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The St. ÃÛÌÒ´«Ã½ core curriculum requires students to complete at least one English class (4 credits). This course develops students’ critical awareness of language by helping them to recognize the relationship between their own experience and the interpretive possibilities of literature. This course also fosters attentive reading, careful thinking and effective writing.

Most students will take ENGL 120, ENGL 121 or ENGL 190 in the fall semester, depending on their placement (based on ACT English and Reading scores and/or grades in high school English courses).

If you have previously earned college credit for English, please indicate specific details about your English course(s) when you complete the Course Preference Form. If you have questions about English placement, please call Academic Counseling at (651) 962-6300.

ENGL 120, Critical Thinking: Foundations of Literature and Writing:

ENGL 120 is for students who'd appreciate more support in reading and writing. Students will read and write about literary texts critically and closely. The course emphasizes recursive reading and writing processes that encourage students to discover, explain, question and clarify ideas. To this end, students will study a variety of genres as well as terms and concepts helpful to close analysis of those genres. They will practice various forms of writing for specific audiences and purposes. Students will reflect on and develop critical awareness of their own strengths and weaknesses as readers and writers. The writing load for this course is a minimum of 12 pages of formal revised writing.

ENGL 121, Critical Thinking: Literature and Writing:

Students will read and write about literary texts critically and closely. The course emphasizes recursive reading and writing processes that encourage students to discover, explain, question and clarify ideas. To this end, students will study a variety of genres as well as terms and concepts helpful to close analysis of those genres. They will practice various forms of writing for specific audiences and purposes. Students will reflect on and develop critical awareness of their own strengths and weaknesses as readers and writers. The writing load for this course is a minimum of 12 pages of formal revised writing.

ENGL 190, Advanced Critical Thinking: Literature and Writing:

English 190 is a core course in literature and writing for specially qualified students who show greater aptitude and preparation than typical first-year students or those whose pre-matriculation credits cover some, but not all, of the content of ENGL 121. The learning goals are the same as those for ENGL 121; however, writing, critical thinking, and textual analysis are taught at a higher level and with increased complexity in this course.

A sequence of world language study aims to develop students’ skills in using a world language in a variety of tasks, including conversing, reading, writing and listening with comprehension. The language is used as the essential vehicle for coming to a deeper understanding of other cultures.

St. ÃÛÌÒ´«Ã½ offers courses in American Sign Language, Arabic, Chinese, French, German, Greek, Italian, Japanese, Latin and Spanish. Students can fulfill the Language & Culture core requirement by completing any one of the following options:

• Beginning a new language at St. ÃÛÌÒ´«Ã½, and successfully completing two semesters (levels 111, 112).
• Continuing a language at St. ÃÛÌÒ´«Ã½ you previously studied in high school. You must take a placement assessment to enroll in a language you have previously studied for 2 or more years, even if you wish to begin with the first semester of the language (level 111). St. ÃÛÌÒ´«Ã½ offers online assessments in French, German, Latin, Spanish and Italian. If you haven’t done so already, return to the application portal to access your placement assessment links. Please note: If you studied a language other than French, German, Latin, Italian or Spanish in high school, contact the Modern & Classical Languages department at (651) 962-5150, to inquire about placement assessment options for languages other than those listed above. Placement assessments will result in one of the following:
  • Scoring at the 111 level and completing 111 & 112 (two courses)
  • Scoring at the 112 level and completing 112 & 211 (two courses)
  • Scoring at the 211 level and completing that level (one course)
  • Scoring at the 212 or 300 level and either taking a course at one of these levels or passing a confirmation assessment (contact department)
• Demonstrating proficiency in a language not taught at St. ÃÛÌÒ´«Ã½ through the Language Waiver process (contact department).

More information can be found on the Modern and Classical Languages website.

Language 111, Elementary Language I: Pronunciation, essentials of grammatical structures, aural-oral practice, writing, reading of simple language prose, introduction to the culture of the specific language-speaking world.

Language 112, Elementary Language II: Continuation of Language 111. Emphasis on grammatical structure, aural-oral practice, writing, reading. Continuation of language culture. Prerequisite: Language 111 or its equivalent with a grade of C- or better.

Language 211, Intermediate Language I: Designed to increase listening, speaking, reading, and writing skills in language. Intensive review of grammatical structures of Language I and II. Continued exposure to language culture. Prerequisite: Language 112 or its equivalent with a grade of C-or better.

Spanish:

SPAN 122 is a beginning level Spanish course developed for students with previous language experience. It begins with an accelerated review of SPAN 111 followed by material covered in SPAN 112. The course prepares students to communicate in Spanish in everyday situations at an elementary level of proficiency. It also introduces students to cultural products, practices and perspectives from different parts of the Spanish-speaking world. Cannot be taken if credit for SPAN 111 was received. Students who test into SPAN 122 will complete SPAN 122 and 211 to complete the Language & Culture requirement.

The St. ÃÛÌÒ´«Ã½ core curriculum requires one Philosophy course (4 credits): PHIL 110, The Person and the Good, and one Theology course (4 credits): THEO 100, Foundational Theology courses (topics vary by section). Occasionally, first year students will take a THEO on the 221-229 level before taking THEO 100.

PHIL 110, The Person and the Good

Using philosophical methodology, and with substantial attention to Catholic intellectual tradition, this course enquires into the foundations of ethics, including how our conception of the human person affects our understanding of the moral life. It considers also the question of the rationality of belief in God and the difference (if any) God makes to our understanding of the person and the good. In addressing these topics, the course develops and applies basic logic skills, introduced as an essential part of philosophical method and an indispensable tool of critical thinking.

THEO 100, Foundations

This course introduces students to foundational concepts and skills associated with Christian theology. The course reflects critically upon the concepts of God and Christ, Scripture, Faith and Reason, the Human Being, and the Common Good, especially in the context of Catholic Intellectual Tradition and Catholic Social Teaching. Students will gain a basic level of theological literacy through introduction to central texts within Christian tradition, particularly the Bible. Students will also be introduced to connecting fundamental theological questions to the common good in the context of the pressing challenges of today’s world.

