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General Bulletin 2008-2010 |  |
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The Miami Plan for Liberal Education
The Miami Plan for Liberal EducationLiberal education complements specialized studies in your major and provides a broadened context for exploring personal and career choices. Every student, regardless of major, is required to participate in the Miami Plan for Liberal Education. Liberal education course work and co-curricular programming emphasize four basic goals:
Requirements of the Miami PlanAll students must complete courses for the Miami Plan as well as courses in the major. The Miami Plan has three parts: Foundation Courses, a Thematic Sequence, and a Capstone Course. The Foundation (MPF) requirement is met by taking 36 semester hours of Foundation courses in five specific areas:
Historical (H) requirement - All students must take at least one Foundation course that presents a historical perspective (H). Students satisfy this requirement by taking an appropriately designated course in any Foundation area. The same course may meet both a Foundation area requirement and the historical perspective requirement. The Thematic Sequence (MPT) requirement is met by completing three related courses (usually nine hours) in an approved Thematic Sequence outside their department The Capstone Course (MPC) course requirement is met by completing three hours in an approved Capstone course during their senior year. Extended Study and Service-Learning in Miami Plan CoursesStudents may gain an extra credit hour in any Foundation course, Thematic Sequence course, or Capstone for academic work and/or service-learning activities directly connected to the content and objectives of these courses. Students are responsible for initiating the extra-hour proposals. Instructors will determine whether the proposed work represents an extra credit hour and if their teaching schedules and related professional activities will permit them to sponsor and monitor these projects. The maximum number of hours of extended study or service-learning that can be applied to graduation is four; students may propose and enroll in such courses no more than once each semester. An instructor should write a memo of understanding—preferably with the student—outlining expectations that must be fulfilled either by the end of the current semester or the semester immediately succeeding for the extra hour to be awarded. The academic department approves this memo before the project begins. Two grades are assigned: one for the primary course and one for the extended study and/or service-learning project. Credit/no-credit may be used for extended study and/or service-learning projects in Foundation courses and Thematic Sequence courses; credit/no-credit cannot be used in required Capstones in the student's department of major. Extended study and/or service-learning permits, which must be completed by students and endorsed by sponsoring instructors and department chairs, are available from the Office of Community Engagement and Service. For more information, consult the Office of Liberal Education or the Office of Community Engagement and Service. Advanced Placement CreditAdvanced Placement credit may be used to satisfy Foundation course requirements, including the first course in a Thematic Sequence. Advanced Placement credit cannot be used for advanced, non-Foundation courses in a Thematic Sequence. Course Descriptions and AbbreviationsFoundation courses are listed below according to the area they satisfy (English composition; fine arts, humanities; etc.). Some Foundation courses will appear in two or more Foundation areas. For example, ARC 188 is classified as a course in the fine arts as well as one in the humanities; it appears, then, in Foundation IIA (fine arts) and Foundation IIB (humanities). Students who take such courses may use them to fulfill one Foundation area requirement only. I, II, III, IV, V: (Refers to Foundation courses outline.) Course fulfills
a part A, B, or C: (Refers to Foundation courses outline.) Course fulfills a part of a sub-area of one of the Foundation requirements (for example: IIA. Fine Arts; IIB. Humanities; IIC. Social Science). H: Fulfills the historical perspective requirement. LAB: (all uppercase letters): Fulfills the laboratory course requirement for the Miami Plan. Note: Other abbreviations and terms are explained in the Registering for Courses and Courses of Instruction chapters. Foundation CoursesFoundation Courses That Meet the Historical Perspective (H) Requirement AMS 205 Introduction to American Studies (3) Foundation I. English Composition (6 hours) ENG 109 English for Foreign Students (3) Foundation II. Fine Arts, Humanities, Social Science (12 semester hours)IIA. Fine Arts (3 hours minimum) ARC 188 Ideas in Western Architecture (3) IIB, H IIB. Humanities (3 hours minimum) AMS 205 Introduction to American Studies (3) IIIA, H IIC. Social Science (3 hours minimum) ATH 155 Introduction to Anthropology (4) * ECO 201 and 202 are a year course; the recommended sequence is 201, 202. This course sequence ordinarily should not be taken during the freshman year.. Foundation III. Cultures (6 hours)IIIA. United States Cultures (3 hours minimum) AMS 205 Introduction to American Studies (3) IIB, H IIIB. World Cultures (3 hours minimum) ART 185 India and Southeast Asia (3) IIA,
IIB, H Foundation IV. Natural Science (9 hours, must include one laboratory course)IVA. Biological Science (3 hours minimum)BOT/MBI/ ZOO 115 Biological Concepts:
Ecology, Evolution, Genetics, IVB. Physical Science (3 hours minimum) AER 101 Introduction to Aeronautics (3) Foundation V. Mathematics, Formal Reasoning, Technology (3 hours minimum) ARC 212 Principles of Environmental Systems (3) Thematic Sequence (9 hours minimum)A Thematic Sequence is a series of related courses (usually three) that focuses on a theme or subject in a developmental way. Each course builds or expands upon knowledge or perspective gained from preceding courses, and some sequences prepare students for Capstone experiences. The first course may be a Foundation course and may count as hours in both Foundation and Thematic Sequence requirements. Advanced Placement credit may be used for the first Foundation course in a sequence. In interdepartmental Thematic Sequences, students must select those courses that are offered outside their department of major. For example, English majors who enroll in a Thematic Sequence comprised of English and history courses must sign up for the history courses. You must complete at least one Thematic Sequence outside the department of your major. Exceptions to this requirement include either students with majors in two different academic departments or students with minors outside their department of major. Students should consult divisional requirements for further restrictions on Thematic Sequences. Students who wish to meet the Thematic Sequence requirement through a double major or a minor must complete the second major or minor outside their department of major. Typically, you are expected to complete most of your Foundation courses before beginning a Thematic Sequence. To enroll in a sequence, contact the department listed in the Course Schedule or the Course Planning Guide. The Office of Liberal Education website (www.muohio.edu/led) provides a current listing of Thematic Sequences. Thematic SequencesACC 1 A Language of Accounting Thematic Sequences Available at Dolibois European Center, LuxembourgFor information contact the Oxford campus coordinator (513-529-5050). Descriptions of Thematic SequencesACC 1 A Language of Accounting. Develops in non-business majors an ability to read and understand general-purpose external financial statements and internal managerial accounting reports for businesses and not-for-profit organizations. As such financial data are widely disseminated across all contexts in our society, a knowledge of the language of accounting is useful in a professional career and personal life. The focus is on using and interpreting, rather than preparing, financial statements and internal accounting reports.
ACC 2 Financial Accounting and Reporting. Develops in business majors as well as non-business majors an ability to read and understand general-purpose financial statements of businesses, ranging from large publicly traded corporations to small privately held companies. As such financial information is widely disseminated, an understanding of financial statements is useful in a professional career and personal life. The sequence progresses from an introductory level, which focuses on using and interpreting financial statements, through intermediate and advanced levels, which examine the impact of more complex transactions and events on financial statements.
AES 1 Air Power and National Security. Provides students opportunity to examine critically the definitions of national security and how national security policies affect—and are affected by—the context of international politics. The sequence examines, in particular, how the United States Air Force plays a major role in formulating national security policies.
