-Porter, Dave (Fall): GSTR 110 Section Z- Pulsford, Steve (Fall): Ten Big Ideas: An Introduction to Critical Thinking. The Big Ideas in this course are Gender; Race; Capitalism; Marxism; Consumerism; Sustainability; Existentialism; Politics; Morality; and Nonviolence. Each of these terms names ways of thinking and/or real-world social structures. Each addresses or can shape sometimes radically people s qualities of life. Each is part of a set of tools for our own critical thought. Each can help us think about oppression, liberation, right and wrong, and justice. Each of them can be taken personally. GSTR 110 is the required first-semester freshman course because it is about orientation to high-level college learning. As we explore our ten Big Ideas, we will be developing and practicing essential intellectual skills, and thinking about where a critical understanding of the world gets us. This course is about the habits of mind, and the development of a personal intellectual identity in an academic environment, that can make college an extraordinarily productive and transformative experience. We will use the Big Ideas to interpret literature and film. If this course is really successful, you will become a compulsive cultural critic, discovering interesting representations of gender in every TV show, questionable ideology in every novel, and an existentialist dilemma in every character. GSTR 110 Section ZA- Woodward, Andrea (Fall): Food: From Farm to Fork to Justice : People are paying more attention than ever to the food they eat, and to how processes of production through consumption affect the health and well-being of consumers, producers, and the environment. In this class, we ll explore the discourse around the movement to get people more connected with where their food comes from, and we ll also look at the Food Justice movement, which has emerged more recently to ensure that responsibly grown and healthy food is affordable and accessible to all.

17 CATALOG DESCRIPTION GSTR 210: WRITING SEMINAR II, IDENTITY AND DIVERSITY IN THE U.S. This course is designed to develop and build upon the reasoning, writing, research, and learning emphases of GSTR 110 while engaging all students on issues close to the historic mission of the College race, gender, Appalachia, and class. Each section initially explores the story of Berea, including as it relates to the unifying themes of GSTR 210. Each section of the course involves explicit, continuing attention to writing, reasoning, research, and reflective engagement with various texts, including instruction in the processes of producing a research paper. GSTR 210 Section A- Baskin, Andrew (Fall): Berea College: A Microcosm of the United States. From its beginnings, Berea College has dealt with the issues of race, gender, region, and class. Thus, students in this section will examine the unifying themes of race, gender, Appalachia, and class in a national context by examining the past, present, and future of Berea College. In addition, the role of Christianity will also be part of the examination. GSTR 210 Section B- Mack, Dwayne (Fall): This course is designed to develop and build upon the reasoning, writing, research, and learning emphasis of GSTR 110, while engaging all students on issues close to the historic mission of the College-race, gender, Appalachia, and class. Each section initially explores the story of Berea, including as it relates to the unifying themes of GSTR 210. The course involves explicit, continuing attention to writing, reasoning, research, and reflective engagement with various texts, including instruction in the process of producing a research paper. GSTR 210 Section C- Heyrman, John (Fall): America Imprisoned : Well over two million Americans are in federal or state prisons or county jails in the Unites States. This section will take that fact as its starting point and consider the course themes of race, sex, class, and Appalachia as they intersect with the criminal justice system in the U.S. The course will consider both causes and effects of the vast number of American in jail, including issues such as the war on drugs to the disenfranchisement of ex-felons. The class as a whole will pick a few specific topics among these broad issues to research and debate. GSTR 210 Section D- Howard, Jason (Fall): GSTR 210 Section E-Webb, Althea (Fall): Student Life: This course is an exploration of student life and culture at Berea College. Students will explore life at the college in the past as well as aspects of student life today. Students will conduct an oral history interview with a graduate of the college and that interview then becomes incorporated into the research paper.