         * Each Section of THEO 100 has a different subtopic, review for more information.

The St. ÃÛÌÒ´«Ã½ core curriculum requires one course (4 credits) in the area of Social Scientific Analysis. The goal of this requirement is to ensure that all students develop basic abilities to perform social scientific analyses of patterns of social interactions. The following courses offered for fall semester will fulfill this requirement. NOTE: Some majors require a specific social analysis course - see information under academic majors to determine if your specific major is one of them.

ECON 251, Principles of Macroeconomics: An introduction to macroeconomics: national income analysis, unemployment, price stability and growth; monetary and fiscal policies; international trade and finance; application of economic theory to current problems. Students who enroll in this course are expected to be able to use high-school algebra. Prerequisites: Placement at Math 101 or above, or successful completion of Math 005.

ECON 252, Principles of Microeconomics: An introduction to microeconomics: theory of household (consumer) behavior, theory of the firm market structures, market failures, economic efficiency, factor markets, and income distribution. Students who enroll in this course are expected to be able to use high-school algebra. Prerequisites: Placement at Math 101 or above, or successful completion of Math 005.

ENVR 151, Environmental Challenges: A study of the interaction of humans and the environment over time and space; a broad introduction that integrates a variety of social-science perspectives into an understanding of the environment and the relations between humans and nature. Specific topics include ecology, population, economic development, resources and sustainable development.

GEOG 111, Human Geography: This course explores the effects of social, economic, environmental, political and demographic change from a geographic perspective. It introduces students to a broad range of topics, including the effects of population growth, human impact on the environment, economic development and globalization.

GEOG 113, Globalization and World Regions: A country-by-country study of the world. The goal of this course is to emphasize whatever best explains the character of each country. This may be population, economics, resources or any aspect of nature or humanity that gives an insightful understanding of each country.

POLS 104, Government and Politics: An introduction to the concepts basic to an understanding of politics and government with an emphasis on the political systems of the United States. A comparative examination of political processes, decision-making institutions and policy issues relevant to the contemporary world. An introduction to basic research methods used in the discipline.

PSYC 111, General Psychology: An introduction to the research questions, concepts, theories, methods and findings of psychological science. Although the selection varies with instructor, topics include brain function, psychological testing, sensation and perception, cognition (learning, memory, language), states of consciousness, motivation, human development, personality, origins and treatments of disorders, social behavior, stress and health, and applied psychology (workplace, ÃÛÌÒ´«Ã½, environment).

SOCI 100, Introduction to Sociology: Introduction to the concepts, theories, methods and applications of the scientific study of society and social concerns. Enables students to understand the connections between the individual and larger social and cultural forces. Heightens awareness of the diversity of American and other societies.

The St. ÃÛÌÒ´«Ã½ core curriculum requires completion of 4 credits in the area of Fine Arts; students may fulfill this requirement by participating in four semesters of certain music ensembles or of certain music lessons (NOTE: ensemble or lessons must be on the same instrument or voice). This requirement aims to enhance students’ understanding of and appreciation for one or more of the fine arts (art, film, music or theater). The following courses fulfill this requirement and are offered in the fall semester.

ARTH 150, Explorations in Art History: Through a series of case studies, this course examines the importance of art as cultural expression across time and from a global perspective. In each course section, students will analyze the style, subject, and patronage of works of art, and will explore art's relationship to religion, ideology, society and economy, gender roles, and the interaction of cultures. Case studies will include architecture, sculpture, painting, and other arts, such as ceramics, textiles, and photography. Some sections will meet the Global Perspectives requirement.

ARTH 251, Museum Studies: Practices: This course provides an investigation of the critical issues facing museums in the 21st century. Museum missions, practices, and resources will be interwoven with a discussion of audience, communication, and collaboration. This course will provide an opportunity for discussions with museum professionals. Partnerships with regional museums will provide hands-on project opportunities during the semester.

ARTH 304, Typeface: This course focuses on the process of creating a digital typeface design. Students will invent a design brief—a description of the need that their font will serve—and then, letter by letter, create a typeface. Along the way, students will investigate the history of type design, reflect on both the functional and expressive aspects of type designs, and receive feedback on their work in progress. No previous experience is required. 

ARTH 345, Southern Renaissance Art:  A survey of the art and architecture of western Europe in the seventeenth and eighteenth centuries. Emphasis will be given to issues of iconography, patronage, and style.

ENGL 255, Introduction to Creative Writing: This course introduces students to the craft of creative writing, focusing on three broad genres: poetry, fiction, and creative nonfiction. Students learn how various forms (e.g., free verse, the sonnet, narrative) have developed and evolved historically and within various contexts (cultural, political, social)—and by extension, what it means to write in these forms today. They receive instruction in setting, character, voice, point of view, literal and figurative imagery, rhythm and sound patterns, and literary structures; and practice writing in all three genres. Assignments include close readings of literary texts that model craft techniques, weekly writing exercises that encourage exploration and development of craft, and workshop discussions to develop students’ analytic and critical skills. Note: The prerequisite for this class is ENGL 121 or ENGL 190 (concurrent registration allowed for ENGL 190 students).

FILM 200, Introduction to Film Studies: Introduces students to film analysis, providing the basic tools to understand, appreciate and analyze the technical and aesthetic dimensions of film and to understand how these elements come together to create meaning. The course will focus on specific filmmaking techniques, provide a brief overview of film history and introduce students to the concepts of genre, ideology and style. In addition to attending class sessions, students will be required to dedicate approximately two hours per week to viewing films in lab or outside of class.