ARC 1 Urban Issues of Public Welfare and Policy. Enhances theoretical knowledge and understanding of urban issues. Exposure to complexities of cultures, economics, demographics, politics, physical landscapes, and patterns of cities. Confronts you with the challenge of reconciling the complex, contradictory, and dialectic natures and discourses of human relationships expressed both through and amidst urban landscapes. Presents parallax of interdisciplinary integration as each discipline contributes a distinct perspective upon urban phenomena. Courses may be taken in any order; however, they must be from at least two departments and from departments other than your department of major.
ART 2 Ceramics Studio. Explores and develops concepts, techniques, materials, methods, and critical aesthetic thinking as applied to the process of making utilitarian or sculptural ceramics. Ceramics as a nonverbal visual language is taught through research, production, viewing, interaction, and verbal critique with a focus on further development toward a significant personal expression at the 300 level. Prerequisite: ART 171 Visual Fundamentals 3-D (3), or ARC 101, 102 Environmental Design Studio (5, 5).
ART 3 Metals Studio. Explores and develops concepts, critical aesthetic thinking, methods, techniques, and materials as applied to the process of designing and making of jewelry, holloware, as well as functional and nonfunctional objects in non-precious and precious metals. Metals as a visual language is taught through research, interaction, production, and verbal critique with a focus on further development toward a more significant personal expression at the 300 level. Prerequisite: ART 171 Visual Fundamentals 3-D (3), or ARC 101, 102 Environmental Design Studio (5, 5).
ART 4 Sculpture Studio. Explores concepts and develops critical aesthetic thinking, methods, techniques, and materials as applied to the process of making sculpture. Sculpture, as a visual language, is taught through viewing, research, interaction, production, and verbal critique with focus on further development toward significant personal expression at the 300 level. Prerequisite: ART 171 Visual Fundamentals 3-D (3), or ARC 101, 102 Environmental Design Studio (5, 5).
ART 5 Three-Dimensional Art Studio. Explores and develops concepts, techniques, materials, methods, and critical aesthetic thinking as applied to the process of making three-dimensional objects. Three-dimensional art as a nonverbal language is taught through research, production, viewing, interaction, and verbal critique with a focus on further development toward a significant personal expression. Begins with the departmental core course then provides a broad experience of working in three disciplines: metals, ceramics, and sculpture. Prerequisite: ART 171 Visual Fundamentals 3-D (3), or ARC 101, 102 Environmental Design Studio (5, 5).
ATH 1 Earth, Ecology, and Human Culture. Examines some of the complex interrelationships of human culture with the earth. Because cultural assumptions have roots in religion, philosophy, politics, and economics, the sequence explores ways in which basic ideas in these fields influence our understanding of our relation to the earth, itsbiosphere, history, and resources.
ATH 2 Museum Studies. Provides an understanding of museum functions, their cultural and historical context, cultural processes of granting significance and value to the tangible world, and opportunity to participate in solving problems and making decisions in museum work. Work with museum collections, conservation techniques, information management, interpretation, communication, and exhibition. With great diversity in museum responsibilities and activities, this sequence provides opportunity to apply knowledge within a practical context.
ATH 3 World Cultures. Provides an appreciation of human cultural diversity and how anthropologists interpret that diversity in marriage and family patterns, political and economic organizations, and symbol systems. Acquaints you with various perspectives anthropologists use to understand human cultural variability. The final course allows you to pursue cultural diversity in one of the world's major culture areas or in the relations between culture and one specific aspect of life for all people, such as personality, environment, or cognition.
ATH 4 World Cultures, Policy, and Ecology. Provides an appreciation of human cultural diversity and envelops anthropological approaches to understanding diversity in political, economic and environmental organization and practice.
ATH 5 World Cultures and Social Relations. Provides an appreciation of human cultural diversity and develops anthropological approaches to understanding diversity in social and economic organization, marriage and family patterns, and other facets and forums for social relations.
BLS 1 Law and Commerce. Examines legal theory, history, and institutions as they relate to American culture, society and business. Focuses on why and how "American law" developed, how and why it is applied, how and why the law is evolving, and how and why it impacts commerce. Applies legal principles to analyze, identify and solve legal problems arising in common business activity. Emphasizes in-depth study of legal rules, rationale, and application in substantive areas of law and commerce. Acquaints potential law students with legal thinking and application in substantive areas of law and commerce. Acquaints potential law students with legal thinking and concepts.
BOT 1 Conservation and the Environment. Focuses on the challenge of reconciling increasing demands on resources with limitations on resource availability, and explores conservation as it pertains to the environment from a biological and social science perspective, including a historical overview. The first course, chosen from three options, is also a Foundation course in the biological science area. The second course integrates ecological, socioeconomic, and policy perspectives on the use and management of natural resources. The third course focuses on applied problem solving.
BOT 2 Molecular Processes: From Cells to Whole Plants. A contemporary consideration of how plants work mechanistically. Combines molecular and subcellular structure and function with physical and chemical measurements of underlying genetic and physiological controls. Deals with establishment, replication, maintenance, coordination, and adaptive responses of plants at organizational levels ranging from molecules to whole plants.
BOT 3 Plant Ecology. Provides an understanding of how plants interact with the environment, other plants, and other organisms. Included is study of the evolution of plant traits that are important in these interactions and factors that influence plant distributions at global and local scales. Several levels of organization are covered, including individuals, populations, communities, ecosystems, and landscapes.
BOT 4 Plant Structure and Development. In order to appreciate the unique role that plants play in the world's ecosystems, it is important to understand plant structure and development. This sequence allows students to consider plants from the molecular and cellular level to the tissue and organ level. It illustrates how evolutionary forces have resulted in exquisite adaptations in plant form and function.
CHI 1 Developing Language Skills in Chinese. For students who have completed the first two semesters of college-level Chinese language or the equivalent. This sequence develops speaking, listening, reading and writing ability using a variety of materials drawn from textbooks as well as multimedia. The courses are characterized by small sections and in-class and out-of-class interaction. Courses may not be taken credit/no credit and must be taken in order.
CHM 1 Chemistry of Environmental Measurements. Enhances theoretical knowledge toward understanding environmental chemical issues and provides a foundation for learning followed by systematic investigation of advanced concepts in chemistry. Allows accomplished students to take alternative courses.
CHM 2 Chemistry of Life Processes. Enhances theoretical knowledge toward understanding biochemistry and provides a foundation for learning followed by the systematic investigation of advanced concepts in chemistry. Allows accomplished students to take alternative courses. Prerequisite: CHM 141, 144 or 151, 153 (all Foundation courses); alternative courses require additional prerequisites.
CLS 1 Classical Civilization. Combines a general introduction to classical civilization and an in-depth encounter with Greco-Roman civilization, focusing on elements that provide opportunities for observing differences between modern and ancient civilization. Uses literature, monuments, legal documents, art, and sculpture to examine key examples of social organization, including the status of women, legal structures, and urban organization.
CLS 2 Classical Literature. Provides an overview of Greek or Roman literature, then examines in detail the historical evolution of specific genres, such as tragedy, drama, and epic. Attention to historical forces that brought these genres into existence and those forces that affected their growth and development.
COM 1 Relational Communication and Development in Modern Society. Explores how people use verbal and nonverbal communication to define, negotiate, and change their interpersonal relationships. Seeks to enhance an appreciation of the importance of context and diversity by exploring cultural and individual difference variables, employing a transactional perspective, and examining diverse relational situations.
COM 2 Rhetorical Theory and Application. Develops an understanding of the relationships among speakers, messages, and audiences in a variety of contexts. Begins by exploring theoretical bases of informative and persuasive messages, then moves into finer analysis of issues and ideas in particular rhetorical situations.