18 CATALOG DESCRIPTION GSTR 310: UNDERSTANDINGS OF CHRISTIANITY. This course invites students to imagine and consider Christianity from stances both inside and outside the faith, from the vantage of various disciplines, as an instance o the general phenomenon of religion, and as a way of understanding life s purpose and meaning that remains important for many around the world. All sections explore together some historical understandings of Christianity, and then individual sections each explore a selected contemporary issue in light of historical and biblical perspective. Each section applies and builds on the reasoning, research, and writing emphases of GSTR 110 and 210. Prerequisite: GSTR 210 and sophomore standing. GSTR 310 Section A- Elston, Ashley (Fall): The Image in Christianity: This course explores the history and development of Christianity through its visual expressions and considers the role of the image in the practice of Christian faith. Beginning with an understanding of how Christianity handled works of art during its earliest years, we will examine the many different types of images that appear throughout the history of the religion and trace the function and meaning of the visual arts in Christianity. Students will be encouraged to think about how and why certain common subjects in Christian art (such as Jesus and Mary) have changed through time and how visual environments have shaped the message and experience of Christianity through to the present day. Particular attention will be paid to the complex relationship between image and text in Christianity, the surprising powers of Christian images, and the role of Christian art in communicating elements of faith. GSTR 310 Section B- Smith, Duane (Fall): This section invites students to imagine and consider Christianity from stances both inside and outside the faith, from the vantage of various disciplines, as an instance of the general phenomenon of religion, and as a way of understanding life s purpose and meaning that remains important for many around the world. This section focuses on various ways the Bible has been interpreted throughout the ages to support changing ecclesial models. The seminar portion of this section addresses Christianity s encounter with diverse religious traditions of the world. GSTR 310 Section C & D- Broadhead, Edwin (Fall): Global Christianity. Following an overview of the history of Christianity in its various forms, this section of GSTR 310 looks at the global face of Christianity in the early 21 st century. Particular attention is given to emerging trends and to the unique history and characteristics of Christianity in Asia, Africa, South America, Europe, and North America. In light of these various studies, students are encouraged to reflect upon the future profile of Christianity. GSTR 310 Section E- Clavere, Javier (Fall): Christianity, Music, and Meaning: From Gregorian Chant to Christian Rock: This section of GSTR 310 will focus on the relationship between Christian Traditions throughout the ages and the musical representation of those traditions. We will investigate not what music means, but how music means. We will be especially interested in exploring how Christians use music to represent meaning in their religious experiences, the role of music in liturgical acts, and the role of music in religious expressions.

19 GSTR 310 Section F, G & M- Pool, Jeff (Fall): Love in Christian Traditions. For the first approximately two-thirds of this section of GSTR 310, the course will support the larger purpose and shared content in all sections of GSTR 310. During the last approximately one-third of the course, this course will explore Contemporary Christian Appropriations and Transformations of Christian Biblical and Historical Traditions of Love. With constant reference to various dimensions and dynamics of the current global situation, this section will explore Christian concepts of love, specifically as they relate to various forms of language about God, God-talk, or theological discourse. The diverse Christian traditions interpret various forms of love in different ways. This course will examine not only many forms of love, but many interpretations of love in several major Christian traditions. Moreover, this course will study Christian concepts of love academically not religiously. In other words, this course does not explicitly study this topic from any single Christian or religious confessional perspective for devotional purposes or to aid the spiritual growth of participants in the course although such results also certainly may occur through such studies. Rather, this course aims to study the topical focus on contemporary Christian concepts of love as one feature in the larger religious traditions that the course will examine. In this sense, the course will approach the study of each tradition of love descriptively, analytically, and critically. This course will engage those Christian traditions on love like any other cultural phenomenon about which the academy seeks to promote greater knowledge and understanding. GSTR 310 Section H- Pimienta-Bey, Jose (Fall): Of one blood, God has made all the peoples of the earth, is the creed of Berea College. A creed whose basis is verse 17:26 of Acts from the Holy Bible, and referenced to the Apostle Paul himself. Bud sadly, much of the history of the Christian world is plagued with clear examples of the worst acts of racism which one could imagine-including atrocities again Native Americans and African Americans. We should be outraged that a U.S. terrorist organization born shortly after the Civil War, would actually profess to being a Christian Brotherhood, presumably dedicated to upholding the ideals of Christ Jesus. This group would ultimately become internationally infamous as the Ku Klux Klan and has managed to survive right up to the present day. This is one of a number of examples of so-called Christian teachings being used to justify cruelty against other races. This section will explore this, as well as other areas of history, which address how race and racism have played out within the history of the Christian faith (tradition). Before we can eliminate such hypocrisy, we must identify it GSTR 310 Section I- Reynolds, Loretta (Fall): Women in Religion. In pursuit of the goal that students be given an opportunity to reflect seriously on the implications of the Christian faith and the modern world, this course will focus on various interpretations of Biblical texts and other ancient texts and the force these interpretations have in shaping the contemporary understanding of the role of women in religious and social life. This study will be accomplished by applying literary, social and historical critical methods to the reading of selected texts. GSTR 310 Section J &K- Sergent, Tyler (Fall): After exploring aspects of Christianity common to all GSTR 310 courses, our section will focus on Christianity as a western monotheism and Abrahamic religion. We will study Christianity within the context of the major monotheistic religions of the West: Judaism, Christianity, and Islam. We will examine the history, scriptures, beliefs, rituals, art & architecture of all three traditions, with emphasis on their developing concepts of God. This will provide us the opportunity to understand Christianity as part of the larger tradition of western monotheism, to explore how these other traditions view Christianity, and to analyze critically the historical, ideological, and practical commonalities Christianity shares with these other two western, Abrahamic, monotheistic religions.