Film 305, Screenwriting: The purpose of this course is to learn how to write effective narrative screenplays, with an emphasis on the creation of short scripts. In order to explore and identify basic dramatic principles of story, character, and structure, we will analyze numerous short scripts and films made from them. We will look at how the dramatic principles of short scripts have been expanded and turned into feature screenplays by exploring the work of various successful contemporary writers and filmmakers. Once we establish the basics of effective screenplays, students will apply these concepts to the development of their own original short scripts. By the end of the semester, students will have written several complete short scripts that are ready to be shot on their own, produced as part of a St. ÃÛÌÒ´«Ã½ filmmaking course, or that could be developed further into feature length screenplays. This course counts as a production/practice course for students pursuing the Film Studies major or minor and as an elective course for English majors and minors.

MUSC 112, How Music Works: Open to all students, this class introduces those with diverse levels of musical background to the elements of music theory and listening skills. No musical training is necessary for participation – all levels of musical abilities are welcome. Two priorities will guide our activities: (1) drawing on musical practices from multiple social and cultural contexts in both familiar and unfamiliar styles; (2) learning via direct experience. This course offers real-life practice of skills to help students develop their understanding of how music works and how it moves us, particularly regarding the interaction between music elements (e.g. rhythm, melody, harmony, and form) with emotion, meaning, and performance.

The St. ÃÛÌÒ´«Ã½ core curriculum requires completion of 4 credits in the area of Fine Arts; students may fulfill this requirement by participating in four semesters of certain music ensembles or of certain music lessons (NOTE: ensemble or lessons must be on the same instrument or voice). This requirement aims to enhance students’ understanding of and appreciation for one or more of the fine arts (art, film, music or theater). The following courses fulfill this requirement and are offered in the fall semester.

MUSC 130: Introduction to World Music: This course provides students a foundation for developing critical thinking and self-analysis, by way of exploring the diversity of musical traditions across the world. Students will develop attentive listening skills and analytical perspectives that engage with music’s distinctive sounds, settings, and meanings. Students will gain awareness and appreciation of music as expressions of human experience at the individual, ÃÛÌÒ´«Ã½, and global level. 

MUSC 170: Film Music: Comedy of Horror: Why do we laugh when bad things happen to good people and what makes scary movies surprisingly funny to us? Most cultural traditions around the globe have long identified both music and humor as supremely human activities, profoundly tied to language, ÃÛÌÒ´«Ã½, and social living. In this class we will take comedy seriously. We will look at and listen to movies, asking not only what makes them funny (or not) but also examining how music and sound reinforce the comedic effect of the film. Through weekly engagement with images and sounds from all over the world we will explore the ability of humor not only to challenge boundaries of social and cultural conventions but also redefine our relationships with fear and with things beyond our knowledge.

THTR 111, Introduction to the Theater: Foundation in theater and drama for the non-major, beginning student; orientation to the dramatic tradition through consideration of plays and playwrights from the Greeks to the present; history of theatrical customs, traditions and conventions as they affect modern stage design, acting, directing, costumes, make-up and criticism. Experience in seeing and analyzing SCU/UST and Twin City play productions and in producing a play.

THTR 297, THTR Performance/Production: Students will produce and present a play while they learn about key aspects of introductory theater. This course will examine the customs and conventions of theatrical art and management, such as acting, directing, and stage managing as well as design (costume, light, set and sound) by engaging first-hand in these practices. In addition, students will be introduced to historical theater movements and theory as a way of providing context for their own work. The class culminates in a live performance that is created, performed, stage managed and produced by the class. Theater production is not just acting, so students interested in behind-the-scenes work, design and other event management should consider this course.

Students may also satisfy the Fine Arts requirement by participating in one of the eight music ensembles listed below (1 credit per semester, students must take 4 semesters of the same ensemble to complete the Fine Arts requirement. Auditions are required):

MUSN 140, Donne Unite (Women’s Chorus)
MUSN 142, Chamber Singers
MUSN 143, Liturgical Choir
MUSN 160, Concert Choir
MUSN 173, Guitar Ensemble
MUSN 181, Orchestra
MUSN 185, Symphonic Band
MUSN 186, Symphonic Wind Ensemble

Ensembles are open to all students by audition. Please see select a link below to sign up for an ensemble audition.

Students may take a total of four semesters in 50-minute lessons in the same instrument or lesson (with exceptions granted in consultation with the Chair). There are numerous options for lessons in various styles including composition lessons and digital music lessons. You will see a long list on the fine arts section of the course preference form, but if you don't see the instrument you wish to study, ask academic counseling. NOTE: Lessons have a $400 per semester fee.

The St. ÃÛÌÒ´«Ã½ core curriculum requires one course (4 credits) in History. This requirement aims to increase students’ knowledge of the history of the modern world and its origins, historical methods and analysis, ethics issues of historians, as well as to raise awareness of diversity within human history and the importance of intercultural learning.

HIST 112, The Modern World Since 1550: Introduces students to historical reasoning. Students learn to analyze evidence from the past in context in order to explain how the past produced the ever-changing present. This course surveys the foundation and expansion of global networks from the sixteenth-century exploration to the contemporary world, and it examines the resulting breakthrough in communication and cultural exchanges between Europe and Africa, Asia, Latin America and the Middle East. Key aspects of the modern world are explored, such as state power and citizenship, economic systems and human labor, ideas about belonging and ÃÛÌÒ´«Ã½, and the relationships and activities that constitute daily life.

HIST 114, Modern US/Global Perspective: Introduces students to historical reasoning. Students learn to analyze evidence from the past in context in order to explain how the past produced the ever-changing present. The course introduces students to social, political, cultural, and economic developments from the American Civil War to the present day. It not only traces how ideas and lived experiences within each of those categories of historical analysis changed over time, but also shows how developments in each realm of American life shaped
the others. It pays special attention to how American politics, institutions, and cultural norms emerged from—and produced—a changing role for the United States in its global context. It also interrogates how efforts to define American identity have both provided the terrain for inclusion and been used to justify the exclusion of various people, including racial, ethnic, and immigrant groups, people of different genders and sexual identities, and people of diverse religious and political beliefs.