COM 3 Contexts of Mass Media. Focuses on ways the mass media have developed and the ways scholars have sought to explain the impact of media on society and society's impact on media. Explores how the media are historically situated and how political, economic, social and cultural structures, and decisions have led to the type of media that have developed in this country and around the world.
CSA 2 Computer Programming. Because computer information systems usually are not developed by single individuals, it is likely that you will participate on a development team during your professional life. With this sequence, you are in a unique position to understand, assist, and contribute to the development of information systems that improve your own and your colleagues' way of work. Prerequisite: Ability to program.
CSA 3 Mathematical and Computer Modeling. Enhances your ability to approach applied problems in a quantitative way. Use your knowledge of calculus, probability, statistics, and computing to develop quantitative models of problem situations from a variety of areas. The first course provides an introduction to quantitative modeling, using calculus. All elements of the problem situation are represented as constants. The second course uses probability and statistics to create stochastic models in which some elements of the problem are represented as random variables. The third course introduces the use of computers to create simulation models of the problem situation.
DSC 1 Quantitative Concepts for Managerial Decision Making. Enhances analytical capabilities and provides breadth and depth of course work in decision science methodology. While its contextual orientation is business, the techniques and processes discussed and ways of thinking developed are applicable to every field. The underlying aim is improved decision making and action through thought that is informed by statistical and management science methodologies.
DSC 2 Applied Business Statistics. Enhances analytical capabilities and teaches fundamental concepts of statistical thinking. Provides breadth and depth of course work in business statistics methodology. While the academic area of business forms its contextual orientation, the techniques and processes discussed and ways of thinking developed are applicable to every field. The underlying aim is improved decision making and action through thought that is informed by statistical analysis.
ECO 1 Economics of Labor Markets. Provides an understanding of how labor markets work, the impact and/or need for employment related public policies, and why employment outcomes (wages, benefits, hours worked, retirement ages) differ across time and people. Primarily provides understanding from an economic perspective.
ECO 2 Markets, Institutions, and the Role of Government. In some situations, competitive markets fail to allocate resources efficiently. In some instances, production is concentrated in the hands of a few firms that may restrain output and raise prices. In other cases, market prices fail to fully reflect the costs or benefits associated with the consumption or production of certain goods. This arises in the case of externalities or government in ensuring allocative efficiency.
ECO 3 Business Cycles, Economic Welfare, and Macroeconomic Policy. Concern for the material well-being of individuals motivates the study of aggregates since fluctuations in these aggregates and changes in their growth rates significantly affect welfare. Focuses on possible government initiatives to influence the behavior of economic aggregates and enhance welfare. Addresses rationale for government intervention, practical difficulties associated with actual implementation of policy, and evaluation of policy. Macroeconomic history and current policy discussions provide many applications. Provides understanding of motives, pitfalls, and history of macroeconomic policy.
ECO 4 Exchange, Growth, and Development in the Global Economy. Evolution of the modern world economy has been influenced not only by technical and institutional changes within national economics but also by interactions among them. Substantial international flows of people, goods, capital, and technology, since the beginning of the modern era, have helped to set the terms for development of national patterns of economic growth and specialization. Introduces formal analysis of international economic relations in the areas of trade, financial flows, and government policies, and then encourages examination of international economic developments in various historical and institutional settings.
ECO 5 Sustainable Systems. Sustainability requires that business and resource use be conducted in ways that meet the needs of the enterprise and its stakeholders today, while protecting, sustaining, and enhancing human resources and the environment for the future. Provides scientific, philosophic, and economic principles necessary to appreciate a sustainable system. Sequence of four courses.
ECO 6 Microeconomic Perspectives. Introduces theory and practice of microeconomics and develops, both intuitively and formally, the prevailing paradigm for describing decision-making processes of microeconomics agents. Students see how the "microeconomic way of thinking" can be applied to a wide variety of topical political and social issues and discover how it provides a coherent and consistent structure for understanding, analyzing, and dealing with "real world" problems.
EDL 1 Cultural Studies and Public Life. Assists in understanding how culture helps construct public life through deliberate and unwitting actions of people; therefore, reveals one way that you can play an active role in public life of your society. Cultural studies is concerned with the struggles over meaning that reshape and define cultures; therefore, this sequence studies contemporary cultural productions and attempts of people to participate in public life. Emphasis on mass and popular cultures, youth subcultures including minority subcultures such as those associated with African American and Latino cultures.
EDP 1 Developmental, Social, and Educational Patterns in Individuals with Exceptionalities. Enhances critical understanding of issues surrounding individuals who fall outside the "norm." Issues include societal values and moral practices related to development, identification, socialization, education, and treatment of these individuals. Explores exceptionality among individuals from the perspectives of psychological "disorder," developmental or educational "difference," and/or "deviance" from socially defined norms. Prerequisite: EDP 101 Psychology of the Learner (MPF) (3), or PSY 111 Introduction to Psychology (MPF) (4), or EDP 201 Human Development and Learning (MPF) (3).
ENG 1 Victorian Literature and Culture. Introduces the culture broadly defined as "Victorian" and focuses on the responses of artists, political leaders, and writers to various historical events and movements that have helped shape the 20th and 21st centuries: ideas of progress, democracy, nationalism and imperialism, religious doubt, theories of evolution and natural selection, impressionism and post-impressionism.
ENG 2 Women and Literature. Assumes the importance of gender as a category for analyzing authors and texts. Attention to how various literatures that constitute "English literature" represent women and the feminine, how these representations differ, and the various agendas pursued through these representations. Most important, emphasizes women as themselves authors and readers. Builds new knowledge of non-canonical writers and texts; reconsiders canonical writers and texts by focusing on depictions of women or your relation to women's writings.
ENG 3 American Life and Culture Since World War II. A cross-disciplinary study of the changing forms of American culture since World War II.
ENG 4 Film in Popular Culture. Introduces cultural studies, specifically the analysis of contemporary popular culture. One of the central objectives is to develop analytical tools to examine how film, popular literature, and other mass media (ordinarily "taken for granted" elements of everyday life) have shaped our modern sensibility. In its very nature, the study of popular culture is interdisciplinary, examining both the text and the context of such cultural creations as mass-market literature and film.
ENG 5 Language and Literacy. Examines how structure, history, and social aspects of language affect how we learn to write and how schools teach literacy skills. Uses formal reasoning skills, research and writing, and ethnographic case studies to develop a sense of the synchronic structure and diachronic background of the English language so that you understand how concepts of literacy have changed through the ages, how literacy functions in contemporary society, and how societies, schools, and communication technologies interact to shape our concepts of literacy, rhetoric, and language standards. Studies grammatical structure of modern English, social and cultural history of the language, and either rhetorical theory ( COM 239) or contemporary notions of teaching writing ( ENG 304). Although ENG 301 and 302 are recommended to be taken before ENG 304 or COM 239, three courses may be taken in any order.
ENG 6 Modernism. Examines the intellectual and cultural movement of the late 19th and early 20th centuries commonly called modernism. In the visual arts, modernism marks the progression from natural representation to abstraction, best shown in the transition from the French impressionists to the cubists. In the literary arts, especially poetry and fiction, modernism moves from the realists and naturalists to the symbolists and imagists, and on to the fugitives and ironists. By taking these courses, you observe the significance of changes in attitude toward experience that are revealed in the transition from an external and objective outlook and expression to a more internal and subjective outlook and expression.