20 GSTR 310 Section L- Gowler, Steve (Fall): Christianity and Society: Poverty, Peace, and Politics: We will examine some of the ways Christians have thought about wealth and poverty, war and peace, church and state. Our discussions will range across history, and will include consideration of the early Christian movement s complex relationship with the Roman Empire, ancient and modern debates on pacifism, spiritual and social understandings of poverty, and models of political engagement. Throughout the class we will attend to the ways Christianity has been understood to bolster traditional social values, on the one hand, and to challenge them, on the other. CATALOG DESCRIPTION GSTR 332 SCIENTIFIC KNOWLEDGE & INQUIRY. Prerequisites: Practical Reasoning with Quantitative Emphasis (PRQ) and Sophomore Standing. Offered: Typically Fall and Spring terms (first offered Fall 2007). This course invites all students to explore a variety of scientific disciplines in order to understand what science is, does, and tells us about the natural world around us. Employing an integrative approach to the natural sciences, the course emphasizes the historical development of laws, models, and theories, as well as basic scientific literacy important to contemporary concerns. Each section of the course includes inquiry-based learning (lab) experiences. GSTR 332 Section A- Strange, Jason (Fall): We ve botched high school science education in this country. When students are exposed to science at all, it s often just a face-full of useless facts, boring numbers, and confusing rules. Science begins to seem like something lifeless and far away from the things you care about. This is tragic in many ways for example, by limiting young people s career prospects or leaving us incapable of addressing issues like global warming. But in the broadest terms, it s tragic because science is our best attempt to unravel the mysteries of this universe. The questions it tackles are not far away at all; in fact, they couldn t be more intimate. What kind of reality do we inhabit? Why does life exist? Where do we come from? Why do we have feelings? What is consciousness? What is death? Are we alone in the universe, or does it, perhaps, teem with life? Science education should be nothing less than a face-full of mind-bending facts, jaw-dropping ideas, bizarre and heroic characters, and profound unsolved riddles. It had better be fun because your life depends upon it. GSTR 332 Section B- Berheide, Michael (Fall): Things You Should Know -- and How We Know Them. Do you feel left out of the conversation when your fishing buddies are talking about adenosine triphosphate? Have you recently misspelled megaparsec on a job application? Are you embarrassed at cocktail parties when everyone else is talking about H. ergaster and you can think of nothing witty to say? Then this is the course for you! We are going to spend the entire semester learning basic facts about the natural world that any educated college graduate should know, and, more importantly, the fascinating ways in which these things have come to be learned. Never be intimidated again! GSTR 332 Section C- Douglas, Neil & P. Mineo (Fall): GSTR 332 Section D-Garrett, Mary Robert (Fall):

21 GSTR 332 Section E- Saderholm, Jon (Fall): This course provides a survey of selected important unifying ideas from all the core areas of science: Astronomy, biology, chemistry, geology, and physics. Additionally, it provides opportunities for students to engage in scientific investigations from the conception of a question and method, through gathering data and forming predictions, to defending results and conclusions. This course provides regular opportunities to practice using inductive reasoning to expand perception and understanding beyond observation. It is created from the conception of science as a powerful paradigm individuals can use to come to greater appreciation and understanding of their natural surroundings. CATALOG DESCRIPTION GSTR 410 SENIOR SEMINAR IN CONTEMPORARY GLOBAL ISSUES. Prerequisites: GSTR 310, GSTR 332, and senior standing (or 24 credits for students under the old General Education curriculum). Offered: Typically Fall and Spring terms (first offered Fall 2007). As a capstone experience for General Education, this course invites students to synthesize and integrate their learning by using their developing abilities to reason, research, and communicate to investigate aspects of a significant issue for the world today. Each section explores a topic determined by the instructors, and is structured to model broadly multi-disciplinary approaches needed to understand complex problems. Each section involves faculty working closely with students independent research leading to presentation of a project to others in the course. GSTR 410 Section A- Gray, Gordon (Fall): GSTR 410 Section B- Norris, Ian (Fall): Happiness and Global Well-Being: This course will examine happiness and well-being from both objective and subjective perspectives. Drawing on research from fields such as economics, sociology, and psychology, we will study the objective indicators and outcomes of well-being, such as socioeconomics and health, with a specific emphasis on how sociocultural practices related to workplace and consumer behavior differ in an international context. We will conduct this examination in the larger theoretical framework of happiness research in general, drawing on an understanding of happiness as an emotion from philosophical, psychological, biological, and crosscultural perspectives.