HIST 115, The World Since 1900: Introduces students to historical reasoning. Students learn to analyze evidence from the past in context in order to explain how the past produced the ever-changing present. This course examines the origin, development, reception, alteration, and rejection of various ideologies—including, but not limited to, nationalism, imperialism, communism, liberalism, fascism and Nazism—and the political, social, economic, and cultural changes that they produced. Through a close examination of the twentieth century, students gain appreciation for the intricate nature of power and dependency that characterizes the modern world.

HIST 118, Middle East and North Africa: Introduces students to historical reasoning. Students learn to analyze historical evidence in context in order to explain how the past produced the ever-changing present. This course introduces students to the history and cultures of the Middle East and North Africa, focusing on the region's interaction with global powers. With special attention placed on global developments and local responses, the course will highlight the origins and expansion of Islamic empires, modern interactions with the West through imperialism and oil concessions, responses to this interaction from nationalist, secularist, and Islamist movements, and the issues these responses generate in the present day, including questions of ethnic conflict and religious pluralism. 

HIST 119, East Asian Civilizations: Introduces students to historical reasoning. Students learn to analyze evidence from the past in context in order to explain how the past produced the ever-changing present. This course will look at the history of East Asia in regional and global contexts. Students will build a foundation by learning about the formative era of Chinese history in the first millennium BCE, focusing on the creation of Confucianism and the imperial system. They will follow East Asia’s emergence as a distinct historical region comprising China, Korea, and Japan, and the ties these countries maintained among themselves and with the rest of Asia. As they enter the early modern era, students will focus on connections between East Asia and the world, such as the silver economy. The class will conclude by looking at East Asia in the nineteenth and twentieth centuries, with a special emphasis on global historical themes of colonialism and industrialization. Through this class, students will learn to analyze changes and continuities over long periods of time. They will also learn to frame historical events in their local specificity as well as in their common humanity.

The St. ÃÛÌÒ´«Ã½ core curriculum requires one lab science course (4 credits).

NON-SCIENCE MAJORS may choose from the following courses during fall semester:

BIOL 105: Human Biology: An introduction to cells, genetics, development and the human body, and the impact of humans on the environment. Laboratories will emphasize investigative scientific problem solving and creative thinking. Three laboratory hours per week. Not open to students who have completed BIOL 101 or BIOL 106.

BIOL 106, Women, Medicine and Biology: This course addresses issues of biology from the perspective of women. The focus of the course will be to learn basic principles of biology in areas such as anatomy, physiology, genetics, cell biology, and microbiology in the context of issues relevant to women and women's health. Two laboratory hours per week. Not open to Biology majors or students who have completed BIOL 101 or BIOL 105.

BIOL 207, Genetics Ecology Evolution: This course lays a foundation on which to build both concepts and skills in biology. We explore genetics, evolution, and ecology, demonstrating within each of these disciplines the importance of diversity in supporting life. Topics include: Mendelian genetics, molecular genetics, selection theory and the process of evolution, speciation, and population, ÃÛÌÒ´«Ã½, and global ecology. Emphasis on applications of these topics to current issues related to human health and sustainability. Laboratory work (3 hours per week) consists of authentic research projects that require creating hypotheses, designing experiments, analyzing and interpreting data, and making new contributions to science. 

GEOL 115, Environmental Geology: This course emphasizes the interactions between humans and their environment, focusing on those processes and issues that are fundamentally geological in nature. Early in the course, students will be introduced to basic geosciences concepts and principles, the scientific method, plate tectonics and Earth materials (rocks and minerals). The remainder of the course will focus on specific topics at the interface between humans and their environment, including volcanic and earthquake hazard, human impacts on the hydrological cycle, surface and groundwater contamination, climate and the carbon cycle, nuclear waste storage, soil erosion and non-renewable resources, and slope stability. NOTE: Students who receive credit for GEOL 115 may not receive credit for GEOL 102, 110, 111, or 114.

ESCI 132, Intro to Environmental Science: Environmental science is an interdisciplinary science program focused on solving environmental problems that lie at the interface between biology, chemistry, and geology. Using case studies, ÃÛÌÒ´«Ã½ partners and/or real research projects, students will learn skills used by environmental scientists to address local and regional environmental issues. We will explore the natural processes involved in the problems as well as consider scientific contributions to solutions. Students interested in Sustainability, Conservation, Advancing the Common Good and/or pairing science with business, engineering, law or other fields are encouraged to take this class.

PHYS 104, Astronomy: Introduction to physical principles and their application to astronomy for non-science majors. Emphasis is on comprehension of ideas and principles. Topics include the motions of the sun, moon, stars and planets; properties of the solar system; the stars including giants, dwarfs, pulsars and black holes; nebulae, galaxies and quasars; cosmology and life. The course consists of lecture, discussion and laboratory. Prerequisite: MATH placement at or above 099, concurrent enrollment in either MATH 100 or MATH 101, or a grade of C- or better in MATH 007 or above.

PUBH 200, Emerging Disease & Global Health: In recent decades, infectious diseases such as West Nile virus, Ebola, Zika, MERS, HIV, H5N1 and H1N1 influenza virus have jumped geographical boundaries and even species boundaries to emerge in new populations. This class offers an introduction to emerging and reemerging infectious disease and focuses on the underlying mechanisms of microbial emergence, epidemiology, and the strategies available to contain them. In this age of antibiotics and vaccines, why do millions die each year from infectious diseases worldwide? With new pathogens continuing to emerge, can we ever hope to win the battle? The emergence and re-emergence of infectious diseases involves many interrelated factors. Global interconnectedness continues to increase with international travel and trade; economic, political, and cultural interactions; and human-to-human and animal-to-human interactions. This course will address the biological mechanism of infectious disease and the socioeconomic and ecological factors that influence the outbreak of infectious diseases.