ENG 7 The Romantic Era. Through methods and perspectives of at least two disciplines, introduces the culture characterized as "romantic," which emerged in the later 18th century, flourished in the early 19th century, became domesticated in the Victorian era, was repressed by the modernists, revived by the counterculture of the 1960s, and newly historicized by post-modernists. Focuses on the response of artists and writers to economic, political, and social change (particularly change resulting from industrialism and revolution) and the role of artists and writers in shaping that change. Begin with ENG 132 or RUS 255, then take two of the remaining courses from at least two disciplines.
ENG 8 African American History and Literature. Provides a sustained encounter with the African American experience from the arrival of African Americans to North America through their contemporary cultural and literary accomplishments.
ESP 1 Entrepreneurship in Different Contexts. Empasizes the application of entrepreneurial attitudes and behaviors in organizations of all sizes and types. Students explore the underlying nature of entrepreneurship and the entrepreneurial process and develop an appreciation for the unique aspects of entrepreneurship depending upon the context within which one is operating. The first course examines the role of creative thinking in coming up with new, entrepreneurial ideas and solving business problems; the second explores the interface between entrepreneurship and a particular functional area; the third is concerned with entrepreneurship in a larger, established organizational context.
FRE 1 French Cultural Studies. Explores cultural questions in a French context and how cultural productions can preserve or change social institutions. Provides a continuing analysis of how cultural productions interconnect with specific contexts: historical, aesthetic, social, political, economic, ethnic, racial, gender-related. Prerequisite: FRE 202 Intermediate French (MPF) (3). For students planning to take the French Capstone.
FRE 2 French Cultural Studies. Students planning to take a Capstone in another department may take any three of these courses, although FRE 310 (or FRE 301 or the equivalent) is a prerequisite for FRE 411.
FRE 3 European Cinema. Explores, questions, and seeks to provide a cross-cultural understanding of the historical, ideological, artistic, and social issues that inform European culture through a critical analysis of the major films of countries that have played an important role both in the birth and development of cinematic art and in shaping the modern world: France, Germany, Italy, and the Soviet Union.
FSW 1 Services and Supports for Children, Youth, and Families. Diversity is increasing among children, youth, families, and their community contexts. A growing number of people, especially African American and Hispanic children and their families, are experiencing the challenges of poverty. Increasing numbers of children and youth are deemed "at risk" for health, social, or educational problems. Amidst increasing diversity and confronted by rapid sociocultural change, existing services and supports are often ineffective; sometimes they may harm the people they intend to serve. Sequence provides experiences and opportunities that facilitate your understanding of children, youth, and families, including their needs, problems, aspirations, and strengths. Learn about and evaluate two kinds of services and supports: (1) educative, promotive, and preventive; and (2) need and problem-oriented, as well as crisis-responsive. Experiences in social service, education, and health organizations where you "shadow" helping professionals are required. As a citizen or future helping professional, prepares you for informed advocacy on the behalf of children, youth, and families.
FSW 3 Families and Sexuality Across the Life Course. Provides an overview of family functioning, from the basis of family systems across the life cycle, human sexuality issues, and family relationships in later life. Objectives are: (a) to provide basic concepts and theoretical understandings of families as systems; (b) to provide a sound background in human sexuality that may be used as a base to think about underlying issues related to human sexuality; and (c) to define and describe the family relationships of older persons and review research focusing on family relationships in later life.
FSW 4 Children in Families. Explores the historical and comparative roots of families with particular attention to gender, race, and socioeconomic issues. Examines family differences and family changes over the life course within contemporary U.S. society. Provides an in-depth understanding of at least one important area of individual development (childhood or adolescent development) that affects children in contemporary families.
GEO 1 Urban Geography. Applies geographic concepts to develop an understanding of the patterns, processes, and meanings of change within and among U.S. urban areas. The sequence first examines the changing distribution of economic activities and social groups. Second, the sequence is concerned with underlying processes resulting in distinctive distributions of people and activities observed in U.S. urban areas. The sequence also evaluates the problems and consequences for U.S. cities resulting from changing economic and social geography and examines practices and policies for the planning of U.S. urban areas.
GEO 2 Earth's Physical Environment: Patterns and Processes. Provides an understanding of the geographical patterns that characterize the Earth's physical environment and the processes responsible for these geographical patterns. The objectives are to study Earth's physical environment and their geographical distribution at global, regional, and local scales; to develop an understanding of the processes that connect Earth's physical subsystems, including the lithosphere, hydrosphere, biosphere, and atmosphere; and to apply concepts (e.g., systems and budgets) and geographic tools (e.g., field research, geographic information systems, and remote sensing) to the geographic analysis of a particular environment or set of environments.
GEO 3 Geographic Change. Applies geographic concepts to understand patterns, processes, and meaning of change in the human landscape at the global scale.
GEO 4 Global Forces in Regional Contexts. Applies geographic concepts to understanding patterns, processes, and underlying meaning of changes in a region's landscape.
GER 1 Culture, Literature, and Language of German-Speaking Europe. Explores the way in which culture and language work together as related systems of expression. Course material will be taken, wherever possible, from authentic sources. Prerequisite: GER 202.
GER 3 Developing Language Skills in German. For students who have completed the first two semesters of college-level German language or the equivalent. This sequence develops speaking, listening, reading, and writing ability using a variety of materials drawn from fiction, television, film, the Internet, journalism, and memoirs. The courses draw on computer-assisted materials developed by the Miami faculty for Miami students and are characterized by small sections and substantial in-class and out-of-class interaction. Courses may not be taken credit/no-credit and must be taken in order.
GLG 1 Oceanography. Provides an appreciation of the critical importance of the oceans to the functioning of our planet. Oceans dominate the surface area of the Earth, and they are critical to the maintenance of a habitable planet. Examines what we know about the oceans and how the oceans are an integral part of the Earth's ecology. Explores, first hand, the ways that we study the oceans.
GLG 2 The Water Planet. Provides an introduction to the essential role water plays in supporting life on Earth, including the origin of water, its physical/chemical characteristics, how these characteristics combine to make life possible on the continents and in the oceans, and details concerning the hydrologic cycle. Introduces the economic, legal, and political ramifications of water use in the U.S.
GTY 1 Sociological Perspectives on Aging. Uses a sociological perspective to consider the personal and interpersonal experiences of aging and to analyze the impact of aging on society as a whole. Begins with a general examination of individual and societal aging, and builds toward in-depth exploration of a specific aging-related social institution or issue.
GTY 2 Aging in Diverse Contexts. A significant paradigm shift has occurred within gerontology. The accumulation of research findings suggests that age alone predicts very little about the human experience. Instead, the impact of age and aging is mediated by a range of social and cultural factors. Social characteristics such as gender, race, and ethnicity, and societal factors such as economic development and cultural traditions combine to produce a diverse range of experience and patterns of aging. This thematic sequence begins with an overview of the social, cultural, and personal experiences of aging. The second course provides students with grounding in sociocultural analyses of the contexts of aging, and the third, an in-depth exploration of the sources of variation in the aging experience. Students completing this sequence will understand the ways in which meanings and experiences of aging are shaped by social and physical location, and the ways in which diversity among the older population is produced.