PUBH 210, One Health: This course is designed to provide students with an understanding of the biology of human/animal/environmental interactions that impact health. Students will practice evidence-based approaches to these public health issues including identifying problems and risk factors, considering evidence-based recommendations for interventionism developing strategies for putting interventions in place, and evaluating outcomes. The University of St. ÃÛÌÒ´«Ã½ challenges students "... to be morally responsible leaders, who think critically, act wisely, and work skillfully towards the common good." Students completing this course will build critical thinking skills while learning fundamental concepts and practices that benefit the health of global and local communities. 

SCIENCE MAJORS AND STUDENTS WITH A HEALTH PROFESSION INTEREST (i.e. pre-med, pre-physical therapy, etc.) with appropriate math and chemistry placement scores, choose from the following courses:

BIOL 207, Genetics, Ecology, Evolution: A consideration of the mechanisms of heredity, evolution, population genetics and population ecology emphasizing hypothesis testing, case studies, and quantitative and experimental approaches to population biology. Topics include: Mendelian genetics, genetic mapping, population genetics, selection theory and the process of adaptation, speciation, macroevolution and phylogenetics, and the growth and regulation of populations. Laboratory work emphasizes techniques for data analysis, including computer simulation and modeling. Three laboratory hours per week. Prerequisites: Math placement into MATH 108 or higher or completion of MATH 108 or MATH 109 or MATH 111 or MATH 113.

CHEM 111, General Chemistry: This course, together with CHEM 112, provides a two-semester introduction to chemistry. Topics include atomic structure, molecular structure, chemical bonding, the periodic table, states of matter, reaction types, stoichiometry, thermochemistry, intermolecular forces and properties of the common elements and their ions in aqueous solution. Lecture plus four laboratory hours per week. Offered fall and spring semesters. Prerequisite: Placement at or above CHEM 111. NOTE: Students who receive credit for CHEM 111 may not receive credit for CHEM 100, 101, 109 or 115.

CHEM 115, (Honors) Accelerated General Chemistry: A one semester general chemistry class that blends significant topics from CHEM 111 and 112 for very strong students interested in majoring in science or engineering. Approximately one-third of the course content is drawn from CHEM 111 with the balance coming from CHEM 112. Topics include atomic theory, stoichiometry, gas laws and phases of matter, atomic and molecular structure, bonding, kinetics, thermodynamics, equilibrium, electrochemistry, nuclear chemistry and descriptive chemistry. Lecture plus four laboratory hours per week. Offered fall semester. Prerequisite: Math placement at the 113 level, high school chemistry, and satisfactory performance on the chemistry placement examination. NOTE: Students who receive credit for CHEM 115 may not receive credit for CHEM 100, 101, 109, 111, or 112.

GEOL 115, Environmental Geology: This course emphasizes the interactions between humans and their environment, focusing on those processes and issues that are fundamentally geological in nature. Early in the course, students will be introduced to basic geosciences concepts and principles, the scientific method, plate tectonics and Earth materials (rocks and minerals). The remainder of the course will focus on specific topics at the interface between humans and their environment, including volcanic and earthquake hazard, human impacts on the hydrological cycle, surface and groundwater contamination, climate and the carbon cycle, nuclear waste storage, soil erosion and non-renewable resources, and slope stability. NOTE: Students who receive credit for GEOL 115 may not receive credit for GEOL 102, 110, 111, or 114.

PHYS 211, Classical Physics I: This course and its continuation PHYS 212 serve as a two-semester introduction to classical physics. Applications are chosen that focus on engineering and the physical sciences. Topics include principles of classical mechanics: vectors, kinematics, particle and rigid body rotational dynamics and statics; conservation laws; and thermodynamics. The course meets three times a week for two consecutive periods consisting of integrated lecture, discussion and laboratory. Prerequisite: A minimum grade of C- in MATH 109 or MATH 113. NOTE: Students who receive credit for PHYS 211 may not receive credit for PHYS 109.

The St. ÃÛÌÒ´«Ã½ core curriculum requires at least one quantitative analysis course (4 credits).

Mathematics

Your initial math placement is based on your math ACT sub-score or the department's math placement assessment. Students may register for the math course at the level in which they place, or any course below that level. Some students are interested in studying academic areas that require higher levels of math than their ACT math sub-score or placement assessment score allows them to take. In this case students will be advised to enroll in appropriate math preparation courses/opportunities. If you have AP, IB or PSEO math credits, please provide specific details about this credit within the Course Preference Form. If you have any questions about your math placement, please contact Academic Counseling at (651) 962-6300 or (800) 328-6819, Ext. 2-6300. For specific information about majors and math requirements, please review additional details under the placement assessments tab.

MATH 100, Mathematical Sampler: This survey of basic mathematical concepts includes both modern and historical perspectives. Emphasis is on the development and appreciation of mathematical ideas and their relationship to other disciplines. Topics include, among others: mathematical problem-solving, set theory, graph theory, an introduction to randomness, counting and probability, statistics and data exploration, measurement and symmetry, and recursion. NOTE: Does not require a placement, and is not good for business majors.

MATH 101, Finite Mathematics: Elementary set theory, linear equations and matrices, linear programming, finite probability, applications primarily in business and the social sciences. This course satisfies the core curriculum requirement for Quantitative Analysis. Offered Fall, J-Term, Spring and Summer. NOTE: This does not require a placement and is good for all business majors except Financial Management.

MATH 108, Calculus with Review I: The first course of a two-course sequence designed to integrate introductory calculus material with the algebraic and trigonometric topics necessary to support that study. Review topics include: number systems, basic algebra, functions, Cartesian coordinate system and graphing. Calculus topics include limits, continuity, derivatives for algebraic functions, applications of derivatives and more graphing. This course is intended only for students planning to take MATH 109, Calculus with Review II, and does not satisfy the Quantitative Analysis requirement in the core curriculum. Offered Fall, Spring and Summer. Prerequisite: Placement at MATH 108 (score of 23 or higher on the math portion of the ACT or appropriate score on the math placement assessment) or above, or successful completion of MATH 107. NOTE: Students who receive credit for MATH 108 may not receive credit for MATH 105, 111, or 113.

MATH 111, Calculus for Business and Social Science: An introductory course in calculus with motivation and examples drawn from business and the social sciences whenever possible. Does not include the calculus of trigonometric functions. Not appropriate for science majors. This course satisfies the core curriculum requirement for Quantitative Analysis. Offered Fall and Spring. Prerequisite: a grade of C- or above in MATH 103 or MATH 105 or placement at MATH 111 (score of 25 or higher on the math portion of the ACT or appropriate score on the math placement assessment). Four years of high school mathematics, including college algebra, are also recommended as background for this course. Students who are considering taking MATH 114 should take MATH 113 instead of MATH 111. NOTE: Students who receive credit for MATH 111 may not receive credit for MATH 108, 109, or 113.

MATH 113, Calculus I: An introductory course in calculus: limits; derivatives and integrals of algebraic, exponential, logarithmic and trigonometric functions of one real variable; applications of the derivative in engineering and the natural sciences. This course satisfies the core curriculum requirement for Quantitative Analysis. Offered Fall, Spring and Summer. Prerequisite: a grade of C- or above in MATH 105 or placement at MATH 113 or above (score of 28 or higher on the math portion of the ACT or an appropriate score on the math placement assessment). Four years of high school mathematics, including college algebra and trigonometry, also are recommended as background for this course. NOTE: Students who receive credit for MATH 113 may not receive credit for MATH 108, 109, or 111.

MATH 114, Calculus II: Techniques of integration; applications of integration; infinite series; parametric/polar equations. Offered Fall, Spring and Summer. Prerequisite: a grade of C- or above in MATH 112 or in MATH 113 or MATH 109.

DASC 120, Intro to Computational Statistics I: This course is composed of an in-depth study of the processes through which statistics can be used to learn about environments and events. There will be an intensive focus on the application, analysis, interpretation, and presentation of both descriptive and inferential statistics in a variety of real world contexts. Topics include data collection, research design, data visualization, sampling distributions, confidence intervals and hypothesis testing, inference for one and two samples, chi-square tests for goodness of fit and association, analysis of variance, and simple and multiple linear regression. Extensive data analysis using modern statistical software is an essential component of this course. Prerequisites: Math placement at level of MATH 108 or above; or completion of MATH 107, 100, 101, 103, 104, 105, 108, 111, or 113. NOTE: Students who receive credit for DASC 120 may not receive credit for DASC 111 or DASC 112.

Integrations in the Humanities (IH) courses are mid to upper level (numbered 200 and above) and will help you to trace how big ideas impact multiple facets of life, across academic disciplines and through many communities. Every IH course engages the humanities -- disciplines that focus on documenting and understanding the human experience. You will be able to choose from courses across many departments to develop your understanding of the “big picture” of human life. IH courses can also meet the Flag core areas of Global Perspectives, Diversity, Inclusion & Social Justice, Writing Across the Curriculum (WAC), and Signature Work. Most students will complete IH and flag requirements after their first semester of enrollment (with the exception of WAC, which is a common flagged course for first semester students).

CATH 205: Crisis and Development: This course explores from an interdisciplinary perspective the history of the Catholic Church as it interacts with the secular world and is shaped by its dominant personalities and events. No other institution in history has survived, and flourished, for so long and in the face of so many challenges. This course will critically reflect upon the history of the Church, from its origins in the Apostolic Age to the modern period, as a series of cycles with a common pattern of creativity, achievement, and retreat. Students may expect to complete the course with an awareness and understanding of the major personalities and events, secular and ecclesial, that have shaped the life of the Church.

CLAS 225, Classical Hero and Film: This Course focuses on analyzing and understanding Classical epic poetry, the ancient presentation of heroic figures and heroic exploits, and recognizing the influence of epic/heroic literature on the modern storytelling device of film. While the genre of epic is central to the course, other genres (both literary and cinematic) which present heroic figures, e.g., tragedy, history, comedy, action, fantasy, will also be explored. Analyzing the works read or viewed via writing and class discussion will constitute the primary course activities; students will engage in reading, viewing and writing outside of class, while class time will include some writing, viewing and discussion. In order to allow am-ple time for discussion and analysis, the majority of films in their entirety will be viewed outside of class. The course grade will be based substantially on written analysis (i.e., essays, papers) of the texts and films studied. ENGL 203 may also be substituted for this course.

CLAS 245, Classical Mythology: Mythology is the embodiment and encoding of the beliefs, principles, and aspirations of ancient cultures. This course provides an interdisciplinary introduction to mythology as an introduction and foundation to Classical civilization. Both Greek and Roman myths will be examined from a variety of theoretical perspectives, including etiological, structuralist, and psychological theories. Consideration will also be given to the study of literature in translation, art history, religion, and history. The course grade will be principally based on writing assignments and class discussions.

ENGL 202/IRST 202, Intro to Irish Studies: A survey of Irish Studies – history, literature, politics, and culture – in translation and in English from pre-historical times to the present. Though emphasis will be on the last 100 years and Ireland’s place in Europe, the course will do so through the study and consideration of selected works from nearly 2500 years of Irish writing. Likely authors to be read include Swift, Edgeworth, Yeats, Joyce, Heaney, Boland, O'Brien, and Doyle. This course satisfies an Integration in the Humanities requirement, a Global Perspectives requirement, and a WAC Writing to Learn requirement. It also satisfies a requirement for the minor in Irish Studies.