GTY 3 Health and Aging. This thematic sequence explores health and aging. The tier 1 course provides students with an overview of the process of aging, especially in the United States. In tier 2, students select one of two courses, each examining health and aging from a different position along a continuum that ranges from micro- to macro/meso-level contexts. The tier 3 courses offer students the opportunity to integrate academic and applied aspects of health and aging, either through exploration of moral issues in health care, secondary data analysis, or a field experience in a health care setting.
HST 1 Medieval Studies. Seeks to enhance your knowledge of and appreciation
for the history, art, and literature of the medieval period, as well as establish
a full cultural context on which you can build an understanding of more recent
history.
HST 2 Women and Gender in History. Studies the construction and nature of gender roles with particular emphasis on women, in a variety of historical contexts, places, cultures, and socioeconomic and political conditions. Encourages thought about whether there are any universal themes and questions regarding gender roles that transcend particular circumstances. Select three courses from these options:
IMS 1 Design, Development, and Management of Interactive Media: Business and Engineering Track. Develops the student's theoretical and hands-on understanding of the nature of digital development. Interactive media expertise requires a broad understanding of the perspective brought by many disciplines. These courses are designed to allow the student to focus their education on the Interactive Media aspects of their major. This sequence allows the student to broaden their Interactive Media expertise, developing a particular interest and then applying it in a hands-on interdisciplinary experience. This track focuses on IM development, e-commerce, and Internet marketing. Select courses from these options:
IMS 2 Design, Development, and Management of Interactive Media: Humanities, Arts and Social Science. Develops the student's theoretical and hands-on understanding of the nature of digital development. Interactive media expertise requires a broad understanding of the perspective brought by many disciplines. These courses are designed to allow the student to focus their education on the Interactive Media aspects of their major. This sequence allows the student to broaden their Interactive Media expertise, developing a particular interest and then applying it in a hands-on interdisciplinary experience. This track focuses on IM's role in the humanities, arts, and social sciences, specifically communication, English, psychology, American Studies, and music.
IMS 3 Animation and Game Design. Designed to develop a focused expertise in the theory, processes, and production skills involved in the development of 3-D environments in a gaming context. Students will be able to understand the basic terminology and processes involved in 3-D design, animation, and game design. Students will develop expertise in "state-of-the-art" 3-D design and animation tools and be able to present and discuss underlying concepts and techniques in 3-D game design. They will also have a broad understanding of the history and cultural context of 3-D game design and development.
ITL 1 Italy in the Renaissance. Analyzes the vital role Italy has played in the birth and evolution of modern Western culture in the humanities, arts, sciences, and political thought. Develops analytical skills by viewing Italian culture from a variety of disciplinary angles and over a broad span of time. Promotes a critical understanding of the rich artistic, literary, and intellectual heritage of the culture that laid the foundation for the European Renaissance and the modern period.
JPN 1 Developing Language Skills in Japanese. For students who have completed the first two semesters of college-level Japanese language or the equivalent. This sequence develops speaking, listening, reading, and writing ability using a variety of materials drawn from fiction, television, film, the Internet, journalism, and memoirs. The courses draw on computer-assisted materials developed by Miami faculty for Miami students and are characterized by small sections and substantial in-class and out-of-class interaction. Courses may not be taken credit/no-credit and must be taken in order. KNH 1 Biophysical Health Across the Life Span. As one ages, the body changes in physical appearance, health, and ability to perform, usually in a negative way. Certain aspects of the aging body are regulated by factors beyond our control (e.g., genetics); however, lifestyle (e.g., nutrition, exercise) from birth to adulthood influences biophysical health to a large extent. Learn how biophysical health can be improved, maintained, or impaired by factors beyond and within one's control over time. Explore reasons for the systematic patterns of the unequal distribution of health and health services among persons of different age, gender, socioeconomic status, and culture.
LAS 1 Modern Latin American Development. Focuses on broadly defined development in Latin America from the 19th century forward from a central socio-political perspective, and allows students to assess the dynamic nature of political and economic institutions from historical, political, and geographic perspectives. LAS 208, a broad survey course, is recommended to be taken first; however, these courses may be taken in any order as long as nine or more credit hours are completed.
LAS 2 People and Power in the Americas. Provides an interdisciplinary treatment of some of the major social and political issues confronting the Americas now and in the 21st century. Examines the relations and differences between the U.S. and Latin American and Caribbean societies, characterizes and contrasts world views from various social groups across the Americas, explores social conflict within and between countries of the Americas, and addresses such critical issues as human migration and economic integration. Courses are recommended to be taken as listed below; however, three courses may be taken in any order.
LED 1 Urban Culture and Service Learning. Courses selected for the Xavier University/Miami University collaboration are determined each time it is offered. Courses will emphasize urban study, drawing from political science, sociology, economics, geography, architecture, history, education, and programs in black world studies, urban studies, American studies, and women's studies. The sequence will have courses grouped in three interrelated tiers: (1) practical experience based in service learning; (2) theoretical investigation of urban issues and policy; and (3) special topics that allow for deeper investigations of issues pertaining to Cincinnati and Over-The-Rhine. Contact: Tom Dutton in the Department of Architecture. MBI 1 Biomedical Science. Examines principles and examples of diseases caused by microbial infections so that the role of microorganisms in the development of disease in a human host can be understood. Studies the host at genetic or cell and tissue level to gain an overview of infectious and noninfectious diseases in populations. Fosters understanding of the effects of diseases on human communities and provides a perspective to help evaluate health dilemmas and develop strategies to solve them.
MBI 2 Molecular Genetics. Provides an understanding of the basic microbiology principles that have provided the foundation for the development of the science of molecular genetics. Shows how the application of molecular genetics has had a significant impact on health, bioremediation, and agriculture, to name a few examples.
MGT 1 Dynamics of Human Behavior in Organizations. Regardless of major, most students apply the knowledge and skills they acquire at Miami University within an organizational setting. Organizations form to benefit from collective efforts of individuals who are striving to accomplish a set of common goals. This sequence examines ideas, models, and theories that explain human behavior in organizations. Builds competence in critically analyzing factors that influence both human behavior and the capacity for the organization to achieve its objectives; then you are able to influence work behavior and effectively exercise a leadership role in the organizations you join.
MIS 1 Information Management, Technology, and the Role of Electronic Commerce. Emphasizes the critical role of information and decision-making within a distributed Internet environment and enables students to develop a proficiency in the management evaluation and development of information systems that promote and implement electronic commerce technology. The sequence provides depth of course wor k in management information systems emerging applications and technology and focuses on technology management and adoption issues by organizations in order to gain a competitive advantage in the new Internet society. While the academic area of business forms the sequence's contextual orientation, technology and the applications discussed and ways of thinking and analyzing presented are applicable to a variety of organizational contexts.
MIS 2 Applications Integration with Enterprise Systems. Emphasizes the critical role of information resources planning, management, and/or implementation in the electronic commerce era. In specific, this sequences enables students to develop a proficiency in the management of enterprise resources planning tools, concepts, and/or techniques to increase corporations' productivity, operational efficiency, and effectiveness. Please take these courses in order.
MIS 3 Web Mining and Knowledge Management. Emphasizes the critical role of information management and decision-making within a wireless, distributed Internet environment and enables students to develop a proficiency in knowledge management, Internet access/retrieval, and web searching/mining of information and data that promotes and enhances the e-commerce opportunity and the digital economy. The sequence focuses on technology management, strategic evaluation, and systems adoption issues by organizations in order to gain a competitive advantage in the new Internet society and associated wireless environment. Please take these courses in order.
MKT 5 Creating Customer Value Through Marketing. The objectives of this sequence are to: 1. Introduce students to the behavioral, sociological,psychological, and economic foundations behind marketing; 2. Create an understanding of how marketing can improve the quality of life through enlightened personal selling; and 3. Assist non-marketing majors to apply marketing concepts to a broad spectrum of personal and professional careers.
MTH 1 Axioms, Theorems, and Proof in Geometry and Algebra. Considers algebras and geometries defined by axiomatic systems, two very active fields in modern mathematics. Surprises are here: geometrics without parallel lines, geometrics with parallel lines and no rectangles, and new algebraic operations that can describe the structure of Rubik's cube and molecules. Develops the roles of definition, proof, and abstraction gradually until, at the 400 level, a full scale axiomatic treatment is given. At this level students provide many of the proofs. You rediscover results from the masters: Gauss, Hilbert, Galois, Abel, and others. Not an easy sequence, but you learn about how to read mathematics and solve problems on your own. Prerequisite: MTH 151 (5) (MPF) or MTH 153 (4) (MPF) Calculus I.
MTH 2 Basic Mathematical Tools for Science. Scientists today use a variety of mathematical tools, including calculus, discrete mathematics, and statistics to describe physical, biological, and social systems. This sequence helps students analyze problems from several perspectives with increasing sophistication as they progress from Calculus I through the other courses. The discrete mathematics, linear algebra, and statistics courses can be taken in any order, but all have Calculus I as prerequisite.
MTH 3 Almost Linear Structures—Models for Physical Science. The goal is to extend the derivative and anti-derivative ideas from Calculus I and II by building on the linear function concept from MTH 222. Scientists use linear functions to model the economy, atomic structure, chemical reactions, and other phenomena. MTH 252 develops the derivative of a multivariable function as an approximating linear function, just as the graph of a function of one variable looks like a line segment near a point where the derivative exists. This allows the extension of important optimization techniques to multivariable functions. MTH 347 uses all available tools to generalize and solve antiderivative problems crucial to science. This sequence combines theory and practice and is the traditional path to upper division mathematics. MTH 222 and 252 may be taken in either order or concurrently. Prerequisite: Calculus I (MPF) and Calculus II.
MUS 1 Performance of Music. Study and apply music performance in solo and ensemble settings in order to examine and evaluate musical style, emotional and programmatic aspects of composition in performance, the interrelationship of instruments in larger contexts, and the involvement of personal technique, style, and emotional context. Prerequisite: Not for beginning performers. Admission only to students granted "sophomore standing" by the music department after an audition or semester-end jury following enrollment in MUS 142 or 144.
MUS 2 Music Composition. Focuses on composing from selected perspectives: (1)
strict models of the receding past (early 19th century), (2) traditions in the
electronic music of the recent past, (3) conventional forms from the current
mass media, and (4) personal models developed by the student. Students study
primarily the music of Western culture and write their own compositions. Designed
for students already having both experience in performance on an instrument or
voice and an understanding of a basic musical language through conventional music
theory studies.
MUS 3 African and African-Derived Music in the Western World. Focuses on the development and influence of African-derived music in the western world, which includes not only North America but also the Carribean and South America. The subject is examined from several historical as well as musical perspectives: (1) African music in the traditional context and its defining factors on the lives and culture of Western African societies and people; (2) The Atlantic slave trade and the development of African-influenced genres in the West; (3) The impact of the development of and changes in Western societies (i.e., emancipation, segregation, unemployment, etc.) and the music that results . At the conclusion of this sequence, students should be able to integrate the material covered into their knowledge of American musical and social history and have a deeper understanding of how societal structures and racial identity have affected music.
NSC 1 Naval Science: History of Warfare. Examines the evolution
of strategic principles and the influence of economic, psychological, moral,
political, and technological factors on strategic thought. Covers the evolution
of warfare from 600 B.C. to present, naval warfare from 1500 to present, and
amphibious warfare from 1800 to present. Through
literature, you are exposed to differing perspectives, including official records
of the event, personal experiences of participants, and post-event analysis by
researchers. Engage in a critical analysis of great captains, military organizations,
and military theorists of history.
NSC 2 War: An Extension of Politics. Examines world politics, historical role played by the military in the outcome of those politics, and possible political methods to avoid future military action. Explores the complexity of world politics driven by differences in economics, population, culture, and philosophy, and studies the historical outcome of incidents where military action occurred as well as those incidents resolved without military involvement.
NSC 3 The Naval Sciences: An Integrated Study of Naval Engineering, Navigation, and Piloting. Going to sea and surviving for extended periods of time require unique and diverse knowledge in the subject areas. Engages in a critical examination of naval engineering systems, celestial and electronic navigation, and the practice of safely piloting a waterborne vessel.
PCE 1 Chemical Engineering Principles. Provides an understanding of basic chemical engineering principles, concepts, and methodologies and how they are applied to the design and performance analysis of industrial processes. Prerequisite: ( PCE 204) grade of C- or better in CHM 141, 142; MTH 151, 251.; and CSA 141 or competence in spreadsheeets. (MME/ PCE 313) grade of C- or better in PHY 182, and PCE 204. ( PCE 403) grade of C- or better in MME/ PCE 313, MTH 245, and MME/ PCE 314.
PHL 1 Applied Ethics. Develops insight and expertise in dealing with ethical matters that you are likely to confront in your personal and professional life beyond the university.
PHL 4 Metaphysics and Epistemology. Presents a range of philosophical outlooks and methods regarding the fundamental questions: what is real and how do we know it? Explores these questions as they are manifested in the history of philosophy.
PHL 5 Reasoning. Focuses on the fundamental aspects of logic, as manifested in thought and language. Shows that reasoning occurs in both formal and interpretive modes, and that principles exist for the analysis and evaluation of reasoning in these modes. The emphasis is on developing skill in the application of such principles and on an appreciation of the overall scope of logic.
PHY 1 The Physical World: Contemporary Physics. Option One—experimental emphasis, stresses experimental, hands-on experience in the laboratory. Option Two—theoretical emphasis, stresses modelling and simulation approaches to problem solving. Extends the basic foundation in the broad area of physics developed in "The Physical World." Provides in-depth developments of topics in modern and contemporary physical science. The goal is to provide a level of understanding and skills in contemporary scientific methodology to enable further study in the sciences or to provide a substantial technical background for a future career.
PHY 2 Your Place In the Universe. For untold generations, humans have gazed at the stars, planets, and cosmos, and asked what is it all, and how do I fit in? This sequence attempts to address this timeless, universal, and totally human question from the viewpoint of modern science. The Foundation course provides an overview of our present understanding of the universe and some insight as to how we came to such an understanding. The second course addresses the crucial question, how do we know what we claim to know? Here, the observational foundation of our theories are examined in detail. The final course addresses several topics from astronomy that currently are without explanation.
POL 1 Comparative Analysis of Foreign Policy. Explores the study and substance of foreign policy. The sequence begins by analyzing the broader international and theoretical contexts of foreign policy, then moves into finer analysis of particular issues confronting national governments in the construction and pursuit of their foreign policy objectives. Completes the sequence with a country or region-specific course that examines in greater detail theories, contexts, and issues explored in earlier courses.
POL 3 National Political Institutions. Enables you to understand the political system in which you live, how it operates or fails to do so, where and how citizen influence is applied, and how to assess proposals for reform. Take POL 141 first, then select three additional courses from the options listed. Sequence of four courses.