ENGL 203, Paranoid, Conspiracies in Literature: This course will examine the enduring appeal and growing influence of conspiracy theories. We will look at key historical events, figures, and social issues in the history of our nation and the conspiracy theories they have spawned, as well as the psychological phenomena most commonly associated with conspiracism, and the rhetoric of political paranoia. The objective of the course is neither to promote nor debunk any particular theory, but to examine the role that conspiracy theories play as modern mythologies, dramatizing our fears and anxieties, and (strangely enough) our enduring (and possibly naïve) hope that things will one day get better. This course satisfies both a WAC Writing Intensive requirement and an Integrations in the Humanities requirement.

ENGL 203, Victorian Gaming: This course explores 19th-century gaming by studying popular Victorian games, their role in shaping the period’s literature, and our adaptations of Victorian culture in contemporary games such as Assassin’s Creed Syndicate and Marrying Mr. Darcy. Through the rich scholarship of game studies, we’ll study (and play) literature-based role-playing, parlor, board, and video games, among others. ‘Reading’ games and literature from across the globe, students will write critical essays, response papers, and build a game using Twine. We’ll understand ‘gaming’ as a form of reading and appreciate the politics of ‘gaming’ texts and rules. No prior familiarity with gaming or Twine is required.

ENGL 215, American Authors II: How did the modern warfare of World War I change those who fought and those who stayed at home? Why did so many of the best American artists flee to Paris? How did the traditionalism and stability of the 1950s lead to the radicalism and rebellion of the 60s? How has technology, from the typewriter to the internet, reshaped literature? Such questions will be explored in a chronological framework though extensive readings in American literature from the beginning of the twentieth century to the present. Threaded throughout the literature are themes such as progress and innovation, war, the “lost generation,” the New Woman, race, and conformity and individuality.  NOTE: You need not take American Authors I to take American Authors II, you need only have taken one of ENGL 106, 120, 121, or 190.

ENGL 220/CLAS 298, The Classical Tradition: What might it mean to speak of “the classical tradition?” What does that include and exclude? And how does it matter to us today? From the ancient Greek gods in their serenity to the howls of the damned in Dante’s vision of the afterlife, whether mythological or theological, the works to be studied engage us in the most fundamental questions about what it means to be human. Such questions will be explored in a chronological framework through extensive readings of representative texts of Western literature in translation from ancient Greece to the Renaissance, including some interactions of the European traditions with ancient or medieval Asian, Mesopotamian, or Middle Eastern literatures. Authors may include Homer, Aeschylus, Sappho, Virgil, Dante, Rumi, Marie de France, and Christine de Pizan. 

ENGL 230, Narrative Medicine: Increasingly, education for nurses, physicians, and other healthcare professionals includes the practices of reading literature, writing reflectively, and engaging in role-play to learn how to care for patients (and for themselves). This is sometimes called narrative medicine. By focusing on stories (of the patient, the healthcare professional, and the cultures and systems in which both live) and therefore humanizing the often-impersonal world of the healthcare system, it improves the quality of care for patients and reduces burnout among healthcare professionals. In this course we will engage in practices of narrative medicine, reading and writing about literature as a means of understanding ourselves and others. The texts we'll read illuminate questions about pain and illness, empathy and the training of healthcare professionals, the health implications of racial and economic injustice, and the need for reformation of the healthcare system.

ENGL 256, Intro to Professional Writing:  This course introduces students to principles and skills necessary for writing in professional settings. It includes study of rhetoric, ethics, and information design in workplace writing; examination of the roles of professional writers; close readings of texts and documents that model professional techniques; and practice composing in a variety of professional genres. The course will include instruction in ethical communication, rhetorical context, document design, communication technologies, precision, concision, and tone. 

ENGL 258, Intro to Literary Publishing: In this course, students will explore the broader publishing landscape, from small literary magazines and zines to Big-5 commercial presses and everything between. The course will discuss how to enter the publishing industry, what to expect as a writer, and the industry’s issues and inequalities. We will walk through the hurdles and steps a manuscript must pass to achieve publication, and we’ll workshop materials that will be useful in publishing (such as marketing pitches and query letters). We will also engage with the industry’s history and with the local Twin Cities literary environment. The aim of the course is to empower students with industry knowledge and current trends so that they can be successful as writers or future editors.

FILM 300, World Cinema: In this course, students will view, discuss, and read and write about feature-length films from Africa, Asia, the Americas, Europe, and possibly India and/or the Middle East. Following critical viewing of films both in and outside of class, students will engage in critical reflection, discussion, and analytical writing as a way of practicing the art of film analysis. This course asks students to think critically about the ways in which cinema engages the world as a form of entertainment, as art, as historical document, and as an instrument of social change.

GERM 300, Intro to German Studies: Intended as an introduction to more advanced work in German, this course, which is required of all majors and minors, will offer an overview of the evolution of German culture and civilization (society, politics, the arts) within an historical context. The course will also contain a review of advanced grammar and offer students an opportunity to improve their reading, writing, and speaking skills. Oral and written skills will be assessed. Prerequisite: GERM 212 or equivalent completed with a C- or higher, or a placement of GERM 300.

See more IH courses in the following accordion row.

HIST 353, Colonial Revolutionary America: This course is an intensive study of North American history from the pre-contact era through the Revolutionary War, exploring the social, cultural, and political developments that shaped the coming of the American Revolution. Emphasis will be placed on the ways in which Native peoples, individuals of African descent, women, and non-elites contributed to the development of Colonial and Revolutionary society. The semester begins with an exploration of the French, British, Spanish, and Dutch colonization of the continent, devoting particular attention to first encounters between Europeans and Native peoples. It moves forward chronologically to examine the growing maturation of colonial society and the resulting breakdown of Anglo-American relations, focusing on the ideological underpinnings of the American Revolution. After an exploration of the conflict, the semester concludes by investigating the postwar struggle to draft and ratify the U.S. Constitution. 