PSY 1 Perspectives on Psychopathology. Uses a psychological perspective to consider the personal and interpersonal experience of psychopathology and to analyze the impact of psychopathology on society as a whole. Begins with a general examination of individual and social psychopathology and builds toward in-depth exploration of selected specific individual or social issues related to psychopathology. Prerequisite: PSY 111 Introduction to Psychology (MPF) (4).
PSY 2 Patterns in Human Development. Throughout life, our thoughts, feelings, and behaviors change. How does our biological makeup interact with our physical and social surroundings to contribute to our actions and abilities? A scientific approach to developmental psychology requires us to think critically in examining theories and research and to understand the contexts in which we develop and the contexts in which theories and research are conducted. Engage with other learners as you reflect on ideas about why we develop the way we do. Such reflection provides an informed basis for acting on issues affecting children, youth, families, and elders. Prerequisite: PSY 111 Introduction to Psychology (MPF) (4), or EDP 101 Critical Issues in the Psychology of the Learner (MPF) (3).
PSY 4 Developmental Patterns in Adulthood. Throughout life, our thoughts, feelings, and behaviors change. Adulthood and aging are a culmination of lifespan development. How does our biological makeup interact with our physical and social surroundings to contribute to our actions and abilities? A scientific approach to the study of aging requires us to think critically in examining theories and research and to understand the contexts in which we develop and the contexts in which theories and research are conducted. Prerequisite: PSY 111 Introduction to Psychology (MPF) (4), or EDP 101 Critical Issues in the Psychology of the Learner (MPF) (3).
PSY 5 Cognition: Understanding and Improving Thought. Offers opportunity to reflect upon reasoning, those processes used to create, maintain, modify, and evaluate beliefs about the world. Begins by introducing the study of cognition within the discipline of psychology; the second course emphasizes specific cognitive processes (e.g., language) and methods and theories associated with their study; the third course offers an in-depth analysis of current theories and methods of studying cognition within a circumscribed topic area.
REL 1 Religion and American Life. Acquaints you with fundamental themes in the relationship between religion and society, as exemplified in the development of American religious pluralism in theory and practice, as well as in the impact of religious themes in the development of an American cultural identity.
REL 2 The Historical and Comparative Study of Religion. Uses the approach of the history of religions to provide perspective continuity and depends heavily on the study and interpretation of classical foreign-language texts in English translation, while using case studies, surveys, and field reports. Unlike some sequences in the humanities that concentrate on religious ideas and doctrines, this sequence utilizes categories developed from the field of comparative religion to acquaint students with the diversity of religious phenomena. Emphasizes the importance of studying religion in a comparative and global context; allows a choice of emphasis of either major Eastern or Western religious traditions, at the second level.
REL 3 Religion and Philosophy of Buddhist Asia. Seeks to give students a firm
grounding in the patterns of thought, symbolism, and behavior originating in
and associated with Buddhism. Students follow the path of Buddhism from its birth
in Upanishadic India to its function as a bridge culture knitting together much
of Asia.
REL 5 Jewish Civilization Through History. Acquaints students with the history of the Jewish people through their religious culture, social ideas, and political institutions; helps students understand the distinctive forms of Jewish ethnic self-identity as they have developed through history; and helps students appreciate both the positive and negative aspects of the interaction of Jews with Christians and Muslims in a variety of geographical and cultural settings.
RUS 1 Russia and the Soviet Union. Examines Russian culture, society, and politics from an interdisciplinary perspective, including major Russian literary works, historical patterns, and political leaders and parties from the 10th century to the present. By considering this interaction, you gain meaningful insights into the development of Russia as well as acquire useful perspectives on Western society.
RUS 2 Russian Culture. Examines Russian culture from the point of view of artistic media, including major literary works, films, and varieties of folkloric expression. Russian folklore, film, and literature often explore some of the same issues, central to the society they reflect, like rebellion and revolution, alienation and the creation of a community, and the intricacies of social and sexual relationships. Through the study of diverse elite and popular approaches to these topics, you gain an appreciation of some pervasive Russian attitudes and concerns.
RUS 3 Developing Language Skills in Russian. For students who have completed the first two semesters of college-level Russian language or the equivalent. This sequence develops speaking, listening, reading, and writing ability using a variety of materials drawn from textbooks, fiction, the Internet and journalism as well as multimedia. The courses are characterized by small sections and in-class and out-of-class interaction. Courses may not be taken credit/no-credit and must be taken in order.
SBI 1 Summer Business Institute for Non-Business Majors/Minors. Students will acquire a basic understanding of how businesses and people work together, providing synergy with the student's chosen major. Six-week program is designed to help talented non-business students develop a clear advantage in the competitive job market. The sequence assumes that you have no prior knowledge of business topics and is intended to make business learning interesting, accessible, and valuable to students in all majors. Prerequisite: Students must have 60 hours of college credit and permission of the instructor.
SDT 1 Self-Designed Thematic Sequence. The purpose of the self-designed thematic sequence is to provide students with the opportunity to design a specialized thematic sequence beyond those that are currently offered. This sequence should be based on the student's interests, career, goals, and intellectual interests. A proposal must be submitted to the Office of Liberal Education for approval (229 Culler Hall or visit www.muohio.edu/led). SOC 2 Applied Social Science Methods. Emphasizes the applied dimensions of social research, and reviews the basic methodologies social scientists employ in their research. Although you receive exposure to the techniques involved, emphasis is on the thinking processes involved in doing social research and in applying research findings. Learn how to frame questions, link them to basic concepts in sociology and anthropology, how to decide on appropriate methodologies, how to examine data, and how to link the results of research to theoretical and applied issues. Prerequisite: Either SOC 151 (MPF) (3) or SOC 152 (MPF) (4) or ATH 155 (MPF) (3).
SOC 3 Sociological Perspectives on Inequality. Uses a sociological perspective to approach the issues of social, political, and economic inequality in contemporary society, paying particular attention to inequality as it is determined by class, race, and gender. Begins with an examination of theories of social stratification; then follows a sequence of courses that allows you to develop an in-depth understanding of the major dimensions of social inequality. Prerequisite: SOC 151 Social Relations (MPF) (3) or SOC 152 (MPF) (4) or BWS 151 Introduction to Black World Studies (MPF) (4).
SOC 4 Sociological Perspectives on Criminality and Deviance. Students will use the social dynamics of history and a sociological perspective to understand and critique conformity, crime, deviance, and the justice system in contemporary society, paying particular attention to the social construction of legality, normality, and crime as influenced by various cultural contexts. The sequence begins with an examination of the basic theories and components of deviance/conformity, then follows a sequence of courses that allows them to examine and develop an understanding of the criminology field and concludes with an advanced course. Students must apply for this Thematic Sequence; enrollment is limited.
SOC 5 Gender and Family Studies. Sequence exposes students to the major sociological contributions to gender and family issues and gives them experience in connecting the substantive content in the courses. Objectives include: 1) demonstrating how various sociological theories differentially contribute to our understanding of gender, sexuality, and families; 2) linking the core concepts sociologists employ across three levels of courses; 3) highlighting how definitional issues and current research in gender, sexuality, and family intersect, and 4) deriving personal insights for reflecting and acting regarding one's position in the social structure as to gender, sexuality, and family.
SPA 2 Exploring Social Emotional and Communication Consequences in Special Populations. Offers students the opportunity to develop insight into: (1) the problems facing physically, mentally, communicatively, culturally, or socially challenged individuals in our society; (2) the development of structures and environments needed for such individuals to communicate effectively, and (3) how these environmental modifications can be implemented. Provides specific information on recognizing and treating physical and communicative disorders, with emphasis placed on those problems that impact the normal development of speech, hearing, and language.
SPN 1 Literature and Culture in Spain. Focuses on the literature of Spain, exploring the interrelationships among texts, history, and culture. SPN 313, a Foundation course, emphasizes skills in the analysis and interpretation of Spanish texts; SPN 413 explores social and historical circumstances (Christian reconquest, rise of monarchy, colonialism, tradition, and modernity) as represented in Spanish literature; SPN 420 engages in an in-depth exploration of an important cultural theme in Spanish literature, such as explorations of national identity, medieval and Golden Age views of love, urban versus rural culture, and the literature of the Spanish civil war. Prerequisite: SPN 311. Courses must be taken in order. Important: At the time of printing, this thematic sequence is undergoing revision. For current course listings, please visit www.muohio.edu/led.
SPN 2 Literature and Culture in Spanish America. Focuses on the literature of Spanish America, exploring the interrelationships among texts, history, and culture. SPN 315, a Foundation course, emphasizes skills in the analysis and interpretation of Spanish American texts; SPN 361 explores social and historical circumstances (colonialism through national independence, issues of national development) as represented in Spanish American literature; SPN 362 continues to focus on cultural and historical circumstances in Spanish American literature from the nineteenth to the twenty-first century. All courses taught in Spanish, and all work is completed in Spanish. Prerequisite: SPN 311. Courses must be taken in order.
SPN 3 Spanish Linguistics and Culture. Focuses on the study of language as a sign of cultural identity and as a social marker. Although the focus is on Spanish, the general goal is to develop the students' ability to think critically about the connection between language and the social and cultural contexts in which it develops and exists. Students will learn to collect and interpret linguistic data, discuss historical events and conditions that have determined the evolution of Spanish dialects and the establishment of a standard, and evaluate current linguistic conflicts in the Spanish-speaking world.
STA 1 Quality Issues in Contemporary Business and Industry. Provides sufficient understanding of the factors influencing quality and organizational productivity. Upon completion, you should be able to critically examine work systems and play a leading role in the improvement of any work process in which you are involved. Key themes include: data based decision-making, use of statistical tools for process analysis and quality improvement, measurement of quality, Total Quality Management, quality leadership, employee involvement, and the relationship between work processes and quality improvement systems.
STA 2 Applied Statistics. Provides a basic understanding of the statistical data analysis procedures of estimation and hypothesis testing and their use in data-based decision making. Based primarily on the "classical" assumptions of random sampling and normal distributions, data analysis applications range from one and two population problems to more complex problems of rMMEession and design of experiments. The first course, chosen from three options, introduces additional statistical procedures that go beyond the "classical" assumptions. Considers examples from a variety of disciplines and life experiences and employs statistical software extensively.
THE 1 Modern Theatre and Drama. Study of the influences, backgrounds, playwrights, and theatre artists that have brought about contemporary theatre production practice, style, and dramaturgy. The eclecticism of 20th century theatre reflects the shifting realities of science, culture, politics, and aesthetics in a way that mirrors our attempts to understand ourselves and our world. The objective is to reach an integrative knowledge of the connectedness of art and society to understand how in creating an image of our lives, in forging new realities, in exploring new forms and styles, theatre artists have helped define our response to the world and our experience.
WMS 1 Women and the World. This sequence focuses on understanding women's historical and contemporary socio-cultural and political realities from an international perspective. Students will learn to use gender as a category of analysis, to understand complex issues and processes related to an increasingly interconnected world system and the ways women and gender are implicated in these processes, and to apply this knowledge to the topical issues of either the environment and natural resources or the politics of varied forms of cultural representation and interpretation.
ZOO 1 Concepts in Physiology. Provides an understanding of cellular and molecular mechanisms involved in physiological systems. Begins with a Foundation course then provides more depth to cellular and molecular mechanisms of action in physiological processes.
ZOO 2 Animal Diversity. Illustrates the diversity of organisms within the Kingdom Animalia. This diversity includes variation in body structure and function, life history traits, and ecological roles. Upon completion, students will be able to describe major patterns in variation among animal taxa, understand mechanisms that lead to creation of such variation, and provide detailed examples of animal diversity.
Thematic Sequences Available at Dolibois European Center, LuxembourgFor information contact the Oxford campus coordinator, 220 MacMillan Hall (513-529-5050). LUX 1 The Development of Contemporary Europe. (Social Science) As one of the centers of the European Union, Luxembourg is an ideal place to study Europe from a social science perspective. Permits you to gain a clear perspective on the cultural, political, and sociological phenomena in the post World War I period. Take the core lecture course plus two courses from the companion list for a total of nine credit hours. Students whose major is in the same department as the core may only count the core lecture course for this unit. LUX 2 The European Cultural Heritage. (Humanities) As a microcosm of contemporary European culture and one of the capitals of the European Union, Luxembourg provides a setting for you to investigate these interrelationships from the perspective of the humanities, taking advantage of the proximity of the Grand Duchy to the great centers of European culture. Take the core lecture course plus two courses from the companion list for a total of nine credit hours. Students whose major is in the same department as the core may only count the core lecture course for this unit. LUX 3 European Culture and Society. (Interdisciplinary) Permits you to draw on the variety of European focused courses available at the Dolibois European Campus to develop an in-depth understanding of the complexities of contemporary Europe. Emphasis is on an interdisciplinary perspective which links cultural phenomena and socio-political dynamics. You must take at least one course from each of the three groupings: language, social sciences, and humanities. LUX 4 The Development of Contemporary Europe. (Business) As one of the centers of the European Union, Luxembourg is an ideal place to study Europe from a business perspective. This location permits you to gain a clear perspective on the cultural, political, and sociological phenomena in the post World War I period. Take the core lecture course plus two courses from the companion list for a total of nine credit hours. Students whose major is in the same department as the core may only count the core lecture course for this unit. Capstone Experience (3 hours minimum)The Capstone Experience, completed near the end of baccalaureate studies, integrates liberal learning with specialized knowledge. Each Capstone emphasizes sharing of ideas, synthesis, and critical, informed reflection as significant precursors to action, and each includes student initiative in defining and investigating problems or projects. Capstones may be completed in or outside your major; in some departments, the Capstone Experience may be a requirement of the major. All Capstones presume a significant scholarly background of specialized study in a major as well as in liberal education course work. In other words, a Capstone does more than culminate four years of baccalaureate study: it culminates your Miami undergraduate education. Ordinarily, a Capstone Experience is taken at Miami and completed in the senior year (minimum of 96 hours registered or earned). Students who plan to transfer any course to meet the Capstone requirement must obtain permission from the Office of Liberal Education before they take the course. The Office of Liberal Education website (www.muohio.edu/led) provides a complete listing of Capstone Experiences. Please refer to the Courses of Instruction chapter for course descriptions of the Capstones. Students may propose their own Senior Capstone Experience. See the Office of Liberal Education website (www.muohio.edu/led) for details. Capstone Experience Courses AES 432 National Security Forces in Contemporary American Society (3) Beyond your liberal education courses, you must complete work for your major and divisional requirements, and complete additional hours for minors or electives. Frequency of Course Offerings General Bulletin Home | Search | Top | Miami University Main Page |
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