JPST 250, Intro to Justice & Peace Studies: Major aspects of world and local conflict, theories of social science relating to conflict and violence, and various proposals for solutions. Among the aspects of conflict studied are cultural differences, scarcity of resources, economic and social structures, international trade, the arms race, corruption, oppression and war. Proposed solutions assessed include development, structural changes, world governance, multinational agencies, military power, civilian-based defense, active nonviolence for social change, conflict resolution, disarmament, cultural exchange, religious revival and prayer. These topics are considered in the light of theory, history, and literature. Students apply these concepts by investigating one country or geographic area in depth through a semester long research project. Usually offered every semester.

SOCI 285, Social Policy in a Changing World: This course provides an overview of the concepts, debates and theories of global social policy, the key actors and policy-making processes, and the different approaches to social policy within different global contexts. It examines the major trends and challenges facing social policy in today’s rapidly changing world and the values on which they are based as well as key critiques of those trends. Locating social policy within the context of globalization processes, this course explores a deeper understanding of the major challenges facing the global ÃÛÌÒ´«Ã½, including poverty, inequality, education, health care, unemployment, population, migration, refugee resettlement, human trafficking, climate change, environmental governance, the growing influence of digital technologies, and the changing nature of work. The course explores the roles of international organizations, such as the United Nations, the World Bank, the World Health Organization, transnational corporations, international non-governmental organizations, and transnational advocacy networks in shaping global social policy. This course will equip students with the knowledge and skills to analyze global social policy issues and to be policy leaders in this context.

SPAN 300, Advanced Spanish Grammar: Advanced Grammar with emphasis on review of grammatical structures, language development, mechanics, and expansion of vocabulary. Writing of basic structures in expository prose. Prerequisite: Completion of SPAN 212 or SPAN 220 or equivalent with a C- or above.

THEO 224, Bridges: Theo & Environment: This section examines Christian theological and moral reflection on the relation between human activity and the natural environment. It will address environmental issues that are of mutual concern to theologians and the natural or social sciences; thus it will study scientific analysis along with theological perspectives. The course will also review contemporary practices and/or policies that address environmental problems. 

THEO 224, Bridges: Sacred Music of the Catholic...: Music both expresses and shapes religious experience. This course explores the practice and theory of music-making in Catholic worship and devotion. Special emphasis will be given to the study of Gregorian chant as foundational for Roman Rite worship music, the historical development of other forms of Christian church music, and contemporary issues of music, culture and spirituality. In this course, students will conduct a theological examination of a topic of the instructor’s choosing that is held in conversation with another area of study, such as theology and aesthetics, art, literature film, music, science, psychology, politics, mass media, consumerism, public discourse, technology, or the environment.

THEO 224, Bridges: Theo &Technology: This section examines how technology shapes our identities and our relationships with nature, other people, and the transcendent. Does technology bring us closer to the natural world or make it harder to experience it? Does it help or hinder our relationships with other people and with God? We’ll look at historical examples, such as the impact of electric lights, and current technologies, like facial recognition technology and prosthetic enhancements of the body. The course readings will include a range of voices from Christian theology, from ancient to modern times, that offer insight on sharing a meaningful human life with others and discerning the presence of the divine in work, leisure, silence, and the natural world. 

THEO 226, Spirituality: Christian Marriage: This section is designed to acquaint students with the theology of Christian marriage, understood as covenant relationship and as sacrament, that is, an effective sign of God's love in our world. Primary though not exclusive emphasis will be on the Roman Catholic tradition. Students will also examine contemporary cultural attitudes toward sexuality, marriage, and the family in the light of Christian theology.

THEO 227, Contexts: God: This course will explore various approaches to God and God's relationship to humankind, including perspectives written by people traditionally on the margins of theological research. A central question for this section will be how God responds to injustice. This course explores the role of scripture, history, tradition and experience in the understanding of God. It examines both old and new theologies, asking key theological questions such as, “What difference does it make how people picture God?” “How could a good God create a world where evil and suffering are possible?” or “If God has a plan for the world, are we free to make our own choices?” 

THEO 227, Contexts: Justice & Peace: This section involves an examination of the views of various religions and ideologies on issues of justice and peace, with special attention to the Catholic and other Christian teachings on such issues as war and peace, violence, economic justice, the environment, criminal justice, and social justice. Special attention is given to how fundamental presuppositions and principles of each group studied affect their views on justice and peace, and contribute to or hinder dialogue and peaceful interaction with other groups. In addition to Christianity, students will study (at least) one far eastern worldview (e.g. Buddhism, Hinduism, Jainism), one tribal religion (Native American, African), Islam, and one secular worldview (e.g. Marxism, capitalism, secular humanism). Students are required to investigate one worldview in depth through a semester-long research project.

THEO 228, Comparative: Islam: This section is an introduction to the beliefs, practices, and diverse expressions of the religion and traditions of Islam. We will closely study the foundational sources of the Islamic tradition, the Qur’an and the life and legacy of the Prophet Muhammad, and trace the development of Islamic law, theology, spirituality, literature, and art. We will situate Islam as an Abrahamic religion and examine its commonalities, differences, and historical interactions with Christianity and Judaism. Finally, we will analyze contemporary topics such as Muslim responses to the challenges of modernity, Islam in America, and Islam in geopolitics. 

THEO 228, Comparative: Judaism: This section offers an examination of Judaism in comparison to Christianity: its history, literature, religious concepts, practices and personalities.

WGSS 205, Women/Gender/Sexuality: This multi-disciplinary course is designed to raise awareness of women's status and women's diversity, to explore gender identities and interrogate the way that these categories are constructed, and to critically examine disciplines and social practices through the lens of feminist theory. Course readings and discussion will examine ideas about race, class, sexuality, and other aspects of identity as they intersect with sex and gender.

Visit the catalog for a complete list of courses that satisfy the Integration in Humanities area of the core curriculum, subject to availability.